9 20 5655 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/9198e394a8e32b577e506f334572a63c.pdf d9386e624b7d00d0a3bda90e1050b1bb PDF Text Text ST~ JOH 'S COLLEGE IN ANNAPOLIS OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM CATALOGUE FOR 1942-1943 ANNAPOLIS, MARYLAND APRIL, 1943 Founded as King William's School, 1696 Chartered as St. John's College, 1784 �TABLE This catalogue contains the full official statement of the curriculum of St. John's College. In the following pages the curriculum is described as: 1. A four-year, all-required course containing no electives and leading to the degree of Bachelor of Arts; 2. Aimed at initiating in the student skills of learning in language, mathematics, and abstract thinking that are necessary in anything he may choose to do the rest of his life; 3. Taught, for the duration of the war, in a schedule which allows students to finish in the three calendar years before they are subject to military service; 4. Available to applicants who have finished two years of high school work or an equivalent preparation as evidenced in the St. John's Entrance Examination in English, one foreign language, and mathematics. St. John's College has no graduate or professional schools. OF CONTENTS PAGE COLLEGE CALENDAR . . . . . . . . . . . . . . . . . . .. . 4 BoARD OF VrnnoRs AND GovERNORS ................ . 6 OFFICERS OF ADMINISTRATION .. 8 FACULTY .................................... . 9 THE ST. JoHN's PROGRAM On College Catalogues ..................... . 14 Why a College Education Should be Liberal .. 14 The Crisis in Liberal Education. 16 The Liberal Arts ......... . 17 The Classics as Teachers ............. . 18 Science and the Modern World . 21 The Curriculum .......... . 22 The Tutorials ....... . 25 The Language Tutorial. .. 25 The Mathematics Tutorial. 28 The Seminar .... 30 The Formal Lecture ........... . 31 The Laboratory 32 The Schedule 37 The Faculty . . . . . . . . . . ........ . 39 Academic Standing . . . . . . . . . . . . ....... . 41 The Degree of Bachelor of Arts. 42 A List of Great Books .............. . 45 In Chronological Order. 45 By Years .................... . 47 By Subject Matter ... . 48 RESIDENCE AND ACTIVITIES .. . 49 How To APPLY FOR ADMISSION. . ......... . 55 FEES . . . . . . . . . . . . . . . . . . . ..... . 57 FINANCIAL Arn ................................ . 60 APPENDIX A, HISTORY OF THE COLLEGE ......... . 64 APPENDIX B, THE DEGREE OF BACHELOR OF ARTS. 70 APPENDIX C, INTERCOLLEGIATE ATHLETICS .. . 74 APPENDIX D, THE GREAT BooKs AT WAR ........... . 77 BIBLIOGRAPHY OF ARTICLES ON ST. JoHN's PROGRAM .. 82 STUDENTS ENROLLED IN ST. JoHN's PROGRAM ...... . 84 INDEX ...................................... . 88 �COLLEGE CALENDAR COLLEGE CALENDAR 1943-1944 1942-1943 1942 September 16-19 ............ Annual Examinations September 19 ............... Registration September 20 ............... Convocation September 21 ............... First Term begins December 16 ................ First Term ends (Vacation begins 12 noon) December 30 ................ Second Term begins (Vacation ends 9 A.M.) 1943 March 6 .................... Second Term ends (Vacation begins 12 noon) March 15 ................... Third Term begins (Vacation ends 9 A.M.) May 22 ..................... Third Term ends (Vacation begins 12 noon) May 23 ..................... Baccalaureate Sunday May 24 ..................... Class Day s CALENDAR JANUARY M T WT F S •••••••••• 12 3 4 5 6 7 8 9 10111213141516 17181920212223 24252627282930 31 •• •• •• •• •• • • FEBRUARY •• 1 2 3 4 5 6 7·9 910111213 14151617181920 21222324252627 28 • • • • • • • • • • • • •••••••••••••• FOR 1943 JULY APRIL S M T WT f S • OCTOBER S M T WT f S S M T WT F S •••••••• 1 2 3 •••••••• 1 2 3 •••••••••• 12 4 5 6 7 8 9 10 3 4 5 6 7 8 9 4 5 6 7 8 910 11121314151617 11121314151617 10111213141516 18192021222324 18192021222324 17181920212223 252627282930 •• 25 26 27 28 29 30 31 24 25 26 27 28 29 30 • ••••••••••••• • ••••••••••••• 31 •••••••••••• AUGUST MAY 1 2 3 4 5 6 7 •••••••••••• 1 8 910 11 121314 2 3 4 5 6 7 8 9101112131415 1516 1718 19 20 21 22 23 24 25 26 27 28 16171819202122 23 24 25 26 27 28 29 293031 •••••••• 3031 •••••••••• NOVEMBER •• 1 2 3 4 5 6 7 8 9 10 11 1213 1415 16 17 1819 20 21 22 23 24 25 26 27 282930 •••••••• DECEMBER SEPTEMBER MARCH JUNE 1 2 3 4 •• 1 2 3 4 5 6 • • .. 1 2 3 4 rs •••••• 1 2 3 4 •• •• 5 6 7 8 91011 7 8 910111213 6 7 8 9101112 5 6 7 8 91011 14151617181920 13141516171819 12131415161718 12131415161718 21 22 23 24 25 26 27 20 21 22 23 24 25 26 19 20212223 2425 19 20 212223 2425 28 29 30 31 .. • • • • 27 28 29 30 • • • • • • 26 27 2829 30 •••• 262728293031 •• 4 May 26-29 ................ Annual Examinations July 7 ..................... Registration July 8 ..................... First Term begins July 11 .................... Convocation September 15 .............. First Term ends (Vacation ·begins 12 noon) September 29 .............. Second Term begins (Vacation ends 9 A.M.) December 15 ............... Second Term ends (Vacation begins 12 noon) 1944 January 5 ................. Third Term begins (Vacation ends 9 A.M.) March 15 .................. Third Term ends (Vacation begins 12 noon) March 29 .................. Fourth Term begins . (Vacation ends 9 A.M.) June 3 .................... Fourth Term ends (Vacation begins 12 noon) June 4 .................... Baccalaureate Sunday June 5 .................... Class Day *June 6 .................... Commencement " Because of the accelerated war schedule, members of the class of 1944 may complete the degree requirements earlier. May 25 ..................... Commencement • 1943 • CALENDAR JANUARY SMTWTFS •• •• •• • • • • • • 1 2 3 4 5 6 7 8 9101112131415 16171819 20 21 22 23 24 25 26 27 28 29 3031 . . . . . . . . . . FEBRUARY •••• 1 2 3 4 5 6 7 8 910 1112 13141516171!! 19 20 21 22 23 24 25 26 272829 •••••••• MARCH •••••• 1 2 3 4 6 6 7 8 91011 12131415161718 19 20 21 22 23 24 25 2627 28 29 30 31 •• FOR APRIL 1944 JULY • OCTOBER S M T W l F S S M l W T F S SMTWTFS ............ 1 2 3 4 s 6 1r8 9101112131415 16171819202122 23 24 25 26 27 28 29 30 . . . . . . . . . . . . MAY •• 1 2 3 4 5 6 7 8 910111213 141516171819 20 21 22 23 24 25 26 27 28 29 30 31 • • • • • • JUNE •••••••• 1 2 3 4 6 6 7 8 910 11121314151617 18192021222324 262627282930 •• •••••••••••• 1 1 2 3 4 5 6 7 2 3 4 s 6 1 8 8 9 10 1112 13 14 9101112131415 1516 17 1819 20 21 16171819202122 22 23 24 25 26 27 28 23 24 25 26 27 28 29 293031 •••••••• 3031 . . . . . . . . . . AUGUST •••• 1 2 3 4 5 6 7 8 9101112 13141516171819 20 21 22 23 24 25 26 27 28 29 30 31 • • • • SEPTEMBER •••••••••• 12 3 4 5 6 7 8 9 10111213141616 17181920212223 24252627282930 5 NOVEMBER •••••• 1 2 3 4 5 6 7 8 91011 12 13 14151617 18 19 20 212223 2425 2627282930 •••• DECEMBER •••••••••• 1 2 3 4 6 6 7 8 9 10111213141616 17181920212223 24 25 26 27 28 29 30 31 •••••••••••• �MEMBERS EX OFFICIO BOARD OF VISITORS AND GOVERNORS President Ex Officio, His Excellency, HERBERT R. O'CoNOR, Governor of Maryland, Annapolis, Md. Chairman, DR. THOMAS PARRAN, JR., Surgeon General, U. S. Public Health Service, Washington, D. C. ARTHUR H. Vice-Chairman, FRANCIS PICKENS MILLER, Pickens Hill, Fairfax, Virginia. THOMAS E. CONLON, Speaker of the House of Delegates, Baltimore, Md. Secretary, RICHARD F. CLEVELAND, Lawyer, Baltimore Trust Bldg., Baltimore, Maryland. JUDGES OF THE COURT OF APPEALS DR. AMos F. HUTCHINS, Surgeon, 1227 N. Calvert Street, Baltimore, Maryland. D. LINDLEY SLOAN, Chief Judge. . . . .... Cumberland, Md. BENJAMIN A. JOHNSON, Associate Judge. . .. Salisbury, Md. Enwrn S. DELAPLAINE, Associate Judge ....... Frederick, Md. EDWIN WARFIELD, JR., Editor, The Daily Record, 15 E. Saratoga Street, Baltimore, Maryland. PAUL L. BANFIELD, Headmaster, The Landon School for Boys, Edgemoor, Washington, D. C. RoBERT 0. BONNELL, President, The Public Bank of Maryland, 15 E. Fayette Street, Baltimore, Maryland. BRICE, President of the Senate, Betterton, Md. STEPHEN R. CoLLINs, Associate Judge. . Chestertown, Md. T. ScoTT OFFUTT, Associate Judge ............. Towson, Md. WALTER J. MITCHELL, Associate Judge ... LaPlata, Md. RIDGELY P. MELVIN, Associate Judge. STRINGFELLOW BARR, President, St. John's College, Annapolis, Maryland. RoBERT M. HUTCHINS, President, University of Chicago, Chicago, Illinois. CLARENCE W. STRYKER, Professor Emeritus of History, St. John's College, Annapolis, Maryland. HAROLD F. LINDER, Member of firm of Carl M. Loeb & Company, 61 Broadway, New York City. ScoTT BucHANAN, Dean, St. John's College, Annapolis, Maryland. HERVEY ALLEN, Author, "Bonfield," Oxford, Talbot County, Maryland. DR. WILLIAM J, FRENCH; Director~ Anne Arundel County Health Department, Annapolis, Maryland. HENRY F. STURDY, Professor, United States Naval Academy, Annapolis, Maryland. 1 . ... Annapolis, Md. �FACULTY• OFFICERS OF ADMINISTRATION PRESIDENT FELLOW AND PRESIDENT • STRINGFELLOW BARR, B. A., M. A. ........ 12 McDowell Hall DEAN ScoTT BucHANAN, B. A., Ph.D ........... 11 McDowell Hall ASSISTANT TO PRESIDENT LEWIS M. H AMMOND, M . A., Ph . D . ..... . 14 McDowell Hall STRINGFELLoW BARR ..................... 139 Market Street B. A., 1916, M.A., 1917, University of Virginia; B. A., 1921, M.A., 1927, Oxford University; diplilme, University of Paris, 1922; student;University of Ghent, 1922-23. Assistant Professor of Modern European History, University of Virginia, 1924-27; Associate Professor of Modern European History, University of Virginia, 1927-30; Professor of Modern European History, University of Virginia, 1930-37. Advisory Editor, Virginia Quarterly Review, 1926-30; Editor, 1930-34; Advisory Editor, 1934-37. Member of the Committee on the Liberal Arts at the University of Chicago, 1936-37. Fellow and President of St. John's College, July 1, 1937-. FELLOW AND DEAN ASSISTANT DEAN WILLIAM KYLE SMITH, B. S., Th. B. ...... 14 McDowell Hall TREASURER WALTER R. PEABODY, B. A. .............. 13 McDowell Hall REGISTRAR MIRIAM STRANGE, B. A. ................. 11 McDowell Hall LIBRARIAN ScoTT BucHANAN .................. 248 King George Street B. A., Amherst College, 1916; Rhodes Scholar, Balliol College, Oxford University, 1919-21; Ph. D., Harvard University, 1925. Associate Graduate Secretary of the Christian Association, Amherst College, 1916-17; Instructor in Greek, Amherst College, 1917-18; Assistant in Philosophy, Harvard University, 1922-24; Instructor in Philosophy, College of the City of New York, 1924-26; Assistant Director of the People's Institute, New York City, 1925-29; Professor of Philosophy, University of Virginia, 1929-36; Chairman of Committee on the Liberal Arts, University of Chicago, 1936-37; Fellow and Dean of St. John's College, July 1, 1937-. LuLu VIOLA EBAUGJI ...................... Woodward Hall DIRECTOR OF ADULT EDUCATION OLGA LAw PLUNDER, Ph. B. ............... McDowell Annex DIETITIAN MARIAN E. ALEXANDER, B. S.................. Randall Hall COLLEGE PHYSICIAN J. OLIVER PURVIS, M.A., M. D ........ . .... Infirmary SUPERINTENDENT OF BUILDINGS AND GROUNDS ARCHIBALD McCouRT ................... McDowell Annex AUDITOR SEWARD AND MoNDE, C. P.A. ....... New Haven, Connecticut TUTORS GEORGE ALTHOFF BINGLEY ..................... Brice House B. A., 1910, M.A., 1916, Princeton University. Instructor in Government Schools, Osaka, Japan, 1910-13; University of Goettingen, 1913-14; Elizabeth Gardner Scholar in Mathematics, Princeton University, 1915-16; Instructor in Mathematics, · Georgia Institute of Technology, 1918-19; Instructor in Mathematics, United States Naval Academy, ,1919-23; Assistant Professor of Mathematics, St. John's College, 1923-24; Associate Professor of Mathematics and Physics, St. John's College, 1924-27; Associate Professor of Mathematics, St. John's College, 1927-31; Professor of Mathematics, St. John's College, 1931-39. Tutor, St. John's College, 1939-. RICHARD ScoFIELD ......................... 58 State Circle B. A., 1919, M. A., 1920, University of California; B. A., Oxford University, 1924. Assistant in English, University of California, 1919-20; Commission for the Relief of Belgium Exchange Fellow, Universite libre de Bruxelles, 1920-21; Instructor in English, New York University, 1925-27; Associate Professor of Art and English, St. John's College, 1927-39. Tutor, St. John's College, 1939-. lO 8 Cf. pg. 39. 9 �CATALOGUE OF ST. JOHN'S COLLEGE 11 CATALOGUE OF ST. JOHN'S COLLEGE '~WILLARD JoHN SPANGLER KIEFFER .......... 245 Prince George Street B. A., Harvard College, 1927, as of 1926; M.A., 1929, Harvard University. Mast~r in French and English, Litchfield (Connecticut) Sc~ool, 1927-28; Instructor. 1 ~ Classical Languages, St. John's College, 1929-34; Ass1,stant Professor of Class1ca Languages, St. John's College, 1934-39. Tutor, St. Johns College, 1939-. GEORGE HAROLD McF ARLIN ... .101 Monticello Avenue B. A., 1925, M.A., 1926, Indiana University. Instructor. in Chemistry, Southeast Missouri State Teachers College, 1926-27; University of Chicago, 1927-29; I~struc~or in Chemistry, St. John's College, 1929-31; Assistant Professor of Chemistry, t. John's College, 1931-39. Tutor, St. John's College, 1939-. GEORGE CoMENETZ. . 96 Cathedral Street B. S., College of the City of New York, 1930; M.A., 1931, ~h. D., 1934, Columbia University; Fellow, The Institute for Advanced Stu.dy (Pnnceton, NeVI'. Jersey)'. 1935-37. Teaching Fellow in Physics, College of the City of New York, spr~ng, 1930, Instructor in Mathematics, Columbia University, 1934-35; Tutor, St. Johns College, 1937-. WILLIAM GORMAN ........... . B. A., Chicago, Chicago, 1937-38. ..... Brice House University of Michigan, 1932 .. Ass~st_a~t in Law Sc~~ol, Un!vers~ty of 1934-36. Research Assistant m Dr~1s10n of ~uman!tles,. Umvers1ty of 1936-37. Fellow in Institute of Medieval Studies, Umvers1ty of Toronto, Tutor, St. John's College, 1938-. JACOB KLEIN .......................... 217 Hanover Street Friedrichs Realgymnasium, Berlin, 1917; Ph.D., .Uni".ersit:i:' of Marburg-Lahn, 1922; Research Work, University of Berlin and Umvers1ty of Marburg, 1924-33; Visiting Lecturer, University of Prague, 1934-35; Fellow of the Mendelssoh~ Stiftung zur Foerderung der Geisteswissenschaften, 1935-37; Tutor, St. John g College, 1938-. '-•RAYMOND NEIKIRK WILBURN .... . Brice House B. S., 1935; M.A., 1938, University of Virginia. Lectur;r in Philosophy, Columbia University, 1937-38. Tutor and Assistant Dean, St. Johns College, 1938-43. EDWARD STAINBACK ... B. S. in Architecture, University of Virginia, 1928; Certified Architect in Virginia. Tutor and Superintendent of Buildings and Grounds, St. John's College, 1940-41. Tutor and Architect, 1941-42. *KENT CAMPBELL . 248 Prince George Street B. A., 1939; M.A., 1942, St. John's College. Tutor, St. John's College, 1940-42. * Resigned, after the beginning of the session, to join the Armed Services. ....... Brice House 1919-20, U. S. Naval Academy; B. A., 1924, Harvard College; University of Paris, 1923-24. Dillon, Read and Co., New York City, 1924-30; G. L. Ohrstrom and Co., New York City, 1930-32; Fitch Investment Service, Boston, 1932-41. Tutor and Treasurer, St. John's College, 1941-42. NICOLAS NABOKOV ... . . 36 East Street State Conservatory of Music, Stuttgart, 1919-21; State Conservatory of Music, Berlin, 1921-23. B. A., 1924, University of Paris. Lecturer, Barnes Foundation, Merion, Pennsylvania, 1933-34. Professor and Head of Music Department, Wells College, 1936-41. Tutor and Director of Music, St. John's College, 1941-. *BERNARD MANN PEEBLES. .. 145 Prince George Street B. A., 1926, University of Virginia; M.A., 1928, Ph.D., 1940, Harvard University. Instructor in Greek, University of Virginia, 1928-29. Fellow, American Academy, Rome, 1932-34. Instructor, Department of Classics, Graduate School, Fordham University, 1934-35. Instructor in Classics and Tutor in the Division of Ancient Languages, Harvard University, 1937-39. Assistant Professor, Department of Classics, Graduate School, Fordham University, 1939-41. Tutor, St. John's College, 1941-42; Assistant to the President, 1942. JosEPH WINFREE SMITH ..... . 176 Prince George Street B. A., 1934, M.A., 1935, University of Virginia; B. D., 1938, Virginia Theological Seminary. Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia. Tutor, St. John's College, 1941-. ERNEST ABRAHAMSON .. . 42 East Street Ph.D., Prague, 1934; Teacher of Classics, Director of Music, Country School Villa Pazzi, Florence, 1935-37; Assistant d'Allemand, Ecole Normale, Chalons-sur-Marne, France, 1937-39; Instructor in Latin and Romance Languages, Howard University, 1939-41; Tutor, St. John's College, 1942-. WILLIAM ALBERT DARKEY, JR .. 210 Randall Hall B. A., St. John's College, 1942. Tutor, St. John's College, 1942-, *ROBERT TAYLOR EVERETT, JR .. ');JOHN OTTO NEUSTADT . .. Brice House . . 123 Charles Street B. A., St. John's College, 1942. Tutor, St. John's College, 1942-43. * Resigned, after the beginning of the session, to join the Armed Services. �12 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE . Reverdy- John~on House LEWIS MACHEN HAMMOND. B. A., 1928, M.A., 1929, Ph.D., 1932, University of Virginia; American-German Exchange Student, University of Hamburg, 1930-31. Instructor in Philosophy, University of Virginia, 1932-1936; Assistant Professor of Philosophy, University of Virginia, 1936--; Tutor, St. John's College, 1942-; Assistant to the President, 1943-. MARK vAN DOREN . B. A., St. John's College, 1942. Tutor, St. John's College, 1942. . 69 Shipwright Street WILLIAM KYLE SMITH. B. S., University of Virginia, 1921; Th. B., Princeton Theological Seminary, 1924. Instructor in Bible Literature, University of Virginia, 1933-42; Tutor and Assistant Dean, St. John's College, 1942-. . . 393 Bleecker Street, New York City A. B., 19~4, A.~., 1915, University of Illinois; Ph.D., Columbia University 1920 Instructor m E~ghsh~ 19~0-24, _Assistant _Professor, 1924-35, Associate Professor: 1935-, Columbia Umvers1ty. Literary Editor The Nation 1924-28· M t" p· . . Th e N atmn, 1935-38. Lecturer, St. John's College, 1942-. 0 mn lC. ' ' ' ture Cnt1c, . . . Randall Hall *JouRNET KAHN . . . . . . . . . . . . . . . 13 PRESIDENT EMERITUS ENOCH BARTON GAREY . . . . . . . . . . . . . . . . . . Towson, Maryland B. A., St. J~hn's College, 1903; Graduate, United States Military Academy, 1908· LL. D., Washmgton College, 1923; LL. D. St. John's College 1933 p f c' MT S· · ' , . ro essor o S i 1Jta~y, Cc1elnlce an19d2 Tactics, Johns Hopkins University, 1920-23; President of t. o ns o ege, 3-29; President, The Garey School, 1933-35. PROFESSOR EMERITUS OF HISTORY ANTHONY STANDEN .................. Truxton Heights B. A. (First Class Honors), Oxford University, 1928; M. S., Massachusetts Institute of Technology, 1930; M. S., University of New Hampshire, 1942. Research Chemist with Imperial Chemical Industries, Ltd., 1930-39; Tutor, St. John's College, 1942-. 5 St. John's Street ALLAN JoHN STANLEY CLARENCE WILSON STRYKER . . . . . . . Bembe's Beach, Maryland B. A., _Union College, 1885; M.A., Columbia University, 1914. Acting Professor of Econom1cs, Kenyon College, 1912-13; Professor of History and Economics St Joh ' College, 1904-12, 1916-23; Professor of History, 1923-32. ' · ns PROFESSOR EMERITUS OF FRENCH JACOB BERNARD SEGALL. . . . . . . . . . . . A. B., Simpson College, 1922; M. S., 1935, Ph.D., 1936, Iowa University; Research Associate in Zoology, Iowa University, 1936-37; Instructor in Zoology, Louisiana State University, 1937-39; Assistant l;'rofessor of Zoology, Louisiana State University, 1939-; Tutor, St. John's College, 1942-. LECTURERS MORTIMER ADLER . . . . . . . . . . . . . . 20 Cedar Street, Chicago, Ill. Ph.D., Columbia University, 1929. Instructor in Psychology, Columbia University, 1923-29; Assistant Director of the People's Institute, New York City, 1928-29; Associate Professor of the Philosophy of Law, University of Chicago, 1930-; Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Lecturer, St. John's College, 1937-. ALEXANDER MEIKLEJOHN. . .. 1525 La Avenue, Berkeley, Calif. Loma Ph.D., Cornell University, 1897; A. M., Amherst College, 1913; LL. D., Williams College 1912 Mt. Holyoke College, 1912, Brown, 1913, Allegheny College, 1915, Univer;ity of' Vermont, 1916, University of California, 1933, University of Hav:aii, 1937. Instructor of Philosophy, 1897-99, Assistant Professor, 1899-1903, Associate Professor 1903-06 Professor of Lugic ;m<l Metaphysics, 1906-12, Dean, 1901-12, Brown U~iversity;' President, Amherst College, 1912-24; Professor of Philosophy and Chairman Experimental College, University of Wisconsin, 1926-38, Professor Emeritus 'since 1938; Chairman, School for Social Studies, San Francisco, 1933-36; Lecturer, St. John's College, 1940--. "' Resigned, after the beginning of the session, to join the Armed Services. . Baltimore, Md. B. L., and B.Sc., Lycee of Jassy, Roumania , 188'· Ph. D ., CoIum b" umvers1ty · · . "', ia I 893 F II . e ow m Romance Languages Columbia University 1892 93 · I t ·' French, Cornell . University, 1893-96; Sorbonne, Paris 1896-9,7· Ins-tru'ctor mruFctor hm ns. . , renc CorneII Umvers1ty, 1897-1900· Lecturer Modem , Languages M G"ll U · · ' 1900 01· I · ' ' . , c 1 mvers1ty, - - , nstrnctor m French, CoUege of the City of New York 1901-03· p f of Ro L U · . f , , ro essor . mance _anguages, mvers1ty o Mame, 1903-20· Professor of French U ·vemty of Jl:iam~, 1920-28; Visiting Professor of Fren~h, Summer Session western Umvers1ty, 1928; Professor of Romance Languages, St. Joh.11's 'Colle e 1928-29; Professor of French, St. John's College, 1929-39. g ' r•for:- �CATALOGUE OF ST. JOHN'S COLLEGE THE ST. JOHN'S PROGRAM ON COLLEGE CATALOGUES It seems wise to begin with an observation on college cat~­ logues in general and a bit of advice to the reader of this catalogue in particular. . . b d When liberal colleges were started m this country e"!ery o { knew that education at the college level ~~ould be hberal. bl t was generally admitted that every free c1t1zen shou~d a e to read, write, and reckon, and that ev~ry. p~ofess1ona man should have a mind free enough and d1sc1plmed enough to recognize his professional ends and to underst~nd the ~eans which must be used to achieve them. Academies and hberal colleges were established to assure i?tellectua.l freedom and discipline to the professions and theu respective. ~chools. It was therefore necessary merely to use a few fam1har :phrases to identify and describe an institution that was teachmg the . "liberal arts an d sciences. " . . . . The multiplication of such institutions, the mcrease m numbers of students, and the confusion of profession~! and t:ade schools have robbed the familiar ph~ases of t.heu meanmgs. To a far greater degree than we reahze, the hberal art.s and sciences have themselves disappeared and w~a~ remams of them has been confused in the minds of adm1mstrators and teachers as well as in the minds of the people, all of wh~m now need the education that the liberal college should yrov1de. It would be convenient and truthful to d~scnbe t~e New Program at St. John's College as the. re-est.abhshment · of the original college with its original function of mtellectual fr~edom and discipline, but unfortunately that needs explanation at some length. Let this be an apology to the reader and a. warning that he is reading an unusual college catalogue, wh1~h attempts to define and expound the end~ and me~ns of hber.al education as well as to describe St. Johns College m Annapohs. bf WHY A COLLEGE EDUCATION SHOULD BE LIBERAL The College Charter says in effect that the wise~t a~d ?est regulated States have promoted a~d encou~ag~d mst.1tu.tions for the liberal education of youth m the prmc1ples of virtue, •·Cf. Appendix A. 15 knowledge, and useful literature because such institutions are of the highest benefit to society. In an aristocratic society this statement might suggest an invidious distinction between the rulers who alone would exercise the highest functions and the ruled who alone would subserve the higher ends by exercising the lower functions. In a democratic republic there is no such division of labor. It is an integral part of the American dream that each man in our society may and must perform the highest functions. These functions consist in the intelligent free choice of the ends and means of both our common and individual life. This is a most glorious and most difficult proposition to which we are dedicated. Among other things it means that each man must have his measure of liberal education, since choices can be neither free nor intelligent without relevant training and understanding. These trainings and understandings are parts of the liberal arts and sciences. Each profession and vocation is partly liberal; therefore professional and vocational schools study their respective minimal amounts of theoretical science. But in addition there are basic trainings and understandings common to all vocations and therefore common necessities of all free men. Thomas Jefferson persuaded the early revolutionary colonies of the need for the universal literacy of the citizenry. The major success in that minimal democratic education has made abundantly dear the need in addition for the universal distribution of critical intelligence, a minimal intellectuality which can distinguish between fact and fiction, between principle and case, between opinion and insight, between propaganda and instruction, between truth and falsity. This degree of intellectual training is absolutely necessary for the highest activities of men in democratic society, namely for both individual and common deliberation and decision in practical affairs. That which fulfils this basic common necessity is of the "highest benefit" to democratic society. A good economic, social, and political life will maintain these instruments of liberty, but one of its chief concerns will be to pass on to youth the germinal insights and habits the culthration of which will make them free. These insights and habits are available in the traditional liberal arts, and they can be transmitted and communicated if teachers have them and are 2 �16 CATALOGUE OF ST. JOHN'S COLLEGE allowed to exercise students in their practice on the best materials. Institutions should be set up and maintained which shall devote themselves to this end in a single-minded fashion, and they should distinguish themselves from the schools of vocational training which minister directly to the special utilities. The liberal colleges, together with the public schools, are the spiritual strongholds of the liberal state which watches and insures that men shall be able to do what they ought to do. THE CRISIS IN LIBERAL EDUCATION By a series of historical accidents following the establishment of the elective system by Eliot of Harvard in the late nineteenth century, such single-minded institutions are no longer available for the training of youth. Eliot introduced the device of free election of studies in order to absorb and assimilate the natural sciences to the liberal arts tradition. It was a minor tactic to meet a larger problem than the liberal college had ever faced before. Far from accomplishing its major end, it allowed the free and irresponsible invasion of all branches of the liberal arts by the research specialist. The research teacher became the competitive salesman of a subject matter. Later by a system of majors and prerequisites each successful salesman was able to eliminate competition with other subject matters after the first choice by the student. Thus the elective system became an unorganized array of special required courses, and each of these in tum was sanctioned by its connection with professional and vocational graduate work as the pre-medical, pre-legal, pre-commercial, pre-educational, or pre-earning-a-living course. Needless to say, the liberal college forgot its function, redoubled its efforts and its courses, and became timidly and fanatically preparatory. In acceding to the professional and vocational pressures it transmitted their destructive energy to the whole public school system. The result is that the student now must make a vocational choice at some point in his secondary education and changes it later only at great educational risk. One thing he cannot choose because it does not exist in our educational system: that is a balanced liberal education. CATALOGUE OF ST. JOHN'S COLLEGE .~his sit~ation, as. soon as it is recognized, constitutes a cnsxs, a pomt where Judgment and decision can be m a de. W e . h can .c oose to restore t he hbe.ral arts, not necessarily the old cumculum, but a modern eqmvalent. That is what St J h ' Colleg~ deci?ed to d? in 1937. Its financial condition ~r~~ atte~t10n to its e.ducatwnal bankruptcy; the authorities decided to remvest the liberal arts. 0 THE LIBERAL ARTS The front cover of t~is catalogue carries the official seal of the CoUege. The Latm proverb on it says, N 0 Way is Impassable to Courage. T~e College has courageously undertaken t~e larger task which the elective system failed to accomplish, namely to see that the liberal arts assimilate, transform, and pass on the modern subject matter on which they sh~uld be at work: _The seal on the back cover of the catalogue pou:~ts ~o t~e t.rad1t1on from which we derive our courage. The L~tm mscnpt10n says that we are making free men out of children by means of books and balances. The figures on the seal r~present the seven liberal arts as they were traditionally conceiv~d for about two thousand years, up to the beginning of the .mne~eent~ cent~ry. In ancient style they are grammar, rhetonc, d1alect1c, which form the trivium·, and a n'th me t"ic, . geometry, music, and astronomy, making the quadrivium. In the. center and forel?round stands a pair of chemical balances which represent t~e mstruments of the modem scientific laboratory, where. the liberal arts are being practised at their best and fullest m the modem world. A great deal ~s said these days about the teaching of methods but the professmr.iaI and specialist's bias has left its mark her~ as elsewhere. It is ~bvious to any teacher that there are different m~t~ods f?r different subject matters, but where experts and specialists d1s~gree then free men must decide. Free minds r~st _be able ~o view concrete ~ituations, deliberate by formu.atmg clear dile.mm~s, and arnve at a deciding choice. This mv?lves a cornbma~1on and ?r~anizing of all methods, and edutt!~n shoul~ provide a trammg which would bring precision ac~ ity and mdependence in this most human of all i..,,__ a_: act o Th f I · uuw u h. ns. e. ormu atwn of alternatives for such choice is the big est art of freedom toward which all the liberal arts should e ordered. Considerations of various kinds of truth and falsity h �CATALOGUE OF ST. JOHN'S COLLEGE must be introduced, and even subtler distinctions ~nvolving the use of symbols in imaginatio? as well a~ reasonmg must be made. Memory, manual dextenty, calculation and ~easure­ ment must be cultivated as arts, if we are to make mmds free. The child is potentially a free man, and this mean.s t~at he has the capacities which these arts ~equire .. The realization of these capacities comes about by the~r exercise. under controlled conditions in which ordinary learnmg by tnal and err~r becomes discipline under the guidance of teachers. By children then we mean men who are capable of learning. THE CLASSICS AS TEACHERS Although we have no new fads in tea.ching ?1ethods, but rather use all available methods and devices, still we have a special interpretation of the teach~r'~ function .. This can best be stated by saying that the real ongmal and ultimate teachers at St. John's are the authors of some hundred of th~ greatest books of European and American thought. The l~st of the great books and their ~uthors w~? are now .t~a~hmg ~t St. John's, subject to contmual rev1s10n and cnt1crnm, w1U be found on page 45. These are the real teachers, but we also have a secondary faculty of tutors and fellows who act as auxiliary intermediaries between the books and the students. These books were chosen over a period of nearly twent.Y years by auxiliary teacher~ in variou~ places, notabl~ Col~mb1a University, the University of Ch1cal?o, the Umvers~t?'. of Virginia, and St. John's College. ~he hst w~s under ~nt1c1sm and testing by teaching and leammg expenence. ~urmg that period, and the process has continued i:nder cond1t10ns set by the single all-required curriculum which all students at St. John's take. . . . This experience of co-operative teachmg with the authors of the great books has led us to a new unders~and~ng of the classics and classical education. The pre-elective liberal arts colleges understood and defi~e~ the classics in ~ern:s of the symbolic mediums of transm1ss10n an? commumcat1on? they taught Greek, Latin, and . mathei:n~t1cs as an. exten~1on of primary education in readmg, wntmg, and a:1thmet1c. We are also emphasizing language and mathematics for reasons that will appear on later pages. On the other ha~d w~ a~e reading the classics in English. As we do that, certam cntena CATALOGUE OF ST. JOHN'S COLLEGE 19 emerge and provide a new understanding of the original motives in classical liberal arts education. The criteria divide themselves into two kinds, those that are exemplified in single books and make them great, and those that appear in the effects that one book has on another and on the reader and teacher. T~e first criterion is that a classic must be a masterpiece in the liberal arts. I ts author must be a master of the liberal arts of his time, and his work must exemplify the direction of those arts of thought and imagination to their proper ends the understanding and exposition of the truth as he sees it. ' The second criterion follows from the first namely that a classical book must be a work of fine art. It'must have that clarity and beauty on its surface which provides an immediate intelligibility and leads the mind of the reader to its interior depths of illumination and understanding. This is of first imP?rtance. in teaching, and its principle is almost universally v10la.ted m the textbooks that have developed in the ordinary ~lect1:e system .. The great books were written for the ordinary mtelhgent public, and they therefore have the seductive charm of works in the fine arts. They are intrinsically interesting and impose their disciplines with pleasure. The third criterion concerns the internal structure of a classic. A great book has many possible interpretations. This does not mean that it is simply ambiguous and thus leads to confusion. On the contrary it is possible to discover in a great work sue~ ~s Dante's Divine Comedy or Newton's Principia sever~l d1stmct, complete, and independent meanings, each allowmg the oth~rs to stand by its side and each supporting and complementmg the others. It is the business of a liberal artist to construct such works and also to analyze and understand them. The fourth criterion demands that a great book shall raise the persistent and humanly unanswerable questions about the great themes in human experience. On the one hand this means that a g~e~t book ~h~II be honest about the limits of its powers of expos1twn, adm1ttmg the paradoxes and mysteries that surround the practice of the liberal arts. On the other hand it mean.s .that a liberal artist should not allow a false moJesty or scept1~1sm to exc~se him from push~ng reason and imagination to ?lt1mate questions. The entertamment and exploration of ultimate questions concerning number and measurement, form �CATALOGUE OF ST. JOHN'S COLLEGE 21 CATALOGUE OF ST. JOHN'S COLLEGE and matter, substance, tragedy, and God e.x~end, moderate, and balance the use of our intellectual capac1t1es. All of these criteria apply as much to books on mathematics as to books of poetry, to books on practical individ1:1al and social problems as much as to books on metaphysics and theology. . · The extrinsic criteria concern the relat10ns of the books to each other and their teaching powers in relation to students and readers. It is generally true that these books hav:e had the greatest numbers of readers throughout European history. Plato, Euclid, the Bible, and Shakespeare are all-European best sellers; there are a few exceptions but it would be almo~t saf~ to take this criterion as a working rule for the select10n of books for any list of classics, particularly if the numbers were estimated in proportion to the time the book has endured. . Although each book must tell its own independent story, it is an important fact, which we regularly expl01t, that one great book talks about the others, both those that came before, and, by anticipation of doctrine, those that come after. ~~~h book in a list of classics is introduced, supported, and cnt1c1zed by all the other books in the list. It thus gains pedagogical power and critical correction from its context. Background and preparation are thus efficiently supplied by the. chronologic~l ordering of the classics, and difficult books. surpr~se us ~y th~ir intelligibility and eloquence as they come m t,heir pro;1?ential order. Thus Newton's Principia and Maxwell s Electricity a_nd Magnetism as gracefully submit themselves to the learm~g processes of the student of the liber,al art.s .who has read Euclid, Apollonius, and Ptolemy as Kant s Critique of Pure Reason and Dante's Divine Comedy do for one who has read Plato and Aristotle. It is this unguessed but abundantly confirmed collaborative teaching by the masters of the liberal arts that makes it possible and imperative to bring back to each modern youth his lost heritage of classical education. . The fact is that such a collection of the great books has m it the shining thread of the great liberal tradition in the Western World. It is this thread that the elective system has lost, and the lack of which we are feeling in the uncertainties and fears of contemporary daily life. Its lo~s ?a.s made it neces~ary to construct synthetic cultures, and it IS its ghost t~at fnghte~s decadent liberals who would have us get along without trad1- tions. They would have us as persons detach ourselves from the tradition without knowing what it is or has been. Like current textbooks which similarly detach themselves from tradition we would be saluting the tradition in our spiritual deaths, SCIENCE AND THE MODERN WORLD The tr~diti?n m?ves on into the modern world, and it is transfo~mu~g itself m mos~ liv~ly and ~mportant ways. This is happemng m two ways pnmanly, one m mathematics another in the Ia?oratory. St. John~s College has more 'required mathematics than .any other hberal college in the country; it also ha~ more reqmred laboratory work than any other liberal college m the country. Three h_undred ~ears ago algebra and the arts of analytic mathematics "'.er~ mtroduced into European thought by Rene Descartes. This xs perhaps the greatest intellectual revolution ~n re~~rded history, paralleling the other great revolutions m rehg1ox_i,. morals, politics, and industry. No liberal, and therefore no c1t1zen of a democratic country, can afford to be ignorant of this change and its issues. It has redefined and transformed our whole n~tural and cultural world. Although it is not the only fo:aI po~nt .around which the St.John's curriculum may he. orgamzed~ it is one which we take special care to emphasize. There rn scarcely an item in the course which does not bear upon it. The last two years of the course exhibit completely the changes in the liberal arts that flow from it an~ these could not be appreciated without the first two year~ which cover the historical period from the Greeks to Descartes. Descartes, by using and reinterpreting the knowledge of the qreeks, made mo~ern mathematics and the laboratory possible, so that now if we would follow the classical thread into the mode~n. world we must know the constructions of the mathemat1c1ans and find our classical loci in the instruments of the laboratory as well as in the great books. For this. purpose we have set up a four-year laboratory in mathematics and the natural sciences with four main themes woven together to catch the understandings and insights that ;e need. There is the theme of mathematical constructions aug~t and exemplified in a great variety of exercises with the ?rawmg board. There is the theme of measurement which mvoives the analytical study of the instruments of observation �22 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE and measurement, the chemical bala.nces, the meter stick, the thermometer, the barometer, the microscope, telescope, spectrometer and interferometer, the use of scales, gauges, and graphic ~ethods of recording observa~ion.. There is the s~~dy of concrete materials and situations m biology and medicme which demand the combination of scientific findings, both in theory and in fact; and this in turn demands I?r~ctice in crucial experiments in the history of science. A~l this is backed ~y a solid training in the mathematical techmques and symbolisms as far as differential equations. All this provides the material and inte~lect~al backg.round for the modern study of humanistic and social science. Without this it is empty and romantic. With it ?1?-e ma}'." hope for a generation of competent economists, political scientist~, and even sociologists. Social studies at present do not provide an intelligible set of organizing principles; until they d~ we shall aim the mathematical and scientific work at the pomt where the medical and humanistic traditions cross and agree that the proper study of mankind is man. THE CURRICULUM The proper subject matter for the stud}'." of the liberal ~rts is man and the world, with all that these imply; the ~e.dmJ? we have chosen to convey this knowledge and appreciation is the classical books arranged in both a chronological and pedagogical order; the methods of lea!ning and tea.chi~g ~re. the liberal arts· the end of the teachmg and learnmg is msight, understanding, and good intellectual and moral hab.its which provide the basis for human freedom. The followmg paragraphs will be a description of the s~heduled arrangements for doing this in four thirty-week sess10ns of the college course. For the duration of the war, the regular four-year schedule of four ses~ions will be given in three calendar years. Such arrangements call for tw~ kinds of distr~bution of the materials and methods of instruction, one accordmg to allotted times and the other according to teaching functions. On pages 45 to 48 the reader will find three listings of the books. The first shows the chronological order for books and authors, beginning with Homer and ending wi:h Russel!, Freud, Veblen and Young. This represents the reqmred readmgs for the four years a~d i~plies further readings in secondary books as well as teachmg ~n .n:iethods of re~ding and writing. The second list shows th.e division of books mto four groups according to the four sess10ns (three years) of the college course. This list also d.ivides the bo~ks into three columns according to the classificat10n of the primary sy~bolic medium in which they are presented, languages and literature, mathematics and science and t.hose books fewer ~n number whic? deal explicitly with the liberal arts and sciences. The thud list shows how these boo~s distribute themselves over the conventional array of sub3ect I?iJtters as they are. studied in the contemporary colleges which follow the elective system. This third list is presente,d for those w.ho wish to compare and contrast the St. Johns program with the ordinary college; they should be warned t~ assure themselv~s of a real comparison by using only the select10ns from the sub3ect matters which a normal student would make in the elective system. It s~~~ld also be ~oted that many books actually fall in several divlSlons accordmg to subject matter as on the other hand ?'lany. books in an ele~tive system are re;d in almost complete 1solat10n, therefore without background and aid from other b?oks. There is also ~ ~eneral. warning that such lists are only d1ag!ams for en;iphasizmg this or that special aspect of the curriculum; for mstance there is nothing in any of these diagrams to s~ow the weightings. of .time or emphasis on special books, nothmg to show the weightmgs that individual students are encouraged to put upon them for their own individual beneor interests. 'Yith t?ese qu~lifications, which should suggest still others? the lists give a fairly accurate general impression <!of the curriculum. fit: i 23 ':,/ •The division into four years has an interesting significance. · ·.~i.(1For the du~ation of t~e war, the regular four-year schedule ~f twel~e trimesters will be given in three calendar years.) .~~~methmg over two thousand years of intellectual history is red _in the .first; two years; about three hundred years of o~ is studied m an equal or slightly greater number of ks m the last two years. The first year is devoted mostly the Greeks and their special understanding of the liberal ; t~e second year contains books written for the most part at~n and covers the Roman and medieval periods· the d year has books originally written in Romance lang~ages ... �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE for the most part although English has a large share; th~ fo~rth ear introduces German works and concentrates on t e nme~eenth and the twentieth centuries. This four-year sch~dule, now completed in three years, was made n~t because ? any underlying theory about recapitulations of history, but it h~~~ pens to catch any genuine values that such a theory may p out in practice. . . f There are certain critical quest10ns raised by. the use o a selected book list. A great many of these .quest10ns turn out to be questions of private taste and sentiment. A~o~g the objective questions the most urgent concern the om1ss10n of the Oriental classics and the classics of the pure .fme arts. . Two reasons may be given for omitting th~ Onental classics. They are culturally and linguistically unav~1lable to us of t.he Occidental world; they are therefore ~ubJeCt t~ almost mevitable corruption and misuse as educat10nal media: We modl ems may be able to exploit them when our own mtellectua disciplines have been recovered. . . . The fine arts contain the most imposin¥ set. of d1sc1plmes that have established themselves and surv1v~d m the moter~ world by claiming independence ~rom the liberal .arts. t. i,, one of our aims to recover and re-mtegrate them with ~he hb·1 arts We are therefore providing for them outside the ~~:riculu~ and planning to re-assimilate th~m by s~ages, first by including music in the curriculum, ~eadmg musical ~cores in the seminars, and studying harmony m the_laboratoI) ..We hope that by this and other stages to follow, mtellectual hght will be transmitted to the fine arts and th~t they may make their reflected light available to all the classic~.. . The main emphasis in teaching is on the w~1tmg and readmg . · d isc1p i·mes, but the actual teaching . falls mto five sharply f h · distinguished kinds of teaching techmques. None o t ese _is newly discovered or invented, but some of them have be:n m disrepute for fairly long periods. We call t~em respect1v~ly Seminar, Formal Lecture, Languag~ Tutonal, Mathematics Tutorial, and Laboratory. The semmar _comes perh~ps. nearest to the immediate educational end which we are a1mmg at, while the tutorials, laboratories and lectu~es make secondary contributions. The picture will be dearer if we take them up in inverse order. 25 The Tutorials Every good student knows that his learning must be double. He must be acquiring the skills that go with the subject matter, but he must also get to know his teacher. The converse of this is even more important for good teaching: the good teacher knows that he must be in the learning process himself and he must also know his pupil. The tutorial class, which is composed of not more than ten students meeting five times a week, provides the ideal conditions for collaborative study and for the manifold teaching and learning relations that hold in a company of good friends. The tutor makes daily diagnostic observations of each student as he works and gives the proper prescriptive directions as they are needed. There is also an opportunity for each student to contribute his measure of instruction to his fellows. The Language Tutorial A man's language is his most intimate external possession. Like his body and his senses it determines what he shall know and what he shall not know; together with his imagination it filters and informs his experience as it is brought to his understanding. A man's mind is seldom better than his language habits; his mind can be improved greatly by improving his language. The first step in linguistic education is learning to speak the mother tongue, usually from one's mother. The next step is the intentional systematic improvement of that skill by talking and writing under grammatical criticism and theory. A minimal degree of these preliminary learnings is assumed to be present in the students in the language tutorial. No high degree however can be safely assumed since American society and American schools are heirs to a chaotic tradition and •·students of college age have bad linguistic habits. Preparatory sc:hools and colleges have done what they could to use the old remedies, doses of foreign languages. These have been used a~. drastic disciplines because they were difficult, as teasing stmmlants because they are useful in travel, business, and polite and as models of science because they have become the matter of the "science of philology," that recent substitute for the liberal arts. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE In the last six years we have attempted to rediscover and to use the techniques by which foreign languages once strengthened and disciplined the imagination. We studied Greek the first year, Latin the second year, French the third year, .and German the fourth year, since this order paralleled the semm~r readings, and their rapid succession would force them to their highest use, the understanding. We have m.ade use of ~he routines of rote memory, not only for declensions and conJUgations, but also for important passages in the great books where language is being used for its highest purposes. Such memory has for a long time been the missing link in the chain that connects language and thought. We have tried various schemes of translation ranging from the literal through the ' . stylistic variations of great translators to the abstract concise formulation of scientific and philosophical styles. We have devoted about a third of the time to slow reading of texts with analytical commentary both oral and written. We have exploited the special genius of the Greek language for fine grammatical distinction, the genius of Latin for rhetorical development, the genius of French for subtle clarity, the genius of German for dialectical complication. The results have been applied to English since that is the chief medium of our study of the great books in translation. It must be obvious that we do not suppose that we are mastering these four languages in the allotted time. In fact we very successfully avoid the vices of modern specialization in language. The St. John's training does not tum out Greek scholars nor founders of French Circles. We have tried to put our own training to better uses. We have parsed words and diagrammed sentences to get at the grammatical structure, detected figures of speech and enthymemes to unravel rhetorical complications, and classified figures of the syllogism in or~er to follow and test arguments. Students who have entered with superior skills in Latin and French have found themselves moving in new directions and discovering new dimensions in all language. On the other hand such successes as we have had, leave something to be desired. We are therefore reorganizing the language tutorials for next year; the plan will show the point where our failures have occurred. We shall teach Greek for the first four terms, adding one term to the three that we now do. This will allow Greek, the best language for our purposes, to sink in a little deeper and become second nature. After this initiation to liberal linguistic study, we shall turn back to English and concentrate on slow analytical and critical reading of English texts for the remaining eight terms. Such reading with the added freedom that it provides has been tried on some of our adult courses with rather remarkable results, both in the language itself which becomes sharper and more powerful because it is in closer contact with the processes of ~nterpretation and discussion, and in the depth and power t?at i.t lends to the more rapid reading of the seminars. By this shift we shall be able to achieve a hio-her degree 0 of integration throughout the whole course. We believe that nothing essential will be lost. Most students enter St. John's with skills of the ordinary kind in at least one forei~n. language; read.ing one foreign language is required for adm1ss10n. The beauties and precisions of Greek will be used throughout the course, and we shall encourage the acquisition of new languages and new skills in other languao-es by means of clubs and extracurricular classes. "' We have also discovered the importance of a continuous s1:1bject matter ii: the Ian?uage tutorials. It is not enough to pick. out good pieces of literature. We are therefore varying readmgs around the central themes of politics and ethics as they are presented in poems and treatises. We read the first book of ~lato's R~public in Greek during the first calendar year, along with selectwns from the historians and poets. In the second calendar year we shall read in English St. Thomas's Treatise on Law and Rousseau's Social Contract ao-ain with selections from the poets. For the last calendar ;ea; we shall read Kant, Hegel, and Marx along with Goethe and the Bible and some of the later dialogues of Plato and Aristotle's Metaphysics. The learning and use of Greek during the first four te.rms will es~abli~h ha~its essential to the liberal arts, and they vvdl be 1exercised m their full free development on English texts througnout the rest of the course. _Beginning with the session 1943-44 fifty clock hours of Greek wdl be added for more reading of Plato's Republic, making two hours of Greek. The remaining four hundred hours be distributed as this chart shows except that the texts be studied in English without the aid of Latin French ' , grammar. 26 27 �CATALOGUE OF ST. JOHN'S COLLEGE 28 LANGUAGE TUTORIALS FOR CATALOGUE OF ST. JOHN'S COLLEGE 1942-43 Clock-hours of Class-room Work Assigned Exercises First Year Greek Second Year Latin Third Year French Memorizing Paradigms 40 hours Grammar 10 hours Grammar 10 hours Grammar 20 hours Grammar Selections 10 hours Euclid St. John Plato 20 hours Virgil Catullus Horace 20 hours Baudelaire Racine 20 hours Goethe Hoelderlin Nietzsche Reading Double Texts 35 hours 20 hours 20 hours Descartes Bible Phaedrus Latin-French Faust Greek-Latin Hegel 5 hours St. John Greek-Latin Translation and 50 hours Close Reading Plato Republic I Formal Logic Treatises 50 hours Virgil Aeneid IV 150 hours 50 hours Rousseau Social Contract 20 hours 20 hours Boole Thomas Laws of De Ente et Thought Essentia 20 hours Aristotle Categories Prior Analytics Formal Logic 25 hours 30 hours Dante Selections Practice in Thomas Analytical Anthology On Law Commentary Sophocles Thucydides Demosthenes '""""' Total Fourth Year German 150 hours 30 hours Pascal Rousseau 150 hours 25 hours Lessing Schiller 20 hours Kant Hegel 30 hours Kant Hegel 150 hours 600 hours (Four years) The Mathematics Tutorial Next to the mother tongue the la.nguage o~ numbers and figures is the most important symbolic possession of ~~n. ~n fact it is a language within the mot~er tongue _Providmg. its most powerful practical and . theore~ical ex~e~sion. I~ view of our present scientific and mdustn_al ~onditions. of l.ife, the decay and elimination of mathematics m education is most disturbing. This default has become so common now t~at many persons believe that they nat~vely lack _ma.t~ematical ability. Nothing could be more crippling to the mdividual nor 29 more discouraging for the future of democratic societies, if it were true. The apparent disability is due to a decay in the techniques for teaching mathematics and this in turn is due to misunderstandings of the fundamental nature and intention of mathematics. Wide variation in individual training and performance is evidence of this state of affairs. Therefore we begin with almost a complete year spent in a thorough study of Euclid's Elements in its entirety. This MATHEMATICS TUTORIALS FOR 1942-43 Clock-hours of Class-room Work First Year Mathematics Plane Geometry ........... . 56 Solid Geometry ........... . 40 Theory of Numbers ........ . 30 Theory of Real Numbers .... . 17 Trigonometry ............. . !naJytic Geometry ........ . Calculus .................. . '' Differential Equations ..... . .Fourier Series ............. . l'l'on-Euclidean Geometry .. . , 'transfinite Numbers ....... . ';'Projective Geometry ....... . Second Year Third Year Fourth Year 12 8 8 19 57 37 Total 68 48 30 25 19 57 50 10 87 10 5 5 20 10 10 20 10 10 Total for four years of Mathematics in Mathematics Tutorials .......... 389 nomy . . . . . .. . .. . .. . .. anics and Hydrostatics. . th of Materials ....... . ······················ ............... ······· 7 9 63 50 50 120 20 20 25 59 25 3 3 itiil for four years of Physics in Mathematics Tutorials .............. 227 hook that made European mathematics possible, and it ' be used to remedy our deficiencies. Given this year the other books in mathematics and natural science, formidable to both teacher and student, can be apand conquered. is purpose the tutorial classes in mathematics meet five .week throughout the four years (now three calendar ·The teaching is conventional and familiar for the most sition, recitation, drill in calculation and proof. On �30 CATALOGUE OF ST. JOHN'S COLLEGE the other hand intelligibility must ~e ad?ed to op_er~tional skills, and this is brought to light by discuss10n of the inc~dence of mathematics not only on the sciences, but also on logic and metaphysics, a~d through this on the entire. subject matter _of the program. Mathematics belongs to the liberal arts and its development through symbolic procedures throws ~ great deal of light not only on speculation but upon the literary and scientific imagination. Again the small cl_ass of r;iot over ten students allows individual diagnosis and instruction, and the student who has difficulties on the operational level may have special remedial laboratory exercises J?rescrib~d for. him. Th~s hand-minded boys may discover the liberal dimensions of their skills. ' The Seminar A book is one-half of a conversation, and good conversation, whether practical or theoretical in intentio?, is one of the highest performances in the liberal arts .. Seminars of from ten to twenty students with at least two instructors or leaders, answer back the other half of the conversations that great books demand. Plato's Dialogues, most of which are read in the first year, set the models for _semina~ discussion, and first lessons in discussion are learned in reading Plato. Books of various kinds are discussed in various ways. Some books such as Aristotle's Organon are read in the ~eminar with the French method of explication de texte to insure understanding. It is assumed that other books have presente~ a subject, and discussion starts where they leave off, fol~owing the ai:gument where it leads. Litera11'." works demand literary criticism· scientific books demand a philosophy of nature. Versatility in question and answer allows the exploit.a~ion ?£ the work done in other parts of the program. Training in language facilitates formulation of opinion; mathemati~al imagination and insight. open UJ? ne': depths and subtleties in both literature and science. Dialectic starts on the levels of language and mathematics and with their aids reaches the fundamentals and ultimates, and in the process the book under discussion may be torn to pieces. . . One immediate result is the improvement in actual readmg. The seminars meet twice a week for two hours as the books are being read. Recovery from confusion and misunderst~nding may result from the first meeting; on the other hand 1t may CATALOGUE OF ST. JOHN'S COLLEGE 31 be only at the last meeting or later meetings that the text delivers up its meaning. The seminars are the substantial core of the ~hole prog~a.m a_nd the intellectual process prepared for by reading and wnting is brought to realization most often under seminar conditions. The Formal Lecture Formal lectures are delivered to the entire student body at least once. a week. :f:ecturing by instructors is discouraged elsewhere in the curriculum and concentrated in the formal lecture. These lectures are given in the Great Hall in the evening with audience and platform set as for an outside lecturer. All the formal arts of the platform are used for the > purpose of a sustained and artistic exposition of a subject IJltatter that may have been studied in fragments in other f!ays. About half of the lectures are given by guest lecturers, bly Mortimer Adle_r of the University of Chicago, Mark Doren of Columbia, and Edward Kasner of Columbia. hers of the resident College faculty give the rest, no single rer giving more than three during the year. cturing except on the popular platform is almost a lost ' this country. It is a very high art demanding artistic and sensitivity which are dulled and killed by the forced ice of the ordinary university class-room. Long prepara• needed to free it from sophistry and empty personal Our lectures are not always successful, but when e successful they might be given and understood on asion. Students learn to listen to good talk, to talk often over their heads, but talk that is remembered tbed long after the immediate hearing. Each lecture d by a period of informal query and discussion, in students learn to talk back. •·· > FORMAL LECTURES 1940-41 · • · · · · · · · · · . . . . . . . . . . . . . . . . . . . . . . . . . ....... Stringf ellow Barr '· ·• · · · · · · · · · · · · · · ·. · .. · ................ Ford K. Brown · · · · · · · · · · · · · · · · · · · · · .. · ................. Scott Buchanan · · · · · · · · · · · · · · · · · . · ..................... Mark Van Doren ·' ·' · · · · · · · ·. · ·. · ........................ Jacob Klein �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 32 FoRMAL LECTURES, 1940-41-Continued ................. Edward Kasner Geometry · · · · · · · · · · · · · · · · · · · · · · · · · Columbia University Scott Buchanan Music · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·::::::::::.:::::::John Neustadt Astron01ny · · · · · · · · · · · · · · · · · · · · · · · · · ................ Heinrich Zimmer The Growth of Language.··············· y D . T7ie G iea t Wh'te Whale·· E 11ierson' Thoreaii, Melville ..... . Mark an oren 1 Nicolas Nabokov What is Miisical Forni? I.····························· ·M · J Adler E · z L k . . . . . . . . . . . . . . . . . . . ortimer . pisteino ogy: oc e · · · · · · · · · · · · · · · .................. Stringfellow Barr War · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · Richard Scofield Virgil · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ......... Nicolas Nabokov Forni in Music. II .......... . · · · · · · · · · · · · · · · · ·: · · · · · · · · A.p~c~l~~.s~. '.~ -~ ~t·a·p!'.~s.i~~ .~~~ ... Lee Bowen Boston College Clemens Sommer Fiero della Francesca.··· - · · · · · · · · · · · · · · · · · · · · · · · · ·U~i~~rsity of North Carolina Erwin Strauss The Science of Psychology····························· ·Black Mountain College Mortimer J. Adler Berkeley and Hume.·····:····························· 0 ei Temkin The Fam· Beasts of the A·rchitecture - - - - - - - - l;~:~i~:7~s!;~·Hi~~~r; ~f 'i{~di~i 1~~: T°he. J~h:s Hop~ins University Paracelsus and r L eonar do,s ~as t s11 pper ................... Edgar Wrnd Vv ashington Square College Gordon K. Chalmers Idols of the Theatre· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · Kenyon College • •• • · • · • • •• • •• · Lewis M. Hammond SL Thomas: Ethics········ · · · · · · · · · · · · · · · · · · · · · · · · · · · · University of Virginia Mechanical Instrii11ients and Geo1iietry · · · · · · · · · · · · · · · · · · · Edward Kasner Columbia University .................. Mortimer J. Adler The Intellect - · · · · · · · · · · · · · · Alexander Meiklejolm Rousseau . · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · .. · J hn S. Kieffer Mytlws and_Log~s .................. J. McGill Historical Dialectic · · · · · · · · · · · · · · · · · · · Hunter College ··:::::::::::::::::.J. The Liberal Arts in the Middle Ages ..... ... - ....... j~~ti~~~t~~ ~:~iaeval Studies · Mark Van Doren The Hero As Patient.·······························.· .Alexander Meiklejohn After Rowseau · · · · · · · · · · · · · · · · · · · · · · · · '.: : : : : '.: : ·.::::'.King William Players Macbeth · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · N" las Nabokov Ritssian Satanism · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·. E~~ard Kasner More Geometrical Instruments· · · · · · · · · · · · · · · · · · · · · · · · · · · Columbia University ................. Jacques Maritain Man's l1nmortality · · · · · · · · · · · · · · · · · · · Alexander Sachs Thucydides · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·. New York City tive system. The hope was that the college would provide the conditions and the techniques for the liberalizing and humanizing of science. The present disorganization of our colleges is evidence that the problem is not yet solved. It is of utmost importance that it be solved. St. John's College is making the attempt. The strategy is to recruit specialists in the sciences as teachers, to reeducate them in the liberal arts, and to reorganize the laboratory as an instrument of liberal rather than pre-professional training. This is the research problem that is set for the faculty, and it will continue to attack the problem step by step. The laboratory staff .contains an engineer and a medical man, scientists whose interests can range beyond the special boundaries of each science. They co-operate with the mathematicians, the physicists, the chemists, and the biologists in planning and teaching the four-year course (now three calendar years). Their field is the history of science including the present, and the context is the rest of the liberal arts and the classics in the program. The present tactics are to take the best current pattern in ordering the sciences as it is found in the pre-medical course, to anchor it in the scientific classical books and experiments, and to find the liberal arts in current practices and insights. In general the main themes are mathematical constructions, the instruments and techniques of measurement, repetition of crucial experiments, and the combination of scientific findings concrete problems. The laboratory classes meet once a week for three hours the first two years.* Laboratory time is increased last two years.* This is more than is required by any liberal college at present. following is a list of Laboratory Exercises by years. It based on a schedule which was followed in 1941-42 but to continual revisions, corrections, and improveas teaching experience indicates them. _............................ Jacob Klein Descartes ............. · . · The Laboratory The scientific laboratory is perhaps the most characterist~c institution of the modern world. It shoul? ~e ~ecalled that it was for the purpose of introducing and. ass1m1latmg the laboratory that Eliot of Harvard opened the liberal college to the elec- 33 ruler FIRST YEAR* 6. Weight 7. Light 8. Circles and regular polygons 9. Ratios 10. Lenses the duration of the war, the regular four-year schedule of twelve trimesters .given in three calendar years. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 35 FIRST YEAR-Continued 21. 22. 23. 24. 11. Telescope and microscope 12. Compound ratio 13. Heat 14. Quadratic equations 15. Musical intervals and scales 16. The Greek diatonic scale 17. The just scale and its uses 18. The keys in music 19. Environment and health 20. Environment and health 25. 26. 27. 28. 29. 30. Form and locomotion of animals Photometry Solid figures Rectangular solids Aristarchus Archimedes' levers Machines Static equilibrium Floating bodies Metacenter SECOND YEAR 1. Digestive system of rabbit . 2. Urogenital system of female rabbit 3. Thoracic cavity, mouth, central nervous system 4. The parabola 5. Ellipse and hyperbola 6. Perspective projection 7. Perspective projection 8. Perspective projection 9. Focal points and light (floating paraboloid) 10. Parametric equations of ellipse 11. Conics as four-line loci 12. Stereographic projection and star charts 13. Stereographic projection and star charts 14. Astronomical sights 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. Celestial machines Celestial machines Sun and moon Gilbert's De Magnete Music Music Music Copernicus Kepler Prism colors and dispersion Chromatic aberration of a lens Geometrical characteristics of Iceland spar Double refraction Double refraction of polarized light Speed of light Fluid pressure THIRD YEAR* L 2. 3. 4. 5. 6, 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. Power of the vacuum Strength of beams Strength of beams Strength of beams Failing bodies Projectiles Sheep heart Blood vessels of cat Matter: crystalline state Blood vessels of cat Boyle's law Living heart in frog and turtle Matter: liquid and gaseous states Smaller blood vessels in living frog Urogenital system of male cat 'Water af1d irn properties, distilh~tion Dogfish shark and aqua tic vertebrates 18. Surface tension 19. Dogfish shark and aquatic vertebrates 20. Dogfish shark and aquatic vertebrates 21. Electrostatics 22. Electrolysis of water, Faraday's laws 23. Electrolysis of water, equivalent weight 24. Rigid body equilibrium 25. Conservation of mass; filtration, reduction with charcoal 26. Compound pendulum 27. Lavoisier on calcination and combustion; oxygen 28, Atwood's machine 29. Chemical reactions 30. Conservation of momentum *For the duration of the war, the regular four-year schedule of twelve trimesters will be given in three calendar years. THIRD YEAR-Continued 31. Centripetal force 43. Standard units in chemical reactions. 32. Hydrogen, acids, oxidation and reChemical notation, equations, duction formulae 33. Viscosity 44. Faraday's laws of electrolysis 34. Law of definite proportions, law 45. Acids in aqueous solution: HCI of multiple proportions, Dalton's 46. Atomic and equivalent weights. Reatomic theory duction and oxidation, valence 35. Vibrations 47. Potentiometer 36. Gay-Lussac's law of combining vol48. Metallic hydroxides and salts in umes, molecular weight, Avoaqueous solution. Neutralization gadro's number 49. Electromagnetic induction 37. Pressure-temperature relations 50. Ionization 38. Dalton's law of partial pressures; 51. Young's interference of light steam distillation, vapor tension, 52. Mendeleyev's Table critical temperature 53. Spectrometer 39. Diffusion and osmosis 54. Colloidal state 40. Magnetic fields 55. Music 41. Sodium chloride: the active metal 56. Music sodium 57. Music 42. Sodium chloride: the active nonmetal chlorine FOURTH YEAR* Fabrics of the animal body 27. Hydra Magnetic measurements 28. Hydra Fabrics of the animal body 29. Genesis of animals Law of magnetic forces 30. Genesis of animals Fabrics of the animal body 31. Genesis of animals Standard measures of electric current 32. The Protozoa-animal taxonomy 7. Fabrics of the animal body 33. The Protozoa-animal taxonomy 8. Fabrics of the animal body 34. Heredity in the pomage fly 9.. Fabrics of the animal body 35. Heredity in the pomage fly 10. Fabrics of the animal body 36, Heredity in the pomage fly 11. Fabrics of the animal body 37. Spectral analysis 11: Fabrics of the animal body 38. Esters, their hydrolysis, mono- and CB. The structure of the atom di-basic acids, polyalcohol Law of mass action 39. Potentiometer, thermocouples Diffraction, interference 40. Ethers, acid anhydrides, hydroxyChemica! equilibrium acids 41. Electromagnetic induction Diffraction grating Carbon and its compounds: I: the 42. Carbohydrates (sugars, starch, cellu~ paraffins lose) II: Isomerism of organic com43. Joule's electric heat the carbon-carbon double 44. Isocyctic, aromatic hydrocarbons; bonds. Unsaturated hyCyclo-olefins, -paraffins 45. Fourier's heat analysis 46. The Fifth Group of the Periodic Table 47. Ammonia, amines, amino-acids, proteins 48. Music 49, Music 50. Music 1. 2, ). 4. 5. 6. duration of the war, the regular fonr-year schedule of twelve trimesters m three calendar years. �CATALOGUE OF ST. JOHN'S COLLEGE 36 37 CATALOGUE OF ST. JOHN'S COLLEGE 1942-43 CLOCK-HOURS OF LABORATORY WORK FOR First Year Physics and Astronorny Mechanical Drawing ....... . 18 Astronomy . . . . . . . . . . . . . . . . 3 Mechanics and Hydrostatics.. 30 Sound ..................... 12 Heat ..................... . Light ..................... . Electricity and Magnetism .. . Atomic Theory ............ . Second Year 15 24 9 Third Year Fourth Year Total 33 6 36 9 3 21 3 18 6 9 33 21 33 66 30 9 33 THE SCHEDULE 54 21 Total for four years of Laboratory in Physics and Astronomy ...... · .. · · 279 Chemistry General Inorganic ......... . Physical .................. . Qualitative ............... . Organic .................. . 45 12 15 15 99 Total for four years of Laboratory in Chemistry .... ·. · · · Biology Anatomy and Physiology .... . Cellular Biology ........... . Heredity ................. . Embryology .............. . Protozoology ............. . 15 60 27 9 9 36 9 9 9 Combining proportions; Dalton's atomic theory; Gay-Lussac's law of volumes· Molecular weight; Avogadro's number; ::Jalton's law of partial pressures'. Critical temperature; Diffusion; Osmosis; Sodium; Chlorine; Formulas· HCl· Valence; Hydroxides, ionization; Mendeleyev's Table; Colloids, atomic' struc: ture; Mass action; Equilibrium; Carbon compounds, paraffins, isomerism, bonds, hydrocarbons, alcohols, aldehydes, ketones, esters, ethers, sugars, etc.; Fifth Group of Periodic Table; Ammonia, proteins. 48 36 9 9 9 Total for four years of Laboratory in Biology ................... ·.···· lll Norn: One-fifth to one-fourth of the laboratory time is spent in lectures on assigned reading. The topics selected from the conventional subject-matters follow. For further information concerning standards, see Appendix B on Degree Requirements, page 70. Astronomy: Aristarchus, Star charts, Ptolemy, Copernicus, Kepler. . . Biology: Environment and health (Hippocrates); Form and locomot10n of. ammals; Digestive and urogenital systems and other parts of female rabbit; Heart and blood vessels in cat, living frog and turtle, sheep, and dogfis~ shark; Urogenital system of male cat; Other parts of dogfish shark and aquatic vertebrates· Fabrics of the animal body; Growth of animals and plants; Hydra; Genesis of animals· The Protozoa-animal taxonomy; Heredity in the pomage fly. Drawing: Orthographic projection; Perspective projection. Geometry: Euclid: 8; Apollonius: 5. . . Music: Intervals; Scales; Keys (the rest not yet planned m detail). . Physics: Mechanics 15 (Archimedes, Galileo, Huygens, Newton);_ Surface tens10n, viscosity; Heat 4 (Joule, Fourier, etc.); Strei;igth of ma:enals. 4 (Gal~leo); Light 14 (Newton, Huygens; telescope and microscope, d1ffract10n and mter. ference; spectra); Electricity 11 (Gilbert, F~raday, .etc.). Chemistry: States of matter; Water-electrolysis, eqmvalent weight (Farada?'); Conservation of mass, combustion, oxygen (Lavoisier); Hydrogen, acids; Perhaps the most obvious distinctive mark of St. John's College is the easily observable fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when that Hall Greek to me" look is on. all freshman faces because they are learning the Greek alphabet; or it may be the two weeks that they are meeting Greek algebra in the fifth book of Euclid's Elements; or it may be the first assignment in Thucydides when the seminar leaders are wondering if the students will get the implications of liberty in Pericles' funeral oration. These are the educational realities that a common schedule marks and emphasizes. Each morning for five days of the week each student spends one hour in a language tutorial and one hour in a mathematics tutorial. One afternoon a week each student spends three hours in the laboratory during the first six terms; in the last six terms, two afternoons a week. Two evenings from eight to ten each attends a seminar in organized conversation and disof the scheduled readings. On one or two evenings are formal lectures. Nineteen or twenty hours per week spent in regular classes. The rest of the time is spent in eating, sleeping, talking, athletics, and other activias music and dramatics. The week is the elementary of the schedule and shows one complete rotation through · of work and play. three terms of the College year (four terms in each '"'ttJrc:u,ua1 year for the duration of the war) average ten weeks in and mark pieces of work projected and accomplished. of this there are oral examinations at the end term. These are conducted by seminar leaders with ,~·-- ... ~·~ of the tutors. Each student sits with his examiners for during which he is questioned freely and informally e texts he has read, on his critical or interpretative opinencouraged to consider parts of his study in relation �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE to each other and in relation to fresh problems that may not have been treated in his classes. A few days after the examination before the end of the term the student again sits with his instructors for fifteen minutes during which his tutors and laboratory instructor report to the seminar leader on his work for the term. These so-called "don rags" are brief and recurrent consultations between teachers and student for the purpose of diagnosis and prescription rather than for report of marks. They are followed tionally important. As one learns to skate in summer and swim in winter, so one acquires wisdom in vacation. The ~nnual. examinations are aimed at detecting and encouragmg this process. There are plans for reading parties in the sum~:r vacation in whi~h students may arrange the proper con?1t10ns for the maturmg of knowledge gained during the sess10n. Unfortunately, such plans cannot be carried out during the war. 38 A Hour 9 THE FACULTY STUDENT'S CLASS SCHEDULE FOR THE WEEK Mon. Tues. Language Tutorial Language Tutorial Wed. Language Tutorial Thurs. Language Tutorial Fri. Sat. Language Tutorial 10 11 Mathematics Mathematics Mathematics Mathematics Mathematics Tutorial Tutorial Tutorial Tutorial Tutorial 12 2 to 5 - Laboratory Laboratory Laboratory for for for Juniors, Seniors Freshmen, Sophomores Juniors, Seniors 8 to 10 39 Seminar (Lecture) Seminar Formal Lecture I by vacations in which a fresh start is possible and new directions in study may be explored. Grades are not recorded in these don rags, and they are not the center of interest, as is shown by the fact that the student is invited to report on himself and to judge his own work. The end of each year is marked by a long essay written by each student on some theme which he has chosen in the books. These are due the first of May. Under normal peacetime conditions, the annual written and oral examinations are given in the following September after the long vacation period during 'Nhich the salutary processes of forgetting, assimilation, and the maturing of insights have taken place. The dose organization of subject matter and the intensive teaching which results make vacations and unscheduled ruminations func- Part of the intention of the elective system since the time of its introduction at Harvard has been to encourage the combinatior: o~ tea~hing and research in each member of the faculty. T~e prmc1ple IS that the teach!ng mind must be a learning mmd, and therefore good teachmg demands continued learning. This has come to mean in academic practice that the good teacher must be making original contributions to knowledge and that he must publish if he wishes to be promoted. The faculty at St. John's is again going back to first prinand making another application of them. Leaming is a ~""~,~~ 0 enterprise and it is best carried out when persons stages of comprehension work together. The typical situation at St. John's involves ten or twelve learners. in the learning line come the author-teachers, the writers great books, who are talking in most cases at the high of their own learning. Next comes the reading and talk~'"'"'·'-11''" who is a member of the faculty: his stage of learning , ,:1!i'so1ne·where between the author and the best student. There follow the other students at distances proportional to their ·'<> ,'€!!~2!t1ee ?f understanding. The old-fashioned ranking of classes little red schoolhouse is the image that we have in mind. >,'"""""''" u11: head of the class is the author-teacher, at the foot of the worst student in relation to the subject matter. All thers are both teachers and pupils, each learning from above and teaching those below. aim in all the classes is to exploit the differences in dge, character and skill as they are distributed among ~udents and the tutors. Since it is not our policy to select the best students for admission, but rather to aim at the . al distribution of ability that is found in the average �40 CATALOGUE OF ST. JOHN'S COLLEGE American community, we count heavily on the norma~ social processes of mutual understa.ndi~g to .catch_ and amplify the teaching. Our classes exemplify m ~heir vanous styles all the types of collaborative study, allowmg even t~e dull _or slow student on occasion to hold the class to the mam learnmg purpose. Socrates and the slave-boy is not an.unfamiliar spectacle in the St. John's class-room; we count on it to keep our teaching fresh and genuine. . . . The faculty member is then researchmg m the subject matter of the book with the guide and help of the author and any other special professional aids that he may able to use. He may have beside him a colleague ':hos~ spe_cial kno".'ledge complements his own. This is the situation m .a ~emmar, whe~e there are at least two auxiliary teachers, but it is best exemplified in the editorial work that is being carried on by many members of the faculty. The majority of ~he great b_ooks are already in cheap and easily available English translations, b~t there are a considerable number of them that need new editions and a smaller number which have not been translated or are badly translated. So far the following books have been reprinted: ?e Plato· Phaedrus, in Greek and Latin Gosp~l According To St. John, ~ Greek and Lath~ Descartes: Discou1·se on Method, m French and Latm Hippocrates: Selected Works Archimedes: Selected Works Lucian: T1'ue History Aristarchus: Distances of Sun and Moon Nicomachus: Introduction to Arithmetic Spinoza: Theological-Political T1'eatise Gilbert: On the Magnet Lavoisier: Elements of Chemistry Hegel: Philosophy of History Dalton: Chemical Philosophy Bernard: Experimental Medicine Fourier: Theo1'y of Heat Virchow: Cellula1' Pathology The following books have been translated for the first into English by members of the faculty: Apollonius: Conics Ptolemy: Almagest Augustine: On Music Scotus Erigena: The Division of Nature Grosseteste: On Light Oresme: On the Breadths of Forms Copernicus: On the Revolution of the Spheres Kepler: Epitome of Ast1'onomy Pico: On the Dignity of Man CATALOGUE OF ST. JOHN'S COLLEGE 41 The following books have been re-translated by members of the faculty: Plato: Meno Plotinus: Fifth Ennead Aristotle: Physics, Books I-IV Bonaventure: Reduction of A1'ts to Theology Cantor: Transfinite Numbe1'S This represents the first line of research. The second line of research consists in the constant reinterpre<tation of the book list which occurs as an immediate by-product r:\ of teaching the books in tutorial, in seminar, and in the labora. ry. Criticism of the books takes place in two directions i:rnarily, first their historical order and background which tinually change and enrich themselves by connections with er books; secondly in the bearing these books have on the ediate teaching problem and the progress of current ught in general. aking the actual reading schedule for the seminars for each is a result of much faculty and student deliberation, and reading schedule registers teaching and learning experiences year to year. e products of this kind of research go first into teaching tly. Production for publication and learned societies is should be a secondary result. The students thus have .t' and contributing parts in research, and research has a .and contributing role in instruction. e present faculty has been selected by two criteria. embers of the previous faculty at St. John's, experience ching the elective system and capacities which promise r becoming reeducated in all the subject matter of the rogram have guided the policy of reappointment. New rs of the faculty have been chosen for their varying of understanaing of the general subject matter and ,rk they have done to educate themselves in it. faculty now represents a well-balanced distribution "al knowledge. Eventually the graduates from the fourl:lfse itself will be the best teachers, and some of them eady been taken on as teaching assistants. C STANDING stem of instruction allows for a close and varied ce of instructors and students; therefore the stu- �42 CATALOGUE OF ST. JOHN'S COLLEGE dent's academic standing is known in detail from day to day. This knowledge is pooled at the end of each term on the occasion of the "don rag" and the combined judgments of the staff are based on more than recorded grades. Since this is the case academic standing is not determined by numerical or literal grades, and judgments are made and reported for the purpose of advice and planning both for the teachers and the student. As soon as the performance of the student or other evidence of capacity persuades the staff that the learning process has stopped and cannot be revived, the student is warned that he will be dropped after a stated period of confirmation of the judgment. Ideally there is no reason for dropping any normal student from this course of study. It is varied and rich enough for great diversities of interest, performance, and achievem_e?t, and there is ample room within it for a wide range of ab1hty and for individual choice and guidance. This fact permits and demands a longer period of adjustment and tentative judgment than in the regular elective system. It is assumed that each student has the required capacities until evidence to the contrary is overwhelming. All disciplinary action is governed by the assumption that bad habits can be changed. Attendance on all regular scheduled college exercises is required. A record of abse~ces is kept and poste?. This .record. is taken into consideration whenever there 1s occasion to determine academic standing. Written and signed excuses from the following sources may be submitted for filing with the student's record: 1) Parent, guardian, or other responsible person outside the College; 2) Practising physicians consulted by the student; 3) Instructor in charge of class in which absence occurs; 4) The College Physician. · THE DEGREE OF BACHELOR OF ARTS• The original title of Bachelor of Arts signified the firs officially recognized stage of competence in the seven libera arts and sciences: grammar, rhetoric, logic, arithmetic, geom " Cf. Appendix B, pg. 70. CATALOGUE OF ST. JOHN'S COLLEGE 43 etry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies the modern equivalent of these arts and sciences. Specifically this implies: Knowledge of the contents of the required books in the list· Competence in the laboratory arts. ' Competence in mathematics through the elementary calculus· A reading knowledge of at least two foreign languages. ' semester hours as recorded in the regular elective system 's amounts to: One Year Four Years Language and Literature. . . . . . . . . . . . . . . . 10 40 Mathematics and Science ................ 10 40 Lectures on the Liberal Arts. . . . . . . . . . . . . 4 16 Laboratory .. .. .. .. .. .. .. . .. .. .. .. . .. . 3 (! actual time) 12 Seminars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 32 Total ............................ 35 140 the war the four years will be completed in three calendar years. ore detailed analysis of the content of these degree requirewill be gladly given by the Registrar on request. "rights and privileges appertaining" to the Bachelor of degree have undergone serious scrutiny during the last f the period in which the colleges have been under the tion of the elective system. There have been concerted s to maintain common standards under the rapidly g conditions of expansion in student bodies, in subject , and in methods of instruction. Throughout the there are regional boards which inspect the colleges region and rate their degrees. The Middle States Asof Colleges and Secondary Schools operates in this These Boards cannot put a college on the approved l its educational product can be judged. Since there graduates of the new administration and program e, 1941, there will be an interim in which a rated B. A. annot be guaranteed. eans that the St. John's Bachelor of Arts degree is only by the charter of the College and the Maryland rd of Education. other hand there is no serious doubt that the currich is now offered and the instruction that is now more than fulfill the common standards and that �CATALOGUE OF ST. JOHN'S COLLEGE they will prepare students adequately for any graduate work which they wish to pursue. The graduate and professional schools increasingly make their final decisions on candidates on the basis of individual records and merits and ignore the bare minimum certification of the ordinary degree. The rated B. A. is no guarantee of admission to a graduate or professional school. Where inquiry has been made these schools have given assurance of full consideration to St. John's graduates. The great variety of teaching methods, the common subject matter, and the intimate and continuous acquaintance between student and teacher that this program provides allow detailed and comprehensive recommendations of individual candidates both for graduate schools and for business positions. Such individual recommendation will always be our most effective communication with the academic and practical worlds into which our students graduate; we deal with other institutions on the basis of a common recognition of the realities of the learning process and the exigencies of the war and revolution through which the world is passing. There is no question about the fitness of this program of studies to meet the explicit requirements of law schools, theological schools, business schools, schools of politics, and economics, and schools of education. There may be some doubt in the minds of the small business man and the crafts~ man about the utility of a liberal education for earning a living. One who shares these doubts should read the early American State Papers and follow the current discussions of the fundamental conditions and principles of American society to get free of the prejudices which we inherit from societies that base themselves on invidious class distinctions. The worker and the tradesman in this country belong to a liberal society that demands a liberal education of all its members. The professions that base themselves on specialization in the natural sciences have set up graduate schools that actually need more liberal education in their preparatory stages than is at present available. In failing to get students who have that general preparation they have turned to a second best, a specialized preparatory training. In some cases they make stipulation of specific requirements beyond high school griaduation. In other cases, as in engineering, graduate physics, chemistry, biology, and medicine, they have imposed heavy. pre-professional requirements. Our faculty has had long ex- CATALOGUE OF ST. JOHN'S COLLEGE 45 perience in preparing students for graduate wo k · h r m t ese sc h ooIs, and we have made . a study of the essent;al nee d s m t h e · . • naturaI sciences. The curnculum rnpresents on 1 science s1 e "ts · "d . lts of these studies. It more than meets the the resu · · h · se reqmrements b ot h m t eory and m laboratory train;ng . Th ere are . • I ab oratory hours reqmred t~an are demanded by any mor~ medical school, the source o_f the highest requirements in this ~espe:t. The rest of the curnculum keeps these subject matters m a hberal balance. I. A LIST OF GREAT BOOKS In Chronological Order Homer: Iliad and Odyssey lEschylus: Oresteia Herodotus: History Sophocles: <Edipus Rex Hipp~crates: Ancient Medicine and Airs, Waters, and Places Eunp1des: Medea Th_ucydides: History of the Peloponnesian War Ar~stophanes: Frogs, Clouds, Birds Anstarchus: On the Sizes and Distances of the Sun and Moon Plato: Dialogues Aristotle: Organon, Poetics, Physics Politics Archimedes: Selected Works ' Euclid: Elements Apollonius: Conics Cicero: On Duties Lucretius: On the Nature of Things Virgil: .IEneid The Bible Epictetus: Moral Discourses Nicomachus: Introduction to Arithmetic Plutarch: Lives Tacitus: The History Ptolemy: Mathematical Composition Lucian: True History Galen: On the Natural Faculties Enneads Confessions, On Music, Concerning the Teacher Institutes of Roland of Burnt Njal .l:i1rossete.ste: On Light On the Reduction of the Arts to Theology Being and Essence, Treatise on God, Treatise on Jl;fan Comedy 1..a1~te1'bUr'V Tales nrouuins of Forms On the Dignity of Man �CATALOGUE OF ST. JOHN'S COLLEGE Shakespeare: Henry JV, Hamlet, Kr,ig Lear, Macbeth, Tempest Francis Bacon: Novum Organum Kepler: Epitome of Astronomy Harvey: On the Motion of the Heart Corneille: Le Cid Galileo: Two New Sciences Descartes: Geomet·ry, Discourse on Method, Iv! editations Hobbes: Leviathan Boyle: Sceptical Chymist Moliere: Tartuffe Pascal: Pensees Milton: Paradise Lost Racine: Phedre Grotius: Law of War and Peace Spinoza: Ethics, Theological-PoZ.itical Treatise Newton: Principia Mathematica Locke: Second Treatise on Civil Government Huygens: Treatise on Light Berkeley: Dialogues between Hylas and Philono·us Leibniz: Discourse on Metaphysics, Monadology Vico: Scienza Nuova Swift: Gulliver's Travels Hume: Treatise of Human Nature Montesquieu: Spirit of Laws Fielding: Tom ]ones Voltaire: Candide, Micromega.s Rousseau: Socia.I Contract Gibbon: Decline and Fall of the Roman Empire Smith: Wealth of Nations Kant: Critique of Pure Reason Constitiltion of the United States Federalist Pape7s Bentham: Principles of Morals and Legislation Lavoisier: Treatise on Chemistry Malthus: Principles of Population Dalton: A New System of Chemical Philosophy Hegel: Philosophy of History Fourier: Analytical Theory of Heat Goethe: F a.ust Lobachevski: Theory of Parallels Faraday: Experimental Researches in Electricity Peacock: Treatise on Algebra. Boole: Laws of Thought Virchow: Celliilar Pathology Mill: On Liberty Darwin: Origin of Species Bernard: Introduction to Experimental M edicinc Mendel: Experiments in Plant Hybridization Riemann: Hypotheses of Geometry Dostoevski: The Possessed Marx: Capital Tolstoi: W a.rand Peace Dedekind: Essays on Numbers Maxwell: Electricity and Magnetism Flaubert: Bo·uvard and Pecuchet Ibsen: Ghosts, Rosmersholm Joule: Scientific Papers James: Principles of Psychology Freud: Studies in Hysteria Cantor: Transfinite Numbers Hilbert: Foundations of Geometry Poincare: Science and Hypothesis Russell: Principles of Mathematics Veblen and Young: Projective Geometry CATALOGUE OF STO JOHN'S COLLEGE 47 II. SCHEDULE OF READINGS BY YEARS First Year Second Year Third Year Year 4 Languages and Literature Homer Herodotus Thucydides lEschylus Sophocles Euripides Aristophanes Plutarch Lucian Tacitus Cicero Virgil The Bible Justinian Dante Saga of Burnt Njal Song of Roland Chaucer Shakespeare Cervantes Milton Rabelais Corneille Racine Grotius Moliere Erasmus Montaigne Machiavelli Pascal Vi co Montesquieu Fielding Gibbon Voltaire Swift Rousseau Adam Smith U. S. Constitution Federalist Papers Goethe Malthus Marx Flaubert Ibsen Dostoevski Tolstoi Liberal Arts Plato Aristotle Lucretius Ma.thematics and Science Euclid Hippocrates Nicomaclms Aristarchus Archimedes Epictetus Plotinus Augustine Bonaventure Thomas Aquinas Grosseteste Calvin Pico Apollonius Ptolemy Galen Leonardo Oresme Copernicus Descartes Gilbert Kepler Spinoza Francis Bacon Hobbes Locke Berkeley Leibniz Hume Kant Peacock Boole Galileo Harvey Newton Boyle Huygens Lavoisier Dalton Hegel Bentham Mill James Freud Poincare Hilbert Russell Fourier Faraday Maxwell Joule Darwin Virchow Bernard Mendel Cantor Dedekind Riemann Lobachevski Veblen & Young �48 CATALOGUE OF ST. JOHN'S COLLEGE RESIDENCE AND ACTIVITIES A college should be a community in which the student can discipline and develop his native powers, and at the same time learn how to associate with other people in such a way as to continue this development throughout life. Not only the curriculum at St. John's, but the arrangements for .residence and extra-curricular activities as well, are ordered to this purpose. Activities It is no paradox, in view of the above, to say that the main purpose of extracurricular activities is amusement and relaxation. Men can work in order to play, or they can play in order to work. The hard work of the curriculum would be wasted if it were looked upon as a drudgery to be endured until it was possible to get away to the movies. Unless a student can he helped through to the stage in which he finds actual enjoyment in the use of the powers he is developing, his progress will be too slow for profit. In a community where people relax in order to be able to work better the amusement must be primarily amusing and not merely disguised instruction. However, in order to be amusing at all, college activities have to be proportioned to the expanding abilities of the members. Forms of amusement that involve disuse of developing powers, rather than change of use, tend to be dull rather than amusing. Activities have to derive some vitality from the work they support or else degenerate into mere time-killers. The general policy of the College is to encourage any spontaneous group activity that shows promise of a contribution to the life of the community. The College cooperates in the financing of those activities that require expenditures; and advice is given where necessary to the smooth functioning of the activity. Music and Gymnastic Music and athletics seem to furnish the clearest paradigms extracurricular activities at St. John's. The recreation and 49 �50 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE relaxation furnished by athletics and music also result _in the development of new skills which in turn add to the vigor of the curricular work. . Since .1939 athletics at St. John's have been organized _on an intramural basis with active participation by more than e1ghtyfive per cent of the student body.*. With the aid of stude~t athletic scholars who are experts m sp?rt~, . the St. John s Athletic Director carries on a series of md1v1~ual ~Il:d. te~m sports throughout the entire year. The athletic fa~1ht1es mclude a well-equipped gymnasium, two la:ge playmg fields, tennis courts surfaced for all-weather playmg, and a Colle~e boathouse with six sailing dinghies, a sailing sloop, and coord_1nate facilities for water sports. Excellence of performance m a wide variety of sports including sailing, tennis, handball, squash, badminton, boxing, _swimm_ing, ba~eball,_ basketbal~, fencing, lacrosse, and track is t~e 1_n~truct1onal ideal and is recognized through a number of md1v1dual an~ team awards. Extracurricular music complements the musical part of the regular curriculum. Curricular mu~ic inc~udes _formal lect~res on music, group readings and semma_r d1scu_ss10ns of musical scores laboratory practice with strmged mst.ruments, and conce;ts which take up part of the time otherwise devoted to formal lectures. The extracurricular music program ma~es available to a maximum number of stu~ents the opp?rtumty of acquiring the necessary personal habits for the enjoyment of music. Two large orchestral and choral groups _composed of members of the College and residents of Annapolis an~ the surrounding territory meet reg1:1larly un_der the leadership .of the St. John's Director of Music, and give a number of concerts during the College year. The upper floor of. Humphreys Hall is a music center, containing a well-~tocked l~brary of recordings sheet music and scores, a recordmg machme, an automatic phonograph, a grand piano, and a number of ~Hchestral instruments. Elsewhere on the campus are other pianos and phonographs available for student use. Other Extracurricular Activities Some student activities are really an ext~nsion. of the curriculum: for example, the Theology Club m which students * Reasons for the elimination of intercollegi_ate competition from the College athletic system are set out in detail in Appendix C. 51 and faculty pursue in greater detail problems raised by the seminar discussions of philosophical and theological works. Other groups represent similar specialized pursuits in politics law, medicine. ' The St. John's Collegian is a weekly student newspaper which reports and comments on the events in the community. The St. John's Yearbook is a student-edited yearly publication which departs radically from the conventional year-book format. In its present form it is a magazine whose purpose is to recapitulate and summarize the past academic year. The King William Players serve as a center for the reading of drama and poetry in general, as well as for the activities of play production. The Variety Club, specialists in libel and slander, presents an annual comic revue satirizing the faculty and the College program, or other matters of current interest. The Cotillion Club presents a series of formal and informal dances throughout the year, including eight popular motion pictures, followed by dancing to recorded music and Coffee Shop table service around the dance floor. The Film Club, organized in 1941, has presented a series of the outstanding foreign and domestic film productionsthe "classics" of cinematic art. As supports for an active social 'life, the College provides a complete central social unit which consists of a Coffee Shop, a Book Shop supplied with magazines and newspapers, and a Junior Common Room for the use of the whole College. In addition, there are smaller social quarters in each dormitory unit, equipped with radios, ping pong tables and comfortable furniture. By providing these facilities the College authorities expect to foster in the students a recognition of the proper responsibility for their own human welfare. Residence St. John's College is situated on the edge of the seventeenth century seaport town of Annapolis. The town has the air and reputation of a romantic history. Actually it has a population of about fifteen thousand people who are occupied with fishing and shipping in the harbor, with the training of midshipmen in the Naval Academy, with governing the State of Maryland from the state government offices, and with the �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE liberal education of young men in St. John's College. A number of retired naval officers and men of business live in estates in Anne Arundel County surrounding the town. The College has eleven buildings on a tract of thirty-two acres. Five of these buildings are for student residence, two of them built as dormitories, and three originally used as residences for administrative officers of the College. These five buildings are now furnished as residence halls for students on a plan for small unit College communities, each with a smallscale unit for student government within the common life of the College. An attempt is made to relate the grouping of students in the houses to their seminar groups and their athletic teams. These small integrated communities within the larger college community teach the incoming student to accept and enforce restraints upon himself and also to make proper use of the help and support that other students can give him in his college life. Lower class dormitory units will be under the supervision of resident house masters who are older upper classmen or junior tutors, beginning with the 1943-44 session. Rooms in dormitories may not be occupied during t' except by s · 1 · · Th vaca ions .J?ecia permission. e dormitories will be o en for p occupancy m July as follows: 52 Dormitories All students not living at home are required to live in the College buildings and to take their meals in the College Dining Hall. Each dormitory room is provided with the necessary furniture, including a single bed with mattress, pillow, pillow cover and bedspread, a chest of drawers, book shelves, Venetian blinds or window shades, a study table, chairs, lamp, and a waste basket. Towels, bed linen, and blankets are to be supplied by the student, as are also such decorations as window draperies, rugs, and runners for chests of drawers and tables. The student should consult his prospective roommate, if any, and his own good taste in planning room decoration. Freshmen are frequently assigned to single occupancy rooms. Old students should apply for rooms before they leave for the summer vacation. Application blanks may be obtained from the Manager of the Dining Hall and Dormitories. Students who wish to room together should file joint applications. New students have rooms assigned to them tentatively from the Assistant Dean's office as soon as their applications for admission have been accepted. 53 For upperclassmen taking Annual Written Ex . . f f h ammat10ns rom noon o t e day before the Examination days For freshmen from noon of the second day bef . · · day. ore regrstratwn For definite dates in 1943 see the College Calend The College m~intains the car~ of the dormito:f~s. There are stu~ent dormitory managers whose duty it is t complamts, to maintain order and cleanliness and too refport · . the follow·mg regu1at10ns concernmg breakage' and d en orce College property: amage to Any damage to College property will be charged to the occupant or. occu~ants ?f the room, or to the occupants of the dormitory, m which the damage occurs. Each student must make a deposit of ten dollars with the Treasurer of the College on registration D Coll "ll b h · amage to ~ge property wi 'e c arged against this deposit accordm~ to. the student s responsibility. The deposit must be mamtamed at all times during the session. It will be returned a~ the end of any session, or upon the withdrawal ?r graduat10n of the student from the College Th· d . is called Caution Money. . is eposit The College reserves the right to repair completely at the expense of. the occ~pant or occupants, any dormi;ory room an~ furmture which have been seriously damaged. · ffIntentional damage to College property i· s a senous · . o ense, and it will be dealt with summarily. The Dining Hall The Dining ~all .is maint~ined by t?e Manager of the Dining ~all an~ Dormi_tones. _Special attention is given to a balanced di~t~ an mter.estmg vanety of menus, and reasonable cost The Dmi?g Hall ~s \:lose? when the College is not in session, ~xcept for ~mgle hohd.ays; it will open for supper on the day just precedmg the begmnmg of each term; and only breakfast will be served on the last day of each term. �54 CATALOGUE OF ST JOHN'S COLLEGE Infirmary Service A fully equipped Infirmary is maintained at the College. It is in charge of the College Physician, a trained nurse, and student assistants. The College Physician holds office hours each day at the Infirmary. During these hours his services are f:ee to t~ose who have paid their regular College fees. Medical services rendered by others than members of . t~e . C~llege lnfirmaiy staff, whether for sickness or for athletic mJunes, are not paid for by the College. Any illness must be reported promp.tly bJ_T the s~udent. Students suffering from contagious or mfect10us diseases must reside in the Infirmary until discharged by the College Phys1c1an. The College Physician makes a daily report to the Dean. HOW TO APPLY FOR ADMISSION General* The revolution which reestablished the liberal arts curriculum in St. John's College in 1937 was a movement in the Republic of Education which anticipated the current crisis in world history. When the liberal arts were reinstated in the c_;ollege, it was_ known that many of the contemporary educat10nal ~onvent10ns do not p:omote the most successful pursuit of the liberal arts, but the difficulty of the immediate task that faced the College, that of putting a liberal curriculum into operation, made advisable the postponement of the solutions of some of the more extrinsic problems. The :var has hei~~ten~d the necessity that already existed of makmg the rev1s10n m entrance requirements which has been obviously implied by the curriculum since its bevinnino-. The admission procedure which is described below sh~uld be understood as the fulfillment of two purposes: ( 1) to assure both teachers and the student of his ability to pursue the St. John's curriculum, and (2) make it possible for students to complete their formal liberal education before being called into military service. Requirements A student will be eligible for admission if he can fulfill :my two of the three following requirements: 1" Two years of attendance at a high or preparatory school with credit for one year of algebra, one year of plane geometry, and two years of a foreign language. 2. A recommendation for work at St. John's College from the principal or a teacher in the high or preparatory school last attended. 3. Passing the St" John's Entrance Examinations in arithmetic algebra, plane geometry, English reading and grammar,' and one foreign language (Latin, French, German or Spanish). The Entrance Examinations have been compiled particularly for St. John's College. They aim to reflect two years of genuine work in a high or preparatory school and to assure both the faculty of the College and also the student of his ability to pursue the St. John's course. In <loubtfu l cases the Psvcho''CL Appendix D. The Great Books at War. 55 �56 CATALOGUE OF ST. JOHN'S COLLEGE logical Examination provided by the American Council on Education may also be taken. Procedure 1. Request a blank of Application for Admission from the Assistant Dean. 2. Fill out the Admission blank as completely as possible, paying special attention to the third page where you are asked to give full information concerning your for~al preparation for college, names and addresses of the high or preparatory schools you have attended, with the dates of your attendance. You should be careful to giv~ the name of your principal or other teacher who will be able to give a substantial recommendation of your character and ability. If you think you need or want to enter by examination, pay special attention to the fourth (back) page of the application blank. . 3. Return the Application for Admission to the Registrar .who will collect your scholastic records and recommendations, and arrange Entrance Examinations if they are requested. 4. If you need or want to take the Entrance Examinations, give us the name and address of a teacher or c.ol~~ge graduate who will be willi~g t~ accept the responsibility for administering the exammatmns to you. We pay such persons the sum of five dollars which you pay us as examination fee. We shall then arrange for the rest of the examination. 5. As soon as the Registrar has collected your scholastic recoErd, recommendations and the results of the Entrance xaminations, we shall promptly report the decision of the Admissions Committee. 6. If you are not able to pay the full college fees, a~k us .to se?d you a blank of Application for ~tudent Fmancial ~id. Fill this out with special attentmn to your Tentative Budget, send it to the Assistant Dean, and as soon as your admission application has been acted on, we shall let you know whether we can help and also how much. Requests for further informa~io~ may be . ~irected to the Registrar. You are urgently invited to v1Slt the College and to discuss further any problems that may need extra consideration. No Admission with Advanced Standing from Other Colleges Students who wish to transfer to the St. John's program must register as freshmen for the four-year course; no adv~nced standing in the program is granted for other college credits. FEES College Finance !~ is the aim. of St. John's College to establish its fees for tmtion and re~idence at a figure which will approximate as closely as possible the actual cost of furnishing tuition board and room, and meeting the administrative and other o;erating expenses of the College. St. John's College adopted this principle and established the fee for r~sidence and tuition at $1,000 for students entering the College m the fall of 1941, or thereafter. This fee will be continued unless, in following years, conditions of war and rising costs should force revision. (The fee of $1,000 covers the three terms of the regular session. For the duration of the War a fourth term, held during the summer, will raise the annual fee to $1,300 f?r the first year, and $1,200 for each year thereafter. It will be noted that this wartime increase is less than proportional.) By setting its student fees at appr?ximate operating cost, the College. has f~ee~ ~ther sources of mcome, principally support by. p~ivate individuals and by the public through state appropriations for two purposes: financial aid to the students who are not able to pay the full cost, and additions and improvements to College land, buildings, and equipment. T~e var~ous other fix;ed charges for attendance at St. John's are listed m th~ following paragraphs. In figuring the budget for the academic year, each student should include additional items for books, clothes, stationery, laundry, and other incidentals. The cost of books will in general average about $35 per year. Entrance Examination Fee If a candidate for admission find it necessary to take the College entrance examinations in order to complete the requirements for admission, h~ will be charged a fee of $5.00, payable to the College upon his request for examination. This fee is charged to cover the expense of giving the examination· it will not be refunded, nor will it be deducted from other fee~. 57 �I 58 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Annual Fees For students entering the College in 1943, the total fixed charges for the first year are: Tuition Summer Term .......................... $240 Fall Term . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 Winter Term . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 Spring Term . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 Residence $160 120 120 120 Total $400 300 300 300 Total for year for tuition and residence ........................... $1,300 These fees are payable in full on registration in July or, if preferred, in four installments: $400 on registration, and $300 at the beginning of each of the following three terms, that is, on September 29, January 5, and March 29. The higher fee of $400 is charged only for the first term of the freshman year. On registering, the student must procure a Treasurer's card showing that fees have been paid or that suitable financial arrangements have been made in order to be admitted to classes, dormitories, the dining hall, the library, gymnasium or infirmary. Payment of Bills Bills for College fees are presented directly to the student, and the student assumes responsibility for their payment on the dates due. Caution Money Each student must make a deposit of $10.00 with the Treasurer on registration, subject to charges for laboratory breakage and damage to College property. The amount of this deposit must be maintained at all times during the session. A refund check for this deposit will be sent to the student upon request after the end of any session or after withdrawal or graduation from College. Except for the caution money deposit, which is refundable at the close of the college year, the College has no extra fees. Deferred Payment of Fees There is available to those students and their parents who are unable to meet the College fees in accordance with the 59 regular schedule a deferred tuition plan , wh1'ch prov1"d es for . . payment m equal mstallments during the College · · t l · year, m most ms ances, e even mstallments · This method of d e ferre d tm. · . twn ~ayment 1s handled through "Tuition Plan I ,, porat h" h ff h" . ' nc., a cor10n w IC o ers t is service to. many schools and colle es g throughout the country. The plan is put into effect b tract signed b th . Y a cony e parent or guardian of the student a d b the -~ollege and handled entirely by "Tuition Plan Inc,? Th~ add1t10nal cost is four per cent of the amount fin;nced. . ·_ mum charge one dollar. ' mmi �CATALOGUE OF ST JOHN'S COLLEGE 61 canv:a~sed .. T~e Committee has the grave responsibility of adm~nrntenng Justly a common financial resource of the comFINANCIAL AID College Aid Students unable to pay the full cost of their education may get assistance from the College. If the total assistance which a student needs for four terms amounts to not more than $250, the College will undertake to advance him a loan of the amount required and to find him employment at the College that will yield him sufficient wages to repay his loan during the period for which the money is needed. These loans do not bear interest. Since the available amounts of both work and money are limited, it is desirable that only students who could not otherwise meet their college expenses should apply for assistance. The procedure for obtaining a loan from the Student Aid Fund of the College is to sign a loan agreement by which the student engages himself to repay his loan as fast as his capacity to earn money will permit. As fast as he makes payments on this loan, new and smaller loan agreements will be substituted for the one the Student Aid Fund holds. The privilege of borrowing from the Student Aid Fund is reserved to those who perform satisfactorily for the College the work for which they receive wages and for those who curtail their loan promptly to the limit which their wages will permit. If the total assistance needed for four terms amounts to more than $250, the College will either make up the excess by an outright grant from the Student Aid Fund or else reject the ;:i.pplication altogether. This practice is based on the experience that in most cases $250 is all the student can earn without endangering his studies and on the College's belief that it is undesirable that its members should graduate with a burden of debt to the College. Outright grants are made only where aid is so dearly needed and merited that the College can successfully appeal for donations to persons who are strangers to the applicant. The Committee on Aid will reject all applications, whether for loans and employment or for outright grants, which do not dearly demonstrate that all local sources have been thoroughly 60 mumty ?f scholars which the applicant seeks to join. It therefore .s~b_Jects e~c~ case .to ~ thorough investigation and it cannot m1t1ate this mvest1gat10n until the student aid blank h b.een fille~ out fully, dearly, and accurately, and with su~~ c1ent detail to enable a judgment to be made. AU students hold aid, whether loan and employment or money .grant, ?nly on condition that they maintain good a.cadern1c standmg. ~pp~ication for aid should be made. at the t1m~ the formal apphcatwn for admission is forwarded to th Registrar. .e MARYLAND STATE SCHOLARSHIPS R.esid~nts ?f ~he several .counties of Maryland and the six Le~1~lat1ve d1s.tnc~s of Baltimore are eligible to take the competitive e'."ammat10ns for scholarships at St. John's College of these scholarships pay full fees, including tui~ t10n, board, and room; twenty-nme pay tuition fees only. They are granted for four years or in the case of a student already at the College. for the re~ain?er of his course to graduation. I? al! counties an? _Legislative districts the competitive exammat10ns are adm1mstered by the respective county or city School Boards, and reports are rendered to the respective Senators who i:nak~ the formal appointments. The College supplies the e~ammat10?s and grades the papers in an except three counties, Carolme, Montgomery, and Prince George's where the School Boards examine candidates and report dir~ctly to the Senator. Al~ appointments are conditional upon admission of the candidate to the College. The procedure for application, examination and appointment to State scholarships is as follows: ' ~wenty-nme 1. Candidates, who must be residents of the county or district that has an open scholarship, should watch the newspapers for .the announcement of the time and place of the examinat~on and apply to the local School Board for examinat10n. 2. Candidates sh?uld supply to their respective Senators evide~ce of th~1r good character and financial need. 3. Appomtees will be notified of their appointments by the Senator and by the College. :11 �62 CATALOGUE OF ST. JOHN'S COLLEGE SCHOLARSHIPS AWARDED BY THE COLLEGE THE PHILIP A. MYERS, II, SCHOLARSHIP be awarded annually, the income from $10,000, the gift of Philip A. Myers, II, Class of 1938. THE CLIFTON C. CATALOGUE OF ST. JOHN'S COLLEGE 63 cation should be made to the Chairman of the Scholarship Committee of the Colonial Dames of America: Mrs. Walter W. Price, 21 East 65th Street, New York City. SCHOLARSHIPS AT OTHER INSTITUTIONS FOR ST. JOHN'S STUDENTS RoEHLE ScHOLARSHIP SCHOLARSHIPS IN ENGINEERING To be awarded in tuition, the income from $6,000, the bequest of Mrs. Anna M. D. Roehle, in memory of her son Clifton C. Roehle. THE JEREMIAH HUGHES SCHOLARSHIP To be awarded annually to some deserving student, preferably a resident of Annapolis, the sum of $30.00 to be applied to the cost of tuition. THE FRIEDRICH JoNATHAN VON ScHWERDTNER ScHOLARSHIP To be awarded, in tuition, to some deserving student, the income from the bequest offered annually under the will of the late Friedrich Jonathan von Schwerdtner, in memory of his son, Friedrich. Th~ee sch?Iars?ips in engineering are offered at the Johns Hopkms Umvers1ty to graduates of St. John's College. These scholarships are awarded by the F acuity Committee on Scholarships and Student Aid. SCHOLARSHIPS IN MARINE BIOLOGY A tuiti~n sc~olarship applicable to an approved course either at the B1olog1cal Laboratory at Cold Spring Harbor New York, or at the Marine Biological Laboratory Woods' Hole Mass~chusetts, i~ o~ered annually to graduate; of St. John's'. This scholarship IS awarded by the Faculty Committee on Scholarships and Student Aid. SCHOLARSHIPS AWARDED BY PATRIOTIC SOCIETIES THE MATTHEW FONTAINE MAURY SCHOLARSHIP Awarded by the United Daughters of the Confederacy to a student of exceptional character and scholarship and of established Confederate lineage. This scholarship is applied to tuition and residence fees, in accordance with the needs of the student selected, and is awarded at present for four years unless the appointee fails to maintain the required standard in his academic record. SCHOLARSHIP OF THE COLONIAL DAMES OF AMERICA In 1941-42 the Colonial Dames of America awarded a scholarship amounting to $250.00 at St. John's College to Mr. Richard Devan, Class of 1944. Applicants for this scholarship are expected to submit evidence that they are of colonial descent and that they themselves revere the ideals and standards of their forbears. Appli5 �CATALOGUE OF ST. JOHN'S COLLEGE 65 called King William's School, and managed by certain trustees nominated, and appointed by your sacred majesty. ' Laws of Maryland, Session of July 1-9, 1696. APPENDIX A A SHORT EDUCATIONAL HISTORY OF ST. JOHN'S COLLEGE a liberal a.rts ST.It JOHN'S COLLEGE is andsmall been so smce c_ollege fo: men. is non-denominational, has foundmg. It 1776 According to tradition King William's School was used as a gunshop during the Revolutionary War, its has never been co-education~l. It maintains no graduate or professional schools. It is the third oldest college in the United States. 1696 King William's School, first public free schoo~ on d~e. American Continent, founded in accordance with the followmg Pet1t10nary Act of the General Assembly of colonial Maryland: A Petitionary act for free-schools. Lib. LL. No. 2, fol. 115. Dread Sovereign . . . . Being excited by his present Excellency Francis N~cholsor:, Esq.; your Majesty's Governor of this your Provmce, his Zeal for your Majesty's Service, pious Endeavors and generous Offers for the Propagation of Christianity and good Learning, herein we become humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us your Majesty's Subjects of this Province, represented in this your Majesty's General Assembly thereof, THAT IT MAY BE ENACTED. II. Al'm MAY IT BE ENACTED, by the King's most e.xcellent ma7esty, by and with the advice, prayer and consent of this present General Assen_ibly, and the authority of the .sarne~ That for the propagat10n of the gospel, and the educat10n 01 the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher and one writing-master, or scribe, to a school, and one hund;ed scholars, more or less, according to the ability of the said free-school, may be made, erected, founded, propao-ated and established under your royal patronage. And that ~he most reverend father in God, Thomas, by Divine Providence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the said school; and that, to perpetuate the memory of your majesty, it may be 64 1784 St. John's College chartered by the General Assembly of the State of Maryland: WH~RE_As, Insti~utions for the liberal education of youth in the prmc1ples of virtue, knowledge and useful literature are of the highest b~nefit to society, in order to train up and prepetuate. a success10n of able and honest men for discharging the vanous offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learnino· have accordingly been promoted and encouraged by the wises~ and best regulated States: Be it enacted, by the General Assembly of Maryland, That a college or general seminary of learning, by the name of Saint Joh?'s, be established on the said Western Shore, upon the follo':"mg fundamental and inviolable principles, namely: first, said college shall be founded and maintained forever upon a most liberal plan, for the benefit of youth of every 'relio-ious denomination, who shall be freely admitted to equal privileges and advantages of education, and to all the literary honors oJ the college, according to their merit, without requiring or enforcing any religious or civil test, or without their attendance upon any particular religious worship or service, other than what they have been educated in, or have the consent and approbation of their parents or guardians to attend; nor shall preference be given in the choice of a principal, vice-principal, or other professor, master, or tutor, in the said colleP-e on account of, his particular religious profession, having ;e~ard solely to his moral character and literary abilities, and other necessary qualifications to fill the place for which he shall be chosen . . . . . The petition for this Charter was signed by William Paca * and others. • Signer of the Declaration of Independence. �CATALOGUE OF ST. JOHN'S COLLEGE 66 CATALOGUE OF ST. JOHN'S COLLEGE The original Board of Visitors and Governors was as follows: William West, D. D. Thomas J. Claggett, D. D. Nicholas Carroll John H. Stone William Beanes Richard Ridgely Samuel Chase * John Thomas Thomas Stone " Alexander Hanson Thomas Jennings J arnes Brice John Allen Thomas Gustavus R. Brown Edward Gantt Clement Hill Richard Sprigg Charles Carroll of Carrollton " Jeremiah T. Chase Charles Wallace John Carroll, D. D. First Principal of St. John's College, Dr. John McDowell. 1796 Graduation of Francis Scott Key, District Attorney of the United States; author of The Star Spangled Banner, 1799 Graduation o~ George V:T ashington Parke Custis, step-grandson of George Wash1,ngton. Fairfax and Lawrence Washington, nephews of George Washmgton, were also students at the College, 1835 Curriculum during the Principalship of the Reverend Hector Humphreys. 1785 The property, funds, masters, and students of King William's School conveyed by an Act of the General Assembly to St. John's College. Reverend Ralph Higginbotham, Master of King William's School, became Vice Principal of St. John's College. Two members of the Board of Visitors and Governors of King William's School became Visitors and Governors of St. John's College. 1791 George Washington visits St. John's College. To the Faculty of St. John's College: Gentlemen: The satisfaction which I have derived from my visit to your infant seminary is expressed with much pleasure, and my wishes for its progress to perfection are proffered with sincere regard. The very promising appearance of its infancy must flatter all its friends (with whom I entreat you to class me), with the hope of an early and at the same time mature manhood. You will do justice to the sentiments which your kind regard toward me inspires, by believing that I reciprocate the good wishes contained in your address, and I sincerely hope the excellence of your seminary will be manifested in the morals and science of the youths who are favored with your care. GEORGE ANNAPOLIS, 67 April 17, 1791. " Signers of the Declaration of Independence. wASH!NGTON First Year Greek Xenophon Herodotus Thucydides Lysias Demosthenes Isocrates Plato Latin Livy Horace Virgil Mathematics Algebra Third Year Greek Minor Poets Latin Tacitus Mathematics Applications of T rigonornetry Conic Sections Chemistry Natural Philosophy Elements of Criticism Second Year Greek Horner Hesiod Tragedies Latin Juvenal Cicero Mathematics Plane Geometry Solid Geometry Logarithms Trigonometry Fourth Year Latin Horace Natural Philosophy Logic Astronomy Geology Civil Engineering American History Political Economy Natural Theology English Composition and Declamation in all four years. Mod€m Languages by special arrangement in addition, �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 68 69 1886-1923 1868 Principalship of James C Welling. Second Year First Year Greek Homer Herodotus Latin Virgil Cicero Livy Horace Mathematics Algebra Geometry English 19th Century Literature Fo·urth Year Third Yea1· Greek Plato lEschylus 'Thucydide~ Sophocles Latin Cicero Juvenal Plautue English Shakespeare Spencer Taylor Hooker Milton Mathematics Theory of Equatioos Analycic Geometry Descriptive Geometry 1Jse of Instrurnent.s l'>Tatural Ph_ilosophy (~hernisrry fl_i3t0rical T'·y1cthoi.fa Greek Xenophon Plato Euripides Lucian Latin Horace Cicero Terence Mathematics Logarithms Trigonometry Solid Geometry English Shakespeare 18th Century Literature Lectures in Philosophy and Social Science on: Plato Aristotle 1~ristophanes Augustine Demosthenes Thomas Aquinas Latin Vico Tacitus Descartes Lucretius Bacon Persius Bossuet Quintilian Pascal English Paley Authors of 13th, 14th, Locke and 15th Centuries Spinoza Mathematics Montesquieu Analytic Geometry Kant Calculus De Tocqueville Mechanics Adam Smith Natural Philosophy Fichte Astronomy Hegel Logic Buckle E1,idence of Christianity Lecky Malthus Mill Butler Greek Plato Aristotle Presidency of Thomas FelL A curriculum of Block Electives and Military Training. l. Classical Course leading to the B. A. Degree 2. L~tin _Scientific Cour~e leading to the B, L Degree 3. Scientific Course leadmg to the B. S. Degree 4. Mechanical Engineering Course leading to the M. E. Degree 1923-1937 Period of Progressive Studies J.mder the Open Elective SystenL 1937 Restoration of the traditional program of Classics and Liberal Arts unique in American colleges of to-day. �CATALOGUE OF ST. JOHN'S COLLEGE APPENDIX B THE DEGREE OF BACHELOR OF ARTS AT ST. JOHN'S COLLEGE Preamble Degrees Just as institutions are necessary for the carrying on of learning, although these very institutions may become its greatest hindrance through unwise direction and time's dullness, so any i17stitution ?f learning must require of its students certain marks and signs of t~eir attainments and progress even though misuse of such reqmr~­ ments has often prevented true progress. Their use must entail care. Such requirements are inevitable if an institution is to pronounce public judgment upon its students, that is, to grant deg~ees. The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astroi:omy. The St. John's degree of Bachelor of Arts signifies competence m the modern equivalent of these arts and sciences. This implies: 1. 2. 3. 4. Ways& Means Enabling examina~ tions Knowledge of the contents of the required books in the lisL Competence in mathematics through the elementary calculus. A reading knowledge of at least two foreign languages. Four hundred and fifty hours of laboratory training. Now, since students are of different capacities, and since colleges of liberal arts, of all institutions of learning, are called upon to judge not only of the attainments of their students but also of their progress, it therefore seems wise that St. John's College offer three degrees: namely, the degree of bachelor of arts, magna cum laude, cum laude, rite. The first to be awarded to those students who, in the opinion of the faculty, are judged satisfactory both in attainments and progress, and capable of pursuing their work in Law, Med~cine and Theology or in the graduate schools of language and literature, mathematics, the natural sciences, and logic and metaphysics. The third to be awarded to those students who, in the opinion of the faculty, have made sufficient progress in the intellectual virtues to warrant recognition by the college, but on whose actual powers of operation in the several arts and sciences and therefore on whose actual capacity for advancing further in professional or graduate schools, the faculty declines to make a final judgment. The second degree represents a less eminent case of the first. In awarding degrees, the faculty must set up ways and means of reaching decisions. To this end the following stipulations are made: At the end of his third year, the student must stand four written enabling examinations, one in language, one in mathematics, two in 70 71 laboratory, theoretical and operational, and one oral examination on seminar reading. These examinations are given normally in September of the fourth year, although the student has the right to demand them in June of the third year. These examinations are largely technical in character. But the technique required must be at all times related to the whole body of the liberal arts and to appropriate subject matters. This relatedness is formally guaranteed by basing the enabling examinations on a list of books named in Appendix I. The examination in language covers general quP,stions of grammar of all four languages, and logic. The mathematics examination covers specifically simple operations in geometry, conics, trigonometry, analytic geometry, and in the differential calculus. The examination in laboratory covers specifically the analysis and operation of certain important instruments to be named in Appendix I, p. 72. After having taken his enabling examinations, the student may petition the faculty to accept him as a candidate for the degree of bachelor of arts, to be granted at the end of his fourth year. The faculty through a committee then examines the student's record up to the time of the petition together with his performance on the enabling examinations. It may make one of three judgments: either ( 1) the student is accepted as a candidate for the degree, or ( 2) he is not accepted but allowed to finish the four years of college work, or ( 3 ) he is dismissed from the college. In examining a student's record the committee of the faculty especially named for this purpose is at liberty to question the tutors and seminar leaders of the student both past and present, and the student himself, as well as the formal judgment preserved in the way of term marks or examination grades, or any examination papers or yearly theses at hand. It would be a general principle that the faculty not accept as a candidate for the degree any student who had consistently neglected and ignored or had consistently failed in any of the essential divisions of the first three years' program; that is, either language and literature, or the liberal arts, or mathematics and the natural sciences. But the faculty committee, although refusing to accept a student as a candidate for the degree, may judge the student capable of benefiting from the fourth year's work without detriment to the college community. Any student accepted as a candidate for a degree or allowed to remain the fourth year must then indicate a subject for a dissertation, to be agreed upon by the faculty, to be written during his fourth year, and to be publicly expounded, amplified and interpreted satisfactorily by him prior to the granting of the degree. While the degree can not be granted before the end of the fourth year, the student Petition Disserm tation (general) �72 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST JOHN'S COLLEGE DisserQ tation (particU lar) 0 Examin~ ing Hoard may request more time to prepare and submit his dissertation for the approval of the faculty" He may even request permission to return to the college for a fifth year, attending what tutorials, laboratories, and seminars he pleases within the limits of college discipline" The student will choose, and the faculty will accept, a subject for dissertation with an eye to all the first four years' work, and not as a piece of specialized research or contribution to knowledge" For the year 1942-43 the Instruction Committee will act as an Examining Board" The duties of the Examining Board are as follows: l. To formulate and administer the Enabling Examinations which are to be given in Septembec 2" To accept and approve projects for the final dissertation" Such projects must be prepared and formulated by each candidate with the help of a faculty adviseL 3" To read and accept the final dissertation, to administer the final examination, and to recommend candidates for degrees" The present members of the Instruction Committee are: Buchanan, Chairman, ex officio Barr, ex officio Comenetz Gorman Kieffer Klein McFarlin Scofield APPENDIX I The books of the fo::st three years on which the Enabling Examinations are to be focussed are the following: Texts studied in Tutorial Republic Organon Confessions De Ente et Essentia Social Contract Les Pensees Euclid Archimedes Apollonius Ptolemy Galileo Descartes Newton Bno!e Texts studied in Seminar Iliad Republic Timaeus CEdipus Hamlet King Lear The Tempest Harvey Poetics Laviosier Physics Wealth of Nations Federalist Papers Galen Divine Comedy Don Quixote 73 As stated above, the examination in laboratory will cover specifically the operation and explanation of certain important instru~ men ts" following list is arranged under three headings: Elements, Scopes, and Meters, One fundamental way of classifyin<Y scientific instruments is into two kinds: scopes and meters" Th~ scopes are aids to observation and the meters are aids to measure1nent" With the former, distinctions of a qualitative kind can be ma~e, such as between m~re and less, up and down, straight and not ~tra1ght, ~he latter perT?1t" us to i:nake quantitative judgments, that is, to associate through similar ratios some one of a series of numbers with t?e thing observed" Often the same piece of apparatus can be used either as a scope or as a meteL The elements are certain devices not scientific instruments themselves, which enter into the construe~ tion of different instruments" !he Elements Solids Crystals Fluids Gases Lever Inclined plane Screw Pulley Floating body Spring Pendulum Magnet Mirror Lens Prism Grating Scopes Straight edge Plumb line, gnomon Compasses, divider Tuning fork Electroscope Telescope Microscope Oscilloscope Stroboscope 111 eters Scale Ruler Balance with set of weights Spring balance Strength-of-materials testing machine Water clock Barometer Sonometer Disk siren with clock and counter Thermometer Magnetic compass Coulomb meter Tangent galvanometer Dioptra Astrolabe Micrometer microscope Spectrometer with minimum deviation prism The examination in laboratory will be in two parts" In one the student will be asked to make certain observations ;nd measurements with some of the above instruments, and in the other to answer questions on the theory and application of some of the elements and instruments" The references for this examination are the mimeographed laboratory notes and the student's written reports of the first three years, as well as the scientific books among the texts named above" �CATALOGUE OF ST. JOHN'S COLLEGE APPENDIX C ST. JOHN'S COLLEGE RADIO PROGRAMS. SERIES II, NO. 3 By STRINGFELLOW BARR, President From Station WFBR in Baltimore, Nov. 20, 1938 I propose to discuss an important step which St. John's College has taken within the past ten days. Many of those who are listening to me, including alumni members of the College, will by now almost certainly have been told by somebody that the College administration has abolished athletics. Those who believed this statement should, it seems to me, be gravely disturbed. I think I ought promptly to disabuse them. To keep the record straight, I shall therefore first state the facts. Athletics have not been abolished, but the College has decided that after the close of the present academic session athletic facilities will be increased and at the same time will be placed on a strictly intramural basis. I am explaining tonight why significant changes have been announced in the athletic system at St. John's, to take effect next September; but in explaining these changes I am discussing liberal education in a democracy. The system of intercollegiate athletics which has developed during the past twenty years will no longer support the prime purpose of a liberal college. I suppose I ought to have foreseen this. But I didn't. Certainly, there have been enough Carnegie reports, enough magazine articles by candid writers like John Tunis to convince men of my generation that we are sheer sentimentalists and ignoramuses if we suppose that intercollegiate athletics are the same thing we remember from twenty years back. They do things better now, with rose bowls, cotton bowls, and sugar bowls; with costly equipment, transcontinental journeys, and big money; with costly coaches and costly quarterbacks. I knew all this. The first thing I learned about athletics on arrival at St. John's was that we were booked to play our unnatural rivals, Army and N. Y. U.-in an effort to keep down the high cost of modern athletics by earning a good "gate." But still I thought it might be possible to adapt intercollegiate athletics to educational ends, to pare down schedules, to decline with thanks such games as Army and N. Y. U., and to protect the coaches from criticism if they lost games by refusing to hire athletes. I was mistaken. The thing that taught me I was mistaken was what happened when intercollegiate athletics collided with a curriculum that really required work. Yet I shnuld have known this by analogy. I had known countless students who withdrew from intercollegiate athletics when they entered medical or other professional work. They withdrew 74 '15 because they knew, along with everybody else, that you have to study to earn an M. D. while ordinarily you don't hav~ to study to ear? a B.. A The undergraduate fills in his idle time with athletics. w~1ch at its most professi?nalized is a lot better thing to fill idle tim~ :iv1th ~han some other thm?s .I know. But _suppose there isn't any idle time? Suppose there is Just enough leisure time for healthful outdoor games? Then every athletic trip becomes a crisis and not what is known as an "athletic excuse." For students who are reallv doing serious work know without being told that you can't "mak~ up" for something you should have learned but didn't · the magic word "excuse." An excuse may square you with the ~ It won't convert ignorance into knowledge. There is no reason on this round earth why securing a liberal education in an undergraduate college should be a less serious business than acquirino- a medical education in a medical school. But if it is a serious busi~ess, then it h~d better steer clear of another very serious business, indeed a highly organized "big" business, intercollegiate athletics. For this big business has its own exigencies: those who won't meet them had better keep out. . '_['ha~ big busi?ess substitutes spectator psychosis for actual part1c1pat10n,_ cheenng sections for playing teams, an orgy of sportsg~ods eqmpment for costumes fit to have fun in, large business staffs with long-term schedules for the old-time impromptu challenge of natu_ral antagonists, monotonous physical drill for learning to play by playmg, pressure from fellow-students for zest to play, the exhibitionrnm of star performers for the satisfaction of playing well because it is more fun to play a game well than badly. The sum total of these things is hysteria, lost motion, the death of the amateur spirit, and an athletic system that competes with study instead of supplementing and strengthening it. We have all known these things for years, unless we have been ostriches or Rip Van Winkles. But I repeat, they don't prove fatal so long. a~ unde:graduate education is run in low gear. In fact, I sh?uld ms1st agam that, so long as education is run in low gear, these thmgs are better than idleness. But there is somethino- better still and that something is amateur athletics, amateur a~hletics of ; quality no college can achieve so lonrr as it is meshed in with the new kind of athletics, the big-busines~ kind. The educational program now going on at St. John's must have the support of amateur athletics. It must have it, because amateur athletics is rich in terms ?f h~alth, recr~ati~n, skill, and coordination,, To get that support, it will expand its mtramural athletics. More varieties of sport will be offered and more facilities. Our colleges are often abusively called country clubs. I want to see St. John's offer the sort of athletic facilities a good country club offers. Every game we now play we 6 �76 CATALOGUE OF ST. JOHN'S COLLEGE shall continue to play, except that the six-man football we started this year will replace the standard game. In addition we want to expand water sports, with particular emphasis on sailing. The alumni have already given us one sailboat; we shall acquire five more. Finally, it is essential, not only that games be played at the College but that they be well played. A tutor with wide athletic experience will be placed in charge, but he will need a number of student assistants. To secure good assistants, we propose to offer athletic scholarships. In my own limited experience, this will be the first legitimate use to which athletic scholarships have been put by an American college. I think you may rest assured there will be plenty of excellent candidates. I hope you will help me find the best candidates. Sooner or later, I hope sooner, the present system of semi-professionalized intercollegiate athletics will hang itself. When it does, the problems that caused us to take our present stand will disappear. When it does, we shall doubtless play games with other colleges as naturally as such games were once played. Meanwhile athletics at St. John's will be for the student, not the student for athletics. APPENDIX D THE GREAT BOOKS AT WAR Men must have often lifted their eyes from battlefields where corruptible things take on corruption and turned to a shelf of books for assurance that some things are not corruptible. Battlefields these days extend themselves farther than they sometimes have, and many a school and college must have looked from its campus and classrooms, now given over to war training, to discover what it is in a college that ought to persist. Except in places like Louvain in the last war and enemy countries in this war, the assurance of survival comes from the college library. At St John's College reassurance is simpler. Five and a half years ago, when war clouds were darkening, the faculty with the approval of the Board and the assent of the students entrusted its curriculum and its teaching to the few greatest books of the western tradition and their authors. When war actuaUy came and the need for assurance was undeniable it was possible to keep our eyes on the book shelf and at the sam~ time to take account of the cost of the war; we were sure that this curriculum and this teaching need not be lost or corrupted. We were even sure that these things would help win the war. We were ready and eager to make any adjustment and to take any risk that might become necessary. It was not thought necessary that we should accelerate the teaching schedule; in fact it was thought that acceleration and the addition or substitution of war courses would detract from rather than add to the realities of the learning process-even those that war demands. Our mathematics could not be improved, except as our teaching might improve; our language study would be fundamental to communications whether in the writing of directives or in cryptography; our laboratories were already laying the ground in mathematics, astronomy and physics, for navigation and for meteorology; and the touch-and-go conversations of the great book seminars were proving grounds for the executive responsibilities of future officers. But these features were only secondary applications of the master plan of the curriculum, which was aimed at general or liberal education for every man, for his freedom and morale both in war and in peace. The great advantages of a master plan are the variability and adaptability that it allows and supports. In the case of the St. John's program maximum risks are j~~tified because the plan is rooted in the great books which have survived all the emergencies of the past, and presumably will continue to go 77 �78 CATALOGUE OF ST. JOHN'S COLLEGE through this one and others with us. A bomb may destroy the paper and ink, the draft may decimate the faculty and student body, but the books will not be forgotten and they can be put to work by anyone who remembers. We can therefore view any new directive with assurance and can promptly answer any call to war service without fear of losing what we are fighting for. In the past year we have therefore been able to take care. of our army, navy, and marine reserves without changing our curnculum. We have required calisthenics, infantry drill, military track, and hand-to-hand combat in place of our former system of voluntary intramural sports. We have offered extracurricular training in gas engines, specialized navigation, physics, and mathematics. None of these things has displaced or been a substitute for the funda~en~als of the liberal arts, which in turn have supported the specialties. In spite of the high degree of assimilation that these developments indicate, it has been a tough year for both students and faculty. There has been hardly a week when some students have not left for military duty; there has hardly been a month when some fac;ulty member was not needed and called for the country. Badly wntten military directives have transmitted the chaos of the battlefield to the College; we have recoiled and rallied. At the end of the .secoi:d term we held imitation commencement exercises for the th1rty-s1x students called to the colors; the recital of the Ephebic Oath conquered the day. "We, students in arms, salute the youths of the ancient republics." We were also saluting the other colleges who were 1ommg us rn arms. But the master plan has also found new meaning in the events of the world and of the college. We have learned that about half of the books from Homer to Tolstoi discuss war and peace with realism and wisdom. Beneath this surface they explore the problems of law and anarchy, they report man to man, they weigh sin and tragedy, they record learning by recognition in calal!1i~y. The study of the great books in war time confirms the conv1ct10n t~at such reading and discussion is the birthright of every human bemg. When the Congress decided that men should be drafted ~t the age of eighteen, we therefore decided that we would take the nsk of the last planned step of the St. John's revolution, to teach these books and the accompanying liberal arts to younger students, students who might not have graduated from high school, and who might therefore not be able to get their liberal education as long as the war lasts. Teaching students of this age already was a part of the master plan, but we had hoped to have som~ of our own graduates in the faculty to help us to make the ~hr!t. We had theref?re postponed it a few years to allow the rebmldmg of the faculty with the younger and more aptly trained teachers. But the present CATALOGUE OF ST. JOHN'S COLLEGE 79 faculty has been going to school with the great books and they for reasons of age and training will not be useful and effective in the armed forces. The need of their teaching is obvious and they are ready for the adjustments in teaching that the task will require. After a great deal of discussion with faculty, Board, and students, and also figuring of costs, the administration has been authorized to announce the four-year college course in the liberal arts to be given in three calendar years to students between the ages of fifteen and eighteen. The great books are offered to these youths who might otherwise lose their opportunity to participate fully in the arts of free men. There is no doubt that this radical step will be ;.,.iewed in many quarters with alarm. There will be doubts that such important instruction material can be handled ade·quately and safely by younger boys; there will be doubts that the treatment younger boys can give the great books is in keeping with the high aims of the program itself. On the first point we have considerable evidence that younger boys not only can handle the great books with profit, but that they can get greater profit with less readjustment than the graduates of our present schools of preparation for college. We have already taken a small group of younger boys at St. John's, and they show the same variation in aptitudes and progress that the older boys have been showing. But in addition they evidence a fresh, direct amateur's interest in ideas that high school graduates have to recover from their earlier years. It appears that the ordinary high school graduate has in the last rather empty years of his preparation for college acquired many of the academic pretenses which are so characteristic of the American high school, that he has actually been bored with scholarly husks and has substituted flattery of his teachers for genuinely tough intellectual work. The fault is not in the teachers; many of them are also bored with the subject matter that they teach, and they also turn to flattering the student. All of this together with the progressive decay of the linguistic and mathematical disciplines points to a dead spot in our educational system, a point where preparation in the grammar school has finished, for better or for worse, and the real business of liberal education has not yet begun. We drag students through two to four years of this wasteland, and the acute stages of boredom appear in the last two years of high school or the first two years of college. Some of the better preparatory schools and colleges fill in with literature, fine arts, and science, but they know that they are either doing college work or it will all have to be repeated in a staler form later on. Liberal education is in origin and tradition a European institution, and a glance at its structure lets us see where we have improvised and perhaps fumbled. The grammar schools in European coun- �80 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE tries lead directly to the Gymnasium and Lycee, whose curricula were made of Latin, Greek and mathematics with a scattering of national history and literature. The Gymnasium and Lycee led directly to the universities whose primary structures and functions were ordered to training in the professions: law, medicine, theology, and teaching. The Gymnasium and Lycee came at the end of the child's education and they were concerned to initiate in the student the free and independent use of his mind so that he could worthily attain the knowledge and discharge the duties of the learned professions in the community at large. The Gymnasium and the Lycee devoted themselves single-mindedly to liberal education. It should be interesting to us in the United States in 1943 that the liberal education thus institutionalized was provided to all young men who were admitted to it before the period of their military training and service. As the youths of the ancient republics of Greece took the Ephebic Oath at the end of their common formal education and at the beginning of their three years of military training and service, so the Europeans had the military dead line to mark the end of common formal education in the liberal arts. We have lacked this mark until now, and have allowed our structure and sense of function to become confused. The high school and the college have fused and grown together, and at the same time the college and the professional schools have lost their identities in the elective system which makes the worst of both. The collaborators and originators of the St. John's program were aware of this confusion in our educational system, and were at the outset intent on clarifying and articulating the system. They were also aiming at introducing and initiating the student to the liberal arts in their full deployment at the end of common formal education. At St. John's we faced the risk of looking like a high school or a junior college and yet teaching subject matters and arts that are at the college level in importance and difficulty. The ages of our students admitted on high school graduation were equal to the ages for military service or university training in Europe. We therefore at the start planned to shift the age to a lower bracket as soon as we had established our curriculum by teaching experience. Now the war has given us the military deadline at eighteen years of age, the same that Europe has prescribed since the Greeks, and we may be looking forward to its permanent adoption. We are therefore fitting the last item of our original program into the master plan and at the same time meeting the current emergency for liberal education in this country, by admitting students a.t the age of fifteen. We trust that we shall not be accused of causing the war, but it may be pointed out that it has nicely punctuated the steps of our return to the ancient tradition. In th~s con~ection it w~ll bear repeating that we are following out to its logical conclus10n the American tradition that liberal education is for everyman, rather than for the few as the Gymnasium and the. Lycee have offered it. We have also departed from the Gy~nasmm and the Lycee in their original establishments by includmg a large portion of the natural sciences which they omitted and passed over to the various Realschulen for the education of those who did not ~xpect to .be free men. Our rediscovery and use of the great books is the basis of our confidence that liberal education, including the natural sciences and the laboratory, can be given to everybody at the end of the period of their common formal education. No essential changes in the booklist or in the teaching and class schedule need to accompany this shift in the age of students. The great books themselves offer many levels for reading and understa~d!ng'. and in particular allow the more poetical and imaginative ass1m1lat10n that the older student avoids too easily. The classroom. scheduled hours. are those familiar to boys at this new age. Intelligent teachers will welcome the direct amateur interest and will eagerly shift their contributions of help and guidance to meet the traditional youthful mind that is ready for the liberal arts, the arts that help boys to become men. Two other changes we regret to find necessary during the war. We shall have to add another term to the calendar year and forfeit the long summer vacation in order to complete the four-year course in three calendar years. The long summer vacation has a very high educational value· the tra~it~ona~ v~cation has allowed time for the maturing of lear~ing while it is ~till. m p~ogress, and there is evidence that it has been very effe~t1ve m this respect. We shall recover it at the earliest opportumty. The other regrettable change is in the omission of three ~oreig?- languages: Latin, French and German. Competent teachers m this program are difficult to keep during the war. On the other hand the addition of a term of Greek and the concentration on slo~ reading in. E~gli~h are intere~ting and promising experiments m a field which 1s difficult to assimilate to the realities of the liberal arts, and the experience may lead to a more genuine solution of the whole problem in the future. It will be interesting to see if some of the thinking that we have done to set the liberal arts in motion at St. John's will be recognized and followed by other colleges as the war recedes and the solid ground of liberal education, unencumbered by wreckage, reappears. 81 �CATALOGUE OF ST. JOHN'S COLLEGE BIBLIOGRAPHY OF ARTICLES ON THE ST. JOHN'S PROGRAM EDUCATION BY BOOKS, by Mark Van Doren, The Nation, December 6, 1933. ST. JOHN'S REVIVAL, Time Magazine, July 19, 1937. EXPERIMENT, by Charter Heslep, Washington Daily News, July 28, 1937. A COLLEGE EDUCATION FROM 117 BOOKS, by Louis M. Lyons, The Boston Sunday Globe, September 13, 1937. BACK TO FUNDAMENTALS IN EDUCATION, by Stringfellow Barr, Talks, October, 1937. Reported from an address given over the Columbia Broadcasting System. EDUCATION BY "BOOK LEARNING," by Thomas R. Henry, The Washington Star, December 5, 1937. THE REVIVAL OF LEARNING, by W. A. P. Martin, The Commonweal, December 31, 1937. A CRISIS IN LIBERAL EDUCATION, by Scott Buchanan, The Amherst Gradu~ ates' Quarterly, February, 1938. Reprints available. CONCERNING THE NEW PROGRAM AT ST. JOHN'S, by R. Catesby Taliaferro, The Maryland Club Woman, February, 1938. THE ST. JOHN'S COLLEGE PROGRAM, by Richard F. Cleveland, The Daily Record, Baltimore, Md., March 23, 1938. ST. JOHN'S EXPERIMENT TO RECLAIM A LOST HERITAGE, by George Bull, S.]., America, April 23, 1938. ARISTOTLE IN ANNAPOLIS, by Donald Slesinger, Survey Graphic, June, 1938. A COLLEGE REBELS, by Stringfellow Barr, The Key Reporter, Phi Beta Kappa News Magazine, Autumn, 1938. BACK TO THE CLASSICS, by Philip S. Marden, The Dartmouth Alumni Magazine, October, 1938. ALL QUIET AT ST. JOHN'S, by Francis Beirne, "Our Educational Correspondent," The Baltimore Evening Sun, October 4, 1938. THE ST. JOHN'S PROGRAM, by Stringfellow Barr, The Virginia Spectator, December, 1938. THE ST. JOHN'S PROGRAM, in Today and Tomorrow, by Walter Lippmann, appearing in 165 newspapers. December 27, 1938. Reprints available. JOHN DOE GOES TO ST. JOHN'S, by Stringfellow Barr, Progressive Education, January, 1939. Reprints available. FROM ST. JOHN'S TO MARK HOPKINS, by C. J. Wilgus, The Journal of Higher Education, January, 1939. EDUCATORS STRIVE FOR "FREE MIND," by Hedley Donovan, The Washington Post, January 15, 1939. A Series of Four Articles on The St. John's Program by Lee McCardell, The Baltimore Evening Sun, January 23, 24, 25, and 26, 1939. THE CRISIS IN CONTEMPORARY EDUCATION, by Mortimer J. Adler, The Social Frontier, February, 1939. HUTCHINS OF CHICAGO, Part I, "The Daring Young Man," and Part II, "The Flying Trapeze," by Milton S. Mayer, Harpers Magazine, March and April, 1939. 82 00 OJ REPORT OF THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, April, 1939. Reprints available. SOCRATES CROS5ES THE DELAWARE: St. John's College and the Great Books, by Milton S. Mayer, Harpers Magazine, June, 1939. Reprints available. DEMOCRACY AND EDUCATION, by Dorothy Thompson, Ladies' Home Journal, August, 1939. THE ART OF LIBERATION, by Stringfellow Barr, Free America, September and October, 1939. Reprints available. BACK TO FIRST PRINCIPLES, by Scott Buchanan, Survey Graphic, October, 1939. TOWARDS A DISCIPLINED MIND, Address by Stringfellow Barr, Proceedings of the Head Mistresses Association of the East, November 10-11, 1939. THE ENDS AND MEANS OF GENERAL EDUCATION, Address by Stringfel!ow Barr, Proceedings of the Fifty-Third Annual Convention of the Middle States Ass'n of Colleges and Secondary Schools, November 24-25, 1939. Reprints available. THE TRAINING OF A FREE MIND, by Stringfellow Barr, Catholic Digest (Condensed from Free America), December, 1939. THE CLASSICAL REVIVAL AT ST. JOHN'S, by John S. Kieffer, The Classical Journal, December, 1939. HOW CAN WE BE TAUGHT TO THINK, l. "Back to First Principles," by Scott Buchanan, .in Democracy's Challenge to Ediication, Farrar & Rinehart, 1940. A PLAN FOR AMERICA, by E. B. White, Harpers Magazine, February, 1940, pages 331-332. THE CLASSICS: At St. John's They Come Into Their Own Once More Life Magazine, February 5, 1940. ' REPORT OF THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, April, 1940. Reprints available. REPORT OF THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, ]\!fay 1941. Reprints :::vaibble. A COLLEGE IN SECESSION, by Stringfellow Barr, Atlantic Monthly, July 194-1. Reprints available. THE WAR AND THE COLLEGES: Two Radio Addresses, by Stringfellow Barr, May 1942. Reprints available. REPORT OF THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, July 19'12. Reprints avail a b!e. CRISIS AND REFORM IN EDUCATION, by Walter Lippnnnn, New York Times, February 14, 1943. CLICK AND PICK vs. THE ATLANTIC, by James Harry Price, The Clrnrchman, Christmas, 1942. CLASSICS OF THE WESTERN V\TORLD, with forewords by John Erskine and Everett Dean Martin, American Library Association, 1934. One of the book lists out of which the St. John's program grew, this pamphlet contains valuable secondary bibliographical material. It was first published in 1927 by the American Library Association for the use of adult classes. HOW TO READ A BOOK oR THE ART oF GETTING A LIBERAL EDUCATION. l:lv Mortimer J. Adler, Simon & Schuster, 1940. A book expounding the technique.s by which adult groups or individuals can come to terms with the great books. HOW TO READ A PAGE, by I. A. Richards, W. W. Norton, 1942. Still more detailed techniques of reading. �CATALOGUE OF ST. JOHN'S COLLEGE STUDENTS ENROLLED IN ST. JOHN'S COLLEGE, 1942-1943 FOURTH YEAR-CLASS OF 1943 Alexander Scott Abbott ........................ Oconomowoc, Wisconsin Burton Armstrong ............................ Scarborough, New York Ralph Levi Baltzell ........................... Union Bridge Carl Benjamin Blaker ......................... Macedon Center, New York Monte Ferris Bourjaily, Jr...................... New York, New York Douglas Buchanan ........................... Annapolis Waiter Lawson Cooley ......................... Aberdeen Paul Ehrlich ................................. New York, New York Glenn Allen F eamow .......................... Williamsport Ernest Christopher Friess, Jr ................... Oakley John Louis Hedeman .......................... Baltimore Robert Hunter ............................... Mobile, Alabama Ogden Worthington Kellogg-Smith .............. Chestertown Edward Kramer .............................. Montclair, New Jersey Claude Spencer Leffel, Jr....................... Woodbine Francis S. Mason, Jr .......................... Plymouth Meeting, Pennsylvania Adrian Curtius Mayer ......................... Ossining, New Yorlc Alexander Leonard Slafkosky ................... Bethlehem, Pennsylvania Ollie Hammond Thompson, Jr.................. Hurlock Thomas Orville Usilton ........................ Centreville John Weber, Jr ................................ Cleveland, Ohio THIRD YEAR-Class of 1944 Robert Seaver Anderson ....................... Billings, Montana Earl Secord Bauder, Jr ........................ Utica, New York Nicholas Daniel Bona dies ...................... Winsted, Connecticut Robert Fredric Garland Bunting ................ Baltimore Richard Clark ................................ Easton Lindsay Edmonds Clendaniel ................... Denton Edward Born Cochran ......................... Birmingham, Michigan David Dobreer ............................... Los Angeles, California Ahmed Munir Ertegun ........................ Washington, District of Columbia Henry Raymond Freeman, III .................. Sewickley, Pennsylvania Norman Atwood Garis ......................... Summit, New Jersey Edward Ury Godschalk ........................ Glen Ridge, New Jersey Carl Schlee Hammen .......................... Linkwood Richard Edward Holle ......................... Elberon, New Jersey Joseph Francis Hollywood, Jr ................... Forest Hills, New York VliHiam Hayiwar3 Horsey" ..................... Denton James G. Huber. ............................. Baltimore Richard Henry Hutchings, IV .................. Poughkeepsie, New York Richard Ernest Huyck ......................... Mishawaka, Indiana Arthur Hyman ............................... Tampa, Florida 84 Casimir Thaddeus Krol ........................ Chicago, Illinois Jack Landau ................................. Pittsburgh, Pennsylvania Charles Russell Levering ....................... La Pia ta Samuel Wesley Marvin, Jr. .................... Crozet, Virginia Thaddeus Edmund Prout ...................... Owings James Maurice Raley ......................... Compton James Henry Roe ............................. Pittsfield, Massachusetts David John Sachs ............................. Chicago, Illinois Henry Harrison Sasscer, IV .................... Chevy Chase Haven Ely Simmons ........................... Cedar Rapids, Iowa John Calvin Smedley .......................... Beverly Hills, California Robert Perry Snower .......................... Kansas City, Missouri John Clarence Somers, Jr ...................... Crisfield John Trimble Spencer ......................... Easton William Gideon Spohn, Jr ...................... Baltimore Irwin Robert Tucker .......................... Bayonne, New Jersey Martin Zacharia Vogelhut ..................... Baltimore Robert Arthur Wilcox ......................... Storm Lake, Iowa Andrew S. Witwer, Jr .......................... Joliet, Illinois Peter Christian Wolff .......................... Glen Echo Warren Seymour Zeik ......................... Bayonne, New Jersey SECOND YEAR-CLASS OF 1945 Rogers Garland Albritton ...................... Chevy Chase Alvin Barton Barber, Jr ....................... Bethesda Stephen Windsor Bergen ................. , ..... St. Albans, New York Joseph Patrick Blocher ........................ Grantsville Robert Thomas Bonham ....................... Greenbelt Harold Milbourne Boulden ..................... Elkton George Brunn ... , ............................ New York, New York Robert Luther Campbell, Jr .................... Hagerstown Theodore Willes Clark ......................... White Plains, New York Robert Orval Davis. . . . . . . . . . . . . ............. Scottdale, Pennsylvania Alvin Epstein ................................ Los Angeles, California Duane Thomas Kaye Furbush .................. Palmyra, Michigan Clarence Westcott Gallup, Jr .................. , .Englewood, New Jersey William Michael Goldsmith .................... Forest Hills, New York Douglas Laird Guy .......................--..... Wauwatosa, Wisconsin Earl Judson Hendrickson ...................... Dundalk Chester Peter Hewitt. ......................... Woodmere, New York Christian Arneson Hovde ...................... Pittsburgh, Pennsylvania Harold Julius Hyden .......................... Tulsa, Oklahoma Solomon Kadis ............................... Baltimore Donald Stewart Kaplan ........................ Groton, Connecticut Michael Christopher Keane .................... Brooklyn, New York Donald Hartley Kellogg-Smith .................. Chestertown Arthur David Kelso, Jr. , ...................... Linthicum Heights Lawrence Leslie Levin ......................... West Hartford, Connecticut George E. Long ............................... Salisbury William McCormick Lundberg .................. Winnetka, Illinois Henry Resolved Mack ......................... Dover, Delaware John Duncan Mack ........................... Yonkers, New York Charles Ferris Maikoffske ...................... Pleasantville, New York Michael Joseph Manley ........................ Cumberland 85 �87 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Frank B. Marshall, Jr ......................... Baltimore Orsell Montgomery Meredith, Jr ................ St. Petersburg, Florida Alexander Beauregard Morse ................... Washington, District of Columbia Edward Wingate Mullinix ...................... Round Bay Charles Arthur Nelson ......................... Berwyn, Illinois Erich Nussbaum ............................. Elizabeth, New Jersey Allen Homarei Ohta ........................... New York, New York Elmer Thomas Owings ......................... Hinsdale, Illinois Walter Cabot Paine ........................... Chestnut Hill, Massachusetts Morris Albert Parslow ......................... Muskegon, Michigan Benton Bloch Perry ........................... Baltimore Harry Fletcher Pfeiffer, Jr ..................... Baltimore Benjamin Franklin Pumphrey, Jr ............... Severn William Edward Schaefer, Jr ................... Baltimore Allen Polk Schoolfield, Jr ...................... Pocomoke Verne Schwab ............................... Greenbelt R~bert Julian Scolnik ......................... Grand Rapids, Michigan Edward Parkinson Taylor ...................... Provo, Utah Stephen Wayne Terry, Jr .... , ................. Indianapolis, Indiana Robert Treat Thompson ....................... Oakland, California Gene Perkins Thornton ........................ Greensboro, North Carolina Roger Tilton ................................. San Francisco, California Vincent Wood McKay ......................... Montgomery, West Virginia Eugene Thomas McNamara .................... Somerville, Massachusetts Alexander Stuart Macdonald, Jr. ................ Tacoma, Washington John Richard Maguire ......................... New Rochelle, New York Ellis Wooster Manning, Jr..................... Brinklow Basil Etherton Moore, Jr. ...................... Annapolis Leonard Eugene Mudd ........................ La Plata Robert Wilson Mueller ........................ Milwaukee, Wisconsin George William Norman ....................... Springfield, Massachusetts Robert Frederick Novak ....................... Baltimore James Howard Ogden, Jr. ...................... Prince Frederick William Noel Ogden ........................... North Plainfield, New Jersey Daniel Safford Parker ......................... Janesville, Wisconsin Charles Allen Lyles Patterson .................. Baltimore Harry Winslow Porter ......................... Cincinnati, Ohio Harry Charles Rockey, Jr....................... Philadelphia, Pennsylvania James Willard Sharp .......................... Freeland, Pennsylvania Samuel Sheinkman ........................... New York, New York Francis Key Shepard .......................... Vienna, Virginia Bruce Harris Sinkey ........................... Maplewood, New Jersey Richard Edward Starke ........................ Shenandoah, Pennsylvania James Thomas Taylor, Jr. ...................... Princess Anne Charles Lincoln Van Doren ..................... New York, New York John Campbell Wakefield ...................... Washington, District of Columbia Peter Weiss .................................. New York, New York Henry Theodore Wensel, Jr ..................... Chevy Chase John Williams, Jr.............................. Annapolis John Scott Woodward ......................... Coldwater, Michigan 86 FIRST YEAR-CLASS OF 1946 Robert Lord Arner ............................ Washington, District of Columbia Gerald Atterbury ............................. Annapolis Charles Crittenton Baldwin .................... Flushing, New York George LeRoy Bowen ......................... Baltimore Chester John Bricko ........................... Baltimore Philip Albert Camponeschi ..................... Baltimore William George Chenoweth .................... Loch Raven John Hurst Childs ............................ Baltimore Thomas Jam es Cosgrove ....................... Bayonne, New Jersey John Murray Cuddihy ......................... New York, New York George Howell Daffer ......................... Washington, District of Columbia Milton A. Dauber ............................. Passaic, New Jersey Laurence Elfenbein ........................... Jersey City, New Jersey Sidney Hugh Fitch ............................ Glenelg Alvin Fross .................................. Bayonne, New Jersey Thomas Irwin Fulton, Jr. ...................... Irwin, Pennsylvania John Christian Gall, Jr. ........................ Fairfax, Virginia John Parker Gilbert ........................... McLean, Virginia Samuel Milby Harrington, Jr. .................. Quantico, Virginia Allen Zimmerman Harvey ...................... Frostburg E. Bennette Henson, Jr. ....................... Charleston, West Virginia William Crawford Hill ......................... Pueblo, Colorado Leon David Israel ............................. Union Bridge Irving Brooks Jackson ......................... Newton Centre, Massachusetts Samuel Newton Kirkham, Jr ................... Denison, Texas William Kenneth Kline ........................ New York, New York Joseph Robert Kovarik ........................ Buffalo, New York Clarence J. Kramer ............................ Muskegon, Michigan John James Lobell ............................ Baltimore Thomas Delmar Lyne ......................... New York, New York SUMMARY OF ENROLLMENT Fourth Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Third Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Second Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . First Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 41 53 58 Total in College ..................................................... 173 �CATALOGUE OF ST. JOHN'S COLLEGE INDEX Absence, excuses for. . . . . . . . . . . . . . . 42 Academic standing . . . . . . . . . . . . . . 4lff Acceleration ................ 2, 22, 81 Activities . . . . . . . . . . . . . . . . . . . . . . 49ff Athletics ................. .49f, 74ff Clubs ........................ 50£ Dramatics ..................... 51 Music .................. 24, 35, 49f Publications ................... 51 Administration . . . . . . . . . . . . . . . . . . . 8 Admission ...................... 55ff Application .................... 55 Requirements .............. 55ff, 77 Procedure . . . . . . . . . . . . . . . . . . . . . 56 Advanced standing . . . . . . . . . . . . . 56 Aid, student . . . . . . . . . . . . . . . . . . . . 60ff Applications Admission . . . . . . . . . . . . . . . . . . . . . 55 Student Aid . . . . . . . . . . . . . . . . . . 60ff Rooms ........................ 53 Scholarships . . . . . . . . . . . . . . . . . . 6lff Articles, magazine, on St. John's .... 82f Athletics ................... .49f, 74ff Attendance Church ....................... 65 Classes ........................ 42 College exercises . . . . . . . . . . . . . . . 42 Board of Visitors and Governors ... 6, 7 Books, list of great ........... 18ff, 20ff Chronological . . . . . . . . . . . . . . . . . . 45 By years ...................... 47 By subject matters .............. 48 Calendar, College ........... .4, 5, 37 Campus ........................ 51£ Caution Money ............... 53, 58 Charges, fixed . . . . . . . . . . . . . . . . . . . . 58 Charter of College. . . . . . . . . . . . . . . . 65 Of King William's School. . . . . . 64f Classics, new definition of ..... 18ff, 20ff Clubs, College . . . . . . . . . . . . . . . . . . 50£ College Calendar ........... .4, 5, 37f Collegian .......... : . . . . . . . . . . . . . 51 Credits Semester hours . . . . . . . . . . . . . . . . . 43 For entrance to graduate schools . . . . . . . . . . . . . . . . . 43ff, 70 Transfer of .................... 56 Curriculum Elective system . . . . . . . . . . . . . . . 16f St. John's 1835 ................. 67 St. John's 1868 ................. 68 St. John's 1886-1923, block elective 69 St. John's 1923-37, open elective .. 69 Degree Requirements ........ .42, 70ff Dining Hall ..................... 53 Discipline ........................ 53 "Don Rags" .................. 38, 42 Dramatics ....................... 51 Elective Program ............. 16f, 67 Engineering Scholarships at Johns Hopkins ..................... 63 English, admission requirements. . . 55f Enrollment . . . . . . . . . . . . . . . . . . . . . 84ff Summary ..................... 87 Entrance Examinations ........... 56 Essays .......................... 38 Examinations Entrance . . . . . . . . . . . . . . . . . . . . . . 56 Oral ....................... 38, 70f Written .................... 38, 70f Annual .................. .4, 5, 38 State Scholarship . . . . . . . . . . . . . . 61 Excuses, for absence ............... 42 Expenses ....................... 58ff Faculty List .......................... 9ff Author teachers ............. 18, 39 Tutors ........................ 9ff Fellows . . . . . . . . . . . . . . . . . . . . . . . 9 Research . . . . . . . . . . . . . . . . . . . . . 40f Reeducation of . . . . . . . . . . . . . . . . . 41 Appointments .......... .41, 78f, 81 Fees College finances . . . . . . . . . . . . . . . . 58 Examination ................... 58 Annual ........................ 58 Tuition ....................... 58 Residence ..................... 58 Payments ..................... 58 Deferred payment ............. 58f Caution money ................ 58 With financial aid . . . . . . . . . . . . . 60£ Foreign Language Admission requirements . . . . . . . . . 56 See Greek, Latin, French, German French . . . . . . . . . . . . . . . . . . . . . . . 26, 56 Freshmen, list of. . . . . . . . . . . . . . . . . 86f German ................... 26, 56, 71 Grades .......................... 38 Graduate Schools, preparation for . . . . . . . . . . . . . . . . . . . . . 43ff, 70 Greek ........................... 26 88 History Of College . . . . . . . . . . . . . . . . . . . 64ff Chronological order of classics .. 22, 45 In St. John's Program ........ 22, 45f Infirmary Service . . . . . . . . . . . . . . . . 54 Instruction Methods in St John's Program ............... 22ff, 49ff Juniors, list of. . . . . . . . . . . . . . . . . . . 84f King William's School. . . . . . . . . . . . 64f Laboratory .................. 24, 32ff Exercises ..................... 33ff Total Hours ................... 36 Subject Matter ............... 36f Language, reasons for instruction in. 25 Requirements . . . . . . . . . . . . . 43, 70f Tutorials . . . . . . . . . . . . . . . . . . . . . . 25 Clock-hours of classroom work in. 28 Classics in Language and Literature ........................ 47 Latin ......................... 26, 56 Law School Preparation .......... 43ff Lectures, formal .............. 24, 31£ Liberal Arts and Sciences, 14ff, 17f, 21, 45ff List of Great Books, Classics. . . . . . 45ff List of Laboratory Exercises. . . . . . 33ff List of Lectures . . . . . . . . . . . . . . . . . . 3lf List of Students. . . . . . . . . . . . . . . . . 84ff Literature, Language and. . . . . . . . . . 48 Location of College. . . . . . . . . . . . . . 51£ Marine Biology . . . . . . . . . . . . . . . . . . 63 Marks .......................... 38 Mathematics, reasons for instruction in ......................... 28ff Admission requirements ......... 55 Requirements ............. .43, 70f Tutorials . . . . . . . . . . . . . . . . . . . . . 28ff aock-hours of classroom work in. 29 List of Mathematical Classics. . . . 48 Medical Schools, preparation. . . . . . 43ff Music .................... 24, 35, 49f Concerts . . . . . . . . . . . . . . . . . . . . . . 50 Natural Science .............. 34ff, 48 Occupancy of Dormitory Rooms. . 52f Officers of Administration. . . . . . . . . . 8 Philosophy . . . . . . . . . . . . . . . . . . . . . . 48 Political Science . . . . . . . . . . . . . . . . . 48 Pre-military Training ............. 78 Preparation For admission . . . . . . . . . . . . . . . . . 55f For graduate schools ........ 43ff, 70 For life ...................... 14ff President Former .................... 13, 66ff Present . . . . . . . . . . . . . . . . . . . . . . . 8 Emeritus . . . . . . . . . . . . . . . . . . . . . . 13 89 Probation .................... 42, 71£ Procedure for Admission. . . . . . . . . . . 56 Promotion .................. .42, 71£ Reading Parties . . . . . . . . . . . . . . . . . . 39 Registration ................ .4, 5, 55f Regulations Admission .................... 55f Academic Standing ............ 4lff Attendance . . . . . . . . . . . . . . . . . . . . 42 Degree Requirements ..... .42ff, 70ff Residence . . . . . . . . . . . . . . . . . . . . 5lff Religion Non-denominational ........ 50f, 64f Reports ......................... 38 Requirements Admission .................. 55f, 77 Attendance . . . . . . . . . . . . . . . . . . . . 42 Degree ................... .42, 70ff Graduation ............... .42, 70ff Languages ................. .43, 70f Mathematics ........... .43, 56, 70f Familiarity with Great Books . .43, 70f Residence .................... 5lff Research . . . . . . . . . . . . . . . . . . . . . . . 40£ Residence ... , . . . . . . . . . . . . . . . . . . 5lff Rooms ......................... 52f For new students ............... 52 For old students ................ 52 Furnishing . . . . . . . . . . . . . . . . . . . . 52 Occupancy . . . . . . . . . . . . . . . . . . . . 52f Caution money .............. 53, 58 Schedules Weekly ...................... 37ff Student, typical ................ 38 Term ................... .4, 5, 37f Years ................... .4, 5, 37f Payment of fees ................ 58 Scholarships . . . . . . . . . . . . . . . . . . . . 60ff College . . . . . . . . . . . . . . . . . . . . . . . 60f State ......................... 61 Patriotic Societies . . . . . . . . . . . . . . 62 Athletic .................... 52, 76 At other institutions . . . . . . . . . . . 62f Science In modern world ............... 21£ In St. John's Program ....... 21, 33ff Laboratory ............ 21, 33ff, 70ff Liberal ........................ 21 Classics in science. . . . . . . . . . . . . 45ff Semester-Hour Credits Equivalent . . . . . . . . . . . . . . . . . . . . 43 Seminars ................. 24, 30f, 71 Seniors, list of. . . . . . . . . . . . . . . . . . . . 84 Social Sciences ................ 22, 48 Sophomores, list of. . . . . . . . . . . . . . . 85f �'JU Ci\TALUCUE OF ST JOI!N'S COLLEGr: Staff, administration Faculty ........ , Medical Standing, academic Student Activities ... Athletics Elective ' ' Music ... Clubs Publications Dramatics g 9fF 54 ... 4lf 46ff . 49f ' 49ff 49£ 50f 51 51 Stu<lent J\id 60IT Students List of 84 Theological Schools, preparation 43ff Transfer of credits. . '.44, 56 Tuition ' .... ..... . . . . . . . 58 Tutorials 25 Mathematics ' ' 28ff Language ..... ". 25ff J. Vacations ',, 5, 37 Year Book 51 " � ST~ JOH 'S COLLEGE IN ANNAPOLIS OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM CATALOGUE FOR 1942-1943 ANNAPOLIS, MARYLAND APRIL, 1943 Founded as King William's School, 1696 Chartered as St. John's College, 1784 �TABLE This catalogue contains the full official statement of the curriculum of St. John's College. In the following pages the curriculum is described as: 1. A four-year, all-required course containing no electives and leading to the degree of Bachelor of Arts; 2. Aimed at initiating in the student skills of learning in language, mathematics, and abstract thinking that are necessary in anything he may choose to do the rest of his life; 3. Taught, for the duration of the war, in a schedule which allows students to finish in the three calendar years before they are subject to military service; 4. Available to applicants who have finished two years of high school work or an equivalent preparation as evidenced in the St. John's Entrance Examination in English, one foreign language, and mathematics. St. John's College has no graduate or professional schools. OF CONTENTS PAGE COLLEGE CALENDAR . . . . . . . . . . . . . . . . . . .. . 4 BoARD OF VrnnoRs AND GovERNORS ................ . 6 OFFICERS OF ADMINISTRATION .. 8 FACULTY .................................... . 9 THE ST. JoHN's PROGRAM On College Catalogues ..................... . 14 Why a College Education Should be Liberal .. 14 The Crisis in Liberal Education. 16 The Liberal Arts ......... . 17 The Classics as Teachers ............. . 18 Science and the Modern World . 21 The Curriculum .......... . 22 The Tutorials ....... . 25 The Language Tutorial. .. 25 The Mathematics Tutorial. 28 The Seminar .... 30 The Formal Lecture ........... . 31 The Laboratory 32 The Schedule 37 The Faculty . . . . . . . . . . ........ . 39 Academic Standing . . . . . . . . . . . . ....... . 41 The Degree of Bachelor of Arts. 42 A List of Great Books .............. . 45 In Chronological Order. 45 By Years .................... . 47 By Subject Matter ... . 48 RESIDENCE AND ACTIVITIES .. . 49 How To APPLY FOR ADMISSION. . ......... . 55 FEES . . . . . . . . . . . . . . . . . . . ..... . 57 FINANCIAL Arn ................................ . 60 APPENDIX A, HISTORY OF THE COLLEGE ......... . 64 APPENDIX B, THE DEGREE OF BACHELOR OF ARTS. 70 APPENDIX C, INTERCOLLEGIATE ATHLETICS .. . 74 APPENDIX D, THE GREAT BooKs AT WAR ........... . 77 BIBLIOGRAPHY OF ARTICLES ON ST. JoHN's PROGRAM .. 82 STUDENTS ENROLLED IN ST. JoHN's PROGRAM ...... . 84 INDEX ...................................... . 88 �COLLEGE CALENDAR COLLEGE CALENDAR 1943-1944 1942-1943 1942 September 16-19 ............ Annual Examinations September 19 ............... Registration September 20 ............... Convocation September 21 ............... First Term begins December 16 ................ First Term ends (Vacation begins 12 noon) December 30 ................ Second Term begins (Vacation ends 9 A.M.) 1943 March 6 .................... Second Term ends (Vacation begins 12 noon) March 15 ................... Third Term begins (Vacation ends 9 A.M.) May 22 ..................... Third Term ends (Vacation begins 12 noon) May 23 ..................... Baccalaureate Sunday May 24 ..................... Class Day s CALENDAR JANUARY M T WT F S •••••••••• 12 3 4 5 6 7 8 9 10111213141516 17181920212223 24252627282930 31 •• •• •• •• •• • • FEBRUARY •• 1 2 3 4 5 6 7·9 910111213 14151617181920 21222324252627 28 • • • • • • • • • • • • •••••••••••••• FOR 1943 JULY APRIL S M T WT f S • OCTOBER S M T WT f S S M T WT F S •••••••• 1 2 3 •••••••• 1 2 3 •••••••••• 12 4 5 6 7 8 9 10 3 4 5 6 7 8 9 4 5 6 7 8 910 11121314151617 11121314151617 10111213141516 18192021222324 18192021222324 17181920212223 252627282930 •• 25 26 27 28 29 30 31 24 25 26 27 28 29 30 • ••••••••••••• • ••••••••••••• 31 •••••••••••• AUGUST MAY 1 2 3 4 5 6 7 •••••••••••• 1 8 910 11 121314 2 3 4 5 6 7 8 9101112131415 1516 1718 19 20 21 22 23 24 25 26 27 28 16171819202122 23 24 25 26 27 28 29 293031 •••••••• 3031 •••••••••• NOVEMBER •• 1 2 3 4 5 6 7 8 9 10 11 1213 1415 16 17 1819 20 21 22 23 24 25 26 27 282930 •••••••• DECEMBER SEPTEMBER MARCH JUNE 1 2 3 4 •• 1 2 3 4 5 6 • • .. 1 2 3 4 rs •••••• 1 2 3 4 •• •• 5 6 7 8 91011 7 8 910111213 6 7 8 9101112 5 6 7 8 91011 14151617181920 13141516171819 12131415161718 12131415161718 21 22 23 24 25 26 27 20 21 22 23 24 25 26 19 20212223 2425 19 20 212223 2425 28 29 30 31 .. • • • • 27 28 29 30 • • • • • • 26 27 2829 30 •••• 262728293031 •• 4 May 26-29 ................ Annual Examinations July 7 ..................... Registration July 8 ..................... First Term begins July 11 .................... Convocation September 15 .............. First Term ends (Vacation ·begins 12 noon) September 29 .............. Second Term begins (Vacation ends 9 A.M.) December 15 ............... Second Term ends (Vacation begins 12 noon) 1944 January 5 ................. Third Term begins (Vacation ends 9 A.M.) March 15 .................. Third Term ends (Vacation begins 12 noon) March 29 .................. Fourth Term begins . (Vacation ends 9 A.M.) June 3 .................... Fourth Term ends (Vacation begins 12 noon) June 4 .................... Baccalaureate Sunday June 5 .................... Class Day *June 6 .................... Commencement " Because of the accelerated war schedule, members of the class of 1944 may complete the degree requirements earlier. May 25 ..................... Commencement • 1943 • CALENDAR JANUARY SMTWTFS •• •• •• • • • • • • 1 2 3 4 5 6 7 8 9101112131415 16171819 20 21 22 23 24 25 26 27 28 29 3031 . . . . . . . . . . FEBRUARY •••• 1 2 3 4 5 6 7 8 910 1112 13141516171!! 19 20 21 22 23 24 25 26 272829 •••••••• MARCH •••••• 1 2 3 4 6 6 7 8 91011 12131415161718 19 20 21 22 23 24 25 2627 28 29 30 31 •• FOR APRIL 1944 JULY • OCTOBER S M T W l F S S M l W T F S SMTWTFS ............ 1 2 3 4 s 6 1r8 9101112131415 16171819202122 23 24 25 26 27 28 29 30 . . . . . . . . . . . . MAY •• 1 2 3 4 5 6 7 8 910111213 141516171819 20 21 22 23 24 25 26 27 28 29 30 31 • • • • • • JUNE •••••••• 1 2 3 4 6 6 7 8 910 11121314151617 18192021222324 262627282930 •• •••••••••••• 1 1 2 3 4 5 6 7 2 3 4 s 6 1 8 8 9 10 1112 13 14 9101112131415 1516 17 1819 20 21 16171819202122 22 23 24 25 26 27 28 23 24 25 26 27 28 29 293031 •••••••• 3031 . . . . . . . . . . AUGUST •••• 1 2 3 4 5 6 7 8 9101112 13141516171819 20 21 22 23 24 25 26 27 28 29 30 31 • • • • SEPTEMBER •••••••••• 12 3 4 5 6 7 8 9 10111213141616 17181920212223 24252627282930 5 NOVEMBER •••••• 1 2 3 4 5 6 7 8 91011 12 13 14151617 18 19 20 212223 2425 2627282930 •••• DECEMBER •••••••••• 1 2 3 4 6 6 7 8 9 10111213141616 17181920212223 24 25 26 27 28 29 30 31 •••••••••••• �MEMBERS EX OFFICIO BOARD OF VISITORS AND GOVERNORS President Ex Officio, His Excellency, HERBERT R. O'CoNOR, Governor of Maryland, Annapolis, Md. Chairman, DR. THOMAS PARRAN, JR., Surgeon General, U. S. Public Health Service, Washington, D. C. ARTHUR H. Vice-Chairman, FRANCIS PICKENS MILLER, Pickens Hill, Fairfax, Virginia. THOMAS E. CONLON, Speaker of the House of Delegates, Baltimore, Md. Secretary, RICHARD F. CLEVELAND, Lawyer, Baltimore Trust Bldg., Baltimore, Maryland. JUDGES OF THE COURT OF APPEALS DR. AMos F. HUTCHINS, Surgeon, 1227 N. Calvert Street, Baltimore, Maryland. D. LINDLEY SLOAN, Chief Judge. . . . .... Cumberland, Md. BENJAMIN A. JOHNSON, Associate Judge. . .. Salisbury, Md. Enwrn S. DELAPLAINE, Associate Judge ....... Frederick, Md. EDWIN WARFIELD, JR., Editor, The Daily Record, 15 E. Saratoga Street, Baltimore, Maryland. PAUL L. BANFIELD, Headmaster, The Landon School for Boys, Edgemoor, Washington, D. C. RoBERT 0. BONNELL, President, The Public Bank of Maryland, 15 E. Fayette Street, Baltimore, Maryland. BRICE, President of the Senate, Betterton, Md. STEPHEN R. CoLLINs, Associate Judge. . Chestertown, Md. T. ScoTT OFFUTT, Associate Judge ............. Towson, Md. WALTER J. MITCHELL, Associate Judge ... LaPlata, Md. RIDGELY P. MELVIN, Associate Judge. STRINGFELLOW BARR, President, St. John's College, Annapolis, Maryland. RoBERT M. HUTCHINS, President, University of Chicago, Chicago, Illinois. CLARENCE W. STRYKER, Professor Emeritus of History, St. John's College, Annapolis, Maryland. HAROLD F. LINDER, Member of firm of Carl M. Loeb & Company, 61 Broadway, New York City. ScoTT BucHANAN, Dean, St. John's College, Annapolis, Maryland. HERVEY ALLEN, Author, "Bonfield," Oxford, Talbot County, Maryland. DR. WILLIAM J, FRENCH; Director~ Anne Arundel County Health Department, Annapolis, Maryland. HENRY F. STURDY, Professor, United States Naval Academy, Annapolis, Maryland. 1 . ... Annapolis, Md. �FACULTY• OFFICERS OF ADMINISTRATION PRESIDENT FELLOW AND PRESIDENT • STRINGFELLOW BARR, B. A., M. A. ........ 12 McDowell Hall DEAN ScoTT BucHANAN, B. A., Ph.D ........... 11 McDowell Hall ASSISTANT TO PRESIDENT LEWIS M. H AMMOND, M . A., Ph . D . ..... . 14 McDowell Hall STRINGFELLoW BARR ..................... 139 Market Street B. A., 1916, M.A., 1917, University of Virginia; B. A., 1921, M.A., 1927, Oxford University; diplilme, University of Paris, 1922; student;University of Ghent, 1922-23. Assistant Professor of Modern European History, University of Virginia, 1924-27; Associate Professor of Modern European History, University of Virginia, 1927-30; Professor of Modern European History, University of Virginia, 1930-37. Advisory Editor, Virginia Quarterly Review, 1926-30; Editor, 1930-34; Advisory Editor, 1934-37. Member of the Committee on the Liberal Arts at the University of Chicago, 1936-37. Fellow and President of St. John's College, July 1, 1937-. FELLOW AND DEAN ASSISTANT DEAN WILLIAM KYLE SMITH, B. S., Th. B. ...... 14 McDowell Hall TREASURER WALTER R. PEABODY, B. A. .............. 13 McDowell Hall REGISTRAR MIRIAM STRANGE, B. A. ................. 11 McDowell Hall LIBRARIAN ScoTT BucHANAN .................. 248 King George Street B. A., Amherst College, 1916; Rhodes Scholar, Balliol College, Oxford University, 1919-21; Ph. D., Harvard University, 1925. Associate Graduate Secretary of the Christian Association, Amherst College, 1916-17; Instructor in Greek, Amherst College, 1917-18; Assistant in Philosophy, Harvard University, 1922-24; Instructor in Philosophy, College of the City of New York, 1924-26; Assistant Director of the People's Institute, New York City, 1925-29; Professor of Philosophy, University of Virginia, 1929-36; Chairman of Committee on the Liberal Arts, University of Chicago, 1936-37; Fellow and Dean of St. John's College, July 1, 1937-. LuLu VIOLA EBAUGJI ...................... Woodward Hall DIRECTOR OF ADULT EDUCATION OLGA LAw PLUNDER, Ph. B. ............... McDowell Annex DIETITIAN MARIAN E. ALEXANDER, B. S.................. Randall Hall COLLEGE PHYSICIAN J. OLIVER PURVIS, M.A., M. D ........ . .... Infirmary SUPERINTENDENT OF BUILDINGS AND GROUNDS ARCHIBALD McCouRT ................... McDowell Annex AUDITOR SEWARD AND MoNDE, C. P.A. ....... New Haven, Connecticut TUTORS GEORGE ALTHOFF BINGLEY ..................... Brice House B. A., 1910, M.A., 1916, Princeton University. Instructor in Government Schools, Osaka, Japan, 1910-13; University of Goettingen, 1913-14; Elizabeth Gardner Scholar in Mathematics, Princeton University, 1915-16; Instructor in Mathematics, · Georgia Institute of Technology, 1918-19; Instructor in Mathematics, United States Naval Academy, ,1919-23; Assistant Professor of Mathematics, St. John's College, 1923-24; Associate Professor of Mathematics and Physics, St. John's College, 1924-27; Associate Professor of Mathematics, St. John's College, 1927-31; Professor of Mathematics, St. John's College, 1931-39. Tutor, St. John's College, 1939-. RICHARD ScoFIELD ......................... 58 State Circle B. A., 1919, M. A., 1920, University of California; B. A., Oxford University, 1924. Assistant in English, University of California, 1919-20; Commission for the Relief of Belgium Exchange Fellow, Universite libre de Bruxelles, 1920-21; Instructor in English, New York University, 1925-27; Associate Professor of Art and English, St. John's College, 1927-39. Tutor, St. John's College, 1939-. lO 8 Cf. pg. 39. 9 �CATALOGUE OF ST. JOHN'S COLLEGE 11 CATALOGUE OF ST. JOHN'S COLLEGE '~WILLARD JoHN SPANGLER KIEFFER .......... 245 Prince George Street B. A., Harvard College, 1927, as of 1926; M.A., 1929, Harvard University. Mast~r in French and English, Litchfield (Connecticut) Sc~ool, 1927-28; Instructor. 1 ~ Classical Languages, St. John's College, 1929-34; Ass1,stant Professor of Class1ca Languages, St. John's College, 1934-39. Tutor, St. Johns College, 1939-. GEORGE HAROLD McF ARLIN ... .101 Monticello Avenue B. A., 1925, M.A., 1926, Indiana University. Instructor. in Chemistry, Southeast Missouri State Teachers College, 1926-27; University of Chicago, 1927-29; I~struc~or in Chemistry, St. John's College, 1929-31; Assistant Professor of Chemistry, t. John's College, 1931-39. Tutor, St. John's College, 1939-. GEORGE CoMENETZ. . 96 Cathedral Street B. S., College of the City of New York, 1930; M.A., 1931, ~h. D., 1934, Columbia University; Fellow, The Institute for Advanced Stu.dy (Pnnceton, NeVI'. Jersey)'. 1935-37. Teaching Fellow in Physics, College of the City of New York, spr~ng, 1930, Instructor in Mathematics, Columbia University, 1934-35; Tutor, St. Johns College, 1937-. WILLIAM GORMAN ........... . B. A., Chicago, Chicago, 1937-38. ..... Brice House University of Michigan, 1932 .. Ass~st_a~t in Law Sc~~ol, Un!vers~ty of 1934-36. Research Assistant m Dr~1s10n of ~uman!tles,. Umvers1ty of 1936-37. Fellow in Institute of Medieval Studies, Umvers1ty of Toronto, Tutor, St. John's College, 1938-. JACOB KLEIN .......................... 217 Hanover Street Friedrichs Realgymnasium, Berlin, 1917; Ph.D., .Uni".ersit:i:' of Marburg-Lahn, 1922; Research Work, University of Berlin and Umvers1ty of Marburg, 1924-33; Visiting Lecturer, University of Prague, 1934-35; Fellow of the Mendelssoh~ Stiftung zur Foerderung der Geisteswissenschaften, 1935-37; Tutor, St. John g College, 1938-. '-•RAYMOND NEIKIRK WILBURN .... . Brice House B. S., 1935; M.A., 1938, University of Virginia. Lectur;r in Philosophy, Columbia University, 1937-38. Tutor and Assistant Dean, St. Johns College, 1938-43. EDWARD STAINBACK ... B. S. in Architecture, University of Virginia, 1928; Certified Architect in Virginia. Tutor and Superintendent of Buildings and Grounds, St. John's College, 1940-41. Tutor and Architect, 1941-42. *KENT CAMPBELL . 248 Prince George Street B. A., 1939; M.A., 1942, St. John's College. Tutor, St. John's College, 1940-42. * Resigned, after the beginning of the session, to join the Armed Services. ....... Brice House 1919-20, U. S. Naval Academy; B. A., 1924, Harvard College; University of Paris, 1923-24. Dillon, Read and Co., New York City, 1924-30; G. L. Ohrstrom and Co., New York City, 1930-32; Fitch Investment Service, Boston, 1932-41. Tutor and Treasurer, St. John's College, 1941-42. NICOLAS NABOKOV ... . . 36 East Street State Conservatory of Music, Stuttgart, 1919-21; State Conservatory of Music, Berlin, 1921-23. B. A., 1924, University of Paris. Lecturer, Barnes Foundation, Merion, Pennsylvania, 1933-34. Professor and Head of Music Department, Wells College, 1936-41. Tutor and Director of Music, St. John's College, 1941-. *BERNARD MANN PEEBLES. .. 145 Prince George Street B. A., 1926, University of Virginia; M.A., 1928, Ph.D., 1940, Harvard University. Instructor in Greek, University of Virginia, 1928-29. Fellow, American Academy, Rome, 1932-34. Instructor, Department of Classics, Graduate School, Fordham University, 1934-35. Instructor in Classics and Tutor in the Division of Ancient Languages, Harvard University, 1937-39. Assistant Professor, Department of Classics, Graduate School, Fordham University, 1939-41. Tutor, St. John's College, 1941-42; Assistant to the President, 1942. JosEPH WINFREE SMITH ..... . 176 Prince George Street B. A., 1934, M.A., 1935, University of Virginia; B. D., 1938, Virginia Theological Seminary. Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia. Tutor, St. John's College, 1941-. ERNEST ABRAHAMSON .. . 42 East Street Ph.D., Prague, 1934; Teacher of Classics, Director of Music, Country School Villa Pazzi, Florence, 1935-37; Assistant d'Allemand, Ecole Normale, Chalons-sur-Marne, France, 1937-39; Instructor in Latin and Romance Languages, Howard University, 1939-41; Tutor, St. John's College, 1942-. WILLIAM ALBERT DARKEY, JR .. 210 Randall Hall B. A., St. John's College, 1942. Tutor, St. John's College, 1942-, *ROBERT TAYLOR EVERETT, JR .. ');JOHN OTTO NEUSTADT . .. Brice House . . 123 Charles Street B. A., St. John's College, 1942. Tutor, St. John's College, 1942-43. * Resigned, after the beginning of the session, to join the Armed Services. �12 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE . Reverdy- John~on House LEWIS MACHEN HAMMOND. B. A., 1928, M.A., 1929, Ph.D., 1932, University of Virginia; American-German Exchange Student, University of Hamburg, 1930-31. Instructor in Philosophy, University of Virginia, 1932-1936; Assistant Professor of Philosophy, University of Virginia, 1936--; Tutor, St. John's College, 1942-; Assistant to the President, 1943-. MARK vAN DOREN . B. A., St. John's College, 1942. Tutor, St. John's College, 1942. . 69 Shipwright Street WILLIAM KYLE SMITH. B. S., University of Virginia, 1921; Th. B., Princeton Theological Seminary, 1924. Instructor in Bible Literature, University of Virginia, 1933-42; Tutor and Assistant Dean, St. John's College, 1942-. . . 393 Bleecker Street, New York City A. B., 19~4, A.~., 1915, University of Illinois; Ph.D., Columbia University 1920 Instructor m E~ghsh~ 19~0-24, _Assistant _Professor, 1924-35, Associate Professor: 1935-, Columbia Umvers1ty. Literary Editor The Nation 1924-28· M t" p· . . Th e N atmn, 1935-38. Lecturer, St. John's College, 1942-. 0 mn lC. ' ' ' ture Cnt1c, . . . Randall Hall *JouRNET KAHN . . . . . . . . . . . . . . . 13 PRESIDENT EMERITUS ENOCH BARTON GAREY . . . . . . . . . . . . . . . . . . Towson, Maryland B. A., St. J~hn's College, 1903; Graduate, United States Military Academy, 1908· LL. D., Washmgton College, 1923; LL. D. St. John's College 1933 p f c' MT S· · ' , . ro essor o S i 1Jta~y, Cc1elnlce an19d2 Tactics, Johns Hopkins University, 1920-23; President of t. o ns o ege, 3-29; President, The Garey School, 1933-35. PROFESSOR EMERITUS OF HISTORY ANTHONY STANDEN .................. Truxton Heights B. A. (First Class Honors), Oxford University, 1928; M. S., Massachusetts Institute of Technology, 1930; M. S., University of New Hampshire, 1942. Research Chemist with Imperial Chemical Industries, Ltd., 1930-39; Tutor, St. John's College, 1942-. 5 St. John's Street ALLAN JoHN STANLEY CLARENCE WILSON STRYKER . . . . . . . Bembe's Beach, Maryland B. A., _Union College, 1885; M.A., Columbia University, 1914. Acting Professor of Econom1cs, Kenyon College, 1912-13; Professor of History and Economics St Joh ' College, 1904-12, 1916-23; Professor of History, 1923-32. ' · ns PROFESSOR EMERITUS OF FRENCH JACOB BERNARD SEGALL. . . . . . . . . . . . A. B., Simpson College, 1922; M. S., 1935, Ph.D., 1936, Iowa University; Research Associate in Zoology, Iowa University, 1936-37; Instructor in Zoology, Louisiana State University, 1937-39; Assistant l;'rofessor of Zoology, Louisiana State University, 1939-; Tutor, St. John's College, 1942-. LECTURERS MORTIMER ADLER . . . . . . . . . . . . . . 20 Cedar Street, Chicago, Ill. Ph.D., Columbia University, 1929. Instructor in Psychology, Columbia University, 1923-29; Assistant Director of the People's Institute, New York City, 1928-29; Associate Professor of the Philosophy of Law, University of Chicago, 1930-; Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Lecturer, St. John's College, 1937-. ALEXANDER MEIKLEJOHN. . .. 1525 La Avenue, Berkeley, Calif. Loma Ph.D., Cornell University, 1897; A. M., Amherst College, 1913; LL. D., Williams College 1912 Mt. Holyoke College, 1912, Brown, 1913, Allegheny College, 1915, Univer;ity of' Vermont, 1916, University of California, 1933, University of Hav:aii, 1937. Instructor of Philosophy, 1897-99, Assistant Professor, 1899-1903, Associate Professor 1903-06 Professor of Lugic ;m<l Metaphysics, 1906-12, Dean, 1901-12, Brown U~iversity;' President, Amherst College, 1912-24; Professor of Philosophy and Chairman Experimental College, University of Wisconsin, 1926-38, Professor Emeritus 'since 1938; Chairman, School for Social Studies, San Francisco, 1933-36; Lecturer, St. John's College, 1940--. "' Resigned, after the beginning of the session, to join the Armed Services. . Baltimore, Md. B. L., and B.Sc., Lycee of Jassy, Roumania , 188'· Ph. D ., CoIum b" umvers1ty · · . "', ia I 893 F II . e ow m Romance Languages Columbia University 1892 93 · I t ·' French, Cornell . University, 1893-96; Sorbonne, Paris 1896-9,7· Ins-tru'ctor mruFctor hm ns. . , renc CorneII Umvers1ty, 1897-1900· Lecturer Modem , Languages M G"ll U · · ' 1900 01· I · ' ' . , c 1 mvers1ty, - - , nstrnctor m French, CoUege of the City of New York 1901-03· p f of Ro L U · . f , , ro essor . mance _anguages, mvers1ty o Mame, 1903-20· Professor of French U ·vemty of Jl:iam~, 1920-28; Visiting Professor of Fren~h, Summer Session western Umvers1ty, 1928; Professor of Romance Languages, St. Joh.11's 'Colle e 1928-29; Professor of French, St. John's College, 1929-39. g ' r•for:- �CATALOGUE OF ST. JOHN'S COLLEGE THE ST. JOHN'S PROGRAM ON COLLEGE CATALOGUES It seems wise to begin with an observation on college cat~­ logues in general and a bit of advice to the reader of this catalogue in particular. . . b d When liberal colleges were started m this country e"!ery o { knew that education at the college level ~~ould be hberal. bl t was generally admitted that every free c1t1zen shou~d a e to read, write, and reckon, and that ev~ry. p~ofess1ona man should have a mind free enough and d1sc1plmed enough to recognize his professional ends and to underst~nd the ~eans which must be used to achieve them. Academies and hberal colleges were established to assure i?tellectua.l freedom and discipline to the professions and theu respective. ~chools. It was therefore necessary merely to use a few fam1har :phrases to identify and describe an institution that was teachmg the . "liberal arts an d sciences. " . . . . The multiplication of such institutions, the mcrease m numbers of students, and the confusion of profession~! and t:ade schools have robbed the familiar ph~ases of t.heu meanmgs. To a far greater degree than we reahze, the hberal art.s and sciences have themselves disappeared and w~a~ remams of them has been confused in the minds of adm1mstrators and teachers as well as in the minds of the people, all of wh~m now need the education that the liberal college should yrov1de. It would be convenient and truthful to d~scnbe t~e New Program at St. John's College as the. re-est.abhshment · of the original college with its original function of mtellectual fr~edom and discipline, but unfortunately that needs explanation at some length. Let this be an apology to the reader and a. warning that he is reading an unusual college catalogue, wh1~h attempts to define and expound the end~ and me~ns of hber.al education as well as to describe St. Johns College m Annapohs. bf WHY A COLLEGE EDUCATION SHOULD BE LIBERAL The College Charter says in effect that the wise~t a~d ?est regulated States have promoted a~d encou~ag~d mst.1tu.tions for the liberal education of youth m the prmc1ples of virtue, •·Cf. Appendix A. 15 knowledge, and useful literature because such institutions are of the highest benefit to society. In an aristocratic society this statement might suggest an invidious distinction between the rulers who alone would exercise the highest functions and the ruled who alone would subserve the higher ends by exercising the lower functions. In a democratic republic there is no such division of labor. It is an integral part of the American dream that each man in our society may and must perform the highest functions. These functions consist in the intelligent free choice of the ends and means of both our common and individual life. This is a most glorious and most difficult proposition to which we are dedicated. Among other things it means that each man must have his measure of liberal education, since choices can be neither free nor intelligent without relevant training and understanding. These trainings and understandings are parts of the liberal arts and sciences. Each profession and vocation is partly liberal; therefore professional and vocational schools study their respective minimal amounts of theoretical science. But in addition there are basic trainings and understandings common to all vocations and therefore common necessities of all free men. Thomas Jefferson persuaded the early revolutionary colonies of the need for the universal literacy of the citizenry. The major success in that minimal democratic education has made abundantly dear the need in addition for the universal distribution of critical intelligence, a minimal intellectuality which can distinguish between fact and fiction, between principle and case, between opinion and insight, between propaganda and instruction, between truth and falsity. This degree of intellectual training is absolutely necessary for the highest activities of men in democratic society, namely for both individual and common deliberation and decision in practical affairs. That which fulfils this basic common necessity is of the "highest benefit" to democratic society. A good economic, social, and political life will maintain these instruments of liberty, but one of its chief concerns will be to pass on to youth the germinal insights and habits the culthration of which will make them free. These insights and habits are available in the traditional liberal arts, and they can be transmitted and communicated if teachers have them and are 2 �16 CATALOGUE OF ST. JOHN'S COLLEGE allowed to exercise students in their practice on the best materials. Institutions should be set up and maintained which shall devote themselves to this end in a single-minded fashion, and they should distinguish themselves from the schools of vocational training which minister directly to the special utilities. The liberal colleges, together with the public schools, are the spiritual strongholds of the liberal state which watches and insures that men shall be able to do what they ought to do. THE CRISIS IN LIBERAL EDUCATION By a series of historical accidents following the establishment of the elective system by Eliot of Harvard in the late nineteenth century, such single-minded institutions are no longer available for the training of youth. Eliot introduced the device of free election of studies in order to absorb and assimilate the natural sciences to the liberal arts tradition. It was a minor tactic to meet a larger problem than the liberal college had ever faced before. Far from accomplishing its major end, it allowed the free and irresponsible invasion of all branches of the liberal arts by the research specialist. The research teacher became the competitive salesman of a subject matter. Later by a system of majors and prerequisites each successful salesman was able to eliminate competition with other subject matters after the first choice by the student. Thus the elective system became an unorganized array of special required courses, and each of these in tum was sanctioned by its connection with professional and vocational graduate work as the pre-medical, pre-legal, pre-commercial, pre-educational, or pre-earning-a-living course. Needless to say, the liberal college forgot its function, redoubled its efforts and its courses, and became timidly and fanatically preparatory. In acceding to the professional and vocational pressures it transmitted their destructive energy to the whole public school system. The result is that the student now must make a vocational choice at some point in his secondary education and changes it later only at great educational risk. One thing he cannot choose because it does not exist in our educational system: that is a balanced liberal education. CATALOGUE OF ST. JOHN'S COLLEGE .~his sit~ation, as. soon as it is recognized, constitutes a cnsxs, a pomt where Judgment and decision can be m a de. W e . h can .c oose to restore t he hbe.ral arts, not necessarily the old cumculum, but a modern eqmvalent. That is what St J h ' Colleg~ deci?ed to d? in 1937. Its financial condition ~r~~ atte~t10n to its e.ducatwnal bankruptcy; the authorities decided to remvest the liberal arts. 0 THE LIBERAL ARTS The front cover of t~is catalogue carries the official seal of the CoUege. The Latm proverb on it says, N 0 Way is Impassable to Courage. T~e College has courageously undertaken t~e larger task which the elective system failed to accomplish, namely to see that the liberal arts assimilate, transform, and pass on the modern subject matter on which they sh~uld be at work: _The seal on the back cover of the catalogue pou:~ts ~o t~e t.rad1t1on from which we derive our courage. The L~tm mscnpt10n says that we are making free men out of children by means of books and balances. The figures on the seal r~present the seven liberal arts as they were traditionally conceiv~d for about two thousand years, up to the beginning of the .mne~eent~ cent~ry. In ancient style they are grammar, rhetonc, d1alect1c, which form the trivium·, and a n'th me t"ic, . geometry, music, and astronomy, making the quadrivium. In the. center and forel?round stands a pair of chemical balances which represent t~e mstruments of the modem scientific laboratory, where. the liberal arts are being practised at their best and fullest m the modem world. A great deal ~s said these days about the teaching of methods but the professmr.iaI and specialist's bias has left its mark her~ as elsewhere. It is ~bvious to any teacher that there are different m~t~ods f?r different subject matters, but where experts and specialists d1s~gree then free men must decide. Free minds r~st _be able ~o view concrete ~ituations, deliberate by formu.atmg clear dile.mm~s, and arnve at a deciding choice. This mv?lves a cornbma~1on and ?r~anizing of all methods, and edutt!~n shoul~ provide a trammg which would bring precision ac~ ity and mdependence in this most human of all i..,,__ a_: act o Th f I · uuw u h. ns. e. ormu atwn of alternatives for such choice is the big est art of freedom toward which all the liberal arts should e ordered. Considerations of various kinds of truth and falsity h �CATALOGUE OF ST. JOHN'S COLLEGE must be introduced, and even subtler distinctions ~nvolving the use of symbols in imaginatio? as well a~ reasonmg must be made. Memory, manual dextenty, calculation and ~easure­ ment must be cultivated as arts, if we are to make mmds free. The child is potentially a free man, and this mean.s t~at he has the capacities which these arts ~equire .. The realization of these capacities comes about by the~r exercise. under controlled conditions in which ordinary learnmg by tnal and err~r becomes discipline under the guidance of teachers. By children then we mean men who are capable of learning. THE CLASSICS AS TEACHERS Although we have no new fads in tea.ching ?1ethods, but rather use all available methods and devices, still we have a special interpretation of the teach~r'~ function .. This can best be stated by saying that the real ongmal and ultimate teachers at St. John's are the authors of some hundred of th~ greatest books of European and American thought. The l~st of the great books and their ~uthors w~? are now .t~a~hmg ~t St. John's, subject to contmual rev1s10n and cnt1crnm, w1U be found on page 45. These are the real teachers, but we also have a secondary faculty of tutors and fellows who act as auxiliary intermediaries between the books and the students. These books were chosen over a period of nearly twent.Y years by auxiliary teacher~ in variou~ places, notabl~ Col~mb1a University, the University of Ch1cal?o, the Umvers~t?'. of Virginia, and St. John's College. ~he hst w~s under ~nt1c1sm and testing by teaching and leammg expenence. ~urmg that period, and the process has continued i:nder cond1t10ns set by the single all-required curriculum which all students at St. John's take. . . . This experience of co-operative teachmg with the authors of the great books has led us to a new unders~and~ng of the classics and classical education. The pre-elective liberal arts colleges understood and defi~e~ the classics in ~ern:s of the symbolic mediums of transm1ss10n an? commumcat1on? they taught Greek, Latin, and . mathei:n~t1cs as an. exten~1on of primary education in readmg, wntmg, and a:1thmet1c. We are also emphasizing language and mathematics for reasons that will appear on later pages. On the other ha~d w~ a~e reading the classics in English. As we do that, certam cntena CATALOGUE OF ST. JOHN'S COLLEGE 19 emerge and provide a new understanding of the original motives in classical liberal arts education. The criteria divide themselves into two kinds, those that are exemplified in single books and make them great, and those that appear in the effects that one book has on another and on the reader and teacher. T~e first criterion is that a classic must be a masterpiece in the liberal arts. I ts author must be a master of the liberal arts of his time, and his work must exemplify the direction of those arts of thought and imagination to their proper ends the understanding and exposition of the truth as he sees it. ' The second criterion follows from the first namely that a classical book must be a work of fine art. It'must have that clarity and beauty on its surface which provides an immediate intelligibility and leads the mind of the reader to its interior depths of illumination and understanding. This is of first imP?rtance. in teaching, and its principle is almost universally v10la.ted m the textbooks that have developed in the ordinary ~lect1:e system .. The great books were written for the ordinary mtelhgent public, and they therefore have the seductive charm of works in the fine arts. They are intrinsically interesting and impose their disciplines with pleasure. The third criterion concerns the internal structure of a classic. A great book has many possible interpretations. This does not mean that it is simply ambiguous and thus leads to confusion. On the contrary it is possible to discover in a great work sue~ ~s Dante's Divine Comedy or Newton's Principia sever~l d1stmct, complete, and independent meanings, each allowmg the oth~rs to stand by its side and each supporting and complementmg the others. It is the business of a liberal artist to construct such works and also to analyze and understand them. The fourth criterion demands that a great book shall raise the persistent and humanly unanswerable questions about the great themes in human experience. On the one hand this means that a g~e~t book ~h~II be honest about the limits of its powers of expos1twn, adm1ttmg the paradoxes and mysteries that surround the practice of the liberal arts. On the other hand it mean.s .that a liberal artist should not allow a false moJesty or scept1~1sm to exc~se him from push~ng reason and imagination to ?lt1mate questions. The entertamment and exploration of ultimate questions concerning number and measurement, form �CATALOGUE OF ST. JOHN'S COLLEGE 21 CATALOGUE OF ST. JOHN'S COLLEGE and matter, substance, tragedy, and God e.x~end, moderate, and balance the use of our intellectual capac1t1es. All of these criteria apply as much to books on mathematics as to books of poetry, to books on practical individ1:1al and social problems as much as to books on metaphysics and theology. . · The extrinsic criteria concern the relat10ns of the books to each other and their teaching powers in relation to students and readers. It is generally true that these books hav:e had the greatest numbers of readers throughout European history. Plato, Euclid, the Bible, and Shakespeare are all-European best sellers; there are a few exceptions but it would be almo~t saf~ to take this criterion as a working rule for the select10n of books for any list of classics, particularly if the numbers were estimated in proportion to the time the book has endured. . Although each book must tell its own independent story, it is an important fact, which we regularly expl01t, that one great book talks about the others, both those that came before, and, by anticipation of doctrine, those that come after. ~~~h book in a list of classics is introduced, supported, and cnt1c1zed by all the other books in the list. It thus gains pedagogical power and critical correction from its context. Background and preparation are thus efficiently supplied by the. chronologic~l ordering of the classics, and difficult books. surpr~se us ~y th~ir intelligibility and eloquence as they come m t,heir pro;1?ential order. Thus Newton's Principia and Maxwell s Electricity a_nd Magnetism as gracefully submit themselves to the learm~g processes of the student of the liber,al art.s .who has read Euclid, Apollonius, and Ptolemy as Kant s Critique of Pure Reason and Dante's Divine Comedy do for one who has read Plato and Aristotle. It is this unguessed but abundantly confirmed collaborative teaching by the masters of the liberal arts that makes it possible and imperative to bring back to each modern youth his lost heritage of classical education. . The fact is that such a collection of the great books has m it the shining thread of the great liberal tradition in the Western World. It is this thread that the elective system has lost, and the lack of which we are feeling in the uncertainties and fears of contemporary daily life. Its lo~s ?a.s made it neces~ary to construct synthetic cultures, and it IS its ghost t~at fnghte~s decadent liberals who would have us get along without trad1- tions. They would have us as persons detach ourselves from the tradition without knowing what it is or has been. Like current textbooks which similarly detach themselves from tradition we would be saluting the tradition in our spiritual deaths, SCIENCE AND THE MODERN WORLD The tr~diti?n m?ves on into the modern world, and it is transfo~mu~g itself m mos~ liv~ly and ~mportant ways. This is happemng m two ways pnmanly, one m mathematics another in the Ia?oratory. St. John~s College has more 'required mathematics than .any other hberal college in the country; it also ha~ more reqmred laboratory work than any other liberal college m the country. Three h_undred ~ears ago algebra and the arts of analytic mathematics "'.er~ mtroduced into European thought by Rene Descartes. This xs perhaps the greatest intellectual revolution ~n re~~rded history, paralleling the other great revolutions m rehg1ox_i,. morals, politics, and industry. No liberal, and therefore no c1t1zen of a democratic country, can afford to be ignorant of this change and its issues. It has redefined and transformed our whole n~tural and cultural world. Although it is not the only fo:aI po~nt .around which the St.John's curriculum may he. orgamzed~ it is one which we take special care to emphasize. There rn scarcely an item in the course which does not bear upon it. The last two years of the course exhibit completely the changes in the liberal arts that flow from it an~ these could not be appreciated without the first two year~ which cover the historical period from the Greeks to Descartes. Descartes, by using and reinterpreting the knowledge of the qreeks, made mo~ern mathematics and the laboratory possible, so that now if we would follow the classical thread into the mode~n. world we must know the constructions of the mathemat1c1ans and find our classical loci in the instruments of the laboratory as well as in the great books. For this. purpose we have set up a four-year laboratory in mathematics and the natural sciences with four main themes woven together to catch the understandings and insights that ;e need. There is the theme of mathematical constructions aug~t and exemplified in a great variety of exercises with the ?rawmg board. There is the theme of measurement which mvoives the analytical study of the instruments of observation �22 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE and measurement, the chemical bala.nces, the meter stick, the thermometer, the barometer, the microscope, telescope, spectrometer and interferometer, the use of scales, gauges, and graphic ~ethods of recording observa~ion.. There is the s~~dy of concrete materials and situations m biology and medicme which demand the combination of scientific findings, both in theory and in fact; and this in turn demands I?r~ctice in crucial experiments in the history of science. A~l this is backed ~y a solid training in the mathematical techmques and symbolisms as far as differential equations. All this provides the material and inte~lect~al backg.round for the modern study of humanistic and social science. Without this it is empty and romantic. With it ?1?-e ma}'." hope for a generation of competent economists, political scientist~, and even sociologists. Social studies at present do not provide an intelligible set of organizing principles; until they d~ we shall aim the mathematical and scientific work at the pomt where the medical and humanistic traditions cross and agree that the proper study of mankind is man. THE CURRICULUM The proper subject matter for the stud}'." of the liberal ~rts is man and the world, with all that these imply; the ~e.dmJ? we have chosen to convey this knowledge and appreciation is the classical books arranged in both a chronological and pedagogical order; the methods of lea!ning and tea.chi~g ~re. the liberal arts· the end of the teachmg and learnmg is msight, understanding, and good intellectual and moral hab.its which provide the basis for human freedom. The followmg paragraphs will be a description of the s~heduled arrangements for doing this in four thirty-week sess10ns of the college course. For the duration of the war, the regular four-year schedule of four ses~ions will be given in three calendar years. Such arrangements call for tw~ kinds of distr~bution of the materials and methods of instruction, one accordmg to allotted times and the other according to teaching functions. On pages 45 to 48 the reader will find three listings of the books. The first shows the chronological order for books and authors, beginning with Homer and ending wi:h Russel!, Freud, Veblen and Young. This represents the reqmred readmgs for the four years a~d i~plies further readings in secondary books as well as teachmg ~n .n:iethods of re~ding and writing. The second list shows th.e division of books mto four groups according to the four sess10ns (three years) of the college course. This list also d.ivides the bo~ks into three columns according to the classificat10n of the primary sy~bolic medium in which they are presented, languages and literature, mathematics and science and t.hose books fewer ~n number whic? deal explicitly with the liberal arts and sciences. The thud list shows how these boo~s distribute themselves over the conventional array of sub3ect I?iJtters as they are. studied in the contemporary colleges which follow the elective system. This third list is presente,d for those w.ho wish to compare and contrast the St. Johns program with the ordinary college; they should be warned t~ assure themselv~s of a real comparison by using only the select10ns from the sub3ect matters which a normal student would make in the elective system. It s~~~ld also be ~oted that many books actually fall in several divlSlons accordmg to subject matter as on the other hand ?'lany. books in an ele~tive system are re;d in almost complete 1solat10n, therefore without background and aid from other b?oks. There is also ~ ~eneral. warning that such lists are only d1ag!ams for en;iphasizmg this or that special aspect of the curriculum; for mstance there is nothing in any of these diagrams to s~ow the weightings. of .time or emphasis on special books, nothmg to show the weightmgs that individual students are encouraged to put upon them for their own individual beneor interests. 'Yith t?ese qu~lifications, which should suggest still others? the lists give a fairly accurate general impression <!of the curriculum. fit: i 23 ':,/ •The division into four years has an interesting significance. · ·.~i.(1For the du~ation of t~e war, the regular four-year schedule ~f twel~e trimesters will be given in three calendar years.) .~~~methmg over two thousand years of intellectual history is red _in the .first; two years; about three hundred years of o~ is studied m an equal or slightly greater number of ks m the last two years. The first year is devoted mostly the Greeks and their special understanding of the liberal ; t~e second year contains books written for the most part at~n and covers the Roman and medieval periods· the d year has books originally written in Romance lang~ages ... �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE for the most part although English has a large share; th~ fo~rth ear introduces German works and concentrates on t e nme~eenth and the twentieth centuries. This four-year sch~dule, now completed in three years, was made n~t because ? any underlying theory about recapitulations of history, but it h~~~ pens to catch any genuine values that such a theory may p out in practice. . . f There are certain critical quest10ns raised by. the use o a selected book list. A great many of these .quest10ns turn out to be questions of private taste and sentiment. A~o~g the objective questions the most urgent concern the om1ss10n of the Oriental classics and the classics of the pure .fme arts. . Two reasons may be given for omitting th~ Onental classics. They are culturally and linguistically unav~1lable to us of t.he Occidental world; they are therefore ~ubJeCt t~ almost mevitable corruption and misuse as educat10nal media: We modl ems may be able to exploit them when our own mtellectua disciplines have been recovered. . . . The fine arts contain the most imposin¥ set. of d1sc1plmes that have established themselves and surv1v~d m the moter~ world by claiming independence ~rom the liberal .arts. t. i,, one of our aims to recover and re-mtegrate them with ~he hb·1 arts We are therefore providing for them outside the ~~:riculu~ and planning to re-assimilate th~m by s~ages, first by including music in the curriculum, ~eadmg musical ~cores in the seminars, and studying harmony m the_laboratoI) ..We hope that by this and other stages to follow, mtellectual hght will be transmitted to the fine arts and th~t they may make their reflected light available to all the classic~.. . The main emphasis in teaching is on the w~1tmg and readmg . · d isc1p i·mes, but the actual teaching . falls mto five sharply f h · distinguished kinds of teaching techmques. None o t ese _is newly discovered or invented, but some of them have be:n m disrepute for fairly long periods. We call t~em respect1v~ly Seminar, Formal Lecture, Languag~ Tutonal, Mathematics Tutorial, and Laboratory. The semmar _comes perh~ps. nearest to the immediate educational end which we are a1mmg at, while the tutorials, laboratories and lectu~es make secondary contributions. The picture will be dearer if we take them up in inverse order. 25 The Tutorials Every good student knows that his learning must be double. He must be acquiring the skills that go with the subject matter, but he must also get to know his teacher. The converse of this is even more important for good teaching: the good teacher knows that he must be in the learning process himself and he must also know his pupil. The tutorial class, which is composed of not more than ten students meeting five times a week, provides the ideal conditions for collaborative study and for the manifold teaching and learning relations that hold in a company of good friends. The tutor makes daily diagnostic observations of each student as he works and gives the proper prescriptive directions as they are needed. There is also an opportunity for each student to contribute his measure of instruction to his fellows. The Language Tutorial A man's language is his most intimate external possession. Like his body and his senses it determines what he shall know and what he shall not know; together with his imagination it filters and informs his experience as it is brought to his understanding. A man's mind is seldom better than his language habits; his mind can be improved greatly by improving his language. The first step in linguistic education is learning to speak the mother tongue, usually from one's mother. The next step is the intentional systematic improvement of that skill by talking and writing under grammatical criticism and theory. A minimal degree of these preliminary learnings is assumed to be present in the students in the language tutorial. No high degree however can be safely assumed since American society and American schools are heirs to a chaotic tradition and •·students of college age have bad linguistic habits. Preparatory sc:hools and colleges have done what they could to use the old remedies, doses of foreign languages. These have been used a~. drastic disciplines because they were difficult, as teasing stmmlants because they are useful in travel, business, and polite and as models of science because they have become the matter of the "science of philology," that recent substitute for the liberal arts. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE In the last six years we have attempted to rediscover and to use the techniques by which foreign languages once strengthened and disciplined the imagination. We studied Greek the first year, Latin the second year, French the third year, .and German the fourth year, since this order paralleled the semm~r readings, and their rapid succession would force them to their highest use, the understanding. We have m.ade use of ~he routines of rote memory, not only for declensions and conJUgations, but also for important passages in the great books where language is being used for its highest purposes. Such memory has for a long time been the missing link in the chain that connects language and thought. We have tried various schemes of translation ranging from the literal through the ' . stylistic variations of great translators to the abstract concise formulation of scientific and philosophical styles. We have devoted about a third of the time to slow reading of texts with analytical commentary both oral and written. We have exploited the special genius of the Greek language for fine grammatical distinction, the genius of Latin for rhetorical development, the genius of French for subtle clarity, the genius of German for dialectical complication. The results have been applied to English since that is the chief medium of our study of the great books in translation. It must be obvious that we do not suppose that we are mastering these four languages in the allotted time. In fact we very successfully avoid the vices of modern specialization in language. The St. John's training does not tum out Greek scholars nor founders of French Circles. We have tried to put our own training to better uses. We have parsed words and diagrammed sentences to get at the grammatical structure, detected figures of speech and enthymemes to unravel rhetorical complications, and classified figures of the syllogism in or~er to follow and test arguments. Students who have entered with superior skills in Latin and French have found themselves moving in new directions and discovering new dimensions in all language. On the other hand such successes as we have had, leave something to be desired. We are therefore reorganizing the language tutorials for next year; the plan will show the point where our failures have occurred. We shall teach Greek for the first four terms, adding one term to the three that we now do. This will allow Greek, the best language for our purposes, to sink in a little deeper and become second nature. After this initiation to liberal linguistic study, we shall turn back to English and concentrate on slow analytical and critical reading of English texts for the remaining eight terms. Such reading with the added freedom that it provides has been tried on some of our adult courses with rather remarkable results, both in the language itself which becomes sharper and more powerful because it is in closer contact with the processes of ~nterpretation and discussion, and in the depth and power t?at i.t lends to the more rapid reading of the seminars. By this shift we shall be able to achieve a hio-her degree 0 of integration throughout the whole course. We believe that nothing essential will be lost. Most students enter St. John's with skills of the ordinary kind in at least one forei~n. language; read.ing one foreign language is required for adm1ss10n. The beauties and precisions of Greek will be used throughout the course, and we shall encourage the acquisition of new languages and new skills in other languao-es by means of clubs and extracurricular classes. "' We have also discovered the importance of a continuous s1:1bject matter ii: the Ian?uage tutorials. It is not enough to pick. out good pieces of literature. We are therefore varying readmgs around the central themes of politics and ethics as they are presented in poems and treatises. We read the first book of ~lato's R~public in Greek during the first calendar year, along with selectwns from the historians and poets. In the second calendar year we shall read in English St. Thomas's Treatise on Law and Rousseau's Social Contract ao-ain with selections from the poets. For the last calendar ;ea; we shall read Kant, Hegel, and Marx along with Goethe and the Bible and some of the later dialogues of Plato and Aristotle's Metaphysics. The learning and use of Greek during the first four te.rms will es~abli~h ha~its essential to the liberal arts, and they vvdl be 1exercised m their full free development on English texts througnout the rest of the course. _Beginning with the session 1943-44 fifty clock hours of Greek wdl be added for more reading of Plato's Republic, making two hours of Greek. The remaining four hundred hours be distributed as this chart shows except that the texts be studied in English without the aid of Latin French ' , grammar. 26 27 �CATALOGUE OF ST. JOHN'S COLLEGE 28 LANGUAGE TUTORIALS FOR CATALOGUE OF ST. JOHN'S COLLEGE 1942-43 Clock-hours of Class-room Work Assigned Exercises First Year Greek Second Year Latin Third Year French Memorizing Paradigms 40 hours Grammar 10 hours Grammar 10 hours Grammar 20 hours Grammar Selections 10 hours Euclid St. John Plato 20 hours Virgil Catullus Horace 20 hours Baudelaire Racine 20 hours Goethe Hoelderlin Nietzsche Reading Double Texts 35 hours 20 hours 20 hours Descartes Bible Phaedrus Latin-French Faust Greek-Latin Hegel 5 hours St. John Greek-Latin Translation and 50 hours Close Reading Plato Republic I Formal Logic Treatises 50 hours Virgil Aeneid IV 150 hours 50 hours Rousseau Social Contract 20 hours 20 hours Boole Thomas Laws of De Ente et Thought Essentia 20 hours Aristotle Categories Prior Analytics Formal Logic 25 hours 30 hours Dante Selections Practice in Thomas Analytical Anthology On Law Commentary Sophocles Thucydides Demosthenes '""""' Total Fourth Year German 150 hours 30 hours Pascal Rousseau 150 hours 25 hours Lessing Schiller 20 hours Kant Hegel 30 hours Kant Hegel 150 hours 600 hours (Four years) The Mathematics Tutorial Next to the mother tongue the la.nguage o~ numbers and figures is the most important symbolic possession of ~~n. ~n fact it is a language within the mot~er tongue _Providmg. its most powerful practical and . theore~ical ex~e~sion. I~ view of our present scientific and mdustn_al ~onditions. of l.ife, the decay and elimination of mathematics m education is most disturbing. This default has become so common now t~at many persons believe that they nat~vely lack _ma.t~ematical ability. Nothing could be more crippling to the mdividual nor 29 more discouraging for the future of democratic societies, if it were true. The apparent disability is due to a decay in the techniques for teaching mathematics and this in turn is due to misunderstandings of the fundamental nature and intention of mathematics. Wide variation in individual training and performance is evidence of this state of affairs. Therefore we begin with almost a complete year spent in a thorough study of Euclid's Elements in its entirety. This MATHEMATICS TUTORIALS FOR 1942-43 Clock-hours of Class-room Work First Year Mathematics Plane Geometry ........... . 56 Solid Geometry ........... . 40 Theory of Numbers ........ . 30 Theory of Real Numbers .... . 17 Trigonometry ............. . !naJytic Geometry ........ . Calculus .................. . '' Differential Equations ..... . .Fourier Series ............. . l'l'on-Euclidean Geometry .. . , 'transfinite Numbers ....... . ';'Projective Geometry ....... . Second Year Third Year Fourth Year 12 8 8 19 57 37 Total 68 48 30 25 19 57 50 10 87 10 5 5 20 10 10 20 10 10 Total for four years of Mathematics in Mathematics Tutorials .......... 389 nomy . . . . . .. . .. . .. . .. anics and Hydrostatics. . th of Materials ....... . ······················ ............... ······· 7 9 63 50 50 120 20 20 25 59 25 3 3 itiil for four years of Physics in Mathematics Tutorials .............. 227 hook that made European mathematics possible, and it ' be used to remedy our deficiencies. Given this year the other books in mathematics and natural science, formidable to both teacher and student, can be apand conquered. is purpose the tutorial classes in mathematics meet five .week throughout the four years (now three calendar ·The teaching is conventional and familiar for the most sition, recitation, drill in calculation and proof. On �30 CATALOGUE OF ST. JOHN'S COLLEGE the other hand intelligibility must ~e ad?ed to op_er~tional skills, and this is brought to light by discuss10n of the inc~dence of mathematics not only on the sciences, but also on logic and metaphysics, a~d through this on the entire. subject matter _of the program. Mathematics belongs to the liberal arts and its development through symbolic procedures throws ~ great deal of light not only on speculation but upon the literary and scientific imagination. Again the small cl_ass of r;iot over ten students allows individual diagnosis and instruction, and the student who has difficulties on the operational level may have special remedial laboratory exercises J?rescrib~d for. him. Th~s hand-minded boys may discover the liberal dimensions of their skills. ' The Seminar A book is one-half of a conversation, and good conversation, whether practical or theoretical in intentio?, is one of the highest performances in the liberal arts .. Seminars of from ten to twenty students with at least two instructors or leaders, answer back the other half of the conversations that great books demand. Plato's Dialogues, most of which are read in the first year, set the models for _semina~ discussion, and first lessons in discussion are learned in reading Plato. Books of various kinds are discussed in various ways. Some books such as Aristotle's Organon are read in the ~eminar with the French method of explication de texte to insure understanding. It is assumed that other books have presente~ a subject, and discussion starts where they leave off, fol~owing the ai:gument where it leads. Litera11'." works demand literary criticism· scientific books demand a philosophy of nature. Versatility in question and answer allows the exploit.a~ion ?£ the work done in other parts of the program. Training in language facilitates formulation of opinion; mathemati~al imagination and insight. open UJ? ne': depths and subtleties in both literature and science. Dialectic starts on the levels of language and mathematics and with their aids reaches the fundamentals and ultimates, and in the process the book under discussion may be torn to pieces. . . One immediate result is the improvement in actual readmg. The seminars meet twice a week for two hours as the books are being read. Recovery from confusion and misunderst~nding may result from the first meeting; on the other hand 1t may CATALOGUE OF ST. JOHN'S COLLEGE 31 be only at the last meeting or later meetings that the text delivers up its meaning. The seminars are the substantial core of the ~hole prog~a.m a_nd the intellectual process prepared for by reading and wnting is brought to realization most often under seminar conditions. The Formal Lecture Formal lectures are delivered to the entire student body at least once. a week. :f:ecturing by instructors is discouraged elsewhere in the curriculum and concentrated in the formal lecture. These lectures are given in the Great Hall in the evening with audience and platform set as for an outside lecturer. All the formal arts of the platform are used for the > purpose of a sustained and artistic exposition of a subject IJltatter that may have been studied in fragments in other f!ays. About half of the lectures are given by guest lecturers, bly Mortimer Adle_r of the University of Chicago, Mark Doren of Columbia, and Edward Kasner of Columbia. hers of the resident College faculty give the rest, no single rer giving more than three during the year. cturing except on the popular platform is almost a lost ' this country. It is a very high art demanding artistic and sensitivity which are dulled and killed by the forced ice of the ordinary university class-room. Long prepara• needed to free it from sophistry and empty personal Our lectures are not always successful, but when e successful they might be given and understood on asion. Students learn to listen to good talk, to talk often over their heads, but talk that is remembered tbed long after the immediate hearing. Each lecture d by a period of informal query and discussion, in students learn to talk back. •·· > FORMAL LECTURES 1940-41 · • · · · · · · · · · . . . . . . . . . . . . . . . . . . . . . . . . . ....... Stringf ellow Barr '· ·• · · · · · · · · · · · · · · ·. · .. · ................ Ford K. Brown · · · · · · · · · · · · · · · · · · · · · .. · ................. Scott Buchanan · · · · · · · · · · · · · · · · · . · ..................... Mark Van Doren ·' ·' · · · · · · · ·. · ·. · ........................ Jacob Klein �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 32 FoRMAL LECTURES, 1940-41-Continued ................. Edward Kasner Geometry · · · · · · · · · · · · · · · · · · · · · · · · · Columbia University Scott Buchanan Music · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·::::::::::.:::::::John Neustadt Astron01ny · · · · · · · · · · · · · · · · · · · · · · · · · ................ Heinrich Zimmer The Growth of Language.··············· y D . T7ie G iea t Wh'te Whale·· E 11ierson' Thoreaii, Melville ..... . Mark an oren 1 Nicolas Nabokov What is Miisical Forni? I.····························· ·M · J Adler E · z L k . . . . . . . . . . . . . . . . . . . ortimer . pisteino ogy: oc e · · · · · · · · · · · · · · · .................. Stringfellow Barr War · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · Richard Scofield Virgil · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ......... Nicolas Nabokov Forni in Music. II .......... . · · · · · · · · · · · · · · · · ·: · · · · · · · · A.p~c~l~~.s~. '.~ -~ ~t·a·p!'.~s.i~~ .~~~ ... Lee Bowen Boston College Clemens Sommer Fiero della Francesca.··· - · · · · · · · · · · · · · · · · · · · · · · · · ·U~i~~rsity of North Carolina Erwin Strauss The Science of Psychology····························· ·Black Mountain College Mortimer J. Adler Berkeley and Hume.·····:····························· 0 ei Temkin The Fam· Beasts of the A·rchitecture - - - - - - - - l;~:~i~:7~s!;~·Hi~~~r; ~f 'i{~di~i 1~~: T°he. J~h:s Hop~ins University Paracelsus and r L eonar do,s ~as t s11 pper ................... Edgar Wrnd Vv ashington Square College Gordon K. Chalmers Idols of the Theatre· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · Kenyon College • •• • · • · • • •• • •• · Lewis M. Hammond SL Thomas: Ethics········ · · · · · · · · · · · · · · · · · · · · · · · · · · · · University of Virginia Mechanical Instrii11ients and Geo1iietry · · · · · · · · · · · · · · · · · · · Edward Kasner Columbia University .................. Mortimer J. Adler The Intellect - · · · · · · · · · · · · · · Alexander Meiklejolm Rousseau . · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · .. · J hn S. Kieffer Mytlws and_Log~s .................. J. McGill Historical Dialectic · · · · · · · · · · · · · · · · · · · Hunter College ··:::::::::::::::::.J. The Liberal Arts in the Middle Ages ..... ... - ....... j~~ti~~~t~~ ~:~iaeval Studies · Mark Van Doren The Hero As Patient.·······························.· .Alexander Meiklejohn After Rowseau · · · · · · · · · · · · · · · · · · · · · · · · '.: : : : : '.: : ·.::::'.King William Players Macbeth · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · N" las Nabokov Ritssian Satanism · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·. E~~ard Kasner More Geometrical Instruments· · · · · · · · · · · · · · · · · · · · · · · · · · · Columbia University ................. Jacques Maritain Man's l1nmortality · · · · · · · · · · · · · · · · · · · Alexander Sachs Thucydides · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·. New York City tive system. The hope was that the college would provide the conditions and the techniques for the liberalizing and humanizing of science. The present disorganization of our colleges is evidence that the problem is not yet solved. It is of utmost importance that it be solved. St. John's College is making the attempt. The strategy is to recruit specialists in the sciences as teachers, to reeducate them in the liberal arts, and to reorganize the laboratory as an instrument of liberal rather than pre-professional training. This is the research problem that is set for the faculty, and it will continue to attack the problem step by step. The laboratory staff .contains an engineer and a medical man, scientists whose interests can range beyond the special boundaries of each science. They co-operate with the mathematicians, the physicists, the chemists, and the biologists in planning and teaching the four-year course (now three calendar years). Their field is the history of science including the present, and the context is the rest of the liberal arts and the classics in the program. The present tactics are to take the best current pattern in ordering the sciences as it is found in the pre-medical course, to anchor it in the scientific classical books and experiments, and to find the liberal arts in current practices and insights. In general the main themes are mathematical constructions, the instruments and techniques of measurement, repetition of crucial experiments, and the combination of scientific findings concrete problems. The laboratory classes meet once a week for three hours the first two years.* Laboratory time is increased last two years.* This is more than is required by any liberal college at present. following is a list of Laboratory Exercises by years. It based on a schedule which was followed in 1941-42 but to continual revisions, corrections, and improveas teaching experience indicates them. _............................ Jacob Klein Descartes ............. · . · The Laboratory The scientific laboratory is perhaps the most characterist~c institution of the modern world. It shoul? ~e ~ecalled that it was for the purpose of introducing and. ass1m1latmg the laboratory that Eliot of Harvard opened the liberal college to the elec- 33 ruler FIRST YEAR* 6. Weight 7. Light 8. Circles and regular polygons 9. Ratios 10. Lenses the duration of the war, the regular four-year schedule of twelve trimesters .given in three calendar years. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 35 FIRST YEAR-Continued 21. 22. 23. 24. 11. Telescope and microscope 12. Compound ratio 13. Heat 14. Quadratic equations 15. Musical intervals and scales 16. The Greek diatonic scale 17. The just scale and its uses 18. The keys in music 19. Environment and health 20. Environment and health 25. 26. 27. 28. 29. 30. Form and locomotion of animals Photometry Solid figures Rectangular solids Aristarchus Archimedes' levers Machines Static equilibrium Floating bodies Metacenter SECOND YEAR 1. Digestive system of rabbit . 2. Urogenital system of female rabbit 3. Thoracic cavity, mouth, central nervous system 4. The parabola 5. Ellipse and hyperbola 6. Perspective projection 7. Perspective projection 8. Perspective projection 9. Focal points and light (floating paraboloid) 10. Parametric equations of ellipse 11. Conics as four-line loci 12. Stereographic projection and star charts 13. Stereographic projection and star charts 14. Astronomical sights 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. Celestial machines Celestial machines Sun and moon Gilbert's De Magnete Music Music Music Copernicus Kepler Prism colors and dispersion Chromatic aberration of a lens Geometrical characteristics of Iceland spar Double refraction Double refraction of polarized light Speed of light Fluid pressure THIRD YEAR* L 2. 3. 4. 5. 6, 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. Power of the vacuum Strength of beams Strength of beams Strength of beams Failing bodies Projectiles Sheep heart Blood vessels of cat Matter: crystalline state Blood vessels of cat Boyle's law Living heart in frog and turtle Matter: liquid and gaseous states Smaller blood vessels in living frog Urogenital system of male cat 'Water af1d irn properties, distilh~tion Dogfish shark and aqua tic vertebrates 18. Surface tension 19. Dogfish shark and aquatic vertebrates 20. Dogfish shark and aquatic vertebrates 21. Electrostatics 22. Electrolysis of water, Faraday's laws 23. Electrolysis of water, equivalent weight 24. Rigid body equilibrium 25. Conservation of mass; filtration, reduction with charcoal 26. Compound pendulum 27. Lavoisier on calcination and combustion; oxygen 28, Atwood's machine 29. Chemical reactions 30. Conservation of momentum *For the duration of the war, the regular four-year schedule of twelve trimesters will be given in three calendar years. THIRD YEAR-Continued 31. Centripetal force 43. Standard units in chemical reactions. 32. Hydrogen, acids, oxidation and reChemical notation, equations, duction formulae 33. Viscosity 44. Faraday's laws of electrolysis 34. Law of definite proportions, law 45. Acids in aqueous solution: HCI of multiple proportions, Dalton's 46. Atomic and equivalent weights. Reatomic theory duction and oxidation, valence 35. Vibrations 47. Potentiometer 36. Gay-Lussac's law of combining vol48. Metallic hydroxides and salts in umes, molecular weight, Avoaqueous solution. Neutralization gadro's number 49. Electromagnetic induction 37. Pressure-temperature relations 50. Ionization 38. Dalton's law of partial pressures; 51. Young's interference of light steam distillation, vapor tension, 52. Mendeleyev's Table critical temperature 53. Spectrometer 39. Diffusion and osmosis 54. Colloidal state 40. Magnetic fields 55. Music 41. Sodium chloride: the active metal 56. Music sodium 57. Music 42. Sodium chloride: the active nonmetal chlorine FOURTH YEAR* Fabrics of the animal body 27. Hydra Magnetic measurements 28. Hydra Fabrics of the animal body 29. Genesis of animals Law of magnetic forces 30. Genesis of animals Fabrics of the animal body 31. Genesis of animals Standard measures of electric current 32. The Protozoa-animal taxonomy 7. Fabrics of the animal body 33. The Protozoa-animal taxonomy 8. Fabrics of the animal body 34. Heredity in the pomage fly 9.. Fabrics of the animal body 35. Heredity in the pomage fly 10. Fabrics of the animal body 36, Heredity in the pomage fly 11. Fabrics of the animal body 37. Spectral analysis 11: Fabrics of the animal body 38. Esters, their hydrolysis, mono- and CB. The structure of the atom di-basic acids, polyalcohol Law of mass action 39. Potentiometer, thermocouples Diffraction, interference 40. Ethers, acid anhydrides, hydroxyChemica! equilibrium acids 41. Electromagnetic induction Diffraction grating Carbon and its compounds: I: the 42. Carbohydrates (sugars, starch, cellu~ paraffins lose) II: Isomerism of organic com43. Joule's electric heat the carbon-carbon double 44. Isocyctic, aromatic hydrocarbons; bonds. Unsaturated hyCyclo-olefins, -paraffins 45. Fourier's heat analysis 46. The Fifth Group of the Periodic Table 47. Ammonia, amines, amino-acids, proteins 48. Music 49, Music 50. Music 1. 2, ). 4. 5. 6. duration of the war, the regular fonr-year schedule of twelve trimesters m three calendar years. �CATALOGUE OF ST. JOHN'S COLLEGE 36 37 CATALOGUE OF ST. JOHN'S COLLEGE 1942-43 CLOCK-HOURS OF LABORATORY WORK FOR First Year Physics and Astronorny Mechanical Drawing ....... . 18 Astronomy . . . . . . . . . . . . . . . . 3 Mechanics and Hydrostatics.. 30 Sound ..................... 12 Heat ..................... . Light ..................... . Electricity and Magnetism .. . Atomic Theory ............ . Second Year 15 24 9 Third Year Fourth Year Total 33 6 36 9 3 21 3 18 6 9 33 21 33 66 30 9 33 THE SCHEDULE 54 21 Total for four years of Laboratory in Physics and Astronomy ...... · .. · · 279 Chemistry General Inorganic ......... . Physical .................. . Qualitative ............... . Organic .................. . 45 12 15 15 99 Total for four years of Laboratory in Chemistry .... ·. · · · Biology Anatomy and Physiology .... . Cellular Biology ........... . Heredity ................. . Embryology .............. . Protozoology ............. . 15 60 27 9 9 36 9 9 9 Combining proportions; Dalton's atomic theory; Gay-Lussac's law of volumes· Molecular weight; Avogadro's number; ::Jalton's law of partial pressures'. Critical temperature; Diffusion; Osmosis; Sodium; Chlorine; Formulas· HCl· Valence; Hydroxides, ionization; Mendeleyev's Table; Colloids, atomic' struc: ture; Mass action; Equilibrium; Carbon compounds, paraffins, isomerism, bonds, hydrocarbons, alcohols, aldehydes, ketones, esters, ethers, sugars, etc.; Fifth Group of Periodic Table; Ammonia, proteins. 48 36 9 9 9 Total for four years of Laboratory in Biology ................... ·.···· lll Norn: One-fifth to one-fourth of the laboratory time is spent in lectures on assigned reading. The topics selected from the conventional subject-matters follow. For further information concerning standards, see Appendix B on Degree Requirements, page 70. Astronomy: Aristarchus, Star charts, Ptolemy, Copernicus, Kepler. . . Biology: Environment and health (Hippocrates); Form and locomot10n of. ammals; Digestive and urogenital systems and other parts of female rabbit; Heart and blood vessels in cat, living frog and turtle, sheep, and dogfis~ shark; Urogenital system of male cat; Other parts of dogfish shark and aquatic vertebrates· Fabrics of the animal body; Growth of animals and plants; Hydra; Genesis of animals· The Protozoa-animal taxonomy; Heredity in the pomage fly. Drawing: Orthographic projection; Perspective projection. Geometry: Euclid: 8; Apollonius: 5. . . Music: Intervals; Scales; Keys (the rest not yet planned m detail). . Physics: Mechanics 15 (Archimedes, Galileo, Huygens, Newton);_ Surface tens10n, viscosity; Heat 4 (Joule, Fourier, etc.); Strei;igth of ma:enals. 4 (Gal~leo); Light 14 (Newton, Huygens; telescope and microscope, d1ffract10n and mter. ference; spectra); Electricity 11 (Gilbert, F~raday, .etc.). Chemistry: States of matter; Water-electrolysis, eqmvalent weight (Farada?'); Conservation of mass, combustion, oxygen (Lavoisier); Hydrogen, acids; Perhaps the most obvious distinctive mark of St. John's College is the easily observable fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when that Hall Greek to me" look is on. all freshman faces because they are learning the Greek alphabet; or it may be the two weeks that they are meeting Greek algebra in the fifth book of Euclid's Elements; or it may be the first assignment in Thucydides when the seminar leaders are wondering if the students will get the implications of liberty in Pericles' funeral oration. These are the educational realities that a common schedule marks and emphasizes. Each morning for five days of the week each student spends one hour in a language tutorial and one hour in a mathematics tutorial. One afternoon a week each student spends three hours in the laboratory during the first six terms; in the last six terms, two afternoons a week. Two evenings from eight to ten each attends a seminar in organized conversation and disof the scheduled readings. On one or two evenings are formal lectures. Nineteen or twenty hours per week spent in regular classes. The rest of the time is spent in eating, sleeping, talking, athletics, and other activias music and dramatics. The week is the elementary of the schedule and shows one complete rotation through · of work and play. three terms of the College year (four terms in each '"'ttJrc:u,ua1 year for the duration of the war) average ten weeks in and mark pieces of work projected and accomplished. of this there are oral examinations at the end term. These are conducted by seminar leaders with ,~·-- ... ~·~ of the tutors. Each student sits with his examiners for during which he is questioned freely and informally e texts he has read, on his critical or interpretative opinencouraged to consider parts of his study in relation �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE to each other and in relation to fresh problems that may not have been treated in his classes. A few days after the examination before the end of the term the student again sits with his instructors for fifteen minutes during which his tutors and laboratory instructor report to the seminar leader on his work for the term. These so-called "don rags" are brief and recurrent consultations between teachers and student for the purpose of diagnosis and prescription rather than for report of marks. They are followed tionally important. As one learns to skate in summer and swim in winter, so one acquires wisdom in vacation. The ~nnual. examinations are aimed at detecting and encouragmg this process. There are plans for reading parties in the sum~:r vacation in whi~h students may arrange the proper con?1t10ns for the maturmg of knowledge gained during the sess10n. Unfortunately, such plans cannot be carried out during the war. 38 A Hour 9 THE FACULTY STUDENT'S CLASS SCHEDULE FOR THE WEEK Mon. Tues. Language Tutorial Language Tutorial Wed. Language Tutorial Thurs. Language Tutorial Fri. Sat. Language Tutorial 10 11 Mathematics Mathematics Mathematics Mathematics Mathematics Tutorial Tutorial Tutorial Tutorial Tutorial 12 2 to 5 - Laboratory Laboratory Laboratory for for for Juniors, Seniors Freshmen, Sophomores Juniors, Seniors 8 to 10 39 Seminar (Lecture) Seminar Formal Lecture I by vacations in which a fresh start is possible and new directions in study may be explored. Grades are not recorded in these don rags, and they are not the center of interest, as is shown by the fact that the student is invited to report on himself and to judge his own work. The end of each year is marked by a long essay written by each student on some theme which he has chosen in the books. These are due the first of May. Under normal peacetime conditions, the annual written and oral examinations are given in the following September after the long vacation period during 'Nhich the salutary processes of forgetting, assimilation, and the maturing of insights have taken place. The dose organization of subject matter and the intensive teaching which results make vacations and unscheduled ruminations func- Part of the intention of the elective system since the time of its introduction at Harvard has been to encourage the combinatior: o~ tea~hing and research in each member of the faculty. T~e prmc1ple IS that the teach!ng mind must be a learning mmd, and therefore good teachmg demands continued learning. This has come to mean in academic practice that the good teacher must be making original contributions to knowledge and that he must publish if he wishes to be promoted. The faculty at St. John's is again going back to first prinand making another application of them. Leaming is a ~""~,~~ 0 enterprise and it is best carried out when persons stages of comprehension work together. The typical situation at St. John's involves ten or twelve learners. in the learning line come the author-teachers, the writers great books, who are talking in most cases at the high of their own learning. Next comes the reading and talk~'"'"'·'-11''" who is a member of the faculty: his stage of learning , ,:1!i'so1ne·where between the author and the best student. There follow the other students at distances proportional to their ·'<> ,'€!!~2!t1ee ?f understanding. The old-fashioned ranking of classes little red schoolhouse is the image that we have in mind. >,'"""""''" u11: head of the class is the author-teacher, at the foot of the worst student in relation to the subject matter. All thers are both teachers and pupils, each learning from above and teaching those below. aim in all the classes is to exploit the differences in dge, character and skill as they are distributed among ~udents and the tutors. Since it is not our policy to select the best students for admission, but rather to aim at the . al distribution of ability that is found in the average �40 CATALOGUE OF ST. JOHN'S COLLEGE American community, we count heavily on the norma~ social processes of mutual understa.ndi~g to .catch_ and amplify the teaching. Our classes exemplify m ~heir vanous styles all the types of collaborative study, allowmg even t~e dull _or slow student on occasion to hold the class to the mam learnmg purpose. Socrates and the slave-boy is not an.unfamiliar spectacle in the St. John's class-room; we count on it to keep our teaching fresh and genuine. . . . The faculty member is then researchmg m the subject matter of the book with the guide and help of the author and any other special professional aids that he may able to use. He may have beside him a colleague ':hos~ spe_cial kno".'ledge complements his own. This is the situation m .a ~emmar, whe~e there are at least two auxiliary teachers, but it is best exemplified in the editorial work that is being carried on by many members of the faculty. The majority of ~he great b_ooks are already in cheap and easily available English translations, b~t there are a considerable number of them that need new editions and a smaller number which have not been translated or are badly translated. So far the following books have been reprinted: ?e Plato· Phaedrus, in Greek and Latin Gosp~l According To St. John, ~ Greek and Lath~ Descartes: Discou1·se on Method, m French and Latm Hippocrates: Selected Works Archimedes: Selected Works Lucian: T1'ue History Aristarchus: Distances of Sun and Moon Nicomachus: Introduction to Arithmetic Spinoza: Theological-Political T1'eatise Gilbert: On the Magnet Lavoisier: Elements of Chemistry Hegel: Philosophy of History Dalton: Chemical Philosophy Bernard: Experimental Medicine Fourier: Theo1'y of Heat Virchow: Cellula1' Pathology The following books have been translated for the first into English by members of the faculty: Apollonius: Conics Ptolemy: Almagest Augustine: On Music Scotus Erigena: The Division of Nature Grosseteste: On Light Oresme: On the Breadths of Forms Copernicus: On the Revolution of the Spheres Kepler: Epitome of Ast1'onomy Pico: On the Dignity of Man CATALOGUE OF ST. JOHN'S COLLEGE 41 The following books have been re-translated by members of the faculty: Plato: Meno Plotinus: Fifth Ennead Aristotle: Physics, Books I-IV Bonaventure: Reduction of A1'ts to Theology Cantor: Transfinite Numbe1'S This represents the first line of research. The second line of research consists in the constant reinterpre<tation of the book list which occurs as an immediate by-product r:\ of teaching the books in tutorial, in seminar, and in the labora. ry. Criticism of the books takes place in two directions i:rnarily, first their historical order and background which tinually change and enrich themselves by connections with er books; secondly in the bearing these books have on the ediate teaching problem and the progress of current ught in general. aking the actual reading schedule for the seminars for each is a result of much faculty and student deliberation, and reading schedule registers teaching and learning experiences year to year. e products of this kind of research go first into teaching tly. Production for publication and learned societies is should be a secondary result. The students thus have .t' and contributing parts in research, and research has a .and contributing role in instruction. e present faculty has been selected by two criteria. embers of the previous faculty at St. John's, experience ching the elective system and capacities which promise r becoming reeducated in all the subject matter of the rogram have guided the policy of reappointment. New rs of the faculty have been chosen for their varying of understanaing of the general subject matter and ,rk they have done to educate themselves in it. faculty now represents a well-balanced distribution "al knowledge. Eventually the graduates from the fourl:lfse itself will be the best teachers, and some of them eady been taken on as teaching assistants. C STANDING stem of instruction allows for a close and varied ce of instructors and students; therefore the stu- �42 CATALOGUE OF ST. JOHN'S COLLEGE dent's academic standing is known in detail from day to day. This knowledge is pooled at the end of each term on the occasion of the "don rag" and the combined judgments of the staff are based on more than recorded grades. Since this is the case academic standing is not determined by numerical or literal grades, and judgments are made and reported for the purpose of advice and planning both for the teachers and the student. As soon as the performance of the student or other evidence of capacity persuades the staff that the learning process has stopped and cannot be revived, the student is warned that he will be dropped after a stated period of confirmation of the judgment. Ideally there is no reason for dropping any normal student from this course of study. It is varied and rich enough for great diversities of interest, performance, and achievem_e?t, and there is ample room within it for a wide range of ab1hty and for individual choice and guidance. This fact permits and demands a longer period of adjustment and tentative judgment than in the regular elective system. It is assumed that each student has the required capacities until evidence to the contrary is overwhelming. All disciplinary action is governed by the assumption that bad habits can be changed. Attendance on all regular scheduled college exercises is required. A record of abse~ces is kept and poste?. This .record. is taken into consideration whenever there 1s occasion to determine academic standing. Written and signed excuses from the following sources may be submitted for filing with the student's record: 1) Parent, guardian, or other responsible person outside the College; 2) Practising physicians consulted by the student; 3) Instructor in charge of class in which absence occurs; 4) The College Physician. · THE DEGREE OF BACHELOR OF ARTS• The original title of Bachelor of Arts signified the firs officially recognized stage of competence in the seven libera arts and sciences: grammar, rhetoric, logic, arithmetic, geom " Cf. Appendix B, pg. 70. CATALOGUE OF ST. JOHN'S COLLEGE 43 etry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies the modern equivalent of these arts and sciences. Specifically this implies: Knowledge of the contents of the required books in the list· Competence in the laboratory arts. ' Competence in mathematics through the elementary calculus· A reading knowledge of at least two foreign languages. ' semester hours as recorded in the regular elective system 's amounts to: One Year Four Years Language and Literature. . . . . . . . . . . . . . . . 10 40 Mathematics and Science ................ 10 40 Lectures on the Liberal Arts. . . . . . . . . . . . . 4 16 Laboratory .. .. .. .. .. .. .. . .. .. .. .. . .. . 3 (! actual time) 12 Seminars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 32 Total ............................ 35 140 the war the four years will be completed in three calendar years. ore detailed analysis of the content of these degree requirewill be gladly given by the Registrar on request. "rights and privileges appertaining" to the Bachelor of degree have undergone serious scrutiny during the last f the period in which the colleges have been under the tion of the elective system. There have been concerted s to maintain common standards under the rapidly g conditions of expansion in student bodies, in subject , and in methods of instruction. Throughout the there are regional boards which inspect the colleges region and rate their degrees. The Middle States Asof Colleges and Secondary Schools operates in this These Boards cannot put a college on the approved l its educational product can be judged. Since there graduates of the new administration and program e, 1941, there will be an interim in which a rated B. A. annot be guaranteed. eans that the St. John's Bachelor of Arts degree is only by the charter of the College and the Maryland rd of Education. other hand there is no serious doubt that the currich is now offered and the instruction that is now more than fulfill the common standards and that �CATALOGUE OF ST. JOHN'S COLLEGE they will prepare students adequately for any graduate work which they wish to pursue. The graduate and professional schools increasingly make their final decisions on candidates on the basis of individual records and merits and ignore the bare minimum certification of the ordinary degree. The rated B. A. is no guarantee of admission to a graduate or professional school. Where inquiry has been made these schools have given assurance of full consideration to St. John's graduates. The great variety of teaching methods, the common subject matter, and the intimate and continuous acquaintance between student and teacher that this program provides allow detailed and comprehensive recommendations of individual candidates both for graduate schools and for business positions. Such individual recommendation will always be our most effective communication with the academic and practical worlds into which our students graduate; we deal with other institutions on the basis of a common recognition of the realities of the learning process and the exigencies of the war and revolution through which the world is passing. There is no question about the fitness of this program of studies to meet the explicit requirements of law schools, theological schools, business schools, schools of politics, and economics, and schools of education. There may be some doubt in the minds of the small business man and the crafts~ man about the utility of a liberal education for earning a living. One who shares these doubts should read the early American State Papers and follow the current discussions of the fundamental conditions and principles of American society to get free of the prejudices which we inherit from societies that base themselves on invidious class distinctions. The worker and the tradesman in this country belong to a liberal society that demands a liberal education of all its members. The professions that base themselves on specialization in the natural sciences have set up graduate schools that actually need more liberal education in their preparatory stages than is at present available. In failing to get students who have that general preparation they have turned to a second best, a specialized preparatory training. In some cases they make stipulation of specific requirements beyond high school griaduation. In other cases, as in engineering, graduate physics, chemistry, biology, and medicine, they have imposed heavy. pre-professional requirements. Our faculty has had long ex- CATALOGUE OF ST. JOHN'S COLLEGE 45 perience in preparing students for graduate wo k · h r m t ese sc h ooIs, and we have made . a study of the essent;al nee d s m t h e · . • naturaI sciences. The curnculum rnpresents on 1 science s1 e "ts · "d . lts of these studies. It more than meets the the resu · · h · se reqmrements b ot h m t eory and m laboratory train;ng . Th ere are . • I ab oratory hours reqmred t~an are demanded by any mor~ medical school, the source o_f the highest requirements in this ~espe:t. The rest of the curnculum keeps these subject matters m a hberal balance. I. A LIST OF GREAT BOOKS In Chronological Order Homer: Iliad and Odyssey lEschylus: Oresteia Herodotus: History Sophocles: <Edipus Rex Hipp~crates: Ancient Medicine and Airs, Waters, and Places Eunp1des: Medea Th_ucydides: History of the Peloponnesian War Ar~stophanes: Frogs, Clouds, Birds Anstarchus: On the Sizes and Distances of the Sun and Moon Plato: Dialogues Aristotle: Organon, Poetics, Physics Politics Archimedes: Selected Works ' Euclid: Elements Apollonius: Conics Cicero: On Duties Lucretius: On the Nature of Things Virgil: .IEneid The Bible Epictetus: Moral Discourses Nicomachus: Introduction to Arithmetic Plutarch: Lives Tacitus: The History Ptolemy: Mathematical Composition Lucian: True History Galen: On the Natural Faculties Enneads Confessions, On Music, Concerning the Teacher Institutes of Roland of Burnt Njal .l:i1rossete.ste: On Light On the Reduction of the Arts to Theology Being and Essence, Treatise on God, Treatise on Jl;fan Comedy 1..a1~te1'bUr'V Tales nrouuins of Forms On the Dignity of Man �CATALOGUE OF ST. JOHN'S COLLEGE Shakespeare: Henry JV, Hamlet, Kr,ig Lear, Macbeth, Tempest Francis Bacon: Novum Organum Kepler: Epitome of Astronomy Harvey: On the Motion of the Heart Corneille: Le Cid Galileo: Two New Sciences Descartes: Geomet·ry, Discourse on Method, Iv! editations Hobbes: Leviathan Boyle: Sceptical Chymist Moliere: Tartuffe Pascal: Pensees Milton: Paradise Lost Racine: Phedre Grotius: Law of War and Peace Spinoza: Ethics, Theological-PoZ.itical Treatise Newton: Principia Mathematica Locke: Second Treatise on Civil Government Huygens: Treatise on Light Berkeley: Dialogues between Hylas and Philono·us Leibniz: Discourse on Metaphysics, Monadology Vico: Scienza Nuova Swift: Gulliver's Travels Hume: Treatise of Human Nature Montesquieu: Spirit of Laws Fielding: Tom ]ones Voltaire: Candide, Micromega.s Rousseau: Socia.I Contract Gibbon: Decline and Fall of the Roman Empire Smith: Wealth of Nations Kant: Critique of Pure Reason Constitiltion of the United States Federalist Pape7s Bentham: Principles of Morals and Legislation Lavoisier: Treatise on Chemistry Malthus: Principles of Population Dalton: A New System of Chemical Philosophy Hegel: Philosophy of History Fourier: Analytical Theory of Heat Goethe: F a.ust Lobachevski: Theory of Parallels Faraday: Experimental Researches in Electricity Peacock: Treatise on Algebra. Boole: Laws of Thought Virchow: Celliilar Pathology Mill: On Liberty Darwin: Origin of Species Bernard: Introduction to Experimental M edicinc Mendel: Experiments in Plant Hybridization Riemann: Hypotheses of Geometry Dostoevski: The Possessed Marx: Capital Tolstoi: W a.rand Peace Dedekind: Essays on Numbers Maxwell: Electricity and Magnetism Flaubert: Bo·uvard and Pecuchet Ibsen: Ghosts, Rosmersholm Joule: Scientific Papers James: Principles of Psychology Freud: Studies in Hysteria Cantor: Transfinite Numbers Hilbert: Foundations of Geometry Poincare: Science and Hypothesis Russell: Principles of Mathematics Veblen and Young: Projective Geometry CATALOGUE OF STO JOHN'S COLLEGE 47 II. SCHEDULE OF READINGS BY YEARS First Year Second Year Third Year Year 4 Languages and Literature Homer Herodotus Thucydides lEschylus Sophocles Euripides Aristophanes Plutarch Lucian Tacitus Cicero Virgil The Bible Justinian Dante Saga of Burnt Njal Song of Roland Chaucer Shakespeare Cervantes Milton Rabelais Corneille Racine Grotius Moliere Erasmus Montaigne Machiavelli Pascal Vi co Montesquieu Fielding Gibbon Voltaire Swift Rousseau Adam Smith U. S. Constitution Federalist Papers Goethe Malthus Marx Flaubert Ibsen Dostoevski Tolstoi Liberal Arts Plato Aristotle Lucretius Ma.thematics and Science Euclid Hippocrates Nicomaclms Aristarchus Archimedes Epictetus Plotinus Augustine Bonaventure Thomas Aquinas Grosseteste Calvin Pico Apollonius Ptolemy Galen Leonardo Oresme Copernicus Descartes Gilbert Kepler Spinoza Francis Bacon Hobbes Locke Berkeley Leibniz Hume Kant Peacock Boole Galileo Harvey Newton Boyle Huygens Lavoisier Dalton Hegel Bentham Mill James Freud Poincare Hilbert Russell Fourier Faraday Maxwell Joule Darwin Virchow Bernard Mendel Cantor Dedekind Riemann Lobachevski Veblen & Young �48 CATALOGUE OF ST. JOHN'S COLLEGE RESIDENCE AND ACTIVITIES A college should be a community in which the student can discipline and develop his native powers, and at the same time learn how to associate with other people in such a way as to continue this development throughout life. Not only the curriculum at St. John's, but the arrangements for .residence and extra-curricular activities as well, are ordered to this purpose. Activities It is no paradox, in view of the above, to say that the main purpose of extracurricular activities is amusement and relaxation. Men can work in order to play, or they can play in order to work. The hard work of the curriculum would be wasted if it were looked upon as a drudgery to be endured until it was possible to get away to the movies. Unless a student can he helped through to the stage in which he finds actual enjoyment in the use of the powers he is developing, his progress will be too slow for profit. In a community where people relax in order to be able to work better the amusement must be primarily amusing and not merely disguised instruction. However, in order to be amusing at all, college activities have to be proportioned to the expanding abilities of the members. Forms of amusement that involve disuse of developing powers, rather than change of use, tend to be dull rather than amusing. Activities have to derive some vitality from the work they support or else degenerate into mere time-killers. The general policy of the College is to encourage any spontaneous group activity that shows promise of a contribution to the life of the community. The College cooperates in the financing of those activities that require expenditures; and advice is given where necessary to the smooth functioning of the activity. Music and Gymnastic Music and athletics seem to furnish the clearest paradigms extracurricular activities at St. John's. The recreation and 49 �50 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE relaxation furnished by athletics and music also result _in the development of new skills which in turn add to the vigor of the curricular work. . Since .1939 athletics at St. John's have been organized _on an intramural basis with active participation by more than e1ghtyfive per cent of the student body.*. With the aid of stude~t athletic scholars who are experts m sp?rt~, . the St. John s Athletic Director carries on a series of md1v1~ual ~Il:d. te~m sports throughout the entire year. The athletic fa~1ht1es mclude a well-equipped gymnasium, two la:ge playmg fields, tennis courts surfaced for all-weather playmg, and a Colle~e boathouse with six sailing dinghies, a sailing sloop, and coord_1nate facilities for water sports. Excellence of performance m a wide variety of sports including sailing, tennis, handball, squash, badminton, boxing, _swimm_ing, ba~eball,_ basketbal~, fencing, lacrosse, and track is t~e 1_n~truct1onal ideal and is recognized through a number of md1v1dual an~ team awards. Extracurricular music complements the musical part of the regular curriculum. Curricular mu~ic inc~udes _formal lect~res on music, group readings and semma_r d1scu_ss10ns of musical scores laboratory practice with strmged mst.ruments, and conce;ts which take up part of the time otherwise devoted to formal lectures. The extracurricular music program ma~es available to a maximum number of stu~ents the opp?rtumty of acquiring the necessary personal habits for the enjoyment of music. Two large orchestral and choral groups _composed of members of the College and residents of Annapolis an~ the surrounding territory meet reg1:1larly un_der the leadership .of the St. John's Director of Music, and give a number of concerts during the College year. The upper floor of. Humphreys Hall is a music center, containing a well-~tocked l~brary of recordings sheet music and scores, a recordmg machme, an automatic phonograph, a grand piano, and a number of ~Hchestral instruments. Elsewhere on the campus are other pianos and phonographs available for student use. Other Extracurricular Activities Some student activities are really an ext~nsion. of the curriculum: for example, the Theology Club m which students * Reasons for the elimination of intercollegi_ate competition from the College athletic system are set out in detail in Appendix C. 51 and faculty pursue in greater detail problems raised by the seminar discussions of philosophical and theological works. Other groups represent similar specialized pursuits in politics law, medicine. ' The St. John's Collegian is a weekly student newspaper which reports and comments on the events in the community. The St. John's Yearbook is a student-edited yearly publication which departs radically from the conventional year-book format. In its present form it is a magazine whose purpose is to recapitulate and summarize the past academic year. The King William Players serve as a center for the reading of drama and poetry in general, as well as for the activities of play production. The Variety Club, specialists in libel and slander, presents an annual comic revue satirizing the faculty and the College program, or other matters of current interest. The Cotillion Club presents a series of formal and informal dances throughout the year, including eight popular motion pictures, followed by dancing to recorded music and Coffee Shop table service around the dance floor. The Film Club, organized in 1941, has presented a series of the outstanding foreign and domestic film productionsthe "classics" of cinematic art. As supports for an active social 'life, the College provides a complete central social unit which consists of a Coffee Shop, a Book Shop supplied with magazines and newspapers, and a Junior Common Room for the use of the whole College. In addition, there are smaller social quarters in each dormitory unit, equipped with radios, ping pong tables and comfortable furniture. By providing these facilities the College authorities expect to foster in the students a recognition of the proper responsibility for their own human welfare. Residence St. John's College is situated on the edge of the seventeenth century seaport town of Annapolis. The town has the air and reputation of a romantic history. Actually it has a population of about fifteen thousand people who are occupied with fishing and shipping in the harbor, with the training of midshipmen in the Naval Academy, with governing the State of Maryland from the state government offices, and with the �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE liberal education of young men in St. John's College. A number of retired naval officers and men of business live in estates in Anne Arundel County surrounding the town. The College has eleven buildings on a tract of thirty-two acres. Five of these buildings are for student residence, two of them built as dormitories, and three originally used as residences for administrative officers of the College. These five buildings are now furnished as residence halls for students on a plan for small unit College communities, each with a smallscale unit for student government within the common life of the College. An attempt is made to relate the grouping of students in the houses to their seminar groups and their athletic teams. These small integrated communities within the larger college community teach the incoming student to accept and enforce restraints upon himself and also to make proper use of the help and support that other students can give him in his college life. Lower class dormitory units will be under the supervision of resident house masters who are older upper classmen or junior tutors, beginning with the 1943-44 session. Rooms in dormitories may not be occupied during t' except by s · 1 · · Th vaca ions .J?ecia permission. e dormitories will be o en for p occupancy m July as follows: 52 Dormitories All students not living at home are required to live in the College buildings and to take their meals in the College Dining Hall. Each dormitory room is provided with the necessary furniture, including a single bed with mattress, pillow, pillow cover and bedspread, a chest of drawers, book shelves, Venetian blinds or window shades, a study table, chairs, lamp, and a waste basket. Towels, bed linen, and blankets are to be supplied by the student, as are also such decorations as window draperies, rugs, and runners for chests of drawers and tables. The student should consult his prospective roommate, if any, and his own good taste in planning room decoration. Freshmen are frequently assigned to single occupancy rooms. Old students should apply for rooms before they leave for the summer vacation. Application blanks may be obtained from the Manager of the Dining Hall and Dormitories. Students who wish to room together should file joint applications. New students have rooms assigned to them tentatively from the Assistant Dean's office as soon as their applications for admission have been accepted. 53 For upperclassmen taking Annual Written Ex . . f f h ammat10ns rom noon o t e day before the Examination days For freshmen from noon of the second day bef . · · day. ore regrstratwn For definite dates in 1943 see the College Calend The College m~intains the car~ of the dormito:f~s. There are stu~ent dormitory managers whose duty it is t complamts, to maintain order and cleanliness and too refport · . the follow·mg regu1at10ns concernmg breakage' and d en orce College property: amage to Any damage to College property will be charged to the occupant or. occu~ants ?f the room, or to the occupants of the dormitory, m which the damage occurs. Each student must make a deposit of ten dollars with the Treasurer of the College on registration D Coll "ll b h · amage to ~ge property wi 'e c arged against this deposit accordm~ to. the student s responsibility. The deposit must be mamtamed at all times during the session. It will be returned a~ the end of any session, or upon the withdrawal ?r graduat10n of the student from the College Th· d . is called Caution Money. . is eposit The College reserves the right to repair completely at the expense of. the occ~pant or occupants, any dormi;ory room an~ furmture which have been seriously damaged. · ffIntentional damage to College property i· s a senous · . o ense, and it will be dealt with summarily. The Dining Hall The Dining ~all .is maint~ined by t?e Manager of the Dining ~all an~ Dormi_tones. _Special attention is given to a balanced di~t~ an mter.estmg vanety of menus, and reasonable cost The Dmi?g Hall ~s \:lose? when the College is not in session, ~xcept for ~mgle hohd.ays; it will open for supper on the day just precedmg the begmnmg of each term; and only breakfast will be served on the last day of each term. �54 CATALOGUE OF ST JOHN'S COLLEGE Infirmary Service A fully equipped Infirmary is maintained at the College. It is in charge of the College Physician, a trained nurse, and student assistants. The College Physician holds office hours each day at the Infirmary. During these hours his services are f:ee to t~ose who have paid their regular College fees. Medical services rendered by others than members of . t~e . C~llege lnfirmaiy staff, whether for sickness or for athletic mJunes, are not paid for by the College. Any illness must be reported promp.tly bJ_T the s~udent. Students suffering from contagious or mfect10us diseases must reside in the Infirmary until discharged by the College Phys1c1an. The College Physician makes a daily report to the Dean. HOW TO APPLY FOR ADMISSION General* The revolution which reestablished the liberal arts curriculum in St. John's College in 1937 was a movement in the Republic of Education which anticipated the current crisis in world history. When the liberal arts were reinstated in the c_;ollege, it was_ known that many of the contemporary educat10nal ~onvent10ns do not p:omote the most successful pursuit of the liberal arts, but the difficulty of the immediate task that faced the College, that of putting a liberal curriculum into operation, made advisable the postponement of the solutions of some of the more extrinsic problems. The :var has hei~~ten~d the necessity that already existed of makmg the rev1s10n m entrance requirements which has been obviously implied by the curriculum since its bevinnino-. The admission procedure which is described below sh~uld be understood as the fulfillment of two purposes: ( 1) to assure both teachers and the student of his ability to pursue the St. John's curriculum, and (2) make it possible for students to complete their formal liberal education before being called into military service. Requirements A student will be eligible for admission if he can fulfill :my two of the three following requirements: 1" Two years of attendance at a high or preparatory school with credit for one year of algebra, one year of plane geometry, and two years of a foreign language. 2. A recommendation for work at St. John's College from the principal or a teacher in the high or preparatory school last attended. 3. Passing the St" John's Entrance Examinations in arithmetic algebra, plane geometry, English reading and grammar,' and one foreign language (Latin, French, German or Spanish). The Entrance Examinations have been compiled particularly for St. John's College. They aim to reflect two years of genuine work in a high or preparatory school and to assure both the faculty of the College and also the student of his ability to pursue the St. John's course. In <loubtfu l cases the Psvcho''CL Appendix D. The Great Books at War. 55 �56 CATALOGUE OF ST. JOHN'S COLLEGE logical Examination provided by the American Council on Education may also be taken. Procedure 1. Request a blank of Application for Admission from the Assistant Dean. 2. Fill out the Admission blank as completely as possible, paying special attention to the third page where you are asked to give full information concerning your for~al preparation for college, names and addresses of the high or preparatory schools you have attended, with the dates of your attendance. You should be careful to giv~ the name of your principal or other teacher who will be able to give a substantial recommendation of your character and ability. If you think you need or want to enter by examination, pay special attention to the fourth (back) page of the application blank. . 3. Return the Application for Admission to the Registrar .who will collect your scholastic records and recommendations, and arrange Entrance Examinations if they are requested. 4. If you need or want to take the Entrance Examinations, give us the name and address of a teacher or c.ol~~ge graduate who will be willi~g t~ accept the responsibility for administering the exammatmns to you. We pay such persons the sum of five dollars which you pay us as examination fee. We shall then arrange for the rest of the examination. 5. As soon as the Registrar has collected your scholastic recoErd, recommendations and the results of the Entrance xaminations, we shall promptly report the decision of the Admissions Committee. 6. If you are not able to pay the full college fees, a~k us .to se?d you a blank of Application for ~tudent Fmancial ~id. Fill this out with special attentmn to your Tentative Budget, send it to the Assistant Dean, and as soon as your admission application has been acted on, we shall let you know whether we can help and also how much. Requests for further informa~io~ may be . ~irected to the Registrar. You are urgently invited to v1Slt the College and to discuss further any problems that may need extra consideration. No Admission with Advanced Standing from Other Colleges Students who wish to transfer to the St. John's program must register as freshmen for the four-year course; no adv~nced standing in the program is granted for other college credits. FEES College Finance !~ is the aim. of St. John's College to establish its fees for tmtion and re~idence at a figure which will approximate as closely as possible the actual cost of furnishing tuition board and room, and meeting the administrative and other o;erating expenses of the College. St. John's College adopted this principle and established the fee for r~sidence and tuition at $1,000 for students entering the College m the fall of 1941, or thereafter. This fee will be continued unless, in following years, conditions of war and rising costs should force revision. (The fee of $1,000 covers the three terms of the regular session. For the duration of the War a fourth term, held during the summer, will raise the annual fee to $1,300 f?r the first year, and $1,200 for each year thereafter. It will be noted that this wartime increase is less than proportional.) By setting its student fees at appr?ximate operating cost, the College. has f~ee~ ~ther sources of mcome, principally support by. p~ivate individuals and by the public through state appropriations for two purposes: financial aid to the students who are not able to pay the full cost, and additions and improvements to College land, buildings, and equipment. T~e var~ous other fix;ed charges for attendance at St. John's are listed m th~ following paragraphs. In figuring the budget for the academic year, each student should include additional items for books, clothes, stationery, laundry, and other incidentals. The cost of books will in general average about $35 per year. Entrance Examination Fee If a candidate for admission find it necessary to take the College entrance examinations in order to complete the requirements for admission, h~ will be charged a fee of $5.00, payable to the College upon his request for examination. This fee is charged to cover the expense of giving the examination· it will not be refunded, nor will it be deducted from other fee~. 57 �I 58 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Annual Fees For students entering the College in 1943, the total fixed charges for the first year are: Tuition Summer Term .......................... $240 Fall Term . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 Winter Term . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 Spring Term . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 Residence $160 120 120 120 Total $400 300 300 300 Total for year for tuition and residence ........................... $1,300 These fees are payable in full on registration in July or, if preferred, in four installments: $400 on registration, and $300 at the beginning of each of the following three terms, that is, on September 29, January 5, and March 29. The higher fee of $400 is charged only for the first term of the freshman year. On registering, the student must procure a Treasurer's card showing that fees have been paid or that suitable financial arrangements have been made in order to be admitted to classes, dormitories, the dining hall, the library, gymnasium or infirmary. Payment of Bills Bills for College fees are presented directly to the student, and the student assumes responsibility for their payment on the dates due. Caution Money Each student must make a deposit of $10.00 with the Treasurer on registration, subject to charges for laboratory breakage and damage to College property. The amount of this deposit must be maintained at all times during the session. A refund check for this deposit will be sent to the student upon request after the end of any session or after withdrawal or graduation from College. Except for the caution money deposit, which is refundable at the close of the college year, the College has no extra fees. Deferred Payment of Fees There is available to those students and their parents who are unable to meet the College fees in accordance with the 59 regular schedule a deferred tuition plan , wh1'ch prov1"d es for . . payment m equal mstallments during the College · · t l · year, m most ms ances, e even mstallments · This method of d e ferre d tm. · . twn ~ayment 1s handled through "Tuition Plan I ,, porat h" h ff h" . ' nc., a cor10n w IC o ers t is service to. many schools and colle es g throughout the country. The plan is put into effect b tract signed b th . Y a cony e parent or guardian of the student a d b the -~ollege and handled entirely by "Tuition Plan Inc,? Th~ add1t10nal cost is four per cent of the amount fin;nced. . ·_ mum charge one dollar. ' mmi �CATALOGUE OF ST JOHN'S COLLEGE 61 canv:a~sed .. T~e Committee has the grave responsibility of adm~nrntenng Justly a common financial resource of the comFINANCIAL AID College Aid Students unable to pay the full cost of their education may get assistance from the College. If the total assistance which a student needs for four terms amounts to not more than $250, the College will undertake to advance him a loan of the amount required and to find him employment at the College that will yield him sufficient wages to repay his loan during the period for which the money is needed. These loans do not bear interest. Since the available amounts of both work and money are limited, it is desirable that only students who could not otherwise meet their college expenses should apply for assistance. The procedure for obtaining a loan from the Student Aid Fund of the College is to sign a loan agreement by which the student engages himself to repay his loan as fast as his capacity to earn money will permit. As fast as he makes payments on this loan, new and smaller loan agreements will be substituted for the one the Student Aid Fund holds. The privilege of borrowing from the Student Aid Fund is reserved to those who perform satisfactorily for the College the work for which they receive wages and for those who curtail their loan promptly to the limit which their wages will permit. If the total assistance needed for four terms amounts to more than $250, the College will either make up the excess by an outright grant from the Student Aid Fund or else reject the ;:i.pplication altogether. This practice is based on the experience that in most cases $250 is all the student can earn without endangering his studies and on the College's belief that it is undesirable that its members should graduate with a burden of debt to the College. Outright grants are made only where aid is so dearly needed and merited that the College can successfully appeal for donations to persons who are strangers to the applicant. The Committee on Aid will reject all applications, whether for loans and employment or for outright grants, which do not dearly demonstrate that all local sources have been thoroughly 60 mumty ?f scholars which the applicant seeks to join. It therefore .s~b_Jects e~c~ case .to ~ thorough investigation and it cannot m1t1ate this mvest1gat10n until the student aid blank h b.een fille~ out fully, dearly, and accurately, and with su~~ c1ent detail to enable a judgment to be made. AU students hold aid, whether loan and employment or money .grant, ?nly on condition that they maintain good a.cadern1c standmg. ~pp~ication for aid should be made. at the t1m~ the formal apphcatwn for admission is forwarded to th Registrar. .e MARYLAND STATE SCHOLARSHIPS R.esid~nts ?f ~he several .counties of Maryland and the six Le~1~lat1ve d1s.tnc~s of Baltimore are eligible to take the competitive e'."ammat10ns for scholarships at St. John's College of these scholarships pay full fees, including tui~ t10n, board, and room; twenty-nme pay tuition fees only. They are granted for four years or in the case of a student already at the College. for the re~ain?er of his course to graduation. I? al! counties an? _Legislative districts the competitive exammat10ns are adm1mstered by the respective county or city School Boards, and reports are rendered to the respective Senators who i:nak~ the formal appointments. The College supplies the e~ammat10?s and grades the papers in an except three counties, Carolme, Montgomery, and Prince George's where the School Boards examine candidates and report dir~ctly to the Senator. Al~ appointments are conditional upon admission of the candidate to the College. The procedure for application, examination and appointment to State scholarships is as follows: ' ~wenty-nme 1. Candidates, who must be residents of the county or district that has an open scholarship, should watch the newspapers for .the announcement of the time and place of the examinat~on and apply to the local School Board for examinat10n. 2. Candidates sh?uld supply to their respective Senators evide~ce of th~1r good character and financial need. 3. Appomtees will be notified of their appointments by the Senator and by the College. :11 �62 CATALOGUE OF ST. JOHN'S COLLEGE SCHOLARSHIPS AWARDED BY THE COLLEGE THE PHILIP A. MYERS, II, SCHOLARSHIP be awarded annually, the income from $10,000, the gift of Philip A. Myers, II, Class of 1938. THE CLIFTON C. CATALOGUE OF ST. JOHN'S COLLEGE 63 cation should be made to the Chairman of the Scholarship Committee of the Colonial Dames of America: Mrs. Walter W. Price, 21 East 65th Street, New York City. SCHOLARSHIPS AT OTHER INSTITUTIONS FOR ST. JOHN'S STUDENTS RoEHLE ScHOLARSHIP SCHOLARSHIPS IN ENGINEERING To be awarded in tuition, the income from $6,000, the bequest of Mrs. Anna M. D. Roehle, in memory of her son Clifton C. Roehle. THE JEREMIAH HUGHES SCHOLARSHIP To be awarded annually to some deserving student, preferably a resident of Annapolis, the sum of $30.00 to be applied to the cost of tuition. THE FRIEDRICH JoNATHAN VON ScHWERDTNER ScHOLARSHIP To be awarded, in tuition, to some deserving student, the income from the bequest offered annually under the will of the late Friedrich Jonathan von Schwerdtner, in memory of his son, Friedrich. Th~ee sch?Iars?ips in engineering are offered at the Johns Hopkms Umvers1ty to graduates of St. John's College. These scholarships are awarded by the F acuity Committee on Scholarships and Student Aid. SCHOLARSHIPS IN MARINE BIOLOGY A tuiti~n sc~olarship applicable to an approved course either at the B1olog1cal Laboratory at Cold Spring Harbor New York, or at the Marine Biological Laboratory Woods' Hole Mass~chusetts, i~ o~ered annually to graduate; of St. John's'. This scholarship IS awarded by the Faculty Committee on Scholarships and Student Aid. SCHOLARSHIPS AWARDED BY PATRIOTIC SOCIETIES THE MATTHEW FONTAINE MAURY SCHOLARSHIP Awarded by the United Daughters of the Confederacy to a student of exceptional character and scholarship and of established Confederate lineage. This scholarship is applied to tuition and residence fees, in accordance with the needs of the student selected, and is awarded at present for four years unless the appointee fails to maintain the required standard in his academic record. SCHOLARSHIP OF THE COLONIAL DAMES OF AMERICA In 1941-42 the Colonial Dames of America awarded a scholarship amounting to $250.00 at St. John's College to Mr. Richard Devan, Class of 1944. Applicants for this scholarship are expected to submit evidence that they are of colonial descent and that they themselves revere the ideals and standards of their forbears. Appli5 �CATALOGUE OF ST. JOHN'S COLLEGE 65 called King William's School, and managed by certain trustees nominated, and appointed by your sacred majesty. ' Laws of Maryland, Session of July 1-9, 1696. APPENDIX A A SHORT EDUCATIONAL HISTORY OF ST. JOHN'S COLLEGE a liberal a.rts ST.It JOHN'S COLLEGE is andsmall been so smce c_ollege fo: men. is non-denominational, has foundmg. It 1776 According to tradition King William's School was used as a gunshop during the Revolutionary War, its has never been co-education~l. It maintains no graduate or professional schools. It is the third oldest college in the United States. 1696 King William's School, first public free schoo~ on d~e. American Continent, founded in accordance with the followmg Pet1t10nary Act of the General Assembly of colonial Maryland: A Petitionary act for free-schools. Lib. LL. No. 2, fol. 115. Dread Sovereign . . . . Being excited by his present Excellency Francis N~cholsor:, Esq.; your Majesty's Governor of this your Provmce, his Zeal for your Majesty's Service, pious Endeavors and generous Offers for the Propagation of Christianity and good Learning, herein we become humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us your Majesty's Subjects of this Province, represented in this your Majesty's General Assembly thereof, THAT IT MAY BE ENACTED. II. Al'm MAY IT BE ENACTED, by the King's most e.xcellent ma7esty, by and with the advice, prayer and consent of this present General Assen_ibly, and the authority of the .sarne~ That for the propagat10n of the gospel, and the educat10n 01 the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher and one writing-master, or scribe, to a school, and one hund;ed scholars, more or less, according to the ability of the said free-school, may be made, erected, founded, propao-ated and established under your royal patronage. And that ~he most reverend father in God, Thomas, by Divine Providence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the said school; and that, to perpetuate the memory of your majesty, it may be 64 1784 St. John's College chartered by the General Assembly of the State of Maryland: WH~RE_As, Insti~utions for the liberal education of youth in the prmc1ples of virtue, knowledge and useful literature are of the highest b~nefit to society, in order to train up and prepetuate. a success10n of able and honest men for discharging the vanous offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learnino· have accordingly been promoted and encouraged by the wises~ and best regulated States: Be it enacted, by the General Assembly of Maryland, That a college or general seminary of learning, by the name of Saint Joh?'s, be established on the said Western Shore, upon the follo':"mg fundamental and inviolable principles, namely: first, said college shall be founded and maintained forever upon a most liberal plan, for the benefit of youth of every 'relio-ious denomination, who shall be freely admitted to equal privileges and advantages of education, and to all the literary honors oJ the college, according to their merit, without requiring or enforcing any religious or civil test, or without their attendance upon any particular religious worship or service, other than what they have been educated in, or have the consent and approbation of their parents or guardians to attend; nor shall preference be given in the choice of a principal, vice-principal, or other professor, master, or tutor, in the said colleP-e on account of, his particular religious profession, having ;e~ard solely to his moral character and literary abilities, and other necessary qualifications to fill the place for which he shall be chosen . . . . . The petition for this Charter was signed by William Paca * and others. • Signer of the Declaration of Independence. �CATALOGUE OF ST. JOHN'S COLLEGE 66 CATALOGUE OF ST. JOHN'S COLLEGE The original Board of Visitors and Governors was as follows: William West, D. D. Thomas J. Claggett, D. D. Nicholas Carroll John H. Stone William Beanes Richard Ridgely Samuel Chase * John Thomas Thomas Stone " Alexander Hanson Thomas Jennings J arnes Brice John Allen Thomas Gustavus R. Brown Edward Gantt Clement Hill Richard Sprigg Charles Carroll of Carrollton " Jeremiah T. Chase Charles Wallace John Carroll, D. D. First Principal of St. John's College, Dr. John McDowell. 1796 Graduation of Francis Scott Key, District Attorney of the United States; author of The Star Spangled Banner, 1799 Graduation o~ George V:T ashington Parke Custis, step-grandson of George Wash1,ngton. Fairfax and Lawrence Washington, nephews of George Washmgton, were also students at the College, 1835 Curriculum during the Principalship of the Reverend Hector Humphreys. 1785 The property, funds, masters, and students of King William's School conveyed by an Act of the General Assembly to St. John's College. Reverend Ralph Higginbotham, Master of King William's School, became Vice Principal of St. John's College. Two members of the Board of Visitors and Governors of King William's School became Visitors and Governors of St. John's College. 1791 George Washington visits St. John's College. To the Faculty of St. John's College: Gentlemen: The satisfaction which I have derived from my visit to your infant seminary is expressed with much pleasure, and my wishes for its progress to perfection are proffered with sincere regard. The very promising appearance of its infancy must flatter all its friends (with whom I entreat you to class me), with the hope of an early and at the same time mature manhood. You will do justice to the sentiments which your kind regard toward me inspires, by believing that I reciprocate the good wishes contained in your address, and I sincerely hope the excellence of your seminary will be manifested in the morals and science of the youths who are favored with your care. GEORGE ANNAPOLIS, 67 April 17, 1791. " Signers of the Declaration of Independence. wASH!NGTON First Year Greek Xenophon Herodotus Thucydides Lysias Demosthenes Isocrates Plato Latin Livy Horace Virgil Mathematics Algebra Third Year Greek Minor Poets Latin Tacitus Mathematics Applications of T rigonornetry Conic Sections Chemistry Natural Philosophy Elements of Criticism Second Year Greek Horner Hesiod Tragedies Latin Juvenal Cicero Mathematics Plane Geometry Solid Geometry Logarithms Trigonometry Fourth Year Latin Horace Natural Philosophy Logic Astronomy Geology Civil Engineering American History Political Economy Natural Theology English Composition and Declamation in all four years. Mod€m Languages by special arrangement in addition, �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 68 69 1886-1923 1868 Principalship of James C Welling. Second Year First Year Greek Homer Herodotus Latin Virgil Cicero Livy Horace Mathematics Algebra Geometry English 19th Century Literature Fo·urth Year Third Yea1· Greek Plato lEschylus 'Thucydide~ Sophocles Latin Cicero Juvenal Plautue English Shakespeare Spencer Taylor Hooker Milton Mathematics Theory of Equatioos Analycic Geometry Descriptive Geometry 1Jse of Instrurnent.s l'>Tatural Ph_ilosophy (~hernisrry fl_i3t0rical T'·y1cthoi.fa Greek Xenophon Plato Euripides Lucian Latin Horace Cicero Terence Mathematics Logarithms Trigonometry Solid Geometry English Shakespeare 18th Century Literature Lectures in Philosophy and Social Science on: Plato Aristotle 1~ristophanes Augustine Demosthenes Thomas Aquinas Latin Vico Tacitus Descartes Lucretius Bacon Persius Bossuet Quintilian Pascal English Paley Authors of 13th, 14th, Locke and 15th Centuries Spinoza Mathematics Montesquieu Analytic Geometry Kant Calculus De Tocqueville Mechanics Adam Smith Natural Philosophy Fichte Astronomy Hegel Logic Buckle E1,idence of Christianity Lecky Malthus Mill Butler Greek Plato Aristotle Presidency of Thomas FelL A curriculum of Block Electives and Military Training. l. Classical Course leading to the B. A. Degree 2. L~tin _Scientific Cour~e leading to the B, L Degree 3. Scientific Course leadmg to the B. S. Degree 4. Mechanical Engineering Course leading to the M. E. Degree 1923-1937 Period of Progressive Studies J.mder the Open Elective SystenL 1937 Restoration of the traditional program of Classics and Liberal Arts unique in American colleges of to-day. �CATALOGUE OF ST. JOHN'S COLLEGE APPENDIX B THE DEGREE OF BACHELOR OF ARTS AT ST. JOHN'S COLLEGE Preamble Degrees Just as institutions are necessary for the carrying on of learning, although these very institutions may become its greatest hindrance through unwise direction and time's dullness, so any i17stitution ?f learning must require of its students certain marks and signs of t~eir attainments and progress even though misuse of such reqmr~­ ments has often prevented true progress. Their use must entail care. Such requirements are inevitable if an institution is to pronounce public judgment upon its students, that is, to grant deg~ees. The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astroi:omy. The St. John's degree of Bachelor of Arts signifies competence m the modern equivalent of these arts and sciences. This implies: 1. 2. 3. 4. Ways& Means Enabling examina~ tions Knowledge of the contents of the required books in the lisL Competence in mathematics through the elementary calculus. A reading knowledge of at least two foreign languages. Four hundred and fifty hours of laboratory training. Now, since students are of different capacities, and since colleges of liberal arts, of all institutions of learning, are called upon to judge not only of the attainments of their students but also of their progress, it therefore seems wise that St. John's College offer three degrees: namely, the degree of bachelor of arts, magna cum laude, cum laude, rite. The first to be awarded to those students who, in the opinion of the faculty, are judged satisfactory both in attainments and progress, and capable of pursuing their work in Law, Med~cine and Theology or in the graduate schools of language and literature, mathematics, the natural sciences, and logic and metaphysics. The third to be awarded to those students who, in the opinion of the faculty, have made sufficient progress in the intellectual virtues to warrant recognition by the college, but on whose actual powers of operation in the several arts and sciences and therefore on whose actual capacity for advancing further in professional or graduate schools, the faculty declines to make a final judgment. The second degree represents a less eminent case of the first. In awarding degrees, the faculty must set up ways and means of reaching decisions. To this end the following stipulations are made: At the end of his third year, the student must stand four written enabling examinations, one in language, one in mathematics, two in 70 71 laboratory, theoretical and operational, and one oral examination on seminar reading. These examinations are given normally in September of the fourth year, although the student has the right to demand them in June of the third year. These examinations are largely technical in character. But the technique required must be at all times related to the whole body of the liberal arts and to appropriate subject matters. This relatedness is formally guaranteed by basing the enabling examinations on a list of books named in Appendix I. The examination in language covers general quP,stions of grammar of all four languages, and logic. The mathematics examination covers specifically simple operations in geometry, conics, trigonometry, analytic geometry, and in the differential calculus. The examination in laboratory covers specifically the analysis and operation of certain important instruments to be named in Appendix I, p. 72. After having taken his enabling examinations, the student may petition the faculty to accept him as a candidate for the degree of bachelor of arts, to be granted at the end of his fourth year. The faculty through a committee then examines the student's record up to the time of the petition together with his performance on the enabling examinations. It may make one of three judgments: either ( 1) the student is accepted as a candidate for the degree, or ( 2) he is not accepted but allowed to finish the four years of college work, or ( 3 ) he is dismissed from the college. In examining a student's record the committee of the faculty especially named for this purpose is at liberty to question the tutors and seminar leaders of the student both past and present, and the student himself, as well as the formal judgment preserved in the way of term marks or examination grades, or any examination papers or yearly theses at hand. It would be a general principle that the faculty not accept as a candidate for the degree any student who had consistently neglected and ignored or had consistently failed in any of the essential divisions of the first three years' program; that is, either language and literature, or the liberal arts, or mathematics and the natural sciences. But the faculty committee, although refusing to accept a student as a candidate for the degree, may judge the student capable of benefiting from the fourth year's work without detriment to the college community. Any student accepted as a candidate for a degree or allowed to remain the fourth year must then indicate a subject for a dissertation, to be agreed upon by the faculty, to be written during his fourth year, and to be publicly expounded, amplified and interpreted satisfactorily by him prior to the granting of the degree. While the degree can not be granted before the end of the fourth year, the student Petition Disserm tation (general) �72 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST JOHN'S COLLEGE DisserQ tation (particU lar) 0 Examin~ ing Hoard may request more time to prepare and submit his dissertation for the approval of the faculty" He may even request permission to return to the college for a fifth year, attending what tutorials, laboratories, and seminars he pleases within the limits of college discipline" The student will choose, and the faculty will accept, a subject for dissertation with an eye to all the first four years' work, and not as a piece of specialized research or contribution to knowledge" For the year 1942-43 the Instruction Committee will act as an Examining Board" The duties of the Examining Board are as follows: l. To formulate and administer the Enabling Examinations which are to be given in Septembec 2" To accept and approve projects for the final dissertation" Such projects must be prepared and formulated by each candidate with the help of a faculty adviseL 3" To read and accept the final dissertation, to administer the final examination, and to recommend candidates for degrees" The present members of the Instruction Committee are: Buchanan, Chairman, ex officio Barr, ex officio Comenetz Gorman Kieffer Klein McFarlin Scofield APPENDIX I The books of the fo::st three years on which the Enabling Examinations are to be focussed are the following: Texts studied in Tutorial Republic Organon Confessions De Ente et Essentia Social Contract Les Pensees Euclid Archimedes Apollonius Ptolemy Galileo Descartes Newton Bno!e Texts studied in Seminar Iliad Republic Timaeus CEdipus Hamlet King Lear The Tempest Harvey Poetics Laviosier Physics Wealth of Nations Federalist Papers Galen Divine Comedy Don Quixote 73 As stated above, the examination in laboratory will cover specifically the operation and explanation of certain important instru~ men ts" following list is arranged under three headings: Elements, Scopes, and Meters, One fundamental way of classifyin<Y scientific instruments is into two kinds: scopes and meters" Th~ scopes are aids to observation and the meters are aids to measure1nent" With the former, distinctions of a qualitative kind can be ma~e, such as between m~re and less, up and down, straight and not ~tra1ght, ~he latter perT?1t" us to i:nake quantitative judgments, that is, to associate through similar ratios some one of a series of numbers with t?e thing observed" Often the same piece of apparatus can be used either as a scope or as a meteL The elements are certain devices not scientific instruments themselves, which enter into the construe~ tion of different instruments" !he Elements Solids Crystals Fluids Gases Lever Inclined plane Screw Pulley Floating body Spring Pendulum Magnet Mirror Lens Prism Grating Scopes Straight edge Plumb line, gnomon Compasses, divider Tuning fork Electroscope Telescope Microscope Oscilloscope Stroboscope 111 eters Scale Ruler Balance with set of weights Spring balance Strength-of-materials testing machine Water clock Barometer Sonometer Disk siren with clock and counter Thermometer Magnetic compass Coulomb meter Tangent galvanometer Dioptra Astrolabe Micrometer microscope Spectrometer with minimum deviation prism The examination in laboratory will be in two parts" In one the student will be asked to make certain observations ;nd measurements with some of the above instruments, and in the other to answer questions on the theory and application of some of the elements and instruments" The references for this examination are the mimeographed laboratory notes and the student's written reports of the first three years, as well as the scientific books among the texts named above" �CATALOGUE OF ST. JOHN'S COLLEGE APPENDIX C ST. JOHN'S COLLEGE RADIO PROGRAMS. SERIES II, NO. 3 By STRINGFELLOW BARR, President From Station WFBR in Baltimore, Nov. 20, 1938 I propose to discuss an important step which St. John's College has taken within the past ten days. Many of those who are listening to me, including alumni members of the College, will by now almost certainly have been told by somebody that the College administration has abolished athletics. Those who believed this statement should, it seems to me, be gravely disturbed. I think I ought promptly to disabuse them. To keep the record straight, I shall therefore first state the facts. Athletics have not been abolished, but the College has decided that after the close of the present academic session athletic facilities will be increased and at the same time will be placed on a strictly intramural basis. I am explaining tonight why significant changes have been announced in the athletic system at St. John's, to take effect next September; but in explaining these changes I am discussing liberal education in a democracy. The system of intercollegiate athletics which has developed during the past twenty years will no longer support the prime purpose of a liberal college. I suppose I ought to have foreseen this. But I didn't. Certainly, there have been enough Carnegie reports, enough magazine articles by candid writers like John Tunis to convince men of my generation that we are sheer sentimentalists and ignoramuses if we suppose that intercollegiate athletics are the same thing we remember from twenty years back. They do things better now, with rose bowls, cotton bowls, and sugar bowls; with costly equipment, transcontinental journeys, and big money; with costly coaches and costly quarterbacks. I knew all this. The first thing I learned about athletics on arrival at St. John's was that we were booked to play our unnatural rivals, Army and N. Y. U.-in an effort to keep down the high cost of modern athletics by earning a good "gate." But still I thought it might be possible to adapt intercollegiate athletics to educational ends, to pare down schedules, to decline with thanks such games as Army and N. Y. U., and to protect the coaches from criticism if they lost games by refusing to hire athletes. I was mistaken. The thing that taught me I was mistaken was what happened when intercollegiate athletics collided with a curriculum that really required work. Yet I shnuld have known this by analogy. I had known countless students who withdrew from intercollegiate athletics when they entered medical or other professional work. They withdrew 74 '15 because they knew, along with everybody else, that you have to study to earn an M. D. while ordinarily you don't hav~ to study to ear? a B.. A The undergraduate fills in his idle time with athletics. w~1ch at its most professi?nalized is a lot better thing to fill idle tim~ :iv1th ~han some other thm?s .I know. But _suppose there isn't any idle time? Suppose there is Just enough leisure time for healthful outdoor games? Then every athletic trip becomes a crisis and not what is known as an "athletic excuse." For students who are reallv doing serious work know without being told that you can't "mak~ up" for something you should have learned but didn't · the magic word "excuse." An excuse may square you with the ~ It won't convert ignorance into knowledge. There is no reason on this round earth why securing a liberal education in an undergraduate college should be a less serious business than acquirino- a medical education in a medical school. But if it is a serious busi~ess, then it h~d better steer clear of another very serious business, indeed a highly organized "big" business, intercollegiate athletics. For this big business has its own exigencies: those who won't meet them had better keep out. . '_['ha~ big busi?ess substitutes spectator psychosis for actual part1c1pat10n,_ cheenng sections for playing teams, an orgy of sportsg~ods eqmpment for costumes fit to have fun in, large business staffs with long-term schedules for the old-time impromptu challenge of natu_ral antagonists, monotonous physical drill for learning to play by playmg, pressure from fellow-students for zest to play, the exhibitionrnm of star performers for the satisfaction of playing well because it is more fun to play a game well than badly. The sum total of these things is hysteria, lost motion, the death of the amateur spirit, and an athletic system that competes with study instead of supplementing and strengthening it. We have all known these things for years, unless we have been ostriches or Rip Van Winkles. But I repeat, they don't prove fatal so long. a~ unde:graduate education is run in low gear. In fact, I sh?uld ms1st agam that, so long as education is run in low gear, these thmgs are better than idleness. But there is somethino- better still and that something is amateur athletics, amateur a~hletics of ; quality no college can achieve so lonrr as it is meshed in with the new kind of athletics, the big-busines~ kind. The educational program now going on at St. John's must have the support of amateur athletics. It must have it, because amateur athletics is rich in terms ?f h~alth, recr~ati~n, skill, and coordination,, To get that support, it will expand its mtramural athletics. More varieties of sport will be offered and more facilities. Our colleges are often abusively called country clubs. I want to see St. John's offer the sort of athletic facilities a good country club offers. Every game we now play we 6 �76 CATALOGUE OF ST. JOHN'S COLLEGE shall continue to play, except that the six-man football we started this year will replace the standard game. In addition we want to expand water sports, with particular emphasis on sailing. The alumni have already given us one sailboat; we shall acquire five more. Finally, it is essential, not only that games be played at the College but that they be well played. A tutor with wide athletic experience will be placed in charge, but he will need a number of student assistants. To secure good assistants, we propose to offer athletic scholarships. In my own limited experience, this will be the first legitimate use to which athletic scholarships have been put by an American college. I think you may rest assured there will be plenty of excellent candidates. I hope you will help me find the best candidates. Sooner or later, I hope sooner, the present system of semi-professionalized intercollegiate athletics will hang itself. When it does, the problems that caused us to take our present stand will disappear. When it does, we shall doubtless play games with other colleges as naturally as such games were once played. Meanwhile athletics at St. John's will be for the student, not the student for athletics. APPENDIX D THE GREAT BOOKS AT WAR Men must have often lifted their eyes from battlefields where corruptible things take on corruption and turned to a shelf of books for assurance that some things are not corruptible. Battlefields these days extend themselves farther than they sometimes have, and many a school and college must have looked from its campus and classrooms, now given over to war training, to discover what it is in a college that ought to persist. Except in places like Louvain in the last war and enemy countries in this war, the assurance of survival comes from the college library. At St John's College reassurance is simpler. Five and a half years ago, when war clouds were darkening, the faculty with the approval of the Board and the assent of the students entrusted its curriculum and its teaching to the few greatest books of the western tradition and their authors. When war actuaUy came and the need for assurance was undeniable it was possible to keep our eyes on the book shelf and at the sam~ time to take account of the cost of the war; we were sure that this curriculum and this teaching need not be lost or corrupted. We were even sure that these things would help win the war. We were ready and eager to make any adjustment and to take any risk that might become necessary. It was not thought necessary that we should accelerate the teaching schedule; in fact it was thought that acceleration and the addition or substitution of war courses would detract from rather than add to the realities of the learning process-even those that war demands. Our mathematics could not be improved, except as our teaching might improve; our language study would be fundamental to communications whether in the writing of directives or in cryptography; our laboratories were already laying the ground in mathematics, astronomy and physics, for navigation and for meteorology; and the touch-and-go conversations of the great book seminars were proving grounds for the executive responsibilities of future officers. But these features were only secondary applications of the master plan of the curriculum, which was aimed at general or liberal education for every man, for his freedom and morale both in war and in peace. The great advantages of a master plan are the variability and adaptability that it allows and supports. In the case of the St. John's program maximum risks are j~~tified because the plan is rooted in the great books which have survived all the emergencies of the past, and presumably will continue to go 77 �78 CATALOGUE OF ST. JOHN'S COLLEGE through this one and others with us. A bomb may destroy the paper and ink, the draft may decimate the faculty and student body, but the books will not be forgotten and they can be put to work by anyone who remembers. We can therefore view any new directive with assurance and can promptly answer any call to war service without fear of losing what we are fighting for. In the past year we have therefore been able to take care. of our army, navy, and marine reserves without changing our curnculum. We have required calisthenics, infantry drill, military track, and hand-to-hand combat in place of our former system of voluntary intramural sports. We have offered extracurricular training in gas engines, specialized navigation, physics, and mathematics. None of these things has displaced or been a substitute for the funda~en~als of the liberal arts, which in turn have supported the specialties. In spite of the high degree of assimilation that these developments indicate, it has been a tough year for both students and faculty. There has been hardly a week when some students have not left for military duty; there has hardly been a month when some fac;ulty member was not needed and called for the country. Badly wntten military directives have transmitted the chaos of the battlefield to the College; we have recoiled and rallied. At the end of the .secoi:d term we held imitation commencement exercises for the th1rty-s1x students called to the colors; the recital of the Ephebic Oath conquered the day. "We, students in arms, salute the youths of the ancient republics." We were also saluting the other colleges who were 1ommg us rn arms. But the master plan has also found new meaning in the events of the world and of the college. We have learned that about half of the books from Homer to Tolstoi discuss war and peace with realism and wisdom. Beneath this surface they explore the problems of law and anarchy, they report man to man, they weigh sin and tragedy, they record learning by recognition in calal!1i~y. The study of the great books in war time confirms the conv1ct10n t~at such reading and discussion is the birthright of every human bemg. When the Congress decided that men should be drafted ~t the age of eighteen, we therefore decided that we would take the nsk of the last planned step of the St. John's revolution, to teach these books and the accompanying liberal arts to younger students, students who might not have graduated from high school, and who might therefore not be able to get their liberal education as long as the war lasts. Teaching students of this age already was a part of the master plan, but we had hoped to have som~ of our own graduates in the faculty to help us to make the ~hr!t. We had theref?re postponed it a few years to allow the rebmldmg of the faculty with the younger and more aptly trained teachers. But the present CATALOGUE OF ST. JOHN'S COLLEGE 79 faculty has been going to school with the great books and they for reasons of age and training will not be useful and effective in the armed forces. The need of their teaching is obvious and they are ready for the adjustments in teaching that the task will require. After a great deal of discussion with faculty, Board, and students, and also figuring of costs, the administration has been authorized to announce the four-year college course in the liberal arts to be given in three calendar years to students between the ages of fifteen and eighteen. The great books are offered to these youths who might otherwise lose their opportunity to participate fully in the arts of free men. There is no doubt that this radical step will be ;.,.iewed in many quarters with alarm. There will be doubts that such important instruction material can be handled ade·quately and safely by younger boys; there will be doubts that the treatment younger boys can give the great books is in keeping with the high aims of the program itself. On the first point we have considerable evidence that younger boys not only can handle the great books with profit, but that they can get greater profit with less readjustment than the graduates of our present schools of preparation for college. We have already taken a small group of younger boys at St. John's, and they show the same variation in aptitudes and progress that the older boys have been showing. But in addition they evidence a fresh, direct amateur's interest in ideas that high school graduates have to recover from their earlier years. It appears that the ordinary high school graduate has in the last rather empty years of his preparation for college acquired many of the academic pretenses which are so characteristic of the American high school, that he has actually been bored with scholarly husks and has substituted flattery of his teachers for genuinely tough intellectual work. The fault is not in the teachers; many of them are also bored with the subject matter that they teach, and they also turn to flattering the student. All of this together with the progressive decay of the linguistic and mathematical disciplines points to a dead spot in our educational system, a point where preparation in the grammar school has finished, for better or for worse, and the real business of liberal education has not yet begun. We drag students through two to four years of this wasteland, and the acute stages of boredom appear in the last two years of high school or the first two years of college. Some of the better preparatory schools and colleges fill in with literature, fine arts, and science, but they know that they are either doing college work or it will all have to be repeated in a staler form later on. Liberal education is in origin and tradition a European institution, and a glance at its structure lets us see where we have improvised and perhaps fumbled. The grammar schools in European coun- �80 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE tries lead directly to the Gymnasium and Lycee, whose curricula were made of Latin, Greek and mathematics with a scattering of national history and literature. The Gymnasium and Lycee led directly to the universities whose primary structures and functions were ordered to training in the professions: law, medicine, theology, and teaching. The Gymnasium and Lycee came at the end of the child's education and they were concerned to initiate in the student the free and independent use of his mind so that he could worthily attain the knowledge and discharge the duties of the learned professions in the community at large. The Gymnasium and the Lycee devoted themselves single-mindedly to liberal education. It should be interesting to us in the United States in 1943 that the liberal education thus institutionalized was provided to all young men who were admitted to it before the period of their military training and service. As the youths of the ancient republics of Greece took the Ephebic Oath at the end of their common formal education and at the beginning of their three years of military training and service, so the Europeans had the military dead line to mark the end of common formal education in the liberal arts. We have lacked this mark until now, and have allowed our structure and sense of function to become confused. The high school and the college have fused and grown together, and at the same time the college and the professional schools have lost their identities in the elective system which makes the worst of both. The collaborators and originators of the St. John's program were aware of this confusion in our educational system, and were at the outset intent on clarifying and articulating the system. They were also aiming at introducing and initiating the student to the liberal arts in their full deployment at the end of common formal education. At St. John's we faced the risk of looking like a high school or a junior college and yet teaching subject matters and arts that are at the college level in importance and difficulty. The ages of our students admitted on high school graduation were equal to the ages for military service or university training in Europe. We therefore at the start planned to shift the age to a lower bracket as soon as we had established our curriculum by teaching experience. Now the war has given us the military deadline at eighteen years of age, the same that Europe has prescribed since the Greeks, and we may be looking forward to its permanent adoption. We are therefore fitting the last item of our original program into the master plan and at the same time meeting the current emergency for liberal education in this country, by admitting students a.t the age of fifteen. We trust that we shall not be accused of causing the war, but it may be pointed out that it has nicely punctuated the steps of our return to the ancient tradition. In th~s con~ection it w~ll bear repeating that we are following out to its logical conclus10n the American tradition that liberal education is for everyman, rather than for the few as the Gymnasium and the. Lycee have offered it. We have also departed from the Gy~nasmm and the Lycee in their original establishments by includmg a large portion of the natural sciences which they omitted and passed over to the various Realschulen for the education of those who did not ~xpect to .be free men. Our rediscovery and use of the great books is the basis of our confidence that liberal education, including the natural sciences and the laboratory, can be given to everybody at the end of the period of their common formal education. No essential changes in the booklist or in the teaching and class schedule need to accompany this shift in the age of students. The great books themselves offer many levels for reading and understa~d!ng'. and in particular allow the more poetical and imaginative ass1m1lat10n that the older student avoids too easily. The classroom. scheduled hours. are those familiar to boys at this new age. Intelligent teachers will welcome the direct amateur interest and will eagerly shift their contributions of help and guidance to meet the traditional youthful mind that is ready for the liberal arts, the arts that help boys to become men. Two other changes we regret to find necessary during the war. We shall have to add another term to the calendar year and forfeit the long summer vacation in order to complete the four-year course in three calendar years. The long summer vacation has a very high educational value· the tra~it~ona~ v~cation has allowed time for the maturing of lear~ing while it is ~till. m p~ogress, and there is evidence that it has been very effe~t1ve m this respect. We shall recover it at the earliest opportumty. The other regrettable change is in the omission of three ~oreig?- languages: Latin, French and German. Competent teachers m this program are difficult to keep during the war. On the other hand the addition of a term of Greek and the concentration on slo~ reading in. E~gli~h are intere~ting and promising experiments m a field which 1s difficult to assimilate to the realities of the liberal arts, and the experience may lead to a more genuine solution of the whole problem in the future. It will be interesting to see if some of the thinking that we have done to set the liberal arts in motion at St. John's will be recognized and followed by other colleges as the war recedes and the solid ground of liberal education, unencumbered by wreckage, reappears. 81 �CATALOGUE OF ST. JOHN'S COLLEGE BIBLIOGRAPHY OF ARTICLES ON THE ST. JOHN'S PROGRAM EDUCATION BY BOOKS, by Mark Van Doren, The Nation, December 6, 1933. ST. JOHN'S REVIVAL, Time Magazine, July 19, 1937. EXPERIMENT, by Charter Heslep, Washington Daily News, July 28, 1937. A COLLEGE EDUCATION FROM 117 BOOKS, by Louis M. Lyons, The Boston Sunday Globe, September 13, 1937. BACK TO FUNDAMENTALS IN EDUCATION, by Stringfellow Barr, Talks, October, 1937. Reported from an address given over the Columbia Broadcasting System. EDUCATION BY "BOOK LEARNING," by Thomas R. Henry, The Washington Star, December 5, 1937. THE REVIVAL OF LEARNING, by W. A. P. Martin, The Commonweal, December 31, 1937. A CRISIS IN LIBERAL EDUCATION, by Scott Buchanan, The Amherst Gradu~ ates' Quarterly, February, 1938. Reprints available. CONCERNING THE NEW PROGRAM AT ST. JOHN'S, by R. Catesby Taliaferro, The Maryland Club Woman, February, 1938. THE ST. JOHN'S COLLEGE PROGRAM, by Richard F. Cleveland, The Daily Record, Baltimore, Md., March 23, 1938. ST. JOHN'S EXPERIMENT TO RECLAIM A LOST HERITAGE, by George Bull, S.]., America, April 23, 1938. ARISTOTLE IN ANNAPOLIS, by Donald Slesinger, Survey Graphic, June, 1938. A COLLEGE REBELS, by Stringfellow Barr, The Key Reporter, Phi Beta Kappa News Magazine, Autumn, 1938. BACK TO THE CLASSICS, by Philip S. Marden, The Dartmouth Alumni Magazine, October, 1938. ALL QUIET AT ST. JOHN'S, by Francis Beirne, "Our Educational Correspondent," The Baltimore Evening Sun, October 4, 1938. THE ST. JOHN'S PROGRAM, by Stringfellow Barr, The Virginia Spectator, December, 1938. THE ST. JOHN'S PROGRAM, in Today and Tomorrow, by Walter Lippmann, appearing in 165 newspapers. December 27, 1938. Reprints available. JOHN DOE GOES TO ST. JOHN'S, by Stringfellow Barr, Progressive Education, January, 1939. Reprints available. FROM ST. JOHN'S TO MARK HOPKINS, by C. J. Wilgus, The Journal of Higher Education, January, 1939. EDUCATORS STRIVE FOR "FREE MIND," by Hedley Donovan, The Washington Post, January 15, 1939. A Series of Four Articles on The St. John's Program by Lee McCardell, The Baltimore Evening Sun, January 23, 24, 25, and 26, 1939. THE CRISIS IN CONTEMPORARY EDUCATION, by Mortimer J. Adler, The Social Frontier, February, 1939. HUTCHINS OF CHICAGO, Part I, "The Daring Young Man," and Part II, "The Flying Trapeze," by Milton S. Mayer, Harpers Magazine, March and April, 1939. 82 00 OJ REPORT OF THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, April, 1939. Reprints available. SOCRATES CROS5ES THE DELAWARE: St. John's College and the Great Books, by Milton S. Mayer, Harpers Magazine, June, 1939. Reprints available. DEMOCRACY AND EDUCATION, by Dorothy Thompson, Ladies' Home Journal, August, 1939. THE ART OF LIBERATION, by Stringfellow Barr, Free America, September and October, 1939. Reprints available. BACK TO FIRST PRINCIPLES, by Scott Buchanan, Survey Graphic, October, 1939. TOWARDS A DISCIPLINED MIND, Address by Stringfellow Barr, Proceedings of the Head Mistresses Association of the East, November 10-11, 1939. THE ENDS AND MEANS OF GENERAL EDUCATION, Address by Stringfel!ow Barr, Proceedings of the Fifty-Third Annual Convention of the Middle States Ass'n of Colleges and Secondary Schools, November 24-25, 1939. Reprints available. THE TRAINING OF A FREE MIND, by Stringfellow Barr, Catholic Digest (Condensed from Free America), December, 1939. THE CLASSICAL REVIVAL AT ST. JOHN'S, by John S. Kieffer, The Classical Journal, December, 1939. HOW CAN WE BE TAUGHT TO THINK, l. "Back to First Principles," by Scott Buchanan, .in Democracy's Challenge to Ediication, Farrar & Rinehart, 1940. A PLAN FOR AMERICA, by E. B. White, Harpers Magazine, February, 1940, pages 331-332. THE CLASSICS: At St. John's They Come Into Their Own Once More Life Magazine, February 5, 1940. ' REPORT OF THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, April, 1940. Reprints available. REPORT OF THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, ]\!fay 1941. Reprints :::vaibble. A COLLEGE IN SECESSION, by Stringfellow Barr, Atlantic Monthly, July 194-1. Reprints available. THE WAR AND THE COLLEGES: Two Radio Addresses, by Stringfellow Barr, May 1942. Reprints available. REPORT OF THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, July 19'12. Reprints avail a b!e. CRISIS AND REFORM IN EDUCATION, by Walter Lippnnnn, New York Times, February 14, 1943. CLICK AND PICK vs. THE ATLANTIC, by James Harry Price, The Clrnrchman, Christmas, 1942. CLASSICS OF THE WESTERN V\TORLD, with forewords by John Erskine and Everett Dean Martin, American Library Association, 1934. One of the book lists out of which the St. John's program grew, this pamphlet contains valuable secondary bibliographical material. It was first published in 1927 by the American Library Association for the use of adult classes. HOW TO READ A BOOK oR THE ART oF GETTING A LIBERAL EDUCATION. l:lv Mortimer J. Adler, Simon & Schuster, 1940. A book expounding the technique.s by which adult groups or individuals can come to terms with the great books. HOW TO READ A PAGE, by I. A. Richards, W. W. Norton, 1942. Still more detailed techniques of reading. �CATALOGUE OF ST. JOHN'S COLLEGE STUDENTS ENROLLED IN ST. JOHN'S COLLEGE, 1942-1943 FOURTH YEAR-CLASS OF 1943 Alexander Scott Abbott ........................ Oconomowoc, Wisconsin Burton Armstrong ............................ Scarborough, New York Ralph Levi Baltzell ........................... Union Bridge Carl Benjamin Blaker ......................... Macedon Center, New York Monte Ferris Bourjaily, Jr...................... New York, New York Douglas Buchanan ........................... Annapolis Waiter Lawson Cooley ......................... Aberdeen Paul Ehrlich ................................. New York, New York Glenn Allen F eamow .......................... Williamsport Ernest Christopher Friess, Jr ................... Oakley John Louis Hedeman .......................... Baltimore Robert Hunter ............................... Mobile, Alabama Ogden Worthington Kellogg-Smith .............. Chestertown Edward Kramer .............................. Montclair, New Jersey Claude Spencer Leffel, Jr....................... Woodbine Francis S. Mason, Jr .......................... Plymouth Meeting, Pennsylvania Adrian Curtius Mayer ......................... Ossining, New Yorlc Alexander Leonard Slafkosky ................... Bethlehem, Pennsylvania Ollie Hammond Thompson, Jr.................. Hurlock Thomas Orville Usilton ........................ Centreville John Weber, Jr ................................ Cleveland, Ohio THIRD YEAR-Class of 1944 Robert Seaver Anderson ....................... Billings, Montana Earl Secord Bauder, Jr ........................ Utica, New York Nicholas Daniel Bona dies ...................... Winsted, Connecticut Robert Fredric Garland Bunting ................ Baltimore Richard Clark ................................ Easton Lindsay Edmonds Clendaniel ................... Denton Edward Born Cochran ......................... Birmingham, Michigan David Dobreer ............................... Los Angeles, California Ahmed Munir Ertegun ........................ Washington, District of Columbia Henry Raymond Freeman, III .................. Sewickley, Pennsylvania Norman Atwood Garis ......................... Summit, New Jersey Edward Ury Godschalk ........................ Glen Ridge, New Jersey Carl Schlee Hammen .......................... Linkwood Richard Edward Holle ......................... Elberon, New Jersey Joseph Francis Hollywood, Jr ................... Forest Hills, New York VliHiam Hayiwar3 Horsey" ..................... Denton James G. Huber. ............................. Baltimore Richard Henry Hutchings, IV .................. Poughkeepsie, New York Richard Ernest Huyck ......................... Mishawaka, Indiana Arthur Hyman ............................... Tampa, Florida 84 Casimir Thaddeus Krol ........................ Chicago, Illinois Jack Landau ................................. Pittsburgh, Pennsylvania Charles Russell Levering ....................... La Pia ta Samuel Wesley Marvin, Jr. .................... Crozet, Virginia Thaddeus Edmund Prout ...................... Owings James Maurice Raley ......................... Compton James Henry Roe ............................. Pittsfield, Massachusetts David John Sachs ............................. Chicago, Illinois Henry Harrison Sasscer, IV .................... Chevy Chase Haven Ely Simmons ........................... Cedar Rapids, Iowa John Calvin Smedley .......................... Beverly Hills, California Robert Perry Snower .......................... Kansas City, Missouri John Clarence Somers, Jr ...................... Crisfield John Trimble Spencer ......................... Easton William Gideon Spohn, Jr ...................... Baltimore Irwin Robert Tucker .......................... Bayonne, New Jersey Martin Zacharia Vogelhut ..................... Baltimore Robert Arthur Wilcox ......................... Storm Lake, Iowa Andrew S. Witwer, Jr .......................... Joliet, Illinois Peter Christian Wolff .......................... Glen Echo Warren Seymour Zeik ......................... Bayonne, New Jersey SECOND YEAR-CLASS OF 1945 Rogers Garland Albritton ...................... Chevy Chase Alvin Barton Barber, Jr ....................... Bethesda Stephen Windsor Bergen ................. , ..... St. Albans, New York Joseph Patrick Blocher ........................ Grantsville Robert Thomas Bonham ....................... Greenbelt Harold Milbourne Boulden ..................... Elkton George Brunn ... , ............................ New York, New York Robert Luther Campbell, Jr .................... Hagerstown Theodore Willes Clark ......................... White Plains, New York Robert Orval Davis. . . . . . . . . . . . . ............. Scottdale, Pennsylvania Alvin Epstein ................................ Los Angeles, California Duane Thomas Kaye Furbush .................. Palmyra, Michigan Clarence Westcott Gallup, Jr .................. , .Englewood, New Jersey William Michael Goldsmith .................... Forest Hills, New York Douglas Laird Guy .......................--..... Wauwatosa, Wisconsin Earl Judson Hendrickson ...................... Dundalk Chester Peter Hewitt. ......................... Woodmere, New York Christian Arneson Hovde ...................... Pittsburgh, Pennsylvania Harold Julius Hyden .......................... Tulsa, Oklahoma Solomon Kadis ............................... Baltimore Donald Stewart Kaplan ........................ Groton, Connecticut Michael Christopher Keane .................... Brooklyn, New York Donald Hartley Kellogg-Smith .................. Chestertown Arthur David Kelso, Jr. , ...................... Linthicum Heights Lawrence Leslie Levin ......................... West Hartford, Connecticut George E. Long ............................... Salisbury William McCormick Lundberg .................. Winnetka, Illinois Henry Resolved Mack ......................... Dover, Delaware John Duncan Mack ........................... Yonkers, New York Charles Ferris Maikoffske ...................... Pleasantville, New York Michael Joseph Manley ........................ Cumberland 85 �87 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Frank B. Marshall, Jr ......................... Baltimore Orsell Montgomery Meredith, Jr ................ St. Petersburg, Florida Alexander Beauregard Morse ................... Washington, District of Columbia Edward Wingate Mullinix ...................... Round Bay Charles Arthur Nelson ......................... Berwyn, Illinois Erich Nussbaum ............................. Elizabeth, New Jersey Allen Homarei Ohta ........................... New York, New York Elmer Thomas Owings ......................... Hinsdale, Illinois Walter Cabot Paine ........................... Chestnut Hill, Massachusetts Morris Albert Parslow ......................... Muskegon, Michigan Benton Bloch Perry ........................... Baltimore Harry Fletcher Pfeiffer, Jr ..................... Baltimore Benjamin Franklin Pumphrey, Jr ............... Severn William Edward Schaefer, Jr ................... Baltimore Allen Polk Schoolfield, Jr ...................... Pocomoke Verne Schwab ............................... Greenbelt R~bert Julian Scolnik ......................... Grand Rapids, Michigan Edward Parkinson Taylor ...................... Provo, Utah Stephen Wayne Terry, Jr .... , ................. Indianapolis, Indiana Robert Treat Thompson ....................... Oakland, California Gene Perkins Thornton ........................ Greensboro, North Carolina Roger Tilton ................................. San Francisco, California Vincent Wood McKay ......................... Montgomery, West Virginia Eugene Thomas McNamara .................... Somerville, Massachusetts Alexander Stuart Macdonald, Jr. ................ Tacoma, Washington John Richard Maguire ......................... New Rochelle, New York Ellis Wooster Manning, Jr..................... Brinklow Basil Etherton Moore, Jr. ...................... Annapolis Leonard Eugene Mudd ........................ La Plata Robert Wilson Mueller ........................ Milwaukee, Wisconsin George William Norman ....................... Springfield, Massachusetts Robert Frederick Novak ....................... Baltimore James Howard Ogden, Jr. ...................... Prince Frederick William Noel Ogden ........................... North Plainfield, New Jersey Daniel Safford Parker ......................... Janesville, Wisconsin Charles Allen Lyles Patterson .................. Baltimore Harry Winslow Porter ......................... Cincinnati, Ohio Harry Charles Rockey, Jr....................... Philadelphia, Pennsylvania James Willard Sharp .......................... Freeland, Pennsylvania Samuel Sheinkman ........................... New York, New York Francis Key Shepard .......................... Vienna, Virginia Bruce Harris Sinkey ........................... Maplewood, New Jersey Richard Edward Starke ........................ Shenandoah, Pennsylvania James Thomas Taylor, Jr. ...................... Princess Anne Charles Lincoln Van Doren ..................... New York, New York John Campbell Wakefield ...................... Washington, District of Columbia Peter Weiss .................................. New York, New York Henry Theodore Wensel, Jr ..................... Chevy Chase John Williams, Jr.............................. Annapolis John Scott Woodward ......................... Coldwater, Michigan 86 FIRST YEAR-CLASS OF 1946 Robert Lord Arner ............................ Washington, District of Columbia Gerald Atterbury ............................. Annapolis Charles Crittenton Baldwin .................... Flushing, New York George LeRoy Bowen ......................... Baltimore Chester John Bricko ........................... Baltimore Philip Albert Camponeschi ..................... Baltimore William George Chenoweth .................... Loch Raven John Hurst Childs ............................ Baltimore Thomas Jam es Cosgrove ....................... Bayonne, New Jersey John Murray Cuddihy ......................... New York, New York George Howell Daffer ......................... Washington, District of Columbia Milton A. Dauber ............................. Passaic, New Jersey Laurence Elfenbein ........................... Jersey City, New Jersey Sidney Hugh Fitch ............................ Glenelg Alvin Fross .................................. Bayonne, New Jersey Thomas Irwin Fulton, Jr. ...................... Irwin, Pennsylvania John Christian Gall, Jr. ........................ Fairfax, Virginia John Parker Gilbert ........................... McLean, Virginia Samuel Milby Harrington, Jr. .................. Quantico, Virginia Allen Zimmerman Harvey ...................... Frostburg E. Bennette Henson, Jr. ....................... Charleston, West Virginia William Crawford Hill ......................... Pueblo, Colorado Leon David Israel ............................. Union Bridge Irving Brooks Jackson ......................... Newton Centre, Massachusetts Samuel Newton Kirkham, Jr ................... Denison, Texas William Kenneth Kline ........................ New York, New York Joseph Robert Kovarik ........................ Buffalo, New York Clarence J. Kramer ............................ Muskegon, Michigan John James Lobell ............................ Baltimore Thomas Delmar Lyne ......................... New York, New York SUMMARY OF ENROLLMENT Fourth Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Third Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Second Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . First Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 41 53 58 Total in College ..................................................... 173 �CATALOGUE OF ST. JOHN'S COLLEGE INDEX Absence, excuses for. . . . . . . . . . . . . . . 42 Academic standing . . . . . . . . . . . . . . 4lff Acceleration ................ 2, 22, 81 Activities . . . . . . . . . . . . . . . . . . . . . . 49ff Athletics ................. .49f, 74ff Clubs ........................ 50£ Dramatics ..................... 51 Music .................. 24, 35, 49f Publications ................... 51 Administration . . . . . . . . . . . . . . . . . . . 8 Admission ...................... 55ff Application .................... 55 Requirements .............. 55ff, 77 Procedure . . . . . . . . . . . . . . . . . . . . . 56 Advanced standing . . . . . . . . . . . . . 56 Aid, student . . . . . . . . . . . . . . . . . . . . 60ff Applications Admission . . . . . . . . . . . . . . . . . . . . . 55 Student Aid . . . . . . . . . . . . . . . . . . 60ff Rooms ........................ 53 Scholarships . . . . . . . . . . . . . . . . . . 6lff Articles, magazine, on St. John's .... 82f Athletics ................... .49f, 74ff Attendance Church ....................... 65 Classes ........................ 42 College exercises . . . . . . . . . . . . . . . 42 Board of Visitors and Governors ... 6, 7 Books, list of great ........... 18ff, 20ff Chronological . . . . . . . . . . . . . . . . . . 45 By years ...................... 47 By subject matters .............. 48 Calendar, College ........... .4, 5, 37 Campus ........................ 51£ Caution Money ............... 53, 58 Charges, fixed . . . . . . . . . . . . . . . . . . . . 58 Charter of College. . . . . . . . . . . . . . . . 65 Of King William's School. . . . . . 64f Classics, new definition of ..... 18ff, 20ff Clubs, College . . . . . . . . . . . . . . . . . . 50£ College Calendar ........... .4, 5, 37f Collegian .......... : . . . . . . . . . . . . . 51 Credits Semester hours . . . . . . . . . . . . . . . . . 43 For entrance to graduate schools . . . . . . . . . . . . . . . . . 43ff, 70 Transfer of .................... 56 Curriculum Elective system . . . . . . . . . . . . . . . 16f St. John's 1835 ................. 67 St. John's 1868 ................. 68 St. John's 1886-1923, block elective 69 St. John's 1923-37, open elective .. 69 Degree Requirements ........ .42, 70ff Dining Hall ..................... 53 Discipline ........................ 53 "Don Rags" .................. 38, 42 Dramatics ....................... 51 Elective Program ............. 16f, 67 Engineering Scholarships at Johns Hopkins ..................... 63 English, admission requirements. . . 55f Enrollment . . . . . . . . . . . . . . . . . . . . . 84ff Summary ..................... 87 Entrance Examinations ........... 56 Essays .......................... 38 Examinations Entrance . . . . . . . . . . . . . . . . . . . . . . 56 Oral ....................... 38, 70f Written .................... 38, 70f Annual .................. .4, 5, 38 State Scholarship . . . . . . . . . . . . . . 61 Excuses, for absence ............... 42 Expenses ....................... 58ff Faculty List .......................... 9ff Author teachers ............. 18, 39 Tutors ........................ 9ff Fellows . . . . . . . . . . . . . . . . . . . . . . . 9 Research . . . . . . . . . . . . . . . . . . . . . 40f Reeducation of . . . . . . . . . . . . . . . . . 41 Appointments .......... .41, 78f, 81 Fees College finances . . . . . . . . . . . . . . . . 58 Examination ................... 58 Annual ........................ 58 Tuition ....................... 58 Residence ..................... 58 Payments ..................... 58 Deferred payment ............. 58f Caution money ................ 58 With financial aid . . . . . . . . . . . . . 60£ Foreign Language Admission requirements . . . . . . . . . 56 See Greek, Latin, French, German French . . . . . . . . . . . . . . . . . . . . . . . 26, 56 Freshmen, list of. . . . . . . . . . . . . . . . . 86f German ................... 26, 56, 71 Grades .......................... 38 Graduate Schools, preparation for . . . . . . . . . . . . . . . . . . . . . 43ff, 70 Greek ........................... 26 88 History Of College . . . . . . . . . . . . . . . . . . . 64ff Chronological order of classics .. 22, 45 In St. John's Program ........ 22, 45f Infirmary Service . . . . . . . . . . . . . . . . 54 Instruction Methods in St John's Program ............... 22ff, 49ff Juniors, list of. . . . . . . . . . . . . . . . . . . 84f King William's School. . . . . . . . . . . . 64f Laboratory .................. 24, 32ff Exercises ..................... 33ff Total Hours ................... 36 Subject Matter ............... 36f Language, reasons for instruction in. 25 Requirements . . . . . . . . . . . . . 43, 70f Tutorials . . . . . . . . . . . . . . . . . . . . . . 25 Clock-hours of classroom work in. 28 Classics in Language and Literature ........................ 47 Latin ......................... 26, 56 Law School Preparation .......... 43ff Lectures, formal .............. 24, 31£ Liberal Arts and Sciences, 14ff, 17f, 21, 45ff List of Great Books, Classics. . . . . . 45ff List of Laboratory Exercises. . . . . . 33ff List of Lectures . . . . . . . . . . . . . . . . . . 3lf List of Students. . . . . . . . . . . . . . . . . 84ff Literature, Language and. . . . . . . . . . 48 Location of College. . . . . . . . . . . . . . 51£ Marine Biology . . . . . . . . . . . . . . . . . . 63 Marks .......................... 38 Mathematics, reasons for instruction in ......................... 28ff Admission requirements ......... 55 Requirements ............. .43, 70f Tutorials . . . . . . . . . . . . . . . . . . . . . 28ff aock-hours of classroom work in. 29 List of Mathematical Classics. . . . 48 Medical Schools, preparation. . . . . . 43ff Music .................... 24, 35, 49f Concerts . . . . . . . . . . . . . . . . . . . . . . 50 Natural Science .............. 34ff, 48 Occupancy of Dormitory Rooms. . 52f Officers of Administration. . . . . . . . . . 8 Philosophy . . . . . . . . . . . . . . . . . . . . . . 48 Political Science . . . . . . . . . . . . . . . . . 48 Pre-military Training ............. 78 Preparation For admission . . . . . . . . . . . . . . . . . 55f For graduate schools ........ 43ff, 70 For life ...................... 14ff President Former .................... 13, 66ff Present . . . . . . . . . . . . . . . . . . . . . . . 8 Emeritus . . . . . . . . . . . . . . . . . . . . . . 13 89 Probation .................... 42, 71£ Procedure for Admission. . . . . . . . . . . 56 Promotion .................. .42, 71£ Reading Parties . . . . . . . . . . . . . . . . . . 39 Registration ................ .4, 5, 55f Regulations Admission .................... 55f Academic Standing ............ 4lff Attendance . . . . . . . . . . . . . . . . . . . . 42 Degree Requirements ..... .42ff, 70ff Residence . . . . . . . . . . . . . . . . . . . . 5lff Religion Non-denominational ........ 50f, 64f Reports ......................... 38 Requirements Admission .................. 55f, 77 Attendance . . . . . . . . . . . . . . . . . . . . 42 Degree ................... .42, 70ff Graduation ............... .42, 70ff Languages ................. .43, 70f Mathematics ........... .43, 56, 70f Familiarity with Great Books . .43, 70f Residence .................... 5lff Research . . . . . . . . . . . . . . . . . . . . . . . 40£ Residence ... , . . . . . . . . . . . . . . . . . . 5lff Rooms ......................... 52f For new students ............... 52 For old students ................ 52 Furnishing . . . . . . . . . . . . . . . . . . . . 52 Occupancy . . . . . . . . . . . . . . . . . . . . 52f Caution money .............. 53, 58 Schedules Weekly ...................... 37ff Student, typical ................ 38 Term ................... .4, 5, 37f Years ................... .4, 5, 37f Payment of fees ................ 58 Scholarships . . . . . . . . . . . . . . . . . . . . 60ff College . . . . . . . . . . . . . . . . . . . . . . . 60f State ......................... 61 Patriotic Societies . . . . . . . . . . . . . . 62 Athletic .................... 52, 76 At other institutions . . . . . . . . . . . 62f Science In modern world ............... 21£ In St. John's Program ....... 21, 33ff Laboratory ............ 21, 33ff, 70ff Liberal ........................ 21 Classics in science. . . . . . . . . . . . . 45ff Semester-Hour Credits Equivalent . . . . . . . . . . . . . . . . . . . . 43 Seminars ................. 24, 30f, 71 Seniors, list of. . . . . . . . . . . . . . . . . . . . 84 Social Sciences ................ 22, 48 Sophomores, list of. . . . . . . . . . . . . . . 85f �'JU Ci\TALUCUE OF ST JOI!N'S COLLEGr: Staff, administration Faculty ........ , Medical Standing, academic Student Activities ... Athletics Elective ' ' Music ... Clubs Publications Dramatics g 9fF 54 ... 4lf 46ff . 49f ' 49ff 49£ 50f 51 51 Stu<lent J\id 60IT Students List of 84 Theological Schools, preparation 43ff Transfer of credits. . '.44, 56 Tuition ' .... ..... . . . . . . . 58 Tutorials 25 Mathematics ' ' 28ff Language ..... ". 25ff J. Vacations ',, 5, 37 Year Book 51 " � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College in Annapolis: Official Statement of the St. John's Program, Catalogue for 1942-1943 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 90 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource St. John's College in Annapolis: Official Statement of the St. John's Program, Catalogue for 1942-1943 Date A point or period of time associated with an event in the lifecycle of the resource 1943-04 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Description An account of the resource College catalog for the years 1942-1943 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/05e954a6a43a5d59d75ddfee56bb04d2.pdf 2542d146c3b4bc58d2b19acc29c8755c PDF Text Text , J I-IN~ IN C LL AN1~APOLIS E �~---------------"~ I 'S COLLEGE IN ANNAPOLIS OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM CATALOGUE SEMINAR LANGUAGE FOR 1943-1944 Tu~ ANNA OLIS, MAR JANU Founded as King William's School, 1696 LAND RY, 1944 Chartered as St. John's College, 1784 �F 'J 6 8 9 COLLEGE BoARD oF OFFICERS OF FACULTY THE ------ _ , _ - -~----· -~----- ST. JoHN's PROGRAM College ---~-------- H -l l7 18 21 2. '7 l .) ~ 32 3. for the duration of the vvar, m a schedule which allo-ws students to finish in the three calendar years before 37 4. 40 42 Subject lVfatter and Instructional 49 or pro- FEES Arn OF ARTICLES ON REGISTER OF STUDENTS . INDEX 88 �COLLEGE CALENDAR COLLEGE CALENDAR 1943-1944 1944-1945 1943 ] uly 8 . . . . . . . . . . . ......... First Term begins July 11 . . . . . . . . ......... Convocation September 15 ....... First Term ends (Vacation begins 12 noon) September 29 · . . . . . . . . Secon d T erm b egms (Vacation ends 9 AM.) December 15 ............... Second Term ends (Vacation begins 12 noon) 1944 1944 July 8 July 9 July 10 September 15 ... Registration ..... Convocation .. First Term begins . First Term ends (Vacation begins.12 noon) ... Second Term begins (Vacation ends 9 A.M.) ....... Second Term ends (Vaca ti on begins 12 noon) October 2 December 13 January 5 ............ Third Term begins (Vacation ends 9 A.M.) March 15 .................. Third Term ends (Vacation begins 12 noon) March 27 .................. Annual Examinations March 28 .................. Registration March 29 .................. Fourth Term begins (Vacation ends 9 AM.) April 2 ..................... Convocation June 3 .................... Fourth Term ends (Vacation begins 12 noon) June 4 .................... Baccalaureate Sunday June 5 .................... Class Day *June 6 .................... Commencement " Because of the accelerated war schedule, members of the class of 1944 may complete the degree requirements earlier. • CALENDAR JANUARY SMTWTFS APRIL FOR 1944 JULY S M T WT F S S M T WT • OCTOBER SMTWTFS 1 2 3 4 5 6 7 f S • • •• • • •• • • • • f 2 3 4 5 6 7 8 8 91011121314 9101112131415 15 16 17 18 19 20 21 16171819202122 22 23 24 25 26 27 28 23 24 25 26 27 28 29 293031 •••••••• 30 31 •.•.•••••• •• •• •• •• •• •• 1 2 3 4 5 6 7 8 9101112131415 16171819202122 23 24 25 26 27 28 29 30 31 .•.•••.••• •• • • •• • • •• • • 1 234567'8 9101112131415 16171819202122 23 24 25 26 27 28 29 30 ..•••••••••• FEBRUARY MAY AUGUST NOVEMBER JUNE SEPTEMBER DECEMBER 1 2 3 4 5 1 2 3 4 5 6 •••• 1 2 3 4 5 1 2 3 4 6 7 8 910 1112 7 8 910111213 6 7 8 9101112 5 6 7 8 9 10 11 13141516171819 141516.171819 20 13141516171819 12131415161718 20 21 22 23 24 25 26 21 22 23 24 25 26 27 20 21 22 23 24 25 26 19202122232425 272829 .•.•••.. 28 29 30 31 . • • • • • 27 28 29 30 31 • • • • 2627282930 •••• MARCH •••••• 1 2 3 4 •••••••• 1 2 3 •••••••••• 12 •••••••••• 1 2 5 6 7 8 9 10 11 4 5 6 7 8 910 3 4 5 6 7 8 9 3 4 5 6 7 8 9 12131415161718 11121314151617 10111213141516 10 11 12 13 141516 19202122232425 18192021222324 17181920212223 17181920212223 262728293031 •• 252627282930 •• 24252627282930 24 25 26 27 28 29 30 31 •••••••••••• 4 1945 January 2 January 3 ........ Registration . Third Term begins (Vacation ends 9 A.M.) ......... Convocation January 7 . Third Term ends March 14 (Vacation begins 12 noon) ...... Fourth Term begins March 28 (Vacation ends 9 A.M.) .... Fourth Term ends June 8 (Vacation begins 12 noon) ............. Class Day June 9 June 10 ................ Baccalaureate Sunday June 11 ..................... Commencement • JANUARY S MT WT f CALENDAR s •• 1 2 3 4 5 6 7 8 9 10111213 14151617181920 21 22 23 2~ 25 26 27 28293031 •••••• APRIL S MT WT F FOR 194 5 JULY S MT WT F s s 1 2 3 4 5 6 7 1234567 8 9 1011121314 8 9 1011121314 15161718192021 1516171819 20 21 22 23 24 25 26 27 28 22 23 24 25 26 27 28 29 30 •••••••..• 29 30 31 •••••••• • OCTOBER S MT W T f $ •• 1123456 7 8 9 10111213 141516171819 20 21 22 23 24 25 26 27 28293031 •••••• .. .. .. .. .. .. .. .. .. .. .. .. .. .. . ............. .. .. .. .. .. .. ... FEBRUARY •••••••• 1 2 3 4 5 6 7 8 9 10 11121314151617 1819 20 21 22 23 24 25262728 •••••• MARCH •••••••• 1 2 3 4 5 6 7 8 9 10 11121314151617 18192021222324 25 26 27 28 29 30 31 MAY AUGUST JUNE SEPTEMBER NOVEMBER •••• 1 2 3 4 5 •••••• 1 2 3 4 •••••••• 1 2 3 6 7 8 9101112 5 6 7 8 9 1011 4 5 6 7 8 9 10 13141516171819 12131415161718 11121314151617 20 21 22 23 24 25 26 19 20 212223 2425 18192021222324 2728293031 •..• 262728293031 •• 252627282930 •. •••••••••• 1 2 •••••••••••• 1 2 3 4 5 6 7 8 3 4 5 6 1 8 9 10111213141516 19 101112131415 171819 20 212223 16171819202122 24 252627 2829 30 23 24 2526 27 28 29 30 •......••..• .............. .. .. .. .. .. .. .. 5 DECEMBER .•.•......•• 1 2 3 4 5 6 7 8 9 10 111213 1415 161718192021 22 23 24 25 26 27 28 29 3031 •••••••••• �0 fax, Secretary, RICHARD F. Bldg., Baltimore, AMOS CLEVELAND, HUTCHINS, Surgeon, 1227 N. OF THE COURT OF APPEALS Baltimore, Maryland. EDWII\T WARFIELD, ]R,, Editor, toga Street, Baltimore, Maryland. LmnLEY R L. BANFIELD, Headmaster, The Landon Edgemoor, Vvashington, C. PAUL RoBERT BoNNELL, President, 15 E. Fayette Street, President, Maryland. RoBERT IVL HUTCHINS, President, University STRINGFELLO'W BARR, Resigned, April 5, 1943 to become a raember of the State Tax Commission. i" Resigned, May 20, 1943 to become President of the Ci'y Coancil, Baltimore. Erneritus of Depart- College, Author, "Bonfield," Oxford, DR. l FRENCH, Director, Department, Annapolis, 's RICHARD KIEFFER, Tutor, St. John's 6 �FACULTY .;t. FELLOW AND PRESIDENT OFFICERS OF ADMINISTRATION . .. 139 Market Street STRINGFELLOW BARR . PRESIDENT B. A, M. A .. STRINGFELLOW BARR, . 12 McDowell Hall DEAN Ph.D. SCOTT BUCHANAN, . 11 McDowell Hall ASSISTANT TO PRESIDENT LEWIS M. HAMMOND, M. A, Ph. D.. . .. 14 McDowell Hall RA., 1916, M.A., 1917, University of Virginia; B. A., 1921, M.A., 1927, Oxford University; diplome, University of Paris, 1922; student, University of Ghent, 1922-23. Assistant Professor of Modem European History, University of Virginia, 1924-27; Associate Professor of Modern European History, University of Virginia, 1927-30; Professor of Modern European History, University of Virginia, 1930-37. Advisory Editor, Virginia Quarterly Review, 1926-30; Editor, 1930-34; Advisory Editor, 1934-37. Member of the Committee on the Liberal Arts at the University of Chicago, 1936-37. Fellow and President of St. John's College, July 1, 1937-; Board of Visitors and Governors, 1937-. FELLOW AND DEAN ASSISTANT DEAN B. S., Th. B. .. Wn.LIAM KYLE SMrrn:, . 14 McDowell Hall TREASURER *WALTER R. PEABODY, B. . 13 McDowell Hall REGISTRAR MIRIAM STRANGE, A. .11 McDowell Hall LIBRARIAN DIRECTOR OF ADULT EDUCATION OLGA LAW PLUNDER, Ph. B.. E. ALEXANDER, .McDowell Annex B. S. . Randall Hall COLLEGE PHYSICIAN J. OLIVER PURVIS, M. A, M. D .. . Infirmary SUPERINTENDENT OF lJUILDINGS AND GROUNDS ARCHIBALD .. McDowell Annex McCouRT AUDITOR S:irvVARD AND MoNDE, P.A. ... New Haven, Connecticut Resigned, December 15, 1943. Suc<.:eeded by James S. Martin. 8 TUTORS GEORGE ALTHOFF BINGLEY. DlETlT!AN MARIAN B. A., Amherst College, 1916; Rhodes Scholar, Balliol College, Oxford University, 1919-21; Ph. D., Harvard University, 1925. Associate Graduate Secretary of the Christian Association, Amherst College, 1916-17; Instructor in Greek, Amherst College, 1917-18; Assistant in Philosophy, Harvard University, 1922-24; Instructor in Philosophy, College of the City of New York, 1924-26; Assistant Director of the People's Institute, New York City, 1925-29; Professor of Philosophy, University of Virginia, 1929-36; Chairman of Committee on the Liberal Arts, University of Chicago, 1936-37; Fellow and Dean of St. John's College, July 1, 1937-; Board of Visitors and Governors, 1937-. . Woodward Hall LULU VIOLA EBAUGH. . 248 King George Street ScoTT BucHANAN . . Brice House B. A., 1910, M. A, 1916, Princeton University. Instructor in Government Schools, Osaka, Japan, 1910-13; University of Goettingen, 1913-14; Elizabeth Gardner Scholar in Mathematics, Princeton University, 1915-16; Instructor in Mathematics, Georgia Institute of Technology, 1918-19; Instructor in Mathematics, United States Naval Academy, 1919-23; Assistant Professor of Mathematics, St. John's College, 1923-24; Associate Professor of Mathematics and Physics, St. John's College, 1924-27; Associate Professor of Mathematics, St. John's College, 1927-31; Professor of Mathematics, St. John's College, 1931-39. Tutor, St. John's College, 1939-. RICHARD ScoFIELD .. . 58 State Circle B. A., 1919, M. A., 1920, University of California; B. A., Oxford University, 1924. Assistant in English, University of California, 1919-20; Commission for the Relief of Belgium Exchange Fellow, Universite libre de Bruxelles, 1920-21; Instructor in English, New York University, 1925-27; Associate Professor of Art and English, St. John's College, 1927-39. Tutor, St. John's College, 1939-; Board of Visitors and Governors, 1943-. '' Cf. pg. 34. �JO CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE _joHN ALBERT DARKEY, JR .. EL A., Harvard College, 1927, .as of l.926; l\IL A., Harvard University. Mastel in French and English, Litchfield (Connecticut) 1927-28; fostrnctor in Classical Langmi.ges, St. John's College, 1929-34; Assistant Professor of Chrnsical Languages, St. John's College, 1934-39. Tutor, St. John's College, 1939--; Boan! of Visitors and Governors, 1943-. ]AMES STEWART MARTIN. . Wilson Road, Weems Creek B. A., University of Chicago, 1934; J. D., University of Chicago, 1937. Tutor, University of Chicago Law School, Pre-legal Division, 1934-36; Leo F. Wormser Scholar, University of Chicago Law School, 1936-37; Notes and Cases Editor, University of Chicago Law Review, 1936-37; Assistant Professor of History and Political Science, St. John's College, 1937-39; Treasurer and Assistant to the President, St. John's College, 1938-39; Tutor and Assistant to the President, 1939-42. Special Assistant to the Attorney General, U. S. Department of Justice, 1942-43; Chief, Economic Warfare Section, War Division, U. S. Department of Justice, 1943. Tutor and Treasurer, St. John's College, 1943-. House GORMAN. RlL, University of 1934-36. Research in Division of Chicago, 1936-37. Fellow in Institute of M;;dieva! 1.937-38. St. John's College, 1938-. jACOB School, University of University of lmu~•• 0 ••·., of 'Tornmo, Hanover Street Friedrichs Realgymnasium, Berlin, 1917; Ph.D., University of M:uburg-Lahn, 1922; Research Work, University of Berlin and University of Marbmg, 1924-33; Visiting Lecturer, University of Prague, 1934--35; Fellow of the Mendelssohn Stiftung zur Foerdenmg der Geisteswissenschaften, 1935-37; Tutor, St. John's College, 1938-. NICOLAS NABOKOV. . Brice House State Conservatory of Music, Stuttgart, 1919-21; State Conservatory of Music, Berlin, 1921-23. B. A., 1924, University of Paris. Lec<:urer, Barnes Foundation, Merion, Pennsylvania, 1933-34. Professor and Head of Music Wells College, 1936-41. Tutor and Director of Music, St. John's College, VVINFREE 176 George Street B. A., 1934, M.A., 1935, University of Virginia; B. D., 1938, Virginia Theological Seminary. Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia. Tutor, St. John's College, 1941-. ERNEST ABRAHAMSON . East Street Ph.D., Prngue, 1934; Teacher of Classics, Director of Music, Country School Villa Pazzi, Florence, 1935-37; Assistant d'Allemand, Ecole Normale, Chalons-sm-Marne, F:rance, 1937-39; Instructor in Latin and Romance Languages, Howard University, 1939-41; St. John's 1942-. . Paca B. A., St. John's College, 1942. Tutor, St. John's College, 1942-. MACHEN HAMMOND. . Reverdy-Johnson House B. A., 1928, M.A., 1929, Ph.D., 1932, University of Virginia; American-German Exchange Student, University of Hamburg, 1930-31. Instructor in Philosophy, University of Virginia, 1932-1936; Assistant Professor of Philosophy, University of Virgini@, 1936--; Tutor, St. John's College, 1942-; Assistant to the President, 1943-. KYLE SMITH. . 69 Shipwright Street R. S., University of Virginia, 1921; Th. B., Princeton Theological Seminary, 192,1. Instructor in Bible Literature, University of Virginia, 1933-42; Tutor and Assistant Dean, St. John's College, 1942-. STANDEN. 36 East Street B. A. (First Class Honors), Oxford University, 1928; !Vt S., Massachusetts Institute of Technology, 1930; M. S., University of New Hampshire, 1942. Research Chemist with Imperial Chemical Industries, Ltd., 1930-39; Tutor, St. John's College, 1942-. t ALLAN JOHN STANLEY. 5 St. John's Street A. B., Simpson College, 1922; M. S., 1935, Ph. D", 1936, Iowa University; Research Associate in Zoology, Iowa University, 1936-37; Instructor in Zoology, Louisiana State University, 1937-39; Assistant Professor of Zoology, Louisiana State University, 1939-; Tutor, St. John's College, 1942-43. House LEONARD ]AMES ESLICK. RA., University of Chicago, 1934; M.A., Tulane University, 1936; Ph.D., University of Virginia, 1939. Du Pont Fellow in Philosophy, University of Virginia, 1936-39; Instructor in Philosophy, Drake University, 1939-42; Tutor, St. John's College, 1943-. WILUAM IRVING HARPER. Stone House B. A., Ohio State University, 1931; M.A., Columbia University, 1934. Instructor in Chemistry, McGill University, 1932-33; Instructor in Chemistry, University of Buffalo, 1935-37; Fellow, Cla.ire Coilege, Cambridge University, 1938-39; Tutor, St. John's College, 1943-. \IVILHELM DEHN 176 Prince George Ph.D. et A.. JVI., University of Goettingen, 1900. Assistant in Geometry and Analysis, Teclrnische Hochschule, Karlsruhe, 1900-01; Privat Dozent in Mathematics, Umversity of 1901-11; Professor Titnlarius, 190.1; Professor Extraordinarius o£°Mathematics, of 1911-13; Professor of Mathematics, Technische HochschuleJ , of l\!Iathematics, 1Jniver:frcy of Frankrmt, 1921" 193S; Acting of Mathematics, Tekniske Hoiskole, Trondhjem, 1939-'W· Aosistam Professor of Mathematics and Philosophy, University of Idaho (South~rn Branch), 1941-42; Visitmg Lecturer, Illinois Institute of Technology, Chicago, 1942-43; Tutor, St. John's College, 1943-. t Resigned, after the beginning of the session �CATALOGUE OF ST. JOHN'S COLLEGE SIMON KAPLAN. 58 State Circle Graduate, "Real-School" (College) in Libau, Russia, 1912; Institute of Technology, Darmstadt, and University of Heidelberg, 1912-14; University of Leningrad, 1921-23; Ph.D., University of Jena, 1924-27. Teaching Member of the Free Philosophical Association, Leningrad, 1921-22; Fellow of the Hermann Cohen Foundation, Berlin, 1928-31; Research Studies, University of Paris, 1934-36; Tutor, St. John's College, 1943-. CATALOGUE OF ST. JOHN'S COLLEGE PRESIDENT EMERITUS ENOCH BARTON GAREY . . . . . . . . B. A., St. John's College, 1903; Graduate, United States Military Academy, 1908; LL. D., Washington College, 1923; LL. D., St. John's College, 1933. Professor of Military Science and Tactics, Johns Hopkins University, 1920-23; President of St. John's College, 1923-29; President, The Garey School, 1933-35. PROFESSOR EMERITUS OF HISTORY RAUH HARPER. . 40 East Street CLARENCE WILSON STRYKER. B. A., Harvard University, 1937; Special Student, Oxford University, 1937-40. British Council, Athens, 1940-41; American Red Cross, Washington, D. C., 1942-43; Tutor, St. John's College, 1943-. LINCOLN REIS. . 7 Giddings Avenue B. A., 1930, M.A., 1931, Ph.D., 1936, Columbia University. Instructor in Philosophy, New York University, 1935-36; Brooklyn College, 1936-40; Hunter College, 1940-43; Tutor, St. John's College, 1943-. LECTURERS MORTIMER ADLER. .227 East Delaware Place, Chicago, IlL Ph.D., Columbia University, 1929. Instructor in Psychology, Columbia University, 1923-29; Assistant Director of the People's Institute, New York City, 1928-29; Associate Professor of the Philosophy of Law, University of Chicago, 1930-; Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Lecturer, St. John's College, 1937-. ALEXANDER 1\!1E1KLEJOHN. . 1525 La Loma Avenue, Berkeley, Calif. Ph.D., Cornell University, 1897; A. M., Amherst College, 1913; LL. D., Williams College, 1912, Mt. Holyoke College, 1912, Brown, 1913, Allegheny College, 1915, University of Vermont, 1916, University of California, 1933, University of Hawaii, 1937. Instructor of Philosophy, 1897-99, Assistant Professor, 1899-1903, Associate Professor, 1903-06, Professor of Logic and Metaphysics, 1906-12, Dean, 1901-12, Brown University; President, Amherst College, 1912-24; Professor of Philosophy and Chairman, Experimental College, University of Wisconsin, 1926-38, Professor Emeritus since 1938; Chairman, School for Social Studies, San Francisco, 1933-36; Lecturer, St. John's College, 1940-, Board of Visitors and Governors, 1943-. MARK vAN DOREN. .. Towson, Maryland . 393 Bleecker Street, New York City A. B., 1914, A. M., 1915, University of Illinois; Ph.D., Columbia University 1920. Instructor in English, 1920-24, Assistant Professor, 1924-35, Associate Professor, 1935-, Columbia University. Literary Editor, The Nation, 1924-28; Motion Picture Critic, The Nation, 1935-38. Lecturer, St. John's College, 1942-, Board of Visitors and Governors, 1943-. . Annapolis, Maryland B. A., Union College, 1885; M.A., Columbia University, 1914. Acting Professor of Economics, Kenyon College, 1912-13; Professor of History and Economics, St. John's College, 1904-12, 1916-23; Professor of History, 1923-32. PROFESSOR EMERITUS OF FRENCH ]ACOB BERNARD SEGALL. . Baltimore, Maryland B. L., and B.Sc., Lycee of Jassy, Rumania, 1884; Ph.D., Columbia University, 1893. Fellow in Romance Languages, Columbia University, 1892-93; Instructor in French, Cornell University, 1893-96; Sorbonne, Paris, 1896-97; Instructor in French, Cornell University, 1897-1900; Lecturer, Modem Languages, McGill University, 1900-01; Instructor in French, College of the City of New York, 1901-03; Professor of Romance Languages, University of Mame, 1903-20; Professor of French, University of Maine, 1920-28; Visiting Professor of French, Summer Session, Northwestern. University, 1928; Professor of Romance Languages, St. Johr's College, 1928-29; Professor of French, St. John's College, 1929-39. �CATALOGUE OF ST. JOHN'S COLLEGE THE ST. JOHN'S PROGRAM ON COLLEGE CATALOGUES It seems wise to begin with an observation on college catalogues in general and a bit of advice to the reader of this catalogue in particular. When liberal colleges were started in this country everybody knew that education at the college level should be liberal. It was generally admitted that every free citizen should be able to read, write, and reckon, and that every professional man should have a mind free enough and disciplined enough to recognize his professional ends and to understand the means which must be used to achieve them. Academies and liberal colleges were established to assure intellectual freedom and discipline to the professions and their respective schools. It was therefore necessary merely to use a few familiar phrases to identify and describe an institution that was teaching the "liberal arts and sciences." The multiplication of such institutions, the increase in number of students, and the confusion of professional and trade schools have robbed the familiar phrases of their meanings. To a far greater degree than we realize, the liberal arts and sciences have themselves disappeared and what remains of them has been confused in the minds of administrators and teachers as well as in the minds of the people, all of whom now need the education that the liberal college should provide. It would be convenient and truthful to describe the New Program at St. John's College as the re-establishment* of the original college with its original function of intellectual freedom and discipline, but unfortunately that needs explanation at some length. Let this be an apology to the reader and a warning that he is reading an unusual college catalogue, which attempts to define and expound the ends and means of liberal education as well as to describe St. John's College in Annapolis. WHY A COLLEGE EDUCATION SHOULD BE LIBERAL The College Charter says in effect that the wisest and best regulated States have promoted and encouraged institutions for the liberal Ei}ducation of youth in the principles of virtue, • Cf. Appendix A. 14 15 knowledge, and useful literature because such institutions are of the highest benefit to society. In an aristocratic society this statement might suggest an invidious distinction between the rulers who alone would exercise the highest functions and the ruled who alone would subserve the higher ends by exercising the lower functions. In a democratic republic there is no such division of labor. It is an integral part of the American dream that each man in our society may and must perform the highest functions. These functions consist in the intelligent free choice of the ends and means of both our common and individual life. This is a most glorious and most difficult proposition to which we are dedicated. Among other things it means that each man must have his measure of liberal education, since choices can be neither free nor intelligent without relevant training and understanding. These trainings and understandings are parts of the liberal arts and sciences. Each profession and vocation is partly liberal; therefore professional and vocational schools study their respective minimal amounts of theoretical science. But in addition there are basic trainings and understandings common to all vocations and therefore common necessities of all free men. Thomas Jefferson persuaded the early revolutionary colonies of the need for the universal literacy of the citizenry. The major success in that minimal democratic education has made abundantly clear the need in addition for the universal distribution of critical intelligence, a minimal intellectuality which can distinguish between fact and fiction, between principle and case, between opinion and insight, between propaganda and instruction, between truth and falsity. This degree of intellectual training is absolutely necessary for the highest activities of men in democratic society, namely for both individual and common deliberation and decision in practical affairs. That which fulfils this basic common necessity is of the "highest benefit" to democratic society. A good economic, social, and political life will maintain these instruments of liberty, but one of its chief concerns will be to pass on to youth the germinal insights and habits the cultivation of which will make them free. These insights and habits are available in the traditional liberal arts, and they can be transmitted and communicated if teachers have them and are 2 �16 CATALOGUE OF ST. JOHN'S COLLEGE allowed to exercise students in their practice on the best materials. Institutions should be set up and maintained which shall devote themselves to this end in a single-minded fashion, and they should distinguish themselves from the schools of vocational training which minister directly to the special utilities. T~e. liberal colleges, together with the public schools, are the spmtual strongholds of the liberal state which watches and insures that men shall be able to do what they ought to do. THE CRISIS IN LIBERAL EDUCATION By a series of historical accidents following the establishment of the elective system by Eliot of Harvard in the late nineteenth century, such single-minded institutions are no longer available for the training of youth. Eliot introduced the device of free election of studies in order to absorb and assimilate the natural sciences to the liberal arts tradition. It was a minor tactic to meet a larger problem than the liberal colleg~ had ever faced before. Far from accomplishing its major end, It allowed the free and irresponsible invasion of all branches of the liberal arts by the research specialist. The research teacher became the competitive salesman of a subject matter. Later by a system of majors and prerequisites each successful salesman was able to eliminate competition with other subject matters after the first choice by the student. Thu~ the elective system became an unorganized array of special ~eqmred c~urses,. and each of these in turn was sanctioned by Its connect10n with professional and vocational graduate work as the pre-medical, pre-legal, pre-commercial, pre-educational or pre-earning-a-living course. Needless to say, the liberal col~ lege forgot its function, redoubled its efforts and its courses and became timidly and fanatically preparatory. In accedin~ to the professional and vocational pressures it transmitted their destructive energy to the whole public school system. The result is that the student now must make a vocational ~hoice at some point in his secondary education and changes It later only at great educational risk. One thing he cannot choose because it does not exist in our educational system: that is a balanced liberal education. CATALOGUE OF ST. JOHN'S COLLEGE 17 This situation, as soon as it is recognized, constitutes a crisis, a point where judgment and decision can be made. We can choose to restore the liberal arts, not necessarily the old curriculum, but a modern equivalent. That is what St. John's College decided to do in 1937. Its financial condition drew attention to its educational bankruptcy; the authorities decided to reinvest the liberal arts. THE LIBERAL ARTS The front cover of this catalogue carries the official seal of the College. The Latin proverb on it says, No Way is Impassable to Courage. The College has courageously undertaken the larger task which the elective system failed to accomplish, namely to see that the liberal arts assimilate, transform, and pass on the modern subject matter on which they should be at work. The seal on the back cover of the catalogue points to the tradition from which we derive our courage. The Latin inscription says that we are making free men out of children by means of books and balances. The figures on the seal represent the seven liberal arts as they were traditionally conceived for about two thousand years, up to the beginning of the nineteenth century. In ancient style they are grammar, rhetoric, dialectic, which form the trivium; and arithmetic, geometry, music, and astronomy, making the quadrivium. In the center and foreground stands a pair of chemical balances which represents the instruments of the modern scientific laboratory, where the liberal arts are being practiced at their best and fullest in the modern world. A great deal is said these days about the teaching of methods, but the professional and specialist's bias has left its mark here as elsewhere. It is obvious to any teacher that there are different methods for different subject matters, but where experts and specialists disagree then free men must decide. Free minds must be able to view concrete situations, deliberate by formulating clear dilemmas, and arrive at a deciding choice. This involves a combination and organizing of all methods, and education should provide a training which would bring precision, facility, and independence in this most human of all human actions. The formulation of alternatives for such choice is the highest art of freedom toward which all the liberal arts should be ordered. Considerations of various kinds of truth and falsity �CATALOGUE OF ST JOHN'S C0Ll,EGE CATALOGUE or S'L JOHN'S COLLEGE measureminds free, man, this means that he arts require. The realization of by their exercise under controlled learning by and error of By children if vve are to THE CLASSICS AS TEACHERS we have a the arts. of his time, and arts of thought and ".""'"'··" standing and exposition second criterion book must be a fine art. and beauty on surface which mtelligibility leads the mind of the depths of illumination and portance in teaching, and its principle rn ·violated in the textbooks that have developed in elective system. The great books were 'JVritten for intelligent public, and they therefore have the works in the fine arts. They are intrinsically · impose their · · pleasure. The third criterion concerns the internal classic. A great book has many possible · does not mean that it is simply ambiguous On contrarJr it is possible to work such as Dante's Divine Comedy or N several distinct, complete, and independent allowing the others to stand by its side and and complementing the others. It is the business artist to construct such vmrks and to them. The fourth criterion demands that the persistent and humanly great themes in experience. that a b0ok shall be honest of exposition, admitting practice of the means that a liberal scepticism to excuse to ultimate questions. entertainment ultimate questions concernmg number measurement, form 0 �20 CATALOGUE OF STO JOHN'S COLLEGE as to books of poetry, to to books on mathematics on practical individual and social problems as much as to books on metaphysics and theology. The extrinsic criteria concern the relations of the books to each other and their teaching powers in relation to students and readers. It is generally true that these books have had the greatest numbers of readers throughout European history. Plato, Euclid, the Bible, and Shakespeare are all European bestsellers; there are a few exceptions but it would be almost safe to take this criterion as a working rule for the selection of books for any list of dassi.cs, particularly if the numbers were estimated in proportion to the time the book has endured. Although each book must tell its own independent story, it is an important fact, which we regularly exploit, that one great book talks about the others, both those that came before, and, by anticipation of doctrine, those that come after. Each book in a list of classics is introduced, supported, and criticized by all the other books in the list. It thus gains pedagogical power and critical correction from its context. Background and preparation are thus efficiently supplied by the chronological ordering of the classics, and difficult books surprise us by their intelligibility and eloquence as they come in their providential order. Thus Newton's Principia and Maxwell's Electricity and Magnetism as gracefully submit themselves to the learning processes of the student of the liberal arts who has read Euclid, Apollonius, and Ptolemy as Kant's Critique of Pure Reason and Dante's Divine Comedy do for one who has read Plato and Aristotle. It is this unguessed but abundantly confirmed collaborative teaching by the masters the liberal arts that makes it possible and imperative to bring back to each modern youth his lost heritage of classical education. The fact is that such a collection of the great books has in it the shining thread of the great liberal tradition in the Western World. It is this thread that the elective system has lost, and the lack of which we are feeling in the uncertainties and fears of contemporary daily life. Its loss has made it necessary to construct synthetic cultures, and it is its ghost that frightens decadent liberals who would have us get along without tradi- CATALOGUE OF ST. JOHN'S COLLEGE tions. would have us as persons detach the tradition knowing it is or has been . current textbooks which · themselves tradition Yve would be saluting tradition in our spiritual deaths. SCIENCE AND THE MODERN WORLD The tradition moves on into the modem world, and it is transforming itself in most lively and important ways. This is happening in two ways primarily, one in mathematics, another in the laboratory. St. John's College has more required mathematics than any other liberal college in the country; it also has more required laboratory work than any other liberal college in the country. Three hundred years ago algebra and the arts of analytic mathematics were introduced into European thought by Rene Descartes. This is perhaps the greatest intellectual revolution in recorded history, paralleling the other great revolutions in religion, morals, politics, industry. No liberal, and therefore no citizen of a democratic country, can afford to be ignorant this change and its issues. It has redefined and transformed our whole natural and cultural world. Although it is not the only focal point around which the St. John's cu.rriculum may be organized, it is one which we take special care to emphasize. There is scarcely an item in the course which does not bear upon it. The last two years of the course exhibit completely the changes in the liberal arts that flow from and these could not be appreciated without the first two years which cover the historical period from the Greeks to Descartes. Descartes, by using and reinterpreting the knowledge of the Greeks, made modern mathematics and the laboratory possible so that now if we would follow the classical thread into the ~nodern world we must know the constructions of the mathematicians and find our classical loci in the instruments the laboratory as well as in the great books, For this purpose we have set up a four-year laboratory mathematics and the natural sciences with four main themes woven together to catch the understandings and insights that we need. There is the theme of mathematical constructions taught and exemplified in a great variety of exercises with ~he drawing board. There is the theme of measurement which involves the analytical study of the instruments of observation �22 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S cm.LEGE 23 and rneasurement, thermometer, the barometer, trometer, and interferometer, graphic methods of recording observation. concrete materials situations in which demand the of scientific theory and in fact; and this in rnm demands pr;ictice m experiments in the history of science. this is solid training in mathematical as far as differential equations. This the marerial intellectual the modem studv of humanistic and this it is empty -and romantic. generation of competent economists, even sociologists. Social studies at present intelligible set of organizing principles; aim the mathenrnticai and the medical the proper study of mankind is man. THE CURRICULUM The proper subject matter for is man and the world, with that these we have chosen to convey this knowledge appreciation the classical books arranged in both a chronological gogical order; the methods learning teaching liberal arts; the end of the teaching learning is understanding, and good intellectual moral provide the basis for human freedom. The following paragraphs be a description of the scheduled arrangements for doing this in four thirty-week sessions college courne. For the duration of the war, the regular four-year schedule four sessions will be given in three calendar years. Such arrangements call two materials and methods of insnuction, one according to times and the other according to teaching 40 to 43 the reader find three listings The shows the beginning Homer and ending repre;~ents the required an originally vvritten in Romance �24 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE languages for the most part although English has a large share; the fourth year introrluces works and concentrates on nineteenth the twentieth This four-year schedule, now completed in three years, was not made because of any underlying theory about recapitulations of history, but it happens to catch any genuine values that such a theory may pomt out in practice. There are certain critical questions raised by the use of a selected book list. A great many of these questions tum out to be questions of private taste and sentiment. Among the objective questions the most urgent concern the omission of the Oriental classics and the classics of the pure fine arts. Two reasons may be given for omitting the Oriental classics. They are culturally and linguistically unavailable to us of the Occidental world; they are therefore subject to almost inevitable corruption and misuse as educational mediums. We modems may be able to exploit them when our own intellectual disciplines have been recovered. The fine arts contain the most imposing set of disciplines that have established themselves and survived in the modem world by claiming independence from the liberal arts. It is one of our aims to recover and reintegrate them with the liberal arts. We are therefore providing for them outside the curriculum and planning to reassimilate them by stages, first by including music in the curriculum, reading musical scores the seminars, and studying harmony in the laboratory. We hope that by this and other stages to follow, intellectual light will be transmitted to the fine arts and that they may make their reflected light available to all the classics. The main emphasis in teaching is on the writing and reading disciplines, but the actual teaching falls into five sharply distinguished kinds of teaching techniques. None of these is newly discovered or invented, but some of them have been in disrepute for fairly long periods. We call them severally Seminar, Formal Lecture, Language Tutorial, 1\!Iathematics Tutorial, and Laboratory. The seminar comes perhaps nearest to the irnmediate educational end which we are aiming at, the tutcrials, labc,1ator~ts, and lectures make secondary contributions. · 25 The Tutorials Every good student knows that his lea.rning mus~ be double. He must be acquiring the skills that go with the subject matte~, but he must also get to know his teacher. The converse of this is even more important for good teaching: the good teacher knows that he must be in the learning process himself and he must also know his pupiL The tutorial class, which is composed of not more than ten students meeting five times a week, provides the ideal conditions for collaborative study and for the manifold teaching and learning relations that hold in a company of good friends. The tutor makes daily_ diagnostic observations of each student as he works and gives the proper prescriptive directions as they are need.ed. Th~re is also an opportunity for each student to contribute hrn measure of instruction to his fellows. The Language Tutorial A man's language is his most intimate external possession. Like his body and his senses it determines what he shall know and what he shall not know; together with his imagination it filters and informs his experience as it is brought to his understanding. A man's mind is seldom better than_ his la~gua~e habits; his mind can be improved greatly by improvmg hrn language. . The first step in linguistic education is learnmg to speak t~e mother tongue, usually from one's mother. The n.ext step rn the intentional systematic improvement of that skill by talking and writing under gramI?a~ical critici~m a~d theory: A minimal degree of these prehmmary learnmgs rn. assumed. to be present in the students in the langu~ge tuton~l. No ~1gh deo-ree however can be safely assumed smce Amencan society and American schools are heirs to a chaotic tradition and students of college age have bad linguistic habits. Preparatory schools and colleges have done what they could to use the old remedies doses of foreign languages. These have been used as drastic disciplines because they were difficult, as teasing stimulants because they were useful in travel, business, and polite society, and as models of science because they had become the subject matter of the "science of philology," that recent fashionable substitute for the liberal arts. �26 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 27 In the first six years we have attempted to rediscover and to use the techniques by which foreign languages once strengthened and disciplined the imagination. We studied Greek the first year, Latin the second year, French the third year, and German the fourth year, since this order paralleled the seminar readings, and their rapid succession would force them to their highest use, the understanding. We have made use of the routines of rote memory, not only for declensions and conjugations, but also for important passages in the great books where language is being used for its highest purposes. Such memory has for a long time been the missing link in the chain that connects language and thought. We have tried various schemes of translation, ranging from the literal through the stylistic variations of great translators to the abstract concise formulation of scientific and philosophical styles. We have devoted about a third of the time to slow reading of texts with analytical commentary both oral and written. We have exploited the special genius of the Greek language for fine grammatical distinction, the genius of Latin for rhetorical development, the genius of French for subtle clarity, the genius of German for dialectical complication. The results have been applied to English since that is the chief medium of our study of the great books in translation. · We have also discovered the importance of a continuous and cumulative subject matter in the language tutorials, that it is not enough to pick out good pieces of literature. As the natural sciences and metaphysics push and develop the mathematical arts, so the great themes in ethics and politics as they are presented in poems and treatises discover and emphasize the highest functions of language. We therefore read the first book of Plato's Republic in Greek along with selections from the historians and poets. This is the initiation during the first year, followed by such works as Virgil and St. Thomas's Treatise on Law, in Latin and English for the second year, Rousseau's Social Contract and Pascal's Pensees in French and English for the third year, and Kant, Hegel, and Marx in German and English for the fourth year. The chart on page 44 will show that the line of subject matter is not hard or narrow. Likewise the use of double texts, Greek-Latin, Latin-French, French-German, and considerable slow reading in English texts to parallel the seminar readings throughout the four years, steadily aim at the acquisition of versatile habits in grammar and in deep discriminating reading. It must be obvious that we do not suppose we are mastering these four languages by these methods in the allotted time. In fact we rather successfully avoid the modern vices of specializing in the languages. The St. John's training does not turn out Greek scholars or founders of French Circles, although the language tutorial may well prove to provide the foundations for many special attainments. We parse words and diagram sentences to get at grammatical structure, we detect figures of speech and complete enthymemes to unravel rhetorical complications, we collect figures of the syllogism in order to follow and test arguments. We use many English translations and commentaries and any other aids that lead deeply into the original texts. It is important that students come to these tutorials with some previous experience in foreign language, if we are to be successful in this rather drastic regimen to stretch the linguistic sense. The great variety and spottiness of such preparation present a difficult teaching problem. Small classes meeting five times a week and the best possible texts and subject matters provide a framework,within which continuous individual instruction meets the difficulty with success. The Mathematics Tutorial Next to the mother tongue the language of numbers and figures is the most important symbolic possession of men. In fact it is a language within the mother tongue providing its most powerful practical and theoretical extension. In view of our present scientific and industrial conditions of life, the decay and elimination of mathematics in education is most disturbing. This default has become so common now that many persons believe that they natively lack mathematical ability. Nothing could be more crippling to the individual nor more discouraging for the future of democratic societies, if it were true. The apparent disability is due to a decay in the techniques for teaching mathematics and this in turn is due to misunderstandings of the fundamental nature and intention of mathematics. Wide variation in individual training and performance is evidence of this state of affairs. �28 CATALOGUE OF ST. JOHN'S COLLEGE Therefore we begin with almost a complete year spent in a thorough study of Euclid's Elements in its entirety. This is the book that made European mathematics possible, and it can still be used to remedy our deficiencies. Given this year of study the other books in mathematics and natural science, now so formidable to both teacher and student, can be approached and conquered. For this purpose the tutorial classes in mathematics meet five times a week throughout the four years (now three calendar years). The teaching is conventional and familiar for the most part, exposition, recitation, drill in calculation and proof. On the other hand intelligibility must be added to operational skills, and this is brought to light by discussion of the incidence of mathematics, not only on the sciences, but also on logic an.cl metaphysics, and through this on the entire subject matter of the program. Mathematics belongs to the liberal arts and its development through symbolic procedures throws a great deal of light not only on speculation but upon the literary and scientific imagination. As in the case of the language tutorials, the small class of not over ten students allows individual diagnosis and instruction, and the student who has difficulties on the operational level may have special remedial laboratory exercises prescribed for him. Thus hand-minded boys may discover the liberal dimensions of their skills. The Seminar A book is one-half of a conversation, and good conversation, whether practical or theoretical in intention, is one of the highest performances in the liberal arts. Seminars of from ten to twenty students with at least two instructors or leaders, answer back the other half of the conversations that great books demand. Plato's Dialogues, most of which are read in the first year, set the models for seminar discussion, and first lessons in discussion are learned in reading Plato. Books of various kinds are discussed in various ways. Some books such as Aristotle's Organon are read in the seminar with the French method of explication de texte to insure understanding. It is assumed that other books have presented a subject, and discussion starts where they leave off, following the a~gument where it leads. Literary works demand literary criticism; scientific books demand a philosophy of nature. CATALOGUE OF ST. JOHN'S COLLEGE 29 Versatility in question and answer allows the exploitation of the work done in other parts of the program. Training in language facilitates formulation of opinion; mathematical imagination and insight open up new depths and subtleties in both literature and science. Dialectic starts on the levels of language and mathematics and with their aids reaches the fundamentals and ultimates, and in the process the book under discussion may be torn to pieces. One immediate result is the improvement in actual reading. To accompany the reading of the books, the seminars meet twice a week for two hours. Recovery from confusion and misunderstanding may result from the first meeting; on the other hand it may be only at the last meeting or later meetings that the text delivers up its meaning. The seminars are the substantial core of the whole program and the intellectual process prepared for by reading and writing is brought to realization most often under seminar conditions. The Formal Lecture Formal lectures are delivered to the entire student body at least once a week. Lecturing by instructors is discouraged elsewhere in the curriculum and concentrated in the formal lecture. These lectures are given in the Great Hall in the evening with audience and platform set as for an outside lecturer. All the formal arts of the platform are used for 'the purpose of a sustained and artistic exposition of a subject matter that may have been studied in fragments in other ways. About half of the lectures are given by guest lecturers, notably Mortimer Adler of the University of Chicago, Mark Van Doren of Columbia, and Edward Kasner of Columbia. Members of the resident College faculty give the rest, no single member giving more than three during the year. Lecturing except on the popular platform is almost a lost art in this country. It is a very high art demanding artistic skill and sensitivity which are dulled and killed by the forced practice of the ordinary university classroom. Long preparation is needed to free it from sophistry and empty personal rhetoric. Our lectures are not always successful, but when they are successful they might be given and understood on any occasion. Students learn to listen to good talk, to talk �30 CATALOGUE OF ST JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE FORMAL LECTURES, Each lecture Russian Satanism, ... ~;[ore Geometrical Instruments . .. o 111a.ii' s I111rnorto.lity .. Thucydides ... FORMAL LECTURES Descartes ••••• 1940-41-Continucd . ......... Nicolas Nabokov . ......... Edward Kasner Columbia University . ........... Jacques Maritain .......... . ..... Alexander Sachs New York City . . . . . Jacob Klein 1940-41 ....................... Stringfellow Barr ................. Ford K. Brown .............. Scott Buchanan . .... Mark Van Doren . ............. Jacob Klein ................ Edward Kasner Columbia University iVI usic ... . .............. Scott Buchanan Astmnomy . . . . ........... John N eustadt The Growth of ........ . . ............... Heinrich Zimmer The Great White Emerson, Thorea·a, Melville ...... Mark Vm Doren What is IVfosica.i F orn1! I. . ....... Nicolas Nabokov Locke . , ... Mortimer J. Adler ...... Stringfellow Barr Virgil ................... Richard Scofield Form in Music. !I. . ............. Nicolas Nabokov The Fo1.w Beasts of the ApocalyjJse in Jl;J eiaph.ysics and Architecture ........... . . . Lee Bowen Boston College Piero della F mncesca. . . Clemens Sommer University of North Carolina The Science of Psychology .. Ervvin Strauss Black Mountain College Berkeley and Hu.me. . . !Vfori:imer J. Adler Paracelsus and latro-Chem.islry. . Owsei Temkin InstitutE. in the History d lVIedicine, The Johns Hopkins University f,eonardo' s Last Snpper. . .... Edgar Wind Washington Square College l dols of the Theatre. . .. Gordon K. Chalmers Kenyon College St" Tho1nas: Ethics_ ... Lewis M. Hammond University of Virginia IV! echa,n·ical lnslnMnenls and Geo1nelry . Edward Kasner Columbia University T h.e fotelleci . Mortimer J. Adler Rousseau, ...... Alexander l.Vleiklej0hn Jl/Iythos and Logos. S. Kieffer _H,istorical Dialec(i,e lVkGiH Hunter CoHegc GrtMnniar Rhetoric Dialectic I Want a Hero . Arithmology ... Geometry institute of ~Jediae,lal Studies ... !Vl:ark V ~.n Doren ... i\Je:;t:ander MeildeJohn Ki,1g WilfrMn Pbyero the rnost characteristic should be recalled that :it The was for the purpose of introducing tory Eliot of Harvard opened the college to the elective system. The hope was that the college would provide and the techniques for liberalizing and humanizscience. The present disorganization of our colleges is that the problem is not yet solved. It is of utmost that it be solved. John's College is making strategy is to recruit m the sciences as teachin the liberal arts, and to reorganize the as an instrument of liberal rather than pre-profes. This is the research problem that is set for the to the problem step The laboratory staff contains an engineer and a medical man, scientists whose interests can range beyond the special boundaries of each science. They co-operate with the mathematioam:, the physicists, the chemists, and the biologists in planning and teaching the four-year course (now three calendar years). Their field is the history of science including the present, and the context is the rest of liberal arts and the classics in the program. The present tactics are to ordering the sciences as it is to anchor it m the scientific find rnam 3.re instrnrnents techniques experiments, and the m concrete problems. 3 findings �32 The laboratory classes meet once a week for three hours during the first two years.* Laboratory time is increased in the last two years.* This is more than is required by any other liberal college at present. THE SCHEDULE Perhaps the most obvious distinctive mark of St. John's College is the easily observable fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when that "all Greek to me" look is on all freshman faces because they are learning the Greek alphabet; or it may be the two weeks that they are meeting Greek algebra in the fifth book of Euclid's Elements; or it may be the first assignment in Thucydides when the seminar leaders are wondering if the students will get the implications of liberty in Pericles' funeral oration. These are the educational realities that a common schedule marks and emphasizes. Each morning for five days of the week each student spends one hour in a language tutorial and one hour in a mathematics tutoriaL One afternoon a week each student spends three hours in the laboratory during the first six terms; in the last six terms, two afternoons a weelc Two evenings from eight to ten each student attends a seminar in organized conversation and discussion of the scheduled readings. On one or two evenings there are formal lectures. Nineteen or twenty hours per week are spent in regular classes. The rest of the time is spent in studying, eating, sleeping, talking, athletics, and other activities such as music and dramatics. The week is the elementary unit of the schedule and shows one complete rotation through the varieties of work and play. The three terms of the College year ( terms in each calendar year for the duration of the war) average ten weeks in length and mark pieces of work projected and accomplished. In recognition of this there are oral examinations at the end of each term. These are conducted by seminar leaders with the help of the tutors. Each student sits with his examiners for a half hour during which he is questioned freely and informally on the texts he has read, on his critical or interpretative opinions, and encouraged to consider parts of his study in relation * For the duration of the war, the regular four-year schedule of twelve trimesters will be given in three calendar years. 3J CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE to each other and in relation to fresh problems that may not have been treated in his classes. A few days after the examination before the end of the term the student again sits with his instructors for fifteen minutes during which his tutors and laboratory instructor report to the seminar leader on his work for the term. These so-called "don rags" are brief and recurrent consultations between teachers and student for the purpose of diagnosis and prescription rather than for report of marks. They are followed A Hour[ 9 STUDENT'S CLASS SCHEDULE FOR THE WEEK Tues. Mon. Language Tutorial Language Tutorial Wed. I Thurs. Fri. Sat. Language Tutorial Language Tutorial Language Tutorial - 10 --- !-- 11 Mathematics Mathematics Mathematics Mathematics Mathematics Tutorial Tutorial Tutorial Tutorial Tutorial 12 2 to s Laboratory Laboratory for for Juniors) Seniors Freshmen, Sophomores 8 to (Lecture) Seminar 10 Laboratory for I Juniors, Seniors Seminar Formal Lecture I by vacations in which a fresh start is possible and new directions in study may be explored. Grades are not recorded in these don rags, and they are not the center of interest, as is shown by the fact that the student is invited to report on himself and to judge his own work. The end of each year is marked by a long essay written by each student on some theme which he has chosen in the books. These are due the first of May. Under normal peacetime conditions, the annual written and oral examinations are given in the following September after the long vacation period during which the salutary processes of forgetting, assimilation, and the maturing of insights have taken place, The dose organization of subject matter and the intensive teaching which results make vacations and unscheduled ruminations func- �CATALOGUE OF ST. JOHN'S COHEGE important. As one learns to swim in winter, so examinations are process,. There are summer vacation in the maturing session. Unfortunately, such ing the war. CATALOGUE OF ST. JOHN'S COLLEGE m sur11n1er or slow on occasion to the to main learning purpose. Socrates and the slave-boy is not an unfamiliar spectade in the classroom; we count on it to keep our teaching fresh and genuine. The faculty is rhen researching in the subject rnatter book guide and help of the author any special professional aids that he may to use. He may have beside a colleague whose knowledge complements This is the situation · there are at fied in the members already in there are a tions, and a are badly THE FACULTY Part the intention of the elective system of its introduction at Harvard has been to bination of teaching research in The principle is that the mind, and therefore good ing. This come to good teacher must be edge and he must The faculty at St. John's and another books, In rnost cases at point their own r·,;r ext comes the reading ing teacher who is a member the faculty: · stage of learnmg is somewhere between author the best There then the other students at proportional to degree of understanding. The old-fashioned in the schoolhouse is At the the Plato: Phaedrn.s, in Greek and Latin Gospel according to St. John, in Greek and Latin Descartes: Discoune on Jjlj et hod, in French and Latin Hippocrates: Selected Works Archimedes: Selected Wo;ks Lucian: Tr'ue History Aristarchus: Dfrtances of Sun and !Vfoon Nicomachus: lntrod'action to Arithmet·ic Spinoza: Theological-Political Treatise Gilbert: On the Magnet Lavoisier: Eleraents of Che-mist7y Hegel: Philosophy of History Dalton: Chemical Philosophy Bernard: Experimental j}[ edic-ine Fourier: of Heat Virchow: Pathology The 'nme HltO the only the normal distribution average Apollonius: Conics Ptolemy: Jl!lathemaiical Composition (Almagest) Augustine: On iVlusic Scotus Erigena: The Division of N atitYe Grosseteste: On Light Oresme: On the Breadths of Forms Copernicus: On the Revohition of the Sphens Kepler: of Astronomy Pico: On Dignity of Man �36 CATALOGUE OF ST JOHN'S COLLECE CATALOGUE OF ST. JOHN'S COLLEGE The following books have been retranslated by members of the faculty: Plato: Meno Plotinus: Fifth Ennead Aristotle: Physic1, Books I-IV Bonaventure: Red,uct-ion of Arts to Theology Cantor: Transfinite Numbers This represents the first line of research. . 'J_'he second line rese~rch consists in the constant reinterprerat10n o~ the book hst which occurs as an immediate by-product of teachmg the books in tutorial, in seminar and in the laborato~. ~riticism of the books takes place' in two directions pnm.anly, first their historical order and background which contmually change and enrich themselves bv connections with ?ther ~ooks; secondly in the bearing these books have on the immediate teaching problem and the progress of current thought in general. M~king the actual reading schedule for the seminars for each year IS ~ result of much faculty and student deliberation, and the readmg schedule registers teaching and learning experiences from year to year. . The products o~ thi~ kind of re~earch go first into teaching duecdy. Production rnr pubhcat10n and learned societies is ai:id should be a secondary result. The students thus have d~rect and contributing parts in research, and research has a direct and contributing role in instruction. The present faculty has been selected by two criteria, ~or men_ibers of the previous faculty at St. John's, experience m teachmg th~ elective syste~ and capacities which promise well for becommg re-educated m all the subject matter of the new program have guided the policy of reappointment. New members .of the facul~y have been chosen for their varying degrees ot understandmg of the general subject matter and the work they have done to educate themselves in it. The faculty now represents a well-balanced distribution of special knowledge. Eventually the graduates from the fouryear course itself will be the best teachers, and some of them have already been taken on as teaching assistants. o! ACADEMIC STANDING The_ system of instruction allows for a dose and varied acquamtance of instructors and students; therefore the stu- ''7 j, dent's academic standing is known in detail day to day. This knowledge is pooled at end each term on the occasion of the don rag and the combined judgments the staff are based on more than recorded grades. th.is is the case academic standing is not determined by numerical or literal grades, and judgments are made and reported for the purpose of advice and planning both for the teachers and the student. As soon as the performance of the student or other evidence of capacity persuades the staff that the learning process has stopped and cannot be revived, the student is warned that he will be dropped after a stated period of confirmation of the judgment. Ideally there is no reason for dropping any normal student from this course of study. It is varied and rich enough for great diversities of interest, performance, and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. This fact permits and demands a longer period of adjustment and tentative judgment than in the regular elective system. It is assumed that each student has the required capacities until evidence to the contrary is overwhelming. All disciplinary action is governed by the assumption that bad habits can be changed. Attendance on all regular scheduled college exercises is required. A record of absences is kept and posted. This record is taken into consideration whenever there is occasion to determine academic standing. Written and signed excuses from the following sources may be submitted for filing with the student's record: 1) Parent, guardian, or other responsible person outside the College; 2) Practising physicians consulted by the student; 3) Instructor in charge of class in which absence occurs; The College Physician. THE DEGREE OF BACHELOR OF ARTS " The original tide of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geom* CL Appendix B, pg. 70, �38 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE etry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies the modern equivalent of these arts and sciences. Specifically this implies: Knowledge of the contents of the required books in the list; Competence in the laboratory arts; Competence in mathematics through the elementary calculus; . A reading knowledge of at least two foreign languages. In semester hours as recorded in the regular elective system this amounts to: Semester Hours One Year Four Yean Language and Literature ................ 10 40 Mathematics and Science ................ 10 40 · Lectures on the Liberal Arts. . . . . . . . . . . . . 4 16 Laboratory . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 (t actual time) 12 Seminars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 32 Total ............................ 35 140 During the war the four years will be completed in three calendar years. A more detailed analysis of the content of these degree requirements will be gladly given by the Registrar on request. The "rights and privileges appertaining" to the Bachelor of Arts degree have undergone serious scrutiny during the last part of the period in which the colleges have been under the domination of the elective system. There have been concerted attempts to maintain common standards under the rapidly changing conditions of expansion in student bodies, in subject matters, and in methods of instruction. Throughout the country there are regional boards which inspect the colleges in each region and rate their degrees. The Middle States Association of Colleges and Secondary Schools operates in this region. These Boards cannot put a college on the approved list until its educational product can be judged. Since there were no graduates of the new administration and program before June, 1941, there will be an interim in which a rated B. A. degree cannot be guaranteed. This means that the St. John's Bachelor of Arts degree is certified only by the charter of the College and the Maryland State Board of Education. On the other hand there is no serious doubt that the curriculum which is now offered and the instruction that is now being given more than fulfill the common standards and that 39 they will prepare students adequately for any graduate work which they wish to pursue. · The graduate and professional schools increasingly make their final decisions on candidates on the basis of individual records and merits and ignore the bare minimum certification of the ordinary degree. The rated B. A. is no guarantee of admission to a graduate or professional school. Where inquiry has been made these schools have given assurance of full consideration to St. John's graduates. The great variety of teaching methods, the common subject matter, and the intimate and continuous acquaintance between student and teacher that this program provides allow detailed and comprehensive recommendations of individual candidates both for graduate schools and for business positions. Such individual recommendations will always be our most effective communication with the academic and practical worlds into which our students graduate; we deal with other institutions on the basis of a common recognition of the realities of the learning process and the exigencies of the war and revolution through which the world is passing. There is no question about the fitness of this program of studies to meet the explicit requirements of law schools, theological schools, business schools, schools of politics, and economics, and schools of education. There may be some doubt in the minds of the small business man and the craftsman about the utility of a liberal education for earning a living. One who shares these doubts should read the early American State Papers and follow the current discussions of the fundamental conditions and principles of American society to get free of the prejudices which we inherit from societies that base themselves on invidious class distinctions. The worker and the tradesman in this country belong to a liberal society that demands a liberal education of all its members. The professions that base themselves on specialization in the natural sciences have set up graduate schools that actually need more liberal education in their preparatory stages than is at present available. In failing to get students who have that general preparation they have turned to a second best, a specialized preparatory training. In some cases they make no stipulation of specific requirements beyond high school g11aduation. In other cases, as in engineering, graduate physics, chemistry, biology, and medicine, they have imposed heavy pre-professional requirements. Our faculty has had long ex- �CATALOGUE OF ST JOHN'S COLLEGE perience m preparing students for graduate work in these schools, and we have made a study of the essential needs in the natural sciences. The curriculum represents on its science side the results of these studies. It more than meets these requirements both in theory and in laboratory training. There are more laboratory hours required than are demanded by any medical school, the source of the highest requirements in this respect. The rest of the curriculum keeps these subject matters in a liberal balance. I. A UST OF GREAT BOOKS In Chronological Order Homer: Iliad and Odyssey 1Eschylus: Oresteia Herodotus: History Sophocles: <Edipus Rex Hippocrates: Ancient Medicine and Ain, Waters, and Places Euripides: Medea Thucydides: History of the Peloponnesian War Aristophanes: Frogs, Clouds, Birds Aristarchus: On the Sizes and Distances of the S11n and Moon Plato: Dialogues Aristotle: Organon, Poetics, Phys·ics, Polit·ics Archimedes: Selected Works Euclid: Elements Apollonius: Conics Cicero: On Duties Lucretius: On the Natiwe of Things Virgil: /Eneid The Bible Epictetus: Moral Discourses Nicomachus: Introduction to Arithmetic Plutarch: Lives Tacitus: The History, The Annals Ptolemy: Mathematical Compositfon (Almagest) Lucian: True History Galen: On the Natural Faculties Plotinus: Enneads Augustine: Confessions, On Music, Concerning the Teacher Justinian: Institutes Song of Roland Saga of Burnt Njal Grosseteste: On Light Bonaventure: On the Reduction of the Arts to Theology Aquinas: On Being and Essence, Treatise on God, Treatise on !Han Dante: Divine Comedy Chaucer: Canterbury Tales Oresme: On the Breadths of Forms· Pico della Mirandola: On the Dignity of JV/ a11 Leonardo: Note Books Machiavelli: The Prince Erasmus: In PlGise ;:;j Fotly Rabelais: Gargantua Copernicus: On the Revolutions of tlte Spheres Calvin: l nstitutes Montaigne: Essays Gilbert: On the Loadstone Cervantes: Don Quixote CATALOGUE OF ST JOHN'S COLLEGE Shakespeare: Henry lV, Hamlet, King f,p,ar, Macbeth, Tempest Francis Bacon: Novum Organum Kepler: Epitome of Astronomy Harvev: On the Motion, of the Heart Corneflle: Le Cid Galileo: Two New Sciences Descartes: Geometry, Discourse on Method, Meditations Hobbes: Leviathan Boyle: Sceptical Chymist Moliere: Tartidfe Pascal: Pensees Milton: Paradise Lost Racine: Phedre Grotius: Law of War and Peace Spinoza: Ethics, Theological-Political Treatise Newton: Principia Mathematica Locke: Second Treatise on Civil Government Huygens: Treatise on Light Berkeley: Dialogues between Hylas and Ph.ilonous Leibniz: Discoiwse on Metaphysics, M onadology Vico: Scienza Nuova Swift: Gulliver's Travels Hume: Treatise of Hiiman Nattire Montesquieu: Spirit of Laws Fielding: Tom Jones Voltaire: Candide, Micromegas Rousseau: Social Contract Gibbon: Decline and Fall of the Roman Empire Smith: Wealth of Nations Kant: Critique of Pure Reason Constitution of the United States Federalist Papers Bentham: Principles of Morals and Legislation Lavoisier: Treatise on Chemistry Malthus: Principles of Population Dalton: A New System of Chemical Philosophy Hegel: Philosophy of History Fourier: Analytical Theory of Heat Goethe: Faust Lobachevski: Theory of Parallels Faraday: Experimental Researches in Electricity Peacock: Treatise on Algebra Boole: Laws of Thought Virchow: Cellular Pathology Mill: On Liberty Darwin: Origin of Species Bernard: Introduction to Experimental M edici·11e Mendel: Experiments in Plant Hybridization Riemann: Hypotheses of Geometry Dostoevski: The Brothers Karanwzov Marx: Capital Tolstoi: War and Peace Dedekind: Essays on Numbus Maxwell: Electiicity and Magnetism Flaubert: Bouvard and Pernchet Ibsen: Ghosts, Rosmersholm Joule: Scientific Papers J,ames: Principles of Psychology Freud: Stiidies ·in Hysteria, The Interpreta.t·ion of Dreams Cantor: Transfinite Numbers Hi\bert: Foundations of Geometry Pomcare: Science and Hypothesis Russell: Principles of Mathematics Veblen and Young: Projective Geometry 41 �42 First Year Second Year CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE II. SCHEDULE OF READINGS BY YEARS Languages and Literature Liberal Arts Homer Plato Herodotus Aristotle Thucydides Lucretius JEschylus Sophocles Euripides Aristophanes Plutarch Lucian Tacitus Cicero Virgil The Bible Justinian Dante Saga of Burnt Njal Song of Roland Chaucer Shakespeare Cervantes Epictetus Plotinus Augustine Bonaventure Thomas Aquinas Grosseteste Calvin Pico Milton Rabelais Corneille Racine Grotius Moliere Erasmus Montaigne Machiavelli Pascal Vico Montesquieu Fielding Gibbon Voltaire Swift Rousseau Adam Smith U. S. Constitution Federalist Papers Spinoza Francis Bacon Hobbes Locke Berkeley Leibniz Hume Kant Peacock Boole Mathematics and Science Euclid Hippocrates Nicomachus Aristarchus Archimedes UJ ~ ~ Apollonius Ptolemy Galen Leonardo Oresme Copernicus Descartes Gilbert Kepler ~ ~ < ~ ~ () ~ ....... :::i UJ P::i ~ > ..... ~ C..l Third Year ~ Galileo Harvey Newton Boyle Huygens Lavoisier Dalton ..-1 ~ 0 ~ Cl z ..... A ~ 0 () () ~ z 0 ..... ~ < () ..... .... '"" (/) (/) j () ,_; Fourth Year Goethe Malthus Marx Flaubert Ibsen Dostoevski Tolstoi Hegel Bentham Mill James Freud Poincare Hilbert Russell Fourier Faraday Maxwell Joule Darwin Virchow Bernard Mendel Cantor Dedekind Riemann Lobachevski Veblen & Young ..... ..... 43 �LANGUAGE TUTORIALS DURING MATHEMATICS TUTORIALS DURING 1942-43 Clock-hours of Class-room Work J} stron01ny Fourth Year German Assigned Exercises First Year Greek Second Year Latin Third Year French Memorizing Paradigms 40 hours Grammar 10 hours Grammar 10 hours Grammar 20 hours Grammar 10 hours 20 hours Virgil Catullus Horace 20 hours Baudelaire Racine 20 hours Goethe Hoelderlin Nietzsche Selections Euclid St. John Plato Reading Double Texui hours St. John Greek-Latin Translation and SO hours Plato Close Reading Republic I Formal Logic Treatises 20 hours Aristotle Categories Prior Analytics 150 hours Kant Hegel Total 120 59 20 20 25 3 18 25 3 227 1942-43 15 3 30 12 24 6 9 36 9 33 33 3 21 3 6 9 18 33 66 30 9 33 21 Kant Hegel Pascal Rousseau 150 hours 54 21 56 40 9 Anatomy and Physiology .. Cellular Biology ........... . Heredity ................. . Embryology .............. . Protozoology ............. . 1943-44 Second Third Fourlh Yca.r Ycor Year Total 68 12 8 48 30 30 17 8 25 19 19 57 57 37 Total for four years of Mathematics in Mathematics Tutori;i]s. 50 10 87 10 5 5 20 20 10 10 10 10 60 27 9 3 99 Biology Clock-hours of Class-room Work Fit"St Year 15 15 Total for four years of L?.boratory in Chemistry. 150 hours 150 hours 45 12 General Inorganic Physical ............ . Qualitative ............... . Organic .................. . 30 hours 30 hours MATHEMATICS TUTORIALS DURING Plane Geometry ........... . Solid Geometry ........... . Theory of Numbers .. Theory of Real Numbers .... . Trigonometry ............. . Analytic Geometry ........ . Calculus .................. . Differential Equations Fourier Series . . . ......... . Non-Euclidean Geometry .. . Transfinite Numbers ....... . Projective Geometry ....... . 50 50 Total for four years of Laboratory in Physics and Astronomy .......... . 279 600 hours (Four years) 111'1>th.ematics 63 Fourth Year Year Chemistry 30 hours 25 hours Formal Logic Dante Selections Practice in Thomas Anthology Analytical On Law Sophocles Commentary Thucydides Demosthenes Total 20 hours 20 hours 20 hours Boole Thomas Laws of De Ente et Thought Essentia 7 9 Third Total for four years of Physics in Mathematics Tutorials .. Mechanical Drawing . . . . . Astronomy . . . . . . . . . . . . . Mechanics and Hydrostatics.. Sound . . . . . . . . . . . . . . . . . . . . . Heat ..................... . Light ..................... . Electricity and Magnetism .. Atomic Theory ..... Lessing Schiller Rousseau Social Contract Astronomy . . . . . . . . . . . . . . . . Mechanics and Hydrostatics. Strength of Materials .... . Heat ..................... . Light .................... . 1943-44-Continued Second Year Physics and Astronomy 25 hours 50 hours Virgil Aeneid IV and Physics First Year CLl>CK-HUURS OF LABOR.HUR) WORK DURING 35 hours 20 hours 20 hours Bible Descartes Phaedrus Faust Latin-French Greek-Latin Hegel 50 hours 45 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 389 15 33 Total for four years of Laboratory in Biology ... 36 9 9 9 48 36 9 9 9 111 Norn: One-fifth to one-fourth of the laboratory time is spent in lectures on assigned reading. The topics selected from the conventional subject-matters follow. For further information concerning standards, see Appendix B on Degree Requirements, page 70. As_tronomy: fl.lristarchus, Star charts, Ptolemy, Copernicus, Kepler. Biolog~: E'.nvuonment and. health (Hippocrates); Form and locomotion of animals; Digestive and urogemtal systems and other parts of female rabbit· Heart and blood vessels in cat, living frog and turtle sheep and dogfish shark· . ' ' Urogerntal system of male cat; Other parts of dogfish shark and aquatic verte-' �CAT A LOGUE OF ST JOHN'S COLLEGE CATALOGUE OF ST JOHN'S COLLEGE brates; Fabrics of the animal body; Growth of animals and plants; Hydr;i; Genesis of animals; The Protozoa-animal taxonomy; Heredity in the pomage fly. Drawing: Orthographic projection; Perspective projection. Geometry: Euclid: 8; Apollonius: 5. Music: Intervals; Scales; Keys (the rest not yet planned in detail). Physics: Mechanics 15 (Archimedes, Galileo, Huygens, Newton); Surface tension, viscosity; Heat 4 (Joule, Fourier, etc.); Strength of materials 4 (Galileo); Light 14 (Newton, Huygens; telescope and microscope, diffraction and interference; spectra); Electricity 11 (Gilbert, Faraday, etc.). Chemistry.· States of matter; Water-electrolysis, equivalent weight (Faraday); Conservation of mass, combustion, oxygen (Lavoisier); Hydrogen, acids; Combining proportions; Dalton's atomic theory; Gay-Lussac's law of volumes; Molecular weight; Avogadro's number; :'.)alton's law of partial pressures; Critical temperature; Diffusion; Osmosis; Sodium; Chlorine; Formulas; HCI; Valence; Hydroxides, ionization; Mendeleyev's Table; Colloids, atomic structure; Mass action; Equilibrium; Carbon compounds, paraffins, isomerism, bonds, hydrocarbons, alcohols, aldehydes, ketones, esters, ethers, sugars, etc.; Fifth Group of Periodic Table; Ammonia, proteins. SECOND YEAR-Continued 16 The following is a list exercises years. It based on a schedule 1941-42 rn subject to continual revisions, corrections, and improvements as teaching experience indicates them. is FIRST YEAR '' 2. 3. 4. 5. 6. 7. 8. 9. 10. IL 12. Orthographic projection Orthographic projection Trisection of an angle Areas Plane, right angle, rnler Weight Light Circles and regular polygons Ratios Lenses Telescope and microscope Compound ratio 13. Heat l'k Quadratic equations 15. Musical intervals and scales 16. The Greek diatonic scale 17. The just scale and its uses 180 The keys in music 190 Environment and health 20, Environment and health 21. Form and locomotion of animals 22, Photometry 23. Solid figures 24. Rect~ngular solids 25. Aristarchus 26. Archimedes' levers 27. Machines 28. Static equilibrium 29. Floating bodies 30. Metacenter SECOND YEAR L Digestive system of rabbit 2. Urogenital system of female rabbit 3. Thoracic cavity, mouth, central ner,,1. '"fhe 5. Ellipse and hyperbola 6. Perspective projection 7 Perspective 8. Perspective 9. Focal points (floatiHg 10. Parametric equations of ellipse *For the duration of the war, the regular fonr-year schedule of twelve trimesters will be given in three calendar years. JL Conics as four-line loci 12. Stereographic projection and star charts 13. Stereographic projection and star charts 14. Astronomical sights 150 Celestial machines 16. Celestial machines 17. Sun and moon 18. Gilbert's De Magnete 19. Music 20. Music 17 2L Music 22. Copernicus 23. Kepler 24. Prism colors a.nd disper3ion 250 Chromatic aberration of a lens 26. Geometrical characteristics of Iceland spar Double refraction 280 Double refraction of polarized light 29. Speed of light 30. Fluid pressure n THIRD YEAR% L Power of the vacuum 20 Strength of beams 3. Strength of beams 4. Strength of beams 5. Falling bodies 60 Projectiles 7. Sheep heart 8. Blood vessels of cat 9. ]\fatter: crystalline state 10. Blood vessels of cat l L Boyle's law 12. Living heart in frog and turtle l l Matter: liquid and gaseous states 14. Smaller blood vessels in living frog 15. Urogenital system of male cat 16. Water and its properties, distillation 17. Dogfish shark and aqua tic vertebrates 18. Surface tension 19, Dogfish shark and aquatic vertebrates 20. Dogfish shark and aquatic vertebrates 21 Electrostatics 22. Electrolysis of wacer, Faraday's laws 23. Electrolysis of water, equivalent weight 24. Rigid body equilibrium 25. Conservation of mass; filtration, reduction with charcoal 26. Compound pendulum 27, Lavoisier on calcination and combustion; oxygen 2.8. 29. Atwood~s n1achine Chemi~a.l reactions 30 Conse•-var-ion of rnornentum 31. Cernn petal force 32, Hydrogen, :tcids,1 oxidation and rt~ duction 33. Viscosity 34. Law of definite proportions, law of multiple proportions, Dalton's atomic theory 35, Vibrations 36. Gay-Lussac's law of combining volumes, molecular weight, Avogadro's number 37. Pressure-temperature relations 38. Dalton's law of partial pressures; steam distillation, vapor tension, critical temperature 39. Diffusion and osmosis 40. Magnetic fields 4L Sodium chloride: the active metal sodium 42. Sodium chloride: the active non:11etal chlorine 43. Standard units in chemical reactions. Chemical notation, equations, formulae 44. Faraday's laws 0£ electrolysis 45, Acids in aqueous solution: HCl 46. Atomic and equivalent weights. Reduction and oxidation, valence 47. Potentiometer 48. Metallic hydroxides and salts m aqueous solutiono Neutralization 49. Electromagnetic induction 50. Ionization 5L Young's interference of light 52. Mendeleyev's Table 53. Spectrometer 54. Colloidal state 55. Music 56 Music 57. Mnsic *For the duration of the war, the regular four-year schedule of twelve trimesters will be given in three calendar years. 4 �48 CATALOGUE OF ST. JOHN'S COLLEGE FOURTH YEAR" l. Fabrics of the animal body 2. Magnetic measurements 3. Fabrics of the animal body 4. Law of magnetic forces 5. Fabrics of the animal body 6. Standard measures of electric current 7. Fabrics of the animal body 8. Fabrics of the animal body 9. Fabrics of the animal body 10. Fabrics of the animal body IL Fabrics of the animal body 12. Fabrics of the animal body 13. The structure of the atom 14. Law of mass action 15. Diffraction, interference 16. Chemical equilibrium 17. Diffraction grating 18. Carbon and its compounds: I: the paraffins 19. II: Isomerism of organic compounds, the carbon-carbon double and triple bonds. Unsaturated hydrocarbons 20. Alcohols, aldehydes, ketones 21. Fabrics of the animal body 22. Fabrics of the animal bodv 23. Fabrics of the animal body 24. Fabrics of the animal body 25. Growth of animals and plants 26. Growth of animals and plants 27. Hydra 28. Hydra 29. Genesis of animals 30. Genesis of animals 31. Genesis of animals 32. Protozoa-animal taxonomy 33. Protozoa-animal taxonomy 34. Heredity in the pomage fly 35. Heredity in the pomage fly 36. Heredity in the pomage fly 37. Spectral analysis 38. Esters, their hydrolysis, mono- and di-basic acids, polyalcohol 39. Potentiometer, thermocouples 40. Ethers, acid anhydrides, hydroxyacids 41. Electromagnetic induction 42. Carbohydrates (sugars, starch, cellulose) 43. Joule's electric heat 44. Isocyctic, aromatic hydrocarbons; Cyclo-olefins, -paraffins 45. Fourier's heat analysis 46. The Fifth Group of the Periodic Table 47. Ammonia, amines, amino-acids, proteins 48. Music 49. Music 50. Music *For the duration of the war, the regular four-year schedule of twelve trimesters will be given in three calendar years. RESIDENCE AND ACTIVITIES A college should be a community in which the student can discipline and develop his native powers, and at the same time learn how to associate with other people in such a way as to continue this development throughout life. Not only the curriculum at St. John's, but the arrangements for residence and extracurricular activities as well, are ordered to this purpose. Activities It is no paradox, in view of the above, to say that the main purpose of extracurricular activities is amusement and relaxation. Men can work in order to play, or they can play in order to work. The hard work of the curriculum would be wasted if it were looked upon as a drudgery to be endured until it was possible to get away to the movies. Unless a student can be helped through to the stage in which he finds actual enjoyment in the use the powers he is developing, his progress will be too slow for profit. In a community where people relax in order to be able to work better the amusement must be primarily amusing and not merely disguised instruction. However, in order to be amusing at all, college activities have to be proportioned to the expanding abilities of the members. Forms of amusement that involve disuse of developing powers, rather than change of use, tend to be dull rather than amusing. Activities have to derive some vitality from the work they support or else degenerate into mere time-killers. The general policy of the College is to encourage any spontaneous group activity that shows promise of a contribution to the life of the community. The College co-operates in the financing of those activities that require expenditures; and advice is given where necessary to the smooth functioning of the activity. Music :md GymDastic Music and athletics seem to furnish the clearest paradigms for extracurncular activities at St. John's. The recreation and 49 �50 CATAJ~OGUE OF ST" JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE !fl water a variety of sports including squash, badminton, boxing, fencing, lacrosse, recognized scores, ~· Reasons for the eliminaiion of <'.th!e1ic system are set out in detail competition from C. die College governmg state government offices, and 51 �CAT ALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE liberal education of young n1en in SL John's College. A number of retired naval officers men of business live in estates in Anne Arundel County surrounding the town. The College has eleven buildings on a tract of thirty-two acres. Five of these buildings are for student residence, two of them built as dormitories, and three originally used as residences for administrative officers of the College. These five buildings are now furnished as residence halls for students on a plan for small unit College communities, each with a smallscale unit for student government within the common life of the College. An attempt is made to relate the grouping of students in the houses to their seminar groups and their athletic teams. These small integrated communities within the larger college community teach the incoming student to accept and enforce restraints upon himself and also to make proper use of the help and support that other students can give him in his college life. Lower class dormitory units will be under the supervision of resident house masters who are older upperclassmen or junior tutors, beginning with the 1943-44 session. Rooms in do_rmitories may not be occupied during vacations except by spenal per~nission. The dormitories will be open occupancy at the begmnmg of each term as 52 Dormitories All students not living at home are required to live in the College buildings and to take their meals in the College Dining Hall. Each dormitory room is provided with the necessary furniture, including a single bed with mattress, pillow, pillow cover and bedspread, a chest of drawers, book shelves, Venetian blinds or window shades, a study table, chairs, lamp, and a waste basket. Towels, bed linen, and blankets are to be supplied by the student, as are also such decorations as window draperies, rugs, and runners for chests of drawers and tables. The student should consult his prospective roommate, if any, and his own good taste in planning room decoration. Freshmen are frequently assigned to single occupancy rooms. Old students should apply for rooms before they leave for the summer vacation. Application blanks may be obtained from the Manager of the Dming Hall and Dormitories. Stu~ dents who wish to room together should file joint applications. New students have rooms assigned to them tentatively from the Assistant Dean's off.ice as soon. as their applications for admission have been accepted. 53 For upperclassmen taking Annual Written Examinations from noon of t~e day before the Examination days. For freshmen from noon of the day before registration day. For definite dates in 1944 see the College Calendar. The College m~intains the care of the dormitories. There are stu?ent dorm1.to~ managers whose duty it is to report complamt~, to mamt~m order and cleanliness, and to enforce the followmg regulat10ns concerning breakage and damage to College property: Any damage to College. property will be charged to the occupant or occupants of the room, or to the occupants of the dormitory, in which the damage occurs. Each student must make a deposit of ten dollars with the Treasurer of th.e College on registration. Damage to Coll:ge property will be charged against this deposit accordm~ to, the student'.s respon~ibility. The deposit must be mamtamed at all tunes dunng the session. It will be returned a~ the end of any session, or upon the withdrawal ?r graduat10n .of the student from the College. This deposit rn called Caut10n Money, The College reserves the right to repair completely at the expense of_ the occ~pant or occupants, any dormi;ory room an~ furmture which have been seriously damaged. Intent10na~ d~mage to College property is a serious offense, and it will be dealt with summarily. The Dining Hall The Dining Hall .is maint~ined by the Manager of the Dining Hall an~ Dorm1_tones, Special attention is given to a balanced an mter.estmg variety of menus, and reasonable cost. The . Hall ~s close? w~en the College is not in session, except smgle hohd~ys.; 1t wdl open for supper on the day just prethe begmnmg of each term; and only breakfast will be on the last day of each term. �54 CATALOGUE OF ST. JOHN'S COLLEGE HOW TO APPLY FOR ADMISSION Infirmary Service A fully equipped Infirmary is ma~n.tained at t_he College. It is in the charge of the College Phys1c1an, two tramed nurses, and student assistants. The College Physician holds o~ce h?urs each day at the Infirmary. During these hours his services are f:ee to t~ose who have paid their regular College fees. Medical services rendered by others than· members of . t~e . C?llege Infirma1:Y staff whether for sickness or for athletic mJunes, are not paid ' for by the College. Any illness must be reported promp.tly b~ the s~udent. Students suffering from contagious or mfect1ous diseases must reside in the Infirmary until discharged by the College Physician. The College Physician makes a daily report to the Dean. RELIGIOUS EXERCISES Services are held every week day in the Great Hall. Attendance on these services is voluntary. St. John's College is non-denominational and has been so since its founding. In accordance with this the readings, responses, and prayers are taken only from the Bible. General* The revolution which re-established the liberal arts curriculum in St. John's College in 1937 was a movement in the Republic of Education which anticipated the current crisis in world history. When the liberal arts were reinstated in the College, it was known tha.t many of the contemporary educ~­ tional conventions do not promote the most successful pursmt of the liberal arts, but the difficulty of the immediate task that faced the College, that of putting a liberal curriculum into operation, made advisable the postponement of the solutions of some of the more extrinsic problems. The war has heightened the necessity that already existed of making the revision in entrance requirements which has been obviously implied by the curriculum since its beginning. The admission procedure which is described below should be understood as the fulfillment of two purposes: ( 1) to assure both teachers and the student of his ability to pursue the St. John's curriculum, and ( 2) to make it possible for students to complete their formal liberal education before being called into military service. Requirements A student will be eligible for admission if he can fulfill any two of the three following requirements: 1. Two years of attendance at a high or preparatory school with credit for one year of algebra, one year of plane geometry, and two years of a foreign language. 2. A recommendation for work at St. John's College from the principal or a teacher in the high or preparatory school last attended. 3.. Passing the St. John's Entrance Examinations in arithmetic, algebra, plane geometry, English reading and grammar, and one foreign language (Latin, French, German or Spanish). The Entrance Examinations have been compiled particularly for St. John's College. They aim to reflect two years of genuine work in a high or preparatory school and to assure both the faculty of the College and also the student of his ability to pursue the·St. John's course. In doubtful cases the Psychological Examination provided by the American Council on Education may also be taken. •Cf. Appendix D. The Great Books at War. 55 �56 CATALOGUE OF ST. JOHN'S COLLEGE Procedure 1. Request a blank of Application for Admission from the Assistant Dean. 2. Fill out the Admission blank as completely as possible, paying special attention to the third page where you are asked to give full information concerning your formal preparation for college, names and addresses of the high or preparatory schools you have attended, with the dates of your attendance. You should be careful to give the name of your principal or other teacher who will be able to give a substantial recommendation of your character and ability. If you think you need or want to enter by examination, pay special attention to the fourth (back) page of the application blank. 3. Return the Application for Admission to the Registrar who will then collect your scholastic records and recommendations, and arrange Entrance Examinations if they are requested. 4. If you need or want to take the Entrance Exaininations, give us the name and address of a teacher or college graduate who will be willing to accept the responsibility for administering the examinations to you. We pay such persons the sum of five dollars which you pay us as examination fee. We shall then arrange for the rest of the examination. 5. As soon as the Registrar has collected your scholastic record, recommendations, and the results of the Entrance Examinations, we shall promptly report the decision of the Admissions Committee. No assurance of admission can be made before the above data are provided. 6. If you are not able to pay the full College fees, ask us to send you a blank of Application for Student Financial Aid. Fill this out with special attention to your Tentative Budget, send it to the Assistant Dean, and as soon as your admission application has been acted on, we shall let you know whether we can help and also how much. Requests for further information may be directed to the Registrar. You are urgently invited to visit the College and to discuss further any problems that may need extra consideration. No Admission with Advanced Standing from Other Colleges Students who wish to transfer to the St. John's program must register as freshmen for the four-year course; no advanced standing in the program is granted for other college credits. FEES College Finance It is the aim of St. John's College to establish its fees for tuition and residence at a figure which will approximate as closely as possible the actual cost of furnishing tuition, board and room, and meeting the administrative and other operating expenses of the College. St" John's College adopted this principle and established the fee for residence and tuition at $1,000 for students entering the College in the fall of 1941, or thereafter. This fee will be continued unless, in following years, conditions of war and rising costs should force revision" (The fee of $1,000 covers the three terms of the regular session. For the duration of the war, a fourth term, held during the summer, will raise the annual fee to $1,300 for the first year, and $1,200 for each year thereafter. It will be noted that this wartime increase is less than proportional.) By setting its student fees at approximate operating cost, the College has freed other sources of income, principally support by private individuals and by the public through state appropriations, for two purposes: financial aid to the students who are not able to pay the full cost, and additions and improvements to College land, buildings, and equipment. The various other fixed charges for attendance at St. John's are listed in the following paragraphso In figuring the budget for the academic year, each student should include additional amounts for books, clothes, stationery, laundry, and other incidentals. The cost of books will in general average about $35 per year. Entrance Examination Fee If a candidate for admission finds it necessary to take the College entrance examinations in order to complete the requirements for admission, he will be charged a fee of $5.00, payable to the College upon his request for examination. This fee is charged to cover the expense of giving the examination; it will not be refunded, nor will it be deducted from other fees. 57 �58 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST JOHN'S COLLEGE Annual Fee;; Summer Term ........ . Fall Term ............ . Winter Term .. Spring Term ......................... . Tuition $2t}0 Total for year for tuition and residence. 180 180 180 Residence $160 120 120 120 Total $400 300 300 300 '. $1,300 These fees are payable in in four installments: at the beginning of each of the on October 2, January 3, is charged only for the first term of the freshman yeaL On registering, the must procure a Treasurer's Card that fees have been or suitable financial arrangements to classes, gy:nmasmm or infirmary. of BiHs Bills for fees are presented directly to the student, and the student assumes their on the dates due, Caution l.Vfoney Each student must make a of $10.00 'Nith the Treasurer on registration, subject to charges laboratory breakage and damage to College property. The amount of this deposit must be nuintained at all · the session. refund check for deposit sent to student upon request after the end of any session or withdrawal or graduation from College. Except for the money posit, which is refundable at close of the college year, College has no extra fees. Defer.red Payment of Fees There is available to 59 plan, provides the College year, in most method deferred tui"Tuition Plan, Inc.," a corto many schools and colleges into effect by a conis tract signed parent or guardian and by the College and handled entirely by "Tuition Inc." The cost is per cent the amount financed, minii:num charge one �CATALOGUE OF ST. JOHN'S COLLEGE 61 canv.a~sed .. T~e Committee has the grave responsibilit of adm1.mstermg 3ustly a. common financial resource of the mumty ?f scholars which the applicant seeks to join. It therefore .sl'.bJects e~c~ case .to a thorough investigation and it cannot m1tiate this mvest1gation until the student aid blank has b~en fidlle~ out fully, clearly, and accurately, and with suffi c1ent etad to enable a judgment to be made. AU students hold aid, whether loan and employment or money ·grant, only on condition- that th ey mamtam goo d . _· d · . . a.ca em1c standing. ~ppl.1cat10n for aid should be made at the tRim~ the formal apphcat10n for admission is forwarded to the eg1strar. ~om­ FINANCIAL AID College Aid Students unable to pay the full cost of their education may get assistance from the College. If the total assistance which a student needs for four terms amounts to not more than $250, the College will undertake to advance him a loan of the amount required and to find him employment at the College that will yield him sufficient wages to repay his loan during the period for which the money is needed. These loans do not bear interest. Since the available amounts of both work and money are limited, only students who could not otherwise meet their College expenses should apply for assistance. The procedure for obtaining a loan from the Student Aid Fund of the College is to sign a loan agreement by which the student engages himself to repay his loan as fast as his capacity to earn money will permit. As fast as he makes payments on this loan, new and smaller loan agreements will be substituted for the one the Student Aid Fund holds. The privilege of borrowing from the Student Aid Fund is reserved to those who perform satisfactorily for the College the work for which they receive wages and for those who curtail their loan promptly to the limit which their wages will permit. If the total assistance needed for four terms amounts to more than $250, the College will either make up the excess by an outright grant from the Student Aid Fund or else reject the ;:i_pplication altogether. This practice is based on the experience that in most cases $250 is all the student can earn without endangering his studies and on the College's belief that it is undesirable that its members should graduate with a burden of debt to the College. Outright grants are made only where aid is so dearly needed and merited that the College can successfully appeal for donations to persons who are strangers to the applicant. The Committee on will reject all applications, whether for loans and employment or for outright grants, which do not clearly demonstrate that all local sources have been thoroughly 60 Maryland State Scholarships .l!esi~ents. of .the several counties of Maryland and the six leg1~l.at1ve dist.net~ of Baltimore are eligible to take the com- pet1t1ve e~ammat1ons for scholarships at St. John's Colle e ~wen~y-nme of these scholarships pay full fees, including t~i~ t10n, oard, and room; twenty-nine pay tuition fees only They :~e t~:acterf for f four years o~ in the case of a student ~lready o ege. or the reI?am.der of his course to graduation. I.n al.I counties an_d. leg1slat1ve districts the compet1t1ve exammatrons are admm1stered by the respective county or citv School Boards, and reports are rendered to the respective Sen;tors who ·make the formal appointments · The C o ll ege supp 1· h · 1es t. e exammat10ns and grades the papers in all except two counties, ~ontgon:ery and Prince George's, where the School Boards examme ca~d1dates and report directly to each Senator. Al~ appomtments are conditional upon admission of the candidate to the College. The procedure for application, examination and appointment to State scholarships is as follmvs: ' l. Candidates, who must be residents of the county or district that has an open scholarship, should watch the newspapers for .the announcement of the time and place of the examinat~on and apply to the local School Board for examination. 2. Candidates sh?uld supply to their respective Senators evide1~ce of their good character and financial need 3 · Appomtees will be notified of their appointment~ by the Senator and by the College. �62 CATALOGUE OF ST. JOHN'S COLLEGE Scholarships Awarded by the College CATALOGUE OF ST. JOHN'S COLLEGE 63 Scholarships at Other Institutions for St. John's Students THE PHILIP A. MYERS, II, SCHOLARSHIP SCHOLARSHIPS IN ENGINEERING To be awarded annually, the income from $10,000, the gift of Philip A Myers, II, Class of 1938. Th~ee sch?lars?ips in engineering are offered at the Johns Hopkms Umvers1ty to graduates of St. John's College These sch~larships are awarded by the Faculty Co~mittee on Scholarships and Student Aid. THE CLIFTON C. RoEHLE ScHOLARSHIP To be awarded in tuition, the income from $6,000, the bequest of Mrs. Anna M. D. Roehle, in memory of her son Clifton C. Roehle. THE JEREMIAH HUGHES SCHOLARSHIP To be awarded annually to some deserving student, preferably a resident of Annapolis, the sum of $30.00 to be applied to the cost of tuition. SCHOLARSHIPS IN MARINE BIOLOGY A tuiti~n sc~olarship applicable to an approved course either at the B1olog1cal Laboratory at Cold Spring Harbor New York, or at the. Marine Biological Laboratory, Woods' Hole, Massachusetts, is offered annually to graduates of St J h ' This sc?olarship is awarded by the Faculty Com~itt~e no~ Scholarships and Student Aid. THE FRIEDRICH JoNATHAN voN ScHwERDTNER ScHoLARSHIP To be awarded, in tuition, to some deserving student, the income from the bequest offered annually under the will of the late Friedrich Jonathan von Schwerdtner, in memory of his son, Friedrich. Scholarships Awarded by Patriotic Societies THE MATTHEW FONTAINE MAURY SCHOLARSHIP Awarded by the United Daughters of the Confederacy to a student of exceptional character and scholarship and of established Confederate lineage. This scholarship is applied to tuition and residence fees, in accordance with the needs of the student selected, and is awarded at present for four years unless the appointee fails to maintain the required standard in his academic record. SCHOLARSHIP OF THE COLONIAL DAMES OF AMERICA Applicants for this scholarship are expected to submit evidence that they are of colonial descent and that they themselves revere the ideals and standards of their forbears. Application should be made to the Chairman of the Scholarship Committee of the Colonial Dames of America: Mrs. Walter W. Price, 21 East 65th Street, New York City. 5 �CATALOGUE OF ST JOHN'S COLLEGE APPENDIX A A SHORT EDUCATIONAL HISTORY OF ST. JOHN'S COLLEGE a liberal arts ST.It JOHN'S COLLEGE is andsmall been so since college for men. is non-denominational, has its founding. It has never been coeducational. It maintains no graduate or professional schools. It is the third oldest college in the United States. 65 called King William's School, and managed by certain trustees, nominated, and appointed by your sacred majesty, Laws of lvlaryland, Session of ] uly 1-9, 1696. 1776 According to tradition King William's School was used as a gunshop during the Revolutionary 1784 St. John's College chartered by the General Assernbly of the State of Maryland: 1696 King William's School, first pub~ic free schoo~ on t~e. American Continent founded in accordance with the followmg Pet1t10nary Act of the Ge~eral Assembly of colonial Maryland: A Petitionary act for free-schools. Lib. LL. No. 2, fol. 115. Dread Sovereign . . . . Being excited by his present Excellency Francis N~cholso~i, Esq.; your Majesty's Governor of this your Provmce, his Zeal for your Majesty's Service, pious Endeavors and generous Offers for the Propagation of Christianity and good Leaming, herein we become humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us your Majesty's Subjects of this Province, represented in this your Majesty's General Assembly thereof, THAT h MAY BE ENACTED, IL AND MAY IT BE ENACTED, by the King's most excellent majesty, by and with the advice, prayer am~ consent of this present General Assembly, and the authority of the .same, That for the propagation of the gospel, and the educatwn of the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher and one writing-master, or scribe, to a school, and one hund;ed scholars, more or less, according to the ability of the said free-school, may be made, erected, founded, propagated and established under your royal patronag: .. And th~t t:he .ffiOSt reverend father in God:i Thomas, by DrI1n.e Prov1dence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the .said s~hool; and that, to perpetuate the memory of your ma3esty, 1t may be 64 VvHEREAs, Institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and prepetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States: Be it enacted, by the General Assembly of Maryland, That a college or general seminary of learning, by the name of Saint John's, be established on the said Western Shore, upon the following fundamental and inviolable principles, namely: first, said college shall be founded and maintained forever, upon a most liberal plan, for the benefit of youth of every religious denomination, who shall be freely admitted to equal privileges and advantages of education, and to all the literary honors of the college, according to their merit, without requiring or enforcing any religious or civil test, or without their attendance upon any particular religious worship or service, other than what they have been educated in, or have the consent and approbation of their parents or guardians to attend; nor shall preference be given in the choice of a principal, vice-principal, or other professor, master, or tutor, in the said college, on account of his particular religious profession, having regard solely to his moral character and literary abilities, and other necessary qualifications to fill the place for which he shall be chosen . . . , . The petition for this Charter was signed by William Paca * and others. ~Signer of the Declaration of Independence. �66 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE The Board of Visitors and Governors William as folhws: James Bnce John Allen Thomas Gustavus R. Bro•c11n Edward Gantt Clement Hill Rich<Jrd Sprigg Ch:ules Carrnll of Canollt011 Jeremiah T. Chase Charles Walbce John C<lrroll, D. D. Thomas Nicholas John H. Stone William Beanes Richard Ridgely Samuel Chase John Thomas Thomas Stone ~ Alexander Hanson Thomas Jermings Dr. First McDowell. 1796 Graduation of Francis Scott author of The Star Distnct Banner. of the United 1799 Graduation of George Parke Custis, step-grandson of George Washington. Fairfax and Lawrence Washington, nephews of George were also students at the College. 1835 Curriculum during the Principalship of the Reverend Hector 1785 The property, funds, masrers, and students School conveyed by an Act of the General College. Reverend Ralph Higginbotham, Master of VVilliarn's became Vice Principal of St. College. Two members of the Board of Visitors and Governors of William's School became Visitors and Governors of St. John's College. 1791 Demosthenes Isocrates Plato Latin Livy Horace ::r vugu Mathematics Algebra -~ visits St. To the F acuity of Si. John's College: Gentlemen: The satisfaction which I have derived from my visit to your infant seminary is expressed with much pleasure, and xny \Vish~s for its progress to perfection art: proffered with sincere regard. The very promising appearance of its infancy must natter all its friends (with whom I entreat you to class me), with the hope of an early and ac the s<:lme time mature manhood. You will do justice to the senciments which your kind toward me inspires, by btheving that I reciprocate the good wishes your addnsss, and ] sincerely hope the excellence of your seminary will be manifested in the morale and science of the youths who are favored with your care. GEORGE \VA8fllNGTON ANNAPOLIS, First Yeat Greek Xenophon Herodotus Thucydides Lysias April 17, 1791. Sigmxs of the Declaration of fodependence. Third Year Greek Minor Poets Latin Tacitus Mathematics Applications of Trigonometry Conic Sections Chemistry Natural Philosophy Elements of Criticism Second Y ea-r Greek Homer Hesiod Tragedies L.atin Juvenal Cicero l\lfathematics Plane Geometry Solid Geometry Logarithms Trigonomeny i.Ai..,ourth Year Latin Horace l>f a tural Philosophy Logic Astronomy Geology Civil Engineering J\_rnerican Jiistory Political Economy Natural English Composition and Declamation in all four year3. Modern Languages by special arrangement in addition �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST JOHN'S COLLEGE 68 69 Ul86-l923 1868 of James C. Curriculum during First Year Greek Homer Herodotus Latin Virgil Cicero Livy Horace Mathematics Algebra Geometry English 19th Century Literature Second Year Greek Xenophon Plato Euripides Lucian Latin Horace Cicero Terence Mathematics Logarithms Trigonometry Solid Geometry English Shakespeare 18th Century Literature Third Year Greek Plato JEschylus Thucydides Sophocles Latin Cicero Juvenal Plautus English Shakes pea re Spencer Taylor Hooker Milton Mathematics Theory of Equations Analytic Geometry Descriptive Geometry Use of Instruments N-atural Philosophy Chemistry Historical Methods Fourth Year Lectures in Philosophy Greek and Social Science on: Plato Plato Aristotle Aristotle Aristophanes Augustine Demosthenes Thomas Aquin:i_s Latin Vi co Tacitus Descartes Lucretius Bacon Persius Bossuet Quintilian Pascal English Paley Authors of 13th, Hth, Locke and 15th Centuries Spinoza Mathematics Montesquieu Analytic Geometry Kant Calculus De Tocqueville Mechanics Adam Smith Natural Philosophy Fichte Astronomy Hegel Logic Buckle Evidence of Christianity Lecky Malthus Mill Butler of Thomas Fell. A curriculum of Block Electives and Military Training. 1. Classical Course leading to the B. A. Degree 2. Latin Scientific Course leading to the B. L. Degree 3. Scientific Course leading to the B. S. Degree 4. Mechanical Engineering Course leading to the l\/L E. Degree 1923-1937 Period of Progressive Studies under the Open Elective System. 1937 Restoration of the traditional program of Classics and Liberal Arts unique in American colleges of today. �CATALOGUE OF ST. JOHN'S COLLEGE APPENDIX B THE DEGREE OF BACHELOR OF ARTS AT ST. JOHN'S COLLEGE Preamble Degrees Just as institutions are necessary for the ca~rying on of ~earning, although these very institutions may become its great~st ~un~rance through unwise direction and time's dull~ess, so any i~st1tut10n ?f learning must require of its students certam ~arks and signs of t~eir attainments and progress even though misuse of such requir~­ rnents has often prevented true progress. T?eir. us~ m~st entail care. Such requirements are inevitable if an m_stitut10n is to pronounce public judgment upon its students,_ th:it is, to grant deg~ees. The original title of Bachelo~ of Arts s1gi:i1fied the first o~ciall~ recognized stage of competence m the seven liberal _arts and sciences· grammar rhetoric logic arithmetic, geometry, music, and astroi;iomy. The St. john's de~ree of Bachelor of Ar~s signifies ~o-?1pe~ence m the modern equivalent of these arts and sciences. This implies: l. Knowledge of the contents of the required books in the 1 1 list . 2. Competence in mathematics through the el_ementary ca cu us. 3. A reading knowledge of at least two foreign lai:ig.uages. 4. Four hundred and fifty hours of laboratory trammg. Now, since students are of different ~apacities, and since co~leges of liberal arts, of all institutions of learmng, are called up~n to Judge not only of the attainments of their students but also of their progress, it therefore seems wise that St. John's College offer three degrees: namely, Bachelor of Arts magna cum laude, Bachelor of Arts cum laude Bachelor of Arts rite. The first to be awarded to those students who, in the opinion of the faculty, are judged ~atisfac~ory bot? in attainments and progress, and capable of pursumg their work m Law, Medicine and Theology or in the graduate schools of language and literature, mathematics, the natural sciences, and logic. and me~a­ physics. The third to be awarded to those student~ who, I~ the opmion of the faculty, have made sufficient progress m the mtellectual virtues to warrant recognition by the college, but on whose actual powers of operation in the severa~ arts and s~iences a~d therefore on whose actual capacity for advancmg further m profess10nal or graduate schools, the faculty declines to make a final judgment. The second degree represents a less eminent case of the first. In awarding degrees, the faculty must ~et up. ways. and means of Ways& Means reaching decisions. To this end the followmg stipulations are m:ide: At the end of his third year, the student must stand fo~r wntt~n Enabling examina- enabling examinations, one in language, one in mathematics, two m tions 70 71 laboratory, theoretical and operational, and one oral examination on seminar reading. _These examinations are given normally in September after the third year, although the student has the right to demand them in June of the third year. These examinations are largely technical in character. But the techniq~e required must be at al_l times ~elated to the whole body of the liberal arts and to appropnate sub1ect matters. This relatedne~s is formally guaranteed by basing the enabling examinations on a list of books nam~d in Appendix I. The examination in language covers general ~uest10ns_ of ~rammar of all four languages, and logic. !he mathematics exammat10n covers specifically simple operations 1~ geom~try, conics, trigonometry, analytic geometry, and in the d1fferent1al calcu_lus. The exa-?1ination in laboratory covers specifically the analysis and operat10n of certain important instruments to be named in Appendix I, p. 73. ~f~er having taken his enabling examinations, the student may petition the faculty to accept him as a candidate for the degree of Bachelor of Arts, to be granted at the end of his fourth year. The faculty t_hrough a committee then examines the student's record up to the time of the petition together with his performance on the enabling examinations. It may make one of three judgments: either _(I) the student is accepted as a candidate for the degree, or ( 2) he 1s not accepted but allowed to complete his fourth year of college work, or ( 3) he is dismissed from the college. In _examining a student's record the committee of the faculty espec1all:y named for this purpose is at liberty to question the tutors and semu1:ar leaders of the student both past and present, and the student himself, as well as the formal judgment preserved in the way of term marks or examination grades, or any examination papers or yearly theses at hand. It would be a general principle that the faculty ~ot accept as a candid~te for the degree any student who had consistently neglected and ignored or had consistently failed in ~ny. of the essential divisions of the first three years' program; that 1s, either language and literature, or the liberal arts or mathematics and the natural sciences. ' But the. faculty committee, although refusing to accept a student as a c~ndidate for the degree, may judge the student capable of benefitmg from the fourth year's work without detriment to the college community. An_Y student accepted as a candidate for a degree or allowed to remam the fourth year must then indicate a subject for a dissertation, to be agreed upon ~y the faculty, to be written during his fourth year, and to be publicly expounded, amplified, and interpreted satisfactorily by him prior to the granting of the degree. While the degree can not be granted before the end of the fourth year, the student Petition Disser· tation (general) �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST JOHN'S COLLEGE may request more time to prepare and submit his dissertation for the approval of the faculty. He may even request permission to return to the college for a fifth year, attending what tutorials, laboratories, and seminars he pleases within the limits of college discipline. The student will choose, and the faculty will accept, a subject for dissertation with an eye to all the first four years' work, and not as a piece of specialized research or contribution to knowledge. For the year 1942-43 the Instruction Committee acted as an Examining Board. The duties of the Examining Board were as follows: 1. To formulate and administer the Enabling Examinations which are to be given in September. 2. To accept and approve projects for the final dissertation. Such projects must be prepared and formulated by each candidate with the help of a faculty adviser. 3. To read and accept the final dissertation, to administer the final examination, and to recommend candidates for degrees. of a qualitative .kind can be made such ac betV11ee 11 more ancl I ess up . , .' ~ and down, stra1ghc and not straight. The latter per·n 't ~ . ' l. · · · cl · . 11 us LO 1na ze quant1tat1ve JU gments, that is to associate throtio-h ·. ·1 . · . ' . · "' s1m1 ar rat10s some one of a senes of numbers with th,, th 1no· obser· ve d . Of ten t h c ' . ~ ~ ",l~ same piece of apparatus. can be used either as a scor)e 01. . Tl1e eIements are certam devices, not scientifir ·ns~Lrum as t a meter. 1 . . .~ 1 en s tnemselves, which enter mto the construction of different 111 st- uments. · 1 72 Disser· tation (particu- lar) Exam.in· ing Board APPENDIX I The books of the first three years on which the Enabling Examinations are to be focussed are the following: Texts studied in Tutorial Republic Organon Confessions De Ente et Essentia Social Contract Les Pensees Euclid Archimedes Apollonius Ptolemy Galileo Descartes Newton Boole Texts studied in Seminar Iliad Republic Timaeus i.Edipus Poetics Physics Galen Divine Comedy Don Quixote Hamlet King Lear The Tempest Harvey Lavoisier Wealth of Nations Federalist Papers As stated above, the examination in laboratory will cover specifically the operation and explanation of certain important instruments" The following list is arranged under three headings: Elements, Scopes, and Meters. There are two classes of scientific instruments: scopes and meters. The scopes are aids to observation and the meters are aids to measurement. With the former, distinctions Elements Solids Crystals Fluids Gases Lever Inclined plane Screw Pulley Floating body Spring Pendulum Magnet Mirror Lens Prism Grating Scopes Straight edge Plumb line, gnomon Compasses, divider Tuning fork Electroscope Telescope Microscope Oscilloscope Stroboscope 73 Meters Scale Ruler Balance with set of weights Spring balance Strength-of-materials testing machine Water clock Barometer Sonometer Disk siren with clock and counter Thermometer Magnetic compass Coulombmeter Tangent galvanometer Dioptra Astrolabe Micrometer microscope Spectrometer with minimum deviation prism The ex~unination in labmatory will be in two parts. In one the st~dent will be asked to make certain observations and measurements with .some of the above instruments, and in the other to answer quest10ns on the theory and application of some of the elements and mstruments. The references for this examination are the mimeographed laboratory notes and the student's written reports of the first three years, as well as the scientific books among the texts named above. �CATALOGUE OF ST. JOHN'S COLLEGE APPENDIX C ST. COLJ~EGE By RADIO PROGRAMS. SERIES STRINGFEJ,LOW 3 President From. Station PlFBR in Baltinwre, Nov. 20, 1938 · · · · " Jo,in '" College h<is 1- :; . I propose to drncuss an important step w Iucn . .· taken within the past ten days. Many of those w~o are hstem,ng to ,u,uucu,·ul'. alumni members of the College, w1H by now _a1.most somebody that the admmmtration has Those who believed statement · l!ravely disturbed. I think I ought ff seems to me, b e ·~· . 'I shall to d. ' 1saouse tnem. To l':e·""P tL•e '_.·ecord • u • first state the facts. Athletics have not been but "-"""-"-" has decided that after the dose of the session facilities will be increased and at be placec on a intramural basis. I arn · significant changes have been anat St. to take effect next these changes I am liberal such have candid vniters like are sheer senti~nentalists arHi · arhletics are the same do better now, equipment, transconticoaches and this. The first thing learned about was that we were booked to our and N. Y. U"-in an effort to keep the athletics earning a " But still I . -" athletics to to with thanks to prote-ct the coaches from to hire ;;ithletes, I was nie I was mistaken was what --,.n:-1,,-1 with '.'urriculum that re" work. Yet I shQ.ul;i"h'~~~~kn:wn thi; by, " I had known .:0 untless students who v;rithdrew from intercollegiate athlet1~s. v;hen entered medical or other work. vv:i.tnare·;v 74 75 because they knew, along with everybody else, that vou have to study to earn an M. D. while ordinarily you don't hav; to stud" to earn a RA. The undergraduate fills in his idle time with athle~ics, which at its most professionalized is a lot better thing to fiH idle tim~ ;vith ~han some other thin~s _I know. But .suppose there isn't any idle time? Suppose there 1s JUSt enough lernure time for healthful outdoor games? Then every athletic trip becomes a crisis and not what is known as an "athletic excuse!' For students who are really doing serious work know without being told that you can't "make up" for something you should have learned but didn't, by using the magic word "excuse." An excuse may square you with the Dean. It won't convert ignorance into k:nmvledge. There is no reason on this round earth why securing a liberal education in an undergraduate college should be a less serious business than acquiring a medical education in a medical schooL But if it is a serious business, then it had better steer clear of another very serious business, indeed a highly organized "big" business, intercollegiate athletics. For this big business has its own exigencies: those who won't meet them had better keep out. That big business substitutes spectator psychosis for actual participation, cheering sections for playing teams, an orgy of sportsgoods equipment for costumes fit to have fun in, large business staffs with long-term schedules for the old-time impromptu of natural antagonists, monotonous physical drill for learning to play playing, pressure from fellow-students for zest to play, the exhibitionism of star performers for the satisfaction of playing well it is The sum total of these more fun to play a game well than things is hysteria, lost m,otion, the death of the amateur spirit, and an athletic system that competes with study instead of ing and strengthening it. We have all known these things for years, unless we have been ostriches or Rip Van Winkles, But I repeat, they don't prove fatal so long as undergraduate education is run in low gear. In I should insist again that, so long as education is run in lov1 gear, these things are better than idleness, But there is · better and that something is amateur athletics, amateur of a quality no college can achieve so long as it is meshed m with the new kind of athletics, the big-business kind" The program now going on at St. John's must have the support of amateur athletics. It must have it, because amateur athletics is rich in terms of health, recreation, skill, and co-ordination. To get that support, it will expand its 101:ramur;il athletics. varieties of sport ~vill be offered and more facilities. Our are often called country dubs. I want to see St. athletic facilities a good country club offers. game we now we 6 �76 CATALOGUE OF ST. JOHN'S COLLEGE shaH continue to play, except that the six-man footbaH we started this year will replace the standard game. fo addition we want to ~·· . . -··- water sports, with particular on The alumni have already gfven us one sailboat; we acquire five more. Finally, it is essential, not that games be played at the College but that they be well played. tutor with wide athletic experien.ce need a number of stu~ent assrnwill be placed in charge, but he tants. To secure good assistants, we propose to offer athletic scholarships. In my own limited experience, this will be the first legiti~ate '..!Se to which athletic scholarships have been put an Amencan college. I think you may rest assured there YviH be of excellent candidates, I you will help me find the best '-"""nun~·o, Sooner or later, I hope sooner, the present system of semi-professionalized intercollegiate athletics wiH hang itself. 'When it does, the problems that caused us to take our present s~and will When it does we shall doubtless play games with other colleges as naturally as ;uch games were once played. Meanwhile athl~tics at St, John's will be for the student, not the student for athletics. THE GREAT BOOKS AT April, 1943 Men must have often lifted their eyes from battlefields where things take on corruption and turned to a shelf of books for assurance that some things are not corruptible. Battlefields these days extend themselves farther than they sometimes have, and many a school and college must have looked from its campus and classrooms, now given over to war training, to discover what it is in a college that ought i:o persist. Except in places like Louvain in the last ~war and enemy countries in this war, the assurance of survival comes from the college At St. John's College reassurance rs Five and a half years ago, when war clouds were darkening, faculty with the approval of the and the assent of the students entrusted its curriculum and its teaching to the few greatest books of the western tradition and their authors. war actually came and the need for assurance was undeniable, it was possible to keep our eyes on the book shelf and at the same tirne to take account of the cost of the war; we ·were sure that this curriculum and this need not be lost or corrupted. We were even sure that these would win the war. 'li/ e were ready and eager to make any to take any risk that might become necessary. It was not necessary that we should accelerate the teaching schedule; in fact it was thought that acceleration and the addition or substitution of vvar courses would detract from rather than add to the realities of the learning process-even those that war demands. Om mathematics could not be improved, except as our teaching might improve; our language study would be fundamental to communications whether in the writing of directives or in cryptography; our laboratories were already laying the in mathematics, astronomy and physics, for navigation and meteorology; and the touch-and-go conversations of the great book seminars were proving grounds for the executive responsibilities of future officers. But these features vvere secondary apof the master plan of the which was aimed at or liberal education for every man, for his freedom and morale both in war and in peace. The great of a master a~ the that and support:. In the case of the St. program maximum risks are · is rooted in the great books which have survived ;:oJI because the the emergencies of the past, and will continue to go 77 �78 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE through this one and others with us. A bomb may destroy the paper and ink, the draft may decimate the faculty and student body, but the books will not be forgotten and they can be put to work by anyone who remembers. We can therefore view any new directive with assurance and can promptly answer any call to war service without fear of losing what we are fighting for. In the past year we have therefore been able to take care of our army, navy, and inarine reserves without changing our curriculum. Vv e have required calisthenics, infantry drill, military track, and hand-to-hand combat in place of our former system of voluntary intramural sports. We have offered extracurricular training in gas engines, specialized navigation, physics, and mathematics. None of these things has displaced or been a substitute for the fundamentals of the liberal arts, which in turn have supported the specialties. In spite of the high degree of assimilation that these developments indicate, it has been a tough year for both students and faculty. There has been hardly a week when some students have not left for military duty; there has hardly been a month when some faculty member was not needed and called for the country. Badly written military directives have transmitted the chaos of the battlefield to the College; we have recoiled and ral!iedo At the end of the second term we held imitation commencement exercises for the thirty-six students called to the colors; the recital of the Ephebic Oath conquered the day. students in arms, salute the youths of the ancient republics." were also saluting the other colleges who were JOmmg us 111 arms. But the master plan has also found new meaning in the events of the world and of the college. \Ve have learned that about half of the books from Homer to Tolstoi discuss war <tnd peace with realism and wisdom. Beneath this surface they explore the problems of law and anarchy, they report man to man, they weigh sin and tragedy, they record learning by recognition in calamity. The study of the great books in war time confirms the conviction that such reading and discussion is the birthright of every human being. 'Vhen the Congress decided that men should be drafted at the age of eighteen, we therefore decided that we would take the risk of the List planned step of the St. John's revolution, to teach these books and the accompanying liberal arts to younger students, students who might not have graduated from high school, and who might therefore not be able to get their liberal education as long as the war lasts. Teaching students of this age was a part of the master but we h;id hoped to have some of onr own graduates in the faculty to belp us to make the shift. \Ve had therefore postponed it a few years to allow the rebuilding of the faculty with the younger and more aptly trained teachers. But the present 79 foculty has been ,l!Oillg tO - ' · -., sr·J-oO')ll L · ,, tue great for reasons of age and will not be u -f· J . l . - d f 'I' . - - se.u anc in th~ ar me orces. he need their teachino- is _·· · c ready for the adjustments in teaching th;~ th t ~k aJ.i~H __ . are After a great deal of discussion with faculty 1::J/eo ;id,,u wd1 redqmre. d I fi · f . . ' "-' ar , an stu ents an a so gurmg o costs, the adm1mstration has been auth · d ' h r 11 . onze to announce t e rour-year co ege course rn the liberal arts to be iven m three calendar years to students between the aaes of fir g d e'P-ht een. Th e great b oo k are o ffered to these youths ,,,h b iteen ·an 1,,, 's h ·h . I h · . . . " o m1g _ t of r erw1se ose ti eir opportumty to part1c1pate fully in the arts of ree men. - There is. no doubt that this radical step will be viewed in many quarr~rs with a!a1 rm There will be doubts that such important ii•struct10n matena can be handled adequately apd safely by b . h ·11 • younger oys, t ere w1 .b~ doubts tha~ the tre~tme1~t younger boys can give the great books. 1s 111 keepmg with the high aims of the program itself. On the first pomt. we have considerable. evidence that younger boys not only can handl~ the great b?oks with profit, but that they can get greater profit with less read1ustment than the graduates of our present schools of preparation for college. We have alreadv taken a sm~ll ~rm.~p of y_ounger boys at St. John's, and they show"the same vana~10n m aptitudes and progress that the older boys have been showmg. But in addition they evidence a fresh direct amateur's interest in ideas that high school graduates have ~o recover from their earlier years. It appears that the ordinary high school graduate has m the l~st rather empty years of his preparation for college acquired many or the academic pretenses which are so characteristic of the American high scho?l, that he has actually been bored with scholarly ~usks and has substituted flat~ery of his teachers for genuinely tough 1~i:ellectual _work .. ,The fault. is not m the teachers; many of them a1 e also bmed w1tn_ the subject matter that they and they also tur~ to flattenng the student. All of this together with the pr?gress1ve decay of. the linguis~ic and mathematical disciplines pomts to a dead spot m our educat10nal system, a point where preparat10n m the grammar school has finished, for better or for worse and the real business of liberal education has not yet begun. W ~ drag stude~ts through two to four years of this wasteland and the acute stages of boredom appear in the last tVlfo years of hi~h school or the first two years ?f colleg:. Some of the better preparatory schools and colleges fill m with hterature, fine arts, and science, but they know that they are either doing college work or it will a!! have to be repeated in a staler form later on. . Liberal education is in origin and tradition a European institutwn, and a glance at its structure lets us see where we have improvised and perhaps fumble<L The grammar schools in European coun0 �80 CATALOGUE OF ST. JOHN'S COLLEGE tries lead directly to the Gymnasium and Lycee, whose curricula were made of Latin Greek and mathematics with a scattering of national history and li~erature. The Gymnasium and Lycee led directly to the universities whose primary structures and functions were ordered to training in the professions: law, medicine, theology'. a~d teachi?g. The Gymnasium and Lycee came at the end of the child s educat1.on and they were concerned to initiate in the student th.e free a.nd 111dependent use of his mind so that he could worthily .atta1? the knowledge and discharge the duties of the learned profess10ns 111 the community at large. The Gymnasium and the Lycee dev~ted the.mselves single-mindedly to liberal education. It should be 111terestmg to us in the United States in 1943 that the liberal education thus institutionalized was provided to all young men who were admitted to it before the period of their military training and servi~e. As the youths of the ancient republics of Greece took the Epheb1c Oath at the end of their common formal education and at the beginning of their three years of military training and service, so the Europeans had the military deadline to mark the end of common formal education in the liberal arts. We have lacked this mark until now, and have allowed our structure and sense of function to become confused. The high school and the college have fused and grown together, and at the same time the college and the p~ofessional schools have lost their identities in the elective system which makes the worst of both. The collaborators and originators of the St. John's program were aware of this confusion in our educational system, and were at the outset intent on clarifying and articulating the system. They were also aiming at introducing and initiating the student to the lib~ral arts in their full deployment at the end of common formal educat10n. At St. John's we faced the risk of looking like a high school or a junior college and yet teaching subject matters and arts that are at the college level in importance and difficulty. The ages of our students admitted on high school graduation were equal to the ages for military service or university training in Europe. We therefore at the start planned to shift the age to a lower bracket as soon as we had established our curriculum by teaching experience. Now the war has given us the military deadline at eighteen years of age, the same that Europe has prescribed since the Greeks, and we may be looking forward to its permanent adoption. We are therefore fitting the last item of our original program into the master plan and at the same time meeting the current emergency for liberal education in this country, by admitting students at the age of fifteen. We trust that we shall not be accused of causing the war, but it may be pointed out that it has nicely punctuated the steps of our return to the ancient tradition. CATALOGUE OF ST. JOHN'S COLLEGE 81 In th~s con~ection it w~ll bear repea~ing that we are following out. to. Its. logical conclus10n the American tradition that liberal educat10n 1s for everyman, rather than for the few as the Gymnasium and the. Lycee have offer,ed. it. e h~v:e also departed from the Gy~nasmm and th~ Lycee 111 the1r ong~nal establishments by includmg a large portion of the natural sciences which they omitted and passed over to the various Realschulen for the education of those who did not expect to be free men. Our rediscovery and use of the great books is the basis of our confidence that liberal education, including the natural sciences and the laboratory, can be given to everybody at the end of the period of their common formal education. No essential changes in the booklist or in the teaching and class schedule need to accompany this shift in the age of students. The great books themselves offer many levels for reading and understanding, and in particular allow the more poetical and imaginative assimilation that the older student avoids too easily. The classroom scheduled hours are those familiar to boys at this new age. Intelligent teachers will welcome the direct amateur interest and will eagerly shift their contributions of help and guidance to meet the traditional youthful mind that is ready for the liberal arts, the arts that help boys to become men. Two other changes we regret to find necessary during the war. We shall have to add another term to the calendar ~ar and forfeit the long summer vacation in order to complete the four-year course in three calendar years. The long summer vacation has a very high educational value; the traditional vacation has allowed time for the maturing of learning while it is still in progress, and there is evidence that it has been very effective in this respect. We shall recover it at the earliest opportunity. The other regrettable change is in the omission of three foreign languages: Latin, French and German. Competent teachers in this program are difficult to keep during the war. On the other hand the addition of a term of Greek and the concentration on slow reading in English are interesting and promising experiments in a field which is difficult to assimilate to the realities of the liberal arts, and the experience may lead to a more genuine solution of the whole problem in the future. It will be interesting to see if some of the thinking that we have done to set the liberal arts in motion at St. John's will be recognized and followed by other colleges as the war recedes and the solid ground of liberal education, unencumbered by wreckage, reappears. W. [NOTE: After two terms of the current session we have found it possible to return to the program of four languages (Greek, Latin, French, and German) in four years. Beginning January 5, 1944, the program of language tutorials charted on page 44 will again be in force.] �CATALOGUE OF ST. JOHN'S COLLEGE B Lim MAGAZINE: The Classics-At St. John's Thev Come · t More, Febmary 5, !940. MORTIMER J .: Tfie Crisis i·n Conleniporary Education, The Social Frontier, February 1939. ADLER, - - - - : Liberalism and Liberal Education, The Educational Record, July 1939. BARR, STRINGFELLOW: The Art of Liberation, Free America, September and October 1939. Reprints available. - - - - : A College in Secession, Atlantic Monthly, July 1941. Reprints available. - - - - : T/ie College of the F11tnre, New York Times, May 9, 1943; Magazine Digest, November 1943. - - - - : A College Rebels, The Key Reporter, Phi Beta Kappa News Magazine, Autumn 1938. - - - - : Back to Fundamentals in Education, Talks, October 1937. Reported from an address given over the Columbia Broadcasting System. - - - : The Education of Free1nen, The New Republic, August 31, 1942. - - - - : The Ends and 111 eans of General Educat·ion, Address, Proceedings of the Fifty-third Annual Convention of the Middle States Asso. of Colleges and Secondary Schools, November 24-25, 1939. Reprints available. - - - - : The Fiiture of the American College, London Economist, July 3, 1943. - - - - - John Doe Goes to St.. Joh.n's, Progressive Education, January 1939. Reprints available. The St. John's Program, Encyclopaedia of Modern Education, The . · · J In 83 ° ·1_-11 ,_~-11_ (")"'ll •· r dncc LIPPMANN, WALTER: Crisis aud Reform in E,focalion Tl i\f y ! .!·Jp_-i·olcl Tribune, February 15, 194-3. . ·· ' le 1 nv or' - ---- The St. John's Program, "Today and Tomo1-ro"-" · . N, appearmg in 165 newspapers, D ecem b er ? 7, 1938. Reprmts available. - LYONS, Lo urn M.: A College Education fm;n 117 Books, The Boston Sunday Globe, September 13, 193 7. Back to the Classfrs, The Dartmouth Alumni Magazine, - MARDEN, PHILIP S.: October 1938. MAYER, MILTON S.: Hutch-ius of Chicago, Part I, "The Daring Yoti'o- ''I " - l P art II , "Th e Fl ym!l. 1'rapeze, " H arpers Magazine, J\!Iarch and ''" iv an, <IJH . April 1939. - - - - Socrates Crosses the Delaware-St. John's College and the Great Books Harpers Magazine, June 1939. Reprints available. ' MARTIN, W. A. P.: The Revival of Learning, The Commonweal, December 31, 193 7. McCARDELL, LEE: A Series of Four Articles on The St. Johu's Program, The Baltimore Evenmg Sun, January 23, 24, 25, 26, 1939. Click and P·ick vs. the Atlantic, The Churchman Ch · , nstmas PRICE, JAMES HARRY: 1942. Aristotle in Annapolis, Survey Graphic, June 1938. SLESINGER, DONALD" TALIAFERRO, R. CATESDY: Concerning the New Progu1.-m at St. ]olin's, The JvL1ryland Club Woman, February 1938. TIME MAGAZINE: St. John's Revival, July 19, 1937. I-'hilosophical Library Inc., 1943. - - - - : The St. John's P·rogra·m, The Virginia Spectator, December 1938. - - - - : Siispending Education, Address, Columbia Broadcasting System, February 4, 1943. - - - - : The Training of a Free M·ind, Catholic Digest (Condensed from Free America), December 1939. Towards a Disciplined Mind, Address, Proceedings of the Head Mistresses Asso. of the East, November 10-11, 1939. - - - - : The War and the Colleges, Two Radio Addresses, May 1942. Reprints available. BEIRNE, FRANCIS: All Quiet at St. John's, "Our Educational Correspondent," The Baltimore Evening Sun, October 4, 1938. BucHANAN, ScoTT: Back to First Principles, Survey Graphic, October 1939. Also in How Can We Be Taught to Think, Farrar & Rhinehart, 1940. - - - - : A Crisis in Liberal Ed1lcation, The Amherst Graduates' Quarterly, February 1938. Reprints available. BULL, GEORGE, S. J.: St. John's Experinient to Reclaim a Lnst Heritage, America, April 23, 1938. CAMP, LEO LEONARD: St. John's, Annapol·is-After Five Years of Operation, The Commonweal, October 22, 1943. CLEVELAND, RICHARD F.: The St. John's College Program, The Daily Record, Baltimore, Md., March 23, 1938. DoNOVAN, HEDLEY: Educators Strive for "Free Jl1ind," The ·Washington Post, ja1utafy 15, 1939. HENRY, THOMAS R.: Education by "Book Learning," The ·Washington Star, December 5, 1937. HESLEP, CHARTER: Exper·inient, Washington Daily News, July 28, 19.i7. KIEFFER, JoHN S.· The Classical Revival a.t Si. Jo7m's, The CL1ss1cal Journal, December 1939 82 VAN DoREN, MARIC: Education by Books, The Nation, December 6, 1933. WrLcus, C. J.: From St. Joh.n's to lvlark Hopkins, The Journal of Higher Education, January 1939. \Vmrn, E. B.: A Plan for America, Harpers l\!Iagazine, February 1940. ST JOHN'S COLLEGE BULLETINS REPORT REPORT REPORT REPORT REPORT OF OF OF OF OF THE THE THE THE THE PRESIDENT, PRESIDENT, PRESIDENT, PRESIDENT, PRESIDENT, April 1939. Reprints available. April 1940. Reprints available. May 1941. Reprints available. July 1942. Reprints available. July 1943. Reprints available. BOOKS ABOUT LIBERAL EDUCATION MoRTIMER J.: How to Read a Book--or the Art of Getting a Liberal Education, Simon & Schuster, 1940. A book expounding the techniques by which adult groups or individuals can come to terms with the great books. AMERICAN LIBRARY AssocIATION: Classics of the Wes tern W arid, with forewords by John Erskine and Everett Dean Martin. One of the book lists out of which the St-. John's program grew, this pamphlet contains valuable secondary bibliographical matenal. It was first published in 1927 by the American Library Association for the use of adult classes. 1934. ADLER, HUTCHINS, ROBERT M.: Edu.cation for Freedoin, Louisiana State University Press, 1943, MARITAIN, JACQUES: Education at the Crossrnads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Ed1lcation between Two W otlds, Harper & Brothers 1942. ' RICHARDS, I. A.: How to Read a Page, W. W. Norton, 1942. Still more detailed techniques of reading. VAN DoREN, MARK: li/Jernl Erlurntion, Henry Holt & Co., 1943. �___. ---ill!!!... ~~=~-- I. .. _IJICCI, ·"""'-~-•••••I. !fl!lll. CATALOGUE OF ST. JOHN'S COLLEGE 85 l'JRST YEAR--CLASS OF 1947 JOHN'S FOURTH YEAR-CLASS OF 1944 Edward Born Cochran............ . .. Birmingham, Michigan Ahmed Mi.inir Ertegun ........................ Washington, District of Columbia Norman Atwood Garis. ......... . ...... Summit, New Jersey Tames G. Huber. . . ...... ... ... . ... Baltimore Arthur Hyman . . . . . . . ... Tampa, Florida Jack Landau . . ...... ... . . .. Pittsburgh, Pennsylvania Henry Harrison Sasscer, IV. . .. Chevy Chase Peter Christian Wolff. . .................... Glen Echo THIRD YEAR-CLASS OF 1945 Stephen Windsor Bergen. . . . . . . . . . . . . . . . .. St. Albans, New York George Brunn . . . . . . . . . . . . . . ....... New York, New York Robert Luther Campbell, Jr .................... Hagerstown Solomon Kadis . . . . .......................... Baltimore Donald Stewart Kaplan. . . . . ........ Groton, Connecticut Frank B. Marshall, Jr..... . . . . . . . . . . . . . . . . . Baltimore Erich Nussbaum . . . . . . . . . ..... , .. Annapolis . . . . . . . . . . . . Baltimore Benton Bloch Perry. . . . . . . Harry Fletcher Pfeiffer, Jr ..................... Baltimore Benjamin Franklin Pumphrey, Jr. . ........... Severn Verne Schwab . . . ....... Greenbelt SECOND YEAR-CLASS OF 1946 . ...... , . . . . . . ...... Annapolis Gerald Atterbury . . William George Chenoweth. . . . . . . . . . . ....... Loch Raven Thomas James Cosgrove ............ , . . . . . . . . . Bayonne, New Jersey Laurence Elfenbein .................. Jersey City, New Jersey Sidney Hugh Fitch . . . . . . . . . . . . ......... Glenelg Alvin Fross . . . . . . . ........... . . Bayonne, New Jersey Thomas Irwin Fulton, Jr. . . . . . . . . . . . . ..... Irwin, Pennsylvania John Parker Gilbert. . . . . . . . . . . . . . . . . . . . . . ... Putney, Vermont Samuel Milby Harrington, Jr ................... New River, North Carolrna Allen Zimmerman Harvey ...................... Frostburg Leon David Israel. . . . . . . . . . . . . . . . . Union Bridge William Kenneth Kline........ . ......... New York, New York Vincent Wood McKay... . ...... Montgomery, Wes~ Virginia Ellis Wooster Manning, Jr..... . ......... Brinklow Robert Wilson Mueller. . . . . . . . ...... Milwaukee, Wisconsin Robert Frederick I'-Jovak. . . . . . . . ........ Baltimore Harry Charles Rockey. . . ......... Philadelphia, Pennsylvania James Willard Sharp. . . . . . . . . . ..... Freeland, Pennsylvania Samuel Sheinkman.. . ... New York, New York Charles Lincoln Van Doren..... . ..... New York, New York John Campbell Wakefield.. ...... ... . .. O:iklancl, California Peter Weiss . . . . ... New York, New York Henry Theodore Vi1ensel, Jr . . . . . . . . . Oak Ridge, Tennessee 84 (/1oMJ'fTRD IN J•n.y) Daniel Brown Barber. West Virgmia Victor Ewing Barton. Samuel Bancroft Bird, Jr. . .... Wilmington, Carl Henry Bruggmann . Washington, District of Columbia John Brunn ... . .. New York, New -'{ork Peter Frederick Buri. . . . . . . . . . . ....... Eau Claire, \VisconsiG Tristram Joseph Campbell, Jr. . ...... Ridgewood, New Jersey Jernme Herbert Cantor. . . . . . ... Boston, Massachusetcs Ch'ao-Li Chi .. New York, New York Peter Clogher . . . . . .. ...... . . .. Englewood, New Jersey Robert Mitchell Courtright. ......... . . Sumter, South Carolin;, John Scott Desjardins.. . .......... Cincinnati, Ohio Salvatore Carmelo DiGrande.......... . .New York, New York Alvin Hamilton Durning. . . .......... Louisville, Kentucky Klaus Werner Epstein. . . . .......... Cambridge, Massachusetts Allen Abbey Goldstein..... . . . . . . . . . . . . . Baltimore ....... ... . .. Washington, District of Columbia Charles Davis Haines... Bernet George Hammel. . .. . .. . .. . . . . . .. Orange, New Jersey H. Anthony Hammond. . ............... .Ridgewood, New Jersey Richard Scott Harris. . . . . Saginaw, Michigan William Edwin Harris. . . ....... Saginaw, Michigan Courtenay Jenifer Harrison. . . . . . . . . . . . . . Riverside Harry Gerald Hoxby. . . . . . . . . . . Mariemont, Ohio Richard Eagleston Jameson . . . .. Fallston John Milne Janney. . . . . . . ... Anna polis . ..... Grasonville Thomas Gillis Jewell. Archer Jones . . . . . . . . . Richmond, Virginia Joseph Ignatius Killorin, Jr. . .... Savannah, Georgia Paul David ]\i[alchenson. . .... Hagerstown Ira Wenaell Marine... . . . . . . . . . . . . . ... Washington, District of Columbia William Rankin Mathews, Jr. . ....... Tucson, Arizona . . Washington, District of ColmnbiJ Richard Fontaine Maury. Charles Hugh Messick . Hebron Allanson David Morehouse, II. . . . . . . . . . . . . Washington, Dmtrict of Columbia John Ma thew Morgan. . . . . . . . . . .............. Toledo, Ohio Robert Florian Navden..... . . .. Annapolis . Baltimore Brewer Norwood j\f~wton. Jam es Richard Powder. .. Lutherville Peter Bradley Price. . ..... New New York . Worcester, Massachusetts James vV. Ray...... Hurlock Philip Stevens Richardson. Jr. lan Leonard Robertson .. , .. Short Hills, New Jersey Thomas Evans Robertson. . Glendale, Ohio · Larry Winter Roeder. . ..... St. Louis, Missomi . .. Bethesda William Warfield Ross. . . . . . . . . . . . . . . . . .... Forest Hills, New York Rowell Anton v M. Schleicher. Mordecai Sheinkman ... New York, New York George Faison Smith. . .. Greenwood, Mississippi William Kyle Smith, Jr. . .. Annapolis EugeneVictorThau....... . ...... New York, New Yo£k Richard Van der Voort... . . . . . . . . ..... Pittsburgh, Pennsylvania George Montgomery Van Sant ................ , Hyattsville Robert Russel Weiss. . . Federalsburg 11. __ �86 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST JOHN'S COLLEGE George Patrick Welch, Jr. William Ogden White. Justin Cadwalader Williams 87 DEGREES CONFERRED, MAY 25, 1943 .... Providence, Rhode [slJ nd . ... Baltimore BACHELOR OF ARTS . .... !Vinorcstown, Nnv fcrscv Rite FJRST YEAR-CLASS OF 1947 (ADMITTED IN SEPTEMBER) . . . . . Frederick Irving Victor Abb .. . . . . . . . Bellaire, Ohio Ted Barber ....... . Roberto Beascoechea . . . . . . . . . . . Santurce, Puerto Rico .... Scarborough, New York Stephen Gordon Benedict ... . . . Brookline, Massachusetts Louis Leon Brin ........... . .... Cambridge Asa Neal Chandler ..... . . . . . . . . . . . . . . . . . Hagerstown Edmund Anthony Connor. . . . . . . . . . . . . . . Coshocton, Ohio Arthur Oudry Davis, Jr. . . Mountain Lake Park Douglas East Dawson .. . Julian Abbott Dorf ..... . . .. Chestertown .. Chevy Chase Arthur Eugene Dunsmore, Jr. Nathaniel Isaac Durlach .. . .. New York, New York H. Edward Eissler ..... . . . . . . . . . . . Upper Darby, Pennsylvania William Paul Elliott ... . . ..... Aurora, Illinois . .. Cordova Theodore David Ernst. Paul Carlyle Evans ..... ..... Syracuse, New York . . . . . New York, New York John David Farnham, Jr.. William Henry Gordon, Jr. . . . New York, New York John Gormly ...... . . ... Sewickley, Pennsylvania . . Preston William Joseph Harris ... ................ Baltimore Marvin Jam es Hoffenberg. Walter Lindsay Jacob. . ................. Pittsburgh, Pennsylvania . Leonardtown John Leonard Jarboe. ..... Fallston Ralph Lincoln Klein. Harry Marchosky ... ............... Colon, Republic of Panama Ruben Marchosky . . . . . Colon, Republic of Panama ... Louisville, Kentucky David Arthur Ogden. . ... Little Creek, Virginia John Newton Opie, Jr. Albert Fitz Randolph Peters, Jr ..... Washington, District of Columbia .... Baltimore Royal Pollokoff ...... . .... Washington, District of Columbia Charles Pickering Putnam .. .. Barstow Henry Page Robinson. Paul Ginsburg Sifton .. . . . . . . Washington, District of Columbia . ... , Akron, Ohio Warren Leroy Skidmore. . ..... Washington, District of Columbia Lowell Stanley ..... . . ... Westport, Connecticut Austin Stevens ...... Conowingo Roger Clark Stone ... James Howard Taylor .. . .. Seattle, Washington . .. New York, New York John Van Doren .. . .. Pocomoke City Eugene Francis Young. SUMMARY OF ENROLLMENT Fourth Year Th.!rd Yeu Second Year First Year (Admitted in July) ... First Year (Admitted in September) . Total in College .. 8 11 23 ............. 56 40 . ... 138 Burton Armstrong .. ...... Scarborough, New York Carl Benjamin Blaker. . ........ Macedon Center, New York Walter Lawson Cooley .. ....... Aberdeen Paul Ehrlich .. . ................... New York, New York Glenn Allen Fearnow .. . .... 'Nilliamsport Robert Hunter ......... ll/lobile, Alabama Ogden Worthington Kellogg-Smith . . .... Chestertown Edward Kramer . ........ Montclair, New Jersey Francis Scarlett Mason, Jr . . ... Plymouth Meeting, Pennsylvania Adrian Curtius Niayer ... . ............ Ossining, New York Alexander Leonard Slafkosky . ......... Bethlehem, Pennsylvania Cum. Laude Ernest Christopher Friess, Jr . Ollie Hammond Thompson, Jr ... ......... Oakley ..... Hurlock JV! agna cnin Laude John Louis Hedeman . Claude Spencer Leffel, Jr .. . .. Baltimore . .... Woodbine HONORS AND PRIZES AWARDED, MAY 25, 1943 To the member of the Freshman, Sophomore, or Junior Class who has written the best annual essay, the John Martin Green Prize of $10.00.. . .Warren Seymour Zcik To the member of the Semor Class who has written the best final essay, a prize of $27.50. Offered under the will of the late Judge Walter I. Dawkins ...................... Claude Spencer Leffel, To the senior wbo has the highest standing, a gold medal. Offered by the Board of Visitors and Governors ............. . Jr. .John Louis Hcdcrnan �CATALOGlJE OF ST JOHN'S r_:oLLEGE INDEX Absence, excuces for. . .. 37 Academic standing 36ff Acceleration .... 2, 22, 81 Activities 49ff Athletics ......... 49f, 74ff Clubs ....... 50f Dramatics . . ......... 51 Music . 24, 47f, 49£ Publications ........ 51 Administration 8 Admission .. 55ff Application .. 55 Requirements ... ... 55ff, '77 Procedure 56 Advanced standing .. 56 Aid, student 60ff Applications .... 55 Admission Student Aid .. 60ff Rooms .......... 53 Scholarships ......... 6lff Articles, magazine, on St. John's. 82f Athletics ......... .49f, 74ff Attendance Church ..... 54, 65 Classes 37 College exercises . . . . . . 37 Board of Visitors and Governors ... 6, 7 Bott Oub 50 Books, list of great. . .18ff, 20ff Chronological . . . . . . . . . . . . . . 40 years ... ...... 42 subject matters. 43 Calendar, College .. 4, 5, 32f Campus 5If Caution ]\!Ionev .. 53, 58 Charges, fixed ~ . . . ... , 58 Charter of College. . . 65 Of King William's School .. , , . 64f St. John's 1886-1923, block elective 69 St. John's 1923-37, open elective .. 69 Degree Requirements . 37£, ?Off Dining Hall 53 Discipline . . . . . 53 "Don Rags" ....... 33, 37 Drama tics . . . . . . . . 51 Elective Program . . . . .. 16f, 67 Engineering Scholarships at Johns Hopkins 63 English, admission rc·quirements. 55f 84ff Enrollment Summary .... 87 Entrance Examinations .... 2, 55f Essays . . . . . . . 33 Examinations Entrance ssr Oral .. 32f, 70f Written .. . . ' ... 33, 70f Annual .. . . .4, 5, 33f State Scholarship .... 61 Excuses, for absence. 37 Expenses 57ff Faculty List ... 9ff iluthor teachers . ' .. ' .18, 34 Tutors 9fT Fellows 9 Research 35 Re-education of 36 Appointments .......... 36, 78f, 81 Fees College finances 57 Examination 57 Annual 57f Tuition 57£ Residence 57f Payments 58 Deferred payrnent 58f Caution money ...... 58 With financial aid. 60f Foreign Language Admission requirements .2, 55 See Greek, Latin, French, German French . ' . 26, 44, 55 Freshmen, list of. 85f Gern1an .......... 26, 44, 55 Crades .... 33 <]raduate Schools, preparation for 43ff, 70 (]reek .... '.26, 44 Classics) neyv definition of. . . . 18ff, 20ff Clubs, College 50£ College Calendar ........... .4, 5, 32f Collegian Credits Semester hours For entrance to graduate schools Transfer of Curriculurn Elective systen1 St. 1835. St. 1868. 51 38 43ff, 70 S6 16f 67 68 88 History Of College 64ff Chronological order of classics .. 22, 40 In St. John's Program.. . .22, 43 Infirmary Service S4 Instruction Methods in St. John's Program . , ............. 22ff, 49ff Juniors, list of, . , .... , . . . . . . . . . . . 84f King William's School. . . . 64f Laboratory .. 24, 3lff Exercises 46f Tota! Hours . . . . . . 45 Subject Matter 45£ Language, reasons for instruction in. 25 Requirements .... 38, 4.4, ?Off Tutorials . . . . . 25 Clock-hours of classroom work in. 44 Classics in Language and Litera43 ture ....... . .26, 44, 55 Latin ...... SOE Latin Club 39ff Law School Preparation. ' ... 24, 29 Lectures, formal Liberal Arts and Sciences, 14ff l 7f 21, 40ff List of Great Books, Classics .. ' 40ff List of Laboratory Exercises ... 46f 30£ List of Lectures. List of Students ......... , . 84ff 43 Literature, Language and. Location of College .... 5J.f Marine Biology 63 Marks 33 Mathematics, reasons for instruction ~ .... 2n Admission requirements ...... , 2, 55 Requirements ..... 38, 70f Tutorials . . . . 27£ Clock-hours of classroom work in. 44f 43 List of Mathematical Classics Club 50£ Medical Schools, preparation. . . . . 39£ Music .. 24, 47f, 49£ Concerts .......... 50 Natural Science , . .43, 46 Occupancy of Dormitory Rooms. , 52f Officers of Administration. . . . 8 Philosophy . . . . . . . . . . . 43 Political Science 43 Preparation For admission 55f For graduate schools. 70 For life President .. 13, 66ff Former 8 Present Emeritus .. , ... . . ". 13 Probation Procedure fo1· Admission. Promotion ........ . Reading Parties Registration Regulations Admission Academic Standing Attendance .. , .... Degree Requirements Residence .... Religion N on-deno_inina tional Religious Exercises Reports Requirements Admission . Attendance Degree f.19 . 37) 71f 56 . .. 37f, 7lf 34 .., 5, 55f LI. 55f 36ff 37 38f, 70ff 51ff .. . 54, 64f :;4 33 . . 55f, 77 37 3 7f, ?Off Graduation .3'7, 70RLanguages, for degree ..... 38, 44, 70f Languages, for admission .. , .. ,2, 55 Mathematics, for degree ... 38, 44, 70f Mathematics, for admission., ... 2, 55 Familiarity with Great Books. 38, 70£ Residence 5 llf .... 35 Research Slff Residence 52{ Rooms 52 For new students. 52 For old students ...... . 52 Furnishing 52f Occupancy .. , . 53 58 Caution money .. Schedules 32 Weekly .... 33 Student, typical 5, 32f Term 5, 32f Years 58 Pay1nent of fees. 60ff Scholarships ..... 60f College 61 State 62 Patriotic Societies ..... 76 Athletic 63 At other institutions. • Science In modern world ... < J 2lf In St. John's Program. . 21, 31. 45£ ... 21, 31, 45£, ?Off Laboratory Liberal 21 Classics _m SClence .. 43 Semester-Hour Ctedits Equivalent 38 �� , J I-IN~ IN C LL AN1~APOLIS E �~---------------"~ I 'S COLLEGE IN ANNAPOLIS OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM CATALOGUE SEMINAR LANGUAGE FOR 1943-1944 Tu~ ANNA OLIS, MAR JANU Founded as King William's School, 1696 LAND RY, 1944 Chartered as St. John's College, 1784 �F 'J 6 8 9 COLLEGE BoARD oF OFFICERS OF FACULTY THE ------ _ , _ - -~----· -~----- ST. JoHN's PROGRAM College ---~-------- H -l l7 18 21 2. '7 l .) ~ 32 3. for the duration of the vvar, m a schedule which allo-ws students to finish in the three calendar years before 37 4. 40 42 Subject lVfatter and Instructional 49 or pro- FEES Arn OF ARTICLES ON REGISTER OF STUDENTS . INDEX 88 �COLLEGE CALENDAR COLLEGE CALENDAR 1943-1944 1944-1945 1943 ] uly 8 . . . . . . . . . . . ......... First Term begins July 11 . . . . . . . . ......... Convocation September 15 ....... First Term ends (Vacation begins 12 noon) September 29 · . . . . . . . . Secon d T erm b egms (Vacation ends 9 AM.) December 15 ............... Second Term ends (Vacation begins 12 noon) 1944 1944 July 8 July 9 July 10 September 15 ... Registration ..... Convocation .. First Term begins . First Term ends (Vacation begins.12 noon) ... Second Term begins (Vacation ends 9 A.M.) ....... Second Term ends (Vaca ti on begins 12 noon) October 2 December 13 January 5 ............ Third Term begins (Vacation ends 9 A.M.) March 15 .................. Third Term ends (Vacation begins 12 noon) March 27 .................. Annual Examinations March 28 .................. Registration March 29 .................. Fourth Term begins (Vacation ends 9 AM.) April 2 ..................... Convocation June 3 .................... Fourth Term ends (Vacation begins 12 noon) June 4 .................... Baccalaureate Sunday June 5 .................... Class Day *June 6 .................... Commencement " Because of the accelerated war schedule, members of the class of 1944 may complete the degree requirements earlier. • CALENDAR JANUARY SMTWTFS APRIL FOR 1944 JULY S M T WT F S S M T WT • OCTOBER SMTWTFS 1 2 3 4 5 6 7 f S • • •• • • •• • • • • f 2 3 4 5 6 7 8 8 91011121314 9101112131415 15 16 17 18 19 20 21 16171819202122 22 23 24 25 26 27 28 23 24 25 26 27 28 29 293031 •••••••• 30 31 •.•.•••••• •• •• •• •• •• •• 1 2 3 4 5 6 7 8 9101112131415 16171819202122 23 24 25 26 27 28 29 30 31 .•.•••.••• •• • • •• • • •• • • 1 234567'8 9101112131415 16171819202122 23 24 25 26 27 28 29 30 ..•••••••••• FEBRUARY MAY AUGUST NOVEMBER JUNE SEPTEMBER DECEMBER 1 2 3 4 5 1 2 3 4 5 6 •••• 1 2 3 4 5 1 2 3 4 6 7 8 910 1112 7 8 910111213 6 7 8 9101112 5 6 7 8 9 10 11 13141516171819 141516.171819 20 13141516171819 12131415161718 20 21 22 23 24 25 26 21 22 23 24 25 26 27 20 21 22 23 24 25 26 19202122232425 272829 .•.•••.. 28 29 30 31 . • • • • • 27 28 29 30 31 • • • • 2627282930 •••• MARCH •••••• 1 2 3 4 •••••••• 1 2 3 •••••••••• 12 •••••••••• 1 2 5 6 7 8 9 10 11 4 5 6 7 8 910 3 4 5 6 7 8 9 3 4 5 6 7 8 9 12131415161718 11121314151617 10111213141516 10 11 12 13 141516 19202122232425 18192021222324 17181920212223 17181920212223 262728293031 •• 252627282930 •• 24252627282930 24 25 26 27 28 29 30 31 •••••••••••• 4 1945 January 2 January 3 ........ Registration . Third Term begins (Vacation ends 9 A.M.) ......... Convocation January 7 . Third Term ends March 14 (Vacation begins 12 noon) ...... Fourth Term begins March 28 (Vacation ends 9 A.M.) .... Fourth Term ends June 8 (Vacation begins 12 noon) ............. Class Day June 9 June 10 ................ Baccalaureate Sunday June 11 ..................... Commencement • JANUARY S MT WT f CALENDAR s •• 1 2 3 4 5 6 7 8 9 10111213 14151617181920 21 22 23 2~ 25 26 27 28293031 •••••• APRIL S MT WT F FOR 194 5 JULY S MT WT F s s 1 2 3 4 5 6 7 1234567 8 9 1011121314 8 9 1011121314 15161718192021 1516171819 20 21 22 23 24 25 26 27 28 22 23 24 25 26 27 28 29 30 •••••••..• 29 30 31 •••••••• • OCTOBER S MT W T f $ •• 1123456 7 8 9 10111213 141516171819 20 21 22 23 24 25 26 27 28293031 •••••• .. .. .. .. .. .. .. .. .. .. .. .. .. .. . ............. .. .. .. .. .. .. ... FEBRUARY •••••••• 1 2 3 4 5 6 7 8 9 10 11121314151617 1819 20 21 22 23 24 25262728 •••••• MARCH •••••••• 1 2 3 4 5 6 7 8 9 10 11121314151617 18192021222324 25 26 27 28 29 30 31 MAY AUGUST JUNE SEPTEMBER NOVEMBER •••• 1 2 3 4 5 •••••• 1 2 3 4 •••••••• 1 2 3 6 7 8 9101112 5 6 7 8 9 1011 4 5 6 7 8 9 10 13141516171819 12131415161718 11121314151617 20 21 22 23 24 25 26 19 20 212223 2425 18192021222324 2728293031 •..• 262728293031 •• 252627282930 •. •••••••••• 1 2 •••••••••••• 1 2 3 4 5 6 7 8 3 4 5 6 1 8 9 10111213141516 19 101112131415 171819 20 212223 16171819202122 24 252627 2829 30 23 24 2526 27 28 29 30 •......••..• .............. .. .. .. .. .. .. .. 5 DECEMBER .•.•......•• 1 2 3 4 5 6 7 8 9 10 111213 1415 161718192021 22 23 24 25 26 27 28 29 3031 •••••••••• �0 fax, Secretary, RICHARD F. Bldg., Baltimore, AMOS CLEVELAND, HUTCHINS, Surgeon, 1227 N. OF THE COURT OF APPEALS Baltimore, Maryland. EDWII\T WARFIELD, ]R,, Editor, toga Street, Baltimore, Maryland. LmnLEY R L. BANFIELD, Headmaster, The Landon Edgemoor, Vvashington, C. PAUL RoBERT BoNNELL, President, 15 E. Fayette Street, President, Maryland. RoBERT IVL HUTCHINS, President, University STRINGFELLO'W BARR, Resigned, April 5, 1943 to become a raember of the State Tax Commission. i" Resigned, May 20, 1943 to become President of the Ci'y Coancil, Baltimore. Erneritus of Depart- College, Author, "Bonfield," Oxford, DR. l FRENCH, Director, Department, Annapolis, 's RICHARD KIEFFER, Tutor, St. John's 6 �FACULTY .;t. FELLOW AND PRESIDENT OFFICERS OF ADMINISTRATION . .. 139 Market Street STRINGFELLOW BARR . PRESIDENT B. A, M. A .. STRINGFELLOW BARR, . 12 McDowell Hall DEAN Ph.D. SCOTT BUCHANAN, . 11 McDowell Hall ASSISTANT TO PRESIDENT LEWIS M. HAMMOND, M. A, Ph. D.. . .. 14 McDowell Hall RA., 1916, M.A., 1917, University of Virginia; B. A., 1921, M.A., 1927, Oxford University; diplome, University of Paris, 1922; student, University of Ghent, 1922-23. Assistant Professor of Modem European History, University of Virginia, 1924-27; Associate Professor of Modern European History, University of Virginia, 1927-30; Professor of Modern European History, University of Virginia, 1930-37. Advisory Editor, Virginia Quarterly Review, 1926-30; Editor, 1930-34; Advisory Editor, 1934-37. Member of the Committee on the Liberal Arts at the University of Chicago, 1936-37. Fellow and President of St. John's College, July 1, 1937-; Board of Visitors and Governors, 1937-. FELLOW AND DEAN ASSISTANT DEAN B. S., Th. B. .. Wn.LIAM KYLE SMrrn:, . 14 McDowell Hall TREASURER *WALTER R. PEABODY, B. . 13 McDowell Hall REGISTRAR MIRIAM STRANGE, A. .11 McDowell Hall LIBRARIAN DIRECTOR OF ADULT EDUCATION OLGA LAW PLUNDER, Ph. B.. E. ALEXANDER, .McDowell Annex B. S. . Randall Hall COLLEGE PHYSICIAN J. OLIVER PURVIS, M. A, M. D .. . Infirmary SUPERINTENDENT OF lJUILDINGS AND GROUNDS ARCHIBALD .. McDowell Annex McCouRT AUDITOR S:irvVARD AND MoNDE, P.A. ... New Haven, Connecticut Resigned, December 15, 1943. Suc<.:eeded by James S. Martin. 8 TUTORS GEORGE ALTHOFF BINGLEY. DlETlT!AN MARIAN B. A., Amherst College, 1916; Rhodes Scholar, Balliol College, Oxford University, 1919-21; Ph. D., Harvard University, 1925. Associate Graduate Secretary of the Christian Association, Amherst College, 1916-17; Instructor in Greek, Amherst College, 1917-18; Assistant in Philosophy, Harvard University, 1922-24; Instructor in Philosophy, College of the City of New York, 1924-26; Assistant Director of the People's Institute, New York City, 1925-29; Professor of Philosophy, University of Virginia, 1929-36; Chairman of Committee on the Liberal Arts, University of Chicago, 1936-37; Fellow and Dean of St. John's College, July 1, 1937-; Board of Visitors and Governors, 1937-. . Woodward Hall LULU VIOLA EBAUGH. . 248 King George Street ScoTT BucHANAN . . Brice House B. A., 1910, M. A, 1916, Princeton University. Instructor in Government Schools, Osaka, Japan, 1910-13; University of Goettingen, 1913-14; Elizabeth Gardner Scholar in Mathematics, Princeton University, 1915-16; Instructor in Mathematics, Georgia Institute of Technology, 1918-19; Instructor in Mathematics, United States Naval Academy, 1919-23; Assistant Professor of Mathematics, St. John's College, 1923-24; Associate Professor of Mathematics and Physics, St. John's College, 1924-27; Associate Professor of Mathematics, St. John's College, 1927-31; Professor of Mathematics, St. John's College, 1931-39. Tutor, St. John's College, 1939-. RICHARD ScoFIELD .. . 58 State Circle B. A., 1919, M. A., 1920, University of California; B. A., Oxford University, 1924. Assistant in English, University of California, 1919-20; Commission for the Relief of Belgium Exchange Fellow, Universite libre de Bruxelles, 1920-21; Instructor in English, New York University, 1925-27; Associate Professor of Art and English, St. John's College, 1927-39. Tutor, St. John's College, 1939-; Board of Visitors and Governors, 1943-. '' Cf. pg. 34. �JO CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE _joHN ALBERT DARKEY, JR .. EL A., Harvard College, 1927, .as of l.926; l\IL A., Harvard University. Mastel in French and English, Litchfield (Connecticut) 1927-28; fostrnctor in Classical Langmi.ges, St. John's College, 1929-34; Assistant Professor of Chrnsical Languages, St. John's College, 1934-39. Tutor, St. John's College, 1939--; Boan! of Visitors and Governors, 1943-. ]AMES STEWART MARTIN. . Wilson Road, Weems Creek B. A., University of Chicago, 1934; J. D., University of Chicago, 1937. Tutor, University of Chicago Law School, Pre-legal Division, 1934-36; Leo F. Wormser Scholar, University of Chicago Law School, 1936-37; Notes and Cases Editor, University of Chicago Law Review, 1936-37; Assistant Professor of History and Political Science, St. John's College, 1937-39; Treasurer and Assistant to the President, St. John's College, 1938-39; Tutor and Assistant to the President, 1939-42. Special Assistant to the Attorney General, U. S. Department of Justice, 1942-43; Chief, Economic Warfare Section, War Division, U. S. Department of Justice, 1943. Tutor and Treasurer, St. John's College, 1943-. House GORMAN. RlL, University of 1934-36. Research in Division of Chicago, 1936-37. Fellow in Institute of M;;dieva! 1.937-38. St. John's College, 1938-. jACOB School, University of University of lmu~•• 0 ••·., of 'Tornmo, Hanover Street Friedrichs Realgymnasium, Berlin, 1917; Ph.D., University of M:uburg-Lahn, 1922; Research Work, University of Berlin and University of Marbmg, 1924-33; Visiting Lecturer, University of Prague, 1934--35; Fellow of the Mendelssohn Stiftung zur Foerdenmg der Geisteswissenschaften, 1935-37; Tutor, St. John's College, 1938-. NICOLAS NABOKOV. . Brice House State Conservatory of Music, Stuttgart, 1919-21; State Conservatory of Music, Berlin, 1921-23. B. A., 1924, University of Paris. Lec<:urer, Barnes Foundation, Merion, Pennsylvania, 1933-34. Professor and Head of Music Wells College, 1936-41. Tutor and Director of Music, St. John's College, VVINFREE 176 George Street B. A., 1934, M.A., 1935, University of Virginia; B. D., 1938, Virginia Theological Seminary. Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia. Tutor, St. John's College, 1941-. ERNEST ABRAHAMSON . East Street Ph.D., Prngue, 1934; Teacher of Classics, Director of Music, Country School Villa Pazzi, Florence, 1935-37; Assistant d'Allemand, Ecole Normale, Chalons-sm-Marne, F:rance, 1937-39; Instructor in Latin and Romance Languages, Howard University, 1939-41; St. John's 1942-. . Paca B. A., St. John's College, 1942. Tutor, St. John's College, 1942-. MACHEN HAMMOND. . Reverdy-Johnson House B. A., 1928, M.A., 1929, Ph.D., 1932, University of Virginia; American-German Exchange Student, University of Hamburg, 1930-31. Instructor in Philosophy, University of Virginia, 1932-1936; Assistant Professor of Philosophy, University of Virgini@, 1936--; Tutor, St. John's College, 1942-; Assistant to the President, 1943-. KYLE SMITH. . 69 Shipwright Street R. S., University of Virginia, 1921; Th. B., Princeton Theological Seminary, 192,1. Instructor in Bible Literature, University of Virginia, 1933-42; Tutor and Assistant Dean, St. John's College, 1942-. STANDEN. 36 East Street B. A. (First Class Honors), Oxford University, 1928; !Vt S., Massachusetts Institute of Technology, 1930; M. S., University of New Hampshire, 1942. Research Chemist with Imperial Chemical Industries, Ltd., 1930-39; Tutor, St. John's College, 1942-. t ALLAN JOHN STANLEY. 5 St. John's Street A. B., Simpson College, 1922; M. S., 1935, Ph. D", 1936, Iowa University; Research Associate in Zoology, Iowa University, 1936-37; Instructor in Zoology, Louisiana State University, 1937-39; Assistant Professor of Zoology, Louisiana State University, 1939-; Tutor, St. John's College, 1942-43. House LEONARD ]AMES ESLICK. RA., University of Chicago, 1934; M.A., Tulane University, 1936; Ph.D., University of Virginia, 1939. Du Pont Fellow in Philosophy, University of Virginia, 1936-39; Instructor in Philosophy, Drake University, 1939-42; Tutor, St. John's College, 1943-. WILUAM IRVING HARPER. Stone House B. A., Ohio State University, 1931; M.A., Columbia University, 1934. Instructor in Chemistry, McGill University, 1932-33; Instructor in Chemistry, University of Buffalo, 1935-37; Fellow, Cla.ire Coilege, Cambridge University, 1938-39; Tutor, St. John's College, 1943-. \IVILHELM DEHN 176 Prince George Ph.D. et A.. JVI., University of Goettingen, 1900. Assistant in Geometry and Analysis, Teclrnische Hochschule, Karlsruhe, 1900-01; Privat Dozent in Mathematics, Umversity of 1901-11; Professor Titnlarius, 190.1; Professor Extraordinarius o£°Mathematics, of 1911-13; Professor of Mathematics, Technische HochschuleJ , of l\!Iathematics, 1Jniver:frcy of Frankrmt, 1921" 193S; Acting of Mathematics, Tekniske Hoiskole, Trondhjem, 1939-'W· Aosistam Professor of Mathematics and Philosophy, University of Idaho (South~rn Branch), 1941-42; Visitmg Lecturer, Illinois Institute of Technology, Chicago, 1942-43; Tutor, St. John's College, 1943-. t Resigned, after the beginning of the session �CATALOGUE OF ST. JOHN'S COLLEGE SIMON KAPLAN. 58 State Circle Graduate, "Real-School" (College) in Libau, Russia, 1912; Institute of Technology, Darmstadt, and University of Heidelberg, 1912-14; University of Leningrad, 1921-23; Ph.D., University of Jena, 1924-27. Teaching Member of the Free Philosophical Association, Leningrad, 1921-22; Fellow of the Hermann Cohen Foundation, Berlin, 1928-31; Research Studies, University of Paris, 1934-36; Tutor, St. John's College, 1943-. CATALOGUE OF ST. JOHN'S COLLEGE PRESIDENT EMERITUS ENOCH BARTON GAREY . . . . . . . . B. A., St. John's College, 1903; Graduate, United States Military Academy, 1908; LL. D., Washington College, 1923; LL. D., St. John's College, 1933. Professor of Military Science and Tactics, Johns Hopkins University, 1920-23; President of St. John's College, 1923-29; President, The Garey School, 1933-35. PROFESSOR EMERITUS OF HISTORY RAUH HARPER. . 40 East Street CLARENCE WILSON STRYKER. B. A., Harvard University, 1937; Special Student, Oxford University, 1937-40. British Council, Athens, 1940-41; American Red Cross, Washington, D. C., 1942-43; Tutor, St. John's College, 1943-. LINCOLN REIS. . 7 Giddings Avenue B. A., 1930, M.A., 1931, Ph.D., 1936, Columbia University. Instructor in Philosophy, New York University, 1935-36; Brooklyn College, 1936-40; Hunter College, 1940-43; Tutor, St. John's College, 1943-. LECTURERS MORTIMER ADLER. .227 East Delaware Place, Chicago, IlL Ph.D., Columbia University, 1929. Instructor in Psychology, Columbia University, 1923-29; Assistant Director of the People's Institute, New York City, 1928-29; Associate Professor of the Philosophy of Law, University of Chicago, 1930-; Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Lecturer, St. John's College, 1937-. ALEXANDER 1\!1E1KLEJOHN. . 1525 La Loma Avenue, Berkeley, Calif. Ph.D., Cornell University, 1897; A. M., Amherst College, 1913; LL. D., Williams College, 1912, Mt. Holyoke College, 1912, Brown, 1913, Allegheny College, 1915, University of Vermont, 1916, University of California, 1933, University of Hawaii, 1937. Instructor of Philosophy, 1897-99, Assistant Professor, 1899-1903, Associate Professor, 1903-06, Professor of Logic and Metaphysics, 1906-12, Dean, 1901-12, Brown University; President, Amherst College, 1912-24; Professor of Philosophy and Chairman, Experimental College, University of Wisconsin, 1926-38, Professor Emeritus since 1938; Chairman, School for Social Studies, San Francisco, 1933-36; Lecturer, St. John's College, 1940-, Board of Visitors and Governors, 1943-. MARK vAN DOREN. .. Towson, Maryland . 393 Bleecker Street, New York City A. B., 1914, A. M., 1915, University of Illinois; Ph.D., Columbia University 1920. Instructor in English, 1920-24, Assistant Professor, 1924-35, Associate Professor, 1935-, Columbia University. Literary Editor, The Nation, 1924-28; Motion Picture Critic, The Nation, 1935-38. Lecturer, St. John's College, 1942-, Board of Visitors and Governors, 1943-. . Annapolis, Maryland B. A., Union College, 1885; M.A., Columbia University, 1914. Acting Professor of Economics, Kenyon College, 1912-13; Professor of History and Economics, St. John's College, 1904-12, 1916-23; Professor of History, 1923-32. PROFESSOR EMERITUS OF FRENCH ]ACOB BERNARD SEGALL. . Baltimore, Maryland B. L., and B.Sc., Lycee of Jassy, Rumania, 1884; Ph.D., Columbia University, 1893. Fellow in Romance Languages, Columbia University, 1892-93; Instructor in French, Cornell University, 1893-96; Sorbonne, Paris, 1896-97; Instructor in French, Cornell University, 1897-1900; Lecturer, Modem Languages, McGill University, 1900-01; Instructor in French, College of the City of New York, 1901-03; Professor of Romance Languages, University of Mame, 1903-20; Professor of French, University of Maine, 1920-28; Visiting Professor of French, Summer Session, Northwestern. University, 1928; Professor of Romance Languages, St. Johr's College, 1928-29; Professor of French, St. John's College, 1929-39. �CATALOGUE OF ST. JOHN'S COLLEGE THE ST. JOHN'S PROGRAM ON COLLEGE CATALOGUES It seems wise to begin with an observation on college catalogues in general and a bit of advice to the reader of this catalogue in particular. When liberal colleges were started in this country everybody knew that education at the college level should be liberal. It was generally admitted that every free citizen should be able to read, write, and reckon, and that every professional man should have a mind free enough and disciplined enough to recognize his professional ends and to understand the means which must be used to achieve them. Academies and liberal colleges were established to assure intellectual freedom and discipline to the professions and their respective schools. It was therefore necessary merely to use a few familiar phrases to identify and describe an institution that was teaching the "liberal arts and sciences." The multiplication of such institutions, the increase in number of students, and the confusion of professional and trade schools have robbed the familiar phrases of their meanings. To a far greater degree than we realize, the liberal arts and sciences have themselves disappeared and what remains of them has been confused in the minds of administrators and teachers as well as in the minds of the people, all of whom now need the education that the liberal college should provide. It would be convenient and truthful to describe the New Program at St. John's College as the re-establishment* of the original college with its original function of intellectual freedom and discipline, but unfortunately that needs explanation at some length. Let this be an apology to the reader and a warning that he is reading an unusual college catalogue, which attempts to define and expound the ends and means of liberal education as well as to describe St. John's College in Annapolis. WHY A COLLEGE EDUCATION SHOULD BE LIBERAL The College Charter says in effect that the wisest and best regulated States have promoted and encouraged institutions for the liberal Ei}ducation of youth in the principles of virtue, • Cf. Appendix A. 14 15 knowledge, and useful literature because such institutions are of the highest benefit to society. In an aristocratic society this statement might suggest an invidious distinction between the rulers who alone would exercise the highest functions and the ruled who alone would subserve the higher ends by exercising the lower functions. In a democratic republic there is no such division of labor. It is an integral part of the American dream that each man in our society may and must perform the highest functions. These functions consist in the intelligent free choice of the ends and means of both our common and individual life. This is a most glorious and most difficult proposition to which we are dedicated. Among other things it means that each man must have his measure of liberal education, since choices can be neither free nor intelligent without relevant training and understanding. These trainings and understandings are parts of the liberal arts and sciences. Each profession and vocation is partly liberal; therefore professional and vocational schools study their respective minimal amounts of theoretical science. But in addition there are basic trainings and understandings common to all vocations and therefore common necessities of all free men. Thomas Jefferson persuaded the early revolutionary colonies of the need for the universal literacy of the citizenry. The major success in that minimal democratic education has made abundantly clear the need in addition for the universal distribution of critical intelligence, a minimal intellectuality which can distinguish between fact and fiction, between principle and case, between opinion and insight, between propaganda and instruction, between truth and falsity. This degree of intellectual training is absolutely necessary for the highest activities of men in democratic society, namely for both individual and common deliberation and decision in practical affairs. That which fulfils this basic common necessity is of the "highest benefit" to democratic society. A good economic, social, and political life will maintain these instruments of liberty, but one of its chief concerns will be to pass on to youth the germinal insights and habits the cultivation of which will make them free. These insights and habits are available in the traditional liberal arts, and they can be transmitted and communicated if teachers have them and are 2 �16 CATALOGUE OF ST. JOHN'S COLLEGE allowed to exercise students in their practice on the best materials. Institutions should be set up and maintained which shall devote themselves to this end in a single-minded fashion, and they should distinguish themselves from the schools of vocational training which minister directly to the special utilities. T~e. liberal colleges, together with the public schools, are the spmtual strongholds of the liberal state which watches and insures that men shall be able to do what they ought to do. THE CRISIS IN LIBERAL EDUCATION By a series of historical accidents following the establishment of the elective system by Eliot of Harvard in the late nineteenth century, such single-minded institutions are no longer available for the training of youth. Eliot introduced the device of free election of studies in order to absorb and assimilate the natural sciences to the liberal arts tradition. It was a minor tactic to meet a larger problem than the liberal colleg~ had ever faced before. Far from accomplishing its major end, It allowed the free and irresponsible invasion of all branches of the liberal arts by the research specialist. The research teacher became the competitive salesman of a subject matter. Later by a system of majors and prerequisites each successful salesman was able to eliminate competition with other subject matters after the first choice by the student. Thu~ the elective system became an unorganized array of special ~eqmred c~urses,. and each of these in turn was sanctioned by Its connect10n with professional and vocational graduate work as the pre-medical, pre-legal, pre-commercial, pre-educational or pre-earning-a-living course. Needless to say, the liberal col~ lege forgot its function, redoubled its efforts and its courses and became timidly and fanatically preparatory. In accedin~ to the professional and vocational pressures it transmitted their destructive energy to the whole public school system. The result is that the student now must make a vocational ~hoice at some point in his secondary education and changes It later only at great educational risk. One thing he cannot choose because it does not exist in our educational system: that is a balanced liberal education. CATALOGUE OF ST. JOHN'S COLLEGE 17 This situation, as soon as it is recognized, constitutes a crisis, a point where judgment and decision can be made. We can choose to restore the liberal arts, not necessarily the old curriculum, but a modern equivalent. That is what St. John's College decided to do in 1937. Its financial condition drew attention to its educational bankruptcy; the authorities decided to reinvest the liberal arts. THE LIBERAL ARTS The front cover of this catalogue carries the official seal of the College. The Latin proverb on it says, No Way is Impassable to Courage. The College has courageously undertaken the larger task which the elective system failed to accomplish, namely to see that the liberal arts assimilate, transform, and pass on the modern subject matter on which they should be at work. The seal on the back cover of the catalogue points to the tradition from which we derive our courage. The Latin inscription says that we are making free men out of children by means of books and balances. The figures on the seal represent the seven liberal arts as they were traditionally conceived for about two thousand years, up to the beginning of the nineteenth century. In ancient style they are grammar, rhetoric, dialectic, which form the trivium; and arithmetic, geometry, music, and astronomy, making the quadrivium. In the center and foreground stands a pair of chemical balances which represents the instruments of the modern scientific laboratory, where the liberal arts are being practiced at their best and fullest in the modern world. A great deal is said these days about the teaching of methods, but the professional and specialist's bias has left its mark here as elsewhere. It is obvious to any teacher that there are different methods for different subject matters, but where experts and specialists disagree then free men must decide. Free minds must be able to view concrete situations, deliberate by formulating clear dilemmas, and arrive at a deciding choice. This involves a combination and organizing of all methods, and education should provide a training which would bring precision, facility, and independence in this most human of all human actions. The formulation of alternatives for such choice is the highest art of freedom toward which all the liberal arts should be ordered. Considerations of various kinds of truth and falsity �CATALOGUE OF ST JOHN'S C0Ll,EGE CATALOGUE or S'L JOHN'S COLLEGE measureminds free, man, this means that he arts require. The realization of by their exercise under controlled learning by and error of By children if vve are to THE CLASSICS AS TEACHERS we have a the arts. of his time, and arts of thought and ".""'"'··" standing and exposition second criterion book must be a fine art. and beauty on surface which mtelligibility leads the mind of the depths of illumination and portance in teaching, and its principle rn ·violated in the textbooks that have developed in elective system. The great books were 'JVritten for intelligent public, and they therefore have the works in the fine arts. They are intrinsically · impose their · · pleasure. The third criterion concerns the internal classic. A great book has many possible · does not mean that it is simply ambiguous On contrarJr it is possible to work such as Dante's Divine Comedy or N several distinct, complete, and independent allowing the others to stand by its side and and complementing the others. It is the business artist to construct such vmrks and to them. The fourth criterion demands that the persistent and humanly great themes in experience. that a b0ok shall be honest of exposition, admitting practice of the means that a liberal scepticism to excuse to ultimate questions. entertainment ultimate questions concernmg number measurement, form 0 �20 CATALOGUE OF STO JOHN'S COLLEGE as to books of poetry, to to books on mathematics on practical individual and social problems as much as to books on metaphysics and theology. The extrinsic criteria concern the relations of the books to each other and their teaching powers in relation to students and readers. It is generally true that these books have had the greatest numbers of readers throughout European history. Plato, Euclid, the Bible, and Shakespeare are all European bestsellers; there are a few exceptions but it would be almost safe to take this criterion as a working rule for the selection of books for any list of dassi.cs, particularly if the numbers were estimated in proportion to the time the book has endured. Although each book must tell its own independent story, it is an important fact, which we regularly exploit, that one great book talks about the others, both those that came before, and, by anticipation of doctrine, those that come after. Each book in a list of classics is introduced, supported, and criticized by all the other books in the list. It thus gains pedagogical power and critical correction from its context. Background and preparation are thus efficiently supplied by the chronological ordering of the classics, and difficult books surprise us by their intelligibility and eloquence as they come in their providential order. Thus Newton's Principia and Maxwell's Electricity and Magnetism as gracefully submit themselves to the learning processes of the student of the liberal arts who has read Euclid, Apollonius, and Ptolemy as Kant's Critique of Pure Reason and Dante's Divine Comedy do for one who has read Plato and Aristotle. It is this unguessed but abundantly confirmed collaborative teaching by the masters the liberal arts that makes it possible and imperative to bring back to each modern youth his lost heritage of classical education. The fact is that such a collection of the great books has in it the shining thread of the great liberal tradition in the Western World. It is this thread that the elective system has lost, and the lack of which we are feeling in the uncertainties and fears of contemporary daily life. Its loss has made it necessary to construct synthetic cultures, and it is its ghost that frightens decadent liberals who would have us get along without tradi- CATALOGUE OF ST. JOHN'S COLLEGE tions. would have us as persons detach the tradition knowing it is or has been . current textbooks which · themselves tradition Yve would be saluting tradition in our spiritual deaths. SCIENCE AND THE MODERN WORLD The tradition moves on into the modem world, and it is transforming itself in most lively and important ways. This is happening in two ways primarily, one in mathematics, another in the laboratory. St. John's College has more required mathematics than any other liberal college in the country; it also has more required laboratory work than any other liberal college in the country. Three hundred years ago algebra and the arts of analytic mathematics were introduced into European thought by Rene Descartes. This is perhaps the greatest intellectual revolution in recorded history, paralleling the other great revolutions in religion, morals, politics, industry. No liberal, and therefore no citizen of a democratic country, can afford to be ignorant this change and its issues. It has redefined and transformed our whole natural and cultural world. Although it is not the only focal point around which the St. John's cu.rriculum may be organized, it is one which we take special care to emphasize. There is scarcely an item in the course which does not bear upon it. The last two years of the course exhibit completely the changes in the liberal arts that flow from and these could not be appreciated without the first two years which cover the historical period from the Greeks to Descartes. Descartes, by using and reinterpreting the knowledge of the Greeks, made modern mathematics and the laboratory possible so that now if we would follow the classical thread into the ~nodern world we must know the constructions of the mathematicians and find our classical loci in the instruments the laboratory as well as in the great books, For this purpose we have set up a four-year laboratory mathematics and the natural sciences with four main themes woven together to catch the understandings and insights that we need. There is the theme of mathematical constructions taught and exemplified in a great variety of exercises with ~he drawing board. There is the theme of measurement which involves the analytical study of the instruments of observation �22 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S cm.LEGE 23 and rneasurement, thermometer, the barometer, trometer, and interferometer, graphic methods of recording observation. concrete materials situations in which demand the of scientific theory and in fact; and this in rnm demands pr;ictice m experiments in the history of science. this is solid training in mathematical as far as differential equations. This the marerial intellectual the modem studv of humanistic and this it is empty -and romantic. generation of competent economists, even sociologists. Social studies at present intelligible set of organizing principles; aim the mathenrnticai and the medical the proper study of mankind is man. THE CURRICULUM The proper subject matter for is man and the world, with that these we have chosen to convey this knowledge appreciation the classical books arranged in both a chronological gogical order; the methods learning teaching liberal arts; the end of the teaching learning is understanding, and good intellectual moral provide the basis for human freedom. The following paragraphs be a description of the scheduled arrangements for doing this in four thirty-week sessions college courne. For the duration of the war, the regular four-year schedule four sessions will be given in three calendar years. Such arrangements call two materials and methods of insnuction, one according to times and the other according to teaching 40 to 43 the reader find three listings The shows the beginning Homer and ending repre;~ents the required an originally vvritten in Romance �24 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE languages for the most part although English has a large share; the fourth year introrluces works and concentrates on nineteenth the twentieth This four-year schedule, now completed in three years, was not made because of any underlying theory about recapitulations of history, but it happens to catch any genuine values that such a theory may pomt out in practice. There are certain critical questions raised by the use of a selected book list. A great many of these questions tum out to be questions of private taste and sentiment. Among the objective questions the most urgent concern the omission of the Oriental classics and the classics of the pure fine arts. Two reasons may be given for omitting the Oriental classics. They are culturally and linguistically unavailable to us of the Occidental world; they are therefore subject to almost inevitable corruption and misuse as educational mediums. We modems may be able to exploit them when our own intellectual disciplines have been recovered. The fine arts contain the most imposing set of disciplines that have established themselves and survived in the modem world by claiming independence from the liberal arts. It is one of our aims to recover and reintegrate them with the liberal arts. We are therefore providing for them outside the curriculum and planning to reassimilate them by stages, first by including music in the curriculum, reading musical scores the seminars, and studying harmony in the laboratory. We hope that by this and other stages to follow, intellectual light will be transmitted to the fine arts and that they may make their reflected light available to all the classics. The main emphasis in teaching is on the writing and reading disciplines, but the actual teaching falls into five sharply distinguished kinds of teaching techniques. None of these is newly discovered or invented, but some of them have been in disrepute for fairly long periods. We call them severally Seminar, Formal Lecture, Language Tutorial, 1\!Iathematics Tutorial, and Laboratory. The seminar comes perhaps nearest to the irnmediate educational end which we are aiming at, the tutcrials, labc,1ator~ts, and lectures make secondary contributions. · 25 The Tutorials Every good student knows that his lea.rning mus~ be double. He must be acquiring the skills that go with the subject matte~, but he must also get to know his teacher. The converse of this is even more important for good teaching: the good teacher knows that he must be in the learning process himself and he must also know his pupiL The tutorial class, which is composed of not more than ten students meeting five times a week, provides the ideal conditions for collaborative study and for the manifold teaching and learning relations that hold in a company of good friends. The tutor makes daily_ diagnostic observations of each student as he works and gives the proper prescriptive directions as they are need.ed. Th~re is also an opportunity for each student to contribute hrn measure of instruction to his fellows. The Language Tutorial A man's language is his most intimate external possession. Like his body and his senses it determines what he shall know and what he shall not know; together with his imagination it filters and informs his experience as it is brought to his understanding. A man's mind is seldom better than_ his la~gua~e habits; his mind can be improved greatly by improvmg hrn language. . The first step in linguistic education is learnmg to speak t~e mother tongue, usually from one's mother. The n.ext step rn the intentional systematic improvement of that skill by talking and writing under gramI?a~ical critici~m a~d theory: A minimal degree of these prehmmary learnmgs rn. assumed. to be present in the students in the langu~ge tuton~l. No ~1gh deo-ree however can be safely assumed smce Amencan society and American schools are heirs to a chaotic tradition and students of college age have bad linguistic habits. Preparatory schools and colleges have done what they could to use the old remedies doses of foreign languages. These have been used as drastic disciplines because they were difficult, as teasing stimulants because they were useful in travel, business, and polite society, and as models of science because they had become the subject matter of the "science of philology," that recent fashionable substitute for the liberal arts. �26 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 27 In the first six years we have attempted to rediscover and to use the techniques by which foreign languages once strengthened and disciplined the imagination. We studied Greek the first year, Latin the second year, French the third year, and German the fourth year, since this order paralleled the seminar readings, and their rapid succession would force them to their highest use, the understanding. We have made use of the routines of rote memory, not only for declensions and conjugations, but also for important passages in the great books where language is being used for its highest purposes. Such memory has for a long time been the missing link in the chain that connects language and thought. We have tried various schemes of translation, ranging from the literal through the stylistic variations of great translators to the abstract concise formulation of scientific and philosophical styles. We have devoted about a third of the time to slow reading of texts with analytical commentary both oral and written. We have exploited the special genius of the Greek language for fine grammatical distinction, the genius of Latin for rhetorical development, the genius of French for subtle clarity, the genius of German for dialectical complication. The results have been applied to English since that is the chief medium of our study of the great books in translation. · We have also discovered the importance of a continuous and cumulative subject matter in the language tutorials, that it is not enough to pick out good pieces of literature. As the natural sciences and metaphysics push and develop the mathematical arts, so the great themes in ethics and politics as they are presented in poems and treatises discover and emphasize the highest functions of language. We therefore read the first book of Plato's Republic in Greek along with selections from the historians and poets. This is the initiation during the first year, followed by such works as Virgil and St. Thomas's Treatise on Law, in Latin and English for the second year, Rousseau's Social Contract and Pascal's Pensees in French and English for the third year, and Kant, Hegel, and Marx in German and English for the fourth year. The chart on page 44 will show that the line of subject matter is not hard or narrow. Likewise the use of double texts, Greek-Latin, Latin-French, French-German, and considerable slow reading in English texts to parallel the seminar readings throughout the four years, steadily aim at the acquisition of versatile habits in grammar and in deep discriminating reading. It must be obvious that we do not suppose we are mastering these four languages by these methods in the allotted time. In fact we rather successfully avoid the modern vices of specializing in the languages. The St. John's training does not turn out Greek scholars or founders of French Circles, although the language tutorial may well prove to provide the foundations for many special attainments. We parse words and diagram sentences to get at grammatical structure, we detect figures of speech and complete enthymemes to unravel rhetorical complications, we collect figures of the syllogism in order to follow and test arguments. We use many English translations and commentaries and any other aids that lead deeply into the original texts. It is important that students come to these tutorials with some previous experience in foreign language, if we are to be successful in this rather drastic regimen to stretch the linguistic sense. The great variety and spottiness of such preparation present a difficult teaching problem. Small classes meeting five times a week and the best possible texts and subject matters provide a framework,within which continuous individual instruction meets the difficulty with success. The Mathematics Tutorial Next to the mother tongue the language of numbers and figures is the most important symbolic possession of men. In fact it is a language within the mother tongue providing its most powerful practical and theoretical extension. In view of our present scientific and industrial conditions of life, the decay and elimination of mathematics in education is most disturbing. This default has become so common now that many persons believe that they natively lack mathematical ability. Nothing could be more crippling to the individual nor more discouraging for the future of democratic societies, if it were true. The apparent disability is due to a decay in the techniques for teaching mathematics and this in turn is due to misunderstandings of the fundamental nature and intention of mathematics. Wide variation in individual training and performance is evidence of this state of affairs. �28 CATALOGUE OF ST. JOHN'S COLLEGE Therefore we begin with almost a complete year spent in a thorough study of Euclid's Elements in its entirety. This is the book that made European mathematics possible, and it can still be used to remedy our deficiencies. Given this year of study the other books in mathematics and natural science, now so formidable to both teacher and student, can be approached and conquered. For this purpose the tutorial classes in mathematics meet five times a week throughout the four years (now three calendar years). The teaching is conventional and familiar for the most part, exposition, recitation, drill in calculation and proof. On the other hand intelligibility must be added to operational skills, and this is brought to light by discussion of the incidence of mathematics, not only on the sciences, but also on logic an.cl metaphysics, and through this on the entire subject matter of the program. Mathematics belongs to the liberal arts and its development through symbolic procedures throws a great deal of light not only on speculation but upon the literary and scientific imagination. As in the case of the language tutorials, the small class of not over ten students allows individual diagnosis and instruction, and the student who has difficulties on the operational level may have special remedial laboratory exercises prescribed for him. Thus hand-minded boys may discover the liberal dimensions of their skills. The Seminar A book is one-half of a conversation, and good conversation, whether practical or theoretical in intention, is one of the highest performances in the liberal arts. Seminars of from ten to twenty students with at least two instructors or leaders, answer back the other half of the conversations that great books demand. Plato's Dialogues, most of which are read in the first year, set the models for seminar discussion, and first lessons in discussion are learned in reading Plato. Books of various kinds are discussed in various ways. Some books such as Aristotle's Organon are read in the seminar with the French method of explication de texte to insure understanding. It is assumed that other books have presented a subject, and discussion starts where they leave off, following the a~gument where it leads. Literary works demand literary criticism; scientific books demand a philosophy of nature. CATALOGUE OF ST. JOHN'S COLLEGE 29 Versatility in question and answer allows the exploitation of the work done in other parts of the program. Training in language facilitates formulation of opinion; mathematical imagination and insight open up new depths and subtleties in both literature and science. Dialectic starts on the levels of language and mathematics and with their aids reaches the fundamentals and ultimates, and in the process the book under discussion may be torn to pieces. One immediate result is the improvement in actual reading. To accompany the reading of the books, the seminars meet twice a week for two hours. Recovery from confusion and misunderstanding may result from the first meeting; on the other hand it may be only at the last meeting or later meetings that the text delivers up its meaning. The seminars are the substantial core of the whole program and the intellectual process prepared for by reading and writing is brought to realization most often under seminar conditions. The Formal Lecture Formal lectures are delivered to the entire student body at least once a week. Lecturing by instructors is discouraged elsewhere in the curriculum and concentrated in the formal lecture. These lectures are given in the Great Hall in the evening with audience and platform set as for an outside lecturer. All the formal arts of the platform are used for 'the purpose of a sustained and artistic exposition of a subject matter that may have been studied in fragments in other ways. About half of the lectures are given by guest lecturers, notably Mortimer Adler of the University of Chicago, Mark Van Doren of Columbia, and Edward Kasner of Columbia. Members of the resident College faculty give the rest, no single member giving more than three during the year. Lecturing except on the popular platform is almost a lost art in this country. It is a very high art demanding artistic skill and sensitivity which are dulled and killed by the forced practice of the ordinary university classroom. Long preparation is needed to free it from sophistry and empty personal rhetoric. Our lectures are not always successful, but when they are successful they might be given and understood on any occasion. Students learn to listen to good talk, to talk �30 CATALOGUE OF ST JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE FORMAL LECTURES, Each lecture Russian Satanism, ... ~;[ore Geometrical Instruments . .. o 111a.ii' s I111rnorto.lity .. Thucydides ... FORMAL LECTURES Descartes ••••• 1940-41-Continucd . ......... Nicolas Nabokov . ......... Edward Kasner Columbia University . ........... Jacques Maritain .......... . ..... Alexander Sachs New York City . . . . . Jacob Klein 1940-41 ....................... Stringfellow Barr ................. Ford K. Brown .............. Scott Buchanan . .... Mark Van Doren . ............. Jacob Klein ................ Edward Kasner Columbia University iVI usic ... . .............. Scott Buchanan Astmnomy . . . . ........... John N eustadt The Growth of ........ . . ............... Heinrich Zimmer The Great White Emerson, Thorea·a, Melville ...... Mark Vm Doren What is IVfosica.i F orn1! I. . ....... Nicolas Nabokov Locke . , ... Mortimer J. Adler ...... Stringfellow Barr Virgil ................... Richard Scofield Form in Music. !I. . ............. Nicolas Nabokov The Fo1.w Beasts of the ApocalyjJse in Jl;J eiaph.ysics and Architecture ........... . . . Lee Bowen Boston College Piero della F mncesca. . . Clemens Sommer University of North Carolina The Science of Psychology .. Ervvin Strauss Black Mountain College Berkeley and Hu.me. . . !Vfori:imer J. Adler Paracelsus and latro-Chem.islry. . Owsei Temkin InstitutE. in the History d lVIedicine, The Johns Hopkins University f,eonardo' s Last Snpper. . .... Edgar Wind Washington Square College l dols of the Theatre. . .. Gordon K. Chalmers Kenyon College St" Tho1nas: Ethics_ ... Lewis M. Hammond University of Virginia IV! echa,n·ical lnslnMnenls and Geo1nelry . Edward Kasner Columbia University T h.e fotelleci . Mortimer J. Adler Rousseau, ...... Alexander l.Vleiklej0hn Jl/Iythos and Logos. S. Kieffer _H,istorical Dialec(i,e lVkGiH Hunter CoHegc GrtMnniar Rhetoric Dialectic I Want a Hero . Arithmology ... Geometry institute of ~Jediae,lal Studies ... !Vl:ark V ~.n Doren ... i\Je:;t:ander MeildeJohn Ki,1g WilfrMn Pbyero the rnost characteristic should be recalled that :it The was for the purpose of introducing tory Eliot of Harvard opened the college to the elective system. The hope was that the college would provide and the techniques for liberalizing and humanizscience. The present disorganization of our colleges is that the problem is not yet solved. It is of utmost that it be solved. John's College is making strategy is to recruit m the sciences as teachin the liberal arts, and to reorganize the as an instrument of liberal rather than pre-profes. This is the research problem that is set for the to the problem step The laboratory staff contains an engineer and a medical man, scientists whose interests can range beyond the special boundaries of each science. They co-operate with the mathematioam:, the physicists, the chemists, and the biologists in planning and teaching the four-year course (now three calendar years). Their field is the history of science including the present, and the context is the rest of liberal arts and the classics in the program. The present tactics are to ordering the sciences as it is to anchor it m the scientific find rnam 3.re instrnrnents techniques experiments, and the m concrete problems. 3 findings �32 The laboratory classes meet once a week for three hours during the first two years.* Laboratory time is increased in the last two years.* This is more than is required by any other liberal college at present. THE SCHEDULE Perhaps the most obvious distinctive mark of St. John's College is the easily observable fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when that "all Greek to me" look is on all freshman faces because they are learning the Greek alphabet; or it may be the two weeks that they are meeting Greek algebra in the fifth book of Euclid's Elements; or it may be the first assignment in Thucydides when the seminar leaders are wondering if the students will get the implications of liberty in Pericles' funeral oration. These are the educational realities that a common schedule marks and emphasizes. Each morning for five days of the week each student spends one hour in a language tutorial and one hour in a mathematics tutoriaL One afternoon a week each student spends three hours in the laboratory during the first six terms; in the last six terms, two afternoons a weelc Two evenings from eight to ten each student attends a seminar in organized conversation and discussion of the scheduled readings. On one or two evenings there are formal lectures. Nineteen or twenty hours per week are spent in regular classes. The rest of the time is spent in studying, eating, sleeping, talking, athletics, and other activities such as music and dramatics. The week is the elementary unit of the schedule and shows one complete rotation through the varieties of work and play. The three terms of the College year ( terms in each calendar year for the duration of the war) average ten weeks in length and mark pieces of work projected and accomplished. In recognition of this there are oral examinations at the end of each term. These are conducted by seminar leaders with the help of the tutors. Each student sits with his examiners for a half hour during which he is questioned freely and informally on the texts he has read, on his critical or interpretative opinions, and encouraged to consider parts of his study in relation * For the duration of the war, the regular four-year schedule of twelve trimesters will be given in three calendar years. 3J CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE to each other and in relation to fresh problems that may not have been treated in his classes. A few days after the examination before the end of the term the student again sits with his instructors for fifteen minutes during which his tutors and laboratory instructor report to the seminar leader on his work for the term. These so-called "don rags" are brief and recurrent consultations between teachers and student for the purpose of diagnosis and prescription rather than for report of marks. They are followed A Hour[ 9 STUDENT'S CLASS SCHEDULE FOR THE WEEK Tues. Mon. Language Tutorial Language Tutorial Wed. I Thurs. Fri. Sat. Language Tutorial Language Tutorial Language Tutorial - 10 --- !-- 11 Mathematics Mathematics Mathematics Mathematics Mathematics Tutorial Tutorial Tutorial Tutorial Tutorial 12 2 to s Laboratory Laboratory for for Juniors) Seniors Freshmen, Sophomores 8 to (Lecture) Seminar 10 Laboratory for I Juniors, Seniors Seminar Formal Lecture I by vacations in which a fresh start is possible and new directions in study may be explored. Grades are not recorded in these don rags, and they are not the center of interest, as is shown by the fact that the student is invited to report on himself and to judge his own work. The end of each year is marked by a long essay written by each student on some theme which he has chosen in the books. These are due the first of May. Under normal peacetime conditions, the annual written and oral examinations are given in the following September after the long vacation period during which the salutary processes of forgetting, assimilation, and the maturing of insights have taken place, The dose organization of subject matter and the intensive teaching which results make vacations and unscheduled ruminations func- �CATALOGUE OF ST. JOHN'S COHEGE important. As one learns to swim in winter, so examinations are process,. There are summer vacation in the maturing session. Unfortunately, such ing the war. CATALOGUE OF ST. JOHN'S COLLEGE m sur11n1er or slow on occasion to the to main learning purpose. Socrates and the slave-boy is not an unfamiliar spectade in the classroom; we count on it to keep our teaching fresh and genuine. The faculty is rhen researching in the subject rnatter book guide and help of the author any special professional aids that he may to use. He may have beside a colleague whose knowledge complements This is the situation · there are at fied in the members already in there are a tions, and a are badly THE FACULTY Part the intention of the elective system of its introduction at Harvard has been to bination of teaching research in The principle is that the mind, and therefore good ing. This come to good teacher must be edge and he must The faculty at St. John's and another books, In rnost cases at point their own r·,;r ext comes the reading ing teacher who is a member the faculty: · stage of learnmg is somewhere between author the best There then the other students at proportional to degree of understanding. The old-fashioned in the schoolhouse is At the the Plato: Phaedrn.s, in Greek and Latin Gospel according to St. John, in Greek and Latin Descartes: Discoune on Jjlj et hod, in French and Latin Hippocrates: Selected Works Archimedes: Selected Wo;ks Lucian: Tr'ue History Aristarchus: Dfrtances of Sun and !Vfoon Nicomachus: lntrod'action to Arithmet·ic Spinoza: Theological-Political Treatise Gilbert: On the Magnet Lavoisier: Eleraents of Che-mist7y Hegel: Philosophy of History Dalton: Chemical Philosophy Bernard: Experimental j}[ edic-ine Fourier: of Heat Virchow: Pathology The 'nme HltO the only the normal distribution average Apollonius: Conics Ptolemy: Jl!lathemaiical Composition (Almagest) Augustine: On iVlusic Scotus Erigena: The Division of N atitYe Grosseteste: On Light Oresme: On the Breadths of Forms Copernicus: On the Revohition of the Sphens Kepler: of Astronomy Pico: On Dignity of Man �36 CATALOGUE OF ST JOHN'S COLLECE CATALOGUE OF ST. JOHN'S COLLEGE The following books have been retranslated by members of the faculty: Plato: Meno Plotinus: Fifth Ennead Aristotle: Physic1, Books I-IV Bonaventure: Red,uct-ion of Arts to Theology Cantor: Transfinite Numbers This represents the first line of research. . 'J_'he second line rese~rch consists in the constant reinterprerat10n o~ the book hst which occurs as an immediate by-product of teachmg the books in tutorial, in seminar and in the laborato~. ~riticism of the books takes place' in two directions pnm.anly, first their historical order and background which contmually change and enrich themselves bv connections with ?ther ~ooks; secondly in the bearing these books have on the immediate teaching problem and the progress of current thought in general. M~king the actual reading schedule for the seminars for each year IS ~ result of much faculty and student deliberation, and the readmg schedule registers teaching and learning experiences from year to year. . The products o~ thi~ kind of re~earch go first into teaching duecdy. Production rnr pubhcat10n and learned societies is ai:id should be a secondary result. The students thus have d~rect and contributing parts in research, and research has a direct and contributing role in instruction. The present faculty has been selected by two criteria, ~or men_ibers of the previous faculty at St. John's, experience m teachmg th~ elective syste~ and capacities which promise well for becommg re-educated m all the subject matter of the new program have guided the policy of reappointment. New members .of the facul~y have been chosen for their varying degrees ot understandmg of the general subject matter and the work they have done to educate themselves in it. The faculty now represents a well-balanced distribution of special knowledge. Eventually the graduates from the fouryear course itself will be the best teachers, and some of them have already been taken on as teaching assistants. o! ACADEMIC STANDING The_ system of instruction allows for a dose and varied acquamtance of instructors and students; therefore the stu- ''7 j, dent's academic standing is known in detail day to day. This knowledge is pooled at end each term on the occasion of the don rag and the combined judgments the staff are based on more than recorded grades. th.is is the case academic standing is not determined by numerical or literal grades, and judgments are made and reported for the purpose of advice and planning both for the teachers and the student. As soon as the performance of the student or other evidence of capacity persuades the staff that the learning process has stopped and cannot be revived, the student is warned that he will be dropped after a stated period of confirmation of the judgment. Ideally there is no reason for dropping any normal student from this course of study. It is varied and rich enough for great diversities of interest, performance, and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. This fact permits and demands a longer period of adjustment and tentative judgment than in the regular elective system. It is assumed that each student has the required capacities until evidence to the contrary is overwhelming. All disciplinary action is governed by the assumption that bad habits can be changed. Attendance on all regular scheduled college exercises is required. A record of absences is kept and posted. This record is taken into consideration whenever there is occasion to determine academic standing. Written and signed excuses from the following sources may be submitted for filing with the student's record: 1) Parent, guardian, or other responsible person outside the College; 2) Practising physicians consulted by the student; 3) Instructor in charge of class in which absence occurs; The College Physician. THE DEGREE OF BACHELOR OF ARTS " The original tide of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geom* CL Appendix B, pg. 70, �38 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE etry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies the modern equivalent of these arts and sciences. Specifically this implies: Knowledge of the contents of the required books in the list; Competence in the laboratory arts; Competence in mathematics through the elementary calculus; . A reading knowledge of at least two foreign languages. In semester hours as recorded in the regular elective system this amounts to: Semester Hours One Year Four Yean Language and Literature ................ 10 40 Mathematics and Science ................ 10 40 · Lectures on the Liberal Arts. . . . . . . . . . . . . 4 16 Laboratory . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 (t actual time) 12 Seminars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 32 Total ............................ 35 140 During the war the four years will be completed in three calendar years. A more detailed analysis of the content of these degree requirements will be gladly given by the Registrar on request. The "rights and privileges appertaining" to the Bachelor of Arts degree have undergone serious scrutiny during the last part of the period in which the colleges have been under the domination of the elective system. There have been concerted attempts to maintain common standards under the rapidly changing conditions of expansion in student bodies, in subject matters, and in methods of instruction. Throughout the country there are regional boards which inspect the colleges in each region and rate their degrees. The Middle States Association of Colleges and Secondary Schools operates in this region. These Boards cannot put a college on the approved list until its educational product can be judged. Since there were no graduates of the new administration and program before June, 1941, there will be an interim in which a rated B. A. degree cannot be guaranteed. This means that the St. John's Bachelor of Arts degree is certified only by the charter of the College and the Maryland State Board of Education. On the other hand there is no serious doubt that the curriculum which is now offered and the instruction that is now being given more than fulfill the common standards and that 39 they will prepare students adequately for any graduate work which they wish to pursue. · The graduate and professional schools increasingly make their final decisions on candidates on the basis of individual records and merits and ignore the bare minimum certification of the ordinary degree. The rated B. A. is no guarantee of admission to a graduate or professional school. Where inquiry has been made these schools have given assurance of full consideration to St. John's graduates. The great variety of teaching methods, the common subject matter, and the intimate and continuous acquaintance between student and teacher that this program provides allow detailed and comprehensive recommendations of individual candidates both for graduate schools and for business positions. Such individual recommendations will always be our most effective communication with the academic and practical worlds into which our students graduate; we deal with other institutions on the basis of a common recognition of the realities of the learning process and the exigencies of the war and revolution through which the world is passing. There is no question about the fitness of this program of studies to meet the explicit requirements of law schools, theological schools, business schools, schools of politics, and economics, and schools of education. There may be some doubt in the minds of the small business man and the craftsman about the utility of a liberal education for earning a living. One who shares these doubts should read the early American State Papers and follow the current discussions of the fundamental conditions and principles of American society to get free of the prejudices which we inherit from societies that base themselves on invidious class distinctions. The worker and the tradesman in this country belong to a liberal society that demands a liberal education of all its members. The professions that base themselves on specialization in the natural sciences have set up graduate schools that actually need more liberal education in their preparatory stages than is at present available. In failing to get students who have that general preparation they have turned to a second best, a specialized preparatory training. In some cases they make no stipulation of specific requirements beyond high school g11aduation. In other cases, as in engineering, graduate physics, chemistry, biology, and medicine, they have imposed heavy pre-professional requirements. Our faculty has had long ex- �CATALOGUE OF ST JOHN'S COLLEGE perience m preparing students for graduate work in these schools, and we have made a study of the essential needs in the natural sciences. The curriculum represents on its science side the results of these studies. It more than meets these requirements both in theory and in laboratory training. There are more laboratory hours required than are demanded by any medical school, the source of the highest requirements in this respect. The rest of the curriculum keeps these subject matters in a liberal balance. I. A UST OF GREAT BOOKS In Chronological Order Homer: Iliad and Odyssey 1Eschylus: Oresteia Herodotus: History Sophocles: <Edipus Rex Hippocrates: Ancient Medicine and Ain, Waters, and Places Euripides: Medea Thucydides: History of the Peloponnesian War Aristophanes: Frogs, Clouds, Birds Aristarchus: On the Sizes and Distances of the S11n and Moon Plato: Dialogues Aristotle: Organon, Poetics, Phys·ics, Polit·ics Archimedes: Selected Works Euclid: Elements Apollonius: Conics Cicero: On Duties Lucretius: On the Natiwe of Things Virgil: /Eneid The Bible Epictetus: Moral Discourses Nicomachus: Introduction to Arithmetic Plutarch: Lives Tacitus: The History, The Annals Ptolemy: Mathematical Compositfon (Almagest) Lucian: True History Galen: On the Natural Faculties Plotinus: Enneads Augustine: Confessions, On Music, Concerning the Teacher Justinian: Institutes Song of Roland Saga of Burnt Njal Grosseteste: On Light Bonaventure: On the Reduction of the Arts to Theology Aquinas: On Being and Essence, Treatise on God, Treatise on !Han Dante: Divine Comedy Chaucer: Canterbury Tales Oresme: On the Breadths of Forms· Pico della Mirandola: On the Dignity of JV/ a11 Leonardo: Note Books Machiavelli: The Prince Erasmus: In PlGise ;:;j Fotly Rabelais: Gargantua Copernicus: On the Revolutions of tlte Spheres Calvin: l nstitutes Montaigne: Essays Gilbert: On the Loadstone Cervantes: Don Quixote CATALOGUE OF ST JOHN'S COLLEGE Shakespeare: Henry lV, Hamlet, King f,p,ar, Macbeth, Tempest Francis Bacon: Novum Organum Kepler: Epitome of Astronomy Harvev: On the Motion, of the Heart Corneflle: Le Cid Galileo: Two New Sciences Descartes: Geometry, Discourse on Method, Meditations Hobbes: Leviathan Boyle: Sceptical Chymist Moliere: Tartidfe Pascal: Pensees Milton: Paradise Lost Racine: Phedre Grotius: Law of War and Peace Spinoza: Ethics, Theological-Political Treatise Newton: Principia Mathematica Locke: Second Treatise on Civil Government Huygens: Treatise on Light Berkeley: Dialogues between Hylas and Ph.ilonous Leibniz: Discoiwse on Metaphysics, M onadology Vico: Scienza Nuova Swift: Gulliver's Travels Hume: Treatise of Hiiman Nattire Montesquieu: Spirit of Laws Fielding: Tom Jones Voltaire: Candide, Micromegas Rousseau: Social Contract Gibbon: Decline and Fall of the Roman Empire Smith: Wealth of Nations Kant: Critique of Pure Reason Constitution of the United States Federalist Papers Bentham: Principles of Morals and Legislation Lavoisier: Treatise on Chemistry Malthus: Principles of Population Dalton: A New System of Chemical Philosophy Hegel: Philosophy of History Fourier: Analytical Theory of Heat Goethe: Faust Lobachevski: Theory of Parallels Faraday: Experimental Researches in Electricity Peacock: Treatise on Algebra Boole: Laws of Thought Virchow: Cellular Pathology Mill: On Liberty Darwin: Origin of Species Bernard: Introduction to Experimental M edici·11e Mendel: Experiments in Plant Hybridization Riemann: Hypotheses of Geometry Dostoevski: The Brothers Karanwzov Marx: Capital Tolstoi: War and Peace Dedekind: Essays on Numbus Maxwell: Electiicity and Magnetism Flaubert: Bouvard and Pernchet Ibsen: Ghosts, Rosmersholm Joule: Scientific Papers J,ames: Principles of Psychology Freud: Stiidies ·in Hysteria, The Interpreta.t·ion of Dreams Cantor: Transfinite Numbers Hi\bert: Foundations of Geometry Pomcare: Science and Hypothesis Russell: Principles of Mathematics Veblen and Young: Projective Geometry 41 �42 First Year Second Year CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE II. SCHEDULE OF READINGS BY YEARS Languages and Literature Liberal Arts Homer Plato Herodotus Aristotle Thucydides Lucretius JEschylus Sophocles Euripides Aristophanes Plutarch Lucian Tacitus Cicero Virgil The Bible Justinian Dante Saga of Burnt Njal Song of Roland Chaucer Shakespeare Cervantes Epictetus Plotinus Augustine Bonaventure Thomas Aquinas Grosseteste Calvin Pico Milton Rabelais Corneille Racine Grotius Moliere Erasmus Montaigne Machiavelli Pascal Vico Montesquieu Fielding Gibbon Voltaire Swift Rousseau Adam Smith U. S. Constitution Federalist Papers Spinoza Francis Bacon Hobbes Locke Berkeley Leibniz Hume Kant Peacock Boole Mathematics and Science Euclid Hippocrates Nicomachus Aristarchus Archimedes UJ ~ ~ Apollonius Ptolemy Galen Leonardo Oresme Copernicus Descartes Gilbert Kepler ~ ~ < ~ ~ () ~ ....... :::i UJ P::i ~ > ..... ~ C..l Third Year ~ Galileo Harvey Newton Boyle Huygens Lavoisier Dalton ..-1 ~ 0 ~ Cl z ..... A ~ 0 () () ~ z 0 ..... ~ < () ..... .... '"" (/) (/) j () ,_; Fourth Year Goethe Malthus Marx Flaubert Ibsen Dostoevski Tolstoi Hegel Bentham Mill James Freud Poincare Hilbert Russell Fourier Faraday Maxwell Joule Darwin Virchow Bernard Mendel Cantor Dedekind Riemann Lobachevski Veblen & Young ..... ..... 43 �LANGUAGE TUTORIALS DURING MATHEMATICS TUTORIALS DURING 1942-43 Clock-hours of Class-room Work J} stron01ny Fourth Year German Assigned Exercises First Year Greek Second Year Latin Third Year French Memorizing Paradigms 40 hours Grammar 10 hours Grammar 10 hours Grammar 20 hours Grammar 10 hours 20 hours Virgil Catullus Horace 20 hours Baudelaire Racine 20 hours Goethe Hoelderlin Nietzsche Selections Euclid St. John Plato Reading Double Texui hours St. John Greek-Latin Translation and SO hours Plato Close Reading Republic I Formal Logic Treatises 20 hours Aristotle Categories Prior Analytics 150 hours Kant Hegel Total 120 59 20 20 25 3 18 25 3 227 1942-43 15 3 30 12 24 6 9 36 9 33 33 3 21 3 6 9 18 33 66 30 9 33 21 Kant Hegel Pascal Rousseau 150 hours 54 21 56 40 9 Anatomy and Physiology .. Cellular Biology ........... . Heredity ................. . Embryology .............. . Protozoology ............. . 1943-44 Second Third Fourlh Yca.r Ycor Year Total 68 12 8 48 30 30 17 8 25 19 19 57 57 37 Total for four years of Mathematics in Mathematics Tutori;i]s. 50 10 87 10 5 5 20 20 10 10 10 10 60 27 9 3 99 Biology Clock-hours of Class-room Work Fit"St Year 15 15 Total for four years of L?.boratory in Chemistry. 150 hours 150 hours 45 12 General Inorganic Physical ............ . Qualitative ............... . Organic .................. . 30 hours 30 hours MATHEMATICS TUTORIALS DURING Plane Geometry ........... . Solid Geometry ........... . Theory of Numbers .. Theory of Real Numbers .... . Trigonometry ............. . Analytic Geometry ........ . Calculus .................. . Differential Equations Fourier Series . . . ......... . Non-Euclidean Geometry .. . Transfinite Numbers ....... . Projective Geometry ....... . 50 50 Total for four years of Laboratory in Physics and Astronomy .......... . 279 600 hours (Four years) 111'1>th.ematics 63 Fourth Year Year Chemistry 30 hours 25 hours Formal Logic Dante Selections Practice in Thomas Anthology Analytical On Law Sophocles Commentary Thucydides Demosthenes Total 20 hours 20 hours 20 hours Boole Thomas Laws of De Ente et Thought Essentia 7 9 Third Total for four years of Physics in Mathematics Tutorials .. Mechanical Drawing . . . . . Astronomy . . . . . . . . . . . . . Mechanics and Hydrostatics.. Sound . . . . . . . . . . . . . . . . . . . . . Heat ..................... . Light ..................... . Electricity and Magnetism .. Atomic Theory ..... Lessing Schiller Rousseau Social Contract Astronomy . . . . . . . . . . . . . . . . Mechanics and Hydrostatics. Strength of Materials .... . Heat ..................... . Light .................... . 1943-44-Continued Second Year Physics and Astronomy 25 hours 50 hours Virgil Aeneid IV and Physics First Year CLl>CK-HUURS OF LABOR.HUR) WORK DURING 35 hours 20 hours 20 hours Bible Descartes Phaedrus Faust Latin-French Greek-Latin Hegel 50 hours 45 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 389 15 33 Total for four years of Laboratory in Biology ... 36 9 9 9 48 36 9 9 9 111 Norn: One-fifth to one-fourth of the laboratory time is spent in lectures on assigned reading. The topics selected from the conventional subject-matters follow. For further information concerning standards, see Appendix B on Degree Requirements, page 70. As_tronomy: fl.lristarchus, Star charts, Ptolemy, Copernicus, Kepler. Biolog~: E'.nvuonment and. health (Hippocrates); Form and locomotion of animals; Digestive and urogemtal systems and other parts of female rabbit· Heart and blood vessels in cat, living frog and turtle sheep and dogfish shark· . ' ' Urogerntal system of male cat; Other parts of dogfish shark and aquatic verte-' �CAT A LOGUE OF ST JOHN'S COLLEGE CATALOGUE OF ST JOHN'S COLLEGE brates; Fabrics of the animal body; Growth of animals and plants; Hydr;i; Genesis of animals; The Protozoa-animal taxonomy; Heredity in the pomage fly. Drawing: Orthographic projection; Perspective projection. Geometry: Euclid: 8; Apollonius: 5. Music: Intervals; Scales; Keys (the rest not yet planned in detail). Physics: Mechanics 15 (Archimedes, Galileo, Huygens, Newton); Surface tension, viscosity; Heat 4 (Joule, Fourier, etc.); Strength of materials 4 (Galileo); Light 14 (Newton, Huygens; telescope and microscope, diffraction and interference; spectra); Electricity 11 (Gilbert, Faraday, etc.). Chemistry.· States of matter; Water-electrolysis, equivalent weight (Faraday); Conservation of mass, combustion, oxygen (Lavoisier); Hydrogen, acids; Combining proportions; Dalton's atomic theory; Gay-Lussac's law of volumes; Molecular weight; Avogadro's number; :'.)alton's law of partial pressures; Critical temperature; Diffusion; Osmosis; Sodium; Chlorine; Formulas; HCI; Valence; Hydroxides, ionization; Mendeleyev's Table; Colloids, atomic structure; Mass action; Equilibrium; Carbon compounds, paraffins, isomerism, bonds, hydrocarbons, alcohols, aldehydes, ketones, esters, ethers, sugars, etc.; Fifth Group of Periodic Table; Ammonia, proteins. SECOND YEAR-Continued 16 The following is a list exercises years. It based on a schedule 1941-42 rn subject to continual revisions, corrections, and improvements as teaching experience indicates them. is FIRST YEAR '' 2. 3. 4. 5. 6. 7. 8. 9. 10. IL 12. Orthographic projection Orthographic projection Trisection of an angle Areas Plane, right angle, rnler Weight Light Circles and regular polygons Ratios Lenses Telescope and microscope Compound ratio 13. Heat l'k Quadratic equations 15. Musical intervals and scales 16. The Greek diatonic scale 17. The just scale and its uses 180 The keys in music 190 Environment and health 20, Environment and health 21. Form and locomotion of animals 22, Photometry 23. Solid figures 24. Rect~ngular solids 25. Aristarchus 26. Archimedes' levers 27. Machines 28. Static equilibrium 29. Floating bodies 30. Metacenter SECOND YEAR L Digestive system of rabbit 2. Urogenital system of female rabbit 3. Thoracic cavity, mouth, central ner,,1. '"fhe 5. Ellipse and hyperbola 6. Perspective projection 7 Perspective 8. Perspective 9. Focal points (floatiHg 10. Parametric equations of ellipse *For the duration of the war, the regular fonr-year schedule of twelve trimesters will be given in three calendar years. JL Conics as four-line loci 12. Stereographic projection and star charts 13. Stereographic projection and star charts 14. Astronomical sights 150 Celestial machines 16. Celestial machines 17. Sun and moon 18. Gilbert's De Magnete 19. Music 20. Music 17 2L Music 22. Copernicus 23. Kepler 24. Prism colors a.nd disper3ion 250 Chromatic aberration of a lens 26. Geometrical characteristics of Iceland spar Double refraction 280 Double refraction of polarized light 29. Speed of light 30. Fluid pressure n THIRD YEAR% L Power of the vacuum 20 Strength of beams 3. Strength of beams 4. Strength of beams 5. Falling bodies 60 Projectiles 7. Sheep heart 8. Blood vessels of cat 9. ]\fatter: crystalline state 10. Blood vessels of cat l L Boyle's law 12. Living heart in frog and turtle l l Matter: liquid and gaseous states 14. Smaller blood vessels in living frog 15. Urogenital system of male cat 16. Water and its properties, distillation 17. Dogfish shark and aqua tic vertebrates 18. Surface tension 19, Dogfish shark and aquatic vertebrates 20. Dogfish shark and aquatic vertebrates 21 Electrostatics 22. Electrolysis of wacer, Faraday's laws 23. Electrolysis of water, equivalent weight 24. Rigid body equilibrium 25. Conservation of mass; filtration, reduction with charcoal 26. Compound pendulum 27, Lavoisier on calcination and combustion; oxygen 2.8. 29. Atwood~s n1achine Chemi~a.l reactions 30 Conse•-var-ion of rnornentum 31. Cernn petal force 32, Hydrogen, :tcids,1 oxidation and rt~ duction 33. Viscosity 34. Law of definite proportions, law of multiple proportions, Dalton's atomic theory 35, Vibrations 36. Gay-Lussac's law of combining volumes, molecular weight, Avogadro's number 37. Pressure-temperature relations 38. Dalton's law of partial pressures; steam distillation, vapor tension, critical temperature 39. Diffusion and osmosis 40. Magnetic fields 4L Sodium chloride: the active metal sodium 42. Sodium chloride: the active non:11etal chlorine 43. Standard units in chemical reactions. Chemical notation, equations, formulae 44. Faraday's laws 0£ electrolysis 45, Acids in aqueous solution: HCl 46. Atomic and equivalent weights. Reduction and oxidation, valence 47. Potentiometer 48. Metallic hydroxides and salts m aqueous solutiono Neutralization 49. Electromagnetic induction 50. Ionization 5L Young's interference of light 52. Mendeleyev's Table 53. Spectrometer 54. Colloidal state 55. Music 56 Music 57. Mnsic *For the duration of the war, the regular four-year schedule of twelve trimesters will be given in three calendar years. 4 �48 CATALOGUE OF ST. JOHN'S COLLEGE FOURTH YEAR" l. Fabrics of the animal body 2. Magnetic measurements 3. Fabrics of the animal body 4. Law of magnetic forces 5. Fabrics of the animal body 6. Standard measures of electric current 7. Fabrics of the animal body 8. Fabrics of the animal body 9. Fabrics of the animal body 10. Fabrics of the animal body IL Fabrics of the animal body 12. Fabrics of the animal body 13. The structure of the atom 14. Law of mass action 15. Diffraction, interference 16. Chemical equilibrium 17. Diffraction grating 18. Carbon and its compounds: I: the paraffins 19. II: Isomerism of organic compounds, the carbon-carbon double and triple bonds. Unsaturated hydrocarbons 20. Alcohols, aldehydes, ketones 21. Fabrics of the animal body 22. Fabrics of the animal bodv 23. Fabrics of the animal body 24. Fabrics of the animal body 25. Growth of animals and plants 26. Growth of animals and plants 27. Hydra 28. Hydra 29. Genesis of animals 30. Genesis of animals 31. Genesis of animals 32. Protozoa-animal taxonomy 33. Protozoa-animal taxonomy 34. Heredity in the pomage fly 35. Heredity in the pomage fly 36. Heredity in the pomage fly 37. Spectral analysis 38. Esters, their hydrolysis, mono- and di-basic acids, polyalcohol 39. Potentiometer, thermocouples 40. Ethers, acid anhydrides, hydroxyacids 41. Electromagnetic induction 42. Carbohydrates (sugars, starch, cellulose) 43. Joule's electric heat 44. Isocyctic, aromatic hydrocarbons; Cyclo-olefins, -paraffins 45. Fourier's heat analysis 46. The Fifth Group of the Periodic Table 47. Ammonia, amines, amino-acids, proteins 48. Music 49. Music 50. Music *For the duration of the war, the regular four-year schedule of twelve trimesters will be given in three calendar years. RESIDENCE AND ACTIVITIES A college should be a community in which the student can discipline and develop his native powers, and at the same time learn how to associate with other people in such a way as to continue this development throughout life. Not only the curriculum at St. John's, but the arrangements for residence and extracurricular activities as well, are ordered to this purpose. Activities It is no paradox, in view of the above, to say that the main purpose of extracurricular activities is amusement and relaxation. Men can work in order to play, or they can play in order to work. The hard work of the curriculum would be wasted if it were looked upon as a drudgery to be endured until it was possible to get away to the movies. Unless a student can be helped through to the stage in which he finds actual enjoyment in the use the powers he is developing, his progress will be too slow for profit. In a community where people relax in order to be able to work better the amusement must be primarily amusing and not merely disguised instruction. However, in order to be amusing at all, college activities have to be proportioned to the expanding abilities of the members. Forms of amusement that involve disuse of developing powers, rather than change of use, tend to be dull rather than amusing. Activities have to derive some vitality from the work they support or else degenerate into mere time-killers. The general policy of the College is to encourage any spontaneous group activity that shows promise of a contribution to the life of the community. The College co-operates in the financing of those activities that require expenditures; and advice is given where necessary to the smooth functioning of the activity. Music :md GymDastic Music and athletics seem to furnish the clearest paradigms for extracurncular activities at St. John's. The recreation and 49 �50 CATAJ~OGUE OF ST" JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE !fl water a variety of sports including squash, badminton, boxing, fencing, lacrosse, recognized scores, ~· Reasons for the eliminaiion of <'.th!e1ic system are set out in detail competition from C. die College governmg state government offices, and 51 �CAT ALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE liberal education of young n1en in SL John's College. A number of retired naval officers men of business live in estates in Anne Arundel County surrounding the town. The College has eleven buildings on a tract of thirty-two acres. Five of these buildings are for student residence, two of them built as dormitories, and three originally used as residences for administrative officers of the College. These five buildings are now furnished as residence halls for students on a plan for small unit College communities, each with a smallscale unit for student government within the common life of the College. An attempt is made to relate the grouping of students in the houses to their seminar groups and their athletic teams. These small integrated communities within the larger college community teach the incoming student to accept and enforce restraints upon himself and also to make proper use of the help and support that other students can give him in his college life. Lower class dormitory units will be under the supervision of resident house masters who are older upperclassmen or junior tutors, beginning with the 1943-44 session. Rooms in do_rmitories may not be occupied during vacations except by spenal per~nission. The dormitories will be open occupancy at the begmnmg of each term as 52 Dormitories All students not living at home are required to live in the College buildings and to take their meals in the College Dining Hall. Each dormitory room is provided with the necessary furniture, including a single bed with mattress, pillow, pillow cover and bedspread, a chest of drawers, book shelves, Venetian blinds or window shades, a study table, chairs, lamp, and a waste basket. Towels, bed linen, and blankets are to be supplied by the student, as are also such decorations as window draperies, rugs, and runners for chests of drawers and tables. The student should consult his prospective roommate, if any, and his own good taste in planning room decoration. Freshmen are frequently assigned to single occupancy rooms. Old students should apply for rooms before they leave for the summer vacation. Application blanks may be obtained from the Manager of the Dming Hall and Dormitories. Stu~ dents who wish to room together should file joint applications. New students have rooms assigned to them tentatively from the Assistant Dean's off.ice as soon. as their applications for admission have been accepted. 53 For upperclassmen taking Annual Written Examinations from noon of t~e day before the Examination days. For freshmen from noon of the day before registration day. For definite dates in 1944 see the College Calendar. The College m~intains the care of the dormitories. There are stu?ent dorm1.to~ managers whose duty it is to report complamt~, to mamt~m order and cleanliness, and to enforce the followmg regulat10ns concerning breakage and damage to College property: Any damage to College. property will be charged to the occupant or occupants of the room, or to the occupants of the dormitory, in which the damage occurs. Each student must make a deposit of ten dollars with the Treasurer of th.e College on registration. Damage to Coll:ge property will be charged against this deposit accordm~ to, the student'.s respon~ibility. The deposit must be mamtamed at all tunes dunng the session. It will be returned a~ the end of any session, or upon the withdrawal ?r graduat10n .of the student from the College. This deposit rn called Caut10n Money, The College reserves the right to repair completely at the expense of_ the occ~pant or occupants, any dormi;ory room an~ furmture which have been seriously damaged. Intent10na~ d~mage to College property is a serious offense, and it will be dealt with summarily. The Dining Hall The Dining Hall .is maint~ined by the Manager of the Dining Hall an~ Dorm1_tones, Special attention is given to a balanced an mter.estmg variety of menus, and reasonable cost. The . Hall ~s close? w~en the College is not in session, except smgle hohd~ys.; 1t wdl open for supper on the day just prethe begmnmg of each term; and only breakfast will be on the last day of each term. �54 CATALOGUE OF ST. JOHN'S COLLEGE HOW TO APPLY FOR ADMISSION Infirmary Service A fully equipped Infirmary is ma~n.tained at t_he College. It is in the charge of the College Phys1c1an, two tramed nurses, and student assistants. The College Physician holds o~ce h?urs each day at the Infirmary. During these hours his services are f:ee to t~ose who have paid their regular College fees. Medical services rendered by others than· members of . t~e . C?llege Infirma1:Y staff whether for sickness or for athletic mJunes, are not paid ' for by the College. Any illness must be reported promp.tly b~ the s~udent. Students suffering from contagious or mfect1ous diseases must reside in the Infirmary until discharged by the College Physician. The College Physician makes a daily report to the Dean. RELIGIOUS EXERCISES Services are held every week day in the Great Hall. Attendance on these services is voluntary. St. John's College is non-denominational and has been so since its founding. In accordance with this the readings, responses, and prayers are taken only from the Bible. General* The revolution which re-established the liberal arts curriculum in St. John's College in 1937 was a movement in the Republic of Education which anticipated the current crisis in world history. When the liberal arts were reinstated in the College, it was known tha.t many of the contemporary educ~­ tional conventions do not promote the most successful pursmt of the liberal arts, but the difficulty of the immediate task that faced the College, that of putting a liberal curriculum into operation, made advisable the postponement of the solutions of some of the more extrinsic problems. The war has heightened the necessity that already existed of making the revision in entrance requirements which has been obviously implied by the curriculum since its beginning. The admission procedure which is described below should be understood as the fulfillment of two purposes: ( 1) to assure both teachers and the student of his ability to pursue the St. John's curriculum, and ( 2) to make it possible for students to complete their formal liberal education before being called into military service. Requirements A student will be eligible for admission if he can fulfill any two of the three following requirements: 1. Two years of attendance at a high or preparatory school with credit for one year of algebra, one year of plane geometry, and two years of a foreign language. 2. A recommendation for work at St. John's College from the principal or a teacher in the high or preparatory school last attended. 3.. Passing the St. John's Entrance Examinations in arithmetic, algebra, plane geometry, English reading and grammar, and one foreign language (Latin, French, German or Spanish). The Entrance Examinations have been compiled particularly for St. John's College. They aim to reflect two years of genuine work in a high or preparatory school and to assure both the faculty of the College and also the student of his ability to pursue the·St. John's course. In doubtful cases the Psychological Examination provided by the American Council on Education may also be taken. •Cf. Appendix D. The Great Books at War. 55 �56 CATALOGUE OF ST. JOHN'S COLLEGE Procedure 1. Request a blank of Application for Admission from the Assistant Dean. 2. Fill out the Admission blank as completely as possible, paying special attention to the third page where you are asked to give full information concerning your formal preparation for college, names and addresses of the high or preparatory schools you have attended, with the dates of your attendance. You should be careful to give the name of your principal or other teacher who will be able to give a substantial recommendation of your character and ability. If you think you need or want to enter by examination, pay special attention to the fourth (back) page of the application blank. 3. Return the Application for Admission to the Registrar who will then collect your scholastic records and recommendations, and arrange Entrance Examinations if they are requested. 4. If you need or want to take the Entrance Exaininations, give us the name and address of a teacher or college graduate who will be willing to accept the responsibility for administering the examinations to you. We pay such persons the sum of five dollars which you pay us as examination fee. We shall then arrange for the rest of the examination. 5. As soon as the Registrar has collected your scholastic record, recommendations, and the results of the Entrance Examinations, we shall promptly report the decision of the Admissions Committee. No assurance of admission can be made before the above data are provided. 6. If you are not able to pay the full College fees, ask us to send you a blank of Application for Student Financial Aid. Fill this out with special attention to your Tentative Budget, send it to the Assistant Dean, and as soon as your admission application has been acted on, we shall let you know whether we can help and also how much. Requests for further information may be directed to the Registrar. You are urgently invited to visit the College and to discuss further any problems that may need extra consideration. No Admission with Advanced Standing from Other Colleges Students who wish to transfer to the St. John's program must register as freshmen for the four-year course; no advanced standing in the program is granted for other college credits. FEES College Finance It is the aim of St. John's College to establish its fees for tuition and residence at a figure which will approximate as closely as possible the actual cost of furnishing tuition, board and room, and meeting the administrative and other operating expenses of the College. St" John's College adopted this principle and established the fee for residence and tuition at $1,000 for students entering the College in the fall of 1941, or thereafter. This fee will be continued unless, in following years, conditions of war and rising costs should force revision" (The fee of $1,000 covers the three terms of the regular session. For the duration of the war, a fourth term, held during the summer, will raise the annual fee to $1,300 for the first year, and $1,200 for each year thereafter. It will be noted that this wartime increase is less than proportional.) By setting its student fees at approximate operating cost, the College has freed other sources of income, principally support by private individuals and by the public through state appropriations, for two purposes: financial aid to the students who are not able to pay the full cost, and additions and improvements to College land, buildings, and equipment. The various other fixed charges for attendance at St. John's are listed in the following paragraphso In figuring the budget for the academic year, each student should include additional amounts for books, clothes, stationery, laundry, and other incidentals. The cost of books will in general average about $35 per year. Entrance Examination Fee If a candidate for admission finds it necessary to take the College entrance examinations in order to complete the requirements for admission, he will be charged a fee of $5.00, payable to the College upon his request for examination. This fee is charged to cover the expense of giving the examination; it will not be refunded, nor will it be deducted from other fees. 57 �58 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST JOHN'S COLLEGE Annual Fee;; Summer Term ........ . Fall Term ............ . Winter Term .. Spring Term ......................... . Tuition $2t}0 Total for year for tuition and residence. 180 180 180 Residence $160 120 120 120 Total $400 300 300 300 '. $1,300 These fees are payable in in four installments: at the beginning of each of the on October 2, January 3, is charged only for the first term of the freshman yeaL On registering, the must procure a Treasurer's Card that fees have been or suitable financial arrangements to classes, gy:nmasmm or infirmary. of BiHs Bills for fees are presented directly to the student, and the student assumes their on the dates due, Caution l.Vfoney Each student must make a of $10.00 'Nith the Treasurer on registration, subject to charges laboratory breakage and damage to College property. The amount of this deposit must be nuintained at all · the session. refund check for deposit sent to student upon request after the end of any session or withdrawal or graduation from College. Except for the money posit, which is refundable at close of the college year, College has no extra fees. Defer.red Payment of Fees There is available to 59 plan, provides the College year, in most method deferred tui"Tuition Plan, Inc.," a corto many schools and colleges into effect by a conis tract signed parent or guardian and by the College and handled entirely by "Tuition Inc." The cost is per cent the amount financed, minii:num charge one �CATALOGUE OF ST. JOHN'S COLLEGE 61 canv.a~sed .. T~e Committee has the grave responsibilit of adm1.mstermg 3ustly a. common financial resource of the mumty ?f scholars which the applicant seeks to join. It therefore .sl'.bJects e~c~ case .to a thorough investigation and it cannot m1tiate this mvest1gation until the student aid blank has b~en fidlle~ out fully, clearly, and accurately, and with suffi c1ent etad to enable a judgment to be made. AU students hold aid, whether loan and employment or money ·grant, only on condition- that th ey mamtam goo d . _· d · . . a.ca em1c standing. ~ppl.1cat10n for aid should be made at the tRim~ the formal apphcat10n for admission is forwarded to the eg1strar. ~om­ FINANCIAL AID College Aid Students unable to pay the full cost of their education may get assistance from the College. If the total assistance which a student needs for four terms amounts to not more than $250, the College will undertake to advance him a loan of the amount required and to find him employment at the College that will yield him sufficient wages to repay his loan during the period for which the money is needed. These loans do not bear interest. Since the available amounts of both work and money are limited, only students who could not otherwise meet their College expenses should apply for assistance. The procedure for obtaining a loan from the Student Aid Fund of the College is to sign a loan agreement by which the student engages himself to repay his loan as fast as his capacity to earn money will permit. As fast as he makes payments on this loan, new and smaller loan agreements will be substituted for the one the Student Aid Fund holds. The privilege of borrowing from the Student Aid Fund is reserved to those who perform satisfactorily for the College the work for which they receive wages and for those who curtail their loan promptly to the limit which their wages will permit. If the total assistance needed for four terms amounts to more than $250, the College will either make up the excess by an outright grant from the Student Aid Fund or else reject the ;:i_pplication altogether. This practice is based on the experience that in most cases $250 is all the student can earn without endangering his studies and on the College's belief that it is undesirable that its members should graduate with a burden of debt to the College. Outright grants are made only where aid is so dearly needed and merited that the College can successfully appeal for donations to persons who are strangers to the applicant. The Committee on will reject all applications, whether for loans and employment or for outright grants, which do not clearly demonstrate that all local sources have been thoroughly 60 Maryland State Scholarships .l!esi~ents. of .the several counties of Maryland and the six leg1~l.at1ve dist.net~ of Baltimore are eligible to take the com- pet1t1ve e~ammat1ons for scholarships at St. John's Colle e ~wen~y-nme of these scholarships pay full fees, including t~i~ t10n, oard, and room; twenty-nine pay tuition fees only They :~e t~:acterf for f four years o~ in the case of a student ~lready o ege. or the reI?am.der of his course to graduation. I.n al.I counties an_d. leg1slat1ve districts the compet1t1ve exammatrons are admm1stered by the respective county or citv School Boards, and reports are rendered to the respective Sen;tors who ·make the formal appointments · The C o ll ege supp 1· h · 1es t. e exammat10ns and grades the papers in all except two counties, ~ontgon:ery and Prince George's, where the School Boards examme ca~d1dates and report directly to each Senator. Al~ appomtments are conditional upon admission of the candidate to the College. The procedure for application, examination and appointment to State scholarships is as follmvs: ' l. Candidates, who must be residents of the county or district that has an open scholarship, should watch the newspapers for .the announcement of the time and place of the examinat~on and apply to the local School Board for examination. 2. Candidates sh?uld supply to their respective Senators evide1~ce of their good character and financial need 3 · Appomtees will be notified of their appointment~ by the Senator and by the College. �62 CATALOGUE OF ST. JOHN'S COLLEGE Scholarships Awarded by the College CATALOGUE OF ST. JOHN'S COLLEGE 63 Scholarships at Other Institutions for St. John's Students THE PHILIP A. MYERS, II, SCHOLARSHIP SCHOLARSHIPS IN ENGINEERING To be awarded annually, the income from $10,000, the gift of Philip A Myers, II, Class of 1938. Th~ee sch?lars?ips in engineering are offered at the Johns Hopkms Umvers1ty to graduates of St. John's College These sch~larships are awarded by the Faculty Co~mittee on Scholarships and Student Aid. THE CLIFTON C. RoEHLE ScHOLARSHIP To be awarded in tuition, the income from $6,000, the bequest of Mrs. Anna M. D. Roehle, in memory of her son Clifton C. Roehle. THE JEREMIAH HUGHES SCHOLARSHIP To be awarded annually to some deserving student, preferably a resident of Annapolis, the sum of $30.00 to be applied to the cost of tuition. SCHOLARSHIPS IN MARINE BIOLOGY A tuiti~n sc~olarship applicable to an approved course either at the B1olog1cal Laboratory at Cold Spring Harbor New York, or at the. Marine Biological Laboratory, Woods' Hole, Massachusetts, is offered annually to graduates of St J h ' This sc?olarship is awarded by the Faculty Com~itt~e no~ Scholarships and Student Aid. THE FRIEDRICH JoNATHAN voN ScHwERDTNER ScHoLARSHIP To be awarded, in tuition, to some deserving student, the income from the bequest offered annually under the will of the late Friedrich Jonathan von Schwerdtner, in memory of his son, Friedrich. Scholarships Awarded by Patriotic Societies THE MATTHEW FONTAINE MAURY SCHOLARSHIP Awarded by the United Daughters of the Confederacy to a student of exceptional character and scholarship and of established Confederate lineage. This scholarship is applied to tuition and residence fees, in accordance with the needs of the student selected, and is awarded at present for four years unless the appointee fails to maintain the required standard in his academic record. SCHOLARSHIP OF THE COLONIAL DAMES OF AMERICA Applicants for this scholarship are expected to submit evidence that they are of colonial descent and that they themselves revere the ideals and standards of their forbears. Application should be made to the Chairman of the Scholarship Committee of the Colonial Dames of America: Mrs. Walter W. Price, 21 East 65th Street, New York City. 5 �CATALOGUE OF ST JOHN'S COLLEGE APPENDIX A A SHORT EDUCATIONAL HISTORY OF ST. JOHN'S COLLEGE a liberal arts ST.It JOHN'S COLLEGE is andsmall been so since college for men. is non-denominational, has its founding. It has never been coeducational. It maintains no graduate or professional schools. It is the third oldest college in the United States. 65 called King William's School, and managed by certain trustees, nominated, and appointed by your sacred majesty, Laws of lvlaryland, Session of ] uly 1-9, 1696. 1776 According to tradition King William's School was used as a gunshop during the Revolutionary 1784 St. John's College chartered by the General Assernbly of the State of Maryland: 1696 King William's School, first pub~ic free schoo~ on t~e. American Continent founded in accordance with the followmg Pet1t10nary Act of the Ge~eral Assembly of colonial Maryland: A Petitionary act for free-schools. Lib. LL. No. 2, fol. 115. Dread Sovereign . . . . Being excited by his present Excellency Francis N~cholso~i, Esq.; your Majesty's Governor of this your Provmce, his Zeal for your Majesty's Service, pious Endeavors and generous Offers for the Propagation of Christianity and good Leaming, herein we become humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us your Majesty's Subjects of this Province, represented in this your Majesty's General Assembly thereof, THAT h MAY BE ENACTED, IL AND MAY IT BE ENACTED, by the King's most excellent majesty, by and with the advice, prayer am~ consent of this present General Assembly, and the authority of the .same, That for the propagation of the gospel, and the educatwn of the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher and one writing-master, or scribe, to a school, and one hund;ed scholars, more or less, according to the ability of the said free-school, may be made, erected, founded, propagated and established under your royal patronag: .. And th~t t:he .ffiOSt reverend father in God:i Thomas, by DrI1n.e Prov1dence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the .said s~hool; and that, to perpetuate the memory of your ma3esty, 1t may be 64 VvHEREAs, Institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and prepetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States: Be it enacted, by the General Assembly of Maryland, That a college or general seminary of learning, by the name of Saint John's, be established on the said Western Shore, upon the following fundamental and inviolable principles, namely: first, said college shall be founded and maintained forever, upon a most liberal plan, for the benefit of youth of every religious denomination, who shall be freely admitted to equal privileges and advantages of education, and to all the literary honors of the college, according to their merit, without requiring or enforcing any religious or civil test, or without their attendance upon any particular religious worship or service, other than what they have been educated in, or have the consent and approbation of their parents or guardians to attend; nor shall preference be given in the choice of a principal, vice-principal, or other professor, master, or tutor, in the said college, on account of his particular religious profession, having regard solely to his moral character and literary abilities, and other necessary qualifications to fill the place for which he shall be chosen . . . , . The petition for this Charter was signed by William Paca * and others. ~Signer of the Declaration of Independence. �66 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE The Board of Visitors and Governors William as folhws: James Bnce John Allen Thomas Gustavus R. Bro•c11n Edward Gantt Clement Hill Rich<Jrd Sprigg Ch:ules Carrnll of Canollt011 Jeremiah T. Chase Charles Walbce John C<lrroll, D. D. Thomas Nicholas John H. Stone William Beanes Richard Ridgely Samuel Chase John Thomas Thomas Stone ~ Alexander Hanson Thomas Jermings Dr. First McDowell. 1796 Graduation of Francis Scott author of The Star Distnct Banner. of the United 1799 Graduation of George Parke Custis, step-grandson of George Washington. Fairfax and Lawrence Washington, nephews of George were also students at the College. 1835 Curriculum during the Principalship of the Reverend Hector 1785 The property, funds, masrers, and students School conveyed by an Act of the General College. Reverend Ralph Higginbotham, Master of VVilliarn's became Vice Principal of St. College. Two members of the Board of Visitors and Governors of William's School became Visitors and Governors of St. John's College. 1791 Demosthenes Isocrates Plato Latin Livy Horace ::r vugu Mathematics Algebra -~ visits St. To the F acuity of Si. John's College: Gentlemen: The satisfaction which I have derived from my visit to your infant seminary is expressed with much pleasure, and xny \Vish~s for its progress to perfection art: proffered with sincere regard. The very promising appearance of its infancy must natter all its friends (with whom I entreat you to class me), with the hope of an early and ac the s<:lme time mature manhood. You will do justice to the senciments which your kind toward me inspires, by btheving that I reciprocate the good wishes your addnsss, and ] sincerely hope the excellence of your seminary will be manifested in the morale and science of the youths who are favored with your care. GEORGE \VA8fllNGTON ANNAPOLIS, First Yeat Greek Xenophon Herodotus Thucydides Lysias April 17, 1791. Sigmxs of the Declaration of fodependence. Third Year Greek Minor Poets Latin Tacitus Mathematics Applications of Trigonometry Conic Sections Chemistry Natural Philosophy Elements of Criticism Second Y ea-r Greek Homer Hesiod Tragedies L.atin Juvenal Cicero l\lfathematics Plane Geometry Solid Geometry Logarithms Trigonomeny i.Ai..,ourth Year Latin Horace l>f a tural Philosophy Logic Astronomy Geology Civil Engineering J\_rnerican Jiistory Political Economy Natural English Composition and Declamation in all four year3. Modern Languages by special arrangement in addition �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST JOHN'S COLLEGE 68 69 Ul86-l923 1868 of James C. Curriculum during First Year Greek Homer Herodotus Latin Virgil Cicero Livy Horace Mathematics Algebra Geometry English 19th Century Literature Second Year Greek Xenophon Plato Euripides Lucian Latin Horace Cicero Terence Mathematics Logarithms Trigonometry Solid Geometry English Shakespeare 18th Century Literature Third Year Greek Plato JEschylus Thucydides Sophocles Latin Cicero Juvenal Plautus English Shakes pea re Spencer Taylor Hooker Milton Mathematics Theory of Equations Analytic Geometry Descriptive Geometry Use of Instruments N-atural Philosophy Chemistry Historical Methods Fourth Year Lectures in Philosophy Greek and Social Science on: Plato Plato Aristotle Aristotle Aristophanes Augustine Demosthenes Thomas Aquin:i_s Latin Vi co Tacitus Descartes Lucretius Bacon Persius Bossuet Quintilian Pascal English Paley Authors of 13th, Hth, Locke and 15th Centuries Spinoza Mathematics Montesquieu Analytic Geometry Kant Calculus De Tocqueville Mechanics Adam Smith Natural Philosophy Fichte Astronomy Hegel Logic Buckle Evidence of Christianity Lecky Malthus Mill Butler of Thomas Fell. A curriculum of Block Electives and Military Training. 1. Classical Course leading to the B. A. Degree 2. Latin Scientific Course leading to the B. L. Degree 3. Scientific Course leading to the B. S. Degree 4. Mechanical Engineering Course leading to the l\/L E. Degree 1923-1937 Period of Progressive Studies under the Open Elective System. 1937 Restoration of the traditional program of Classics and Liberal Arts unique in American colleges of today. �CATALOGUE OF ST. JOHN'S COLLEGE APPENDIX B THE DEGREE OF BACHELOR OF ARTS AT ST. JOHN'S COLLEGE Preamble Degrees Just as institutions are necessary for the ca~rying on of ~earning, although these very institutions may become its great~st ~un~rance through unwise direction and time's dull~ess, so any i~st1tut10n ?f learning must require of its students certam ~arks and signs of t~eir attainments and progress even though misuse of such requir~­ rnents has often prevented true progress. T?eir. us~ m~st entail care. Such requirements are inevitable if an m_stitut10n is to pronounce public judgment upon its students,_ th:it is, to grant deg~ees. The original title of Bachelo~ of Arts s1gi:i1fied the first o~ciall~ recognized stage of competence m the seven liberal _arts and sciences· grammar rhetoric logic arithmetic, geometry, music, and astroi;iomy. The St. john's de~ree of Bachelor of Ar~s signifies ~o-?1pe~ence m the modern equivalent of these arts and sciences. This implies: l. Knowledge of the contents of the required books in the 1 1 list . 2. Competence in mathematics through the el_ementary ca cu us. 3. A reading knowledge of at least two foreign lai:ig.uages. 4. Four hundred and fifty hours of laboratory trammg. Now, since students are of different ~apacities, and since co~leges of liberal arts, of all institutions of learmng, are called up~n to Judge not only of the attainments of their students but also of their progress, it therefore seems wise that St. John's College offer three degrees: namely, Bachelor of Arts magna cum laude, Bachelor of Arts cum laude Bachelor of Arts rite. The first to be awarded to those students who, in the opinion of the faculty, are judged ~atisfac~ory bot? in attainments and progress, and capable of pursumg their work m Law, Medicine and Theology or in the graduate schools of language and literature, mathematics, the natural sciences, and logic. and me~a­ physics. The third to be awarded to those student~ who, I~ the opmion of the faculty, have made sufficient progress m the mtellectual virtues to warrant recognition by the college, but on whose actual powers of operation in the severa~ arts and s~iences a~d therefore on whose actual capacity for advancmg further m profess10nal or graduate schools, the faculty declines to make a final judgment. The second degree represents a less eminent case of the first. In awarding degrees, the faculty must ~et up. ways. and means of Ways& Means reaching decisions. To this end the followmg stipulations are m:ide: At the end of his third year, the student must stand fo~r wntt~n Enabling examina- enabling examinations, one in language, one in mathematics, two m tions 70 71 laboratory, theoretical and operational, and one oral examination on seminar reading. _These examinations are given normally in September after the third year, although the student has the right to demand them in June of the third year. These examinations are largely technical in character. But the techniq~e required must be at al_l times ~elated to the whole body of the liberal arts and to appropnate sub1ect matters. This relatedne~s is formally guaranteed by basing the enabling examinations on a list of books nam~d in Appendix I. The examination in language covers general ~uest10ns_ of ~rammar of all four languages, and logic. !he mathematics exammat10n covers specifically simple operations 1~ geom~try, conics, trigonometry, analytic geometry, and in the d1fferent1al calcu_lus. The exa-?1ination in laboratory covers specifically the analysis and operat10n of certain important instruments to be named in Appendix I, p. 73. ~f~er having taken his enabling examinations, the student may petition the faculty to accept him as a candidate for the degree of Bachelor of Arts, to be granted at the end of his fourth year. The faculty t_hrough a committee then examines the student's record up to the time of the petition together with his performance on the enabling examinations. It may make one of three judgments: either _(I) the student is accepted as a candidate for the degree, or ( 2) he 1s not accepted but allowed to complete his fourth year of college work, or ( 3) he is dismissed from the college. In _examining a student's record the committee of the faculty espec1all:y named for this purpose is at liberty to question the tutors and semu1:ar leaders of the student both past and present, and the student himself, as well as the formal judgment preserved in the way of term marks or examination grades, or any examination papers or yearly theses at hand. It would be a general principle that the faculty ~ot accept as a candid~te for the degree any student who had consistently neglected and ignored or had consistently failed in ~ny. of the essential divisions of the first three years' program; that 1s, either language and literature, or the liberal arts or mathematics and the natural sciences. ' But the. faculty committee, although refusing to accept a student as a c~ndidate for the degree, may judge the student capable of benefitmg from the fourth year's work without detriment to the college community. An_Y student accepted as a candidate for a degree or allowed to remam the fourth year must then indicate a subject for a dissertation, to be agreed upon ~y the faculty, to be written during his fourth year, and to be publicly expounded, amplified, and interpreted satisfactorily by him prior to the granting of the degree. While the degree can not be granted before the end of the fourth year, the student Petition Disser· tation (general) �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST JOHN'S COLLEGE may request more time to prepare and submit his dissertation for the approval of the faculty. He may even request permission to return to the college for a fifth year, attending what tutorials, laboratories, and seminars he pleases within the limits of college discipline. The student will choose, and the faculty will accept, a subject for dissertation with an eye to all the first four years' work, and not as a piece of specialized research or contribution to knowledge. For the year 1942-43 the Instruction Committee acted as an Examining Board. The duties of the Examining Board were as follows: 1. To formulate and administer the Enabling Examinations which are to be given in September. 2. To accept and approve projects for the final dissertation. Such projects must be prepared and formulated by each candidate with the help of a faculty adviser. 3. To read and accept the final dissertation, to administer the final examination, and to recommend candidates for degrees. of a qualitative .kind can be made such ac betV11ee 11 more ancl I ess up . , .' ~ and down, stra1ghc and not straight. The latter per·n 't ~ . ' l. · · · cl · . 11 us LO 1na ze quant1tat1ve JU gments, that is to associate throtio-h ·. ·1 . · . ' . · "' s1m1 ar rat10s some one of a senes of numbers with th,, th 1no· obser· ve d . Of ten t h c ' . ~ ~ ",l~ same piece of apparatus. can be used either as a scor)e 01. . Tl1e eIements are certam devices, not scientifir ·ns~Lrum as t a meter. 1 . . .~ 1 en s tnemselves, which enter mto the construction of different 111 st- uments. · 1 72 Disser· tation (particu- lar) Exam.in· ing Board APPENDIX I The books of the first three years on which the Enabling Examinations are to be focussed are the following: Texts studied in Tutorial Republic Organon Confessions De Ente et Essentia Social Contract Les Pensees Euclid Archimedes Apollonius Ptolemy Galileo Descartes Newton Boole Texts studied in Seminar Iliad Republic Timaeus i.Edipus Poetics Physics Galen Divine Comedy Don Quixote Hamlet King Lear The Tempest Harvey Lavoisier Wealth of Nations Federalist Papers As stated above, the examination in laboratory will cover specifically the operation and explanation of certain important instruments" The following list is arranged under three headings: Elements, Scopes, and Meters. There are two classes of scientific instruments: scopes and meters. The scopes are aids to observation and the meters are aids to measurement. With the former, distinctions Elements Solids Crystals Fluids Gases Lever Inclined plane Screw Pulley Floating body Spring Pendulum Magnet Mirror Lens Prism Grating Scopes Straight edge Plumb line, gnomon Compasses, divider Tuning fork Electroscope Telescope Microscope Oscilloscope Stroboscope 73 Meters Scale Ruler Balance with set of weights Spring balance Strength-of-materials testing machine Water clock Barometer Sonometer Disk siren with clock and counter Thermometer Magnetic compass Coulombmeter Tangent galvanometer Dioptra Astrolabe Micrometer microscope Spectrometer with minimum deviation prism The ex~unination in labmatory will be in two parts. In one the st~dent will be asked to make certain observations and measurements with .some of the above instruments, and in the other to answer quest10ns on the theory and application of some of the elements and mstruments. The references for this examination are the mimeographed laboratory notes and the student's written reports of the first three years, as well as the scientific books among the texts named above. �CATALOGUE OF ST. JOHN'S COLLEGE APPENDIX C ST. COLJ~EGE By RADIO PROGRAMS. SERIES STRINGFEJ,LOW 3 President From. Station PlFBR in Baltinwre, Nov. 20, 1938 · · · · " Jo,in '" College h<is 1- :; . I propose to drncuss an important step w Iucn . .· taken within the past ten days. Many of those w~o are hstem,ng to ,u,uucu,·ul'. alumni members of the College, w1H by now _a1.most somebody that the admmmtration has Those who believed statement · l!ravely disturbed. I think I ought ff seems to me, b e ·~· . 'I shall to d. ' 1saouse tnem. To l':e·""P tL•e '_.·ecord • u • first state the facts. Athletics have not been but "-"""-"-" has decided that after the dose of the session facilities will be increased and at be placec on a intramural basis. I arn · significant changes have been anat St. to take effect next these changes I am liberal such have candid vniters like are sheer senti~nentalists arHi · arhletics are the same do better now, equipment, transconticoaches and this. The first thing learned about was that we were booked to our and N. Y. U"-in an effort to keep the athletics earning a " But still I . -" athletics to to with thanks to prote-ct the coaches from to hire ;;ithletes, I was nie I was mistaken was what --,.n:-1,,-1 with '.'urriculum that re" work. Yet I shQ.ul;i"h'~~~~kn:wn thi; by, " I had known .:0 untless students who v;rithdrew from intercollegiate athlet1~s. v;hen entered medical or other work. vv:i.tnare·;v 74 75 because they knew, along with everybody else, that vou have to study to earn an M. D. while ordinarily you don't hav; to stud" to earn a RA. The undergraduate fills in his idle time with athle~ics, which at its most professionalized is a lot better thing to fiH idle tim~ ;vith ~han some other thin~s _I know. But .suppose there isn't any idle time? Suppose there 1s JUSt enough lernure time for healthful outdoor games? Then every athletic trip becomes a crisis and not what is known as an "athletic excuse!' For students who are really doing serious work know without being told that you can't "make up" for something you should have learned but didn't, by using the magic word "excuse." An excuse may square you with the Dean. It won't convert ignorance into k:nmvledge. There is no reason on this round earth why securing a liberal education in an undergraduate college should be a less serious business than acquiring a medical education in a medical schooL But if it is a serious business, then it had better steer clear of another very serious business, indeed a highly organized "big" business, intercollegiate athletics. For this big business has its own exigencies: those who won't meet them had better keep out. That big business substitutes spectator psychosis for actual participation, cheering sections for playing teams, an orgy of sportsgoods equipment for costumes fit to have fun in, large business staffs with long-term schedules for the old-time impromptu of natural antagonists, monotonous physical drill for learning to play playing, pressure from fellow-students for zest to play, the exhibitionism of star performers for the satisfaction of playing well it is The sum total of these more fun to play a game well than things is hysteria, lost m,otion, the death of the amateur spirit, and an athletic system that competes with study instead of ing and strengthening it. We have all known these things for years, unless we have been ostriches or Rip Van Winkles, But I repeat, they don't prove fatal so long as undergraduate education is run in low gear. In I should insist again that, so long as education is run in lov1 gear, these things are better than idleness, But there is · better and that something is amateur athletics, amateur of a quality no college can achieve so long as it is meshed m with the new kind of athletics, the big-business kind" The program now going on at St. John's must have the support of amateur athletics. It must have it, because amateur athletics is rich in terms of health, recreation, skill, and co-ordination. To get that support, it will expand its 101:ramur;il athletics. varieties of sport ~vill be offered and more facilities. Our are often called country dubs. I want to see St. athletic facilities a good country club offers. game we now we 6 �76 CATALOGUE OF ST. JOHN'S COLLEGE shaH continue to play, except that the six-man footbaH we started this year will replace the standard game. fo addition we want to ~·· . . -··- water sports, with particular on The alumni have already gfven us one sailboat; we acquire five more. Finally, it is essential, not that games be played at the College but that they be well played. tutor with wide athletic experien.ce need a number of stu~ent assrnwill be placed in charge, but he tants. To secure good assistants, we propose to offer athletic scholarships. In my own limited experience, this will be the first legiti~ate '..!Se to which athletic scholarships have been put an Amencan college. I think you may rest assured there YviH be of excellent candidates, I you will help me find the best '-"""nun~·o, Sooner or later, I hope sooner, the present system of semi-professionalized intercollegiate athletics wiH hang itself. 'When it does, the problems that caused us to take our present s~and will When it does we shall doubtless play games with other colleges as naturally as ;uch games were once played. Meanwhile athl~tics at St, John's will be for the student, not the student for athletics. THE GREAT BOOKS AT April, 1943 Men must have often lifted their eyes from battlefields where things take on corruption and turned to a shelf of books for assurance that some things are not corruptible. Battlefields these days extend themselves farther than they sometimes have, and many a school and college must have looked from its campus and classrooms, now given over to war training, to discover what it is in a college that ought i:o persist. Except in places like Louvain in the last ~war and enemy countries in this war, the assurance of survival comes from the college At St. John's College reassurance rs Five and a half years ago, when war clouds were darkening, faculty with the approval of the and the assent of the students entrusted its curriculum and its teaching to the few greatest books of the western tradition and their authors. war actually came and the need for assurance was undeniable, it was possible to keep our eyes on the book shelf and at the same tirne to take account of the cost of the war; we ·were sure that this curriculum and this need not be lost or corrupted. We were even sure that these would win the war. 'li/ e were ready and eager to make any to take any risk that might become necessary. It was not necessary that we should accelerate the teaching schedule; in fact it was thought that acceleration and the addition or substitution of vvar courses would detract from rather than add to the realities of the learning process-even those that war demands. Om mathematics could not be improved, except as our teaching might improve; our language study would be fundamental to communications whether in the writing of directives or in cryptography; our laboratories were already laying the in mathematics, astronomy and physics, for navigation and meteorology; and the touch-and-go conversations of the great book seminars were proving grounds for the executive responsibilities of future officers. But these features vvere secondary apof the master plan of the which was aimed at or liberal education for every man, for his freedom and morale both in war and in peace. The great of a master a~ the that and support:. In the case of the St. program maximum risks are · is rooted in the great books which have survived ;:oJI because the the emergencies of the past, and will continue to go 77 �78 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE through this one and others with us. A bomb may destroy the paper and ink, the draft may decimate the faculty and student body, but the books will not be forgotten and they can be put to work by anyone who remembers. We can therefore view any new directive with assurance and can promptly answer any call to war service without fear of losing what we are fighting for. In the past year we have therefore been able to take care of our army, navy, and inarine reserves without changing our curriculum. Vv e have required calisthenics, infantry drill, military track, and hand-to-hand combat in place of our former system of voluntary intramural sports. We have offered extracurricular training in gas engines, specialized navigation, physics, and mathematics. None of these things has displaced or been a substitute for the fundamentals of the liberal arts, which in turn have supported the specialties. In spite of the high degree of assimilation that these developments indicate, it has been a tough year for both students and faculty. There has been hardly a week when some students have not left for military duty; there has hardly been a month when some faculty member was not needed and called for the country. Badly written military directives have transmitted the chaos of the battlefield to the College; we have recoiled and ral!iedo At the end of the second term we held imitation commencement exercises for the thirty-six students called to the colors; the recital of the Ephebic Oath conquered the day. students in arms, salute the youths of the ancient republics." were also saluting the other colleges who were JOmmg us 111 arms. But the master plan has also found new meaning in the events of the world and of the college. \Ve have learned that about half of the books from Homer to Tolstoi discuss war <tnd peace with realism and wisdom. Beneath this surface they explore the problems of law and anarchy, they report man to man, they weigh sin and tragedy, they record learning by recognition in calamity. The study of the great books in war time confirms the conviction that such reading and discussion is the birthright of every human being. 'Vhen the Congress decided that men should be drafted at the age of eighteen, we therefore decided that we would take the risk of the List planned step of the St. John's revolution, to teach these books and the accompanying liberal arts to younger students, students who might not have graduated from high school, and who might therefore not be able to get their liberal education as long as the war lasts. Teaching students of this age was a part of the master but we h;id hoped to have some of onr own graduates in the faculty to belp us to make the shift. \Ve had therefore postponed it a few years to allow the rebuilding of the faculty with the younger and more aptly trained teachers. But the present 79 foculty has been ,l!Oillg tO - ' · -., sr·J-oO')ll L · ,, tue great for reasons of age and will not be u -f· J . l . - d f 'I' . - - se.u anc in th~ ar me orces. he need their teachino- is _·· · c ready for the adjustments in teaching th;~ th t ~k aJ.i~H __ . are After a great deal of discussion with faculty 1::J/eo ;id,,u wd1 redqmre. d I fi · f . . ' "-' ar , an stu ents an a so gurmg o costs, the adm1mstration has been auth · d ' h r 11 . onze to announce t e rour-year co ege course rn the liberal arts to be iven m three calendar years to students between the aaes of fir g d e'P-ht een. Th e great b oo k are o ffered to these youths ,,,h b iteen ·an 1,,, 's h ·h . I h · . . . " o m1g _ t of r erw1se ose ti eir opportumty to part1c1pate fully in the arts of ree men. - There is. no doubt that this radical step will be viewed in many quarr~rs with a!a1 rm There will be doubts that such important ii•struct10n matena can be handled adequately apd safely by b . h ·11 • younger oys, t ere w1 .b~ doubts tha~ the tre~tme1~t younger boys can give the great books. 1s 111 keepmg with the high aims of the program itself. On the first pomt. we have considerable. evidence that younger boys not only can handl~ the great b?oks with profit, but that they can get greater profit with less read1ustment than the graduates of our present schools of preparation for college. We have alreadv taken a sm~ll ~rm.~p of y_ounger boys at St. John's, and they show"the same vana~10n m aptitudes and progress that the older boys have been showmg. But in addition they evidence a fresh direct amateur's interest in ideas that high school graduates have ~o recover from their earlier years. It appears that the ordinary high school graduate has m the l~st rather empty years of his preparation for college acquired many or the academic pretenses which are so characteristic of the American high scho?l, that he has actually been bored with scholarly ~usks and has substituted flat~ery of his teachers for genuinely tough 1~i:ellectual _work .. ,The fault. is not m the teachers; many of them a1 e also bmed w1tn_ the subject matter that they and they also tur~ to flattenng the student. All of this together with the pr?gress1ve decay of. the linguis~ic and mathematical disciplines pomts to a dead spot m our educat10nal system, a point where preparat10n m the grammar school has finished, for better or for worse and the real business of liberal education has not yet begun. W ~ drag stude~ts through two to four years of this wasteland and the acute stages of boredom appear in the last tVlfo years of hi~h school or the first two years ?f colleg:. Some of the better preparatory schools and colleges fill m with hterature, fine arts, and science, but they know that they are either doing college work or it will a!! have to be repeated in a staler form later on. . Liberal education is in origin and tradition a European institutwn, and a glance at its structure lets us see where we have improvised and perhaps fumble<L The grammar schools in European coun0 �80 CATALOGUE OF ST. JOHN'S COLLEGE tries lead directly to the Gymnasium and Lycee, whose curricula were made of Latin Greek and mathematics with a scattering of national history and li~erature. The Gymnasium and Lycee led directly to the universities whose primary structures and functions were ordered to training in the professions: law, medicine, theology'. a~d teachi?g. The Gymnasium and Lycee came at the end of the child s educat1.on and they were concerned to initiate in the student th.e free a.nd 111dependent use of his mind so that he could worthily .atta1? the knowledge and discharge the duties of the learned profess10ns 111 the community at large. The Gymnasium and the Lycee dev~ted the.mselves single-mindedly to liberal education. It should be 111terestmg to us in the United States in 1943 that the liberal education thus institutionalized was provided to all young men who were admitted to it before the period of their military training and servi~e. As the youths of the ancient republics of Greece took the Epheb1c Oath at the end of their common formal education and at the beginning of their three years of military training and service, so the Europeans had the military deadline to mark the end of common formal education in the liberal arts. We have lacked this mark until now, and have allowed our structure and sense of function to become confused. The high school and the college have fused and grown together, and at the same time the college and the p~ofessional schools have lost their identities in the elective system which makes the worst of both. The collaborators and originators of the St. John's program were aware of this confusion in our educational system, and were at the outset intent on clarifying and articulating the system. They were also aiming at introducing and initiating the student to the lib~ral arts in their full deployment at the end of common formal educat10n. At St. John's we faced the risk of looking like a high school or a junior college and yet teaching subject matters and arts that are at the college level in importance and difficulty. The ages of our students admitted on high school graduation were equal to the ages for military service or university training in Europe. We therefore at the start planned to shift the age to a lower bracket as soon as we had established our curriculum by teaching experience. Now the war has given us the military deadline at eighteen years of age, the same that Europe has prescribed since the Greeks, and we may be looking forward to its permanent adoption. We are therefore fitting the last item of our original program into the master plan and at the same time meeting the current emergency for liberal education in this country, by admitting students at the age of fifteen. We trust that we shall not be accused of causing the war, but it may be pointed out that it has nicely punctuated the steps of our return to the ancient tradition. CATALOGUE OF ST. JOHN'S COLLEGE 81 In th~s con~ection it w~ll bear repea~ing that we are following out. to. Its. logical conclus10n the American tradition that liberal educat10n 1s for everyman, rather than for the few as the Gymnasium and the. Lycee have offer,ed. it. e h~v:e also departed from the Gy~nasmm and th~ Lycee 111 the1r ong~nal establishments by includmg a large portion of the natural sciences which they omitted and passed over to the various Realschulen for the education of those who did not expect to be free men. Our rediscovery and use of the great books is the basis of our confidence that liberal education, including the natural sciences and the laboratory, can be given to everybody at the end of the period of their common formal education. No essential changes in the booklist or in the teaching and class schedule need to accompany this shift in the age of students. The great books themselves offer many levels for reading and understanding, and in particular allow the more poetical and imaginative assimilation that the older student avoids too easily. The classroom scheduled hours are those familiar to boys at this new age. Intelligent teachers will welcome the direct amateur interest and will eagerly shift their contributions of help and guidance to meet the traditional youthful mind that is ready for the liberal arts, the arts that help boys to become men. Two other changes we regret to find necessary during the war. We shall have to add another term to the calendar ~ar and forfeit the long summer vacation in order to complete the four-year course in three calendar years. The long summer vacation has a very high educational value; the traditional vacation has allowed time for the maturing of learning while it is still in progress, and there is evidence that it has been very effective in this respect. We shall recover it at the earliest opportunity. The other regrettable change is in the omission of three foreign languages: Latin, French and German. Competent teachers in this program are difficult to keep during the war. On the other hand the addition of a term of Greek and the concentration on slow reading in English are interesting and promising experiments in a field which is difficult to assimilate to the realities of the liberal arts, and the experience may lead to a more genuine solution of the whole problem in the future. It will be interesting to see if some of the thinking that we have done to set the liberal arts in motion at St. John's will be recognized and followed by other colleges as the war recedes and the solid ground of liberal education, unencumbered by wreckage, reappears. W. [NOTE: After two terms of the current session we have found it possible to return to the program of four languages (Greek, Latin, French, and German) in four years. Beginning January 5, 1944, the program of language tutorials charted on page 44 will again be in force.] �CATALOGUE OF ST. JOHN'S COLLEGE B Lim MAGAZINE: The Classics-At St. John's Thev Come · t More, Febmary 5, !940. MORTIMER J .: Tfie Crisis i·n Conleniporary Education, The Social Frontier, February 1939. ADLER, - - - - : Liberalism and Liberal Education, The Educational Record, July 1939. BARR, STRINGFELLOW: The Art of Liberation, Free America, September and October 1939. Reprints available. - - - - : A College in Secession, Atlantic Monthly, July 1941. Reprints available. - - - - : T/ie College of the F11tnre, New York Times, May 9, 1943; Magazine Digest, November 1943. - - - - : A College Rebels, The Key Reporter, Phi Beta Kappa News Magazine, Autumn 1938. - - - - : Back to Fundamentals in Education, Talks, October 1937. Reported from an address given over the Columbia Broadcasting System. - - - : The Education of Free1nen, The New Republic, August 31, 1942. - - - - : The Ends and 111 eans of General Educat·ion, Address, Proceedings of the Fifty-third Annual Convention of the Middle States Asso. of Colleges and Secondary Schools, November 24-25, 1939. Reprints available. - - - - : The Fiiture of the American College, London Economist, July 3, 1943. - - - - - John Doe Goes to St.. Joh.n's, Progressive Education, January 1939. Reprints available. The St. John's Program, Encyclopaedia of Modern Education, The . · · J In 83 ° ·1_-11 ,_~-11_ (")"'ll •· r dncc LIPPMANN, WALTER: Crisis aud Reform in E,focalion Tl i\f y ! .!·Jp_-i·olcl Tribune, February 15, 194-3. . ·· ' le 1 nv or' - ---- The St. John's Program, "Today and Tomo1-ro"-" · . N, appearmg in 165 newspapers, D ecem b er ? 7, 1938. Reprmts available. - LYONS, Lo urn M.: A College Education fm;n 117 Books, The Boston Sunday Globe, September 13, 193 7. Back to the Classfrs, The Dartmouth Alumni Magazine, - MARDEN, PHILIP S.: October 1938. MAYER, MILTON S.: Hutch-ius of Chicago, Part I, "The Daring Yoti'o- ''I " - l P art II , "Th e Fl ym!l. 1'rapeze, " H arpers Magazine, J\!Iarch and ''" iv an, <IJH . April 1939. - - - - Socrates Crosses the Delaware-St. John's College and the Great Books Harpers Magazine, June 1939. Reprints available. ' MARTIN, W. A. P.: The Revival of Learning, The Commonweal, December 31, 193 7. McCARDELL, LEE: A Series of Four Articles on The St. Johu's Program, The Baltimore Evenmg Sun, January 23, 24, 25, 26, 1939. Click and P·ick vs. the Atlantic, The Churchman Ch · , nstmas PRICE, JAMES HARRY: 1942. Aristotle in Annapolis, Survey Graphic, June 1938. SLESINGER, DONALD" TALIAFERRO, R. CATESDY: Concerning the New Progu1.-m at St. ]olin's, The JvL1ryland Club Woman, February 1938. TIME MAGAZINE: St. John's Revival, July 19, 1937. I-'hilosophical Library Inc., 1943. - - - - : The St. John's P·rogra·m, The Virginia Spectator, December 1938. - - - - : Siispending Education, Address, Columbia Broadcasting System, February 4, 1943. - - - - : The Training of a Free M·ind, Catholic Digest (Condensed from Free America), December 1939. Towards a Disciplined Mind, Address, Proceedings of the Head Mistresses Asso. of the East, November 10-11, 1939. - - - - : The War and the Colleges, Two Radio Addresses, May 1942. Reprints available. BEIRNE, FRANCIS: All Quiet at St. John's, "Our Educational Correspondent," The Baltimore Evening Sun, October 4, 1938. BucHANAN, ScoTT: Back to First Principles, Survey Graphic, October 1939. Also in How Can We Be Taught to Think, Farrar & Rhinehart, 1940. - - - - : A Crisis in Liberal Ed1lcation, The Amherst Graduates' Quarterly, February 1938. Reprints available. BULL, GEORGE, S. J.: St. John's Experinient to Reclaim a Lnst Heritage, America, April 23, 1938. CAMP, LEO LEONARD: St. John's, Annapol·is-After Five Years of Operation, The Commonweal, October 22, 1943. CLEVELAND, RICHARD F.: The St. John's College Program, The Daily Record, Baltimore, Md., March 23, 1938. DoNOVAN, HEDLEY: Educators Strive for "Free Jl1ind," The ·Washington Post, ja1utafy 15, 1939. HENRY, THOMAS R.: Education by "Book Learning," The ·Washington Star, December 5, 1937. HESLEP, CHARTER: Exper·inient, Washington Daily News, July 28, 19.i7. KIEFFER, JoHN S.· The Classical Revival a.t Si. Jo7m's, The CL1ss1cal Journal, December 1939 82 VAN DoREN, MARIC: Education by Books, The Nation, December 6, 1933. WrLcus, C. J.: From St. Joh.n's to lvlark Hopkins, The Journal of Higher Education, January 1939. \Vmrn, E. B.: A Plan for America, Harpers l\!Iagazine, February 1940. ST JOHN'S COLLEGE BULLETINS REPORT REPORT REPORT REPORT REPORT OF OF OF OF OF THE THE THE THE THE PRESIDENT, PRESIDENT, PRESIDENT, PRESIDENT, PRESIDENT, April 1939. Reprints available. April 1940. Reprints available. May 1941. Reprints available. July 1942. Reprints available. July 1943. Reprints available. BOOKS ABOUT LIBERAL EDUCATION MoRTIMER J.: How to Read a Book--or the Art of Getting a Liberal Education, Simon & Schuster, 1940. A book expounding the techniques by which adult groups or individuals can come to terms with the great books. AMERICAN LIBRARY AssocIATION: Classics of the Wes tern W arid, with forewords by John Erskine and Everett Dean Martin. One of the book lists out of which the St-. John's program grew, this pamphlet contains valuable secondary bibliographical matenal. It was first published in 1927 by the American Library Association for the use of adult classes. 1934. ADLER, HUTCHINS, ROBERT M.: Edu.cation for Freedoin, Louisiana State University Press, 1943, MARITAIN, JACQUES: Education at the Crossrnads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Ed1lcation between Two W otlds, Harper & Brothers 1942. ' RICHARDS, I. A.: How to Read a Page, W. W. Norton, 1942. Still more detailed techniques of reading. VAN DoREN, MARK: li/Jernl Erlurntion, Henry Holt & Co., 1943. �___. ---ill!!!... ~~=~-- I. .. _IJICCI, ·"""'-~-•••••I. !fl!lll. CATALOGUE OF ST. JOHN'S COLLEGE 85 l'JRST YEAR--CLASS OF 1947 JOHN'S FOURTH YEAR-CLASS OF 1944 Edward Born Cochran............ . .. Birmingham, Michigan Ahmed Mi.inir Ertegun ........................ Washington, District of Columbia Norman Atwood Garis. ......... . ...... Summit, New Jersey Tames G. Huber. . . ...... ... ... . ... Baltimore Arthur Hyman . . . . . . . ... Tampa, Florida Jack Landau . . ...... ... . . .. Pittsburgh, Pennsylvania Henry Harrison Sasscer, IV. . .. Chevy Chase Peter Christian Wolff. . .................... Glen Echo THIRD YEAR-CLASS OF 1945 Stephen Windsor Bergen. . . . . . . . . . . . . . . . .. St. Albans, New York George Brunn . . . . . . . . . . . . . . ....... New York, New York Robert Luther Campbell, Jr .................... Hagerstown Solomon Kadis . . . . .......................... Baltimore Donald Stewart Kaplan. . . . . ........ Groton, Connecticut Frank B. Marshall, Jr..... . . . . . . . . . . . . . . . . . Baltimore Erich Nussbaum . . . . . . . . . ..... , .. Annapolis . . . . . . . . . . . . Baltimore Benton Bloch Perry. . . . . . . Harry Fletcher Pfeiffer, Jr ..................... Baltimore Benjamin Franklin Pumphrey, Jr. . ........... Severn Verne Schwab . . . ....... Greenbelt SECOND YEAR-CLASS OF 1946 . ...... , . . . . . . ...... Annapolis Gerald Atterbury . . William George Chenoweth. . . . . . . . . . . ....... Loch Raven Thomas James Cosgrove ............ , . . . . . . . . . Bayonne, New Jersey Laurence Elfenbein .................. Jersey City, New Jersey Sidney Hugh Fitch . . . . . . . . . . . . ......... Glenelg Alvin Fross . . . . . . . ........... . . Bayonne, New Jersey Thomas Irwin Fulton, Jr. . . . . . . . . . . . . ..... Irwin, Pennsylvania John Parker Gilbert. . . . . . . . . . . . . . . . . . . . . . ... Putney, Vermont Samuel Milby Harrington, Jr ................... New River, North Carolrna Allen Zimmerman Harvey ...................... Frostburg Leon David Israel. . . . . . . . . . . . . . . . . Union Bridge William Kenneth Kline........ . ......... New York, New York Vincent Wood McKay... . ...... Montgomery, Wes~ Virginia Ellis Wooster Manning, Jr..... . ......... Brinklow Robert Wilson Mueller. . . . . . . . ...... Milwaukee, Wisconsin Robert Frederick I'-Jovak. . . . . . . . ........ Baltimore Harry Charles Rockey. . . ......... Philadelphia, Pennsylvania James Willard Sharp. . . . . . . . . . ..... Freeland, Pennsylvania Samuel Sheinkman.. . ... New York, New York Charles Lincoln Van Doren..... . ..... New York, New York John Campbell Wakefield.. ...... ... . .. O:iklancl, California Peter Weiss . . . . ... New York, New York Henry Theodore Vi1ensel, Jr . . . . . . . . . Oak Ridge, Tennessee 84 (/1oMJ'fTRD IN J•n.y) Daniel Brown Barber. West Virgmia Victor Ewing Barton. Samuel Bancroft Bird, Jr. . .... Wilmington, Carl Henry Bruggmann . Washington, District of Columbia John Brunn ... . .. New York, New -'{ork Peter Frederick Buri. . . . . . . . . . . ....... Eau Claire, \VisconsiG Tristram Joseph Campbell, Jr. . ...... Ridgewood, New Jersey Jernme Herbert Cantor. . . . . . ... Boston, Massachusetcs Ch'ao-Li Chi .. New York, New York Peter Clogher . . . . . .. ...... . . .. Englewood, New Jersey Robert Mitchell Courtright. ......... . . Sumter, South Carolin;, John Scott Desjardins.. . .......... Cincinnati, Ohio Salvatore Carmelo DiGrande.......... . .New York, New York Alvin Hamilton Durning. . . .......... Louisville, Kentucky Klaus Werner Epstein. . . . .......... Cambridge, Massachusetts Allen Abbey Goldstein..... . . . . . . . . . . . . . Baltimore ....... ... . .. Washington, District of Columbia Charles Davis Haines... Bernet George Hammel. . .. . .. . .. . . . . . .. Orange, New Jersey H. Anthony Hammond. . ............... .Ridgewood, New Jersey Richard Scott Harris. . . . . Saginaw, Michigan William Edwin Harris. . . ....... Saginaw, Michigan Courtenay Jenifer Harrison. . . . . . . . . . . . . . Riverside Harry Gerald Hoxby. . . . . . . . . . . Mariemont, Ohio Richard Eagleston Jameson . . . .. Fallston John Milne Janney. . . . . . . ... Anna polis . ..... Grasonville Thomas Gillis Jewell. Archer Jones . . . . . . . . . Richmond, Virginia Joseph Ignatius Killorin, Jr. . .... Savannah, Georgia Paul David ]\i[alchenson. . .... Hagerstown Ira Wenaell Marine... . . . . . . . . . . . . . ... Washington, District of Columbia William Rankin Mathews, Jr. . ....... Tucson, Arizona . . Washington, District of ColmnbiJ Richard Fontaine Maury. Charles Hugh Messick . Hebron Allanson David Morehouse, II. . . . . . . . . . . . . Washington, Dmtrict of Columbia John Ma thew Morgan. . . . . . . . . . .............. Toledo, Ohio Robert Florian Navden..... . . .. Annapolis . Baltimore Brewer Norwood j\f~wton. Jam es Richard Powder. .. Lutherville Peter Bradley Price. . ..... New New York . Worcester, Massachusetts James vV. Ray...... Hurlock Philip Stevens Richardson. Jr. lan Leonard Robertson .. , .. Short Hills, New Jersey Thomas Evans Robertson. . Glendale, Ohio · Larry Winter Roeder. . ..... St. Louis, Missomi . .. Bethesda William Warfield Ross. . . . . . . . . . . . . . . . . .... Forest Hills, New York Rowell Anton v M. Schleicher. Mordecai Sheinkman ... New York, New York George Faison Smith. . .. Greenwood, Mississippi William Kyle Smith, Jr. . .. Annapolis EugeneVictorThau....... . ...... New York, New Yo£k Richard Van der Voort... . . . . . . . . ..... Pittsburgh, Pennsylvania George Montgomery Van Sant ................ , Hyattsville Robert Russel Weiss. . . Federalsburg 11. __ �86 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST JOHN'S COLLEGE George Patrick Welch, Jr. William Ogden White. Justin Cadwalader Williams 87 DEGREES CONFERRED, MAY 25, 1943 .... Providence, Rhode [slJ nd . ... Baltimore BACHELOR OF ARTS . .... !Vinorcstown, Nnv fcrscv Rite FJRST YEAR-CLASS OF 1947 (ADMITTED IN SEPTEMBER) . . . . . Frederick Irving Victor Abb .. . . . . . . . Bellaire, Ohio Ted Barber ....... . Roberto Beascoechea . . . . . . . . . . . Santurce, Puerto Rico .... Scarborough, New York Stephen Gordon Benedict ... . . . Brookline, Massachusetts Louis Leon Brin ........... . .... Cambridge Asa Neal Chandler ..... . . . . . . . . . . . . . . . . . Hagerstown Edmund Anthony Connor. . . . . . . . . . . . . . . Coshocton, Ohio Arthur Oudry Davis, Jr. . . Mountain Lake Park Douglas East Dawson .. . Julian Abbott Dorf ..... . . .. Chestertown .. Chevy Chase Arthur Eugene Dunsmore, Jr. Nathaniel Isaac Durlach .. . .. New York, New York H. Edward Eissler ..... . . . . . . . . . . . Upper Darby, Pennsylvania William Paul Elliott ... . . ..... Aurora, Illinois . .. Cordova Theodore David Ernst. Paul Carlyle Evans ..... ..... Syracuse, New York . . . . . New York, New York John David Farnham, Jr.. William Henry Gordon, Jr. . . . New York, New York John Gormly ...... . . ... Sewickley, Pennsylvania . . Preston William Joseph Harris ... ................ Baltimore Marvin Jam es Hoffenberg. Walter Lindsay Jacob. . ................. Pittsburgh, Pennsylvania . Leonardtown John Leonard Jarboe. ..... Fallston Ralph Lincoln Klein. Harry Marchosky ... ............... Colon, Republic of Panama Ruben Marchosky . . . . . Colon, Republic of Panama ... Louisville, Kentucky David Arthur Ogden. . ... Little Creek, Virginia John Newton Opie, Jr. Albert Fitz Randolph Peters, Jr ..... Washington, District of Columbia .... Baltimore Royal Pollokoff ...... . .... Washington, District of Columbia Charles Pickering Putnam .. .. Barstow Henry Page Robinson. Paul Ginsburg Sifton .. . . . . . . Washington, District of Columbia . ... , Akron, Ohio Warren Leroy Skidmore. . ..... Washington, District of Columbia Lowell Stanley ..... . . ... Westport, Connecticut Austin Stevens ...... Conowingo Roger Clark Stone ... James Howard Taylor .. . .. Seattle, Washington . .. New York, New York John Van Doren .. . .. Pocomoke City Eugene Francis Young. SUMMARY OF ENROLLMENT Fourth Year Th.!rd Yeu Second Year First Year (Admitted in July) ... First Year (Admitted in September) . Total in College .. 8 11 23 ............. 56 40 . ... 138 Burton Armstrong .. ...... Scarborough, New York Carl Benjamin Blaker. . ........ Macedon Center, New York Walter Lawson Cooley .. ....... Aberdeen Paul Ehrlich .. . ................... New York, New York Glenn Allen Fearnow .. . .... 'Nilliamsport Robert Hunter ......... ll/lobile, Alabama Ogden Worthington Kellogg-Smith . . .... Chestertown Edward Kramer . ........ Montclair, New Jersey Francis Scarlett Mason, Jr . . ... Plymouth Meeting, Pennsylvania Adrian Curtius Niayer ... . ............ Ossining, New York Alexander Leonard Slafkosky . ......... Bethlehem, Pennsylvania Cum. Laude Ernest Christopher Friess, Jr . Ollie Hammond Thompson, Jr ... ......... Oakley ..... Hurlock JV! agna cnin Laude John Louis Hedeman . Claude Spencer Leffel, Jr .. . .. Baltimore . .... Woodbine HONORS AND PRIZES AWARDED, MAY 25, 1943 To the member of the Freshman, Sophomore, or Junior Class who has written the best annual essay, the John Martin Green Prize of $10.00.. . .Warren Seymour Zcik To the member of the Semor Class who has written the best final essay, a prize of $27.50. Offered under the will of the late Judge Walter I. Dawkins ...................... Claude Spencer Leffel, To the senior wbo has the highest standing, a gold medal. Offered by the Board of Visitors and Governors ............. . Jr. .John Louis Hcdcrnan �CATALOGlJE OF ST JOHN'S r_:oLLEGE INDEX Absence, excuces for. . .. 37 Academic standing 36ff Acceleration .... 2, 22, 81 Activities 49ff Athletics ......... 49f, 74ff Clubs ....... 50f Dramatics . . ......... 51 Music . 24, 47f, 49£ Publications ........ 51 Administration 8 Admission .. 55ff Application .. 55 Requirements ... ... 55ff, '77 Procedure 56 Advanced standing .. 56 Aid, student 60ff Applications .... 55 Admission Student Aid .. 60ff Rooms .......... 53 Scholarships ......... 6lff Articles, magazine, on St. John's. 82f Athletics ......... .49f, 74ff Attendance Church ..... 54, 65 Classes 37 College exercises . . . . . . 37 Board of Visitors and Governors ... 6, 7 Bott Oub 50 Books, list of great. . .18ff, 20ff Chronological . . . . . . . . . . . . . . 40 years ... ...... 42 subject matters. 43 Calendar, College .. 4, 5, 32f Campus 5If Caution ]\!Ionev .. 53, 58 Charges, fixed ~ . . . ... , 58 Charter of College. . . 65 Of King William's School .. , , . 64f St. John's 1886-1923, block elective 69 St. John's 1923-37, open elective .. 69 Degree Requirements . 37£, ?Off Dining Hall 53 Discipline . . . . . 53 "Don Rags" ....... 33, 37 Drama tics . . . . . . . . 51 Elective Program . . . . .. 16f, 67 Engineering Scholarships at Johns Hopkins 63 English, admission rc·quirements. 55f 84ff Enrollment Summary .... 87 Entrance Examinations .... 2, 55f Essays . . . . . . . 33 Examinations Entrance ssr Oral .. 32f, 70f Written .. . . ' ... 33, 70f Annual .. . . .4, 5, 33f State Scholarship .... 61 Excuses, for absence. 37 Expenses 57ff Faculty List ... 9ff iluthor teachers . ' .. ' .18, 34 Tutors 9fT Fellows 9 Research 35 Re-education of 36 Appointments .......... 36, 78f, 81 Fees College finances 57 Examination 57 Annual 57f Tuition 57£ Residence 57f Payments 58 Deferred payrnent 58f Caution money ...... 58 With financial aid. 60f Foreign Language Admission requirements .2, 55 See Greek, Latin, French, German French . ' . 26, 44, 55 Freshmen, list of. 85f Gern1an .......... 26, 44, 55 Crades .... 33 <]raduate Schools, preparation for 43ff, 70 (]reek .... '.26, 44 Classics) neyv definition of. . . . 18ff, 20ff Clubs, College 50£ College Calendar ........... .4, 5, 32f Collegian Credits Semester hours For entrance to graduate schools Transfer of Curriculurn Elective systen1 St. 1835. St. 1868. 51 38 43ff, 70 S6 16f 67 68 88 History Of College 64ff Chronological order of classics .. 22, 40 In St. John's Program.. . .22, 43 Infirmary Service S4 Instruction Methods in St. John's Program . , ............. 22ff, 49ff Juniors, list of, . , .... , . . . . . . . . . . . 84f King William's School. . . . 64f Laboratory .. 24, 3lff Exercises 46f Tota! Hours . . . . . . 45 Subject Matter 45£ Language, reasons for instruction in. 25 Requirements .... 38, 4.4, ?Off Tutorials . . . . . 25 Clock-hours of classroom work in. 44 Classics in Language and Litera43 ture ....... . .26, 44, 55 Latin ...... SOE Latin Club 39ff Law School Preparation. ' ... 24, 29 Lectures, formal Liberal Arts and Sciences, 14ff l 7f 21, 40ff List of Great Books, Classics .. ' 40ff List of Laboratory Exercises ... 46f 30£ List of Lectures. List of Students ......... , . 84ff 43 Literature, Language and. Location of College .... 5J.f Marine Biology 63 Marks 33 Mathematics, reasons for instruction ~ .... 2n Admission requirements ...... , 2, 55 Requirements ..... 38, 70f Tutorials . . . . 27£ Clock-hours of classroom work in. 44f 43 List of Mathematical Classics Club 50£ Medical Schools, preparation. . . . . 39£ Music .. 24, 47f, 49£ Concerts .......... 50 Natural Science , . .43, 46 Occupancy of Dormitory Rooms. , 52f Officers of Administration. . . . 8 Philosophy . . . . . . . . . . . 43 Political Science 43 Preparation For admission 55f For graduate schools. 70 For life President .. 13, 66ff Former 8 Present Emeritus .. , ... . . ". 13 Probation Procedure fo1· Admission. Promotion ........ . Reading Parties Registration Regulations Admission Academic Standing Attendance .. , .... Degree Requirements Residence .... Religion N on-deno_inina tional Religious Exercises Reports Requirements Admission . Attendance Degree f.19 . 37) 71f 56 . .. 37f, 7lf 34 .., 5, 55f LI. 55f 36ff 37 38f, 70ff 51ff .. . 54, 64f :;4 33 . . 55f, 77 37 3 7f, ?Off Graduation .3'7, 70RLanguages, for degree ..... 38, 44, 70f Languages, for admission .. , .. ,2, 55 Mathematics, for degree ... 38, 44, 70f Mathematics, for admission., ... 2, 55 Familiarity with Great Books. 38, 70£ Residence 5 llf .... 35 Research Slff Residence 52{ Rooms 52 For new students. 52 For old students ...... . 52 Furnishing 52f Occupancy .. , . 53 58 Caution money .. Schedules 32 Weekly .... 33 Student, typical 5, 32f Term 5, 32f Years 58 Pay1nent of fees. 60ff Scholarships ..... 60f College 61 State 62 Patriotic Societies ..... 76 Athletic 63 At other institutions. • Science In modern world ... < J 2lf In St. John's Program. . 21, 31. 45£ ... 21, 31, 45£, ?Off Laboratory Liberal 21 Classics _m SClence .. 43 Semester-Hour Ctedits Equivalent 38 �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College in Annapolis: Official Statement of the St. John's Program, Catalogue for 1943-1944 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 89 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource St. John's College in Annapolis: Official Statement of the St. John's Program, Catalogue for 1943-1944 Date A point or period of time associated with an event in the lifecycle of the resource 1944-01 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Description An account of the resource College catalog for the years 1943-1944 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/0774dd1c1db3a0e127f5e68c3da0700b.pdf 368372341aa3688483ef5eb79b4276e2 PDF Text Text ST. JOHN'S COLLEGE IN ANNAPOLIS �ST® JOHN'S COLLEGE IN ANN A PO LIS OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM CATALOGUE FOR 194:4~1945 ~ LANGUAGE TUTORIAL : ANNAPOLIS, MARYLAN JANUARY, 1945 Founded as King William's School, 1696 Chartered as St. John's College, 1784 �TABLE OF CONTENTS PAGE OFFICERS OF ADMINISTRATION. 4 6 8 FACULTY. 9 COLLEGE CALENDAR BOARD OF VISITORS AND GOVERNORS . . . THE ST. JoHN's PROGRAM This catalogue contains the full official statement of the curriculum of SL John's College. In the following pages the curricu1um is described as: L A four-year, all-required course containing no electives and leading to the degree of Bachelor of Arts; 2. Aimed at initiating in the student skills of learning in language, mathematics, and abstract thinking that are necessary in anything he may choose to do the rest of his life; 3. Available to applicants who are able and willing to undertake the responsibility of a substantial program in the Liberal Arts. See section on Admissions. St. John's College has no graduate or professional schools. On College Catalogues ........ . Why a College Education Should be Liberal ... . The Crisis in Liberal Education .............. . The Liberal Arts. . . ............ . The Classics as Teachers .. Science and the Modern World. The Curriculum The Tutorials The Language Tutorial ... The Mathematics Tutorial .. The Seminar The Formal Lecture. The Laboratory The Schedule The Faculty Academic Standing .............. . The Degree of Bachelor of Arts ............ . A List of Great Books. . . . . . . . . . . . ..... . 1n Chronological Order . By Years By Subject Matter. Instructional Charts Laboratory Exercises RESIDENCE AND ACTIVITIES. How TO APPLY FOR ADMISSION .. FEES Am APPENDIX A, HISTORY OF THE COLLEGE. APPENDIX B, THE DEGREE OF BACHELOR OF ARTS. APPENDIX C, INTERCOLLEGIATE ATHLETICS... APPENDIX D, THE GREAT BOOKS AT WAR. . . BIBLIOGRAPHY OF ARTICLES ON ST. j OHN's PROGRAM. FINANCIAL REGISTER OF STUDENTS. . INDEX . 3 14 14 16 17 18 21 22 24 25 27 28 29 31 31 33 36 37 40 40 42 43 44 46 49 55 58 61 65 71 75 78 83 86 91 �COLLEGE CALENDAR 1944-45 1944 ............. Registration July 8 ... . ....... : ........Convocation July 9. July 10. . .................First Term begins September 15. . ....... First Term ends (Vacation begins 12 noon) October 2 .................. Second Term begins (Vacation ends 9 AM.) December 13 ................Second Term ends (Vacation begins 12 noon) 1945 January 2. . . ....... .Registration January 3 .................. .Third Term begins (Vacation ends 9 AM.) .. Con vocation January 7. March 14. .Third Term ends (Vacation begins 12 noon) ..... Fourth Term begins March 28. (Vacation ends 9 Al\L) . Fourth Term ends June 8. (Vacation begins 12 noon) . Class Day June 9. . Baccalaureate Sunday June 10. 'll<June 11. ... Commencement *Because ot the accelerated war time schedule, the Class of 1944 graduated in March, 1944; and the Class of 1945 g-raduated in December, 1944. J/\NUA!lY S M T W 1 f APRIL S •• 1 2 3 4 5 6 7 8 !) 10111213 1415i617181920 :21 22 23 24 25 26 27 28 29 30 31 •••••• l'E!lRUARY S MT WT f S 1234567 8 9 1011121314 15161718192021 22 23 24 25 26 27 28 2930 . . . . . . . . . . MAY ........ 123 4 5 6 7 8 9 10 11121314151617 18 19 20 21 22 23 24 25 26 27 28 • , • • • • .... 1 2 3 4 5 6 1 8 9 101112 13141516171819 20 21 22 23 24 25 26 27 28 29 30 31 . . • • MARCH JUNE JULY S M T W T F S 1 2 3 4 5 6 1 891011121314 15161718192()21 22 23 24 25 26 27 2& w:;o31 •••••••• AUGUST OCTOBER SMTWTWS •• 1 2 3 4 5 6 7 8 9 10111213 1415161713 w 20 2·i 22 23 24 25 26 27 28 29 30 31 •••••• NOVEMBER ........ 123 4 5 6 7 8 9 10 11i213141516H 18 19 20 21 22 23 24 25 26 27 28 29 30 .• SEPTEM18ER ........ 123 "''°"'"""12 ? B 9 4 5 s r e 9 "!0 :s 4 c ...... 1234 5 6 7 8 9 1011 12131415161713 19 20 21 22 23 24 25 23 27 28 29 30 31 • • DECEMBER ............ 1 2 3 4 5 s 7 a ............ 1 2 3 4 5 s 1 s 1112131~151617,101112131415161!l10111?.13141519 101112131415 18192021222324 17181920212223 16171819202122 16171819202122 e ~~ :~ :: 7~ ~~ ~~ ~~ .~.~ :~ ~~ ~'. :~ ~: ~~ ~~ :·: ~~ ~~ :: :~ ~~ ~3 ~~ ~~ ~~ :: 7~ ~:_ 4 COLLEGE CALENDAR 1945-46 1945 September 18 . Registration September 19 . . First Term begins September 23. Convocation December 19 First Term ends begins 12 noon) 1946 January 9. Second Term begins (Vacation ends 9 l\farch 27 Second Tenn ends (Vacation begins 12 noon) April IO. . .. Third Term begins (Vacation ends 9 A.M.) June 14 . Third Term ends (Vacation begins 12 June 15 . . Class Day '~June . Baccalaureate Sermon and Commencement Exercises 16 ~Because of the accelerated war schedule, the Clar.s of 1946 may complete the degree requirements earlier. JANUARY $ M T WT F 3 ·1 2 3 4 5 6 1 8 9 10 1112 13 141516 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 .... APRIL S MT WT JULY f S 1 2 3 4 5 6 7 8 9 10111213 M151611181920 21 22 23 24 25 26 27 28 29 30 ••• , •••• FEBRUARY .......... 1 2 f S 1 2 3 4 5 6 7 8 9 10111213 1415"16171819 20 21 22 23 24 25 26 27 28 29 30 31 •••••• MAY MARCH .......... 1 2 3 4 5 6 1 8 9 S MT WT JUNE ., .... 1 2 3 4 5 G 7 B 9 1011 10111213141516 12131415161718 171819 20 2·1 22 23 '19 20 21 22 23 24 25 24 25 26 27 28 • • • • 26 27 28 29 30 31 •. 3 4 5 6 7 8 9 ............ 1 2 3 4 s s 1 a "lO 11 ·1213141516 9 10 ·1112 i314 ·15 17 18 19 20 21 22 23 Hi 17 13 ·19 20 21 22 24 25 26 27 28 29 30 23 24 25 26 27 23 29 31 .•..•.••...• 30,. . . . . . . . . . . 5 AIJGUST OCTOBER SM'fWT!'S .... 1 2 3 4 5 6 7 8 9'Hl"i112 13141516171319 20 212223 24 25 26 21 28 29 30 31 •••. NOVEMBER ........ 123 45678910 n 1213.14151617 113 19 20 21 22 23 24 25 26 27 28 29 30 31 .......... i:! 3 4 5 6 7 B!i' i011 ~Z·JJH\1516 H 18 19 20 21 22 23 24 25 26 27 2$ 29 :){l SEPTEMBER DECEMB!Elt i 1234561123•1567 B 9 1011121314 !) 9 10 H 1213 U 15161718192021 15161718192.02111 22 23 24 25 26 27 23 22 23 24 25 25 27 28 w 30 • • • • • • • • • • w 3() <11 •••••••• I o O OG 00 0 • H 7;0 ~~ 0 • 0 0 ~:.:.;,;dj �BOARD OF VISITORS AND GOVERNORS Chairman, DR. THOMAS PARRAN, JR., "S~rgeon General, U. S. Public Health Service, Washingtorl,:>D. C. Vice-Chairman, FRANCIS PICKENS MILLER, Pickens Hill, Fairfax, Virginia. ~ i) O () Secretary, RICHARD F. CLEVELAND, Lawyef, !\Baltimore Trust 1 Bldg., Baltimore;Maryland. DR. AMos F. HUTCHINS, Surgeon, 1227 N. Calvert Street, Baltimore:-Maryland. EDWIN WARFIELD, JR., Editor, The Daily Record, 15 E. Saratoga Street, Baltimore, Maryland. PAUL L. BANFIELD, Headmaster, The Landon School for Boys, Edgemoor Washington D. C. (r I fl{i,,. L-1 r-V ' f R,. !J ~T. Ct', ' ' "'(;.Nt"iirl&-t:':';;f~ L-f'?t1N~r~iv ROBERT 0. BONNELL, ~ . . - • : nk~~ ki.J~~~. BaltimoreJMaryland. STRINGFELLOW BARR, President, St. John's College, Annapolis, Maryland. RoBERT M. HUTCHINS, President, University of Chicago, Chicag<f1Illinois. CLARENCE \V. STRYKER, Professor Emeritus of History, ~tt3, ~- fA$'f MEMBERS EX OFFICIO President Ex Officio, His Excellency, HERBERT R. O'CoNOR, Governor of Maryland, Annapolis, Md. JAMES J. LINDSAY, President of the Senate, To'Ovson, Md. JOHN S. WmTE, Speaker of the House of Delegates, Brentwood, Md. JUDGES OF THE COURT OF APPEALS OGLE MARBURY, Chief Judge. . . . . . . . . . . . . . . . . Laurel, L. CLAUDE BAILEY, Associate Judge. . . . . Salisbury, Enw ARD S. DELAPLAINE, Associate Judge. . Frederick, STEPHEN R. COLLINS, Associate Judge ...... Chestertown, C. Gus GRASON, Associate Judge. . ......... Towson, RIDGELY P. MELVIN, Associate Judge ........ Annapolis, WILLIAM L. HENDERSON, Associate Judge. . Baltimore, WALTER C. CAPPER, Associate Judge. . . Cumberland, D£NNIS, .\'i."tSS HAROLD F. LINDER, Lt. Comdr., U; s;~N: ment, Washington?D. C. ScoTT BUCHANAN, Dean, St. John's College, Annapolis, Maryland. HERVEY ALLEN, Author, "Bonfield," Oxford, Talbot County, Maryland. DR. 'WILLIAM J. FRENCH, Director, Anne Arundel County Health Department, Annapolis, Maryland. ALEXANDER MEIKLEJOHN, Lecturer, St. John's College, 1525 La Loma Avenue, Berkeley, California. MARK VAN DOREN, Professor, Columbia University; Lecturer, SL John's College, 393 Bleecker Street, New York City. RICHARD ScoFIELD, Tutor, St. John's College, Annapolis, Maryland. JoHN SPANGLER KIEFFER, Tutor, St. John's College, Annapolis, Maryland. 6 'I Md. Md. Md. Md. Md. Md. Md. Md. �FACULTY"' FELLOW AND PRESIDENT OFFICERS OF ADMINISTRATION STRINGFELLOW BARR ..................... 139 Market Street PRESIDENT STRINGFELLOW BARR, B. A., M. A.. . 12 McDowell Hall DEAN Scorr BucHANAN, B. A., Ph. D .. . 11 McDowell Hall ASSISTANT TO PRESIDENT LEWIS M. HAMMOND, M.A., Ph.D ...... 14 McDowell Hall B. A., 1916, M.A., 1917, University of Virginia; B. A., 1921, M.A., 1927, Oxford University; dipl6me, University of Paris, 1922; student, University of Ghent, 1922-23. Assistant Professor of Modern European History, University of Virginia, 1924-27; Associate Professor of Modern European History, University of Virginia, 1927-30; Professor of Modern European History, University of Virginia, 1930-37 . Advisory Editor, Virginia Quarterly Review, 1926-30; Editor, 1930-34; Advisory Editor, 1934-37. Member of the Committee on the Liberal Arts at the University of Chicago, 1936-37. Fellow and President of St. John's College, July 1, 1937-; Board of Visitors and Governors, 1937-. ASSISTANT DEAN s., WILLIAM KYLE SMITH, B. Th. B .. FELLOW AND DEAN . 14 McDowell Hall Scorr BucHANAN ... TREASURER JAMES STEWART MARTIN, B. A., J. D .. . 13 McDowell Hall BUSINESS MANAGER ROBERT THORNTON STRANGE ... . 13 McDowell Hall REGISTRAR . 11 McDowell Hall MIRIAM STRANGE, B. A ... LIBRARIAN .. Woodward Hall t LULU VIOLA EBAUGH. B. A., Amherst Cellege, 1916; Rhodes Scholar, Balliol College, Oxford University, 1919-21; Ph. D., Harvard University, 1925. Associate Graduate Secretary of the Christian Association, Amherst College, 1916-17; Instructor in Greek, Amherst College, 1917-18; Assistant in Philosophy, Harvard University, 1922-24; Instructor in Philosophy, College of the City of New York, 1924-26; Assistant Director of the People's Institute, New York City, 1925-29; Professor of Philosophy, University of Virginia, 1929-36; Chairman of Committee on the Liberal Arts, University of Chicago, 1936-37; Fellow and Dean of St. John's College, July l, 1937-; Board of Visitors and Governors, 1937-. TUTORS GEORGE ALTHOFF BINGLEY ......... . DIRECTOR OF ADULT EDUCATION •OLGA LAW PLUNDER, Ph. B. . . . . . . . . McDowell Annex DIETITIAN MARIAN E. ALEXANDER, B. S. . . . . . . . . . ... Randall Hall COLLEGE PHYSICIAN J. OLIVER PURVIS, M. A., M. D.. . . . . . . . . . . Infirmary SUPERINTENDENT OF BUILDINGS AND GROUNDS ARCHIBALD McCouRT. . . . ........... 248 King George Street . . . . . . . . . . ... McDowell Annex AUDITOR SEWARD AND MoNDE, C. P.A. ....... New Haven, Connecticut --fResigned~-June 30, 1944. Succeeded by William Albert Darkey. •Resigned, June 1944. 8 . .. Brice House B. A., 1910, M. A., 1916, Princeton University. Instructor in Government Schools, Osaka, Japan, 1910-13; University of Goettingen, 1913-14; Elizabeth Gardner Scholar in Mathematics, Princeton University, 1915-16; Instructor in Mathematics, Georgia Institute of Technology, 1918-19; Instructor in Mathematics, United States Naval Academy, 1919-23; Assistant Profrssor of Mathematics, St. John's College, 1923-24; Associate Professor of Mathematics and Physics, St. John's College, 1924-27; Associate Professor of Mathematics, St. John's College, 1927-31; Professor of Mathematics, St. John's College, 1931-39. Tutor, St. John's College, 1939-. RICHARD SCOFIELD ....................... . . 58 State Circle B. A., 1919, M. A .. 1920, University of California; B. A., Oxford Universitv, 1924. Assistant in English, University of California, 1919-20; Commission for the Relief of Belgium Exchange Fellow, Universite libre de Bruxelles, 1920-21; Instructor in English, New York University, 1925-27; Associate Professor of Art and English, St. John's College, 1927-39. Tutor, St. John's College, 1939-; Board of Visitors and Governors, 1943-. 9 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE JoHN SPANGLER KrnFFER ................. 18 Cheston Avenue WILLIAM ALBERT DARKEY, JR................... Paca House B. A., Harvard College, 1927, as of 1926; M. A., 1929, Harvard University. Master in French and English, Litchfield (Connecticut) School, 1927-28; Instructor in Classical. Languages, St. John's College, 1929-34; Assistant l'roEessor of Classical Languages, St. John's College, 1934-39. Tutor, St. John's College, 1939-; Board of Visitors and Governors, 1943-. B. A., St. John's College, 1942. Tutor, St. John'a College, 1942-; Librarian, 1944-. 10 JAMES STEWART MARTIN ......... Wilson Road, Weems Creek B. A., University of Chicago, 1934; J. D., University of Chicago, 1937. Tutor, University of Chicago Law School, Pre-legal Division, 1934-36; Leo F. Wormser Scholar, lJniversity of Chicago Law School, 1936-37; Notes and Cases Editor, University of Chicago Law Review, 1936-37; Assistant Professor oE Histery and Political Science, St. John's College, 1937-39; Treasµrer and Assistant to the President, St. John's College, 1938-39; Tutor and Assistant to the President, 1939-42. Special Assistant to the Attorney General of the United States, 1942-44; Chiel', Economic Warfare Section, War Division, U. S. Department of Justice, 1943-44; Treasurer, St. John's College, 1943-. 11 LEWIS MACHEN HAMMOND .......... Reverdy-J ohnson House B. A., 1928, M. A., 1929, Ph. D., 1932, University of Virginia; American-German Exchange Student, University of Hamburg, 1930-31. Instructor in Philosophy, University of Virginia, 1932-1936; Assistant Professor of Philosophy, University of Virginia, 1936-; Tutor, St. John's College, 1942-; Assistant to the President, 1943-. WILLIAM KYLE SMITH ................. 69 Shipwright Street B. S., University of Virginia, 1921; Th. B., Princeton Theological Seminary, 1924. Instructor in Bible Literature, University of Virginia, 1933-42; Tutor and Assistant Dean, St. John's College, 1942-. WILLIAM GORMAN ........................... Brice House ANTHONY STANDEN .......................... 36 East Street University of Michigan, 1932. Assistant in Law School, University of 1934-36. Research Assistant in Division of Humanities, University of 1936-37. Fellow in Institute of Medieval Studies, University of Toronto, Tutor, St. John's College, 1938-. B. A. (First Class Honors), Oxford University, 1928; M. S., Massachusetts Institute of Technology, 1930; M. S., University of New Hampshire, 1942. Research Chemist with Imperial Chemical Industries, Ltd., 1930-39; Tutor, St. John's College, 1942-. JACOB KLEIN ..................... . . .... 217 Hanover Street LEONARD JAMES ESLICK ....................... Brice House Friedrichs Realgymnasium, Berlin, 1917; Ph. D., University of Marburg-Lahn, 1922: Research Work, University of Berlin and University of Marburg, 1924-33; Visiting Lecturer, University of Prague, 1934-35; Fellow of the Mendelssohn Sti[tung zur Foerderung der Geisteswissenschaften, 1935-37; Tutor, St. John's College, 1938-. B. A., University of Chicago, 1934; M. A., Tulane University, 1936; Ph. D., University of Virginia, 1939. Du Pont Fellow in Philosophy, University of Virginia, 1936-39; Instructor in Philosophy, Drake University, 1939-42; Tutor, St. John's College, 1943-. NICHOLAS NABOKOV .......................... Brice House WILLIAM IRVING HARPER ...................... Stone House Slate Conservatory of Music, Stuttgart, 1919-21; State Conservatory of Music, Berlin, 1921-23. B. A., 1924, University of Paris. Lecturer, Barnes Foundation, Merion, Pennsylvania, 1933-34. Professor and Head of Music Department, Wells College, 1936-41. Tutor and Director of Music, St. John's College, 1941-. B. A., Ohio State University, 1931; M. A., Columbia University, 1934. Instructor in Chemistry, McGill University, 1932-33; Instructor in Chemistry, University of Buffalo, 1935-37; Fellow, Claire College, Cambridge University, 1938-39; Tutor, St. John's College, 1943-. JosEPH WINFREE SMITH ............ 176 Prince George Street MAX WILHELM DEHN .............. 176 Prince George Street B. A., 1934, M. A., 1935, University of Virginia; B. D., 1938, Virginia Theological Seminary. Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia. Tutor, St. John's College, 1941-. Ph. D. et A. M., University of Goettingen, 1900. Assistant in Geometry and Analysis, Technische Hochschule, ·Karlsruhe, 1900-01; Privat Dozent in Mathematics, University of Muenster, 1901-11; Professor Titularius, 1905; Professor Extraordinarius of Mathematics, University of Kiel, 1911-13; Professor of Mathematics, Technische Hochschule, Breslau, 1913-21; Professor of Mathematics, University of Frankfurt, 1921-1935; Acting Professor of Mathematics, Tekniske Hoiskole, Trondhjem, 1939-40; Assistant Professor of Mathematics and Philosophy, University of Idaho (Southern Branch), 1941-42; Visiting Lecturer, Illinois Institute of Technology, Chicago, 1942-43; Tutor, St. John's College, 1943-44. B. A., Chicago, Chicago, 1937-38. ERNEST ABRAHAMSON ........................ 42 East Street l'h. D., Prague, 1934; Teacher of Classics, Director of Music, Country School Villa Pazzi, Florence 1935-37; Assistant d'Allemand, :Ecole Normale, Chalonssur-Marne, France, 1937-39; Instructor in Latin and Romance Languages, Howard University, 1939-41; Tutor, St. John's College, 1942-. �12 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE . 58 State Circle SIMON KAPLAN . Graduate, "Real-School'' (College) in Libau, Russia, 1912; Institute of Technology, Darmstadt, and University of Heidelberg, 1912-14; University of Leningrad, 1921-23; Ph. D., University of Jena, 1924-27. Teaching Member of the Free Philosophical Association, Leningrad, 1921-22; Fellow of the Hermann Cohen Foundation, Berlin, 1928-31; Research Studies, University of Paris, 1934-36; Tutor, St. John's College, 1943-. RALPH HARPER . . . . . . . . . . . 40 East Street B. A., Harvard University, 1937; Special Student, Oxford University, 1937-40. British Council, Athens, 1940-41; American Red Cross, Washington, D. C., 1942-43; Tutor, St. John's College, 1943-. . 7 Giddings Avenue LINCOLN REIS. B. A., 1930, M. A., 1931, Ph. D., 1936, Columbia University. Instructor in Philosophy, New York University, 1935-36; Brooklyn College, 1936-40; Hunter College, 1940-13; Tutor, SL John's College, 1943-44. . Randall Hall NORMAN ATWOOD GARIS .. B. A., St. John's College, 1941; Student Assistant, St. John'§ College, 1941-44; Tutor, St. John's College, 1944-. . West Pinkney House ARTHUR HYMAN. B. A., St. John's College, 1944; Tutor, SL John's College, 1944-. PETER CHRISTIAN WOLFF . . Randall Hall B. A., SL John's College, 1944; Tutor, SL John's College, 1944-. ALEXANDER MEIKLEJOHN . .1525 La Loma Avenue, Berkeley, Calif. Ph. D., Cornell University, 1897; A. M., Amherst College, 1913; LL. D., Williams College, 1912, Mt. Holyoke College, 1912, Brown, 1913, Allegheny College, 1915, University of Vermont, 1916, University of California, 1933, University of Hawaii, 1937. Instructor of Philosophy, 1897-99, Assistant Professor, 1899-1903, Associate Professor, 1903-06, Professor of Logic and Metaphysics, 1906-12, Dean, 1901-12, Brown University; President, Amherst College, 1912-24; Pr~fessm of Philosophy and Chairman, Experimental College, University of W1sconsm, 1926-38, Professor Emeritus since 1938; Chairman, School for Soda! Studies, San Francisco, 1933-36; Lecturer, SL John's College, 1940-, Board of Visitors and Governors, 1943-. MARK v AN . . 393 Bleecker Street, New York City DOREN . A. B., 1914, A. M., 1915, University of Illinois; Ph. D., Columbia University . 1920; Li~t. D., Bowdoin College, 1944. Instructor in English, 1920-24, Assistant Professor, 1924-35, Associate P:rofessor, 1935-42, Professor, 1942-, Columbia University. Literary Editor, The Nation, 1924-28; Motion Picture Critic, The Nation, 1935-38. Lecturer, St. John's College, 1942-, Board of Visitors and Governors, 1943-. PRESIDENT EMERITUS ENOCH BARTON GAREY. . Towson, Maryland B. A., St. John's College, 1903; Graduate, United States Military Academy, 1908; LL. D., Washington College, 1923; LL. D., St. John's College, 1933. Professor of Military Science and Tactics, Johns Hopkins University, 1920-23; President of St. John's College, 1923-29; President, The Garey School, 1933-35. PROFESSOR EMERITUS OF HISTORY CLARENCE WILSON STRYKER. . Annapolis, Maryland B. A., Unfon College, 1885; M. A., Columbia University, 1914. Acting Professor of Economics, Kenyon College, 1912-13; Professor of History and Economics, SL John's College, 1904-12, 1916-23; Professor of History, 1923-32; Board of Visitors and Governors, 1938-. . West Pinkney House JACK LANDAU .. PROFESSOR EMERITUS OF FRENCH B. A., St. John's College, 1944; Tutor, St. John's College, 1944-. ]Aeon BERNARD SEGALL. LECTURERS MORTIMER ADLER .. . 227 East Delaware Place, Chicago, IlL Ph. D., Columbia University, 1929. Instructor in Psychology, Columbia University, 1923-29; Assistant Director of the People's Institute, New York City, 1928-29; Associate Professor of the Philosophy of Law, 1930-41, Professor, 1941-, University of Chicago; Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Lecturer, St. John's College, 1937-. . Baltimore, Maryland B. L., and ~- Sc., Lycee of Jassy, Rumania, 1884; Ph. D., Columbia University, ~893. Fellow m Romance Languages, Columbia University, 1892-93; Instructor m French, Cornell University, 1893-96; Sorbonne, Paris, 1896-97; Instructor in Fre~ch,. Cornell University, 1897-1900; Lecturer, Modem Languages, McGill Umversity, 1900-01; Instructor in French, College of the City of New York, 1901-03; Professor of Romance Languages, University of Maine, 1903-20; P:rofessor of French, University of Maine, 1920-28; Visiting P:rofessor of French, Summer Session, Northwestern University, 1928; Professor of Romance Languages, St. John's College, 1928-29; Professor of French, St. John's College, 1929-39. �CATALOGUE OF ST. JOHN'S COLLEGE THE ST. JOHN'S PROGRAM ON COLLEGE CATALOGUES It seems wise to beo-in with an observation on college catalogues in general and a bit of advice to the reader of this catalogue in particular. When liberal colleges were started in this country everybody knew that education at the college level should be liberal. It was generally admitted that every free citizen should be able to read, write, and reckon, and that every professional man should have a mind free enough and disciplined enough to recognize his professional ends and to understand the means which must be used to achieve them. Academies and liberal colleo-es were established to assure intellectual freedom and disci~line to the professions and their respective schools. It was therefore necessary merely to use a few familiar phrases to identify and describe an institution that was teaching the "liberal arts and sciences." The multiplication of such institutions, the increase in number of students, and the confusion of professional and trade schools have robbed the familiar phrases of their meanings. To a far greater degree than we realize, the liberal arts and sciences have themselves disappeared and what remains of them has been confused in the minds of administrators and teachers as well as in tne minds of the people, all of whom now need the education that the liberal college should provide. It would be convenient and truthful to describe the New Program at St. John's College as the re-establishment* of the original college with its original function of intellectual_ freedom and discipline, but unfortunately that needs explanat10n at some length. Let this be an apology to the reader and a warning that he is reading an unusual college catalogue, which attempts to define and expound the ends and means of liberal education as well as to describe St. John's College in Annapolis. WHY A COLLEGE EDUCATION SHOULD BE LIBERAL The College Charter says in effect that the wisest and best regulated Scates have promoted and encouraged institutions for the liberal education of youth in the principles of virtue, '" Ct Appendix A. 15 knowledge, and useful literature because such institutions are of the highest benefit to society. In an aristocratic society this statement might suggest an invidious distinction between the rulers who alone would exercise the highest functions and the ruled who alone would subserve the higher ends by exercising the lower functions. In a democratic republic there fa no such division of labor. It is an integral part of the American dream that each man in our society may and must perform the highest functions. These functions consist in the intelligent free choice of the ends and means of both our common and individual life. This is a most glorious and most difficult proposition to which we are dedicated. Among other things it means that each man must have his measure of liberal education, since choices can be neither free nor intelligent without relevant training and understanding. These trainings and understandings are parts of the liberal arts and sciences. Each profession and vocation is partly liberal; therefore professional and vocational schools study their :respective minimal amounts of theoretical science. But in addition there are basic trainings and understandings common to all vocations and therefore common necessities of all free men, Thomas Jefferson persuaded the early revolutionary colonies of the need for the universal literacy of the citizenry. The major success in that minimal democratic education has made abundantly dear the need in addition for the universal distribution of critical intelligence, a minimal intellectuality which can distinguish between fact and fiction, between principle and case, between opinion and insight, between propaganda and instruction, between truth and falsity. This degree of intellectual training fa absolutely necessary for the highest activities of men in democratic society, namely for both individual and common deliberation and decision in practical affairs. That which fulfills this basic common necessity is of the "highest benefit" to democratic soeiety. A good economic, social, and political life will maintain these instruments of liberty, but one of its chief concerns will be to pass on to youth the germinal insights and habits the cultivation of which will make them free. These insights and habits are available in the traditional liberal arts, and they can be transmitted and communicated if teachers have them and a:re �CATALOGUE OF ST. JOHN'S COLLEGE allowed to exercise students in their practice on the best materials. Institutions should be set up and maintained which shall devote themselves to this end in a single-minded fashion, and they should distinguish themselves from the schools of vocational training which minister directly to the special utilities. The liberal colleges, together with the public schools, are the spiritual strongholds of the liberal state which watches and insures that men shall be able to do what they ought to do. THE CRISIS IN LIBERAL EDUCATION By a series of historical accidents following the establishment of the elective system by Eliot of Harvard in the late nineteenth century, such single-minded institutions are no longer available for the training of youth. Eliot introduced the device of free election of studies in order to absorb and assimilate the natural sciences to the liberal arts tradition. It was a minor tactic to meet a larger problem than the liberal college had ever faced before. Far from accomplishing its major end, it allowed the free and irresponsible invasion of all branches of the liberal arts by the research specialist. The research teacher became the competitive salesman of a subject matter. Later by a system of majors and prerequisites each successful salesman was able to eliminate competition with other subject matters after the first choice by the student. Thus the elective system became an unorganized array of special required courses, and each of these in turn was sanctioned by its connection with professional and vocational graduate work as the pre-medical, pre-legal, pre-commercial, pre-educational, or pre-earning-a-living course. Needless to say, the liberal college forgot its function, redoubled its efforts and its courses, and became timidly and fanatically preparatory. In acceding to the professional and vocational pressures it transmitted their destructive energy to the whole public school system. The result is that the student now must make a vocational choice at some point in his secondary education and changes it later only at great educational risk. One thing he cannot choose because it does not exist in our educational system: that is a balanced liberal education. CATALOGUE OF ST. JOHN'S COLLEGE This situation, as soon as it is recognized, constitutes a crisis, a point where judgment and decision can be made. We can choose to restore the liberal arts, not necessarily the old curriculum, but a modem equivalent. That is what SL John's College decided to do in 1937. Its financial condition drew attention to its educational bankruptcy; the authorities decided to reinvest the liberal arts. THE LIBERAL ARTS The front cover of this catalogue carries the official seal of the College. The Latin proverb on it says, No Way is Impassable to Courage. The College has courageously undertaken the larger task which the elective system failed to accomplish, namely to see that the liberal arts assimilate, transform, and pass on the modern subject matter on which they should be at work. The seal on the back cover of the catalogue points to the tradition from which we derive our courage. The Latin inscription says that we are making free men out of children by means of books and balances. The figures on the seal represent the seven liberal arts as they were traditionally conceived for about two thousand years, up to the beginning of the nineteenth century. In ancient style they are grammar, rhetoric, dialectic, which form the trivium; and arithmetic, geometry, music, and astronomy, making the quadrivium. In the center and foreground stands a pair of chemical balances which represents the instruments of the modern scientific laboratory, where the liberal arts are being practiced at their best and fullest in the modern world. A great deal is said these days about the teaching of methods, but the professional and specialist's bias has left its mark here as elsewhere. It is obvious to any teacher that there are different methods for different subject matters, but where experts and specialists disagree then free men must decide. Free minds must be able to view concrete situations, deliberate by formulating clear dilemmas, and arrive at a deciding choice. This involves a combination and organizing of all methods, and education should provide a training which would bring precision, facility, and independence in this most human of all human actions. The formulation of alternatives for such choice is the highest art of freedom toward which all the liberal arts should be ordered. Considerations of various kinds of truth and falsity �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE must be introduced, and even subtler distinctions involving the use of symbols in imagination as well as reasoning must be made. Memory, manual dexterity, calculation and _measurement must be cultivated as arts, if we are to make mmds free. The child is potentially a free man, ~nd this mea~s t~at he has the capacities which these arts :eqmre .. The reahzat10n of these capacities comes about by then- exercise .under controlled conditions in which ordinary learning by tnal and err?r becomes discipline under the guidance of teac~1ers. By children then we mean men who are capable of learnmg. THE CLASSICS AS TEACHERS Although we have no new fads in tea.ching ;methods, but :rather use all available methods and devices, still we have a special interpretation of the teach~r·~ function. _This can best be stated by saying that the real ongmal and ultimate teachers at St. John's are the authors of some hundred of th.e greatest books of European and American thought. The I.1st of the areat books and their authors who are now teachmg at St. John's, subject to continual revision and criticism, will be found on page 40. These are the real teachers, but we also have a secondary faculty of tutors and fellows who act as auxiliary intermediaries between the books and the students. These books were chosen over a period of nearly twenty years by auxiliary teachers in various places, notably_ Col~mbia University, the University of Chicago, the Umvers~ty. of Virginia, and St. John's College. 1:'he list w~s under ~ntmsm and testing by teaching and learnmg expenence .d.urmg that period, and the process has ~ontinued i:nder conditions set by the single all-required curriculum which all students at St. John's take. . . . _ This experience of co-operative teachmg with the authors of the great books has led us to a new unders~andi?g of the classics and classical education. The pre-elective liberal arts colleges understood and defined the classics in ~ern:is of the symbolic mediums of transmission an? commumcat10~; the~ taught Greek, Latin, and . mathe1!1~tics as an. exten~1on or ~--;~~r"' ,,,,d,uro:tio"' ;,,.., re,,d1ng w:ntinir, and anthmet1c. We A:Ji j '-'.._.. are also emphasizing language and mathematics for reasons that will appear on later pages. On the other ha~d w~ ai;«= reading the classics in English. As we do that, certam cntena ..iLlJL..l.l(:..i.. ~ .L .1..11. 11...!Lll. ..... ....,.. ) ..._, c emerge and provide a new understanding of the original motives in classical liberal arts education. The criteria divide themselves into two kinds, those that are exemplified in single books and make them great, and those that appear in the effects that one book has on another and on the reader and teacher. The first criterion is that a classic must be a masterpiece in the liberal arts. Its author must be a master of the liberal arts of his time, and his work must exemplify the direction of those arts of thought and imagination to their proper the underand exposition of the truth as he sees it. The second criterion follows from the first, namely that a classical book must be a ivork of fine art. It must have that and beauty on its surface which provides an immediate intelligibility and leads the mind of the reader to its interior depths of illumination and understanding. This is of first importance in teaching, and its principle is almost violated in the textbooks that have developed in the ordinary elective system. The great books were written for the ordinary intelligent public, and they therefore have the seductive charm of works in the fine arts. They are intrinsically interesting and impose their disciplines with pleasure. The third criterion concerns the internal structure of a classic. A great book has many possible interpretations. This does not mean that it is ambiguous and thus leads to confusion. On the contrary it is possible to discover in a great work such as Dante's Divine Comedy or Newton's PrincijJia several distinct, complete, and independent meanings, each allowing the others to stand by its side and each supporting and complementing the others. It is the business of a liberal artist to construct such works and also to analyze and understand them, The fourth criterion demands that a great book shall raise the persistent and humanly unanswerable questions about the great themes in human experience. On the one hand this means that a great book shall be honest about the limits of its powers of expo2ition, admitting the paradoxes and mysteries that surround the practice of the liberal arts. On the other hand it means that a liberal artist should not allow a false modesty or scep~icisrn to excuse him from pushing reason and imagination to ultimate questions. The entertainment and exploration of ultimate questions concerning number and measurement, form �CATALOGUE OF ST. JOHN'S COLLEGE 21 CATALOGUE OF ST. JOHN'S COLLEGE and matter, substance, tragedy, and God extend, moderate, and balance the use of our intellectual capacities. All of these criteria apply as much to books on mathematics as to books of poetry, to books on practical individual and social problems as much as to books on metaphysics and theology. The extrinsic criteria concern the relations of the books to each other and their teaching powers in relation to students and readers. It is generally true that these books have had the greatest numbers of readers throughout European history. Plato, Euclid, the Bible, and Shakespeare are all European bestsellers; there are a few exceptions but it would be almost safe to take this criterion as a working rule for the selection of books for any list of classics, particularly if the numbers were estimated in proportion to the time the book has endured. Although each book must tell its own independent story, it is an important fact, which we regularly exploit, that bne great book talks about the others, both those that came before, and, by anticipation of doctrine, those that come after. Each book in a list of classics is introduced, supported, and criticized by all the other books in the list. It thus gains pedagogical power and critical correction from its context. Background and preparation are thus efficiently supplied by the chronological ordering of the classics, and difficult books surprise us by their intelligibility and eloquence as they come in their providential order. Thus Newton's Principia and Maxwell's Electricity anrf Magnetism as gracefully submit themselves to the learning processes of the student of the liberal arts who has read Euclid, Apollonius, and Ptolemy as Kant's Critique of Pure Reason and Dante's Divine Comedy do for one who has read Plato and Aristotle. It is this unguessed but abundantly confirmed collaborative teaching by the masters of the liberal arts that makes it possible and imperative to bring back to each modern youth his lost heritage of classical education. The fact is that such a collection of the great books has in it the shining thread of the great liberal tradition in the Western World. It is this thread that the elective system has lost, and the lack of which WP are feeling in the uncertainties and fears of contemporary daily lifP.. Its loss has made it necessary to construct synthetic cultures, and it is its ghost that frightens decadent liberals who would have us get along without traditions. They would have us as persons detach ourselves from the tradition without knowing what it is or has been. Like current textbooks which similarly detach themselves from tradition we would be saluting the tradition in our spiritual deaths. SCIENCE AND THE MODERN WORLD The tradition moves on into the modern world, and it is transfor_min.g itself in mos~ lively and important ways. This is happenmg m two ways primarily, one in mathematics another in the l~boratory. St. John_'s College has more 'required mathematics than ~ny other liberal college in the country; it also has more required laboratory work than any other liberal college in the country. Three hundred years ago algebra and the arts of analytic mathematics w_er~ introduced into European thought by Rene Descartes. This is perhaps the greatest intellectual revolution in recorded history, paralleling the other great revolutions in religion, morals, politics, and industry. No liberal, and therefore no citizen of a democratic country, can afford to be ignorant of this change and its issues. It has redefined and transformed our whole natural and cultural world. Although it is not the only focal point around which the St. John's curriculum may be_ organized,_ it is one which we take special care to emphasize. There 1s scarcely an item in the course which does not bear upon it. The last two years of the course exhibit completely the changes in the liberal arts that flow from it an~ these could not be appreciated without the first two year~ which cover the historical period from the Greeks to Descartes. Descartes, by using and reinterpreting the knowledge of the Greeks, made_ modern mathematics and the laboratory possible, so that now 1f we would follow the classical thread into the modern world we must know the constructions of the mathematicians and find our classical loci in the instruments of the laboratory as well as in the great books. For thi~ purpose we have set up a four-year laboratory in mathematlCs and the natural sciences with four main themes woven together to. catch the understandings and insights that we need. There is the theme of mathematical constructions taught and exemplified in a great variety of exercises with the drawing board. There is the theme of measurement which �CATALOGUE OF ST. JOHN·s COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE involves the analytical study of the instruments of observation and measurement, the chemical balances, the meter stick, the thermometer, the barometer, the miscroscope, telescope, spectrometer, and interferometer, the use of scales, gauges, and methods of recording observation. There is the study of concrete materials and situations in biology and medicine which demand the combination of scientific findings, both in theory and in fact; and this in turn demands practice in crucial experiments in the history of science. All this is backed by a solid in the mathernatical techniques and symbolisms far as differential This the material and intellectual background for the modern study of humanistic and social scienceo vVithout this it 1s and romantic. With it one may hope for a of competent economists, political scientists, and Social studies at present do not provide an set of organizing principles; until they do we shall aim the mathematical and scientific work at the point where the medical and humanistic traditions cross; they agree that the proper study of mankind is man. as teaching in methods of reading and writing. The second list shows the division of books into four groups according to the four sessions of the college course. This list also divides the books into three columns according to the classification of the primary symbolic medium in which they are presented, languages and literature, mathematics and science, and those books fewer in number which deal explicitly with the liberal arts and sciences. The third list shows how these books distribute themselves over the conventional array of subject matters as they are studied in the contemporary colleges which follow the elective system. This third list is presented for those who wish to compare and contrast the St. John's program with the ordinary college; they should be warned to assure themselves of a real comparison by using only the selections from the subject matters which a normal student would make in the elective system. It should also be noted that many books actually fall in several divisions according to subject matter, as on the other hand many books in an elective system are read in almost complete isolation, therefore without background and aid from other books. There is also a general warning that such lists are only diagrams for emphasizing this or that special aspect of the curriculum; for instance there is nothing in any of these diagrams to show the weightings of time or emphasis on special books, nothing to show the weightings that individual students are encouraged to put upon them for their own individual benefit or interests. ·with these qualifications, which should suggest still others, the lists give a fairly accurate general impression of the curriculum. The division into four years has an interesting significance. Something over two thousand years of intellectual history is covered in the first two years; about three hundred years of history is studied in an equal or slightly greater number of books· in the last two years. The first year is devoted mostly to the Greeks and their special understanding of the liberal arts; the second year contains books most of which were originally written in Latin, and covers the Roman and medieval periods; the third year has books originally written in Romance languages for the most part although English has a large share; the fourth year introduces German works and concentrates on the nineteenth and the twentieth centuries, This four-year schedule was not made because of any underlying theory THE CURRICULUM The proper subject matter for the study of the liberal arts is man and the world, with all that these imply; the medium we have chosen to convey this knowledge and appreciation is the classical books arranged in both a chronological and pedagogical order; the methods of learning and teaching are the liberal arts; the end of the teaching and learning is insight, understanding, and good intellectual and moral habits which provide the basis for human freedom. The following paragraphs will be a description of the scheduled arrangements for this in four thirty-week sessions of the college courseo Such arrangements call for two kinds of distribution of the materials and methods of instruction, one according to allotted times and the other according to teaching functions. On pages 40 to 43 the reader will find three listings of the books. The first shows the chronological order for books and authors, •vith Homer and ending with Russell, Freud, and This represents the required readings for the four years and implies further readings in secondary books as well 23 �CATALOGUE OF ST. JOHN'S COLLEGE about recapitulations of history, but it happens t~ catch ~ny genuine values that such a theory may pomt out m practice. There are certain critical questions raised by the use of a selected book list. A great many of these questions turn out to be questions of private taste and sentiment. A~o~g the objective questions the most urgent concern the om1ss1on of the Oriental classics and the classics of the pure fine arts. Two reasons may be given for omitting the Oriental classics. They are culturally and linguistically unavailable to us of the Occidental world; they are therefore subject to almost inevitable corruption and misuse as educational mediums. iNe moderns may be able to exploit them when our own intellectual disciplines have been recovered. The fine arts contain the most imposing set of disciplines that have established themselves and survived in the modern world by claiming independence from the liberal arts. It is one of our aims to recover and reintegrate them with the liberal arts. We are therefore providing for them outside the curriculum and planning to reassimilate them by stages, first by including music in the curriculum, reading musical scores in the seminars, and studying harmony in the laboratory. We hope that by this and other stages to follow, intellectual light will be transmitted to the fine arts and that they may make their reflected light available to all the classics. The main emphasis in teaching is on the writing and reading disciplines, but the actual teaching. falls into five sharpl_r distinguished kinds of teaching techmques. None of these is newly discovered or invented, but some of them have been in disrepute for fairly long periods. We ca~l them severa~ly Seminar, Formal Lecture, Language Tutorial, Mathematics Tutorial, and Laboratory. The seminar comes perhaps nearest to the immediate educational end which we are aiming at, while the tutorials, laboratories, and lectures make secondary contributions. The Tutorials Every good student knows that his learning must be double. He must be acquiring the skills that go with the subject matter, but he must also get to know his teacher. The converse of this is even more important for 12:ood teaching: the good teacher CATALOGUE OF ST. JOHN'S COLLEGE knows that he must be in the learning process himself and he must also know his pupil. The tutorial class, which is composed of not more than ten students meeting five times a week, provides the ideal conditions for collaborative study and for the manifold teaching and learning relations that hold in a company of good friends. The tutor makes daily diagnostic observations of each student as he works and gives the proper prescriptive directions as they are needed. There is also an opportunity for each student to contribute his measure of instruction to his fellows. The Language Tutorial A man's language is his most intimate external possession. Like his body and his senses it determines what he shall know and what he shall not know; together with his imagination it filters and informs his experience as it is brought to his understanding. A man's mind is seldom better than his language habits; his mind can be improved greatly by improving his language. The first step in linguistic education is learning to speak the mother tongue, usually from one's mother. The next step is the intentional systematic improvement of that skill by talking and writing under grammatical criticism and theory. A minimal degree of these preliminary learnings is assumed. to be present in the students in the language tutorial. No high degree however can be safely assumed since American society and American schools are heirs to a chaotic tradition and students of college age have bad linguistic habits. Preparatory schools and colleges have done what they could to use the old remedies, doses of foreign languages. These have been used as drastic disciplines because they were difficult, as teasing stimulants because they were useful in travel, business, and polite society, and as models of science because they had become the subject matter of the "science of philology," that recent fashionable substitute for the liberal arts. In the first seven years we have attempted to rediscover and to use the techniques by which foreign languages once strengthened and disciplined the imagination. We studied Greek the first year, Latin the second year, French the third year, and German the fourth year, since this order paralleled the seminar �CATALOGUE OF ST. JOHN'S COLLEGE readings, and their rapid succession would force them to their highest use, the understanding. vVe have made use of the routines of rote memory, not oniy for declensions and conjugations, but also for important passages in the great books where language is being used for its highest purposes. Such memory has for a long time been the missing link in the chain that connects language and thought. We have tried various schemes of translation, ranging from the literal through the variations of great translators to the abstract concise formulation of scientific and philosophical styles. TN e have devoted about a third of the time to slow readin(T of texts with CJ analytical commentary both oral and ·written. We have exploited the special genius of the Greek language for fine grammatical distinction, the genius of Latin for rhetorical development, the genius of French for subtle clarity, the genius of German for dialectical complication. The results have been applied to since that is the chief medium of our study of the great books in translation. We have also discovered the importance of a continuous and cumulative subject matter in the language that it is not enough to pick out good pieces of literature. As the natural sciences and metaphysics push and develop the mathematical arts, so the great themes in ethics and politics as they are presented in poems and treatises discover and emphasize the highest functions of language. We therefore read the first book of Plato's Republic in Greek along with selections from the historians and poets. This is the initiation durin(T the first . 0 year, followed by such 1.vorks as Virgil and St. Thomas's Treatise on Law, in Latin and English for the second year, Rousseau's Social Contract and Pascal's Pensees in French and English for the third year, and Kant, Hegel, and Marx in G~rman and Englis~ for the fourth year. The chart on page 44 will show that the lme of subject matter is not hard or narrmv. Likewise the use of double texts, Greek-Latin, Latin-French, French-German, and considerable slow reading in English texts to parallel the seminar readings throughout the four years, steadily aim at the acquisition of versatile habits in grammar and in deep discriminating reading. It must be obvious that we do not suppose we are masterii.F"" these four languages by these methods in the allotted time. h~ fact we rather successfully avoid the modern vices of specializing CATALOGUE OF ST. JOHN'S COLLEGE 27 in the languages. The St. John's training does not turn out Greek scholars or founders of French Circles, although the language tutorial may well prove to provide the foundations for many special attainments. We parse words and diagram sentences to get at grammatical structure, we detect figures of speech and complete enthymernes to unravel rhetorical complications, we collect figures of the syllogism in order to follow test arguments. We use many English translations and commentaries and any other aids that lead deeply into the original texts. It is important that students come to these tutorials with some previous experience in foreign language, if we are to be successful in this rather drastic regimen to stretch the linguistic sense. The great variety and spottiness of such preparation present a difficult teaching problem. Small classes meetina five times a week and the best possible texts and subject ma~ ters provide a framework within which continuous individual instruction meets the difficulty with success. The Mathematics Tutorial Next to the mother tongue the language of numbers and figures is the most important symbolic possession of men. In fact it is a language ·within the mother tongue providing its most powerful practical and theoretical extension. In view of our present scientific and industrial conditions of life, the decay and elimination of mathematics in education is most disturbing. This default has become so common now that many persons believe that they natively lack mathematical ability. Nothing could be more crippling to the individual nor more discouraging for the future of democratic societies, if it were true. The apparent disability is due to a decay in the techniques for teaching mathematics and this in turn is due to misunderstandings of the fundamental nature and intention of mathematics. Wide variation in individual training and performance is evidence of this state of affairs. Therefore we begin with almost a complete year spent in ~ thorough study of Euclid's Elements in its entirety. This is the book that made European mathematics possible, and it can still be used to remedy our deficiencies, Given this yea:r �28 CATALOGUE OF ST. JOHN'S COLLEGE of study the other books in mathematics and natural science, now so formidable to both teacher and student, can be approached and conquered. For this purpose the tutorial classes in mathematics meet five times a week throughout the four years. The teaching is conventional and familiar for the most part, exposition, recitation, drill in calculation and proof. On the other hand intelligibility must be added to operational skills, and this is brought to light by discussion of the incidence of mathematics, not only on the sciences, but also on logic and metaphysics, and through this on the entire subject matter of the program. Mathematics belongs to the liberal arts and its development through symbolic procedures throws a great deal of light not only on speculation but upon the literary and scientific imagination. As in the case of the language tutorials, the small class of not over ten students allows individual diagnosis and instruction, and the student who has difficulties on the operational level may have special remedial laboratory exercises prescribed for him. Thus handminded boys may discover the liberal dimensions of their skills. The Semfaar A book is one-half of a conversation, and good conversation, whether practical or theoretical in intention, is one of the highest performances in the liberal arts. Seminars of fTom ten to twenty students with at least two instructors or leaders, answer back the other half of the conversations that great books demand. Plato's Dialogues, most of which are read in the first year, set the models for seminar discussion, and first lessons in discussion are learned in reading Plato. Books of various kinds are discussed in various ways. Some books such as Aristotle's Organon are read in the seminar with the French method of explication de texte to insure understanding. It is assumed that other books have presented a subject, and discussion starts where they leave off, following the argument where it leads. Literary works demand literary criticism; scientific books demand a philosophy of nature. Versatility in qnestion and answer allows the exploitation of the work done in other parts of the program. Training in language facilitates forn{ulation of opinion; mathematical imagination and insight open up new depths and subtleties CATALOGUE OF ST. JOHN'S COLLEGE in both literature and science. Dialectic starts on the levels of language and mathematics and with their aids reaches the fundamentals and ultimates, and in the process the book under discussion may be torn to pieces. One immediate result is the improvement in actual reading. To accompany the reading of the books, the seminars meet twice a week for two hours. Recovery from confusion and misunderstanding may result from the first meeting; on the other hand it may be only at the last meeting or later meetings that the text delivers up its meaning. The seminars are the substantial core of the whole program and the intellectual process prepared for by reading and writing is brought to realization most often under seminar conditions. The Formal Lecture Formal lectures are delivered to the entire student body at least once a week. Lecturing by instructors is discouraged elsewhere in the curriculum and concentrated in the formal lecture. These lectures are given in the Great Hall in the evening with audience and platform set as for an outside lecturer. All the formal arts of the platform are used for the purpose of a sustained and artistic exposition of a subject matter that may have been studied in fragments in other wayso About half of the lectures are given by guest lecturers, notably Mortimer Adler of the University of Chicago, Mark Van Doren of Columbia, and Edward Kasner of Columbia. Members of the resident College faculty give the rest, no single member giving more than three during the year. Lecturing except on the popular platform is almost a lost art in this country. It is a very high art demanding artistic skill and sensitivity which are dulled and killed by the forced practice of the ordinary university classroom. Long preparation is needed to free it from sophistry and empty personal rhetoric. Our lectures are not always successful, but when they are successful they might be given and understood on any occasion. Students learn to listen to good talk, to talk that is often over their heads, but talk that is remembered and absorbed long after the immediate hearing. Each lecture is followed by a period of informal query and discussion, in which the students learn to talk back. �CATALOGUE OF ST. JOHN'S COLLEGE 30 CATALOGUE OF ST. JOHN'S COLLEGE FORMAL LECTURES The Liberal Arts and the Common Good. . Grammar. . . . . . .. Scott Buchanan . .. .Stringfellow Barr Arithmetic. . . . . . .......... .George A. Bingley Law. . . . . . . . . . . . . Richard F. Cleveland Rhetoric. . . . . . . . . . Mark Van Doren ... Jacob Klein Geometry ............. . Dramatic Presentation: The Laboratory The Tempest. King William Player§ . Nicolas Nabokov Music .. . . . . . Peter C. Wolff Astronomy. Dialectic . ......... . The Liberal Arts . ... lifan's Essence . ...... . . William Gorman ................. Scott Buchanan .... Mortimer J. Adler St. Augustine . ............ . . Mark Van Doren Looking-Glass Molecules. Anthony Standen The Golden Section . ... Proposition and Judgment . .... . The Reduction of God to Theology. Materialism . ... Violin Recital. .......Edward Kasner Columbia University ... Leonard .J. J. Eslick Winfree Smith ......... Mortimer J. Adler . . . . .Szigeti ... Owsei Temkin Vesalius. Institute in the History of Medicine, The Johns Hopkins University Montaigne. .. Mark Van Doren Socrates and Civil Liberty. Maps and Map-Making . . Alexander Meiklejohn Evolution. Godwin's Social justice Stravinsky. History Is A Wheel. Pascal. Edward Kasner Columbia University . Mortimer J. Adler . . .Ford K. Brown . Nicolas Nabokov .... Stringfellow Ba:rr . ... Mark Van Doren Gerard Manley Hopkins. John Pick Groton School Semantics .. Richard P. McKeon University of Chicago Concert. . Budapest String Quartet Plato on the Arts. .. John Wild Harvard Universiq• The scientific laboratory is perhaps the most characteristic institution of the modern world. It should be recalled that it was for the purpose of introducing and assimilating the laboratory that Eliot of Harvard opened the liberal college to the elective system. The hope was that the college would provide the conditions and the techniques for the liberalizing and humanizing of science. The present disorganization of our colleges is evidence that the problem is not yet solved. It is of utmost importance that it be solved. St. John's College is making the attempt . The strategy is to recruit specialists in the sciences as teachers, to re-educate them in the liberal arts, and to reorganize the laboratory as an instrument of liberal rather than pre-professional training. This is the research problem that is set for the faculty, and it will continue to attack the problem step by step . The laboratory staff contains an engineer and a medical man, scientists whose interests can range beyond the special boundaries of each science. They co-operate with the mathematicians, the physicists, the chemists, and the biologists in planning and teaching the four-year course. Their field is the history of science including the present, and the context fa the rest of the liberal arts and the classics in the program . The present tactics are to take the best current pattern in ordering the sciences as it is found in the pre-medical course, to anchor it in the scientific classical books and experiments, and to find the liberal arts in current practices and insights . In general the main themes are mathematical constructions, the instruments and techniques of measurement, repetition of crucial experiments, and the combination of scientific findings in concrete problems . The laboratory classes meet once a week for three hours during the first two years. Laboratory time is increased in the last two years. This is more than is required by any other liberal college at present. THE SCHEDULE Perhaps the most obvious distinctive mark of St. John's College is the easily observable fact that all the students of the same year are reading the same books at the same time with �12 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE the same immediate preparation. This may be the week when that "all Greek to me" look is on all freshman faces because they are learning the Greek alphabet; or it may be the two weeks that they are meeting Greek algebra in the fifth book of Euclid's Elements; or it may be the first assignment in Thucydides when the seminar leaders are wondering if the students will get the implications of liberty in Pericles' funeral oration. These are the educational realities that a common schedule marks and emphasizes. Each morning for five days of the week each student spends one hour in a language tutorial and one hour in a mathematics tutorial. One afternoon a week each student spends three hour~ in the laboratory during the first two years; in the last two years, two afternoons a week. Two evenings from eight to ten each student attends a seminar in organized conversation and discussion of the scheduled readings. On one or two evenings there are formal lectures. Nineteen or twenty hours per week are spent in regular classes. The rest of the time is spent in studying, eating, sleeping, talking, athletics, and other activities such as music and dramatics. The week is the elementary unit of the schedule and shows one complete rotation through the 'varieties of work and play. / The three terms of the College year average ten weeks in length and mark pieces of work projected and accomplished. In recognition of this there are oral examinations at the end of each term. These are conducted by seminar leaders with the help of the tutors. Each student sits with his examiners for a half hour during which he is questioned freely and informally on the texts he has read, on his critical or interpretative opinions, and encouraged to consider parts of his study in relation to each other and in relation to fresh problems that may not have been treated in his classes. A few days after the examination before the end of the term the student again sits with his instructors for fifteen minutes during which his tutors and laboratory instructor report to the seminar leader on his work for the term. These so-called "don rags" are brief and recurrent consultations between teachers and student for the purpose of diagnosis and prescription rather than for report of marks. They are followed by vacations in which a fresh start is possible and new directions in study may be explored. Grades are not reported in these don rags, and they are not the center of interest, as is shown by the fact that the student is invited to report on himself and to judge his own work. The end of each year is marked by a long essay written by each student on some theme which he has chosen in the books. These are due the first of May. The annual written and oral examinations are given in the following September after the long vacation period during which the salutary processes of A Hour 9 llll STUDENT'S CLASS SCHEDULE FOR THE WEEK Mon. Language Tutorial Tues. Language Tutorial Wed. Language Tutorial Thurs. Language Tutorial Fri. Sat. Language Tutorial 10 11 Mathematics Mathematics Mathematics Mathematics Mathematics Tutorial , Tutorial Tutorial Tutorial Tutorial 12 2 to 5 8 to 10 Laboratory for Juniors, Seniors Seminar Laboratory Laboratory for Juniors, Seniors for Freshmen, Sophomores (Lecture) Seminar Formal Lecture forgetting, assimilation, and the maturing of insights have taken place. The close organization of subject matter and the intensive teaching which results make vacations and unscheduled ruminations functionally important. As one learns to skate in summer and swim in winter, so one acquires wisdom in vacation. The annual examinations are aimed at detecting and encouraging this process. There are plans for reading parties in the summer vacation in which students may arrange the proper conditions for the maturing of knowledge gained during the session. Unfortunately, such plans cannot be carried out during the war. THE FACULTY Part of the intention of the elective system since the time of its introduction at Harvard has been to encourage the com- �CATALOGUE OF ST. JOHN'S COLLEGE 34 CATALOGUE OF ST. JOHN'S COLLEGE bination of teaching and research in each member of the faculty. The principle is that the teaching mind must be a learning mind, and therefore good teaching demands continued learning. This has come to mean in academic practice that the good teacher must be making original contributions to knowledge and that he must publish if he wishes to be promoted. The faculty at SL John's is again going back to first principles and making another application of them. Learning is a co-operative enterprise and it is best carried out when persons at different stages of comprehension work together. The typical learning situation at St. John's involves ten or twelve learners. First in the learning line come the author-teachers, the writers of the great books, who are _talking in most cases at the high point of their own learning.c Next comes the reading and talking teacher who is a member of the faculty: his stage of learning is somewhere between the author and the best student. There then follow the other students at distances proportional to their degree of understanding. The old-fashioned ranking of classes in the little red schoolhouse is the image that we have in mind. At the head of the class is the author-teacher, at the foot of the class the worst student in relation to the subject matter. All the others are both teachers and pupils, each learning from those above and teaching those below. The aim in all the classes is to exploit the differences in knowledge, character, and skill as they are distributed among the students and the tutors. Since it is not our policy to select only the best students for admission, but rather to aim at the normal distribution of ability that is found in the average American community, we count heavily on the normal social processes of mutual understanding to catch and amplify the teaching. Our classes exemplify in their various styles all the types of collaborative study, allowing even the dull or slow student on occasion to hold the class to the main learning purpose. Socrates and the slave-boy is not an unfamiliar spectacle in the St. John's classroom; we count on it to keep our teaching fresh and genuine. The faculty member is then researching in the subject matter of the book with the guide and help of the author and any other special professional aids that he may be able to use. He may have beside him a colleague whose special knowledge complements his own. This is the situation in a seminar, where there are at least two auxiliary teachers, but it is best exemplified in the editorial work that is being carried on by many members of the faculty. The majority of the great books are already in cheap and easily available English translations, but there are a considerable number of them that need new editions, and a smaller number which have not been translated or are badly translated. So far the following books have been reprinted: Plato: Phaedrus, in Greek and Latin Gospel according to St. John, in Greek and Latin Descartes: Discourse on Method, in French and Latin Hippocrates: Selected Works Archimedes: Selected Works Lucian: True History Aristarchus: Distances of Sun and Moon Nicomachus: Introduction to Arithmetic Spinoza: Theological-Political Treatise Gilbert: On the Magnet Harvey: The Works of Rousseau: Du Contrat Social Lavoisier: Elements of Chemistry Hegel: Philosophy of History Dalton: Chemical Philosophy Bernard: Experimental Medicine Fourier: Theory of Heat Virchow: Cellular Pathology The following books have been translated for the first time into English by members of the faculty: Apollonius: Conics Ptolemy: Mathematical Composition (Almagest) Augustine: On Music Scotus Erigena: The Division of Nature Grosseteste: On Light Oresme: On the Breadths of Forms Copernicus: On the Revolution of the Spheres Kepler: Epitome of Astronomy Pico: On the Dignity of Man The following books have been retranslated by membeni of the faculty: Plato: llfrno Plotinus: Fifth Ennead Aristotle: Physics, Books I-IV Bonaventure: Reduction of Arts to Theology Cantor: Transfinite Numbers This represents the first line of research. The second line of research consists in the constant reinter- �SG CATALO.GUE OF ST. JOHN'S COLLEGE pretation of the book list which occurs as an immediate byproduct of teaching the books in tutorial, in seminar, and in the laboratory. Criticism of the books takes place in two directions primarily, first their historical order and background which continually change and enrich themselves by connections with other books; .secondly in the bearing these books have on the immediate teaching problem and the progress of current thought in general. Making the actual reading schedule for the seminars for each year is a result of much faculty and student deliberation, and the reading schedule registers teaching and learning experiences from year to year. The products of this kind of research go first into teachinodirectly. Production for publication and learned societies i~ and should be a secondary result. The students thus have direct and contributing parts in research, and research has a direct and contributing role in instruction. The present faculty has been selected by two criteria. For members of the previous faculty at St. John's, experience in teaching the elective system and capacities which promise well for becoming re-educated in all the subject matter of the new program have guided the policy of reappointment. New members of the faculty have been chosen for their varying degrees of understanding of the general subject matter and the work they have done to educate themselves in it. The faculty now represents a well-balanced distribution of special knowledge. Eventually the graduates from the fouryear course itself will be the best teachers, and some of them have already been taken on as teaching assistants. ACADEMIC STANDING The system of instruction allows for a dose and varied acquaintance of instructors and students; therefore the student's academic standing is known in detail from day to day. This knowledge is pooled at the end of each term on the occasion of the don rag and the combined judgments of the staff are based on more tha11 recorded grades. Since this is the case academic standing is not determined by numerical or literal grades, and judgments are made and reported for the purpose of advice and planning both for the teachers and the CATALOGUE OF ST. JOHN'S COLLEGE 37 student. As soon as the performance of the student or other evidence of capacity persuades the staff that the learning process has stopped and cannot be revived, the student is warned that he will be dropped after a stated period of confirmation of the judgment. Ideally there is no reason for dropping any normal student from th.is c~u.rse of ~tudy. It is varied and rich enough for great d1vers1ues of mterest, performance, and achievement, and the~e i~ ~mple ro~m within it for a wide range of ability and for md1v1dual choice and guidance. This fact permits and dema~ds a longer period ~f adjustment and tentative judgment than m the regular elective system. It is assumed that each student has the required capacities until evidence to the contrary is overwhelming. All disciplinary action is governed by the assumption that bad habits can be changed. Attendance on all regular scheduled College exercises is required. A record of absences is kept and posted. This record is taken into consideration whenever there is occasion to determine academic standing. Writt~n an~ sig~ed ex_cuses from the following sources may be submitted for filmg with the student's record: l) Parent, guardian, or other responsible person outside the College; 2) Practising physicians consulted by the student; 3) Instructor in charge of class in which absence occurs; 4) The College Physician. THE DEGREE OF BACHELOR OF ARTS * The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies the modern equivalent of these arts and sciences. Specifically this implies: Knowledge of the contents of the required books in the list; Competence in the laboratory arts; Competence in mathematics through the elementary calculus; A reading knowledge of at least two foreign languages. In semester hours as recorded in the reo-ular elective system 0 this amounts to: "Cf. Appendix B, pg. 71. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE .38 Semester Hours ~~ One Year Language and Literature . Mathematics and Science .. Lectures on the Liberal Arts. Laboratory . . ....... . Seminars. Total. Four Years IO 40 10 4 40 16 3 (Y2 actual time) 8 35 12 32 140 A more detailed analysis of the content of these degree requirements will be gladly given by the Registrar on request, The "rights and privileges appertaining" to the- Bachelor of Arts degree have undergone serious scrutiny during the last part of the period in which the colleges have been under the domination of the elective system. There have been concerted attempts to maintain common standards under the rapidly changing conditions of expansion in student bodies, in subject matters, and in methods of instruction. Throughout the .country there are regional boards which inspect the colleges in each region and rate their degrees. The Middle States Association of Colleges and Secondary Schools operates in this region. These Boards cannot put a college on the approved list until its educational product can be judged. Since there were no graduates of the new administration and program before June, 1941, there will be an interim in which a rated B. A. degree cannot be guaranteed. This means that the St. John's Bachelor of Arts degree is -certified only by the charter of the College and the Maryland ..State Board of Education. On the other hand there is no serious doubt that the curriculum which is now offered and the instruction that is now being given more than fulfill the common standards and that they will prepare students adequately for any graduate work which they wish to pursue. The graduate and professional schools increasingly make their final decisions on candidates on the basis of individual records and merits and ignore the bare minimum certification of the ordinary degree. The rated B. A is no guarantee of admission to a graduate or professional school. Where inquiry has been made these schools have given assurance of full consideration to St. John's graduates. The great variety of teaching methods, the common subject matter, and the intimate and continuous acquaintance between student and teacher that this 39 program provides allow detailed and comprehensive recommendations of individual candidates both for graduate schools and for business positions. Such individual recommendations will always be our most effective communication with the academic and ~ractical '~orl~s i_nto which our students graduate; we deal with other mst1tut10ns on the basis of a common recognition of the realities of the learning process and the exigencies of the war and revolution through which the world is passing. There is no question about the fitness of this program of studies to meet the explicit requirements of law schools, theological schools, business schools, schools of politics, and economics, and schools of education. There may be some doubt in the minds of the small business man and the craftsman about the utility of a liberal education for earning a living. One who shares these doubts should read the early American State Papers and follow the current discussions of the fundamental conditions and principles of American society to get free of the prejudices which we inherit from societies that base themselves on invidious class distinctions. The worker and the tradesman in this country belong to a liberal society that demands a liberal education of all its members. The professions that base themselves on specialization in the natural sciences have set up graduate schools that actually need more liberal education in their preparatory stages than is at present available. In failing to get students who have that general preparation they have turned to a second best, a specialized preparatory training. In some cases they make no stipulation of specific requirements beyond high school graduation. In other cases, as in engineering, graduate physics, chemistry, biology, and medicine, they have imposed heavy pre-professional requirements. Our faculty has had long experience in preparing students for graduate work in these schools, and we have made a study of the essential needs in the natural sciences. The curriculum represents on its science side the results of these studies. It more than meets these requirements both in theory and in laboratory training. There are more laboratory hou:rs required than are demanded by any medical school, the source of the highest requirements in this respect. The rest of the curriculum keeps these subject matters in a liberal balance. �CATALOGUE OF ST. JOHN'S COLLEGE I. A UST OF GREAT BOOKS In Chronological Order Homer: Iliad and Odyssey A':schylus: Oresteia Herodotus: History Sophocles: illdipus Rex Hippocrates: Ancient Medicine and Airs, Waters, and Places Euripides: Medea Thucydides: History of the Peloponnesian War Aristophanes: Frogs, Clouds, Birds Aristarchus: On the Sizes and Distances of the Sun and Moon Plato: Dialogues Aristotle: Organon, Poetics, Ph;•sics, Politics Archimedes: Selected Works Euclid: Elements Apollonius: Conics Cicero: On Duties Lucretius: On the Nature of Things Virgil: k:neid The Bible Epictetus: Moral Discourses Nicomachus: Introduction to Arithmetic Plutarch: Lives Tacitus: The History, The Annals Ptolemy: Mathematical Composition (Almagest) Lucian: True History Galen: On the Natural Faculties Plotinus: Enneads Augustine: Confessions, On t.1usic, Concerning the Teacher Justinian: Institutes Song of Roland Saga of Burnt Njal Grosseteste: On Light Bonaventure: On the Reduction of the Arts to Theology Aquinas: On Being and Essence, Treatise on God, Treatise on Man Dante: Divine Comedy Chaucer: Canterbury Tales Oresme: On the Breadths of Forms Pico della Mirandola: On the Dignity of Man Leonardo: Note Books Machiavelli: The Prince Erasmus: In Praise of Folly Rabelais: Gargantua Copernicus: On the Revolutions of the Spheres Calvin: Institutes Montaigne: Essays Gilbert: On the Loadstone Cervantes: Don Quixote Shakespeare: Henry IV, Hamlet, King Lear, Macbeth, Tempest Francis Bacon: Novum Organum Kepler: EjJitome of Astronomy Harvey: On the Motion of the Heart Corneille: Le Cid Galileo: Two New Sciences Descartes: Geometry, Discourse on Method, Meditations Hobbes: Leviathan CATALOGUE OF ST. JOHN'S COLLEGE Boyle: Sceptical Chymist Moliere: Tartuffe Pascal: Pensees Milton: Paradise Lost Racine.: Phi!dre Grotius: Law of War and Peace Spinoza: Ethics, Theological-Political Treatise Newton: Principia Mathematica Locke: Second Treatise on Civil Government Huygens: Treatise on Light Berkeley: Dialogues between Hylas and Philonous Leibniz: Discourse on Metaphysics, Monadology Vico: Scienza Nuova Swift: Gulliver's Travels Hurne: Treatise of Human Nature Montesquieu: Spirit of Laws Fielding: Tom ]ones Voltaire: Candide, Micromegas Rousseau: Social Contract Gibbon: Decline and Fall of the Roman Empire Smith: Wealth of Nations Kant: Critique of Pure Reason Constitution of the United States Federalist Papers Bentham: Principles of Morals and Legislation Lavoisier: Treatise on Chemistry Malthus: Principles of Population Dalton: A New System of Chemical Philosophy Hegel: Philosophy of History Fourier: Analytical Theory of Heat Goethe: Faust Lobachevski: Theory of Parallels Faraday: Experimental Researches in Electri.::ity Peacock: Treatise on Algebra Boole: Laws of Thought Virchow: Cellular Pathology Mill: On Liberty Darwin: Origin of Species Bernard: Introduction to Experimental Medicine Mendel: Experiments in Plant Hybridization Riemann: Hypotheses of Geometry Dostoevski: The Brothers Karamazov Marx: Capital Tolstoi: War and Peace Dedekind: Essays on Numbers Maxwell: Electricity and Magnetism Flaubert: Bouvard and Pecuchet Ibsen: Ghosts, Rosmersholm Joule: Scientific Papers Tames: Principles of Psychology Freud: Studies in Hysteria, The Interpretation of Dreams Cantor: Transfinite Numbers Hilbert: Foundations of Geometry Poincare: Science and Hypothesis Russell: Principles of Mathematics 41 �>-l "1 0 ~· (:>.. 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Literature Homer 1£schylus Sophocles Euripides Aristophanes Lucian Virgil The Bible Dante Burnt Njal Song of Roland Chaucer Cervantes Shakespeare Milton Rabelais Racine Grotius Corneille Moliere Erasmus Montaigne Voltaire Swift Goethe Fielding Flaubert Ibsen Dostoevski Tolstoi CLASSIFICATION ACCORDING TO ELECTIVE SUBJECT MATTERS Philosophy Plato Aristotle Cicero Lucretius Epictetus Plotinus Augustine Bonaventure Thomas Aquinas Pico Pascal Spinoza Fo Bacon Hobbes Locke Berkeley Hurne Leibniz Kant Hegel Bentham Poincare James History and Social Science Herodotus Thucydides Plutarch Tacitus Justinian Machiavelli Montesquieu Grotius Spinoza Calvin Hobbes Vico Gibbon Locke Rousseau Bentham Mill Freud Adam Smith U. S. Constitution Federalist Papers Malthus Marx Mathematics Euclid Nicomachus Aristarchus Apollonius Archimedes Ptolemy Descartes Newton Leibniz Peacock Lobachevski Fourier Boole Riemann Cantor Dedekind Hilbert Russell Natural Science Hippocrates Aristarchus Archimedes Ptolemy Galen Grosseteste Copernicus Leonardo Oresme Galileo Kepler Harvey Gilbert Newton Huygens Boyle Lavoisier Fourier Dalton Faraday Darwin Maxwell Joule Virchow Bernard Mendel Freud James Laboratory (Three hours pe:r week for first and second years; six hours per week for third and fourth years) Graphical Constructions Instruments Crucial Experiments Concrete Problems .,,. ., > n r 0 0 c: M 0 "1 (Presented and brought up-to-date in Laboratory Manuals) (FJ :l '°-' 0 ::i:: z Cli () 0 r r M Cl M '"" °"' �44 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE The following schedules are taken from different years as indicated, but they are subject to continual revisions, corrections, and improvements as teaching experience indicates them. MATHEMATICS TUTORIALS DURING 194!1-44-Continued LANGUAGE TUTORIALS DURING 1942-4!1 Clock-hours of Class-room Work Assigned Second Year Third Year Fourth Year First Year Exercises Greeh Latin French German Memorizing 40 hours 10 hours 10 hours 20 hours Paradigms Grammar Grammar Grammar Grammar Selections 10 hours 20 hours 20 hours 20 hours Euclid Baudelaire Goethe Virgil Hoelderlin St. John Catullus Racine Plato Nietzsche Horace Reading 5 hours 20 hours 20 hours !15 hours Double Texts Descartes Bible Phaedrus St. John Greek-Latin Greek-Latin Latin-French Faust Hegel Translation and 50 hours 50 hours 50 hours 25 hours Virgil Close Reading Plato Rousseau Lessing Schiller Republic I Aeneid IV Social Contract Formal Logic 20 hours 20 hours 20 hours 20 hours Treatises Thomas Boole Aristotle Kant De Ente et Laws of Hegel Categories Essentia Prior Thought Analytics Formal Logic !10 hours !10 hours !10 hours 25 hours Practice in Selections Dante Pascal Kant Analytical Thomas Rousseau Hegel Anthology On Law Commentary Sophocles Thucydides Demostiienes 150 hours Total 150 hours 150 hours 150 hours 600 hours (Four years) MATHEMATICS TUTORIALS DURING 194!1-44 Clock-hours of Class-room Work First Second Third Year Year Year Mathematics Plane Geometry .......... . 56 12 Solid Geometry ........... . 40 8 Theory of Numbers ....... . !10 Theory of Real Numbers .. 17 Trigonometry ............. . 19 Analytic Geometry ....... . 57 Calculus .................. . !17 Differential Equations .... . Fourier Series ............ . Non-Euclidean Geometry .. . Transfinite Numbers ..... . Projective Geometry ....... . Fourth Year 8 50 10 5 20 10 10 Total 68 48 50 25 19 57 87 10 5 20 IO 10 Total for four years of Mathematics in Mathematics Tutorials ...... !189· First Year Astronomy and Physics 7 · Astronomy ......... · · · · · · · · 9 Mechanics and Hydrostatics. Strength of Materials ..... . Heat .... ·················· Light ........ ·············· Second Year 6!1 Third Year so· 45 FOurth Year 50 20 25 ll Total 120 59 20 25 !I Total for four years of Physics in Mathematics Tutorials .......... 227 CLOCK-HOURS OF LABORATORY WORK DURING 1942-4!1 Physics and Astronomy Mechanical Drawing ....... 18 !I Astronomy ................. Mechanics and Hydrostatics. !10 .Sound ................. ·.·· 12 Heat .......... . . . . . . . . . . . !I Light. ..................... Electricity and Magnetism .. Atomic Theory ............ 15 24 9 21 ll 6 !16 9 !I 9 18 6 !Ill 21 !Ill !Ill 66 !10 9 ll!I 54 21 .Total for four years of Laboratory in Physics and Astronomy. . . . . . 279 Chemistry General Inorganic ........ . Physical .................. . Qualitative ............... . Organic ................... . 15 15 60 27 !I 45 12 9 9 !I Total for four years of Laboratory in Chemistry. . . . . . . . . . . . . . . . . . 99 Biology Anatomy and Physiology .. . Cellular Biology .......... . Heredity ................. . Embryology ............... . Protozoology .............. . 15 lJ!I !16 9 9 9 48 !16 9 9 9 Total for four years of Laboratory in Biology ...................... lll NoTE: One-fifth to one-fourth of the laboratory time is spent in lectures on . a•igned reading. The topics selected from the conventional subject-matters follow. For further information concerning standards, see Appendix B on Degree Requirements, page 71. Astronomy: Aristarchus, Star charts, Ptolemy, Copernicus, Kepler. Biology: Environment and health (Hippocrates); Form and locomotion of animals; Digestive and urogenital systems and other parts of female rabbit; Heart blood vessels in cat, living frog and turtle, sheep, and dogfish shark; Urogenital system of male cat; Other parts of dogfish shark and aquatic �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE vertebrates; Fabrics of the animal body; Growth of animals and plants; Hydra; Genesis of animals; The Protozoa-animal taxonomy; Heredity in the pomage tty. Drawing: Orthographic projection; Perspective projection. Geometry: Euclid: 8; Apollonius: 5. Music: Intervals; Scales; Keys (the rest not yet planned in detail). Physics: Mechanics 15 (Archimedes, Galileo, Huygens, Newton); Surface tension, viscosity; Heat 4 (Joule, Fourier, etc.); Strength of materials 4 (Galileo); Light 14 (Newton, Huygens; telescope and microscope, diffraction and interference; spectra); Electricity 11 (Gilbert, Faraday, etc.). Chemistry: States of matter; Water-electrolysis, equivalent weight (Faraday); Conservation of mass, combustion, oxygen (Lavoisier); Hydrogen, acids; Combining proportions; Dalton's atomic theory; Gay-Lussac's law of volumes; Molecular weight; Avogadro's number; Dalton's law of partial pressures; Critical temperature; Diffusion; Osmosis; Sodium; Chlorine; Formulas; HCl; Valence; Hydroxides, ionization; Mendeleyev's Table; Colloids, atomic structure; Mass action; Equilibrium; Carbon compounds, paraffins, isomerism, bonds, hydrocarbons, alcohols, aldehydes, ketones, esters, ethers, sugarn, etc.; Fifth Group of Periodic Table; Ammonia, proteins. SECOND YEAR-Continued 11. Conia M four-line loci 21. Music 12. Stereographic projection and still' 22. Copernicus charts 23. Kepler 15. Stereographic projection and 5t:u 24. Prism colors and dispersion charts 25. Chromatic aberration of a lens H. Astronomical sights 26. Geometrical characterfatia ol' loo15. Cele5tial machines land spar 16. Celestial machines 27. Double refraction 17. Sun and moon 28. Double :refraction of polarized light 18. Gilbert'~ De Magnett 29. Speed of light 19. Music 30. Fluid pressure 20. Mllllic 46 The following is a list of laboratory exercises by years. It based on a schedule which was followed in 1941-42 but is subject to continual revisions, corrections, and improvements as teaching experience indicates them. 1s FIRST YEAR L Orthographic projection 2. Orthographic projection 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Trisection of an angle Areas Plane, right angle, ruler Weight Light Circles and regular polygons Ratios Lenses Telescope and microscope Compound ratio Heat Quadratic equations Musical intervals and scales 16. 17. 18. 19. 20. 21. 22. 23. 2'L 25. 26. 27. 28. 29. 30. The Greek diatonic scale The just scale and its uses The keys in music Environment and health Environment and health Form and locomotion of animals Photometry Soliq figures Rectangular solids Aristarchus Archimedes' levers Machines Static equilibrium floating bodies Metacenter SECOND YEAR 1. Digesti"' 1e syste~ of rabbit 2. Urogenital system of female rabbit 3. Thoracic cavity, mouth, central nervous system 4. The parabola 5. Ellipse and hyperbola Perspective projection Perspective projection Perspective projection Focal points and light (floating paraboloid) IO. Parametric equations of ellipse 6 7. 8. 9. THIRD YEAR I. Power of the vacuum 2. Strength of beam8 3. Strength of beams 4, Strength of beams 5. Falling bodies 6. Projectiles 7. Sheep heart 8. Blood vessels of cat 9. Matter: crystalline state iO, Blood vasels of cat IL Boyle's law 12. Living heart in frog and turtle 13. Matter: liquid and gaseous states H. Smaller blood vesseb in living frog 15. Urogenital systems of male cat 16. Water and iu properties, di.stillati on 17. Dogfish sharlt and aquatic vertebrates 18. Surface tension 19. Dogfish shark and aquatic vertebrates Dogfish shark and aquatic vertebrates 21. Electrostatics 22. Electrolysis of water, Faraday's laws 23. Electrolysis of water, equivalent :ro. weight 24. Rigid body equilibrium 25. Comervation of mass; filtration, reduction with charcoal. 26. Compound pendulum 27. Lavoisier on calcination and combustion; oxygen 28. Atwood's machine 29. Chemical reactions 30. Conservation of momentum 3L Centripetal force 32. Hydrogen, adds, oxidation and reduction 33. Viscosity 34. Law of definite proportforui, law of multiple proportions, Dalton's atomic theory 3.5. Vibrations 36. Gay-Lussac's law of combining volumes, molecular weight, Avo. gadro's number 37. Pressure-temperature relations 38. Dalton's law of partial pressures; steam distillation, vapor tension, critical temperature 39. Diffusion and osmo~fa 40. Magnetic fields 41. Sodium chloride: the active metal sodium 42. Sodium chloride: the active nonmetal chlorine 43. Standard units in chemical reactions. Chemical notation, equa· tions, formulae 44. Faraday's laws of electrol}'lliS 45. Adds in aqueous solution: HCI 46. Atomic and equivalent weights. Re· duction and oxidation, valence 47. Potentiometer 48. Metallic hydroxides and salts in aqueous solution. Neutralization 49. Electromagnetic induction 50. Ionization 51. Young's interference of light 52. Mendeleyev's Table 53. Spectrometer 54. Colloidal state 55. Music 56. Music 57. Music �48 CATALOGUE OF ST. JOHN'S COLLEGE RESIDENCE AND ACTIVITIES FOURTH YEAR L Fabrics of the animal body 2. 3. 4. 5. 6, 7. 8. 9. JO. lL 12. 13. 14. 15. 16. 17. 18. 19. 20. 2L 22. 23. 24. 25. 26. Magnetic measurements Fabrics of the animal body Law of magnetic forces Fabrics of the animal body Standard measures of electric current Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body The structure of the atom Law of mass action Diffraction, interference Chemical equilibrium Diffraction grating Carbon and its compounds: I: the paraffins H: Isomerism of organic compounds, the carbon-carbon double and triple bonds. Unsaturated hydrocarbons Alcohols, aldehydes, ketones Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Growth of animals and plants Growth of animals and plants 27. Hydra 28. Hydra 29. 30. 3L 32. 33. 34. 35. 36. 37. 38. 39. 40. 4L 42. 43. 44. 45. 46. 47. 48. 49. 50. Genesis of animals Genesis of animals Genesis of animals Protozoa-animal taxonomy Protozoa-animal taxonomy Heredity in the pomage fly Heredity in the pomage fly Heredity in the pomage fly Spectral analysis Esters, their hydrolysis, mono- and di-basic acids, polyakohol Potentiometer, thermocouples Ethers, acid anhydrides, hydrnxyacids Electromagnetic induction Carbohydrates (sugars, starch, cellulose) Joule's electric heat Isocyctic, aromatic hydrocarbom; Cyclo-olefins, -paraffins Fourier's heat analysis The Fifth Group of the Periodic Table Ammonia, amines, amino-adds, proteins Music Music Music A college should be a community in which the student can discipline and develop his ~ative powers, and at the same time learn how to associate with other people in such a way as to continue this development throughout life. Not only the curriculum at St. John's, but the arrangements for residence and extracurricular activities as well, a:re ordered to this purpose. It is the policy of the College to encourage any spontaneous group activity that shows promise of a contribution to the life of the community. The College co-operates in the financing of those activities that require expenditures; and advice is given where it can be helpful to the smooth functioning of the activity. The kind of laissez-faire attitude which generally characterizes the curricular aspect of American college life is in this College transferred to the field of extracurricular activities. Activities It is no paradox, in view of the above, to say that the main purpose of extracurricular activities is amusement and relaxation. Men can work in order to play, or they can regard play as a natural component of a graceful, reasonable, and wellrounded human life. Since the things a person enjoys are accurately correlated with that person's character and stage of development, the recreational activities a student enjoys are the spontaneous fruit of his increasing knowledge and maturity. Work and play are not set over against each other, so that the work of the curriculum is looked upon as drudgery to be endured until it is possible to get away to the movies. If this should be the case, life would indeed become meaningless and dull; and the hard work of the curriculum would be wasted. Rather, the discovery and choice of certain activities as enjoyable, and the rejection of other forms of recreation as silly or dull, follow as a free and natural consequence of the student's expanding abilities, and must be proportionate to them. Recreational activities have to derive their vitality from these newly developed powers which support them, or else i:hcy ced};c to be enjoyable. Thus recreation and play become an integral part of the student's life in this community. 49 �CATALOGUE OF ST. JOHN'S COLI.EGE Athletics and Music The fruits of this maturing and developing process are found primarily in the keen, joyful moments of new discovery of ideas or unexpected insights and understandings. But this spontaneous play of the mind also extends to extracurricular activities and infuses them with their full measure of human enjoyment. This may take the form of a new light on the purposes and meaning of athletic games and sports; or it may find expression in a stimulated imagination which can produce creative writing for one of the College publications, or for significant interpretation of works of music. Since 1939 athletics at St. John's have been organized on an intramural basis with active participation by more than eightyfive per cent of the student body.• With the aid of student athletic scholars who are experts in sports, the St. John's Athletic Director carries on a series of individual and team sports throughout the entire year. The athletic facilities include a well-equipped gymnasium, two large playing fields, tennis courts surfaced for all-weather playing, and a College boathouse with two sixteen foot sailboats, a sailing sloop, and co-ordinate facilities for water sports. Excellence of performance in a wide variety of sports including sailing, tennis, handball, squash, badminton, boxing, swimming, baseball, basketball, fencing, lacrosse, and track is the instructional ideal and is recognized through a number of individual and team awards. Extracurricular music complements the musical part of the n::gular curriculum. Curricular music includes formal lectures on music, group readings and seminar discussions of musical scores, laboratory practice with stringed instruments, and concerts which take up part of the time otherwise devoted to formal lectures. The extracurricular music program makes available to a maximum number of students the opportunity of acquiring the necessary personal habits for the enjoyment of music. Two large orchestral and choral groups composed of members of the College and residents of Annapolis and the surrounding territory meet regularly under the leadership of the St. John's Director of 1vfosic, and give a numbe:r of concerts during the College year. The College provides a music • Reasons for the elimination of intercollegiate competition from the College athletic system are ret out in detail in Appendix C. CATALOGUE OF ST, JOHN'S COLLEGE center, containing a well-stocked library of recordings, sheet music and scores, a recording machine, an automatic phonograph, a grand piano, and a number of orchestral instruments. Elsewhere on the campus are other pianos and phonographs available for student use. Other Extracurricular Activities Some student activities are really an extension of the curriculum: for example, the Bible Class, and Latin and Mathematics Clubs in which students and faculty pursue in greater detail problems raised by the seminar discussions of scientific, philosophical, and theological works. Other groups represent similar specialized pursuits in politics, law, medicine, language. The St. John's Collegian is a weekly student newspaper which reports and comments on the events in the community. The St. John's Yearbook is a student-edited yearly publication which departs radically from the conventional year-book format. In its present form it is a magazine whose purpose i5 to recapitulate and summarize the past academic year. The King William Players serve as a center for the reading of drama and poetry in general, as well as for the activities of play production, The Variety Club, specialists in libel and slander, presents an annual comic revue satirizing the faculty and the College program, or other matters of current interest. The Social Cooperative presents a series of formal and informal dances throughout the year, including eight popular motion pictures, followed by dancing to recorded music and Coffee Shop table service around the dance floor. The Film Club, now a part of the Social Co-operative, continues to present a series of the outstanding foreign and domestic film productions-the "classics" of cinematic arL The Student Employment Co-operative was organized in 1943 for the purpose of obtaining employment for its members, and maintains an office for making contact between students who are seeking employment and the available jobs in the towno As supports for an active social life, the College provides a complete central social unit which consists of a Coffee Shop, a Book Shop supplied with magazines and newspapers, and a Junior Common Room for the use of the whole College, In �CATALOGUE Of ST. JOHN'S COLLEGE addition, there are smaller social quarters in each dormitoro/ unit, equipped with radio, ping-pong tables, and comfortable furniture. By providing these facilities the College authorities expect to foster in the students a recognition of the proper responsibility for their own human welfare. Residence St. John's College is situated in the seventeenth century seaport town of Annapolis. The town has the air and reputation of a romantic history. Actually it has a population of about fifteen thousand people who are occupied with fishing and shipping in the harbor, with the training of midshipmen in the Naval Academy, with governing the State of Maryland from the state government offices, and with the liberal education of young men in St. John's College. A number of retired naval officers and men of business live on estates in Anne Arundel County surrounding the town. The College has eleven buildings on a tract of thirty-two acres. Five of these buildings are for student residence, two of them built as dormitories, and three originally used as residences for administrative officers of the College. These five buildings are now furnished as residence halls for students on a plan for small unit College communities, each with a smallscale unit for student government within the common life of the College. An attempt is made to relate the grouping of students in the houses to their seminar groups and their athletic teams. These small integrated communities within the larger college community teach the incoming student to accept and enforce restraints upon himself and also to make proper use of the help and support that other students can give him in his college life. Dormitories All students not living at home are required to live in the College buildings and to take their meals in the College Dining HalL Each dormitory room is provided with the necessary furniture, including a single bed with mattress, pillow, pillow cover CATALOGUE OF ST. JOHN'S COLLEGE 53 and bedspread, a chest of drawers, book shelves v . . . ' enetian blmds or wmdow shades, a study table chairs lamp d . ' ' , an a waste basket. Towels, bed lmen, and blankets are to b . d b e supp 1ie . y the student, as are also such decorations as wi now d d rapenes, rugs, and runners for chests of drawers and tabl The student should consult his prospective roommate , if any, _es. . . . and his own good taste in planmng room decoration. Freshmen are frequently assigned to single occupancy rooms. Old students should apply for rooms before they leave for the summer vacation. Application blanks may be obtained from the Manager of the Dining Hall and Dormitories. Students who wish to room together should file joint applications. New students have rooms assigned to them tentatively from the Assistant Dean's office as soon as their applications fm admission have been accepted. Rooms in dormitories may not be occupied during vacations except by special permission. The dormitories will be open for occupancy at the beginning of each term as follows: For upperclassmen taking Annual Written Examinations from noon of the day before the Examination days. For freshmen from noon of the day before registration day. For definite dates in 1945 see the College Calendar. The College maintains the care of the dormitories. There are student dormitory managers whose duty it is to report complaints, to maintain order and cleanliness, and to enforce the following regulations concerning breakage and damage to College property: Any damage to College property will be charged to the occupant or occupants of the room, or to the occupants of the dormitory, in which the damage occurs. Each student must make a deposit of ten dollars with the Treasurer of the College on registration. Damage to College property will be charged against this deposit according to the student's responsibility. The deposit must be maintained at all times during the session. It will be returned at the end of any session, or upon the withdrawal or graduation of the student from the College. Thi~ de~ posit is called Caution Money. The College reserves the right to repair completely, at the expense of the occupant or occupar>ts, any dormitory �CATALOGUE OF ST. JOHN'S COLLEGE room and furniture which have been seriously damaged. Intentional damage to College property is a aerious offense, and it will be dealt with summarily. The Dining Hall The Dining Hall is maintained by the Manager of the Dining Hall and Dormitories. Special attention is given to a balanced diet, an interesting variety of menus, and reasonable cost. The Dining Hall is closed when the College is not in session, except for single holidays; it will open for supper on the day jus~ preceding the beginning of each term; and only breakfast will be served on the last day of each term. Infirmary Service A fully equipped Infirmary is maintained at the College. It is in the charge of the College Physician, two trained nurses, and student assistants. The College Physician holds office hours each day at the Infirmary. During these hours his services are £J:ee to t~ose who have paid their regular College fees. Medical services rendered by others than members of the College Infirmary staff, whether for sickness or for athletic injuries, are not paid for by the College. Any illness must be reported promptly by the student. Stu· dents suffering from contagious or infectious diseases must reside in the Infimary until discharged by the College Physician. The College Physl.cian makes a daily report to the Dean. HOW TO APPLY FOR ADMISSION General The revolution which re-established the liberal arts curricu· lum in St. John's College in 1937 was a movement in the Republic of Education which anticipated the current crisis in world history. When the liberal arts were reinstated in the College, it was known that many of the contemporary educational conventions do not promote the most successful pursuit of the liberal arts, but the difficulty of the immediate task that faced the College, that of putting a liberal curriculum into operation, made advisable the postponement of the solutions of some of the more extrinsic problems. So, for the first six years, the conventional entrance r~quirements were used. Then, in December, 1942, when it was clear that students in the Liberal Arts colleges were immediately needed for military duty, St. John's College decided to make its contribution to the war effort by offering its program to younger students in a schedule which would allow them to graduate before being called to military service. Beginning in July, 1943, a summer term was added to the regular schedule so that the four-year course could be completed in three calendar years; students were admitted at the beginning of any of the four terms during the year; the minimum entrance requirements were two years of high school work with a year of algebra, a year of plane geometry, and an introductory course in one foreign language. With the end of the war in sight and the crucial maximum of military training passed, St. John's now judges it possible and wise to relieve the strain of its wartime schedule by returning to its regular schedule. Requirements A student will be eligible for admission if he can fulfill any two of the three following requirements: I. Graduation from a high or preparatory school with credit for one and one-half years of algebra, one year of plane geometry, and two years of a foreign language. 2. A recommendation for work at St. John's College from the principal or a teacher in the high or preparatory school last attended. 55 �CATALOGUE OF ST. JOHN'S COLLEGE 3. Passing either: i. The St. John's Entrance Examinations in arithmetic. algebra, plane geometry, English, and _one foreign language (Latin, French, German, or Spamsh) or ii. The Psychological Examination provided by the American Council on Education. Note that these requirements make it possible for students to enter St. John's before completing four years of high school work, since these examinations may be taken by any student who has not completed his formal preparatory work and wishes to make an early start in College work; for instance, at the end of his second year of high school. CATALOGUE OF ST. JOHN'S COLLEGE 57 6. If you are not able to pay the full College fees, ask us to send you a blank of Application for Student Financial Aid. Fill this out with special attention to your Tentative Budget, send it to the Assistant Dean, and as soon as your admission application has been acted on, we shall let you know whether we can help and also how much. See section on Financial Aid, p. 61. Requests for further information may be directed to the Registrar. You are urgently invited to visit the College and to discuss further any problems that may need extra consideration. No Admission with Advanced Standing from Other Colleges Procedure 1. Request a blank of Application for Admission from the Assistant Dean. 2. Fill out the Admission blank as completely as possible, paying special attention to the third page where you are askecl to give full information concerning your fon~al preparation for college, names and addresses of the high or preparatory schools you have attended, with the dates of your attendance. You should be careful to gi".e the name of your principal or other teac~er who will be able to give a substantial recommendation of your character and ability. If you think you need or want to enter by examination, pay special attention to the fourth (back) page of the application blank. 3. Return the Application for Admission to the Registrar who will then collect your scholastic records and recommendations, and arrange Entrance Examinations if they are requested. 4. If you need or want to take the Entrance Examinations, give us the name and address of a teacher. or c?l~e.ge graduate who will be willing to accept the responsibility for administering the examinations to you. We pay such persons the sum of five dollars which you pay us as examination fee. We shall then arrange for the rest of the examination. 5. As soon as the Registrar has collected your scholastic record, recommendations, and the results of the Entrance Examinations, we shall promptly report the decis~oi: of the Admissions Committee. No assurance of admission can be made before the above data ar~ nrovided Students who wish to transfer to the St. John's program must register as freshmen for the four-year course; no advanced standing in the program is granted for other college credits. Admission before Graduation from High School The College is still eager to admit students who have not completed their formal four-year preparatory training, provided the student and his parents are persuaded that he is able and ready to undertake the responsibilities of a substantial program in the liberal arts. Veterans' Educational Benefits St. John's College is approved and accredited by the Maryland State Board of Education for training of Veterans of World War II who are eligible to receive educational benefits under the provisions of the G.I. Bill of Rights. �CATALOGUE O.F ST. JOHN'S COLLEGE FEES College Finance It is the aim of St. John's College to establish its fees for tuition and residence at a figure which will approximate as closely as possible the actual cost of furnishing tuition, bo~rd and room, and meeting the administrative and other operatmg expenses of the College. St. John's College adopted this principle and establisl-~ed the fee for residence and tuition at $1,000 for students entenng the College in the fall of 1941, or thereafter. This fee will be continued unless, in following years, rising costs should force revlSlon. (The fee of $1,000 covers the three terms of t~e regular session. During the war, when the College was m session for four terms a year instead· of three, the yearly charges had to be raised. However, there will be no summer term in 1945; and beginning with the fall term of 1945, the regular yearly fee of $1,000 will be restored.) By setting its student fees at approximate operating cost, the Colleo-e has freed other sources of income, principally support by ;rivate individuals and by the. pu~lic through state appropriations, for two purposes: financial aid t?. the stude.nts who are not able to pay the full cost, and add1t10ns and improvements to College land, buildings, and equipment. The various other fixed charges for attendance at St. John's are listed in the following paragraphs. In figuring the budget for the academic year, each student should include additi?n~l amounts for books, clothes, stationery, laundry, and other mCldentals. The cost of books will in general average about $35 per year. Entrance Examination Fee If a candidate for admission finds it necessary to take the College entrance examinations in order to complete the requirements for admission, he will be charged a fee of $5.00, payable to the College upon his request for examinatio_n. !his. fee _is charged to cover the expense of giving the exammat10n; It will not be refunded, nor will it be deducted from other fees. 58 Annual Fees Beginning with the fall term of 1945, the fixed annual fees for all students for each year are as follows: Tuition . . . . . . . . . . . . . . . . . . . . . . . . . . . Residence . . . . . . . . . . . . . . . . . . . . $600.00 400.00 Total. . . . . . . . . . . . . . . . . . . . . . . . . $LOOO.OO These fees are payable in full on registration in September or, if preferred, in three installments: one-half on registration, one-fourth on January 5, and the remaining fourth on March 30. On registering, the student must procure a Treasurer's Card showing that fees have been paid or that suitable financial arrangements have been made, in order to be admitted to classes, dormitories, the dining hall, the library, gymnasium or infirmary. Payment of Bills Bills for College fees are presented directly to the student, and the student assumes responsibility for their paymem. on the dates due. Refunds on Fees If a student has paid any installment on his fees beyond the dates on which installments are due (September registration, January 5, March 30), and withdraws from College for any cause whatever, such advance payment shall be refunded. But no installment already due shall be refunded, regardless of the cause of withdrawal. The College is not in business and does not regard itself as selling instruction or food or lodging to students. Its fees can best be understood by the student if he regards them as membership dues. These dues help the College to provide, not only instruction, food, and lodging, but also proper medical supervision, athletic facilities, and whatever other conditions it finds best adapted to forward the common learning enterprise. Caution Money Each student must make a deposit of $10.00 with the Trearurer on registration, subject to charges for laboratory break- �CATALOGUE OF ST. JOHN'S COLLEGE age and damage to College property. The amount of this deposit must be maintained at all times during the session. A refund check for this deposit will be sent to the student upon request after the end of any session or after withdrawal or graduation from College. Except for the caution money deposit, which is refundable at the close of the college year, the College has no extra fees. Deferred Payment of Fees There is available to those students and their parents who are unable to meet the College fees in accordance with the regular schedule a deferred tuition plan, which provides for payment in equal installments during the College year, in most instances, nine installments. This method of deferred tuition payment is handled through "Tuition Plan, Inc," a corporation which offers this service to many schools and colleges throughout the country. The plan is put into effect by a contract signed by the parent or guardian of the student and by the College and handled entirely by "Tuition Plan, Inc." The additional cost is four per cent of the amount financed, mimmum charge one dollar. Veterans' Educational Benefits St. John's College is approved and accredited by the Mariland State Board of Education for training of Veterans of World \!Var II who are eligible to receive educational benefits under the provisions of the G.L Bill of Rights. FINANCIAL AID College Aid Students unable to pay the full cost of their education may get assistance from the College. If the total assistance which a student needs for three terms amounts to not more than $200, the College will undertake to advance him a loan of the amount required and to find him employment at the College that will yield him sufficient wages to repay his loan during the period for which the money is needed. These loans do not bear interest. Since the available amounts of both work and money are limited, only students who could not otherwise meet their College expenses should apply for assistance. The procedure for obtaining a loan from the Student Aid Fund of the College is to sign a loan agreement by which the student engages himself to repay his loan as fast as his capacity to earn money will permiL As fast as he makes payments on this loan, new and smaller loan agreements will be substituted for the one the Student Aid Fund holds" The privilege of borrowing from the Student Aid Fund is reserved to those who perform satisfactorily for the College the work for which they receive wages and for those 1vho curtail their loan promptly to the limit which their wages will permit. If the total assistance needed for the academic year amounts to more than $200, the College will either make up the excess by an outright grant from the Student Aid Fund or else reject the application altogether. This practice is based on the experience that in most cases $200 is all the student can earn without endangering his studies and on the College's belief that it is undesirable that its members should graduate with a burden of debt to the College. Outright grants are made only where aid is so clearly needed and merited that the College can successfully appeal for donations to persons who are strangers to the applicant. The Committe on Aid will reject all applications, whether for loans and employment or for outright grants, which do not clearly demonstrate that all local sources have been thoroughly canvassed. The Committee has the grave responsibility of 61 �62 CATALOGUE OF ST. JOHN'S COLLEGE administering justly a common financial :resource of the community of scholars which the applicant seeks to join. It therefore subjects each case to a thorough investigation and it cannot initiate this investigation until the student aid blank has been filled out folly, clearly, and accurately, and with sufficient detail to enable a judgment to be made. All students hold aid, whether loan and employment or money grant, only on condition that they maintain good academic standing. Application for aid should be made at the time the formal application for admission is forwarded to the Registrar. CATALOGUE OF ST. JOHN'S COLLEGE 63 Scholarships Awarded by the College THE PHILIP A. MYERS, II, SCHOLARSHIP To be awarded annually, the income from $10,000, the gift of Philip A. Myers, II, Class of 1938. THE CLIFTON c. ROEHLE SCHOLARSHIP To be awarded in tuition, the income from $6,000, the bequest of Mrs. Anna M. D. Roehle, in memory of her son, Clifton C. Roehle. THE JEREMIAH HUGHES SCHOLARSHIP Maryland State Scholarships Residents of the several counties of Maryland and the six legislative districts of Baltimore are eligible to take the competitive examinations for scholarships at St. John's College. Twenty-nine of these scholarships pay full fees, including tuition, board, and room; twenty-nine pay tuition fees only. They are granted for four years, or in the case of a student already at the College, for the remainder of his course to graduation. In all counties and legislative districts the competitive examinations are administered by the respective county or city School Boards, and :reports are rendered to the respective Senators who make the formal appointments. The College supplies the examinations and grades the papers in all except two counties, Montgomery and Prince George's, where the School Boards examine candidates and report directly to each Senator. All appointments are conditional upon admission of the candidate to the College. The procedure for application, examination, and appointment to State scholarships is as follows: L Candidates, who must be residents of the county or district that has an open scholarship, should watch the newspapers for the announcement of the time and place of the examination and apply to the local School Board for examination. 2. Candidates should supply to their respective Senaton evidence of their good character and financial need. 3. Appointees will be notified of their appointments by the Senator and by the College. To be awarded annually to some deserving student, preferably a resident of Annapolis, the sum of $30.00 to be applied to the cost of tuition. THE FRIEDRICH JONATHAN VON SCHWERDTNER SCHOLARSHIP To be awarded, in tuition, to some deserving student, the income from the bequest offered annually under the will of the late Friedrich Jonathan von Schwerdtner, in memory of his son, Friedrich. Scholarships Awarded by Patriotic Societies THE MATIHEW FONTAINE MAURY SCHOLARSHIP Awarded by the United Daughters of the Confederacy to a student of exceptional character and scholarship and of established Confederate lineage. This scholarship is applied to tuition and residence fees, in accordance with the needs of the student selected, and is awarded at present for four years unless the appointee fails to maintain the required standard in his academic record. Applications should be addressed directly to Mrs. Sidney Cox, Smithfield, Virginia. SCHOLARSHIP OF THE COLONIAL DAMES OF AMERICA Applicants for this scholarship are expected to submit evidence that they are of colonial descent and that they themselves revere the ideals and standards of their forbears. Appli- �CATALOGUE OF ST. JOHN'S COLLEGE cation should be made to the Chairman of the Scholarship Committee of the Colonial Dames of America: Mrs. Walter W. Price, 21 East 65th Street, New York City. Scholarships at Other Institutions for St. John's Studenw SCHOLARSHIPS IN ENGINEERING Three scholarships in engineering are offered at the Johru; Hopkins University to graduates of SL John's College. These scholarships are awarded by the Faculty Committee on Scholarships and Student Aid. SCHOLARSHIPS IN MARINE BIOLOGY A tuition scholarship applicable to an approved course either at the Biological Laboratory at Cold Spring Harbor, New York, or at the Marine Biological Laboratory, Woods Hole, Massachusetts, is offered annually to graduates of St. John's. This scholarship is awarded by the Faculty Committee on Scholarships and Student Aid. APPENDIX A A SHORT EDUCATIONAL HISTORY OF ST. JOHN'S COLLEGE small a:rts college for men, ST. JOHN'S COLLEGE is aand hasliberal so since its founding. is non-denominational, been It It has never been coeducational. It maintains no graduate or professional schools. It is the third oldest college in the United State!li. 1696 King William's School, first public free school on the American Continent, founded in accordance with the following Petitionary Act of the General Assembly of colonial Maryland: A Petitionary act for free-schools. Lib. LL No. 2, fol. ll5. Dread Sovereign . . . . Being excited by his present Excellency, Francis Nicholson, Esq.; your Majesty's Governor of this your Province, hii'!l Zeal for your Majesty's Service, pious Endeavors and generous Offers for the Propagation of Christianity and good Learning, herein we become humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us your Majesty's Subjects of this Province, represented in this your Majesty's General Assembly thereof, THAT IT MAY BE ENACTED. II. AND :MAY h BE ENACTED, by the King/s most excellent majesty, by and with the advice, prayer and consent of this present General Assembly, and the authority of the same, That for the propagation of the gospel, and the education of the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher, and one writing-master, or scribe, to a school, and one hundred scholars, more or less, according to the ability of the said free-school, may be made, erected, founded, propagated and established under your royal patronage. And that the most :reverend father in God, Thomas, by Divine Providence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the said school; and that, to perpetuate the memory of your majesty, it may be called King William's School, and managed by certain t:m~ tees, nominated, and appointed by your sacred majesty. Laws of Maryland, Session of July 1-9, 1696. 65 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 66 The original Board of Visitors and Governors was as follows: 1776 William West, D.D. Thomas J. Claggett, D.D. Nicholas Carroll John H. Stone William Beanes Richard Ridgely Samuel Chase " John Thomas Thomas Stone " Alexander Hanson Thomas Jennings According to tradition King William's School was used as a gunshop during the Revolutionary War. 1784 St. John's College chartered by the General Assembly of the State of Maryland: WHEREAS, Institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States: Be it enacted, by the General Assembly of Maryland, That a college or general seminary of learning, by the name of Saint John's, be established on the said Western Shore, upon the following fundamental and inviolable principles, namely: first, said college shall be founded and maintained forever, upon a most liberal plan, for the benefit of youth of every religious denomination, who shall be freely admitted to equal privileges and advantages of education, and to all the literary honors of the college, according to their merit, without requiring or enforcing any religious or civil test, or without their attendance upon any particular :religious worship or service, other than what they have been educated in, or have the consent and approbation of their parents or guardians to attend; nor shall preference be given in the choice of a principal, vice-principal, or other professor, master, or tutor, in the said college, on account of his particular religious profession, having regard solely to his moral character and literary abilities, and other necessary qualifications to fill the place for which he shall be chosen. . . . . The petition for this Charter was signed by William others. " Signer of the Declaration of Independence. Paca~' James Brice John Allen Thomas Gustavus R. Brown Edward Gantt Clement Hill Richard Sprigg Charles Carroll of Carrollton " Jeremiah T. Chase Charles Wallace John Carroll, D.D. First Principal of St. John's College, Dr. John McDowell. 1785 The property, funds, masters, and students of King William's School conveyed by an Act of the General Assembly to St. John's College. Reverend Ralph Higginbotham, Master of King William's School, became Vice Principal of St. John's College. Two members of the Board of Visitors and Governors of King William's School became Visitors and Governors of St. John's College 1791 George Washington visits St. John's College. To the Faculty of St. John's College: Gentlemen: . The satisfact!on which I have derived from my visit to your infant seminary 1s expressed with much pleasure, and my wishes for its progress to perfection are proffered with sincere regard. The very promising appearance of its infancy must flatter all its friends (with whom I entreat you to class me), with the hope of an early and at the same time mature manhood. You will do justice to the sentiments which your kind regard toward me inspires, by believing that I reciprocate the good wishes contained in your address, and I sincerely hope the excellence of your seminary will be manifested in the morals and science of the youths who are favored with your care. and GEORGE .VVASHINGTON ANNAPOLIS, April 17, 1791. "' Signers of the Declaration of Independence. �6£ CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 1868 1796 Graduation of Francis Scott Key, District Attorney of the United States; author of The Star Spangled Banner. 1799 Graduation of George Washington Parke Custis, step-grandson of George Washington. Fairfax and Lawrence Washington, nephews of George Vvashington, were also students at the College. 1835 Curriculum during the Principalship of the Reverend Hector Humphreys. First Year Greek Xenophon Herodotus Thucydides Lysias Demosthenez Isocrates Plato Latin Livy Horace Virgil Mathematics Algebra Second Year Greek Homer Hesiod Tragedies Latin Juvenal Cicero Mathematics Plane Geometry Solid Geometry Logarithms Trigonometry Th£rd Year Greek Minor Poets Latin Tacitus Mathematics Applications of Trigonometry Conic Sections Chemistry Natural Philosophy Elements of Criticism Fourth Year Latin Horace Natural Philosophy Logic Astronomy Geology Civil Engineering American History Political Economy Natural Theology English Composition and Declamation in all four years. Modern Languages by special arrangement in addition. Curriculum during Prindpalship of James C. Welling. First Year Greek Homer Herodotus Latin Virgil Cicero Livy Second Year Greek Xenophon Plato Euripidei Lucian Latin Horace Cicero Hc::irace Mathernatirn Algebra Geometry English Terence Mathematirn Logarithms 19th Century Literature Trigonometry Solid Geometry English Shakespeare 18th Century Literature Third Year Greek Plato .iEschylus Thucydides Sophocles Latin Cicero Juvenal Plautus English Shakespeare Spencer Taylor Hooker Milton Mathematics Theory of Equations Analytic Geometry Descriptive Geometry Use of Instruments Natural Philosophy Chemistry Historical Methods Fo1,J,f'fh Year Greek Plato Aristotle Aristophanes Lectures in Philosophy and Social Science on: Plato Aristotle Dernosthene~ Augustine Latin Thomas Aquinas Tacitus Vi co Lucretius Descarte• Persius Bacon Quintilian Bossuet English Pascal Authors of 13th, 14th, Paley and 15th Centurie~ Locke Mathematics Spinoza Analytic Geometry Montesquieu Calculus Kant Mechanics De Tocqueville Natural Philosophy Adam Smith Astronomy Fichte Logic Hegel Evidence of Christianity Buckle Lecky Malthus Mill Butler Ii �CATALOGUE OF ST. JOHN'S COLLEGE 70 1886-1923 Presidency of Thomas Fell. A curriculum of Block Electives and Military Training. 1. 2. 3. 4. Classical Course leading to the B. A. Degree. Latin Scientific Course leading to the B. L. Degree Scientific Course leading to the B. S. Degree Mechanical Engineering Course leading to the M. E. Degree 1923-1937 Period of Progressive Studies under the Open Elective System. 1937 Restoration of the traditional program of Classics and Liberal Arts unique in American colleges of today. .APPENDIX B THE DEGREE OF BACHELOR OF ARTS AT ST. JOHN'S COLLEGE Just as institutions are necessary for the c~rrying on of learning, although these very institutions may become its greatest hindrance through unwise direction and time's dullness, so any institution of learning must require of its students certain marks and signs of their attainments and progress even though misuse of such requirements has often prevented true progress. Their use hmst entail care. Such requirements are inevitable if an institution is to pronounce public judgment upon its students, that is, to grant degrees. The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies competence in the modern equivalent of these arts and sciences. This implies: 1. Knowledge of the contents of the required books in the list. 2. Competence in mathematics through the elementary calculus. 3. A reading knowledge of at least two foreign languages. 4. Four hundred and fifty hours of laboratory training. Now, since students are of different capacities, and since colleges of liberal arts, of all institutions of learning, are called upon to judge not only of the attainments of their students but also of their progress, it therefore seems wise that St. John's College offer three degrees: namely, Bachelor of Arts magna cum laude, Bachelor of Arts cum laude, Bachelor of Arts rite. The first to be awarded to those students who, in the opinion of the faculty, are judged satisfactory both in attainments and progress, and capable of pursuing their work in Law, Medicine and Theology or in the graduate schools of language and literature, mathematics, the natural sciences, and logic and metaphysics. The third to be awarded to those students who, in the opinion of the faculty, have made sufficient progress in the intellectual virtues to warrant recognition by the college, but on whose actual powers of operation in the several arts and sciences and therefore on whose actual capacity for advancing further in professional or graduate schools, the faculty declines to make a final judgment. The second degree represents a less eminent case of the first. In awarding degrees, the faculty must set up ways and means of reaching decisions. To this end the following stipulations are made: At the end of his third year, the student must stand four written enabling examinations, one in language, one in mathematics, two in 71 Preamble Degrees Ways II: Means Enabling examina~ tions �12 Diss era tati on (general) CATALOGUE OF ST, JOHN'S COLLEGE laboratory, theoretical and operational, and one oral examination on seminar reading. These examinations are given normally in September after the third year, although the student has the right to demand them in June of the third year. These examinations are largely technical in character. But the technique required must be at all times ~elated to the w~ole body of the liberal arts and to appropriate sub1ect matters, This relatedness is formally guaranteed by basing the enabling examinations on a list of books named in Appendix L The examination in language covers general questions of grammar of all ~our lan~ages, and l~gic. The mathematics examination covers specifically simple operations in geometry, conics, trigonometry, analytic geometry, and in t~1e differential calculus, The examination in laboratory covers speofically the analysis and operation of certain important instruments to be named in Appendix I, p. 74. After having taken his enabling examinations, the student may petition the faculty to accept him as a candidate for the degree of Bachelor of Arts, to be granted at the end of his fourth year. The faculty through a committee then exam~nes t.he student's record up to the time of the petition together with his performance on the enabling examinations. It may make one of three judgments: either (l) the student is accepted as a candidate for the degree, or (2) he is not accepted but allowed to complete his fourth year of college work, or (3) he is dismissed from the college. In examining a student's record the committee of the faculty especially named for this purpose is at liberty to question the tutors and seminar leaders of the student both past and present, and the student himself, as well as the formal judgment preserved in the way of term marks or examination grades, or any examination papers or yearly theses at hand, It would be a general principle that the faculty not accept as a candidate for the degree any student who had consistently neglected and ignored or had consistently failed in any of the essential divisions of the first ~hree years' program; t~at is, either language and literature, or the liberal arts, or mathematics and the natural sciences. But the faculty committee, although :refusing to accept a student as a candidate for the degree, may judge the student capable of benefiting from the fourth year's work without detriment to the college community. Any student accepted as a candi~at~ for a de~ee or allo':'ed to remain the fourth year must then md1cate a sub1ect for a dissertation, to be agreed upon by the faculty, to be wri.tten durin~ his fourth year, and to be publicly expounded, a~phfied, and mterpreted satisfactorily by him prior to the grantmg of the degree. While the degree can not be granted before the end of the fourth CATALOGUE OF ST. JOHN'S COLLEGE 73 y~ar, th~ student may request more time to prepare and submit his drnse1~ta~1on for the approval of the faculty, He may even request perm~ss10n to retu~n to the col~ege for a fifth year, attending what tutonals, laboratones, and semmars he pleases within the limits of college discipline. The student will choose, and the faculty will accept, a subject for diss_ertation with an eye to all the first four years' work, and not as a piece of specialized research or contribution to knowledge. The Instruction Committee acts as an Examining Board, The Guties of the Examining Board are as follows: l., To formulate and administer the Enabling Examinations which are to be given in September. 2. To accept and approve projects for the final dissertation. Such projects must be prepared and formulated by each candidate with the help of a faculty adviser. 3. To read and accept the final dissertation, to administer the final examination, and to recommend candidates for degrees, APPENDIX I The books of the first three years on which the Enabling Examination are to be focussed are the following: Texts studied in Tutorial Republic Organon Confessions De Ente et Essentia Social Contract Les Pensees Texts gtudied in Seminar Iliad Republic Timaeus CEdipus Poetics Physics Galen Divine Comedy Don Quixote Euclid Archimedes Apollonius Ptolemy Galileo Descartes Newton Boole Hamlet King Lear The Tempest Harvey Lavoisier ''\Tealth of Nations Federalist Papers As stated abov.e, the examination in laboratory will cover specifically the operat10n and explanation of certain important instruments, The following list is arranged under three headings: Elements, Scopes, and Meters. There are two classes of scientific instruments: scopes and meters. The scopes are aids to observation and the meters are aids to measurement. With the former, distinctions Disser. tation (particu- lar) Examis· ing Board �74 CATALOGUE OF ST. JOHN'S COLLEGE oi a qualitative kind can be made, s~ch as between more a_nd less, up and down, straight and not str~1ght. The_ latter permit _us_ to make quantitative judgments, that is, to a~sociate th~ough similar ratios some one of a series of numbers with the thmg observed. Often the same piece of apparatus can be _used either_ as ~ sc~pe or as a meter. The elements are certain devices, not soenufic instruments themselves, which enter into the construction of different instruments. Elements Solids Crystals Fluids Gases Lever Inclined plane Screw Pulley Floating body Spring Pendulum Magnet Mirror Lens Prism Grating Scopes Straight edge Plumb line, gnomon Compasses, divider Tuning fork Electroscope Telescope Microscope Oscilloscope Stroboscope Meters Scale Ruler Balance with set of weights Spring balance Strength -of-materials testing machine Water clock Barometer Sonometer Disk siren with clock and counter Thermometer Magnetic compass Coulombmeter Tangent galvanometer Dioptra Astrolabe Micrometer microscope Spectrometer with minimum deviation prism The examination in laboratory will be in two parts. In one the student will be asked to make certain observatio~s and measurements with some of the above instruments, and m the other to answer questions on the theory and applicatio~ of so~e _of the elements and instruments. The references for this ex~mm3:t10n are the mimeographed laboratory notes and the student s written reports of the first three years, as well as the scientific books among the texts named above. CATALOGUE OF ST. JOHN'S COLLEGE 79 the books will not be forgotten and they can be put to work by anyone who remembers. We can therefore view any new directive with assurnnce and can promptly answer any call to war service without fear of losing what we are fighting for. In the past year we have therefore been able to take care of our army, navy, and marine reserves without changing our curriculum. We have required calisthenics, infantry drill, military track, and ~and-to-hand combat in place of our former system of voluntary mtramural sports. We have offered extracurricular training in gas engines, specialized navigation, physics, and mathematics. None of these things has displaced or been a substitute for the fundamentals of_ the liberal arts, which in turn have supported the specialties. In spite of the high degree of assimilation that these developments indicate, it has been a tough year for both students and faculty. There has been hardly a week when some students have not left for military duty; there has hardly been a month when some faculty member was not needed and called for the country. Badly written military directives have transmitted the chaos of the battlefield to the College; we have recoiled and rallied. At the end of the second term we held imitation commencement exercises for the thirty-six students called to the colors; the recital of the Ephebic Oath conquered the day. "We, students in anus, salute the youths of the ancient republics." We were also saluting the other colleges who were joining us in arms. But the master plan has also found new meaning in the events of the world and of the college. We have learned that about half of the books from Homer to Tolstoi discuss war and peace with realism and wisdom. Beneath this surface they explore the problems of law and anarchy, they report man to man, they weigh sin and tragedy, they record learning by recognition in calamity. The study of the great books in time of war confirms the conviction that such reading and discussion is the birthright of every human being. When the Congress decided that men should be drafted at the age of eighteen, we therefore decided that we would take the risk of the last planned step of the St. John's revolution, to teach these books and the accompanying liberal arts to younger students, students who might not have graduated from high school, and who might therefore not be able to get their liberal education as long as the war lasts. Teaching students of this age already was a part of the ?1aster plan, but we had hoped to have some of our own graduates m the faculty to help us to make the shift. We had therefore postponed it a few years to allow the rebuilding of the faculty with the younger and more aptly trained teachers. But the present faculty has been going to school with the great books and they for reasons of age and training will not be useful and effective in the �CATALOGUE OF ST. JOHN'S COLLEGE 80 8.i CATALOGUE OF ST. JOHN'S COLLEGE armed forces. The need of their teaching is obvious and they are ready for the adjustments in teaching that the task will require. After a great deal of discussion with faculty, Board, and students, and also figuring of costs, the administration has been authorized to announce the four-year college course in the liberal arts to be given in three calendar years to students between the ages of fifteen and eighteen. The great books are offered to these youths who might otherwise lose their opportunity to participate fully in the arts of free men. There is no doubt that this radical step will be viewed in many quarters with alarm. There will be doubts that such important instruction material can be handled adequately and safely by younger boys; there will be doubts that the treatment younger boys can give the great books is in keeping with the high aims of the program itself. On the first point we have considerable evidence not only that younger boys can handle the great books with profit, but that they can get greater profit with less readjustment than the graduates of our present schools of preparation for college. We have already taken a small group of younger boys at St. John's, and they show the same variation in aptitudes and progress that the older boys have been showing. But in addition they evidence a fresh, direct amateur's interest in ideas that high school graduates have to recover from their earlier years. It appears that the ordinary high school graduate has in the last rather empty years of his preparation for college acquired many of the academic pretenses which are so characteristic of the American high school, that he has actually been bored with scholarly husks and has substituted flattery of his teachers for genuinely tough intellectual work. The fault is not in the teachers; many of them are also bored with the subject matter that they teach, and they also turn to flattering the student. AU of this together with the progressive decay of the linguistic and mathematical disciplines points to a dead spot in our educational system, a paint where preparation in the grammar school has finished, for better or for worse, and the real business of liberal education has not yet begun. We drag students through two to four years of this wasteland, and the acute stages of boredom appear in the last two years of high school or the first two years of college. Some of the better preparatory schools and colleges fill in with literature, fine arts, and science, but they know that they are either doing college work or it will all have to be repeated in a staler form later on. Liberal education is in origin and tradition a European institution, and a glance at its structure lets us see where we have improvised and perhaps fumbled. The grammar schools in European countries lead directly to the Gymnasium and Lyn~e, whose curricula were made of Latin, Greek and mathematics with a scattering o~ national histor~ an~ !iterature. 1:he Gymnasium and Lycee led directly to the umversxt1es whose pnmary structures and functiom were orde~ed to training in the professions: law, medicine, theology, and teachmg. The Gymnasium and Lycee came at the end of the child's education and they were concerned to initiate in the student the ~ree and independent use of his mind so that he could worthily atta_m t~e knowledge a~d discharge the duties of the learned profess10ns m the comm~mty a~ large. The Gymnasium and the Lycee devoted themselves smgle-mmdedly to liberal education. It should be interesting to us in the United States in 1943 that the liberal education.thus ins_titutionalized was provided to all young men who wer~ admitted to 1t before the period of their military training and service. As the youths of the ancient republics of Greece took the Ephebic Oath at the end of their common formal education and at the beginning of their three years of military training and service, so the Europeans had the military deadline to mark the end of common formal education in the liberal arts. We have lacked this mark until now, and have allowed our structure and sense of function to become confused. The high school and the college have fused a_nd grown together, and at the same time the college and the professional schools have lost their identities in the elective system which makes the worst of both. The colla~orators _and_ originators of the St. John's program were aware ?f this confusion m our educational system, and were at the outset_ m_tent Ofo! clarifying and articulating the system. They were also a1mmg at mtroducing and initiating the student to the liberal arts in their full development at the end of common formal education .. At. St. John's we faced the risk of looking like a high school or a JUmor college and yet teaching subject matters and arts that are at the coll_ege level i_n importance and difficulty. The ages of our stude~t~ admltte~ on h1g~ sch~ol gr~d~ation were equal to the ages for military service or umvers1ty trammg in Europe. We therefore at the start planned to shift the age to a lower bracket as soon as we had estab~ished our cu:~T.iculum by teaching experience. Now the war has given us the m1htary deadline at eighteen years of age, the sam~ that Europe ~as prescribed since the Greeks, and we may be lookmg ~orward to its p_e~manent adoption. We are therefore fitting the last lte_m of our_ ongmal program into the master plan and at ~he s~me time meetmg the current emergency for liberal education m this country, by admitting students at the age of fifteen. We trust th~t we shall not be accused of causing the war, but it may be pomted out that it has nicely punctuated the steps of our remrn to the ancient tradition. In th~s coni:ection it w~ll bear repeating that we are following out to lts logical conclusion the American tradition that liberal �CATALOGUE OF ST JOHN'S COLLEGE education is for everyman, rather than for the few as the Gymnasium and the Lycee have offered it. We have also departed from the Gymnasium and the Lycee in their original establishments by including a large portion of the natural sciences which they omitted and passed over to the various Realschulen for the education of those who did not expect to be free men. Our rediscovery and use of the great books is the basis of our confidence that liberal education, including the natural sciences and the laboratory, can be given to everybody at the end of the period of their common formal education. No essential changes in the booklist or in the teaching and class schedule need to accompany this shift in the age of students. The great books themselves offer many levels for reading and understanding, and in particular allow the more poetical and imaginative assimilation that the older student avoids too easily. The classroom scheduled hours are those familiar to boys at this new age. Intelligent teachers will welcome the direct amateur interest and will eagerly shift their contributions of help and guidance to meet the traditional youthful mind that is ready for the liberal arts, the arts that help boys to become men. Two other changes we regret to find necessary during the war. We shall have to add another te.rm to the calendar year and forfeit the long summer vacation in order to complete the four-year course in three calendar years. The long summer vacation has a very high educational value; the traditional vacation has allowed time for the maturing of learning while it is still in progress, and there is evidence that it has been very effective in this respect. We shall recover i.t at the earliest opportunity. The other regrettable change is in the omission of three foreign languages: Latin, French and German. Competent teachers in this program are difficult to keep during the war. On the other hand the addition of a term of Greek and the concentration on slow :reading in English are interesting and promising experiments in a field which is difficult to assimilate to the realities of the liberal arts, and the experience may lead to a more genuine :solution of the whole problem in the future. It will be interesting to see if some of the thinking that we have done to set the liberal arts in motion at St. John's will be recognized and followed by other colleges as the war recedes and the solid ground of liberal education, unencumbered by wreckage, reappears. [NoTE: In January, 1944, we found it possible to return to the program of four !z.:]gu~ge:;~G:reek~ La ti:?.~ French, and. C;::rma:i ~ir: fou: yea.r::;. See the prngram of language tutorials charted on page 44. As stated elsewhere, we are also abandoning the accelerated wartime schedule, and are returning to the regular schedule of an academic year with three terms and a summer vacation.] BIBLIOGRAPHY OF ARTICLES ON THE ST. 'S PROGRAM ADLER, MORTIMER J.: The Crisis in Contemporary Education, The Social Frontier, February 1939. ----: 1939. Liberalism and Liberal Education, The Educational Record, July BARR, STRINGFELLOW: The Art of Liberation, Free America, September arid October 1939. Reprints available. -----: A College in Secession, Atlantic Monthly, July available. 1941. Reprints -----: The College of the Future, New York Times, May 9, 1943; Magazine Digest, November 1943. A College Rebels, The Key Reporter, Magazine, Autumn 1938. ----: Phi Beta Kappa -----: Back to Fundamentals in Education, Talks, October 1937. from an address given over the Columbia Broadcasting System. News Reported The Education of Freemen, The New Republic, August 31, 1942. -----: The Ends and Means of General Education, Address, Proceedings of the Fifty-third Annual Convention of the Middle States Asso. of Colleges and Secondary Schools, November 24-25, 1939, Reprints available. -----: The Future of the American College, London Economist, July 3, 1943, also American Survey, July 3, 1944. -----: John Doe Goes to St. John's, Progressive Education, January 1939. Reprints available. -----: The St. John's Program, Encyclopaedia of Modern Education, The Library, Inc,, 1943. Philo~ophical The St. John's Program, The Virginia Spectator, December 1938. -----: Suspending Education, Address, Columbia Broadcasting System, February 4, 1943. Reprints available. The Training of a Free Mind, Catholic Digest (Condensed from Free America), December 1939. -----: Towards a Disciplined Mind, Address, Proceedings of the Head Mistresses Asso. of the East, November 10-11, 1939. The War and the Colleges, Two Radio Addresses, May 1942. Reprints available. BEIRNE, FRANCIS: All Quiet at St. John's, "Our Educational Correspondent," The Baltimore Evening Sun, October 4, 1938. BUCHANAN, Scon: Back to First Principles, Survey Graphic, October 1939. Also in How Can We Be Taught to Think, Farrar & Rhinehart, 1940. -----: A Crisis in Liberal Education, The Amherst Graduates' Quarterly, February 1938. Reprints available. BULL, GEORGE, S. .J.: St. John's Experiment to Reclaim a Lost Heritage, America, April 23, 1938. CAMP, LEO LEONARD: St. John's, Annapolis-After Five Years of Operation, The Commonweal, October ,22, 1943. 83 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 84 - - - - - Liberal Arts for Catholics, The Commonweal, April 14, 1944. CLEVELAND, RICHARD F.: The St. John's College Program, The Daily Record, Baltimore, Md., March 23, 1938. DEWEY, JOHN: Challenge to Liberal Thought, Fortune, August 1944. DONOVAN, HEDLEY: Educators Strive for "Free Mind," The Washington Post, January 15, 1939. EDEL, ABRAHAM AND SARAH RIEDMAN: Our Post-H'ar Schools, New Masses, August 15, 1944. EDMAN, IRw1N: Which Road for Education? The New York Times Magazine, July 2, 1944. HENRY, THOMAS R.: Education by "Book Learning," The Washington Star, December 5, 1937. HESLEP, CHARTER: Experiment, Washington Daily News, July 28, 1937. HooK, SIDNEY: Ballyhoo at St. John's, Part I, "Education in Retreat," and Part H, "The 'Great Books' and Progressive Teaching," The New Leader, May 27 and June 3, 1944. Su:s!NGER, DONALD: Aristotle in Annapolis, Survey Graphic, June 1938. STANDEN, ANTHONY: Elementary Chemistry for Liberal Arts Students at St. John's College, Journal of Chemical Education, November 1944. STOKES, RICHARD L: Educational Dynamite: Great books system at Old Annapolis, Maryland college blasts away traditional methods of instruction, St. Louis Post-Dispatch, November 26, 1939. TALIAFERRO, R. CATESBY: Concerning the New Program at St. John's, The Maryland Club Woman, February 1938. TIME MAGAZINE: St. John's Revival, July 19, 1937. VAN DOREN, MARK: Education by Books, The Nation, December 6, 1933. WARREN, CONSTANCE: Liberal Education in the Post-War World, Journal of the American Association of University Women, Spring, 1944. W1u;us, C. J.: From St. John's to Mark Hopkins, The Journal of Higher Education, January 1939. WHITE, E. B.: A Plan for America, Harpers Magazine, February 1940. ST. JOHN'S COLLEGE BULLETINS KIEFFER, JoHN S.: The Classical Revival at St. John's, The Classical Journal, December 1939. REPORT Journal of Educational Sociology, The: St. John's College: A Critical Appraisal, November, 1944. Edited by Alonzo Myers. REPORT OF THE PRESIDENT, April 1940. Reprints available. REPORT OF THE PRESIDENT, May 1941. Reprints available. LIFE MAGAZINE: The Classics-At St. John's They Come into Their Own Once More, February 5, 1940. REPORT OF THE PRESIDENT, June 1942. Reprints available. REPORT OF THE PRESIDENT, June 1943. Reprints available. LIPPMANN, WALTER: Crisis and Reform in Education, The New York Herald Tribune, February 15, 1943. - - - - The St. John's Program, "Today and Tomorrow," appearing in 165 newspapers, December 27, 1938. Reprints available. LYND, HELEN MERRELL: Conflict in Education, New Republic, May 22, 1944. LYONS, Lours M.: A College Education from 117 Books, The Boston Sunday Globe, September 13, 1937. MARDEN, PHILIP S.: Back to the Classics, The Dartmouth Alumni Magazine, October 1938. MARTIN, W. A. P.: The Revival of Learning, The Commonweal, December 31, 1937. MAYER, MILTON S.: Hutchins of Chicago, Part I, "The Daring Young Man," and Part II, "The Flying Trapeze," Harpers Magazine, March and April 1939. - - - - : Socrates Crosses the Delaware-St. John's College and the Great Books, Harpers Magazine, June 1939. Reprints available. MCCARDELL, LEE: A Series of Four Articles on The St. John's Program, The Baltimore Evening Sun, January 23, 24, 25, 26, 1939. MEIKLEJOHN, ALEXANDER: A Reply to Mr. Dewey, Fortune Magazine, January 1945. PIERRE, RAY: Plato on the Severn, The Educational Forum, March, 1944. - - - - - Rebel in Educaiion, The Christian Science Monitor, NovEmber 6, 1943. PRICE, JAMES HARRY: Click and Pick vs. the Atlantic, The Churchman, Christmas 1942. PRINGLE, HENRY F.: College With an Idea, The Saturday Evening Post, October 14, 1944. OF THE PRESIDENT, April 1939. Reprints available. BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J.: How to Read a Book-or the Art of Getting a Liberal Education, Simon & Schuster, 1940. A book expounding the techniques by which adult groups or individuals can come to terms with the great books. AMERICAN LIBRARY ASSOCIATION: Classics of the Western World, with forewords by John Erskine and Everett Dean Martin. One of the book lists out of which the St. John's program grew, this pamphlet contains valuable secondary bibliographical material. It was first published in 1927 by the American Library Association for the use of adult classes. 1944. HUTCHINS, ROBERT M.: Education for Freedom, Louisiana State University Press, 1943. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education between Two Worlds, Harper & Brothern, 1942. RICHARDS, I. A.; How to Read a Page, W. W. Norton, 1942. Still more detailed techniques of :reading. VAN DOREN, MARK: Liberal Education, Henry Holt & Co., 1943. �CATALOGUE OF ST. JOHN'S COLLEGE STUDENTS ENROLLED IN ST. JOHN'S COLLEGE, 1944-1945 FOURTH YEAR-CLASS OF 1945 Robert Luther Campbell, Jr .................. Hagerstown Solomon Kadis .............................. Baltimore Frank B. Marshall, Jr......................... Baltimore Erich Nussbaum ............................ Annapolis Benton Bloch Perry. . ............. Baltimore Harry Fletcher Pfeiffer, Jr. ................... Baltimore Verne Schwab .............................. Greenbelt THIRD YEAR-CLASS OF 1946 Thomas James Cosgrove. . ... Bayonne, New Jersey Thomas Irwin Fulton, Jr.. . .Irwin, Pennsylvania John Parker Gilbert. .Putney, Vermont Allen Zimmerman Harvey. . . Frostburg Leon David Israel. .... llnion Bridge William Kenneth Kline. . .New York, New York. Henry Resolved Mack. .Dover, Delaware Robert Wilson Mueller. .Milwaukee, Wisconsin Robert Frederick Novak. . .Baltimore Benjamin Franklin Pumphrey, Jr...... . .Severn Harry Charles Rockey. . . . . . . . . . . . . . . . . . . .. Philadelphia, Pennsylvania James Willard Sharp. . .. Freeland, Pennsylvania Samuel Sheinkman . . . . .New York, New York Irwin Robert Tucker.. . . . . . . . . . . . . . . . . . . . . .Bayonne, New Jersey Henry Theodore Wensel, Jr...... . .. Oak Ridge, Tennessee SECOND YEAR-CLASS OF 1947 1944) Samuel Bancroft Bird, Jr. ..................... Wilmington, Delaware Carl Henry Bmggmann ...................... Washington, District of Columbia John Brunn ......................... New York, New York Peter Frederick Buri ......................... Eau Claire, Wisconsin Tris tram Joseph Campbell, Jr.. . ... Ridgewood, New Jersey Jerome Herbert Cantor .. Boston, Massachusetts Ch'ao-Li Chi ............. New York, New York Peter Clogher ........... . ...... Englewood, New Jersey Robert Mitchell Courtright .................. Sumter, South Carolina John Scott Desjardins ................... Indian Hill, Ohio Salvatore Carmelo DiGrande ................. New York, New York Alvin Hamilton Durning ............ Louisville, Kentucky Klaus Werner Epstein ....................... Cambridge, Massachusetts Duane Thomas Kaye Furbush. .Palmyra, Michigan Allen Abbey Goldstein ......... . .Baltimore Charles Davis Haines .... Washington, District of Columbia Bernet George Hammel . Orange, New Jersey H. Anthony Hammond .. Ridgewood, New Jersey Richard Scott Harris ...... Saginaw, Michigan William Edwin Harris .Saginaw, Michigan (BECAME SOPHOMORES KN MARCH, 86 Harry Gerald Haxby ........................ Mariemont, Ohio Richard Eagleston Jameson.. . Fallston Thomas Gillis Jewell .... , ................... Grasonville Archer Jones . . . . . . . . . . . . . . .............. Richmond, Virginia Ira Wendell Marine . . . . . ............ Washington, District of Columbia Richard Fontaine Maury. . . .. Washington, District of Columbfa John Mathew Morgan .................... Toledo, Ohio Charles Arthur Nelson ....................... Berwyn, Illinois James Richard Powder ....................... Lutherville Peter Bradley Price .................. New City, New York James W. Ray ............................. Worcester, Massachusett~ Thomas Evans Robertson ..................... Glendale, Ohio Larry Winter Roeder ........................ Annapolis William Warfield Ross . . . . . . .......... Bethesda Rowell Anton v M. Schleicher. .......... Forest Hills, New York George Faison Smith . . . .Greenwood, Mississippi William Kyle Smith, Jr.. .Annapolis Eugene Victor Thau .. New York, New York Richard Van der Voort. Pittsburgh, Pennsylvania George Montgomery VanSant .Hyattsville Robert Russell Weiss . . . .Federalsburg George Patrick Welch, Jr.. . ........... Providence, Rhode Island William Ogden White .. Baltimore Justin Cadwalader Williams ............ Moorestown, New Jersey SECOND YEAR-CLASS OF 1947 (BECAME SOPHOMORES IN JULY, 1944) Irving Victor Abb ........................... Frederick Ted Barber .......................... Bellaire, Ohio Roberto Beascoechea ......................... Santurce, Puerto Rico Stephen Gordon Benedict .................... Scarborough, New York Louis Leon Brin ............................ Brookline, Massachusettll Edmund Anthony Connor .................... Hagerstown Arthur Oudry Davis, Jr ....................... Coshocton, Ohio Fred Dewey deArmond ....................... Seattle, Washington Julian Abbott Dorf .......................... Chestertown Arthur Eugene Dunsmore, Jr.................. Chevy Chase Nathaniel Isaac Durlach ............. New York, New York Edward H. Eissler ................... Upper Darby, Pennsylvania William Paul Elliott ...................... Aurora, Illinois Theodore David Ernst . . . . . . . . . . . . . . . . . . . . . . Cordova Sidney Hugh Fitch ...................... Glenelg John Gormly ............................. Sewickley, Pennsylvania William Joseph Harris ...................... Preston Marvin James Hoffenberg .................... Baltimore Walter Lindsay Jacob ...................... Pittsburgh, Pennsylvania Joseph Ignatius Killorin, Jr.. .Savannah, Georgia Ralph Lincoln Klein ......... Fallston Harry Marchosky .......... Colon, Republic of Panama Ruben Marchosky . Colon, Republic of Panama John Newton Opie, Jr.. . .. Norfolk, Virginia Albert Fitz Randolph Peters, Jr.. . .... Washington, District of Columbia Royal Pollokoff ................... Baltimore �88 CATALOGUE OF ST. JOHN'S COLLEGE Charles Pickering Putnam Mordecai Sheinkman ............ . Paul Ginsburg Sifton ............ . Warren Leroy Skidmore Lowell Stanley ... Austin Stevens Roger Clark Stone John Van Doren ........ . John Campbell Wakefield .. . ... Washington, District of Columbia .. New York, New York . . . . Washington, District of Columbia . . . . Akron, Ohio . . . . Washington, District of Columbia ..... Westport, Connecticut .... Conowingo . . . . . . . . New York, New York . . . . . . . . Washington, District of Columbia FIRST YEAR-CLASS OF 1948 CATALOGUE OF ST. JOHN'S COLLEGE 89 Thomas Andrew McDonald .... Alexandria, Virginia Charles Patterson ........ . . .............. Baltimore Thomas Joseph Raleigh .. . . ............... Elizabeth, New Jersey William James Robinson .. .... Erie, Pennsylvania Alan Richard Schutz . ... Chicago, Illinois .... Astoria, Oregon A. Allen Straumfjord .... Peru, Indiana Clinton Schenck '\Vainscott, Jr. . Robert Charles Wilson ...... . . Los Angeles, California FIRST YEAR-CLASS OF 1948 (ADMITTED IN OCTOBER) (ADMITTED IN MARCH) Charles Benson . . . . . . . . . . . .................. Relay Donald Grant Bounds . . . . . .... Salisbury William Lee Callaway ....................... Callaway Roger Haugh Callender ................. Chicago, Illinois Samuel Henry Coleman ..................... Roanoke, Virginia Donald S. Elliott . . . . . . . . . . . . .. Lutherville Eugene Edward Epstein . . . . ... Brooklyn, New York Paul Carlyle Evans . . . . . . . ........ Syracuse, New York James Clifton Horney . . . . . . . . . . ....... Valparaiso, Indiana Stafford Gorman Whittle Johnston ............ Roanoke, Virginia John ·Denison Miller ......... . ... Niagara Falls, New York Clarence Robert Morris .......... . ... Altus, Oklahoma John Watson Moses . . . . . .......... Lakehurst, New Jersey Oswald Nagler .............................. Perry Point Lawrence Holt Sherman ...................... Garden City, New York Adrian Georges Skehan . . . . . . . . . . . . .. Ridgewood, New Jersey Langford Wheaton Smith, Jr..... . ...... Berkeley, California John Henry Thomas . . . . . . . . . ...... Racine, Wisconsin George Robert Trimble, Jr.. . . .... North East FIRST YEAR-CLASS OF 1948 (ADMIITED IN JUILY) Thomas Jonathan Jackson Altizer ............. Charleston, West Virginia Thomas Harry Blatt . . . . . . . . . . . . . . . . . . . ... Baltimor~ . . . John William Cameron . . . . . . . . . . . . . . ... Alexa.ndna, Virgima Richard Tallant Carruthers, Jr. ............... Astona, Oregon Ray Charles Cave ........................... Aberde.en Proving Ground John Wheelwright Cobb ..................... Broo~lme, Ma.ssa:husetts . George Harris Collingwood, Jr ................. Was~mgton, D1stnct of Columbia Louis Irvin Frid .......... Baltimore Charles Wyman Grover ............ Gloversville, New York James Werner Halporn ............. Woodmere, New York Henry Booth Higman . . . . ............ Millington David Abbey Hooker .......... White Plains, New York Robert Adelbert Hungerford, Jr ............... Bryans Road Thomas Shipley Knoll . . . . . . . . . . . . . . ...... Ramsey, New Jersey Sadi Ibrahim Koylan .......... . Washington, District of Columbia David Barrington Lowdenslager ............ Baltimore John Joseph McDonald. Tr.. .Bethesda Frank Burton Abrahams ..................... Baltimore Leod Daw Becker, Jr .. ...... Arlington, Virginia William Chester Buchanan, Jr.. . ...... East Lansing, Michigan George Warton Carden .... Upper Marlboro Peter John Davies .... New York, New York Kurt Elmer .... . ... New York, New York Joseph Gordon Erberts .... Baltimore Robert Barry Feldman ...... Baltimore Ralph Charles Finkel ... Baltimore Marcus Bartlett Finnegan ................. West Point, New York Peter Alden Franken ..... . . ............... Lyme, Connecticut Donald Claude Gooch .. . ... Abbeville, Louisiana .... Salt Lake City, Utah Frederick Russell Hinckley, Jr. ... Andrew Kalenak . Nanty-Glo, Pennsylvania David Micheal McAllister .. . ... Snow Hill Robert Laird McLaughlin ...... Sedalia, Missouri ................. Havre de Grace Jack Lancaster Mason Richard Lewis Matteson ... Frostburg Bob Edmund Nichols .... El Cajon, California LeRoy Edward Pagano .... New York, New York David Duane Patton ... Grantsville George Peabody Peck . . . . . . . . . . . ... Concord, Massachusetts Eugene Francis Phelps .............. .Elkridge John A. Pirrera ............. Rochester, New York Dean Mills Roberston ................... South Bend, Indiana Sidney Joseph Rosenthal ... Baltimore William \\Testerman Simmons ... Cedar Rapids, Iowa Thomas Franklin Wallace .... Salisbury SUMMARY OF ENROLLMENT Fourth Year Third Year Second Year (Promoted in March) .. . Second Year (Promoted in July) .......... . First Year (Admitted in March) .......... . First Year (Admitted in July) ............ . First Year (Admitted in October) .. . Total in College ... 7 15 43 36 19 25 28 173 �CATALOGUE OF ST. JOHN'S COLLEGE 90 INDEX DEGREES CONFERRED, MARCH 14, 1944 BACHELOR OF AR TS Rite .Birmingham, Michigan .Washington, District of Columbia .Baltimore Edward Born Cochran ........ . Ahmed Miinir Ertegiin .. James G. Huber ............. . Cum Laude . New York, New York . Chevy Chase Jack Landau .................. . Henry Harrison Sasscer, IV ..... . Magna cum Laude .. Tampa, Florida .Glen Echo Arthur Hyman ............. . Peter Christian Wolff AS OF THE CLASS OF 1932 Rite Alfred Dowd . . . Hillside, New Jersey HONORS AND PRIZES AWARDED, MARCH 14, 1944 To the member of the Freshman, Sophomore, or Junior Class who has written the best annual ...... Peter Wefas essay, the John Martin Green Prize of $25.00 ..... Honorable Mention. . . Robert Luther Campbell, Jr. To the member of the Senior Class who has written the best final essay, a prize of $30.00. Offered under the will of the late Judge Walter I. Dawkins .... Arthur Hyman To the senior who has the highest standing, a gold medal. Offered by the Board of Visitors and . . . . . . Peter Christian Wolff Governors ........... . .... 37 Absence, excuses for. St. John's 1835 68 36ff Academic standing St. John's 1868. . . . . . . . . . . . . 69 Acceleration. ... ' 82 St. John's 1886-1923, hlock elective 70 Activities ....... 49!1' St. John's 1923-37, open elective .. 70 ... 50, 75ff Degree Requirements ... 37f, 7lff Athletics .... 51 Dining Hall ......... 54 Clubs. Discipline. 53 .... 51 Dramatics. Music. .24, 46f, 50f "Don Rags" ................. 32f, 37 51 . Dramatics. 51 Publications .. . . . . . . . . . . 8 Elective Program ..... l6f, 68 Administration Admission 55ff Engineering Scholarships at Johns Hopkins. 64 Application .... 56 .... 55ff, 77 English, admission requirements. 55f Requirements . .. 56 Enrollment ........ . Procedure. .86ff Summary. Advanced standing 57 89 Aid, student 6lff Entrance Examinations 56 Applications Essays ... 33 Admission ........... . 56 Examinations Student Aid Entrance .. 6H 56 Rooms. .. 53 Oral .. 32£, 7H Scholarships. Written 62ff . 33, '/'lf Annual Articles, magazine, on SL John's .. 831I 32£ Athletics ..... 50, 75ff State Scholarship 62 Excuses, for absence. Attendance 37 Church . 66 Expense~ 58.!l' Faculty Classes... 37 List. College exercises 37 9ff Bible class 51 Author teachers .... 18, 33ff Board of Visitors and Governors .. 6, 7 Tutors. 9ff Boat CluL ... 50 Fellows 9 Books, list of gro:~at. ... l8ff, 20ff Resear~h. 35 Chronological . 40f Re-education of 36 By years Appointments ... 36, 79£, 82 42 ....... 43 Fees By subject matters. Calendar, College .4, 5, 3lf College finances 58 Campus. ..... 52f Examination . 58 Caution Money .53, 59f Annual. 58f Charges, fixed Tuition . 59 58f Charter of College. 66 Residence . 58f Of King William's School. . 65 Payments 59 Classics, new definition of. .18ff, 20ff Deferred payment 60 Clubs, College 51 Caution money 59f College Calendar . .4, 5, 3lf ·with financial aid. 6H Collegian . . 51 Foreign Language Credits Admission requirements .. 2, 55f Semester hourn See Greek, Latin, French, German 38 For entrance to graduate French. . ......... 25£, 44, 55f schools ...... 38f, 7l Freshmen, list of. . 88f Transfer of 57 German. . 25f, 4'1, 55f Curriculum G.I. Ilill of Rights. . .57, 60 Elective system 16£ Grades. 32f 91 �92 CATALOGUE OF ST. JOHN'S COLLEGE Graduate Schools, preparation For graduate schools. .... 38f,7U for 38f, 7l For life 1411' Greek ' .. ' .. ' ' ' .. ' . ' ' .. ' .... 25£, 44 President History Former . 13, 67ff Of College ........... 65ff, 64ff Present . 8 Chronological order of classics 22, 40f Emeritus. 13 In St. John's Program. . .... 22, 43 Probation '37, 7lf Infirmary Service 54 Procedure for Admission. 56f Instruction Methods in St. John's Promotion ..... 37f,7lf Program ... 22ff, 49ff Reading Parties 33 Juniors, list of. 86 Registration . ' '' 4, 5, 55f King William's School. . 65f Regulations Laboratory ........... 24, 3lff Admission .. 55f Exercises. . . . . 46ff Academic Standing 3611' Total Hours 45 Attendance. 37 Subject Matter 45f Degree Requirements . 37f, 7lff Language, reasons for instruction in. 25 Residence. 52ff Requirements .......... 38, 44, 7lff Religion Tutorials .. 25, 44 Non-denominational . 65f Clock-hours of classroom work in. 44 Reports . 32f Classics in Language and LiteraRequirements ture. 42f Admission .... 56f, 78ff Latin ... 26, 44, 56. Attendance. 37 Latin Club 51 Degree ..... 37f, 7lff Law School Preparation .......... 38ff Graduation .... 37, 7lff Lectures, formal. .... 24, 30 Languages, for degree ... 37£, 44, 7lf Liberal Arts and Sciences, Languages, for admission. . .. 2, 56f l4ff, 17f, 21, 40ff Mathematics, for degree. 37£, '14f, 7lf List of Great Books, Classics. 40ff Mathematics, for admission .... 2, 55 List of Laboratory Exercises. 46ff Familiarity with Great Books. 37, 71£ List of Lectures. 30 Residence. 52ff List of Students. 86ff Research . . 35 Literature, Language and. 42f Residence. . 52ff Location of College. 52 Rooms. 52ff Marine Biology 6-1 For new students. 53 ftlarks. 32f For old students. . 53 Mathematics, reasons for instruction Furnishing . 52£ in. . 27f Occupancy. 52£ Admission requirements ...... 2, 55f Caution money . .53, 59£ Requirements. 38, 7lf Schedules Tu to rials . 27f Weekly. 32£ Clock-hours of classroom work in. 44f Student, typical 33 List of Mathematical Classics. 42£ Term .................... 4, 5, 32f Club. 51 Years ... 4, 5, 32£ Medical Schools, preparation. 39 Payment of fees. 59 Music . . . . . . . . . . . . ..... 24, 47f, 50f Scholarships . . 6 lff Concerts ... 30, 50£ College 6lf Natural Science .............. .43, 45f State. 62 Occupancy of Dormitory Rooms. 52f Patriotic Societies . . . . . . . . . 63£ Officers of Administration 8 Athletic 77 Philosophy. 43 At other institutions. 64 Political Science 43 Science Preparation In modern world. 2lf For admission 55f In St. John's Program ... 21, 31, 45ff CATALOGUE OF ST. JOHN'S COLLEGE Laboratory. '' '' .. 21, 31, 45ff, 71ff Liberal ... 21 Classics in science . . '42f Semester-Hour Credits Equivalent 38 Seminars .24, 28f, 72 Seniors, list of .. ' .. 86 Social Sciences ' .. ' '.22, 43 Sophomores, list of. 86ff Staff, administration 8 Faculty . 9ff Medical .. 54 Standing, academic 36£ Student Activities 49ff 50f Athletics 50ff Elective .. 93 Music. 50£ Clubs .......................... 51. Publications. . ..... 51 Dramatics. 51 Student Aid .............. 6lff Students List of .......... 86ff Theological Schools, preparation. 39f Transfer of credits. . .. 39, 57 Tuition Fee ........... 58f Tutorials . . . . .... 25 Mathematics. . . . . . . . . 27f Language . . . . . . . 25f Vacations . . . .4, 5, 3lff Veterans' Educational Benefits .. 57, 60 Year Book 51 � ST. JOHN'S COLLEGE IN ANNAPOLIS �ST® JOHN'S COLLEGE IN ANN A PO LIS OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM CATALOGUE FOR 194:4~1945 ~ LANGUAGE TUTORIAL : ANNAPOLIS, MARYLAN JANUARY, 1945 Founded as King William's School, 1696 Chartered as St. John's College, 1784 �TABLE OF CONTENTS PAGE OFFICERS OF ADMINISTRATION. 4 6 8 FACULTY. 9 COLLEGE CALENDAR BOARD OF VISITORS AND GOVERNORS . . . THE ST. JoHN's PROGRAM This catalogue contains the full official statement of the curriculum of SL John's College. In the following pages the curricu1um is described as: L A four-year, all-required course containing no electives and leading to the degree of Bachelor of Arts; 2. Aimed at initiating in the student skills of learning in language, mathematics, and abstract thinking that are necessary in anything he may choose to do the rest of his life; 3. Available to applicants who are able and willing to undertake the responsibility of a substantial program in the Liberal Arts. See section on Admissions. St. John's College has no graduate or professional schools. On College Catalogues ........ . Why a College Education Should be Liberal ... . The Crisis in Liberal Education .............. . The Liberal Arts. . . ............ . The Classics as Teachers .. Science and the Modern World. The Curriculum The Tutorials The Language Tutorial ... The Mathematics Tutorial .. The Seminar The Formal Lecture. The Laboratory The Schedule The Faculty Academic Standing .............. . The Degree of Bachelor of Arts ............ . A List of Great Books. . . . . . . . . . . . ..... . 1n Chronological Order . By Years By Subject Matter. Instructional Charts Laboratory Exercises RESIDENCE AND ACTIVITIES. How TO APPLY FOR ADMISSION .. FEES Am APPENDIX A, HISTORY OF THE COLLEGE. APPENDIX B, THE DEGREE OF BACHELOR OF ARTS. APPENDIX C, INTERCOLLEGIATE ATHLETICS... APPENDIX D, THE GREAT BOOKS AT WAR. . . BIBLIOGRAPHY OF ARTICLES ON ST. j OHN's PROGRAM. FINANCIAL REGISTER OF STUDENTS. . INDEX . 3 14 14 16 17 18 21 22 24 25 27 28 29 31 31 33 36 37 40 40 42 43 44 46 49 55 58 61 65 71 75 78 83 86 91 �COLLEGE CALENDAR 1944-45 1944 ............. Registration July 8 ... . ....... : ........Convocation July 9. July 10. . .................First Term begins September 15. . ....... First Term ends (Vacation begins 12 noon) October 2 .................. Second Term begins (Vacation ends 9 AM.) December 13 ................Second Term ends (Vacation begins 12 noon) 1945 January 2. . . ....... .Registration January 3 .................. .Third Term begins (Vacation ends 9 AM.) .. Con vocation January 7. March 14. .Third Term ends (Vacation begins 12 noon) ..... Fourth Term begins March 28. (Vacation ends 9 Al\L) . Fourth Term ends June 8. (Vacation begins 12 noon) . Class Day June 9. . Baccalaureate Sunday June 10. 'll<June 11. ... Commencement *Because ot the accelerated war time schedule, the Class of 1944 graduated in March, 1944; and the Class of 1945 g-raduated in December, 1944. J/\NUA!lY S M T W 1 f APRIL S •• 1 2 3 4 5 6 7 8 !) 10111213 1415i617181920 :21 22 23 24 25 26 27 28 29 30 31 •••••• l'E!lRUARY S MT WT f S 1234567 8 9 1011121314 15161718192021 22 23 24 25 26 27 28 2930 . . . . . . . . . . MAY ........ 123 4 5 6 7 8 9 10 11121314151617 18 19 20 21 22 23 24 25 26 27 28 • , • • • • .... 1 2 3 4 5 6 1 8 9 101112 13141516171819 20 21 22 23 24 25 26 27 28 29 30 31 . . • • MARCH JUNE JULY S M T W T F S 1 2 3 4 5 6 1 891011121314 15161718192()21 22 23 24 25 26 27 2& w:;o31 •••••••• AUGUST OCTOBER SMTWTWS •• 1 2 3 4 5 6 7 8 9 10111213 1415161713 w 20 2·i 22 23 24 25 26 27 28 29 30 31 •••••• NOVEMBER ........ 123 4 5 6 7 8 9 10 11i213141516H 18 19 20 21 22 23 24 25 26 27 28 29 30 .• SEPTEM18ER ........ 123 "''°"'"""12 ? B 9 4 5 s r e 9 "!0 :s 4 c ...... 1234 5 6 7 8 9 1011 12131415161713 19 20 21 22 23 24 25 23 27 28 29 30 31 • • DECEMBER ............ 1 2 3 4 5 s 7 a ............ 1 2 3 4 5 s 1 s 1112131~151617,101112131415161!l10111?.13141519 101112131415 18192021222324 17181920212223 16171819202122 16171819202122 e ~~ :~ :: 7~ ~~ ~~ ~~ .~.~ :~ ~~ ~'. :~ ~: ~~ ~~ :·: ~~ ~~ :: :~ ~~ ~3 ~~ ~~ ~~ :: 7~ ~:_ 4 COLLEGE CALENDAR 1945-46 1945 September 18 . Registration September 19 . . First Term begins September 23. Convocation December 19 First Term ends begins 12 noon) 1946 January 9. Second Term begins (Vacation ends 9 l\farch 27 Second Tenn ends (Vacation begins 12 noon) April IO. . .. Third Term begins (Vacation ends 9 A.M.) June 14 . Third Term ends (Vacation begins 12 June 15 . . Class Day '~June . Baccalaureate Sermon and Commencement Exercises 16 ~Because of the accelerated war schedule, the Clar.s of 1946 may complete the degree requirements earlier. JANUARY $ M T WT F 3 ·1 2 3 4 5 6 1 8 9 10 1112 13 141516 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 .... APRIL S MT WT JULY f S 1 2 3 4 5 6 7 8 9 10111213 M151611181920 21 22 23 24 25 26 27 28 29 30 ••• , •••• FEBRUARY .......... 1 2 f S 1 2 3 4 5 6 7 8 9 10111213 1415"16171819 20 21 22 23 24 25 26 27 28 29 30 31 •••••• MAY MARCH .......... 1 2 3 4 5 6 1 8 9 S MT WT JUNE ., .... 1 2 3 4 5 G 7 B 9 1011 10111213141516 12131415161718 171819 20 2·1 22 23 '19 20 21 22 23 24 25 24 25 26 27 28 • • • • 26 27 28 29 30 31 •. 3 4 5 6 7 8 9 ............ 1 2 3 4 s s 1 a "lO 11 ·1213141516 9 10 ·1112 i314 ·15 17 18 19 20 21 22 23 Hi 17 13 ·19 20 21 22 24 25 26 27 28 29 30 23 24 25 26 27 23 29 31 .•..•.••...• 30,. . . . . . . . . . . 5 AIJGUST OCTOBER SM'fWT!'S .... 1 2 3 4 5 6 7 8 9'Hl"i112 13141516171319 20 212223 24 25 26 21 28 29 30 31 •••. NOVEMBER ........ 123 45678910 n 1213.14151617 113 19 20 21 22 23 24 25 26 27 28 29 30 31 .......... i:! 3 4 5 6 7 B!i' i011 ~Z·JJH\1516 H 18 19 20 21 22 23 24 25 26 27 2$ 29 :){l SEPTEMBER DECEMB!Elt i 1234561123•1567 B 9 1011121314 !) 9 10 H 1213 U 15161718192021 15161718192.02111 22 23 24 25 26 27 23 22 23 24 25 25 27 28 w 30 • • • • • • • • • • w 3() <11 •••••••• I o O OG 00 0 • H 7;0 ~~ 0 • 0 0 ~:.:.;,;dj �BOARD OF VISITORS AND GOVERNORS Chairman, DR. THOMAS PARRAN, JR., "S~rgeon General, U. S. Public Health Service, Washingtorl,:>D. C. Vice-Chairman, FRANCIS PICKENS MILLER, Pickens Hill, Fairfax, Virginia. ~ i) O () Secretary, RICHARD F. CLEVELAND, Lawyef, !\Baltimore Trust 1 Bldg., Baltimore;Maryland. DR. AMos F. HUTCHINS, Surgeon, 1227 N. Calvert Street, Baltimore:-Maryland. EDWIN WARFIELD, JR., Editor, The Daily Record, 15 E. Saratoga Street, Baltimore, Maryland. PAUL L. BANFIELD, Headmaster, The Landon School for Boys, Edgemoor Washington D. C. (r I fl{i,,. L-1 r-V ' f R,. !J ~T. Ct', ' ' "'(;.Nt"iirl&-t:':';;f~ L-f'?t1N~r~iv ROBERT 0. BONNELL, ~ . . - • : nk~~ ki.J~~~. BaltimoreJMaryland. STRINGFELLOW BARR, President, St. John's College, Annapolis, Maryland. RoBERT M. HUTCHINS, President, University of Chicago, Chicag<f1Illinois. CLARENCE \V. STRYKER, Professor Emeritus of History, ~tt3, ~- fA$'f MEMBERS EX OFFICIO President Ex Officio, His Excellency, HERBERT R. O'CoNOR, Governor of Maryland, Annapolis, Md. JAMES J. LINDSAY, President of the Senate, To'Ovson, Md. JOHN S. WmTE, Speaker of the House of Delegates, Brentwood, Md. JUDGES OF THE COURT OF APPEALS OGLE MARBURY, Chief Judge. . . . . . . . . . . . . . . . . Laurel, L. CLAUDE BAILEY, Associate Judge. . . . . Salisbury, Enw ARD S. DELAPLAINE, Associate Judge. . Frederick, STEPHEN R. COLLINS, Associate Judge ...... Chestertown, C. Gus GRASON, Associate Judge. . ......... Towson, RIDGELY P. MELVIN, Associate Judge ........ Annapolis, WILLIAM L. HENDERSON, Associate Judge. . Baltimore, WALTER C. CAPPER, Associate Judge. . . Cumberland, D£NNIS, .\'i."tSS HAROLD F. LINDER, Lt. Comdr., U; s;~N: ment, Washington?D. C. ScoTT BUCHANAN, Dean, St. John's College, Annapolis, Maryland. HERVEY ALLEN, Author, "Bonfield," Oxford, Talbot County, Maryland. DR. 'WILLIAM J. FRENCH, Director, Anne Arundel County Health Department, Annapolis, Maryland. ALEXANDER MEIKLEJOHN, Lecturer, St. John's College, 1525 La Loma Avenue, Berkeley, California. MARK VAN DOREN, Professor, Columbia University; Lecturer, SL John's College, 393 Bleecker Street, New York City. RICHARD ScoFIELD, Tutor, St. John's College, Annapolis, Maryland. JoHN SPANGLER KIEFFER, Tutor, St. John's College, Annapolis, Maryland. 6 'I Md. Md. Md. Md. Md. Md. Md. Md. �FACULTY"' FELLOW AND PRESIDENT OFFICERS OF ADMINISTRATION STRINGFELLOW BARR ..................... 139 Market Street PRESIDENT STRINGFELLOW BARR, B. A., M. A.. . 12 McDowell Hall DEAN Scorr BucHANAN, B. A., Ph. D .. . 11 McDowell Hall ASSISTANT TO PRESIDENT LEWIS M. HAMMOND, M.A., Ph.D ...... 14 McDowell Hall B. A., 1916, M.A., 1917, University of Virginia; B. A., 1921, M.A., 1927, Oxford University; dipl6me, University of Paris, 1922; student, University of Ghent, 1922-23. Assistant Professor of Modern European History, University of Virginia, 1924-27; Associate Professor of Modern European History, University of Virginia, 1927-30; Professor of Modern European History, University of Virginia, 1930-37 . Advisory Editor, Virginia Quarterly Review, 1926-30; Editor, 1930-34; Advisory Editor, 1934-37. Member of the Committee on the Liberal Arts at the University of Chicago, 1936-37. Fellow and President of St. John's College, July 1, 1937-; Board of Visitors and Governors, 1937-. ASSISTANT DEAN s., WILLIAM KYLE SMITH, B. Th. B .. FELLOW AND DEAN . 14 McDowell Hall Scorr BucHANAN ... TREASURER JAMES STEWART MARTIN, B. A., J. D .. . 13 McDowell Hall BUSINESS MANAGER ROBERT THORNTON STRANGE ... . 13 McDowell Hall REGISTRAR . 11 McDowell Hall MIRIAM STRANGE, B. A ... LIBRARIAN .. Woodward Hall t LULU VIOLA EBAUGH. B. A., Amherst Cellege, 1916; Rhodes Scholar, Balliol College, Oxford University, 1919-21; Ph. D., Harvard University, 1925. Associate Graduate Secretary of the Christian Association, Amherst College, 1916-17; Instructor in Greek, Amherst College, 1917-18; Assistant in Philosophy, Harvard University, 1922-24; Instructor in Philosophy, College of the City of New York, 1924-26; Assistant Director of the People's Institute, New York City, 1925-29; Professor of Philosophy, University of Virginia, 1929-36; Chairman of Committee on the Liberal Arts, University of Chicago, 1936-37; Fellow and Dean of St. John's College, July l, 1937-; Board of Visitors and Governors, 1937-. TUTORS GEORGE ALTHOFF BINGLEY ......... . DIRECTOR OF ADULT EDUCATION •OLGA LAW PLUNDER, Ph. B. . . . . . . . . McDowell Annex DIETITIAN MARIAN E. ALEXANDER, B. S. . . . . . . . . . ... Randall Hall COLLEGE PHYSICIAN J. OLIVER PURVIS, M. A., M. D.. . . . . . . . . . . Infirmary SUPERINTENDENT OF BUILDINGS AND GROUNDS ARCHIBALD McCouRT. . . . ........... 248 King George Street . . . . . . . . . . ... McDowell Annex AUDITOR SEWARD AND MoNDE, C. P.A. ....... New Haven, Connecticut --fResigned~-June 30, 1944. Succeeded by William Albert Darkey. •Resigned, June 1944. 8 . .. Brice House B. A., 1910, M. A., 1916, Princeton University. Instructor in Government Schools, Osaka, Japan, 1910-13; University of Goettingen, 1913-14; Elizabeth Gardner Scholar in Mathematics, Princeton University, 1915-16; Instructor in Mathematics, Georgia Institute of Technology, 1918-19; Instructor in Mathematics, United States Naval Academy, 1919-23; Assistant Profrssor of Mathematics, St. John's College, 1923-24; Associate Professor of Mathematics and Physics, St. John's College, 1924-27; Associate Professor of Mathematics, St. John's College, 1927-31; Professor of Mathematics, St. John's College, 1931-39. Tutor, St. John's College, 1939-. RICHARD SCOFIELD ....................... . . 58 State Circle B. A., 1919, M. A .. 1920, University of California; B. A., Oxford Universitv, 1924. Assistant in English, University of California, 1919-20; Commission for the Relief of Belgium Exchange Fellow, Universite libre de Bruxelles, 1920-21; Instructor in English, New York University, 1925-27; Associate Professor of Art and English, St. John's College, 1927-39. Tutor, St. John's College, 1939-; Board of Visitors and Governors, 1943-. 9 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE JoHN SPANGLER KrnFFER ................. 18 Cheston Avenue WILLIAM ALBERT DARKEY, JR................... Paca House B. A., Harvard College, 1927, as of 1926; M. A., 1929, Harvard University. Master in French and English, Litchfield (Connecticut) School, 1927-28; Instructor in Classical. Languages, St. John's College, 1929-34; Assistant l'roEessor of Classical Languages, St. John's College, 1934-39. Tutor, St. John's College, 1939-; Board of Visitors and Governors, 1943-. B. A., St. John's College, 1942. Tutor, St. John'a College, 1942-; Librarian, 1944-. 10 JAMES STEWART MARTIN ......... Wilson Road, Weems Creek B. A., University of Chicago, 1934; J. D., University of Chicago, 1937. Tutor, University of Chicago Law School, Pre-legal Division, 1934-36; Leo F. Wormser Scholar, lJniversity of Chicago Law School, 1936-37; Notes and Cases Editor, University of Chicago Law Review, 1936-37; Assistant Professor oE Histery and Political Science, St. John's College, 1937-39; Treasµrer and Assistant to the President, St. John's College, 1938-39; Tutor and Assistant to the President, 1939-42. Special Assistant to the Attorney General of the United States, 1942-44; Chiel', Economic Warfare Section, War Division, U. S. Department of Justice, 1943-44; Treasurer, St. John's College, 1943-. 11 LEWIS MACHEN HAMMOND .......... Reverdy-J ohnson House B. A., 1928, M. A., 1929, Ph. D., 1932, University of Virginia; American-German Exchange Student, University of Hamburg, 1930-31. Instructor in Philosophy, University of Virginia, 1932-1936; Assistant Professor of Philosophy, University of Virginia, 1936-; Tutor, St. John's College, 1942-; Assistant to the President, 1943-. WILLIAM KYLE SMITH ................. 69 Shipwright Street B. S., University of Virginia, 1921; Th. B., Princeton Theological Seminary, 1924. Instructor in Bible Literature, University of Virginia, 1933-42; Tutor and Assistant Dean, St. John's College, 1942-. WILLIAM GORMAN ........................... Brice House ANTHONY STANDEN .......................... 36 East Street University of Michigan, 1932. Assistant in Law School, University of 1934-36. Research Assistant in Division of Humanities, University of 1936-37. Fellow in Institute of Medieval Studies, University of Toronto, Tutor, St. John's College, 1938-. B. A. (First Class Honors), Oxford University, 1928; M. S., Massachusetts Institute of Technology, 1930; M. S., University of New Hampshire, 1942. Research Chemist with Imperial Chemical Industries, Ltd., 1930-39; Tutor, St. John's College, 1942-. JACOB KLEIN ..................... . . .... 217 Hanover Street LEONARD JAMES ESLICK ....................... Brice House Friedrichs Realgymnasium, Berlin, 1917; Ph. D., University of Marburg-Lahn, 1922: Research Work, University of Berlin and University of Marburg, 1924-33; Visiting Lecturer, University of Prague, 1934-35; Fellow of the Mendelssohn Sti[tung zur Foerderung der Geisteswissenschaften, 1935-37; Tutor, St. John's College, 1938-. B. A., University of Chicago, 1934; M. A., Tulane University, 1936; Ph. D., University of Virginia, 1939. Du Pont Fellow in Philosophy, University of Virginia, 1936-39; Instructor in Philosophy, Drake University, 1939-42; Tutor, St. John's College, 1943-. NICHOLAS NABOKOV .......................... Brice House WILLIAM IRVING HARPER ...................... Stone House Slate Conservatory of Music, Stuttgart, 1919-21; State Conservatory of Music, Berlin, 1921-23. B. A., 1924, University of Paris. Lecturer, Barnes Foundation, Merion, Pennsylvania, 1933-34. Professor and Head of Music Department, Wells College, 1936-41. Tutor and Director of Music, St. John's College, 1941-. B. A., Ohio State University, 1931; M. A., Columbia University, 1934. Instructor in Chemistry, McGill University, 1932-33; Instructor in Chemistry, University of Buffalo, 1935-37; Fellow, Claire College, Cambridge University, 1938-39; Tutor, St. John's College, 1943-. JosEPH WINFREE SMITH ............ 176 Prince George Street MAX WILHELM DEHN .............. 176 Prince George Street B. A., 1934, M. A., 1935, University of Virginia; B. D., 1938, Virginia Theological Seminary. Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia. Tutor, St. John's College, 1941-. Ph. D. et A. M., University of Goettingen, 1900. Assistant in Geometry and Analysis, Technische Hochschule, ·Karlsruhe, 1900-01; Privat Dozent in Mathematics, University of Muenster, 1901-11; Professor Titularius, 1905; Professor Extraordinarius of Mathematics, University of Kiel, 1911-13; Professor of Mathematics, Technische Hochschule, Breslau, 1913-21; Professor of Mathematics, University of Frankfurt, 1921-1935; Acting Professor of Mathematics, Tekniske Hoiskole, Trondhjem, 1939-40; Assistant Professor of Mathematics and Philosophy, University of Idaho (Southern Branch), 1941-42; Visiting Lecturer, Illinois Institute of Technology, Chicago, 1942-43; Tutor, St. John's College, 1943-44. B. A., Chicago, Chicago, 1937-38. ERNEST ABRAHAMSON ........................ 42 East Street l'h. D., Prague, 1934; Teacher of Classics, Director of Music, Country School Villa Pazzi, Florence 1935-37; Assistant d'Allemand, :Ecole Normale, Chalonssur-Marne, France, 1937-39; Instructor in Latin and Romance Languages, Howard University, 1939-41; Tutor, St. John's College, 1942-. �12 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE . 58 State Circle SIMON KAPLAN . Graduate, "Real-School'' (College) in Libau, Russia, 1912; Institute of Technology, Darmstadt, and University of Heidelberg, 1912-14; University of Leningrad, 1921-23; Ph. D., University of Jena, 1924-27. Teaching Member of the Free Philosophical Association, Leningrad, 1921-22; Fellow of the Hermann Cohen Foundation, Berlin, 1928-31; Research Studies, University of Paris, 1934-36; Tutor, St. John's College, 1943-. RALPH HARPER . . . . . . . . . . . 40 East Street B. A., Harvard University, 1937; Special Student, Oxford University, 1937-40. British Council, Athens, 1940-41; American Red Cross, Washington, D. C., 1942-43; Tutor, St. John's College, 1943-. . 7 Giddings Avenue LINCOLN REIS. B. A., 1930, M. A., 1931, Ph. D., 1936, Columbia University. Instructor in Philosophy, New York University, 1935-36; Brooklyn College, 1936-40; Hunter College, 1940-13; Tutor, SL John's College, 1943-44. . Randall Hall NORMAN ATWOOD GARIS .. B. A., St. John's College, 1941; Student Assistant, St. John'§ College, 1941-44; Tutor, St. John's College, 1944-. . West Pinkney House ARTHUR HYMAN. B. A., St. John's College, 1944; Tutor, SL John's College, 1944-. PETER CHRISTIAN WOLFF . . Randall Hall B. A., SL John's College, 1944; Tutor, SL John's College, 1944-. ALEXANDER MEIKLEJOHN . .1525 La Loma Avenue, Berkeley, Calif. Ph. D., Cornell University, 1897; A. M., Amherst College, 1913; LL. D., Williams College, 1912, Mt. Holyoke College, 1912, Brown, 1913, Allegheny College, 1915, University of Vermont, 1916, University of California, 1933, University of Hawaii, 1937. Instructor of Philosophy, 1897-99, Assistant Professor, 1899-1903, Associate Professor, 1903-06, Professor of Logic and Metaphysics, 1906-12, Dean, 1901-12, Brown University; President, Amherst College, 1912-24; Pr~fessm of Philosophy and Chairman, Experimental College, University of W1sconsm, 1926-38, Professor Emeritus since 1938; Chairman, School for Soda! Studies, San Francisco, 1933-36; Lecturer, SL John's College, 1940-, Board of Visitors and Governors, 1943-. MARK v AN . . 393 Bleecker Street, New York City DOREN . A. B., 1914, A. M., 1915, University of Illinois; Ph. D., Columbia University . 1920; Li~t. D., Bowdoin College, 1944. Instructor in English, 1920-24, Assistant Professor, 1924-35, Associate P:rofessor, 1935-42, Professor, 1942-, Columbia University. Literary Editor, The Nation, 1924-28; Motion Picture Critic, The Nation, 1935-38. Lecturer, St. John's College, 1942-, Board of Visitors and Governors, 1943-. PRESIDENT EMERITUS ENOCH BARTON GAREY. . Towson, Maryland B. A., St. John's College, 1903; Graduate, United States Military Academy, 1908; LL. D., Washington College, 1923; LL. D., St. John's College, 1933. Professor of Military Science and Tactics, Johns Hopkins University, 1920-23; President of St. John's College, 1923-29; President, The Garey School, 1933-35. PROFESSOR EMERITUS OF HISTORY CLARENCE WILSON STRYKER. . Annapolis, Maryland B. A., Unfon College, 1885; M. A., Columbia University, 1914. Acting Professor of Economics, Kenyon College, 1912-13; Professor of History and Economics, SL John's College, 1904-12, 1916-23; Professor of History, 1923-32; Board of Visitors and Governors, 1938-. . West Pinkney House JACK LANDAU .. PROFESSOR EMERITUS OF FRENCH B. A., St. John's College, 1944; Tutor, St. John's College, 1944-. ]Aeon BERNARD SEGALL. LECTURERS MORTIMER ADLER .. . 227 East Delaware Place, Chicago, IlL Ph. D., Columbia University, 1929. Instructor in Psychology, Columbia University, 1923-29; Assistant Director of the People's Institute, New York City, 1928-29; Associate Professor of the Philosophy of Law, 1930-41, Professor, 1941-, University of Chicago; Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Lecturer, St. John's College, 1937-. . Baltimore, Maryland B. L., and ~- Sc., Lycee of Jassy, Rumania, 1884; Ph. D., Columbia University, ~893. Fellow m Romance Languages, Columbia University, 1892-93; Instructor m French, Cornell University, 1893-96; Sorbonne, Paris, 1896-97; Instructor in Fre~ch,. Cornell University, 1897-1900; Lecturer, Modem Languages, McGill Umversity, 1900-01; Instructor in French, College of the City of New York, 1901-03; Professor of Romance Languages, University of Maine, 1903-20; P:rofessor of French, University of Maine, 1920-28; Visiting P:rofessor of French, Summer Session, Northwestern University, 1928; Professor of Romance Languages, St. John's College, 1928-29; Professor of French, St. John's College, 1929-39. �CATALOGUE OF ST. JOHN'S COLLEGE THE ST. JOHN'S PROGRAM ON COLLEGE CATALOGUES It seems wise to beo-in with an observation on college catalogues in general and a bit of advice to the reader of this catalogue in particular. When liberal colleges were started in this country everybody knew that education at the college level should be liberal. It was generally admitted that every free citizen should be able to read, write, and reckon, and that every professional man should have a mind free enough and disciplined enough to recognize his professional ends and to understand the means which must be used to achieve them. Academies and liberal colleo-es were established to assure intellectual freedom and disci~line to the professions and their respective schools. It was therefore necessary merely to use a few familiar phrases to identify and describe an institution that was teaching the "liberal arts and sciences." The multiplication of such institutions, the increase in number of students, and the confusion of professional and trade schools have robbed the familiar phrases of their meanings. To a far greater degree than we realize, the liberal arts and sciences have themselves disappeared and what remains of them has been confused in the minds of administrators and teachers as well as in tne minds of the people, all of whom now need the education that the liberal college should provide. It would be convenient and truthful to describe the New Program at St. John's College as the re-establishment* of the original college with its original function of intellectual_ freedom and discipline, but unfortunately that needs explanat10n at some length. Let this be an apology to the reader and a warning that he is reading an unusual college catalogue, which attempts to define and expound the ends and means of liberal education as well as to describe St. John's College in Annapolis. WHY A COLLEGE EDUCATION SHOULD BE LIBERAL The College Charter says in effect that the wisest and best regulated Scates have promoted and encouraged institutions for the liberal education of youth in the principles of virtue, '" Ct Appendix A. 15 knowledge, and useful literature because such institutions are of the highest benefit to society. In an aristocratic society this statement might suggest an invidious distinction between the rulers who alone would exercise the highest functions and the ruled who alone would subserve the higher ends by exercising the lower functions. In a democratic republic there fa no such division of labor. It is an integral part of the American dream that each man in our society may and must perform the highest functions. These functions consist in the intelligent free choice of the ends and means of both our common and individual life. This is a most glorious and most difficult proposition to which we are dedicated. Among other things it means that each man must have his measure of liberal education, since choices can be neither free nor intelligent without relevant training and understanding. These trainings and understandings are parts of the liberal arts and sciences. Each profession and vocation is partly liberal; therefore professional and vocational schools study their :respective minimal amounts of theoretical science. But in addition there are basic trainings and understandings common to all vocations and therefore common necessities of all free men, Thomas Jefferson persuaded the early revolutionary colonies of the need for the universal literacy of the citizenry. The major success in that minimal democratic education has made abundantly dear the need in addition for the universal distribution of critical intelligence, a minimal intellectuality which can distinguish between fact and fiction, between principle and case, between opinion and insight, between propaganda and instruction, between truth and falsity. This degree of intellectual training fa absolutely necessary for the highest activities of men in democratic society, namely for both individual and common deliberation and decision in practical affairs. That which fulfills this basic common necessity is of the "highest benefit" to democratic soeiety. A good economic, social, and political life will maintain these instruments of liberty, but one of its chief concerns will be to pass on to youth the germinal insights and habits the cultivation of which will make them free. These insights and habits are available in the traditional liberal arts, and they can be transmitted and communicated if teachers have them and a:re �CATALOGUE OF ST. JOHN'S COLLEGE allowed to exercise students in their practice on the best materials. Institutions should be set up and maintained which shall devote themselves to this end in a single-minded fashion, and they should distinguish themselves from the schools of vocational training which minister directly to the special utilities. The liberal colleges, together with the public schools, are the spiritual strongholds of the liberal state which watches and insures that men shall be able to do what they ought to do. THE CRISIS IN LIBERAL EDUCATION By a series of historical accidents following the establishment of the elective system by Eliot of Harvard in the late nineteenth century, such single-minded institutions are no longer available for the training of youth. Eliot introduced the device of free election of studies in order to absorb and assimilate the natural sciences to the liberal arts tradition. It was a minor tactic to meet a larger problem than the liberal college had ever faced before. Far from accomplishing its major end, it allowed the free and irresponsible invasion of all branches of the liberal arts by the research specialist. The research teacher became the competitive salesman of a subject matter. Later by a system of majors and prerequisites each successful salesman was able to eliminate competition with other subject matters after the first choice by the student. Thus the elective system became an unorganized array of special required courses, and each of these in turn was sanctioned by its connection with professional and vocational graduate work as the pre-medical, pre-legal, pre-commercial, pre-educational, or pre-earning-a-living course. Needless to say, the liberal college forgot its function, redoubled its efforts and its courses, and became timidly and fanatically preparatory. In acceding to the professional and vocational pressures it transmitted their destructive energy to the whole public school system. The result is that the student now must make a vocational choice at some point in his secondary education and changes it later only at great educational risk. One thing he cannot choose because it does not exist in our educational system: that is a balanced liberal education. CATALOGUE OF ST. JOHN'S COLLEGE This situation, as soon as it is recognized, constitutes a crisis, a point where judgment and decision can be made. We can choose to restore the liberal arts, not necessarily the old curriculum, but a modem equivalent. That is what SL John's College decided to do in 1937. Its financial condition drew attention to its educational bankruptcy; the authorities decided to reinvest the liberal arts. THE LIBERAL ARTS The front cover of this catalogue carries the official seal of the College. The Latin proverb on it says, No Way is Impassable to Courage. The College has courageously undertaken the larger task which the elective system failed to accomplish, namely to see that the liberal arts assimilate, transform, and pass on the modern subject matter on which they should be at work. The seal on the back cover of the catalogue points to the tradition from which we derive our courage. The Latin inscription says that we are making free men out of children by means of books and balances. The figures on the seal represent the seven liberal arts as they were traditionally conceived for about two thousand years, up to the beginning of the nineteenth century. In ancient style they are grammar, rhetoric, dialectic, which form the trivium; and arithmetic, geometry, music, and astronomy, making the quadrivium. In the center and foreground stands a pair of chemical balances which represents the instruments of the modern scientific laboratory, where the liberal arts are being practiced at their best and fullest in the modern world. A great deal is said these days about the teaching of methods, but the professional and specialist's bias has left its mark here as elsewhere. It is obvious to any teacher that there are different methods for different subject matters, but where experts and specialists disagree then free men must decide. Free minds must be able to view concrete situations, deliberate by formulating clear dilemmas, and arrive at a deciding choice. This involves a combination and organizing of all methods, and education should provide a training which would bring precision, facility, and independence in this most human of all human actions. The formulation of alternatives for such choice is the highest art of freedom toward which all the liberal arts should be ordered. Considerations of various kinds of truth and falsity �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE must be introduced, and even subtler distinctions involving the use of symbols in imagination as well as reasoning must be made. Memory, manual dexterity, calculation and _measurement must be cultivated as arts, if we are to make mmds free. The child is potentially a free man, ~nd this mea~s t~at he has the capacities which these arts :eqmre .. The reahzat10n of these capacities comes about by then- exercise .under controlled conditions in which ordinary learning by tnal and err?r becomes discipline under the guidance of teac~1ers. By children then we mean men who are capable of learnmg. THE CLASSICS AS TEACHERS Although we have no new fads in tea.ching ;methods, but :rather use all available methods and devices, still we have a special interpretation of the teach~r·~ function. _This can best be stated by saying that the real ongmal and ultimate teachers at St. John's are the authors of some hundred of th.e greatest books of European and American thought. The I.1st of the areat books and their authors who are now teachmg at St. John's, subject to continual revision and criticism, will be found on page 40. These are the real teachers, but we also have a secondary faculty of tutors and fellows who act as auxiliary intermediaries between the books and the students. These books were chosen over a period of nearly twenty years by auxiliary teachers in various places, notably_ Col~mbia University, the University of Chicago, the Umvers~ty. of Virginia, and St. John's College. 1:'he list w~s under ~ntmsm and testing by teaching and learnmg expenence .d.urmg that period, and the process has ~ontinued i:nder conditions set by the single all-required curriculum which all students at St. John's take. . . . _ This experience of co-operative teachmg with the authors of the great books has led us to a new unders~andi?g of the classics and classical education. The pre-elective liberal arts colleges understood and defined the classics in ~ern:is of the symbolic mediums of transmission an? commumcat10~; the~ taught Greek, Latin, and . mathe1!1~tics as an. exten~1on or ~--;~~r"' ,,,,d,uro:tio"' ;,,.., re,,d1ng w:ntinir, and anthmet1c. We A:Ji j '-'.._.. are also emphasizing language and mathematics for reasons that will appear on later pages. On the other ha~d w~ ai;«= reading the classics in English. As we do that, certam cntena ..iLlJL..l.l(:..i.. ~ .L .1..11. 11...!Lll. ..... ....,.. ) ..._, c emerge and provide a new understanding of the original motives in classical liberal arts education. The criteria divide themselves into two kinds, those that are exemplified in single books and make them great, and those that appear in the effects that one book has on another and on the reader and teacher. The first criterion is that a classic must be a masterpiece in the liberal arts. Its author must be a master of the liberal arts of his time, and his work must exemplify the direction of those arts of thought and imagination to their proper the underand exposition of the truth as he sees it. The second criterion follows from the first, namely that a classical book must be a ivork of fine art. It must have that and beauty on its surface which provides an immediate intelligibility and leads the mind of the reader to its interior depths of illumination and understanding. This is of first importance in teaching, and its principle is almost violated in the textbooks that have developed in the ordinary elective system. The great books were written for the ordinary intelligent public, and they therefore have the seductive charm of works in the fine arts. They are intrinsically interesting and impose their disciplines with pleasure. The third criterion concerns the internal structure of a classic. A great book has many possible interpretations. This does not mean that it is ambiguous and thus leads to confusion. On the contrary it is possible to discover in a great work such as Dante's Divine Comedy or Newton's PrincijJia several distinct, complete, and independent meanings, each allowing the others to stand by its side and each supporting and complementing the others. It is the business of a liberal artist to construct such works and also to analyze and understand them, The fourth criterion demands that a great book shall raise the persistent and humanly unanswerable questions about the great themes in human experience. On the one hand this means that a great book shall be honest about the limits of its powers of expo2ition, admitting the paradoxes and mysteries that surround the practice of the liberal arts. On the other hand it means that a liberal artist should not allow a false modesty or scep~icisrn to excuse him from pushing reason and imagination to ultimate questions. The entertainment and exploration of ultimate questions concerning number and measurement, form �CATALOGUE OF ST. JOHN'S COLLEGE 21 CATALOGUE OF ST. JOHN'S COLLEGE and matter, substance, tragedy, and God extend, moderate, and balance the use of our intellectual capacities. All of these criteria apply as much to books on mathematics as to books of poetry, to books on practical individual and social problems as much as to books on metaphysics and theology. The extrinsic criteria concern the relations of the books to each other and their teaching powers in relation to students and readers. It is generally true that these books have had the greatest numbers of readers throughout European history. Plato, Euclid, the Bible, and Shakespeare are all European bestsellers; there are a few exceptions but it would be almost safe to take this criterion as a working rule for the selection of books for any list of classics, particularly if the numbers were estimated in proportion to the time the book has endured. Although each book must tell its own independent story, it is an important fact, which we regularly exploit, that bne great book talks about the others, both those that came before, and, by anticipation of doctrine, those that come after. Each book in a list of classics is introduced, supported, and criticized by all the other books in the list. It thus gains pedagogical power and critical correction from its context. Background and preparation are thus efficiently supplied by the chronological ordering of the classics, and difficult books surprise us by their intelligibility and eloquence as they come in their providential order. Thus Newton's Principia and Maxwell's Electricity anrf Magnetism as gracefully submit themselves to the learning processes of the student of the liberal arts who has read Euclid, Apollonius, and Ptolemy as Kant's Critique of Pure Reason and Dante's Divine Comedy do for one who has read Plato and Aristotle. It is this unguessed but abundantly confirmed collaborative teaching by the masters of the liberal arts that makes it possible and imperative to bring back to each modern youth his lost heritage of classical education. The fact is that such a collection of the great books has in it the shining thread of the great liberal tradition in the Western World. It is this thread that the elective system has lost, and the lack of which WP are feeling in the uncertainties and fears of contemporary daily lifP.. Its loss has made it necessary to construct synthetic cultures, and it is its ghost that frightens decadent liberals who would have us get along without traditions. They would have us as persons detach ourselves from the tradition without knowing what it is or has been. Like current textbooks which similarly detach themselves from tradition we would be saluting the tradition in our spiritual deaths. SCIENCE AND THE MODERN WORLD The tradition moves on into the modern world, and it is transfor_min.g itself in mos~ lively and important ways. This is happenmg m two ways primarily, one in mathematics another in the l~boratory. St. John_'s College has more 'required mathematics than ~ny other liberal college in the country; it also has more required laboratory work than any other liberal college in the country. Three hundred years ago algebra and the arts of analytic mathematics w_er~ introduced into European thought by Rene Descartes. This is perhaps the greatest intellectual revolution in recorded history, paralleling the other great revolutions in religion, morals, politics, and industry. No liberal, and therefore no citizen of a democratic country, can afford to be ignorant of this change and its issues. It has redefined and transformed our whole natural and cultural world. Although it is not the only focal point around which the St. John's curriculum may be_ organized,_ it is one which we take special care to emphasize. There 1s scarcely an item in the course which does not bear upon it. The last two years of the course exhibit completely the changes in the liberal arts that flow from it an~ these could not be appreciated without the first two year~ which cover the historical period from the Greeks to Descartes. Descartes, by using and reinterpreting the knowledge of the Greeks, made_ modern mathematics and the laboratory possible, so that now 1f we would follow the classical thread into the modern world we must know the constructions of the mathematicians and find our classical loci in the instruments of the laboratory as well as in the great books. For thi~ purpose we have set up a four-year laboratory in mathematlCs and the natural sciences with four main themes woven together to. catch the understandings and insights that we need. There is the theme of mathematical constructions taught and exemplified in a great variety of exercises with the drawing board. There is the theme of measurement which �CATALOGUE OF ST. JOHN·s COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE involves the analytical study of the instruments of observation and measurement, the chemical balances, the meter stick, the thermometer, the barometer, the miscroscope, telescope, spectrometer, and interferometer, the use of scales, gauges, and methods of recording observation. There is the study of concrete materials and situations in biology and medicine which demand the combination of scientific findings, both in theory and in fact; and this in turn demands practice in crucial experiments in the history of science. All this is backed by a solid in the mathernatical techniques and symbolisms far as differential This the material and intellectual background for the modern study of humanistic and social scienceo vVithout this it 1s and romantic. With it one may hope for a of competent economists, political scientists, and Social studies at present do not provide an set of organizing principles; until they do we shall aim the mathematical and scientific work at the point where the medical and humanistic traditions cross; they agree that the proper study of mankind is man. as teaching in methods of reading and writing. The second list shows the division of books into four groups according to the four sessions of the college course. This list also divides the books into three columns according to the classification of the primary symbolic medium in which they are presented, languages and literature, mathematics and science, and those books fewer in number which deal explicitly with the liberal arts and sciences. The third list shows how these books distribute themselves over the conventional array of subject matters as they are studied in the contemporary colleges which follow the elective system. This third list is presented for those who wish to compare and contrast the St. John's program with the ordinary college; they should be warned to assure themselves of a real comparison by using only the selections from the subject matters which a normal student would make in the elective system. It should also be noted that many books actually fall in several divisions according to subject matter, as on the other hand many books in an elective system are read in almost complete isolation, therefore without background and aid from other books. There is also a general warning that such lists are only diagrams for emphasizing this or that special aspect of the curriculum; for instance there is nothing in any of these diagrams to show the weightings of time or emphasis on special books, nothing to show the weightings that individual students are encouraged to put upon them for their own individual benefit or interests. ·with these qualifications, which should suggest still others, the lists give a fairly accurate general impression of the curriculum. The division into four years has an interesting significance. Something over two thousand years of intellectual history is covered in the first two years; about three hundred years of history is studied in an equal or slightly greater number of books· in the last two years. The first year is devoted mostly to the Greeks and their special understanding of the liberal arts; the second year contains books most of which were originally written in Latin, and covers the Roman and medieval periods; the third year has books originally written in Romance languages for the most part although English has a large share; the fourth year introduces German works and concentrates on the nineteenth and the twentieth centuries, This four-year schedule was not made because of any underlying theory THE CURRICULUM The proper subject matter for the study of the liberal arts is man and the world, with all that these imply; the medium we have chosen to convey this knowledge and appreciation is the classical books arranged in both a chronological and pedagogical order; the methods of learning and teaching are the liberal arts; the end of the teaching and learning is insight, understanding, and good intellectual and moral habits which provide the basis for human freedom. The following paragraphs will be a description of the scheduled arrangements for this in four thirty-week sessions of the college courseo Such arrangements call for two kinds of distribution of the materials and methods of instruction, one according to allotted times and the other according to teaching functions. On pages 40 to 43 the reader will find three listings of the books. The first shows the chronological order for books and authors, •vith Homer and ending with Russell, Freud, and This represents the required readings for the four years and implies further readings in secondary books as well 23 �CATALOGUE OF ST. JOHN'S COLLEGE about recapitulations of history, but it happens t~ catch ~ny genuine values that such a theory may pomt out m practice. There are certain critical questions raised by the use of a selected book list. A great many of these questions turn out to be questions of private taste and sentiment. A~o~g the objective questions the most urgent concern the om1ss1on of the Oriental classics and the classics of the pure fine arts. Two reasons may be given for omitting the Oriental classics. They are culturally and linguistically unavailable to us of the Occidental world; they are therefore subject to almost inevitable corruption and misuse as educational mediums. iNe moderns may be able to exploit them when our own intellectual disciplines have been recovered. The fine arts contain the most imposing set of disciplines that have established themselves and survived in the modern world by claiming independence from the liberal arts. It is one of our aims to recover and reintegrate them with the liberal arts. We are therefore providing for them outside the curriculum and planning to reassimilate them by stages, first by including music in the curriculum, reading musical scores in the seminars, and studying harmony in the laboratory. We hope that by this and other stages to follow, intellectual light will be transmitted to the fine arts and that they may make their reflected light available to all the classics. The main emphasis in teaching is on the writing and reading disciplines, but the actual teaching. falls into five sharpl_r distinguished kinds of teaching techmques. None of these is newly discovered or invented, but some of them have been in disrepute for fairly long periods. We ca~l them severa~ly Seminar, Formal Lecture, Language Tutorial, Mathematics Tutorial, and Laboratory. The seminar comes perhaps nearest to the immediate educational end which we are aiming at, while the tutorials, laboratories, and lectures make secondary contributions. The Tutorials Every good student knows that his learning must be double. He must be acquiring the skills that go with the subject matter, but he must also get to know his teacher. The converse of this is even more important for 12:ood teaching: the good teacher CATALOGUE OF ST. JOHN'S COLLEGE knows that he must be in the learning process himself and he must also know his pupil. The tutorial class, which is composed of not more than ten students meeting five times a week, provides the ideal conditions for collaborative study and for the manifold teaching and learning relations that hold in a company of good friends. The tutor makes daily diagnostic observations of each student as he works and gives the proper prescriptive directions as they are needed. There is also an opportunity for each student to contribute his measure of instruction to his fellows. The Language Tutorial A man's language is his most intimate external possession. Like his body and his senses it determines what he shall know and what he shall not know; together with his imagination it filters and informs his experience as it is brought to his understanding. A man's mind is seldom better than his language habits; his mind can be improved greatly by improving his language. The first step in linguistic education is learning to speak the mother tongue, usually from one's mother. The next step is the intentional systematic improvement of that skill by talking and writing under grammatical criticism and theory. A minimal degree of these preliminary learnings is assumed. to be present in the students in the language tutorial. No high degree however can be safely assumed since American society and American schools are heirs to a chaotic tradition and students of college age have bad linguistic habits. Preparatory schools and colleges have done what they could to use the old remedies, doses of foreign languages. These have been used as drastic disciplines because they were difficult, as teasing stimulants because they were useful in travel, business, and polite society, and as models of science because they had become the subject matter of the "science of philology," that recent fashionable substitute for the liberal arts. In the first seven years we have attempted to rediscover and to use the techniques by which foreign languages once strengthened and disciplined the imagination. We studied Greek the first year, Latin the second year, French the third year, and German the fourth year, since this order paralleled the seminar �CATALOGUE OF ST. JOHN'S COLLEGE readings, and their rapid succession would force them to their highest use, the understanding. vVe have made use of the routines of rote memory, not oniy for declensions and conjugations, but also for important passages in the great books where language is being used for its highest purposes. Such memory has for a long time been the missing link in the chain that connects language and thought. We have tried various schemes of translation, ranging from the literal through the variations of great translators to the abstract concise formulation of scientific and philosophical styles. TN e have devoted about a third of the time to slow readin(T of texts with CJ analytical commentary both oral and ·written. We have exploited the special genius of the Greek language for fine grammatical distinction, the genius of Latin for rhetorical development, the genius of French for subtle clarity, the genius of German for dialectical complication. The results have been applied to since that is the chief medium of our study of the great books in translation. We have also discovered the importance of a continuous and cumulative subject matter in the language that it is not enough to pick out good pieces of literature. As the natural sciences and metaphysics push and develop the mathematical arts, so the great themes in ethics and politics as they are presented in poems and treatises discover and emphasize the highest functions of language. We therefore read the first book of Plato's Republic in Greek along with selections from the historians and poets. This is the initiation durin(T the first . 0 year, followed by such 1.vorks as Virgil and St. Thomas's Treatise on Law, in Latin and English for the second year, Rousseau's Social Contract and Pascal's Pensees in French and English for the third year, and Kant, Hegel, and Marx in G~rman and Englis~ for the fourth year. The chart on page 44 will show that the lme of subject matter is not hard or narrmv. Likewise the use of double texts, Greek-Latin, Latin-French, French-German, and considerable slow reading in English texts to parallel the seminar readings throughout the four years, steadily aim at the acquisition of versatile habits in grammar and in deep discriminating reading. It must be obvious that we do not suppose we are masterii.F"" these four languages by these methods in the allotted time. h~ fact we rather successfully avoid the modern vices of specializing CATALOGUE OF ST. JOHN'S COLLEGE 27 in the languages. The St. John's training does not turn out Greek scholars or founders of French Circles, although the language tutorial may well prove to provide the foundations for many special attainments. We parse words and diagram sentences to get at grammatical structure, we detect figures of speech and complete enthymernes to unravel rhetorical complications, we collect figures of the syllogism in order to follow test arguments. We use many English translations and commentaries and any other aids that lead deeply into the original texts. It is important that students come to these tutorials with some previous experience in foreign language, if we are to be successful in this rather drastic regimen to stretch the linguistic sense. The great variety and spottiness of such preparation present a difficult teaching problem. Small classes meetina five times a week and the best possible texts and subject ma~ ters provide a framework within which continuous individual instruction meets the difficulty with success. The Mathematics Tutorial Next to the mother tongue the language of numbers and figures is the most important symbolic possession of men. In fact it is a language ·within the mother tongue providing its most powerful practical and theoretical extension. In view of our present scientific and industrial conditions of life, the decay and elimination of mathematics in education is most disturbing. This default has become so common now that many persons believe that they natively lack mathematical ability. Nothing could be more crippling to the individual nor more discouraging for the future of democratic societies, if it were true. The apparent disability is due to a decay in the techniques for teaching mathematics and this in turn is due to misunderstandings of the fundamental nature and intention of mathematics. Wide variation in individual training and performance is evidence of this state of affairs. Therefore we begin with almost a complete year spent in ~ thorough study of Euclid's Elements in its entirety. This is the book that made European mathematics possible, and it can still be used to remedy our deficiencies, Given this yea:r �28 CATALOGUE OF ST. JOHN'S COLLEGE of study the other books in mathematics and natural science, now so formidable to both teacher and student, can be approached and conquered. For this purpose the tutorial classes in mathematics meet five times a week throughout the four years. The teaching is conventional and familiar for the most part, exposition, recitation, drill in calculation and proof. On the other hand intelligibility must be added to operational skills, and this is brought to light by discussion of the incidence of mathematics, not only on the sciences, but also on logic and metaphysics, and through this on the entire subject matter of the program. Mathematics belongs to the liberal arts and its development through symbolic procedures throws a great deal of light not only on speculation but upon the literary and scientific imagination. As in the case of the language tutorials, the small class of not over ten students allows individual diagnosis and instruction, and the student who has difficulties on the operational level may have special remedial laboratory exercises prescribed for him. Thus handminded boys may discover the liberal dimensions of their skills. The Semfaar A book is one-half of a conversation, and good conversation, whether practical or theoretical in intention, is one of the highest performances in the liberal arts. Seminars of fTom ten to twenty students with at least two instructors or leaders, answer back the other half of the conversations that great books demand. Plato's Dialogues, most of which are read in the first year, set the models for seminar discussion, and first lessons in discussion are learned in reading Plato. Books of various kinds are discussed in various ways. Some books such as Aristotle's Organon are read in the seminar with the French method of explication de texte to insure understanding. It is assumed that other books have presented a subject, and discussion starts where they leave off, following the argument where it leads. Literary works demand literary criticism; scientific books demand a philosophy of nature. Versatility in qnestion and answer allows the exploitation of the work done in other parts of the program. Training in language facilitates forn{ulation of opinion; mathematical imagination and insight open up new depths and subtleties CATALOGUE OF ST. JOHN'S COLLEGE in both literature and science. Dialectic starts on the levels of language and mathematics and with their aids reaches the fundamentals and ultimates, and in the process the book under discussion may be torn to pieces. One immediate result is the improvement in actual reading. To accompany the reading of the books, the seminars meet twice a week for two hours. Recovery from confusion and misunderstanding may result from the first meeting; on the other hand it may be only at the last meeting or later meetings that the text delivers up its meaning. The seminars are the substantial core of the whole program and the intellectual process prepared for by reading and writing is brought to realization most often under seminar conditions. The Formal Lecture Formal lectures are delivered to the entire student body at least once a week. Lecturing by instructors is discouraged elsewhere in the curriculum and concentrated in the formal lecture. These lectures are given in the Great Hall in the evening with audience and platform set as for an outside lecturer. All the formal arts of the platform are used for the purpose of a sustained and artistic exposition of a subject matter that may have been studied in fragments in other wayso About half of the lectures are given by guest lecturers, notably Mortimer Adler of the University of Chicago, Mark Van Doren of Columbia, and Edward Kasner of Columbia. Members of the resident College faculty give the rest, no single member giving more than three during the year. Lecturing except on the popular platform is almost a lost art in this country. It is a very high art demanding artistic skill and sensitivity which are dulled and killed by the forced practice of the ordinary university classroom. Long preparation is needed to free it from sophistry and empty personal rhetoric. Our lectures are not always successful, but when they are successful they might be given and understood on any occasion. Students learn to listen to good talk, to talk that is often over their heads, but talk that is remembered and absorbed long after the immediate hearing. Each lecture is followed by a period of informal query and discussion, in which the students learn to talk back. �CATALOGUE OF ST. JOHN'S COLLEGE 30 CATALOGUE OF ST. JOHN'S COLLEGE FORMAL LECTURES The Liberal Arts and the Common Good. . Grammar. . . . . . .. Scott Buchanan . .. .Stringfellow Barr Arithmetic. . . . . . .......... .George A. Bingley Law. . . . . . . . . . . . . Richard F. Cleveland Rhetoric. . . . . . . . . . Mark Van Doren ... Jacob Klein Geometry ............. . Dramatic Presentation: The Laboratory The Tempest. King William Player§ . Nicolas Nabokov Music .. . . . . . Peter C. Wolff Astronomy. Dialectic . ......... . The Liberal Arts . ... lifan's Essence . ...... . . William Gorman ................. Scott Buchanan .... Mortimer J. Adler St. Augustine . ............ . . Mark Van Doren Looking-Glass Molecules. Anthony Standen The Golden Section . ... Proposition and Judgment . .... . The Reduction of God to Theology. Materialism . ... Violin Recital. .......Edward Kasner Columbia University ... Leonard .J. J. Eslick Winfree Smith ......... Mortimer J. Adler . . . . .Szigeti ... Owsei Temkin Vesalius. Institute in the History of Medicine, The Johns Hopkins University Montaigne. .. Mark Van Doren Socrates and Civil Liberty. Maps and Map-Making . . Alexander Meiklejohn Evolution. Godwin's Social justice Stravinsky. History Is A Wheel. Pascal. Edward Kasner Columbia University . Mortimer J. Adler . . .Ford K. Brown . Nicolas Nabokov .... Stringfellow Ba:rr . ... Mark Van Doren Gerard Manley Hopkins. John Pick Groton School Semantics .. Richard P. McKeon University of Chicago Concert. . Budapest String Quartet Plato on the Arts. .. John Wild Harvard Universiq• The scientific laboratory is perhaps the most characteristic institution of the modern world. It should be recalled that it was for the purpose of introducing and assimilating the laboratory that Eliot of Harvard opened the liberal college to the elective system. The hope was that the college would provide the conditions and the techniques for the liberalizing and humanizing of science. The present disorganization of our colleges is evidence that the problem is not yet solved. It is of utmost importance that it be solved. St. John's College is making the attempt . The strategy is to recruit specialists in the sciences as teachers, to re-educate them in the liberal arts, and to reorganize the laboratory as an instrument of liberal rather than pre-professional training. This is the research problem that is set for the faculty, and it will continue to attack the problem step by step . The laboratory staff contains an engineer and a medical man, scientists whose interests can range beyond the special boundaries of each science. They co-operate with the mathematicians, the physicists, the chemists, and the biologists in planning and teaching the four-year course. Their field is the history of science including the present, and the context fa the rest of the liberal arts and the classics in the program . The present tactics are to take the best current pattern in ordering the sciences as it is found in the pre-medical course, to anchor it in the scientific classical books and experiments, and to find the liberal arts in current practices and insights . In general the main themes are mathematical constructions, the instruments and techniques of measurement, repetition of crucial experiments, and the combination of scientific findings in concrete problems . The laboratory classes meet once a week for three hours during the first two years. Laboratory time is increased in the last two years. This is more than is required by any other liberal college at present. THE SCHEDULE Perhaps the most obvious distinctive mark of St. John's College is the easily observable fact that all the students of the same year are reading the same books at the same time with �12 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE the same immediate preparation. This may be the week when that "all Greek to me" look is on all freshman faces because they are learning the Greek alphabet; or it may be the two weeks that they are meeting Greek algebra in the fifth book of Euclid's Elements; or it may be the first assignment in Thucydides when the seminar leaders are wondering if the students will get the implications of liberty in Pericles' funeral oration. These are the educational realities that a common schedule marks and emphasizes. Each morning for five days of the week each student spends one hour in a language tutorial and one hour in a mathematics tutorial. One afternoon a week each student spends three hour~ in the laboratory during the first two years; in the last two years, two afternoons a week. Two evenings from eight to ten each student attends a seminar in organized conversation and discussion of the scheduled readings. On one or two evenings there are formal lectures. Nineteen or twenty hours per week are spent in regular classes. The rest of the time is spent in studying, eating, sleeping, talking, athletics, and other activities such as music and dramatics. The week is the elementary unit of the schedule and shows one complete rotation through the 'varieties of work and play. / The three terms of the College year average ten weeks in length and mark pieces of work projected and accomplished. In recognition of this there are oral examinations at the end of each term. These are conducted by seminar leaders with the help of the tutors. Each student sits with his examiners for a half hour during which he is questioned freely and informally on the texts he has read, on his critical or interpretative opinions, and encouraged to consider parts of his study in relation to each other and in relation to fresh problems that may not have been treated in his classes. A few days after the examination before the end of the term the student again sits with his instructors for fifteen minutes during which his tutors and laboratory instructor report to the seminar leader on his work for the term. These so-called "don rags" are brief and recurrent consultations between teachers and student for the purpose of diagnosis and prescription rather than for report of marks. They are followed by vacations in which a fresh start is possible and new directions in study may be explored. Grades are not reported in these don rags, and they are not the center of interest, as is shown by the fact that the student is invited to report on himself and to judge his own work. The end of each year is marked by a long essay written by each student on some theme which he has chosen in the books. These are due the first of May. The annual written and oral examinations are given in the following September after the long vacation period during which the salutary processes of A Hour 9 llll STUDENT'S CLASS SCHEDULE FOR THE WEEK Mon. Language Tutorial Tues. Language Tutorial Wed. Language Tutorial Thurs. Language Tutorial Fri. Sat. Language Tutorial 10 11 Mathematics Mathematics Mathematics Mathematics Mathematics Tutorial , Tutorial Tutorial Tutorial Tutorial 12 2 to 5 8 to 10 Laboratory for Juniors, Seniors Seminar Laboratory Laboratory for Juniors, Seniors for Freshmen, Sophomores (Lecture) Seminar Formal Lecture forgetting, assimilation, and the maturing of insights have taken place. The close organization of subject matter and the intensive teaching which results make vacations and unscheduled ruminations functionally important. As one learns to skate in summer and swim in winter, so one acquires wisdom in vacation. The annual examinations are aimed at detecting and encouraging this process. There are plans for reading parties in the summer vacation in which students may arrange the proper conditions for the maturing of knowledge gained during the session. Unfortunately, such plans cannot be carried out during the war. THE FACULTY Part of the intention of the elective system since the time of its introduction at Harvard has been to encourage the com- �CATALOGUE OF ST. JOHN'S COLLEGE 34 CATALOGUE OF ST. JOHN'S COLLEGE bination of teaching and research in each member of the faculty. The principle is that the teaching mind must be a learning mind, and therefore good teaching demands continued learning. This has come to mean in academic practice that the good teacher must be making original contributions to knowledge and that he must publish if he wishes to be promoted. The faculty at SL John's is again going back to first principles and making another application of them. Learning is a co-operative enterprise and it is best carried out when persons at different stages of comprehension work together. The typical learning situation at St. John's involves ten or twelve learners. First in the learning line come the author-teachers, the writers of the great books, who are _talking in most cases at the high point of their own learning.c Next comes the reading and talking teacher who is a member of the faculty: his stage of learning is somewhere between the author and the best student. There then follow the other students at distances proportional to their degree of understanding. The old-fashioned ranking of classes in the little red schoolhouse is the image that we have in mind. At the head of the class is the author-teacher, at the foot of the class the worst student in relation to the subject matter. All the others are both teachers and pupils, each learning from those above and teaching those below. The aim in all the classes is to exploit the differences in knowledge, character, and skill as they are distributed among the students and the tutors. Since it is not our policy to select only the best students for admission, but rather to aim at the normal distribution of ability that is found in the average American community, we count heavily on the normal social processes of mutual understanding to catch and amplify the teaching. Our classes exemplify in their various styles all the types of collaborative study, allowing even the dull or slow student on occasion to hold the class to the main learning purpose. Socrates and the slave-boy is not an unfamiliar spectacle in the St. John's classroom; we count on it to keep our teaching fresh and genuine. The faculty member is then researching in the subject matter of the book with the guide and help of the author and any other special professional aids that he may be able to use. He may have beside him a colleague whose special knowledge complements his own. This is the situation in a seminar, where there are at least two auxiliary teachers, but it is best exemplified in the editorial work that is being carried on by many members of the faculty. The majority of the great books are already in cheap and easily available English translations, but there are a considerable number of them that need new editions, and a smaller number which have not been translated or are badly translated. So far the following books have been reprinted: Plato: Phaedrus, in Greek and Latin Gospel according to St. John, in Greek and Latin Descartes: Discourse on Method, in French and Latin Hippocrates: Selected Works Archimedes: Selected Works Lucian: True History Aristarchus: Distances of Sun and Moon Nicomachus: Introduction to Arithmetic Spinoza: Theological-Political Treatise Gilbert: On the Magnet Harvey: The Works of Rousseau: Du Contrat Social Lavoisier: Elements of Chemistry Hegel: Philosophy of History Dalton: Chemical Philosophy Bernard: Experimental Medicine Fourier: Theory of Heat Virchow: Cellular Pathology The following books have been translated for the first time into English by members of the faculty: Apollonius: Conics Ptolemy: Mathematical Composition (Almagest) Augustine: On Music Scotus Erigena: The Division of Nature Grosseteste: On Light Oresme: On the Breadths of Forms Copernicus: On the Revolution of the Spheres Kepler: Epitome of Astronomy Pico: On the Dignity of Man The following books have been retranslated by membeni of the faculty: Plato: llfrno Plotinus: Fifth Ennead Aristotle: Physics, Books I-IV Bonaventure: Reduction of Arts to Theology Cantor: Transfinite Numbers This represents the first line of research. The second line of research consists in the constant reinter- �SG CATALO.GUE OF ST. JOHN'S COLLEGE pretation of the book list which occurs as an immediate byproduct of teaching the books in tutorial, in seminar, and in the laboratory. Criticism of the books takes place in two directions primarily, first their historical order and background which continually change and enrich themselves by connections with other books; .secondly in the bearing these books have on the immediate teaching problem and the progress of current thought in general. Making the actual reading schedule for the seminars for each year is a result of much faculty and student deliberation, and the reading schedule registers teaching and learning experiences from year to year. The products of this kind of research go first into teachinodirectly. Production for publication and learned societies i~ and should be a secondary result. The students thus have direct and contributing parts in research, and research has a direct and contributing role in instruction. The present faculty has been selected by two criteria. For members of the previous faculty at St. John's, experience in teaching the elective system and capacities which promise well for becoming re-educated in all the subject matter of the new program have guided the policy of reappointment. New members of the faculty have been chosen for their varying degrees of understanding of the general subject matter and the work they have done to educate themselves in it. The faculty now represents a well-balanced distribution of special knowledge. Eventually the graduates from the fouryear course itself will be the best teachers, and some of them have already been taken on as teaching assistants. ACADEMIC STANDING The system of instruction allows for a dose and varied acquaintance of instructors and students; therefore the student's academic standing is known in detail from day to day. This knowledge is pooled at the end of each term on the occasion of the don rag and the combined judgments of the staff are based on more tha11 recorded grades. Since this is the case academic standing is not determined by numerical or literal grades, and judgments are made and reported for the purpose of advice and planning both for the teachers and the CATALOGUE OF ST. JOHN'S COLLEGE 37 student. As soon as the performance of the student or other evidence of capacity persuades the staff that the learning process has stopped and cannot be revived, the student is warned that he will be dropped after a stated period of confirmation of the judgment. Ideally there is no reason for dropping any normal student from th.is c~u.rse of ~tudy. It is varied and rich enough for great d1vers1ues of mterest, performance, and achievement, and the~e i~ ~mple ro~m within it for a wide range of ability and for md1v1dual choice and guidance. This fact permits and dema~ds a longer period ~f adjustment and tentative judgment than m the regular elective system. It is assumed that each student has the required capacities until evidence to the contrary is overwhelming. All disciplinary action is governed by the assumption that bad habits can be changed. Attendance on all regular scheduled College exercises is required. A record of absences is kept and posted. This record is taken into consideration whenever there is occasion to determine academic standing. Writt~n an~ sig~ed ex_cuses from the following sources may be submitted for filmg with the student's record: l) Parent, guardian, or other responsible person outside the College; 2) Practising physicians consulted by the student; 3) Instructor in charge of class in which absence occurs; 4) The College Physician. THE DEGREE OF BACHELOR OF ARTS * The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies the modern equivalent of these arts and sciences. Specifically this implies: Knowledge of the contents of the required books in the list; Competence in the laboratory arts; Competence in mathematics through the elementary calculus; A reading knowledge of at least two foreign languages. In semester hours as recorded in the reo-ular elective system 0 this amounts to: "Cf. Appendix B, pg. 71. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE .38 Semester Hours ~~ One Year Language and Literature . Mathematics and Science .. Lectures on the Liberal Arts. Laboratory . . ....... . Seminars. Total. Four Years IO 40 10 4 40 16 3 (Y2 actual time) 8 35 12 32 140 A more detailed analysis of the content of these degree requirements will be gladly given by the Registrar on request, The "rights and privileges appertaining" to the- Bachelor of Arts degree have undergone serious scrutiny during the last part of the period in which the colleges have been under the domination of the elective system. There have been concerted attempts to maintain common standards under the rapidly changing conditions of expansion in student bodies, in subject matters, and in methods of instruction. Throughout the .country there are regional boards which inspect the colleges in each region and rate their degrees. The Middle States Association of Colleges and Secondary Schools operates in this region. These Boards cannot put a college on the approved list until its educational product can be judged. Since there were no graduates of the new administration and program before June, 1941, there will be an interim in which a rated B. A. degree cannot be guaranteed. This means that the St. John's Bachelor of Arts degree is -certified only by the charter of the College and the Maryland ..State Board of Education. On the other hand there is no serious doubt that the curriculum which is now offered and the instruction that is now being given more than fulfill the common standards and that they will prepare students adequately for any graduate work which they wish to pursue. The graduate and professional schools increasingly make their final decisions on candidates on the basis of individual records and merits and ignore the bare minimum certification of the ordinary degree. The rated B. A is no guarantee of admission to a graduate or professional school. Where inquiry has been made these schools have given assurance of full consideration to St. John's graduates. The great variety of teaching methods, the common subject matter, and the intimate and continuous acquaintance between student and teacher that this 39 program provides allow detailed and comprehensive recommendations of individual candidates both for graduate schools and for business positions. Such individual recommendations will always be our most effective communication with the academic and ~ractical '~orl~s i_nto which our students graduate; we deal with other mst1tut10ns on the basis of a common recognition of the realities of the learning process and the exigencies of the war and revolution through which the world is passing. There is no question about the fitness of this program of studies to meet the explicit requirements of law schools, theological schools, business schools, schools of politics, and economics, and schools of education. There may be some doubt in the minds of the small business man and the craftsman about the utility of a liberal education for earning a living. One who shares these doubts should read the early American State Papers and follow the current discussions of the fundamental conditions and principles of American society to get free of the prejudices which we inherit from societies that base themselves on invidious class distinctions. The worker and the tradesman in this country belong to a liberal society that demands a liberal education of all its members. The professions that base themselves on specialization in the natural sciences have set up graduate schools that actually need more liberal education in their preparatory stages than is at present available. In failing to get students who have that general preparation they have turned to a second best, a specialized preparatory training. In some cases they make no stipulation of specific requirements beyond high school graduation. In other cases, as in engineering, graduate physics, chemistry, biology, and medicine, they have imposed heavy pre-professional requirements. Our faculty has had long experience in preparing students for graduate work in these schools, and we have made a study of the essential needs in the natural sciences. The curriculum represents on its science side the results of these studies. It more than meets these requirements both in theory and in laboratory training. There are more laboratory hou:rs required than are demanded by any medical school, the source of the highest requirements in this respect. The rest of the curriculum keeps these subject matters in a liberal balance. �CATALOGUE OF ST. JOHN'S COLLEGE I. A UST OF GREAT BOOKS In Chronological Order Homer: Iliad and Odyssey A':schylus: Oresteia Herodotus: History Sophocles: illdipus Rex Hippocrates: Ancient Medicine and Airs, Waters, and Places Euripides: Medea Thucydides: History of the Peloponnesian War Aristophanes: Frogs, Clouds, Birds Aristarchus: On the Sizes and Distances of the Sun and Moon Plato: Dialogues Aristotle: Organon, Poetics, Ph;•sics, Politics Archimedes: Selected Works Euclid: Elements Apollonius: Conics Cicero: On Duties Lucretius: On the Nature of Things Virgil: k:neid The Bible Epictetus: Moral Discourses Nicomachus: Introduction to Arithmetic Plutarch: Lives Tacitus: The History, The Annals Ptolemy: Mathematical Composition (Almagest) Lucian: True History Galen: On the Natural Faculties Plotinus: Enneads Augustine: Confessions, On t.1usic, Concerning the Teacher Justinian: Institutes Song of Roland Saga of Burnt Njal Grosseteste: On Light Bonaventure: On the Reduction of the Arts to Theology Aquinas: On Being and Essence, Treatise on God, Treatise on Man Dante: Divine Comedy Chaucer: Canterbury Tales Oresme: On the Breadths of Forms Pico della Mirandola: On the Dignity of Man Leonardo: Note Books Machiavelli: The Prince Erasmus: In Praise of Folly Rabelais: Gargantua Copernicus: On the Revolutions of the Spheres Calvin: Institutes Montaigne: Essays Gilbert: On the Loadstone Cervantes: Don Quixote Shakespeare: Henry IV, Hamlet, King Lear, Macbeth, Tempest Francis Bacon: Novum Organum Kepler: EjJitome of Astronomy Harvey: On the Motion of the Heart Corneille: Le Cid Galileo: Two New Sciences Descartes: Geometry, Discourse on Method, Meditations Hobbes: Leviathan CATALOGUE OF ST. JOHN'S COLLEGE Boyle: Sceptical Chymist Moliere: Tartuffe Pascal: Pensees Milton: Paradise Lost Racine.: Phi!dre Grotius: Law of War and Peace Spinoza: Ethics, Theological-Political Treatise Newton: Principia Mathematica Locke: Second Treatise on Civil Government Huygens: Treatise on Light Berkeley: Dialogues between Hylas and Philonous Leibniz: Discourse on Metaphysics, Monadology Vico: Scienza Nuova Swift: Gulliver's Travels Hurne: Treatise of Human Nature Montesquieu: Spirit of Laws Fielding: Tom ]ones Voltaire: Candide, Micromegas Rousseau: Social Contract Gibbon: Decline and Fall of the Roman Empire Smith: Wealth of Nations Kant: Critique of Pure Reason Constitution of the United States Federalist Papers Bentham: Principles of Morals and Legislation Lavoisier: Treatise on Chemistry Malthus: Principles of Population Dalton: A New System of Chemical Philosophy Hegel: Philosophy of History Fourier: Analytical Theory of Heat Goethe: Faust Lobachevski: Theory of Parallels Faraday: Experimental Researches in Electri.::ity Peacock: Treatise on Algebra Boole: Laws of Thought Virchow: Cellular Pathology Mill: On Liberty Darwin: Origin of Species Bernard: Introduction to Experimental Medicine Mendel: Experiments in Plant Hybridization Riemann: Hypotheses of Geometry Dostoevski: The Brothers Karamazov Marx: Capital Tolstoi: War and Peace Dedekind: Essays on Numbers Maxwell: Electricity and Magnetism Flaubert: Bouvard and Pecuchet Ibsen: Ghosts, Rosmersholm Joule: Scientific Papers Tames: Principles of Psychology Freud: Studies in Hysteria, The Interpretation of Dreams Cantor: Transfinite Numbers Hilbert: Foundations of Geometry Poincare: Science and Hypothesis Russell: Principles of Mathematics 41 �>-l "1 0 ~· (:>.. 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Literature Homer 1£schylus Sophocles Euripides Aristophanes Lucian Virgil The Bible Dante Burnt Njal Song of Roland Chaucer Cervantes Shakespeare Milton Rabelais Racine Grotius Corneille Moliere Erasmus Montaigne Voltaire Swift Goethe Fielding Flaubert Ibsen Dostoevski Tolstoi CLASSIFICATION ACCORDING TO ELECTIVE SUBJECT MATTERS Philosophy Plato Aristotle Cicero Lucretius Epictetus Plotinus Augustine Bonaventure Thomas Aquinas Pico Pascal Spinoza Fo Bacon Hobbes Locke Berkeley Hurne Leibniz Kant Hegel Bentham Poincare James History and Social Science Herodotus Thucydides Plutarch Tacitus Justinian Machiavelli Montesquieu Grotius Spinoza Calvin Hobbes Vico Gibbon Locke Rousseau Bentham Mill Freud Adam Smith U. S. Constitution Federalist Papers Malthus Marx Mathematics Euclid Nicomachus Aristarchus Apollonius Archimedes Ptolemy Descartes Newton Leibniz Peacock Lobachevski Fourier Boole Riemann Cantor Dedekind Hilbert Russell Natural Science Hippocrates Aristarchus Archimedes Ptolemy Galen Grosseteste Copernicus Leonardo Oresme Galileo Kepler Harvey Gilbert Newton Huygens Boyle Lavoisier Fourier Dalton Faraday Darwin Maxwell Joule Virchow Bernard Mendel Freud James Laboratory (Three hours pe:r week for first and second years; six hours per week for third and fourth years) Graphical Constructions Instruments Crucial Experiments Concrete Problems .,,. ., > n r 0 0 c: M 0 "1 (Presented and brought up-to-date in Laboratory Manuals) (FJ :l '°-' 0 ::i:: z Cli () 0 r r M Cl M '"" °"' �44 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE The following schedules are taken from different years as indicated, but they are subject to continual revisions, corrections, and improvements as teaching experience indicates them. MATHEMATICS TUTORIALS DURING 194!1-44-Continued LANGUAGE TUTORIALS DURING 1942-4!1 Clock-hours of Class-room Work Assigned Second Year Third Year Fourth Year First Year Exercises Greeh Latin French German Memorizing 40 hours 10 hours 10 hours 20 hours Paradigms Grammar Grammar Grammar Grammar Selections 10 hours 20 hours 20 hours 20 hours Euclid Baudelaire Goethe Virgil Hoelderlin St. John Catullus Racine Plato Nietzsche Horace Reading 5 hours 20 hours 20 hours !15 hours Double Texts Descartes Bible Phaedrus St. John Greek-Latin Greek-Latin Latin-French Faust Hegel Translation and 50 hours 50 hours 50 hours 25 hours Virgil Close Reading Plato Rousseau Lessing Schiller Republic I Aeneid IV Social Contract Formal Logic 20 hours 20 hours 20 hours 20 hours Treatises Thomas Boole Aristotle Kant De Ente et Laws of Hegel Categories Essentia Prior Thought Analytics Formal Logic !10 hours !10 hours !10 hours 25 hours Practice in Selections Dante Pascal Kant Analytical Thomas Rousseau Hegel Anthology On Law Commentary Sophocles Thucydides Demostiienes 150 hours Total 150 hours 150 hours 150 hours 600 hours (Four years) MATHEMATICS TUTORIALS DURING 194!1-44 Clock-hours of Class-room Work First Second Third Year Year Year Mathematics Plane Geometry .......... . 56 12 Solid Geometry ........... . 40 8 Theory of Numbers ....... . !10 Theory of Real Numbers .. 17 Trigonometry ............. . 19 Analytic Geometry ....... . 57 Calculus .................. . !17 Differential Equations .... . Fourier Series ............ . Non-Euclidean Geometry .. . Transfinite Numbers ..... . Projective Geometry ....... . Fourth Year 8 50 10 5 20 10 10 Total 68 48 50 25 19 57 87 10 5 20 IO 10 Total for four years of Mathematics in Mathematics Tutorials ...... !189· First Year Astronomy and Physics 7 · Astronomy ......... · · · · · · · · 9 Mechanics and Hydrostatics. Strength of Materials ..... . Heat .... ·················· Light ........ ·············· Second Year 6!1 Third Year so· 45 FOurth Year 50 20 25 ll Total 120 59 20 25 !I Total for four years of Physics in Mathematics Tutorials .......... 227 CLOCK-HOURS OF LABORATORY WORK DURING 1942-4!1 Physics and Astronomy Mechanical Drawing ....... 18 !I Astronomy ................. Mechanics and Hydrostatics. !10 .Sound ................. ·.·· 12 Heat .......... . . . . . . . . . . . !I Light. ..................... Electricity and Magnetism .. Atomic Theory ............ 15 24 9 21 ll 6 !16 9 !I 9 18 6 !Ill 21 !Ill !Ill 66 !10 9 ll!I 54 21 .Total for four years of Laboratory in Physics and Astronomy. . . . . . 279 Chemistry General Inorganic ........ . Physical .................. . Qualitative ............... . Organic ................... . 15 15 60 27 !I 45 12 9 9 !I Total for four years of Laboratory in Chemistry. . . . . . . . . . . . . . . . . . 99 Biology Anatomy and Physiology .. . Cellular Biology .......... . Heredity ................. . Embryology ............... . Protozoology .............. . 15 lJ!I !16 9 9 9 48 !16 9 9 9 Total for four years of Laboratory in Biology ...................... lll NoTE: One-fifth to one-fourth of the laboratory time is spent in lectures on . a•igned reading. The topics selected from the conventional subject-matters follow. For further information concerning standards, see Appendix B on Degree Requirements, page 71. Astronomy: Aristarchus, Star charts, Ptolemy, Copernicus, Kepler. Biology: Environment and health (Hippocrates); Form and locomotion of animals; Digestive and urogenital systems and other parts of female rabbit; Heart blood vessels in cat, living frog and turtle, sheep, and dogfish shark; Urogenital system of male cat; Other parts of dogfish shark and aquatic �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE vertebrates; Fabrics of the animal body; Growth of animals and plants; Hydra; Genesis of animals; The Protozoa-animal taxonomy; Heredity in the pomage tty. Drawing: Orthographic projection; Perspective projection. Geometry: Euclid: 8; Apollonius: 5. Music: Intervals; Scales; Keys (the rest not yet planned in detail). Physics: Mechanics 15 (Archimedes, Galileo, Huygens, Newton); Surface tension, viscosity; Heat 4 (Joule, Fourier, etc.); Strength of materials 4 (Galileo); Light 14 (Newton, Huygens; telescope and microscope, diffraction and interference; spectra); Electricity 11 (Gilbert, Faraday, etc.). Chemistry: States of matter; Water-electrolysis, equivalent weight (Faraday); Conservation of mass, combustion, oxygen (Lavoisier); Hydrogen, acids; Combining proportions; Dalton's atomic theory; Gay-Lussac's law of volumes; Molecular weight; Avogadro's number; Dalton's law of partial pressures; Critical temperature; Diffusion; Osmosis; Sodium; Chlorine; Formulas; HCl; Valence; Hydroxides, ionization; Mendeleyev's Table; Colloids, atomic structure; Mass action; Equilibrium; Carbon compounds, paraffins, isomerism, bonds, hydrocarbons, alcohols, aldehydes, ketones, esters, ethers, sugarn, etc.; Fifth Group of Periodic Table; Ammonia, proteins. SECOND YEAR-Continued 11. Conia M four-line loci 21. Music 12. Stereographic projection and still' 22. Copernicus charts 23. Kepler 15. Stereographic projection and 5t:u 24. Prism colors and dispersion charts 25. Chromatic aberration of a lens H. Astronomical sights 26. Geometrical characterfatia ol' loo15. Cele5tial machines land spar 16. Celestial machines 27. Double refraction 17. Sun and moon 28. Double :refraction of polarized light 18. Gilbert'~ De Magnett 29. Speed of light 19. Music 30. Fluid pressure 20. Mllllic 46 The following is a list of laboratory exercises by years. It based on a schedule which was followed in 1941-42 but is subject to continual revisions, corrections, and improvements as teaching experience indicates them. 1s FIRST YEAR L Orthographic projection 2. Orthographic projection 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Trisection of an angle Areas Plane, right angle, ruler Weight Light Circles and regular polygons Ratios Lenses Telescope and microscope Compound ratio Heat Quadratic equations Musical intervals and scales 16. 17. 18. 19. 20. 21. 22. 23. 2'L 25. 26. 27. 28. 29. 30. The Greek diatonic scale The just scale and its uses The keys in music Environment and health Environment and health Form and locomotion of animals Photometry Soliq figures Rectangular solids Aristarchus Archimedes' levers Machines Static equilibrium floating bodies Metacenter SECOND YEAR 1. Digesti"' 1e syste~ of rabbit 2. Urogenital system of female rabbit 3. Thoracic cavity, mouth, central nervous system 4. The parabola 5. Ellipse and hyperbola Perspective projection Perspective projection Perspective projection Focal points and light (floating paraboloid) IO. Parametric equations of ellipse 6 7. 8. 9. THIRD YEAR I. Power of the vacuum 2. Strength of beam8 3. Strength of beams 4, Strength of beams 5. Falling bodies 6. Projectiles 7. Sheep heart 8. Blood vessels of cat 9. Matter: crystalline state iO, Blood vasels of cat IL Boyle's law 12. Living heart in frog and turtle 13. Matter: liquid and gaseous states H. Smaller blood vesseb in living frog 15. Urogenital systems of male cat 16. Water and iu properties, di.stillati on 17. Dogfish sharlt and aquatic vertebrates 18. Surface tension 19. Dogfish shark and aquatic vertebrates Dogfish shark and aquatic vertebrates 21. Electrostatics 22. Electrolysis of water, Faraday's laws 23. Electrolysis of water, equivalent :ro. weight 24. Rigid body equilibrium 25. Comervation of mass; filtration, reduction with charcoal. 26. Compound pendulum 27. Lavoisier on calcination and combustion; oxygen 28. Atwood's machine 29. Chemical reactions 30. Conservation of momentum 3L Centripetal force 32. Hydrogen, adds, oxidation and reduction 33. Viscosity 34. Law of definite proportforui, law of multiple proportions, Dalton's atomic theory 3.5. Vibrations 36. Gay-Lussac's law of combining volumes, molecular weight, Avo. gadro's number 37. Pressure-temperature relations 38. Dalton's law of partial pressures; steam distillation, vapor tension, critical temperature 39. Diffusion and osmo~fa 40. Magnetic fields 41. Sodium chloride: the active metal sodium 42. Sodium chloride: the active nonmetal chlorine 43. Standard units in chemical reactions. Chemical notation, equa· tions, formulae 44. Faraday's laws of electrol}'lliS 45. Adds in aqueous solution: HCI 46. Atomic and equivalent weights. Re· duction and oxidation, valence 47. Potentiometer 48. Metallic hydroxides and salts in aqueous solution. Neutralization 49. Electromagnetic induction 50. Ionization 51. Young's interference of light 52. Mendeleyev's Table 53. Spectrometer 54. Colloidal state 55. Music 56. Music 57. Music �48 CATALOGUE OF ST. JOHN'S COLLEGE RESIDENCE AND ACTIVITIES FOURTH YEAR L Fabrics of the animal body 2. 3. 4. 5. 6, 7. 8. 9. JO. lL 12. 13. 14. 15. 16. 17. 18. 19. 20. 2L 22. 23. 24. 25. 26. Magnetic measurements Fabrics of the animal body Law of magnetic forces Fabrics of the animal body Standard measures of electric current Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body The structure of the atom Law of mass action Diffraction, interference Chemical equilibrium Diffraction grating Carbon and its compounds: I: the paraffins H: Isomerism of organic compounds, the carbon-carbon double and triple bonds. Unsaturated hydrocarbons Alcohols, aldehydes, ketones Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Growth of animals and plants Growth of animals and plants 27. Hydra 28. Hydra 29. 30. 3L 32. 33. 34. 35. 36. 37. 38. 39. 40. 4L 42. 43. 44. 45. 46. 47. 48. 49. 50. Genesis of animals Genesis of animals Genesis of animals Protozoa-animal taxonomy Protozoa-animal taxonomy Heredity in the pomage fly Heredity in the pomage fly Heredity in the pomage fly Spectral analysis Esters, their hydrolysis, mono- and di-basic acids, polyakohol Potentiometer, thermocouples Ethers, acid anhydrides, hydrnxyacids Electromagnetic induction Carbohydrates (sugars, starch, cellulose) Joule's electric heat Isocyctic, aromatic hydrocarbom; Cyclo-olefins, -paraffins Fourier's heat analysis The Fifth Group of the Periodic Table Ammonia, amines, amino-adds, proteins Music Music Music A college should be a community in which the student can discipline and develop his ~ative powers, and at the same time learn how to associate with other people in such a way as to continue this development throughout life. Not only the curriculum at St. John's, but the arrangements for residence and extracurricular activities as well, a:re ordered to this purpose. It is the policy of the College to encourage any spontaneous group activity that shows promise of a contribution to the life of the community. The College co-operates in the financing of those activities that require expenditures; and advice is given where it can be helpful to the smooth functioning of the activity. The kind of laissez-faire attitude which generally characterizes the curricular aspect of American college life is in this College transferred to the field of extracurricular activities. Activities It is no paradox, in view of the above, to say that the main purpose of extracurricular activities is amusement and relaxation. Men can work in order to play, or they can regard play as a natural component of a graceful, reasonable, and wellrounded human life. Since the things a person enjoys are accurately correlated with that person's character and stage of development, the recreational activities a student enjoys are the spontaneous fruit of his increasing knowledge and maturity. Work and play are not set over against each other, so that the work of the curriculum is looked upon as drudgery to be endured until it is possible to get away to the movies. If this should be the case, life would indeed become meaningless and dull; and the hard work of the curriculum would be wasted. Rather, the discovery and choice of certain activities as enjoyable, and the rejection of other forms of recreation as silly or dull, follow as a free and natural consequence of the student's expanding abilities, and must be proportionate to them. Recreational activities have to derive their vitality from these newly developed powers which support them, or else i:hcy ced};c to be enjoyable. Thus recreation and play become an integral part of the student's life in this community. 49 �CATALOGUE OF ST. JOHN'S COLI.EGE Athletics and Music The fruits of this maturing and developing process are found primarily in the keen, joyful moments of new discovery of ideas or unexpected insights and understandings. But this spontaneous play of the mind also extends to extracurricular activities and infuses them with their full measure of human enjoyment. This may take the form of a new light on the purposes and meaning of athletic games and sports; or it may find expression in a stimulated imagination which can produce creative writing for one of the College publications, or for significant interpretation of works of music. Since 1939 athletics at St. John's have been organized on an intramural basis with active participation by more than eightyfive per cent of the student body.• With the aid of student athletic scholars who are experts in sports, the St. John's Athletic Director carries on a series of individual and team sports throughout the entire year. The athletic facilities include a well-equipped gymnasium, two large playing fields, tennis courts surfaced for all-weather playing, and a College boathouse with two sixteen foot sailboats, a sailing sloop, and co-ordinate facilities for water sports. Excellence of performance in a wide variety of sports including sailing, tennis, handball, squash, badminton, boxing, swimming, baseball, basketball, fencing, lacrosse, and track is the instructional ideal and is recognized through a number of individual and team awards. Extracurricular music complements the musical part of the n::gular curriculum. Curricular music includes formal lectures on music, group readings and seminar discussions of musical scores, laboratory practice with stringed instruments, and concerts which take up part of the time otherwise devoted to formal lectures. The extracurricular music program makes available to a maximum number of students the opportunity of acquiring the necessary personal habits for the enjoyment of music. Two large orchestral and choral groups composed of members of the College and residents of Annapolis and the surrounding territory meet regularly under the leadership of the St. John's Director of 1vfosic, and give a numbe:r of concerts during the College year. The College provides a music • Reasons for the elimination of intercollegiate competition from the College athletic system are ret out in detail in Appendix C. CATALOGUE OF ST, JOHN'S COLLEGE center, containing a well-stocked library of recordings, sheet music and scores, a recording machine, an automatic phonograph, a grand piano, and a number of orchestral instruments. Elsewhere on the campus are other pianos and phonographs available for student use. Other Extracurricular Activities Some student activities are really an extension of the curriculum: for example, the Bible Class, and Latin and Mathematics Clubs in which students and faculty pursue in greater detail problems raised by the seminar discussions of scientific, philosophical, and theological works. Other groups represent similar specialized pursuits in politics, law, medicine, language. The St. John's Collegian is a weekly student newspaper which reports and comments on the events in the community. The St. John's Yearbook is a student-edited yearly publication which departs radically from the conventional year-book format. In its present form it is a magazine whose purpose i5 to recapitulate and summarize the past academic year. The King William Players serve as a center for the reading of drama and poetry in general, as well as for the activities of play production, The Variety Club, specialists in libel and slander, presents an annual comic revue satirizing the faculty and the College program, or other matters of current interest. The Social Cooperative presents a series of formal and informal dances throughout the year, including eight popular motion pictures, followed by dancing to recorded music and Coffee Shop table service around the dance floor. The Film Club, now a part of the Social Co-operative, continues to present a series of the outstanding foreign and domestic film productions-the "classics" of cinematic arL The Student Employment Co-operative was organized in 1943 for the purpose of obtaining employment for its members, and maintains an office for making contact between students who are seeking employment and the available jobs in the towno As supports for an active social life, the College provides a complete central social unit which consists of a Coffee Shop, a Book Shop supplied with magazines and newspapers, and a Junior Common Room for the use of the whole College, In �CATALOGUE Of ST. JOHN'S COLLEGE addition, there are smaller social quarters in each dormitoro/ unit, equipped with radio, ping-pong tables, and comfortable furniture. By providing these facilities the College authorities expect to foster in the students a recognition of the proper responsibility for their own human welfare. Residence St. John's College is situated in the seventeenth century seaport town of Annapolis. The town has the air and reputation of a romantic history. Actually it has a population of about fifteen thousand people who are occupied with fishing and shipping in the harbor, with the training of midshipmen in the Naval Academy, with governing the State of Maryland from the state government offices, and with the liberal education of young men in St. John's College. A number of retired naval officers and men of business live on estates in Anne Arundel County surrounding the town. The College has eleven buildings on a tract of thirty-two acres. Five of these buildings are for student residence, two of them built as dormitories, and three originally used as residences for administrative officers of the College. These five buildings are now furnished as residence halls for students on a plan for small unit College communities, each with a smallscale unit for student government within the common life of the College. An attempt is made to relate the grouping of students in the houses to their seminar groups and their athletic teams. These small integrated communities within the larger college community teach the incoming student to accept and enforce restraints upon himself and also to make proper use of the help and support that other students can give him in his college life. Dormitories All students not living at home are required to live in the College buildings and to take their meals in the College Dining HalL Each dormitory room is provided with the necessary furniture, including a single bed with mattress, pillow, pillow cover CATALOGUE OF ST. JOHN'S COLLEGE 53 and bedspread, a chest of drawers, book shelves v . . . ' enetian blmds or wmdow shades, a study table chairs lamp d . ' ' , an a waste basket. Towels, bed lmen, and blankets are to b . d b e supp 1ie . y the student, as are also such decorations as wi now d d rapenes, rugs, and runners for chests of drawers and tabl The student should consult his prospective roommate , if any, _es. . . . and his own good taste in planmng room decoration. Freshmen are frequently assigned to single occupancy rooms. Old students should apply for rooms before they leave for the summer vacation. Application blanks may be obtained from the Manager of the Dining Hall and Dormitories. Students who wish to room together should file joint applications. New students have rooms assigned to them tentatively from the Assistant Dean's office as soon as their applications fm admission have been accepted. Rooms in dormitories may not be occupied during vacations except by special permission. The dormitories will be open for occupancy at the beginning of each term as follows: For upperclassmen taking Annual Written Examinations from noon of the day before the Examination days. For freshmen from noon of the day before registration day. For definite dates in 1945 see the College Calendar. The College maintains the care of the dormitories. There are student dormitory managers whose duty it is to report complaints, to maintain order and cleanliness, and to enforce the following regulations concerning breakage and damage to College property: Any damage to College property will be charged to the occupant or occupants of the room, or to the occupants of the dormitory, in which the damage occurs. Each student must make a deposit of ten dollars with the Treasurer of the College on registration. Damage to College property will be charged against this deposit according to the student's responsibility. The deposit must be maintained at all times during the session. It will be returned at the end of any session, or upon the withdrawal or graduation of the student from the College. Thi~ de~ posit is called Caution Money. The College reserves the right to repair completely, at the expense of the occupant or occupar>ts, any dormitory �CATALOGUE OF ST. JOHN'S COLLEGE room and furniture which have been seriously damaged. Intentional damage to College property is a aerious offense, and it will be dealt with summarily. The Dining Hall The Dining Hall is maintained by the Manager of the Dining Hall and Dormitories. Special attention is given to a balanced diet, an interesting variety of menus, and reasonable cost. The Dining Hall is closed when the College is not in session, except for single holidays; it will open for supper on the day jus~ preceding the beginning of each term; and only breakfast will be served on the last day of each term. Infirmary Service A fully equipped Infirmary is maintained at the College. It is in the charge of the College Physician, two trained nurses, and student assistants. The College Physician holds office hours each day at the Infirmary. During these hours his services are £J:ee to t~ose who have paid their regular College fees. Medical services rendered by others than members of the College Infirmary staff, whether for sickness or for athletic injuries, are not paid for by the College. Any illness must be reported promptly by the student. Stu· dents suffering from contagious or infectious diseases must reside in the Infimary until discharged by the College Physician. The College Physl.cian makes a daily report to the Dean. HOW TO APPLY FOR ADMISSION General The revolution which re-established the liberal arts curricu· lum in St. John's College in 1937 was a movement in the Republic of Education which anticipated the current crisis in world history. When the liberal arts were reinstated in the College, it was known that many of the contemporary educational conventions do not promote the most successful pursuit of the liberal arts, but the difficulty of the immediate task that faced the College, that of putting a liberal curriculum into operation, made advisable the postponement of the solutions of some of the more extrinsic problems. So, for the first six years, the conventional entrance r~quirements were used. Then, in December, 1942, when it was clear that students in the Liberal Arts colleges were immediately needed for military duty, St. John's College decided to make its contribution to the war effort by offering its program to younger students in a schedule which would allow them to graduate before being called to military service. Beginning in July, 1943, a summer term was added to the regular schedule so that the four-year course could be completed in three calendar years; students were admitted at the beginning of any of the four terms during the year; the minimum entrance requirements were two years of high school work with a year of algebra, a year of plane geometry, and an introductory course in one foreign language. With the end of the war in sight and the crucial maximum of military training passed, St. John's now judges it possible and wise to relieve the strain of its wartime schedule by returning to its regular schedule. Requirements A student will be eligible for admission if he can fulfill any two of the three following requirements: I. Graduation from a high or preparatory school with credit for one and one-half years of algebra, one year of plane geometry, and two years of a foreign language. 2. A recommendation for work at St. John's College from the principal or a teacher in the high or preparatory school last attended. 55 �CATALOGUE OF ST. JOHN'S COLLEGE 3. Passing either: i. The St. John's Entrance Examinations in arithmetic. algebra, plane geometry, English, and _one foreign language (Latin, French, German, or Spamsh) or ii. The Psychological Examination provided by the American Council on Education. Note that these requirements make it possible for students to enter St. John's before completing four years of high school work, since these examinations may be taken by any student who has not completed his formal preparatory work and wishes to make an early start in College work; for instance, at the end of his second year of high school. CATALOGUE OF ST. JOHN'S COLLEGE 57 6. If you are not able to pay the full College fees, ask us to send you a blank of Application for Student Financial Aid. Fill this out with special attention to your Tentative Budget, send it to the Assistant Dean, and as soon as your admission application has been acted on, we shall let you know whether we can help and also how much. See section on Financial Aid, p. 61. Requests for further information may be directed to the Registrar. You are urgently invited to visit the College and to discuss further any problems that may need extra consideration. No Admission with Advanced Standing from Other Colleges Procedure 1. Request a blank of Application for Admission from the Assistant Dean. 2. Fill out the Admission blank as completely as possible, paying special attention to the third page where you are askecl to give full information concerning your fon~al preparation for college, names and addresses of the high or preparatory schools you have attended, with the dates of your attendance. You should be careful to gi".e the name of your principal or other teac~er who will be able to give a substantial recommendation of your character and ability. If you think you need or want to enter by examination, pay special attention to the fourth (back) page of the application blank. 3. Return the Application for Admission to the Registrar who will then collect your scholastic records and recommendations, and arrange Entrance Examinations if they are requested. 4. If you need or want to take the Entrance Examinations, give us the name and address of a teacher. or c?l~e.ge graduate who will be willing to accept the responsibility for administering the examinations to you. We pay such persons the sum of five dollars which you pay us as examination fee. We shall then arrange for the rest of the examination. 5. As soon as the Registrar has collected your scholastic record, recommendations, and the results of the Entrance Examinations, we shall promptly report the decis~oi: of the Admissions Committee. No assurance of admission can be made before the above data ar~ nrovided Students who wish to transfer to the St. John's program must register as freshmen for the four-year course; no advanced standing in the program is granted for other college credits. Admission before Graduation from High School The College is still eager to admit students who have not completed their formal four-year preparatory training, provided the student and his parents are persuaded that he is able and ready to undertake the responsibilities of a substantial program in the liberal arts. Veterans' Educational Benefits St. John's College is approved and accredited by the Maryland State Board of Education for training of Veterans of World War II who are eligible to receive educational benefits under the provisions of the G.I. Bill of Rights. �CATALOGUE O.F ST. JOHN'S COLLEGE FEES College Finance It is the aim of St. John's College to establish its fees for tuition and residence at a figure which will approximate as closely as possible the actual cost of furnishing tuition, bo~rd and room, and meeting the administrative and other operatmg expenses of the College. St. John's College adopted this principle and establisl-~ed the fee for residence and tuition at $1,000 for students entenng the College in the fall of 1941, or thereafter. This fee will be continued unless, in following years, rising costs should force revlSlon. (The fee of $1,000 covers the three terms of t~e regular session. During the war, when the College was m session for four terms a year instead· of three, the yearly charges had to be raised. However, there will be no summer term in 1945; and beginning with the fall term of 1945, the regular yearly fee of $1,000 will be restored.) By setting its student fees at approximate operating cost, the Colleo-e has freed other sources of income, principally support by ;rivate individuals and by the. pu~lic through state appropriations, for two purposes: financial aid t?. the stude.nts who are not able to pay the full cost, and add1t10ns and improvements to College land, buildings, and equipment. The various other fixed charges for attendance at St. John's are listed in the following paragraphs. In figuring the budget for the academic year, each student should include additi?n~l amounts for books, clothes, stationery, laundry, and other mCldentals. The cost of books will in general average about $35 per year. Entrance Examination Fee If a candidate for admission finds it necessary to take the College entrance examinations in order to complete the requirements for admission, he will be charged a fee of $5.00, payable to the College upon his request for examinatio_n. !his. fee _is charged to cover the expense of giving the exammat10n; It will not be refunded, nor will it be deducted from other fees. 58 Annual Fees Beginning with the fall term of 1945, the fixed annual fees for all students for each year are as follows: Tuition . . . . . . . . . . . . . . . . . . . . . . . . . . . Residence . . . . . . . . . . . . . . . . . . . . $600.00 400.00 Total. . . . . . . . . . . . . . . . . . . . . . . . . $LOOO.OO These fees are payable in full on registration in September or, if preferred, in three installments: one-half on registration, one-fourth on January 5, and the remaining fourth on March 30. On registering, the student must procure a Treasurer's Card showing that fees have been paid or that suitable financial arrangements have been made, in order to be admitted to classes, dormitories, the dining hall, the library, gymnasium or infirmary. Payment of Bills Bills for College fees are presented directly to the student, and the student assumes responsibility for their paymem. on the dates due. Refunds on Fees If a student has paid any installment on his fees beyond the dates on which installments are due (September registration, January 5, March 30), and withdraws from College for any cause whatever, such advance payment shall be refunded. But no installment already due shall be refunded, regardless of the cause of withdrawal. The College is not in business and does not regard itself as selling instruction or food or lodging to students. Its fees can best be understood by the student if he regards them as membership dues. These dues help the College to provide, not only instruction, food, and lodging, but also proper medical supervision, athletic facilities, and whatever other conditions it finds best adapted to forward the common learning enterprise. Caution Money Each student must make a deposit of $10.00 with the Trearurer on registration, subject to charges for laboratory break- �CATALOGUE OF ST. JOHN'S COLLEGE age and damage to College property. The amount of this deposit must be maintained at all times during the session. A refund check for this deposit will be sent to the student upon request after the end of any session or after withdrawal or graduation from College. Except for the caution money deposit, which is refundable at the close of the college year, the College has no extra fees. Deferred Payment of Fees There is available to those students and their parents who are unable to meet the College fees in accordance with the regular schedule a deferred tuition plan, which provides for payment in equal installments during the College year, in most instances, nine installments. This method of deferred tuition payment is handled through "Tuition Plan, Inc," a corporation which offers this service to many schools and colleges throughout the country. The plan is put into effect by a contract signed by the parent or guardian of the student and by the College and handled entirely by "Tuition Plan, Inc." The additional cost is four per cent of the amount financed, mimmum charge one dollar. Veterans' Educational Benefits St. John's College is approved and accredited by the Mariland State Board of Education for training of Veterans of World \!Var II who are eligible to receive educational benefits under the provisions of the G.L Bill of Rights. FINANCIAL AID College Aid Students unable to pay the full cost of their education may get assistance from the College. If the total assistance which a student needs for three terms amounts to not more than $200, the College will undertake to advance him a loan of the amount required and to find him employment at the College that will yield him sufficient wages to repay his loan during the period for which the money is needed. These loans do not bear interest. Since the available amounts of both work and money are limited, only students who could not otherwise meet their College expenses should apply for assistance. The procedure for obtaining a loan from the Student Aid Fund of the College is to sign a loan agreement by which the student engages himself to repay his loan as fast as his capacity to earn money will permiL As fast as he makes payments on this loan, new and smaller loan agreements will be substituted for the one the Student Aid Fund holds" The privilege of borrowing from the Student Aid Fund is reserved to those who perform satisfactorily for the College the work for which they receive wages and for those 1vho curtail their loan promptly to the limit which their wages will permit. If the total assistance needed for the academic year amounts to more than $200, the College will either make up the excess by an outright grant from the Student Aid Fund or else reject the application altogether. This practice is based on the experience that in most cases $200 is all the student can earn without endangering his studies and on the College's belief that it is undesirable that its members should graduate with a burden of debt to the College. Outright grants are made only where aid is so clearly needed and merited that the College can successfully appeal for donations to persons who are strangers to the applicant. The Committe on Aid will reject all applications, whether for loans and employment or for outright grants, which do not clearly demonstrate that all local sources have been thoroughly canvassed. The Committee has the grave responsibility of 61 �62 CATALOGUE OF ST. JOHN'S COLLEGE administering justly a common financial :resource of the community of scholars which the applicant seeks to join. It therefore subjects each case to a thorough investigation and it cannot initiate this investigation until the student aid blank has been filled out folly, clearly, and accurately, and with sufficient detail to enable a judgment to be made. All students hold aid, whether loan and employment or money grant, only on condition that they maintain good academic standing. Application for aid should be made at the time the formal application for admission is forwarded to the Registrar. CATALOGUE OF ST. JOHN'S COLLEGE 63 Scholarships Awarded by the College THE PHILIP A. MYERS, II, SCHOLARSHIP To be awarded annually, the income from $10,000, the gift of Philip A. Myers, II, Class of 1938. THE CLIFTON c. ROEHLE SCHOLARSHIP To be awarded in tuition, the income from $6,000, the bequest of Mrs. Anna M. D. Roehle, in memory of her son, Clifton C. Roehle. THE JEREMIAH HUGHES SCHOLARSHIP Maryland State Scholarships Residents of the several counties of Maryland and the six legislative districts of Baltimore are eligible to take the competitive examinations for scholarships at St. John's College. Twenty-nine of these scholarships pay full fees, including tuition, board, and room; twenty-nine pay tuition fees only. They are granted for four years, or in the case of a student already at the College, for the remainder of his course to graduation. In all counties and legislative districts the competitive examinations are administered by the respective county or city School Boards, and :reports are rendered to the respective Senators who make the formal appointments. The College supplies the examinations and grades the papers in all except two counties, Montgomery and Prince George's, where the School Boards examine candidates and report directly to each Senator. All appointments are conditional upon admission of the candidate to the College. The procedure for application, examination, and appointment to State scholarships is as follows: L Candidates, who must be residents of the county or district that has an open scholarship, should watch the newspapers for the announcement of the time and place of the examination and apply to the local School Board for examination. 2. Candidates should supply to their respective Senaton evidence of their good character and financial need. 3. Appointees will be notified of their appointments by the Senator and by the College. To be awarded annually to some deserving student, preferably a resident of Annapolis, the sum of $30.00 to be applied to the cost of tuition. THE FRIEDRICH JONATHAN VON SCHWERDTNER SCHOLARSHIP To be awarded, in tuition, to some deserving student, the income from the bequest offered annually under the will of the late Friedrich Jonathan von Schwerdtner, in memory of his son, Friedrich. Scholarships Awarded by Patriotic Societies THE MATIHEW FONTAINE MAURY SCHOLARSHIP Awarded by the United Daughters of the Confederacy to a student of exceptional character and scholarship and of established Confederate lineage. This scholarship is applied to tuition and residence fees, in accordance with the needs of the student selected, and is awarded at present for four years unless the appointee fails to maintain the required standard in his academic record. Applications should be addressed directly to Mrs. Sidney Cox, Smithfield, Virginia. SCHOLARSHIP OF THE COLONIAL DAMES OF AMERICA Applicants for this scholarship are expected to submit evidence that they are of colonial descent and that they themselves revere the ideals and standards of their forbears. Appli- �CATALOGUE OF ST. JOHN'S COLLEGE cation should be made to the Chairman of the Scholarship Committee of the Colonial Dames of America: Mrs. Walter W. Price, 21 East 65th Street, New York City. Scholarships at Other Institutions for St. John's Studenw SCHOLARSHIPS IN ENGINEERING Three scholarships in engineering are offered at the Johru; Hopkins University to graduates of SL John's College. These scholarships are awarded by the Faculty Committee on Scholarships and Student Aid. SCHOLARSHIPS IN MARINE BIOLOGY A tuition scholarship applicable to an approved course either at the Biological Laboratory at Cold Spring Harbor, New York, or at the Marine Biological Laboratory, Woods Hole, Massachusetts, is offered annually to graduates of St. John's. This scholarship is awarded by the Faculty Committee on Scholarships and Student Aid. APPENDIX A A SHORT EDUCATIONAL HISTORY OF ST. JOHN'S COLLEGE small a:rts college for men, ST. JOHN'S COLLEGE is aand hasliberal so since its founding. is non-denominational, been It It has never been coeducational. It maintains no graduate or professional schools. It is the third oldest college in the United State!li. 1696 King William's School, first public free school on the American Continent, founded in accordance with the following Petitionary Act of the General Assembly of colonial Maryland: A Petitionary act for free-schools. Lib. LL No. 2, fol. ll5. Dread Sovereign . . . . Being excited by his present Excellency, Francis Nicholson, Esq.; your Majesty's Governor of this your Province, hii'!l Zeal for your Majesty's Service, pious Endeavors and generous Offers for the Propagation of Christianity and good Learning, herein we become humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us your Majesty's Subjects of this Province, represented in this your Majesty's General Assembly thereof, THAT IT MAY BE ENACTED. II. AND :MAY h BE ENACTED, by the King/s most excellent majesty, by and with the advice, prayer and consent of this present General Assembly, and the authority of the same, That for the propagation of the gospel, and the education of the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher, and one writing-master, or scribe, to a school, and one hundred scholars, more or less, according to the ability of the said free-school, may be made, erected, founded, propagated and established under your royal patronage. And that the most :reverend father in God, Thomas, by Divine Providence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the said school; and that, to perpetuate the memory of your majesty, it may be called King William's School, and managed by certain t:m~ tees, nominated, and appointed by your sacred majesty. Laws of Maryland, Session of July 1-9, 1696. 65 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 66 The original Board of Visitors and Governors was as follows: 1776 William West, D.D. Thomas J. Claggett, D.D. Nicholas Carroll John H. Stone William Beanes Richard Ridgely Samuel Chase " John Thomas Thomas Stone " Alexander Hanson Thomas Jennings According to tradition King William's School was used as a gunshop during the Revolutionary War. 1784 St. John's College chartered by the General Assembly of the State of Maryland: WHEREAS, Institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States: Be it enacted, by the General Assembly of Maryland, That a college or general seminary of learning, by the name of Saint John's, be established on the said Western Shore, upon the following fundamental and inviolable principles, namely: first, said college shall be founded and maintained forever, upon a most liberal plan, for the benefit of youth of every religious denomination, who shall be freely admitted to equal privileges and advantages of education, and to all the literary honors of the college, according to their merit, without requiring or enforcing any religious or civil test, or without their attendance upon any particular :religious worship or service, other than what they have been educated in, or have the consent and approbation of their parents or guardians to attend; nor shall preference be given in the choice of a principal, vice-principal, or other professor, master, or tutor, in the said college, on account of his particular religious profession, having regard solely to his moral character and literary abilities, and other necessary qualifications to fill the place for which he shall be chosen. . . . . The petition for this Charter was signed by William others. " Signer of the Declaration of Independence. Paca~' James Brice John Allen Thomas Gustavus R. Brown Edward Gantt Clement Hill Richard Sprigg Charles Carroll of Carrollton " Jeremiah T. Chase Charles Wallace John Carroll, D.D. First Principal of St. John's College, Dr. John McDowell. 1785 The property, funds, masters, and students of King William's School conveyed by an Act of the General Assembly to St. John's College. Reverend Ralph Higginbotham, Master of King William's School, became Vice Principal of St. John's College. Two members of the Board of Visitors and Governors of King William's School became Visitors and Governors of St. John's College 1791 George Washington visits St. John's College. To the Faculty of St. John's College: Gentlemen: . The satisfact!on which I have derived from my visit to your infant seminary 1s expressed with much pleasure, and my wishes for its progress to perfection are proffered with sincere regard. The very promising appearance of its infancy must flatter all its friends (with whom I entreat you to class me), with the hope of an early and at the same time mature manhood. You will do justice to the sentiments which your kind regard toward me inspires, by believing that I reciprocate the good wishes contained in your address, and I sincerely hope the excellence of your seminary will be manifested in the morals and science of the youths who are favored with your care. and GEORGE .VVASHINGTON ANNAPOLIS, April 17, 1791. "' Signers of the Declaration of Independence. �6£ CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 1868 1796 Graduation of Francis Scott Key, District Attorney of the United States; author of The Star Spangled Banner. 1799 Graduation of George Washington Parke Custis, step-grandson of George Washington. Fairfax and Lawrence Washington, nephews of George Vvashington, were also students at the College. 1835 Curriculum during the Principalship of the Reverend Hector Humphreys. First Year Greek Xenophon Herodotus Thucydides Lysias Demosthenez Isocrates Plato Latin Livy Horace Virgil Mathematics Algebra Second Year Greek Homer Hesiod Tragedies Latin Juvenal Cicero Mathematics Plane Geometry Solid Geometry Logarithms Trigonometry Th£rd Year Greek Minor Poets Latin Tacitus Mathematics Applications of Trigonometry Conic Sections Chemistry Natural Philosophy Elements of Criticism Fourth Year Latin Horace Natural Philosophy Logic Astronomy Geology Civil Engineering American History Political Economy Natural Theology English Composition and Declamation in all four years. Modern Languages by special arrangement in addition. Curriculum during Prindpalship of James C. Welling. First Year Greek Homer Herodotus Latin Virgil Cicero Livy Second Year Greek Xenophon Plato Euripidei Lucian Latin Horace Cicero Hc::irace Mathernatirn Algebra Geometry English Terence Mathematirn Logarithms 19th Century Literature Trigonometry Solid Geometry English Shakespeare 18th Century Literature Third Year Greek Plato .iEschylus Thucydides Sophocles Latin Cicero Juvenal Plautus English Shakespeare Spencer Taylor Hooker Milton Mathematics Theory of Equations Analytic Geometry Descriptive Geometry Use of Instruments Natural Philosophy Chemistry Historical Methods Fo1,J,f'fh Year Greek Plato Aristotle Aristophanes Lectures in Philosophy and Social Science on: Plato Aristotle Dernosthene~ Augustine Latin Thomas Aquinas Tacitus Vi co Lucretius Descarte• Persius Bacon Quintilian Bossuet English Pascal Authors of 13th, 14th, Paley and 15th Centurie~ Locke Mathematics Spinoza Analytic Geometry Montesquieu Calculus Kant Mechanics De Tocqueville Natural Philosophy Adam Smith Astronomy Fichte Logic Hegel Evidence of Christianity Buckle Lecky Malthus Mill Butler Ii �CATALOGUE OF ST. JOHN'S COLLEGE 70 1886-1923 Presidency of Thomas Fell. A curriculum of Block Electives and Military Training. 1. 2. 3. 4. Classical Course leading to the B. A. Degree. Latin Scientific Course leading to the B. L. Degree Scientific Course leading to the B. S. Degree Mechanical Engineering Course leading to the M. E. Degree 1923-1937 Period of Progressive Studies under the Open Elective System. 1937 Restoration of the traditional program of Classics and Liberal Arts unique in American colleges of today. .APPENDIX B THE DEGREE OF BACHELOR OF ARTS AT ST. JOHN'S COLLEGE Just as institutions are necessary for the c~rrying on of learning, although these very institutions may become its greatest hindrance through unwise direction and time's dullness, so any institution of learning must require of its students certain marks and signs of their attainments and progress even though misuse of such requirements has often prevented true progress. Their use hmst entail care. Such requirements are inevitable if an institution is to pronounce public judgment upon its students, that is, to grant degrees. The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies competence in the modern equivalent of these arts and sciences. This implies: 1. Knowledge of the contents of the required books in the list. 2. Competence in mathematics through the elementary calculus. 3. A reading knowledge of at least two foreign languages. 4. Four hundred and fifty hours of laboratory training. Now, since students are of different capacities, and since colleges of liberal arts, of all institutions of learning, are called upon to judge not only of the attainments of their students but also of their progress, it therefore seems wise that St. John's College offer three degrees: namely, Bachelor of Arts magna cum laude, Bachelor of Arts cum laude, Bachelor of Arts rite. The first to be awarded to those students who, in the opinion of the faculty, are judged satisfactory both in attainments and progress, and capable of pursuing their work in Law, Medicine and Theology or in the graduate schools of language and literature, mathematics, the natural sciences, and logic and metaphysics. The third to be awarded to those students who, in the opinion of the faculty, have made sufficient progress in the intellectual virtues to warrant recognition by the college, but on whose actual powers of operation in the several arts and sciences and therefore on whose actual capacity for advancing further in professional or graduate schools, the faculty declines to make a final judgment. The second degree represents a less eminent case of the first. In awarding degrees, the faculty must set up ways and means of reaching decisions. To this end the following stipulations are made: At the end of his third year, the student must stand four written enabling examinations, one in language, one in mathematics, two in 71 Preamble Degrees Ways II: Means Enabling examina~ tions �12 Diss era tati on (general) CATALOGUE OF ST, JOHN'S COLLEGE laboratory, theoretical and operational, and one oral examination on seminar reading. These examinations are given normally in September after the third year, although the student has the right to demand them in June of the third year. These examinations are largely technical in character. But the technique required must be at all times ~elated to the w~ole body of the liberal arts and to appropriate sub1ect matters, This relatedness is formally guaranteed by basing the enabling examinations on a list of books named in Appendix L The examination in language covers general questions of grammar of all ~our lan~ages, and l~gic. The mathematics examination covers specifically simple operations in geometry, conics, trigonometry, analytic geometry, and in t~1e differential calculus, The examination in laboratory covers speofically the analysis and operation of certain important instruments to be named in Appendix I, p. 74. After having taken his enabling examinations, the student may petition the faculty to accept him as a candidate for the degree of Bachelor of Arts, to be granted at the end of his fourth year. The faculty through a committee then exam~nes t.he student's record up to the time of the petition together with his performance on the enabling examinations. It may make one of three judgments: either (l) the student is accepted as a candidate for the degree, or (2) he is not accepted but allowed to complete his fourth year of college work, or (3) he is dismissed from the college. In examining a student's record the committee of the faculty especially named for this purpose is at liberty to question the tutors and seminar leaders of the student both past and present, and the student himself, as well as the formal judgment preserved in the way of term marks or examination grades, or any examination papers or yearly theses at hand, It would be a general principle that the faculty not accept as a candidate for the degree any student who had consistently neglected and ignored or had consistently failed in any of the essential divisions of the first ~hree years' program; t~at is, either language and literature, or the liberal arts, or mathematics and the natural sciences. But the faculty committee, although :refusing to accept a student as a candidate for the degree, may judge the student capable of benefiting from the fourth year's work without detriment to the college community. Any student accepted as a candi~at~ for a de~ee or allo':'ed to remain the fourth year must then md1cate a sub1ect for a dissertation, to be agreed upon by the faculty, to be wri.tten durin~ his fourth year, and to be publicly expounded, a~phfied, and mterpreted satisfactorily by him prior to the grantmg of the degree. While the degree can not be granted before the end of the fourth CATALOGUE OF ST. JOHN'S COLLEGE 73 y~ar, th~ student may request more time to prepare and submit his drnse1~ta~1on for the approval of the faculty, He may even request perm~ss10n to retu~n to the col~ege for a fifth year, attending what tutonals, laboratones, and semmars he pleases within the limits of college discipline. The student will choose, and the faculty will accept, a subject for diss_ertation with an eye to all the first four years' work, and not as a piece of specialized research or contribution to knowledge. The Instruction Committee acts as an Examining Board, The Guties of the Examining Board are as follows: l., To formulate and administer the Enabling Examinations which are to be given in September. 2. To accept and approve projects for the final dissertation. Such projects must be prepared and formulated by each candidate with the help of a faculty adviser. 3. To read and accept the final dissertation, to administer the final examination, and to recommend candidates for degrees, APPENDIX I The books of the first three years on which the Enabling Examination are to be focussed are the following: Texts studied in Tutorial Republic Organon Confessions De Ente et Essentia Social Contract Les Pensees Texts gtudied in Seminar Iliad Republic Timaeus CEdipus Poetics Physics Galen Divine Comedy Don Quixote Euclid Archimedes Apollonius Ptolemy Galileo Descartes Newton Boole Hamlet King Lear The Tempest Harvey Lavoisier ''\Tealth of Nations Federalist Papers As stated abov.e, the examination in laboratory will cover specifically the operat10n and explanation of certain important instruments, The following list is arranged under three headings: Elements, Scopes, and Meters. There are two classes of scientific instruments: scopes and meters. The scopes are aids to observation and the meters are aids to measurement. With the former, distinctions Disser. tation (particu- lar) Examis· ing Board �74 CATALOGUE OF ST. JOHN'S COLLEGE oi a qualitative kind can be made, s~ch as between more a_nd less, up and down, straight and not str~1ght. The_ latter permit _us_ to make quantitative judgments, that is, to a~sociate th~ough similar ratios some one of a series of numbers with the thmg observed. Often the same piece of apparatus can be _used either_ as ~ sc~pe or as a meter. The elements are certain devices, not soenufic instruments themselves, which enter into the construction of different instruments. Elements Solids Crystals Fluids Gases Lever Inclined plane Screw Pulley Floating body Spring Pendulum Magnet Mirror Lens Prism Grating Scopes Straight edge Plumb line, gnomon Compasses, divider Tuning fork Electroscope Telescope Microscope Oscilloscope Stroboscope Meters Scale Ruler Balance with set of weights Spring balance Strength -of-materials testing machine Water clock Barometer Sonometer Disk siren with clock and counter Thermometer Magnetic compass Coulombmeter Tangent galvanometer Dioptra Astrolabe Micrometer microscope Spectrometer with minimum deviation prism The examination in laboratory will be in two parts. In one the student will be asked to make certain observatio~s and measurements with some of the above instruments, and m the other to answer questions on the theory and applicatio~ of so~e _of the elements and instruments. The references for this ex~mm3:t10n are the mimeographed laboratory notes and the student s written reports of the first three years, as well as the scientific books among the texts named above. CATALOGUE OF ST. JOHN'S COLLEGE 79 the books will not be forgotten and they can be put to work by anyone who remembers. We can therefore view any new directive with assurnnce and can promptly answer any call to war service without fear of losing what we are fighting for. In the past year we have therefore been able to take care of our army, navy, and marine reserves without changing our curriculum. We have required calisthenics, infantry drill, military track, and ~and-to-hand combat in place of our former system of voluntary mtramural sports. We have offered extracurricular training in gas engines, specialized navigation, physics, and mathematics. None of these things has displaced or been a substitute for the fundamentals of_ the liberal arts, which in turn have supported the specialties. In spite of the high degree of assimilation that these developments indicate, it has been a tough year for both students and faculty. There has been hardly a week when some students have not left for military duty; there has hardly been a month when some faculty member was not needed and called for the country. Badly written military directives have transmitted the chaos of the battlefield to the College; we have recoiled and rallied. At the end of the second term we held imitation commencement exercises for the thirty-six students called to the colors; the recital of the Ephebic Oath conquered the day. "We, students in anus, salute the youths of the ancient republics." We were also saluting the other colleges who were joining us in arms. But the master plan has also found new meaning in the events of the world and of the college. We have learned that about half of the books from Homer to Tolstoi discuss war and peace with realism and wisdom. Beneath this surface they explore the problems of law and anarchy, they report man to man, they weigh sin and tragedy, they record learning by recognition in calamity. The study of the great books in time of war confirms the conviction that such reading and discussion is the birthright of every human being. When the Congress decided that men should be drafted at the age of eighteen, we therefore decided that we would take the risk of the last planned step of the St. John's revolution, to teach these books and the accompanying liberal arts to younger students, students who might not have graduated from high school, and who might therefore not be able to get their liberal education as long as the war lasts. Teaching students of this age already was a part of the ?1aster plan, but we had hoped to have some of our own graduates m the faculty to help us to make the shift. We had therefore postponed it a few years to allow the rebuilding of the faculty with the younger and more aptly trained teachers. But the present faculty has been going to school with the great books and they for reasons of age and training will not be useful and effective in the �CATALOGUE OF ST. JOHN'S COLLEGE 80 8.i CATALOGUE OF ST. JOHN'S COLLEGE armed forces. The need of their teaching is obvious and they are ready for the adjustments in teaching that the task will require. After a great deal of discussion with faculty, Board, and students, and also figuring of costs, the administration has been authorized to announce the four-year college course in the liberal arts to be given in three calendar years to students between the ages of fifteen and eighteen. The great books are offered to these youths who might otherwise lose their opportunity to participate fully in the arts of free men. There is no doubt that this radical step will be viewed in many quarters with alarm. There will be doubts that such important instruction material can be handled adequately and safely by younger boys; there will be doubts that the treatment younger boys can give the great books is in keeping with the high aims of the program itself. On the first point we have considerable evidence not only that younger boys can handle the great books with profit, but that they can get greater profit with less readjustment than the graduates of our present schools of preparation for college. We have already taken a small group of younger boys at St. John's, and they show the same variation in aptitudes and progress that the older boys have been showing. But in addition they evidence a fresh, direct amateur's interest in ideas that high school graduates have to recover from their earlier years. It appears that the ordinary high school graduate has in the last rather empty years of his preparation for college acquired many of the academic pretenses which are so characteristic of the American high school, that he has actually been bored with scholarly husks and has substituted flattery of his teachers for genuinely tough intellectual work. The fault is not in the teachers; many of them are also bored with the subject matter that they teach, and they also turn to flattering the student. AU of this together with the progressive decay of the linguistic and mathematical disciplines points to a dead spot in our educational system, a paint where preparation in the grammar school has finished, for better or for worse, and the real business of liberal education has not yet begun. We drag students through two to four years of this wasteland, and the acute stages of boredom appear in the last two years of high school or the first two years of college. Some of the better preparatory schools and colleges fill in with literature, fine arts, and science, but they know that they are either doing college work or it will all have to be repeated in a staler form later on. Liberal education is in origin and tradition a European institution, and a glance at its structure lets us see where we have improvised and perhaps fumbled. The grammar schools in European countries lead directly to the Gymnasium and Lyn~e, whose curricula were made of Latin, Greek and mathematics with a scattering o~ national histor~ an~ !iterature. 1:he Gymnasium and Lycee led directly to the umversxt1es whose pnmary structures and functiom were orde~ed to training in the professions: law, medicine, theology, and teachmg. The Gymnasium and Lycee came at the end of the child's education and they were concerned to initiate in the student the ~ree and independent use of his mind so that he could worthily atta_m t~e knowledge a~d discharge the duties of the learned profess10ns m the comm~mty a~ large. The Gymnasium and the Lycee devoted themselves smgle-mmdedly to liberal education. It should be interesting to us in the United States in 1943 that the liberal education.thus ins_titutionalized was provided to all young men who wer~ admitted to 1t before the period of their military training and service. As the youths of the ancient republics of Greece took the Ephebic Oath at the end of their common formal education and at the beginning of their three years of military training and service, so the Europeans had the military deadline to mark the end of common formal education in the liberal arts. We have lacked this mark until now, and have allowed our structure and sense of function to become confused. The high school and the college have fused a_nd grown together, and at the same time the college and the professional schools have lost their identities in the elective system which makes the worst of both. The colla~orators _and_ originators of the St. John's program were aware ?f this confusion m our educational system, and were at the outset_ m_tent Ofo! clarifying and articulating the system. They were also a1mmg at mtroducing and initiating the student to the liberal arts in their full development at the end of common formal education .. At. St. John's we faced the risk of looking like a high school or a JUmor college and yet teaching subject matters and arts that are at the coll_ege level i_n importance and difficulty. The ages of our stude~t~ admltte~ on h1g~ sch~ol gr~d~ation were equal to the ages for military service or umvers1ty trammg in Europe. We therefore at the start planned to shift the age to a lower bracket as soon as we had estab~ished our cu:~T.iculum by teaching experience. Now the war has given us the m1htary deadline at eighteen years of age, the sam~ that Europe ~as prescribed since the Greeks, and we may be lookmg ~orward to its p_e~manent adoption. We are therefore fitting the last lte_m of our_ ongmal program into the master plan and at ~he s~me time meetmg the current emergency for liberal education m this country, by admitting students at the age of fifteen. We trust th~t we shall not be accused of causing the war, but it may be pomted out that it has nicely punctuated the steps of our remrn to the ancient tradition. In th~s coni:ection it w~ll bear repeating that we are following out to lts logical conclusion the American tradition that liberal �CATALOGUE OF ST JOHN'S COLLEGE education is for everyman, rather than for the few as the Gymnasium and the Lycee have offered it. We have also departed from the Gymnasium and the Lycee in their original establishments by including a large portion of the natural sciences which they omitted and passed over to the various Realschulen for the education of those who did not expect to be free men. Our rediscovery and use of the great books is the basis of our confidence that liberal education, including the natural sciences and the laboratory, can be given to everybody at the end of the period of their common formal education. No essential changes in the booklist or in the teaching and class schedule need to accompany this shift in the age of students. The great books themselves offer many levels for reading and understanding, and in particular allow the more poetical and imaginative assimilation that the older student avoids too easily. The classroom scheduled hours are those familiar to boys at this new age. Intelligent teachers will welcome the direct amateur interest and will eagerly shift their contributions of help and guidance to meet the traditional youthful mind that is ready for the liberal arts, the arts that help boys to become men. Two other changes we regret to find necessary during the war. We shall have to add another te.rm to the calendar year and forfeit the long summer vacation in order to complete the four-year course in three calendar years. The long summer vacation has a very high educational value; the traditional vacation has allowed time for the maturing of learning while it is still in progress, and there is evidence that it has been very effective in this respect. We shall recover i.t at the earliest opportunity. The other regrettable change is in the omission of three foreign languages: Latin, French and German. Competent teachers in this program are difficult to keep during the war. On the other hand the addition of a term of Greek and the concentration on slow :reading in English are interesting and promising experiments in a field which is difficult to assimilate to the realities of the liberal arts, and the experience may lead to a more genuine :solution of the whole problem in the future. It will be interesting to see if some of the thinking that we have done to set the liberal arts in motion at St. John's will be recognized and followed by other colleges as the war recedes and the solid ground of liberal education, unencumbered by wreckage, reappears. [NoTE: In January, 1944, we found it possible to return to the program of four !z.:]gu~ge:;~G:reek~ La ti:?.~ French, and. C;::rma:i ~ir: fou: yea.r::;. See the prngram of language tutorials charted on page 44. As stated elsewhere, we are also abandoning the accelerated wartime schedule, and are returning to the regular schedule of an academic year with three terms and a summer vacation.] BIBLIOGRAPHY OF ARTICLES ON THE ST. 'S PROGRAM ADLER, MORTIMER J.: The Crisis in Contemporary Education, The Social Frontier, February 1939. ----: 1939. Liberalism and Liberal Education, The Educational Record, July BARR, STRINGFELLOW: The Art of Liberation, Free America, September arid October 1939. Reprints available. -----: A College in Secession, Atlantic Monthly, July available. 1941. Reprints -----: The College of the Future, New York Times, May 9, 1943; Magazine Digest, November 1943. A College Rebels, The Key Reporter, Magazine, Autumn 1938. ----: Phi Beta Kappa -----: Back to Fundamentals in Education, Talks, October 1937. from an address given over the Columbia Broadcasting System. News Reported The Education of Freemen, The New Republic, August 31, 1942. -----: The Ends and Means of General Education, Address, Proceedings of the Fifty-third Annual Convention of the Middle States Asso. of Colleges and Secondary Schools, November 24-25, 1939, Reprints available. -----: The Future of the American College, London Economist, July 3, 1943, also American Survey, July 3, 1944. -----: John Doe Goes to St. John's, Progressive Education, January 1939. Reprints available. -----: The St. John's Program, Encyclopaedia of Modern Education, The Library, Inc,, 1943. Philo~ophical The St. John's Program, The Virginia Spectator, December 1938. -----: Suspending Education, Address, Columbia Broadcasting System, February 4, 1943. Reprints available. The Training of a Free Mind, Catholic Digest (Condensed from Free America), December 1939. -----: Towards a Disciplined Mind, Address, Proceedings of the Head Mistresses Asso. of the East, November 10-11, 1939. The War and the Colleges, Two Radio Addresses, May 1942. Reprints available. BEIRNE, FRANCIS: All Quiet at St. John's, "Our Educational Correspondent," The Baltimore Evening Sun, October 4, 1938. BUCHANAN, Scon: Back to First Principles, Survey Graphic, October 1939. Also in How Can We Be Taught to Think, Farrar & Rhinehart, 1940. -----: A Crisis in Liberal Education, The Amherst Graduates' Quarterly, February 1938. Reprints available. BULL, GEORGE, S. .J.: St. John's Experiment to Reclaim a Lost Heritage, America, April 23, 1938. CAMP, LEO LEONARD: St. John's, Annapolis-After Five Years of Operation, The Commonweal, October ,22, 1943. 83 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 84 - - - - - Liberal Arts for Catholics, The Commonweal, April 14, 1944. CLEVELAND, RICHARD F.: The St. John's College Program, The Daily Record, Baltimore, Md., March 23, 1938. DEWEY, JOHN: Challenge to Liberal Thought, Fortune, August 1944. DONOVAN, HEDLEY: Educators Strive for "Free Mind," The Washington Post, January 15, 1939. EDEL, ABRAHAM AND SARAH RIEDMAN: Our Post-H'ar Schools, New Masses, August 15, 1944. EDMAN, IRw1N: Which Road for Education? The New York Times Magazine, July 2, 1944. HENRY, THOMAS R.: Education by "Book Learning," The Washington Star, December 5, 1937. HESLEP, CHARTER: Experiment, Washington Daily News, July 28, 1937. HooK, SIDNEY: Ballyhoo at St. John's, Part I, "Education in Retreat," and Part H, "The 'Great Books' and Progressive Teaching," The New Leader, May 27 and June 3, 1944. Su:s!NGER, DONALD: Aristotle in Annapolis, Survey Graphic, June 1938. STANDEN, ANTHONY: Elementary Chemistry for Liberal Arts Students at St. John's College, Journal of Chemical Education, November 1944. STOKES, RICHARD L: Educational Dynamite: Great books system at Old Annapolis, Maryland college blasts away traditional methods of instruction, St. Louis Post-Dispatch, November 26, 1939. TALIAFERRO, R. CATESBY: Concerning the New Program at St. John's, The Maryland Club Woman, February 1938. TIME MAGAZINE: St. John's Revival, July 19, 1937. VAN DOREN, MARK: Education by Books, The Nation, December 6, 1933. WARREN, CONSTANCE: Liberal Education in the Post-War World, Journal of the American Association of University Women, Spring, 1944. W1u;us, C. J.: From St. John's to Mark Hopkins, The Journal of Higher Education, January 1939. WHITE, E. B.: A Plan for America, Harpers Magazine, February 1940. ST. JOHN'S COLLEGE BULLETINS KIEFFER, JoHN S.: The Classical Revival at St. John's, The Classical Journal, December 1939. REPORT Journal of Educational Sociology, The: St. John's College: A Critical Appraisal, November, 1944. Edited by Alonzo Myers. REPORT OF THE PRESIDENT, April 1940. Reprints available. REPORT OF THE PRESIDENT, May 1941. Reprints available. LIFE MAGAZINE: The Classics-At St. John's They Come into Their Own Once More, February 5, 1940. REPORT OF THE PRESIDENT, June 1942. Reprints available. REPORT OF THE PRESIDENT, June 1943. Reprints available. LIPPMANN, WALTER: Crisis and Reform in Education, The New York Herald Tribune, February 15, 1943. - - - - The St. John's Program, "Today and Tomorrow," appearing in 165 newspapers, December 27, 1938. Reprints available. LYND, HELEN MERRELL: Conflict in Education, New Republic, May 22, 1944. LYONS, Lours M.: A College Education from 117 Books, The Boston Sunday Globe, September 13, 1937. MARDEN, PHILIP S.: Back to the Classics, The Dartmouth Alumni Magazine, October 1938. MARTIN, W. A. P.: The Revival of Learning, The Commonweal, December 31, 1937. MAYER, MILTON S.: Hutchins of Chicago, Part I, "The Daring Young Man," and Part II, "The Flying Trapeze," Harpers Magazine, March and April 1939. - - - - : Socrates Crosses the Delaware-St. John's College and the Great Books, Harpers Magazine, June 1939. Reprints available. MCCARDELL, LEE: A Series of Four Articles on The St. John's Program, The Baltimore Evening Sun, January 23, 24, 25, 26, 1939. MEIKLEJOHN, ALEXANDER: A Reply to Mr. Dewey, Fortune Magazine, January 1945. PIERRE, RAY: Plato on the Severn, The Educational Forum, March, 1944. - - - - - Rebel in Educaiion, The Christian Science Monitor, NovEmber 6, 1943. PRICE, JAMES HARRY: Click and Pick vs. the Atlantic, The Churchman, Christmas 1942. PRINGLE, HENRY F.: College With an Idea, The Saturday Evening Post, October 14, 1944. OF THE PRESIDENT, April 1939. Reprints available. BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J.: How to Read a Book-or the Art of Getting a Liberal Education, Simon & Schuster, 1940. A book expounding the techniques by which adult groups or individuals can come to terms with the great books. AMERICAN LIBRARY ASSOCIATION: Classics of the Western World, with forewords by John Erskine and Everett Dean Martin. One of the book lists out of which the St. John's program grew, this pamphlet contains valuable secondary bibliographical material. It was first published in 1927 by the American Library Association for the use of adult classes. 1944. HUTCHINS, ROBERT M.: Education for Freedom, Louisiana State University Press, 1943. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education between Two Worlds, Harper & Brothern, 1942. RICHARDS, I. A.; How to Read a Page, W. W. Norton, 1942. Still more detailed techniques of :reading. VAN DOREN, MARK: Liberal Education, Henry Holt & Co., 1943. �CATALOGUE OF ST. JOHN'S COLLEGE STUDENTS ENROLLED IN ST. JOHN'S COLLEGE, 1944-1945 FOURTH YEAR-CLASS OF 1945 Robert Luther Campbell, Jr .................. Hagerstown Solomon Kadis .............................. Baltimore Frank B. Marshall, Jr......................... Baltimore Erich Nussbaum ............................ Annapolis Benton Bloch Perry. . ............. Baltimore Harry Fletcher Pfeiffer, Jr. ................... Baltimore Verne Schwab .............................. Greenbelt THIRD YEAR-CLASS OF 1946 Thomas James Cosgrove. . ... Bayonne, New Jersey Thomas Irwin Fulton, Jr.. . .Irwin, Pennsylvania John Parker Gilbert. .Putney, Vermont Allen Zimmerman Harvey. . . Frostburg Leon David Israel. .... llnion Bridge William Kenneth Kline. . .New York, New York. Henry Resolved Mack. .Dover, Delaware Robert Wilson Mueller. .Milwaukee, Wisconsin Robert Frederick Novak. . .Baltimore Benjamin Franklin Pumphrey, Jr...... . .Severn Harry Charles Rockey. . . . . . . . . . . . . . . . . . . .. Philadelphia, Pennsylvania James Willard Sharp. . .. Freeland, Pennsylvania Samuel Sheinkman . . . . .New York, New York Irwin Robert Tucker.. . . . . . . . . . . . . . . . . . . . . .Bayonne, New Jersey Henry Theodore Wensel, Jr...... . .. Oak Ridge, Tennessee SECOND YEAR-CLASS OF 1947 1944) Samuel Bancroft Bird, Jr. ..................... Wilmington, Delaware Carl Henry Bmggmann ...................... Washington, District of Columbia John Brunn ......................... New York, New York Peter Frederick Buri ......................... Eau Claire, Wisconsin Tris tram Joseph Campbell, Jr.. . ... Ridgewood, New Jersey Jerome Herbert Cantor .. Boston, Massachusetts Ch'ao-Li Chi ............. New York, New York Peter Clogher ........... . ...... Englewood, New Jersey Robert Mitchell Courtright .................. Sumter, South Carolina John Scott Desjardins ................... Indian Hill, Ohio Salvatore Carmelo DiGrande ................. New York, New York Alvin Hamilton Durning ............ Louisville, Kentucky Klaus Werner Epstein ....................... Cambridge, Massachusetts Duane Thomas Kaye Furbush. .Palmyra, Michigan Allen Abbey Goldstein ......... . .Baltimore Charles Davis Haines .... Washington, District of Columbia Bernet George Hammel . Orange, New Jersey H. Anthony Hammond .. Ridgewood, New Jersey Richard Scott Harris ...... Saginaw, Michigan William Edwin Harris .Saginaw, Michigan (BECAME SOPHOMORES KN MARCH, 86 Harry Gerald Haxby ........................ Mariemont, Ohio Richard Eagleston Jameson.. . Fallston Thomas Gillis Jewell .... , ................... Grasonville Archer Jones . . . . . . . . . . . . . . .............. Richmond, Virginia Ira Wendell Marine . . . . . ............ Washington, District of Columbia Richard Fontaine Maury. . . .. Washington, District of Columbfa John Mathew Morgan .................... Toledo, Ohio Charles Arthur Nelson ....................... Berwyn, Illinois James Richard Powder ....................... Lutherville Peter Bradley Price .................. New City, New York James W. Ray ............................. Worcester, Massachusett~ Thomas Evans Robertson ..................... Glendale, Ohio Larry Winter Roeder ........................ Annapolis William Warfield Ross . . . . . . .......... Bethesda Rowell Anton v M. Schleicher. .......... Forest Hills, New York George Faison Smith . . . .Greenwood, Mississippi William Kyle Smith, Jr.. .Annapolis Eugene Victor Thau .. New York, New York Richard Van der Voort. Pittsburgh, Pennsylvania George Montgomery VanSant .Hyattsville Robert Russell Weiss . . . .Federalsburg George Patrick Welch, Jr.. . ........... Providence, Rhode Island William Ogden White .. Baltimore Justin Cadwalader Williams ............ Moorestown, New Jersey SECOND YEAR-CLASS OF 1947 (BECAME SOPHOMORES IN JULY, 1944) Irving Victor Abb ........................... Frederick Ted Barber .......................... Bellaire, Ohio Roberto Beascoechea ......................... Santurce, Puerto Rico Stephen Gordon Benedict .................... Scarborough, New York Louis Leon Brin ............................ Brookline, Massachusettll Edmund Anthony Connor .................... Hagerstown Arthur Oudry Davis, Jr ....................... Coshocton, Ohio Fred Dewey deArmond ....................... Seattle, Washington Julian Abbott Dorf .......................... Chestertown Arthur Eugene Dunsmore, Jr.................. Chevy Chase Nathaniel Isaac Durlach ............. New York, New York Edward H. Eissler ................... Upper Darby, Pennsylvania William Paul Elliott ...................... Aurora, Illinois Theodore David Ernst . . . . . . . . . . . . . . . . . . . . . . Cordova Sidney Hugh Fitch ...................... Glenelg John Gormly ............................. Sewickley, Pennsylvania William Joseph Harris ...................... Preston Marvin James Hoffenberg .................... Baltimore Walter Lindsay Jacob ...................... Pittsburgh, Pennsylvania Joseph Ignatius Killorin, Jr.. .Savannah, Georgia Ralph Lincoln Klein ......... Fallston Harry Marchosky .......... Colon, Republic of Panama Ruben Marchosky . Colon, Republic of Panama John Newton Opie, Jr.. . .. Norfolk, Virginia Albert Fitz Randolph Peters, Jr.. . .... Washington, District of Columbia Royal Pollokoff ................... Baltimore �88 CATALOGUE OF ST. JOHN'S COLLEGE Charles Pickering Putnam Mordecai Sheinkman ............ . Paul Ginsburg Sifton ............ . Warren Leroy Skidmore Lowell Stanley ... Austin Stevens Roger Clark Stone John Van Doren ........ . John Campbell Wakefield .. . ... Washington, District of Columbia .. New York, New York . . . . Washington, District of Columbia . . . . Akron, Ohio . . . . Washington, District of Columbia ..... Westport, Connecticut .... Conowingo . . . . . . . . New York, New York . . . . . . . . Washington, District of Columbia FIRST YEAR-CLASS OF 1948 CATALOGUE OF ST. JOHN'S COLLEGE 89 Thomas Andrew McDonald .... Alexandria, Virginia Charles Patterson ........ . . .............. Baltimore Thomas Joseph Raleigh .. . . ............... Elizabeth, New Jersey William James Robinson .. .... Erie, Pennsylvania Alan Richard Schutz . ... Chicago, Illinois .... Astoria, Oregon A. Allen Straumfjord .... Peru, Indiana Clinton Schenck '\Vainscott, Jr. . Robert Charles Wilson ...... . . Los Angeles, California FIRST YEAR-CLASS OF 1948 (ADMITTED IN OCTOBER) (ADMITTED IN MARCH) Charles Benson . . . . . . . . . . . .................. Relay Donald Grant Bounds . . . . . .... Salisbury William Lee Callaway ....................... Callaway Roger Haugh Callender ................. Chicago, Illinois Samuel Henry Coleman ..................... Roanoke, Virginia Donald S. Elliott . . . . . . . . . . . . .. Lutherville Eugene Edward Epstein . . . . ... Brooklyn, New York Paul Carlyle Evans . . . . . . . ........ Syracuse, New York James Clifton Horney . . . . . . . . . . ....... Valparaiso, Indiana Stafford Gorman Whittle Johnston ............ Roanoke, Virginia John ·Denison Miller ......... . ... Niagara Falls, New York Clarence Robert Morris .......... . ... Altus, Oklahoma John Watson Moses . . . . . .......... Lakehurst, New Jersey Oswald Nagler .............................. Perry Point Lawrence Holt Sherman ...................... Garden City, New York Adrian Georges Skehan . . . . . . . . . . . . .. Ridgewood, New Jersey Langford Wheaton Smith, Jr..... . ...... Berkeley, California John Henry Thomas . . . . . . . . . ...... Racine, Wisconsin George Robert Trimble, Jr.. . . .... North East FIRST YEAR-CLASS OF 1948 (ADMIITED IN JUILY) Thomas Jonathan Jackson Altizer ............. Charleston, West Virginia Thomas Harry Blatt . . . . . . . . . . . . . . . . . . . ... Baltimor~ . . . John William Cameron . . . . . . . . . . . . . . ... Alexa.ndna, Virgima Richard Tallant Carruthers, Jr. ............... Astona, Oregon Ray Charles Cave ........................... Aberde.en Proving Ground John Wheelwright Cobb ..................... Broo~lme, Ma.ssa:husetts . George Harris Collingwood, Jr ................. Was~mgton, D1stnct of Columbia Louis Irvin Frid .......... Baltimore Charles Wyman Grover ............ Gloversville, New York James Werner Halporn ............. Woodmere, New York Henry Booth Higman . . . . ............ Millington David Abbey Hooker .......... White Plains, New York Robert Adelbert Hungerford, Jr ............... Bryans Road Thomas Shipley Knoll . . . . . . . . . . . . . . ...... Ramsey, New Jersey Sadi Ibrahim Koylan .......... . Washington, District of Columbia David Barrington Lowdenslager ............ Baltimore John Joseph McDonald. Tr.. .Bethesda Frank Burton Abrahams ..................... Baltimore Leod Daw Becker, Jr .. ...... Arlington, Virginia William Chester Buchanan, Jr.. . ...... East Lansing, Michigan George Warton Carden .... Upper Marlboro Peter John Davies .... New York, New York Kurt Elmer .... . ... New York, New York Joseph Gordon Erberts .... Baltimore Robert Barry Feldman ...... Baltimore Ralph Charles Finkel ... Baltimore Marcus Bartlett Finnegan ................. West Point, New York Peter Alden Franken ..... . . ............... Lyme, Connecticut Donald Claude Gooch .. . ... Abbeville, Louisiana .... Salt Lake City, Utah Frederick Russell Hinckley, Jr. ... Andrew Kalenak . Nanty-Glo, Pennsylvania David Micheal McAllister .. . ... Snow Hill Robert Laird McLaughlin ...... Sedalia, Missouri ................. Havre de Grace Jack Lancaster Mason Richard Lewis Matteson ... Frostburg Bob Edmund Nichols .... El Cajon, California LeRoy Edward Pagano .... New York, New York David Duane Patton ... Grantsville George Peabody Peck . . . . . . . . . . . ... Concord, Massachusetts Eugene Francis Phelps .............. .Elkridge John A. Pirrera ............. Rochester, New York Dean Mills Roberston ................... South Bend, Indiana Sidney Joseph Rosenthal ... Baltimore William \\Testerman Simmons ... Cedar Rapids, Iowa Thomas Franklin Wallace .... Salisbury SUMMARY OF ENROLLMENT Fourth Year Third Year Second Year (Promoted in March) .. . Second Year (Promoted in July) .......... . First Year (Admitted in March) .......... . First Year (Admitted in July) ............ . First Year (Admitted in October) .. . Total in College ... 7 15 43 36 19 25 28 173 �CATALOGUE OF ST. JOHN'S COLLEGE 90 INDEX DEGREES CONFERRED, MARCH 14, 1944 BACHELOR OF AR TS Rite .Birmingham, Michigan .Washington, District of Columbia .Baltimore Edward Born Cochran ........ . Ahmed Miinir Ertegiin .. James G. Huber ............. . Cum Laude . New York, New York . Chevy Chase Jack Landau .................. . Henry Harrison Sasscer, IV ..... . Magna cum Laude .. Tampa, Florida .Glen Echo Arthur Hyman ............. . Peter Christian Wolff AS OF THE CLASS OF 1932 Rite Alfred Dowd . . . Hillside, New Jersey HONORS AND PRIZES AWARDED, MARCH 14, 1944 To the member of the Freshman, Sophomore, or Junior Class who has written the best annual ...... Peter Wefas essay, the John Martin Green Prize of $25.00 ..... Honorable Mention. . . Robert Luther Campbell, Jr. To the member of the Senior Class who has written the best final essay, a prize of $30.00. Offered under the will of the late Judge Walter I. Dawkins .... Arthur Hyman To the senior who has the highest standing, a gold medal. Offered by the Board of Visitors and . . . . . . Peter Christian Wolff Governors ........... . .... 37 Absence, excuses for. St. John's 1835 68 36ff Academic standing St. John's 1868. . . . . . . . . . . . . 69 Acceleration. ... ' 82 St. John's 1886-1923, hlock elective 70 Activities ....... 49!1' St. John's 1923-37, open elective .. 70 ... 50, 75ff Degree Requirements ... 37f, 7lff Athletics .... 51 Dining Hall ......... 54 Clubs. Discipline. 53 .... 51 Dramatics. Music. .24, 46f, 50f "Don Rags" ................. 32f, 37 51 . Dramatics. 51 Publications .. . . . . . . . . . . 8 Elective Program ..... l6f, 68 Administration Admission 55ff Engineering Scholarships at Johns Hopkins. 64 Application .... 56 .... 55ff, 77 English, admission requirements. 55f Requirements . .. 56 Enrollment ........ . Procedure. .86ff Summary. Advanced standing 57 89 Aid, student 6lff Entrance Examinations 56 Applications Essays ... 33 Admission ........... . 56 Examinations Student Aid Entrance .. 6H 56 Rooms. .. 53 Oral .. 32£, 7H Scholarships. Written 62ff . 33, '/'lf Annual Articles, magazine, on SL John's .. 831I 32£ Athletics ..... 50, 75ff State Scholarship 62 Excuses, for absence. Attendance 37 Church . 66 Expense~ 58.!l' Faculty Classes... 37 List. College exercises 37 9ff Bible class 51 Author teachers .... 18, 33ff Board of Visitors and Governors .. 6, 7 Tutors. 9ff Boat CluL ... 50 Fellows 9 Books, list of gro:~at. ... l8ff, 20ff Resear~h. 35 Chronological . 40f Re-education of 36 By years Appointments ... 36, 79£, 82 42 ....... 43 Fees By subject matters. Calendar, College .4, 5, 3lf College finances 58 Campus. ..... 52f Examination . 58 Caution Money .53, 59f Annual. 58f Charges, fixed Tuition . 59 58f Charter of College. 66 Residence . 58f Of King William's School. . 65 Payments 59 Classics, new definition of. .18ff, 20ff Deferred payment 60 Clubs, College 51 Caution money 59f College Calendar . .4, 5, 3lf ·with financial aid. 6H Collegian . . 51 Foreign Language Credits Admission requirements .. 2, 55f Semester hourn See Greek, Latin, French, German 38 For entrance to graduate French. . ......... 25£, 44, 55f schools ...... 38f, 7l Freshmen, list of. . 88f Transfer of 57 German. . 25f, 4'1, 55f Curriculum G.I. Ilill of Rights. . .57, 60 Elective system 16£ Grades. 32f 91 �92 CATALOGUE OF ST. JOHN'S COLLEGE Graduate Schools, preparation For graduate schools. .... 38f,7U for 38f, 7l For life 1411' Greek ' .. ' .. ' ' ' .. ' . ' ' .. ' .... 25£, 44 President History Former . 13, 67ff Of College ........... 65ff, 64ff Present . 8 Chronological order of classics 22, 40f Emeritus. 13 In St. John's Program. . .... 22, 43 Probation '37, 7lf Infirmary Service 54 Procedure for Admission. 56f Instruction Methods in St. John's Promotion ..... 37f,7lf Program ... 22ff, 49ff Reading Parties 33 Juniors, list of. 86 Registration . ' '' 4, 5, 55f King William's School. . 65f Regulations Laboratory ........... 24, 3lff Admission .. 55f Exercises. . . . . 46ff Academic Standing 3611' Total Hours 45 Attendance. 37 Subject Matter 45f Degree Requirements . 37f, 7lff Language, reasons for instruction in. 25 Residence. 52ff Requirements .......... 38, 44, 7lff Religion Tutorials .. 25, 44 Non-denominational . 65f Clock-hours of classroom work in. 44 Reports . 32f Classics in Language and LiteraRequirements ture. 42f Admission .... 56f, 78ff Latin ... 26, 44, 56. Attendance. 37 Latin Club 51 Degree ..... 37f, 7lff Law School Preparation .......... 38ff Graduation .... 37, 7lff Lectures, formal. .... 24, 30 Languages, for degree ... 37£, 44, 7lf Liberal Arts and Sciences, Languages, for admission. . .. 2, 56f l4ff, 17f, 21, 40ff Mathematics, for degree. 37£, '14f, 7lf List of Great Books, Classics. 40ff Mathematics, for admission .... 2, 55 List of Laboratory Exercises. 46ff Familiarity with Great Books. 37, 71£ List of Lectures. 30 Residence. 52ff List of Students. 86ff Research . . 35 Literature, Language and. 42f Residence. . 52ff Location of College. 52 Rooms. 52ff Marine Biology 6-1 For new students. 53 ftlarks. 32f For old students. . 53 Mathematics, reasons for instruction Furnishing . 52£ in. . 27f Occupancy. 52£ Admission requirements ...... 2, 55f Caution money . .53, 59£ Requirements. 38, 7lf Schedules Tu to rials . 27f Weekly. 32£ Clock-hours of classroom work in. 44f Student, typical 33 List of Mathematical Classics. 42£ Term .................... 4, 5, 32f Club. 51 Years ... 4, 5, 32£ Medical Schools, preparation. 39 Payment of fees. 59 Music . . . . . . . . . . . . ..... 24, 47f, 50f Scholarships . . 6 lff Concerts ... 30, 50£ College 6lf Natural Science .............. .43, 45f State. 62 Occupancy of Dormitory Rooms. 52f Patriotic Societies . . . . . . . . . 63£ Officers of Administration 8 Athletic 77 Philosophy. 43 At other institutions. 64 Political Science 43 Science Preparation In modern world. 2lf For admission 55f In St. John's Program ... 21, 31, 45ff CATALOGUE OF ST. JOHN'S COLLEGE Laboratory. '' '' .. 21, 31, 45ff, 71ff Liberal ... 21 Classics in science . . '42f Semester-Hour Credits Equivalent 38 Seminars .24, 28f, 72 Seniors, list of .. ' .. 86 Social Sciences ' .. ' '.22, 43 Sophomores, list of. 86ff Staff, administration 8 Faculty . 9ff Medical .. 54 Standing, academic 36£ Student Activities 49ff 50f Athletics 50ff Elective .. 93 Music. 50£ Clubs .......................... 51. Publications. . ..... 51 Dramatics. 51 Student Aid .............. 6lff Students List of .......... 86ff Theological Schools, preparation. 39f Transfer of credits. . .. 39, 57 Tuition Fee ........... 58f Tutorials . . . . .... 25 Mathematics. . . . . . . . . 27f Language . . . . . . . 25f Vacations . . . .4, 5, 3lff Veterans' Educational Benefits .. 57, 60 Year Book 51 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College in Annapolis: Official Statement of the St. John's Program, Catalogue for 1944-1945 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 93 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource St. John's College in Annapolis: Official Statement of the St. John's Program, Catalogue for 1944-1945 Date A point or period of time associated with an event in the lifecycle of the resource 1945-01 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Description An account of the resource College catalog for the years 1944-1945 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f45aff542fa04f7343a904e8f333f50d.pdf 09346dc241da28447ad5d4bd652883d3 PDF Text Text ST. JOHN'S COLLEGE IN ANNAPOLIS �'S COLLEGE IN ANNAPOLIS 2soth nntversary OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM CATALOGUE 1945-1946 ANNAPOLIS, MARYLAND MAY, 1946 Founded as King William's School, 1696 Chartered as St. John's College, 1784 �TABLE OF CONTENTS PAGE 4 COLLEGE CALENDAR BOARD OF VISITORS AND GOVERNORS . . . . . . . . . . . . . . . . . . . . 6 OFFICERS OF ADMINISTRJ-\TION .. 8 FACULTY . . . . 9 THE ST. JOHN'S PROGRAM This catalogue contains the full official statement of the curriculum of St. John's College. In the following pages the curriculum is described as: L A four-year, all-required course contain- ing no electives and leading to the degree of Bachelor of Arts; 2. Aimed at initiating in the student skills of learning in language, mathematics, and abstract thinking that are necessary in anything he may choose to do the rest of his life; 3. Available to applicants who are able and willing to undertake the responsibility of a substantial program in the Liberal Arts. See section on Admissions. SL John's College has no graduate or professional schools. On College Catalogues ......................... . Why a College Education Should be Liberal ..... . The Crisis in Liberal Education. . . ............. . The Liberal Arts. . . . . . . . . . . . . ............... . The Classics as Teachers. Science ~nd the Modern World. The Curriculum ......... . The Tutorials The Language Tutorial . The Mathematics Tutorial ................. . The Seminar The Formal Lecture . . . . . ............ . The Laboratory . . ..... . The Schedule . . . . . . ....... . The Faculty . . . . . . . . . . ................ . . ................... . Academic Standing . . . The Degree of Bachelor of Arts . . .......... . A List of Great Books . In Chronological Order . By Years By Subject Matter .. Instructional Charts .. Laboratory Exercises 14 14 16 17 18 21 22 24 25 26 27 28 30 30 32 35 36 40 40 42 43 44 46 REGISTER OF STUDENTS . . . . . . . . 49 55 58 61 65 71 75 78 81 84 INDEX 92 RESIDENCE AND ACTIVITIES . . . . . . . . How TO APPLY FOR ADMISSION .. FEES . . . . . . . . . . . ...... . FINANCIAL Am ... APPENDIX A, HISTORY OF THE COLLEGE. APPENDIX B, THE DEGREE OF BACHELOR OF ARTS ... . APPENDIX APPENDIX C, D. INTERCOLLEGIATE ATHLETICS . . . . . . . . . . . THE COLLEGE AND THE NAVY ... . BrnuoGRAPHY OF ARTICLES ON ST. JoHN's PROGRAM. 3 �COLLEGE CALENDAR 1946-4 7 COLLEGE CALENDAR 1945-46 Registration ............................... September 18 Annual Examinations First Term begins ........................... September 19 Registration ........ September 21 Convocation . Convocation ...... September 22 . ............................ September 23 First Term ends 12 noon ...................... December 19 Second Term begins 9 A.M ....................... January 9 Second Term ends 12 noon ....................... March 27 ........ September 19-21 First Term begins .. . .. September 23 First Term ends 12 noon . . ...... December 20 Second Term begins 9 A.M .. . .. January 6 Third Term begins 9 A.M ......................... April 10 Second Term ends 12 noon ... . ..... March 21 Third Term begins 9 A.M .... . ........ April 7 Third Term ends 12 noon ......................... June 14 Class Day .. . ............ June 15 Third Term ends 12 noon . Baccalaureate Sermon and Commencement Exercises ........................ *June 16 June 6 Baccalaureate Sermon ....... . June 8 "Class of 1946 graduated December 1945 Commencement . • e CALENDAR FOR 1946 @ JANUARY S M T W T f s ••.• 1 2 3 4 5 6 7 8 9 101112 13141516171819 20 212223 24 25 26 27211293031 •••• APRIL JULY OCTOBER S Mi W T f s S MT WT F s S M T W y F s •• 1 2 3 4 5 6 •• 1 2 3 4 5 6 •••• 1 2 3 4 5 1 g 9 10 1112 13 7 8 9 10111213 6 7 8 9 101112 1415 16 17 1819 20 141516171819 20 13141516171319 21 22 23 24 25 26 27 21 22 23 24 25 26 27 20 21 22 23 24 25 26 213 29 30 •••••••• 28293031 •••••• 21' 28 29 30 31 •••• • oo o • • o e • • o • o ~ • i'EBRUARY ~ •• •• oo oo •• .. ............ eo ~ MAY •••••••• AUGUST 00 •••• NOVEMBER •••••• "' •. 1 2 3 4 5 6 1 8 9 10111213141516 171819 20 212223 2425262728 .... •••••• 1 2 3 4 5 6 1 8 9 1011 1213 '1415161718 19 20 21 22 23 24 25 262728293031 .• ........ 1 2 3 4 5 6 7 8 9 10 1112 13 14151611 18192021222324 25 2§ 27 28 29 30 31 •••••••••• 1 2 3 4 5 6 7 8 9 10111213141516 17 18 19 20 21 22 23 24 25 26 27 28 29 30 MARCH JUNE SEPTEMBER DE CE MEER .••••••••• 1 2 3 4 5 6 7 8 9 •••••••••••• 1 1 2 3 4 5 6 7 8 9 1011121314 2 3 4 5 6 1 8 101~ ~21314-1516 910H121316!15 15- 1G 171819 20 21 17181920212223 16171819202122 22 23 24 25 26 27 211 24 25 26 27 28 29 30 23 24 25 26 27 28 29 2930 . . . . . . . . . . 31 •••.•.•••••• 30 . . . . . . . . . . . . ,.~,.~,.&•,.G~9ae~ 4 15161718192021 22 23 24 25 26 21 Z!l 29 3031 •••••••• o o • ~ o " ~ • ,. ~ ,. o CtU.ENDAR JANUARY S MT W1 f s •••••• 1 2 3 4 5 6 7 8 91011 ·12 131415161718 19202122232425 26 27 28 29 30 31 ' . SM1 WT f s ••.• 1 2 3 4 5 s 1 8910"!112 131415 16 17 1819 20 21 22 23 24 25 26 27282930 •••.•. FEBRUARY e ,. IF 0 R 1947 JULY MAY APRIL ~ OCTOBER S MT Wi f S MT W T f s s .... 1 2 3 4 5 . . . . . . 1 2 3 4 6 7 8 9 10 11 12 S iS 1 8 9 1011 13141516171819 20 21 22 23 24 25 26 27 28 29 30 31 • . . • 26 21 2s1'29 30 31 •• ~~ ~~ ~111~~ ~g n~~ NOVEMBER AUGUST •••••••••••• 1 .••••••• 1 2 3 •••••••••• 1 2 •••••••••••• 1 2 3 4 5 6 7 8 4 5 6 7 8 9 10 3 4 5 6 1 8 9 2 3 4 5 6 7 8 9 10 1112131415 11121314151617 10111213141516 9 101112131415 16171819202122 18 19 20 21 22 23 24 17181920212223 1617 18 19 20 21 22 23 24 25 26 27 28 •• 25 26 27 28 29 30 31 24 25 26 27 28 29 30 23 24 25 26 27 28 29 31 .••••••••••• 30 •••••••••••• " • <> <> • ........... .. MARCH 1 2 3 4 5 6 7 8 9 1011121314 . ... June 9 •••••..••••• 1 ~ 0 0 0 0 G <O <I ~ .. JUNE 1 2 3 4 5 6 7 8 9 1011121314 9 10 11 12 131415 15161718192021 16171819202122 22 23 24 25 26 27 28 23 24 25 26 21 28 29 2930 •••••••••• 3031 .•••...•.. "" 2 3 4 5 6 7 8 ............ 5 SEPTEMBER •• 1 2 3 4 5 6 1 8 9 1011 1213 14151617181920 21 22 23 24 25 26 27 282930 •••••••• • ••••••••••• 0 ~ DECEMBER •• 1 2 3 4 5 6 1 8 9 10 11 12 13 14151617 18 19 ::m 21 22 23 24 25 26 27 28293031 •••••• o o • o " ~ o " o o • • ~ e �BOARD OF VISITORS AND GOVERNORS MEMBERS EX OFFICIO Chairman, DR. THOMAS PARRAN, JR., Surgeon General, U. S. Public Health Service, Washington, D. C. Vice-Chairman, FRANCIS PICKENS MILLER, Pickens Hill, Fairfax, Virginia. Secretary, RICHARD F. CLEVELAND, Lawyer, Baltimore Trust Bldg., Baltimore, Maryland. DR. AMos F. HUTCHINS, Surgeon, 1227 N. Calvert Street, Baltimore, Maryland. EDWIN WARFIELD, JR., Editor, The Daily Record, 15 E. Saratoga Street, Baltimore, Maryland. President Ex Officio, His Excellency, HERBERT R. O'CoNOR, Governor of Maryland, Annapolis, Md. PAUL L. BANFIELD, Headmaster, The Landon School for Boys, Edgemoor, Washington, D. C. ROBERT 0. BONNELL, Vice-President, Fidelity Trust Co., Baltimore, Maryland. JAMES J. LINDSAY, President of the Senate, Towson, Md. JOHNS. Wmrn, Speaker of the House of Delegates, Brentwood, Md. JUDGES OF THE COURT OF APPEALS OGLE MARBURY, Chief Judge. . . . . . . . . . . . Laurel, EDw ARD S. DELAPLAINE, Associate Judge. . .. Frederick, STEPHEN R. COLLINS, Associate Judge. . Chestertown, C. Gus GRAsoN, Associate Judge. . .. Towson, WILLIAM L. HENDERSON, Associate Judge ..... Baltimore, CHARLES MARKELL, Associate Judge .......... Baltimore, STRINGFELLOW BARR, President, St. John's College, Annapolis, Maryland. RoBERT M. HUTCHINS, Chancellor, University of Chicago, Chicago, Illinois. CLARENCE W. STRYKER, Professor Emeritus of History, Box 63, Annapolis, Maryland. HAROLD F. LINDER, 1830 24th St., N. W., Washington, D. C. ScoTT BUCHANAN, Dean, St. John's College, Annapolis, Mary- land. HERVEY ALLEN, Author, "Bonfield," Oxford, Talbot County, Maryland. J. FRENCH, Director, Anne Arundel County Health Department, Annapolis, Maryland. DR. WILLIAM ALEXANDER MEIKLEJOHN, Lecturer, St. John's College, Annapolis, Maryland. MARK VAN DOREN, Professor, Columbia University; Lecturer, St. John's College, 393 Bleecker Street, New York City. RICHARD ScoFIELD, Tutor, St. John's College, Annapolis, Maryland. JOHN SPANGLER KIEFFER, Tutor, St. John's College, Annapolis, Maryland. 6 7 Md. Md. Md. Md. Md. Md. �FACULTY* FELLOW AND PRESIDENT OFFICERS OF ADMINISTRATION PRESIDENT STRINGFELLOW BARR, B. A., M. A.... .12 McDowell Hall DEAN ScoTT BucHANAN, B. A., Ph. D.. . . . .... 11 McDowell Hall STRINGFELLOW BARR .... . . 139 Market Street B. A., 1916, M.A., 1917, University of Virginia; B. A., 1921, M.A., 1927, Oxford University; dipl6me, University of Paris, 1922; student, University of Ghent, 1922-23. Assistant Professor of Modern European History, University of Virginia, 1924-27; Associate Professor of Modern European History, University of Virginia, 1927-30; Professor of Modern European History, University of Virginia, 1930-37. Advisory Editor, Virginia Quarterly Review, 1926-30; Editor, 1930-34; Advisory Editor, 1934-37. Member of the Committee on the Liberal Arts at the University of Chicago, 1936-37. Fellow and President of St. John's College, July I, 1937-; Board of Visitors and Governors, 1937-. ASSISTANT TO PRESIDENT CHARLES A. NELSON . . . 14 McDowell Hall FELLOW AND DEAN ASSIST ANT DEAN WILLIAM KYLE SMITH, B. S., Th. B ....... 14 McDowell Hall TREASURER ..... 13 McDowell Hall KENT CAMPELL, B. A .. REGISTRAR . 11 McDowell Hall MIRIAM STRANGE, B. A .. LIBRARIAN TUTORS DIRECTOR OF ADULT EDUCATION FoRD KEELER BROWN, B. A., D. Phil. . McDowell Annex COLLEGE PHYSICIAN OLIVER PURVIS, M. A., M. D.. . . . . . ........ Infirmary DIETITIAN MARIAN E. ALEXANDER, B. S. . . . . . . . . ..... Randall Hall DIRECTOR OF ATHLETICS EDWARD FLINT LATHROP, JR., B. A., Amherst College, 1916; Rhodes Scholar, Balliol College, Oxford University, 1919-21; Ph. D., Harvard University, 1925. Associate Graduate Secretary of the Christian Association, Amherst College, 1916-17; Instructor in Greek, Amherst College, 1917-18; Assistant in Philosophy, Harvard University, 1922-24; Instructor in Philosophy, College of the City of New York, 1924-26; Assistant Director of the People's Institute, New York City, 1925-29; Professor of Philosophy, University of Virginia, 1929-36; Chairman of Committee on the Liberal Arts, University of Chicago, 1936-37; Fellow and Dean of St. John's College, July l, 1937-; Board of Visitors and Governors, 1937-. .. Woodward Hall WILLIAM ALBERT DARKEY, B. A .... J. ScoTT BucHANAN ................... 248 King George Street . ....... Brice House GEORGE ALTHOFF BINGLEY. B. A., 1910, M. A., 1916, Princeton University. InsLructor in Government Schools, Osaka, Japan, 1910-13; University of Goettingen, 1913-14; Elizabeth Gardner Scholar in Mathematics, Princeton University, 1915-16; Instructor in Mathematics, Georgia Institute of Technology, 1918-19; Instructor in Mathematics, United States Naval Academy, 1919-23; Assistant Professor of Mathematics, St. John's College, 1923-24; Associate Professor of Mathematics and Physics, St. John's College, 1924-27; Associate Professor of Mathematics, St. John's College, 1927-31; Professor of Mathematics, St. John's College, 1931-39. Tutor, St. John's College, 1939-. B. A. ............. Iglehart Hall . .. 243 King George Street FORD KEELER BROWN . SUPERINTENDENT OF BUILDINGS AND GROUNDS ARCHIBALD McCouRT. . . . ............... McDowell Annex AUDITOR SEWARD AND MoNDE, C. P. A.. . . . New Haven, Connecticut B. A., University of Washington, 1920; D. Phil., Oxford University, 1926. Assistant in English, 1919-20, Assistant Professor of English, 1923-25, University of Washington; Associate Professor of English, St. John's College, 1925-29; Professor of English, St. John's College, 1929-39. Tutor, St. John's College, 1939-42; United States Naval Reserve, 1942-45; Tutor and Director of Adult Education, St. John's College, 1945-. *Cf. pg. 32. 9 8 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE IO RICHARD SCOFIELD 0 0 . 58 State Circle 0 B. A., 1919, M. A., 1920, University of California; R A., Oxford University, 1924. Assistant in English, University of California, 1919-20; Commission for the Relief of Belgium Exchange Fellow, Universite libre de Bruxelles, 1920-21; Instructor in English, New York University, 1925-27; Associate Professor of Art and English, St. John's College, 1927-39. Tutor, St. John's College, 1939-; Board of Visitors and Governors, 1943-. B. k, Harvard College, 1927, as of 1926; M. A., 1929, Harvard University. Master in French and English, Litchfield (Connecticut) School, 1927-28; Instructor in Classical Languages, St. John's College, 1929-M; Assistant Professor of Classical Languages, St. John's College, 1934-39. Tutor, St. John's College, 1939-; Board of Visitors and Governors, 1943-. B. A., 1926, University of Virginia; M. A., 1928, Ph. D., 1940, Harvard University. Instructor in Greek, University of Virginia, 1928-29. Fellow, American Academy, Rome, 1932-34. Instructor, Department of Classics, Graduate School, Fordham University, 1934-35. Instructor in Classics and Tutor in the Division of Ancient Languages, Harvard University, 1937-39. Assistant Professor, Department of Classics, Graduate School, Fordham University, 1939-41. Tutor, St. John's College, 1941-42. Army of the United States, 1942-45. Tutor, St. John's College, 1945-. JOSEPH WINFREE SMITH UniversHy of Michigan, 1932. Assistant in Law School, University of 1934-36. Research Assistant in Division of Humanities, University of 1936-37. Fellow in Institute of Medieval Studies, University of Toronto, Tutor, St. John's College, 1938-. (Leave of absence, 1945-46 session) .. 176 Prince George Street 0 B. A., 193c1, M. A., 1935, University of Virginia; B. D., 1938, Virginia Theological Seminary. Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia. Tutor, St. John's College, 1941-. ERNEST ABRAHAMSON ..... St. John's College WILLIAM GORMAN . Brice House 0 Ph. D., Prague, 1934; Teacher of Classics, Director of Music, Country School Villa Pazzi, Florence 1935-37; Assistant d'Allemand, :Ecole Normale, Chalonssur-Marne, France, 1937-39; Instructor in Latin and Romance Languages, Howard University. 1939-41; Tutor, St. John's College, 1942. WILLIAM ALBERT DARKEY, JR. JACOB KLEIN 0 ............. 217 Hanover Street Friedrichs Realgymnasium, Berlin, 1917; Ph. D., University of Marburg-Lahn, 1922; Research Work, University of Berlin and University of Marburg, 1924-33; Visiting Lecturer, University of Prague, 1934-35; Fellow of the Mendelssohn Stiftung zur Foerderung der Geisteswissenschaften, 1935-37; Tutor, St. John's College, 1938-. EDWARD FLINT LATHROP, JR. 0 0 0 0 0 .... Pinkney House B. A., St. John's College, 1938. Assistant Coach in Football and Lacrosse, St. John's College, 1937-39. Tutor, St. John's College, 1938-41. Director of Athletics, St. John's College, 1939-41. United States Naval Reserve, 1941-45. Tutor and Director of Athletics, St. John's College, 1945-. RAYMOND NEIKIRK WILBURN. . Brice House B. S., 1935; M. A., 1938, University of Virginia. Lecturer in Philosophy, Columbia University, 1937-38. Tutor and Assistant Dean, St. John's College, 1938-43. United States Naval Reserve, 1943-46. Tutor, St. John's College, 1946-. KENT CAMPBELL. ... St. Margaret's BERNARD MANN PEEBLES . . 18 Cheston Avenue ]oHN SPANGLER KIEFFER. Bo A., Chicago, Chicago, 1937-38. ll w ILLIAM KYLE SMITH . 0 . Carroll House . . Reverdy Johnson House B. S., University of Virginia, 1921; Th. B., Princeton Theological Seminary, 1924. Instructor in Bible Literature, University of Virginia, 1933-42; Tutor and Assistant Dean, St. John's College, 1942-, ANTHONY STANDEN 0 0 0 . St. John's College 0 B. A. (First Class Honors), Oxford University, 1928; M. S., Massachusetts Institute of Technology, 1930; M. S., University of New Hampshire, 1942. Research Chemist with Imperial Chemical Industries, Ltd., 1930-39; Tutor, St. John's College, 1942-. (Leave of absence from November, 1945) LEONARD ]AMES ESLICK 0 .... Brice House B. A., University of Chicago, 1934; M. A., Tulane University, 1936; Ph. D., University of Virginia, 1939. Du Pont Fellow in Philosophy, University of Virginia, 1936-39; Instructor in Philosophy, Drake University, 1939-42; Tutor, St. John's College, 1943-. . 9 St. John's Street 1919-20, U. S. Naval Academy; B. A., 1924, Harvard College; University of :Paris, 1923-24. Dillon, Read and Co., New York City, 1924-30; G. L. Ohrstrom and Co., New York City, 1930-32; Fitch Investment Service, Boston, 1932-41. Tutor and Treasurer, St. John's College, 1941-42. United States Naval Reserve, 1942-46. Tutor and Treasurer, St. John's College, 1946-. 0 B. A., St. John's College, 1942. Tutor, St. John's College, 1942-; Librarian, 1944-. WILLIAM IRVING HARPER. . ............ Carroll House B. A., Ohio State University, 1931; M. A., Columbia University, 1934. Instructor in Chemistry, McGill University, 1932-33; Instructor in Chemistry, University of Buffalo, 1935-37; Fellow, Claire College, Cambridge University, 1938-39; Tutor, St. John's College, 1943-. �12 CATALOGUE OF ST. JOHN'S COLLEGE 13 CATALOGUE OF ST. JOHN'S COLLEGE . 58 SIMON KAPLAN. State Circle Graduate, "Real-School" (College) in Libau, Russia, 1912; Institute of Technology, Darmstadt, and University of Heidelberg, 1912-14; University of Leningrad, 1921-23; Ph. D., University of Jena, 1924-27. Teaching Member of the Free Philosophical Association, Leningrad, 1921-22; Fellow of the Hermann Cohen :Foundation, Berlin, 1928-31; Research Studies, University of Paris, 1934-36; Tutor, St. John's College, 1943-. . . . . Brice House RALPH HARPER .. B. A., Harvard University, 1937; Special Student, Oxford University, 1937-40. British Council, Athens, 1940-41; American Red Cross, Washington, D. C., !942-43; Tutor, St. John's College, 1943-. NORIVIAN ATWOOD GARIS . . . . .. 176 Prince George Street B. A., St. John's College, 1941; Student Assistant, St. John's College, 1941-44; Tutor, St. John's College, 1944-. ARTHUR HYMAN . . . . . . . . . College Ph. D., Cornell University, 1897; A. M., Amherst College, 1913; LL. D., Williams College, 1912, Mt. Holyoke College, 1912, Brown, 1913, Allegheny College, 1915, University of Vermont, 19}6, University of California, 1933, University of Hawaii, 1937. Instructor of Philosophy, 1897-99, Assistant Professor, 1899-1903, Associate Professor, 1903-06, Professor of Logic and Metaphysics, 1906-12, Dean, 1901-12, Brown University; President, Amherst College, 1912-24; Professor of Philosophy and Chairman, Experimental College, University of Wisconsin, 1926-38, Professor Emeritus since 1938; Chairman, School for Social Studies, San Francisco, 1933-36; Lecturer, St. John's College, 1940-, Board of Visitors and Governors, 1943-. MARK VAN DOREN . . . . . . . . 393 Bleecker Street, New York City A. B., 1914, A. M., 1915, University of Illinois; Ph. D., Columbia University, 1920; Lint. D., Bowdoin College, 1944. Instructor in English, 1920-24, Assistant Professor, 1924-35, Associate Professor, 1935-42, Professor, 1942-, Columbia University. Literary Editor, The Nation, 1924-28; Motion Picture Critic, The Nation, 1935-38. Lecturer, St. John's College, 1942-, Board of Visitors and Governors, 1943-. PRESIDENT EMERITUS . . . Carroll House B. A., St. John's College, 1944; Tutor, St. John's College, 1944-. . . . . Carroll House JACK LANDAU. John's . ... Carroll House B. A., St. John's College, 1944; Tutor, St. John's College, 1944-. PETER CHRISTIAN WOLFF*. .. St. ALEXANDER MEIKLEJOHN . ENOCH BARTON GAREY ... . .. Towson, Maryland B. A., St. John's College, 1903; Graduate, United States Military Academy, 1908; LL. D., Washington College, 1923; LL. D., St. John's College, 1933. Professor of Military Science and Tactics, Johns Hopkins University, 1920-23; President of St. John's College, 1923-29; President, The Garey School, 1933-35. B. A., St. John's College, 1944; Tutor, St. John's College, 1944-. PROFESSOR EMERITUS OF HISTORY DONALD KAINER MARSHALL .. . Brice House Ph. D., University of Chicago, 1939. Research Assistant in Division of Humanities, University of Chicago, 1936-39. Instructor in Philosophy, Chicago Teachers College, 19•10-43. Chairman of Humanities Department, Chicago City Junior College, 1943-45. Tutor, St. John's College, 1945-. LUKE HARVEY PoE, JR .. . ... Annapolis, Maryland B. A., Union College, 1885; M.A., Columbia University, 1914. Acting Professor of Economics, Kenyon College, 1912-13; Professor of History and Economics, St. John's College, 1904-12, 1916-23; Professor of History, 1923-32; Board of Visitors and Governors, 1938-. . St. John's College B. S. in Mathematics, University of Virginia, 1938. L. L. B., University of Virginia, 1941. United States Naval Reserve, 1942-46. Tutor, St. John's College, 1946-. (Leave of absence from April, 1946) LECTURERS MORTIMER ADLER . . . . . . 227 East Delaware Place, Chicago, Ill. Ph. D., Columbia University, 1929. Instructor in Psychology, Columbia University, 1923-29; Assistant Director of the People's Institute, New York City, 1928-29; Associate Professox of the Philosophy of Law, 1930-41 Professor~ 1941-~ University of Chicago; Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Lecturer, St. John's College, 1937-. 9 *Resigned March 31, 1946. CLARENCE WILSON STRYKER. . . . . . . PROFESSOR EMERITUS OF FRENCH JACOB BERNARD SEGALL . . . . . . . . Baltimore, Maryland B. L., and B. Sc., Lycee of Jassy, Rumania, 1884; Ph. D., Columbia University, 1893. Fellow in Romance Languages, Columbia University, 1892-93; Instructor in French, Cornell University, 1893-96; Sorbonne, Paris, 1896-97; Instructor in French, Cornell University, 1897-1900; Lecturer, Modern Languages, McGill University, 1900-01; Instructor in French, College of the City of New York, 1901-03; Professor of Romance Languages, University of Maine, 1903-20; Professor of French, University of Maine, 1920-28; Visiting Professo:r of French, Summer Session, Northwestern University, 1928; Professor of Romance Languages, St. John's College, 1928-29; Professor of French, St. John's College, 1929-39. �CATALOGUE OF ST. JOHN'S COLLEGE THE ST. JOHN'S PROGRAM ON COLLEGE CATALOGUES It seems wise to begin with an observation on college catalogues in general and a bit of advice to the reader of this catalogue in particular. When liberal colleges were started in this country everybody knew that education at the college level should be liberal. It was generally admitted that every free -citizen should be able to read, write, and reckon, and that every professional man should have a mind free enough and disciplined enough to recognize his professional ends and to understand the means which must be used to achieve them. Academies and liberal colleges were established to assure intellectual freedom and discipline to the professions and their respective schools. It was therefore necessary merely to use a few familiar phrases to identify and describe an institution that was teaching the "liberal arts and sciences." The multiplication of such institutions, the increase in number of students, and the confusion of professional and trade schools have robbed the familiar phrases of their meanings. To a far greater degree than we realize, the liberal arts and sciences have themselves disappeared and what remains of them has been confused in the minds of administrators and teachers as well as in the minds of the people, all of whom now need the education that the liberal college should provide. It would be convenient and truthful to describe the New Program at St. John's College as the re-establishment* of the original college with its original function of intellectual freedom and discipline, but unfortunately that needs explanation at some length. Let this be an apology to the reader and a warning that he is reading an unusual college catalogue, which attempts to define and expound the ends and means of liberal education as well as to describe St. John's College in Annapolis. WHY A COLLEGE EDUCATION SHOULD BE LIBERAL The College Charter says in effect that the wisest and best regulated States have promoted and encouraged institutions for the liberal education of youth in the principles of virtue, " Cf. Appendix A. 14 15 knowledge, and useful literature because such institutions are of the highest benefit to society. In an aristocratic society d1is statement might suggest an invidious distinction between the rulers who alone would exercise the highest functions and the ruled who alone would subserve the higher ends by exercising the lower functions. In a democratic republic there is no such division of labor. It is an integral part of the American dream that each man in our society may and must perform the highest functions. These functions consist in the intelligent free choice of the ends and means of both our common and individual life. This is a most glorious and most difficult proposition to which we are dedicated. Among other things it means that each man must have his measure of liberal education, since choices can be neither free nor intelligent without relevant training and understanding. These trainings and understandings are parts of the liberal arts and sciences. Each profession and vocation is partly liberal; therefore professional and vocational schools study their respective minimal amounts of theoretical science. But in addition there are basic trainings and understandings common to all vocations and therefore common necessities of all free men. Thomas Jefferson persuaded the early revolutionary colonies of the need for the universal literacy of the citizenry. The major success in that minimal democratic education has made abundantly clear the need in addition for the universal distribution of critical intelligence, a minimal intellectuality which can distinguish between fact and fiction, between principle and case, between opinion and insight, between ·propaganda and instruction, between truth and falsity. This degree of intellectual training is absolutely necessary for the highest activities of men in democratic society, namely for both individual and common deliberation and decision in practical affairs. That which fulfills this basic common necessity is of the "highest benefit" to democratic soeiety. A good economic, social, and political life will maintain these instruments of liberty, but one of its chief concerns will be to pass on to youth the germinal insights and habits the cultivation of which will make them free. These insights and habits are available in the traditional liberal arts, and they can be transmitted and communicated if teachers have them and are �1 16 CATALOGUE OF ST. JOHN'S COLLEGE allowed to exercise students in their practice on the best materials. Institutions should be set up and maintained which shall devote themselves to this end in a single-minded fashion, and they should distinguish themselves from the schools of vocational training which minister directly to the special utilities. The liberal colleges, together with the public schools, are the spiritual strongholds of the liberal state which watches and insures that men shall be able to do what they ought to do. THE CRISIS IN LIBERAL EDUCATION By a series of historical accidents following the establishment of the elective system by Eliot of Harvard in the late nineteenth century, such single-minded institutions are no longer available for the training of youth. Eliot introduced the device of free election of studies in order to absorb and assimilate the natural sciences to the liberal arts tradition. It was a minor tactic to meet a larger problem than the liberal college had ever faced before. Far from accomplishing its major end, it allowed the free and irresponsible invasion of all branches of the liberal arts by the research specialist. The research teacher became the competitive salesman of a subject matter. Later by a system of majors and prerequisites each successful salesman was able to eliminate competition with other subject matters after the first choice by the student. Thus the elective system became an unorganized array of special required courses, and each of these in turn was sanctioned by its connection with professional and vocational graduate work as the pre-medical, pre-legal, pre-commercial, pre-educational, or pre-earning-a-living course. Needless to say, the liberal college forgot its function, redoubled its efforts and its courses, and became timidly and fanatically preparatory. In acceding to the professional and vocational pressures it transmitted their destructive energy to the whole public school system. The result is that the student now must make a vocational choice at some point in his secondary education and changes it later c,nly at great educational risk. One thing he cannot choose because it does not exist in our educational system: that is a balanced liberal education. CATALOGUE OF ST. JOHN'S COLLEGE 17 This situation, as soon as it is recognized, constitutes a crisis, a point where judgment and decision can ?e made. We choose to restore the liberal arts, not necessarily the old curriculum, but a modem equivalent. That is what St. John's College decided to do in 1937. Its financial condition drew attention to its educational bankruptcy; the authorities decided to reinvest the liberal arts. :an THE LIBERAL ARTS The front cover of this catalogue carries the official seal of the College. The Latin proverb on it says, No Way is Impassable to Courage. The College has courageously undertaken the larger task which the elective system failed to accomplish, namely to see that the liberal arts assimilate, transform, and pass on the modern subject matter on which they should be at work. The seal on the back cover of the catalogue points to the tradition from which we derive our courage. The Latin inscription says that we are making free men out of children by means of books and balances. The figures on the seal represent the seven liberal arts as they were traditionally conceived for about two thousand years, up to the beginning of the nineteenth century. In ancient style they are grammar, rhetoric, dialectic, which form the trivium; and arithmetic, geometry, music, and astronomy, making the quadrivium. In the center and foreground stands a pair of chemical balances which represents the instruments of the modern scientific laboratory, where the liberal arts are being practiced at their best and fullest in the modern world. A great deal is said these days about the teaching of methods, but the professional and specialist's bias has left its mark here as elsewhere. It is obvious to any teacher that there are different methods for different subject matters, but where experts and specialists disagree then free men must decide. Free minds must be able to view concrete situations, deliberate by formulating clear dilemmas, and arrive at a deciding choice. This involves a combination and organizing of all methods, and education should provide a training which would bring precision, facility, and independence in this most human of all human actions. The formulation of alternatives for such choice is the highest art of freedom toward which all the liberal arts should be ordered. Considerations of various kinds of truth and falsity �18 CATALOGUE OF ST. JOHN'S COLLEGE must be introduced, and even subtler distinctions involving the use of symbols in imagination as well as reasoning must be made. Memory, manual dexterity, calculation and measurement must be cultivated as arts, if we are to make minds free. The child is potentially a free man, and this means that he has the capacities which these arts require. The realization of these capacities comes about by their exercise under controlled conditions in which ordinary learning by trial and error becomes discipline under the guidance of teachers. By children then we mean men who are capable of liberal learning. THE CLASSICS AS TEACHERS Although we have no new fads in teaching methods, but rather use all available methods and devices, still we have a special interpretation of the teacher's function. This can best be stated by saying that the real original and ultimate teachers at St. John's are the authors of some hundred of the greatest books of European and American thought. The list of the great books and their authors who are now teaching at St. John's, subject to continual revision and criticism, will be found on page 40. These are the real teachers, but we also have a secondary faculty of tutors and fellows who act as auxiliary intermediaries between the books and the students. These books were chosen over a period of nearly twenty years by auxiliary teachers in various places, notably Columbia University, the University of Chicago, the University of Virginia, and St. John's College. The list was under criticism and testing by teaching and learning experience during that period, and the process has continued under conditions set by the single all-required curriculum which all students at St. John's take. This experience of co-operative teaching with the authors of the great books has led us to a new understanding of the classics and classical education. ThG pre-elective liberal arts colleges understood and defined the classics in terms of the symbolic mediums of transmission and communication; they taught Greek, Latin, and mathematics as an extension of primary education in reading, writing, and arithmetic. We are also emphasizing language and mathematics for reasons that will appear on later pages. On the other hand we are reading the classics in English. As we do that, certain criteria CATALOGUE OF ST. JOHN'S COLLEGE 19 emerge and provide a new understanding of the original motives in classical liberal arts education. The criteTia divide themselves into two kinds, those that are exemplified in single books and make them great, and those that appear in the effects that one book has on another and on the reader and teacher. The first criterion is that a classic must be a masterpiece in the liberal arts. Its author must be a master of the liberal arts of his time, and his work must exemplify the direction of those arts of thought and imagination to their proper ends, the understanding and exposition of the truth as he sees it. The second criterion follows from the first, namely that a classical book must be a work of fine art. It must have that clarity and beauty on its surface which provides an immediate intelligibility and leads the mind of the reader to its interior depths of illumination and understanding. This is of first importance in teaching, and its principle is almost universally violated in the textbooks that have developed in the ordinary elective system. The great books were written for the ordinary intelligent public, and they therefore have the seductive charm of works in the fine arts. They are intrinsically interesting and impose their disciplines with pleasure. The third criterion concerns the internal structure of a classic. A great book has many possible interpretations. This does not mean that it is simply ambiguous and thus leads to confusion. On the contrary it is possible to discover in a great work such as Dante's Divine Comedy or Newton's Principia several distinct, complete, and independent meanings, each allowing the others to stand by its side and each supporting and complementing the others. It is the business of a liberal artist to construct such works and also to analyze and understand them. The fourth criterion demands that a great book shall raise the persistent and humanly unanswerable questions about the great themes in human experience. On the one hand this means that a great book shall be honest about the limits of its powers of exposition, admitting the paradoxes and mysteries that surround the practice of the liberal arts. On the other hand it means that a liberal artist should not allow a false modesty or scepticism to excuse him from pushing reason and imagination to ultimate questions. The entertainment and exploration of ultimate questions concerning number and measurement, form �20 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF STc JOHN'S COLLEGE and matter, substance, tragedy, and God extend, moderate, and balance the use of our intellectual capacities. All of these criteria apply as much to books on mathematics as to books of poetry, to books on practical individual and social problems as much as to books on metaphysics and theology. The extrinsic criteria concern the relations of the books to each other and their teaching powers in relation to students and readers. It is generally true that these books have had the greatest numbers of readers throughout European history. Plato, Euclid, the Bible, and Shakespeare are all European bestsellers; there are a few exceptions but it would be almost safe to take this criterion as a working rule for the selection of books for any list of classics, particularly if the numbers were estimated in proportion to the time the book has endured. Although each book must tell its own independent story, it is an important fact, which we regularly exploit, that one great book talks about the others, both those that came before, and, by anticipation of doctrine, those that come after. Each book in a list of classics is introduced, supported, and criticized by all the other books in the list. It thus gains pedagogical power and critical Gorrection from its context. Background and preparation are thus efficiently supplied by the chronological ordering of the classics, and difficult books surprise us by their intelligibility and eloquence as they come in their providential order. Thus Newton's Principia and Maxwell's Electricity and Magnetism as gracefully submit themselves to the learning processes of the student of the liberal arts who has read Euclid, Apollonius, and Ptolemy as Kant's Critique of Pure Reason and Dante's Divine Comedy do for one who has read Plato and Aristotle. It is this unguessed but abundantly confirmed collaborative teaching by the masters of the liberal arts that makes it possible and imperative to bring back to each modern youth his lost heritage of classical education. The fact is that such a collection of the great books has in it the shining thread of the great liberal tradition in the Western World. It is this thread that the elective system has lost, and the lack of which we are feeling in the uncertainties and fears of contemporary daily life. Its loss has made it necessary to construct synthetic cultures, and it is its ghost that frightens decadent liberals who would have us get along without traditions. They would have us as persons detach ourselves from the tradition without knowing what it is or has been. Like current textbooks which similarly detach themselves from tradition we would be saluting the tradition in our spiritual · deaths. 21 SCIENCE AND THE MODERN WORLD The tradition moves on into the modern world, and it is transformino- itself in most lively and important ways. This is happening i~ two ways primarily, one in mathematics, ano:her in the laboratory. St. John's College has more reqmred mathematics than any other liberal college in the country; it also has more required laboratory work than any other liberal college in the country. Together mathematics a~d natural science constitute more than one-half of the reqmred work. Three hundred years ago algebra and the arts of analytic mathematics were introduced into European thought by Rene Descartes. This is perhaps the greatest intellectual revolu~ion in recorded history, paralleling the other great revolutions in religion, morals, politics, and industry. No liberal, and t~ere­ fore no citizen of a democratic country, can afford to be ignorant of this change and its issues. It has redefined and tr~n~­ formed our whole natural and cultural world. Although it is not the only focal point around which the St. John's curriculum may be organized, it is one which we take special . care to emphasize. There is scarcely an item in the course which ~o~s not bear upon it. The last two years of the course exh1~1t completely the changes in the liberal arts that flow from it, and these could not be appreciated without the first two years which cover the historical period from the Greeks to Descartes. Descartes, by using and reinterpreting the knowledge of. the Greeks, made modern mathematics and the laboratory possible, so that now if we would follow the classical thread into the modern world we must know the constructions of the mathematicians and find our classical loci in the instruments of the laboratory as well as in the great books. . For this purpose we have set up a f~ur-year lab~ratory m mathematics and the natural sciences with four main themes woven toaether to catch the understandings .and insights that b . we need. There is the theme of mathematical constructions taught and exemplified in a great variety of exercises with the �22 CATALOGUE OF ST. JOHN'S COLLEGE drawing board. There is the theme of measurement which involves the analytical study of the instruments of observation and measurement, the chemical balances, the meter stick, the thermometer, the barometer, the miscroscope, telescope, spectrometer, and interferometer, the use of scales, gauges, and graphic methods of recording observation. There is the study of concrete materials and situations in biology and medicine which demand the combination of scientific findings, both in theory and in fact; and this in turn demands practice in crucial experiments in the history of science. All this is backed by a solid training in the mathematical techniques and symbolisms as far as differential equations. This provides the material and intellectual background for the modern study of humanistic and social science. Without this it is empty and romantic. "\Vith it one may hope for a generation of competent economists, political scientists, and even sociologists. Social studies at present do not provide an intelligible set of organizing principles; until they do we shall aim the mathematical and scientific work at the point where the medical and humanistic traditions cross; they agree that the. proper study of mankind is man. THE CURRICULUM The proper subject matter for the study of the liberal arts is man and the world, with all that these imply; the medium we have chosen to convey this knowledge and appreciation is the classical books arranged in both a chronological and pedagogical order; the methods of learning and teaching are the liberal arts; the end of the teaching and learning is insight, understanding, and good intellectual and moral habits which provide the basis for human freedom. The following paragraphs will be a description of the scheduled arrangements for doing this in four thirty-week sessions of the college course, Such arrangements call for two kinds of distribution of the materials and methods of instruction, one according to allotted times and the other according to teaching functions. On pages 40 to 43 the reader will find three listings of the books. The first ~hmvs the chronological order for books and authors, beginning with Homer and ending with Russell, Freud, and James. This represents the required readings for the four years and implies further readings in secondary books as well CATALOGUE OF ST. JOHN'S COLLEGE 23 as teaching in methods of reading and writing. The second list shows the division of books into four groups according to the four sessions of the college course. This list also divides the books into three columns according to the classification of the primary symbolic medium in which they are presented, languages and literature, mathematics and science, and those books fewer in number which deal explicitly with the liberal arts and sciences. The third list shows how these books distribute themselves over the conventional array of subject matters as they are studied in the contemporary colleges which follow the elective system. This third list is presented for those who wish to compare and contrast the St. John's program with the ordinary college; they should be warned to assure themselves of a real comparison by using only the selections from the subject matters which a normal student would make in the elective system. It should also be noted that many books actually fall in several divisions according to subject matter, as on the other hand many books in an elective system are read in almost complete isolation, therefore without background and aid from other books. There is also a general warning that such lists are only diagnms for emphasizing this or that special aspect of the curriculum; for instance there is nothing in any of these diagrams to show the weightings of time or emphasis on special books, nothing to show the weightings that individual students are encouraged to put upon them for their own individual benefit or interests. With these qualifications, which should suggest still others, the lists give a fairly accurate general impression of the curriculum. The division into four years has an interesting significance, Something over two thousand years of intellectual history is covered in the first two years; about three hundred years of history is studied in an equal or slightly greater number of books in the last two years. The first year is devoted mostly to the Greeks and their special understanding of the liberal arts; the second year contains books most of which were originally written in Latin, and covers the Roman and medieval periods; the third year has books originally written in Romance languages for the most part although English has a large share; the fourth year introduces German works and concentrates on the nineteenth and the twentieth centuries. This four-year schedule was not made because of any underlying theory �24 CATALOGUE OF ST. JOHN'S COLLEGE about recapitulations of history, but it happens to -catch any genuine values that such a theory may point out in practice. There are certain critical questions raised by the use of a selected book list. A great many of these questions turn out to be questions of private taste and sentiment. Among the objective questions the most urgent concern the omission of the Oriental classics and the classics of the pure fine arts. Two reasons may be given for omitting the Oriental classics. They are culturally and linguistically unavailable to us of the Occidental world; they are therefore subject to almost inevitable corruption and misuse as educational mediums. We moderns may be able to exploit them when our own intellectual disciplines have been recovered. The fine arts contain the most imposing set of disciplines that have established themselves and survived in the modern world by claiming independence from the liberal arts. It is one of our aims to recover and reintegrate them with the liberal arts. We are therefore providing for them outside the curriculum and planning to reassimilate them by stages, first by including music in the curriculum, reading musical scores in the seminars, and studying harmony in the laboratory. We hope that by this and other stages to follow, intellectual light will be transmitted to the fine arts and that they may make their reflected light available to all the classics. The main emphasis in teaching is on the writing, reading, and experimental disciplines, but the actual teaching falls into five sharply distinguished kinds of teaching techniques. None of these is newly discovered or invented, but some of them have been in disrepute for fairly long periods. We call them severally Seminar, Fotmal Lecture, Language Tutorial, Mathematics Tutorial, and Laboratory. The seminar comes perhaps nearest to the immediate educational end which we are aiming at, while the tutorials, laboratories, and lectures make secondary contributions. The Tutorials Every good student knows that his learning must be double. He must be acquiring the skills that go with the subject matter, but he must also get to know his teacher. The converse of this CATALOGUE OF ST. JOHN'S COLLEGE 25 is even more important for good teaching: the good teacher knows that he must be in the learning process himself and he must also know his pupil. The tutorial class, which is composed of not more than ten students meeting five times a week, provides the ideal conditions for collaborative study and for the manifold teaching and learning relations that hold in a company of good friends. The tutor makes daily diagnostic observations of each student as he works and gives the proper prescriptive directions as they are needed. There is also an opportunity for each student to contribute his measure of instruction to his fellows. The Language Tutorial The aim here is to use some external device that will induce the strengthening and disciplining of the imagination. Foreign languages have often been praised for their mental discipline, but the vagueness of the statement mirrors the decay of a pedagogical technique. The imagination is the place where the intellect touches human experience, but it cannot do its work if the imagination is not prepared to receive intellectual light. It must be polished and adjusted. Normally it is our mother tongue that brings about such preparation as we have. Unfortunately American habits with the mother tongue are for various reasons abnormal and we have babbling minds as a consequence. Special attention must be given to our linguistic habits if we are to improve matters. Liberal artists have always known the powerful effects of foreign language in getting this kind of attention. We therefore require the study of four foreign languages, one a year for the four years, Greek, Latin, Frenth and German. It is obvious that we do not expect to have these languages mastered in the time allotted, even though it is five hours a week. For each year the schedule is as follows. During the first term paradigms of declensions and conjugations, and passages of good prose and poetry from the books are committed to memory by rote. During the period of elective and progressive education, rote memory has been abhorred because it has its dangers. In our system these dangers are avoided by devices that force memory to carry its proper load of imagination and �26 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE thought. The second term is concerned with various kinds of translation from important texts in which important things are being said and the grammar of the language is being used for purposes of full expression. These translations range from technical grammatical translation, through various stylistic variations to abstract and concise formulation of logical content. The last term in each year is devoted to the writing of grammatical, rhetorical, and logical commentaries on the texts with a final emphasis on original writing on the topics suggested by the text. Language is man's most intimate external possession. The trained language sense extends man's imaginative powers. We therefore move on it with an organized strategy. The effects are in sustained powers of imagination and therefore in increased attention and powers of analytic thought. These tutorials meet in small classes, not over ten in a class, so that individual observation and instruction are the rule. Not a small part of the advantage of such instruction comes from the opportunity for tutors to diagnose individual difficulties. of study the other books in mathematics and natural science, now so formidable to both teacher and student, can be approached and conquered. For this purpose the tutorial classes in mathematics meet five times a week throughout the four years. The teaching is conventional and familiar for the most part, exposition, recitation, drill in calculation and proof. On the other hand intelligibility must be added to operational skills, and this is brought to light by discussion of the incidence of mathematics, not only on the sciences, but also on logic and metaphysics, and through this on the entire subject matter of the program. Mathematics belongs to the liberal arts and its development through symbolic procedures throws a great deal of light not only on speculation but upon the literary and scientific imagination. As in the case of the language tutorials, the small class of not over ten students allows individual diagnosis and instruction, and the student who has difficulties on the operational level may have special remedial laboratory exercises prescribed for him. Thus handminded boys may discover the liberal dimensions of their skills. The Mathematics Tutorial The Seminar Next to the mother tongue the language of numbers and figures is the most important symbolic possession of men. In fact it is a language within the mother tongue providing a most powerful practical and theoretical extension. In view of our present scientific and industrial conditions of life, the decay and elimination of mathematics in education is most disturbing. This default has become so common now that many persons believe that they natively lack mathematical ability. Nothing could be more crippling to the individual nor more discouraging for the future of democratic societies, if it were true. The apparent disability is due to a decay in the techniques for teaching mathematics and this in turn is due to misunderstandings of the fundamental nature and intention of mathematics. Wide variation in individual trainina and b performance is evidence of this state of affairs. Therefore we begin with almost a complete year spent in a thorough study of Euclid's Elements in its entirety. This is the book that made European mathematics possible, and it can still be used to remedy our deficiencies. Given this year A book is one-half of a conversation, and good conversation, whether practical or theoretical in intention, is one of the highest performances in the liberal arts. Seminars of from ten to twenty students with at least two instructors or leaders, answer back the other half of the conversations that great books demand. Plato's Dialogues, most of which are read in the first year, set the models for seminar discussion, and first lessons in discussion are learned in reading Plato. Books of various kinds are discussed in various ways. Some books such as Aristotle's Organon are read in the seminar with the French method of explication de texte to insure understanding. It is assumed that other books have presented a subject, and discussion starts where they leave off, following the argument where it leads. Literary works demand literary criticism; scientific books demand a philosophy of nature. Versatility in question and answer allows the exploitation of the work done in other parts of the program. Training in language facilitates formulation of opinion; mathematical imagination and insight open up new depths and subtleties 27 �28 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE in both literature and science. Dialectic starts on the levels of language and mathematics and with their aids reaches the fundamentals and ultimates, and in the process the book under discussion may be torn to pieces. One immediate result is the improvement in actual reading. To accompany the reading of the books, the seminars meet twice a week for two hours. Recovery from confusion and misunderstanding may result from the first meeting; on the other hand it may be only at the last meeting or later meetings that the text delivers up its meaning. The seminars are the substantial core of the whole program and the intellectual process prepared for by reading and writing is brought to realization most often under seminar conditions. FORMAL LECTURES 1943-44 The Liberal Arts and the Common Good ............ . Scott Buchanan Grammar . ............................................ .Stringfellow Barr Arithmetic . ............................................George A. Bingley Law . ................................................. Richard F. Cleveland Rhetoric . ............................................. Mark Van Doren Geometry . ............................................ Jacob Klein Dramatic Presentation: The Tempest ................. . King Wiliiam Players Music .................................... ·............ . Nicolas Nabokov Astronomy . ........................................... Peter C. Wolff Dialectic . ............................................. .William Gorman The Liberal Arts . ..................................... Scott Buchanan The Formal Lecture Formal lectures are delivered to the entire student body at least once a week. Lecturing by instructors is discouraged elsewhere in the curriculum and concentrated in the formal lecture. These lectures are given in the Great Hall in the evening with audience and platform set as for an outside lecturer. All the formal arts of the platform are used for the purpose of a sustained and artistic exposition of a subject matter that may have been studied in fragments in other ways. About half of the lectures are given by guest lecturers, notably Mortimer Adler of the University of Chicago, Mark Van Doren of Columbia, and Edward Kasner of Columbia. Members of the resident College faculty give the rest, no single member giving more than three during the year. Lecturing except on the popular platform is almost a lost art in this country. It is a very high art demanding artistic skill and sensitivity which are dulled and killed by the forced practice of the ordinary university classroom. Long preparation is needed to free it from sophistry and empty personal rhetoric. Our lectures are not always successful, but when they are successful they might be given and understood on any occasion. Students learn to listen to good talk, to talk that is often over their heads, but talk that is remembered and absorbed long after the immediate hearing. Each lecture is followed by a period of informal query and discussion, in which the students learn to talk back. Man's Essence . ........................................ Mortimer J. Adler St. Augustine ......................................... .Mark Van Doren Looking-Glass Molecules . .............................. Anthony Standen The Golden Section . ...................................Edward Kasner Columbia U11iversity Proposition and Judgment . ............................ Leonard J. Eslick The Reduction of God to Theology . ................... J. Winfree Smith Materialism ........................................... Mortimer J. Adler Violin Recital. ........................................ Szigeti Vesalius .............................................. .Owsei Temkin Institute in the History of Medicine, The Johns Hopkins University Montaigne . ........................................... Mark Van Doren Socrates and Civil Liberty . ............................. Alexander Meiklejohn Maps and Map-Making . ..................., ............ Edward ~asner. . Columbia Umvers1ty Evolution ............................................. Mortimer J. Adler Godwin's Social Justice ................................ .Ford K. Brown Stravinsky . ............................................ Nicolas Nabokov His,tory Is A Wheel . ...................................Stringfellow Barr Pascal ................................................ .Mark Van Doren Gerard Manley Hopkins . .............................. John Pick Groton School Semantics . ............................................ Richard P. McKeon University of Chicago Concert. .............................................. Budapest String Quartet Plato on the Arts . .................................... John Wild Harvard University �30 CATALOGUE OF ST. JOHN'S COLLEGE The Laboratory The scientific laboratory is perhaps the most characteristic institution of the modern world. It should be recalled that it was for the purpose of introducing and assimilating the laboratory that Eliot of Harvard opened the liberal college to the elective system. The hope was that the college would provide the conditions and the techniques for the liberalizing and humanizing of science. The present disorganization of our colleues is . D evidence that the problem is not yet solved. It is of utmost importance that it be solved. St. John's College is making the attempt. The strategy is to recruit specialists in the sciences as teachers, to re-educate them in the liberal arts, and to reorganize the laboratory as an instrument of liberal rather than pre-professional training. This is the research problem that is set for the faculty, and it will continue to attack the problem step by step. The laboratory staff contains an engineer and a medical man, scientists whose interests can range beyond the special boundaries of each science. They co-operate with the mathematicians, the physicists, the chemists, and the biologists in planning and teaching the four-year course. Their field is the history of science including the present, and the context is the rest of the liberal arts and the classics in the program. The present tactics are to take the best current pattern in ordering the sciences as it is found in the pre-medical course, to anchor it in the scientific classical books and experiments, and to find the liberal arts in current practices and insights. In general the main themes are mathematical constructions the instruments and techniques of measurement, repetition of ~rucial experiments, and the combination of scientific findings m concrete problems. The laboratory classes meet once a week for three hours during the first two years. Laboratory time is il:1creased in the last two years. This is more than is required by any other liberal college at present. THE SCHEDULE Perhaps the most obvious distinctive mark of St. John's College is the easily observable fact that all the students of the same year are reading the same books at the same time with CATALOGUE OF ST. JOHN'S COLLEGE 31 the same immediate preparation. This may be the week when that "all Greek to me" look is on all freshman faces because they are learning the Greek alphabet; or it may be the two weeks that they are meeting Greek algebra in the fifth book of Euclid's Elements; or it may be the first assignment in Thucydides when the seminar leaders are wondering if the students will get the implications of liberty in Pericles' funeral oration. These are the educational realities that a common schedule marks and emphasizes. Each morning for five days of the week each student spends one hour in a language tutorial and one hour in a mathematics tutorial. One afternoon a week each student spends three hours in the laboratory during the first two years; in the last two years, two afternoons a week. Two evenings from eight to ten each student attends a seminar in organized conversation and discussion of the scheduled readings. On one or two evenings there are formal lectures. Nineteen or twenty hours per week are spent in regular classes. The rest of the time is spent in studying, eating, sleeping, talking, athletics, and othe; activities such as music and dramatics .. The week is the elementary unit of the schedule and shows one complete rotation through the varieties of work and play. The three terms of the College year average ten weeks in length and mark pieces of work projected and accomplished. In recognition of this there are oral exar.ninations at the end of each term. These are conducted by seminar leaders with the help of the tutors. Each student sits with his examiners for a half hour during which he is questioned freely and informally on the texts he has read, on his critical or interpretative opinions, and encouraged to consider parts of his study in relation to each other and in relation to fresh problems that may not have been treated in his classes. A few days after the examination before the end of the term the student again sits with. his instructors for fifteen minutes during which his tutors and laboratory instructor report to the seminar leader on his work for the term. These so-called "don rags" are brief and recurrent consultations between teachers and student for the purpose of diagnosis and prescription rather than for report of marks. They are followed by vacations in which a fresh start is possible and new directions in study may be explored. Grades are not reported in �32 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE these don rags, and they are not the center of interest, as is shown by the fact that the student is invited to report on himself and to judge his own work. The end of each year is marked by a long essay written by each student on some theme which he has chosen in the books. These are due the first of May. The annual written and oral examinations are -given in the following September after the long vacation period during which the salutary processes of A Hour 9 STUDENT'S CLASS SCHEDULE FOR THE WEEK Mon. Language Tutorial Tues. Language Tutorial Wed. Language Tutorial Thurs. Language Tutorial Fri. Language Tutorial ' 10 11 Sat. Mathematics Mathematics Mathematics Mathematics Mathematics Tutorial Tutorial Tutorial Tutorial Tutorial 12 2 to 5 8 to 10 Laboratory for Juniors, Seniors Seminar Laboratory Laboratory for Juniors, Seniors for Freshmen, Sophomores (Lecture) Seminar Formal Lecture forgetting, assimilation, and the maturing of insights have taken place. The close organization of subject matter and the intensive teaching which results make vacations and unscheduled ruminations functionally important. As one learns to skate in summer and swim in winter, so one acquires wisdom in vacation. The annual examinations are aimed at detecting and encouraging this process. There are plans for reading parties in the summer vacation in which students may arrange the proper conditions for the maturing of knowledge gained during the session. THE FACULTY Part of the intention of the elective system since the time of its introduction at Harvard has been to encourage the com- 33 bination of teaching and research in e_ach ~ember of the faculty. The principle is that the tea~hmg mmd must. be a learning mind, and therefore good _teachmg ~emand~ contmued learning. This has come t~ mea~ 1~ academ1_c pr~ct1ce that the ood teacher must be makmg ongmal contnbut10ns to knowl~dge and that he must publish if he wis~es to be promoted .. The faculty at St. John's is again gomg back to fir~t p:mciples and making a~other ~p~lication of_ them. Learmng 1s a co-operative enterpnse and 1t 1s best carried out when pers?ns at different stages of comprehension work together. The typical learning situation at St. John's involves ten pr twelve lear~ers. First in the learning line come the author-teachers, the wn~ers of the great books, who are talking in most cases_ at the high point of their own learning. Next comes th~ readmg and t~lk­ ing teacher who is a member of the faculty: his stage of learnmg is somewhere between the author and the best student. There then follow the other students at distances proportional to their degree of understanding. T~e old~fashioned ranking ~f cl~sses in the little red schoolhouse is the image that we have m mmd. At the head of the class is the author-teacher, at the foot of the class the worst student in relation to the subject matter. All the others are both teachers and pupils, each learning from those above and teaching those below. The aim in all the classes is to exploit the differences in knowledge, character, and skill as they are distrib1:1ted among the students and the tutors. Since it is not our policy to select only the best students for ~~mission, _but rathe: to aim at the normal distribution of ability that is found m the average American community, we count heavily on the norma~ social processes of mutual understa:idi1:1g to _catch. and amplify the teaching. Our classes exemplify m their vanous styles all the types of collaborative study, allowing even t~e dull _or slow student on occasion to hold the class to the mam learnmg purpose. Socrates and the slave-boy is not a_n unfamiliar spect~cle in the St. John's classroom; we count on it to keep our teachmg fresh and genuine. The faculty member is then researching in the subject matter of the book with the guide and help of the author and any other special professional aids that he may able to use. He may have beside him a colleague whos~ sp~cial kno~ledge complements his own. This is the situat10n m a semmar, where ?e �CATALOGUE O:F ST. JOHN'S COLLEGE there are at least two auxiliary teachers, but it is best exemplified in the editorial work that is being carried on by many members of the faculty. The majority of the great books are already in cheap and easily available English translations, but there are a considerable number of them that need new editions, and a smaller number which have not been translated or are badly translated. So far the following books have been reprinted: Plato: Phaedrus, in Greek and Latin Gospel according to St. John, in Greek and Latin Descartes: Discourse on Method, in French and Latin Hippocrates: Selected Works Archimedes: Selected Works Lucian: True History Aristarchus: Distances of Sun and Moon Nicomachus: Introduction to Arithmetic Spinoza: Theological-Political Treatise Gilbert: On the Magnet Harvey: The Works of Rousseau: Du Contrat Social Lavoisier: Elements of Chemistry Hegel: Philosophy of History Dalton: Chemical Philosophy Bernard: Experimental Medicine Fourier: Theory of Heat Virchow: Cellular Pathology The following books have been translated for the first time into English by members of the faculty: Apollonius: Conics Ptolemy: Mathematical Composition (Almagest) Augustine: On Music Scotus Erigena: The Division of Nature Grosseteste: On Light Oresme: On the Breadths of Forms Copernicus: On the Revolution of the Spheres Kepler: Epitome of Astronomy Pico: On the Dignity of Man The following books have been retranslated by members of the faculty: · Plato: l\feno Plotinus: Fifth Ennead Aristotle: Physics, Books I-IV Bonaventure: Reduction of Arts to Theology Cantor: Transfinite Numbers This represents the first line of research. The second line of research consists in the constant reinter- CATALOGUE OF ST. JOHN'S COLLEGE 85 retation of the book list which occurs as an immediate byProduct of teaching the books in tutorial, in seminar, and in fhe laboratory. Criticism of the books takes place in two directions primarily, first their histo~ical order and backgro~nd which continually change and ennch themselves by connect10ns with other books; secondly in the bearing these books have on the immediate teaching problem and the progress of current thought in general. . . Making the actual readmg schedule for the se~mars .for each year is a result of much. faculty a~d student de!1berat10~, and the reading schedule registers teachmg and learnmg experiences from year to year. . . The products of this kind of re~earch go first mto t:ac::hm.g directly. Production for publicat10n and learned soc1et1es is and should be a secondary result. The students thus have direct and contributing parts in research, and research has a direct and contributing role in instruction. The present faculty has been selected by two crite:ia. F?r . members of the previous faculty at St. John's, experience m teaching the elective system and capacities which promise well for becoming re-educated in all the subject matter of the new program have guided the policy of reappointment. New members of the faculty have been chosen for their varying degrees of understanding of the general subject matter and the work they have done to educate themselves in it. . . . The faculty now represents a well-balanced d1stnbut10n of special knowledge. Eventually the graduates from the four· year course itself will be the best teachers, and some of them have already been taken on as teaching assistants. ACADEMIC STANDING The system of instruction allows for a close and varied acquaintance of instructors and students; therefore the student's academic standing is known in detail from day to day. This knowledge is pooled at the end of each term on the occasion of the don rag and the combined judgments of the staff are based on more than recorded grades. Since this is the case academic standing is not determined by numerical or literal grades, and judgments are made and reported for the purpose of advice and planning both for the teachers and the. �36 CATALOGUE OF ST. JOHN'S COLLEGE student. As soon as the performance of the student or other evidence of capacity persuades the staff that the learning process has stopped and cannot be revived, the student is warned that he will be dropped after a stated period of confirmation of the judgment. Ideally there is no reason for dropping any normal student from this course of study. It is varied and rich enough for great diversities of interest, performance, and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. This fact permits and demar:i-ds a longer period of adjustment and tentative judgment than m the regular elective system. It is assumed that each student has the required capacities until evidence to the contrary is overwhelming. All disciplinary action is governed by the assumption that bad habits can be changed. ~ttendance on all regular scheduled College exercises is reqmred. A record of absences is kept and posted. This record is taken into consideration whenever there is occasion to determine academic standing. Written and signed excuses from the following sources may be submitted for filing with the student's record: 1) Parent, guardian, or other responsible person outside the College; 2) Practising physicians consulted by the student; 3) Instructor in charge of class in which absence occurs; 4) The College Physician. THE DEGREE OF BACHELOR OF ARTS * The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: gTammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies the modern equivalent of these arts and sciences. Specifically this implies: Knowledge of the contents of the required books in the list; Competence in the laboratory arts; Competence in mathematics through the elementary calculus; ft"'" reading k:r~ow~edge of at least nvo foreign languages. In semester hours as recorded in the regular elective system this amounts to: *Cf. Appendix B, pg. 71. 37 CATALOGUE OF ST. JOHN'S COLLEGE Semester Hours ~----'----- Language and Literature ... Mathematics and Science. Lectures on the Liberal Arts. Laboratory. Seminars .. Total. . . One Year Four Years ..... 10 40 10 40 4 16 3 (J/2 actual time) 12 8 32 35 140 A more detailed analysis of the content of these degree requirements will be gladly given by the Registrar on request. The "rights and privileges appertaining" to the Bachelor of Arts degree have undergone serious scrutiny during the last part of the period in which the colleges have been under the domination of the elective system. There have been concerted attempts to maintain common standards under the rapidly changing conditions of expansion in student bodies, in subject matters, and in methods of instruction. Throughout the country there are regional boards which inspect the colleges in each region and rate their degrees. The Middle States Association of Colleges and Secondary Schools operates in this region. These Boards cannot put a college on the approved list until its educational product can be judged. Since there were no graduates of the new administration and program before June, 1941, there will be an interim in which a rated B. A. degree cannot be guaranteed. This means that the St. John's Bachelor of Arts degree is certified only by the charter of the College and the Maryland State Board of Education. On the other hand there is no serious doubt that the curriculum which is now offered and the instruction that is now being given more than fulfill the common standards and that they will prepare students adequately for any graduate work which they wish to pursue. The graduate and professional schools increasingly make their final decisions on candidates on the basis of individual records and merits and ignore the bare minimum certification of the ordinary degree. The rated B. A. is no guarantee of admission to a graduate or professional school. Where inquiry has been made these schools have given assurance of full con~ sideration to St. John's graduates. The great variety of teaching methods, the common subject matter, and the intimate and continuous acquaintance between student and teacher that this �38 CATALOGUE OF ST, JOHN'S COLLEGE program provides allow detailed and comprehensive recommendations of individual candidates both for graduate schools and for business positions, Such individual recommendations will always be our most effective communication with the academic and practical worlds into which our students graduate; we deal with other institutions on the basis of a common recognition of the realities of the learning process and the ~xigen_cies of the war and revolution through which the workl is passmg, There is no question about the fitness of this program of studies to meet the explicit requirements of law schools, theological schools, business schools, schools of politics, and economics, and schools of education, There may be some doubt in the minds of the small business man and the craftsman about the utility of a liberal education for earning a living, One who shares these doubts should read the early American State Papers and follow the current discussions of the fundamental conditions and principles of American society to get free of the prejudices which we inherit from societies that base themselves on invidious class distinctions, The worker and the tradesman in this country belong to a liberal society that demands a liberal education of all its members, The professions that base themselves on specialization in the natural sciences have set up graduate departments that actually need more liberal education in their preparatory stages than is at present available in the elective system, In failing to get students who have that minimal general education, they have been forced to turn to a second best, a more intensive specialized preparatory training, In some cases they take the student into the graduate school before he has graduated from college, and give the extra specialization that is required, In other cases, as in some engineering schools, graduate physics, chemistry, biology, and medicine, they have imposed heavy pre-professional requirements on the liberal college, In effect, they ask the liberal college to anticipate professional work, We refuse to accept this imposition wherever it would force us to sacrifice understanding to professional rote and rule of thumb, In place of these we emphasize basic concepts, basic techniques of measurement and experimentation, and general skills of the laboratory, in short those starting-points which make the rapid acquisition and revision of scientific knowledge a matter of CATALOGUE OF ST, JOHN'S COLLEGE 39 habit and second nature, In terms of this fundamental training, our work in natural science more than meets the genuine requirements of pre-professional education, The medical schools, the sources of the heaviest pre-professional requirements, have expressed willingness, in some cases enthusiasm, to consider our graduates as candidates. Their faculties realize the importance of the liberal education of the physician, see that we require more hours in the laboratory than they ask for, and believe that this basic instruction will lay a good foundation for professional training, On the other hand, a warning should be given that the SL John's student is running the risk that radical innovation entails, The medical schools are subject to many increasing demands, which they are finding difficult to meet: rapidly growing knowledge relevant to medical uses, the public need for more medical services, and the large number of applicants for admission, These pressures may force arbitrary consideration of candidates, and the literal application of rules of admission, In view of this problematic situation, students vv-ho come to SL John's with the intention of going on to medicine are advised to make special arrangements for fulfilling the literal requirements for admission to medical schools, Arrangements for extra work for this purpose can be made at SL John's or at other institutions, In view of the great scientific and social problems facing the medical profession it may be wise to plan a year of graduate work in mathematics and physics between graduation and entrance into medical schooL Medical schools are not asking for such additional preparation, but the needs of medical wisdom are great beyond the power of liberal education alone to meeL �40 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE .t A LIST OF GREAT BOOKS In Chronological Order Homer: Iliad and Odyssey A:schylus: Oresteia Herodotus: History Sophocles: <Edipus Rex Hippocrates: Ancient Medicine and Airs, Waters, and Places Euripides: Medea Thucydides: History of the Peloponnesian War Aristophanes: Frogs, Clouds, Birds Aristarchus: On the Sizes and Distances of the Sun and Moon Plato: Dialogues Aristotle: Organon, Poetics, Physics, Politics Archimedes: Selected Works Euclid: Elements Apollonius: Conics Cicero: On Duties Lucretius: On the Nature of Things Virgil: .&:neid The Bible Epictetus: 111.oral Discourses Nicomachus: Introduction to Arithmetic Plutarch: Lives Tacitus: The History, The Annals Ptolemy: Mathematical Composition (Almagest) Lucian: True History Galen: On the Natural Faculties Plotinus: Enneads Augustine: Confessions, On 1\1usic, Concerning the Teacher Justinian: Institutes Song of Roland Saga of Burnt Njal Grosseteste: On Light Bonaventure: On the Reduction of the Arts to Theology Aquinas: On Being and Essence, Treatise on God, Treatise on Mn11 Dante: Divine Comedy Chaucer: Canterburv Tales Oresme: On the Br~adths of Forms Pico della l\firandola: On the Dignity of Man Leonardo: Note Books Machiavelli: The Prince Erasmus: In Praise of Folly Rabelais: Gargantua Copernicus: On the Revolutions of the Spheres Calvin: Institutes Montaigne: Essays Gilbert: On the Loadstone Cervantes: Don Quixote Shakespeare: Henry IV, Hamlet, King Lear, Macbeth, Tempest Francis Bacon: Novum Organum Kepler: Epitome of Astronomy Harvey: On the Motion of the Heart Corneille: Le Cid Galileo: Two New Sciences Descartes: Geometry, Discourse on 1\ifethod, Meditations Hobbes: Leviathan Boyle: Sceptical Chymist Moliere: Tartuffe Pascal: Pensees Milton: Paradise Los/ Racine: Phedre Grotius: Law of War and Peace Spinoza: Ethics, Theological-Political Treatise Newton: Principia Mathematica Locke: Second Treatise on Civil Government Huygens: Treatise on Light Berkeley: Dialogues between Hylas and Philonous Leibniz: Discourse on Metaphysics, Monadology Vico: Scienza Nuova Swift: Gulliver's Travels Hume: Treatise of Human Nature Montesquieu: Spirit of Laws Fielding: Tom ]ones Voltaire: Candide, Micromegas Rousseau: Social Contract Gibbon: Decline and Fall of the Roman Empire Smith: Wealth of Nations Kant: Critique of Pure Reason Constitution of the United Slates Federalist Papers Bentham: Principles of Morals and Legislation Lavoisier: Treatise on Chemistry .Malthus: Principles of Population Dalton: A New System of Chemical Philosophy Hegel: Philosophy of History Fourier: Analytical Theory of Heat Goethe: Faust Lobachevski: Theory of Parallels Faraday: Experimental Researches in Electricity Peacock: Treatise on Algebra Boole: Laws of Thought Virchow: Cellular Pathology Mill: On Liberty Darwin: Origin of Species Bernard: Introduction to Experimental Medicine Mendel: Experiments in Plant Hybridization Riemann: Hypotheses of Geometry Dostoevski: The Brothers Karamazov Marx: Capital Tolstoi: War and Peace Dedekind: Essays on Numbers Maxwell: Electricity and Magnetism Flaubert: Bouvard and Pecuchet Ibsen: Ghosts, Rosrnersholm Joule: Scientific Papers James: Principles of Psychology Freud: Studies in Hysteria, The Interpretation of Dreams Cantor: Transfinite Numbers Hilbert: Foundations of Geometry Poincare: Science and Hypothesis Russell: Principles of Mathematics 41 �42 First Year Second Year Third Year Fourth Year CATALOGUE OF ST. JOHN'S COLLEGE II. SCHEDULE OF READINGS BY YEARS Languages and Mathematics 1.znd Literature Liberal Arts Science Homer Plato Euclid Herodotus Aristotle Hippocrates Thucydides Lucretius Nicomachus £schylus Aristarchus Sophocles Archimedes Euripides Aristophanes Plutarch Lucian Tacitus Epictetus Apollonius Cicero Plotinus Ptolemy Virgil Augustine Galen The Bible Bonaventure Leonardo Justinian Thomas Aquinas Oresme Dante Grosseteste Copernicus Saga of Burnt Njal Calvin Descartes Pico Song of Roland Gilbert Chaucer Kepler Shakespeare Cervantes Milton Spinoza Galileo Rabelais Francis Bacon Harvey Corneille Hobbes Newton Racine Locke Boyle Grotius Berkeley Huygens Moliere Leibniz Lavoisier Erasmus Hume Dalton Montaigne Kant Machiavelli Peacock Pascal Boole Vico Montesquieu Fielding Gibbon Voltaire Swift Rousseau Adam Smith U. S. Constitution Federalist Papers Goethe Hegel Fourier Malthus Bentham Faraday Marx Mill Maxwell Flaubert James Joule Ibsen Freud Darwin Dostoevski Poincare Vircho'Y' Tolstoi Hilbert Bernard Russell Mendel Cantor Dedekind Riemann Lobacheveki CATALOGUE OF ST. JOHN'S COLLEGE ct) g!. E-<. ~ ::a s ~ m a ; d .!-< 43 �CATALOGUE OF ST. JOHN'S COLLEGE The following schedules are taken from different years as indicated, but they are subject to continual revisions, corrections, and improvements as teaching experience indicates them. LANGUAGE TUTORIALS DURING 1942-43 Clock-hours of Class-room Work Assigned First Year Third Year Second Year Fourth Year Exercises French German Greek Latin Memorizing 40 hours 10 hours 20 hours IO hours Paradigms Grammar Grammar Grammar Grammar Selections 10 hours 20 hours 20 hours 20 hours Baudelaire Goethe Euclid Virgil Racine Hoelderlin Catullus St. John Plato Nietzsche Horace Reading 5 hours 20 hours 35 hours 20 hours Double Texts Descartes Bible Phaedrus St. John Latin-French Greek-Latin Faust Greek-Latin Hegel Translation and 50 hours 50 hours 25 hours 50 hours Close Reading Plato Virgil Rousseau Lessing Republic I Social Schiller Aeneid IV Contract Formal Logic 20 hours 20 hours 20 hours 20 hours Thomas Boole Treatises Aristotle Kant De Ente et Categories Laws of Hegel Essentia Thought Prior Analytics Formal Logic 30 hours 30 hours 25 hours 30 hours Dante Pascal Selections Practice in Kant Thomas Rousseau Analytical Anthology Hegel On Law Commentary Sophocles Thucydides Demostfienes 150 hours 150 hours 150 hours 150 hours Total 600 hours (Four years) MATHEMATICS TUTORIALS DURING 1943-44 Clock-hours of Class-room Work First Second Third Year Year Year Mathematics 56 Plane Geometry 12 8 Solid Geometry ... -10 Theory of Numbers. 30 Theory of Real Numbers .. 17 19 Trigonometry ..... Analytic Geometry 57 Calculus .... 37 Differential Equations ..... Fourier Series Non-Euclidean Geometry T:raTisfi.nite 1.J"un1bcrs Projective Geometry ....... . 45 CATALOGUE OF ST. JOHN'S COLLEGE Fourth Year 8 Total 68 48 30 25 IO 19 57 87 10 5 20 10 10 Total for four years of Mathematics in Mathematics Tutorials. 389 50 10 5 20 10 MATHEMATICS TUTORIALS DURING First Year Astronomy and Physics 7 Astronomy. · · · · 9 Mechanics and Hydrostatics. Strength of Materials Heat .. . Light ......... . 19~3-44-Continued Second Year 63 Third Year 50" 50 20 Fourth Year 25 3 Total 120 59 20> 25' 3 227 Total for four years of Physics in Mathematics Tutorials. CLOCK-HOURS OF LABORATORY WORK DURING 1942-43 Physics and Astronomy Mechanical Dra wmg Astronomy .. Mechanics and Hydrostatics. Sound. Heat .... Light .... Electricity and Magnetism. Atomic Theory ... ' . 18 3 30 12 3 33 15 24 21 6 36 9 3 9 3 18 9 6 33 66 30 9 33 21 54 21 33 Total for four years of Laboratory in Physics and Astronomy. Chemistry General Inorganic Physical ... Qualitative Organic .... 279 15 60 15 27 3 45 12 9 3 36 48 35 Total for four years of Laboratmy in Chemistry .. Biology Anatomy and Physiology .. . Cellular Biology .......... . Heredity . . .......... . Embryology ... Protozoology . . ........... . 15 Total for four years of Laboratory in Biology. 33 9 9 9 11! NoTE: One-fifth to one-fourth of the laboratory time is spent in lectures m; a.SSigned reading. The topics selected from the conventional subject-matters follow. For further information concerning standards, see Appendix B on Degree Requirements, page 71. Astronomy: Aristarchus, Star charts, Ptolemy, Copernicus, Kepler. Biology: Environment and health (Hippocrates); Form and locomotion of animals; Digestive and urogenital systems and other parts of female rabbit; Heart blood vessels in cat, living frog and mrtle, sheep, and dogfish shark; Urogenital system of male cat; Other parts of dogfish shark and aquatic �46 CATALOGUE OF STo JOHN'S COLLEGE vertebrates; Fabrics of the animal body; Growth of animals and plants; Hydra; Genesis of animals;. The Protozoa-animal taxonomy; Heredity in the pomage flyo Drawing: Orthographic projection; Perspective projectiono Geometry: Euclid: 8; Apollonius: 50 Music: Intervals; Scales; Keys (the rest not yet planned in detail)o Physics: Mechanics 15 (Archimedes, Galileo, Huygens, Newton); Surface tension, viscosity; Heat 4 (Joule, Fourier, etc); Strength of materials 4 (Galileo); Light 14 (Newton, Huygens; telescope and microscope, diffraction and interference; spectra); Electricity 11 (Gilbert, Faraday, etc} Chemistry: States of matter; Water-electrolysis, equivalent weight (Faraday); Conservation of mass, combustion, oxygen (Lavoisier); Hydrogen, acids; Combining proportions; Dalton's atomic theory; Gay-Lussac's law of volumes; Molecular weight; Avogadro's number; Dalton's law of partial pressures; Critical temperature; Diffusion; Osmosis; Sodium; Chlorine; Formulas; HCI; Valence; Hydroxides, ionization; Mendeleyev's Table; Colloids, atomic structure; Mass action; Equilibrium; Carbon compounds, paraffins, isomerism, bonds, hydrocarbons, alcohols, aldehydes, ketones, esters, ethers, sugars, etc; Fifth Group of Periodic Table; Ammonia, proteinso The following is a list of laboratory exercises by yearso It is based on a schedule which was followed in 1941-42 but is subject to continual revisions, corrections, and improvements as teaching experience indicates themo FIRST YEAR L 20 30 4o 50 60 70 So 90 100 IL 120 130 140 150 Orthographic projection Orthographic projection Trisection of an angle Areas Plane, right angle, ruler Weight Light Circles and fegular polygons Ratios Lenses Telescope and microscope Compound ratio Heat Quadratic equations Musical intervals and scales 160 The Greek diatonic scale 17 0 The just scale and its uses 180 The keys in music 190 Environment and health 200 Environment and health 2L Form and locomotion of animals 220 Photometry 230 Solid figures 240 Rectangular solids 25 o Ari starch us 260 Archimedes' levers 270 Machines 280 Static equilibrium 290 Floating bodies 300 Metacenter SECOND YEAR L Digestive system of rabbit 20 Urogenital system of female rabbit 30 Thoracic cavity, mouth, central nervous system 4. The parabola 50 Ellipse and hyperbola 60 70 So 90 Perspective projection Perspective projection Perspective projection Focal points and light (floating paraboloid) 100 Parametric eq nations of ellipse CATALOGUE OF STo JOHN'S COLLEGE 47 SECOND YEAR-Continued 2L Music 220 Copernicus 120 Stereographic projection and star 230 Kepler charts 240 Prism colors and dispersion 130 Stereographic projection and star 250 Chromatic aberration of a lens charts 260 Geometrical characteristics of Ice14 0 Astronomical sights land spar l5 0 Celestial machines 27 0 Double refraction l6o Celestial machines 280 Double refraction of polarized light 17 0 Sun and moon 290 Speed of light l8o Gilbert's De Magnete 300 Fluid pressure 190 Music 20. Music THIRD YEAR 330 Viscosity L Power of the vacuum 340 Law of definite proportions, law 2 0 Strength of beams of multiple proportions, Dalton's 3 0 Strength of beams atomic theory 4. Strength of beams 350 Vibrations 50 Falling bodies 360 Gay-Lussac's law of combining volIL Projectiles umes, molecular weight, Avo70 Sheep heart gadro's number 8. Blood vessels of cat 370 Pressure-temperature relations 90 Matter: crystalline state 380 Dalton's law of partial pressures; 10 0 Blood vessels of cat steam distillation, vapor tension, l L Boyle's law critical temperature 12- Living heart in frog and turtle 390 Diffusion and osmosis 13 0 Matter: liquid and gaseous states 400 Magnetic fields 14 0 Smaller blood vessels in living frog 4L Sodium chloride: the active metal 15 0 Urogenital systems of male cat sodium 160 Water and its properties, distilla420 Sodium chloride: the active nonti on metal chlorine 17 Dogfish shark and aquatic verte430 Standard units in chemical reacbrates tionso Chemical notation, equa180 Surface tension tions, formulae 19. Dogfish shark and aquatic verte440 Faraday's laws of electrolysis brates 450 Acids in aqueous solution: HCI 200 Dogfish shark and aquatic verte460 Atomic and equivalent weights 0 Rebrates duction and oxidation, valence 21, Electrostatics 470 Potentiometer 220 Electrolysis of water, Faraday's laws 48 0 Metallic hydroxides and salts in Electrolysis of water, equivalent aqueous solutiono Neutralization weight 490 Electromagnetic induction 24, Rigid body equilibrium 500 Ionization 250 Conservation of mass; filtration, 5L Young's interference of light reduction with charcoal 520 Mendeleyev's Table Compound pendulum 530 Spectrometer Lavoisier on calcination and com540 Colloidal state bustion; oxygen 550 Music 280 Atwood's machine 560 Music 290 Chemical reactions 570 Music 300 Conservation of momentum 3L Centripetal force 32, Hydrogen, acids, oxidation and reduction lL Conics as four-lin~ lo~i �CATALOGUE OF ST. JOHN'S COLLEGE RESIDENCE AND ACTIVITIES FOURTH YEAR L Fabrics of the animal body 27. Hydra 2. Magnetic measurements 28. Hydra 3. Fabrics of the animal body 29. Genesis of animals 4. Law of magnetic forces 30. Genesis of animals 5. Fabrics of the animal body 31. Genesis of animals 6. Standard measures of electric cur32. Protozoa-animal taxonomy rent 33. Protozoa-animal taxonomy 7. Fabrics of the animal body 34. Heredity in the pomage fly 8. Fabrics of the animal body 35. Heredity in the pomage fly 9. Fabrics of the animal body 36. Heredity in the pornage fly JO. Fabrics of the animal body 37. Spectral analysis 11. Fabrics of the animal body 38. Esters, their hydrolysis, mono- and 12. Fabrics of the animal body di-basic acids, polyalcohol 13. The structure of the atom 39. Potentiometer, thermocouples 14. Law of mass action 40. Ethers, acid anhydridcs, hydroxv15. Diffraction, interference acids ' 16. Chemical equilibrium 41. Electromagnetic induction 17. Diffraction grating 42. Carbohydrates (sugars, starch, 18. Carbon and its compounds: I: the cellulose) paraffins '13. Joule"s electric heat 19. II: Isomerism of organic com- 44. Isocyctic, aromatic hydrocarbons; pounds, the carbon-carbon douCyclo-olefins, -paraffins ble and triple bonds. Unsatu45. Fourier's heat analysis rated hydrocarbons 45. The Fifth Group of the Periodic 20. Alcohols, aldehydes, ketones Table 21. Fabrics of the animal body 47. Ammonia, amines, amino-adds, 22. Fabrics of the animal body proteins 23. Fabrics of the animal body 48. Music 24. Fabrics of the animal body 49. Music 25. Growth of animals and plants 50. Music 26. Growth of animals and plants A college should be a community in which the student can discipline and develop his 1?-ative powers, and at the same time learn how to associate with other people in such a way as to continue this development throughout life. Not only the curriculum at St. John's, but the arrangements for residence and extracurricular activities as well, are ordered to this purpose. . It is the policy of the College to encourage any spontaneous group activity that shows promise of a contribution to the life of the community. The College co-operates in the financing of those activities that require expenditures; and advice is given where it can be helpful to the smooth functioning of the activity. The kind of laissez-faire attitude which generally characterizes the curricular aspect of American college life is in this College transferred to the field of extracurricular activities. Activities It is no paradox, in view of the above, to say that the main purpose of extracurricular activities is amusement and relaxation. Men can work in order to play, or they can regard play .as a natural component of a graceful, reasonable, and wellrounded human life. Since the things a person enjoys are accurately correlated with that person's character and stage of development, the recreational activities a student enjoys are the spontaneous fruit of his increasing knowledge and maturity. Work and play are not set over against each other, so that the work of the curriculum is looked upon as drudgery to be endured until it is possible to get away to the movies. If this sh<mld be the case, life would indeed become meaningless and dull; and the hard work of the curriculum would be wasted. Rather, the discovery and choice of certain activities as enjoy<1,ble, and the rejection of other forms of recreation as silly or dull, follow as a free and natural consequence of the student's expanding abilities, and must be proportionate to them. Recreational activities have to derive their vitality from these newly developed powers which support them, or else they cease to be enjoyable. Thus recreation and play become an integral part of the student's life in this community. 49 �1 I CATALOGUE OF ST. JOHN'S COLLEGE 50 Athletics and Music The fruits of this maturing and developing process are found primarily in the keen, joyful moments of new discovery of ideas or unexpected insights and understandings. But this spontaneous play of the mind also extends to extracurricular activities an~ infuses them with their full measure of human enjoyment, This may take the form of a new light on the purposes and ~eani~g of athletic games and sports; or it may find expression i.n a stimulated imagination which can produce creative writing for. one of the College publications, or for significant interpretat10n of works of music. Since 1939 athletics at St. John's have been organized on an. intramural basis with active participation by more than eightyfive per cent of the student body.* With the aid of student athleti~ ass.istants who are experts in sports, the St. John's Athletic Director carries on a series of individual and team sports throughout the entire year. The athletic facilities includ~ a well-equipped gymnasium, two large playing fields, tenms courts surfaced for all-weather playing, and a College boathouse. with ~ve six~een foot sail~oats. Excellence of performance m a wide vanety of sports mcluding sailing, tennis, handball, squash, badminton, boxing, swimming, baseball, basketball, fencing, lacrosse, and track is the instructional ideal and is recognized through a number of individual and team awards. Extracurr~cular music complements the musical part of the rt:gular curriculum. Curricular music includes formal lectures on music, group readings and seminar discussions of musical scores, laboratory practice with stringed instruments, and concerts which take up part of the dme otherwise devoted to fo~al lectures. i::he extracurricular music program makes availabl~ .to a maximum number of students the opportunity of acqmrmg the necessary personal habits for the enjoyment of music. Orchestral and choral groups composed of members of College and residents of Annapolis and surrounding terntory meet for practice and give occasional concerts. The College provides a music center, containing a well-stocked librar.y of recordin~s, sheet music and scores, a recording machme, an automatic phonograph, a grand piano, and a num- t?e • Reaso~s for the elimination of intercollegiate competition from the College athletic system are set out in detail in Appendix C. CATALOGUE OF ST. JOHN'S COLLEGE 51 ber of orchestral instruments. Elsewhere on the campus are other pianos and phonographs available for student use. The Student Polity The Student Polity, organized in 1945, of which all students are members, ivas instituted by the students for the following purposes, as outlined in its constitution: i) to proll)ote a conciousness in the student body of political and coqimunal responsibilities to both the College and the civic communities, to discover and submit to the College administration student opinion on all problems common to both the students and the College administration, to e$tablish minimal dormitory regulations, to :r;eview annually the activities of all student organizations and to grant charters to those organizations whose activities are judged to be consistent with the aims of the College community, to determine further, jointly with the College administration, the proper delegation of authority in the community. .ExtraLcurri.culat Activities student activities are really an extension of the curfor example, the Bible Class, and Latin and Matheatics Clubs in which students and faculty pursue in greater tail '"problems raised by the seminar discussions of scientific, ilosophical, and theological works. Other groups represent · "lar specialized pursuits ih politics, law, medicine, language. The St. John's Collegian is a weekly student newspaper :ch reports and comments on the events in the community. · St. John's Yearbook is a student-edited yearly publicawhich departs radically from the conventional year-book . at. In its present form it is a magazine whose purpose is tecapitulate and summarize the past academic year. The r; William Players serve as a center for the reading of a and poetry in general, as well as for the activities of y production. · e Variety Club; specialists in libel and slander, presents annual comic revue satirizing the faculty and the College gram, or other niatters of current interest. The Social Co- II �:;2 CATALOGUE OF ST. JOHN'S COLLE.GE operative presents a series of formal and informal dances throughout the year, including several informal movie-dances. The Film Club presents annually a series of about twenty of the outstanding foreign and domestic film productions in cinema history-the "classics" of cinematic art. The Student Employment Cooperative was organized in 1943 for the purpose of obtaining employment for its members, and maintains an office to receive and stimulate employers' requests for student workers. As supports for an active social life, the College provides a complete central social unit which consists of a Coffee Shop, a Book Shop supplied with magazines and newspapers, and a Junior Common Room for the use of the whole College. In addition, there are smaller social quarters in each dormitory unit, equipped with comfortable furniture. By providing these facilities the College authorities expect to foster in the students a recognition of the proper responsibility for their own human welfare. Residence St. John's College is_situated in the seventeenth centmy seaport town of Annapolis. The town has the air and reputation of a romantic history. Actually it has a population of about fifteen thousand people who are occupied with fishing and shipping in the harbor, with the training of midshipmen in the Naval Academy, with governing the State of Maryland from the state government offices, and with the liberal education of young men at St. John's College. A number of retired naval officers and men of business live on estates in Anne Arundel County sur· rounding the town. The College has eleven buildings on a tract of thirty-two acres. Five of these buildings are for student residence, two of them built as dormitories, and three originally used as residences for administrative officers of the College. These five buildings are now furnished as residence halls for students on a plan for small unit College communities. An attempt is made to relate the grouping of students in the hot:.se~ to their seminar g·roups and their athletic teams. These small integrated communities within the larger college community teach the incoming student to accept and enforce CATALOGUE OF ST. JOHN'S COLLEGE 53 t ints upon himself and also to make proper use of the help res ra · · · h" 11 l"f and support that other students can give him m is co ege i e. Dormitories All students not living at home are required to live i1:1 ~he College buildings and to take their meals in the College Dm1ng Hall. Each dormitory room is provided with _the nec~ssary furniture, · l ding a single bed with mattress, pillow, pillow cover and me u . bl. d bedspread, a chest of drawers, book shelves, Venetian m s or window shades, a study table, chairs, lamp, and ~ waste basket. Towels, bed linen, and blankets are to be supplied b~ the student as are also such decorations as window draperies, rugs, and ;unners for chests of drawers and tables. T~e student should consult his prospective roommate, if any, and his own good. taste in planning room decoration. Freshmen are frequently assigned to single occupancy rooms. Old students should apply for rooms before they leave for the summer vacation. Application blanks may be obtained from the Manager of the Dining Hall and Dormit_ori~s. Students who wish to room together should file joint applications. New students have rooms assigned to them tentatively from the Assistant Dean's office as soon as their applications for admission have been accepted. Rooms in dormitories may not be occupied during vacations except by special permission. The dormitories will be open for occupancy at the beginning of each term as _follows: . . For upperclassmen taking Annual Wr~tte~ Exammat10ns from noon of the day before the Exammat10n days. For freshmen from noon of the day before registration day. For definite dates in 1946-4 7 see the College Calendar. The College maintains the care of the do:m.itories. There are student dormitory managers whose duty it I~ to report complaints, to see that the dormitories are kep~ m order, and to enforce the following regulations concernmg breakage and damage to College property: Any damage to College property will be charged to the occupant or occupants of the room, or to the occupants of the dormitory, in which the damage occurs. �54 CATALOGUE OF ST. :JOHN'S COLLEGE Each student must make a deposit of ten dollars with the Treasurer of the College on registration. Damage to College property will be charged against this deposit according to the student's share of responsibility for the damage. The deposit must be maintained at all times during the session. It will be returned at the end of any ses~ion, or upon the withdrawal or graduation of the student from the College. This deposit is called Caution Money. The College reserves the right to repair completely, at the expense of the occupant or occupants, any dormitory room and furniture which have been seriously damaged. Intentional damage to College property is a serious offense, and :Lt will be dealt with summarily. The Dining Hall The Dining Hall is maintained by the Manager of the Dining Hall and Dormitories. Special attention is given to a balanced diet, an ii;iteresting variety of menus; and reasonable cost. The Dining Hall is closed when the College is not in session, except for single holidays; it will open for supper on the day just preceding the beginning of each term; and only breakfast will be served on the last day of each term. Infirmary Service A fully equipped Infirmary is maintained at the College. It is in the charge of the College Physician, two trained nurses, and student assistants. The College Physician holds office hours each day at the Infirmary. During these hours his services are free to those who have paid their regular College fees. Medical services rendered by others than members of the College Infirmary staff, whether for sickness or for athletic injuries, are not paid for by the College. Any illness must be reported promptly by the student. Students suffering from contagious or infectious diseases must reside in the Infimary until discharged by the College Phys1Cian. The College Physician makes a daily report to the Dean. HOW TO APPLY FOR ADMISSION General olution which re-established the liberal arts curricu. h ·.. · T e rev · h • 1 bim in St. John's College in 19~~ was a movement 1~. t. e m ..· ·.·.·:•. · bl. f Education which anticipated the currentdcns1s h :J.\epu ic o . · •·•.worId h.istory . When the liberal arts were remstate m t e •:....• . ·.•citllege, it was known that many of the contemporary educ~1•.•.· .·l ventions do not promote the most successful pursmt ..una con ral arts but the difficulty of the immed"iate tas k t h at . . ·· ·· l"b e i , . 1 . the College, that of putting a liberal curncu um :nto rat1on, made advisable the postponement of the solut10ns . some of the more extrinsic probl~ms. So, for the first six the' conventional entrance reqmrements were used. ·h· · December 1942, when it was clear that students in en, 1n ' f ·1· ·L·-b al Arts colleges were immediately needed or m1 itary r er ·b · h , St. John's College decided to make its contn ut10n t~ t e effort by offering its program to younger students i~ a u1e which would allow them to graduate before bemg to military service. Beginning in July, 1943, a summer was added to the regular schedule so that the four-year could be completed in three calendar years; stude:rits itted at the beginning of any of the four terms durmg · the minimum entrance requirements were two years 'school work with a year of algebra, a year of plane , and an introductory course in one foreign language. the end of the war, St. John's now judges it possible ~nd relieve the strain of its wartime schedule by returnmg regular schedule. ements dent is eligible for admission if he can provid; evidence bility and preparation to pursue the St. John s program s of the following achievements: "ts for e and one-half years of algebra e. year of plane geometry o years of one foreign language 55 �56 CATALOGUE OF ST. JOHN'S COLLEGE Together with two of the three following requirements: 1. Graduation from a high or preparatory school 2. Passing either i. IL The St. John's Entrance Examinations in arithmetic, algebra, plane geometry, English, and one foreign language, or The Psychological Examination published by the American Council on Education 3. A recommendation for work at St. John's College from the principal or a teacher in the high or preparatory school last attended Note that these requirements make it possible for students to enter St. John's before completing four years of high school work, since these examinations may be taken by any student who has not completed his formal preparatory work and wishes to make an early start in Co11ege work; for instance, at the end of his second year of high school. Procedure 1. Request a blank of Application for Admission from the Assistant Dean. 2. Fill out the Admission blank as completely as possible, paying special attention to the third page where you are asked to give full information concerning your formal preparation for college, names and addresses of the high or preparatory schools you have attended, with the dates of your attendance. You should be careful to give the name of your principal or other teacher who will be able to give a substantial recommendation of your character and ability. If you think you need or want to enter by examination, pay special attention to the fourth (back) page of the application blank. 3. Return the Application for Admission to the Registrar who will then collect your scholastic records and recommendations, and arrange Entrance Examinations if they are requested. 4. If you need or want to take the Entrance Examinations, give us the name and address of a teacher or college graduate who will be willing to accept the responsibility CATALOGUE OF ST. JOHN'S COLLEGE 57 for administering the examinations to you. We pay such persons the sum of five dollars which you pay us as examination fee. We shall then arrange for the rest of the examination. 5. As soon as the Registrar has collected your scholastic record, recommendations, and the results of the Entrance Examinations, we shall promptly report the decision of the Admissions Committee. No assurance of admission can be made before the above data are provided. 6. If you are not able to pay the full College fees, ask us to send you a blank of Application for Student Financial Aid. Fill this out with special attention to your Tentative Budget, send it to the Assistant Dean, and as soon as your admission application has been acted on, we shall let you know whether we can help and also how much. See section on Financial Aid, p. 61. Requests for further information may be directed to the You are urgently invited to visit the College and to .~iscuss further any problems that may need extra consideration. Admission with Advanced Standing from Other Colleges Students who wish to transfer to the St. John's program must ister as freshmen for the four-year course; no advanced ding in the program is granted for other college credits. "ssion before Graduation from High School he College is still eager to admit students who have not pleted their; formal four-year preparatory training, provided student and his parents are persuaded that he is able and y to undertake the responsibilities of a substantial program he liberal arts. erans' Educational Benefits . John's College is approved and accredited by the MaryState Board of Education for training of Veterans of World II who are eligible to receive educational benefits under prov•isions of the G.I. Bill of Rights. �CATALOGUE OF ST. JOHN'S COLLEGE FEES College Finance It is the aim of St. John's College to establish its fees for tuition and residence at a figure which will approximate as closely as possible the actual cost of furnishing tuition, board and room, and meeting the administrative and other operating expenses of the College. St. John's College adopted this principle and established the fee for residence and tuition at $1,000 for students entering the College in the fall of 1941, or thereafter. This fee will be continued unless, in following years, rising costs should force rev1s10n. By setting its student fees at approximate operating cost, the College has freed other sources of income, principally support by private individuals and by the public through state appropriations, for two purposes: financial aid to the students who are not able to pay the full cost, and additions and improvements to College land, buildings, and equipment. The various other fixed charges for attendance at St. John's are listed in the following paragraphs. In figuring the budget for the academic year, each student should include additional amounts for books, clothes, stationery, laundry, and other incidentals. The cost of books will in general average about $35 per year. Entrance Examination Fee If a candidate for admission finds it necessary to take the College entrance examinations in order to complete the requirements for admission, he will be charged a fee of $5.00, payable to the College upon his request for examination. This fee is charged to cover the expense of giving the examination; it will not be refunded, nor will it be deducted from other fees. Annual Fees Beginning with the fall term of 1945, the fixed annual fees for all students for each year are as follows: Tuition . Residence . . . . . $600.00 400.00 . Total. . . . . . . . . . . . . . . . . . . . . . . . . $1,000.00 58 59 These fees are payable in full on registration in September if preferred, in three installments: one-half on registration, ~~e-fourth on January 6, and the remaining fourth on April 7. On registering, the student must procure a Treasurer's Card howing that fees have been paid or that suitable financial 8 ranaements have been made, in order to be admitted to :fasse~, dormitories, the dining hall, the library, gymnasium or Payment of Bills Bills for College fees are presented directly to the student, and the student assumes responsibility for their payment on the dates due. Refunds on Fees If a student has paid any installment on his fees beyond the on which installments are due (September registration, January 6, April 7), and withdraws from College for any whatever, such advance payment shall be refunded. But installment already due shall be refunded, regardless of the of withdrawal. The College is not in business and does not regard itself as selling instruction or food or lodging to students. Its fees can b¢st be understood by the student if he regards them as membership dues. These dues help the College to provide, not only i'f!Struction, food, and lodg:ing, but also proper medical superyi&ion, athletic facilities, and whatever other conditions it finds be!'lt adapted to forward the common learning enterprise. "'""'"'u'"'" Money student must make a deposit of $10.00 with the Treaon registration, subject to charges for laboratory breakdamage to College property. The amount of this demust be maintained at all times during the session. A ..........,,,,....,.. check for this deposit will be sent to the student upon after the end of any session or after withdrawal or from College. Except for the caution money dewhich is refundable after the dose of the college year, the .__,,,,,,,.,;c has no extra fees. �60 CATALOGUE OF ST. JOHN'S COLLEGE Deferred Payment of Fees There is available to those students and their parents who are unable to meet the College fees in accordance with the regular schedule a deferred tuition plan, which provides for payment in equal installments during the College year, in most instances, nine installments. This method of deferred tuition payment is handled through "Tuition Plan, Inc," a corporation which offers this service to many schools and colleges throughout the country. The plan is put into effect by a contract signed by the parent or guardian of the student and by the College and handled entirely by "Tuition Plan, Inc" The additional cost is four per cent of the amount financed. Veterans' Educational Benefits SL John's College is approved and accredited by the Maryland State Board of Education for training of Veterans of World War II who are eligible to receive educational benefits under the provisions of the G.I, Bill of Rights. FINANCIAL AID Students unable to pay the full cost of their education may assistance from the College. If the total assistance 1vhich needs for three terms amounts to not more than $200, College will undertake to advance him a loan of the amount required and to. find him employmen.t at the C~llege that ':7ill yield him sufficient wag~s to repay his loan dunng the penod for which the money is needed. These loans do not bear · i11teresL Since the available amounts of both work and money are limited, only students who could not otherwise meet their College expenses should apply for assistance. The procedure for obtaining a loan from the Student Aid fund of the College is to sign a loan agreement by which the student engages himself to repay his loan as fast as his capacity to earn money will permit. As fast as he makes payments on loan, new and smaller loan agreements will be substituted the one the Student Aid Fund holds. The privilege of borfrom the Student Aid Fund is reserved to those who perform satisfactorily for the College the work for which they r~ceive wages and for those who curtail their loan promptly to the limit which their wages will permit. If the total assistance needed for the academic year amounts more than $200, the College will either make up the excess hy an outright grant from the Student Aid Fund or else reject the application altogether. This practice is based on the experience that in most cases $200 is all the student can earn without endangering his studies and on the College's belief that it is uµdesirable that its members should graduate with a burden debt to the College. Outright grants are made only where is so clearly needed and merited that the College can sue. cessfully appeal for donations to persons who are strangers to applicant. The Committe on Aid will reject all applications, whether loans and employment or for outright grants, which do not demonstrate that all local sources have been thoroughly ""'n'" The Committee has the grave responsibility of 00 61 �62 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE administering justly a common financial resource of the com- · munity of scholars which the applicant seeks to join. It therefore subjects each case to a thorough investigation and it cannot initiate this investigation until the student aid blank has been filled out fully, clearly, and accurately, and with sufficient detail to enable a judgment to be made. All students hold aid, whether loan and employment or money grant, only on condition that they maintain good academic standing. Application for aid should be made at the time t.he formal application for admission is forwarded to the Registrar. olarships Awarded by the College THE PHILIP MYERS, II, SCHOLARSHIP ;>To be awarded annually, the income from $10,000, the gift of ilip A. Myers, II, Class of 1938. THE CLIFTON C. RoEHLE SCHOLARSHIP ';fo be awarded in tuition, the income from $6,000, the be. st of Mrs. Anna M. D. Roehle, in memory of her son, on C. Roehle. Maryland State Scholarships Residents of the several counties of Maryland and the six legislative districts of Baltimore are eligible to take the competitive examinations for scholarships at St. John's College. Twenty-nine of these scholarships pay full fees, including tuition, board, and room; twenty-nine pay tuition fees only. They are granted for four years, or in the case of a student already at the College, for the remainder of his course to graduation. In all counties and legislative districts the competitive examinations are administered by the respective county or city School Boards, and reports are rendered to the respective Senators who make the formal appointments. The College supplies the examinations and grades the papers in all except two counties, Montgomery and Prince George's, where the School Boards examine candidates and report directly to each Senator. All appointments are conditional upon admission of the candidate to the College. The procedure for application, examination, and appointment to State scholarships is as follows: 1. Candidates, who must be residents of the county or district that has an open scholarship, should watch the newspapers for the announcement of the time and place of the examination and apply to the local School Board for examination. 2. Candidates should supply to their respective Senators evidence of their good character and financial need. 3. Appointees will be notified of their appointments by the Senator and by the College. A. THE JEREMIAH HUGHES SCHOLARSHIP To be awarded annually to some deserving student, preferYa resident of Annapolis, the sum of $30.00 to be applied the cost of tuition. iTHE FRIEDRICH JONATHAN VON SCHWERDTNER SCHOLARSHIP be awarded in tuition, to some deserving student, the me £ram the bequest offered annually under the will of late Friedrich Jonathan van Schwerdtner, in memory of his Friedrich. 0 olarships Awarded by Patriotic Societies THE MATTHEW FONTAINE MAURY SCHOLARSHIP Awarded by the United Daughters of the Confederacy to a · ent of exceptional character and scholarship and of estabd Confederate lineage. This scholarship is applied to tuiand residence fees, in accordance with the needs of the ent selected, and is awarded at present for four years unless appointee fails to maintain the required standa~d in his emic record. Applications should be addressed dlfectly to : Sidney Cox, Smithfield, Virginia. SCHOLARSHIP OF THE COLONIAL DAMES OF AMERICA pplicants for this scholarship are expected to submit evite that they are of colonial descent and that they the~.es revere the ideals and standards of their forbears. Apph- �64 CATALOGUE OF ST. JOHN'S COLLEGE APPENDIX A canon should be made to the Chairman of the Scholarship Committee of the Colonial Dames of America: Mrs. Henry 0. Milliken, 421 East 6lst Street, New York City. Scholarships at Other Institutions for St. John's Students SCHOLARSHIPS IN ENGINEERING Three scholarships in engineering are offered at the Johns Hopkins University to graduates of St, John's College. These scholarships are awarded by the Faculty Committee on Scholarships and Student Aid. SCHOLARSHIPS IN MARINE BIOLOGY A tuition scholarship applicable to an approved course either at the Biological Laboratory at Cold Spring Harbor, New York, or at the Marine Biological Laboratory, Woods Hole, Massachusetts, is offered annually to graduates of St. John's. This scholarship is awarded by the Faculty Committee on Scholarships and Student Aid. A SHORT EDUCATIONAL HISTORY OF ST. JOHN'S COLLEGE S T. JOHN'S COLLEGE is a small liberal arts college for men, It is non-denominational, and has been so since its founding. It has never been coeducational. It maintains no graduate or professional sc;hools. It is the third oldest college in the United States. - King William's School, first public free school on the American Continent, founded in accordance with the following Petitionary Act of the General Assembly of colonial Maryland: A Petitionary act for free-schools. Lib. LL. No. 2, fol. 115. Dread Sovereign . . . . Being excited by his present Excellency, Francis Nicholson, Esq.; your Majesty's Governor of this your Province, his Zeal for your Majesty's Service, pious Endeavors and generous Offers for the Propagation of Christianity and good Learning, herein we become humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us your Majesty's Subjects of this Province, represented in this your Majesty's General Assembly thereof, THAT IT MAY BE ENACTED. n. AND MAY IT BE ENACTED, by the Kings most excellent majesty, by and with the advice, prayer and consent of this present General Assembly, and the authority of the same, That for the propagation of the gospel, and the education of the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher, and one writing-master, or scribe, to a school, and one hundred scholars, more or less, according to the ability of the said free-school, may be made, erected, founded, propagated and established under your royal patronage. And that the most reverend father in God, Thomas, by Divine Providence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the said school; and that, to perpetuate the memory of your majesty, it may be called King William's School, and managed by certain trustees, nominated, and appointed by your sacred majesty. Laws of Maryland, Session of July 1-9, 1696. 65 �66 CATALOGUE OF ST. JOHN'S COLLEGE 1776 CATALOGUE OF ST. JOHN'S COLLEGE The original Board of Visitors and Governors was as follows; William West, D.D. Thomas J. Claggett, D.D. Nicholas Carroll John H. Stone William Beanes Richard Ridgely Samuel Chase " John Thomas Thomas Stone " Alexander Hanson Thomas Jennings According to tradition King William's School was used as a gunshop during the Revolutionary War. 1784 St. John's College chartered by the General Assembly of the State of Maryland: WHEREAS, Institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States: Be it enacted, by the General Assembly of Maryland, That a college or general seminary of learning, by the naine of Saint John's, be established on the said Western Shore, upon the following fundamental and inviolable principles, namely: first, said college shall be founded and maintained forever, upon a most liberal plan, for the benefit of youth of every religious denomination, who shall be freely admitted to equal privileges and advantages of education, and to all the literary honors of the college, according to their merit, without requiring or enforcing any religious or civil test, or without their attendance upon any particular religious worship or service, other than what they have been educated in, or have the consent and approbation of their parents or guardians to attend; nor shall preference be given in the choice of a principal, vice-principal, or other professor, master, or tutor, in the said college, on account of his particular religious profession, having regard solely to his moral character and literary abilities, and other necessary qualifications to fill the place for which he shall be chosen. . . . . The petition for this Charter was signed by ·wmiam Paca'h and others. Signer of the Declaration of Independence. James Brice John Allen Thomas Gustavus R. Brown Edward Gantt Clement Hill Richard Sprigg Charles Carroll of Carrollton" Jeremiah T. Chase Charles Vllallace John Carroll, D.D. First Principal of St. John's College, Dr. John McDowell. 1785 The property, funds, masters, and students of King William's School conveyed by an Act of the General Assembly to St. John's College. Reverend Ralph Higginbotham, Master of King William's School, became Vice Principal of St. John's College. Two members of the Board of Visitors and Governors of King William's School became Visitors and Governors of St. John's College George Washington visits St. John's College. the Faculty of St. John's College: The satisfaction which I have derived from my visit to you:r infant seminary is expressed with much pleasure, and my wishes for its progress to perfection are proffered with sincere regard. The very promising appearance of its infancy must flatter all its friends (with I entreat you to class me), with the hope of an early and at the same mature manhood. You will do justice to the sentiments which your kind regard toward me by believing that I reciprocate the good wishes contained in your and I sincerely hope the excellence of your seminary will be manifested morals and science of the youths who are favored with your care. GEORGE WASHINGTON ANNAPOLIS, 0 67 * Signers April 17, 1791. of the Declaration of Independence. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 68 1868 1796 Graduation of Francis Scott Key, District Attorney of the United States; author of The Star Spangled Banner. 1799 Graduation of George Washington Parke Custis, step-grandson of George Washington. Fairfax and Lawrence Washington, nephews of George Washington, were also students at the College. 1835 Curriculum during the Principalship of the Reverend Hector Humphreys. First Year Greek Xenophon Herodotus Thucydides Lysias Demosthenes Isocrates Plato Latin Livy Horace Virgil Mathematics Algebra Third Year Greek Minor Poets Latin Tacitus Mathematics Applications of Trigonometry Conic Sections Chemistry Natural Philosophy Elements of Criticism 69 Second Year Greek Homer Hesiod Tragedies Latin Juvenal Cicero Mathematics Plane Geometry Solid Geometry Logarithms Trigonometry Fourth Year Latin Horace Natural Philosophy Logic Astronomy Geology Civil Engineering American History Political Economy Natural Theology English Composition and Declamation in all four years. Modern Languages by special arrangement in addition. Curriculum during Principalship of fames First Year Greek Homer Herodotus Latin Virgil Cicero Livy Horace Mathematics Algebra Geometry English 19th Century Literature c. Welling. Second Year Greek Xenophon Plato Euripides Lucian Latin Horace Cicero Terence Mathematics Logarithms Trigonometry Solid Geometry English ~nakespeare 18th Century Literature Third Year Greek Plato .A':schylus Thucydides Sophocles Latin Cicero Juvenal Plautus English Shakespeare Spencer Taylor Hooker Milton Mathematics Theory of Equations Analytic Geometry Descriptive Geometry Use of Instruments Natural Philosophy Chemistry Historical Methods Fourth Year Greek Lectures in Philosophy Plato and Social Science on: Aristotle Plato Aristophanes Aristotle Demosthenes Augustine Latin Thomas Aquinas Tacitus Vi co Lucretius Descartes Persius Bacon Quintilian Bossuet English Pascal Authors of 13th, 14th, Paley and 15th Centuries Locke Mathematics Spinoza Montesquieu Analytic Geometry Calculus Kant De Tocqueville Mechanics Adam Smith Natural Philosophy Fichte Astronomy Logic Hegel Evidence of Christianity Buckle Lecky Malthus Mill Butler �CATALOGUE OF ST. JOHN'S COLLEGE 70 1886-1923 Presidency of Thomas Fell. A curriculum of Block Electives and Military Training. l. Classical Course leading to the B. A. begree. 2. Latin Scientific Course leading to the B. L. Degree 3. Scientific Course leading to the B. S. Degree 4. Mechanical Engineering Course leading to the M. E. Degree 1923-1937 Period of Progressive Studies under the Open Elective System. 1937 Restoration of: the traditional program of Classics and Liberal An~ uniqne. in American colleges of today. APPENDIX B THE DEGREE OF BACHELOR OF ARTS AT ST. JOHN'S COLLEGE Just as institutions are necessary for the carrying on of learning, although these very institutions may become its greatest hindrance through unwise direction and time's dullness, so any institution of learning must require of its students certain marks and signs of their attainments and progress even though misuse of such requirements has often prevented true progress. Their use must entail care. Such requirements are inevitable if an institution is to pronounce public judgment upon its students, that is, to grant degrees. The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies competence in the modern equivalent of these arts and sciences. This implies: 1. Knowledge of the contents of the required books in the list. 2. Competence in mathematics through the elementary calculus. 3. A reading knowledge of at least two foreign languages. 4. Four hundred and fifty hours of laboratory training. Now, since students are of different capacities, and since colleges of liberal arts, of all institutions of learning, are called upon to judge not only of the attainments of their students but also of their progress, it therefore seems wise that St. John's College offer three degrees: namely, Bachelor of Arts magna cum laude, Bachelor of Arts cum laude, Bachelor of Arts rite. The first to be awarded to those students who, in the opinion of the faculty, are judged satisfactory both in attainments and progress, and capable of pursuing their work in Law, Medicine and Theology or in the graduate schools of language and literature, mathematics, the natural sciences, and logic and metaphysics. The third to be awarded to those students who, in the opinion of the faculty, have made sufficient progress in the intellectual virtues to warrant recognition by the college, but on whose actual powers of operation in the several arts and sciences and therefore on whose actual capacity for advancing further in professional or graduate schools, the faculty declines to make a final judgment. The second degree represents a less eminent case of the first. In awarding degrees, the faculty must set up ways and means of reaching decisions. To this end the following stipulations are made: At the end of his third year, the student must stand four 'Nritten enabling examinations, one in language, one in mathematics, two in 71 Preamble Degrees 'Nays & Means Enablin~ examinations �72 Petition Diss er· tati on (general) CATALOGUE OF ST. JOHN'S COLLEGE laboratory, theoretical and operational, and one oral examination on seminar reading. These examinations are given normally in September after the third year, although the student has the right to demand them in June of the third year. These examinations are largely technical in character. But the technique required must be at all times related to the whole body of the liberal arts and to appropriate subject matters. This relatedness is formally guaranteed by basing the enabling examinations on a list of books named in Appendix I. The examination in language covers general questions of grammar of all four languages, and logic. The mathematics examination covers specifically simple operations in geometry, conics, trigonometry, analytic geometry, and in t~e differential calculus. The examination in laboratory covers specifically the analysis and operation of certain important instruments to be named in Appendix I, p. 74. After having taken his enabling examinations, the student may petition the faculty to accept him as a candidate for the degree of Bachelor of Arts, to be granted at the end of his fourth year. The faculty through a committee then examines the student's record up to the time of the petition together with his performance on the enabling examinations. It may make one of three judgments: either (l) the student is accepted as a candidate for the degree, or (2) he is not accepted but allowed to complete his fourth year of college work, or (3) he is dismissed from the college. In examining a student's record the committee of the faculty especially named for this purpose is at liberty to question the tutors and seminar leaders of the student both past and present, and the student himself, as well as the formal judgment preserved in the way of term marks or examination grades, or any examination papers or yearly theses at hand. It would be a general principle that the faculty not accept as a candidate for the degree any student who had consistently neglected and ignored or had consistently failed in any of the essential divisions of the first three years' program; that is, either language and literature, or the liberal arts, or mathematics and the natural sciences. But the faculty committee, although refusing to accept a student as a candidate for the degree, may judge the student capable of benefiting from the fourth year's work without detriment to the college community. Any student accepted as a candidate for a degree or allowed to remain the fourth year must then indicate a subject for a dissertation, to be agreed upon by the faculty, to be written during his fourth year, and to be publicly expounded, amplified, and interpreted satisfactorily by him prior to the granting of the degree. While the degree can not be granted before the end of the fourth CATALOGUE OF ST. JOHN'S COLLEGE 73 year, the student may request more time to prepare and submit his dissertation for the approval of the faculty. He may even request permission to return to the col~ege for a fifth year, attending what tutorials, laboratories, and semmars he pleases within the limits of college discipline. The student will choose, and the faculty will accept, a subject for dissertation with an eye to all the first four years' work, and not as a piece of specialized research or contribution to knowledge. The Instruction Committee acts as an Examining Board. The duties of the Examining Board are as follows: l. To formulate and administer the Enabling Examinations which are to be given in September. 2. To accept and approve projects for the final dissertation. Such projects must be prepared and formulated by each candidate with the help of a faculty adviser. 3. To read and accept the final dissertation, to administer the final examination, and to recommend candidates for degrees. APPENDIX I The books of the first three years on which the Enabling Examination are to be focussed are the following: Texts studied in Tutorial Republic Organ on Confessions De Ente et Essentia Sociai Contract Les Pensees Euclid Archimedes Apollonius Ptolemy Galileo Descartes Newton Boole Texts studied in Seminar Iliad Republic Timaeus <Edi pus Poetics Physics Galen Divine Comedy Don Quixote Hamlet King Lear The Tempest Harvey Lavoisier Wealth of Nations Federalist Papers As stated above, the examination in laboratory will cover specifically the operation and explanation of certain important instruments. The following list is arranged under three headings: Elements, Scopes, and Meters. There are two classes of scientific instruments: scopes and meters. The scopes are aids to observation and the meters are aids to measurement. With the former, distinctions Disse:r* tati on (particu· lar) Examining Board �74 CATALOGUE OF ST. JOHN'S COLLEGE of a qualitative kind can be made such as between more and less, up and down, straight and not straight. The latter permit us to make quantitative judgments, that is, to associate through similar ratios some one of a series of numbers with the thing observed. Often the same piece of apparatus can be used either as a scope or as a meter. The elements are certain devices, not scientific instruments themselves, which enter into the construction of different instruments. Elements Solids Crystals Fluids Gases Lever Inclined plane Screw Pulley Floating body Spring Pendulum Magnet Mirror Lens Prism Grating Scopes Straight edge Plumb line, gnomon Compasses, divider Tuning fork Electroscope Telescope Microscope Oscilloscope Stroboscope Meters Scale Ruler Balance with set of weights Spring balance Strength-of-materials testing machine Water clock Barometer Sonometer Disk siren with clock and counter Thermometer Magnetic compass Coulombmeter Tangent galvanometer Dioptra Astrolabe Micrometer microscope Spectrometer with n1inimum deviation prism The examination in laboratory will be in two parts. In one the student will be asked to make certain observations and measurements with some of the above instruments, and in the other to answer questions on the theory and application of some of the elements and instruments. The references for this examination are the mimeographed laboratory notes and the student's written reports of the first three years, as well as the scientific books among the texts named above. APPENDIX C INTERCOLLEGIATE ATHLETICS By STRINGFELLOW BARR, President ST. JOHN'S COLLEGE RADIO PROGRAJ.IS. SERIES II, NO. 3 From Station WFBR in Baltimore, Nov. 20, 1938 I propose to discuss an important step which St. John's College has taken within the past ten days. Many of those who are listening to me, including alumni members of the College, will by now almost certainly have been told by somebody that the College administration has abolished athletics. Those who believed this statement should, it seems to me, be gravely disturbed. I think I ought promptly to disabuse them. To keep the record straight, I shall therefore first state the facts. Athletics have not been abolished, but the College has decided that after the close of the present academic session athletic facilities will be increased and at the same time will be placed on a strictly intramural basis. I am explaining tonight why significant changes have been announced in the athletic system at St. John's, to take effect next September; but in explaining these changes I am discussing liberal education in a democracy. The system of intercollegiate athletics which has developed during the past twenty years will no longer support the prime purpose of a liberal college. I suppose I ought to have forseen this. But I didn't. Certainly, there have been enough Carnegie reports, enough magazine articles by candid writers like John Tunis to convince men of my generation that we are sheer sentimentalists and ignoramuses if we suppose that intercollegiate athletics are the same thing we remember from twenty years back. They do things better now, with rose bowls, cotton bowls, and sugar bowls; with costly equipment, transcontinental journeys, and big money; with costly coaches and costly quarterbacks. I knew all this. The first thing I learned about athletics on arrival at St. John's was that we were booked to play our unnatural rivals, Army and N. Y. U.-in an effort to keep down the high cost of modern athletics by earning a good "gate." But still I thought it might be possible to adapt intercollegiate athletics to educational ends, to pare down schedules, to decline with thanks such games as Army and N. Y. U., and to protect the coaches from criticism if they lost games by refusing to hire athletes. I was mistaken. The thing that taught me I was mistaken was what happened when intercollegiate athletics collided with a curriculum th2.t really required work. Yet I should have known this by analogy. I had 75 �76 CATALOGUE OF ST. JOHN'S COLLEGE knowi:: countless students who withdrew from intercollegiate athletic~ when they entered medical or other professional work. They withdrew because they knew, along with everybody else, that you have to study to earn an M. D. while ordinarily you don't have to study to earn a B. A. The undergraduate fills in his idle time with a~hleti~s, whi~h at its most professionalized is a lot better thing to fill .1d~e time. with. than some other things I know. But suppose there isn t any idle time? Suppose there is just enough leisure time fo~ .healthful outdo~r games? Then every athletic trip becomes a cns1s and not what is known as an "athletic excuse." For students who are really doing serious work know without being told that you can't "make up" for something you should have learned but didn't, by using the magic word "excuse." An excuse may square you with the Dean. It.won't convert ignorance into knowledge. There is no reason on this round earth why securing a liberal education in an ~ndergrad~ate college should be a less serious business than acquirmg a medical education in a medical school. But if it is a serious business, then it had better steer dear of another very serious business, .indeed a ~ig~ly or?anized "big" business, intercollegiate athletics. For this big busmess has its own exigencies: those who won't meet them had better keep out. . !ha~ big busi~ess su~stitutes spectator psychosis for actual part1opat10n, .cheermg sect10ns for playing teams, an orgy of sportsgoods ~qmpment for costumes fit to have fun in, large business staffs with long-term. schedules for the old-time impromptu challenge of natural antagomsts, monotonous physical drill for learning to pla~ ~~ pl~ying, pressure from fellow-students for zest to play, the ex.hib1t10.m~m of star performers for the satisfaction of playing well because it is more fun to play a game well than badly, The sum total of these things is hysteria, lost motion, the death of the amateur spirit, and an athletic system that competes with study instead of supplementing and strengthening it. We have all known these things for years, unless we have been ostriches or Rip Van Winkles. But I repeat, they don't prove fatal so long as undergraduate education is run in low gear. In fact, I should insist again that, so long as education is run in low gear, t~ese things are better than idleness. But there is something better still, and that something is amateur athletics, amateur athletics of a quality no college can achieve so long as it is meshed in with the new kind of athletics, the big-business kind. The educational program now going on at St. John's must have the support of amateur athletics. It must have it, because amateur athletics is rich in terms ?f h:alth, recre~ti~n, skill, and co-ordination. To get that support, It will expand its mtramural athletics. More varieties of sport will CATALOGUE OF ST. JOHN'S COLLEGE be offered and more facilities. Our colleges are often abusively called country clubs. I want to see SL John's offer the sort of athletic facilities a good country club offers, Every game we now play we shall continue to play, except that the six-man football we started this year will replace the standard game. In addition we want to expand water sports, with particular emphasis on sailing. The alumni have already given us one sailboat; we shall acquire five more. Finally, it is essential, not only that games be played at the Col· lege but that they be well played. A tutor with wide athletic experience will be placed in charge, but he will need a number of student assistants. To secure good assistants, we propose to offer athletic scholarships. In my own limited experience, this will be the first legitimate use to which athletic scholarships have been put by an American college. I think you may rest assured there will be plenty of excellent candidates. I hope you will help me find the best candidates. Sooner or later, I hope sooner, the present system of semi-professionalized intercollegiate athletics will hang itself. When it does, the problems that caused us to take our present stand will disappear. When it does, we shall doubtless play games with other colleges as :naturally as such games were once played. Meanwhile athletics at St. John's will be for the student, not the student for athletics. �CATALOGUE OF ST. JOHN'S COLLEGE APPENDIX D THE COLLEGE AND THE NAVY STATEMENT OF POLICY OF THE BOARD OF VISITORS AND GOVERNORS OF ST. JOHN'S COLLEGE WITH REFERENCE TO THE NAVY DEPARTMENT'S PROPOSAL TO ACQUIRE THE COLLEGE CAMPUS-NOVEMBER 21, 1945 On April 21, 1945, the Board of Visitors and Governors of St. John's College took notice of persistent rumors that the Navy Department intended to condemn the College campus, although no direct approach had then been made to the College by the Navy Department. The Board, recognizing their simple patriotic duty, and recognizing the paramount power of the United States Government to condemn property in the national interest, made a formal statement of their willingness to yield the historic campus if the Government should find and declare the acquisition a genuine national necessity and not a mere convenience. The Secretary of the Navy, in reply to the Board's statement, wrote that "it now appears" that .the expansion of the Naval Academy would require the immediate acquisition of the ca~p~~- ~e also advised the Board that final authority and respons1b1hty m the matter lay with the Congress. The Navy Department then submitted to the Na val A~airs Committees of the House and the Senate for approval Pro3ect 460-C, covering the proposed acquisition. The wording of the project, and the testimony of high naval officers at the hearings before both Committees, reveal clearly that the project was submitted under the erroneous impression that the Board was "willing ~o sell". Accord· ingly, at the first hearing before the House Committee on June 4, 1945 the matter was treated as a routine project, and the College was ~ot advised such a hearing was to be held. Typical of the misunderstanding was Admiral IVIoreell's reply to a member of the House Committee during the first hearing that there was a "favorable inclination on the part of the authorities of St. John's to sell". Many such statements appear in the records before the two Committees. Representatives of the College appeared at a subsequ~nt hearing of the House Committee on June 12, 1945, and at a hearm_g of the Senate Committee on June 20. The Board finally felt it necessary to state to both Committees at the late_r _hearings on October 2, 1945, that they "would not and will not w1llmgly sell the historic campus at any price." The Board feel that it was most unfortunate that the project had proceeded so far before the record could be set straight on this simple but vital point. Had the Navy 78 79 representa_tives understood_ the ~oard's position at the outset, the Board believe that the pro3ect might not have been submitted, an d the prolonged controversy could have been avoided. During the past seven months since the Board's statement 011 ~pril_ 21, 1945, the House Committe~ has held three hearings covermg six ~ays, and the _Senate Committee has ~eld two hearings on the project. After this protracted study, neither Committee has found or declared that the acquisition is a genuine national necessity. On the other hand, the record shows that use of the Colleo-e campus for an Academy dormitory would be at most a more co~­ venient means of expansion than the use of other available land in Annapolis. At the hearings the vital issue of national necessity was actually reduced to a discussion of the number of feet midshipmen would have to walk to and from classes under alternate proposals for the location of a new dormitory. Accordingly, the Board believe that it is now abundantly clear that the Navy's desire to acquire the St. John's campus has not been proved to be essential in the national interest. The Chairman of the House Committee has stated that his Committee will take no further action until the Congress has determined a revised program for training naval officers. It must be obvious, however, that this question of officer training cannot be decided until the current proposals for amalgamation of the armed forces have been fully debated and finally settled. This process may take many months. Meanwhile, the position of the College has become plainly intolerable. The present facilities of the College will soon be taxed to care for a student body abnormally enlarged by the welcome return of young men who left College to enter the armed forces. Plans for new building, interrupted by the war, and uncertainty over the Navy's proposal, must be pushed. It is now clear that the Navy Department's project was launched in misunderstanding; that the extensive testimony before the Committees fell far short of establishing national necessity for this unprecedented use of the power of eminent domain; that failure of the Committees to act after their long and exhaustive inquiry is in itself evidence that no such necessity exists. In the light of these developments in the long interval since the Board's statement of policy, made on April 21, 1945, that statement is no longer a realistic or relevant statement of the Board's duty as trustees, and is hereby withdrawn. The Board therefore regard the unfortunate episode as concluded, and trust that the Naval Academy and St. John's College are now free to proceed in mutual respect and harmony, as neighbors, to get on with their respective functions. The Chairman is directed to transmit copies of the statement to �80 CATALOGUE OF ST. JOHN'S COLLEGE the Chairmen of the Naval Affairs Committees of th~ Senate and House, with the respectful request .that ~uch Committees. declar.e that the acquisition is not in the nat10nal mterest. The Chairman is further directed to transmit a copy of the statement to the Se~retary of the Navy through the Chief of the Bureau .of Personnel, with th~ respectful request th~t ~roject 4?0-C be withdrawn. The Boar e believe that simple Justice reqmres that further damage to th College be stopped, and that the Government, through t~ese · should therefore without further delay or reservation, ao-ennes, ' · d ~ake public declaration that the Government does not mten to acquire, in any manner, the campus of ~t. John's C~ll~ge: Finally, the Board wish to record their deep ~PJ:?Ienauon of the loyal support of the St. John's Alumni Assona~10~, and of the hundreds of other independent persons an~ or?amzat10n~ who have rallied to the aid of the College during this. difficult period. BIBLIOGRAPHY OF ARTICLES ON THE ST. JOHN'S PROGRAM ADLER, MORTIMER J.: The Crisis in Contemporary Education, The Social Frontier. February 1939. · BARR, STRINGFELLOW: The Art of Liberation, Free America, September and October 1939. Reprints available. -----: A College in Secession, Atlantic Monthly, July 1941. Reprints available. -----: The College of the Future, New York Times, May 9, 1943; Magazine Digest, November 1943. -----: A College Rebels, The Key Reporter, Phi Beta Kappa News Magazine, Autumn 1938. -----: Back to Fundamentals in Education, Talks, October 1937. Reported from an address given over the Columbia Broadcasting System. The Education of Freemen, The New Republic, August 31, 1942. The Ends and Means of General Education, Address, Proceedings of the Fifty-third Annual Convention of the Middle States Asso. of Colleges and Secondary Schools, November 24-25, 1939. Reprints available. The Future of the American College, London Economist, July 3, 1943, also American Survey, July 3, 1944. -----: John Doe Goes to St. John's, Progressive Education, January 1939. Reprints available. -----: The St. John's Program, Encyclopaedia of Modern Education, The Philosophical Library, Inc., 1943. -----: The St. John's Program, The Virginia Spectator, December 1938. -----: Suspending Education, Address, February 4, 1943. Columbia Broadcasting System, -----: Towards a Disciplined Mind, Address, Proceedings of the Head Mistresses Asso. of the East, November 10-11, 1939. -----: The War and the Colleges, Two Radio Addresses, May 1942. Reprints available. BucHANAN, ScoTT: Back to First Principles, Survey Graphic, October 1939. Also in How Can We Be Taught to Think, Farrar & Rhinehart, 1940. -----: A Crisis in Liberal Education, The Amherst Graduates' Quarterly, February 1938. Reprints available. BULL, GEORGE, S. J.: St. John's Experiment to Reclaim a Lost Heritage, America, April 23, 1938. CAMP, LEO LEONARD: St. John's, Annapolis-After Five Years of Operation, The Commonweal, October 22, 1943. -----: Liberal Arts for Catholics, The Commonweal, April 14, 1944. CLEVELAND, RICHARD F.: The St. John's College Program, The Daily Record, Baltimore, Md., March 23, 1938. 81 �82 CATALOGUE OF ST. JOHN'S COLLEGE DEWEY, JOHN: Challenge to Liberal Thought, Fortune, August 1944. HooK, SIDNEY: Ballyhoo at St. John's, Part I, "Education in Retreat," and Part H, "The 'Great Books' and Progressive Teaching," The New Leader, May 27 and June 3, 1944. KIEFFER, JoHN S.: The Classical Revival at St. John's, The Classical Journal, December 1939. Journal of Educational Sociology, The: St. John's College: A Critical Appraisal, November, 1944. Edited by Alonzo Myers. LIFE MAGAZINE: The Classics-At St. John's They Come into Their Own Once More, February 5, 1940. LIPPMANN, WALTER: Crisis and Reform in Education, The New York Herald Tribune, February 15, 1943. - - - - - The St. John's Program, The New York Herald Tribune, December 2.7, 1938. Reprints available. LYND, HELEN MERRELL: Conflict in Education, New Republic, May 22. 1944. MARTIN, W. A. P.: 31, 1937. The Revival of Learning, The Commonweal, December MAYER, MILTON S.: Socrates Crosses the Delaware-St. John's College and the Great Books, Harpers Magazine, June 1939. MEIKLEJOHN, ALEXANDER: A Reply to Mr. Dewey, Fortune Magazine, January 1945. PRICE, JAMES HARRY: Click and Pick vs. the Atlantic, The Churchman, Christmas 1942. PRINGLE, HENRY F.: College With an Idea, The Saturday Evening Post, October 14, 1944. TALIAFERRO, R. CATESBY: Concerning the New Program at St. John's, The Maryland Club V\loman, February 1938. VAN DOREN, MARK: Education by Books, The Nation, December 6, 1933. WARREN, CONSTANCE: Liberal Education in the Post-War World, Journal of the American Association of University Women, Spring, 1944. ST. JOHN'S COLLEGE BULLETINS REPORT REPORT REPORT REPORT REPORT OF OF OF OF OF THE THE THE THE THE PRESIDENT, PRESIDENT, PRESIDENT, PRESIDENT, PRESIDENT, April 1939. Reprints available. April 1940. Reprints available. May 1941. Reprints available. June 1942. Reprints available. June 1943. Reprints available. BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J.: How to Read a Book-or the Art of Getting a Liberal Education, Simon & Schuster, 1940. A book expounding the techniques by which adult groups or individuals can come to terms with the great books. CATALOGUE OF ST. JOHN'S COLLEGE 83 AMERICAN LIBRAR~ AssocIATION: Classics of the Western World, with forewords by _John Erskme and, Everett Dean Martin. One of the book lists out of which the .st .. John~ program grew, this pamphlet contains valuable secon~ary b~bl!ograph1cal material. It was first published in 1927 b the Amencan Library Association for the use of adult classes. 1941. y HUTCHINS, ROBERT M.: Education for Freedom Louisiana State 1943. ' u mvers1'ty · p ress, MARITAIN, JACQUES: Education at the Crossroads Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education between Tw~ Worlds, Harper & Brothers, 1942. RICHARDS, I. A.; How to Read a Page, W. W N t 19 · or on, 42. Still more detailed techniques of reading. VAN DOREN, MARK: Liberal Education, Henry Holt & Co., 1943. �CATALOGUE OF ST. JOHN'S COLLEGE STUDENTS ENROLLED IN ST. JOHN'S COLLEGE JANUARY - JUNE, 1945 FOURTH YEAR-CLASS OF 1946 (BECAME SENIORS IN JANUARY, 1945) Thomas James Cosgrove ...................... Bayonne, New Je~sey Thomas Irwin Fulton, Jr ..................... Irwin, Pennsylvama Allen Zimmerman Harvey .................... Frostburg Robert Frederick Novak ...................... Baltimore Benjamin Franklin Pumphrey, Jr .............. Annapolis . Harry Charles Rockey ........................ Philadelphia, Pennsylvama Irwin Robert Tucker ......................... Bayonne, New Jersey 1 Henry Theo d ore W ense, J r .................. · Oak Ridcre ' Tennessee " THIRD YEAR-CLASS OF 1947 1945) (BECAME JUNIORS IN JANUARY, Carl Henry Bruggrnann ...................... Washington, District of Columbia John Brunn ............................. New York, New York Tristram Joseph Campbell, Jr. ................ Silver Spring Ch'ao-Li Chi . . New York, New York Peter Clogher ......... : : : : : : ·.:::::::::::::Englewood, New Jersey Robert Mitchell. Courtright .................. Sumter, South Carolina John Scott Desjardins ......................... Scarsdale, New Yorkk Salvatore Carmelo DiGrande ................. New York, 1:'fe".' Yor Duane Kay Furbush...... . . . . . . ............. Paln_iyra, M1ch1gan Allen Abbev Goldstein ....................... Baltimore William Edwin Harris ...................... Saginaw, Michisan Harry Gerald Haxby ......................... Mariemont, Ohio Richard Eagleston Jameson. . . . . Fallston . . . Archer Jones ................................ Richmond, V1~g1~ia . Ira Wendell Marine ......................... Washington, D1stnct of Columbia John Mathew Morgan ....................... Toledo, Oh.io . Charles Arthur Nelson ....................... Berwyn, Illm01s James w. Ray ........................... Worceste.r, Massachusetts Larry Winter Roeder ........................ Annapolis William Warfield Ross ................ Bethesda Rowell Anton v M. Schleicher ................ Forest Hills, New York William Kyle Smith, Jr ....................... Annapolis Eu"ene Victor Thau ......................... New York, New York " ·n George Montgomery VanSant ................. Hyattsv1 e Robert Russell Weiss ........................ Federalsburg George Patrick Welch, Jr ...................... Providence, Rhode Island THIRD YEAR-CLASS OF 1947 (BECAME JUNIORS IN MARCH, 1945) . Abb ....... Frederick Irving Victor · · · ·: · · · · · · · · · · · · · · · c----'- _ n·b N , v ,.1z Stephen Gordon Bened1cc ................... ·"''uuo,vu" '' .eN ,o_ Arthur Oudry Davis, Jr ....................... Coshocton, Ohio Julian Abbott Dorf .......................... Chestertown 0 _ 84 85 Arthur Eugene Dunsmore, Jr .................. Chevy Chase N~t~aniel Isaac J?urlach ..................... New York, New York William Paul Elliott ......................... Aurora, Illinois Theodore David Ernst ....................... Cordova Sidney Hugh Fitch .......................... Glenelg John Gormly................................. Sewickley, Penns l · · · y J osep l1 I gnatm~ K'll orm'. J r. .................. Savannah, Georgia vama t John Newton Lmdsay Opie .................... Norfolk, Virginia Roger Clark Stone ........................... Conowingo John Van Doren ............................ New York, New York SECOND YEAR-CLASS OF 1948 1945) (BECAME SOPHOMORES IN JANUARY, Donald Grant Bounds ....................... Salisbury Samuel Henry ~oleman, III .................. Roanoke, Virginia Donald Semadem Elliott ...................... Lutherville Stafford Gorman Whittle Johnston ............ Roanoke, Virginia Clarence Robert Morris, Jr .................... Randolph Field, Texas Oswald Nagler .............................. Perry Point Adrian Georges Skeha~ ...................... Ridgewood, New Jersey Langford Wheaton Smith, Jr .................. Berkeley, California John Henry Thomas . . . . . .............. Racine, Wisconsin George Robert Trimble, Jr .................... North East SECOND YEAR-CLASS OF 1948 1945) (BECAME SOPHOMORES IN MARCH, Thomas Harry Blatt ................ Baltimore Richard Tallant Carruthers, Jr ................ Astoria, Oregon Ray Charles Cave ........................... Aberdeen Proving G:round John Wheelwright Cobb ..................... Brookline, Massachusetts George Harris Collingwood, Jr ................. Washington, District of Columbia Charles Wyman Grover ....................... Gloversdale, New York David Abbey Hooker ........................ White Plains, New York David Barrington Lowdenslager .............. Baltimore William James Robinson ..................... Erie, Pennsylvania Alan Richard Schutz ........................ Chicago, Illinois Austin Stevens ............................... \Vestport, Connecticut A. Allen Straumfjord ........................ Astoria, Oregon Robert Charles 'Wilson ...................... Los Angeles, California FIRST YEAR-CLASS OF 1948 (ADMITTED IN OCTOBER, 1944) .......... Baltimore Frank Burton Abrahams Leod Daw Becker, Jr.......... . .... Arlington, Virginia William Chester Buchanan, Jr.. . . . . . ...... East Lansing, Michigan Roger Haugh Callender ....................... Chicago, Illinois George Warton Carden ........ Upper Marlboro Peter John Davies . . . . . ............... New York, New York Kurt Elmer ..................... New York, New York ................ Baltimore Joseph Gordon Erberts Robert Barry Feldman ....................... Baltimore �86 CATALOGUE OF ST. JOHN'S COLLEGE Ralph Charles Finkel ........................ Baltimore Marcus Bartlett Finnegan .................... \Vest Point, New York Peter Alden Franken ........................ Lyme, Connecticut Louis Irvin Frid. . . ........................ Baltimore Donald Claude Gooch .............. Abbeville, Louisiana Frederick Russell Hinckley, Jr.. . .......... Salt Lake City, Utah Andrew Kalenak .... ._ ............ Nanty-Glo, Pennsylvania David Micheal McAllister . . . . ............. Snow Hill Robert Laird McLaughlin ................. Sedalia, Missouri Jack Lancaster Mason ................ Havre de Grace Richard Lewis Matteson ................ Frostburg Bob Edmund Nichols ................. El Cajon, California Jules Olympio Pagano ........................ New York, New York LeRoy Edward Pagano ............... New York, New York David Duane Patton .............. Grantsville Eugene Francis Phelps .................... Elkridge John A. Pirrera ....................... Rochester, New York Dean Mills Roberston ................ South Bend, Indiana Sidney Joseph Rosenthal ............. Baltimore William Westerman Simmons ................ Cedar Rapids, Iowa SUMMARY OF ENROLLMENT Fourth Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Third Year (Promoted in January)........ . . . . . . . . . . . . . . . . . . . . . . . . 26 Third Year (Promoted in March). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Second Year (Promoted in January). . . . . .. . .. . . . . . . . . . .. . .. . . . 10 13 Second Year (Promoted in March). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . First Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Total in College .... ........ 100 STUDENTS ENROLLED IN ST. JOHN'S COLLEGE FOR ACADEMIC YEAR BEGINNING SEPTEMBER 18, 1945* FOURTH YEAR-CLASS OF 1946 Douglas Buchanan ........................... Annapolis ;rhomas Ja~es Cosgrove ...................... Bayonne, New Jersey Thomas Irwm Fulton, Jr. ..................... Irwin, Pennsylvania Allen Zimmerman Harvey ..................... Frostburg Robert Frederick Novak ...................... Baltimore Irwin Robert Tucker.. ............ .Bayonne, New Jersey THIRD YEAR-CLASS OF 1947 Irving Victor Ab b . . ........................ Frederick Ted Barber . . . . . . ........................ Bellaire, Ohio Stephen Gordon Benedict. . .......... Scarborough, New York Stephen Windsor Bergen. . ....... St. Albans, New York Carl Henry Bruggmann. . ........ Washington, District of Columbia Tris tram Joseph Campbell, Jr.. . .. Old Orchard Beach Maine Ch'ao-Li Chi . . . . . . . . . . . . ............... New York, New York John Scott Desjardins ........................ Scarsdale, New York Salvatore Carmelo Di Grande .................. New York, New York Julian Abbott Dorf. . ...... Chestertown 'William Paul Elliott. . ...... Aurora, Illinois Theodore David Ernst. . ....... Cordova Francis Thomas Evans, Jr... . ...... Alexandria, Virginia Allen Abbey Goldstein. . .......... Baltimore John Gormly ................. Sewickley, Pennsylvania William Edwin Harris. . ....... Saginaw, Michigan Joseph Francis Hollywood, Jr.. . ....... Forest Hills, New York Richard Eagleston Jameson. . ......... Fallston Archer Jones . . . . . . . . . . . ............ Richmond, Virginia Joseph Ignatius Killorin, Jr.. . .......... Savannah, Georgia John Mathew Morgan.. . ....... Toledo, Ohio Robert Wilson Mueller. . ......... Milwaukee, Wisconsin Charles Arthur Nelson. . ........... Berwyn, Illinois John Newton Lindsay Opie. . .......... Alexandria, Virginia Rowell Anton v M. Schleicher ................ Forest Hills, New York Ja:n~s Willard Sharp... . ........... Freeland, Pennsylvania Wilham Kyle Smith, Jr.. . .......... Annapolis Roger Clark Stone. . . . ............ Conowingo Eugene Victor Thau.. . ............. New York, New York Charles Lincoln Van Doren. . ............. New York, New York John Van Doren. . ............ New York, New York Robert Russell 'Weiss. . ............. Federalsburg George Patrick Welch, Jr.... . ............... Providence, Rhode Island Andrew Shreffler Witwer, Jr. ................. Joliet, Illinois " Program of deceleration went into effect at this time. 87 �88 CATALOGUE OF ST. JOHN'S COLLEGE SECOND YEAR-CLASS OF 1948 Rogers Garland Albritton ..................... Chevy Chase Samuel Bancroft Bird, Jr ...................... Wilmington, Delaware Donald Grant Bounds ........................ Salisbury William Hurst Brubeck ....................... Los Angeles, California William Chester Buchanan, Jr................. East Lansing, Michigan Ray Charles Cave. . . . ...................... Aberdeen Proving Ground Theodore Willes Clark ....................... White Plains, New York Samuel Henry Coleman, III. .................. Roanoke, Virginia Robert Orval Davis ........................... Scottdale, Pennsylvania Vernon Ellsworth Derr ........................ Baltimore Alan Dale Eckhart. . ........................ Winnetka, Illinois Donald SeY:!radeni Elliott ...................... Lutherville Robert Barry Feldman. . . . ................... Baltimore Ralph Charles Finkel. ....................... Baltimore Henry Raymond Freeman, III. ............... Sewickley, Pennsylvania Clarence Westcott Gallup, Jr .................. Englewood, New Jersey William Michael Goldsmith ................... Forest Hills, New York Donald Claude Gooch ........................ Abbeville, Louisiana Bernet George Hammel ....................... Orange, New Jersey Chester Peter Hewitt. ......................... Woodmere, New York Frederick Russell Hinckley, Jr ................. Salt Lake City, Utah David Abbey Hooker ......................... White Plains, New York Christian Arneson Hovde ..................... New York, New York Arthur David Kelso, Jr. ....................... Linthicum Heights David Barrington Lowdenslager. . . . . . Baltimore John Duncan Mack....... . ................ New York, New York Michael Joseph Manley ....................... Cumberland Alan Schutz Maremont ........................ Chicago, Illinois Jack Lancaster Mason ......................... Havre de Grace Richard Lewis Matteson. . .................. Frostburg Clarence Robert Morris, Jr .................... Austin, Texas Oswald Nagler ............................... Perry Point Jules Olympio Pagano ........................ New York, New York Morris Albert Parslow ......................... Muskegon, Michigan David Duane Patton .......................... Grantsville Milton Perlman .............................. Memphis, Tennessee Eugene Francis Phelps ........................ Elkridge Robert Julian Scolnik ......................... New York, New York William Westerman Simmons ................. Cedar Rapids, Iowa Langford Wheaton Smith, Jr. ............. : .... Berkeley, California Robert Treat Thompson ...................... Oakland, California Gene Perkins Thornton ....................... Greensboro, North Carolina George Robert Trimble, Jr. ................... North East Robert Charles Wilson ........................ New York, New York FIRST YEAR-CLASS OF 1949 (ADMITTED IN SEPTEMBER) Clarence Alfred Anderson, II ................ : .Randolph, New York Robert Lord Arner ........................... Washington, District of Columbia Charles Crittendon Baldwin, Jr ................. Flushing, New York Teddy Franklyn Betts ........................ Hilton Village, Virginia Vincent John Buranelli.. . . . . . . . . . . . ......... Tenafly, New Jersey CATALOGUE OF ST. JOHN'S COLLEGE 89 Robert Whitehouse Burnet. .................. New Rochelle, New York James Watson Conrad. . ................. Wilkinsburg, Pennsylvania Clark Ralph Cridland, Jr.. . ................. Michigan City, Indiana Edward Francis Daley, Jr. .................... Bridgeport, Connecticut David Antony Drexel. ........................ Southern Pines, North Carolina Charles Thomas Eunick, Jr .................... Westminster Paul Carlyle Evans ........................... Syracuse, New York Robert Dixon Fox ........................... Bowling Green, Kentucky Richard MacDonough Frank .................. Louisville, Kentucky John Anthony Franken. . ................. New York, New York Alan Lawrence Gargle ......................... Brooklyn, New York James McCosh Gibson ........................ Grasonville Anton Gysberti Hardy, Jr ..................... Manchester, Vermont Allan Paul Hoffman .......................... Lawrence, New York Zachariah Howard Jaquett ................... Sudlersville Percival Cleveland Keith, Jr. .................. Peapack, New Jersey Wayne Sefton Kerwood ....................... Fairfax, Virginia Jack Konigsberg .................... Brooklyn, New York Clarence Jay Kramer ......................... Muskegon, Michigan Ian Campbell Lea ............................ Lake Bluff, Illinois Robert Thomas Lester ........................ Garrett Park John James Lobell ..................... Baltimore Peter Kirkham MacNaughton ................. Baltimore Robert Irwin Marshall ....................... Chicago, Illinois Reinardo Patrick Louis Moure ................ LaPlata John Miller Patton ........................... Grantsville Arthur Robert Platz. . ....................... Detroit, Michigan Gomer Spieker Rees, Jr ....................... Moorestown, New Jersey James Pedro Salinas. . ............. Baltimore Philip Allen Scott. . ............. Hagerstown Thomas Robert Seward ....................... Chester Lionel Spencer Starer ........................ Utica, New York Eric Albert Teel. ............................ Lansing, Michigan John Calvin Wallace ......................... Chevy Chase David Baer Weinstein. . ............... Brooklyn, New York Terry Hutchison Wells ........................ Evanston, Illinois FIRST YEAR-CLASS OF 1949 (ADMITTED IN JANUARY) Robert John Austin....... . ............... Antwerp, New York Herbert Joseph Baer, Jr ....................... Hamberg, New York Aaron Morris Bisberg ......................... Mt. Vernon, New York Eugene Bokras . . . . . . . . . ............. New York, New York Lynn Joseph Boze ............................ Dallas, Texas Melvin Allen Braunstein. . ............ Pittsburgh, Pennsylvania William Albert Brilliant. ..................... Berkeley, California Daniel Brockhuizen . . . . . . . . . . .......... Saddle River, New Jersey Jonathan Erskine Brooks ...................... Rocky River, Ohio Philip Albert Camponeschi .................... Baltimore Frederick Parsons Davis ...................... Hopkins, Minnesota Andrew Dewing . . . . . . . . . . . . . . ............ Wellesley, Massachusetts Rudolph Charles Ellsworth, II ................ Chicago, Illinois Solomon Sidney Fine bl um. . .......... Baltimore Robert Flottemesch .......................... Baltimore �90 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE DEGREES CONFERRED, DECEMBER 16, 1945 Paul Albert Frasca ............................ Flushing, New York Jay Foster Fudge ............................. New York, New York Peter Van Vechten Hamill .................... Round Bay John Phelan Hayden ......................... Chevy Chase George William John ......................... Milwaukee, Wisconsin Chester Arthur Johnson ...................... Arnold Rowland Alfred Jones ........................ Irwin, Pennsylvania Ralph Hall Keeney ........................... Providence, Rhode Island Francis L. Key ............................... Carthage, Tennessee William Reynolds Lieb ........................ Rancho Santa Fe, California Gordon Eyman McNamee ..................... Arlington, Virginia Michel Mok, II ............................... New York, New York Edward Hector Mongeau ..................... Fall River, Massachusetts Chester Gilbert Moore, Jr .................... Chicago, Illinois Joseph Parker Morray. . ............... Chicago, Illinois Eugene Francis O'Neill ....................... Yonkers, New York David Burke Rea ............................. Three Rivers, Michigan Lynn Homer Robinson ....................... Morrisville, New York Michael Lee Rourke .......................... Los Angeles, California Bradley Johnson Saunders, Jr .................. Kansas City, Missouri Leon Hyman Socks ........................... Chambersburg, Pennsylvania Guy Oliver Walser, Jr. ...................... Sayville, New York Lawrence Michael Welch ..................... Indianapolis, Indiana William Howard Wilmot ...................... Bethesda Richard Weston Young ....................... Winter Hill, Massachusetts BACHELOR OF ARTS Cum Laude Thomas James Cosgrove ...................... Bayonne, New Jersey Thomas Irwin Fulton, Jr.. . . ......... Irwin, Pennsylvania lrwin Robert Tucker ......................... Bayonne, New Jersey HONORS AND PRIZES AWARDED, DECEMBER 16, 1945 To the senior who has the highest standing, a gold medal. Offered by the Board of Visitors and Governors .......................................... Irwin Robert Tucker To the member of the Senior Class who has written the best final essay, a prize of $30.00. Offered under the Will of the late Judge Walter I. ................. Irwin Robert Tucker Dawkins ....... . SUMMARY OF ENROLLMENT Fourth Year Third Year ..... . Second Year ............. . First Year (Admitted in September) ............... . First Year (Admitted in January) .. 6 34 44 41 40 . .... 165 Total in College . DEGREES CONFERRED DECEMBER 10, 1944 BACHELOR OF AR TS Rite Robert Luther Campbell, Jr.. . . . . . . ......... Hagerstown Frank Bush Marshall, Jr....... . . . ... Baltimore Erich Nussbaum ........... . .Annapolis Harry Fletcher Pfeiffer, Jr... . ....... Baltimore Cum Laude Verne Schwab ............................... Greenbelt HONORS AND PRIZES AWARDED, DECEMBER 10, 1944 To the senior who has the highest standing, a gold medal. Offered by the Board of Visitors and Governors............... . ....... . 91 ... Verne Schwab �CATALOGUE OF ST. JOHN'S COLLEGE INDEX Absence, excuses for ............... 36 Academic standing ........... 36ff, 35f Activities . . . . . . . . . . . . . . . . . . . . . . . 49ff Athletics .................. 50, 75ff Clubs ......................... 51£ Dramatics ...................... 51 Music ................... 24, 46f, 50 Publications .................... 51 Administration . . . . . . . . . . . . . . . . . . . 8 Admission . . . . . . . . . . . . . . . . . . . . . . 55ff Application . . . . . . . . . . . . . . . . . . . . 56 Requirements . . . . . . . . . . . . . . . . 55ff Procedure . . . . . . . . . . . . . . . . . . . . 56f Advanced standing . . . . . . . . . . . . . 57 Aid, student .................... 6lff Applications Admission . . . . . . . . . . . . . . . . . . . . . -06 Student Aid . . . . . . . . . . . . . . . . . . 61£ Rooms ......................... 53 Scholarships. . . . . . . .. . .. .. . . .. . 62ff Articles, magazine, on St. John's ... 81£ Athletics .................... 50, 75ff Attendance Church ........................ 66 Classes ........................ 36 College exercises . . . . . . . . . . . . . . . 36 Bible class ..................... 51 Board of Visitors and Governors .. 6, 7 Boat Club . . . . . . . . . . . . . . . . . . . . . . 50 Books, list of great. .............. 18ff Chronological . . . . . . . . . . . . . . . . . 40f By years ...................... 42 By subject matters .............. 43 Calendar, College .......... .4, 5, 30ff Campus .......................... 52f Caution Money ............... 53f, 59 Charges, fixed . . . . . . . . . . . . . . . . . . . 59 Charter of College. . . . . . . . . . . . . . . . 66 Of King William's School. ....... 65 Classics, new definition of .... 18ff, 20ff Clubs, College ................... 51£ College Calendar ............ 4, 5, 30ff Collegian ........................ 51 Credits Semester hours ................. 37 For entrance to graduate schools ................... 37f, 71 Transfer of . . . . . . . . . . . . . . . . . . . . 57 Curriculum Elective system . . . . . . . . . . . . . . . . 16£ St. John's 1835 ................. 68 92 St. John's 1868 ................. 69 St. John's 1886-1923, block elective 70 St. John's 1923-37, open elective .. 70 Degree Requirements ........ 36f, 7lff Dining Hall . . . . . . . . . . . . . . . . . . . . . 54 Discipline .................... 36, 53 "Don Rags" .................. 31£, 35 Dramatics. . .. .. . .. . .. . .. . . . .. . . .. 51 Elective Program ............. 16f, 70 Engineering Scholarships at Johns Hopkins ..................... 64 English, admission requirements. . 55£ Enrollment . . . . . . . . . . . . . . . . . . . . . 84ff Summary ...................... 90 Entrance Examinations . . . . . . . . . . 56f Essays ........................... 32 Examinations Entrance . . . . . . . . . . . . . . . . . . . . . 56f Oral ...................... 31£, 71£ Written ................... 32, 71£ Annual ........................ 32 State Scholarship . . . . . . . . . . . . . . 62 Excuses, for absence ............... 36 Expenses ....................... 58ff Faculty List . . . . . . . . . . . . . . . . . . . . . . . . . . 9ff Author teachers ............. 18, 33 Tutors......... . ............. 9ff Fellows........................ 9 Research . . . . . . . . . . . . . . . . . . . . . 32ff Re-education of . . . . . . . . . . . . . . . 35 Appointments . . . . . . . . . . . . . . . . . . 35 Fees College finances . . . . . . . . . . . . . . . 58 Examination . . . . . . . . . . . . . . . . . . . 58 Annual. ....................... 58£ Tuition . . . . . . . . . . . . . . . . . . . . . . . 58f Residence . . . . . . . . . . . . . . . . . . . . . 58f Payments . . . . . . . . . . . . . . . . . . . . . . 59 Deferred payment . . . . . . . . . . . . . 60 Caution money ............. 53f, 59 With financial aid ... • .......... 61£ Foreign Language Admission requirements ...... 2, 55f See Greek, Latin, French, German French ................... 25f, 44, 55f Freshmen, list of .......... " . . . . . 88ff German .................. 25f, 44, 55f G.I. Bill of Rights .............. 57, 60 Grades ......................... 31£ Graduate Schools, preparation for ........................ 37ff Greek ................... 25f, 44, 55f History Of College . . . . . . . . . . . . . . . . . . . 65ff Chronological order of classics 22, 40f In St. John's Program ........ 22, 43 Infirmary Service . . . . . . . . . . . . . . . . 54 Instruction Methods in St. John's Program ............... 22ff, 49ff Juniors, list of ................ 84f, 87 King William's School. . . . . . . . . . . 65f Laboratory . . . . . . . . . . . . . . . . . . . . . . 30 Exercises. . . . . . . . . . . . . . . . . . . . . . 46ff Total Hours . . . . . . . . . . . . . . . . . . 45 Subject Matter . . . . . . . . . . . . . . . . 45f Language, reasons for instruction in. 25f Requirements ........... 37, 44, 71ff Tutorials .................. 25f, 44 Clock-hours of classroom work in. 44 Classics in Language and Literature ......................... 42f Latin ..................... 25f, 44, 55f Latin Club ...................... 51 Law School Preparation .......... 38ff Lectures, formal ................. 28f Liberal Arts and Sciences .. 14ff, l 7f, 21 List of Great Books, Classics. . . . 40ff List of Laboratory Exercises. . . . . . 46ff List of Lectures . . . . . . . . . . . . . . . . . 29 List of Students . . . . . . . . . . . . . . . . 84ff Literature, Language and ........ 42£ Location of College. . . . . . . . . . . . . . . 52 Marine Biology .................. 64 Marks .......................... 35f Mathematics, reasons for instruction in .......................... 26f Admission requirements . . . . . . . 55f Requirements .............. 37, 71£ Tutorials . . . . . . . . . . . . . . . . . . . . . 26f Clock-hours of classroom work in. 44£ List of Mathematical Classics. . . 42f Club ........................... 51 Medical Schools, preparation. . . . . . 39 Music ..................... 24, 46f, 50 Concerts . .. .. .. .. .. .. .. .. .. . .. 50 Natural Science .............. .43, 45f Occupancy of Dormitory Rooms. . 52f 8 Officers of Administration. . . . . . . . Philosophy. . . . . . . . . . . . . . . . . . . . . . . 43 Political Science . . . . . . . . . . . . . . . . . 43 Preparation For admission . . . . . . . . . . . . . . . . 55f 93 For graduate schools ........ 37f, 71f For life . . . . . . . . . . . . . . . . . . . . . . l 4ff President Former .................... 13, 67ff Present . . . . . . . . . . . . . . . . . . . . . . . 8 Emeritus . . . . . . . . . . . . . . . . . . . . . . . 13 Probation . . . . . . . . . . . . . . . . . . . . . . . 36 Procedure for Admission. . . . . . . . . 56f Promotion . . . . . . . . . . . . . . . . . . 36, 71£ Reading Parties . . . . . . . . . . . . . . . . . 32 Registration ............... .4, 5, 56f Regulations Admission. .. .. . . .. . . . .. . . . . . . . 55f Academic Standing . . . . . . . . . . . 35ff Attendance . . . . . . . . . . . . . . . . . . . . 36 Degree Requirements ...... 36f, 7lff Residence. .. . . . . . . . . . .. . . . . . . . 52ff Religion Non-denominational ........... 65£ Reports ........................ 31£ Requirements Admission . . . . . . . . . . . . . . . . . . . . 55ff Attendance . . . . . . . . . . . . . . . . . . . . 36 Degree ................... 36f, 7lff Graduation ................ 36, 7lff Languages, for degree ... 37f, 44, 71f Languages, for admission ....... 55f Mathematics, for degree. 37f, 44£, 7lf Mathematics, for admission. . . . . . 55 Familiarity with Great Books ... 7lf Residence. . . . . . . . . . . . . . . . . . . . . 52ff Research. . . . . . . . . . . . . . . . . . . . . . . . . 35 Residence. . . . . .. . .. . . . . . . . . . . . . . 52ff Rooms .......................... 52ff For new students. . . . . . . . . . . . . . . 53 For old students. . . . . . . . . . . . . . . . 53 Furnishing . . . . . . . . . . . . . . . . . . . . 52f Occupancy. . . . . . . . . . . . . . . . . . . . . 52f Caution money .............. 54, 59 Schedules Weekly ....................... 30£ Student, typical . . . . . . . . . . . . . . . . 32 Term ................... .4, 5, 31£ Years .................... .4, 5, 31£ Payment of fees. . . . . . . . . . . . . . . . 59 Scholarships. . . . . . . . . . . . . . . . . . . . . 6lff College ....................... 61£ State ........................... 62 Patriotic Societies . . . . . . . . . . . . . 63f Athletic. . . . . . . . . . . . . . . . . . . . . . . . 77 At other institutions. . . . . . . . . . . . 64 Science In modern world. . . . . . . . . . . . . . 21£ In St. John's Program ... 21£, 30, 45ff �~- 94 CATALOGUE OF ST. JOHN'S COLLEGE Laboratory. . 2lf, 30, 45ff, 7lff Liberal 2lf Classics in science ......... . .42f Semester-Hour Credits Equivalent 37 Seminars ........... 24, 27f, 72 Seniors, list of. .84, 87 Social Sciences .......... 22, 43 Sophomores, list of. . . .......... 86ff Staff, administration 8 Faculty ............. . 9ff Medical. . ................ . 54 Standing, academic 35£ Student Activities 49ff Athletics 50 Elective ....... . 49ff 50 Music Clubs 51£ 51 Publications. Dramatics. 51 Student Aid 6lff Students List of 84ff Theological Schools, preparation. 38 Transfer of credits . . ... 39, 57 Tuition Fee . . . . ........... 58£ Tutorials . . . . . . 24ff Mathematics . . . . . . . . . . . . . . . . 26f Language . . . . . . . . . . . 25£ Vacations ........... 4, 5, 30ff Veterans' Educational Benefits .. 57, 60 51 Year Book � ST. JOHN'S COLLEGE IN ANNAPOLIS �'S COLLEGE IN ANNAPOLIS 2soth nntversary OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM CATALOGUE 1945-1946 ANNAPOLIS, MARYLAND MAY, 1946 Founded as King William's School, 1696 Chartered as St. John's College, 1784 �TABLE OF CONTENTS PAGE 4 COLLEGE CALENDAR BOARD OF VISITORS AND GOVERNORS . . . . . . . . . . . . . . . . . . . . 6 OFFICERS OF ADMINISTRJ-\TION .. 8 FACULTY . . . . 9 THE ST. JOHN'S PROGRAM This catalogue contains the full official statement of the curriculum of St. John's College. In the following pages the curriculum is described as: L A four-year, all-required course contain- ing no electives and leading to the degree of Bachelor of Arts; 2. Aimed at initiating in the student skills of learning in language, mathematics, and abstract thinking that are necessary in anything he may choose to do the rest of his life; 3. Available to applicants who are able and willing to undertake the responsibility of a substantial program in the Liberal Arts. See section on Admissions. SL John's College has no graduate or professional schools. On College Catalogues ......................... . Why a College Education Should be Liberal ..... . The Crisis in Liberal Education. . . ............. . The Liberal Arts. . . . . . . . . . . . . ............... . The Classics as Teachers. Science ~nd the Modern World. The Curriculum ......... . The Tutorials The Language Tutorial . The Mathematics Tutorial ................. . The Seminar The Formal Lecture . . . . . ............ . The Laboratory . . ..... . The Schedule . . . . . . ....... . The Faculty . . . . . . . . . . ................ . . ................... . Academic Standing . . . The Degree of Bachelor of Arts . . .......... . A List of Great Books . In Chronological Order . By Years By Subject Matter .. Instructional Charts .. Laboratory Exercises 14 14 16 17 18 21 22 24 25 26 27 28 30 30 32 35 36 40 40 42 43 44 46 REGISTER OF STUDENTS . . . . . . . . 49 55 58 61 65 71 75 78 81 84 INDEX 92 RESIDENCE AND ACTIVITIES . . . . . . . . How TO APPLY FOR ADMISSION .. FEES . . . . . . . . . . . ...... . FINANCIAL Am ... APPENDIX A, HISTORY OF THE COLLEGE. APPENDIX B, THE DEGREE OF BACHELOR OF ARTS ... . APPENDIX APPENDIX C, D. INTERCOLLEGIATE ATHLETICS . . . . . . . . . . . THE COLLEGE AND THE NAVY ... . BrnuoGRAPHY OF ARTICLES ON ST. JoHN's PROGRAM. 3 �COLLEGE CALENDAR 1946-4 7 COLLEGE CALENDAR 1945-46 Registration ............................... September 18 Annual Examinations First Term begins ........................... September 19 Registration ........ September 21 Convocation . Convocation ...... September 22 . ............................ September 23 First Term ends 12 noon ...................... December 19 Second Term begins 9 A.M ....................... January 9 Second Term ends 12 noon ....................... March 27 ........ September 19-21 First Term begins .. . .. September 23 First Term ends 12 noon . . ...... December 20 Second Term begins 9 A.M .. . .. January 6 Third Term begins 9 A.M ......................... April 10 Second Term ends 12 noon ... . ..... March 21 Third Term begins 9 A.M .... . ........ April 7 Third Term ends 12 noon ......................... June 14 Class Day .. . ............ June 15 Third Term ends 12 noon . Baccalaureate Sermon and Commencement Exercises ........................ *June 16 June 6 Baccalaureate Sermon ....... . June 8 "Class of 1946 graduated December 1945 Commencement . • e CALENDAR FOR 1946 @ JANUARY S M T W T f s ••.• 1 2 3 4 5 6 7 8 9 101112 13141516171819 20 212223 24 25 26 27211293031 •••• APRIL JULY OCTOBER S Mi W T f s S MT WT F s S M T W y F s •• 1 2 3 4 5 6 •• 1 2 3 4 5 6 •••• 1 2 3 4 5 1 g 9 10 1112 13 7 8 9 10111213 6 7 8 9 101112 1415 16 17 1819 20 141516171819 20 13141516171319 21 22 23 24 25 26 27 21 22 23 24 25 26 27 20 21 22 23 24 25 26 213 29 30 •••••••• 28293031 •••••• 21' 28 29 30 31 •••• • oo o • • o e • • o • o ~ • i'EBRUARY ~ •• •• oo oo •• .. ............ eo ~ MAY •••••••• AUGUST 00 •••• NOVEMBER •••••• "' •. 1 2 3 4 5 6 1 8 9 10111213141516 171819 20 212223 2425262728 .... •••••• 1 2 3 4 5 6 1 8 9 1011 1213 '1415161718 19 20 21 22 23 24 25 262728293031 .• ........ 1 2 3 4 5 6 7 8 9 10 1112 13 14151611 18192021222324 25 2§ 27 28 29 30 31 •••••••••• 1 2 3 4 5 6 7 8 9 10111213141516 17 18 19 20 21 22 23 24 25 26 27 28 29 30 MARCH JUNE SEPTEMBER DE CE MEER .••••••••• 1 2 3 4 5 6 7 8 9 •••••••••••• 1 1 2 3 4 5 6 7 8 9 1011121314 2 3 4 5 6 1 8 101~ ~21314-1516 910H121316!15 15- 1G 171819 20 21 17181920212223 16171819202122 22 23 24 25 26 27 211 24 25 26 27 28 29 30 23 24 25 26 27 28 29 2930 . . . . . . . . . . 31 •••.•.•••••• 30 . . . . . . . . . . . . ,.~,.~,.&•,.G~9ae~ 4 15161718192021 22 23 24 25 26 21 Z!l 29 3031 •••••••• o o • ~ o " ~ • ,. ~ ,. o CtU.ENDAR JANUARY S MT W1 f s •••••• 1 2 3 4 5 6 7 8 91011 ·12 131415161718 19202122232425 26 27 28 29 30 31 ' . SM1 WT f s ••.• 1 2 3 4 5 s 1 8910"!112 131415 16 17 1819 20 21 22 23 24 25 26 27282930 •••.•. FEBRUARY e ,. IF 0 R 1947 JULY MAY APRIL ~ OCTOBER S MT Wi f S MT W T f s s .... 1 2 3 4 5 . . . . . . 1 2 3 4 6 7 8 9 10 11 12 S iS 1 8 9 1011 13141516171819 20 21 22 23 24 25 26 27 28 29 30 31 • . . • 26 21 2s1'29 30 31 •• ~~ ~~ ~111~~ ~g n~~ NOVEMBER AUGUST •••••••••••• 1 .••••••• 1 2 3 •••••••••• 1 2 •••••••••••• 1 2 3 4 5 6 7 8 4 5 6 7 8 9 10 3 4 5 6 1 8 9 2 3 4 5 6 7 8 9 10 1112131415 11121314151617 10111213141516 9 101112131415 16171819202122 18 19 20 21 22 23 24 17181920212223 1617 18 19 20 21 22 23 24 25 26 27 28 •• 25 26 27 28 29 30 31 24 25 26 27 28 29 30 23 24 25 26 27 28 29 31 .••••••••••• 30 •••••••••••• " • <> <> • ........... .. MARCH 1 2 3 4 5 6 7 8 9 1011121314 . ... June 9 •••••..••••• 1 ~ 0 0 0 0 G <O <I ~ .. JUNE 1 2 3 4 5 6 7 8 9 1011121314 9 10 11 12 131415 15161718192021 16171819202122 22 23 24 25 26 27 28 23 24 25 26 21 28 29 2930 •••••••••• 3031 .•••...•.. "" 2 3 4 5 6 7 8 ............ 5 SEPTEMBER •• 1 2 3 4 5 6 1 8 9 1011 1213 14151617181920 21 22 23 24 25 26 27 282930 •••••••• • ••••••••••• 0 ~ DECEMBER •• 1 2 3 4 5 6 1 8 9 10 11 12 13 14151617 18 19 ::m 21 22 23 24 25 26 27 28293031 •••••• o o • o " ~ o " o o • • ~ e �BOARD OF VISITORS AND GOVERNORS MEMBERS EX OFFICIO Chairman, DR. THOMAS PARRAN, JR., Surgeon General, U. S. Public Health Service, Washington, D. C. Vice-Chairman, FRANCIS PICKENS MILLER, Pickens Hill, Fairfax, Virginia. Secretary, RICHARD F. CLEVELAND, Lawyer, Baltimore Trust Bldg., Baltimore, Maryland. DR. AMos F. HUTCHINS, Surgeon, 1227 N. Calvert Street, Baltimore, Maryland. EDWIN WARFIELD, JR., Editor, The Daily Record, 15 E. Saratoga Street, Baltimore, Maryland. President Ex Officio, His Excellency, HERBERT R. O'CoNOR, Governor of Maryland, Annapolis, Md. PAUL L. BANFIELD, Headmaster, The Landon School for Boys, Edgemoor, Washington, D. C. ROBERT 0. BONNELL, Vice-President, Fidelity Trust Co., Baltimore, Maryland. JAMES J. LINDSAY, President of the Senate, Towson, Md. JOHNS. Wmrn, Speaker of the House of Delegates, Brentwood, Md. JUDGES OF THE COURT OF APPEALS OGLE MARBURY, Chief Judge. . . . . . . . . . . . Laurel, EDw ARD S. DELAPLAINE, Associate Judge. . .. Frederick, STEPHEN R. COLLINS, Associate Judge. . Chestertown, C. Gus GRAsoN, Associate Judge. . .. Towson, WILLIAM L. HENDERSON, Associate Judge ..... Baltimore, CHARLES MARKELL, Associate Judge .......... Baltimore, STRINGFELLOW BARR, President, St. John's College, Annapolis, Maryland. RoBERT M. HUTCHINS, Chancellor, University of Chicago, Chicago, Illinois. CLARENCE W. STRYKER, Professor Emeritus of History, Box 63, Annapolis, Maryland. HAROLD F. LINDER, 1830 24th St., N. W., Washington, D. C. ScoTT BUCHANAN, Dean, St. John's College, Annapolis, Mary- land. HERVEY ALLEN, Author, "Bonfield," Oxford, Talbot County, Maryland. J. FRENCH, Director, Anne Arundel County Health Department, Annapolis, Maryland. DR. WILLIAM ALEXANDER MEIKLEJOHN, Lecturer, St. John's College, Annapolis, Maryland. MARK VAN DOREN, Professor, Columbia University; Lecturer, St. John's College, 393 Bleecker Street, New York City. RICHARD ScoFIELD, Tutor, St. John's College, Annapolis, Maryland. JOHN SPANGLER KIEFFER, Tutor, St. John's College, Annapolis, Maryland. 6 7 Md. Md. Md. Md. Md. Md. �FACULTY* FELLOW AND PRESIDENT OFFICERS OF ADMINISTRATION PRESIDENT STRINGFELLOW BARR, B. A., M. A.... .12 McDowell Hall DEAN ScoTT BucHANAN, B. A., Ph. D.. . . . .... 11 McDowell Hall STRINGFELLOW BARR .... . . 139 Market Street B. A., 1916, M.A., 1917, University of Virginia; B. A., 1921, M.A., 1927, Oxford University; dipl6me, University of Paris, 1922; student, University of Ghent, 1922-23. Assistant Professor of Modern European History, University of Virginia, 1924-27; Associate Professor of Modern European History, University of Virginia, 1927-30; Professor of Modern European History, University of Virginia, 1930-37. Advisory Editor, Virginia Quarterly Review, 1926-30; Editor, 1930-34; Advisory Editor, 1934-37. Member of the Committee on the Liberal Arts at the University of Chicago, 1936-37. Fellow and President of St. John's College, July I, 1937-; Board of Visitors and Governors, 1937-. ASSISTANT TO PRESIDENT CHARLES A. NELSON . . . 14 McDowell Hall FELLOW AND DEAN ASSIST ANT DEAN WILLIAM KYLE SMITH, B. S., Th. B ....... 14 McDowell Hall TREASURER ..... 13 McDowell Hall KENT CAMPELL, B. A .. REGISTRAR . 11 McDowell Hall MIRIAM STRANGE, B. A .. LIBRARIAN TUTORS DIRECTOR OF ADULT EDUCATION FoRD KEELER BROWN, B. A., D. Phil. . McDowell Annex COLLEGE PHYSICIAN OLIVER PURVIS, M. A., M. D.. . . . . . ........ Infirmary DIETITIAN MARIAN E. ALEXANDER, B. S. . . . . . . . . ..... Randall Hall DIRECTOR OF ATHLETICS EDWARD FLINT LATHROP, JR., B. A., Amherst College, 1916; Rhodes Scholar, Balliol College, Oxford University, 1919-21; Ph. D., Harvard University, 1925. Associate Graduate Secretary of the Christian Association, Amherst College, 1916-17; Instructor in Greek, Amherst College, 1917-18; Assistant in Philosophy, Harvard University, 1922-24; Instructor in Philosophy, College of the City of New York, 1924-26; Assistant Director of the People's Institute, New York City, 1925-29; Professor of Philosophy, University of Virginia, 1929-36; Chairman of Committee on the Liberal Arts, University of Chicago, 1936-37; Fellow and Dean of St. John's College, July l, 1937-; Board of Visitors and Governors, 1937-. .. Woodward Hall WILLIAM ALBERT DARKEY, B. A .... J. ScoTT BucHANAN ................... 248 King George Street . ....... Brice House GEORGE ALTHOFF BINGLEY. B. A., 1910, M. A., 1916, Princeton University. InsLructor in Government Schools, Osaka, Japan, 1910-13; University of Goettingen, 1913-14; Elizabeth Gardner Scholar in Mathematics, Princeton University, 1915-16; Instructor in Mathematics, Georgia Institute of Technology, 1918-19; Instructor in Mathematics, United States Naval Academy, 1919-23; Assistant Professor of Mathematics, St. John's College, 1923-24; Associate Professor of Mathematics and Physics, St. John's College, 1924-27; Associate Professor of Mathematics, St. John's College, 1927-31; Professor of Mathematics, St. John's College, 1931-39. Tutor, St. John's College, 1939-. B. A. ............. Iglehart Hall . .. 243 King George Street FORD KEELER BROWN . SUPERINTENDENT OF BUILDINGS AND GROUNDS ARCHIBALD McCouRT. . . . ............... McDowell Annex AUDITOR SEWARD AND MoNDE, C. P. A.. . . . New Haven, Connecticut B. A., University of Washington, 1920; D. Phil., Oxford University, 1926. Assistant in English, 1919-20, Assistant Professor of English, 1923-25, University of Washington; Associate Professor of English, St. John's College, 1925-29; Professor of English, St. John's College, 1929-39. Tutor, St. John's College, 1939-42; United States Naval Reserve, 1942-45; Tutor and Director of Adult Education, St. John's College, 1945-. *Cf. pg. 32. 9 8 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE IO RICHARD SCOFIELD 0 0 . 58 State Circle 0 B. A., 1919, M. A., 1920, University of California; R A., Oxford University, 1924. Assistant in English, University of California, 1919-20; Commission for the Relief of Belgium Exchange Fellow, Universite libre de Bruxelles, 1920-21; Instructor in English, New York University, 1925-27; Associate Professor of Art and English, St. John's College, 1927-39. Tutor, St. John's College, 1939-; Board of Visitors and Governors, 1943-. B. k, Harvard College, 1927, as of 1926; M. A., 1929, Harvard University. Master in French and English, Litchfield (Connecticut) School, 1927-28; Instructor in Classical Languages, St. John's College, 1929-M; Assistant Professor of Classical Languages, St. John's College, 1934-39. Tutor, St. John's College, 1939-; Board of Visitors and Governors, 1943-. B. A., 1926, University of Virginia; M. A., 1928, Ph. D., 1940, Harvard University. Instructor in Greek, University of Virginia, 1928-29. Fellow, American Academy, Rome, 1932-34. Instructor, Department of Classics, Graduate School, Fordham University, 1934-35. Instructor in Classics and Tutor in the Division of Ancient Languages, Harvard University, 1937-39. Assistant Professor, Department of Classics, Graduate School, Fordham University, 1939-41. Tutor, St. John's College, 1941-42. Army of the United States, 1942-45. Tutor, St. John's College, 1945-. JOSEPH WINFREE SMITH UniversHy of Michigan, 1932. Assistant in Law School, University of 1934-36. Research Assistant in Division of Humanities, University of 1936-37. Fellow in Institute of Medieval Studies, University of Toronto, Tutor, St. John's College, 1938-. (Leave of absence, 1945-46 session) .. 176 Prince George Street 0 B. A., 193c1, M. A., 1935, University of Virginia; B. D., 1938, Virginia Theological Seminary. Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia. Tutor, St. John's College, 1941-. ERNEST ABRAHAMSON ..... St. John's College WILLIAM GORMAN . Brice House 0 Ph. D., Prague, 1934; Teacher of Classics, Director of Music, Country School Villa Pazzi, Florence 1935-37; Assistant d'Allemand, :Ecole Normale, Chalonssur-Marne, France, 1937-39; Instructor in Latin and Romance Languages, Howard University. 1939-41; Tutor, St. John's College, 1942. WILLIAM ALBERT DARKEY, JR. JACOB KLEIN 0 ............. 217 Hanover Street Friedrichs Realgymnasium, Berlin, 1917; Ph. D., University of Marburg-Lahn, 1922; Research Work, University of Berlin and University of Marburg, 1924-33; Visiting Lecturer, University of Prague, 1934-35; Fellow of the Mendelssohn Stiftung zur Foerderung der Geisteswissenschaften, 1935-37; Tutor, St. John's College, 1938-. EDWARD FLINT LATHROP, JR. 0 0 0 0 0 .... Pinkney House B. A., St. John's College, 1938. Assistant Coach in Football and Lacrosse, St. John's College, 1937-39. Tutor, St. John's College, 1938-41. Director of Athletics, St. John's College, 1939-41. United States Naval Reserve, 1941-45. Tutor and Director of Athletics, St. John's College, 1945-. RAYMOND NEIKIRK WILBURN. . Brice House B. S., 1935; M. A., 1938, University of Virginia. Lecturer in Philosophy, Columbia University, 1937-38. Tutor and Assistant Dean, St. John's College, 1938-43. United States Naval Reserve, 1943-46. Tutor, St. John's College, 1946-. KENT CAMPBELL. ... St. Margaret's BERNARD MANN PEEBLES . . 18 Cheston Avenue ]oHN SPANGLER KIEFFER. Bo A., Chicago, Chicago, 1937-38. ll w ILLIAM KYLE SMITH . 0 . Carroll House . . Reverdy Johnson House B. S., University of Virginia, 1921; Th. B., Princeton Theological Seminary, 1924. Instructor in Bible Literature, University of Virginia, 1933-42; Tutor and Assistant Dean, St. John's College, 1942-, ANTHONY STANDEN 0 0 0 . St. John's College 0 B. A. (First Class Honors), Oxford University, 1928; M. S., Massachusetts Institute of Technology, 1930; M. S., University of New Hampshire, 1942. Research Chemist with Imperial Chemical Industries, Ltd., 1930-39; Tutor, St. John's College, 1942-. (Leave of absence from November, 1945) LEONARD ]AMES ESLICK 0 .... Brice House B. A., University of Chicago, 1934; M. A., Tulane University, 1936; Ph. D., University of Virginia, 1939. Du Pont Fellow in Philosophy, University of Virginia, 1936-39; Instructor in Philosophy, Drake University, 1939-42; Tutor, St. John's College, 1943-. . 9 St. John's Street 1919-20, U. S. Naval Academy; B. A., 1924, Harvard College; University of :Paris, 1923-24. Dillon, Read and Co., New York City, 1924-30; G. L. Ohrstrom and Co., New York City, 1930-32; Fitch Investment Service, Boston, 1932-41. Tutor and Treasurer, St. John's College, 1941-42. United States Naval Reserve, 1942-46. Tutor and Treasurer, St. John's College, 1946-. 0 B. A., St. John's College, 1942. Tutor, St. John's College, 1942-; Librarian, 1944-. WILLIAM IRVING HARPER. . ............ Carroll House B. A., Ohio State University, 1931; M. A., Columbia University, 1934. Instructor in Chemistry, McGill University, 1932-33; Instructor in Chemistry, University of Buffalo, 1935-37; Fellow, Claire College, Cambridge University, 1938-39; Tutor, St. John's College, 1943-. �12 CATALOGUE OF ST. JOHN'S COLLEGE 13 CATALOGUE OF ST. JOHN'S COLLEGE . 58 SIMON KAPLAN. State Circle Graduate, "Real-School" (College) in Libau, Russia, 1912; Institute of Technology, Darmstadt, and University of Heidelberg, 1912-14; University of Leningrad, 1921-23; Ph. D., University of Jena, 1924-27. Teaching Member of the Free Philosophical Association, Leningrad, 1921-22; Fellow of the Hermann Cohen :Foundation, Berlin, 1928-31; Research Studies, University of Paris, 1934-36; Tutor, St. John's College, 1943-. . . . . Brice House RALPH HARPER .. B. A., Harvard University, 1937; Special Student, Oxford University, 1937-40. British Council, Athens, 1940-41; American Red Cross, Washington, D. C., !942-43; Tutor, St. John's College, 1943-. NORIVIAN ATWOOD GARIS . . . . .. 176 Prince George Street B. A., St. John's College, 1941; Student Assistant, St. John's College, 1941-44; Tutor, St. John's College, 1944-. ARTHUR HYMAN . . . . . . . . . College Ph. D., Cornell University, 1897; A. M., Amherst College, 1913; LL. D., Williams College, 1912, Mt. Holyoke College, 1912, Brown, 1913, Allegheny College, 1915, University of Vermont, 19}6, University of California, 1933, University of Hawaii, 1937. Instructor of Philosophy, 1897-99, Assistant Professor, 1899-1903, Associate Professor, 1903-06, Professor of Logic and Metaphysics, 1906-12, Dean, 1901-12, Brown University; President, Amherst College, 1912-24; Professor of Philosophy and Chairman, Experimental College, University of Wisconsin, 1926-38, Professor Emeritus since 1938; Chairman, School for Social Studies, San Francisco, 1933-36; Lecturer, St. John's College, 1940-, Board of Visitors and Governors, 1943-. MARK VAN DOREN . . . . . . . . 393 Bleecker Street, New York City A. B., 1914, A. M., 1915, University of Illinois; Ph. D., Columbia University, 1920; Lint. D., Bowdoin College, 1944. Instructor in English, 1920-24, Assistant Professor, 1924-35, Associate Professor, 1935-42, Professor, 1942-, Columbia University. Literary Editor, The Nation, 1924-28; Motion Picture Critic, The Nation, 1935-38. Lecturer, St. John's College, 1942-, Board of Visitors and Governors, 1943-. PRESIDENT EMERITUS . . . Carroll House B. A., St. John's College, 1944; Tutor, St. John's College, 1944-. . . . . Carroll House JACK LANDAU. John's . ... Carroll House B. A., St. John's College, 1944; Tutor, St. John's College, 1944-. PETER CHRISTIAN WOLFF*. .. St. ALEXANDER MEIKLEJOHN . ENOCH BARTON GAREY ... . .. Towson, Maryland B. A., St. John's College, 1903; Graduate, United States Military Academy, 1908; LL. D., Washington College, 1923; LL. D., St. John's College, 1933. Professor of Military Science and Tactics, Johns Hopkins University, 1920-23; President of St. John's College, 1923-29; President, The Garey School, 1933-35. B. A., St. John's College, 1944; Tutor, St. John's College, 1944-. PROFESSOR EMERITUS OF HISTORY DONALD KAINER MARSHALL .. . Brice House Ph. D., University of Chicago, 1939. Research Assistant in Division of Humanities, University of Chicago, 1936-39. Instructor in Philosophy, Chicago Teachers College, 19•10-43. Chairman of Humanities Department, Chicago City Junior College, 1943-45. Tutor, St. John's College, 1945-. LUKE HARVEY PoE, JR .. . ... Annapolis, Maryland B. A., Union College, 1885; M.A., Columbia University, 1914. Acting Professor of Economics, Kenyon College, 1912-13; Professor of History and Economics, St. John's College, 1904-12, 1916-23; Professor of History, 1923-32; Board of Visitors and Governors, 1938-. . St. John's College B. S. in Mathematics, University of Virginia, 1938. L. L. B., University of Virginia, 1941. United States Naval Reserve, 1942-46. Tutor, St. John's College, 1946-. (Leave of absence from April, 1946) LECTURERS MORTIMER ADLER . . . . . . 227 East Delaware Place, Chicago, Ill. Ph. D., Columbia University, 1929. Instructor in Psychology, Columbia University, 1923-29; Assistant Director of the People's Institute, New York City, 1928-29; Associate Professox of the Philosophy of Law, 1930-41 Professor~ 1941-~ University of Chicago; Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Lecturer, St. John's College, 1937-. 9 *Resigned March 31, 1946. CLARENCE WILSON STRYKER. . . . . . . PROFESSOR EMERITUS OF FRENCH JACOB BERNARD SEGALL . . . . . . . . Baltimore, Maryland B. L., and B. Sc., Lycee of Jassy, Rumania, 1884; Ph. D., Columbia University, 1893. Fellow in Romance Languages, Columbia University, 1892-93; Instructor in French, Cornell University, 1893-96; Sorbonne, Paris, 1896-97; Instructor in French, Cornell University, 1897-1900; Lecturer, Modern Languages, McGill University, 1900-01; Instructor in French, College of the City of New York, 1901-03; Professor of Romance Languages, University of Maine, 1903-20; Professor of French, University of Maine, 1920-28; Visiting Professo:r of French, Summer Session, Northwestern University, 1928; Professor of Romance Languages, St. John's College, 1928-29; Professor of French, St. John's College, 1929-39. �CATALOGUE OF ST. JOHN'S COLLEGE THE ST. JOHN'S PROGRAM ON COLLEGE CATALOGUES It seems wise to begin with an observation on college catalogues in general and a bit of advice to the reader of this catalogue in particular. When liberal colleges were started in this country everybody knew that education at the college level should be liberal. It was generally admitted that every free -citizen should be able to read, write, and reckon, and that every professional man should have a mind free enough and disciplined enough to recognize his professional ends and to understand the means which must be used to achieve them. Academies and liberal colleges were established to assure intellectual freedom and discipline to the professions and their respective schools. It was therefore necessary merely to use a few familiar phrases to identify and describe an institution that was teaching the "liberal arts and sciences." The multiplication of such institutions, the increase in number of students, and the confusion of professional and trade schools have robbed the familiar phrases of their meanings. To a far greater degree than we realize, the liberal arts and sciences have themselves disappeared and what remains of them has been confused in the minds of administrators and teachers as well as in the minds of the people, all of whom now need the education that the liberal college should provide. It would be convenient and truthful to describe the New Program at St. John's College as the re-establishment* of the original college with its original function of intellectual freedom and discipline, but unfortunately that needs explanation at some length. Let this be an apology to the reader and a warning that he is reading an unusual college catalogue, which attempts to define and expound the ends and means of liberal education as well as to describe St. John's College in Annapolis. WHY A COLLEGE EDUCATION SHOULD BE LIBERAL The College Charter says in effect that the wisest and best regulated States have promoted and encouraged institutions for the liberal education of youth in the principles of virtue, " Cf. Appendix A. 14 15 knowledge, and useful literature because such institutions are of the highest benefit to society. In an aristocratic society d1is statement might suggest an invidious distinction between the rulers who alone would exercise the highest functions and the ruled who alone would subserve the higher ends by exercising the lower functions. In a democratic republic there is no such division of labor. It is an integral part of the American dream that each man in our society may and must perform the highest functions. These functions consist in the intelligent free choice of the ends and means of both our common and individual life. This is a most glorious and most difficult proposition to which we are dedicated. Among other things it means that each man must have his measure of liberal education, since choices can be neither free nor intelligent without relevant training and understanding. These trainings and understandings are parts of the liberal arts and sciences. Each profession and vocation is partly liberal; therefore professional and vocational schools study their respective minimal amounts of theoretical science. But in addition there are basic trainings and understandings common to all vocations and therefore common necessities of all free men. Thomas Jefferson persuaded the early revolutionary colonies of the need for the universal literacy of the citizenry. The major success in that minimal democratic education has made abundantly clear the need in addition for the universal distribution of critical intelligence, a minimal intellectuality which can distinguish between fact and fiction, between principle and case, between opinion and insight, between ·propaganda and instruction, between truth and falsity. This degree of intellectual training is absolutely necessary for the highest activities of men in democratic society, namely for both individual and common deliberation and decision in practical affairs. That which fulfills this basic common necessity is of the "highest benefit" to democratic soeiety. A good economic, social, and political life will maintain these instruments of liberty, but one of its chief concerns will be to pass on to youth the germinal insights and habits the cultivation of which will make them free. These insights and habits are available in the traditional liberal arts, and they can be transmitted and communicated if teachers have them and are �1 16 CATALOGUE OF ST. JOHN'S COLLEGE allowed to exercise students in their practice on the best materials. Institutions should be set up and maintained which shall devote themselves to this end in a single-minded fashion, and they should distinguish themselves from the schools of vocational training which minister directly to the special utilities. The liberal colleges, together with the public schools, are the spiritual strongholds of the liberal state which watches and insures that men shall be able to do what they ought to do. THE CRISIS IN LIBERAL EDUCATION By a series of historical accidents following the establishment of the elective system by Eliot of Harvard in the late nineteenth century, such single-minded institutions are no longer available for the training of youth. Eliot introduced the device of free election of studies in order to absorb and assimilate the natural sciences to the liberal arts tradition. It was a minor tactic to meet a larger problem than the liberal college had ever faced before. Far from accomplishing its major end, it allowed the free and irresponsible invasion of all branches of the liberal arts by the research specialist. The research teacher became the competitive salesman of a subject matter. Later by a system of majors and prerequisites each successful salesman was able to eliminate competition with other subject matters after the first choice by the student. Thus the elective system became an unorganized array of special required courses, and each of these in turn was sanctioned by its connection with professional and vocational graduate work as the pre-medical, pre-legal, pre-commercial, pre-educational, or pre-earning-a-living course. Needless to say, the liberal college forgot its function, redoubled its efforts and its courses, and became timidly and fanatically preparatory. In acceding to the professional and vocational pressures it transmitted their destructive energy to the whole public school system. The result is that the student now must make a vocational choice at some point in his secondary education and changes it later c,nly at great educational risk. One thing he cannot choose because it does not exist in our educational system: that is a balanced liberal education. CATALOGUE OF ST. JOHN'S COLLEGE 17 This situation, as soon as it is recognized, constitutes a crisis, a point where judgment and decision can ?e made. We choose to restore the liberal arts, not necessarily the old curriculum, but a modem equivalent. That is what St. John's College decided to do in 1937. Its financial condition drew attention to its educational bankruptcy; the authorities decided to reinvest the liberal arts. :an THE LIBERAL ARTS The front cover of this catalogue carries the official seal of the College. The Latin proverb on it says, No Way is Impassable to Courage. The College has courageously undertaken the larger task which the elective system failed to accomplish, namely to see that the liberal arts assimilate, transform, and pass on the modern subject matter on which they should be at work. The seal on the back cover of the catalogue points to the tradition from which we derive our courage. The Latin inscription says that we are making free men out of children by means of books and balances. The figures on the seal represent the seven liberal arts as they were traditionally conceived for about two thousand years, up to the beginning of the nineteenth century. In ancient style they are grammar, rhetoric, dialectic, which form the trivium; and arithmetic, geometry, music, and astronomy, making the quadrivium. In the center and foreground stands a pair of chemical balances which represents the instruments of the modern scientific laboratory, where the liberal arts are being practiced at their best and fullest in the modern world. A great deal is said these days about the teaching of methods, but the professional and specialist's bias has left its mark here as elsewhere. It is obvious to any teacher that there are different methods for different subject matters, but where experts and specialists disagree then free men must decide. Free minds must be able to view concrete situations, deliberate by formulating clear dilemmas, and arrive at a deciding choice. This involves a combination and organizing of all methods, and education should provide a training which would bring precision, facility, and independence in this most human of all human actions. The formulation of alternatives for such choice is the highest art of freedom toward which all the liberal arts should be ordered. Considerations of various kinds of truth and falsity �18 CATALOGUE OF ST. JOHN'S COLLEGE must be introduced, and even subtler distinctions involving the use of symbols in imagination as well as reasoning must be made. Memory, manual dexterity, calculation and measurement must be cultivated as arts, if we are to make minds free. The child is potentially a free man, and this means that he has the capacities which these arts require. The realization of these capacities comes about by their exercise under controlled conditions in which ordinary learning by trial and error becomes discipline under the guidance of teachers. By children then we mean men who are capable of liberal learning. THE CLASSICS AS TEACHERS Although we have no new fads in teaching methods, but rather use all available methods and devices, still we have a special interpretation of the teacher's function. This can best be stated by saying that the real original and ultimate teachers at St. John's are the authors of some hundred of the greatest books of European and American thought. The list of the great books and their authors who are now teaching at St. John's, subject to continual revision and criticism, will be found on page 40. These are the real teachers, but we also have a secondary faculty of tutors and fellows who act as auxiliary intermediaries between the books and the students. These books were chosen over a period of nearly twenty years by auxiliary teachers in various places, notably Columbia University, the University of Chicago, the University of Virginia, and St. John's College. The list was under criticism and testing by teaching and learning experience during that period, and the process has continued under conditions set by the single all-required curriculum which all students at St. John's take. This experience of co-operative teaching with the authors of the great books has led us to a new understanding of the classics and classical education. ThG pre-elective liberal arts colleges understood and defined the classics in terms of the symbolic mediums of transmission and communication; they taught Greek, Latin, and mathematics as an extension of primary education in reading, writing, and arithmetic. We are also emphasizing language and mathematics for reasons that will appear on later pages. On the other hand we are reading the classics in English. As we do that, certain criteria CATALOGUE OF ST. JOHN'S COLLEGE 19 emerge and provide a new understanding of the original motives in classical liberal arts education. The criteTia divide themselves into two kinds, those that are exemplified in single books and make them great, and those that appear in the effects that one book has on another and on the reader and teacher. The first criterion is that a classic must be a masterpiece in the liberal arts. Its author must be a master of the liberal arts of his time, and his work must exemplify the direction of those arts of thought and imagination to their proper ends, the understanding and exposition of the truth as he sees it. The second criterion follows from the first, namely that a classical book must be a work of fine art. It must have that clarity and beauty on its surface which provides an immediate intelligibility and leads the mind of the reader to its interior depths of illumination and understanding. This is of first importance in teaching, and its principle is almost universally violated in the textbooks that have developed in the ordinary elective system. The great books were written for the ordinary intelligent public, and they therefore have the seductive charm of works in the fine arts. They are intrinsically interesting and impose their disciplines with pleasure. The third criterion concerns the internal structure of a classic. A great book has many possible interpretations. This does not mean that it is simply ambiguous and thus leads to confusion. On the contrary it is possible to discover in a great work such as Dante's Divine Comedy or Newton's Principia several distinct, complete, and independent meanings, each allowing the others to stand by its side and each supporting and complementing the others. It is the business of a liberal artist to construct such works and also to analyze and understand them. The fourth criterion demands that a great book shall raise the persistent and humanly unanswerable questions about the great themes in human experience. On the one hand this means that a great book shall be honest about the limits of its powers of exposition, admitting the paradoxes and mysteries that surround the practice of the liberal arts. On the other hand it means that a liberal artist should not allow a false modesty or scepticism to excuse him from pushing reason and imagination to ultimate questions. The entertainment and exploration of ultimate questions concerning number and measurement, form �20 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF STc JOHN'S COLLEGE and matter, substance, tragedy, and God extend, moderate, and balance the use of our intellectual capacities. All of these criteria apply as much to books on mathematics as to books of poetry, to books on practical individual and social problems as much as to books on metaphysics and theology. The extrinsic criteria concern the relations of the books to each other and their teaching powers in relation to students and readers. It is generally true that these books have had the greatest numbers of readers throughout European history. Plato, Euclid, the Bible, and Shakespeare are all European bestsellers; there are a few exceptions but it would be almost safe to take this criterion as a working rule for the selection of books for any list of classics, particularly if the numbers were estimated in proportion to the time the book has endured. Although each book must tell its own independent story, it is an important fact, which we regularly exploit, that one great book talks about the others, both those that came before, and, by anticipation of doctrine, those that come after. Each book in a list of classics is introduced, supported, and criticized by all the other books in the list. It thus gains pedagogical power and critical Gorrection from its context. Background and preparation are thus efficiently supplied by the chronological ordering of the classics, and difficult books surprise us by their intelligibility and eloquence as they come in their providential order. Thus Newton's Principia and Maxwell's Electricity and Magnetism as gracefully submit themselves to the learning processes of the student of the liberal arts who has read Euclid, Apollonius, and Ptolemy as Kant's Critique of Pure Reason and Dante's Divine Comedy do for one who has read Plato and Aristotle. It is this unguessed but abundantly confirmed collaborative teaching by the masters of the liberal arts that makes it possible and imperative to bring back to each modern youth his lost heritage of classical education. The fact is that such a collection of the great books has in it the shining thread of the great liberal tradition in the Western World. It is this thread that the elective system has lost, and the lack of which we are feeling in the uncertainties and fears of contemporary daily life. Its loss has made it necessary to construct synthetic cultures, and it is its ghost that frightens decadent liberals who would have us get along without traditions. They would have us as persons detach ourselves from the tradition without knowing what it is or has been. Like current textbooks which similarly detach themselves from tradition we would be saluting the tradition in our spiritual · deaths. 21 SCIENCE AND THE MODERN WORLD The tradition moves on into the modern world, and it is transformino- itself in most lively and important ways. This is happening i~ two ways primarily, one in mathematics, ano:her in the laboratory. St. John's College has more reqmred mathematics than any other liberal college in the country; it also has more required laboratory work than any other liberal college in the country. Together mathematics a~d natural science constitute more than one-half of the reqmred work. Three hundred years ago algebra and the arts of analytic mathematics were introduced into European thought by Rene Descartes. This is perhaps the greatest intellectual revolu~ion in recorded history, paralleling the other great revolutions in religion, morals, politics, and industry. No liberal, and t~ere­ fore no citizen of a democratic country, can afford to be ignorant of this change and its issues. It has redefined and tr~n~­ formed our whole natural and cultural world. Although it is not the only focal point around which the St. John's curriculum may be organized, it is one which we take special . care to emphasize. There is scarcely an item in the course which ~o~s not bear upon it. The last two years of the course exh1~1t completely the changes in the liberal arts that flow from it, and these could not be appreciated without the first two years which cover the historical period from the Greeks to Descartes. Descartes, by using and reinterpreting the knowledge of. the Greeks, made modern mathematics and the laboratory possible, so that now if we would follow the classical thread into the modern world we must know the constructions of the mathematicians and find our classical loci in the instruments of the laboratory as well as in the great books. . For this purpose we have set up a f~ur-year lab~ratory m mathematics and the natural sciences with four main themes woven toaether to catch the understandings .and insights that b . we need. There is the theme of mathematical constructions taught and exemplified in a great variety of exercises with the �22 CATALOGUE OF ST. JOHN'S COLLEGE drawing board. There is the theme of measurement which involves the analytical study of the instruments of observation and measurement, the chemical balances, the meter stick, the thermometer, the barometer, the miscroscope, telescope, spectrometer, and interferometer, the use of scales, gauges, and graphic methods of recording observation. There is the study of concrete materials and situations in biology and medicine which demand the combination of scientific findings, both in theory and in fact; and this in turn demands practice in crucial experiments in the history of science. All this is backed by a solid training in the mathematical techniques and symbolisms as far as differential equations. This provides the material and intellectual background for the modern study of humanistic and social science. Without this it is empty and romantic. "\Vith it one may hope for a generation of competent economists, political scientists, and even sociologists. Social studies at present do not provide an intelligible set of organizing principles; until they do we shall aim the mathematical and scientific work at the point where the medical and humanistic traditions cross; they agree that the. proper study of mankind is man. THE CURRICULUM The proper subject matter for the study of the liberal arts is man and the world, with all that these imply; the medium we have chosen to convey this knowledge and appreciation is the classical books arranged in both a chronological and pedagogical order; the methods of learning and teaching are the liberal arts; the end of the teaching and learning is insight, understanding, and good intellectual and moral habits which provide the basis for human freedom. The following paragraphs will be a description of the scheduled arrangements for doing this in four thirty-week sessions of the college course, Such arrangements call for two kinds of distribution of the materials and methods of instruction, one according to allotted times and the other according to teaching functions. On pages 40 to 43 the reader will find three listings of the books. The first ~hmvs the chronological order for books and authors, beginning with Homer and ending with Russell, Freud, and James. This represents the required readings for the four years and implies further readings in secondary books as well CATALOGUE OF ST. JOHN'S COLLEGE 23 as teaching in methods of reading and writing. The second list shows the division of books into four groups according to the four sessions of the college course. This list also divides the books into three columns according to the classification of the primary symbolic medium in which they are presented, languages and literature, mathematics and science, and those books fewer in number which deal explicitly with the liberal arts and sciences. The third list shows how these books distribute themselves over the conventional array of subject matters as they are studied in the contemporary colleges which follow the elective system. This third list is presented for those who wish to compare and contrast the St. John's program with the ordinary college; they should be warned to assure themselves of a real comparison by using only the selections from the subject matters which a normal student would make in the elective system. It should also be noted that many books actually fall in several divisions according to subject matter, as on the other hand many books in an elective system are read in almost complete isolation, therefore without background and aid from other books. There is also a general warning that such lists are only diagnms for emphasizing this or that special aspect of the curriculum; for instance there is nothing in any of these diagrams to show the weightings of time or emphasis on special books, nothing to show the weightings that individual students are encouraged to put upon them for their own individual benefit or interests. With these qualifications, which should suggest still others, the lists give a fairly accurate general impression of the curriculum. The division into four years has an interesting significance, Something over two thousand years of intellectual history is covered in the first two years; about three hundred years of history is studied in an equal or slightly greater number of books in the last two years. The first year is devoted mostly to the Greeks and their special understanding of the liberal arts; the second year contains books most of which were originally written in Latin, and covers the Roman and medieval periods; the third year has books originally written in Romance languages for the most part although English has a large share; the fourth year introduces German works and concentrates on the nineteenth and the twentieth centuries. This four-year schedule was not made because of any underlying theory �24 CATALOGUE OF ST. JOHN'S COLLEGE about recapitulations of history, but it happens to -catch any genuine values that such a theory may point out in practice. There are certain critical questions raised by the use of a selected book list. A great many of these questions turn out to be questions of private taste and sentiment. Among the objective questions the most urgent concern the omission of the Oriental classics and the classics of the pure fine arts. Two reasons may be given for omitting the Oriental classics. They are culturally and linguistically unavailable to us of the Occidental world; they are therefore subject to almost inevitable corruption and misuse as educational mediums. We moderns may be able to exploit them when our own intellectual disciplines have been recovered. The fine arts contain the most imposing set of disciplines that have established themselves and survived in the modern world by claiming independence from the liberal arts. It is one of our aims to recover and reintegrate them with the liberal arts. We are therefore providing for them outside the curriculum and planning to reassimilate them by stages, first by including music in the curriculum, reading musical scores in the seminars, and studying harmony in the laboratory. We hope that by this and other stages to follow, intellectual light will be transmitted to the fine arts and that they may make their reflected light available to all the classics. The main emphasis in teaching is on the writing, reading, and experimental disciplines, but the actual teaching falls into five sharply distinguished kinds of teaching techniques. None of these is newly discovered or invented, but some of them have been in disrepute for fairly long periods. We call them severally Seminar, Fotmal Lecture, Language Tutorial, Mathematics Tutorial, and Laboratory. The seminar comes perhaps nearest to the immediate educational end which we are aiming at, while the tutorials, laboratories, and lectures make secondary contributions. The Tutorials Every good student knows that his learning must be double. He must be acquiring the skills that go with the subject matter, but he must also get to know his teacher. The converse of this CATALOGUE OF ST. JOHN'S COLLEGE 25 is even more important for good teaching: the good teacher knows that he must be in the learning process himself and he must also know his pupil. The tutorial class, which is composed of not more than ten students meeting five times a week, provides the ideal conditions for collaborative study and for the manifold teaching and learning relations that hold in a company of good friends. The tutor makes daily diagnostic observations of each student as he works and gives the proper prescriptive directions as they are needed. There is also an opportunity for each student to contribute his measure of instruction to his fellows. The Language Tutorial The aim here is to use some external device that will induce the strengthening and disciplining of the imagination. Foreign languages have often been praised for their mental discipline, but the vagueness of the statement mirrors the decay of a pedagogical technique. The imagination is the place where the intellect touches human experience, but it cannot do its work if the imagination is not prepared to receive intellectual light. It must be polished and adjusted. Normally it is our mother tongue that brings about such preparation as we have. Unfortunately American habits with the mother tongue are for various reasons abnormal and we have babbling minds as a consequence. Special attention must be given to our linguistic habits if we are to improve matters. Liberal artists have always known the powerful effects of foreign language in getting this kind of attention. We therefore require the study of four foreign languages, one a year for the four years, Greek, Latin, Frenth and German. It is obvious that we do not expect to have these languages mastered in the time allotted, even though it is five hours a week. For each year the schedule is as follows. During the first term paradigms of declensions and conjugations, and passages of good prose and poetry from the books are committed to memory by rote. During the period of elective and progressive education, rote memory has been abhorred because it has its dangers. In our system these dangers are avoided by devices that force memory to carry its proper load of imagination and �26 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE thought. The second term is concerned with various kinds of translation from important texts in which important things are being said and the grammar of the language is being used for purposes of full expression. These translations range from technical grammatical translation, through various stylistic variations to abstract and concise formulation of logical content. The last term in each year is devoted to the writing of grammatical, rhetorical, and logical commentaries on the texts with a final emphasis on original writing on the topics suggested by the text. Language is man's most intimate external possession. The trained language sense extends man's imaginative powers. We therefore move on it with an organized strategy. The effects are in sustained powers of imagination and therefore in increased attention and powers of analytic thought. These tutorials meet in small classes, not over ten in a class, so that individual observation and instruction are the rule. Not a small part of the advantage of such instruction comes from the opportunity for tutors to diagnose individual difficulties. of study the other books in mathematics and natural science, now so formidable to both teacher and student, can be approached and conquered. For this purpose the tutorial classes in mathematics meet five times a week throughout the four years. The teaching is conventional and familiar for the most part, exposition, recitation, drill in calculation and proof. On the other hand intelligibility must be added to operational skills, and this is brought to light by discussion of the incidence of mathematics, not only on the sciences, but also on logic and metaphysics, and through this on the entire subject matter of the program. Mathematics belongs to the liberal arts and its development through symbolic procedures throws a great deal of light not only on speculation but upon the literary and scientific imagination. As in the case of the language tutorials, the small class of not over ten students allows individual diagnosis and instruction, and the student who has difficulties on the operational level may have special remedial laboratory exercises prescribed for him. Thus handminded boys may discover the liberal dimensions of their skills. The Mathematics Tutorial The Seminar Next to the mother tongue the language of numbers and figures is the most important symbolic possession of men. In fact it is a language within the mother tongue providing a most powerful practical and theoretical extension. In view of our present scientific and industrial conditions of life, the decay and elimination of mathematics in education is most disturbing. This default has become so common now that many persons believe that they natively lack mathematical ability. Nothing could be more crippling to the individual nor more discouraging for the future of democratic societies, if it were true. The apparent disability is due to a decay in the techniques for teaching mathematics and this in turn is due to misunderstandings of the fundamental nature and intention of mathematics. Wide variation in individual trainina and b performance is evidence of this state of affairs. Therefore we begin with almost a complete year spent in a thorough study of Euclid's Elements in its entirety. This is the book that made European mathematics possible, and it can still be used to remedy our deficiencies. Given this year A book is one-half of a conversation, and good conversation, whether practical or theoretical in intention, is one of the highest performances in the liberal arts. Seminars of from ten to twenty students with at least two instructors or leaders, answer back the other half of the conversations that great books demand. Plato's Dialogues, most of which are read in the first year, set the models for seminar discussion, and first lessons in discussion are learned in reading Plato. Books of various kinds are discussed in various ways. Some books such as Aristotle's Organon are read in the seminar with the French method of explication de texte to insure understanding. It is assumed that other books have presented a subject, and discussion starts where they leave off, following the argument where it leads. Literary works demand literary criticism; scientific books demand a philosophy of nature. Versatility in question and answer allows the exploitation of the work done in other parts of the program. Training in language facilitates formulation of opinion; mathematical imagination and insight open up new depths and subtleties 27 �28 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE in both literature and science. Dialectic starts on the levels of language and mathematics and with their aids reaches the fundamentals and ultimates, and in the process the book under discussion may be torn to pieces. One immediate result is the improvement in actual reading. To accompany the reading of the books, the seminars meet twice a week for two hours. Recovery from confusion and misunderstanding may result from the first meeting; on the other hand it may be only at the last meeting or later meetings that the text delivers up its meaning. The seminars are the substantial core of the whole program and the intellectual process prepared for by reading and writing is brought to realization most often under seminar conditions. FORMAL LECTURES 1943-44 The Liberal Arts and the Common Good ............ . Scott Buchanan Grammar . ............................................ .Stringfellow Barr Arithmetic . ............................................George A. Bingley Law . ................................................. Richard F. Cleveland Rhetoric . ............................................. Mark Van Doren Geometry . ............................................ Jacob Klein Dramatic Presentation: The Tempest ................. . King Wiliiam Players Music .................................... ·............ . Nicolas Nabokov Astronomy . ........................................... Peter C. Wolff Dialectic . ............................................. .William Gorman The Liberal Arts . ..................................... Scott Buchanan The Formal Lecture Formal lectures are delivered to the entire student body at least once a week. Lecturing by instructors is discouraged elsewhere in the curriculum and concentrated in the formal lecture. These lectures are given in the Great Hall in the evening with audience and platform set as for an outside lecturer. All the formal arts of the platform are used for the purpose of a sustained and artistic exposition of a subject matter that may have been studied in fragments in other ways. About half of the lectures are given by guest lecturers, notably Mortimer Adler of the University of Chicago, Mark Van Doren of Columbia, and Edward Kasner of Columbia. Members of the resident College faculty give the rest, no single member giving more than three during the year. Lecturing except on the popular platform is almost a lost art in this country. It is a very high art demanding artistic skill and sensitivity which are dulled and killed by the forced practice of the ordinary university classroom. Long preparation is needed to free it from sophistry and empty personal rhetoric. Our lectures are not always successful, but when they are successful they might be given and understood on any occasion. Students learn to listen to good talk, to talk that is often over their heads, but talk that is remembered and absorbed long after the immediate hearing. Each lecture is followed by a period of informal query and discussion, in which the students learn to talk back. Man's Essence . ........................................ Mortimer J. Adler St. Augustine ......................................... .Mark Van Doren Looking-Glass Molecules . .............................. Anthony Standen The Golden Section . ...................................Edward Kasner Columbia U11iversity Proposition and Judgment . ............................ Leonard J. Eslick The Reduction of God to Theology . ................... J. Winfree Smith Materialism ........................................... Mortimer J. Adler Violin Recital. ........................................ Szigeti Vesalius .............................................. .Owsei Temkin Institute in the History of Medicine, The Johns Hopkins University Montaigne . ........................................... Mark Van Doren Socrates and Civil Liberty . ............................. Alexander Meiklejohn Maps and Map-Making . ..................., ............ Edward ~asner. . Columbia Umvers1ty Evolution ............................................. Mortimer J. Adler Godwin's Social Justice ................................ .Ford K. Brown Stravinsky . ............................................ Nicolas Nabokov His,tory Is A Wheel . ...................................Stringfellow Barr Pascal ................................................ .Mark Van Doren Gerard Manley Hopkins . .............................. John Pick Groton School Semantics . ............................................ Richard P. McKeon University of Chicago Concert. .............................................. Budapest String Quartet Plato on the Arts . .................................... John Wild Harvard University �30 CATALOGUE OF ST. JOHN'S COLLEGE The Laboratory The scientific laboratory is perhaps the most characteristic institution of the modern world. It should be recalled that it was for the purpose of introducing and assimilating the laboratory that Eliot of Harvard opened the liberal college to the elective system. The hope was that the college would provide the conditions and the techniques for the liberalizing and humanizing of science. The present disorganization of our colleues is . D evidence that the problem is not yet solved. It is of utmost importance that it be solved. St. John's College is making the attempt. The strategy is to recruit specialists in the sciences as teachers, to re-educate them in the liberal arts, and to reorganize the laboratory as an instrument of liberal rather than pre-professional training. This is the research problem that is set for the faculty, and it will continue to attack the problem step by step. The laboratory staff contains an engineer and a medical man, scientists whose interests can range beyond the special boundaries of each science. They co-operate with the mathematicians, the physicists, the chemists, and the biologists in planning and teaching the four-year course. Their field is the history of science including the present, and the context is the rest of the liberal arts and the classics in the program. The present tactics are to take the best current pattern in ordering the sciences as it is found in the pre-medical course, to anchor it in the scientific classical books and experiments, and to find the liberal arts in current practices and insights. In general the main themes are mathematical constructions the instruments and techniques of measurement, repetition of ~rucial experiments, and the combination of scientific findings m concrete problems. The laboratory classes meet once a week for three hours during the first two years. Laboratory time is il:1creased in the last two years. This is more than is required by any other liberal college at present. THE SCHEDULE Perhaps the most obvious distinctive mark of St. John's College is the easily observable fact that all the students of the same year are reading the same books at the same time with CATALOGUE OF ST. JOHN'S COLLEGE 31 the same immediate preparation. This may be the week when that "all Greek to me" look is on all freshman faces because they are learning the Greek alphabet; or it may be the two weeks that they are meeting Greek algebra in the fifth book of Euclid's Elements; or it may be the first assignment in Thucydides when the seminar leaders are wondering if the students will get the implications of liberty in Pericles' funeral oration. These are the educational realities that a common schedule marks and emphasizes. Each morning for five days of the week each student spends one hour in a language tutorial and one hour in a mathematics tutorial. One afternoon a week each student spends three hours in the laboratory during the first two years; in the last two years, two afternoons a week. Two evenings from eight to ten each student attends a seminar in organized conversation and discussion of the scheduled readings. On one or two evenings there are formal lectures. Nineteen or twenty hours per week are spent in regular classes. The rest of the time is spent in studying, eating, sleeping, talking, athletics, and othe; activities such as music and dramatics .. The week is the elementary unit of the schedule and shows one complete rotation through the varieties of work and play. The three terms of the College year average ten weeks in length and mark pieces of work projected and accomplished. In recognition of this there are oral exar.ninations at the end of each term. These are conducted by seminar leaders with the help of the tutors. Each student sits with his examiners for a half hour during which he is questioned freely and informally on the texts he has read, on his critical or interpretative opinions, and encouraged to consider parts of his study in relation to each other and in relation to fresh problems that may not have been treated in his classes. A few days after the examination before the end of the term the student again sits with. his instructors for fifteen minutes during which his tutors and laboratory instructor report to the seminar leader on his work for the term. These so-called "don rags" are brief and recurrent consultations between teachers and student for the purpose of diagnosis and prescription rather than for report of marks. They are followed by vacations in which a fresh start is possible and new directions in study may be explored. Grades are not reported in �32 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE these don rags, and they are not the center of interest, as is shown by the fact that the student is invited to report on himself and to judge his own work. The end of each year is marked by a long essay written by each student on some theme which he has chosen in the books. These are due the first of May. The annual written and oral examinations are -given in the following September after the long vacation period during which the salutary processes of A Hour 9 STUDENT'S CLASS SCHEDULE FOR THE WEEK Mon. Language Tutorial Tues. Language Tutorial Wed. Language Tutorial Thurs. Language Tutorial Fri. Language Tutorial ' 10 11 Sat. Mathematics Mathematics Mathematics Mathematics Mathematics Tutorial Tutorial Tutorial Tutorial Tutorial 12 2 to 5 8 to 10 Laboratory for Juniors, Seniors Seminar Laboratory Laboratory for Juniors, Seniors for Freshmen, Sophomores (Lecture) Seminar Formal Lecture forgetting, assimilation, and the maturing of insights have taken place. The close organization of subject matter and the intensive teaching which results make vacations and unscheduled ruminations functionally important. As one learns to skate in summer and swim in winter, so one acquires wisdom in vacation. The annual examinations are aimed at detecting and encouraging this process. There are plans for reading parties in the summer vacation in which students may arrange the proper conditions for the maturing of knowledge gained during the session. THE FACULTY Part of the intention of the elective system since the time of its introduction at Harvard has been to encourage the com- 33 bination of teaching and research in e_ach ~ember of the faculty. The principle is that the tea~hmg mmd must. be a learning mind, and therefore good _teachmg ~emand~ contmued learning. This has come t~ mea~ 1~ academ1_c pr~ct1ce that the ood teacher must be makmg ongmal contnbut10ns to knowl~dge and that he must publish if he wis~es to be promoted .. The faculty at St. John's is again gomg back to fir~t p:mciples and making a~other ~p~lication of_ them. Learmng 1s a co-operative enterpnse and 1t 1s best carried out when pers?ns at different stages of comprehension work together. The typical learning situation at St. John's involves ten pr twelve lear~ers. First in the learning line come the author-teachers, the wn~ers of the great books, who are talking in most cases_ at the high point of their own learning. Next comes th~ readmg and t~lk­ ing teacher who is a member of the faculty: his stage of learnmg is somewhere between the author and the best student. There then follow the other students at distances proportional to their degree of understanding. T~e old~fashioned ranking ~f cl~sses in the little red schoolhouse is the image that we have m mmd. At the head of the class is the author-teacher, at the foot of the class the worst student in relation to the subject matter. All the others are both teachers and pupils, each learning from those above and teaching those below. The aim in all the classes is to exploit the differences in knowledge, character, and skill as they are distrib1:1ted among the students and the tutors. Since it is not our policy to select only the best students for ~~mission, _but rathe: to aim at the normal distribution of ability that is found m the average American community, we count heavily on the norma~ social processes of mutual understa:idi1:1g to _catch. and amplify the teaching. Our classes exemplify m their vanous styles all the types of collaborative study, allowing even t~e dull _or slow student on occasion to hold the class to the mam learnmg purpose. Socrates and the slave-boy is not a_n unfamiliar spect~cle in the St. John's classroom; we count on it to keep our teachmg fresh and genuine. The faculty member is then researching in the subject matter of the book with the guide and help of the author and any other special professional aids that he may able to use. He may have beside him a colleague whos~ sp~cial kno~ledge complements his own. This is the situat10n m a semmar, where ?e �CATALOGUE O:F ST. JOHN'S COLLEGE there are at least two auxiliary teachers, but it is best exemplified in the editorial work that is being carried on by many members of the faculty. The majority of the great books are already in cheap and easily available English translations, but there are a considerable number of them that need new editions, and a smaller number which have not been translated or are badly translated. So far the following books have been reprinted: Plato: Phaedrus, in Greek and Latin Gospel according to St. John, in Greek and Latin Descartes: Discourse on Method, in French and Latin Hippocrates: Selected Works Archimedes: Selected Works Lucian: True History Aristarchus: Distances of Sun and Moon Nicomachus: Introduction to Arithmetic Spinoza: Theological-Political Treatise Gilbert: On the Magnet Harvey: The Works of Rousseau: Du Contrat Social Lavoisier: Elements of Chemistry Hegel: Philosophy of History Dalton: Chemical Philosophy Bernard: Experimental Medicine Fourier: Theory of Heat Virchow: Cellular Pathology The following books have been translated for the first time into English by members of the faculty: Apollonius: Conics Ptolemy: Mathematical Composition (Almagest) Augustine: On Music Scotus Erigena: The Division of Nature Grosseteste: On Light Oresme: On the Breadths of Forms Copernicus: On the Revolution of the Spheres Kepler: Epitome of Astronomy Pico: On the Dignity of Man The following books have been retranslated by members of the faculty: · Plato: l\feno Plotinus: Fifth Ennead Aristotle: Physics, Books I-IV Bonaventure: Reduction of Arts to Theology Cantor: Transfinite Numbers This represents the first line of research. The second line of research consists in the constant reinter- CATALOGUE OF ST. JOHN'S COLLEGE 85 retation of the book list which occurs as an immediate byProduct of teaching the books in tutorial, in seminar, and in fhe laboratory. Criticism of the books takes place in two directions primarily, first their histo~ical order and backgro~nd which continually change and ennch themselves by connect10ns with other books; secondly in the bearing these books have on the immediate teaching problem and the progress of current thought in general. . . Making the actual readmg schedule for the se~mars .for each year is a result of much. faculty a~d student de!1berat10~, and the reading schedule registers teachmg and learnmg experiences from year to year. . . The products of this kind of re~earch go first mto t:ac::hm.g directly. Production for publicat10n and learned soc1et1es is and should be a secondary result. The students thus have direct and contributing parts in research, and research has a direct and contributing role in instruction. The present faculty has been selected by two crite:ia. F?r . members of the previous faculty at St. John's, experience m teaching the elective system and capacities which promise well for becoming re-educated in all the subject matter of the new program have guided the policy of reappointment. New members of the faculty have been chosen for their varying degrees of understanding of the general subject matter and the work they have done to educate themselves in it. . . . The faculty now represents a well-balanced d1stnbut10n of special knowledge. Eventually the graduates from the four· year course itself will be the best teachers, and some of them have already been taken on as teaching assistants. ACADEMIC STANDING The system of instruction allows for a close and varied acquaintance of instructors and students; therefore the student's academic standing is known in detail from day to day. This knowledge is pooled at the end of each term on the occasion of the don rag and the combined judgments of the staff are based on more than recorded grades. Since this is the case academic standing is not determined by numerical or literal grades, and judgments are made and reported for the purpose of advice and planning both for the teachers and the. �36 CATALOGUE OF ST. JOHN'S COLLEGE student. As soon as the performance of the student or other evidence of capacity persuades the staff that the learning process has stopped and cannot be revived, the student is warned that he will be dropped after a stated period of confirmation of the judgment. Ideally there is no reason for dropping any normal student from this course of study. It is varied and rich enough for great diversities of interest, performance, and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. This fact permits and demar:i-ds a longer period of adjustment and tentative judgment than m the regular elective system. It is assumed that each student has the required capacities until evidence to the contrary is overwhelming. All disciplinary action is governed by the assumption that bad habits can be changed. ~ttendance on all regular scheduled College exercises is reqmred. A record of absences is kept and posted. This record is taken into consideration whenever there is occasion to determine academic standing. Written and signed excuses from the following sources may be submitted for filing with the student's record: 1) Parent, guardian, or other responsible person outside the College; 2) Practising physicians consulted by the student; 3) Instructor in charge of class in which absence occurs; 4) The College Physician. THE DEGREE OF BACHELOR OF ARTS * The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: gTammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies the modern equivalent of these arts and sciences. Specifically this implies: Knowledge of the contents of the required books in the list; Competence in the laboratory arts; Competence in mathematics through the elementary calculus; ft"'" reading k:r~ow~edge of at least nvo foreign languages. In semester hours as recorded in the regular elective system this amounts to: *Cf. Appendix B, pg. 71. 37 CATALOGUE OF ST. JOHN'S COLLEGE Semester Hours ~----'----- Language and Literature ... Mathematics and Science. Lectures on the Liberal Arts. Laboratory. Seminars .. Total. . . One Year Four Years ..... 10 40 10 40 4 16 3 (J/2 actual time) 12 8 32 35 140 A more detailed analysis of the content of these degree requirements will be gladly given by the Registrar on request. The "rights and privileges appertaining" to the Bachelor of Arts degree have undergone serious scrutiny during the last part of the period in which the colleges have been under the domination of the elective system. There have been concerted attempts to maintain common standards under the rapidly changing conditions of expansion in student bodies, in subject matters, and in methods of instruction. Throughout the country there are regional boards which inspect the colleges in each region and rate their degrees. The Middle States Association of Colleges and Secondary Schools operates in this region. These Boards cannot put a college on the approved list until its educational product can be judged. Since there were no graduates of the new administration and program before June, 1941, there will be an interim in which a rated B. A. degree cannot be guaranteed. This means that the St. John's Bachelor of Arts degree is certified only by the charter of the College and the Maryland State Board of Education. On the other hand there is no serious doubt that the curriculum which is now offered and the instruction that is now being given more than fulfill the common standards and that they will prepare students adequately for any graduate work which they wish to pursue. The graduate and professional schools increasingly make their final decisions on candidates on the basis of individual records and merits and ignore the bare minimum certification of the ordinary degree. The rated B. A. is no guarantee of admission to a graduate or professional school. Where inquiry has been made these schools have given assurance of full con~ sideration to St. John's graduates. The great variety of teaching methods, the common subject matter, and the intimate and continuous acquaintance between student and teacher that this �38 CATALOGUE OF ST, JOHN'S COLLEGE program provides allow detailed and comprehensive recommendations of individual candidates both for graduate schools and for business positions, Such individual recommendations will always be our most effective communication with the academic and practical worlds into which our students graduate; we deal with other institutions on the basis of a common recognition of the realities of the learning process and the ~xigen_cies of the war and revolution through which the workl is passmg, There is no question about the fitness of this program of studies to meet the explicit requirements of law schools, theological schools, business schools, schools of politics, and economics, and schools of education, There may be some doubt in the minds of the small business man and the craftsman about the utility of a liberal education for earning a living, One who shares these doubts should read the early American State Papers and follow the current discussions of the fundamental conditions and principles of American society to get free of the prejudices which we inherit from societies that base themselves on invidious class distinctions, The worker and the tradesman in this country belong to a liberal society that demands a liberal education of all its members, The professions that base themselves on specialization in the natural sciences have set up graduate departments that actually need more liberal education in their preparatory stages than is at present available in the elective system, In failing to get students who have that minimal general education, they have been forced to turn to a second best, a more intensive specialized preparatory training, In some cases they take the student into the graduate school before he has graduated from college, and give the extra specialization that is required, In other cases, as in some engineering schools, graduate physics, chemistry, biology, and medicine, they have imposed heavy pre-professional requirements on the liberal college, In effect, they ask the liberal college to anticipate professional work, We refuse to accept this imposition wherever it would force us to sacrifice understanding to professional rote and rule of thumb, In place of these we emphasize basic concepts, basic techniques of measurement and experimentation, and general skills of the laboratory, in short those starting-points which make the rapid acquisition and revision of scientific knowledge a matter of CATALOGUE OF ST, JOHN'S COLLEGE 39 habit and second nature, In terms of this fundamental training, our work in natural science more than meets the genuine requirements of pre-professional education, The medical schools, the sources of the heaviest pre-professional requirements, have expressed willingness, in some cases enthusiasm, to consider our graduates as candidates. Their faculties realize the importance of the liberal education of the physician, see that we require more hours in the laboratory than they ask for, and believe that this basic instruction will lay a good foundation for professional training, On the other hand, a warning should be given that the SL John's student is running the risk that radical innovation entails, The medical schools are subject to many increasing demands, which they are finding difficult to meet: rapidly growing knowledge relevant to medical uses, the public need for more medical services, and the large number of applicants for admission, These pressures may force arbitrary consideration of candidates, and the literal application of rules of admission, In view of this problematic situation, students vv-ho come to SL John's with the intention of going on to medicine are advised to make special arrangements for fulfilling the literal requirements for admission to medical schools, Arrangements for extra work for this purpose can be made at SL John's or at other institutions, In view of the great scientific and social problems facing the medical profession it may be wise to plan a year of graduate work in mathematics and physics between graduation and entrance into medical schooL Medical schools are not asking for such additional preparation, but the needs of medical wisdom are great beyond the power of liberal education alone to meeL �40 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE .t A LIST OF GREAT BOOKS In Chronological Order Homer: Iliad and Odyssey A:schylus: Oresteia Herodotus: History Sophocles: <Edipus Rex Hippocrates: Ancient Medicine and Airs, Waters, and Places Euripides: Medea Thucydides: History of the Peloponnesian War Aristophanes: Frogs, Clouds, Birds Aristarchus: On the Sizes and Distances of the Sun and Moon Plato: Dialogues Aristotle: Organon, Poetics, Physics, Politics Archimedes: Selected Works Euclid: Elements Apollonius: Conics Cicero: On Duties Lucretius: On the Nature of Things Virgil: .&:neid The Bible Epictetus: 111.oral Discourses Nicomachus: Introduction to Arithmetic Plutarch: Lives Tacitus: The History, The Annals Ptolemy: Mathematical Composition (Almagest) Lucian: True History Galen: On the Natural Faculties Plotinus: Enneads Augustine: Confessions, On 1\1usic, Concerning the Teacher Justinian: Institutes Song of Roland Saga of Burnt Njal Grosseteste: On Light Bonaventure: On the Reduction of the Arts to Theology Aquinas: On Being and Essence, Treatise on God, Treatise on Mn11 Dante: Divine Comedy Chaucer: Canterburv Tales Oresme: On the Br~adths of Forms Pico della l\firandola: On the Dignity of Man Leonardo: Note Books Machiavelli: The Prince Erasmus: In Praise of Folly Rabelais: Gargantua Copernicus: On the Revolutions of the Spheres Calvin: Institutes Montaigne: Essays Gilbert: On the Loadstone Cervantes: Don Quixote Shakespeare: Henry IV, Hamlet, King Lear, Macbeth, Tempest Francis Bacon: Novum Organum Kepler: Epitome of Astronomy Harvey: On the Motion of the Heart Corneille: Le Cid Galileo: Two New Sciences Descartes: Geometry, Discourse on 1\ifethod, Meditations Hobbes: Leviathan Boyle: Sceptical Chymist Moliere: Tartuffe Pascal: Pensees Milton: Paradise Los/ Racine: Phedre Grotius: Law of War and Peace Spinoza: Ethics, Theological-Political Treatise Newton: Principia Mathematica Locke: Second Treatise on Civil Government Huygens: Treatise on Light Berkeley: Dialogues between Hylas and Philonous Leibniz: Discourse on Metaphysics, Monadology Vico: Scienza Nuova Swift: Gulliver's Travels Hume: Treatise of Human Nature Montesquieu: Spirit of Laws Fielding: Tom ]ones Voltaire: Candide, Micromegas Rousseau: Social Contract Gibbon: Decline and Fall of the Roman Empire Smith: Wealth of Nations Kant: Critique of Pure Reason Constitution of the United Slates Federalist Papers Bentham: Principles of Morals and Legislation Lavoisier: Treatise on Chemistry .Malthus: Principles of Population Dalton: A New System of Chemical Philosophy Hegel: Philosophy of History Fourier: Analytical Theory of Heat Goethe: Faust Lobachevski: Theory of Parallels Faraday: Experimental Researches in Electricity Peacock: Treatise on Algebra Boole: Laws of Thought Virchow: Cellular Pathology Mill: On Liberty Darwin: Origin of Species Bernard: Introduction to Experimental Medicine Mendel: Experiments in Plant Hybridization Riemann: Hypotheses of Geometry Dostoevski: The Brothers Karamazov Marx: Capital Tolstoi: War and Peace Dedekind: Essays on Numbers Maxwell: Electricity and Magnetism Flaubert: Bouvard and Pecuchet Ibsen: Ghosts, Rosrnersholm Joule: Scientific Papers James: Principles of Psychology Freud: Studies in Hysteria, The Interpretation of Dreams Cantor: Transfinite Numbers Hilbert: Foundations of Geometry Poincare: Science and Hypothesis Russell: Principles of Mathematics 41 �42 First Year Second Year Third Year Fourth Year CATALOGUE OF ST. JOHN'S COLLEGE II. SCHEDULE OF READINGS BY YEARS Languages and Mathematics 1.znd Literature Liberal Arts Science Homer Plato Euclid Herodotus Aristotle Hippocrates Thucydides Lucretius Nicomachus £schylus Aristarchus Sophocles Archimedes Euripides Aristophanes Plutarch Lucian Tacitus Epictetus Apollonius Cicero Plotinus Ptolemy Virgil Augustine Galen The Bible Bonaventure Leonardo Justinian Thomas Aquinas Oresme Dante Grosseteste Copernicus Saga of Burnt Njal Calvin Descartes Pico Song of Roland Gilbert Chaucer Kepler Shakespeare Cervantes Milton Spinoza Galileo Rabelais Francis Bacon Harvey Corneille Hobbes Newton Racine Locke Boyle Grotius Berkeley Huygens Moliere Leibniz Lavoisier Erasmus Hume Dalton Montaigne Kant Machiavelli Peacock Pascal Boole Vico Montesquieu Fielding Gibbon Voltaire Swift Rousseau Adam Smith U. S. Constitution Federalist Papers Goethe Hegel Fourier Malthus Bentham Faraday Marx Mill Maxwell Flaubert James Joule Ibsen Freud Darwin Dostoevski Poincare Vircho'Y' Tolstoi Hilbert Bernard Russell Mendel Cantor Dedekind Riemann Lobacheveki CATALOGUE OF ST. JOHN'S COLLEGE ct) g!. E-<. ~ ::a s ~ m a ; d .!-< 43 �CATALOGUE OF ST. JOHN'S COLLEGE The following schedules are taken from different years as indicated, but they are subject to continual revisions, corrections, and improvements as teaching experience indicates them. LANGUAGE TUTORIALS DURING 1942-43 Clock-hours of Class-room Work Assigned First Year Third Year Second Year Fourth Year Exercises French German Greek Latin Memorizing 40 hours 10 hours 20 hours IO hours Paradigms Grammar Grammar Grammar Grammar Selections 10 hours 20 hours 20 hours 20 hours Baudelaire Goethe Euclid Virgil Racine Hoelderlin Catullus St. John Plato Nietzsche Horace Reading 5 hours 20 hours 35 hours 20 hours Double Texts Descartes Bible Phaedrus St. John Latin-French Greek-Latin Faust Greek-Latin Hegel Translation and 50 hours 50 hours 25 hours 50 hours Close Reading Plato Virgil Rousseau Lessing Republic I Social Schiller Aeneid IV Contract Formal Logic 20 hours 20 hours 20 hours 20 hours Thomas Boole Treatises Aristotle Kant De Ente et Categories Laws of Hegel Essentia Thought Prior Analytics Formal Logic 30 hours 30 hours 25 hours 30 hours Dante Pascal Selections Practice in Kant Thomas Rousseau Analytical Anthology Hegel On Law Commentary Sophocles Thucydides Demostfienes 150 hours 150 hours 150 hours 150 hours Total 600 hours (Four years) MATHEMATICS TUTORIALS DURING 1943-44 Clock-hours of Class-room Work First Second Third Year Year Year Mathematics 56 Plane Geometry 12 8 Solid Geometry ... -10 Theory of Numbers. 30 Theory of Real Numbers .. 17 19 Trigonometry ..... Analytic Geometry 57 Calculus .... 37 Differential Equations ..... Fourier Series Non-Euclidean Geometry T:raTisfi.nite 1.J"un1bcrs Projective Geometry ....... . 45 CATALOGUE OF ST. JOHN'S COLLEGE Fourth Year 8 Total 68 48 30 25 IO 19 57 87 10 5 20 10 10 Total for four years of Mathematics in Mathematics Tutorials. 389 50 10 5 20 10 MATHEMATICS TUTORIALS DURING First Year Astronomy and Physics 7 Astronomy. · · · · 9 Mechanics and Hydrostatics. Strength of Materials Heat .. . Light ......... . 19~3-44-Continued Second Year 63 Third Year 50" 50 20 Fourth Year 25 3 Total 120 59 20> 25' 3 227 Total for four years of Physics in Mathematics Tutorials. CLOCK-HOURS OF LABORATORY WORK DURING 1942-43 Physics and Astronomy Mechanical Dra wmg Astronomy .. Mechanics and Hydrostatics. Sound. Heat .... Light .... Electricity and Magnetism. Atomic Theory ... ' . 18 3 30 12 3 33 15 24 21 6 36 9 3 9 3 18 9 6 33 66 30 9 33 21 54 21 33 Total for four years of Laboratory in Physics and Astronomy. Chemistry General Inorganic Physical ... Qualitative Organic .... 279 15 60 15 27 3 45 12 9 3 36 48 35 Total for four years of Laboratmy in Chemistry .. Biology Anatomy and Physiology .. . Cellular Biology .......... . Heredity . . .......... . Embryology ... Protozoology . . ........... . 15 Total for four years of Laboratory in Biology. 33 9 9 9 11! NoTE: One-fifth to one-fourth of the laboratory time is spent in lectures m; a.SSigned reading. The topics selected from the conventional subject-matters follow. For further information concerning standards, see Appendix B on Degree Requirements, page 71. Astronomy: Aristarchus, Star charts, Ptolemy, Copernicus, Kepler. Biology: Environment and health (Hippocrates); Form and locomotion of animals; Digestive and urogenital systems and other parts of female rabbit; Heart blood vessels in cat, living frog and mrtle, sheep, and dogfish shark; Urogenital system of male cat; Other parts of dogfish shark and aquatic �46 CATALOGUE OF STo JOHN'S COLLEGE vertebrates; Fabrics of the animal body; Growth of animals and plants; Hydra; Genesis of animals;. The Protozoa-animal taxonomy; Heredity in the pomage flyo Drawing: Orthographic projection; Perspective projectiono Geometry: Euclid: 8; Apollonius: 50 Music: Intervals; Scales; Keys (the rest not yet planned in detail)o Physics: Mechanics 15 (Archimedes, Galileo, Huygens, Newton); Surface tension, viscosity; Heat 4 (Joule, Fourier, etc); Strength of materials 4 (Galileo); Light 14 (Newton, Huygens; telescope and microscope, diffraction and interference; spectra); Electricity 11 (Gilbert, Faraday, etc} Chemistry: States of matter; Water-electrolysis, equivalent weight (Faraday); Conservation of mass, combustion, oxygen (Lavoisier); Hydrogen, acids; Combining proportions; Dalton's atomic theory; Gay-Lussac's law of volumes; Molecular weight; Avogadro's number; Dalton's law of partial pressures; Critical temperature; Diffusion; Osmosis; Sodium; Chlorine; Formulas; HCI; Valence; Hydroxides, ionization; Mendeleyev's Table; Colloids, atomic structure; Mass action; Equilibrium; Carbon compounds, paraffins, isomerism, bonds, hydrocarbons, alcohols, aldehydes, ketones, esters, ethers, sugars, etc; Fifth Group of Periodic Table; Ammonia, proteinso The following is a list of laboratory exercises by yearso It is based on a schedule which was followed in 1941-42 but is subject to continual revisions, corrections, and improvements as teaching experience indicates themo FIRST YEAR L 20 30 4o 50 60 70 So 90 100 IL 120 130 140 150 Orthographic projection Orthographic projection Trisection of an angle Areas Plane, right angle, ruler Weight Light Circles and fegular polygons Ratios Lenses Telescope and microscope Compound ratio Heat Quadratic equations Musical intervals and scales 160 The Greek diatonic scale 17 0 The just scale and its uses 180 The keys in music 190 Environment and health 200 Environment and health 2L Form and locomotion of animals 220 Photometry 230 Solid figures 240 Rectangular solids 25 o Ari starch us 260 Archimedes' levers 270 Machines 280 Static equilibrium 290 Floating bodies 300 Metacenter SECOND YEAR L Digestive system of rabbit 20 Urogenital system of female rabbit 30 Thoracic cavity, mouth, central nervous system 4. The parabola 50 Ellipse and hyperbola 60 70 So 90 Perspective projection Perspective projection Perspective projection Focal points and light (floating paraboloid) 100 Parametric eq nations of ellipse CATALOGUE OF STo JOHN'S COLLEGE 47 SECOND YEAR-Continued 2L Music 220 Copernicus 120 Stereographic projection and star 230 Kepler charts 240 Prism colors and dispersion 130 Stereographic projection and star 250 Chromatic aberration of a lens charts 260 Geometrical characteristics of Ice14 0 Astronomical sights land spar l5 0 Celestial machines 27 0 Double refraction l6o Celestial machines 280 Double refraction of polarized light 17 0 Sun and moon 290 Speed of light l8o Gilbert's De Magnete 300 Fluid pressure 190 Music 20. Music THIRD YEAR 330 Viscosity L Power of the vacuum 340 Law of definite proportions, law 2 0 Strength of beams of multiple proportions, Dalton's 3 0 Strength of beams atomic theory 4. Strength of beams 350 Vibrations 50 Falling bodies 360 Gay-Lussac's law of combining volIL Projectiles umes, molecular weight, Avo70 Sheep heart gadro's number 8. Blood vessels of cat 370 Pressure-temperature relations 90 Matter: crystalline state 380 Dalton's law of partial pressures; 10 0 Blood vessels of cat steam distillation, vapor tension, l L Boyle's law critical temperature 12- Living heart in frog and turtle 390 Diffusion and osmosis 13 0 Matter: liquid and gaseous states 400 Magnetic fields 14 0 Smaller blood vessels in living frog 4L Sodium chloride: the active metal 15 0 Urogenital systems of male cat sodium 160 Water and its properties, distilla420 Sodium chloride: the active nonti on metal chlorine 17 Dogfish shark and aquatic verte430 Standard units in chemical reacbrates tionso Chemical notation, equa180 Surface tension tions, formulae 19. Dogfish shark and aquatic verte440 Faraday's laws of electrolysis brates 450 Acids in aqueous solution: HCI 200 Dogfish shark and aquatic verte460 Atomic and equivalent weights 0 Rebrates duction and oxidation, valence 21, Electrostatics 470 Potentiometer 220 Electrolysis of water, Faraday's laws 48 0 Metallic hydroxides and salts in Electrolysis of water, equivalent aqueous solutiono Neutralization weight 490 Electromagnetic induction 24, Rigid body equilibrium 500 Ionization 250 Conservation of mass; filtration, 5L Young's interference of light reduction with charcoal 520 Mendeleyev's Table Compound pendulum 530 Spectrometer Lavoisier on calcination and com540 Colloidal state bustion; oxygen 550 Music 280 Atwood's machine 560 Music 290 Chemical reactions 570 Music 300 Conservation of momentum 3L Centripetal force 32, Hydrogen, acids, oxidation and reduction lL Conics as four-lin~ lo~i �CATALOGUE OF ST. JOHN'S COLLEGE RESIDENCE AND ACTIVITIES FOURTH YEAR L Fabrics of the animal body 27. Hydra 2. Magnetic measurements 28. Hydra 3. Fabrics of the animal body 29. Genesis of animals 4. Law of magnetic forces 30. Genesis of animals 5. Fabrics of the animal body 31. Genesis of animals 6. Standard measures of electric cur32. Protozoa-animal taxonomy rent 33. Protozoa-animal taxonomy 7. Fabrics of the animal body 34. Heredity in the pomage fly 8. Fabrics of the animal body 35. Heredity in the pomage fly 9. Fabrics of the animal body 36. Heredity in the pornage fly JO. Fabrics of the animal body 37. Spectral analysis 11. Fabrics of the animal body 38. Esters, their hydrolysis, mono- and 12. Fabrics of the animal body di-basic acids, polyalcohol 13. The structure of the atom 39. Potentiometer, thermocouples 14. Law of mass action 40. Ethers, acid anhydridcs, hydroxv15. Diffraction, interference acids ' 16. Chemical equilibrium 41. Electromagnetic induction 17. Diffraction grating 42. Carbohydrates (sugars, starch, 18. Carbon and its compounds: I: the cellulose) paraffins '13. Joule"s electric heat 19. II: Isomerism of organic com- 44. Isocyctic, aromatic hydrocarbons; pounds, the carbon-carbon douCyclo-olefins, -paraffins ble and triple bonds. Unsatu45. Fourier's heat analysis rated hydrocarbons 45. The Fifth Group of the Periodic 20. Alcohols, aldehydes, ketones Table 21. Fabrics of the animal body 47. Ammonia, amines, amino-adds, 22. Fabrics of the animal body proteins 23. Fabrics of the animal body 48. Music 24. Fabrics of the animal body 49. Music 25. Growth of animals and plants 50. Music 26. Growth of animals and plants A college should be a community in which the student can discipline and develop his 1?-ative powers, and at the same time learn how to associate with other people in such a way as to continue this development throughout life. Not only the curriculum at St. John's, but the arrangements for residence and extracurricular activities as well, are ordered to this purpose. . It is the policy of the College to encourage any spontaneous group activity that shows promise of a contribution to the life of the community. The College co-operates in the financing of those activities that require expenditures; and advice is given where it can be helpful to the smooth functioning of the activity. The kind of laissez-faire attitude which generally characterizes the curricular aspect of American college life is in this College transferred to the field of extracurricular activities. Activities It is no paradox, in view of the above, to say that the main purpose of extracurricular activities is amusement and relaxation. Men can work in order to play, or they can regard play .as a natural component of a graceful, reasonable, and wellrounded human life. Since the things a person enjoys are accurately correlated with that person's character and stage of development, the recreational activities a student enjoys are the spontaneous fruit of his increasing knowledge and maturity. Work and play are not set over against each other, so that the work of the curriculum is looked upon as drudgery to be endured until it is possible to get away to the movies. If this sh<mld be the case, life would indeed become meaningless and dull; and the hard work of the curriculum would be wasted. Rather, the discovery and choice of certain activities as enjoy<1,ble, and the rejection of other forms of recreation as silly or dull, follow as a free and natural consequence of the student's expanding abilities, and must be proportionate to them. Recreational activities have to derive their vitality from these newly developed powers which support them, or else they cease to be enjoyable. Thus recreation and play become an integral part of the student's life in this community. 49 �1 I CATALOGUE OF ST. JOHN'S COLLEGE 50 Athletics and Music The fruits of this maturing and developing process are found primarily in the keen, joyful moments of new discovery of ideas or unexpected insights and understandings. But this spontaneous play of the mind also extends to extracurricular activities an~ infuses them with their full measure of human enjoyment, This may take the form of a new light on the purposes and ~eani~g of athletic games and sports; or it may find expression i.n a stimulated imagination which can produce creative writing for. one of the College publications, or for significant interpretat10n of works of music. Since 1939 athletics at St. John's have been organized on an. intramural basis with active participation by more than eightyfive per cent of the student body.* With the aid of student athleti~ ass.istants who are experts in sports, the St. John's Athletic Director carries on a series of individual and team sports throughout the entire year. The athletic facilities includ~ a well-equipped gymnasium, two large playing fields, tenms courts surfaced for all-weather playing, and a College boathouse. with ~ve six~een foot sail~oats. Excellence of performance m a wide vanety of sports mcluding sailing, tennis, handball, squash, badminton, boxing, swimming, baseball, basketball, fencing, lacrosse, and track is the instructional ideal and is recognized through a number of individual and team awards. Extracurr~cular music complements the musical part of the rt:gular curriculum. Curricular music includes formal lectures on music, group readings and seminar discussions of musical scores, laboratory practice with stringed instruments, and concerts which take up part of the dme otherwise devoted to fo~al lectures. i::he extracurricular music program makes availabl~ .to a maximum number of students the opportunity of acqmrmg the necessary personal habits for the enjoyment of music. Orchestral and choral groups composed of members of College and residents of Annapolis and surrounding terntory meet for practice and give occasional concerts. The College provides a music center, containing a well-stocked librar.y of recordin~s, sheet music and scores, a recording machme, an automatic phonograph, a grand piano, and a num- t?e • Reaso~s for the elimination of intercollegiate competition from the College athletic system are set out in detail in Appendix C. CATALOGUE OF ST. JOHN'S COLLEGE 51 ber of orchestral instruments. Elsewhere on the campus are other pianos and phonographs available for student use. The Student Polity The Student Polity, organized in 1945, of which all students are members, ivas instituted by the students for the following purposes, as outlined in its constitution: i) to proll)ote a conciousness in the student body of political and coqimunal responsibilities to both the College and the civic communities, to discover and submit to the College administration student opinion on all problems common to both the students and the College administration, to e$tablish minimal dormitory regulations, to :r;eview annually the activities of all student organizations and to grant charters to those organizations whose activities are judged to be consistent with the aims of the College community, to determine further, jointly with the College administration, the proper delegation of authority in the community. .ExtraLcurri.culat Activities student activities are really an extension of the curfor example, the Bible Class, and Latin and Matheatics Clubs in which students and faculty pursue in greater tail '"problems raised by the seminar discussions of scientific, ilosophical, and theological works. Other groups represent · "lar specialized pursuits ih politics, law, medicine, language. The St. John's Collegian is a weekly student newspaper :ch reports and comments on the events in the community. · St. John's Yearbook is a student-edited yearly publicawhich departs radically from the conventional year-book . at. In its present form it is a magazine whose purpose is tecapitulate and summarize the past academic year. The r; William Players serve as a center for the reading of a and poetry in general, as well as for the activities of y production. · e Variety Club; specialists in libel and slander, presents annual comic revue satirizing the faculty and the College gram, or other niatters of current interest. The Social Co- II �:;2 CATALOGUE OF ST. JOHN'S COLLE.GE operative presents a series of formal and informal dances throughout the year, including several informal movie-dances. The Film Club presents annually a series of about twenty of the outstanding foreign and domestic film productions in cinema history-the "classics" of cinematic art. The Student Employment Cooperative was organized in 1943 for the purpose of obtaining employment for its members, and maintains an office to receive and stimulate employers' requests for student workers. As supports for an active social life, the College provides a complete central social unit which consists of a Coffee Shop, a Book Shop supplied with magazines and newspapers, and a Junior Common Room for the use of the whole College. In addition, there are smaller social quarters in each dormitory unit, equipped with comfortable furniture. By providing these facilities the College authorities expect to foster in the students a recognition of the proper responsibility for their own human welfare. Residence St. John's College is_situated in the seventeenth centmy seaport town of Annapolis. The town has the air and reputation of a romantic history. Actually it has a population of about fifteen thousand people who are occupied with fishing and shipping in the harbor, with the training of midshipmen in the Naval Academy, with governing the State of Maryland from the state government offices, and with the liberal education of young men at St. John's College. A number of retired naval officers and men of business live on estates in Anne Arundel County sur· rounding the town. The College has eleven buildings on a tract of thirty-two acres. Five of these buildings are for student residence, two of them built as dormitories, and three originally used as residences for administrative officers of the College. These five buildings are now furnished as residence halls for students on a plan for small unit College communities. An attempt is made to relate the grouping of students in the hot:.se~ to their seminar g·roups and their athletic teams. These small integrated communities within the larger college community teach the incoming student to accept and enforce CATALOGUE OF ST. JOHN'S COLLEGE 53 t ints upon himself and also to make proper use of the help res ra · · · h" 11 l"f and support that other students can give him m is co ege i e. Dormitories All students not living at home are required to live i1:1 ~he College buildings and to take their meals in the College Dm1ng Hall. Each dormitory room is provided with _the nec~ssary furniture, · l ding a single bed with mattress, pillow, pillow cover and me u . bl. d bedspread, a chest of drawers, book shelves, Venetian m s or window shades, a study table, chairs, lamp, and ~ waste basket. Towels, bed linen, and blankets are to be supplied b~ the student as are also such decorations as window draperies, rugs, and ;unners for chests of drawers and tables. T~e student should consult his prospective roommate, if any, and his own good. taste in planning room decoration. Freshmen are frequently assigned to single occupancy rooms. Old students should apply for rooms before they leave for the summer vacation. Application blanks may be obtained from the Manager of the Dining Hall and Dormit_ori~s. Students who wish to room together should file joint applications. New students have rooms assigned to them tentatively from the Assistant Dean's office as soon as their applications for admission have been accepted. Rooms in dormitories may not be occupied during vacations except by special permission. The dormitories will be open for occupancy at the beginning of each term as _follows: . . For upperclassmen taking Annual Wr~tte~ Exammat10ns from noon of the day before the Exammat10n days. For freshmen from noon of the day before registration day. For definite dates in 1946-4 7 see the College Calendar. The College maintains the care of the do:m.itories. There are student dormitory managers whose duty it I~ to report complaints, to see that the dormitories are kep~ m order, and to enforce the following regulations concernmg breakage and damage to College property: Any damage to College property will be charged to the occupant or occupants of the room, or to the occupants of the dormitory, in which the damage occurs. �54 CATALOGUE OF ST. :JOHN'S COLLEGE Each student must make a deposit of ten dollars with the Treasurer of the College on registration. Damage to College property will be charged against this deposit according to the student's share of responsibility for the damage. The deposit must be maintained at all times during the session. It will be returned at the end of any ses~ion, or upon the withdrawal or graduation of the student from the College. This deposit is called Caution Money. The College reserves the right to repair completely, at the expense of the occupant or occupants, any dormitory room and furniture which have been seriously damaged. Intentional damage to College property is a serious offense, and :Lt will be dealt with summarily. The Dining Hall The Dining Hall is maintained by the Manager of the Dining Hall and Dormitories. Special attention is given to a balanced diet, an ii;iteresting variety of menus; and reasonable cost. The Dining Hall is closed when the College is not in session, except for single holidays; it will open for supper on the day just preceding the beginning of each term; and only breakfast will be served on the last day of each term. Infirmary Service A fully equipped Infirmary is maintained at the College. It is in the charge of the College Physician, two trained nurses, and student assistants. The College Physician holds office hours each day at the Infirmary. During these hours his services are free to those who have paid their regular College fees. Medical services rendered by others than members of the College Infirmary staff, whether for sickness or for athletic injuries, are not paid for by the College. Any illness must be reported promptly by the student. Students suffering from contagious or infectious diseases must reside in the Infimary until discharged by the College Phys1Cian. The College Physician makes a daily report to the Dean. HOW TO APPLY FOR ADMISSION General olution which re-established the liberal arts curricu. h ·.. · T e rev · h • 1 bim in St. John's College in 19~~ was a movement 1~. t. e m ..· ·.·.·:•. · bl. f Education which anticipated the currentdcns1s h :J.\epu ic o . · •·•.worId h.istory . When the liberal arts were remstate m t e •:....• . ·.•citllege, it was known that many of the contemporary educ~1•.•.· .·l ventions do not promote the most successful pursmt ..una con ral arts but the difficulty of the immed"iate tas k t h at . . ·· ·· l"b e i , . 1 . the College, that of putting a liberal curncu um :nto rat1on, made advisable the postponement of the solut10ns . some of the more extrinsic probl~ms. So, for the first six the' conventional entrance reqmrements were used. ·h· · December 1942, when it was clear that students in en, 1n ' f ·1· ·L·-b al Arts colleges were immediately needed or m1 itary r er ·b · h , St. John's College decided to make its contn ut10n t~ t e effort by offering its program to younger students i~ a u1e which would allow them to graduate before bemg to military service. Beginning in July, 1943, a summer was added to the regular schedule so that the four-year could be completed in three calendar years; stude:rits itted at the beginning of any of the four terms durmg · the minimum entrance requirements were two years 'school work with a year of algebra, a year of plane , and an introductory course in one foreign language. the end of the war, St. John's now judges it possible ~nd relieve the strain of its wartime schedule by returnmg regular schedule. ements dent is eligible for admission if he can provid; evidence bility and preparation to pursue the St. John s program s of the following achievements: "ts for e and one-half years of algebra e. year of plane geometry o years of one foreign language 55 �56 CATALOGUE OF ST. JOHN'S COLLEGE Together with two of the three following requirements: 1. Graduation from a high or preparatory school 2. Passing either i. IL The St. John's Entrance Examinations in arithmetic, algebra, plane geometry, English, and one foreign language, or The Psychological Examination published by the American Council on Education 3. A recommendation for work at St. John's College from the principal or a teacher in the high or preparatory school last attended Note that these requirements make it possible for students to enter St. John's before completing four years of high school work, since these examinations may be taken by any student who has not completed his formal preparatory work and wishes to make an early start in Co11ege work; for instance, at the end of his second year of high school. Procedure 1. Request a blank of Application for Admission from the Assistant Dean. 2. Fill out the Admission blank as completely as possible, paying special attention to the third page where you are asked to give full information concerning your formal preparation for college, names and addresses of the high or preparatory schools you have attended, with the dates of your attendance. You should be careful to give the name of your principal or other teacher who will be able to give a substantial recommendation of your character and ability. If you think you need or want to enter by examination, pay special attention to the fourth (back) page of the application blank. 3. Return the Application for Admission to the Registrar who will then collect your scholastic records and recommendations, and arrange Entrance Examinations if they are requested. 4. If you need or want to take the Entrance Examinations, give us the name and address of a teacher or college graduate who will be willing to accept the responsibility CATALOGUE OF ST. JOHN'S COLLEGE 57 for administering the examinations to you. We pay such persons the sum of five dollars which you pay us as examination fee. We shall then arrange for the rest of the examination. 5. As soon as the Registrar has collected your scholastic record, recommendations, and the results of the Entrance Examinations, we shall promptly report the decision of the Admissions Committee. No assurance of admission can be made before the above data are provided. 6. If you are not able to pay the full College fees, ask us to send you a blank of Application for Student Financial Aid. Fill this out with special attention to your Tentative Budget, send it to the Assistant Dean, and as soon as your admission application has been acted on, we shall let you know whether we can help and also how much. See section on Financial Aid, p. 61. Requests for further information may be directed to the You are urgently invited to visit the College and to .~iscuss further any problems that may need extra consideration. Admission with Advanced Standing from Other Colleges Students who wish to transfer to the St. John's program must ister as freshmen for the four-year course; no advanced ding in the program is granted for other college credits. "ssion before Graduation from High School he College is still eager to admit students who have not pleted their; formal four-year preparatory training, provided student and his parents are persuaded that he is able and y to undertake the responsibilities of a substantial program he liberal arts. erans' Educational Benefits . John's College is approved and accredited by the MaryState Board of Education for training of Veterans of World II who are eligible to receive educational benefits under prov•isions of the G.I. Bill of Rights. �CATALOGUE OF ST. JOHN'S COLLEGE FEES College Finance It is the aim of St. John's College to establish its fees for tuition and residence at a figure which will approximate as closely as possible the actual cost of furnishing tuition, board and room, and meeting the administrative and other operating expenses of the College. St. John's College adopted this principle and established the fee for residence and tuition at $1,000 for students entering the College in the fall of 1941, or thereafter. This fee will be continued unless, in following years, rising costs should force rev1s10n. By setting its student fees at approximate operating cost, the College has freed other sources of income, principally support by private individuals and by the public through state appropriations, for two purposes: financial aid to the students who are not able to pay the full cost, and additions and improvements to College land, buildings, and equipment. The various other fixed charges for attendance at St. John's are listed in the following paragraphs. In figuring the budget for the academic year, each student should include additional amounts for books, clothes, stationery, laundry, and other incidentals. The cost of books will in general average about $35 per year. Entrance Examination Fee If a candidate for admission finds it necessary to take the College entrance examinations in order to complete the requirements for admission, he will be charged a fee of $5.00, payable to the College upon his request for examination. This fee is charged to cover the expense of giving the examination; it will not be refunded, nor will it be deducted from other fees. Annual Fees Beginning with the fall term of 1945, the fixed annual fees for all students for each year are as follows: Tuition . Residence . . . . . $600.00 400.00 . Total. . . . . . . . . . . . . . . . . . . . . . . . . $1,000.00 58 59 These fees are payable in full on registration in September if preferred, in three installments: one-half on registration, ~~e-fourth on January 6, and the remaining fourth on April 7. On registering, the student must procure a Treasurer's Card howing that fees have been paid or that suitable financial 8 ranaements have been made, in order to be admitted to :fasse~, dormitories, the dining hall, the library, gymnasium or Payment of Bills Bills for College fees are presented directly to the student, and the student assumes responsibility for their payment on the dates due. Refunds on Fees If a student has paid any installment on his fees beyond the on which installments are due (September registration, January 6, April 7), and withdraws from College for any whatever, such advance payment shall be refunded. But installment already due shall be refunded, regardless of the of withdrawal. The College is not in business and does not regard itself as selling instruction or food or lodging to students. Its fees can b¢st be understood by the student if he regards them as membership dues. These dues help the College to provide, not only i'f!Struction, food, and lodg:ing, but also proper medical superyi&ion, athletic facilities, and whatever other conditions it finds be!'lt adapted to forward the common learning enterprise. "'""'"'u'"'" Money student must make a deposit of $10.00 with the Treaon registration, subject to charges for laboratory breakdamage to College property. The amount of this demust be maintained at all times during the session. A ..........,,,,....,.. check for this deposit will be sent to the student upon after the end of any session or after withdrawal or from College. Except for the caution money dewhich is refundable after the dose of the college year, the .__,,,,,,,.,;c has no extra fees. �60 CATALOGUE OF ST. JOHN'S COLLEGE Deferred Payment of Fees There is available to those students and their parents who are unable to meet the College fees in accordance with the regular schedule a deferred tuition plan, which provides for payment in equal installments during the College year, in most instances, nine installments. This method of deferred tuition payment is handled through "Tuition Plan, Inc," a corporation which offers this service to many schools and colleges throughout the country. The plan is put into effect by a contract signed by the parent or guardian of the student and by the College and handled entirely by "Tuition Plan, Inc" The additional cost is four per cent of the amount financed. Veterans' Educational Benefits SL John's College is approved and accredited by the Maryland State Board of Education for training of Veterans of World War II who are eligible to receive educational benefits under the provisions of the G.I, Bill of Rights. FINANCIAL AID Students unable to pay the full cost of their education may assistance from the College. If the total assistance 1vhich needs for three terms amounts to not more than $200, College will undertake to advance him a loan of the amount required and to. find him employmen.t at the C~llege that ':7ill yield him sufficient wag~s to repay his loan dunng the penod for which the money is needed. These loans do not bear · i11teresL Since the available amounts of both work and money are limited, only students who could not otherwise meet their College expenses should apply for assistance. The procedure for obtaining a loan from the Student Aid fund of the College is to sign a loan agreement by which the student engages himself to repay his loan as fast as his capacity to earn money will permit. As fast as he makes payments on loan, new and smaller loan agreements will be substituted the one the Student Aid Fund holds. The privilege of borfrom the Student Aid Fund is reserved to those who perform satisfactorily for the College the work for which they r~ceive wages and for those who curtail their loan promptly to the limit which their wages will permit. If the total assistance needed for the academic year amounts more than $200, the College will either make up the excess hy an outright grant from the Student Aid Fund or else reject the application altogether. This practice is based on the experience that in most cases $200 is all the student can earn without endangering his studies and on the College's belief that it is uµdesirable that its members should graduate with a burden debt to the College. Outright grants are made only where is so clearly needed and merited that the College can sue. cessfully appeal for donations to persons who are strangers to applicant. The Committe on Aid will reject all applications, whether loans and employment or for outright grants, which do not demonstrate that all local sources have been thoroughly ""'n'" The Committee has the grave responsibility of 00 61 �62 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE administering justly a common financial resource of the com- · munity of scholars which the applicant seeks to join. It therefore subjects each case to a thorough investigation and it cannot initiate this investigation until the student aid blank has been filled out fully, clearly, and accurately, and with sufficient detail to enable a judgment to be made. All students hold aid, whether loan and employment or money grant, only on condition that they maintain good academic standing. Application for aid should be made at the time t.he formal application for admission is forwarded to the Registrar. olarships Awarded by the College THE PHILIP MYERS, II, SCHOLARSHIP ;>To be awarded annually, the income from $10,000, the gift of ilip A. Myers, II, Class of 1938. THE CLIFTON C. RoEHLE SCHOLARSHIP ';fo be awarded in tuition, the income from $6,000, the be. st of Mrs. Anna M. D. Roehle, in memory of her son, on C. Roehle. Maryland State Scholarships Residents of the several counties of Maryland and the six legislative districts of Baltimore are eligible to take the competitive examinations for scholarships at St. John's College. Twenty-nine of these scholarships pay full fees, including tuition, board, and room; twenty-nine pay tuition fees only. They are granted for four years, or in the case of a student already at the College, for the remainder of his course to graduation. In all counties and legislative districts the competitive examinations are administered by the respective county or city School Boards, and reports are rendered to the respective Senators who make the formal appointments. The College supplies the examinations and grades the papers in all except two counties, Montgomery and Prince George's, where the School Boards examine candidates and report directly to each Senator. All appointments are conditional upon admission of the candidate to the College. The procedure for application, examination, and appointment to State scholarships is as follows: 1. Candidates, who must be residents of the county or district that has an open scholarship, should watch the newspapers for the announcement of the time and place of the examination and apply to the local School Board for examination. 2. Candidates should supply to their respective Senators evidence of their good character and financial need. 3. Appointees will be notified of their appointments by the Senator and by the College. A. THE JEREMIAH HUGHES SCHOLARSHIP To be awarded annually to some deserving student, preferYa resident of Annapolis, the sum of $30.00 to be applied the cost of tuition. iTHE FRIEDRICH JONATHAN VON SCHWERDTNER SCHOLARSHIP be awarded in tuition, to some deserving student, the me £ram the bequest offered annually under the will of late Friedrich Jonathan van Schwerdtner, in memory of his Friedrich. 0 olarships Awarded by Patriotic Societies THE MATTHEW FONTAINE MAURY SCHOLARSHIP Awarded by the United Daughters of the Confederacy to a · ent of exceptional character and scholarship and of estabd Confederate lineage. This scholarship is applied to tuiand residence fees, in accordance with the needs of the ent selected, and is awarded at present for four years unless appointee fails to maintain the required standa~d in his emic record. Applications should be addressed dlfectly to : Sidney Cox, Smithfield, Virginia. SCHOLARSHIP OF THE COLONIAL DAMES OF AMERICA pplicants for this scholarship are expected to submit evite that they are of colonial descent and that they the~.es revere the ideals and standards of their forbears. Apph- �64 CATALOGUE OF ST. JOHN'S COLLEGE APPENDIX A canon should be made to the Chairman of the Scholarship Committee of the Colonial Dames of America: Mrs. Henry 0. Milliken, 421 East 6lst Street, New York City. Scholarships at Other Institutions for St. John's Students SCHOLARSHIPS IN ENGINEERING Three scholarships in engineering are offered at the Johns Hopkins University to graduates of St, John's College. These scholarships are awarded by the Faculty Committee on Scholarships and Student Aid. SCHOLARSHIPS IN MARINE BIOLOGY A tuition scholarship applicable to an approved course either at the Biological Laboratory at Cold Spring Harbor, New York, or at the Marine Biological Laboratory, Woods Hole, Massachusetts, is offered annually to graduates of St. John's. This scholarship is awarded by the Faculty Committee on Scholarships and Student Aid. A SHORT EDUCATIONAL HISTORY OF ST. JOHN'S COLLEGE S T. JOHN'S COLLEGE is a small liberal arts college for men, It is non-denominational, and has been so since its founding. It has never been coeducational. It maintains no graduate or professional sc;hools. It is the third oldest college in the United States. - King William's School, first public free school on the American Continent, founded in accordance with the following Petitionary Act of the General Assembly of colonial Maryland: A Petitionary act for free-schools. Lib. LL. No. 2, fol. 115. Dread Sovereign . . . . Being excited by his present Excellency, Francis Nicholson, Esq.; your Majesty's Governor of this your Province, his Zeal for your Majesty's Service, pious Endeavors and generous Offers for the Propagation of Christianity and good Learning, herein we become humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us your Majesty's Subjects of this Province, represented in this your Majesty's General Assembly thereof, THAT IT MAY BE ENACTED. n. AND MAY IT BE ENACTED, by the Kings most excellent majesty, by and with the advice, prayer and consent of this present General Assembly, and the authority of the same, That for the propagation of the gospel, and the education of the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher, and one writing-master, or scribe, to a school, and one hundred scholars, more or less, according to the ability of the said free-school, may be made, erected, founded, propagated and established under your royal patronage. And that the most reverend father in God, Thomas, by Divine Providence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the said school; and that, to perpetuate the memory of your majesty, it may be called King William's School, and managed by certain trustees, nominated, and appointed by your sacred majesty. Laws of Maryland, Session of July 1-9, 1696. 65 �66 CATALOGUE OF ST. JOHN'S COLLEGE 1776 CATALOGUE OF ST. JOHN'S COLLEGE The original Board of Visitors and Governors was as follows; William West, D.D. Thomas J. Claggett, D.D. Nicholas Carroll John H. Stone William Beanes Richard Ridgely Samuel Chase " John Thomas Thomas Stone " Alexander Hanson Thomas Jennings According to tradition King William's School was used as a gunshop during the Revolutionary War. 1784 St. John's College chartered by the General Assembly of the State of Maryland: WHEREAS, Institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States: Be it enacted, by the General Assembly of Maryland, That a college or general seminary of learning, by the naine of Saint John's, be established on the said Western Shore, upon the following fundamental and inviolable principles, namely: first, said college shall be founded and maintained forever, upon a most liberal plan, for the benefit of youth of every religious denomination, who shall be freely admitted to equal privileges and advantages of education, and to all the literary honors of the college, according to their merit, without requiring or enforcing any religious or civil test, or without their attendance upon any particular religious worship or service, other than what they have been educated in, or have the consent and approbation of their parents or guardians to attend; nor shall preference be given in the choice of a principal, vice-principal, or other professor, master, or tutor, in the said college, on account of his particular religious profession, having regard solely to his moral character and literary abilities, and other necessary qualifications to fill the place for which he shall be chosen. . . . . The petition for this Charter was signed by ·wmiam Paca'h and others. Signer of the Declaration of Independence. James Brice John Allen Thomas Gustavus R. Brown Edward Gantt Clement Hill Richard Sprigg Charles Carroll of Carrollton" Jeremiah T. Chase Charles Vllallace John Carroll, D.D. First Principal of St. John's College, Dr. John McDowell. 1785 The property, funds, masters, and students of King William's School conveyed by an Act of the General Assembly to St. John's College. Reverend Ralph Higginbotham, Master of King William's School, became Vice Principal of St. John's College. Two members of the Board of Visitors and Governors of King William's School became Visitors and Governors of St. John's College George Washington visits St. John's College. the Faculty of St. John's College: The satisfaction which I have derived from my visit to you:r infant seminary is expressed with much pleasure, and my wishes for its progress to perfection are proffered with sincere regard. The very promising appearance of its infancy must flatter all its friends (with I entreat you to class me), with the hope of an early and at the same mature manhood. You will do justice to the sentiments which your kind regard toward me by believing that I reciprocate the good wishes contained in your and I sincerely hope the excellence of your seminary will be manifested morals and science of the youths who are favored with your care. GEORGE WASHINGTON ANNAPOLIS, 0 67 * Signers April 17, 1791. of the Declaration of Independence. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 68 1868 1796 Graduation of Francis Scott Key, District Attorney of the United States; author of The Star Spangled Banner. 1799 Graduation of George Washington Parke Custis, step-grandson of George Washington. Fairfax and Lawrence Washington, nephews of George Washington, were also students at the College. 1835 Curriculum during the Principalship of the Reverend Hector Humphreys. First Year Greek Xenophon Herodotus Thucydides Lysias Demosthenes Isocrates Plato Latin Livy Horace Virgil Mathematics Algebra Third Year Greek Minor Poets Latin Tacitus Mathematics Applications of Trigonometry Conic Sections Chemistry Natural Philosophy Elements of Criticism 69 Second Year Greek Homer Hesiod Tragedies Latin Juvenal Cicero Mathematics Plane Geometry Solid Geometry Logarithms Trigonometry Fourth Year Latin Horace Natural Philosophy Logic Astronomy Geology Civil Engineering American History Political Economy Natural Theology English Composition and Declamation in all four years. Modern Languages by special arrangement in addition. Curriculum during Principalship of fames First Year Greek Homer Herodotus Latin Virgil Cicero Livy Horace Mathematics Algebra Geometry English 19th Century Literature c. Welling. Second Year Greek Xenophon Plato Euripides Lucian Latin Horace Cicero Terence Mathematics Logarithms Trigonometry Solid Geometry English ~nakespeare 18th Century Literature Third Year Greek Plato .A':schylus Thucydides Sophocles Latin Cicero Juvenal Plautus English Shakespeare Spencer Taylor Hooker Milton Mathematics Theory of Equations Analytic Geometry Descriptive Geometry Use of Instruments Natural Philosophy Chemistry Historical Methods Fourth Year Greek Lectures in Philosophy Plato and Social Science on: Aristotle Plato Aristophanes Aristotle Demosthenes Augustine Latin Thomas Aquinas Tacitus Vi co Lucretius Descartes Persius Bacon Quintilian Bossuet English Pascal Authors of 13th, 14th, Paley and 15th Centuries Locke Mathematics Spinoza Montesquieu Analytic Geometry Calculus Kant De Tocqueville Mechanics Adam Smith Natural Philosophy Fichte Astronomy Logic Hegel Evidence of Christianity Buckle Lecky Malthus Mill Butler �CATALOGUE OF ST. JOHN'S COLLEGE 70 1886-1923 Presidency of Thomas Fell. A curriculum of Block Electives and Military Training. l. Classical Course leading to the B. A. begree. 2. Latin Scientific Course leading to the B. L. Degree 3. Scientific Course leading to the B. S. Degree 4. Mechanical Engineering Course leading to the M. E. Degree 1923-1937 Period of Progressive Studies under the Open Elective System. 1937 Restoration of: the traditional program of Classics and Liberal An~ uniqne. in American colleges of today. APPENDIX B THE DEGREE OF BACHELOR OF ARTS AT ST. JOHN'S COLLEGE Just as institutions are necessary for the carrying on of learning, although these very institutions may become its greatest hindrance through unwise direction and time's dullness, so any institution of learning must require of its students certain marks and signs of their attainments and progress even though misuse of such requirements has often prevented true progress. Their use must entail care. Such requirements are inevitable if an institution is to pronounce public judgment upon its students, that is, to grant degrees. The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies competence in the modern equivalent of these arts and sciences. This implies: 1. Knowledge of the contents of the required books in the list. 2. Competence in mathematics through the elementary calculus. 3. A reading knowledge of at least two foreign languages. 4. Four hundred and fifty hours of laboratory training. Now, since students are of different capacities, and since colleges of liberal arts, of all institutions of learning, are called upon to judge not only of the attainments of their students but also of their progress, it therefore seems wise that St. John's College offer three degrees: namely, Bachelor of Arts magna cum laude, Bachelor of Arts cum laude, Bachelor of Arts rite. The first to be awarded to those students who, in the opinion of the faculty, are judged satisfactory both in attainments and progress, and capable of pursuing their work in Law, Medicine and Theology or in the graduate schools of language and literature, mathematics, the natural sciences, and logic and metaphysics. The third to be awarded to those students who, in the opinion of the faculty, have made sufficient progress in the intellectual virtues to warrant recognition by the college, but on whose actual powers of operation in the several arts and sciences and therefore on whose actual capacity for advancing further in professional or graduate schools, the faculty declines to make a final judgment. The second degree represents a less eminent case of the first. In awarding degrees, the faculty must set up ways and means of reaching decisions. To this end the following stipulations are made: At the end of his third year, the student must stand four 'Nritten enabling examinations, one in language, one in mathematics, two in 71 Preamble Degrees 'Nays & Means Enablin~ examinations �72 Petition Diss er· tati on (general) CATALOGUE OF ST. JOHN'S COLLEGE laboratory, theoretical and operational, and one oral examination on seminar reading. These examinations are given normally in September after the third year, although the student has the right to demand them in June of the third year. These examinations are largely technical in character. But the technique required must be at all times related to the whole body of the liberal arts and to appropriate subject matters. This relatedness is formally guaranteed by basing the enabling examinations on a list of books named in Appendix I. The examination in language covers general questions of grammar of all four languages, and logic. The mathematics examination covers specifically simple operations in geometry, conics, trigonometry, analytic geometry, and in t~e differential calculus. The examination in laboratory covers specifically the analysis and operation of certain important instruments to be named in Appendix I, p. 74. After having taken his enabling examinations, the student may petition the faculty to accept him as a candidate for the degree of Bachelor of Arts, to be granted at the end of his fourth year. The faculty through a committee then examines the student's record up to the time of the petition together with his performance on the enabling examinations. It may make one of three judgments: either (l) the student is accepted as a candidate for the degree, or (2) he is not accepted but allowed to complete his fourth year of college work, or (3) he is dismissed from the college. In examining a student's record the committee of the faculty especially named for this purpose is at liberty to question the tutors and seminar leaders of the student both past and present, and the student himself, as well as the formal judgment preserved in the way of term marks or examination grades, or any examination papers or yearly theses at hand. It would be a general principle that the faculty not accept as a candidate for the degree any student who had consistently neglected and ignored or had consistently failed in any of the essential divisions of the first three years' program; that is, either language and literature, or the liberal arts, or mathematics and the natural sciences. But the faculty committee, although refusing to accept a student as a candidate for the degree, may judge the student capable of benefiting from the fourth year's work without detriment to the college community. Any student accepted as a candidate for a degree or allowed to remain the fourth year must then indicate a subject for a dissertation, to be agreed upon by the faculty, to be written during his fourth year, and to be publicly expounded, amplified, and interpreted satisfactorily by him prior to the granting of the degree. While the degree can not be granted before the end of the fourth CATALOGUE OF ST. JOHN'S COLLEGE 73 year, the student may request more time to prepare and submit his dissertation for the approval of the faculty. He may even request permission to return to the col~ege for a fifth year, attending what tutorials, laboratories, and semmars he pleases within the limits of college discipline. The student will choose, and the faculty will accept, a subject for dissertation with an eye to all the first four years' work, and not as a piece of specialized research or contribution to knowledge. The Instruction Committee acts as an Examining Board. The duties of the Examining Board are as follows: l. To formulate and administer the Enabling Examinations which are to be given in September. 2. To accept and approve projects for the final dissertation. Such projects must be prepared and formulated by each candidate with the help of a faculty adviser. 3. To read and accept the final dissertation, to administer the final examination, and to recommend candidates for degrees. APPENDIX I The books of the first three years on which the Enabling Examination are to be focussed are the following: Texts studied in Tutorial Republic Organ on Confessions De Ente et Essentia Sociai Contract Les Pensees Euclid Archimedes Apollonius Ptolemy Galileo Descartes Newton Boole Texts studied in Seminar Iliad Republic Timaeus <Edi pus Poetics Physics Galen Divine Comedy Don Quixote Hamlet King Lear The Tempest Harvey Lavoisier Wealth of Nations Federalist Papers As stated above, the examination in laboratory will cover specifically the operation and explanation of certain important instruments. The following list is arranged under three headings: Elements, Scopes, and Meters. There are two classes of scientific instruments: scopes and meters. The scopes are aids to observation and the meters are aids to measurement. With the former, distinctions Disse:r* tati on (particu· lar) Examining Board �74 CATALOGUE OF ST. JOHN'S COLLEGE of a qualitative kind can be made such as between more and less, up and down, straight and not straight. The latter permit us to make quantitative judgments, that is, to associate through similar ratios some one of a series of numbers with the thing observed. Often the same piece of apparatus can be used either as a scope or as a meter. The elements are certain devices, not scientific instruments themselves, which enter into the construction of different instruments. Elements Solids Crystals Fluids Gases Lever Inclined plane Screw Pulley Floating body Spring Pendulum Magnet Mirror Lens Prism Grating Scopes Straight edge Plumb line, gnomon Compasses, divider Tuning fork Electroscope Telescope Microscope Oscilloscope Stroboscope Meters Scale Ruler Balance with set of weights Spring balance Strength-of-materials testing machine Water clock Barometer Sonometer Disk siren with clock and counter Thermometer Magnetic compass Coulombmeter Tangent galvanometer Dioptra Astrolabe Micrometer microscope Spectrometer with n1inimum deviation prism The examination in laboratory will be in two parts. In one the student will be asked to make certain observations and measurements with some of the above instruments, and in the other to answer questions on the theory and application of some of the elements and instruments. The references for this examination are the mimeographed laboratory notes and the student's written reports of the first three years, as well as the scientific books among the texts named above. APPENDIX C INTERCOLLEGIATE ATHLETICS By STRINGFELLOW BARR, President ST. JOHN'S COLLEGE RADIO PROGRAJ.IS. SERIES II, NO. 3 From Station WFBR in Baltimore, Nov. 20, 1938 I propose to discuss an important step which St. John's College has taken within the past ten days. Many of those who are listening to me, including alumni members of the College, will by now almost certainly have been told by somebody that the College administration has abolished athletics. Those who believed this statement should, it seems to me, be gravely disturbed. I think I ought promptly to disabuse them. To keep the record straight, I shall therefore first state the facts. Athletics have not been abolished, but the College has decided that after the close of the present academic session athletic facilities will be increased and at the same time will be placed on a strictly intramural basis. I am explaining tonight why significant changes have been announced in the athletic system at St. John's, to take effect next September; but in explaining these changes I am discussing liberal education in a democracy. The system of intercollegiate athletics which has developed during the past twenty years will no longer support the prime purpose of a liberal college. I suppose I ought to have forseen this. But I didn't. Certainly, there have been enough Carnegie reports, enough magazine articles by candid writers like John Tunis to convince men of my generation that we are sheer sentimentalists and ignoramuses if we suppose that intercollegiate athletics are the same thing we remember from twenty years back. They do things better now, with rose bowls, cotton bowls, and sugar bowls; with costly equipment, transcontinental journeys, and big money; with costly coaches and costly quarterbacks. I knew all this. The first thing I learned about athletics on arrival at St. John's was that we were booked to play our unnatural rivals, Army and N. Y. U.-in an effort to keep down the high cost of modern athletics by earning a good "gate." But still I thought it might be possible to adapt intercollegiate athletics to educational ends, to pare down schedules, to decline with thanks such games as Army and N. Y. U., and to protect the coaches from criticism if they lost games by refusing to hire athletes. I was mistaken. The thing that taught me I was mistaken was what happened when intercollegiate athletics collided with a curriculum th2.t really required work. Yet I should have known this by analogy. I had 75 �76 CATALOGUE OF ST. JOHN'S COLLEGE knowi:: countless students who withdrew from intercollegiate athletic~ when they entered medical or other professional work. They withdrew because they knew, along with everybody else, that you have to study to earn an M. D. while ordinarily you don't have to study to earn a B. A. The undergraduate fills in his idle time with a~hleti~s, whi~h at its most professionalized is a lot better thing to fill .1d~e time. with. than some other things I know. But suppose there isn t any idle time? Suppose there is just enough leisure time fo~ .healthful outdo~r games? Then every athletic trip becomes a cns1s and not what is known as an "athletic excuse." For students who are really doing serious work know without being told that you can't "make up" for something you should have learned but didn't, by using the magic word "excuse." An excuse may square you with the Dean. It.won't convert ignorance into knowledge. There is no reason on this round earth why securing a liberal education in an ~ndergrad~ate college should be a less serious business than acquirmg a medical education in a medical school. But if it is a serious business, then it had better steer dear of another very serious business, .indeed a ~ig~ly or?anized "big" business, intercollegiate athletics. For this big busmess has its own exigencies: those who won't meet them had better keep out. . !ha~ big busi~ess su~stitutes spectator psychosis for actual part1opat10n, .cheermg sect10ns for playing teams, an orgy of sportsgoods ~qmpment for costumes fit to have fun in, large business staffs with long-term. schedules for the old-time impromptu challenge of natural antagomsts, monotonous physical drill for learning to pla~ ~~ pl~ying, pressure from fellow-students for zest to play, the ex.hib1t10.m~m of star performers for the satisfaction of playing well because it is more fun to play a game well than badly, The sum total of these things is hysteria, lost motion, the death of the amateur spirit, and an athletic system that competes with study instead of supplementing and strengthening it. We have all known these things for years, unless we have been ostriches or Rip Van Winkles. But I repeat, they don't prove fatal so long as undergraduate education is run in low gear. In fact, I should insist again that, so long as education is run in low gear, t~ese things are better than idleness. But there is something better still, and that something is amateur athletics, amateur athletics of a quality no college can achieve so long as it is meshed in with the new kind of athletics, the big-business kind. The educational program now going on at St. John's must have the support of amateur athletics. It must have it, because amateur athletics is rich in terms ?f h:alth, recre~ti~n, skill, and co-ordination. To get that support, It will expand its mtramural athletics. More varieties of sport will CATALOGUE OF ST. JOHN'S COLLEGE be offered and more facilities. Our colleges are often abusively called country clubs. I want to see SL John's offer the sort of athletic facilities a good country club offers, Every game we now play we shall continue to play, except that the six-man football we started this year will replace the standard game. In addition we want to expand water sports, with particular emphasis on sailing. The alumni have already given us one sailboat; we shall acquire five more. Finally, it is essential, not only that games be played at the Col· lege but that they be well played. A tutor with wide athletic experience will be placed in charge, but he will need a number of student assistants. To secure good assistants, we propose to offer athletic scholarships. In my own limited experience, this will be the first legitimate use to which athletic scholarships have been put by an American college. I think you may rest assured there will be plenty of excellent candidates. I hope you will help me find the best candidates. Sooner or later, I hope sooner, the present system of semi-professionalized intercollegiate athletics will hang itself. When it does, the problems that caused us to take our present stand will disappear. When it does, we shall doubtless play games with other colleges as :naturally as such games were once played. Meanwhile athletics at St. John's will be for the student, not the student for athletics. �CATALOGUE OF ST. JOHN'S COLLEGE APPENDIX D THE COLLEGE AND THE NAVY STATEMENT OF POLICY OF THE BOARD OF VISITORS AND GOVERNORS OF ST. JOHN'S COLLEGE WITH REFERENCE TO THE NAVY DEPARTMENT'S PROPOSAL TO ACQUIRE THE COLLEGE CAMPUS-NOVEMBER 21, 1945 On April 21, 1945, the Board of Visitors and Governors of St. John's College took notice of persistent rumors that the Navy Department intended to condemn the College campus, although no direct approach had then been made to the College by the Navy Department. The Board, recognizing their simple patriotic duty, and recognizing the paramount power of the United States Government to condemn property in the national interest, made a formal statement of their willingness to yield the historic campus if the Government should find and declare the acquisition a genuine national necessity and not a mere convenience. The Secretary of the Navy, in reply to the Board's statement, wrote that "it now appears" that .the expansion of the Naval Academy would require the immediate acquisition of the ca~p~~- ~e also advised the Board that final authority and respons1b1hty m the matter lay with the Congress. The Navy Department then submitted to the Na val A~airs Committees of the House and the Senate for approval Pro3ect 460-C, covering the proposed acquisition. The wording of the project, and the testimony of high naval officers at the hearings before both Committees, reveal clearly that the project was submitted under the erroneous impression that the Board was "willing ~o sell". Accord· ingly, at the first hearing before the House Committee on June 4, 1945 the matter was treated as a routine project, and the College was ~ot advised such a hearing was to be held. Typical of the misunderstanding was Admiral IVIoreell's reply to a member of the House Committee during the first hearing that there was a "favorable inclination on the part of the authorities of St. John's to sell". Many such statements appear in the records before the two Committees. Representatives of the College appeared at a subsequ~nt hearing of the House Committee on June 12, 1945, and at a hearm_g of the Senate Committee on June 20. The Board finally felt it necessary to state to both Committees at the late_r _hearings on October 2, 1945, that they "would not and will not w1llmgly sell the historic campus at any price." The Board feel that it was most unfortunate that the project had proceeded so far before the record could be set straight on this simple but vital point. Had the Navy 78 79 representa_tives understood_ the ~oard's position at the outset, the Board believe that the pro3ect might not have been submitted, an d the prolonged controversy could have been avoided. During the past seven months since the Board's statement 011 ~pril_ 21, 1945, the House Committe~ has held three hearings covermg six ~ays, and the _Senate Committee has ~eld two hearings on the project. After this protracted study, neither Committee has found or declared that the acquisition is a genuine national necessity. On the other hand, the record shows that use of the Colleo-e campus for an Academy dormitory would be at most a more co~­ venient means of expansion than the use of other available land in Annapolis. At the hearings the vital issue of national necessity was actually reduced to a discussion of the number of feet midshipmen would have to walk to and from classes under alternate proposals for the location of a new dormitory. Accordingly, the Board believe that it is now abundantly clear that the Navy's desire to acquire the St. John's campus has not been proved to be essential in the national interest. The Chairman of the House Committee has stated that his Committee will take no further action until the Congress has determined a revised program for training naval officers. It must be obvious, however, that this question of officer training cannot be decided until the current proposals for amalgamation of the armed forces have been fully debated and finally settled. This process may take many months. Meanwhile, the position of the College has become plainly intolerable. The present facilities of the College will soon be taxed to care for a student body abnormally enlarged by the welcome return of young men who left College to enter the armed forces. Plans for new building, interrupted by the war, and uncertainty over the Navy's proposal, must be pushed. It is now clear that the Navy Department's project was launched in misunderstanding; that the extensive testimony before the Committees fell far short of establishing national necessity for this unprecedented use of the power of eminent domain; that failure of the Committees to act after their long and exhaustive inquiry is in itself evidence that no such necessity exists. In the light of these developments in the long interval since the Board's statement of policy, made on April 21, 1945, that statement is no longer a realistic or relevant statement of the Board's duty as trustees, and is hereby withdrawn. The Board therefore regard the unfortunate episode as concluded, and trust that the Naval Academy and St. John's College are now free to proceed in mutual respect and harmony, as neighbors, to get on with their respective functions. The Chairman is directed to transmit copies of the statement to �80 CATALOGUE OF ST. JOHN'S COLLEGE the Chairmen of the Naval Affairs Committees of th~ Senate and House, with the respectful request .that ~uch Committees. declar.e that the acquisition is not in the nat10nal mterest. The Chairman is further directed to transmit a copy of the statement to the Se~retary of the Navy through the Chief of the Bureau .of Personnel, with th~ respectful request th~t ~roject 4?0-C be withdrawn. The Boar e believe that simple Justice reqmres that further damage to th College be stopped, and that the Government, through t~ese · should therefore without further delay or reservation, ao-ennes, ' · d ~ake public declaration that the Government does not mten to acquire, in any manner, the campus of ~t. John's C~ll~ge: Finally, the Board wish to record their deep ~PJ:?Ienauon of the loyal support of the St. John's Alumni Assona~10~, and of the hundreds of other independent persons an~ or?amzat10n~ who have rallied to the aid of the College during this. difficult period. BIBLIOGRAPHY OF ARTICLES ON THE ST. JOHN'S PROGRAM ADLER, MORTIMER J.: The Crisis in Contemporary Education, The Social Frontier. February 1939. · BARR, STRINGFELLOW: The Art of Liberation, Free America, September and October 1939. Reprints available. -----: A College in Secession, Atlantic Monthly, July 1941. Reprints available. -----: The College of the Future, New York Times, May 9, 1943; Magazine Digest, November 1943. -----: A College Rebels, The Key Reporter, Phi Beta Kappa News Magazine, Autumn 1938. -----: Back to Fundamentals in Education, Talks, October 1937. Reported from an address given over the Columbia Broadcasting System. The Education of Freemen, The New Republic, August 31, 1942. The Ends and Means of General Education, Address, Proceedings of the Fifty-third Annual Convention of the Middle States Asso. of Colleges and Secondary Schools, November 24-25, 1939. Reprints available. The Future of the American College, London Economist, July 3, 1943, also American Survey, July 3, 1944. -----: John Doe Goes to St. John's, Progressive Education, January 1939. Reprints available. -----: The St. John's Program, Encyclopaedia of Modern Education, The Philosophical Library, Inc., 1943. -----: The St. John's Program, The Virginia Spectator, December 1938. -----: Suspending Education, Address, February 4, 1943. Columbia Broadcasting System, -----: Towards a Disciplined Mind, Address, Proceedings of the Head Mistresses Asso. of the East, November 10-11, 1939. -----: The War and the Colleges, Two Radio Addresses, May 1942. Reprints available. BucHANAN, ScoTT: Back to First Principles, Survey Graphic, October 1939. Also in How Can We Be Taught to Think, Farrar & Rhinehart, 1940. -----: A Crisis in Liberal Education, The Amherst Graduates' Quarterly, February 1938. Reprints available. BULL, GEORGE, S. J.: St. John's Experiment to Reclaim a Lost Heritage, America, April 23, 1938. CAMP, LEO LEONARD: St. John's, Annapolis-After Five Years of Operation, The Commonweal, October 22, 1943. -----: Liberal Arts for Catholics, The Commonweal, April 14, 1944. CLEVELAND, RICHARD F.: The St. John's College Program, The Daily Record, Baltimore, Md., March 23, 1938. 81 �82 CATALOGUE OF ST. JOHN'S COLLEGE DEWEY, JOHN: Challenge to Liberal Thought, Fortune, August 1944. HooK, SIDNEY: Ballyhoo at St. John's, Part I, "Education in Retreat," and Part H, "The 'Great Books' and Progressive Teaching," The New Leader, May 27 and June 3, 1944. KIEFFER, JoHN S.: The Classical Revival at St. John's, The Classical Journal, December 1939. Journal of Educational Sociology, The: St. John's College: A Critical Appraisal, November, 1944. Edited by Alonzo Myers. LIFE MAGAZINE: The Classics-At St. John's They Come into Their Own Once More, February 5, 1940. LIPPMANN, WALTER: Crisis and Reform in Education, The New York Herald Tribune, February 15, 1943. - - - - - The St. John's Program, The New York Herald Tribune, December 2.7, 1938. Reprints available. LYND, HELEN MERRELL: Conflict in Education, New Republic, May 22. 1944. MARTIN, W. A. P.: 31, 1937. The Revival of Learning, The Commonweal, December MAYER, MILTON S.: Socrates Crosses the Delaware-St. John's College and the Great Books, Harpers Magazine, June 1939. MEIKLEJOHN, ALEXANDER: A Reply to Mr. Dewey, Fortune Magazine, January 1945. PRICE, JAMES HARRY: Click and Pick vs. the Atlantic, The Churchman, Christmas 1942. PRINGLE, HENRY F.: College With an Idea, The Saturday Evening Post, October 14, 1944. TALIAFERRO, R. CATESBY: Concerning the New Program at St. John's, The Maryland Club V\loman, February 1938. VAN DOREN, MARK: Education by Books, The Nation, December 6, 1933. WARREN, CONSTANCE: Liberal Education in the Post-War World, Journal of the American Association of University Women, Spring, 1944. ST. JOHN'S COLLEGE BULLETINS REPORT REPORT REPORT REPORT REPORT OF OF OF OF OF THE THE THE THE THE PRESIDENT, PRESIDENT, PRESIDENT, PRESIDENT, PRESIDENT, April 1939. Reprints available. April 1940. Reprints available. May 1941. Reprints available. June 1942. Reprints available. June 1943. Reprints available. BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J.: How to Read a Book-or the Art of Getting a Liberal Education, Simon & Schuster, 1940. A book expounding the techniques by which adult groups or individuals can come to terms with the great books. CATALOGUE OF ST. JOHN'S COLLEGE 83 AMERICAN LIBRAR~ AssocIATION: Classics of the Western World, with forewords by _John Erskme and, Everett Dean Martin. One of the book lists out of which the .st .. John~ program grew, this pamphlet contains valuable secon~ary b~bl!ograph1cal material. It was first published in 1927 b the Amencan Library Association for the use of adult classes. 1941. y HUTCHINS, ROBERT M.: Education for Freedom Louisiana State 1943. ' u mvers1'ty · p ress, MARITAIN, JACQUES: Education at the Crossroads Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education between Tw~ Worlds, Harper & Brothers, 1942. RICHARDS, I. A.; How to Read a Page, W. W N t 19 · or on, 42. Still more detailed techniques of reading. VAN DOREN, MARK: Liberal Education, Henry Holt & Co., 1943. �CATALOGUE OF ST. JOHN'S COLLEGE STUDENTS ENROLLED IN ST. JOHN'S COLLEGE JANUARY - JUNE, 1945 FOURTH YEAR-CLASS OF 1946 (BECAME SENIORS IN JANUARY, 1945) Thomas James Cosgrove ...................... Bayonne, New Je~sey Thomas Irwin Fulton, Jr ..................... Irwin, Pennsylvama Allen Zimmerman Harvey .................... Frostburg Robert Frederick Novak ...................... Baltimore Benjamin Franklin Pumphrey, Jr .............. Annapolis . Harry Charles Rockey ........................ Philadelphia, Pennsylvama Irwin Robert Tucker ......................... Bayonne, New Jersey 1 Henry Theo d ore W ense, J r .................. · Oak Ridcre ' Tennessee " THIRD YEAR-CLASS OF 1947 1945) (BECAME JUNIORS IN JANUARY, Carl Henry Bruggrnann ...................... Washington, District of Columbia John Brunn ............................. New York, New York Tristram Joseph Campbell, Jr. ................ Silver Spring Ch'ao-Li Chi . . New York, New York Peter Clogher ......... : : : : : : ·.:::::::::::::Englewood, New Jersey Robert Mitchell. Courtright .................. Sumter, South Carolina John Scott Desjardins ......................... Scarsdale, New Yorkk Salvatore Carmelo DiGrande ................. New York, 1:'fe".' Yor Duane Kay Furbush...... . . . . . . ............. Paln_iyra, M1ch1gan Allen Abbev Goldstein ....................... Baltimore William Edwin Harris ...................... Saginaw, Michisan Harry Gerald Haxby ......................... Mariemont, Ohio Richard Eagleston Jameson. . . . . Fallston . . . Archer Jones ................................ Richmond, V1~g1~ia . Ira Wendell Marine ......................... Washington, D1stnct of Columbia John Mathew Morgan ....................... Toledo, Oh.io . Charles Arthur Nelson ....................... Berwyn, Illm01s James w. Ray ........................... Worceste.r, Massachusetts Larry Winter Roeder ........................ Annapolis William Warfield Ross ................ Bethesda Rowell Anton v M. Schleicher ................ Forest Hills, New York William Kyle Smith, Jr ....................... Annapolis Eu"ene Victor Thau ......................... New York, New York " ·n George Montgomery VanSant ................. Hyattsv1 e Robert Russell Weiss ........................ Federalsburg George Patrick Welch, Jr ...................... Providence, Rhode Island THIRD YEAR-CLASS OF 1947 (BECAME JUNIORS IN MARCH, 1945) . Abb ....... Frederick Irving Victor · · · ·: · · · · · · · · · · · · · · · c----'- _ n·b N , v ,.1z Stephen Gordon Bened1cc ................... ·"''uuo,vu" '' .eN ,o_ Arthur Oudry Davis, Jr ....................... Coshocton, Ohio Julian Abbott Dorf .......................... Chestertown 0 _ 84 85 Arthur Eugene Dunsmore, Jr .................. Chevy Chase N~t~aniel Isaac J?urlach ..................... New York, New York William Paul Elliott ......................... Aurora, Illinois Theodore David Ernst ....................... Cordova Sidney Hugh Fitch .......................... Glenelg John Gormly................................. Sewickley, Penns l · · · y J osep l1 I gnatm~ K'll orm'. J r. .................. Savannah, Georgia vama t John Newton Lmdsay Opie .................... Norfolk, Virginia Roger Clark Stone ........................... Conowingo John Van Doren ............................ New York, New York SECOND YEAR-CLASS OF 1948 1945) (BECAME SOPHOMORES IN JANUARY, Donald Grant Bounds ....................... Salisbury Samuel Henry ~oleman, III .................. Roanoke, Virginia Donald Semadem Elliott ...................... Lutherville Stafford Gorman Whittle Johnston ............ Roanoke, Virginia Clarence Robert Morris, Jr .................... Randolph Field, Texas Oswald Nagler .............................. Perry Point Adrian Georges Skeha~ ...................... Ridgewood, New Jersey Langford Wheaton Smith, Jr .................. Berkeley, California John Henry Thomas . . . . . .............. Racine, Wisconsin George Robert Trimble, Jr .................... North East SECOND YEAR-CLASS OF 1948 1945) (BECAME SOPHOMORES IN MARCH, Thomas Harry Blatt ................ Baltimore Richard Tallant Carruthers, Jr ................ Astoria, Oregon Ray Charles Cave ........................... Aberdeen Proving G:round John Wheelwright Cobb ..................... Brookline, Massachusetts George Harris Collingwood, Jr ................. Washington, District of Columbia Charles Wyman Grover ....................... Gloversdale, New York David Abbey Hooker ........................ White Plains, New York David Barrington Lowdenslager .............. Baltimore William James Robinson ..................... Erie, Pennsylvania Alan Richard Schutz ........................ Chicago, Illinois Austin Stevens ............................... \Vestport, Connecticut A. Allen Straumfjord ........................ Astoria, Oregon Robert Charles 'Wilson ...................... Los Angeles, California FIRST YEAR-CLASS OF 1948 (ADMITTED IN OCTOBER, 1944) .......... Baltimore Frank Burton Abrahams Leod Daw Becker, Jr.......... . .... Arlington, Virginia William Chester Buchanan, Jr.. . . . . . ...... East Lansing, Michigan Roger Haugh Callender ....................... Chicago, Illinois George Warton Carden ........ Upper Marlboro Peter John Davies . . . . . ............... New York, New York Kurt Elmer ..................... New York, New York ................ Baltimore Joseph Gordon Erberts Robert Barry Feldman ....................... Baltimore �86 CATALOGUE OF ST. JOHN'S COLLEGE Ralph Charles Finkel ........................ Baltimore Marcus Bartlett Finnegan .................... \Vest Point, New York Peter Alden Franken ........................ Lyme, Connecticut Louis Irvin Frid. . . ........................ Baltimore Donald Claude Gooch .............. Abbeville, Louisiana Frederick Russell Hinckley, Jr.. . .......... Salt Lake City, Utah Andrew Kalenak .... ._ ............ Nanty-Glo, Pennsylvania David Micheal McAllister . . . . ............. Snow Hill Robert Laird McLaughlin ................. Sedalia, Missouri Jack Lancaster Mason ................ Havre de Grace Richard Lewis Matteson ................ Frostburg Bob Edmund Nichols ................. El Cajon, California Jules Olympio Pagano ........................ New York, New York LeRoy Edward Pagano ............... New York, New York David Duane Patton .............. Grantsville Eugene Francis Phelps .................... Elkridge John A. Pirrera ....................... Rochester, New York Dean Mills Roberston ................ South Bend, Indiana Sidney Joseph Rosenthal ............. Baltimore William Westerman Simmons ................ Cedar Rapids, Iowa SUMMARY OF ENROLLMENT Fourth Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Third Year (Promoted in January)........ . . . . . . . . . . . . . . . . . . . . . . . . 26 Third Year (Promoted in March). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Second Year (Promoted in January). . . . . .. . .. . . . . . . . . . .. . .. . . . 10 13 Second Year (Promoted in March). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . First Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Total in College .... ........ 100 STUDENTS ENROLLED IN ST. JOHN'S COLLEGE FOR ACADEMIC YEAR BEGINNING SEPTEMBER 18, 1945* FOURTH YEAR-CLASS OF 1946 Douglas Buchanan ........................... Annapolis ;rhomas Ja~es Cosgrove ...................... Bayonne, New Jersey Thomas Irwm Fulton, Jr. ..................... Irwin, Pennsylvania Allen Zimmerman Harvey ..................... Frostburg Robert Frederick Novak ...................... Baltimore Irwin Robert Tucker.. ............ .Bayonne, New Jersey THIRD YEAR-CLASS OF 1947 Irving Victor Ab b . . ........................ Frederick Ted Barber . . . . . . ........................ Bellaire, Ohio Stephen Gordon Benedict. . .......... Scarborough, New York Stephen Windsor Bergen. . ....... St. Albans, New York Carl Henry Bruggmann. . ........ Washington, District of Columbia Tris tram Joseph Campbell, Jr.. . .. Old Orchard Beach Maine Ch'ao-Li Chi . . . . . . . . . . . . ............... New York, New York John Scott Desjardins ........................ Scarsdale, New York Salvatore Carmelo Di Grande .................. New York, New York Julian Abbott Dorf. . ...... Chestertown 'William Paul Elliott. . ...... Aurora, Illinois Theodore David Ernst. . ....... Cordova Francis Thomas Evans, Jr... . ...... Alexandria, Virginia Allen Abbey Goldstein. . .......... Baltimore John Gormly ................. Sewickley, Pennsylvania William Edwin Harris. . ....... Saginaw, Michigan Joseph Francis Hollywood, Jr.. . ....... Forest Hills, New York Richard Eagleston Jameson. . ......... Fallston Archer Jones . . . . . . . . . . . ............ Richmond, Virginia Joseph Ignatius Killorin, Jr.. . .......... Savannah, Georgia John Mathew Morgan.. . ....... Toledo, Ohio Robert Wilson Mueller. . ......... Milwaukee, Wisconsin Charles Arthur Nelson. . ........... Berwyn, Illinois John Newton Lindsay Opie. . .......... Alexandria, Virginia Rowell Anton v M. Schleicher ................ Forest Hills, New York Ja:n~s Willard Sharp... . ........... Freeland, Pennsylvania Wilham Kyle Smith, Jr.. . .......... Annapolis Roger Clark Stone. . . . ............ Conowingo Eugene Victor Thau.. . ............. New York, New York Charles Lincoln Van Doren. . ............. New York, New York John Van Doren. . ............ New York, New York Robert Russell 'Weiss. . ............. Federalsburg George Patrick Welch, Jr.... . ............... Providence, Rhode Island Andrew Shreffler Witwer, Jr. ................. Joliet, Illinois " Program of deceleration went into effect at this time. 87 �88 CATALOGUE OF ST. JOHN'S COLLEGE SECOND YEAR-CLASS OF 1948 Rogers Garland Albritton ..................... Chevy Chase Samuel Bancroft Bird, Jr ...................... Wilmington, Delaware Donald Grant Bounds ........................ Salisbury William Hurst Brubeck ....................... Los Angeles, California William Chester Buchanan, Jr................. East Lansing, Michigan Ray Charles Cave. . . . ...................... Aberdeen Proving Ground Theodore Willes Clark ....................... White Plains, New York Samuel Henry Coleman, III. .................. Roanoke, Virginia Robert Orval Davis ........................... Scottdale, Pennsylvania Vernon Ellsworth Derr ........................ Baltimore Alan Dale Eckhart. . ........................ Winnetka, Illinois Donald SeY:!radeni Elliott ...................... Lutherville Robert Barry Feldman. . . . ................... Baltimore Ralph Charles Finkel. ....................... Baltimore Henry Raymond Freeman, III. ............... Sewickley, Pennsylvania Clarence Westcott Gallup, Jr .................. Englewood, New Jersey William Michael Goldsmith ................... Forest Hills, New York Donald Claude Gooch ........................ Abbeville, Louisiana Bernet George Hammel ....................... Orange, New Jersey Chester Peter Hewitt. ......................... Woodmere, New York Frederick Russell Hinckley, Jr ................. Salt Lake City, Utah David Abbey Hooker ......................... White Plains, New York Christian Arneson Hovde ..................... New York, New York Arthur David Kelso, Jr. ....................... Linthicum Heights David Barrington Lowdenslager. . . . . . Baltimore John Duncan Mack....... . ................ New York, New York Michael Joseph Manley ....................... Cumberland Alan Schutz Maremont ........................ Chicago, Illinois Jack Lancaster Mason ......................... Havre de Grace Richard Lewis Matteson. . .................. Frostburg Clarence Robert Morris, Jr .................... Austin, Texas Oswald Nagler ............................... Perry Point Jules Olympio Pagano ........................ New York, New York Morris Albert Parslow ......................... Muskegon, Michigan David Duane Patton .......................... Grantsville Milton Perlman .............................. Memphis, Tennessee Eugene Francis Phelps ........................ Elkridge Robert Julian Scolnik ......................... New York, New York William Westerman Simmons ................. Cedar Rapids, Iowa Langford Wheaton Smith, Jr. ............. : .... Berkeley, California Robert Treat Thompson ...................... Oakland, California Gene Perkins Thornton ....................... Greensboro, North Carolina George Robert Trimble, Jr. ................... North East Robert Charles Wilson ........................ New York, New York FIRST YEAR-CLASS OF 1949 (ADMITTED IN SEPTEMBER) Clarence Alfred Anderson, II ................ : .Randolph, New York Robert Lord Arner ........................... Washington, District of Columbia Charles Crittendon Baldwin, Jr ................. Flushing, New York Teddy Franklyn Betts ........................ Hilton Village, Virginia Vincent John Buranelli.. . . . . . . . . . . . ......... Tenafly, New Jersey CATALOGUE OF ST. JOHN'S COLLEGE 89 Robert Whitehouse Burnet. .................. New Rochelle, New York James Watson Conrad. . ................. Wilkinsburg, Pennsylvania Clark Ralph Cridland, Jr.. . ................. Michigan City, Indiana Edward Francis Daley, Jr. .................... Bridgeport, Connecticut David Antony Drexel. ........................ Southern Pines, North Carolina Charles Thomas Eunick, Jr .................... Westminster Paul Carlyle Evans ........................... Syracuse, New York Robert Dixon Fox ........................... Bowling Green, Kentucky Richard MacDonough Frank .................. Louisville, Kentucky John Anthony Franken. . ................. New York, New York Alan Lawrence Gargle ......................... Brooklyn, New York James McCosh Gibson ........................ Grasonville Anton Gysberti Hardy, Jr ..................... Manchester, Vermont Allan Paul Hoffman .......................... Lawrence, New York Zachariah Howard Jaquett ................... Sudlersville Percival Cleveland Keith, Jr. .................. Peapack, New Jersey Wayne Sefton Kerwood ....................... Fairfax, Virginia Jack Konigsberg .................... Brooklyn, New York Clarence Jay Kramer ......................... Muskegon, Michigan Ian Campbell Lea ............................ Lake Bluff, Illinois Robert Thomas Lester ........................ Garrett Park John James Lobell ..................... Baltimore Peter Kirkham MacNaughton ................. Baltimore Robert Irwin Marshall ....................... Chicago, Illinois Reinardo Patrick Louis Moure ................ LaPlata John Miller Patton ........................... Grantsville Arthur Robert Platz. . ....................... Detroit, Michigan Gomer Spieker Rees, Jr ....................... Moorestown, New Jersey James Pedro Salinas. . ............. Baltimore Philip Allen Scott. . ............. Hagerstown Thomas Robert Seward ....................... Chester Lionel Spencer Starer ........................ Utica, New York Eric Albert Teel. ............................ Lansing, Michigan John Calvin Wallace ......................... Chevy Chase David Baer Weinstein. . ............... Brooklyn, New York Terry Hutchison Wells ........................ Evanston, Illinois FIRST YEAR-CLASS OF 1949 (ADMITTED IN JANUARY) Robert John Austin....... . ............... Antwerp, New York Herbert Joseph Baer, Jr ....................... Hamberg, New York Aaron Morris Bisberg ......................... Mt. Vernon, New York Eugene Bokras . . . . . . . . . ............. New York, New York Lynn Joseph Boze ............................ Dallas, Texas Melvin Allen Braunstein. . ............ Pittsburgh, Pennsylvania William Albert Brilliant. ..................... Berkeley, California Daniel Brockhuizen . . . . . . . . . . .......... Saddle River, New Jersey Jonathan Erskine Brooks ...................... Rocky River, Ohio Philip Albert Camponeschi .................... Baltimore Frederick Parsons Davis ...................... Hopkins, Minnesota Andrew Dewing . . . . . . . . . . . . . . ............ Wellesley, Massachusetts Rudolph Charles Ellsworth, II ................ Chicago, Illinois Solomon Sidney Fine bl um. . .......... Baltimore Robert Flottemesch .......................... Baltimore �90 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE DEGREES CONFERRED, DECEMBER 16, 1945 Paul Albert Frasca ............................ Flushing, New York Jay Foster Fudge ............................. New York, New York Peter Van Vechten Hamill .................... Round Bay John Phelan Hayden ......................... Chevy Chase George William John ......................... Milwaukee, Wisconsin Chester Arthur Johnson ...................... Arnold Rowland Alfred Jones ........................ Irwin, Pennsylvania Ralph Hall Keeney ........................... Providence, Rhode Island Francis L. Key ............................... Carthage, Tennessee William Reynolds Lieb ........................ Rancho Santa Fe, California Gordon Eyman McNamee ..................... Arlington, Virginia Michel Mok, II ............................... New York, New York Edward Hector Mongeau ..................... Fall River, Massachusetts Chester Gilbert Moore, Jr .................... Chicago, Illinois Joseph Parker Morray. . ............... Chicago, Illinois Eugene Francis O'Neill ....................... Yonkers, New York David Burke Rea ............................. Three Rivers, Michigan Lynn Homer Robinson ....................... Morrisville, New York Michael Lee Rourke .......................... Los Angeles, California Bradley Johnson Saunders, Jr .................. Kansas City, Missouri Leon Hyman Socks ........................... Chambersburg, Pennsylvania Guy Oliver Walser, Jr. ...................... Sayville, New York Lawrence Michael Welch ..................... Indianapolis, Indiana William Howard Wilmot ...................... Bethesda Richard Weston Young ....................... Winter Hill, Massachusetts BACHELOR OF ARTS Cum Laude Thomas James Cosgrove ...................... Bayonne, New Jersey Thomas Irwin Fulton, Jr.. . . ......... Irwin, Pennsylvania lrwin Robert Tucker ......................... Bayonne, New Jersey HONORS AND PRIZES AWARDED, DECEMBER 16, 1945 To the senior who has the highest standing, a gold medal. Offered by the Board of Visitors and Governors .......................................... Irwin Robert Tucker To the member of the Senior Class who has written the best final essay, a prize of $30.00. Offered under the Will of the late Judge Walter I. ................. Irwin Robert Tucker Dawkins ....... . SUMMARY OF ENROLLMENT Fourth Year Third Year ..... . Second Year ............. . First Year (Admitted in September) ............... . First Year (Admitted in January) .. 6 34 44 41 40 . .... 165 Total in College . DEGREES CONFERRED DECEMBER 10, 1944 BACHELOR OF AR TS Rite Robert Luther Campbell, Jr.. . . . . . . ......... Hagerstown Frank Bush Marshall, Jr....... . . . ... Baltimore Erich Nussbaum ........... . .Annapolis Harry Fletcher Pfeiffer, Jr... . ....... Baltimore Cum Laude Verne Schwab ............................... Greenbelt HONORS AND PRIZES AWARDED, DECEMBER 10, 1944 To the senior who has the highest standing, a gold medal. Offered by the Board of Visitors and Governors............... . ....... . 91 ... Verne Schwab �CATALOGUE OF ST. JOHN'S COLLEGE INDEX Absence, excuses for ............... 36 Academic standing ........... 36ff, 35f Activities . . . . . . . . . . . . . . . . . . . . . . . 49ff Athletics .................. 50, 75ff Clubs ......................... 51£ Dramatics ...................... 51 Music ................... 24, 46f, 50 Publications .................... 51 Administration . . . . . . . . . . . . . . . . . . . 8 Admission . . . . . . . . . . . . . . . . . . . . . . 55ff Application . . . . . . . . . . . . . . . . . . . . 56 Requirements . . . . . . . . . . . . . . . . 55ff Procedure . . . . . . . . . . . . . . . . . . . . 56f Advanced standing . . . . . . . . . . . . . 57 Aid, student .................... 6lff Applications Admission . . . . . . . . . . . . . . . . . . . . . -06 Student Aid . . . . . . . . . . . . . . . . . . 61£ Rooms ......................... 53 Scholarships. . . . . . . .. . .. .. . . .. . 62ff Articles, magazine, on St. John's ... 81£ Athletics .................... 50, 75ff Attendance Church ........................ 66 Classes ........................ 36 College exercises . . . . . . . . . . . . . . . 36 Bible class ..................... 51 Board of Visitors and Governors .. 6, 7 Boat Club . . . . . . . . . . . . . . . . . . . . . . 50 Books, list of great. .............. 18ff Chronological . . . . . . . . . . . . . . . . . 40f By years ...................... 42 By subject matters .............. 43 Calendar, College .......... .4, 5, 30ff Campus .......................... 52f Caution Money ............... 53f, 59 Charges, fixed . . . . . . . . . . . . . . . . . . . 59 Charter of College. . . . . . . . . . . . . . . . 66 Of King William's School. ....... 65 Classics, new definition of .... 18ff, 20ff Clubs, College ................... 51£ College Calendar ............ 4, 5, 30ff Collegian ........................ 51 Credits Semester hours ................. 37 For entrance to graduate schools ................... 37f, 71 Transfer of . . . . . . . . . . . . . . . . . . . . 57 Curriculum Elective system . . . . . . . . . . . . . . . . 16£ St. John's 1835 ................. 68 92 St. John's 1868 ................. 69 St. John's 1886-1923, block elective 70 St. John's 1923-37, open elective .. 70 Degree Requirements ........ 36f, 7lff Dining Hall . . . . . . . . . . . . . . . . . . . . . 54 Discipline .................... 36, 53 "Don Rags" .................. 31£, 35 Dramatics. . .. .. . .. . .. . .. . . . .. . . .. 51 Elective Program ............. 16f, 70 Engineering Scholarships at Johns Hopkins ..................... 64 English, admission requirements. . 55£ Enrollment . . . . . . . . . . . . . . . . . . . . . 84ff Summary ...................... 90 Entrance Examinations . . . . . . . . . . 56f Essays ........................... 32 Examinations Entrance . . . . . . . . . . . . . . . . . . . . . 56f Oral ...................... 31£, 71£ Written ................... 32, 71£ Annual ........................ 32 State Scholarship . . . . . . . . . . . . . . 62 Excuses, for absence ............... 36 Expenses ....................... 58ff Faculty List . . . . . . . . . . . . . . . . . . . . . . . . . . 9ff Author teachers ............. 18, 33 Tutors......... . ............. 9ff Fellows........................ 9 Research . . . . . . . . . . . . . . . . . . . . . 32ff Re-education of . . . . . . . . . . . . . . . 35 Appointments . . . . . . . . . . . . . . . . . . 35 Fees College finances . . . . . . . . . . . . . . . 58 Examination . . . . . . . . . . . . . . . . . . . 58 Annual. ....................... 58£ Tuition . . . . . . . . . . . . . . . . . . . . . . . 58f Residence . . . . . . . . . . . . . . . . . . . . . 58f Payments . . . . . . . . . . . . . . . . . . . . . . 59 Deferred payment . . . . . . . . . . . . . 60 Caution money ............. 53f, 59 With financial aid ... • .......... 61£ Foreign Language Admission requirements ...... 2, 55f See Greek, Latin, French, German French ................... 25f, 44, 55f Freshmen, list of .......... " . . . . . 88ff German .................. 25f, 44, 55f G.I. Bill of Rights .............. 57, 60 Grades ......................... 31£ Graduate Schools, preparation for ........................ 37ff Greek ................... 25f, 44, 55f History Of College . . . . . . . . . . . . . . . . . . . 65ff Chronological order of classics 22, 40f In St. John's Program ........ 22, 43 Infirmary Service . . . . . . . . . . . . . . . . 54 Instruction Methods in St. John's Program ............... 22ff, 49ff Juniors, list of ................ 84f, 87 King William's School. . . . . . . . . . . 65f Laboratory . . . . . . . . . . . . . . . . . . . . . . 30 Exercises. . . . . . . . . . . . . . . . . . . . . . 46ff Total Hours . . . . . . . . . . . . . . . . . . 45 Subject Matter . . . . . . . . . . . . . . . . 45f Language, reasons for instruction in. 25f Requirements ........... 37, 44, 71ff Tutorials .................. 25f, 44 Clock-hours of classroom work in. 44 Classics in Language and Literature ......................... 42f Latin ..................... 25f, 44, 55f Latin Club ...................... 51 Law School Preparation .......... 38ff Lectures, formal ................. 28f Liberal Arts and Sciences .. 14ff, l 7f, 21 List of Great Books, Classics. . . . 40ff List of Laboratory Exercises. . . . . . 46ff List of Lectures . . . . . . . . . . . . . . . . . 29 List of Students . . . . . . . . . . . . . . . . 84ff Literature, Language and ........ 42£ Location of College. . . . . . . . . . . . . . . 52 Marine Biology .................. 64 Marks .......................... 35f Mathematics, reasons for instruction in .......................... 26f Admission requirements . . . . . . . 55f Requirements .............. 37, 71£ Tutorials . . . . . . . . . . . . . . . . . . . . . 26f Clock-hours of classroom work in. 44£ List of Mathematical Classics. . . 42f Club ........................... 51 Medical Schools, preparation. . . . . . 39 Music ..................... 24, 46f, 50 Concerts . .. .. .. .. .. .. .. .. .. . .. 50 Natural Science .............. .43, 45f Occupancy of Dormitory Rooms. . 52f 8 Officers of Administration. . . . . . . . Philosophy. . . . . . . . . . . . . . . . . . . . . . . 43 Political Science . . . . . . . . . . . . . . . . . 43 Preparation For admission . . . . . . . . . . . . . . . . 55f 93 For graduate schools ........ 37f, 71f For life . . . . . . . . . . . . . . . . . . . . . . l 4ff President Former .................... 13, 67ff Present . . . . . . . . . . . . . . . . . . . . . . . 8 Emeritus . . . . . . . . . . . . . . . . . . . . . . . 13 Probation . . . . . . . . . . . . . . . . . . . . . . . 36 Procedure for Admission. . . . . . . . . 56f Promotion . . . . . . . . . . . . . . . . . . 36, 71£ Reading Parties . . . . . . . . . . . . . . . . . 32 Registration ............... .4, 5, 56f Regulations Admission. .. .. . . .. . . . .. . . . . . . . 55f Academic Standing . . . . . . . . . . . 35ff Attendance . . . . . . . . . . . . . . . . . . . . 36 Degree Requirements ...... 36f, 7lff Residence. .. . . . . . . . . . .. . . . . . . . 52ff Religion Non-denominational ........... 65£ Reports ........................ 31£ Requirements Admission . . . . . . . . . . . . . . . . . . . . 55ff Attendance . . . . . . . . . . . . . . . . . . . . 36 Degree ................... 36f, 7lff Graduation ................ 36, 7lff Languages, for degree ... 37f, 44, 71f Languages, for admission ....... 55f Mathematics, for degree. 37f, 44£, 7lf Mathematics, for admission. . . . . . 55 Familiarity with Great Books ... 7lf Residence. . . . . . . . . . . . . . . . . . . . . 52ff Research. . . . . . . . . . . . . . . . . . . . . . . . . 35 Residence. . . . . .. . .. . . . . . . . . . . . . . 52ff Rooms .......................... 52ff For new students. . . . . . . . . . . . . . . 53 For old students. . . . . . . . . . . . . . . . 53 Furnishing . . . . . . . . . . . . . . . . . . . . 52f Occupancy. . . . . . . . . . . . . . . . . . . . . 52f Caution money .............. 54, 59 Schedules Weekly ....................... 30£ Student, typical . . . . . . . . . . . . . . . . 32 Term ................... .4, 5, 31£ Years .................... .4, 5, 31£ Payment of fees. . . . . . . . . . . . . . . . 59 Scholarships. . . . . . . . . . . . . . . . . . . . . 6lff College ....................... 61£ State ........................... 62 Patriotic Societies . . . . . . . . . . . . . 63f Athletic. . . . . . . . . . . . . . . . . . . . . . . . 77 At other institutions. . . . . . . . . . . . 64 Science In modern world. . . . . . . . . . . . . . 21£ In St. John's Program ... 21£, 30, 45ff �~- 94 CATALOGUE OF ST. JOHN'S COLLEGE Laboratory. . 2lf, 30, 45ff, 7lff Liberal 2lf Classics in science ......... . .42f Semester-Hour Credits Equivalent 37 Seminars ........... 24, 27f, 72 Seniors, list of. .84, 87 Social Sciences .......... 22, 43 Sophomores, list of. . . .......... 86ff Staff, administration 8 Faculty ............. . 9ff Medical. . ................ . 54 Standing, academic 35£ Student Activities 49ff Athletics 50 Elective ....... . 49ff 50 Music Clubs 51£ 51 Publications. Dramatics. 51 Student Aid 6lff Students List of 84ff Theological Schools, preparation. 38 Transfer of credits . . ... 39, 57 Tuition Fee . . . . ........... 58£ Tutorials . . . . . . 24ff Mathematics . . . . . . . . . . . . . . . . 26f Language . . . . . . . . . . . 25£ Vacations ........... 4, 5, 30ff Veterans' Educational Benefits .. 57, 60 51 Year Book � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College in Annapolis: 250th Anniversary; Official Statement of the St. John's Program, Catalogue 1945-1946 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 94 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource St. John's College in Annapolis: 250th Anniversary; Official Statement of the St. John's Program, Catalogue 1945-1946 Date A point or period of time associated with an event in the lifecycle of the resource 1946-05 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Description An account of the resource College catalog for the years 1945-1946 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/8dcf84cf8ea06e468ac912726619ef94.pdf d0bfe58b062d632757b904d2cdc66ce8 PDF Text Text ST. JOHNjS COLLEGE IN ANNAPOLIS �ST. JOHN'S COLLEGE IN ANNAPOLIS OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM CATALOGUE 1946-1947 CALENDAR 1947-1948 ANNAPOLIS, MARYLAND JULY, 1947 Founded ;is King William's School, 1696 Chartered as St. John's College, 1785 �TABLE OF CONTENTS PAGE COLLEGE CALENDAR .BOARD OF VISITORS A~; G~~~~~~ ................... . OFFICERS OF ADMINISTRATION ................... . FACULTY . . . . . . . . . . . . . . . . . . : : : : : : : : : : : : : : : : : . . . . . . . . THE ST. JOHN'S PROGRAM ....... . This catalogue contains the full official statement of the curriculum of St. John's College. In the following pages the curriculum is described as: 1. 2. A four-year, all-required course containing no electives and leading to the degree of Bachelor of Arts; Aimed at initiating in the student skills of learning in language, mathematics, and abstract thinking that are necessary in anything he may choose to do the rest of his life; 3. Available to applicants who are able and willing to undertake the responsibility of a substantial program in the Liberal Arts. See section on Admissions. St. John's College has no graduate or professional schools. On College Catalogues ......................... Why a College Education Should be Liberal The Crisis in Liberal Education. . . ....... The Liberal Arts . . ............ The Classics as. T~~~he·r~ ........................ Science and the Modern W~~id The Curriculum ............ . The Tutorial~ ....................... . . . . . .................. . ................... The Language Tutorial ............ : : : : : : : : : : The Mathematics Tutorial . .................. . The Seminar . 4 6 8 9 14 14 16 17 18 21 22 24 25 26 ........................ . 27 28 The Laboratory ... : : : : : : : : : : : : : : : : : : : : : : : : : The Schedule ................................. . The Faculty .............................. . Academic Standing .................. . The Degree of Bachelor of Arts ' ........ . A List of Great Books .................. . 30 30 The Formal L~c~~~~ : :: : : : : :: : : :: :: :..... . In Chronological. O~d~~ By Years . . . . . . . . . . ........................ . .... . By Subject Matter ......................... . Instructional Charts Laboratory Exerci~~s. : : : : : : : : : : : : : : : : : : : .... . RESIDENCE AND ACTIVITIES .... . How TO APPLY FOR ADM~S~~~~: . . . . . . . . . . . . . . . . . . . . . . FEES . . . . . .................... . ..................................... . APPENDIX A, HI~~~~~.~; ·;~~ ·C~~~~~~ ................ . APPENDIX B, THE DEGREE OF BACHELO~· ~~·A~~~: : : : : : : : FINANCIAL. A~~ 32 35 36 40 40 42 43 44 46 49 55 59 63 67 73 p~~~~-~:::::: 77 80 REGISTER OF STUDENTS 83 INDEX . . . . . . . . . . . . . . : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : 90 APPENDIX C, INTERCOLLEGIATE ATHLETICS. BIBLIOGRAPHY OF ARTICLES ON ST. JOHN'S 3 \ �COLLEGE CALENDAR 1946-4 7 Annual Examinations COLLEGE CALENDAR 1947-48 .. September 19-21 Annual Examinations ..................... September 16-20 Registration . September 21 Convocation . September 22 Registration ............................. September 19-20 Convocation ............................... September 21 First Term begins. ....................... September 23 First Term begins 9 A.M .................... : . September 22 First Term ends 12 noon. .................. December 20 First Term ends 5 P.M ........................ December 19 Second Term begins 9 A.M ...................... January 6 Second Term ends 12 noon .............. . ...... March 21 Third Term begins 9 A.M .............. . .... April 7 Third Term ends 12 noon .......................... June 6 Second Term begins 9 A.M ....................... January 5 Second Term ends 5 P.M ......................... March 19 Third Term begins 9 A.M .......................... April 5 Third Term ends 5 P.M ............................ June 4 Baccalaureate Sermon .............................. June 8 Baccalaureate Sermon ................... . Commencement Commencement .................................. June 7 • .......................... June 9 CALENDAR JANUARY SMTWTF $ •••••• 1 2 3 4 5 6 7 8 9 1011 12131415161718 19 20 212223 24 25 26 27 28 29 30 31 •• FEBRUARY APRIL S M T W T F s •••• 1 2 3 4 5 6 7 8 9 10 1112 13 141516 17 1819 20 21 22 23 24 25 26 27282930 •••••• MAY •••••••••••• 1 2 3 4 5 6 7 8 9 101112131415 16171819202122 232425262728 •• •••••••• 1 2 3 4 5 6 7 8 9 10 11121314151617 18192021222324 25 26 27 28 29 30 31 MARCH ••.•.•.••••• 1 JUNE .. .. .. .. .. .. .. .. .. .. .. .. .. .. 1 2 3 4 5 6 7 2 3 4 6 6 7 8 8 9 1011121314 9 10 11 12 131415 15161718192021 1617 1819 20 21 22 22 23 24 25 26 27 28 23 24 25 26 27 28 29 2930 •••••••••• 3031 ..•••••••• FOR 1947 JULY S MT WT F s •••• 1 2 3 4 5 6 7 8 9 10 1112 13141516171819 20 21 22 23 24 25 26 2728293031 .••• AUGUST •••••••••• 1 2 3 4 5 6 7 8 9 10111213141516 17181920212223 2425 26 27 2829 30 31 •••••••••••• SEPTEMBER •• 1 2 3 4 5 6 7 8 9 10111213 14151617181920 21 22 23 24 26 26 27 282930 •••••••• • OCTOBER S MT WT F • s •••••• 1 2 3 4 5 6 7 8 9 10 11 12 13 14 151617 18 19 20 21 22 23 24 25 262728293031 .. NOVEMBER •••••••••••• 1 2 3 4 5 6 7 8 9101112131415 16171819202122 23 24 25 26 27 28 29 30 •••••••••••• DECEMBER •• 1 2 3 4 5 6 7 8 9 10 11 12 13 14151617 1819 20 212223 24 25 26 27 28293031 •••••• .. .. ... .. .. .. .. .. .. .. .. .. .. .. .............. 4 JANUARY S MT WT F CALENDAR s s •.••.••• 1 2 3 4 5 6 7 8 9 10 11121314151617 18192021222324 25 26 27 28 29 30 31 APRIL M T W T F s s FEBRUARY .............. MARCH •• 1 2 3 4 5 6 7 8 9 10 11 1213 14161617181920 212223 24 25 26 27 28293031 ...... 194 8 JULY M T WT F s • OCTOBER S MT WT F •••••••• 1 2 3 ••••••.• 1 2 3 .••••••••• 1 s 2 4 5 6 7 8 9 10 4 5 6 7 8 9 10 3 4 5 6 7 8 9 11121314151617 11121314151617 10111213141516 1819 20 212223 24 18192021222324 17181920212223 252627282930 .. 25 26 27 28 29 30 31 24 25 26 27 28 29 30 31 .....•.••... .............. .............. 1 2 3 4 5 6 7 891011121314 15161718192021 22 23 24 25 26 27 28 29 ••.••• · •••••• FOR . ...... June 6 MAY .. .. .. .. .. .. .. AUGUST .•...•.•.••• 1 1 2 3 4 5 6 7 2 3 4 5 6 7 8 8 9 1011121314 9 101112131415 15 16 17 18 19 20 21 16171819202122 22 23 24 25 26 27 28 23 24 25 26 27 28 29 293031 •••••••• 30 31 .•....•..• NOVEMBER .• 1 2 3 4 5 6 7 8 9 10 111213 14151617181920 21 22 23 24 25 26 27 282930 •••••••• .............. .. .. .. .. .. .. .. JUNE SEPTEMBER •••• 1 2 3 4 5 •••.•• 1 2. 3 4 6 7 8 9 10 1112 5 6 7 8 9 1011 13141516171819 12 13141516 17 18 20 21 22 23 24 25 26 19 20 21 22 23 24 25 27 2_? 29 30 .•...• 2627282930 ••.. 5 DECEMBER •••••• 1 2 3 4 5 6 7 8 9 10 11 12 13 141516 17 18 19 20 21 22 23 24 25 262728293031 •• �BOARD OF VISITORS AND GOVERNORS MEMBERS EX OFFICIO Chairman, RICHARD F. CLEVELAND, Lawyer, Baltimore Trust Bldg., Baltimore, Maryland. Vice Chairman, FRANCIS PICKENS MILLER, University Station, Charlottesville, Virginia. Secretary, WILLIAM LENTZ, Lawyer, Equitable Bldg., Baltimore, Maryland. DR. THOMAS PARRAN, JR., Surgeon General, U. S. Public Health Service, Washington, D. C. DR. AMos F. HUTCHINS, Surgeon, 1227 N. Calvert Street, Baltimore, Maryland. EDWIN WARFIELD, JR., Editor, The Daily Record, 15 E. Saratoga Street, Baltimore, Maryland. PAULL. BANFIELD, Headmaster, The Landon School for Boys, Edgemoor, Washington, D. C. ROBERT M. HUTCHINS, Chancellor, University of Chicago, Chicago, Illinois. CLARENCE W. STRYKER, Professor Emeritus of History, Box 63, Annapolis, Maryland. HAROLD F. LINDER, 39 Broadway, New York City. HERVEY ALLEN, Author, Rippleton Road, Cazenovia, New York. DR. WILLIAM J. FRENCH, Director, Anne Arundel County Health Department, Annapolis, Maryland. ALEXANDER MEIKLEJOHN, Lecturer, St. John's College, 1525 La Loma Avenue, Berkeley, California. MARK VAN DOREN, Professor, Columbia University, Lecturer, St. John's College, 393 Bleecker Street, New York City. RICHARD ScoFIELD, Tutor, St. John's College, Annapolis, Maryland. JOHN SPANGLER KIEFFER, President, St. John's College, Annapolis, Maryland. BRIG. GENERAL WILLIAM C. PURNELL, Lawyer, Standard Oil Building, Baltimore, Maryland. JUDGE LEVIN CLAUDE BAILEY, Salisbury, Maryland. LOGAN MORRILL, Vice President and Treasurer, St. John's Col- President Ex Officio, His Excellency, WM. PRESTON LANE, JR., Governor of Maryland, Annapolis, Maryland JOSEPH R. BYRNES, President of the Senate, Baltimore, Maryland C. FERDINAND SYBERT, Speaker of the House of Delegates, Ellicott City, Maryland JUDGES OF THE COURT APPEALS OGLE MARBURY, Chief Judge ................... Laurel, EDWARDS. DELAPLAINE, Associate Judge ....... Frederick, STEPHEN R. COLLINS, Associate Judg:e. . . . . . Chest er t own, ~ C. Gus GRAsoN, Associate Judge. . . . . ....... Towson, WILLIAM L. HENDERSON, Associate Judge. . Baltimore, CHARLES MARKELL, Associate Judge .......... Baltimore, lege, .l\anapolis, :rvraryland. RAYMOND N. WILBURN, Dean, SL John's College, Annapolis, MARYLAND. 6 OF 7 Md. Md. Md . Md. Md. Md. �OFFICERS OF ADMINISTRATION* FACULTY* PRESIDENT PRESIDENT JoHN SPANGLER KIEFFER, A. B., A. M ....... 12 McDowell Hall ACTING DEAN JoHN OTTo NEUSTADT, B. A., M.A. (Until June 30, 1947) . . . . . . . . . . . . . . . .................. . 11 McDowell Hall ' DEAN RAYMOND NEIKIRK WILBURN, B. S., M.A. (From July 1, 1947) .................. . . . . . . . . . . . . . . . 11 McDowell Hall JoHN SPANGLER KIEFFER .................. 139 Market Street B. A., Harvard College, 1927, as of 1926; M. A., 1929, Harvard University. Master in French and English, Litchfield (Connecticut) School, 1927-28; Instructor in Classical Languages, St. John's College, 1929-34; Assistant Professor of Classical Languages, St. John's College, 1934-39. Tutor, St. John's College, 1939-: Board of Visitors and Governors, 1943-; Acting President, January 1, 1947- April 22, 1947; President, April 22, 1947-. ASSISTANT TO PRESIDENT ACTING DEAN CHARLES A. NELSON (Until June 30, 1947) .. 14 McDowell Hall ASSISTANT DEAN JosEPH WINFREE SMITH, B. A., M. A., B. D. (Until June 30, 1947) ............................. 14 McDowell H21.ll LUKE HARVEY PoE, JR., B. S., LL. B. (From August 1, 1947) ............................. . . . . . . 14 McDowell Hall (Until June 30, 1947) JoHN OTTo NEUSTADT ................... 61 College Avenue B. A., 1939; M. A., 1942, St. John's College. Tutor, St. John's College, 1940-42. Army of the United States, 1942-46. Tutor, St. John's College, 1946-47; Acting Dean, 1946-47 . DEAN TREASURER (From July l, 1947) KENT CAMPBELL, B. A. (Until June 30, 1947) .................................. 13 McDowell Hall VICE PRESIDENT AND TREASURER LOGAN MoRRILL, B. A., LL. B. (From July 1, 1947) .................................. 13 McDowell Hall REGISTRAR MIRIAM STRANGE, B. A. ................... 11 McDowell Hall LIBRARIAN CHARLOTTE rLETCHER, A. B., B. s............ Woodward Hall DIRECTOR OF ADULT EDUCATION FoRD KEELER BROWN, B. A., D. Phil. ........ McDowell Annex COLLEGE PHYSICIAN J. OLIVER PURVIS, M. A., M. D ........ . ....... Infirmary DIETITIAN MARIAN E. ALEXANDER, B. s.... . Randall Hall DIRECTOR OF ATHLETICS EDWARD FLINT LATHROP, JR., B. A.. . . . . . . . B. S., 1935; M. A., 1938, University of Virginia. Lecturer in Philosophy, Columbia University, 1937-38. Tutor and Assistant Dean, St. John's College, 1938-43. Active duty with the United States Navy, 1943-46. Tutor, St. John's College, 1946-; Dean, 1947-; Board of Visitors and Governors, 1947-. TUTORS GEORGE ALTHOFF BINGLEY .... - .... . ...... Brice House B. A., 1910, M. A., 1916, Princeton University. Instructor in Government Schools, Osaka, Japan, 1910-13; University of Goettingen, 1913-14; Elizabeth Gardner Scholar in Mathematics, Princeton University, 1915-16; Instructor in Mathematics, Georgia Institute of Technology, 1918-19; Instructor in Mathematics, United States Naval Academy, 1919-23; Assistant Professor of Mathematics, St. John's College, 1923-24; Associate Professor of Mathematics and Physics, St. John's College, 1924-27; Associate Professor of Mathematics, St. John's College, 1927-31; Professor of Mathematics, St. John's College, 1931-39. Tutor, St. John's College, 1939-. . Iglehart Hall SUPERINTENDENT OF BUILDINGS AND GROUNDS ARCHIBALD McCouRT ..................... McDowell Annex AUDITOR SEWARD AND MoNDE, C. P.A ........ New Haven, Connecticut •Stringfellow Barr, President, resigned December 31, 1946 .. Scott Buchanan, Dean, leave of absence July l, 1946; resigned Decem?er 31, 1946. 8 RAYMOND NEIKIRK VVILBURN .................. 36 East Street FoRD KEELER BROWN ............... 243 King George Street B. A., University of Washington, 1920: D. Phil., Oxford University, 1926. Assistant in English, 1919-20, Assistant Professor of English, 1923-25, University of Washington; Associate Professor of English, St. John's College, 1925-29: Professor of English, St. John's College, 1929-39. Tutor, St. John's College, 1939-42; Active duty with the United States Navy, 1942-45: Tutor and Director of Adult Education, St. John's College, 1945-. "CE. Pg. 32. 9 'I �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE RICHARD SCOFIELD . ... 58 State Circle B. A., 1919, M. A., 1920, University of California; B. A., Oxford University, 1924. Assistant in English, University of California, 1919-20; Commission for the Relief of Belgium Exchange Fellow, Universite libre de Bruxelles, 1920-21; Instructor in English, New York University, 1925-27; Associate Professor of Art and English, St. John's College, 1927-39. Tutor, St. John's College, 1939-; Board of Visitors and Governors, 1943-. LEONARD JAMES EsucK. . Brice House ~· A.'. University. o_f Chicago, 1934; M. A., Tulane University, 1936; Ph. D., Umvers1ty · v· · · - of Virgm1a, 1939.. Du .Pont Fellow in Philosophy , u nn,ersi·ty o f . irg1ma', 1936-39, Instructor m Philosophy, Drake University, 1939-42; Tutor, St. Johns College, 1943-. JO j ACOB KLEIN . ... 217 Hanover Street Friedrichs Realgymnasium, Berlin, 1917; Ph.D. University of Marburg-Lahn, 1922; Research Work, University of Berlin and University of Marburg, 1924-33; Visiting Lecturer, University of Prague, 1934-35; Fellow of the Mendelssohn Stiftung zur Foerderung der Geisteswissenschaften, 1935-37; Tutor, St. John's College 1938-. EDWARD FLINT LATHROP, JR .. .. 214 S. Cherry Grove Avenue B. A., St. John's College, 1938. Assistant Coach in Football and Lacrosse, St. John's College, 1937-39. Tutor, St. John's College, 1938-41. Director of Athletics, St. John's College, 1939-41. Active duty with United States Navy, 1941-45. Tutor and Director of Athletics, St. John's College, 1945-. KENT CAMPBELL. . . . Brice House 1919-20, U. S. Naval Academy; B. A., 1924, Harvard College; University of Paris, 1923-24. Dillon, Read and Co., New York City, 1924-30; G. L. Ohrstrom and Co., New York City, 1930-32; Fitch Investment Service, Boston, 1932-41. Tutor and Treasurer, St. John's College, 1941-42. Active duty with the United States Navy, 1942-46. Tutor and Treasurer, St. John's College, 1946-47. BERNARD MANN PEEBLES. . Pinkney House B. A., 1926, University of Virginia; M. A., 1928, Ph. D., 1940, Harvard University. Instructor in Greek, University of Virginia, 1928-29. Fellow, American Academy, Rome, 1932-34. Instructor, Department of Classics, Graduate School, Fordham University, 1934-35. Instructor in Classics and Tutor in the Division of Ancient Languages, Harvard University, 1937-39. Assistant Professor, Department of Classics, Graduate School, Fordham University, 1939-41. Tutor, St. John's College, 1941-42. Army of the United States, 1942-45. Tutor, St. John's College, 1945-. H WILLIAM ~RVING HARPER. . Brice House B. A., _Ohio Sta~e University, 1931; M. A., Columbia University, 1934. Instr~ctor. m Chemistry, McGill University, 1932-33; Instructor in Chemistry, Umvers1ty of Buffalo, 1935-37; Fellow, Clare College, Cambrido·e Universit;• 1938-39. Tutor, St. John's College, 1943-. " '' SIMON KAPLAN. . . ... . 58 State Circle Graduate, "Real-School" (College) in Libau, Russia, 1912; Institute of Technology, Darm~tadt, and U~iver~ity of Heidelberg, 1912-14; University of Leningrad, 19~1-23, ~h. D., Umvers1ty of Jena, 1924-27. Teaching Member of the Free Philosophical Association, Leningrad, 1921-22; Fellow of the Hermann Cohen Foundation, Berlin, 1928-31; Research Studies, University of Paris 1934-36; Tutor, St. John's College, 1943-. ' NORMAN ATWOOD GARIS. .176 Prince George Street B. A., St. John's College, 1941; Student Assistant, St. John's College, 1941-44; Tutor, St. John's College, 1944-. ]ACK LANDAU . . . . . . . . . . . . 58 State Circle B. A., St. John's College, 1944. Tutor, St. John's College, 1944-. LUKE HARVEY PoE, JR.. . . . 49 Cornhill Street · 't .B. . S. in Mathematics, Universit)' of Virginia , 1938 . LL . B ., U n1vers1 y o f ~ . . Vngmia, 1941. Cravath, Swame & Moore, New York, 1941-42. Active duty with the United States Navy, 1942-46. Tutor, St. John's College 1946-· As · t· t Dean, 1947-. ' ' ,sis an CHARLES]. .ALBA.. . Wild Rose Shores B. S., M. S. m Electncal Engineering, 1934, Massachusetts Institute of Technology. Massachusetts Geodetic Survey , Computer , 1934 -36 . Rad·io c orporatwn · . . . of Amenca ~nd U .. s. T_elevlSlon Manufacturing Company, Engineer, 1936-39. Capito~ Ra~w Engi_neermg Institute, Instructor, 1939-40. Civil Aeronautics Adnumstratwn, Engmeer, 1940-42. Air Track Manufacturing Company, Research Engmeer, 1942-46. Tutor, St. John's College, 1946-. Street ULRICH STEPHAN ALLERS . . . . . . . . . . . . . . . . . . . . 4 Revell Street B. A., 1939; M. A., 1941, Catholic University. Tutor, St. John's College, 1946-. B. A., 1934, M. A., 1935, University of Virginia; B. D., 1938, Virginia Theological Seminary. Deacon-in-charge 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia. Tutor, St. John's College, 1941-; Assistant Dean, 1947. RoBERT S. BART . . . . . . . . . . . . . . . . . . . . . . . 49 Colleo-e Avenue . B. A., 1940, Harvard College, s.c.J. Sheldon Travelling Fellow, Ha~vard University, 1940-41. Tutor, St. John's College 1946-. ERNST ABRAHAMSON . ... Brice House Ph. D., Prague, 1934; Teacher of Classics, Director of Music, Country School Villa Pazzi, Florence, 1935-37; Assistant d'Allemand, Ecole Normale, Chfilons-surMarne, France, 1937-39; Instructor in Latin and Romance Languages, Howard University, 1939-41; Tutor, St. John's College, 1942-. CARLOS FRAKER . . . . . . . . . . . . . . . . . . . . . . . . . . Hanover Street A. B., Massachusetts State College. B. M:os., Yale University. Tutor, St. John's College, 1946-. JOSEPH WINFREE SMITH, JR .. . 49 Cornhill WILLIAM KYLE SMITH. . Revcrdy Johnson House B. S., University of Virginia, 1921; Th. B., Princeton Theological Seminary, 1924. Instructor in Bible Literature, University of Virginia, 1933-42. Tutor and Assistant Dean, St. John's College, 1942-46. Tutor, St. John's College, 1946-. WILBUR<?- ~ORHA~. . . 201 Hanover Street ~- A ... Umversi~y ?£ Illm01s, 1922; M. A., Columbia University, 1925; Ph. D., Umversity of M1ch1gan, 1931. Instructor, Columbia University, 1922-26. Professor, .State Teachers College, Buffalo , New York ) 192o,--29 . Res~- 1_,1, " '.tl)'SiO.iO' ' 1 • . 1..-a ..,a .A. g1st, Fifth Avenue Hospital, New York, 1931-32. Rinehart, Inc., New York, 1932-41. Lecturer, Colgate University, 1942-45. Lecturer, Union Colleae Schenectady, New York, 1945-46. Tutor, St. John's College, 1946-. " ' �1% CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST .. JOHN'S COLLEGE . vVeems Creek WILLIAM HENRY HATFIELD. B. A., St. John's College. 1941. Tutor, St. John's. College, 1946-. Ill ALEXANDER MEIKLEJOHN, 1525 La Loma Avenue, Berkeley, Cal. B. A., Murray State Teachers College (Kentucky), 1936. M. A., Vanderbilt University, 1937. Graduate work, University oE North Carolina, 1937-41. Teac~­ ing Assistant in English, University of North Carolina, 1937-39; Instructor m English, University of North Carolina, 19,39-41. Active duty with the United States Navy, 1941-46. Diplomas in Electronics, Naval Research Laboratory, 1942. and Massachusetts Institute of Technology, 1945. Historian, Staff Joint Task Force One, 1946. Tutor, St. John's College, 1946-. Ph. D., Cornell University, 1897; A. M., Amherst College, 1913; LL. D., Williams College, 1912, Mt. Holyoke College, 1912, Brown, 1913, Allegheny College, 1915, University of Vermont, 1916, University of California, 1933, University of Hawaii, 1937: Instructor of Philosophy, 1897-99, Assistant Professor, 1899190.3, Associate Professor, 1903-06, Professor of Logic and Metaphysics, 1906-12, Dean, 1901-12, Brown University; President, Amherst College, 1912-24; Professor of Philosophy and Chairman, Experimental College, University of Wisconsin, 1926-38, Professor Emeritus since 1938; Chairman, School for Social Studies, San Francisco, 1933-36; Lecturer, St. John's College, 1940-, Board of Visitors and Governors, 1943-. CLAUDE SPENCER LEFFEL, JR ............... 138 Charles Street MARK JOSEPH J. HORRELL ..................... 53Yz Cornhill Street B. A., St. John's College, 1943. United States Army, 1943-46. Tutor, St. John's College, 1946-. F RANCIS SCARLETT MASON , JR........... . . 58 State Circle B. A., St. John's College, 1943. Active duty with the United States Navy. 1943-46. Tutor, St. John's College, 1946-. vAN DOREN . .. 393 Bleecker Street, New York City A. B., 1914, A. M., 1915, University of Illinois; Ph. D., Columbia University. 1920; Litt. D., Bowdoin College, 1944. Instructor in English, 1920-24, Assistant Professor, 1924-35, Associate Professor, 1935-42, Professor, 1942-, Columbia Uni,1ersity. Literary Editor, The Nation, 1924-28; Motion Picture Critic, The Nation, 19115-38. Lecturer, St. John's College, 1942-, Board of Visitors and Governors, 1943-. FRANZ PLUNDER. . . . . . . . . . . . . . . . . . . . . . Cooper Apartments Stadtisches Gymnasium, Bregenz, 1909-1913. Royal Academy of Fine Arts. Vienna, 1911-1914, Master Degree. Technical University, Vienna, Yacht Design, Master Degree, 1914. Tutor, St. John's College, 1946-. FREDERICK LAMOTTE SANTEE. ....... Manhattan Beach B. A., Harvard, 1924; B. A., Oxford, 1926; M. A., Oxford, 1929; M. D., Johns Hopkins, 1938. Fellow of American Academy, Rome, 1927. Instructor in Latin. Lehigh University, 1927-29. Assistant Professor of Latin and Greek, Vanderbilt University, 1929-34. Associate Professor of Classics, Kenyon College, 1938-42. Lieutenant (M.C.), United States Navy, 1943-45. Tutor, St. John's College, 1946-. .. 42 East Street LAWRENCE TOWNSEND. B. A., 1932, Butler University. Tutor, St. John's College, 1946-. .... vVhitehall Road LOGAN MORRILL. B. A., Princeton University, 1929; LL. B., University of Cincinnati College of Law, 1935. Investment Counsellor, Cincinnati, Ohio, 1929-1947. Lawyer, Cincinnati, Ohio, 1935-1947. Lecturer, University of Cincinnati College of Law, 1941, 1946. Army of the United States, 1942-1945. Vice President and Treasurer, Tutor, St. John's College, 1947-. LECTURERS MORTIMER ADLER. . 227 East Delaware Place, Chicago, Ill. Ph. D., Columbia University, 1929. Instructor in Psychology, Columbia University, 1923-29; Assistant Director of the People's Institute, New York City, 1928-29; Associate Professor of the Philosophy of Law, 1930-41, Professor, 1941-, University of Chicago; Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Lecturer, St. John's College, 1937-. PRESIDENT EMERITUS ENOCH BARTON GAREY. . . Los Angeles, Calif. B. A., St. John's College, 1903; Graduate, United States Military Academy, 1908; LL. D., Washington College, 1923; LL. D., St. John's College, 1933. Professor of Military Science and Tactics, Johns Hopkins University, 1920-23; President of St. John's College, 1923-29; President, The Garey School, 1933-35. PROFESSOR EMERITUS OF HISTORY CLARENCE WILSON STRYKER ..... . ..... Annapolis, Maryland B. A., Union College, 1885; M. A., Columbia University, 1914. Acting Professor of Economics, Kenyon College, 1912-13; Professor of History and Economics, St. John's College, 1904-12, 1916-23; Professor of History, 1923-32; Board of Visitors and Governors, 1938-. PROFESSOR EMERITUS OF FRENCH JACOB. BERNARD SEGALL ..... ..... Baltimore, Maryland B. L., and B. Sc., Lycee of Jassy, Runiania, 1884; Ph. D., Columbia University, 1893. Fellow in Romance Languages, Columbia University, 1892-93; Instructor in French, Cornell University, 1893-96; Sorbonne, Paris, 1896-97; Instructor in French, Cornell University, 1897-1900; Lecturer, Modern Languages, McGill University, 1900-01; Instructor in French, College of the City of New York, 1901-03; Professor of Romance Langnages, University of Maine, 1903-20; Professor of French, University of Maine, 1920-28; Visiting Professor of French, Summer Session, Northwestern University, 1928; Professor of Romance Languages, St. John's College, 1928-29; Professor of French, St. John's College, 1929-39. �CATALOGUE OF ST. JOHN'S COLLEGE THE ST. JOHN'S PROGRAM ON COLLEGE CATALOGUES It seems wise to begin with an observation on college cat~­ logues in general and a bit of advice to the reader of this catalogue in particular. When liberal colleges were started in this country everybody knew that education at the college level should be liberal. It was generally admitted that every free citizen shou~d be able to read, write, and reckon, and that every profess10nal man should have a mind free enough and disciplined enough to recognize his professional e~ds and to underst~nd the ~eans which must be used to achieve them. Acadexmes and liberal colleges were establishe~ to assure ii:itellectu~ freedom and discipline to the professions and theIT respective schools. It was therefore necessary merely to use a few familiar phrases to identify and describe an institution that was teaching the "liberal arts and sciences." The multiplication of such institutions, the increase in number of students, and the confusion of professional and t~ade schools have robbed the familiar phrases of their meanmgs. To a far greater degree than we realize, the liberal ai:s and sciences have themselves disappeared and what remams of them has been confused in the minds of administrators and teachers as well as in the minds of the people, all of whom now need the education that the liberal college should provide. It would be convenient and truthful to describe the SL John's Colleo-e Program as the re-establishment * of the original colleo-e ~ith its original function of intellectual freedom and . discipline, but unfortunately that needs explanat10n at so~e length. Let this be an apology to the reader an~ a warnmg that he is reading an unusual college catalogue, which attempts to define and expound the ends and means of liber~l education as well as to describe St. John's College in Annapolis. ~ WHY A COLLEGE EDUCATION SHOULD BE LIBERAL The College Charter says in effect that the wisest and best regulated States have promoted a~d encou:ag~d instit~tions for the liberal education of youth m the pnnoples of virtue, "' Cf. Appendix A. 14 knowledge, and useful literature because such institutions are of the' highest benefit to society. In an aristocratic society this statement might suggest an invidious distinction between the rulers who alone would exercise the highest functions and the ruled who alone would subserve the higher ends by exercising the lower functions. In a democratic republic there is no such division of labor. It is an integral part of the American dream that each man in our society may and must perform the highest functions. These functions consist in the intelligent free choice of the ends and means of both our common and individual life. This is a most glorious and most difficult proposition to which we are dedicated. Among other things it means that each man must have his measure of liberal education, since choices can be neither free nor intelligent without relevant training and understanding. These trainings and understandings are parts of the liberal arts and sciences. Each profession and vocation is partly liberal; therefore professional and vocational schools study their respective minimal amounts of theoretical science. But in addition there are basic trainings and understandings common to all vocations and therefore common necessities of all free men. Thomas Jefferson persuaded the early revolutionary colonies of the need for the universal literacy of the citizenry. The major success in that minimal democratic education has made abundantly dear the need in addition for the universal distribution of critical intelligence, a minimal intellectuality which can distinguish between fact and fiction, between principle and case, between opinion and insight, between propaganda and instruction, between truth and falsity. This degree of intellectual training is absolutely necessary for the highest activities of men in democratic society, namely for both individual and common deliberation and decision in practical affairs. That which fulfills this basic common necessity is of the "highest benefit" to democratic soeiety. A good economic, social, and political life will maintain these instruments of liberty, but one of its chief concerns will be to pass on to youth the germinal insights and habits the cultivation of which will make them free. These insights and habits are available in the traditional liberal arts, and they can be transmitted and communicated if teachers have them and an �CATALOGUE OF ST. JOHN'S COLLEGE 16 17 CATALOGUE OF ST. JOHN'S COLLEGE allowed to exercise students in their practice on th5 best materials. Institutions should be set up and maintained which shall devote themselves to this end in a single-minded fashion, and they should distinguish themselves from the schools of vocational training which minister directly to the special utilities. The liberal colleges, together with the public schools, are the spiritual strongb,olds of the liberal state which watches and insures that men shall be able to do what they ought to do. THE CRISIS IN LIBERAL EDUCATION By a series of historical accidents following the establishment of the elective system by Eliot of Harvard in the late nineteenth century, such single-minded institutions are no longer available for the training of youth. Eliot introduced the device of free election of studies in order to absorb and assimilate the natural sciences to the liberal arts tradition. It was a minor tactic to meet a larger problem than the liberal college had ever faced before. Far from accomplishing its major end, it allowed the free and irresponsible invasion of all branches of the liberal arts by the research specialist. The research teacher became the competitive salesman of a subject matter. Later by a system of majors and prerequisites each successful salesman was able to eliminate competition with other subject matters after the first choice by the student. Thus the elective system became an unorganized array of special required courses, and each of these in turn was sanctioned by its connection with professional and vocational graduate work as the pre-medical, pre-legal, pre-commercial, pre-educational, or pre-earning-a-living course. Needless to say, the liberal college forgot its function, redoubled its efforts and its courses, and became timidly and fanatically preparatory. In acceding to the professional and vocational pressures it transmitted their destructive energy to the whole public school system. The result is that the student now must make a vocational choice at some point in his secondary education and changes it later only at great educational risk. One thing he cannot choose because it does not exist in our educational system: that is a balanced liberal education. This situation, as soon as it is recognized, constitutes a crisis, a point where judgment and decision can be made. We can choose to restore the liberal arts, not necessarily the old curricu1m~, but a mo~em equivalent. That is what St. John's College decide~ to do.rn 1937: Since then the College has for ten years. teste~ its curriculum m actual operation. The choice to restore the liberal arts has ~et with favorable response and the College has assumed a position of leadership in American education. THE LIBERAL ARTS The front cover of this catalogue carries the official seal of the College. The Latin proverb on it says, No Way is Impassable to Courage. .The College has courageously undertaken the larger task which the. elective system failed to accomplish, namely to see that the .liberal arts assimilate, transform, and pass on the modern subject matter on which they should be at work. ~~e seal on th~ back cover of the catalogue points to the trad1t10n from which we derive our courage . Th e L a t. . . . in mscnpt10n says that we are making free men out of children by means of bo~ks and balances. The figures on the seal repres.ent the seven liberal arts as they were traditionally conceived f~r about two thousand years, up to the beginning of the n~nete~nth ce?tury. In ancie~t .style they are grammar, rhetoric, d1al~ctic, which form the t:ivmm; and arithmetic, geometry, music, and astronomy, makmg the quadrivium. In the center and fore~ound stands a pair of chemical balances which represents .the mstruments ~f the mo~ern scientific laboratory, where the liberal arts are bemg practiced at their best and fullest in the modem world. A great deal ~s said these days about the teaching of methods, but the profess10nal and specialist's bias has left its mark h 1 h I · b . ere ~s e sew ere. t is o v10us to any teacher that there are different m~t~ods ~or different subject matters, but where experts and specialists d1s~gree then free men must decide. Free minds m~st be able ~o view concrete situations, deliberate by formu~atrng clear d1l~m~as, and arrive at a deciding choice. This mv.olves a combmatlon and organizing of all methods, and edu~at~~n should. provide a training which would bring precision, fac~hty, and mdependence in this most human of all human a~t10ns. The formulation of alternatives for such choice is the highest art of freedom toward which all the liberal arts should be ordered. Considerations of various kinds of truth and falsity �l8 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE must be introduced, and even subtler distinctions ~nvolving the use of symbols in imaginatio1:1 as well a~ reasonmg must be made. Memory, manual dexterity, calculat10n and .measure· ment must be cultivated as arts, if we are to make mmds free. The child is potentially a free man, ~nd this mea~s t~at he has the capacities which these arts reqmre. The reahzat10n of these capacities comes about by thei~ exercise .under controlled conditions in which ordinary learnmg by tnal and err~r be· comes discipline under the guidance of teachers. ~y children then we mean men who are capable of liberal learnmg. THE CLASSICS AS TEACHERS Although we have no new fads in tea_ching :nethods, but rather use all available methods and devices, still :'e have a special interpretation of the teache_r'~ function. _This can best be stated by saying that the real ongmal and ultimate teachers at St. John's are the authors of some hundred of th: greatest books of European and American thought. The l:st of the great books and their authors who are now . t~~chmg ~t St. John's, subject to continual revision and cnticism, will be found on page 40. These are the real teachers, ~~t we_ also have a secondary faculty of tutors who act as aux1hary mter· mediaries between the books and the students. These books were chosen over a period of nearly twen~y years by auxiliary teachers in various. places, notably_ Col~mbia University, the University of Chicago, the Umvers~ty. of . · · V ugmia, an d St . John's College · The list was under cnt1osm . . · 1 and testing by teaching and learnmg expenence _d_unng t 1at period, and the process has ~ontinued ~nder cond1t10ns set by the single all-required curnculum which all students at St. John's take. This experience of co-operative teaching with the_ authors of the great books has led us_ to a new unders~and1:1g of the classics and classical educat10n. The pre-elective ~1b~ral arts colleges had come to understand and_ d:fine the classics i~ te:rm~ of the symbolic mediums of transmission_ and commumc~t10n, they taught Greek, Latin, a:id mat~~matics as ai: exter:s10n of · -' . -~~ ··'o~ u ... ~a.u "o' ", ··· · · '"" primary. eulic<t.Ll u 'n .,_.,,,.,,..:i 1ncr wnt1nP" and anthmet1c. We . are also emphasizing language and mathematics for reasons that will appear on later pages. On the other ha~d a~e reading the classics in English. As we do that, certam cntena w: 19 emerge and provide a new understanding of the original motives in classical liberal arts education. The criteria divide themselves into two kinds, those that are exemplified in single books and make them great, and those that appear in the effects that one book has on another and on the reader and teacher. The first criterion is that a classic must be a masterpiece in the liberal arts. Its author must be a master of the liberal arts of his time, and his work must exemplify the direction of those arts of thought and imagination to their proper ends, the understanding and exposition of the truth as he sees it. The second criterion follows from the first, namely that a classical book must be a work of fine art. It must have that clarity and beauty on its surface which provides an immediate intelligibility and leads the mind of the reader to its interior depths of illumination and understanding. This is of first importance in teaching, and its principle is almost universally violated in the textbooks that have developed in the ordinary elective system. The great books were written for the ordinary intelligent public, and they therefore have the seductive charm of works in the fine arts. They are intrinsically interesting and impose their disciplines with pleasure. The third criterion concerns the internal structure of a classic. A great book has many possible interpretations. This does not mean that it is simply ambiguous and thus leads to confusion. On the contrary it is possible to discover in a great work such as Dante's Divine Comedy or Newton's Principia several distinct, complete, and independent meanings, each allowing the others to stand by its side and each supporting and complementing the others. It is the business of a liberal artist to construct such works and also to analyze and under· stand them. The fourth criterion demands that a great book shall raise the persistent and humanly unanswerable questions about the great themes in human experience. On the one hand this means that a great book shall be honest about the limits of its powers of exposition, admitting the paradoxes and mysteries that surround the practice of the liberal arts. On the other hand it means that a liberal artist should not allow a false modesty er scepticism to excuse him from pushing reason and imagination to ultimate questions. The entertainment and exploration of ultimate questions concerning number and measurement, form �20 CATALOGUE OF ST. JOHN"S COLLEGE CATALOGUE OF ST JOHN'S COLLEGE and matter, substance, tragedy, and God extend, moderate, and balance the use of our intellectual capacities. All of these criteria apply as much to books on mathematics as to books oE poetry, to books on practical individual and social problems as much as to books on metaphysics and theology. The extrinsic criteria concern the relations of the books to each other and their teaching powers in relation to students and readers. It is generally true that these books have had the greatest numbers of readers throughout European history. Plato, Euclid, the Bible, and Shakespeare are all European bestsellers; there are a few exceptions but it would be almost safe to take this criterion as a working rule for the selection of books for any list of classics, particularly if the numbers were estimated in proportion to the time the book has endured. Although each book must tell its own independent story, it is an important fact, which we regularly exploit, that one great book talks about the others, both those that came before, and, by anticipation of doctrine, those that come after. Each book in a list of classics is introduced, supported, and criticized by all the other books in the list. It thus gains pedagogical power and critical correction from its context. Background and preparation are thus efficiently supplied by the chronological ordering of the classics, and difficult books surprise us by their intelligibility and eloquence as they come in their providential order. Thus Newton's Principia and Maxwell's Electricity anri Magnetism as gracefully submit themselves to the learning processes of the student of the liberal arts who has read Euclid, Apollonius, and Ptolemy as Kant's Critique of Pure Reason and Dante's Divine Comedy do for one who has read Plato and Aristotle. It is this unguessed but abundantly confirmed collaborative teaching by the masters of the liberal arts that makes it possible and imperative to bring back to each modern youth his lost heritage of classical education. The fact is that such a collection of the great books has in it the shining thread of the great liberal tradition in the ·western ·world. It is this thread that the elective system has lost, and the lack of which we 2.re feeling in the uncertainties and fears of contemporary daily life. Its loss has made it necessary to construct synthetic cultures, and it is its ghost that frightens decadent liberals who would have us get along without ~raditions. They would have us as persons detach ourselves fr?m the tradition without knowing what it is or has been. Like current textbooks which similarly detach themselves from tradition we would be saluting the tradition in our spiritual deaths. 21 SCIENCE AND THE MODERN WORLD The tradition moves on into the modern world and it is transfo~mi~g itself in most lively and important wa~s. This is ~appenmg m two ways primarily, one in mathematics, another m the l~boratory. St. John_'s College has more required mathematics than ~ny other hberal college in the country; it also has ~ore reqmred laboratory work than any other liberal college m the country. Together mathematics and natural science .constitute more than one-half of the required work. Three ~undred _years ago ~lgebra and the arts of analytic mathematics w.er~ mtroduced mto European thought by Rene ?escartes. This is perhaps the greatest intellectual revolution ~n re~o_rded history, paralleling the other great revolutions m rehg10n, morals, politics, and industry. No liberal, and therefore no citizen of a democratic country, can afford to be ianorant of this change and its issues. It has redefined and tr~ns­ formed our whole n_atural and cultural world. Although it is not the only focal pomt around which the St. John's curriculum may be_ organized'. it is one which we take special care to emphasize. There is scarcely an item in the course which does not bear upon it. The last two years of the course exhibit completely the changes in the liberal arts that flow from it an~ these could n?t b~ appre~iated without the first two year~ which cover the h1stoncal penod from the Greeks to Descartes. Descartes, by using and reinterpreting the knowledge of the Greeks, made_ modern mathematics and the laboratory possible, so that now if we would follow tbe classical thread into the modern world we must know the constructions of the mathematicians and find our classical loci in the instruments of the laboratory as well as in the great books. For thi~ purpose we have set up a four-year laboratory in mathematics and the natural sciences with four main themes woven together to. catch the understandings and insights that we need. There is the theme of mathematical constructions taught and exemplified in a great variety of exercises with the �22 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE drawing board. There is the theme of measurement wh~ch involves the analytical study of the instruments of observat10n and measurement, the chemical balances, the meter stick, the thermometer, the barometer, the miscroscope, telescope, spectrometer, and interferometer, the use of scales, gauges, and graphic methods of recording observation. There is the s.t~dy of concrete materials and situations in biology and medicme which demand the combination of scientific findings, both in theory and in fact; and this in turn demands practice in crucial experiments in the history of science. All this is backed ~y a solid training in the mathematical techniques and symbolisms as far as differential equations. This provides the material and intellectual ?ackgrou~d for the modern study of humanistic and social science. Without this it is empty and romantic. With it one may hope for a creneration of conlpetent economists, political scientists, and 0 'd even sociologists. Social studies at present do not provi e an intelligible set of organizing principles; until they d~ we shall aim the mathematical and scientific work at the pomt where the medical and humanistic traditions cross; they agree that the proper study of mankind is man. as teaching in methods of reading and writing. The second list ~hows th~ division of books into four groups according to the four sess10ns of the college course. This list also divides the books into three columns according to the classification of the primary symbolic medium in which they are presented, languages and literature, mathematics and science, and those books fewer in number which deal explicitly with the liberal arts and sciences. The third list shows how these books distribute themselv~s o~er the conventional array of subject matters as they are studied m the contemporary colleges which follow the elective system. This third list is presented for those who wish to compare and contrast the St. John's program with the ordinary college; they should be warned to assure themselves of a real compar~son by using only the selections from the subject matters which a normal student would make in the elective system. It should also be noted that many books actually fall in several divisions according to subject matter, as on the other hand many books in an elective system are read in almost complete isolation, therefore without background and aid from other books. There is also a general warning that such lists are only diagrams for emphasizing this or that special aspect of the curriculum; for instance there is nothing in any of these diagrams to show the weightings of time or emphasis on special books, nothing to show the weightings that individual students are encouraged to put upon them for their own individual benefit or interests. With these qualifications, which should suggest still others, the lists give a fairly accurate general impression of the curriculum. THE CURRICULUM The proper subject matter for the study of the liberal .arts is man and the world, with all that these imply; the medmm we have chosen to convey this knowledge and appreciation is the classical books arranged in both a chronological and pedagogical order; the methods of learning and te~chin.g ~re. the liberal arts; the end of the teaching and learnmg 1s msight, understanding, and good intellectual and moral habits which provide the basis for human freedom. The following paragraphs will be a description of the sc~eduled arrangements for doing this in four thirty-three week sess10ns of the college course. Such arrangements call for two kinds of distribution of the materials and methods of instruction, one according to allotted times and the other according to teaching functions. On pages 40 to 43 the reader will find three listings of the books. The first shows the chronological order for books and authors, becrinnincr with Homer. and endini?: with Russell, Freud, and 0 0 . James. This represents the required readmgs for the four years and implies further readings in secondary books as welJ ~ 23 The division into four years has an interesting significance. Something over two thousand years of intellectual history is covered in the first two years; about three hundred years of history is studied in an equal or slightly greater number of books in the last two years. The first year is devoted mostly to the Greeks and their special understanding of the liberal arts; the second year contains books most of which were originally written in Latin, and covers the Roman and medieval periods; the third year has books originally written in Romance languages for the most part although English has a large share; the fourth year introduces German works and concentrates on the nineteenth and the twentieth centuries. This four-year schedule was not made because of any underlying theory �CATALOGUE OF ST. JOHN'S COLLEGE 24 25 CATALOGUE OF ST. JOHN'S COLLEGE about recapitulations of history, but it happens to catch any genuine values that such a theory may point out in practice. There are certain critical questions raised by the use of a · selected book list. A great many of these questions turn out to be questions of private taste and sentiment. A~o~g the objective questions the most urgent concern the omission of the Oriental classics and the classics of the pure fine arts. Two reasons may be given for omitting the Oriental classics. They are culturally and linguistically unavailable to us of the Occidental world; they are therefore subject to almost inevitable corruption and misuse as educational mediums. We moderns may be able to exploit them when our own intellectual disciplines have been recovered. The fine arts contain the most imposing set of disciplines that have established themselves and survived in the modern world by claiming independence from the liberal arts. It is one of our aims to recover and reintegrate them with the liberal arts. We are therefore providing for them outside the curriculum and planning to reassimilate them by stages, first by including music in the curriculum, reading musical scores in the seminars, and studying harmony in the laboratory. We hope that by this and other stages to follow, intellectual light will be transmitted to the fine arts and that they may make their reflected light available to all the classics. The main emphasis in teaching is on the writing, reading, and experimental disciplines, but the actual teaching falls into five sharply distinguished kinds of teaching techniques. None of these is newly discovered or invented, but some of them have been in disrepute for fairly long periods. We call them severally Seminar, Formal Lecture, Language Tutorial, Mathematics Tutorial, and Laboratory. The seminar comes perhaps nearest to the immediate educational end which we are aiming at, while the tutorials, laboratories, and lectures make secondary contributions. The Tutorials Every good student knows that his learning must be double. He must be acquiring the skills that go with the subject matter, but he must also get to know his teacher. The converse of this is even more important for good teaching: the good teacher knows that he must be in the learning process himself and he must also know his pupil. The tutorial class, which is composed o~ from te~1 to twenty .students meeting five times a week, provide~ .the ideal. cond1t10ns for collaborative study and for the mamfold teachmg and learning relations that hold in a company ?f good friends. The tutor makes daily diagnostic observau.on~ of ~ach. student as he works and gives the proper prescnpt1ve directions as they are needed. There is also an ?pportu.nity for each student to contribute his measure of mstruct10n to his fellows. The Language Tutorial The aim here is to use some external device that will induce the strengthening and discipli~ing of the imagination. Foreign languages have often been praised for their mental discipline, but the. vaguenes.s of the statement mirrors the decay of a pedagogICal techmque. The imagination is the place where the mtellect touches human experience, but it cannot do its work if the imaginat~on is not pr~pared to receive intellectual light. It must be polished and adjusted. Normally it is our mother tongue that brings about such preparation as we have. Unfor~unately American habits with the mother tongue are for vanous reasons abnormal and we have babbling minds as a con~eq1:1ence. Speci~l attention must be given to our linguistic habits if we are to improve matters. Liberal artists have always k~own the pm~erful effects of foreign language in getting this kmd of attent10n. We therefore require the study of four foreign languages, one a year for the four years, Greek, Latin, French and German. It is ob~ious th~t we do not expect to have these languages mastered m the time allotted, even though it is five hours a week. For each year the schedule is as follows. During the first term paradigms of declensions and conjugations, and passages of good prose and poetry from the books are committed to memory by rote. During the period of elective and orogressive education, rote memory has been abhorred becaus~ it~has its dangers. In our system these dangers are avoided by devices that force memory to carry its proper load of imagination and �26 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE thought. The second term is concerned with various ~inds of translation from important texts in which important thmgs are being said and the grammar of the language is being used for purposes of full expression. These translations . range £:0~ technical grammatical translation, through vanous . stylistic variations to abstract and concise formulation of logical content. The last term in each year is devoted to the writing of grammatical, rhetorical, and logical commentaries .on the texts with a final emphasis on original writing on the topics suggested by the text. Language is man's most intimate external possession. The trained language sense extends man's imaginative powers. We therefore move on it with an organized strategy. The effects are in sustained powers of imagination and therefore in increased attention and powers of analytic thought. These tutorials meet in small classes so that individual observation and instruction are the rule. Not a small part of the advantage of such instruction comes from the opportunity for tutors to diagnose individual difficulties. 27 of study the other books in mathematics and natural science, now so formidable to both teacher and student, can be approached and conquered. For this purpose the tutorial classes in mathematics meet five times a week throughout the four years. The teaching is conventional and familiar for the most part, exposition, recitation, drill in calculation and proof. On the other hand intelligibility must be added to operational skills, and this is brought to light by discussion of the incidence of mathematics, not only on the sciences, but also on logic and metaphysics, and through this on the entire subject matter of the program. Mathematics belongs to the liberal arts and its development through symbolic procedures throws a great deal of light not only on speculation but upon the literary and scientific imagination. As in the case of the language tutorials, the small class of not over ten students allows individual diagnosis and instruction, and the student who has difficulties on the operational level may have special remedial laboratory exercises prescribed for him. Thus handminded boys may discover the liberal dimensions of their skills The Mathematics Tutorial The Seminar Next to the mother tongue the language of numbers and figures is the most important symbolic possession of ~ei:i-. In fact it is a language within the mother tongue prov1dmg a most powerful practical and theoretical ex~e~sion. I~ view of our present scientific and industri.al c.ond1t10ns. of l~fe, the decay and elimination of mathematics m educat10n is most disturbing. This default has become so common now t~at many persons believe that they .nat~vely lack. m~t~emat1cal ability. Nothing could be more cnpplmg to th~ md1~1~ual .n~r more discouraging for the future of democratic soc1eue~, if it were true. The apparent disability is due to a decay m the techniques for teaching mathematics and this in tu~n is ~ue to misunderstandings of the fundamental nature and mtenuon of mathematics. Wide variation in individual training and performance is evidence of this state of affairs. Therefore we begin with almost a complete year spent in a thorough study of Euclid's Elements in . its ent~rety. Th~s is the book that made European mathematics possible, and it can still be used to remedy our deficiencies. Given this year A book is one-half of a conversation, and good conversation, whether practical or theoretical in intention, is one of the highest performances in the liberal arts. Seminars of from ten to twenty students with at least two instructors or leaders, answer back the other half of the conversations that great books demand. Plato's Dialogues, most of which are read in the first year, set the models for seminar discussion, and first lessons in discussion are learned in reading Plato. Books of various kinds are discussed in various ways. Some books such as Aristotle's Organon are read in the seminar with the French method of explication de texte to insure understanding. It i's assumed that other books have presented a subject, and discussion starts where they leave off, following the argument where it leads. Literary works demand literary criticism; scientific books demand a philosophy of nature. Versatility in question and answer allows the exploitation of the work done in other parts of the program. Training in language facilitates formulation of opinion; mathematical imagination and insight open up new depths and subtleties �28 CATALOGUE OF ST. JOHN'S COLLEGE in both literature and science. Dialectic starts on the levels of language and mathematics and with their aids reaches the fundamentals and ultimates, and in the process the book under discussion may be torn to pieces. One immediate result is the improvement in actual reading. To accompany the reading of the books, the seminars meet twice a week for two hours. Recovery from confusion and misunderstanding may result from the first meeting; on the other hand it may be only at the last meeting or later meetings that the text delivers up its meaning. The seminars are the substantial core of the whole program and the intellectual process prepared for by reading and writing is brought to realization most often under seminar conditions. The Formal Lecture Formal lectures are delivered to the entire student body at least once a week. Lecturing by instructors is discouraged elsewhere in the curriculum and concentrated in the formal lecture. These lectures are given in the evening with audience and platform set as for an outside lecturer. All the formal arts of the platform are used for the purpose of a sustained and artistic exposition of a subject matter that may have been studied in fragments in other ways. About half of the lectures are given by guest lecturers, notably Mortimer Adler of the University of Chicago, Mark Van Doren of Columbia, and Edward Kasner of Columbia. Members of the resident College faculty give the rest, no sing-le member giving more than three during the year. Lecturing except on the popular platform is almost a lost art in this country. It is a very high art demanding artistic skill and sensitivity which are dulled and killed by the forced practice of the ordinary university classroom. Long preparation is needed to free it from sophistry and empty personal rhetoric. Our lectures are not always successful, but when they are successful they might be given and understood on any occasion. Students learn to listen to good talk, to talk that is often aver their heads, but talk th<it is remembered and absorbed long after the immediate hearing. Each lecture is followed by a period of informal query and discussion, in which the students learn to talk back. CATALOGUE OF ST. JOHN"S COLLEGE 29 FORMAL LECTURES 1946-47 The Oar nf Ulysst's . . . ....... John 0. Neustadt Trivi1tm. . ... John S. Kieffer Quadrivium? .................................. .Jacob Klein Vico ..... StTingfellow Barr The Liar. Alexander Koyre New School for Social Research Analogy. . . Scott Buchanan SjJheres ancl Cells. .Edward Kasner Columbia University The Dark Night of the Soul Recital . . . . . . . . Leonard ]. Eslick ............ Alexander Schneider, Violinist Ralph Kirkpatrick, Harpsichordist .Jewsalem rmcl Athens ......................... Leo Strauss New School for Social Research - - - . - ......... - .......... Mark Van Doren Dramatic Presentation: The D11c/1ess of ..1\·Inl"... . K.mg 'V·11· ,, ' i iam l'la)ers 1\iao; and Russia. On Reading St. Thomas. ,.-lmerican Literature I. . .......... Gregory Bienstock . .. Scott Buchanan . . - ..........:\fark \'an Doren SymlJolism and Poetry . ............. _ ... _.......\Villiam s...Weedon Universit7 o[ \'irginia Anus and /he iVJan Mytliology .... .Ernst Abrahamson ...... John S. Kieffer Reading, SlwkesjJeare and Cervantes ......... _ .. Ford K. Bro\\"n The Rcd11clio11 of the Syllogism. ......... Raymond N. Wilburn American Lilt:rature II .... _. __ ._ .............. . Mark \'an Doren Toynliee's Themy of History. .. Stringfellow Barr Ro11s.1eall. Leo Strauss New School for Social Rescarclt Divisibility. - ... - ......... .John 0. Neustadt Recital · · · - · · - .................... Andor Foldes, Pianist Wonder, Doubt, and Belief. .J. Winfree Smith How to Read A Play ............. Jack Landau Tl1e Nineteenth Century. . ............ Jacob Klein Scfrnce and Civilization Freud. ..... David Hawkins George \Vashington Uniler,it; . ... H. W. Loewald, M.D. Dram;uic Presentation: The Alc/1e1111·,.1 . . . . . . . . . K"mg ur11·iam P1a ye rs . "1 �30 CATALOGUE OF ST. JOHN'S COLLEGE The Laboratory The scientific laboratory is perhaps the most characteristic institution of the modern world. It should be recalled that it was for the purpose of introducing and assimilating the laboratory that Eliot of Harvard opened the liberal college to the elective system. The hope was that the college would provide the conditions and the techniques for the liberalizing and humanizing of science. The present disorganization of our colleges is evidence that th<; problem is not yet solved. It is of utmost importance that it be solved. St. John's College is making the attempt. The strategy is to recruit specialists in the sciences as teachers, to re-educate them in the liberal arts, and to reorganize the laboratory as an instrument of liberal rather than pre-professional training. This is the research problem that is set for the faculty, and it will continue to attack the problem step by step. The laboratory staff contains an engineer and a medical man, scientists whose interests can range beyond the special boundaries of each science. They co-operate with the mathematicians, the physicists, the chemists, and the biologists in planning and teaching the four-year course. Their field is the history of science including the present, and the context is the rest of the liberal arts and the classics in the program. The present tactics are to take the best current pattern in ordering the sciences as it is found in the pre-medical course, to anchor it in the scientific classical books and experiments, and to find the liberal arts in current practices and insights. In general the main themes are mathematical constructions, the instruments and techniques of measurement, repetition of crucial experiments, and the combination of scientific findings in concrete problems. The laboratory classes meet once a week for three hours during the first two years. Laboratory time is increased in the last two years. This is more than is required by any other liberal college at present. THE SCHEDULE Perhaps the most obvious distinctive mark of St. John's College· is the easily observable fact that all the students of the same year are reading the same books at the same time with CATALOGUE OF ST. JOHN'S COLLEGE 31 the same immediate preparation. This may be the week when that "all Greek to me" look is on all freshman faces because they are learning the Greek alphabet; or it may be the two weeks that they are meeting Greek algebra in the fifth book of Eucl~d's Elements; or i_t may be the first assignment in Thucydid~s when t~e se~m.ar leaders are wondering if the students will get the imphcat10ns of liberty in Pericles' funeral oration. These are the educational realities that a common schedule marks and emphasizes. Each m?rning for five day~ of the week each student spends one hour m a language tutorial and one hour in a mathematics ~utorial. One aftern~on a week each student spends three hours m the laboratory durmg the first two years; in the last two years, two afternoons a week. Two evenings from eight to ten each student attends a seminar in organized conversation and discussion of the scheduled readings. On one or two evenings there are ~ormal lectures. Nineteen or twenty hours per week are si:ient m _regular classes. The rest of the time is spent in studymg, eatmg, sleeping, talking, athletics, and other activitie~ such as music and dramatics. The week is the elementary umt of the schedule and shows one complete rotation through the varieties of work and play. The three terms of the College year average ten weeks in length an~ _mark pi~ces of work projected and accomplished. In recogmt10n of this there are oral examinations at the end of each term. These are conducted by seminar leaders with the help of the tutors. Each student sits with his examiners for a half hour during which he is questioned freely and informally ?n the texts he has read, on his critical or interpretative opin10ns, and encouraged to consider parts of his study in relation to each other and in relation to fresh problems that may not have been treated in his classes. A few days after the examination before the end of the term the student again sits with his instructors for fifteen minutes during ~hich his tutors and laboratory instructor report to the semmar leader on his work for the term. These so-called "don rags" are brief and recurrent consultations between tea:h~rs and student for the purpose of diagnosis and prescnpt10n rather than for report of marks. They are followed ~y va~ations in which a fresh start is possible and new directions m study may be explored. Grades are not reported in �CATALOGUE OF ST. JOHN'S CO~LEGE CATALOGUE OF ST. JOHN'S COLLEGE these don rags, and they are not the center of interest, as is shown by the fact that the student is invited to report on himself and to judge his own work. The end of each year is marked by a long essay written by each student on some theme which he has chosen in the books. These are due the first of May. The annual written and oral examinations are given in the following September after the Jong vacation period during which the salutary processes of bination of teaching and research in each member of the faculty. The principle is that the teaching mind must be a learning mind, and therefore good teaching demands continued learning. This has come to mean in academic practice that the good teacher must be making original contributions to knowledge and that he must publish if he wishes to be promoted. The faculty at St. John's is again going back to first principles and making another application of them. Learning is a co-operative enterprise and it is best carried out when persons at different stages of comprehension work together. The typical learning situation at St. John's involves ten or twelve learners. First in the learning line come the author-teachers, the writers of the great books, who are talking in most cases at the high point of their own learning. Next comes the reading and talking teacher who is a member of the faculty: his stage of learning is somewhere between the author and the best student. There then follow the other students at distances proportional to their degree of understanding. The old-fashioned ranking of classes in the little red schoolhouse is the image that we have in mind. At the head of the class is the author-teacher, at the foot of the class the worst student in relation to the subject matter. All the others are both teachers and pupils, each learning from those above and teaching those below. The aim in all the classes is to exploit the differences in knowledge, character, and skill as they are distributed among the students and the tutors. Since it is not our policy to select only the best students for admission, but rather to aim at the normal distribution of ability that is found in the average American community, we count heavily on the normal social processes of mutual understanding to catch and amplify the teaching. Our classes exemplify in their various styles all the types of collaborative study, allowing even the dull or slow student on occasion to hold the class to the main learning purpose. Socrates and the slave-boy is not an unfamiliar spectacle in the St. John's classroom; we count on it to keep our teaching fresh and genuine. The faculty member is then researching in the subject matter of the book with the guide and help of the author and any other special professional aids that he may be able to use. He may have beside him a colleague whose special knowledge complefilents his own. This is the situation in a seminar, where 32 A Hour 9 STUDENT'S CLASS SCHEDULE FOR THE WEEK Mon. Language Tutorial Tues. Language Tutorial Wed. Language Tutorial Language Tutorial Fri. Sat. Language Tutorial I IO 11 Thurs. Mathematics Mathematics Mathematics Mathematics Mathematics Tutorial Tutorial Tutorial Tutorial Tutorial 12 2 to 5 8 to 10 Laboratory for Juniors, Seniors Seminar Laboratory Laboratory for Juniors, Seniors for Freshmen, Sophomores (Lecture) Seminar Formal Lecture forgetting, assimilation, and the maturing of insights have taken place. The close organization of subject matter and the intensive teaching which results make vacations and unscheduled ruminations functionally important. As one learns to skate in summer and swim in winter, so one acquires wisdom in vacation. The annual ex~minations are aimed at detecting and encouraging this process. There are plans for reading parties in the summer vacation in which students may arrange the proper conditions for the maturing of knowledge gained during the session. THE FACULTY Part of the intention .of the elective system since the time of its introduction at Harvard has been to encourage the com- �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE there are at least two auxiliary teachers, but it is best exemplified in the editorial work that is being carried on by many members of the faculty. The majority of the great books are already in cheap and easily available English translations, b11:t there are a considerable number of them that need new editions, and a smaller number which have not been translated or are badly translated. So far the following books have been reprinted: ' pretation of the book list which occurs as an immediate byproduct of teaching the books in tutorial, in seminar, and in the laboratory. Criticism of the books takes place in two directions primarily, first their historical order and background which continually change and enrich themselves by connections with other books; secondly in the bearing these books have on the immediate teaching problem and the progress of current thought in general. Making the actual reading schedule for the seminars for each year is a result of much faculty and student deliberation, and the reading schedule registers teaching and learning experiences from year to year. The products of this kind of research go first into teaching directly. Production for publication and learned societies is and should be a secondary resuJ!t. :..1fhe students thus have direct and contributing parts in, r..e enq1, and research has a direct and contributing r6le in Jted B~10n. The faculty now represents a ~alanced distribution of special knowledge. Eventually ·'l's Bac1duates from the fouryear course itself will be the beshe (i;chers, and some of them have already been taken on as te? _Jg assistants. 34 Plato: Phaedrus, in Greek and Latin Gospel according to St. John, in Greek and Latin . Descartes: Discourse on Method, in French and Latm Hippocrates: Selected Works Archimedes: Selected Works Lucian: True History Aristarchus: Distances of Sun and Moon Nicomachus: Introduction to Arithmetic Spinoza: Theological-Political Treatise Gilbert: On the Magnet Harvey: The Works of Rousseau: Du Contrat Social Lavoisier: Elements of Chemistry Hegel: Philosophy of History Dalton: Chemical Philosophy Bernard: Experimental Medicine Fourier: Theory of Heat Virchow: Cellular Pathology The following books have been translated for the first time into English by members of the faculty: Apollonius: Conics Ptolemy: Mathematical Composition (Almagest) Augustine: On Music Scotus Erigena: The Division of Nature Grosseteste: On Light Oresme: On the Breadths of Forms Copernicus: On the Revolution of the Spheres Kepler: Epitome of Astronomy Pico: On the Dignity of Man The following books have been retranslated by members of the faculty: Plato: Meno Plotinus: Fifth Ennead Aristotle: Physics, Books I-IV Bonaventure: Reduction of Arts to Theology Cantor: Transfinite Numbers This represents the first line of research. _ The second line of research consists in the constant remter- 85 ,lY ACADEMIC STANDING The system of instruction allows for a close and varied acquaintance of instructors and students; therefore the student's academic standing is known in detail from day to day. This knowledge is pooled at the end of each term on the occasion of the don rag and the combined judgments of the staff are based on more than recorded grades. Since this is the case academic standing is not determined by numerical or literal grades, and judgments are made and reported for the purpose of advice and planning both for the teachers and the student. As soon as the performance of the student or other evidence of capacity persuades the staff that the learning process has stopped and cannot be revived, the student is warned that he will be dropped after a stated period of confirmation of the judgment. Ideally there is no reason for dropping any normal student from this course of study. It is varied and rich enough for great diversities of interest, performance, and achievement, �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE and there is ample room within it for a wide range of ability and for individual choice and guidance. This fact permits and demands a longer period of adjustment and tentative judgment than in the regular elective system. It is assumed that each student has the required capacities until evidence to the contrary is overwhelming. All disciplinary action is governed by the assumption that bad habits can be changed. Attendance on all regular scheduled College exercises is required. A record of absences is kept and posted. This record is taken into consideration whenever there is occasion to determine academic standing. Written and signed excuses from the following sources may be submitted for filing with the student's record: l) Parent, guardian, or . other responsible person outside the College; 0 ~e~he . 2) Practising phy;rhe Wo~Jfionsulted by the student; 3) Instructor in cha'.t Contra class in which absence occurs; iements Ph'bsophy Cl 11 4) T he C0 ege 7ical P THE DEGREE OF BACHELOR ·erime,RTS 'rv nf * The original title of Bachcl0r of Arts signified the first officially recognized stage of competence in the seven liberal a:rts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies the modern equivalent of these arts and sciences. Specifically this implies: Knowledge of the contents of the required books in the list; Competence in the laboratory arts; Competence in mathematics through the elementary calculus; A reading knowledge of at least two foreign languages. In semester hours as recorded in the regular elective system this amounts to: Semester Hours Four Years One Year 40 10 Language and Literature .... , . 40 10 Mathematics and Science .. . 16 4 Lectures on the Liberal Arts .. 12 Laboratory ......... , ................... . 3 (J.1 actual time) 32 8 Seminars. . ....... . Total. "'Cf. Appendix B, pg. 71. .... ' ... 35 140 A more ~etailed analy~is of the content of these degree requirements will be gladly given by the Registrar on request. The "rights and privileges appertaining" to the Bachelor of Arts degree have undergone serious scrutiny during the last part of the period in which the colleges have been under the domination of the elective system. There have been concerted attemrts to ~a~ntain common standards under the rapidly changmg cond1.tlons of expansion in student bodies, in subject matters, and m methods of instruction. Throughout the ~ountry the_re are regional boards which inspect the colleges m each reg10n and rate their degrees. The Middle States Association of Colleges and Secondary Schools operates in this r:gion .. T.hese Boa~ds cannot put a college on the approved hst until its educational product can be judged. Since there were no graduates of the new administration and program before June, 1941, and few until the end of the war, there will be an interim in which a rated B. A. degree cannot be guaranteed. This means that the St. John's Bachelor of Arts degree is certified only by the charter of the College and the Maryland State Board of Education. On the other hand there is no serious doubt that the curriculum which is now offered and the instruction that is now being given more than fulfill the common standards and that they will prepare students adequately for any !rraduate work 0 which they wish to pursue. ~he gradua~e. and professional schools increasingly make their final declSlons on candidates on the basis of individual records and merits and ignore the bare minimum certification of t~e . ordinary degree. The rated B. A. is no guarantee of adm1ss10n to a graduate or professional school. Where inquiry has been made these schools have given assurance of full consideration to St. John's graduates. The great variety of teaching methods, the common subject matter, and the intimate and continuous acquaintance between student and teacher that this program provides allow detailed and comprehensive recommendations of individual candidates both for graduate schools and for business positions. Such individual recommt:>ndations will always be our most effective communication with the academic and I?ractical worlds into which our students graduate; we deal with other institutions on the basis of a common �38 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE recogmt10n of the realities of the learning process and the exigencies of the war and revolution through which the worlrl is passmg. There is no question about the fitness of this program of studies to meet the explicit requirements of law schools, theological schools, business schools, schools of politics, and economics, and schools of education. There may be some doubt in the minds of the small business man and the craftsman about the utility of a liberal education for earning a living. One who shares these doubts should read the Federalist Papers and follow their discussions of the fundamental conditions and principles of American society to get free of the prejudices which we inherit from societies that base themselves on invidious class distinctions. The worker and the tradesman in this country belong to a liberal society that demands a liberal education of all its members. The professions that base themselves on specialization in the natural sciences have set up graduate departments that actually need more liberal education in their preparatory stages than is at present available in the elective system. In failing to get students who have that minimal general education, they have been forced to turn to a second best, a more intensive specialized preparatory training. In some cases th~y take the student into the graduate school before he has graduated from college, and give the extra specialization that is required. In other cases, as in some engineering schools, graduate physics, chemistry, biology, and medicine, they have imposed heavy pre-professional requirements on the liberal college. In effect, they ask the liberal college to anticipate professional work. We refuse to accept this imposition wherever it would force us to sacrifice understanding to professional rote and rule of thumb. In place of these we emphasize basic concepts, basic techniques of measurement and experimentation, and general skills of the laboratory, in short those starting-points which make the rapid acquisition and revision of scientific knowledge a matter of habit and second nature. In terms of this fundamental training, our work in natural science more than meets the genuine requirements of pre-professional education. The medical schools, the sources of the heaviest pre-professional requirements, have expressed willingness, in some cases enthusiasm, to consider our graduates as candidates. Their faculties realize the importance of the liberal education of the physician, see that we require more hours in the laboratory than they ask f~r, and believe that this basic instruction will lay a good foundation for professional training. On the other hand, a war~ing should g~ven tha.t the St. John's student is running the nsk that radical mnovat10n entails. The medical schools a:e subject to many ~ncreasing demands, which they are finding difficult to meet: rapidly growing knowledge relevant to medical uses, the public need for more medical services, and the larae nm~ber of applican.ts for admission. These pressures may for~e arbitrary cons1de:a~10n of candidates, and the literal application of rules of adm1ss10n. In view of this problematic situation, student~ :vho comet? St. John's with the intention of going on to med1cme are advised to make special arrangements for fulfilling the literal requirements for admission to medical schools. Arrangements for extra work for this purpose can be made at St. John's or at other institutions. In view of ti~ e o-reat scientific and social problems facing the medical profesdon may be wise to plan a year ~£ graduate work in mathem?'ir::s and physics between graduat10n and entrance into med~ca ...:hool. Medical schools are not asking for such additional prei. '.ration, but the 39 ?e it ~;~tak1!1:~~~L~v.~~E!9~.~a:~,.1£~at bey?11sl ~1~~ po~erpf . 1i};~;~r.. �40 CATALOGUE OF ST. JOHN"S COLLEGE I. A LIST OF GREAT BOOKS In Chronological Order Homer: Iliad and Odyssey A!:schylus: Oresteia Herodotus: History Sophocles: <Edipus Rex Hippocrates: Ancient Medicine and Airs, Waters, and Places Euripides: Medea Thucydides: History of the Peloponnesian War Aristophanes: Frogs, Clouds, Birds Aristarchus: On the Sizes and Distances of the Sun and Moon Plato: Dialogues Aristotle: Organon, Poetics, Physics, Politics Archimedes: Selected Works Euclid: Elements Apollonius: Conics Cicero: On Duties Lucretius: On the Nature of Things Virgil: Jineid The Bible Epictetus: Moral Discourses Nicomachus: lntrod· gtion to Arithmetic Plutarch: Lives fl Tacitus: The History, The Annals Ptolemy: Mathe11i:::faal, Composition (Almagest) Lucian: True Hi'i1a, Galen: On the No iral Faculties Plotinus: Enneads 7 Augustine: Confessions, On Music, Concerning the Teacher Justinian: lnstiwtes Song of Roland Saga of Burnt Nfal Grosseteste: On Light Bonaventure: On the Reduction of the Arts to Theology Aquinas: On Being and Essence, Treatise on God, Treatise on Man Dante: Divine Comedy Chaucer: Canterbury Tales Oresme: On the Breadths of Forms Pico della Mirandola: On the Dignity of Man Leonardo: Note Books Machiavelli: The Prince Erasmus: ln Praise of Folly Rabelais: Gargantua Copernicus: On the Revolutions of the Spheres Calvin: Institutes Montaigne: Essays Gilbert: On the Loadstone Cervantes: Don Quixote Shakespeare: Henry IV, Hamlet, King Lear, Macbeth, Tempest Francis Bacon: Novum Organwn Kepler: Epitome of Astronomy Harvey: On the Motion of the Heart Galileo: Two New Sciences Descartes: Geometry, Discourse on Method, Meditations Hobbes: Leviathan CATALOGUE OF ST. JOHN'S COLLEGE Boyle: Sceptical Chymist Moliere: Tartuffe Pascal: Pensees Milton: Paradise Lost Racine: Phedre Grotius: Law of War and Peace Spinoza: Ethics, Theological-Political Treatise Newton: Principia Mathematica Locke: Second Treatise on Civil Government Huygens: Treatise on Light Berkeley: Dialogues between Hylas and Philonous Leibniz: Discourse on Metaphysics, Monadology Vico: Scienza Nuova Swift: Gulliver's Travels Hume: Treatise of Human Nature Montesquieu: Spirit of Laws Fielding: Tom ]ones Voltaire: Candide, Micromegas Rousseau: Social Contract Gibbon: Decline and Fall of the Roman Empire Smith: Wealth of Nations · Kant: Critique of Pure Reason Constitution of the United States Federalist Papers Bentham: Principles of Morals and Legislation Lavoisier: Treatise on Chemistry Malthus: Principles of Population Dalton: A New System of Chemical Philosophy Hegel: Philosophy of History Fourier: Analytical Theory of Heat Goethe: Faust Lobachevski: Theory of Parallels Faraday: Experimental Researches in Electricity Peacock: Treatise on Algebra Boole: Laws of Thought Virchow: Cellular Pathology Mill: On Liberty Darwin: Origin of Species Bernard: Introduction to Experimental Medicine Mendel: Experiments in Plant Hybridization Riemann: Hypotheses of Geometry Dostoevski: The Brothers Karamazov Marx: Capital Tolstoi: War and Peace Dedekind: Essays on Numbers Maxwell: Electricity and Magnetism Flaubert: Bouvard and Pecuchet Ibsen: Ghosts, Rosmersholm Joule: Scientific Papers James: Principles of Psychology Freud: Studies in Hysteria, The Interpretation of Dreams Cantor: Transfinite Numbers Hilbert: Foundations of Geometry Poincare: Science and Hypothesis Russell: Principles of Mathematics 41 �42 first Yea:r Second Yea1 Third Year Fourth Year CATALOGUE OF ST. JOHN'S COLLEGE II. SCHEDULE OF READINGS BY YEARS Languages and Liberal Arts Literature Plato Homer Aristotle Herodotus Lucretius Thucydides A:schylus Sophocles Euripides Aristophanes Plutarch Lucian Epictetus Tacitus Plotinus Cicero Augustine Virgil Bonaventure The Bible Thomas Aquinas Justinian Grosseteste Dante Calvin Saga of Burnt Njal Pico Song of Roland Chaucer Shakespeare Cen'antes Spinoza Milton Francis Bacon Rabelais Hobbes Racine Locke Grotius Berkeley Moliere Leibniz Erasmus Hume Montaigne Kant Machiavelli Peacock Pascal Boole Vico Montesquieu Fielding Gibbon Voltaire Swift Rousseau Adam Smith U. S. Constitution Federalist Papers Goethe Hegel Malthus Bentham !lfarx Mill Flaubert James Ibsen Freud Dostoevski Poincare Tolstoi Hilbert Russell CATALOGUE OF ST. JOHN'S COLLEGE lifothematics and Science Euclid Hippocrates Nicomachus Aristarchus Archimedes "' ~ Apollonius Ptolemy Galen Leonardo Oresme Copernicus Descartes Gilbert Kepler .... E-< r< "< ::?: f-< u l"1 _, c:i:i ;::; "' t;1 .... E-< Galileo Harvey Newton Boyle Huygens Lavoisier Dalton u l"-1 ...; f,;!.l 0 f-' z " ..... '1 IZ 0 u u ~ z 0 [::: -< ::2 ... ,_, Cl) "' -< ...:i u ...; Fourier Faraday Maxwell Joule Darwin Virchow Bernard Mendel Cantor Dedekind Riemann Lobacheveki 43 �44 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE The following schedules are taken from different years as indicated, but they are subject to continual revisions, corrections, and improvements as teaching experience indicates them. 1942-43 Clock-hours of Class-room Work Fourth Year Second Year Third Year First Year Assigned German Latin French Greek Exercises 20 hours 10 hours IO hours 40 hours Memorizing Grammar Grammar Grammar Grammar Paradigms 20 hours 20 hours 20 hours 10 hours Selections Goethe Baudelaire Virgil Euclid Hoelderlin Catullus Racine St. John Nietzsche Horace Plato 35 hours 20 hours 20 hours 5 hours Reading Bible Descartes Phaedrus St. John Double Texts Faust Latin-French Greek-Latin Greek-Latin Hegel 25 hours 50 hours 50 hours Translation and 50 hours Lessing Rousseau Virgil Plato Close Reading Schiller Social Aeneid IV Republic Contract 20 hours 20 hours 20 hours 20 hours Formal Logic Kant Boole Thomas Aristotle Treatises Hegel Laws of De Ente et Categories Thought Essentia Prior Analytics 30 hours 30 hours 30 hours Formal Logic 25 hours Kant Pascal Dante Selections Practice in Hegel Rousseau Thomas Anthology Analytical On Law Sophocles Commentary Thucydides Demostfienes 150 hours 150 hours 150 hours 150 hours Total 600 hours (Four years) LANGUAGE TUTORIALS DURING 1943-44 Clock-hours of Class-room Work Third Second First Year Year Year 45 1943-44-Continued Second Third Fourth Year Year Year 63 50' MATHEMATICS TUTORIALS DURING First Astronomy and Physics Year Astronomy ... 7 Mechanics and Hydrostatics. 9 Strength of Materials Heat Light. ' ' .. ' .......... . 50 20 25 CLOCK-HOURS OF LABORATORY WORK DURING 18 15 3 30 24 12 9 3 21 36 9 3 9 3 JS Chemistry General Inorganic Physical . Quahtative . Organic .. 33 33 6 45 12 227 1942-43 66 30 6 9 33 33 21 Total for four years of Laboratory in Physics and Astronomy ..... 54 21 279 60 15 15 27 3 9 3 !J Total for four years of Laboratory in Chemistry. Biology Anatomy and Physiology. Cellular Biology Heredity Embryolog}'. ........ ' Protozoo!ogy . 59 20 25 3 Total for four years of Physics in Mathematics Tutorials ....... . Physics and Astronomy Mechanical Drawing .. Astronomy. . ........ . Mechanics and Hydrostatics. Sound ... Heat Light. ... Electricity and Magnetism. Atomic Theory Total 120 15 Y!I 33 48 36 9 9 9 36 9 9 9 MATHEMATICS TUTORIALS DURING Mathematics Plane Geometry Solid Geometry Theory of Numbers .. Theory of Real Numbers. Trigonometry .... Analytic Geometry Calculus. Differential Equations Fourier Series Non-Euclidean Geometry Transfinite Numbers Projective Geometry 56 10 Fourth Year Total 68 12 8 4fl 30 30 17 g 25 19 l9 57 57 87 37 50 10 5 20 10 10 10 5 20 10 lO Total for four years of Mathematics in Mathematics Tutorials .. ;!l89 Total for four years of Laboratory in Biology. lH NoTE: One-fifth to one-fourth of the laboratory time is spent in lectures on assigned reading. The topics selected from the conventional subject-matters follow. For further information concerning standards, see Appendix B on Degree Requirements, page 71. Astronomy: Aristarchus, Star charts, Ptolemy, Copernicus, Kepler. Biology: Environment and health (Hippocrates); Form and locomotion of animals; Digestive and urogenital systems and other parts of female rabbit; Heart blood vessels in cat, living frog and turtle, sheep, and dogfish shark: Urogenital system of male cat; Other parts of dogfish shark and aquatic vertebrates; Fabrics of the animal body; Growth of animals and plants; Hydra; Genesis of animals; The Protozoa-animal taxonomy; Heredity in the pomage fly. �46 CATALOGUE OF ST JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Drawing: Orthographic projection; Perspective projection. Geometry: Euclid: 8; Apollonius: 5. l\1 usic: Intervals; Scales; Keys (the rest not yet planned in detail). Physics: Mechanics 15 (Archimedes, Galileo, Huygens, Newton); Surface tension, viscosity; Heat 4 (Joule, Fourier, etc.); Strength of materials 4 (Galileo); Light 14 (Newton, Huygens; telescope and microscope, diffraction and interference; spectra); Electricity 11 (Gilbert, Faraday, etc.). Chemistry: States of matter; W'ater-electrolysis, equivalent weight (Faraday); Conservation of mass, combustion, oxygen (Lavoisier); Hydrogen, acids; Combining proportions; Dalton's atomic theory; Gay-Lussac's law of volumes; Molecular weight; Avogadro's number; Dalton's law of partial pressures; Critical temperature; Diffusion; Osmosis; Sodium; Chlorine; Formulas; HCl; Valence; Hydroxides, ionization; Mendeleyev's Table; Colloids, atomic structure; Mass action; Equilibrium; Carbon compounds, paraffins, isomerism, bonds, hydrocarbons, alcohols, aldehydes, ketones, esters, ethers, sugars, etc.; Fifth Group of Periodic Table; Ammonia, proteins. SECOND YEAR-Continued 11. Conics as four-line loci 21. Music 12. Stereographic projection and star 22. Copernicus charts 23. Kepler 13. Stereographic projection and star 2·1. Prism colors and dispersion charts 25. Chromatic aberration of a lens 14. Astronomical sights 26. Geometrical characteristics of Ice15. Celestial machines land spar 16. Celestial machines 27. Double refraction 17. Sun and moon 28. Double refraction of polarized light 18. Gilbert's De Magnete 29. Speed of light 19. Music 30. Fluid pressure 20. Music The following is a list of laboratory exercises by years. It is based on a schedule which was followed in 1941-42 but is subject to continual revisions, corrections, and improvements as teaching experience indicates them. In the spring of 1947, the faculty adopted a revised laboratory schedule as the result of several years' experience. Therefore, the following list is printed for its historical interest only. For laboratory work projected during 1947-48, the student should consult the Dean. FIRST YEAR l. OrthogTaphic projection 2. Orthographic projection 3. Trisection of an angle 4. Areas .5. Plane, right angle, :ruler 6. Weight 7. Light Zl. Circles and regular polygons 9. Ratios IO. Lenses 11. Telescope and microscope 12. Compound ratio 13. Heat 14. Quadratic equations 15. Musical intervals and scales 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. The Greek diatonic scale The just scale and its uses The keys in music Environment and health Environment and health Form and locomotion of animals Photometry Solid figures Rectangular solids Aristarchus Archimedes' levers Machines Static equilibrium Floating bodies Metacenter SECOND YEAR l. Digestive system of rabbit 2. Urogenital system of female rabbit 3. Thoracic cavity, mouth, central nervous system 4. The parabola 5. Ellipse and hyperbola 6. Perspective projection 7. Perspective projection 8. Perspective projection 9. Focal points and light (floating paraboloid) IO. Parametric equations of ellipse 47 THIRD YEAR 33. Viscosity 34. Law of definite proportions, law of multiple proportions, Dalton's 4. Strength of beams atomic theory 5. l'alling bodies 35. Vibrations 6. Projectiles 36. Gay-Lussac's law of combining vol7. Sheep heart umes, molecular weight, Avo8. Blood vessels of cat gadro's number 9. Matter: crystalline state 37. Pressure-temperature relations 10. Blood vessels of cat 38. Dalton's law of partial pressures; 11. Boyle·s law steam distillation, vapor tension, 12. Living heart in frog and turtle critical temperature 13. Matter: liquid and gaseous states 39. Diffusion and osmosis 14. Smaller blood vessels in living frog 40. Magnetic fields 15. Urogenital systems of male cat 41. Sodium chloride: the active metal 16. Water and its properties, distillasodium tion 42. Sodium chloride: the active non17. Dogfish shark and aquatic vertemetal chlorine brates 43. Standard units in chemical reac18. Surface tension tions. Chemical notation, equa19. Dogfish shark and aquatic verte· tions, formulae brates 44. Faraday's laws of electrolysis 20. Dogfish shark and aquatic verte· 45. Acids in aqueous solution: HCI brates 46. Atomic and equivalent weights. Re· 21. Electrostatics duction and oxidation, valence 22. Electrolysis of water, Faraday's laws 47. Potentiometer 23. Electrolysis of water, equivalent 48. Metallic hydroxides and salts in weight aqueous solution. Neutralization 24. Rigid body equilibrium 49. Electromagnetic induction 25. Conservation of mass; filtration, 50. Ionization reduction with charcoal 51. Young's interference of light 26. Compound pendulum 52. Mendeleyev's Table 27. Lavoisier on calcination and com· 53. Spectrometer bustion; oxygen 5-1. Colloidal state 28. Atwood's machine 55. Music 29. Chemical reactions 56. Music 30. Conservation of momentum 57. Music 31. Centripetal force 32. Hydrogen, acids, oxidation and reduction l. Power of the vacuum 2. Strength of beams 3. Strength of beams �CATALOGUE OF ST. JOHN·s COLLEGE RESIDENCE AND ACTIVITIES "FOUR TH YEAR I. 2. 3. 4. Fabrics of the animal body Magnetic measurements Fabrics of the animal body Law of magnetic forces 5. Fabrics of the animal body 6. Standard measures of electric current 7. Fabrics of the animal body 8. Fabrics of the animal body 9. Fabrics of the animal body 10. Fabrics of the animal body 11. Fabrics of the animal body 12. Fabrics of the animal body 13. The structure of the atom 14. Law of mass action 15. Diffraction, interference 16. Chemical equilibrium I 7. Diffraction grating 18. Carbon and its compounds: I: the paraffins 19. II: Isomerism of organic compounds, the carbon-carbon double and triple bonds. Unsaturated hydrocarbons 20. Alcohols, aldehydes, ketones 21. Fabrics of the animal body 22. Fabrics of the animal body 23. Fabrics of the animal body 24. Fabrics of the animal body 25. Growth of animals and plants 26. Growth of animals and plants 27. Hydra 28. Hydra 29. Genesis of animals 30. Genesis of animals 31. Genesis of animals 32. Protozoa-animal taxonomy Protozoa-animal taxonomy Heredity in the pomage fly Heredity in the pomage fly Heredity in the pornage fly Spectral analysis Esters, their hydrolysis, mono- and di-basic acids, polyalcohol 39. Potentiometer, thermocouples 40. Ethers, acid anhydrides, hydroxyacids 41. Electromagnetic induction 42. Carbohydrates (sugars, starch, cellulose) 43. Joule's electric heat 44. Isocyctic, aromatic hydrocarbons; Cvclo-olefins, -paraffins 45. Fou;ier's heat analysis 46. The Fifth Group of the Periodic Table 47. Ammonia, amines, amino-acids, proteins 48. Music 49. Music 50. Music 33. 34. 35. 36. 37. 38. A college should be a community in which the student can discipline and develop his native powers, and at the same time learn how to associate with other people in such a way as to continue this development throughout life. Not only the curriculum at St. John's, but the arrangements for residence and extracurricular activities as well, are ordered to this purpose. It is the policy of the College to encourage any spontaneous group activity that shows promise of a contribution to the life of the community. The College co-operates in the financing of those activities that require expenditures; and advice is given where it can be helpful to the smooth functioning of the activity. The kind of laissez-faire attitude which generally characterizes the curricular aspect of American college life is in this College transferred to the field of extracurricular activities. Activities It is no paradox, in view of the above, to say that the main purpose of extracurricular activities is amusement and relaxation. Men can work in order to play, or they can regard play as a natural component of a graceful, reasonable, and wellrounded human life. Since the things a person enjoys are accurately correlated with that person's character and stage of development, the recreational activities a student en joys are the spontaneous fruit of his increasing knowledge and maturity. Work and play are not set over against each other, so that the work of the curriculum is looked upon as drudgery to be endured until it is possible to get away to the movies. If this should be the case, life would indeed become meaningless and dull; and the hard work of the curriculum would be wasted. Rather, the discovery and choice of certain activities as enjoyable, and the rejection of other forms of recreation as silly or dull, follow as a free and natural consequence of the student's expanding abilities, and must be proportionate to them. Recreational activities have to derive their vitality from these newly developed powers which support them, or else they cease to be enjoyable. Thus recreation and play become an integral part of the student's life in this community. 49 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Athletics and Music The fruits of this maturing and developing process are found primarily in the keen, joyful moments of new discovery of ideas or unexpected insights and understandings. But this spontaneous play of the mind also extends to extracurricular activities and infuses them with their full measure of human enjoyment. This may take the form of a new light on the purposes and meaning of athletic games and sports; or it may find expression in a stimulated imagination which can produce creative writing for one of the College publications, or for significant interpretation of works of music. Since 19 39 athletics at St. John's have been organized on an intramural basis with active participation by more than eightyfive per cent of the student body.* With the aid of student athletic assistants who are experts in sports, the St. John's Athletic Director carries on a series of individual and team sports throughout the entire year. The athletic facilities include a well-equipped gymnasium, two large playing fields, tennis courts surfaced for all-weather playing, and a College boathouse with five sixteen foot sailboats. Excellence of performance in a wide variety of sports including sailing, tennis, handball, squash, badminton, boxing, swimming, baseball, basketball, fencing, lacrosse, and track is the instructional ideal and is recognized through a number of individual and team awards. Extracurricular music complements the musical part of the regular curriculum. Curricular music includes formal lectures on music, group readings and seminar discussions of musical scores, laboratory practice with stringed instruments, and concerts which take up part of the time otherwise devoted to formal lectures. The extracurricular music program makes available to a maximum number of students the opportunity of acquiring the necessary personal habits for the enjoyment of music. Orchestral and choral groups composed of members of the College and residents of Annapolis and surrounding territory meet for practice and give occasional concerts. The College provides a music center, containing a well-stocked library of recordings, sheet music and scores, a recording machine, an automatic phonograph, a grand piano, and a num- ber of orchestral instruments. Elsewhere on the campus are other pianos and phonographs available for student use. .50 * Reasons for the elimination of intercollegiate competition from the College athletic system are set out in detail in Appendix C. 51 The Student Polity The Student Polity, organized in 1945, of which all students are members, was instituted by the students for the following purposes, as outlined in its constitution: 1) to promote a conciousness in the student body of political and communal responsibilities to both the College and the civic communities, 2) to discover and submit to the College administration student opinion on all problems common to both the students and the College administration, 3) to establish minimal dormitory regulations, 4) t? review annually the activities of all student organizations and to grant charters to those organizations ,vhose activities are judged to be consistent with the aims of the College community, 5) to determine further, jointly with the College administration, the proper delegation of authority in the community. Other Extracurricular Activities Some student activities are really an extension of the curriculum: for example, the Bible Class, and Latin and Mathemati.cs Clubs in w~ich students and faculty pursue in greater detail problems raised by the seminar discussions of scientific ~hi~osophic~l, .and theological works. Other groups represen~ smular spec1ahzed pursuits in politics, law, medicine, language. ~he St. John's Collegian is a weekly student newspaper which reports and comments on the events in the community. ~he St .. John's Yearbo.ok is a student-edited yearly publicat10n which departs radically from the conventional year-book format. !n its present form it is a magazine whose purpose is to recapitulate and summarize the past academic year. The King William Players serve as a center for the readina of drama and poetry in general, as well as for the activiti~ of play production. The Variety Club, specialists in libel and slander, presents an annual comic revue satirizing the faculty and the College program, or other matters of current interest. The Social Co- �-~-, I ' CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE operative presents a series of formal and informal dances throughout the year, including several informal movie-dances. The Film Club presents annually a series of about twenty of the outstanding foreign and domestic film productions in cinema history-the "classics" of cinematic art. The Student Employment Cooperative was organized in 1943 for the purpose of obtaining employment for its members, and maintains an office to receive and stimulate employers' requests for student workers. As supports for an active social life, the College provides a complete central social unit which consists of a Coffee Shop, a Book Shop supplied with magazines and newspapers, and a Junior Common Room for the use of the whole College. In addition, there are smaller social quarters in each dormitory unit, equipped with comfortable furniture. By providing these facilities the College authorities expect to foster in the students a recognition of the proper responsibility for their own human welfare. Residence St. John's College is situated in the seventeenth century seaport town of Annapolis. The town has the air and reputation of a romantic history. Actually it has a population of about fifteen thousand people who are occupied with fishing and shipping in the harbor, with the training of midshipmen in the Naval Academy, with governing the State of Maryland from the state government offices, and with the liberal education of young men at St. John's College. A number of retired naval officers and men of business live on estates in Anne Arundel County sur· rounding the town. The College has fifteen buildings on a tract of thirty-two acres. Five of these buildings are for student dormitory residence, two of them built as dormitories, and three originally used as residences for administrative officers of the College. These five buildings are now furnished as residence halls for students on a plan for small unit College communities. An attempt is made to relate the grouping of students in the houses to their seminar groups and their athletic teams. These small integrated communities within the larger college community teach the incoming student to accept and enforce restraints upon himself and also to make proper use of the help 53 and support that other students can give him in his college life. TI:e College has four tem~orary ?uildings on the campus, pr.ov1ded by. th~ Federal. Pubh: Housmg Authority, which con~am twelve family dwellmg unit.s. These units were provided in an ~~ort to take care of marned veteran students and their fanuhes. They are all occupied for the coming academic session. Dormitories All stud~nt~ not living at home are required to live in the College bmldmgs and to take their meals in the Colleg n· · Hall. e mmg . Eac~ dormi.tory room is provided with the necessary furniture, mcludmg a smgle bed with mattress, pillow, pillow cover and b~dspread, a chest of drawers, book shelves, Venetian blinds or wmdow shades, a study table, chairs, lamp, and a waste basket. Towels, bed linen, and blankets are to be supplied by the student, as are also such decorations as window draperies, rugs, and runners for chests of drawers and tables. The student should :onsult ~is prospective roommate, if any, and his own good taste m P.lannmg room decoration. Freshmen are frequently assigned to smgle occupancy rooms. Old students s~ould apply for rooms before they leave for the summer vacat10n. Application blanks may be obtained from t~e Manager of the Dining Hall and Dormitories. Students who wish to room together should file joint applications. New ~tudents ha~e rooms assigned to them tentatively from the ~s.SIStant Dean s office as soon as their applications for adm1ss10n have been accepted. Rooms in dormitories may not be occupied durincr vacations except by special permission. The dormitories will b0e open for occupancy at the beginning of each term as follows: For upperclassmen taking Annual Written Examinations from noon of the day before the Examination days. For freshi:ien from. noon of the day before registration day. For defimte dates m. 1947-48 see the College Calendar. The College maintains the care of the dormitories. There are stu~ent dormitory managers whose duty it is to report com~ plamts, to see that the dormitories are kept in order and to enforce the following regulations concerning break~ge and damage to College property: �54 CATALOGUE OF ST. JOHN'S COLLEGE Any damage to College property will be charged to th~ occupant or occupants of the room, or to the occupants of the dormitory, in which the damage occurs. . Each student must make a deposit of ten dollars with the Treasurer of the College on registration. Damage to College property will be charged '!gainst this deposit according to ~e student's share of responsibility for the damage. The d~pos1t must be maintained at all times during the session. It will be returned at the end of any session, or upon the withdraw~! ~r graduation of the student from the College. This deposit is called Caution Money. The College reserves the right to repair completely, at the expense of the occupant or occup_ants, any dormitory room and furniture which have been seriously damaged. Intentional damage to College property is a serious offense, and it will be dealt with summarily. The Dining Hall . . The Dining Hall is maint~ined by ~he ~a~ager of the Dmmg Hall and Dormitories. Special attention is given to a balanced diet, an interesting variety of menus, and reas~:mabl~ cost. The Dining Hall is closed when the College is not m sess10z:, except for single holidays; it will open for supper oi:i the da! JUSt preceding the beginning of each term; and dmner will not be served on the last day of each term. Infirmary Service A fully equipped Infirmary is ma~z:tained at ~e College. It is in the charge of the College Physician, two tramed nurses, and student assistants. The College Physician holds office hours each day at the Infirmary. During these hours his services are £I:ee to t~ose who have paid their regular College fees. Medical services rendered by others than members of the College Infirma:y staff, whether for sickness or for athletic injuries, are not paid for by the College. Any illness must be reported prom~tly b~ the s~udent. Students suffering from contagious or mfect10us diseases must reside in the Infimary until discharged by the College Physician. The College Physician makes a daily report to the Dean. HOW TO APPLY FOR ADMISSION General The revolution which re-established the liberal arts curriculum in St. John's College in 1937 was a movement in the Republic of Education which anticipated the current crisis in world history. When the liberal arts were reinstated in the College, it was known that many of the contemporary educational conventions do not promote the most successful pursuit of the liberal arts, but the difficulty of the immediate task that faced the College, that of putting a liberal curriculum into operation, made advisable the postponement of the solutions of some of the more extrinsic problems. So, for the first six years, the conventional entrance requirement's were used. Then, in December, 1942, when it was clear that students in the Liberal Arts colleges were immediately needed for military duty, St. John's College decided to make its contribution to the w<1.r effort by offering its program to younger students in a schedule which would allow them to graduate before being called to military service. Beginning in July, 1943, a summer term was added to the regular schedule so that the four-year course could be completed in three calendar years; students were admitted at the beginning of any of the four terms during the year; the minimum entrance requirements were two years of high school work with a year of algebra, a year of plane geometry, and an introductory course in one foreign language. With the end of the war, St. John's now judges it possible and wise to relieve the strain of its wartime schedule by returning to its regular schedule, with no summer session and with admission of new students only at the beginning of the yearly session. Requirements A student is eligible for admission if he can provide evidence of his ability and preparation to pursue the St. John's program in terms of the following achievements: Credits for One and one-half years of algebra One year of plane geometry Two years of one foreign language 55 �56 CATALOGUE OF ST. JOHN'S COLLEGE Together with two of the three following requirements: 1. Graduation from a high or preparatory school 2. Passing either i. The St. John's Entrance Examinations in arithmetic, algebra, plane geometry, English, and one foreign language, or 11. The Psychological Examination published by the American Council on Education 3. A recommendation for work at St. John's College from the principal or a teachet in the high or preparatory school last attended Note that these requirements make it possible for students to enter St. John's before completing four years of high school work, since these examinations may be taken by any student who has not completed his formal preparatory work and wishes to make an early start in Col'lege work; for instance, at the end of his second year of high school. CATALOGUE OF ST. JOHN'S COLLEGE 57 amination fee. We shall then arrange for the rest of the examination. 5. As soon as the Registrar has collected your scholastic record, recommendations, and the results of the Entrance Examinations, we shall promptly report the decision of the Admissions Committee. No assurance of admission can be made before the above data are provided. 6. If you are not able to pay the full College fees, ask us to send you a blank of Application for Student Financial Aid. Fill this out with special attention to your Tentative Budget, send it to the Assistant Dean, and as soon as your admission application has been acted on, we shall let you know whether we can help and also how much. See section on Financial Aid, p. 61. Requests for further information may be directed to the Registrar. You are urgently invited to visit the College and to discuss further any problems that may need extra consideration. No Admission with Advanced Standing from Other Colleges Procedure I. Request a blank of Application for Admission from the Assistant Dean. 2. Fill out the Admission blank as completely as possible, paying special attention to the third page where you are asked to give full information concerning your formal preparation for college, names and addresses of the high or preparatory schools you have attended, with the dates of your attendance. You should be careful to give the name of your principal or other teacher who will be able to give a substantial recommendation of your character and ability. If you think you need or .want to enter by examination, pay special attention to the fourth (back) page of the application blank. 3. Return the Application for Admission to the Registrar who will then collect your scholastic records and recommendations, and arrange Entrance Examinations if they are requested. 4. If you need or want to take the Entrance Examinations, give us the name and address of a teacher or c~l~e.ge graduate who will be willing to accept the respons1b1hty for administering the examinations to you. We pay such persons th,e sum of five dollars which you pay us as ex- Students who wish to transfer to the St. John's program must register as freshmen for the four-year course; no advanced standing in the program is granted for other college credits. Admission before Graduation from High School The College is still eager to admit students who have not completed their formal four-year preparatory training, provided the student and his parents are persuaded that he is able and ready to undertake the responsibilities of a substantial program in the liberal arts. The presence of a large number of veterans will, for the next few years, make the d.ecision of a student to apply for entrance before finishing his high school course more hazardous. He should not make this decision without consultation with the Dean. Veterans' Educational Benefits St. John's College is approved and accredited by the Maryland State Board of Education and the Veterans Administration for the training of Veterans of World War II who are eligible to receive educational benefits under Public Law 346 (the Servicemen's Readjustment Act of 1944, or the "G.I. Bill") and �58 CATALOGUE OF ST. JOHN'S COLLEGE Public Law 16 (the Vocational R~~abili~ation Act). Under Public Law 346, the Veterans Admm1strat10n pays _t~ the College $500.00 for an academic session towards the tmtlon fee ?f the veteran student and to the veteran during the academic session $65.00 per month subsistence for single veterans an_d $90.00 per month for those with dependent~. l!1:1de: Public Law 16, veterans who qualify by reason of d1s_ab1h~y mcur~e~ in service are provided tuition fees and supph~s 1~ith_ a m1mmum subsistence of $105.00 per month, hosp1tahzatlon, and additional allowances for dependents. ·. · h Veterans who contemplate reg1stermg at St. Jo. n ' s Colleo-e o are urged to file their app~ications ~nder Public L_aw 346 accompanied by certified copies of service rec_ord and discharge with their local Veterans Administration Reg10nal Office before coming to College, so that their programs may be approved and benefits begin as of the day they_ register at _tl~e . C:ollege. The Regional Office will issue a Certificate of Ehg1b1hty and Entitlement which the veteran will sign and turn over to the Treasurer for certification of his admission and enrollmenL If the veteran cannot make application to the Veterans Administration Regional Office before arrival he may apply at the College on a form supplied by the Treasurer:s Office whe~ he registers. This application m1:st be accompamed by a certified copy of service record and discharge. Veterans desiring benefits under Public Law 16 must apply directly to the Veterans Administration, and because of the time required for consideration and approval, should do so as early as possible. FEES College Finance It is the aim of St. John's College to establish its fees for tuition and residence at a figure which will approximate as closely as possible the actual cost of furnishing tuition, board and room, and meeting the administrative and other operating expenses of the College. Rising costs of operation for the College have prevented it from realizing this aim or principle. In order to meet in part these rising costs, St. John's College has established the fee for tuition and residence at $1, 100 for all students enrolling in the College in the fall of 194 7 or thereafter. The College still relies upon other sources of income, principally support by private individuals, and by th\e public through State Appropriations for four purposes: dosing the gap between operating expense and operating income, financial aid to students who are not able to pay the full costs, additions to College buildings and equipment, and increasing of the small College endowment. The various other fixed charges for attendance at St. John's are listed in the following paragraphs. In figuring the budget for the academic year, each student should include additional amounts for books, clothes, stationery, laundry, and other incidentals. The cost of books will in general average about $50 per year. Entrance Examination Fee If a candidate for admission finds it necessary to take the College entrance examinations in order to complete the requirements for admission, he will be charged a fee of $5.00, payable to the College upon his request for examination. This fee is charged to cover the expense of giving the examination; it will not be refunded, nor will it be deducted from other fees. Annual Fees Beginning with the fall term of 1947, the fixed annual fees for all students for each year are as follows: Tuition . Residence ............ .......... Total ... .$650.00 450.00 ... $1,100.00 59 �60 CATALOGUE OF ST. JOHN'S COLLEGE These fees are payable in full on registration in S~pte~ber or if preferred, in three installments: one-half on reg1strat~on, o~e-fourth on January 5, and the remaining fourth on ~pnl 5. On registering, the student must procure a T_reasurer s Ca_rd showing that fees have been paid or that smtable ~nanoal · arrangements have b een ma d e, in ord er to be admitted to . classes, dormitories, the dining hall, the library, gymnasmm or infirmary. Payment of Bills Bills for College fees are presented directly ~o the student, and the student assumes responsibility for their payment on the dates due. 61 Deferred Payment of Fees There is available to those students, veterans and nonveterans, and their parents who are unable to meet the College fees in accordance 1vith the regular schedule a deferred tuition plan, which provides for payment in equal in~tallments during the College year, in most instances, nine installments. This method of deferred tuition payment is handled through "Tuition Plan, Inc.," a corporation which offers this service to many schools and colleges throughout the country. The plan is put into effect by a contract signed by the parent or guardian of the student and by the College and handled entirely by "Tuition Plan, Inc." The additional cost is four per cent of the amount financed. Payment of Fees by Veteran Students Refunds on Fees If a student has paid any installment on his fees beyond _the dates on which installments are due (September reg1strat10n, January 5, April 5, and withdraws from College for any cause whatever, such advance payment shall be refunded. But no installment already due shall be refunded, :regardless of the cause of withdrawal. . The College is not in business and does not regard itself as sellino- instruction or food or lodging to students. Its fees can best be understood by the student if he regards t~em as membership dues. These dues help the College to prov1d~, not only instruction, food, and lodging, but also proper ~e?1cal_ supervision, athletic facilities, and whatever othe: cond1t10n~ it finds best adapted to forward the common learmng enterpnse. Caution Money Each student must make a deposit of $10.00 with the Treasurer on registration, subject to charges for laboratory ~reak­ age and damage to College proper~y. The ~mount of ~lus deposit must be maintained ~t a~l times durmg the session. A refund check for this deposit will be sent to the s_tudent upon . nnd ~f '"'~" ._....._w.;;~......, requeSl af•e-' ·he ...;_, , v o..Ai:. J ~<>~eion or after withdrawal or l Ll graduation from College. Except for the caut10n money deposit, which is refundable after the close of the college year, the College has no extra fees. .i CATALOGUE OF ST. JOHN'S COLLEGE - • For the veterans who have qualified to receive educational benefits under Public Law 346, the Veterans Administration pays to the College $500.00 for the academic session towards the tuition fee of $650.00. The balance of this fee, amounting to $150.00, and the residence fee of $450.00, or a total of $600.00, is the direct responsibility of the veteran and must be paid by him to the College. However, the College has arranged a schedule of monthly payments of this balance, whereby the veteran is enabled to use his monthly subsistence payment from the Veterans Administration to meet in part his monthly payment to the College. In the case of a single veteran who receives $65.00 per month subsistence, or approximately $585.00 for the academic session of 9 months, the monthly payments to the College will be slightly in excess of his subsistence payments since his total balance due on fees to be paid to the College by him is $600.00 for the academic session. For the veteran qualified to receive educational benefits under Public Law 16, the Veterans Administration will pay to the College the tuition fee of the veteran student and charges for books and supplies. The veteran will be directly responsible for payment to the College of the fee for residence, which can also be paid in monthly installments timed to coincide with his monthly subsistence checks. The veteran qualified under Public Law 346 may elect to have the Veterans Administration pay the excess of tuition �62 CATALOGUE OF ST. JOHN'S COLLEGE over $500.00 or $150.00, by surrendering entitlement at the rate of one day for each $2.10 of such excess costs. Such an election by the veteran would mean that his period of entitlement would be reduced by approximately 71 days for one academic session. The veteran may also elect to have the Veterans Administration pay for books and supplies for each year up to a total charge of $50.00 under the same plan. A form to take advantage of this plan is available at the Treasurer's Office upon registration. FINANCIAL AID College Aid Students unable to pay the full cost of their education may get assistance from the College. If the total assistance which a student needs for three terms amounts to not more than $200, the College will undertake to advance him a loan of the amount required and to find him employment at the College that will yield him sufficient wages to repay his loan during the period for which the money is needed. These loans do not bear interest, Since the available amounts of both work and money are limited, only students who could not otherwise meet their College expenses should apply for assistance. The procedure for obtaining a loan from the •Student Aid Fund of the College is to sign a loan agreement by which the student engages himself to repay his loan as fast as his capacity to earn money will permit. As fast as he makes payments on this loan, new and smaller loan agreements will be substituted for the one the Student Aid Fund holds. The privilege of borrowing from the Student Aid Fund is reserved to those who perform satisfactorily for the College the work for which they receive wages and for those who curta.il their loan promptly to the limit which their wages will permit. If the total assistance needed for the academic year amounts to more than $200, the College will either make up the excess by an outright grant from the Student Aid Fund or else reject the application altogether. This practice is based on the experience that in most cases $200 is all the student can earn without endangering his studies and on the College's belief that it is undesirable that its members should graduate with a burden of debt to the College. Outright grants are made only where aid is so clearly needed and merited that the College can successfully appeal for donations to persons who are strangers to the applicant. The Committe on Aid will reject all applications, whether for loans and employment or for outright grants, which do not clearly demonstrate that all local sources have been thoroughly canvassed. The Committee has the grave responsibility of 63 �CATALOGUE 01' ST. JOHN'S COLLEGE administering justly a common financial resource of the community of scholars which the applicant seeks to join. It therefore subjects each case to a thorough investigation and it cannot initiate this investigation until the student aid blank has been filled out fully, dearly, and accurately, and with sufficient detail to enable a judgment to be made. All students hold aid, whether loan and employment or money grant, only on condition that they maintain good academic standing. Application for aid should be made at the time the formal application for admission is forwarded to the Registrar. Maryland State Scholarships Residents of the several counties of Maryland and the six legislative districts of Baltimore are eligible to take the competitive examinations for scholarships at St. John's College. Twenty-nine of these scholarships pay full fees, including tuition, board, and room; twenty-nine pay tuition fees only. They are granted for four years, or in the case of a student ahe_ady at the College, for the remainder of his course to graduat10n, In all counties and legislative districts the competitive examinations are administered by the respective county or city School Boards, and reports are rendered to the respective Senators who make the formal appointments. The College supplies the examinations and grades the papers in all except two counties, Montgomery and Prince George's, where the School Boards examine candidates and report directly to each Senator. All appointments are conditional upon admission of the candidate to the College. The procedure for application, examination, and appointment to State scholarships is as follows: l. Candidates, who must be residents of the county or district that has an open scholarship, should watch the newspapers for the announcement of the time and place of the examination and apply to the local School Board for examination. 2, Candid3',tes ~hould mpply to thefr respective Senators evidence of their good character and financial need. 3. Appointees will be notified of their appointments by the Senator and by the College. CATALOGUE OF ST. JOHN'S COLLEGE 65 Schofar,ships Awarded by the College THE PHILIP A. MYERS, H, SCHOLARSHIP To be awarded annually, the income from $10,000, the gift of Philip A. Myers, II, Class of 1938. THE CLIFTON c. ROEHLE SCHOLARSHIP To be awarded in tuition, the income from $6,000, the bequest of Mrs. Anna M. D. Roehle, in memory of her son, Clifton C. Roehle. THE JEREMIAH HUGHES SCHOLARSHIP To be awarded annually to some deserving student, preferably a resident of Annapolis, the sum of $30.00 to be applied to the cost of tuition. THE FRIEDRICH JONATHAN voN ScHWERDTNER SCHOLARSHIP To be awarded in tuition, to some deserving student, the income fram the bequest offered annually under the will of the late Friedrich Jonathan von Schwerdtner, in memory of his son, Friedrich. Scholarships Awarded by Patriotic Societies THE MATTHEW FONTAINE MAURY SCHOLARSHIP Awarded by the United Daughters of the Confederacy to a student of exceptional character and scholarship and of established Confederate lineage. This scholarship is applied to tuition and residence fees, in accordance with the needs of the student selected, and is awarded at present for four years unless the appointee fails to maintain the required standard in his academic record. Applications should be addressed directly to Mrs. Sidney Cox, Smithfield, Virginia. SCHOLARSHIP OF THE COLONIAL DAMES OF AMERICA Applicants for this scholarship are expected to submit evidence that they are of colonial descent and that they themselves revere the ideals and standards of their forbears. Appli- �66 CATALOGUE OF ST. JOHN'S COLLEGE canon should be made to the Chairman of the Scholarship Committee of the Colonial Dames of America: Mrs. Henry 0. Milliken, 421East6lst Street, New York City. Scholarships at Other Institutions for St. John's Students APPENDIX A A SHORT EDUCATIONAL HISTORY OF ST. JOHN'S COLLEGE small arts college for men, ST.ItJOHN'S COLLEGE is aand hasliberal so since its founding. is non-denominational, been It has never been coeducational. It maintains no graduate or pro- SCHOLARSHIPS IN ENGINEERING Three scholarships in engineering are offered at the Johns Hopkins University to graduates of St. John's College. . These scholarships are awarded by the Faculty Committee on Scholarships and Student Aid. SCHOLARSHIPS IN MARINE BIOLOGY A tuition scholarship applicable to an approved course either at the Biological Laboratory at Cold Spring Harbor, New York, or at the Marine Biological Laboratory, Woods Hole, Massachusetts, is offered annually to graduates of St. John's. This scholarship is awarded by the Faculty Committee on Scholarships and Student Aid. fessional schools. It is the third oldest college in the United States. 1696 King William's School, first public free school on the American Continent, founded in accordance with the following Petitionary Act of the General Assembly of colonial Maryland: A Petitionary act for free-schools. Lib. LL. No. 2, fol. 115. Dread Sovereign . . . . Being excited by his present Excellency, Francis Nicholson, Esq.; your Majesty's Governor of this your Province, his Zeal for your Majesty's Service, pious Endeavors and generous Offers for the Propagation of Christianity and good Learning, herein we become humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us your Majesty's Subjects of this Province, represented in this your Majesty's General Assembly thereof, THAT IT MAY BE ENACTED. II. AND MAY IT BE ENACTED, by the King's most excellent majesty, by and with the advice, prayer and consent of this present General Assembly, and the authority of the same, That for the propagation of the gospel, and the education of the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher, and one writing-master, or scribe, to a school, and one hundred scholars, more or less, according to the ability of the said free-school, may be made, erected, founded, propagated and established under your royal patronage. And that the most reverend father in God, Thomas, by Divine Providence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the said school; and that, to perpetuate the memory of your majesty, it may be called King William's School, and managed by certain trustees, nominated, and appointed by your sacred majesty. Laws of Maryland, Session of July 1-9, 1696. 67 �CATALOGUE 01'' ST. JOHN'S COLLEGE 68 1776 CATALOGUE OF ST. JOHN'S COLLEGE The original Board of Visitors and Governors was as follows: William West, D.D. Thomas J. Claggett, D.D. Nicholas Carroll John H. Stone William Beanes Richard Ridgely Samuel Chase • John Thomas Thomas Stone • Alexander Hanson Thomas Jennings According to tradition King William's School was used as a gunshop during the Revolutionary War. 1785 St. John's College chartered by the General Assembly of the State of Maryland: WHEREAS, Institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civ_il ~nd religious, with usefulness and reputation, and such mstltutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States: Be it enacted, by the General Assembly of Maryland, That a college or general seminary of learning, by the name of Saint John's, be established on the said Western Shore, upon the following fundamental and inviolable principles, namely: first, said college shall be founded and maintained forever, upon a most liberal plan, for the benefit of y~uth of every religious denomination, who shall be freely admitted to equal privileges and advantages of education, and to all the literary honors of the college, according to their merit, without requiring or enforcing any religious or civi_l _test, or wi~out their attendance upon any particular religious worship or service, other than what they have been educated in, or have the consent and approbation of their parents or guardians to attend; nor shall preference be given in the choice of a principal, vice-principal, or other professor, master, or tutor, in the said college, on account of his particular religious profession, having regard solely to his moral character and literary abilities, and other necessary qualifications to fill the place for which he shall be chosen. . . . . The petition for this Charter was signed by William Paca• and others. 69 James Brice John Allen Thomas Gustavus R. Brown Edward Gantt Clement Hill Richard Sprigg Charles Carroll of Carrollton • Jeremiah T. Chase Charles Wallace John Carroll, D.D. First Principal of St. John's College, Dr. John McDowell. 1786 The property, funds, masters, and students of King William's School conveyed by an Act of the General Assembly to St. John's College. Reverend Ralph Higginbotham, Master of King William's School, became Vice Principal of St. John's College. Two members of the Board of Visitors and Governors of King William's School became Visitors and Governors of St. John's College 1791 George Washington visits St. John's College. To the Faculty of St. John's College: Gentlemen: The satisfaction which I have derived from my visit to your infant seminary is expressed with much pleasure, and my wishes for its progress to perfection are proffered with sincere regard. The very promising appearance of its infancy must flatter all its friends (with whom I entreat you to class me), with the hope of an early and at the same time mature manhood. You will do justice to the sentiments which your kind regard toward me inspires, by believing that I reciprocate the good wishes contained in your address, and I sincerely hope the excellence of your seminary will be manifested in the morals and science of the youths who are favored with your care. ANNAPOLIS, April 17, 1791. • Signer of the Declaration of Independence • Signers of the Declaration of Independence. GEOltGE WASHINGTON �--------------70 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 1868 1796 Graduation of Francis Scott Key, District Attorney of the United States; author of The Star Spangled Banner. 1799 Graduation of George Washington Parke Custis, step-grandson of George Washington. Fairfax and Lawrence Washington, nephews of George Washington, were also students at the College. 1835 Curriculum during the Principalship of the Reverend Hector Humphreys. First Year Greek Xenophon Herodotus Thucydides Lysias Demosthenes Isocrates Plato Latin Livy Horace Virgil Mathematics Algebra Second l'ear Greek Homer Hesiod Tragedies Latin Juvenal Cicero Mathematics Plane Geometry Solid Geometry Logarithms Trigonometry Third Year Greek Minor Poets Latin Tacitus Mathematics Applications of Trigonometry Conic Sections Chemistry Natural Philosophy Elements of Criticism Fourth Year Latin Horace Natural Philosophy Logic Astronomy Geology Civil Engineering American History Political Economy Natural Theology English Composition and Declamation in all four years. Modern Languages by special arrangement in addition. Curriculum during Principalship of James C. Welling. First Year Greek Homer Herodotus Latin Virgil Cicero Livy Horace Mathematics Algebra Geometry English Second Year Greek Xenophon Plato Euripides Lucian Latin 19th Century Literature Horace Cicero Terence Mathematics Logarithms Trigonometry Solid Geometry English Shakespeare 18th Century Literature 1 hird Year Greek Plato iEschylus Thucydides Sophocles Latin Cicero Juvenal Plautus English Shakespeare Spencer Taylor Hooker Milton Mathematics Theory of Equations Analytic Geometry Descriptive Geometry Use of Instruments Natural Philosophy Chemistry Historical Methods Fourth Year Greek Lectures in Philosophy Plato and Social Science on: Aristotle Plato Aristophanes Aristotle Demosthenes Augustine Latin Thomas Aquinas Tacitus Vi co Lucretius Descartes Persius Bacon Quintilian Bossuet English Pascal Authors of 13th, 14th, Paley and 15th Centuries Locke Mathematics Spinoza Analytic Geometry Montesquieu Calculus Kant Mechanics De Tocqueville Natural Philosophy Adam Smith Astronomy Fichte Logic Hegel Evidence of Christianity Buckle Lecky Malthus Mill Butler �CATALOGUE OF ST. JOHN'S COLLEGE 72 1886-1923 Presidency of Thomas Fell. A curriculum of Block Electives and Military Training. I. 2. 3. 4. Classical Course leading to the B. A. Degree. Latin Scientific Course leading to the B. L. Degree Scientific Course leading to the B. S. Degree Mechanical Engineering Course leading to the M. E. Degree 1923-1937 Period of Progressive Studies under the Open Elective System. 1937 Restoration of the traditional program of Classics and Liberal Arts unique in American colleges of today. APPENDIX B THE DEGREE OF BACHELOR OF ARTS AT ST. JOHN'S COLLEGE Just as institutions are necessary for the carrying on of learning, although these very institutions may become its greatest hindrance through unwise direction and time's dullness, so any institution of learning must require of its students certain marks and signs of their attainments and progress even though misuse of such requirements has often prevented true progress. Their use must entail care. Such requirements are inevitable if an institution is to pronounce public judgment upon its students, that is, to grant degrees. The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies competence in the modern equivalent of these arts and sciences. This implies: I. Knowledge of the contents of the required books in the list. 2. Competence in mathematics through the elementary calculus. 3. A reading knowledge of at least two foreign languages. 4. Four hundred and fifty hours of laboratory training. Now, since students are of different capacities, and since colleges of liberal arts, of all institutions of learning, are called upon to judge not only of the attainments of their students but also of their progress, it therefore seems wise that St. John's College offer three degrees: namely, Bachelor of Arts magna cum laude, Bachelor of Arts cum laude, Bachelor of Arts rite. The first to be awarded to those students who, in the opinion of the faculty, are judged satisfactory both in attainments and progress, and capable of pursuing their work in Law, Medicine and Theology or in the graduate schools of language and literature, mathematics, the natural sciences, and logic and metaphysics. The third to be awarded to those students who, in the opinion of the faculty, have made sufficient progress in the intellectual virtues to warrant recognition by the college, but on whose actual powers of operation in the several arts and sciences and therefore on whose actual capacity for advancing further in professional or graduate schools, the faculty declines to make a final judgment. The second degree represents a less eminent case of the first. In awarding degrees, the faculty must set up ways and means of reaching decisions. To this end the following stipulations are made: At the end of his third year, the student must stand four written enabling examinations, one in language, one in mathematics, two in 73 Preamble Degrees Ways & 1'1eans Enab~ing examinations �74 Petition Disser· tation (general) CATALOGUE OF ST. JOHN'S COLLEGE laboratory, theoretical and operational, and one oral examination on seminar reading. These examinations are given normally in September after the third year, although the student has the right to demand them in June of the third year. These examinations are largely technical in character. But the technique required must be at all times related to the whole body of the liberal arts and to appropriate subject matters. This relatedness is formally guaranteed by basing the enabling examinations on a list of books named in Appendix I. The examination in language covers general questions of grammar of all four languages, and logic. The mathematics examination covers specifically simple operations in geometry, conics, trigonometry, analytic geometry, and in the differential calculus. The examination in laboratory covers specifically the analysis and operation of certain important instruments to be named in Appendix I, p. 74. After having taken his enabling examinations, the student may petition the faculty to accept him as a candidate for the degree of Bachelor of Arts, to be granted at the end of his fourth year. The faculty through a committee then examines the, student's record up to the time of the petition together with his performance on the enabling examinations. It may make one of three judgments: either (1) the student is accepted as a candidate for the degree, or (2) he is not accepted but allowed to complete his fourth year of college work, or (3) he is dismissed from the college. In examining a student's record the committee of the faculty especially named for this purpose is at liberty to question the tutors and seminar leaders of the student both past and present, and the student himself, as well as the formal judgment preserved in the way of term marks or examination grades, or any examination papers or yearly theses at hand. It would be a general principle that the faculty not accept as a candidate for the degree any student who had consistently neglected and ignored or had consistently failed in any of the essential divisions of the first three years' program; that is, either language and literature, or the liberal arts, or mathematics and the natural sciences. But the faculty committee, although refusing to accept a student as a candidate for the degree, may judge the student capable of benefiting from the fourth year's work without detriment to the college community. Any student accepted as a candidate for a degree or allowed to remain the fourth year must then indicate a subject for a dissertation, to be agreed upon by the faculty, to be written during his fourth year, and to be publicly expounded, amplified, and interpreted satisfactorily by him prior to the granting of the degree. While the degree can not be granted before the end of the fourth CATALOGUE OF ST. JOHN'S COLLEGE 75 year, the student may request more time to prepare and subm"t h" disser.ta~ion for the apprthoval of the faculty. He may even re~ue~: 11 perm~ss10n to retur_n to e co .ege for a fifth year, attending what tutorials, laboratories, and semmars he pleases within the limits of college discipline. The student will choose, and the faculty will accept, a subject for dissertation with an eye to all the first four years' work, and not as a piece of specialized research or contribution to knowledge. The Instruction Committee acts as an Examining Board. The duties of the Examining Board are as follows: 1. To formulate and administer the Enabling Examinations which are to be given in September. 2. To accept and approve projects for the final dissertation. Such projects must be prepared and formulated by each candidate with the help of a faculty adviser. 3. To read and accept the final dissertation, to administer the final examination, and to recommend candidates for degrees. Disser- tation (particu· Iar) Examining Board APPENDIX I The books of the first three years. on which the Enabling Examination are to be focussed are the following: Texts studied in Tutorial Republic Organ on Confessions De Ente et Essentia Social Contract Les Pensees Euclid Archimedes Apollonius Ptolemy Galileo Descartes Newton Boole Texts studied in Seminar Iliad Republic Timaeus <Edi pus Poetics Physics Galen Divine Comedy Don Quixote Hamlet King Lear The Tempest Harvey Lavoisier Wealth of Nations Federalist Papers As stated above, the examination in laboratory will cover specifically the operation and explanation of certain important instruments. The following list is arranged under three headings: Elements, Scopes, and Meters. There are two classes of scientific instruments: scopes and meters. The scopes are aids to observation and the meters are aids to measurement. Witl;t the former, distinctions I /I I I I ii ti ii �CATALOGUE OF ST. JOHN'S COLLEGE 76 of a qualitative kind can be made such as between more and less, up and down, straight and not straight. The latter permit us to make quantitative judgments, that is, to associate through similar ratios some one of a series of numbers with the thing observed. Often the same piece of apparatus can be used either as a scope or as a meter. The elements are certain devices, not scientific instruments themselves, which enter into the construction of different instruments. Elements Solids Crystals Fluids Gases Lever Inclined plane Screw Pulley Floating body Spring Pendulum Magnet Mirror Lens Prism Grating Scopes Straight edge Plumb line, gnomon Compasses, divider Tuning fork Electroscope Telescope Microscope Oscilloscope Stroboscope Meters Scale Ruler Balance with set of weights Spring balance Strength-of-materials testing machine Water clock Barometer Sonorneter Disk siren with clock and counter Thermometer Magnetic compass Coulombmeter Tangent galvanometer Dioptra Astrolabe Micrometer microscope Spectrometer with minimum deviation prism The examination in laboratory will be in two parts. In one the student will be asked to make certain observations and measurements with some of the above instruments, and in the other to answer questions on the theory and application of some of the elements and instruments. The :references for this examination are the mimeographed laboratory notes and the student's written reports of the first three years, as well as the scientific books among the texts named above. APPENDIX C INTERCOLLEGIATE ATHLETICS By STRINGFELLOW BARR, President ST. JOHN'S COLLEGE RADIO PROGRAMS. SERIES ll, NO. J From Station WFBR in Baltimore, Nov. 20, 19J8 I propose to discuss an important step which St. John's College has taken within the past ten days. Many of those who are listening to me, including alumni members of the College, will by now almost certainly have been told by somebody that the College administration has abolished athletics. Those who believed this statement should, it seems to me, be gravely disturbed. I think I ought promptly to disabuse them. To keep the record straight, I shall therefore first state the facts. Athletics have not been abolished, but the College has decided that after the dose of the present academic session athletic facilities will be increased and at the same time will be placed on a strictly intramural basis. I am explaining tonight why significant changes have been announced in the athletic system at St. John's, to take effect next September; but in explaining these changes I am discussing liberal education in a democracy. The system of intercollegiate athletics which has developed during the past twenty years will no longer support the prime purpose of a liberal college. I suppose I ought to have forseen this. But I didn't. Certainly, there have been enough Carnegie reports, enough magazine articles by candid writers like John Tunis to convince men of my generation that we are sheer sentimentalists and ignoramuses if we suppose that intercollegiate athletics are the same thing we remember from twenty years back. They do things better now, with rose bowls, cotton bowls, and sugar bowls; with costly equipment, transcontinental journeys, and big money; with costly coaches and costly quarterbacks. I knew all this. The first thing I learned about athletics on arrival at St. John's was that we were booked to play our unnatural rivals, Army and N. Y. U.-in an effort to keep down the high cost of modern athletics by earning a good "gate." But still I thought it might be possible to adapt intercollegiate athletics to educational ends, to pare down schedules, to decline with thanks such games as Army and N. Y. U., and to protect the :::oaches from criticism if they lost games by refusing to hire athletes. l was mistaken. The thing that taught me I was mistaken was what happened when intercollegiate athletics collided with a curriculum that really required work. Yet I should have known this by analogy. I had 77 �78 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE known countless students who withdrew from intercollegiate athletics when they entered medical or other professional work. They withdrew because they knew, along with everybody else, that you have to study to earn an M. D. while ordinarily you don't have to study to earn a B. A. The undergraduate fills in his idle time with athletics, which at its most professionalized is a lot better thing to fill idle time with than some other things I know. But suppose there isn't any idle time? Suppose there is just enough leisure time for healthful outdoor games? Then every athletic trip becomes a crisis and not what is known as an "athletic excuse." For students who are really doing serious work know without being told that you can't "make up" for something you should have learned but didn't, by using the magic word "excuse." An excuse may square you with the Dean. It won't convert ignorance into knowledge. There is no reason on this round earth why securing a liberal education in an undergraduate college should be a less serious business than acquiring a medical education in a medical school. But if it is a serious business, then it had better steer dear of another very serious business, indeed a highly organized "big" business, intercollegiate athletics. For this big business has its own exigencies: those who won't meet them had better keep out. That big business substitutes spectator psychosis for actual participation, cheering sections for playing teams, an orgy of sportsgoods equipment for costumes fit to have fun in, large business staffs with long-term schedules for the old-time impromptu challenge of natural antagonists, monotonous physical drill for learning to play by playing, pressure from fellow-students for zest to play, the exhibitionism of star performers for the satisfaction of playing well because it is more fun to play a game well than badly. The sum total of these things is hysteria, lost motion, the death of the amateur spirit, and an athletic system that competes with study instead of supplementing and strengthening it. We have all known these things for years, unless we have been ostriches or Rip Van Winkles. But I repeat, they don't prove fatal so long as undergraduate education is run in low gear. In fact, I should insist again that, so long as education is run in low gear, these things are better than idleness. But there is something better still, and that something is amateur athletics, amateur athletics of a quality no college can achieve so long as it is meshed in with the new kind of athletics, the big-business kind. The educational program now going on at St. John's must have the support of amateur athletics. It must have it, because amateur athletics is rich in terms of health, recreation, skill, and co-ordination. To get that support, it will expand its intramural athletics. More varieties of sport will be offered and more facilities. Our colleges are often abusively called country clubs. I want to see St. John's offer the sort of athletic facilities ~ good country club offers. Every game we now play we shall contmue to play, except that the six-man football we started this year will replace the standard game. In addition we want to exRand water sport~, with particular emphasis on sailing. The alumm have already given us one sailboat; we shall acquire five more. Finally, it is essential, not only that games be played at the College b~t that they b: well played. A tutor with wide athletic experience will be placed m charge, but he will need a number of student assistants. To secure good assistants, we propose to offer athletic scholarships. In my own limited experience, this will be the first Iegiti1?ate use to whic? athletic scholarships have been put by an American college. I thmk you may rest assured there will be plenty of excellent candidates. I hope you will help me find the best candidates. . Soo?er ~r later, I ~ope soon~r, t~e present system of semi-profess10nahzed mtercolleg1ate athletics will hang itself. When it does, the proble~s that caused us to take our present stand will disappear. When it does, we shall doubtless play games with other colleges as naturally as such games were once played. Meanwhile athletics at St. John's will be for the student, not the student for athletics. 79 �CATALOGUE OF ST. JOHN'S COLLEGE BIBLIOGRAPHY OF ARTICLES ON THE ST. JOHN'S PROGRAM ADLER, MORTIMER J.: The Crisis in Contemporary Education, The Social Frontier, February 1939. IIARR, STRINGFELLow: The A.rt of Liberation, Free America, September and October 1939. Reprints available. -----: A College in Secession, Atlantic Monthly, July 1941. Reprints available. - - - - - The College of the Future, New York Times, May 9, 1943; Magazine Digest, November 1943. -----: A College Rebels, The Key Reporter, Phi Beta Kappa News Magazine, Autumn 1938. -----: Back to Fundamentals in Education, Talks, October 1937. Reported from an address given over the Columbia Broadcasting System. ----- The Education of Freemen, The New Republic, August 31, 1942. - - - - - The Ends and Means of General Education, Address, Proceedings of the Fifty-third Annual Convention of the Middle States Asso. of Colleges and Secondary Schools, November 24-25, 1939. Reprints available. - - - - - The Future of the American College, London Economist, July 3, 1943, also American Survey, July 3, !944. -----: John Doe Goes to St. John's, Progressive Education, January 1939. Reprints available. - - - - - The St. John's Program, Encyclopaedia of Modern Education, The Philosophical Library, Inc., 1943. ----- The: St. John's Program, The Virginia Spectator, December 1938. -----: Suspending Education, Address, February 4, 1943. Columbia Broadcasting System, - - - - - Towards a Disciplined Mind, Address, Proceedings of the Head Mistresses Asso. of the East, November 10-U, 1939. - - - - - The War and the Colleges, Two Radio Addresses, May 1942. Reprints available. BucHANAN, ScoTT: Back to First Principles, Survey Graphic, October 1939. Also in How Can We Be Taught to Think, Farrar & Rhinehart, 1940. - - - - - A Crisis in Liberal Education, The Amherst Graduates' Quarterly, February 1938. Reprints available. BULL, GEORGE, S. J.: St. John's Experiment to Reclaim a Lost Heritage, America, April 23, 1938. CAMP, LEO LEONARD: St. John's, Annapolis-After Five Years of Operation, The Commonweal, October 22, 1943. -----: 81 DEWEY, JOHN: Challenge to Liberal Thought, Fortune, August 1944. HooK, SIDNEY: Ballyhoo at St. John's Part I "Educati"on · R ' • in etreat " and Part II, "The 'Great Books' and Progressive Teaching" The N May 27 and June 3, 1944. ' ew eader, L KIEFFER, JOHN S.: The Classical Revival at St. John's, The Classical Journal, December 1939. Journal of Educational Sociology, The: St. John's College: A Critical A · 1 November, 1944. Edited by Alonzo Myers. ppraisa' LIFE MAGAZINE: The Classics-At St. John's They Come into Their Own Once More, February 5, 1940. LIPPMA.NN, WALTER: Crisis and Reform in Education, The New York Herald Tnbune, February 15, 1943. -----: The St. John's Program, The New York Herald Tribune December 27, 1938. Reprints available. ' LYND, HELEN MERRELL: Conflict in Education, New Republic, May 22, 1944. MARTIN, W. A. P.: 31, 1937. The Revival of Learning, The Commonweal, December MAYER, MILTON S.: Socrates Crosses the Delaware-St. John's College and the Great Books, Harpers Magazine, June 1939. MEIKLEJOHN, ALEXANDER: A Reply to Mr. Dewey, Fortune Magazine, January 1945. PRICE, JAMES HARRY: Click and Pick vs. the Atlantic, The Churchman, Christmas 1942. PRINGLE, HENRY F.: College With an Idea, The Saturday Evening Post, October 14, 1944. TALIAFERRO, R. CATESBY: Concerning the New Program at St. John's, The Maryland Club Woman, February 1938. VAN DOREN, MARK: Education by Books, The Nation, December 6, 1933. WARREN, CONSTANCE: Liberal Education in the Post-War World, Journal of the American Association of University Women, Spring, 1944. ST. JOHN'S COLLEGE BULLETINS REPORT REPORT REPORT REPORT REPORT OF OF OF OF OF THE THE THE THE THE PRESIDENT, PRESIDENT, PRESIDENT, PRESIDENT, PRESIDENT, April 1939. Reprints available. April 1940. Reprints available. May 1941. Reprints available. June 1942. Reprints available_ June 1943. Reprints available. Liberal Arts for Catholics, The Commonweal, April 14, 1944. CLEVELAND, RICHARD F.: The St. John's College Program, The Daily Reco:rd, Baltimore, Md., March 23, 1938. 80 BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J.: How to Read a Book-or the Art of Getting a Liberal Edi:cation, Simon & Schust_e~, 1940. A book expounding the techniques by which adult groups or md1v1duals can come to terms with the great books. �CATALOGUE OF ST. JOHN'S COLLEGE 82 AMERICAN LIBRARY ASSOCIATION: Classics of the Western World, with. forewords by John Erskine and Everett Dean Martin. One of the book. lists out of which the St. John's program grew, this pamphl~t co~tams valuable secondary bibliographical material. It was first published m 1927 by the American Library Association for the use of adult classes. 1944. HUTCHINS, ROBERT M.: Education for Freedom, Louisiana State University Press, 1943. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 194!1. MEIKLEJOHN, ALEXANDER: Education betU/een Two Worlds, Harper & Brothers, 1942. RICHARDS, I. A.; How to Read a Page, W. W. Norton, 1942. Still more detailed techniques of reading. VAN DOREN, MARK: Liberal Education, Henry Holt 8c Co., 1943. STUDENTS ENROLLED IN ST. JOHN'S COLLEGE 1946-47 FOURTH YEAR-CLASS OF 1947 Irving Victor Abb ............................ Frederick Stephen Gordon Benedict. .................... Scarborough, New y ork Stephen Windsor Bergen ...................... St. Albans, New York Nicholas Daniel Bonadies ..................... Winsted, Connecticut Robert F. G. Bunting ................. , ....... Baltimore Tristram Joseph Campbell, Jr.................. Old Orchard Beach, Maine John Scott Desjardins ........................ Scarsdale, New York Julian Abbott Dorf. .......................... Chestertown William Paul Elliott ......................... Aurora, Illinois Theodor~ David Ernst. ....................... Cordova Edward Maurice Godschalk ................... Montclair, New Jersey Allen Abbey Goldstein ....................... Baltimore John Gormly ................................. Sewickley, Pennsylvania Carl Schlee Hammen ......................... Linkwood William Edwin Harris ........................ Saginaw, Michigan Joseph Francis Hollywood, Jr. ................. New York, New York Richard Eagleston Jameson ................... Fallston Joseph Ignatius Killorin, Jr................... Savannah, Georgi.a Casimir T. Krol. ............................. Chicago, Illinois Henry Resolved Mack ........................ Dover, Delaware John Mathew Morgan ........................ Toledo, Ohio Robert Wilson Mueller ....................... Milwaukee, Wisconsin Charles Arthur Nelson ........................ Berwyn, Illinois John Newton Lindsay Opie ................... Alexandria, Virginia Rowell Anton von Magi us Schleicher .......... Forest Hills, New York .James Willard Sharp ......................... Freeland, Pennsylvania Haven Ely Simmons .......................... Cedar Rapids, Iowa William Gideon Spohn, Jr..................... Baltimore Herbert Willard Stern ........................ Philadelphia, Pennsylvania Eugene Victor Thau .......................... New York, New York Charles Lincoln Van Doren .................... New York, New York John Van Doren ............................. New York, New York Robert Russell Weiss ......................... Federalsburg Henry Theodore Wensel, Jr. ................. Chevy Chase Andrew Shreffler Witwer, Jr. .................. Joliet, Illinois Warren Seymour Zeik ......................... Bayonne, New Jersey THIRD YEAR-CLASS OF 1948 Rogers Garland Albritton ..................... Chevy Chase Gerald Atterbury ............................. Annapolis Earl Secord Bauder, Jr........................ Lancaster, Pennsylvania Samuel Bancroft Bird, Jr. .................... Wilmington, Delaware Donald Grant Bounds ........................ Salisbury William Hurst Brubeck ....................... Annapolis William Chester Buchanan, Jr................ East Lansing, Michigan Ray Charles Cave ............................ Aberdeen Proving Ground Theodore Willes Clark ....................... White Plains, New York 83 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Peter Clogher ................................ Englewood, New J er_sey Robert Mitchell Courtright. ................... Sumter, South Caroh~a Robert Orval Davis .......................... Scottdale, Pennsylvama Vernon E. Derr. ............................. Baltimore David Dobreer ............................... Los Angeles, California Alan Eckhart. ............................... Winnetka, Illinois Donald Semadeni Elliott. ..................... Lutherville Henry Raymond Freeman, III. ................ Sewickley, Pennsylvania Alvin Fross .................................. Bayonne, New Jersey Clarence Westcott Gallup, Jr. ................. Englewood, New Jersey John Parker Gilbert .......................... Vineyard. Haven, Massachusetts William Michael Goldsmith ................... Forest }Iills, New York Bernet George Hammel. ...................... Orange, New Jersey Earl Judson Hendrickson ...................... Baltimore Chester Peter Hewitt .......................... Woodmere, New York David Abbey Hooker ......................... Tucson, Arizona Christian Arneson Hovde ..................... New York, New York H. B. Gerald Hoxby .......................... Mariemont, Ohio Donald Stanley Kaplan ........................ Groton, Conecticut Michael Christopher Keane ................... Brooklyn, New York Arthur David Kelso, Jr. ...................... Linthicum Heights . Lawrence Leslie Levin ....................... West Hartford, Connecticut David Barrington Lowdenslager ............... Baltimore John Duncan Mack .......................... New Yor~, New York Charles Ferris Maikoffske ..................... Pleasantville, New York Alan Schutz Maremont. ...................... Chicago, Illinois Jack Lancaster Mason ........................ Harve de Grace Richard Lewis Matteson ...................... Frostburg Clarence Robert Morris, Jr................... Austin, Texas Oswald Nagler .............................. Perry Point Jules Olympio Pagano ........................ New York, N~w :ork Morris Albert Parslow ........................ Muskegon, Michigan Milton Perlman ............................. Memphis, Tennessee William Warfield Ross ........................ Bethesda Robert Julian Scolnik ....................... New York,_New York "\Villiam Westerman Simmons ................ Cedar Rapids, Iowa John Calvin Smedley ........................ Annapolis . . Langford Wheaton Smith, Jr. ................. Berkeley'. Cahforma William Kyle Smith, Jr...................... Annapolis Robert Lee Sterling .......................... Crisfield Stephen Wayne Terry, Jr. ..................... Indianapolis, Indiana Robert Treat Thompson ..................... Oakland, California . Gene Perkins Thornton ...................... Greensboro, North Carolma George Robert Trimble, Jr.................... North East George Montgomery Vansant. ................ Hyattsville James Rodney Whetstone ..................... Denver, Colorado Robert Charles Wilson ...................... New York, New York Charles Crittendon Baldwin, Jr ................ Flushing, New York Teddy Franklyn Betts ........................ Newport News, Virginia Aaron M. Bisberg ............................ Annapolis Eugene Bokras .............................. Peekskill, New York Daniel Brockhuizen .......................... Saddle River, New Jersey Jonathan Erskine Brooks ..................... Rocky River, Ohio Peter F. Buri ................................ Eau Claire, Wisconsin Robert Whitehouse Burnet. ................. New Rochelle, New York Philip Albert Camponeschi ................... Baltimore Jerome Herbert Cantor ....................... Boston, Massachusetts George Warton Carden ....................... Upper Marlboro James Watson Conrad ............ ." ........... Wilkinsburg, Pennsylvania Clark Ralph Cridland, Jr..................... Michigan City, Indiana George Howell Daffer ........................ Arlington, Virginia Edward Francis Daley, Jr...................... Bridgeport, Connecticut Peter John Davies ........................... New York, New York Frederick Parsons Davis ...................... Hopkins, Minnesota Andrew Dewing ............................ Wellesley, Massachusetts Rudolph C. Ellsworth, II ..................... Chicago, Illinois Charles Thomas Eunick, Jr.................... Westminster Paul Carlyle Evans ........................... Syracuse, New York Robert Dixon Fox ............................ Bowling Green, Kentucky John Anthony Franken ....................... New York, New York Paul Albert Frasca ........................... Flushing, New York Alan Lawrence Gargle ........................ Brooklyn, New York Donald Claude Gooch ........................ Abbeville, Louisiana Richard Scott Harris ......................... Saginaw, Michigan John P. Hayden .............................. Chevy Chase E. Bennette Henson, Jr. ...................... Charleston, West Virginia William Crawford Hill ....................... Pueblo, Colorado Allan Paul Hoffman ......................... Lawrence, New York Harold J. Hyden ............................ Tulsa, Oklahoma Chester Arthur Johnson ...................... Wellesley, Massachusetts Rowland Alfred Jones ........................ Irwin, Pennsylvania Ralph Hall Keeney ........................... Providence, Rhode Island Percival Cleveland Keith, Jr ................... Peapack, New Jersey Wayne Sefton Kerwood ........ ·'· ............. Fairfax, Virginia Jack Konigsberg ............................. Brooklyn, New York Clarence J. Kramer ........................... Muskegon, Michigan Ian Campbell Lea ........................... Lake Bluff, Illinois William Reynolds Lieb .................. , .... Rancho Santa Fe, California John James Lobell ........................... Baltimore Thomas Delmar Lyne ....................... New York, New York Vincen.t Wood McKay ........................ Montgomery, West Virginia Gordon E. McNamee ......................... Kensington Peter Kirkham MacNaughton ................. El Paso, Texas John Richard Maguire ....................... New Rochelle, New York Ellis Wooster Manning, Jr.................... Brinklow Robert Irwin Marshall ....................... Chicago, Illinois Edward Hector Mongeau ..................... Fall River, Massachusetts Joseph Parker Morray ........................ Chicago, Illinois Alexander Beauregard Morse .................. Washington, District of Columbia Reinardo Patrick Louis Moure ................ LaPlata David Burke Rea ............................. Three Rivers, Michigan 84 SECOND YEAR-CLASS OF 1949 Clarence Alfred Anderson, II ................. Randolph, New York Robert Lord Arner. .......................... Washington, District of Columbia Robert John Austin .......................... Antwerp, New York Herbert Joseph Baer, Jr. ..................... Hamburg, New York 85 �86 CATALOGUE OF ST. JOHN'S COLLEGE Lynn Homer Robinson ....................... Morrisville, New York Michael Lee Rourke ......................... Los Angeles, California James Pedro Salinas. . . . . . . ................ Baltimore Bradley Johnson Saunders, Jr. ................ Kansas City, Missouri Allen Polk Schoolfield, Jr.. . ............ Pocomoke City Lawrence Holt Sherman. . .............. Garden City, New York Bruce Harris Sinkey... . . ............. Maplewood, New Jersey Lionel Spencer Starer..... . ............... Utica, New York Eric Albert Teel. . ................ Lansing, Michigan John Henry Thomas .......................... Racine, Wisconsin Richard Van der Voort ...................... Pittsburgh, Pennsylvania .John Campbell Wakefield ..................... Washington, District of Columbia John Calvin ·wallace ......................... Chevy Chase Guy Oliver Walser, Jr ........................ Sayville, New York David Baer Weinstein............ . ...... Brooklyn, New York Terry Hutchison Wells. . . . . . . . . . . . . Evanston, Illinois John Scott Woodward. . . . . . . . . . . . . . ... Coldwater, Michigan Richard Weston Young ....................... Winter Hill, Massachusetts FIRST YEAR-CLASS OF 1950 Joseph Mayer Ablow. . .... Salem, Massachusetts James William Archer ....................... Frametown, West Virginia Ernest Lynn Bartle ........................... Hagerstown Frederick James Beardsley .................... Baltimore Leod Daw Becker, Jr. ........................ Milford, New Jersey Donald Lewis Breen. . . . . . . . . Baltimore Alan Burruss Brinkley. . .. Lynchburg, Virginia Philip Sheridan Burns. . Lo~ Angele~, California . Jack Carr .. Philadelphia, Pennsylvania George Barton Case. . . .. Cumberland John Lewis Caswell, Jr.. . ................. Kensington .John Summerfield Clark. . . .................. Baconton, Georgia Milton Stearns Clifton ........................ Bellingham, Washington Bernard Smith Clorety. . ... Los Angeles, California George Harris Collingwood, Jr.. . . V\Tashington, District of Columbia Richard Tower Congdon. .Auburn, New York Joseph ·william Cooper.. . ...... New York, New York Patrick Darrell Davi£. . ...... Washington, District of Columbia Richard Holmes Davis ....................... Chicago, Illinois ·wmiarn Curwen Davis. . . ................. Scranton, Pennsylvania Edmond Everett DiTullio. . ................ Little Neck, New York Matson Glenn Ewell.. . ............... Rochester, New York Herbert Selig Feinberg. . ............... Edgewood, Pennsylvania Edward Fershau .. Brooklyn, New York V\/. Bernard Fleischmann. . .Baltimore James Hartwell Frame. . .. Wichita Falls, Texas Thomas George Fromme. . . Bellevue, Kentucky John Robinson Garland.. . .. Maplewood, New Jersey Charl-es Francis Gentile .. . Barrington, Ne'v Jersey Robert Lawrence Goldberg. . ............... Chicago, Illinois Robert Allen Goldwin. . . . ....... Miami Beach, Florida Theodore ·william Hendricks, Jr ............... Baltimore Ralph Jefferson Herrod... . ......... Chicago, Illinois CATALOGUE OF ST. JOHN'S COLLEGE 87 Henry Booth Higman ........................ Millington Robert Stanley Hodnefield .................... Hermosa Beach, California George Hofrichter ........................... Suffern, New York Irwin Thomas Hunt. ........................ New York, New York Robert Norikiyo Ikari ........................ Honolulu, Territory of Hawaii Michael Max Jackson ......................... Carmel, California Harry Herman Kaste ......................... Newaygo, Michigan Carroll Montgomery Keith .................... Baltimore Francis William Kelso ........................ Linthicum David Henry Kuh ............................ Winnetka, Illinois Jerome Gabriel Lansner ...................... New York, New York Donald Luis Leavin .......................... New York, New York Charles David Lewis, Jr...................... -New York, New York Charles Ranlet Lincoln ....................... Alexandria, Virginia John J. Logue .............................. Philadelphia, Pennsylvania Paul David Malchenson ....................... Hagerstown Burnside Eastman Martin ..................... Northampton, Massachusetts Thomas John Meyers ......................... Bridgeton, New Jersey George Bertram Miller, Jr .................... Watertown, New York Michel Mok, II. . ........................ New York, New York Chester Gilbert Moore, Jr. .................... Chicago, Illinois Benjamin Moskowitz ........................ Bayonne, New Jersey .Joseph Louis Nadler ......................... Brooklyn, New York James Herbert Riggs, Jr ...................... Omaha, Nebraska Edward Joseph Roethel. ..................... Brooklyn, New York John William Sanborn ....................... Everett, Massachusetts Frederick Ernest Schuchman, Jr ............... Pittsburgh, Pennsylvania Earl Broadus Short, Jr. ....................... Petersburg, Virginia Thomas King Simpson. . . . . . . . . . . . ....... Glens Falls, New York John Marquis Smith .......................... Cherryvale, Kansas Philip Hartley Smith ........................ Woodstock, Ohio Robert Norman Sperber ...................... New York, New York John Sterrett . . . . . . . . . . . . . . . . . . . . . . ... Topeka, Kansas David Corbin Streett, H. . . . . . . . . . . . . . . ... Baltimore Tylden Westcott Streett ....................... Baltimore Robert Drake Taylor ......................... Grosse Ile, Michigan George Henry Thanhardt. . . . . . . . . ......... LaPorte, Indiana Robert Alfred Thomas. . ........ Littleton, Colorado George Edward Thornton. . . . . . .... Holyoke, Massachusetts Ralph Edward Tompkins. .......... . Annapolis Robert Theodore Townsend. . Billings, Montana George Usdansky .. Springdale, Massachusetts Larry Kalman Volin. . ................ Washington, District of Columbia Joseph Seeds Warhurst...... . . . . . . . . . . . . . . Lyndhurst, New Jersey Peter Anthony Whipple. . . . . . . . . . . . . . . . . . . . Catonsville Irwin Herman Widder ....................... New York, New York John Letcher Williams ....................... Sacramento, California Graham DeVoue Williford .................... Fairfield, Texas Myron Lee Wolbarsht ........................ Baltimore William Orem Wollin ........................ Los Gatos, California Edward John York... . ............... Shaker Heights, Ohio Marvin Zetterbaum ...................... New York, New York �88 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE CLASS OF 1947 SUMMARY OF ENROLLMENT ............... Fourth Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Third Year ................ · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · Second Year ............... · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ......................... First Year ................................. Total in College ................ ······ - · · · · · · · · · · · · · · · · · · · 36 56 76 85 ... 253 DEGREES CONFERRED JUNE 9, 1947 Rite Stephen Gordon Benedict. . Scarborough, New York Tristram Joseph Campbell, Jr.. . . . .Old Orchard Beach, Maine William Paul Elliott. . . . . . . . . . . . . .......... Aurora, Illinois Allen Abbey Goldstein. . . . . . . . . . . . . . . . . . . . Baltimore Richard Eagleston Jameson. . ..............Fallston Rowell Anton von Magi us Schleicher ......... Forest Hills, New York Robert Russell Weiss. . . . ............. Federalsburg BACHELOR OF ARTS AS OF THE CLASS OF 1943 William Edwin Harris. John Van Doren ... Rite Monte Ferris Bourjaily, Jr.. . ..........Washington, District of Columbia Richmond, Massachusetts Douglas Buchanan. . . . . . . .... ·.·. ·. ·. ·. ·. ·.'.'_'_".·.'_"..Philadelphia, Pennsylvania Herbert \Villard Stern ..... John Weber, Jr.. John Scott Desjardins. AS OF THE CLASS OF 1944 Rite Nicholas Daniel Bonadies................ . Winsted, Connecticut Robert Frederic Garland Bunting ............. Baltimore Edward Maurice Godschalk .................. Montclair, New Jersey Carl Schlee Hammen. . . . . . ..... - ..... Linkwood Cum Laude Casimir Thaddeus Krol. . . .Chicago, Illinois Haven Ely Simmons......... . ............. Cedar Rapids, Iowa William Gideon Spohn, Jr.. . . .Baltimore Andrew Shreffler Witwer, Jr.. . . . . . . . . . . . . . . . Joliet, Illinois .. Bayonne, New Jersey Warren Seymour Zeik . Magna Cum Laude Joseph Francis Hollywood, Jr. ................ New York, New York AS OF THE CLASS OF 1945 Rite Dover, Delaware Cum Laude Stephen Windsor Bergen .......... - . - . · .. · · · · .St. Albans, New York Charles Arthur Nelson ........... - .... - .. - . ··.Berwyn, Illinois AS OF THE CLASS OF 1946 Rite ..... _.. Philadelphia, Pennsylvania _.. _......Freeland, Pennsylvania Harry Charles Rockey. James Willard Sharp .. Cum Laude .... New York, New York Charles Lincoln Van Doren. Magna Cum Laude . .... Chevy Chase Henry Theodore Wensel, Jr.. Cum Laude . .. Saginaw, Michigan . ... New York, New York Magna Cum Laude . ... Scarsdale, New York AS OF 1944 Cum Laude _.......................Cleveland, Ohio Henry Resolved Mack ..... 89 Cum Laude Joseph Charles Smith. . Washington, District of Columbia HONORS AND PRIZES AWARDED JUNE 9, 1947 To the senior who has the highest standing, a gold medal. Offered by the Board of Visitors and Governors. .............. . ... John Scott Desjardins To the member of the Senior Class who has written the best final essay, a prize of $27.50. Offered under the will of the late Judge \Valter L Dawkins .. Tristram Joseph Campbell, Jr. Charles Arthur Nelson Honorable Mention. · · · \'I arren Seymour Zeik 1 To the member of the Freshman, Sophomore, or Junior Class who has written the best annual essay, the John Martin Green prize of $10.00". Honorable Mention. . .. Clarence Jay Kramer __ .......... Rogers Garland Albritton To the student who has written the best original sonnet, a prize of $10.00. . . . . . ........ ·william Chester Buchanan, Jr. To the student who has prepared the most elegant solution of a mathematical problem (the problem for the year being to construct, by Euclidean methods, a tangent to a cycloid) a . ..... William Gideon Spohn, Jr. prize of $10.00. . . . . . . . . *For the year 1945-46 .... . ... William Chester Buchanan, Jr. �CATALOGUE OF ST. JOHN"S COLLEGE INDEX Absence, excuses for. . . . . . . . . . . . . 36 Academic standing ........... 36ff, 35f Activities . . . . . . .............. 49ff Athletics . . . . . . 50, 77ff Clubs ......................... 5lf Dramatics ...................... 51 Music ................... 24, 46£, 50 Publications .................... 51 Administration . . . . . . . . . . . . . . . . . . . 8 Admission . . . . . . . . . . . . . . . . . . . . . . 55ff Application . . . . . . . . . . . . . . . . . . . . 56 Requirements ................ 55ff Procedure . . . . . . . . . . . . . . . . . . . . 56f Advanced standing ............. 57 Aid, student . 63ff Applications ...... 56 Admission . . . . . . . 63ff Student Aid . 53 Rooms ......... . .64ff Scholarships St. John's 1835 . 70 St. John's 1868. . . . . . 71 St. John's 1886-1923, block elective 72 St. Joh n's 1923-37, open elective 72 Degree Requirements . 36f, 73ff Dining Hall ........ 54 Discipline ....... 36, 53 "Don Rags" .................. 3lf, 35 Dramatics. 51 Elective Program . 16f, 72 Engineering Scholarships at Johns Hopkins .66 English, admission requirements. 55f Enrollment . . . . . . 83ff .88 Summary ..... 56f Entrance Examinations ........... 32 Essays Examinations Entrance ..... Oral Written ...... . Annual .......... . State Scholarship Excuses, for absence ... 56f 3lf, 74£ .... 32. 73E 32 ..... 64 .. 36 Articles, magazine, on St. John's .. 80f Athletics . 50, 77ff Attendance Church . . . . . . . . . . . . . ... 67 Classes . . . . ................... 36 .59ff College exercises . . . . . . . . . . . . . . . 36 Expenses Bible class . . . . . 51 Faculty . . . . . . . . . 9ff Board of Visitors and Governors .. 6, 7 List .... Author teachers ............ 18, 33 Boat Club ...................... 50 ........ 9ff Tutors .. Books, list of great ............... l8ff .33ff Research Chronological . . . . . . . . . . . . . . 40f By years . . . . . . . . . . . . . . . . . .... 42 Fees .59 College finances . ... 43 By subject matters... .. 59 Calendar, College .......... .4, 5, 30ff Examination .. 59f Campus . .52f Annual .59f Caution Money . . .54f, 60 Tuition .. 59f Charges, fixed . 60 Residence .. 60 Charter of College. . . . . . . . .... 67 Payments .61 Deferred payment ..... Of King William's School. . .. 66 .. 54f, 60 Classics, new definition of. ... 18ff, 20ff Caution money .. 63 Clubs, College . . . . . . . . . . . . . . . 5lf With financial aid. College Calendar ......... 4, 5, 30ff Foreign Language Collegian . . . . . 51 Admission requirements . . . . .2, 55f See Greek, Latin, French, German Credits .. 36 French ................... 25£, 44, 55f Semester hours For entrance to graduate Freshmen, list of. . . . . . . . . 86 37f, 73 schools German. . .......... 25f, 44, 55f . . . . . . . 57 Transfer of G.I. Bill of Rights. . . . . 57, 6H Curriculum Grades ........................ 3lf 16f Elective system 90 Graduate Schools, preparation for . . . . . . . . . . . . . . . . . ... 37ff Greek .... . 25f, 44, 55f History Of College ... 67ff Chronological order of classics 22, 40f In St. John's Program ....... 22, 43 Infirmary Service . . . . . . . . . . . . . . . . 54 Instruction Methods in St. John's Program ............... 22ff, 49ff Juniors, list of. . . . . . . . . . . . . ...... 83 King William's School. . . . . 67f Labpratory . . . . . . . . 30 Exercises. •16ff Total Hours 45 Subject Matter 45f Language, reasons for instruction in. 25f Requirements . . . . . . 35, 44, 73ff Tutorials . . . . .25f, 44 Clock-hours of classroom work in. 44 Classics in Language and Literature.............. . ..... 42£ Latin ........... . 25f, 44, 55f Latin Club . . 51 Law School Preparation. . .... 38ff Lectures, formal . . . . . . .. 28f Liberal Arts a.nd Sciences .. l4ff, l 7f, 21 List of Great Books, Classics. 40ff List of Laboratory Exercises. 46ff List of Lectures .... 29 List of Students ......... 83ff Literature, Language and. 42f Location of College. . . . . . 52 Marine Biology ..... 66 Marks .......................... 35f Mathematics, reasons for instruction in ................ 26f Admission requirements ....... 55£ Requirements ..... 36, 73f Tu to rials .. 26f Clock-hours of classroom work in. 44£ List of Mathematical Classics. . . 42f Club..... . ................ 51 Medical Schools, preparation ...... 38f Music ..................... 24, 46f, 50 Concerts . . . . . . . . . . . . . . . . . . 50 Natural Science ............... 43, 45£ Occupancy of Dormitory Rooms. . 52£ Officers of Administration. 8 Philosophy. . . . . . . . . . . . . . . . 43 Political Science . . . . . . . . . 43 Preparation For admission 55£ 91 For graduate schools. . ... 37f, 731' For life 14ff President ..... 13, 69ff Former 8 Present Emeritus ................. . 13 .. 35 Probation 56f Procedure for Admission .. . .. 36, 73ff Promotion ... Reading Parties 32 Registration ....... 4, 5, 56f Regulations Admission. 55f Academic Standing 35ff Attendance .. 36 Degree Requirements .... 36f, 73ff Residence ........... . 52ff Religion Non-denominational .. 671: Reports .............. . 3lf Requirements Admission . . . . . . . . . . . . 55ff Attendance . . . . . . . . . . . . . . . . . . . . 36 Degree . 36f, 73ff Graduation . . .... 36, 73ff Languages, for degree ... 36f, 44, 73ff Languages, for admission ....... 55f Mathematics, for degree 36f, 4±£, 73f Mathematics, for admission. . . . . . 55 Familiarity with Great Books .... 73£ Residence. . . . . . . . . . . 52ff Research 35 Residence. 52ff Rooms... 52ff For new students. . . . . . 53 For old students. . . . . . . . . . . 53 Furnishing . . . . . . 52£ Occupancy. . . . . 52f Caution money .. 54, 60 Schedules Weekly ... 30f Student, typical ...... 32 Term . . . . . . . . . . . . . . . . , .4, 5, 3H Years ................. .4, 5, 3H Payment of fees .59f Scholarships ..... 63ff .. 63f College State .............. 64 Patriotic Societies ............ 65f 77 Athletic .. At other institutions. .66 Science In modern world........... 2lf In St. John's Program ... 2H, 30, 45ff �92 CATALOGUE OF ST. JOHN'S COLLEGE Laboratory ..... 2lf, 30, 45ff, 73ff Liberal . . . . . . . . . . . . . . . . . . . . . . . 2lf Classics in science .............. .42f Semester-Hour Credits Equivalent ..................... 36 Seminars .... 24, 27f, 74 Seniors, list of .................... 83 Social Sciences ................. 22, 43 Sophomores, list of. .............. 84ff Staff, administration . . . . . . . . . . . . 8 Faculty . . . . . . . . . . . . . . . . . . . . . . . . 9ff Medical. ....................... 54 Standing, academic . . . . . . . . . . . . . . 35£ Student Activities . . . . . . . . . . . . . . 49ff Athletics . . . . . . . . . . . . . . . . . . . . . . 50 Elective ...................... 49ff Music ......................... 50 Clubs ........................ !Hf Publications. . . . . . . . . . . . . . . . . . . . 5 l Dramatics ..................... 51 Student Aid ..................... 63ff Students List of . . . . . . . . . . . . . . . . . .83ff Theological Schools, preparation. . . 38 Transfer of credits ........... 38f, 57 Tuition Fee ..................... 59f Tutorials . . . . . . . . . . . . . . . . . . . . . . 24ff Mathematics . . . . . . . . . . . . . . . . . . 26f Language . . . . . . . . . . . . . . . . . . . . . 25f Vacations ................. .4, 5, 30ff Veterans' Educational Benefits .. 57, 6lf Year Book ....................... !il � ST. JOHNjS COLLEGE IN ANNAPOLIS �ST. JOHN'S COLLEGE IN ANNAPOLIS OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM CATALOGUE 1946-1947 CALENDAR 1947-1948 ANNAPOLIS, MARYLAND JULY, 1947 Founded ;is King William's School, 1696 Chartered as St. John's College, 1785 �TABLE OF CONTENTS PAGE COLLEGE CALENDAR .BOARD OF VISITORS A~; G~~~~~~ ................... . OFFICERS OF ADMINISTRATION ................... . FACULTY . . . . . . . . . . . . . . . . . . : : : : : : : : : : : : : : : : : . . . . . . . . THE ST. JOHN'S PROGRAM ....... . This catalogue contains the full official statement of the curriculum of St. John's College. In the following pages the curriculum is described as: 1. 2. A four-year, all-required course containing no electives and leading to the degree of Bachelor of Arts; Aimed at initiating in the student skills of learning in language, mathematics, and abstract thinking that are necessary in anything he may choose to do the rest of his life; 3. Available to applicants who are able and willing to undertake the responsibility of a substantial program in the Liberal Arts. See section on Admissions. St. John's College has no graduate or professional schools. On College Catalogues ......................... Why a College Education Should be Liberal The Crisis in Liberal Education. . . ....... The Liberal Arts . . ............ The Classics as. T~~~he·r~ ........................ Science and the Modern W~~id The Curriculum ............ . The Tutorial~ ....................... . . . . . .................. . ................... The Language Tutorial ............ : : : : : : : : : : The Mathematics Tutorial . .................. . The Seminar . 4 6 8 9 14 14 16 17 18 21 22 24 25 26 ........................ . 27 28 The Laboratory ... : : : : : : : : : : : : : : : : : : : : : : : : : The Schedule ................................. . The Faculty .............................. . Academic Standing .................. . The Degree of Bachelor of Arts ' ........ . A List of Great Books .................. . 30 30 The Formal L~c~~~~ : :: : : : : :: : : :: :: :..... . In Chronological. O~d~~ By Years . . . . . . . . . . ........................ . .... . By Subject Matter ......................... . Instructional Charts Laboratory Exerci~~s. : : : : : : : : : : : : : : : : : : : .... . RESIDENCE AND ACTIVITIES .... . How TO APPLY FOR ADM~S~~~~: . . . . . . . . . . . . . . . . . . . . . . FEES . . . . . .................... . ..................................... . APPENDIX A, HI~~~~~.~; ·;~~ ·C~~~~~~ ................ . APPENDIX B, THE DEGREE OF BACHELO~· ~~·A~~~: : : : : : : : FINANCIAL. A~~ 32 35 36 40 40 42 43 44 46 49 55 59 63 67 73 p~~~~-~:::::: 77 80 REGISTER OF STUDENTS 83 INDEX . . . . . . . . . . . . . . : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : 90 APPENDIX C, INTERCOLLEGIATE ATHLETICS. BIBLIOGRAPHY OF ARTICLES ON ST. JOHN'S 3 \ �COLLEGE CALENDAR 1946-4 7 Annual Examinations COLLEGE CALENDAR 1947-48 .. September 19-21 Annual Examinations ..................... September 16-20 Registration . September 21 Convocation . September 22 Registration ............................. September 19-20 Convocation ............................... September 21 First Term begins. ....................... September 23 First Term begins 9 A.M .................... : . September 22 First Term ends 12 noon. .................. December 20 First Term ends 5 P.M ........................ December 19 Second Term begins 9 A.M ...................... January 6 Second Term ends 12 noon .............. . ...... March 21 Third Term begins 9 A.M .............. . .... April 7 Third Term ends 12 noon .......................... June 6 Second Term begins 9 A.M ....................... January 5 Second Term ends 5 P.M ......................... March 19 Third Term begins 9 A.M .......................... April 5 Third Term ends 5 P.M ............................ June 4 Baccalaureate Sermon .............................. June 8 Baccalaureate Sermon ................... . Commencement Commencement .................................. June 7 • .......................... June 9 CALENDAR JANUARY SMTWTF $ •••••• 1 2 3 4 5 6 7 8 9 1011 12131415161718 19 20 212223 24 25 26 27 28 29 30 31 •• FEBRUARY APRIL S M T W T F s •••• 1 2 3 4 5 6 7 8 9 10 1112 13 141516 17 1819 20 21 22 23 24 25 26 27282930 •••••• MAY •••••••••••• 1 2 3 4 5 6 7 8 9 101112131415 16171819202122 232425262728 •• •••••••• 1 2 3 4 5 6 7 8 9 10 11121314151617 18192021222324 25 26 27 28 29 30 31 MARCH ••.•.•.••••• 1 JUNE .. .. .. .. .. .. .. .. .. .. .. .. .. .. 1 2 3 4 5 6 7 2 3 4 6 6 7 8 8 9 1011121314 9 10 11 12 131415 15161718192021 1617 1819 20 21 22 22 23 24 25 26 27 28 23 24 25 26 27 28 29 2930 •••••••••• 3031 ..•••••••• FOR 1947 JULY S MT WT F s •••• 1 2 3 4 5 6 7 8 9 10 1112 13141516171819 20 21 22 23 24 25 26 2728293031 .••• AUGUST •••••••••• 1 2 3 4 5 6 7 8 9 10111213141516 17181920212223 2425 26 27 2829 30 31 •••••••••••• SEPTEMBER •• 1 2 3 4 5 6 7 8 9 10111213 14151617181920 21 22 23 24 26 26 27 282930 •••••••• • OCTOBER S MT WT F • s •••••• 1 2 3 4 5 6 7 8 9 10 11 12 13 14 151617 18 19 20 21 22 23 24 25 262728293031 .. NOVEMBER •••••••••••• 1 2 3 4 5 6 7 8 9101112131415 16171819202122 23 24 25 26 27 28 29 30 •••••••••••• DECEMBER •• 1 2 3 4 5 6 7 8 9 10 11 12 13 14151617 1819 20 212223 24 25 26 27 28293031 •••••• .. .. ... .. .. .. .. .. .. .. .. .. .. .. .............. 4 JANUARY S MT WT F CALENDAR s s •.••.••• 1 2 3 4 5 6 7 8 9 10 11121314151617 18192021222324 25 26 27 28 29 30 31 APRIL M T W T F s s FEBRUARY .............. MARCH •• 1 2 3 4 5 6 7 8 9 10 11 1213 14161617181920 212223 24 25 26 27 28293031 ...... 194 8 JULY M T WT F s • OCTOBER S MT WT F •••••••• 1 2 3 ••••••.• 1 2 3 .••••••••• 1 s 2 4 5 6 7 8 9 10 4 5 6 7 8 9 10 3 4 5 6 7 8 9 11121314151617 11121314151617 10111213141516 1819 20 212223 24 18192021222324 17181920212223 252627282930 .. 25 26 27 28 29 30 31 24 25 26 27 28 29 30 31 .....•.••... .............. .............. 1 2 3 4 5 6 7 891011121314 15161718192021 22 23 24 25 26 27 28 29 ••.••• · •••••• FOR . ...... June 6 MAY .. .. .. .. .. .. .. AUGUST .•...•.•.••• 1 1 2 3 4 5 6 7 2 3 4 5 6 7 8 8 9 1011121314 9 101112131415 15 16 17 18 19 20 21 16171819202122 22 23 24 25 26 27 28 23 24 25 26 27 28 29 293031 •••••••• 30 31 .•....•..• NOVEMBER .• 1 2 3 4 5 6 7 8 9 10 111213 14151617181920 21 22 23 24 25 26 27 282930 •••••••• .............. .. .. .. .. .. .. .. JUNE SEPTEMBER •••• 1 2 3 4 5 •••.•• 1 2. 3 4 6 7 8 9 10 1112 5 6 7 8 9 1011 13141516171819 12 13141516 17 18 20 21 22 23 24 25 26 19 20 21 22 23 24 25 27 2_? 29 30 .•...• 2627282930 ••.. 5 DECEMBER •••••• 1 2 3 4 5 6 7 8 9 10 11 12 13 141516 17 18 19 20 21 22 23 24 25 262728293031 •• �BOARD OF VISITORS AND GOVERNORS MEMBERS EX OFFICIO Chairman, RICHARD F. CLEVELAND, Lawyer, Baltimore Trust Bldg., Baltimore, Maryland. Vice Chairman, FRANCIS PICKENS MILLER, University Station, Charlottesville, Virginia. Secretary, WILLIAM LENTZ, Lawyer, Equitable Bldg., Baltimore, Maryland. DR. THOMAS PARRAN, JR., Surgeon General, U. S. Public Health Service, Washington, D. C. DR. AMos F. HUTCHINS, Surgeon, 1227 N. Calvert Street, Baltimore, Maryland. EDWIN WARFIELD, JR., Editor, The Daily Record, 15 E. Saratoga Street, Baltimore, Maryland. PAULL. BANFIELD, Headmaster, The Landon School for Boys, Edgemoor, Washington, D. C. ROBERT M. HUTCHINS, Chancellor, University of Chicago, Chicago, Illinois. CLARENCE W. STRYKER, Professor Emeritus of History, Box 63, Annapolis, Maryland. HAROLD F. LINDER, 39 Broadway, New York City. HERVEY ALLEN, Author, Rippleton Road, Cazenovia, New York. DR. WILLIAM J. FRENCH, Director, Anne Arundel County Health Department, Annapolis, Maryland. ALEXANDER MEIKLEJOHN, Lecturer, St. John's College, 1525 La Loma Avenue, Berkeley, California. MARK VAN DOREN, Professor, Columbia University, Lecturer, St. John's College, 393 Bleecker Street, New York City. RICHARD ScoFIELD, Tutor, St. John's College, Annapolis, Maryland. JOHN SPANGLER KIEFFER, President, St. John's College, Annapolis, Maryland. BRIG. GENERAL WILLIAM C. PURNELL, Lawyer, Standard Oil Building, Baltimore, Maryland. JUDGE LEVIN CLAUDE BAILEY, Salisbury, Maryland. LOGAN MORRILL, Vice President and Treasurer, St. John's Col- President Ex Officio, His Excellency, WM. PRESTON LANE, JR., Governor of Maryland, Annapolis, Maryland JOSEPH R. BYRNES, President of the Senate, Baltimore, Maryland C. FERDINAND SYBERT, Speaker of the House of Delegates, Ellicott City, Maryland JUDGES OF THE COURT APPEALS OGLE MARBURY, Chief Judge ................... Laurel, EDWARDS. DELAPLAINE, Associate Judge ....... Frederick, STEPHEN R. COLLINS, Associate Judg:e. . . . . . Chest er t own, ~ C. Gus GRAsoN, Associate Judge. . . . . ....... Towson, WILLIAM L. HENDERSON, Associate Judge. . Baltimore, CHARLES MARKELL, Associate Judge .......... Baltimore, lege, .l\anapolis, :rvraryland. RAYMOND N. WILBURN, Dean, SL John's College, Annapolis, MARYLAND. 6 OF 7 Md. Md. Md . Md. Md. Md. �OFFICERS OF ADMINISTRATION* FACULTY* PRESIDENT PRESIDENT JoHN SPANGLER KIEFFER, A. B., A. M ....... 12 McDowell Hall ACTING DEAN JoHN OTTo NEUSTADT, B. A., M.A. (Until June 30, 1947) . . . . . . . . . . . . . . . .................. . 11 McDowell Hall ' DEAN RAYMOND NEIKIRK WILBURN, B. S., M.A. (From July 1, 1947) .................. . . . . . . . . . . . . . . . 11 McDowell Hall JoHN SPANGLER KIEFFER .................. 139 Market Street B. A., Harvard College, 1927, as of 1926; M. A., 1929, Harvard University. Master in French and English, Litchfield (Connecticut) School, 1927-28; Instructor in Classical Languages, St. John's College, 1929-34; Assistant Professor of Classical Languages, St. John's College, 1934-39. Tutor, St. John's College, 1939-: Board of Visitors and Governors, 1943-; Acting President, January 1, 1947- April 22, 1947; President, April 22, 1947-. ASSISTANT TO PRESIDENT ACTING DEAN CHARLES A. NELSON (Until June 30, 1947) .. 14 McDowell Hall ASSISTANT DEAN JosEPH WINFREE SMITH, B. A., M. A., B. D. (Until June 30, 1947) ............................. 14 McDowell H21.ll LUKE HARVEY PoE, JR., B. S., LL. B. (From August 1, 1947) ............................. . . . . . . 14 McDowell Hall (Until June 30, 1947) JoHN OTTo NEUSTADT ................... 61 College Avenue B. A., 1939; M. A., 1942, St. John's College. Tutor, St. John's College, 1940-42. Army of the United States, 1942-46. Tutor, St. John's College, 1946-47; Acting Dean, 1946-47 . DEAN TREASURER (From July l, 1947) KENT CAMPBELL, B. A. (Until June 30, 1947) .................................. 13 McDowell Hall VICE PRESIDENT AND TREASURER LOGAN MoRRILL, B. A., LL. B. (From July 1, 1947) .................................. 13 McDowell Hall REGISTRAR MIRIAM STRANGE, B. A. ................... 11 McDowell Hall LIBRARIAN CHARLOTTE rLETCHER, A. B., B. s............ Woodward Hall DIRECTOR OF ADULT EDUCATION FoRD KEELER BROWN, B. A., D. Phil. ........ McDowell Annex COLLEGE PHYSICIAN J. OLIVER PURVIS, M. A., M. D ........ . ....... Infirmary DIETITIAN MARIAN E. ALEXANDER, B. s.... . Randall Hall DIRECTOR OF ATHLETICS EDWARD FLINT LATHROP, JR., B. A.. . . . . . . . B. S., 1935; M. A., 1938, University of Virginia. Lecturer in Philosophy, Columbia University, 1937-38. Tutor and Assistant Dean, St. John's College, 1938-43. Active duty with the United States Navy, 1943-46. Tutor, St. John's College, 1946-; Dean, 1947-; Board of Visitors and Governors, 1947-. TUTORS GEORGE ALTHOFF BINGLEY .... - .... . ...... Brice House B. A., 1910, M. A., 1916, Princeton University. Instructor in Government Schools, Osaka, Japan, 1910-13; University of Goettingen, 1913-14; Elizabeth Gardner Scholar in Mathematics, Princeton University, 1915-16; Instructor in Mathematics, Georgia Institute of Technology, 1918-19; Instructor in Mathematics, United States Naval Academy, 1919-23; Assistant Professor of Mathematics, St. John's College, 1923-24; Associate Professor of Mathematics and Physics, St. John's College, 1924-27; Associate Professor of Mathematics, St. John's College, 1927-31; Professor of Mathematics, St. John's College, 1931-39. Tutor, St. John's College, 1939-. . Iglehart Hall SUPERINTENDENT OF BUILDINGS AND GROUNDS ARCHIBALD McCouRT ..................... McDowell Annex AUDITOR SEWARD AND MoNDE, C. P.A ........ New Haven, Connecticut •Stringfellow Barr, President, resigned December 31, 1946 .. Scott Buchanan, Dean, leave of absence July l, 1946; resigned Decem?er 31, 1946. 8 RAYMOND NEIKIRK VVILBURN .................. 36 East Street FoRD KEELER BROWN ............... 243 King George Street B. A., University of Washington, 1920: D. Phil., Oxford University, 1926. Assistant in English, 1919-20, Assistant Professor of English, 1923-25, University of Washington; Associate Professor of English, St. John's College, 1925-29: Professor of English, St. John's College, 1929-39. Tutor, St. John's College, 1939-42; Active duty with the United States Navy, 1942-45: Tutor and Director of Adult Education, St. John's College, 1945-. "CE. Pg. 32. 9 'I �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE RICHARD SCOFIELD . ... 58 State Circle B. A., 1919, M. A., 1920, University of California; B. A., Oxford University, 1924. Assistant in English, University of California, 1919-20; Commission for the Relief of Belgium Exchange Fellow, Universite libre de Bruxelles, 1920-21; Instructor in English, New York University, 1925-27; Associate Professor of Art and English, St. John's College, 1927-39. Tutor, St. John's College, 1939-; Board of Visitors and Governors, 1943-. LEONARD JAMES EsucK. . Brice House ~· A.'. University. o_f Chicago, 1934; M. A., Tulane University, 1936; Ph. D., Umvers1ty · v· · · - of Virgm1a, 1939.. Du .Pont Fellow in Philosophy , u nn,ersi·ty o f . irg1ma', 1936-39, Instructor m Philosophy, Drake University, 1939-42; Tutor, St. Johns College, 1943-. JO j ACOB KLEIN . ... 217 Hanover Street Friedrichs Realgymnasium, Berlin, 1917; Ph.D. University of Marburg-Lahn, 1922; Research Work, University of Berlin and University of Marburg, 1924-33; Visiting Lecturer, University of Prague, 1934-35; Fellow of the Mendelssohn Stiftung zur Foerderung der Geisteswissenschaften, 1935-37; Tutor, St. John's College 1938-. EDWARD FLINT LATHROP, JR .. .. 214 S. Cherry Grove Avenue B. A., St. John's College, 1938. Assistant Coach in Football and Lacrosse, St. John's College, 1937-39. Tutor, St. John's College, 1938-41. Director of Athletics, St. John's College, 1939-41. Active duty with United States Navy, 1941-45. Tutor and Director of Athletics, St. John's College, 1945-. KENT CAMPBELL. . . . Brice House 1919-20, U. S. Naval Academy; B. A., 1924, Harvard College; University of Paris, 1923-24. Dillon, Read and Co., New York City, 1924-30; G. L. Ohrstrom and Co., New York City, 1930-32; Fitch Investment Service, Boston, 1932-41. Tutor and Treasurer, St. John's College, 1941-42. Active duty with the United States Navy, 1942-46. Tutor and Treasurer, St. John's College, 1946-47. BERNARD MANN PEEBLES. . Pinkney House B. A., 1926, University of Virginia; M. A., 1928, Ph. D., 1940, Harvard University. Instructor in Greek, University of Virginia, 1928-29. Fellow, American Academy, Rome, 1932-34. Instructor, Department of Classics, Graduate School, Fordham University, 1934-35. Instructor in Classics and Tutor in the Division of Ancient Languages, Harvard University, 1937-39. Assistant Professor, Department of Classics, Graduate School, Fordham University, 1939-41. Tutor, St. John's College, 1941-42. Army of the United States, 1942-45. Tutor, St. John's College, 1945-. H WILLIAM ~RVING HARPER. . Brice House B. A., _Ohio Sta~e University, 1931; M. A., Columbia University, 1934. Instr~ctor. m Chemistry, McGill University, 1932-33; Instructor in Chemistry, Umvers1ty of Buffalo, 1935-37; Fellow, Clare College, Cambrido·e Universit;• 1938-39. Tutor, St. John's College, 1943-. " '' SIMON KAPLAN. . . ... . 58 State Circle Graduate, "Real-School" (College) in Libau, Russia, 1912; Institute of Technology, Darm~tadt, and U~iver~ity of Heidelberg, 1912-14; University of Leningrad, 19~1-23, ~h. D., Umvers1ty of Jena, 1924-27. Teaching Member of the Free Philosophical Association, Leningrad, 1921-22; Fellow of the Hermann Cohen Foundation, Berlin, 1928-31; Research Studies, University of Paris 1934-36; Tutor, St. John's College, 1943-. ' NORMAN ATWOOD GARIS. .176 Prince George Street B. A., St. John's College, 1941; Student Assistant, St. John's College, 1941-44; Tutor, St. John's College, 1944-. ]ACK LANDAU . . . . . . . . . . . . 58 State Circle B. A., St. John's College, 1944. Tutor, St. John's College, 1944-. LUKE HARVEY PoE, JR.. . . . 49 Cornhill Street · 't .B. . S. in Mathematics, Universit)' of Virginia , 1938 . LL . B ., U n1vers1 y o f ~ . . Vngmia, 1941. Cravath, Swame & Moore, New York, 1941-42. Active duty with the United States Navy, 1942-46. Tutor, St. John's College 1946-· As · t· t Dean, 1947-. ' ' ,sis an CHARLES]. .ALBA.. . Wild Rose Shores B. S., M. S. m Electncal Engineering, 1934, Massachusetts Institute of Technology. Massachusetts Geodetic Survey , Computer , 1934 -36 . Rad·io c orporatwn · . . . of Amenca ~nd U .. s. T_elevlSlon Manufacturing Company, Engineer, 1936-39. Capito~ Ra~w Engi_neermg Institute, Instructor, 1939-40. Civil Aeronautics Adnumstratwn, Engmeer, 1940-42. Air Track Manufacturing Company, Research Engmeer, 1942-46. Tutor, St. John's College, 1946-. Street ULRICH STEPHAN ALLERS . . . . . . . . . . . . . . . . . . . . 4 Revell Street B. A., 1939; M. A., 1941, Catholic University. Tutor, St. John's College, 1946-. B. A., 1934, M. A., 1935, University of Virginia; B. D., 1938, Virginia Theological Seminary. Deacon-in-charge 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia. Tutor, St. John's College, 1941-; Assistant Dean, 1947. RoBERT S. BART . . . . . . . . . . . . . . . . . . . . . . . 49 Colleo-e Avenue . B. A., 1940, Harvard College, s.c.J. Sheldon Travelling Fellow, Ha~vard University, 1940-41. Tutor, St. John's College 1946-. ERNST ABRAHAMSON . ... Brice House Ph. D., Prague, 1934; Teacher of Classics, Director of Music, Country School Villa Pazzi, Florence, 1935-37; Assistant d'Allemand, Ecole Normale, Chfilons-surMarne, France, 1937-39; Instructor in Latin and Romance Languages, Howard University, 1939-41; Tutor, St. John's College, 1942-. CARLOS FRAKER . . . . . . . . . . . . . . . . . . . . . . . . . . Hanover Street A. B., Massachusetts State College. B. M:os., Yale University. Tutor, St. John's College, 1946-. JOSEPH WINFREE SMITH, JR .. . 49 Cornhill WILLIAM KYLE SMITH. . Revcrdy Johnson House B. S., University of Virginia, 1921; Th. B., Princeton Theological Seminary, 1924. Instructor in Bible Literature, University of Virginia, 1933-42. Tutor and Assistant Dean, St. John's College, 1942-46. Tutor, St. John's College, 1946-. WILBUR<?- ~ORHA~. . . 201 Hanover Street ~- A ... Umversi~y ?£ Illm01s, 1922; M. A., Columbia University, 1925; Ph. D., Umversity of M1ch1gan, 1931. Instructor, Columbia University, 1922-26. Professor, .State Teachers College, Buffalo , New York ) 192o,--29 . Res~- 1_,1, " '.tl)'SiO.iO' ' 1 • . 1..-a ..,a .A. g1st, Fifth Avenue Hospital, New York, 1931-32. Rinehart, Inc., New York, 1932-41. Lecturer, Colgate University, 1942-45. Lecturer, Union Colleae Schenectady, New York, 1945-46. Tutor, St. John's College, 1946-. " ' �1% CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST .. JOHN'S COLLEGE . vVeems Creek WILLIAM HENRY HATFIELD. B. A., St. John's College. 1941. Tutor, St. John's. College, 1946-. Ill ALEXANDER MEIKLEJOHN, 1525 La Loma Avenue, Berkeley, Cal. B. A., Murray State Teachers College (Kentucky), 1936. M. A., Vanderbilt University, 1937. Graduate work, University oE North Carolina, 1937-41. Teac~­ ing Assistant in English, University of North Carolina, 1937-39; Instructor m English, University of North Carolina, 19,39-41. Active duty with the United States Navy, 1941-46. Diplomas in Electronics, Naval Research Laboratory, 1942. and Massachusetts Institute of Technology, 1945. Historian, Staff Joint Task Force One, 1946. Tutor, St. John's College, 1946-. Ph. D., Cornell University, 1897; A. M., Amherst College, 1913; LL. D., Williams College, 1912, Mt. Holyoke College, 1912, Brown, 1913, Allegheny College, 1915, University of Vermont, 1916, University of California, 1933, University of Hawaii, 1937: Instructor of Philosophy, 1897-99, Assistant Professor, 1899190.3, Associate Professor, 1903-06, Professor of Logic and Metaphysics, 1906-12, Dean, 1901-12, Brown University; President, Amherst College, 1912-24; Professor of Philosophy and Chairman, Experimental College, University of Wisconsin, 1926-38, Professor Emeritus since 1938; Chairman, School for Social Studies, San Francisco, 1933-36; Lecturer, St. John's College, 1940-, Board of Visitors and Governors, 1943-. CLAUDE SPENCER LEFFEL, JR ............... 138 Charles Street MARK JOSEPH J. HORRELL ..................... 53Yz Cornhill Street B. A., St. John's College, 1943. United States Army, 1943-46. Tutor, St. John's College, 1946-. F RANCIS SCARLETT MASON , JR........... . . 58 State Circle B. A., St. John's College, 1943. Active duty with the United States Navy. 1943-46. Tutor, St. John's College, 1946-. vAN DOREN . .. 393 Bleecker Street, New York City A. B., 1914, A. M., 1915, University of Illinois; Ph. D., Columbia University. 1920; Litt. D., Bowdoin College, 1944. Instructor in English, 1920-24, Assistant Professor, 1924-35, Associate Professor, 1935-42, Professor, 1942-, Columbia Uni,1ersity. Literary Editor, The Nation, 1924-28; Motion Picture Critic, The Nation, 19115-38. Lecturer, St. John's College, 1942-, Board of Visitors and Governors, 1943-. FRANZ PLUNDER. . . . . . . . . . . . . . . . . . . . . . Cooper Apartments Stadtisches Gymnasium, Bregenz, 1909-1913. Royal Academy of Fine Arts. Vienna, 1911-1914, Master Degree. Technical University, Vienna, Yacht Design, Master Degree, 1914. Tutor, St. John's College, 1946-. FREDERICK LAMOTTE SANTEE. ....... Manhattan Beach B. A., Harvard, 1924; B. A., Oxford, 1926; M. A., Oxford, 1929; M. D., Johns Hopkins, 1938. Fellow of American Academy, Rome, 1927. Instructor in Latin. Lehigh University, 1927-29. Assistant Professor of Latin and Greek, Vanderbilt University, 1929-34. Associate Professor of Classics, Kenyon College, 1938-42. Lieutenant (M.C.), United States Navy, 1943-45. Tutor, St. John's College, 1946-. .. 42 East Street LAWRENCE TOWNSEND. B. A., 1932, Butler University. Tutor, St. John's College, 1946-. .... vVhitehall Road LOGAN MORRILL. B. A., Princeton University, 1929; LL. B., University of Cincinnati College of Law, 1935. Investment Counsellor, Cincinnati, Ohio, 1929-1947. Lawyer, Cincinnati, Ohio, 1935-1947. Lecturer, University of Cincinnati College of Law, 1941, 1946. Army of the United States, 1942-1945. Vice President and Treasurer, Tutor, St. John's College, 1947-. LECTURERS MORTIMER ADLER. . 227 East Delaware Place, Chicago, Ill. Ph. D., Columbia University, 1929. Instructor in Psychology, Columbia University, 1923-29; Assistant Director of the People's Institute, New York City, 1928-29; Associate Professor of the Philosophy of Law, 1930-41, Professor, 1941-, University of Chicago; Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Lecturer, St. John's College, 1937-. PRESIDENT EMERITUS ENOCH BARTON GAREY. . . Los Angeles, Calif. B. A., St. John's College, 1903; Graduate, United States Military Academy, 1908; LL. D., Washington College, 1923; LL. D., St. John's College, 1933. Professor of Military Science and Tactics, Johns Hopkins University, 1920-23; President of St. John's College, 1923-29; President, The Garey School, 1933-35. PROFESSOR EMERITUS OF HISTORY CLARENCE WILSON STRYKER ..... . ..... Annapolis, Maryland B. A., Union College, 1885; M. A., Columbia University, 1914. Acting Professor of Economics, Kenyon College, 1912-13; Professor of History and Economics, St. John's College, 1904-12, 1916-23; Professor of History, 1923-32; Board of Visitors and Governors, 1938-. PROFESSOR EMERITUS OF FRENCH JACOB. BERNARD SEGALL ..... ..... Baltimore, Maryland B. L., and B. Sc., Lycee of Jassy, Runiania, 1884; Ph. D., Columbia University, 1893. Fellow in Romance Languages, Columbia University, 1892-93; Instructor in French, Cornell University, 1893-96; Sorbonne, Paris, 1896-97; Instructor in French, Cornell University, 1897-1900; Lecturer, Modern Languages, McGill University, 1900-01; Instructor in French, College of the City of New York, 1901-03; Professor of Romance Langnages, University of Maine, 1903-20; Professor of French, University of Maine, 1920-28; Visiting Professor of French, Summer Session, Northwestern University, 1928; Professor of Romance Languages, St. John's College, 1928-29; Professor of French, St. John's College, 1929-39. �CATALOGUE OF ST. JOHN'S COLLEGE THE ST. JOHN'S PROGRAM ON COLLEGE CATALOGUES It seems wise to begin with an observation on college cat~­ logues in general and a bit of advice to the reader of this catalogue in particular. When liberal colleges were started in this country everybody knew that education at the college level should be liberal. It was generally admitted that every free citizen shou~d be able to read, write, and reckon, and that every profess10nal man should have a mind free enough and disciplined enough to recognize his professional e~ds and to underst~nd the ~eans which must be used to achieve them. Acadexmes and liberal colleges were establishe~ to assure ii:itellectu~ freedom and discipline to the professions and theIT respective schools. It was therefore necessary merely to use a few familiar phrases to identify and describe an institution that was teaching the "liberal arts and sciences." The multiplication of such institutions, the increase in number of students, and the confusion of professional and t~ade schools have robbed the familiar phrases of their meanmgs. To a far greater degree than we realize, the liberal ai:s and sciences have themselves disappeared and what remams of them has been confused in the minds of administrators and teachers as well as in the minds of the people, all of whom now need the education that the liberal college should provide. It would be convenient and truthful to describe the SL John's Colleo-e Program as the re-establishment * of the original colleo-e ~ith its original function of intellectual freedom and . discipline, but unfortunately that needs explanat10n at so~e length. Let this be an apology to the reader an~ a warnmg that he is reading an unusual college catalogue, which attempts to define and expound the ends and means of liber~l education as well as to describe St. John's College in Annapolis. ~ WHY A COLLEGE EDUCATION SHOULD BE LIBERAL The College Charter says in effect that the wisest and best regulated States have promoted a~d encou:ag~d instit~tions for the liberal education of youth m the pnnoples of virtue, "' Cf. Appendix A. 14 knowledge, and useful literature because such institutions are of the' highest benefit to society. In an aristocratic society this statement might suggest an invidious distinction between the rulers who alone would exercise the highest functions and the ruled who alone would subserve the higher ends by exercising the lower functions. In a democratic republic there is no such division of labor. It is an integral part of the American dream that each man in our society may and must perform the highest functions. These functions consist in the intelligent free choice of the ends and means of both our common and individual life. This is a most glorious and most difficult proposition to which we are dedicated. Among other things it means that each man must have his measure of liberal education, since choices can be neither free nor intelligent without relevant training and understanding. These trainings and understandings are parts of the liberal arts and sciences. Each profession and vocation is partly liberal; therefore professional and vocational schools study their respective minimal amounts of theoretical science. But in addition there are basic trainings and understandings common to all vocations and therefore common necessities of all free men. Thomas Jefferson persuaded the early revolutionary colonies of the need for the universal literacy of the citizenry. The major success in that minimal democratic education has made abundantly dear the need in addition for the universal distribution of critical intelligence, a minimal intellectuality which can distinguish between fact and fiction, between principle and case, between opinion and insight, between propaganda and instruction, between truth and falsity. This degree of intellectual training is absolutely necessary for the highest activities of men in democratic society, namely for both individual and common deliberation and decision in practical affairs. That which fulfills this basic common necessity is of the "highest benefit" to democratic soeiety. A good economic, social, and political life will maintain these instruments of liberty, but one of its chief concerns will be to pass on to youth the germinal insights and habits the cultivation of which will make them free. These insights and habits are available in the traditional liberal arts, and they can be transmitted and communicated if teachers have them and an �CATALOGUE OF ST. JOHN'S COLLEGE 16 17 CATALOGUE OF ST. JOHN'S COLLEGE allowed to exercise students in their practice on th5 best materials. Institutions should be set up and maintained which shall devote themselves to this end in a single-minded fashion, and they should distinguish themselves from the schools of vocational training which minister directly to the special utilities. The liberal colleges, together with the public schools, are the spiritual strongb,olds of the liberal state which watches and insures that men shall be able to do what they ought to do. THE CRISIS IN LIBERAL EDUCATION By a series of historical accidents following the establishment of the elective system by Eliot of Harvard in the late nineteenth century, such single-minded institutions are no longer available for the training of youth. Eliot introduced the device of free election of studies in order to absorb and assimilate the natural sciences to the liberal arts tradition. It was a minor tactic to meet a larger problem than the liberal college had ever faced before. Far from accomplishing its major end, it allowed the free and irresponsible invasion of all branches of the liberal arts by the research specialist. The research teacher became the competitive salesman of a subject matter. Later by a system of majors and prerequisites each successful salesman was able to eliminate competition with other subject matters after the first choice by the student. Thus the elective system became an unorganized array of special required courses, and each of these in turn was sanctioned by its connection with professional and vocational graduate work as the pre-medical, pre-legal, pre-commercial, pre-educational, or pre-earning-a-living course. Needless to say, the liberal college forgot its function, redoubled its efforts and its courses, and became timidly and fanatically preparatory. In acceding to the professional and vocational pressures it transmitted their destructive energy to the whole public school system. The result is that the student now must make a vocational choice at some point in his secondary education and changes it later only at great educational risk. One thing he cannot choose because it does not exist in our educational system: that is a balanced liberal education. This situation, as soon as it is recognized, constitutes a crisis, a point where judgment and decision can be made. We can choose to restore the liberal arts, not necessarily the old curricu1m~, but a mo~em equivalent. That is what St. John's College decide~ to do.rn 1937: Since then the College has for ten years. teste~ its curriculum m actual operation. The choice to restore the liberal arts has ~et with favorable response and the College has assumed a position of leadership in American education. THE LIBERAL ARTS The front cover of this catalogue carries the official seal of the College. The Latin proverb on it says, No Way is Impassable to Courage. .The College has courageously undertaken the larger task which the. elective system failed to accomplish, namely to see that the .liberal arts assimilate, transform, and pass on the modern subject matter on which they should be at work. ~~e seal on th~ back cover of the catalogue points to the trad1t10n from which we derive our courage . Th e L a t. . . . in mscnpt10n says that we are making free men out of children by means of bo~ks and balances. The figures on the seal repres.ent the seven liberal arts as they were traditionally conceived f~r about two thousand years, up to the beginning of the n~nete~nth ce?tury. In ancie~t .style they are grammar, rhetoric, d1al~ctic, which form the t:ivmm; and arithmetic, geometry, music, and astronomy, makmg the quadrivium. In the center and fore~ound stands a pair of chemical balances which represents .the mstruments ~f the mo~ern scientific laboratory, where the liberal arts are bemg practiced at their best and fullest in the modem world. A great deal ~s said these days about the teaching of methods, but the profess10nal and specialist's bias has left its mark h 1 h I · b . ere ~s e sew ere. t is o v10us to any teacher that there are different m~t~ods ~or different subject matters, but where experts and specialists d1s~gree then free men must decide. Free minds m~st be able ~o view concrete situations, deliberate by formu~atrng clear d1l~m~as, and arrive at a deciding choice. This mv.olves a combmatlon and organizing of all methods, and edu~at~~n should. provide a training which would bring precision, fac~hty, and mdependence in this most human of all human a~t10ns. The formulation of alternatives for such choice is the highest art of freedom toward which all the liberal arts should be ordered. Considerations of various kinds of truth and falsity �l8 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE must be introduced, and even subtler distinctions ~nvolving the use of symbols in imaginatio1:1 as well a~ reasonmg must be made. Memory, manual dexterity, calculat10n and .measure· ment must be cultivated as arts, if we are to make mmds free. The child is potentially a free man, ~nd this mea~s t~at he has the capacities which these arts reqmre. The reahzat10n of these capacities comes about by thei~ exercise .under controlled conditions in which ordinary learnmg by tnal and err~r be· comes discipline under the guidance of teachers. ~y children then we mean men who are capable of liberal learnmg. THE CLASSICS AS TEACHERS Although we have no new fads in tea_ching :nethods, but rather use all available methods and devices, still :'e have a special interpretation of the teache_r'~ function. _This can best be stated by saying that the real ongmal and ultimate teachers at St. John's are the authors of some hundred of th: greatest books of European and American thought. The l:st of the great books and their authors who are now . t~~chmg ~t St. John's, subject to continual revision and cnticism, will be found on page 40. These are the real teachers, ~~t we_ also have a secondary faculty of tutors who act as aux1hary mter· mediaries between the books and the students. These books were chosen over a period of nearly twen~y years by auxiliary teachers in various. places, notably_ Col~mbia University, the University of Chicago, the Umvers~ty. of . · · V ugmia, an d St . John's College · The list was under cnt1osm . . · 1 and testing by teaching and learnmg expenence _d_unng t 1at period, and the process has ~ontinued ~nder cond1t10ns set by the single all-required curnculum which all students at St. John's take. This experience of co-operative teaching with the_ authors of the great books has led us_ to a new unders~and1:1g of the classics and classical educat10n. The pre-elective ~1b~ral arts colleges had come to understand and_ d:fine the classics i~ te:rm~ of the symbolic mediums of transmission_ and commumc~t10n, they taught Greek, Latin, a:id mat~~matics as ai: exter:s10n of · -' . -~~ ··'o~ u ... ~a.u "o' ", ··· · · '"" primary. eulic<t.Ll u 'n .,_.,,,.,,..:i 1ncr wnt1nP" and anthmet1c. We . are also emphasizing language and mathematics for reasons that will appear on later pages. On the other ha~d a~e reading the classics in English. As we do that, certam cntena w: 19 emerge and provide a new understanding of the original motives in classical liberal arts education. The criteria divide themselves into two kinds, those that are exemplified in single books and make them great, and those that appear in the effects that one book has on another and on the reader and teacher. The first criterion is that a classic must be a masterpiece in the liberal arts. Its author must be a master of the liberal arts of his time, and his work must exemplify the direction of those arts of thought and imagination to their proper ends, the understanding and exposition of the truth as he sees it. The second criterion follows from the first, namely that a classical book must be a work of fine art. It must have that clarity and beauty on its surface which provides an immediate intelligibility and leads the mind of the reader to its interior depths of illumination and understanding. This is of first importance in teaching, and its principle is almost universally violated in the textbooks that have developed in the ordinary elective system. The great books were written for the ordinary intelligent public, and they therefore have the seductive charm of works in the fine arts. They are intrinsically interesting and impose their disciplines with pleasure. The third criterion concerns the internal structure of a classic. A great book has many possible interpretations. This does not mean that it is simply ambiguous and thus leads to confusion. On the contrary it is possible to discover in a great work such as Dante's Divine Comedy or Newton's Principia several distinct, complete, and independent meanings, each allowing the others to stand by its side and each supporting and complementing the others. It is the business of a liberal artist to construct such works and also to analyze and under· stand them. The fourth criterion demands that a great book shall raise the persistent and humanly unanswerable questions about the great themes in human experience. On the one hand this means that a great book shall be honest about the limits of its powers of exposition, admitting the paradoxes and mysteries that surround the practice of the liberal arts. On the other hand it means that a liberal artist should not allow a false modesty er scepticism to excuse him from pushing reason and imagination to ultimate questions. The entertainment and exploration of ultimate questions concerning number and measurement, form �20 CATALOGUE OF ST. JOHN"S COLLEGE CATALOGUE OF ST JOHN'S COLLEGE and matter, substance, tragedy, and God extend, moderate, and balance the use of our intellectual capacities. All of these criteria apply as much to books on mathematics as to books oE poetry, to books on practical individual and social problems as much as to books on metaphysics and theology. The extrinsic criteria concern the relations of the books to each other and their teaching powers in relation to students and readers. It is generally true that these books have had the greatest numbers of readers throughout European history. Plato, Euclid, the Bible, and Shakespeare are all European bestsellers; there are a few exceptions but it would be almost safe to take this criterion as a working rule for the selection of books for any list of classics, particularly if the numbers were estimated in proportion to the time the book has endured. Although each book must tell its own independent story, it is an important fact, which we regularly exploit, that one great book talks about the others, both those that came before, and, by anticipation of doctrine, those that come after. Each book in a list of classics is introduced, supported, and criticized by all the other books in the list. It thus gains pedagogical power and critical correction from its context. Background and preparation are thus efficiently supplied by the chronological ordering of the classics, and difficult books surprise us by their intelligibility and eloquence as they come in their providential order. Thus Newton's Principia and Maxwell's Electricity anri Magnetism as gracefully submit themselves to the learning processes of the student of the liberal arts who has read Euclid, Apollonius, and Ptolemy as Kant's Critique of Pure Reason and Dante's Divine Comedy do for one who has read Plato and Aristotle. It is this unguessed but abundantly confirmed collaborative teaching by the masters of the liberal arts that makes it possible and imperative to bring back to each modern youth his lost heritage of classical education. The fact is that such a collection of the great books has in it the shining thread of the great liberal tradition in the ·western ·world. It is this thread that the elective system has lost, and the lack of which we 2.re feeling in the uncertainties and fears of contemporary daily life. Its loss has made it necessary to construct synthetic cultures, and it is its ghost that frightens decadent liberals who would have us get along without ~raditions. They would have us as persons detach ourselves fr?m the tradition without knowing what it is or has been. Like current textbooks which similarly detach themselves from tradition we would be saluting the tradition in our spiritual deaths. 21 SCIENCE AND THE MODERN WORLD The tradition moves on into the modern world and it is transfo~mi~g itself in most lively and important wa~s. This is ~appenmg m two ways primarily, one in mathematics, another m the l~boratory. St. John_'s College has more required mathematics than ~ny other hberal college in the country; it also has ~ore reqmred laboratory work than any other liberal college m the country. Together mathematics and natural science .constitute more than one-half of the required work. Three ~undred _years ago ~lgebra and the arts of analytic mathematics w.er~ mtroduced mto European thought by Rene ?escartes. This is perhaps the greatest intellectual revolution ~n re~o_rded history, paralleling the other great revolutions m rehg10n, morals, politics, and industry. No liberal, and therefore no citizen of a democratic country, can afford to be ianorant of this change and its issues. It has redefined and tr~ns­ formed our whole n_atural and cultural world. Although it is not the only focal pomt around which the St. John's curriculum may be_ organized'. it is one which we take special care to emphasize. There is scarcely an item in the course which does not bear upon it. The last two years of the course exhibit completely the changes in the liberal arts that flow from it an~ these could n?t b~ appre~iated without the first two year~ which cover the h1stoncal penod from the Greeks to Descartes. Descartes, by using and reinterpreting the knowledge of the Greeks, made_ modern mathematics and the laboratory possible, so that now if we would follow tbe classical thread into the modern world we must know the constructions of the mathematicians and find our classical loci in the instruments of the laboratory as well as in the great books. For thi~ purpose we have set up a four-year laboratory in mathematics and the natural sciences with four main themes woven together to. catch the understandings and insights that we need. There is the theme of mathematical constructions taught and exemplified in a great variety of exercises with the �22 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE drawing board. There is the theme of measurement wh~ch involves the analytical study of the instruments of observat10n and measurement, the chemical balances, the meter stick, the thermometer, the barometer, the miscroscope, telescope, spectrometer, and interferometer, the use of scales, gauges, and graphic methods of recording observation. There is the s.t~dy of concrete materials and situations in biology and medicme which demand the combination of scientific findings, both in theory and in fact; and this in turn demands practice in crucial experiments in the history of science. All this is backed ~y a solid training in the mathematical techniques and symbolisms as far as differential equations. This provides the material and intellectual ?ackgrou~d for the modern study of humanistic and social science. Without this it is empty and romantic. With it one may hope for a creneration of conlpetent economists, political scientists, and 0 'd even sociologists. Social studies at present do not provi e an intelligible set of organizing principles; until they d~ we shall aim the mathematical and scientific work at the pomt where the medical and humanistic traditions cross; they agree that the proper study of mankind is man. as teaching in methods of reading and writing. The second list ~hows th~ division of books into four groups according to the four sess10ns of the college course. This list also divides the books into three columns according to the classification of the primary symbolic medium in which they are presented, languages and literature, mathematics and science, and those books fewer in number which deal explicitly with the liberal arts and sciences. The third list shows how these books distribute themselv~s o~er the conventional array of subject matters as they are studied m the contemporary colleges which follow the elective system. This third list is presented for those who wish to compare and contrast the St. John's program with the ordinary college; they should be warned to assure themselves of a real compar~son by using only the selections from the subject matters which a normal student would make in the elective system. It should also be noted that many books actually fall in several divisions according to subject matter, as on the other hand many books in an elective system are read in almost complete isolation, therefore without background and aid from other books. There is also a general warning that such lists are only diagrams for emphasizing this or that special aspect of the curriculum; for instance there is nothing in any of these diagrams to show the weightings of time or emphasis on special books, nothing to show the weightings that individual students are encouraged to put upon them for their own individual benefit or interests. With these qualifications, which should suggest still others, the lists give a fairly accurate general impression of the curriculum. THE CURRICULUM The proper subject matter for the study of the liberal .arts is man and the world, with all that these imply; the medmm we have chosen to convey this knowledge and appreciation is the classical books arranged in both a chronological and pedagogical order; the methods of learning and te~chin.g ~re. the liberal arts; the end of the teaching and learnmg 1s msight, understanding, and good intellectual and moral habits which provide the basis for human freedom. The following paragraphs will be a description of the sc~eduled arrangements for doing this in four thirty-three week sess10ns of the college course. Such arrangements call for two kinds of distribution of the materials and methods of instruction, one according to allotted times and the other according to teaching functions. On pages 40 to 43 the reader will find three listings of the books. The first shows the chronological order for books and authors, becrinnincr with Homer. and endini?: with Russell, Freud, and 0 0 . James. This represents the required readmgs for the four years and implies further readings in secondary books as welJ ~ 23 The division into four years has an interesting significance. Something over two thousand years of intellectual history is covered in the first two years; about three hundred years of history is studied in an equal or slightly greater number of books in the last two years. The first year is devoted mostly to the Greeks and their special understanding of the liberal arts; the second year contains books most of which were originally written in Latin, and covers the Roman and medieval periods; the third year has books originally written in Romance languages for the most part although English has a large share; the fourth year introduces German works and concentrates on the nineteenth and the twentieth centuries. This four-year schedule was not made because of any underlying theory �CATALOGUE OF ST. JOHN'S COLLEGE 24 25 CATALOGUE OF ST. JOHN'S COLLEGE about recapitulations of history, but it happens to catch any genuine values that such a theory may point out in practice. There are certain critical questions raised by the use of a · selected book list. A great many of these questions turn out to be questions of private taste and sentiment. A~o~g the objective questions the most urgent concern the omission of the Oriental classics and the classics of the pure fine arts. Two reasons may be given for omitting the Oriental classics. They are culturally and linguistically unavailable to us of the Occidental world; they are therefore subject to almost inevitable corruption and misuse as educational mediums. We moderns may be able to exploit them when our own intellectual disciplines have been recovered. The fine arts contain the most imposing set of disciplines that have established themselves and survived in the modern world by claiming independence from the liberal arts. It is one of our aims to recover and reintegrate them with the liberal arts. We are therefore providing for them outside the curriculum and planning to reassimilate them by stages, first by including music in the curriculum, reading musical scores in the seminars, and studying harmony in the laboratory. We hope that by this and other stages to follow, intellectual light will be transmitted to the fine arts and that they may make their reflected light available to all the classics. The main emphasis in teaching is on the writing, reading, and experimental disciplines, but the actual teaching falls into five sharply distinguished kinds of teaching techniques. None of these is newly discovered or invented, but some of them have been in disrepute for fairly long periods. We call them severally Seminar, Formal Lecture, Language Tutorial, Mathematics Tutorial, and Laboratory. The seminar comes perhaps nearest to the immediate educational end which we are aiming at, while the tutorials, laboratories, and lectures make secondary contributions. The Tutorials Every good student knows that his learning must be double. He must be acquiring the skills that go with the subject matter, but he must also get to know his teacher. The converse of this is even more important for good teaching: the good teacher knows that he must be in the learning process himself and he must also know his pupil. The tutorial class, which is composed o~ from te~1 to twenty .students meeting five times a week, provide~ .the ideal. cond1t10ns for collaborative study and for the mamfold teachmg and learning relations that hold in a company ?f good friends. The tutor makes daily diagnostic observau.on~ of ~ach. student as he works and gives the proper prescnpt1ve directions as they are needed. There is also an ?pportu.nity for each student to contribute his measure of mstruct10n to his fellows. The Language Tutorial The aim here is to use some external device that will induce the strengthening and discipli~ing of the imagination. Foreign languages have often been praised for their mental discipline, but the. vaguenes.s of the statement mirrors the decay of a pedagogICal techmque. The imagination is the place where the mtellect touches human experience, but it cannot do its work if the imaginat~on is not pr~pared to receive intellectual light. It must be polished and adjusted. Normally it is our mother tongue that brings about such preparation as we have. Unfor~unately American habits with the mother tongue are for vanous reasons abnormal and we have babbling minds as a con~eq1:1ence. Speci~l attention must be given to our linguistic habits if we are to improve matters. Liberal artists have always k~own the pm~erful effects of foreign language in getting this kmd of attent10n. We therefore require the study of four foreign languages, one a year for the four years, Greek, Latin, French and German. It is ob~ious th~t we do not expect to have these languages mastered m the time allotted, even though it is five hours a week. For each year the schedule is as follows. During the first term paradigms of declensions and conjugations, and passages of good prose and poetry from the books are committed to memory by rote. During the period of elective and orogressive education, rote memory has been abhorred becaus~ it~has its dangers. In our system these dangers are avoided by devices that force memory to carry its proper load of imagination and �26 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE thought. The second term is concerned with various ~inds of translation from important texts in which important thmgs are being said and the grammar of the language is being used for purposes of full expression. These translations . range £:0~ technical grammatical translation, through vanous . stylistic variations to abstract and concise formulation of logical content. The last term in each year is devoted to the writing of grammatical, rhetorical, and logical commentaries .on the texts with a final emphasis on original writing on the topics suggested by the text. Language is man's most intimate external possession. The trained language sense extends man's imaginative powers. We therefore move on it with an organized strategy. The effects are in sustained powers of imagination and therefore in increased attention and powers of analytic thought. These tutorials meet in small classes so that individual observation and instruction are the rule. Not a small part of the advantage of such instruction comes from the opportunity for tutors to diagnose individual difficulties. 27 of study the other books in mathematics and natural science, now so formidable to both teacher and student, can be approached and conquered. For this purpose the tutorial classes in mathematics meet five times a week throughout the four years. The teaching is conventional and familiar for the most part, exposition, recitation, drill in calculation and proof. On the other hand intelligibility must be added to operational skills, and this is brought to light by discussion of the incidence of mathematics, not only on the sciences, but also on logic and metaphysics, and through this on the entire subject matter of the program. Mathematics belongs to the liberal arts and its development through symbolic procedures throws a great deal of light not only on speculation but upon the literary and scientific imagination. As in the case of the language tutorials, the small class of not over ten students allows individual diagnosis and instruction, and the student who has difficulties on the operational level may have special remedial laboratory exercises prescribed for him. Thus handminded boys may discover the liberal dimensions of their skills The Mathematics Tutorial The Seminar Next to the mother tongue the language of numbers and figures is the most important symbolic possession of ~ei:i-. In fact it is a language within the mother tongue prov1dmg a most powerful practical and theoretical ex~e~sion. I~ view of our present scientific and industri.al c.ond1t10ns. of l~fe, the decay and elimination of mathematics m educat10n is most disturbing. This default has become so common now t~at many persons believe that they .nat~vely lack. m~t~emat1cal ability. Nothing could be more cnpplmg to th~ md1~1~ual .n~r more discouraging for the future of democratic soc1eue~, if it were true. The apparent disability is due to a decay m the techniques for teaching mathematics and this in tu~n is ~ue to misunderstandings of the fundamental nature and mtenuon of mathematics. Wide variation in individual training and performance is evidence of this state of affairs. Therefore we begin with almost a complete year spent in a thorough study of Euclid's Elements in . its ent~rety. Th~s is the book that made European mathematics possible, and it can still be used to remedy our deficiencies. Given this year A book is one-half of a conversation, and good conversation, whether practical or theoretical in intention, is one of the highest performances in the liberal arts. Seminars of from ten to twenty students with at least two instructors or leaders, answer back the other half of the conversations that great books demand. Plato's Dialogues, most of which are read in the first year, set the models for seminar discussion, and first lessons in discussion are learned in reading Plato. Books of various kinds are discussed in various ways. Some books such as Aristotle's Organon are read in the seminar with the French method of explication de texte to insure understanding. It i's assumed that other books have presented a subject, and discussion starts where they leave off, following the argument where it leads. Literary works demand literary criticism; scientific books demand a philosophy of nature. Versatility in question and answer allows the exploitation of the work done in other parts of the program. Training in language facilitates formulation of opinion; mathematical imagination and insight open up new depths and subtleties �28 CATALOGUE OF ST. JOHN'S COLLEGE in both literature and science. Dialectic starts on the levels of language and mathematics and with their aids reaches the fundamentals and ultimates, and in the process the book under discussion may be torn to pieces. One immediate result is the improvement in actual reading. To accompany the reading of the books, the seminars meet twice a week for two hours. Recovery from confusion and misunderstanding may result from the first meeting; on the other hand it may be only at the last meeting or later meetings that the text delivers up its meaning. The seminars are the substantial core of the whole program and the intellectual process prepared for by reading and writing is brought to realization most often under seminar conditions. The Formal Lecture Formal lectures are delivered to the entire student body at least once a week. Lecturing by instructors is discouraged elsewhere in the curriculum and concentrated in the formal lecture. These lectures are given in the evening with audience and platform set as for an outside lecturer. All the formal arts of the platform are used for the purpose of a sustained and artistic exposition of a subject matter that may have been studied in fragments in other ways. About half of the lectures are given by guest lecturers, notably Mortimer Adler of the University of Chicago, Mark Van Doren of Columbia, and Edward Kasner of Columbia. Members of the resident College faculty give the rest, no sing-le member giving more than three during the year. Lecturing except on the popular platform is almost a lost art in this country. It is a very high art demanding artistic skill and sensitivity which are dulled and killed by the forced practice of the ordinary university classroom. Long preparation is needed to free it from sophistry and empty personal rhetoric. Our lectures are not always successful, but when they are successful they might be given and understood on any occasion. Students learn to listen to good talk, to talk that is often aver their heads, but talk th<it is remembered and absorbed long after the immediate hearing. Each lecture is followed by a period of informal query and discussion, in which the students learn to talk back. CATALOGUE OF ST. JOHN"S COLLEGE 29 FORMAL LECTURES 1946-47 The Oar nf Ulysst's . . . ....... John 0. Neustadt Trivi1tm. . ... John S. Kieffer Quadrivium? .................................. .Jacob Klein Vico ..... StTingfellow Barr The Liar. Alexander Koyre New School for Social Research Analogy. . . Scott Buchanan SjJheres ancl Cells. .Edward Kasner Columbia University The Dark Night of the Soul Recital . . . . . . . . Leonard ]. Eslick ............ Alexander Schneider, Violinist Ralph Kirkpatrick, Harpsichordist .Jewsalem rmcl Athens ......................... Leo Strauss New School for Social Research - - - . - ......... - .......... Mark Van Doren Dramatic Presentation: The D11c/1ess of ..1\·Inl"... . K.mg 'V·11· ,, ' i iam l'la)ers 1\iao; and Russia. On Reading St. Thomas. ,.-lmerican Literature I. . .......... Gregory Bienstock . .. Scott Buchanan . . - ..........:\fark \'an Doren SymlJolism and Poetry . ............. _ ... _.......\Villiam s...Weedon Universit7 o[ \'irginia Anus and /he iVJan Mytliology .... .Ernst Abrahamson ...... John S. Kieffer Reading, SlwkesjJeare and Cervantes ......... _ .. Ford K. Bro\\"n The Rcd11clio11 of the Syllogism. ......... Raymond N. Wilburn American Lilt:rature II .... _. __ ._ .............. . Mark \'an Doren Toynliee's Themy of History. .. Stringfellow Barr Ro11s.1eall. Leo Strauss New School for Social Rescarclt Divisibility. - ... - ......... .John 0. Neustadt Recital · · · - · · - .................... Andor Foldes, Pianist Wonder, Doubt, and Belief. .J. Winfree Smith How to Read A Play ............. Jack Landau Tl1e Nineteenth Century. . ............ Jacob Klein Scfrnce and Civilization Freud. ..... David Hawkins George \Vashington Uniler,it; . ... H. W. Loewald, M.D. Dram;uic Presentation: The Alc/1e1111·,.1 . . . . . . . . . K"mg ur11·iam P1a ye rs . "1 �30 CATALOGUE OF ST. JOHN'S COLLEGE The Laboratory The scientific laboratory is perhaps the most characteristic institution of the modern world. It should be recalled that it was for the purpose of introducing and assimilating the laboratory that Eliot of Harvard opened the liberal college to the elective system. The hope was that the college would provide the conditions and the techniques for the liberalizing and humanizing of science. The present disorganization of our colleges is evidence that th<; problem is not yet solved. It is of utmost importance that it be solved. St. John's College is making the attempt. The strategy is to recruit specialists in the sciences as teachers, to re-educate them in the liberal arts, and to reorganize the laboratory as an instrument of liberal rather than pre-professional training. This is the research problem that is set for the faculty, and it will continue to attack the problem step by step. The laboratory staff contains an engineer and a medical man, scientists whose interests can range beyond the special boundaries of each science. They co-operate with the mathematicians, the physicists, the chemists, and the biologists in planning and teaching the four-year course. Their field is the history of science including the present, and the context is the rest of the liberal arts and the classics in the program. The present tactics are to take the best current pattern in ordering the sciences as it is found in the pre-medical course, to anchor it in the scientific classical books and experiments, and to find the liberal arts in current practices and insights. In general the main themes are mathematical constructions, the instruments and techniques of measurement, repetition of crucial experiments, and the combination of scientific findings in concrete problems. The laboratory classes meet once a week for three hours during the first two years. Laboratory time is increased in the last two years. This is more than is required by any other liberal college at present. THE SCHEDULE Perhaps the most obvious distinctive mark of St. John's College· is the easily observable fact that all the students of the same year are reading the same books at the same time with CATALOGUE OF ST. JOHN'S COLLEGE 31 the same immediate preparation. This may be the week when that "all Greek to me" look is on all freshman faces because they are learning the Greek alphabet; or it may be the two weeks that they are meeting Greek algebra in the fifth book of Eucl~d's Elements; or i_t may be the first assignment in Thucydid~s when t~e se~m.ar leaders are wondering if the students will get the imphcat10ns of liberty in Pericles' funeral oration. These are the educational realities that a common schedule marks and emphasizes. Each m?rning for five day~ of the week each student spends one hour m a language tutorial and one hour in a mathematics ~utorial. One aftern~on a week each student spends three hours m the laboratory durmg the first two years; in the last two years, two afternoons a week. Two evenings from eight to ten each student attends a seminar in organized conversation and discussion of the scheduled readings. On one or two evenings there are ~ormal lectures. Nineteen or twenty hours per week are si:ient m _regular classes. The rest of the time is spent in studymg, eatmg, sleeping, talking, athletics, and other activitie~ such as music and dramatics. The week is the elementary umt of the schedule and shows one complete rotation through the varieties of work and play. The three terms of the College year average ten weeks in length an~ _mark pi~ces of work projected and accomplished. In recogmt10n of this there are oral examinations at the end of each term. These are conducted by seminar leaders with the help of the tutors. Each student sits with his examiners for a half hour during which he is questioned freely and informally ?n the texts he has read, on his critical or interpretative opin10ns, and encouraged to consider parts of his study in relation to each other and in relation to fresh problems that may not have been treated in his classes. A few days after the examination before the end of the term the student again sits with his instructors for fifteen minutes during ~hich his tutors and laboratory instructor report to the semmar leader on his work for the term. These so-called "don rags" are brief and recurrent consultations between tea:h~rs and student for the purpose of diagnosis and prescnpt10n rather than for report of marks. They are followed ~y va~ations in which a fresh start is possible and new directions m study may be explored. Grades are not reported in �CATALOGUE OF ST. JOHN'S CO~LEGE CATALOGUE OF ST. JOHN'S COLLEGE these don rags, and they are not the center of interest, as is shown by the fact that the student is invited to report on himself and to judge his own work. The end of each year is marked by a long essay written by each student on some theme which he has chosen in the books. These are due the first of May. The annual written and oral examinations are given in the following September after the Jong vacation period during which the salutary processes of bination of teaching and research in each member of the faculty. The principle is that the teaching mind must be a learning mind, and therefore good teaching demands continued learning. This has come to mean in academic practice that the good teacher must be making original contributions to knowledge and that he must publish if he wishes to be promoted. The faculty at St. John's is again going back to first principles and making another application of them. Learning is a co-operative enterprise and it is best carried out when persons at different stages of comprehension work together. The typical learning situation at St. John's involves ten or twelve learners. First in the learning line come the author-teachers, the writers of the great books, who are talking in most cases at the high point of their own learning. Next comes the reading and talking teacher who is a member of the faculty: his stage of learning is somewhere between the author and the best student. There then follow the other students at distances proportional to their degree of understanding. The old-fashioned ranking of classes in the little red schoolhouse is the image that we have in mind. At the head of the class is the author-teacher, at the foot of the class the worst student in relation to the subject matter. All the others are both teachers and pupils, each learning from those above and teaching those below. The aim in all the classes is to exploit the differences in knowledge, character, and skill as they are distributed among the students and the tutors. Since it is not our policy to select only the best students for admission, but rather to aim at the normal distribution of ability that is found in the average American community, we count heavily on the normal social processes of mutual understanding to catch and amplify the teaching. Our classes exemplify in their various styles all the types of collaborative study, allowing even the dull or slow student on occasion to hold the class to the main learning purpose. Socrates and the slave-boy is not an unfamiliar spectacle in the St. John's classroom; we count on it to keep our teaching fresh and genuine. The faculty member is then researching in the subject matter of the book with the guide and help of the author and any other special professional aids that he may be able to use. He may have beside him a colleague whose special knowledge complefilents his own. This is the situation in a seminar, where 32 A Hour 9 STUDENT'S CLASS SCHEDULE FOR THE WEEK Mon. Language Tutorial Tues. Language Tutorial Wed. Language Tutorial Language Tutorial Fri. Sat. Language Tutorial I IO 11 Thurs. Mathematics Mathematics Mathematics Mathematics Mathematics Tutorial Tutorial Tutorial Tutorial Tutorial 12 2 to 5 8 to 10 Laboratory for Juniors, Seniors Seminar Laboratory Laboratory for Juniors, Seniors for Freshmen, Sophomores (Lecture) Seminar Formal Lecture forgetting, assimilation, and the maturing of insights have taken place. The close organization of subject matter and the intensive teaching which results make vacations and unscheduled ruminations functionally important. As one learns to skate in summer and swim in winter, so one acquires wisdom in vacation. The annual ex~minations are aimed at detecting and encouraging this process. There are plans for reading parties in the summer vacation in which students may arrange the proper conditions for the maturing of knowledge gained during the session. THE FACULTY Part of the intention .of the elective system since the time of its introduction at Harvard has been to encourage the com- �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE there are at least two auxiliary teachers, but it is best exemplified in the editorial work that is being carried on by many members of the faculty. The majority of the great books are already in cheap and easily available English translations, b11:t there are a considerable number of them that need new editions, and a smaller number which have not been translated or are badly translated. So far the following books have been reprinted: ' pretation of the book list which occurs as an immediate byproduct of teaching the books in tutorial, in seminar, and in the laboratory. Criticism of the books takes place in two directions primarily, first their historical order and background which continually change and enrich themselves by connections with other books; secondly in the bearing these books have on the immediate teaching problem and the progress of current thought in general. Making the actual reading schedule for the seminars for each year is a result of much faculty and student deliberation, and the reading schedule registers teaching and learning experiences from year to year. The products of this kind of research go first into teaching directly. Production for publication and learned societies is and should be a secondary resuJ!t. :..1fhe students thus have direct and contributing parts in, r..e enq1, and research has a direct and contributing r6le in Jted B~10n. The faculty now represents a ~alanced distribution of special knowledge. Eventually ·'l's Bac1duates from the fouryear course itself will be the beshe (i;chers, and some of them have already been taken on as te? _Jg assistants. 34 Plato: Phaedrus, in Greek and Latin Gospel according to St. John, in Greek and Latin . Descartes: Discourse on Method, in French and Latm Hippocrates: Selected Works Archimedes: Selected Works Lucian: True History Aristarchus: Distances of Sun and Moon Nicomachus: Introduction to Arithmetic Spinoza: Theological-Political Treatise Gilbert: On the Magnet Harvey: The Works of Rousseau: Du Contrat Social Lavoisier: Elements of Chemistry Hegel: Philosophy of History Dalton: Chemical Philosophy Bernard: Experimental Medicine Fourier: Theory of Heat Virchow: Cellular Pathology The following books have been translated for the first time into English by members of the faculty: Apollonius: Conics Ptolemy: Mathematical Composition (Almagest) Augustine: On Music Scotus Erigena: The Division of Nature Grosseteste: On Light Oresme: On the Breadths of Forms Copernicus: On the Revolution of the Spheres Kepler: Epitome of Astronomy Pico: On the Dignity of Man The following books have been retranslated by members of the faculty: Plato: Meno Plotinus: Fifth Ennead Aristotle: Physics, Books I-IV Bonaventure: Reduction of Arts to Theology Cantor: Transfinite Numbers This represents the first line of research. _ The second line of research consists in the constant remter- 85 ,lY ACADEMIC STANDING The system of instruction allows for a close and varied acquaintance of instructors and students; therefore the student's academic standing is known in detail from day to day. This knowledge is pooled at the end of each term on the occasion of the don rag and the combined judgments of the staff are based on more than recorded grades. Since this is the case academic standing is not determined by numerical or literal grades, and judgments are made and reported for the purpose of advice and planning both for the teachers and the student. As soon as the performance of the student or other evidence of capacity persuades the staff that the learning process has stopped and cannot be revived, the student is warned that he will be dropped after a stated period of confirmation of the judgment. Ideally there is no reason for dropping any normal student from this course of study. It is varied and rich enough for great diversities of interest, performance, and achievement, �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE and there is ample room within it for a wide range of ability and for individual choice and guidance. This fact permits and demands a longer period of adjustment and tentative judgment than in the regular elective system. It is assumed that each student has the required capacities until evidence to the contrary is overwhelming. All disciplinary action is governed by the assumption that bad habits can be changed. Attendance on all regular scheduled College exercises is required. A record of absences is kept and posted. This record is taken into consideration whenever there is occasion to determine academic standing. Written and signed excuses from the following sources may be submitted for filing with the student's record: l) Parent, guardian, or . other responsible person outside the College; 0 ~e~he . 2) Practising phy;rhe Wo~Jfionsulted by the student; 3) Instructor in cha'.t Contra class in which absence occurs; iements Ph'bsophy Cl 11 4) T he C0 ege 7ical P THE DEGREE OF BACHELOR ·erime,RTS 'rv nf * The original title of Bachcl0r of Arts signified the first officially recognized stage of competence in the seven liberal a:rts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies the modern equivalent of these arts and sciences. Specifically this implies: Knowledge of the contents of the required books in the list; Competence in the laboratory arts; Competence in mathematics through the elementary calculus; A reading knowledge of at least two foreign languages. In semester hours as recorded in the regular elective system this amounts to: Semester Hours Four Years One Year 40 10 Language and Literature .... , . 40 10 Mathematics and Science .. . 16 4 Lectures on the Liberal Arts .. 12 Laboratory ......... , ................... . 3 (J.1 actual time) 32 8 Seminars. . ....... . Total. "'Cf. Appendix B, pg. 71. .... ' ... 35 140 A more ~etailed analy~is of the content of these degree requirements will be gladly given by the Registrar on request. The "rights and privileges appertaining" to the Bachelor of Arts degree have undergone serious scrutiny during the last part of the period in which the colleges have been under the domination of the elective system. There have been concerted attemrts to ~a~ntain common standards under the rapidly changmg cond1.tlons of expansion in student bodies, in subject matters, and m methods of instruction. Throughout the ~ountry the_re are regional boards which inspect the colleges m each reg10n and rate their degrees. The Middle States Association of Colleges and Secondary Schools operates in this r:gion .. T.hese Boa~ds cannot put a college on the approved hst until its educational product can be judged. Since there were no graduates of the new administration and program before June, 1941, and few until the end of the war, there will be an interim in which a rated B. A. degree cannot be guaranteed. This means that the St. John's Bachelor of Arts degree is certified only by the charter of the College and the Maryland State Board of Education. On the other hand there is no serious doubt that the curriculum which is now offered and the instruction that is now being given more than fulfill the common standards and that they will prepare students adequately for any !rraduate work 0 which they wish to pursue. ~he gradua~e. and professional schools increasingly make their final declSlons on candidates on the basis of individual records and merits and ignore the bare minimum certification of t~e . ordinary degree. The rated B. A. is no guarantee of adm1ss10n to a graduate or professional school. Where inquiry has been made these schools have given assurance of full consideration to St. John's graduates. The great variety of teaching methods, the common subject matter, and the intimate and continuous acquaintance between student and teacher that this program provides allow detailed and comprehensive recommendations of individual candidates both for graduate schools and for business positions. Such individual recommt:>ndations will always be our most effective communication with the academic and I?ractical worlds into which our students graduate; we deal with other institutions on the basis of a common �38 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE recogmt10n of the realities of the learning process and the exigencies of the war and revolution through which the worlrl is passmg. There is no question about the fitness of this program of studies to meet the explicit requirements of law schools, theological schools, business schools, schools of politics, and economics, and schools of education. There may be some doubt in the minds of the small business man and the craftsman about the utility of a liberal education for earning a living. One who shares these doubts should read the Federalist Papers and follow their discussions of the fundamental conditions and principles of American society to get free of the prejudices which we inherit from societies that base themselves on invidious class distinctions. The worker and the tradesman in this country belong to a liberal society that demands a liberal education of all its members. The professions that base themselves on specialization in the natural sciences have set up graduate departments that actually need more liberal education in their preparatory stages than is at present available in the elective system. In failing to get students who have that minimal general education, they have been forced to turn to a second best, a more intensive specialized preparatory training. In some cases th~y take the student into the graduate school before he has graduated from college, and give the extra specialization that is required. In other cases, as in some engineering schools, graduate physics, chemistry, biology, and medicine, they have imposed heavy pre-professional requirements on the liberal college. In effect, they ask the liberal college to anticipate professional work. We refuse to accept this imposition wherever it would force us to sacrifice understanding to professional rote and rule of thumb. In place of these we emphasize basic concepts, basic techniques of measurement and experimentation, and general skills of the laboratory, in short those starting-points which make the rapid acquisition and revision of scientific knowledge a matter of habit and second nature. In terms of this fundamental training, our work in natural science more than meets the genuine requirements of pre-professional education. The medical schools, the sources of the heaviest pre-professional requirements, have expressed willingness, in some cases enthusiasm, to consider our graduates as candidates. Their faculties realize the importance of the liberal education of the physician, see that we require more hours in the laboratory than they ask f~r, and believe that this basic instruction will lay a good foundation for professional training. On the other hand, a war~ing should g~ven tha.t the St. John's student is running the nsk that radical mnovat10n entails. The medical schools a:e subject to many ~ncreasing demands, which they are finding difficult to meet: rapidly growing knowledge relevant to medical uses, the public need for more medical services, and the larae nm~ber of applican.ts for admission. These pressures may for~e arbitrary cons1de:a~10n of candidates, and the literal application of rules of adm1ss10n. In view of this problematic situation, student~ :vho comet? St. John's with the intention of going on to med1cme are advised to make special arrangements for fulfilling the literal requirements for admission to medical schools. Arrangements for extra work for this purpose can be made at St. John's or at other institutions. In view of ti~ e o-reat scientific and social problems facing the medical profesdon may be wise to plan a year ~£ graduate work in mathem?'ir::s and physics between graduat10n and entrance into med~ca ...:hool. Medical schools are not asking for such additional prei. '.ration, but the 39 ?e it ~;~tak1!1:~~~L~v.~~E!9~.~a:~,.1£~at bey?11sl ~1~~ po~erpf . 1i};~;~r.. �40 CATALOGUE OF ST. JOHN"S COLLEGE I. A LIST OF GREAT BOOKS In Chronological Order Homer: Iliad and Odyssey A!:schylus: Oresteia Herodotus: History Sophocles: <Edipus Rex Hippocrates: Ancient Medicine and Airs, Waters, and Places Euripides: Medea Thucydides: History of the Peloponnesian War Aristophanes: Frogs, Clouds, Birds Aristarchus: On the Sizes and Distances of the Sun and Moon Plato: Dialogues Aristotle: Organon, Poetics, Physics, Politics Archimedes: Selected Works Euclid: Elements Apollonius: Conics Cicero: On Duties Lucretius: On the Nature of Things Virgil: Jineid The Bible Epictetus: Moral Discourses Nicomachus: lntrod· gtion to Arithmetic Plutarch: Lives fl Tacitus: The History, The Annals Ptolemy: Mathe11i:::faal, Composition (Almagest) Lucian: True Hi'i1a, Galen: On the No iral Faculties Plotinus: Enneads 7 Augustine: Confessions, On Music, Concerning the Teacher Justinian: lnstiwtes Song of Roland Saga of Burnt Nfal Grosseteste: On Light Bonaventure: On the Reduction of the Arts to Theology Aquinas: On Being and Essence, Treatise on God, Treatise on Man Dante: Divine Comedy Chaucer: Canterbury Tales Oresme: On the Breadths of Forms Pico della Mirandola: On the Dignity of Man Leonardo: Note Books Machiavelli: The Prince Erasmus: ln Praise of Folly Rabelais: Gargantua Copernicus: On the Revolutions of the Spheres Calvin: Institutes Montaigne: Essays Gilbert: On the Loadstone Cervantes: Don Quixote Shakespeare: Henry IV, Hamlet, King Lear, Macbeth, Tempest Francis Bacon: Novum Organwn Kepler: Epitome of Astronomy Harvey: On the Motion of the Heart Galileo: Two New Sciences Descartes: Geometry, Discourse on Method, Meditations Hobbes: Leviathan CATALOGUE OF ST. JOHN'S COLLEGE Boyle: Sceptical Chymist Moliere: Tartuffe Pascal: Pensees Milton: Paradise Lost Racine: Phedre Grotius: Law of War and Peace Spinoza: Ethics, Theological-Political Treatise Newton: Principia Mathematica Locke: Second Treatise on Civil Government Huygens: Treatise on Light Berkeley: Dialogues between Hylas and Philonous Leibniz: Discourse on Metaphysics, Monadology Vico: Scienza Nuova Swift: Gulliver's Travels Hume: Treatise of Human Nature Montesquieu: Spirit of Laws Fielding: Tom ]ones Voltaire: Candide, Micromegas Rousseau: Social Contract Gibbon: Decline and Fall of the Roman Empire Smith: Wealth of Nations · Kant: Critique of Pure Reason Constitution of the United States Federalist Papers Bentham: Principles of Morals and Legislation Lavoisier: Treatise on Chemistry Malthus: Principles of Population Dalton: A New System of Chemical Philosophy Hegel: Philosophy of History Fourier: Analytical Theory of Heat Goethe: Faust Lobachevski: Theory of Parallels Faraday: Experimental Researches in Electricity Peacock: Treatise on Algebra Boole: Laws of Thought Virchow: Cellular Pathology Mill: On Liberty Darwin: Origin of Species Bernard: Introduction to Experimental Medicine Mendel: Experiments in Plant Hybridization Riemann: Hypotheses of Geometry Dostoevski: The Brothers Karamazov Marx: Capital Tolstoi: War and Peace Dedekind: Essays on Numbers Maxwell: Electricity and Magnetism Flaubert: Bouvard and Pecuchet Ibsen: Ghosts, Rosmersholm Joule: Scientific Papers James: Principles of Psychology Freud: Studies in Hysteria, The Interpretation of Dreams Cantor: Transfinite Numbers Hilbert: Foundations of Geometry Poincare: Science and Hypothesis Russell: Principles of Mathematics 41 �42 first Yea:r Second Yea1 Third Year Fourth Year CATALOGUE OF ST. JOHN'S COLLEGE II. SCHEDULE OF READINGS BY YEARS Languages and Liberal Arts Literature Plato Homer Aristotle Herodotus Lucretius Thucydides A:schylus Sophocles Euripides Aristophanes Plutarch Lucian Epictetus Tacitus Plotinus Cicero Augustine Virgil Bonaventure The Bible Thomas Aquinas Justinian Grosseteste Dante Calvin Saga of Burnt Njal Pico Song of Roland Chaucer Shakespeare Cen'antes Spinoza Milton Francis Bacon Rabelais Hobbes Racine Locke Grotius Berkeley Moliere Leibniz Erasmus Hume Montaigne Kant Machiavelli Peacock Pascal Boole Vico Montesquieu Fielding Gibbon Voltaire Swift Rousseau Adam Smith U. S. Constitution Federalist Papers Goethe Hegel Malthus Bentham !lfarx Mill Flaubert James Ibsen Freud Dostoevski Poincare Tolstoi Hilbert Russell CATALOGUE OF ST. JOHN'S COLLEGE lifothematics and Science Euclid Hippocrates Nicomachus Aristarchus Archimedes "' ~ Apollonius Ptolemy Galen Leonardo Oresme Copernicus Descartes Gilbert Kepler .... E-< r< "< ::?: f-< u l"1 _, c:i:i ;::; "' t;1 .... E-< Galileo Harvey Newton Boyle Huygens Lavoisier Dalton u l"-1 ...; f,;!.l 0 f-' z " ..... '1 IZ 0 u u ~ z 0 [::: -< ::2 ... ,_, Cl) "' -< ...:i u ...; Fourier Faraday Maxwell Joule Darwin Virchow Bernard Mendel Cantor Dedekind Riemann Lobacheveki 43 �44 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE The following schedules are taken from different years as indicated, but they are subject to continual revisions, corrections, and improvements as teaching experience indicates them. 1942-43 Clock-hours of Class-room Work Fourth Year Second Year Third Year First Year Assigned German Latin French Greek Exercises 20 hours 10 hours IO hours 40 hours Memorizing Grammar Grammar Grammar Grammar Paradigms 20 hours 20 hours 20 hours 10 hours Selections Goethe Baudelaire Virgil Euclid Hoelderlin Catullus Racine St. John Nietzsche Horace Plato 35 hours 20 hours 20 hours 5 hours Reading Bible Descartes Phaedrus St. John Double Texts Faust Latin-French Greek-Latin Greek-Latin Hegel 25 hours 50 hours 50 hours Translation and 50 hours Lessing Rousseau Virgil Plato Close Reading Schiller Social Aeneid IV Republic Contract 20 hours 20 hours 20 hours 20 hours Formal Logic Kant Boole Thomas Aristotle Treatises Hegel Laws of De Ente et Categories Thought Essentia Prior Analytics 30 hours 30 hours 30 hours Formal Logic 25 hours Kant Pascal Dante Selections Practice in Hegel Rousseau Thomas Anthology Analytical On Law Sophocles Commentary Thucydides Demostfienes 150 hours 150 hours 150 hours 150 hours Total 600 hours (Four years) LANGUAGE TUTORIALS DURING 1943-44 Clock-hours of Class-room Work Third Second First Year Year Year 45 1943-44-Continued Second Third Fourth Year Year Year 63 50' MATHEMATICS TUTORIALS DURING First Astronomy and Physics Year Astronomy ... 7 Mechanics and Hydrostatics. 9 Strength of Materials Heat Light. ' ' .. ' .......... . 50 20 25 CLOCK-HOURS OF LABORATORY WORK DURING 18 15 3 30 24 12 9 3 21 36 9 3 9 3 JS Chemistry General Inorganic Physical . Quahtative . Organic .. 33 33 6 45 12 227 1942-43 66 30 6 9 33 33 21 Total for four years of Laboratory in Physics and Astronomy ..... 54 21 279 60 15 15 27 3 9 3 !J Total for four years of Laboratory in Chemistry. Biology Anatomy and Physiology. Cellular Biology Heredity Embryolog}'. ........ ' Protozoo!ogy . 59 20 25 3 Total for four years of Physics in Mathematics Tutorials ....... . Physics and Astronomy Mechanical Drawing .. Astronomy. . ........ . Mechanics and Hydrostatics. Sound ... Heat Light. ... Electricity and Magnetism. Atomic Theory Total 120 15 Y!I 33 48 36 9 9 9 36 9 9 9 MATHEMATICS TUTORIALS DURING Mathematics Plane Geometry Solid Geometry Theory of Numbers .. Theory of Real Numbers. Trigonometry .... Analytic Geometry Calculus. Differential Equations Fourier Series Non-Euclidean Geometry Transfinite Numbers Projective Geometry 56 10 Fourth Year Total 68 12 8 4fl 30 30 17 g 25 19 l9 57 57 87 37 50 10 5 20 10 10 10 5 20 10 lO Total for four years of Mathematics in Mathematics Tutorials .. ;!l89 Total for four years of Laboratory in Biology. lH NoTE: One-fifth to one-fourth of the laboratory time is spent in lectures on assigned reading. The topics selected from the conventional subject-matters follow. For further information concerning standards, see Appendix B on Degree Requirements, page 71. Astronomy: Aristarchus, Star charts, Ptolemy, Copernicus, Kepler. Biology: Environment and health (Hippocrates); Form and locomotion of animals; Digestive and urogenital systems and other parts of female rabbit; Heart blood vessels in cat, living frog and turtle, sheep, and dogfish shark: Urogenital system of male cat; Other parts of dogfish shark and aquatic vertebrates; Fabrics of the animal body; Growth of animals and plants; Hydra; Genesis of animals; The Protozoa-animal taxonomy; Heredity in the pomage fly. �46 CATALOGUE OF ST JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Drawing: Orthographic projection; Perspective projection. Geometry: Euclid: 8; Apollonius: 5. l\1 usic: Intervals; Scales; Keys (the rest not yet planned in detail). Physics: Mechanics 15 (Archimedes, Galileo, Huygens, Newton); Surface tension, viscosity; Heat 4 (Joule, Fourier, etc.); Strength of materials 4 (Galileo); Light 14 (Newton, Huygens; telescope and microscope, diffraction and interference; spectra); Electricity 11 (Gilbert, Faraday, etc.). Chemistry: States of matter; W'ater-electrolysis, equivalent weight (Faraday); Conservation of mass, combustion, oxygen (Lavoisier); Hydrogen, acids; Combining proportions; Dalton's atomic theory; Gay-Lussac's law of volumes; Molecular weight; Avogadro's number; Dalton's law of partial pressures; Critical temperature; Diffusion; Osmosis; Sodium; Chlorine; Formulas; HCl; Valence; Hydroxides, ionization; Mendeleyev's Table; Colloids, atomic structure; Mass action; Equilibrium; Carbon compounds, paraffins, isomerism, bonds, hydrocarbons, alcohols, aldehydes, ketones, esters, ethers, sugars, etc.; Fifth Group of Periodic Table; Ammonia, proteins. SECOND YEAR-Continued 11. Conics as four-line loci 21. Music 12. Stereographic projection and star 22. Copernicus charts 23. Kepler 13. Stereographic projection and star 2·1. Prism colors and dispersion charts 25. Chromatic aberration of a lens 14. Astronomical sights 26. Geometrical characteristics of Ice15. Celestial machines land spar 16. Celestial machines 27. Double refraction 17. Sun and moon 28. Double refraction of polarized light 18. Gilbert's De Magnete 29. Speed of light 19. Music 30. Fluid pressure 20. Music The following is a list of laboratory exercises by years. It is based on a schedule which was followed in 1941-42 but is subject to continual revisions, corrections, and improvements as teaching experience indicates them. In the spring of 1947, the faculty adopted a revised laboratory schedule as the result of several years' experience. Therefore, the following list is printed for its historical interest only. For laboratory work projected during 1947-48, the student should consult the Dean. FIRST YEAR l. OrthogTaphic projection 2. Orthographic projection 3. Trisection of an angle 4. Areas .5. Plane, right angle, :ruler 6. Weight 7. Light Zl. Circles and regular polygons 9. Ratios IO. Lenses 11. Telescope and microscope 12. Compound ratio 13. Heat 14. Quadratic equations 15. Musical intervals and scales 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. The Greek diatonic scale The just scale and its uses The keys in music Environment and health Environment and health Form and locomotion of animals Photometry Solid figures Rectangular solids Aristarchus Archimedes' levers Machines Static equilibrium Floating bodies Metacenter SECOND YEAR l. Digestive system of rabbit 2. Urogenital system of female rabbit 3. Thoracic cavity, mouth, central nervous system 4. The parabola 5. Ellipse and hyperbola 6. Perspective projection 7. Perspective projection 8. Perspective projection 9. Focal points and light (floating paraboloid) IO. Parametric equations of ellipse 47 THIRD YEAR 33. Viscosity 34. Law of definite proportions, law of multiple proportions, Dalton's 4. Strength of beams atomic theory 5. l'alling bodies 35. Vibrations 6. Projectiles 36. Gay-Lussac's law of combining vol7. Sheep heart umes, molecular weight, Avo8. Blood vessels of cat gadro's number 9. Matter: crystalline state 37. Pressure-temperature relations 10. Blood vessels of cat 38. Dalton's law of partial pressures; 11. Boyle·s law steam distillation, vapor tension, 12. Living heart in frog and turtle critical temperature 13. Matter: liquid and gaseous states 39. Diffusion and osmosis 14. Smaller blood vessels in living frog 40. Magnetic fields 15. Urogenital systems of male cat 41. Sodium chloride: the active metal 16. Water and its properties, distillasodium tion 42. Sodium chloride: the active non17. Dogfish shark and aquatic vertemetal chlorine brates 43. Standard units in chemical reac18. Surface tension tions. Chemical notation, equa19. Dogfish shark and aquatic verte· tions, formulae brates 44. Faraday's laws of electrolysis 20. Dogfish shark and aquatic verte· 45. Acids in aqueous solution: HCI brates 46. Atomic and equivalent weights. Re· 21. Electrostatics duction and oxidation, valence 22. Electrolysis of water, Faraday's laws 47. Potentiometer 23. Electrolysis of water, equivalent 48. Metallic hydroxides and salts in weight aqueous solution. Neutralization 24. Rigid body equilibrium 49. Electromagnetic induction 25. Conservation of mass; filtration, 50. Ionization reduction with charcoal 51. Young's interference of light 26. Compound pendulum 52. Mendeleyev's Table 27. Lavoisier on calcination and com· 53. Spectrometer bustion; oxygen 5-1. Colloidal state 28. Atwood's machine 55. Music 29. Chemical reactions 56. Music 30. Conservation of momentum 57. Music 31. Centripetal force 32. Hydrogen, acids, oxidation and reduction l. Power of the vacuum 2. Strength of beams 3. Strength of beams �CATALOGUE OF ST. JOHN·s COLLEGE RESIDENCE AND ACTIVITIES "FOUR TH YEAR I. 2. 3. 4. Fabrics of the animal body Magnetic measurements Fabrics of the animal body Law of magnetic forces 5. Fabrics of the animal body 6. Standard measures of electric current 7. Fabrics of the animal body 8. Fabrics of the animal body 9. Fabrics of the animal body 10. Fabrics of the animal body 11. Fabrics of the animal body 12. Fabrics of the animal body 13. The structure of the atom 14. Law of mass action 15. Diffraction, interference 16. Chemical equilibrium I 7. Diffraction grating 18. Carbon and its compounds: I: the paraffins 19. II: Isomerism of organic compounds, the carbon-carbon double and triple bonds. Unsaturated hydrocarbons 20. Alcohols, aldehydes, ketones 21. Fabrics of the animal body 22. Fabrics of the animal body 23. Fabrics of the animal body 24. Fabrics of the animal body 25. Growth of animals and plants 26. Growth of animals and plants 27. Hydra 28. Hydra 29. Genesis of animals 30. Genesis of animals 31. Genesis of animals 32. Protozoa-animal taxonomy Protozoa-animal taxonomy Heredity in the pomage fly Heredity in the pomage fly Heredity in the pornage fly Spectral analysis Esters, their hydrolysis, mono- and di-basic acids, polyalcohol 39. Potentiometer, thermocouples 40. Ethers, acid anhydrides, hydroxyacids 41. Electromagnetic induction 42. Carbohydrates (sugars, starch, cellulose) 43. Joule's electric heat 44. Isocyctic, aromatic hydrocarbons; Cvclo-olefins, -paraffins 45. Fou;ier's heat analysis 46. The Fifth Group of the Periodic Table 47. Ammonia, amines, amino-acids, proteins 48. Music 49. Music 50. Music 33. 34. 35. 36. 37. 38. A college should be a community in which the student can discipline and develop his native powers, and at the same time learn how to associate with other people in such a way as to continue this development throughout life. Not only the curriculum at St. John's, but the arrangements for residence and extracurricular activities as well, are ordered to this purpose. It is the policy of the College to encourage any spontaneous group activity that shows promise of a contribution to the life of the community. The College co-operates in the financing of those activities that require expenditures; and advice is given where it can be helpful to the smooth functioning of the activity. The kind of laissez-faire attitude which generally characterizes the curricular aspect of American college life is in this College transferred to the field of extracurricular activities. Activities It is no paradox, in view of the above, to say that the main purpose of extracurricular activities is amusement and relaxation. Men can work in order to play, or they can regard play as a natural component of a graceful, reasonable, and wellrounded human life. Since the things a person enjoys are accurately correlated with that person's character and stage of development, the recreational activities a student en joys are the spontaneous fruit of his increasing knowledge and maturity. Work and play are not set over against each other, so that the work of the curriculum is looked upon as drudgery to be endured until it is possible to get away to the movies. If this should be the case, life would indeed become meaningless and dull; and the hard work of the curriculum would be wasted. Rather, the discovery and choice of certain activities as enjoyable, and the rejection of other forms of recreation as silly or dull, follow as a free and natural consequence of the student's expanding abilities, and must be proportionate to them. Recreational activities have to derive their vitality from these newly developed powers which support them, or else they cease to be enjoyable. Thus recreation and play become an integral part of the student's life in this community. 49 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Athletics and Music The fruits of this maturing and developing process are found primarily in the keen, joyful moments of new discovery of ideas or unexpected insights and understandings. But this spontaneous play of the mind also extends to extracurricular activities and infuses them with their full measure of human enjoyment. This may take the form of a new light on the purposes and meaning of athletic games and sports; or it may find expression in a stimulated imagination which can produce creative writing for one of the College publications, or for significant interpretation of works of music. Since 19 39 athletics at St. John's have been organized on an intramural basis with active participation by more than eightyfive per cent of the student body.* With the aid of student athletic assistants who are experts in sports, the St. John's Athletic Director carries on a series of individual and team sports throughout the entire year. The athletic facilities include a well-equipped gymnasium, two large playing fields, tennis courts surfaced for all-weather playing, and a College boathouse with five sixteen foot sailboats. Excellence of performance in a wide variety of sports including sailing, tennis, handball, squash, badminton, boxing, swimming, baseball, basketball, fencing, lacrosse, and track is the instructional ideal and is recognized through a number of individual and team awards. Extracurricular music complements the musical part of the regular curriculum. Curricular music includes formal lectures on music, group readings and seminar discussions of musical scores, laboratory practice with stringed instruments, and concerts which take up part of the time otherwise devoted to formal lectures. The extracurricular music program makes available to a maximum number of students the opportunity of acquiring the necessary personal habits for the enjoyment of music. Orchestral and choral groups composed of members of the College and residents of Annapolis and surrounding territory meet for practice and give occasional concerts. The College provides a music center, containing a well-stocked library of recordings, sheet music and scores, a recording machine, an automatic phonograph, a grand piano, and a num- ber of orchestral instruments. Elsewhere on the campus are other pianos and phonographs available for student use. .50 * Reasons for the elimination of intercollegiate competition from the College athletic system are set out in detail in Appendix C. 51 The Student Polity The Student Polity, organized in 1945, of which all students are members, was instituted by the students for the following purposes, as outlined in its constitution: 1) to promote a conciousness in the student body of political and communal responsibilities to both the College and the civic communities, 2) to discover and submit to the College administration student opinion on all problems common to both the students and the College administration, 3) to establish minimal dormitory regulations, 4) t? review annually the activities of all student organizations and to grant charters to those organizations ,vhose activities are judged to be consistent with the aims of the College community, 5) to determine further, jointly with the College administration, the proper delegation of authority in the community. Other Extracurricular Activities Some student activities are really an extension of the curriculum: for example, the Bible Class, and Latin and Mathemati.cs Clubs in w~ich students and faculty pursue in greater detail problems raised by the seminar discussions of scientific ~hi~osophic~l, .and theological works. Other groups represen~ smular spec1ahzed pursuits in politics, law, medicine, language. ~he St. John's Collegian is a weekly student newspaper which reports and comments on the events in the community. ~he St .. John's Yearbo.ok is a student-edited yearly publicat10n which departs radically from the conventional year-book format. !n its present form it is a magazine whose purpose is to recapitulate and summarize the past academic year. The King William Players serve as a center for the readina of drama and poetry in general, as well as for the activiti~ of play production. The Variety Club, specialists in libel and slander, presents an annual comic revue satirizing the faculty and the College program, or other matters of current interest. The Social Co- �-~-, I ' CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE operative presents a series of formal and informal dances throughout the year, including several informal movie-dances. The Film Club presents annually a series of about twenty of the outstanding foreign and domestic film productions in cinema history-the "classics" of cinematic art. The Student Employment Cooperative was organized in 1943 for the purpose of obtaining employment for its members, and maintains an office to receive and stimulate employers' requests for student workers. As supports for an active social life, the College provides a complete central social unit which consists of a Coffee Shop, a Book Shop supplied with magazines and newspapers, and a Junior Common Room for the use of the whole College. In addition, there are smaller social quarters in each dormitory unit, equipped with comfortable furniture. By providing these facilities the College authorities expect to foster in the students a recognition of the proper responsibility for their own human welfare. Residence St. John's College is situated in the seventeenth century seaport town of Annapolis. The town has the air and reputation of a romantic history. Actually it has a population of about fifteen thousand people who are occupied with fishing and shipping in the harbor, with the training of midshipmen in the Naval Academy, with governing the State of Maryland from the state government offices, and with the liberal education of young men at St. John's College. A number of retired naval officers and men of business live on estates in Anne Arundel County sur· rounding the town. The College has fifteen buildings on a tract of thirty-two acres. Five of these buildings are for student dormitory residence, two of them built as dormitories, and three originally used as residences for administrative officers of the College. These five buildings are now furnished as residence halls for students on a plan for small unit College communities. An attempt is made to relate the grouping of students in the houses to their seminar groups and their athletic teams. These small integrated communities within the larger college community teach the incoming student to accept and enforce restraints upon himself and also to make proper use of the help 53 and support that other students can give him in his college life. TI:e College has four tem~orary ?uildings on the campus, pr.ov1ded by. th~ Federal. Pubh: Housmg Authority, which con~am twelve family dwellmg unit.s. These units were provided in an ~~ort to take care of marned veteran students and their fanuhes. They are all occupied for the coming academic session. Dormitories All stud~nt~ not living at home are required to live in the College bmldmgs and to take their meals in the Colleg n· · Hall. e mmg . Eac~ dormi.tory room is provided with the necessary furniture, mcludmg a smgle bed with mattress, pillow, pillow cover and b~dspread, a chest of drawers, book shelves, Venetian blinds or wmdow shades, a study table, chairs, lamp, and a waste basket. Towels, bed linen, and blankets are to be supplied by the student, as are also such decorations as window draperies, rugs, and runners for chests of drawers and tables. The student should :onsult ~is prospective roommate, if any, and his own good taste m P.lannmg room decoration. Freshmen are frequently assigned to smgle occupancy rooms. Old students s~ould apply for rooms before they leave for the summer vacat10n. Application blanks may be obtained from t~e Manager of the Dining Hall and Dormitories. Students who wish to room together should file joint applications. New ~tudents ha~e rooms assigned to them tentatively from the ~s.SIStant Dean s office as soon as their applications for adm1ss10n have been accepted. Rooms in dormitories may not be occupied durincr vacations except by special permission. The dormitories will b0e open for occupancy at the beginning of each term as follows: For upperclassmen taking Annual Written Examinations from noon of the day before the Examination days. For freshi:ien from. noon of the day before registration day. For defimte dates m. 1947-48 see the College Calendar. The College maintains the care of the dormitories. There are stu~ent dormitory managers whose duty it is to report com~ plamts, to see that the dormitories are kept in order and to enforce the following regulations concerning break~ge and damage to College property: �54 CATALOGUE OF ST. JOHN'S COLLEGE Any damage to College property will be charged to th~ occupant or occupants of the room, or to the occupants of the dormitory, in which the damage occurs. . Each student must make a deposit of ten dollars with the Treasurer of the College on registration. Damage to College property will be charged '!gainst this deposit according to ~e student's share of responsibility for the damage. The d~pos1t must be maintained at all times during the session. It will be returned at the end of any session, or upon the withdraw~! ~r graduation of the student from the College. This deposit is called Caution Money. The College reserves the right to repair completely, at the expense of the occupant or occup_ants, any dormitory room and furniture which have been seriously damaged. Intentional damage to College property is a serious offense, and it will be dealt with summarily. The Dining Hall . . The Dining Hall is maint~ined by ~he ~a~ager of the Dmmg Hall and Dormitories. Special attention is given to a balanced diet, an interesting variety of menus, and reas~:mabl~ cost. The Dining Hall is closed when the College is not m sess10z:, except for single holidays; it will open for supper oi:i the da! JUSt preceding the beginning of each term; and dmner will not be served on the last day of each term. Infirmary Service A fully equipped Infirmary is ma~z:tained at ~e College. It is in the charge of the College Physician, two tramed nurses, and student assistants. The College Physician holds office hours each day at the Infirmary. During these hours his services are £I:ee to t~ose who have paid their regular College fees. Medical services rendered by others than members of the College Infirma:y staff, whether for sickness or for athletic injuries, are not paid for by the College. Any illness must be reported prom~tly b~ the s~udent. Students suffering from contagious or mfect10us diseases must reside in the Infimary until discharged by the College Physician. The College Physician makes a daily report to the Dean. HOW TO APPLY FOR ADMISSION General The revolution which re-established the liberal arts curriculum in St. John's College in 1937 was a movement in the Republic of Education which anticipated the current crisis in world history. When the liberal arts were reinstated in the College, it was known that many of the contemporary educational conventions do not promote the most successful pursuit of the liberal arts, but the difficulty of the immediate task that faced the College, that of putting a liberal curriculum into operation, made advisable the postponement of the solutions of some of the more extrinsic problems. So, for the first six years, the conventional entrance requirement's were used. Then, in December, 1942, when it was clear that students in the Liberal Arts colleges were immediately needed for military duty, St. John's College decided to make its contribution to the w<1.r effort by offering its program to younger students in a schedule which would allow them to graduate before being called to military service. Beginning in July, 1943, a summer term was added to the regular schedule so that the four-year course could be completed in three calendar years; students were admitted at the beginning of any of the four terms during the year; the minimum entrance requirements were two years of high school work with a year of algebra, a year of plane geometry, and an introductory course in one foreign language. With the end of the war, St. John's now judges it possible and wise to relieve the strain of its wartime schedule by returning to its regular schedule, with no summer session and with admission of new students only at the beginning of the yearly session. Requirements A student is eligible for admission if he can provide evidence of his ability and preparation to pursue the St. John's program in terms of the following achievements: Credits for One and one-half years of algebra One year of plane geometry Two years of one foreign language 55 �56 CATALOGUE OF ST. JOHN'S COLLEGE Together with two of the three following requirements: 1. Graduation from a high or preparatory school 2. Passing either i. The St. John's Entrance Examinations in arithmetic, algebra, plane geometry, English, and one foreign language, or 11. The Psychological Examination published by the American Council on Education 3. A recommendation for work at St. John's College from the principal or a teachet in the high or preparatory school last attended Note that these requirements make it possible for students to enter St. John's before completing four years of high school work, since these examinations may be taken by any student who has not completed his formal preparatory work and wishes to make an early start in Col'lege work; for instance, at the end of his second year of high school. CATALOGUE OF ST. JOHN'S COLLEGE 57 amination fee. We shall then arrange for the rest of the examination. 5. As soon as the Registrar has collected your scholastic record, recommendations, and the results of the Entrance Examinations, we shall promptly report the decision of the Admissions Committee. No assurance of admission can be made before the above data are provided. 6. If you are not able to pay the full College fees, ask us to send you a blank of Application for Student Financial Aid. Fill this out with special attention to your Tentative Budget, send it to the Assistant Dean, and as soon as your admission application has been acted on, we shall let you know whether we can help and also how much. See section on Financial Aid, p. 61. Requests for further information may be directed to the Registrar. You are urgently invited to visit the College and to discuss further any problems that may need extra consideration. No Admission with Advanced Standing from Other Colleges Procedure I. Request a blank of Application for Admission from the Assistant Dean. 2. Fill out the Admission blank as completely as possible, paying special attention to the third page where you are asked to give full information concerning your formal preparation for college, names and addresses of the high or preparatory schools you have attended, with the dates of your attendance. You should be careful to give the name of your principal or other teacher who will be able to give a substantial recommendation of your character and ability. If you think you need or .want to enter by examination, pay special attention to the fourth (back) page of the application blank. 3. Return the Application for Admission to the Registrar who will then collect your scholastic records and recommendations, and arrange Entrance Examinations if they are requested. 4. If you need or want to take the Entrance Examinations, give us the name and address of a teacher or c~l~e.ge graduate who will be willing to accept the respons1b1hty for administering the examinations to you. We pay such persons th,e sum of five dollars which you pay us as ex- Students who wish to transfer to the St. John's program must register as freshmen for the four-year course; no advanced standing in the program is granted for other college credits. Admission before Graduation from High School The College is still eager to admit students who have not completed their formal four-year preparatory training, provided the student and his parents are persuaded that he is able and ready to undertake the responsibilities of a substantial program in the liberal arts. The presence of a large number of veterans will, for the next few years, make the d.ecision of a student to apply for entrance before finishing his high school course more hazardous. He should not make this decision without consultation with the Dean. Veterans' Educational Benefits St. John's College is approved and accredited by the Maryland State Board of Education and the Veterans Administration for the training of Veterans of World War II who are eligible to receive educational benefits under Public Law 346 (the Servicemen's Readjustment Act of 1944, or the "G.I. Bill") and �58 CATALOGUE OF ST. JOHN'S COLLEGE Public Law 16 (the Vocational R~~abili~ation Act). Under Public Law 346, the Veterans Admm1strat10n pays _t~ the College $500.00 for an academic session towards the tmtlon fee ?f the veteran student and to the veteran during the academic session $65.00 per month subsistence for single veterans an_d $90.00 per month for those with dependent~. l!1:1de: Public Law 16, veterans who qualify by reason of d1s_ab1h~y mcur~e~ in service are provided tuition fees and supph~s 1~ith_ a m1mmum subsistence of $105.00 per month, hosp1tahzatlon, and additional allowances for dependents. ·. · h Veterans who contemplate reg1stermg at St. Jo. n ' s Colleo-e o are urged to file their app~ications ~nder Public L_aw 346 accompanied by certified copies of service rec_ord and discharge with their local Veterans Administration Reg10nal Office before coming to College, so that their programs may be approved and benefits begin as of the day they_ register at _tl~e . C:ollege. The Regional Office will issue a Certificate of Ehg1b1hty and Entitlement which the veteran will sign and turn over to the Treasurer for certification of his admission and enrollmenL If the veteran cannot make application to the Veterans Administration Regional Office before arrival he may apply at the College on a form supplied by the Treasurer:s Office whe~ he registers. This application m1:st be accompamed by a certified copy of service record and discharge. Veterans desiring benefits under Public Law 16 must apply directly to the Veterans Administration, and because of the time required for consideration and approval, should do so as early as possible. FEES College Finance It is the aim of St. John's College to establish its fees for tuition and residence at a figure which will approximate as closely as possible the actual cost of furnishing tuition, board and room, and meeting the administrative and other operating expenses of the College. Rising costs of operation for the College have prevented it from realizing this aim or principle. In order to meet in part these rising costs, St. John's College has established the fee for tuition and residence at $1, 100 for all students enrolling in the College in the fall of 194 7 or thereafter. The College still relies upon other sources of income, principally support by private individuals, and by th\e public through State Appropriations for four purposes: dosing the gap between operating expense and operating income, financial aid to students who are not able to pay the full costs, additions to College buildings and equipment, and increasing of the small College endowment. The various other fixed charges for attendance at St. John's are listed in the following paragraphs. In figuring the budget for the academic year, each student should include additional amounts for books, clothes, stationery, laundry, and other incidentals. The cost of books will in general average about $50 per year. Entrance Examination Fee If a candidate for admission finds it necessary to take the College entrance examinations in order to complete the requirements for admission, he will be charged a fee of $5.00, payable to the College upon his request for examination. This fee is charged to cover the expense of giving the examination; it will not be refunded, nor will it be deducted from other fees. Annual Fees Beginning with the fall term of 1947, the fixed annual fees for all students for each year are as follows: Tuition . Residence ............ .......... Total ... .$650.00 450.00 ... $1,100.00 59 �60 CATALOGUE OF ST. JOHN'S COLLEGE These fees are payable in full on registration in S~pte~ber or if preferred, in three installments: one-half on reg1strat~on, o~e-fourth on January 5, and the remaining fourth on ~pnl 5. On registering, the student must procure a T_reasurer s Ca_rd showing that fees have been paid or that smtable ~nanoal · arrangements have b een ma d e, in ord er to be admitted to . classes, dormitories, the dining hall, the library, gymnasmm or infirmary. Payment of Bills Bills for College fees are presented directly ~o the student, and the student assumes responsibility for their payment on the dates due. 61 Deferred Payment of Fees There is available to those students, veterans and nonveterans, and their parents who are unable to meet the College fees in accordance 1vith the regular schedule a deferred tuition plan, which provides for payment in equal in~tallments during the College year, in most instances, nine installments. This method of deferred tuition payment is handled through "Tuition Plan, Inc.," a corporation which offers this service to many schools and colleges throughout the country. The plan is put into effect by a contract signed by the parent or guardian of the student and by the College and handled entirely by "Tuition Plan, Inc." The additional cost is four per cent of the amount financed. Payment of Fees by Veteran Students Refunds on Fees If a student has paid any installment on his fees beyond _the dates on which installments are due (September reg1strat10n, January 5, April 5, and withdraws from College for any cause whatever, such advance payment shall be refunded. But no installment already due shall be refunded, :regardless of the cause of withdrawal. . The College is not in business and does not regard itself as sellino- instruction or food or lodging to students. Its fees can best be understood by the student if he regards t~em as membership dues. These dues help the College to prov1d~, not only instruction, food, and lodging, but also proper ~e?1cal_ supervision, athletic facilities, and whatever othe: cond1t10n~ it finds best adapted to forward the common learmng enterpnse. Caution Money Each student must make a deposit of $10.00 with the Treasurer on registration, subject to charges for laboratory ~reak­ age and damage to College proper~y. The ~mount of ~lus deposit must be maintained ~t a~l times durmg the session. A refund check for this deposit will be sent to the s_tudent upon . nnd ~f '"'~" ._....._w.;;~......, requeSl af•e-' ·he ...;_, , v o..Ai:. J ~<>~eion or after withdrawal or l Ll graduation from College. Except for the caut10n money deposit, which is refundable after the close of the college year, the College has no extra fees. .i CATALOGUE OF ST. JOHN'S COLLEGE - • For the veterans who have qualified to receive educational benefits under Public Law 346, the Veterans Administration pays to the College $500.00 for the academic session towards the tuition fee of $650.00. The balance of this fee, amounting to $150.00, and the residence fee of $450.00, or a total of $600.00, is the direct responsibility of the veteran and must be paid by him to the College. However, the College has arranged a schedule of monthly payments of this balance, whereby the veteran is enabled to use his monthly subsistence payment from the Veterans Administration to meet in part his monthly payment to the College. In the case of a single veteran who receives $65.00 per month subsistence, or approximately $585.00 for the academic session of 9 months, the monthly payments to the College will be slightly in excess of his subsistence payments since his total balance due on fees to be paid to the College by him is $600.00 for the academic session. For the veteran qualified to receive educational benefits under Public Law 16, the Veterans Administration will pay to the College the tuition fee of the veteran student and charges for books and supplies. The veteran will be directly responsible for payment to the College of the fee for residence, which can also be paid in monthly installments timed to coincide with his monthly subsistence checks. The veteran qualified under Public Law 346 may elect to have the Veterans Administration pay the excess of tuition �62 CATALOGUE OF ST. JOHN'S COLLEGE over $500.00 or $150.00, by surrendering entitlement at the rate of one day for each $2.10 of such excess costs. Such an election by the veteran would mean that his period of entitlement would be reduced by approximately 71 days for one academic session. The veteran may also elect to have the Veterans Administration pay for books and supplies for each year up to a total charge of $50.00 under the same plan. A form to take advantage of this plan is available at the Treasurer's Office upon registration. FINANCIAL AID College Aid Students unable to pay the full cost of their education may get assistance from the College. If the total assistance which a student needs for three terms amounts to not more than $200, the College will undertake to advance him a loan of the amount required and to find him employment at the College that will yield him sufficient wages to repay his loan during the period for which the money is needed. These loans do not bear interest, Since the available amounts of both work and money are limited, only students who could not otherwise meet their College expenses should apply for assistance. The procedure for obtaining a loan from the •Student Aid Fund of the College is to sign a loan agreement by which the student engages himself to repay his loan as fast as his capacity to earn money will permit. As fast as he makes payments on this loan, new and smaller loan agreements will be substituted for the one the Student Aid Fund holds. The privilege of borrowing from the Student Aid Fund is reserved to those who perform satisfactorily for the College the work for which they receive wages and for those who curta.il their loan promptly to the limit which their wages will permit. If the total assistance needed for the academic year amounts to more than $200, the College will either make up the excess by an outright grant from the Student Aid Fund or else reject the application altogether. This practice is based on the experience that in most cases $200 is all the student can earn without endangering his studies and on the College's belief that it is undesirable that its members should graduate with a burden of debt to the College. Outright grants are made only where aid is so clearly needed and merited that the College can successfully appeal for donations to persons who are strangers to the applicant. The Committe on Aid will reject all applications, whether for loans and employment or for outright grants, which do not clearly demonstrate that all local sources have been thoroughly canvassed. The Committee has the grave responsibility of 63 �CATALOGUE 01' ST. JOHN'S COLLEGE administering justly a common financial resource of the community of scholars which the applicant seeks to join. It therefore subjects each case to a thorough investigation and it cannot initiate this investigation until the student aid blank has been filled out fully, dearly, and accurately, and with sufficient detail to enable a judgment to be made. All students hold aid, whether loan and employment or money grant, only on condition that they maintain good academic standing. Application for aid should be made at the time the formal application for admission is forwarded to the Registrar. Maryland State Scholarships Residents of the several counties of Maryland and the six legislative districts of Baltimore are eligible to take the competitive examinations for scholarships at St. John's College. Twenty-nine of these scholarships pay full fees, including tuition, board, and room; twenty-nine pay tuition fees only. They are granted for four years, or in the case of a student ahe_ady at the College, for the remainder of his course to graduat10n, In all counties and legislative districts the competitive examinations are administered by the respective county or city School Boards, and reports are rendered to the respective Senators who make the formal appointments. The College supplies the examinations and grades the papers in all except two counties, Montgomery and Prince George's, where the School Boards examine candidates and report directly to each Senator. All appointments are conditional upon admission of the candidate to the College. The procedure for application, examination, and appointment to State scholarships is as follows: l. Candidates, who must be residents of the county or district that has an open scholarship, should watch the newspapers for the announcement of the time and place of the examination and apply to the local School Board for examination. 2, Candid3',tes ~hould mpply to thefr respective Senators evidence of their good character and financial need. 3. Appointees will be notified of their appointments by the Senator and by the College. CATALOGUE OF ST. JOHN'S COLLEGE 65 Schofar,ships Awarded by the College THE PHILIP A. MYERS, H, SCHOLARSHIP To be awarded annually, the income from $10,000, the gift of Philip A. Myers, II, Class of 1938. THE CLIFTON c. ROEHLE SCHOLARSHIP To be awarded in tuition, the income from $6,000, the bequest of Mrs. Anna M. D. Roehle, in memory of her son, Clifton C. Roehle. THE JEREMIAH HUGHES SCHOLARSHIP To be awarded annually to some deserving student, preferably a resident of Annapolis, the sum of $30.00 to be applied to the cost of tuition. THE FRIEDRICH JONATHAN voN ScHWERDTNER SCHOLARSHIP To be awarded in tuition, to some deserving student, the income fram the bequest offered annually under the will of the late Friedrich Jonathan von Schwerdtner, in memory of his son, Friedrich. Scholarships Awarded by Patriotic Societies THE MATTHEW FONTAINE MAURY SCHOLARSHIP Awarded by the United Daughters of the Confederacy to a student of exceptional character and scholarship and of established Confederate lineage. This scholarship is applied to tuition and residence fees, in accordance with the needs of the student selected, and is awarded at present for four years unless the appointee fails to maintain the required standard in his academic record. Applications should be addressed directly to Mrs. Sidney Cox, Smithfield, Virginia. SCHOLARSHIP OF THE COLONIAL DAMES OF AMERICA Applicants for this scholarship are expected to submit evidence that they are of colonial descent and that they themselves revere the ideals and standards of their forbears. Appli- �66 CATALOGUE OF ST. JOHN'S COLLEGE canon should be made to the Chairman of the Scholarship Committee of the Colonial Dames of America: Mrs. Henry 0. Milliken, 421East6lst Street, New York City. Scholarships at Other Institutions for St. John's Students APPENDIX A A SHORT EDUCATIONAL HISTORY OF ST. JOHN'S COLLEGE small arts college for men, ST.ItJOHN'S COLLEGE is aand hasliberal so since its founding. is non-denominational, been It has never been coeducational. It maintains no graduate or pro- SCHOLARSHIPS IN ENGINEERING Three scholarships in engineering are offered at the Johns Hopkins University to graduates of St. John's College. . These scholarships are awarded by the Faculty Committee on Scholarships and Student Aid. SCHOLARSHIPS IN MARINE BIOLOGY A tuition scholarship applicable to an approved course either at the Biological Laboratory at Cold Spring Harbor, New York, or at the Marine Biological Laboratory, Woods Hole, Massachusetts, is offered annually to graduates of St. John's. This scholarship is awarded by the Faculty Committee on Scholarships and Student Aid. fessional schools. It is the third oldest college in the United States. 1696 King William's School, first public free school on the American Continent, founded in accordance with the following Petitionary Act of the General Assembly of colonial Maryland: A Petitionary act for free-schools. Lib. LL. No. 2, fol. 115. Dread Sovereign . . . . Being excited by his present Excellency, Francis Nicholson, Esq.; your Majesty's Governor of this your Province, his Zeal for your Majesty's Service, pious Endeavors and generous Offers for the Propagation of Christianity and good Learning, herein we become humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us your Majesty's Subjects of this Province, represented in this your Majesty's General Assembly thereof, THAT IT MAY BE ENACTED. II. AND MAY IT BE ENACTED, by the King's most excellent majesty, by and with the advice, prayer and consent of this present General Assembly, and the authority of the same, That for the propagation of the gospel, and the education of the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher, and one writing-master, or scribe, to a school, and one hundred scholars, more or less, according to the ability of the said free-school, may be made, erected, founded, propagated and established under your royal patronage. And that the most reverend father in God, Thomas, by Divine Providence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the said school; and that, to perpetuate the memory of your majesty, it may be called King William's School, and managed by certain trustees, nominated, and appointed by your sacred majesty. Laws of Maryland, Session of July 1-9, 1696. 67 �CATALOGUE 01'' ST. JOHN'S COLLEGE 68 1776 CATALOGUE OF ST. JOHN'S COLLEGE The original Board of Visitors and Governors was as follows: William West, D.D. Thomas J. Claggett, D.D. Nicholas Carroll John H. Stone William Beanes Richard Ridgely Samuel Chase • John Thomas Thomas Stone • Alexander Hanson Thomas Jennings According to tradition King William's School was used as a gunshop during the Revolutionary War. 1785 St. John's College chartered by the General Assembly of the State of Maryland: WHEREAS, Institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civ_il ~nd religious, with usefulness and reputation, and such mstltutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States: Be it enacted, by the General Assembly of Maryland, That a college or general seminary of learning, by the name of Saint John's, be established on the said Western Shore, upon the following fundamental and inviolable principles, namely: first, said college shall be founded and maintained forever, upon a most liberal plan, for the benefit of y~uth of every religious denomination, who shall be freely admitted to equal privileges and advantages of education, and to all the literary honors of the college, according to their merit, without requiring or enforcing any religious or civi_l _test, or wi~out their attendance upon any particular religious worship or service, other than what they have been educated in, or have the consent and approbation of their parents or guardians to attend; nor shall preference be given in the choice of a principal, vice-principal, or other professor, master, or tutor, in the said college, on account of his particular religious profession, having regard solely to his moral character and literary abilities, and other necessary qualifications to fill the place for which he shall be chosen. . . . . The petition for this Charter was signed by William Paca• and others. 69 James Brice John Allen Thomas Gustavus R. Brown Edward Gantt Clement Hill Richard Sprigg Charles Carroll of Carrollton • Jeremiah T. Chase Charles Wallace John Carroll, D.D. First Principal of St. John's College, Dr. John McDowell. 1786 The property, funds, masters, and students of King William's School conveyed by an Act of the General Assembly to St. John's College. Reverend Ralph Higginbotham, Master of King William's School, became Vice Principal of St. John's College. Two members of the Board of Visitors and Governors of King William's School became Visitors and Governors of St. John's College 1791 George Washington visits St. John's College. To the Faculty of St. John's College: Gentlemen: The satisfaction which I have derived from my visit to your infant seminary is expressed with much pleasure, and my wishes for its progress to perfection are proffered with sincere regard. The very promising appearance of its infancy must flatter all its friends (with whom I entreat you to class me), with the hope of an early and at the same time mature manhood. You will do justice to the sentiments which your kind regard toward me inspires, by believing that I reciprocate the good wishes contained in your address, and I sincerely hope the excellence of your seminary will be manifested in the morals and science of the youths who are favored with your care. ANNAPOLIS, April 17, 1791. • Signer of the Declaration of Independence • Signers of the Declaration of Independence. GEOltGE WASHINGTON �--------------70 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 1868 1796 Graduation of Francis Scott Key, District Attorney of the United States; author of The Star Spangled Banner. 1799 Graduation of George Washington Parke Custis, step-grandson of George Washington. Fairfax and Lawrence Washington, nephews of George Washington, were also students at the College. 1835 Curriculum during the Principalship of the Reverend Hector Humphreys. First Year Greek Xenophon Herodotus Thucydides Lysias Demosthenes Isocrates Plato Latin Livy Horace Virgil Mathematics Algebra Second l'ear Greek Homer Hesiod Tragedies Latin Juvenal Cicero Mathematics Plane Geometry Solid Geometry Logarithms Trigonometry Third Year Greek Minor Poets Latin Tacitus Mathematics Applications of Trigonometry Conic Sections Chemistry Natural Philosophy Elements of Criticism Fourth Year Latin Horace Natural Philosophy Logic Astronomy Geology Civil Engineering American History Political Economy Natural Theology English Composition and Declamation in all four years. Modern Languages by special arrangement in addition. Curriculum during Principalship of James C. Welling. First Year Greek Homer Herodotus Latin Virgil Cicero Livy Horace Mathematics Algebra Geometry English Second Year Greek Xenophon Plato Euripides Lucian Latin 19th Century Literature Horace Cicero Terence Mathematics Logarithms Trigonometry Solid Geometry English Shakespeare 18th Century Literature 1 hird Year Greek Plato iEschylus Thucydides Sophocles Latin Cicero Juvenal Plautus English Shakespeare Spencer Taylor Hooker Milton Mathematics Theory of Equations Analytic Geometry Descriptive Geometry Use of Instruments Natural Philosophy Chemistry Historical Methods Fourth Year Greek Lectures in Philosophy Plato and Social Science on: Aristotle Plato Aristophanes Aristotle Demosthenes Augustine Latin Thomas Aquinas Tacitus Vi co Lucretius Descartes Persius Bacon Quintilian Bossuet English Pascal Authors of 13th, 14th, Paley and 15th Centuries Locke Mathematics Spinoza Analytic Geometry Montesquieu Calculus Kant Mechanics De Tocqueville Natural Philosophy Adam Smith Astronomy Fichte Logic Hegel Evidence of Christianity Buckle Lecky Malthus Mill Butler �CATALOGUE OF ST. JOHN'S COLLEGE 72 1886-1923 Presidency of Thomas Fell. A curriculum of Block Electives and Military Training. I. 2. 3. 4. Classical Course leading to the B. A. Degree. Latin Scientific Course leading to the B. L. Degree Scientific Course leading to the B. S. Degree Mechanical Engineering Course leading to the M. E. Degree 1923-1937 Period of Progressive Studies under the Open Elective System. 1937 Restoration of the traditional program of Classics and Liberal Arts unique in American colleges of today. APPENDIX B THE DEGREE OF BACHELOR OF ARTS AT ST. JOHN'S COLLEGE Just as institutions are necessary for the carrying on of learning, although these very institutions may become its greatest hindrance through unwise direction and time's dullness, so any institution of learning must require of its students certain marks and signs of their attainments and progress even though misuse of such requirements has often prevented true progress. Their use must entail care. Such requirements are inevitable if an institution is to pronounce public judgment upon its students, that is, to grant degrees. The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies competence in the modern equivalent of these arts and sciences. This implies: I. Knowledge of the contents of the required books in the list. 2. Competence in mathematics through the elementary calculus. 3. A reading knowledge of at least two foreign languages. 4. Four hundred and fifty hours of laboratory training. Now, since students are of different capacities, and since colleges of liberal arts, of all institutions of learning, are called upon to judge not only of the attainments of their students but also of their progress, it therefore seems wise that St. John's College offer three degrees: namely, Bachelor of Arts magna cum laude, Bachelor of Arts cum laude, Bachelor of Arts rite. The first to be awarded to those students who, in the opinion of the faculty, are judged satisfactory both in attainments and progress, and capable of pursuing their work in Law, Medicine and Theology or in the graduate schools of language and literature, mathematics, the natural sciences, and logic and metaphysics. The third to be awarded to those students who, in the opinion of the faculty, have made sufficient progress in the intellectual virtues to warrant recognition by the college, but on whose actual powers of operation in the several arts and sciences and therefore on whose actual capacity for advancing further in professional or graduate schools, the faculty declines to make a final judgment. The second degree represents a less eminent case of the first. In awarding degrees, the faculty must set up ways and means of reaching decisions. To this end the following stipulations are made: At the end of his third year, the student must stand four written enabling examinations, one in language, one in mathematics, two in 73 Preamble Degrees Ways & 1'1eans Enab~ing examinations �74 Petition Disser· tation (general) CATALOGUE OF ST. JOHN'S COLLEGE laboratory, theoretical and operational, and one oral examination on seminar reading. These examinations are given normally in September after the third year, although the student has the right to demand them in June of the third year. These examinations are largely technical in character. But the technique required must be at all times related to the whole body of the liberal arts and to appropriate subject matters. This relatedness is formally guaranteed by basing the enabling examinations on a list of books named in Appendix I. The examination in language covers general questions of grammar of all four languages, and logic. The mathematics examination covers specifically simple operations in geometry, conics, trigonometry, analytic geometry, and in the differential calculus. The examination in laboratory covers specifically the analysis and operation of certain important instruments to be named in Appendix I, p. 74. After having taken his enabling examinations, the student may petition the faculty to accept him as a candidate for the degree of Bachelor of Arts, to be granted at the end of his fourth year. The faculty through a committee then examines the, student's record up to the time of the petition together with his performance on the enabling examinations. It may make one of three judgments: either (1) the student is accepted as a candidate for the degree, or (2) he is not accepted but allowed to complete his fourth year of college work, or (3) he is dismissed from the college. In examining a student's record the committee of the faculty especially named for this purpose is at liberty to question the tutors and seminar leaders of the student both past and present, and the student himself, as well as the formal judgment preserved in the way of term marks or examination grades, or any examination papers or yearly theses at hand. It would be a general principle that the faculty not accept as a candidate for the degree any student who had consistently neglected and ignored or had consistently failed in any of the essential divisions of the first three years' program; that is, either language and literature, or the liberal arts, or mathematics and the natural sciences. But the faculty committee, although refusing to accept a student as a candidate for the degree, may judge the student capable of benefiting from the fourth year's work without detriment to the college community. Any student accepted as a candidate for a degree or allowed to remain the fourth year must then indicate a subject for a dissertation, to be agreed upon by the faculty, to be written during his fourth year, and to be publicly expounded, amplified, and interpreted satisfactorily by him prior to the granting of the degree. While the degree can not be granted before the end of the fourth CATALOGUE OF ST. JOHN'S COLLEGE 75 year, the student may request more time to prepare and subm"t h" disser.ta~ion for the apprthoval of the faculty. He may even re~ue~: 11 perm~ss10n to retur_n to e co .ege for a fifth year, attending what tutorials, laboratories, and semmars he pleases within the limits of college discipline. The student will choose, and the faculty will accept, a subject for dissertation with an eye to all the first four years' work, and not as a piece of specialized research or contribution to knowledge. The Instruction Committee acts as an Examining Board. The duties of the Examining Board are as follows: 1. To formulate and administer the Enabling Examinations which are to be given in September. 2. To accept and approve projects for the final dissertation. Such projects must be prepared and formulated by each candidate with the help of a faculty adviser. 3. To read and accept the final dissertation, to administer the final examination, and to recommend candidates for degrees. Disser- tation (particu· Iar) Examining Board APPENDIX I The books of the first three years. on which the Enabling Examination are to be focussed are the following: Texts studied in Tutorial Republic Organ on Confessions De Ente et Essentia Social Contract Les Pensees Euclid Archimedes Apollonius Ptolemy Galileo Descartes Newton Boole Texts studied in Seminar Iliad Republic Timaeus <Edi pus Poetics Physics Galen Divine Comedy Don Quixote Hamlet King Lear The Tempest Harvey Lavoisier Wealth of Nations Federalist Papers As stated above, the examination in laboratory will cover specifically the operation and explanation of certain important instruments. The following list is arranged under three headings: Elements, Scopes, and Meters. There are two classes of scientific instruments: scopes and meters. The scopes are aids to observation and the meters are aids to measurement. Witl;t the former, distinctions I /I I I I ii ti ii �CATALOGUE OF ST. JOHN'S COLLEGE 76 of a qualitative kind can be made such as between more and less, up and down, straight and not straight. The latter permit us to make quantitative judgments, that is, to associate through similar ratios some one of a series of numbers with the thing observed. Often the same piece of apparatus can be used either as a scope or as a meter. The elements are certain devices, not scientific instruments themselves, which enter into the construction of different instruments. Elements Solids Crystals Fluids Gases Lever Inclined plane Screw Pulley Floating body Spring Pendulum Magnet Mirror Lens Prism Grating Scopes Straight edge Plumb line, gnomon Compasses, divider Tuning fork Electroscope Telescope Microscope Oscilloscope Stroboscope Meters Scale Ruler Balance with set of weights Spring balance Strength-of-materials testing machine Water clock Barometer Sonorneter Disk siren with clock and counter Thermometer Magnetic compass Coulombmeter Tangent galvanometer Dioptra Astrolabe Micrometer microscope Spectrometer with minimum deviation prism The examination in laboratory will be in two parts. In one the student will be asked to make certain observations and measurements with some of the above instruments, and in the other to answer questions on the theory and application of some of the elements and instruments. The :references for this examination are the mimeographed laboratory notes and the student's written reports of the first three years, as well as the scientific books among the texts named above. APPENDIX C INTERCOLLEGIATE ATHLETICS By STRINGFELLOW BARR, President ST. JOHN'S COLLEGE RADIO PROGRAMS. SERIES ll, NO. J From Station WFBR in Baltimore, Nov. 20, 19J8 I propose to discuss an important step which St. John's College has taken within the past ten days. Many of those who are listening to me, including alumni members of the College, will by now almost certainly have been told by somebody that the College administration has abolished athletics. Those who believed this statement should, it seems to me, be gravely disturbed. I think I ought promptly to disabuse them. To keep the record straight, I shall therefore first state the facts. Athletics have not been abolished, but the College has decided that after the dose of the present academic session athletic facilities will be increased and at the same time will be placed on a strictly intramural basis. I am explaining tonight why significant changes have been announced in the athletic system at St. John's, to take effect next September; but in explaining these changes I am discussing liberal education in a democracy. The system of intercollegiate athletics which has developed during the past twenty years will no longer support the prime purpose of a liberal college. I suppose I ought to have forseen this. But I didn't. Certainly, there have been enough Carnegie reports, enough magazine articles by candid writers like John Tunis to convince men of my generation that we are sheer sentimentalists and ignoramuses if we suppose that intercollegiate athletics are the same thing we remember from twenty years back. They do things better now, with rose bowls, cotton bowls, and sugar bowls; with costly equipment, transcontinental journeys, and big money; with costly coaches and costly quarterbacks. I knew all this. The first thing I learned about athletics on arrival at St. John's was that we were booked to play our unnatural rivals, Army and N. Y. U.-in an effort to keep down the high cost of modern athletics by earning a good "gate." But still I thought it might be possible to adapt intercollegiate athletics to educational ends, to pare down schedules, to decline with thanks such games as Army and N. Y. U., and to protect the :::oaches from criticism if they lost games by refusing to hire athletes. l was mistaken. The thing that taught me I was mistaken was what happened when intercollegiate athletics collided with a curriculum that really required work. Yet I should have known this by analogy. I had 77 �78 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE known countless students who withdrew from intercollegiate athletics when they entered medical or other professional work. They withdrew because they knew, along with everybody else, that you have to study to earn an M. D. while ordinarily you don't have to study to earn a B. A. The undergraduate fills in his idle time with athletics, which at its most professionalized is a lot better thing to fill idle time with than some other things I know. But suppose there isn't any idle time? Suppose there is just enough leisure time for healthful outdoor games? Then every athletic trip becomes a crisis and not what is known as an "athletic excuse." For students who are really doing serious work know without being told that you can't "make up" for something you should have learned but didn't, by using the magic word "excuse." An excuse may square you with the Dean. It won't convert ignorance into knowledge. There is no reason on this round earth why securing a liberal education in an undergraduate college should be a less serious business than acquiring a medical education in a medical school. But if it is a serious business, then it had better steer dear of another very serious business, indeed a highly organized "big" business, intercollegiate athletics. For this big business has its own exigencies: those who won't meet them had better keep out. That big business substitutes spectator psychosis for actual participation, cheering sections for playing teams, an orgy of sportsgoods equipment for costumes fit to have fun in, large business staffs with long-term schedules for the old-time impromptu challenge of natural antagonists, monotonous physical drill for learning to play by playing, pressure from fellow-students for zest to play, the exhibitionism of star performers for the satisfaction of playing well because it is more fun to play a game well than badly. The sum total of these things is hysteria, lost motion, the death of the amateur spirit, and an athletic system that competes with study instead of supplementing and strengthening it. We have all known these things for years, unless we have been ostriches or Rip Van Winkles. But I repeat, they don't prove fatal so long as undergraduate education is run in low gear. In fact, I should insist again that, so long as education is run in low gear, these things are better than idleness. But there is something better still, and that something is amateur athletics, amateur athletics of a quality no college can achieve so long as it is meshed in with the new kind of athletics, the big-business kind. The educational program now going on at St. John's must have the support of amateur athletics. It must have it, because amateur athletics is rich in terms of health, recreation, skill, and co-ordination. To get that support, it will expand its intramural athletics. More varieties of sport will be offered and more facilities. Our colleges are often abusively called country clubs. I want to see St. John's offer the sort of athletic facilities ~ good country club offers. Every game we now play we shall contmue to play, except that the six-man football we started this year will replace the standard game. In addition we want to exRand water sport~, with particular emphasis on sailing. The alumm have already given us one sailboat; we shall acquire five more. Finally, it is essential, not only that games be played at the College b~t that they b: well played. A tutor with wide athletic experience will be placed m charge, but he will need a number of student assistants. To secure good assistants, we propose to offer athletic scholarships. In my own limited experience, this will be the first Iegiti1?ate use to whic? athletic scholarships have been put by an American college. I thmk you may rest assured there will be plenty of excellent candidates. I hope you will help me find the best candidates. . Soo?er ~r later, I ~ope soon~r, t~e present system of semi-profess10nahzed mtercolleg1ate athletics will hang itself. When it does, the proble~s that caused us to take our present stand will disappear. When it does, we shall doubtless play games with other colleges as naturally as such games were once played. Meanwhile athletics at St. John's will be for the student, not the student for athletics. 79 �CATALOGUE OF ST. JOHN'S COLLEGE BIBLIOGRAPHY OF ARTICLES ON THE ST. JOHN'S PROGRAM ADLER, MORTIMER J.: The Crisis in Contemporary Education, The Social Frontier, February 1939. IIARR, STRINGFELLow: The A.rt of Liberation, Free America, September and October 1939. Reprints available. -----: A College in Secession, Atlantic Monthly, July 1941. Reprints available. - - - - - The College of the Future, New York Times, May 9, 1943; Magazine Digest, November 1943. -----: A College Rebels, The Key Reporter, Phi Beta Kappa News Magazine, Autumn 1938. -----: Back to Fundamentals in Education, Talks, October 1937. Reported from an address given over the Columbia Broadcasting System. ----- The Education of Freemen, The New Republic, August 31, 1942. - - - - - The Ends and Means of General Education, Address, Proceedings of the Fifty-third Annual Convention of the Middle States Asso. of Colleges and Secondary Schools, November 24-25, 1939. Reprints available. - - - - - The Future of the American College, London Economist, July 3, 1943, also American Survey, July 3, !944. -----: John Doe Goes to St. John's, Progressive Education, January 1939. Reprints available. - - - - - The St. John's Program, Encyclopaedia of Modern Education, The Philosophical Library, Inc., 1943. ----- The: St. John's Program, The Virginia Spectator, December 1938. -----: Suspending Education, Address, February 4, 1943. Columbia Broadcasting System, - - - - - Towards a Disciplined Mind, Address, Proceedings of the Head Mistresses Asso. of the East, November 10-U, 1939. - - - - - The War and the Colleges, Two Radio Addresses, May 1942. Reprints available. BucHANAN, ScoTT: Back to First Principles, Survey Graphic, October 1939. Also in How Can We Be Taught to Think, Farrar & Rhinehart, 1940. - - - - - A Crisis in Liberal Education, The Amherst Graduates' Quarterly, February 1938. Reprints available. BULL, GEORGE, S. J.: St. John's Experiment to Reclaim a Lost Heritage, America, April 23, 1938. CAMP, LEO LEONARD: St. John's, Annapolis-After Five Years of Operation, The Commonweal, October 22, 1943. -----: 81 DEWEY, JOHN: Challenge to Liberal Thought, Fortune, August 1944. HooK, SIDNEY: Ballyhoo at St. John's Part I "Educati"on · R ' • in etreat " and Part II, "The 'Great Books' and Progressive Teaching" The N May 27 and June 3, 1944. ' ew eader, L KIEFFER, JOHN S.: The Classical Revival at St. John's, The Classical Journal, December 1939. Journal of Educational Sociology, The: St. John's College: A Critical A · 1 November, 1944. Edited by Alonzo Myers. ppraisa' LIFE MAGAZINE: The Classics-At St. John's They Come into Their Own Once More, February 5, 1940. LIPPMA.NN, WALTER: Crisis and Reform in Education, The New York Herald Tnbune, February 15, 1943. -----: The St. John's Program, The New York Herald Tribune December 27, 1938. Reprints available. ' LYND, HELEN MERRELL: Conflict in Education, New Republic, May 22, 1944. MARTIN, W. A. P.: 31, 1937. The Revival of Learning, The Commonweal, December MAYER, MILTON S.: Socrates Crosses the Delaware-St. John's College and the Great Books, Harpers Magazine, June 1939. MEIKLEJOHN, ALEXANDER: A Reply to Mr. Dewey, Fortune Magazine, January 1945. PRICE, JAMES HARRY: Click and Pick vs. the Atlantic, The Churchman, Christmas 1942. PRINGLE, HENRY F.: College With an Idea, The Saturday Evening Post, October 14, 1944. TALIAFERRO, R. CATESBY: Concerning the New Program at St. John's, The Maryland Club Woman, February 1938. VAN DOREN, MARK: Education by Books, The Nation, December 6, 1933. WARREN, CONSTANCE: Liberal Education in the Post-War World, Journal of the American Association of University Women, Spring, 1944. ST. JOHN'S COLLEGE BULLETINS REPORT REPORT REPORT REPORT REPORT OF OF OF OF OF THE THE THE THE THE PRESIDENT, PRESIDENT, PRESIDENT, PRESIDENT, PRESIDENT, April 1939. Reprints available. April 1940. Reprints available. May 1941. Reprints available. June 1942. Reprints available_ June 1943. Reprints available. Liberal Arts for Catholics, The Commonweal, April 14, 1944. CLEVELAND, RICHARD F.: The St. John's College Program, The Daily Reco:rd, Baltimore, Md., March 23, 1938. 80 BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J.: How to Read a Book-or the Art of Getting a Liberal Edi:cation, Simon & Schust_e~, 1940. A book expounding the techniques by which adult groups or md1v1duals can come to terms with the great books. �CATALOGUE OF ST. JOHN'S COLLEGE 82 AMERICAN LIBRARY ASSOCIATION: Classics of the Western World, with. forewords by John Erskine and Everett Dean Martin. One of the book. lists out of which the St. John's program grew, this pamphl~t co~tams valuable secondary bibliographical material. It was first published m 1927 by the American Library Association for the use of adult classes. 1944. HUTCHINS, ROBERT M.: Education for Freedom, Louisiana State University Press, 1943. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 194!1. MEIKLEJOHN, ALEXANDER: Education betU/een Two Worlds, Harper & Brothers, 1942. RICHARDS, I. A.; How to Read a Page, W. W. Norton, 1942. Still more detailed techniques of reading. VAN DOREN, MARK: Liberal Education, Henry Holt 8c Co., 1943. STUDENTS ENROLLED IN ST. JOHN'S COLLEGE 1946-47 FOURTH YEAR-CLASS OF 1947 Irving Victor Abb ............................ Frederick Stephen Gordon Benedict. .................... Scarborough, New y ork Stephen Windsor Bergen ...................... St. Albans, New York Nicholas Daniel Bonadies ..................... Winsted, Connecticut Robert F. G. Bunting ................. , ....... Baltimore Tristram Joseph Campbell, Jr.................. Old Orchard Beach, Maine John Scott Desjardins ........................ Scarsdale, New York Julian Abbott Dorf. .......................... Chestertown William Paul Elliott ......................... Aurora, Illinois Theodor~ David Ernst. ....................... Cordova Edward Maurice Godschalk ................... Montclair, New Jersey Allen Abbey Goldstein ....................... Baltimore John Gormly ................................. Sewickley, Pennsylvania Carl Schlee Hammen ......................... Linkwood William Edwin Harris ........................ Saginaw, Michigan Joseph Francis Hollywood, Jr. ................. New York, New York Richard Eagleston Jameson ................... Fallston Joseph Ignatius Killorin, Jr................... Savannah, Georgi.a Casimir T. Krol. ............................. Chicago, Illinois Henry Resolved Mack ........................ Dover, Delaware John Mathew Morgan ........................ Toledo, Ohio Robert Wilson Mueller ....................... Milwaukee, Wisconsin Charles Arthur Nelson ........................ Berwyn, Illinois John Newton Lindsay Opie ................... Alexandria, Virginia Rowell Anton von Magi us Schleicher .......... Forest Hills, New York .James Willard Sharp ......................... Freeland, Pennsylvania Haven Ely Simmons .......................... Cedar Rapids, Iowa William Gideon Spohn, Jr..................... Baltimore Herbert Willard Stern ........................ Philadelphia, Pennsylvania Eugene Victor Thau .......................... New York, New York Charles Lincoln Van Doren .................... New York, New York John Van Doren ............................. New York, New York Robert Russell Weiss ......................... Federalsburg Henry Theodore Wensel, Jr. ................. Chevy Chase Andrew Shreffler Witwer, Jr. .................. Joliet, Illinois Warren Seymour Zeik ......................... Bayonne, New Jersey THIRD YEAR-CLASS OF 1948 Rogers Garland Albritton ..................... Chevy Chase Gerald Atterbury ............................. Annapolis Earl Secord Bauder, Jr........................ Lancaster, Pennsylvania Samuel Bancroft Bird, Jr. .................... Wilmington, Delaware Donald Grant Bounds ........................ Salisbury William Hurst Brubeck ....................... Annapolis William Chester Buchanan, Jr................ East Lansing, Michigan Ray Charles Cave ............................ Aberdeen Proving Ground Theodore Willes Clark ....................... White Plains, New York 83 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Peter Clogher ................................ Englewood, New J er_sey Robert Mitchell Courtright. ................... Sumter, South Caroh~a Robert Orval Davis .......................... Scottdale, Pennsylvama Vernon E. Derr. ............................. Baltimore David Dobreer ............................... Los Angeles, California Alan Eckhart. ............................... Winnetka, Illinois Donald Semadeni Elliott. ..................... Lutherville Henry Raymond Freeman, III. ................ Sewickley, Pennsylvania Alvin Fross .................................. Bayonne, New Jersey Clarence Westcott Gallup, Jr. ................. Englewood, New Jersey John Parker Gilbert .......................... Vineyard. Haven, Massachusetts William Michael Goldsmith ................... Forest }Iills, New York Bernet George Hammel. ...................... Orange, New Jersey Earl Judson Hendrickson ...................... Baltimore Chester Peter Hewitt .......................... Woodmere, New York David Abbey Hooker ......................... Tucson, Arizona Christian Arneson Hovde ..................... New York, New York H. B. Gerald Hoxby .......................... Mariemont, Ohio Donald Stanley Kaplan ........................ Groton, Conecticut Michael Christopher Keane ................... Brooklyn, New York Arthur David Kelso, Jr. ...................... Linthicum Heights . Lawrence Leslie Levin ....................... West Hartford, Connecticut David Barrington Lowdenslager ............... Baltimore John Duncan Mack .......................... New Yor~, New York Charles Ferris Maikoffske ..................... Pleasantville, New York Alan Schutz Maremont. ...................... Chicago, Illinois Jack Lancaster Mason ........................ Harve de Grace Richard Lewis Matteson ...................... Frostburg Clarence Robert Morris, Jr................... Austin, Texas Oswald Nagler .............................. Perry Point Jules Olympio Pagano ........................ New York, N~w :ork Morris Albert Parslow ........................ Muskegon, Michigan Milton Perlman ............................. Memphis, Tennessee William Warfield Ross ........................ Bethesda Robert Julian Scolnik ....................... New York,_New York "\Villiam Westerman Simmons ................ Cedar Rapids, Iowa John Calvin Smedley ........................ Annapolis . . Langford Wheaton Smith, Jr. ................. Berkeley'. Cahforma William Kyle Smith, Jr...................... Annapolis Robert Lee Sterling .......................... Crisfield Stephen Wayne Terry, Jr. ..................... Indianapolis, Indiana Robert Treat Thompson ..................... Oakland, California . Gene Perkins Thornton ...................... Greensboro, North Carolma George Robert Trimble, Jr.................... North East George Montgomery Vansant. ................ Hyattsville James Rodney Whetstone ..................... Denver, Colorado Robert Charles Wilson ...................... New York, New York Charles Crittendon Baldwin, Jr ................ Flushing, New York Teddy Franklyn Betts ........................ Newport News, Virginia Aaron M. Bisberg ............................ Annapolis Eugene Bokras .............................. Peekskill, New York Daniel Brockhuizen .......................... Saddle River, New Jersey Jonathan Erskine Brooks ..................... Rocky River, Ohio Peter F. Buri ................................ Eau Claire, Wisconsin Robert Whitehouse Burnet. ................. New Rochelle, New York Philip Albert Camponeschi ................... Baltimore Jerome Herbert Cantor ....................... Boston, Massachusetts George Warton Carden ....................... Upper Marlboro James Watson Conrad ............ ." ........... Wilkinsburg, Pennsylvania Clark Ralph Cridland, Jr..................... Michigan City, Indiana George Howell Daffer ........................ Arlington, Virginia Edward Francis Daley, Jr...................... Bridgeport, Connecticut Peter John Davies ........................... New York, New York Frederick Parsons Davis ...................... Hopkins, Minnesota Andrew Dewing ............................ Wellesley, Massachusetts Rudolph C. Ellsworth, II ..................... Chicago, Illinois Charles Thomas Eunick, Jr.................... Westminster Paul Carlyle Evans ........................... Syracuse, New York Robert Dixon Fox ............................ Bowling Green, Kentucky John Anthony Franken ....................... New York, New York Paul Albert Frasca ........................... Flushing, New York Alan Lawrence Gargle ........................ Brooklyn, New York Donald Claude Gooch ........................ Abbeville, Louisiana Richard Scott Harris ......................... Saginaw, Michigan John P. Hayden .............................. Chevy Chase E. Bennette Henson, Jr. ...................... Charleston, West Virginia William Crawford Hill ....................... Pueblo, Colorado Allan Paul Hoffman ......................... Lawrence, New York Harold J. Hyden ............................ Tulsa, Oklahoma Chester Arthur Johnson ...................... Wellesley, Massachusetts Rowland Alfred Jones ........................ Irwin, Pennsylvania Ralph Hall Keeney ........................... Providence, Rhode Island Percival Cleveland Keith, Jr ................... Peapack, New Jersey Wayne Sefton Kerwood ........ ·'· ............. Fairfax, Virginia Jack Konigsberg ............................. Brooklyn, New York Clarence J. Kramer ........................... Muskegon, Michigan Ian Campbell Lea ........................... Lake Bluff, Illinois William Reynolds Lieb .................. , .... Rancho Santa Fe, California John James Lobell ........................... Baltimore Thomas Delmar Lyne ....................... New York, New York Vincen.t Wood McKay ........................ Montgomery, West Virginia Gordon E. McNamee ......................... Kensington Peter Kirkham MacNaughton ................. El Paso, Texas John Richard Maguire ....................... New Rochelle, New York Ellis Wooster Manning, Jr.................... Brinklow Robert Irwin Marshall ....................... Chicago, Illinois Edward Hector Mongeau ..................... Fall River, Massachusetts Joseph Parker Morray ........................ Chicago, Illinois Alexander Beauregard Morse .................. Washington, District of Columbia Reinardo Patrick Louis Moure ................ LaPlata David Burke Rea ............................. Three Rivers, Michigan 84 SECOND YEAR-CLASS OF 1949 Clarence Alfred Anderson, II ................. Randolph, New York Robert Lord Arner. .......................... Washington, District of Columbia Robert John Austin .......................... Antwerp, New York Herbert Joseph Baer, Jr. ..................... Hamburg, New York 85 �86 CATALOGUE OF ST. JOHN'S COLLEGE Lynn Homer Robinson ....................... Morrisville, New York Michael Lee Rourke ......................... Los Angeles, California James Pedro Salinas. . . . . . . ................ Baltimore Bradley Johnson Saunders, Jr. ................ Kansas City, Missouri Allen Polk Schoolfield, Jr.. . ............ Pocomoke City Lawrence Holt Sherman. . .............. Garden City, New York Bruce Harris Sinkey... . . ............. Maplewood, New Jersey Lionel Spencer Starer..... . ............... Utica, New York Eric Albert Teel. . ................ Lansing, Michigan John Henry Thomas .......................... Racine, Wisconsin Richard Van der Voort ...................... Pittsburgh, Pennsylvania .John Campbell Wakefield ..................... Washington, District of Columbia John Calvin ·wallace ......................... Chevy Chase Guy Oliver Walser, Jr ........................ Sayville, New York David Baer Weinstein............ . ...... Brooklyn, New York Terry Hutchison Wells. . . . . . . . . . . . . Evanston, Illinois John Scott Woodward. . . . . . . . . . . . . . ... Coldwater, Michigan Richard Weston Young ....................... Winter Hill, Massachusetts FIRST YEAR-CLASS OF 1950 Joseph Mayer Ablow. . .... Salem, Massachusetts James William Archer ....................... Frametown, West Virginia Ernest Lynn Bartle ........................... Hagerstown Frederick James Beardsley .................... Baltimore Leod Daw Becker, Jr. ........................ Milford, New Jersey Donald Lewis Breen. . . . . . . . . Baltimore Alan Burruss Brinkley. . .. Lynchburg, Virginia Philip Sheridan Burns. . Lo~ Angele~, California . Jack Carr .. Philadelphia, Pennsylvania George Barton Case. . . .. Cumberland John Lewis Caswell, Jr.. . ................. Kensington .John Summerfield Clark. . . .................. Baconton, Georgia Milton Stearns Clifton ........................ Bellingham, Washington Bernard Smith Clorety. . ... Los Angeles, California George Harris Collingwood, Jr.. . . V\Tashington, District of Columbia Richard Tower Congdon. .Auburn, New York Joseph ·william Cooper.. . ...... New York, New York Patrick Darrell Davi£. . ...... Washington, District of Columbia Richard Holmes Davis ....................... Chicago, Illinois ·wmiarn Curwen Davis. . . ................. Scranton, Pennsylvania Edmond Everett DiTullio. . ................ Little Neck, New York Matson Glenn Ewell.. . ............... Rochester, New York Herbert Selig Feinberg. . ............... Edgewood, Pennsylvania Edward Fershau .. Brooklyn, New York V\/. Bernard Fleischmann. . .Baltimore James Hartwell Frame. . .. Wichita Falls, Texas Thomas George Fromme. . . Bellevue, Kentucky John Robinson Garland.. . .. Maplewood, New Jersey Charl-es Francis Gentile .. . Barrington, Ne'v Jersey Robert Lawrence Goldberg. . ............... Chicago, Illinois Robert Allen Goldwin. . . . ....... Miami Beach, Florida Theodore ·william Hendricks, Jr ............... Baltimore Ralph Jefferson Herrod... . ......... Chicago, Illinois CATALOGUE OF ST. JOHN'S COLLEGE 87 Henry Booth Higman ........................ Millington Robert Stanley Hodnefield .................... Hermosa Beach, California George Hofrichter ........................... Suffern, New York Irwin Thomas Hunt. ........................ New York, New York Robert Norikiyo Ikari ........................ Honolulu, Territory of Hawaii Michael Max Jackson ......................... Carmel, California Harry Herman Kaste ......................... Newaygo, Michigan Carroll Montgomery Keith .................... Baltimore Francis William Kelso ........................ Linthicum David Henry Kuh ............................ Winnetka, Illinois Jerome Gabriel Lansner ...................... New York, New York Donald Luis Leavin .......................... New York, New York Charles David Lewis, Jr...................... -New York, New York Charles Ranlet Lincoln ....................... Alexandria, Virginia John J. Logue .............................. Philadelphia, Pennsylvania Paul David Malchenson ....................... Hagerstown Burnside Eastman Martin ..................... Northampton, Massachusetts Thomas John Meyers ......................... Bridgeton, New Jersey George Bertram Miller, Jr .................... Watertown, New York Michel Mok, II. . ........................ New York, New York Chester Gilbert Moore, Jr. .................... Chicago, Illinois Benjamin Moskowitz ........................ Bayonne, New Jersey .Joseph Louis Nadler ......................... Brooklyn, New York James Herbert Riggs, Jr ...................... Omaha, Nebraska Edward Joseph Roethel. ..................... Brooklyn, New York John William Sanborn ....................... Everett, Massachusetts Frederick Ernest Schuchman, Jr ............... Pittsburgh, Pennsylvania Earl Broadus Short, Jr. ....................... Petersburg, Virginia Thomas King Simpson. . . . . . . . . . . . ....... Glens Falls, New York John Marquis Smith .......................... Cherryvale, Kansas Philip Hartley Smith ........................ Woodstock, Ohio Robert Norman Sperber ...................... New York, New York John Sterrett . . . . . . . . . . . . . . . . . . . . . . ... Topeka, Kansas David Corbin Streett, H. . . . . . . . . . . . . . . ... Baltimore Tylden Westcott Streett ....................... Baltimore Robert Drake Taylor ......................... Grosse Ile, Michigan George Henry Thanhardt. . . . . . . . . ......... LaPorte, Indiana Robert Alfred Thomas. . ........ Littleton, Colorado George Edward Thornton. . . . . . .... Holyoke, Massachusetts Ralph Edward Tompkins. .......... . Annapolis Robert Theodore Townsend. . Billings, Montana George Usdansky .. Springdale, Massachusetts Larry Kalman Volin. . ................ Washington, District of Columbia Joseph Seeds Warhurst...... . . . . . . . . . . . . . . Lyndhurst, New Jersey Peter Anthony Whipple. . . . . . . . . . . . . . . . . . . . Catonsville Irwin Herman Widder ....................... New York, New York John Letcher Williams ....................... Sacramento, California Graham DeVoue Williford .................... Fairfield, Texas Myron Lee Wolbarsht ........................ Baltimore William Orem Wollin ........................ Los Gatos, California Edward John York... . ............... Shaker Heights, Ohio Marvin Zetterbaum ...................... New York, New York �88 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE CLASS OF 1947 SUMMARY OF ENROLLMENT ............... Fourth Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Third Year ................ · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · Second Year ............... · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ......................... First Year ................................. Total in College ................ ······ - · · · · · · · · · · · · · · · · · · · 36 56 76 85 ... 253 DEGREES CONFERRED JUNE 9, 1947 Rite Stephen Gordon Benedict. . Scarborough, New York Tristram Joseph Campbell, Jr.. . . . .Old Orchard Beach, Maine William Paul Elliott. . . . . . . . . . . . . .......... Aurora, Illinois Allen Abbey Goldstein. . . . . . . . . . . . . . . . . . . . Baltimore Richard Eagleston Jameson. . ..............Fallston Rowell Anton von Magi us Schleicher ......... Forest Hills, New York Robert Russell Weiss. . . . ............. Federalsburg BACHELOR OF ARTS AS OF THE CLASS OF 1943 William Edwin Harris. John Van Doren ... Rite Monte Ferris Bourjaily, Jr.. . ..........Washington, District of Columbia Richmond, Massachusetts Douglas Buchanan. . . . . . . .... ·.·. ·. ·. ·. ·. ·.'.'_'_".·.'_"..Philadelphia, Pennsylvania Herbert \Villard Stern ..... John Weber, Jr.. John Scott Desjardins. AS OF THE CLASS OF 1944 Rite Nicholas Daniel Bonadies................ . Winsted, Connecticut Robert Frederic Garland Bunting ............. Baltimore Edward Maurice Godschalk .................. Montclair, New Jersey Carl Schlee Hammen. . . . . . ..... - ..... Linkwood Cum Laude Casimir Thaddeus Krol. . . .Chicago, Illinois Haven Ely Simmons......... . ............. Cedar Rapids, Iowa William Gideon Spohn, Jr.. . . .Baltimore Andrew Shreffler Witwer, Jr.. . . . . . . . . . . . . . . . Joliet, Illinois .. Bayonne, New Jersey Warren Seymour Zeik . Magna Cum Laude Joseph Francis Hollywood, Jr. ................ New York, New York AS OF THE CLASS OF 1945 Rite Dover, Delaware Cum Laude Stephen Windsor Bergen .......... - . - . · .. · · · · .St. Albans, New York Charles Arthur Nelson ........... - .... - .. - . ··.Berwyn, Illinois AS OF THE CLASS OF 1946 Rite ..... _.. Philadelphia, Pennsylvania _.. _......Freeland, Pennsylvania Harry Charles Rockey. James Willard Sharp .. Cum Laude .... New York, New York Charles Lincoln Van Doren. Magna Cum Laude . .... Chevy Chase Henry Theodore Wensel, Jr.. Cum Laude . .. Saginaw, Michigan . ... New York, New York Magna Cum Laude . ... Scarsdale, New York AS OF 1944 Cum Laude _.......................Cleveland, Ohio Henry Resolved Mack ..... 89 Cum Laude Joseph Charles Smith. . Washington, District of Columbia HONORS AND PRIZES AWARDED JUNE 9, 1947 To the senior who has the highest standing, a gold medal. Offered by the Board of Visitors and Governors. .............. . ... John Scott Desjardins To the member of the Senior Class who has written the best final essay, a prize of $27.50. Offered under the will of the late Judge \Valter L Dawkins .. Tristram Joseph Campbell, Jr. Charles Arthur Nelson Honorable Mention. · · · \'I arren Seymour Zeik 1 To the member of the Freshman, Sophomore, or Junior Class who has written the best annual essay, the John Martin Green prize of $10.00". Honorable Mention. . .. Clarence Jay Kramer __ .......... Rogers Garland Albritton To the student who has written the best original sonnet, a prize of $10.00. . . . . . ........ ·william Chester Buchanan, Jr. To the student who has prepared the most elegant solution of a mathematical problem (the problem for the year being to construct, by Euclidean methods, a tangent to a cycloid) a . ..... William Gideon Spohn, Jr. prize of $10.00. . . . . . . . . *For the year 1945-46 .... . ... William Chester Buchanan, Jr. �CATALOGUE OF ST. JOHN"S COLLEGE INDEX Absence, excuses for. . . . . . . . . . . . . 36 Academic standing ........... 36ff, 35f Activities . . . . . . .............. 49ff Athletics . . . . . . 50, 77ff Clubs ......................... 5lf Dramatics ...................... 51 Music ................... 24, 46£, 50 Publications .................... 51 Administration . . . . . . . . . . . . . . . . . . . 8 Admission . . . . . . . . . . . . . . . . . . . . . . 55ff Application . . . . . . . . . . . . . . . . . . . . 56 Requirements ................ 55ff Procedure . . . . . . . . . . . . . . . . . . . . 56f Advanced standing ............. 57 Aid, student . 63ff Applications ...... 56 Admission . . . . . . . 63ff Student Aid . 53 Rooms ......... . .64ff Scholarships St. John's 1835 . 70 St. John's 1868. . . . . . 71 St. John's 1886-1923, block elective 72 St. Joh n's 1923-37, open elective 72 Degree Requirements . 36f, 73ff Dining Hall ........ 54 Discipline ....... 36, 53 "Don Rags" .................. 3lf, 35 Dramatics. 51 Elective Program . 16f, 72 Engineering Scholarships at Johns Hopkins .66 English, admission requirements. 55f Enrollment . . . . . . 83ff .88 Summary ..... 56f Entrance Examinations ........... 32 Essays Examinations Entrance ..... Oral Written ...... . Annual .......... . State Scholarship Excuses, for absence ... 56f 3lf, 74£ .... 32. 73E 32 ..... 64 .. 36 Articles, magazine, on St. John's .. 80f Athletics . 50, 77ff Attendance Church . . . . . . . . . . . . . ... 67 Classes . . . . ................... 36 .59ff College exercises . . . . . . . . . . . . . . . 36 Expenses Bible class . . . . . 51 Faculty . . . . . . . . . 9ff Board of Visitors and Governors .. 6, 7 List .... Author teachers ............ 18, 33 Boat Club ...................... 50 ........ 9ff Tutors .. Books, list of great ............... l8ff .33ff Research Chronological . . . . . . . . . . . . . . 40f By years . . . . . . . . . . . . . . . . . .... 42 Fees .59 College finances . ... 43 By subject matters... .. 59 Calendar, College .......... .4, 5, 30ff Examination .. 59f Campus . .52f Annual .59f Caution Money . . .54f, 60 Tuition .. 59f Charges, fixed . 60 Residence .. 60 Charter of College. . . . . . . . .... 67 Payments .61 Deferred payment ..... Of King William's School. . .. 66 .. 54f, 60 Classics, new definition of. ... 18ff, 20ff Caution money .. 63 Clubs, College . . . . . . . . . . . . . . . 5lf With financial aid. College Calendar ......... 4, 5, 30ff Foreign Language Collegian . . . . . 51 Admission requirements . . . . .2, 55f See Greek, Latin, French, German Credits .. 36 French ................... 25£, 44, 55f Semester hours For entrance to graduate Freshmen, list of. . . . . . . . . 86 37f, 73 schools German. . .......... 25f, 44, 55f . . . . . . . 57 Transfer of G.I. Bill of Rights. . . . . 57, 6H Curriculum Grades ........................ 3lf 16f Elective system 90 Graduate Schools, preparation for . . . . . . . . . . . . . . . . . ... 37ff Greek .... . 25f, 44, 55f History Of College ... 67ff Chronological order of classics 22, 40f In St. John's Program ....... 22, 43 Infirmary Service . . . . . . . . . . . . . . . . 54 Instruction Methods in St. John's Program ............... 22ff, 49ff Juniors, list of. . . . . . . . . . . . . ...... 83 King William's School. . . . . 67f Labpratory . . . . . . . . 30 Exercises. •16ff Total Hours 45 Subject Matter 45f Language, reasons for instruction in. 25f Requirements . . . . . . 35, 44, 73ff Tutorials . . . . .25f, 44 Clock-hours of classroom work in. 44 Classics in Language and Literature.............. . ..... 42£ Latin ........... . 25f, 44, 55f Latin Club . . 51 Law School Preparation. . .... 38ff Lectures, formal . . . . . . .. 28f Liberal Arts a.nd Sciences .. l4ff, l 7f, 21 List of Great Books, Classics. 40ff List of Laboratory Exercises. 46ff List of Lectures .... 29 List of Students ......... 83ff Literature, Language and. 42f Location of College. . . . . . 52 Marine Biology ..... 66 Marks .......................... 35f Mathematics, reasons for instruction in ................ 26f Admission requirements ....... 55£ Requirements ..... 36, 73f Tu to rials .. 26f Clock-hours of classroom work in. 44£ List of Mathematical Classics. . . 42f Club..... . ................ 51 Medical Schools, preparation ...... 38f Music ..................... 24, 46f, 50 Concerts . . . . . . . . . . . . . . . . . . 50 Natural Science ............... 43, 45£ Occupancy of Dormitory Rooms. . 52£ Officers of Administration. 8 Philosophy. . . . . . . . . . . . . . . . 43 Political Science . . . . . . . . . 43 Preparation For admission 55£ 91 For graduate schools. . ... 37f, 731' For life 14ff President ..... 13, 69ff Former 8 Present Emeritus ................. . 13 .. 35 Probation 56f Procedure for Admission .. . .. 36, 73ff Promotion ... Reading Parties 32 Registration ....... 4, 5, 56f Regulations Admission. 55f Academic Standing 35ff Attendance .. 36 Degree Requirements .... 36f, 73ff Residence ........... . 52ff Religion Non-denominational .. 671: Reports .............. . 3lf Requirements Admission . . . . . . . . . . . . 55ff Attendance . . . . . . . . . . . . . . . . . . . . 36 Degree . 36f, 73ff Graduation . . .... 36, 73ff Languages, for degree ... 36f, 44, 73ff Languages, for admission ....... 55f Mathematics, for degree 36f, 4±£, 73f Mathematics, for admission. . . . . . 55 Familiarity with Great Books .... 73£ Residence. . . . . . . . . . . 52ff Research 35 Residence. 52ff Rooms... 52ff For new students. . . . . . 53 For old students. . . . . . . . . . . 53 Furnishing . . . . . . 52£ Occupancy. . . . . 52f Caution money .. 54, 60 Schedules Weekly ... 30f Student, typical ...... 32 Term . . . . . . . . . . . . . . . . , .4, 5, 3H Years ................. .4, 5, 3H Payment of fees .59f Scholarships ..... 63ff .. 63f College State .............. 64 Patriotic Societies ............ 65f 77 Athletic .. At other institutions. .66 Science In modern world........... 2lf In St. John's Program ... 2H, 30, 45ff �92 CATALOGUE OF ST. JOHN'S COLLEGE Laboratory ..... 2lf, 30, 45ff, 73ff Liberal . . . . . . . . . . . . . . . . . . . . . . . 2lf Classics in science .............. .42f Semester-Hour Credits Equivalent ..................... 36 Seminars .... 24, 27f, 74 Seniors, list of .................... 83 Social Sciences ................. 22, 43 Sophomores, list of. .............. 84ff Staff, administration . . . . . . . . . . . . 8 Faculty . . . . . . . . . . . . . . . . . . . . . . . . 9ff Medical. ....................... 54 Standing, academic . . . . . . . . . . . . . . 35£ Student Activities . . . . . . . . . . . . . . 49ff Athletics . . . . . . . . . . . . . . . . . . . . . . 50 Elective ...................... 49ff Music ......................... 50 Clubs ........................ !Hf Publications. . . . . . . . . . . . . . . . . . . . 5 l Dramatics ..................... 51 Student Aid ..................... 63ff Students List of . . . . . . . . . . . . . . . . . .83ff Theological Schools, preparation. . . 38 Transfer of credits ........... 38f, 57 Tuition Fee ..................... 59f Tutorials . . . . . . . . . . . . . . . . . . . . . . 24ff Mathematics . . . . . . . . . . . . . . . . . . 26f Language . . . . . . . . . . . . . . . . . . . . . 25f Vacations ................. .4, 5, 30ff Veterans' Educational Benefits .. 57, 6lf Year Book ....................... !il � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College in Annapolis: Official Statement of the St. John's Program; Catalogue 1946-1947, Calendar 1947-1948 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 92 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource St. John's College in Annapolis: Official Statement of the St. John's Program; Catalogue 1946-1947, Calendar 1947-1948 Date A point or period of time associated with an event in the lifecycle of the resource 1947-07 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Description An account of the resource College catalog for the years 1946-1947 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/871a997b5240166fb5b004c3871c719c.pdf 0e5f0540e653e52a74bf1974e654732c PDF Text Text ST. JOHN'S COLLEGE IN ANNAPOLIS �l ST. JOHN'S COLLEGE IN ANNAPOLIS OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM CATALOGUE 1947-1948 CALENDAR 1948-1949 ANNAPOLIS, MARYLAND APRIL, 1948 Founded as King William's School, 1696 Chartered as St. John's College, 1785 �TABLE OF CONTENTS This catalogue contains the full official statement of the curriculum of St. John's College. In the following -pages the curriculum is described as: 1. A four-year, all-required course containing no electives and leading to the degree of Bachelor of Arts; 2. Aimed at initiating in the student skills of learning in language, mathematics, and abstract thinking that are necessary in anything he may choose to do the rest of his life; 3. Available tci applicants who are able and willing to undertake the responsibility of a substantial program in the Liberal Arts. See section on Admissions. St. John's College has no graduate or professional schools. COLLEGE CALENDAR ................................ BOARD OF VISITORS AND GOVERNORS ... : ............... OFFICERS OF ADMINISTRATION ........................ FACULTY .......................................... THE ST. JOHN'S PROGRAM Why a College Education Should be Liberal ....... The Crisis in Liberal Education ................. The Liberal Arts . . . . . . . . . . . . . . . . . . . . . . . . . .... The Classics as Teachers ........................ Science and the Modern World .................. The Curriculum .............................. The Tutorials ............................ The Language Tutorial ..................... The Mathematics Tutorial .................. The Seminar ............................. The Formal Lecture ........................ The Laboratory ........................... The Schedule ................................. The Faculty . . . .............................. Academic Standing ............................ The Degree of Bachelor of Arts .................. A List of Great Books .......................... In Chronological Order ..................... By Years ................................. By Subject Matter .......................... Instructional Charts ........................... Laboratory Exercises ....................... RESIDENCE AND ACTIVITIES ........................... How TO APPLY FOR ADMISSION ....................... FEES ............................................. FINANCIAL Arn .................................. . APPENDIX A, HISTORY OF THE COLLEGE .............. . APPENDIX B, THE DEGREE OF BACHELOR OF ARTS APPENDIX C, INTERCOLLEGIATE ATHLETICS .......... . BIBLIOGRAPHY OF ARTICLES ON ST. JOHN'S PROGRAM .. . REGISTER OF STUDENTS .............................. INDEX ............................................ 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PAGE 4 6 8 9 14 15 16 17 20 21 23 24 25 26 27 29 29 31 34 35 39 39 41 42 43 45 51 57 61 65 69 75 79 82 . . 85 92 �COLLEGE CALENDAR 1948-49 COLLEGE CALENDAR 1947-48 Annual Examinations ..................... September 20-25 Annual Examinations ..................... September 16-20 Registration ............................. September 23-25 Registration ............................. September 19-20 Convocation ................................ September 26 Convocation ............................... September 21 First Term begins 9 A.M...................... September 27 First Term begins 9 A.M ...................... September 22 Thanksgiving Recess ...................... November 25-28 First Term ends 5 P.M ........................ December 19 Second Term begins 9 A.M ....................... January 5 Second Term ends 5 P.M ......................... March 19 Third Term begins 9 A.M .......................... April 5 Third Term ends 5 P.M ............................ June 4 First Term ends 5 P .M ........................ December 17 Second Term begins 9 A.M: ...................... January 3 Second Term ends 5 P.M ........................ March 18 Third Term begins 9 A.M .......................... April 4 Third Term ends 5 P.M ..................... . .June 3 Baccalaureate Sermon .............................. June 6 Baccalaureate Sermon Commencement .................................. June 7 Commencement .................................. June 6 • JANUARY S M T WT F CALENDAR $ ........ 1 2 3 4 5 6 7 8 9 10 11121314151617 18192021222324 25 26 27 28 29 30 31 s APRIL M T W T F FOR s s 194 8 JULY M T W T F $ • • OCTOBER S M T WT F $ •••••••• 1 2 3 •••••••• 1 2 3 •••••••••• 1 2 4 5 6 7 8 9 10 4 5 6 7 8 9 10 3 4 5 6 7 8 9 111213141516 17 11121314151617 10 1112 13 1415 16 18192021222324 18192021222324 171819 20 21 22 23 252627282930 •• 25 26 27 28 29 30 31 24 25 26 27 28 29 30 31 . . . . . . . . . . . . .. .. ... .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. FEBRUARY 1 2 3 4 5 6 7 8 9 10 1112 1314 15161718192021 22 23 24 25 26 27 28 29 . . . . . . . . . . . . .............. MARC:H •• 1 2 3 4 5 6 78910111213 14151617181920 21 22 23 24 25 26 27 28293031 ...... MAY AUGUST NOVEMBER 1 2 3 4 5 6 7 •• 1 2 3 4 5 6 ............ 1 8 9 1011121314 7 8 9 10111213 2 3 4 5 6 7 8 9 101112131415 15161718192021 14151617181920 16171819202122 22 23 24 25 26 27 28 21 22 23 24 25 26 27 23 24 25 26 27 28 29 2930 31 . . . . . . . . 282930 . . . . . . . . 3031 •••..••••. .............. ............... JUNE SEPTEMBER •••• 1 2 3 4 5 ...... 1 2 3 4 6 7 8 9 10 1112 5 6 7 8 9 10 11 13141516 17 1819 12 13141516 17 18 20 21 22 23 24 25 26 19 20 212223 2425 27282930 ...... 2627282930 .... 4 DECEMBER ...... 1 2 3 4 5 6 7 8 9 10 11 12131415161718 19202122232425 262728293031 •• CALENDAR JANUARY $ M T WT f $ ............ 1 2 3 4 5 6 7 8 9 101112131415 16171819202122 23 24 25 26 27 28 29 3031 . . . . . . . . . . FEBRUARY .... 1 2 3 4 5 6 7 8 9 101112 13141516171819 20 21 22 23 24 25 26 2728 . . . . . . . . . . M.b,RCH .......................... June 5 .... 1 2 3 4 5 6 7 8 9 10 1112 13 14151617 1819 20 212223 24 25 26 2728293031 .... s APRIL M T W T f FOR s s 1949 JULY M T W T F s • OCTOBER S M T WT f $ .......... 1 2 .......... 1 2 ............ 1 3 4 5 6 7 8 9 3 4 5 6 7 8 9 2 3 4 5 6 7 8 10111213141516 10111213141516 9 101112131415 17181920212223 17181920212223 16171819202122 24 25 26 27 28 29 30 24 25 26 27 28 29 30 23 24 25 26 27 28 29 31 . . . . . . . . . . . . 3031 . . . . . . . . . . . ............. MAY AUGUST JUNE SEPTEMBER 1 2 3 4 5 6 7 .. 1 2 3 4 5 6 8 9 10 11 1213 14 7 8 9 10111213 1516171819 20 21 141516 17 18 19 20 22 23 24 25 26 27 28 21 22 23 24 25 26 27 293031 . . . . . . . . 28293031 . . . . . . NOVEMBER .... 1 2 3 4 5 6 7 8 9 10 1112 13 1415 16 17 1819 20 21 22 23 24 25 26 27282930 . . . . . . DECEMBER ...... 1 2 3 4 . . . . . . . . 1 2 3 . . . . . . . . 1 2 3 5 6 7 8 9 1011 4 5 6 7 8 9 10 4 5 6 7 8 9 10 12131415161718 11121314151617 11121314151617 19 20 212223 24 25 18192021222324 18192021222324 2627282930 .... 2526 27 28 29 30 .. 25 26 27 28 29 30 31 .............. .. .. .. .. .. .. .. .. .. .. .. .. ... .. .. .. .. .. .. .. .. 5 �BOARD OF VISITORS AND GOVERNORS MEMBERS EX OFFICIO Chairman, RICHARD F. CLEVELAND, Lawyer, Baltimore Trust Bldg., Baltimore, Maryland. Vice Chairman, FRANCIS PICKENS MILLER, University Station, Charlottesville, Virginia. Secretary, WILLIAM LENTZ, Lawyer, Equitable Bldg., Baltimore, Maryland. DR. THOMAS PARRAN, JR., Surgeon General, U.S. Public Health Service, Washington, D. C. DR. AMOS F. HUTCHINS, Surgeon, 1227 N. Calvert Street, Baltimore, Maryland. EDWIN WARFIELD, JR., Editor, The Daily Record, 15 E. Saratoga Street, Baltimore, Maryland. PAUL L. BANFIELD, Headmaster, The Landon School for Boys, Edgemoor, Washington, D. C. CLARENCE W. STRYKER, Professor Emeritus of History, Box 63, Annapolis, Maryland. HAROLD F. LINDER, 39 Broadway, New York City. HERVEY ALLEN, Author, Rippleton Road, Cazenovia, New York. DR. WILLIAM J. FRENCH, Director, Anne Arundel County Health Department, Annapolis, Maryland. MARK VAN DOREN, Professor, Columbia University, Lecturer, St. John's College, 393 Bleecker Street, New York City. RICHARD ScoFIELD, Tutor, St. John's College, Annapolis, Maryland. JoHN SPANGLER KIEFFER, President, St. John's College, Annapolis, Maryland. BRIG. GENERAL WILLIAM C. PURNELL, Lawyer, Standard Oil Building, Baltimore, Maryland. JUDGE LEVIN CLAUDE BAILEY, Salisbury, Maryland. LOGAN MORRILL, Vice President and Treasurer, St. John's College, Annapolis, Maryland. RAYMOND N. WILBURN, Dean, St. John's College, Annapolis, MARYLAND. W. PARLIN LILLARD, General Foods Corporaion, 250 Park Avenue, New York City. Joi-IN T. HARRISON, Flynn, Harrison and Conroy, 99 John Street, New York City. President Ex Officio, His Excellency, WM. PRESTON LANE, JR., Governor of Maryland, Annapolis, Maryland 6 JOSEPH R. BYRNES, President of the Senate, Baltimore, Maryland C. FERDINAND SYBERT, Speaker of the House of Delegates, Ellicott City, Maryland JUDGES OF THE COURT OF APPEALS OGLE MARBURY, Chief Judge ................... Laurel, EnwARD S. DELAPLAINE, Associate Judge ....... Frederick, STEPHEN R. COLLINS, Associate Judge ...... Chestertown, C. Gus GRAsoN, Associate Judge ............... Towson, WILLIAM L. HENDERSON, Associate Judge ..... Baltimore, CHARLES MARKELL, Associate Judge .......... Baltimore, 7 Md. Md. Md. Md. Md. Md. �FACULTY* OFFICERS OF ADMINISTRATION PRESIDENT JOHN SPANGLER KIEFFER, A. B., A. M .. . 12 McDowell Hall DEAN RAYMOND NEIKIRK WILBURN, RS., M.A. .. 11 McDowell Hall VICE PRESIDENT AND TREASURER LOGAN MORRILL, B. A., LL B .... .. 13 McDowell Hall ASSISTANT DEAN s., LUKE HARVEY POE, JR., B. LL. B .. . 14 McDowell Hall . 11 McDowell Hall LIBRARIAN CHARLOTTE FLETCHER, A. B., B. s.. . Woodward Hall DIRECTOR OF THE ADULT PROGRAM FoRD KEELER BROWN, B. A., D. PhiL . . .. McDowell Annex COLLEGE PHYSICIAN J, OLIVER PURVIS, M. A., M. D .. . Infirmary DIETITIAN MARIAN E. ALEXANDER, B. s.. . Randall Hall DIRECTOR OF ATHLETICS EDWARD FLINT LATHROP, JR., B. A. ... . Iglehart Hall SUPERINTENDENT OF BUILDINGS AND GROUNDS . McDowell Annex ARCHIBALD McCouRT. AUDITOR SEWARD AND MoNDE, C. P.A........ New Haven, Connecticut 8 B. A., Harvard College, 1927, as of 1926; M. A., 1929, Harvard University . Master in French and English, Litchfield (Connecticut) School, 1927-28; Instructor in Classical Languages, St. John's College, 1929-34; Assistant Professor of Classical Languages, St. John's College, 1934-39. Tutor, St. John's College, 1939-; Board of Visitors and Governors, 1943-; Acting President, January l, 1947- April 22, 1947; President, April 22, 1947-. DEAN RAYMOND NEIKIRK WILBURN .. . .. 36 East Street B. S., 1935; M. A., 1938, University of Virginia. Lecturer in Philosophy, Columbia University, 1937-38. Tutor and Assistant Dean, St. John's College, 1938-43. Active duty with the United States Navy, 1943-46. Tutor, St. John's College, 1946-; Dean, 1947-; Board of Visitors and Governors, 1947-. TUTORS REGISTRAR MIRIAM STRANGE, B. A .. .. 139 Market Street JoHN SPANGLER KIEFFER PRESIDENT GEORGE ALTHOFF BINGLEY. . . Brice House B. A., 1910, M. A., 1916, Princeton University. Instructor in Government Schools, Osaka, Japan, 1910-13; University of Goettingen, 1913-14; Elizabeth Gardner Scholar in Mathematics, Princeton University, 1915-16; Instructor in Mathematics, Georgia Institute of Technology, 1918-19; Instructor in Mathematics, United States Naval Academy, 1919-23; Assistant Professor of Mathematics, St. John's College, 1923-24; Associate Professor of Mathematics and Physics, St. John's College, 1924-27; Associate Professor of Mathematics, St. John's College, 1927-31; Professor of Mathematics, St. John's College, 1931-39. Tutor, St. John's College, 1939-. . ..... 243 King George Street FoRD KEELER BROWN. B. A., University of Washington, 1920; D. Phil., Oxford University, 1926. Assistant in English, 1919-20, Assistant Professor of English, 1923-25, University of Washington; Associate Professor of English, St. John's College, 1925-29; Professor of English, St. John's College, 1929-39. Tutor, St. John's College, 1939-42; Active duty with the United States Navy, 1942-45; Tutor and Director of the Adult Program, St. John's College, 1945-. . . 58 State Circle RrcHARD ScoFIELD. . . . B. A., 1919, M. A., 1920, University of California; B. A., Oxford University, 1924. Assistant in English, University of California, 1919-20; Commission for the Relief of Belgium Exchange Fellow, Universite libre de Bruxelles, 1920-21; Instructor in English, New York University, 1925-27; Associate Professor of Art and English, St. John's College, 1927-39. Tutor, St. John's College, 1939-; Board of Visitors and Governors, 1943-. (Leave of absence, 1947-48) . . 217 Hanover Street JACOB KLEIN . Friedrichs Realgymnasium, Berlin, 1917; Ph.D. University of Marburg-Lahn, 1922; Research Work, University of Berlin and University of Marburg, 1924-33; Visiting Lecturer, University of Prague, 1934-35; Fellow of the Mendelssohn Stiftung zur Foerderung der Geisteswissenschaften, 1935-37; Tutor, St. John's College, 1938-. "Cf. Pg. 31. 9 �u CATALOGUE OF ST. JOHN"S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE EDWARD FLINT LATHROP, JR ...... 214 S. Cherry Grove Avenue B. A., St. John's College, 1938. Assistant Coach in Football and Lacrosse, St. John's College, 1937-39. Tutor, St. John's College, 1938-4L Director of Athletics, St. John's College, 1939-41. Active duty with United States Navy, 1941-45. Tutor and Director of Athletics, St. John's College, 1945-. CHARLES ALBA. . . . . . . . . . . . . . . . . . Wild Rose Shores B. S., M. S. in Electrical Engineering, 1934, Massachusetts Institute of Technology. Massachusetts Geodetic Survey, Computer, 1934-36. Radio Corporation of America and U. S. Television Manufacturing Company, Engineer, 1936-39. Capitol Radio Engineering Institute, Instructor, 1939-40. Civil Aeronautics Administration, Engineer, 1940-42. Air Track Manufacturing Company, Research Engineer, 1942-46. Tutor, St. John's College, 1946-. IO BERNARD MANN PEEBLES . . . . . . . . . . . . . . . . . . . Pinkney House B. A., 1926, University of Virginia; M. A., 1928, Ph. D., 1940, Harvard University. Instructor in Greek, University of Virginia, 1928-29. Fellow, American Academy, Rome, 1932-34. Instructor, Department of Classics, Graduate School, Fordham University, 1934-35. Instructor in Classics and Tutor in the Division of Ancient Languages, Harvard University, 1937-39. Assistant Professor, Department of Classics, Graduate School, Fordham University, 1939-41. Tutor, St. John's College, 1941-42. Army of the United States, 1942-45. Tutor, St. John's College, 1945-. JosEPH WINFREE SMITH, JR. . . . . . . . . . . . . . . 27 College Avenue B. A., 1934, M. A., 1935, University of Virginia; B. D., 1938, Virginia Theological Seminary. Deacon-in-charge 1938-39, Rector, 1939-41, St. Paul's Chu:rch, Ivy Depot, Virginia. Tutor, St. John's College, 1941-; Assistant Dean, 1947. J. ULRICH STEPHAN ALLERS . . . . . . . . . . . . . . . . . . . . 4 Revell Street B. A., 1939; M. A., 1941, Catholic University. Tutor, St. John's College, 1946-. RoBERT S. BART . . . . . . . . . . . . . . . . . . . . . . . . 49 College Avenue B. A., 1940, Harvard College, s.c.l. Sheldon Travelling Fellow, Harvard University, 1940-41. Tutor, St. John's College 1946-. CHARLES F. FRAKER . . . . . . . . . . . . . . . . 212A King George Street A. B., 1945 (as of 1944), University of Massachusetts; B. Mus., 1946, Yale University. Tutor, St. John's College 1946-. WILLIAM HENRY HATFIELD . . . . . . . . . . . . . . . . . . . Weems Creek ERNST ABRAHAMSON . . . . . . . . . . . . . . . . . . . . . . . . . . Brice House Ph. D., Prague, 1934; Teacher of Classics, Director of Music, Country School Villa Pazzi, Florence, 1935-37; Assistant d'Allemand, :Ecole Normale, Chalons-surMarne, France, 1937-39; Instructor in Latin and Romance Languages, Howard University, 1939-41; Tutor, St. John's College, 1942-. B. A., 1941, St. John's College. Physicist, Naval Ordnance Laboratory, 1941-44. Active duty with the United States Navy, 1944-45. Tutor, St. John's College, 1946-. . . . . . . . . . Reverdy Johnson House WILLIAM KYLE SMITH ... B. S., University of Virginia, 1921; Th. B., Princeton Theological Seminary, 1924. Instructor in Bible Literature, University of Virginia, 1933-42. Tutor and Assistant Dean, St. John's College, 1942-46. Tutor, St. John's College, 1946-. B. A., 1943, St. John's College. United States Army, 1943-46. Tutor, St. John's College, 1946-. LEONARD JAMES ESLICK . . . . . . . . . . . . . . . Brice House B. A., University of Chicago, 1934; M. A., Tulane University, 1936; Ph. D., University of Virginia, 1939. Du Pont Fellow in Philosophy, University of Virginia, 1936-39; Instructor in Philosophy, Drake University, 1939-42; Tutor, St. John's College, 1943-. WILLIAM IRVING HARPER . . . . . . . . . . . . . . . . . . . . . . Brice House B. A., Ohio State University, 1931; M. A., Columbia University, 1934. Instructor in Chemistry, McGill University, 1932-33; Instructor in Chemistry, University of Buffalo, 1935-37; Fellow, Clare College, Cambridge University, 1938-39. Tutor, St. John's College, 1943-. SIMON KAPLAN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 State Circle Graduate, "Real-School" (College) in Libau, Russia, 1912; Institute of Technology, Darmstadt, and University of Heidelberg, 1912-14; University of Leningrad, 1921-23; Ph. D., University of Jena, 1924-27. Teaching Member of the Free Philosophical Association, Leningrad, 1921-22; Fellow of the Hermann Cohen Foundation, Berlin, 1928-31; Research Studies, University of Paris, 1934-36; Tutor, St. John's College, 1943-. HARVEY PoE, JR.... . . . . . . . . . . . . 27 College Avenue B. S. in Mathematics, 1938, LL.B., 1941, University of Virginia. Cravath, Swaine & Moore, New York, 1941-42. Active duty with the United States Navy, 1942-46. Tutor, SL John's College, 1946-; Assistant Dean, 1947-. LuKE CLAUDE SPENCER LEFFEL, JR . . . . . . . . . 176 Prince George Street LAWRENCE TOWNSEND .... . . . . . . 42 East Street B. A., 1932, Butler University. Tutor, St. John's College, 1946-. LOGAN MORRILL . . . . . . . . . . . . . . . . . . . . . . . . . . Whitehall Road B. A., Princeton University, 1929; LL. B., University of Cincinnati College of Law, 1935. Investment Counsellor, Cincinnati, Ohio, 1929-1947. Lawyer, Cincinnati, Ohio, 1935-1947. Lecturer, University of Cincinnati College of Law, 1941, 1946. Army of the United States, 1942-1945. Vice President and Treasurer, Tutor, St. John's College, 1947-. WILLIAM W. HAMMERSCHMIDT. . 248 Prince George Street B. A., 1936, M. A., 1937, Ohio State University; Ph.D., 1940, Cornell University. Instructor in Philosophy, 1940-41, Cornell University; Instructor in Physics, 1941-44, Assistant Professor of Physics, 1944-47, Norwich University. Active duty with the United States Navy, 1944-46. Tutor, St. John's College, 1947-. BLAIR KINSMAN .... S. B., 1938, University of Chicago. Exeter, N. H., 1939-40. Head of the Daycroft School, Stamford, Conn., Stamford, Conn., 1943. Universidad Master, Lake Forest Academy, Lake Laboratory, Warren-Telechron Co., College, 1947-. . 84 East Street Master of Lower Forms, Emerson School, Department of Mathematics and Sciences, 1940-44. Norma-Hoffman Bearing Corp., Nacional de Mexico, 1944. Mathematics Forest, Ill., 1944-47. Engineering Research Ashland, Mass., 1945. Tutor, St. John's �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE JORN B. LOGAN . . . . . . . . . . . . . . 138 Market Street B. A., 1943, Coe College. Graduate Study, State University of Iowa, 1944-45, Summer 1947. Member of the Faculty of the University of California, 1943; Dolani School, Honolulu, 1945-46; Public Schools, Gladstone, Michigan, 1946-47. Tutor, St. John's College, 1947-. STRINGFELLOW BARR.. .136 East 6lst Street, New York City B. A., 1916, M. A., 1917, University of Virginia; B. A., 1921, M. A., 1927, Oxford University; dipl6me, University of Paris, 1922; student, University of Ghe~t, _1~22-23. Assistant ~rofessor of Modern European History, University of _Yirgm~a, .1?24-27; Assonate .Professor, 1927-3?; Professor, 1930-37. Advisory Editor, Vugmia Quarterly Review, 1926-30; Editor, 1930-34; Advisory Editor, 1934-37. Member of the Committee on the Liberal Arts at the University of Chicago, 1936-37. Fellow and President of St. John's College, July l, 1937December 31, 1946; Board of Visitors and Governors, 1937-1947; Lecturer, 1948-. 12 RUFUS WILLIAM RAUCH. . 78 River Drive, Bay Ridge B. A., 1924, Loras College (Dubuque); M. A., 1925, University of Iowa. Scholar in English Literature, University of Iowa, 1924-26. Instructor in English, Marquette University, 1926-27; Assistant Professor, Associate, Professor of English Literature, University of Notre Bame, 1927-47. Visiting Tutor, St. John's College, 1947-. EUGENE H. SLOANE . . 58 State Circle B. A., 1925, M. A., 1926, Ohio State University; Ph. D., 1938, University of Pennsylvania. Graduate Work, Lehigh University, 1938-41; Columbia University, Summer 1946; College of the City of New York, 1947. Instructor in English, Oakwood High School, Dayton, Ohio, 1926-28; Instructor in English, 1928-38, Assistant Professor of English, 1938-41, Lehigh University; Assistant Professor of English and Education, 1941-42, Associate Professor of English and Education, 1942-47, Willimantic State Teachers College. Tutor, St. John's College, 1947-. ROBERT CATESBY TALIAFERRO. . . 42 East Street B. A., 1928, University of Virginia; Certificates in History of Philosophy and Logic for License d'enseignement, Paris, 1932; Ph. D., University of Virginia, 1936. Assistant in Lycee de Rochefort, 1928-29. Student at the ·University of Lyons, 1929-31. Assistant to the Committee on the Liberal Arts, University of Chicago, 1936-37. Tutor, St. John's College, 1937-42. Student in School of Advanced Mechanics, Brown University, Summer and Fall of 1942. Assistant Professor in Mathematics for Pre-meteorology, Hamilton College, "\'\Tinter of 1943 to Fall of 1944. Instructor in Mathematics, Portsmouth Priory School, 1944-47. Tutor, St. John's College, 1947-. LECTURERS ScoTT BucHANAN .. Richmond, Mass. B. A., Amherst College, 1916; Rhodes Scholar, Balliol College, Oxford University, 1919-21; Ph. D., Harvard University, 1925. Associate Graduate Secretary of the Christian Association, Amherst College, 1916-17; Instructor in Greek, Amherst College, 1917-18; Assistant in Philosophy, Harvard University, 1922-24; Instructor in Philosophy, College of the City of New York, 1924-26; Assistant Director of the People's Institute, New York City, 1925-29; Professor of Philosophy, University of Virginia, 1929-36. Chairman of Committee on the Liberal Arts, University of Chicago, 1936-37. Fellow and Dean of St. John's College, July l, 1937-December 31, 1946; Board of Visitors and Governors, 1937-1947; Lecturer, 1948-. MARK VAN DoREN. . . 393 Bleecker Street, New York City A. B., 1914, A. M., 1915, University of Illinois; Ph. D., Columbia University, 1920; Litt. D., Bowdoin College, 1944. Instructor in English, 1920-24, Assistant Professor, 1924-35, Associate Professor, 1935-42, Professor, 1942-, Columbia University. Literary Editor, The Nation, 1924-28; Motion Picture Critic, The Nation, 1935-38. Lecturer, St. John's College, 1942-, Board of Visitors and Governors, 1943-. PRESIDENT EMERITUS ENOCH BARTON GAREY. . Los Angeles, Calif. B. A., St. John's College, 1903; Graduate, United States Military Academy, 1908; LL. D., Washington College, 1923; LL. D., St. John's College, 1933. Professor of Military Science and Tactics, Johns Hopkins University, 1920-23; President of St. John's College, 1923-29; President, The Garey School, 1933-35. PROFESSOR EMERITUS OF HISTORY MORTIMER ADLER. . 227 East Delaware Place, Chicago, Ill. Ph. D., Columbia University, 1929. Instructor in Psychology, Columbia University, 1923-29; Assistant Director of the People's Institute, New York City, 1928-29; Associate Professor of the Philosophy of Law, 1930-41, Professor, 1941-, University of Chicago; Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Lecturer, St. John's College, 1937-. CLARENCE WILSON STRYKER. . . . . . . . . . . Annapolis, Maryland B. A., Union College, 1885; M.A., Columbia University, 1914. Acting Professor of Economics, Kenyon College, 1912-13; Professor of History and Economics, St. John's College, 1904-12, 1916-23; Professor of History, 1923-32; Board of Visitors and Governors, 1938-- ALEXANDER MEIKLEJOHN, 1525 La Loma Avenue, Berkeley, Cal. Ph. D., Cornell University, 1897; A. M., Amherst College, 1913; LL. D., Williams College, 1912, Mt. Holyoke College, 1912, Brown, 1913, Allegheny College, 1915, University of Vermont, 1916, University of California, 1933, University of Hawaii, 1937. Instructor of Philosophy, 1897-99, Assistant Professor, 18991903, Associate Professor, 1903-06, Professor of Logic and Metaphysics, 1906-12, Dean, 1901-12, Brown University; President, Amherst College, 1912-24; Professor of Philosophy and Chairman, Experimental College, University of Wisconsin, 1926-38, Professor Emeritus since 1938; Chairman, School for Social Studies, San Francisco, 1933-36; Lecturer, St. John's College, 1940-, Board of Visitors and Governors, 1943-1948. JACOB BERNARD SEGALL . . . . . . . . . . . . . . . . Baltimore, Maryland B. L., and B. Sc., Lycee of Jassy, Rumania, 1884; Ph. D., Columbia University, 1893. Fellow in Romance Languages, Columbia University, 1892-93; Instructor in French, Cornell University, 1893-96; Sorbonne, Paris, 1896-97; Instructor in French, Cornell University, 1897-1900; Lecturer, Modern Languages, McGill University, 1900-01; Instructor in French, College of the City of New York, 1901-03; Professor of Romance Languages, University of Maine, 1903-20; Professor of French, University of Maine, 1920-28; Visiting Professor of French, Summer Session, Northwestern University, 1928; Professor of Romance Languages, St. John's College, 1928-29; Professor of French, St. John's College, 1929-39. PROFESSOR EMERITUS OF FRENCH �CATALOGUE OF ST. JOHN"S COLLEGE THE ST. JOHN'S PROGRAM WHY A COLLEGE EDUCATION SHOULD BE LIBERAL The College Charter says in effect that the wisest and best regulated States have promoted and encouraged institutions for the liberal education of youth in the principles of virtue, knowledge, and useful literature because such institutions are of the highest benefit to society. In an aristocratic society this statement might suggest an invidious distinction between the rulers who alone would exercise the highest functions and the ruled who alone would subserve the higher ends by exercising the lower functions. In a democratic republic there is no such division of labor. It is an integral part of the American dream that each man in our society may and must perform the highest functions. These functions consist in the intelligent free choice of the ends and means of both our common and individual lik This is a most glorious and most difficult proposition to which we are dedicated. Among other things it means that each man must have his measure of liberal education, since choices can be neither free nor intelligent without relevant training and understanding. These trainings and understandings are parts of the liberal arts and sciences. Each profession and vocation is partly liberal; therefore professional and vocational schools study their respective minimal amounts of theor~tical science. But in addition there are basic trainings and understandings common to all vocations and therefore common necessities of all free men. Thomas Jefferson persuaded the early revolutionary colonies of the need for the universal literacy of the citizenry. The major success in that minimal democratic education has made abundantly clear the need in addition for the universal distribution of critical intelligence, a minimal intellectuality which can distinguish between fact and fiction, between principle and case, between opinion and insight, between propaganda and instruction, between truth and falsity. This degree of intellectual training is absolutely necessary for the highest activities of men in democratic society, namely for both individual and common deliberation and decision in practical affairs. That which fulfills this basic common necessity is of the "highest benefit" to democratic society. 15 A good economic, social, and political life will maintain these instruments of liberty, but one of its chief concerns will be to pass on to youth the germinal insights and habits the cultivation of which will make them free. These insights and habits are available in the traditional liberal arts, and they can be transmitted and communicated if teachers have them and arc: allowed to exercise students in their practice on the best materials. Institutions should be set up and maintained which shall devote themselves to this end in a single-minded fashion, and they should distinguish themselves from the schools of vocational training which minister directly to the special utilities. The liberal colleges, together with the public schools, are the spiritual strongholds of the liberal state which watches and insures that men shall be able to do what they ought to do. THE CRISIS IN LIBERAL EDUCATION By a series of historical accidents following the establishment of the elective system by Eliot of Harvard in the late nineteenth century, such single-minded institutions are no longer available for the training of youth. Eliot introduced the device of free election of studies in order to absorb and assimilate the natural sciences to the liberal arts tradition. It was a minor tactic to meet a larger problem than the liberal college had ever faced before. Far from accomplishing its major end, it allowed the free and irresponsible invasion of all branches of the liberal arts by the research specialist" The research teacher became the competitive salesman of a subject matter. Later by a system of n1ajors and prerequisites each successful salesman was able to eliminate competition with other subject matters after the first choice by the student. Thus the elective system became an unorganized array of special required courses, and each of these in turn was sanctioned by its connection with professional and vocational graduate work as the pre-medical, pre-legal, pre-commercial, pre-educational, or pre-earning-a-living course. Needless to say, the liberal college forgot its function, redoubled its efforts and its courses, and became timidly and fanatically preparatory. In acceding to the professional and vocational pressures it transmitted their destructive energy to the whole public school system. The result is that the student now must make a vocational �16 17 CATALOGUE OF ST JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE choice at some point in his secondary education and changes it later only at great educational risk. One thing he cannot choose because it does not exist in our educational system: that is a balanced liberal education. This situation, as soon as it is recognized, constitutes a. crisis, a point where judgment and decision can be made. We can choose to restore the liberal arts, not necessarily the old curriculum, but a modem equivalent. That is what St. John's College decided to do in 1937. highest art of freedom toward which all the liberal arts should be ordered. Considerations of various kinds of truth and falsity must be introduced, and even subtler distinctions involving the use of symbols in imagination as well as reasoning must be made. Memory, manual dexterity, calculation and measurement must be cultivated as arts, if we are to make minds free. The child is potentially a free man, and this means that he has the capacities which these arts require. The realization of these capacities comes about by their exercise under controlled conditions in which ordinary learning by trial and error becomes discipline under the guidance of teachers. By children then we mean men who are capable of liberal learning. THE LIBERAL ARTS The front cover of this catalogue carries the official seal of the College. The Latin proverb on it says, No Way is Impassable to Courage. The College has courageously undertaken the larger task which the elective system failed to accomplish, namely to see that the liberal arts assimilate, transform, and pass on the modem subject matter on which they should be at work. The seal on the back cover of the catalogue points to the tradition from which we derive our courage. The Latin inscription says that we are making free men out of children by means of books and balances. The figures on the seal represent the seven liberal arts as they were traditionally conceived for about two thousand years, up to the beginning of the nineteenth century. In ancient style they are grammar, rhetoric, dialectic, which form the trivium; and arithmetic, geometry, music, and astronomy, making the quadrivium. In the center and foreground stands a pair of chemical balances which represents the instruments of the modern scientific laboratory, where the liberal arts are being practiced at their best and fullest in the modern world. A great deal is said these days about the teaching of methods, but the professional and specialist's bias has left its mark here as elsewhere. It is obvious to any teacher that there are different methods for different subject matters, but where experts and specialists disagree then free men must decide. Free minds must be able to view concrete situations, deliberate by formulating clear dilemmas, and arrive at a deciding choice. This involves a combination and organizing of all methods, and education should provide a training which would bring precision, facility, and independence in this most human of all human actions. The formulation of alternatives for such choice is the THE CLASSICS AS TEACHERS Although we have no new fads in teaching methods, but rather use all available methods and devices, still we have a special interpretation of the teacher's function. This can best be stated by saying that the real original and ultimate teachers at St. John's are the authors of some hundred of the greatest books of European and American thought. The list of the great books and their authors who are now teaching at SL John's, subject to continual revision and criticism, will be found on page 39. These are the real teachers, but we also have a secondary faculty of tutors who act as auxiliary intermediaries between the books and the students. These books were chosen over a period of nearly twenty years by auxiliary teachers in various places, notably Columbia University, the University of Chicago, the University of Virginia, and St. John's College. The list was under criticism and testing by teaching and learning experience during that period, and the process has continued under conditions set by the single all-required curriculum which all students at St. John's take. This experience of co-operative teaching with the authors of the great books has led us to a new understanding of the classics and classical education. The pre-elective liberal arts colleges had come to understand and define the classics in terms of the symbolic mediums of transmission and communication; they taught Greek, Latin, and mathematics as an extension of primary education in reading, writing, and arithmetic. We are also emphasizing language and mathematics for reasons �18 CATALOGUE OF ST. JOHN'S COLLEGE that will appear on later pages. On the other hand we are reading the classics in English. As we do that, certain criteria emerge and provide a new understanding of the original motives in classical liberal arts education. The criteria divide themselves into two kinds, those that are exemplified in single books and make them great, and those that appear in the effects that one book has on another and on the reader and teacher. The first criterion is that a classic must be a masterpiece in the liberal arts. Its author must be a master of the liberal arts of his time, and his work must exemplify the direction of those arts of thought and imagination to their proper ends, the understanding and exposition of the truth as he sees it. The second criteron follows from the first. A classical book must be a work of fine art. It must have that clarity and beauty on its surface which provides an immediate intelligibility and leads the mind of the reader to its interior depths of illumination and understanding. This is of first importance in teaching, and its principle is almost universally violated in the. textbooks that have developed in the ordinary elective system. The great books were written for the ordinary intelligent public, and they therefore have the seductive charm of works in the fine arts. They are intrinsically interesting and impose their disciplines with pleasure. ·The third criterion concerns the internal structure of a classic. A great book has many possible interpretations. This does not mean that it is simply ambiguous and thus leads to confusion. On the contrary it is possible to discover in a great work such as Dante's Divine Comedy or Newton's Principia several distinct, complete, and independent meanings, each allowing the others to stand by its side and each supporting and complementing the others. It is the business of a liberal artist to construct such works and also to analyze and understand them. The fourth criterion demands that a great book shall raise the persistent and humanly unanswerable questions about the great themes in human experience. On the one hand this means that a great book shall be honest about the limits of its powers of exposition, admitting the paradoxes and mysteries that sur:round the practice of the liberal arts. On the other hand it means that a liberal artist should not allow a false modesty or scepticism to excuse him from pushing reason and imagination CATALOGUE OF ST. JOHN'S COLLEGE to ultimate questions. The entertainment and exploration of ultimate questions concerning number and measurement, form and matter, substance, tragedy, and God extend, moderate, and balance the use of our intellectual capacities. All of these criteria apply as much to books on mathematics as to books of poetry, to books on practical individual and social problems as much as to books on metaphysics and theology. The extrinsic criteria concern the relations of the books to each other and their teaching powers in relation to students and readers. It is generally true that these books have had the greatest numbers of readers th:roughout European history. Plato, Euclid, the Bible, and Shakespeare are all European bestsellers; there are a few exceptions but it would be almost safe to take this criterion as a working rule for the selection of books for any list of classics, particularly if the numbers are considered in conjunction with the time the book has endured. Although each book must tell its own independent story, it is an important fact, which we regularly exploit, that one great book talks about the others, both those that came before, and, by anticipation of doctrine, those that come after. Each book in a list of classics is introduced, supported, and criticized by all the other books in the list. It thus gains pedagogical power and critical correction from its context. Background and preparation are thus efficiently supplied by the chronological ordering of the classics, and difficult books surprise m> by their intelligibility and eloquence as they come in their providential order. Thus Newton's Principia and Maxwell's Electricity and Magnetism as gracefully submit themselves to the learning processes of the student of the liberal arts who has read Euclid, Apollonius, and Ptolemy as Kant's Critique of Pure Reason and Dante's Divine Comedy do for one who has read Plato and Aristotle. It is this abundantly confirmed collaborative teaching by the masters of the liberal arts that makes it possible and imperative to bring back to each modern youth his lost heritage of classical education. The fact is that such a collection of the great books has in it the shining thread of the great liberal tradition in the Western .World. It is this thread that the elective system has lost, and the lack of which we are feeling in the uncertainties and fears of contemporary daily life. Its loss has made it neces- �20 CATALOGUE OF ST. JOHN'S COLLEGE sary to construct synthetic cultures, and it is its ghost that frightens decadent liberals who would have us get along without traditions. They would have us as persons detach ourselves from the tradition without knowing what it is or has been. Like current textbooks which similarly detach themselves from tradition we would be saluting the tradition in our spiritual deaths. SCIENCE AND THE MODERN WORLD The tradition moves on into the modern world, and it is transforming itself in most lively and important ways. This is happening in two ways primarily, one in mathematics, another in the laboratory. St. John's College has more :required mathematics than any other liberal college in the country; it also has more required laboratory work than any other liberal college in the country. Together mathematics and natural science constitute more than one-half of the required work. Three hundred years ago algebra and the arts of analytic mathematics were introduced into European thought by Rene Descartes. This is perhaps the greatest intellectual revolution in :recorded history, paralleling the other great revolutions in religion, morals, politics, and industry. No liberal, and therefore no citizen of a democratic country, can afford to be ignorant of this change and its issues. It has redefined and transformed our whole natural and cultural world. Although it is not the only focal point around which the St. John's curriculum may be organized, it is one which we take special care to emphasize. There is scarcely an item in the course which does not bear upon it. The last two years of the course exhibit completely the changes in the liberal arts that flow from it, and these could not be appreciated without the first two years which cover the historical period from the Greeks to Descartes. Descartes, by using and reinterpreting the knowledge of the Greeks, made modern mathematics and the laboratory possible, so that now if we would follow the classical thread into the modern world we must know the constructions of the mathematicians and find our classical loci in the instruments of the laboratory as well as in the great books. For this purpose we have set up a four-year laboratory in the natural sciences with the main themes of physics, biology and chemistry woven together to catch the understandings and in- CATALOGUE OF ST. JOHN'S COLLEGE 21 sights that we need. There is the the_me of measurement wh~ch involves the analytical study of the mstruments of observation and measurement, the chemical balances, the meter stick, the thermometer, the barometer, the miscroscope, telescope, spectrometer, and interferometer, the use of scales, gauges, and graphic methods of recording observ~tion: There is the s~~dy of concrete materials and situations m b10logy and med1cme which demand the combination of scientific findings, both in theory and in fact; and this in turn demands practice in crucial experiments in the history of s.cience. A~l this is backed ~y a solid training in the mathematical techniques and symbohsms as far as different equations. This provides the material and intellectual background for the modem study of humanistic and social science. Without this it is empty and romantic. With it one may hope for a rreneration of competent economists, political scientists, and b "d even sociologists. Social studies at present do not prov1 e an intelligible set of organizing principles; until they do we shall aim the mathematical and scientific work at the point where the medical and humanistic traditions cross; they agree that the proper study of mankind is man. THE CURRICULUM The proper subject matter for the study of the liberal arts is man and the world, with all that these imply; the medium we have chosen to convey this knowledge and appreciation is the classical books arranged in both a chronological and pedagogical order; the methods of lea:ning and tea.chin_g ~re_ the liberal arts; the end of the teachmg and learn.mg is ms1ght, understanding, and good intellectual and moral habits which provide the basis for human freedom. The following parag-.caphs will be a description of the scheduled arrangements fo:r doing this in four thirty-three week sessions of the college course. Such arrangements call for two kinds of distribution of the materials and methods of instruction, one according to allotted times and the other according to teaching functions. On pages 39 to 42 the :reader will find three listings of the books. The first shows the chronological order for books and authors, beginning with Homer and ending with Russell, Freud, and James. This :represents the required :readings for the four years and implies further readings in secondary books as well �22 CATALOGUE OF ST. JOHN'S COLLEGE as teaching in methods of reading and writing. The second list shows the division of books into four groups according to the four sessions of the college course. This list also divides the books into three columns according to the classification of the primary symbolic medium in which they are presented, languages and literature, mathematics and science, and those books fewer in number which deal explicitly with the liberal arts and sciences. The third list shows how these books distribute themselves over the conventional array of subject matters as they are studied in the contemporary colleges which follow the elective system. This third list is presented for those who wish to compare and contrast the St. John's program with the ordinary college; they should be warned to assure themselves of a real comparison by using only the selections from the subject matters which a normal student would make in the elective system. It should also be noted that many books actually fall in several divisions according to subject matter, as on the other hand many books in an elective system are read in almost complete isolation, therefore without background and aid from other books. There is also a general warning that such lists are only diagrams for emphasizing this or that special aspect of the curriculum; for instance there is nothing in any of these diagrams to show the weightings of time or emphasis on special books, nothing to show the weightings that individual students are encouraged to put upon them for their own individual benefit or interests. With these qualifications, which should suggest still others, the lists give a fairly accurate general impression of the curriculum. The division into four years has an interesting significance. Something over two thousand years of intellectual history is covered in the first two years; about three hundred years of history is studied in an equal or slightly gTeater number of books in the last two years. The first year is devoted mostly to the Greeks and their special understanding of the liberal arts; the second year contains books most of which were oriai"' nally written in Latin, and covers the Roman and medieval periods; the third year has books originally written in Romance languages for the most part although English has a large share; the fourth year introduces German works and concentrates on the nineteenth and the twentieth centuries. This four-year schedule was not made because of any underlying theory CATALOGUE OF ST. JOHN'S COLLEGE 23 about recapitulations of history, but it happens to catch any genuine values that such a theory may point out in practice. There are certain critical questions raised by the use of a selected book list. A great many of these questions turn out to be questions of private taste and sentiment. Among the objective questions the most urgent concern the omission of the Oriental classics and the classics of the pure fine arts. Two reasons may be given for omitting the Oriental classics. They are culturally and linguistically unavailable to us of the Occidental world; they are therefore subject to almost inevitable corruption and misuse as educational mediums. We moderns may be able to exploit them when our own intellectual disciplines have been recovered. The fine arts contain the most imposing set of disciplines that have established themselves and survived in the modern world by claiming independence from the liberal arts. It is one of our aims to recover and reintegrate them with the liberal arts. We are therefore providing for them outside the curriculum and reassimilating them by stages, first by including music in the curriculum and studying harmony in the laboratory. We hope that by this and other stages to follow, intellectual light will be transmitted to the fine arts and that they may make their reflected light available to all the classics. The main emphasis in teaching is on the writing, reading, and experimental disciplines, but the actual teaching falls into five sharply distinguished kinds of teaching techniques. None of these is newly discovered or invented, but some of them have been in disrepute for fairly long periods. We call them severally Seminar, Formal Lecture, Language Tutorial, Mathematics Tutorial, and Laboratory. The seminar comes nearest to the immediate educational end which we are aiming at, while the tutorials, laboratories, and lectures make secondary contributions. The Tutorials Every good student knows that his learning must be double. He must be acquiring the skills that go with the subject matter, but he must also get to know his teacher. The converse of this is even more important for good teaching: the good teacher knows that he must be in the learning process himself and he must also know his pupil. The tutorial class, which is composed �24 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE of from ten to twenty students meeting five times a week, provides the ideal conditions for collaborative study and for the manifold teaching and learning relations that hold in a company of good friends. The tutor makes daily diagnostic observations of each student as he works and gives the proper prescriptive directions as they are needed. There is also an opportunity for each student to contribute his measure of instruction to his fellows. variations to abstract and concise formulation of logical content. The last term in each year is devoted to the writing of !!Tammatical, rhetorical, and logical commentaries on the texts b with a final emphasis on original writing on the topics suggested by the text. Language is man's most intimate external possession. The trained language sense extends man's imaginative powers. We therefore move on it with an organized strategy. The effects are in sustained powers of imagination and therefore in increased attention and powers of analytic thought. These tutorials meet in small classes so that individual observation and instruction are the rule. Not a small part of the advantage of such instruction comes from the opportunity for tutors to diagnose individual difficulties. The Language Tutorial The aim here is to use some external device that will induce the strengthening and disciplining of the imagination. Foreign languages have often been praised for their mental discipline, but the vagueness of the statement mirrors the decay of a pedagogical technique. The imagination is the place where the intellect touches human experience, but it cannot do its work if the imagination is not prepared to receive intellectual light. It must be polished and adjusted. Normally it is our mother tongue that brings about such preparation as we have. Unfortunately American habits with the mother tongue are for various reasons abnormal and we have babbling minds as a consequence. Special attention must be given to our linguistic habits if we are to improve matters. Liberal artists have always known the powerful effects of foreign language in getting this kind of attention. We therefore require the study of four foreign languages, one a year for the four years, Greek, Latin, French and German. It is obvious that we do not expect to have these languages mastered in the time allotted, even though it is five hours a week. For each year the schedule is as follows. During the first term paradigms of declensions and conjugations, and passages of good prose and poetry from the books are committed to memory by rote. During the period of elective and progressive education, rote memory has been abhorred because it has its dangers. In our system these dangers are avoided by devices that force memory to carry its proper load of imagination and thought. The second term is concerned with various kinds of transb.tion from important text5 in which important things are being said and the grammar of the language is being used for purposes of full expression. These translations range from technical grammatical translation, through various stylistic 25 The Mathematics Tutorial Next to the mother tongue the language of numbers and figures is the most important symbolic possession of men. In fact it is a language within the mother tongue providing a most powerful practical and theoretical extension. In view of our present scientific and industrial conditions of life, the decay and elimination of mathematics in education is most disturbing. This default has become so common now that many persons believe that they natively lack mathematical ability. Nothing could be more crippling to the individual no:r more discouraging for the future of democratic societies, if it were true. The apparent disability is due to a decay in the ·techniques for teaching mathematics and this in turn is due to misunderstandings of the fundamental nature and intention of mathematics. Wide variation in individual training and performance is evidence of this state of affairs. Therefore we begin with almost a complete year spent in a thorough study of Euclid's Elements and Apollonius's Conics" These are the books that made European mathematics possible, and they can still be used to remedy our deficiencies. Given this year of study the other books in mathematics and natural science, now so formidable to both teacher and student, can be approached and conquered. For this purpose the tutorial classes in mathematics meet five times a week throughout the four years. The teaching is conventional and familiar for the most part, exposition, recitation, �26 CATALOGUE OF ST. JOHN'S COLLEGE drill in calculation and proof. On the other hand intelligibility must be added to operational skills, and this is brought to light by discussion of the incidence of mathematics, not only on the sciences, but also on logic and metaphysics, and through this on the entire subject matter of the program. Mathematics belongs to the liberal arts and its development through symbolic procedures throws a great deal of light not only on speculation but upon the literary and scientific imagination. As in the case of the language tutorials, the small class of not over ten students allows individual diagnosis and instruction, and the student who has difficulties on the operational level may have special remedial laboratory exercises prescribed for him. Thus handminded boys may discover the liberal dimensions of their skills CATALOGUE OF ST. JOHN'S COLLEGE 27 imagination above the plodding chore of getting lessons done and away from the scholar's pitfall of taking the book as an object of study. Reading has become almost a lost art; it is certainly a difficult one. The beginner will find the development of a disciplined imagination frequently beset with frustration, but the reward is heightened insight and intellectual maturity and freedom. To accompany the reading of the books, the seminars meet twice a week for two hours. Recovery from confusion and misunderstanding may result from the first meeting; on the other hand it may be only at the last meeting or later meetings that the text delivers up its meaning. The seip.inars are the substantial core of the whole program and the intellectual process prepared for by reading and writing is brought to realization most often under seminar conditions. The Seminar A book is one-half of a conversation, and good conversation, whether practical or theoretical in intention, is one of the highest performances in the liberal arts. Seminars of from ten to twenty students with at least two instructors or leaders, answer back the other half of the conversations that great books demand. Plato's Dialogues, most of which are read in the first year, set the models for seminar discussion, and first lessons in discussion are learned in reading Plato. Books of various kinds are discussed in various ways. Some books such as Aristotle's Organon are read in the seminar with the French method of explication de texte to insure understanding. It is assumed that other books have presented a subject, and discussion starts where they leave off, following the argument where it leads. Literary works demand literary criticism; scientific books demand a philosophy of nature. Versatility in question and answer allows the exploitation of the work done in other parts of the program. Training in language facilitates formulation of opinion; mathematical imagination and insight open up new depths and subtleties in both literature and science. Dialectic starts on the levels of language and mathematics and with their aids reaches the fundamentals and ultimates, and in the process the book under discussion may be torn to pieces. One immediate result is the improvement in actual reading. Seminar reading keeps a whole in view. Rapid reading illuminated by the play of ideas in seminar discussion lifts the The Formal Lecture Formal lectures are delivered to the entire student body at least once a week. Lecturing by instructors is discouraged elsewhere in the curriculum and concentrated in the formal lecture. These lectures are given in the evening with audience and platform set as for an outside lecturer. All the formal arts of the platform are used for the purpose of a sustained and artistic exposition of a subject matter that may have been studied in fragments in other ways. About half of the lectures are given by guest lecturers, notably Stringfellow Barr, Scott Buchanan, Mortimer Adler of the University of Chicago, and Mark Van Doren of Columbia. Members of the resident College faculty give the rest, no single member giving more than th:ree during the year. Lecturing except on the popular platform is almost a lost art in this country. It is a very high art demanding artistic skill and sensitivity which are dulled and killed by the forced practice of the ordinary university classroom. Long preparation is needed to free it from sophistry and empty personal rhetoric. Our lectures are not always successful, but when they are successful they might be given and understood on any occasion. Students learn to listen to good talk, to talk that is often over their heads, but talk that fa remembered and absorbed long after the immediate hearing. Each lecture is followed by a period of informal query and discussion, in which the students learn to talk back. �28 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE The Laboratory FORMAL LECTURES 1946-4'7 ... John 0. Neustadt The Oar of Ulysses ... John S. Kieffer Trivium ......... . Quadrivium? .. .. . ....... .Jacob Klein Vico ........ . .......Stringfellow Barr ..... Alexander Koyre New School for Social Research The Liar ...... . Analogy ..... . ...... Scott Buchanan Spheres and Cells . .......... . . .... .Edward Kasner Columbia University The Dark Night of the Soul . . ....... Leonard J. Eslick ........ Alexander Schneider, Violinist Ralph Kirkpatrick, Harpsichordist Recital ....... . . .... Leo Strauss New School for Social Research Jenusalem and Athens .. ................... Mark Van Doren Verse ............ . Dramatic Presentation: The Duchess of Malfi . ...King William Players ...........Gregory Bienstock Marx and Russia . .. On Reading St. Thomas . . . . . . .William S. ',\Teedon University of Virginia Arms and the Man. . ..... Ernst Abrahamson Mythology. . . . . . . . . . .... John S. Kieffer Reading, Shakespeare and Cervantes. The Reduction of the Syllogism.... American Literature II........ Toynbee's Theory of History. Rousseau .. ......... Scott Buchanan ....Mark Van Doren American Literature I. Symbolism and Poetry. . ...... Ford K. Brown . ......Raymond N. Wilburn . ..... Mark Van Doren . ......... Stringfellow Barr . . . . . . . . . . . . . . . . . . . . . . . . . Leo Strauss New School for Social Research Divisibility . ... Recital ... Wonder, Doubt, and Belief .. How to Read A Play. The Nineteenth Century. S.:;icnce ;;r;,d, Civiliz.::tiion. 29 ...... .John 0. Neustadt . . . . . Andor Foldes, Pianist . ... J. The scientific laboratory is perhaps the most characteristic institution of the modern world. It should be recalled that it was for the purpose of introducing and assimilating the laboratory that Eliot of Harvard opened the liberal college to the elective system. The hope was that the college would provide the conditions and the techniques for the liberalizing and humanizing of science. The present disorganization of our colleges is evidence that the problem is not yet solved. It is of utmost importance that it be solved. SL John's College is making the attempt. The strategy is to recruit specialists in the sciences as teachers, to re-educate them in the liberal arts, and to reorganize the laboratory as an instrument of liberal rather than pre-professional training. This is the research problem that is set for the faculty, and it will continue to attack the problem step by step. The laboratory staff contains an engineer and a medical man, scientists whose interests can range beyond the special boundaries of each science. They co-operate with the mathematicians, the physicists, the chemists, and the biologists in planning and teaching the four-year course. Their field is the history of science including the present, and the context is the rest of the liberal arts and the classics in the program . The present tactics are to take the best current pattern in ordering the sciences as it is found in the pre-medical course, to anchor it in the scientific classical books and experiments, and to find the liberal arts in current practices and insights. In general the main themes are mathematical constructions, the instruments and techniques of measurement, repetition of crucial experiments, and the combination of scientific findings in concrete problems . · The laboratory classes meet twice a week for three hours during the four years. This is more than is required by any other liberal college at present . Winfree Smith ... Jack Landau ........ .Jacob Klein ...Da'",'id Hav,,rkins George Washington University Freud ...... . . H. W. Loewald, M.D. Dramatic Presentation: The Alchemist . King William Players THE SCHEDULE Perhaps the m.ost obvious distinctive mark of St. John's College is the easily observable fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when that "all Greek to me" look is on all freshman faces because �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE they are learning the Greek alphabet; or it may be the two weeks that they are meeting Greek algebra in the fifth book of Euclid's Elements; or it may be the first assignment in Thucydides when the seminar leaders are wondering if the students will get the implications of liberty in Pericles' funeral oration. These are the educational realities that a common schedule marks and emphasizes. Each morning for five days of the week each student spends one hour in a language tutorial and one hour in a mathematics tutorial. Two afternoons a week each student spends three hours in the laboratory. Two evenings from eight to ten each student attends a seminar in organized conversation and discussion of the scheduled readings. On one or two evenings there are formal lectures. Nineteen or twenty hours per week are spent in regular classes. The rest of the time is spent in studying, eating, sleeping, talking, athletics, and other activities such as music and dramatics. The week is the elementary unit of the schedule and shows one complete rotation through the varieties of work and play. The three terms of the College year average ten weeks in length and mark pieces of work projected and accomplished. In recognition of this there are oral examinations at the end of each term. These are conducted by seminar leaders with the help of the tutors. Each student sits with his examiners for a half hour during which he is questioned freely and informally on the texts he has read, on his critical or interpretative opinions, and encouraged to consider parts of his study in relation to each other and in relation to fresh problems that may not have been treated in his classes. A few days after the examination before the end of the term the student again sits with his instructors for fifteen minutes during which his tutors and laboratory instructor report to the seminar leader on his work for the term. These so-called "don rags" are brief and recurrent consultations between teachers and student for the purpose of diagnosis and prescription rather than for report of marks. They are followed by vacations in which a fresh start is possible and new directions in study may be explored" Grades are not reported in these don rags, and they are not the center of interest, as is shown by the fact that the student is invited to report on himself and to judge his own work. The end of each year is marked by an essay written by each student on some theme which he has chosen in the books and on which he stands an examination. The annual written examinations are given in the following September after the long vacation period during which the salutary processes of forgetting, assimilation, and the maturing of insights have taken place. Thecloseorganization of subject matter and the intensive teaching which results make vacations and unscheduled rumina- 30 A I-lour 9 31 STUDENT'S CLASS SCHEDULE FOR THE WEEK. Mon. Language Tutorial Tues. Language Tutorial Wed. Language Tutorial Thurs. Language Tutorial Fri. Language Tutorial 10 11 Sat. - Mathematics Mathematics Mathematics Mathematics Mathematics Tutorial Tutorial Tutorial Tutorial Tutorial 12 2 Laboratory to Laboratory 5 8 to 10 Seminar (Lecture) Seminar Formal Lecture tions functionally important. As one learns to skate in summer and swim in winter, so one acquires wisdom in vacation. The annual examinations are aimed at detecting and encouraging this process. Reading parties in the summer vacation in which students may arrange the proper conditions for the maturing of knowledge gained during the session are encouraged. THE FACULTY Part of the intention of the elective system since the time of its introduction at Harvard has been to encourage the combination of teaching and research in each member of the faculty. The principle is that the teaching mind must be a learning mind, and therefore good teaching demands continued learning. This has come to mean in academic practice that the �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE good teacher must be making original contributions to knowledge and that he must publish if he wishes to be promoted. The faculty at St. John's is again going back to first principles and making another application of them. Leaming is a co-operative enterprise and it is best carried out when persons at different stages of comprehension work together. The typical learning situation at St. John's involves ten or twelve learners. First in the learning line come the author-teachers, the writers of the great books, who are talking in most cases at the high point of their own learning. Next comes the reading and talking teacher who is a member of the faculty: his stage of learning is somewhere between the author and the best student. There then follow the other students at distances proportional to their degree of understanding. The old-fashioned ranking of classes in the little red schoolhouse is the image that we have in mind. At the head of the class is the author-teacher, at the foot of the class the worst student in relation to the subject matter. All the others are both teachers and pupils, each learning from those above and teaching those below. The aim in all the classes is to exploit the differences in knowledge, character, and skill as they are distributed among the students and the tutors. Since it is not our policy to select only the best students for admission, but rather to aim at the normal distribution of ability that is found in the average American community, we count heavily on the normal social processes of mutual understanding to catch and amplify the teaching. Our classes exemplify in their various styles all the types of collaborative study, allowing even the dull or slow student on occasion to hold the class to the main learning purpose. Socrates and the slave-boy is not an unfamiliar spectacle in the St. John's classroom; we count on it to keep our teaching fresh and genuine. The faculty member is then researching in the subject matter of the book with the guide and help of the author and any other special professional aids that he may be able to use. He may have beside him a colleague whose special knowledge complements his own. This is the situation in a seminar, where there are at least two auxiliary teachers, but it is best exemplified in the editorial work that is being carried on by many members of the faculty. The majority of the great books are already in cheap and easily available English translations, but there are a considerable number of them that need new editions, and a smaller number which have not been translated or are badly translated. So far the following books have been reprinted: 32 33 Plato: Phaedrus, in Greek and Latin Gospel according to St. John, in Greek and Latin Descartes: Discourse on Method, in French and Latin Hippocrates: Selected Works Archimedes: Selected Works Lucian: True History Aristarchus: Distances of Sun and Moon Nicomachus: Introduction to Arithmetic Spinoza: Theological-Political Treatise Gilbert: On the Magnet Harvey: The Works of Rousseau: Du Contrat Social Lavoisier: Elements of Chemistry Hegel: Philosophy of History Dalton: Chemical Philosophy Bernard: Experimental Medicine Fourier: Theory of Heat Virchow: Cellular Pathology Euclid: Elements (Heath's edition) The following books have been translated for the first time into English by members of the faculty: Apollonius: Conics Ptolemy: Mathematical Composition (Almagest) Augustine: On Music Scotus Erigena: The Division of Nature Grosseteste: On Light Oresme: On the Breadths of Forms Copernicus: On the Revolution of the Spheres Kepler: Epitome of Astronomy Pico: On the Dignity of Man The following books have been retranslated by members of the faculty: Plato: Meno Plotinus: Fifth Ennead Aristotle: Physics, Books I-IV Bonaventure: Reduction of Arts to TheolofSY Cantor: Transfinite Numbers This represents the first line of research. The second line of research consists in the constant reinterpretation of the book list which occurs as an immediate byproduct of teaching the books in tutorial, in seminar, and in the laboratory. Criticism of the books takes place in two direc- �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE tions primarily, first their historical order and background which continually change and enrich themselves by connections with other books; secondly in the bearing these books have on the immediate teaching problem and the progress of current thought in general. Making the.actual reading schedule for the seminars for each year is a result of much faculty and student deliberation, and the reading schedule registers teaching and learning experiences from year to year. The products of this kind of research go first into teaching directly. Production for publication and learned societies is and should be a secondary result. The students thus have dir.ect and contributing parts in research, and research has a direct and contributing rOle in instruction. The faculty now represents a well-balanced distribution of special knowledge. Eventually the graduates from the fouryear course itself will be the best teachers, and some of them have already been taken on as teaching assistants. than in the regular elective system. It is assumed that each student has the required capacities until there is dear evidence to the contrary. All disciplinary action is governed by the assumption that bad habits can be changed. Attendance on all regular scheduled College exercises is required. A record of absences is kept and posted. This record is taken into consideration whenever there is occasion to determine academic standing. 34 ACADEMIC STANDING The system of instruction allows for a close and varied acquaintance of instructors and students; therefore the student's academic standing is known in detail from day to day. This knowledge is pooled at the end of each term on the occasion of the don rag and the combined judgments of the staff are based on more than recorded grades. Since this is the case academic standing is not determined by numerical or literal grades, and judgments are made and reported for the purpose of advice and planning both for the teachers and the student. As soon as the performance of the student or other evidence of capacity persuades the staff that the learning process has stopped and cannot be revived, the student is warned that he will be dropped after a stated period of confirmation of the judgment, Ideally there is no reason for dropping any normal student from this course of study. It is varied and rich enough for great diversities of interest, performance, and achievement, ~nd there is ample room within it for a wide range of ability and for individual choice and guidance. This fact permits and demands a longer period of adjustment and tentative judgment 35 Written and signed excuses from the following sources may be submitted for filing with the student's record: l) Parent, guardian, or other responsible person outside the College; 2) Practising physicians consulted by the student; 3) Instructor in charge of class in which absence occurs; 4) The College Physician. THE DEGREE OF BACHELOR OF ARTS * The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies the modern equivalent of these arts and sciences. Specifically this implies: Knowledge cf the contents of the required books in the list; Competence in the laboratory arts; Competence in mathematics through the elementary calculus; A reading knowledge of at least two foreign languages. In semester hours as recorded in the regular elective system this amounts to: Semester Hours One Year Four Years Language and Literature . . . . . . . . . . . . . . . 10 40 Mathematics and Science. lO 40 Lectures on the Liberal Arts . . . . . . . . . . . . 4 Hi Laboratory. . . . ............... 3 (0! actual time) 12 8 32 Seminars. Total ................ 35 140 A more detailed analysis of the content of these dcgn:e n:qni:rements will be gladly given by the Registrar on request. *Cf. Appendix B, pg. 75. �36 CATALOGUE OF ST. JOHN'S COLLEGE The "rights and privileges appertaining" to the Bachelor of Arts degree have undergone serious scrutiny during the last part of the period in which the colleges have been under the domination of the elective system. There have been conce~ted attempts to maintain common standards unde~ th_e rap1_dly changing conditions of expansion in student bodies, m subJeCt matters, and in methods of instruction. Throughout the country there are regional boards which insp~ct the colleges in each region and rate their degrees. The Middle Sta~es A~­ sociation of Colleges and Secondary Schools operates m this region. These Boards cannot put a colle?e on the. approved list until its educational product can be Judged. Smee there were no QTaduates of the new administration and program before Ju~e, 1941, and few until the end of the war, there will be an interim in which a rated R A. degree cannot be guaranteed. This means that the St. John's Bachelor of Arts degree is certified only by the charter of the College and the Maryland State Board of Education. On the other hand there is no serious doubt that the curriculum which is now offered and the instruction that is now being given more than fulfill the common st~ndar~s and that they will prepare students adequately to contmue m graduate work the special interests they have developed. The graduate and professional schools increasingly make their final decisions on candidates on the basis of individual records and merits and ignore the bare minimum certification of the ordinary degree. The rated B. A. is no guarantee of admission to a graduate or professional school. Where inquiry has been made these schools have given assurance of full consideration to St. John's graduates. The great variety of teaching methods, the common subject matter, and the intimate and continuous acquaintance between student and teacher that this program provides allow detailed and comprehensive recommendations of individual candidates both for graduate schools and for business positions. Such individual recommendations will ahvays be our most effective communication with the academic and practical worlds into which our students graduate; we deal with other institutions on the basis of a common recognition of the realities of the learning process and the CATALOGUE OF ST. JOHN'S COLLEGE 37 exigencies of the war and :revolution through which the world is passing. There is no question about the fitness of this program of studies to meet the explicit requirements of law schools, theological schools, business s'Chools, schools of politics, and economics, and schools of education. There may be some doubt in the minds of the small business man and the craftsman about the utility of a liberal education for earning a living. One who shares these doubts should read the Federalist Papers and follow their discussions of the fundamental conditions and principles of American society to get free of the prejudices which we inherit from societies that base themselves on invidious class distinctions. The worker and the tradesman in this country belong to a liberal society that demands a liberal education of all its members. The professions that base themselves on specialization in the natural sciences have set up graduate departments that actually need more liberal education in their preparatory stages than is at present available in the elective system. In failing to get students who have that minimal general education, they have been forced to turn to a second best, a more intensive specialized preparatory training. In some cases they take the student into the graduate school before he has graduated from college, and give the extra specialization that is required. In other cases, as in some engineering schools, graduate physics, chemistry, biology, and medicine, they have imposed heavy pre-professional requirements on the liberal college. In effect, they ask the liberal college to anticipate professional work. We refuse to accept this imposition wherever it would force us to sacrifice understanding to professional rote and rule of thumb. In place of these we emphasize basic concepts, basic techniques of measurement and experimentation, and general skills of the laboratory, in short those starting-points which make the rapid acquisition and revision of scientific knowledge a matter of habit and second nature. In terms of this fundamental training, our work in natural science more than meets the genuine requirements of pre-professional education. The medical schools, the sources of the heaviest pre-pro{essional requirements, have expressed willingness, in some cases enthusiasm, to consider our graduates as candidates. Their faculties realize the importance of the liberal education of the �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE physician, see that we require more hours in the laboratory than they ask for, and believe that this basic instruction will lay a good foundation for professional training. On the other hand, a warning should be given that the St. John's student is running the risk that radical innovation entails. The medical schools are subject to many increasing demands, which they are finding difficult to meet: rapidly growing knowledge relevant to medical uses, the public need for more medical services, and the large number of applicants for admission. These pressures may force arbitrary consideration of candidates, and the literal application of rules of admission. In view of this problematic situation, students who come to St. John's with the intention of going on to medicine are advised to make special arrangements for fulfilling the literal requirements for admission to medical schools. Arrangements for extra work for this purpose can be made at St. John's or at other institutions. In view of the great scientific and social problems facing the medical profession it may be wise to plan a year of graduate work in mathematics and physics between graduation and entrance into medical schooL Medical schools are not asking for such additional preparation, but the needs of medical wisdom are great beyond the power of liberal education alone to meet. I. A LIST OF GREAT BOOKS 38 In Chronological Order Homer: Iliad and Odyssey .£schylus: Oresteia Herodotus: History Sophocles: CEdip~s Rex, ffi~ipus at Colonus, Antigone H1p~o.crates: Ancient .Medicine and Airs, Waters, and Places Eunp1d.es: Me~ea, Hzppolytus, The Trojan Women Thucydides: History of the Peloponnesian War Aristophanes: Frogs, Clouds, Birds Aristarchus: On the Sizes and Distances of the Sun and Moon Plato: Dialogues Aristotle: Organon, Poetics, Physics, Politics, Ethics Archimedes: Selected Works Euclid: Elements Apollonius: Conics Cicero: On Duties Lucretius: On the Nature of Things Virgil: k:neid The Bible Epictetus: Moral Discourses Nicomachus: Introduction to Arithmetic Plutarch: Lives Tacitus: The History, The Annals Ptolemy: Mathematical Composition (Almagest) Lucian: True History Galen: On the Natural Faculties Plotinus: Enneads Aug~s.tine: Co~fessions, On Music, Concerning the Teacher Justm1an: Institutes Song of Roland Saga of Burnt Njal Grosseteste: On Light Bon~venture: 0~ the Reduction of the Arts to Theology Aqumas: .o.n Being and Essence, Treatise on God, Treatise on Man Dante: Dzvzne Comedy Chaucer: Canterbury Tales Oresme: On the Breadths of Forms Pico della Miranclola: On the Dignity of Man Leonardo: Note Books Machiavelli: The Prince Erasmus: In Praise of Folly Rabelais: Gargantua Copernicus: On the Revolutions of the Spheres Calvin: Institutes Montaigne: Essays Gilbert: On the Loadstone Cervantes: Don Quixote Shakespeare: Plrys Francis Bacon: Novum Organum Kepler: Epitome of Astronomy Ha~vey: On the Motion of the Heart Gahleo: Two New Sciences eescartes: Geometry, Discourse on Method, Meditations nobbes: Leviathan 39 �III. CLASSIFICATION ACCORDING TO ELECTIVE SUBJECT MATTERS Literature History and Social Science Herodotus Thucydides Plutarch Tacitus Justinian Machiavelli Montesquieu Grotius Spinoza Calvin Hobbes Philosophy Homer lEschylus Sophocles Plato Aristotle Cicero Lucretius Epictetus Plotinus Augustine Bonaventure Thomas Aquinas Pico Pascal Spinoza F. Bacon Hobbes Locke Berkeley Hume Leibniz Kant Hegel Bentham Poincare James Euripid,~s Aristophanes Lucian Virgil The Bible Dante Burnt Njal ·Song of Roland Chaucer Cervantes Shakespeare Milton Rabelais Racine Grotius Moliere Erasmus Montaigne Voltaire Swift Goethe Fielding Flaubert Ibsen Dostoevski Tolstoi ~ >-lZ"'lt::JC"l !;:l ...., >-l 0 - ~> ''>-l "'"ti~ '1· .... 0 0 ~· '" ~ S' El "< (1) ~ :;, rn )=: s g oo ...... . !3 oroi?'~,e:.: Ff'CJ"'(I} (i) ~· ~ o"''"'Z"'"' g,s-:"-'.;1 z er. l"'t '< 0 (') ·-..o f1) [ F-1 ~ ~ (J1: ~ -· ~ -lOOO':is::i ~ ..... ""!CD, r-- "'f;>' ~ ~ ~ OO~~C""1 ~ fi' "" ..... ~- ~ <:"> ~ ge 00 t;; c:: '-l &:l -· :>;""" " .,. ~ ........ ~ <O ~ 0 !;!.. 0 ~ 0 ..... "' <O "" ± ?-! t-1 ,'N) ~ ir-i~M 00. "' &:> .... ~ .., ~ ;:,< 1"='00~1-<~eJDl<\~O':I~ ooo~O"'-:?l""'.J°<..O(Jlocooo_ !:.. . e· ~ (\) - ('j o· ~ -Q o o ~p,.C._.::i ff 5.: ~ c2 ::i --< "0"' i:: P"..., i:: 0 ;;l f'l 1-j 00 l-'· '. ~ ~ ~ _. g· aq g :::::. s;ro ~· ~ 0 0 i:: "' ..., P" "< 0 "'i:: "' ..., gm 0 "" ~ ::i""' 0 ,, 0 ::l i:: t"'SFD~ "' ~ 0 ~- ('J) ,.., """' '"d "" P" to 0 ~ e:. ~ i!; ~ Cll ~ >-l"' "" "' O'Cl (]) ,_, ~I:>' "' 0 ,.., i:: " .... "' ~~5 O'Cl ::l i:: "' ,.. .... - "' (\) ~ s· N) 0 r' ti P" "' (!) s· ~ ' ..., f.l s 0 "'"" 0 & ..., (!) (1) i:: " r-1" 0 "" ::.:> "' c:: ..... o t-< . ., "' i:: 0 O'Cl 0 g' ~ "' i= o v, 0 0 >-J UJ "' ~ ::i" ~- i:: i:: ;;; 0 ::i:: 0 (!> n5~o;:::s;2cr~~~o;:::~~--~ g-~rn~ge~~ i:: "' ..... "' ~ s s ~ g-~~ " ~ ~ - I-'· 1-1 (1) ~ §: u:i rn & ";;;- s ~· ~2 ~ (1) gN ~ (b" 1-j J:>.l >-! P" (!> p.. ~ f l) .... 2'"'. "' J:>.l fl) j.l) ('D n g..-. ~· ~ t=} 0 o-i fl) rt ,,., !-' ~ r-t- "'I s ~ s l"I> >-'I .... ::;: ..... ('D ..... ~ f:1:l ('l > > I'""' >-l 0 0 e M 0 '"-") "' ~ ._ 0 ::r:: z cJi (l 0 I."" !'."' txJ ~ p_. ~- :;; g S g s s. ~ '""! 1-f (:::i, ~ oo~r;;rooSoo~~ i:f ~ to ;· 8 0 ffi t'1 ~ {:5 ~ 6J ~r<P"::C:>rJO:JP""z:,r:0P""0::r~~ e: ~ 2 ~ ~ 0 ('!) "' n n ;>;"" ~ aq 0 fl) ('D ?<! ~ ~ ~ c. /:t' {:$ :; ...,~~ 'O ~ 0 ~ ~ l:d ::l" 0 ::i" ">j::: ~ ~ (i" A'~o..,o~~~· ~ o. rti Ei l:l Ei f'l "" ~ n ,_. p_. ~ en ;:; ~ ~ r:.r.:i ~ "' ~~~~n (!> s 1-f 0 t;d P" ('!) :::s It ""2g<:"> .,~~ to N) o r<oongoo P"' (fq ~ '<1 i:: ~ ~ 0 0 :'A .., N) """ < ~ ?:1 1-'• . .,. s· >-'I r< ~~~ ~ t=:~~ (!) cr' ,_ g~ i3 ::i-"'-' l:l (i) (1) i::· 0 'U .... ~ 00 "o'tl s fl-' 8' ......., §" :=::: PJ o;::: "'"t ~CJ> f!.o~oo:=-:~a~~~_.z ........ "'" p_. ::I ~ ~ ~ ~ ~ " ""' 0~g'::C:Q~50§"1"'<8 ('l;:: rD e: ~ ::>' .., ~ s.: _. i:: ti ~5 oo(j)os= t:) -"' Q a.&.~- c,., a.~ ...... 0 CJ.3 ro'-=li:= ~~("') 0 flO jTJ ;;l 1:1 ::l "' 0 § > < ::i" 0 txJ 0 c. ~. "';'"d"'txl~ ~ ~ S?:-'o~r'i::oS?o0;;l "" 0 to to A 00 i:: r r-: l:l 0 >-l ti P" z r.1' i:"1 is: ~. 0 ::r:: ~ (1> ';'p- ~ ._ !'."' I."" "''"O"' J:>j::.. ~~ax!;.>;, i;i::i 0 (fJ 0 ,.,,.. "' t:;· e i:"1 (') ~ fil 'O ~ i:: i:: 0 ..., ""l ~ ~ 0 CJ (Presented and brought up-to-date in Laboratory Manuals) (.)"< 0 ~ F; 1-rj r;-aci ~ (\) '"d ::i" -o (l Graphical Constmctions Instruments Crucial Experiments Concrete Problems o' l:l g. "' ::l p. to ~· ::l "" "" °' >tJ :;t..P" g > ~ Q :4 g ~::s 00 l;j ,_. 0 f.l "'".9. <; "' ""' ~ Ql "' g; ::i" oO 0 (1) Laboratory (Three hours per week for first and second years; six hours per week for third and fourth years) t;j~ g~ ~~ ~ p.. s ~ iv g ~ t:r' P"' P"' ~o (J1. • to g· S"~o - ~ ('.".)"' s e. 0 ">j 00:::>(.;<00· ~ (tl ~ ~ i3 z ~ 1-j 00 ~ c:: ..,, ,., (') ~ "" ~ 00 ~ 0 ""l ~ El" i:: ~ "<1 '>-! ~ &l 6" ~ :i:: l'l ' ::i" "' ..'.;l - ~I?; ~ ~ to r6 P"t:le-..lc.<>"-~::i" 0 t"C ~ 0 ~ (i)' > ,., 0 s o' ti >g Ol ~ °' 0 ~ (i) e ~ '"-") "'l ~ 0 s "' ~· s~~b rb \""l. s-<'-;::;:f~ ~: ~· I-'• C".l ~~""'""Sg"' ro,_,"'"' OL.i::lool°fJ.· ~sC"J ..:J 0 ~ S ~ ... o o o "' s '"d 0 ~ e. S-. ?> ~ -~ ~ g- ~ ~· ~ ~ ~ ~ ~ ~ ~ ~ ~· ~ ~ 0 ~ Q p. (I) ~ ~· g ~ ~ r;· g '-< ~ ~ CJ ~ s:=;: Mathematics Euclid Nicomachus Aristarchus Apollonius Archimedes Ptolemy Descartes Newton Leibniz Peacock Lobachevski Fourier Boole Riemann Cantor Dedekind Hilbert Russell Vi co Gibbon Locke Rousseau Bentham Mill Freud Adam Smith U. S. Constitution Federalist Papers Malthus Marx "" "" Natural Science Hippocrates Aristarchus Archimedes Ptolemy Galen Grosseteste Copernicus Leonardo Ores me Galileo Kepler Harvey Gilbert Newton Huygens Boyle Lavoisier Fourier Dalton Faraday Darwin Maxwell Joule Virchow Bernard Mendel Freud Jrunea P.l f'1 ~ r.:;· 0 j)..l ::i ,.,,. -"' (!> "' n .... 0 P" (I) tl ~ >1 >1 ('D ~ i;j '""' '<l l'1l J:>.l >1 "' ,,., ~ "" "" �44 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 1943-44-Continued Second Third Fourth Year Year Year 5063 50 20 Drawing: Orthographic projection; Perspective projection. MATHEMATICS TUTORIALS DURING First Year Astronomy and Physics Astronomy ................ . 7 Mechanics and Hydrostatics. 9 Strength of Materials ..... . Heat ..................... . Light ..................... . 25 Geometry: Euclid: 8; Apollonius: 5. Total 120 59 20 25 3 3 Total for four years of Physics in Mathematics Tutorials .......... 227 CLOCK-HOURS OF LABORATORY Physics and Astronomy Mechanical Drawing . . . . . . . 18 Astronomy. . . . . . . . . . . . . . . . . 3 Mechanics and Hydrostatics. 30 Sound . . . . . . . . . . . . . . . . . . . . . 12 Heat...................... Light...................... 3 Electricity and Magnetism.. Atoinic Theory . . . . . . . . . . . . WORK 15 24 9 21 3 DURING 6 36 9 3 9 18 1942-43 6 33 21 3!1 33 66 30 9 3!1 54 21 Total for four years of Laboratory in Physics and Astronomy. . . . . . 279 Chemistry General Inorganic ........ . Physical .................. . Qualitative ............... . Organic ................... . 45 12 9 15 15 60 27 9 Music: Intervals; Scales; Keys (the rest not yet planned in detail). Physics: Mechanics 15 (~chimedes, Galileo, Huygens, Newton); Surface tension, viscosity; Heat 4 (Joule, Fourier, etc.); Strength of materials 4 (Galileo); Light 14 (Newton, Huygens; telescope and microscope, diffraction and interference; spectra); Electricity 11 (Gilbert, Faraday, etc.). Chemistry: States of matter; Water-electrolysis, equivalent weight (Faraday); Conservation of mass, combustion, oxygen (Lavoisier); Hydrogen, acids; Combining proportions; Dalton's atomic theory; Gay-Lussac's law of volumes; Molecular weight; Avogadro's number; Dalton's law of partial pressures; Critical temperature; Diffusion; Osmosis; Sodium; Chlorine; Formulas; HCI; Valence; Hydroxides, ionization; Mendeleyev's Table; Colloids, atoinic structure; Mass action; Equilibrium; Carbon compounds, paraffins, isomerism, bonds, hydrocarbons, alcohols, aldehydes, ketones, esters, ethers, sugars_, etc.; Fifth Group of Periodic Table; Ammonia, proteins. The following is a list of laboratory exercises by years. It is based on a schedule which was followed in 1941-42 but 1s·subject to continual revisions, corrections, and improvements as teaching experience indicates them. In the spring of 1947, the faculty adopted a revised laboratory schedule as the result of· several years' experience. Therefore, the following list is printed for its historical interest only. 3 Total for four years of Laboratory in Cheinistry. . . . . . . . . . . . . . . . . . Biology Anatomy and Physiology. . . Cellular Biology . . . . . . . . . . . Heredity . . . . . . . . . . . . . . . . . . Embryology. . . . . . . . . . . . . . . . Protozoology . . . . . . . . . . . . . . . 45 15 33 36 9 9 9 99 48 36 9 9 9 Total for four years of Laboratory in Biology ...................... 111 NOTE: One-fifth to one-fourth of the laboratory time is spent in lectures on assigned reading. The topics selected from the conventional subject-matters follow. For further information concerning standards, see Appendix Bon Degree Requirements, page 75. Astronomy: Aristarchus, Star charts, Ptolemy, Copernicus, Kepler. Biology: Environment and health (Hippocrates); Form and locomotion ~f animals; Digestive and urogenital systems and other parts of female rabbit; Heart blood vessels in cat, living frog and turtle, sheep, and dogfish shark; Urogenital system of male cat; Other parts of dogfish shark and aquatic vertebrates; Fabrics of the animal body; Growth of animals and plants; Hydra; Genesis of animals;• The Protozoa-animal taxonomy; Heredity in the pomage fly. FIRST YEAR ·1. Orthographic projection 2. Orthographic projection 3. Trisection of an angle ·4. Areas 5. Plane, right angle, ruler 6. Weight '1. Light &. Circles and regnlar polygons • !1 Ratios : }O. Lenses · \1.1~ Telescope and Inicroscope lf• Compound ratio ••.1:3. Heat •. •c · J!; Quadratic equations · · 'lll. Musical intervals and scales 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. The Greek diatonic scale The just scale and its uses The keys in music Environment and health Environment and health Form and locomotion of animals Photometry Solid figures Rectangular solids Aristarchus Archimedes' levers Machines Sfatic equilibrium Floating bodies Metacenter SECOND YEAR , . •l• Digestive system of rabbit · ·i:· U):Ogenital system of female rabbit ;Thorade cavity, mouth, central nervous system '.The parabola li:llipse and hyperbola 6. 7. 8. 9. Perspective projection Perspective projection Perspective projection Focal points and light (floating paraboloid) 10. Parametric equations of ellipse �46 CATALOGUE OF ST. JOHN'S COLLEGE SECOND YEAR-Continued 21. Music 22. Copernicus charts 23. Kepler Stereographic projection and star 24. Prism colors and dispersion charts 25. Chromatic aberration of a lens 26. Geometrical characteristics of IceAstronomical sights Celestial machines land spar Celestial machines 27. Double refraction Sun and moon 28. Double refraction of polarized light Gilbert's De Magnete 29. Speed of light Music 30. Fluid pressure Music 11. Conics as four-line loci 12. Stereographic projection and star 13. 14. 15. 16. 17. 18. 19. 20. THIRD YEAR 33. Viscosity 34. Law of definite proportions, law Strength of beams of multiple proportions, Dalton's Strength of beams atomic theory Strength of beams 35. Vibrations Falling bodies 36. Gay-Lussac's law of combining volProjectiles umes, molecular weight, AvoSheep heart gadro's number Blood vessels of cat 37. Pressure-temperature relations Matter: crystalline state 38. Dalton's law of partial pressures; Blood vessels of cat steam distillation, vapor tension, Boyle's law critical temperature Living heart in frog and turtle Matter: liquid and gaseous states 39. Diffusion and osmosis Smaller blood vessels in living frog 40. Magnetic fields 41. Sodium chloride: the active metal Urogenital systems of male cat sodium Water and its properties, distilla42. Sodium chloride: the active nontion metal chlorine Dogfish shark and aquatic verte43. Standard units in chemical reacbrates tions. Chemical notation, equaSurface tension tions, formulae Dogfish shark and aquatic verte44. Faraday's laws of electrolysis brates Dogfish shark and aquatic verte- 45. Acids in aqueous solution: HCl 46. Atomic and equivalent weights. Rebrates duction and oxidation, valence Electrostatics Electrolysis of water, Faraday's laws 47. Potentiometer Electrolysis of water, equivalent 48. Metallic hydroxides and salts in aqueous solution. Neutralization weight 49. Electromagnetic induction Rigid body equilibrium Conservation of mass; filtration, 50. Ionization 51. Young's interference of light reduction with charcoal 52. Mendeleyev's Table Compound pendulum Lavoisier on calcination and com- 53. Spectrometer 54. Colloidal state bustion; oxygen 55. Music Atwood's machine 56. Music Chemical reactions 57. Music Conservation of momentum Centripetal force Hydrogen, acids, oxidation and reduction 1. Power of the vacuum 2. 3. 4. 5. 6. 7. 8: 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. CATALOGUE OF ST. JOHN'S COLLEGE 47 FOURTH YEAR I. Fabrics of the animal body 2. Magnetic measurements 3. Fabrics of the animal body 4. Law of magnetic forces 5. Fabrics of the animal body 6. Standard measures of electric current 7. Fabrics of the animal body 8. Fabrics of the animal body 9. Fabrics of the animal body IO. Fabrics of the animal body 11. Fabrics of the animal body 12. Fabrics of the animal body 13. The structure of the atom 14. Law of mass action 15. Diffraction, interference 16. Chemical equilibrium 17. Diffraction grating .18. Carbon and its compounds: I: the paraffins 19. II: Isomerism of organic compounds, the carbon-carbon double and triple bonds. Unsaturated hydrocarbons Alcohols, aldehydes, ketones Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Growth of animals and plants Growth of animals and plants 27. Hydra 28. Hydra 29. Genesis of animals 30. Genesis of animals 31. Genesis of animals 32. Protozoa-animal taxonomy 33. Protozoa-animal taxonomy 34. Heredity in the pomage fly 35. Heredity in the pomage fly 36. Heredity in the pomage fly 37. Spectral analysis 38. Esters, their hydrolysis, mono- and di-basic acids, polyalcohol 39. Potentiometer, thermocouples 40. Ethers, acid anhydrides, hydroxyacids 41. Electromagnetic induction 42. Carbohydrates (sugars, starch, cellulose) 43. Joule's electric heat 44. Isocyctic, aromatic hydrocarbons; Cyclo-olefins, -paraffins 45. Fourier's heat analysis 46. The Fifth Group of the Periodic Table 47. Ammonia, amines, amino-acids, proteins 48. Music 49. Music 50. Music The following list of experiments currently being performed show by comparison the changes made in the laboratory. LABORATORY 1947-48 FIRST Activities and External Struc, tures of the Frog The Skeletal System of the Frog The Muscular System of the Frog General Dissection of a Freshly .. , Killed Frog ','I'lfe Physiology of the Digestive '"'.System ';'I'1:fi; Circulatory System of the ,Jlrog · genital System of the Frog ous System of Frog, Part I ous System of Frog, Part II and Care of the Microscope , .. ell and Its Divisions lMitosis) ' · 'Embryology of the Frog YEAR 13. The Amoeba and Paramecium 14. Euglena and Mixed Protozoa 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. Hydra Earthworm Crayfish Construction of a Plane, Right Angle and Ruler Meas~rement of Area; the Vernier, Micrometer and Spherorheter Weight Volume and Density-Fundamental and Derived Units Errors and Significant Figures Spirals and Calculating Machines Introduction to Statics (Archimedes) �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE FIRST YEAR-Continued 48 SECOND YEAR-Continued 25. Extensions to Archimedes' Theory of Statics 26. Introduction to HydrostaticsArchimedes 27. Equilibrium of Fluids 28. Introduction to Music 29. Musical Intervals and Scales 30. The Greek Diatonic Scale-Just Intonation 31. The Keys in Music 32. Pressure and the Barometer 33. Construction of a Thermometer 34. Calorimetry-Specific Heat 35. Heat and Expansion 36. Boyle's Law 37. Charles' Law 38. Changes in Matter 39. Preparation of Oxygen 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. Preparation of Oxygen Control of Reactions Control of Reactions The Gas Laws Weight Relationships; Elements and Compounds Weight Relationships; Elements and Compounds Solutions Solutions Determination of Molecular Weight Determination of Molecular Weight Determination of Atomic Weight Ionization Equilibria Equilibria SECOND YEAR 1-14 Semi-Micro Qualitative Analysis Experiments done: Precipitation, separation and identification of the elements in the first three Cation Groups. Analysis of a general unknown for the first three Cation Groups. Theoretical work covered: Basic Atomic Structure Valence Theory Theories of Ionization Laws of Mass Action and Chemical Equilibrium Ionization Constants and Solubility Products Theory of Sulfide Precipitation 15-24 Quantitative Analysis Experiments done: (a) ~ravimetric Weighing a crucible to constant weight Determination of Water in Barium Chloride Determination of Barium in Barium Chloride Determination of Chlorine in Barium Chloride (b) Volumetric Preparation of a Standard Solution Determination of the total alkaline strength of Soda Ash 25. The Frog-Activities and External Structures 26. The Frog-The Skeletal System 27. The Frog-The Muscular System 28. The Frog-General Dissection 29. The Frog-Physiology of Digestive System 30. The Frog-Circulatory System 31. The Frog-Urogenital System 32. The Frog-Nervous System, Part I 33. The Frog-Nervous System, Part II 34. Sheep Heart Dissection 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. Motion of the Heart Motion of the Blood Dissection of the Hen and Cock Embryology of the ChickCleavage Gastrulation and Germ Layers Twenty-four Hour Chick Forty-eight Hour Chick Seventy-two Hour Chick Ninety-six Hour Chick Rays and Reflections Reflection and Mirrors 46. 47. 48. 49. 50 · 51. 52. Refraction Lens and Lens Laws-Part I Lens and Lens Laws:Part II Construction of Microscope and Telescope The Prism: Colors, Dispersion, Chromatic Aberration The Prism: Newton's Optics Huygens' Wave Theory and Iceland Spar-Part I 49 53. Huygens' Wave Theory and Iceland Spar-Part II 54. Huygens' Wave Theory and Iceland Spar-Part III 55. Interference and Diffraction 56. The Spectroscope 57. Strength of Materials-Galileo 58. Strength of Materials-Hooke's Law 59. Strength of Materials-Elastic Theory of Fracture THIRD YEAR 1-14 Semi-Micro Qualitative Analysis Experiments done: Precipitation, separation and identification of the elements in the first three Cation Groups. Analysis of a general unknown for the first three Cation Groups. Theoretical work covered: Basic Atomic Structure Valence Theory Theories of Ionization Laws of Mass Action and Chemical Equilibrium Ionization Constants. and Solubility Products Theory of Sulfide Precipitation 15-24 Quantitative Analysis Experiments done: (a) Gravimetric Weighing a crucible to constant weight Determination of Water in Barium Chloride Determination of Barium in Barium Chloride Determination of Chlorine in Barium Chloride (b) Volumetric Preparation of a Standard Solution Determination of the total alkaline strength of Soda Ash ':Strength. of Materials-Part I Strength of Materials-Part II ngth of Materials-Part III ing Bodies ton's Second Law of MotionAtwood's Machine · Body Equilibrium for Coar Forces Balance and Ballistic ulum, Kinetic Energy ipetal Forces ar Motion Analogy Simple Pendulum Elastic Field-Spring dulum mpound Pendulum-Part I pound Pendulum-Part II n Pendulum · of a Rolling Body-Trans'on and Rotation 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. Mechanical Equivalence of Heat Electrostatics-Part I Electrostatics-Part II Electrostatics-Part III Magnetostatics-Part I Magnetostatics-Part II Magnetostatics-Part III Sheep Heart Dissection Motion of the Heart Motion of the Blood Dissection of the Hen and Cock Embryology of the ChickCleavage Gastrulation and Germ Layers Twenty-four Hour Chick Forty-eight Hour Chick Seventy-two Hour Chick Ninety-six Hour Chick �50 CATALOGUE OF ST. JOHN'S COLLEGE FOURTH YEAR l. Magnetic Field About a Wire 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. Magnetic Field About a Coil Faraday's Laws of Electrolysis Ohm's Law and Kirchoff's Law Slide Wire Wheatstone BridgeShunts and Multipliers Joule's Law· Electromagnetic Induction D. C. Motors and Generators The Composition of AnimalsHomogeneous Substances Microscopic Study of Epithelia Connective Tissue Contractile Tissue Blood Composition The Nervous System The Nervous Tissues Hematology and Parasitology Blood Groups Genetics-Heredity in the Pomage Fly-Part I Genetics-Heredity in the Pomage Fly-Part II Genetics-Heredity in the Pomage Fly- Part III Genetics-Heredity in the Pomage Fly-Part IV Genetics-Heredity in the Pomage Fly-Part V Separation and Purification Methods Hydrocarbons: Methane, Ethylene, Acetylene Halogen Substitution Products: Chloroform Preparation, Ethylene Dibromide Preparation, Iodoform, the Wurtz Reaction 26. Alcohols: Fermentation, Preparation and Methods of Testing· Absolute Alcohol, Grignard Reagents 27. Ethers: Diethyl Ether Preparation, Grignard Reagents 28. Aldehydes and Acetones: Acetaldehyde Preparation, Acetone Preparation 29. Monobasic Acids: Acetic Acid Preparation, Acetyl Chloride Preparation, the Grignard Reactions. 30. Esters: Ethyl Acetate, Saponification, Fats and oils 31. Nitrogen Derivatives: Acetamide Preparation, Urea Preparation, the Hofmann Reaction 32. Aromatic Derivatives: Nitrobenzene, Aniline Preparation, Benzene from Aniline Preparation, Phenol Preparation, Synthesis of an Organic Dye Preparation (Malachite Green, Crystal Violet, Fluorescein, Eosin, or Alizarin), the Wurtz-Fittig Reaction, the Friedel-Crafts Reaction 33-37 A.C. Circuit Theory: Series and Parallel Circuits Circuit Resonance 38-40 Electronics: Rectifiers Amplifiers Cathode Ray Tube RESIDENCE AND ACTIVITIES A college should be a community in which the student can discipline and develop his native powers, and at the same time learn how to associate with other people in such a way as to continue this development throughout life. Not only the curriculum at St. John's, but the arrangements for residence and extracurricular activities as well, are ordered to this purpose. It is the policy of the College to encourage any spontaneous group activity that shows promise of a contribution to the life of the community. The College co-operates in the financing of those activities that require expenditures; and. advice is given where it can be helpful to the smooth functioning of the activity. The kind of laissez-faire attitude which generally characterizes the curricular aspect of American college life is in this College transferred to the field of extracurricular activities. It is no paradox, in view of the above, to say that the main purpose of extracurricular activities is amusement and relaxatfon. Men can work in order to play, or they can regard play natural component of a graceful, reasonable, and wellmunded human life. Since the things a person enjoys are accurately correlated with that person's character and stage of the recreational activities a student enjoys are fruit of his increasing knowledge and maturity. and play are not set over against each other, so that the of the curriculum is looked upon as drudgery to be until it is possible to get away to the movies. If this au•.J•.u.u be the case, life would indeed become meaningless and and the hard work of the curriculum would be wasted. the discovery and choice of certain activities as enjoyand the rejection of other forms of recreation as silly or as a free and natural consequence of the student's abilities, and must be proportionate to them. ,g.i::tt<eati011al activities have to derive their vitality from these powers which support them, or else they cease Thus recreation and play become an integral .the student's life in this community. 51 �52 CATALOGUE OF ST. JOHN'S COLLEGE Athletics and Music The fruits of this maturing and developing process are found primarily in the keen, joyful moments of new discovery of ideas or unexpected insights and understandings. But this spontaneous play of the mind also extends to extracurricular activities and infuses them with their full measure of human enjoyment. This may take the form of a new light on the purposes and meaning of athletic games and sports; or it may find expression in a stimulated imagination which can produce creative writing for one of the College publications, or for significant interpretation of works of music. Since 1939 athletics at St. John's have been organized on an intramural basis with active participation by more than eightyfive per cent of the student body.* With the aid of student athletic assistants who are experts in sports, the St. John's Athletic Director carries on a series of individual and team sports throughout the entire year. The athletic facilities include a well-equipped gymnasium, two large playing fields, tennis courts surfaced for all-weather playing, and a College boathouse with five sixteen foot sailboats. Excellence of performance in a wide variety of sports including sailing, tennis, handball, squash, badminton, boxing, swimming, baseball, basketball, fencing, lacrosse, and track is the instructional ideal and is recognized through a number of individual and team awards. Extracurricular music complements the musical part of the regular curriculum. Curricular music includes formal lectures on music, group readings and seminar discussions of musical scores, laboratory practice with stringed instruments, and concerts which take up part of the time otherwise devoted to formal lectures. The extracurricular music program makes available to a maximum number of students the opportunity of acquiring the necessary personal habits for the enjoyment of music. Orchestral and choral groups composed of members of the College and residents of Annapolis and surrounding territory meet for practice and give occasional concerts. The College provides a music center, containing a well-stocked library of recordings, sheet music and scores, a recording machine, an automaticphonograph, a grand piano, and a num"Reasons for the elimination of intercollegiate competition from the College athletic system are set out in detail in Appendix C. CATALOGUE OF ST. JOHN'S COLLEGE 53 ber of orchestral instruments. Elsewhere on the campus are other pianos and phonographs available for student use. The Student Polity The Student Polity, organized in 1945, of which all students are members, was instituted by the students for the following purposes, as outlined in its constitution: 1) to promote a conciousness in the student body of political and communal responsibilities to both the College and the civic communities, 2) to discover and submit to the College administration student opinion on all problems common to both the students and the College administration, 3) to establish minimal dormitory regulations, 4) to review annually the activities of all student organizations and to grant charters to those organizations whose activities are judged to be consistent with the aims of the College community, to determine further, jointly with the College administration, the proper delegation of authority in the community. Some student activities are really an extension of the curriculum: for example, the Bible Class, and Latin and Mathematics Clubs in which students and faculty pursue in greater qetail problems raised by the seminar discussions of scientific, 1.1µuu ..,v 1 µu.<La.i, and theological works. Other groups represent ~·H'~.. ·~· specialized pursuits in politics, law, medicine, language. The St. John's Collegian is a weekly student newspaper reports and comments on the events in the community. St. John's Yearbook is a student-edited yearly publicawhich departs radically from the conventional year-book In its present form it is a magazine whose purpose ·is recapitulate and summarize the past academic year. The William Players serve as a center for the reading of >"''+""1-ua. and poetry in general, as well as for the activities of production. Variety Club, specialists in libel and slander, presents "'·'-'""··-~~-.. comic revue satirizing the faculty and the College or other matters of current interest. The Social Copresents a series of formal and informal dances �54 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE throughout the year, including several informal movie-dances. The Film Club presents annually a series of about twenty of the outstanding foreign and domestic film productions in cinema history-the "classics" of cinematic art. The Student Employment Cooperative was organized in 1943 for the purpose of obtaining employment for its members, and maintains an office to receive and stimulate employers' requests for student workers. As supports for an active social life, the College provides a complete central social unit which consists of a Coffee Shop, a Book Shop supplied with magazines and newspapers, and a Junior Common Room for the use of the whole College. In addition, there are smaller social quarters in each dormitory unit, equipped with comfortable furniture. By providing these facilities the College authorities expect to foster in the students a recognition of the proper responsibility for their own human welfare. The College has four temporary buildings on the campus, provided by th~ Federal. Publi~ Housing A1:1thority, whi~h contain twelve family dwellmg umts. These muts were provided in an effort to take care of married veteran students and their families. They are all occupied for the coming academic session. Residence St. John's College is situated in the seventeenth century seaport town of Annapolis. The town has the air and reputation of a romantic history. Actually it has a population of about fifteen thousand people who are occupied with fishing and shipping in the harbor, with the training of midshipmen in the Naval Academy, with governing the State of Maryland from the state government offices, and with the liberal education of young men at St. John's College. A number of retired naval officers and men of business live on estates in Anne Arundel County surrounding the town. The College has fifteen buildings on a tract of thirty-two acres. Five of these buildings are for student dormitory residence, two of them built as dormitories, and three originally used as residences for administrative officers of the College. These five buildings are now furnished as residence halls for students on a plan for small unit College communities. An attempt is made to relate the grouping of students in the houses to their seminar groups and their athletic teams. These small integrated communities within the larger college community teach the incoming student to accept and enforce restraints upon himself and also to make proper use of the help and support that other students can give him in his college life. 55i Dormitories All students not living at home are required to live in the College buildings and to take their meals in the College Dining HalL The College is prepared to instruct more students than it can house. Consequently, some students are allowed, by special permission of the Dean, to room off-campus. Each dormitory room is provided with the necessary furniture, including a single bed with mattress, pillow, pillow cover and bedspread, a chest of drawers, book shelves, Venetian blinds or window shades, a study table, chairs, lamp, and a waste basket. Towels, bed linen, and blankets are to be supplied by the student, as are also such decorations as window draperies, rugs, and runners for chests of drawers and tables. The student should consult his prospective roommate, if any, and his own good taste in planning room decoration. Freshmen are frequently assigned to single occupancy rooms. Old student& should apply for rooms before they leave for the summer vacation. Application blanks may be obtained from the Manager of the Dining Hall and Dormitories. Students who wish to room together should file joint applications. New students have rooms assigned to them tentatively from the Assistant Dean's office as soon as their applications for admission have been accepted. Rooms in dormitories may not be occupied during vacations eX:cept by special permission. The dormitories will be open for occupancy at the beginning of each term as follows: For upperclassmen taking Annual Written Examinations from noon of the day before the Examination days. For freshmen from noon of the day before registration day. For definite dates in 1948-49 see the College Calendar. The College maintains the care of the dormitories. There are student dormitory managers whose duty it is to report com· :fllaints, to see that the dormitories are kept in order, and to tnforce the following regulations concerning breakage and d:<nnage to College property: �56 CATALOGUE OF ST. JOHN'S COLLEGE Any damage to College property will be charged to the occupant or occupants of the ropm, or to the occupants of the dormitory, in which the damage occurs. Each student must make a deposit of ten dollars with the Treasurer of the College on registration. Damage to College property will be charged against this deposit according to t~e student's share of responsibility for the damage. The deposit must be maintained at all times during the session. It will be returned at the end of any session, or upon the withdrawal or graduation of the student from the College. This deposit is called Caution Money. The College reserves the right to repair completely, at the expense of the occupant or occupants, any dormitory room and furniture which have been seriously damaged. Intentional damage to College property is a serious offense, and it will be dealt with summarily. The Dining Hall The Dining Hall is maintained by the Manager of the Dining Hall and Dormitories. Special attention is given to a balanced diet, an interesting variety of menus, and reasonable cost. The Dining Hall is closed when the College is not in session, except for single holidays; it will open for supper on the day just preceding the beginning of each term; and dinner will not be served on the last day of each term. Infirmary Service A fully equipped Infirmary is maintained at the College. It is in the charge of the College Physician, two trained nurses, and student assistants. The College Physician holds office hours each day at the Infirmary. During these hours his services are free to those who have paid their regular College fees. Medical services rendered by others than members of the College Infirmary staff, whether for sickness or for athletic injuries, are not paid for by the College. Any illness must be reported promptly by the student. Students suffering from contagious or infectious diseases must reside in the Infimary until discharged by the College Physician. The College Physician makes a daily report to the Dean. HOW TO APPLY FOR ADMISSION General The revolution which re-established the liberal arts curriculum in St. John's College in 1937 was a movement in the Republic of Education which anticipated the current crisis in world history. When the liberal arts were reinstated in the. College, it was known that many of the contemporary educational conventions do not promote the most successful pursuit of the liberal arts, but the difficulty of the immediate task that faced the College, that of putting a liberal curriculum into operation, made advisable the postponement of the solutions of some of the more extrinsic problems. So, for the first six years, the conventional entrance requirements were used. Then, in December, 1942, when it was clear that students in the Liberal Arts colleges were immediately needed for military duty, St. John's College decided to make its contribution to the war effort by offering its program to younger students in a schedule which would allow them to graduate before being called to military service. Beginning in July, 1943, a summer term was added to the regular schedule so that the four-year course could be completed in three calendar years; students · were admitted at the beginning of any of the four terms during the year; the minimum entrance requirements were two years of high school work with a year of algebra, a year of plane geometry, and an introductory course in one foreign language. With the end of the war, St. John's now judges it possible and wise to relieve the strain of its wartime schedule by returning to its regular schedule, with no summer session and with admission of new students only at the beginning of the yearly session. A student is eligible for admission if he can provide evidence of his ability and preparation to pursue the St. John's program '.fo terms of the following achievements: Credits for One and one-half years of algebra One year of plane geometry Two years of one foreign language 57 �CATALOGUE OF ST. JOHN'S COLLEGE 58 CATALOGUE OF ST. JOHN'S COLLEGE 59 Together with two of the three following requirements: l. Graduation from a high or preparatory school 2. Passing either . i. The St. John's Entrance Examinations in arithme~ic, algebra, plane geometry, English, and one foreign language, or u. The Psychological Examinati~n published by the American Council on Educat10n 3. A recommendation for work at St. John's College from the principal or a teacher in the high or preparatory school last attended Procedure L Request a blank of Application for Admission from the Assistant Dean. 2. Fill out the Admission blank as completely as [ossible, paying special attention to the_ third page_ w ere you_ are asked to give full information concernmg your fon'.'1al preparation for college, names and addresses of the high or preparatory schools you have attended, with th: dates of your attendance. You should be careful to gn'.e the name of your principal or other teac~er who will be able to give a substantial rec~mmendat10n of your character and ability. If you thmk you ~eed or want to enter by examination, pay special attent10n to the fourth (back) page of the application blank. . 3. Return the Application for Adn_iission to the Registrar wdho will then collect your scholastic recor_ds a.rid re_commen ations, and arrange Entrance Exammat1ons if they are requested. . . 4. If you need or want to take the Entrance hExammat~~ns, give us the name and address of a teac er or c? .e_~e graduate who will be willi~g t~ accept the respons1b1lHy for administerino- the exammat10ns to you. \!Ve pay such persons the sumb of five dollars which you pay us as ex amination fee. We shall then arrange for the rest of the examination. 5. As soon as the Registrar has collected your scholastic record, recommendations ar.d the :results of the Entrance Examinations, we shall promptly report the decis~o~ of the Admissions Committee. No assurance of adm1ss10n can be made before the above data are provided. 6. If you are not able to pay the full College fees as1r . . ' ' us you a blank of Apphcat10n for Student Finan · to send A"d . . c1a FI·11 t h. out wit h speoal attention to your T 1 .l · is . . . B u d get, sen d It to t h e Assistant Dean, and as entat1ve . . . . soon as d mrns10n app 1icat10n. h as b een acted on, we shall your a let you know whether we can help and also how h muc. See section on Financial Aid, p. 65. Requests for further information may be directed to the Registrar. You are urgently invited to visit the ColleO'e and to discuss further any problems that may need extra consideration. No Admission with Advanced Standing from Other Colleges Students who wish to transfer to the St. John's program must register as freshmen for the four-year course; no advanced standing in the program is granted for other college credits. Admission before Graduation from High School The College still considers the application of students who have not completed their formal four-year preparatory training, provided the student and his parents are persuaded he is able and ready to undertake the responsibilities of a program in the liberal arts. The presence of a large number of veterans will, for the next few years, make the decision of a student to apply for entrance before finishing his high course more hazardous. He should not make this decision without consultation with the Dean. Veterans' Educational Benefits St. John's College is approved and accredited by the land State Board of Education and the Veterans Administration for the training of Veterans of v\Torld \!Var II who are to receive educational benefits under Public Law 346 Servicemen's Readjustment Act of 1944, or the "G.I. Bill") and Public Law 16 (the Vocational Rehabilitation Act). Under Public Law 346, the Veterans Administration pays to the College $500.00 for an academic session towards the tuition fee of the veteran student and to the veteran during the academic session $65.00 per month subsistence for single veterans and $90.00 per month for those with dependents. Under Public Law 16, veterans who qualify by reason of disability �60 CATALOGUE OF ST. JOHN'S COLLEGE in service are provided tuition fees and supplies with a minimum subsistence of $105.00 per month, hospitalization, and additional allowances for dependents."'' Veterans who contemplate registering at St. John's College are urged to file their applications under Public Law 346 accompanied by certified copies of service record and discharge with their local Veterans Administration Regional Office before coming to College, so that their programs may be approved and benefits begin as of the day they register at the College. The Regional Office will issue a Certificate of Eligibility and Entitlement which the veteran will sign and turn over to the Treasurer for certification of his admission and enrollment. The College cannot register a veteran who does not present a Certificate of Eligibility and Entitlement. Veterans desiring benefits under Public Law 16 must apply directly to the Veterans Administration, and because of the time required for consideration and approval, should do so as early as possible. " As a result of recent legislation regarding veterans' subsistence allotm.ents, effective April l, 1948, subsistence payments will be $75.00 per month for sm\l"le veterans, $105.00 for veterans with one dependent, and $120.00 for veterans with two or more dependents. FEES College Finance !~ is the aim_ of St. John's College to establish its fees for tmt10n and residence at a figure which will approximate closely as possible the actual cost of furnishing tuition, boar~ and room, and meeting the administrative and other operating expenses of the College. Rising _c~sts of. op~ration for the College have prevented it from r~~hzmg this aim or principle. In order to meet in part these nsmg costs, St. John's College has established the fee for tuition and residence at $1,100 for all students enrolling in the College in the fall of 194 7 or thereafter. . The College still relies upon other sources of income, principally support by private individuals, and by th(e public through State App:opriations for four purposes: closing the g~p between operatmg expense and operating income, financial aid to students who are not able to pay the full costs, additions to College buildings and equipment, and increasing of the small College endowment. T~e va~ious other fixed charges for attendance at St" John's are listed m th~ following paragraphs. In figuring the budget for the academic year, each student should include additional amounts for books, clothes, stationery, laundry, and other incidentals. The cost of books will in general average about $7 5 per year. Entrance Examination Fee If a candidate for admission finds it necessary to take the College entrance examinations in order to complete the requirements for admission, he will be charged a fee of $5.00, payable to the College upon his request for examination. This fee is charged to cover the expense of giving the examination; it will not be refunded, nor will it be deducted from other fees. Annual Fees Beginning with the fall term of 1947, the fixed annual fees for all students for each year are as follows: Tuition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Board. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Room......... . . . . . . . . . . . . . . . . . . . . . . $650.00 350.00 100.00 Total. ............................. $1,100.00 61 �&Q£iJJJ' 62 CATALOGUE OF ST. JOHN'S COLLEGE These fees are payable in full on registration in September or, if preferred, in three installments: one-half on registrat~on, one-fourth on January 3, and the remaining fourth on Apnl 4. On registering, the student must procure a Treasurer's Ca:rd showina that fees have been paid or that suitable finanoal b . d arrangements have been made, in order to be adm1tte to classes, dormitories, the dining hall . the library, gymnasium or infirmary. CATALOGUE OF ST. JOHN'S COLLEGE 63 Deferred Payment of Fees Bills for College fees are presented directly to the student, and the student assumes responsibility for their payment on the dates due. There is available to those students, veterans and non~ete~ans, and their parents who are unable to meet the College rees m accordance with the regular schedule a deferred tuition plan, which provid:s for pa~ment in eq1:1al installments during the College year, m most mstances, nme installments. This i:iethod of deferred tuition payment is handled through "Tuit10n Plan, Inc.," a corporation which offers this service to many ~chools and colleges thro_ughout the country. The plan is put mto effect by a contract signed by the parent or guardian of the student and by the College and handled entirely by "Tuition Plan, Inc." The additional cost is four per cent of the amount financed. Refunds on Fees Payment of Fees by Veteran Students Payment of Bills If a student has paid any installment on his fees befond _the dates on which installments are due (September reg1strat10n, January 3, April 4), and withdraws from College for any cause whatever, such advance payment shall be refunded. But no installment already due shall be refunded, :regardless of the cause of withdrawal. The Colleae is not in business and does not regard itself as b selling instruction or food or lodging to students. Its fees can best be understood by the student if he regards them as membership dues. These dues help the College to provid~, not only instruction, food, and lodging, but also proper medical supervision, athletic facilities, and whatever other conditions it finds best adapted to forward the common learning enterprise. Caution Money Each student must make a deposit of $10.00 with the Treasurer on registration, subject to charges for laboratory breakao-e and damaae to College property. The amount of this deb o · A posit must be maintained at all times during the sess10n. refund check for this deposit will be sent to the student upon request after the end of any session or after withdrawal or gr~duation from College. Except for the caution money deposit, which is refundable after the close of the college year, the College has no extra fees. For the veterans who have qualified to receive educational benefits under Public Law 346, the Veterans Administration pays to the College $500.00 for the academic session towards the tuition fee of $650.00. The balance of this fee, amounting to $150.00, and the residence fee of $450.00, or a total of $600.00, is_ the direct responsibility of the veteran and must be paid by him to the College. However, the College has arranged a schedul~ of monthly payments of this balance, whereby the veteran is enabled to use his monthly subsistence payment from the Veterans Administration to meet in part his monthly payment to the College. In the case of a single veteran who receives $65.00 per month subsistence, or approximately $585.00 for the academic session of 9 months, the monthly payments to the ~olleg~ will be slightly in excess of his subsistence payments s1~ce. his total balance due on fees to be paid to the College by him is $600.00 for the academic session. For the veteran qualified to receive educational benefits under Public Law 16, the Veterans Administration will pay to the College the tuition fee of the veteran student and charges for books and supplies. The veteran will be directly responsible for payment to the College of the fee for residence, which can also be paid in monthly installments timed to coincide his monthly subsistence checks. The veteran qualified under Public Law 346 may elect to have the Veterans Administration pay the excess of tuition �64 CATALOGUE OF ST. JOHN'S COLLEGE $500 00 or $150.00, by surrendering entitlement at the over f· · d y for each $2. l O of such excess costs. Such_ an rate o one a h" · d f entitle1 t. by the veteran would mean that is per10 o ~~~:o~ould be reduced by approximately 71 days for o~~ academic session. The veteran may also elect t? h:a:e e:ch Veterans Administration pay for books and suppl~es A form year up to a total charge of $50.0? und:r the same p :;· er's to take advantage of this plan is available at the reasur Office upon registration. FINANCIAL AID College Aid Students unable to pay the full cost of their education may get assistance from the College. If the total assistance which a student needs for three terms amounts to not more than $250, the College will undertake to advance him a loan of the amount required and to find him employment at the College that will yield him sufficient wages to repay his loan during the period for which the money is needed. These loans do not bear interest. Since the available amounts of both work and money are limited, only students who could not otherwise meet their College expenses should apply for assistance. The procedure for obtaining a loan from the Student Aid Fund of the College is to sign a loan agreement by which the student engages himself to repay his loan as fast as his capacity to earn money will permit. As fast as he makes payments on this loan, new and smaller loan agreements will be substituted for the one the Student Aid Fund holds. The privilege of borrowing from the Student Aid Fund is. reserved to those who perform satisfactorily for the College the work for which they receive wages and for those who curtail their loan promptly to the limit which their wages will permit. If the total assistance needed for the academic year amounts to more than $250, the College will either make up the excess by an outright grant from the Student Aid Fund or else reject the application altogether. This practice is based on the experience that in most cases $250 is all the student can earn without endangering his studies and on the College's belief that it is undesirable that its members should graduate with a burden of debt to the College. Outright grants are made only where aid is so clearly needed and merited that the College can successfully appeal for donations to persons who are strangers to the applicant. The Committe on Aid will reject all applications, whether for loans and employment or for outright grants, which do not clearly demonstrate that all local sources have been thoroughly canvassed. The Committee has the grave responsibility of 65 �66 CATALOGUE OF ST. JOHN'S COLLEGE administering justly a common financial resource of the community of scholars which the applicant seeks to join. It therefore subjects each case to a thorough investigation and it cannot initiate this investigation until the student aid blank has been filled out fully, clearly, and accurately, and with sufficient detail to enable a judgment to be made. All students hold aid, whether loan and employment or money grant, only on condition that they maintain good academic standing. Application for aid should be made at the time the formal application for admission is forwarded to the Registrar. Maryland State Scholarships Residents of the several counties of Maryland and the six legislative districts of Baltimore are eligible to take the competitive examinations for scholarships at St. John's College. Twenty-nine of these scholarships pay full fees, including tuition, board, and room; twenty-nine pay tuition fees only. They are granted for four years, or in the case of a student already at the College, for the :remainder of his course to graduation. In all counties and legislative districts the competitive examinations are administered by the respective county or city School Boards, and reports are rendered to the respective Senators who make the formal appointments. The College supplies the examinations and grades the papers in all except two counties, Montgomery and Prince George's, where the School Boards examine candidates and report directly to each Senator. All appointments are conditional upon admission of the candidate to the College. The procedure for application, examination, and appointment to State scholarships is as follows: l. Candidates, who must be residents of the county or district that has an open scholarship, should watch the newspapers for the announcement of the time and place of the examination and apply to the local School Board for examination. 2. Carn:lidatcs should supply to their respective Senators evidence of their good character and financial need. 3. Appointees will be notified of their appointments by the Senator and by the College. CATALOGUE OF ST, JOHN'S COLLEGE 67 Scholarships Awarded by the College THE PHILIP A. MYERS, II, SCHOLARSHIP '!'?be awarded annually, the income from $l0,000 th Philip A Myers, II, Class of 1938. THE CLIFTON c. ' .f f e gi t 0 ROEHLE SCHOLARSHIP To be awarded in tuition, the income from $6 000 h b qu_est of Mrs. Anna M. D. Roehle, in memory, of e eChfton C. Roehle. er son, ht THE JEREMIAH HUGHES SCHOLARSHIP To be ~warded annually to some deserving student, referably a resident of Annapolis, the sum of $30.00 to be ap lied to the cost of tuition. PP THE FRIEDRICH JONATHAN VON SCHWERDTNER SCHOLARSHIP . To be awarded in tuition, to some deserving student the mcome fr~ ~he bequest offered annually under the win of the lat~ Fn~dnch Jonathan von Schwerdtner, in memory of hi 5 son, Fnednch. Scholarships Awarded by Patriotic Societies THE MATTHEW FONTAINE MAURY SCHOLARSHIP Awarded by th~ United Daughters of the Confederacy to a s~udent of ~xcept10~al character and scholarship and of establ~shed Confe~erate lmeag~. This scholarship is applied to tuit10n and residence fees, m accordance with the needs of the student s:lected, ~nd is aw~rde~ at present for four years unless the ap~omtee fails to mamtam the required standard in his acaden:1c record. Applications should be addressed directly to Mrs. Sidney Cox, Smithfield, Virginia. SCHOLARSHIP OF THE COLONIAL DAMES OF AJ'!1ER!CA Applicants for this scholarship are expected to submit evidence that they are of colonial descent and that they themselves revere the ideals and standards of their forbears, Appli- �68 CATALOGUE OF ST. JOHN'S COLLEGE cation should be made to the Chairman of the Scholarship Committee of the Colonial Dames of America: Mrs. Henry 0. Milliken, 421 East 6lst Street, New York City. Scholarships at Other Institutions for St. John's Students SCHOLARSHIPS IN ENGINEERING Three scholarships in engineering are offered at the Johns Hopkins University to graduates of St. John's College. . These scholarships are awarded by the Faculty Committee on Scholarships and Student Aid. SCHOLARSHIPS IN MARINE BIOLOGY A tuition scholarship applicable to an approved course either at the Biological Laboratory at Cold Spring Harbor, New York, or at the Marine Biological Laboratory, Woods Hol.~, Massachusetts, is offered annually to graduates of St.. John · This scholarship is awarded by the Faculty Committee on Scholarships and Student Aid. APPENDIX A A SHORT EDUCATIONAL HISTORY OF ST. JOHN'S COLLEGE small arts college for men, ST.ItJOHN'S COLLEGE is aand hasliberal so since its founding. is non-denominational, been It has never been coeducational. It maintains no graduate or professional schools. It is the third oldest college in the United States. 1696 King William's School, first public free school on the American Continent, founded in accordance with the following Petitionary Act of the General Assembly of colonial Maryland: A Petitionary act for free-schools. Lib. LL. No. 2, fol. ll5. Dread Sovereign . . . . Being excited by his present Excellency, Francis Nicholson, Esq.; your Majesty's Governor of this your Province, his Zeal for your Majesty's Service, pious Endeavors and generous Offers for the Propagation of Christianity and good Learning, herein we become humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us your Majesty's Subjects of this Province, represented in this your Majesty's General Assembly thereof, THAT IT MAY BE ENACTED. II. AND MAY IT BE ENACTED, by the Kings most excellent majesty, by and with the advice, prayer and consent of this present General Assembly, and the authority of the same, That for the propagation of the gospel, and the education of the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher, and one writing-master, or scribe, to a school, and one hundred scholars, more or less, according to the ability of the said free-school, may be made, erected, founded, propagated and established under your royal patronage. And that the most reverend father in God, Thomas, by Divine Providence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the said school; and that, to perpetuate the memory of your majesty, it may be called King William's School, and managed by certain trustees, nominated, and appointed by your sacred majesty. Laws of Maryland, Session of July 1-9, 1696. 69 �70 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 1776 The original Board of Visitors and G overnors was as follows: . . According to tradition King William's School was used as a gunshop during the Revolutionary War. Wilham West, D.D. Thomas J. Claggett, D.D. Nicholas Carroll John H. Stone William Beanes Richard Ridgely Samuel Chase" John Thomas Thomas Stone* Alexander Hanson Thomas Jennings 1785 St. John's College chartered by the General Assembly of the State of Maryland: WHEREAS, Institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States: Be it enacted, by the General Assembly of Maryland, That a college or general seminary of learning, by the name of Saint John's, be established on the said Western Shore, upon the following fundamental and inviolable principles, namely: first, said college shall be founded and maintained forever, upon a most liberal plan, for the benefit of youth of every religious denomination, who shall be freely admitted to equal privileges and advantages of education, and to all the literary honors of the college, according to their merit, without requiring or enforcing any religious or civil test, or without their attendance upon any particular religious worship or service, other than what they have been educated in, or have the consent and approbation of their parents or guardians to attend; nor shall preference be given in the choice of a principal, vice-principal, or other professor, master, or tutor, in the said college, on account of his particular religious profession, having regard solely to his moral character and literary abilities, and other necessary qualifications to fill the place for which he shall be chosen. . . . . The petition for this Charter was signed by V/illfam Paca* and others. James Brice John Allen Thomas Gustavus R. Brown Edward Gantt Clement Hill Richard Sprigg Charles Carroll of Carrollton ,. Jeremiah T. Chase Charles Wallace John Carroll, D.D. First Principal of St. John's College, Dr. John McDowell. 1786 The property, funds, masters, and students of King vv·n. , ~~~~e~e.conveyed by an Act of the General Assembly to St. I]~~~.: RevereV~d Ralph _Higginbotham, Master of King William's Scho I ecame ice Prmnpal of St. John's College. o' Two members of the Bo d f v· · William's School became ~sit~rs ~~~r~ and Governors of King College overnors of St. John's b 1791 George Washington visits St. John's College. To the Fawlty of St. John's College: Gentlemen: . The satisfaction which I have derived fro . . . is expressed with much pleasure and n_ihmy visit to your mfant seminary ' my w1s es for its pr are proffered with sincere regard. ogress to perfection The very promising appearance of its infa • . . whom I entreat you to class me) with th n~y must flaLter all Its friends (with time mature manhood. ' e ope of an early and at the same You will do justice to the sentiments which . your kmd regard toward me inspires, by believing that 1 r . ec1procate the good · h . ~ddress, and I sincerely hope the excellence of w1~ es co~tamed in your m the morals and science of the yo ths h your sem~na?. will be manifested u w o are favo:rea wHn your care. ANNAPOLIS, April 17, 1791. "Signer of the Declaration of Independence " Signers of the Declaration of Independence. GEORGE WASHINGTON �72 CATALOGUE OF ST. JOHN'S COLLEGE 1796 CATALOGUE OF ST. JOHN'S COLLEGE 1868 Graduation of Francis Scott Key, District Attorney of the United States; author of The Star Spangled Banner. 1799 Graduation of George Wa.shington Parke Custis, step-grandson of George Washington. Fairfax and Lawrence Washington, nephews of George Washington, were also students at the College. 1835 Curriculum during the Prindpalship of the Reverend Hector Humphreys. First Year Greek Xenophon Herodotus Thucydides Lysias Demosthenes Isocrates Plato Latin Livy Horace Virgil Mathematics Algebra Second Year Greek Home:r Hesiod Tragedies Latin Juvenal Cicero Mathematics Plane Geometry Solid Geometry Logarithms Trigonometry Third Year Greek Minor Poets Latin Tacitus Mathematics Applications of Trigonometry Conic Sections Chemistry Natural Philosophy Elements of Criticism Fourth Year Latin Horace Natural Philosophy Logic Astronomy Geology Civil Engineering American History Political Economy Natural Theology English Composition and Declamation in all four yearn. Modern Languages by special arrangement in addition. Cu:r:rirnlum during Principalship of James C. \!\Telling. First Year G:reek Homer Herodotus Latin Virgil Cicero Livy Horace Mathematics Algebra Geometry English 19th Century Literature Second Year Greek Xenophon Plato Euripides Lucian Latin Horace Cicero Terence Mathematics Logarithms Trigonometry Solid Geometry English Shakespeare 18th Century Literature Third Year Greek Plato £schylus Thucydides Sophocles Latin Cicero Juvenal Plautus English Shakespeare Spencer Taylor Hooker Miiton Mathematics Theory of Equations Analytic Geometry Descriptive Geometry Use of Instruments Natural Philosophy Chemistry Historical Methods Fourth Year Greek Lectures in Philosophy Plato and Social Science on,. Aristotle Plato Aristophanes Aristotle Demosthenes Augustine Latin Thomas Aquinas Tacitus Vi co Lucretius Descartes Persius Bacon Quintilian Bossuet English Pascal Authors of 13th, 14th, Paley and 15th Centuries Locke Mathematics Spinoza Analytic Geometry Montesquieu Calculus Kant Mechanics De Tocqueville Natural Philosophy Adam Smith Astronomy Fichte Logic Hegel Evidence of Christianity Buckle Lecky Malthus Mill Butler �CATALOGUE OF ST. JOHN'S COLLEGE 74 1886-1923 Presidency of Thomas Fell. A curriculum of Block Electives and Military Training. I. Classical Course leading to the B. A. Degree. 2. Latin Scientific Course leading to the B. L. Degree 3 Scientific Course leading to the B. S. Degree Mechanical Engineering Course leading to the M. E. Degre~ 4: 1923-1937 Period of Progressive Studies under the Open Elective System. 1937 Restoration of the traditional program of Classics and Liberal Arts unique in American colleges of today. APPENDIX B THE DEGREE OF BACHELOR OF ARTS AT ST. JOHN'S COLLEGE Just as institutions are necessa~y for the carrying on of learning, although these very institutions may become its greatest hindrance through unwise direction and time's dullness, so any institution of learning must require of its students certain marks and signs of their attainments and progress even though misuse of such requirements has often prevented true progress. Their use must entail care. Such requirements are inevitable if an institution is to pronounce public judgment upon its students, that is, to grant degrees. The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies competence in the modern equivalent of these arts and sciences. This implies: 1. Knowledge of the contents of the required books in the list. 2. Competence in mathematics through the elementary calculus. 3. A reading knowledge of at least two foreign languages. 4. Four hundred and fifty hours of laboratory training. Now, since students are of different, capacities, and since colleges of liberal arts, of all institutions of learning, are called upon to judge not only of the attainments of th~r students but also of their progress, it therefore seems wise that St. John's College offer three degrees: namely, Bachelor of Arts magna cum laude, Bachelor of Arts cum laude, Bachelor of Arts rite. The first to be awarded to those students who, in the opinion of the faculty, are judged satisfactory both in attainments and progress, and capable of pursuing their work in Law, Medicine and Theology or in the graduate schools of language and literature, mathematics, the natural sciences, and logic and metaphysics. The third to be awarded to those students who, in the opinion of the faculty, have made sufficient progress in the intellectual virtues to warrant recognition by the college, but on whose actual powers of operation in the several arts and sciences and therefore on whose actual capacity for advancing further in professional or graduate schools, the faculty declines to make a final judgment. The second degree represents a less eminent case of the first. In awarding degrees, the faculty must set up ways and means of reaching decisions. To this end the following stipulations are made: At the end of his third year, the student must stand four written enabling examinations, one in language, one in mathematics, two in 75 Preamble Degrees Ways & Means Enabling examina· tions �76 Petition Diss er~ ta ti on (general) CATALOGUE OF ST. JOHN'S COLLEGE laboratory, theoretical and operational, and one oral examination on seminar reading. These examinations are given normally in September after the third year, although the student has the right to demand them in June of the third year. These examinations are largely technical in character. But thP. technique required must be at all times related to the whole body of the liberal arts and to appropriate subject matters. This relatedness is formally guaranteed by basing the enabling examinations on a list of books named in Appendix I. The examination in language covers general questions of grammar of all four languages, and l~gic. The mathematics examination covers specifically simple operat10ns in geometry, conics, trigonometry, analytic geometry, and in t~e differential calculus. The examination in laboratory covers specifically the analysis and operation of certain important instruments to be named in Appendix I, p. 77. After having taken his enabling examinations, the student may petition the faculty to accept him as a candidate for the degree of Bachelor of Arts, to be granted at the end of his fourth year. The faculty through a committee then examines the student's record up to the time of the petition together with his performance on the enabling examinations. It may make one of three judgments: either (1) the student is accepted as a candidate ~or the degree, or (2) he is not accepted but ,allowed to complete his fourth year of college work, or (3) he is dismissed from the college. In examining a student's record the committee of the faculty especially named for this purpose is at liberty to question the tutors and seminar leaders of the student both past and present, and the student himself, as well as the formal judgment preserved in the way of term marks or examination grades, or any examination papers or yearly theses at hand. It would be a general principle that the faculty not accept as a cand~date for the degree ~ny stud.re~t w~o had consistently neglected and ignored or had comnstently Lalled m any of the essential divisions of the first ~hree years' program; t~at is, either language and literature, or the hberal arts, or mathematics and the natural sciences. But the faculty committee, although refusing to accept a student as a candidate for the degree, may judge the student capable of benefiting from the fourth year's work without detriment to the college community. Any student accepted as a candidate for a degree or allo':ed to remain the fourth year must then indicate a subje~t for a ~rnsert~­ tion, to be agreed upon by the faculty, to be wn.tten durm? lus fourth year, and to be publicly expounded, a~phfied, and mterpreted satisfactorily by him prior to the grantmg of the degree. While the degree can not be granted before the end of the fourth CATALOGUE OF ST. JOHN'S COLLEGE 77 year, the student may request more time to prepare and submit his dissertation for the approval of the faculty. He may even request permission to return to the college for a fifth year, attending what tutorials, laboratories, and seminars he pleases within the limits of college discipline. The student will choose, and the faculty will accept, a subject for dissertation with an eye to all the first four years' work, and not as a piece of specialized research or contribution to knowledge. The Instruction Committee acts as an Examining Board. The duties of the Examining Board 'are as follows: 1. To formulate and administer the Enabling Examinations which are to be given in September. 2. To accept and approve projects for the final dissertation. Such projects must be prepared and formulated by each candidate with the help of a faculty adviser. 3. To read and accept the final dissertation, to administer the final examination, and to recommend candidates for degrees. APPENDIX I The books of the first three years on which the Enabling Examination are to be focussed are the following: Texts studied in Tutorial Republic Organon Confessions De Ente et Essentfa Social Contract Les Pensees Euclid Archimedes Apollonius Ptolemy Galileo Descartes Newton Boole Texts studied in Seminar Iliad Republic Timaeus ffidipus Poetics Physics Galen Divine Comedy Don Quixote Hamlet King Lear The Tempest Harvey Lavoisier Wealth of Nations Federalist Papers As stated above, the examination in laboratory will cover specifically the operation and explanation of certain important instruments. The following list is arranged under three headings: Elements, Scopes, and Meters. There are two classes of scientific instruments: scopes and meters. The scopes are aids to observation and the meters are aids to measurement. With the former, distinctions Dissertation (particu· Jar) Examin~ ing Board �78 CATALOGUE OF ST. JOHN'S COLLEGE APPENDIX C of a qualitative kind can be made such as between more and less, up and down, straight and not straight. The latter permit us to make quantitative judgments, that is, to associate through similar ratios some one of a series of numbers with the thing observed. Often the same piece of apparatus can be used either as a scope or as a meter. The elements are certain devices, not scientific instru· ments themselves, which enter into the construction of different instruments. Elements Solids Crystals Fluids Gases Lever Inclined plane Screw Pulley Floating body Spring Pendulum Magnet Mirror Lens Prism Grating Scopes Straight edge Plumb line, gnomon Compasses, divider Tuning fork Electroscope Telescope Microscope Oscilloscope Stroboscope Meters Scale Ruler Balance with set of weights Spring balance Strength-of-materials testing machine Water clock Barometer Sonometer Disk siren with clock and counter Thermometer Magnetic compass Coulombmeter Tangent galvanometer Dioptra Astrolabe Micrometer microscope Spectrometer with minimum deviation prism The examination in laboratory will be in two parts. In one the student will be asked to make certain observations and measurements with some of the above instruments, and in the other to answer questions on the theory and application of some of the elements and instruments. The references for this examination are the mimeographed laboratory notes and the student's written :reports of the first three years, as well as the scientific books among the texts named above. INTERCOLLEGIATE ATHLETICS By STRINGFELLOW BARR, President ST. JOHN'S COLLEGE RADIO PROGRAMS" SERIES II, NO. 3 From Station WFBR in Baltimore, Nov. 20, 1938 I propose_ to_ discuss an important step which St. John's College has tak~n w1t~m the pa~t ten days. Many of those who are listening to m~, mcludmg alumm members of the College, will by now almost certamly have been told by somebody that the College administration has abolished athletics. Those who believed this statement should, it seei:is to me, be gravely disturbed. I think I ought promptly to drnabuse them. To keep the record straight, I shall therefore first state the facts. Athletics have not been abolished but the College has decided that after the dose of the presen~ academic session athletic facilities will be increased and at the same time will be placed on a strictly intramural basis. I am explaining tonight why significant changes have been announced in the athletic system at St. John's, to take effect next September; but in explaining these changes I am discussing liberal education in a democracy. The system of intercollegiate athletics which has developed during t~e past twenty years will no longer support the prime purpose of a liberal college. I suppose I ought to have forseen this. But I didn't. Certainly, there have been enough Carnegie reports, enough magazine articles by candid writers like John Tunis to convince men of my generation that we are sheer sentimentalists and ignoramuses if we suppose that intercollegiate athletics are the same thing we remember from twenty years back. They do things better now, with rose bowls, cotton bowls, and sugar bowls; with costly equipment, transcontinental journeys, and big money; with costly coaches and costly quarterbacks. I knew all this. The first thing I learned about athletics on arrival at St. John's was that we were booked to play our un~atural rivals, Army and N. Y. U.-in an effort to keep down the high cost of modern athletics by earning a good "gate." But still I thought it might be possible to adapt intercollegiate athletics to educational ends, to pare down schedules, to decline with thanks such games as Army and N. Y. U., and to protect the coaches from criticism if they lost games by refusing to hire athletes, I was mistaken. The thing that taught me I was mistaken was what happened whe~ intercollegiate athletics collided with a curriculum that really reqmred work. Yet I should have known this by analogy. I had 79 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE known countless students who withdrew from intercollegiate athletics when they entered medical or other professional work. They withdrew because they knew, along with everybody else, that you have to study to earn an M. D. while ordinarily you don't have to study to earn a B. A. The undergraduate fills in his idle time with athletics, which at its most professionalized is a lot better thinf; to fill idle time with than some other things l know. But suppose there isn't any idle time? Suppose there is just enough leisure time for healthful outdoor games? Then every athletic trip becomes a crisis and not what is known as an "athletic excuse." For students who are really doing serious work know without being told that you can't "make up" for something you should have learned but didn't, by using the magic word "excuse." An excuse may square you with the Dean. It won't convert ignorance into knowledge. There is no reason on this round earth why securing a liberal education in an undergraduate college should be a less serious business than acquiring a medical education in a medical school. But if it is a serious business, then it had better steer dear of another very serious business, indeed a highly organized "big" business, intercollegiate athletics. For this big business has its own exigencies: those who won't meet them had better keep out. That big business substitutes spectator psychosis for actual participation, cheering sections for playing teams, an orgy of sportsgoods equipment for costumes fit to have fun in, large business staffs with long-term schedules for the old-time impromptu challenge of natural antagonists, monotonous physical drill for learning to play by playing, pressure from fellow-students for zest to play, the exhibitionism of star performers for the satisfaction of playing well because it is more fun to play a game well than badly. The sum total of these things is hysteria, lost motion, the death of the amateur spirit, and an athletic system that competes with study instead of supplementing and strengthening it. We have all known these things for years, unless we have been ostriches or Rip Van Winkles. But I repeat, they don't prove fatal so long as undergraduate education is run in low gear. In fact, I should insist again that, so long as education is run in low gear, these things are better than idleness. But there is something better still, and that something is amateur athletics, amateur athletics of a quality no college can achieve so long as it is meshed in with the new kind of athletics, the big-business kind. The educational program now going on at St. John's must have the support of amateur athletics. It must have it, because amateur athletics is rich in terms of health, recreation, skill, and co-ordination. To get that support, it will expand its intramural athletics. More varie.ties of sport will be offered and more facilities. Our colleges are often abusive! yf called country dubs. I want to see St. John's offer th · f ·1· · e sort o athl euc aCl mes a. good country dub offers · Every game we now play we shall contmue to play, except that the six-man footb ll . ·11 a we started t h is year w1 replace the standard game. In addition we want to expand water sports, with particular emphasis on sa·1· The a l umm. h ave a lready given us one sailboat; we shall ac 1 uire · mg. five more. q Finally, it is essential, not only that games be played at the College but that they be well played. A tutor with wide athletic experien~e will be placed in charge, but he will need a number of student assistants". To secure good assistants, we propose to offer athletic sch?~arsh1ps. In my own limited experience, this will be the first legitu?ate use to whic? athletic scholar_ships have been put by an Amencan college ..I thmk you may rest assured there will be plenty of e:cellent candidates. I hope you will help me find the best candidates. . Soo~er ~r later, I ~ope soon:r, t~e present system of semi-profess10nahzed mtercolleg1ate athletics will hang itself. When it does, the proble1!1-s that caused us to take our present stand will disappear. When it does, we shall doubtless play games with other colleges as naturally as such games were once played. Meanwhile athletics at St. John's will be for the student, not the student for athletics. 80 81 �CATALOGUE OF ST. JOHN'S COLLEGE BIBLIOGRAPHY OF ARTICLES ON THE ST. JOHN'S PROGRAM ADLER, MORTIMER J.: The Crisis in Contemporary Education, The Social Frontier, February 1939. BARR, STRINGFELLOW: The Art of Liberation, Free America, September and October 1939. Reprints available. -----: A College in Secession, Atlantic Monthly, July 1941. Reprint5 availabk - - - - - The College of the Future, New York Times, May 9, 1943; Magazine Digest, November 1943. -----: A College Rebels, The Key Reporter, Phi Beta Kappa News Magazine, Autumn 1938. -----: Back to Fundamentals in Education, Talks, October 1937. Reported from an address given over the Columbia Broadcasting System. ----- The Education of Freemen, The New Republic, August 31, 1942. - - - - - The Ends and Means of General Education, Address, Proceedings of the Fifty-third Annual Convention of the Middle States Asso. of Colleges and Secondary Schools, November 24-25, 1939. Reprints available. - - - - - The Future of the American College, London Economist, July 3, 1943, also American Survey, July 3, 1944. -----: John Doe Goes to St. John's, Progressive Education, January 1939. Reprints available. - - - - - The St. John's Program, Encyclopaedia of Modern Education, The Philosophical Library, Inc., 1943. ----- The St. John's Program, The Virginia Spectator, December 1938. - - - - - Suspending Education, Address, Columbia Broadcasting System, February 4, 1943. - - - - - Towards a Disciplined Mind, Address, Proceedings of the Head Mistresses Asso. of the East, November 10-11, 1939. - - - - - The War and the Colleges, Two Radio Addresses, May 1942. Reprints available. BucHANAN, ScoTT: Back to First Principles, Survey Graphic, October 1939. Aloo in How Can We Be Taught to Think, Farrar & Rhinehart, 1940. -----: A Crisis in Liberal Education, The Amherst Graduates' Quarterly, February 1938. Reprints available. BULL, GEORGE, S. J.: St. John's Experiment to Reclaim a Lost Heritage, America, April 23, 1938. CAMP, LEO LEONARD: St. John's, Annapolis-After Five Years of Operation, The Commonweal, October 22, 1943. -----: Liberal Arts for Catholics, The Commonweal. April 14. 1944. CLEVELAND, RICHARD F.: The St. John's College Program, The Daily Record, Baltimore, Md., March 23, 1938. 82 83 DEWEY, JOHN: Challenge to Liberal Thought, Fortune, August 1944. HooK, SIDNEY: Ballyhoo at St. John's, Part I, "Education in Retreat," and Part II, "The 'Great Books' and Progressive Teaching," The New Leader, May 27 and June 3, 1944. KIEFFER, JOHN S.: The Classical Revival at St. John's, The Classical Journal, December 1939. Journal of Educational Sociology, The: St. John's College: A Critical Appraisal, November, 1944. Edited by Alonzo Myers. LIFE MAGAZINE: The Classics-At St. John's They Come into Their Own Once More, February 5, 1940. LIPPMANN, WALTER: Crisis and Reform in Education, The New York Herald Tribune, February 15, 1943. The St. John's Program, The New York Herald Tribune, December 27, 1938. Reprints available. LYND, HELEN MERRELL: Conflict in Education, New Republic, May 22, 1944. MARTIN, W. A. P.: 31, 1937. The Revival of Learning, The Commonweal, December MAYER, MILTON S.: Socrates Crosses the Delaware-St. John's College and the Great Books, Harpers Magazine, June 1939. ME!KLEJOHN, ALEXANDER: A Reply to Mr. Dewey, Fortune Magazine, January 1945. PRICE, JAMES HARRY: Click and Pick vs. the Atlantic, The Churchman, Christmas 1942. PRINGLE, HENRY F.: College With an Idea, The Saturday Evening Post, October 14, 1944. TALIAFERRO, R. CATESBY: Concerning the New Program at St. John's, The Maryland Club Woman, February 1938. VAN DOREN, MARK: Education by Books, The Nation, December 6, 1933. WARREN, CoNsTANCE: Liberal Education in the Post-War World, Journal of the American Association of University Women, Spring, 1944. ST. JOHN'S COLLEGE BULLETINS REPORT OF THE PRESIDENT, April 1939. REPORT OF THE PRESIDENT, April 1940. REPORT OF fHE PRESIDENT, May 1941. REPORT OF THE PRESIDENT, June 1942. REPORT OF THE PRESIDENT, June 1943. BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J.: How to Read a Book-or the Art of Getting a Liberal Education, Simon & Schuster, 1940. A book expounding the techniques by which adult groups or individuals can come to terms with the great books. �84 CATALOGUE OF ST. JOHN'S COLLEGE AMERICAN LIBRARY ASSOCIATION: Classics of the Western World, with forewords by John Erskine and Everett Dean Martin. One of the book lists out of which the St. John's program grew, this pamphlet contains valuable secondary bibliographical material. It was first published in 1927 by the American Library Association for the use of adult classes. 1944. HUTCHINS, ROBERT M.: Education for Freedom, Louisiana State University Press, 1943. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. ME!KLEJOHN, ALEXANDER: Education between Two Worlds, Harper & Brothern, 1942. RICHARDS, L A.: How to Read a Page, W. W. Norton, 1942. Still more detailed techniques of reading. VAN DOREN, MARK: Liberal Education, Henry Holt & Co., 1943. STUDENTS ENROLLED IN ST. JOHN'S COLLEGE 1947-48 FOURTH YEAR-CLASS OF 1948 Irving Victor Abb. . ................... Frederick Rogers Garland Albritton ..................... Chevy Chase Gerald Atterbury. . ............. Annapolis Samuel Bancroft Bird, Jr.. . ............. Wilmington, Delaware William Hurst Brubeck. . ............ Annapolis Ch'ao-Li Chi. ........... New York, New York Theodore Willes Clark. . ............... Wellfleet, Massachusetts Peter Clogher. . ........... Englewood, New Jersey Robert Orval Davis. . . . . ........... Scottdale, Pennsylvania Vernon E. Derr. . . . . . . .Annapolis David Dobreer. . . . . . . . . . . . . . ... Los Angeles, California Donald Semadeni Elliott... . .... Lutherville Henry Raymond Freeman, III. . ... Sewickley, Pennsylvania Alvin Fross.. . ..... Bayonne, New Jersey Clarence Westcott Gallup, Jr.. . .... Englewood, New Jersey John Parker Gilbert. ................. Vineyard Haven, Massachusetts William Michael Goldsmith. . . . . . . . . . . .... Forest Hills, New York Allen Harvey . . . . . . . . . . . . . ..... Frostburg Chester Peter Hewitt... . ................ Woodmere, New York Christian Arneson Hovde. . .... New York, New York H. B. Gerald Hoxby. . . . .... Mariemont, Ohio Donald Stanley Kaplan. . ..... Brooklyn, New York Michael Christopher Keane. . ...... Brooklyn, New York Lawrence Leslie Levin. . .................. West Hartford, Connecticut David Barrington Lowdenslager. . ...... Baltimore John Duncan Mack. . .... New York, New York Charles Ferris Maikoffske........... . ...... Pleasantville, New York Alan Schutz Maremont. . . . . . . . . . . . . . . . . .... Chicago, Illinois Jack Lancaster Mason. . ...... Havre de Grace Richard Lewis Matteson. . . ....... Frostburg Clarence Robert Morris, Jr .................... Austin, Texas Oswald Nagler .................. Perry Point Jules Olympia Pagano. . ............... Newfield, New Jersey Morris Albert Parslow. . ................ Muskegon, Michigan Milton Perlman . . . . . . . ..................... Memphis, Tennessee William Warfield Ross ........................ Bethesda Robert Julian Scolnik. . ........ New York, New York William Westerman Simmons ................. Cedar Rapids, Iowa John Calvin Smedley. . ................. Annapolis Langford Wheaton Smith, Jr.. . .... Berkeley, California William Kyle Smith, Jr... . ........ Annapolis Robert Lee Sterling .......................... Crisfield Stephen Wayne Terry, Jr. .................... Indianapolis, Indiana Robert Treat Thompson. . ........ Oakland, California Gene Perkins Thornton. . . . . . . . . . . . . ....... Greensboro, North Carolina George Robert Trimble, Jr.. . .... North East George Montgomery Vansant........... . .. Annapolis James Rodney Whetstone... . . . .. Denver, Colorado Robert Charles Wilson ....................... New York, New York THIRD YEAR-CLASS OF 1949 Clarence Alfred Anderson, II . Robert John Austin .................. . Herbert Joseph Baer, Jr. ........... . 85 ..... Annapolis . .... Antwerp, New York . .Hamburg, New York �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Charles Crittendon Baldwin, Jr.. . .Albuquerque, New Mexico Aaron M. Bis berg. . . Annapolis Eugene Bokras . . . . . . .Peekski!l, New York Harold Milbourne Boulden. . . Elkton Donald Grant Bounds. . . . . Salisbury Dariiel Brockhuizen .. Saddle River, New Jersey Jonathan Erskine Brooks.. .Rocky River, Ohio Peter Frederick Buri... . . . . . . .Eau Claire, Wisconsin Robert Whitehouse Burnet. ............... New Rochelle, New York Philip Albert Camponeschi ..... Annapolis Jerome Herbert Cantor. . .Boston, Massachusetts George Warton Carden. . ... Upper Marlboro Ray Charles Cave. . . . .. Washington, District of Columbia James Watson Conrad. . .Wilkinsburg, Pennsylvania Clark Ralph Cridland, Jr. . . .. Michigan City, Indiana George Howell Daffer. . ... Arlington, Virginia Peter John Davies. . .. New York, New York Frederick Parsons Davis. . . .. Hopkins, Minnesota Andrew Dewing . Wellesley, Massachusetts Alan Eckhart ... Winnetka, Illinois Rudolph C. Ellsworth, II. . . ... Chicago, Illinois Paul Carlyle Evans. . .Annapolis Robert Dixon Fox. .Bowling Green, Kentucky Paul Albert Frasca. . .Flushing, New York Donald Claude Gooch. . . .Abbeville, Louisiana Richard Scott Harris. . . ..... Saginaw, Michigan John Phelan Hayden. . .............. Chevy Chase William Crawford Hill. . . . .... Pueblo, Colorado Frederick Russell Hinckley, Jr.. . ...... Salt Lake City, Utah Allan Paul Hoffman. .Lawrence, New York Harold J. Hyden.... . .Tulsa, Oklahoma Chester Arthur Johnson.. . . . . . . . . . . .. Annapolis Rowland Alfred Jones. .......... . ... Irwin, Pennsylvania Ra! ph Hall Keeney. . . . . . . . . . . . . . ... Providence, Rhode Island Clarence Jo Kramer. . .. Muskegon, Michigan Ian Campbell Lea. . . .............. Lake Bluff, Illinois John James Lobell. . . ..... Baltimore Thomas Delmar Lyne. . ............. New York, New York Vincent Wood McKay. . .... Montgomery, West Virginia Ellis Wooster Manning, Jr.. . .Brinklow Ira Wen dell Marine. ......... . ..... Washington, District of Columbia Robert Irwin Marshall. . . . . . . .. Chicago, Illinois Edward Hector Mongeau....... . .Fall River, Massachusetts Alexander Beauregard Morse. . .. Washington, District of Columbia Reinardo Patrick Louis Moure. . ... LaPlata James Wilson Ray. . . . . . . . . . . . . . . <.. Harrisburg, Pennsylvania David Burke Rea. ........... . ... Three Rivers, Michigan Lynn Homer Robinson........... . .... Morrisville, New York Bradley Johnson Saunders, Jr ................. Kansas City, Missouri Lawrence Holt Sherman. . ...... Garden City, New York Bruce Harris Sinkey. . ... Maplewood, New Jersey John Henry Thomas. . ... Racine, Wisconsin Richard Van der Voort. . . . . . . . . . . . . .. Ingomar, Pennsylvania John Calvin Wallace. . . . . . ................ Chevy Chase Guy Oliver Walser, Jr.. . ............. Sayville, New York David Bae:r Weinstein .. Brooklyn, New York Peter Weiss . . . . . . . . . . . . .... New York, New York George Patrick Welch, Jr.. . ... Providence, Rhode Island Terry Hutchison Wells.... . .... Evanston, Illinois John Scott Woodward..... . ..... Coldwater, Michigan Richard Weston Young. . . . ...... Winter Hill, Massachusetts 87 SECOND YEAR-CLASS OF 1950 86 0 Frederick James Beardsley. . .. Baltimore Leod Daw Becker, Jr... . .... Milford, New Jersey Donald Lewis Breen. . .. Baltimore Alan Burruss Brinkley.. . ............ Lynchburg, Virginia .Jack L.add Carr. . . . . . . . . . . . . . . . . . . .. Philadelphia, Pennsylvania George Barton Case. ......... . . <Cumberland Milton Stearns Clifton. . . ............ Bellingham, Washington Bernard Smith Clorety. . . . . . . Hollywood, Cailfornia George Harris Collingwood, Jr.. . . ..... Washington, District of Columbia Richard Tower Congdon. . ................. Auburn, New York Joseph William Cooper. ... New York, New York Patrick Darrell Davis. . . . . . . . . . . . . . . . . . ..... Washington, District of Columbia 1Nilliam Curwen Davis. . ... Scranton, Pennsylvania Edmond Everett diTullio .................... Little Neck, New York Matson Glenn Ewell.... . .Rochester, New York Herbert Selig Feinberg. . . . . . . . . . . . . . Edgewood, Pennsylvania Ralph Charles Finkel. ............. Baltimore W. Bernard Fleischmann... .Baltimore James Hartwell Frame. . .. Wichita Falls, Texas Thomas George Fromme. . .... _Bellevue, Kentucky .John Robinson Garland. . .. Maplewood, New Jersey Charles Francis Gentile. . . . ........ Barrington, New Jersey Robert Lawrence Goldberg. . ................ Chicago, Illinois Robert Allen Goldwin...... . ............... Annapolis Theodore William Hendricks, Jr.. . .Baltimore Ra! ph Jefferson Herrod. . . Anna polis Henry Booth Higman. .......... . . Millington George Hofrichter . . . . . . . . . . ......... Suffern, New York Irwin Thomas Hunt. . .......... New York, New York Robert Norikiyo Ikari. .. Honolulu, Territory or Hawaii Michael Max Jackson. . ... Carmel, California · Percival Cleveland Keith, Jr. ................. Peapack, New Jersey Francis William Kelso. . . Linthicum Heights Jack Konigsberg . . . ..... Brooklyn, New York Jerome G. Lansner. .............. . ..... New York, New York Donald Luis Leavin. . .. New York, New York Charles David Lewis, Jr.. . ......... Leesburg, Virginia Charles Rani et Lincoln. . Edgewater Burnside Eastman Martin. . ...... Northampton, Massachusetts Thomas John Meyers. . . .. Bridgeton, New Jersey George Bertram Miller, Jr.. . . Watertown, New York Chester Gilbert Moore, Jr. .............. Chicago, Illinois Benjamin Moskowitz . . . . . ..... Bayonne, New Jersey Joseph Louis Nadler. . ... Santa Barbara, California James Herbert Riggs, Jr.. .Omaha, Nebraska Thomas Evans Robertson. . ....... Glendale, Ohio John William Sanborn. .Everett, Massachusetts Frederick Ernest Schuchman, Jr. .. Pittsburgh, Pennsylvania Thomas King Simpson. . . . . . . .. Glens Falls, New York John Marquis Smith...... . ......... Annapolis Philip Hartley Smith. . . . . Woodstock, Ohio Robert Norman Sperber. . .. New York, New York John Sterrett ...... Topeka, Kansas David Corbin Streett, H. . ... Baltimore Tyl den Vvestcott Streett. . . . . . . . . . . . . ... Baltimore Eric Albert Teel.. . ............. Lansing, Michigan Ralph Edward Tompkins. . ... Niagara Falls, New York George Usdansky ................... Springfield, Massachusetts Joseph Seeds Warhurst.. . ........... Lyndhurst, New Jersey �88 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE . . . . . . . . . . Catonsville Peter Anthony Whipple .. Irwin Herman Widder ... .................. New York, New York ... Sacramento, California John L. Williams ..... .................... Baltimore Myron Lee Wolbarsht. .............. Annapolis Edward John York. ...................... New York, New York Marvin Zetterbaum FIRST YEAR-CLASS OF 1951 James Clarence Ballard. . ................. Piney River, Virginia Richard John Batt, Jr.. . ................... New Orleans, Louisiana Joseph Lloyd Berkman. . ............. Mount Vernon, New York Carl Bertolino . . . . . . . . . . . . .............. Detroit, Michigan Humphrey Richard Bixby .................... Bailey Island, Maine Robert Clark Bornfield. . . . . ... Honolulu, Territory of Hawaii Douglas Grant Boyle ......................... Salt Lake City, Utah Donald Acker Brown. . . . . Landover Hills William Allen Brown..... . ............ Salt Lake City, Utah William Walter Bryan. . . ....... Baltimore John Busa . . . . ... -. .Auburn, New York Cornelius Francis Carey. . ... Waterbury, Connecticut Larry Brownlow Childress. . . . . . . . . . . . . ... Greenbelt John Summerfield Clark. . . . ...... Norfolk, Virginia . John Joseph Coffey... . . . . . . ... Brookfield, Connecticut Gus Emanuel Constantinou.. . .New York, New York George Ira Cowell. . . . . . . . . . . . .... Grand Rapids, Michigan Jackson Davidson . . . . . . . . . . .. West Point, Georgia Richard Tobias Edelman.... . ......... Brooklyn, New York Leonard Feinstein . . . . . . . . . . . . . . . . . . ..... Brooklyn, New York Einar Flugum . . . . . . . . . . . . . . . . . . . . . . . ...... Evanston, Illinois John Henry Franke, Jr.. . . . . . . . . . . . . . . . .... Riva Alfred Philip Franklin........ . ... New York, New York Norman Edward Garigliano. . .Bayonne, New Jersey Phillip John Gold......... . .Brooklyn, New York James Andrew Grinder... . ... New York, New York Thomas J elferson Hamilton. . ........... Azusa, California Ernest Wolfram Hankamer. . ....... Greensburg, Pennsylvania Anton Gysberti Hardy, Jr.. . ...... Manchester, Vermont Howard Vernon Herman. . ....... Berlin Robert Sherman Hill. . . . . . . . . . . ...... Worthington, Ohio Theodore Lambert Hopkins. . ...... Wilkinsburg, Pennsylvania John Francis Horne, Jr. .......... . ... Brookdale Jacob William Hughes................. . .Baltimore Gerald Quincy Hurwitz. . .. Westminster David Lionel Kaplan. . ... Los Angeles, California Roy Franklin Karge. ......... . .. Easton Joseph Thomas King. . . ..... Mt. Vernon, Illinois Harry Kislevitz ........... . .. New York, New York Harry Thomas Kolombratsos. . ... Jamaica Plain, Massachusetts Louis Donald Koontz. . ... Colby, Kansas Alastair Boyd Kyle.. . .... New York, New York David William Lane. .............. . .... Arlington, Virginia John Frederick Lienesch............ . ... Seattle, ·washington Ross Edward Lilly. ......... . ....... Hannibal, Missouri Lloyd Stuart Linton, Jr.... . .... Birmingham, Michigan John Kenneth Lucas. ......... . ... Eastport R..obert Elwvn Lucas. Placerville. Californi3 Charles Ed~in Lynch, Jr. ...... Fallston Stewart Barwick McRaney. . .. Collins, Mississippi Samuel Bullock Marshall. . . ... Hingham, Massachusetts Eugene Francis Martin, Jr.. . ..... Kew Gardens, New York Harry Joseph Martin.. . .... Rosedale, New York 89 Bernard Carl Mikula ......................... Johnstown, Pennsylvania Alfred E. Mudd... . ..... LaPlata · Lawrence George Myers.... . ... Forest Hills, New York Charles Hugh O'Donnell, Jr.. . . . . . . . ..... Ellicott City John Dirk Oosterhout... . . . . . . . .... Port Arthur, Texas Robert LaVerne Parslow ..................... Annapolis Albert Fitz-Randolph Peters, Jr. .............. Washington, District of Columbia Victor William Purdy, Jr.. . . ...... Milwaukee, Wisconsin Marvin Leon Raeburn. . ............... New York, New York Thomas Herald Rea, Jr.. . . . ... Three Rivers, Michigan James Michael Reilly... . . . . . . . . West Chester, Pennsylvania Barton Richardson . . . . . . . . . . . .. Melrose, Massachusetts Robert Norman Richman..... . ... Columbus, Ohio William Thompson Roberts, II ............... Denton Richard Minor Serena. . ......... Cincinnati, Ohio Gordon Marshall Shephard. . . . . . . . . . . .. Los Angeles, California Robert Dale Shewbridge. . . . . . . . . . . . . ...... Brunswick Andrew B. Shorter. . . . . ..................... Drayden John Ashley Simmons. . .................. Cedar Rapids, Iowa Ronald Lee' Simmons. . ... Havre de Grace Herman Small .... :Brooklyn, New York Lee Lewis Smith. ......... . .. Brunswick William Lee Sprankle. . .......... Hagerstown Raymond Peter Starke. . ....... Shenandoah, Pennsylvania James Roland Stone. . . . .. Conowingo James Richard Sykes .......................... LaPorte, Indiana George Charles Thrasher, JL .... Charlotte, North Carolina Alan Ross Utley........... . . . . . . . . . . . .. Anderson, Indiana James Edward Walls. . ........ Wilmington, Delaware Roger Conant Warren. . ...... Saginaw, Michigan Stewart Alexander Washburn. . ...... Middleboro, Massachusetts Andre Jean Weierich. ............. . ... Lima, Ohio Gerald Jay Wellish. ........... . ... New York, New York George Wend ......... North Sandwich, New Hampshire Paul Nelson Westerbeke, Jr.. . ....... Sayville, New York George Herbert Whitcomb. . .. Bethesda John Chanler White. . .... St. James, New York Thomas Joseph Williams. . ...... Georgetown, Delaware Donald Allan Zion. . . . .................. Providence, Rhode Island SUMMARY OF ENROLLMENT Fourth Year Third Year Second Year First Year 49 64 65 92 Total in College ... . .270 DEGREES CONFERRED JUNE 9, 1947 BACHELOR OF ARTS AS OF THE CLASS OF 1943 Rite Monte Ferris Bourjaily, Jr.. . ............ Washington, District of Columbia Douglas Buchanan. ....Richmond, Massachusetts Herbert Willard Stern. . . Philadelphia, Pennsylvania Cum Laude John Weber, Jr. .Cleveland, Ohio �90 CATALOGUE OF ST. JOHN'S COLLEGE AS OF THE CLASS OF 1944 Rite .. Winsted, Connecticut Nicholas Daniel Bonadies ....... . . .... Baltimore Robert Frederic Garland Bunting. Edward Maurice Godschalk. . ..... Montclair, New Jersey Carl Schlee Hammen. ............... Linkwood Cum Laude Casimir Thaddeus Krol .. Haven Ely Simmons. William Gideon Spohn, Jr. ... Andrew Shreffler Witwer, Jr .. Warren Seymour Zeik ..... . Chicago, Illinois Cedar Rapids, Iowa .Baltimore . . Joliet, Illinois . .. Bayonne, New Jersey Magna Cum Laude Joseph Francis Hollywood, Jr.. . ..... New York, New York Henry Resolved Mack. AS OF THE CLASS OF 1945 Rite . ..Dover, Delaware Stephen Windsor Bergen. Charles Arthur Nelson. Harry Charles Rockey. James Willard Sharp. Cum Laude . .. St. Albans, New York . .. Berwyn, Illinois AS OF THE CLASS OF 1946 Rite ... Philadelphia, Pennsylvania .Freeland, Pennsylvania Cum Laude Charles Lincoln Van Doren .......... . .... New York, New York Magna Cum Laude Henry Theodore \-Vensel, Jr.. . . Chevy Chase CLASS OF 1947 Rite Stephen Gordon Benedict ... .. Scarborough, New York Old Orchard Beach, M:aine Tristram Joseph Campbell, Jr.. . . Aurora, Illinois William Paul Elliott ............ . Allen Abbey Goldstein.............. . .. Baltimore Richard Eagleston Jameson ....................Fallston Rowell Anton van Magius Schleicher. . ...... Forest Hills, New York Robert Russell Weiss.. . .. Federalsburg William Edwin Harris. John Van Doren. John Scott Desjardins Joseph Charles Smith .. Cum Laude ........... Saginaw, Michigan . .. New York, New York Magna Cum Laude .Scarsdale, New York AS OF 1944 Cum Laude ... Washington, District of Columbia CATALOGUE OF ST. JOHN'S COLLEGE 91 HONORS AND PRIZES AWARDED JUNE 9, 1947 To the senior who has the highest standing, a gold medal. Offered by the Board of Visitors and Governors. . .... John Scott Desjardins To the member of the Senior Class who has written the best final essay, a prize of $27.50. Offered under the will of the late Judge Walter I. Dawkins .. Tristram Joseph Campbell, Jr. Honorable Mention. . ................. 5Charles Arthur Nelson I Warren Seymour Zeik To the member of the Freshman, Sophomore, or Junior Class who has written the best annual essay, the John Martin Green prize of $10.00*. . .... Clarence Jay Kramer Honorable Mention. . ....... Rogers Garland Albritton To the student who has written the best original sonnet, a prize of $10.00. . . . . . .... "William Chester Buchanan, Jr To the student who has prepared the most elegant solution of a mathematical problem (the problem for the year being to construct, by Euclidean methods, a tangent to a cycloid) a . ... William Gideon Spohn, prize of $10.00. . . Jr. *For the year 1945-46. . ...... William Chester Buchanan, Jr. �CATALOGUE OF ST, JOHN'S COLLEGE INDEX Curriculum Elective system . . . . . . . . . . 15f St. John's 1835 . 72 St. John's 1868 ............. 73 St. John's 1886-1923, block elective 74 St. John's 1923-37, open elective 74 Degree Requirements .... 35f, 75ff Dining Hall . . . . . . . . . . . . . . . . . . 56 Discipline . . . . . . . . . . . 35, 55 "Don Rags" . . 30£, 34 Dramatics . . . . . . . . . . .... 53 .15£, 74 Elective Program Engineering Scholarships at Johns Hopkins ..................... 68 English, admission requirements ... 57£ Enrollment ..................... 85ff Summary . . . . . . . . . . . .. 89 .58£ Entrance Examinations . . 31 Essays .... Examinations ... 58f Entrance Oral ............. . . 30£, 76f . 31, 75£ Written ..... . .31 Annual ......... . ... 66 State Scholarship ... 35 Excuses, for absence. .. 6lff Expenses Faculty . . 9ff List ..... . . . .. .. . 17, 32 Author teachers ...... 9ff Tutors Research ..... .. 32ff Fees .61 College finances .61 Examination .... .6lf Annual Tuition ........ 61£ .6lf Residence ....... . Payments 62 .63 Deferred payment .56£, 62 Caution money ... With financial aid. ..65 Foreign language Admission requirements .. 2, 57f See Greek, Latin, French, German French ................... 24f, 43, 57£ Freshmen, list of .................. 88 ... 24f, 43, 57f German ....... . .59, 63f' G.I, Bill of Rights .. . 30£ Grades Absence, excuses for. . ...... 35 . 35ff, 34f Academic standing . ... 5lff Activities ... . Athletics .. . . ... 52, 79ff Clubs ...... 53£ .53 Dramatics Music ... . .. 23, 45£, 52 .... 53 Publications Administration ........ 8 ........... 57ff Admission Application .......... 58 Requirements ........ 57ff Procedure ... 58£ Advanced standing .............. 59 .65ff Aid, student Applications Admission . . . . . . . . . . . . ...... 58 Student Aid .............. 65ff Rooms ......... 55 Scholarships ............ 66ff Articles, magazine, on St. John's .. 82f Athletics . . . . 52, 79ff Attendance Church ...... 69 Classes . . . .. 35 College exercises ..... 35 Bible class ....... 53 Board of Visitors and Governors .. 6, 7 Boat Club .52 . . l 7ff Books, list of great. Chronological .... 39f By years . . . . . .41 . ...... 42 By subject matters. Calendar, College .... .4, 5, 29ff Campus .... 54f Caution Money ........ . .56£, 62 Charges, fixed . . . . .... 62 Charter of College. . 70 Of King William's School ....... 69 Classics, new definition of .... l 7ff, l 9ff ....... 53f Clubs, College College Calendar .... 4, 5, 29ff Collegian . 53 Credits Semester hours ................. 35 .For entrance to graduate . 36£, 75 schools ..... Transfer of ... 59 92 Graduate Schools, preparation .... 36ff for ... , ..................... 36ff Greek . . . . .......... 24£, 43, 57f History Of College .................... 69ff Chronological order of classics 21, 39£ In St. John's Program ....... 21, 42 lnfirmary Service ................. 56 Instruction Methods in St. John's Program ................ 2lff, 5lff Juniors, list of. . . . . . . . . . . . . ... 85 King William's School. . . ... 69f Laboratory . . . . . . . . . . ... 29 Exercises . . . . . . .... 45ff Total Hours .................. .44 Subject Matter ................. 44f Language, reasons for instruction in. 24f Requirements .......... 35, 43, 75ff Tutorials ................... 24£, 43 Clock-hours of classroom work in. 43 Classics in Language and Literature ................ 41£ Latin . . . .......... 24f, 43, 57£ Latin Club ............. 53 Law School Preparation. . 37ff Lectures, formal ................. 27£ Liberal Arts and Sciences .. l4ff, 16f, 20 List of Great Books, Classics ..... 39ff List of Laboratory Exercises ... .45ff List of Lectures .......... . . ... 28 List of Students ... ....... 85ff Literature, Language and .. . .. .41£ Location of College. . .. 54 Marine Biology ..... . ... 68 Marks .. . . 34f Mathematics, reasons for instruction in . . . . . . . . . . . . . . . .. . . . 25£ Admission requirements .57f Requirements .............. 35, 75£ Tutorials ...................... 25f Clock-hours of classroom work in. 43f List of Mathematical Classics .. .4lf Club . . . . . . . . . . ... 53 Medical Schools, preparation ...... 37f Music .................... 23, 45f, 52 Concerts . . . . . . . . . .. 52 Natural Science . . . .... .42, 44f Occupancy of Dormitory Rooms ... 54f Officers of Administration ..... 8 Philosophy . . . . . .. .42 Political Science ... .42 93 Preparation For admission ... 57£ For graduate schools. ... 36£, 75f For life ..... 14ff President Former .............. 13, 7lff Present ................. 8 Emeritus . . . . . . .............. 13 Probation ........................ 34 Procedure for Admission .......... 58£ Promotion . . . .35, 75ff Reading Parties .......... 31 Registration . . . . .. 4, 5, 58f Regulations Admission .... 57f Academic Standing .. 34ff Attendance . . . . . . . . . ...... 35 Degree Requirements .... 35f, 75ff Residence . . . . ........... 54ff Religion Non-denominational ... 69f Reports . . . . . . . . . . . . . . . . . . . . . . . 30£ Requirements Admission . . . . . 57ff Attendance .......... 35 Degree . . . . . . . . . . . . . . . . 35£, 75ff Graduation ..... , .... 35, 75ff Languages, for degree ... 35f, 43, 75ff Languages, for admission... .57£ Mathematics, for degree 35£, 43f, 75£ Mathematics, for admission ...... 57 Familiarity with Great Books .... 75£ Residence . . . . . . 54ff .34 Research .. 54ff Residence ... 54ff Rooms .... 55 For new students. ..... 55 For old students .. . ..... 54f Furnishing ...... . .... 54£ Occupancy .... . .. 56, 62 Caution money Schedules Weekly .. .. .. .. .. .. .. .. . .. .. 29f Student, typical . 31 Term .. 4, 5, 30f Years . . . ...... .4, 5, 30f Payment of fees ................ 6lf Scholarships . . . . . . . . . . . . . . . ... 65ff College . . . . . . . . ........... 65f State ........................... 66 Patriotic Societies .......... , ... 67f Athletic . . . . . . . ................ 79 At other institutions. . . . . . . . .... 68 �94 CATALOGUE OF ST. JOHN'S COLLEGE Science In modern world. . .. 20f In St. John's Program ... 20f. 29, 44ff Laboratory . 20f, 29, 44ff, 75ff Liberal . . . . 20£ Classics in science. . ......... .4lf Semester-Hour Credits Equivalent .. 35 Seminars .. .. 23, 26£, 76 Seniors, list of. .85 Social Sciences .......... 21, 42 Sophomores, list of. . . . . . . . . . . . . 87ff Staff, administration ... 8 ..... 9ff Faculty ..... . .56 Medical ........ . ... 34£ Standing, academic .. 5lff Student Activities Athletics 52 ... 5lff Elective Music 52 .53f Clubs Publications .. 53 Dramatics .. 53 Student Aid .. 65ff Students List of . . . . . . . . . . . . 85ff Theological Schools, preparation. . . 37 Transfer of credits. . . . . . 37f, 59 Tuition Fee . . ........... 6lf Tutorials . . ......... 23ff Mathematics .... 25f Language .......... 24£ Vacations ..... .4, 5, 29ff Veterans' Educational Benefits .. 59, 63f Year Book .53 � ST. JOHN'S COLLEGE IN ANNAPOLIS �l ST. JOHN'S COLLEGE IN ANNAPOLIS OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM CATALOGUE 1947-1948 CALENDAR 1948-1949 ANNAPOLIS, MARYLAND APRIL, 1948 Founded as King William's School, 1696 Chartered as St. John's College, 1785 �TABLE OF CONTENTS This catalogue contains the full official statement of the curriculum of St. John's College. In the following -pages the curriculum is described as: 1. A four-year, all-required course containing no electives and leading to the degree of Bachelor of Arts; 2. Aimed at initiating in the student skills of learning in language, mathematics, and abstract thinking that are necessary in anything he may choose to do the rest of his life; 3. Available tci applicants who are able and willing to undertake the responsibility of a substantial program in the Liberal Arts. See section on Admissions. St. John's College has no graduate or professional schools. COLLEGE CALENDAR ................................ BOARD OF VISITORS AND GOVERNORS ... : ............... OFFICERS OF ADMINISTRATION ........................ FACULTY .......................................... THE ST. JOHN'S PROGRAM Why a College Education Should be Liberal ....... The Crisis in Liberal Education ................. The Liberal Arts . . . . . . . . . . . . . . . . . . . . . . . . . .... The Classics as Teachers ........................ Science and the Modern World .................. The Curriculum .............................. The Tutorials ............................ The Language Tutorial ..................... The Mathematics Tutorial .................. The Seminar ............................. The Formal Lecture ........................ The Laboratory ........................... The Schedule ................................. The Faculty . . . .............................. Academic Standing ............................ The Degree of Bachelor of Arts .................. A List of Great Books .......................... In Chronological Order ..................... By Years ................................. By Subject Matter .......................... Instructional Charts ........................... Laboratory Exercises ....................... RESIDENCE AND ACTIVITIES ........................... How TO APPLY FOR ADMISSION ....................... FEES ............................................. FINANCIAL Arn .................................. . APPENDIX A, HISTORY OF THE COLLEGE .............. . APPENDIX B, THE DEGREE OF BACHELOR OF ARTS APPENDIX C, INTERCOLLEGIATE ATHLETICS .......... . BIBLIOGRAPHY OF ARTICLES ON ST. JOHN'S PROGRAM .. . REGISTER OF STUDENTS .............................. INDEX ............................................ 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PAGE 4 6 8 9 14 15 16 17 20 21 23 24 25 26 27 29 29 31 34 35 39 39 41 42 43 45 51 57 61 65 69 75 79 82 . . 85 92 �COLLEGE CALENDAR 1948-49 COLLEGE CALENDAR 1947-48 Annual Examinations ..................... September 20-25 Annual Examinations ..................... September 16-20 Registration ............................. September 23-25 Registration ............................. September 19-20 Convocation ................................ September 26 Convocation ............................... September 21 First Term begins 9 A.M...................... September 27 First Term begins 9 A.M ...................... September 22 Thanksgiving Recess ...................... November 25-28 First Term ends 5 P.M ........................ December 19 Second Term begins 9 A.M ....................... January 5 Second Term ends 5 P.M ......................... March 19 Third Term begins 9 A.M .......................... April 5 Third Term ends 5 P.M ............................ June 4 First Term ends 5 P .M ........................ December 17 Second Term begins 9 A.M: ...................... January 3 Second Term ends 5 P.M ........................ March 18 Third Term begins 9 A.M .......................... April 4 Third Term ends 5 P.M ..................... . .June 3 Baccalaureate Sermon .............................. June 6 Baccalaureate Sermon Commencement .................................. June 7 Commencement .................................. June 6 • JANUARY S M T WT F CALENDAR $ ........ 1 2 3 4 5 6 7 8 9 10 11121314151617 18192021222324 25 26 27 28 29 30 31 s APRIL M T W T F FOR s s 194 8 JULY M T W T F $ • • OCTOBER S M T WT F $ •••••••• 1 2 3 •••••••• 1 2 3 •••••••••• 1 2 4 5 6 7 8 9 10 4 5 6 7 8 9 10 3 4 5 6 7 8 9 111213141516 17 11121314151617 10 1112 13 1415 16 18192021222324 18192021222324 171819 20 21 22 23 252627282930 •• 25 26 27 28 29 30 31 24 25 26 27 28 29 30 31 . . . . . . . . . . . . .. .. ... .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. FEBRUARY 1 2 3 4 5 6 7 8 9 10 1112 1314 15161718192021 22 23 24 25 26 27 28 29 . . . . . . . . . . . . .............. MARC:H •• 1 2 3 4 5 6 78910111213 14151617181920 21 22 23 24 25 26 27 28293031 ...... MAY AUGUST NOVEMBER 1 2 3 4 5 6 7 •• 1 2 3 4 5 6 ............ 1 8 9 1011121314 7 8 9 10111213 2 3 4 5 6 7 8 9 101112131415 15161718192021 14151617181920 16171819202122 22 23 24 25 26 27 28 21 22 23 24 25 26 27 23 24 25 26 27 28 29 2930 31 . . . . . . . . 282930 . . . . . . . . 3031 •••..••••. .............. ............... JUNE SEPTEMBER •••• 1 2 3 4 5 ...... 1 2 3 4 6 7 8 9 10 1112 5 6 7 8 9 10 11 13141516 17 1819 12 13141516 17 18 20 21 22 23 24 25 26 19 20 212223 2425 27282930 ...... 2627282930 .... 4 DECEMBER ...... 1 2 3 4 5 6 7 8 9 10 11 12131415161718 19202122232425 262728293031 •• CALENDAR JANUARY $ M T WT f $ ............ 1 2 3 4 5 6 7 8 9 101112131415 16171819202122 23 24 25 26 27 28 29 3031 . . . . . . . . . . FEBRUARY .... 1 2 3 4 5 6 7 8 9 101112 13141516171819 20 21 22 23 24 25 26 2728 . . . . . . . . . . M.b,RCH .......................... June 5 .... 1 2 3 4 5 6 7 8 9 10 1112 13 14151617 1819 20 212223 24 25 26 2728293031 .... s APRIL M T W T f FOR s s 1949 JULY M T W T F s • OCTOBER S M T WT f $ .......... 1 2 .......... 1 2 ............ 1 3 4 5 6 7 8 9 3 4 5 6 7 8 9 2 3 4 5 6 7 8 10111213141516 10111213141516 9 101112131415 17181920212223 17181920212223 16171819202122 24 25 26 27 28 29 30 24 25 26 27 28 29 30 23 24 25 26 27 28 29 31 . . . . . . . . . . . . 3031 . . . . . . . . . . . ............. MAY AUGUST JUNE SEPTEMBER 1 2 3 4 5 6 7 .. 1 2 3 4 5 6 8 9 10 11 1213 14 7 8 9 10111213 1516171819 20 21 141516 17 18 19 20 22 23 24 25 26 27 28 21 22 23 24 25 26 27 293031 . . . . . . . . 28293031 . . . . . . NOVEMBER .... 1 2 3 4 5 6 7 8 9 10 1112 13 1415 16 17 1819 20 21 22 23 24 25 26 27282930 . . . . . . DECEMBER ...... 1 2 3 4 . . . . . . . . 1 2 3 . . . . . . . . 1 2 3 5 6 7 8 9 1011 4 5 6 7 8 9 10 4 5 6 7 8 9 10 12131415161718 11121314151617 11121314151617 19 20 212223 24 25 18192021222324 18192021222324 2627282930 .... 2526 27 28 29 30 .. 25 26 27 28 29 30 31 .............. .. .. .. .. .. .. .. .. .. .. .. .. ... .. .. .. .. .. .. .. .. 5 �BOARD OF VISITORS AND GOVERNORS MEMBERS EX OFFICIO Chairman, RICHARD F. CLEVELAND, Lawyer, Baltimore Trust Bldg., Baltimore, Maryland. Vice Chairman, FRANCIS PICKENS MILLER, University Station, Charlottesville, Virginia. Secretary, WILLIAM LENTZ, Lawyer, Equitable Bldg., Baltimore, Maryland. DR. THOMAS PARRAN, JR., Surgeon General, U.S. Public Health Service, Washington, D. C. DR. AMOS F. HUTCHINS, Surgeon, 1227 N. Calvert Street, Baltimore, Maryland. EDWIN WARFIELD, JR., Editor, The Daily Record, 15 E. Saratoga Street, Baltimore, Maryland. PAUL L. BANFIELD, Headmaster, The Landon School for Boys, Edgemoor, Washington, D. C. CLARENCE W. STRYKER, Professor Emeritus of History, Box 63, Annapolis, Maryland. HAROLD F. LINDER, 39 Broadway, New York City. HERVEY ALLEN, Author, Rippleton Road, Cazenovia, New York. DR. WILLIAM J. FRENCH, Director, Anne Arundel County Health Department, Annapolis, Maryland. MARK VAN DOREN, Professor, Columbia University, Lecturer, St. John's College, 393 Bleecker Street, New York City. RICHARD ScoFIELD, Tutor, St. John's College, Annapolis, Maryland. JoHN SPANGLER KIEFFER, President, St. John's College, Annapolis, Maryland. BRIG. GENERAL WILLIAM C. PURNELL, Lawyer, Standard Oil Building, Baltimore, Maryland. JUDGE LEVIN CLAUDE BAILEY, Salisbury, Maryland. LOGAN MORRILL, Vice President and Treasurer, St. John's College, Annapolis, Maryland. RAYMOND N. WILBURN, Dean, St. John's College, Annapolis, MARYLAND. W. PARLIN LILLARD, General Foods Corporaion, 250 Park Avenue, New York City. Joi-IN T. HARRISON, Flynn, Harrison and Conroy, 99 John Street, New York City. President Ex Officio, His Excellency, WM. PRESTON LANE, JR., Governor of Maryland, Annapolis, Maryland 6 JOSEPH R. BYRNES, President of the Senate, Baltimore, Maryland C. FERDINAND SYBERT, Speaker of the House of Delegates, Ellicott City, Maryland JUDGES OF THE COURT OF APPEALS OGLE MARBURY, Chief Judge ................... Laurel, EnwARD S. DELAPLAINE, Associate Judge ....... Frederick, STEPHEN R. COLLINS, Associate Judge ...... Chestertown, C. Gus GRAsoN, Associate Judge ............... Towson, WILLIAM L. HENDERSON, Associate Judge ..... Baltimore, CHARLES MARKELL, Associate Judge .......... Baltimore, 7 Md. Md. Md. Md. Md. Md. �FACULTY* OFFICERS OF ADMINISTRATION PRESIDENT JOHN SPANGLER KIEFFER, A. B., A. M .. . 12 McDowell Hall DEAN RAYMOND NEIKIRK WILBURN, RS., M.A. .. 11 McDowell Hall VICE PRESIDENT AND TREASURER LOGAN MORRILL, B. A., LL B .... .. 13 McDowell Hall ASSISTANT DEAN s., LUKE HARVEY POE, JR., B. LL. B .. . 14 McDowell Hall . 11 McDowell Hall LIBRARIAN CHARLOTTE FLETCHER, A. B., B. s.. . Woodward Hall DIRECTOR OF THE ADULT PROGRAM FoRD KEELER BROWN, B. A., D. PhiL . . .. McDowell Annex COLLEGE PHYSICIAN J, OLIVER PURVIS, M. A., M. D .. . Infirmary DIETITIAN MARIAN E. ALEXANDER, B. s.. . Randall Hall DIRECTOR OF ATHLETICS EDWARD FLINT LATHROP, JR., B. A. ... . Iglehart Hall SUPERINTENDENT OF BUILDINGS AND GROUNDS . McDowell Annex ARCHIBALD McCouRT. AUDITOR SEWARD AND MoNDE, C. P.A........ New Haven, Connecticut 8 B. A., Harvard College, 1927, as of 1926; M. A., 1929, Harvard University . Master in French and English, Litchfield (Connecticut) School, 1927-28; Instructor in Classical Languages, St. John's College, 1929-34; Assistant Professor of Classical Languages, St. John's College, 1934-39. Tutor, St. John's College, 1939-; Board of Visitors and Governors, 1943-; Acting President, January l, 1947- April 22, 1947; President, April 22, 1947-. DEAN RAYMOND NEIKIRK WILBURN .. . .. 36 East Street B. S., 1935; M. A., 1938, University of Virginia. Lecturer in Philosophy, Columbia University, 1937-38. Tutor and Assistant Dean, St. John's College, 1938-43. Active duty with the United States Navy, 1943-46. Tutor, St. John's College, 1946-; Dean, 1947-; Board of Visitors and Governors, 1947-. TUTORS REGISTRAR MIRIAM STRANGE, B. A .. .. 139 Market Street JoHN SPANGLER KIEFFER PRESIDENT GEORGE ALTHOFF BINGLEY. . . Brice House B. A., 1910, M. A., 1916, Princeton University. Instructor in Government Schools, Osaka, Japan, 1910-13; University of Goettingen, 1913-14; Elizabeth Gardner Scholar in Mathematics, Princeton University, 1915-16; Instructor in Mathematics, Georgia Institute of Technology, 1918-19; Instructor in Mathematics, United States Naval Academy, 1919-23; Assistant Professor of Mathematics, St. John's College, 1923-24; Associate Professor of Mathematics and Physics, St. John's College, 1924-27; Associate Professor of Mathematics, St. John's College, 1927-31; Professor of Mathematics, St. John's College, 1931-39. Tutor, St. John's College, 1939-. . ..... 243 King George Street FoRD KEELER BROWN. B. A., University of Washington, 1920; D. Phil., Oxford University, 1926. Assistant in English, 1919-20, Assistant Professor of English, 1923-25, University of Washington; Associate Professor of English, St. John's College, 1925-29; Professor of English, St. John's College, 1929-39. Tutor, St. John's College, 1939-42; Active duty with the United States Navy, 1942-45; Tutor and Director of the Adult Program, St. John's College, 1945-. . . 58 State Circle RrcHARD ScoFIELD. . . . B. A., 1919, M. A., 1920, University of California; B. A., Oxford University, 1924. Assistant in English, University of California, 1919-20; Commission for the Relief of Belgium Exchange Fellow, Universite libre de Bruxelles, 1920-21; Instructor in English, New York University, 1925-27; Associate Professor of Art and English, St. John's College, 1927-39. Tutor, St. John's College, 1939-; Board of Visitors and Governors, 1943-. (Leave of absence, 1947-48) . . 217 Hanover Street JACOB KLEIN . Friedrichs Realgymnasium, Berlin, 1917; Ph.D. University of Marburg-Lahn, 1922; Research Work, University of Berlin and University of Marburg, 1924-33; Visiting Lecturer, University of Prague, 1934-35; Fellow of the Mendelssohn Stiftung zur Foerderung der Geisteswissenschaften, 1935-37; Tutor, St. John's College, 1938-. "Cf. Pg. 31. 9 �u CATALOGUE OF ST. JOHN"S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE EDWARD FLINT LATHROP, JR ...... 214 S. Cherry Grove Avenue B. A., St. John's College, 1938. Assistant Coach in Football and Lacrosse, St. John's College, 1937-39. Tutor, St. John's College, 1938-4L Director of Athletics, St. John's College, 1939-41. Active duty with United States Navy, 1941-45. Tutor and Director of Athletics, St. John's College, 1945-. CHARLES ALBA. . . . . . . . . . . . . . . . . . Wild Rose Shores B. S., M. S. in Electrical Engineering, 1934, Massachusetts Institute of Technology. Massachusetts Geodetic Survey, Computer, 1934-36. Radio Corporation of America and U. S. Television Manufacturing Company, Engineer, 1936-39. Capitol Radio Engineering Institute, Instructor, 1939-40. Civil Aeronautics Administration, Engineer, 1940-42. Air Track Manufacturing Company, Research Engineer, 1942-46. Tutor, St. John's College, 1946-. IO BERNARD MANN PEEBLES . . . . . . . . . . . . . . . . . . . Pinkney House B. A., 1926, University of Virginia; M. A., 1928, Ph. D., 1940, Harvard University. Instructor in Greek, University of Virginia, 1928-29. Fellow, American Academy, Rome, 1932-34. Instructor, Department of Classics, Graduate School, Fordham University, 1934-35. Instructor in Classics and Tutor in the Division of Ancient Languages, Harvard University, 1937-39. Assistant Professor, Department of Classics, Graduate School, Fordham University, 1939-41. Tutor, St. John's College, 1941-42. Army of the United States, 1942-45. Tutor, St. John's College, 1945-. JosEPH WINFREE SMITH, JR. . . . . . . . . . . . . . . 27 College Avenue B. A., 1934, M. A., 1935, University of Virginia; B. D., 1938, Virginia Theological Seminary. Deacon-in-charge 1938-39, Rector, 1939-41, St. Paul's Chu:rch, Ivy Depot, Virginia. Tutor, St. John's College, 1941-; Assistant Dean, 1947. J. ULRICH STEPHAN ALLERS . . . . . . . . . . . . . . . . . . . . 4 Revell Street B. A., 1939; M. A., 1941, Catholic University. Tutor, St. John's College, 1946-. RoBERT S. BART . . . . . . . . . . . . . . . . . . . . . . . . 49 College Avenue B. A., 1940, Harvard College, s.c.l. Sheldon Travelling Fellow, Harvard University, 1940-41. Tutor, St. John's College 1946-. CHARLES F. FRAKER . . . . . . . . . . . . . . . . 212A King George Street A. B., 1945 (as of 1944), University of Massachusetts; B. Mus., 1946, Yale University. Tutor, St. John's College 1946-. WILLIAM HENRY HATFIELD . . . . . . . . . . . . . . . . . . . Weems Creek ERNST ABRAHAMSON . . . . . . . . . . . . . . . . . . . . . . . . . . Brice House Ph. D., Prague, 1934; Teacher of Classics, Director of Music, Country School Villa Pazzi, Florence, 1935-37; Assistant d'Allemand, :Ecole Normale, Chalons-surMarne, France, 1937-39; Instructor in Latin and Romance Languages, Howard University, 1939-41; Tutor, St. John's College, 1942-. B. A., 1941, St. John's College. Physicist, Naval Ordnance Laboratory, 1941-44. Active duty with the United States Navy, 1944-45. Tutor, St. John's College, 1946-. . . . . . . . . . Reverdy Johnson House WILLIAM KYLE SMITH ... B. S., University of Virginia, 1921; Th. B., Princeton Theological Seminary, 1924. Instructor in Bible Literature, University of Virginia, 1933-42. Tutor and Assistant Dean, St. John's College, 1942-46. Tutor, St. John's College, 1946-. B. A., 1943, St. John's College. United States Army, 1943-46. Tutor, St. John's College, 1946-. LEONARD JAMES ESLICK . . . . . . . . . . . . . . . Brice House B. A., University of Chicago, 1934; M. A., Tulane University, 1936; Ph. D., University of Virginia, 1939. Du Pont Fellow in Philosophy, University of Virginia, 1936-39; Instructor in Philosophy, Drake University, 1939-42; Tutor, St. John's College, 1943-. WILLIAM IRVING HARPER . . . . . . . . . . . . . . . . . . . . . . Brice House B. A., Ohio State University, 1931; M. A., Columbia University, 1934. Instructor in Chemistry, McGill University, 1932-33; Instructor in Chemistry, University of Buffalo, 1935-37; Fellow, Clare College, Cambridge University, 1938-39. Tutor, St. John's College, 1943-. SIMON KAPLAN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 State Circle Graduate, "Real-School" (College) in Libau, Russia, 1912; Institute of Technology, Darmstadt, and University of Heidelberg, 1912-14; University of Leningrad, 1921-23; Ph. D., University of Jena, 1924-27. Teaching Member of the Free Philosophical Association, Leningrad, 1921-22; Fellow of the Hermann Cohen Foundation, Berlin, 1928-31; Research Studies, University of Paris, 1934-36; Tutor, St. John's College, 1943-. HARVEY PoE, JR.... . . . . . . . . . . . . 27 College Avenue B. S. in Mathematics, 1938, LL.B., 1941, University of Virginia. Cravath, Swaine & Moore, New York, 1941-42. Active duty with the United States Navy, 1942-46. Tutor, SL John's College, 1946-; Assistant Dean, 1947-. LuKE CLAUDE SPENCER LEFFEL, JR . . . . . . . . . 176 Prince George Street LAWRENCE TOWNSEND .... . . . . . . 42 East Street B. A., 1932, Butler University. Tutor, St. John's College, 1946-. LOGAN MORRILL . . . . . . . . . . . . . . . . . . . . . . . . . . Whitehall Road B. A., Princeton University, 1929; LL. B., University of Cincinnati College of Law, 1935. Investment Counsellor, Cincinnati, Ohio, 1929-1947. Lawyer, Cincinnati, Ohio, 1935-1947. Lecturer, University of Cincinnati College of Law, 1941, 1946. Army of the United States, 1942-1945. Vice President and Treasurer, Tutor, St. John's College, 1947-. WILLIAM W. HAMMERSCHMIDT. . 248 Prince George Street B. A., 1936, M. A., 1937, Ohio State University; Ph.D., 1940, Cornell University. Instructor in Philosophy, 1940-41, Cornell University; Instructor in Physics, 1941-44, Assistant Professor of Physics, 1944-47, Norwich University. Active duty with the United States Navy, 1944-46. Tutor, St. John's College, 1947-. BLAIR KINSMAN .... S. B., 1938, University of Chicago. Exeter, N. H., 1939-40. Head of the Daycroft School, Stamford, Conn., Stamford, Conn., 1943. Universidad Master, Lake Forest Academy, Lake Laboratory, Warren-Telechron Co., College, 1947-. . 84 East Street Master of Lower Forms, Emerson School, Department of Mathematics and Sciences, 1940-44. Norma-Hoffman Bearing Corp., Nacional de Mexico, 1944. Mathematics Forest, Ill., 1944-47. Engineering Research Ashland, Mass., 1945. Tutor, St. John's �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE JORN B. LOGAN . . . . . . . . . . . . . . 138 Market Street B. A., 1943, Coe College. Graduate Study, State University of Iowa, 1944-45, Summer 1947. Member of the Faculty of the University of California, 1943; Dolani School, Honolulu, 1945-46; Public Schools, Gladstone, Michigan, 1946-47. Tutor, St. John's College, 1947-. STRINGFELLOW BARR.. .136 East 6lst Street, New York City B. A., 1916, M. A., 1917, University of Virginia; B. A., 1921, M. A., 1927, Oxford University; dipl6me, University of Paris, 1922; student, University of Ghe~t, _1~22-23. Assistant ~rofessor of Modern European History, University of _Yirgm~a, .1?24-27; Assonate .Professor, 1927-3?; Professor, 1930-37. Advisory Editor, Vugmia Quarterly Review, 1926-30; Editor, 1930-34; Advisory Editor, 1934-37. Member of the Committee on the Liberal Arts at the University of Chicago, 1936-37. Fellow and President of St. John's College, July l, 1937December 31, 1946; Board of Visitors and Governors, 1937-1947; Lecturer, 1948-. 12 RUFUS WILLIAM RAUCH. . 78 River Drive, Bay Ridge B. A., 1924, Loras College (Dubuque); M. A., 1925, University of Iowa. Scholar in English Literature, University of Iowa, 1924-26. Instructor in English, Marquette University, 1926-27; Assistant Professor, Associate, Professor of English Literature, University of Notre Bame, 1927-47. Visiting Tutor, St. John's College, 1947-. EUGENE H. SLOANE . . 58 State Circle B. A., 1925, M. A., 1926, Ohio State University; Ph. D., 1938, University of Pennsylvania. Graduate Work, Lehigh University, 1938-41; Columbia University, Summer 1946; College of the City of New York, 1947. Instructor in English, Oakwood High School, Dayton, Ohio, 1926-28; Instructor in English, 1928-38, Assistant Professor of English, 1938-41, Lehigh University; Assistant Professor of English and Education, 1941-42, Associate Professor of English and Education, 1942-47, Willimantic State Teachers College. Tutor, St. John's College, 1947-. ROBERT CATESBY TALIAFERRO. . . 42 East Street B. A., 1928, University of Virginia; Certificates in History of Philosophy and Logic for License d'enseignement, Paris, 1932; Ph. D., University of Virginia, 1936. Assistant in Lycee de Rochefort, 1928-29. Student at the ·University of Lyons, 1929-31. Assistant to the Committee on the Liberal Arts, University of Chicago, 1936-37. Tutor, St. John's College, 1937-42. Student in School of Advanced Mechanics, Brown University, Summer and Fall of 1942. Assistant Professor in Mathematics for Pre-meteorology, Hamilton College, "\'\Tinter of 1943 to Fall of 1944. Instructor in Mathematics, Portsmouth Priory School, 1944-47. Tutor, St. John's College, 1947-. LECTURERS ScoTT BucHANAN .. Richmond, Mass. B. A., Amherst College, 1916; Rhodes Scholar, Balliol College, Oxford University, 1919-21; Ph. D., Harvard University, 1925. Associate Graduate Secretary of the Christian Association, Amherst College, 1916-17; Instructor in Greek, Amherst College, 1917-18; Assistant in Philosophy, Harvard University, 1922-24; Instructor in Philosophy, College of the City of New York, 1924-26; Assistant Director of the People's Institute, New York City, 1925-29; Professor of Philosophy, University of Virginia, 1929-36. Chairman of Committee on the Liberal Arts, University of Chicago, 1936-37. Fellow and Dean of St. John's College, July l, 1937-December 31, 1946; Board of Visitors and Governors, 1937-1947; Lecturer, 1948-. MARK VAN DoREN. . . 393 Bleecker Street, New York City A. B., 1914, A. M., 1915, University of Illinois; Ph. D., Columbia University, 1920; Litt. D., Bowdoin College, 1944. Instructor in English, 1920-24, Assistant Professor, 1924-35, Associate Professor, 1935-42, Professor, 1942-, Columbia University. Literary Editor, The Nation, 1924-28; Motion Picture Critic, The Nation, 1935-38. Lecturer, St. John's College, 1942-, Board of Visitors and Governors, 1943-. PRESIDENT EMERITUS ENOCH BARTON GAREY. . Los Angeles, Calif. B. A., St. John's College, 1903; Graduate, United States Military Academy, 1908; LL. D., Washington College, 1923; LL. D., St. John's College, 1933. Professor of Military Science and Tactics, Johns Hopkins University, 1920-23; President of St. John's College, 1923-29; President, The Garey School, 1933-35. PROFESSOR EMERITUS OF HISTORY MORTIMER ADLER. . 227 East Delaware Place, Chicago, Ill. Ph. D., Columbia University, 1929. Instructor in Psychology, Columbia University, 1923-29; Assistant Director of the People's Institute, New York City, 1928-29; Associate Professor of the Philosophy of Law, 1930-41, Professor, 1941-, University of Chicago; Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Lecturer, St. John's College, 1937-. CLARENCE WILSON STRYKER. . . . . . . . . . . Annapolis, Maryland B. A., Union College, 1885; M.A., Columbia University, 1914. Acting Professor of Economics, Kenyon College, 1912-13; Professor of History and Economics, St. John's College, 1904-12, 1916-23; Professor of History, 1923-32; Board of Visitors and Governors, 1938-- ALEXANDER MEIKLEJOHN, 1525 La Loma Avenue, Berkeley, Cal. Ph. D., Cornell University, 1897; A. M., Amherst College, 1913; LL. D., Williams College, 1912, Mt. Holyoke College, 1912, Brown, 1913, Allegheny College, 1915, University of Vermont, 1916, University of California, 1933, University of Hawaii, 1937. Instructor of Philosophy, 1897-99, Assistant Professor, 18991903, Associate Professor, 1903-06, Professor of Logic and Metaphysics, 1906-12, Dean, 1901-12, Brown University; President, Amherst College, 1912-24; Professor of Philosophy and Chairman, Experimental College, University of Wisconsin, 1926-38, Professor Emeritus since 1938; Chairman, School for Social Studies, San Francisco, 1933-36; Lecturer, St. John's College, 1940-, Board of Visitors and Governors, 1943-1948. JACOB BERNARD SEGALL . . . . . . . . . . . . . . . . Baltimore, Maryland B. L., and B. Sc., Lycee of Jassy, Rumania, 1884; Ph. D., Columbia University, 1893. Fellow in Romance Languages, Columbia University, 1892-93; Instructor in French, Cornell University, 1893-96; Sorbonne, Paris, 1896-97; Instructor in French, Cornell University, 1897-1900; Lecturer, Modern Languages, McGill University, 1900-01; Instructor in French, College of the City of New York, 1901-03; Professor of Romance Languages, University of Maine, 1903-20; Professor of French, University of Maine, 1920-28; Visiting Professor of French, Summer Session, Northwestern University, 1928; Professor of Romance Languages, St. John's College, 1928-29; Professor of French, St. John's College, 1929-39. PROFESSOR EMERITUS OF FRENCH �CATALOGUE OF ST. JOHN"S COLLEGE THE ST. JOHN'S PROGRAM WHY A COLLEGE EDUCATION SHOULD BE LIBERAL The College Charter says in effect that the wisest and best regulated States have promoted and encouraged institutions for the liberal education of youth in the principles of virtue, knowledge, and useful literature because such institutions are of the highest benefit to society. In an aristocratic society this statement might suggest an invidious distinction between the rulers who alone would exercise the highest functions and the ruled who alone would subserve the higher ends by exercising the lower functions. In a democratic republic there is no such division of labor. It is an integral part of the American dream that each man in our society may and must perform the highest functions. These functions consist in the intelligent free choice of the ends and means of both our common and individual lik This is a most glorious and most difficult proposition to which we are dedicated. Among other things it means that each man must have his measure of liberal education, since choices can be neither free nor intelligent without relevant training and understanding. These trainings and understandings are parts of the liberal arts and sciences. Each profession and vocation is partly liberal; therefore professional and vocational schools study their respective minimal amounts of theor~tical science. But in addition there are basic trainings and understandings common to all vocations and therefore common necessities of all free men. Thomas Jefferson persuaded the early revolutionary colonies of the need for the universal literacy of the citizenry. The major success in that minimal democratic education has made abundantly clear the need in addition for the universal distribution of critical intelligence, a minimal intellectuality which can distinguish between fact and fiction, between principle and case, between opinion and insight, between propaganda and instruction, between truth and falsity. This degree of intellectual training is absolutely necessary for the highest activities of men in democratic society, namely for both individual and common deliberation and decision in practical affairs. That which fulfills this basic common necessity is of the "highest benefit" to democratic society. 15 A good economic, social, and political life will maintain these instruments of liberty, but one of its chief concerns will be to pass on to youth the germinal insights and habits the cultivation of which will make them free. These insights and habits are available in the traditional liberal arts, and they can be transmitted and communicated if teachers have them and arc: allowed to exercise students in their practice on the best materials. Institutions should be set up and maintained which shall devote themselves to this end in a single-minded fashion, and they should distinguish themselves from the schools of vocational training which minister directly to the special utilities. The liberal colleges, together with the public schools, are the spiritual strongholds of the liberal state which watches and insures that men shall be able to do what they ought to do. THE CRISIS IN LIBERAL EDUCATION By a series of historical accidents following the establishment of the elective system by Eliot of Harvard in the late nineteenth century, such single-minded institutions are no longer available for the training of youth. Eliot introduced the device of free election of studies in order to absorb and assimilate the natural sciences to the liberal arts tradition. It was a minor tactic to meet a larger problem than the liberal college had ever faced before. Far from accomplishing its major end, it allowed the free and irresponsible invasion of all branches of the liberal arts by the research specialist" The research teacher became the competitive salesman of a subject matter. Later by a system of n1ajors and prerequisites each successful salesman was able to eliminate competition with other subject matters after the first choice by the student. Thus the elective system became an unorganized array of special required courses, and each of these in turn was sanctioned by its connection with professional and vocational graduate work as the pre-medical, pre-legal, pre-commercial, pre-educational, or pre-earning-a-living course. Needless to say, the liberal college forgot its function, redoubled its efforts and its courses, and became timidly and fanatically preparatory. In acceding to the professional and vocational pressures it transmitted their destructive energy to the whole public school system. The result is that the student now must make a vocational �16 17 CATALOGUE OF ST JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE choice at some point in his secondary education and changes it later only at great educational risk. One thing he cannot choose because it does not exist in our educational system: that is a balanced liberal education. This situation, as soon as it is recognized, constitutes a. crisis, a point where judgment and decision can be made. We can choose to restore the liberal arts, not necessarily the old curriculum, but a modem equivalent. That is what St. John's College decided to do in 1937. highest art of freedom toward which all the liberal arts should be ordered. Considerations of various kinds of truth and falsity must be introduced, and even subtler distinctions involving the use of symbols in imagination as well as reasoning must be made. Memory, manual dexterity, calculation and measurement must be cultivated as arts, if we are to make minds free. The child is potentially a free man, and this means that he has the capacities which these arts require. The realization of these capacities comes about by their exercise under controlled conditions in which ordinary learning by trial and error becomes discipline under the guidance of teachers. By children then we mean men who are capable of liberal learning. THE LIBERAL ARTS The front cover of this catalogue carries the official seal of the College. The Latin proverb on it says, No Way is Impassable to Courage. The College has courageously undertaken the larger task which the elective system failed to accomplish, namely to see that the liberal arts assimilate, transform, and pass on the modem subject matter on which they should be at work. The seal on the back cover of the catalogue points to the tradition from which we derive our courage. The Latin inscription says that we are making free men out of children by means of books and balances. The figures on the seal represent the seven liberal arts as they were traditionally conceived for about two thousand years, up to the beginning of the nineteenth century. In ancient style they are grammar, rhetoric, dialectic, which form the trivium; and arithmetic, geometry, music, and astronomy, making the quadrivium. In the center and foreground stands a pair of chemical balances which represents the instruments of the modern scientific laboratory, where the liberal arts are being practiced at their best and fullest in the modern world. A great deal is said these days about the teaching of methods, but the professional and specialist's bias has left its mark here as elsewhere. It is obvious to any teacher that there are different methods for different subject matters, but where experts and specialists disagree then free men must decide. Free minds must be able to view concrete situations, deliberate by formulating clear dilemmas, and arrive at a deciding choice. This involves a combination and organizing of all methods, and education should provide a training which would bring precision, facility, and independence in this most human of all human actions. The formulation of alternatives for such choice is the THE CLASSICS AS TEACHERS Although we have no new fads in teaching methods, but rather use all available methods and devices, still we have a special interpretation of the teacher's function. This can best be stated by saying that the real original and ultimate teachers at St. John's are the authors of some hundred of the greatest books of European and American thought. The list of the great books and their authors who are now teaching at SL John's, subject to continual revision and criticism, will be found on page 39. These are the real teachers, but we also have a secondary faculty of tutors who act as auxiliary intermediaries between the books and the students. These books were chosen over a period of nearly twenty years by auxiliary teachers in various places, notably Columbia University, the University of Chicago, the University of Virginia, and St. John's College. The list was under criticism and testing by teaching and learning experience during that period, and the process has continued under conditions set by the single all-required curriculum which all students at St. John's take. This experience of co-operative teaching with the authors of the great books has led us to a new understanding of the classics and classical education. The pre-elective liberal arts colleges had come to understand and define the classics in terms of the symbolic mediums of transmission and communication; they taught Greek, Latin, and mathematics as an extension of primary education in reading, writing, and arithmetic. We are also emphasizing language and mathematics for reasons �18 CATALOGUE OF ST. JOHN'S COLLEGE that will appear on later pages. On the other hand we are reading the classics in English. As we do that, certain criteria emerge and provide a new understanding of the original motives in classical liberal arts education. The criteria divide themselves into two kinds, those that are exemplified in single books and make them great, and those that appear in the effects that one book has on another and on the reader and teacher. The first criterion is that a classic must be a masterpiece in the liberal arts. Its author must be a master of the liberal arts of his time, and his work must exemplify the direction of those arts of thought and imagination to their proper ends, the understanding and exposition of the truth as he sees it. The second criteron follows from the first. A classical book must be a work of fine art. It must have that clarity and beauty on its surface which provides an immediate intelligibility and leads the mind of the reader to its interior depths of illumination and understanding. This is of first importance in teaching, and its principle is almost universally violated in the. textbooks that have developed in the ordinary elective system. The great books were written for the ordinary intelligent public, and they therefore have the seductive charm of works in the fine arts. They are intrinsically interesting and impose their disciplines with pleasure. ·The third criterion concerns the internal structure of a classic. A great book has many possible interpretations. This does not mean that it is simply ambiguous and thus leads to confusion. On the contrary it is possible to discover in a great work such as Dante's Divine Comedy or Newton's Principia several distinct, complete, and independent meanings, each allowing the others to stand by its side and each supporting and complementing the others. It is the business of a liberal artist to construct such works and also to analyze and understand them. The fourth criterion demands that a great book shall raise the persistent and humanly unanswerable questions about the great themes in human experience. On the one hand this means that a great book shall be honest about the limits of its powers of exposition, admitting the paradoxes and mysteries that sur:round the practice of the liberal arts. On the other hand it means that a liberal artist should not allow a false modesty or scepticism to excuse him from pushing reason and imagination CATALOGUE OF ST. JOHN'S COLLEGE to ultimate questions. The entertainment and exploration of ultimate questions concerning number and measurement, form and matter, substance, tragedy, and God extend, moderate, and balance the use of our intellectual capacities. All of these criteria apply as much to books on mathematics as to books of poetry, to books on practical individual and social problems as much as to books on metaphysics and theology. The extrinsic criteria concern the relations of the books to each other and their teaching powers in relation to students and readers. It is generally true that these books have had the greatest numbers of readers th:roughout European history. Plato, Euclid, the Bible, and Shakespeare are all European bestsellers; there are a few exceptions but it would be almost safe to take this criterion as a working rule for the selection of books for any list of classics, particularly if the numbers are considered in conjunction with the time the book has endured. Although each book must tell its own independent story, it is an important fact, which we regularly exploit, that one great book talks about the others, both those that came before, and, by anticipation of doctrine, those that come after. Each book in a list of classics is introduced, supported, and criticized by all the other books in the list. It thus gains pedagogical power and critical correction from its context. Background and preparation are thus efficiently supplied by the chronological ordering of the classics, and difficult books surprise m> by their intelligibility and eloquence as they come in their providential order. Thus Newton's Principia and Maxwell's Electricity and Magnetism as gracefully submit themselves to the learning processes of the student of the liberal arts who has read Euclid, Apollonius, and Ptolemy as Kant's Critique of Pure Reason and Dante's Divine Comedy do for one who has read Plato and Aristotle. It is this abundantly confirmed collaborative teaching by the masters of the liberal arts that makes it possible and imperative to bring back to each modern youth his lost heritage of classical education. The fact is that such a collection of the great books has in it the shining thread of the great liberal tradition in the Western .World. It is this thread that the elective system has lost, and the lack of which we are feeling in the uncertainties and fears of contemporary daily life. Its loss has made it neces- �20 CATALOGUE OF ST. JOHN'S COLLEGE sary to construct synthetic cultures, and it is its ghost that frightens decadent liberals who would have us get along without traditions. They would have us as persons detach ourselves from the tradition without knowing what it is or has been. Like current textbooks which similarly detach themselves from tradition we would be saluting the tradition in our spiritual deaths. SCIENCE AND THE MODERN WORLD The tradition moves on into the modern world, and it is transforming itself in most lively and important ways. This is happening in two ways primarily, one in mathematics, another in the laboratory. St. John's College has more :required mathematics than any other liberal college in the country; it also has more required laboratory work than any other liberal college in the country. Together mathematics and natural science constitute more than one-half of the required work. Three hundred years ago algebra and the arts of analytic mathematics were introduced into European thought by Rene Descartes. This is perhaps the greatest intellectual revolution in :recorded history, paralleling the other great revolutions in religion, morals, politics, and industry. No liberal, and therefore no citizen of a democratic country, can afford to be ignorant of this change and its issues. It has redefined and transformed our whole natural and cultural world. Although it is not the only focal point around which the St. John's curriculum may be organized, it is one which we take special care to emphasize. There is scarcely an item in the course which does not bear upon it. The last two years of the course exhibit completely the changes in the liberal arts that flow from it, and these could not be appreciated without the first two years which cover the historical period from the Greeks to Descartes. Descartes, by using and reinterpreting the knowledge of the Greeks, made modern mathematics and the laboratory possible, so that now if we would follow the classical thread into the modern world we must know the constructions of the mathematicians and find our classical loci in the instruments of the laboratory as well as in the great books. For this purpose we have set up a four-year laboratory in the natural sciences with the main themes of physics, biology and chemistry woven together to catch the understandings and in- CATALOGUE OF ST. JOHN'S COLLEGE 21 sights that we need. There is the the_me of measurement wh~ch involves the analytical study of the mstruments of observation and measurement, the chemical balances, the meter stick, the thermometer, the barometer, the miscroscope, telescope, spectrometer, and interferometer, the use of scales, gauges, and graphic methods of recording observ~tion: There is the s~~dy of concrete materials and situations m b10logy and med1cme which demand the combination of scientific findings, both in theory and in fact; and this in turn demands practice in crucial experiments in the history of s.cience. A~l this is backed ~y a solid training in the mathematical techniques and symbohsms as far as different equations. This provides the material and intellectual background for the modem study of humanistic and social science. Without this it is empty and romantic. With it one may hope for a rreneration of competent economists, political scientists, and b "d even sociologists. Social studies at present do not prov1 e an intelligible set of organizing principles; until they do we shall aim the mathematical and scientific work at the point where the medical and humanistic traditions cross; they agree that the proper study of mankind is man. THE CURRICULUM The proper subject matter for the study of the liberal arts is man and the world, with all that these imply; the medium we have chosen to convey this knowledge and appreciation is the classical books arranged in both a chronological and pedagogical order; the methods of lea:ning and tea.chin_g ~re_ the liberal arts; the end of the teachmg and learn.mg is ms1ght, understanding, and good intellectual and moral habits which provide the basis for human freedom. The following parag-.caphs will be a description of the scheduled arrangements fo:r doing this in four thirty-three week sessions of the college course. Such arrangements call for two kinds of distribution of the materials and methods of instruction, one according to allotted times and the other according to teaching functions. On pages 39 to 42 the :reader will find three listings of the books. The first shows the chronological order for books and authors, beginning with Homer and ending with Russell, Freud, and James. This :represents the required :readings for the four years and implies further readings in secondary books as well �22 CATALOGUE OF ST. JOHN'S COLLEGE as teaching in methods of reading and writing. The second list shows the division of books into four groups according to the four sessions of the college course. This list also divides the books into three columns according to the classification of the primary symbolic medium in which they are presented, languages and literature, mathematics and science, and those books fewer in number which deal explicitly with the liberal arts and sciences. The third list shows how these books distribute themselves over the conventional array of subject matters as they are studied in the contemporary colleges which follow the elective system. This third list is presented for those who wish to compare and contrast the St. John's program with the ordinary college; they should be warned to assure themselves of a real comparison by using only the selections from the subject matters which a normal student would make in the elective system. It should also be noted that many books actually fall in several divisions according to subject matter, as on the other hand many books in an elective system are read in almost complete isolation, therefore without background and aid from other books. There is also a general warning that such lists are only diagrams for emphasizing this or that special aspect of the curriculum; for instance there is nothing in any of these diagrams to show the weightings of time or emphasis on special books, nothing to show the weightings that individual students are encouraged to put upon them for their own individual benefit or interests. With these qualifications, which should suggest still others, the lists give a fairly accurate general impression of the curriculum. The division into four years has an interesting significance. Something over two thousand years of intellectual history is covered in the first two years; about three hundred years of history is studied in an equal or slightly gTeater number of books in the last two years. The first year is devoted mostly to the Greeks and their special understanding of the liberal arts; the second year contains books most of which were oriai"' nally written in Latin, and covers the Roman and medieval periods; the third year has books originally written in Romance languages for the most part although English has a large share; the fourth year introduces German works and concentrates on the nineteenth and the twentieth centuries. This four-year schedule was not made because of any underlying theory CATALOGUE OF ST. JOHN'S COLLEGE 23 about recapitulations of history, but it happens to catch any genuine values that such a theory may point out in practice. There are certain critical questions raised by the use of a selected book list. A great many of these questions turn out to be questions of private taste and sentiment. Among the objective questions the most urgent concern the omission of the Oriental classics and the classics of the pure fine arts. Two reasons may be given for omitting the Oriental classics. They are culturally and linguistically unavailable to us of the Occidental world; they are therefore subject to almost inevitable corruption and misuse as educational mediums. We moderns may be able to exploit them when our own intellectual disciplines have been recovered. The fine arts contain the most imposing set of disciplines that have established themselves and survived in the modern world by claiming independence from the liberal arts. It is one of our aims to recover and reintegrate them with the liberal arts. We are therefore providing for them outside the curriculum and reassimilating them by stages, first by including music in the curriculum and studying harmony in the laboratory. We hope that by this and other stages to follow, intellectual light will be transmitted to the fine arts and that they may make their reflected light available to all the classics. The main emphasis in teaching is on the writing, reading, and experimental disciplines, but the actual teaching falls into five sharply distinguished kinds of teaching techniques. None of these is newly discovered or invented, but some of them have been in disrepute for fairly long periods. We call them severally Seminar, Formal Lecture, Language Tutorial, Mathematics Tutorial, and Laboratory. The seminar comes nearest to the immediate educational end which we are aiming at, while the tutorials, laboratories, and lectures make secondary contributions. The Tutorials Every good student knows that his learning must be double. He must be acquiring the skills that go with the subject matter, but he must also get to know his teacher. The converse of this is even more important for good teaching: the good teacher knows that he must be in the learning process himself and he must also know his pupil. The tutorial class, which is composed �24 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE of from ten to twenty students meeting five times a week, provides the ideal conditions for collaborative study and for the manifold teaching and learning relations that hold in a company of good friends. The tutor makes daily diagnostic observations of each student as he works and gives the proper prescriptive directions as they are needed. There is also an opportunity for each student to contribute his measure of instruction to his fellows. variations to abstract and concise formulation of logical content. The last term in each year is devoted to the writing of !!Tammatical, rhetorical, and logical commentaries on the texts b with a final emphasis on original writing on the topics suggested by the text. Language is man's most intimate external possession. The trained language sense extends man's imaginative powers. We therefore move on it with an organized strategy. The effects are in sustained powers of imagination and therefore in increased attention and powers of analytic thought. These tutorials meet in small classes so that individual observation and instruction are the rule. Not a small part of the advantage of such instruction comes from the opportunity for tutors to diagnose individual difficulties. The Language Tutorial The aim here is to use some external device that will induce the strengthening and disciplining of the imagination. Foreign languages have often been praised for their mental discipline, but the vagueness of the statement mirrors the decay of a pedagogical technique. The imagination is the place where the intellect touches human experience, but it cannot do its work if the imagination is not prepared to receive intellectual light. It must be polished and adjusted. Normally it is our mother tongue that brings about such preparation as we have. Unfortunately American habits with the mother tongue are for various reasons abnormal and we have babbling minds as a consequence. Special attention must be given to our linguistic habits if we are to improve matters. Liberal artists have always known the powerful effects of foreign language in getting this kind of attention. We therefore require the study of four foreign languages, one a year for the four years, Greek, Latin, French and German. It is obvious that we do not expect to have these languages mastered in the time allotted, even though it is five hours a week. For each year the schedule is as follows. During the first term paradigms of declensions and conjugations, and passages of good prose and poetry from the books are committed to memory by rote. During the period of elective and progressive education, rote memory has been abhorred because it has its dangers. In our system these dangers are avoided by devices that force memory to carry its proper load of imagination and thought. The second term is concerned with various kinds of transb.tion from important text5 in which important things are being said and the grammar of the language is being used for purposes of full expression. These translations range from technical grammatical translation, through various stylistic 25 The Mathematics Tutorial Next to the mother tongue the language of numbers and figures is the most important symbolic possession of men. In fact it is a language within the mother tongue providing a most powerful practical and theoretical extension. In view of our present scientific and industrial conditions of life, the decay and elimination of mathematics in education is most disturbing. This default has become so common now that many persons believe that they natively lack mathematical ability. Nothing could be more crippling to the individual no:r more discouraging for the future of democratic societies, if it were true. The apparent disability is due to a decay in the ·techniques for teaching mathematics and this in turn is due to misunderstandings of the fundamental nature and intention of mathematics. Wide variation in individual training and performance is evidence of this state of affairs. Therefore we begin with almost a complete year spent in a thorough study of Euclid's Elements and Apollonius's Conics" These are the books that made European mathematics possible, and they can still be used to remedy our deficiencies. Given this year of study the other books in mathematics and natural science, now so formidable to both teacher and student, can be approached and conquered. For this purpose the tutorial classes in mathematics meet five times a week throughout the four years. The teaching is conventional and familiar for the most part, exposition, recitation, �26 CATALOGUE OF ST. JOHN'S COLLEGE drill in calculation and proof. On the other hand intelligibility must be added to operational skills, and this is brought to light by discussion of the incidence of mathematics, not only on the sciences, but also on logic and metaphysics, and through this on the entire subject matter of the program. Mathematics belongs to the liberal arts and its development through symbolic procedures throws a great deal of light not only on speculation but upon the literary and scientific imagination. As in the case of the language tutorials, the small class of not over ten students allows individual diagnosis and instruction, and the student who has difficulties on the operational level may have special remedial laboratory exercises prescribed for him. Thus handminded boys may discover the liberal dimensions of their skills CATALOGUE OF ST. JOHN'S COLLEGE 27 imagination above the plodding chore of getting lessons done and away from the scholar's pitfall of taking the book as an object of study. Reading has become almost a lost art; it is certainly a difficult one. The beginner will find the development of a disciplined imagination frequently beset with frustration, but the reward is heightened insight and intellectual maturity and freedom. To accompany the reading of the books, the seminars meet twice a week for two hours. Recovery from confusion and misunderstanding may result from the first meeting; on the other hand it may be only at the last meeting or later meetings that the text delivers up its meaning. The seip.inars are the substantial core of the whole program and the intellectual process prepared for by reading and writing is brought to realization most often under seminar conditions. The Seminar A book is one-half of a conversation, and good conversation, whether practical or theoretical in intention, is one of the highest performances in the liberal arts. Seminars of from ten to twenty students with at least two instructors or leaders, answer back the other half of the conversations that great books demand. Plato's Dialogues, most of which are read in the first year, set the models for seminar discussion, and first lessons in discussion are learned in reading Plato. Books of various kinds are discussed in various ways. Some books such as Aristotle's Organon are read in the seminar with the French method of explication de texte to insure understanding. It is assumed that other books have presented a subject, and discussion starts where they leave off, following the argument where it leads. Literary works demand literary criticism; scientific books demand a philosophy of nature. Versatility in question and answer allows the exploitation of the work done in other parts of the program. Training in language facilitates formulation of opinion; mathematical imagination and insight open up new depths and subtleties in both literature and science. Dialectic starts on the levels of language and mathematics and with their aids reaches the fundamentals and ultimates, and in the process the book under discussion may be torn to pieces. One immediate result is the improvement in actual reading. Seminar reading keeps a whole in view. Rapid reading illuminated by the play of ideas in seminar discussion lifts the The Formal Lecture Formal lectures are delivered to the entire student body at least once a week. Lecturing by instructors is discouraged elsewhere in the curriculum and concentrated in the formal lecture. These lectures are given in the evening with audience and platform set as for an outside lecturer. All the formal arts of the platform are used for the purpose of a sustained and artistic exposition of a subject matter that may have been studied in fragments in other ways. About half of the lectures are given by guest lecturers, notably Stringfellow Barr, Scott Buchanan, Mortimer Adler of the University of Chicago, and Mark Van Doren of Columbia. Members of the resident College faculty give the rest, no single member giving more than th:ree during the year. Lecturing except on the popular platform is almost a lost art in this country. It is a very high art demanding artistic skill and sensitivity which are dulled and killed by the forced practice of the ordinary university classroom. Long preparation is needed to free it from sophistry and empty personal rhetoric. Our lectures are not always successful, but when they are successful they might be given and understood on any occasion. Students learn to listen to good talk, to talk that is often over their heads, but talk that fa remembered and absorbed long after the immediate hearing. Each lecture is followed by a period of informal query and discussion, in which the students learn to talk back. �28 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE The Laboratory FORMAL LECTURES 1946-4'7 ... John 0. Neustadt The Oar of Ulysses ... John S. Kieffer Trivium ......... . Quadrivium? .. .. . ....... .Jacob Klein Vico ........ . .......Stringfellow Barr ..... Alexander Koyre New School for Social Research The Liar ...... . Analogy ..... . ...... Scott Buchanan Spheres and Cells . .......... . . .... .Edward Kasner Columbia University The Dark Night of the Soul . . ....... Leonard J. Eslick ........ Alexander Schneider, Violinist Ralph Kirkpatrick, Harpsichordist Recital ....... . . .... Leo Strauss New School for Social Research Jenusalem and Athens .. ................... Mark Van Doren Verse ............ . Dramatic Presentation: The Duchess of Malfi . ...King William Players ...........Gregory Bienstock Marx and Russia . .. On Reading St. Thomas . . . . . . .William S. ',\Teedon University of Virginia Arms and the Man. . ..... Ernst Abrahamson Mythology. . . . . . . . . . .... John S. Kieffer Reading, Shakespeare and Cervantes. The Reduction of the Syllogism.... American Literature II........ Toynbee's Theory of History. Rousseau .. ......... Scott Buchanan ....Mark Van Doren American Literature I. Symbolism and Poetry. . ...... Ford K. Brown . ......Raymond N. Wilburn . ..... Mark Van Doren . ......... Stringfellow Barr . . . . . . . . . . . . . . . . . . . . . . . . . Leo Strauss New School for Social Research Divisibility . ... Recital ... Wonder, Doubt, and Belief .. How to Read A Play. The Nineteenth Century. S.:;icnce ;;r;,d, Civiliz.::tiion. 29 ...... .John 0. Neustadt . . . . . Andor Foldes, Pianist . ... J. The scientific laboratory is perhaps the most characteristic institution of the modern world. It should be recalled that it was for the purpose of introducing and assimilating the laboratory that Eliot of Harvard opened the liberal college to the elective system. The hope was that the college would provide the conditions and the techniques for the liberalizing and humanizing of science. The present disorganization of our colleges is evidence that the problem is not yet solved. It is of utmost importance that it be solved. SL John's College is making the attempt. The strategy is to recruit specialists in the sciences as teachers, to re-educate them in the liberal arts, and to reorganize the laboratory as an instrument of liberal rather than pre-professional training. This is the research problem that is set for the faculty, and it will continue to attack the problem step by step. The laboratory staff contains an engineer and a medical man, scientists whose interests can range beyond the special boundaries of each science. They co-operate with the mathematicians, the physicists, the chemists, and the biologists in planning and teaching the four-year course. Their field is the history of science including the present, and the context is the rest of the liberal arts and the classics in the program . The present tactics are to take the best current pattern in ordering the sciences as it is found in the pre-medical course, to anchor it in the scientific classical books and experiments, and to find the liberal arts in current practices and insights. In general the main themes are mathematical constructions, the instruments and techniques of measurement, repetition of crucial experiments, and the combination of scientific findings in concrete problems . · The laboratory classes meet twice a week for three hours during the four years. This is more than is required by any other liberal college at present . Winfree Smith ... Jack Landau ........ .Jacob Klein ...Da'",'id Hav,,rkins George Washington University Freud ...... . . H. W. Loewald, M.D. Dramatic Presentation: The Alchemist . King William Players THE SCHEDULE Perhaps the m.ost obvious distinctive mark of St. John's College is the easily observable fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when that "all Greek to me" look is on all freshman faces because �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE they are learning the Greek alphabet; or it may be the two weeks that they are meeting Greek algebra in the fifth book of Euclid's Elements; or it may be the first assignment in Thucydides when the seminar leaders are wondering if the students will get the implications of liberty in Pericles' funeral oration. These are the educational realities that a common schedule marks and emphasizes. Each morning for five days of the week each student spends one hour in a language tutorial and one hour in a mathematics tutorial. Two afternoons a week each student spends three hours in the laboratory. Two evenings from eight to ten each student attends a seminar in organized conversation and discussion of the scheduled readings. On one or two evenings there are formal lectures. Nineteen or twenty hours per week are spent in regular classes. The rest of the time is spent in studying, eating, sleeping, talking, athletics, and other activities such as music and dramatics. The week is the elementary unit of the schedule and shows one complete rotation through the varieties of work and play. The three terms of the College year average ten weeks in length and mark pieces of work projected and accomplished. In recognition of this there are oral examinations at the end of each term. These are conducted by seminar leaders with the help of the tutors. Each student sits with his examiners for a half hour during which he is questioned freely and informally on the texts he has read, on his critical or interpretative opinions, and encouraged to consider parts of his study in relation to each other and in relation to fresh problems that may not have been treated in his classes. A few days after the examination before the end of the term the student again sits with his instructors for fifteen minutes during which his tutors and laboratory instructor report to the seminar leader on his work for the term. These so-called "don rags" are brief and recurrent consultations between teachers and student for the purpose of diagnosis and prescription rather than for report of marks. They are followed by vacations in which a fresh start is possible and new directions in study may be explored" Grades are not reported in these don rags, and they are not the center of interest, as is shown by the fact that the student is invited to report on himself and to judge his own work. The end of each year is marked by an essay written by each student on some theme which he has chosen in the books and on which he stands an examination. The annual written examinations are given in the following September after the long vacation period during which the salutary processes of forgetting, assimilation, and the maturing of insights have taken place. Thecloseorganization of subject matter and the intensive teaching which results make vacations and unscheduled rumina- 30 A I-lour 9 31 STUDENT'S CLASS SCHEDULE FOR THE WEEK. Mon. Language Tutorial Tues. Language Tutorial Wed. Language Tutorial Thurs. Language Tutorial Fri. Language Tutorial 10 11 Sat. - Mathematics Mathematics Mathematics Mathematics Mathematics Tutorial Tutorial Tutorial Tutorial Tutorial 12 2 Laboratory to Laboratory 5 8 to 10 Seminar (Lecture) Seminar Formal Lecture tions functionally important. As one learns to skate in summer and swim in winter, so one acquires wisdom in vacation. The annual examinations are aimed at detecting and encouraging this process. Reading parties in the summer vacation in which students may arrange the proper conditions for the maturing of knowledge gained during the session are encouraged. THE FACULTY Part of the intention of the elective system since the time of its introduction at Harvard has been to encourage the combination of teaching and research in each member of the faculty. The principle is that the teaching mind must be a learning mind, and therefore good teaching demands continued learning. This has come to mean in academic practice that the �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE good teacher must be making original contributions to knowledge and that he must publish if he wishes to be promoted. The faculty at St. John's is again going back to first principles and making another application of them. Leaming is a co-operative enterprise and it is best carried out when persons at different stages of comprehension work together. The typical learning situation at St. John's involves ten or twelve learners. First in the learning line come the author-teachers, the writers of the great books, who are talking in most cases at the high point of their own learning. Next comes the reading and talking teacher who is a member of the faculty: his stage of learning is somewhere between the author and the best student. There then follow the other students at distances proportional to their degree of understanding. The old-fashioned ranking of classes in the little red schoolhouse is the image that we have in mind. At the head of the class is the author-teacher, at the foot of the class the worst student in relation to the subject matter. All the others are both teachers and pupils, each learning from those above and teaching those below. The aim in all the classes is to exploit the differences in knowledge, character, and skill as they are distributed among the students and the tutors. Since it is not our policy to select only the best students for admission, but rather to aim at the normal distribution of ability that is found in the average American community, we count heavily on the normal social processes of mutual understanding to catch and amplify the teaching. Our classes exemplify in their various styles all the types of collaborative study, allowing even the dull or slow student on occasion to hold the class to the main learning purpose. Socrates and the slave-boy is not an unfamiliar spectacle in the St. John's classroom; we count on it to keep our teaching fresh and genuine. The faculty member is then researching in the subject matter of the book with the guide and help of the author and any other special professional aids that he may be able to use. He may have beside him a colleague whose special knowledge complements his own. This is the situation in a seminar, where there are at least two auxiliary teachers, but it is best exemplified in the editorial work that is being carried on by many members of the faculty. The majority of the great books are already in cheap and easily available English translations, but there are a considerable number of them that need new editions, and a smaller number which have not been translated or are badly translated. So far the following books have been reprinted: 32 33 Plato: Phaedrus, in Greek and Latin Gospel according to St. John, in Greek and Latin Descartes: Discourse on Method, in French and Latin Hippocrates: Selected Works Archimedes: Selected Works Lucian: True History Aristarchus: Distances of Sun and Moon Nicomachus: Introduction to Arithmetic Spinoza: Theological-Political Treatise Gilbert: On the Magnet Harvey: The Works of Rousseau: Du Contrat Social Lavoisier: Elements of Chemistry Hegel: Philosophy of History Dalton: Chemical Philosophy Bernard: Experimental Medicine Fourier: Theory of Heat Virchow: Cellular Pathology Euclid: Elements (Heath's edition) The following books have been translated for the first time into English by members of the faculty: Apollonius: Conics Ptolemy: Mathematical Composition (Almagest) Augustine: On Music Scotus Erigena: The Division of Nature Grosseteste: On Light Oresme: On the Breadths of Forms Copernicus: On the Revolution of the Spheres Kepler: Epitome of Astronomy Pico: On the Dignity of Man The following books have been retranslated by members of the faculty: Plato: Meno Plotinus: Fifth Ennead Aristotle: Physics, Books I-IV Bonaventure: Reduction of Arts to TheolofSY Cantor: Transfinite Numbers This represents the first line of research. The second line of research consists in the constant reinterpretation of the book list which occurs as an immediate byproduct of teaching the books in tutorial, in seminar, and in the laboratory. Criticism of the books takes place in two direc- �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE tions primarily, first their historical order and background which continually change and enrich themselves by connections with other books; secondly in the bearing these books have on the immediate teaching problem and the progress of current thought in general. Making the.actual reading schedule for the seminars for each year is a result of much faculty and student deliberation, and the reading schedule registers teaching and learning experiences from year to year. The products of this kind of research go first into teaching directly. Production for publication and learned societies is and should be a secondary result. The students thus have dir.ect and contributing parts in research, and research has a direct and contributing rOle in instruction. The faculty now represents a well-balanced distribution of special knowledge. Eventually the graduates from the fouryear course itself will be the best teachers, and some of them have already been taken on as teaching assistants. than in the regular elective system. It is assumed that each student has the required capacities until there is dear evidence to the contrary. All disciplinary action is governed by the assumption that bad habits can be changed. Attendance on all regular scheduled College exercises is required. A record of absences is kept and posted. This record is taken into consideration whenever there is occasion to determine academic standing. 34 ACADEMIC STANDING The system of instruction allows for a close and varied acquaintance of instructors and students; therefore the student's academic standing is known in detail from day to day. This knowledge is pooled at the end of each term on the occasion of the don rag and the combined judgments of the staff are based on more than recorded grades. Since this is the case academic standing is not determined by numerical or literal grades, and judgments are made and reported for the purpose of advice and planning both for the teachers and the student. As soon as the performance of the student or other evidence of capacity persuades the staff that the learning process has stopped and cannot be revived, the student is warned that he will be dropped after a stated period of confirmation of the judgment, Ideally there is no reason for dropping any normal student from this course of study. It is varied and rich enough for great diversities of interest, performance, and achievement, ~nd there is ample room within it for a wide range of ability and for individual choice and guidance. This fact permits and demands a longer period of adjustment and tentative judgment 35 Written and signed excuses from the following sources may be submitted for filing with the student's record: l) Parent, guardian, or other responsible person outside the College; 2) Practising physicians consulted by the student; 3) Instructor in charge of class in which absence occurs; 4) The College Physician. THE DEGREE OF BACHELOR OF ARTS * The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies the modern equivalent of these arts and sciences. Specifically this implies: Knowledge cf the contents of the required books in the list; Competence in the laboratory arts; Competence in mathematics through the elementary calculus; A reading knowledge of at least two foreign languages. In semester hours as recorded in the regular elective system this amounts to: Semester Hours One Year Four Years Language and Literature . . . . . . . . . . . . . . . 10 40 Mathematics and Science. lO 40 Lectures on the Liberal Arts . . . . . . . . . . . . 4 Hi Laboratory. . . . ............... 3 (0! actual time) 12 8 32 Seminars. Total ................ 35 140 A more detailed analysis of the content of these dcgn:e n:qni:rements will be gladly given by the Registrar on request. *Cf. Appendix B, pg. 75. �36 CATALOGUE OF ST. JOHN'S COLLEGE The "rights and privileges appertaining" to the Bachelor of Arts degree have undergone serious scrutiny during the last part of the period in which the colleges have been under the domination of the elective system. There have been conce~ted attempts to maintain common standards unde~ th_e rap1_dly changing conditions of expansion in student bodies, m subJeCt matters, and in methods of instruction. Throughout the country there are regional boards which insp~ct the colleges in each region and rate their degrees. The Middle Sta~es A~­ sociation of Colleges and Secondary Schools operates m this region. These Boards cannot put a colle?e on the. approved list until its educational product can be Judged. Smee there were no QTaduates of the new administration and program before Ju~e, 1941, and few until the end of the war, there will be an interim in which a rated R A. degree cannot be guaranteed. This means that the St. John's Bachelor of Arts degree is certified only by the charter of the College and the Maryland State Board of Education. On the other hand there is no serious doubt that the curriculum which is now offered and the instruction that is now being given more than fulfill the common st~ndar~s and that they will prepare students adequately to contmue m graduate work the special interests they have developed. The graduate and professional schools increasingly make their final decisions on candidates on the basis of individual records and merits and ignore the bare minimum certification of the ordinary degree. The rated B. A. is no guarantee of admission to a graduate or professional school. Where inquiry has been made these schools have given assurance of full consideration to St. John's graduates. The great variety of teaching methods, the common subject matter, and the intimate and continuous acquaintance between student and teacher that this program provides allow detailed and comprehensive recommendations of individual candidates both for graduate schools and for business positions. Such individual recommendations will ahvays be our most effective communication with the academic and practical worlds into which our students graduate; we deal with other institutions on the basis of a common recognition of the realities of the learning process and the CATALOGUE OF ST. JOHN'S COLLEGE 37 exigencies of the war and :revolution through which the world is passing. There is no question about the fitness of this program of studies to meet the explicit requirements of law schools, theological schools, business s'Chools, schools of politics, and economics, and schools of education. There may be some doubt in the minds of the small business man and the craftsman about the utility of a liberal education for earning a living. One who shares these doubts should read the Federalist Papers and follow their discussions of the fundamental conditions and principles of American society to get free of the prejudices which we inherit from societies that base themselves on invidious class distinctions. The worker and the tradesman in this country belong to a liberal society that demands a liberal education of all its members. The professions that base themselves on specialization in the natural sciences have set up graduate departments that actually need more liberal education in their preparatory stages than is at present available in the elective system. In failing to get students who have that minimal general education, they have been forced to turn to a second best, a more intensive specialized preparatory training. In some cases they take the student into the graduate school before he has graduated from college, and give the extra specialization that is required. In other cases, as in some engineering schools, graduate physics, chemistry, biology, and medicine, they have imposed heavy pre-professional requirements on the liberal college. In effect, they ask the liberal college to anticipate professional work. We refuse to accept this imposition wherever it would force us to sacrifice understanding to professional rote and rule of thumb. In place of these we emphasize basic concepts, basic techniques of measurement and experimentation, and general skills of the laboratory, in short those starting-points which make the rapid acquisition and revision of scientific knowledge a matter of habit and second nature. In terms of this fundamental training, our work in natural science more than meets the genuine requirements of pre-professional education. The medical schools, the sources of the heaviest pre-pro{essional requirements, have expressed willingness, in some cases enthusiasm, to consider our graduates as candidates. Their faculties realize the importance of the liberal education of the �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE physician, see that we require more hours in the laboratory than they ask for, and believe that this basic instruction will lay a good foundation for professional training. On the other hand, a warning should be given that the St. John's student is running the risk that radical innovation entails. The medical schools are subject to many increasing demands, which they are finding difficult to meet: rapidly growing knowledge relevant to medical uses, the public need for more medical services, and the large number of applicants for admission. These pressures may force arbitrary consideration of candidates, and the literal application of rules of admission. In view of this problematic situation, students who come to St. John's with the intention of going on to medicine are advised to make special arrangements for fulfilling the literal requirements for admission to medical schools. Arrangements for extra work for this purpose can be made at St. John's or at other institutions. In view of the great scientific and social problems facing the medical profession it may be wise to plan a year of graduate work in mathematics and physics between graduation and entrance into medical schooL Medical schools are not asking for such additional preparation, but the needs of medical wisdom are great beyond the power of liberal education alone to meet. I. A LIST OF GREAT BOOKS 38 In Chronological Order Homer: Iliad and Odyssey .£schylus: Oresteia Herodotus: History Sophocles: CEdip~s Rex, ffi~ipus at Colonus, Antigone H1p~o.crates: Ancient .Medicine and Airs, Waters, and Places Eunp1d.es: Me~ea, Hzppolytus, The Trojan Women Thucydides: History of the Peloponnesian War Aristophanes: Frogs, Clouds, Birds Aristarchus: On the Sizes and Distances of the Sun and Moon Plato: Dialogues Aristotle: Organon, Poetics, Physics, Politics, Ethics Archimedes: Selected Works Euclid: Elements Apollonius: Conics Cicero: On Duties Lucretius: On the Nature of Things Virgil: k:neid The Bible Epictetus: Moral Discourses Nicomachus: Introduction to Arithmetic Plutarch: Lives Tacitus: The History, The Annals Ptolemy: Mathematical Composition (Almagest) Lucian: True History Galen: On the Natural Faculties Plotinus: Enneads Aug~s.tine: Co~fessions, On Music, Concerning the Teacher Justm1an: Institutes Song of Roland Saga of Burnt Njal Grosseteste: On Light Bon~venture: 0~ the Reduction of the Arts to Theology Aqumas: .o.n Being and Essence, Treatise on God, Treatise on Man Dante: Dzvzne Comedy Chaucer: Canterbury Tales Oresme: On the Breadths of Forms Pico della Miranclola: On the Dignity of Man Leonardo: Note Books Machiavelli: The Prince Erasmus: In Praise of Folly Rabelais: Gargantua Copernicus: On the Revolutions of the Spheres Calvin: Institutes Montaigne: Essays Gilbert: On the Loadstone Cervantes: Don Quixote Shakespeare: Plrys Francis Bacon: Novum Organum Kepler: Epitome of Astronomy Ha~vey: On the Motion of the Heart Gahleo: Two New Sciences eescartes: Geometry, Discourse on Method, Meditations nobbes: Leviathan 39 �III. CLASSIFICATION ACCORDING TO ELECTIVE SUBJECT MATTERS Literature History and Social Science Herodotus Thucydides Plutarch Tacitus Justinian Machiavelli Montesquieu Grotius Spinoza Calvin Hobbes Philosophy Homer lEschylus Sophocles Plato Aristotle Cicero Lucretius Epictetus Plotinus Augustine Bonaventure Thomas Aquinas Pico Pascal Spinoza F. Bacon Hobbes Locke Berkeley Hume Leibniz Kant Hegel Bentham Poincare James Euripid,~s Aristophanes Lucian Virgil The Bible Dante Burnt Njal ·Song of Roland Chaucer Cervantes Shakespeare Milton Rabelais Racine Grotius Moliere Erasmus Montaigne Voltaire Swift Goethe Fielding Flaubert Ibsen Dostoevski Tolstoi ~ >-lZ"'lt::JC"l !;:l ...., >-l 0 - ~> ''>-l "'"ti~ '1· .... 0 0 ~· '" ~ S' El "< (1) ~ :;, rn )=: s g oo ...... . !3 oroi?'~,e:.: Ff'CJ"'(I} (i) ~· ~ o"''"'Z"'"' g,s-:"-'.;1 z er. l"'t '< 0 (') ·-..o f1) [ F-1 ~ ~ (J1: ~ -· ~ -lOOO':is::i ~ ..... ""!CD, r-- "'f;>' ~ ~ ~ OO~~C""1 ~ fi' "" ..... ~- ~ <:"> ~ ge 00 t;; c:: '-l &:l -· :>;""" " .,. ~ ........ ~ <O ~ 0 !;!.. 0 ~ 0 ..... "' <O "" ± ?-! t-1 ,'N) ~ ir-i~M 00. "' &:> .... ~ .., ~ ;:,< 1"='00~1-<~eJDl<\~O':I~ ooo~O"'-:?l""'.J°<..O(Jlocooo_ !:.. . e· ~ (\) - ('j o· ~ -Q o o ~p,.C._.::i ff 5.: ~ c2 ::i --< "0"' i:: P"..., i:: 0 ;;l f'l 1-j 00 l-'· '. ~ ~ ~ _. g· aq g :::::. s;ro ~· ~ 0 0 i:: "' ..., P" "< 0 "'i:: "' ..., gm 0 "" ~ ::i""' 0 ,, 0 ::l i:: t"'SFD~ "' ~ 0 ~- ('J) ,.., """' '"d "" P" to 0 ~ e:. ~ i!; ~ Cll ~ >-l"' "" "' O'Cl (]) ,_, ~I:>' "' 0 ,.., i:: " .... "' ~~5 O'Cl ::l i:: "' ,.. .... - "' (\) ~ s· N) 0 r' ti P" "' (!) s· ~ ' ..., f.l s 0 "'"" 0 & ..., (!) (1) i:: " r-1" 0 "" ::.:> "' c:: ..... o t-< . ., "' i:: 0 O'Cl 0 g' ~ "' i= o v, 0 0 >-J UJ "' ~ ::i" ~- i:: i:: ;;; 0 ::i:: 0 (!> n5~o;:::s;2cr~~~o;:::~~--~ g-~rn~ge~~ i:: "' ..... "' ~ s s ~ g-~~ " ~ ~ - I-'· 1-1 (1) ~ §: u:i rn & ";;;- s ~· ~2 ~ (1) gN ~ (b" 1-j J:>.l >-! P" (!> p.. ~ f l) .... 2'"'. 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"'" p_. ::I ~ ~ ~ ~ ~ " ""' 0~g'::C:Q~50§"1"'<8 ('l;:: rD e: ~ ::>' .., ~ s.: _. i:: ti ~5 oo(j)os= t:) -"' Q a.&.~- c,., a.~ ...... 0 CJ.3 ro'-=li:= ~~("') 0 flO jTJ ;;l 1:1 ::l "' 0 § > < ::i" 0 txJ 0 c. ~. "';'"d"'txl~ ~ ~ S?:-'o~r'i::oS?o0;;l "" 0 to to A 00 i:: r r-: l:l 0 >-l ti P" z r.1' i:"1 is: ~. 0 ::r:: ~ (1> ';'p- ~ ._ !'."' I."" "''"O"' J:>j::.. ~~ax!;.>;, i;i::i 0 (fJ 0 ,.,,.. "' t:;· e i:"1 (') ~ fil 'O ~ i:: i:: 0 ..., ""l ~ ~ 0 CJ (Presented and brought up-to-date in Laboratory Manuals) (.)"< 0 ~ F; 1-rj r;-aci ~ (\) '"d ::i" -o (l Graphical Constmctions Instruments Crucial Experiments Concrete Problems o' l:l g. "' ::l p. to ~· ::l "" "" °' >tJ :;t..P" g > ~ Q :4 g ~::s 00 l;j ,_. 0 f.l "'".9. <; "' ""' ~ Ql "' g; ::i" oO 0 (1) Laboratory (Three hours per week for first and second years; six hours per week for third and fourth years) t;j~ g~ ~~ ~ p.. s ~ iv g ~ t:r' P"' P"' ~o (J1. • to g· S"~o - ~ ('.".)"' s e. 0 ">j 00:::>(.;<00· ~ (tl ~ ~ i3 z ~ 1-j 00 ~ c:: ..,, ,., (') ~ "" ~ 00 ~ 0 ""l ~ El" i:: ~ "<1 '>-! ~ &l 6" ~ :i:: l'l ' ::i" "' ..'.;l - ~I?; ~ ~ to r6 P"t:le-..lc.<>"-~::i" 0 t"C ~ 0 ~ (i)' > ,., 0 s o' ti >g Ol ~ °' 0 ~ (i) e ~ '"-") "'l ~ 0 s "' ~· s~~b rb \""l. s-<'-;::;:f~ ~: ~· I-'• C".l ~~""'""Sg"' ro,_,"'"' OL.i::lool°fJ.· ~sC"J ..:J 0 ~ S ~ ... o o o "' s '"d 0 ~ e. S-. ?> ~ -~ ~ g- ~ ~· ~ ~ ~ ~ ~ ~ ~ ~ ~· ~ ~ 0 ~ Q p. (I) ~ ~· g ~ ~ r;· g '-< ~ ~ CJ ~ s:=;: Mathematics Euclid Nicomachus Aristarchus Apollonius Archimedes Ptolemy Descartes Newton Leibniz Peacock Lobachevski Fourier Boole Riemann Cantor Dedekind Hilbert Russell Vi co Gibbon Locke Rousseau Bentham Mill Freud Adam Smith U. S. Constitution Federalist Papers Malthus Marx "" "" Natural Science Hippocrates Aristarchus Archimedes Ptolemy Galen Grosseteste Copernicus Leonardo Ores me Galileo Kepler Harvey Gilbert Newton Huygens Boyle Lavoisier Fourier Dalton Faraday Darwin Maxwell Joule Virchow Bernard Mendel Freud Jrunea P.l f'1 ~ r.:;· 0 j)..l ::i ,.,,. -"' (!> "' n .... 0 P" (I) tl ~ >1 >1 ('D ~ i;j '""' '<l l'1l J:>.l >1 "' ,,., ~ "" "" �44 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 1943-44-Continued Second Third Fourth Year Year Year 5063 50 20 Drawing: Orthographic projection; Perspective projection. MATHEMATICS TUTORIALS DURING First Year Astronomy and Physics Astronomy ................ . 7 Mechanics and Hydrostatics. 9 Strength of Materials ..... . Heat ..................... . Light ..................... . 25 Geometry: Euclid: 8; Apollonius: 5. Total 120 59 20 25 3 3 Total for four years of Physics in Mathematics Tutorials .......... 227 CLOCK-HOURS OF LABORATORY Physics and Astronomy Mechanical Drawing . . . . . . . 18 Astronomy. . . . . . . . . . . . . . . . . 3 Mechanics and Hydrostatics. 30 Sound . . . . . . . . . . . . . . . . . . . . . 12 Heat...................... Light...................... 3 Electricity and Magnetism.. Atoinic Theory . . . . . . . . . . . . WORK 15 24 9 21 3 DURING 6 36 9 3 9 18 1942-43 6 33 21 3!1 33 66 30 9 3!1 54 21 Total for four years of Laboratory in Physics and Astronomy. . . . . . 279 Chemistry General Inorganic ........ . Physical .................. . Qualitative ............... . Organic ................... . 45 12 9 15 15 60 27 9 Music: Intervals; Scales; Keys (the rest not yet planned in detail). Physics: Mechanics 15 (~chimedes, Galileo, Huygens, Newton); Surface tension, viscosity; Heat 4 (Joule, Fourier, etc.); Strength of materials 4 (Galileo); Light 14 (Newton, Huygens; telescope and microscope, diffraction and interference; spectra); Electricity 11 (Gilbert, Faraday, etc.). Chemistry: States of matter; Water-electrolysis, equivalent weight (Faraday); Conservation of mass, combustion, oxygen (Lavoisier); Hydrogen, acids; Combining proportions; Dalton's atomic theory; Gay-Lussac's law of volumes; Molecular weight; Avogadro's number; Dalton's law of partial pressures; Critical temperature; Diffusion; Osmosis; Sodium; Chlorine; Formulas; HCI; Valence; Hydroxides, ionization; Mendeleyev's Table; Colloids, atoinic structure; Mass action; Equilibrium; Carbon compounds, paraffins, isomerism, bonds, hydrocarbons, alcohols, aldehydes, ketones, esters, ethers, sugars_, etc.; Fifth Group of Periodic Table; Ammonia, proteins. The following is a list of laboratory exercises by years. It is based on a schedule which was followed in 1941-42 but 1s·subject to continual revisions, corrections, and improvements as teaching experience indicates them. In the spring of 1947, the faculty adopted a revised laboratory schedule as the result of· several years' experience. Therefore, the following list is printed for its historical interest only. 3 Total for four years of Laboratory in Cheinistry. . . . . . . . . . . . . . . . . . Biology Anatomy and Physiology. . . Cellular Biology . . . . . . . . . . . Heredity . . . . . . . . . . . . . . . . . . Embryology. . . . . . . . . . . . . . . . Protozoology . . . . . . . . . . . . . . . 45 15 33 36 9 9 9 99 48 36 9 9 9 Total for four years of Laboratory in Biology ...................... 111 NOTE: One-fifth to one-fourth of the laboratory time is spent in lectures on assigned reading. The topics selected from the conventional subject-matters follow. For further information concerning standards, see Appendix Bon Degree Requirements, page 75. Astronomy: Aristarchus, Star charts, Ptolemy, Copernicus, Kepler. Biology: Environment and health (Hippocrates); Form and locomotion ~f animals; Digestive and urogenital systems and other parts of female rabbit; Heart blood vessels in cat, living frog and turtle, sheep, and dogfish shark; Urogenital system of male cat; Other parts of dogfish shark and aquatic vertebrates; Fabrics of the animal body; Growth of animals and plants; Hydra; Genesis of animals;• The Protozoa-animal taxonomy; Heredity in the pomage fly. FIRST YEAR ·1. Orthographic projection 2. Orthographic projection 3. Trisection of an angle ·4. Areas 5. Plane, right angle, ruler 6. Weight '1. Light &. Circles and regnlar polygons • !1 Ratios : }O. Lenses · \1.1~ Telescope and Inicroscope lf• Compound ratio ••.1:3. Heat •. •c · J!; Quadratic equations · · 'lll. Musical intervals and scales 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. The Greek diatonic scale The just scale and its uses The keys in music Environment and health Environment and health Form and locomotion of animals Photometry Solid figures Rectangular solids Aristarchus Archimedes' levers Machines Sfatic equilibrium Floating bodies Metacenter SECOND YEAR , . •l• Digestive system of rabbit · ·i:· U):Ogenital system of female rabbit ;Thorade cavity, mouth, central nervous system '.The parabola li:llipse and hyperbola 6. 7. 8. 9. Perspective projection Perspective projection Perspective projection Focal points and light (floating paraboloid) 10. Parametric equations of ellipse �46 CATALOGUE OF ST. JOHN'S COLLEGE SECOND YEAR-Continued 21. Music 22. Copernicus charts 23. Kepler Stereographic projection and star 24. Prism colors and dispersion charts 25. Chromatic aberration of a lens 26. Geometrical characteristics of IceAstronomical sights Celestial machines land spar Celestial machines 27. Double refraction Sun and moon 28. Double refraction of polarized light Gilbert's De Magnete 29. Speed of light Music 30. Fluid pressure Music 11. Conics as four-line loci 12. Stereographic projection and star 13. 14. 15. 16. 17. 18. 19. 20. THIRD YEAR 33. Viscosity 34. Law of definite proportions, law Strength of beams of multiple proportions, Dalton's Strength of beams atomic theory Strength of beams 35. Vibrations Falling bodies 36. Gay-Lussac's law of combining volProjectiles umes, molecular weight, AvoSheep heart gadro's number Blood vessels of cat 37. Pressure-temperature relations Matter: crystalline state 38. Dalton's law of partial pressures; Blood vessels of cat steam distillation, vapor tension, Boyle's law critical temperature Living heart in frog and turtle Matter: liquid and gaseous states 39. Diffusion and osmosis Smaller blood vessels in living frog 40. Magnetic fields 41. Sodium chloride: the active metal Urogenital systems of male cat sodium Water and its properties, distilla42. Sodium chloride: the active nontion metal chlorine Dogfish shark and aquatic verte43. Standard units in chemical reacbrates tions. Chemical notation, equaSurface tension tions, formulae Dogfish shark and aquatic verte44. Faraday's laws of electrolysis brates Dogfish shark and aquatic verte- 45. Acids in aqueous solution: HCl 46. Atomic and equivalent weights. Rebrates duction and oxidation, valence Electrostatics Electrolysis of water, Faraday's laws 47. Potentiometer Electrolysis of water, equivalent 48. Metallic hydroxides and salts in aqueous solution. Neutralization weight 49. Electromagnetic induction Rigid body equilibrium Conservation of mass; filtration, 50. Ionization 51. Young's interference of light reduction with charcoal 52. Mendeleyev's Table Compound pendulum Lavoisier on calcination and com- 53. Spectrometer 54. Colloidal state bustion; oxygen 55. Music Atwood's machine 56. Music Chemical reactions 57. Music Conservation of momentum Centripetal force Hydrogen, acids, oxidation and reduction 1. Power of the vacuum 2. 3. 4. 5. 6. 7. 8: 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. CATALOGUE OF ST. JOHN'S COLLEGE 47 FOURTH YEAR I. Fabrics of the animal body 2. Magnetic measurements 3. Fabrics of the animal body 4. Law of magnetic forces 5. Fabrics of the animal body 6. Standard measures of electric current 7. Fabrics of the animal body 8. Fabrics of the animal body 9. Fabrics of the animal body IO. Fabrics of the animal body 11. Fabrics of the animal body 12. Fabrics of the animal body 13. The structure of the atom 14. Law of mass action 15. Diffraction, interference 16. Chemical equilibrium 17. Diffraction grating .18. Carbon and its compounds: I: the paraffins 19. II: Isomerism of organic compounds, the carbon-carbon double and triple bonds. Unsaturated hydrocarbons Alcohols, aldehydes, ketones Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Growth of animals and plants Growth of animals and plants 27. Hydra 28. Hydra 29. Genesis of animals 30. Genesis of animals 31. Genesis of animals 32. Protozoa-animal taxonomy 33. Protozoa-animal taxonomy 34. Heredity in the pomage fly 35. Heredity in the pomage fly 36. Heredity in the pomage fly 37. Spectral analysis 38. Esters, their hydrolysis, mono- and di-basic acids, polyalcohol 39. Potentiometer, thermocouples 40. Ethers, acid anhydrides, hydroxyacids 41. Electromagnetic induction 42. Carbohydrates (sugars, starch, cellulose) 43. Joule's electric heat 44. Isocyctic, aromatic hydrocarbons; Cyclo-olefins, -paraffins 45. Fourier's heat analysis 46. The Fifth Group of the Periodic Table 47. Ammonia, amines, amino-acids, proteins 48. Music 49. Music 50. Music The following list of experiments currently being performed show by comparison the changes made in the laboratory. LABORATORY 1947-48 FIRST Activities and External Struc, tures of the Frog The Skeletal System of the Frog The Muscular System of the Frog General Dissection of a Freshly .. , Killed Frog ','I'lfe Physiology of the Digestive '"'.System ';'I'1:fi; Circulatory System of the ,Jlrog · genital System of the Frog ous System of Frog, Part I ous System of Frog, Part II and Care of the Microscope , .. ell and Its Divisions lMitosis) ' · 'Embryology of the Frog YEAR 13. The Amoeba and Paramecium 14. Euglena and Mixed Protozoa 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. Hydra Earthworm Crayfish Construction of a Plane, Right Angle and Ruler Meas~rement of Area; the Vernier, Micrometer and Spherorheter Weight Volume and Density-Fundamental and Derived Units Errors and Significant Figures Spirals and Calculating Machines Introduction to Statics (Archimedes) �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE FIRST YEAR-Continued 48 SECOND YEAR-Continued 25. Extensions to Archimedes' Theory of Statics 26. Introduction to HydrostaticsArchimedes 27. Equilibrium of Fluids 28. Introduction to Music 29. Musical Intervals and Scales 30. The Greek Diatonic Scale-Just Intonation 31. The Keys in Music 32. Pressure and the Barometer 33. Construction of a Thermometer 34. Calorimetry-Specific Heat 35. Heat and Expansion 36. Boyle's Law 37. Charles' Law 38. Changes in Matter 39. Preparation of Oxygen 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. Preparation of Oxygen Control of Reactions Control of Reactions The Gas Laws Weight Relationships; Elements and Compounds Weight Relationships; Elements and Compounds Solutions Solutions Determination of Molecular Weight Determination of Molecular Weight Determination of Atomic Weight Ionization Equilibria Equilibria SECOND YEAR 1-14 Semi-Micro Qualitative Analysis Experiments done: Precipitation, separation and identification of the elements in the first three Cation Groups. Analysis of a general unknown for the first three Cation Groups. Theoretical work covered: Basic Atomic Structure Valence Theory Theories of Ionization Laws of Mass Action and Chemical Equilibrium Ionization Constants and Solubility Products Theory of Sulfide Precipitation 15-24 Quantitative Analysis Experiments done: (a) ~ravimetric Weighing a crucible to constant weight Determination of Water in Barium Chloride Determination of Barium in Barium Chloride Determination of Chlorine in Barium Chloride (b) Volumetric Preparation of a Standard Solution Determination of the total alkaline strength of Soda Ash 25. The Frog-Activities and External Structures 26. The Frog-The Skeletal System 27. The Frog-The Muscular System 28. The Frog-General Dissection 29. The Frog-Physiology of Digestive System 30. The Frog-Circulatory System 31. The Frog-Urogenital System 32. The Frog-Nervous System, Part I 33. The Frog-Nervous System, Part II 34. Sheep Heart Dissection 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. Motion of the Heart Motion of the Blood Dissection of the Hen and Cock Embryology of the ChickCleavage Gastrulation and Germ Layers Twenty-four Hour Chick Forty-eight Hour Chick Seventy-two Hour Chick Ninety-six Hour Chick Rays and Reflections Reflection and Mirrors 46. 47. 48. 49. 50 · 51. 52. Refraction Lens and Lens Laws-Part I Lens and Lens Laws:Part II Construction of Microscope and Telescope The Prism: Colors, Dispersion, Chromatic Aberration The Prism: Newton's Optics Huygens' Wave Theory and Iceland Spar-Part I 49 53. Huygens' Wave Theory and Iceland Spar-Part II 54. Huygens' Wave Theory and Iceland Spar-Part III 55. Interference and Diffraction 56. The Spectroscope 57. Strength of Materials-Galileo 58. Strength of Materials-Hooke's Law 59. Strength of Materials-Elastic Theory of Fracture THIRD YEAR 1-14 Semi-Micro Qualitative Analysis Experiments done: Precipitation, separation and identification of the elements in the first three Cation Groups. Analysis of a general unknown for the first three Cation Groups. Theoretical work covered: Basic Atomic Structure Valence Theory Theories of Ionization Laws of Mass Action and Chemical Equilibrium Ionization Constants. and Solubility Products Theory of Sulfide Precipitation 15-24 Quantitative Analysis Experiments done: (a) Gravimetric Weighing a crucible to constant weight Determination of Water in Barium Chloride Determination of Barium in Barium Chloride Determination of Chlorine in Barium Chloride (b) Volumetric Preparation of a Standard Solution Determination of the total alkaline strength of Soda Ash ':Strength. of Materials-Part I Strength of Materials-Part II ngth of Materials-Part III ing Bodies ton's Second Law of MotionAtwood's Machine · Body Equilibrium for Coar Forces Balance and Ballistic ulum, Kinetic Energy ipetal Forces ar Motion Analogy Simple Pendulum Elastic Field-Spring dulum mpound Pendulum-Part I pound Pendulum-Part II n Pendulum · of a Rolling Body-Trans'on and Rotation 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. Mechanical Equivalence of Heat Electrostatics-Part I Electrostatics-Part II Electrostatics-Part III Magnetostatics-Part I Magnetostatics-Part II Magnetostatics-Part III Sheep Heart Dissection Motion of the Heart Motion of the Blood Dissection of the Hen and Cock Embryology of the ChickCleavage Gastrulation and Germ Layers Twenty-four Hour Chick Forty-eight Hour Chick Seventy-two Hour Chick Ninety-six Hour Chick �50 CATALOGUE OF ST. JOHN'S COLLEGE FOURTH YEAR l. Magnetic Field About a Wire 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. Magnetic Field About a Coil Faraday's Laws of Electrolysis Ohm's Law and Kirchoff's Law Slide Wire Wheatstone BridgeShunts and Multipliers Joule's Law· Electromagnetic Induction D. C. Motors and Generators The Composition of AnimalsHomogeneous Substances Microscopic Study of Epithelia Connective Tissue Contractile Tissue Blood Composition The Nervous System The Nervous Tissues Hematology and Parasitology Blood Groups Genetics-Heredity in the Pomage Fly-Part I Genetics-Heredity in the Pomage Fly-Part II Genetics-Heredity in the Pomage Fly- Part III Genetics-Heredity in the Pomage Fly-Part IV Genetics-Heredity in the Pomage Fly-Part V Separation and Purification Methods Hydrocarbons: Methane, Ethylene, Acetylene Halogen Substitution Products: Chloroform Preparation, Ethylene Dibromide Preparation, Iodoform, the Wurtz Reaction 26. Alcohols: Fermentation, Preparation and Methods of Testing· Absolute Alcohol, Grignard Reagents 27. Ethers: Diethyl Ether Preparation, Grignard Reagents 28. Aldehydes and Acetones: Acetaldehyde Preparation, Acetone Preparation 29. Monobasic Acids: Acetic Acid Preparation, Acetyl Chloride Preparation, the Grignard Reactions. 30. Esters: Ethyl Acetate, Saponification, Fats and oils 31. Nitrogen Derivatives: Acetamide Preparation, Urea Preparation, the Hofmann Reaction 32. Aromatic Derivatives: Nitrobenzene, Aniline Preparation, Benzene from Aniline Preparation, Phenol Preparation, Synthesis of an Organic Dye Preparation (Malachite Green, Crystal Violet, Fluorescein, Eosin, or Alizarin), the Wurtz-Fittig Reaction, the Friedel-Crafts Reaction 33-37 A.C. Circuit Theory: Series and Parallel Circuits Circuit Resonance 38-40 Electronics: Rectifiers Amplifiers Cathode Ray Tube RESIDENCE AND ACTIVITIES A college should be a community in which the student can discipline and develop his native powers, and at the same time learn how to associate with other people in such a way as to continue this development throughout life. Not only the curriculum at St. John's, but the arrangements for residence and extracurricular activities as well, are ordered to this purpose. It is the policy of the College to encourage any spontaneous group activity that shows promise of a contribution to the life of the community. The College co-operates in the financing of those activities that require expenditures; and. advice is given where it can be helpful to the smooth functioning of the activity. The kind of laissez-faire attitude which generally characterizes the curricular aspect of American college life is in this College transferred to the field of extracurricular activities. It is no paradox, in view of the above, to say that the main purpose of extracurricular activities is amusement and relaxatfon. Men can work in order to play, or they can regard play natural component of a graceful, reasonable, and wellmunded human life. Since the things a person enjoys are accurately correlated with that person's character and stage of the recreational activities a student enjoys are fruit of his increasing knowledge and maturity. and play are not set over against each other, so that the of the curriculum is looked upon as drudgery to be until it is possible to get away to the movies. If this au•.J•.u.u be the case, life would indeed become meaningless and and the hard work of the curriculum would be wasted. the discovery and choice of certain activities as enjoyand the rejection of other forms of recreation as silly or as a free and natural consequence of the student's abilities, and must be proportionate to them. ,g.i::tt<eati011al activities have to derive their vitality from these powers which support them, or else they cease Thus recreation and play become an integral .the student's life in this community. 51 �52 CATALOGUE OF ST. JOHN'S COLLEGE Athletics and Music The fruits of this maturing and developing process are found primarily in the keen, joyful moments of new discovery of ideas or unexpected insights and understandings. But this spontaneous play of the mind also extends to extracurricular activities and infuses them with their full measure of human enjoyment. This may take the form of a new light on the purposes and meaning of athletic games and sports; or it may find expression in a stimulated imagination which can produce creative writing for one of the College publications, or for significant interpretation of works of music. Since 1939 athletics at St. John's have been organized on an intramural basis with active participation by more than eightyfive per cent of the student body.* With the aid of student athletic assistants who are experts in sports, the St. John's Athletic Director carries on a series of individual and team sports throughout the entire year. The athletic facilities include a well-equipped gymnasium, two large playing fields, tennis courts surfaced for all-weather playing, and a College boathouse with five sixteen foot sailboats. Excellence of performance in a wide variety of sports including sailing, tennis, handball, squash, badminton, boxing, swimming, baseball, basketball, fencing, lacrosse, and track is the instructional ideal and is recognized through a number of individual and team awards. Extracurricular music complements the musical part of the regular curriculum. Curricular music includes formal lectures on music, group readings and seminar discussions of musical scores, laboratory practice with stringed instruments, and concerts which take up part of the time otherwise devoted to formal lectures. The extracurricular music program makes available to a maximum number of students the opportunity of acquiring the necessary personal habits for the enjoyment of music. Orchestral and choral groups composed of members of the College and residents of Annapolis and surrounding territory meet for practice and give occasional concerts. The College provides a music center, containing a well-stocked library of recordings, sheet music and scores, a recording machine, an automaticphonograph, a grand piano, and a num"Reasons for the elimination of intercollegiate competition from the College athletic system are set out in detail in Appendix C. CATALOGUE OF ST. JOHN'S COLLEGE 53 ber of orchestral instruments. Elsewhere on the campus are other pianos and phonographs available for student use. The Student Polity The Student Polity, organized in 1945, of which all students are members, was instituted by the students for the following purposes, as outlined in its constitution: 1) to promote a conciousness in the student body of political and communal responsibilities to both the College and the civic communities, 2) to discover and submit to the College administration student opinion on all problems common to both the students and the College administration, 3) to establish minimal dormitory regulations, 4) to review annually the activities of all student organizations and to grant charters to those organizations whose activities are judged to be consistent with the aims of the College community, to determine further, jointly with the College administration, the proper delegation of authority in the community. Some student activities are really an extension of the curriculum: for example, the Bible Class, and Latin and Mathematics Clubs in which students and faculty pursue in greater qetail problems raised by the seminar discussions of scientific, 1.1µuu ..,v 1 µu.<La.i, and theological works. Other groups represent ~·H'~.. ·~· specialized pursuits in politics, law, medicine, language. The St. John's Collegian is a weekly student newspaper reports and comments on the events in the community. St. John's Yearbook is a student-edited yearly publicawhich departs radically from the conventional year-book In its present form it is a magazine whose purpose ·is recapitulate and summarize the past academic year. The William Players serve as a center for the reading of >"''+""1-ua. and poetry in general, as well as for the activities of production. Variety Club, specialists in libel and slander, presents "'·'-'""··-~~-.. comic revue satirizing the faculty and the College or other matters of current interest. The Social Copresents a series of formal and informal dances �54 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE throughout the year, including several informal movie-dances. The Film Club presents annually a series of about twenty of the outstanding foreign and domestic film productions in cinema history-the "classics" of cinematic art. The Student Employment Cooperative was organized in 1943 for the purpose of obtaining employment for its members, and maintains an office to receive and stimulate employers' requests for student workers. As supports for an active social life, the College provides a complete central social unit which consists of a Coffee Shop, a Book Shop supplied with magazines and newspapers, and a Junior Common Room for the use of the whole College. In addition, there are smaller social quarters in each dormitory unit, equipped with comfortable furniture. By providing these facilities the College authorities expect to foster in the students a recognition of the proper responsibility for their own human welfare. The College has four temporary buildings on the campus, provided by th~ Federal. Publi~ Housing A1:1thority, whi~h contain twelve family dwellmg umts. These muts were provided in an effort to take care of married veteran students and their families. They are all occupied for the coming academic session. Residence St. John's College is situated in the seventeenth century seaport town of Annapolis. The town has the air and reputation of a romantic history. Actually it has a population of about fifteen thousand people who are occupied with fishing and shipping in the harbor, with the training of midshipmen in the Naval Academy, with governing the State of Maryland from the state government offices, and with the liberal education of young men at St. John's College. A number of retired naval officers and men of business live on estates in Anne Arundel County surrounding the town. The College has fifteen buildings on a tract of thirty-two acres. Five of these buildings are for student dormitory residence, two of them built as dormitories, and three originally used as residences for administrative officers of the College. These five buildings are now furnished as residence halls for students on a plan for small unit College communities. An attempt is made to relate the grouping of students in the houses to their seminar groups and their athletic teams. These small integrated communities within the larger college community teach the incoming student to accept and enforce restraints upon himself and also to make proper use of the help and support that other students can give him in his college life. 55i Dormitories All students not living at home are required to live in the College buildings and to take their meals in the College Dining HalL The College is prepared to instruct more students than it can house. Consequently, some students are allowed, by special permission of the Dean, to room off-campus. Each dormitory room is provided with the necessary furniture, including a single bed with mattress, pillow, pillow cover and bedspread, a chest of drawers, book shelves, Venetian blinds or window shades, a study table, chairs, lamp, and a waste basket. Towels, bed linen, and blankets are to be supplied by the student, as are also such decorations as window draperies, rugs, and runners for chests of drawers and tables. The student should consult his prospective roommate, if any, and his own good taste in planning room decoration. Freshmen are frequently assigned to single occupancy rooms. Old student& should apply for rooms before they leave for the summer vacation. Application blanks may be obtained from the Manager of the Dining Hall and Dormitories. Students who wish to room together should file joint applications. New students have rooms assigned to them tentatively from the Assistant Dean's office as soon as their applications for admission have been accepted. Rooms in dormitories may not be occupied during vacations eX:cept by special permission. The dormitories will be open for occupancy at the beginning of each term as follows: For upperclassmen taking Annual Written Examinations from noon of the day before the Examination days. For freshmen from noon of the day before registration day. For definite dates in 1948-49 see the College Calendar. The College maintains the care of the dormitories. There are student dormitory managers whose duty it is to report com· :fllaints, to see that the dormitories are kept in order, and to tnforce the following regulations concerning breakage and d:<nnage to College property: �56 CATALOGUE OF ST. JOHN'S COLLEGE Any damage to College property will be charged to the occupant or occupants of the ropm, or to the occupants of the dormitory, in which the damage occurs. Each student must make a deposit of ten dollars with the Treasurer of the College on registration. Damage to College property will be charged against this deposit according to t~e student's share of responsibility for the damage. The deposit must be maintained at all times during the session. It will be returned at the end of any session, or upon the withdrawal or graduation of the student from the College. This deposit is called Caution Money. The College reserves the right to repair completely, at the expense of the occupant or occupants, any dormitory room and furniture which have been seriously damaged. Intentional damage to College property is a serious offense, and it will be dealt with summarily. The Dining Hall The Dining Hall is maintained by the Manager of the Dining Hall and Dormitories. Special attention is given to a balanced diet, an interesting variety of menus, and reasonable cost. The Dining Hall is closed when the College is not in session, except for single holidays; it will open for supper on the day just preceding the beginning of each term; and dinner will not be served on the last day of each term. Infirmary Service A fully equipped Infirmary is maintained at the College. It is in the charge of the College Physician, two trained nurses, and student assistants. The College Physician holds office hours each day at the Infirmary. During these hours his services are free to those who have paid their regular College fees. Medical services rendered by others than members of the College Infirmary staff, whether for sickness or for athletic injuries, are not paid for by the College. Any illness must be reported promptly by the student. Students suffering from contagious or infectious diseases must reside in the Infimary until discharged by the College Physician. The College Physician makes a daily report to the Dean. HOW TO APPLY FOR ADMISSION General The revolution which re-established the liberal arts curriculum in St. John's College in 1937 was a movement in the Republic of Education which anticipated the current crisis in world history. When the liberal arts were reinstated in the. College, it was known that many of the contemporary educational conventions do not promote the most successful pursuit of the liberal arts, but the difficulty of the immediate task that faced the College, that of putting a liberal curriculum into operation, made advisable the postponement of the solutions of some of the more extrinsic problems. So, for the first six years, the conventional entrance requirements were used. Then, in December, 1942, when it was clear that students in the Liberal Arts colleges were immediately needed for military duty, St. John's College decided to make its contribution to the war effort by offering its program to younger students in a schedule which would allow them to graduate before being called to military service. Beginning in July, 1943, a summer term was added to the regular schedule so that the four-year course could be completed in three calendar years; students · were admitted at the beginning of any of the four terms during the year; the minimum entrance requirements were two years of high school work with a year of algebra, a year of plane geometry, and an introductory course in one foreign language. With the end of the war, St. John's now judges it possible and wise to relieve the strain of its wartime schedule by returning to its regular schedule, with no summer session and with admission of new students only at the beginning of the yearly session. A student is eligible for admission if he can provide evidence of his ability and preparation to pursue the St. John's program '.fo terms of the following achievements: Credits for One and one-half years of algebra One year of plane geometry Two years of one foreign language 57 �CATALOGUE OF ST. JOHN'S COLLEGE 58 CATALOGUE OF ST. JOHN'S COLLEGE 59 Together with two of the three following requirements: l. Graduation from a high or preparatory school 2. Passing either . i. The St. John's Entrance Examinations in arithme~ic, algebra, plane geometry, English, and one foreign language, or u. The Psychological Examinati~n published by the American Council on Educat10n 3. A recommendation for work at St. John's College from the principal or a teacher in the high or preparatory school last attended Procedure L Request a blank of Application for Admission from the Assistant Dean. 2. Fill out the Admission blank as completely as [ossible, paying special attention to the_ third page_ w ere you_ are asked to give full information concernmg your fon'.'1al preparation for college, names and addresses of the high or preparatory schools you have attended, with th: dates of your attendance. You should be careful to gn'.e the name of your principal or other teac~er who will be able to give a substantial rec~mmendat10n of your character and ability. If you thmk you ~eed or want to enter by examination, pay special attent10n to the fourth (back) page of the application blank. . 3. Return the Application for Adn_iission to the Registrar wdho will then collect your scholastic recor_ds a.rid re_commen ations, and arrange Entrance Exammat1ons if they are requested. . . 4. If you need or want to take the Entrance hExammat~~ns, give us the name and address of a teac er or c? .e_~e graduate who will be willi~g t~ accept the respons1b1lHy for administerino- the exammat10ns to you. \!Ve pay such persons the sumb of five dollars which you pay us as ex amination fee. We shall then arrange for the rest of the examination. 5. As soon as the Registrar has collected your scholastic record, recommendations ar.d the :results of the Entrance Examinations, we shall promptly report the decis~o~ of the Admissions Committee. No assurance of adm1ss10n can be made before the above data are provided. 6. If you are not able to pay the full College fees as1r . . ' ' us you a blank of Apphcat10n for Student Finan · to send A"d . . c1a FI·11 t h. out wit h speoal attention to your T 1 .l · is . . . B u d get, sen d It to t h e Assistant Dean, and as entat1ve . . . . soon as d mrns10n app 1icat10n. h as b een acted on, we shall your a let you know whether we can help and also how h muc. See section on Financial Aid, p. 65. Requests for further information may be directed to the Registrar. You are urgently invited to visit the ColleO'e and to discuss further any problems that may need extra consideration. No Admission with Advanced Standing from Other Colleges Students who wish to transfer to the St. John's program must register as freshmen for the four-year course; no advanced standing in the program is granted for other college credits. Admission before Graduation from High School The College still considers the application of students who have not completed their formal four-year preparatory training, provided the student and his parents are persuaded he is able and ready to undertake the responsibilities of a program in the liberal arts. The presence of a large number of veterans will, for the next few years, make the decision of a student to apply for entrance before finishing his high course more hazardous. He should not make this decision without consultation with the Dean. Veterans' Educational Benefits St. John's College is approved and accredited by the land State Board of Education and the Veterans Administration for the training of Veterans of v\Torld \!Var II who are to receive educational benefits under Public Law 346 Servicemen's Readjustment Act of 1944, or the "G.I. Bill") and Public Law 16 (the Vocational Rehabilitation Act). Under Public Law 346, the Veterans Administration pays to the College $500.00 for an academic session towards the tuition fee of the veteran student and to the veteran during the academic session $65.00 per month subsistence for single veterans and $90.00 per month for those with dependents. Under Public Law 16, veterans who qualify by reason of disability �60 CATALOGUE OF ST. JOHN'S COLLEGE in service are provided tuition fees and supplies with a minimum subsistence of $105.00 per month, hospitalization, and additional allowances for dependents."'' Veterans who contemplate registering at St. John's College are urged to file their applications under Public Law 346 accompanied by certified copies of service record and discharge with their local Veterans Administration Regional Office before coming to College, so that their programs may be approved and benefits begin as of the day they register at the College. The Regional Office will issue a Certificate of Eligibility and Entitlement which the veteran will sign and turn over to the Treasurer for certification of his admission and enrollment. The College cannot register a veteran who does not present a Certificate of Eligibility and Entitlement. Veterans desiring benefits under Public Law 16 must apply directly to the Veterans Administration, and because of the time required for consideration and approval, should do so as early as possible. " As a result of recent legislation regarding veterans' subsistence allotm.ents, effective April l, 1948, subsistence payments will be $75.00 per month for sm\l"le veterans, $105.00 for veterans with one dependent, and $120.00 for veterans with two or more dependents. FEES College Finance !~ is the aim_ of St. John's College to establish its fees for tmt10n and residence at a figure which will approximate closely as possible the actual cost of furnishing tuition, boar~ and room, and meeting the administrative and other operating expenses of the College. Rising _c~sts of. op~ration for the College have prevented it from r~~hzmg this aim or principle. In order to meet in part these nsmg costs, St. John's College has established the fee for tuition and residence at $1,100 for all students enrolling in the College in the fall of 194 7 or thereafter. . The College still relies upon other sources of income, principally support by private individuals, and by th(e public through State App:opriations for four purposes: closing the g~p between operatmg expense and operating income, financial aid to students who are not able to pay the full costs, additions to College buildings and equipment, and increasing of the small College endowment. T~e va~ious other fixed charges for attendance at St" John's are listed m th~ following paragraphs. In figuring the budget for the academic year, each student should include additional amounts for books, clothes, stationery, laundry, and other incidentals. The cost of books will in general average about $7 5 per year. Entrance Examination Fee If a candidate for admission finds it necessary to take the College entrance examinations in order to complete the requirements for admission, he will be charged a fee of $5.00, payable to the College upon his request for examination. This fee is charged to cover the expense of giving the examination; it will not be refunded, nor will it be deducted from other fees. Annual Fees Beginning with the fall term of 1947, the fixed annual fees for all students for each year are as follows: Tuition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Board. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Room......... . . . . . . . . . . . . . . . . . . . . . . $650.00 350.00 100.00 Total. ............................. $1,100.00 61 �&Q£iJJJ' 62 CATALOGUE OF ST. JOHN'S COLLEGE These fees are payable in full on registration in September or, if preferred, in three installments: one-half on registrat~on, one-fourth on January 3, and the remaining fourth on Apnl 4. On registering, the student must procure a Treasurer's Ca:rd showina that fees have been paid or that suitable finanoal b . d arrangements have been made, in order to be adm1tte to classes, dormitories, the dining hall . the library, gymnasium or infirmary. CATALOGUE OF ST. JOHN'S COLLEGE 63 Deferred Payment of Fees Bills for College fees are presented directly to the student, and the student assumes responsibility for their payment on the dates due. There is available to those students, veterans and non~ete~ans, and their parents who are unable to meet the College rees m accordance with the regular schedule a deferred tuition plan, which provid:s for pa~ment in eq1:1al installments during the College year, m most mstances, nme installments. This i:iethod of deferred tuition payment is handled through "Tuit10n Plan, Inc.," a corporation which offers this service to many ~chools and colleges thro_ughout the country. The plan is put mto effect by a contract signed by the parent or guardian of the student and by the College and handled entirely by "Tuition Plan, Inc." The additional cost is four per cent of the amount financed. Refunds on Fees Payment of Fees by Veteran Students Payment of Bills If a student has paid any installment on his fees befond _the dates on which installments are due (September reg1strat10n, January 3, April 4), and withdraws from College for any cause whatever, such advance payment shall be refunded. But no installment already due shall be refunded, :regardless of the cause of withdrawal. The Colleae is not in business and does not regard itself as b selling instruction or food or lodging to students. Its fees can best be understood by the student if he regards them as membership dues. These dues help the College to provid~, not only instruction, food, and lodging, but also proper medical supervision, athletic facilities, and whatever other conditions it finds best adapted to forward the common learning enterprise. Caution Money Each student must make a deposit of $10.00 with the Treasurer on registration, subject to charges for laboratory breakao-e and damaae to College property. The amount of this deb o · A posit must be maintained at all times during the sess10n. refund check for this deposit will be sent to the student upon request after the end of any session or after withdrawal or gr~duation from College. Except for the caution money deposit, which is refundable after the close of the college year, the College has no extra fees. For the veterans who have qualified to receive educational benefits under Public Law 346, the Veterans Administration pays to the College $500.00 for the academic session towards the tuition fee of $650.00. The balance of this fee, amounting to $150.00, and the residence fee of $450.00, or a total of $600.00, is_ the direct responsibility of the veteran and must be paid by him to the College. However, the College has arranged a schedul~ of monthly payments of this balance, whereby the veteran is enabled to use his monthly subsistence payment from the Veterans Administration to meet in part his monthly payment to the College. In the case of a single veteran who receives $65.00 per month subsistence, or approximately $585.00 for the academic session of 9 months, the monthly payments to the ~olleg~ will be slightly in excess of his subsistence payments s1~ce. his total balance due on fees to be paid to the College by him is $600.00 for the academic session. For the veteran qualified to receive educational benefits under Public Law 16, the Veterans Administration will pay to the College the tuition fee of the veteran student and charges for books and supplies. The veteran will be directly responsible for payment to the College of the fee for residence, which can also be paid in monthly installments timed to coincide his monthly subsistence checks. The veteran qualified under Public Law 346 may elect to have the Veterans Administration pay the excess of tuition �64 CATALOGUE OF ST. JOHN'S COLLEGE $500 00 or $150.00, by surrendering entitlement at the over f· · d y for each $2. l O of such excess costs. Such_ an rate o one a h" · d f entitle1 t. by the veteran would mean that is per10 o ~~~:o~ould be reduced by approximately 71 days for o~~ academic session. The veteran may also elect t? h:a:e e:ch Veterans Administration pay for books and suppl~es A form year up to a total charge of $50.0? und:r the same p :;· er's to take advantage of this plan is available at the reasur Office upon registration. FINANCIAL AID College Aid Students unable to pay the full cost of their education may get assistance from the College. If the total assistance which a student needs for three terms amounts to not more than $250, the College will undertake to advance him a loan of the amount required and to find him employment at the College that will yield him sufficient wages to repay his loan during the period for which the money is needed. These loans do not bear interest. Since the available amounts of both work and money are limited, only students who could not otherwise meet their College expenses should apply for assistance. The procedure for obtaining a loan from the Student Aid Fund of the College is to sign a loan agreement by which the student engages himself to repay his loan as fast as his capacity to earn money will permit. As fast as he makes payments on this loan, new and smaller loan agreements will be substituted for the one the Student Aid Fund holds. The privilege of borrowing from the Student Aid Fund is. reserved to those who perform satisfactorily for the College the work for which they receive wages and for those who curtail their loan promptly to the limit which their wages will permit. If the total assistance needed for the academic year amounts to more than $250, the College will either make up the excess by an outright grant from the Student Aid Fund or else reject the application altogether. This practice is based on the experience that in most cases $250 is all the student can earn without endangering his studies and on the College's belief that it is undesirable that its members should graduate with a burden of debt to the College. Outright grants are made only where aid is so clearly needed and merited that the College can successfully appeal for donations to persons who are strangers to the applicant. The Committe on Aid will reject all applications, whether for loans and employment or for outright grants, which do not clearly demonstrate that all local sources have been thoroughly canvassed. The Committee has the grave responsibility of 65 �66 CATALOGUE OF ST. JOHN'S COLLEGE administering justly a common financial resource of the community of scholars which the applicant seeks to join. It therefore subjects each case to a thorough investigation and it cannot initiate this investigation until the student aid blank has been filled out fully, clearly, and accurately, and with sufficient detail to enable a judgment to be made. All students hold aid, whether loan and employment or money grant, only on condition that they maintain good academic standing. Application for aid should be made at the time the formal application for admission is forwarded to the Registrar. Maryland State Scholarships Residents of the several counties of Maryland and the six legislative districts of Baltimore are eligible to take the competitive examinations for scholarships at St. John's College. Twenty-nine of these scholarships pay full fees, including tuition, board, and room; twenty-nine pay tuition fees only. They are granted for four years, or in the case of a student already at the College, for the :remainder of his course to graduation. In all counties and legislative districts the competitive examinations are administered by the respective county or city School Boards, and reports are rendered to the respective Senators who make the formal appointments. The College supplies the examinations and grades the papers in all except two counties, Montgomery and Prince George's, where the School Boards examine candidates and report directly to each Senator. All appointments are conditional upon admission of the candidate to the College. The procedure for application, examination, and appointment to State scholarships is as follows: l. Candidates, who must be residents of the county or district that has an open scholarship, should watch the newspapers for the announcement of the time and place of the examination and apply to the local School Board for examination. 2. Carn:lidatcs should supply to their respective Senators evidence of their good character and financial need. 3. Appointees will be notified of their appointments by the Senator and by the College. CATALOGUE OF ST, JOHN'S COLLEGE 67 Scholarships Awarded by the College THE PHILIP A. MYERS, II, SCHOLARSHIP '!'?be awarded annually, the income from $l0,000 th Philip A Myers, II, Class of 1938. THE CLIFTON c. ' .f f e gi t 0 ROEHLE SCHOLARSHIP To be awarded in tuition, the income from $6 000 h b qu_est of Mrs. Anna M. D. Roehle, in memory, of e eChfton C. Roehle. er son, ht THE JEREMIAH HUGHES SCHOLARSHIP To be ~warded annually to some deserving student, referably a resident of Annapolis, the sum of $30.00 to be ap lied to the cost of tuition. PP THE FRIEDRICH JONATHAN VON SCHWERDTNER SCHOLARSHIP . To be awarded in tuition, to some deserving student the mcome fr~ ~he bequest offered annually under the win of the lat~ Fn~dnch Jonathan von Schwerdtner, in memory of hi 5 son, Fnednch. Scholarships Awarded by Patriotic Societies THE MATTHEW FONTAINE MAURY SCHOLARSHIP Awarded by th~ United Daughters of the Confederacy to a s~udent of ~xcept10~al character and scholarship and of establ~shed Confe~erate lmeag~. This scholarship is applied to tuit10n and residence fees, m accordance with the needs of the student s:lected, ~nd is aw~rde~ at present for four years unless the ap~omtee fails to mamtam the required standard in his acaden:1c record. Applications should be addressed directly to Mrs. Sidney Cox, Smithfield, Virginia. SCHOLARSHIP OF THE COLONIAL DAMES OF AJ'!1ER!CA Applicants for this scholarship are expected to submit evidence that they are of colonial descent and that they themselves revere the ideals and standards of their forbears, Appli- �68 CATALOGUE OF ST. JOHN'S COLLEGE cation should be made to the Chairman of the Scholarship Committee of the Colonial Dames of America: Mrs. Henry 0. Milliken, 421 East 6lst Street, New York City. Scholarships at Other Institutions for St. John's Students SCHOLARSHIPS IN ENGINEERING Three scholarships in engineering are offered at the Johns Hopkins University to graduates of St. John's College. . These scholarships are awarded by the Faculty Committee on Scholarships and Student Aid. SCHOLARSHIPS IN MARINE BIOLOGY A tuition scholarship applicable to an approved course either at the Biological Laboratory at Cold Spring Harbor, New York, or at the Marine Biological Laboratory, Woods Hol.~, Massachusetts, is offered annually to graduates of St.. John · This scholarship is awarded by the Faculty Committee on Scholarships and Student Aid. APPENDIX A A SHORT EDUCATIONAL HISTORY OF ST. JOHN'S COLLEGE small arts college for men, ST.ItJOHN'S COLLEGE is aand hasliberal so since its founding. is non-denominational, been It has never been coeducational. It maintains no graduate or professional schools. It is the third oldest college in the United States. 1696 King William's School, first public free school on the American Continent, founded in accordance with the following Petitionary Act of the General Assembly of colonial Maryland: A Petitionary act for free-schools. Lib. LL. No. 2, fol. ll5. Dread Sovereign . . . . Being excited by his present Excellency, Francis Nicholson, Esq.; your Majesty's Governor of this your Province, his Zeal for your Majesty's Service, pious Endeavors and generous Offers for the Propagation of Christianity and good Learning, herein we become humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us your Majesty's Subjects of this Province, represented in this your Majesty's General Assembly thereof, THAT IT MAY BE ENACTED. II. AND MAY IT BE ENACTED, by the Kings most excellent majesty, by and with the advice, prayer and consent of this present General Assembly, and the authority of the same, That for the propagation of the gospel, and the education of the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher, and one writing-master, or scribe, to a school, and one hundred scholars, more or less, according to the ability of the said free-school, may be made, erected, founded, propagated and established under your royal patronage. And that the most reverend father in God, Thomas, by Divine Providence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the said school; and that, to perpetuate the memory of your majesty, it may be called King William's School, and managed by certain trustees, nominated, and appointed by your sacred majesty. Laws of Maryland, Session of July 1-9, 1696. 69 �70 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 1776 The original Board of Visitors and G overnors was as follows: . . According to tradition King William's School was used as a gunshop during the Revolutionary War. Wilham West, D.D. Thomas J. Claggett, D.D. Nicholas Carroll John H. Stone William Beanes Richard Ridgely Samuel Chase" John Thomas Thomas Stone* Alexander Hanson Thomas Jennings 1785 St. John's College chartered by the General Assembly of the State of Maryland: WHEREAS, Institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States: Be it enacted, by the General Assembly of Maryland, That a college or general seminary of learning, by the name of Saint John's, be established on the said Western Shore, upon the following fundamental and inviolable principles, namely: first, said college shall be founded and maintained forever, upon a most liberal plan, for the benefit of youth of every religious denomination, who shall be freely admitted to equal privileges and advantages of education, and to all the literary honors of the college, according to their merit, without requiring or enforcing any religious or civil test, or without their attendance upon any particular religious worship or service, other than what they have been educated in, or have the consent and approbation of their parents or guardians to attend; nor shall preference be given in the choice of a principal, vice-principal, or other professor, master, or tutor, in the said college, on account of his particular religious profession, having regard solely to his moral character and literary abilities, and other necessary qualifications to fill the place for which he shall be chosen. . . . . The petition for this Charter was signed by V/illfam Paca* and others. James Brice John Allen Thomas Gustavus R. Brown Edward Gantt Clement Hill Richard Sprigg Charles Carroll of Carrollton ,. Jeremiah T. Chase Charles Wallace John Carroll, D.D. First Principal of St. John's College, Dr. John McDowell. 1786 The property, funds, masters, and students of King vv·n. , ~~~~e~e.conveyed by an Act of the General Assembly to St. I]~~~.: RevereV~d Ralph _Higginbotham, Master of King William's Scho I ecame ice Prmnpal of St. John's College. o' Two members of the Bo d f v· · William's School became ~sit~rs ~~~r~ and Governors of King College overnors of St. John's b 1791 George Washington visits St. John's College. To the Fawlty of St. John's College: Gentlemen: . The satisfaction which I have derived fro . . . is expressed with much pleasure and n_ihmy visit to your mfant seminary ' my w1s es for its pr are proffered with sincere regard. ogress to perfection The very promising appearance of its infa • . . whom I entreat you to class me) with th n~y must flaLter all Its friends (with time mature manhood. ' e ope of an early and at the same You will do justice to the sentiments which . your kmd regard toward me inspires, by believing that 1 r . ec1procate the good · h . ~ddress, and I sincerely hope the excellence of w1~ es co~tamed in your m the morals and science of the yo ths h your sem~na?. will be manifested u w o are favo:rea wHn your care. ANNAPOLIS, April 17, 1791. "Signer of the Declaration of Independence " Signers of the Declaration of Independence. GEORGE WASHINGTON �72 CATALOGUE OF ST. JOHN'S COLLEGE 1796 CATALOGUE OF ST. JOHN'S COLLEGE 1868 Graduation of Francis Scott Key, District Attorney of the United States; author of The Star Spangled Banner. 1799 Graduation of George Wa.shington Parke Custis, step-grandson of George Washington. Fairfax and Lawrence Washington, nephews of George Washington, were also students at the College. 1835 Curriculum during the Prindpalship of the Reverend Hector Humphreys. First Year Greek Xenophon Herodotus Thucydides Lysias Demosthenes Isocrates Plato Latin Livy Horace Virgil Mathematics Algebra Second Year Greek Home:r Hesiod Tragedies Latin Juvenal Cicero Mathematics Plane Geometry Solid Geometry Logarithms Trigonometry Third Year Greek Minor Poets Latin Tacitus Mathematics Applications of Trigonometry Conic Sections Chemistry Natural Philosophy Elements of Criticism Fourth Year Latin Horace Natural Philosophy Logic Astronomy Geology Civil Engineering American History Political Economy Natural Theology English Composition and Declamation in all four yearn. Modern Languages by special arrangement in addition. Cu:r:rirnlum during Principalship of James C. \!\Telling. First Year G:reek Homer Herodotus Latin Virgil Cicero Livy Horace Mathematics Algebra Geometry English 19th Century Literature Second Year Greek Xenophon Plato Euripides Lucian Latin Horace Cicero Terence Mathematics Logarithms Trigonometry Solid Geometry English Shakespeare 18th Century Literature Third Year Greek Plato £schylus Thucydides Sophocles Latin Cicero Juvenal Plautus English Shakespeare Spencer Taylor Hooker Miiton Mathematics Theory of Equations Analytic Geometry Descriptive Geometry Use of Instruments Natural Philosophy Chemistry Historical Methods Fourth Year Greek Lectures in Philosophy Plato and Social Science on,. Aristotle Plato Aristophanes Aristotle Demosthenes Augustine Latin Thomas Aquinas Tacitus Vi co Lucretius Descartes Persius Bacon Quintilian Bossuet English Pascal Authors of 13th, 14th, Paley and 15th Centuries Locke Mathematics Spinoza Analytic Geometry Montesquieu Calculus Kant Mechanics De Tocqueville Natural Philosophy Adam Smith Astronomy Fichte Logic Hegel Evidence of Christianity Buckle Lecky Malthus Mill Butler �CATALOGUE OF ST. JOHN'S COLLEGE 74 1886-1923 Presidency of Thomas Fell. A curriculum of Block Electives and Military Training. I. Classical Course leading to the B. A. Degree. 2. Latin Scientific Course leading to the B. L. Degree 3 Scientific Course leading to the B. S. Degree Mechanical Engineering Course leading to the M. E. Degre~ 4: 1923-1937 Period of Progressive Studies under the Open Elective System. 1937 Restoration of the traditional program of Classics and Liberal Arts unique in American colleges of today. APPENDIX B THE DEGREE OF BACHELOR OF ARTS AT ST. JOHN'S COLLEGE Just as institutions are necessa~y for the carrying on of learning, although these very institutions may become its greatest hindrance through unwise direction and time's dullness, so any institution of learning must require of its students certain marks and signs of their attainments and progress even though misuse of such requirements has often prevented true progress. Their use must entail care. Such requirements are inevitable if an institution is to pronounce public judgment upon its students, that is, to grant degrees. The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies competence in the modern equivalent of these arts and sciences. This implies: 1. Knowledge of the contents of the required books in the list. 2. Competence in mathematics through the elementary calculus. 3. A reading knowledge of at least two foreign languages. 4. Four hundred and fifty hours of laboratory training. Now, since students are of different, capacities, and since colleges of liberal arts, of all institutions of learning, are called upon to judge not only of the attainments of th~r students but also of their progress, it therefore seems wise that St. John's College offer three degrees: namely, Bachelor of Arts magna cum laude, Bachelor of Arts cum laude, Bachelor of Arts rite. The first to be awarded to those students who, in the opinion of the faculty, are judged satisfactory both in attainments and progress, and capable of pursuing their work in Law, Medicine and Theology or in the graduate schools of language and literature, mathematics, the natural sciences, and logic and metaphysics. The third to be awarded to those students who, in the opinion of the faculty, have made sufficient progress in the intellectual virtues to warrant recognition by the college, but on whose actual powers of operation in the several arts and sciences and therefore on whose actual capacity for advancing further in professional or graduate schools, the faculty declines to make a final judgment. The second degree represents a less eminent case of the first. In awarding degrees, the faculty must set up ways and means of reaching decisions. To this end the following stipulations are made: At the end of his third year, the student must stand four written enabling examinations, one in language, one in mathematics, two in 75 Preamble Degrees Ways & Means Enabling examina· tions �76 Petition Diss er~ ta ti on (general) CATALOGUE OF ST. JOHN'S COLLEGE laboratory, theoretical and operational, and one oral examination on seminar reading. These examinations are given normally in September after the third year, although the student has the right to demand them in June of the third year. These examinations are largely technical in character. But thP. technique required must be at all times related to the whole body of the liberal arts and to appropriate subject matters. This relatedness is formally guaranteed by basing the enabling examinations on a list of books named in Appendix I. The examination in language covers general questions of grammar of all four languages, and l~gic. The mathematics examination covers specifically simple operat10ns in geometry, conics, trigonometry, analytic geometry, and in t~e differential calculus. The examination in laboratory covers specifically the analysis and operation of certain important instruments to be named in Appendix I, p. 77. After having taken his enabling examinations, the student may petition the faculty to accept him as a candidate for the degree of Bachelor of Arts, to be granted at the end of his fourth year. The faculty through a committee then examines the student's record up to the time of the petition together with his performance on the enabling examinations. It may make one of three judgments: either (1) the student is accepted as a candidate ~or the degree, or (2) he is not accepted but ,allowed to complete his fourth year of college work, or (3) he is dismissed from the college. In examining a student's record the committee of the faculty especially named for this purpose is at liberty to question the tutors and seminar leaders of the student both past and present, and the student himself, as well as the formal judgment preserved in the way of term marks or examination grades, or any examination papers or yearly theses at hand. It would be a general principle that the faculty not accept as a cand~date for the degree ~ny stud.re~t w~o had consistently neglected and ignored or had comnstently Lalled m any of the essential divisions of the first ~hree years' program; t~at is, either language and literature, or the hberal arts, or mathematics and the natural sciences. But the faculty committee, although refusing to accept a student as a candidate for the degree, may judge the student capable of benefiting from the fourth year's work without detriment to the college community. Any student accepted as a candidate for a degree or allo':ed to remain the fourth year must then indicate a subje~t for a ~rnsert~­ tion, to be agreed upon by the faculty, to be wn.tten durm? lus fourth year, and to be publicly expounded, a~phfied, and mterpreted satisfactorily by him prior to the grantmg of the degree. While the degree can not be granted before the end of the fourth CATALOGUE OF ST. JOHN'S COLLEGE 77 year, the student may request more time to prepare and submit his dissertation for the approval of the faculty. He may even request permission to return to the college for a fifth year, attending what tutorials, laboratories, and seminars he pleases within the limits of college discipline. The student will choose, and the faculty will accept, a subject for dissertation with an eye to all the first four years' work, and not as a piece of specialized research or contribution to knowledge. The Instruction Committee acts as an Examining Board. The duties of the Examining Board 'are as follows: 1. To formulate and administer the Enabling Examinations which are to be given in September. 2. To accept and approve projects for the final dissertation. Such projects must be prepared and formulated by each candidate with the help of a faculty adviser. 3. To read and accept the final dissertation, to administer the final examination, and to recommend candidates for degrees. APPENDIX I The books of the first three years on which the Enabling Examination are to be focussed are the following: Texts studied in Tutorial Republic Organon Confessions De Ente et Essentfa Social Contract Les Pensees Euclid Archimedes Apollonius Ptolemy Galileo Descartes Newton Boole Texts studied in Seminar Iliad Republic Timaeus ffidipus Poetics Physics Galen Divine Comedy Don Quixote Hamlet King Lear The Tempest Harvey Lavoisier Wealth of Nations Federalist Papers As stated above, the examination in laboratory will cover specifically the operation and explanation of certain important instruments. The following list is arranged under three headings: Elements, Scopes, and Meters. There are two classes of scientific instruments: scopes and meters. The scopes are aids to observation and the meters are aids to measurement. With the former, distinctions Dissertation (particu· Jar) Examin~ ing Board �78 CATALOGUE OF ST. JOHN'S COLLEGE APPENDIX C of a qualitative kind can be made such as between more and less, up and down, straight and not straight. The latter permit us to make quantitative judgments, that is, to associate through similar ratios some one of a series of numbers with the thing observed. Often the same piece of apparatus can be used either as a scope or as a meter. The elements are certain devices, not scientific instru· ments themselves, which enter into the construction of different instruments. Elements Solids Crystals Fluids Gases Lever Inclined plane Screw Pulley Floating body Spring Pendulum Magnet Mirror Lens Prism Grating Scopes Straight edge Plumb line, gnomon Compasses, divider Tuning fork Electroscope Telescope Microscope Oscilloscope Stroboscope Meters Scale Ruler Balance with set of weights Spring balance Strength-of-materials testing machine Water clock Barometer Sonometer Disk siren with clock and counter Thermometer Magnetic compass Coulombmeter Tangent galvanometer Dioptra Astrolabe Micrometer microscope Spectrometer with minimum deviation prism The examination in laboratory will be in two parts. In one the student will be asked to make certain observations and measurements with some of the above instruments, and in the other to answer questions on the theory and application of some of the elements and instruments. The references for this examination are the mimeographed laboratory notes and the student's written :reports of the first three years, as well as the scientific books among the texts named above. INTERCOLLEGIATE ATHLETICS By STRINGFELLOW BARR, President ST. JOHN'S COLLEGE RADIO PROGRAMS" SERIES II, NO. 3 From Station WFBR in Baltimore, Nov. 20, 1938 I propose_ to_ discuss an important step which St. John's College has tak~n w1t~m the pa~t ten days. Many of those who are listening to m~, mcludmg alumm members of the College, will by now almost certamly have been told by somebody that the College administration has abolished athletics. Those who believed this statement should, it seei:is to me, be gravely disturbed. I think I ought promptly to drnabuse them. To keep the record straight, I shall therefore first state the facts. Athletics have not been abolished but the College has decided that after the dose of the presen~ academic session athletic facilities will be increased and at the same time will be placed on a strictly intramural basis. I am explaining tonight why significant changes have been announced in the athletic system at St. John's, to take effect next September; but in explaining these changes I am discussing liberal education in a democracy. The system of intercollegiate athletics which has developed during t~e past twenty years will no longer support the prime purpose of a liberal college. I suppose I ought to have forseen this. But I didn't. Certainly, there have been enough Carnegie reports, enough magazine articles by candid writers like John Tunis to convince men of my generation that we are sheer sentimentalists and ignoramuses if we suppose that intercollegiate athletics are the same thing we remember from twenty years back. They do things better now, with rose bowls, cotton bowls, and sugar bowls; with costly equipment, transcontinental journeys, and big money; with costly coaches and costly quarterbacks. I knew all this. The first thing I learned about athletics on arrival at St. John's was that we were booked to play our un~atural rivals, Army and N. Y. U.-in an effort to keep down the high cost of modern athletics by earning a good "gate." But still I thought it might be possible to adapt intercollegiate athletics to educational ends, to pare down schedules, to decline with thanks such games as Army and N. Y. U., and to protect the coaches from criticism if they lost games by refusing to hire athletes, I was mistaken. The thing that taught me I was mistaken was what happened whe~ intercollegiate athletics collided with a curriculum that really reqmred work. Yet I should have known this by analogy. I had 79 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE known countless students who withdrew from intercollegiate athletics when they entered medical or other professional work. They withdrew because they knew, along with everybody else, that you have to study to earn an M. D. while ordinarily you don't have to study to earn a B. A. The undergraduate fills in his idle time with athletics, which at its most professionalized is a lot better thinf; to fill idle time with than some other things l know. But suppose there isn't any idle time? Suppose there is just enough leisure time for healthful outdoor games? Then every athletic trip becomes a crisis and not what is known as an "athletic excuse." For students who are really doing serious work know without being told that you can't "make up" for something you should have learned but didn't, by using the magic word "excuse." An excuse may square you with the Dean. It won't convert ignorance into knowledge. There is no reason on this round earth why securing a liberal education in an undergraduate college should be a less serious business than acquiring a medical education in a medical school. But if it is a serious business, then it had better steer dear of another very serious business, indeed a highly organized "big" business, intercollegiate athletics. For this big business has its own exigencies: those who won't meet them had better keep out. That big business substitutes spectator psychosis for actual participation, cheering sections for playing teams, an orgy of sportsgoods equipment for costumes fit to have fun in, large business staffs with long-term schedules for the old-time impromptu challenge of natural antagonists, monotonous physical drill for learning to play by playing, pressure from fellow-students for zest to play, the exhibitionism of star performers for the satisfaction of playing well because it is more fun to play a game well than badly. The sum total of these things is hysteria, lost motion, the death of the amateur spirit, and an athletic system that competes with study instead of supplementing and strengthening it. We have all known these things for years, unless we have been ostriches or Rip Van Winkles. But I repeat, they don't prove fatal so long as undergraduate education is run in low gear. In fact, I should insist again that, so long as education is run in low gear, these things are better than idleness. But there is something better still, and that something is amateur athletics, amateur athletics of a quality no college can achieve so long as it is meshed in with the new kind of athletics, the big-business kind. The educational program now going on at St. John's must have the support of amateur athletics. It must have it, because amateur athletics is rich in terms of health, recreation, skill, and co-ordination. To get that support, it will expand its intramural athletics. More varie.ties of sport will be offered and more facilities. Our colleges are often abusive! yf called country dubs. I want to see St. John's offer th · f ·1· · e sort o athl euc aCl mes a. good country dub offers · Every game we now play we shall contmue to play, except that the six-man footb ll . ·11 a we started t h is year w1 replace the standard game. In addition we want to expand water sports, with particular emphasis on sa·1· The a l umm. h ave a lready given us one sailboat; we shall ac 1 uire · mg. five more. q Finally, it is essential, not only that games be played at the College but that they be well played. A tutor with wide athletic experien~e will be placed in charge, but he will need a number of student assistants". To secure good assistants, we propose to offer athletic sch?~arsh1ps. In my own limited experience, this will be the first legitu?ate use to whic? athletic scholar_ships have been put by an Amencan college ..I thmk you may rest assured there will be plenty of e:cellent candidates. I hope you will help me find the best candidates. . Soo~er ~r later, I ~ope soon:r, t~e present system of semi-profess10nahzed mtercolleg1ate athletics will hang itself. When it does, the proble1!1-s that caused us to take our present stand will disappear. When it does, we shall doubtless play games with other colleges as naturally as such games were once played. Meanwhile athletics at St. John's will be for the student, not the student for athletics. 80 81 �CATALOGUE OF ST. JOHN'S COLLEGE BIBLIOGRAPHY OF ARTICLES ON THE ST. JOHN'S PROGRAM ADLER, MORTIMER J.: The Crisis in Contemporary Education, The Social Frontier, February 1939. BARR, STRINGFELLOW: The Art of Liberation, Free America, September and October 1939. Reprints available. -----: A College in Secession, Atlantic Monthly, July 1941. Reprint5 availabk - - - - - The College of the Future, New York Times, May 9, 1943; Magazine Digest, November 1943. -----: A College Rebels, The Key Reporter, Phi Beta Kappa News Magazine, Autumn 1938. -----: Back to Fundamentals in Education, Talks, October 1937. Reported from an address given over the Columbia Broadcasting System. ----- The Education of Freemen, The New Republic, August 31, 1942. - - - - - The Ends and Means of General Education, Address, Proceedings of the Fifty-third Annual Convention of the Middle States Asso. of Colleges and Secondary Schools, November 24-25, 1939. Reprints available. - - - - - The Future of the American College, London Economist, July 3, 1943, also American Survey, July 3, 1944. -----: John Doe Goes to St. John's, Progressive Education, January 1939. Reprints available. - - - - - The St. John's Program, Encyclopaedia of Modern Education, The Philosophical Library, Inc., 1943. ----- The St. John's Program, The Virginia Spectator, December 1938. - - - - - Suspending Education, Address, Columbia Broadcasting System, February 4, 1943. - - - - - Towards a Disciplined Mind, Address, Proceedings of the Head Mistresses Asso. of the East, November 10-11, 1939. - - - - - The War and the Colleges, Two Radio Addresses, May 1942. Reprints available. BucHANAN, ScoTT: Back to First Principles, Survey Graphic, October 1939. Aloo in How Can We Be Taught to Think, Farrar & Rhinehart, 1940. -----: A Crisis in Liberal Education, The Amherst Graduates' Quarterly, February 1938. Reprints available. BULL, GEORGE, S. J.: St. John's Experiment to Reclaim a Lost Heritage, America, April 23, 1938. CAMP, LEO LEONARD: St. John's, Annapolis-After Five Years of Operation, The Commonweal, October 22, 1943. -----: Liberal Arts for Catholics, The Commonweal. April 14. 1944. CLEVELAND, RICHARD F.: The St. John's College Program, The Daily Record, Baltimore, Md., March 23, 1938. 82 83 DEWEY, JOHN: Challenge to Liberal Thought, Fortune, August 1944. HooK, SIDNEY: Ballyhoo at St. John's, Part I, "Education in Retreat," and Part II, "The 'Great Books' and Progressive Teaching," The New Leader, May 27 and June 3, 1944. KIEFFER, JOHN S.: The Classical Revival at St. John's, The Classical Journal, December 1939. Journal of Educational Sociology, The: St. John's College: A Critical Appraisal, November, 1944. Edited by Alonzo Myers. LIFE MAGAZINE: The Classics-At St. John's They Come into Their Own Once More, February 5, 1940. LIPPMANN, WALTER: Crisis and Reform in Education, The New York Herald Tribune, February 15, 1943. The St. John's Program, The New York Herald Tribune, December 27, 1938. Reprints available. LYND, HELEN MERRELL: Conflict in Education, New Republic, May 22, 1944. MARTIN, W. A. P.: 31, 1937. The Revival of Learning, The Commonweal, December MAYER, MILTON S.: Socrates Crosses the Delaware-St. John's College and the Great Books, Harpers Magazine, June 1939. ME!KLEJOHN, ALEXANDER: A Reply to Mr. Dewey, Fortune Magazine, January 1945. PRICE, JAMES HARRY: Click and Pick vs. the Atlantic, The Churchman, Christmas 1942. PRINGLE, HENRY F.: College With an Idea, The Saturday Evening Post, October 14, 1944. TALIAFERRO, R. CATESBY: Concerning the New Program at St. John's, The Maryland Club Woman, February 1938. VAN DOREN, MARK: Education by Books, The Nation, December 6, 1933. WARREN, CoNsTANCE: Liberal Education in the Post-War World, Journal of the American Association of University Women, Spring, 1944. ST. JOHN'S COLLEGE BULLETINS REPORT OF THE PRESIDENT, April 1939. REPORT OF THE PRESIDENT, April 1940. REPORT OF fHE PRESIDENT, May 1941. REPORT OF THE PRESIDENT, June 1942. REPORT OF THE PRESIDENT, June 1943. BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J.: How to Read a Book-or the Art of Getting a Liberal Education, Simon & Schuster, 1940. A book expounding the techniques by which adult groups or individuals can come to terms with the great books. �84 CATALOGUE OF ST. JOHN'S COLLEGE AMERICAN LIBRARY ASSOCIATION: Classics of the Western World, with forewords by John Erskine and Everett Dean Martin. One of the book lists out of which the St. John's program grew, this pamphlet contains valuable secondary bibliographical material. It was first published in 1927 by the American Library Association for the use of adult classes. 1944. HUTCHINS, ROBERT M.: Education for Freedom, Louisiana State University Press, 1943. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. ME!KLEJOHN, ALEXANDER: Education between Two Worlds, Harper & Brothern, 1942. RICHARDS, L A.: How to Read a Page, W. W. Norton, 1942. Still more detailed techniques of reading. VAN DOREN, MARK: Liberal Education, Henry Holt & Co., 1943. STUDENTS ENROLLED IN ST. JOHN'S COLLEGE 1947-48 FOURTH YEAR-CLASS OF 1948 Irving Victor Abb. . ................... Frederick Rogers Garland Albritton ..................... Chevy Chase Gerald Atterbury. . ............. Annapolis Samuel Bancroft Bird, Jr.. . ............. Wilmington, Delaware William Hurst Brubeck. . ............ Annapolis Ch'ao-Li Chi. ........... New York, New York Theodore Willes Clark. . ............... Wellfleet, Massachusetts Peter Clogher. . ........... Englewood, New Jersey Robert Orval Davis. . . . . ........... Scottdale, Pennsylvania Vernon E. Derr. . . . . . . .Annapolis David Dobreer. . . . . . . . . . . . . . ... Los Angeles, California Donald Semadeni Elliott... . .... Lutherville Henry Raymond Freeman, III. . ... Sewickley, Pennsylvania Alvin Fross.. . ..... Bayonne, New Jersey Clarence Westcott Gallup, Jr.. . .... Englewood, New Jersey John Parker Gilbert. ................. Vineyard Haven, Massachusetts William Michael Goldsmith. . . . . . . . . . . .... Forest Hills, New York Allen Harvey . . . . . . . . . . . . . ..... Frostburg Chester Peter Hewitt... . ................ Woodmere, New York Christian Arneson Hovde. . .... New York, New York H. B. Gerald Hoxby. . . . .... Mariemont, Ohio Donald Stanley Kaplan. . ..... Brooklyn, New York Michael Christopher Keane. . ...... Brooklyn, New York Lawrence Leslie Levin. . .................. West Hartford, Connecticut David Barrington Lowdenslager. . ...... Baltimore John Duncan Mack. . .... New York, New York Charles Ferris Maikoffske........... . ...... Pleasantville, New York Alan Schutz Maremont. . . . . . . . . . . . . . . . . .... Chicago, Illinois Jack Lancaster Mason. . ...... Havre de Grace Richard Lewis Matteson. . . ....... Frostburg Clarence Robert Morris, Jr .................... Austin, Texas Oswald Nagler .................. Perry Point Jules Olympia Pagano. . ............... Newfield, New Jersey Morris Albert Parslow. . ................ Muskegon, Michigan Milton Perlman . . . . . . . ..................... Memphis, Tennessee William Warfield Ross ........................ Bethesda Robert Julian Scolnik. . ........ New York, New York William Westerman Simmons ................. Cedar Rapids, Iowa John Calvin Smedley. . ................. Annapolis Langford Wheaton Smith, Jr.. . .... Berkeley, California William Kyle Smith, Jr... . ........ Annapolis Robert Lee Sterling .......................... Crisfield Stephen Wayne Terry, Jr. .................... Indianapolis, Indiana Robert Treat Thompson. . ........ Oakland, California Gene Perkins Thornton. . . . . . . . . . . . . ....... Greensboro, North Carolina George Robert Trimble, Jr.. . .... North East George Montgomery Vansant........... . .. Annapolis James Rodney Whetstone... . . . .. Denver, Colorado Robert Charles Wilson ....................... New York, New York THIRD YEAR-CLASS OF 1949 Clarence Alfred Anderson, II . Robert John Austin .................. . Herbert Joseph Baer, Jr. ........... . 85 ..... Annapolis . .... Antwerp, New York . .Hamburg, New York �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Charles Crittendon Baldwin, Jr.. . .Albuquerque, New Mexico Aaron M. Bis berg. . . Annapolis Eugene Bokras . . . . . . .Peekski!l, New York Harold Milbourne Boulden. . . Elkton Donald Grant Bounds. . . . . Salisbury Dariiel Brockhuizen .. Saddle River, New Jersey Jonathan Erskine Brooks.. .Rocky River, Ohio Peter Frederick Buri... . . . . . . .Eau Claire, Wisconsin Robert Whitehouse Burnet. ............... New Rochelle, New York Philip Albert Camponeschi ..... Annapolis Jerome Herbert Cantor. . .Boston, Massachusetts George Warton Carden. . ... Upper Marlboro Ray Charles Cave. . . . .. Washington, District of Columbia James Watson Conrad. . .Wilkinsburg, Pennsylvania Clark Ralph Cridland, Jr. . . .. Michigan City, Indiana George Howell Daffer. . ... Arlington, Virginia Peter John Davies. . .. New York, New York Frederick Parsons Davis. . . .. Hopkins, Minnesota Andrew Dewing . Wellesley, Massachusetts Alan Eckhart ... Winnetka, Illinois Rudolph C. Ellsworth, II. . . ... Chicago, Illinois Paul Carlyle Evans. . .Annapolis Robert Dixon Fox. .Bowling Green, Kentucky Paul Albert Frasca. . .Flushing, New York Donald Claude Gooch. . . .Abbeville, Louisiana Richard Scott Harris. . . ..... Saginaw, Michigan John Phelan Hayden. . .............. Chevy Chase William Crawford Hill. . . . .... Pueblo, Colorado Frederick Russell Hinckley, Jr.. . ...... Salt Lake City, Utah Allan Paul Hoffman. .Lawrence, New York Harold J. Hyden.... . .Tulsa, Oklahoma Chester Arthur Johnson.. . . . . . . . . . . .. Annapolis Rowland Alfred Jones. .......... . ... Irwin, Pennsylvania Ra! ph Hall Keeney. . . . . . . . . . . . . . ... Providence, Rhode Island Clarence Jo Kramer. . .. Muskegon, Michigan Ian Campbell Lea. . . .............. Lake Bluff, Illinois John James Lobell. . . ..... Baltimore Thomas Delmar Lyne. . ............. New York, New York Vincent Wood McKay. . .... Montgomery, West Virginia Ellis Wooster Manning, Jr.. . .Brinklow Ira Wen dell Marine. ......... . ..... Washington, District of Columbia Robert Irwin Marshall. . . . . . . .. Chicago, Illinois Edward Hector Mongeau....... . .Fall River, Massachusetts Alexander Beauregard Morse. . .. Washington, District of Columbia Reinardo Patrick Louis Moure. . ... LaPlata James Wilson Ray. . . . . . . . . . . . . . . <.. Harrisburg, Pennsylvania David Burke Rea. ........... . ... Three Rivers, Michigan Lynn Homer Robinson........... . .... Morrisville, New York Bradley Johnson Saunders, Jr ................. Kansas City, Missouri Lawrence Holt Sherman. . ...... Garden City, New York Bruce Harris Sinkey. . ... Maplewood, New Jersey John Henry Thomas. . ... Racine, Wisconsin Richard Van der Voort. . . . . . . . . . . . . .. Ingomar, Pennsylvania John Calvin Wallace. . . . . . ................ Chevy Chase Guy Oliver Walser, Jr.. . ............. Sayville, New York David Bae:r Weinstein .. Brooklyn, New York Peter Weiss . . . . . . . . . . . . .... New York, New York George Patrick Welch, Jr.. . ... Providence, Rhode Island Terry Hutchison Wells.... . .... Evanston, Illinois John Scott Woodward..... . ..... Coldwater, Michigan Richard Weston Young. . . . ...... Winter Hill, Massachusetts 87 SECOND YEAR-CLASS OF 1950 86 0 Frederick James Beardsley. . .. Baltimore Leod Daw Becker, Jr... . .... Milford, New Jersey Donald Lewis Breen. . .. Baltimore Alan Burruss Brinkley.. . ............ Lynchburg, Virginia .Jack L.add Carr. . . . . . . . . . . . . . . . . . . .. Philadelphia, Pennsylvania George Barton Case. ......... . . <Cumberland Milton Stearns Clifton. . . ............ Bellingham, Washington Bernard Smith Clorety. . . . . . . Hollywood, Cailfornia George Harris Collingwood, Jr.. . . ..... Washington, District of Columbia Richard Tower Congdon. . ................. Auburn, New York Joseph William Cooper. ... New York, New York Patrick Darrell Davis. . . . . . . . . . . . . . . . . . ..... Washington, District of Columbia 1Nilliam Curwen Davis. . ... Scranton, Pennsylvania Edmond Everett diTullio .................... Little Neck, New York Matson Glenn Ewell.... . .Rochester, New York Herbert Selig Feinberg. . . . . . . . . . . . . . Edgewood, Pennsylvania Ralph Charles Finkel. ............. Baltimore W. Bernard Fleischmann... .Baltimore James Hartwell Frame. . .. Wichita Falls, Texas Thomas George Fromme. . .... _Bellevue, Kentucky .John Robinson Garland. . .. Maplewood, New Jersey Charles Francis Gentile. . . . ........ Barrington, New Jersey Robert Lawrence Goldberg. . ................ Chicago, Illinois Robert Allen Goldwin...... . ............... Annapolis Theodore William Hendricks, Jr.. . .Baltimore Ra! ph Jefferson Herrod. . . Anna polis Henry Booth Higman. .......... . . Millington George Hofrichter . . . . . . . . . . ......... Suffern, New York Irwin Thomas Hunt. . .......... New York, New York Robert Norikiyo Ikari. .. Honolulu, Territory or Hawaii Michael Max Jackson. . ... Carmel, California · Percival Cleveland Keith, Jr. ................. Peapack, New Jersey Francis William Kelso. . . Linthicum Heights Jack Konigsberg . . . ..... Brooklyn, New York Jerome G. Lansner. .............. . ..... New York, New York Donald Luis Leavin. . .. New York, New York Charles David Lewis, Jr.. . ......... Leesburg, Virginia Charles Rani et Lincoln. . Edgewater Burnside Eastman Martin. . ...... Northampton, Massachusetts Thomas John Meyers. . . .. Bridgeton, New Jersey George Bertram Miller, Jr.. . . Watertown, New York Chester Gilbert Moore, Jr. .............. Chicago, Illinois Benjamin Moskowitz . . . . . ..... Bayonne, New Jersey Joseph Louis Nadler. . ... Santa Barbara, California James Herbert Riggs, Jr.. .Omaha, Nebraska Thomas Evans Robertson. . ....... Glendale, Ohio John William Sanborn. .Everett, Massachusetts Frederick Ernest Schuchman, Jr. .. Pittsburgh, Pennsylvania Thomas King Simpson. . . . . . . .. Glens Falls, New York John Marquis Smith...... . ......... Annapolis Philip Hartley Smith. . . . . Woodstock, Ohio Robert Norman Sperber. . .. New York, New York John Sterrett ...... Topeka, Kansas David Corbin Streett, H. . ... Baltimore Tyl den Vvestcott Streett. . . . . . . . . . . . . ... Baltimore Eric Albert Teel.. . ............. Lansing, Michigan Ralph Edward Tompkins. . ... Niagara Falls, New York George Usdansky ................... Springfield, Massachusetts Joseph Seeds Warhurst.. . ........... Lyndhurst, New Jersey �88 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE . . . . . . . . . . Catonsville Peter Anthony Whipple .. Irwin Herman Widder ... .................. New York, New York ... Sacramento, California John L. Williams ..... .................... Baltimore Myron Lee Wolbarsht. .............. Annapolis Edward John York. ...................... New York, New York Marvin Zetterbaum FIRST YEAR-CLASS OF 1951 James Clarence Ballard. . ................. Piney River, Virginia Richard John Batt, Jr.. . ................... New Orleans, Louisiana Joseph Lloyd Berkman. . ............. Mount Vernon, New York Carl Bertolino . . . . . . . . . . . . .............. Detroit, Michigan Humphrey Richard Bixby .................... Bailey Island, Maine Robert Clark Bornfield. . . . . ... Honolulu, Territory of Hawaii Douglas Grant Boyle ......................... Salt Lake City, Utah Donald Acker Brown. . . . . Landover Hills William Allen Brown..... . ............ Salt Lake City, Utah William Walter Bryan. . . ....... Baltimore John Busa . . . . ... -. .Auburn, New York Cornelius Francis Carey. . ... Waterbury, Connecticut Larry Brownlow Childress. . . . . . . . . . . . . ... Greenbelt John Summerfield Clark. . . . ...... Norfolk, Virginia . John Joseph Coffey... . . . . . . ... Brookfield, Connecticut Gus Emanuel Constantinou.. . .New York, New York George Ira Cowell. . . . . . . . . . . . .... Grand Rapids, Michigan Jackson Davidson . . . . . . . . . . .. West Point, Georgia Richard Tobias Edelman.... . ......... Brooklyn, New York Leonard Feinstein . . . . . . . . . . . . . . . . . . ..... Brooklyn, New York Einar Flugum . . . . . . . . . . . . . . . . . . . . . . . ...... Evanston, Illinois John Henry Franke, Jr.. . . . . . . . . . . . . . . . .... Riva Alfred Philip Franklin........ . ... New York, New York Norman Edward Garigliano. . .Bayonne, New Jersey Phillip John Gold......... . .Brooklyn, New York James Andrew Grinder... . ... New York, New York Thomas J elferson Hamilton. . ........... Azusa, California Ernest Wolfram Hankamer. . ....... Greensburg, Pennsylvania Anton Gysberti Hardy, Jr.. . ...... Manchester, Vermont Howard Vernon Herman. . ....... Berlin Robert Sherman Hill. . . . . . . . . . . ...... Worthington, Ohio Theodore Lambert Hopkins. . ...... Wilkinsburg, Pennsylvania John Francis Horne, Jr. .......... . ... Brookdale Jacob William Hughes................. . .Baltimore Gerald Quincy Hurwitz. . .. Westminster David Lionel Kaplan. . ... Los Angeles, California Roy Franklin Karge. ......... . .. Easton Joseph Thomas King. . . ..... Mt. Vernon, Illinois Harry Kislevitz ........... . .. New York, New York Harry Thomas Kolombratsos. . ... Jamaica Plain, Massachusetts Louis Donald Koontz. . ... Colby, Kansas Alastair Boyd Kyle.. . .... New York, New York David William Lane. .............. . .... Arlington, Virginia John Frederick Lienesch............ . ... Seattle, ·washington Ross Edward Lilly. ......... . ....... Hannibal, Missouri Lloyd Stuart Linton, Jr.... . .... Birmingham, Michigan John Kenneth Lucas. ......... . ... Eastport R..obert Elwvn Lucas. Placerville. Californi3 Charles Ed~in Lynch, Jr. ...... Fallston Stewart Barwick McRaney. . .. Collins, Mississippi Samuel Bullock Marshall. . . ... Hingham, Massachusetts Eugene Francis Martin, Jr.. . ..... Kew Gardens, New York Harry Joseph Martin.. . .... Rosedale, New York 89 Bernard Carl Mikula ......................... Johnstown, Pennsylvania Alfred E. Mudd... . ..... LaPlata · Lawrence George Myers.... . ... Forest Hills, New York Charles Hugh O'Donnell, Jr.. . . . . . . . ..... Ellicott City John Dirk Oosterhout... . . . . . . . .... Port Arthur, Texas Robert LaVerne Parslow ..................... Annapolis Albert Fitz-Randolph Peters, Jr. .............. Washington, District of Columbia Victor William Purdy, Jr.. . . ...... Milwaukee, Wisconsin Marvin Leon Raeburn. . ............... New York, New York Thomas Herald Rea, Jr.. . . . ... Three Rivers, Michigan James Michael Reilly... . . . . . . . . West Chester, Pennsylvania Barton Richardson . . . . . . . . . . . .. Melrose, Massachusetts Robert Norman Richman..... . ... Columbus, Ohio William Thompson Roberts, II ............... Denton Richard Minor Serena. . ......... Cincinnati, Ohio Gordon Marshall Shephard. . . . . . . . . . . .. Los Angeles, California Robert Dale Shewbridge. . . . . . . . . . . . . ...... Brunswick Andrew B. Shorter. . . . . ..................... Drayden John Ashley Simmons. . .................. Cedar Rapids, Iowa Ronald Lee' Simmons. . ... Havre de Grace Herman Small .... :Brooklyn, New York Lee Lewis Smith. ......... . .. Brunswick William Lee Sprankle. . .......... Hagerstown Raymond Peter Starke. . ....... Shenandoah, Pennsylvania James Roland Stone. . . . .. Conowingo James Richard Sykes .......................... LaPorte, Indiana George Charles Thrasher, JL .... Charlotte, North Carolina Alan Ross Utley........... . . . . . . . . . . . .. Anderson, Indiana James Edward Walls. . ........ Wilmington, Delaware Roger Conant Warren. . ...... Saginaw, Michigan Stewart Alexander Washburn. . ...... Middleboro, Massachusetts Andre Jean Weierich. ............. . ... Lima, Ohio Gerald Jay Wellish. ........... . ... New York, New York George Wend ......... North Sandwich, New Hampshire Paul Nelson Westerbeke, Jr.. . ....... Sayville, New York George Herbert Whitcomb. . .. Bethesda John Chanler White. . .... St. James, New York Thomas Joseph Williams. . ...... Georgetown, Delaware Donald Allan Zion. . . . .................. Providence, Rhode Island SUMMARY OF ENROLLMENT Fourth Year Third Year Second Year First Year 49 64 65 92 Total in College ... . .270 DEGREES CONFERRED JUNE 9, 1947 BACHELOR OF ARTS AS OF THE CLASS OF 1943 Rite Monte Ferris Bourjaily, Jr.. . ............ Washington, District of Columbia Douglas Buchanan. ....Richmond, Massachusetts Herbert Willard Stern. . . Philadelphia, Pennsylvania Cum Laude John Weber, Jr. .Cleveland, Ohio �90 CATALOGUE OF ST. JOHN'S COLLEGE AS OF THE CLASS OF 1944 Rite .. Winsted, Connecticut Nicholas Daniel Bonadies ....... . . .... Baltimore Robert Frederic Garland Bunting. Edward Maurice Godschalk. . ..... Montclair, New Jersey Carl Schlee Hammen. ............... Linkwood Cum Laude Casimir Thaddeus Krol .. Haven Ely Simmons. William Gideon Spohn, Jr. ... Andrew Shreffler Witwer, Jr .. Warren Seymour Zeik ..... . Chicago, Illinois Cedar Rapids, Iowa .Baltimore . . Joliet, Illinois . .. Bayonne, New Jersey Magna Cum Laude Joseph Francis Hollywood, Jr.. . ..... New York, New York Henry Resolved Mack. AS OF THE CLASS OF 1945 Rite . ..Dover, Delaware Stephen Windsor Bergen. Charles Arthur Nelson. Harry Charles Rockey. James Willard Sharp. Cum Laude . .. St. Albans, New York . .. Berwyn, Illinois AS OF THE CLASS OF 1946 Rite ... Philadelphia, Pennsylvania .Freeland, Pennsylvania Cum Laude Charles Lincoln Van Doren .......... . .... New York, New York Magna Cum Laude Henry Theodore \-Vensel, Jr.. . . Chevy Chase CLASS OF 1947 Rite Stephen Gordon Benedict ... .. Scarborough, New York Old Orchard Beach, M:aine Tristram Joseph Campbell, Jr.. . . Aurora, Illinois William Paul Elliott ............ . Allen Abbey Goldstein.............. . .. Baltimore Richard Eagleston Jameson ....................Fallston Rowell Anton van Magius Schleicher. . ...... Forest Hills, New York Robert Russell Weiss.. . .. Federalsburg William Edwin Harris. John Van Doren. John Scott Desjardins Joseph Charles Smith .. Cum Laude ........... Saginaw, Michigan . .. New York, New York Magna Cum Laude .Scarsdale, New York AS OF 1944 Cum Laude ... Washington, District of Columbia CATALOGUE OF ST. JOHN'S COLLEGE 91 HONORS AND PRIZES AWARDED JUNE 9, 1947 To the senior who has the highest standing, a gold medal. Offered by the Board of Visitors and Governors. . .... John Scott Desjardins To the member of the Senior Class who has written the best final essay, a prize of $27.50. Offered under the will of the late Judge Walter I. Dawkins .. Tristram Joseph Campbell, Jr. Honorable Mention. . ................. 5Charles Arthur Nelson I Warren Seymour Zeik To the member of the Freshman, Sophomore, or Junior Class who has written the best annual essay, the John Martin Green prize of $10.00*. . .... Clarence Jay Kramer Honorable Mention. . ....... Rogers Garland Albritton To the student who has written the best original sonnet, a prize of $10.00. . . . . . .... "William Chester Buchanan, Jr To the student who has prepared the most elegant solution of a mathematical problem (the problem for the year being to construct, by Euclidean methods, a tangent to a cycloid) a . ... William Gideon Spohn, prize of $10.00. . . Jr. *For the year 1945-46. . ...... William Chester Buchanan, Jr. �CATALOGUE OF ST, JOHN'S COLLEGE INDEX Curriculum Elective system . . . . . . . . . . 15f St. John's 1835 . 72 St. John's 1868 ............. 73 St. John's 1886-1923, block elective 74 St. John's 1923-37, open elective 74 Degree Requirements .... 35f, 75ff Dining Hall . . . . . . . . . . . . . . . . . . 56 Discipline . . . . . . . . . . . 35, 55 "Don Rags" . . 30£, 34 Dramatics . . . . . . . . . . .... 53 .15£, 74 Elective Program Engineering Scholarships at Johns Hopkins ..................... 68 English, admission requirements ... 57£ Enrollment ..................... 85ff Summary . . . . . . . . . . . .. 89 .58£ Entrance Examinations . . 31 Essays .... Examinations ... 58f Entrance Oral ............. . . 30£, 76f . 31, 75£ Written ..... . .31 Annual ......... . ... 66 State Scholarship ... 35 Excuses, for absence. .. 6lff Expenses Faculty . . 9ff List ..... . . . .. .. . 17, 32 Author teachers ...... 9ff Tutors Research ..... .. 32ff Fees .61 College finances .61 Examination .... .6lf Annual Tuition ........ 61£ .6lf Residence ....... . Payments 62 .63 Deferred payment .56£, 62 Caution money ... With financial aid. ..65 Foreign language Admission requirements .. 2, 57f See Greek, Latin, French, German French ................... 24f, 43, 57£ Freshmen, list of .................. 88 ... 24f, 43, 57f German ....... . .59, 63f' G.I, Bill of Rights .. . 30£ Grades Absence, excuses for. . ...... 35 . 35ff, 34f Academic standing . ... 5lff Activities ... . Athletics .. . . ... 52, 79ff Clubs ...... 53£ .53 Dramatics Music ... . .. 23, 45£, 52 .... 53 Publications Administration ........ 8 ........... 57ff Admission Application .......... 58 Requirements ........ 57ff Procedure ... 58£ Advanced standing .............. 59 .65ff Aid, student Applications Admission . . . . . . . . . . . . ...... 58 Student Aid .............. 65ff Rooms ......... 55 Scholarships ............ 66ff Articles, magazine, on St. John's .. 82f Athletics . . . . 52, 79ff Attendance Church ...... 69 Classes . . . .. 35 College exercises ..... 35 Bible class ....... 53 Board of Visitors and Governors .. 6, 7 Boat Club .52 . . l 7ff Books, list of great. Chronological .... 39f By years . . . . . .41 . ...... 42 By subject matters. Calendar, College .... .4, 5, 29ff Campus .... 54f Caution Money ........ . .56£, 62 Charges, fixed . . . . .... 62 Charter of College. . 70 Of King William's School ....... 69 Classics, new definition of .... l 7ff, l 9ff ....... 53f Clubs, College College Calendar .... 4, 5, 29ff Collegian . 53 Credits Semester hours ................. 35 .For entrance to graduate . 36£, 75 schools ..... Transfer of ... 59 92 Graduate Schools, preparation .... 36ff for ... , ..................... 36ff Greek . . . . .......... 24£, 43, 57f History Of College .................... 69ff Chronological order of classics 21, 39£ In St. John's Program ....... 21, 42 lnfirmary Service ................. 56 Instruction Methods in St. John's Program ................ 2lff, 5lff Juniors, list of. . . . . . . . . . . . . ... 85 King William's School. . . ... 69f Laboratory . . . . . . . . . . ... 29 Exercises . . . . . . .... 45ff Total Hours .................. .44 Subject Matter ................. 44f Language, reasons for instruction in. 24f Requirements .......... 35, 43, 75ff Tutorials ................... 24£, 43 Clock-hours of classroom work in. 43 Classics in Language and Literature ................ 41£ Latin . . . .......... 24f, 43, 57£ Latin Club ............. 53 Law School Preparation. . 37ff Lectures, formal ................. 27£ Liberal Arts and Sciences .. l4ff, 16f, 20 List of Great Books, Classics ..... 39ff List of Laboratory Exercises ... .45ff List of Lectures .......... . . ... 28 List of Students ... ....... 85ff Literature, Language and .. . .. .41£ Location of College. . .. 54 Marine Biology ..... . ... 68 Marks .. . . 34f Mathematics, reasons for instruction in . . . . . . . . . . . . . . . .. . . . 25£ Admission requirements .57f Requirements .............. 35, 75£ Tutorials ...................... 25f Clock-hours of classroom work in. 43f List of Mathematical Classics .. .4lf Club . . . . . . . . . . ... 53 Medical Schools, preparation ...... 37f Music .................... 23, 45f, 52 Concerts . . . . . . . . . .. 52 Natural Science . . . .... .42, 44f Occupancy of Dormitory Rooms ... 54f Officers of Administration ..... 8 Philosophy . . . . . .. .42 Political Science ... .42 93 Preparation For admission ... 57£ For graduate schools. ... 36£, 75f For life ..... 14ff President Former .............. 13, 7lff Present ................. 8 Emeritus . . . . . . .............. 13 Probation ........................ 34 Procedure for Admission .......... 58£ Promotion . . . .35, 75ff Reading Parties .......... 31 Registration . . . . .. 4, 5, 58f Regulations Admission .... 57f Academic Standing .. 34ff Attendance . . . . . . . . . ...... 35 Degree Requirements .... 35f, 75ff Residence . . . . ........... 54ff Religion Non-denominational ... 69f Reports . . . . . . . . . . . . . . . . . . . . . . . 30£ Requirements Admission . . . . . 57ff Attendance .......... 35 Degree . . . . . . . . . . . . . . . . 35£, 75ff Graduation ..... , .... 35, 75ff Languages, for degree ... 35f, 43, 75ff Languages, for admission... .57£ Mathematics, for degree 35£, 43f, 75£ Mathematics, for admission ...... 57 Familiarity with Great Books .... 75£ Residence . . . . . . 54ff .34 Research .. 54ff Residence ... 54ff Rooms .... 55 For new students. ..... 55 For old students .. . ..... 54f Furnishing ...... . .... 54£ Occupancy .... . .. 56, 62 Caution money Schedules Weekly .. .. .. .. .. .. .. .. . .. .. 29f Student, typical . 31 Term .. 4, 5, 30f Years . . . ...... .4, 5, 30f Payment of fees ................ 6lf Scholarships . . . . . . . . . . . . . . . ... 65ff College . . . . . . . . ........... 65f State ........................... 66 Patriotic Societies .......... , ... 67f Athletic . . . . . . . ................ 79 At other institutions. . . . . . . . .... 68 �94 CATALOGUE OF ST. JOHN'S COLLEGE Science In modern world. . .. 20f In St. John's Program ... 20f. 29, 44ff Laboratory . 20f, 29, 44ff, 75ff Liberal . . . . 20£ Classics in science. . ......... .4lf Semester-Hour Credits Equivalent .. 35 Seminars .. .. 23, 26£, 76 Seniors, list of. .85 Social Sciences .......... 21, 42 Sophomores, list of. . . . . . . . . . . . . 87ff Staff, administration ... 8 ..... 9ff Faculty ..... . .56 Medical ........ . ... 34£ Standing, academic .. 5lff Student Activities Athletics 52 ... 5lff Elective Music 52 .53f Clubs Publications .. 53 Dramatics .. 53 Student Aid .. 65ff Students List of . . . . . . . . . . . . 85ff Theological Schools, preparation. . . 37 Transfer of credits. . . . . . 37f, 59 Tuition Fee . . ........... 6lf Tutorials . . ......... 23ff Mathematics .... 25f Language .......... 24£ Vacations ..... .4, 5, 29ff Veterans' Educational Benefits .. 59, 63f Year Book .53 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College in Annapolis: Official Statement of the St. John's Program; Catalogue 1947-1948, Calendar 1948-1949 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 94 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource St. John's College in Annapolis: Official Statement of the St. John's Program; Catalogue 1947-1948, Calendar 1948-1949 Date A point or period of time associated with an event in the lifecycle of the resource 1948-04 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Description An account of the resource College catalog for the years 1947-1948 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/223cfac6fb9294cfc7401be3057d70e9.pdf 7c961b728b544979b6c0129678ae7960 PDF Text Text CATALOGUE OF ST. JOHN'S COLLEGE ANNAPOLIS, MARYLAND • SANTA FE, NEW MEXICO 1970-1972 OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools �College Calendar 1970-71 SANTA FE ANNAPOLIS September 16 September 18 September 19 September 20 September 21 i'lovember 26-29 December 17-January 6 January 31 February 1 March 18-31 June 12 June 13 Opening of College Freshman Registration Senior Registration Convocation Sophomore and Junior Registration Thanksgiving Recess Winter Vacation End of First Semester Beginning of Second Semester Spring Vacation End of Second Semester Commencement September 9 September 12 September 12 September 13 September 14 November 26-29 December 17-January 6 January 31 February 1 March 20-April 4 June 5 June 6 1971-72 lntroducl The Curr THE S THE F. THE 1 Th Th n THE L THE F1 Introduction The Libe7 education should seek to develop free and rational men and women The Acacitted to the pursuit of knowledge in its fundamental unity, intelligently THE T;iative of their common cultural heritage, and conscious of their social ~~E 'era! obligations. Such men and women are best equipped to master the SC~EL[c skills of any calling and to become mature, competent, and responsiACADizens of a free societyo THE S:. John's College believes that the way to liberal education lies through Goks in which the greatest minds of our civilization - the great teachers ;~~ 2xpressed themselves. These books are both timeless and timely; they o" Ins t runicily illuminate the persisting questions of human existence, but also have . . THE 5relevance to the contemporary problems with which we have to deaL 8 \:an therefore enter directly into our everyday lives. Their authors can PRECE to us almost as freshly as when they spoke for the first time, for what FORM1ave to tell us is not something of merely academic concern, remote Extracurr)ur real interests. They change our minds, move our hearts, and touch 1 SANTA FE ANNAPOLIS September 15 September 17 September 18 September 19 September 20 September 21 November 25-28 December 16-January 5 January 30 January 31 March 16-30 June 10 June 11 Opening of College Freshman Registration Senior Registration Convocation Sophomore and Junior Registration First Seminars Thanksgiving Recess Winter Vacation End of First Semester Beginning of Second Semester Spring Vacation End of Second Semester Commencement September 8 September 11 September 11 September 12 September 13 September 13 November 25-28 December 16-January 5 January 30 January 31 March 18-April 2 June 3 June 4 Residencmts. Site Planhe books speak to us in more than one wayo in raising the persisting Admissicl questions, they lend themselves to different interpretations that reveal Fees anJty of independent and yet complementary meanings" And, while seekA Brief 1-e truth, they please us as works of art with a clarity and a beauty that Biblio their intrinsic. intelligibility. T.h.ey are therefore properly called great, they are epic poems or pol1t1cal treatises, and whether their subject dg Boar 0 r is scientific, historical, or philosophical. They are also linked together, Officers ch of them is introduced, supported, or criticized by the otherso In a real Tutors·· they converse with each other, and they draw each reader to take Registerwithin the limits of his ability, in their large and unending conversation. Alumni· ?fl Hall, Annapolis, 1744 ri ler �College Cal 1970-71 ANNAPOLIS September 16 September 18 September 19 September 20 September 21 November 26-29 December 17-January 6 January 31 February 1 March 18-31 June 12 June 13 Opening of College Freshman Registration Senior Registration Convocation Sophomore and Junior Registration Thanksgiving Recess Winter Vacation End of First Semester Beginning of Second Semester Spring Vacation End of Second Semester Commencement 1971-72 ANNAPOLIS September 15 September 17 September 18 September 19 September 20 September 21 November 25-28 December 16-January 5 January 30 January 31 March 16-30 June 10 June 11 Opening of College Freshman Registration Senior Registration Convocation Sophomore and Junior Registration First Seminars Thanksgiving Recess Winter Vacation End of First Semester Beginning of Second Semester Spring Vacation End of Second Semester Commencement Introduction Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any calling and to become mature, competent, and responsible citizens of a free society. St. John's College believes that the way to liberal education lies through the books in which the greatest minds of our civilization - the great teachers have expressed themselves. These books are both timeless and timely; they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary problems with which we have to deal. They can therefore enter directly into our everyday lives. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not something of merely academic concern, remote from our real interests. They change our minds, move our hearts, and touch our spirits. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And, while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are therefore properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical, or philosophical. They are also linked together, for each of them is introduced, supported, or criticized by the others. In a real sense they converse with each other, and they draw each reader to take part, within the limits of his ability, in their large and unending conversation. McDowell Hall, Annapolis, 1744 �This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we sometimes desire. To remedy this defect is the goal of the St. John's seminar. Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar ideas, attempt to discuss it reasonably. It is presupposed that each student is willing to submit his opinions to the critical scrutiny of his fellow students. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions - probably unexamined - that have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. In the main, however, the aim is to ascertain not how things were, but how things are - to help the student make rational decisions as he lives his life. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the student should continue with him throughout his life. Most of-the teaching at St John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The Tutor functions as a guide, more inten\ to listen to the students and to work with them than to impose upon them his own train of thought. In. short, St John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to mediate men'.s understanding, to give conscious form to knowledge through systems of s1.gm accommodated to men's intellects - that is, words and numbers. Trad1t1.onally, the liberal arts were seven in number: grammar, rhetoric, logic_ the arcs of language; and arithmetic, geometry, music, and astronomy - the arts of mathematics. In contemporary terms, man practices such liberal arts as analyzing, thinking, writing, speaking, and deciding as he uses verbal symbols; man practices such liberal arts as counting, measuring, deducing, and demonstrating as he uses nuthematical symbols. There are many ways to develop these arts. The curriculum emphasizes of them: d1scuss1on, translation, demonstration, and experimentation. •hey are followed 111 all the branches or the program. But whatever the methods used, they all serve the same end· to make the student think for himself, to enable him to practice the arts of freedom. Free minds must be ~.ble to view concrete situations, to deliberate by formulating clear alternanves, and to arrive at a deciding choice. The acquisition of these intellectual skills. indic.ates that the discipline of the liberal arts has taken hold ~f the learn111g mind. ~our _l~_nowledge. advances and the fundamental outlook of man may change over Lhe centuries, but these arts of understanding remain in one form or another indispensable. They enable men to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom . Under their guidance men can free themselves from the wa.ntonness of prejudice and the narrowness of beaten paths. Under their d1sc1pl111e men can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most farreaching of all human goals. . �THE CURRICULUM The Curriculum THE SEMINAR The heart of the curriculum is the seminar- a discussion of assigned reading from the books of the program. In each seminar there are from fifteen to twenty students with two members of the faculty as leaders. The group mee.ts twice a week, on Monday and Thursday evenings, from eight to ten - or till well beyond if the topic under discussion has aroused a sustained and lively argument. The assignment for each seminar amounts, on the average, to around a hundred pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders, and thereafter it consists almost entirely of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address "/\/\r.," "Mrs.," or "Miss." Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to provoke a discussion of war and aggression and to bring to the surface the students' opinions and fears about the w1sdo.m or error of national policies. Homer and Dante prompt reflections on the virtues and vices of men on man's ultimate fate. Sometimes a seminar will devote all its time to an int~rpretation of the assigned reading, staying close to the text; at other times the talk may range widely - and even wildly - over topics suggested by the reading but having independent relevance in the minds of the participants. The same assignments may be handled in different ways by different groups; in the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, every opinion must be heard and explored, however sharp the clash of opinions may be; second, every opinion must be supported by argument- an unsupported opinion does not count In a freshman seminar the students may tend to express their opinions with little regard for their relevance or their relation to the opinions of others. Gradually, under pressure of the group, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. The students learn, I 9 gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study: poetry is not philosophy and requires a different approach. Such progress in method may be crowned by sudden insights on the part of individuals, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the solution of a problem. More often than not the problem remains unsettled, with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion sometimes tends to branch off and to entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk or into dull and shallow meandering, without being able for a long time to extricate itself from such a course. Or it may climb to heights accessible to only a few of its members. Under these circumstances the role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections, to help the student in every way possible to understand the author, the issues, and himself. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But a leader may also take a definite and positive stand and enter directly into the argument. If he does so, however, he can expect no special considerationo Reason is the only recognized authority; all opinions must be rationally defended and any single opinion can prevail only by general consent. The aim is always to develop the student's powers of reason and understanding and to help him arrive at intelligent opinions of his own. �THE CURRICULUM 10 / I 11 CATALOGUE OF ST JOHN'S COLLEGE THE TUTORIALS The seminar cannot suffice as the only means to the end of liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study. Other instructional devices must therefore support it; these are the tutorials in language, mathematics, and music. For four years a student attends one language tutorial and one mathematics tutorial, usually four mornings a week. Three times a week sophomores also attend a music tutorial. In tutorials, around a table, eight to fifteen students study and learn together under the direct guidance and instruction of a TutoL Each tutorial session lasts an hour. The tutorial provides conditions for collaborative study and for the manifold teaching and learning relations that hold in a company of good friends. As in the seminar, students talk freely with one another and the Tutor, but the discussion focuses sharply on assigned tasks. There is opportunity for each student to contribute his measure of instruction to his fellows. Other tutors often attend, seeking to learn about a particular subject, which they may later teach. THE LANGUAGE TUTORIAL THE PRECEPTORIAL For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in intensive study of one book, or exploration of one subject in several books. Students choose their preceptorials from a variety of topics offered by the Tutors. There are usually from sixteen to twenty such topics proposed by the Tutors according to their own interest in a topic and the apparent interest of the students. Students may indeed suggest a topic and invite a Tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the seminar reading, there are usually some preceptorials that deal with books and themes the students would not otherwise encounter in the program. There are generally seven or eight students in a preceptorial. Guided by a Tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually the student's work is completed by the writing of a paper. This often is read in draft to the preceptorial and criticized by the other members. Specialization in higher education has led to a profound neglect of language skills. As country is separated from country by the barrier of Iangauge, so profession is separated from profession by technical jargon. The language tutorial attempts to remedy this condition by a training in the means of precise communication and persuasion. In a broad sense, it may be conceived of as a present-clay restoration of the age-old studies of grammar, rhetoric, and logic. The tutorials seek to understand the relation between language and thought. To do this they must study the fundamental ways words can be put together, the modes of signifying things, the varied connotations and ambiguities of terms, the role of metaphors and analogies, and the logical relations between propositions. The primary purpose of the language tutorial is thus not the mastery of any foreign languages. By studying these, however, and by translating them into English, by comparing them with each other and with English, the student learns something of the nature of languages in general and of his own in particular. During the four years, then, he is studying language as the discourse of reason and, through the medium of foreign tongues, his native English. He is discovering the resources of articulate speech and learning the rules that must govern it if it is to be clear, consistent, and effective; if it is to be adequate and persuasive. The medium for accomplishing this is Greek in the first and second years and French in the third and fourth years. In the beginning the emphasis is on the grammatical forms and construe- �12 I THE CURRICULUM CATALOGUE OF ST. JOHN'S COLLEGE tions and the vocabulary of the language being studied. Brief passages of prose and poetry are committed to memory. But after a short time the tutorial shifts to something more concrete: the slow and careful reading and discussion of works of poetic imagination or philosophical thought. Thus the rapid reading for the seminar, with its attention to the large outlines, the general trend, the development of the central idea, is supplemented and corrected by a more precise and analytical study, concerned with every detail and particular shade of meaning, and also with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not often come directly into seminar discussions. The student's concern with them in the language tutorial improves all his reading, for whatever immediate end, deepens and enriches his understanding, and increases his ability to think clearly, and to talk welL The second purpose of the language tutorial is support of the seminar. The further the student advances, the more the language tutorial tends to influence the seminar discussion. It brings issues to the fore which might otherwise have been neglected and introduces more precision into the terms in which a problem is being discussed. A third aim of the language tutorial is the learning of the two foreign languages themselves. In the time allotted to the study of each language, mastery of either of them is, of course, impossible. Ability to speak the language is not an aim of the tutorial. That ability may best be acquired by living abroad, or by an intensive course. What the student can reasonably expect to attain is a knowledge of the grammatical forms and a feeling for the peculiarities of the language, within limitations. To experience the individuality of another language is to extend the limits of one's sensibility. I 13 The choice of the foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Different languages might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first year. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text The aim here is economical progress toward facility in the reading and writing of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the student attempts to match in his own tongue the excellence of his models. In the second semester a complete play in verse is read. In the fourth year passages from English writers are translated into French; discussion of students' versions is helped by comparison with expert translations of each text chosen. The principal activity of this year, however, is the reading of French poems. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarifies the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted in the third year THE MATHEMATICS TUTORIAL ['\Jext to their mother tongue the language of number and figure is the most important symbolic possession of men. In view of the scientific and industrial conditions of modern life, the elimination of mathematics as a requirement in education is most disturbing. This default has become so common now that many persons believe that they natively lack mathematical ability. But the language of number and figure is not a matter of special aptitude, though obviously the high aptitude of a great mathematician is rare Even before reaching its explicit scientific formulation, mathematics is an integral part of our understanding of the world that surrounds us. St. John's tries to overcome this alleged mathematical disability and, through improved teaching techniques, to effect an understanding of the fundamental nature and intention of mathematics. The student begins with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, he gains a notion of deductive science and of a mathematical system in general; he becomes acquainted with one view of mathematical objects - its central expression found in the theory of ratios - which is buried under the foundations of �14 I CATALOGUE Of ST. JOHN'S COLLEGE THE CURRICULUM I 15 modern mathematics. After Euclid he begins the study of Ptolemy's Almagest, his treatise on astronomy, centering attention on the problem of 11 hypotheses 11 constructed to "save the appearances." That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic, and religious readings that are taken up in the first and second year. In the second year the student continues the study of Ptolemy, which gives him a background for the reading of Dante and emphasizes those difficulties and discrepancies of the geocentric system which point straight toward the Copernican revolution. He studies Copernicus's revision of Ptolemy in heliocentric form. He next takes up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this he studies analytic geometry, which presents the conic sections in algebraic form . He thus gains an understanding of algebra as the 11 analytic art11 in general. In the third year, after a preparatory introduction to the calculus (or a review of it, as the case may be), the student discovers the roots of physics in Galileo's attempt to present mathematically a descriptive science of motion. This attempt and Kepler's theory of the elliptical orbits of the planets the student sees combined in Newton's achievement. Newton brings heavenly and earthly motions under one law and supersedes a purely geometric astronomy with a 11 dynamic11 theory in which the orbits are governed by laws of force. Here again the mathematics tutorial is more than a mathematics course. It is both an introduction to physics and a foundation for the study in seminar of the philosophical outlook of the modern world. In the fourth year the reading of Lobachevski's approach to non-Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. The latter half of the year is given to either of two studies. In projective geometry the enterprise which began with Euclid returns in a remarkable way, now generalized, to its starting point, and the student sees it as a daring and inclusive logical deduction; or the student may undertake a study of the non-Euclidean geometrization of physics found in Einstein's theory of relativity. Thus throughout the four years the students are in continuous contact not only with the pure science of mathematics but also with the foundations of mathematical physics and astronomy. All along, the mathematics tutmial supports the seminar discussions as they bear on the relation of man to nature, the criteria of intelligibility, the nature of knowledge, and the all-powerful role of in imagination and thought In the mathematics tutorial the student engages actively in demonstration of propositions; the blackboard becomes the arena of intense logical struggles. The student is made to see how the discovery of logical inconsistencies leads to a revision of the assumptions upon which mathematics builds. But it is not only logical rigor that is expected of the student; his imagination is constantly brought into play. Any devices that might help imaginative effort - geometrical models, mechanical linkages, astrolabes, etc. - are used, and often the student himself is asked to construct them. Whenever the occasion requires it, the student has to exercise his skill in the solution of problems. All this detailed preoccupation with mathematical objects and methods, however, is subservient to the more general consideration of the relation that mathematics has to problems raised in the seminar. On the other hand, the mathematics tutorials also refer directly to the work done in the laboratory. The chief aim of the mathematics tutorial is to give the student insight into the nature and practices of thinking, of reasoning that proceeds syste~ matically from definitions and principles to necessary conclusions. He sees and becomes familiar with the power of a method or methods that can gather into a single formula or law the most diverse phenomena and can thereby predict and even control their occurrence. His intellectual imagination is freed and developed to the point where he can investigate the structure of worlds that are possible - that is, consistent - beyond the powers of sense. It is in the various mathematical sciences that imagination and reason are seen at their most impressive and effective. Here all is distinct, orderly, and necessary. To see reason thus at work- building its structures as in pure mathematics, or making the world intelligible as in the mathematical sciences �16 / THE CURRICULUM CATALOGUE OF ST. JOHN'S COLLEGE of nature- is perhaps the most exciting and absorbing of all intellectual activities. Insofar as the modern world is the creation of the age of reason, the St. John's handling of mathematics and science is an excellent and almost indispensable experience for anyone who wishes to know what modernity means. An education based on the popular view of the liberal arts and the humanities as meaning only literature, art, philosophy, and history does not prepare one to live in today's world. On the other hand, the teaching of sciences divorced from the humanities is equally destructive of a capacity to understand the modern world. THE MUSIC TUTORIAL One of the aims of the St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed towards technical skill but towards an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the existence of ratios among numbers. The study of music is valuable in training the mind to a sense of ratio and proportion. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year, by way of introduction, all students sing in a chorus. In the sophomore year a tutorial meets three times a week. The music tutorial reflects two different but complementary aspects of music. On the one hand music is intimately related to language, rhetoric, and poetry. On the other it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint, and harmony. None of these 1s done apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart, the instrumental works of Beethoven, and, from this century, a major work of Stravinsky and one of Schoenberg, are the real textbooks. In the second semester at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it I 17 THE LABORATORY The seal of the College, on the front cover of the catalogue, shows seven books surrounding a pair of scales. The balance, no less than the books, symbolizes the tradition of the liberal arts. It stands for the instruments of the scientific laboratory, which may well be the most characteristic institution of the modern world. Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions, in industry, politics, morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it The last two years of the program exhibit the farreaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale . and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and the human hand that help us to transcend the factual by confronting it with universal principles. For this purpose St John's has set up a four-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology, and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments that mark the history of science have to be reproduced; the interplay of hypothesis, theory, and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide a clear understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills derived from the practice of the liberal arts. The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. �18 I THE CURRICULUM CATALOGUE OF ST, JOHN'S COLLEGE There need not be "two cultures," Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life, THE ORGANIZATION OF THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a tull and free discussion of the instruments and principles involved in it (2) The content of the work should be so chosen as to enable the student to trace a scientific discipline to its roots in principle, assumption, and observation, Thus certain integrated wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study, (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation, The student must have time to satisfy himself as to the degree of accuracy his instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire experiment Only thus can he come to a mature understanding of the sciences called "exact." I 19 A laboratory section consists of fifteen to twenty students working under the guidance of a Tutor, with the help of more advanced students serving as assistants, Sections meet twice a week, A laboratory session may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires, Occasionally a laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Lavoisier, Huygens, Newton, Fresnel, Darwin, Faraday, Maxwell, Thomson, Rutherford, and Bohr are among those regularly used in this way. In all the work of the laboratory, and in the laboratory manuals written at the College, the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry, ITS CONTENT The general topics of study have been chosen from elementary physkai and biological science, In terms of traditional names for various branches of scientific endeavor, the work schedule may be outlined as follows: First Semester 1st Year Second Semester Theory of measurement Chemical atomism 2nd Year Biology 3rd Year Mechanics, optics, and force-fields Atomic structure Electromagnetism 4th Year PHYSICAL SCIENCE In the first semester freshmen study the problem of measurement. The student learns the elementary processes of measuring length, area, volume, density, musical pitch, pressure, temperature, and heat, and becomes aware of the theoretical assumptions underlying these measurements. He also considers the problems of summarizing the data of measurement and of estimating the accuracy of the results. In the second semester the student confronts the phenomena and arguments, largely chemical, which lead to the development of a theory of matter in terms of discrete particles, The emphasis thus shifts from individual measurements of continuous magnitudes to the construction of a coherent physical theory that will embrace diverse phenomena, The exercises follow an order which is both historical and logical, beginning with the distinction between pure substance and mixture, element and compound, and continuing with the laws of weight-combining proportions of gases. The principle of Avogadro is then introduced as the key to the problem of determining a consistent set of atomic weights. Finally, the periodic chart of the elements is presented as the culmination of this process. �20 / THE CURRICULUM CATALOGUE OF ST. JOHN'S COLLEGE In the third year the laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, and electromagnetism. The mathematical tools of physics are put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutorial. As the tools of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy, and potential fields, to their reformulation in more appropriate terms; at the same time the physical concepts serve to illustrate the mathematical ideas. The concepts of mechanics are then used to formulate alternative theories of light- corpuscular and wave - and the appropriateness of either is considered. In the senior year electromagnetic theory is approached initially in terms of classical physics, and then developed beyond those terms to the general characterization of the electromagnetic field by Maxwell's equations. Finally, the principles of optics are reviewed as possible consequences of Maxwell's equations, and the appropriateness of a mechanical model for light is examined. In many ways the work of the senior year is a return to questions which the student first raised as a freshman. The senior laboratory takes up anew the theory of atomism - but now the atom itself has become the object of study. Prepared by his work with electrical phenomena, the student can focus on the questions of atomic stability that lead to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. Ultimately the student must reconsider another "freshman" problem-that of measurement-in the light of the "new physics." BIOLOGICAL SCIENCE In the second year the laboratory takes up the study of living matter. Using the theory of evolution as a unifying idea, the laboratory studies animal life in four aspects or units of work. First the lower animals or invertebrates are considered. The student observes and dissects representatives of the major groupings of invertebrates. General topics such as the origin of life, the relation of part to whole and of form to function are discussed as the observations and dissections bring them to the fore. From invertebrates the student moves to gross anatomy, with special emphasis on the circulatory system and the structure of a complex organ like the eye. Further light is thrown on the questions first raised by the study of invertebrates. The interaction of organ systems is explored. After the study of animal forms the laboratory proceeds to the topics of embryology, development, regeneration, cell migration, and cell differenti- I 21 ation. Theories of growth and formal differentiation are elicited from the observations. The fourth unit 1s concerned with genetics and the genetic study of populations. Mendel's theory of heredity, the molecular theory of the gene, and the results of laboratory studies of small fruit-fly populations are considered from the viewpoint of their evolutionary significance. In general, the laboratory consists of close observation, through microscopes or with the naked eye, together with constant theoretical interpretation of the observations, in class discussion and through reports and papers. Important works by biological scientists are read in conjunction with the experiments and discussions. They include the seminal work of Harvey, Darwin, and Mendel and the modern extensions and criticisms of the work of the early masters. The purpose of the biology laboratory is thus to acquire an understanding of self-moving matter. THE FORMAL LECTURE The curriculum as described so far has been shown to use the medium of discussion, of recitation, of student participation at every stage of the work. On Friday evenings, however, a different pattern of instruction prevails. The formal lecture is the occasion when the student has an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the student's readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, painting or architecture. The lecturers are often visiting scholars, but not infrequently members of the St. faculty. The visitor may be from the academic world or from the arena of public affairs; he may be a poet or an artist Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturer submits himself to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the student the habit of listening and following the exposition of a subject he may not be familiar with, and it also provides him an opportunity, in the discussion period, to exercise his dialectical skill in a setting very different from the classroom. It 1s here that he can himself test the degree of his understanding and the applicability of what he has learned. The lectures range through a variety of subjects. Sometimes the student is confronted with opposing views on a given subject. Some of the lectures have immediate repercussion in the seminars and tutorials. Others may have a lasting effect on the direction that a student's work takes within the framework of the program. �The Liberal Arts That young men and women are in need of education is a generally accepted proposition. But people do not always agree about what education means, what its goals are, and what its methods should be. It can be said, however, that two ideas of education prevail universally. Children and adolescents have to learn, and do learn, the habits and customs of the society to which they belong and into which they grow; they have to assimilate, and do assimilate, the religious, moral, and political traditions of their elders. On the other hand, young men and women have to prepare themselves for their later lives and the specific tasks they will shoulder by choice or necessity; they. have W acquire, in addition to literacy, expertness in certain fields - mechanical skill, for example, or trade experience, or some specialized knowledge. Yet these two ideas of education do not define the goal sufficiently well. For all depends on the spirit in which those traditions are kept and on the understanding that underlies those various skills, experiences, and kno"."1edges. All customs, all arts and sciences, however particular, embody principles of a general nature. To be aware of these principles means to be a?l_e to look beyond the immediate, the accepted, and the necessary. The acqu1s1tion of such ability is the goal of a liberal education. In a free society that goal can never be dispensed with. For in deliberating about a course of action, in deciding what the welfare of the individual and the common good require, one has to distinguish between the expedient and the just, the apparent and the true, the contingent and the essential; one has to have acquired, in other words, the rudiments of a critical intell1gen_ce and an awareness of principles that govern our behavior and our understanding. The St John's attempt, begun in 1937 1 to recover the true meaning of the liberal arts involved a return to the long tradition of Western thought. But at the same time it amounted to a new approach to this tradition, for. the many and varied additions to the fund of knowledge that overwhelmed the academic world in the nineteenth century had brought the danger that the tradition would be broken. St. John's realized that the revived tradition would have to assimilate the new knowledge, not reject it. It was a test of the liberal arts that they should be expected to accomplish this assimilation. In a way this tradition is not in the books of the Western world; it is rather the heritage by which we live, the spirit which permeates our thinking and speaking, our attitude and concerns. The heritage, however, can wither away. To prevent that, we must be ready to go back to the sources_ and to reflect on what they have to say. That is the way in which education can become a deliberate and planned undertaking. The Academic Order THE TUTORS learning is a cooperative enterprise, and it is best carried out when persons at different stages of comprehension work together. The typical learning situation at St. John's involves a small group of learners. First in line come the great teachers, the writers of the great books, who are talking in most cases at the high point of their learning. Next come the reading and talking teachers, the Tutors, who are members of the faculty; in their stage of learning they are somewhere between the authors and the best students. There then follow the other students at distances proportional to the degree of their understanding. The old-fashioned ranking of classes in the little red schoolhouse is the relevant image here. At the head of the class is the author-teacher, at the foot of the class the poorest student in relation to the subject matter. All the others are both teachers and pupils, each learning from those above and teaching those below. The aim in all the classes is to exploit the differences in knowledge, character, and skill as they are distributed among students and Tutors. The kind of teaching and learning that goes on at St John's presupposes, then, a faculty differing in many ways from the faculties of more conventional colleges" Each Tutor normally has a specialized competence in at least one field of knowledge. Beyond that he must be willing to acquire a certain expertness in other fields of knowledge and a competence in the liberal arts. This may mean that he has to re-educate himselt He is expected to teach some classes in subjects other than his own. Ideally, the Tutor will eventually have taught classes in every part of the program. He thus will, for the first years of his teaching at least, attend classes in the same way as a student: his own learning goes along with his teaching; just as the student does, he progresses from year to year in the curriculum; and that continuous learning and teaching bring him, in ever-increasing measure, into close familiarity with the entire program. Thus a member of the St. John's faculty is never confined in his scholastic activities to a single division of the program. He is, and has to be, a teaching member of a seminar and of either two tutorials or of one tutorial and a laboratory section. Each Tutor is constantly passing on the special skills he possesses to his colleagues who might require them in their classes. Since it is necessary, on the other hand, that Tutors probe more deeply into the foundations and wider contexts of the subject matters that are the teaching materials at St. John's, to avoid staleness and the ever-present �24 / CATALOGUE OF ST. JOHN'S COLLEGE THE ACADEMIC ORDER I 25 THE INSTRUCTION COMMITTEE The Instruction Committee is a committee of Tutors responsible for advising the Deans on all matters of instruction -whether concerning curricular planning or the academic standing of students. It also advises the President on appointments to the faculty. The Committee consists of the Deans and twelve Tutors, six elected by the Tutors on each campus of the College; the President and the Provost sit with the Instruction Committee ex officio. Each Dean is the Chairman of the Instruction Committee on the campus where he serves; the members of the Committee on each campus constitute the Instruction Committee for that campus and meet at frequent intervals throughout the year. The full Committee meets annually, alternating between the two campuses, and the Deans alternate as Chairman of the Instruction Committee. THE LIBRARY danger of succumbing to routine performance, faculty study groups are set up whenever possible. Members of such a group are relieved partially of their ordinary teaching duties. They engage in a thorough study and exploration of a subject chosen by the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John's curriculum, the work of the study group opens new perspectives for teaching and learning at St. John's. Another endeavor, fulfilling a special need of the program, has been the translation into English of books useful to the College either as texts for seminar or tutorial or as important background material. Among the books translated for the first time into English by members of the faculty are these: Apollonius, Conics, Books 1-111; Ptolemy, /VJathematical Comrosition !Almagest), Galen, Introduction to Logic; Copernicus, On the Revolution of the Spheres; Kepler, Epitome of Copernican Astronomy, Books IV, V; Franr;ois Viete, Introduction to the Analytical Art. Books that have been retranslated by members of the faculty are these: Plato, Meno; Plotinus, Fifth Ennead; Aristotle, Physics, Books I-IV; Aristotle, Politics, Books 1-11; Bonaventura, On the Reduction of the Arts to Theology; Cantor, Transfinite Numbers; Einstein, Geometry and Experience. The books chosen for study at St. John's are collected in the library in the best editions and translations that can be obtained. These books and carefully selected modern texts for the laboratory are the core of the library, essential to the teaching of the program. A good general collection is a necessary supplement; a specialized, highly technical one would have little use. Each year books in mathematics, science, philosophy, religion, fine arts, music, poetry, literature, and history are purchased. Representative periodicals and newspapers are subscribed to. A committee of the faculty assists the Librarian in selecting books and periodicals. The library in Annapolis maintains a collection of about 60,000 volumes, supplemented by microfilmed books and periodicals. In Santa Fe the collection has been growing at the rate of 3,000 volumes each year and now numbers over 20,000 volumes. SCHEDULES AND EXAMINATIONS Perhaps the most distinctive mark of St John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when the seminar leaders are wondering if the students will see the implications for liberty in Pericles's funeral oration. These are the educational realities that a common schedule marks and emphasizes. �26 f THE ACADEMIC ORDER CATALOGUE OF ST. JOHN'S COLLEGE Monday 8:30 9:30 10:30 Tuesday Wednesday Thursday Friday Mathematics Tutorial Mathematics Tutorial Mathematics Tutorial Mathematics Tutorial Music Tutorial* Music Tutorial* Music Tutorial* Language Tutorial Language Tutorial Language Tutorial 11 :30 Language Tutorial Chorus 1:00 Laboratory Laboratory to 4:00 THE DON RAG At the end of each semester the student meets all his Tutors in the "don rag." The don rag is a consultation of student and Tutors for the purpose of diagnosis and prescription rather than for reporting of marks. The Tutors report to one of the seminar leaders on the student's work during the semester; ~he student is then invited to report on himself and to judge his own work; advice may be requested and given; difficulties may be aired; but no grades. are reported. The first freshman don rags are held the week before the Winter Vacation rather than at the end of the semester. ANNUAL ESSAYS 8:00 to 27 freshmen the first oral examination of the year is given ~efore t~e Winter Vacation; and for juniors and seniors, just before preceptonals begin. A SAMPLE CLASS SCHEDULE FOR ONE WEEK Hour I Seminar Seminar Formal Lecture 10:00 • In the second year only. Before the end of the second semester, every freshman, sopho.more, ~nd junior submits an annual essay on some theme suggested by h~s s~mmar reading. The essay becomes the center of his final oral examination m the spring. Except for the preceptorials in the junior and senior years and certain periods of laboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students. Each morning for either three or four days a week they spend one hour in a language tutorial and one hour in a mathematics tutorial; sophomores also spend three hours a week in a music tutorial. Twice a week they spend up to three hours in the laboratory. Two evenings from eight to ten they attend a seminar. A formal lecture or concert is given once a week. Nineteen to twenty-one hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each, separated by a week during which the seminars meet as usual but tutorial and laboratory meetings are suspended. Special events are scheduled in this period, and don rags for upperclassmen are held. Since this week is not considered a holiday, but a welcome change in the instructional routine, students are required to remain in residence. ORAL EXAMINATIONS At the end of each semester, oral rather than written examinations are held. These are conducted by the seminar leaders, with the voluntary participation of other Tutors. The student is questioned freely and informally on the texts he has read and on his critical and interpretative opinions. It is not the aim of the examiners to find out how much the student remembers. He is encouraged to consider different parts of his study in relation to each other and to problems that may not have been treated in any of his classes. For �THE ACADEMIC ORDER I 29 28 / CATALOGUE OF ST, JOHN'S COLLEGE SOPHOMORE ENABLll'IG The annual essay of sophomores holds a position of special importance, It becomes a major part of the process called "enabling," This is a review by the Instruction Committee, with the advice of all the sophomore Tutors, of the student's learning during the two years he has spent in the College, As an indication of his proficiency in the liberal arts, the annual essay carries great weight A student is enabled, or allowed to enter the junior class, only if he has submitted a satisfactory essay and only if, in the judgment of the Instruction Committee, he is sufficiently prepared for the work of the last two years, In particular, the enabling judgment looks to the possibility of the student's writing an acceptable senior essay, THE ENABLING ORAL EXAMINATION The enabling oral examination is given to the student in the fall at the beginning of his fourth year, It is focused on a number of books restudied during the preceding summer, They correspond in quantity to about twelve seminar readings and are chosen by the Instruction Committee from the seminar lists, with a view to covering key themes of the four years, The passing of this examination confirms a student's status as a candidate for the degree of Bachelor of Arts. at the end of the semester in the don rag, are based therefore not alone on quizzes and tests, which are rare, but on the student's total performance as a member of the learning community. The Tutor's comprehensive judgment of a student is reported to the Dean periodically as a conventional letter grade, but not to the student. The d.on rag takes the place of a report card. Students will be told their grades 1f they insist. They are encouraged, however, not to work for grades, b.ut rather to try to develop their powers of understanding. If it becomes evident that a student is not progressing at all, or that the learning process has stopped and cannot be revived, the student is asked to leave the College. Ideally there is no reason for dropping any normal student from .t~is course of study. It is assumed that each student has the required capac1~1es until there is clear evidence to the contrary. The curriculum is vaned and nch enough for great diversity of interest, performance, and achiever:ien.t,. and there is ample room within it for a wide range of ability and for 111d1v1dual choice and guidance. Moreover, St John's is free from the pressures of conventional examinations and competition for grades. Attendance at all regularly scheduled College exercises is required. A record of absences is kept This record is taken into consideration whenever there is occasion to determine academic standing. THE FINAL ESSAY AND ORAL EXAMINATION In his senior year the student is required to present to the faculty a final essay related to some aspect of his four years' work. It 1s not a piece of specialized research, but a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; du ring this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is permitted to defend it before the committee in an hour-long public oral examination. t'1o degree is awarded until a satisfactory final essay has been submitted and successfully defended, The senior essay is regarded as the fruition of the student's learning, THE READING KNOWLEDGE EXAMINATION Before being granted the degree each student must pass an examination to show a reading knowledge of French. ACADEMIC STANDING Because St John's classes are small and intimate and consist largely of the active participation of the students, every Tutor is aware of his students' progress from day to day. The Tutors' appraisals of a student, which are pooled THE ST. JOHN'S DEGREE OF BACHELOR OF ARTS The student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. For transcript purposes, St John's, seminars, tutorials and laboratories can be translated into terms of conventional subjects. The curriculum is the equivalent of approximately one hundred twentyeight semester hours. GRADUATE STUDIES AFTER ST. JOHN'S Each year many St. John's seniors elect to do advanced work in a wide range of graduate and professional schools. Experience shows that leadin1g universities admit St John's graduates with creditable records. Since St Johns offers no majors in specific subjects, however, they may find it necessary to take some undergraduate courses during their first year of graduate study. Certain of the best medical schools admit St. John's graduates without further pre-medical study. Most, however, insist upon definite prerequisites, one to three additional undergraduate science courses. They may be taken elsewhere in summer school. Increasingly, medical schools, like the larger technological institutes, expect their students to be able to build on a broad �30 I THE ACADEMIC ORDER CATALOGUE OF ST. JOHN'S COLLEGE foundation of humane knowledge, Schools of law and theology require no additional work of St John's graduates. The following table shows the professions or fields of advanced study entered by one or more St John's graduates; education, mathematics, law, medicine, philosophy, and theology have attracted the greatest numbers. Archeology Architecture Art Biology Bio-physics Business administration City planning Dentistry Drama & playwriting Economics Education Engineering Geology History History of art History of science International relations Journalism Languages Law Library science Literature [,writing Logistics management Mathematics Medicine Meteorology Music Nursing Oceanography Philosophy Physics Political science Psychology Public administration Social anthropology Social work Sociology Theology Whatever the attitude of the graduate schools, St John's refuses to accept the imposition of preprofessional specialized requirements on its liberal curriculum, The College knows well enough that to educate a man requires less, and yet far more, than is required to satisfy the shifting standards of specialized ski Ils. THE ST. DEGREE OF MASTER OF ARTS St John's College awards the degree of Master of Arts. The requirements for this degree are determined the general task the College has set for itselL A Master's degree may be awarded to a Tutor who has completed two years of teaching at St He must petition the Instruction Committee for permission to present himself as a candidate for the degree, He must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon it The topic must have some bearing on the understanding and practice of the liberal arts. THE GRADUATE INSTITUTE IN LIBERAL EDUCATION A new graduate program, leading to the MA degree in the liberal arts, is conducted during the summer on the Santa Fe campus, It is designed for graduates of other colleges and is we:I suited to the needs of high-school teachers, The program, which is based on the St list of readings, is divided into four subject areas: Politics and Society, literature, Philosophy and I 31 Theology, and Mathematics and Natural Science. Each summer session lasts eight weeks and consists of seminars, tutorials, and preceptorials. The seminars are modeled on those of the undergraduate college; they are limited to about twenty students, The tutorials are smaller classes devoted to the close reading of texts. In the preceptorial the student chooses a topic pertaining to one of the books studied and, under faculty guidance, writes a long essay. For each section of the program nine credits are granted. All four sections 2re required for the degree, though students who have previous graduate credit may be eligible for the degree after three summers. The sections may be taken in any order. For more detailed information and a separate catalogue, write to the Grad1:1ate Institute in liberal Education, St. John's College, Santa FF', New Mexico 87501, �INSTRUCTION CHARTS f 33 THE ST. JOHN'S COLLEGE LIST OF GREAT BOOKS This list is subject to constant revision. Books read only in part are indicated by an asterisk. Homer: Herodotus: Aeschylus: Sophocles: Euripides: Aristophanes: Plato: Thucydides: Aristotle: Instruction Charts The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at The University of Chicago, at The University of Virginia, and, since 1937, at St John's College. The distribution of the books over the four years is significant Something over two thousand years of intellectual history forms the background of the first two years; about three hundred years of history forms the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman and medieval periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written originally in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter. The St. John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all times. In doing that it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and ever-present gravity of human issues. St. John's builds its curriculum on the expressions of the great minds of Western civilization because liberal education at the college level is an assimilation of the student to his native culture, and of the culture to the student. The College believes that Eastern books can best be encountered when one has acquired the iiberal arts in their familiar Western form, and can read with· some critical acumen and sophisticated sympathy the works of other cultures. Otherwise, there is the danger that they might become disrupting elements in the student's intellectual journey. Euclid: Epictetus: Apollonius: Lucretius: '/irgil: Tacitus: Plutarch: i'licomachus: Ptolemy: Galen: Plotinus: Augustine: Anselm: Thomas Aquinas: Dante: Chaucer: Rabelais: Machiavelli: Luther: Calvin: Copernicus: Montaigne: Bacon: Kepler: Donne: Shakespeare: Cervantes: Harvey: Galileo: Descartes: Hobbes: Spinoza: Milton: l/iad, Odyssey History* Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Co/onus, Antigone Hippolytus, Medea Clouds, Birds Ion, Gorgias, Meno, Republic, Apology, Crito, Phaedo, Symposium, Parmenides,* Theaetetus, Sophist, Timaeus, Phaedrus The Peloponnesian War On the Soul,* Physics,* Metaphysics,* Nicomachean Ethics! Politics,* Organon,* Poetics Elements* Discourses/ Manual Conics, I-Ill On the Nature of Things Aeneid The Bible Annals'' Lives* Arithmetic* Almagesr' On the Natural Faculties Fifth Ennead Confessions Song of Roland Proslogium Summa Theologica,* Summa Contra Gentiles* The Divine Comedy The Canterbury Tales• Gargantua and Pantagruel'' The Prince, Discourses'' A Treatise on Christian Liberty, Secular Authority Institutes* On the Revolution of the Spheres* Essays* Novum Organum Epitome of Copernican Astronomy, IV, V Poems* Richard II, Henry IV- Part 1 and Part 2, As You Like It, Twelfth Night, Othello, Hamlet, Macbeth, King Lear, The Tempest, Coriolanus Don Quixote On the Motion of the Heart and Blood Two New Sciences* Rules for the Direction of the Mind,* Discourse on Method, Geometry,* Meditations Leviathan• Theologico-Political Treatise Paradise Lost,* Samson Agonistes �34 I CATALOGUE OF ST. JOHN'S COLLEGE INSTRUCTION CHARTS THE ST. JOHN'S COLLEGE LIST OF GREAT BOOKS Pascal: Racine: La Fontaine: Newton: Huygens: Locke: I 35 Continued Pensees* Phedre Fables* Principia,* Optics* Treatise on Light* Essay Concerning Human Understanding," Second Treatise of Government Berkeley: Leibniz: Swift: Fielding: Hume: Principles of Human Knowledge Discourse on Metaphysics, Monadology Gulliver's Travels Tom Jones Enquiry Concerning Human Understanding, Natural Religion Gibbon: Rousseau: Adam Smith: Kant: The Decline and Fall of the Roman Empire The Social Contract The Wealth of Nations* Critique of Pure Reason,* Critique of Practical Reason,* Fundamental Principle of the Metaphysics of Morals Elements of Chemistry* Lavoisier: Dialogues Concerning Declaration of Independence, Articles of Confederation, United States Constitution Hamilton, Madison, Jay: Goethe: Hegel: Tocqueville: Kierkegaard: Lobachevski: Darwin: Melville: Marx: Tolstoi: Nietzsche: Austen: Thoreau Dostoevski: Baudelaire: William James: Twain: Freud: Peirce: Thomas Mann: Valery: Einstein: The Federalist" Faust* Philosophy of History,* Preface to the Phenomenology of Spirit, Logic,* Philosophy of Right* Democracy in America* Fear and Trembling Theory of Parallels* Origin of Species* Billy Budd, Benito Cereno Capital,* Communist Manifesto, Preface to Critique of Political Economy," Economic and Philosophic Manuscripts* War and Peace Birth of Tragedy, Beyond Good and Evil Emma Walden The Possessed, Crime and Punishment, The Brothers Karamazov, The Idiot Poems* Psychology, Briefer Course* Huckleberry Finn A General Introduction to Psychoanalysis Philosophical Papers* Death in Venice Poems* On the Electrodynamics of Moving Bodies Documents from American Political History w.. 0 z 0 i= <( u ~ 0 u:: VJ Vl _, <( u ~ '" ""' >~ ()) w: <:J c ~ '" 0 <JJ u ><JJ Vl ~ '" <:J <JJ ~ :.;: >r- ..c ::;; t <JJ g >- w.. �36 / CATALOGUE OF ST. JOHN'S COLLEGE INSTRUCTION CHARTS PRECEPTORIAlS 1969-1970 ANNAPOLIS Plato: The Statesman and The Sophist Plato: Symposium Thucydides: The Peloponnesian War Aristotle: Nicomachean Ethics Shakespeare: Measure for Measure and Othello Galileo's Two Great Systems of the World Descartes: Discourse on Method Moliere Kant: Critique of Pure Reason Kant: Metaphysics of Morals Beethoven's Symphonies Tocqueville: The Old Regime and the French Revolution Marx's Political and Philosophical Writings "St John's College Asks John Locke Some Questions" Robert A. Goldwin "The Program of the Parthenon" Peter H. von Blanckenhagen "What Is Obscenity and What's Wrong with It?" Harry M. Clor Concert Jacob Lateiner "Rhetoric and Dialectic in the Phaedrus" Malcolm Brown "Groups - Galois' Great Gift" VV. T. Fishback "The Unheavenly City" Edward Banfield "The Relationship Between Ethics and Politics in the Philosophy of Hegel" Victor Gourevitch "The Common-Sense of Politics" Mortimer Adler 1 8. The Modern Theatre Group "Kandinsky and the Concept of Abstract Art" Jonathan Fineberg "Logics and Logos" Deborah Traynor "The Play in the Chains: The Dramatic Structure of Prometheus Bound" Alfred R. Sugg, Jr. 37 SANTA FE Freud on "Mental Structure" Wittgenstein: Tractatus Confucius: Analects Lady Murasaki: The Tale of Genji SANTA FE On the Matter of Mind Perpetual Peace Chaucer: Canterbury Tales The Poetry oi Catullus Number and Arithmetic The Classic French Theatre: Corneille, Moliere, Racine Technics and Civilization The Psychology of C G. Jung "On Probability and Statistics" R. Thomas Harris "Telling It like It's Really Like" William A. Darkey Concert The Bartok Quartet "Love and Number" Charles G. Bell "The Wife of Bath and the White Goddess" Rafael Alan Pollock "What Is It To Ask What Is It?" Samuel S. Kutler Concert The Prokofiev Quartet "The Humanity of History" W. Warren Wagar "Two Notions of Comedy" Brother S. Robert, F.S.C "The New left in Europe and in the United States" Lucian C Marquis Seraphin Trio of the University of New Mexico Concert The Deller Consort "Love of Form" Robert Neidorf Western Mysticism Douglas A. Fox FORMAL LECTURES 1969-1970 ANNAPOLIS I "Christianity, Catholic and Part of a Dialogue" J. Winfree Smith "The Man Made of Words" N, Scott Momaday Concert The Beaux Arts String Quartet "Two Conceptions of Comedy" Brother S, Robert, F.S.C "The Natural History of the Experiment" Thomas Settle "Selfhood and Reason" David Lachterman "The Basic Structure of Modern Philosophy" Dieter Henrich "The Marathon Painting" Evelyn Harrison "On Descartes' Discourse on Method" Joseph Cropsey "The Problem of Socrates" Leo Strauss Concert Bernard Kruysen "Aristotle in Hawaii" Robert Horwitz "New Testament Paradigms of a Politics of Confrontation" Paul Lehman "Rational Animal - Political Animal" Laurence Berns "The v;etnam and Cambodian Conflict" Robert E. Osgood and Morton Halperin "On a Measure in Mozart" Elliott Zuckerman in "Rhetoric" Charles Van Doren American A "Control" Stuart Boyd Concert Natasha Gutman "Popularization 1950-1970" Harold Haydon Protestant: Art Forms: "How Aristotle Taught Alexander To Cut the Gordian Knot" Robert Sacks The Art of the Mime Jan Kessler The Fantasticks Student Production �Extracurricular Activities It is the policy of the College to encourage any spontaneous group activity that shows promise of becoming a constructive contribution to the life of the community. Generally, such activities in Annapolis are under the sponsorship of the Student Polity. In Santa Fe, for the most part, they are sponsored informally by the students themselves. The College cooperates in the financing of those activities that require expenditures, and gives advice when it can be helpful. It is no paradox, in view of the above, to say that the main purpose of extracurricular activities is relaxation and recreation. Students can work in order to or they can regard play as a natural component of a graceful, reasonable, and well-rounded human life. Since the things a person enjoys are accurately correlated with that person's character and stage of development, the recreational activities that students enjoy are the spontaneous fruit oi their increasing knowledge and Work and are not set over against each other so that the work of the curriculum is looked upon as drudgery to be endured until it is possible to get away to the movies" If this should be the case, life would indeed become meaningless and dull, and the hard work of the curriculum would be wasted" Rather, the discovery and choice of certain activities as enjoyable, and the rejection of other forms of recreation as silly or dull, follow as free and natural consequences of the student's expanding abilities, and must be proportionate to them. Recreational activities have to derive their vitality from these newly developed powers which support them, or else they cease to be enjoyable. Thus recreation and play become an integral part of the student's life. STUDENT ORGANIZATIONS ANl'IAPOLIS Some student activities are really an extension of the curriculum, for example, the Bible classes, the Astronomy Club, and classes in European and Asiatic organizations chartered by the Student languages. Others are carried on Polity. Among these are the following: The King William Players serve as a center for a variety of dramatic activities such as play readings, classical drama, and original works. The Modem �EXTRACURRICULAR ACTIVITIES f 41 Theatre Group concentrates on full-length plays of the twentieth century. The Playwright-Producer in Residence assists and provides guidance in the presentation of dramatic performances. The Film Club presents a weekly series of foreign and domestic films the "classics" of cinematic art. The Artist in Residence conducts classes in the art studio in drawing, painting, and modeling, and arranges art exhibits. The Cotillion Board arranges College dances. The Boat Club engages principally in Tempest class sailing. In addition to operating and maintaining its facilities, the Boat Club provides for regular periods of instruction in sailing. The Small Chorus, composed of faculty and students, meets weekly under the direction of a Tutor and gives public concerts. Other organizations include the Forum, which brings public figures from Washington and elsewhere for discussion of current events; the Photography Club, which uses a specially constructed darkroom; and The Collegian, a student newspaper. SANTA FE When students want them, there are classes for the study of Russian, Spanish, German, conversational French, Italian, Hebrew, and Chinese. Informal seminars of students and faculty meet regularly to discuss contemporary literature and theology. �42 / CATALOGUE OF ST. JOHN'S COLLEGE The Film Society presents films, foreign and domestic, for students and townspeople. The film showing is occasionally followed by an informal discussion. Requests for films for the following year are taken from the College community during the spring. · The Fine Arts Group meets in the art studio under the direction of a Santa Fe artist. Besides instruction in drawing and painting, there are classes in pottery-making, and potter's wheels and a kiln are available. There are workshops for carpentry, electricity, and jewelry-making. The monthly Seven, with a student editorial staff, publishes original contributions relevant to the life of the community and the country. Madrigal singers, both students and faculty, meet under the direction of a Tutor. An orchestra formed of students and faculty plays .chamber music. Bluegrass and jug bands come and go. A darkroom is open to student photographers and instruction is provided for all beginners. The Student Activities Office has organized other activities such as drama, poetry reading, theatrical and musical performances, modern dance and folk dancing, waltz and social dance parties, and voluntary service work with some of the social and educational institutions in the vicinity. The College arranges field trips to local archeological sites, Indian pueblos, museums, the Los Alamos Scientific Laboratory, and other places of interest. FACILITIES FOR STUDENTS The College Bookstore on each campus has all the books and supplies the student needs for his classes. It also maintains a stock of books related to all phases of the program, and books of more general interest. It is operated without profit. As supports for an active social life, the College provides on each campus a coffee shop and a junior common room for the use of all students. In addition, there are smaller social rooms, comfortably furnished. In the woodwork shop in Annapolis a student wishing to work on some project of his own, small or large, finds all necessary equipment. RELIGIOUS ACTIVITIES The Charter of 1784 established St. John's College as a nondenominational institution. In its early years, however, there were some ties with the Prot- EXTRACURRICULAR ACTIVITIES / 43 estant Episcopal Church. Except for the annual baccalaureate service, the College participates in no formal religious services. Instead, students are encouraged to attend the churches of their choice in town. It is customary, however, for extracurricular Bible classes to be conducted by Tutors of the College. ATHLETICS ANNAPOLIS Since 1939 athletics at St. John's have been organized on an intramural basis, with active participation by more than two-thirds of the student body. With the aid of student athletic assistants, the Director of Athletics conducts a program of individual and team sports throughout the entire year. The athletic facilities, which are open equally to men and women, include a well-equipped gymnasium, large playing fields, tennis courts, and a boathouse with a number of sailboats. Excellence of performance in a wide variety of sports, including sailing, tennis, handball, squash, badminton, touch football, soccer, volleyball, softball, basketball, fencing, archery, field hockey, and track, is the instructional ideal and is recognized through· a number of individual and team awards. The College recognizes that there may be certain values to be gained from intercollegiate contact, whether on the athletic field or in other activities. No participation in major sports is envisioned. Future intercollegiate activity in such fields as tennis, soccer, and lacrosse will depend upon the interest of the student body and the decision of the faculty as to the compatibility of the proposed activity with the scholastic requirements of the College's �44 / CATALOGUE OF ST. JOHN'S COLLEGE SANTA FE The Student Activities Program coordinates the athletics program and other extracurricular activities. Students participate voluntarily in many sports. Until the College athletic center is built, rooms have been set aside for fencing, judo, karate, yoga, weight-lifting, and gymnastics. Intramural programs in tennis, soccer, volleyball, badminton, and softball are conducted on the College's tennis courts and playing fields, and track and field activities are available. Riding horses for the use of the College community are kept in a corral built by students. One evening a week Santa Fe's municipal swimming pool is reserved for St. John's students. Track and field activities are available on the lower playing fields where a 440-yard track has been built. Outdoor courts for basketball and volley ball are available. The Santa Fe Ski Basin, a thirty-minute drive from the College, is in operation from November to April; students are transported to the Basin two afternoons a week and ski at special rates. In April and May there are organized excursions down the Rio Grande by kayak, canoe, and raft. Throughout the year students hike and camp in the beautiful country surrounding Santa Fe. COMMUNITY GOVERNMENT ANNAPOLIS - THE STUDENT POLITY The Student Polity, originally formed in 1945, is the organ of student government. Its purposes are as follows: (1) to promote a consciousness in the student body of political and communal responsibilities to both the College and the civic communities; (2) to discover and express student opinion on all problems common to both the students and the faculty; (3) to review annually the activities of all student organizations and to grant charters and allocate funds to those organizations whose activities are judged to be consistent with the aims of the College community; (4) to determine further, jointly with the faculty, the proper delimitation of jurisdiction in the community. Residence ANNAPOLIS Since its founding as King William's School in 1696, St. John's College has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 25,000 people are occupied principally with the training of midshipmen at the United States Naval Academy, with the government of the State and of Anne Arundel County, with the fishing industry and recreational activities of Chesapeake Bay, and with the liberal education of young men and women at St. John's College. The campus of thirty-six acres lies one block from the State House and across the street from the Naval Academy yard. Seventeen buildings provide the physical plant of the College, including four historic eighteenth-century structures and four completely modern buildings erected within the last decade. There are seven student dormitories, five for men and two for women. SANTA FE In the early 1960's the College decided to expand Without sacrificing the virtues of smallness. Since the fall of 1964, St. John's College has had a second campus in the seventeenth-century Spanish colonial city of Santa Fe, capital of the State of New Mexico. Its population of 40,000 people is occupied principally with the government of the State and of Santa Fe County, with cultural pursuits in museums, the fine arts, and the opera, with catering to tourists, and with education of Indians and other young people. The campus of 270 acres lies in the southeast corner of the city, two miles from the historic Plaza and Governor's Palace. At an elevation of 7,300 feet, it commands views of three mountain ranges. Twelve initial buildings have been constructed: a classroom building, a laboratory, the student center and dining hall, an infirmary, and dormitories. Subsequent construction will include an administration building, an auditorium, a library, a gymnasium and swimming pool. DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming student to accept and enforce restraints upon himself and also to make proper use of the help and support that other students can give him in his college life. All unmarried students not living at home are required to live in the College dormitories and to take their meals in the College Dining Hall. �-. 8 tr) ~ ,......,. "' l: ro ':.:! c ~ "' )::,.. :::i :::i :::i 0 -g tr) - ,......,. !lJ - ~-. ' '-- !lJ o :::r- !lJ Vi.... ~ - ~ :::i :::i Qn 0 :::::: ro ro }{\H~~~G~~~~~~-" OQ FEET • • b I 100 I 200 I 300 "' ..._ ·~~·---- ->c---•-·-~---.--- _ ______, ------------ ~ ~ ~..@. -· ro tr) ,......,. ------------------------- l:l (J) ~ ~ ,...,. :::i !lJ 0 .,., - ,m tr) r-t- z (!) '-- ~ ::r- >< n· Vi ~ 0 ~- /\ m :::i .. on 0 ro ro OQ _Logond 1, ~=g �RESIDENCE / 49 Room assignment is the responsibility of the Assistant Deans. Returning students have the privilege of drawing for rooms before they leave for the Summer Vacation. Students are not permitted to remain in residence during Winter Vacation on either campus. In Annapolis, students may be granted permission to reside on campus for academic or financial reasons during Spring Vacation. RULES OF RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the Dean in consultation with students and the faculty and approved by the Board of Visitors and Governo1s. Every entering student is informed of them (in Annapolis by means of the Student Manual) the summer before he enters, and returning upperclassmen are reminded of them each fall. Common rooms are provided in which students of both sexes may gather. The rules differ in certain details on the two campuses, though in general following the same pattern. The academic and intellectual life of the community is inseparable from the communal life. The building of a good community requires the faculty and College officers to show respect for the individuality of each student. There is a limit, however, to toleration. The education of students stands to benefit from the proper blending of tolerance for youthful experiment with a clear announcement and enforcement of rules that articulate social standards. St John's College assumes that the students will respect not only the enacted rules but the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the College may require the withdrawal of the offending student. PROPERTY DAMAGE The College provides a housekeeping staff to care for the dormitories. The College reserves the right to inspect the rooms periodically and to repair, at the expense of the occupant or occupants, any dormitory room and furniture which have been damaged beyond normal wear and tear. Any damage to Men's Dormitories, Santa Fe, 1964 �50 / CATALOGUE OF ST. JOHN'S COLLEGE college property is charged to the caution fee of the student or students responsible for the damage. The College is not responsible for the loss or damage to any student property resulting from fire, theft, or any other cause. I t f 1 Admissions DINING HALL The dining hall on each campus is operated by a catering service. Resident students are required to eat in the dining hall unless excused by one of the Assistant Deans. Exemptions for medical reasons are granted only upon examination and recommendation by the College Physician. INFIRMARY SERVICE Well-equipped infirmaries are maintained at both campuses, each under the supervision of a College Physician and a College Nurse. Medical reports are made daily to the Assistant Deans. t I The College is co-educational. It does not discriminate on the basis of race, religion, or color. The College admits freshmen in September and (in Annapolis only) in February; those entering in February complete the second freshman semester the following summer. The College accepts new students only as freshmen, and every freshman class includes a large number of persons who have had one or more years of study at other colleges. The purpose of the admissions procedure is to determine whether an applicant has the necessary preparation and ability to do satisfactorily all parts of the College program. Academic achievement and promise are of first importance, but the Admissions Committee also takes into account all available evidence of maturity, stability, self-discipline, the desire to do intellectual work, and the initiative and diligence to do it. Every applicant will be interviewed, if possible, by the Director of Admissions, or by another member of the Admissions Committee, or by an alumni representative (see page 99), or by a member of the Board of Visitors and Governors. Office hours of the Director of Admissions are 9 a.m. to 5 p.m. Monday through Friday. Interviews are by appointment. REQUIREMENTS FOR ADMISSION With the exception mentioned in the next paragraph, an applicant must be a graduate of an accredited secondary school to be eligible for admission. Specific academic requirements comprise two years of algebra, one year of geometry, and two years of a foreign language; additional work in mathematics and language study is advised, as well as two or three years of natural sciences. An applicant must present SAT scores (optional in Santa Fe) and letters of reference, including at least one from a teacher at the school last attended. In exceptional cases certain of these requirements may be waived. Occasionally St. John's accepts an applicant who is not a secondary school graduate. He must be eminently well qualified to profit from the College program, and, in addition to meeting the above requirements, must be specifically recommended for early entrance by his school. The interview is especially important for such an applicant. �52 / CATALOGUE OF ST. JOHN'S COLLEGE ADMISSIONS / 53 The Admissions Committee is much interested in the student's written application, a lengthy piece of work. In his application the student answers questions about such things as his family situation, experience with books, reasons for choosing St John's, previous education, extracurricular activities special interests, summer experiences, jobs, religious experience, and post~ college plans. The application form is designed to enable a student to give a full account of himself. H can tell the Committee more about many applicants than the other documents tell. St John's attaches less importance to objective test scores than many colleges seem to. No applicant is accepted or rejected exclusively or mainly because of such scores. Far more important is the scholastic record, especially in conjunction with the written application and the school's report on the applicant's personal qualities. Such evidence may make test scores irrelevant. one another but are considered on their own merits as students and as persons. Applications may be submitted and acted on as early as the second semester of the eleventh grade. An accepted applicant is required to submit a nonrefundable deposit of $100, which is credited to his first year's fees. St. John's observes the Colle.ge Board Candidate's Reply Date - about May 1 - and thus does not require submission of the deposit before that date. An applicant unable to pay the full College fees should submit a Parents' Confidential Statement to the College Scholarship Service (though a Santa Fe applicant may send it directly to the College); this form may be obtained from guidance counselors or other authorities at secondary schools (see page 54). This statement constitutes an application for financial aid, no other form being required. It should reach the Director of Admissions at about the time of the application for admission. An application for aid can be acted on by the College as soon as admission has been approved. A physical examination is required of each student before re~istration; a form for reporting the examination is sent to the student on receipt of the $100 deposit CAMPUS VISITS A student considering enrolling at St John's should make every effort to visit the College for an extended period. He may have a room in a dormitory and take his meals in the College dining hall, without charge. He may attend tutorials, a seminar, laboratories, and all other activities of the College, curricular and extracurricular. During the visit he is interviewed by a member of the Admissions Committee. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Sunday to Tuesday and from Thursday to Saturday, INQUIRIES PROCEDURE On request a student receives a catalogue, an application form, and forms to be used by his school and his references. Application is made to one campus or the other, not to both. As soon as possible after the application and the supporting documents are assembled, the application is reviewed by the Admissions Committee, and the applicant is notified at once of the Committee's decision, There are no deadlines, but the freshman class is usually expected to be filled in May. Candidates are not measured against should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (Tel. 301-263-2371), ~r- Santa ~e; New Mexico 87501 (Tel. 505-982-3691). Inquiries about the .:iA f should oe addressed to the College Entrance Examination Board, P.O. Box 592, Princeton, New Jersey 08540, except that for persons in Montana, Utah, New Mexico, and areas to the west the address of the Board is P.O. Box 1025, Berkeley, 1 Califom ia 947010 lnq ui ries about the American College Testing Program should be addressed to P.O. Box 168, Iowa City, Iowa 52240 (Tel. 319-3514470). �FEES AND FINANCIAL AID / 55 account the financial support which may be expected from income, assets, and other resources of the parents and the student. Fees and Financial id Serious and qualified students should be able to attend St. John's even if unable to pay the full fees. The College tries to meet the demonstrated financial need of such students, with a program of jobs, grants, and loans. Actually no student pays the full cost of a St. John's education: the College relies on endowment income and gifts from individuals and foundations to close the gap between the income from fees and the full cost. The annual fees total $3,600: $2,450 for t~ition, $500 for room, and $650 for board. These fees are subject to change. The total may be paid at registration in September, or in equal parts at registration in September and in February, or in monthly installments that may be spread over as much as seven years. Those who wish to use the monthly installment plan should inquire of the Treasurer about commercial tuition loan plans available. Students who need help from the College to pay these fees should ask for it. St John's is a member of the College Scholarship Service, an organization with more than eight hundred member colleges and universities, which seeks to rationalize and standardize programs of financial aid. The Service issues a form called the Parents' Confidential Statement, with which parents can present a detailed account of the family's financial position" The filing of this form constitutes the student's application for aid from the College. The form may be obtained from secondary schools or The College Scholarship Service, P.O. Box 176, Princeton, New Jersey 08540; or P.O. Box 1025, Berkeley, California 94701; or P.O. Box 881, Evanston, Illinois 60204. This statement helps insure that the amount of each award will be based on need, which is the only criterion at St. John's. Every student who qualifies for financial aid is first given a part-time job. Remuneration is at the rate of $1.55 per hour and is paid every two weeks. When additional aid is indicated, the College makes a grant. If the job and grant are not enough, the student may be asked to borrow funds, with College recommendation, from his bank through the student guaranteed loan program conducted by his state, or under the loan program of the National Defense Education Act. A limited amount of federal Educational Opportunity Grant money is available. Aid may therefore consist of a job only, a job and a grant, or a job, a grant and a loan. Only when a student's family is prepared to make a maximum effort to assist the student will the College consider offering such aid. In determining the extent of a student's need, the College takes into The College reviews its aid awards annually and may adjust them in type and amount to reflect changes in need. A student receiving aid who withdraws from the College is liable for that portion of his aid applied to the fees for the semester in which he withdraws, unless he is drafted for military service or is forced to withdraw for medical reasons. Since determinations affecting students, faculty, and physical facilities must be made well in advance of the beginning of each academic year, the College must know in IY\ay which students will register in September, A deposit of $100 on the fees for the following year is therefore due on or before the first Monday in IY\ay for prospective sophomores and seniors, and on or before the fourth Monday in May for prospective juniors. The deposit is refundable only in case of 'Nithd;awal due to ill health, military service, or academic dismissal. At registration in September each student is required to make a deposit of $50, called the caution fee, which is subject to charges for laboratory breakage, damage to or loss of College property, and other minor mishaps, This fee must be at the full amount at registration each semester, If unused it is refunded on request at the end of the academic year or when a student leaves the College. Current installments of fees for tuition, room, and board are not refundable unless a student is drafted for military service or must withdraw for medical reasons. If a student marries during a semester, room and board fees for the remainder of that semester will not be refunded. If a student has paid his fees in advance for either semester and withdraws from the College before the semester begins, the advance payment is refunded, less the $100 deposit, regardless of the cause of withdrawal. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $5 for late registration for each semester. The cost of books is about $100 a year. Veterans quallfied to receive educational benefits through the Veterans Administration may arrange with the Treasurer's Office a schedule for the payment of fees. These arrangements must be made prior to the beginning of the academic year and after the veteran has received proper certification from the Veterans Administration. �56 I CATALOGUE OF ST. JOHN'S COLLEGE SCHOLARSHIPS HES AND FINANCIAL AID / 57 HARRISON SCHOLARSHIP AID Annapolis ANNAPOLIS SELF-HELP SCHOLARSHIPS To be awarded annually to deserving students whose residence is in or near Annapolis, Maryland. Varying in amount from $200 to $1,000, depending upon individual financial need, the scholarships may be supplemented by part-time work at the College. These scholarships were established in 1953 by the Trustees of the Willicim H. Labrot Fund of the Endowment Guild of St Anne's Parish in Anne Arundel County, Maryland. THE GEORGE M. AUSTIN MEMORIAL SCHOLARSHIPS To be awarded annually, to one or more students, memorial scholarships in the amount of from $500 to $1,500, depending upon individual need. These scholarships are offered through the gift of Mrs. George M. Austin and Dr. George M. Austin, Jr., in memory of George M. Austin, Class of 1908. They are awarded on the basis of character, scholarship, and financial need, with preference being given to applicants from the State of Pennsylvania. THE RALPH E. AND HELEN E. CAMPBELL SCHOLARSHIPS To be awarded annually to one or more deserving women students who need financial assistance. Grants range in amount from $250 to $1,000 depending upon the need of the applicant THE CLASS OF 1897 SCHOLARSHIP To be awarded annually to a deserving student in the junior class to help defray expenses during the senior year. This scholarship was established by bequest of Sprignel P. Wiley, of Berkeley, California, in memory of his fellow members of the graduating class of 1897. THE CLASS OF 1898 SCHOLARSHIPS To be awarded annually to deserving students who need financial assistance. Stipends range in amount from $250 to $1,000 each, depending upon the need of the applicant Awards are on a yearly basis, with special consideration given to previous holders. Priority is given to students from Harford County, Maryland. The Class of 1898 Scholarship Fund was established by bequest of Charles H. MacNabb, Class of 1898, and his wife, V. Catherine MacNabb, of Cardiff, Maryland. THE FACULTY SCHOLARSHIP To be awarded annually to one or more seniors, the income from a fund established by the St. John's Faculty. Grants in the amount of from $100 to $500, to be awarded annually to one or more "promising students who find themselves in need of partial financial assistance in order to obtain their education." This Scholarship Aid fund was established by the late John T. Harrison, Class of 1907, and his wife, Gertrude L Harrison, of Greens Farms, Connecticut. THE HILLHOUSE CLASS OF 1927 SCHOLARSHIP FUND The income from this endowed fund will be awarded each year to a deserving student. Preference will be given to the son or daughter, grandson or granddaughter of any member of the Hillhouse High School Class of 1927. Second priority will go to applications from the greater New Haven area. HODGSON SCHOLARSHIPS To be awarded annually to one or more students, scholarships in the amount of from $500 to $2,500, depending upon individual need. Selection is also based upon character, academic achievement, and promise. Preference is given first to applicants from Wicomico County, Maryland, secondly to applicants from the Eastern Shore counties of Maryland, and thirdly to other Maryland applicants. These scholarships were established by Richard H. Hodgson, Class of 1906, and his wife, Catherine A Hodgson, of Salisbury, Maryland. THE RUTH AND ALFRED HOUSTON STUDENT AID FUND To be awarded annually to a deserving student or students, the income from a fund established by the late Alfred Houston, Class of 1906, and his wife, Ruth Houston, of St Augustine, Florida. THE JESSE H. JONES AND MARY GIBBS JONES SCHOLARSHIPS To be awarded annually to young men and women of outstanding ability who need financial aid. Between five and ten scholarships are awarded, ranging in amount from $250 to $500 each, depending upon the need of the applicant. Awards are on a yearly basis, with special consideration given to previous holders. There are no geographical restrictions. THE ROBERT EDWARD JONES AND MARGARET LARSH JONES SCHOLARSHIPS To be awarded annually to one or more students, scholarships in the amount of from $200 to $1,000 depending upon the individual need, Preference is given first to properly qualified relatives or descendants of the donors, ll}econdly to applicants from Kent County, Maryland, thirdly to other residents of Maryland, preferably of its Eastern Shore. These scholarships were established by Colonel Robert E. Jones, Class of 1909, and by his wife, Margaret Larsh Jones, of Palo Alto, California. �58 I FEES AND FINANCIAL AID CATALOGUE OF ST. JOHN'S COLLEGE MASSACHUSETTS REGIONAL SCHOLARSHIP To be awarded annually a scholarship in the amount of $525. This scholarship is awarded on the basis of character, scholarship, and financial need, with preference being given to applicants from the State of Massachusetts. THE PHILIP A. MYERS II SCHOLARSHIP To be awarded annually the income from $28,000, the gift of Philip A. Myers 11, Class of 1938, and the bequest of his mother, Mrs. Kate Moore Myers, of Ashland, Ohio. 59 THE READER'S DIGEST FOUNDATION SCHOLARSHIP FUND MARYLAND STATE SCHOLARSHIPS Each Maryland state senator may award annually 145 scholarship units of $100 each to qualified residents of his district attending Maryland institutions of higher education. No more than 15 of these units may be awarded to one student. The award is for four years, provided the recipient maintains a satisfactory level of performance. A limited number of General State Scholarships, also in units of $100 up to a maximum of 15, are awarded by the State Scholarship Board, 2100 Guilford Avenue, Baltimore, Maryland 21218. To be eligible for either scholarship, a student must file a special application form and· a Parents' Confidential Statement with the Educational Testing Service by December 1, and take the Scholastic Aptitude Test in November or December. Further information and application forms may be obtained from guidance counselors in the secondary schools. / To be awarded annually to deserving students who need financial assistance, the income from a fund established by the Reader's Digest Foundation. THE CLIFTON C. ROEHLE SCHOLARSHIP To be awarded in tuition the income from $6 10001 the bequest of Mrs. Anna M. D. Roehle, in memory of her son, Clifton C. Roehle. THE FRIEDRICH JONATHAN VON SCHWERDTNER SCHOLARSHIP To be awarded in tuition, to some deserving student, the income from the bequest offered annually under the will of the late Friedrich Jonathan von Schwerdtner, in memory of his son, Friedrich. THE CLARENCE STRYKER MEMORIAL SCHOLARSHIP To be awarded annually the income from $6 1 775 1 a memorial fund established by former students and friends of Clarence Stryker, a member of the Faculty from 1902 to 1955. The scholarship is awarded each year to a student who could not continue his education without financial help. Santa Fe THE FACULTY SCHOLARSHIP To be awarded annually to one or more upperclassmen, the income from a fund established by the St. John's Faculty. OKLAHOMA REGIONAL SCHOLARSHIPS To be awarded annually, to one or more students, scholarships in the amount of from $500 to $1,500, depending upon individual need. These scholarships are offered through the gift of Eugene B. Adkins, Class of 1953. Should there be no qualified applicants from Oklahoma, the scholarships may be awarded to students from elsewhere in the Southwest. NATIONAL MERIT SCHOLARSHIPS St. John's College in Santa Fe sponsors four National Merit Scholarships each year. These are awarded to students who are National Merit Finalists and who have listed St. John's as their first-choice college. The amount of the award ranges from $250 to $1 1500 1 depending on individual financial need. Students must have been accepted prior to March 1 to be considered. THE DUANE l. PETERSON SCHOLARSHIP To a member of the Junior Class, for high academic achievement, constructive membership in the college community, and commitment to later postgraduate work, an award of $1,000 (to be applied to senior-year fees), in memory of Duane L. Peterson, given by his widow. THE DUANE l. PETERSON SCHOLARSHIP To a member of the Junior Class, for high academic achievement, constructive membership in the College community, and commitment to later postgraduate work, an award of $1,000 (to be applied to senior-year fees), in memory of Duane L. Peterson, given by his widow. THE PRESSER FOUNDATION SCHOLARSHIPS To be awarded each year to a student or students interested in music,· preferably in teaching music, the sum of $400. Only students of good character and satisfactory standing who could not carry on their studies without this financial assistance may be recipients of these scholarships. THE SOUTHWEST SCHOLARS PROGRAM Fifteen scholarships are offered to residents of Arizona, Colorado, New Mexico, Oklahoma, and Texas. They are a recognition of merit and intellectual ability. All students who have been accepted prior to March 1, and who live �60 / CATALOGUE OF ST. JOHN'S COLLEGE or go to sc~ool in one of the five states, are automatically considered. The amount of a scholarship is $500. 1696 STUDENT LOANS UNITED STUDENT AID FUNDS U.S.A. Funds is a nationwide, private, nonprofit service corporation that endorses loans to needy students. It serves as an interme.diary between the student's bank and St. John's College, which has underwritten the loans by depositing funds in the U.S.A. Funds reserve. After a student cor:npletes his freshman year satisfactorily, he is eligible to borrow up t~ $1,000 in each succeeding academic year from his hometown bank to a ~ax1.mum of $3,000. The student repays the loan in 36 monthly installments beginnin~ four. months after he leaves college. No note may bear more than 7 per cent simple interest. In the event of death, U.S.A. Funds will repay the outstanding amount of the loan to the bank. The College reviews and approves the loan applicati~n. Uppercl.assm~n may obtain information and loan applications from the Director of Financial Aid. FEDERAL FUNDS EDUCATIONAL OPPORTUNITY GRANTS The College has a limited allotment of funds for Educational Oppor~unity Grants to students from low-income families. These grants, up to a maximum of $1,000 per year, are awarded in addition to any aid the student may receive from the College. FEDERAL-STATE GUARANTEED LOAN PROGRAM Most states participate in the federal-state guaranteed loan p_rogram. Under this program college freshmen may borrow up to $750 a year (in some states $1000), upperclassmen more. Information a_b~ut these loan: may b~ obtained. from local banks, savings and_ loan assoc1at1ons, and 1cred~t unions, when these local institutions are not informed, the St. Johns Director_ of Admissions or Financial Aid Officer can supply the addresses of state agencies. NATIONAL DEFENSE EDUCATION ACT LOANS A limited sum is allotted to the College annually by the federal _government for loans under the provisions of the National Defense Education Act. Upperclassmen have priority, and students who plan to become. teachers have first priority. The maximum amount available one year is $1000. These loans have generous provisions for payment of interest and repayment !n of principal. A Brief History of St. John's College King William's School, one of the first public schools on the American Continent, founded in accordance with the following Petitionary Act of the General Assembly of colonial Maryland: Dread Sovereign ... Being excited by his present Excellency, Francis Nicholson, Esq.; your Majesty's Governor of this your Province, his Zeal for your Majesty's Service, pious Endeavors and generous Offers for the Propagation of Christianity and good Learning, herein we become humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us your Majesty's Subjects of this Province, represented in this your Majesty's General Assembly thereof, THAT IT MAY BE ENACTED .... II. AND MAY IT BE ENACTED, by the King's most excellent majesty, by and with the advice, prayer and consent of this present General Assembly, and the authority of the same, That fqr the propagation of the gospel, and the education of the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher, and one writing-master, or scribe, to a school, and one hundred scholars, more or less, according to the ability of the said free-school, may be made, erected, founded, propagated and established under your royal patronage. And that the most reverend father in God, Thomas, by Divine Providence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the said school; and that, to perpetuate the memory of your majesty, it may be called King William's School, and managed by certain trustees, nominated, and appointed by your sacred majesty. laws of Maryland, Session of July 1-10, 1696. 1776 According to tradition King William's School was used as a gunshop during the Revolutionary War. 1784 St. John's College chartered by the General Assembly of the State of Maryland: WHEREAS, Institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States: Be it enacted, by the General Assembly of Maryland, That a college or general seminary of learning, by the name of Saint John's, be established on the said Western Shore, upon the following fundamental and inviolable principles, namely; first, said College shall be founded and maintained forever, upon a most liberal plan, for the benefit of youth of every reli8iil!J\Js denomination, who shall be freely admitted to equal privileges and advantages of el!ucation, and to all the literary honors of the college, according to their merit, without requiring or enforcing any religious or civil test, or without their attendance upon any particular religious worship or service, other than what they have been educated in, or have the consent and approbation of their parents or guardians to attend; nor shall preference be given in the choice of a principal, vice-principal, or other professor, master, or �62 / CATALOGUE OF ST. JOHN'S. COLLEGE BRIEF HISTORY / tutor, in the said college, on account of his particular religious profession, having regard solely to his moral character and literary abilities, and other necessary qualifications to fill the place for which he shall be chosen .... The petition for this Charter was signed by William Paca* and others. The original Board of Visitors and Governors was as follows: William West, D.D. Thomas J. Claggett, D.D. Nicholas Carroll John H. Stone William Beanes Richard Ridgely Samuel Chase* John Thomas Thomas Stone* Alexander Hanson Thomas Jennings James Brice John Allen Thomas Gustavus R. Brown Edward Gantt Clement Hill Richard Sprigg Charles Carroll of Charrollton* Jeremiah T. Chase Charles Wallace John Carroll, D.D. First Principal of St. John's College was Dr. John McDowell. *Signers of the Declaration of Independence. 1786 The property, funds, masters, and students of King William's School conveyed by an Act of the General Assembly to St. John's College. Reverend Ralph Higginbotham, Master of King William's School, became Vice Principal of St. John's College. Two members of the Board of Visitors and Governors of King William's School became Visitors and Governors of St. John's College. 1791 George Washington visits St. John's College. To the Faculty of St. John's College: Gentlemen: The satisfaction which I have derived from my visit to your infant seminary is expressed with much pleasure, and my wishes for its progress to perfection are proffered with sincere rep~. . . . The very promising appearance of its infancy must flatter all its friends (with whom I entreat you to class me), with the hope of an early and at the same time matur~ m~nhood. You will do justice to the sentiments which your kind regard toward me inspires, by believing that I reciprocate the good wishes contained in your address, and I sincerely hope the excellence of your seminary will be manifested in the morals and science of the youths who are favored with your care. George Washington. Annapolis, April 17, 1791. 1796 Graduation of Francis Scott Key, District Attorney of the United States; author of The Star-Spangled Banner. 1798 Matriculation of George Washington Parke Custis, step-grandson of George Washington. (Fairfax and Lawrence Washington, nephews of George Washington, were also students at the College.) 63 1835 Curriculum during the Principalship of the Reverend Hector Humphreys. First Year GREEK Xenophon Herodotus Thucydides Lysias Demosthenes lsocrates Plato LATIN Livy Horace Virgil MATHEMATICS Algebra Second Year GREEK Homer Hesiod Tragedies LATIN Juvenal Cicero MATHEMATICS Plane Geometry Solid Geometry Logarithms Trigonometry Third Year GREEK Minor Poets LATIN Tacitus MATHEMATICS Applications of Trigonometry Conic Sections CHEMISTRY NATURAL PHILOSOPHY ELEMENTS OF CRITICISM Fourth Year LATIN Horace NATURAL PHILOSOPHY LOGIC ASTRONOMY GEOLOGY CIVIL ENGINEERING AMER.I CAN HISTORY POLITICAL ECONOMY NATURAL THEOLOGY English Composition and Declamation in all four years. Modern languages by special arrangement in addition. 1868 Curriculum during the Principalship of James C. Welling. First Year GREEK Homer Herodotus LATIN Virgil Cicero Livy Horace MATHEMATICS Algebra Geometry ENGLISH 19th Century Literature Second Year GREEK Xenophon Plato Euripides Lucian LATIN Horace Cicero Terence MATHEMATICS Logarithms Trigonometry Solid Geometry ENGLISH Shakespeare 18th Century literature Third Year GREEK Plato Aeschylus Thucydides Sophocles LATIN Cicero Juvenal Plautus ENGLISH Shakespeare Spenser Taylor Hooker Milton MATHEMATICS Theory of Equations Analytic Geometry Descriptive Geometry Use of Instruments NATURAL PHILOSOPHY CHEMISTRY HISTORICAL METHODS Fourth Year GREEK Plato Aristotle Aristophanes Demosthenes LATIN Tacitus Lucretius Persius Quintilian ENGLISH Authors of 13th, 14th and 15th Centuries MATHEMATICS Analytic Geometry Calculus Mechanics NATURAL PHILOSOPHY ASTRONOMY LOGIC EVIDENCE OF CHRISTIANITY Also in the fourth year, lectures in Philosophy and Social Science on: Plato, Aristotle, Augustine, Thomas Aquinas, Vico, Descartes, Bacon, Bossuet, Pascal, Paley, Locke, Spinoza, Montesquieu, Kant, De Tocqueville, Adam Smith, Fichte, Hegel, Buckle, Lecky, Malthus, Mill, Butler. �64 f CATALOGUE Of ST. JOHN'S COLLEGE 1886-1923 Presidency of Thomas Fell. A curriculum of Block Electives and Military Training: The Classical Course (B.A Degree); The Latin Scientific Course (B.l. Degree); The Scientific Course (B.S. Degree); and The Mechanical Engineering Course (M.E. Degree). Bibliography ARTICLES ON THE ST. JOHN'S PROGRAM 1923-1937 J.: "The Crisis in Contemporary Education," The Social Frontier, Conventional Liberal Arts program, with free electives and majors. ADLER, MORTIMER February, 1939. 1937 ANONYMOUS: "St. John's College, Annapolis; liberal Studies Redefined," The Times (London), Educational Supplement, July 28, 1950. Restoration of the traditional program of Liberal Arts under President Stringfellow Barr and Dean Scott Buchanan. 1951 Introduction of co-education. 1964 Opening of St. John's College in Santa Fe, New Mexico. 1968 Graduation of first class in Santa Fe, New Mexico. BARR, STRINGFELLOW: "Back to Fundamentals in Education," Talks, October, 1937. Reported from an address given over the Columbia Broadcasting System. "A College Rebels," The Key Reporter, Autumii, 1938. "The St. John's Program," The Virginia Spectator, December, 1938. "John Doe Goes to St. John's,'' Progressive Education, January, 1939. "The Art of Liberation," Free America, September and October, 1939. "Towards a Disciplined Mind," Address, Proceedings of the Headmistresses Association of the East, November 10-11, 1939. "The War and the Colleges,'' Two Radio Addresses, May, 1942. "The Education of freemen," The New Republic, August 31, 1942. "Suspending Education," Address, Columbia Broadcasting System, February 4, 1943. "The College of the Future," New York Times, May 9, 1943; Magazine Digest, November, 1943, "The Future of the American College," London Economist, July 3, 1943; American Survey, July 3, 1944" "The St John's Program,'' Encyclopedia of Modem Education, The Philosophical library, Inc, 1943. BINDER, GERHART: "Ein amerikanisches College sucht lebendige Tradition, warte, Stuttgart, November, 1952. BOROff, DAVID: March 23, 1%3. BREADY, Die Schul- John's College: four Years with the Great Books," Saturday Review, H.: "St John's Academic Revolution," The Baltimore Sun, April 11, 12, 13, '1949. BUCHANAN, SCOTT: "A Crisis in liberal Education,'' The Amherst Graduates' Quarterly, February, 1938. "Back to first :'rinciples," Survey Graphic, October, 1939; How We Can Be Taught to Think, Farrar & Rinehart, 1940. BULL, GEORGE, S 1938. J.: "St. John's Experiment to Reclaim a lost Heritage,'' America, April 23, ChMP, LEO LEONARD: "St. John's, Annapolis-After Five Years ol Operation," The Com· monweal, October 22, 1943. "liberal Arts for Catholics," The Commonweal, April 14, 1944. "Education for Freedom, lnc," The Commonweal, May 25, 1945. CLEVELAND, RICHARD F.: "The St. John's College Program," The Daily Record, Baltimor<E, March 23, 1938. DEWEY, JOHN: "Challenge to liberal Thought,'' fortune, August, 1944, �I' 66 / CATALOGUE OF ST. JOHN'S COLLEGE FISCHL, HANS: "Ein kuhner Weg zu humanistischer Bildung," Erziehung und Unterricht, Vienna, September, 1951. HOOK, SIDNEY: "Ballyhoo at St. John's": Part I, "Education in Retreat," and Part II, "The 'Great Books' and Progressive Teaching," The New leader, May 27 and June 3, 1944. KIEFFER, JOHN S.: "The Classical Revival at St. John's," The Classical Journal, December, 1939. "The Humanities in the St. John's Program/' The Humanities in General Education. Edited by E. J. McGrath. W. C. Brown, Dubuque, Iowa, 1960. LIFE MAGAZINE: "The Classics -At St. John's They Come into Their Own Once More," February 5, 1940. LIPPMANN, WALTER: "The St. John's Program," The New York Herald Tribune, December 27, 1938. "Crisis and Reform in Education," The New York Herald Tribune, February 13, 1943. LOWE, ROBERT W.: "La crise de l'enseignement aux Etats-Unis et ses remedes," Revue de /a France-Ancienne, Decembre, 1957. LYND, HELEN MERRELL: "Conflict in Education," New Republic, May 22, 1944. MARTIN, W. A. P.: "The Revival of Learning," The Commonweal, December 31, 1937. MAYER, MILTON S.: "Socrates Crosses the Delaware -St. John's College and the Great Books," Harpers Magazine, June, 1939. MEIKLEJOHN, ALEXANDER: "A Reply to Mr. Dewey," Fortune Magazine, January, 1945. MYERS, ALONZO, ed.: "St. John's College: A Critical Appraisal," The Journal of Educational Sociology, November, 1944. NELSON, CHARLES A.: "The Liberal Arts in Management/' Harvard Business Review, MayJune issue, 1958. POPE, LOREN B.: "St. John's Great Books Plan Holds Firm Despite an Era of Specialization/' The New York Times, May 17, 1959. BIBLIOGRAPHY I 67 VAN DOREN, MARK: "Education by Books," The Nation, December 6, 1933. WARREN, CONSTANCE: "Liberal Education in the Post-War World," Journal of the American Association of University Women, Spring, 1944. WEIGLE, RICHARD D.: "Record of St. John's Graduates, 1937-1952/' School and Society, July, 1952. "St. John's College, Annapolis, Pilot College in Liberal Arts Education/' Newcomen Address, 1953. "Practical Education," Association of American Colleges Bulletin, XL, 5, December, 1954. ''The Classics, the Liberal Arts and the Market Place," Association of American Colleges Bulletin, XLI, 4, December, 1955. ST. JOHN'S COLLEGE PUBLICATIONS Charter of the College, December, 1951. Polity of the College, September, 1950; May, 1955; July, 1960. Charter and Polity of the College, December, 1963; June, 1965. Reports of the President, 1939, 1940, 1942, 1950, 1951, 1952, 1953, 1954, 1955, 1956, 1957, 1958, 1959, 1960, 1961, 1962, 1963, 1964, 1965, 1966, 1967, 1968, 1969, 1970. Statements of Educational Policy and Program, 1950-52, 1958, 1963, 1965, 1968. The College, a quarterly publication. The St. John's Program-A Self-study Report, 1955. Inaugural Proceedings, December, 1950. Commencement Address by the President, June, 1949. Commencement Address by the Rev. J. Winfree Smith, Tutor, Jum;, 1951. Portrait of a Faculty, 1958. Portrait of Graduates, 1962. Self-Evaluation Report, March, 1964. BOOKS ABOUT LIBERAL AND ILLIBERAL EDUCATION PRICE, JAMES HARRY: "Click and Pick vs. the Atlantic," The Churchman, Christmas, 1942. PRINGLE, HENRY F.: "College With an Idea," The Saturday Evening Post, October 14, 1944. ROSS, RALPH GILBERT: "Gleat Books and the Art of Reading/' American Association of University Professors Bulletin, Winter, 1948. RUDY S. WILLIS: "The 'Revolution' in American Higher Education-1865-1900," The Harvard Educational Review, XXI, 3, Summer, 1951. SCHMIDT, ADOLPH W.: "Medicine and the Liberal Arts/' Journal of Medical Education, April, 1957. SCOFIELD, RICHARD: "The Habit of Reading Good Books," Association of American Colleges Bulletin, XLll, 3, October, 1956. SLOANE, EUGENE H.: "The St. John's Program/' Teacher Education Quarterly, Spring, 1950. SMITH, J. WINFREE: "The Teaching of Religion at St. John's," Religious Education, Nov.Dec., 1958. ADLER, MORTIMER, J.: How to Read a Book-or the Art of Getting a liberal Education, Simon & Schuster, 1940. A book expounding the techniques by which adult groups or individuals can come to terms with the great books. ADLER, MORTIMER J., and MILTON MAYER: The Revolution in Education, The University of Chicago Press, 1958. AMERICAN LIBRARY ASSOCIATION: Classics of the Western World, with forewords by John Erskine and Everett Dean Martin. One of the book lists out of which the St. John's program grew, this pamphlet contains valuable secondary bibliographical material. It was first published in 1927 by the American Library Association for the use of adult classes. 1944. BARZUN, JACQUES: Teacher in America, Little, Brown and Co., Boston, 1945. BESTOR, E. ARTHUR: Educational Wastelands, The University of Illinois Press, Urbana, 1953. TALIAFERRO, R. CATES8Y: "Concerning the New Program at St. John's," The Maryland Club Woman, February, 1938. BUCHANAN, SCOTT: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. A book of conversations with Scott Buchanan, shortly before his death, about philosophy and education and the beginnings of the St. John's program. THEODORE, BROTHER: "Mr. Camp on St. John's/' The Commonweal, October 5, 1945. ERSKINE, JOHN: My life as a Teacher, J.B. Lippincott Co., 1948. �68 / CATALOGUE OF ST. JOHN'S COllEGE FITZPATRICK, EDWARD A.: Great Books-Panacea or What?, Bruce Publishing Co., Milwaukee, 1952. HUTCHINS, ROBERT M.: Education for Freedom, Louisiana State University Press, 1943. The Conflict in Education in a Democratic Society, Harper & Brothers, 1953. Board of Visitors and Governors MARITAIN, JACQUES: Education lor freedom, lo1.11s1ana State Umversity Press, 1943. MEIKlEJOHN, ALEXANDER: Education Between Two Worlds, Harper & Brothers, 1942. MERCIER, lOUiS J. OFFICERS Martin H. Dubilier Chairman President Kearny National, Inc. New York, New York A.: American Humanism and the New Age, Bruce Publishing Co., 1948. NEATBY, HILDA: So 1.i!!le tor the Mind, Clarke. Irwin & Co., ltd. Toronto, 1953. A Temperate Dispute, Clarke, Irwin & Co., Ltd., Toronto, 1954 Mrs. Walter B. Driscoll RICHARDS, LA.: How To Read a Page, W. W. Norton, 1942. Still more detailed techniques 01 readmg. Vice Chairman VAN DOREN, MARK: Liberal Education, Henry Holt & Co., 1943. Vice Chairman louis T. Rader Frank Appleton Secretary W. Bernard Fleischmann Walter F. Evers Management Consultant Walter Evers and Co. Cleveland, Ohio Reuben A. Holden Secretary Yale University New Haven, Connecticut John D. Oosterhout Philip L Bowman Assistant Branch Chief Tracking Division NASA Goddard Space flight Center Greenbelt, Maryland Bio-Marine Research, Inc. Marathon, Florida Tom L Popejoy W. Bernard Fleischmann President Emeritus University of New Mexico Albuquerque, New Mexico TERM EXPIRING 1970 Dean Montclair State College Montclair, New Jersey TERM EXPIRING 1971 Frank Appleton Dr. Thomas B. Turner Dean Emeritus, Medical Faculty The Johns Hopkins University Baltimore, Maryland TERM EXPIRiNG 1972 Rancher The Research Ranch Elgin, Arizona Jack M. Campbell Samuel H. Desch Attorney Santa Fe, New Mexico Consultant Greenwich, Connecticut Edward j. Dwyer R. Dodds G. P. Putnam's Sons New York, New York John C. Donohue Penn Mutual life Insurance Company Baltimore, Maryland Mrs, Walter B, Driscoll Santa Fe, New Mexico President ESB Incorporated Philadelphia, Pennsylvania David Ginsburg Attorney Washington, DOC. Donald R. Kirby Investments Albuquerque, New Mexico �70 / CATALOGUE OF ST. JOHN'S COLLEGE John A Matthews Rancher Abilene, Texas J. S. Baker Middelton Director, Industrial Relations Keufel & Esser Co. Morristown, New Jersey LeRoy E. Hoffberger Attorney Garrett Building Baltimore, Maryland Officers John Gaw Meem Architect Santa Fe, New Mexico ANNAPOLIS Mrs. George S. Roudebush Mrs. Carleton Mitchell President St. Charles, Missouri Annapolis, Maryland Richard Daniel Weigle, B.A., M.A., Ph.D., ll.D., LH.D. Emmanuel Schifani (lt. Gen., Ret.) Louis T. Rader Dean President Springer Corporation Albuquerque, New Mexico Chairman, Department of Engineering University of Virginia Charlottesvi I le, Virginia Treasurer Mrs. Howard Sirak Mrs. l. Corrin Strong Columbus, Ohio Annapolis, Maryland John J. Slocum John l. Williams Special Assist~nt for Bicentennial Planning The Sm1thson1an Institution Washington, D.C. Realtor Williams-Bowker Company Sacramento, California Myron L Wolbarsht Professor and Director of Research Duke University Durham, North Carolina Assistant Deans Barbara H. Leonard,* B.A., Robert L Spaeth, B.A. Geoffrey Comber,t M.A. MEMBERS EX OFFICIO The The The The The President of the College Dean in Annapolis Dean in Santa Fe Governor of Maryland Governor of New Mexico 13 McDowell Hall West Pinkney Hall Charles T. Elzey, B.S., M.S. Ph.D. 14 McDowell Hall 14 McDowell Hall 14 McDowell Hall Director of Development Julius Rosenberg, B.A. Karl R. Van Tassel Vice Chairman A. B. Dick Co. Chicago, Illinois Robert A. Goldwin, B.A., M.A., Ph.D. 12 McDowell Hall Charles Carroll Barrister House Registrar Miriam Strange, BA, M.A. 1'1 McDowell Hall Director of Admissions James M. Tolbert, B.A., M.A., Ph.D. Charles Carroll Barrister House Librarian Charlotte Fletcher, B.A., B.S., M.A. Woodward Hall Director of Athletics TERM EXPIRING 1973 HONORARY MEMBERS Mrs. Margaret Bowdle Bromwell Ault Richard F. Cleveland Douglas H. Gordon Richard H. Hodgson Mrs. Harry R. Slack, Jr. Wichita falls, Texas Mrs. Lowell R. Ditzen Washington, D.C. Bryce DuVal Jacobsen, B.A. Director of Financial Aid and Placement Charles T. Finch, B.S., B.D., M.A., Ph.D. Director of Alumni Relations Thomas Parran, Jr., B.A. College Physicians Robert C Biern, B.A., M.D. Charles Kinzer, B.S., M.D. Sigmund A. B.S., M.D. College Nurse Juliana Rugg, R.N. Business Manager James E. Grant * On sabbatical leave, 1970-71. t Acting Assistant Dean, 1970-71. Iglehart Hall 14 McDowell Hall Charles Carroll Barrister Hall 121 Cathedral Street 16 Murray Avenue 11 East Read Street, Baltimore Infirmary West Hall �72 / CATALOGUE OF ST. JOHN'S COLLEGE Tutors Student Counselor Charlotte King, BA, MA Campbell Hall Superintendent of Buildings and G d David w. Tucker roun s Richard Daniel Weigle, 212 Norwood Road, Wardour, 1040 Camino San Acacia Heating Plant SANTA FE President Richard Daniel Weigle BA MA Ph D I • 'I ' ., Dean "'.illiam A Darkey, BA, MA Vice President J. Burchenal Ault, BA Treasurer Kirk Tuttle ' 'I ll.D., LH.D. 209 Evans Science laboratory 107 Evans Science laboratory 210 Evans Science laboratory Assistant Dean and Acting Registrar John S. Steadman, B.S. Director of Admissions Gerald F. Zollars, BA, M.A. 110 Evans Science laboratory Librarian 101 Evans Science Laboratop1 ) 105 Evans Science laboratory Alice H. Whelan Director of the fnsti"utn Robert A Neidorf, B.A., B.D. t "' Director of Adult William A. Darkey, MA Dirr=,ctor of Student Activities Istvan Fehervary College Physician Robert IVL Scott, M.D. College Nurse Peggy Elrington, RN, CN./Vt 201 Evans Science laboratory Senior Residents Mordau~t Elrington, D.S.O., O.B.E., M.E. Mr. and Mrs. Stanley Nordstrum Mr. and fvlrs. Paul 0, ~uperintendent of Buildings and Grounds BA, 1931, M.A., 1937, Ph.D., 1939, Yale University; LL.D., 1957, Washington College, 1958, LaSalle College, 1960, Wabash College, 1965, College of Notre Dame in Maryland, 1969, The Colorado College; l.H.D., 1970, Bard College; Instructor, Yali Union Middle School, Changsha, China, 1931-33; Executive Secretary, Yale-in-China Association, 1934-1938; Instructor in History, International Relations, and Economics, Carleton College, 1939-42; Active duty with the Army Air Force, 1942-45; Documents Officer, Far Eastern Commission, and Executive Officer, Office of Far Eastern Affairs, Department of State, 1945-49; President, St. John's College, 1949-; Vice-Chairman, Maryland Hall of Records Commission, 1952-; Chairman, Commission on liberal Education, Association of American Colleges, 1955-57, Treasurer of the Association, 1963-66, Vice-Chairman, 1966-67, Chairman, 1967-68; Board of Education of Anne Arundel County, Member, 1951-63, President, 1958-62; President, Maryland Association of Boards of Education, 1961-62; Vice-Chairman, Independent College Funds of America, 1967-68; Chairman, Maryland Commission on the Capital City. 1967-. Dean of the College in Annapolis Robert A. Goldwin, 243 King George Street B.A., St. John's College, 1950; M.A., 1956, Ph.D. 1963, The University of Chicago; University Fellow, The University of Chicago, 1951, Edward Hilman Fellow, 1953; Fellow, Foundation for Adult Education, 1959; Fellow, Guggenheim Foundation, 1966-67; Active duty, U.S. Cavalry, 1942-46; Director of Research, American Foundation for Continuing Education, 1951-59; lecturer in Political Science and Director, Public Affairs Conference Center, The University of Chicago, 1960-66; Associate Professor of Political Science, Kenyon College, '1966-69; Director, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1967; Tutor, St John's College, 1969-, Dean, 1969-70, Dean, Annapolis, 1969-. Dean of the College in Santa Fe William A. Darkey, Old Santa Fe Trail 13.A., St. John's College, 1942; M.A., Columbia University, 1949; Tutor, St. John's College, 1949-, Santa Fe, 1964-, Associate Dean, 1968-70, Dean, Santa Fe, 1968-. 107 Evans Science laboratory 10 Evans Science laboratory Infirmary Business Manager James D, Carr, BS Head Resident Vivian Heye, MA President 108 Evans Science laboratory 103 Evans Science laboratory and Dormitory Apartment Dormitory Apartment Dormitory Apartmen1 Dormitory Apartment ANNAPOLIS Tutors Spangler Kieffer, 2 Cumberland Court B.A., Harvard College, 1927; MA, Harvard University, 1929; Ph.D., The Johns Hopkins University, 1962; Master in French and English, Litchfield (Connecticut) School, 1927-28; Instructor in Classical langu<Jges, St. John's College, 1934-39, Tutor, 1939-, Board of Visitors and Governors, 1943-51, Acting President, 1947, President, 1947-49, Director of Adult Education, 1951-57, Addison E. Mullikin Tutorship, 1959-, Dean, 1962-69; Visiting lecturer in Philosophy, The Johns Hopkins University, 1961. 6 Cumberland Court B.A., M.A., 1935, University of Virginia; B.D., 1936, Virginia Theological Seminary; PhD., 1948, University of Virginia; Student at the lnstitut Catholique de Paris, 1951-52; Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia; Tutor, St John's College, 1941-, Assistant Dean, 1947, Addison t. Mullikin Tutorship, 1959-; Acting Director, Integrated liberal Arts Curriculum, St. Mary's College, California, 1966-67. Robert S. Bart, 254 King George Street _,tanley Nordstrum 1 Evans Science laboratory B.A., Harvard College, 1940; /vi.A., St. John's College, 1957; Sheldon Traveling fellow, Harvard University, 1940-41; Tutor, St. John's College, 1946-. �74 / CATALOGUE OF ST. JOHN'S COLLEGE TUTORS ~ugh P.. Mc.Grath, 28 Wilson Road I 75 .A., Un1vers1ty of Liverpool 1934 o· I . London County Council, and Lan u; e ~p oma in EducaUon, 1935; Language Instructor, Dijon'. 1936-40; Armed Forces, 1910-4~· lat~d~es at Univers1t1es of Liverpool, London, Paris, 47; V1s1t1ng Professor, University of Puert~ ~ge Instructor, London County Council, 1946Addison Mullikin Tutorship, 1968-. ico, 1960, Tutor, St John's College, 1948-, B.A., 1950, Ph.D., 1957, The University of Chicago; lecturer in the liberal Arts, Basic Program of liberal Education for Adults, The University of Chicago, 1956-59; Tutor, St. John's College, 1960-; Associate Professor of Philosophy, Rosary College, 1966-67 (leave of Absence). Barbara Hopkins Leonard Michael S. Littleton, 710 Tyler Avenue Laurence Berns, 85 Shipwright Street 8.A., Oberlin College 1937· MS 1941 Ph in Zoology, Oberlin College -i9J6-38· 'ob·~:' 1~4~/ The University of Rochester; Assistant tory, Woods Hole, Massachu~etts 193l· Hi~~ I~ . o lege Sc~olar, Marine Biological laboraYale Medical School, 1938-39· G~aduate Sch~log1ca fochnic1an, Department of Pathology, 1940-41, Graduate Teaching Assistant in Bioloar in Biology, The. University of· Rochester, Oberlin College 1944_45 . Inst . . z gy, 1941-44; V1s1t1ng lecturer in Zoology Sc h oar, M arine Biological ' laborator W d 1 ' Smith Coll ege, 19·'5 -51 ; Smith College' I ' rucror m oo ogy ~ Dean, St John's College, 1951-, Art~ur ~~ ;a~olev~~ssachusetts, 1949; Tutor and Assistant and Honorary Professor of Zoology Lad D ka C ~I Tutorship, 1968-; Fulbright Lecturer 0 ege and American College, Madurai, ' Y oa South India, 1962-63. B.S., 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Foundation, 1960; S.T.M., Union Theological Seminary, 1967; United States Navy, 1955-57; Tutor, St. john's College, 1960-. Alvin N. Main, Route 2, Box 124, Arnold !LA., University of California at Santa Barbara, 1954; United States Navy, 1940-52; Teaching Assistant, University of California at Los Angeles, 1955-56; Instructor, University of California at Santa Barbara, 1957-58, 1959-60; Tutor, St. John's College, 1960-. Samuel S. Kutler B.A., St. John's College, 1954; Assistant Mathematician, The Johns Hopkins University Applied Physics laboratory, 1955, Associate Mathematician, 1957, Mathematician, 1961; Graduate Study, American University, 1955-61; Instructor, American University, 1960; Visiting Tutor, St. john's College, "1960, Tutor, 1961-. Douglas Allanbrook, 99 Shipwright Boston University, 1938; Brown Universit . , , Harvard College, 1948; Active dut Uni Y,, 1939-41, University of Florence, 1946; ll.A., University, 1948-50; Pupil of Nadi~ Bou\~~ Scates Army, 1942-45; Tra_veling Fellow, Harvard Conservatorio San Pietro a Majell p .1 ~e~ Pans, 1948-50; Fulbright Fellow in Italyboard Music, 1950-52· Teacher of~ upi .0 uggiero Gerlin in Harpsicord and Early KeyomposJtion and Theory, Peabody Conservatory, 1955-57; Tutor, St. John's Coll~ge, 1952 _. Elliott Zuckerman, 65 Shipwright Street B.A., 1952, MA, 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., 1959, Cambridge University; Kellett fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea fellow in Modern European History, Columbia University, 1954-55, lecturer in History, 1956-61; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St John's College, 1961-, Director, The Graduate Institute in liberal Education, Santa Fe, 1968, 1969; Associate of Clare Hall, Cambridge University, 1970-71 (Sabbatical leave). James M. Tolbert, 792 Fairview Avenue B.A., 1935, M.A., 1937, Emory University· Ph D U , . English, Emory University 1935-36· 're . h:' n~v~lrs1ty .of Texas, 1950; Teaching Fellow 1938-42; Instructor in English' Tulane u' . ac mg e ow in English, University of Texas · Eng 1·1s h, University of Texas, ' nivers1ty ' 19Ll2· MTt ary service, 1942-46; Instructor · ' in h' ' ' 11 1946 _50 . T and Director of Admissions, 1955 _. ' eac ing Intern, St John's College, 1953-55, Tutor in J~o~~sJK~n? Simpson, Pleasant Plains Joseph P. Cohen, 129 Monticello Avenue B.A., St. John's College, 1956; Department of Philosophy, The University of Chicago, 195657, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; lecturer in the Liberal Arts, University College, The University of Chicago, 1960-62; Tutor, St. John's College, 1962-. Road St. Margaret's · ., · o n s College 1950· MA in T h. ' eAac ing, Wesleyan University, 1955 · Ph D The Johns Hopkins University' 196i{. 1 ·• · t 53 T h. ' ' nscruc or merican Univer ·t 1 c · · ' · ., ; eac ing Intern St John's College 19'55 56 T s1 y a a1ro, Cairo, Egypt 1950, · ' - , utor, 1956-. ' Eva T. H. Brann, 17 Wagner Street Thomas A. McDonald, 214 Prince George Street B.A., . Brooklyn College, 1950; M.A. 1951 ' . . Amen can Numismatic Society, Sumn.:er 19s/hr~i' 195f' ) ale Un.1vers1ty; Fellow of the Studies at Athens, 1952-53; member ~f the' st:ff ow o the American School of Classical Athens as Sibley Fellow of Phi Beta Ka . of the American Agora Excavations at 1956-57; Member, Institute for Advance~p;t ~nstr~ctor in Archeology, Stanford University, lege, 1957-. u y, nnceton, 1958-59; Tutor, St. John's Col- St. John's College, 1944; Military Service, 1945-46; University of Virginia, The New School, New York, 1947-50; Graduate Study in Philosophy, Graduate Faculty, The New School, 1950-52, 1955-58, Teaching Fellow, 1956-58; lecturer, University College, The University of Chicago, 1958-62; Lecturer, Overseas-Extension, University of Maryland (Heidelberg, Germany), 1952-63; Tutor, St. John's College, 1963-. (On leave, 1970-.) ~dward Grant Sparrow, Jr., 53 College Avenue john Sarkissian, Severn Forest University of Chicago, 1939-41; U.S. Army, 1942-46 (Princeton University, 1943, A.S.T.P.); B.S., M.S., University of Illinois, 1946-48; The University of Chicago, 1948-54; Instructor, Biological and Physical Sciences, Pestalozzi-Froebel Teachers College, Chicago, 1948-53; Instructor, University of Indiana, 1948-50; Traveling Fellow and Research Associate, Institute of Human Heredity, University of Bologna, Italy, 1955-56; Instructor in Biological Sciences, Chicago City College, 1956-58; Instructor, Biological Science, University of Illinois, 1958-63; Tutor, St John's College, 1963-. ts.A., Harvard College 1951 · ll 8 H d l Columbia University, l957< Tuto.r .,St ~r~~r' ~~I School, 1954; M.A., Teachers College liberal Arts Curriculum st' Mary'~ C · 11 n sC 1.0 ege, 1957-; Acting Director Integrated f 0 ege, ' · a 1 orn1a, 1964-66. ' Bryce DuVa! Jacobsen, 735 Glenwood B.k, St. Johns College, 1942; farmer and tics, St, John's College, 1958-. carpenter, 1942-57; Tutor and Director of Athle- ~dward Malcolm Wyatt,_7 Franklin Street Robert Louis Spaeth, 23 Madison Place .A.'. 1953 , M.A., 1956, University of Virginio· ~, Virginia ' 1955 -58 ; Tutor, st. John's College, 1958-. Instructor in Mathemat1'cs, Un1·versi·ty of B.S., St. John's University, Minnesota, 1959; U.S. Army Signal Corps, 1954-56; Graduate study, University of Illinois, 1959-60; Graduate study, University of Wisconsin, 1961-62; Teacher, Cathedral High School, St. Cloud, Minnesota, 1960-61; Mathematics writer, Educa- ' 1 f t �TUTORS / 77 76 / CATALOGUE Of ST. JOHN'S COLLEGE tional Research Council of Greater Cleveland, 1962-63; Tutor, St John's College, 1963-, Assistant Dean, 1966-, Director of the Summer Program, Annapolis, 1969, 1970; Alderman of the City of Annapolis, 1969-. David H. Stephenson, 199 Prince George Street B.A., Columbia College, 1958; New York State Teaching Fellowship, 1958-60; M.A., Columbia University, 1960; Director of Men's Chorus, New York Association for the Blind, 195962; Music Instructor, Riverdale Country Day School, 1960-61; Chorus Director, Bellevue School of Nursing, 1961-63; Free lance writer and editor, Thomas Y. Crowell Company. 1961-63; Tutor, St. john's College, 1963-; Conductor, Annapolis Symphony Orchestra, 1970-. · B'bl' I History, literature, and lnterpreta1 ica 59 . Rockefeller Fellow, 1959-60; Instructort in fessor 1963-65; Tutor, St. Jo h n ' s C o liege ' p ti~n, Wellesley College, 1959-62, Assistan ro ' 1965-. Glouc~:~!~-S~~:;logical Bert Thoms, 61 Southgate Avenue B.A., M.A., George Washington University, 1947; Ph.D., The Johns Hopkins University, 1950; Associate in Philosophy, George Washington University, 1947-49; Tutor, St. John's College, 1949-54, 1969-; Assistant Professor of Philosophy, Reed College, 1954-55; Chairman, Department of Philosophy, Washington and Jefferson College, 1955-69. William Bruce Pitt, 167 Duke of Study, Colgate Rochester B.A., 1955, M.S., 1959, Un1vers1ty of RoJniversi't of Rochester, 1956-59; Graduate Study, Divinity School, 1_955-56; Graduate Study, -64· Rese~rch Assistant in Sociology of Rel~g1on, University of Cal1forn1a _at Berkeley, 1959 6· Student Assistant Minister, Phelps Presbycerian Colgate Rochester D1v1n1_tv School.' 1955-5 th atics University of Rochester, 1957-_59, Church, 1955-56; Te_aching_ Ass1srnnt in a ra~er 'university of Rochester Computing Research, IBM Applied Science, 19.57, Jrt~~matics 'University of California. at Berkeley, Center, 1958-59; Section Asrntant h1n , ~ (NSF) '1960-64, Research Assistant, ONR Self1959-60,_ Research Assistant in Ma~ em~~s~~tant i~ the Summer Session, 1960, Associate, Organizing Systems Pro1ect, 1961 62,. p f f Mathematics, Monmouth College, 1964 Extension Division, 1962-64; Assistant ro essor o ~ 6 6; Tutor, St. John's College, 1966-. 1964 Louis N. Kurs, 27 Thompson Street Colorado School of Mines, 1942-43, '1946; Columbia University, 1943-45; M.S., The University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, The University of Chicago, 1948-49; Instructor in Physical Science and Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Production Division, South Works, United States Steel Corporation, 1951-54; Instructor in Geology, University of Illinois (Chicago), '1954-64; National Science Foundation Science Faculty Fellowship, The University of Chicago, 196162; Tutor, St. John's College, 1964-. Gisela Berns, 85 Shipwright Street 1959· Classics and Philosophy, Universitie_s of Abitur, Hoelderlin Gymnasium, Sruttga~t~ 195cJ-63. Staatsexamen I, University of HeidelHeidelberg, Frankfurt, Munich, TuebinJ '. her A'ustauschdienst, University of Florence, berg, 1963; Fellow of _Deutscher Aka emisc Lt· nstructor in Classics and Philosophy, Bis1963-64; Ph.D., University of Heidelberg,S;9~., ~men II University of Heidelberg, 1965; marck Gymnasium, Karlsruh~, 1964-65, aa s~ lie e {966-67; Tutor, St. John's College, Instructor in Classics and Philosophy, Rosary o g ' 1967-. Deborah Mary Traynor, 58 Corn hill Street BA., Mount Holyoke College, 1956; M.A., The University of Chicago, 1958; Chicago tducational Television Association, 1959-63; College Humanities Staff, The University of Chicago, 1963-64; Tutor, St. John's College, 1964-. Geoffrey Comber, Route 3, Box 132, Annapolis Roads Diploma in Education, University of londqn, 1953; A.R.C.M., Royal College of Music, 1954; M.A., Ohio State University, 1957; Fulbright Scholar, 1955; Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontario, 1964; Tutor, St. John's College, 1965-. George Doskow, 3 Thompson Street B.A., Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut; Parttime Instructor in English, University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St. John's College, 1965-. Howard J. Fisher, 86 Conduit Street B.A., University of Rochester, 1965; Technician, Harvard University Cyclotron laboratory, 1963, 1965; Tutor, St. John's College, 1965-. Charles E. Finch, 105 Oak Drive B.S., in Education, Temple University, 1942; B.D., Princeton Theological Seminary, 1945; M.A., University of Pennyslvania, 1949; Th.D., Philadelphia Divinity School, 1953; Instructor in New Testament, Bloomfield Seminary, 1945-47; Rector, Church of the Redeemer, Andalusia, Pennsylvania, 1949-52; Assistant Professor of Bible, Philadelphia Divinity School, 195155; Instructor, Valley Forge Military Academy, 1956-57; English Teacher, Conestoga Senior High School, Berwyn, Pennsylvania, 1957-65; Tutor, St. John's College, 1965-, Director of Financial Aid and Placement, 1968-. Benjamin Charles Milner, Jr., 129 Conduit Street !I.A., Emory University, 1949; El.D., Columbia Theological Seminary, 1955; Ph"D. 1 Harvard University, 1965; Military service, 1950-52; Teaching Fellow, Harvard Divinity School, 1957- M Nicholas Maistrellis, R.F.D. #1, Bo~ ~ 7 f Science University of Wisconsin, 1962B.S., Bates College, 1962; Department o. ~s\~ry o 1966-67. Tutor St. John's College, 1967-. , , 67, Teaching Assistant, 1962-66, University e ow, Errol Pomerance, 59 Maryland Avenue. MA Harvard University, 1963; lnstructo~. in B.S., Polytechnic Institute of Brooklyn, 196 n · 1 64 _65 ; Teaching Fellow in Mathemaucs, ti 9 Mathematics, Polytechnic Institute. of Broo y s' John's College 1967-68, Tutor, 1968-. ' Harvard University, 1965-67; Teaching Intern, t. Harvey Flaumenhaft, 88 Sta_te Circle . . Woodrow Wilson Fellow, Harvard UniB A 1960, M.A., 1962, The Un1vers1ty of Ch1cag_o, f Chica o 1963-65· lecturer in the v~r~ity, 1960-61; Graduate< study,hThe u~~~~~~~'. l~cturer i~ 'political Science, Rooseve!t liberal Arts, The Un1vermy. of C icago, Wh' t College 1966-68; Tutor, St. johns University, 1965; Instructor m Government, ea on ' College, 1968-" ke . Id . 196 D u' of Gloucester Street University, 1958; National Sci.ence Harry L Go_ mg, . Northwestern B.A., University of Omaha, 1954, M.S._, Ch istr DePauw University, 1958-63; National Foundation Fellow, 1954-55; Instructor in e~ d Y~ University 1963-64; Member of the Science Foundation Science Faculty _FellowN tur YScience Are~, 1967, Director of Shimer Faculty, Shimer College, 1964-68, ChairmJ ahn,' ~~f1:ge 1968-. College in Oxford, 1967-68; Tutor, St. o n s ' . . E Ho k'1ns 113112 Baltimore Avenue, S.W., Glen Bum1e EdwinU ." .tP f M' aryland 1963· Graduate study in Philosophy, Duke University, 1964B.A., niversi y o ' ' 67 ; Tutor, St. John's College, 1968-. Robert J. Anderson, 906 Poplar Aven~e. s't 1965 . Teaching Assistant, Temple UniB.A., Temple University, 1961; M.A., riale (~iver )1 YSumm~r '1964; Teaching Assistant, Yale versity, 1961-63; Teacher, B1sho~ Co ege 't e~as~mer High School 1966, 1967, 1968, CurUniversity, 1966-67; Teacher, Ya e Uni~e~_i_ Y ~<>part~ent of Welf~re 1968-69; Tutor, St riculum Coordinator, 1968; New Yor icy ' john's College, 1969-. �TUTORS I 79 78 / CATALOGUE OF ST. JOHN'S COLLEGE Wye T. Jamison, 14 Melrob Court B.A., Vassar College, 1964; M.A., Stanford University, 1965; Woodrow Wilson Fellowship 1964-65; Teaching Assistant in Music, Stanford University, 1967-69; Tutor, St. John's College, 1969-. Aaron Kirschbaum, 65 Southgate Avenue B.A., City College of New York, 1963; M.A., University of Wisconsin, 1969; Correspondence Instructor in Mathematics, University of Wisconsin Extension, 1964-68; Teaching Assistant in History of Science and European History, University of Wisconsin, 1965-68; University Fellow, University of Wisconsin, 1967, 1968, Ford Fellow, 1967, 1968, Research Fellow in European History, 1968-69; Tutor, St. John's College, 1969-. Ray A. Williamson, 10 Murray Avenue B.A., The Johns Hopkins University, 1961; Ph.D., University of Maryland, 1968; Assistant Astronomer, Institute for Astronomy, University of Hawaii, 1967-69; Tutor, St. john's College, 1969-. Steven F. Crockett, 767-D Fairview Avenue A.B., Earlham College, 1965; A.M., The University of Chicago, 1967, Ph.D. Candidate, 1970; Woodrow Wilson Fellow, 1965-66; Ford Foundation Fellow, 1965-66; Instructor in the Humanities, Central YMCA Community College, Chicago, 1969-70; Advisor, Committee on General Studies in the Humanities, The University of Chicago, 1969-70; Tutor, St. John's College, 1970-. William D. DeHart, 234 Sumner Road B.S., Allegheny College, 1955; Teacher Certification, Clarion State College, 1959; Ph.D., University of Rochester, 1965; Teaching Fellow, Department of Physiology, University of Michigan Medical School, 1960-61; Graduate Physiological Trainee, Department of Physiology, University of Rochester Medical School, 1961-65; Senior Neurophysiologist, Smith, Kline, & French, Philadelphia, 1965-66; Assistant Professor, Medical College of Virginia, 1966-1970; Tutor, St. John's College, 1970-. Robert Arthur Licht, 6 Thompson Street B.A., St. John's College, 1965; M.A., The Pennsylvania State University, 1967; doctoral candidate in philosophy, The Pennsylvania State University, 1967-; Graduate Assistant, The Pennsylvania State University, 1965-66, National Defense Education Act Fellow, 1966-69; Lecturer, Department of Philosophy, Bucknell University, 1969-70; Tutor, St. John's College, 1970-. Brian Patrick McGuire B.A., University of California, 1968; D.Phil. Candidate, Oxford University, 1970; Fulbright Scholar, Balliol College, Oxford University, 1968-70; Tutor, St. John's College, 1970-. Alfred Mollin, 710 Tyler Road B.A., Western Illinois University, 1965; M.A., The Pennsylvania State University, 1967; graduate study in philosophy, The Pennsylvania State University, 1967-; National Defense Education Act Fellow, The Pennsylvania State University, 1966-69, Richard M. Weaver Fellow, 1969-70; Tutor, St. John's College, 1970-. · n Mathematics, 1967-68, Lecturer, 1968-70; Tutor, St. John's achusetts, 1966-67, lnstrllctor 1 College, 1970-. SCHOLAR IN RESIDENCE L 0 Strauss 786-A Fairview Avenue . h e . I . H bur 1921 · Research Assistant, Academy for Jewish Researc Ph.D:, Univers1t'. ~fll am f t~~ Rockefeller Foundation for the Social Sciences, 1932-34; (Berlin), 1925-32, e ow 0 . . e and of Philosophy the Graduate Faculty, 1S . Lecturer and later Profes_s~r of Polhtif~ c~~r~) 1938 _49. Professor' of Political Philosophy Thde 1 ew ~c~oo~ ~~y~~~~a H~~~~~~~ Dist~~guished Service' Professor, University <;>f. ~hicapgo, N an ater o er . Cl nt Men's College 1968-69; V1s1ting ro1949-68; Prof7s.sor of_ Politic~! _Sc1e~tce, f ~~~~irnia at Berkeley, 1953; Visiting Professor 0 b lessor of Pol1t1cal Science, . niversi Y University ;n Jerusalem 1954-55; Visiting of Political Sci~n.ce an? PhiloUsophy, .tyHe fe;alifornia at Davis, 1960; s~ott Buchanan DisProfessor of Political Science, nivers1 o tinguished Scholar in Residence, St. John's College, 1969-. ARTIST IN RESIDENCE R b t Al n Cole 3715 35th Street, Mt. Rainier 8 ~ e;966 ~A 1968 University of Maryland; Instructor, University of ~aryland; 196;9~~'. · .,_ . lnst;u~tor Basic Drawing and Design, Dartmuthe-Cape Co , Summer, , ~~:~~~;,Annapolis' Junior High, 1968-70; Artist in Residence, St. John's College, 1970-. PLAYWRIGHT-PRODUCER IN RESIDENCE Alvin Ar,onson e 1948-50· Columbia University, ·1950-51; author of two off-Broadway St. Johns hCho lie: , d The Pocket Watch (725 performances); Assistant to Alan Jay Lerner plays, N1g t aw As atn d Sound Technician Circle-in-the-Square, for three productions; for three years; c or an . , ' 970 _ Playwright-Producer in Residence, St. Johns College, 1 · TUTORS EMERITI Ford Keeler Brown, 235 King George Street . B.A., University of Washington, 1920; D. Phil., Oxford University, 1926. Jacob Klein, 101 Market Street Ph.D., University of Marburg-Lahn, 1922. William Kyle Smith, 20 Murray Avenue . . 1:1.S., University of Virginia, 1921; Th.B., Princeton Theological Seminary, 1924. Simon William W. O'Grady, Jr. A.B., University of Notre Dame, 1966; M.A., 1968, Ph.D., 1970, The University of Chicago; Woodrow Wilson Fellow, The University of Chicago, 1966-67, Danforth Fellow, 1966-67, Humanities Fellow, 1967-70; Tutor, St. John's College, 1970-. Jonathan B. Skinner, 201 Dreams Landing B.A., Carleton College, 1963; M.A., University of Michigan, 1964; Ph.D. Candidate, University of Massachusetts, 1970; Woodrow Wilson Fellow, University of Michigan, 1963-64; Instructor in Mathematics, Hope College, 1964-66; Teaching Assistant, University of Mass- Kak~~~s!~~oi~d~l~a~~reReu~sia, 3~~~~~sti~y 1912; Institute of Technology,. Darmstadt, and of Heidelberg, 1912-14; University of Leningrad, 1921-23; Un1vers1ty of Jena, 1924-27, Ph.D., 1927. Wiley W. Crawford, Route 5, Box 19 . . . B.A., 1925 , M.A., 1928, University of Missouri; Ph.D., Un1vers1ty of Minnesota, 1934. Iola R. Scofield, 252 King George ~treet B.A., 1917, M.A., 1919, University of California. �TUTORS I 81 80 / CATALOGUE OF ST. JOHN'S COLLEGE State University of New York at Binghamton, 1964-67; Director, Graduate Institute in Liberal SANTA FE Education, St. John's College, Santa Fe, 1970-. Clarence J. Kramer B.A., Associate College 1949· MA 1954-, St. John's Dean of the Colle·g~' a M I dar;oro iollege, 1950; Tutor, St. John's College Ch I n ean, anta Fe, 1964-68. (On leave 1968-) ' David Clifford Jones, 9 Camino Pequeno B.A., St. john's College, 1959; M.A., The University of Melbourne, 1962; University Fellow, The University of Melbourne, 1961-62; University Fellow and Bess Heflin Fellow, The University of Texas, 1962-64; Tutor, St. John's College, 1964-, Santa Fe, 1965-. ~ell, ares. G. 1260 Canyon Road ' . B.S., B. Litt., 1939; Virginia and 'A S 1966, Un1vers1ty of lnstruct~r 1936· Rh.otd es pchfolar, Oxford University, B.A. 1938 MA 45 ' Wart'ime Ass.stant in Physics 1945· R · ss1s ant rohessor of En g I'is h ' 1owa State Coilege 1940' ' · ., A . 194J; :"ssistant Professor of English U s.s1stant in Physics, Princeton stu y in Europe, 1948; Assistant Professor on 1945-49; Rockefeller Grant fo; ~eg~), 1949-1956; Guest Professor Universit~~r~ma~t1es, The University of Chicago (Coiro essor and Director of the Honors Pro ra ran . urt,.1952; Ford Fellow, 1952-53; Guest ~~;~:;~'. ~uest Professor (Fulbright Progra~) mTe~~~~:~~1ty Hof ~uehrtol Rico <.at Mayaguez), ' utor, St. John's College 1956 D" ' e QC SC u e, Munich Germany 11967-; Poet in Residence and of Adult Education, 1957-5S, Santa Fe' eave, 1970-.) r, n1vers1ty of Rochester, Spring, 1967. (O~ Prine~::rc Robert M. Bunker, 408 Hillside Avenue A.B., Harvard University, 1939; A.M., 1954, Ph.D., 1955, University of New Mexico; United Pueblos Agency, Bureau of Indian Affairs, 1940-51; United States Navy, 1942-46; Executive Secretary, Bernalillo City-County Consolidation Committee, 1952-56; Instructor, University of New Mexico, 1955-56; Professor of English and Philosophy, and Chairman of both Departments, New Mexico Highlands University, 1956-65; Tutor, St. John's College, Santa Fe, Uni~ersity niv~~s1ty, 1965-. Gu~st Pr~fess~ectuor. Don B. Cook, 123 Calle Golondrina A.B., Occidental College, 1958; Ph.D., University of California at Davis, 1965; Woodrow Wilson Honorary Fellow, University of California at Davis, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-. Mi~hael Ossorgin, 855 El Caminito Lyc.ee R~sse, Paris, 1938; Conservatoi R , . Theolog1e Orthodoxe, Paris, 1942· ln:~r usse. a Pans, 1932-35, 1942-44; L.Th., ln<titut d 1944-46; Instructor in lnstitut de Theologie Orthodoxee t e Orthodox Diocese in Alaska, sh eminary, 1947; Secretary epartment of the Interior 1950 56· A .' eac er of Music, Bureau of Indian Affairs St. Mary's College, Californla, Consultant, St. John's Program: Samuel Emm B ' . o n s College, 1956-, Santa Fe, 1966- P~n~ ~ Theol~gy 194B-4~· ~n ,M~s1c,. S~cio~hm Colleg~n;93:_03"".'7nD, 196~-6l; ~~~~~at~t P;o~es,sor, Elliott T. Skinner, 1038 Camino Santander B.A., University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, Princeton University, 1964; Woodrow Wilson Fellowship; Fellow of The Council for Philosophical Studies (Summer Institute in Greek Philosophy and Science), 1970; Tutor, St. john's College, Santa Fe, 1965-. ~ennsylvania, Richard Bowen Stark, 437 Calle la Paz The Colorado College, 1941-42, 1945-46; A.B., Colorado State College of Education, 1948; U.S. Air Force, 1942-45; M.M., Yale University School of Music, 1948-52; Associate Professor of Piano (and Director of the Choir, 1958), Fisk University, Nashville, Tenn., 1952-58; Visiting Professor of Music, Wesleyan University, Middletown, Conn., 1959-60; Curator of Collections and researcher in music of the Spanish Colonial Period, Museum of International Folk Art, Santa Fe, New Mexico, 1962-; Tutor, St. john's College, Santa Fe, 1965-. Harvard .10140 Bishop's Lodge Road . I d' ' , IP oma 1~4~~~:. UDn.iversity; priva~e tutoring, Black M t · I)e~e, 1945;. M.A., 1956, Ph.D., 1962, 1946-48;o~~r=~~o;o ' 1rector of Music Verde Valle S h 1 us1c, Windsor Mountain School 5 5 t. Jo n s College, Fellow,Santa Fe, Teacher, Indian; University, Edwards 1958-, 1955-56; . , or, ° ~95~_i7~ 'T~ o- ~; Joh~ ~· ;:~~:ime ~~o~as J. Sl~key, 213 Las Mafianitas Stuart Boyd, 408 Camino del Monte Sol M.A., Aberdeen University, Scotland, 1948; Ph.D., Aberdeen University Medical School, 1952; Assistant Lecturer, Clinical Psychology, Department of Psychiatry, Aberdeen University, 1948-52; Instructor, Medical Psychology, University of Colorado Medical School, 195253; Director, Doctoral Training in Clinical Psychology, Denver University, 1954-57; Professor of Psychology and Chairman, Department of Behavioral Sciences, New Mexico Highlands University, 1957-64; Lecturer, Department of Psychiatry, Edinburgh University, Scotland, 1964-65; Professor of Psychiatry (Psychology), University of Missouri Medical School, Kansas City, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. . ., Marys College, California A ' . Cornellt. University, 1960; United St t' 1952· MA , Un1versite Laval (Quebec) 1953. PhD .. vers1ty, 1955-58; Tutor, St. John's Assistant in Philosophy Corn'ell ' -, anta Fe, 1964' c~1f:g/~9y5'9195S3-55; Uni~ Dean R. Haggard, St. John's Colle e . 8.A., Reed Philosophy1955· IJs~uctor .g Mathematics, Loyola College, 1957-60; Fels Fund Fellow in College Th'e in. 1961-, Santa Fe, 1966-.' o ns Hopkins University, 1960-61; Tutor, St. John's College, Robert D. Sacks, 115 Calle Pena College 1954· Ph D T . 1954-56; Ecol~ de~ Lan;~e!o~n.s Htolk1ns. University, 1963; Hebrew UniverM ic~g~ ~1957-59; Tutor, St. John's College ~~~1 a e~ V1va~tes, 1956-57; The University of ary s o ege, 1968-69. ' -, anta e, 1969-; Visiting Lecturer, St. Elton Ray Davis, 427 San Antonio B.A., St. John's College, 1962; M.A., University of Indiana, 1965; Tutor, St. John's College, BA., St. John's ~~'Jerusalem, Santa Fe, 1966-. Harvey L. Mead 111, 211 Spruce Street B.A., St. Mary's College, 1961; Ph. L., Universite Laval (Quebec), 1963; The University of Chicago, 1964-66; Lecturer, Saint Xavier College, 1964-66; Ph.D. Candidate, Universite John S._ Steadman, 1520 Cerro Gordo Road B.S., University c in Philoso h of Wisconsin ' 1959. Ins t ructor . Radio Repa· u s A ' in Tutor St oCrnlel 1I University, 1959-61; Teaching / C . rim! y, 1.954-56; Assistant n s o ege, 1962-, Santa Fe ' 1967-, As sis t ant Dean orne University, 1961-62· . ' · 1970' Jo~'' Felio~' Laval, 1970; Tutor, St. John's College, Santa Fe, 1966-. Roger S. Peterson, 1750 Camino Corrales A.B., Harvard College, 1953; A.M., 1957, Ph.D. in Botany, 1959, University of Michigan; United States Navy, 1953-56; Forest Service research, Colorado State University, 1959-62; Research Project Leader, Utah State University, 1962-66; Tutor, St. John's College, Santa Fe, Robert A. Neidorf, 433 Calle la Paz ' . B.A., 1951, M.A., 1955, The University of Chi . fnd A~s1stant Professor of Philosophy Buckn~ft0 ~h.D:, Yale University, 1959; Instructor ege, nnapolis, 1962-64, Santa Fe 19G7-· A . nivers1ty, 19.59-62; Tutor, St. John's Col, , ss1stant and Associate Professor of Philosophy, 1966-. l �TUTORS / 83 82 / CATALOGUE OF ST, JOHN'S COLLEGE Ralph Swentzel I, Route 4, Box 91 B B,S,, New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico University, 1965-66; Tutor, St John's College, Santa Fe, 1966-, tt J Sokol 613 L Garcia C 1 bia University; Teacher of B~rn~963; MA, 1966, Columbia Univers~ty;l ln;~~~=~~r, Tu~o~,mSL John's College, Santa Fe, Ma{hematics and Science at the Dalton Sc oo s, , B 1968-, Dennis V, Higgins, 902 Acequia Madre BA, Le Moyne College, 1957; MA, Fordham University, 1959; Ph,D,, English and American Literature, Claremont Graduate School, 1963; Intercollegiate Programs of Graduate Studies Fellow, Ford Foundation, 1959-62; Teaching Assistant, Pomona College, 1962; Instructor, Northwestern University, 1963-64; post-doctoral study, British Museum Library, summer, 1963, and Henry L Huntington Library, summer, 1964; Assistant Professor, Tufts University, 1964-67; Tutor, St John's College, Santa Fe, 1967-, Henry N, larom, 1145 Camino San Acacio B,A, University of Montana, 1961; M,A,, Idaho State University, 1967; U,S, Marine Corps, 1951-54; Teacher, Edgewater Elementary School, 1956-57; Teacher, Millersville Elementary School, 1958-60; Teacher, M;nidoka County High School, Idaho, 1961-63; Columbia University Teaching Fellowship, Kenya, East Africa, 1963-65; Idaho State University, 1965-67; Tutor, St John's College, Santa Fe, 1967-; Education Director of Peace Corps, Somalia, Africa, 1968-69; Elementary Language Arts Director, New Mexico State Department of Education, 1969-70, Timothy P, Miller, 542 Camino del Monte Sol AB,, Harvard University, 1948; B, Mus,, 1949, M, Mus,, 1951, Yale University; D, Mus,, Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music, Agnes Scott College, 1957-61; Director of Music, University of Richmond, 196165; Piano Chairman and Member of Graduate Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St John's College, Santa Fe, 1967-, Elizabeth F, Gilbert, 717 Camino del Monte Sol B.A, Wellesley, 1951; MA, 1955, Ph,D,, 1959, University of M:chigan; Teacher in Biology, The Northfield School, 1951-54; Assistant Professor of Biology, Oberlin College, 1959-65; Associate Professor of Biology, Haile Sellassie I University, and Director of the National Herbarium of Ethiopia, 1965-68; Tutor, St John's College, Santa Fe, 1968-, R, Thomas Harris, Jr., 905 Camino Ranchitos BA, Reed College, 1955; M,A,, 1956; Ph,D,, 1959, University of Illinois; University Fellow, University of Illinois, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59; Research Instructor, Duke University, 1959-60, Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; Associate Professor, University of Maryland, 1965-68; National Science Foundation Consultant for India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, New York University, 1967-68; Corporate Consultant, Management Science, IBM, Armonk, New York, Summer, 1968; Tutor, St John's College, Santa Fe, 1968-; Vis;ting Professor, New York University, Summer, 1969, Michael K, Mechau, 706 Sosaya BA, St John's College, 1959; M,A,, The University of Chicago, 1965; Universidad Nacional, Bogota, Colombia, 1959-60; Teacher, Delta High School, 1960-61; Teacher and Counselor, Colorado Rocky Mountain School, 1961-65 (summers); Teacher, Thomas More School, 196364; Management Intern, Executive Office of the President, 1965-1967; Administrative Officer, Department of Health, Education and Welfare, 1967-1968; Tutor, St, John's College, Santa Fe, 1968-, John C Rogers, Rt 3, Box 131, Old Santa Fe Trail B,S,, Oregon State University, 1960; M,S,, Los Angeles State College, 1962; M,A,, Indiana University, 1965; Ph.D, Candidate, Washington University, 1968; Tutor, St John's College, Santa Fe, 1968-, ,~eorge N, Stanciu, 907 Camino San Acaci~'chi aw Research Associate, University of 1954 Ph,D, in Physics, 1964, University ~f A' crate' Los Alamos Scientific Laboratory, , h Netherlands, 1964-65; Researc sso , ~~rs1-~~~~u;o~ St John's College, Santa Fe, 1968-, ~A ',, ,, Genevieve Townsend, 244 Sena Street , of New Mexico, 1964; Tutor, SL John's B,A,, M,A,, Comparative Literature, Un1vers1ty College, Santa Fe, 1968-, ~e:.~<~tE,J~~~,~o~~f1~~;,41~:2~~~ ~~~~~~i~~6i~~i'.t~~to~~ ~,ef~~~~:I ~~~\~~e:; ia~rt~n~~', Canada, 1966; Instructor, Emmanuel Co eg , 1968-, , , L I (Quebec) 1964' Licentiate in Sacred Glenn A , Freitas ' 800 Abeyta Street . Ph L Unrversrte ava ' ' h, I 'que BA St, Mary's College, 1957; , ,'', ) 1966 , L' Ecole Biblique et Arc eo ogi S~ri'p' tu re Pontifical Biblical Comm1ss1otn (Ro~~~sista~t Professor, St Mary's College, 1967, ,d 1964 66' lnstruc or an Franc;aise e Jerusa 1em, - ' F 196969; Tutor, St John's College, Santa e, , Ralph]. Quintana, 1908 Conejo DrivePh D Candidate, University of Colorado, 196~; MA 1955 Williams College, , , C II e 1949-50' Teacher-coac , BA, 1947, Wi,lli,~ms C~llege, '1946-49; Instructor, Wagner A~adeegmy, 1959-61; Assistant Pro~~s~~~~:~\alley School, 1953-58; Teacher1~o~~~S,HTe~~or~ St john's College, Santa Fe, 1969-, ' f essor, New Mexico Highlands Un1vers1ty, S Chamberlin J0 h n H~verford College, 1964; ~\;on Fellowship, University 1970 University of Toronto; Woodrow MA, 1966, Ph,D~, Mar H, Beatty Fellowship, 1965-66'. of Tor~to,d 19!4 ~{Ison bissertation Fel\owshrp, 1967-68, Province of Ontario Grant, 1966-67, T .oo ~~ john's College, Santa Fe, 1970-, Archive work and teaching, 1968-70, ULOr, , Frank K, Flinn arvard Divinity School, 1966; MA University of P~n~i;: AB Quincy College, 1962; BD:, H , 1962-64' Inner City Fieldwork progra , 66' , ','a 1969. St Joseph Theological Semrna~y, C~l\ege of the Sacred Heart, 1965vanr , M ss' 1964-65' Part-time lecturer, ewton 1966-67' Part-time student, Harvar ~u;G', h~ F~llow U~iversity of Heidelberg, Ge;many, 1966 a~d 1967-68, National Defense Uu , r~~sity 1967-68; Instructor, Boston Collelge,, u~;~'.(;9, Instructor, LaSalle College, 1969E;~~ation, Act Fellow, University of Pennsy _vanra, , 70; Tutor, St john's College, Santa Fe, 1970 , d II D' 1967, Teaching Fdwar d H, P orce a U , " of California at San rego, , d Th I St Mary's College, 1964; MA, f ~'~~rsriya 1965-67' lecturer in literature an C l~o A,ssi~ta~t in Humanities, University o· a' om1Philosoph~ University of San Diego o ege , C II ge 1 967-68' Instructor rn ' ogy, SL Marys o e , St J hn's College Santa Fe, 1970-, for Men, 1969-1970; Tutor, , 0 ' BA Toni K, Drew S f 1970' Teaching Intern, St John's College, Santa Fe, 1970-. S,A,, SL John's College, anta e, , Paul D, Mannick B h 1970' Teaching Intern, SL john's College, ' B.A,, California State College at long eac , Santa Fe, 1970-, �Register of Students 1969-70 Jerrold Raymond Caplan '73 Baltimore, Maryland Eleanor Ruth Coombs '71 San Rafael, California Francis Ligouri Carbaugh '73 Annapolis, Maryland Marvin Brent Cooper '70 Baltimore, Maryland David Harding Carey '72 Pittsburgh, Pennsylvania Thomas Jefferson Crabtree '72 Towson, Maryland Patricia Ann Carey '70 LaVale, Maryland Bryant George Cruse '73 North East, Maryland James Floyd Carlyle '73 Mineral Wells, Texas D Jean Kirkland Carr '72 Alexandria, Virginia Ronald Jay Davidoff '73 Philadelphia, Pennsylvania Charles Barrett Carroll, Jr. '72 Annapolis, Maryland Peter Van Tuyl Davis '73 Mclean, Virginia Nancy Ruth Boyd '73 Summit, New Jersey Holly Ann Carroll '71 Indianapolis, Indiana Prudence Elizabeth Davis '72 Whiting, Indiana Perry Jack Braunstein '71 New York, New York Thomas Gridley Casey II '71 Washington, D.C. Thomas Nelson Day '71 Annapolis, Maryland Faith Ann Bressler '73 Fairmont, West Virginia Randall Blackburn Cash '72 Highland, New York Ronald James Deal '73 Barcelona, Venezuela Daniel Borman Brock '72 Buffalo, New York Shire Joseph Chafkin '71 Bethesda, Maryland John Richard Dean '70 Boston, Massachusetts Barbara Susan Brown '72 Overland Park, Kansas Robin Chalek '73 New Rochelle, New York Stuart Roy Deaner '71 Roslyn Heights, New York Duncan MacRae Brown '71 Mclean, Virginia Thomas Anthony Chambliss '70 Chattanooga, Tennessee Rachel Deeter '72 New York, New York Michele Elen Budny '70 Washington, D.C. Gregory Michael Chilenski '73 Annapolis, Maryland Nancy Katherine Deshler '73 Hyattsville, Maryland William H. Buell '71 Orange, Connecticut David Christopher Chute '72 Annapolis, Maryland Brian Walker Dineen '72 Severna Park, Maryland Thomasmore Dominic Bujak '72 Palmyra, New Jersey David Domenic Cicia '70 Northampton, Massachusetts Charles Donahue, Jr. '72 Washington, D.C. Marcia Ann Clemmitt '72 Canton, Ohio Dennis John Dort '71 Fort Huachuca, Arizona Ellen Loehr Black '72 Cumberland, Maryland Deborah Achtenberg '73 Kansas City, Missouri Jennifer Bartlett Blaisdell '73 Bedford, Massachusetts Edward William Allen '73 Shoreham, New York William Mackham Blount '72 Atlanta, Georgia David Kite Allison '73 Fernandina Beach, Florida Jean Lorain Bloss '73 Arnold, Maryland Helen Margaret Anastaplo '71 Chicago, Illinois Jane Silberman Boedecker '72 Annapolis, Maryland Harold Atwood Anderson, Jr. '72 Cleveland Heights, Ohio Ray Frederick Boedecker '72 Annapolis, Maryland Bradley Carl Arms '72 Washington, D.C. Deborah Ruth Bowers '73 Elkins Park, Pennsylvania Peter Jerome Aronson '73 Glencoe, Illinois Thomas Richard Ascik '72 Chattanooga, Tennessee Jennifer Foster-Pratt Atherton '72 Wellesley Farms, Massachusetts Philip Joseph Avila '70 Yeadon, Pennsylvania B Ileana Ch rysanthy Basi I '73 Athens, Greece Jennifer Eldred Bates '73 Edgartown, Massachusetts Samuel Allerton Bell '71 Andover, Massachusetts Douglas Hathorn Bennett '71 Naperville, Illinois Dennis Dean Berg '71 Starkweather, North Dakota Marcia Jones Berg '71 Idaho Falls, Idaho Benjamin Bergery '73 Paris, France Charles Everett Berliner '70 Annapolis, Maryland sTuDENTs / Maya Narayan Contractor '71 Bombay, India Martha Hope Birnbaum '73 Rye, New York A Joseph William Barrett '73 Adrian, Michigan oF John Randolph Campbell '72 Colorado Springs, Colorado ANNAPOLIS Barbara Elizabeth Banks '73 Moreland Hills, Ohio REG1snR Samuel Stephen Burnett '70 North East, Maryland James Martin Burress '72 Walterboro, South Carolina Paul Futrall Bustion '71 Newburgh, Indiana c Peter Phillip Cadorette '73 Warrensburg, Missouri Catherine Ann Caffrey '70 Grand Island, Nebraska ~rthur Cockey '71 ~s~own, Maryland Thomas Leonard Dourmashkin '71 Ardsley, New York Diana Love Collins '71 Annapolis, Maryland Evan Matthew Dudik '72 Silver Spring, Maryland Jeremiah Andrew Collins '71 Annapolis, Maryland Robert Patrick Dunleavy '72 Annapolis, Maryland Henry Clay Constantine 111 '70 Baltimore, Maryland E Mary Lee Coughlin '73 Windsor, Vermont Seth Joshua Edelman '73 Manhasset, New York Bs �86 I CATALOGUE OF ST. JOHN'S COLLEGE Nancy M. Eder '72 Riverside, Connecticut REGISTER OF STUDENTS Stephen Joel Forman '70 Houston, Texas Jr. David Leopold Gleicher '71 Maplewood, New Jersey Donald Fisher Harrison, Alexandria, Virginia Jay Alexander Gold '71 Jamaica, New York Jeanne Marie Harrison '73 Lanham, Maryland Jane Sarah Goldwin '71 Annapolis, Maryland Sarah Catherine Harrison '71 Washington, D.C. Gail Marie Gonda '73 Annapolis, Maryland Susan Faye Hartman '72 Chicago, Illinois Elizabeth Ann Gottlieb '73 Verona, New Jersey Steven Harvey '70 Harrison, New York Laurie Ellen Franklin '73 Arlington, Virginia James Robert Grady '73 Prairie Village, Kansas Kimi Hasegawa '73 Richmond, Virginia Craig Farrell Freedman '72 Philadelphia, Pennsylvania Barbara Lee Grant '73 San Francisco, California Maya Hasegawa '70 Richmond, Virginia Jeffrey David Friedman '70 Cleveland, Ohio Michael Kevin Green '72 Los Angeles, California Marc Leland Haynes '72 Valdosta, Georgia F Anne Louise Fringer '72 Westminster, Maryland Marcia Ellen Greenbaum '73 Norristown, Pennsylvania Anne Elizabeth Hawk '73 Cleveland Heights, Ohio Peter Maynard Fairbanks '73 Cambridge, Massachusetts G Roger David Greene '73 Bronx, New York William Sears Hebb '72 Harwood, Maryland Peter Saltonstall Gardiner '73 Hamilton, Massachusetts Joseph Isaiah Gresser '71 Hackensack, New Jersey Robert Allen Heiniger '71 Morton, Illinois Diana Hoyt Feldman '72 Annapolis, Maryland Andrew Alexander Garrison '71 East Lansing, Michigan Eva Marie Grunwald '72 Chicago, Illinois Joan Ellen Heller '73 Williamsville, New York Christine Anne Ferrarini '72 Baltimore, Maryland Robert Fenton Gary '71 New York, New York James Kent Guida '71 Silver Spring, Maryland Theodore William Hendricks Ill '73 Baltimore, Maryland Jon Todd Ferrier '73 Grand Rapids, Michigan David Steven Gasner '73 Edgewater Park, New Jersey H Roy Alan Hepner '70 Huntington, West Virginia Richard Delahide Ferrier '71 Eugene, Oregon Richard Duane Gasparotti '73 Baltimore, Maryland Brian Charles Hagenbuch '72 Annapolis, Maryland David Wisrnar Herman '72 St. Louis, Missouri Susan Joan Ferwerda '73 Congers, New York Alice Dorothy Gawron '73 Woodbridge, Connecticut Francis Alexander Hamilton Ill '73 Scotia, New York James Ross Hill '71 York, Pennsylvania Ronald Herbert Fielding '70 Cohasset, Massachusetts Eric Geer '72 New Castle, Pennsylvania Robert Michael Hill '73 Baltimore, Maryland David Ross Finney '72 Accokeek, Maryland Marielle Mikah Hammett '70 Pottstown, Pennsylvania Martha Jean Geroch '72 Akron, Ohio Maureen Linda Hollander '70 Harnden, Connecticut John Huntley Fitch '73 Lakeville, Connecticut Cynthia Cotton Hancoff '71 Annapolis, Maryland Anthony George Gerzina '72 Flushing, New York David Harding Humphreys '70 New York, New York Joanna May Fitzick '71 Cape May Court House, New Jersey Steve Alex Hancoff '70 Annapolis, Maryland Gregory Lee Gianas '73 Phoenix, Arizona Jan Lisa Huttner '73 Livingston, New Jersey Jean Kathleen FitzSirnon '73 Highland Park, Illinois Steven Hanft '72 Great Neck, New York Debora Jeanne Gilliland '73 Corry, Pennsylvania Jeffrey Stephen Flemming '73 Newburgh, New York Brooke Sallee Harris '72 Los Angeles, California David Fraser Gilmore '72 Andover, Massachusetts Janice Sharon Flynn '72 Walnut Creek, California Ezra Harris '70 Baltimore, Maryland Juan Blaise Ianni '70 Arcula, Virginia Glenn Callen Gladfelder '72 Pasadena, California Susan Small Harris '73 Pittsburgh, Pennsylvania John Clyde Isaacs '72 Cheshire, Connecticut Theodore Haruo Ehara '73 Evanston, Illinois George H. Elias '71 Santa Ana, California Lee Hand Elkins '73 Dover, Delaware Joseph Ronald Elliott '73 Titusville, Florida Peter Thorpe Ellison '73 El Paso, Texas Marie Kathryn Erickson '71 Baton Rouge, Louisiana Annalisa Ewald '73 Chevy Chase, Maryland Dorothy Gail Farmer '73 Birmingham, Alabama Stephanie Ann Forrest '70 Madison, New Jersey Denise Douglas Fort '72 Chevy Chase, Maryland Dorothy Helen Fox '72 Spring Grove, Pennsylvania Matthew Albritton Frame '73 Chapel Hill, North Carolina ! l I 87 '73 l ~ �88 / CATALOGUE OF ST. JOHN'S COLLEGE REGISTER OF STUDENTS Robin Kowalchuk '72 Northampton, Pennsylvania Katherine Elisabeth Jackson '71 York, Pennsylvania Joan Leslie Kramer '70 South Orange, New Jersey Laura Marie Jenkins '73 Arlington Heights, Illinois Peter Allan Kupersmith '73 Houston, Texas David Eugene Johnson '72 New Carrollton, Maryland Cynthia Kurtz '71 Clayton, Missouri Edward Randolph Johnson '73 Lincoln, Nebraska Melvin Wright Johnson 11 '73 Fairport, New York Jesseca Lynne Jones '73 New York, New York David Charles Lederer '73 Pacific Palisades, California Mark Durham Jordan '73 Denton, Texas Alan Ming lee '71 San Francisco, California Diane Palley Joseph '71 Annapolis, Maryland Chistopher Lee '71 New Britain, Connecticut Kenneth DeSola Joseph '70 Annapolis, Maryland 1lene Pregler Lee '72 Annapolis, Maryland McKee Greer lee '72 Annapolis, Maryland K Rand Benjamin lee '73 Roxbury, Connecticut Deborah Warren Kalmar '70 Annapolis, Maryland Peter Craig leveton '73 Mi Iford, Connecticut Melissa Dee Kaplan '72 Philadelphia, Pennsylvania Martha Jo Kaufman '71 Cleveland Heights, Ohio Priscilla Lindsay '73 Briarcliff, New York Patricia Diane Kaufman '73 New York, New York Russell Lipton '73 Stamford, Connecticut H. Edwin Keeton '73 Oak Park, Illinois Victor Aubrey Lownes IV '72 London, England Judy Gail Kepner '71 Mill Valley, California Arthur Harold Luse Ill '70 Mahopac, New York J. William Keyser '73 Austin, Minnesota Sarah Constance Lusk '73 Alexandria, Virginia George lent Kiberd '72 Providence, Rhode Island M Diana Christie Killorin '73 Savannah Beach, Georgia Susan Kiralis '72 East Vassalboro, Maine Jeffrey Coleman Kitchen, Jr. '71 Potomac, Maryland Dikran Kizilyan '70 Istanbul, Turkey Harold Otto Koenig '71 Oyster Bay, New York Wilfred Mark McCJay '73 Severna Park, Maryland John Stouffer McDuffie '72 Hendersonville, North Carolina John Patrick MacDonald '70 Detroit, Michigan Edward Michael Macierowski '70 Springfield, Massachusetts Susan Jailand Mackey '7'1 Lafayette, California Robert Irving Main '73 Milford, Connecticut Constantine Michael Mantis '73 Reading, Pennsylvania Matthew Thomas Mallory '72 la Jolla, California Jonathan Bruce Mark '73 Owego, New York Clifford Alan Martin '71 Dawson, Pennsylvania Melissa Jane Matthews '73 Hamilton, Ohio Frederick Norman Mattis '73 Chapel Hill, North Carolina Ronny Stephen Millen '71 Bethesda, Maryland Jacqueline Louise Miller '72 . New Cumberland, Pennsylvania Melvin Everett Minter, Jr. '72 Baltimore, Maryland Elizabeth C. Molnar '72 Melrose Park, Pennsylvania Jolene Ann Montgomery '73 Morehead, Kentucky Barbara Rosalie Mordes '71 Baltimore, Maryland Jocelyn Lloyd Moroney '71 Chevy Chase, Maryland Vincent James Morrow '73 Washington, D.C. John Harvey Morse '72 Sterling, Kansas Madeline Grace Mosley '70 Palo Alto, California Janice Munroe '73 Lexington, Massachusetts Joanne Linda Murray '70 Arlington, Virginia 0 Robert Mark O'Connor '72 Colorado Springs, Colorado David Nicholas Ofiesh '73 Arlington, Virginia Brian O'Flynn '73 Washington, D.C. Donnell O'Flynn '73 Washington, D.C. Richard Jeffrey Ogust '73 New York, New York Richard Alan O'Neill '73 Pittsburgh, Pennsylvania p Deborah Ruth Papier '72 Si Iver Spring, Maryland Mitchell Edward Parker '73 Berlin, Maryland Nicholas Angelo Patrone '73 Fairfax, Virginia Daniel Steven Pearl '73 Teaneck, New Jersey Charles Lee Pendleton, Jr. '72 West Hartford, Connecticut Lee David Perlman '73 Wyn cote, Pennsylvania Alexandra Perkins '72 Marion, Massachusetts M. Elizabeth Perry '70 Glastonbury, Connecticut Thomas Anthony Pink '70 Annapolis, Maryland Dwight Sage Platt '72 Annapolis, Maryland Alan Roth Plutzik '7'1 Pittsford, New York Adrian Edward Pols '70 Brunswick, Maine N Lynn Smith Pomerance '71 Annapolis, Maryland Janet Anne Nelson '72 White Plains, New York Patricia Anne Posey '71 Harrisburg, Pennsylvania John Shipley Newlin, Jr. '71 Paoli, Pennsylvania Pamela Pratt '73 Glen Cove, New York Robert William Noble '72 Homewood, Illinois Catherine Rose Pruszynski '73 St. Paul, Minnesota I 89 �REGISTER OF STUDENTS 90 I CATALOGUE OF ST. JOHN'S COLLEGE R Anne Charlotte Phillips Ray '73 Montclair, New Jersey Andrew Bartlett Reed '73 New York, New York Everett Lee Reed '72 Ellicott City, Maryland Elspeth Anne Revere '73 Wellsboro, Pennsylvania John Mark Rhodes '73 District Heights, Maryland Mary Ogle Ridout '73 Annapolis, Maryland Thomas Rie '70 Annapolis, Maryland Douglas Bruce Roberts '72 Santa Fe, New Mexico Venette Roberts '72 Carlisle Barracks, Pennsylvania Thomas Manley Rodgers '72 Asheville, North Carolina Paul Martin Rosenberg '73 Levittown, Pennsylvania Philip Stephen Rosenberg '73 Silver Spring, Maryland George Alan Rowbottom '71 Maple Shade, New Jersey Penelope Richardson Rowe '71 Cincinnati, Ohio Patricia Marie Rumore '72 Brooklyn, New York Susan Gail Rumore '70 Glendale, New York Diana Browning Runyon '70 Annapolis, Maryland Lane Gregory Russell '73 Daly City, California Cara Gendel Ryan '70 Annapolis, Maryland s Jonathan David Sackson '70 Demarest, New Jersey Elinor Elizabeth Sawits '73 Cincinnati, Ohio David Carl Scharf '73 Branford, Connecticut Deborah Esther Schifter '73 Bethesda, Maryland Anne Robin Schmidt '70 Baltimore, Maryland Robert Henry Schmidt Ill '72 Rock Island, Illinois Mark Schneider '73 Buffalo, New York Michael Joseph Schneider '73 Alexandria, Virginia David Marc Schwarz '72 Tenafly, New Jersey Kathy Joan Sciacchitano '72 Evanston, Illinois Charles Brian Scott '73 Parker, South Dakota John Robert Scow '71 Rockville, Maryland Masha Zager Sinnreich '70 Annapolis, Maryland Daniel James Sullivan '71 Norwalk, Ohio John David Smith '70 Humacao, Puerto Rico Rachel DuBose Sullivan '71 Hillsboro, Oregon Theophus Harold Smith '72 Atlanta, Georgia T Ann Kinney Sohmer '72 Annapolis, Maryland Jeffrey Elvin Teague '73 Rockport, Texas Richard Edward Sohmer '70 Annapolis, Maryland William Lewis Thorp IV '73 Rocky Mount, North Carolina Daniel Sohn '72 Washington, D.C. James Elliott Tourtelott, Jr. '73 Providence, Rhode Island Melanie Hannah Sollog '70 Franklin Square, New York Roger Daniel Tracy '73 Whitestone, New York Lee Hampson Solomon '73 Chambersburg, Pennsylvania Aaron Turetsky '73 Flushing, New York Jeffrey Sonheim '71 Skokie, Illinois u Steven Paul Sedlis '73 New York, New York Jane Elizabeth Spear '73 Canton, Ohio Randy Sue Selig '73 West Chicago, Illinois James Stewart Spirer '71 Lawrence, New York Polly Demuth Seward '72 Annapolis, Maryland Joshua Springer '73 New York, New York Thomas Daniel Seward '71 Annapolis, Maryland Peter Walter Squitieri '73 New Canaan, Connecticut Worku Sharew '70 Lock Haven, Pennsylvania Steven Alan Stanton '72 Jericho, New York Victor Michael Victoroff '71 Cleveland, Ohio Karen Lee Shavin '72 Chattanooga, Tennessee Leslie Elena Starr '72 Annapolis, Maryland James Francis Villere, Jr. '71 Annapolis, Maryland Jane Lucinda Shaw '72 Vandergrift, Pennsylvania Pamela Gai I Starr '72 Dumont, New Jersey Anthony Vitto, Jr. '70 Rockville, Maryland Mary Jane Shenkin '72 Washington, D.C. Jean Lenore Stephens '70 Chassell, Michigan Adriane Von Lichtenberg '73 Brookline, Massachusetts Dennis Robert Sheret '72 Hartford, Vermont Peter Wright Stern '72 New York, New York Erol Murat Vural '73 Princeton, New Jersey Christel Martha Stevens '72 University Park, Maryland w Harold Samuel Stone '71 Scotia, New York Kathryn Bell Wadsworth '72 Washington, D.C. Cynthia Anne Stratton '72 Baltimore, Maryland Alexander Michael Ward '72 Reston, Virginia Lelia Adams Straw '71 Baltimore, Maryland Dana Kelly Warren '73 Durham, North Carolina Egils Strelis '73 Riverdale, New York Doris Elaine Warren '73 Fayettevi lie, Arkansas Barbara Lynn Sherman '71 Orlando, Florida David Harris Shipman '72 Potomac, Maryland Carol Diana Shuh '72 Davenport, Iowa Madelyn Jane Siegel '70 Baltimore, Maryland Mark Leonard Silverman '70 South Dartmouth, Massachusetts Jeffrey Albert Sinks '73 Dayton, Ohio Elizabeth Ellen Unger '73 Indianapolis, Indiana v Vanessa Lynn Van Manen '73 Mclean, Virginia Eric Allen Vatikiotis '73 Waimanalo, Hawaii I 91 �92 / CATALOGUE OF ST. JOHN'S COLLEGE REGISTER OF STUDENTS I Barbara Ann Weaver '73 Burlingame, California Charles Robert Williams '70 Silver Spring, Maryland Karl Edward Bohlmann '73 Arcata, California Richard Lawrence Cohen '73 Phoenix, Arizona David Michael Weaver '73 Pontiac, Michigan Irving Hatton Lee Williams '72 Baltimore, Maryland Galen Nalley Breningstall '73 Denver, Colorado Douglas N. Cotler '72 Orinda, California Janet Ruth Weiner '73 Wyncote, Pennsylvania Nancy Lillian Williams '70 South Windsor, Connecticut Jonathan Lippitt Brewer '71 Pasadena, California Margaret Scott Creighton '73 Chesterton, Indiana Jessica Rose Weissman '73 Los Altos, California Nancy Ida Willis '72 Winona, Minnesota Robert Hale Briggs, Jr. '73 Westport, Massachusetts Ted Eugene Crook '70 Rifle, Colorado Bonnie Gage Welch '71 Alexandria, Virginia Jaquelynn C. Wilson '73 Mountain View, California Rebecca Ann Brinkley '72 Lovington, New Mexico Seth Cropsey '72 Chicago, Illinois Mordecai Gist Welling, Jr. '72 Adelphi, Maryland Marsha Grace Witten '73 Great Neck, New York John Patrick Brister '73 Yazoo City, Mississippi Donald John Cushing '73 San Jose, California Susan Pierce Wells '73 Scarsdale, New York Shiu-Chun Wong '73 Kowloon, Hong Kong George Franklyn Brown, Jr. '71 Colorado Springs, Colorado D Bruce Chadwick Wheeler '73 Plattsburgh, New York George Arthur Wright '72 Austin, Minnesota Janet Eve Buchbinder '73 Castro Valley, California James Dale Danneskiold '70 Whittier, California Patricia Jean White '70 Seattle, Washington William Barton Wright '72 Albany, Georgia Gerald William Buchen '72 Los Alamos, New Mexico Michael Neil Dayton '70 Santa Fe, New Mexico Michael Conrad Whitehill '71 Chestertown, Maryland y Elizabeth Nations Dean '73 Bryan, Texas Stephen Morehouse Whitehill '71 Chestertown, Maryland Eleanor Adriane Young '73 Alexandria, Virginia c Edith Kathleen Callender '73 Littleton, Colorado Stephen Richard Deluca '72 White Sands Missile Range, New Mexico Donald Hugh Whitfield '71 Bensenvi I le, JI I inois Mary Jane Young '73 Washington, D.C. Grant Palmer Wiggins '72 Washington, D.C. z Susan Smith Wigutoff '70 Orlando, Florida Robin Elizabeth Zenger '73 Balboa, Canal Zone Jenny Frances Calm '71 Hamden, Connecticut Kathleen Marie Campbell '73 Santa Fe, New Mexico Terance Lee Cantrell '73 Sunnyvale, California SANTA FE Henry Hunsden Carey '70 New York, New York A Steven Palmer Carlyle '72 Bronx, New York Michael Bruce Aaron '73 Albuquerque, New Mexico Jeffrey Donald Angus '73 Beverly Hills, California Philip Thomas Ansteth '72 Tulsa, Oklahoma Andrea Lynn Asti '70 Severna Park, Maryland Michel Rene Barnes '73 Decatur, Alabama Benjamin Barney '70 Lukachukai, Arizona Barbara Ann Bartlett '73 Fort Collins, Colorado Mary Louise Batteen '73 San Bernardino, California Georgia Anne Beard '72 Albuquerque, New Mexico Catherine North Waters Carroll '71 Portland, Oregon Robert James Carson '73 Taos, New Mexico Nicholas Stephen Cavnar '73 Dallas, Texas John Stephen Denney '72 Lawton, Oklahoma David Dominic Devincenzi '73 San Francisco, California Steven Sal DiGiacomo '72 San Antonio, Texas Michael Eugene Dineen '73 Cincinnati, Ohio William Henry Doleman '70 Honolulu, Hawaii Anna Douglass '73 Hampstead, London, England Toni l<atz Drew '70 Santa Fe, New Mexico Sally Lee Dunn '71 Torrance, California Larry Roscoe Dutton '73 Onawa, Iowa Joanne Adrienne Charbonneau '72 Northboro, Massachusetts B Kimberly Ann Bell '72 Denver, Colorado Nancy Elaine Bodine Clark '71 Midland, Texas Theresa Marie Baca '72 Albuquerque, New Mexico Tevina Antoinette Benedict '73 San Diego, California Louise Woodman Cleaves '72 Clarksburg, Maryland Holly Gail Crampton Eitner '71 Wichita Falls, Texas Carolyn Mae Barbier '73 Albuquerque, New Mexico Mary Elizabeth Bockman '72 Tucson, Arizona Paul dePorres Cogley '73 Santa Barbara, California Paul Gordon Eitner '71 Los Angeles, California Philip Forrest Edwards '73 Tulsa, Oklahoma 93 �94 / CATALOGUE OF ST. JOHN'S COLLEGE REGISTER OF STUDENTS / 95 Richard Adams Eldridge, Jr. '73 Concord, Massachusetts George Gilbert Graham '73 Santa Fe, New Mexico Ralph David Esdale '71 Yarmouth, Massachusetts Dale Marie Graves '72 College Station, Texas Charlotte Helen Gray '72 Colorado Springs, Colorado Perry Gordon Fine '73 Berkeley, California Alana Robin Fireshaker '71 Muskogee, Oklahoma Gregory James Ford '72 East Palo Alto, California Gary DeWayne Green '73 Tulsa, Oklahoma Samuel Merritt Hitt 111 '70 Mountain lakes, New Jersey David Arthur Klein '72 Malibu, California Jack Kerry Holman '73 Lemoore, California Paul Dale Knudsen '73 Albuquerque, New Mexico Susheila Louise Horwitz '70 Gambier, Ohio Jonathan David Krane '72 Los Angeles, California John Timothy Hyland '73 Denver, Colorado Steven Allen Kvaal '73 St Paul, Minnesota Kathy LaVerne Greene '72 Buffalo, New York Robert Joseph Grogan '73 St Paul, Minnesota John Douglas Ford '72 San Antonio, Texas Eric Reed Hall '73 Evanston, Illinois Twyla Susan Fort '72 Austin, Texas Hugo Bengt Donaldsson Hamilton '70 Santa Fe, New Mexico Amanda Skou ras Fowler '71 Sharon, Connecticut Robert Morgan Hampton '73 Mineral Wells, Texas Catherine Tobin Ingraham '72 Colorado Springs, Colorado Maria Kwong '73 Los Angeles, California H Nell Jo Goldman Foreman '72 Chicago, Illinois John Louis Kvapil '72 Phoenix, Arizona G Alexander Sergei Garklavs '73 Summit, Illinois Patrick Alan Hanson '72 St. Paul, Minnesota Barbara Ann Harry '73 East Palo Alto, California Mary Rose Gauler '73 Los Alamos, New Mexico Gail Hartshorne '71 Sharon, Connecticut Timothy John Gerberding '72 Denver, Colorado Warren Curtis Havens '73 Berwyn, Pennsylvania Bruce Foster Glaspell '72 Santa Fe, New Mexico Ellen Claire Hearne '72 Leicester, North Carolina Robert Hixon Glore, Jr. '73 Lake Forest, Illinois Anne Hemmendinger '73 Santa Fe, 1'-lew Mexico Steven Lawrence Goldman '73 Los Angeles, California John Justin Henderson '73 Pacific Palisades, California Elizabeth Lateiner Goldwin '73 Annapolis, Maryland Sarah Jane Curtis Henderson '70 New York, New York Jan Goodman '72 Los Angeles, California James Barnett Jacobs '72 Santa Monica, California Margaret Edith Jacobs '71 Los Angeles, California Anthony Brian Jeffries '72 Albuquerque, New Mexico Lewis Macleod Johnson '72 SL Joseph, Illinois Deborah Lynn Hathaway '73 Encino, California James Randall Giles '73 Lubbock, Texas Steven f\lan Jackson '70 Westfield, New Jersey Lynda Jean Lamson Johnson '72 Langley Air Force Base, Virginia K Susan Jean Kahoun '73 San Mateo, California Janning Dee Kastler '72 Roswell, New Mexico Susan Deborah Kaufman '72 Santa Fe, New Mexico Kathleen Keenan '72 Albuquerque, New Mexico Michael Joseph Landry '70 Franklin, Louisiana Susan Vincent Lawrence '71 Bethesda, Maryland Thomas Alex Lawson '73 Phoenix, Arizona Christine Lincoln '70 Cambridge, Massachusetts Derk Loeks '73 New Paltz, New York Jerry Steven Lopez '73 Santa Cruz, New Mexico M Jan Malcheski '73 las Vegas, New Mexico Vicky Manchester '71 Westport, Connecticut Della Marie Manning '73 Colorado Springs, Colorado Deirdre Sylvia Marlowe '73 Caux-Montreux, Switzerland laura Joyce Kelly '71 San Francisco, California Claude Francis Martin 11 I '72 Annapo I is, Maryland John Barr Hepperle '73 Kentfield, California Robert Beckwith Kelly '70 Phoenix, Arizona Rex Allen Martin '73 Lafayette, Louisiana Dale Michael Gorczynski '73 Abilene, Texas James McClintock Hibbs '73 Uniontown, Pennsylvania Kenneth Merrill Kennard '72 Normal, Illinois Joanne Patricia Martinson '72 Princeton, New Jersey Leslie Harold Gould '73 Reno, Nevada Christopher Winslow Hill '72 Tucson, Arizona Tracey Rae Kimball '72 Branford, Connecticut Nancy Diane May '73 Jackson, Mississippi Bonnie Lou Graham '73 Coulee Dam, Washington Candace Lee Hilyer '72 Seattle, Washington Ann Copeland Kimmell '73 Denver, Colorado t<yle Van McCard '70 Corning, Iowa �96 / REGISTER OF STUDENTS CATALOGUE OF ST. JOHN'S COLLEGE Constance Dolores McClellan '73 Alamogordo, New Mexico Mark Alan Needleman 73 Los Angeles, California Travis Lee Price 71 Atlanta, Georgia Phyllis Marie Schoenberg '72 Denver, Colorado Gary Lynn McGinnis '73 Wichita Falls, Texas Christopher Bruce Nelson '70 White Plains, New York Alice Carol Prince 73 Los Alamos, New Mexico James Frederick Scott '70 Leadville, Colorado Cathleen Elizabeth Givan McGrath '73 Colorado Spring, Colorado James Martin Nelson '73 Tucson, Arizona unda sue.Randie 73 Placitas, New Mexico Ann Muriel Seymour 73 Waco, Texas Edward Gerald McGrath '72 Colorado Springs, Colorado Karen Anne Nelson '73 Dan vi I le, California Elizabeth J. Randolph 73 Fairacres, New Mexico Herley Dana Sharp 72 Placitas, New Mexico Norma Faye Mclemore '73 Vidor, Texas Toni l<aren Thomas Nelson 70 Los Alamos, New Mexico Kenneth Winston Richman, Jr. '73 Ridgewood, New Jersey Douglas Edward Sherr 72 Burlingame, California Peter Joseph Meadow '73 New York, New York Dana Eugene Netherton 72 Florissant, Missouri Elizabeth Jane Riedel '73 Houston, Texas Mary Jane Shoemaker 73 Boulder, Colorado Susan Carol Meister '73 Greeley, Colorado Sigrid Catherine Nielsen '70 San Bruno, California Thomas Stuart Robinson '73 Newport, Rhode Island David Michael Sills 70 Chicago, Illinois Maura Mensch '72 Kansas City, Missouri Robert Carl Norberg '72 Melrose Park, Pennsylvania Barbara Ellen Roe 73 Eielson Air Force Base, Alaska Kathleen Marie Skelton 70 Geneseo, Illinois Blandy Joan Merrill '72 Taos, New Mexico Martha Paine Nordstrom '72 South Nyack, New York Louise Ann Romanow 72 Natick, Massachusetts Miriam White Skinner '73 Colorado Springs, Colorado Margaret Ann Miller '72 Lubbock, Texas Linda Norton 71 Honolulu, Hawaii Claudia Lynn Rosen '73 Phoenix, Arizona Stephen Arnold Slusher '73 Placitas, i'lew Mexico Patrick Joseph Ross '73 St. Paul, Minnesota Christian Skinner Smith 73 Oakland, California J. David Rudman '73 Brooklyn, 1'1ew York Jared Russell William Smith '72 White Plains, New York Lowell Thomas Rundle '73 Boulder, Colorado Kevin Edwin Snapp '72 Albuquerque, New Mexico William Robert Runyon 73 Phoenix, Arizona Jerry Wayne Speer '73 Coalgate, Oklahoma Thomas Richard Rushton 72 Phoenix, Arizona Eric Osmon Springsted 73 St, Paul, Minnesota David Edward Peck '71 East Haven, Connecticut s Barbara Gai I Stephenson 73 Albuquerque, New Mexico Gerald Pickard Peters 111 70 Lakewood, Colorado Pauline Sargent '72 Santa Fe, New Mexico Frederick Douglass Sternbach '73 Fairport, New York Richard Arthur Peterson 73 Silver City, New Mexico Charles Canter Savitt '73 Belvedere, California Donald Malden Stillwell 71 Exeter, California John Edward Munoz '70 Santa Fe, New Mexico Claire Peyton '71 Chihuahua, Chihuahua, Mexico James Carol Schaeffer '72 Palos Verdes Estates, California Jacob Peter Stoller 73 Mill Valley, California Erin Ladd Murphy '73 Malibu, California Jonathan Lacy Pierce 72 Houston, Texas Mary Helen Porter Schaeffer '72 Shaker Heights, Ohio Margaret Elizabeth Stott '73 Ithaca, New York N Nancy Kathryn Plese 73 Fort Collins, Colorado Robert John Schlegel 72 Palo Alto, California Dolores Ann Strickland '71 Springfield, Pennsylvania Steven Ki ro Nagano 73 Santa Monica, California Dennis Patrick Plummer 71 Annandale, Virginia Warren Frederick Schmalenberger 70 Albuquerque, New Mexico Jon Richard Stroud '73 Shreveport, Louisiana Cleo Fowler Naumburg '72 Santa Fe, New Mexico Patrick Eliot Porter '72 Santa Fe, New Mexico Yehudith Nachama Schneider 70 Mamaroneck, New York laurel Elizabeth Susco '72 Los Alamos, New Mexico Ruth Mitchell '73 l<enai, Alaska Katherine Louella Moffatt '73 Fort Worth, Texas 0 John Kevin O'Donnell 73 Santa Cruz, California Michael Edward Mongeau '73 Moorestown, New Jersey Gary Worth Moody 73 Taft, Texas Jane Moore '70 liberal, Kansas Mellanie Patricia Morgan '73 San Antonio, Texas Madeline Grace McDonald Mosley '70 Palo Alto, California Steven Michael Moser '71 Haiku, Maui, Hawaii p Joan Marie Paine 73 Albuquerque, New Mexico Carole Rosane Paterson '70 San Bruno, California / 97 �98 / CATALOGUE OF ST. JOHN'S COLLEGE Allan Lee Swartzberg '71 Santa Fe, New Mexico Nancy Emily Waight '72 Santa Fe, New Mexico T James Russell Walker '70 Fort Stockton, Texas Helen Ernestine Tapia '72 Santa Fe, New Mexico Peter Joseph Walsh '72 Silver City, New Mexico Mary Connell Tarail '73 Berkeley, California Kari Bethany Ward '73 Santa Fe, New Mexico Kathryn Joan Teipel '70 Tulsa, Oklahoma John Weber Warner '71 Phoenix, Arizona Sue Starling Terrell '73 Santa Fe, New Mexico Danny Lee Watson '73 Kirtland, New Mexico James Ross Thompson, Jr. '73 Rocky Ford, Colorado Lloyd Chockley Westbrook '71 Pasadena, California Elizabeth Brandes Trotman '73 New Haven, Connecticut Susann Whitesides '72 Denver, Colorado Rachel Lynn Trueblood '72 Blue Bell, Pennsylvania Edward Bradley Whitney '71 Colorado Springs, Colorado u Margaret Ellen Usner '73 Los Alamos, New Mexico v Gretchen Vadnais '72 Portland, Oregon Peter Wilson Vanderlaan '72 La Jolla, California Barbara Jean Venable '73 Portland, Oregon Peter Williams Volkmar '72 Scottsdale, Arizona Jennifer Ann Wicke '73 Albuquerque, New Mexico Robin Wiles '73 La Jolla, California India Williams '73 Belvedere, California Leslie Kenneth Wilson '70 El Cajon, California Cheryl Jane Wise '73 Albuquerque, New Mexico Michael Cheney Wood '73 Alfred, New York Ann Wooten '73 Little Rock, Arkansas Joseph Michael Wren '72 Chicago, Illinois w z A. Mackenzie Worthington Waggaman '73 Reno, Nevada Jonathan Zorn '72 Englewood, New Jersey �If you are Applying for A inking 1ss1on to St. John's 0 You are cordially invited to spend several days on either campuso It is probably wise to get first-hand advance knowledge of any college you may be thinking of, but it is P.Specially wise in the case of St. John's, because of its unique curriculum and methods and atmosphere. You will be welcome at any time, but you should try to come when the College is in sessiono If you can come, you may - room in a - take your meals in the dining hall - attend seminars, tutorials, laboratories, and all other activities of the College - and talk with faculty members as well as students. All seminars meet on and Thursday evenings, and since the seminar is the core of the St. curriculum you should include a Monday or Thursday evening in your stayo A Sunday-to-Tuesday or Thursday-toSaturday visit is best, and these are the periods chosen by the hundreds of students who visit each year. For further details, write to the Director of Admissions. St John 1s College Annapolis, Maryland 21404 Telephone: 301-263-2371 St. John's College Santa Fe, New Mexico 87501 Telephone 505 - 932-3691 � CATALOGUE OF ST. JOHN'S COLLEGE ANNAPOLIS, MARYLAND • SANTA FE, NEW MEXICO 1970-1972 OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools �College Calendar 1970-71 SANTA FE ANNAPOLIS September 16 September 18 September 19 September 20 September 21 i'lovember 26-29 December 17-January 6 January 31 February 1 March 18-31 June 12 June 13 Opening of College Freshman Registration Senior Registration Convocation Sophomore and Junior Registration Thanksgiving Recess Winter Vacation End of First Semester Beginning of Second Semester Spring Vacation End of Second Semester Commencement September 9 September 12 September 12 September 13 September 14 November 26-29 December 17-January 6 January 31 February 1 March 20-April 4 June 5 June 6 1971-72 lntroducl The Curr THE S THE F. THE 1 Th Th n THE L THE F1 Introduction The Libe7 education should seek to develop free and rational men and women The Acacitted to the pursuit of knowledge in its fundamental unity, intelligently THE T;iative of their common cultural heritage, and conscious of their social ~~E 'era! obligations. Such men and women are best equipped to master the SC~EL[c skills of any calling and to become mature, competent, and responsiACADizens of a free societyo THE S:. John's College believes that the way to liberal education lies through Goks in which the greatest minds of our civilization - the great teachers ;~~ 2xpressed themselves. These books are both timeless and timely; they o" Ins t runicily illuminate the persisting questions of human existence, but also have . . THE 5relevance to the contemporary problems with which we have to deaL 8 \:an therefore enter directly into our everyday lives. Their authors can PRECE to us almost as freshly as when they spoke for the first time, for what FORM1ave to tell us is not something of merely academic concern, remote Extracurr)ur real interests. They change our minds, move our hearts, and touch 1 SANTA FE ANNAPOLIS September 15 September 17 September 18 September 19 September 20 September 21 November 25-28 December 16-January 5 January 30 January 31 March 16-30 June 10 June 11 Opening of College Freshman Registration Senior Registration Convocation Sophomore and Junior Registration First Seminars Thanksgiving Recess Winter Vacation End of First Semester Beginning of Second Semester Spring Vacation End of Second Semester Commencement September 8 September 11 September 11 September 12 September 13 September 13 November 25-28 December 16-January 5 January 30 January 31 March 18-April 2 June 3 June 4 Residencmts. Site Planhe books speak to us in more than one wayo in raising the persisting Admissicl questions, they lend themselves to different interpretations that reveal Fees anJty of independent and yet complementary meanings" And, while seekA Brief 1-e truth, they please us as works of art with a clarity and a beauty that Biblio their intrinsic. intelligibility. T.h.ey are therefore properly called great, they are epic poems or pol1t1cal treatises, and whether their subject dg Boar 0 r is scientific, historical, or philosophical. They are also linked together, Officers ch of them is introduced, supported, or criticized by the otherso In a real Tutors·· they converse with each other, and they draw each reader to take Registerwithin the limits of his ability, in their large and unending conversation. Alumni· ?fl Hall, Annapolis, 1744 ri ler �College Cal 1970-71 ANNAPOLIS September 16 September 18 September 19 September 20 September 21 November 26-29 December 17-January 6 January 31 February 1 March 18-31 June 12 June 13 Opening of College Freshman Registration Senior Registration Convocation Sophomore and Junior Registration Thanksgiving Recess Winter Vacation End of First Semester Beginning of Second Semester Spring Vacation End of Second Semester Commencement 1971-72 ANNAPOLIS September 15 September 17 September 18 September 19 September 20 September 21 November 25-28 December 16-January 5 January 30 January 31 March 16-30 June 10 June 11 Opening of College Freshman Registration Senior Registration Convocation Sophomore and Junior Registration First Seminars Thanksgiving Recess Winter Vacation End of First Semester Beginning of Second Semester Spring Vacation End of Second Semester Commencement Introduction Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any calling and to become mature, competent, and responsible citizens of a free society. St. John's College believes that the way to liberal education lies through the books in which the greatest minds of our civilization - the great teachers have expressed themselves. These books are both timeless and timely; they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary problems with which we have to deal. They can therefore enter directly into our everyday lives. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not something of merely academic concern, remote from our real interests. They change our minds, move our hearts, and touch our spirits. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And, while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are therefore properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical, or philosophical. They are also linked together, for each of them is introduced, supported, or criticized by the others. In a real sense they converse with each other, and they draw each reader to take part, within the limits of his ability, in their large and unending conversation. McDowell Hall, Annapolis, 1744 �This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we sometimes desire. To remedy this defect is the goal of the St. John's seminar. Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar ideas, attempt to discuss it reasonably. It is presupposed that each student is willing to submit his opinions to the critical scrutiny of his fellow students. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions - probably unexamined - that have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. In the main, however, the aim is to ascertain not how things were, but how things are - to help the student make rational decisions as he lives his life. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the student should continue with him throughout his life. Most of-the teaching at St John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The Tutor functions as a guide, more inten\ to listen to the students and to work with them than to impose upon them his own train of thought. In. short, St John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to mediate men'.s understanding, to give conscious form to knowledge through systems of s1.gm accommodated to men's intellects - that is, words and numbers. Trad1t1.onally, the liberal arts were seven in number: grammar, rhetoric, logic_ the arcs of language; and arithmetic, geometry, music, and astronomy - the arts of mathematics. In contemporary terms, man practices such liberal arts as analyzing, thinking, writing, speaking, and deciding as he uses verbal symbols; man practices such liberal arts as counting, measuring, deducing, and demonstrating as he uses nuthematical symbols. There are many ways to develop these arts. The curriculum emphasizes of them: d1scuss1on, translation, demonstration, and experimentation. •hey are followed 111 all the branches or the program. But whatever the methods used, they all serve the same end· to make the student think for himself, to enable him to practice the arts of freedom. Free minds must be ~.ble to view concrete situations, to deliberate by formulating clear alternanves, and to arrive at a deciding choice. The acquisition of these intellectual skills. indic.ates that the discipline of the liberal arts has taken hold ~f the learn111g mind. ~our _l~_nowledge. advances and the fundamental outlook of man may change over Lhe centuries, but these arts of understanding remain in one form or another indispensable. They enable men to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom . Under their guidance men can free themselves from the wa.ntonness of prejudice and the narrowness of beaten paths. Under their d1sc1pl111e men can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most farreaching of all human goals. . �THE CURRICULUM The Curriculum THE SEMINAR The heart of the curriculum is the seminar- a discussion of assigned reading from the books of the program. In each seminar there are from fifteen to twenty students with two members of the faculty as leaders. The group mee.ts twice a week, on Monday and Thursday evenings, from eight to ten - or till well beyond if the topic under discussion has aroused a sustained and lively argument. The assignment for each seminar amounts, on the average, to around a hundred pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders, and thereafter it consists almost entirely of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address "/\/\r.," "Mrs.," or "Miss." Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to provoke a discussion of war and aggression and to bring to the surface the students' opinions and fears about the w1sdo.m or error of national policies. Homer and Dante prompt reflections on the virtues and vices of men on man's ultimate fate. Sometimes a seminar will devote all its time to an int~rpretation of the assigned reading, staying close to the text; at other times the talk may range widely - and even wildly - over topics suggested by the reading but having independent relevance in the minds of the participants. The same assignments may be handled in different ways by different groups; in the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, every opinion must be heard and explored, however sharp the clash of opinions may be; second, every opinion must be supported by argument- an unsupported opinion does not count In a freshman seminar the students may tend to express their opinions with little regard for their relevance or their relation to the opinions of others. Gradually, under pressure of the group, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. The students learn, I 9 gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study: poetry is not philosophy and requires a different approach. Such progress in method may be crowned by sudden insights on the part of individuals, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the solution of a problem. More often than not the problem remains unsettled, with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion sometimes tends to branch off and to entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk or into dull and shallow meandering, without being able for a long time to extricate itself from such a course. Or it may climb to heights accessible to only a few of its members. Under these circumstances the role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections, to help the student in every way possible to understand the author, the issues, and himself. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But a leader may also take a definite and positive stand and enter directly into the argument. If he does so, however, he can expect no special considerationo Reason is the only recognized authority; all opinions must be rationally defended and any single opinion can prevail only by general consent. The aim is always to develop the student's powers of reason and understanding and to help him arrive at intelligent opinions of his own. �THE CURRICULUM 10 / I 11 CATALOGUE OF ST JOHN'S COLLEGE THE TUTORIALS The seminar cannot suffice as the only means to the end of liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study. Other instructional devices must therefore support it; these are the tutorials in language, mathematics, and music. For four years a student attends one language tutorial and one mathematics tutorial, usually four mornings a week. Three times a week sophomores also attend a music tutorial. In tutorials, around a table, eight to fifteen students study and learn together under the direct guidance and instruction of a TutoL Each tutorial session lasts an hour. The tutorial provides conditions for collaborative study and for the manifold teaching and learning relations that hold in a company of good friends. As in the seminar, students talk freely with one another and the Tutor, but the discussion focuses sharply on assigned tasks. There is opportunity for each student to contribute his measure of instruction to his fellows. Other tutors often attend, seeking to learn about a particular subject, which they may later teach. THE LANGUAGE TUTORIAL THE PRECEPTORIAL For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in intensive study of one book, or exploration of one subject in several books. Students choose their preceptorials from a variety of topics offered by the Tutors. There are usually from sixteen to twenty such topics proposed by the Tutors according to their own interest in a topic and the apparent interest of the students. Students may indeed suggest a topic and invite a Tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the seminar reading, there are usually some preceptorials that deal with books and themes the students would not otherwise encounter in the program. There are generally seven or eight students in a preceptorial. Guided by a Tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually the student's work is completed by the writing of a paper. This often is read in draft to the preceptorial and criticized by the other members. Specialization in higher education has led to a profound neglect of language skills. As country is separated from country by the barrier of Iangauge, so profession is separated from profession by technical jargon. The language tutorial attempts to remedy this condition by a training in the means of precise communication and persuasion. In a broad sense, it may be conceived of as a present-clay restoration of the age-old studies of grammar, rhetoric, and logic. The tutorials seek to understand the relation between language and thought. To do this they must study the fundamental ways words can be put together, the modes of signifying things, the varied connotations and ambiguities of terms, the role of metaphors and analogies, and the logical relations between propositions. The primary purpose of the language tutorial is thus not the mastery of any foreign languages. By studying these, however, and by translating them into English, by comparing them with each other and with English, the student learns something of the nature of languages in general and of his own in particular. During the four years, then, he is studying language as the discourse of reason and, through the medium of foreign tongues, his native English. He is discovering the resources of articulate speech and learning the rules that must govern it if it is to be clear, consistent, and effective; if it is to be adequate and persuasive. The medium for accomplishing this is Greek in the first and second years and French in the third and fourth years. In the beginning the emphasis is on the grammatical forms and construe- �12 I THE CURRICULUM CATALOGUE OF ST. JOHN'S COLLEGE tions and the vocabulary of the language being studied. Brief passages of prose and poetry are committed to memory. But after a short time the tutorial shifts to something more concrete: the slow and careful reading and discussion of works of poetic imagination or philosophical thought. Thus the rapid reading for the seminar, with its attention to the large outlines, the general trend, the development of the central idea, is supplemented and corrected by a more precise and analytical study, concerned with every detail and particular shade of meaning, and also with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not often come directly into seminar discussions. The student's concern with them in the language tutorial improves all his reading, for whatever immediate end, deepens and enriches his understanding, and increases his ability to think clearly, and to talk welL The second purpose of the language tutorial is support of the seminar. The further the student advances, the more the language tutorial tends to influence the seminar discussion. It brings issues to the fore which might otherwise have been neglected and introduces more precision into the terms in which a problem is being discussed. A third aim of the language tutorial is the learning of the two foreign languages themselves. In the time allotted to the study of each language, mastery of either of them is, of course, impossible. Ability to speak the language is not an aim of the tutorial. That ability may best be acquired by living abroad, or by an intensive course. What the student can reasonably expect to attain is a knowledge of the grammatical forms and a feeling for the peculiarities of the language, within limitations. To experience the individuality of another language is to extend the limits of one's sensibility. I 13 The choice of the foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Different languages might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first year. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text The aim here is economical progress toward facility in the reading and writing of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the student attempts to match in his own tongue the excellence of his models. In the second semester a complete play in verse is read. In the fourth year passages from English writers are translated into French; discussion of students' versions is helped by comparison with expert translations of each text chosen. The principal activity of this year, however, is the reading of French poems. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarifies the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted in the third year THE MATHEMATICS TUTORIAL ['\Jext to their mother tongue the language of number and figure is the most important symbolic possession of men. In view of the scientific and industrial conditions of modern life, the elimination of mathematics as a requirement in education is most disturbing. This default has become so common now that many persons believe that they natively lack mathematical ability. But the language of number and figure is not a matter of special aptitude, though obviously the high aptitude of a great mathematician is rare Even before reaching its explicit scientific formulation, mathematics is an integral part of our understanding of the world that surrounds us. St. John's tries to overcome this alleged mathematical disability and, through improved teaching techniques, to effect an understanding of the fundamental nature and intention of mathematics. The student begins with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, he gains a notion of deductive science and of a mathematical system in general; he becomes acquainted with one view of mathematical objects - its central expression found in the theory of ratios - which is buried under the foundations of �14 I CATALOGUE Of ST. JOHN'S COLLEGE THE CURRICULUM I 15 modern mathematics. After Euclid he begins the study of Ptolemy's Almagest, his treatise on astronomy, centering attention on the problem of 11 hypotheses 11 constructed to "save the appearances." That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic, and religious readings that are taken up in the first and second year. In the second year the student continues the study of Ptolemy, which gives him a background for the reading of Dante and emphasizes those difficulties and discrepancies of the geocentric system which point straight toward the Copernican revolution. He studies Copernicus's revision of Ptolemy in heliocentric form. He next takes up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this he studies analytic geometry, which presents the conic sections in algebraic form . He thus gains an understanding of algebra as the 11 analytic art11 in general. In the third year, after a preparatory introduction to the calculus (or a review of it, as the case may be), the student discovers the roots of physics in Galileo's attempt to present mathematically a descriptive science of motion. This attempt and Kepler's theory of the elliptical orbits of the planets the student sees combined in Newton's achievement. Newton brings heavenly and earthly motions under one law and supersedes a purely geometric astronomy with a 11 dynamic11 theory in which the orbits are governed by laws of force. Here again the mathematics tutorial is more than a mathematics course. It is both an introduction to physics and a foundation for the study in seminar of the philosophical outlook of the modern world. In the fourth year the reading of Lobachevski's approach to non-Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. The latter half of the year is given to either of two studies. In projective geometry the enterprise which began with Euclid returns in a remarkable way, now generalized, to its starting point, and the student sees it as a daring and inclusive logical deduction; or the student may undertake a study of the non-Euclidean geometrization of physics found in Einstein's theory of relativity. Thus throughout the four years the students are in continuous contact not only with the pure science of mathematics but also with the foundations of mathematical physics and astronomy. All along, the mathematics tutmial supports the seminar discussions as they bear on the relation of man to nature, the criteria of intelligibility, the nature of knowledge, and the all-powerful role of in imagination and thought In the mathematics tutorial the student engages actively in demonstration of propositions; the blackboard becomes the arena of intense logical struggles. The student is made to see how the discovery of logical inconsistencies leads to a revision of the assumptions upon which mathematics builds. But it is not only logical rigor that is expected of the student; his imagination is constantly brought into play. Any devices that might help imaginative effort - geometrical models, mechanical linkages, astrolabes, etc. - are used, and often the student himself is asked to construct them. Whenever the occasion requires it, the student has to exercise his skill in the solution of problems. All this detailed preoccupation with mathematical objects and methods, however, is subservient to the more general consideration of the relation that mathematics has to problems raised in the seminar. On the other hand, the mathematics tutorials also refer directly to the work done in the laboratory. The chief aim of the mathematics tutorial is to give the student insight into the nature and practices of thinking, of reasoning that proceeds syste~ matically from definitions and principles to necessary conclusions. He sees and becomes familiar with the power of a method or methods that can gather into a single formula or law the most diverse phenomena and can thereby predict and even control their occurrence. His intellectual imagination is freed and developed to the point where he can investigate the structure of worlds that are possible - that is, consistent - beyond the powers of sense. It is in the various mathematical sciences that imagination and reason are seen at their most impressive and effective. Here all is distinct, orderly, and necessary. To see reason thus at work- building its structures as in pure mathematics, or making the world intelligible as in the mathematical sciences �16 / THE CURRICULUM CATALOGUE OF ST. JOHN'S COLLEGE of nature- is perhaps the most exciting and absorbing of all intellectual activities. Insofar as the modern world is the creation of the age of reason, the St. John's handling of mathematics and science is an excellent and almost indispensable experience for anyone who wishes to know what modernity means. An education based on the popular view of the liberal arts and the humanities as meaning only literature, art, philosophy, and history does not prepare one to live in today's world. On the other hand, the teaching of sciences divorced from the humanities is equally destructive of a capacity to understand the modern world. THE MUSIC TUTORIAL One of the aims of the St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed towards technical skill but towards an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the existence of ratios among numbers. The study of music is valuable in training the mind to a sense of ratio and proportion. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year, by way of introduction, all students sing in a chorus. In the sophomore year a tutorial meets three times a week. The music tutorial reflects two different but complementary aspects of music. On the one hand music is intimately related to language, rhetoric, and poetry. On the other it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint, and harmony. None of these 1s done apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart, the instrumental works of Beethoven, and, from this century, a major work of Stravinsky and one of Schoenberg, are the real textbooks. In the second semester at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it I 17 THE LABORATORY The seal of the College, on the front cover of the catalogue, shows seven books surrounding a pair of scales. The balance, no less than the books, symbolizes the tradition of the liberal arts. It stands for the instruments of the scientific laboratory, which may well be the most characteristic institution of the modern world. Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions, in industry, politics, morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it The last two years of the program exhibit the farreaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale . and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and the human hand that help us to transcend the factual by confronting it with universal principles. For this purpose St John's has set up a four-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology, and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments that mark the history of science have to be reproduced; the interplay of hypothesis, theory, and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide a clear understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills derived from the practice of the liberal arts. The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. �18 I THE CURRICULUM CATALOGUE OF ST, JOHN'S COLLEGE There need not be "two cultures," Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life, THE ORGANIZATION OF THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a tull and free discussion of the instruments and principles involved in it (2) The content of the work should be so chosen as to enable the student to trace a scientific discipline to its roots in principle, assumption, and observation, Thus certain integrated wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study, (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation, The student must have time to satisfy himself as to the degree of accuracy his instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire experiment Only thus can he come to a mature understanding of the sciences called "exact." I 19 A laboratory section consists of fifteen to twenty students working under the guidance of a Tutor, with the help of more advanced students serving as assistants, Sections meet twice a week, A laboratory session may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires, Occasionally a laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Lavoisier, Huygens, Newton, Fresnel, Darwin, Faraday, Maxwell, Thomson, Rutherford, and Bohr are among those regularly used in this way. In all the work of the laboratory, and in the laboratory manuals written at the College, the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry, ITS CONTENT The general topics of study have been chosen from elementary physkai and biological science, In terms of traditional names for various branches of scientific endeavor, the work schedule may be outlined as follows: First Semester 1st Year Second Semester Theory of measurement Chemical atomism 2nd Year Biology 3rd Year Mechanics, optics, and force-fields Atomic structure Electromagnetism 4th Year PHYSICAL SCIENCE In the first semester freshmen study the problem of measurement. The student learns the elementary processes of measuring length, area, volume, density, musical pitch, pressure, temperature, and heat, and becomes aware of the theoretical assumptions underlying these measurements. He also considers the problems of summarizing the data of measurement and of estimating the accuracy of the results. In the second semester the student confronts the phenomena and arguments, largely chemical, which lead to the development of a theory of matter in terms of discrete particles, The emphasis thus shifts from individual measurements of continuous magnitudes to the construction of a coherent physical theory that will embrace diverse phenomena, The exercises follow an order which is both historical and logical, beginning with the distinction between pure substance and mixture, element and compound, and continuing with the laws of weight-combining proportions of gases. The principle of Avogadro is then introduced as the key to the problem of determining a consistent set of atomic weights. Finally, the periodic chart of the elements is presented as the culmination of this process. �20 / THE CURRICULUM CATALOGUE OF ST. JOHN'S COLLEGE In the third year the laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, and electromagnetism. The mathematical tools of physics are put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutorial. As the tools of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy, and potential fields, to their reformulation in more appropriate terms; at the same time the physical concepts serve to illustrate the mathematical ideas. The concepts of mechanics are then used to formulate alternative theories of light- corpuscular and wave - and the appropriateness of either is considered. In the senior year electromagnetic theory is approached initially in terms of classical physics, and then developed beyond those terms to the general characterization of the electromagnetic field by Maxwell's equations. Finally, the principles of optics are reviewed as possible consequences of Maxwell's equations, and the appropriateness of a mechanical model for light is examined. In many ways the work of the senior year is a return to questions which the student first raised as a freshman. The senior laboratory takes up anew the theory of atomism - but now the atom itself has become the object of study. Prepared by his work with electrical phenomena, the student can focus on the questions of atomic stability that lead to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. Ultimately the student must reconsider another "freshman" problem-that of measurement-in the light of the "new physics." BIOLOGICAL SCIENCE In the second year the laboratory takes up the study of living matter. Using the theory of evolution as a unifying idea, the laboratory studies animal life in four aspects or units of work. First the lower animals or invertebrates are considered. The student observes and dissects representatives of the major groupings of invertebrates. General topics such as the origin of life, the relation of part to whole and of form to function are discussed as the observations and dissections bring them to the fore. From invertebrates the student moves to gross anatomy, with special emphasis on the circulatory system and the structure of a complex organ like the eye. Further light is thrown on the questions first raised by the study of invertebrates. The interaction of organ systems is explored. After the study of animal forms the laboratory proceeds to the topics of embryology, development, regeneration, cell migration, and cell differenti- I 21 ation. Theories of growth and formal differentiation are elicited from the observations. The fourth unit 1s concerned with genetics and the genetic study of populations. Mendel's theory of heredity, the molecular theory of the gene, and the results of laboratory studies of small fruit-fly populations are considered from the viewpoint of their evolutionary significance. In general, the laboratory consists of close observation, through microscopes or with the naked eye, together with constant theoretical interpretation of the observations, in class discussion and through reports and papers. Important works by biological scientists are read in conjunction with the experiments and discussions. They include the seminal work of Harvey, Darwin, and Mendel and the modern extensions and criticisms of the work of the early masters. The purpose of the biology laboratory is thus to acquire an understanding of self-moving matter. THE FORMAL LECTURE The curriculum as described so far has been shown to use the medium of discussion, of recitation, of student participation at every stage of the work. On Friday evenings, however, a different pattern of instruction prevails. The formal lecture is the occasion when the student has an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the student's readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, painting or architecture. The lecturers are often visiting scholars, but not infrequently members of the St. faculty. The visitor may be from the academic world or from the arena of public affairs; he may be a poet or an artist Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturer submits himself to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the student the habit of listening and following the exposition of a subject he may not be familiar with, and it also provides him an opportunity, in the discussion period, to exercise his dialectical skill in a setting very different from the classroom. It 1s here that he can himself test the degree of his understanding and the applicability of what he has learned. The lectures range through a variety of subjects. Sometimes the student is confronted with opposing views on a given subject. Some of the lectures have immediate repercussion in the seminars and tutorials. Others may have a lasting effect on the direction that a student's work takes within the framework of the program. �The Liberal Arts That young men and women are in need of education is a generally accepted proposition. But people do not always agree about what education means, what its goals are, and what its methods should be. It can be said, however, that two ideas of education prevail universally. Children and adolescents have to learn, and do learn, the habits and customs of the society to which they belong and into which they grow; they have to assimilate, and do assimilate, the religious, moral, and political traditions of their elders. On the other hand, young men and women have to prepare themselves for their later lives and the specific tasks they will shoulder by choice or necessity; they. have W acquire, in addition to literacy, expertness in certain fields - mechanical skill, for example, or trade experience, or some specialized knowledge. Yet these two ideas of education do not define the goal sufficiently well. For all depends on the spirit in which those traditions are kept and on the understanding that underlies those various skills, experiences, and kno"."1edges. All customs, all arts and sciences, however particular, embody principles of a general nature. To be aware of these principles means to be a?l_e to look beyond the immediate, the accepted, and the necessary. The acqu1s1tion of such ability is the goal of a liberal education. In a free society that goal can never be dispensed with. For in deliberating about a course of action, in deciding what the welfare of the individual and the common good require, one has to distinguish between the expedient and the just, the apparent and the true, the contingent and the essential; one has to have acquired, in other words, the rudiments of a critical intell1gen_ce and an awareness of principles that govern our behavior and our understanding. The St John's attempt, begun in 1937 1 to recover the true meaning of the liberal arts involved a return to the long tradition of Western thought. But at the same time it amounted to a new approach to this tradition, for. the many and varied additions to the fund of knowledge that overwhelmed the academic world in the nineteenth century had brought the danger that the tradition would be broken. St. John's realized that the revived tradition would have to assimilate the new knowledge, not reject it. It was a test of the liberal arts that they should be expected to accomplish this assimilation. In a way this tradition is not in the books of the Western world; it is rather the heritage by which we live, the spirit which permeates our thinking and speaking, our attitude and concerns. The heritage, however, can wither away. To prevent that, we must be ready to go back to the sources_ and to reflect on what they have to say. That is the way in which education can become a deliberate and planned undertaking. The Academic Order THE TUTORS learning is a cooperative enterprise, and it is best carried out when persons at different stages of comprehension work together. The typical learning situation at St. John's involves a small group of learners. First in line come the great teachers, the writers of the great books, who are talking in most cases at the high point of their learning. Next come the reading and talking teachers, the Tutors, who are members of the faculty; in their stage of learning they are somewhere between the authors and the best students. There then follow the other students at distances proportional to the degree of their understanding. The old-fashioned ranking of classes in the little red schoolhouse is the relevant image here. At the head of the class is the author-teacher, at the foot of the class the poorest student in relation to the subject matter. All the others are both teachers and pupils, each learning from those above and teaching those below. The aim in all the classes is to exploit the differences in knowledge, character, and skill as they are distributed among students and Tutors. The kind of teaching and learning that goes on at St John's presupposes, then, a faculty differing in many ways from the faculties of more conventional colleges" Each Tutor normally has a specialized competence in at least one field of knowledge. Beyond that he must be willing to acquire a certain expertness in other fields of knowledge and a competence in the liberal arts. This may mean that he has to re-educate himselt He is expected to teach some classes in subjects other than his own. Ideally, the Tutor will eventually have taught classes in every part of the program. He thus will, for the first years of his teaching at least, attend classes in the same way as a student: his own learning goes along with his teaching; just as the student does, he progresses from year to year in the curriculum; and that continuous learning and teaching bring him, in ever-increasing measure, into close familiarity with the entire program. Thus a member of the St. John's faculty is never confined in his scholastic activities to a single division of the program. He is, and has to be, a teaching member of a seminar and of either two tutorials or of one tutorial and a laboratory section. Each Tutor is constantly passing on the special skills he possesses to his colleagues who might require them in their classes. Since it is necessary, on the other hand, that Tutors probe more deeply into the foundations and wider contexts of the subject matters that are the teaching materials at St. John's, to avoid staleness and the ever-present �24 / CATALOGUE OF ST. JOHN'S COLLEGE THE ACADEMIC ORDER I 25 THE INSTRUCTION COMMITTEE The Instruction Committee is a committee of Tutors responsible for advising the Deans on all matters of instruction -whether concerning curricular planning or the academic standing of students. It also advises the President on appointments to the faculty. The Committee consists of the Deans and twelve Tutors, six elected by the Tutors on each campus of the College; the President and the Provost sit with the Instruction Committee ex officio. Each Dean is the Chairman of the Instruction Committee on the campus where he serves; the members of the Committee on each campus constitute the Instruction Committee for that campus and meet at frequent intervals throughout the year. The full Committee meets annually, alternating between the two campuses, and the Deans alternate as Chairman of the Instruction Committee. THE LIBRARY danger of succumbing to routine performance, faculty study groups are set up whenever possible. Members of such a group are relieved partially of their ordinary teaching duties. They engage in a thorough study and exploration of a subject chosen by the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John's curriculum, the work of the study group opens new perspectives for teaching and learning at St. John's. Another endeavor, fulfilling a special need of the program, has been the translation into English of books useful to the College either as texts for seminar or tutorial or as important background material. Among the books translated for the first time into English by members of the faculty are these: Apollonius, Conics, Books 1-111; Ptolemy, /VJathematical Comrosition !Almagest), Galen, Introduction to Logic; Copernicus, On the Revolution of the Spheres; Kepler, Epitome of Copernican Astronomy, Books IV, V; Franr;ois Viete, Introduction to the Analytical Art. Books that have been retranslated by members of the faculty are these: Plato, Meno; Plotinus, Fifth Ennead; Aristotle, Physics, Books I-IV; Aristotle, Politics, Books 1-11; Bonaventura, On the Reduction of the Arts to Theology; Cantor, Transfinite Numbers; Einstein, Geometry and Experience. The books chosen for study at St. John's are collected in the library in the best editions and translations that can be obtained. These books and carefully selected modern texts for the laboratory are the core of the library, essential to the teaching of the program. A good general collection is a necessary supplement; a specialized, highly technical one would have little use. Each year books in mathematics, science, philosophy, religion, fine arts, music, poetry, literature, and history are purchased. Representative periodicals and newspapers are subscribed to. A committee of the faculty assists the Librarian in selecting books and periodicals. The library in Annapolis maintains a collection of about 60,000 volumes, supplemented by microfilmed books and periodicals. In Santa Fe the collection has been growing at the rate of 3,000 volumes each year and now numbers over 20,000 volumes. SCHEDULES AND EXAMINATIONS Perhaps the most distinctive mark of St John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when the seminar leaders are wondering if the students will see the implications for liberty in Pericles's funeral oration. These are the educational realities that a common schedule marks and emphasizes. �26 f THE ACADEMIC ORDER CATALOGUE OF ST. JOHN'S COLLEGE Monday 8:30 9:30 10:30 Tuesday Wednesday Thursday Friday Mathematics Tutorial Mathematics Tutorial Mathematics Tutorial Mathematics Tutorial Music Tutorial* Music Tutorial* Music Tutorial* Language Tutorial Language Tutorial Language Tutorial 11 :30 Language Tutorial Chorus 1:00 Laboratory Laboratory to 4:00 THE DON RAG At the end of each semester the student meets all his Tutors in the "don rag." The don rag is a consultation of student and Tutors for the purpose of diagnosis and prescription rather than for reporting of marks. The Tutors report to one of the seminar leaders on the student's work during the semester; ~he student is then invited to report on himself and to judge his own work; advice may be requested and given; difficulties may be aired; but no grades. are reported. The first freshman don rags are held the week before the Winter Vacation rather than at the end of the semester. ANNUAL ESSAYS 8:00 to 27 freshmen the first oral examination of the year is given ~efore t~e Winter Vacation; and for juniors and seniors, just before preceptonals begin. A SAMPLE CLASS SCHEDULE FOR ONE WEEK Hour I Seminar Seminar Formal Lecture 10:00 • In the second year only. Before the end of the second semester, every freshman, sopho.more, ~nd junior submits an annual essay on some theme suggested by h~s s~mmar reading. The essay becomes the center of his final oral examination m the spring. Except for the preceptorials in the junior and senior years and certain periods of laboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students. Each morning for either three or four days a week they spend one hour in a language tutorial and one hour in a mathematics tutorial; sophomores also spend three hours a week in a music tutorial. Twice a week they spend up to three hours in the laboratory. Two evenings from eight to ten they attend a seminar. A formal lecture or concert is given once a week. Nineteen to twenty-one hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each, separated by a week during which the seminars meet as usual but tutorial and laboratory meetings are suspended. Special events are scheduled in this period, and don rags for upperclassmen are held. Since this week is not considered a holiday, but a welcome change in the instructional routine, students are required to remain in residence. ORAL EXAMINATIONS At the end of each semester, oral rather than written examinations are held. These are conducted by the seminar leaders, with the voluntary participation of other Tutors. The student is questioned freely and informally on the texts he has read and on his critical and interpretative opinions. It is not the aim of the examiners to find out how much the student remembers. He is encouraged to consider different parts of his study in relation to each other and to problems that may not have been treated in any of his classes. For �THE ACADEMIC ORDER I 29 28 / CATALOGUE OF ST, JOHN'S COLLEGE SOPHOMORE ENABLll'IG The annual essay of sophomores holds a position of special importance, It becomes a major part of the process called "enabling," This is a review by the Instruction Committee, with the advice of all the sophomore Tutors, of the student's learning during the two years he has spent in the College, As an indication of his proficiency in the liberal arts, the annual essay carries great weight A student is enabled, or allowed to enter the junior class, only if he has submitted a satisfactory essay and only if, in the judgment of the Instruction Committee, he is sufficiently prepared for the work of the last two years, In particular, the enabling judgment looks to the possibility of the student's writing an acceptable senior essay, THE ENABLING ORAL EXAMINATION The enabling oral examination is given to the student in the fall at the beginning of his fourth year, It is focused on a number of books restudied during the preceding summer, They correspond in quantity to about twelve seminar readings and are chosen by the Instruction Committee from the seminar lists, with a view to covering key themes of the four years, The passing of this examination confirms a student's status as a candidate for the degree of Bachelor of Arts. at the end of the semester in the don rag, are based therefore not alone on quizzes and tests, which are rare, but on the student's total performance as a member of the learning community. The Tutor's comprehensive judgment of a student is reported to the Dean periodically as a conventional letter grade, but not to the student. The d.on rag takes the place of a report card. Students will be told their grades 1f they insist. They are encouraged, however, not to work for grades, b.ut rather to try to develop their powers of understanding. If it becomes evident that a student is not progressing at all, or that the learning process has stopped and cannot be revived, the student is asked to leave the College. Ideally there is no reason for dropping any normal student from .t~is course of study. It is assumed that each student has the required capac1~1es until there is clear evidence to the contrary. The curriculum is vaned and nch enough for great diversity of interest, performance, and achiever:ien.t,. and there is ample room within it for a wide range of ability and for 111d1v1dual choice and guidance. Moreover, St John's is free from the pressures of conventional examinations and competition for grades. Attendance at all regularly scheduled College exercises is required. A record of absences is kept This record is taken into consideration whenever there is occasion to determine academic standing. THE FINAL ESSAY AND ORAL EXAMINATION In his senior year the student is required to present to the faculty a final essay related to some aspect of his four years' work. It 1s not a piece of specialized research, but a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; du ring this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is permitted to defend it before the committee in an hour-long public oral examination. t'1o degree is awarded until a satisfactory final essay has been submitted and successfully defended, The senior essay is regarded as the fruition of the student's learning, THE READING KNOWLEDGE EXAMINATION Before being granted the degree each student must pass an examination to show a reading knowledge of French. ACADEMIC STANDING Because St John's classes are small and intimate and consist largely of the active participation of the students, every Tutor is aware of his students' progress from day to day. The Tutors' appraisals of a student, which are pooled THE ST. JOHN'S DEGREE OF BACHELOR OF ARTS The student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. For transcript purposes, St John's, seminars, tutorials and laboratories can be translated into terms of conventional subjects. The curriculum is the equivalent of approximately one hundred twentyeight semester hours. GRADUATE STUDIES AFTER ST. JOHN'S Each year many St. John's seniors elect to do advanced work in a wide range of graduate and professional schools. Experience shows that leadin1g universities admit St John's graduates with creditable records. Since St Johns offers no majors in specific subjects, however, they may find it necessary to take some undergraduate courses during their first year of graduate study. Certain of the best medical schools admit St. John's graduates without further pre-medical study. Most, however, insist upon definite prerequisites, one to three additional undergraduate science courses. They may be taken elsewhere in summer school. Increasingly, medical schools, like the larger technological institutes, expect their students to be able to build on a broad �30 I THE ACADEMIC ORDER CATALOGUE OF ST. JOHN'S COLLEGE foundation of humane knowledge, Schools of law and theology require no additional work of St John's graduates. The following table shows the professions or fields of advanced study entered by one or more St John's graduates; education, mathematics, law, medicine, philosophy, and theology have attracted the greatest numbers. Archeology Architecture Art Biology Bio-physics Business administration City planning Dentistry Drama & playwriting Economics Education Engineering Geology History History of art History of science International relations Journalism Languages Law Library science Literature [,writing Logistics management Mathematics Medicine Meteorology Music Nursing Oceanography Philosophy Physics Political science Psychology Public administration Social anthropology Social work Sociology Theology Whatever the attitude of the graduate schools, St John's refuses to accept the imposition of preprofessional specialized requirements on its liberal curriculum, The College knows well enough that to educate a man requires less, and yet far more, than is required to satisfy the shifting standards of specialized ski Ils. THE ST. DEGREE OF MASTER OF ARTS St John's College awards the degree of Master of Arts. The requirements for this degree are determined the general task the College has set for itselL A Master's degree may be awarded to a Tutor who has completed two years of teaching at St He must petition the Instruction Committee for permission to present himself as a candidate for the degree, He must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon it The topic must have some bearing on the understanding and practice of the liberal arts. THE GRADUATE INSTITUTE IN LIBERAL EDUCATION A new graduate program, leading to the MA degree in the liberal arts, is conducted during the summer on the Santa Fe campus, It is designed for graduates of other colleges and is we:I suited to the needs of high-school teachers, The program, which is based on the St list of readings, is divided into four subject areas: Politics and Society, literature, Philosophy and I 31 Theology, and Mathematics and Natural Science. Each summer session lasts eight weeks and consists of seminars, tutorials, and preceptorials. The seminars are modeled on those of the undergraduate college; they are limited to about twenty students, The tutorials are smaller classes devoted to the close reading of texts. In the preceptorial the student chooses a topic pertaining to one of the books studied and, under faculty guidance, writes a long essay. For each section of the program nine credits are granted. All four sections 2re required for the degree, though students who have previous graduate credit may be eligible for the degree after three summers. The sections may be taken in any order. For more detailed information and a separate catalogue, write to the Grad1:1ate Institute in liberal Education, St. John's College, Santa FF', New Mexico 87501, �INSTRUCTION CHARTS f 33 THE ST. JOHN'S COLLEGE LIST OF GREAT BOOKS This list is subject to constant revision. Books read only in part are indicated by an asterisk. Homer: Herodotus: Aeschylus: Sophocles: Euripides: Aristophanes: Plato: Thucydides: Aristotle: Instruction Charts The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at The University of Chicago, at The University of Virginia, and, since 1937, at St John's College. The distribution of the books over the four years is significant Something over two thousand years of intellectual history forms the background of the first two years; about three hundred years of history forms the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman and medieval periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written originally in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter. The St. John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all times. In doing that it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and ever-present gravity of human issues. St. John's builds its curriculum on the expressions of the great minds of Western civilization because liberal education at the college level is an assimilation of the student to his native culture, and of the culture to the student. The College believes that Eastern books can best be encountered when one has acquired the iiberal arts in their familiar Western form, and can read with· some critical acumen and sophisticated sympathy the works of other cultures. Otherwise, there is the danger that they might become disrupting elements in the student's intellectual journey. Euclid: Epictetus: Apollonius: Lucretius: '/irgil: Tacitus: Plutarch: i'licomachus: Ptolemy: Galen: Plotinus: Augustine: Anselm: Thomas Aquinas: Dante: Chaucer: Rabelais: Machiavelli: Luther: Calvin: Copernicus: Montaigne: Bacon: Kepler: Donne: Shakespeare: Cervantes: Harvey: Galileo: Descartes: Hobbes: Spinoza: Milton: l/iad, Odyssey History* Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Co/onus, Antigone Hippolytus, Medea Clouds, Birds Ion, Gorgias, Meno, Republic, Apology, Crito, Phaedo, Symposium, Parmenides,* Theaetetus, Sophist, Timaeus, Phaedrus The Peloponnesian War On the Soul,* Physics,* Metaphysics,* Nicomachean Ethics! Politics,* Organon,* Poetics Elements* Discourses/ Manual Conics, I-Ill On the Nature of Things Aeneid The Bible Annals'' Lives* Arithmetic* Almagesr' On the Natural Faculties Fifth Ennead Confessions Song of Roland Proslogium Summa Theologica,* Summa Contra Gentiles* The Divine Comedy The Canterbury Tales• Gargantua and Pantagruel'' The Prince, Discourses'' A Treatise on Christian Liberty, Secular Authority Institutes* On the Revolution of the Spheres* Essays* Novum Organum Epitome of Copernican Astronomy, IV, V Poems* Richard II, Henry IV- Part 1 and Part 2, As You Like It, Twelfth Night, Othello, Hamlet, Macbeth, King Lear, The Tempest, Coriolanus Don Quixote On the Motion of the Heart and Blood Two New Sciences* Rules for the Direction of the Mind,* Discourse on Method, Geometry,* Meditations Leviathan• Theologico-Political Treatise Paradise Lost,* Samson Agonistes �34 I CATALOGUE OF ST. JOHN'S COLLEGE INSTRUCTION CHARTS THE ST. JOHN'S COLLEGE LIST OF GREAT BOOKS Pascal: Racine: La Fontaine: Newton: Huygens: Locke: I 35 Continued Pensees* Phedre Fables* Principia,* Optics* Treatise on Light* Essay Concerning Human Understanding," Second Treatise of Government Berkeley: Leibniz: Swift: Fielding: Hume: Principles of Human Knowledge Discourse on Metaphysics, Monadology Gulliver's Travels Tom Jones Enquiry Concerning Human Understanding, Natural Religion Gibbon: Rousseau: Adam Smith: Kant: The Decline and Fall of the Roman Empire The Social Contract The Wealth of Nations* Critique of Pure Reason,* Critique of Practical Reason,* Fundamental Principle of the Metaphysics of Morals Elements of Chemistry* Lavoisier: Dialogues Concerning Declaration of Independence, Articles of Confederation, United States Constitution Hamilton, Madison, Jay: Goethe: Hegel: Tocqueville: Kierkegaard: Lobachevski: Darwin: Melville: Marx: Tolstoi: Nietzsche: Austen: Thoreau Dostoevski: Baudelaire: William James: Twain: Freud: Peirce: Thomas Mann: Valery: Einstein: The Federalist" Faust* Philosophy of History,* Preface to the Phenomenology of Spirit, Logic,* Philosophy of Right* Democracy in America* Fear and Trembling Theory of Parallels* Origin of Species* Billy Budd, Benito Cereno Capital,* Communist Manifesto, Preface to Critique of Political Economy," Economic and Philosophic Manuscripts* War and Peace Birth of Tragedy, Beyond Good and Evil Emma Walden The Possessed, Crime and Punishment, The Brothers Karamazov, The Idiot Poems* Psychology, Briefer Course* Huckleberry Finn A General Introduction to Psychoanalysis Philosophical Papers* Death in Venice Poems* On the Electrodynamics of Moving Bodies Documents from American Political History w.. 0 z 0 i= <( u ~ 0 u:: VJ Vl _, <( u ~ '" ""' >~ ()) w: <:J c ~ '" 0 <JJ u ><JJ Vl ~ '" <:J <JJ ~ :.;: >r- ..c ::;; t <JJ g >- w.. �36 / CATALOGUE OF ST. JOHN'S COLLEGE INSTRUCTION CHARTS PRECEPTORIAlS 1969-1970 ANNAPOLIS Plato: The Statesman and The Sophist Plato: Symposium Thucydides: The Peloponnesian War Aristotle: Nicomachean Ethics Shakespeare: Measure for Measure and Othello Galileo's Two Great Systems of the World Descartes: Discourse on Method Moliere Kant: Critique of Pure Reason Kant: Metaphysics of Morals Beethoven's Symphonies Tocqueville: The Old Regime and the French Revolution Marx's Political and Philosophical Writings "St John's College Asks John Locke Some Questions" Robert A. Goldwin "The Program of the Parthenon" Peter H. von Blanckenhagen "What Is Obscenity and What's Wrong with It?" Harry M. Clor Concert Jacob Lateiner "Rhetoric and Dialectic in the Phaedrus" Malcolm Brown "Groups - Galois' Great Gift" VV. T. Fishback "The Unheavenly City" Edward Banfield "The Relationship Between Ethics and Politics in the Philosophy of Hegel" Victor Gourevitch "The Common-Sense of Politics" Mortimer Adler 1 8. The Modern Theatre Group "Kandinsky and the Concept of Abstract Art" Jonathan Fineberg "Logics and Logos" Deborah Traynor "The Play in the Chains: The Dramatic Structure of Prometheus Bound" Alfred R. Sugg, Jr. 37 SANTA FE Freud on "Mental Structure" Wittgenstein: Tractatus Confucius: Analects Lady Murasaki: The Tale of Genji SANTA FE On the Matter of Mind Perpetual Peace Chaucer: Canterbury Tales The Poetry oi Catullus Number and Arithmetic The Classic French Theatre: Corneille, Moliere, Racine Technics and Civilization The Psychology of C G. Jung "On Probability and Statistics" R. Thomas Harris "Telling It like It's Really Like" William A. Darkey Concert The Bartok Quartet "Love and Number" Charles G. Bell "The Wife of Bath and the White Goddess" Rafael Alan Pollock "What Is It To Ask What Is It?" Samuel S. Kutler Concert The Prokofiev Quartet "The Humanity of History" W. Warren Wagar "Two Notions of Comedy" Brother S. Robert, F.S.C "The New left in Europe and in the United States" Lucian C Marquis Seraphin Trio of the University of New Mexico Concert The Deller Consort "Love of Form" Robert Neidorf Western Mysticism Douglas A. Fox FORMAL LECTURES 1969-1970 ANNAPOLIS I "Christianity, Catholic and Part of a Dialogue" J. Winfree Smith "The Man Made of Words" N, Scott Momaday Concert The Beaux Arts String Quartet "Two Conceptions of Comedy" Brother S, Robert, F.S.C "The Natural History of the Experiment" Thomas Settle "Selfhood and Reason" David Lachterman "The Basic Structure of Modern Philosophy" Dieter Henrich "The Marathon Painting" Evelyn Harrison "On Descartes' Discourse on Method" Joseph Cropsey "The Problem of Socrates" Leo Strauss Concert Bernard Kruysen "Aristotle in Hawaii" Robert Horwitz "New Testament Paradigms of a Politics of Confrontation" Paul Lehman "Rational Animal - Political Animal" Laurence Berns "The v;etnam and Cambodian Conflict" Robert E. Osgood and Morton Halperin "On a Measure in Mozart" Elliott Zuckerman in "Rhetoric" Charles Van Doren American A "Control" Stuart Boyd Concert Natasha Gutman "Popularization 1950-1970" Harold Haydon Protestant: Art Forms: "How Aristotle Taught Alexander To Cut the Gordian Knot" Robert Sacks The Art of the Mime Jan Kessler The Fantasticks Student Production �Extracurricular Activities It is the policy of the College to encourage any spontaneous group activity that shows promise of becoming a constructive contribution to the life of the community. Generally, such activities in Annapolis are under the sponsorship of the Student Polity. In Santa Fe, for the most part, they are sponsored informally by the students themselves. The College cooperates in the financing of those activities that require expenditures, and gives advice when it can be helpful. It is no paradox, in view of the above, to say that the main purpose of extracurricular activities is relaxation and recreation. Students can work in order to or they can regard play as a natural component of a graceful, reasonable, and well-rounded human life. Since the things a person enjoys are accurately correlated with that person's character and stage of development, the recreational activities that students enjoy are the spontaneous fruit oi their increasing knowledge and Work and are not set over against each other so that the work of the curriculum is looked upon as drudgery to be endured until it is possible to get away to the movies" If this should be the case, life would indeed become meaningless and dull, and the hard work of the curriculum would be wasted" Rather, the discovery and choice of certain activities as enjoyable, and the rejection of other forms of recreation as silly or dull, follow as free and natural consequences of the student's expanding abilities, and must be proportionate to them. Recreational activities have to derive their vitality from these newly developed powers which support them, or else they cease to be enjoyable. Thus recreation and play become an integral part of the student's life. STUDENT ORGANIZATIONS ANl'IAPOLIS Some student activities are really an extension of the curriculum, for example, the Bible classes, the Astronomy Club, and classes in European and Asiatic organizations chartered by the Student languages. Others are carried on Polity. Among these are the following: The King William Players serve as a center for a variety of dramatic activities such as play readings, classical drama, and original works. The Modem �EXTRACURRICULAR ACTIVITIES f 41 Theatre Group concentrates on full-length plays of the twentieth century. The Playwright-Producer in Residence assists and provides guidance in the presentation of dramatic performances. The Film Club presents a weekly series of foreign and domestic films the "classics" of cinematic art. The Artist in Residence conducts classes in the art studio in drawing, painting, and modeling, and arranges art exhibits. The Cotillion Board arranges College dances. The Boat Club engages principally in Tempest class sailing. In addition to operating and maintaining its facilities, the Boat Club provides for regular periods of instruction in sailing. The Small Chorus, composed of faculty and students, meets weekly under the direction of a Tutor and gives public concerts. Other organizations include the Forum, which brings public figures from Washington and elsewhere for discussion of current events; the Photography Club, which uses a specially constructed darkroom; and The Collegian, a student newspaper. SANTA FE When students want them, there are classes for the study of Russian, Spanish, German, conversational French, Italian, Hebrew, and Chinese. Informal seminars of students and faculty meet regularly to discuss contemporary literature and theology. �42 / CATALOGUE OF ST. JOHN'S COLLEGE The Film Society presents films, foreign and domestic, for students and townspeople. The film showing is occasionally followed by an informal discussion. Requests for films for the following year are taken from the College community during the spring. · The Fine Arts Group meets in the art studio under the direction of a Santa Fe artist. Besides instruction in drawing and painting, there are classes in pottery-making, and potter's wheels and a kiln are available. There are workshops for carpentry, electricity, and jewelry-making. The monthly Seven, with a student editorial staff, publishes original contributions relevant to the life of the community and the country. Madrigal singers, both students and faculty, meet under the direction of a Tutor. An orchestra formed of students and faculty plays .chamber music. Bluegrass and jug bands come and go. A darkroom is open to student photographers and instruction is provided for all beginners. The Student Activities Office has organized other activities such as drama, poetry reading, theatrical and musical performances, modern dance and folk dancing, waltz and social dance parties, and voluntary service work with some of the social and educational institutions in the vicinity. The College arranges field trips to local archeological sites, Indian pueblos, museums, the Los Alamos Scientific Laboratory, and other places of interest. FACILITIES FOR STUDENTS The College Bookstore on each campus has all the books and supplies the student needs for his classes. It also maintains a stock of books related to all phases of the program, and books of more general interest. It is operated without profit. As supports for an active social life, the College provides on each campus a coffee shop and a junior common room for the use of all students. In addition, there are smaller social rooms, comfortably furnished. In the woodwork shop in Annapolis a student wishing to work on some project of his own, small or large, finds all necessary equipment. RELIGIOUS ACTIVITIES The Charter of 1784 established St. John's College as a nondenominational institution. In its early years, however, there were some ties with the Prot- EXTRACURRICULAR ACTIVITIES / 43 estant Episcopal Church. Except for the annual baccalaureate service, the College participates in no formal religious services. Instead, students are encouraged to attend the churches of their choice in town. It is customary, however, for extracurricular Bible classes to be conducted by Tutors of the College. ATHLETICS ANNAPOLIS Since 1939 athletics at St. John's have been organized on an intramural basis, with active participation by more than two-thirds of the student body. With the aid of student athletic assistants, the Director of Athletics conducts a program of individual and team sports throughout the entire year. The athletic facilities, which are open equally to men and women, include a well-equipped gymnasium, large playing fields, tennis courts, and a boathouse with a number of sailboats. Excellence of performance in a wide variety of sports, including sailing, tennis, handball, squash, badminton, touch football, soccer, volleyball, softball, basketball, fencing, archery, field hockey, and track, is the instructional ideal and is recognized through· a number of individual and team awards. The College recognizes that there may be certain values to be gained from intercollegiate contact, whether on the athletic field or in other activities. No participation in major sports is envisioned. Future intercollegiate activity in such fields as tennis, soccer, and lacrosse will depend upon the interest of the student body and the decision of the faculty as to the compatibility of the proposed activity with the scholastic requirements of the College's �44 / CATALOGUE OF ST. JOHN'S COLLEGE SANTA FE The Student Activities Program coordinates the athletics program and other extracurricular activities. Students participate voluntarily in many sports. Until the College athletic center is built, rooms have been set aside for fencing, judo, karate, yoga, weight-lifting, and gymnastics. Intramural programs in tennis, soccer, volleyball, badminton, and softball are conducted on the College's tennis courts and playing fields, and track and field activities are available. Riding horses for the use of the College community are kept in a corral built by students. One evening a week Santa Fe's municipal swimming pool is reserved for St. John's students. Track and field activities are available on the lower playing fields where a 440-yard track has been built. Outdoor courts for basketball and volley ball are available. The Santa Fe Ski Basin, a thirty-minute drive from the College, is in operation from November to April; students are transported to the Basin two afternoons a week and ski at special rates. In April and May there are organized excursions down the Rio Grande by kayak, canoe, and raft. Throughout the year students hike and camp in the beautiful country surrounding Santa Fe. COMMUNITY GOVERNMENT ANNAPOLIS - THE STUDENT POLITY The Student Polity, originally formed in 1945, is the organ of student government. Its purposes are as follows: (1) to promote a consciousness in the student body of political and communal responsibilities to both the College and the civic communities; (2) to discover and express student opinion on all problems common to both the students and the faculty; (3) to review annually the activities of all student organizations and to grant charters and allocate funds to those organizations whose activities are judged to be consistent with the aims of the College community; (4) to determine further, jointly with the faculty, the proper delimitation of jurisdiction in the community. Residence ANNAPOLIS Since its founding as King William's School in 1696, St. John's College has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 25,000 people are occupied principally with the training of midshipmen at the United States Naval Academy, with the government of the State and of Anne Arundel County, with the fishing industry and recreational activities of Chesapeake Bay, and with the liberal education of young men and women at St. John's College. The campus of thirty-six acres lies one block from the State House and across the street from the Naval Academy yard. Seventeen buildings provide the physical plant of the College, including four historic eighteenth-century structures and four completely modern buildings erected within the last decade. There are seven student dormitories, five for men and two for women. SANTA FE In the early 1960's the College decided to expand Without sacrificing the virtues of smallness. Since the fall of 1964, St. John's College has had a second campus in the seventeenth-century Spanish colonial city of Santa Fe, capital of the State of New Mexico. Its population of 40,000 people is occupied principally with the government of the State and of Santa Fe County, with cultural pursuits in museums, the fine arts, and the opera, with catering to tourists, and with education of Indians and other young people. The campus of 270 acres lies in the southeast corner of the city, two miles from the historic Plaza and Governor's Palace. At an elevation of 7,300 feet, it commands views of three mountain ranges. Twelve initial buildings have been constructed: a classroom building, a laboratory, the student center and dining hall, an infirmary, and dormitories. Subsequent construction will include an administration building, an auditorium, a library, a gymnasium and swimming pool. DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming student to accept and enforce restraints upon himself and also to make proper use of the help and support that other students can give him in his college life. All unmarried students not living at home are required to live in the College dormitories and to take their meals in the College Dining Hall. �-. 8 tr) ~ ,......,. "' l: ro ':.:! c ~ "' )::,.. :::i :::i :::i 0 -g tr) - ,......,. !lJ - ~-. ' '-- !lJ o :::r- !lJ Vi.... ~ - ~ :::i :::i Qn 0 :::::: ro ro }{\H~~~G~~~~~~-" OQ FEET • • b I 100 I 200 I 300 "' ..._ ·~~·---- ->c---•-·-~---.--- _ ______, ------------ ~ ~ ~..@. -· ro tr) ,......,. ------------------------- l:l (J) ~ ~ ,...,. :::i !lJ 0 .,., - ,m tr) r-t- z (!) '-- ~ ::r- >< n· Vi ~ 0 ~- /\ m :::i .. on 0 ro ro OQ _Logond 1, ~=g �RESIDENCE / 49 Room assignment is the responsibility of the Assistant Deans. Returning students have the privilege of drawing for rooms before they leave for the Summer Vacation. Students are not permitted to remain in residence during Winter Vacation on either campus. In Annapolis, students may be granted permission to reside on campus for academic or financial reasons during Spring Vacation. RULES OF RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the Dean in consultation with students and the faculty and approved by the Board of Visitors and Governo1s. Every entering student is informed of them (in Annapolis by means of the Student Manual) the summer before he enters, and returning upperclassmen are reminded of them each fall. Common rooms are provided in which students of both sexes may gather. The rules differ in certain details on the two campuses, though in general following the same pattern. The academic and intellectual life of the community is inseparable from the communal life. The building of a good community requires the faculty and College officers to show respect for the individuality of each student. There is a limit, however, to toleration. The education of students stands to benefit from the proper blending of tolerance for youthful experiment with a clear announcement and enforcement of rules that articulate social standards. St John's College assumes that the students will respect not only the enacted rules but the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the College may require the withdrawal of the offending student. PROPERTY DAMAGE The College provides a housekeeping staff to care for the dormitories. The College reserves the right to inspect the rooms periodically and to repair, at the expense of the occupant or occupants, any dormitory room and furniture which have been damaged beyond normal wear and tear. Any damage to Men's Dormitories, Santa Fe, 1964 �50 / CATALOGUE OF ST. JOHN'S COLLEGE college property is charged to the caution fee of the student or students responsible for the damage. The College is not responsible for the loss or damage to any student property resulting from fire, theft, or any other cause. I t f 1 Admissions DINING HALL The dining hall on each campus is operated by a catering service. Resident students are required to eat in the dining hall unless excused by one of the Assistant Deans. Exemptions for medical reasons are granted only upon examination and recommendation by the College Physician. INFIRMARY SERVICE Well-equipped infirmaries are maintained at both campuses, each under the supervision of a College Physician and a College Nurse. Medical reports are made daily to the Assistant Deans. t I The College is co-educational. It does not discriminate on the basis of race, religion, or color. The College admits freshmen in September and (in Annapolis only) in February; those entering in February complete the second freshman semester the following summer. The College accepts new students only as freshmen, and every freshman class includes a large number of persons who have had one or more years of study at other colleges. The purpose of the admissions procedure is to determine whether an applicant has the necessary preparation and ability to do satisfactorily all parts of the College program. Academic achievement and promise are of first importance, but the Admissions Committee also takes into account all available evidence of maturity, stability, self-discipline, the desire to do intellectual work, and the initiative and diligence to do it. Every applicant will be interviewed, if possible, by the Director of Admissions, or by another member of the Admissions Committee, or by an alumni representative (see page 99), or by a member of the Board of Visitors and Governors. Office hours of the Director of Admissions are 9 a.m. to 5 p.m. Monday through Friday. Interviews are by appointment. REQUIREMENTS FOR ADMISSION With the exception mentioned in the next paragraph, an applicant must be a graduate of an accredited secondary school to be eligible for admission. Specific academic requirements comprise two years of algebra, one year of geometry, and two years of a foreign language; additional work in mathematics and language study is advised, as well as two or three years of natural sciences. An applicant must present SAT scores (optional in Santa Fe) and letters of reference, including at least one from a teacher at the school last attended. In exceptional cases certain of these requirements may be waived. Occasionally St. John's accepts an applicant who is not a secondary school graduate. He must be eminently well qualified to profit from the College program, and, in addition to meeting the above requirements, must be specifically recommended for early entrance by his school. The interview is especially important for such an applicant. �52 / CATALOGUE OF ST. JOHN'S COLLEGE ADMISSIONS / 53 The Admissions Committee is much interested in the student's written application, a lengthy piece of work. In his application the student answers questions about such things as his family situation, experience with books, reasons for choosing St John's, previous education, extracurricular activities special interests, summer experiences, jobs, religious experience, and post~ college plans. The application form is designed to enable a student to give a full account of himself. H can tell the Committee more about many applicants than the other documents tell. St John's attaches less importance to objective test scores than many colleges seem to. No applicant is accepted or rejected exclusively or mainly because of such scores. Far more important is the scholastic record, especially in conjunction with the written application and the school's report on the applicant's personal qualities. Such evidence may make test scores irrelevant. one another but are considered on their own merits as students and as persons. Applications may be submitted and acted on as early as the second semester of the eleventh grade. An accepted applicant is required to submit a nonrefundable deposit of $100, which is credited to his first year's fees. St. John's observes the Colle.ge Board Candidate's Reply Date - about May 1 - and thus does not require submission of the deposit before that date. An applicant unable to pay the full College fees should submit a Parents' Confidential Statement to the College Scholarship Service (though a Santa Fe applicant may send it directly to the College); this form may be obtained from guidance counselors or other authorities at secondary schools (see page 54). This statement constitutes an application for financial aid, no other form being required. It should reach the Director of Admissions at about the time of the application for admission. An application for aid can be acted on by the College as soon as admission has been approved. A physical examination is required of each student before re~istration; a form for reporting the examination is sent to the student on receipt of the $100 deposit CAMPUS VISITS A student considering enrolling at St John's should make every effort to visit the College for an extended period. He may have a room in a dormitory and take his meals in the College dining hall, without charge. He may attend tutorials, a seminar, laboratories, and all other activities of the College, curricular and extracurricular. During the visit he is interviewed by a member of the Admissions Committee. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Sunday to Tuesday and from Thursday to Saturday, INQUIRIES PROCEDURE On request a student receives a catalogue, an application form, and forms to be used by his school and his references. Application is made to one campus or the other, not to both. As soon as possible after the application and the supporting documents are assembled, the application is reviewed by the Admissions Committee, and the applicant is notified at once of the Committee's decision, There are no deadlines, but the freshman class is usually expected to be filled in May. Candidates are not measured against should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (Tel. 301-263-2371), ~r- Santa ~e; New Mexico 87501 (Tel. 505-982-3691). Inquiries about the .:iA f should oe addressed to the College Entrance Examination Board, P.O. Box 592, Princeton, New Jersey 08540, except that for persons in Montana, Utah, New Mexico, and areas to the west the address of the Board is P.O. Box 1025, Berkeley, 1 Califom ia 947010 lnq ui ries about the American College Testing Program should be addressed to P.O. Box 168, Iowa City, Iowa 52240 (Tel. 319-3514470). �FEES AND FINANCIAL AID / 55 account the financial support which may be expected from income, assets, and other resources of the parents and the student. Fees and Financial id Serious and qualified students should be able to attend St. John's even if unable to pay the full fees. The College tries to meet the demonstrated financial need of such students, with a program of jobs, grants, and loans. Actually no student pays the full cost of a St. John's education: the College relies on endowment income and gifts from individuals and foundations to close the gap between the income from fees and the full cost. The annual fees total $3,600: $2,450 for t~ition, $500 for room, and $650 for board. These fees are subject to change. The total may be paid at registration in September, or in equal parts at registration in September and in February, or in monthly installments that may be spread over as much as seven years. Those who wish to use the monthly installment plan should inquire of the Treasurer about commercial tuition loan plans available. Students who need help from the College to pay these fees should ask for it. St John's is a member of the College Scholarship Service, an organization with more than eight hundred member colleges and universities, which seeks to rationalize and standardize programs of financial aid. The Service issues a form called the Parents' Confidential Statement, with which parents can present a detailed account of the family's financial position" The filing of this form constitutes the student's application for aid from the College. The form may be obtained from secondary schools or The College Scholarship Service, P.O. Box 176, Princeton, New Jersey 08540; or P.O. Box 1025, Berkeley, California 94701; or P.O. Box 881, Evanston, Illinois 60204. This statement helps insure that the amount of each award will be based on need, which is the only criterion at St. John's. Every student who qualifies for financial aid is first given a part-time job. Remuneration is at the rate of $1.55 per hour and is paid every two weeks. When additional aid is indicated, the College makes a grant. If the job and grant are not enough, the student may be asked to borrow funds, with College recommendation, from his bank through the student guaranteed loan program conducted by his state, or under the loan program of the National Defense Education Act. A limited amount of federal Educational Opportunity Grant money is available. Aid may therefore consist of a job only, a job and a grant, or a job, a grant and a loan. Only when a student's family is prepared to make a maximum effort to assist the student will the College consider offering such aid. In determining the extent of a student's need, the College takes into The College reviews its aid awards annually and may adjust them in type and amount to reflect changes in need. A student receiving aid who withdraws from the College is liable for that portion of his aid applied to the fees for the semester in which he withdraws, unless he is drafted for military service or is forced to withdraw for medical reasons. Since determinations affecting students, faculty, and physical facilities must be made well in advance of the beginning of each academic year, the College must know in IY\ay which students will register in September, A deposit of $100 on the fees for the following year is therefore due on or before the first Monday in IY\ay for prospective sophomores and seniors, and on or before the fourth Monday in May for prospective juniors. The deposit is refundable only in case of 'Nithd;awal due to ill health, military service, or academic dismissal. At registration in September each student is required to make a deposit of $50, called the caution fee, which is subject to charges for laboratory breakage, damage to or loss of College property, and other minor mishaps, This fee must be at the full amount at registration each semester, If unused it is refunded on request at the end of the academic year or when a student leaves the College. Current installments of fees for tuition, room, and board are not refundable unless a student is drafted for military service or must withdraw for medical reasons. If a student marries during a semester, room and board fees for the remainder of that semester will not be refunded. If a student has paid his fees in advance for either semester and withdraws from the College before the semester begins, the advance payment is refunded, less the $100 deposit, regardless of the cause of withdrawal. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $5 for late registration for each semester. The cost of books is about $100 a year. Veterans quallfied to receive educational benefits through the Veterans Administration may arrange with the Treasurer's Office a schedule for the payment of fees. These arrangements must be made prior to the beginning of the academic year and after the veteran has received proper certification from the Veterans Administration. �56 I CATALOGUE OF ST. JOHN'S COLLEGE SCHOLARSHIPS HES AND FINANCIAL AID / 57 HARRISON SCHOLARSHIP AID Annapolis ANNAPOLIS SELF-HELP SCHOLARSHIPS To be awarded annually to deserving students whose residence is in or near Annapolis, Maryland. Varying in amount from $200 to $1,000, depending upon individual financial need, the scholarships may be supplemented by part-time work at the College. These scholarships were established in 1953 by the Trustees of the Willicim H. Labrot Fund of the Endowment Guild of St Anne's Parish in Anne Arundel County, Maryland. THE GEORGE M. AUSTIN MEMORIAL SCHOLARSHIPS To be awarded annually, to one or more students, memorial scholarships in the amount of from $500 to $1,500, depending upon individual need. These scholarships are offered through the gift of Mrs. George M. Austin and Dr. George M. Austin, Jr., in memory of George M. Austin, Class of 1908. They are awarded on the basis of character, scholarship, and financial need, with preference being given to applicants from the State of Pennsylvania. THE RALPH E. AND HELEN E. CAMPBELL SCHOLARSHIPS To be awarded annually to one or more deserving women students who need financial assistance. Grants range in amount from $250 to $1,000 depending upon the need of the applicant THE CLASS OF 1897 SCHOLARSHIP To be awarded annually to a deserving student in the junior class to help defray expenses during the senior year. This scholarship was established by bequest of Sprignel P. Wiley, of Berkeley, California, in memory of his fellow members of the graduating class of 1897. THE CLASS OF 1898 SCHOLARSHIPS To be awarded annually to deserving students who need financial assistance. Stipends range in amount from $250 to $1,000 each, depending upon the need of the applicant Awards are on a yearly basis, with special consideration given to previous holders. Priority is given to students from Harford County, Maryland. The Class of 1898 Scholarship Fund was established by bequest of Charles H. MacNabb, Class of 1898, and his wife, V. Catherine MacNabb, of Cardiff, Maryland. THE FACULTY SCHOLARSHIP To be awarded annually to one or more seniors, the income from a fund established by the St. John's Faculty. Grants in the amount of from $100 to $500, to be awarded annually to one or more "promising students who find themselves in need of partial financial assistance in order to obtain their education." This Scholarship Aid fund was established by the late John T. Harrison, Class of 1907, and his wife, Gertrude L Harrison, of Greens Farms, Connecticut. THE HILLHOUSE CLASS OF 1927 SCHOLARSHIP FUND The income from this endowed fund will be awarded each year to a deserving student. Preference will be given to the son or daughter, grandson or granddaughter of any member of the Hillhouse High School Class of 1927. Second priority will go to applications from the greater New Haven area. HODGSON SCHOLARSHIPS To be awarded annually to one or more students, scholarships in the amount of from $500 to $2,500, depending upon individual need. Selection is also based upon character, academic achievement, and promise. Preference is given first to applicants from Wicomico County, Maryland, secondly to applicants from the Eastern Shore counties of Maryland, and thirdly to other Maryland applicants. These scholarships were established by Richard H. Hodgson, Class of 1906, and his wife, Catherine A Hodgson, of Salisbury, Maryland. THE RUTH AND ALFRED HOUSTON STUDENT AID FUND To be awarded annually to a deserving student or students, the income from a fund established by the late Alfred Houston, Class of 1906, and his wife, Ruth Houston, of St Augustine, Florida. THE JESSE H. JONES AND MARY GIBBS JONES SCHOLARSHIPS To be awarded annually to young men and women of outstanding ability who need financial aid. Between five and ten scholarships are awarded, ranging in amount from $250 to $500 each, depending upon the need of the applicant. Awards are on a yearly basis, with special consideration given to previous holders. There are no geographical restrictions. THE ROBERT EDWARD JONES AND MARGARET LARSH JONES SCHOLARSHIPS To be awarded annually to one or more students, scholarships in the amount of from $200 to $1,000 depending upon the individual need, Preference is given first to properly qualified relatives or descendants of the donors, ll}econdly to applicants from Kent County, Maryland, thirdly to other residents of Maryland, preferably of its Eastern Shore. These scholarships were established by Colonel Robert E. Jones, Class of 1909, and by his wife, Margaret Larsh Jones, of Palo Alto, California. �58 I FEES AND FINANCIAL AID CATALOGUE OF ST. JOHN'S COLLEGE MASSACHUSETTS REGIONAL SCHOLARSHIP To be awarded annually a scholarship in the amount of $525. This scholarship is awarded on the basis of character, scholarship, and financial need, with preference being given to applicants from the State of Massachusetts. THE PHILIP A. MYERS II SCHOLARSHIP To be awarded annually the income from $28,000, the gift of Philip A. Myers 11, Class of 1938, and the bequest of his mother, Mrs. Kate Moore Myers, of Ashland, Ohio. 59 THE READER'S DIGEST FOUNDATION SCHOLARSHIP FUND MARYLAND STATE SCHOLARSHIPS Each Maryland state senator may award annually 145 scholarship units of $100 each to qualified residents of his district attending Maryland institutions of higher education. No more than 15 of these units may be awarded to one student. The award is for four years, provided the recipient maintains a satisfactory level of performance. A limited number of General State Scholarships, also in units of $100 up to a maximum of 15, are awarded by the State Scholarship Board, 2100 Guilford Avenue, Baltimore, Maryland 21218. To be eligible for either scholarship, a student must file a special application form and· a Parents' Confidential Statement with the Educational Testing Service by December 1, and take the Scholastic Aptitude Test in November or December. Further information and application forms may be obtained from guidance counselors in the secondary schools. / To be awarded annually to deserving students who need financial assistance, the income from a fund established by the Reader's Digest Foundation. THE CLIFTON C. ROEHLE SCHOLARSHIP To be awarded in tuition the income from $6 10001 the bequest of Mrs. Anna M. D. Roehle, in memory of her son, Clifton C. Roehle. THE FRIEDRICH JONATHAN VON SCHWERDTNER SCHOLARSHIP To be awarded in tuition, to some deserving student, the income from the bequest offered annually under the will of the late Friedrich Jonathan von Schwerdtner, in memory of his son, Friedrich. THE CLARENCE STRYKER MEMORIAL SCHOLARSHIP To be awarded annually the income from $6 1 775 1 a memorial fund established by former students and friends of Clarence Stryker, a member of the Faculty from 1902 to 1955. The scholarship is awarded each year to a student who could not continue his education without financial help. Santa Fe THE FACULTY SCHOLARSHIP To be awarded annually to one or more upperclassmen, the income from a fund established by the St. John's Faculty. OKLAHOMA REGIONAL SCHOLARSHIPS To be awarded annually, to one or more students, scholarships in the amount of from $500 to $1,500, depending upon individual need. These scholarships are offered through the gift of Eugene B. Adkins, Class of 1953. Should there be no qualified applicants from Oklahoma, the scholarships may be awarded to students from elsewhere in the Southwest. NATIONAL MERIT SCHOLARSHIPS St. John's College in Santa Fe sponsors four National Merit Scholarships each year. These are awarded to students who are National Merit Finalists and who have listed St. John's as their first-choice college. The amount of the award ranges from $250 to $1 1500 1 depending on individual financial need. Students must have been accepted prior to March 1 to be considered. THE DUANE l. PETERSON SCHOLARSHIP To a member of the Junior Class, for high academic achievement, constructive membership in the college community, and commitment to later postgraduate work, an award of $1,000 (to be applied to senior-year fees), in memory of Duane L. Peterson, given by his widow. THE DUANE l. PETERSON SCHOLARSHIP To a member of the Junior Class, for high academic achievement, constructive membership in the College community, and commitment to later postgraduate work, an award of $1,000 (to be applied to senior-year fees), in memory of Duane L. Peterson, given by his widow. THE PRESSER FOUNDATION SCHOLARSHIPS To be awarded each year to a student or students interested in music,· preferably in teaching music, the sum of $400. Only students of good character and satisfactory standing who could not carry on their studies without this financial assistance may be recipients of these scholarships. THE SOUTHWEST SCHOLARS PROGRAM Fifteen scholarships are offered to residents of Arizona, Colorado, New Mexico, Oklahoma, and Texas. They are a recognition of merit and intellectual ability. All students who have been accepted prior to March 1, and who live �60 / CATALOGUE OF ST. JOHN'S COLLEGE or go to sc~ool in one of the five states, are automatically considered. The amount of a scholarship is $500. 1696 STUDENT LOANS UNITED STUDENT AID FUNDS U.S.A. Funds is a nationwide, private, nonprofit service corporation that endorses loans to needy students. It serves as an interme.diary between the student's bank and St. John's College, which has underwritten the loans by depositing funds in the U.S.A. Funds reserve. After a student cor:npletes his freshman year satisfactorily, he is eligible to borrow up t~ $1,000 in each succeeding academic year from his hometown bank to a ~ax1.mum of $3,000. The student repays the loan in 36 monthly installments beginnin~ four. months after he leaves college. No note may bear more than 7 per cent simple interest. In the event of death, U.S.A. Funds will repay the outstanding amount of the loan to the bank. The College reviews and approves the loan applicati~n. Uppercl.assm~n may obtain information and loan applications from the Director of Financial Aid. FEDERAL FUNDS EDUCATIONAL OPPORTUNITY GRANTS The College has a limited allotment of funds for Educational Oppor~unity Grants to students from low-income families. These grants, up to a maximum of $1,000 per year, are awarded in addition to any aid the student may receive from the College. FEDERAL-STATE GUARANTEED LOAN PROGRAM Most states participate in the federal-state guaranteed loan p_rogram. Under this program college freshmen may borrow up to $750 a year (in some states $1000), upperclassmen more. Information a_b~ut these loan: may b~ obtained. from local banks, savings and_ loan assoc1at1ons, and 1cred~t unions, when these local institutions are not informed, the St. Johns Director_ of Admissions or Financial Aid Officer can supply the addresses of state agencies. NATIONAL DEFENSE EDUCATION ACT LOANS A limited sum is allotted to the College annually by the federal _government for loans under the provisions of the National Defense Education Act. Upperclassmen have priority, and students who plan to become. teachers have first priority. The maximum amount available one year is $1000. These loans have generous provisions for payment of interest and repayment !n of principal. A Brief History of St. John's College King William's School, one of the first public schools on the American Continent, founded in accordance with the following Petitionary Act of the General Assembly of colonial Maryland: Dread Sovereign ... Being excited by his present Excellency, Francis Nicholson, Esq.; your Majesty's Governor of this your Province, his Zeal for your Majesty's Service, pious Endeavors and generous Offers for the Propagation of Christianity and good Learning, herein we become humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us your Majesty's Subjects of this Province, represented in this your Majesty's General Assembly thereof, THAT IT MAY BE ENACTED .... II. AND MAY IT BE ENACTED, by the King's most excellent majesty, by and with the advice, prayer and consent of this present General Assembly, and the authority of the same, That fqr the propagation of the gospel, and the education of the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher, and one writing-master, or scribe, to a school, and one hundred scholars, more or less, according to the ability of the said free-school, may be made, erected, founded, propagated and established under your royal patronage. And that the most reverend father in God, Thomas, by Divine Providence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the said school; and that, to perpetuate the memory of your majesty, it may be called King William's School, and managed by certain trustees, nominated, and appointed by your sacred majesty. laws of Maryland, Session of July 1-10, 1696. 1776 According to tradition King William's School was used as a gunshop during the Revolutionary War. 1784 St. John's College chartered by the General Assembly of the State of Maryland: WHEREAS, Institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States: Be it enacted, by the General Assembly of Maryland, That a college or general seminary of learning, by the name of Saint John's, be established on the said Western Shore, upon the following fundamental and inviolable principles, namely; first, said College shall be founded and maintained forever, upon a most liberal plan, for the benefit of youth of every reli8iil!J\Js denomination, who shall be freely admitted to equal privileges and advantages of el!ucation, and to all the literary honors of the college, according to their merit, without requiring or enforcing any religious or civil test, or without their attendance upon any particular religious worship or service, other than what they have been educated in, or have the consent and approbation of their parents or guardians to attend; nor shall preference be given in the choice of a principal, vice-principal, or other professor, master, or �62 / CATALOGUE OF ST. JOHN'S. COLLEGE BRIEF HISTORY / tutor, in the said college, on account of his particular religious profession, having regard solely to his moral character and literary abilities, and other necessary qualifications to fill the place for which he shall be chosen .... The petition for this Charter was signed by William Paca* and others. The original Board of Visitors and Governors was as follows: William West, D.D. Thomas J. Claggett, D.D. Nicholas Carroll John H. Stone William Beanes Richard Ridgely Samuel Chase* John Thomas Thomas Stone* Alexander Hanson Thomas Jennings James Brice John Allen Thomas Gustavus R. Brown Edward Gantt Clement Hill Richard Sprigg Charles Carroll of Charrollton* Jeremiah T. Chase Charles Wallace John Carroll, D.D. First Principal of St. John's College was Dr. John McDowell. *Signers of the Declaration of Independence. 1786 The property, funds, masters, and students of King William's School conveyed by an Act of the General Assembly to St. John's College. Reverend Ralph Higginbotham, Master of King William's School, became Vice Principal of St. John's College. Two members of the Board of Visitors and Governors of King William's School became Visitors and Governors of St. John's College. 1791 George Washington visits St. John's College. To the Faculty of St. John's College: Gentlemen: The satisfaction which I have derived from my visit to your infant seminary is expressed with much pleasure, and my wishes for its progress to perfection are proffered with sincere rep~. . . . The very promising appearance of its infancy must flatter all its friends (with whom I entreat you to class me), with the hope of an early and at the same time matur~ m~nhood. You will do justice to the sentiments which your kind regard toward me inspires, by believing that I reciprocate the good wishes contained in your address, and I sincerely hope the excellence of your seminary will be manifested in the morals and science of the youths who are favored with your care. George Washington. Annapolis, April 17, 1791. 1796 Graduation of Francis Scott Key, District Attorney of the United States; author of The Star-Spangled Banner. 1798 Matriculation of George Washington Parke Custis, step-grandson of George Washington. (Fairfax and Lawrence Washington, nephews of George Washington, were also students at the College.) 63 1835 Curriculum during the Principalship of the Reverend Hector Humphreys. First Year GREEK Xenophon Herodotus Thucydides Lysias Demosthenes lsocrates Plato LATIN Livy Horace Virgil MATHEMATICS Algebra Second Year GREEK Homer Hesiod Tragedies LATIN Juvenal Cicero MATHEMATICS Plane Geometry Solid Geometry Logarithms Trigonometry Third Year GREEK Minor Poets LATIN Tacitus MATHEMATICS Applications of Trigonometry Conic Sections CHEMISTRY NATURAL PHILOSOPHY ELEMENTS OF CRITICISM Fourth Year LATIN Horace NATURAL PHILOSOPHY LOGIC ASTRONOMY GEOLOGY CIVIL ENGINEERING AMER.I CAN HISTORY POLITICAL ECONOMY NATURAL THEOLOGY English Composition and Declamation in all four years. Modern languages by special arrangement in addition. 1868 Curriculum during the Principalship of James C. Welling. First Year GREEK Homer Herodotus LATIN Virgil Cicero Livy Horace MATHEMATICS Algebra Geometry ENGLISH 19th Century Literature Second Year GREEK Xenophon Plato Euripides Lucian LATIN Horace Cicero Terence MATHEMATICS Logarithms Trigonometry Solid Geometry ENGLISH Shakespeare 18th Century literature Third Year GREEK Plato Aeschylus Thucydides Sophocles LATIN Cicero Juvenal Plautus ENGLISH Shakespeare Spenser Taylor Hooker Milton MATHEMATICS Theory of Equations Analytic Geometry Descriptive Geometry Use of Instruments NATURAL PHILOSOPHY CHEMISTRY HISTORICAL METHODS Fourth Year GREEK Plato Aristotle Aristophanes Demosthenes LATIN Tacitus Lucretius Persius Quintilian ENGLISH Authors of 13th, 14th and 15th Centuries MATHEMATICS Analytic Geometry Calculus Mechanics NATURAL PHILOSOPHY ASTRONOMY LOGIC EVIDENCE OF CHRISTIANITY Also in the fourth year, lectures in Philosophy and Social Science on: Plato, Aristotle, Augustine, Thomas Aquinas, Vico, Descartes, Bacon, Bossuet, Pascal, Paley, Locke, Spinoza, Montesquieu, Kant, De Tocqueville, Adam Smith, Fichte, Hegel, Buckle, Lecky, Malthus, Mill, Butler. �64 f CATALOGUE Of ST. JOHN'S COLLEGE 1886-1923 Presidency of Thomas Fell. A curriculum of Block Electives and Military Training: The Classical Course (B.A Degree); The Latin Scientific Course (B.l. Degree); The Scientific Course (B.S. Degree); and The Mechanical Engineering Course (M.E. Degree). Bibliography ARTICLES ON THE ST. JOHN'S PROGRAM 1923-1937 J.: "The Crisis in Contemporary Education," The Social Frontier, Conventional Liberal Arts program, with free electives and majors. ADLER, MORTIMER February, 1939. 1937 ANONYMOUS: "St. John's College, Annapolis; liberal Studies Redefined," The Times (London), Educational Supplement, July 28, 1950. Restoration of the traditional program of Liberal Arts under President Stringfellow Barr and Dean Scott Buchanan. 1951 Introduction of co-education. 1964 Opening of St. John's College in Santa Fe, New Mexico. 1968 Graduation of first class in Santa Fe, New Mexico. BARR, STRINGFELLOW: "Back to Fundamentals in Education," Talks, October, 1937. Reported from an address given over the Columbia Broadcasting System. "A College Rebels," The Key Reporter, Autumii, 1938. "The St. John's Program," The Virginia Spectator, December, 1938. "John Doe Goes to St. John's,'' Progressive Education, January, 1939. "The Art of Liberation," Free America, September and October, 1939. "Towards a Disciplined Mind," Address, Proceedings of the Headmistresses Association of the East, November 10-11, 1939. "The War and the Colleges,'' Two Radio Addresses, May, 1942. "The Education of freemen," The New Republic, August 31, 1942. "Suspending Education," Address, Columbia Broadcasting System, February 4, 1943. "The College of the Future," New York Times, May 9, 1943; Magazine Digest, November, 1943, "The Future of the American College," London Economist, July 3, 1943; American Survey, July 3, 1944" "The St John's Program,'' Encyclopedia of Modem Education, The Philosophical library, Inc, 1943. BINDER, GERHART: "Ein amerikanisches College sucht lebendige Tradition, warte, Stuttgart, November, 1952. BOROff, DAVID: March 23, 1%3. BREADY, Die Schul- John's College: four Years with the Great Books," Saturday Review, H.: "St John's Academic Revolution," The Baltimore Sun, April 11, 12, 13, '1949. BUCHANAN, SCOTT: "A Crisis in liberal Education,'' The Amherst Graduates' Quarterly, February, 1938. "Back to first :'rinciples," Survey Graphic, October, 1939; How We Can Be Taught to Think, Farrar & Rinehart, 1940. BULL, GEORGE, S 1938. J.: "St. John's Experiment to Reclaim a lost Heritage,'' America, April 23, ChMP, LEO LEONARD: "St. John's, Annapolis-After Five Years ol Operation," The Com· monweal, October 22, 1943. "liberal Arts for Catholics," The Commonweal, April 14, 1944. "Education for Freedom, lnc," The Commonweal, May 25, 1945. CLEVELAND, RICHARD F.: "The St. John's College Program," The Daily Record, Baltimor<E, March 23, 1938. DEWEY, JOHN: "Challenge to liberal Thought,'' fortune, August, 1944, �I' 66 / CATALOGUE OF ST. JOHN'S COLLEGE FISCHL, HANS: "Ein kuhner Weg zu humanistischer Bildung," Erziehung und Unterricht, Vienna, September, 1951. HOOK, SIDNEY: "Ballyhoo at St. John's": Part I, "Education in Retreat," and Part II, "The 'Great Books' and Progressive Teaching," The New leader, May 27 and June 3, 1944. KIEFFER, JOHN S.: "The Classical Revival at St. John's," The Classical Journal, December, 1939. "The Humanities in the St. John's Program/' The Humanities in General Education. Edited by E. J. McGrath. W. C. Brown, Dubuque, Iowa, 1960. LIFE MAGAZINE: "The Classics -At St. John's They Come into Their Own Once More," February 5, 1940. LIPPMANN, WALTER: "The St. John's Program," The New York Herald Tribune, December 27, 1938. "Crisis and Reform in Education," The New York Herald Tribune, February 13, 1943. LOWE, ROBERT W.: "La crise de l'enseignement aux Etats-Unis et ses remedes," Revue de /a France-Ancienne, Decembre, 1957. LYND, HELEN MERRELL: "Conflict in Education," New Republic, May 22, 1944. MARTIN, W. A. P.: "The Revival of Learning," The Commonweal, December 31, 1937. MAYER, MILTON S.: "Socrates Crosses the Delaware -St. John's College and the Great Books," Harpers Magazine, June, 1939. MEIKLEJOHN, ALEXANDER: "A Reply to Mr. Dewey," Fortune Magazine, January, 1945. MYERS, ALONZO, ed.: "St. John's College: A Critical Appraisal," The Journal of Educational Sociology, November, 1944. NELSON, CHARLES A.: "The Liberal Arts in Management/' Harvard Business Review, MayJune issue, 1958. POPE, LOREN B.: "St. John's Great Books Plan Holds Firm Despite an Era of Specialization/' The New York Times, May 17, 1959. BIBLIOGRAPHY I 67 VAN DOREN, MARK: "Education by Books," The Nation, December 6, 1933. WARREN, CONSTANCE: "Liberal Education in the Post-War World," Journal of the American Association of University Women, Spring, 1944. WEIGLE, RICHARD D.: "Record of St. John's Graduates, 1937-1952/' School and Society, July, 1952. "St. John's College, Annapolis, Pilot College in Liberal Arts Education/' Newcomen Address, 1953. "Practical Education," Association of American Colleges Bulletin, XL, 5, December, 1954. ''The Classics, the Liberal Arts and the Market Place," Association of American Colleges Bulletin, XLI, 4, December, 1955. ST. JOHN'S COLLEGE PUBLICATIONS Charter of the College, December, 1951. Polity of the College, September, 1950; May, 1955; July, 1960. Charter and Polity of the College, December, 1963; June, 1965. Reports of the President, 1939, 1940, 1942, 1950, 1951, 1952, 1953, 1954, 1955, 1956, 1957, 1958, 1959, 1960, 1961, 1962, 1963, 1964, 1965, 1966, 1967, 1968, 1969, 1970. Statements of Educational Policy and Program, 1950-52, 1958, 1963, 1965, 1968. The College, a quarterly publication. The St. John's Program-A Self-study Report, 1955. Inaugural Proceedings, December, 1950. Commencement Address by the President, June, 1949. Commencement Address by the Rev. J. Winfree Smith, Tutor, Jum;, 1951. Portrait of a Faculty, 1958. Portrait of Graduates, 1962. Self-Evaluation Report, March, 1964. BOOKS ABOUT LIBERAL AND ILLIBERAL EDUCATION PRICE, JAMES HARRY: "Click and Pick vs. the Atlantic," The Churchman, Christmas, 1942. PRINGLE, HENRY F.: "College With an Idea," The Saturday Evening Post, October 14, 1944. ROSS, RALPH GILBERT: "Gleat Books and the Art of Reading/' American Association of University Professors Bulletin, Winter, 1948. RUDY S. WILLIS: "The 'Revolution' in American Higher Education-1865-1900," The Harvard Educational Review, XXI, 3, Summer, 1951. SCHMIDT, ADOLPH W.: "Medicine and the Liberal Arts/' Journal of Medical Education, April, 1957. SCOFIELD, RICHARD: "The Habit of Reading Good Books," Association of American Colleges Bulletin, XLll, 3, October, 1956. SLOANE, EUGENE H.: "The St. John's Program/' Teacher Education Quarterly, Spring, 1950. SMITH, J. WINFREE: "The Teaching of Religion at St. John's," Religious Education, Nov.Dec., 1958. ADLER, MORTIMER, J.: How to Read a Book-or the Art of Getting a liberal Education, Simon & Schuster, 1940. A book expounding the techniques by which adult groups or individuals can come to terms with the great books. ADLER, MORTIMER J., and MILTON MAYER: The Revolution in Education, The University of Chicago Press, 1958. AMERICAN LIBRARY ASSOCIATION: Classics of the Western World, with forewords by John Erskine and Everett Dean Martin. One of the book lists out of which the St. John's program grew, this pamphlet contains valuable secondary bibliographical material. It was first published in 1927 by the American Library Association for the use of adult classes. 1944. BARZUN, JACQUES: Teacher in America, Little, Brown and Co., Boston, 1945. BESTOR, E. ARTHUR: Educational Wastelands, The University of Illinois Press, Urbana, 1953. TALIAFERRO, R. CATES8Y: "Concerning the New Program at St. John's," The Maryland Club Woman, February, 1938. BUCHANAN, SCOTT: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. A book of conversations with Scott Buchanan, shortly before his death, about philosophy and education and the beginnings of the St. John's program. THEODORE, BROTHER: "Mr. Camp on St. John's/' The Commonweal, October 5, 1945. ERSKINE, JOHN: My life as a Teacher, J.B. Lippincott Co., 1948. �68 / CATALOGUE OF ST. JOHN'S COllEGE FITZPATRICK, EDWARD A.: Great Books-Panacea or What?, Bruce Publishing Co., Milwaukee, 1952. HUTCHINS, ROBERT M.: Education for Freedom, Louisiana State University Press, 1943. The Conflict in Education in a Democratic Society, Harper & Brothers, 1953. Board of Visitors and Governors MARITAIN, JACQUES: Education lor freedom, lo1.11s1ana State Umversity Press, 1943. MEIKlEJOHN, ALEXANDER: Education Between Two Worlds, Harper & Brothers, 1942. MERCIER, lOUiS J. OFFICERS Martin H. Dubilier Chairman President Kearny National, Inc. New York, New York A.: American Humanism and the New Age, Bruce Publishing Co., 1948. NEATBY, HILDA: So 1.i!!le tor the Mind, Clarke. Irwin & Co., ltd. Toronto, 1953. A Temperate Dispute, Clarke, Irwin & Co., Ltd., Toronto, 1954 Mrs. Walter B. Driscoll RICHARDS, LA.: How To Read a Page, W. W. Norton, 1942. Still more detailed techniques 01 readmg. Vice Chairman VAN DOREN, MARK: Liberal Education, Henry Holt & Co., 1943. Vice Chairman louis T. Rader Frank Appleton Secretary W. Bernard Fleischmann Walter F. Evers Management Consultant Walter Evers and Co. Cleveland, Ohio Reuben A. Holden Secretary Yale University New Haven, Connecticut John D. Oosterhout Philip L Bowman Assistant Branch Chief Tracking Division NASA Goddard Space flight Center Greenbelt, Maryland Bio-Marine Research, Inc. Marathon, Florida Tom L Popejoy W. Bernard Fleischmann President Emeritus University of New Mexico Albuquerque, New Mexico TERM EXPIRING 1970 Dean Montclair State College Montclair, New Jersey TERM EXPIRING 1971 Frank Appleton Dr. Thomas B. Turner Dean Emeritus, Medical Faculty The Johns Hopkins University Baltimore, Maryland TERM EXPIRiNG 1972 Rancher The Research Ranch Elgin, Arizona Jack M. Campbell Samuel H. Desch Attorney Santa Fe, New Mexico Consultant Greenwich, Connecticut Edward j. Dwyer R. Dodds G. P. Putnam's Sons New York, New York John C. Donohue Penn Mutual life Insurance Company Baltimore, Maryland Mrs, Walter B, Driscoll Santa Fe, New Mexico President ESB Incorporated Philadelphia, Pennsylvania David Ginsburg Attorney Washington, DOC. Donald R. Kirby Investments Albuquerque, New Mexico �70 / CATALOGUE OF ST. JOHN'S COLLEGE John A Matthews Rancher Abilene, Texas J. S. Baker Middelton Director, Industrial Relations Keufel & Esser Co. Morristown, New Jersey LeRoy E. Hoffberger Attorney Garrett Building Baltimore, Maryland Officers John Gaw Meem Architect Santa Fe, New Mexico ANNAPOLIS Mrs. George S. Roudebush Mrs. Carleton Mitchell President St. Charles, Missouri Annapolis, Maryland Richard Daniel Weigle, B.A., M.A., Ph.D., ll.D., LH.D. Emmanuel Schifani (lt. Gen., Ret.) Louis T. Rader Dean President Springer Corporation Albuquerque, New Mexico Chairman, Department of Engineering University of Virginia Charlottesvi I le, Virginia Treasurer Mrs. Howard Sirak Mrs. l. Corrin Strong Columbus, Ohio Annapolis, Maryland John J. Slocum John l. Williams Special Assist~nt for Bicentennial Planning The Sm1thson1an Institution Washington, D.C. Realtor Williams-Bowker Company Sacramento, California Myron L Wolbarsht Professor and Director of Research Duke University Durham, North Carolina Assistant Deans Barbara H. Leonard,* B.A., Robert L Spaeth, B.A. Geoffrey Comber,t M.A. MEMBERS EX OFFICIO The The The The The President of the College Dean in Annapolis Dean in Santa Fe Governor of Maryland Governor of New Mexico 13 McDowell Hall West Pinkney Hall Charles T. Elzey, B.S., M.S. Ph.D. 14 McDowell Hall 14 McDowell Hall 14 McDowell Hall Director of Development Julius Rosenberg, B.A. Karl R. Van Tassel Vice Chairman A. B. Dick Co. Chicago, Illinois Robert A. Goldwin, B.A., M.A., Ph.D. 12 McDowell Hall Charles Carroll Barrister House Registrar Miriam Strange, BA, M.A. 1'1 McDowell Hall Director of Admissions James M. Tolbert, B.A., M.A., Ph.D. Charles Carroll Barrister House Librarian Charlotte Fletcher, B.A., B.S., M.A. Woodward Hall Director of Athletics TERM EXPIRING 1973 HONORARY MEMBERS Mrs. Margaret Bowdle Bromwell Ault Richard F. Cleveland Douglas H. Gordon Richard H. Hodgson Mrs. Harry R. Slack, Jr. Wichita falls, Texas Mrs. Lowell R. Ditzen Washington, D.C. Bryce DuVal Jacobsen, B.A. Director of Financial Aid and Placement Charles T. Finch, B.S., B.D., M.A., Ph.D. Director of Alumni Relations Thomas Parran, Jr., B.A. College Physicians Robert C Biern, B.A., M.D. Charles Kinzer, B.S., M.D. Sigmund A. B.S., M.D. College Nurse Juliana Rugg, R.N. Business Manager James E. Grant * On sabbatical leave, 1970-71. t Acting Assistant Dean, 1970-71. Iglehart Hall 14 McDowell Hall Charles Carroll Barrister Hall 121 Cathedral Street 16 Murray Avenue 11 East Read Street, Baltimore Infirmary West Hall �72 / CATALOGUE OF ST. JOHN'S COLLEGE Tutors Student Counselor Charlotte King, BA, MA Campbell Hall Superintendent of Buildings and G d David w. Tucker roun s Richard Daniel Weigle, 212 Norwood Road, Wardour, 1040 Camino San Acacia Heating Plant SANTA FE President Richard Daniel Weigle BA MA Ph D I • 'I ' ., Dean "'.illiam A Darkey, BA, MA Vice President J. Burchenal Ault, BA Treasurer Kirk Tuttle ' 'I ll.D., LH.D. 209 Evans Science laboratory 107 Evans Science laboratory 210 Evans Science laboratory Assistant Dean and Acting Registrar John S. Steadman, B.S. Director of Admissions Gerald F. Zollars, BA, M.A. 110 Evans Science laboratory Librarian 101 Evans Science Laboratop1 ) 105 Evans Science laboratory Alice H. Whelan Director of the fnsti"utn Robert A Neidorf, B.A., B.D. t "' Director of Adult William A. Darkey, MA Dirr=,ctor of Student Activities Istvan Fehervary College Physician Robert IVL Scott, M.D. College Nurse Peggy Elrington, RN, CN./Vt 201 Evans Science laboratory Senior Residents Mordau~t Elrington, D.S.O., O.B.E., M.E. Mr. and Mrs. Stanley Nordstrum Mr. and fvlrs. Paul 0, ~uperintendent of Buildings and Grounds BA, 1931, M.A., 1937, Ph.D., 1939, Yale University; LL.D., 1957, Washington College, 1958, LaSalle College, 1960, Wabash College, 1965, College of Notre Dame in Maryland, 1969, The Colorado College; l.H.D., 1970, Bard College; Instructor, Yali Union Middle School, Changsha, China, 1931-33; Executive Secretary, Yale-in-China Association, 1934-1938; Instructor in History, International Relations, and Economics, Carleton College, 1939-42; Active duty with the Army Air Force, 1942-45; Documents Officer, Far Eastern Commission, and Executive Officer, Office of Far Eastern Affairs, Department of State, 1945-49; President, St. John's College, 1949-; Vice-Chairman, Maryland Hall of Records Commission, 1952-; Chairman, Commission on liberal Education, Association of American Colleges, 1955-57, Treasurer of the Association, 1963-66, Vice-Chairman, 1966-67, Chairman, 1967-68; Board of Education of Anne Arundel County, Member, 1951-63, President, 1958-62; President, Maryland Association of Boards of Education, 1961-62; Vice-Chairman, Independent College Funds of America, 1967-68; Chairman, Maryland Commission on the Capital City. 1967-. Dean of the College in Annapolis Robert A. Goldwin, 243 King George Street B.A., St. John's College, 1950; M.A., 1956, Ph.D. 1963, The University of Chicago; University Fellow, The University of Chicago, 1951, Edward Hilman Fellow, 1953; Fellow, Foundation for Adult Education, 1959; Fellow, Guggenheim Foundation, 1966-67; Active duty, U.S. Cavalry, 1942-46; Director of Research, American Foundation for Continuing Education, 1951-59; lecturer in Political Science and Director, Public Affairs Conference Center, The University of Chicago, 1960-66; Associate Professor of Political Science, Kenyon College, '1966-69; Director, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1967; Tutor, St John's College, 1969-, Dean, 1969-70, Dean, Annapolis, 1969-. Dean of the College in Santa Fe William A. Darkey, Old Santa Fe Trail 13.A., St. John's College, 1942; M.A., Columbia University, 1949; Tutor, St. John's College, 1949-, Santa Fe, 1964-, Associate Dean, 1968-70, Dean, Santa Fe, 1968-. 107 Evans Science laboratory 10 Evans Science laboratory Infirmary Business Manager James D, Carr, BS Head Resident Vivian Heye, MA President 108 Evans Science laboratory 103 Evans Science laboratory and Dormitory Apartment Dormitory Apartment Dormitory Apartmen1 Dormitory Apartment ANNAPOLIS Tutors Spangler Kieffer, 2 Cumberland Court B.A., Harvard College, 1927; MA, Harvard University, 1929; Ph.D., The Johns Hopkins University, 1962; Master in French and English, Litchfield (Connecticut) School, 1927-28; Instructor in Classical langu<Jges, St. John's College, 1934-39, Tutor, 1939-, Board of Visitors and Governors, 1943-51, Acting President, 1947, President, 1947-49, Director of Adult Education, 1951-57, Addison E. Mullikin Tutorship, 1959-, Dean, 1962-69; Visiting lecturer in Philosophy, The Johns Hopkins University, 1961. 6 Cumberland Court B.A., M.A., 1935, University of Virginia; B.D., 1936, Virginia Theological Seminary; PhD., 1948, University of Virginia; Student at the lnstitut Catholique de Paris, 1951-52; Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia; Tutor, St John's College, 1941-, Assistant Dean, 1947, Addison t. Mullikin Tutorship, 1959-; Acting Director, Integrated liberal Arts Curriculum, St. Mary's College, California, 1966-67. Robert S. Bart, 254 King George Street _,tanley Nordstrum 1 Evans Science laboratory B.A., Harvard College, 1940; /vi.A., St. John's College, 1957; Sheldon Traveling fellow, Harvard University, 1940-41; Tutor, St. John's College, 1946-. �74 / CATALOGUE OF ST. JOHN'S COLLEGE TUTORS ~ugh P.. Mc.Grath, 28 Wilson Road I 75 .A., Un1vers1ty of Liverpool 1934 o· I . London County Council, and Lan u; e ~p oma in EducaUon, 1935; Language Instructor, Dijon'. 1936-40; Armed Forces, 1910-4~· lat~d~es at Univers1t1es of Liverpool, London, Paris, 47; V1s1t1ng Professor, University of Puert~ ~ge Instructor, London County Council, 1946Addison Mullikin Tutorship, 1968-. ico, 1960, Tutor, St John's College, 1948-, B.A., 1950, Ph.D., 1957, The University of Chicago; lecturer in the liberal Arts, Basic Program of liberal Education for Adults, The University of Chicago, 1956-59; Tutor, St. John's College, 1960-; Associate Professor of Philosophy, Rosary College, 1966-67 (leave of Absence). Barbara Hopkins Leonard Michael S. Littleton, 710 Tyler Avenue Laurence Berns, 85 Shipwright Street 8.A., Oberlin College 1937· MS 1941 Ph in Zoology, Oberlin College -i9J6-38· 'ob·~:' 1~4~/ The University of Rochester; Assistant tory, Woods Hole, Massachu~etts 193l· Hi~~ I~ . o lege Sc~olar, Marine Biological laboraYale Medical School, 1938-39· G~aduate Sch~log1ca fochnic1an, Department of Pathology, 1940-41, Graduate Teaching Assistant in Bioloar in Biology, The. University of· Rochester, Oberlin College 1944_45 . Inst . . z gy, 1941-44; V1s1t1ng lecturer in Zoology Sc h oar, M arine Biological ' laborator W d 1 ' Smith Coll ege, 19·'5 -51 ; Smith College' I ' rucror m oo ogy ~ Dean, St John's College, 1951-, Art~ur ~~ ;a~olev~~ssachusetts, 1949; Tutor and Assistant and Honorary Professor of Zoology Lad D ka C ~I Tutorship, 1968-; Fulbright Lecturer 0 ege and American College, Madurai, ' Y oa South India, 1962-63. B.S., 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Foundation, 1960; S.T.M., Union Theological Seminary, 1967; United States Navy, 1955-57; Tutor, St. john's College, 1960-. Alvin N. Main, Route 2, Box 124, Arnold !LA., University of California at Santa Barbara, 1954; United States Navy, 1940-52; Teaching Assistant, University of California at Los Angeles, 1955-56; Instructor, University of California at Santa Barbara, 1957-58, 1959-60; Tutor, St. John's College, 1960-. Samuel S. Kutler B.A., St. John's College, 1954; Assistant Mathematician, The Johns Hopkins University Applied Physics laboratory, 1955, Associate Mathematician, 1957, Mathematician, 1961; Graduate Study, American University, 1955-61; Instructor, American University, 1960; Visiting Tutor, St. john's College, "1960, Tutor, 1961-. Douglas Allanbrook, 99 Shipwright Boston University, 1938; Brown Universit . , , Harvard College, 1948; Active dut Uni Y,, 1939-41, University of Florence, 1946; ll.A., University, 1948-50; Pupil of Nadi~ Bou\~~ Scates Army, 1942-45; Tra_veling Fellow, Harvard Conservatorio San Pietro a Majell p .1 ~e~ Pans, 1948-50; Fulbright Fellow in Italyboard Music, 1950-52· Teacher of~ upi .0 uggiero Gerlin in Harpsicord and Early KeyomposJtion and Theory, Peabody Conservatory, 1955-57; Tutor, St. John's Coll~ge, 1952 _. Elliott Zuckerman, 65 Shipwright Street B.A., 1952, MA, 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., 1959, Cambridge University; Kellett fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea fellow in Modern European History, Columbia University, 1954-55, lecturer in History, 1956-61; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St John's College, 1961-, Director, The Graduate Institute in liberal Education, Santa Fe, 1968, 1969; Associate of Clare Hall, Cambridge University, 1970-71 (Sabbatical leave). James M. Tolbert, 792 Fairview Avenue B.A., 1935, M.A., 1937, Emory University· Ph D U , . English, Emory University 1935-36· 're . h:' n~v~lrs1ty .of Texas, 1950; Teaching Fellow 1938-42; Instructor in English' Tulane u' . ac mg e ow in English, University of Texas · Eng 1·1s h, University of Texas, ' nivers1ty ' 19Ll2· MTt ary service, 1942-46; Instructor · ' in h' ' ' 11 1946 _50 . T and Director of Admissions, 1955 _. ' eac ing Intern, St John's College, 1953-55, Tutor in J~o~~sJK~n? Simpson, Pleasant Plains Joseph P. Cohen, 129 Monticello Avenue B.A., St. John's College, 1956; Department of Philosophy, The University of Chicago, 195657, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; lecturer in the Liberal Arts, University College, The University of Chicago, 1960-62; Tutor, St. John's College, 1962-. Road St. Margaret's · ., · o n s College 1950· MA in T h. ' eAac ing, Wesleyan University, 1955 · Ph D The Johns Hopkins University' 196i{. 1 ·• · t 53 T h. ' ' nscruc or merican Univer ·t 1 c · · ' · ., ; eac ing Intern St John's College 19'55 56 T s1 y a a1ro, Cairo, Egypt 1950, · ' - , utor, 1956-. ' Eva T. H. Brann, 17 Wagner Street Thomas A. McDonald, 214 Prince George Street B.A., . Brooklyn College, 1950; M.A. 1951 ' . . Amen can Numismatic Society, Sumn.:er 19s/hr~i' 195f' ) ale Un.1vers1ty; Fellow of the Studies at Athens, 1952-53; member ~f the' st:ff ow o the American School of Classical Athens as Sibley Fellow of Phi Beta Ka . of the American Agora Excavations at 1956-57; Member, Institute for Advance~p;t ~nstr~ctor in Archeology, Stanford University, lege, 1957-. u y, nnceton, 1958-59; Tutor, St. John's Col- St. John's College, 1944; Military Service, 1945-46; University of Virginia, The New School, New York, 1947-50; Graduate Study in Philosophy, Graduate Faculty, The New School, 1950-52, 1955-58, Teaching Fellow, 1956-58; lecturer, University College, The University of Chicago, 1958-62; Lecturer, Overseas-Extension, University of Maryland (Heidelberg, Germany), 1952-63; Tutor, St. John's College, 1963-. (On leave, 1970-.) ~dward Grant Sparrow, Jr., 53 College Avenue john Sarkissian, Severn Forest University of Chicago, 1939-41; U.S. Army, 1942-46 (Princeton University, 1943, A.S.T.P.); B.S., M.S., University of Illinois, 1946-48; The University of Chicago, 1948-54; Instructor, Biological and Physical Sciences, Pestalozzi-Froebel Teachers College, Chicago, 1948-53; Instructor, University of Indiana, 1948-50; Traveling Fellow and Research Associate, Institute of Human Heredity, University of Bologna, Italy, 1955-56; Instructor in Biological Sciences, Chicago City College, 1956-58; Instructor, Biological Science, University of Illinois, 1958-63; Tutor, St John's College, 1963-. ts.A., Harvard College 1951 · ll 8 H d l Columbia University, l957< Tuto.r .,St ~r~~r' ~~I School, 1954; M.A., Teachers College liberal Arts Curriculum st' Mary'~ C · 11 n sC 1.0 ege, 1957-; Acting Director Integrated f 0 ege, ' · a 1 orn1a, 1964-66. ' Bryce DuVa! Jacobsen, 735 Glenwood B.k, St. Johns College, 1942; farmer and tics, St, John's College, 1958-. carpenter, 1942-57; Tutor and Director of Athle- ~dward Malcolm Wyatt,_7 Franklin Street Robert Louis Spaeth, 23 Madison Place .A.'. 1953 , M.A., 1956, University of Virginio· ~, Virginia ' 1955 -58 ; Tutor, st. John's College, 1958-. Instructor in Mathemat1'cs, Un1·versi·ty of B.S., St. John's University, Minnesota, 1959; U.S. Army Signal Corps, 1954-56; Graduate study, University of Illinois, 1959-60; Graduate study, University of Wisconsin, 1961-62; Teacher, Cathedral High School, St. Cloud, Minnesota, 1960-61; Mathematics writer, Educa- ' 1 f t �TUTORS / 77 76 / CATALOGUE Of ST. JOHN'S COLLEGE tional Research Council of Greater Cleveland, 1962-63; Tutor, St John's College, 1963-, Assistant Dean, 1966-, Director of the Summer Program, Annapolis, 1969, 1970; Alderman of the City of Annapolis, 1969-. David H. Stephenson, 199 Prince George Street B.A., Columbia College, 1958; New York State Teaching Fellowship, 1958-60; M.A., Columbia University, 1960; Director of Men's Chorus, New York Association for the Blind, 195962; Music Instructor, Riverdale Country Day School, 1960-61; Chorus Director, Bellevue School of Nursing, 1961-63; Free lance writer and editor, Thomas Y. Crowell Company. 1961-63; Tutor, St. john's College, 1963-; Conductor, Annapolis Symphony Orchestra, 1970-. · B'bl' I History, literature, and lnterpreta1 ica 59 . Rockefeller Fellow, 1959-60; Instructort in fessor 1963-65; Tutor, St. Jo h n ' s C o liege ' p ti~n, Wellesley College, 1959-62, Assistan ro ' 1965-. Glouc~:~!~-S~~:;logical Bert Thoms, 61 Southgate Avenue B.A., M.A., George Washington University, 1947; Ph.D., The Johns Hopkins University, 1950; Associate in Philosophy, George Washington University, 1947-49; Tutor, St. John's College, 1949-54, 1969-; Assistant Professor of Philosophy, Reed College, 1954-55; Chairman, Department of Philosophy, Washington and Jefferson College, 1955-69. William Bruce Pitt, 167 Duke of Study, Colgate Rochester B.A., 1955, M.S., 1959, Un1vers1ty of RoJniversi't of Rochester, 1956-59; Graduate Study, Divinity School, 1_955-56; Graduate Study, -64· Rese~rch Assistant in Sociology of Rel~g1on, University of Cal1forn1a _at Berkeley, 1959 6· Student Assistant Minister, Phelps Presbycerian Colgate Rochester D1v1n1_tv School.' 1955-5 th atics University of Rochester, 1957-_59, Church, 1955-56; Te_aching_ Ass1srnnt in a ra~er 'university of Rochester Computing Research, IBM Applied Science, 19.57, Jrt~~matics 'University of California. at Berkeley, Center, 1958-59; Section Asrntant h1n , ~ (NSF) '1960-64, Research Assistant, ONR Self1959-60,_ Research Assistant in Ma~ em~~s~~tant i~ the Summer Session, 1960, Associate, Organizing Systems Pro1ect, 1961 62,. p f f Mathematics, Monmouth College, 1964 Extension Division, 1962-64; Assistant ro essor o ~ 6 6; Tutor, St. John's College, 1966-. 1964 Louis N. Kurs, 27 Thompson Street Colorado School of Mines, 1942-43, '1946; Columbia University, 1943-45; M.S., The University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, The University of Chicago, 1948-49; Instructor in Physical Science and Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Production Division, South Works, United States Steel Corporation, 1951-54; Instructor in Geology, University of Illinois (Chicago), '1954-64; National Science Foundation Science Faculty Fellowship, The University of Chicago, 196162; Tutor, St. John's College, 1964-. Gisela Berns, 85 Shipwright Street 1959· Classics and Philosophy, Universitie_s of Abitur, Hoelderlin Gymnasium, Sruttga~t~ 195cJ-63. Staatsexamen I, University of HeidelHeidelberg, Frankfurt, Munich, TuebinJ '. her A'ustauschdienst, University of Florence, berg, 1963; Fellow of _Deutscher Aka emisc Lt· nstructor in Classics and Philosophy, Bis1963-64; Ph.D., University of Heidelberg,S;9~., ~men II University of Heidelberg, 1965; marck Gymnasium, Karlsruh~, 1964-65, aa s~ lie e {966-67; Tutor, St. John's College, Instructor in Classics and Philosophy, Rosary o g ' 1967-. Deborah Mary Traynor, 58 Corn hill Street BA., Mount Holyoke College, 1956; M.A., The University of Chicago, 1958; Chicago tducational Television Association, 1959-63; College Humanities Staff, The University of Chicago, 1963-64; Tutor, St. John's College, 1964-. Geoffrey Comber, Route 3, Box 132, Annapolis Roads Diploma in Education, University of londqn, 1953; A.R.C.M., Royal College of Music, 1954; M.A., Ohio State University, 1957; Fulbright Scholar, 1955; Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontario, 1964; Tutor, St. John's College, 1965-. George Doskow, 3 Thompson Street B.A., Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut; Parttime Instructor in English, University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St. John's College, 1965-. Howard J. Fisher, 86 Conduit Street B.A., University of Rochester, 1965; Technician, Harvard University Cyclotron laboratory, 1963, 1965; Tutor, St. John's College, 1965-. Charles E. Finch, 105 Oak Drive B.S., in Education, Temple University, 1942; B.D., Princeton Theological Seminary, 1945; M.A., University of Pennyslvania, 1949; Th.D., Philadelphia Divinity School, 1953; Instructor in New Testament, Bloomfield Seminary, 1945-47; Rector, Church of the Redeemer, Andalusia, Pennsylvania, 1949-52; Assistant Professor of Bible, Philadelphia Divinity School, 195155; Instructor, Valley Forge Military Academy, 1956-57; English Teacher, Conestoga Senior High School, Berwyn, Pennsylvania, 1957-65; Tutor, St. John's College, 1965-, Director of Financial Aid and Placement, 1968-. Benjamin Charles Milner, Jr., 129 Conduit Street !I.A., Emory University, 1949; El.D., Columbia Theological Seminary, 1955; Ph"D. 1 Harvard University, 1965; Military service, 1950-52; Teaching Fellow, Harvard Divinity School, 1957- M Nicholas Maistrellis, R.F.D. #1, Bo~ ~ 7 f Science University of Wisconsin, 1962B.S., Bates College, 1962; Department o. ~s\~ry o 1966-67. Tutor St. John's College, 1967-. , , 67, Teaching Assistant, 1962-66, University e ow, Errol Pomerance, 59 Maryland Avenue. MA Harvard University, 1963; lnstructo~. in B.S., Polytechnic Institute of Brooklyn, 196 n · 1 64 _65 ; Teaching Fellow in Mathemaucs, ti 9 Mathematics, Polytechnic Institute. of Broo y s' John's College 1967-68, Tutor, 1968-. ' Harvard University, 1965-67; Teaching Intern, t. Harvey Flaumenhaft, 88 Sta_te Circle . . Woodrow Wilson Fellow, Harvard UniB A 1960, M.A., 1962, The Un1vers1ty of Ch1cag_o, f Chica o 1963-65· lecturer in the v~r~ity, 1960-61; Graduate< study,hThe u~~~~~~~'. l~cturer i~ 'political Science, Rooseve!t liberal Arts, The Un1vermy. of C icago, Wh' t College 1966-68; Tutor, St. johns University, 1965; Instructor m Government, ea on ' College, 1968-" ke . Id . 196 D u' of Gloucester Street University, 1958; National Sci.ence Harry L Go_ mg, . Northwestern B.A., University of Omaha, 1954, M.S._, Ch istr DePauw University, 1958-63; National Foundation Fellow, 1954-55; Instructor in e~ d Y~ University 1963-64; Member of the Science Foundation Science Faculty _FellowN tur YScience Are~, 1967, Director of Shimer Faculty, Shimer College, 1964-68, ChairmJ ahn,' ~~f1:ge 1968-. College in Oxford, 1967-68; Tutor, St. o n s ' . . E Ho k'1ns 113112 Baltimore Avenue, S.W., Glen Bum1e EdwinU ." .tP f M' aryland 1963· Graduate study in Philosophy, Duke University, 1964B.A., niversi y o ' ' 67 ; Tutor, St. John's College, 1968-. Robert J. Anderson, 906 Poplar Aven~e. s't 1965 . Teaching Assistant, Temple UniB.A., Temple University, 1961; M.A., riale (~iver )1 YSumm~r '1964; Teaching Assistant, Yale versity, 1961-63; Teacher, B1sho~ Co ege 't e~as~mer High School 1966, 1967, 1968, CurUniversity, 1966-67; Teacher, Ya e Uni~e~_i_ Y ~<>part~ent of Welf~re 1968-69; Tutor, St riculum Coordinator, 1968; New Yor icy ' john's College, 1969-. �TUTORS I 79 78 / CATALOGUE OF ST. JOHN'S COLLEGE Wye T. Jamison, 14 Melrob Court B.A., Vassar College, 1964; M.A., Stanford University, 1965; Woodrow Wilson Fellowship 1964-65; Teaching Assistant in Music, Stanford University, 1967-69; Tutor, St. John's College, 1969-. Aaron Kirschbaum, 65 Southgate Avenue B.A., City College of New York, 1963; M.A., University of Wisconsin, 1969; Correspondence Instructor in Mathematics, University of Wisconsin Extension, 1964-68; Teaching Assistant in History of Science and European History, University of Wisconsin, 1965-68; University Fellow, University of Wisconsin, 1967, 1968, Ford Fellow, 1967, 1968, Research Fellow in European History, 1968-69; Tutor, St. John's College, 1969-. Ray A. Williamson, 10 Murray Avenue B.A., The Johns Hopkins University, 1961; Ph.D., University of Maryland, 1968; Assistant Astronomer, Institute for Astronomy, University of Hawaii, 1967-69; Tutor, St. john's College, 1969-. Steven F. Crockett, 767-D Fairview Avenue A.B., Earlham College, 1965; A.M., The University of Chicago, 1967, Ph.D. Candidate, 1970; Woodrow Wilson Fellow, 1965-66; Ford Foundation Fellow, 1965-66; Instructor in the Humanities, Central YMCA Community College, Chicago, 1969-70; Advisor, Committee on General Studies in the Humanities, The University of Chicago, 1969-70; Tutor, St. John's College, 1970-. William D. DeHart, 234 Sumner Road B.S., Allegheny College, 1955; Teacher Certification, Clarion State College, 1959; Ph.D., University of Rochester, 1965; Teaching Fellow, Department of Physiology, University of Michigan Medical School, 1960-61; Graduate Physiological Trainee, Department of Physiology, University of Rochester Medical School, 1961-65; Senior Neurophysiologist, Smith, Kline, & French, Philadelphia, 1965-66; Assistant Professor, Medical College of Virginia, 1966-1970; Tutor, St. John's College, 1970-. Robert Arthur Licht, 6 Thompson Street B.A., St. John's College, 1965; M.A., The Pennsylvania State University, 1967; doctoral candidate in philosophy, The Pennsylvania State University, 1967-; Graduate Assistant, The Pennsylvania State University, 1965-66, National Defense Education Act Fellow, 1966-69; Lecturer, Department of Philosophy, Bucknell University, 1969-70; Tutor, St. John's College, 1970-. Brian Patrick McGuire B.A., University of California, 1968; D.Phil. Candidate, Oxford University, 1970; Fulbright Scholar, Balliol College, Oxford University, 1968-70; Tutor, St. John's College, 1970-. Alfred Mollin, 710 Tyler Road B.A., Western Illinois University, 1965; M.A., The Pennsylvania State University, 1967; graduate study in philosophy, The Pennsylvania State University, 1967-; National Defense Education Act Fellow, The Pennsylvania State University, 1966-69, Richard M. Weaver Fellow, 1969-70; Tutor, St. John's College, 1970-. · n Mathematics, 1967-68, Lecturer, 1968-70; Tutor, St. John's achusetts, 1966-67, lnstrllctor 1 College, 1970-. SCHOLAR IN RESIDENCE L 0 Strauss 786-A Fairview Avenue . h e . I . H bur 1921 · Research Assistant, Academy for Jewish Researc Ph.D:, Univers1t'. ~fll am f t~~ Rockefeller Foundation for the Social Sciences, 1932-34; (Berlin), 1925-32, e ow 0 . . e and of Philosophy the Graduate Faculty, 1S . Lecturer and later Profes_s~r of Polhtif~ c~~r~) 1938 _49. Professor' of Political Philosophy Thde 1 ew ~c~oo~ ~~y~~~~a H~~~~~~~ Dist~~guished Service' Professor, University <;>f. ~hicapgo, N an ater o er . Cl nt Men's College 1968-69; V1s1ting ro1949-68; Prof7s.sor of_ Politic~! _Sc1e~tce, f ~~~~irnia at Berkeley, 1953; Visiting Professor 0 b lessor of Pol1t1cal Science, . niversi Y University ;n Jerusalem 1954-55; Visiting of Political Sci~n.ce an? PhiloUsophy, .tyHe fe;alifornia at Davis, 1960; s~ott Buchanan DisProfessor of Political Science, nivers1 o tinguished Scholar in Residence, St. John's College, 1969-. ARTIST IN RESIDENCE R b t Al n Cole 3715 35th Street, Mt. Rainier 8 ~ e;966 ~A 1968 University of Maryland; Instructor, University of ~aryland; 196;9~~'. · .,_ . lnst;u~tor Basic Drawing and Design, Dartmuthe-Cape Co , Summer, , ~~:~~~;,Annapolis' Junior High, 1968-70; Artist in Residence, St. John's College, 1970-. PLAYWRIGHT-PRODUCER IN RESIDENCE Alvin Ar,onson e 1948-50· Columbia University, ·1950-51; author of two off-Broadway St. Johns hCho lie: , d The Pocket Watch (725 performances); Assistant to Alan Jay Lerner plays, N1g t aw As atn d Sound Technician Circle-in-the-Square, for three productions; for three years; c or an . , ' 970 _ Playwright-Producer in Residence, St. Johns College, 1 · TUTORS EMERITI Ford Keeler Brown, 235 King George Street . B.A., University of Washington, 1920; D. Phil., Oxford University, 1926. Jacob Klein, 101 Market Street Ph.D., University of Marburg-Lahn, 1922. William Kyle Smith, 20 Murray Avenue . . 1:1.S., University of Virginia, 1921; Th.B., Princeton Theological Seminary, 1924. Simon William W. O'Grady, Jr. A.B., University of Notre Dame, 1966; M.A., 1968, Ph.D., 1970, The University of Chicago; Woodrow Wilson Fellow, The University of Chicago, 1966-67, Danforth Fellow, 1966-67, Humanities Fellow, 1967-70; Tutor, St. John's College, 1970-. Jonathan B. Skinner, 201 Dreams Landing B.A., Carleton College, 1963; M.A., University of Michigan, 1964; Ph.D. Candidate, University of Massachusetts, 1970; Woodrow Wilson Fellow, University of Michigan, 1963-64; Instructor in Mathematics, Hope College, 1964-66; Teaching Assistant, University of Mass- Kak~~~s!~~oi~d~l~a~~reReu~sia, 3~~~~~sti~y 1912; Institute of Technology,. Darmstadt, and of Heidelberg, 1912-14; University of Leningrad, 1921-23; Un1vers1ty of Jena, 1924-27, Ph.D., 1927. Wiley W. Crawford, Route 5, Box 19 . . . B.A., 1925 , M.A., 1928, University of Missouri; Ph.D., Un1vers1ty of Minnesota, 1934. Iola R. Scofield, 252 King George ~treet B.A., 1917, M.A., 1919, University of California. �TUTORS I 81 80 / CATALOGUE OF ST. JOHN'S COLLEGE State University of New York at Binghamton, 1964-67; Director, Graduate Institute in Liberal SANTA FE Education, St. John's College, Santa Fe, 1970-. Clarence J. Kramer B.A., Associate College 1949· MA 1954-, St. John's Dean of the Colle·g~' a M I dar;oro iollege, 1950; Tutor, St. John's College Ch I n ean, anta Fe, 1964-68. (On leave 1968-) ' David Clifford Jones, 9 Camino Pequeno B.A., St. john's College, 1959; M.A., The University of Melbourne, 1962; University Fellow, The University of Melbourne, 1961-62; University Fellow and Bess Heflin Fellow, The University of Texas, 1962-64; Tutor, St. John's College, 1964-, Santa Fe, 1965-. ~ell, ares. G. 1260 Canyon Road ' . B.S., B. Litt., 1939; Virginia and 'A S 1966, Un1vers1ty of lnstruct~r 1936· Rh.otd es pchfolar, Oxford University, B.A. 1938 MA 45 ' Wart'ime Ass.stant in Physics 1945· R · ss1s ant rohessor of En g I'is h ' 1owa State Coilege 1940' ' · ., A . 194J; :"ssistant Professor of English U s.s1stant in Physics, Princeton stu y in Europe, 1948; Assistant Professor on 1945-49; Rockefeller Grant fo; ~eg~), 1949-1956; Guest Professor Universit~~r~ma~t1es, The University of Chicago (Coiro essor and Director of the Honors Pro ra ran . urt,.1952; Ford Fellow, 1952-53; Guest ~~;~:;~'. ~uest Professor (Fulbright Progra~) mTe~~~~:~~1ty Hof ~uehrtol Rico <.at Mayaguez), ' utor, St. John's College 1956 D" ' e QC SC u e, Munich Germany 11967-; Poet in Residence and of Adult Education, 1957-5S, Santa Fe' eave, 1970-.) r, n1vers1ty of Rochester, Spring, 1967. (O~ Prine~::rc Robert M. Bunker, 408 Hillside Avenue A.B., Harvard University, 1939; A.M., 1954, Ph.D., 1955, University of New Mexico; United Pueblos Agency, Bureau of Indian Affairs, 1940-51; United States Navy, 1942-46; Executive Secretary, Bernalillo City-County Consolidation Committee, 1952-56; Instructor, University of New Mexico, 1955-56; Professor of English and Philosophy, and Chairman of both Departments, New Mexico Highlands University, 1956-65; Tutor, St. John's College, Santa Fe, Uni~ersity niv~~s1ty, 1965-. Gu~st Pr~fess~ectuor. Don B. Cook, 123 Calle Golondrina A.B., Occidental College, 1958; Ph.D., University of California at Davis, 1965; Woodrow Wilson Honorary Fellow, University of California at Davis, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-. Mi~hael Ossorgin, 855 El Caminito Lyc.ee R~sse, Paris, 1938; Conservatoi R , . Theolog1e Orthodoxe, Paris, 1942· ln:~r usse. a Pans, 1932-35, 1942-44; L.Th., ln<titut d 1944-46; Instructor in lnstitut de Theologie Orthodoxee t e Orthodox Diocese in Alaska, sh eminary, 1947; Secretary epartment of the Interior 1950 56· A .' eac er of Music, Bureau of Indian Affairs St. Mary's College, Californla, Consultant, St. John's Program: Samuel Emm B ' . o n s College, 1956-, Santa Fe, 1966- P~n~ ~ Theol~gy 194B-4~· ~n ,M~s1c,. S~cio~hm Colleg~n;93:_03"".'7nD, 196~-6l; ~~~~~at~t P;o~es,sor, Elliott T. Skinner, 1038 Camino Santander B.A., University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, Princeton University, 1964; Woodrow Wilson Fellowship; Fellow of The Council for Philosophical Studies (Summer Institute in Greek Philosophy and Science), 1970; Tutor, St. john's College, Santa Fe, 1965-. ~ennsylvania, Richard Bowen Stark, 437 Calle la Paz The Colorado College, 1941-42, 1945-46; A.B., Colorado State College of Education, 1948; U.S. Air Force, 1942-45; M.M., Yale University School of Music, 1948-52; Associate Professor of Piano (and Director of the Choir, 1958), Fisk University, Nashville, Tenn., 1952-58; Visiting Professor of Music, Wesleyan University, Middletown, Conn., 1959-60; Curator of Collections and researcher in music of the Spanish Colonial Period, Museum of International Folk Art, Santa Fe, New Mexico, 1962-; Tutor, St. john's College, Santa Fe, 1965-. Harvard .10140 Bishop's Lodge Road . I d' ' , IP oma 1~4~~~:. UDn.iversity; priva~e tutoring, Black M t · I)e~e, 1945;. M.A., 1956, Ph.D., 1962, 1946-48;o~~r=~~o;o ' 1rector of Music Verde Valle S h 1 us1c, Windsor Mountain School 5 5 t. Jo n s College, Fellow,Santa Fe, Teacher, Indian; University, Edwards 1958-, 1955-56; . , or, ° ~95~_i7~ 'T~ o- ~; Joh~ ~· ;:~~:ime ~~o~as J. Sl~key, 213 Las Mafianitas Stuart Boyd, 408 Camino del Monte Sol M.A., Aberdeen University, Scotland, 1948; Ph.D., Aberdeen University Medical School, 1952; Assistant Lecturer, Clinical Psychology, Department of Psychiatry, Aberdeen University, 1948-52; Instructor, Medical Psychology, University of Colorado Medical School, 195253; Director, Doctoral Training in Clinical Psychology, Denver University, 1954-57; Professor of Psychology and Chairman, Department of Behavioral Sciences, New Mexico Highlands University, 1957-64; Lecturer, Department of Psychiatry, Edinburgh University, Scotland, 1964-65; Professor of Psychiatry (Psychology), University of Missouri Medical School, Kansas City, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. . ., Marys College, California A ' . Cornellt. University, 1960; United St t' 1952· MA , Un1versite Laval (Quebec) 1953. PhD .. vers1ty, 1955-58; Tutor, St. John's Assistant in Philosophy Corn'ell ' -, anta Fe, 1964' c~1f:g/~9y5'9195S3-55; Uni~ Dean R. Haggard, St. John's Colle e . 8.A., Reed Philosophy1955· IJs~uctor .g Mathematics, Loyola College, 1957-60; Fels Fund Fellow in College Th'e in. 1961-, Santa Fe, 1966-.' o ns Hopkins University, 1960-61; Tutor, St. John's College, Robert D. Sacks, 115 Calle Pena College 1954· Ph D T . 1954-56; Ecol~ de~ Lan;~e!o~n.s Htolk1ns. University, 1963; Hebrew UniverM ic~g~ ~1957-59; Tutor, St. John's College ~~~1 a e~ V1va~tes, 1956-57; The University of ary s o ege, 1968-69. ' -, anta e, 1969-; Visiting Lecturer, St. Elton Ray Davis, 427 San Antonio B.A., St. John's College, 1962; M.A., University of Indiana, 1965; Tutor, St. John's College, BA., St. John's ~~'Jerusalem, Santa Fe, 1966-. Harvey L. Mead 111, 211 Spruce Street B.A., St. Mary's College, 1961; Ph. L., Universite Laval (Quebec), 1963; The University of Chicago, 1964-66; Lecturer, Saint Xavier College, 1964-66; Ph.D. Candidate, Universite John S._ Steadman, 1520 Cerro Gordo Road B.S., University c in Philoso h of Wisconsin ' 1959. Ins t ructor . Radio Repa· u s A ' in Tutor St oCrnlel 1I University, 1959-61; Teaching / C . rim! y, 1.954-56; Assistant n s o ege, 1962-, Santa Fe ' 1967-, As sis t ant Dean orne University, 1961-62· . ' · 1970' Jo~'' Felio~' Laval, 1970; Tutor, St. John's College, Santa Fe, 1966-. Roger S. Peterson, 1750 Camino Corrales A.B., Harvard College, 1953; A.M., 1957, Ph.D. in Botany, 1959, University of Michigan; United States Navy, 1953-56; Forest Service research, Colorado State University, 1959-62; Research Project Leader, Utah State University, 1962-66; Tutor, St. John's College, Santa Fe, Robert A. Neidorf, 433 Calle la Paz ' . B.A., 1951, M.A., 1955, The University of Chi . fnd A~s1stant Professor of Philosophy Buckn~ft0 ~h.D:, Yale University, 1959; Instructor ege, nnapolis, 1962-64, Santa Fe 19G7-· A . nivers1ty, 19.59-62; Tutor, St. John's Col, , ss1stant and Associate Professor of Philosophy, 1966-. l �TUTORS / 83 82 / CATALOGUE OF ST, JOHN'S COLLEGE Ralph Swentzel I, Route 4, Box 91 B B,S,, New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico University, 1965-66; Tutor, St John's College, Santa Fe, 1966-, tt J Sokol 613 L Garcia C 1 bia University; Teacher of B~rn~963; MA, 1966, Columbia Univers~ty;l ln;~~~=~~r, Tu~o~,mSL John's College, Santa Fe, Ma{hematics and Science at the Dalton Sc oo s, , B 1968-, Dennis V, Higgins, 902 Acequia Madre BA, Le Moyne College, 1957; MA, Fordham University, 1959; Ph,D,, English and American Literature, Claremont Graduate School, 1963; Intercollegiate Programs of Graduate Studies Fellow, Ford Foundation, 1959-62; Teaching Assistant, Pomona College, 1962; Instructor, Northwestern University, 1963-64; post-doctoral study, British Museum Library, summer, 1963, and Henry L Huntington Library, summer, 1964; Assistant Professor, Tufts University, 1964-67; Tutor, St John's College, Santa Fe, 1967-, Henry N, larom, 1145 Camino San Acacio B,A, University of Montana, 1961; M,A,, Idaho State University, 1967; U,S, Marine Corps, 1951-54; Teacher, Edgewater Elementary School, 1956-57; Teacher, Millersville Elementary School, 1958-60; Teacher, M;nidoka County High School, Idaho, 1961-63; Columbia University Teaching Fellowship, Kenya, East Africa, 1963-65; Idaho State University, 1965-67; Tutor, St John's College, Santa Fe, 1967-; Education Director of Peace Corps, Somalia, Africa, 1968-69; Elementary Language Arts Director, New Mexico State Department of Education, 1969-70, Timothy P, Miller, 542 Camino del Monte Sol AB,, Harvard University, 1948; B, Mus,, 1949, M, Mus,, 1951, Yale University; D, Mus,, Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music, Agnes Scott College, 1957-61; Director of Music, University of Richmond, 196165; Piano Chairman and Member of Graduate Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St John's College, Santa Fe, 1967-, Elizabeth F, Gilbert, 717 Camino del Monte Sol B.A, Wellesley, 1951; MA, 1955, Ph,D,, 1959, University of M:chigan; Teacher in Biology, The Northfield School, 1951-54; Assistant Professor of Biology, Oberlin College, 1959-65; Associate Professor of Biology, Haile Sellassie I University, and Director of the National Herbarium of Ethiopia, 1965-68; Tutor, St John's College, Santa Fe, 1968-, R, Thomas Harris, Jr., 905 Camino Ranchitos BA, Reed College, 1955; M,A,, 1956; Ph,D,, 1959, University of Illinois; University Fellow, University of Illinois, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59; Research Instructor, Duke University, 1959-60, Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; Associate Professor, University of Maryland, 1965-68; National Science Foundation Consultant for India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, New York University, 1967-68; Corporate Consultant, Management Science, IBM, Armonk, New York, Summer, 1968; Tutor, St John's College, Santa Fe, 1968-; Vis;ting Professor, New York University, Summer, 1969, Michael K, Mechau, 706 Sosaya BA, St John's College, 1959; M,A,, The University of Chicago, 1965; Universidad Nacional, Bogota, Colombia, 1959-60; Teacher, Delta High School, 1960-61; Teacher and Counselor, Colorado Rocky Mountain School, 1961-65 (summers); Teacher, Thomas More School, 196364; Management Intern, Executive Office of the President, 1965-1967; Administrative Officer, Department of Health, Education and Welfare, 1967-1968; Tutor, St, John's College, Santa Fe, 1968-, John C Rogers, Rt 3, Box 131, Old Santa Fe Trail B,S,, Oregon State University, 1960; M,S,, Los Angeles State College, 1962; M,A,, Indiana University, 1965; Ph.D, Candidate, Washington University, 1968; Tutor, St John's College, Santa Fe, 1968-, ,~eorge N, Stanciu, 907 Camino San Acaci~'chi aw Research Associate, University of 1954 Ph,D, in Physics, 1964, University ~f A' crate' Los Alamos Scientific Laboratory, , h Netherlands, 1964-65; Researc sso , ~~rs1-~~~~u;o~ St John's College, Santa Fe, 1968-, ~A ',, ,, Genevieve Townsend, 244 Sena Street , of New Mexico, 1964; Tutor, SL John's B,A,, M,A,, Comparative Literature, Un1vers1ty College, Santa Fe, 1968-, ~e:.~<~tE,J~~~,~o~~f1~~;,41~:2~~~ ~~~~~~i~~6i~~i'.t~~to~~ ~,ef~~~~:I ~~~\~~e:; ia~rt~n~~', Canada, 1966; Instructor, Emmanuel Co eg , 1968-, , , L I (Quebec) 1964' Licentiate in Sacred Glenn A , Freitas ' 800 Abeyta Street . Ph L Unrversrte ava ' ' h, I 'que BA St, Mary's College, 1957; , ,'', ) 1966 , L' Ecole Biblique et Arc eo ogi S~ri'p' tu re Pontifical Biblical Comm1ss1otn (Ro~~~sista~t Professor, St Mary's College, 1967, ,d 1964 66' lnstruc or an Franc;aise e Jerusa 1em, - ' F 196969; Tutor, St John's College, Santa e, , Ralph]. Quintana, 1908 Conejo DrivePh D Candidate, University of Colorado, 196~; MA 1955 Williams College, , , C II e 1949-50' Teacher-coac , BA, 1947, Wi,lli,~ms C~llege, '1946-49; Instructor, Wagner A~adeegmy, 1959-61; Assistant Pro~~s~~~~:~\alley School, 1953-58; Teacher1~o~~~S,HTe~~or~ St john's College, Santa Fe, 1969-, ' f essor, New Mexico Highlands Un1vers1ty, S Chamberlin J0 h n H~verford College, 1964; ~\;on Fellowship, University 1970 University of Toronto; Woodrow MA, 1966, Ph,D~, Mar H, Beatty Fellowship, 1965-66'. of Tor~to,d 19!4 ~{Ison bissertation Fel\owshrp, 1967-68, Province of Ontario Grant, 1966-67, T .oo ~~ john's College, Santa Fe, 1970-, Archive work and teaching, 1968-70, ULOr, , Frank K, Flinn arvard Divinity School, 1966; MA University of P~n~i;: AB Quincy College, 1962; BD:, H , 1962-64' Inner City Fieldwork progra , 66' , ','a 1969. St Joseph Theological Semrna~y, C~l\ege of the Sacred Heart, 1965vanr , M ss' 1964-65' Part-time lecturer, ewton 1966-67' Part-time student, Harvar ~u;G', h~ F~llow U~iversity of Heidelberg, Ge;many, 1966 a~d 1967-68, National Defense Uu , r~~sity 1967-68; Instructor, Boston Collelge,, u~;~'.(;9, Instructor, LaSalle College, 1969E;~~ation, Act Fellow, University of Pennsy _vanra, , 70; Tutor, St john's College, Santa Fe, 1970 , d II D' 1967, Teaching Fdwar d H, P orce a U , " of California at San rego, , d Th I St Mary's College, 1964; MA, f ~'~~rsriya 1965-67' lecturer in literature an C l~o A,ssi~ta~t in Humanities, University o· a' om1Philosoph~ University of San Diego o ege , C II ge 1 967-68' Instructor rn ' ogy, SL Marys o e , St J hn's College Santa Fe, 1970-, for Men, 1969-1970; Tutor, , 0 ' BA Toni K, Drew S f 1970' Teaching Intern, St John's College, Santa Fe, 1970-. S,A,, SL John's College, anta e, , Paul D, Mannick B h 1970' Teaching Intern, SL john's College, ' B.A,, California State College at long eac , Santa Fe, 1970-, �Register of Students 1969-70 Jerrold Raymond Caplan '73 Baltimore, Maryland Eleanor Ruth Coombs '71 San Rafael, California Francis Ligouri Carbaugh '73 Annapolis, Maryland Marvin Brent Cooper '70 Baltimore, Maryland David Harding Carey '72 Pittsburgh, Pennsylvania Thomas Jefferson Crabtree '72 Towson, Maryland Patricia Ann Carey '70 LaVale, Maryland Bryant George Cruse '73 North East, Maryland James Floyd Carlyle '73 Mineral Wells, Texas D Jean Kirkland Carr '72 Alexandria, Virginia Ronald Jay Davidoff '73 Philadelphia, Pennsylvania Charles Barrett Carroll, Jr. '72 Annapolis, Maryland Peter Van Tuyl Davis '73 Mclean, Virginia Nancy Ruth Boyd '73 Summit, New Jersey Holly Ann Carroll '71 Indianapolis, Indiana Prudence Elizabeth Davis '72 Whiting, Indiana Perry Jack Braunstein '71 New York, New York Thomas Gridley Casey II '71 Washington, D.C. Thomas Nelson Day '71 Annapolis, Maryland Faith Ann Bressler '73 Fairmont, West Virginia Randall Blackburn Cash '72 Highland, New York Ronald James Deal '73 Barcelona, Venezuela Daniel Borman Brock '72 Buffalo, New York Shire Joseph Chafkin '71 Bethesda, Maryland John Richard Dean '70 Boston, Massachusetts Barbara Susan Brown '72 Overland Park, Kansas Robin Chalek '73 New Rochelle, New York Stuart Roy Deaner '71 Roslyn Heights, New York Duncan MacRae Brown '71 Mclean, Virginia Thomas Anthony Chambliss '70 Chattanooga, Tennessee Rachel Deeter '72 New York, New York Michele Elen Budny '70 Washington, D.C. Gregory Michael Chilenski '73 Annapolis, Maryland Nancy Katherine Deshler '73 Hyattsville, Maryland William H. Buell '71 Orange, Connecticut David Christopher Chute '72 Annapolis, Maryland Brian Walker Dineen '72 Severna Park, Maryland Thomasmore Dominic Bujak '72 Palmyra, New Jersey David Domenic Cicia '70 Northampton, Massachusetts Charles Donahue, Jr. '72 Washington, D.C. Marcia Ann Clemmitt '72 Canton, Ohio Dennis John Dort '71 Fort Huachuca, Arizona Ellen Loehr Black '72 Cumberland, Maryland Deborah Achtenberg '73 Kansas City, Missouri Jennifer Bartlett Blaisdell '73 Bedford, Massachusetts Edward William Allen '73 Shoreham, New York William Mackham Blount '72 Atlanta, Georgia David Kite Allison '73 Fernandina Beach, Florida Jean Lorain Bloss '73 Arnold, Maryland Helen Margaret Anastaplo '71 Chicago, Illinois Jane Silberman Boedecker '72 Annapolis, Maryland Harold Atwood Anderson, Jr. '72 Cleveland Heights, Ohio Ray Frederick Boedecker '72 Annapolis, Maryland Bradley Carl Arms '72 Washington, D.C. Deborah Ruth Bowers '73 Elkins Park, Pennsylvania Peter Jerome Aronson '73 Glencoe, Illinois Thomas Richard Ascik '72 Chattanooga, Tennessee Jennifer Foster-Pratt Atherton '72 Wellesley Farms, Massachusetts Philip Joseph Avila '70 Yeadon, Pennsylvania B Ileana Ch rysanthy Basi I '73 Athens, Greece Jennifer Eldred Bates '73 Edgartown, Massachusetts Samuel Allerton Bell '71 Andover, Massachusetts Douglas Hathorn Bennett '71 Naperville, Illinois Dennis Dean Berg '71 Starkweather, North Dakota Marcia Jones Berg '71 Idaho Falls, Idaho Benjamin Bergery '73 Paris, France Charles Everett Berliner '70 Annapolis, Maryland sTuDENTs / Maya Narayan Contractor '71 Bombay, India Martha Hope Birnbaum '73 Rye, New York A Joseph William Barrett '73 Adrian, Michigan oF John Randolph Campbell '72 Colorado Springs, Colorado ANNAPOLIS Barbara Elizabeth Banks '73 Moreland Hills, Ohio REG1snR Samuel Stephen Burnett '70 North East, Maryland James Martin Burress '72 Walterboro, South Carolina Paul Futrall Bustion '71 Newburgh, Indiana c Peter Phillip Cadorette '73 Warrensburg, Missouri Catherine Ann Caffrey '70 Grand Island, Nebraska ~rthur Cockey '71 ~s~own, Maryland Thomas Leonard Dourmashkin '71 Ardsley, New York Diana Love Collins '71 Annapolis, Maryland Evan Matthew Dudik '72 Silver Spring, Maryland Jeremiah Andrew Collins '71 Annapolis, Maryland Robert Patrick Dunleavy '72 Annapolis, Maryland Henry Clay Constantine 111 '70 Baltimore, Maryland E Mary Lee Coughlin '73 Windsor, Vermont Seth Joshua Edelman '73 Manhasset, New York Bs �86 I CATALOGUE OF ST. JOHN'S COLLEGE Nancy M. Eder '72 Riverside, Connecticut REGISTER OF STUDENTS Stephen Joel Forman '70 Houston, Texas Jr. David Leopold Gleicher '71 Maplewood, New Jersey Donald Fisher Harrison, Alexandria, Virginia Jay Alexander Gold '71 Jamaica, New York Jeanne Marie Harrison '73 Lanham, Maryland Jane Sarah Goldwin '71 Annapolis, Maryland Sarah Catherine Harrison '71 Washington, D.C. Gail Marie Gonda '73 Annapolis, Maryland Susan Faye Hartman '72 Chicago, Illinois Elizabeth Ann Gottlieb '73 Verona, New Jersey Steven Harvey '70 Harrison, New York Laurie Ellen Franklin '73 Arlington, Virginia James Robert Grady '73 Prairie Village, Kansas Kimi Hasegawa '73 Richmond, Virginia Craig Farrell Freedman '72 Philadelphia, Pennsylvania Barbara Lee Grant '73 San Francisco, California Maya Hasegawa '70 Richmond, Virginia Jeffrey David Friedman '70 Cleveland, Ohio Michael Kevin Green '72 Los Angeles, California Marc Leland Haynes '72 Valdosta, Georgia F Anne Louise Fringer '72 Westminster, Maryland Marcia Ellen Greenbaum '73 Norristown, Pennsylvania Anne Elizabeth Hawk '73 Cleveland Heights, Ohio Peter Maynard Fairbanks '73 Cambridge, Massachusetts G Roger David Greene '73 Bronx, New York William Sears Hebb '72 Harwood, Maryland Peter Saltonstall Gardiner '73 Hamilton, Massachusetts Joseph Isaiah Gresser '71 Hackensack, New Jersey Robert Allen Heiniger '71 Morton, Illinois Diana Hoyt Feldman '72 Annapolis, Maryland Andrew Alexander Garrison '71 East Lansing, Michigan Eva Marie Grunwald '72 Chicago, Illinois Joan Ellen Heller '73 Williamsville, New York Christine Anne Ferrarini '72 Baltimore, Maryland Robert Fenton Gary '71 New York, New York James Kent Guida '71 Silver Spring, Maryland Theodore William Hendricks Ill '73 Baltimore, Maryland Jon Todd Ferrier '73 Grand Rapids, Michigan David Steven Gasner '73 Edgewater Park, New Jersey H Roy Alan Hepner '70 Huntington, West Virginia Richard Delahide Ferrier '71 Eugene, Oregon Richard Duane Gasparotti '73 Baltimore, Maryland Brian Charles Hagenbuch '72 Annapolis, Maryland David Wisrnar Herman '72 St. Louis, Missouri Susan Joan Ferwerda '73 Congers, New York Alice Dorothy Gawron '73 Woodbridge, Connecticut Francis Alexander Hamilton Ill '73 Scotia, New York James Ross Hill '71 York, Pennsylvania Ronald Herbert Fielding '70 Cohasset, Massachusetts Eric Geer '72 New Castle, Pennsylvania Robert Michael Hill '73 Baltimore, Maryland David Ross Finney '72 Accokeek, Maryland Marielle Mikah Hammett '70 Pottstown, Pennsylvania Martha Jean Geroch '72 Akron, Ohio Maureen Linda Hollander '70 Harnden, Connecticut John Huntley Fitch '73 Lakeville, Connecticut Cynthia Cotton Hancoff '71 Annapolis, Maryland Anthony George Gerzina '72 Flushing, New York David Harding Humphreys '70 New York, New York Joanna May Fitzick '71 Cape May Court House, New Jersey Steve Alex Hancoff '70 Annapolis, Maryland Gregory Lee Gianas '73 Phoenix, Arizona Jan Lisa Huttner '73 Livingston, New Jersey Jean Kathleen FitzSirnon '73 Highland Park, Illinois Steven Hanft '72 Great Neck, New York Debora Jeanne Gilliland '73 Corry, Pennsylvania Jeffrey Stephen Flemming '73 Newburgh, New York Brooke Sallee Harris '72 Los Angeles, California David Fraser Gilmore '72 Andover, Massachusetts Janice Sharon Flynn '72 Walnut Creek, California Ezra Harris '70 Baltimore, Maryland Juan Blaise Ianni '70 Arcula, Virginia Glenn Callen Gladfelder '72 Pasadena, California Susan Small Harris '73 Pittsburgh, Pennsylvania John Clyde Isaacs '72 Cheshire, Connecticut Theodore Haruo Ehara '73 Evanston, Illinois George H. Elias '71 Santa Ana, California Lee Hand Elkins '73 Dover, Delaware Joseph Ronald Elliott '73 Titusville, Florida Peter Thorpe Ellison '73 El Paso, Texas Marie Kathryn Erickson '71 Baton Rouge, Louisiana Annalisa Ewald '73 Chevy Chase, Maryland Dorothy Gail Farmer '73 Birmingham, Alabama Stephanie Ann Forrest '70 Madison, New Jersey Denise Douglas Fort '72 Chevy Chase, Maryland Dorothy Helen Fox '72 Spring Grove, Pennsylvania Matthew Albritton Frame '73 Chapel Hill, North Carolina ! l I 87 '73 l ~ �88 / CATALOGUE OF ST. JOHN'S COLLEGE REGISTER OF STUDENTS Robin Kowalchuk '72 Northampton, Pennsylvania Katherine Elisabeth Jackson '71 York, Pennsylvania Joan Leslie Kramer '70 South Orange, New Jersey Laura Marie Jenkins '73 Arlington Heights, Illinois Peter Allan Kupersmith '73 Houston, Texas David Eugene Johnson '72 New Carrollton, Maryland Cynthia Kurtz '71 Clayton, Missouri Edward Randolph Johnson '73 Lincoln, Nebraska Melvin Wright Johnson 11 '73 Fairport, New York Jesseca Lynne Jones '73 New York, New York David Charles Lederer '73 Pacific Palisades, California Mark Durham Jordan '73 Denton, Texas Alan Ming lee '71 San Francisco, California Diane Palley Joseph '71 Annapolis, Maryland Chistopher Lee '71 New Britain, Connecticut Kenneth DeSola Joseph '70 Annapolis, Maryland 1lene Pregler Lee '72 Annapolis, Maryland McKee Greer lee '72 Annapolis, Maryland K Rand Benjamin lee '73 Roxbury, Connecticut Deborah Warren Kalmar '70 Annapolis, Maryland Peter Craig leveton '73 Mi Iford, Connecticut Melissa Dee Kaplan '72 Philadelphia, Pennsylvania Martha Jo Kaufman '71 Cleveland Heights, Ohio Priscilla Lindsay '73 Briarcliff, New York Patricia Diane Kaufman '73 New York, New York Russell Lipton '73 Stamford, Connecticut H. Edwin Keeton '73 Oak Park, Illinois Victor Aubrey Lownes IV '72 London, England Judy Gail Kepner '71 Mill Valley, California Arthur Harold Luse Ill '70 Mahopac, New York J. William Keyser '73 Austin, Minnesota Sarah Constance Lusk '73 Alexandria, Virginia George lent Kiberd '72 Providence, Rhode Island M Diana Christie Killorin '73 Savannah Beach, Georgia Susan Kiralis '72 East Vassalboro, Maine Jeffrey Coleman Kitchen, Jr. '71 Potomac, Maryland Dikran Kizilyan '70 Istanbul, Turkey Harold Otto Koenig '71 Oyster Bay, New York Wilfred Mark McCJay '73 Severna Park, Maryland John Stouffer McDuffie '72 Hendersonville, North Carolina John Patrick MacDonald '70 Detroit, Michigan Edward Michael Macierowski '70 Springfield, Massachusetts Susan Jailand Mackey '7'1 Lafayette, California Robert Irving Main '73 Milford, Connecticut Constantine Michael Mantis '73 Reading, Pennsylvania Matthew Thomas Mallory '72 la Jolla, California Jonathan Bruce Mark '73 Owego, New York Clifford Alan Martin '71 Dawson, Pennsylvania Melissa Jane Matthews '73 Hamilton, Ohio Frederick Norman Mattis '73 Chapel Hill, North Carolina Ronny Stephen Millen '71 Bethesda, Maryland Jacqueline Louise Miller '72 . New Cumberland, Pennsylvania Melvin Everett Minter, Jr. '72 Baltimore, Maryland Elizabeth C. Molnar '72 Melrose Park, Pennsylvania Jolene Ann Montgomery '73 Morehead, Kentucky Barbara Rosalie Mordes '71 Baltimore, Maryland Jocelyn Lloyd Moroney '71 Chevy Chase, Maryland Vincent James Morrow '73 Washington, D.C. John Harvey Morse '72 Sterling, Kansas Madeline Grace Mosley '70 Palo Alto, California Janice Munroe '73 Lexington, Massachusetts Joanne Linda Murray '70 Arlington, Virginia 0 Robert Mark O'Connor '72 Colorado Springs, Colorado David Nicholas Ofiesh '73 Arlington, Virginia Brian O'Flynn '73 Washington, D.C. Donnell O'Flynn '73 Washington, D.C. Richard Jeffrey Ogust '73 New York, New York Richard Alan O'Neill '73 Pittsburgh, Pennsylvania p Deborah Ruth Papier '72 Si Iver Spring, Maryland Mitchell Edward Parker '73 Berlin, Maryland Nicholas Angelo Patrone '73 Fairfax, Virginia Daniel Steven Pearl '73 Teaneck, New Jersey Charles Lee Pendleton, Jr. '72 West Hartford, Connecticut Lee David Perlman '73 Wyn cote, Pennsylvania Alexandra Perkins '72 Marion, Massachusetts M. Elizabeth Perry '70 Glastonbury, Connecticut Thomas Anthony Pink '70 Annapolis, Maryland Dwight Sage Platt '72 Annapolis, Maryland Alan Roth Plutzik '7'1 Pittsford, New York Adrian Edward Pols '70 Brunswick, Maine N Lynn Smith Pomerance '71 Annapolis, Maryland Janet Anne Nelson '72 White Plains, New York Patricia Anne Posey '71 Harrisburg, Pennsylvania John Shipley Newlin, Jr. '71 Paoli, Pennsylvania Pamela Pratt '73 Glen Cove, New York Robert William Noble '72 Homewood, Illinois Catherine Rose Pruszynski '73 St. Paul, Minnesota I 89 �REGISTER OF STUDENTS 90 I CATALOGUE OF ST. JOHN'S COLLEGE R Anne Charlotte Phillips Ray '73 Montclair, New Jersey Andrew Bartlett Reed '73 New York, New York Everett Lee Reed '72 Ellicott City, Maryland Elspeth Anne Revere '73 Wellsboro, Pennsylvania John Mark Rhodes '73 District Heights, Maryland Mary Ogle Ridout '73 Annapolis, Maryland Thomas Rie '70 Annapolis, Maryland Douglas Bruce Roberts '72 Santa Fe, New Mexico Venette Roberts '72 Carlisle Barracks, Pennsylvania Thomas Manley Rodgers '72 Asheville, North Carolina Paul Martin Rosenberg '73 Levittown, Pennsylvania Philip Stephen Rosenberg '73 Silver Spring, Maryland George Alan Rowbottom '71 Maple Shade, New Jersey Penelope Richardson Rowe '71 Cincinnati, Ohio Patricia Marie Rumore '72 Brooklyn, New York Susan Gail Rumore '70 Glendale, New York Diana Browning Runyon '70 Annapolis, Maryland Lane Gregory Russell '73 Daly City, California Cara Gendel Ryan '70 Annapolis, Maryland s Jonathan David Sackson '70 Demarest, New Jersey Elinor Elizabeth Sawits '73 Cincinnati, Ohio David Carl Scharf '73 Branford, Connecticut Deborah Esther Schifter '73 Bethesda, Maryland Anne Robin Schmidt '70 Baltimore, Maryland Robert Henry Schmidt Ill '72 Rock Island, Illinois Mark Schneider '73 Buffalo, New York Michael Joseph Schneider '73 Alexandria, Virginia David Marc Schwarz '72 Tenafly, New Jersey Kathy Joan Sciacchitano '72 Evanston, Illinois Charles Brian Scott '73 Parker, South Dakota John Robert Scow '71 Rockville, Maryland Masha Zager Sinnreich '70 Annapolis, Maryland Daniel James Sullivan '71 Norwalk, Ohio John David Smith '70 Humacao, Puerto Rico Rachel DuBose Sullivan '71 Hillsboro, Oregon Theophus Harold Smith '72 Atlanta, Georgia T Ann Kinney Sohmer '72 Annapolis, Maryland Jeffrey Elvin Teague '73 Rockport, Texas Richard Edward Sohmer '70 Annapolis, Maryland William Lewis Thorp IV '73 Rocky Mount, North Carolina Daniel Sohn '72 Washington, D.C. James Elliott Tourtelott, Jr. '73 Providence, Rhode Island Melanie Hannah Sollog '70 Franklin Square, New York Roger Daniel Tracy '73 Whitestone, New York Lee Hampson Solomon '73 Chambersburg, Pennsylvania Aaron Turetsky '73 Flushing, New York Jeffrey Sonheim '71 Skokie, Illinois u Steven Paul Sedlis '73 New York, New York Jane Elizabeth Spear '73 Canton, Ohio Randy Sue Selig '73 West Chicago, Illinois James Stewart Spirer '71 Lawrence, New York Polly Demuth Seward '72 Annapolis, Maryland Joshua Springer '73 New York, New York Thomas Daniel Seward '71 Annapolis, Maryland Peter Walter Squitieri '73 New Canaan, Connecticut Worku Sharew '70 Lock Haven, Pennsylvania Steven Alan Stanton '72 Jericho, New York Victor Michael Victoroff '71 Cleveland, Ohio Karen Lee Shavin '72 Chattanooga, Tennessee Leslie Elena Starr '72 Annapolis, Maryland James Francis Villere, Jr. '71 Annapolis, Maryland Jane Lucinda Shaw '72 Vandergrift, Pennsylvania Pamela Gai I Starr '72 Dumont, New Jersey Anthony Vitto, Jr. '70 Rockville, Maryland Mary Jane Shenkin '72 Washington, D.C. Jean Lenore Stephens '70 Chassell, Michigan Adriane Von Lichtenberg '73 Brookline, Massachusetts Dennis Robert Sheret '72 Hartford, Vermont Peter Wright Stern '72 New York, New York Erol Murat Vural '73 Princeton, New Jersey Christel Martha Stevens '72 University Park, Maryland w Harold Samuel Stone '71 Scotia, New York Kathryn Bell Wadsworth '72 Washington, D.C. Cynthia Anne Stratton '72 Baltimore, Maryland Alexander Michael Ward '72 Reston, Virginia Lelia Adams Straw '71 Baltimore, Maryland Dana Kelly Warren '73 Durham, North Carolina Egils Strelis '73 Riverdale, New York Doris Elaine Warren '73 Fayettevi lie, Arkansas Barbara Lynn Sherman '71 Orlando, Florida David Harris Shipman '72 Potomac, Maryland Carol Diana Shuh '72 Davenport, Iowa Madelyn Jane Siegel '70 Baltimore, Maryland Mark Leonard Silverman '70 South Dartmouth, Massachusetts Jeffrey Albert Sinks '73 Dayton, Ohio Elizabeth Ellen Unger '73 Indianapolis, Indiana v Vanessa Lynn Van Manen '73 Mclean, Virginia Eric Allen Vatikiotis '73 Waimanalo, Hawaii I 91 �92 / CATALOGUE OF ST. JOHN'S COLLEGE REGISTER OF STUDENTS I Barbara Ann Weaver '73 Burlingame, California Charles Robert Williams '70 Silver Spring, Maryland Karl Edward Bohlmann '73 Arcata, California Richard Lawrence Cohen '73 Phoenix, Arizona David Michael Weaver '73 Pontiac, Michigan Irving Hatton Lee Williams '72 Baltimore, Maryland Galen Nalley Breningstall '73 Denver, Colorado Douglas N. Cotler '72 Orinda, California Janet Ruth Weiner '73 Wyncote, Pennsylvania Nancy Lillian Williams '70 South Windsor, Connecticut Jonathan Lippitt Brewer '71 Pasadena, California Margaret Scott Creighton '73 Chesterton, Indiana Jessica Rose Weissman '73 Los Altos, California Nancy Ida Willis '72 Winona, Minnesota Robert Hale Briggs, Jr. '73 Westport, Massachusetts Ted Eugene Crook '70 Rifle, Colorado Bonnie Gage Welch '71 Alexandria, Virginia Jaquelynn C. Wilson '73 Mountain View, California Rebecca Ann Brinkley '72 Lovington, New Mexico Seth Cropsey '72 Chicago, Illinois Mordecai Gist Welling, Jr. '72 Adelphi, Maryland Marsha Grace Witten '73 Great Neck, New York John Patrick Brister '73 Yazoo City, Mississippi Donald John Cushing '73 San Jose, California Susan Pierce Wells '73 Scarsdale, New York Shiu-Chun Wong '73 Kowloon, Hong Kong George Franklyn Brown, Jr. '71 Colorado Springs, Colorado D Bruce Chadwick Wheeler '73 Plattsburgh, New York George Arthur Wright '72 Austin, Minnesota Janet Eve Buchbinder '73 Castro Valley, California James Dale Danneskiold '70 Whittier, California Patricia Jean White '70 Seattle, Washington William Barton Wright '72 Albany, Georgia Gerald William Buchen '72 Los Alamos, New Mexico Michael Neil Dayton '70 Santa Fe, New Mexico Michael Conrad Whitehill '71 Chestertown, Maryland y Elizabeth Nations Dean '73 Bryan, Texas Stephen Morehouse Whitehill '71 Chestertown, Maryland Eleanor Adriane Young '73 Alexandria, Virginia c Edith Kathleen Callender '73 Littleton, Colorado Stephen Richard Deluca '72 White Sands Missile Range, New Mexico Donald Hugh Whitfield '71 Bensenvi I le, JI I inois Mary Jane Young '73 Washington, D.C. Grant Palmer Wiggins '72 Washington, D.C. z Susan Smith Wigutoff '70 Orlando, Florida Robin Elizabeth Zenger '73 Balboa, Canal Zone Jenny Frances Calm '71 Hamden, Connecticut Kathleen Marie Campbell '73 Santa Fe, New Mexico Terance Lee Cantrell '73 Sunnyvale, California SANTA FE Henry Hunsden Carey '70 New York, New York A Steven Palmer Carlyle '72 Bronx, New York Michael Bruce Aaron '73 Albuquerque, New Mexico Jeffrey Donald Angus '73 Beverly Hills, California Philip Thomas Ansteth '72 Tulsa, Oklahoma Andrea Lynn Asti '70 Severna Park, Maryland Michel Rene Barnes '73 Decatur, Alabama Benjamin Barney '70 Lukachukai, Arizona Barbara Ann Bartlett '73 Fort Collins, Colorado Mary Louise Batteen '73 San Bernardino, California Georgia Anne Beard '72 Albuquerque, New Mexico Catherine North Waters Carroll '71 Portland, Oregon Robert James Carson '73 Taos, New Mexico Nicholas Stephen Cavnar '73 Dallas, Texas John Stephen Denney '72 Lawton, Oklahoma David Dominic Devincenzi '73 San Francisco, California Steven Sal DiGiacomo '72 San Antonio, Texas Michael Eugene Dineen '73 Cincinnati, Ohio William Henry Doleman '70 Honolulu, Hawaii Anna Douglass '73 Hampstead, London, England Toni l<atz Drew '70 Santa Fe, New Mexico Sally Lee Dunn '71 Torrance, California Larry Roscoe Dutton '73 Onawa, Iowa Joanne Adrienne Charbonneau '72 Northboro, Massachusetts B Kimberly Ann Bell '72 Denver, Colorado Nancy Elaine Bodine Clark '71 Midland, Texas Theresa Marie Baca '72 Albuquerque, New Mexico Tevina Antoinette Benedict '73 San Diego, California Louise Woodman Cleaves '72 Clarksburg, Maryland Holly Gail Crampton Eitner '71 Wichita Falls, Texas Carolyn Mae Barbier '73 Albuquerque, New Mexico Mary Elizabeth Bockman '72 Tucson, Arizona Paul dePorres Cogley '73 Santa Barbara, California Paul Gordon Eitner '71 Los Angeles, California Philip Forrest Edwards '73 Tulsa, Oklahoma 93 �94 / CATALOGUE OF ST. JOHN'S COLLEGE REGISTER OF STUDENTS / 95 Richard Adams Eldridge, Jr. '73 Concord, Massachusetts George Gilbert Graham '73 Santa Fe, New Mexico Ralph David Esdale '71 Yarmouth, Massachusetts Dale Marie Graves '72 College Station, Texas Charlotte Helen Gray '72 Colorado Springs, Colorado Perry Gordon Fine '73 Berkeley, California Alana Robin Fireshaker '71 Muskogee, Oklahoma Gregory James Ford '72 East Palo Alto, California Gary DeWayne Green '73 Tulsa, Oklahoma Samuel Merritt Hitt 111 '70 Mountain lakes, New Jersey David Arthur Klein '72 Malibu, California Jack Kerry Holman '73 Lemoore, California Paul Dale Knudsen '73 Albuquerque, New Mexico Susheila Louise Horwitz '70 Gambier, Ohio Jonathan David Krane '72 Los Angeles, California John Timothy Hyland '73 Denver, Colorado Steven Allen Kvaal '73 St Paul, Minnesota Kathy LaVerne Greene '72 Buffalo, New York Robert Joseph Grogan '73 St Paul, Minnesota John Douglas Ford '72 San Antonio, Texas Eric Reed Hall '73 Evanston, Illinois Twyla Susan Fort '72 Austin, Texas Hugo Bengt Donaldsson Hamilton '70 Santa Fe, New Mexico Amanda Skou ras Fowler '71 Sharon, Connecticut Robert Morgan Hampton '73 Mineral Wells, Texas Catherine Tobin Ingraham '72 Colorado Springs, Colorado Maria Kwong '73 Los Angeles, California H Nell Jo Goldman Foreman '72 Chicago, Illinois John Louis Kvapil '72 Phoenix, Arizona G Alexander Sergei Garklavs '73 Summit, Illinois Patrick Alan Hanson '72 St. Paul, Minnesota Barbara Ann Harry '73 East Palo Alto, California Mary Rose Gauler '73 Los Alamos, New Mexico Gail Hartshorne '71 Sharon, Connecticut Timothy John Gerberding '72 Denver, Colorado Warren Curtis Havens '73 Berwyn, Pennsylvania Bruce Foster Glaspell '72 Santa Fe, New Mexico Ellen Claire Hearne '72 Leicester, North Carolina Robert Hixon Glore, Jr. '73 Lake Forest, Illinois Anne Hemmendinger '73 Santa Fe, 1'-lew Mexico Steven Lawrence Goldman '73 Los Angeles, California John Justin Henderson '73 Pacific Palisades, California Elizabeth Lateiner Goldwin '73 Annapolis, Maryland Sarah Jane Curtis Henderson '70 New York, New York Jan Goodman '72 Los Angeles, California James Barnett Jacobs '72 Santa Monica, California Margaret Edith Jacobs '71 Los Angeles, California Anthony Brian Jeffries '72 Albuquerque, New Mexico Lewis Macleod Johnson '72 SL Joseph, Illinois Deborah Lynn Hathaway '73 Encino, California James Randall Giles '73 Lubbock, Texas Steven f\lan Jackson '70 Westfield, New Jersey Lynda Jean Lamson Johnson '72 Langley Air Force Base, Virginia K Susan Jean Kahoun '73 San Mateo, California Janning Dee Kastler '72 Roswell, New Mexico Susan Deborah Kaufman '72 Santa Fe, New Mexico Kathleen Keenan '72 Albuquerque, New Mexico Michael Joseph Landry '70 Franklin, Louisiana Susan Vincent Lawrence '71 Bethesda, Maryland Thomas Alex Lawson '73 Phoenix, Arizona Christine Lincoln '70 Cambridge, Massachusetts Derk Loeks '73 New Paltz, New York Jerry Steven Lopez '73 Santa Cruz, New Mexico M Jan Malcheski '73 las Vegas, New Mexico Vicky Manchester '71 Westport, Connecticut Della Marie Manning '73 Colorado Springs, Colorado Deirdre Sylvia Marlowe '73 Caux-Montreux, Switzerland laura Joyce Kelly '71 San Francisco, California Claude Francis Martin 11 I '72 Annapo I is, Maryland John Barr Hepperle '73 Kentfield, California Robert Beckwith Kelly '70 Phoenix, Arizona Rex Allen Martin '73 Lafayette, Louisiana Dale Michael Gorczynski '73 Abilene, Texas James McClintock Hibbs '73 Uniontown, Pennsylvania Kenneth Merrill Kennard '72 Normal, Illinois Joanne Patricia Martinson '72 Princeton, New Jersey Leslie Harold Gould '73 Reno, Nevada Christopher Winslow Hill '72 Tucson, Arizona Tracey Rae Kimball '72 Branford, Connecticut Nancy Diane May '73 Jackson, Mississippi Bonnie Lou Graham '73 Coulee Dam, Washington Candace Lee Hilyer '72 Seattle, Washington Ann Copeland Kimmell '73 Denver, Colorado t<yle Van McCard '70 Corning, Iowa �96 / REGISTER OF STUDENTS CATALOGUE OF ST. JOHN'S COLLEGE Constance Dolores McClellan '73 Alamogordo, New Mexico Mark Alan Needleman 73 Los Angeles, California Travis Lee Price 71 Atlanta, Georgia Phyllis Marie Schoenberg '72 Denver, Colorado Gary Lynn McGinnis '73 Wichita Falls, Texas Christopher Bruce Nelson '70 White Plains, New York Alice Carol Prince 73 Los Alamos, New Mexico James Frederick Scott '70 Leadville, Colorado Cathleen Elizabeth Givan McGrath '73 Colorado Spring, Colorado James Martin Nelson '73 Tucson, Arizona unda sue.Randie 73 Placitas, New Mexico Ann Muriel Seymour 73 Waco, Texas Edward Gerald McGrath '72 Colorado Springs, Colorado Karen Anne Nelson '73 Dan vi I le, California Elizabeth J. Randolph 73 Fairacres, New Mexico Herley Dana Sharp 72 Placitas, New Mexico Norma Faye Mclemore '73 Vidor, Texas Toni l<aren Thomas Nelson 70 Los Alamos, New Mexico Kenneth Winston Richman, Jr. '73 Ridgewood, New Jersey Douglas Edward Sherr 72 Burlingame, California Peter Joseph Meadow '73 New York, New York Dana Eugene Netherton 72 Florissant, Missouri Elizabeth Jane Riedel '73 Houston, Texas Mary Jane Shoemaker 73 Boulder, Colorado Susan Carol Meister '73 Greeley, Colorado Sigrid Catherine Nielsen '70 San Bruno, California Thomas Stuart Robinson '73 Newport, Rhode Island David Michael Sills 70 Chicago, Illinois Maura Mensch '72 Kansas City, Missouri Robert Carl Norberg '72 Melrose Park, Pennsylvania Barbara Ellen Roe 73 Eielson Air Force Base, Alaska Kathleen Marie Skelton 70 Geneseo, Illinois Blandy Joan Merrill '72 Taos, New Mexico Martha Paine Nordstrom '72 South Nyack, New York Louise Ann Romanow 72 Natick, Massachusetts Miriam White Skinner '73 Colorado Springs, Colorado Margaret Ann Miller '72 Lubbock, Texas Linda Norton 71 Honolulu, Hawaii Claudia Lynn Rosen '73 Phoenix, Arizona Stephen Arnold Slusher '73 Placitas, i'lew Mexico Patrick Joseph Ross '73 St. Paul, Minnesota Christian Skinner Smith 73 Oakland, California J. David Rudman '73 Brooklyn, 1'1ew York Jared Russell William Smith '72 White Plains, New York Lowell Thomas Rundle '73 Boulder, Colorado Kevin Edwin Snapp '72 Albuquerque, New Mexico William Robert Runyon 73 Phoenix, Arizona Jerry Wayne Speer '73 Coalgate, Oklahoma Thomas Richard Rushton 72 Phoenix, Arizona Eric Osmon Springsted 73 St, Paul, Minnesota David Edward Peck '71 East Haven, Connecticut s Barbara Gai I Stephenson 73 Albuquerque, New Mexico Gerald Pickard Peters 111 70 Lakewood, Colorado Pauline Sargent '72 Santa Fe, New Mexico Frederick Douglass Sternbach '73 Fairport, New York Richard Arthur Peterson 73 Silver City, New Mexico Charles Canter Savitt '73 Belvedere, California Donald Malden Stillwell 71 Exeter, California John Edward Munoz '70 Santa Fe, New Mexico Claire Peyton '71 Chihuahua, Chihuahua, Mexico James Carol Schaeffer '72 Palos Verdes Estates, California Jacob Peter Stoller 73 Mill Valley, California Erin Ladd Murphy '73 Malibu, California Jonathan Lacy Pierce 72 Houston, Texas Mary Helen Porter Schaeffer '72 Shaker Heights, Ohio Margaret Elizabeth Stott '73 Ithaca, New York N Nancy Kathryn Plese 73 Fort Collins, Colorado Robert John Schlegel 72 Palo Alto, California Dolores Ann Strickland '71 Springfield, Pennsylvania Steven Ki ro Nagano 73 Santa Monica, California Dennis Patrick Plummer 71 Annandale, Virginia Warren Frederick Schmalenberger 70 Albuquerque, New Mexico Jon Richard Stroud '73 Shreveport, Louisiana Cleo Fowler Naumburg '72 Santa Fe, New Mexico Patrick Eliot Porter '72 Santa Fe, New Mexico Yehudith Nachama Schneider 70 Mamaroneck, New York laurel Elizabeth Susco '72 Los Alamos, New Mexico Ruth Mitchell '73 l<enai, Alaska Katherine Louella Moffatt '73 Fort Worth, Texas 0 John Kevin O'Donnell 73 Santa Cruz, California Michael Edward Mongeau '73 Moorestown, New Jersey Gary Worth Moody 73 Taft, Texas Jane Moore '70 liberal, Kansas Mellanie Patricia Morgan '73 San Antonio, Texas Madeline Grace McDonald Mosley '70 Palo Alto, California Steven Michael Moser '71 Haiku, Maui, Hawaii p Joan Marie Paine 73 Albuquerque, New Mexico Carole Rosane Paterson '70 San Bruno, California / 97 �98 / CATALOGUE OF ST. JOHN'S COLLEGE Allan Lee Swartzberg '71 Santa Fe, New Mexico Nancy Emily Waight '72 Santa Fe, New Mexico T James Russell Walker '70 Fort Stockton, Texas Helen Ernestine Tapia '72 Santa Fe, New Mexico Peter Joseph Walsh '72 Silver City, New Mexico Mary Connell Tarail '73 Berkeley, California Kari Bethany Ward '73 Santa Fe, New Mexico Kathryn Joan Teipel '70 Tulsa, Oklahoma John Weber Warner '71 Phoenix, Arizona Sue Starling Terrell '73 Santa Fe, New Mexico Danny Lee Watson '73 Kirtland, New Mexico James Ross Thompson, Jr. '73 Rocky Ford, Colorado Lloyd Chockley Westbrook '71 Pasadena, California Elizabeth Brandes Trotman '73 New Haven, Connecticut Susann Whitesides '72 Denver, Colorado Rachel Lynn Trueblood '72 Blue Bell, Pennsylvania Edward Bradley Whitney '71 Colorado Springs, Colorado u Margaret Ellen Usner '73 Los Alamos, New Mexico v Gretchen Vadnais '72 Portland, Oregon Peter Wilson Vanderlaan '72 La Jolla, California Barbara Jean Venable '73 Portland, Oregon Peter Williams Volkmar '72 Scottsdale, Arizona Jennifer Ann Wicke '73 Albuquerque, New Mexico Robin Wiles '73 La Jolla, California India Williams '73 Belvedere, California Leslie Kenneth Wilson '70 El Cajon, California Cheryl Jane Wise '73 Albuquerque, New Mexico Michael Cheney Wood '73 Alfred, New York Ann Wooten '73 Little Rock, Arkansas Joseph Michael Wren '72 Chicago, Illinois w z A. Mackenzie Worthington Waggaman '73 Reno, Nevada Jonathan Zorn '72 Englewood, New Jersey �If you are Applying for A inking 1ss1on to St. John's 0 You are cordially invited to spend several days on either campuso It is probably wise to get first-hand advance knowledge of any college you may be thinking of, but it is P.Specially wise in the case of St. John's, because of its unique curriculum and methods and atmosphere. You will be welcome at any time, but you should try to come when the College is in sessiono If you can come, you may - room in a - take your meals in the dining hall - attend seminars, tutorials, laboratories, and all other activities of the College - and talk with faculty members as well as students. All seminars meet on and Thursday evenings, and since the seminar is the core of the St. curriculum you should include a Monday or Thursday evening in your stayo A Sunday-to-Tuesday or Thursday-toSaturday visit is best, and these are the periods chosen by the hundreds of students who visit each year. For further details, write to the Director of Admissions. St John 1s College Annapolis, Maryland 21404 Telephone: 301-263-2371 St. John's College Santa Fe, New Mexico 87501 Telephone 505 - 932-3691 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Catalogue of St. John's College 1970-1972: Official Statement of the St. John's Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 100 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Catalogue of St. John's College 1970-1972: Official Statement of the St. John's Program Date A point or period of time associated with an event in the lifecycle of the resource 1970-1972 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Description An account of the resource College catalog for the years 1970-1972 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/6b291f71d459da57fad235b4756810aa.pdf b8f716f6308044d72d62d6eda4bd34c1 PDF Text Text JOHN'S COLLEGE OLIS, MARYLAND • SANTA FE, NEW MEXICO STATEMENT OF THE ST. JOHN'S PROGRAM as King William's School, 1696; chartered as St. John's College, credited by the Maryland State Department of Education, by le States Association of Colleges and Secondary Schools, and North Central Association of Colleges and Secondary Schools �Table of Contents ANNAPOLIS September 8 September 8 September 10 September 11 September 11 November 23-26 December 20-January 7 January 28 January 29 February 9-11 March 17-April 1 April 20-22 May24 May 27 1972-1973 Opening of College Freshman and Senior Registration Convocation Sophomore and Junior Registration First Seminars Thanksgiving Recess Winter Vacation End of First Semester Beginning of Second Semester Long Weekend Spring Vacation long Weekend End of Second Semester Commencement PAGE ction · , · · , · , · , · · , , , , , · · · · · · · ' · · · · · · · ' · · · · · · ' · · · · · · · · · · · , · · · · · , · , · · · , · · , · · · 5 ........... , ... , .. ,,., .................................. , ........ 8 ...... '.' ........ ' ............ '.' .......... ' ............ ' .. 10 '' .......... ' ' .... ' '.' ........ '. '. ' ......... ' .... " .. ' .. ' ..... ' 11 17 . '.' ..... '.'. ' ... ' ... ''. '' .. ''. '. '.' .. '. '. ". '' ... '.' .. ' 23 ..... '.'.' ' ... '.' .. '.'' .... '.' ... '. ' ... ' .. '.''.' .. ' .......... '.'.' 25 INSTRUCTION COMMITTEE .. , .... , ... , , .. , ...... , ...... , · .... · .. ·,,, .. · · · 26 ....... ,' ,. ',,, ... , .. '''' ., .. '. , .. , .. , ., ''' ,, ,. '''' .. , ,,., ...... , 26 ........ ,, .. , '''. ,, ., , ... ,, ,. ,, . '. ,. ,, '. , .... ', ..... , ,,, ..... ,' , ... 27 28 Summer 1973 June 4 August 10 January Class Second Semester begins Graduate Institute begins January Class Second Semester ends Graduate Institute ends STANDING .. , ....... , , , ........ , ... , . , , , .. · · ...... ·, .. , · · · · · · · .. , · 30 ST. JOHN'S DEGREE OF BACHELOR OF ARTS , , ......... " ................. · · 30 ST. JOHN'S DEGREE OF MASTER OF ARTS ............. , " .......... , ...... 3'1 GRADUATE INSTITUTE IN LIBERAL EDUCATION , , , , ... , , , , . , ... , , ... · · · ·, · ST. JOHN'S UST Of GREAT BOOKS . , ........ , .. , , . , . , ................ · .... 32 33 ence and Student life· .... ·, .. ,·,·,·,,, .. ,·,,,·,,· .... ·,,, .. · .... ,· .... ,,· 37 1973-1974 September 7 September 7 September 9 September 10 November 22-25 December 19-January 6 January 27 January 28 February 8-10 March 16-31 April 12-14 May 23 May 26 Opening of College Freshman and Senior Registration Convocation Sophomore and Junior Registration First Seminars Thanksgiving Recess Winter Vacation End of First Semester Beginning of Second Semester long Weekend Spring Vacation long Weekend End of Second Semester Commencement E PLANS OF THE CAMPUSES .... , . , , .. , , . , , , , .. , , , ... , ..... , .. , , , · · · · · · · 42 rssions '.''''.' .. ' ...... ' .......... ' ... ' ... '.' ' .. '.' .. ' '' '''.'.'.'' .......... 47 ... ' ...... ' .. ' '''.' ''' ''.'. '. ' .. '' ..... ' ........ ' ..... ' .. 51 '.' ' ... '.'' ...... ' '' ...... ' '.'' .. '.' ' ........ ' ....... '' ... 53 Visitors and Governors·,,,·,···,··········,······,·········· · · · · · · · · · 54 . '.'''' ' ... ' ... '. '''.'. '' '''. '.'.' '.'.' ... '.'' .. ' ' .. ''' ., ' ... '.' 55 Freshman Class.,, ... , ....... ,, ..... , ... , .. ,,.,, .. ,,,, ... , ... ,.,, 69 ' .... ' ... ' '''.'.' ' .. ' .. ' ... '' ... ''' .. ''.' ' .. '.' 70 ollege Seal , . , . , · . · · · , · ·, ·, , · · · · · · , · · , , ·, · · · ·, ·, , · , · · · · , , ·, · · · , · , · · · · · · · · · 72 �Introduction ducation should seek to develop free and rational men and women to the pursuit of knowledge in its fundamental unity, intelligently e of their common cultural heritage, and conscious of their social al obligations. Such men and women are best equipped to master the kills of any calling and to become mature, competent, and responsis of a free society. hn's College believes that the way to liberal education lies through in which the greatest minds of our civilization - the great teachers ressed themselves. These books are both timeless and timely; they illuminate the persisting questions of human existence, but also have vance to the contemporary problems with which we have to deal. therefore enter directly into our everyday lives. Their authors can us almost as freshly as when they spoke for the first time, for what e to tell us is not something of merely academic concern, remote real interests. They change our minds, move our hearts, and touch books speak to us in more than one way. In raising the persisting uestions, they lend themselves to different interpretations that reveal of independent and yet complementary meanings. And, while seektruth, they please us as works of art with a clarity and a beauty that heir intrinsic intelligibility. They are therefore properly called great, they are epic poems or political treatises, and whether their subject s scientific, historical, or philosophical. They are also linked together, of them is introduced, supported, or criticized by the others. In a real ey converse with each other, and they draw each reader to take thin the limits of his ability, in their large and unending conversation. Hall, Annapolis, 1744 �This conversation, however, is unavoidably one-sided. The gr can only repeat what they have to say, without furnishing the cl that we sometimes desire. To remedy this defect is the goal of th seminar. Here, a number of students of varied backgrounds, fa text that may present unfamiliar ideas, attempt to discuss it reaso presupposed that each student is willing to submit his opinions to scrutiny of his fellow students. The demands of the individual an the group are in continuous interplay, setting limits within which sion moves with the utmost possible freedom. The discussion m itself primarily with trying to establish the meaning of a poem or of an argument. On the other hand, it may concern itself with m or with very contemporary questions that thrust themselves forwar dents bring to the seminar the assumptions - probably unexam they have derived from their experience in the contemporary worl discussion they acquire a new perspective, which enables them to both the sameness of a recurrent problem and the variety of its manifestations. In the main, however, the aim is to ascertain not how things how things are - to help the student make rational decisions as h life. And it is the ultimate aim of the program that the habits of t discussion thus begun by the student should continue with him t his life. Most of the teaching at St. John's takes the form of a disc conversational methods of the seminar are carried over into the t much as possible, the actual instruction in all classes and .laboratori to depend on the activity and initiative of the students. The Tutor f a guide, more intent to listen to the students and to work with the impose upon them his own train of thought. rt, St. John's seeks to restore the true meaning of a liberal arts The primary function of the liberal arts has always been to mediate erstanding, to give conscious form to knowledge through systems ccommodated to men's intellects - that is, words and numbers. ly, the liberal arts were seven in number: grammar, rhetoric, logic language; and arithmetic, geometry, music, and astronomy- the thematics. In contemporary terms, man practices such liberal arts ng, thinking, writing, speaking, and deciding as he uses verbal an practices such liberal arts as counting, measuring, deducing, strating as he uses mathematical symbols. are many ways to develop these arts. The curriculum emphasizes em: discussion, translation, demonstration, and experimentation. followed in all the branches of the program. But whatever the sed, they all serve the same end: to make the student think for enable him to practice the arts of freedom. Free minds must be concrete situations, to deliberate by formulating clear alternaarrive at a deciding choice. The acquisition of these intellectual es that the discipline of the liberal arts has taken hold of the d. ge advances and the fundamental outlook of man may change turies, but these arts of understanding remain in one form ·or ispensable. They enable men to win knowledge of the world and knowledge of themselves in this world and to use that 'th wisdom. Under their guidance men can free themselves from ess of prejudice and the narrowness of beaten paths. Under their en can acquire the habit of listening to reason. A genuinely liberal arts curriculum cannot avoid aiming at these most farall human goals. �THE CURRICULUM The THE SEMINAR The heart of the curriculum is the seminar - a discussion of assigned from the books of the program. In each seminar there are fifteen t students with two members of the faculty as leaders. The group me a week, on Monday and Thursday evenings, from eight until ten~ beyond if the topic under discussion has aroused a sustained and liv ment. The assignment for each seminar amounts, on the average, to. a hundred pages of reading, but may be much shorter if the text ha be particularly difficult The seminar begins with a question asked by one of the lead thereafter it consists almost entirely of student discussion. Students t one another, not just to the leaders. They do not raise their hands mission to be heard, but enter the discussion or withdraw from it at resulting informality is tempered by the use of formal modes of ad "Mr.," "Mrs.," or "Miss." Once under way, the seminar may take many forms. It may rang the most particular to the most generaL The reading of Thucydides, for pie, is almost certain to provoke a discussion of war and aggression bring to the surface the students' opinions and fears about the wis error of national policies. Homer and Dante prompt reflections on the and vices of men, on man's ultimate fate. Sometimes a seminar will dev its time to an interpretation of the assigned reading, staying close to th at other times the talk may range widely- and even wildly- over suggested by the reading but having independent relevance in the ml the participants. In the coffee shop after seminar, students from groups compare the points made in their discussions. Except for the requirements of common courtesy, there are on! rules: first, every opinion must be heard and explored, however shar clash of opinions may be; second, every opinion must be supported by ment- an unsupported opinion does not count. In a freshman semina students may tend to express their opinions with little regard for their vance or their relation to the opinions of others. Gradually, under pressu the group, the students learn to proceed with care, keeping to the topi trying to uncover the meanings of the terms they use. The students I gradually also, that to some extent the procedure of the seminar varies the kind of reading under study: poetry is not philosophy and requ· different approach. Such progress in method may be crowned by sl! I 9 on the part of individuals, or by occasions when the seminar as a chieves illumination. Urs e of the discussion cannot be fixed in advance; it is determined . f acing .th e crucb1a ·1 byco the necessity of "following the h~rghument,."of f ' <Jr of seeking foundations upon w 1c a tram o r_easonmg can e ···>The argument does not necessarily lead to the solution _of a probl~m. f. ·· than not the problem remains unsettled, with certain alternatives te~,. omm ed . The progress of the seminar is not particularly smooth; the . .. ·cm sometimes tends to branch off and to entangle itself in irrel~v~~t s. Only gradually can the logical rigor of an argument ~merge wit in nee of analogies and other imaginative devices by which the d1scust alive. A seminar may also degenerate into rather empty talk or !,d shallow meandering, without being able for a long time to extrilf from such a course. Or it may climb to heights accessible to only its members. these circumstances the role of the leaders is not to give informais it to produce the "right" opinion or interpretation. It is to g~ide the n to keep it moving, to raise objections, to help the student m every sible to understand the author, the issues, and himself. The most ~seful nt for this purpose is the question; perhaps the most useful device of e question "Why?" But a leader may also take a definite and positive and enter directly into the argument. If he does so, however, he can · . ·.no special consideration. Reason is the o~ly reco~n!zed authorit~; jriions must be rationally defended and any single op1mon can prevail general consent The aim is always to develop_ the .student's ~owers n and understanding and to help him arrive at mtell1gent opinions of �10 / THE CURRICULUM / 11 ST. JOHN'S COLLEGE THE PRECEPTORIAL For about nine weeks in the middle of the year the seminars of senior classes are replaced by preceptorials. These are small groups engaged in intensive study of one book, or exploration of one several books. Students are usually given a choice of sixteen to or subjects of particular interest to the Tutors who offer them. St indeed suggest a topic and invite a Tutor to study it with them. Although many preceptorials study one of the books of the se or a theme suggested by the seminar reading, some preceptorials with books and themes the students would not otherwise encou program. There are generally seven or eight students in a precepton by a Tutor, they proceed at a pace more leisurely than that pe the seminar. Usually the student's work is completed by the w paper, which may be read in draft to the preceptorial and criticiz other members. Listed below are preceptorial subjects offered on the two ca a recent year. Aristotle: Politics Camus Clement of Alexandria The Constitution of the United States: The Founding Dante: Purgatorio Dostoevsky: The Brothers Karamazov Freud Galileo Goethe's Plays - chiefly Faust Gothic 1200-1400 Hume's Moral Philosophy Kant: Critique of Pure Reason The Logic of Hegel The Love Poetry of John Donne Marx Mathematics and Kant Modern Theatre More: Utopia Nietzsche Plato: Laws Plato: The Sophist Psychoanalytic View of Character: Freud and Reich toric of J. S. Bach · e: Hamlet e; The Tempest ern Protestant Theologians cannot suffice as the only means to the end of liberal education. nature the seminar does not give the student an opportunity to habits of methodical and careful study. Other instructional . wst therefore support it; these are the tutorials in language, mathetrd music For four years a student attends one language tutorial and ematics tutorial, usually four mornings a week. Three times a week s also attend a music tutorial, orials, around a table, eight to fifteen students study and learn nder the direct guidance and instruction of a Tutor. Each tutorial ts an hour. The tutorial provides conditions for collaborative manifold teaching and learning relations that hold in a company riends. As in the seminar, students talk freely with one another and , but the discussion focuses sharply on assigned tasks. There is ty for each student to contribute his measure of instruction to his ther tutors often attend, seeking to learn about a particular subject, y may later teach. 11dent will work in the language and mathematics tutorials with one follow students, and in the laboratory and the seminar with another. the students in his tutorials will also be with him in his laboratory THE LANGUAGE TUTORIAL in higher education has led to a profound neglect of skills. As country is separated from country by the barrier of Ianprofession is separated from profession by technical jargon., The tutorial attempts to remedy this condition by a training in the means communication and persuasion, In a broad sense, it may be cona present-day restoration of the age-old studies of grammar, .and logic. The tutorials seek to understand the relation between and thought To do this they must study the fundamental ways fl be put together, the modes of signifying things, the varied conno~ �12 / THE CURRICULUM / ST. JOHN'S COLLEGE tations and ambiguities of terms, the role of metaphors and analogies logical relations between propositions. ' The primary purpose of the language tutorial is thus not the ma any foreign languages. By studying these, however, and by translatin into English, by comparing them with each other and with English, the learns something of the nature of languages in general and of his particular. During the four years, then, he is studying language as the di of reason and, through the medium of foreign tongues, his native He is discovering the resources of articulate speech and learning the r\J must govern it if it is to be clear, consistent, and effective; if it is to quate and persuasive. The medium for accomplishing this is Greek first and second years and French in the third and fourth years. in the beginning the emphasis is on the grammatical forms and tions and the vocabulary of the language being studied. Brief pas prose and poetry are committed to memory. But after a short t tutorial shifts to something more concrete: the slow and careful read discussion of works of poetic imagination or philosophical thought. T rapid reading for the seminar, with its attention to the large outli general trend, the development of the central idea, is supplemert corrected by a more precise and analytical study, concerned with eve and particular shade of meaning, and also with the abstract logical and rhetorical pattern of a given work. Those are matters that do n come directly into seminar discussions. The student's concern with the language tutorial improves all his reading, for whatever immedi deepens and enriches his understanding, and increases his ability t clearly, and to talk well. The second purpose of the language tutorial is support of the The further the student advances, the more the language tutorial influence the seminar discussion. It brings issues to the fore whi otherwise have been neglected and introduces more precision into t in which a problem is being discussed. A third aim of the language tutorial is the learning of the languages themselves. In the time allotted to the study of each mastery of either of them is, of course, impossible. Ability to speak guage is not an aim of the tutorial. That ability may best be acq living abroad, or by an intensive course. What the student can r expect to attain is a knowledge of the grammatical forms and a f the peculiarities of the language, within limitations. To experience viduality of another language is to extend the limits of one's sensib The choice of the foreign languages is in part dictated by reading schedule and is in part arbitrary. Different languages might 13 ut changing the pattern and aims of the tutorial. The first year of Greek, er, goes well with the freshman seminar and mathematics tutorial, e continuance of Greek into the second year advances the work of the .he French of the third year begins with a brief, intensive study of grammar followed by the reading of a French text. The aim here is mical progress toward facility in the reading and writing of simple . Students already fluent in French may be exempted from these early Then follows examination of the form and content of French prose ns. Discussions of both form and content are related to appropriate assignments, including exercises in translation in which the student ts to match in his own tongue the excellence of his models. in the semester a complete play in verse is read. the fourth year passages from English writers are translated into '· discussion of students' versions is helped by comparison with expert ons of each text chosen. The principal activity of this year, however, . ading of French poems. Its immediate object is the understanding 'oyment of each poem in its parts and as a whole. It also provides a tial basis for discussion of the art of poetry and clarifies the relation art to the traditional liberal arts of language. Writing assignments inin translation more ambitious than those attempted in the THE MATHEMATICS TUTORIAL t to their mother tongue the language of number and figure is the ortant symbolic possession of men. In view of the scientific and I conditions of modern life, the elimination of mathematics as a ent in education is most disturbing. This default has become so now that many persons believe that they natively lack mathematical the language of number and figure is not a matter of special though obviously the high aptitude of a great mathematician is rare. �THE CURRICULUM / 15 14 / ST. JOHN'S COLLEGE Even before reaching its explicit scientific formulation, integral part of our understanding of the world that surrounds us. tries to overcome this alleged mathematical disability and, through , teaching techniques, to effect an understanding of the fundamentaf and intention of mathematics. .\ The student begins with the Elements of Euclid. Using Euclid's 0 tion of the mathematical discoveries of his predecessors, he gains of deductive science and of a mathematical system in general; he acquainted with one view of mathematical objects - its central e found in the theory of ratios - which is buried under the found modern mathematics. After Euclid he begins the study of Ptolemy's his treatise on astronomy, centering attention on the problem of "hyp· constructed to "save the appearances." That the tutorial reads Ptole cates the difference between the mathematics tutorial at St. John's ordinary course in mathematics. Ptolemy presents a mathematical t the heavenly motions, but he gives more than that: his work is bot ample of mathematics applied to phenomena and a companion to th sophical, poetic, and religious readings that are taken up in the second year. in the second year the student continues the study of Pto!emy1 gives him a background for the reading of Dante and emphasizes th culties and discrepancies of the geocentric sy>tem which point straigh the Copernican revolution. He studies Copernicus's revision of Pt heliocentric form. He next takes up the Conics of Apollonius to synthetic presentation of the very objects whose analytical treat Descartes marks the beginning of modern mathematics. After this h analytic geometry, which presents the conic sections in algebraic f thus gains an understanding of algebra as the "analytic art" in gener In the third year, the student studies the calculus as Newton it and in its modern form. This study is followed by a reading of D theory of numbers. He next takes up the astronomical parts of the in which Newton brings heavenly and earthly motions under one supersedes a purely geometric astronomy with a "dynamic" theory in the orbits are governed by laws of force. Here again the mathematics is more than a mathernatics course. It is both an introduction to phy a foundation for the study in seminar of the philosophical outlook modern world. In the fourth year the reading of Lobachevski's approach Euclidean geometry invites reflection on the postulates of geometry1 as on the nature of the geometric art as a whole. This is latter half of the year by the study of the geometrization of in Einstein's special theory of relativity. On the Annapolis campus1 program for the latter half of the year: some of the students fojective geometry, in which the enterprise which began with Euclid in a remarkable way, now generalized, to its starting point. throughout the four years the students are in continual contact with the pure science of mathematics but also with the foundations ematical physics and astronomy. All along, the mathematics tutorial the seminar discussions as they bear on the relation of man to nature, ria of intelligibility, the nature of knowledge, and the all-powerful symbols in imagination and thought the mathematics tutorial the student engages actively in demonstrapropositions, the blackboard becoming the arena of intense logical :s. The student is made to see how the discovery of logical inconleads to a revision of the assumptions upon which mathematics But it is not only logical rigor that is expected of the student; his tion is constantly brought into play. Whenever the occasion requires tudent has to exercise his skill in the solution of problems. All this preoccupation with mathematical objects and methods, however, is ent to the more general consideration of the relation of mathematics ions raised in the seminar. On the other hand, the mathematics .t"Salso refer directly to the work done in the laboratory. .e chief aim of the mathematics tutorial is to give the student nature and practices of thinking, of reasoning that proceeds syste- �THE CURRICULUM / 17 16 / ST. JOHN'S COLLEGE matically from definitions and principles to necessary conclusions. and becomes familiar with the power of a method or methods that ca into a single formula or law the most diverse phenomena and can predict and even control their occurrence. His intellectual imagin freed and developed to the point where he can investigate the stru worlds that are possible - that is, consistent - beyond the powers It is in the various mathematical sciences that imagination and r seen at their most impressive and effective. Here all is distinct, or necessary. To see reason thus at work - building its structures as mathematics, or making the world intelligible as in the mathematical of nature - is perhaps the most exciting and absorbing of all activities. Insofar as the modern world is the creation of the age of St. John's handling of mathematics and science is an excellent and indispensable experience for anyone who wishes to know what m means. An education based on the popular view of the liberal arts humanities as meaning only literature, art, philosophy, and history prepare one to live in today's world. On the other hand, the tea sciences divorced from the humanities is equally destructive of a cap understand the modern World. THE MUSIC TUTORIAL e of the aims of the St. John's program has been to restore music as a t to the curriculum. The study of music at St John's is not directed technical skill but towards an understanding of the phenomena of he ancients accorded music a place among the liberal arts because erstood it as one of the essential functions of the mind, associated mind's power to grasp number and measure. The liberal art of music ed for them on the existence of ratios among numbers. The study c is valuable in training the mind to a sense of ratio and proportion. 'particular, the music program at St. John's aims at the understanding tc through close study of musical theory and analysis of works of literature. In the freshman year, by way of introduction, all students chorus. In the sophomore year a tutorial meets three times a he music tutorial reflects two different but complementary aspects fo. On the one hand music is intimately related to language, rhetoric, try. On the other it is a unique and self-sufficient art, which has its p in nature. work of the tutorial includes an investigation of rhythm in words as notes, a thorough investigation of the diatonic system, a study of the musical intervals, and a consideration of melody, counterpoint, and . None of these is done apart from the sounding reality of good the inventions of Bach, the songs of Schubert, the masses of Palestrina, !iras of Mozart, the instrumental works of Beethoven, and, from this a major work of Stravinsky and one of Schoenberg, are the real textn the second semester at least one major work is analyzed closely. inars on great works of music are included as part of the regular schedule. Instead of reading a text, students listen to recordings of a s:ition and familiarize themselves with its score before the seminar 'Group discussion of a work of music, as of a book, facilitates and $the understanding of it. of the College, on the front cover of the catalogue, shows seven rrounding a pair of scales. The balance, no less than the books, es the tradition of the liberal arts. It stands for the instruments of the laboratory, which may well be the most characteristic institution odern world. e hundred years ago algebra and the arts of analytic geometry were d into European thought, mainly by Rene Descartes. This was one reat intellectual revolutions in recorded history, paralleling and in �18 / THE CURRICULUM / ST. JOHN'S COLLEGE 19 biology, and chemistry are pursued. There is the art of measurement, lnvolves the analytical study of the instruments of observation and ment; crucial experiments that mark the history of science have to roduced; the interplay of hypothesis, theory, and fact has to be carerutinized. All of this is supported by the mathematics tutorials, which a clear understanding of mathematical techniques. 5 e task, however, is not to cover exhaustively the various scientific 'nes, to bring the student up to date in them, or to engage in specialized h. It is rather to make the student experience and understand the -cance of science as a human enterprise involving fundamental assumpand a variety of skills derived from the practice of the liberal arts. The does not subscribe to the sharp separation of scientific studies from anities, as if they were distinct and autonomous domains of learning. eed not be ''two cultures." Different fields of exploration require t methods and techniques, but the integrity of scientific pursuits stems purees common to all intellectual life. THE ORGANIZATION OF THE LABORATORY WORK part determining the other great revolutions, in industry, politics, moral religion. I has redefined and transformed our whole natural and c world. It is a focal of the St John's program and one which the C takes special care to emphasize. There is scarcely an item in the curd that does not bear upon it. The last two years of the program exhibit t reaching changes that flow from it, and these could not be appreciated out the first two years, which cover the period from Homer to De~· Modern mathematics has made possible the exploration of n phenomena on an immense scale, and has provided the basis for w known to us as the laboratory. The intellectual tools of the laborator the consequence of the vast project of study conceived by the great thi of the seventeenth century. They are based on a mathematical interpr of the universe, which transforms the universe into a great book wri mathematical characters. liberal learning is concerned with the artifices of the human min the human hand that help us to transcend the factual by confronting if universal principles. For this purpose St. John's has set up a four-year I tory in the natural sciences, wherein characteristic and related laboratory program is largely determined by three considerations tto the liberalization of the study of science: (1) The formally schedperimental work must be combined with a full and free discussion of uments and principles involved in it. (2) The content of the work e so chosen as to enable the student to trace a scientific discipline to ts in principle, assumption, and observation. Thus certain integrated of sub1ect matters are to be selected as problems in which the roles of and experimentation can be distinguished through critical study, schedule of laboratory work should give opportunity for leisurely but ve experimentation. The student must have time to satisfy himself as to gree of accuracy his instruments permit, to analyze procedures for s of error, to consider alternative methods, and on occasion to repeat ire experiment. Only thus can he come to a mature understanding of nces called 1 'exact." laboratory section consists of fifteen to twenty students working under idance of a Tutor, with the help of more advanced students serving as ts. Sections meet twice a week. A laboratory session may be used for on and discussion of theory, for experimentation, or for both, as gress of the work requires. Occasionally a laboratory meeting is refor the discussion of a classic paper or other text directly related to pie at · writings of Aristotle, Galen, Harvey, Lavoisier, Huygens, , Fresnel, Darwin, Faraday, /Ylaxwell, Thomson, Rutherford, and Bohr ong those regularly used in this way, in all the work of the laboratory, the laboratory manuals written at the College, the purpose is to achieve mate mixture of critical discussion and empirical inquiry, �20 / ST. JOHN'S COLLEGE THE CURRICULUM / ITS CONTENT The general topics of study have been chosen from elementary and. biological science. In terms of traditional names for various bra scientific endeavor, the work schedule may be outlined as follows:.· First Semester 1st Year 2nd Year 3rd Year 4th Year Second Semester Theory of measurement Chemical atomism Biology Mechanics, optics, and force-fields Atomic structure Electromagnetism PHYSICAL SCIENCE In the first semester freshmen study the problem of measurem student learns the elementary processes of measuring length, area, density, musical pitch, pressure, temperature, and heat, and becomes the theoretical assumptions underlying these measurements. He also the problems of summarizing the data of measurement and of estim accuracy of the results. In the second semester the student confronts the phenomena a ments, largely chemical, which lead to the development of a theory in terms of discrete particles. The emphasis thus shifts from individu urements of continuous magnitudes to the construction of a coherent theory that will embrace diverse phenomena. The exercises follow which is both historical and logical, beginning with the distinction pure substance and mixture, element and compound, and continu the laws of weight-combining proportions of gases. The principle of is then introduced as the key to the problem of determining a co • of atomic weights. Finally, the periodic chart of the elements is pres the culmination of this process. In the third year the laboratory deals with topics common to a of the traditional divisions of physics, such as mechanics, optics, and magnetism. The mathematical tools of physics are put to work in oratory at the same time that their rigorous development is pursue mathematics tutorial. As the tools of the calculus become avai emphasis shifts from a direct, qualitative description of force, ac work, energy, and potential fields, to their reformulation in more ap terms; at the same time the physical concepts serve to illustrate th matical ideas. The concepts of mechanics are then used to formulat tive theories of light- corpuscular and wave - and the appropriat either is considered. 21 the senior year electromagnetic theory is approached initially in classical physics, and then developed beyond those terms to the characterization of the electromagnetic field by Maxwell's equanally, the principles of optics are reviewed as possible consequences l's equations, and the appropriateness of a mechanical model for mined. any ways the work of the senior year is a return to questions t first raised as a freshman. The senior laboratory takes up anew of atom ism - but now the atom itself has become the object of epared by his work with electrical phenomena, the student can the questions of atomic stability that lead to the revolutionary hypothesis of Bohr and the wave mechanics of de Broglie and r. Through a sequence of historic scientific papers and related ts, the concepts of particle and wave, of discreteness and conain new meaning. Ultimately the student must reconsider another " problem-that of measurement-in the light of the "new physics." �22 / ST. JOHN'S COLLEGE THE CURRICULUM / 23 BIOLOGICAL SCIENCE In the second year the laboratory takes up the study of Using the theory of evolution as a unifying idea, the laboratory life in four aspects or units of work. First the lower animals or inve are considered. The student observes and dissects representatives of t groupings of invertebrates. General topics such as the origin of life, tion of part to whole and of form to function are discussed as the obs and dissections bring them to the fore. From invertebrates the student moves to gross anatomy, with emphasis on the circulatory system and the structure of a complex 0 the eye. Further light is thrown on the questions first raised the invertebrates. The interaction of organ systems is explored. After the study of animal forms the laboratory proceeds to the i embryology, development, regeneration, cell migration, and cell di of growth and formal differentiation are elicited from the fourth unit is concerned with genetics and the genetic study of ions. Mendel's theory of heredity, the molecular theory of the gene, results of laboratory studies of small fruit-fly populations are confrom the viewpoint of their evolutionary significance. general, the laboratory consists of close observation, through microrwith the naked eye, together with constant theoretical interpretation observations, in class discussion and through reports and papers. nt works by biological scientists are read in conjunction with the and discussions. They include the seminal work of Harvey, lv\endel and the modern extensions and criticisms of the work rly masters. The purpose of the biology laboratory is thus to acquire of self-moving matter. LECTURE ·culum as described so far has been shown to use the medium of 1 of recitation, of student participation at every stage of the work. evenings, however, a different pattern of instruction prevails. The is the occasion when the student has an opportunity to listen and attentively. The subject may be closely connected with seminar or it may open up a new field of interest and test the student's s to absorb new information and to follow arguments in unfamiliar anthropology or space science, painting or architecture. The lecturers visiting scholars, but not infrequently members of the St. John's ne visitor may be from the academic world or from the arena of ne may be a poet or an artist Sometimes a concert replaces lecture is followed by a discussion. Here the lecturer submits himself ed questioning by the students, with the faculty participating. Often ion turns into a seminar. Thus the formal lecture serves two it inculcates in the student the habit of listening and following the a subject he may not be familiar and it also provides him inity, in the discussion period, to exercise his dialectical skill in a different from the classroom. It is here that he can himself test of his understanding and the applicability of what he has learned. range through a variety of subjects. Sometimes the student is with opposing views on a given subject Some of the lectures diate repercussion in the seminars and tutorials. Others may have on the direction that a student's work takes within the the program. �24 / ST. JOHN'S COLLEGE LECTURES AND CONCERTS The Academ The list below provides examples of lectures and concerts given the other campus. "Blake: The Dance of Eternal Death" Charles Bell "Body Schema" Erwin Strauss "The Mixed Kind of life and the Combining Kind of Mind" Robert A. Goldwin "Music for Unaccompanied Violin'; Matitiahu Braun · "Broken Mirrors, Reflections on Man and Religion" Frank Flinn "On a Measure in Mozart" Elliott Zuckerman Concert Juilliard String Quartet "The Ontological Argument" Robert Neidorf "Chaucer's House of Fame" John Chamberlin "Plato's Ion" Jacob Klein Choral Concert Los Alamos Choral Society "Political Decentralization" Robert Hazo "Competing Principles in Music" Robert Parr "The Quest for the GraiL Structu Symbolism in Prufrock, The Wast and Four Quartets" Burton Blistein "The Constitution and Threats to liberty" Walter F. Berns "The Federalist Papers" Martin Diamond Renaissance Concert Ars Antiqua, the Elizabethan Trio Peabody Conservatory of Music "From Chaos to Purpose" Roger Peterson "Rousseau's Social Contract" Charles Butterworth "Hamlet" -A Dramatic Reading Faculty and Students of St. John's College "Student Rebellion and the Nazrs:· The Rise and Rule of Hitler" Beate Ruhm von Oppen Harpsichord Concert Douglas Allanbrook "I Think, Therefore I Am" Samuel Kutler "language, /V\eaning and Thought" Mortimer Adler "Law and Education" Harris Wofford "Medea: Hero, Goddess, Woman" Bernard M. W. Knox "The Trojan Women" The King William Players "The Venetian Phaedrus" (Thomas Mann's Death in Venice) Eva Brann "Words and Silence" William Darkey "Whether Space Is the Subject of. Geometry" Marcus Berquist 0 Order ~ng is a cooperative enterprise, and it is best carried out when per.·. different stages of comprehension work together. The typical learning n at St. John's involves a small group of learners. First in line come the achers, the writers of the great books, who are talking in most cases at point of their learning. Next come the reading and talking teachers, rs, who are members of the faculty; in their stage of learning they are ere between the authors and the best students. There then follow r students at distances proportional to the degree of their understandold-fashioned ranking of classes in the little red schoolhouse is the t image here. At the head of the class is the author-teacher, at the the class the poorest student in relation to the subject matter. All the are both teachers and pupils, each learning from those above and g those below, The aim in all the classes is to exploit the differences ledge, character, and skill as they are distributed among students kind of teaching and learning that goes on at St. John's presupposes, faculty differing in many ways from the faculties of more conventional Each Tutor normally has a specialized competence in at least one knowledge, Beyond that he must be willing to acquire a certain ss in other fields of knowledge and a competence in the liberal arts. mean that he has to re-educate himself. He is expected to teach asses in subjects other than his own. Ideally, the Tutor will eventually ght classes in every part of the program. He thus for the first his teaching at least, attend classes in the same way as a student: his ming goes along with his teaching; just as the student does, he prorom year to year in the curriculum; and that continuous learning and bring in ever-increasing measure, into dose familiarity vvith e program. s a member of the St John's faculty is never confined in his scholastic to a single division of the program, He is, and has to be, a teaching of a seminar and of either two tutorials or of one tutorial and a lab~ ection, Each Tutor is constantly passing on the special skills he to his colleagues who might require them in their classes. ce it is necessary, on the other hand, that Tutors probe more deeply foundations and wider contexts of the subject matters that are the materials at St. John's, to avoid staleness and the ever-present �26 / ST. JOHN'S COLLEGE danger of succumbing to routine performance, faculty study gr up'. Members of such groups are relieved partially of their ordin duties. They e~gage in a thorough study and exploration of a su by the Instruction Committee of the faculty. Scholars from oth . . h fil may JOm t e ~roup for certain periods. Although the subject may not be directly related to the St. John's curriculum, the study groups opens new perspectives for teaching and learning a THE INSTRUCTION COMMITTEE The Instruction Committee is a committee of Tutors responsible f t~e Deans on all matters of instruction - whether concerning cur nmg or the academic standing of students. It also advises the p Provost on appointments to the faculty. The Committee consists and twe~ve Tutors, six elected by the Tutors on each campus of the President and the Provost sit with the Instruction Commitee. Each Dean is the Chairman of the Instruction Committee on t where he serves; the members of the Committee on each campus the Instruction Committee for that campus and meet at frequ throughout the year. The full Committee meets annually, alte tween the two campuses, and the Deans alternate as Chair Instruction Committee. THE ACADEMIC ORDER / 27 most distinctive mark of St. John's College is the fact that all of the same year are reading the same books at the same time me immediate preparation. This may be the week when all freshrning the Greek alphabet; or the weeks when they are meeting type of Greek mathematics in the fifth book of Euclid's Elements; of the first assignment in Thucydides, when the seminar leaders ng if the students will see the implications for liberty in Pericles' tion. These are the educational realities that a common schedule emphasizes. The only exceptions to the common schedule occur preceptorials in the junior and senior year. A SAMPLE FRESHMAN SCHEDULE FOR ONE WEEK Monday Mathematics Tutorial Language Tutorial Language Tutorial Wednesday Thursday Mathematics Tutorial Tuesday Mathematics Tutorial Language Tutorial Friday Language Tutorial Mathematics Tutorial Chorus THE LIBRARY The books chosen for study at St. John's are collected in the lib best editions and translations that can be obtained. These books fully selected modern texts for the laboratory are the core of t essential to the teaching of the program. A good general collection essary supplement; a specialized, highly technical one would have Eac~ year books in mathematics, science, philosophy, religion, music, poetry, literature, and history are purchased. The library su representative periodicals and newspapers. A committee of the fac the Librarian in selecting books and periodicals. The library in Ann completely renovated three years ago and now includes two full stacks, study carrels, a large reading room, newspapers, microfil and periodicals. The Bray Collection, which was the first public the American colonies, and the King William Room occupy the The Annapolis library maintains a collection of about 60 000 v Santa Fe, the collection has been growing at the rate of 3,000 volu year and now numbers over 25,000 volumes. Laboratory Laboratory Seminar Seminar Formal Lecture for the preceptorials in the junior and senior years and certain laboratory work for which the upperclassmen may choose their the schedule is the same for all students. Each morning for either ur days a week they spend one hour in a language tutorial and in a mathematics tutorial; sophomores also spend three hours a music tutorial. Twice a week they spend up to three hours in the . Two evenings from eight to ten they attend a seminar. A formal concert is given once a week. Nineteen to twenty-one hours per ent in regular classes. ar is divided into two semesters of sixteen weeks each, separated during which the seminars meet as usual but tutorial and labora- �THE ACADEMIC ORDER / 29 28 / ST. JOHN'S COLLEGE er and to problems that may not have been treated in any of his fpr freshmen the first oral examination of the year is given before ;ter Vacation, and for juniors and seniors just before preceptorials SOPHOMORE ENABLING sophomores the annual essay holds a position of special importance. 5 a major part of the process called enabling. This is a review by tion Committee, with the advice of all the sophomore Tutors, of t's learning during the two years he has spent in the College. tion of his proficiency in the liberal arts, the annual essay carries t. A student is enabled, or allowed to enter the junior class, only bmitted a satisfactory essay and only if, in the judgment of the Committee, he is sufficiently prepared for the work of the last In particular, the enabling judgment looks to the possibility of t's writing an acceptable senior essay. THE FRENCH READING KNOWLEDGE EXAMINATION tory meetings are suspended. Special events are scheduled in thi~ and don rags for upperclassmen are held. Since this week is not c a holiday, but a welcome change in the instructional routine, stu required to remain in residence. ESSAYS AND EXAMINATIONS ESSAYS Every freshman, sophomore, and junior submits an essay theme suggested by his seminar reading. In Santa Fe, an essay is s each semester; in Annapolis, each year. The essay is not a resear with extensive footnotes and a bibliography, but rather an attempt part of the student to set out in writing, as clearly as he can, his own~ on some aspect of the liberal arts. The essay in the second semester the center of his final oral examination in the spring. ORAL EXAMINATIONS At the end of each semester, oral rather than written examina held. These are conducted by the seminar leaders, with the volun ticipation of other Tutors. The student is questioned freely and i on the texts he has read and on his critical and interpretative It is not the aim of the examiners to find out how much the student· bers. He is encouraged to consider different parts of his study in re e. being granted the degree of Bachelor of Arts, each student must amination to show a reading knowledge of the French language. ination must be passed before the beginning of the senior year and uisite to enable a senior to become a candidate for the degree of f Arts. THE ENABLING ORAL EXAMINATION enior enabling oral examination is given to the student in the fall inning of his fourth year. It is focused on a number of books r rereading and study during the preceding summer. They correuantity to about twelve seminar readings and are chosen by the Committee from the seminar lists, with a view to covering key the four years. The passing of this examination confirms a student's candidate for the degree of Bachelor of Arts. THE FINAL ESSAY AND ORAL EXAMINATION senior year the student is required to present to the faculty a related to some aspect of his four years' work. Again it is not inbe a piece of specialized research, but rather a sustained performe liberal arts. Four weeks at the start of the second semester are r essay writing; during this period the seniors attend no classes. essay is approved by the faculty committee to which it has been r reading, the student is examined upon it by the committee in g public oral examination. No degree is awarded unless both the the oral examination are satisfactory. The senior essay is regarded ion of the student's learning. �30 / ST. JOHN'S COLLEGE THE ACADEMIC ORDER / 31 ACADEMIC STANDING Because St John's classes are small and intimate and consist largely.', active participation of the students, every Tutor is aware of his st progress from day to day. The Tutors' appraisals of a student are therefore not alone on quizzes and tests, which are rare, but on the st total performance as a member of the learning community. The Tutor's comprehensive judgment of a student is reported ~ Dean periodically as a conventional letter grade, but not to the ·s'" Students will be told their grades if they insist. They are encourage· ever, not to work for grades, but rather to try to develop their 0 understanding. If it becomes evident that a student is not pro~re all, or that the learning process has stopped and cannot be reviv student is asked to leave the College. Ideally, there is no reason for dropping any normal student course of study. It is assumed that each student has the required ca until there is clear evidence to the contrary. The curriculum is vaq rich enough for great diversity of interest, performance, and achiev and there is ample room within it for a wide range of ability and f vidual choice and guidance. Moreover, St. John's is free from the pr of conventional examinations and competition for grades. · Attendance at all regularly scheduled College exercises is requ record of absences is kept This record is taken into consideration wh there is occasion to determine academic standing. THE DON RAG At the end of each semester the student meets all his Tutors in t rag. The don rag is a consultation of student and Tutors for the pur diagnosis and prescription rather than for reporting of marks. The report to one of the seminar leaders on the student's work during the· ter; the student is then invited to report on himself and to judge work. Advice may be requested and given; difficulties may be aire. grades are not reported or discussed. The first freshman don rags ar the week before the Winter Vacation. THE ST. JOHN'S DEGREE OF BACHELOR OF ARTS The student who completes the four-year curriculum satisfactorily is a the degree of Bachelor of Arts. Students who enter in the January graduate in three and one-half years, but they spend their first sum completing their freshman year, so that they too complete a four-y For transcript purposes, St John's seminars, tutorials, and laboratories .translated into terms of conventional subjects. The curriculum is the Jent of approximately one hundred twenty-eight semester hours. GRADUATE STUDIES AFTER ST. JOHN'S ch year many St. John's seniors elect to do advanced work in a wide .of graduate and professional schools. Experience shows that leading sities admit St. John's graduates with creditable records. Since St. ,offers no majors in specific subjects, however, some may find it necto take undergraduate courses during their first year of graduate or ional study, in some but not all fields. hatever the attitude of the graduate schools, St John's refuses to .·the imposition of preprofessional specialized requirements on its curriculum. The College knows well enough that to educate a man fess, and yet far more, than is required to satisfy the shifting stand. specialized skills. following table shows the professions or fields of advanced study by one or more St John's graduates; education, mathematics, law, e, philosophy, and theology have attracted the greatest numbers. ministration ing Geology History History of art History of science International relations Journalism Languages Law Library science Literature & writing Logistics management Mathematics Medicine Meteorology Music Nursing Oceanography Philosophy Physics Political science Psychology Public administration Social anthropology Social work Sociology Systems analysis Theology Writing . JOHN'S DEGREE OF MASTER OF ARTS 's College awards the degree of Master of Arts. The requirements degree are determined by the general task the College has set for :Master's degree may be awarded to a Tutor who has completed two f teaching at St John's. He must petition the Instruction Committee '· 1iss1on to present himself as a candidate for the degree. He must ~uhmit a thesis on a topic approved by the Instruction Committee and ).n oral examination upon it. The topic must have some bearing on ''derstanding and practice of the Iiberal arts. �THE ACADEMIC ORDER / 32 / ST. JOHN'S COLLEGE THE GRADUATE INSTITUTE IN LIBERAL EDUCATION A graduate program, leading to the M.A. degree in the liberal arts ducted during the summer on the Santa Fe campus. It is designed f~r ates of colleges other than St. John's and is particularly well suited needs of high-school teachers. The program, which is based on the St. John's list of readings, is into four subject areas: Politics and Society, Literature, Philosophy ology, and Mathematics and Natural Science. Each summer sesslcJ eight weeks and consists of seminars, tutorials, and preceptorials. nars are modeled on those of the undergraduate college; they are l to about twenty students. The tutorials are smaller classes devoted close reading of texts. In the preceptorial the student chooses a top taining to one of the books studied and, under faculty guidance, long essay. For each section of the program nine credits are gra four sections are required for the degree, though students who have graduate credit may be eligible for the degree after three summers. tions may be taken in any order. More detailed information and a catalogue may be obtained by writing to the Graduate Institute Education, St. John's College, Santa Fe, New Mexico 87501. 33 ST. JOHN'S LIST OF GREAT BOOKS oks that serve as the core of the curriculum were chosen over a period rly forty years, first at Columbia College, at The University of Chicago, University of Virginia, and, since 1937, at St John's College. The distri.0f the books over the four years is significant Something over two d years of intellectual history form the background of the first two bout three hundred years of history form the background for almost many authors in the last two years. first year is devoted to Greek authors and their pioneering underof the liberal arts; the second year contains books from the Roman ieval periods; the third year has books of the seventeenth and eightturies, most of which were written originally in modern languages; rth year brings the reading into the nineteenth and twentieth centuries. e chronological order in which the books are read is primarily a matter nience and intelligibility; it does not imply an historical approach to ct matter. The St. John's curriculum seeks to convey to the student an tending of fundamental problems that man has to face today and at es. In doing that it may help the student to discover a new kind of ar perspective and perceive through all the historical shifts and the permanence and ever-present gravity of human issues. he list which follows is subject to constant review and revision by the ·on Committee of the Faculty. Books read only in part are indicated FRESHMAN YEAR Iliad, Odyssey History* Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Co/onus, Antigone Hippo/ytus, Medea Clouds, Birds Ion, Gorgias, Meno, Republic, Apology, Crito, Phaedo, Symposium, Parmenides; Theaetetus, Sophist, Timaeus, Phaedrus The Peloponnesian War On the Soul,* Physics,* Metaphysics,< Nicomachean Ethics,'' Politics,' Organon,* Poetics Elements• On the Nature of Things Elements of Chemistry''' Arithmetic• SOPHOMORE YEAR Discourses,* Manual Conics, 1-111 �34 / SL JOHN'S COLLEGE Virgil: Tacitus: Plutarch: Gibbon: Ptolemy: Galen: Plotinus: Augustine: Anselm: Thomas Aquinas: Dante: Chaucer: Rabelais: Machiavelli: Luther: Calvin: Copernicus: Montaigne: Bacon: Kepler: Donne: Shakespeare: Harvey: Darwin: THE ACADEMIC ORDER / 35 Aeneid The Bible* Annals* Lives* The Decline and Fall of the Roman Empire Almagest* On the Natural Faculties Fifth Ennead Confessions Song of Roland Proslogium Summa Theologica,* Summa Contra Gentiles* The Divine Comedy The Canterbury Tales* Gargantua and Pantagruel* The Prince, Discourses* A Treatise on Christian Liberty, Secular Authority Institutes* On the Revolution of the Spheres* Essays* Novum Organum Epitome of Copernican Astronomy, IV, V Poems* Richard II, Henry IV - Part 1 and Part 2, As You Like Night, Othello, Hamlet, Macbeth, King Lear, The Tempest, On the Motion of the Heart and Blood Origin of Species* JUi'llOR YEAR Cervantes: Galileo: Descartes: Hobbes: Spinoza: Milton: Pascal: Racine: Newton: Huygens: Locke: Berkeley: Leibniz: Swift: Fielding: Hume: Rousseau: Adam Smith: Don Quixote Two New Sciences* Rules for the Direction of the Mind,* Discou1se on Method, Geometry," Meditations leviathan* Theologico-Political Treatise Paradise Lost,* Samson Agonistes Pensees• Phedre Principia,* Optics• Treatise on light* Essay Concerning Human Understanding,* Second Treatise of Government Principles of Human Knowledge Discourse on Metaphysics, Monadology Gulliver's Travels Tom Jones Enquiry Concerning Human Understanding, Dialogues Natural Religion The Social Contract The Wealth of Nations* Critique of Pure Reason,* Critique of Practical Reason; Fundamental Principle of the Metaphysics of Morals Declaration of Independence, Articles of Confederation, United States Constitution The Federalist* Billy Budd, Benito Cereno SENIOR YEAR ille: Fables* Faust* Philosophy of History,* Preface to the Phenomenology of Spirit, Logic,* Philosophy of Right• Fear and Trembling, Philosophical Fragments Theory of Parallels* Capital,* Communist Manifesto, Preface to Critique of Political Economy," Economic and Philosophic Manuscripts• War and Peace Birth of Tragedy, Beyond Good and Evil Pride and Prejudice The Possessed, Crime and Punishment, The Brothers Karamazov, The Idiot Poems* Tristan and Isolde A General Introduction to Psychoanalysis Democracy in America* enls from American Political History Philosophical Papers* Poems* On the Electrodynamics of Moving Bodies �36 / ST. JOHN'S COLLEGE Residence and Student Life · e policy of the College to encourage any spontaneous group activity hows promise of becoming a constructive contribution to the life of the ·.· nlty. Generally, such activities in Annapolis are under the sponsorship student Polity. In Santa Fe, for the most part, they are sponsored iny by the students themselves. The College cooperates in the financing e activities that require expenditures, and gives advice when it can be I. 'is no paradox, in view of the above, to say that the main purpose of rricular activities is relaxation and recreation. Students can work in or they can regard play as a natural component of a graceful, ble, and well-rounded human life. Since the things a person enjoys are ly correlated with that person's character and stage of development, eational activities that students enjoy are the spontaneous fruit of their ng knowledge and maturity. Work and play are not set over against er so that the work of the curriculum is looked upon as drudgery to ured until it is possible to get away to the movies. If this should be the would indeed become meaningless and dull, and the hard work curriculum would be wasted. Rather, the discovery and choice of ceras enjoyable, and the rejection of other forms of recreation as follow as free and natural consequences of the student's expandilities, and must be proportionate to them. Recreational activities have ive their vitality from these newly developed powers which support or else they cease to be enjoyable. Thus recreation and become an Fil part of the student's life. CAMPUS its founding as King William's School in 1696 1 St John's College has ~ltuated in the colonial seaport town of Annapolis, capital of the State ry!and. Its population of 30,000 people are occupied principally with the g of midshipmen at the United States Naval Academy, with the governf the State and of Anne Arundel County, with the fishing and "onai activities of Chesapeake Bay, and with the iberal education of men and women at St John's College. u... o z 0 i= <( u G:: <( " 0 u Vl Vl V) _, ~ i::"' u ()) ()) >- e campus of thirty-six acres lies one block from the State House and the street from the Naval Academy yard. Fifteen buildings provide ysical plant of the College, including three historic eighteenth-century s and four completely modern buildings erected within the last . There are six student dormitories, four for men and two for women. �38 / ST. JOHl~'S COLLEGE RESIDENCE AND STUDENT LIFE / THE STUDENT POLITY The Student Polity, originally formed in 1945, is the organ of government on the Annapolis campus. Its purposes are as follows: (1) to promote a consciousness in the student body of polit( communal responsibilities to both the College and the civic cornmunit (2) to discover and express student opinion on all problems c to both the students and the faculty; (3) to review annually the activities of all student organizations grant charters and allocate funds to those organizations whose activi judged to be consistent with the aims of the College community; (4) to determine further, jointly with the faculty, the proper tion of jurisdiction in the community" STUDENT ACTIVITIES Some student act1v1t1es are really an extension of the curricu example, the Bible classes, Astronomy Club, classes in European af] languages, the Modern Language Study Croup, beginning and .a German, Esperanto class, organic chemistry and biochemistry. carried on by student organizations such as the following: The King William Players serve as a center for a variety of activities such as play readings, classical drama, and original wor Modern Theater Group concentrates on full-length plays of the century. The Public Affairs Forum brings public figures from Washingt elsewhere for discussion of current events. The RAM Film Club p weekly series of foreign and domestic films - the "classics" of cinem~ The Boat Club engages principally in 420-class sailing, although other class boats as well. In addition to operating and maintaining i ··· ties, the Boat Club provides for regular periods of instruction in saili The Society of Bacchus arranges College dances. Students hol parties and participate in orchestra and small chorus. Public occasionally given. The Artist in Residence conducts classes in the art studio in painting, and modeling, and arranges art exhibits. The Photography its own specially constructed darkroom, and a shop is available for working and glasscutting, with all the necessary equipment,· Other groups include voluntary service work, Organic Cardenin Chess and Go Clubs, and The Co!legian, a weekly student 39 ATHLETICS ce 1939 athletics at St. John's has been organized on an intramural ith active participation by more than two-thirds of the student body, e aid of student athletic assistants, the Director of Athletics at the !is campus conducts a program of individual and team sports through. entire year. The athletic facilities, which are open equally to men men, include a well:equipped gymnasium, large playing fields, tennis •and a boathouse with a number of sailboats, Excellence of performa wide variety of sports - including tennis, handball, sailing, squash, ton, touch football, soccer, volleyball, softball, basketball, fencing, ockey, paddleball, table tennis, and track - is the instructional ideal recognized through a number of individual and team awards. e College recognizes that there may be certain values to be gained tercollegiate contact, whether on the athletic field or in other activiparticipation in major sports is envisioned. Future intercollegiate in such fields as tennis, soccer, and lacrosse will depend upon the of the student body and the decision of the faculty as to the corny of the proposed activity with the scholastic requirements of the 1960's the College decided to expand without sacrificing the smallness by establishing a second campus in the West. St john's Santa Fe was opened in the fall of 1964 in New Mexico's capital �40 / RESIDENCE AND STUDENT LIFE / ST. JOHN'S COLLEGE city, which was founded in 1610 by Spanish colonists. Its pop 41,000 people is occupied principally with the government of the of Santa Fe County, with cultural pursuits in the fine arts, mus the opera; with catering to tourists; and with education at the I American Indian Arts and the College of Santa Fe, as well as St. Joh The campus of 270 acres lies in the southeast corner of the miles from the historic Santa Fe Plaza and Palace of the Govern elevation of 7,300 feet, it commands views of three mountain ra ings, constructed in the modified territorial style of the region classroom building, a laboratory, the student center, library, and an administration building, an infirmary, and 16 student dormi for men and seven for women. Construction of a Fine Arts underway. Santa Fe students and Tutors have initiated a wide variety curricular activities related to social service, language studies, the dramatics, music, and current affairs. Students have become involved in such service activities as with patients at the State Mental Hospital, assisting in commut'\ programs and counseling centers, tutoring of needy children, lea Scouting activities, and in developing the City's first and only drugcenter. From time to time, groups gather to read Russian, Spanish, Italian, Hebrew and Chinese. Informally, students and faculty meet discuss contemporary literature and public concerns. The Natural Foods Association operates a co-op to make grown foods available to the College community. The Student Film Society presents foreign and domestic films for the College and for townspeople. Good Times Overground is organization which sponsors speakers on topics of current inter musical programs, dances and parties. Santa Fe artists conduct classes in drawing, painting, pottery, and jewelry-making. Studio, work shops and a kiln are available equipped darkroom, and instruction, are provided for beginners. F ing classes meet regularly. Student publications include a monthly newspaper, Seven, and a literary magazine which comes out periodically. The St. John's Chamber Orchestra includes musicians from th Santa Fe as well as St. John's students and faculty. Its concerts a well attended. Madrigal singers, both students and faculty, wo 41 does· a chorus, which sometimes combines with the Chamber in concerts. t. john's Theatre Group is a student organization which has preys and musicals from Antigone to The Fantasticks. There is also I St. John's Open-Book Theatre, which gives readings of classical e College and the public. t art work is displayed at the end of each school year in the St. /ery. Awards are given for achievement in pottery, photography, ainting and thread arts. The College's small art gallery has a new ofessional artists each month. trips are arranged to nearby Indian pueblos, museums, archaeologithe Los Alamos Scientific Laboratory and other places of interest. ATHLETICS udent Activities Office coordinates a volunteer athletic program, portunities for training and competition in a wide range of sports g and river rafting to soccer and fencing. allege does not yet have a gymnasium, but rooms hav_e been set esent buildings for fencing, judo, karate, yoga, weightlifting, and . for much of the year they can be done out-of-doors. St. John's one of the finest fencing teams in the Southwest. ral programs in tennis, soccer, volleyball, badminton and softball ted on the College's tennis courts and playing fields. Soccer games with other teams in the area. Track and volleyball are available schools offer the use of their indoor facilities in the winter. municipal swimming pool is reserved for St. John's one night ere is a horse corral on the College's 270-acre campus and riding n a nearby ranch. �KING GEORGE STREET ====c=~=AR=l=Es::::itAR'ii0i:ll I I ' 8 r BARRlmR HOUSE -· VJ f;j r-1- ,_====:::;I: lD -0 ~ c "' ),.. ::i :::i ~ ::J l1l -0 0 ,<:;;· McKHlllN l'UINHl\Ri!JM 0 VI ~ '-- Pd o :::;- !OJ Vi.... ~ - ~ :J :::; Qn - 0 N'"11i::· ilP""W r~%i"'~'"'~"~,~~ ,.. G FEET ~ ·~ ~ '(Oll I lD '....,~ ----""=1 (JC) ('() ST JOHNS STREET ~ ~ 10!] -· ro V) ~ -0 Vi l1l :::i ,... j:).J ..,., $:\.) ::i 0 ...ro CJ) ,..... 2: (1) ""'~ 0 A..l'.l'.Oyll Ch..amisa M l";"J \ ~!lXisling !ll.!!l!!!llll litlll!• I/ / ~ '---../ II ::s- ~////J;~;;;;;;;,J,i,. \ r----._ ----------- ~ :J .... >< (./) (f) r;· 0 n 0 lD cro ro �RESIDENCE AND STUDENT LIFE / 45 adjoining Sangre de Cristo Mountains provide hundreds of square and wilderness areas for hiking and camping. The St John's nd Rescue unit trains regularly in techniques of first aid, camping, bing, and evacuation. The Santa Fe Ski Basin is only twenty miles campus and offers reduced rates to students, who also may borrow 5 and poles from the College. The challenging ski complex at Taos 0 hours away by car. After the four- to six-month ski season there hized excursions down the Rio Grande by kayak, canoe and rubber overnight camping along the way. RELIGIOUS ACTIVITIES Charter of 1784 established St. John's College as a nondenominastrtution In its early years there were some ties with the Protestant Church, but these no longer exist. The College schedules no formal services, except for the annual baccalaureate service before coment. Attendance is voluntary, in consonance with the CharteL Many af:ld students attend church or synagogue in town. It is customary for :rricular Bible classes to be conducted by Tutors of the College. FACILITIES FOR STUDEl'-ITS he College Bookstore on each campus has all the books and supplies dent needs for his classes. It also maintains a stock of books related }iases of the program, and books of more general interest. It is oper.hout profit supports for an active social life, the College provides on each campus shop and a junior common room for the use of all students. In , there are smaller social rooms, comfortably furnished. DORMITORIES dormitories form small communities within the larger college com, helping the incoming student to make proper use of the support er students can give him in his college life. f)'larried students not living at home are required to live in the Colrrnitories and to take their meals in the College Dining Hall, unless in permission from the Assistant Deans to live off-campus. College currently can offer no married student housing at either . Students who wish to have married student housing must find suitsing off campus and should allow time for this. is the responsibility of the Assistant Deans. Returning �46 / ST. JOHN'S COLLEGE students have the privilege of drawing for rooms before they Summer Vacation. Students are not permitted to remain in residence during Spring Vacation on either campus. RULES OF RESIDENCE Social order and the well-being of each student make necessa rules of residence governing the use of dormitories. These rules decided upon by the Dean in consultation with students and and approved by the Board of Visitors and Governors. Every enterin is informed of them, and returning upperclassmen are reminded each fall. The rules differ in certain details on the two campuses, general follow the same pattern. The academic and intellectual life of the community is insepar the communal life. The building of a good community requires to show resoect for the individuality of each student. The educati dents stand~ to benefit from the proper blending of tolerance experiment with a clear announcement and enforcement of rules late social standards. St John's College assumes that the students W not only the enacted rules but the community-accepted canons behavior. In extreme cases, where these canons are flouted, the require the withdrawal of the offending student. PROPERTY DAMAGE The College provides a housekeeping staff to care for the d The College inspects the rooms periodically and repairs at the expe occupant or occupants any dormitory room and furniture that damaged beyond normal wear and tear. Any damage to college p charged to the caution fee of the student or students responsible damage. The College is not responsible for the loss or damage to dent property resulting from fire, theft, or any other cause. Admissions 't'o!lege is co-educational and has no religious affiliation. It does not minate on the basis of race, religion, or sex. Enrollment on each us numbers between 300 and 350 students. In recent years women have · uted approximately 45 per cent of the student body. e College admits new students in September or in January, and only hmen. About one-fourth of each freshman class has done one, two, 11 three years of college study elsewhere. e purpose of the admissions procedure is to determine whether an nt has the necessary preparation and ability to do satisfactorily all the College program. Academic achievement and promise are of first ance, but the Admissions Committee also takes into account all availidence of maturity, stability, self-discipline, the desire to do intellectual and the initiative and diligence to do it. very applicant will be interviewed, if possible, by the Director of ions, by another member of the Admissions Committee, by an alumni ntative, or by a member of the Board of Visitors and Governors. hours of the Director of Admissions are 9 a.m. to 5 p.m. Monday Friday (9 a.m. to 4 p.m. in the summer months). Interviews are by JANUARY FRESHMEN os.e freshmen who enter in January complete their freshman year owing summer, and thus can graduate a year earlier than if they had ned their entrance until the following September. January freshmen dents who have come to St. John's from other colleges, who have d or worked since their graduation from high school, or who have d St. John's immediately after the first semester of their senior year school. INFIRMARY SERVICE Well~equipped infirmaries are maintained at both campuses, the supervision of a College Physician and a College Nurse. A daily report is sent to the Assistant Deans. A psychiatrist or clinical psych available for consultation. DINING HALL The dining hall on each campus is operated by a catering servl dent students are required to eat in the dining hall. Exemptions for reasons are granted only upon examination and recommendation College Physician. FOR ADMISSIOl'-.J e exception mentioned in the next paragraph, an applicant must be ate of an accredited secondary school to be eligible for admission. academic requirements comprise two years of algebra, one year of try, and two years of the same foreign language, additional work in atics and language study is advised, as well as two or three years of sciences. An applicant must present letters of reference, including at ne from a teacher at the school last attended. In exceptional cases �48 / ST. JOHN'S COLLEGE certain of these requirements may be waived, or additional inforrna be requested. Occasionally St John's accepts an applicant who is not a s. school graduate. He must be eminently well qualified to profit f College program, and, in addition to meeting the above requireme·· be specifically recommended for early entrance by his school. The is especially important for such applicants. These normally are . who wish to enter St John's in the September following their jug in high school, or in the January immediately after the first semestet. senior year in high school. The Admissions Committee is much interested in the application, a lengthy piece of work. In his application the applica questions about such things as his experience with books, reasons f ing St. John's, previous education, family situation, extracurricular special interests, summer experiences, jobs, religious experience, college plans. The application form is designed to enable an ap give a full account of himself. It can tell the Committee more a applicants than the other documents tell. ADMISSIONS / 49 John's attaches less importance to objective test scores (the ACT or ) than most colleges seem to. No applicant is accepted or rejected ively or mainly because of such scores. Far more important is the stlc record, especially in conjunction with the written application e school's report on the applicant's personal qualities. Such evidence ke test scores irrelevant. est an applicant receives a catalogue, an application form, and forms sed by his school and his references. Application is made to one or the other, not to both. As soon as possible after the application e sapporting documents are assembled, the application is reviewed Admissions Committee, and the applicant is notified at once of the ·.uee's decision. There are no deadlines, but the freshman class is expected to be filled in May. Candidates are not measured against ther but are considered on their own merits as students and as perplications may be submitted and acted on as early as the second r: of the eleventh grade. St. John's policy of rolling admissions extends to the acceptance of refundable $'150 deposit, which is applied to the first year's fees. t:posits are accepted on a first-come, first-served basis until the class Thus if an applicant is notified that the Admissions Committee thinks alified to pursue the program of studies at St. John's, he must send 150 deposit prior to the time the class is filled in order to secure his !he class. applicant plans to apply for financial aid, the deposit will be .d by the College with the understanding that it will be refunded to )leant if no satisfactory arrangement of financial aid can be worked the College applicant unable to pay the full College fees shouid submit a Parents' ntial Statement to the College Scholarship Service; this form may be from guidance counselors or other authorities at secondary schools. ment constitutes an application for financial aid, no other form being It should reach the Director of Admissions at about the time of fication for admission. An application for aid can be acted on by ge as soon as admission has been approved. hysical examination is required of each student before registration; for reporting the examination is sent to the student after the $150 received. �50 j ST. JOHN'S COLLEGE CAMPUS VISITS A person considering enrolling at St. John's should make every e visit the College for an extended period. He may have a room in a dot and take his meals in the College dining hall, without charge. He may tutorials, a seminar, laboratories, and all other activities of the Colle ricular and extracurricular. During the visit he is interviewed by a of the Admissions Committee. Since the seminar, the most important the program, meets on Monday and Thursday evenings, student vis.I normally on campus from Sunday to Tuesday and from Thursday to S on the Annapolis campus, from Sunday to Wednesday and from We to Saturday on the Santa Fe campus. (See pg. 70.) Fees and Financial A s and qualified students should be able to attend St John's even if to pay the full fees. The College tries to meet the demonstrated finand of such students with a program of jobs, grants, and loans. tu ally no student pays the ful I cost of a St. John's education: the INQUIRIES Inquiries should be addressed to the Director of Admissions, St lege, Annapolis, Maryland 21404 (TeL 301-263-2371) 1 or Santa Mexico 87501 (TeL 505-982-3691). relies on endowment income and gifts from individuals and foundato close the gap between the income from fees and the full cost. The 3 fees total $3,900: $2,700 for tuition, $550 for. room, and $650 for . Historically, tuition has increased almost every year because of inflafactors. Although precision is impossible, experience indicates that increases will range from $200 to $300 annually. The tuition for the r session for January freshmen is less than the tuition for a regular er; the 1973 summer session tuition is $975. These fees are subject to . Billing is done prior to each semester. The total for the year may be t the first billing, or payment may be made in equal parts at each semester billings, or in monthly installments that may be spread over h as seven years. First semester fees are due on or before August 1. who wish to use the monthly installment plan should inquire of the er about commercial tuition loan plans available. tudents who need help from the College to pay these fees should ask St. John's uses the Parents' Confidential Statement, with which parents resent a detailed account of the family's financial position. The filing form constitutes the student's application for aid from the College. rm may be obtained from secondary schools. This statement helps that the amount of each award 1.AJill be based on need, which is the ~very student who qualifies for financial aid is first given a part-time He is paid in cash every two weeks for the hours he has worked. When ·onal aid is indicated, the College makes a grant. If the job and grant enough, the student may be asked to borrow funds, with College rnmendation, from his bank through the student guaranteed loan proconducted by his state, or under the loan program of the National nse Education Act A limited amount of federal Educational Opportunity t money is available. �52 / STo JOHN'S COLLEGE Aid may therefore consist of a job only; a job and a grant; a grant and a loano Only when a student's family is prepared to maximum effort to assist the student will the College consider offeri aido In determining the extent of a student's need, the College ta account the financial support which may be expected from income, and other resources of the parents and the student The College re aid awards annually and may adjust them in type and amount t changes in needo Since determinations affecting students, faculty, and physical must be made well in advance of the beginning of each academic College must know in April which students will register in Septem posit of $100 on the fees for the following year is therefore due on Q the first Monday in April for prospective sophomores, juniors, and The deposit is refundable only in case of withdrawal due to ill service, academic dismissal, or (in the case of prospective to enableo At registration each student is required to make a deposit of the caution fee, which is subject to charges for laboratory breakage to or loss of College property, and other minor mishaps, This fee at the full amount at registration each semestero If unused it is refu request at the end of the academic year or when a student leaves the Current installments of fees for tuition, room, and board are able unless a student is drafted for military service or must medical reasonso If a student has paid his fees in advance for either and withdraws from the College before the semester begins, payment is refunded, less the $100 deposit, regardless of the cause drawaL Unless otherwise requested, the College presents its bills the student, with a copy to the parentso There is a fee of $5 for tion for each semesteL The cost of books is about $100 a yea1°0 Class copies of program books are available in the College libraryo Veterans qualified to receive educational benefits through the Administration may arrange with the Treasurer's Office a schedule payment of fees . These arrangements must be made prior to the ' of the academic year and after the veteran has received proper from the Veterans Administration. Bibliography ABOUT LIBERAL AND ILUBERAL EDUCATION ORTIMER )o: How To Read a Book - or the Art of Getting a Liberal Education, & Schuster, 1940. RTIMER ),, and MARTIN MAYER: The Revolution in Education, The University cago Press, 19580 •. N.UBRARY ASSOCIATION: Classics of the Western World with forewords by ~irsl<ine and Everett Dean Martin, 19440 ' JACQUES: The American University, Harper and Row, 1970; er in America, Little, Brown and Coo, Boston, 19450 EL: The Reforming of General Education, Columbia University Press, 1966. THUR E.: Educational Wastelands, The University of Illinois Press Urbana 1953 esloration of Learning, Knopf, 19550 I I JEROME S.: The Process of Education, Harvard University Press, 1960 N, SCOTT: Embers of the World, edited by Harris Wofford ]L ·of Democratic Institutions, Santa Barbara, California, 1970 0 ' 0 0 Center for the ' JOHN: My Life as a Teacher, )o Bo Lippincott Coo, 19480 ROBERT k (Editor): Higher Education and Modern Democracy, Rand McNally mpany, 19670 COMMITTEE REPORT: General Education in a Free Society, Cambridge, Massa, The Un1vers1ty, 19450 ROBERT Mo: The Conflict in Education in a Democratic Society, Harper and 1953. n for Freedom, Louisiana State University Press, 1943. igher Learning in America, Yale University Press, 19360 aming Society, Praeger, 19680 ·endly Voice, Greenwood, 19360 f!iversity of Ulopia, University of Chicago Press, 1953. I JACQUES: Education at the Crossroads, Yale University Press, 19430 N1 ALEXANDER: Education Between Two Worlds, Harper & Brothers, 1942. JOHN HENRY: The Idea of a University, Image Books, 19590 .I. A: How to Read a Page, Wo Wo Norton, 19420 JOSEPH: Experiment at Berkeley, Oxford University Press, 19690 N, MARK: liberal Education, Henry Holt & Co., 1943. D, ALFRED NORTH: The Aims of Education, Macmillan, 19290 �Faculty Board of Visitors Daniel Weigle OFFICERS Term Expiring 1974 Chairman M.A., 1937, Ph.D. in American Diplomatic History, 1939, Yale University; Washington College, 1958, LaSalle College, 1960, Wabash College, 1965, 'Notre Dame in Maryland, 1969, The Colorado College; L.H.D., 1970, Bard structor, Yali Union Middle School, Changsha, China, 1931-33; Executive Sece-in-China Association, 1934-38; Instructor in History, International Relations mies, Carleton College, 1939-42; Active duty with the Army Air Force, 1942-45; Officer, Far Eastern Commission, and Executive Officer, Office of Far Eastern partment of State, 1945-49; President, St. John's College, 1949-; Vice Chairland Hall of Records Commission, 1952-; Chairman, Commission on Liberal Association of American Colleges, 1955-57, Treasurer, 1963-66, Vice-Chairman, Chairman, 1967-68; Board of Education of Anne Arundel County, Member, resident, 1958-62; President, Maryland Association of Boards of Education, 1961hairman, Independent College Funds of America, 1967-68; Chairman, Maryland on on the Capital City, 1967-. Dr. Philip I. Bowman Marathon, Florida J. I. Staley Vice Chairman Jack M. Campbell Vice Chairman Mrs. Duane L. Peterson Secretary Wolfgang Bernard Fleischmann John C. Donohue Baltimore, Maryland Wolfgang Bernard Fleischmann Montclair, New Jersey of the College in Annapolis Arnold Grant New York, New York Newland John S. Greenway Tucson, Arizona Term Expiring 1973 Miss Ruth M. Adams Hanover, New Hampshire Mrs. Frank VII. Bowdle Wichita Falls, Texas Mrs. Lowell R. Ditzen Washington, D.C. LeRoy E. Hoffberger Baltimore, Maryland Reuben A. Holden Swannanoa, North Carolina John Gaw Meem Santa Fe, New Mexico Mrs. Carleton Mitchell Annapolis, Maryland Jae Holzman New York, New York John S. Robson Chicago, Illinois Mrs. Everett H. Jones San Antonio, Texas Mrs. Louise Trigg McKinney Santa Fe, New Mexico J. Anthony Moran Washington, D.C. the College in Annapolis Dr. Thomas B. T Baltimore, Maryl John D. Murchison Dallas, Texas Mrs. Duane L. Peterson Baltimore, Maryland J I. Staley Wichita Falls, Texas Mrs. L. Corrin Strong Annapolis, Maryland Victor G. Bloede New York, New York John L. Williams Sacramento, California Dr. Eugene N. Cozzolino Woodbridge, Connecticut The The The The The The Governor of Governor of President oi Provost in A Dean in An Dean in San . Goldwin John's College, 1950; M.A., 1956, Ph.D., 1963, The University of Chicago; Univer.w, The University of Chicago, 1951, Edward Hilman Fellow, 1953; Fellow, Founda'f,dult Education, 1959; Fellow, Guggenheim Foundation, 1966-67; Active duty, U.S. · 942-46; Director of Research, American Foundation for Continuing Education, ecturer in Political Science and Director, Public Affairs Conference Center, The of Chicago, 1960-66; Associate Professor of Political Science, Kenyon College, Director, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, or, St. John's College, 1969-, Dean, 1969-70, Dean, Annapolis, 1969-, Richard Hamiott Tutorship, 1971-. jack M. Campbell Santa Fe, New Mexico Myron L. Wolbarsht Durham, North Carolina Members Ex Term Expiring 1975 Irvin Swartzberg Chicago, Illinois delberg College, 1943; M.A., Ohio State University, 1946; Graduate study, Catholic ·of America, 1950-52; Associate Professor and Chairman, Speech and Drama DeMount Union College, 1946-48; U.S. Marine Corps, 1942-46, Director of Acaools, 1948-50; U.S. Federal Civil Defense Administration, 1950-52; Staff Director, ctivities, U.S. Army Headquarters, Europe, 1952-55; Director, Public Relations, Watch Company, 1955-57, Director of Merchandising, 1957-60; President, Standard rporation, 1961-67; Executive Vice President, Franklin and Marshall College, 1967st, St. John's College, 1970-. ohn's College, 1942; M.A., Columbia University, '1949; Tutor, St. John's College, a Fe, -i964-, Associate Dean, 1968-70, Dean, Santa Fe, 1968-. Honorary rvard College, 1927; M.A., Harvard University, 1929; Ph.D., The Johns Hopkins Uni1962; lv\aster in French and English, Litchfield (Connecticut) School, 1927-28; In- �FACULTY / 56 / ST. JOHN'S COLLEGE structor in Classical languages, St. john's College, 1929-34, Assistant Professor in languages, 1934-39, Tutor, 1939-, Board of Visitors and Governors, 1943-51, Acting 1947, President, 1947-49, Director of Adult Education, 1951-57, Addison E. Mullikil'l ship, 1959-, Dean, 1962-69; Visiting lecturer in Philosophy, The Johns Hopkins Ur){ 1961. Joseph Winfree Smith, Jr. B.A., 1934, M.A., 1935, University of Virginia; M. Div., 1938, Virginia Theological sl Ph.D., 1948, University of Virginia; Student at the lnstitut Catholique de Paris. Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virgin St. John's College, 1941-, Assistant Dean, 1947, Addison E. Mullikin Tutorship, 1959-' Director, Integrated liberal Arts Curriculum, St. Mary's College, California, 1966-67?' Robert S. Bart BA, Harvard College, 1940; MA, St. john's College, 1957; Sheldon Traveling. Harvard University, 1940-41; Tutor, St. John's College, 1946-, Addison E. Mullikin T 1968-. (Sabbatical leave, 1972-73.) Hugh P. McGrath B.A., University of Liverpool, 1934, Diploma in Education, 1935; language Instruct don County Council, and language Studies at Universities of Liverpool, lond Dijon, 1936-40; Armed Forces, 1940-46; language Instructor, London County Cou 47; Visiting Professor, University of Puerto Rico, 1960; Tutor, St. John's Colleg Addison E. Mullikin Tutorship, 1968-. Bert Thoms B.A., M.A., George Washington University, 1947; Ph.D., The Johns Hopkins UniversiAssociate in Philosophy, George Washington University, 1947-49; Tutor, St. John's 1949-54, 1969-; Assistant Professor of Philosophy, Reed College, 1954-55; Chairman; ment of Philosophy, Washington and Jefferson College, 1955-69. Barbara Hopkins Leonard B.A., Oberlin College, 1937; M.S., 1941, Ph.D., 1948, The University of Rochester; A in Zoology, Oberlin College, 1936-38; Oberlin College Scholar, Marine Biologiql tory, Woods Hole, Massachusetts, 1937; Histological Technician, Department of Yale Medical School, 1938-39; Graduate Scholar in Biology, The University of 1940-41, Graduate Teaching Assistant in Biology, 1941-44; Visiting Lecturer in <l Oberlin College, 1944-45; Instructor in Zoology, Smith College, 1945-51; Smith Scholar, Marine Biological laboratory, Woods Hole, Massachusetts, 1949; Tutor an tant Dean, St. John's College, 1951-, Arthur de Talma Valk Tutorship, 1968-; Fulod turer and Honorary Professor of Zoology, lady Doak College and American Madurai (South India), 1962-63. Douglas Allanbrook Boston University, 1938; Brown University, 1939-41; University of Florence, Harvard College, 1948; Active duty, United States Army, 1942-45; Traveling Fellow University, 1948-50; Pupil of Nadia Boulanger, Paris, 1948-50; Fulbright Fellow i Conservatorio San Pietro a Majella, Pupil of Ruggiero Gerlin in Harpsicord and E board Music, 1950-52; Teacher of Composition and Theory, Peabody Conservatory, Tutor, St. John's College, 1952-; Member, Corporation of Yaddo, Saratoga Sprin York, 1971. 57 'sh, University of Texas, 1946-50; Teaching Intern, St. John's College, 1953-55, Direcdmissions, 1955-71, Tutor, 1971-. . King Simpson John's College, 1950; M.A. in Teaching.' Wesleyan .university, 1955; Ph.D., The pkins University, 1968; Instructor, American University at Cairo (Egypt), 1950-53; Intern, St. John's College, 1955-56, Tutor, 1956-; Curriculum Counsellor and meme faculty, The Key School, 1970-. 1-L Brann ooklyn College, 1950; M.A., 1951, Ph.D., 1956, Yale University; Fellow of the Amerismatic Society, Summer, 1952; Fellow of the American School of Classical Studies 5 1952-53; member of the staff of the American Agora Excavations at Athens as efrow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; Institute for Advanced Study, Princeton, 1958-59; Tutor, St. John's College, 1957-, 1 E, Mullikin Tutorship, 1971-. rvard College, 1951; ll.B., Harvard law School, 1954; M.A., Teachers College, a University, 1957; Tutor, St. John's College, 1957-, Addison E. Mullikin Tutorship, cling Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, John's College, 1942; farmer and carpenter, 1942-57; Tutor and Director of Athleohn's College, 1958-. , M.A., 1956, University of Virginia; Instructor in Mathematics, University of Vir-58; Tutor, St. John's College, 1958-. jyersity of Birmingham, 1939; Art Librarian, Barber Institute of Fine Arts, University ham, 1939-43; British Foreign Office, 1943-51; Royal Institute of International Af56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Project of the e far the Study of War Documents of the American Historical Association, 1959St. John's College, 1960-63 (leave of absence, 1963-65), 1971-; Visiting lecturer , Smith College, 1963-64, and University of Massachusetts, 1964-65; Member, lnr Advanced Study, Princeton, 1968-69; Member, Center of International Studies, University, 1969-71. {), PhD., 1957, The University of Chicago; lecturer in the liberal Arts, Basic ProTiberal Education for Adults, The University of Chicago, 1956-59; Tutor, St. John's 960-; Associate Professor of Philosophy, Rosary College, 1966-67 (leave of abssociate, Clare Hall, Cambridge University, 1971-72 (Sabbatical leave), John's College, 1954; Assistant Mathematician, The Johns Hopkins University Apysics Laboratory, 1955, Associate Mathematician, 1957, Mathematician, 1961; Grad' American University, 1955-61; Instructor, American University, 1960; Visiting . John's College, 1960, Tutor, 1961-. James M. Tolbert B.A., 1935, M.A., 1937, Emory University; Ph.D., University of Texas, 1950; Teaching in English, Emory University, 1935-36; Teaching Fellow in English, University of 1938-42; Instructor in English, Tulane University, 1942; Military service, 1942-46; I , B.A., 1955, University of Maryland; B.D., Hartford Seminary Foundation, 1960; hion Theological Seminary, 1967; United States Navy, 1955-57; Tutor, St. John's "1960-. �58 / ST. JOHN'S COLLEGE Alvin N. Main B.A., University of California at Santa Barbara, 1954; United States Navy, 194025 Assistant, University of California at Los Angeles, 1955-56; Instructor, University nia at Santa Barbara, 1957-58, 1959-60; Tutor, St. John's College, 1960-. Robert B. Williamson B.A., 1954, M.A., 1957, Ph.D., 1967, The University of Virginia; Instructor in PhLI University of Virginia, 1959-60; Tutor, St. John's College, 1960-. Elliott Zuckerman B.A., 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., University; Kellett Fellow in the Humanities, Clare College, Cambridge, Fellow in Modern European History, Columbia University, 1954-55, Lecturer 1956-61; Lecturer in History and Music, The New School for Social Research, 19 St. John's College, 1961-, Director, The Graduate Institute in Liberal Educatio 2 1968, 1969; Associate of Clare Hall, Cambridge University, 1970-71 (Sabbatical Joseph P. Cohen B.A., St. John's College, 1956; Department of Philosophy, The University of Ch 57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1 turer in the Liberal Arts, University College, The University of Chicago, 1960-61;:' John's College, 1962- (Sabbatical leave, 1971-72). John Sarkissian University of Chicago, 1939-41; U.S. Army, 1942-46 (Princeton University, 194 B.S., M.S., University of Illinois, 1946-48; The University of Chicago, 1948-54 Biological and Physical Sciences, Pestalozzi-Froebel Teachers College, Chicago, structor, University of Indiana, 1948-50; Traveling Fellow and Research Associ of Human Heredity, University of Bologna, Italy, 1955-56; Instructor in Biologi Chicago City College, 1956-58; Instructor, Biological Science, University of lllino Tutor, St. John's College, 1963-. David H. Stephenson B.A., Columbia College, 1958; New York State Teaching Fellowship, -1958-60; M bia University, 1960; Director of Men's Chorus, New York Association for the B 62; Music Instructor, Riverdale Country Day School, 1960-61; Chorus Director School of Nursing, 1961-63; Freelance writer and editor, Thomas Y. Crowell 1961-63; Tutor, St. John's College, 1963-. Robert Louis Spaeth B.S., St. John's University (Minnesota), 1959; U.S. Army Signal Corps, 1954study in physics, University of Illinois, 1959-60; Graduate study in mathematic of Wisconsin, 1961-62; Teacher, Cathedral High School, St. Cloud, Minnes Mathematics writer, Educational Research Council of Greater Cleveland, 1962-65 John's College, 1963, Assistant Dean, 1966-71, Director of the Summer Program, Alderman of the City of Annapolis, -1969-; Member of the Anne Arundel County State Central Committee, 1970-. FACULTY J 59 go, 1948; Teaching Assistant in the College. and Department of Geology, The Chicago, 1948-49; Instructor 1n Physical Science and Geology, Wright Junior •51; Supervisory Staff, Steel Production Division, South Works, United States ation, 1951-54; Instructor in Geology, University of Illinois (Chicago), 1954-64; nee Foundation Science Faculty Fellowship, The University of Chicago, 1961College, 1964-. olyoke College, 1956; M.A., The University of Chicago, 1958; Chicago Educaion Association, 1959-63; College Humanities Staff, The University of Chicago, r, St John's College, 1964-. cation, Temple University, 1942; B.D., Princeton Theological Seminary, 1945; ity of Pennsylvania, 1949; Th.D., Philadelphia Divinity School, 1953; Instructor ment, Bloomfield Seminary, 1945-47; Rector, Church of the Redeemer Andavania, 1949-52; Assistant Professor of Bible, Philadelphia Divinity Schoo'! 1951r, Valley Forge Military Academy, 1956-57; English Teacher, Conestoga 'senior 1,. Berwyn, Pennsylvania, 1957-65; Tutor, St. John's College, 1965-, Director of kL and Placement, 1968-. University, 1949; B.D., Columbia Theological Seminary, 1955; Ph.D., Harvard 1965; Military service, 1950-52; Teaching Fellow, Harvard Divinity School, 1957ler Fellow, 1959-60; Instructor in Biblical History, Literature, and Interpretation, liege, 1959-62, Assistant Professor, 1963-65; Tutor, St. John's College, 1965-. Education, University of London, 1953; A.R.C./v\., Royal College of Music, 1954· State University, 1957; Fulbright Scholar, 1955; Instructor in Music and Graduat~ Philosophy'. Ohio State .u.n.iversity, 1958-61; Assistant Professor of Philosophy, , Ontario, 1962-65; V1s1t1ng Professor, University of Waterloo, Ontario, 1964; hhn's College, 1965-, Assistant Dean, 1970-, Assistant Director, The Graduate lniberal Education, St. John's College, Santa Fe, 1970-. oskow bia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut; Part-time n English, University of Connecticut, 1957-62; Instructor in English, Trinity Col; Tutor, St. John's College, 1965-. rsity of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, Tutor, St. John's College, 1965-. Ph.D., Universite Laval (Quebec); Visiting Tutor, St. John's Thomas A McDonald SL John's College, 1944; Military service, 1945-46; University of Virginia, The New York, 1947-50; Graduate study in philosophy, Graduate Faculty, The New 5 52, 1955-58, Teaching Fellow, 1956-58; Lecturer, University College, The Univer cago, 1958-62; Lecturer, Overseas-Extension, University of Maryland (Heidelberg, 1952-63; Tutor, St. John's College, 1963-. Louis N. Kurs Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; M.S., T elderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen I, University of Heidel. fellow of Deutscher Akademischer Austauschdienst, University of Florence, .D.'. University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bisnas1um, Karlsruhe, 1964-65; Staatsexamen 11, University of Heidelberg, 1965; lnClass1cs and Philosophy, Rosary College, 1966-67; Tutor, St. John's College, e of absence, 1970-72.) �60 / ST. JOHN'S COLLEGE FACULTY / Nicholas Maistrellis B.S., Bates College, 1962; Department of History of Science, University of Wi 67, Teaching Assistant, 1962-66, University Fellow, 1966-67; Tutor, St. John's 61 State University, 1965-66; National Defense Education Act Fellow, 1966-69; ent of Philosophy, Bucknell University, 1969-70; Tutor, St. John's College, Harry L. Golding n B.A., University of Omaha, 1954; M.S., Northwestern University, 1958; Nati Foundation Fellow 1954-55; Instructor in Chemistry, DePauw University, 19 Science Foundatio~ Science Faculty Fellow, Purdue University, 1963-64; Faculty, Shimer College, 1964-68, Chairman, Natural Science Area, 1967, Direc College in Oxford, 1967-68; Tutor, St. John's College, 1968-. fltinois University, 1965; M.A., The Pennsylvania State University, 1967; Gradphilosophy, The Pennsylvania State University, 1967-; National Defense Eduow; The Pennsylvania State University, 1966-69, Richard M. Weaver Fellow, 1 St. John's College, 1970-. Harvey Flaumenhaft of Notre Dame, 1966; M.A., 1968, Ph.D., 1970, The University of Chicago; B.A., 1960, M.A., 1962, The University of Chicago; Woodrow Wilson Fellow, versity 1960-61 · Graduate study, The University of Chicago, 1963-65; Lecturer Arts, T'he Univ~rsity of Chicago, 1965-66; Lecturer in Political Science, Roose 1965; Instructor in Government, Wheaton College (Massachusetts), 1966-68; T College, 1968-. Edwin E. Hopkins B.A., University of Maryland, 1963; Ph.D., 1972, Duke University; Tutor, St. 1968-. 'Grady, Jr. J Robert J. Anderson B.A., Temple University, 1961; M.A., Yale University, 1965; Teaching Assistant/ versity, 1961-63; Teacher, Bishop College (Texas), Summer, 1964; Teaching University, 1966-67; Teacher, Yale University Summer High School, 1966, 1 riculum Coordinator, 1968; New York City Department of Welfare, 1968-69; T College, 1969-. cm Fellow, The University of Chicago, 1966-67, Danforth Fellow, 1966-70, w, 1967-70; Tutor, St. John's College, 1970-. College, 1961; M.S., University of Iowa, 1968; Teaching Fellowship, Dart' 1961-62; Mathematics Writer, Educational Research Council of Greater ..63; graduate study, Writer's Workshop, University of Iowa, 1963-64; Prostems Analyst, Measurement Research Center, 1964-65; Mathematics teacher, 1965-66; ACT Systems Manager, Measurement Research Center 1966-67; CoProcessing, The American College Testing Program, 1967-69; Manager of s and Programming, Project PLAN, Westinghouse Learning Corporation, r of Admissions, St. John's College, 1971-, Tutor, 1972-. ollege, 1965; M.A., The New School for Social Research, 1970; Alvin John-71; Tutor, St. John's College, 1971-. Ray A. Williamson B.A., The Johns Hopkins University, 1961; Ph.D., University of Maryland, Astronomer, Institute for Astronomy, University of Hawaii, 1967-69; Tutor, lege, 1969-. Wye Jamison Allan brook B.A., Vassar College, 1964; M.A., Stanford Unive.rsity'. 1965; Woodrow Wils 1964-65; Teaching Assistant in Music, Stanford University, 1967-69; Tutor, St. 1969-. Jonathan B. Skinner B.A., Carleton College, 1963; M.A., University of Michigan, 1964; Ph.D., Uni achusetts 1970· Woodrow Wilson Fellow, University of Michigan, 1963Mathematics, H'ope College, 1964-66; Teaching Assistant, University of :"'a 67, Instructor in Mathematics, 1967-68, Lecturer, 1968-70; Tutor, St. Johns C 1958; M.D., The University of Chicago Me.dical School, 1967; Fellow, Guggenheim Foundation, 1972; Tutor, St. ,. 1964, Trinity University; Ph.D., Clark University, 1968; Fil. Lie., Lund Uni), 1969; Tutor, St. John's College, 1972-. 1966, Ph.D., 1972, Boston University; Tutor, St. John's rsity, 1965; M.A., The Johns Hopkins University, 1966; Ph.D., University 2; Tutor, St. John's College, 1972-. Steven F. Crockett A.B., Earlham College, 1965; A.M., The University of Chicago, 1.967; Wood low 1965-66· Ford Foundation Fellow, 1965-66; Graduate studies in the Uni~ersity of Chicago, 1967-70; Instructor in the Humanities, <:ent_ral YM College, Chicago, 1969-70; Advisor, Committee on General Studies 1n the University of Chicago, 1969-70; Tutor, St. John's College, 1970-. Robert Arthur Licht B.A., St. John's College, 1965; M.A., The Pennsylvania State University, 1961.' didate in philosophy, The Pennsylvania State University, 1967-; Graduate; University of Chicago; Instructor, sculpture and drawing, Layton School ee, 1958-64; Faculty member, Shimer College, 1964-72; Tutor and Artist , John's College, 1972-. �FACULTY / 63 62 / ST. JOHN'S COLLEGE SCHOLAR IN RESIDENCE leo Strauss Ph.D., University of Hamburg, 1921; Professor of Philosophy and later Robert Hurchins Distinguished Service Professor, The University of Chicago, 1949-68; anan Distinguished Scholar in Residence, St. John's College, 1969-. ARTIST IN RESIDENCE Michon Carmean Semon B.A., 1966, University of South Florida; M.A., 1970, University of Maryland; tant, University of Maryland, 1969-70; Artist in Residence, St. John's College, TUTORS EMERITI Ford Keeler Brown, B.A., D. Phil. Jacob Klein, Ph.D., Dean, St. john's College, 1949-58. William Kyle Smith, B.S., Th.B., Th.Iv\. Simon Kaplan, Ph.D. Wiley W. Crawford, B.A., M.A., Ph.D. ·1962-64, Santa Fe, 1967-; Assistant and Associate Professor of Philosophy, State Uniof New York at Binghamton, 1964-67; Director, Graduate Institute in Liberal Educajohn's College, Santa Fe, 1970-. $ti John's College, 1959; M.A., The Unive.rsity of Melbourne, 1962; University Fellow, iyers1ty of Melbourne, 1961-62; Un1vers1ty Fellow and Bess Heflin Fellow, The Uniof Texas, 1962-64; Tutor, St John's College, 1964-, Santa Fe, 1965-. Bunker rvard University, 1939; A.M., 1954, Ph.D., 1955, University of New Mexico· United Agency,. Burea.u of Indian Affairs, 1940-51; United States Navy, 1942-46; Executive , Bemaldlo City-County Consolidation Committee, 1952-56; Instructor, University Mexico, 1955-56; Professor of English and Philosophy, and Chairman of both Dets, New Mexico Highlands University, 1956-65; Tutor, St. John's College, Santa Fe, 'ccidental College, 1958; Ph.D., University of California at Davis 1965 · Woodrow Honorary Fellow, University of California at Davis, 1959; National Scie~ce Foundaow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-. (Leave of absence, 1972-73.) Co."ege, 1936:37; Diploma, Black Mountain College, 1945; M.A., 1956, Ph.D., 1962, t}n1vers1ty; private tutoring, 1946-48; Director of Music Windsor Mountain School Director of Music, Verde Valley School, 1950-53; John 'H. Edwards Fellow 1955-56'. e Teacher, Indiana University, 1956-57; Tutor, St. John's College, 1958-, 'santa Fe'. SANTA FE Michael Ossorgin Lycee Russe, Paris, 1938; Conservatorie Russe a Paris, 1932-35, 1942-44; L.Th., Theologie Orthodoxe, Paris, 1942; Instructor in Music, lnstitut de Theologie Paris, 1944-46; Instructor in Theology, St. Tikhon's Seminary, Pennsylvania, 1947; of the Orthodox Diocese in Alaska, 1948-49; Teacher of Music, Bureau of India Department of the Interior, 1950-56; Associate Professor, Consultant, St. John's St. Mary's College, California, 1961-62; Tutor, St. John's College, 1956-, Santa Fe,· C?llege, 1955; Instructor in Mathematics, Loyola College, 1957-60; Fels Fund n Philosophy, The Johns Hopkins University, 1960-61; Tutor, St. john's College, nta Fe, 1966-, Assistant Dean, 1971-. John's College, 1954; Ph.D., The Johns Hopkins University, 1963; Hebrew Universale'.'1, 195~-56; Ecole des, langues Orientales Vivantes, 1956-57; The University of , 1951-59, lumr, St. Johns College, 1961-, Santa Fe, 1969-; Visiting Lecturer, St. oHege, 1968-69; Biblical Research, Jerusalem, 1971-72. Charles G. Bell B.S., University of Virginia, 1936; Rhodes Scholar, Oxford University, B.A., 1938, B.litt., 1939; Instructor and Assistant Professor of English, Iowa State College, 1940 time Assistant in Physics, 1945; Research Assistant in Physics, Princeton Univer.si Assistant Professor of English, Princeton University, 1945-49; Guest Lecturer, Black College, Summer, 1947; Rockefeller Grant for study in Europe, 1948; Assistant Pr Humanities, The University of Chicago (College), 1949-56; Guest Professor, Uni Frankfurt, 1952; Ford Fellow, 1952-53; Guest Professor and Director of the Honors University of Puerto Rico (at Mayaguez), 1955-56; Guest Professor (Fulbright Technische Hochschule, Munich, Germany, 1958-59 (l<ulturgeschichte als die G symbolischer Formen); Tutor, St. John's College, 1956-, Director of Adult Educatto 58, Santa Fe, 1967-; Poet in Residence and Guest Professor, University of Rochester,. 1967; Guest Prnfessor, S.U.N.Y. at Old Westbury, Spring, 1970. Robert A Neidorf B.A., 1951, M.A., 1955, The University of Chicago; Ph.D., Yale University, 1959; and Assistant Professor of Philosophy, Bucknell University, 1959-62; Tutor, St. soph.y, Un.iversity of Wisconsin, 1959; Instructor in Radio Repair, U.S. Army, 1954tant in Philosophy, Cornell University, 1959-61; Teaching Fellow, Cornell Univer· -62; Tutor, St. John's College, 1962-, Santa Fe, 1967-, Assistant Dean, 1970-. iversity of Colorado, '1961; M.A., Princeton University, 1963; Ph.D. Candidate in y, .Princeton Un.iversity; Assistant and Preceptor, Princeton University, 1964, Wilson Fellowship; Fellow of The Council for Philosophical Studies (Summer JnGreek Philosophy and Science), 1970; Tutor, St. John's College, Santa Fe, 1965-. rado College, 1941-42, 1945-46; A.B., Colorado State College of Education 1948· orce, '1942-4~; M.M., Yale University School of Music, 1948-52; Associate Pr~fesso; (Director or the Choir, 1958), Fisk University, Nashville, Tenn., 1952-58; Visiting �64 / ST. JOHN'S COLLEGE FACULTY Professor of Music, Wesleyan University, Middletown, Conn., 1959-60; Curator tions and researcher in music of the Spanish Colonial Period, Museum of lnte Folk Art, Santa Fe, New Mexico, 1962-; Tutor, St. John's College, Santa Fe, 1965-. Ph.D. in Physics, 1964, University of Michigan; Research Associate, University of The Netherlands, 1964-65; Research Associate, Los Alamos Scientific laboratory utor, St. John's College, Santa Fe, 1968-. ' Stuart Boyd M.A., Aberdeen University, Scotland, 1948; Ph.D., Aberdeen University Medic 1952; Military Service, 1941-45; Assistant Lecturer, Clinical Psychology, Dep~ Psychiatry, Aberdeen University, 1948-52; Instructor, Medical Psychology, u Colorado Medical School, 1952-53; Director, Doctoral Training in Clinical Denver University, 1954-57; Professor of Psychology and Chairman, Departm havioral Sciences, New Mexico Highlands University, 1957-64; lecturer, De Psychiatry, Edinburgh University, Scotland, 1964-65; Professor of Psychiatry (P University of Missouri Medical School, Kansas City, 1965-66; Tutor, St. John's' Santa Fe, 1966-. E. Ray Davis, J 65 rd University, 1948; B.Mus., 1949, M.Mus., 1951, Yale University; D.Mus., Indiana 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; fulfar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music College, 1957-61; Director of Music, University of Richmond, 1961-66; Pian~ and Member of Graduate Faculty, College-Conservatory of Music, University of 1965-67; Tutor, St. John's College, Santa Fe, 1967-. e Townsend 1 Jr. University of Wisconsin, 1953-55; B.A., St. John's College, 1962; NDEA Fellowship: sity of Indiana, 1962-65, M.A., 1965, History and Philosophy of Science; Tutor, College, Santa Fe, 1966-. Comparative Literature, University of New Mexico, 1964; Tutor, St. John's ColFe, 1968-. ()hn's College, 1962; M.S.L., Pontifical Institute of Mediaeval Studies, Toronto, 966; Instructor and Assistant Professor, Emmanuel College, 1966-68; Tutor, St. lege, Santa Fe, 1968-. Harvey L. Mead, Ill B.A., Philosophy/Greek, St. Mary's College, 1961; Ph.L., Philosophy, Universite bee), 1963; Ph.D., Philosophy, Universite Laval, 1971; Instructor in English, Mary lege, 1963-64; The University of Chicago, Committee on the Analysis of Ideas Study of Methods, 1964-65; lecturer, Philosophy, Saint Xavier College, 1964-66; John's College, Santa Fe, 1966-. ical Languages, St. Mary's College, 1957; Th.L., Universite Laval (Quebec) 1964· in Sacred Scripture, Pontifical Biblical Commission (Rome), 1966; l'Ecole B(bliqu~ gique Fran~aise de Jerusalem, 1964-66; Assistant Professor, Theology, St. Mary's 7-69; Tutor, St. John's College, Santa Fe, 1969-. Roger S. Peterson A.B., Harvard College, 1953; A.M., 1957, Ph.D. in Botany, 1959, University of United States Navy, 1953-56; Forest Service Research, Colorado State University, Research Project Leader, Utah State University, 1962-66; Tutor, St. John's College, 1966-. College of N:w York, 1963; M.A:, University of Wisconsin, 1969; Correspondence 1n Mathematics, Un1vers1ty of W1scons1n Extension, 1964-68; Teaching Assistant in Science and European History, University of Wisconsin, 1965-68; University Felrsity of Wisconsin, 1967, 1968, Ford Fellow, 1967, 1968, Research Fellow in istory, 1968-69; Tutor, St. John's College, 1969-, Santa Fe, 1971-. Ralph Swentzel! B.S., New Mexico Highlands University, 1963; Instructor, Computer Mexico University, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. R. Thomas Harris, Jr. , B.A., Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of lllin, versity Fellow, University of Illinois, 1955-58, Graduate Teaching Assistant and Science Foundation Contract Fellow, 1958-59; Research Instructor, Duke Univ 60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, U California at Berkeley, 1962-63; Associate Professor, University of Maryland, 1 tional Science Foundation Consultant for India Project, Lucknow, India, sum Visiting Associate Professor, New York University, 1967-68; Corporate Consultant; ment Science, IBM, Armonk, New York, summer, 1968; Tutor, St. John's College,, 1968-; Visiting Professor, New York University, summer, 1969. Michael K. Mechau B.A., St. John's College, 1959; M.A., Political Science, The Universidad Nacional, Bogota, Colombia, 1959-60; Teacher, Teacher and Counselor, Colorado Rocky Mountain School, Thomas More School, 1963-64; Management Intern, Executive 67; Administrative Officer, Department of Health, Education St. John's College, Santa Fe, 1968-. University of Chica Delta High School; 1961-65 (summers); Office of the Pres1 and Welfare, 1967' , MA, 1966, University of Colorado; Instructor, Williams College, 1946-49; lnagner College, 1949-50; Teacher-coach, Fountain Valley School, 1953-58; Teacherbron Academy, 1959-61; Assistant Professor, New Mexico Highlands University, r, St. John's College, Santa Fe, 1969-. ord College, 1964; M.A., 1966, Ph.D., 1970, University of Toronto; Woodrow llowsh1p,. University of Toronto, 1964-65, Mary H. Beatty Fellowship, 1965-66, I. Ontario Grant, 1966-67, Woodrow Wilson Dissertation Fellowship 1967-6B· rk and teaching, 1968-70; Tutor, St. John's College, Santa Fe, 1970-. ' ' finn phy), .Quincy College, 1962; B.D., Harvard Divinity School, 1966; Graduate vard Un1vers1ty, 1967-68; University of Pennsylvania, 1968-69; Fulbright Fellow, of Heidelberg, Germany, 1966-67; Inner City Fieldwork Program (Harvard Divin' Roxbury, Mass., 1964-65; Lecturer (Biblical Studies), Newton College of the rt, 1965-66; Boston College, 1967-68; Board Member, Association for Educational s1onal Opportunity, 1968-; Visiting Professor (Anthropology) LaSalle College chool of Religion, 1969-70, summer, 1971; Tutor, St. John's College, Santa fe, �66 / ST. JOHN'S COLLEGE Edward H. Porcella B.A., St. Mary's College, 1964; M.A., University of California at San Diego, 1967;: Assistant in Humanities, University of California, 1965-66; Lecturer in Literature ology, St. Mary's College, 1967-68; Instructor in Philosophy, University of San !iii lege for Men, 1969-70; Tutor, St. John's College, Santa Fe, 1970-. Allan N. Pearson A.B., Modern languages, Boston College, 1961; A.M., German Language and Utet ton University, 1962; Graduate Assistant, Boston University, 1962; Teaching Assis· man and Graduate Student, German Language and Literature, Musicology, Uh California at Berkeley, 1962-64, 1965-66; Fellow of Deutscher Akademischer Austa University of Munich, Germany, 1964-65; Lecturer in German, University of Riverside, 1966-71; Tutor, St. John's College, Santa Fe, 1971-. Caroline Richards B.A., University of Colorado, 1960; Ph.D. in History, Stanford University, 1970; I Brooklyn College, 1964-65; Teacher at Santiago College, Santiago, Chile, 1966-69; John's College, Santa Fe, 1971-. Toni K. Drew B.A., St. john's College, Santa Fe, 1970; Teaching Intern, St. John's College, Santa FACULTY University of Chicago, 1960; M.S., University of Arizona, 1970; Ph.D. candidate mistry, University of Arizona, 1970-72; Laboratory teaching fellowship, The of Chicago Graduate School, Department of Biology, 1962-63; Lucretia Crocker in Marine Biology, Marine Biological Laboratory, summer 1963; Technician, t of Biochemistry, University of Arizona, 1963-64; Trainee Fellowship in Deal Biology, National Institutes of Health, 1966-67, 1967-68; Tutor, St. John's nta Fe, 1972-. ·Leona Verratti ahn's College, 1966; Hans Reichenbach Graduate Fellowship, Washington Univer7; N.D.E.A. Graduate Fellowship, Washington University, 1967-70; Instructor, University, 1969, 1971; Instructor, University of Missouri, 1970-71; Assistant Proster College, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. hmore College; M.A., Harvard University, 1968; Ph.D. candidate, Harvard Uni968-; Teaching Assistant, Harvard University; Tutor, St. John's College, Santa Fe, S, ASSOCIATES, AND STAFF Vida Clift B.A., Radcliffe, 1962; M.A., Berkeley, 1964; Ph.D., Harvard, 1970; Tutor, St. Santa Fe, 1971-. Donald Knight A.B., Baker University, 1962; /YI.A., University of Toronto, 1968; Fulbright Fellow, University, Madras State, India, 1962-63; Graduate Student in Biology and Humati The Rockefeller University, 1963-66; Teaching Fellow in Moral Philosophy, Victo sity, Toronto, 1967-68; Canada Council Fellow in Philosophy, University of Toran Catalyst in Philosophy, SEED (experimental high school), Toronto, 1970-71; Tutor, College, Santa Fe, 1971-. Philip Lecuyer B.A., The Colorado College, 1966; B.A., Merton College, Oxford University, candidate in biology, University of New Mexico, 1970-72; Boettcher Schola Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Felio Woodrow Wilson Fellow (honorary), 1966; Tutor in English Literature, Summer Institute, The Colorado College, 1968; Tutor in biology and chemistry, lnstitu Research and Development, University of New Mexico, 1971-72; Tutor, St. Santa Fe, 1972-. SANTA FE President Richard D. Weigle, Ph.D. Vice President J. Burchenal Ault, B.A. Dean William A. Darkey, M.A. Treasurer Kirk C. Tuttle, B.S. Assistant Deans Dean R. Haggard, B.A. Alfreda L. Verratti, B.A. Director of the Graduate Institute Robert A. Neidorl, Ph.D" Registrar Joyce Iv\. Ricketts, B.S. Norman S. Grabo B.A., Elmhurst College, 1952; M.A., University of California at Los Angeles, 1 University of California at Los Angeles, 1958; Folger Shakespeare Libra.ry Felio English Department Research Professor Fellowship, Michigan State ·Un.1vers1ty, l. Weil Institute for Research in the Humanities and Religion Fellowship, 1964; for Reli<'ion in Higher Education Fellowship, 1967-; Humanities Research Profes versity ~f California, 1966-67; Humanities Institute Fellowship, University of Calif mer 1969; Guggenheim fellowship, 1970-71; Instructor and Assistant Professor, 67 State University, 1958-63; Associate Professor, Department of English, at Berkeley, 1963-67; Professor, University of California at Berkeley, John's College, Santa Fe, 1972-. Paul D. Mannick B.A., California State College at Long Beach, 1970; Teaching Intern, St. Santa Fe, 1970-. J Director of Admissions Gerald F. Zollars, M.A. Librarian Alice H. Whelan Director of Student Activities Istvan Fehervary, B.S. �68 I ST, JOHN'S COLLEGE Director of Financial Aid and Placement Director of Financial Aid Charles E, Finch, Th,O, Vivian E. Knight, M.A. Assistant Director of Development Profile: September 1971 Freshman Class Director of Adult Education Christiana White, M.A, William A. Darkey, MA Director of Alumni Activities and Programmed Giving Thomas Parran, Jr., B.A, ANNAPOLIS SANTA FE Alumni Secretary & College Archivist Miriam Strange, M.A. 28 Business Manager Business Manager James Grant James D. Carr, B,S, Superintendent of Buildings and Grounds Superintendent of Buildings and David W, Tucker Stanley Nordstrum College Physicians Robert C. Biern, M.D. College Physician 2 Jan Pieter Voute, M.D, 1 3 Charles Kinzer, M.D. Sigmund A. Amitin, M.D, College Nurse . . . . . . . . . . .. " ~ . ' . , ........ 0 •• 0. 0 0 0. 1 1 1 College Nurse Peggy Elrington, R.N,, CN.M. Student Counselor Senior Residents Charlotte King, M.A. Brig. and Mrs. Mordaunt Elrington Mr. and Mrs. Stanley Nordsirum Mr. and Mrs, Paul D. Mannick District of Columbia England Okinawa Paraguay Puerto Rico Spain • ' . ' • • • ' " • • • • Uruguay West Germany •• '. Juliana Rugg, R.N, 30 ANNAPOLIS SANTA FE ... . . . . . ' . . . .. .. '. 0'' • '.'."''. ........ . - 1 ••• 0 0 ' •••• •••••••• 0 ... 0 19 10 3 1 2 1 1 • •• 0 ••••• ••• ' 0 ••• 0 •• ••••• •••••••••••• '0 0 0 0 ••• 1 1 10 1 1 2 1 107 49 54 58 5 15 15 13 13 5 6 27 22 17-23 ••••• 0 ' ••••• •• 0 '0' 0. 0 ' •• ,, • 0 0 0. 0 •• 1 2 2 1 4 9 7 2 3 1 1 2 National Merit Honors: Scholars Finalists Commended Scholars • • '0. 0' 0 ••• ' 0 •• 0 0 0 0 . ' •• ' . Previously Attended College Veterans 6 3 2 Attended Public . , , . School 75% 79% Receiving Financial Aid 37% 39% Rank in Class: First tenth Second tenth Second fifth Third fifth .. Fourth fifth lowest fifth 44% 24% 21% 6% 3% 2% 53% 18% 16% 7% 4% 2% _," ••• "' 0. 0 •• 0 0 15 1 ••• 10 2 1 1 125 71 Number of Students Men Women Early Entrance 14 4 10 1 0 2 11 1 •• 0 0' 1 1 ••• 0 2 1 0. '0 •• 0. 7 1 Range of Ages ......... 17-27 2 1 1 1 2 22 4 4 0 2 1 2 0 .. ' .... ' ' .. . ''.''' '' �CAMPUS VISIT I 71 ARRANGEMENTS If you are considering the possibility of entering St John's, ne (301/263-2371 for Annapolis or 505/982-3691 for Santa Fe) Admissions Office giving the dates (and alternates) you have also need to know the approximate time of your arrival. y see the College for yourself. It is probably wise to get first-han knowledge of any college you may be thinking of attending, but cially wise in the case of St. John's, because of its unique curri methods. reservation is confirmed (by telephone or letter), you will seminar reading. You will enjoy the seminar more if you can do before you come. necessary for you to cancel your visit, please notify the Admisas soon as possible . WHILE ON CAMPUS YOU MAY ..• . . . attend a seminar. Seminars meet on Monday and Thursday 8:00 p.m . . . . attend tutorials in mathematics, language, and music. ... visit a laboratory. Friendship airport is located twenty miles from Annapolis. An usine (less than $5) goes to Annapolis. Bus service from the t practical. Hourly buses run between Baltimore and Annapolis er will let you off at the campus if you ask. Buses from Washingfrequent and arrive at the Annapolis bus terminal (about six the College). By car take Route 50 from Washington, Route 2 ... be interviewed by the Director of Admissions or a member of sions Committee. ... attend the weekly formal lecture (Friday night). ... talk informally with St. John's students and Tutors. ... visit the library and bookstore . . . . explore the historic town of Annapolis or Santa Fe. ... attend a movie, play, art exhibit, or concert. (movies cost 50 cents; other events are free) direct flights to the Santa Fe airport from points in Texas, New Mexico. Flights from other points to Albuquerque condaily flights to Santa Fe. From the local airport, a five-mile ill bring you to the campus. Commercial buses pass through m Denver to the north and Albuquerque to the south. The nearis twenty miles away at Lamy, with regular limousine ... watch students participating in the sports program. WHEN TO VISIT Since the seminar, the most important part of the Monday and Thursday evenings, student visitors are normally from Sunday to Tuesday or from Thursday to Saturday on campus, from Sunday to Wednesday or from Wednesday to S the Santa Fe campus. If travel arrangements make these time periods the Admissions Office for special help. Check the calendar in the front of the catalogue to College will be in session during the time you select for your ly expense will be transportation and a small amount of spending lJ will be provided a room in a dormitory and meals in the dining t charge. St. John's students dress informally for tutorials, but ally (sport coat and tie for men; dresses for women) for dinner, formal lecture. Your guide can check books out of our library ou have been unable to locate a copy of the book being discussed Linens and soap are provided by the College. �72 I r ST. JOHN'S COLLEGE Vl ,..,. ::::J if YOU ARRIVE , , • -.::;- (j) U'l ... weekdays between 9:00 a.m. and 5:00 p.m., 9:00 a.m. and 4: in the summer, come to the Admissions Office. Weekends and any d 5:00 p.m., come to the college switchboard. In Annapolis the switc is in Campbell Hall; in Santa Fe, in the Student Center. "O PJ n (D 0(D 0 ~ PJ ::::J '< The College _Q c (D V> ,....,. The seal of St. John's College shows the seven open books representi seven traditional liberal arts - the trivium of grammar, rhetoric, and and the quadrivium of arithmetic, geometry, astronomy and mus· balance or scales in the center represents modern science. Encircli symbols is the Latin inscription: "I make free men out of children by of books and a balance." 0 :::J <.r. s:PJ ,...,. '< 0 c ::E PJ ::J Mural, Student Center, Santa Fe ~ w '~~ 0 c V> 0 PJ ::J "' ~ (D -., ;:o (JQ PJ a_ ::J (JQ ,...,. ::J (D n () (D (JQ (D 0 ..., -< 0 c VO ,..,. c PJ M• 0 ? � JOHN'S COLLEGE OLIS, MARYLAND • SANTA FE, NEW MEXICO STATEMENT OF THE ST. JOHN'S PROGRAM as King William's School, 1696; chartered as St. John's College, credited by the Maryland State Department of Education, by le States Association of Colleges and Secondary Schools, and North Central Association of Colleges and Secondary Schools �Table of Contents ANNAPOLIS September 8 September 8 September 10 September 11 September 11 November 23-26 December 20-January 7 January 28 January 29 February 9-11 March 17-April 1 April 20-22 May24 May 27 1972-1973 Opening of College Freshman and Senior Registration Convocation Sophomore and Junior Registration First Seminars Thanksgiving Recess Winter Vacation End of First Semester Beginning of Second Semester Long Weekend Spring Vacation long Weekend End of Second Semester Commencement PAGE ction · , · · , · , · , · · , , , , , · · · · · · · ' · · · · · · · ' · · · · · · ' · · · · · · · · · · · , · · · · · , · , · · · , · · , · · · 5 ........... , ... , .. ,,., .................................. , ........ 8 ...... '.' ........ ' ............ '.' .......... ' ............ ' .. 10 '' .......... ' ' .... ' '.' ........ '. '. ' ......... ' .... " .. ' .. ' ..... ' 11 17 . '.' ..... '.'. ' ... ' ... ''. '' .. ''. '. '.' .. '. '. ". '' ... '.' .. ' 23 ..... '.'.' ' ... '.' .. '.'' .... '.' ... '. ' ... ' .. '.''.' .. ' .......... '.'.' 25 INSTRUCTION COMMITTEE .. , .... , ... , , .. , ...... , ...... , · .... · .. ·,,, .. · · · 26 ....... ,' ,. ',,, ... , .. '''' ., .. '. , .. , .. , ., ''' ,, ,. '''' .. , ,,., ...... , 26 ........ ,, .. , '''. ,, ., , ... ,, ,. ,, . '. ,. ,, '. , .... ', ..... , ,,, ..... ,' , ... 27 28 Summer 1973 June 4 August 10 January Class Second Semester begins Graduate Institute begins January Class Second Semester ends Graduate Institute ends STANDING .. , ....... , , , ........ , ... , . , , , .. · · ...... ·, .. , · · · · · · · .. , · 30 ST. JOHN'S DEGREE OF BACHELOR OF ARTS , , ......... " ................. · · 30 ST. JOHN'S DEGREE OF MASTER OF ARTS ............. , " .......... , ...... 3'1 GRADUATE INSTITUTE IN LIBERAL EDUCATION , , , , ... , , , , . , ... , , ... · · · ·, · ST. JOHN'S UST Of GREAT BOOKS . , ........ , .. , , . , . , ................ · .... 32 33 ence and Student life· .... ·, .. ,·,·,·,,, .. ,·,,,·,,· .... ·,,, .. · .... ,· .... ,,· 37 1973-1974 September 7 September 7 September 9 September 10 November 22-25 December 19-January 6 January 27 January 28 February 8-10 March 16-31 April 12-14 May 23 May 26 Opening of College Freshman and Senior Registration Convocation Sophomore and Junior Registration First Seminars Thanksgiving Recess Winter Vacation End of First Semester Beginning of Second Semester long Weekend Spring Vacation long Weekend End of Second Semester Commencement E PLANS OF THE CAMPUSES .... , . , , .. , , . , , , , .. , , , ... , ..... , .. , , , · · · · · · · 42 rssions '.''''.' .. ' ...... ' .......... ' ... ' ... '.' ' .. '.' .. ' '' '''.'.'.'' .......... 47 ... ' ...... ' .. ' '''.' ''' ''.'. '. ' .. '' ..... ' ........ ' ..... ' .. 51 '.' ' ... '.'' ...... ' '' ...... ' '.'' .. '.' ' ........ ' ....... '' ... 53 Visitors and Governors·,,,·,···,··········,······,·········· · · · · · · · · · 54 . '.'''' ' ... ' ... '. '''.'. '' '''. '.'.' '.'.' ... '.'' .. ' ' .. ''' ., ' ... '.' 55 Freshman Class.,, ... , ....... ,, ..... , ... , .. ,,.,, .. ,,,, ... , ... ,.,, 69 ' .... ' ... ' '''.'.' ' .. ' .. ' ... '' ... ''' .. ''.' ' .. '.' 70 ollege Seal , . , . , · . · · · , · ·, ·, , · · · · · · , · · , , ·, · · · ·, ·, , · , · · · · , , ·, · · · , · , · · · · · · · · · 72 �Introduction ducation should seek to develop free and rational men and women to the pursuit of knowledge in its fundamental unity, intelligently e of their common cultural heritage, and conscious of their social al obligations. Such men and women are best equipped to master the kills of any calling and to become mature, competent, and responsis of a free society. hn's College believes that the way to liberal education lies through in which the greatest minds of our civilization - the great teachers ressed themselves. These books are both timeless and timely; they illuminate the persisting questions of human existence, but also have vance to the contemporary problems with which we have to deal. therefore enter directly into our everyday lives. Their authors can us almost as freshly as when they spoke for the first time, for what e to tell us is not something of merely academic concern, remote real interests. They change our minds, move our hearts, and touch books speak to us in more than one way. In raising the persisting uestions, they lend themselves to different interpretations that reveal of independent and yet complementary meanings. And, while seektruth, they please us as works of art with a clarity and a beauty that heir intrinsic intelligibility. They are therefore properly called great, they are epic poems or political treatises, and whether their subject s scientific, historical, or philosophical. They are also linked together, of them is introduced, supported, or criticized by the others. In a real ey converse with each other, and they draw each reader to take thin the limits of his ability, in their large and unending conversation. Hall, Annapolis, 1744 �This conversation, however, is unavoidably one-sided. The gr can only repeat what they have to say, without furnishing the cl that we sometimes desire. To remedy this defect is the goal of th seminar. Here, a number of students of varied backgrounds, fa text that may present unfamiliar ideas, attempt to discuss it reaso presupposed that each student is willing to submit his opinions to scrutiny of his fellow students. The demands of the individual an the group are in continuous interplay, setting limits within which sion moves with the utmost possible freedom. The discussion m itself primarily with trying to establish the meaning of a poem or of an argument. On the other hand, it may concern itself with m or with very contemporary questions that thrust themselves forwar dents bring to the seminar the assumptions - probably unexam they have derived from their experience in the contemporary worl discussion they acquire a new perspective, which enables them to both the sameness of a recurrent problem and the variety of its manifestations. In the main, however, the aim is to ascertain not how things how things are - to help the student make rational decisions as h life. And it is the ultimate aim of the program that the habits of t discussion thus begun by the student should continue with him t his life. Most of the teaching at St. John's takes the form of a disc conversational methods of the seminar are carried over into the t much as possible, the actual instruction in all classes and .laboratori to depend on the activity and initiative of the students. The Tutor f a guide, more intent to listen to the students and to work with the impose upon them his own train of thought. rt, St. John's seeks to restore the true meaning of a liberal arts The primary function of the liberal arts has always been to mediate erstanding, to give conscious form to knowledge through systems ccommodated to men's intellects - that is, words and numbers. ly, the liberal arts were seven in number: grammar, rhetoric, logic language; and arithmetic, geometry, music, and astronomy- the thematics. In contemporary terms, man practices such liberal arts ng, thinking, writing, speaking, and deciding as he uses verbal an practices such liberal arts as counting, measuring, deducing, strating as he uses mathematical symbols. are many ways to develop these arts. The curriculum emphasizes em: discussion, translation, demonstration, and experimentation. followed in all the branches of the program. But whatever the sed, they all serve the same end: to make the student think for enable him to practice the arts of freedom. Free minds must be concrete situations, to deliberate by formulating clear alternaarrive at a deciding choice. The acquisition of these intellectual es that the discipline of the liberal arts has taken hold of the d. ge advances and the fundamental outlook of man may change turies, but these arts of understanding remain in one form ·or ispensable. They enable men to win knowledge of the world and knowledge of themselves in this world and to use that 'th wisdom. Under their guidance men can free themselves from ess of prejudice and the narrowness of beaten paths. Under their en can acquire the habit of listening to reason. A genuinely liberal arts curriculum cannot avoid aiming at these most farall human goals. �THE CURRICULUM The THE SEMINAR The heart of the curriculum is the seminar - a discussion of assigned from the books of the program. In each seminar there are fifteen t students with two members of the faculty as leaders. The group me a week, on Monday and Thursday evenings, from eight until ten~ beyond if the topic under discussion has aroused a sustained and liv ment. The assignment for each seminar amounts, on the average, to. a hundred pages of reading, but may be much shorter if the text ha be particularly difficult The seminar begins with a question asked by one of the lead thereafter it consists almost entirely of student discussion. Students t one another, not just to the leaders. They do not raise their hands mission to be heard, but enter the discussion or withdraw from it at resulting informality is tempered by the use of formal modes of ad "Mr.," "Mrs.," or "Miss." Once under way, the seminar may take many forms. It may rang the most particular to the most generaL The reading of Thucydides, for pie, is almost certain to provoke a discussion of war and aggression bring to the surface the students' opinions and fears about the wis error of national policies. Homer and Dante prompt reflections on the and vices of men, on man's ultimate fate. Sometimes a seminar will dev its time to an interpretation of the assigned reading, staying close to th at other times the talk may range widely- and even wildly- over suggested by the reading but having independent relevance in the ml the participants. In the coffee shop after seminar, students from groups compare the points made in their discussions. Except for the requirements of common courtesy, there are on! rules: first, every opinion must be heard and explored, however shar clash of opinions may be; second, every opinion must be supported by ment- an unsupported opinion does not count. In a freshman semina students may tend to express their opinions with little regard for their vance or their relation to the opinions of others. Gradually, under pressu the group, the students learn to proceed with care, keeping to the topi trying to uncover the meanings of the terms they use. The students I gradually also, that to some extent the procedure of the seminar varies the kind of reading under study: poetry is not philosophy and requ· different approach. Such progress in method may be crowned by sl! I 9 on the part of individuals, or by occasions when the seminar as a chieves illumination. Urs e of the discussion cannot be fixed in advance; it is determined . f acing .th e crucb1a ·1 byco the necessity of "following the h~rghument,."of f ' <Jr of seeking foundations upon w 1c a tram o r_easonmg can e ···>The argument does not necessarily lead to the solution _of a probl~m. f. ·· than not the problem remains unsettled, with certain alternatives te~,. omm ed . The progress of the seminar is not particularly smooth; the . .. ·cm sometimes tends to branch off and to entangle itself in irrel~v~~t s. Only gradually can the logical rigor of an argument ~merge wit in nee of analogies and other imaginative devices by which the d1scust alive. A seminar may also degenerate into rather empty talk or !,d shallow meandering, without being able for a long time to extrilf from such a course. Or it may climb to heights accessible to only its members. these circumstances the role of the leaders is not to give informais it to produce the "right" opinion or interpretation. It is to g~ide the n to keep it moving, to raise objections, to help the student m every sible to understand the author, the issues, and himself. The most ~seful nt for this purpose is the question; perhaps the most useful device of e question "Why?" But a leader may also take a definite and positive and enter directly into the argument. If he does so, however, he can · . ·.no special consideration. Reason is the o~ly reco~n!zed authorit~; jriions must be rationally defended and any single op1mon can prevail general consent The aim is always to develop_ the .student's ~owers n and understanding and to help him arrive at mtell1gent opinions of �10 / THE CURRICULUM / 11 ST. JOHN'S COLLEGE THE PRECEPTORIAL For about nine weeks in the middle of the year the seminars of senior classes are replaced by preceptorials. These are small groups engaged in intensive study of one book, or exploration of one several books. Students are usually given a choice of sixteen to or subjects of particular interest to the Tutors who offer them. St indeed suggest a topic and invite a Tutor to study it with them. Although many preceptorials study one of the books of the se or a theme suggested by the seminar reading, some preceptorials with books and themes the students would not otherwise encou program. There are generally seven or eight students in a precepton by a Tutor, they proceed at a pace more leisurely than that pe the seminar. Usually the student's work is completed by the w paper, which may be read in draft to the preceptorial and criticiz other members. Listed below are preceptorial subjects offered on the two ca a recent year. Aristotle: Politics Camus Clement of Alexandria The Constitution of the United States: The Founding Dante: Purgatorio Dostoevsky: The Brothers Karamazov Freud Galileo Goethe's Plays - chiefly Faust Gothic 1200-1400 Hume's Moral Philosophy Kant: Critique of Pure Reason The Logic of Hegel The Love Poetry of John Donne Marx Mathematics and Kant Modern Theatre More: Utopia Nietzsche Plato: Laws Plato: The Sophist Psychoanalytic View of Character: Freud and Reich toric of J. S. Bach · e: Hamlet e; The Tempest ern Protestant Theologians cannot suffice as the only means to the end of liberal education. nature the seminar does not give the student an opportunity to habits of methodical and careful study. Other instructional . wst therefore support it; these are the tutorials in language, mathetrd music For four years a student attends one language tutorial and ematics tutorial, usually four mornings a week. Three times a week s also attend a music tutorial, orials, around a table, eight to fifteen students study and learn nder the direct guidance and instruction of a Tutor. Each tutorial ts an hour. The tutorial provides conditions for collaborative manifold teaching and learning relations that hold in a company riends. As in the seminar, students talk freely with one another and , but the discussion focuses sharply on assigned tasks. There is ty for each student to contribute his measure of instruction to his ther tutors often attend, seeking to learn about a particular subject, y may later teach. 11dent will work in the language and mathematics tutorials with one follow students, and in the laboratory and the seminar with another. the students in his tutorials will also be with him in his laboratory THE LANGUAGE TUTORIAL in higher education has led to a profound neglect of skills. As country is separated from country by the barrier of Ianprofession is separated from profession by technical jargon., The tutorial attempts to remedy this condition by a training in the means communication and persuasion, In a broad sense, it may be cona present-day restoration of the age-old studies of grammar, .and logic. The tutorials seek to understand the relation between and thought To do this they must study the fundamental ways fl be put together, the modes of signifying things, the varied conno~ �12 / THE CURRICULUM / ST. JOHN'S COLLEGE tations and ambiguities of terms, the role of metaphors and analogies logical relations between propositions. ' The primary purpose of the language tutorial is thus not the ma any foreign languages. By studying these, however, and by translatin into English, by comparing them with each other and with English, the learns something of the nature of languages in general and of his particular. During the four years, then, he is studying language as the di of reason and, through the medium of foreign tongues, his native He is discovering the resources of articulate speech and learning the r\J must govern it if it is to be clear, consistent, and effective; if it is to quate and persuasive. The medium for accomplishing this is Greek first and second years and French in the third and fourth years. in the beginning the emphasis is on the grammatical forms and tions and the vocabulary of the language being studied. Brief pas prose and poetry are committed to memory. But after a short t tutorial shifts to something more concrete: the slow and careful read discussion of works of poetic imagination or philosophical thought. T rapid reading for the seminar, with its attention to the large outli general trend, the development of the central idea, is supplemert corrected by a more precise and analytical study, concerned with eve and particular shade of meaning, and also with the abstract logical and rhetorical pattern of a given work. Those are matters that do n come directly into seminar discussions. The student's concern with the language tutorial improves all his reading, for whatever immedi deepens and enriches his understanding, and increases his ability t clearly, and to talk well. The second purpose of the language tutorial is support of the The further the student advances, the more the language tutorial influence the seminar discussion. It brings issues to the fore whi otherwise have been neglected and introduces more precision into t in which a problem is being discussed. A third aim of the language tutorial is the learning of the languages themselves. In the time allotted to the study of each mastery of either of them is, of course, impossible. Ability to speak guage is not an aim of the tutorial. That ability may best be acq living abroad, or by an intensive course. What the student can r expect to attain is a knowledge of the grammatical forms and a f the peculiarities of the language, within limitations. To experience viduality of another language is to extend the limits of one's sensib The choice of the foreign languages is in part dictated by reading schedule and is in part arbitrary. Different languages might 13 ut changing the pattern and aims of the tutorial. The first year of Greek, er, goes well with the freshman seminar and mathematics tutorial, e continuance of Greek into the second year advances the work of the .he French of the third year begins with a brief, intensive study of grammar followed by the reading of a French text. The aim here is mical progress toward facility in the reading and writing of simple . Students already fluent in French may be exempted from these early Then follows examination of the form and content of French prose ns. Discussions of both form and content are related to appropriate assignments, including exercises in translation in which the student ts to match in his own tongue the excellence of his models. in the semester a complete play in verse is read. the fourth year passages from English writers are translated into '· discussion of students' versions is helped by comparison with expert ons of each text chosen. The principal activity of this year, however, . ading of French poems. Its immediate object is the understanding 'oyment of each poem in its parts and as a whole. It also provides a tial basis for discussion of the art of poetry and clarifies the relation art to the traditional liberal arts of language. Writing assignments inin translation more ambitious than those attempted in the THE MATHEMATICS TUTORIAL t to their mother tongue the language of number and figure is the ortant symbolic possession of men. In view of the scientific and I conditions of modern life, the elimination of mathematics as a ent in education is most disturbing. This default has become so now that many persons believe that they natively lack mathematical the language of number and figure is not a matter of special though obviously the high aptitude of a great mathematician is rare. �THE CURRICULUM / 15 14 / ST. JOHN'S COLLEGE Even before reaching its explicit scientific formulation, integral part of our understanding of the world that surrounds us. tries to overcome this alleged mathematical disability and, through , teaching techniques, to effect an understanding of the fundamentaf and intention of mathematics. .\ The student begins with the Elements of Euclid. Using Euclid's 0 tion of the mathematical discoveries of his predecessors, he gains of deductive science and of a mathematical system in general; he acquainted with one view of mathematical objects - its central e found in the theory of ratios - which is buried under the found modern mathematics. After Euclid he begins the study of Ptolemy's his treatise on astronomy, centering attention on the problem of "hyp· constructed to "save the appearances." That the tutorial reads Ptole cates the difference between the mathematics tutorial at St. John's ordinary course in mathematics. Ptolemy presents a mathematical t the heavenly motions, but he gives more than that: his work is bot ample of mathematics applied to phenomena and a companion to th sophical, poetic, and religious readings that are taken up in the second year. in the second year the student continues the study of Pto!emy1 gives him a background for the reading of Dante and emphasizes th culties and discrepancies of the geocentric sy>tem which point straigh the Copernican revolution. He studies Copernicus's revision of Pt heliocentric form. He next takes up the Conics of Apollonius to synthetic presentation of the very objects whose analytical treat Descartes marks the beginning of modern mathematics. After this h analytic geometry, which presents the conic sections in algebraic f thus gains an understanding of algebra as the "analytic art" in gener In the third year, the student studies the calculus as Newton it and in its modern form. This study is followed by a reading of D theory of numbers. He next takes up the astronomical parts of the in which Newton brings heavenly and earthly motions under one supersedes a purely geometric astronomy with a "dynamic" theory in the orbits are governed by laws of force. Here again the mathematics is more than a mathernatics course. It is both an introduction to phy a foundation for the study in seminar of the philosophical outlook modern world. In the fourth year the reading of Lobachevski's approach Euclidean geometry invites reflection on the postulates of geometry1 as on the nature of the geometric art as a whole. This is latter half of the year by the study of the geometrization of in Einstein's special theory of relativity. On the Annapolis campus1 program for the latter half of the year: some of the students fojective geometry, in which the enterprise which began with Euclid in a remarkable way, now generalized, to its starting point. throughout the four years the students are in continual contact with the pure science of mathematics but also with the foundations ematical physics and astronomy. All along, the mathematics tutorial the seminar discussions as they bear on the relation of man to nature, ria of intelligibility, the nature of knowledge, and the all-powerful symbols in imagination and thought the mathematics tutorial the student engages actively in demonstrapropositions, the blackboard becoming the arena of intense logical :s. The student is made to see how the discovery of logical inconleads to a revision of the assumptions upon which mathematics But it is not only logical rigor that is expected of the student; his tion is constantly brought into play. Whenever the occasion requires tudent has to exercise his skill in the solution of problems. All this preoccupation with mathematical objects and methods, however, is ent to the more general consideration of the relation of mathematics ions raised in the seminar. On the other hand, the mathematics .t"Salso refer directly to the work done in the laboratory. .e chief aim of the mathematics tutorial is to give the student nature and practices of thinking, of reasoning that proceeds syste- �THE CURRICULUM / 17 16 / ST. JOHN'S COLLEGE matically from definitions and principles to necessary conclusions. and becomes familiar with the power of a method or methods that ca into a single formula or law the most diverse phenomena and can predict and even control their occurrence. His intellectual imagin freed and developed to the point where he can investigate the stru worlds that are possible - that is, consistent - beyond the powers It is in the various mathematical sciences that imagination and r seen at their most impressive and effective. Here all is distinct, or necessary. To see reason thus at work - building its structures as mathematics, or making the world intelligible as in the mathematical of nature - is perhaps the most exciting and absorbing of all activities. Insofar as the modern world is the creation of the age of St. John's handling of mathematics and science is an excellent and indispensable experience for anyone who wishes to know what m means. An education based on the popular view of the liberal arts humanities as meaning only literature, art, philosophy, and history prepare one to live in today's world. On the other hand, the tea sciences divorced from the humanities is equally destructive of a cap understand the modern World. THE MUSIC TUTORIAL e of the aims of the St. John's program has been to restore music as a t to the curriculum. The study of music at St John's is not directed technical skill but towards an understanding of the phenomena of he ancients accorded music a place among the liberal arts because erstood it as one of the essential functions of the mind, associated mind's power to grasp number and measure. The liberal art of music ed for them on the existence of ratios among numbers. The study c is valuable in training the mind to a sense of ratio and proportion. 'particular, the music program at St. John's aims at the understanding tc through close study of musical theory and analysis of works of literature. In the freshman year, by way of introduction, all students chorus. In the sophomore year a tutorial meets three times a he music tutorial reflects two different but complementary aspects fo. On the one hand music is intimately related to language, rhetoric, try. On the other it is a unique and self-sufficient art, which has its p in nature. work of the tutorial includes an investigation of rhythm in words as notes, a thorough investigation of the diatonic system, a study of the musical intervals, and a consideration of melody, counterpoint, and . None of these is done apart from the sounding reality of good the inventions of Bach, the songs of Schubert, the masses of Palestrina, !iras of Mozart, the instrumental works of Beethoven, and, from this a major work of Stravinsky and one of Schoenberg, are the real textn the second semester at least one major work is analyzed closely. inars on great works of music are included as part of the regular schedule. Instead of reading a text, students listen to recordings of a s:ition and familiarize themselves with its score before the seminar 'Group discussion of a work of music, as of a book, facilitates and $the understanding of it. of the College, on the front cover of the catalogue, shows seven rrounding a pair of scales. The balance, no less than the books, es the tradition of the liberal arts. It stands for the instruments of the laboratory, which may well be the most characteristic institution odern world. e hundred years ago algebra and the arts of analytic geometry were d into European thought, mainly by Rene Descartes. This was one reat intellectual revolutions in recorded history, paralleling and in �18 / THE CURRICULUM / ST. JOHN'S COLLEGE 19 biology, and chemistry are pursued. There is the art of measurement, lnvolves the analytical study of the instruments of observation and ment; crucial experiments that mark the history of science have to roduced; the interplay of hypothesis, theory, and fact has to be carerutinized. All of this is supported by the mathematics tutorials, which a clear understanding of mathematical techniques. 5 e task, however, is not to cover exhaustively the various scientific 'nes, to bring the student up to date in them, or to engage in specialized h. It is rather to make the student experience and understand the -cance of science as a human enterprise involving fundamental assumpand a variety of skills derived from the practice of the liberal arts. The does not subscribe to the sharp separation of scientific studies from anities, as if they were distinct and autonomous domains of learning. eed not be ''two cultures." Different fields of exploration require t methods and techniques, but the integrity of scientific pursuits stems purees common to all intellectual life. THE ORGANIZATION OF THE LABORATORY WORK part determining the other great revolutions, in industry, politics, moral religion. I has redefined and transformed our whole natural and c world. It is a focal of the St John's program and one which the C takes special care to emphasize. There is scarcely an item in the curd that does not bear upon it. The last two years of the program exhibit t reaching changes that flow from it, and these could not be appreciated out the first two years, which cover the period from Homer to De~· Modern mathematics has made possible the exploration of n phenomena on an immense scale, and has provided the basis for w known to us as the laboratory. The intellectual tools of the laborator the consequence of the vast project of study conceived by the great thi of the seventeenth century. They are based on a mathematical interpr of the universe, which transforms the universe into a great book wri mathematical characters. liberal learning is concerned with the artifices of the human min the human hand that help us to transcend the factual by confronting if universal principles. For this purpose St. John's has set up a four-year I tory in the natural sciences, wherein characteristic and related laboratory program is largely determined by three considerations tto the liberalization of the study of science: (1) The formally schedperimental work must be combined with a full and free discussion of uments and principles involved in it. (2) The content of the work e so chosen as to enable the student to trace a scientific discipline to ts in principle, assumption, and observation. Thus certain integrated of sub1ect matters are to be selected as problems in which the roles of and experimentation can be distinguished through critical study, schedule of laboratory work should give opportunity for leisurely but ve experimentation. The student must have time to satisfy himself as to gree of accuracy his instruments permit, to analyze procedures for s of error, to consider alternative methods, and on occasion to repeat ire experiment. Only thus can he come to a mature understanding of nces called 1 'exact." laboratory section consists of fifteen to twenty students working under idance of a Tutor, with the help of more advanced students serving as ts. Sections meet twice a week. A laboratory session may be used for on and discussion of theory, for experimentation, or for both, as gress of the work requires. Occasionally a laboratory meeting is refor the discussion of a classic paper or other text directly related to pie at · writings of Aristotle, Galen, Harvey, Lavoisier, Huygens, , Fresnel, Darwin, Faraday, /Ylaxwell, Thomson, Rutherford, and Bohr ong those regularly used in this way, in all the work of the laboratory, the laboratory manuals written at the College, the purpose is to achieve mate mixture of critical discussion and empirical inquiry, �20 / ST. JOHN'S COLLEGE THE CURRICULUM / ITS CONTENT The general topics of study have been chosen from elementary and. biological science. In terms of traditional names for various bra scientific endeavor, the work schedule may be outlined as follows:.· First Semester 1st Year 2nd Year 3rd Year 4th Year Second Semester Theory of measurement Chemical atomism Biology Mechanics, optics, and force-fields Atomic structure Electromagnetism PHYSICAL SCIENCE In the first semester freshmen study the problem of measurem student learns the elementary processes of measuring length, area, density, musical pitch, pressure, temperature, and heat, and becomes the theoretical assumptions underlying these measurements. He also the problems of summarizing the data of measurement and of estim accuracy of the results. In the second semester the student confronts the phenomena a ments, largely chemical, which lead to the development of a theory in terms of discrete particles. The emphasis thus shifts from individu urements of continuous magnitudes to the construction of a coherent theory that will embrace diverse phenomena. The exercises follow which is both historical and logical, beginning with the distinction pure substance and mixture, element and compound, and continu the laws of weight-combining proportions of gases. The principle of is then introduced as the key to the problem of determining a co • of atomic weights. Finally, the periodic chart of the elements is pres the culmination of this process. In the third year the laboratory deals with topics common to a of the traditional divisions of physics, such as mechanics, optics, and magnetism. The mathematical tools of physics are put to work in oratory at the same time that their rigorous development is pursue mathematics tutorial. As the tools of the calculus become avai emphasis shifts from a direct, qualitative description of force, ac work, energy, and potential fields, to their reformulation in more ap terms; at the same time the physical concepts serve to illustrate th matical ideas. The concepts of mechanics are then used to formulat tive theories of light- corpuscular and wave - and the appropriat either is considered. 21 the senior year electromagnetic theory is approached initially in classical physics, and then developed beyond those terms to the characterization of the electromagnetic field by Maxwell's equanally, the principles of optics are reviewed as possible consequences l's equations, and the appropriateness of a mechanical model for mined. any ways the work of the senior year is a return to questions t first raised as a freshman. The senior laboratory takes up anew of atom ism - but now the atom itself has become the object of epared by his work with electrical phenomena, the student can the questions of atomic stability that lead to the revolutionary hypothesis of Bohr and the wave mechanics of de Broglie and r. Through a sequence of historic scientific papers and related ts, the concepts of particle and wave, of discreteness and conain new meaning. Ultimately the student must reconsider another " problem-that of measurement-in the light of the "new physics." �22 / ST. JOHN'S COLLEGE THE CURRICULUM / 23 BIOLOGICAL SCIENCE In the second year the laboratory takes up the study of Using the theory of evolution as a unifying idea, the laboratory life in four aspects or units of work. First the lower animals or inve are considered. The student observes and dissects representatives of t groupings of invertebrates. General topics such as the origin of life, tion of part to whole and of form to function are discussed as the obs and dissections bring them to the fore. From invertebrates the student moves to gross anatomy, with emphasis on the circulatory system and the structure of a complex 0 the eye. Further light is thrown on the questions first raised the invertebrates. The interaction of organ systems is explored. After the study of animal forms the laboratory proceeds to the i embryology, development, regeneration, cell migration, and cell di of growth and formal differentiation are elicited from the fourth unit is concerned with genetics and the genetic study of ions. Mendel's theory of heredity, the molecular theory of the gene, results of laboratory studies of small fruit-fly populations are confrom the viewpoint of their evolutionary significance. general, the laboratory consists of close observation, through microrwith the naked eye, together with constant theoretical interpretation observations, in class discussion and through reports and papers. nt works by biological scientists are read in conjunction with the and discussions. They include the seminal work of Harvey, lv\endel and the modern extensions and criticisms of the work rly masters. The purpose of the biology laboratory is thus to acquire of self-moving matter. LECTURE ·culum as described so far has been shown to use the medium of 1 of recitation, of student participation at every stage of the work. evenings, however, a different pattern of instruction prevails. The is the occasion when the student has an opportunity to listen and attentively. The subject may be closely connected with seminar or it may open up a new field of interest and test the student's s to absorb new information and to follow arguments in unfamiliar anthropology or space science, painting or architecture. The lecturers visiting scholars, but not infrequently members of the St. John's ne visitor may be from the academic world or from the arena of ne may be a poet or an artist Sometimes a concert replaces lecture is followed by a discussion. Here the lecturer submits himself ed questioning by the students, with the faculty participating. Often ion turns into a seminar. Thus the formal lecture serves two it inculcates in the student the habit of listening and following the a subject he may not be familiar and it also provides him inity, in the discussion period, to exercise his dialectical skill in a different from the classroom. It is here that he can himself test of his understanding and the applicability of what he has learned. range through a variety of subjects. Sometimes the student is with opposing views on a given subject Some of the lectures diate repercussion in the seminars and tutorials. Others may have on the direction that a student's work takes within the the program. �24 / ST. JOHN'S COLLEGE LECTURES AND CONCERTS The Academ The list below provides examples of lectures and concerts given the other campus. "Blake: The Dance of Eternal Death" Charles Bell "Body Schema" Erwin Strauss "The Mixed Kind of life and the Combining Kind of Mind" Robert A. Goldwin "Music for Unaccompanied Violin'; Matitiahu Braun · "Broken Mirrors, Reflections on Man and Religion" Frank Flinn "On a Measure in Mozart" Elliott Zuckerman Concert Juilliard String Quartet "The Ontological Argument" Robert Neidorf "Chaucer's House of Fame" John Chamberlin "Plato's Ion" Jacob Klein Choral Concert Los Alamos Choral Society "Political Decentralization" Robert Hazo "Competing Principles in Music" Robert Parr "The Quest for the GraiL Structu Symbolism in Prufrock, The Wast and Four Quartets" Burton Blistein "The Constitution and Threats to liberty" Walter F. Berns "The Federalist Papers" Martin Diamond Renaissance Concert Ars Antiqua, the Elizabethan Trio Peabody Conservatory of Music "From Chaos to Purpose" Roger Peterson "Rousseau's Social Contract" Charles Butterworth "Hamlet" -A Dramatic Reading Faculty and Students of St. John's College "Student Rebellion and the Nazrs:· The Rise and Rule of Hitler" Beate Ruhm von Oppen Harpsichord Concert Douglas Allanbrook "I Think, Therefore I Am" Samuel Kutler "language, /V\eaning and Thought" Mortimer Adler "Law and Education" Harris Wofford "Medea: Hero, Goddess, Woman" Bernard M. W. Knox "The Trojan Women" The King William Players "The Venetian Phaedrus" (Thomas Mann's Death in Venice) Eva Brann "Words and Silence" William Darkey "Whether Space Is the Subject of. Geometry" Marcus Berquist 0 Order ~ng is a cooperative enterprise, and it is best carried out when per.·. different stages of comprehension work together. The typical learning n at St. John's involves a small group of learners. First in line come the achers, the writers of the great books, who are talking in most cases at point of their learning. Next come the reading and talking teachers, rs, who are members of the faculty; in their stage of learning they are ere between the authors and the best students. There then follow r students at distances proportional to the degree of their understandold-fashioned ranking of classes in the little red schoolhouse is the t image here. At the head of the class is the author-teacher, at the the class the poorest student in relation to the subject matter. All the are both teachers and pupils, each learning from those above and g those below, The aim in all the classes is to exploit the differences ledge, character, and skill as they are distributed among students kind of teaching and learning that goes on at St. John's presupposes, faculty differing in many ways from the faculties of more conventional Each Tutor normally has a specialized competence in at least one knowledge, Beyond that he must be willing to acquire a certain ss in other fields of knowledge and a competence in the liberal arts. mean that he has to re-educate himself. He is expected to teach asses in subjects other than his own. Ideally, the Tutor will eventually ght classes in every part of the program. He thus for the first his teaching at least, attend classes in the same way as a student: his ming goes along with his teaching; just as the student does, he prorom year to year in the curriculum; and that continuous learning and bring in ever-increasing measure, into dose familiarity vvith e program. s a member of the St John's faculty is never confined in his scholastic to a single division of the program, He is, and has to be, a teaching of a seminar and of either two tutorials or of one tutorial and a lab~ ection, Each Tutor is constantly passing on the special skills he to his colleagues who might require them in their classes. ce it is necessary, on the other hand, that Tutors probe more deeply foundations and wider contexts of the subject matters that are the materials at St. John's, to avoid staleness and the ever-present �26 / ST. JOHN'S COLLEGE danger of succumbing to routine performance, faculty study gr up'. Members of such groups are relieved partially of their ordin duties. They e~gage in a thorough study and exploration of a su by the Instruction Committee of the faculty. Scholars from oth . . h fil may JOm t e ~roup for certain periods. Although the subject may not be directly related to the St. John's curriculum, the study groups opens new perspectives for teaching and learning a THE INSTRUCTION COMMITTEE The Instruction Committee is a committee of Tutors responsible f t~e Deans on all matters of instruction - whether concerning cur nmg or the academic standing of students. It also advises the p Provost on appointments to the faculty. The Committee consists and twe~ve Tutors, six elected by the Tutors on each campus of the President and the Provost sit with the Instruction Commitee. Each Dean is the Chairman of the Instruction Committee on t where he serves; the members of the Committee on each campus the Instruction Committee for that campus and meet at frequ throughout the year. The full Committee meets annually, alte tween the two campuses, and the Deans alternate as Chair Instruction Committee. THE ACADEMIC ORDER / 27 most distinctive mark of St. John's College is the fact that all of the same year are reading the same books at the same time me immediate preparation. This may be the week when all freshrning the Greek alphabet; or the weeks when they are meeting type of Greek mathematics in the fifth book of Euclid's Elements; of the first assignment in Thucydides, when the seminar leaders ng if the students will see the implications for liberty in Pericles' tion. These are the educational realities that a common schedule emphasizes. The only exceptions to the common schedule occur preceptorials in the junior and senior year. A SAMPLE FRESHMAN SCHEDULE FOR ONE WEEK Monday Mathematics Tutorial Language Tutorial Language Tutorial Wednesday Thursday Mathematics Tutorial Tuesday Mathematics Tutorial Language Tutorial Friday Language Tutorial Mathematics Tutorial Chorus THE LIBRARY The books chosen for study at St. John's are collected in the lib best editions and translations that can be obtained. These books fully selected modern texts for the laboratory are the core of t essential to the teaching of the program. A good general collection essary supplement; a specialized, highly technical one would have Eac~ year books in mathematics, science, philosophy, religion, music, poetry, literature, and history are purchased. The library su representative periodicals and newspapers. A committee of the fac the Librarian in selecting books and periodicals. The library in Ann completely renovated three years ago and now includes two full stacks, study carrels, a large reading room, newspapers, microfil and periodicals. The Bray Collection, which was the first public the American colonies, and the King William Room occupy the The Annapolis library maintains a collection of about 60 000 v Santa Fe, the collection has been growing at the rate of 3,000 volu year and now numbers over 25,000 volumes. Laboratory Laboratory Seminar Seminar Formal Lecture for the preceptorials in the junior and senior years and certain laboratory work for which the upperclassmen may choose their the schedule is the same for all students. Each morning for either ur days a week they spend one hour in a language tutorial and in a mathematics tutorial; sophomores also spend three hours a music tutorial. Twice a week they spend up to three hours in the . Two evenings from eight to ten they attend a seminar. A formal concert is given once a week. Nineteen to twenty-one hours per ent in regular classes. ar is divided into two semesters of sixteen weeks each, separated during which the seminars meet as usual but tutorial and labora- �THE ACADEMIC ORDER / 29 28 / ST. JOHN'S COLLEGE er and to problems that may not have been treated in any of his fpr freshmen the first oral examination of the year is given before ;ter Vacation, and for juniors and seniors just before preceptorials SOPHOMORE ENABLING sophomores the annual essay holds a position of special importance. 5 a major part of the process called enabling. This is a review by tion Committee, with the advice of all the sophomore Tutors, of t's learning during the two years he has spent in the College. tion of his proficiency in the liberal arts, the annual essay carries t. A student is enabled, or allowed to enter the junior class, only bmitted a satisfactory essay and only if, in the judgment of the Committee, he is sufficiently prepared for the work of the last In particular, the enabling judgment looks to the possibility of t's writing an acceptable senior essay. THE FRENCH READING KNOWLEDGE EXAMINATION tory meetings are suspended. Special events are scheduled in thi~ and don rags for upperclassmen are held. Since this week is not c a holiday, but a welcome change in the instructional routine, stu required to remain in residence. ESSAYS AND EXAMINATIONS ESSAYS Every freshman, sophomore, and junior submits an essay theme suggested by his seminar reading. In Santa Fe, an essay is s each semester; in Annapolis, each year. The essay is not a resear with extensive footnotes and a bibliography, but rather an attempt part of the student to set out in writing, as clearly as he can, his own~ on some aspect of the liberal arts. The essay in the second semester the center of his final oral examination in the spring. ORAL EXAMINATIONS At the end of each semester, oral rather than written examina held. These are conducted by the seminar leaders, with the volun ticipation of other Tutors. The student is questioned freely and i on the texts he has read and on his critical and interpretative It is not the aim of the examiners to find out how much the student· bers. He is encouraged to consider different parts of his study in re e. being granted the degree of Bachelor of Arts, each student must amination to show a reading knowledge of the French language. ination must be passed before the beginning of the senior year and uisite to enable a senior to become a candidate for the degree of f Arts. THE ENABLING ORAL EXAMINATION enior enabling oral examination is given to the student in the fall inning of his fourth year. It is focused on a number of books r rereading and study during the preceding summer. They correuantity to about twelve seminar readings and are chosen by the Committee from the seminar lists, with a view to covering key the four years. The passing of this examination confirms a student's candidate for the degree of Bachelor of Arts. THE FINAL ESSAY AND ORAL EXAMINATION senior year the student is required to present to the faculty a related to some aspect of his four years' work. Again it is not inbe a piece of specialized research, but rather a sustained performe liberal arts. Four weeks at the start of the second semester are r essay writing; during this period the seniors attend no classes. essay is approved by the faculty committee to which it has been r reading, the student is examined upon it by the committee in g public oral examination. No degree is awarded unless both the the oral examination are satisfactory. The senior essay is regarded ion of the student's learning. �30 / ST. JOHN'S COLLEGE THE ACADEMIC ORDER / 31 ACADEMIC STANDING Because St John's classes are small and intimate and consist largely.', active participation of the students, every Tutor is aware of his st progress from day to day. The Tutors' appraisals of a student are therefore not alone on quizzes and tests, which are rare, but on the st total performance as a member of the learning community. The Tutor's comprehensive judgment of a student is reported ~ Dean periodically as a conventional letter grade, but not to the ·s'" Students will be told their grades if they insist. They are encourage· ever, not to work for grades, but rather to try to develop their 0 understanding. If it becomes evident that a student is not pro~re all, or that the learning process has stopped and cannot be reviv student is asked to leave the College. Ideally, there is no reason for dropping any normal student course of study. It is assumed that each student has the required ca until there is clear evidence to the contrary. The curriculum is vaq rich enough for great diversity of interest, performance, and achiev and there is ample room within it for a wide range of ability and f vidual choice and guidance. Moreover, St. John's is free from the pr of conventional examinations and competition for grades. · Attendance at all regularly scheduled College exercises is requ record of absences is kept This record is taken into consideration wh there is occasion to determine academic standing. THE DON RAG At the end of each semester the student meets all his Tutors in t rag. The don rag is a consultation of student and Tutors for the pur diagnosis and prescription rather than for reporting of marks. The report to one of the seminar leaders on the student's work during the· ter; the student is then invited to report on himself and to judge work. Advice may be requested and given; difficulties may be aire. grades are not reported or discussed. The first freshman don rags ar the week before the Winter Vacation. THE ST. JOHN'S DEGREE OF BACHELOR OF ARTS The student who completes the four-year curriculum satisfactorily is a the degree of Bachelor of Arts. Students who enter in the January graduate in three and one-half years, but they spend their first sum completing their freshman year, so that they too complete a four-y For transcript purposes, St John's seminars, tutorials, and laboratories .translated into terms of conventional subjects. The curriculum is the Jent of approximately one hundred twenty-eight semester hours. GRADUATE STUDIES AFTER ST. JOHN'S ch year many St. John's seniors elect to do advanced work in a wide .of graduate and professional schools. Experience shows that leading sities admit St. John's graduates with creditable records. Since St. ,offers no majors in specific subjects, however, some may find it necto take undergraduate courses during their first year of graduate or ional study, in some but not all fields. hatever the attitude of the graduate schools, St John's refuses to .·the imposition of preprofessional specialized requirements on its curriculum. The College knows well enough that to educate a man fess, and yet far more, than is required to satisfy the shifting stand. specialized skills. following table shows the professions or fields of advanced study by one or more St John's graduates; education, mathematics, law, e, philosophy, and theology have attracted the greatest numbers. ministration ing Geology History History of art History of science International relations Journalism Languages Law Library science Literature & writing Logistics management Mathematics Medicine Meteorology Music Nursing Oceanography Philosophy Physics Political science Psychology Public administration Social anthropology Social work Sociology Systems analysis Theology Writing . JOHN'S DEGREE OF MASTER OF ARTS 's College awards the degree of Master of Arts. The requirements degree are determined by the general task the College has set for :Master's degree may be awarded to a Tutor who has completed two f teaching at St John's. He must petition the Instruction Committee '· 1iss1on to present himself as a candidate for the degree. He must ~uhmit a thesis on a topic approved by the Instruction Committee and ).n oral examination upon it. The topic must have some bearing on ''derstanding and practice of the Iiberal arts. �THE ACADEMIC ORDER / 32 / ST. JOHN'S COLLEGE THE GRADUATE INSTITUTE IN LIBERAL EDUCATION A graduate program, leading to the M.A. degree in the liberal arts ducted during the summer on the Santa Fe campus. It is designed f~r ates of colleges other than St. John's and is particularly well suited needs of high-school teachers. The program, which is based on the St. John's list of readings, is into four subject areas: Politics and Society, Literature, Philosophy ology, and Mathematics and Natural Science. Each summer sesslcJ eight weeks and consists of seminars, tutorials, and preceptorials. nars are modeled on those of the undergraduate college; they are l to about twenty students. The tutorials are smaller classes devoted close reading of texts. In the preceptorial the student chooses a top taining to one of the books studied and, under faculty guidance, long essay. For each section of the program nine credits are gra four sections are required for the degree, though students who have graduate credit may be eligible for the degree after three summers. tions may be taken in any order. More detailed information and a catalogue may be obtained by writing to the Graduate Institute Education, St. John's College, Santa Fe, New Mexico 87501. 33 ST. JOHN'S LIST OF GREAT BOOKS oks that serve as the core of the curriculum were chosen over a period rly forty years, first at Columbia College, at The University of Chicago, University of Virginia, and, since 1937, at St John's College. The distri.0f the books over the four years is significant Something over two d years of intellectual history form the background of the first two bout three hundred years of history form the background for almost many authors in the last two years. first year is devoted to Greek authors and their pioneering underof the liberal arts; the second year contains books from the Roman ieval periods; the third year has books of the seventeenth and eightturies, most of which were written originally in modern languages; rth year brings the reading into the nineteenth and twentieth centuries. e chronological order in which the books are read is primarily a matter nience and intelligibility; it does not imply an historical approach to ct matter. The St. John's curriculum seeks to convey to the student an tending of fundamental problems that man has to face today and at es. In doing that it may help the student to discover a new kind of ar perspective and perceive through all the historical shifts and the permanence and ever-present gravity of human issues. he list which follows is subject to constant review and revision by the ·on Committee of the Faculty. Books read only in part are indicated FRESHMAN YEAR Iliad, Odyssey History* Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Co/onus, Antigone Hippo/ytus, Medea Clouds, Birds Ion, Gorgias, Meno, Republic, Apology, Crito, Phaedo, Symposium, Parmenides; Theaetetus, Sophist, Timaeus, Phaedrus The Peloponnesian War On the Soul,* Physics,* Metaphysics,< Nicomachean Ethics,'' Politics,' Organon,* Poetics Elements• On the Nature of Things Elements of Chemistry''' Arithmetic• SOPHOMORE YEAR Discourses,* Manual Conics, 1-111 �34 / SL JOHN'S COLLEGE Virgil: Tacitus: Plutarch: Gibbon: Ptolemy: Galen: Plotinus: Augustine: Anselm: Thomas Aquinas: Dante: Chaucer: Rabelais: Machiavelli: Luther: Calvin: Copernicus: Montaigne: Bacon: Kepler: Donne: Shakespeare: Harvey: Darwin: THE ACADEMIC ORDER / 35 Aeneid The Bible* Annals* Lives* The Decline and Fall of the Roman Empire Almagest* On the Natural Faculties Fifth Ennead Confessions Song of Roland Proslogium Summa Theologica,* Summa Contra Gentiles* The Divine Comedy The Canterbury Tales* Gargantua and Pantagruel* The Prince, Discourses* A Treatise on Christian Liberty, Secular Authority Institutes* On the Revolution of the Spheres* Essays* Novum Organum Epitome of Copernican Astronomy, IV, V Poems* Richard II, Henry IV - Part 1 and Part 2, As You Like Night, Othello, Hamlet, Macbeth, King Lear, The Tempest, On the Motion of the Heart and Blood Origin of Species* JUi'llOR YEAR Cervantes: Galileo: Descartes: Hobbes: Spinoza: Milton: Pascal: Racine: Newton: Huygens: Locke: Berkeley: Leibniz: Swift: Fielding: Hume: Rousseau: Adam Smith: Don Quixote Two New Sciences* Rules for the Direction of the Mind,* Discou1se on Method, Geometry," Meditations leviathan* Theologico-Political Treatise Paradise Lost,* Samson Agonistes Pensees• Phedre Principia,* Optics• Treatise on light* Essay Concerning Human Understanding,* Second Treatise of Government Principles of Human Knowledge Discourse on Metaphysics, Monadology Gulliver's Travels Tom Jones Enquiry Concerning Human Understanding, Dialogues Natural Religion The Social Contract The Wealth of Nations* Critique of Pure Reason,* Critique of Practical Reason; Fundamental Principle of the Metaphysics of Morals Declaration of Independence, Articles of Confederation, United States Constitution The Federalist* Billy Budd, Benito Cereno SENIOR YEAR ille: Fables* Faust* Philosophy of History,* Preface to the Phenomenology of Spirit, Logic,* Philosophy of Right• Fear and Trembling, Philosophical Fragments Theory of Parallels* Capital,* Communist Manifesto, Preface to Critique of Political Economy," Economic and Philosophic Manuscripts• War and Peace Birth of Tragedy, Beyond Good and Evil Pride and Prejudice The Possessed, Crime and Punishment, The Brothers Karamazov, The Idiot Poems* Tristan and Isolde A General Introduction to Psychoanalysis Democracy in America* enls from American Political History Philosophical Papers* Poems* On the Electrodynamics of Moving Bodies �36 / ST. JOHN'S COLLEGE Residence and Student Life · e policy of the College to encourage any spontaneous group activity hows promise of becoming a constructive contribution to the life of the ·.· nlty. Generally, such activities in Annapolis are under the sponsorship student Polity. In Santa Fe, for the most part, they are sponsored iny by the students themselves. The College cooperates in the financing e activities that require expenditures, and gives advice when it can be I. 'is no paradox, in view of the above, to say that the main purpose of rricular activities is relaxation and recreation. Students can work in or they can regard play as a natural component of a graceful, ble, and well-rounded human life. Since the things a person enjoys are ly correlated with that person's character and stage of development, eational activities that students enjoy are the spontaneous fruit of their ng knowledge and maturity. Work and play are not set over against er so that the work of the curriculum is looked upon as drudgery to ured until it is possible to get away to the movies. If this should be the would indeed become meaningless and dull, and the hard work curriculum would be wasted. Rather, the discovery and choice of ceras enjoyable, and the rejection of other forms of recreation as follow as free and natural consequences of the student's expandilities, and must be proportionate to them. Recreational activities have ive their vitality from these newly developed powers which support or else they cease to be enjoyable. Thus recreation and become an Fil part of the student's life. CAMPUS its founding as King William's School in 1696 1 St John's College has ~ltuated in the colonial seaport town of Annapolis, capital of the State ry!and. Its population of 30,000 people are occupied principally with the g of midshipmen at the United States Naval Academy, with the governf the State and of Anne Arundel County, with the fishing and "onai activities of Chesapeake Bay, and with the iberal education of men and women at St John's College. u... o z 0 i= <( u G:: <( " 0 u Vl Vl V) _, ~ i::"' u ()) ()) >- e campus of thirty-six acres lies one block from the State House and the street from the Naval Academy yard. Fifteen buildings provide ysical plant of the College, including three historic eighteenth-century s and four completely modern buildings erected within the last . There are six student dormitories, four for men and two for women. �38 / ST. JOHl~'S COLLEGE RESIDENCE AND STUDENT LIFE / THE STUDENT POLITY The Student Polity, originally formed in 1945, is the organ of government on the Annapolis campus. Its purposes are as follows: (1) to promote a consciousness in the student body of polit( communal responsibilities to both the College and the civic cornmunit (2) to discover and express student opinion on all problems c to both the students and the faculty; (3) to review annually the activities of all student organizations grant charters and allocate funds to those organizations whose activi judged to be consistent with the aims of the College community; (4) to determine further, jointly with the faculty, the proper tion of jurisdiction in the community" STUDENT ACTIVITIES Some student act1v1t1es are really an extension of the curricu example, the Bible classes, Astronomy Club, classes in European af] languages, the Modern Language Study Croup, beginning and .a German, Esperanto class, organic chemistry and biochemistry. carried on by student organizations such as the following: The King William Players serve as a center for a variety of activities such as play readings, classical drama, and original wor Modern Theater Group concentrates on full-length plays of the century. The Public Affairs Forum brings public figures from Washingt elsewhere for discussion of current events. The RAM Film Club p weekly series of foreign and domestic films - the "classics" of cinem~ The Boat Club engages principally in 420-class sailing, although other class boats as well. In addition to operating and maintaining i ··· ties, the Boat Club provides for regular periods of instruction in saili The Society of Bacchus arranges College dances. Students hol parties and participate in orchestra and small chorus. Public occasionally given. The Artist in Residence conducts classes in the art studio in painting, and modeling, and arranges art exhibits. The Photography its own specially constructed darkroom, and a shop is available for working and glasscutting, with all the necessary equipment,· Other groups include voluntary service work, Organic Cardenin Chess and Go Clubs, and The Co!legian, a weekly student 39 ATHLETICS ce 1939 athletics at St. John's has been organized on an intramural ith active participation by more than two-thirds of the student body, e aid of student athletic assistants, the Director of Athletics at the !is campus conducts a program of individual and team sports through. entire year. The athletic facilities, which are open equally to men men, include a well:equipped gymnasium, large playing fields, tennis •and a boathouse with a number of sailboats, Excellence of performa wide variety of sports - including tennis, handball, sailing, squash, ton, touch football, soccer, volleyball, softball, basketball, fencing, ockey, paddleball, table tennis, and track - is the instructional ideal recognized through a number of individual and team awards. e College recognizes that there may be certain values to be gained tercollegiate contact, whether on the athletic field or in other activiparticipation in major sports is envisioned. Future intercollegiate in such fields as tennis, soccer, and lacrosse will depend upon the of the student body and the decision of the faculty as to the corny of the proposed activity with the scholastic requirements of the 1960's the College decided to expand without sacrificing the smallness by establishing a second campus in the West. St john's Santa Fe was opened in the fall of 1964 in New Mexico's capital �40 / RESIDENCE AND STUDENT LIFE / ST. JOHN'S COLLEGE city, which was founded in 1610 by Spanish colonists. Its pop 41,000 people is occupied principally with the government of the of Santa Fe County, with cultural pursuits in the fine arts, mus the opera; with catering to tourists; and with education at the I American Indian Arts and the College of Santa Fe, as well as St. Joh The campus of 270 acres lies in the southeast corner of the miles from the historic Santa Fe Plaza and Palace of the Govern elevation of 7,300 feet, it commands views of three mountain ra ings, constructed in the modified territorial style of the region classroom building, a laboratory, the student center, library, and an administration building, an infirmary, and 16 student dormi for men and seven for women. Construction of a Fine Arts underway. Santa Fe students and Tutors have initiated a wide variety curricular activities related to social service, language studies, the dramatics, music, and current affairs. Students have become involved in such service activities as with patients at the State Mental Hospital, assisting in commut'\ programs and counseling centers, tutoring of needy children, lea Scouting activities, and in developing the City's first and only drugcenter. From time to time, groups gather to read Russian, Spanish, Italian, Hebrew and Chinese. Informally, students and faculty meet discuss contemporary literature and public concerns. The Natural Foods Association operates a co-op to make grown foods available to the College community. The Student Film Society presents foreign and domestic films for the College and for townspeople. Good Times Overground is organization which sponsors speakers on topics of current inter musical programs, dances and parties. Santa Fe artists conduct classes in drawing, painting, pottery, and jewelry-making. Studio, work shops and a kiln are available equipped darkroom, and instruction, are provided for beginners. F ing classes meet regularly. Student publications include a monthly newspaper, Seven, and a literary magazine which comes out periodically. The St. John's Chamber Orchestra includes musicians from th Santa Fe as well as St. John's students and faculty. Its concerts a well attended. Madrigal singers, both students and faculty, wo 41 does· a chorus, which sometimes combines with the Chamber in concerts. t. john's Theatre Group is a student organization which has preys and musicals from Antigone to The Fantasticks. There is also I St. John's Open-Book Theatre, which gives readings of classical e College and the public. t art work is displayed at the end of each school year in the St. /ery. Awards are given for achievement in pottery, photography, ainting and thread arts. The College's small art gallery has a new ofessional artists each month. trips are arranged to nearby Indian pueblos, museums, archaeologithe Los Alamos Scientific Laboratory and other places of interest. ATHLETICS udent Activities Office coordinates a volunteer athletic program, portunities for training and competition in a wide range of sports g and river rafting to soccer and fencing. allege does not yet have a gymnasium, but rooms hav_e been set esent buildings for fencing, judo, karate, yoga, weightlifting, and . for much of the year they can be done out-of-doors. St. John's one of the finest fencing teams in the Southwest. ral programs in tennis, soccer, volleyball, badminton and softball ted on the College's tennis courts and playing fields. Soccer games with other teams in the area. Track and volleyball are available schools offer the use of their indoor facilities in the winter. municipal swimming pool is reserved for St. John's one night ere is a horse corral on the College's 270-acre campus and riding n a nearby ranch. �KING GEORGE STREET ====c=~=AR=l=Es::::itAR'ii0i:ll I I ' 8 r BARRlmR HOUSE -· VJ f;j r-1- ,_====:::;I: lD -0 ~ c "' ),.. ::i :::i ~ ::J l1l -0 0 ,<:;;· McKHlllN l'UINHl\Ri!JM 0 VI ~ '-- Pd o :::;- !OJ Vi.... ~ - ~ :J :::; Qn - 0 N'"11i::· ilP""W r~%i"'~'"'~"~,~~ ,.. G FEET ~ ·~ ~ '(Oll I lD '....,~ ----""=1 (JC) ('() ST JOHNS STREET ~ ~ 10!] -· ro V) ~ -0 Vi l1l :::i ,... j:).J ..,., $:\.) ::i 0 ...ro CJ) ,..... 2: (1) ""'~ 0 A..l'.l'.Oyll Ch..amisa M l";"J \ ~!lXisling !ll.!!l!!!llll litlll!• I/ / ~ '---../ II ::s- ~////J;~;;;;;;;,J,i,. \ r----._ ----------- ~ :J .... >< (./) (f) r;· 0 n 0 lD cro ro �RESIDENCE AND STUDENT LIFE / 45 adjoining Sangre de Cristo Mountains provide hundreds of square and wilderness areas for hiking and camping. The St John's nd Rescue unit trains regularly in techniques of first aid, camping, bing, and evacuation. The Santa Fe Ski Basin is only twenty miles campus and offers reduced rates to students, who also may borrow 5 and poles from the College. The challenging ski complex at Taos 0 hours away by car. After the four- to six-month ski season there hized excursions down the Rio Grande by kayak, canoe and rubber overnight camping along the way. RELIGIOUS ACTIVITIES Charter of 1784 established St. John's College as a nondenominastrtution In its early years there were some ties with the Protestant Church, but these no longer exist. The College schedules no formal services, except for the annual baccalaureate service before coment. Attendance is voluntary, in consonance with the CharteL Many af:ld students attend church or synagogue in town. It is customary for :rricular Bible classes to be conducted by Tutors of the College. FACILITIES FOR STUDEl'-ITS he College Bookstore on each campus has all the books and supplies dent needs for his classes. It also maintains a stock of books related }iases of the program, and books of more general interest. It is oper.hout profit supports for an active social life, the College provides on each campus shop and a junior common room for the use of all students. In , there are smaller social rooms, comfortably furnished. DORMITORIES dormitories form small communities within the larger college com, helping the incoming student to make proper use of the support er students can give him in his college life. f)'larried students not living at home are required to live in the Colrrnitories and to take their meals in the College Dining Hall, unless in permission from the Assistant Deans to live off-campus. College currently can offer no married student housing at either . Students who wish to have married student housing must find suitsing off campus and should allow time for this. is the responsibility of the Assistant Deans. Returning �46 / ST. JOHN'S COLLEGE students have the privilege of drawing for rooms before they Summer Vacation. Students are not permitted to remain in residence during Spring Vacation on either campus. RULES OF RESIDENCE Social order and the well-being of each student make necessa rules of residence governing the use of dormitories. These rules decided upon by the Dean in consultation with students and and approved by the Board of Visitors and Governors. Every enterin is informed of them, and returning upperclassmen are reminded each fall. The rules differ in certain details on the two campuses, general follow the same pattern. The academic and intellectual life of the community is insepar the communal life. The building of a good community requires to show resoect for the individuality of each student. The educati dents stand~ to benefit from the proper blending of tolerance experiment with a clear announcement and enforcement of rules late social standards. St John's College assumes that the students W not only the enacted rules but the community-accepted canons behavior. In extreme cases, where these canons are flouted, the require the withdrawal of the offending student. PROPERTY DAMAGE The College provides a housekeeping staff to care for the d The College inspects the rooms periodically and repairs at the expe occupant or occupants any dormitory room and furniture that damaged beyond normal wear and tear. Any damage to college p charged to the caution fee of the student or students responsible damage. The College is not responsible for the loss or damage to dent property resulting from fire, theft, or any other cause. Admissions 't'o!lege is co-educational and has no religious affiliation. It does not minate on the basis of race, religion, or sex. Enrollment on each us numbers between 300 and 350 students. In recent years women have · uted approximately 45 per cent of the student body. e College admits new students in September or in January, and only hmen. About one-fourth of each freshman class has done one, two, 11 three years of college study elsewhere. e purpose of the admissions procedure is to determine whether an nt has the necessary preparation and ability to do satisfactorily all the College program. Academic achievement and promise are of first ance, but the Admissions Committee also takes into account all availidence of maturity, stability, self-discipline, the desire to do intellectual and the initiative and diligence to do it. very applicant will be interviewed, if possible, by the Director of ions, by another member of the Admissions Committee, by an alumni ntative, or by a member of the Board of Visitors and Governors. hours of the Director of Admissions are 9 a.m. to 5 p.m. Monday Friday (9 a.m. to 4 p.m. in the summer months). Interviews are by JANUARY FRESHMEN os.e freshmen who enter in January complete their freshman year owing summer, and thus can graduate a year earlier than if they had ned their entrance until the following September. January freshmen dents who have come to St. John's from other colleges, who have d or worked since their graduation from high school, or who have d St. John's immediately after the first semester of their senior year school. INFIRMARY SERVICE Well~equipped infirmaries are maintained at both campuses, the supervision of a College Physician and a College Nurse. A daily report is sent to the Assistant Deans. A psychiatrist or clinical psych available for consultation. DINING HALL The dining hall on each campus is operated by a catering servl dent students are required to eat in the dining hall. Exemptions for reasons are granted only upon examination and recommendation College Physician. FOR ADMISSIOl'-.J e exception mentioned in the next paragraph, an applicant must be ate of an accredited secondary school to be eligible for admission. academic requirements comprise two years of algebra, one year of try, and two years of the same foreign language, additional work in atics and language study is advised, as well as two or three years of sciences. An applicant must present letters of reference, including at ne from a teacher at the school last attended. In exceptional cases �48 / ST. JOHN'S COLLEGE certain of these requirements may be waived, or additional inforrna be requested. Occasionally St John's accepts an applicant who is not a s. school graduate. He must be eminently well qualified to profit f College program, and, in addition to meeting the above requireme·· be specifically recommended for early entrance by his school. The is especially important for such applicants. These normally are . who wish to enter St John's in the September following their jug in high school, or in the January immediately after the first semestet. senior year in high school. The Admissions Committee is much interested in the application, a lengthy piece of work. In his application the applica questions about such things as his experience with books, reasons f ing St. John's, previous education, family situation, extracurricular special interests, summer experiences, jobs, religious experience, college plans. The application form is designed to enable an ap give a full account of himself. It can tell the Committee more a applicants than the other documents tell. ADMISSIONS / 49 John's attaches less importance to objective test scores (the ACT or ) than most colleges seem to. No applicant is accepted or rejected ively or mainly because of such scores. Far more important is the stlc record, especially in conjunction with the written application e school's report on the applicant's personal qualities. Such evidence ke test scores irrelevant. est an applicant receives a catalogue, an application form, and forms sed by his school and his references. Application is made to one or the other, not to both. As soon as possible after the application e sapporting documents are assembled, the application is reviewed Admissions Committee, and the applicant is notified at once of the ·.uee's decision. There are no deadlines, but the freshman class is expected to be filled in May. Candidates are not measured against ther but are considered on their own merits as students and as perplications may be submitted and acted on as early as the second r: of the eleventh grade. St. John's policy of rolling admissions extends to the acceptance of refundable $'150 deposit, which is applied to the first year's fees. t:posits are accepted on a first-come, first-served basis until the class Thus if an applicant is notified that the Admissions Committee thinks alified to pursue the program of studies at St. John's, he must send 150 deposit prior to the time the class is filled in order to secure his !he class. applicant plans to apply for financial aid, the deposit will be .d by the College with the understanding that it will be refunded to )leant if no satisfactory arrangement of financial aid can be worked the College applicant unable to pay the full College fees shouid submit a Parents' ntial Statement to the College Scholarship Service; this form may be from guidance counselors or other authorities at secondary schools. ment constitutes an application for financial aid, no other form being It should reach the Director of Admissions at about the time of fication for admission. An application for aid can be acted on by ge as soon as admission has been approved. hysical examination is required of each student before registration; for reporting the examination is sent to the student after the $150 received. �50 j ST. JOHN'S COLLEGE CAMPUS VISITS A person considering enrolling at St. John's should make every e visit the College for an extended period. He may have a room in a dot and take his meals in the College dining hall, without charge. He may tutorials, a seminar, laboratories, and all other activities of the Colle ricular and extracurricular. During the visit he is interviewed by a of the Admissions Committee. Since the seminar, the most important the program, meets on Monday and Thursday evenings, student vis.I normally on campus from Sunday to Tuesday and from Thursday to S on the Annapolis campus, from Sunday to Wednesday and from We to Saturday on the Santa Fe campus. (See pg. 70.) Fees and Financial A s and qualified students should be able to attend St John's even if to pay the full fees. The College tries to meet the demonstrated finand of such students with a program of jobs, grants, and loans. tu ally no student pays the ful I cost of a St. John's education: the INQUIRIES Inquiries should be addressed to the Director of Admissions, St lege, Annapolis, Maryland 21404 (TeL 301-263-2371) 1 or Santa Mexico 87501 (TeL 505-982-3691). relies on endowment income and gifts from individuals and foundato close the gap between the income from fees and the full cost. The 3 fees total $3,900: $2,700 for tuition, $550 for. room, and $650 for . Historically, tuition has increased almost every year because of inflafactors. Although precision is impossible, experience indicates that increases will range from $200 to $300 annually. The tuition for the r session for January freshmen is less than the tuition for a regular er; the 1973 summer session tuition is $975. These fees are subject to . Billing is done prior to each semester. The total for the year may be t the first billing, or payment may be made in equal parts at each semester billings, or in monthly installments that may be spread over h as seven years. First semester fees are due on or before August 1. who wish to use the monthly installment plan should inquire of the er about commercial tuition loan plans available. tudents who need help from the College to pay these fees should ask St. John's uses the Parents' Confidential Statement, with which parents resent a detailed account of the family's financial position. The filing form constitutes the student's application for aid from the College. rm may be obtained from secondary schools. This statement helps that the amount of each award 1.AJill be based on need, which is the ~very student who qualifies for financial aid is first given a part-time He is paid in cash every two weeks for the hours he has worked. When ·onal aid is indicated, the College makes a grant. If the job and grant enough, the student may be asked to borrow funds, with College rnmendation, from his bank through the student guaranteed loan proconducted by his state, or under the loan program of the National nse Education Act A limited amount of federal Educational Opportunity t money is available. �52 / STo JOHN'S COLLEGE Aid may therefore consist of a job only; a job and a grant; a grant and a loano Only when a student's family is prepared to maximum effort to assist the student will the College consider offeri aido In determining the extent of a student's need, the College ta account the financial support which may be expected from income, and other resources of the parents and the student The College re aid awards annually and may adjust them in type and amount t changes in needo Since determinations affecting students, faculty, and physical must be made well in advance of the beginning of each academic College must know in April which students will register in Septem posit of $100 on the fees for the following year is therefore due on Q the first Monday in April for prospective sophomores, juniors, and The deposit is refundable only in case of withdrawal due to ill service, academic dismissal, or (in the case of prospective to enableo At registration each student is required to make a deposit of the caution fee, which is subject to charges for laboratory breakage to or loss of College property, and other minor mishaps, This fee at the full amount at registration each semestero If unused it is refu request at the end of the academic year or when a student leaves the Current installments of fees for tuition, room, and board are able unless a student is drafted for military service or must medical reasonso If a student has paid his fees in advance for either and withdraws from the College before the semester begins, payment is refunded, less the $100 deposit, regardless of the cause drawaL Unless otherwise requested, the College presents its bills the student, with a copy to the parentso There is a fee of $5 for tion for each semesteL The cost of books is about $100 a yea1°0 Class copies of program books are available in the College libraryo Veterans qualified to receive educational benefits through the Administration may arrange with the Treasurer's Office a schedule payment of fees . These arrangements must be made prior to the ' of the academic year and after the veteran has received proper from the Veterans Administration. Bibliography ABOUT LIBERAL AND ILUBERAL EDUCATION ORTIMER )o: How To Read a Book - or the Art of Getting a Liberal Education, & Schuster, 1940. RTIMER ),, and MARTIN MAYER: The Revolution in Education, The University cago Press, 19580 •. N.UBRARY ASSOCIATION: Classics of the Western World with forewords by ~irsl<ine and Everett Dean Martin, 19440 ' JACQUES: The American University, Harper and Row, 1970; er in America, Little, Brown and Coo, Boston, 19450 EL: The Reforming of General Education, Columbia University Press, 1966. THUR E.: Educational Wastelands, The University of Illinois Press Urbana 1953 esloration of Learning, Knopf, 19550 I I JEROME S.: The Process of Education, Harvard University Press, 1960 N, SCOTT: Embers of the World, edited by Harris Wofford ]L ·of Democratic Institutions, Santa Barbara, California, 1970 0 ' 0 0 Center for the ' JOHN: My Life as a Teacher, )o Bo Lippincott Coo, 19480 ROBERT k (Editor): Higher Education and Modern Democracy, Rand McNally mpany, 19670 COMMITTEE REPORT: General Education in a Free Society, Cambridge, Massa, The Un1vers1ty, 19450 ROBERT Mo: The Conflict in Education in a Democratic Society, Harper and 1953. n for Freedom, Louisiana State University Press, 1943. igher Learning in America, Yale University Press, 19360 aming Society, Praeger, 19680 ·endly Voice, Greenwood, 19360 f!iversity of Ulopia, University of Chicago Press, 1953. I JACQUES: Education at the Crossroads, Yale University Press, 19430 N1 ALEXANDER: Education Between Two Worlds, Harper & Brothers, 1942. JOHN HENRY: The Idea of a University, Image Books, 19590 .I. A: How to Read a Page, Wo Wo Norton, 19420 JOSEPH: Experiment at Berkeley, Oxford University Press, 19690 N, MARK: liberal Education, Henry Holt & Co., 1943. D, ALFRED NORTH: The Aims of Education, Macmillan, 19290 �Faculty Board of Visitors Daniel Weigle OFFICERS Term Expiring 1974 Chairman M.A., 1937, Ph.D. in American Diplomatic History, 1939, Yale University; Washington College, 1958, LaSalle College, 1960, Wabash College, 1965, 'Notre Dame in Maryland, 1969, The Colorado College; L.H.D., 1970, Bard structor, Yali Union Middle School, Changsha, China, 1931-33; Executive Sece-in-China Association, 1934-38; Instructor in History, International Relations mies, Carleton College, 1939-42; Active duty with the Army Air Force, 1942-45; Officer, Far Eastern Commission, and Executive Officer, Office of Far Eastern partment of State, 1945-49; President, St. John's College, 1949-; Vice Chairland Hall of Records Commission, 1952-; Chairman, Commission on Liberal Association of American Colleges, 1955-57, Treasurer, 1963-66, Vice-Chairman, Chairman, 1967-68; Board of Education of Anne Arundel County, Member, resident, 1958-62; President, Maryland Association of Boards of Education, 1961hairman, Independent College Funds of America, 1967-68; Chairman, Maryland on on the Capital City, 1967-. Dr. Philip I. Bowman Marathon, Florida J. I. Staley Vice Chairman Jack M. Campbell Vice Chairman Mrs. Duane L. Peterson Secretary Wolfgang Bernard Fleischmann John C. Donohue Baltimore, Maryland Wolfgang Bernard Fleischmann Montclair, New Jersey of the College in Annapolis Arnold Grant New York, New York Newland John S. Greenway Tucson, Arizona Term Expiring 1973 Miss Ruth M. Adams Hanover, New Hampshire Mrs. Frank VII. Bowdle Wichita Falls, Texas Mrs. Lowell R. Ditzen Washington, D.C. LeRoy E. Hoffberger Baltimore, Maryland Reuben A. Holden Swannanoa, North Carolina John Gaw Meem Santa Fe, New Mexico Mrs. Carleton Mitchell Annapolis, Maryland Jae Holzman New York, New York John S. Robson Chicago, Illinois Mrs. Everett H. Jones San Antonio, Texas Mrs. Louise Trigg McKinney Santa Fe, New Mexico J. Anthony Moran Washington, D.C. the College in Annapolis Dr. Thomas B. T Baltimore, Maryl John D. Murchison Dallas, Texas Mrs. Duane L. Peterson Baltimore, Maryland J I. Staley Wichita Falls, Texas Mrs. L. Corrin Strong Annapolis, Maryland Victor G. Bloede New York, New York John L. Williams Sacramento, California Dr. Eugene N. Cozzolino Woodbridge, Connecticut The The The The The The Governor of Governor of President oi Provost in A Dean in An Dean in San . Goldwin John's College, 1950; M.A., 1956, Ph.D., 1963, The University of Chicago; Univer.w, The University of Chicago, 1951, Edward Hilman Fellow, 1953; Fellow, Founda'f,dult Education, 1959; Fellow, Guggenheim Foundation, 1966-67; Active duty, U.S. · 942-46; Director of Research, American Foundation for Continuing Education, ecturer in Political Science and Director, Public Affairs Conference Center, The of Chicago, 1960-66; Associate Professor of Political Science, Kenyon College, Director, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, or, St. John's College, 1969-, Dean, 1969-70, Dean, Annapolis, 1969-, Richard Hamiott Tutorship, 1971-. jack M. Campbell Santa Fe, New Mexico Myron L. Wolbarsht Durham, North Carolina Members Ex Term Expiring 1975 Irvin Swartzberg Chicago, Illinois delberg College, 1943; M.A., Ohio State University, 1946; Graduate study, Catholic ·of America, 1950-52; Associate Professor and Chairman, Speech and Drama DeMount Union College, 1946-48; U.S. Marine Corps, 1942-46, Director of Acaools, 1948-50; U.S. Federal Civil Defense Administration, 1950-52; Staff Director, ctivities, U.S. Army Headquarters, Europe, 1952-55; Director, Public Relations, Watch Company, 1955-57, Director of Merchandising, 1957-60; President, Standard rporation, 1961-67; Executive Vice President, Franklin and Marshall College, 1967st, St. John's College, 1970-. ohn's College, 1942; M.A., Columbia University, '1949; Tutor, St. John's College, a Fe, -i964-, Associate Dean, 1968-70, Dean, Santa Fe, 1968-. Honorary rvard College, 1927; M.A., Harvard University, 1929; Ph.D., The Johns Hopkins Uni1962; lv\aster in French and English, Litchfield (Connecticut) School, 1927-28; In- �FACULTY / 56 / ST. JOHN'S COLLEGE structor in Classical languages, St. john's College, 1929-34, Assistant Professor in languages, 1934-39, Tutor, 1939-, Board of Visitors and Governors, 1943-51, Acting 1947, President, 1947-49, Director of Adult Education, 1951-57, Addison E. Mullikil'l ship, 1959-, Dean, 1962-69; Visiting lecturer in Philosophy, The Johns Hopkins Ur){ 1961. Joseph Winfree Smith, Jr. B.A., 1934, M.A., 1935, University of Virginia; M. Div., 1938, Virginia Theological sl Ph.D., 1948, University of Virginia; Student at the lnstitut Catholique de Paris. Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virgin St. John's College, 1941-, Assistant Dean, 1947, Addison E. Mullikin Tutorship, 1959-' Director, Integrated liberal Arts Curriculum, St. Mary's College, California, 1966-67?' Robert S. Bart BA, Harvard College, 1940; MA, St. john's College, 1957; Sheldon Traveling. Harvard University, 1940-41; Tutor, St. John's College, 1946-, Addison E. Mullikin T 1968-. (Sabbatical leave, 1972-73.) Hugh P. McGrath B.A., University of Liverpool, 1934, Diploma in Education, 1935; language Instruct don County Council, and language Studies at Universities of Liverpool, lond Dijon, 1936-40; Armed Forces, 1940-46; language Instructor, London County Cou 47; Visiting Professor, University of Puerto Rico, 1960; Tutor, St. John's Colleg Addison E. Mullikin Tutorship, 1968-. Bert Thoms B.A., M.A., George Washington University, 1947; Ph.D., The Johns Hopkins UniversiAssociate in Philosophy, George Washington University, 1947-49; Tutor, St. John's 1949-54, 1969-; Assistant Professor of Philosophy, Reed College, 1954-55; Chairman; ment of Philosophy, Washington and Jefferson College, 1955-69. Barbara Hopkins Leonard B.A., Oberlin College, 1937; M.S., 1941, Ph.D., 1948, The University of Rochester; A in Zoology, Oberlin College, 1936-38; Oberlin College Scholar, Marine Biologiql tory, Woods Hole, Massachusetts, 1937; Histological Technician, Department of Yale Medical School, 1938-39; Graduate Scholar in Biology, The University of 1940-41, Graduate Teaching Assistant in Biology, 1941-44; Visiting Lecturer in <l Oberlin College, 1944-45; Instructor in Zoology, Smith College, 1945-51; Smith Scholar, Marine Biological laboratory, Woods Hole, Massachusetts, 1949; Tutor an tant Dean, St. John's College, 1951-, Arthur de Talma Valk Tutorship, 1968-; Fulod turer and Honorary Professor of Zoology, lady Doak College and American Madurai (South India), 1962-63. Douglas Allanbrook Boston University, 1938; Brown University, 1939-41; University of Florence, Harvard College, 1948; Active duty, United States Army, 1942-45; Traveling Fellow University, 1948-50; Pupil of Nadia Boulanger, Paris, 1948-50; Fulbright Fellow i Conservatorio San Pietro a Majella, Pupil of Ruggiero Gerlin in Harpsicord and E board Music, 1950-52; Teacher of Composition and Theory, Peabody Conservatory, Tutor, St. John's College, 1952-; Member, Corporation of Yaddo, Saratoga Sprin York, 1971. 57 'sh, University of Texas, 1946-50; Teaching Intern, St. John's College, 1953-55, Direcdmissions, 1955-71, Tutor, 1971-. . King Simpson John's College, 1950; M.A. in Teaching.' Wesleyan .university, 1955; Ph.D., The pkins University, 1968; Instructor, American University at Cairo (Egypt), 1950-53; Intern, St. John's College, 1955-56, Tutor, 1956-; Curriculum Counsellor and meme faculty, The Key School, 1970-. 1-L Brann ooklyn College, 1950; M.A., 1951, Ph.D., 1956, Yale University; Fellow of the Amerismatic Society, Summer, 1952; Fellow of the American School of Classical Studies 5 1952-53; member of the staff of the American Agora Excavations at Athens as efrow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; Institute for Advanced Study, Princeton, 1958-59; Tutor, St. John's College, 1957-, 1 E, Mullikin Tutorship, 1971-. rvard College, 1951; ll.B., Harvard law School, 1954; M.A., Teachers College, a University, 1957; Tutor, St. John's College, 1957-, Addison E. Mullikin Tutorship, cling Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, John's College, 1942; farmer and carpenter, 1942-57; Tutor and Director of Athleohn's College, 1958-. , M.A., 1956, University of Virginia; Instructor in Mathematics, University of Vir-58; Tutor, St. John's College, 1958-. jyersity of Birmingham, 1939; Art Librarian, Barber Institute of Fine Arts, University ham, 1939-43; British Foreign Office, 1943-51; Royal Institute of International Af56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Project of the e far the Study of War Documents of the American Historical Association, 1959St. John's College, 1960-63 (leave of absence, 1963-65), 1971-; Visiting lecturer , Smith College, 1963-64, and University of Massachusetts, 1964-65; Member, lnr Advanced Study, Princeton, 1968-69; Member, Center of International Studies, University, 1969-71. {), PhD., 1957, The University of Chicago; lecturer in the liberal Arts, Basic ProTiberal Education for Adults, The University of Chicago, 1956-59; Tutor, St. John's 960-; Associate Professor of Philosophy, Rosary College, 1966-67 (leave of abssociate, Clare Hall, Cambridge University, 1971-72 (Sabbatical leave), John's College, 1954; Assistant Mathematician, The Johns Hopkins University Apysics Laboratory, 1955, Associate Mathematician, 1957, Mathematician, 1961; Grad' American University, 1955-61; Instructor, American University, 1960; Visiting . John's College, 1960, Tutor, 1961-. James M. Tolbert B.A., 1935, M.A., 1937, Emory University; Ph.D., University of Texas, 1950; Teaching in English, Emory University, 1935-36; Teaching Fellow in English, University of 1938-42; Instructor in English, Tulane University, 1942; Military service, 1942-46; I , B.A., 1955, University of Maryland; B.D., Hartford Seminary Foundation, 1960; hion Theological Seminary, 1967; United States Navy, 1955-57; Tutor, St. John's "1960-. �58 / ST. JOHN'S COLLEGE Alvin N. Main B.A., University of California at Santa Barbara, 1954; United States Navy, 194025 Assistant, University of California at Los Angeles, 1955-56; Instructor, University nia at Santa Barbara, 1957-58, 1959-60; Tutor, St. John's College, 1960-. Robert B. Williamson B.A., 1954, M.A., 1957, Ph.D., 1967, The University of Virginia; Instructor in PhLI University of Virginia, 1959-60; Tutor, St. John's College, 1960-. Elliott Zuckerman B.A., 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., University; Kellett Fellow in the Humanities, Clare College, Cambridge, Fellow in Modern European History, Columbia University, 1954-55, Lecturer 1956-61; Lecturer in History and Music, The New School for Social Research, 19 St. John's College, 1961-, Director, The Graduate Institute in Liberal Educatio 2 1968, 1969; Associate of Clare Hall, Cambridge University, 1970-71 (Sabbatical Joseph P. Cohen B.A., St. John's College, 1956; Department of Philosophy, The University of Ch 57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1 turer in the Liberal Arts, University College, The University of Chicago, 1960-61;:' John's College, 1962- (Sabbatical leave, 1971-72). John Sarkissian University of Chicago, 1939-41; U.S. Army, 1942-46 (Princeton University, 194 B.S., M.S., University of Illinois, 1946-48; The University of Chicago, 1948-54 Biological and Physical Sciences, Pestalozzi-Froebel Teachers College, Chicago, structor, University of Indiana, 1948-50; Traveling Fellow and Research Associ of Human Heredity, University of Bologna, Italy, 1955-56; Instructor in Biologi Chicago City College, 1956-58; Instructor, Biological Science, University of lllino Tutor, St. John's College, 1963-. David H. Stephenson B.A., Columbia College, 1958; New York State Teaching Fellowship, -1958-60; M bia University, 1960; Director of Men's Chorus, New York Association for the B 62; Music Instructor, Riverdale Country Day School, 1960-61; Chorus Director School of Nursing, 1961-63; Freelance writer and editor, Thomas Y. Crowell 1961-63; Tutor, St. John's College, 1963-. Robert Louis Spaeth B.S., St. John's University (Minnesota), 1959; U.S. Army Signal Corps, 1954study in physics, University of Illinois, 1959-60; Graduate study in mathematic of Wisconsin, 1961-62; Teacher, Cathedral High School, St. Cloud, Minnes Mathematics writer, Educational Research Council of Greater Cleveland, 1962-65 John's College, 1963, Assistant Dean, 1966-71, Director of the Summer Program, Alderman of the City of Annapolis, -1969-; Member of the Anne Arundel County State Central Committee, 1970-. FACULTY J 59 go, 1948; Teaching Assistant in the College. and Department of Geology, The Chicago, 1948-49; Instructor 1n Physical Science and Geology, Wright Junior •51; Supervisory Staff, Steel Production Division, South Works, United States ation, 1951-54; Instructor in Geology, University of Illinois (Chicago), 1954-64; nee Foundation Science Faculty Fellowship, The University of Chicago, 1961College, 1964-. olyoke College, 1956; M.A., The University of Chicago, 1958; Chicago Educaion Association, 1959-63; College Humanities Staff, The University of Chicago, r, St John's College, 1964-. cation, Temple University, 1942; B.D., Princeton Theological Seminary, 1945; ity of Pennsylvania, 1949; Th.D., Philadelphia Divinity School, 1953; Instructor ment, Bloomfield Seminary, 1945-47; Rector, Church of the Redeemer Andavania, 1949-52; Assistant Professor of Bible, Philadelphia Divinity Schoo'! 1951r, Valley Forge Military Academy, 1956-57; English Teacher, Conestoga 'senior 1,. Berwyn, Pennsylvania, 1957-65; Tutor, St. John's College, 1965-, Director of kL and Placement, 1968-. University, 1949; B.D., Columbia Theological Seminary, 1955; Ph.D., Harvard 1965; Military service, 1950-52; Teaching Fellow, Harvard Divinity School, 1957ler Fellow, 1959-60; Instructor in Biblical History, Literature, and Interpretation, liege, 1959-62, Assistant Professor, 1963-65; Tutor, St. John's College, 1965-. Education, University of London, 1953; A.R.C./v\., Royal College of Music, 1954· State University, 1957; Fulbright Scholar, 1955; Instructor in Music and Graduat~ Philosophy'. Ohio State .u.n.iversity, 1958-61; Assistant Professor of Philosophy, , Ontario, 1962-65; V1s1t1ng Professor, University of Waterloo, Ontario, 1964; hhn's College, 1965-, Assistant Dean, 1970-, Assistant Director, The Graduate lniberal Education, St. John's College, Santa Fe, 1970-. oskow bia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut; Part-time n English, University of Connecticut, 1957-62; Instructor in English, Trinity Col; Tutor, St. John's College, 1965-. rsity of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, Tutor, St. John's College, 1965-. Ph.D., Universite Laval (Quebec); Visiting Tutor, St. John's Thomas A McDonald SL John's College, 1944; Military service, 1945-46; University of Virginia, The New York, 1947-50; Graduate study in philosophy, Graduate Faculty, The New 5 52, 1955-58, Teaching Fellow, 1956-58; Lecturer, University College, The Univer cago, 1958-62; Lecturer, Overseas-Extension, University of Maryland (Heidelberg, 1952-63; Tutor, St. John's College, 1963-. Louis N. Kurs Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; M.S., T elderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen I, University of Heidel. fellow of Deutscher Akademischer Austauschdienst, University of Florence, .D.'. University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bisnas1um, Karlsruhe, 1964-65; Staatsexamen 11, University of Heidelberg, 1965; lnClass1cs and Philosophy, Rosary College, 1966-67; Tutor, St. John's College, e of absence, 1970-72.) �60 / ST. JOHN'S COLLEGE FACULTY / Nicholas Maistrellis B.S., Bates College, 1962; Department of History of Science, University of Wi 67, Teaching Assistant, 1962-66, University Fellow, 1966-67; Tutor, St. John's 61 State University, 1965-66; National Defense Education Act Fellow, 1966-69; ent of Philosophy, Bucknell University, 1969-70; Tutor, St. John's College, Harry L. Golding n B.A., University of Omaha, 1954; M.S., Northwestern University, 1958; Nati Foundation Fellow 1954-55; Instructor in Chemistry, DePauw University, 19 Science Foundatio~ Science Faculty Fellow, Purdue University, 1963-64; Faculty, Shimer College, 1964-68, Chairman, Natural Science Area, 1967, Direc College in Oxford, 1967-68; Tutor, St. John's College, 1968-. fltinois University, 1965; M.A., The Pennsylvania State University, 1967; Gradphilosophy, The Pennsylvania State University, 1967-; National Defense Eduow; The Pennsylvania State University, 1966-69, Richard M. Weaver Fellow, 1 St. John's College, 1970-. Harvey Flaumenhaft of Notre Dame, 1966; M.A., 1968, Ph.D., 1970, The University of Chicago; B.A., 1960, M.A., 1962, The University of Chicago; Woodrow Wilson Fellow, versity 1960-61 · Graduate study, The University of Chicago, 1963-65; Lecturer Arts, T'he Univ~rsity of Chicago, 1965-66; Lecturer in Political Science, Roose 1965; Instructor in Government, Wheaton College (Massachusetts), 1966-68; T College, 1968-. Edwin E. Hopkins B.A., University of Maryland, 1963; Ph.D., 1972, Duke University; Tutor, St. 1968-. 'Grady, Jr. J Robert J. Anderson B.A., Temple University, 1961; M.A., Yale University, 1965; Teaching Assistant/ versity, 1961-63; Teacher, Bishop College (Texas), Summer, 1964; Teaching University, 1966-67; Teacher, Yale University Summer High School, 1966, 1 riculum Coordinator, 1968; New York City Department of Welfare, 1968-69; T College, 1969-. cm Fellow, The University of Chicago, 1966-67, Danforth Fellow, 1966-70, w, 1967-70; Tutor, St. John's College, 1970-. College, 1961; M.S., University of Iowa, 1968; Teaching Fellowship, Dart' 1961-62; Mathematics Writer, Educational Research Council of Greater ..63; graduate study, Writer's Workshop, University of Iowa, 1963-64; Prostems Analyst, Measurement Research Center, 1964-65; Mathematics teacher, 1965-66; ACT Systems Manager, Measurement Research Center 1966-67; CoProcessing, The American College Testing Program, 1967-69; Manager of s and Programming, Project PLAN, Westinghouse Learning Corporation, r of Admissions, St. John's College, 1971-, Tutor, 1972-. ollege, 1965; M.A., The New School for Social Research, 1970; Alvin John-71; Tutor, St. John's College, 1971-. Ray A. Williamson B.A., The Johns Hopkins University, 1961; Ph.D., University of Maryland, Astronomer, Institute for Astronomy, University of Hawaii, 1967-69; Tutor, lege, 1969-. Wye Jamison Allan brook B.A., Vassar College, 1964; M.A., Stanford Unive.rsity'. 1965; Woodrow Wils 1964-65; Teaching Assistant in Music, Stanford University, 1967-69; Tutor, St. 1969-. Jonathan B. Skinner B.A., Carleton College, 1963; M.A., University of Michigan, 1964; Ph.D., Uni achusetts 1970· Woodrow Wilson Fellow, University of Michigan, 1963Mathematics, H'ope College, 1964-66; Teaching Assistant, University of :"'a 67, Instructor in Mathematics, 1967-68, Lecturer, 1968-70; Tutor, St. Johns C 1958; M.D., The University of Chicago Me.dical School, 1967; Fellow, Guggenheim Foundation, 1972; Tutor, St. ,. 1964, Trinity University; Ph.D., Clark University, 1968; Fil. Lie., Lund Uni), 1969; Tutor, St. John's College, 1972-. 1966, Ph.D., 1972, Boston University; Tutor, St. John's rsity, 1965; M.A., The Johns Hopkins University, 1966; Ph.D., University 2; Tutor, St. John's College, 1972-. Steven F. Crockett A.B., Earlham College, 1965; A.M., The University of Chicago, 1.967; Wood low 1965-66· Ford Foundation Fellow, 1965-66; Graduate studies in the Uni~ersity of Chicago, 1967-70; Instructor in the Humanities, <:ent_ral YM College, Chicago, 1969-70; Advisor, Committee on General Studies 1n the University of Chicago, 1969-70; Tutor, St. John's College, 1970-. Robert Arthur Licht B.A., St. John's College, 1965; M.A., The Pennsylvania State University, 1961.' didate in philosophy, The Pennsylvania State University, 1967-; Graduate; University of Chicago; Instructor, sculpture and drawing, Layton School ee, 1958-64; Faculty member, Shimer College, 1964-72; Tutor and Artist , John's College, 1972-. �FACULTY / 63 62 / ST. JOHN'S COLLEGE SCHOLAR IN RESIDENCE leo Strauss Ph.D., University of Hamburg, 1921; Professor of Philosophy and later Robert Hurchins Distinguished Service Professor, The University of Chicago, 1949-68; anan Distinguished Scholar in Residence, St. John's College, 1969-. ARTIST IN RESIDENCE Michon Carmean Semon B.A., 1966, University of South Florida; M.A., 1970, University of Maryland; tant, University of Maryland, 1969-70; Artist in Residence, St. John's College, TUTORS EMERITI Ford Keeler Brown, B.A., D. Phil. Jacob Klein, Ph.D., Dean, St. john's College, 1949-58. William Kyle Smith, B.S., Th.B., Th.Iv\. Simon Kaplan, Ph.D. Wiley W. Crawford, B.A., M.A., Ph.D. ·1962-64, Santa Fe, 1967-; Assistant and Associate Professor of Philosophy, State Uniof New York at Binghamton, 1964-67; Director, Graduate Institute in Liberal Educajohn's College, Santa Fe, 1970-. $ti John's College, 1959; M.A., The Unive.rsity of Melbourne, 1962; University Fellow, iyers1ty of Melbourne, 1961-62; Un1vers1ty Fellow and Bess Heflin Fellow, The Uniof Texas, 1962-64; Tutor, St John's College, 1964-, Santa Fe, 1965-. Bunker rvard University, 1939; A.M., 1954, Ph.D., 1955, University of New Mexico· United Agency,. Burea.u of Indian Affairs, 1940-51; United States Navy, 1942-46; Executive , Bemaldlo City-County Consolidation Committee, 1952-56; Instructor, University Mexico, 1955-56; Professor of English and Philosophy, and Chairman of both Dets, New Mexico Highlands University, 1956-65; Tutor, St. John's College, Santa Fe, 'ccidental College, 1958; Ph.D., University of California at Davis 1965 · Woodrow Honorary Fellow, University of California at Davis, 1959; National Scie~ce Foundaow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-. (Leave of absence, 1972-73.) Co."ege, 1936:37; Diploma, Black Mountain College, 1945; M.A., 1956, Ph.D., 1962, t}n1vers1ty; private tutoring, 1946-48; Director of Music Windsor Mountain School Director of Music, Verde Valley School, 1950-53; John 'H. Edwards Fellow 1955-56'. e Teacher, Indiana University, 1956-57; Tutor, St. John's College, 1958-, 'santa Fe'. SANTA FE Michael Ossorgin Lycee Russe, Paris, 1938; Conservatorie Russe a Paris, 1932-35, 1942-44; L.Th., Theologie Orthodoxe, Paris, 1942; Instructor in Music, lnstitut de Theologie Paris, 1944-46; Instructor in Theology, St. Tikhon's Seminary, Pennsylvania, 1947; of the Orthodox Diocese in Alaska, 1948-49; Teacher of Music, Bureau of India Department of the Interior, 1950-56; Associate Professor, Consultant, St. John's St. Mary's College, California, 1961-62; Tutor, St. John's College, 1956-, Santa Fe,· C?llege, 1955; Instructor in Mathematics, Loyola College, 1957-60; Fels Fund n Philosophy, The Johns Hopkins University, 1960-61; Tutor, St. john's College, nta Fe, 1966-, Assistant Dean, 1971-. John's College, 1954; Ph.D., The Johns Hopkins University, 1963; Hebrew Universale'.'1, 195~-56; Ecole des, langues Orientales Vivantes, 1956-57; The University of , 1951-59, lumr, St. Johns College, 1961-, Santa Fe, 1969-; Visiting Lecturer, St. oHege, 1968-69; Biblical Research, Jerusalem, 1971-72. Charles G. Bell B.S., University of Virginia, 1936; Rhodes Scholar, Oxford University, B.A., 1938, B.litt., 1939; Instructor and Assistant Professor of English, Iowa State College, 1940 time Assistant in Physics, 1945; Research Assistant in Physics, Princeton Univer.si Assistant Professor of English, Princeton University, 1945-49; Guest Lecturer, Black College, Summer, 1947; Rockefeller Grant for study in Europe, 1948; Assistant Pr Humanities, The University of Chicago (College), 1949-56; Guest Professor, Uni Frankfurt, 1952; Ford Fellow, 1952-53; Guest Professor and Director of the Honors University of Puerto Rico (at Mayaguez), 1955-56; Guest Professor (Fulbright Technische Hochschule, Munich, Germany, 1958-59 (l<ulturgeschichte als die G symbolischer Formen); Tutor, St. John's College, 1956-, Director of Adult Educatto 58, Santa Fe, 1967-; Poet in Residence and Guest Professor, University of Rochester,. 1967; Guest Prnfessor, S.U.N.Y. at Old Westbury, Spring, 1970. Robert A Neidorf B.A., 1951, M.A., 1955, The University of Chicago; Ph.D., Yale University, 1959; and Assistant Professor of Philosophy, Bucknell University, 1959-62; Tutor, St. soph.y, Un.iversity of Wisconsin, 1959; Instructor in Radio Repair, U.S. Army, 1954tant in Philosophy, Cornell University, 1959-61; Teaching Fellow, Cornell Univer· -62; Tutor, St. John's College, 1962-, Santa Fe, 1967-, Assistant Dean, 1970-. iversity of Colorado, '1961; M.A., Princeton University, 1963; Ph.D. Candidate in y, .Princeton Un.iversity; Assistant and Preceptor, Princeton University, 1964, Wilson Fellowship; Fellow of The Council for Philosophical Studies (Summer JnGreek Philosophy and Science), 1970; Tutor, St. John's College, Santa Fe, 1965-. rado College, 1941-42, 1945-46; A.B., Colorado State College of Education 1948· orce, '1942-4~; M.M., Yale University School of Music, 1948-52; Associate Pr~fesso; (Director or the Choir, 1958), Fisk University, Nashville, Tenn., 1952-58; Visiting �64 / ST. JOHN'S COLLEGE FACULTY Professor of Music, Wesleyan University, Middletown, Conn., 1959-60; Curator tions and researcher in music of the Spanish Colonial Period, Museum of lnte Folk Art, Santa Fe, New Mexico, 1962-; Tutor, St. John's College, Santa Fe, 1965-. Ph.D. in Physics, 1964, University of Michigan; Research Associate, University of The Netherlands, 1964-65; Research Associate, Los Alamos Scientific laboratory utor, St. John's College, Santa Fe, 1968-. ' Stuart Boyd M.A., Aberdeen University, Scotland, 1948; Ph.D., Aberdeen University Medic 1952; Military Service, 1941-45; Assistant Lecturer, Clinical Psychology, Dep~ Psychiatry, Aberdeen University, 1948-52; Instructor, Medical Psychology, u Colorado Medical School, 1952-53; Director, Doctoral Training in Clinical Denver University, 1954-57; Professor of Psychology and Chairman, Departm havioral Sciences, New Mexico Highlands University, 1957-64; lecturer, De Psychiatry, Edinburgh University, Scotland, 1964-65; Professor of Psychiatry (P University of Missouri Medical School, Kansas City, 1965-66; Tutor, St. John's' Santa Fe, 1966-. E. Ray Davis, J 65 rd University, 1948; B.Mus., 1949, M.Mus., 1951, Yale University; D.Mus., Indiana 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; fulfar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music College, 1957-61; Director of Music, University of Richmond, 1961-66; Pian~ and Member of Graduate Faculty, College-Conservatory of Music, University of 1965-67; Tutor, St. John's College, Santa Fe, 1967-. e Townsend 1 Jr. University of Wisconsin, 1953-55; B.A., St. John's College, 1962; NDEA Fellowship: sity of Indiana, 1962-65, M.A., 1965, History and Philosophy of Science; Tutor, College, Santa Fe, 1966-. Comparative Literature, University of New Mexico, 1964; Tutor, St. John's ColFe, 1968-. ()hn's College, 1962; M.S.L., Pontifical Institute of Mediaeval Studies, Toronto, 966; Instructor and Assistant Professor, Emmanuel College, 1966-68; Tutor, St. lege, Santa Fe, 1968-. Harvey L. Mead, Ill B.A., Philosophy/Greek, St. Mary's College, 1961; Ph.L., Philosophy, Universite bee), 1963; Ph.D., Philosophy, Universite Laval, 1971; Instructor in English, Mary lege, 1963-64; The University of Chicago, Committee on the Analysis of Ideas Study of Methods, 1964-65; lecturer, Philosophy, Saint Xavier College, 1964-66; John's College, Santa Fe, 1966-. ical Languages, St. Mary's College, 1957; Th.L., Universite Laval (Quebec) 1964· in Sacred Scripture, Pontifical Biblical Commission (Rome), 1966; l'Ecole B(bliqu~ gique Fran~aise de Jerusalem, 1964-66; Assistant Professor, Theology, St. Mary's 7-69; Tutor, St. John's College, Santa Fe, 1969-. Roger S. Peterson A.B., Harvard College, 1953; A.M., 1957, Ph.D. in Botany, 1959, University of United States Navy, 1953-56; Forest Service Research, Colorado State University, Research Project Leader, Utah State University, 1962-66; Tutor, St. John's College, 1966-. College of N:w York, 1963; M.A:, University of Wisconsin, 1969; Correspondence 1n Mathematics, Un1vers1ty of W1scons1n Extension, 1964-68; Teaching Assistant in Science and European History, University of Wisconsin, 1965-68; University Felrsity of Wisconsin, 1967, 1968, Ford Fellow, 1967, 1968, Research Fellow in istory, 1968-69; Tutor, St. John's College, 1969-, Santa Fe, 1971-. Ralph Swentzel! B.S., New Mexico Highlands University, 1963; Instructor, Computer Mexico University, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. R. Thomas Harris, Jr. , B.A., Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of lllin, versity Fellow, University of Illinois, 1955-58, Graduate Teaching Assistant and Science Foundation Contract Fellow, 1958-59; Research Instructor, Duke Univ 60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, U California at Berkeley, 1962-63; Associate Professor, University of Maryland, 1 tional Science Foundation Consultant for India Project, Lucknow, India, sum Visiting Associate Professor, New York University, 1967-68; Corporate Consultant; ment Science, IBM, Armonk, New York, summer, 1968; Tutor, St. John's College,, 1968-; Visiting Professor, New York University, summer, 1969. Michael K. Mechau B.A., St. John's College, 1959; M.A., Political Science, The Universidad Nacional, Bogota, Colombia, 1959-60; Teacher, Teacher and Counselor, Colorado Rocky Mountain School, Thomas More School, 1963-64; Management Intern, Executive 67; Administrative Officer, Department of Health, Education St. John's College, Santa Fe, 1968-. University of Chica Delta High School; 1961-65 (summers); Office of the Pres1 and Welfare, 1967' , MA, 1966, University of Colorado; Instructor, Williams College, 1946-49; lnagner College, 1949-50; Teacher-coach, Fountain Valley School, 1953-58; Teacherbron Academy, 1959-61; Assistant Professor, New Mexico Highlands University, r, St. John's College, Santa Fe, 1969-. ord College, 1964; M.A., 1966, Ph.D., 1970, University of Toronto; Woodrow llowsh1p,. University of Toronto, 1964-65, Mary H. Beatty Fellowship, 1965-66, I. Ontario Grant, 1966-67, Woodrow Wilson Dissertation Fellowship 1967-6B· rk and teaching, 1968-70; Tutor, St. John's College, Santa Fe, 1970-. ' ' finn phy), .Quincy College, 1962; B.D., Harvard Divinity School, 1966; Graduate vard Un1vers1ty, 1967-68; University of Pennsylvania, 1968-69; Fulbright Fellow, of Heidelberg, Germany, 1966-67; Inner City Fieldwork Program (Harvard Divin' Roxbury, Mass., 1964-65; Lecturer (Biblical Studies), Newton College of the rt, 1965-66; Boston College, 1967-68; Board Member, Association for Educational s1onal Opportunity, 1968-; Visiting Professor (Anthropology) LaSalle College chool of Religion, 1969-70, summer, 1971; Tutor, St. John's College, Santa fe, �66 / ST. JOHN'S COLLEGE Edward H. Porcella B.A., St. Mary's College, 1964; M.A., University of California at San Diego, 1967;: Assistant in Humanities, University of California, 1965-66; Lecturer in Literature ology, St. Mary's College, 1967-68; Instructor in Philosophy, University of San !iii lege for Men, 1969-70; Tutor, St. John's College, Santa Fe, 1970-. Allan N. Pearson A.B., Modern languages, Boston College, 1961; A.M., German Language and Utet ton University, 1962; Graduate Assistant, Boston University, 1962; Teaching Assis· man and Graduate Student, German Language and Literature, Musicology, Uh California at Berkeley, 1962-64, 1965-66; Fellow of Deutscher Akademischer Austa University of Munich, Germany, 1964-65; Lecturer in German, University of Riverside, 1966-71; Tutor, St. John's College, Santa Fe, 1971-. Caroline Richards B.A., University of Colorado, 1960; Ph.D. in History, Stanford University, 1970; I Brooklyn College, 1964-65; Teacher at Santiago College, Santiago, Chile, 1966-69; John's College, Santa Fe, 1971-. Toni K. Drew B.A., St. john's College, Santa Fe, 1970; Teaching Intern, St. John's College, Santa FACULTY University of Chicago, 1960; M.S., University of Arizona, 1970; Ph.D. candidate mistry, University of Arizona, 1970-72; Laboratory teaching fellowship, The of Chicago Graduate School, Department of Biology, 1962-63; Lucretia Crocker in Marine Biology, Marine Biological Laboratory, summer 1963; Technician, t of Biochemistry, University of Arizona, 1963-64; Trainee Fellowship in Deal Biology, National Institutes of Health, 1966-67, 1967-68; Tutor, St. John's nta Fe, 1972-. ·Leona Verratti ahn's College, 1966; Hans Reichenbach Graduate Fellowship, Washington Univer7; N.D.E.A. Graduate Fellowship, Washington University, 1967-70; Instructor, University, 1969, 1971; Instructor, University of Missouri, 1970-71; Assistant Proster College, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. hmore College; M.A., Harvard University, 1968; Ph.D. candidate, Harvard Uni968-; Teaching Assistant, Harvard University; Tutor, St. John's College, Santa Fe, S, ASSOCIATES, AND STAFF Vida Clift B.A., Radcliffe, 1962; M.A., Berkeley, 1964; Ph.D., Harvard, 1970; Tutor, St. Santa Fe, 1971-. Donald Knight A.B., Baker University, 1962; /YI.A., University of Toronto, 1968; Fulbright Fellow, University, Madras State, India, 1962-63; Graduate Student in Biology and Humati The Rockefeller University, 1963-66; Teaching Fellow in Moral Philosophy, Victo sity, Toronto, 1967-68; Canada Council Fellow in Philosophy, University of Toran Catalyst in Philosophy, SEED (experimental high school), Toronto, 1970-71; Tutor, College, Santa Fe, 1971-. Philip Lecuyer B.A., The Colorado College, 1966; B.A., Merton College, Oxford University, candidate in biology, University of New Mexico, 1970-72; Boettcher Schola Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Felio Woodrow Wilson Fellow (honorary), 1966; Tutor in English Literature, Summer Institute, The Colorado College, 1968; Tutor in biology and chemistry, lnstitu Research and Development, University of New Mexico, 1971-72; Tutor, St. Santa Fe, 1972-. SANTA FE President Richard D. Weigle, Ph.D. Vice President J. Burchenal Ault, B.A. Dean William A. Darkey, M.A. Treasurer Kirk C. Tuttle, B.S. Assistant Deans Dean R. Haggard, B.A. Alfreda L. Verratti, B.A. Director of the Graduate Institute Robert A. Neidorl, Ph.D" Registrar Joyce Iv\. Ricketts, B.S. Norman S. Grabo B.A., Elmhurst College, 1952; M.A., University of California at Los Angeles, 1 University of California at Los Angeles, 1958; Folger Shakespeare Libra.ry Felio English Department Research Professor Fellowship, Michigan State ·Un.1vers1ty, l. Weil Institute for Research in the Humanities and Religion Fellowship, 1964; for Reli<'ion in Higher Education Fellowship, 1967-; Humanities Research Profes versity ~f California, 1966-67; Humanities Institute Fellowship, University of Calif mer 1969; Guggenheim fellowship, 1970-71; Instructor and Assistant Professor, 67 State University, 1958-63; Associate Professor, Department of English, at Berkeley, 1963-67; Professor, University of California at Berkeley, John's College, Santa Fe, 1972-. Paul D. Mannick B.A., California State College at Long Beach, 1970; Teaching Intern, St. Santa Fe, 1970-. J Director of Admissions Gerald F. Zollars, M.A. Librarian Alice H. Whelan Director of Student Activities Istvan Fehervary, B.S. �68 I ST, JOHN'S COLLEGE Director of Financial Aid and Placement Director of Financial Aid Charles E, Finch, Th,O, Vivian E. Knight, M.A. Assistant Director of Development Profile: September 1971 Freshman Class Director of Adult Education Christiana White, M.A, William A. Darkey, MA Director of Alumni Activities and Programmed Giving Thomas Parran, Jr., B.A, ANNAPOLIS SANTA FE Alumni Secretary & College Archivist Miriam Strange, M.A. 28 Business Manager Business Manager James Grant James D. Carr, B,S, Superintendent of Buildings and Grounds Superintendent of Buildings and David W, Tucker Stanley Nordstrum College Physicians Robert C. Biern, M.D. College Physician 2 Jan Pieter Voute, M.D, 1 3 Charles Kinzer, M.D. Sigmund A. Amitin, M.D, College Nurse . . . . . . . . . . .. " ~ . ' . , ........ 0 •• 0. 0 0 0. 1 1 1 College Nurse Peggy Elrington, R.N,, CN.M. Student Counselor Senior Residents Charlotte King, M.A. Brig. and Mrs. Mordaunt Elrington Mr. and Mrs. Stanley Nordsirum Mr. and Mrs, Paul D. Mannick District of Columbia England Okinawa Paraguay Puerto Rico Spain • ' . ' • • • ' " • • • • Uruguay West Germany •• '. Juliana Rugg, R.N, 30 ANNAPOLIS SANTA FE ... . . . . . ' . . . .. .. '. 0'' • '.'."''. ........ . - 1 ••• 0 0 ' •••• •••••••• 0 ... 0 19 10 3 1 2 1 1 • •• 0 ••••• ••• ' 0 ••• 0 •• ••••• •••••••••••• '0 0 0 0 ••• 1 1 10 1 1 2 1 107 49 54 58 5 15 15 13 13 5 6 27 22 17-23 ••••• 0 ' ••••• •• 0 '0' 0. 0 ' •• ,, • 0 0 0. 0 •• 1 2 2 1 4 9 7 2 3 1 1 2 National Merit Honors: Scholars Finalists Commended Scholars • • '0. 0' 0 ••• ' 0 •• 0 0 0 0 . ' •• ' . Previously Attended College Veterans 6 3 2 Attended Public . , , . School 75% 79% Receiving Financial Aid 37% 39% Rank in Class: First tenth Second tenth Second fifth Third fifth .. Fourth fifth lowest fifth 44% 24% 21% 6% 3% 2% 53% 18% 16% 7% 4% 2% _," ••• "' 0. 0 •• 0 0 15 1 ••• 10 2 1 1 125 71 Number of Students Men Women Early Entrance 14 4 10 1 0 2 11 1 •• 0 0' 1 1 ••• 0 2 1 0. '0 •• 0. 7 1 Range of Ages ......... 17-27 2 1 1 1 2 22 4 4 0 2 1 2 0 .. ' .... ' ' .. . ''.''' '' �CAMPUS VISIT I 71 ARRANGEMENTS If you are considering the possibility of entering St John's, ne (301/263-2371 for Annapolis or 505/982-3691 for Santa Fe) Admissions Office giving the dates (and alternates) you have also need to know the approximate time of your arrival. y see the College for yourself. It is probably wise to get first-han knowledge of any college you may be thinking of attending, but cially wise in the case of St. John's, because of its unique curri methods. reservation is confirmed (by telephone or letter), you will seminar reading. You will enjoy the seminar more if you can do before you come. necessary for you to cancel your visit, please notify the Admisas soon as possible . WHILE ON CAMPUS YOU MAY ..• . . . attend a seminar. Seminars meet on Monday and Thursday 8:00 p.m . . . . attend tutorials in mathematics, language, and music. ... visit a laboratory. Friendship airport is located twenty miles from Annapolis. An usine (less than $5) goes to Annapolis. Bus service from the t practical. Hourly buses run between Baltimore and Annapolis er will let you off at the campus if you ask. Buses from Washingfrequent and arrive at the Annapolis bus terminal (about six the College). By car take Route 50 from Washington, Route 2 ... be interviewed by the Director of Admissions or a member of sions Committee. ... attend the weekly formal lecture (Friday night). ... talk informally with St. John's students and Tutors. ... visit the library and bookstore . . . . explore the historic town of Annapolis or Santa Fe. ... attend a movie, play, art exhibit, or concert. (movies cost 50 cents; other events are free) direct flights to the Santa Fe airport from points in Texas, New Mexico. Flights from other points to Albuquerque condaily flights to Santa Fe. From the local airport, a five-mile ill bring you to the campus. Commercial buses pass through m Denver to the north and Albuquerque to the south. The nearis twenty miles away at Lamy, with regular limousine ... watch students participating in the sports program. WHEN TO VISIT Since the seminar, the most important part of the Monday and Thursday evenings, student visitors are normally from Sunday to Tuesday or from Thursday to Saturday on campus, from Sunday to Wednesday or from Wednesday to S the Santa Fe campus. If travel arrangements make these time periods the Admissions Office for special help. Check the calendar in the front of the catalogue to College will be in session during the time you select for your ly expense will be transportation and a small amount of spending lJ will be provided a room in a dormitory and meals in the dining t charge. St. John's students dress informally for tutorials, but ally (sport coat and tie for men; dresses for women) for dinner, formal lecture. Your guide can check books out of our library ou have been unable to locate a copy of the book being discussed Linens and soap are provided by the College. �72 I r ST. JOHN'S COLLEGE Vl ,..,. ::::J if YOU ARRIVE , , • -.::;- (j) U'l ... weekdays between 9:00 a.m. and 5:00 p.m., 9:00 a.m. and 4: in the summer, come to the Admissions Office. Weekends and any d 5:00 p.m., come to the college switchboard. In Annapolis the switc is in Campbell Hall; in Santa Fe, in the Student Center. "O PJ n (D 0(D 0 ~ PJ ::::J '< The College _Q c (D V> ,....,. The seal of St. John's College shows the seven open books representi seven traditional liberal arts - the trivium of grammar, rhetoric, and and the quadrivium of arithmetic, geometry, astronomy and mus· balance or scales in the center represents modern science. Encircli symbols is the Latin inscription: "I make free men out of children by of books and a balance." 0 :::J <.r. s:PJ ,...,. '< 0 c ::E PJ ::J Mural, Student Center, Santa Fe ~ w '~~ 0 c V> 0 PJ ::J "' ~ (D -., ;:o (JQ PJ a_ ::J (JQ ,...,. ::J (D n () (D (JQ (D 0 ..., -< 0 c VO ,..,. c PJ M• 0 ? � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program [1972-1973] Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 72 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program [1972-1973] Date A point or period of time associated with an event in the lifecycle of the resource 1972-1973 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Publisher An entity responsible for making the resource available St. John's College Description An account of the resource College catalog for the years 1972-1973 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/c0d52062eac0524a1afd15be13fc74c1.pdf e42c635f66467a03702a8948d80e9f68 PDF Text Text I, ' I I ST. JOHN'S COLLEGE ANNAPOLIS, MARYLAND • SANTA FE, NEW MEXICO STATEMENT OF THE ST. JOHN'S PROGRAM 1973-74 Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools �Table of Contents College Calendar ANNAPOLIS 1973-1974 September 7 freshman and Senior Registration August 28 September 9 Convocation September 10 Sophomore and Junior Registration August 29 August 29 September 10 First Seminars SANTA FE August 30 August 30 First Classes October 19-21 Long Weekend November 22-25 Thanksgiving Recess Winter Vacation January 21 February 8-1 O November 22-25 December 21-January 14 End of First Semester December 20-January 9 January 20 December 21 Beginning of Second Semester January 14 long Weekend March 16-31 May 24 ' •••• ' ••••••• 0. 0 ••••••• 0 ••• 0 •••••• ' . ' . ' . 0 ••• " ¢ ••• 0 0 ' 0 •••••••••• Commencement THE SEMINAR ••••••••••••••••• ' ••••• 0 ••••••• •• 0 •• THE PRECEPTORIAL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE TUTORIALS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE LABORATORY .. .. .. ... .......... ... .... .......... ......... ... .. ... . May 17 May 19 The Academic Order THE INSTRUCTl0f'1 COMMITTEE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE LIBRARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SCHEDULES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Summer 1974 ESSAYS AND EXAMINATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . January Class Second Semester Begins Graduate Institute Begins August 9 January Class Second Semester Ends Graduate Institute Ends June 3 June 23 August 9 August 16 ACADEMIC STANDING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE ST. JOHN'S DEGREE OF BACHELOR OF ARTS .. THE ST. JOHN'S DECREE OF MASTER OF ARTS . . . . . . . . . . . . . . . . . . . . . . . . . THE GRADUATE INSTITUTE IN LIBERAL EDUCATION .............. . Residence and Student life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1974-1975 September 8 September 9 September 9 November 28-December 1 August 27 Sophomore and Junior Registration First Seminars August 28 December 19-January 5 January 15 long Weekend Thanksgiving Recess Winter Vacation End of First Semester 33 42 ........................................... ..... .. 48 ..... , . . . . . . . . . . . . . . August 28 August 29 August 29 November 28-December 1 December 20-January 13 December 20 . ............. . 51 Fees and Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........ . 53 Bibliography .................................................. . 56 Board of Visitors and Governors ................................. . Freshman and Senior Registration Convocation First Classes October 18-20 Admissions 30 31 31 32 33 34 35 36 37 .. ...... ... ... . SITE PLANS OF THE CAMPUSES September 6 3 10 11 17 23 25 THE ST. JOHN'S LIST OF GREAT BOOl<S THE TUTORS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . June 3 5 The Curriculum THE FORMAL LECTURE ........... . March 9-24 Spring Vacation End of Second Semester May 26 PAGE Introduction 57 Faculty ....................................................... . 58 Profile: 1972 Freshman Class ..................................... . 72 CAMPUS VISIT .......... , . . .. ................ �Introduction Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any calling and to become mature, competent, and responsible citizens of a free society. St. John's College believes that the way to liberal education lies through the books in which the greatest minds of our civilization - the great teachers have expressed themselves. These books are both timeless and timely; they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary problems with which we have to deal. They can therefore enter directly into our everyday lives. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to ·tell us is not something of merely academic concern, remote from our real interests. They change our minds, move our hearts, and touch our spirits. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And, while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are therefore properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical, or philosophical. They are also linked together, for each of them is introduced, supported, or criticized by the others. In a real sense they converse with each other, and they draw each readt!r to take part, within the limits of his ability, in their large and unending conversation. McDowell Ha//, Annapolis, 1744 �This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we sometimes desire. To remedy this defect is the goal of the St. John's seminar. Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar ideas, attempt to discuss it reasonably. It is presupposed that each student is willing to submit his opinions to the critical of his fellow studenlso The demands of the individual and those ol the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions - probably unexamined - that they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. !n the the aim is to ascertain not how things were, but how things are - to help the student make rational decisions as he lives his life. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the student should continue with him throughout his life. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The Tutor functions as a guide, more intent to listen to the students and to work with them than to impose upon them his own train of thought In short, St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to mediate men's understanding, to give conscious form to knowledge through systems of signs accommodated to men's intellects - that is, words and numbers" Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic the arts of language; and arithmetic, geometry, music, and astronomy- the arts of mathematics. In contemporary terms, man practices such liberal arts as analyzing, thinking, writing, speaking, and deciding as he uses verbal symbols; man practices such liberal arts as counting, measuring, deducing, and demonstrating as he uses mathematical symbols. There are many ways to develop these arts. The curriculum emphasizes four of them: discussion, translation, demonstration, and experimentation. They are followed in all the branches of the program. But whatever the methods used 1 they all serve the same end: to make the student think for himself, to enable him to practice the arts of freedom, Free minds must be able to view concrete situations, to deliberate by formulating dear alternatives, and to arrive at a deciding choice. The acquisition of these intellectual skills indicates that the discipline of the liberal arts has taken hold of the learning mind. Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one form or another indispensable, They enable men to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance men can free themselves from the wantonnes:c of prejudice and the narrowness of beaten paths, Under their discipline men can acquire the habit of listening to reason, A genuinely conceived liberal arts curriculum cannot avoid aiming at these most farreaching of all human goals. �THE CURRICULUM The THE SEMINAR The heart of the curriculum is the seminar - a discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two members of the faculty as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten - or well beyond if the topic under discussion has aroused a sustained and lively argument The assignment for each seminar amounts, on the average, to around a hundred pages of reading, but may be much shorter if the text happens to be particularly difficult The seminar begins with a question asked by one of the leaders, and thereafter it consists almost entirely of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting is tempered the use of formal modes of address Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to provoke a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies, Homer and Dante prompt reflections on the virtues and vices of men. on man's ultimate fate. Sometimes a seminar will devote all its time to an int~rpretation of the assigned reading, staying close to the text; at other times the talk may range widely- and even wildly - over topics suggested by the reading but having independent relevance in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are two rules: first, every must be heard and explored, however sharp the dash of opinions may be; second, every opinion must be supported by argument- an unsupported opinion does not count In a freshman seminar the students may tend to express their opinions with little regard for their relevance or their relation to the opinions of others. Gradually, under pressure of the group, the students learn to proceed with care 1 keeping to the topic and trying to uncover the meanings of the terms they use, ThE students leani, also, that to some extent the procedure of the seminar varies with the kind of reading under study: poetry is not ph:iosophy and requires a different approach. SL1ch progress in method may be crowned by sudden I 9 insights on the part of individuals, or by occasions when the seminar as a whole achieves illumination, The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument/' of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued, The argument does not necessarily lead to the solution of a lv\ore often than not the problem remains unsettled, with certain alternatives dearly outlined, The progress of the seminar is not particularly smooth; the discussion sometimes tends to branch off and to entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk or into dull and shallow meandering, without being able for a long time to extricate itself from such a course, Or it may climb to heights accessible to a few of its members. Under these circumstances the role of the leaders is not to give information, nor is it to produce the 11 right" q.pinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections, to help the student in every way possible to understand the author, the issues, and himself. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But a leader may also take a definite and positive stand and enter directly into the argument. If he does so, however, he can expect no special consideration. Reason is the only recognized authority; all opinions must be rationally defended and any single can prevail only by general consent. The aim is always to develop the student's powers of reason and understanding and to help him arrive at intelligent opinions of his ovvn, �10 / ST. JOHN'S COLLEGE THE CURRICULUM / 11 THE PRECEPTORIAL For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or exploration of one subject in several books. Students are usually given a choice of sixteen to twenty books or subjects of particular interest to the Tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the seminar reading, some preceptorials may deal with books and themes the students would not otherwise encounter in the program. There are generally seven or eight students in a preceptorial. Guided by a Tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually the student's work is completed by the writing of a paper, which may be read in draft to the preceptorial and criticized by the other members. Listed below are preceptorial subjects offered on the two campuses for a recent year. Aristotle: Politics Camus Clement of Alexandria The Constitution of the United States: The Founding Dante: Purgatorio Dostoevsky: The Brothers Karamazov Freud Galileo Goethe's Plays - chiefly Faust Hume's Moral Philosophy Kant: Critique of Pure Reason Kazantzakis: The Odyssey A Modern Sequel The Logic of Hegel The love Poetry of John Donne Marx Mathematics and Kant Modern Theatre More: Utopia Nietzsche Plato: Laws Plato: The Sophist Psychoanalytic View of Character: Freud and Reich The Rhetoric of J. S. Bach Shakespeare: Hamlet Shakespeare: The Tempest Some Modern Protestant Theologians Sophocles Thomistic and Aristotelian Ethics Vibrating Bodies Giovanni Battista Vico THE TUTORIALS The seminar cannot suffice as the only means to the end of liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study. Other instructional devices must therefore support it; these are the tutorials in language, mathematics, and music. For four years a student attends one language tutorial and one mathematics tutorial, usually four mornings a week. Three times a week sophomores also attend a music tutorial. In tutorials, around a table, thirteen to fifteen students study and learn together under the direct guidance and instruction of a Tutor. Each tutorial session lasts an hour. The tutorial provides conditions for collaborative and for the manifold teaching and learning relations that hold in a company of good friends. As in the seminar, students talk freely with one another and the Tutor, but the discussion focuses sharply on assigned tasks. There is opportunity for each student to contribute his measure of instruction to his fellows. Other tutors often attend, seeking to learn about a particular subject, which they may later teach. A student will work in the language and mathematics tutorials with one group of fellow students, and in the laboratory and the seminar with another. Some of the students in his tutorials will also be with him in his laboratory and seminar. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect of language skills. As country is separated from country the barrier of langauge1 so profession is separated from profession by technical jargon. The language tutorial attempts to remedy this condition by a training in the means of precise communication and persuasion. In a broad sense, it may be conceived as a present-day restoration of the age-old studies of grammar, rhetoric, and logic The tutorials seek to understand the relation between language and thought. To do this they must study the fundamental ways words can be put together, the modes of signifying things, the varied conno- �T2 / ST. JOHN'S COLLEGE tations and ambiguities of terms, the role of metaphors and analogies, and the logical relations between propositions. The purpose of the language tutorial is thus not the mastery of any foreign languages. By studying these, however, and by them into English, by comparing them with each other and with English, the student learns something of the nature of languages in general and of his own in the four years, then, he is studying language as the discourse particular. of reason through the medium of foreign tongues, his native English. He is discovering the resources of articulate speech and learning the rules that must govern it if it is to be dear, consistent, and effective; if it is to be adequate and persuasive. The medium for accomplishing this is Greek in the first and second years and French in the third and fourth years. in the beginning the emphasis is on the grammatical forms and constructions and the of the language being studied. Brief passages of prose and poetry a1·e committed to memory. But after a short time the tutorial shifts to something more concrete: the slow and careful reading and discussion of works of poetic imagination or philosophical thought Thus the reading for the with its attention to the large outlines, the general trend, the development of the central idea, is supplemented and corrected a more precise and analytical study, concerned with every detail and shade of meaning, and also with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not often come into seminar discussions. The student's concern with them in the language tutorial improves all his reading, for whatever immediate deepens and enriches his understanding, and increases his ability to think clearly and to talk well. The second purpose of the language tutorial is support of the seminar. The further the student advances, the more the language tutorial tends to influence the seminar discussion. It brings issues to the fore which otherwise have been neglected and introduces more precision into the terms in which a problem is being discussed. A third aim of the language tutorial is the learning of the two foreign languages themselves. 111 the time allotted to the study of each language, of either of them is, of course, impossible Ability to speak the language is not an aim of the tutorial. That ability may best be acquired by abroad, or an intensive course. What the student can reasonably expect to attain is a knowledge of the grammatical forms and a feeling for the peculia;·ities of the language, vvithin limitations. To experience the indiof another language is to extend the limits of one's sensibility. The choice of the foreign languages is in part dictated the seminar schedule and is in part arbitrary. Different languages might be used THE CURRICULUM / 13 without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second yi;;ar advances the work of the first year. The second year ends with analysis and discussion of works by Shakespeare, Donne, and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text The aim here is economical progress toward facility in the reading and writing of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the student attempts to match in his own tongue the excellence of his models. In the second semester a complete in verse is read. In the fourth year passages from English writers are translated into French; discussion of students' versions is helped by comparison with expert translations of each text chosen. The principal activity of this year, however, is the reading of French poems. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poet1-y and clarifies the relation of that art to the traditional liberal arts of language. assignments include exercises in translation more ambitious than those attempted in the third year, THE MATHEMATICS TUTORIAL Next to their mother tongue the language of number and figure is the most important symbolic possession of men. In view of the scientific and industrial conditions of modern life, the elimination of mathematics as a requirement in education is most disturbing . This default has become so common now that many persons believe that they natively lack mathematical ability. But the language of number and figure is not a matter of special aptitude, though obviously the high aptitude of a great mathematician is rare. �14 I ST. JOHN'S COllEGE THE CURRICULUM / 15 Even before reaching its explicit scientific formulation, mathematics is an integral part of our understanding of the world that surrounds us. St John's tries to overcome this alleged mathematical disability and, through improved teaching techniques, to effect an understanding of the fundamental nature and intention of mathematics. The student begins with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, he gains a notion of deductive science and of a mathematical system in general; he becomes acquainted with one view of mathematical objects - its central expression found in the theory of ratios -which is buried under the foundations of modern mathematics. After Euclid he begins the study of Ptolemy's Almagest, his treatise on astronomy, centering attention on the problem of "hypotheses" constructed to "save the appearances." That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic, and religious readings that are taken up in the first and second year. In the second year the student continues the study of Ptolemy, emphasizthose difficulties and discrepancies of the geocentric system which point straight toward the Copernican revolution. He studies Copernicus's revision of Ptolemy in heliocentric form. He next takes up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathmatics. After this he studies analytic geometry, which presents the conic sections in algebraic form. He thus gains an understanding of algebra as the "analytic art" in generaL In the third year, the student studies the calculus as Newton presented it and in its modern form. This study is followed by a reading of Dedekind's theory of numbers. He next takes up the astronomical parts of the Principia, in which Newton brings heavenly and earthly motions under one law and supetsedes a purely geometric astronomy with a "dynamic" theory in which the orbits are governed by laws of force. Here again the mathematics tutorial is more than a mathematics course. It is both an introduction to physics and a foundation for the study in seminar of the philosophical outlook of the modem world. In the fourth year the reading of Lobachevski's non-Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. This is followed in the latter half of the year by the study of the geometrization of physics found in Einstein's special theory of relativity. On the Annapolis campus, lhere is an alternate program for the latter half of the year: some of the si:udents study projective geometry, in which the enterprise which began with Euclid returns in a remarkable way, now generalized, to its starting point Thus throughout the four years the students are in continual contact not only with the pure science of mathematics but also with the foundation$ of mathematical physics and astronomy. All along, the mathematics tutorial supports the seminar discussions as they bear on the relation of man to nature, the criteria of intelligibility, the nature of knowledge, and the role of symbols in imagination and thought. In the mathematics tutorial the student engages actively in demonstration of propositions 1 the blackboard becoming the arena of intense logical struggles. The student is made to see how the discovery of logical inconsistencies leads to a revision of the assumptions upon which mathematics builds. But it is not only logical rigor that is expected of the student; his imagination is constantly brought into play. Whenever the occasion requires it, the student has to exercise his skill in the solution of problems. All this detailed preoccupation with mathematical objects and methods, however, is subservient to the more general consideration of the relation of mathematics to questions raised in the seminar. On the other hand, the mathematics tutorials also refer directly to the work done in the laboratory. The chief aim of the mathematics tutorial is to give the student insight into the nature and practices of thinking, of reasoning that proceeds system- �16 / ST. JOHN'S COLLEGE atically from definitions and principles to necessary conclusions. He sees and becomes familiar with the power of a method or methods that can gather into a single formula or law the most diverse phenomena and can thereby predict and even control their occurrence. His intellectual imagination is freed and developed to the point where he can investigate the structure of worlds that are possible - that is, consistent- beyond the powers of sense. It is in the various mathematical sciences that imagination and reason are seen at their most impressive and effective. Here all is distinct, orderly, and necessary. To see reason thus at work- building its structures as in pure mathematics, or making the world intelligible as in the mathematical sciences of nature - is perhaps the most exciting and absorbing of all intellectual activities. Insofar as the modern world is the creation of the age of reason, the St. John's handling of mathematics and science is an excellent and almost indispensable experience for anyone who wishes to know what modernity means. An education based on the popular view of the liberal arts and the humanities as meaning only literature, art, philosophy, and history does not prepare one to live in today's world. On the other the teaching of sciences divorced from the humanities is equally destructive of a capacity to understand the modern world. THE CURRICULUM / 17 THE MUSIC TUTORIAL One of the aims of the St John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed towards technical skill but towards an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers. The study of music is valuable in training the mind to a sense of ratio and proportion. In particular, the music program at St John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year, by way of introduction, all students sing in a chorus. In the sophomore year a tutorial meets three times a week. The music tutorial reflects two different but complementary aspects of music On the one hand music is intimately related to language, rhetoric, and poetry. On the other it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint, and harmony. None of these is done apart from the sounding of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart, the instrumental works of Beethoven, and, from this century, a major work of Stravinsky and one of Schoenberg, are the real text~ books. In the second semester at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it THE LABORATORY The seal of the College on the front cover shows seven books surrounding a pair of scales. The balance, no less than the books, symbolizes the tradition of the liberal arts. It stands for the instruments of the scientific laboratory, which may well be the most characteristic institution of the modern world. Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, by Rene Descartes. This was one of the great intellectual revolutions in recorded paralleling and in �18 / ST. JOHN'S COLLEGE THE CURRICULUM j 19 physics, biology, and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments that mark the history of science have to be reproduced; the interplay of hypothesis, theory, and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide a clear understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills derived from the practice of the liberal arts. The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures-" Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION OF THE LABORATORY WORK part determining the other great revolutions, in industry, politics, morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St John's program and one which the College takes special care to emphasize, There is scarcely an item in the curriculum that does not bear upon it The last two years of the program exhibit the farreaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Horner to Descartes. 1\fodem mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century" They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. liberal learning is concerned with the artifices of the human mind and the human hand that help us to transcend the factual by confronting it with universal principles. for this purpose St John's has set up a four-year laboratory in the natural sciences, wherein characteristic and related topics of The laboratory program is largely determined three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it (2) The content of the work should be so chosen as to enable the student to trace a scientific discipline to its roots in principle, assumption, and observation. Thus certain integrated wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation" The student must have time to satisfy himself as to the degree of accuracy his instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire experiment. Only thus can he come to a mature understanding of the sciences called "exact." A laboratory section consists of seventeen to twenty-one students working under the guidance of a Tutor, with the help of more advanced students serving as assistants. Sections meet twice a week. A laboratory session may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires. Occasionally a laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Lavoisier, Huygens, Newton, Fresnel, Darwin, Faraday, Maxwell, Thomson, Rutherford, and Bohr are among those regularly used in this way. In all the work of the laboratory, and in the laboratory manuals written at the College, the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. �22 / ST. JOHN'S COLLEGE THE CURRICULUM / 23 BIOLOGICAL SCIENCE In the second year the laboratory takes up the study of living matter. Using the theory of evolution as a unifying idea, the laboratory studies animal life in four aspects or units of work. First the lower animals or invertebrates are considered. The student observes and dissects representatives of the major groupings of invertebrates. General topics such as the origin of life, the relation of part to whole and of form to function are discussed as the observations and dissections bring them to the fore. From invertebrates the student moves to gross anatomy, with special emphasis on the circulatory system and the structure of a complex organ like the eye. Further light is thrown on the questions first raised by the study of invertebrates. The interaction of organ systems is explored. After the study of animal forms the laboratory proceeds to the topics of embryology, development, regeneration, cell migration, and cell differenti- ation. Theories of growth and formal differentiation are elicited from the observations. The fourth unit is concerned with genetics and the genetic study of populations. Mendel's theory of heredity, the molecular theory of the gene, and the results of laboratory studies of small fruit-fly populations are considered from the viewpoint of their evolutionary significance. In general, the laboratory consists of close observa,tion, through microscopes or with the naked eye, together with constant theor,etical interpretation of the observations, in class discussion and through reports and papers. Important works by biological scientists are read in conjunction with the experiments and discussions. They include the seminal work of Harvey, Darwin, and Mendel and the modern extensions and criticisms of the work of the early masters. The purpose of the biology laboratory is thus to acquire an understanding of self-moving matter. THE FORMAL LECTURE The curriculum as described so far has been shown to use the medium of discussion, of recitation, of student participation at every stage of the work. On Friday evenings, however, a different pattern of instruction prevails. The formal lecture is the occasion when the student has an ppportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the student's readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, painting or architecture. The lecturers are often visiting scholars, but not infrequently members of the St. John's faculty. The visitor may be from the academic world or from the arena of public affairs; he may be a poet or an artist. Sometim~s a concert replaces a lecture. The lecture is followed by a discussion. He{e the lecturer submits himself to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the student the habit of listenirig and following the exposition of a subject he may not be familiar with, and it also provides him an opportunity, in the discussion period, to exercise his dialectical skill in a setting very different from the classroom. It is here that ~e can himself test the degree of his understanding and the applicability of what he has learned. The lectures range through a variety of subjects. Sometimes the student is confronted with opposing views on a given subject. Some of the lectures have immediate repercussion in the seminars and tutorials. Others may have a lasting effect on the direction that a student's work takes within the framework of the program. �24 / ST. JOHN'S COLLEGE LECTURES AND CONCERTS The list below provides examples of lectures and concerts given on one or the other campus. "Blake: The Dance of Eternal Death" Charles Bell "Body Schema" Erwin Strauss "Broken Mirrors: Reflections on Man and Religion" Frank Flinn "The Mixed Kind of life and the Combining Kind of Mind" Robert A Goldwin "Music for Unaccompanied Violin" lv\atitiahu Braun "On a Measure in Mozart" Elliott Zuckerman Concert Juilliard String Quartet "On Descartes' Discourse on lv\ethod" Joseph Cropsey Concert Bernard Kruysen, Baritone Ryan Edwards, Piano "The Ontological Argument" Robert Neiclorf "Chaucer's House of Fame" John Chamberlin Choral Concert Los Alamos Choral Society "Competing Principles in 11/rusic" Robert Parr "The Constitution and Threats to liberty" Walter f. Berns "The Federalist Papers" Martin Diamond "from Chaos to Purpose" Roger Peterson "Plato's Ion" Jacob Klein "Political Decentralization" Robert Hazo "The Ouest for the Grail: Structure and Symbolism in Prufrock, The Wasteland, and Four Quartets" Burton Blistein Renaissance Concert Ars Anti qua, the Elizabethan Trio of the Peabody Conservatory of IVl.usic "Rousseau's Socia/ Contract" Charles Butterworth "Hamlet" -A Dramatic Reading Faculty and Students of St John's College "Student Rebellion and the hlazis: The Rise and Rule of Hitler" Seate Ruhm von Oppen Harpsichord Concert Douglas Allanbrook "The Trojan VI/omen" The King William Players "I Think, Therefore I Am" Samuel Kutler "The Venetian Phaedrus" (Thomas Mann's Death in Venice) Eva Brann "language, Meaning and Thought" Mortimer Adler "law and Education" Harris Wofford "Medea: Hero, Goddess, Woman" Bernard M. W, Knox THE ST. JOHN'S UST OF GREAT BOOKS The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at The University of Chicago, at The University of Virginia, and, since 1937, at St John's College. The distribution of the books over the four years is significant. Something ove1· two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman and medieval periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written originally in modem languages; the fourth year brings the reading into the nineteenth and twentieth centuries. "Words and Silence" William Darkey The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not an historical approach to the subject matter. The St John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all times, In doing that it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and ever-present gravity of human issues. "Whether Space Is the Subject of Geometry" Marcus Berquist The list which follows is subject to constant review and revision by the Instruction Committee of the Faculty. Books read only in part are indicated by an asterisk. �26 / ST. JOHN'S COLLEGE THE CURRICULUM FRESHMAN YEAR Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Marcus Aurelius: Nicornachus: Lavoisier: Essays by: Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Co/onus, Antigone Peloponnesian War Hippolytus, Medea, Bacchae History* Clouds, Birds Ion, Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timeaus, Phaedrus Poetics, Physics,* Metaphysics,* Ethics,* Politics,* On Generation and Corruption'' Elements• On the Nature of Things Pericles, Alcibiades Meditations* Arithmetic* Elements of Chemistry* Archimedes, Toricelli, Pascal, Fahrenheit, Black, Avogadro, Dalton, Wollaston, Gay-Lussac, Canizzaro, Mach, Bridgman, Couper, Morveau, Proust, Bertha/let, Richter, T. Thomson, Whewell, Berzelius, Ou/long, Mendeleev Descartes: Pascal: Bach: Haydn: Lamarck: Mozart: Beethoven: Schubert: Darwin: Verdi: Mendel: Stravinsky: Des Prez Poems by: Essays by: Aristotle: Apollonius: Virgil: Plutarch: Epictetus: Tacitus: Ptolemy: Galen: Plotinus: Diophantu3: Augustine: St Anselm: Maimonides: Acquinas: Dante: Chaucer: Machiavelli: Copernicus: Luther: Rabelais: Calvin: Palestrina: Montaigne: Viele: Bacon: Shakespeare: Kepler: Donne: Harvey: The Bible* De Anima, On Interpretation,* Posterior Analytics,* Categories/ Parts of Animals,* Generation of Animals• Conics* Aeneid Caesar, Antony, Brutus, Cato the Younger, Pompey, Cicero Discourses, Manual Annals Almagest• On the Natural Faculties Filth Ennead* Arithmetic" Confessions, City of God* Pros/ogium Eight Chapters on Ethics Summa Theo/ogica,* Summa Contra Gentiles* Divine Comedy Song of Roland Canterbury Tales* The Prince, Discourses• On the Revolution of the Spheres* The Freedom of a Christian, Secular Authority Gargantua and Pantagruel• Institutes• Missa Papae Marcelli Essays• Introduction to the Analytical Art Novum Organum* Richard II, Henry IV, Henry V, The Tempest, As You Like It, Hamlet, Othello, Macbeth, King Lear, Coriolanus, Sonnets* Epitome IV Poems• Motion of the Heart and Blood 27 Geometry• Generation of Conic Section St. Matthew Passion, Inventions Quartets* Philosophical Zoology Operas* Sonatas'' Songs'' Origin of Species Otelia Experiments in Plant Hybridization Symphony of Psalms Mass Marvel, Donne, and other 17th-century poets Bernard, Weismann, John Maynard Smith, Dreisch, Boveri, Tei/hard de Chard in jUi\JIOR YEAR Cervantes: Galileo: Hobbes: SOPHOMORE YEAR I Descartes: Milton: La Rochefoucauld: la Fontaine: Pascal: Huygens: Spinoza: Locke: Racine: Newton: Leibniz: Swift: Berkeley: fielding: Hume: Rousseau: Adam Smith: Kant: Mozart: Jane Austen: Hamilton, Jay, and Madison: Melville: Dedekind: Essays by: Don Quixote Two New Sciences Leviathan Discourse of Method, Meditations, Rules for the Direction of the Mind Paradise Lost, Samson Agonistes Maxim es"',., Fables• Pensees* Treatise on Light,* On the Movement of Bodies by Impact Theo/ogico-Political Treatise Second Treatise of Government Phedre Principia* Monado/ogy, Discourse of Metaphysics, Principles of Nature and Crace Founded on Reason, Essay on Dynamics Gulliver's Travels Principles of Human Knowledge Tom Jones Treatise of Human Nature,* Dialogues Concerning Natural Religion, Enquiry Concerning Human Understanding Social Contract Wealth of Nations Critique of Pure Reason,* fundamental Principles of Metaphysics of Morals Don Giovanni Pride and Prejudice The federalist Billy Budd, Benito Cereno Essay on the Theory o/ Numbers Boscovich, Thomas Young SENIOR YEAR Shakespeare: Moliere: Antony and Cleopatra The Misanthrope, Tartuffe �28 / ST. JOHN'S COLLEGE Goethe: Hegel: Lobachevsky: Tocqueville: Lincoln: Kierkegaard: Wagner: Thoreau: Marx: Dostoevski: Tolstoy: lewis Carroll: Mark Twain: William James: Nietzsche: Freud: Valery: Jung: Mann: Kalka: Heidegger: Heisenberg: lv\illikan- Poems by: Essays by: THE CURRICULUM / Faust Introduction to the History of Philosophy, Preface to the Phenomenology, Logic (from the Encyclopedia), Philosophy of History," Philosophy of Right,* Philosophy of Spirit* Theory of Parallels* Democracy in America* Speeches• Philosophical Fragments, Fear and Trembling Tristan and Isolde Walden Communist Manifesto, Capital,* Political and Economic Manuscripts of 1844* Brothers Karamazov, The Possessed War and Peace Alice in Wonderland Huckleberry Finn Psychology, Briefer Course Birth of Tragedy, Thus Spake Zarathustra/ Beyond Good and Evil* General Introduction to Psychoanalysis, Civilization and Its Discontents, Beyond the Pleasure Principle Poems'' Two Essays in Analytic Psychology* Death in Venice The Trial What is Philosophy? The Physical Principles of the Quantum Theory* Supreme Court Opinions'' The Electron* Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud, and others Faraday, Lorenz, }. }. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger b tC w: "' >"' "O c 0 u Cl) ()) :;; ~ "' >Q) "E' "' :c >I- £ b ,, b Q) g >"'" 29 �THE ACADEMIC ORDER / The Academic Order THE TUTORS Learning is a cooperative enterprise, and it is best carried out when persons at different stages of comprehension work together. The typical learning situation at St John's involves a small group of learners. First in line come the great teachers, the writers of the great books, who are talking in most cases at the high point of their learning. Next come the reading and talking teachers, the Tutors, who are members of the faculty; in their stage of learning they are somewhere between the authors and the best students. There then follow the other students at distances proportional to the degree of their understanding. The old-fashioned ranking of classes in the little red schoolhouse is the relevant image here. At the head of the class is the author-teacher, at the foot of the class the poorest student in relation to the subject matter. All the others are both teachers and pupils, each learning from those above and teaching those below. The aim in all the classes is to exploit the differences in knowledge, character, and skill as they are distributed among students and Tutors. The kind of teaching and learning that goes on at St. John's presupposes, then, a faculty differing in many ways from the faculties of more conventional colleges. Each Tutor normally has a specialized competence in at least one field of knowledge. Beyond that he must be willing to acquire a certain expertness in other fields of knowledge and a competence in the liberal arts. This may mean that he has to re-educate himself. He is expected to teach some classes in subjects other than his own. Ideally, the Tutor will eventually have taught classes in every part of the program. He thus will, for the first years of his teaching at least, attend classes in the same way as a student: his own learning goes along with his teaching; just as the student does, he progresses from year to year in the curriculum; and that continuous learning and teaching bring him, in ever-increasing measure, into dose familiarity with the entire program. Thus a member of the St John's faculty is never confined in his scholastic activities to a single division of the program. He is, and has to be, a teaching member of a seminar and of either two tutorials or of one tutorial and a laboratory section. Each Tutor is constantly passing on the special skills he possesses to his colleagues who might require them in their classes. Since it is necessary, on the other hand, that Tutors probe more deeply into the foundations and wider contexts of the subject matters that are the teaching materials at St john's; to avoid staleness and the ever-present 31 danger of succumbing to routine performance, faculty study groups are set up. Leaders of such groups are relieved partially of their ordinary teaching duties. They engage in a thorough study and exploration of a subject chosen by the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John's curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John's. THE INSTRUCTION COMMITTEE The Instruction Committee is a committee of Tutors responsible for advising the Deans on all matters of instruction -whether concerning curricular planning or the academic standing of students. It also advises the President and Provost on appointments to the faculty. The Committee consists of the Deans and twelve Tutors, six elected by the Tutors on each campus of the College; the President and the Provost sit with the Instruction Commitee ex officio. Each Dean is the Chairman of the Instruction Committee on the campus where he serves; the members of the Committee on each campus constitute the Instruction Committee for that campus and meet at frequent intervals throughout the year. The full Committee meets annually, alternating between the two campuses, and the Deans alternate as Chairman of the Instruction Committee. THE LIBRARY The books chosen for study at St John's are collected in the library in the best editions and translations that can be obtained. These books and carefully selected modern texts for the laboratory are the core of the library, essential to the teaching of the program, A good general collection is a necessary supplement; a specialized, highly technical one would have little use. Each year books in mathematics, science, philosophy, religion, fme arts, music, poetry, literatwre, and history are purchased. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarian in selecting books and periodicals. The library in Annapolis was completely renovated three years ago and now includes two full floors of stacks, study carrels, a large reading room, newspapers, microfilmed books and periodicals. The Bray Collection, which was the first public library in the American colonies, and the King William Room occupy the third floor. The Annapolis library maintains a collection of about 60,000 volumes. in Santa Fe, the collection has been growing at the rate of 3,000 volumes each year and now numbers over 25,000 volumes, �THE ACADEMIC ORDER / 33 32 / ST. JOHN'S COLLEGE SCHEDULES Perhaps the most distinctive mark of St John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when the seminar leaders are wondering if the students will see the implications for liberty in Pericles' funeral oration. Thus all students having a common program of study, have a common ground for conversation. These are the educational realities that a common schedule marks and emphasizes. The only exceptions to the common schedule occur during the preceptorials in the junior and senior yeaL A SAMPLE FRESHMAN SCHEDULE FOR ONE WEEK Hour Monday 8:30 Mathematics Tutorial Tuesday Wednesday Thursday Friday Mathematics Tutorial Mathematics Tutorial Mathematics Tutorial Language Tutorial Language Tutorial 9:30 10:30 language Tutorial language Tuto1·ial -11 :30 ESSAYS AND EXAM!f'-lATIOf'-lS Chorus ESSAYS ·1 :00 to 4:00 8:00 the Annapolis campus the first semester is separated from the second by a week during which the seminars meet as usual but tutorial and meetings are suspended. Special events are scheduled in this period, and don rags for upperclassmen are held. Since this week is not considered a hol but a change in the instructional students a.re required to remain in residence. Laboratory Seminar Laboratory Seminar Formal lecture Except tor the preceptorials in the junior and senior years and certain of work for which the upperclassmen may choose their own time, the schedule is the same for all students. Each morning for either three or four days a week they spend one hour in a language tutorial and one hour in a mathematics tutorial; sophomores also spend three hours a vveek in a music tutoriaL Twice a week they spend up to three hours in the Two evenings from eight to ten they attend a seminar. A formal lecture or concert is given once a week. Nineteen to twenty-one hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. On the Santa Fe campus the first semester ends at the start of the winter vacation. On sophomore, and submits an essay on some his seminar readingo In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the student to set out in writing, as as he can, his own thoughts on some aspect of the liberal artso The essay in the second semester becomes the center of his fmal oral examination in the spring. For sophomores the annual essay holds a position of special importance It becomes a part of the process called enabling (see page 35). ORAL EXAMINATIONS At the end of each semester, oral rather than written examinations are held. These are conducted the seminar leaders, with the ticipation of other Tutors . The student is questioned freely and on the texts he has read and on his critical and interpretative It is not the aim of the examiners to find out how much the student remem. bers. He is encouraged to consider different parts of his in <elation to �34 / THE ACADEMIC ORDER / ST. JOHN'S COLLEGE each other and to problems that may not have been treated in any of his classes. For freshmen the first oral examination of the year is given before the Winter Vacation, and for juniors and seniors just before preceptorials begin. THE FRENCH READING KNOWLEDGE EXAMINATION Before being granted the degree of Bachelor of Arts, each student must pass an examination to show a reading knowledge of the French language. This examination must be passed before the beginning of the senior year and is a prerequisite to enable a senior to become a candidate for the degree of Bachelor of Arts. THE ENABLING ORAL EXAMINATION The senior enabling oral examination is given to the student in the fall at the beginning of his fourth year. It is focused on a number of books assigned for rereading and study during the preceding summer. They correspond in quantity to about twelve seminar readings and are chosen by the Instruction Committee from the seminar lists, with a view to covering key themes of the four years. The passing of this examination confirms a student's status as a candidate for the degree of Bachelor of Arts. THE FINAL ESSAY AND ORAL EXAMINATION In his senior year the student is required to present to the faculty a final essay related to some aspect of his four years' work. Again it is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined upon it by the committee in an hour-long public oral examination. No degree is awarded unless both the essay and the oral examination are satisfactory. The senior essay is regarded as the fruition of the student's learning. ACADEMIC STANDING Because St. John's classes are small and intimate and consist largely of the active participation of the students, every Tutor is aware of his students' progress from day to day. The Tutors' appraisals of a student are based therefore not alone on quizzes and tests, which are rare, but on the student's total performance as a member of the learning community. The Tutor's comprehensive judgment of a student is reported to the Dean periodically as a conventional letter grade, but not to the student. Students will be told their grades if they insist. They are encouraged, how- 35 ever, not to work for grades, but rather to try to develop their powers of understanding. If it becomes evident that a student is not progressing at all, or that the learning process has stopped and cannot be revived, the student is asked to leave the College. Ideally, there is no reason for dropping any normal student from this course of study. It is assumed that each student has the required capacities until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance, and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Attendance at all regularly scheduled College exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. THE DON RAG Once each semester the student meets all his Tutors in the don rag. The don rag is a consultation of student and Tutors for the purpose of diagnosis and prescription rather than for reporting of marks. The Tutors report to one of the seminar leaders on the student's work during the semester; the student is then invited to report on himself and to judge his own work. Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed. The first freshman don rags are held the week before the Winter Vacation. SOPHOMORE ENABLING Sophomore enabling is a review by the Instruction Committee, with the advice of all the Tutors of sophomores, of the student's learning during the two years he has spent in the College. As an indication of his proficiency in the liberal arts, the annual essay carries great weight. A student is enabled, or allowed to enter the junior class, only if he has submitted a satisfactory essay and only if, in the judgment of the Instruction Committee, he is sufficiently prepared for the work of the last two years. In particular, the enabling judgment looks to the possibility of the student's writing an acceptable senior essay. THE ST. JOHN'S DEGREE OF BACHELOR OF ARTS The student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, but they spend their first summer in completing their freshman year, so that they too complete a four-year cur- �RESIDENCE AND STUDENT LIFE / 39 Residence and Student Life It is the policy of the College to encourage any spontaneous group activity that shows promise of becoming a constructive contribution to the life of the community. Generally, such activities in Annapolis are under the sponsorship of the Student Polity. In Santa Fe, for the most part, they are sponsored informally by the students themselves. The College cooperates in the financing of those activities that require expenditures and gives advice when it can be helpful, because recreation and play are an integral part of life. THE ANNAPOLIS CAMPUS Since its founding as King William's School in 1696, St. John's College has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 30,000 people are occupied principally with the training of midshipmen at the United States Naval Academy, with the government of the State and of Anne Arundel County, with the fishing industry and recreational activities of Chesapeake Bay, and with the liberal education of young men and women at St John's College. The campus of thirty-six acres lies one block from the State House and across the street from the Naval Academy yard. Fifteen buildings provide the physical plant of the College, including three historic eighteenth-century structUies and four completely modem buildings erected within the last decade. There are six student dormitories, four for men and two for women. THE STUDEi'IT POLITY The Student Polity, originally formed in 1945, is the organ of student government on the Annapolis campus. Its purposes are as follows: (1) to promote a consciousness in the student body of political and communal responsibilities to both the College and the civic communities; (2) to discover and express student opinion on all problems common to both the students and the faculty; (3) to review annually the activities of all student organizations and to grant charters and allocate funds to those organizations whose activities are judged to be consistent with the aims of the College community; (4) to determine further, jointly with the faculty, the proper delimita~ tion of jurisdiction in the community. STUDENT ACTIVITIES Some student activities are really an extension of the curriculum; for example, the Bible classes, Astronomy Club, the Modern language Study Group, and classes in European and Asiatic languages, beginning and advanced German, Esperanto, organic chemistry, and biochemistry. Others are carried on by student organizations such as the following: The King William Players serve as a center for a variety of dramatic activities such as play readings, classical drama, and original works. The Modern Theater Group concentrates on full-length plays of the twentieth century. The Public Affairs Forum brings public figures from Washington and elsewhere for discussion of current events. The RAM Film Club presents a weekly series of foreign and domestic films - the "classics'' of cinematic art. The Boat Club engages principally in 42(}-class sailing, although it has other class boats as well. In addition to operating and maintaining its faci!i~ ties, the Boat Club provides for i-egular periods of instruction in sailing . The Society of Bacchus arranges College dances. Students hold waltz parties and participate in orchestra and small chorus. Public concerts are occasionally given. The Artist in Residence conducts classes in the art studio in drawing, painting, and modeling, and arranges art exhibits, The Photography Club has its own specially constructed darkroom, and a shop is avaiiable for woodworking and glasscutting, with all the necessary equipment. Other groups include voluntary service work, Organic Gardening Chess and Go Clubs, and The Collegian, a weekly student newspaper, �40 / RESIDENCE AND STUDENT LIFE / 41 ST. JOHN'S COLLEGE ATHLETICS Since 1939 athletics at St John's has been organized on an intramural basis, with active participation by more than two-thirds of the student body. With the aid of student athletic assistants, the Director of Athletics at the Annapolis campus conducts a program of individual and team sports throughout the entire year" The athletic facilities, which are open equally to men and women, include a well-equipped gymnasium, large playing fields, tennis courts and a boathouse with a number of sailboats" Excellence of performance i1n a wide variety of sports - including tennis, handball, sailing, squash, badminton, touch football, soccer, volleyball, softball, basketball, fencing, field hockey, paddleball, tabie and track- is the instructional ideal and is recognized through a number of individual and team awards. city, which was founded in 1610 by Spanish colonists. Its population of 41,000 people is occupied principally with the government of the State and of Santa Fe County, with cultural pursuits in the fine arts, museums, and the opera; with catering to tourists; and with education at the Institute of American Indian Arts and the College of Santa Fe, as well as St. The campus of 300 acres lies in the southeast corner of the two miles from the historic Santa Fe Plaza and Palace of the Governors. At an elevation of 7,300 feet, it commands views of three mountain ranges" Buildings, constructed in the modified territorial style of the region, include a classroom building, a laboratory, the student center, a music and fine arts building, library, a dining hall, an administration building, an and 16 student dormitories, nine for men and seven for womeno The College recognizes that there may be certain values to be gained from intercollegiate contact, whether on the athletic field or in other activimajor sports is envisioned. Future intercollegiate ties . No participation activity in such fields as tennis, soccer, and lacrosse will depend upon the interest of the student body and the decision of the faculty as to the compatibility of the proposed activity with the scholastic requirements of the College's program. Santa Fe students and Tutors have initiated a wide of extracurricular activities related to social service, language studies, the visual arts, dramatics, music, and current affairs" There is no student government THE SANTA FE CAtv\PUS From time to time, groups gather to read Russian, Spanish, German, Italian, Hebrew and Chinese. Informally, students and faculty meet often to discuss contemporary literature and public concernso In the early 1960's the College decided to expand without a second campus in the \Nest virtues of smallness College in Santa Fe was opened in the fall of 1964 m New Mexico's capital Students have become involved in such service activities as youth with patients at the State Mental Hospital, assisting in programs and counseling centers, tutoring of needy children, leadership of Scouting activities, and in developing a drug-counseling center for the of Santa Fe. in Santa Fe for The Student Employment Bureau locates part-time students at the College" The Student Film Society presents foreign and domestic films each week for the College and for townspeople" Good Times Overground is a student organization which sponsors speakers on topics of current interest, musical programs, dances and parties. Santa Fe artists conduct classes in drawing, pottery, and jewelry-making" Studios, work shops and a kiln are available. equipped darkroom, and instruction, are provided for beginners. Folk dancing classes meet regularly" Students publish Au Verso, a literary magazine, which comes out odically. The St. John's Chamber Orchestra includes musicians from the town of Santa Fe as well as St John's students and faculty. Its concerts are well attended. /Vladrigal singers, both students and vvork ·with a Tutor, as does a chorus, which sometimes combines with the Chamber Orchestra in concerts. �·····- L ------ ------ I IGLEHART~ -· V') i-t- <1:l HALL (GYMNASIUM) ~ $ l) )>. ::i ::i " ~ " F :;; :;: llJ "O 0 8 ro " ~ ~-------~~ z " c ro ' ::J 0 - V') i-t<:;:;· • ._ $:: 0 llJ ::r- llJ Vi.... o.. n - ~ ::J ::i 0 }{\H:~;~~G­ <1:l ao ~~~~ST~JO~H G -==---=~ ~--~~""~'======~==~~ .. <1:l ... -. V') i-t- ('!) ~ Vi llJ ::i $l) ::J £' 0 .,, ,Cb V') i-t- z· _ Cb . ~ 0 $:: ::r- Arroyo Chamisa Cb >< N\ ;::)• 0 ::J, Vi n 0 <1:l ao <1:l Legend ~existing ~future MUSIC AND FINE ARTS BUILDING �' RESIDENCE AND STUDENT LIFE / 45 The Co/legium Musicum is a musical association formed by amateurs for the performance of serious music. Its purpose is to stimulate the musical activity on campus by providing College community musicians with the opportunity to perform in an informal concert atmosphere before a small, receptive, interested audience. Musicians prepare pieces on their own initiative and the concerts are organized and arranged by a Tutor. The St. John's Theatre Group is a student organization which has presented plays and musicals from Antigone to The Fantasticks. There is also an informal St. John's Open-Book Theatre, which gives readings of classical plays for the College and the public. Student art work is displayed at the end of each school year in the St. John's Gallery. Awards are given for achievement in pottery, photography, drawing, painting and thread arts. The College's small art gallery has a new show by professional artists each month. Field trips are arranged to nearby Indian pueblos, museums, archaeological sites, the Los Alamos Scientific Laboratory and other places of interest. ATHLETICS The Student Activities Office coordinates a volunteer athletic program, offering opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. The College does not yet have a gymnasium, but rooms have been set aside in present buildings for fencing, judo, karate, tai chi chuan, weightlifting, and gymnastics. For much of the year they can be done out-of-doors. St. John's usually has one of the finest fencing teams in the Southwest. Intramural programs in tennis, soccer, volleyball, and badminton are conducted on the College's tennis courts and playing fields. Soccer games are played with other teams in the area. Track and volleyball are available and nearby schools offer the use of their indoor facilities in the winter. Santa Fe's municipal swimming pool is reserved for St. John's one night a week. There is a horse corral on the College's 300-acre campus and riding privileges on a nearby ranch. Tower Building, Santa Fe I �RESIDENCE AND STUDENT LIFE / 46 / ST, JOHN'S COLLEGE The adjoining Sangre de Cristo Mountains provide hundreds of square miles of forest and wilderness areas for hiking and camping. The St. John's Search and Rescue unit trains regularly in techniques of first aid, camping, rock climbing, and evacuation. The Santa Fe Ski Basin is only twenty miles from the campus and offers reduced rates to students, who also may borrow skis, boots and poles from the College. The challenging ski complex at Taos is only two hours away by car. After the four- to six-month ski season there are organized excursions down the Rio Grande by kayak, canoe, and rubber raft with overnight camping along the way. BOTH CAMPUSES RELIGIOUS ACTIVITIES The Charter of 1784 established St. John's College as a nondenominational institution. In its early years there were some ties with the Protestant Episcopal Church, but these no longer exist. The College schedules no formal religious services, except for the annual baccalaureate service before commencement. Attendance is voluntary, in consonance with the Charter. Many Tutors and students attend church or synagogue in town. It is customary for extracurricular Bible classes to be conducted by Tutors of the College. 47 students have the privilege of drawing for rooms before they leave for the Summer Vacation, Students are not permitted to remain in residence du ring Winter or Spring Vacation on either campus. RULES OF RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the Dean in consultation with students and the faculty. Every entering student is informed of them, and returning upperclassmen are reminded of them each falL The rules differ in certain details on the two campuses, though in general follow the same pattern. The academic and intellectual life of the community is inseparable from the communal life. The building of a good community requires the faculty to show respect for the individuality of each student The education of students stands to benefit from the proper blending of tolerance for experiment with a clear announcement and enforcement of rules that articulate social standards. St. John's College assumes that the students will respect not only the enacted rules but the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the College may require the withdrawal of the offending student. fACIUTIES FOR STUDENTS The College Bookstore on each campus has all the books and supplies the student needs for his classes. it also maintains a stock of books related to all phases of the program, and books of more general interest. It is operated without profit. As supports for an active social life, the College provides on each campus a coffee shop and a junior common room for the use of all students. In addition, there are smaller social rooms, comfortably furnished. PROPERTY DAMAGE The College provides a housekeeping staff to care for the dormitories. The College inspects the rooms periodically and repairs at the expense ofthe occupant or occupants any dormitory room and furniture that have been damaged beyond normal wear and tear. Any damage to college property' is charged to the caution fee of the student or students responsible for the damage. The College is not responsible for the loss or damage to any student property resulting from fire, theft, or any other cause. DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming student to make proper use of the support that other students can give him in his college life. Unmarried students not living at home are required to live in the College dormitories and to take their meals in the College Dining Hall, unless they obtain permission from the Assistant Deans to live off-campus. The College currently can offer no married student housing at either campus. Students who wish to have married student housing must find suitable housing off campus and should allow time for this. Room assignment is the responsibility of the Assistant Deans. Returning INFIRMARY SERVICE Well.equipped infirmaries are maintained at both campuses, each under the supervision of a College Physician and a College Nurse. A daily medical report is sent to the Assistant Deans. A psychiatrist or clinical psychologist is available for consultation. DINING HALL The dining hall on each campus is operated by a catering service. Resident students are required to eat in the dining hall. Exemptions for medical reasons are granted only upon examination and recommendation by the College Physician. �ADMISSIONS 49 least one from. a teacher at the school last attended. In exceptional cases or additional information may certain of these requirements may be be requested. The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, or sex. Enrollment on the Annapolis campus is about 360 students, on the Santa Fe campus about 275. In recent years women have constituted approximately 45 per cent of the student body. The College admits new students in September or in January, and only as freshmen. About one-fourth of each freshman class have done one, two, or even three years of college elsewhere. The purpose of the admissions procedure is to determine whether an applicant has the necessary preparation and ability to do satisfactorily all parts of the College program. Academic achievement and promise are of first importance, but the Admissions Committee also takes into account all available evidence of maturity, stability, self-discipline, the desire to do intellectual and the initiative and diligence to do it Every applicant will be interviewed, if possible, by the Director of Admissions, by another member of the Admissions Committee, by an alumni representative, or a member of the Board of Visitors and Governors. Office hours of the Director of Admissions are 9 a.m to 5 po111. Monday Friday (9 a.m. to 4 p.m in the summer months). Interviews are appointment JANUARY FRESHMEN Those freshmen who enter in January complete their freshman year the followmg summer, and thus can graduate a year earlier than if they had their entrance until the following September. January freshmen are students who have come to St John's from other colleges, who have traveled or worked since their graduation from high school, or who have entered St immediately after the first semester of their senior year high school. REQUIREMENTS FOR ADMISSION With the exception mentioned in the next paragraph, an applicant must be a graduate of an accredited secondary school to be eligible for admission. Specific academic requirements comprise two years of algebra, one year of geometry, and two years or the same foreign language; additional work in mathematics and language study is advised, as well as two or three years of natural sciences. An applicant must present letters of reference,. including at Occasionally St John's accepts an applicant who is not a secondary school graduate. He must be eminently well qualified to profit from the College program, and, in addition to meeting the above requirements, must be specifically recommended for early entrance his school. The interview is especially important for such applicants. These normally are students who wish to enter St John's in the September following their junior year in high school, or in the January immediately after the first semester of their senior year in high schooL The Admissions Committee is much interested in the applicant's written application, a lengthy piece of work. In his application the applicant answers questions about such things as his experience with books, reasons for choosing St John's, previous education, family situation, extracurricular activities, special interests, summer experiences, jobs, religious experience, and postcollege plans. The application form is designed to enable an applicant to give a full account of himself. It can tell the Committee more about many applicants than the other documents telL �50 / ST. JOHN'S COLLEGE St. John's attaches less importance to objective test scores (the ACT or the SAT) than most colleges seem to. No applicant is accepted or rejected exclusively or mainly because of such scores. Far more important is the scholastic record, especially in conjunction with the written application and the school's report on the applicant's personal qualities. Such evidence may make test scores irrelevant PROCEDURE On request an applicant receives a statement of the St John's Program, an application form, and forms to be used by his school and his references. Application is made to one campus or the other, not to both. There is no application fee" As soon as possible after the application and the supporting documents are assembled, the application is reviewed by the Admissions Committee, and the applicant is notified at once of the Committee's decision. There are no deadlines, but the freshman class is usually filled in May" Candidates are not measured against one another but are considered on their own merits as students and as persons. Applications may be submitted and acted on as early as the second semester of the eleventh grade" The St John's policy of rolling admissions extends to the acceptance of the nonrefundable $150 deposit, which is applied to the first year's fees" These deposits are accepted on a first-come, first-served basis until the class is filled. Thus if an applicant is notified that the Admissions Committee thinks he is qualified to pursue the program of studies at St John's, he must send in his $150 deposit so that it is received prior to the time the class is filled in order to secure his place in the class" If the class has already been filled by the time the deposit is received, the deposit can be refunded to the applicant, or he can let it secure his place on a waiting list or in the subsequent January or September class. If an applicant plans to apply for financial aid, the deposit will be accepted by the College with the understanding that it will be refunded to the applicant if no satisfactory arrangement of financial aid can be worked out with the College" An applicant unable to pay the full College fees should submit a Parents' Confidential Statement to the College Scholarship Service; this form may be obtained from guidance counselors or other authorities at secondary schools. This statement constitutes an application for financial aid, no other form being required. An application for aid can be acted on by the College as soon as admission has been approved" It may take a month or more from the time the applicant mails his Parents' Confidential Statement until the College receives an analysis of it from the College Scholarship Service. ADMISSIONS / 51 A physical examination is required of each student before registration; a form for reporting the examination is sent to the student after the $150 deposit is received. INQUIRIES Inquiries should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (Tel. 301-263-2371), or Santa Fe, New Mexico 87501 (Tel. 505-982-3691), CAMPUS VISIT Anyone who is considering the possibility of entering St John's should see the College for himself. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St John's, because of its unique curriculum and teaching methods" While on campus the visitor may attend a seminar on Monday or Thursday evening at 8:00 p,m"; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions or a member of the Admissions Committee; attend the weekly formal lecture (Friday night); talk informally with St John's students and Tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program, Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Sunday to Tuesday or from Thursday to Saturday on the Annapolis campus, from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit Persons planning to visit should telephone (301 /263-2371 for Annapolis or 505/982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary to know the approximate time of arrival. When the reservation is confirmed (by telephone or letter) the visitor will be told the seminar reading. �52 / ST. JOHN'S COLLEGE If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for the visitor will be transportation. He will be provided a room in a dormitory and meals in the dining hall without charge. St John's students dress informally for tutorials, but more formally (sport coat and tie for men; dresses for women) for dinner, seminar, and formal lecture. The student guide can check books out of our library for a visitor if he has been unable to locate a copy of the book being discussed in seminar. Linens and soap are provided by the College. If a visitor arrives weekdays between 9 :00 a.m. and 5 :00 p.m. (between 9:00 a.m. and 4:00 p.m. in the summer) he should go to the Admissions Office. Weekends and any day after 5 :00 p.m., he should go to the College receptionist. In Annapolis the switchboard is in Campbell Hall; in Santa Fe, in the Student Center. TRANSPORTATION Baltimore's Friendship airport is located twenty miles from Annapolis. An airport limousine (less than $5) goes to Annapolis. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis and the driver will let one off at the campus if he asks. Buses from Washington are less frequent and arrive at the Annapolis bus terminal (about six blocks from the College). By car one takes Route 50 from Washington, Route 2 from Baltimore. There are no direct flights to the Santa Fe airport. An airport limousine goes to the Albuquerque bus terminal, from which one may take a bus to Santa Fe (total cost of about $7L Commercial buses pass through Santa Fe from Denver to the north and Albuquerque to the south. The nearest railroad station is twenty miles away at Lamy, with regular limousine service to Santa Fe. Fees and Financial Aid Serious and qualified students should be able to attend St. John's even if unable to pay the full fees. The College tries to meet the demonstrated financial need of such students with a program of jobs, grants, and loans. About half of the students at St john's receive financial aid. Actually no student pays the full cost of a St. John's education: the College relies on endowment income and gifts from individuals and foundations to close the gap between the income from fees and the full cost The 1973-74 fees are $550 for room with board being $700 at the Annapolis campus, $650 at the Santa fe campus. The tuition fee is $2900 at Annapolis, $2700 at Santa fe. Thus total fees are $4150 at Annapolis, $3900 at Santa Fe. Historically, tuition has increased almost every year because of inflational)' factors. Although precision is impossible, experience indicates that future The tuition for the summer increases will range from $200 to $300 session for January freshmen is less than tuition for a regular semester; the 1974 summer session tuition is $1075 at Annapolis, $975 at Santa Fe. These fees are subject to change. FINANCIAL AID Students who need from the College to pay the fees should ask for it St John's uses the Parents' Confidential Statement, with which parents financial position. The filing can present a detailed account of the of this form constitutes the student's application for aid from the College. The form may be obtained from secondary schools. This statement helps insure that the ar11ount of each award will be based on need, which is the criterion at St Every student who qualifies for financial aid is first given a part-time job. He is paid in cash every two vveeks for the hours he has worked. When additional aid is indicated, the College makes a grant If the job and grant are net enough, the student may be asked to borrow funds, with College recommendation, from his bank through the student guaranteed loan program conducted his state, or under the National Direct Student Loan program. A limited amount of federal financial aid is available. Aid may therefore consist of a and a grant; a job and a �54 / ST. JOHN'S COLLEGE FEES AND FINANCIAL AID / 55 loan; or a job, a grant and a loan. Only when a student's family is prepared to make a maximum effort to assist the student will the College consider offering such aid. In determining the extent of a student's need, the College takes into account the financial support which may be expected from income, assets, and other resources of the parents and the student. The College reviews its aid awards annually and may adjust them in type and amount to reflect changes in need. Examples of a financial aid arrangement for a Chicago student from a family in the middle-income range follow: Student's Resources Student's Assets Summer Earnings Parents' Contribution Total Family Contribution 50 300 1,500 $1,850 $ College Expenses for 1973-74 Enrolling at Annapolis Enrolling at Santa Fe $2,900 550 700 50 100 450 $4,750 $2,700 550 650 50 100 675 $4,725 Tuition Room Board Caution Fee Books Travel and Living Expenses Total Budget Financial Need Total Budget Less Family Contribution Financial Need $4,750 1,850 $2,900 $4,725 1,850 $2,875 Financial Aid Offer from St. John's College Guaranteed Job on Campus Grant Loan Financial Aid Offer $ 500 1,200 1,200 $2,900 $ 525 1,175 1,175 $2,875 The amount of the grant and loan depends upon the family contribution: the less the family contribution, the greater the grant and loan. As the above· example indicates, students who live in the East will probably find that the cost of travel to and from Santa Fe will equal or exceed the $200 difference in tuition fees. BILLING AND DEPOSITS Billing is done prior to each semester. The total for the year may be paid at the first billing, or payment may be made in equal parts at each of the semester billings, or in monthly installments that may be spread over as much as seven years. First semester fees for freshmen are due on or before August 1. Those who wish to use the monthly installment plan should inquire of the Treasurer about commercial tuition loan plans available. Since determinations affecting students, faculty, and physical facilities must be made well in advance of the beginning of each academic year, the College must know in April which students will register in September. A deposit of $100 on the fees for the following year is therefore due on or before the first Monday in April for prospective sophomores, juniors, and seniors. The deposit is refundable only in case of withdrawal due to ill health, military service, academic dismissal, or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which he made the deposit, the deposit is forfeited, and he must make a new deposit to secure his place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the College Treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $50, called the caution fee, which is subject to charges for laboratory breakage, damage to or loss of College property, and other minor mishaps. This fee must be at the full amount at registration each semester. If unused it is refunded on request at the end of the academic year or when a student leaves the College. Current installments of fees for tuition, room, and board are not refundable unless a student is drafted for military service or must withdraw for medical reasons. If a student has paid his fees in advance for either semester and withdraws from the College before the semester begins, the advance payment is refunded, less the $100 deposit, regardless of the cause of withdrawal. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $5 for late registration for each semester. The cost of books is about $100 a year. Class copies of many of the program books are available in the College library. Veterans qualified to receive educational benefits through the Veterans Administration may arrange with the Treasurer's Office a schedule for the payment of fees. These arrangements must be made prior to the beginning of the academic year and after the veteran has received proper certification from the Veterans Administration. �Bibliography BOOKS ABOUT LIBERAL EDUCATION OFFICERS ADLER, MORTIMER J., and CHARLES VAN DOREN: How To Read a Book, Simon & Schuster, Chairman 1972. ADLER, MORTIMER )., and MARTIN MAYER: The Revolution in Education, The University of Chicago Press, 1958. AMERICAN LIBRARY ASSOCIATION: Classics of the Western World, with forewords by John Erskine and Everett Dean Martin, 1944. Dr. Thomas B. Turner Term Expi J. Miss Ruth M. Adams Hanover, New Hampshire I. Staley Wichita Falls, Texas Vice Chairmen Secretary Term ring 1975 Victor G.. Bloede New York, New York BELL, DANIEL: The Reforming of General Education, Columbia University Press, 1966. 1976 Mrs. Frank W. Bowdle Wichita falls, Texas Jack lvL Campbell Mrs. Duane L Peterson Wolfgang Bernard Fleischmann BARZUN, JACQUES: The American University, Harper and Row, 1970; Teacher in America, little, Brown and Co., Boston, 1945. Mrs. Duane L Peterson Baltimore, Maryland Term Expiring 1974 Jack M. Campbell Santa Fe, New Mexico BRUMER, JEROME S.: The Process of Education, Harvard University Press, 1960. Dr. Philip I. Bowman Marathon, Florida Dr. Eugene N. Cozzolino Woodbridge, Connecticut BUCHANAN, SCOTT: Embers of the World, edited by Harris Wofford, )L, Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. John C. Donohue Baltimore, Maryland Mrs. Walter B. Driscoll Santa Fe, New Mexico ERSKINE, JOHN: My Life as a Teacher,). B. Lippincott Co., 1948. Wolfgang Bernard Fleischmann Montclair, New Jersey Walter F. Evers Cleveland, Ohio Arnold Grant New York, New York David Ginsburg Washington, D.C. John S. Greenway Tucson, Arizona Jerome laPides Annapolis, Maryland Jae Holzman New York, New York Charles A. Nelson New York, New York Mrs. Louise Trigg McKinney Santa Fe, New Mexico John D. Oosterhout Greenbelt, Maryland Alexander McLanahan Houston, Texas John S. Robson Chicago, Illinois Harvey M. Meyerhoff Baltimore, lv1aryland Mrs. Lowell R. Ditzen Washington, D.C. James R. Donnelley Chicago, Illinois William A. lydgate f'Jew York, New York J\ilrs. Everett H. Jones San Antonio, Texas Richard M. Burdge New York, New York St. Louis, Missouri BESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. GOLDWIN, ROBERT A. (Editor): Higher Education and Modern Democracy, Rand McNally and Company, 1967. HARVARD COMMITTEE REPORT: General Education in a Free Society, Cambridge, chusetts, The University, 1945. Massa~ HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. The University of Utopia, University of Chicago Press, 1953. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper & Brothers, 1942. NEWMAN, JOHN HENRY: The Idea of a University, Image Books, 1959. RICHARDS, A.: How to Read a Page, W. W. Norton, 1942. TUSSMAN, JOSEPH: Experiment at Berkeley, Oxford University Press, 1969. VAN DOREN, MARK: liberal Education, Henry Holt & Co., 1943 WHITEHEAD, ALFRED NORTH: The Aims of Education, Macmillan, 1929. j. Anthony Moran Mrs. Carleton Mitchell Annapolis, Maryland Julius Rosenberg Annapolis, Maryland Emmanuel Schifani Albuquerque, New Mexico Thomas E. Stern Palo Alto, California Irvin Swartzberg Chicago, Illinois Members Ex The Governor of M2ryland The Governor of Nevv /vlexico The The The The President of the College Provost in Annapolis Dean in Annapolis Dean in Santa fe Mrs. George S. Roudebush Washington, D.C. A. Paul Thompson Des Moines, Iowa John D. Murchison Dallas, Texas Dr. Thomas. B. Turner Baltimore, Maryland Members Richard F. Cleveland Douglas H. Gordon Mrs. Harry R. Slack, Jr. �FACULTY / 59 Faculty TUTORS President Richard Daniel Weigle B.A., 1931, M.A., 1937, Ph.D. in American Diplomatic History, 1939, Yale University; LLD., 1957, Washington College, 1958, LaSalle College, 1960, Wabash College, 1965, College of Notre Dame in Maryland, 1969, The Colorado College; LH.D., 1970, Bard College; Instructor, Yali Union Middle School, Changsha, China, 1931-33; Executive Secretary, Yale-in-China Association, 1934-38; Instructor in History, International Relations and Economics, Carleton College, 1939-42; Active duty with the Army Air Force, 1942-45; Documents Officer, Far Eastern Commission, and Executive Officer, Office of Far Eastern Affairs, Department of State, 1945-49; President, St. John's College, 1949-; Vice Chairman, Maryland Hall of Records Commission, 1952-; Chairman, Commission on Liberal Education, Association of American Colleges, 1955-57, Treasurer, 1963-66, Vice-Chairman, 1966-67, Chairman, 1967-68; Board of Education of Anne Arundel County, Member, 1951-63, President, 1958-62; President, Maryland Association of Boards of Education, 196162; Vice-Chairman, Independent College Funds of America, 1967-68; Chairman, Maryland Commission on the Capital City, 1967-. Provost of the College in Annapolis Paul D. Newland B.A., Heidelberg College, 1943; M.A., Ohio State University, 1946; Graduate study, Catholic University of America, 1950-52; Associate Professor and Chairman, Speech and Drama Department, Mount Union College, 1946-48; U.S. Marine Corps, 1942-46, Director of Academic Schools, 1948-50; U.S. Federal Civil Defense Administration, 1950-52; Staff Director, Special Activities, U.S. Army Headquarters, Europe, 1952-55; Director, Public Relations, Hamilton Watch Company, -1955-57, Director of Merchandising, 1957-60; President, Standard Time Corporation, 1961-67; Executive Vice President, Franklin and Marshall College, 196770; Provost, St. John's College, 1970-. Dean of the College in Annapolis Curtis A. Wilson B.A., University of California, Los Angeles, 1945; M.A., 1946, Ph.D., 1952, Columbia University; Tutor, St. John's College, 1948-1966, Dean, 1958-1962; Visiting Research Fellow, Birkbeck College, University of London, 1962-1963; Visiting Associate Professor, 1966-1968, and Professor, 1966-1973, University of California, San Diego; Corresponding Member, Academie internationale d'histoire des sciences, 1971-; Tutor and Dean, St. John's College, 1973-. Dean of the College in Santa Fe Robert A. Neidorf B.A., 1951, M.A., 1955, The University of Chicago; Ph.D., Yale University, 1959; Instructor and Assistant Professor of Philosophy, Bucknell University, 1959-62; Tutor, St. John's College, 1962-64, Santa Fe, 1967-; Assistant and Associate Professor of Philos_ophy, State University of New York at Binghamton, 1964-67; Director, Graduate Institute in Liberal Education, St. john's College, Santa Fe, 1970-. ANNAPOLIS John Spangler Kieffer B.A., Harvard College, 1926; M.A., Harvard University, 1929; Ph.D., The Johns Hopkins University, 1962; Master in French and English, Litchfield (Connecticut) School, 1.927-28; .Instructor in Classical Languages, St. John's College, 1929-34, Assistant Professor in Classical Languages, 1934-39, Tutor, 1939-, Board of Visitors and Governors, 1943-51, Acting President, 1947, President, 1947-49, Director of Adult Education, 1951-57, Addison E. Mullikin Tutorship, 1959-, Dean, 1962-69; Visiting lecturer in Philosophy, The Johns Hopkins University, 1961. Joseph Winfree Smith, Jr. B.A., 1934, M.A., 1935, University of Virginia; M. Div., 1938, Virginia Theological Seminary; Ph.D., 1948, University of Virginia; Student at the lnstitut Catholique de Paris, 1951-52; Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia; Tutor, St. John's College, 1941-, Assistant Dean, 1947, Addison E. Mullikin Tutorship, 1959-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1966-67. Robert S. Bart B.A., Harvard College, 1940; M.A., St. John's College, 1957; Sheldon Traveling Fellow, Harvard University, 1940-41; Tutor, St. John's College, 1946-, Addison E. Mullikin Tutorship, 1968-. Hugh P. McGrath B.A., University of Liverpool, 1934, Diploma in Education, 1935; language Instructor, London County Council, and language Studies at Universities of Liverpool, London, Paris, Dijon, 1936-40; Armed Forces, 1940-46; language Instructor, London County Council, 194647; Visiting Professor, University of Puerto Rico, 1960; Tutor, St. John's College, 1948-, Addison E. Mullikin Tutorship, 1968- (Sabbatical leave, 1973-74). Bert Thoms B.A., M.A., George Washington University, 1947; Ph.D., The Johns Hopkins University, 1950; Associate in Philosophy, George Washington University, 1947-49; Tutor, St. John's College, 1949-54, 1969-; Assistant Professor of Philosophy, Reed College, 1954-55; Chairman, Department of Philosophy, Washington and Jefferson College, 1955-69. Barbara Hopkins Leonard B.A., Oberlin College, 1937; M.S., 1941, Ph.D., 1948, The University of Rochester; Assistant in Zoology, Oberlin College, 1936-38; Oberlin College Scholar, Marine Biological laboratory, Woods Hole, Massachusetts, 1937; Histological Technici2n, Department of Pathology, Yale Medical School, 1938-39; Graduate Scholar in Biology, The University of Rochester, 1940-41, Graduate Teaching Assistant in Biology, 1941-44; Visiting lecturer in Zoology, Oberlin College, 1944-45; Instructor in Zoology, Smith College, 1945-51; Smith College Scholar, Marine Biological Laboratory, Woods Hole, Massachusetts, 1949; Tutor and Assistant Dean, St. John's College, 1951-, Arthur de Talma Valk Tutorship, 1968-; Fulbright lecturer and Honorary Professor of Zoology, lady Doak College and American College, Madurai (South India), 1962-63. Douglas Allanbrook Boston University, 1938; Brown University, 1939-41; University of Florence, 1946; B.A., Harvard College, 1948; Active duty, United States Army, 1942-45; Traveling Fellow, Harvard University, 1948-50; Pupil of Nadia Boulanger, Paris, -1948-50; Fulbright Fellow in ltalyConservatorio San Pietro a Majella, Pupil of Ruggiero Gerlin in Harpsicord and Early Keyboard Music, 1950-52; Teacher of Composition and Theory, Peabody Conservatory, 1955-57; Tutor, St. John's College, 1952-; Member, Corporation of Yaddo, Saratoga Springs, New York, 1971. James M. Tolbert B.A., 1935, M.A., 1937, Emory University; Ph.D., University of Texas, 1950; Teaching Fellow in English, Emory University, 1935-36; Teaching Fellow in English, University of Texas, 1938-42; Instructor in English, Tulane University, 1942; Military service, 1942-46; Instructor in English, University of Texas, 1946-50; Teaching Intern, St. John's College, 1953-55, Director ol Admissions, 1955-71, Tutor, 1971-. �FACULTY / 60 / ST. JOHN'S COLLEGE Eva T. H. Brann 61 Elliott Zuckerman B.A., Brooklyn College, 1950; M.A., 1951, Ph.D., 1956, Yale University; Fellow of the Amer· ican Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Tutor, St. John's College, 1957-, Addison E. Mullikin Tutorship, 1971-. B.A., 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea Fellow in Modern European History, Columbia University, 1954-55, Lecturer in History, 1956-61; Lecturer in History and Music, The New School for Social Research, 1960c61; Tutor, St. John's College, 1961-, Director, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969; Associate of Clare Hall, Cambridge University, 1970-71; Acting Dean, AprilJune, 1973. Edward Grant Sparrow, Jr. Joseph P. Cohen B.A., Harvard College, 1951; LL.B., Harvard Law School, 1954; M.A., Teachers College, Columbia University, 1957; Tutor, St. John's College, 1957-, Addison E. Mullikin Tutorship, 1971-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1964-66. B.A., St. John's College, 1956; Department of Philosophy, The University of Chicago, 195657, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, The University of Chicago, 1960-62; Tutor, St. John's College, 1962-; Visiting Fellow, Yale Law School, 1971-72. Bryce DuVal Jacobsen John Sarkissian B.A., St. John's College, 1942; farmer and carpenter, 1942-57; Tutor and Director of Athletics, St. John's College, 1958-. University of Chicago, 1939-41; U.S. Army, 1942-46 (Princeton University, 1943, A.S.T.P.); B.S., M.S., University of Illinois, 1946-48; The University of Chicago, 1948-54; Instructor, Biological and Physical Sciences, Pestalozzi-Froebel Teachers College, Chicago, 1948-53; Instructor, University of Indiana, 1948-50; Traveling Fellow and Research Associate, Institute of Human Heredity, University of Bologna, Italy, 1955-56; Instructor in Biological Sciences, Chicago City College, 1956-58; Instructor, Biological Science, University of Illinois, 1958-62; Tutor, St. John's College, 1963-. Edward Malcolm Wyatt B.A., 1953, M.A., 1956, University of Virginia; Instructor in Mathematics, University of Virginia, 1955-58; Tutor, St. John's College, 1958-. Beate Ruhm von Oppen B.A., University of Birmingham, 1939; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal Institute of International Affairs, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Project of the Committee for the Study of War Documents of the American Historical Association, 1959· 60; Tutor, St. John's College, 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History, Smith College, 1963-64, and University of Massachusetts, 1964-65; Member, Institute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71. Laurence Berns B.A., 1950, Ph.D., 1957, The University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, The University of Chicago, 1956-59; Tutor, St. John's College, 1960-; Associate Professor of Philosophy, Rosary College, 1966-67 (Leave of absence); Associate, Clare Hall, Cambridge University, 1971-72. Samuel S. Kutler B.A., St. John's College, 1954; Assistant Mathematician, The Johns Hopkins University Applied Physics Laboratory, 1955, Associate Mathematician, 1957, Mathematician, 1961; Graduate Study, American University, 1955-61; Instructor, American University, 1960; Visiting Tutor, St. John's College, 1960, Tutor, 1961-. Michael S. Littleton B.S., 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Foundation, 1960; S.T.M., Union Theological Seminary, 1967; United States Navy, 1955-57; Tutor, St. John's College, 1960-. Alvin N. Main B.A., University of California at Santa Barbara, 1954; United States Navy, 1940-52; Teaching Assistant, University of California at Los Angeles, 1955-56; Instructor, University of California at Santa Barbara, 1957-58, 1959-60; Tutor, St. John's College, 1960- (Leave of absence; 1973-74). Robert B. Williamson B.A. 1955, M.A., 1957, Ph.D., 1967, The University of Virginia; Tutor, St. John's College, 1960-. David H. Stephenson B.A., Columbia College, 1958; New York State Teaching Fellowship, 1958-60; M.A., Columbia University, 1960; Director of Men's Chorus, New York Association for the Blind, 195962; Music Instructor, Riverdale Country Day School, 1960-61; Chorus Director, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y. Crowell Company, 1961-63; Tutor, St. John's College, 1963- (Leave .of absence, 1973-74). Robert Louis Spaeth B.S., St. John's University (Minnesota), 1959; U.S. Army Signal Corps, 1954-56; Graduate study in physics, University of Illinois, 1959-60; Graduate study in mathematics, University of Wisconsin, 1961-62; Teacher, Cathedral High School, St. Cloud, Minnesota, 1960-61; Mathematics writer, Educational Research Council of Greater Cleveland, 1962-63; Tutor, St. John's College, 1963-, Assistant Dean, 1966-71, Director of the Summer Program, 1969, 1970; Alderman of the City of Annapolis, 1969-73; Member of the Anne Arundel County Democratic State Central Committee, 1970-; Fellow of the Institute for Ecumenical and Cultural Research, Collegeville, Minnesota, 1973-74 (Sabbatical Leave). Thomas A. McDonald St. John's College, 1944; Military service, 1945-46; University of Virginia, The New School, New York, 1947-50; Graduate study in philosophy, Graduate Faculty, The New School, 195052, 1955-58, Teaching Fellow, 1956-58; Lecturer, University College, The University of Chicago, 1958-62; Lecturer, Overseas-Extension, University of Maryland (Heidelberg, Germany), 1952-63; Tutor, St. John's College, 1963-. Louis N. Kurs Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; M.S., The University of Chicago, 1948; Teaching Assi~tant in the College and Department of Geology, The University of Chicago, 1948-49; Instructor ·in Physica,I Science and Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Production Division, South Works, United States Steel Corporation, 1951-54; Instructor in Geology, University of Illinois (Chicago), 1954-64; National Science Foundation Science Faculty Fellowship, The University of Chicago, 196162; Tutor, St. John's College, 1964- (Sabbatical Leave, 1973-74). Deborah Mary Traynor B.A., Mount Holyoke College, 1956; M.A., The U~rsity of Chicago, 1958; Chicago Educa- �62 / ST. JOHN'S COLLEGE FACULTY / 63 tional Television Association, 1959-63; College Humanities Staff, The University of Chicago, 1963-64; Tutor, St. John's College, 1964- (Sabbatical leave, 1973-74). structor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St. john's College, 1967-. (Leave of absence, 1970-72.) Charles E. Finch Nicholas Maistrellis B.S., in ~duc~tion, Temple University, 1942; B.D., Princeton Theological Seminary, 1945; !"I.A., University of Pennsylvania, 1949; Th.D., Philadelphia Divinity School, 1953; Instructor in New Testament, Bloomfield Seminary, 1945-47; Rector Church of the Redeemer Andalusia, Pennsylvania, 1949-52; Assistant Professor of Bible, Philadelphia Divinity Schoo'!, 195155; Instructor, Valley Forge Military Academy, 1956-57; English Teacher, Conestoga Senior High School, Berwyn, Pennsylvania, 1957-65; Tutor St. John's College 1965- Director of financial Aid and Placement, 1968-. ' ' ' B.S., Bates College, 1962; Department of History of Science, University of Wisconsin, 196267, Teaching Assistant, 1962-66, University fellow, 1966-67; Tutor, St. John's College, 1967-. Benjamin Charles Milner, Jr. B.A., En:iory University, 1949; B.D., Columbia Theological Seminary, 1955; Ph.D., Harvard Un1vers1ty, 1965; Military service, 1950-52; Teaching Fellow, Harvard Divinity School, 195759; Rockefeller Fellow, 1959-60; Instructor in Biblical History, literature, and Interpretation, Wellesley College, 1959-62, Assistant Professor, 1963-65; Tutor, St. John's College, 1965-. Geoffrey Comber Diploma .in Educatio.n, University of london, 1953; A.R.C.M., Royal College of Music, 1954; M.A., Ohio State University, 1957; Fulbright Scholar 1955· Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 195B-61; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontario, 1964; Tutor, St. John's College, 1965-, Assistant Dean, 1970-, Assistant Director, The Graduate Institute of liberal Education, St. John's College, Santa Fe, 1970-o George Doskow BA, Columbia College, 1957; M.A., 1959, PhoD., 1965, University of Connecticut; Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St. John's College, 1965-. Howard J. Fisher B.A., University of Rochester, 1965; Technician, Harvard University Cyclotron laboratory, 1964, 1965; Tutor, St. John's College, 1965-; Tutor, The Graduate Institute in liberal Education, Santa Fe, 1971-72. Brother S. Robert, F5.C. B.A., St. Mary's College; Ph.L, Ph.D., Universite Laval (Quebec); Visiting Tutor, St. John's College, 1966-67, Tutor, 1972-. Robert A Goldwin B.A., St. John's College, 1950; M.A., 1956, Ph.D., 1963, The University of Chicago; University Fellow, The University of Chicago, 1951, Edward Hilman Fellow, 1953; Fellow, Foundation for Adult Education, 1959; fellow, Guggenheim Foundation, 1966-67; Active duty, U.S. Cavalry, 1942-46; Director of Research, American Foundation for Continuing Education, 1951-59; lecturer in Political Science and Director, Public Affairs Conference Center, The University .of Chicago, 1960-66; Associate Professor of Political Science, Kenyon College, 1966-69; Director, The Graduate Institute in liberal Education, St John's College, Santa fe, 1967; Tutor, St. John's College, 1969-, Dean, Annapolis, 1969-73. Richard Hammond Elliott Tutorship, 1971-. (leave of absence, 1973-74.) Harry l. Golding B.A., University of Omaha, 1954; M.S., Northwestern University, 1958; National Science Foundation Fellow, 1954-55; Instructor in Chemistry, DePauw University, 1958-63; National Science Foundation Science faculty Fellow, Purdue University, 1963-64; Member of the Faculty, Shimer College, 1964-68, Chairman, Natural Science Area, 1967, Director of Shimer College in Oxford, 1967-68; Tutor, St. John's College, 1968-. Harvey Flaumenhaft B.A., 1960, M.A., 1962, The University of Chicago; Woodrow Wilson Fellow, Harvard University, 1960-61; Graduate study, The University of Chicago, 1961-65; lecturer in the Liberal Arts, The University of Chicago, 1965-66; lecturer in Political Science, Roosevelt University, 1965; Instructor in Government, Wheaton College (Massachusetts), 1966-68; Tutor, St. John's College, 1968-. Robert J. Anderson B.A., Temple University, 1961; M.A., Yale University, 1965; Teaching Assistant, Temple University, 1961-63; Teacher, Bishop College (Texas), Summer, 1964; Teaching Assistant, Yale University, 1966-67; Teacher, Yale University Summer High School, 1966, 1967, 1968, Curriculum Coordinator, 1968; New York City Department of Welfare, 1968-69; Tutor, St. John's College, 1969-. Ray A. Williamson B.A., The Johns Hopkins University, 1961; Ph.D., University of Maryland, 1968; Assistant Astronomer, Institute for Astronomy, University of Hawaii, 1967-69; Tutor, St. John's College, 1969-. Wye Jamison Allanbrook B.A., Vassar College, 1964; M.A., Stanford University, 1965; Woodrow Wilson Fellowship, 1964-65; Teaching Assistant in Music, Stanford University, 1967-69; Tutor, St. John's College, 1969-. Jonathan B. Skinner BOA., Carleton College, 1963; MoAO, University of Michigan, 1964; Ph.D., University of Massachusetts, 1970; Woodrow Wilson Fellow, University of Michigan, 1963-64; Instructor in Mathematics, Hope College, 1964-66; Teaching Assistant, University of Massachusetts, 196667, Instructor in Mathematics, 1967-68, Lecturer, 1968-70; Tutor, St. john's College, 1970-. Steven F. Crockett A.B., Earlham College, 1965; AM., The University of Chicago, 1967; Woodrow Wilson fellow, 1965-66; Ford Foundation Fellow, 1965-66; Graduate studies in the humanities, The University of Chicago, 1967-70; Instructor in the Humanities, Central YMCA Community College, Chicago, 1969-70; Advisor, Committee on General Studies in the Humanities, The University of Chicago, 1969-70; Tutor, St. John's College, 1970-. Gisela Berns Robert Arthur Licht Ab~tur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities ol B.A., St. John's College, 1965; MOA., The Pennsylvania State University, 1967; doctoral candidate in philosophy, The Pennsylvania State University, 1967-; Graduate Assistant, The Pennsylvania State University, 1965-66; National Defense Education Act Fellow, 1966-69; lecturer, Department oi Philosophy, Bucknell University, 1969-70; Tutor, St. John's College, 1970-. Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen I, University of Heidelberg, 1963; Fellow of Deutscher Akademischer Austauschdienst, University of Florence, 1963-64; Ph.D.,. University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, 1965; In- �64 / FACULTY / ST. JOHN'S COLLEGE Alfred Mollin SCHOLAR IN RESIDENCE B.A., Western Illinois University, 1965; M.A., The Pennsylvania State University, 1967; Graduate study in philosophy, The Pennsylvania State University, 1967-; National Defense Education Act Fellow; The Pennsylvania State University, 1966-69, Richard M. Weaver Fellow, 1969-70; Tutor, St. John's College, 1970-. William W. O'Grady, 65 Leo Strauss Ph.D., University of Hamburg, 1921; Professor of Philosophy and later Robert Maynard Hutchins Distinguished Service Professor, The University of Chicago, 1949-68; Scott Buchanan Distinguished Scholar in Residence, St. John's College, 1969-. Jr. A.B., University of Notre Dame, 1966; M.A., 1968, Ph.D., 1970, The University of Chicago; Woodrow Wilson fellow, The University of Chicago, 1966-67, Danforth Fellow, 1966-70, Humanities fellow, 1967-70; Tutor, St. John's College, 1970-. Michael William Ham B.A., St. John's College, 1961; M.S., University of Iowa, 1968; Teaching fellowship, Dartmouth College, 1961-62; Mathematics Writer, Educational Research Council of Greater Cleveland, 1962-63; graduate study, Writer's Workshop, University of Iowa, 1963-64; Programmer and Systems Analyst, Measurement Research Center, 1964-65; Mathematics teacher, The Key School, 1965-66; ACT Systems Manager, Measurement Research Center 1966-67; Coordinator of Data Processing, The American College Testing Program, 1967-69; Manager of Systems Analysis and Programming, Project PLAN, Westinghouse Learning Corporation, 1969-71; Director of Admissions, St. John's College, 1971-, Tutor, 1972-. John F. White B.A., St. John's College, 1965; M.A., The New School for Social Research, 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John's College, 1971-. Leon Kass S.B., The University of Chicago, 1958; M.D., The University of Chicago Medical School, 1962; Ph.D., Harvard University, 1967; Fellow, Guggenheim Foundation, 1972; Tutor, St John's College, 1972- (Leave of Absence, 1973-74). David E. Starr B.A., Gordon College, 1962; M.A., 1966, Ph.D., 1972, Boston University; Tutor, St. John's College, 1972-. ARTIST IN RESIDENCE Michon Carmean Semon B.A., 1966, University of South Florida; M.A., 1970, University of Maryland; Graduate Assistant, University of Maryland, 1969-70; Artist in Residence, St. John's College, 1971-. SANTA FE William A. Darkey B.A., St. john's College, 1942; M.A., Columbia University, 1949; Tutor, St. John's College, 1949-, Santa Fe, 1964-, Associate Dean, 1968-70, Dean, Santa Fe, 1968-73, Sabbatical, 1973-74. Thomas l<ing Simpson BA, St. John's College, 1950; M.A. in Teaching, Wesleyan University, 1955; Ph.D., The Johns Hopkins University, 1968; Instructor, American University at Cairo (Egypt), 1950-53; Teaching Intern, St. John's College, 1955-56, Tutor, 1956-; Curriculum Counsellor and member of the faculty, The Key School, 1970-, Santa Fe, 1973-. Michael Ossorgin a Lycee Russe, Paris, 1938; Conservatorie Rus.se Paris, 1932-35, 1942-44; L.Th., lnstitut de Theologie Orthodoxe, Paris, 1942; Instructor in Music, lnstitut de Theologie Orthodoxe, Paris, 1944-46; Instructor in Theology, St. Tikhon's Seminary, Pennsylvania, 1947; Secretary of the Orthodox Diocese in Alaska, 1948-49; Teacher of Music, Bureau of Indian Affairs, Department of the Interior, 1950-56; Associate Professor, Consultant, St. John's Program, St. Mary's College, California, 1961-62; Tutor, St John's College, 1956-, Santa fe, 1966-. Charles G. Bell Robert S. Zelenka B.A., Rice University, 1965; M.A., The Johns Hopkins University, 1966, Ford Foundation Scholar in Philosophy, Rice University, 1963-65; Woodrow Wilson Fellow in English, The Johns Hopkins University, 1965-66; Research Assistant in Biology, Marine Biological Laboratory, Woods Hole, Massachusetts, Summer 1966; Gilman Fellow in English, The Johns Hopkins University, '1966-1968; Faculty of Philosophy Fellow in English, The Johns Hopkins University, 1966-68; Instructor in English, University of Maryland, 1968-72; Tutor, St. John's College, 1972-, Burton Blistein A.B., A.M., The University of Chicago; Instructor, sculpture ancj drawing, Layton School of Art, Milwaukee, 1958-64; Faculty member, Shimer College, 1964-72; Tutor and Artist in Residence, St. John's College, 1972-. B.S., University of Virginia, 1936; Rhodes Scholar, Oxford University, B.A., 1938, M.A., 1966, B.Litt., 1939; Instructor and Assistant Professor of English, Iowa State College, 1940-45, Wartime Assistant in Physics, 1945; Research Assistant in Physics, Princeton University, 1945; Assistant Professor of English, Princeton University, 1945-49; Guest Lecturer, Black Mountain College, Summer, 1947; Rockefeller Grant for study in Europe, 1948; Assistant Professor of Humanities, The University of Chicago (College), 1949-56; Guest Professor, University of Frankfurt, 1952; Ford Fellow, 1952-53; Guest Professor and Director of the Honors Program, University of Puerto Rico (at Mayaguez), 1955-56; Guest Professor (Fulbright Program), Technische Hochschule, Munich, Germany, 1958-59 (Kulturgeschichte als die Geschichte symbolischer Form en); Tutor, St. John's College, 1956-, Director of Adult Education, 195758, Santa Fe, 1967-; Poet in Residence and Guest Professor, University of Rochester, Spring, 1967; Guest Professor, S.U.N.Y. at Old Westbury, Spring, 1970, Director of Graduate Preceptorial, Santa Fe, 1972-73, Sabbatical, 1973-74. Samuel Emmons Brown Leo F. Raditsa B.A., Harvard College, 1956; University Scholar, 1960-61; University Fellow, 1961-62; M.A., Columbia University, 1962; President's Fellow, 1962-63; Fulbright, University of Munich, 1964-65; Berlin, 1965; Instructor, New York University, Washington Square College, 1965-68, Assistant Professor, 1968-; Ph.D., Columbia University, 1969; Tutor, St. John's College, 1973-. Harvard College, 1936-37; Diploma, Black Mountain College, 1945; M.A., 1956, Ph.D., 1962, Indiana University; private tutoring, 1946-48; Director of Music, Windsor Mountain School, 1948-49; Director of Music, Verde Valley School, 1950-53; John H. Edwards Fellow, 1955-56; Part-time Teacher, Indiana University, 1956-57; Tutor, St. John's College, 1958-, Santa fe, 1965-. �66 / ST. JOHN'S COLLEGE Dean R. Haggard B.A., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-60; Fels fund Fellow in Philosophy, The Johns Hopkins University, 1960-61; Tutor, St. John's College, 1961-, Santa Fe, 1966-, Assistant Dean, 1971-73; on leave, 1973-74. FACULTY / 67 havioral Sciences, New Mexico Highlands University, 1957-64; lecturer, Department of Psychiatry, Edinburgh University, Scotland, 1964-65; Professor of Psychiatry (Psychology), University of Missouri Medical School, Kansas City, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. Robert D. Sacks Roger S. Peterson B.A., St. John's College, 1954; Ph.D., The Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des langues Orientales Vivantes, 1956-57; The University ol Chicago, 1957-59; Tutor, St. John's College, 1961-, Santa Fe, 1969-; Visiting lecturer, St. Mary's College, 1968-69; Biblical Research, Jerusalem, 1971-72. A.B., Harvard College, 1953; A.M., 1957, Ph.D. in Botany, 1959, University of Michigan; United States Navy, 1953-56; Forest Service Research, Colorado State University, 1959-62; Research Project leader, Utah State University, 1962-66; Tutor, St. John's College, Santa Fe, 1966-. Sabbatical, 1973-74. John S. Steadman L Ray Davis, Jr. B.S. Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, U.S. Army, 195456; Assistant in Philosophy, Cornell University, 1959-61; Teaching Fellow, Cornell Univer· sity, 1961-62; Tutor, St. John's College, 1962-, Santa Fe, 1967-, Assistant Dean, 1970-72. University of Wisconsin, 1953-55; B.A., St. John's College, 1962; NDEA Fellowship, University of Indiana, 1962-65, M.A., 1965, History and Philosophy of Science; Tutor, SL John's College, Santa Fe, 1966-. David Clifford Jones Ralph Swentzel! B.A., St. John's College, 1959; M.A., The University of Melbourne, 1962; University Fellow, The University of Melbourne, 196'1-62; University fellow and Bess Heflin Fellow, The University of Texas, 1962-64; Tutor, St. John's College, 1964-, Santa Fe, 1965-. B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico University, 1965-66; Tutor, St John's College, Santa Fe, 1966-. Robert M. Bunker A.B., Harvard University, 1939; A.M., 1954, Ph.D., 1955, University of New Mexico; United Pueblos Agency, Bureau of Indian Affairs, 1940-51; United States Navy, 1942-46; Executive Secretary, Bernalillo City-County Consolidation Committee, 1952-56; Instructor, University of New Mexico, 1955-56; Professor of English and Philosophy, and Chairman of both Departments, New Mexico Highlands University, 1956-65; Tutor, St. John's College, Santa Fe, 1965-. Don B. Cook A.B., Occidental College, 1958; Ph,D., University of California at Davis, 1965; Woodrow Wilson Honorary Fellow, University of California at Davis, 1959; National Science Foundation Fellow, 1959-61; Tutor, St John's College, Santa Fe, 1965-72, 1973-; Teacher, Santa Fe Preparatory School, 1972-73. Elliott T. Skinner B.A., University of Colorado, 1961; MA., Princeton University, 1963; Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, Princeton University, 1964, Woodrow Wilson Fellowship; Fellow of The Council for Philosophical Studies (Summer Institute in Greek Philosophy and Science), 1970; Tutor, St. John's College, Santa Fe, 1965-. Richard Bowen Stark The Colorado College, 1941-42 (U.S. Air Force, 1942-45) 1945-46; A.B, Colorado State College of Education, 1948; lvLM., Yale University School of Music, 1948-52; Associate Professor of Piano (Director of the Choir, 1958), Fisk University, Nashville, Tenn., 1952-58; Visiting Professor of Music, Wesleyan University, Middletown, Conn., 1959-60; Curator of Collections, 1962-66, Curator of Music Research, 1966-70, Museum of International Folk Art, Santa Fe, New Mexico; Tutor, St. John's College, Santa Fe, 1965-. On leave, 1973-74. Timothy P. Miller A.B., Harvard University, 1948; B.Mus,, 1949, M.Mus., 1951, Yale University; D.Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, '1955-56; Assistant and Associate Professor of Music, Agnes Scott College, 1957-61; Director of Music, University of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St John's College, Santa fe, 1967-, R. Thomas Harris, Jr. B.A., Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Illinois; Uni· versity Fellow, University of Illinois, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, "1958-59; Research Instructor, Duke University, 195960; Assistant Professor, 1960-65, with leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; Associate Professor, University of Maryland, 1965-68; National Science Foundation Consultant for India Project, Lucknow, India, summer, 1967; Visiting Associate Professor, New York University, 1967-68; Corporate Consultant, Manage· ment Science, IBM, Armonk, New York, summer, 1968; Tutor, St. John's College, Santa fe, 1968-; Visiting Professor, New York University, summer, 1969. Glenn A. Freitas l:LA., Classical Languages, St. Mary's College, 1957; Th.L, Universite Laval (Quebec), 1964; licentiate in Sacred Scripture, Pontifical Biblical Comrnissior, (Rome), '1966; l'Ecole Biblique et Archeologique fran<;;aise de Jerusalem, 1964-66; Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St John's College, Santa Fe, 1969-. Ralph J. Quintana Stuart Boyd B.A., 1947, MA, 1966, University of Colorado; Instructor, Williams College, 1946-49; Instructor, Wagner College, "1949-50; Teacher-coach, Fountain Valley School, 1953-58; Teachercoach, Hebron Academy, "1959-61; Assistant Professor, New Mexico Highlands University, 1966-68; Tutor, St. john's College, Santa Fe, 1969-. M.A., Aberdeen University, Scotland, 1948; Ph.D., Aberdeen Universitv Medical School, 1952; Military Service, 1941-45; Assistant lecturer, Clinical Psychology, Department of Psychiatry, Aberdeen University, 1948-52; Instructor, Medical Psychology, University of Colorado Medical School, 1952-53; Director, Doctoral Training in Clinical Psychology, Denver University, 1954-57; Professor of Psychology and Chairman, Department of Be- A.B. (Philosophy), Quincy College, 1962; B.D., Harvard Divinity School, 1966; Graduate Study, Harvard University, 1967-68; University of Pennsylvania, 1968-69; Fulbright Fellow, University of Heidelberg, Germany, 1966-67; Inner City Fieldwork Program (Harvard Divin- Frank K. Flinn �68 I FACULTY / ST. JOHN'S COLLEGE ity School), Roxbury, Mass., 1964-65; Sacred Heart, 1965-66; Boston College, and Professional Opportunity, 1968-; Graduate School of Religion, 1969-70, 1970-. lecturer (Biblical Studies), Newton College of the 1967-68; Board Member, Association for Educational Visiting Professor (Anthropology), LaSalle College summer, 1971; Tutor, St. John's College, Santa Fe, Toni K. Drew 69 Alfreda l. Verratti B.A., St. John's College, 1966; M.A., Washington University, -1970; Psychiatric Social Worker, Harrisburg State Hospital, Harrisburg, Pa., 1966-67; Hans Reichenbach Graduate Fellowship, Washington University, 1967; N.D.E.A. Graduate Fellowship, Washington University, 196770; Instructor, Washington University, 1969, 1971; Instructor, University of Missouri, 197071; Assistant Professor, Webster College, 1971-72; Tutor, St. John's College, Santa Fe, 1972-, Assistant Dean, 1972-. B.A., St. John's College, Santa Fe, 1970; Teaching Intern, St. John's College, Santa Fe, 1970-72, Tutor, Santa Fe, 1972-. Alfred Allan N. Pearson B.A., Swarthmore College; M.A., Harvard University, 1968; Ph.D. candidate, Harvard University, 1968-; Teaching Assistant, Hurvard University; Tutor, St. John's College, Santa Fe, 1972-. A.B., Modem languages, Boston College, 1961; A.M., German Language and literature, Boston University, 1962; Graduate Assistant, Boston University, 1962; Teaching Assistant in German and Graduate Student, German Language and Literature, Musicology, University of California at Berkeley, 1962-64, 1965-66; Fellow of Deutscher Akademischer Austauschdienst, University of Munich, Germany, 1964-65; lecturer in German, University of California, Riverside, 1966-71; Tutor, St. John's College, Santa Fe, 1971-. Vida Clift B.A., Radcliffe, 1962; M.A., Berkeley, 1964; Ph.D., Harvard, 1970; Tutor, St. john's College, Santa fe, 1971-. C. Donald Knight A.B., Baker University, 1962; M.A., University of Toronto, 1968; Ph.D. Candidate, University of Toronto, 1968-; Fulbright Fellow, Annamalai University, Madras State, India, 1962-63; Graduate Fellow (National Science Foundation) in Biology and Human Genetics, The Rockefeller University, 1963-66; Teaching Fellow in Moral Philosophy, Victoria University, Toronto, 1967-68; Canada Council Fellow in Philosophy, University of Toronto, 1969-71; Tutor, St. John's College, Santa Fe, 1971-. J. DeGrazia Ill Lorna Green Smith College, 1956-57; American University, summers of 1957 and 1958; B.Sc., McGill University, 1960; Woodrow Wilson Fellow, Rockefeller University, 1960; University of Washington, summer 1961; University of Paris at the Station Biologique de Roscoff, summer 1962; Ph.D., Rockefeller University, 1965; Postdoctoral Fellowship, Rockefeller University, 1965; Research Assiscant, Wellesley Hospital, Toronto, '1967-68; M.A., University of Toronto, 1971; Canada Council Fellowship at University of Toronto, 1970-73; Teaching Assistant, Sto Michael's College, University of Toronto, 1970-72; Tutor, St. john's College, Santa Fe, 1973-. Howard Zeiderman Dartmouth College, 1962-63; B.A., St. John's College, 1967; M.A., Princeton University, '1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-. William H. Donahue B.A., St. John's College, 1967; Postgraduate research student, Faculty of Philosophy, King's College, Cambridge, 1967-72; Supervisor for Part I and Part 11 Tripos, Cambridge University, 1968-72; Tutor, St. John's College, Santa Fe, 1973-. Philip leCuyer James R. Mensch B.A., The Colorado College, 1966; B.A., Merton College, Oxford University, 1969; Ph.D. candidate in biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor in English literature, Summer Humanities Institute, The Colorado College, 1968; Tutor in biology and chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. B.A., St. John's College, 1967; M.S.l., The P0ntifical Institute of Medieval Studies, Toronto, 1970; Instructor in Religious Philosophy, University of Toronto, 1970-71; Tutor, St. John's College, Santa Fe, 1973-. i'Jorman S. Grabo B.A., Elmhurst College, 1952; M.A., University of California at Los Angeles, 1955; Ph.D., University of California at Los Angeles, 1958; Folger Shakespeare library Fellowship, 1959; English Department Research Professor Fellowship, Michigan State University, 1961; frank L Weil Institute for Research in the Humanities and Religion Fellowship, 1964; The Society for Religion in Higher Education Fellowship, 1967-; Humanities Research Professorship, University of California, 1966-67; Humanities Institute Fellowship, University of Californi~, summer 1969; Guggenheim Fellowship, 1970-71; Instructor and Assistant Professor, English Department, Michigan State University, 1958-63; Associate Professor, Department of English, University of California at Berkeley, 1963-67; Professor, University of California at Berkeley, 1967-72; Tutor, St. John's College, Santa Fe, 1972-. Mary I. Robinson B.A., The University of Chicago, 1960; graduate teaching assistant, Dept. of Zoology, The University of Chicago, 1960-63; NIH Pre-doctoral Trainee in Developmental Biology, University of Iowa, 1966-67; NIH Pre-doctoral Trainee in Biochemistry, University of Arizona, 1969-72; Tutor, St. john's College, Santa Fe, 1972-. Richard L. Michaud A.B., St. Michael's College, 1967; Ph.D., University of Vermont, '1967; Postdoctoral Fellow in Pharmacology, Yale University School of Medicine, Assistant Professor, Dept. of Psychiatry, Yale University, 1968-70; Assistant Professor, Science Dept., Webster College 197073; Visiting Lecturer, Washington University, 1971-72; Tutor, St. John's College, Santa Fe, 1973-. Bruce E. Venable B.A., St. Mary's College, 1969; University of Washington, 1969-73; Teaching Assistant, Classics Department, University of Washington, 1972-73; Tutor, St. John's College, Santa Fe, 1973-. TUTORS EMERITI Ford Keeler Do PhiL Jacob Klein, Ph.D., Dean, St. John's College, '1949-58. \IVilliam Kyle Smith, Th.B. 1 Th.M. Simon Kaplan, Ph.D. W. Crawford, B.A, Ph.Do �HONORARY FELLOWS OFFICERS, ASSOCIATES, AND STAFF Paul Mellon B.A., Yale University, 1929; B.A., 1931; M.A., Cambridge University, 1938; Litt.D. Oxford University, 1961; LLD., Carnegie Institute of Technology, 1967; LH.D. Yale University, 1967. Richard F. Cleveland B.A., 1920; M.A., Princeton University, 1921; LLB., Harvard University, 1924. ANNAPOLIS SANTA FE President Richard D. Weigle Richard D. Weigle Provost Paul D. Newland Vice President John Gaw Meem J. Burchenal Ault Curtis A. Wilson Treasurer Charles T. Elzey Kirk C. Tuttle Assistant Deans Sc.B., Virginia Military Institute, 1914; M.A. (Hon.), Colorado College, 1936; A.F.D. University of New Mexico. Dean Barbara H. Leonard Geoffrey Comber Alfreda L Verratti Robert A. Neidorf David C. Jones Director of the Graduate Institute Registrar Ellen Gant Director of Admissions Michael W. Ham Gerald F. Zollars Librarian Charlotte Fletcher Alice H. Whelan Director of Athletics Malcolm Handte, '75 Leanore B. Rinder Bryce DuVal Jacobsen Istvan Fehervary Director of Student Activities Director of Financial Aid Charles E. Finch Sue L Boyter Robert A. Neidorf Director of Adult Education Director of Alumni Activities and Programmed Giving Thomas Parran, Jr. Alumni Secretary & College Archivist Miriam Strange Business Manager James Grant Emery C. Jennings Superintendent of Buildings and Grounds David W. Tucker Stanley Nordstrum College Physician Robert C. Biern Charles Kinzer Sigmund A. Amitin Jan Pieter Voute College Nurse Juliana Rugg Peggy Elrington Student Counselor Charlotte King. Senior Residents Charlotte King Christiana White Brig. & Mrs. Mordaunt El rington Mr. & Mrs. Stanley Nordstrum Alfreda L Veratti �Profile.· Septernber 1972 Freshman Class ANNAPOLIS SANTA FE States Represented: Alabama ............. . Alaska ............... . Arizona .............. . Arkansas ............. . California . . . . . . . . . . . . . Connecticut . . . . . . . . . . . Colorado ............. . District of Columbia . . . . Florida . . . . . . . . . . . . . . Georgia . . . . . . . . . . . . . . . Hawaii ............... . Illinois . . . . . . . . . . . . . . Indiana . . . . . . . . . . . . . . Iowa ................. . Kansas ............... . Kentucky ......... . Maine ............... . Maryland ............. . Massachusetts ......... . Michigan ............. . Minnesota ............ . Missouri ............. . Nebraska ............. . New Hampshire ... . New Jersey ........... . New Mexico .......... . New York ........... . Ohio ................ . Oregon .............. . Pennsylvania .......... . Rhode Island ......... . Tennessee ............ . Texas ................ . Vermont ............. . Virginia .............. . Washington .......... . West Virginia ......... . Wisconsin ............ . Wyoming ............ . 27 3 6 28 2 1 1 20 4 5 3 3 1 2 9 21 ·1 2 5 2 2 2 2 1 2 2 1 Number of Students . . . . Men . . . . . . . . . . . . . . . . Women . . . . . . . . . . . . . 128 61 67 108 National Merit Honors.. . Finalists . . . . . . . . . . . Semifinalists Commended Scholars 32 13 6 13 33 14 1 18 9 2 24 24 .... 16-24 16-27 Previously Attended College . . . . . . . . . Range of Ages 1 1 Veterans 63 45 2 w 3 5 6 2 1 14 1 1 1 Attended Public School . . . . . . . . . . . . . . 73% 80% Receiving Financial Aid... 10 14 2 2 2 1 Austria ............... . Canada .............. . England .............. . Hong Kong ........... . Japan ................ . Singapore ............ . Turkey . . . . . . . . . . . . . . . . Early Entrance . . . . . . . . 1 2 6 1 15 2 1·1 4 1 1 2 2 ANNAPOLIS SANT A FE 24% 55% 47% 22% 22% 47% 21%. 20% 10% 2% 0% Rank in Class: First tenth ......... . Second tenth ....... . Second fifth ... . Third fifth ..... . Fourth fifth .... . Lowest fifth ........ . 5% 3% 1% � I, ' I I ST. JOHN'S COLLEGE ANNAPOLIS, MARYLAND • SANTA FE, NEW MEXICO STATEMENT OF THE ST. JOHN'S PROGRAM 1973-74 Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools �Table of Contents College Calendar ANNAPOLIS 1973-1974 September 7 freshman and Senior Registration August 28 September 9 Convocation September 10 Sophomore and Junior Registration August 29 August 29 September 10 First Seminars SANTA FE August 30 August 30 First Classes October 19-21 Long Weekend November 22-25 Thanksgiving Recess Winter Vacation January 21 February 8-1 O November 22-25 December 21-January 14 End of First Semester December 20-January 9 January 20 December 21 Beginning of Second Semester January 14 long Weekend March 16-31 May 24 ' •••• ' ••••••• 0. 0 ••••••• 0 ••• 0 •••••• ' . ' . ' . 0 ••• " ¢ ••• 0 0 ' 0 •••••••••• Commencement THE SEMINAR ••••••••••••••••• ' ••••• 0 ••••••• •• 0 •• THE PRECEPTORIAL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE TUTORIALS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE LABORATORY .. .. .. ... .......... ... .... .......... ......... ... .. ... . May 17 May 19 The Academic Order THE INSTRUCTl0f'1 COMMITTEE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE LIBRARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SCHEDULES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Summer 1974 ESSAYS AND EXAMINATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . January Class Second Semester Begins Graduate Institute Begins August 9 January Class Second Semester Ends Graduate Institute Ends June 3 June 23 August 9 August 16 ACADEMIC STANDING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE ST. JOHN'S DEGREE OF BACHELOR OF ARTS .. THE ST. JOHN'S DECREE OF MASTER OF ARTS . . . . . . . . . . . . . . . . . . . . . . . . . THE GRADUATE INSTITUTE IN LIBERAL EDUCATION .............. . Residence and Student life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1974-1975 September 8 September 9 September 9 November 28-December 1 August 27 Sophomore and Junior Registration First Seminars August 28 December 19-January 5 January 15 long Weekend Thanksgiving Recess Winter Vacation End of First Semester 33 42 ........................................... ..... .. 48 ..... , . . . . . . . . . . . . . . August 28 August 29 August 29 November 28-December 1 December 20-January 13 December 20 . ............. . 51 Fees and Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........ . 53 Bibliography .................................................. . 56 Board of Visitors and Governors ................................. . Freshman and Senior Registration Convocation First Classes October 18-20 Admissions 30 31 31 32 33 34 35 36 37 .. ...... ... ... . SITE PLANS OF THE CAMPUSES September 6 3 10 11 17 23 25 THE ST. JOHN'S LIST OF GREAT BOOl<S THE TUTORS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . June 3 5 The Curriculum THE FORMAL LECTURE ........... . March 9-24 Spring Vacation End of Second Semester May 26 PAGE Introduction 57 Faculty ....................................................... . 58 Profile: 1972 Freshman Class ..................................... . 72 CAMPUS VISIT .......... , . . .. ................ �Introduction Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any calling and to become mature, competent, and responsible citizens of a free society. St. John's College believes that the way to liberal education lies through the books in which the greatest minds of our civilization - the great teachers have expressed themselves. These books are both timeless and timely; they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary problems with which we have to deal. They can therefore enter directly into our everyday lives. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to ·tell us is not something of merely academic concern, remote from our real interests. They change our minds, move our hearts, and touch our spirits. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And, while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are therefore properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical, or philosophical. They are also linked together, for each of them is introduced, supported, or criticized by the others. In a real sense they converse with each other, and they draw each readt!r to take part, within the limits of his ability, in their large and unending conversation. McDowell Ha//, Annapolis, 1744 �This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we sometimes desire. To remedy this defect is the goal of the St. John's seminar. Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar ideas, attempt to discuss it reasonably. It is presupposed that each student is willing to submit his opinions to the critical of his fellow studenlso The demands of the individual and those ol the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions - probably unexamined - that they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. !n the the aim is to ascertain not how things were, but how things are - to help the student make rational decisions as he lives his life. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the student should continue with him throughout his life. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The Tutor functions as a guide, more intent to listen to the students and to work with them than to impose upon them his own train of thought In short, St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to mediate men's understanding, to give conscious form to knowledge through systems of signs accommodated to men's intellects - that is, words and numbers" Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic the arts of language; and arithmetic, geometry, music, and astronomy- the arts of mathematics. In contemporary terms, man practices such liberal arts as analyzing, thinking, writing, speaking, and deciding as he uses verbal symbols; man practices such liberal arts as counting, measuring, deducing, and demonstrating as he uses mathematical symbols. There are many ways to develop these arts. The curriculum emphasizes four of them: discussion, translation, demonstration, and experimentation. They are followed in all the branches of the program. But whatever the methods used 1 they all serve the same end: to make the student think for himself, to enable him to practice the arts of freedom, Free minds must be able to view concrete situations, to deliberate by formulating dear alternatives, and to arrive at a deciding choice. The acquisition of these intellectual skills indicates that the discipline of the liberal arts has taken hold of the learning mind. Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one form or another indispensable, They enable men to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance men can free themselves from the wantonnes:c of prejudice and the narrowness of beaten paths, Under their discipline men can acquire the habit of listening to reason, A genuinely conceived liberal arts curriculum cannot avoid aiming at these most farreaching of all human goals. �THE CURRICULUM The THE SEMINAR The heart of the curriculum is the seminar - a discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two members of the faculty as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten - or well beyond if the topic under discussion has aroused a sustained and lively argument The assignment for each seminar amounts, on the average, to around a hundred pages of reading, but may be much shorter if the text happens to be particularly difficult The seminar begins with a question asked by one of the leaders, and thereafter it consists almost entirely of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting is tempered the use of formal modes of address Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to provoke a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies, Homer and Dante prompt reflections on the virtues and vices of men. on man's ultimate fate. Sometimes a seminar will devote all its time to an int~rpretation of the assigned reading, staying close to the text; at other times the talk may range widely- and even wildly - over topics suggested by the reading but having independent relevance in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are two rules: first, every must be heard and explored, however sharp the dash of opinions may be; second, every opinion must be supported by argument- an unsupported opinion does not count In a freshman seminar the students may tend to express their opinions with little regard for their relevance or their relation to the opinions of others. Gradually, under pressure of the group, the students learn to proceed with care 1 keeping to the topic and trying to uncover the meanings of the terms they use, ThE students leani, also, that to some extent the procedure of the seminar varies with the kind of reading under study: poetry is not ph:iosophy and requires a different approach. SL1ch progress in method may be crowned by sudden I 9 insights on the part of individuals, or by occasions when the seminar as a whole achieves illumination, The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument/' of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued, The argument does not necessarily lead to the solution of a lv\ore often than not the problem remains unsettled, with certain alternatives dearly outlined, The progress of the seminar is not particularly smooth; the discussion sometimes tends to branch off and to entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk or into dull and shallow meandering, without being able for a long time to extricate itself from such a course, Or it may climb to heights accessible to a few of its members. Under these circumstances the role of the leaders is not to give information, nor is it to produce the 11 right" q.pinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections, to help the student in every way possible to understand the author, the issues, and himself. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But a leader may also take a definite and positive stand and enter directly into the argument. If he does so, however, he can expect no special consideration. Reason is the only recognized authority; all opinions must be rationally defended and any single can prevail only by general consent. The aim is always to develop the student's powers of reason and understanding and to help him arrive at intelligent opinions of his ovvn, �10 / ST. JOHN'S COLLEGE THE CURRICULUM / 11 THE PRECEPTORIAL For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or exploration of one subject in several books. Students are usually given a choice of sixteen to twenty books or subjects of particular interest to the Tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the seminar reading, some preceptorials may deal with books and themes the students would not otherwise encounter in the program. There are generally seven or eight students in a preceptorial. Guided by a Tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually the student's work is completed by the writing of a paper, which may be read in draft to the preceptorial and criticized by the other members. Listed below are preceptorial subjects offered on the two campuses for a recent year. Aristotle: Politics Camus Clement of Alexandria The Constitution of the United States: The Founding Dante: Purgatorio Dostoevsky: The Brothers Karamazov Freud Galileo Goethe's Plays - chiefly Faust Hume's Moral Philosophy Kant: Critique of Pure Reason Kazantzakis: The Odyssey A Modern Sequel The Logic of Hegel The love Poetry of John Donne Marx Mathematics and Kant Modern Theatre More: Utopia Nietzsche Plato: Laws Plato: The Sophist Psychoanalytic View of Character: Freud and Reich The Rhetoric of J. S. Bach Shakespeare: Hamlet Shakespeare: The Tempest Some Modern Protestant Theologians Sophocles Thomistic and Aristotelian Ethics Vibrating Bodies Giovanni Battista Vico THE TUTORIALS The seminar cannot suffice as the only means to the end of liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study. Other instructional devices must therefore support it; these are the tutorials in language, mathematics, and music. For four years a student attends one language tutorial and one mathematics tutorial, usually four mornings a week. Three times a week sophomores also attend a music tutorial. In tutorials, around a table, thirteen to fifteen students study and learn together under the direct guidance and instruction of a Tutor. Each tutorial session lasts an hour. The tutorial provides conditions for collaborative and for the manifold teaching and learning relations that hold in a company of good friends. As in the seminar, students talk freely with one another and the Tutor, but the discussion focuses sharply on assigned tasks. There is opportunity for each student to contribute his measure of instruction to his fellows. Other tutors often attend, seeking to learn about a particular subject, which they may later teach. A student will work in the language and mathematics tutorials with one group of fellow students, and in the laboratory and the seminar with another. Some of the students in his tutorials will also be with him in his laboratory and seminar. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect of language skills. As country is separated from country the barrier of langauge1 so profession is separated from profession by technical jargon. The language tutorial attempts to remedy this condition by a training in the means of precise communication and persuasion. In a broad sense, it may be conceived as a present-day restoration of the age-old studies of grammar, rhetoric, and logic The tutorials seek to understand the relation between language and thought. To do this they must study the fundamental ways words can be put together, the modes of signifying things, the varied conno- �T2 / ST. JOHN'S COLLEGE tations and ambiguities of terms, the role of metaphors and analogies, and the logical relations between propositions. The purpose of the language tutorial is thus not the mastery of any foreign languages. By studying these, however, and by them into English, by comparing them with each other and with English, the student learns something of the nature of languages in general and of his own in the four years, then, he is studying language as the discourse particular. of reason through the medium of foreign tongues, his native English. He is discovering the resources of articulate speech and learning the rules that must govern it if it is to be dear, consistent, and effective; if it is to be adequate and persuasive. The medium for accomplishing this is Greek in the first and second years and French in the third and fourth years. in the beginning the emphasis is on the grammatical forms and constructions and the of the language being studied. Brief passages of prose and poetry a1·e committed to memory. But after a short time the tutorial shifts to something more concrete: the slow and careful reading and discussion of works of poetic imagination or philosophical thought Thus the reading for the with its attention to the large outlines, the general trend, the development of the central idea, is supplemented and corrected a more precise and analytical study, concerned with every detail and shade of meaning, and also with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not often come into seminar discussions. The student's concern with them in the language tutorial improves all his reading, for whatever immediate deepens and enriches his understanding, and increases his ability to think clearly and to talk well. The second purpose of the language tutorial is support of the seminar. The further the student advances, the more the language tutorial tends to influence the seminar discussion. It brings issues to the fore which otherwise have been neglected and introduces more precision into the terms in which a problem is being discussed. A third aim of the language tutorial is the learning of the two foreign languages themselves. 111 the time allotted to the study of each language, of either of them is, of course, impossible Ability to speak the language is not an aim of the tutorial. That ability may best be acquired by abroad, or an intensive course. What the student can reasonably expect to attain is a knowledge of the grammatical forms and a feeling for the peculia;·ities of the language, vvithin limitations. To experience the indiof another language is to extend the limits of one's sensibility. The choice of the foreign languages is in part dictated the seminar schedule and is in part arbitrary. Different languages might be used THE CURRICULUM / 13 without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second yi;;ar advances the work of the first year. The second year ends with analysis and discussion of works by Shakespeare, Donne, and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text The aim here is economical progress toward facility in the reading and writing of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the student attempts to match in his own tongue the excellence of his models. In the second semester a complete in verse is read. In the fourth year passages from English writers are translated into French; discussion of students' versions is helped by comparison with expert translations of each text chosen. The principal activity of this year, however, is the reading of French poems. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poet1-y and clarifies the relation of that art to the traditional liberal arts of language. assignments include exercises in translation more ambitious than those attempted in the third year, THE MATHEMATICS TUTORIAL Next to their mother tongue the language of number and figure is the most important symbolic possession of men. In view of the scientific and industrial conditions of modern life, the elimination of mathematics as a requirement in education is most disturbing . This default has become so common now that many persons believe that they natively lack mathematical ability. But the language of number and figure is not a matter of special aptitude, though obviously the high aptitude of a great mathematician is rare. �14 I ST. JOHN'S COllEGE THE CURRICULUM / 15 Even before reaching its explicit scientific formulation, mathematics is an integral part of our understanding of the world that surrounds us. St John's tries to overcome this alleged mathematical disability and, through improved teaching techniques, to effect an understanding of the fundamental nature and intention of mathematics. The student begins with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, he gains a notion of deductive science and of a mathematical system in general; he becomes acquainted with one view of mathematical objects - its central expression found in the theory of ratios -which is buried under the foundations of modern mathematics. After Euclid he begins the study of Ptolemy's Almagest, his treatise on astronomy, centering attention on the problem of "hypotheses" constructed to "save the appearances." That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic, and religious readings that are taken up in the first and second year. In the second year the student continues the study of Ptolemy, emphasizthose difficulties and discrepancies of the geocentric system which point straight toward the Copernican revolution. He studies Copernicus's revision of Ptolemy in heliocentric form. He next takes up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathmatics. After this he studies analytic geometry, which presents the conic sections in algebraic form. He thus gains an understanding of algebra as the "analytic art" in generaL In the third year, the student studies the calculus as Newton presented it and in its modern form. This study is followed by a reading of Dedekind's theory of numbers. He next takes up the astronomical parts of the Principia, in which Newton brings heavenly and earthly motions under one law and supetsedes a purely geometric astronomy with a "dynamic" theory in which the orbits are governed by laws of force. Here again the mathematics tutorial is more than a mathematics course. It is both an introduction to physics and a foundation for the study in seminar of the philosophical outlook of the modem world. In the fourth year the reading of Lobachevski's non-Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. This is followed in the latter half of the year by the study of the geometrization of physics found in Einstein's special theory of relativity. On the Annapolis campus, lhere is an alternate program for the latter half of the year: some of the si:udents study projective geometry, in which the enterprise which began with Euclid returns in a remarkable way, now generalized, to its starting point Thus throughout the four years the students are in continual contact not only with the pure science of mathematics but also with the foundation$ of mathematical physics and astronomy. All along, the mathematics tutorial supports the seminar discussions as they bear on the relation of man to nature, the criteria of intelligibility, the nature of knowledge, and the role of symbols in imagination and thought. In the mathematics tutorial the student engages actively in demonstration of propositions 1 the blackboard becoming the arena of intense logical struggles. The student is made to see how the discovery of logical inconsistencies leads to a revision of the assumptions upon which mathematics builds. But it is not only logical rigor that is expected of the student; his imagination is constantly brought into play. Whenever the occasion requires it, the student has to exercise his skill in the solution of problems. All this detailed preoccupation with mathematical objects and methods, however, is subservient to the more general consideration of the relation of mathematics to questions raised in the seminar. On the other hand, the mathematics tutorials also refer directly to the work done in the laboratory. The chief aim of the mathematics tutorial is to give the student insight into the nature and practices of thinking, of reasoning that proceeds system- �16 / ST. JOHN'S COLLEGE atically from definitions and principles to necessary conclusions. He sees and becomes familiar with the power of a method or methods that can gather into a single formula or law the most diverse phenomena and can thereby predict and even control their occurrence. His intellectual imagination is freed and developed to the point where he can investigate the structure of worlds that are possible - that is, consistent- beyond the powers of sense. It is in the various mathematical sciences that imagination and reason are seen at their most impressive and effective. Here all is distinct, orderly, and necessary. To see reason thus at work- building its structures as in pure mathematics, or making the world intelligible as in the mathematical sciences of nature - is perhaps the most exciting and absorbing of all intellectual activities. Insofar as the modern world is the creation of the age of reason, the St. John's handling of mathematics and science is an excellent and almost indispensable experience for anyone who wishes to know what modernity means. An education based on the popular view of the liberal arts and the humanities as meaning only literature, art, philosophy, and history does not prepare one to live in today's world. On the other the teaching of sciences divorced from the humanities is equally destructive of a capacity to understand the modern world. THE CURRICULUM / 17 THE MUSIC TUTORIAL One of the aims of the St John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed towards technical skill but towards an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers. The study of music is valuable in training the mind to a sense of ratio and proportion. In particular, the music program at St John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year, by way of introduction, all students sing in a chorus. In the sophomore year a tutorial meets three times a week. The music tutorial reflects two different but complementary aspects of music On the one hand music is intimately related to language, rhetoric, and poetry. On the other it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint, and harmony. None of these is done apart from the sounding of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart, the instrumental works of Beethoven, and, from this century, a major work of Stravinsky and one of Schoenberg, are the real text~ books. In the second semester at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it THE LABORATORY The seal of the College on the front cover shows seven books surrounding a pair of scales. The balance, no less than the books, symbolizes the tradition of the liberal arts. It stands for the instruments of the scientific laboratory, which may well be the most characteristic institution of the modern world. Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, by Rene Descartes. This was one of the great intellectual revolutions in recorded paralleling and in �18 / ST. JOHN'S COLLEGE THE CURRICULUM j 19 physics, biology, and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments that mark the history of science have to be reproduced; the interplay of hypothesis, theory, and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide a clear understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills derived from the practice of the liberal arts. The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures-" Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION OF THE LABORATORY WORK part determining the other great revolutions, in industry, politics, morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St John's program and one which the College takes special care to emphasize, There is scarcely an item in the curriculum that does not bear upon it The last two years of the program exhibit the farreaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Horner to Descartes. 1\fodem mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century" They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. liberal learning is concerned with the artifices of the human mind and the human hand that help us to transcend the factual by confronting it with universal principles. for this purpose St John's has set up a four-year laboratory in the natural sciences, wherein characteristic and related topics of The laboratory program is largely determined three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it (2) The content of the work should be so chosen as to enable the student to trace a scientific discipline to its roots in principle, assumption, and observation. Thus certain integrated wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation" The student must have time to satisfy himself as to the degree of accuracy his instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire experiment. Only thus can he come to a mature understanding of the sciences called "exact." A laboratory section consists of seventeen to twenty-one students working under the guidance of a Tutor, with the help of more advanced students serving as assistants. Sections meet twice a week. A laboratory session may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires. Occasionally a laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Lavoisier, Huygens, Newton, Fresnel, Darwin, Faraday, Maxwell, Thomson, Rutherford, and Bohr are among those regularly used in this way. In all the work of the laboratory, and in the laboratory manuals written at the College, the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. �22 / ST. JOHN'S COLLEGE THE CURRICULUM / 23 BIOLOGICAL SCIENCE In the second year the laboratory takes up the study of living matter. Using the theory of evolution as a unifying idea, the laboratory studies animal life in four aspects or units of work. First the lower animals or invertebrates are considered. The student observes and dissects representatives of the major groupings of invertebrates. General topics such as the origin of life, the relation of part to whole and of form to function are discussed as the observations and dissections bring them to the fore. From invertebrates the student moves to gross anatomy, with special emphasis on the circulatory system and the structure of a complex organ like the eye. Further light is thrown on the questions first raised by the study of invertebrates. The interaction of organ systems is explored. After the study of animal forms the laboratory proceeds to the topics of embryology, development, regeneration, cell migration, and cell differenti- ation. Theories of growth and formal differentiation are elicited from the observations. The fourth unit is concerned with genetics and the genetic study of populations. Mendel's theory of heredity, the molecular theory of the gene, and the results of laboratory studies of small fruit-fly populations are considered from the viewpoint of their evolutionary significance. In general, the laboratory consists of close observa,tion, through microscopes or with the naked eye, together with constant theor,etical interpretation of the observations, in class discussion and through reports and papers. Important works by biological scientists are read in conjunction with the experiments and discussions. They include the seminal work of Harvey, Darwin, and Mendel and the modern extensions and criticisms of the work of the early masters. The purpose of the biology laboratory is thus to acquire an understanding of self-moving matter. THE FORMAL LECTURE The curriculum as described so far has been shown to use the medium of discussion, of recitation, of student participation at every stage of the work. On Friday evenings, however, a different pattern of instruction prevails. The formal lecture is the occasion when the student has an ppportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the student's readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, painting or architecture. The lecturers are often visiting scholars, but not infrequently members of the St. John's faculty. The visitor may be from the academic world or from the arena of public affairs; he may be a poet or an artist. Sometim~s a concert replaces a lecture. The lecture is followed by a discussion. He{e the lecturer submits himself to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the student the habit of listenirig and following the exposition of a subject he may not be familiar with, and it also provides him an opportunity, in the discussion period, to exercise his dialectical skill in a setting very different from the classroom. It is here that ~e can himself test the degree of his understanding and the applicability of what he has learned. The lectures range through a variety of subjects. Sometimes the student is confronted with opposing views on a given subject. Some of the lectures have immediate repercussion in the seminars and tutorials. Others may have a lasting effect on the direction that a student's work takes within the framework of the program. �24 / ST. JOHN'S COLLEGE LECTURES AND CONCERTS The list below provides examples of lectures and concerts given on one or the other campus. "Blake: The Dance of Eternal Death" Charles Bell "Body Schema" Erwin Strauss "Broken Mirrors: Reflections on Man and Religion" Frank Flinn "The Mixed Kind of life and the Combining Kind of Mind" Robert A Goldwin "Music for Unaccompanied Violin" lv\atitiahu Braun "On a Measure in Mozart" Elliott Zuckerman Concert Juilliard String Quartet "On Descartes' Discourse on lv\ethod" Joseph Cropsey Concert Bernard Kruysen, Baritone Ryan Edwards, Piano "The Ontological Argument" Robert Neiclorf "Chaucer's House of Fame" John Chamberlin Choral Concert Los Alamos Choral Society "Competing Principles in 11/rusic" Robert Parr "The Constitution and Threats to liberty" Walter f. Berns "The Federalist Papers" Martin Diamond "from Chaos to Purpose" Roger Peterson "Plato's Ion" Jacob Klein "Political Decentralization" Robert Hazo "The Ouest for the Grail: Structure and Symbolism in Prufrock, The Wasteland, and Four Quartets" Burton Blistein Renaissance Concert Ars Anti qua, the Elizabethan Trio of the Peabody Conservatory of IVl.usic "Rousseau's Socia/ Contract" Charles Butterworth "Hamlet" -A Dramatic Reading Faculty and Students of St John's College "Student Rebellion and the hlazis: The Rise and Rule of Hitler" Seate Ruhm von Oppen Harpsichord Concert Douglas Allanbrook "The Trojan VI/omen" The King William Players "I Think, Therefore I Am" Samuel Kutler "The Venetian Phaedrus" (Thomas Mann's Death in Venice) Eva Brann "language, Meaning and Thought" Mortimer Adler "law and Education" Harris Wofford "Medea: Hero, Goddess, Woman" Bernard M. W, Knox THE ST. JOHN'S UST OF GREAT BOOKS The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at The University of Chicago, at The University of Virginia, and, since 1937, at St John's College. The distribution of the books over the four years is significant. Something ove1· two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman and medieval periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written originally in modem languages; the fourth year brings the reading into the nineteenth and twentieth centuries. "Words and Silence" William Darkey The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not an historical approach to the subject matter. The St John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all times, In doing that it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and ever-present gravity of human issues. "Whether Space Is the Subject of Geometry" Marcus Berquist The list which follows is subject to constant review and revision by the Instruction Committee of the Faculty. Books read only in part are indicated by an asterisk. �26 / ST. JOHN'S COLLEGE THE CURRICULUM FRESHMAN YEAR Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Marcus Aurelius: Nicornachus: Lavoisier: Essays by: Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Co/onus, Antigone Peloponnesian War Hippolytus, Medea, Bacchae History* Clouds, Birds Ion, Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timeaus, Phaedrus Poetics, Physics,* Metaphysics,* Ethics,* Politics,* On Generation and Corruption'' Elements• On the Nature of Things Pericles, Alcibiades Meditations* Arithmetic* Elements of Chemistry* Archimedes, Toricelli, Pascal, Fahrenheit, Black, Avogadro, Dalton, Wollaston, Gay-Lussac, Canizzaro, Mach, Bridgman, Couper, Morveau, Proust, Bertha/let, Richter, T. Thomson, Whewell, Berzelius, Ou/long, Mendeleev Descartes: Pascal: Bach: Haydn: Lamarck: Mozart: Beethoven: Schubert: Darwin: Verdi: Mendel: Stravinsky: Des Prez Poems by: Essays by: Aristotle: Apollonius: Virgil: Plutarch: Epictetus: Tacitus: Ptolemy: Galen: Plotinus: Diophantu3: Augustine: St Anselm: Maimonides: Acquinas: Dante: Chaucer: Machiavelli: Copernicus: Luther: Rabelais: Calvin: Palestrina: Montaigne: Viele: Bacon: Shakespeare: Kepler: Donne: Harvey: The Bible* De Anima, On Interpretation,* Posterior Analytics,* Categories/ Parts of Animals,* Generation of Animals• Conics* Aeneid Caesar, Antony, Brutus, Cato the Younger, Pompey, Cicero Discourses, Manual Annals Almagest• On the Natural Faculties Filth Ennead* Arithmetic" Confessions, City of God* Pros/ogium Eight Chapters on Ethics Summa Theo/ogica,* Summa Contra Gentiles* Divine Comedy Song of Roland Canterbury Tales* The Prince, Discourses• On the Revolution of the Spheres* The Freedom of a Christian, Secular Authority Gargantua and Pantagruel• Institutes• Missa Papae Marcelli Essays• Introduction to the Analytical Art Novum Organum* Richard II, Henry IV, Henry V, The Tempest, As You Like It, Hamlet, Othello, Macbeth, King Lear, Coriolanus, Sonnets* Epitome IV Poems• Motion of the Heart and Blood 27 Geometry• Generation of Conic Section St. Matthew Passion, Inventions Quartets* Philosophical Zoology Operas* Sonatas'' Songs'' Origin of Species Otelia Experiments in Plant Hybridization Symphony of Psalms Mass Marvel, Donne, and other 17th-century poets Bernard, Weismann, John Maynard Smith, Dreisch, Boveri, Tei/hard de Chard in jUi\JIOR YEAR Cervantes: Galileo: Hobbes: SOPHOMORE YEAR I Descartes: Milton: La Rochefoucauld: la Fontaine: Pascal: Huygens: Spinoza: Locke: Racine: Newton: Leibniz: Swift: Berkeley: fielding: Hume: Rousseau: Adam Smith: Kant: Mozart: Jane Austen: Hamilton, Jay, and Madison: Melville: Dedekind: Essays by: Don Quixote Two New Sciences Leviathan Discourse of Method, Meditations, Rules for the Direction of the Mind Paradise Lost, Samson Agonistes Maxim es"',., Fables• Pensees* Treatise on Light,* On the Movement of Bodies by Impact Theo/ogico-Political Treatise Second Treatise of Government Phedre Principia* Monado/ogy, Discourse of Metaphysics, Principles of Nature and Crace Founded on Reason, Essay on Dynamics Gulliver's Travels Principles of Human Knowledge Tom Jones Treatise of Human Nature,* Dialogues Concerning Natural Religion, Enquiry Concerning Human Understanding Social Contract Wealth of Nations Critique of Pure Reason,* fundamental Principles of Metaphysics of Morals Don Giovanni Pride and Prejudice The federalist Billy Budd, Benito Cereno Essay on the Theory o/ Numbers Boscovich, Thomas Young SENIOR YEAR Shakespeare: Moliere: Antony and Cleopatra The Misanthrope, Tartuffe �28 / ST. JOHN'S COLLEGE Goethe: Hegel: Lobachevsky: Tocqueville: Lincoln: Kierkegaard: Wagner: Thoreau: Marx: Dostoevski: Tolstoy: lewis Carroll: Mark Twain: William James: Nietzsche: Freud: Valery: Jung: Mann: Kalka: Heidegger: Heisenberg: lv\illikan- Poems by: Essays by: THE CURRICULUM / Faust Introduction to the History of Philosophy, Preface to the Phenomenology, Logic (from the Encyclopedia), Philosophy of History," Philosophy of Right,* Philosophy of Spirit* Theory of Parallels* Democracy in America* Speeches• Philosophical Fragments, Fear and Trembling Tristan and Isolde Walden Communist Manifesto, Capital,* Political and Economic Manuscripts of 1844* Brothers Karamazov, The Possessed War and Peace Alice in Wonderland Huckleberry Finn Psychology, Briefer Course Birth of Tragedy, Thus Spake Zarathustra/ Beyond Good and Evil* General Introduction to Psychoanalysis, Civilization and Its Discontents, Beyond the Pleasure Principle Poems'' Two Essays in Analytic Psychology* Death in Venice The Trial What is Philosophy? The Physical Principles of the Quantum Theory* Supreme Court Opinions'' The Electron* Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud, and others Faraday, Lorenz, }. }. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger b tC w: "' >"' "O c 0 u Cl) ()) :;; ~ "' >Q) "E' "' :c >I- £ b ,, b Q) g >"'" 29 �THE ACADEMIC ORDER / The Academic Order THE TUTORS Learning is a cooperative enterprise, and it is best carried out when persons at different stages of comprehension work together. The typical learning situation at St John's involves a small group of learners. First in line come the great teachers, the writers of the great books, who are talking in most cases at the high point of their learning. Next come the reading and talking teachers, the Tutors, who are members of the faculty; in their stage of learning they are somewhere between the authors and the best students. There then follow the other students at distances proportional to the degree of their understanding. The old-fashioned ranking of classes in the little red schoolhouse is the relevant image here. At the head of the class is the author-teacher, at the foot of the class the poorest student in relation to the subject matter. All the others are both teachers and pupils, each learning from those above and teaching those below. The aim in all the classes is to exploit the differences in knowledge, character, and skill as they are distributed among students and Tutors. The kind of teaching and learning that goes on at St. John's presupposes, then, a faculty differing in many ways from the faculties of more conventional colleges. Each Tutor normally has a specialized competence in at least one field of knowledge. Beyond that he must be willing to acquire a certain expertness in other fields of knowledge and a competence in the liberal arts. This may mean that he has to re-educate himself. He is expected to teach some classes in subjects other than his own. Ideally, the Tutor will eventually have taught classes in every part of the program. He thus will, for the first years of his teaching at least, attend classes in the same way as a student: his own learning goes along with his teaching; just as the student does, he progresses from year to year in the curriculum; and that continuous learning and teaching bring him, in ever-increasing measure, into dose familiarity with the entire program. Thus a member of the St John's faculty is never confined in his scholastic activities to a single division of the program. He is, and has to be, a teaching member of a seminar and of either two tutorials or of one tutorial and a laboratory section. Each Tutor is constantly passing on the special skills he possesses to his colleagues who might require them in their classes. Since it is necessary, on the other hand, that Tutors probe more deeply into the foundations and wider contexts of the subject matters that are the teaching materials at St john's; to avoid staleness and the ever-present 31 danger of succumbing to routine performance, faculty study groups are set up. Leaders of such groups are relieved partially of their ordinary teaching duties. They engage in a thorough study and exploration of a subject chosen by the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John's curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John's. THE INSTRUCTION COMMITTEE The Instruction Committee is a committee of Tutors responsible for advising the Deans on all matters of instruction -whether concerning curricular planning or the academic standing of students. It also advises the President and Provost on appointments to the faculty. The Committee consists of the Deans and twelve Tutors, six elected by the Tutors on each campus of the College; the President and the Provost sit with the Instruction Commitee ex officio. Each Dean is the Chairman of the Instruction Committee on the campus where he serves; the members of the Committee on each campus constitute the Instruction Committee for that campus and meet at frequent intervals throughout the year. The full Committee meets annually, alternating between the two campuses, and the Deans alternate as Chairman of the Instruction Committee. THE LIBRARY The books chosen for study at St John's are collected in the library in the best editions and translations that can be obtained. These books and carefully selected modern texts for the laboratory are the core of the library, essential to the teaching of the program, A good general collection is a necessary supplement; a specialized, highly technical one would have little use. Each year books in mathematics, science, philosophy, religion, fme arts, music, poetry, literatwre, and history are purchased. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarian in selecting books and periodicals. The library in Annapolis was completely renovated three years ago and now includes two full floors of stacks, study carrels, a large reading room, newspapers, microfilmed books and periodicals. The Bray Collection, which was the first public library in the American colonies, and the King William Room occupy the third floor. The Annapolis library maintains a collection of about 60,000 volumes. in Santa Fe, the collection has been growing at the rate of 3,000 volumes each year and now numbers over 25,000 volumes, �THE ACADEMIC ORDER / 33 32 / ST. JOHN'S COLLEGE SCHEDULES Perhaps the most distinctive mark of St John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when the seminar leaders are wondering if the students will see the implications for liberty in Pericles' funeral oration. Thus all students having a common program of study, have a common ground for conversation. These are the educational realities that a common schedule marks and emphasizes. The only exceptions to the common schedule occur during the preceptorials in the junior and senior yeaL A SAMPLE FRESHMAN SCHEDULE FOR ONE WEEK Hour Monday 8:30 Mathematics Tutorial Tuesday Wednesday Thursday Friday Mathematics Tutorial Mathematics Tutorial Mathematics Tutorial Language Tutorial Language Tutorial 9:30 10:30 language Tutorial language Tuto1·ial -11 :30 ESSAYS AND EXAM!f'-lATIOf'-lS Chorus ESSAYS ·1 :00 to 4:00 8:00 the Annapolis campus the first semester is separated from the second by a week during which the seminars meet as usual but tutorial and meetings are suspended. Special events are scheduled in this period, and don rags for upperclassmen are held. Since this week is not considered a hol but a change in the instructional students a.re required to remain in residence. Laboratory Seminar Laboratory Seminar Formal lecture Except tor the preceptorials in the junior and senior years and certain of work for which the upperclassmen may choose their own time, the schedule is the same for all students. Each morning for either three or four days a week they spend one hour in a language tutorial and one hour in a mathematics tutorial; sophomores also spend three hours a vveek in a music tutoriaL Twice a week they spend up to three hours in the Two evenings from eight to ten they attend a seminar. A formal lecture or concert is given once a week. Nineteen to twenty-one hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. On the Santa Fe campus the first semester ends at the start of the winter vacation. On sophomore, and submits an essay on some his seminar readingo In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the student to set out in writing, as as he can, his own thoughts on some aspect of the liberal artso The essay in the second semester becomes the center of his fmal oral examination in the spring. For sophomores the annual essay holds a position of special importance It becomes a part of the process called enabling (see page 35). ORAL EXAMINATIONS At the end of each semester, oral rather than written examinations are held. These are conducted the seminar leaders, with the ticipation of other Tutors . The student is questioned freely and on the texts he has read and on his critical and interpretative It is not the aim of the examiners to find out how much the student remem. bers. He is encouraged to consider different parts of his in <elation to �34 / THE ACADEMIC ORDER / ST. JOHN'S COLLEGE each other and to problems that may not have been treated in any of his classes. For freshmen the first oral examination of the year is given before the Winter Vacation, and for juniors and seniors just before preceptorials begin. THE FRENCH READING KNOWLEDGE EXAMINATION Before being granted the degree of Bachelor of Arts, each student must pass an examination to show a reading knowledge of the French language. This examination must be passed before the beginning of the senior year and is a prerequisite to enable a senior to become a candidate for the degree of Bachelor of Arts. THE ENABLING ORAL EXAMINATION The senior enabling oral examination is given to the student in the fall at the beginning of his fourth year. It is focused on a number of books assigned for rereading and study during the preceding summer. They correspond in quantity to about twelve seminar readings and are chosen by the Instruction Committee from the seminar lists, with a view to covering key themes of the four years. The passing of this examination confirms a student's status as a candidate for the degree of Bachelor of Arts. THE FINAL ESSAY AND ORAL EXAMINATION In his senior year the student is required to present to the faculty a final essay related to some aspect of his four years' work. Again it is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined upon it by the committee in an hour-long public oral examination. No degree is awarded unless both the essay and the oral examination are satisfactory. The senior essay is regarded as the fruition of the student's learning. ACADEMIC STANDING Because St. John's classes are small and intimate and consist largely of the active participation of the students, every Tutor is aware of his students' progress from day to day. The Tutors' appraisals of a student are based therefore not alone on quizzes and tests, which are rare, but on the student's total performance as a member of the learning community. The Tutor's comprehensive judgment of a student is reported to the Dean periodically as a conventional letter grade, but not to the student. Students will be told their grades if they insist. They are encouraged, how- 35 ever, not to work for grades, but rather to try to develop their powers of understanding. If it becomes evident that a student is not progressing at all, or that the learning process has stopped and cannot be revived, the student is asked to leave the College. Ideally, there is no reason for dropping any normal student from this course of study. It is assumed that each student has the required capacities until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance, and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Attendance at all regularly scheduled College exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. THE DON RAG Once each semester the student meets all his Tutors in the don rag. The don rag is a consultation of student and Tutors for the purpose of diagnosis and prescription rather than for reporting of marks. The Tutors report to one of the seminar leaders on the student's work during the semester; the student is then invited to report on himself and to judge his own work. Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed. The first freshman don rags are held the week before the Winter Vacation. SOPHOMORE ENABLING Sophomore enabling is a review by the Instruction Committee, with the advice of all the Tutors of sophomores, of the student's learning during the two years he has spent in the College. As an indication of his proficiency in the liberal arts, the annual essay carries great weight. A student is enabled, or allowed to enter the junior class, only if he has submitted a satisfactory essay and only if, in the judgment of the Instruction Committee, he is sufficiently prepared for the work of the last two years. In particular, the enabling judgment looks to the possibility of the student's writing an acceptable senior essay. THE ST. JOHN'S DEGREE OF BACHELOR OF ARTS The student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, but they spend their first summer in completing their freshman year, so that they too complete a four-year cur- �RESIDENCE AND STUDENT LIFE / 39 Residence and Student Life It is the policy of the College to encourage any spontaneous group activity that shows promise of becoming a constructive contribution to the life of the community. Generally, such activities in Annapolis are under the sponsorship of the Student Polity. In Santa Fe, for the most part, they are sponsored informally by the students themselves. The College cooperates in the financing of those activities that require expenditures and gives advice when it can be helpful, because recreation and play are an integral part of life. THE ANNAPOLIS CAMPUS Since its founding as King William's School in 1696, St. John's College has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 30,000 people are occupied principally with the training of midshipmen at the United States Naval Academy, with the government of the State and of Anne Arundel County, with the fishing industry and recreational activities of Chesapeake Bay, and with the liberal education of young men and women at St John's College. The campus of thirty-six acres lies one block from the State House and across the street from the Naval Academy yard. Fifteen buildings provide the physical plant of the College, including three historic eighteenth-century structUies and four completely modem buildings erected within the last decade. There are six student dormitories, four for men and two for women. THE STUDEi'IT POLITY The Student Polity, originally formed in 1945, is the organ of student government on the Annapolis campus. Its purposes are as follows: (1) to promote a consciousness in the student body of political and communal responsibilities to both the College and the civic communities; (2) to discover and express student opinion on all problems common to both the students and the faculty; (3) to review annually the activities of all student organizations and to grant charters and allocate funds to those organizations whose activities are judged to be consistent with the aims of the College community; (4) to determine further, jointly with the faculty, the proper delimita~ tion of jurisdiction in the community. STUDENT ACTIVITIES Some student activities are really an extension of the curriculum; for example, the Bible classes, Astronomy Club, the Modern language Study Group, and classes in European and Asiatic languages, beginning and advanced German, Esperanto, organic chemistry, and biochemistry. Others are carried on by student organizations such as the following: The King William Players serve as a center for a variety of dramatic activities such as play readings, classical drama, and original works. The Modern Theater Group concentrates on full-length plays of the twentieth century. The Public Affairs Forum brings public figures from Washington and elsewhere for discussion of current events. The RAM Film Club presents a weekly series of foreign and domestic films - the "classics'' of cinematic art. The Boat Club engages principally in 42(}-class sailing, although it has other class boats as well. In addition to operating and maintaining its faci!i~ ties, the Boat Club provides for i-egular periods of instruction in sailing . The Society of Bacchus arranges College dances. Students hold waltz parties and participate in orchestra and small chorus. Public concerts are occasionally given. The Artist in Residence conducts classes in the art studio in drawing, painting, and modeling, and arranges art exhibits, The Photography Club has its own specially constructed darkroom, and a shop is avaiiable for woodworking and glasscutting, with all the necessary equipment. Other groups include voluntary service work, Organic Gardening Chess and Go Clubs, and The Collegian, a weekly student newspaper, �40 / RESIDENCE AND STUDENT LIFE / 41 ST. JOHN'S COLLEGE ATHLETICS Since 1939 athletics at St John's has been organized on an intramural basis, with active participation by more than two-thirds of the student body. With the aid of student athletic assistants, the Director of Athletics at the Annapolis campus conducts a program of individual and team sports throughout the entire year" The athletic facilities, which are open equally to men and women, include a well-equipped gymnasium, large playing fields, tennis courts and a boathouse with a number of sailboats" Excellence of performance i1n a wide variety of sports - including tennis, handball, sailing, squash, badminton, touch football, soccer, volleyball, softball, basketball, fencing, field hockey, paddleball, tabie and track- is the instructional ideal and is recognized through a number of individual and team awards. city, which was founded in 1610 by Spanish colonists. Its population of 41,000 people is occupied principally with the government of the State and of Santa Fe County, with cultural pursuits in the fine arts, museums, and the opera; with catering to tourists; and with education at the Institute of American Indian Arts and the College of Santa Fe, as well as St. The campus of 300 acres lies in the southeast corner of the two miles from the historic Santa Fe Plaza and Palace of the Governors. At an elevation of 7,300 feet, it commands views of three mountain ranges" Buildings, constructed in the modified territorial style of the region, include a classroom building, a laboratory, the student center, a music and fine arts building, library, a dining hall, an administration building, an and 16 student dormitories, nine for men and seven for womeno The College recognizes that there may be certain values to be gained from intercollegiate contact, whether on the athletic field or in other activimajor sports is envisioned. Future intercollegiate ties . No participation activity in such fields as tennis, soccer, and lacrosse will depend upon the interest of the student body and the decision of the faculty as to the compatibility of the proposed activity with the scholastic requirements of the College's program. Santa Fe students and Tutors have initiated a wide of extracurricular activities related to social service, language studies, the visual arts, dramatics, music, and current affairs" There is no student government THE SANTA FE CAtv\PUS From time to time, groups gather to read Russian, Spanish, German, Italian, Hebrew and Chinese. Informally, students and faculty meet often to discuss contemporary literature and public concernso In the early 1960's the College decided to expand without a second campus in the \Nest virtues of smallness College in Santa Fe was opened in the fall of 1964 m New Mexico's capital Students have become involved in such service activities as youth with patients at the State Mental Hospital, assisting in programs and counseling centers, tutoring of needy children, leadership of Scouting activities, and in developing a drug-counseling center for the of Santa Fe. in Santa Fe for The Student Employment Bureau locates part-time students at the College" The Student Film Society presents foreign and domestic films each week for the College and for townspeople" Good Times Overground is a student organization which sponsors speakers on topics of current interest, musical programs, dances and parties. Santa Fe artists conduct classes in drawing, pottery, and jewelry-making" Studios, work shops and a kiln are available. equipped darkroom, and instruction, are provided for beginners. Folk dancing classes meet regularly" Students publish Au Verso, a literary magazine, which comes out odically. The St. John's Chamber Orchestra includes musicians from the town of Santa Fe as well as St John's students and faculty. Its concerts are well attended. /Vladrigal singers, both students and vvork ·with a Tutor, as does a chorus, which sometimes combines with the Chamber Orchestra in concerts. �·····- L ------ ------ I IGLEHART~ -· V') i-t- <1:l HALL (GYMNASIUM) ~ $ l) )>. ::i ::i " ~ " F :;; :;: llJ "O 0 8 ro " ~ ~-------~~ z " c ro ' ::J 0 - V') i-t<:;:;· • ._ $:: 0 llJ ::r- llJ Vi.... o.. n - ~ ::J ::i 0 }{\H:~;~~G­ <1:l ao ~~~~ST~JO~H G -==---=~ ~--~~""~'======~==~~ .. <1:l ... -. V') i-t- ('!) ~ Vi llJ ::i $l) ::J £' 0 .,, ,Cb V') i-t- z· _ Cb . ~ 0 $:: ::r- Arroyo Chamisa Cb >< N\ ;::)• 0 ::J, Vi n 0 <1:l ao <1:l Legend ~existing ~future MUSIC AND FINE ARTS BUILDING �' RESIDENCE AND STUDENT LIFE / 45 The Co/legium Musicum is a musical association formed by amateurs for the performance of serious music. Its purpose is to stimulate the musical activity on campus by providing College community musicians with the opportunity to perform in an informal concert atmosphere before a small, receptive, interested audience. Musicians prepare pieces on their own initiative and the concerts are organized and arranged by a Tutor. The St. John's Theatre Group is a student organization which has presented plays and musicals from Antigone to The Fantasticks. There is also an informal St. John's Open-Book Theatre, which gives readings of classical plays for the College and the public. Student art work is displayed at the end of each school year in the St. John's Gallery. Awards are given for achievement in pottery, photography, drawing, painting and thread arts. The College's small art gallery has a new show by professional artists each month. Field trips are arranged to nearby Indian pueblos, museums, archaeological sites, the Los Alamos Scientific Laboratory and other places of interest. ATHLETICS The Student Activities Office coordinates a volunteer athletic program, offering opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. The College does not yet have a gymnasium, but rooms have been set aside in present buildings for fencing, judo, karate, tai chi chuan, weightlifting, and gymnastics. For much of the year they can be done out-of-doors. St. John's usually has one of the finest fencing teams in the Southwest. Intramural programs in tennis, soccer, volleyball, and badminton are conducted on the College's tennis courts and playing fields. Soccer games are played with other teams in the area. Track and volleyball are available and nearby schools offer the use of their indoor facilities in the winter. Santa Fe's municipal swimming pool is reserved for St. John's one night a week. There is a horse corral on the College's 300-acre campus and riding privileges on a nearby ranch. Tower Building, Santa Fe I �RESIDENCE AND STUDENT LIFE / 46 / ST, JOHN'S COLLEGE The adjoining Sangre de Cristo Mountains provide hundreds of square miles of forest and wilderness areas for hiking and camping. The St. John's Search and Rescue unit trains regularly in techniques of first aid, camping, rock climbing, and evacuation. The Santa Fe Ski Basin is only twenty miles from the campus and offers reduced rates to students, who also may borrow skis, boots and poles from the College. The challenging ski complex at Taos is only two hours away by car. After the four- to six-month ski season there are organized excursions down the Rio Grande by kayak, canoe, and rubber raft with overnight camping along the way. BOTH CAMPUSES RELIGIOUS ACTIVITIES The Charter of 1784 established St. John's College as a nondenominational institution. In its early years there were some ties with the Protestant Episcopal Church, but these no longer exist. The College schedules no formal religious services, except for the annual baccalaureate service before commencement. Attendance is voluntary, in consonance with the Charter. Many Tutors and students attend church or synagogue in town. It is customary for extracurricular Bible classes to be conducted by Tutors of the College. 47 students have the privilege of drawing for rooms before they leave for the Summer Vacation, Students are not permitted to remain in residence du ring Winter or Spring Vacation on either campus. RULES OF RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the Dean in consultation with students and the faculty. Every entering student is informed of them, and returning upperclassmen are reminded of them each falL The rules differ in certain details on the two campuses, though in general follow the same pattern. The academic and intellectual life of the community is inseparable from the communal life. The building of a good community requires the faculty to show respect for the individuality of each student The education of students stands to benefit from the proper blending of tolerance for experiment with a clear announcement and enforcement of rules that articulate social standards. St. John's College assumes that the students will respect not only the enacted rules but the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the College may require the withdrawal of the offending student. fACIUTIES FOR STUDENTS The College Bookstore on each campus has all the books and supplies the student needs for his classes. it also maintains a stock of books related to all phases of the program, and books of more general interest. It is operated without profit. As supports for an active social life, the College provides on each campus a coffee shop and a junior common room for the use of all students. In addition, there are smaller social rooms, comfortably furnished. PROPERTY DAMAGE The College provides a housekeeping staff to care for the dormitories. The College inspects the rooms periodically and repairs at the expense ofthe occupant or occupants any dormitory room and furniture that have been damaged beyond normal wear and tear. Any damage to college property' is charged to the caution fee of the student or students responsible for the damage. The College is not responsible for the loss or damage to any student property resulting from fire, theft, or any other cause. DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming student to make proper use of the support that other students can give him in his college life. Unmarried students not living at home are required to live in the College dormitories and to take their meals in the College Dining Hall, unless they obtain permission from the Assistant Deans to live off-campus. The College currently can offer no married student housing at either campus. Students who wish to have married student housing must find suitable housing off campus and should allow time for this. Room assignment is the responsibility of the Assistant Deans. Returning INFIRMARY SERVICE Well.equipped infirmaries are maintained at both campuses, each under the supervision of a College Physician and a College Nurse. A daily medical report is sent to the Assistant Deans. A psychiatrist or clinical psychologist is available for consultation. DINING HALL The dining hall on each campus is operated by a catering service. Resident students are required to eat in the dining hall. Exemptions for medical reasons are granted only upon examination and recommendation by the College Physician. �ADMISSIONS 49 least one from. a teacher at the school last attended. In exceptional cases or additional information may certain of these requirements may be be requested. The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, or sex. Enrollment on the Annapolis campus is about 360 students, on the Santa Fe campus about 275. In recent years women have constituted approximately 45 per cent of the student body. The College admits new students in September or in January, and only as freshmen. About one-fourth of each freshman class have done one, two, or even three years of college elsewhere. The purpose of the admissions procedure is to determine whether an applicant has the necessary preparation and ability to do satisfactorily all parts of the College program. Academic achievement and promise are of first importance, but the Admissions Committee also takes into account all available evidence of maturity, stability, self-discipline, the desire to do intellectual and the initiative and diligence to do it Every applicant will be interviewed, if possible, by the Director of Admissions, by another member of the Admissions Committee, by an alumni representative, or a member of the Board of Visitors and Governors. Office hours of the Director of Admissions are 9 a.m to 5 po111. Monday Friday (9 a.m. to 4 p.m in the summer months). Interviews are appointment JANUARY FRESHMEN Those freshmen who enter in January complete their freshman year the followmg summer, and thus can graduate a year earlier than if they had their entrance until the following September. January freshmen are students who have come to St John's from other colleges, who have traveled or worked since their graduation from high school, or who have entered St immediately after the first semester of their senior year high school. REQUIREMENTS FOR ADMISSION With the exception mentioned in the next paragraph, an applicant must be a graduate of an accredited secondary school to be eligible for admission. Specific academic requirements comprise two years of algebra, one year of geometry, and two years or the same foreign language; additional work in mathematics and language study is advised, as well as two or three years of natural sciences. An applicant must present letters of reference,. including at Occasionally St John's accepts an applicant who is not a secondary school graduate. He must be eminently well qualified to profit from the College program, and, in addition to meeting the above requirements, must be specifically recommended for early entrance his school. The interview is especially important for such applicants. These normally are students who wish to enter St John's in the September following their junior year in high school, or in the January immediately after the first semester of their senior year in high schooL The Admissions Committee is much interested in the applicant's written application, a lengthy piece of work. In his application the applicant answers questions about such things as his experience with books, reasons for choosing St John's, previous education, family situation, extracurricular activities, special interests, summer experiences, jobs, religious experience, and postcollege plans. The application form is designed to enable an applicant to give a full account of himself. It can tell the Committee more about many applicants than the other documents telL �50 / ST. JOHN'S COLLEGE St. John's attaches less importance to objective test scores (the ACT or the SAT) than most colleges seem to. No applicant is accepted or rejected exclusively or mainly because of such scores. Far more important is the scholastic record, especially in conjunction with the written application and the school's report on the applicant's personal qualities. Such evidence may make test scores irrelevant PROCEDURE On request an applicant receives a statement of the St John's Program, an application form, and forms to be used by his school and his references. Application is made to one campus or the other, not to both. There is no application fee" As soon as possible after the application and the supporting documents are assembled, the application is reviewed by the Admissions Committee, and the applicant is notified at once of the Committee's decision. There are no deadlines, but the freshman class is usually filled in May" Candidates are not measured against one another but are considered on their own merits as students and as persons. Applications may be submitted and acted on as early as the second semester of the eleventh grade" The St John's policy of rolling admissions extends to the acceptance of the nonrefundable $150 deposit, which is applied to the first year's fees" These deposits are accepted on a first-come, first-served basis until the class is filled. Thus if an applicant is notified that the Admissions Committee thinks he is qualified to pursue the program of studies at St John's, he must send in his $150 deposit so that it is received prior to the time the class is filled in order to secure his place in the class" If the class has already been filled by the time the deposit is received, the deposit can be refunded to the applicant, or he can let it secure his place on a waiting list or in the subsequent January or September class. If an applicant plans to apply for financial aid, the deposit will be accepted by the College with the understanding that it will be refunded to the applicant if no satisfactory arrangement of financial aid can be worked out with the College" An applicant unable to pay the full College fees should submit a Parents' Confidential Statement to the College Scholarship Service; this form may be obtained from guidance counselors or other authorities at secondary schools. This statement constitutes an application for financial aid, no other form being required. An application for aid can be acted on by the College as soon as admission has been approved" It may take a month or more from the time the applicant mails his Parents' Confidential Statement until the College receives an analysis of it from the College Scholarship Service. ADMISSIONS / 51 A physical examination is required of each student before registration; a form for reporting the examination is sent to the student after the $150 deposit is received. INQUIRIES Inquiries should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (Tel. 301-263-2371), or Santa Fe, New Mexico 87501 (Tel. 505-982-3691), CAMPUS VISIT Anyone who is considering the possibility of entering St John's should see the College for himself. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St John's, because of its unique curriculum and teaching methods" While on campus the visitor may attend a seminar on Monday or Thursday evening at 8:00 p,m"; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions or a member of the Admissions Committee; attend the weekly formal lecture (Friday night); talk informally with St John's students and Tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program, Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Sunday to Tuesday or from Thursday to Saturday on the Annapolis campus, from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit Persons planning to visit should telephone (301 /263-2371 for Annapolis or 505/982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary to know the approximate time of arrival. When the reservation is confirmed (by telephone or letter) the visitor will be told the seminar reading. �52 / ST. JOHN'S COLLEGE If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for the visitor will be transportation. He will be provided a room in a dormitory and meals in the dining hall without charge. St John's students dress informally for tutorials, but more formally (sport coat and tie for men; dresses for women) for dinner, seminar, and formal lecture. The student guide can check books out of our library for a visitor if he has been unable to locate a copy of the book being discussed in seminar. Linens and soap are provided by the College. If a visitor arrives weekdays between 9 :00 a.m. and 5 :00 p.m. (between 9:00 a.m. and 4:00 p.m. in the summer) he should go to the Admissions Office. Weekends and any day after 5 :00 p.m., he should go to the College receptionist. In Annapolis the switchboard is in Campbell Hall; in Santa Fe, in the Student Center. TRANSPORTATION Baltimore's Friendship airport is located twenty miles from Annapolis. An airport limousine (less than $5) goes to Annapolis. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis and the driver will let one off at the campus if he asks. Buses from Washington are less frequent and arrive at the Annapolis bus terminal (about six blocks from the College). By car one takes Route 50 from Washington, Route 2 from Baltimore. There are no direct flights to the Santa Fe airport. An airport limousine goes to the Albuquerque bus terminal, from which one may take a bus to Santa Fe (total cost of about $7L Commercial buses pass through Santa Fe from Denver to the north and Albuquerque to the south. The nearest railroad station is twenty miles away at Lamy, with regular limousine service to Santa Fe. Fees and Financial Aid Serious and qualified students should be able to attend St. John's even if unable to pay the full fees. The College tries to meet the demonstrated financial need of such students with a program of jobs, grants, and loans. About half of the students at St john's receive financial aid. Actually no student pays the full cost of a St. John's education: the College relies on endowment income and gifts from individuals and foundations to close the gap between the income from fees and the full cost The 1973-74 fees are $550 for room with board being $700 at the Annapolis campus, $650 at the Santa fe campus. The tuition fee is $2900 at Annapolis, $2700 at Santa fe. Thus total fees are $4150 at Annapolis, $3900 at Santa Fe. Historically, tuition has increased almost every year because of inflational)' factors. Although precision is impossible, experience indicates that future The tuition for the summer increases will range from $200 to $300 session for January freshmen is less than tuition for a regular semester; the 1974 summer session tuition is $1075 at Annapolis, $975 at Santa Fe. These fees are subject to change. FINANCIAL AID Students who need from the College to pay the fees should ask for it St John's uses the Parents' Confidential Statement, with which parents financial position. The filing can present a detailed account of the of this form constitutes the student's application for aid from the College. The form may be obtained from secondary schools. This statement helps insure that the ar11ount of each award will be based on need, which is the criterion at St Every student who qualifies for financial aid is first given a part-time job. He is paid in cash every two vveeks for the hours he has worked. When additional aid is indicated, the College makes a grant If the job and grant are net enough, the student may be asked to borrow funds, with College recommendation, from his bank through the student guaranteed loan program conducted his state, or under the National Direct Student Loan program. A limited amount of federal financial aid is available. Aid may therefore consist of a and a grant; a job and a �54 / ST. JOHN'S COLLEGE FEES AND FINANCIAL AID / 55 loan; or a job, a grant and a loan. Only when a student's family is prepared to make a maximum effort to assist the student will the College consider offering such aid. In determining the extent of a student's need, the College takes into account the financial support which may be expected from income, assets, and other resources of the parents and the student. The College reviews its aid awards annually and may adjust them in type and amount to reflect changes in need. Examples of a financial aid arrangement for a Chicago student from a family in the middle-income range follow: Student's Resources Student's Assets Summer Earnings Parents' Contribution Total Family Contribution 50 300 1,500 $1,850 $ College Expenses for 1973-74 Enrolling at Annapolis Enrolling at Santa Fe $2,900 550 700 50 100 450 $4,750 $2,700 550 650 50 100 675 $4,725 Tuition Room Board Caution Fee Books Travel and Living Expenses Total Budget Financial Need Total Budget Less Family Contribution Financial Need $4,750 1,850 $2,900 $4,725 1,850 $2,875 Financial Aid Offer from St. John's College Guaranteed Job on Campus Grant Loan Financial Aid Offer $ 500 1,200 1,200 $2,900 $ 525 1,175 1,175 $2,875 The amount of the grant and loan depends upon the family contribution: the less the family contribution, the greater the grant and loan. As the above· example indicates, students who live in the East will probably find that the cost of travel to and from Santa Fe will equal or exceed the $200 difference in tuition fees. BILLING AND DEPOSITS Billing is done prior to each semester. The total for the year may be paid at the first billing, or payment may be made in equal parts at each of the semester billings, or in monthly installments that may be spread over as much as seven years. First semester fees for freshmen are due on or before August 1. Those who wish to use the monthly installment plan should inquire of the Treasurer about commercial tuition loan plans available. Since determinations affecting students, faculty, and physical facilities must be made well in advance of the beginning of each academic year, the College must know in April which students will register in September. A deposit of $100 on the fees for the following year is therefore due on or before the first Monday in April for prospective sophomores, juniors, and seniors. The deposit is refundable only in case of withdrawal due to ill health, military service, academic dismissal, or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which he made the deposit, the deposit is forfeited, and he must make a new deposit to secure his place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the College Treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $50, called the caution fee, which is subject to charges for laboratory breakage, damage to or loss of College property, and other minor mishaps. This fee must be at the full amount at registration each semester. If unused it is refunded on request at the end of the academic year or when a student leaves the College. Current installments of fees for tuition, room, and board are not refundable unless a student is drafted for military service or must withdraw for medical reasons. If a student has paid his fees in advance for either semester and withdraws from the College before the semester begins, the advance payment is refunded, less the $100 deposit, regardless of the cause of withdrawal. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $5 for late registration for each semester. The cost of books is about $100 a year. Class copies of many of the program books are available in the College library. Veterans qualified to receive educational benefits through the Veterans Administration may arrange with the Treasurer's Office a schedule for the payment of fees. These arrangements must be made prior to the beginning of the academic year and after the veteran has received proper certification from the Veterans Administration. �Bibliography BOOKS ABOUT LIBERAL EDUCATION OFFICERS ADLER, MORTIMER J., and CHARLES VAN DOREN: How To Read a Book, Simon & Schuster, Chairman 1972. ADLER, MORTIMER )., and MARTIN MAYER: The Revolution in Education, The University of Chicago Press, 1958. AMERICAN LIBRARY ASSOCIATION: Classics of the Western World, with forewords by John Erskine and Everett Dean Martin, 1944. Dr. Thomas B. Turner Term Expi J. Miss Ruth M. Adams Hanover, New Hampshire I. Staley Wichita Falls, Texas Vice Chairmen Secretary Term ring 1975 Victor G.. Bloede New York, New York BELL, DANIEL: The Reforming of General Education, Columbia University Press, 1966. 1976 Mrs. Frank W. Bowdle Wichita falls, Texas Jack lvL Campbell Mrs. Duane L Peterson Wolfgang Bernard Fleischmann BARZUN, JACQUES: The American University, Harper and Row, 1970; Teacher in America, little, Brown and Co., Boston, 1945. Mrs. Duane L Peterson Baltimore, Maryland Term Expiring 1974 Jack M. Campbell Santa Fe, New Mexico BRUMER, JEROME S.: The Process of Education, Harvard University Press, 1960. Dr. Philip I. Bowman Marathon, Florida Dr. Eugene N. Cozzolino Woodbridge, Connecticut BUCHANAN, SCOTT: Embers of the World, edited by Harris Wofford, )L, Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. John C. Donohue Baltimore, Maryland Mrs. Walter B. Driscoll Santa Fe, New Mexico ERSKINE, JOHN: My Life as a Teacher,). B. Lippincott Co., 1948. Wolfgang Bernard Fleischmann Montclair, New Jersey Walter F. Evers Cleveland, Ohio Arnold Grant New York, New York David Ginsburg Washington, D.C. John S. Greenway Tucson, Arizona Jerome laPides Annapolis, Maryland Jae Holzman New York, New York Charles A. Nelson New York, New York Mrs. Louise Trigg McKinney Santa Fe, New Mexico John D. Oosterhout Greenbelt, Maryland Alexander McLanahan Houston, Texas John S. Robson Chicago, Illinois Harvey M. Meyerhoff Baltimore, lv1aryland Mrs. Lowell R. Ditzen Washington, D.C. James R. Donnelley Chicago, Illinois William A. lydgate f'Jew York, New York J\ilrs. Everett H. Jones San Antonio, Texas Richard M. Burdge New York, New York St. Louis, Missouri BESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. GOLDWIN, ROBERT A. (Editor): Higher Education and Modern Democracy, Rand McNally and Company, 1967. HARVARD COMMITTEE REPORT: General Education in a Free Society, Cambridge, chusetts, The University, 1945. Massa~ HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. The University of Utopia, University of Chicago Press, 1953. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper & Brothers, 1942. NEWMAN, JOHN HENRY: The Idea of a University, Image Books, 1959. RICHARDS, A.: How to Read a Page, W. W. Norton, 1942. TUSSMAN, JOSEPH: Experiment at Berkeley, Oxford University Press, 1969. VAN DOREN, MARK: liberal Education, Henry Holt & Co., 1943 WHITEHEAD, ALFRED NORTH: The Aims of Education, Macmillan, 1929. j. Anthony Moran Mrs. Carleton Mitchell Annapolis, Maryland Julius Rosenberg Annapolis, Maryland Emmanuel Schifani Albuquerque, New Mexico Thomas E. Stern Palo Alto, California Irvin Swartzberg Chicago, Illinois Members Ex The Governor of M2ryland The Governor of Nevv /vlexico The The The The President of the College Provost in Annapolis Dean in Annapolis Dean in Santa fe Mrs. George S. Roudebush Washington, D.C. A. Paul Thompson Des Moines, Iowa John D. Murchison Dallas, Texas Dr. Thomas. B. Turner Baltimore, Maryland Members Richard F. Cleveland Douglas H. Gordon Mrs. Harry R. Slack, Jr. �FACULTY / 59 Faculty TUTORS President Richard Daniel Weigle B.A., 1931, M.A., 1937, Ph.D. in American Diplomatic History, 1939, Yale University; LLD., 1957, Washington College, 1958, LaSalle College, 1960, Wabash College, 1965, College of Notre Dame in Maryland, 1969, The Colorado College; LH.D., 1970, Bard College; Instructor, Yali Union Middle School, Changsha, China, 1931-33; Executive Secretary, Yale-in-China Association, 1934-38; Instructor in History, International Relations and Economics, Carleton College, 1939-42; Active duty with the Army Air Force, 1942-45; Documents Officer, Far Eastern Commission, and Executive Officer, Office of Far Eastern Affairs, Department of State, 1945-49; President, St. John's College, 1949-; Vice Chairman, Maryland Hall of Records Commission, 1952-; Chairman, Commission on Liberal Education, Association of American Colleges, 1955-57, Treasurer, 1963-66, Vice-Chairman, 1966-67, Chairman, 1967-68; Board of Education of Anne Arundel County, Member, 1951-63, President, 1958-62; President, Maryland Association of Boards of Education, 196162; Vice-Chairman, Independent College Funds of America, 1967-68; Chairman, Maryland Commission on the Capital City, 1967-. Provost of the College in Annapolis Paul D. Newland B.A., Heidelberg College, 1943; M.A., Ohio State University, 1946; Graduate study, Catholic University of America, 1950-52; Associate Professor and Chairman, Speech and Drama Department, Mount Union College, 1946-48; U.S. Marine Corps, 1942-46, Director of Academic Schools, 1948-50; U.S. Federal Civil Defense Administration, 1950-52; Staff Director, Special Activities, U.S. Army Headquarters, Europe, 1952-55; Director, Public Relations, Hamilton Watch Company, -1955-57, Director of Merchandising, 1957-60; President, Standard Time Corporation, 1961-67; Executive Vice President, Franklin and Marshall College, 196770; Provost, St. John's College, 1970-. Dean of the College in Annapolis Curtis A. Wilson B.A., University of California, Los Angeles, 1945; M.A., 1946, Ph.D., 1952, Columbia University; Tutor, St. John's College, 1948-1966, Dean, 1958-1962; Visiting Research Fellow, Birkbeck College, University of London, 1962-1963; Visiting Associate Professor, 1966-1968, and Professor, 1966-1973, University of California, San Diego; Corresponding Member, Academie internationale d'histoire des sciences, 1971-; Tutor and Dean, St. John's College, 1973-. Dean of the College in Santa Fe Robert A. Neidorf B.A., 1951, M.A., 1955, The University of Chicago; Ph.D., Yale University, 1959; Instructor and Assistant Professor of Philosophy, Bucknell University, 1959-62; Tutor, St. John's College, 1962-64, Santa Fe, 1967-; Assistant and Associate Professor of Philos_ophy, State University of New York at Binghamton, 1964-67; Director, Graduate Institute in Liberal Education, St. john's College, Santa Fe, 1970-. ANNAPOLIS John Spangler Kieffer B.A., Harvard College, 1926; M.A., Harvard University, 1929; Ph.D., The Johns Hopkins University, 1962; Master in French and English, Litchfield (Connecticut) School, 1.927-28; .Instructor in Classical Languages, St. John's College, 1929-34, Assistant Professor in Classical Languages, 1934-39, Tutor, 1939-, Board of Visitors and Governors, 1943-51, Acting President, 1947, President, 1947-49, Director of Adult Education, 1951-57, Addison E. Mullikin Tutorship, 1959-, Dean, 1962-69; Visiting lecturer in Philosophy, The Johns Hopkins University, 1961. Joseph Winfree Smith, Jr. B.A., 1934, M.A., 1935, University of Virginia; M. Div., 1938, Virginia Theological Seminary; Ph.D., 1948, University of Virginia; Student at the lnstitut Catholique de Paris, 1951-52; Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia; Tutor, St. John's College, 1941-, Assistant Dean, 1947, Addison E. Mullikin Tutorship, 1959-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1966-67. Robert S. Bart B.A., Harvard College, 1940; M.A., St. John's College, 1957; Sheldon Traveling Fellow, Harvard University, 1940-41; Tutor, St. John's College, 1946-, Addison E. Mullikin Tutorship, 1968-. Hugh P. McGrath B.A., University of Liverpool, 1934, Diploma in Education, 1935; language Instructor, London County Council, and language Studies at Universities of Liverpool, London, Paris, Dijon, 1936-40; Armed Forces, 1940-46; language Instructor, London County Council, 194647; Visiting Professor, University of Puerto Rico, 1960; Tutor, St. John's College, 1948-, Addison E. Mullikin Tutorship, 1968- (Sabbatical leave, 1973-74). Bert Thoms B.A., M.A., George Washington University, 1947; Ph.D., The Johns Hopkins University, 1950; Associate in Philosophy, George Washington University, 1947-49; Tutor, St. John's College, 1949-54, 1969-; Assistant Professor of Philosophy, Reed College, 1954-55; Chairman, Department of Philosophy, Washington and Jefferson College, 1955-69. Barbara Hopkins Leonard B.A., Oberlin College, 1937; M.S., 1941, Ph.D., 1948, The University of Rochester; Assistant in Zoology, Oberlin College, 1936-38; Oberlin College Scholar, Marine Biological laboratory, Woods Hole, Massachusetts, 1937; Histological Technici2n, Department of Pathology, Yale Medical School, 1938-39; Graduate Scholar in Biology, The University of Rochester, 1940-41, Graduate Teaching Assistant in Biology, 1941-44; Visiting lecturer in Zoology, Oberlin College, 1944-45; Instructor in Zoology, Smith College, 1945-51; Smith College Scholar, Marine Biological Laboratory, Woods Hole, Massachusetts, 1949; Tutor and Assistant Dean, St. John's College, 1951-, Arthur de Talma Valk Tutorship, 1968-; Fulbright lecturer and Honorary Professor of Zoology, lady Doak College and American College, Madurai (South India), 1962-63. Douglas Allanbrook Boston University, 1938; Brown University, 1939-41; University of Florence, 1946; B.A., Harvard College, 1948; Active duty, United States Army, 1942-45; Traveling Fellow, Harvard University, 1948-50; Pupil of Nadia Boulanger, Paris, -1948-50; Fulbright Fellow in ltalyConservatorio San Pietro a Majella, Pupil of Ruggiero Gerlin in Harpsicord and Early Keyboard Music, 1950-52; Teacher of Composition and Theory, Peabody Conservatory, 1955-57; Tutor, St. John's College, 1952-; Member, Corporation of Yaddo, Saratoga Springs, New York, 1971. James M. Tolbert B.A., 1935, M.A., 1937, Emory University; Ph.D., University of Texas, 1950; Teaching Fellow in English, Emory University, 1935-36; Teaching Fellow in English, University of Texas, 1938-42; Instructor in English, Tulane University, 1942; Military service, 1942-46; Instructor in English, University of Texas, 1946-50; Teaching Intern, St. John's College, 1953-55, Director ol Admissions, 1955-71, Tutor, 1971-. �FACULTY / 60 / ST. JOHN'S COLLEGE Eva T. H. Brann 61 Elliott Zuckerman B.A., Brooklyn College, 1950; M.A., 1951, Ph.D., 1956, Yale University; Fellow of the Amer· ican Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Tutor, St. John's College, 1957-, Addison E. Mullikin Tutorship, 1971-. B.A., 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea Fellow in Modern European History, Columbia University, 1954-55, Lecturer in History, 1956-61; Lecturer in History and Music, The New School for Social Research, 1960c61; Tutor, St. John's College, 1961-, Director, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969; Associate of Clare Hall, Cambridge University, 1970-71; Acting Dean, AprilJune, 1973. Edward Grant Sparrow, Jr. Joseph P. Cohen B.A., Harvard College, 1951; LL.B., Harvard Law School, 1954; M.A., Teachers College, Columbia University, 1957; Tutor, St. John's College, 1957-, Addison E. Mullikin Tutorship, 1971-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1964-66. B.A., St. John's College, 1956; Department of Philosophy, The University of Chicago, 195657, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, The University of Chicago, 1960-62; Tutor, St. John's College, 1962-; Visiting Fellow, Yale Law School, 1971-72. Bryce DuVal Jacobsen John Sarkissian B.A., St. John's College, 1942; farmer and carpenter, 1942-57; Tutor and Director of Athletics, St. John's College, 1958-. University of Chicago, 1939-41; U.S. Army, 1942-46 (Princeton University, 1943, A.S.T.P.); B.S., M.S., University of Illinois, 1946-48; The University of Chicago, 1948-54; Instructor, Biological and Physical Sciences, Pestalozzi-Froebel Teachers College, Chicago, 1948-53; Instructor, University of Indiana, 1948-50; Traveling Fellow and Research Associate, Institute of Human Heredity, University of Bologna, Italy, 1955-56; Instructor in Biological Sciences, Chicago City College, 1956-58; Instructor, Biological Science, University of Illinois, 1958-62; Tutor, St. John's College, 1963-. Edward Malcolm Wyatt B.A., 1953, M.A., 1956, University of Virginia; Instructor in Mathematics, University of Virginia, 1955-58; Tutor, St. John's College, 1958-. Beate Ruhm von Oppen B.A., University of Birmingham, 1939; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal Institute of International Affairs, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Project of the Committee for the Study of War Documents of the American Historical Association, 1959· 60; Tutor, St. John's College, 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History, Smith College, 1963-64, and University of Massachusetts, 1964-65; Member, Institute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71. Laurence Berns B.A., 1950, Ph.D., 1957, The University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, The University of Chicago, 1956-59; Tutor, St. John's College, 1960-; Associate Professor of Philosophy, Rosary College, 1966-67 (Leave of absence); Associate, Clare Hall, Cambridge University, 1971-72. Samuel S. Kutler B.A., St. John's College, 1954; Assistant Mathematician, The Johns Hopkins University Applied Physics Laboratory, 1955, Associate Mathematician, 1957, Mathematician, 1961; Graduate Study, American University, 1955-61; Instructor, American University, 1960; Visiting Tutor, St. John's College, 1960, Tutor, 1961-. Michael S. Littleton B.S., 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Foundation, 1960; S.T.M., Union Theological Seminary, 1967; United States Navy, 1955-57; Tutor, St. John's College, 1960-. Alvin N. Main B.A., University of California at Santa Barbara, 1954; United States Navy, 1940-52; Teaching Assistant, University of California at Los Angeles, 1955-56; Instructor, University of California at Santa Barbara, 1957-58, 1959-60; Tutor, St. John's College, 1960- (Leave of absence; 1973-74). Robert B. Williamson B.A. 1955, M.A., 1957, Ph.D., 1967, The University of Virginia; Tutor, St. John's College, 1960-. David H. Stephenson B.A., Columbia College, 1958; New York State Teaching Fellowship, 1958-60; M.A., Columbia University, 1960; Director of Men's Chorus, New York Association for the Blind, 195962; Music Instructor, Riverdale Country Day School, 1960-61; Chorus Director, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y. Crowell Company, 1961-63; Tutor, St. John's College, 1963- (Leave .of absence, 1973-74). Robert Louis Spaeth B.S., St. John's University (Minnesota), 1959; U.S. Army Signal Corps, 1954-56; Graduate study in physics, University of Illinois, 1959-60; Graduate study in mathematics, University of Wisconsin, 1961-62; Teacher, Cathedral High School, St. Cloud, Minnesota, 1960-61; Mathematics writer, Educational Research Council of Greater Cleveland, 1962-63; Tutor, St. John's College, 1963-, Assistant Dean, 1966-71, Director of the Summer Program, 1969, 1970; Alderman of the City of Annapolis, 1969-73; Member of the Anne Arundel County Democratic State Central Committee, 1970-; Fellow of the Institute for Ecumenical and Cultural Research, Collegeville, Minnesota, 1973-74 (Sabbatical Leave). Thomas A. McDonald St. John's College, 1944; Military service, 1945-46; University of Virginia, The New School, New York, 1947-50; Graduate study in philosophy, Graduate Faculty, The New School, 195052, 1955-58, Teaching Fellow, 1956-58; Lecturer, University College, The University of Chicago, 1958-62; Lecturer, Overseas-Extension, University of Maryland (Heidelberg, Germany), 1952-63; Tutor, St. John's College, 1963-. Louis N. Kurs Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; M.S., The University of Chicago, 1948; Teaching Assi~tant in the College and Department of Geology, The University of Chicago, 1948-49; Instructor ·in Physica,I Science and Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Production Division, South Works, United States Steel Corporation, 1951-54; Instructor in Geology, University of Illinois (Chicago), 1954-64; National Science Foundation Science Faculty Fellowship, The University of Chicago, 196162; Tutor, St. John's College, 1964- (Sabbatical Leave, 1973-74). Deborah Mary Traynor B.A., Mount Holyoke College, 1956; M.A., The U~rsity of Chicago, 1958; Chicago Educa- �62 / ST. JOHN'S COLLEGE FACULTY / 63 tional Television Association, 1959-63; College Humanities Staff, The University of Chicago, 1963-64; Tutor, St. John's College, 1964- (Sabbatical leave, 1973-74). structor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St. john's College, 1967-. (Leave of absence, 1970-72.) Charles E. Finch Nicholas Maistrellis B.S., in ~duc~tion, Temple University, 1942; B.D., Princeton Theological Seminary, 1945; !"I.A., University of Pennsylvania, 1949; Th.D., Philadelphia Divinity School, 1953; Instructor in New Testament, Bloomfield Seminary, 1945-47; Rector Church of the Redeemer Andalusia, Pennsylvania, 1949-52; Assistant Professor of Bible, Philadelphia Divinity Schoo'!, 195155; Instructor, Valley Forge Military Academy, 1956-57; English Teacher, Conestoga Senior High School, Berwyn, Pennsylvania, 1957-65; Tutor St. John's College 1965- Director of financial Aid and Placement, 1968-. ' ' ' B.S., Bates College, 1962; Department of History of Science, University of Wisconsin, 196267, Teaching Assistant, 1962-66, University fellow, 1966-67; Tutor, St. John's College, 1967-. Benjamin Charles Milner, Jr. B.A., En:iory University, 1949; B.D., Columbia Theological Seminary, 1955; Ph.D., Harvard Un1vers1ty, 1965; Military service, 1950-52; Teaching Fellow, Harvard Divinity School, 195759; Rockefeller Fellow, 1959-60; Instructor in Biblical History, literature, and Interpretation, Wellesley College, 1959-62, Assistant Professor, 1963-65; Tutor, St. John's College, 1965-. Geoffrey Comber Diploma .in Educatio.n, University of london, 1953; A.R.C.M., Royal College of Music, 1954; M.A., Ohio State University, 1957; Fulbright Scholar 1955· Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 195B-61; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontario, 1964; Tutor, St. John's College, 1965-, Assistant Dean, 1970-, Assistant Director, The Graduate Institute of liberal Education, St. John's College, Santa Fe, 1970-o George Doskow BA, Columbia College, 1957; M.A., 1959, PhoD., 1965, University of Connecticut; Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St. John's College, 1965-. Howard J. Fisher B.A., University of Rochester, 1965; Technician, Harvard University Cyclotron laboratory, 1964, 1965; Tutor, St. John's College, 1965-; Tutor, The Graduate Institute in liberal Education, Santa Fe, 1971-72. Brother S. Robert, F5.C. B.A., St. Mary's College; Ph.L, Ph.D., Universite Laval (Quebec); Visiting Tutor, St. John's College, 1966-67, Tutor, 1972-. Robert A Goldwin B.A., St. John's College, 1950; M.A., 1956, Ph.D., 1963, The University of Chicago; University Fellow, The University of Chicago, 1951, Edward Hilman Fellow, 1953; Fellow, Foundation for Adult Education, 1959; fellow, Guggenheim Foundation, 1966-67; Active duty, U.S. Cavalry, 1942-46; Director of Research, American Foundation for Continuing Education, 1951-59; lecturer in Political Science and Director, Public Affairs Conference Center, The University .of Chicago, 1960-66; Associate Professor of Political Science, Kenyon College, 1966-69; Director, The Graduate Institute in liberal Education, St John's College, Santa fe, 1967; Tutor, St. John's College, 1969-, Dean, Annapolis, 1969-73. Richard Hammond Elliott Tutorship, 1971-. (leave of absence, 1973-74.) Harry l. Golding B.A., University of Omaha, 1954; M.S., Northwestern University, 1958; National Science Foundation Fellow, 1954-55; Instructor in Chemistry, DePauw University, 1958-63; National Science Foundation Science faculty Fellow, Purdue University, 1963-64; Member of the Faculty, Shimer College, 1964-68, Chairman, Natural Science Area, 1967, Director of Shimer College in Oxford, 1967-68; Tutor, St. John's College, 1968-. Harvey Flaumenhaft B.A., 1960, M.A., 1962, The University of Chicago; Woodrow Wilson Fellow, Harvard University, 1960-61; Graduate study, The University of Chicago, 1961-65; lecturer in the Liberal Arts, The University of Chicago, 1965-66; lecturer in Political Science, Roosevelt University, 1965; Instructor in Government, Wheaton College (Massachusetts), 1966-68; Tutor, St. John's College, 1968-. Robert J. Anderson B.A., Temple University, 1961; M.A., Yale University, 1965; Teaching Assistant, Temple University, 1961-63; Teacher, Bishop College (Texas), Summer, 1964; Teaching Assistant, Yale University, 1966-67; Teacher, Yale University Summer High School, 1966, 1967, 1968, Curriculum Coordinator, 1968; New York City Department of Welfare, 1968-69; Tutor, St. John's College, 1969-. Ray A. Williamson B.A., The Johns Hopkins University, 1961; Ph.D., University of Maryland, 1968; Assistant Astronomer, Institute for Astronomy, University of Hawaii, 1967-69; Tutor, St. John's College, 1969-. Wye Jamison Allanbrook B.A., Vassar College, 1964; M.A., Stanford University, 1965; Woodrow Wilson Fellowship, 1964-65; Teaching Assistant in Music, Stanford University, 1967-69; Tutor, St. John's College, 1969-. Jonathan B. Skinner BOA., Carleton College, 1963; MoAO, University of Michigan, 1964; Ph.D., University of Massachusetts, 1970; Woodrow Wilson Fellow, University of Michigan, 1963-64; Instructor in Mathematics, Hope College, 1964-66; Teaching Assistant, University of Massachusetts, 196667, Instructor in Mathematics, 1967-68, Lecturer, 1968-70; Tutor, St. john's College, 1970-. Steven F. Crockett A.B., Earlham College, 1965; AM., The University of Chicago, 1967; Woodrow Wilson fellow, 1965-66; Ford Foundation Fellow, 1965-66; Graduate studies in the humanities, The University of Chicago, 1967-70; Instructor in the Humanities, Central YMCA Community College, Chicago, 1969-70; Advisor, Committee on General Studies in the Humanities, The University of Chicago, 1969-70; Tutor, St. John's College, 1970-. Gisela Berns Robert Arthur Licht Ab~tur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities ol B.A., St. John's College, 1965; MOA., The Pennsylvania State University, 1967; doctoral candidate in philosophy, The Pennsylvania State University, 1967-; Graduate Assistant, The Pennsylvania State University, 1965-66; National Defense Education Act Fellow, 1966-69; lecturer, Department oi Philosophy, Bucknell University, 1969-70; Tutor, St. John's College, 1970-. Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen I, University of Heidelberg, 1963; Fellow of Deutscher Akademischer Austauschdienst, University of Florence, 1963-64; Ph.D.,. University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, 1965; In- �64 / FACULTY / ST. JOHN'S COLLEGE Alfred Mollin SCHOLAR IN RESIDENCE B.A., Western Illinois University, 1965; M.A., The Pennsylvania State University, 1967; Graduate study in philosophy, The Pennsylvania State University, 1967-; National Defense Education Act Fellow; The Pennsylvania State University, 1966-69, Richard M. Weaver Fellow, 1969-70; Tutor, St. John's College, 1970-. William W. O'Grady, 65 Leo Strauss Ph.D., University of Hamburg, 1921; Professor of Philosophy and later Robert Maynard Hutchins Distinguished Service Professor, The University of Chicago, 1949-68; Scott Buchanan Distinguished Scholar in Residence, St. John's College, 1969-. Jr. A.B., University of Notre Dame, 1966; M.A., 1968, Ph.D., 1970, The University of Chicago; Woodrow Wilson fellow, The University of Chicago, 1966-67, Danforth Fellow, 1966-70, Humanities fellow, 1967-70; Tutor, St. John's College, 1970-. Michael William Ham B.A., St. John's College, 1961; M.S., University of Iowa, 1968; Teaching fellowship, Dartmouth College, 1961-62; Mathematics Writer, Educational Research Council of Greater Cleveland, 1962-63; graduate study, Writer's Workshop, University of Iowa, 1963-64; Programmer and Systems Analyst, Measurement Research Center, 1964-65; Mathematics teacher, The Key School, 1965-66; ACT Systems Manager, Measurement Research Center 1966-67; Coordinator of Data Processing, The American College Testing Program, 1967-69; Manager of Systems Analysis and Programming, Project PLAN, Westinghouse Learning Corporation, 1969-71; Director of Admissions, St. John's College, 1971-, Tutor, 1972-. John F. White B.A., St. John's College, 1965; M.A., The New School for Social Research, 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John's College, 1971-. Leon Kass S.B., The University of Chicago, 1958; M.D., The University of Chicago Medical School, 1962; Ph.D., Harvard University, 1967; Fellow, Guggenheim Foundation, 1972; Tutor, St John's College, 1972- (Leave of Absence, 1973-74). David E. Starr B.A., Gordon College, 1962; M.A., 1966, Ph.D., 1972, Boston University; Tutor, St. John's College, 1972-. ARTIST IN RESIDENCE Michon Carmean Semon B.A., 1966, University of South Florida; M.A., 1970, University of Maryland; Graduate Assistant, University of Maryland, 1969-70; Artist in Residence, St. John's College, 1971-. SANTA FE William A. Darkey B.A., St. john's College, 1942; M.A., Columbia University, 1949; Tutor, St. John's College, 1949-, Santa Fe, 1964-, Associate Dean, 1968-70, Dean, Santa Fe, 1968-73, Sabbatical, 1973-74. Thomas l<ing Simpson BA, St. John's College, 1950; M.A. in Teaching, Wesleyan University, 1955; Ph.D., The Johns Hopkins University, 1968; Instructor, American University at Cairo (Egypt), 1950-53; Teaching Intern, St. John's College, 1955-56, Tutor, 1956-; Curriculum Counsellor and member of the faculty, The Key School, 1970-, Santa Fe, 1973-. Michael Ossorgin a Lycee Russe, Paris, 1938; Conservatorie Rus.se Paris, 1932-35, 1942-44; L.Th., lnstitut de Theologie Orthodoxe, Paris, 1942; Instructor in Music, lnstitut de Theologie Orthodoxe, Paris, 1944-46; Instructor in Theology, St. Tikhon's Seminary, Pennsylvania, 1947; Secretary of the Orthodox Diocese in Alaska, 1948-49; Teacher of Music, Bureau of Indian Affairs, Department of the Interior, 1950-56; Associate Professor, Consultant, St. John's Program, St. Mary's College, California, 1961-62; Tutor, St John's College, 1956-, Santa fe, 1966-. Charles G. Bell Robert S. Zelenka B.A., Rice University, 1965; M.A., The Johns Hopkins University, 1966, Ford Foundation Scholar in Philosophy, Rice University, 1963-65; Woodrow Wilson Fellow in English, The Johns Hopkins University, 1965-66; Research Assistant in Biology, Marine Biological Laboratory, Woods Hole, Massachusetts, Summer 1966; Gilman Fellow in English, The Johns Hopkins University, '1966-1968; Faculty of Philosophy Fellow in English, The Johns Hopkins University, 1966-68; Instructor in English, University of Maryland, 1968-72; Tutor, St. John's College, 1972-, Burton Blistein A.B., A.M., The University of Chicago; Instructor, sculpture ancj drawing, Layton School of Art, Milwaukee, 1958-64; Faculty member, Shimer College, 1964-72; Tutor and Artist in Residence, St. John's College, 1972-. B.S., University of Virginia, 1936; Rhodes Scholar, Oxford University, B.A., 1938, M.A., 1966, B.Litt., 1939; Instructor and Assistant Professor of English, Iowa State College, 1940-45, Wartime Assistant in Physics, 1945; Research Assistant in Physics, Princeton University, 1945; Assistant Professor of English, Princeton University, 1945-49; Guest Lecturer, Black Mountain College, Summer, 1947; Rockefeller Grant for study in Europe, 1948; Assistant Professor of Humanities, The University of Chicago (College), 1949-56; Guest Professor, University of Frankfurt, 1952; Ford Fellow, 1952-53; Guest Professor and Director of the Honors Program, University of Puerto Rico (at Mayaguez), 1955-56; Guest Professor (Fulbright Program), Technische Hochschule, Munich, Germany, 1958-59 (Kulturgeschichte als die Geschichte symbolischer Form en); Tutor, St. John's College, 1956-, Director of Adult Education, 195758, Santa Fe, 1967-; Poet in Residence and Guest Professor, University of Rochester, Spring, 1967; Guest Professor, S.U.N.Y. at Old Westbury, Spring, 1970, Director of Graduate Preceptorial, Santa Fe, 1972-73, Sabbatical, 1973-74. Samuel Emmons Brown Leo F. Raditsa B.A., Harvard College, 1956; University Scholar, 1960-61; University Fellow, 1961-62; M.A., Columbia University, 1962; President's Fellow, 1962-63; Fulbright, University of Munich, 1964-65; Berlin, 1965; Instructor, New York University, Washington Square College, 1965-68, Assistant Professor, 1968-; Ph.D., Columbia University, 1969; Tutor, St. John's College, 1973-. Harvard College, 1936-37; Diploma, Black Mountain College, 1945; M.A., 1956, Ph.D., 1962, Indiana University; private tutoring, 1946-48; Director of Music, Windsor Mountain School, 1948-49; Director of Music, Verde Valley School, 1950-53; John H. Edwards Fellow, 1955-56; Part-time Teacher, Indiana University, 1956-57; Tutor, St. John's College, 1958-, Santa fe, 1965-. �66 / ST. JOHN'S COLLEGE Dean R. Haggard B.A., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-60; Fels fund Fellow in Philosophy, The Johns Hopkins University, 1960-61; Tutor, St. John's College, 1961-, Santa Fe, 1966-, Assistant Dean, 1971-73; on leave, 1973-74. FACULTY / 67 havioral Sciences, New Mexico Highlands University, 1957-64; lecturer, Department of Psychiatry, Edinburgh University, Scotland, 1964-65; Professor of Psychiatry (Psychology), University of Missouri Medical School, Kansas City, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. Robert D. Sacks Roger S. Peterson B.A., St. John's College, 1954; Ph.D., The Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des langues Orientales Vivantes, 1956-57; The University ol Chicago, 1957-59; Tutor, St. John's College, 1961-, Santa Fe, 1969-; Visiting lecturer, St. Mary's College, 1968-69; Biblical Research, Jerusalem, 1971-72. A.B., Harvard College, 1953; A.M., 1957, Ph.D. in Botany, 1959, University of Michigan; United States Navy, 1953-56; Forest Service Research, Colorado State University, 1959-62; Research Project leader, Utah State University, 1962-66; Tutor, St. John's College, Santa Fe, 1966-. Sabbatical, 1973-74. John S. Steadman L Ray Davis, Jr. B.S. Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, U.S. Army, 195456; Assistant in Philosophy, Cornell University, 1959-61; Teaching Fellow, Cornell Univer· sity, 1961-62; Tutor, St. John's College, 1962-, Santa Fe, 1967-, Assistant Dean, 1970-72. University of Wisconsin, 1953-55; B.A., St. John's College, 1962; NDEA Fellowship, University of Indiana, 1962-65, M.A., 1965, History and Philosophy of Science; Tutor, SL John's College, Santa Fe, 1966-. David Clifford Jones Ralph Swentzel! B.A., St. John's College, 1959; M.A., The University of Melbourne, 1962; University Fellow, The University of Melbourne, 196'1-62; University fellow and Bess Heflin Fellow, The University of Texas, 1962-64; Tutor, St. John's College, 1964-, Santa Fe, 1965-. B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico University, 1965-66; Tutor, St John's College, Santa Fe, 1966-. Robert M. Bunker A.B., Harvard University, 1939; A.M., 1954, Ph.D., 1955, University of New Mexico; United Pueblos Agency, Bureau of Indian Affairs, 1940-51; United States Navy, 1942-46; Executive Secretary, Bernalillo City-County Consolidation Committee, 1952-56; Instructor, University of New Mexico, 1955-56; Professor of English and Philosophy, and Chairman of both Departments, New Mexico Highlands University, 1956-65; Tutor, St. John's College, Santa Fe, 1965-. Don B. Cook A.B., Occidental College, 1958; Ph,D., University of California at Davis, 1965; Woodrow Wilson Honorary Fellow, University of California at Davis, 1959; National Science Foundation Fellow, 1959-61; Tutor, St John's College, Santa Fe, 1965-72, 1973-; Teacher, Santa Fe Preparatory School, 1972-73. Elliott T. Skinner B.A., University of Colorado, 1961; MA., Princeton University, 1963; Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, Princeton University, 1964, Woodrow Wilson Fellowship; Fellow of The Council for Philosophical Studies (Summer Institute in Greek Philosophy and Science), 1970; Tutor, St. John's College, Santa Fe, 1965-. Richard Bowen Stark The Colorado College, 1941-42 (U.S. Air Force, 1942-45) 1945-46; A.B, Colorado State College of Education, 1948; lvLM., Yale University School of Music, 1948-52; Associate Professor of Piano (Director of the Choir, 1958), Fisk University, Nashville, Tenn., 1952-58; Visiting Professor of Music, Wesleyan University, Middletown, Conn., 1959-60; Curator of Collections, 1962-66, Curator of Music Research, 1966-70, Museum of International Folk Art, Santa Fe, New Mexico; Tutor, St. John's College, Santa Fe, 1965-. On leave, 1973-74. Timothy P. Miller A.B., Harvard University, 1948; B.Mus,, 1949, M.Mus., 1951, Yale University; D.Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, '1955-56; Assistant and Associate Professor of Music, Agnes Scott College, 1957-61; Director of Music, University of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St John's College, Santa fe, 1967-, R. Thomas Harris, Jr. B.A., Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Illinois; Uni· versity Fellow, University of Illinois, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, "1958-59; Research Instructor, Duke University, 195960; Assistant Professor, 1960-65, with leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; Associate Professor, University of Maryland, 1965-68; National Science Foundation Consultant for India Project, Lucknow, India, summer, 1967; Visiting Associate Professor, New York University, 1967-68; Corporate Consultant, Manage· ment Science, IBM, Armonk, New York, summer, 1968; Tutor, St. John's College, Santa fe, 1968-; Visiting Professor, New York University, summer, 1969. Glenn A. Freitas l:LA., Classical Languages, St. Mary's College, 1957; Th.L, Universite Laval (Quebec), 1964; licentiate in Sacred Scripture, Pontifical Biblical Comrnissior, (Rome), '1966; l'Ecole Biblique et Archeologique fran<;;aise de Jerusalem, 1964-66; Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St John's College, Santa Fe, 1969-. Ralph J. Quintana Stuart Boyd B.A., 1947, MA, 1966, University of Colorado; Instructor, Williams College, 1946-49; Instructor, Wagner College, "1949-50; Teacher-coach, Fountain Valley School, 1953-58; Teachercoach, Hebron Academy, "1959-61; Assistant Professor, New Mexico Highlands University, 1966-68; Tutor, St. john's College, Santa Fe, 1969-. M.A., Aberdeen University, Scotland, 1948; Ph.D., Aberdeen Universitv Medical School, 1952; Military Service, 1941-45; Assistant lecturer, Clinical Psychology, Department of Psychiatry, Aberdeen University, 1948-52; Instructor, Medical Psychology, University of Colorado Medical School, 1952-53; Director, Doctoral Training in Clinical Psychology, Denver University, 1954-57; Professor of Psychology and Chairman, Department of Be- A.B. (Philosophy), Quincy College, 1962; B.D., Harvard Divinity School, 1966; Graduate Study, Harvard University, 1967-68; University of Pennsylvania, 1968-69; Fulbright Fellow, University of Heidelberg, Germany, 1966-67; Inner City Fieldwork Program (Harvard Divin- Frank K. Flinn �68 I FACULTY / ST. JOHN'S COLLEGE ity School), Roxbury, Mass., 1964-65; Sacred Heart, 1965-66; Boston College, and Professional Opportunity, 1968-; Graduate School of Religion, 1969-70, 1970-. lecturer (Biblical Studies), Newton College of the 1967-68; Board Member, Association for Educational Visiting Professor (Anthropology), LaSalle College summer, 1971; Tutor, St. John's College, Santa Fe, Toni K. Drew 69 Alfreda l. Verratti B.A., St. John's College, 1966; M.A., Washington University, -1970; Psychiatric Social Worker, Harrisburg State Hospital, Harrisburg, Pa., 1966-67; Hans Reichenbach Graduate Fellowship, Washington University, 1967; N.D.E.A. Graduate Fellowship, Washington University, 196770; Instructor, Washington University, 1969, 1971; Instructor, University of Missouri, 197071; Assistant Professor, Webster College, 1971-72; Tutor, St. John's College, Santa Fe, 1972-, Assistant Dean, 1972-. B.A., St. John's College, Santa Fe, 1970; Teaching Intern, St. John's College, Santa Fe, 1970-72, Tutor, Santa Fe, 1972-. Alfred Allan N. Pearson B.A., Swarthmore College; M.A., Harvard University, 1968; Ph.D. candidate, Harvard University, 1968-; Teaching Assistant, Hurvard University; Tutor, St. John's College, Santa Fe, 1972-. A.B., Modem languages, Boston College, 1961; A.M., German Language and literature, Boston University, 1962; Graduate Assistant, Boston University, 1962; Teaching Assistant in German and Graduate Student, German Language and Literature, Musicology, University of California at Berkeley, 1962-64, 1965-66; Fellow of Deutscher Akademischer Austauschdienst, University of Munich, Germany, 1964-65; lecturer in German, University of California, Riverside, 1966-71; Tutor, St. John's College, Santa Fe, 1971-. Vida Clift B.A., Radcliffe, 1962; M.A., Berkeley, 1964; Ph.D., Harvard, 1970; Tutor, St. john's College, Santa fe, 1971-. C. Donald Knight A.B., Baker University, 1962; M.A., University of Toronto, 1968; Ph.D. Candidate, University of Toronto, 1968-; Fulbright Fellow, Annamalai University, Madras State, India, 1962-63; Graduate Fellow (National Science Foundation) in Biology and Human Genetics, The Rockefeller University, 1963-66; Teaching Fellow in Moral Philosophy, Victoria University, Toronto, 1967-68; Canada Council Fellow in Philosophy, University of Toronto, 1969-71; Tutor, St. John's College, Santa Fe, 1971-. J. DeGrazia Ill Lorna Green Smith College, 1956-57; American University, summers of 1957 and 1958; B.Sc., McGill University, 1960; Woodrow Wilson Fellow, Rockefeller University, 1960; University of Washington, summer 1961; University of Paris at the Station Biologique de Roscoff, summer 1962; Ph.D., Rockefeller University, 1965; Postdoctoral Fellowship, Rockefeller University, 1965; Research Assiscant, Wellesley Hospital, Toronto, '1967-68; M.A., University of Toronto, 1971; Canada Council Fellowship at University of Toronto, 1970-73; Teaching Assistant, Sto Michael's College, University of Toronto, 1970-72; Tutor, St. john's College, Santa Fe, 1973-. Howard Zeiderman Dartmouth College, 1962-63; B.A., St. John's College, 1967; M.A., Princeton University, '1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-. William H. Donahue B.A., St. John's College, 1967; Postgraduate research student, Faculty of Philosophy, King's College, Cambridge, 1967-72; Supervisor for Part I and Part 11 Tripos, Cambridge University, 1968-72; Tutor, St. John's College, Santa Fe, 1973-. Philip leCuyer James R. Mensch B.A., The Colorado College, 1966; B.A., Merton College, Oxford University, 1969; Ph.D. candidate in biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor in English literature, Summer Humanities Institute, The Colorado College, 1968; Tutor in biology and chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. B.A., St. John's College, 1967; M.S.l., The P0ntifical Institute of Medieval Studies, Toronto, 1970; Instructor in Religious Philosophy, University of Toronto, 1970-71; Tutor, St. John's College, Santa Fe, 1973-. i'Jorman S. Grabo B.A., Elmhurst College, 1952; M.A., University of California at Los Angeles, 1955; Ph.D., University of California at Los Angeles, 1958; Folger Shakespeare library Fellowship, 1959; English Department Research Professor Fellowship, Michigan State University, 1961; frank L Weil Institute for Research in the Humanities and Religion Fellowship, 1964; The Society for Religion in Higher Education Fellowship, 1967-; Humanities Research Professorship, University of California, 1966-67; Humanities Institute Fellowship, University of Californi~, summer 1969; Guggenheim Fellowship, 1970-71; Instructor and Assistant Professor, English Department, Michigan State University, 1958-63; Associate Professor, Department of English, University of California at Berkeley, 1963-67; Professor, University of California at Berkeley, 1967-72; Tutor, St. John's College, Santa Fe, 1972-. Mary I. Robinson B.A., The University of Chicago, 1960; graduate teaching assistant, Dept. of Zoology, The University of Chicago, 1960-63; NIH Pre-doctoral Trainee in Developmental Biology, University of Iowa, 1966-67; NIH Pre-doctoral Trainee in Biochemistry, University of Arizona, 1969-72; Tutor, St. john's College, Santa Fe, 1972-. Richard L. Michaud A.B., St. Michael's College, 1967; Ph.D., University of Vermont, '1967; Postdoctoral Fellow in Pharmacology, Yale University School of Medicine, Assistant Professor, Dept. of Psychiatry, Yale University, 1968-70; Assistant Professor, Science Dept., Webster College 197073; Visiting Lecturer, Washington University, 1971-72; Tutor, St. John's College, Santa Fe, 1973-. Bruce E. Venable B.A., St. Mary's College, 1969; University of Washington, 1969-73; Teaching Assistant, Classics Department, University of Washington, 1972-73; Tutor, St. John's College, Santa Fe, 1973-. TUTORS EMERITI Ford Keeler Do PhiL Jacob Klein, Ph.D., Dean, St. John's College, '1949-58. \IVilliam Kyle Smith, Th.B. 1 Th.M. Simon Kaplan, Ph.D. W. Crawford, B.A, Ph.Do �HONORARY FELLOWS OFFICERS, ASSOCIATES, AND STAFF Paul Mellon B.A., Yale University, 1929; B.A., 1931; M.A., Cambridge University, 1938; Litt.D. Oxford University, 1961; LLD., Carnegie Institute of Technology, 1967; LH.D. Yale University, 1967. Richard F. Cleveland B.A., 1920; M.A., Princeton University, 1921; LLB., Harvard University, 1924. ANNAPOLIS SANTA FE President Richard D. Weigle Richard D. Weigle Provost Paul D. Newland Vice President John Gaw Meem J. Burchenal Ault Curtis A. Wilson Treasurer Charles T. Elzey Kirk C. Tuttle Assistant Deans Sc.B., Virginia Military Institute, 1914; M.A. (Hon.), Colorado College, 1936; A.F.D. University of New Mexico. Dean Barbara H. Leonard Geoffrey Comber Alfreda L Verratti Robert A. Neidorf David C. Jones Director of the Graduate Institute Registrar Ellen Gant Director of Admissions Michael W. Ham Gerald F. Zollars Librarian Charlotte Fletcher Alice H. Whelan Director of Athletics Malcolm Handte, '75 Leanore B. Rinder Bryce DuVal Jacobsen Istvan Fehervary Director of Student Activities Director of Financial Aid Charles E. Finch Sue L Boyter Robert A. Neidorf Director of Adult Education Director of Alumni Activities and Programmed Giving Thomas Parran, Jr. Alumni Secretary & College Archivist Miriam Strange Business Manager James Grant Emery C. Jennings Superintendent of Buildings and Grounds David W. Tucker Stanley Nordstrum College Physician Robert C. Biern Charles Kinzer Sigmund A. Amitin Jan Pieter Voute College Nurse Juliana Rugg Peggy Elrington Student Counselor Charlotte King. Senior Residents Charlotte King Christiana White Brig. & Mrs. Mordaunt El rington Mr. & Mrs. Stanley Nordstrum Alfreda L Veratti �Profile.· Septernber 1972 Freshman Class ANNAPOLIS SANTA FE States Represented: Alabama ............. . Alaska ............... . Arizona .............. . Arkansas ............. . California . . . . . . . . . . . . . Connecticut . . . . . . . . . . . Colorado ............. . District of Columbia . . . . Florida . . . . . . . . . . . . . . Georgia . . . . . . . . . . . . . . . Hawaii ............... . Illinois . . . . . . . . . . . . . . Indiana . . . . . . . . . . . . . . Iowa ................. . Kansas ............... . Kentucky ......... . Maine ............... . Maryland ............. . Massachusetts ......... . Michigan ............. . Minnesota ............ . Missouri ............. . Nebraska ............. . New Hampshire ... . New Jersey ........... . New Mexico .......... . New York ........... . Ohio ................ . Oregon .............. . Pennsylvania .......... . Rhode Island ......... . Tennessee ............ . Texas ................ . Vermont ............. . Virginia .............. . Washington .......... . West Virginia ......... . Wisconsin ............ . Wyoming ............ . 27 3 6 28 2 1 1 20 4 5 3 3 1 2 9 21 ·1 2 5 2 2 2 2 1 2 2 1 Number of Students . . . . Men . . . . . . . . . . . . . . . . Women . . . . . . . . . . . . . 128 61 67 108 National Merit Honors.. . Finalists . . . . . . . . . . . Semifinalists Commended Scholars 32 13 6 13 33 14 1 18 9 2 24 24 .... 16-24 16-27 Previously Attended College . . . . . . . . . Range of Ages 1 1 Veterans 63 45 2 w 3 5 6 2 1 14 1 1 1 Attended Public School . . . . . . . . . . . . . . 73% 80% Receiving Financial Aid... 10 14 2 2 2 1 Austria ............... . Canada .............. . England .............. . Hong Kong ........... . Japan ................ . Singapore ............ . Turkey . . . . . . . . . . . . . . . . Early Entrance . . . . . . . . 1 2 6 1 15 2 1·1 4 1 1 2 2 ANNAPOLIS SANT A FE 24% 55% 47% 22% 22% 47% 21%. 20% 10% 2% 0% Rank in Class: First tenth ......... . Second tenth ....... . Second fifth ... . Third fifth ..... . Fourth fifth .... . Lowest fifth ........ . 5% 3% 1% � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 1973-74 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 69 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 1973-74 Date A point or period of time associated with an event in the lifecycle of the resource 1973-1974 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Publisher An entity responsible for making the resource available St. John's College Description An account of the resource College catalog for the years 1973-1974 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/0c17c549a3395782efeaf776ecd774e8.pdf 7d5f3fab905a673526e47a80e39ecfe5 PDF Text Text s J 'S ANNAPOLIS, MARYLA/\;JD © llE E SANTA FE, NEW MEXICO STATEMENT OF THE ST, JOHl'J'S PROGRAM 1974-75 Founded as King William's School, 1696; chartered as St John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the /\/orth Central Association of Colleges and Secondary Schools �Table of Contents College Calendar SANTA FE 1974-1975 August 27 ANNAPOLIS Freshman and Senior Registration September 6 September 8 September 9 September 9 September 9 October 18-21 November 28-December 1 August 28 Convocation Sophomore and junior Registration August 28 August 29 August 30 December 19-)anuary 5 First Seminars First Classes Long Weekend Thanksgiving Recess Winter Vacation End of First Semester January 19 November 28-December 1 December 19-)anuary 12 December 18 January 13 Beginning of Second Semester January 20 January 22 February 7-10 October 18-21 January Freshman Registration Long Weekend March 15-30 May 23 May 25 Spring Vacation End of Second Semester Commencement January 14 PAGE Introduction ............ . . . . . . . . . . . . . . . . . . .......... ..... ......... 5 The Curriculum THE SEMINAR THE PRECEPT~~l~·L· . . . . . . . . . . . . . . . . . . THE TUTORIALS May 18 .......................... 10 . THE LABORATOR·Y· ....................... · · · · · · · THE FORMAL LECTURE · .· ........................ . ... THE ST. JOHN'S LIST OF G~~~~ ·B·~~·~S· : : . . . . . . . . . . . The Academic Order March 8-23 May 16 . .... · · · · · · · · · · · · · ......... 8 ....................... · · ....... . .. ....... 11 .................... 17 · · · · · · · · · · · · · .. 23 ................. 25 . . . . . . . . . . . . . . . . . . . . . . . .30 THE TUTORS ....... . THE INSTRUCTION COM·M··IT·T·E·E· .· .............. .. THE LIBRARY ...... · · · · · · · · · · · · · · ........ .31 . . . . . . . . . . . . . . . . .......... · · · · · · · · · · · · · ......... SCHEDULES . . . . . . . . . ESSAYS AND EXAMINAT;~~·S· .31 .................. · · · · · · · · · · · · · · · ........ .32 ACADEMIC STANDING .......................... '.;_·. · · · · · · · · · · · · · · · . .33 SUMMER 1975 June 2 June 2 August 8 January Class Second Semester Begins Graduate Institute Begins January Class Second Semester Ends Graduate Institute Ends June 22 August 8 August 15 THE ST. JOHN'S DEGREE OF ~~~~·E·L~~ ~~ ~~~·S· ......... · · · · · · · · · · · · · · ... 34 THE ST. JOHN'S DEGREE OF MASTER OF ARTS THE GRADUATE INSTITUTE IN LIBERAL Residence and Student Life . . .......................... 35 EDUCA;I~~ ........................ 36 . ...................... 36 SITE PLANS OF THE CAM PU~~~ ·. ·. ·. ·.:: ............... · · · · · · · · · · · · · ....... 38 Admissions . . . · · · · · · · · · · · · · · · · · · · · · · · · .42-43 CAMPUS V;~I~· ............................... · · · · · · · · · · · · · ..........48 .............. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51 1975-1976 August 26 Freshman and Senior Registration September 5 September 7 September 8 September 8 September 8 October 17-20 November 27-30 December 19-)anuary 4 January 16 August 27 Convocation Sophomore and junior Registration August 27 First Seminars First Classes Long Weekend Thanksgiving Recess Winter Vacation End of First Semester August 28 August 29 October 17-20 Fees and Financial Aid ... ............ . . . . . . . . . Bibliography . . . . . . . . . . . · · · · · · · · · · · · · · · · · · · · · · · · · .53 . ............... . 56 ............... ......... Board of Visitors and Governors .... . . . . . . . . . Faculty . . . . . . . . . . . . . · · · · · · · · · · · · · · · · · · · · · · · · · · · .. 57 ....................................... .58 November 27-30 December 18-)anuary 11 December 17 Profile: 1973 Freshman Class ................... . 72 �troduction Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any calling and to become mature, competent, and responsible citizens of a free society. St. John's College believes that the way to liberal education I ies through the books in which the greatest minds of our civilization-the great teachers-have expressed themselves. These books are both timeless and timely; they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary problems with which we have to deal. They can therefore enter directly into our everyday lives. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not something of merely academic concern, remote from our real interests. They change our minds, move our hearts, and touch our spirits. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And, while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are therefore properly called great, whether they are epic poems or political treatises, and whether their sub1ect matter is scientific, historical, or philosophical. They are also linked together, for each of them is introduced, supported, or criticized by the others. In a real sense they converse with each other, and they draw each reader to take part, within the limits of his ability, in their large and unending conversation. McDowell Hall, Annapolis, 7744 �This conversation, however, is unavoidably one-sided, The great books can only repeat what they have to say, without furnishing the clarifications that we sometimes desire, To remedy this defect is the goal of the St, John's seminar, Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar ideas, attempt to discuss it reasonably, It is presupposed that each student is willing to submit his opinions to the critical scrutiny of his fellow students, The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom, The discussion may concern itself primarily with trying to establish the meaning of a poem or the validity of an argumenL On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward, The students bring to the seminar the assumptions-probably unexamined-that they have derived from their experience in the contemporary world, Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations In the main, however, the aim is to ascertain not how things were, but how things are-to help the student make rational decisions as he lives his life, And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the student should continue with him throughout his life, Most of the teaching at St John's takes the form of a discussion The conversational methods of the seminar are carried over into the tutorials, As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students, The tutor functions as a guide, more intent to listen to the students and to work with them than to impose upon them his own train of thoughL LO , , , In short, St . Joh n ' s see I<S , restore the true m primary function of the liberal arts h I eaningof a liberal arts education The , c as a ways bee t d' , give conscious form to knowledge throu h n o me iate men's understanding to intellects-that is, words and numb gT of signs accommodated to me,n's n b ers, ra rnonally th l'b um, er: gram,mar, rhetoric, logic-the arts of I ' e I eral,,arts were seven in 'h . anguage, and amhmetic geometry music, and asuonomy-the arts of r , mai emat1cs In ' ' , , , contemporary terms, man pracices such liberal arts as analyzing th' I , v er b a I sy. m b ols; man practices such l'b - 1' writing ' sp ea k 111g, and deciding as he uses ' in<1ng , , 1 e1 a arts as count' . d emonscrat111g as he uses mathema" I b ing, measuring, deducing and 11ca sym ols. ' sdy~tems clemon~tration , There are many ways to clevelo these them: discussion, translation, artsd The curriculum emphasizes four of In all the branches of the program, But what~ an experimentation, They are followed ;ame encl: to make the student think for the" methods used, they all serve the reedom, Free minds must be able to vie , to ~nable him to practice the arts of mulat1ng clear alternatives, and to arr1\1ro atw cdoncdrete situations, to deliberate by forintelle CLua I sk'll s indicates that the cliscipl' a ec1 'hingch o1ce, Th e acqu1s1tion of these · , ~ · , , I f 1· I , earning mind. ine o c e iberal arts has taken I10 Id or tie , I hims~~; Knowledge advances and the fundam ~enturies, but these arts of understanding re:tal outlook of man may change over the hey enable men to win knowledge of the' al1~ In one f~rm or another indispensable, selves in this world and to use that knowledNor , around them and knowledge ofthemcan free themselves from the wantonness~~ with w,1sdom, Under their guidance men paths, Under their discipline m p,rejud1ce and the narrowness of bea-L'en 1 en can acquir • ti h b genuinely conceived liberal arts c , I e ie a ,1t of listening to reason, A reaching of all human goals, umcu um cannot avoid aiming at these most far- �THE CURRICULUM / 9 The Cu THE SEMINAR The heart of the curriculum is the seminar-a discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two members of the faculty as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten-or well beyond if the topic under discussion has aroused a sustained and lively argument. The assignment for each seminar amounts, on the average, to around a hundred pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders, and thereafter it consists almost entirely of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address-" Mr.," "Mrs.," or "Miss." unsettled, with certain alternatives clearly outlined Th . . t. d. e progress of the seminar is not particularly smooth. the discuss1·on s ' ome 1mes ten s to bran h ff d . self in irrelevant difficulties. Only gradually can th I . c o an to entangle itemerge within the sequence of analogies and other og1cal r~gor of an argument discussion is kept alive A seminar ma agmat1ve ev1ces by which the dull and shallow meandering without~ a.lso d:lgefnera~e 111to rather empty talk or into such a course. Or it may cli:rib t h . ~nga e ora ongt1metoextricateitselffrom o e1g ts accessible to only a few of its members . Under these circumstances the role of the lead . . . . . 1t to produce the "right" 0 · . . . ers is not to give 1nformat1on, nor is . pinion or interpretation It is t ·d h d. . o gu1 et e .1scuss1on, to keep it moving, to raise objections, to help the student in every way possible to understand the author, the issues and hims If Th . ' e · e most useful 1nstrum · f ·h· . question; perhaps the most useful de . f II . h em or r is purpose is the vice o a 1st e quest" "Wh ,,, may also take a definite and positive stand and e t d. 1 'o.n y. But a leader does so, however he can expe~t no s-e~·-1 n er irect y 111to the argument. If he nized authority; a'11 opinions m~st be ~t~~a~o1~~1:~~ti~n. Reason .is the only recogprevail only by general consent Th . . I y , e and any single op1n1on can . e a1111 is a ways LO develop th t d , reason and understanding and to help h. . .. . es u ent s powers of im arrive ai: inte 1 l1gent opinions of his own. i: Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to provoke a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or er.-or of national policies. Homer and Dante prompt reflections on the virtues and vices of men, on man's ultimate fate. Sometimes a seminar will devote all its time to an incerpretation of the assigned reading, staying close to the text; at other times the talk may range widely-and even wildly-over topics sugguested by the reading but having independent relevance in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, every opinion must be heard and explored, however sharp the clash of opinions may be; second, every opinion must be supported by argument-an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance or their relation to the opinions of others. Gradually, under pressure of the group, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. The students learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study: poetry is not philosophy and requires a different approach. Such progress in method may be crowned by sudden insights on the part of individuals, or by occasions when the seminar as a whole achieves illumination. c The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the solution of a problem. More often than not the problem remains ~ z li Plaza, Evans Science Laboratory, Santa Fe H II Santa Fe a .D 0 "' �THE CURRICULUM I 11 10 I ST. JOHN'S COLLEGE THE PRECEPTORIAL For about nine weeks in the middle of the year the seminars of the junior and seni~r classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or exploration of one subject in several boo~s. Stu?ents are usually given a choice of sixteen to twenty books or subjects of particular interest.to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the bo~ks of the seminar _list, or a theme suggested by the seminar reading, some precepto~1als may deal with books an~ themes the students would not otherwise encounter in the program. There are gener ally seven or eight students in a preceptorial. Guided by a tutor, they pr~ceed at a pace more leisurely than that permitted by the seminar. Usually the students work i_s completed by the writing of a paper, which may be read in draft to the preceptor1al and criticized by the other members. Listed below are preceptorial subjects offered on the two campuses for a recent year. Aristotle: Politics Camus Clement of Alexandria The Constitution of the United States: The Founding Dante: Purgatorio Dostoevsky: The Brothers Karamazov Freud Galileo Goethe's Plays-chiefly Faust Hume's Moral Philosophy Kant: Critique of Pure Reason Kaz~ntzakis: The Odyssey A Modern Sequel The Logic of Hegel The Love Poetry of John Donne Marx Mathematics and Kant Modern Theatre More: Utopia Nietzsche Plato: Laws Plato: The Sophist Psychoanalytic View of Character: Freud and Reich The Rhetoric of J. S. Bach Shakespeare: Ham/et Shakespeare: The Tempest Some Modern Protestant Theologians . . Sophocles Thomistic and Aristotelian Ethics Vibrating Bodies Giovanni Battista Vico THE TUTORIALS The seminar cannot suffice as the only means to the. end of liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study. Other instructional devices must therefore support it; these are the tutorials in language, mathematics, and music. For four years a student attends one language tutorial and one mathematics tutorial, usually four mornings a week. Three times a week sophomores also attend a music tutorial. In tutorials, around a table, thirteen to fifteen students study and learn together under the direct guidance and instruction of a tutor. Each tutorial session lasts an hour. The tutorial provides conditions for collaborative study and for the manifold teaching and learning relations that hold in a company of good friends. As in the seminar, students talk freely with one another and the tutor, but the discussion focuses sharply on assigned tasks. There is opportunity for each student to contribute his measure of instruction to his fellows. Other tutors often attend, seeking to learn about a particular subject, which they may later teach. A student will work in the language and mathematics tutorials with one group of fellow students, and in the laboratory and the seminar with another. Some of the students in his tutorials will also be with him in his laboratory and seminar. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. The language tutorial attempts to remedy this condition by a training in the means of precise communication and persuasion. In a broad sense, it may be conceived as a present-day restoration of the age-old studies of grammar, rhetoric, and logic. The tutorials seek to understand the relation between language and thought. To do this they must study the fundamental ways words can be put together, the modes of signifying things, the varied connotations and ambiguities of terms, the role of metaphors and analogies, and the logical relations between propositions. �12 I ST. JOHN'S COLLEGE The primary purpos~ of the language tutorial is thus not the mastery of any foreign languages. By studying these, however, and by translating them into English, by comparing them with each other and with English, the student learns something of the nature of languages in general and of his own in particular. During the four years, then, he is studying language as the discourse of reason and, through the medium of foreign tongues, his native English. He is discovering the resources of articulate speech and learning the rules that must govern it if it is to be clear, consistent, and effective; if it is to be adequate and persuasive. The medium for accomplishing this is Greek in the first and second years and French in the third and fourth years. In the beginning the emphasis is on the grammatical forms and constructions and the vocabulary of the language being studied. Brief passages of prose and poetry are committed to memory. But after a short time the tutorial shifts to something more concrete: the slow and careful reading and discussion of works of poetic imagination or philosophical thought Thus the rapid reading for the seminar, with its attention to the large outlines, the general trend, the development of the central idea, is supplemented and corrected by a more precise and analytical study, concerned with every detail and particular shade of meaning, and also with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not often come directly into seminar discussions. The student's concern with them in the language tutorial improves all his reading, for whatever immediate end, deepens and enriches his understanding, and increases his ability to think clearly and to talk welL The second purpose of the language tutorial is support of the seminar. The further the student advances, the more the language tutorial tends to influence the seminar discussion. It brings issues to the fore which might otherwise have been neglected and introduces more precision into the terms in which a problem is being discussed. A third aim of the language tutorial is the learning of the two foreign languages themselves. In the time allotted to the study of each language, mastery of either of them is, of course, impossible.Ability to speak the language is not an aim of the tutorial. That ability may best be acquired by living abroad, or by an intensive course. What the student can reasonably expect to attain is a knowledge of the grammatical forms and a feeling for the peculiarities of the language, within l1mitat1ons. To experience the individuality of another language is to extend the limits of one's sensibility. The choice of the foreign languages is in part dictated by the seminar reading schedule and 1s in part arbitrary, Different languages might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first year. The second year ends with. analysis and discussion of works by Shakespeare, Donne, and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text The aim here is economical progress toward facility in the reading and writing of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and THE CURRICULUM I 13 content of French prose selections. Discussions of both form and con'ent I . d . . . . l are re ale to appropriate writing assignments, including exercises in translation in which th student attempts to match in his own tongue the excellence of his models. In th: second semester a complete play in verse is read. In .the fourth year passages from English writers are translated into French· d1scuss1on of students' versions is helped by comparison with expert translations of each text chosen The pnnci.pal activity of this year, however, is the read mg of French poems. Its 1mmed1ate object 1s the understanding and enjoyment of each poem in its �14 I ST. JOHN'S COLLEGE THE CURRICULUM I ·15 parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarifies the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted in the third year. THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is or ought to be the case is suggested by the term itself, for it is derived from a Greek word meaning "to learn." It is regrettable, then, that students should ever grow to have an aversion to mathematics or to think of themselves as unmathematical. The experience of the St. John's program is that when mathematics is taught from well-chosen texts, at a patient pace, and with the expectation of pleasure, it turns out to be the most readily learnable of the liberal arts. There are two main reasons for studying mathematics. First, it pervades our modern world, perhaps even defines it Therefore anyone who means to criticize or reform, resist or further this world not only must have some familiarity with the mathematical methods by which it is managed, but must have thought about the assumptions that underlie their application It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure the things in the world. The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathematics has, as its name implies, a particularly close connection with the human capacity for learning, its study is especially useful 1n helping students to think about what it means to learn and to know something. To prepare themselves for such reflection students study artfully composed mathematical texts, demonstrate propositions at the blackboard, and solve problems. By doing this over four years they learn a good deal of mathematics, and they gain noticeably in rigor ofthought, nimbleness of imagination, and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: mathematical objects-its central expression found in the theory of ratios-which is buried under the foundations of modern mathematics. After Euclid he begins the study of Ptolemy's Almagest, his treatise on astronomy, centering attention on the problem of "hypotheses" constructed to "save the appearances." That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St. John's and the ordinary course 111 mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic, and religious readings that are taken up in the first and second years. Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? Is there "better" and "worse," ".ugly" and "beautiful" in mathematics? Do mathematical symbols constitute a language? Are there "mathematical obiects"? In what way did the discoverer of a particular theorem probably first come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. In the second year the student continues the study of Ptolemy, emphasizing those difficulties and complexities of the geocentric system which are brilliantly resolved by the Copernican revolution. He studies Copernicus's transformation of Ptolemy into heliocentric form. He next takes up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this he studies analytic geometry, which presents the conic sections 1n algebraic form. He thus gains an understanding of algebra as the "analytic art" in general. The student begins with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, he gains a notion of deductive science and of a mathematical system in general; he becomes acquainted with one view of In the third year calculus is studied both analytically in its modern form and geometrically as Newton presented it. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetic foundation for the calculus. The student then returns to Newton's Principia, to take up �THE CURRICULUM I 17 16 ; ST. JOHN'S COLLEGE . . brin s heavenly and earthly motions under the astronomical parts in which Newton g .th a "dynamic" theory in which rely geometric astronomy wi . one law an d rep Iaces a pu . the mathematics tutorial 1s more orbits are determined by laws of force. Here ~ga~n n to physics and a foundation for than a mathematics course. It is both an intro uc 10 the study of the philosophical outlook of the modern world. . b h k"' proach to non-Euclidean In the fourth year the reading of Lo a~ evs I ~ apas well as on the nature of geometry invites reflection on :.he ~o~~u ~:~si~ t~:~;t::~~lf of the year by the study of the geometric art as a whole. T is ics o o h. h challenges our conventional underEinstein's special theory of relatd1v1tyf, w ic 0 the Annapolis campus, there is an . f h • e o' time an o space. n . . standing o t e nalur i . f h of the students study pro1ect1ve alternate program for the latter half oht he ybear: somt~ Euclid returns in a remarkable geometry, in which the enterprise w ic_ egan w1 way, now generalized, to its s1art1ng point THE MUSIC TUTORIAL One of the aims of the St John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed towards technical ski 11 but towards an understanding of the phenomena of music The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers. The study of music is valuable in training the mind to a sense of ratio and proportion. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year, by way of introduction, all students sing in a chorus. In the sophomore year a tutorial meets three times a week. The music tutorial reflects two different but complementary aspects of music. On the one hand music is intimately related to language, rhetoric, and poetry. On the other it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint, and harmony. None of these is done apart from the sounding reality of good music. The inventions of Bach, the songs of Schuberi, the masses of Palestrina, the operas of Mozart, the instrumental works of Beethoven, and, from this century, a major work of Stravinsky and one of Schoenberg, are the real textbooks. In the second semester at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. THE LABORATORY The emblem of the St. John's program on the front cover shows seven books surrounding a pair of scales. The balance, no less than the books, symbolizes the tradition of the I iberal arts. It stands for the instruments of the scientific laboratory, which may well be the most characteristic institution of the modern world. Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions, in industry, politics, morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St John's program and one which the College takes special care to emphasize. There is scarely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the �THE CURRICULUM I 19 18 I ST. JOHN'S COLLEGE practice of the liberal arts. The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were disti net and autonomous domains of learning. There need not be "two cultures." Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION OF THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the studentto trace a scientific discipline to its roots in principle, assumption, and observation. Thus certain integrated wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The student must have time to satisfy himself as to the degree of accuracy his instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire experiment. Only thus can he come to a mature understanding of the sciences called "exact." Id far-reaching changes that tb ppreci ated without the flov~ from _it, ;n,~~e~~~oe~ ton~es~;tes. first two years, which covert e perio rr . x I oration of natural phenomena lv\odern mathematics has made pdosds1bhle tbhe e fpor what is known to us as the I d has prov1 e l e as1s b . are the consequence of the vast 011 an immense _sea e an II · I • I o' the 1a orawry laboratory. The mte ecrna ,oohs ' , th. k s 01' the seventeenth century. They are , d · eel by t e greaL 1 er n . project of SLLI y conce1v . f h . e which transforms the universe based on a mathematical interpretation o t e un1vers , . . book written in mathematical characters. into a greal . I 1 ho d that .. "fices of the human mine ano ian . Liberal learning is concerned w1d1 thedart1 c1· For this purpose St. John's has · ros 'o our un erstan 1ng. d help us to relate our exper1en~~ ' I . herein characteristic and relate w Iab ora t ory · the natura sciences, cl There is the art of measurement, set up a four-year in . . nd chemistry are pursue · topics of physics, b io 1ogy, a h . nts of observation and measure• I t dy oft e instrume which involves the ana !yuca s u . , . ce have to be reproduced; the ment; crucial experiments that mark the hh1story obr scc1aer1:fully scrutinized. All of this is . f · ·heory and fact as w e interplay of hypot I1 esis, l . ' . 1 h h provide a clear understanding o supported by the mathematics tutor1a s, w ic mathematical techniques. . .· . . . 1. . I the various sc1em1f1c d1sc1p ines, The task, however, is noUo cover exhaust1veeyin s ecialized research. It is rather to bring the student up to date In them, or to en gag,, si n~ficance of science as a human to make the_ student experience and understand lh~d g . ty of sl/i I ls derived from the . ' enterprise 111volv111g f un d amen t a I as sumpt1ons an a vane A laboratory section consists of seventeen to twenty-one students under the guidance of a tutor, with the help of more advanced students serving as assistants. Sections meet twice a week. A laboratory session may be used for exposition and discussion of theory, for experimentation, orfor both, as the progress of the work requires. Occasionally a laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Fresnel, Darwin, Faraday, Maxwell, Thomson, Rutherford, and Bohr are among those regularly used in this way. In all the work of the laboratory, and in the laboratory manuals written at the College, the purpose is to. achieve an intimate mixture of critical discussion and empirical inquiry. ITS CONTENT The general topics of study have been chosen from elementary physical and biological science. In terms of traditional names for various branches of scientific endeavor, the work schedule may be outlined as follows: 1st Year 2nd Year 3rd Year 4th Year First Semester Theory of measurement Second Semester Chemical ammism Comparative zoology, embryology, genetics, evolution. Mechanics, optics, and force-fields Electromagnetism Atomic structure �20 I S_T. JOHN'S COLLEGE THE CURRICULUM ; 21 PHYSICAL SCIENCE In the first semester freshmen study the theory and problems of measurement, which make up the major link between mathematics and experience. The specific measurements considered are those of length, area, volume, weight, density, musical pitch, physical moments, pressure, temperature, and heat. Attention is given to the theoretical assumptions underlying each particular measurement, to the construction and precision of the instruments used, to proper utilization of the data collected, and to the problem of error. In the second semester the student confronts the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The emphasis now shifts from the problems of measurement as such to the problems of developing a coherent physical theory that wi 11 account for experimental findings. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformations of which they speak" The mearnngs of the terms, pure substance and mixture, element and compound, atom and molecule, are carefully considered. The semester's work culminates in the resolution of the problem of determining atomic weights and in two further developments which this resolution makes possible, the theory of valence and the periodic chart. In the third year the laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, and electro-magnetism. The mathematical tools of physics are put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutorial As the tools of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy, and potential fields, to their reformulation in more appropriate terms; at the same ti me the physical concepts serve to illustrate the mathematical ideas. The concepts of mechanics are then used to formulate alternative theories of light-corpuscalar and wave-and the appropriateness of either is considered. In the senior year electromagnetic theory is approached initially in terms of classical physics, and then developed beyond those terms to the general characterization of the electromagnetic field by Maxwell's equations" Finally, the principles of optics are reviewed as possible consequences of Maxwell's equations, and the appropriateness of a mechanical model for light is examined. In many ways the work of the senior year is a return to questions the student first raised as a freshman. The senior laboratory takes up anew the theory of atom ism-but now the atom itself has become the object of study. Prepared by his work with electrical phenomena, the student can focus on the questions of atomic stability that lead to the revol~tionary quantum hypothesis of Bohr and Schrod111ger. Through a sequence of historand the w_ave mechanics of de Broglie ments, the concepts of particle and wave of ~c sc1ent1f1c papers and related experimean111g. Ultimately the student must ' .d iscreteness and continuity, gain new of measurement-in the light of th "reconsh1 er another "freshman" problem-that e new p ys1cs." �THE CURRICULUM I 23 22 I ST. JOHN'S COLLEGE BIOLOGICAL SCIENCE k . the study of living matter. Using the In the second year the laboratory ta es up t dies animal life in four aspects theory of evolution as a unifying idea, the laboratot rybrsatues are considered. The student . h I animals or mver e I or units of work. First t e ower . pings of invertebrates. Genera observes and dissects representatives of.the ~a1or ;ro\ole and of form to function are topics such as the origin of life, thed rde.lat1ot~ o pabrtr·1nogwthem to the force. 1ssec 10ns discussed as t h e o b servat ·ons an I . h . ross anatomy, with special emp as1s on Frominvertebratesthestudentmovestog I 1·ketheeye Furtherlightis h t fa comp ex organ I . the circulatory systen:i and t e str.uc u~e oh t d of invertebrates. The interaction of thrown on the questions first raised y t e s u y organ systems is explored. After the study of animal forms the laboratory proceeds to the topics of embryology, development, regeneration, cell migration, and cell differentiation. Theories of growth and formal differentiation are elicited from the observations. The fourth unit is concerned with genetics and the genetic study of populations. Mendel's theory of heredity, the molecular theory of the gene, and the results of laboratory studies of small fruit-fly populations are considered from the viewpoint of their evolutionary significance. In general, the laboratory consists of close observation, through microscopes or with the naked eye, together with constant theoretical interpretation of the observations, in class discussion and through reports and papers. Important works by biological scientists are read in conjunction with the experiments and discussions. They include the seminal work of Harvey, Darwin, and Mendel and the modern extensions and criticisms of the work of the early masters. The purpose of the biology laboratory is thus to acquire an understanding of self-moving matter. THE FORMAL LECTURE The curriculum as described so far has been shown to use the medium of discussion, of recitation, of student participation at every stage of the work. On Friday evenings, however, a different pattern of instruction prevails. The formal lecture is the occasion when the student has an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and testthe student's readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, painting or architecture. The lecturers are often visiting scholars, but not infrequently members of the St. John's faculty. The visitor may be from the academic world or from the arena of public affairs; he may be a poet or an artist. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturer submits himself to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the student the habit of listening and following the exposition of a subject he may not be familiar with, and it also provides him an opportunity, in the discussion period, to exercise his dialectical skill in a setting very different from the classroom. It is here that he can himself test the degree of his understanding and the applicability of what he has learned. The lectures range through a variety of subjects. Sometimes the student is confronted with opposing views on a given subject. Some of the lectures have immediate repercussion in the seminars and tutorials. Others may have a lasting effect on the direction that a student's work takes within the framework of the program. �THE CURRICULUM I 25 24·1 ST. JOHN'S COLLEGE LECTURES AND CONCERTS The list below provides some examples of lectures and concerts given on one or the other campus in a recent year: "The Circle and the Square" Hugh McGrath "Asian Wisdom and the Modern World" Nancy Wilson Ross "Descartes and the Enlightenment" Richard Kennington "The Poet of the Odyssey" Eva Brann "Keyboard Music and the Art of Illusion" Douglas Allanbrook "The Constitution and Threats to Liberty" Walter F. Berns "Law and Education" Harris Wofford "Words and Music" Virgil Thompson "Medea: Hero, Goddess, Woman" Bernard M. W. Knox "The Objects of Discourse" Mortimer Adler "Jesus of Nazareth, Lamb of God" Edward Sparrow "Computer-Tool of Reckoning" George Wend "Diirer as a Draftsman" Christopher White "Poetry and Politics" Eugene McCarthy "Speech: Its Strength and its Weaknesses" Jacob Klein "Plato's Republic and the Search for Common Objects" William O'Grady "The Prospects for Mankind" Herman Kahn "The Ontological Argument" Robert Neidorf "The History and Myth of Philosophic Religion" Muhsin Mahdi "Stravinsky and Irony" Nicolas Nabokov THE ST. JOHN'S LIST OF GREAT BOOKS The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, atThe University of Chicago, at The University of Virginia, and, since 1937, at St. John's College. The distribution of the books over the four years is significant.Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. _The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books frofll the Roman and medieval periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written originally in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter. The St. John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at al I times. In doing that it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and ever-present gravity of human issues. �THE CURRICULUM I 27 26 I ST. JOHN'S COLLEGE The list which follows is subjectto constant review and revision by the Instruction Committee of the faculty. Books read only in part are indicated by an asterisk. FRESHMAN YEAR Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Marcus Aurelius: Nicomachus: Lavoisier: Essays by: Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Co/onus, Antigone Peloponnesian War Hippolytus, Medea, Bacchae History* Clouds, Birds Ion, Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus Poetics, Physics,* Metaphysics,* Ethics,* On Generation and Corruption* Elements* On the Nature of Things Pericles, Alcibiades Meditations* Arithmetic* Elements of Chemistry* Archimedes, Toricelli, Pascal, Fahrenheit, Black, Avogadro, Dalton, Wol/aston, Gay-Lussac, Cannizzaro, Mach, Bridgman, Couper, Morveau, Proust, Bertha/let, Richter, T. Thomson, Whewelf, Berzelius, Dulong, Mendeleev SOPHOMORE YEAR Aristotle: Apollonius: Virgil: Plutarch: Epictetus: Tacitus: Ptolemy: Galen: Plotinus: Diophantus: Augustine: St. Anselm: Maimonides: Aquinas: Dante: Chaucer: Machiavelli Copernicus: Luther: Rabelais: Calvin: Palestrina: Montaigne: Viete: Bacon: Shakespeare: The Bible* De Anima, On Interpretation,* Posterior Analytics,* Categories,* Parts of Animals,* Generation of Animals* Conics* Aeneid Caesar, Antony, Brutus, Cato the Younger, Pompey, Cicero Discourses, Manual Annals Almagest* On the Natural Faculties Fifth Ennead* Arithmetic'' Confessions, City of God* Proslogium Eight Chapters on Ethics Summa Theologica, *Summa Contra Gentiles* Divine Comedy Song of Ro/and Canterbury Tales''' The Prince, Discourses* On the Revolution of the Spheres* The Freedom of a Christian, Secular Authority Gargantua and Pantagruel* Institutes'' Missa Papae Marcelli Essays* Introduction to the Analytical Art Novum Organum* Richard II, Henry IV, Henry V, The Tempest, As You Like It, Hamlet, Othello, Macbeth, King Lear, Coriolanus, Sonnets* Kepler: Donne: Harvey: Descartes: Pascal: Bach: Haydn: Lamarck: Mozart: Beethoven: Schubert: Darwin: Verdi: Mendel: Stravinsky: Des Prez Poems by: Essays by: Epitome IV Poems* Motion of the Heart and Blood Geometry* Generation of Conic Section St. Matthew Passion, Inventions Quartets* Philosophical Zoology Operas* Sonatas* Songs* Origin of Species Otelia Experiments in Plant Hybridization Symphony of Psalms Mass Marvell, Donne, and other 17th-century poets Bernard, Weismann, John Maynard Smith, Dreisch, Boveri, Tei/hard de Chard in Cervantes: Galileo: Hobbes: Descartes: Milton: La Rochefoucauld: La Fontaine: Pascal: Huygens: Spinoza: Locke: Racine: Newton: Leibniz: Don Quixote Two New Sciences Leviathan Discourse on Method, Meditations, Rules for the Direction of the /VI ind Paradise Lost, Samson Agonistes Maxi mes* Fables* Pensees* Treatise on Ligh_V On the Movement of Bodies by Impact Theolog1co-Pol1t1cal Treatise Second Treatise of Government Phedre Principia* Monadology, Discourse on Metaphysics, Principles of Nature and Crace Founded on Reason, Essay on Dynamics Gulliver's Travels Principles of Human Knowledge Tom Jones Treatise of Human Nature,* Dialogues Concerning Natural Religion, Enquiry Concerning Human Understanding Social Contract Wealth of Nations Critique of Pure Reason,* Fundamental Principles of Metaphysics of Morals Don Giovanni Pride and Prejudice JUNIOR YEAR Swi~: Berkeley: Fielding: Hume: Rousseau: Adam Smith: l<ant: Mozart: Jane Austen: Hamilton, Jay, and Madison: Melville: Dedekind: Essays by: The Federalist Billy Budd, Benito Cereno, Moby Dick Essay on the Theory of Numbers Boscovich, Thomas Young SENIOR YEAR Shakespeare: Moliere: Goethe: Antony and Cleopatra The Misanthrope, Tartuffe Faust �THE CURRICULUM I 29 28 I ST. JOHN'S COLLEGE Hegel: Lobachevsky: Tocqueville: Lincoln: Kierkegaard: Wagner: Thoreau: Marx: Introduction to the History of Philosophy, Preface to the Phenomenology, Logic (from the Encyclopedia), Philosophy of History,* Philosophy of Right,'' Philosophy of Spirit* Theory of Parallels* Democracy in America* Speeches* Philosophical Fragments, Fear and Trembling Tristan and Isolde Walden Communist Manifesto, Capital,* Political and Economic Manuscripts of 1844'' Dostoevski: Tolstoy: Lewis Carroll: Mark Twain: William James: Nietzsche: Freud: Valery: Jung: Mann: Kafka: Heidegger: Heisenberg: lvlillikan: Poems by: Essays by: Brothers Karamazov, The Possessed War and Peace Alice in Wonderland The Adventures of Huckleberry Finn Psychology, Briefer Course Birth of Tragedy, Thus Spake Zarathustra, *Beyond Good and Evil* General Introduction to Psychoanalysis, Civilization and Its Discontents, Beyond the Pleasure Principle Poems* Two Essays in Analytic Psychology* Death in Venice The Trial What is Philosophy? The Physical Principles of the Quantum Theory* Supreme Court Opinions* The Electron* Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud, and others Faraday, Lorenz, ]. ]. Thomson, Whitehead, Minlwwsl<i, Rutherford, Einstein, Davisson, Bohr, Schri.idinger <./)- ""' 0 I I::::i <( '-'- 0 z 0 i== <( u u:: Vi <fl <( "' i 0 "' :c a.. ....J u c -0 .2:' -0 2 * <fl �THE ACADEMIC ORDER I 31 The Academic Order from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John's curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John's. THE TUTORS THE INSTRUCTION COMMITTEE Learning is a cooperative enterprise, and it is best carried out when persons at different stages of comprehension work together. The typical learning situation at St. John's involves a small group of learners. First in line come the great teachers, the writers of the great books, who are talking in most cases at the high point of their learning. Next come the reading and talking teachers, the tutors, who are members of the faculty; in their stage of learning they are somewhere between the authors and the best students. There then follow the other students at distances proportional to the degree of their understanding. The old-fashioned ranking of classes in the little red schoolhouse is the relevant image here. At the head of the class is the author-teacher, at the foot of the class the poorest student in relation to the subject matter. All the others are both teachers and pupils, each learning from those above and teaching those below. The aim in all the classes is to exploit the differences in knowledge, character, and skill as they are distributed among students and tutors. The Instruction Committee is a committee of tutors responsible for advising the Deans on all matters of instruction-whether concerning curricular planning or the academic standing of students. It also advises the President and Provost on appointments to the faculty. The Committee consists of the Deans and twelve tutors, six elected by the tutors on each campus of the College; the President and the Provost sit with the Instruction Committee ex officio. Each Dean is the chairman of the Instruction Committee on the campus where he serves; the members of the Committee on each campus constitute the Instruction Committee for that campus and meet at frequent intervals throughout the year. The ful I Committee meets annually, alternating between the two campuses, and the Deans alternate as chairman of the Instruction Committee. The kind of teaching and learning that goes on at St. John's presupposes, then, a faculty differing in many ways from the faculties of more conventional colleges. Each tutor normally has a specialized competence in at least one field of knowledge. Beyond that he must be willing to acquire a certain expertness in other fields of knowledge and a competence in the liberal arts. This may mean that he has to re-educate himself. He is expected to teach some classes in subjects other than his own. Ideally, the tutor wi II eventually have taught classes in every part of the program. He thus will, for the first years of his teaching at least, attend classes in the same way as a student: his own learning goes along with his teaching; just as the student does, he progresses from year to year in the curriculum; and that continuous learning and teaching bring him, in ever-increasing measure, into close familiarity with the entire program. The books chosen for study at St. John's are collected in the library in the best editions and translations that can be obtained. These books and carefully selected modern texts for the laboratory are the core of the library, essential to the teaching of the program. A good general collection is a necessary supplement; a specialized, highly technical one would have little use. Each year books in mathematics, science, philosophy, religion, fine arts, music, poetry, literature, and history are purchased. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarian in selecting books and periodicals. Thus a member of the St. John's faculty is never confined in his scholastic activities to a single division of the program. He is, and has to be, a teaching member of a seminar and of either two tutorials or of one tutorial and a laboratory section. Each tutor is constantly passing on the special skills he possesses to his colleagues 'who might require them in their classes. Both libraries have interesting special collections. Annapolis has the Bray Collection dating from 1696, known as the "first public library in America," and the Peter Huntington Jackson Collection, which is rich in Elizabethan imprints and French Revolutionary books and tracts. The Witter Bynner Collection and the Edgar Allan Poe Collection in Santa Fe contain first editions of each poet as well as other be// es lettres. Since it is necessary, on the other hand, that tutors probe more deeply into the foundations and wider contexts of the subject matters that are the teaching materials at St. John's, to avoid staleness and the ever-present danger of succumbing to routine performance, faculty study groups are set up. Leaders of such groups are relieved partially of their ordinary teaching duties. They engage in a thorough study and exploration of a subject chosen by the Instruction Committee of the faculty. Scholars Woodward Hall in Annapolis was renovated as a modern library facility in 1969. It has comfortable modern study carrels and stacks as well as traditional reading rooms. THE LIBRARY The Annapolis library maintains a collection of about 60,000 volumes. In Santa Fe, the collection has been growing at the rate of 3,000 volumes each year and now numbers over 25,000. The Santa Fe library is housed in the Peterson Student Center and the Tower Building. The music library is located in the Sternberger-Weis Music and Fine Arts Building. �32 I ST. JOHN'S COLLEGE THE ACADEMIC ORDER I 33 SCHEDULES Perhaps the most distinctive mark of St. John's College is the fact that al I the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when al I freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when the seminar leaders are wondering if the students will see the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. These are the educational realities that a common schedule marks and emphasizes. The only exceptions to the common schedule occur during the preceptorials in the junior and senior year. A SAMPLE FRESHMAN SCHEDULE FOR ONE WEEI< Hour Monday 8:30 Tuesday Wednesday Thursday Friday Mathematics Tutorial Mathematics Tutorial Mathematics Tutorial Mathematics Tutorial Language Tutorial Language Tutorial 9:30 10:30 Language Tutorial Language Tutorial ·11.30 ESSAYS 1:00 to 4:00 8:00 ESSAYS AND EXAlvllNATIONS Chorus Laboratory Laboratory Seminar Seminar Formal Lecture Except for the preceptorials in the 1unior and senior years and certain periods of laboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students. Each morning for either three or four days a week they spend one hour in a language tutorial and one hour in a mathematics tutorial; sophomores also spend three hours a week in a music tutorial. Twice a week they spend up to three hours in the laboratory.Two evenings from eight to ten they attend a seminar. A formal lecture or concert is given once a week. Nineteen to twenty-one hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. Every freshman, sophomore, and junior submits an essay on some theme suggested by his seminar reading. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bib I iography, but rather an attempt on the part of the student to set out in writing, as clearly as he can, his own thoughts on some aspect of the liberal arts. The essay i 11 the second semester becomes the center of his final oral examination in the i=or sophomores the annual essay holds a position of special importance. It becomes a major part of the process called enabling (see page 35). ORAL EXAMINATIONS At the end of each semester, oral rather than written examinations are held. These are conducted by the seminar leaders, with the voluntary participation of other tutors. The student is questioned freely and informally on the texts he has read and on his critical and interpretative opinions. It is not the aim of the examiners to find out how much the student remembers. He is encouraged to consider different parts of his study in relation to each other and to problems that may not have been treated in any of his classes. For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. �THE ACADEMIC ORDER I 35 34 I ST. JOHN'S COLLEGE THE FRENCH READING KNOWLEDGE EXAMINATION Before being granted the degree of Bachelor of Arts, each studen_t must pass_ an examination to show a reading knowledge of the French language. Th_1s_ examinati~n must be passed before the beginning of the senior year and is a prerequisite to enabk a senior to become a candidate for the degree of Bachelor of Arts. of interest, performance, and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. THE ENABLING ORAL EXAMINATION The senior enabling oral examination is given to the student in the fall at the beginning of his fourth year. It is focused on a number of books assigned for reread1lng and study during the preceding summer. They correspond in quant1t~ to about twle ~e seminar readings and are chosen by the Instruction Committee from che seminar is s~ with a view to covering key themes of the four years. The passing of this examinatio confirms a student's status as a candidate for the degree of Bachelor of Arts. THE DON RAG Once each semester the student meets all his tutors in the don rag. The don rag is a consultation of student and.tutors for the purpose of diagnosis and prescription rather than for reporting of marks. The tutors report to one of the seminar leaders on the student's work during the semester; the student is then invited to report on himself and to judge his own work. Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed. THE FINAL ESSAY AND ORAL EXAMINATION In his senior year the student is required to present to _the faculty a final_ essa~ related to some aspect of his four years' work. Again it is _not mtended to be a p1e~:~s Spec .1alized research but rather a sustained performance in the liberal ans . Four_wd~ <h, ' ·· d this perio t e at the start of the second semester are reserved for essay writing; un ng .. .. seniors attend no classes. If the final essay is approved by the faculty commi~tee ~o which it has been assigned for reading, the student is examined upon it Y t, e committee in an hour-long public oral examination. No deg_ree is awarded unless bmh the essay and the oral examination are satisfactory. The senior essay is regarded as the SOPHOMORE ENABLING fruition of the student's learning. Sophomore en ab I ing is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning during the two years he has spent in the College. As an indication of his proficiency in the liberal arts, the annual essay if he carries great weight. A student is enabled, or allowed to enter the ju111or class, has submitted a satisfactory essay and only if, in the judgment of the Instruction Committee, he is sufficiently prepared for the work of the last two years. In particular, the enabling judgment looks to the possibility of the student's writing an acceptable senior essay. ACADEMIC ST Al'~ DI NG THE ST. JOHN'S DEGREE OF BACHELOR OF ARTS · · d · , largely of the active Because St . Jo hn'c classes are small and mt1mate an cons1sc , d from day to participation of the students, every tutor is aware of his stu ents progress . d day. The tutors' appraisals of a student are based therefore not alone on qL~zzesf at~ but on the student's total performance as a mem er o 1 e tests, which are rare, learning community. · · d , f t dent is reported to the Dean The tutor's comprehensive JU gmenL o a s u . periodical Jy as a conventional letter grade, but not to the student. Stud e~ts wi I~be t~I~ their grades if they insist. They are encouraged, however, not to wor < or_gra e's, u rather to try to develop their powers of understanding. If it becomes evident 1hat a student is not progressing at al I, or that the learning process has stopped and cannot be J . 1 revived, the student is asked to leave the College. Ideally, there is no reason for dropping any normal student from t~is comse of study. It is assumed that each student has_ the required capac1t1es until there i_s clear evidence to the contrary. The curriculum 1s varied and rich enough for great diversity The student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, but they spend their first summer in completing their freshman year, so that they too complete a four-year curriculum. For transcript purposes, St. John's seminars, tutorials, and laboratories can be translated into terms of conventional subjects. The curriculum is the equivalent of approximately one hundred twenty-eight semester hours. GRADUATE STUDIES AFTER ST. JOHN'S Each year many St. John's seniors elect to do advanced work in a wide range of graduate and professional schools. Experience shows that leading universities admit St. John's graduates with creditable records. Si nee St. John's offers no majors in specific subjects, however, some may find it necessary to take undergraduate courses during their first year of graduate or professional study, in some but not all fields. �36 I ST. JOHN'S COLLEGE THE ACADEMIC ORDER I 37 Whatever the attitude of the graduate schools, St John's refuses to accept the imposition of preprofessional specialized requirements on its liberal curriculum. The College knows well enough thatto educate a man requires less, and yet far more, than is required to satisfy the shifting standards of specialized skills. The following table shows the professions or fields of advanced study entered by one or more St. John's graduates; law, mathematics, philosophy, education, medicine, and theology have attracted the greatest numbers. Archeology Architecture Art Biochemistry Biology Bio-physics Business administration City planning Computer programming Dentistry Drama & playwriting Economics Education Engi neeri ng THE ST. Geology History Hi story of a1t History of science International relations Journalism languages law library science literature logistics management Mathematics Medicine Meteorology Music Nursing Oceanography Philosophy Physics Political science Psychology Public administration Social anthropology Social work Sociology Systems analysis Theology Writing N'S DEGREE OF MASTER OF ARTS St John's College awards the degree of Master of Arts" The requirements for this degree are determined the general task the College has set for itself. A Master's degree may be awarded to a tutor vvho has completed two years of teaching at St john's. He must the Instruction Committee for to present himself as a candidate for the degree. He must then submit a thesis on a topic the Instruction Committee and stand an oral examination upon The topic must have some bearing on the understanding and practice of the liberal arts. THE GRADUATE INSTITUTE IN LIBERAL EDUCATION A graduate program, leading to the MJ'." degree in the liberal arts, is conducted during the summer on the Santa Fe campus. It is designed for graduates of colleges other than St John's and is particularly well suited to the needs of high-school teachers. The program, which is based on the St John's list of readings, is divided into four subject areas: Politics and Society, Literature, Philosophy and Theology, and Mathematics and Natural Science" Each summer session lasts eight weeks and consists of seminars, tutorials, and preceptoria!s. The seminars are modeled on those of the undergraduate college; they are limited to about twenty students. The tutorials are smaller classes devoted to the close reading of texts" In the preceptorial the student chooses a topic pertaining to one of the books studied and, under faculty guidance, writes a long essay. For each section of the program nine credits are granted. All four sections are required for the degree, though students who have previous graduate credit may be el1g1ble for the degree after three summers. The sections may be taken in any md,er. More detailed information and a separate catalogue may be obtained by writ1.ng co the Graduate Institute 111 Liberal Education, St John's College, Santa Fe, New Mexico 87501. �RESIDENCE AND STUDENT LIFE I 39 THE STUDENT POLITY Residence and Student Life It is the policy of the College to encourage any spontaneous gr~up ;ctivity that sho_~s promise of becoming a constructive contribution to 1he lne o1 the communllly. Generally such activities in Annapolis are under the sponsorship of the Student Pdo ity · ' d · f ally by the stu ents Jn Santa Fe, for the most part, they are sponsore in orm .. ,. . themselves. The College cooperates in the financing of those act1v1ues that require expenditures and gives advice when it can be helpful, because recreation and play are an integral part of life. THE ANNAPOLIS CAMPUS Since its founding as King William's School in 1696, SL John's College has been situated in the colonial seaport town of Annapolis, capital of the State of Maryla_nd. Its population of 30,000 people are occupied principally with the training of midshipmen at the United States Naval Academy, with the government of the _State and of Anne Arundel County, with the fishing industry and recreational act1v~t1es of C,hesapeake Bay, and with the liberal education of young men and women aL St. John 5 College. The campus of thirty-six acres I ies one block from the _State House_ and across, the street from the Naval Academy yard. Fifteen buildings provide the physical plant or the College including three historic eighteenth-century structures and four com~let_ely modern' buildings erected within the last decade. There are six student dorm1wries, four for men and two for women. The Student Polity, originally formed in 1945, is the organ of student government on the Annapolis campus. Its purposes are as follows: (1) to promote a consciousness in the student body of political and communal responsibilities to both the College and the civic communities; (2) to discover and express student opinion on al I problems common to both the students and the faculty; (3) to review annually the activities of all student organizations and to grant charters and allocate funds to those organizations whose activities are judged to be consistent with the aims of the College community; (4) to determine further, jointly with the faculty, the proper delimitation of jurisdiction in the community. STUDENT ACTIVITIES Some student activities are really an extension of the curriculum, for example, the Bible classes, Astronomy Club, the Modern Language Study Croup, and classes in European and Asiatic languages, beginning and advanced German, Esperanto, organic chemistry, and biochemistry. Others are carried on by student organizations such as the following: The King William Players serve as a center for a variety of dramatic activities such as play readings, classical drama, and original works. The Modern Theater Croup concentrates on full-length plays of the twentieth century. The Public Affairs Forum brings public figures from Washington and elsewhere for discussion of current events. The RAM Film Club presents a weekly series of foreign and domestic films-the "classics" of cinematic art. The Boat Club engages principally in 420-class sailing, although it has other class boats as well In addition to operating and maintaining its facilities, the Boat Club provides for regular periods of instruction in sailing. The Society of Bacchus arranges college dances. Students hold waltz parties and participate in orchestra and small chorus. Public concerts are occasionally given. The Artist in Residence conducts classes in the art studio in drawing, painting, and modeling, and arranges art exhibits. The Photography Club has its own specially constructed darkroom, and a shop is available for woodworking and glasscutting, with all the necessary equipment. Other groups include voluntary service work, Organic Gardening Club, Chess and Co Clubs, and The Collegian, a weekly student newspaper. �RESIDENCE AND STUDENT LIFE I 41 40 I ST. JOHN'S COLLEGE ATHLETICS Since 1939 athletics at St john's has been organized on an intramural basis, with active participation more than two-thirds of the student body. With the aid of student athletic assistants, the Director of Athletics at the Annapolis campus conducts a program of individual and team sports throughout the entire year, The athletic facilities which are open equally to men and women, include a well-equipped gymnasi~m, large playing fields, tennis courts, and a boathouse with a number of sailboats. Excellence of performance in a wide variety of sports-111clud111g tennis, handball, sailing, squash, badminton, tough football, soccer, volleyball, softball, basketball, fencing, field hockey, paddleball, table tennis, and track-is the instructional ideal and is recognized through a number of individual and team awards. THE SANTA FE CAMPUS In the early 1960's the College decided to expand without sacrificing the virtues of smallness by establishing a second campus in the West St John's College in Santa Fe was opened in the fall of 1964 in New Mexico's capital city, which was founded in 1610 by Spanish colonists. Its population of 41,000 people is occupied principally with the government of the State and of Santa Fe County, with cultural pursuits in the fine arts, museums, and the opera; with catering to tourists; and with education at the Institute of American Indian Arts and the College of Santa Fe, as well as St John's. The campus of 300 acres lies in the southeast corner ofthe city, two miles from the historic Santa Fe Plaza and Palace of the Governors. At an elevation of 7,300 feet, it commands views of three mountain ranges. Buildings, constructed in the modified territorial style of the region, include a classroom building, a laboratory, the student center, a music and fine arts building, library, a dining hall, an administration building, an infirmary, and 16 student dormitories, nine for men and seven for women. Santa Fe students and tutors have initiated a wide variety of extra-curricular activities related to social service, language studies, the visual arts, dramatics, music, and current affairs. There is no student government. Students have become involved in such service activities as working with patients at the State Mental Hospital, assist111g 111 community youth programs and counseling centers, tutoring of needy children, leadership of Scouting activities, and in developing a drug-counseling center for the city of Santa Fe. From time to time, groups gather to read Russian, Spanish, German, Italian, Hebrew, and Chinese. Informally, students and faculty meet often to discuss contemporary literature and public concerns. The Student Employment Bureau locates part-time jobs in Santa Fe fo( students of the College. The Student Film Society presents foreign and domestic films each week for the College and for townspeople. Good Times Overground is a student organization vvhich sponsors speakers on topics of current interest, films, musical programs, dances and parties. Santa Fe artists conduct classes in drawing, painting, pottery, weaving and jewelry-making. Studios, work shops and a kiln are available. A fully equipped darkroom, and instruction, are provided for beg111ners. Folk dancing classes meet regularly. Students publish Au Verso, a literary magazine, which comes out periodically. The St John's Chamber Orchestra includes musicians from the town of Santa Fe as well as St. John's students and faculty. Its concerts are well attended. lv\adrigal singers, both students and faculty, work with a tutor, as does a chorus, which sometimes combines with the Chamber Orchestra in concerts. �KING ~ - 1~ DJ ARRISTER H " I CHASE STONE LI HOUSE ~ IGLEHART !GYMNASIUM) HALL l~WO~~~~RD GEORGE STREET CHARLES CAR "'Adm,rnons Qffi,e "'"'"'"" ~ L -. PD (LIBRARY) VJ ~18Ell.TY 0 - -0 TREE P..l );:.. ::::i TENNIS COURTS ::i ::i OJ n ~ -0 Q_ ~ ~ '" "' m "' ~ .. ,l/'l. ~=======~~ :z "' 0 -""' - VJ 0 $:: ' - c 0 OJ c; ~ :J~ Vi.... :::i Q }{ ~ HEATING. . ~ ,______I I ANT \ n 0 G ~ - ( j) II ~="·:___"~-~~-·~_;·-~--~ L.: ST. JOHN'S STREET I - VJ .-..,,.. lD -0 V'"l P.l ::i P..l :::i 53' 0 ._,, -ri _<D VJ ;=-;. z ..._ (!) ~ Arroyo Chamisa N\ Legend ~existing ~future 0 $:: :::r:::i ~ Vi.... n· 0 n 0 - lD O'Q lD �RESIDENCE AND STUDENT LIFE I 45 The Collegium Musicum is a musical association formed by amateurs for the performance of serious music. Its purpose is to stimulate the musical activity on campus by providing College community musicians with the opportunity to perform in an informal concert atmosphere before a small, receptive, interested audience. Musicians prepare pieces on their own initiative and the concerts are organized and arranged by a tutor. The St. John's Theatre Group is a student organization which has presented plays and musicals from Antigone to The Fantasticks. There is also an informal St. John's Open-Book Theatre, which gives readings of classical plays for the College and the public. Student art work is displayed at the end of each school year in the St. John's Gallery. Awards are given for achievement in pottery, photography, drawing, painting and thread arts. The College's small art gallery has a new show by professional artists each month. Field trips are arranged to nearby Indian pueblos, museums, archaeological sites, the Los Alamos Scientific Laboratory and other places of interest. ATHLETICS The Student Activities Office coordinates a volunteer athletic program, offering opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. The College does not yet have a gymnasium, but rooms have been set aside in present buildings for fencing, judo, karate, tai chi chuan, weightlifting, and gymnastics. For much of the year they can be done out-of-doors. St. John's usually has one of the finest fencing teams in the Southwest. Intramural programs in tennis, soccer, volleyball, and badminton are conducted on the College's tennis courts and playing fields. Soccer games are played with other teams in the area. Track and volleyball are available and nearby schools offer the use of their indoor facilities in the winter. Santa Fe's municipal swimming pool is reserved for St. John's one night a week. There is a horse corral on the College's 300-acre campus and riding privileges on a nearby ranch. The adjoining Sangre de Cristo Mountains provide hundreds of square miles of forest and wilderness areas for hiking and camping. The St. John's Search and Rescue unit trains regularly in techniques of first aid, camping, rock climbing, and evacuation. The Santa Fe Ski Basin is only twenty miles from the campus and offers reduced rates to students, who also may borrow skis, boots and poles from the College. The challenging ski complex at Taos is only two hours away by car. After the four- to six-month ski season there are organized excursions down the Rio Grande by kayak, canoe, and rubber raft with overnight camping along the way. Tower Building, Santa Fe �46 I ST. JOHN'S COLLEGE RESIDENCE AND STUDENT llFE ; 47 BOTH CAMPUSES The academic and intellectual life of the community is inseparable fro ·h communall1fe.Thebuildingofagoodcommunityrequiresthefacultyt h mi:: ' h · d. ·d . os owrespeG mr t e in 1v1 ual1_ty of each student. The education of students stands to benefit from the proper ~lending of tolerance for experiment with a clear announcement and enforcemem of. rules that art1cu late social standards . St . John's o 11 ege assumes t h at the students will respect not only the enacted rules but the community-accepted canons of decent _behavior. In extreme cases, where these canons are flouted, the College may require with withdrawal of the offending student. RELIGIOUS ACTIVITIES The Charter of 1784 established St. John's College as a nondenominational institution. In its early years there were some ties with the Protestant Episcopal Church, but these no longer exist. The College schedules no formal religious services, except for the annual baccalaureate service before commencement. Attendance is voluntary, in consonance with the Charter. Many tutors and students attend church or synagogue in town. It is customary for extracurricular Bible classes to be conducted by tutors of the College. c PROPERTY DAMAGE . The College provide_s a housekeeping staff to care for the dormitories. The College inspects the rooms. periodically and repairs at the expense of the occupant or occupants< an'. dormitory room and furniture that have been damaged beyond normal wear and teai · damage to college property is charged to the caution fee of the student or students responsible for the damage. The College is not responsible for the loss or damage to any student property resulting from fire, theft, or any other cause. FACILITIES FOR STUDENTS The College Bookstore on each campus has all the books and supplies the student needs for his ·classes. It also maintains a stock of books related to all phases of the program, and books of more general interest. It is operated without profit. As supports for an active social life, the College provides on each campus a coffee shop and a junior common room for the use of all students. In addition, there are smaller social rooms, comfortably furnished. INFIRMARY SERVICE Well-equipped infirmaries are maintained at both campuses, each under the :uperv1s1on_of a _College Physician and _a College Nurse. A daily medical report is sent co the Ass1stam Deans. A psychiatrist or clinical psychologist is available for consultation. DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming student to make proper use of the support that other students can give him in his college life. DINING HALL _ The dining hall on each campus is operated by a catering service. Resident swdents are required to eat in the dining hall. Exemptions for medical reasons are granted only upon examination and recommendation by the College Physician. Unmarried students not living at home are required to live in the college dormitories and to take their meals in the college dining hall, unless they obtain permission from the Assistant Deans to live off-campus. The College currently can offer no married student housing at either campus. Students who wish to have married student housing must find suitable housing off campus and should allow time for this. Room assignment is the responsibility of the Assistant Deans. Returning students have the privilege of drawing for rooms before they leave for the summer vacation. Students are not permitted to remain in residence during winter or spring vacation on either campus. RULES OF RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the Dean in consultation with students and the faculty. Every entering student is informed of them, and returning upperclassmen are reminded of them each fall. The rules differ in certain details on the two campuses, though in general follow the same pattern. !"' " !"' ~ 0 en >- s c e.o .2 °' f :.a 0 '" c �ADMISSION I 49 Admissions The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, or sex. Enrollment on the Annapolis campus is about 360 students, on the Santa Fe campus about 275. In recent years women have constituted approximately 45 per cent of the student body. The College admits new students in September or in January, and only as freshmen. About one-fourth of each freshman class have done one, two, or even three years of college study elsewhere. The purpose of the admissions procedure is to determine whether an applicant has the necessary preparation and ability to do satisfactorily all parts of the College program. Academic achievement and promise are of first importance, but the Admissions Committee also takes into account all available evidence of maturity, stability, self-discipline, the desire to do intellectual work, and the initiative and diligence to do it. Every applicant will be interviewed, if possible, by the Director of Admissions, by another member of the Admissions Committee, by an alumni representative, or by a member of the Board of Visitors and Governors. Office hours of the Director of Admissions are 9 a.m. to 5 p.m. Monday through Friday (9 a.m. to 4 p.m. in the summer months). Interviews are by appointment. JANUARY FRESHMEN Those freshmen who enter in January complete their freshman year the following summer, and thus can graduate a year earlier than if they had postponed their entrance unti I the fol lowing September. January freshmen are the students who have come to St. John's from other colleges, who have traveled or worked since their graduation from high school, or who have entered St. John's immediately after the first semester of their senior year in high school. REQUIREMENTS FOR ADMISSION With the exception mentioned in the next paragraph, an applicant must be a graduate of an accredited secondary school to be eligible for admission. Specific academic requirements comprise two years of algebra, one year of geometry, and two years of the same foreign language; additional work in mathematics and language study is advised, as well as two or three years of natural sciences. An applicant must present letters of reference, including at least one from a teacher at the school last attended. In exceptional cases certain of these requirements may be waived, or additional information may be requested. Occasionally St. John's accepts an applicant who is not a secondary school graduate. He must be eminently well qualified to profit from the college program, and, i~~::~:~~~~~~::i~~::~~~:;~:;;:;~!:7.~~~:~~~~~;Ii~~€:ii~:~· th::~ Js~~1i~~ ~:~r 1~h~f;hs~~~~;t in the January immediate Iy after the first se mes:;~~ The Admissions Committee is much int d · · , application, a lengthy piece of work I h. ereste .1n the appli~ant s written questions about such things as his ex ~ri~nc is ~p:~cat1on the applicant answers John's, previous educ . f . p. . e wit ooks, reasons for choosing St. interests summer _at1on, . amdy .s1~uat1on, extracurricular activities, special ~~~l~cl~tf~n ~rm i:~~;r~~~~~~ ~on~sbr=~~1~~~1~~~~;~~n;i~ea;1ufio;~~C:~~~g~f~1i~:~~h1~ e e omm1ttee more about many applicants than the other documents teli. th St. John's attaches less importance to objective test scores (the ACT or the SAT) b an most ~olle~es seem to. No applicant is accepted or rejected exclusively or mainly ecause .o sue scores. Far more important is the scholastic record es eciall in conJunclt1on v:'1_th the written application and the school's report on the ~pplic:nt's persona qualities. Such evidence may make test scores irrelevant. �50 I ST. JOHN'S COLLEGE ADMISSION I 51 PROCEDURE CAMPUS VISIT On request an applicant receives a statement of the St. John's program, an application form, and forms to be used by his school and his references. Application is made to one campus or the other, not to both. There is no application fee. As soon as possible after the application and the supporting documents are assembled, the application is reviewed by the Admissions Committee, and the applicant is notified at once of the Committee's decision. There are no deadlines, but the freshman class is usually fi lied in May. Candidates are not measured against one another but are considered on their own merits as students and as persons. Applications may be submitted and acted on as early as the second semester of the eleventh grade. Anyone who i.s considering the possibility of entering St. John's should see the College for himself It. is probably wise to get first-hand advance knowledge of any college one may be th111k1ng of attend111g 1 but1s especially wise in the case of St. John's, because of its unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursda evening at 8:00. p.m.;. attend tutorials in mathematics, language, and music; visit~ laboratory; be 111terv1ewed by the Director of Admissions or a member of the Adm1ss1011s .Committee; attend the weekly formal lecture (Friday night); talk 111formally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert· 1 or watch students participating in the sports program. The St. John's policy of rolling admissions extends to the acceptance of the nonrefundable $150 deposit, which is applied to the first year's fees. These deposits are accepted on a first-come, first-served basis until the class is filled. Thus if an applicant is notified that the Admissions Committee thinks he is qualified to pursue the program of studies at St. John's, he must send in his $150 deposit so that it is received prior to the time the class is filled in order to secure his place in the class. If the class has already been fi lied by the ti me the deposit is received, the deposit can be refunded to the applicant, or he can let it secure his place on a waiting list or in the subsequent January or September class. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Sunday to Tuesday or from Thursday to Saturday on the Annapolis campus, from Sunday to Wednesday or from Wednesday to Saturday 011 the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. If an applicant plans to apply for financial aid, the deposit wi 11 be accepted by the College with the understanding that it will be refunded to the applicant if no satisfactory arrangement of financial aid can be worked out with the College. An applicant unable to pay the full college fees should submit a Parents' Confidential Statement to the College Scholarship Service; this form may be obtained from guidance counselors or other authorities at secondary schools. This statement constitutes an application for financial aid, no other form being required. An application for aid can be acted on by the College as soon as admission has been approved. It may take a month or more from the time the applicant mails his Parents' Confidential Statement until the College receives an analysis of it from the College Scholarship Service. A physical examination is required of each student before registration; a form for reporting the examination is sent to the student after the $150 deposit is received. INQUIRIES Inquiries should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (Tel. 301-263-2371), or Santa Fe, New Mexico 87501 (Tel. 505-982-3691). The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Persons planning to visit should telephone (301/263-2371 for Annapolis or 505/982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary to know the approximate time of am val. When the reservation is confirmed (by telephone or letter), the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. . The o.nly expense for the visitor wi 11 be transportation. He wi 11 be provided a room 111,a dormitory and meals in the dining hall without charge. St. John's students dress 1mormally for tutorials, but more formally (sport coat and tie for men; dresses for women) for seminar and formal lecture. The student guide can check books out of our library for a visitor if he has been unable to locate a copy of the book being discussed in seminar. Linens and soap are provided by the College. If a visitor arrives weekdays between 9:00 a.m. and 5:00 p.m. he sho Id t Ad · · O'' k , u go o e m1ss1ons riice. Wee ends and any day after 5:00 p.m., he should go to the College recept10111st. In Annapolis the switchboard is in Campbell Hall; in Santa Fe, 111 the Student Center. 'h L �52 I ST. JOHN'S COLLEGE Fees an TRANSPORTATION The Bal ti more-Washington International Airport is located twenty. miles from Annapolis. An airport limousine (less than $5) goes to Annapolis. Bus service from lhe airport is not practical. Hourly buses run between ,Baltimore and Annapolis and the driver will let one off atthe campus if he asks. Buses 1rom Washington are less frequent and arrive at the Annapolis bus terminal (about six blocks from the College)· By car one Fi cial Serious and qualified students should be able to attend St. John's even if unable to pay the ful I fees. The College tries to meet the demonstrated financial need of such students with a program of jobs, grants, and loans. About halfofthe students at St. John's receive financial aid. takes Route 50 from Washington, Route 2 from Baltimore. Connecting flights from Albuquerque to Santa Fe can be. made with ~he Santa Fe Airline Company ($12 one way). A limousine service also 1s available m Santa Fe. Called the "Shuttlejack," it leaves the Albuquerque airport six times a ~ay and costs $5.75 one way. Greyhound and Continental bus lines pass through .San.La Fe.J\mtrak stops at Lamy, N.M., twenty miles from Santa Fe, and limousine service 1s ava1.lable to town. Upon arrival at the bus station or at one of the Santa Fe hotels, the eas1esc way to Actually no students pays the ful I cost of a St. John's education: the College relies on endowment income and gifts from individuals and and foundations to close the gap between the income from fees and the full cost. The 1974-75 fees are $550 for room with board being $750 at the Annapolis campus, $700 at the Santa Fe campus. The tuition fee is $3000 at Annapolis, $2800 at Santa Fe. Thus total fees are $4300 at Annapolis, $4050 at Santa Fe. Historically, tuition has increased almost every year because of inflationary factors. Although precision is impossible, experience indicates that future increases wi II range from $200 to $300 annually. The tuition for the summer session for January freshmen is less than tuition for a regular semester; the 197 4 summer session tuition is $1125 at Annapolis, $'!025 at Santa Fe. These fees are subject to change. get to the campus is by taxi. FINANCIAL AID Students who need help from the College to pay the fees should ask for it. St. John's uses the Parents' Confidential Statement, with which parents can present a detailed account of the family's financial position, The filing of this form constitutes the student's application for aid from the College. The form may be obtained from secondary schools. This statement helps insure that the amount of each award wi II be based on need, vvhich is the only criterion at St. John's. Every student who qualifies for financial aid is first given a part-time job. He is paid 111 cash every two weeks for the hours he has worked. When additional aid 1s indicated, the College makes a grant If the JOb and grant are not enough, the student may be asked to borrow funds, with College recommendation, from his bank through the student guaranteed loan program conducted by his state, or under the National Direct Student Loan program. A limited amount of federal financial aid is available ru 5 ·w I c .g ~ Aid may therefore consist of a job only; a Job and a grant; a Job and a loan; or a job, a grant and a loan. Only when a student's family is prepared to make a maximum effort to assist the student will the College consider offering such aid. In determining the extent of a student's need, the College takes into account the financial support which may be expected from income, assets, and other resources of the parents and the student. The College reviews its aid awards annually and may adjust them in type and amounito reflect changes in need. �FEES AND FINANCIAL AID I 55 54 I ST. JOHN'S COLLEGE Examples of a financial aid arrangementfor a Chicago student from a family in the middle-income.range follow: Student's Resources Student's Assets Summer Earnings Parent's Contribution $ Total Family Contribution $1,850 50 300 1,500 College Expenses for 1974-7 5 Enrolling at Annapolis Enrolling at Santa Fe Total Budget $3,000 550 750 50 100 550 $2,800 550 700 50 100 675 $5,000 Tuition Room Board Caution Fee Books Travel and Living Expenses $4,875 Financial Need Total Budget Less Family Contribution $5,000 1,850 $4,875 1,850 Financial Need $3, 150 $3,025 Financial Aid Offer from St. John's College Guaranteed Job on Campus Grant Loan $ 500 1,325 1,325 Financial Aid Offer $3, 150 $ 525 1,250 1,250 $3,025 Since determinations affecting students, faculty, and physical facilities must be made well in advance of the beginning of each academic year, the College must know in April which students will register in September. A deposit of $100 on the fees for the following year is therefore due on or before the first Monday in April for prospective sophomores, juniors, and seniors. The deposit is refundable only in case of withdrawal due to ill health, military service, academic dismissal, or (in the case of prospective juniors) failure to enable. If the student should decide notto enroll in the year for which he made the deposit, the deposit is forfeited, and he must make a new deposit to secure his place in a subsequent class. If there should be any difficulties in making this deposit, the student should contactthe college Treasurer atthe earliest possible date to make suitable arrangements. Each student is required to make a deposit of $50, called the caution fee, which is subject to charges for laboratory breakage, damage to or loss of College property, and other minor mishaps. This fee must be at the full amount at registration each semester. If unused it is refunded on request at the end of the academic year or when a student leaves the College. Current installments offees for tuition, room, and board are not refundable unless a student is drafted for military service or must withdraw for medical reasons. If a student has paid his fees in advance for either semester and withdraws from the College before the semester begins, the advance payment is refunded, less the $1 00 deposit, regardless of the cause of withdrawal. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $5 for late registration for each semester. The cost of books is about $100 a year. Class copies of many of the program books are available in the College library. Veterans qualified to receive educational benefits through the Veterans Administration may arrange with the Treasurer's Office a schedule for the payment of fees. These arrangements must be made prior to the beginning of the academic year and after the veteran has received proper certification from the Veterans Administration. The amount of the grant and loan depends upon the family contribution: the less the family contribution, the greater the grant and loan. BILLING AND DEPOSITS Billing is done prior to each semester. The total for the year may be pai~ ~t the fir.st billing, or payment may be made in equal parts at each of the semester billings, or in monthly installments that may be spread over as much as seven years. First semester fees for freshmen are due on or before August 1. Those who wis~ to ~s.e the monthly installment plan should i·nquire of the Treasurer about commercial tu1t1on loan plans available. Harrison Health Center �Bibi iography Board of Visitors and Governors 1974-75 BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J., and CHARLES VAN DOREN: How To Read a Book, Simon & Schuster, 1972. ADLER, MORTIMERJ., and MARTIN MAYER: The Revolution in Education, The University of Chicago Press, 1958. OFFICERS AMERICAN LIBRARY ASSOCIATION: Classics of the Western World, with forewords by John Erskine and Everett Dean Martin, 1944. Chairman David Ginsburg BARZUN, JACQUES: The American University, Harper and Row, 1970; Teacher in America, Little, Brown and Co., Boston, 1945. Vice Chairmen Jack M. Campbell Mrs. Lowell R. Ditzen BELL, DANIEL: The Reforming of General Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BRUMER, JEROME S.: The Process of Education, Harvard University Press, 1960. BUCHANAN, SCOTT: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GOLDWIN, ROBERT A. (Editor): Higher Education and Modern Democracy, Rand McNally and Company, 1967. HARVARD COMMITTEE REPORT: General Education in a Free Society, Cambridge, Massachusetts, The University, 1945. HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. The University of Utopia, University of Chicago Press, 1953. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper & Brothers, 1942. NEWMAN, JOHN HENRY: The Idea of a University, Image Books, 1959. RICHARDS, I. A.: How to Read a Page, W.W. Norton, 1942. TUSSMAN, JOSEPH: Experiment at Berkeley, Oxford University Press, 1969. VAN DOREN, MARK: Liberal Education, Henry Holt & Co., 1943. WHITEHEAD, ALFRED NORTH: The Aims of Education, Macmillan, 1929. Secretary Mrs. George S. Roudebush Dr. Thomas B. Turner Baltimore, Maryland Jae Holzman New York, New York Term Expiring 1976 Miss Ruth M. Adams Hanover, New Hampshire Mrs. Frank W. Bowdle Wichita Falls, Texas Term Expiring 1975 J. Burchenal Ault Santa Fe, New Mexico Victor G. Bloede New York, New York Jack M. Campbell Santa Fe, New Mexico Dr. Eugene N. Cozzolino Woodbridge, Connecticut Mrs. Walter B. Driscoll Santa Fe, New Mexico Walter F. Evers Cleveland, Ohio David Ginsburg Washington, D.C. Jerome LaPides Annapolis, Maryland Charles A. Nelson New York, New York John D. Oosterhout Greenbelt, Maryland John S. Robson Chicago, Illinois Mrs. George S. Roudebush St. Louis, Missouri A. Paul Thompson Des Moines, Iowa John S. Greenway Tucson, Arizona Richard M. Burdge New York, New York Mrs. Lowell R. Ditzen Washington, D. C. James R. Donnelley Chicago, Illinois Ahmet M. Ertegun New York, New York John T. Harrison, Jr. New York, New York Daniel T. Kelly, Jr. Santa Fe, New Mexico Donald R. Kirby Albuquerque, New Mexico Mrs. Louise Trigg McKinney Santa Fe, New Mexico Francis S. Mason, Jr. New York, New York Alexander Mclanahan Houston, Texas J. Anthony Moran Washington, D. C. John D. Murchison Dallas, Texas Adolph W. Schmidt Ligonier, Pennsylvania J. I. Staley Wichita Falls, Texas Mrs. Carleton Mitchell Annapolis, Maryland Julius Rosenberg Annapolis, Maryland Emmanuel Schifani Albuquerque, New Mexico Thomas E. Stern Palo Alto, California Term Expiring 1977 Dr. David Dobreer Alhambra, California Arnold Grant New York, New York Members Ex Officio The Governor of Maryland The Governor of New Mexico The President of the College The Provost of the College The Dean in Annapolis The Dean in Santa Fe Honorary Members Douglas H. Gordon John Gaw Meem Mrs. Duane L. Peterson Mrs. Harry R. Slack, Jr. Mrs. L. Corrin Strong �FACULTY I 59 Faculty Robert So Bart B.A., Harvard College 1940· MA St J h , C II University, 1940-41; Tutor, ioh,n's. Cool~~e, ~ 9~gi~ St. ' 1,,(J~; Sheldon Tra~eling Fellow,1968-. Harvard ison E. Mull1k111 Tutorship, Hugh P. McGrath TUTORS President Richard Daniel Weigle B.A., 1931, M.A., 1937, Ph.D. in American Diplomatic History, 1939, Yale University; LL.D., 1957, Washington College, 1958, LaSalle College, 1960, Wabash College, 1965, College of Notre Dame in Maryland, 1969, The Colorado College; L.H.D., 1970, Bard College, 1972, St. Francis College; Instructor, Yali Union Middle School, Changsha, China, 1931-33; Executive Secretary, Yale-in-China Association, 1934-38; Instructor in History, International Relations and Economics, Carleton College, 1939-42, active duty with the Army Air Corps, 1942-45; Documents Officer, Far Eastern Commission, and Executive Officer, Office of Far Eastern Affairs, Department of State, 1945-49; President, St. john's College, 1949-; Vice-Chairman, Maryland Hall of Records Commission, 1952-; Chairman, Commission on liberal Education, Association of American Colleges, 1955-57, Treasurer, 1963-66, Vice-Chairman, 1966-67, Chairman, 1967-68; Board of Education of Anne Arundel County, Member, 1951-63, President, ·1958-62; President, Maryland Association of Boards of Education, 1961-62; Vice-Chairman, independent College Funds of America, 1967-68; Chairman, Maryland Commission of the Capital City, 1967-; President, Board of Trustees, The Key School, 1972-74 Dean of the College in Annapolis Curtis fa•. \Ni Ison B.A., University of California, Los Angeles, 1945; M.A., 1946, Ph.D., 1952, Columbia University; Tutor, St. john's College, 194.8-66, Dean, ·1958-62; Visiting Research Fellow, Birkbeck College, University of London, 1962-63; Visiting Associate Professor, 1966-68, and Professor, 1968-73, University of California, San Diego; Corresponding Member, Academie Internationale d' Histoire des Sciences, 1971-; Tutor and Dean, St. John's College, 1973-. Dean of the College in Santa Fe Robert A. Neidorf B.A., 1 951, M.A., 1955, The University of Chicago; Ph.D., Yale University, 1959; Instructor and Assistant Professor of Philosophy, Bucknell University, 1959-62; Tutor, St. John's College, 1962-64, Santa Fe, 1967-; Assistant and Associate Professor of Philosophy, State University of New York at Binghamton, 1964-67; Director, Graduate Institute in Liberal Education, St. John's B.A., University of Liverpool 1934 Diploma . Ed . County Council, and Lang~age Studies at ~nn· uc_~t1on, f1935; Language Instructor, London 1936-40; Armed Forces 1940-46· Lan 11vers1 res o Liverpool, London, Paris Dijon Visiti.ng Professor, Unive;sity of County Council, 1946-47; Mull1k1n Tutorship, 1968-. ' ' utor, t. John s College, 1948-, Addison E. Pu~rto Rfcu;g~96n~tr~ctor, Slondo~ Bert Thoms B.A., M.A.: George Washington Universit 1947· Ph . Assocrne in Philosophy, George Washiny'ton U~iv .D., The Johns Hopkins University, 1950; g49-54, 1969-;. Assistant Professor Philosop~rs1tyR 1~47C4911; Tutor, St. John's College, epartment of Philosophy, Washington and Jeffe· 1son Y;. llee 1955-69. 1954-55; Chairman ' 1._.o ege, o ege, ol Barbara Hopkins Leonard B.A.,OberlinCollege,1937;M.S.,1941,Ph.D. 1948 T .. Zoology, Oberlin College, 1936-38; Oberlin Colle ~ sh~ ~n1vers1ty of Rochester; Assistant in Woods Hole, Massachusetts 1937· Histol . I T g h c .oar, Marine B1olog1cal Laboratory Medical School, 1938-39; n1c1an, of Pathology, Graduate Teaching Assistant in Biology 1941 44· v·ogy, The Un1vers1ly of Rochester, 1940-41, 1944-45; Instructor in Zoology, Smith Colleg~ '~~~n5g ~ecturer,111 Zoology, Oberlin College, B1olog1cal laboratory Woods Hole M h ' ' - 1, Sm1th College Scholar Marine College, 1951-, de Tai ma 949; Tutor a.nd Assistant Dean, John's Professor of Zoology, lady Doak Colle e and PA 968-, Fulbright Lecturer and Honorary 1962-63. g merrcan College, Madurai (South India), G;aduat~ Schola~1~c~iolec Arth~r 'val~ss~~to~~~;ts, ~ Depar~ment Yal~ St. Douglas Allanbrook Boston University, 1938; Brown Universit 1 . . ·, Harvard_ College, 1948; Active duty, Unitelst t939-41, Un1vers1Ly of Florence, 1946; B.A., U111vers1ty, 1948-50; Pupil of Nadia Boul~~s Army, 1942-45; Traveling Fellow, Harvard lialy-Conservatorro San Pietro a Majella Pu ii g~\ Pam, 1948.-SO; Fulbright Fellow in Keyboard Music, 1950-52; Teacher of o. ugg1ero Gerl1n in Harpsicord and Early 1955-57; Tutor, St John's College 1952-· M pob100Cn and Theory, Peabody Conservatory New York, 1971. ' ' em er, orporatron of Yaddo, Saratoga Springs'. Co: College, Santa Fe, 1970-73; Dean, St. John's College, 1973-. ANNAPOLIS John Spangler Kieffer B.A., Harvard College, 1926; M.A., Harvard University, 1929; Ph.D., The Johns Hopkins University, 1962; Master in French and English, Litchfield (Connecticut) School, 1927-28; Instructor in Classical Languages, St. John's College, 1929-34, Assistant Professor in Classical Languages, 1934-3 9, Tutor, ·1939-, Board of Visitors and Governors, 1943-51, Acting President, ·1947, President, 1947-49, Director of Adult Education, 1951-57, Addison E. Mullikin Tutorship, 1959-, Dean, 1962-69; Visiting Lecturer in Philosophy, The johns Hopkins University, 1961. Joseph VVinfree Smith, B.A., 1934, M.A., 1935, University of Virginia; M.Div., 1938, Virginia Theological Seminary; PhD., 1948, University of Virginia; Student at the lnstitut Catholique de Paris, 1951-52, Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia; Tutor, St john's College, 1941-, Assistant Dean, 1947, Addison E. Mullikin Tutorship, 1959-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1966-67. James M. Tolbert B.A.'. 1935, M.A., 1937, Emory University· Ph D U . . , English, Emory University, 1935-36· Tea~hin. F., II n1v_ers1ty or Texas: 1950; Teaching Fellow in Instructor in English, Tulane Unive(sit 194J e_ ow rn English, Un1vers1ty of Texas, 1938-42; U111vers1ty of Texas 1946-50· Te yh,_ I , Military Service, 1942-46; Instructor in English Ad · · ' , ac rng ntern St John's C II 19 ' m1ss1ons and Tutor, 1955-71, Tutor, 1971 _. ' · o ege, 53-55, Director of Eva T. H. Brann B.A., Brooklyn College, 1950; M.A. 1951 Ph . . N.um1smatic Society, Summer, 19S2. Feilo~D.f '.~56, Yale Un1vers1ty; Fellow of the American Aihens, 1952-53; member of the staff o' th l _e American School of Classical Studies at Fellow of Phi Beta Kappa· Instr . . r e imer1can Agora Excavaoons at Athens as Sibley Institute for Advanced Study p _ucm; in ;rcheology, Stanford University, 1956-57· Member Mullikin Tutorship, 1971-. ' rrnce on, 953 - 59 ; Tutor, St. John's College, 1957-, Addison E'. p° �60 I ST. JOHN'S COLLEGE FACULTY I 61 Edward Grant Sparrow, d S h 1 Ll MA. Teachers College, d C II 1951 . LLB Harvar Law coo, 195 ., B.A., Harvar. o_ ege, . , · ., , Colle e, 1957 _, Addison · E. ' Mu Ilk 1n T ut ors h 1p, i Columbia Un1vers1ty, 1957, Tutord, S~:~oh~ ~rts C~rriculum, St. Mary's College, California, 1971 _; Acting Director, Integrate 1 era 1964-66. Bryce Du Val Jacobsen farmer and carpenter, 1942 - 57 ,. Tutor and Director of Athletics, St. B.A., St. John's College, 1942; John's College, 1958-. Edward Malcolm Wyatt . . . . t . M thematics ' University of Virginia, B.A., 1953, M.A., 1956, University of V1rg1n1a; lnstruc or in a 1955_58; Tutor, St. John's College, 1958-. Seate Ruhm von Oppenm 1939· Art L1.b rarian Bar ber Institute of Fine Arts, University· of . . f s· · h · I Aff B.A., University o 1rming_ a ' . , Office 1943 '. 51 . Royal Institute of lntemat1ona airs, Birmingham, 1939-43; British foreign II , 0 f d '1956-58 Microfilming Proiect of the 1952-56; Research. Staff, Nuff1eld Co ege, f -~ orA~erican Historical Association, 1959-60; Committee for the Study of War Documents ~e 1963-65) 1971-· Visiting Lecturer in Tutor St. John's College, 1960-63 (Leav_e o ..a sef~c\e, achus"rls' 1964-65· Member, Institute ' . h C II 1963 64 and Un1vers1iy o Iv ass ~ ' i' d" p. e'on History, Smit o ege, for Advanced Study, Princeton, '1968-69; M em ber, r<>n'er of lnternationa Stu 1es, rinc ' '-A ' f Joseph P. Cohen B.A., St. John's College, 1956; Department of Philosophy, The University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, The University of Chicago, 1960-62; Tutor, St. John's College, 1962-; Visiting Fellow, Yale Law School, 1971-72. John Sarkissian University of Chicago, 1939-41; U.S. Army, 1942-46 (Princeton University, 1943, A.S.T.P.), B.S., M.S., University of Illinois, 1946-48; The University of Chicago, 1948-54; Instructor, Biological and Physical Sciences, Pestalozzi-Froebel Teachers College, Chicago, 1948-53; Instructor, University of Indiana, 1948-50; Traveling Fellow and Research Associate, Institute of Human Heredity, University of Bologna, Italy, 1955-56; Instructor in Biological Sciences, Chicago City College, 1956-58; Instructor, Biological Science, University of Illinois, 1958-62; Tutor, St. John's College, 1963-. David H. Stephenson BA, Columbia College, 1958; New York State Teaching Fellowship, 1958-60; M.A., Columbia University, 1960; Director of Men's Chorus, New York Association for the Blind, 1959-62, Music Instructor, Riverdale Country Day School, 1960-61; Chorus Director, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y. Crowell Company, 1961-63, Tutor, St. John's College, 1963-. University, 1969-71. Robert Louis Spaeth Laurence Berns . . . . . in the Liberal Arts, Basic Program of BA, 1950, Ph.D., 1957, The University of Chicago, ~~~t~e; 956-59; Tutor, St. John's College, Liberal Education for Adults, The University ~f Ch ~ollege 1966-67 (Leave of absence); , 1960-; Associate Professor of Philosophy, ,osary Associate, Clare Hall, Cambridge University, 1971-72. Samuel S. Kutler . . . . The Johns Hopkins University Applied B.A., St. John's College, "1954; Assistant Maihem_ai_1c1ani 957 Mathematician, 1961; Graduate Physics Laboratory, 1955, Associate ya:he~a:i~~~rican University, 1960; Visiting Tutor, St. Study, American University, 1955-61; nstruc o1, John's College, 1960, Tutor, 1961-. Michael S. Littleton ·f rd Seminary Foundation, ·1960; BS., 1954, BA, 1955, University y, S.T.M., Union Theological Semina1of ~~~y;anj; i~~f St~!~' ~avy, 1955-57; Tutor, St. John's n' 0 ' College, 1960-. ~ Alvin N. Main , d . N ·1940-52· Teaching I., · t 5 , B rbara 1954· Un1Le 5 rates avy, ' ' '_ 56 . Instructor, University of California at B.A., University of Ca,irorn1a a_ a,n'a a Assistant, University 01 California at L?s An_gel~, , 19 5 ~o eg ~ ' 1960_ (Leave of absence, 1973-75). Santa Barbara, 1957-58, 1959-60; Tucor, Sc Jo n s 11 Robert B. Williamson J hn'sCollege 1960-. . . . . B.A. 1955, M.A., 1957, Ph.D., 1967, The University ofV1rg1nia; Tumr, 5t. o , Elliott Zuckerman . . . . BA 1954 , MA, 1959, Cambridge B A., ·1952, M.A., 1955, P_h D., 1962, c.?.lumb1a U~~~~~1!y'ca.mbridge, 1952-54; Duryea Fellow University;KellettFellow1ntheHuman1ues,Clare. i°9S4-55 Lecturer in History, 1956-61; in Modern European History, Columbia Uhn1vf~s1tyS . I pas~arch 1960-61 ·Tutor, Sc John's Lecturer in History and Music, The New Sc 00 rm ~-~a at'ducati,on Santa' Fe, 1968, 1969; College, 196"1-, Director, The GdradUuate lns.~1tu~e9~0-~·1erAct~ng Dean: April-June, 1973. Associate of Clare Hall, Cambn ge niversi y, ' B.S., St. John's University (Minnesota), 1959; U. 5. Army Signal Corps, 1954-56; graduate study in physics, University of Illinois, "1959-60; graduate study in mathematics, University of Wisconsin, 1961-62; Teacher, Cathedral High School, St Cloud, Minnesota, 1960-61 Mathematics Writer, Educational Research Council of Greater Cleveland, 1962-63; Tutor, St. College, 1963-, Assistant Dean, 1966-71, Director of the Summer Program, 1969, 1970, Alderman of the City of Annapolis, 1969-73; Member of the Anne Arundel County Democratic State Central Committee, 1970-73; 1973-74. Fellow of the Institute for Ecumenical and Cultural Research, Collegeville, Minnesota, Thomas A. McDonald St. John's College, 1944; Military service, 1945-46; University of Virginia, The New School, New York, 1947-50; Graduate study in philosophy, Graduate Faculty, The New School, 1950-52, "1955-58, Teaching Fellow, 1956-58; Lecturer, University College, The University of Chicago, 1958-62; lecturer, Overseas-Extension, University of Maryland (Heidelberg, Germany), 1952-63; Tutor, St. John's College, 1963-. Louis N. Kurs Colorado School of Mines, 1942-43, 1946, Columbia University, 1943-45; M.S., The University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, The University of Chicago, 1948-49; Instructor in Physical Science and Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Production Division, South Works, United States Steel Corporation, 1951-54; Instructor in Geology, University of Illinois (Chicago), 1954-64, National Science Foundation Science Faculty Fellowship, The University of Chicago, 1961-62; Tutor, St. John's College, "1964-; Visiting lecturer, Department of Hydrology and Water Resources, University of Arizona, 1973-74. Deborah Mary BA, Mount Holyoke College, 1956; M.A, The University of Chicago, 1958; Chicago Educational Television Association, "1959-63, College Humanities Staff, The University of Chicago, "1963-64; Tutor, St. John's College, 1964-; leave of absence, 1974-75. �62 I ST. JOHN'S COLLEGE FACULTY I 63 Charles E. Finch Nicholas Maistrellis B.S., in Education, Temple University, 1942; B. D., Princeton Theological Semimry, 1945; M.A., University of Pennsylvania, 1949; ThD., Philadelphia Divinity School, 1953; 1n·structor in New Testament Bloomfield Seminary 1945-47· Rector, Church of the Redeemer, Andalusia, Pennsylva~ia, 1949-52; Assistant' Professor ~f Bible, Philadelphia Divinity School, 1951-55; Instructor, Valley Forge Military Academy, 1956-57; English Teacher, Conestoga Senior High School, Berwyn, Pennsylvania, 1957-65; Tutor, St John's College, 1965-, Director of Financial Aid and Placement, 1968-. ~.S., ~ates College, Benjamin Charles Milner, Jr. B.A., Emory University, 1949; B.D., Columbia Theological Seminary, 1955; Ph.D., Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature, and Interpretation, Wellesley College, 1959-62, Assistant Professor, 1963-65; Tutor, St. John's College, 1965-; Sabbatical Leave, 1974-75. Geoffrey Comber Diploma in Education, University of London, 1953; A.R.C.M., Royal College of Music, 1954; M.A., Ohio State University, 1957; Fulbright Scholar, 1955; Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontario, 1964; Tutor, St. John's College, 1965-, Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Liberal Education, St. John's College, Santa Fe, 1970-; Sabbatical leave, 1974-75. George Doskow B.A, Columbia College, 1957; M.A , 1959, Ph.D, 1965, University of Connecticut; Part-time Instructor in English, University of Connecticut, ·1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St. John's College, 1965-; Sabbatical leave, 1974-75. Howard J. 1962; Department of History of Science, University of Wisconsin 1962-67 eac ing Assistant, 1962-66, University Fellow, 1966-67; Tutor, St. John's College, 967-. ' i Harry L. Golding 1:1.5., B.A., University of Omaha, 1954; Northwestern University, 1958; National Science Foundation Fellow, I 95_4-55; lnstruCtor in Chemistry, DePauw University, 1958-63. National Science Foundation Science Faculty Fellow Purdue University 1963 64 M f h ~a~u lty, _Shimer College, 196~-68, Chairman,' Natural Science Ar~a, 196;, 6ire~t: ~; S~i~e~ o ege in Oxford, 1967-68; I utor, St. John's College, 1968-. 1 b Harvey Flaumenhaft B.A., 1960, M.A., 1962, The University of Chicago; Woodrow Wilson Fellow Harvard Un1vers1ty, 1960-61; Graduate study, The University of Chicago, 1961-65; Lecturer in the Liberal Arts, The University of Chicago, 1965-66; Lecturer in Political Science, Roosevelt University, 1965, Instructor 1n Government, Wheaton College (Massachusetts) 1966-68· Tutor St J h ' College, 1968-. ' , , · o ns Ray A Williamson B.A., The Johns __Hopkins University, 1961; _Ph.D., University of Maryland, 1968; Assistant Astronomer, lnstnute for Astronomy, Un1vers1ty of Hawaii, 1967-69· Tutor St. John' c II ' ' s 0 ege, 1969-; Assistant Dean, 1974-. Wye Jamison Allanbrook B.A., Vassar College, 1964; M.A., Stanford _University, 1965; Ph.D., Stanford University, 1974; Woodrow Wilson Fellowship, 1964-65; leaching Assistant in Music Stanf d u · a ., 1967-69; Tutor, St. John's College, 1969-. ' or n1vcrslly, Fisher B.A., University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, 1964-65; Tutor, St. John's College, 1965-; Tutor, The Graduate Institute in Liberal Education, Santa Fe, 1971-72; Sabbatical leave, 1974-75. Brother S. Robert, FSC. BA, St. Mary's College; Ph.L., Ph.D., Universite Laval (Quebec); Visiting Tutor, St. John's College, 1966-67, Tutor, 1972-. Jonathan R Skinner B.A., Carleton College, 1963; M.A., University of Michigan, 1964; Ph D., University of Massachusetts, 1970, Woodrow_ Wilson Fellow, Un1vers1ty of Michigan, 1963-64; Instructor in Mathematics, H?pe_ College, 1964-66; _Teaching Assistant, University of Massachusetts, 1966-67, lnstruetor 1n Machemat1cs, 196/-68 lecturer 1968-70· Tutor St John's II 1970-. ' ' , , . o ege, c Robert A. Goldwin Steven Fo Crockett B.A., St John's College, 1950; M.A., 1956, Ph.D., 1963, The University of Chicago; University Fellow, The University of Chicago, 1951, Edward Hilman Fellow, 1953; Fellow, Foundation for Adult Education, 1959; Fellow, Guggenheim Foundation, 1966-67; active duty, U.S. Cavalry, 1942-46; Director of Research, American Foundation for Continuing Education, _1951-59; Lecturer in Political Science and Director, Public Affairs Conference Center, The Un1vers1ty of Chicago, 1960-66; Associate Professor of Political Science, l<enyon College, 1966-69; Director, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1967; Tutor, St. John's College, 1969-, Dean, Annapolis, 1969-73; Richard Hammond Elliott Tutorship, 1971; Special Advisor to the Ambassador, U.S. Mission to NATO, Brussels, 1973-; Leave of absence, 1973-. A.B., Earlham College, 1965; A.M., The University of Chicago, 1967; Woodrow Wilson Fellow and Ford Foundation Fellow,_ 1965-66; graduate studies in the humanities, The University of Chicago'. 1967-70; Instructor m the Humaniti_es, _Central YMCA Community College, Chicago, 1969-70, Advisor to students in General Studies 1n the Humanities, The University of Chicago 1969-70; Tutor, St. John's College, 1970-. ' Gisela Berns Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen I, University of Heidelberg, 1963; Fellow of Deutscher Akadeinischer Austauschdienst, University of Florence, 1963-64; Ph.D., University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St. John's College, 1967-; Leave of absence, 1970-71, first semester, 1971-72. Robert Arthur Licht B.Ad dSt. John's. College, 1965; M.I\., The Pennsylvania State University, 1967; doctoral ~an 1 ate in philosoph_y, The Pennsylvania State University, 1967-; Graduate Assistant, ·The ennsylvania State Un1vers1ty, 1965-66; National Defense Education Act Fellow, 1966-69; ~~~~:.er, Department of Philosophy, Bucknell University, 1969-70; Tutor, St. John's College, Alfred Mollin BA., Western Illinois University, 1965; M.A., The Pennsylvania State University, 1967; Graduate study in philosophy, The Pennsylvania State University, 1967-, National Defense Education Act Fellow; The Pennsylvania State University, 1966-69, Richard M. Weaver Fellow 1969-70; Tutor, St. John's College, 1970-. ' �64 I ST JOHN'S COLLEGE FACULTY I 65 David Bolotin William W. O'Grady, Jr University of Notre Dame, 1966; MA, 1968, Ph.D., 1970, The University of Chicago; Wilson Fellow, The University of Chicago, 1966-67, Danforth Fellow, 1966-70, Humanities Fellow, 1967-70; Tutor, St. John's College, 1970-. A.B., Cornell University, 1966; _Teaching Assistant, Pol_itical_ Science, University of Chicago, 1968-68, PhD., New York University, 1974; Yale Un1vers1ty lecturer in Classics 1971-73· Woodrow Wilson Fellow, 1966-67; University of Chicago Humanities Fellowship' 1966-68'. Tutor, St. John's College, 1974-. ' ' Michael William Ham Alan Harvey Dorfman BA, St. John's College, ·1961; M.S., University of Iowa, 1968; Teaching Fellowship, Dartmouth College, 1961-62; Mathematics Writer, Educational Research Council of Greater Cleveland, 1962-63; graduate study, Writer's Workshop, University of Iowa, 1963-64; Programmer and Systems Analyst, Measurement Research Center, 1964-65; Mathematics Teacher, The Key School, 965-66; ACT Systems Manager, Measurement Research Center, 1966-67; Coordinator of Data Processing, The American College Testing Program, 1967-69; Manager of Systems Analysis and Programming, Project PLAN, Westinghouse learning Corporation, 1969-71; Director of Admissions, St. John's College, 1971-, Tutor, 1972-. A.B., St. John's College,_ ·1963_; lvl.A., Johns Hopkins University, 1968; Catonsville Community College, Math-Engineenng D1v1s1on, 1968-1974; University of Maryland School of Pharmacy 1970-1974; Tutor, St. John's College, 1974-. ' John F. White B.A., St John's College, 1965; M.A, The l'-Jew School for Social Research, 1970; Alvin Johnson Fellow, ·1970-71; Tutor, St. John's College, 1971-. Leon Kass The University of Chicago, 1958; M.O., The University of Chicago Medical School, 1962; Harvard University, 1967; Fellow, Guggenheim Foundation, '1972; Tutor, St. John's College, 1972-. SANTA FE William A Darkey BA, St.John's College: 1942; M.A., Columbia University, 1949; Tutor, St. John's College, 1949-, Santa Fe, 1964-, Associate Dean, 1968-70, Dean, Santa Fe, 1968-73, Director, Task Force on the Liberal Arts, 1974-. Thomas King Simpson BA, St. John's College, 1950; MA in Teaching, Wesleyan University, 1955; PhD., The Johns Hopkins ,un1ve;s1ty, 1968; Instructor, American University at Cairo (Egypt), 1 950-53, Teaching Intern, St. Johns College, 1955-56, Tutor, 1956-; Curriculum Counsellor and member of the faculty, The Key School, 1970-, Santa Fe, 1973-. IV\ichael Ossorgi n a David Edward Starr B.A., Gordon College, 1962; lv\.A., 1966, Ph.D,, 1972, Boston University; Graduate Assistant in Philosophy, Boston University, 1963-64; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor in Philosophy, Umversity of Rhode Island, 1966-71; Tuior, St John's College, 1972. Ly~ee Russe, Paris, 1938; Conservatorie Russe Paris, 1932-35, 19"!2-44; L.Th lnstitut de Theolog1e Orthodoxe, Paris, 1942, Instructor 1n Music, lnst1tut de Theologie Orthodoxe, Pans I 9~'4-46; Instructor in Theology, St. Tikhon's Seminary, Pennsylvania, 1947; Secretary of th~ ?r,hodox Diocese in Alaska, _1948-49; Teacher of Music, Bureau of Indian Affairs, Department of Lhe _l,ntenor,_ 1950-56; ~ssoc1_ate Professor, Consultant, St. John's Program, St. Mary's College, Cal11orn1a, 1961-62; Tucor, Sc. John's College, 1956-, Santa Fe, 1966-. I Robert S. Zelenka Charles G. Bell B.A, Rice University, 1965; MA, The Johns Hopkins University, 1966, Ford Foundation Scholar in Philosophy, Rice University, 1963-65; Woodrow VVilson Fellow in English, The Johns Hopkins University, 1965-66; Research Assistant in Biology, Marine Biological Laboratory, Woods Hole, Massachusetls, Summer 1966; Gilman Fellow in English, The Johns Hopkins University, 1%6-68; Faculty of Philosophy Fellow in English, The Johns Universiiy, 1 %6-68; Instructor in English, University of Maryland, 1963-72; Tutor, St College, '1972-. BS'. Univ,ersity of V~rginia, 193~; Rhodes Scholar, Oxford University, BA, 1938, M.A., 1966, B.L1u., 19_J9, lnstruoor and Ass1sLant Professor of English, Iowa State College, 1940-45, Wartime Assistant in Phys1_cs, 1945, Researc_h Assistant in Physics, Princeton University, 1945, Assistant ~rofessor of English, Princet;:n University, 1945-49; Guest Lecturer, Black Mountain College, ::iummer, 1947; Rockefeller Grant for study 111 Europe, 1948; Assistant Professor of Humanities The University of Chicago (College), ·1949-56; Guest Professor (Fulbright Program), Technisch~ Hochschule, Munich, Germany, 1958-59 (Kulturgeschichte als die Geschichte symbolischer Forrn_en); Tutor, St John's College, 1956-, Director of Adult Education, 1957-58, Santa Fe, 1967-; ~oet 111 Residence and Guest Professor, Un_iversity of Rochester, Spring, ·1967; Guest Professor, .J.U.l,J.Y. a~Old We_stbury, Spnng, 1970, Director of Study Groups and Graduate Preceptorial in H1smry of I hought 111 the Arts, '1972-73; On Leave, ·1974-75. Burton Bl istei n A.B., /l,.M,, The University of Chicago; Instructor, sculpture and drawing, Milwaukee, 1958-64; Faculty member, Shimer College, 1964-72; Tutor and St. John's College, 1972-. School of Art, in Residence, Leo F Raditsa BA, Harvard College, 1956; University Schola;·, 1960-61; University Fellow, 1961-62; M.A., Columbia University, 1962; President's fellow, 1962-63; Fulbright, University of Munich, 1964-65; Berlin, 1965; Instructor, New Yorlc Un1vers1ty 1 Washington Square Coiiege, 1965-68, Assistant Professor, 1968, Ph.D., Columbia University, 1969; Tutor, St. John's College, 1973-. S2muel Emmons Brown Harvard College, ·1936-37; Diploma, Black Mountain College, ·1945; /VLA., 1956, Ph.D., 1962, Indiana Un1vers1ty; pnvate tutoring, 1946-48; Director of Music, Windsor Mountain Schooi, 1948~49; ~1rector of Music, Verde Valley School, 1950-53; John H. Edwards Fellow, 1955-56; ParH1me I eacher, Indiana University, 1956-57· Tutor St. John's College 195&- Santa fe 1965-. f f I I I Dean R. Reed Woodhouse B.A., Kenyon College, 1970; B. A., Oxon, 1973; Association of Episcopal Colleges Scholar, 1970-73; Tutor, St John's College, 1973-. B.A.,_Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-60; Fels ;=und Fellow 1n Philosophy, The Johns Hopkins University, 1960-61; Tutor, St. John's College, 196.1-, Santa Fe, 1966-, Assistant Dean, 1971-73; On leave, 1973-75. �66. I ST. JOHN'S COLLEGE Robert D. Sacks B.A., St. John's College, 1954; Ph.D., The Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Orientales Vivantes, 1956-57; The University of Chicago, 1957-59; Tutor, St. John's College, 1961-, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, 1968-69; Biblical Research, Jerusalem, 1971-72. John S. Steadman FACULTY I 67 School, .1952-53; Director, Doctoral Training in Clinical Psychology, Denver University, 195~-57, Professor of Psychology and Chairman, Department of Behavioral Sciences New Mexico. Highlands University, 1957-64; Lecturer, Department of Psychiatry, Edi~burgh Univ.ers1ty, Scotland, 196~-65; Professor of Psychiatry (Psychology), University of Missouri Medical School, Kansas City, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. Roger S. Peterson B.S. Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, U.S. Army, 1954-56; Assistant in Philosophy, Cornell University, 1959-61; Teaching Fellow, Cornell University, 1961-62; Tutor, St. John's College, 1962-, Santa Fe, 1967-, Assistant Dean, 1970-72. A.B., Harvard College, 1953; A.M., 1957, Ph.D. in Botany, 1959, University of Michigan· United Stat~s Navy, 1953-56; Forest Service Research, Colorado State University 1959-62. Resea h Project Leader, Utah State University, 1962-66; Tutor, St. John's Colleg'e Santa 19~~Sabbatical, 1973-74. ' e, · David Clifford Jones E. Ray Davis, Jr. B.A., St. John's College, 1959; M.A., The University of Melbourne, 1962; University Fellow, The University of Melbourne, 1961-62; University Fellow and Bess Heflin Fellow, The University of Texas, 1962-64; Tutor, St. John's College, 1964-, Santa Fe, 1965-; Director, Graduate Institute in Liberal Education, 1973-. Unive.rsity of Wisconsin, 1953-55; ~.A., St. John'~ College, 196~; NDEA Fellowship, University of Indiana, 1962-65, M.A., 1965, History and Philosophy of Science· Tutor St John's College Santa Fe, 1966-. ' ' · ' Ida Doraiswamy B.A., Madras University, 1951; M.A., Madras University, 1955; Lecturer, Lady Doak College, 1957-60; Oberlin College, 1960-61, (Oberlin Shansi Faculty Fellowship); M.S., University of Wisconsin, 1962; Professor, Lady Doak College, 1962-64; Tutor, St. John's College, 1964-66; Professor, Wesley Girl's High School, Ghana, Africa, 1966-73; Tutor, St. John's College, 1974-. Robert M. Bunker A.B., Harvard University, 1939; A.M., 1954, Ph.D., 1955, University of New Mexico; United Pueblos Agency, Bureau of Indian Affairs, 1940-51; United States Navy, 1942-46; .Exec.ut1ve Secretary, Bernalillo City-County Consolidation Committee, 1952-5.6; Instructor, University of New Mexico, 1955-56; Professor of English and Philosophy, and Chairman of both Departments, New Mexico Highlands University, 1956-65; Tutor, St. John's College, Santa Fe, 1965-. Don B. Cook A.B., Occidental College, 1958; Ph.D., University of California at Davis, 1965; Woodrow Wilson Honorary Fellow, University of California at Davis, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-; Teacher, Santa Fe Preparatory School, 1972-73. Elliott T. Skinner B.A., University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, Princeton University, 1964, Woodrow Wilson Fellowship; Fellow ofThe Council for Philosophical Studies (Summer Institute in Greek Philosophy and Science), 1970; Tutor, St. John's College, Santa Fe, 1965-. Richard Bowen Stark The Colorado College, 1941-42, (U.S. Air Force, 1942-45) 1945-46; A.B., Colorado State College of Education, 1948; M.M., Yale University School of Music, 1948-52; Associate Professor of Piano (Director of the Choir, 1958), Fisk University, Nashville, Tenn., 1952-58; Visiting Professor of Music, Wesleyan University, Middletown, Conn., 1959-60; Curator of Collections, 1962-66, Curator of Music Research, 1966-70, Museum of International Folk Art, Santa Fe, New Mexico; Tutor, St. John's College, Santa Fe, 1965-; Research Project in Spain, 1973-74, National Endowment for the Humanities and International Folk Art Foundation. f: Ralph Swentzel! ~-S:, New Mexico Highlands University, 1963; Instructor, Computer Programming New Mexico nivers1ty, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. ' Timothy P. Miller A.B., Harvard Un~versity, 194~; B.Mu.s., 1949, M.Mus., 1951, Yale University; D.Mus., Indiana University, 1957, Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music Agnes Scott College, 1957-61; Director of Music, University of Richmond, 1961-66; Pian~ Chairman. and Member of Graduate Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St. John's College, Santa Fe, 1967-. R. Thomas Harris, Jr. B.A., Reed College, 1955; M.A.,. 19.56, Ph.D., Mathematics, 1959, University of Illinois; U~1vers1ty Fellow, University of llltno1s, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fell?w, 1958-59; Research Instructor, Duke University, 1959-60; Ass~stant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of Cal1forn1a at Berk~ley, 1962-63; Associate Professor, University of Maryland, 1965-68; National Science Foundation Consultant for India Project, Lucknow, India, summer, 1967; Visiting Associate Professor, New York University, 1967-68; Corporate Consultant, Management Science, IBM, Armonk, New York, summer, 1968; Tutor, St. John's College, Santa Fe, 1968-; V1s1ting Professor, New York University, summer, 1969. Glenn A. Freitas B:A., Classical Languages, St. Mary's College, 1957; Th.L., Universite Laval (Quebec) 1964· L1cen51ate in Sacred Scnpture, P?ntifical Biblical Commission (Rome), 1966; L'Ecole Biblique et Archeolog1que Francaise de Jerusalem, 1964-66; Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-. Ralph J. Quintana B.A., 1947, M.A., 1966, University of Colorado; Instructor, Williams College, 1946-49; Instructor, Wagner College, 1949-50; Teacher-coach, Fountain Valley School, 1953-58; Teacher_-coach, Hebron Academy, 1959-61; Assistant Professor, New Mexico Highlands Un1vers1ty, 1966-68; Tutor, St. John's College, Santa Fe, 1969-. Stuart Boyd Frank K. Flinn M.A., Aberdeen University, Scotland, 1948; Ph.D., Aberdeen University Medical School, 1952; Military Service, 1940-45; Assistant Lecturer, Clinical Psychology, Department of Psychiatry, Aberdeen University, 1948-52; Instructor, Medical Psychology, University of Colorado Medical A.B. (Philos<;>phy), Quincy College, 1962; B.D., Harvard Divinity School, 1966; Graduate Study, Harva.rd University, 1967-68; University of Pennsylvania, 1968-69; Fulbright Fellow, University of Heidelberg, Germany, 1966-67; Inner_ City Fieldwork Program (Harvard Divinity School), Roxbury, Mass., 1964-65; Lecturer (Biblical Studies), Newton College of the Sacred Heart, �68 I ST. JOHN'S COLLEGE · 1965-66; Boston College, 1967-68; Board Member, Association for Educational and Professional Opportunity, 1968-; Visiting Professor (Anthropology), LaSalle College Graduate School of Religion, 1969-70, summer, 1971; Tutor, St. John's College, Santa Fe, 1970-. Toni K. Drew B.A., St. John's College, Santa Fe, 1970; Teaching Intern, St. John's College, Santa Fe, 1970-72, Tutor, Santa Fe, 1972-. C. Donald Knight A.B., Baker University, 1962; M.A., University ofToronto, 1968; Ph.D. Candidate, University of Toronto, 1968-; Fulbright Fellow, Annamalai University, Madras State, India, 1962-63; Graduate Fellow (National Science Foundation) in Biology and Human Genetics, The Rockefeller University, 1963-66; Teaching Fellow in Moral Philosophy, Victoria University, Toronto, 1967-68; Canada Council Fellow in Philosophy, University of Toronto, 1969-71; Tutor, St. John's College, Santa Fe, 1971-; On Leave, Fall Semester, 1974. Philip LeCuyer B.A., The Colorado College, 1966; B.A., Merton College, Oxford University, 1969; Ph ..D. candidate in biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor in English Literature, Sum~er Human~t1es Institute, The Colorado College, 1968; Tutor in biology and chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. Mary I. Rabi nson B.A., The University of Chicago, 1960; graduate teaching assistant, Dept .. of Zoology, The University of Chicago, 1960-63; NIH Pre-doctoral Trainee in Devel.opmental B1<?logy, University of Iowa, 1966-67; NIH Pre-doctoral Trainee in Biochemistry, University of Arizona, 1969-72; Tutor, St. John's College, Santa Fe, 1972-. Alfreda L. Verratti B.A., St. John's College, 1966; M.A., Washington University, 1970; Psychiatric Social Worker, Harrisburg State Hospital, Harrisburg, Pa., 1966-67; Hans. Reichenbach Graduate Fellowship'. Washington University, 1967; N.D.E.A. Graduate Fellowship, Washington Un~vers1ty, 1967-70, Instructor, Washington University, 1969, 1971; Instructor, University of Missouri, 1970-71; Assistant Professor, Webster College, 1971-72; Tutor, St. John's College, Santa Fe, 1972-, Assistant Dean, 1972-. Alfred J. DeGrazia Ill B.A., Swarthmore College; M.A., Harvard University, 1968; Ph.D. candidate, Harvard University, 1968-; Teaching Assistant, Harvard University; Tutor, St. John's College, Santa Fe, 1972-. Lorna Green Smith College, 1956-57; American University, summers of 1957 and 1958; B.Sc., McGill University, 1960; Woodrow Wilson Fellow, Rockefeller University, 1960; University of Washington, summer 1961; University of Paris at the Station Biologique de Roscoff, sumrper 1962; Ph.D., Rockefeller University, 1965; Postdoctoral Fellowship, Rockefel~er University, 1965; Research Assistant, Wellesley Hospital, Toronto, 1967-68; M.A., University of Toronto, 1971; Canada Council Fellowship at University of Toronto, 1970-73; Teaching Assistant, St. Michael's College, University ofToronto, 1970-72; Tutor, St. John's College, Santa Fe, 1973-; On Leave, Spring Semester, 1975. Howard Zeiderman Dartmouth College, 1962-63; B.A., St. John's College, 1967; M.A., Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-. FACULTY I 69 William H. Donahue B.A., St. John's College, 1967; Postgraduate research student, Faculty of Philosophy, King's College, Cambridge, 1967-72; Supervisor for Part I and Part II Tripos, Cambridge University, 1968-72; Ph.D., King's College, Cambridge, 1973; Tutor, St. John's College, Santa Fe, 1973-. James R. Mensch B.A., St. John's College, 1967; M.S.L., The Pontifical Institute of Medieval Studies, Toronto, 1970; Instructor in Religious Philosophy, University of Toronto, 1970-71; Tutor, St. John's College, Santa Fe, 1973-. Richard L.L. Michaud A.B., St. Michael's College, 1963; Ph.D., University of Vermont, 1968; Post-doctoral Fellow in Pharmacology, Yale University Medical School, 1967-68; Assistant Professor, Psychiatry Department, Yale University Medical School, 1968-70; Assistant Professor of Science Webster College, 1970-73; Visiting Lecturer, Washington University, 1971-73; NSF Fellow, 'colorado State University, summer, 1972; Consultant in Ecology, St. Louis University Institute for Environmental Studies, summer, 1973; Tutor, St. John's College, Santa Fe, 1973-. Bruce E. Venable B.A., St. Mary's College of California, 1969; M.A., 1973, University of Washington; Ph.D. Candidate in Classics; University of Washington; Teaching Assistant, Classics Department University of Washington, 1970-71; Tutor, St. John's College, Santa Fe, 1973-. ' Lynne M. Hamilton A.B. Cum Laude, Radcliffe College, 1957; M.A., University of California, Santa Barbara, 1968; Ph.D., UCSB, 1972; former lecturer in English, UCSB; Tutor, St. John's College, Santa Fe, 1974-. Stephen R. Van Luchene University of Guadalajara, summer, 1967; Universidad Nacional de Mexico, summer, 1968; B.A., Arizona State University, 1969; M.A., 1971, Ph.D., 1973, University of Notre Dame; journalist, Arizona Magazine, 1969; Teacher of English as a Second Language, Bell School, Cambridge (U.K.), 1969; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1974-. Gerald Lee Myers B.A., University of Colorado, 1964; Ph.D., University of Colorado Medical Center, 1969, USPHS Fellow, University of Colorado Medical Center, 1964-69; American Cancer Society Post-Doctoral Fellow, Yale University, 1969-71; Member, New York Academic of Sciences, 1970-; Seessel Research Fellow, Yale University, 1971; Tutor, St.John's College, Santa Fe, 1974-. Edward C. Clark B.S., Massachusettes Institute ofTechnology, 1951; Ph.D., Princeton, 1969; Area Geophysicist, Humble Oil Company, Wyoming and Montana, 1951-56; overseas with Humble Oil in Turkey and Spain, 1957-63; Assistant Professor of History, University of Texas-El Paso, 1969-7 4; Tutor, St. John's College, Santa Fe, 1974-. Philip B. Long B.A., Bob Jones University, 1965; study at Westminster Theological Seminary, 1966-67; Doctoral cum laude, The Netherlands' Universities, 1973; Tutor, St. John's College, Santa Fe, 1974- David L. Townsend B.A., Loyola College, Baltimore, 1969; M.A., Harvard University, 1970; Certificat de Langue, University of Paris, 1967; Teaching Fellow, Harvard, 1971-73; Resident Tutor, Eliot House, Harvard, 1971-73; English Teacher, Cambridge Community High School, 1971-72; Tutor, St. John's College, Santa Fe, 1974-. �70 I ST. JOHN'S COLLEGE Mark Haynes University of North Carolina, 1967-69; St. John's College, Annapolis, 1969-70, St. John's College, Santa Fe, 1970-71, B.A.; University of Texas, 1971-73; Teaching Intern, St. John's College, Santa Fe, 1974-. Kent H. Taylor OFFICERS, ASSOCIATES, AND STAFF ANNAPOLIS SANTA FE President President Richard D. Weigle Richard D. Weigle Dean Dean B.A., Yale University (English) 1963; M.A. University of Georgia (English) 1965; University of California at Santa Cruz (History of Consciousness: an interdisciplinary graduate humanities program) 1967-68; Defense Language Institute, Monterey, California (German) 1968-69; Heidelberg University (Philosophy) 1971-73; Instructor of Freshman English at the University of Georgia, 1965-67; Teaching Assistant at University of California at Santa Cruz, 1967-71; Tutor, St. John's College, Santa Fe, 1974-. Treasurer Treasurer Charles T. Elzey Emory Jennings Georgia S. Knight Director of College Relations Director of Graduate Institute B.S., University of Utah, (Philosophy), 1970; M.A. University Utah, (English), 1972; Teaching Fellow, University of Utah 1970-74; Tutor, St. John's College, Santa Fe, 1974-. TUTORS EMERITI Ford Keeler Brown, A.B., D. Phil. Jacob Klein, Ph.D., Dean, St. John's College, 1949-58. William Kyle Smith, B.S., Th.B., Th.M. Simon Kaplan, Ph.D. Wiley W. Crawford, BA, M.A., Ph.D. Curtis A. Wilson Robert A. Neidorf Vice President J. Burchenal Ault William B. Dunham David C. Jones Assistant Deans Assistant Deans Miss Barbara H. Leonard Ray A. Williamson Miss Alfreda L. Verratti Ralph J. Quintana Registrar Registrar Mrs. Leanore B. Rinder Miss Ellen Gant Director of Admissions Director of Admissions Michael VI/. Ham Gerald F. Zollars Librarian HONORARY FELLOWS Paul Mellon Librarian Miss Charlotte Fletcher Mrs. Alice H. Whelan Director of Athletics Director of Student Activities B.A., Yale University, 1929; BA, 1931; M.A., Cambridge University, 1938; Litt.D. Oxford University, 1961, LL.D., Carnegie Institute of Technology, 1967, LH.D. Yale University, 1967. Bryce DuVal Jacobsen Istvan Fehervary Director of Financial Aid john Gaw lv\eem Charles E. Finch Director of Financial Aid Mrs. Sue L. Boyter ScB., Virginia Military Institute, 1914; M.A. (Hon.), Colorado College, 1936; A.F.D., University of New Mexico Director of Adult Education Director of Adult Education Robert L. Spaeth Robert Bunker Deputy Director, College Relations Director of Alumni Relations Thomas Parran, Jr. Alumni Secretary and College Archivist Miss Miriam Strange Business Manager James Grant Superintendent of Buildings and Grounds Superintendent of Buildings and Grounds David W. Tucker Stanley Nordstrum College Physicians Robert C. Biern College Physician Jan Pieter Voute Charles Kinzer Sigmund A. Amitin College Nurse College Nurse Mrs. Juliana Rugg Mrs. Mordaunt Elrington �and Classes Profile: September 19 January 19 00 c Q) > C"ll _c ::i 0 $'. ANNAPOLIS SANTA FE ANNAPOLIS SANTA FE States Represented: Alabama .. Arizona . California .. Connecticut Colorado. Delaware District of Columbia Florida Georgia .. Illinois . Indiana Iowa Kansas . Maine Maryland Massachusetts Michigan Minnesota ... Mississippi Missouri Montana . Nevada i'Jew Hampshire New jersey . i'lew Mexico New York North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Dakota Tennessee . Texas . Utah Vermont Virginia . Washington West Virginia . Wisconsin 1 5 26 4 10 5 6 1 2 3 1 2 5 Number of Students Men .. Women. 3 2 1 4 1 3 2 2 5 1 2 3 National Merit Honors Scholars Finalists . Semi-Finalists .. Commended Scholars .. Early Entrance 2 1 1 9 s Previously Attended College z 114 127 68 14 Range of Ages 3 30 7 2 3 21 18 ' z 7 5 0 40 40 42 2 16 ·1 2 10 1 3 2 16-27 16-26 13 1 2 2 2 Attended Public School 68% 77% 28% 42% Rank in class· First tenth Second tenth 46% 20% 35% 23% Second fifth Third fifth Fourth fifth Last fifth 16% 9% 7% 2% 19% "14% 7% 2% Veterans 1 2 16 I VI _J Receiving Financial Aid 1 4 Q) E 0 <.fl c 0 Q) "' 0 0 u 0 2 11 0 0 .J:) ...c 59 55 59 >- id -£ ..>!. ~ LIJ 1 19 4 c 0 u >< LI.J Afghanistan Belgium British West Indies .. Italy .. Japan .... 31 31 0 a.. <( z z <( � s J 'S ANNAPOLIS, MARYLA/\;JD © llE E SANTA FE, NEW MEXICO STATEMENT OF THE ST, JOHl'J'S PROGRAM 1974-75 Founded as King William's School, 1696; chartered as St John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the /\/orth Central Association of Colleges and Secondary Schools �Table of Contents College Calendar SANTA FE 1974-1975 August 27 ANNAPOLIS Freshman and Senior Registration September 6 September 8 September 9 September 9 September 9 October 18-21 November 28-December 1 August 28 Convocation Sophomore and junior Registration August 28 August 29 August 30 December 19-)anuary 5 First Seminars First Classes Long Weekend Thanksgiving Recess Winter Vacation End of First Semester January 19 November 28-December 1 December 19-)anuary 12 December 18 January 13 Beginning of Second Semester January 20 January 22 February 7-10 October 18-21 January Freshman Registration Long Weekend March 15-30 May 23 May 25 Spring Vacation End of Second Semester Commencement January 14 PAGE Introduction ............ . . . . . . . . . . . . . . . . . . .......... ..... ......... 5 The Curriculum THE SEMINAR THE PRECEPT~~l~·L· . . . . . . . . . . . . . . . . . . THE TUTORIALS May 18 .......................... 10 . THE LABORATOR·Y· ....................... · · · · · · · THE FORMAL LECTURE · .· ........................ . ... THE ST. JOHN'S LIST OF G~~~~ ·B·~~·~S· : : . . . . . . . . . . . The Academic Order March 8-23 May 16 . .... · · · · · · · · · · · · · ......... 8 ....................... · · ....... . .. ....... 11 .................... 17 · · · · · · · · · · · · · .. 23 ................. 25 . . . . . . . . . . . . . . . . . . . . . . . .30 THE TUTORS ....... . THE INSTRUCTION COM·M··IT·T·E·E· .· .............. .. THE LIBRARY ...... · · · · · · · · · · · · · · ........ .31 . . . . . . . . . . . . . . . . .......... · · · · · · · · · · · · · ......... SCHEDULES . . . . . . . . . ESSAYS AND EXAMINAT;~~·S· .31 .................. · · · · · · · · · · · · · · · ........ .32 ACADEMIC STANDING .......................... '.;_·. · · · · · · · · · · · · · · · . .33 SUMMER 1975 June 2 June 2 August 8 January Class Second Semester Begins Graduate Institute Begins January Class Second Semester Ends Graduate Institute Ends June 22 August 8 August 15 THE ST. JOHN'S DEGREE OF ~~~~·E·L~~ ~~ ~~~·S· ......... · · · · · · · · · · · · · · ... 34 THE ST. JOHN'S DEGREE OF MASTER OF ARTS THE GRADUATE INSTITUTE IN LIBERAL Residence and Student Life . . .......................... 35 EDUCA;I~~ ........................ 36 . ...................... 36 SITE PLANS OF THE CAM PU~~~ ·. ·. ·. ·.:: ............... · · · · · · · · · · · · · ....... 38 Admissions . . . · · · · · · · · · · · · · · · · · · · · · · · · .42-43 CAMPUS V;~I~· ............................... · · · · · · · · · · · · · ..........48 .............. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51 1975-1976 August 26 Freshman and Senior Registration September 5 September 7 September 8 September 8 September 8 October 17-20 November 27-30 December 19-)anuary 4 January 16 August 27 Convocation Sophomore and junior Registration August 27 First Seminars First Classes Long Weekend Thanksgiving Recess Winter Vacation End of First Semester August 28 August 29 October 17-20 Fees and Financial Aid ... ............ . . . . . . . . . Bibliography . . . . . . . . . . . · · · · · · · · · · · · · · · · · · · · · · · · · .53 . ............... . 56 ............... ......... Board of Visitors and Governors .... . . . . . . . . . Faculty . . . . . . . . . . . . . · · · · · · · · · · · · · · · · · · · · · · · · · · · .. 57 ....................................... .58 November 27-30 December 18-)anuary 11 December 17 Profile: 1973 Freshman Class ................... . 72 �troduction Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any calling and to become mature, competent, and responsible citizens of a free society. St. John's College believes that the way to liberal education I ies through the books in which the greatest minds of our civilization-the great teachers-have expressed themselves. These books are both timeless and timely; they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary problems with which we have to deal. They can therefore enter directly into our everyday lives. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not something of merely academic concern, remote from our real interests. They change our minds, move our hearts, and touch our spirits. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And, while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are therefore properly called great, whether they are epic poems or political treatises, and whether their sub1ect matter is scientific, historical, or philosophical. They are also linked together, for each of them is introduced, supported, or criticized by the others. In a real sense they converse with each other, and they draw each reader to take part, within the limits of his ability, in their large and unending conversation. McDowell Hall, Annapolis, 7744 �This conversation, however, is unavoidably one-sided, The great books can only repeat what they have to say, without furnishing the clarifications that we sometimes desire, To remedy this defect is the goal of the St, John's seminar, Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar ideas, attempt to discuss it reasonably, It is presupposed that each student is willing to submit his opinions to the critical scrutiny of his fellow students, The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom, The discussion may concern itself primarily with trying to establish the meaning of a poem or the validity of an argumenL On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward, The students bring to the seminar the assumptions-probably unexamined-that they have derived from their experience in the contemporary world, Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations In the main, however, the aim is to ascertain not how things were, but how things are-to help the student make rational decisions as he lives his life, And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the student should continue with him throughout his life, Most of the teaching at St John's takes the form of a discussion The conversational methods of the seminar are carried over into the tutorials, As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students, The tutor functions as a guide, more intent to listen to the students and to work with them than to impose upon them his own train of thoughL LO , , , In short, St . Joh n ' s see I<S , restore the true m primary function of the liberal arts h I eaningof a liberal arts education The , c as a ways bee t d' , give conscious form to knowledge throu h n o me iate men's understanding to intellects-that is, words and numb gT of signs accommodated to me,n's n b ers, ra rnonally th l'b um, er: gram,mar, rhetoric, logic-the arts of I ' e I eral,,arts were seven in 'h . anguage, and amhmetic geometry music, and asuonomy-the arts of r , mai emat1cs In ' ' , , , contemporary terms, man pracices such liberal arts as analyzing th' I , v er b a I sy. m b ols; man practices such l'b - 1' writing ' sp ea k 111g, and deciding as he uses ' in<1ng , , 1 e1 a arts as count' . d emonscrat111g as he uses mathema" I b ing, measuring, deducing and 11ca sym ols. ' sdy~tems clemon~tration , There are many ways to clevelo these them: discussion, translation, artsd The curriculum emphasizes four of In all the branches of the program, But what~ an experimentation, They are followed ;ame encl: to make the student think for the" methods used, they all serve the reedom, Free minds must be able to vie , to ~nable him to practice the arts of mulat1ng clear alternatives, and to arr1\1ro atw cdoncdrete situations, to deliberate by forintelle CLua I sk'll s indicates that the cliscipl' a ec1 'hingch o1ce, Th e acqu1s1tion of these · , ~ · , , I f 1· I , earning mind. ine o c e iberal arts has taken I10 Id or tie , I hims~~; Knowledge advances and the fundam ~enturies, but these arts of understanding re:tal outlook of man may change over the hey enable men to win knowledge of the' al1~ In one f~rm or another indispensable, selves in this world and to use that knowledNor , around them and knowledge ofthemcan free themselves from the wantonness~~ with w,1sdom, Under their guidance men paths, Under their discipline m p,rejud1ce and the narrowness of bea-L'en 1 en can acquir • ti h b genuinely conceived liberal arts c , I e ie a ,1t of listening to reason, A reaching of all human goals, umcu um cannot avoid aiming at these most far- �THE CURRICULUM / 9 The Cu THE SEMINAR The heart of the curriculum is the seminar-a discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two members of the faculty as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten-or well beyond if the topic under discussion has aroused a sustained and lively argument. The assignment for each seminar amounts, on the average, to around a hundred pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders, and thereafter it consists almost entirely of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address-" Mr.," "Mrs.," or "Miss." unsettled, with certain alternatives clearly outlined Th . . t. d. e progress of the seminar is not particularly smooth. the discuss1·on s ' ome 1mes ten s to bran h ff d . self in irrelevant difficulties. Only gradually can th I . c o an to entangle itemerge within the sequence of analogies and other og1cal r~gor of an argument discussion is kept alive A seminar ma agmat1ve ev1ces by which the dull and shallow meandering without~ a.lso d:lgefnera~e 111to rather empty talk or into such a course. Or it may cli:rib t h . ~nga e ora ongt1metoextricateitselffrom o e1g ts accessible to only a few of its members . Under these circumstances the role of the lead . . . . . 1t to produce the "right" 0 · . . . ers is not to give 1nformat1on, nor is . pinion or interpretation It is t ·d h d. . o gu1 et e .1scuss1on, to keep it moving, to raise objections, to help the student in every way possible to understand the author, the issues and hims If Th . ' e · e most useful 1nstrum · f ·h· . question; perhaps the most useful de . f II . h em or r is purpose is the vice o a 1st e quest" "Wh ,,, may also take a definite and positive stand and e t d. 1 'o.n y. But a leader does so, however he can expe~t no s-e~·-1 n er irect y 111to the argument. If he nized authority; a'11 opinions m~st be ~t~~a~o1~~1:~~ti~n. Reason .is the only recogprevail only by general consent Th . . I y , e and any single op1n1on can . e a1111 is a ways LO develop th t d , reason and understanding and to help h. . .. . es u ent s powers of im arrive ai: inte 1 l1gent opinions of his own. i: Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to provoke a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or er.-or of national policies. Homer and Dante prompt reflections on the virtues and vices of men, on man's ultimate fate. Sometimes a seminar will devote all its time to an incerpretation of the assigned reading, staying close to the text; at other times the talk may range widely-and even wildly-over topics sugguested by the reading but having independent relevance in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, every opinion must be heard and explored, however sharp the clash of opinions may be; second, every opinion must be supported by argument-an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance or their relation to the opinions of others. Gradually, under pressure of the group, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. The students learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study: poetry is not philosophy and requires a different approach. Such progress in method may be crowned by sudden insights on the part of individuals, or by occasions when the seminar as a whole achieves illumination. c The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the solution of a problem. More often than not the problem remains ~ z li Plaza, Evans Science Laboratory, Santa Fe H II Santa Fe a .D 0 "' �THE CURRICULUM I 11 10 I ST. JOHN'S COLLEGE THE PRECEPTORIAL For about nine weeks in the middle of the year the seminars of the junior and seni~r classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or exploration of one subject in several boo~s. Stu?ents are usually given a choice of sixteen to twenty books or subjects of particular interest.to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the bo~ks of the seminar _list, or a theme suggested by the seminar reading, some precepto~1als may deal with books an~ themes the students would not otherwise encounter in the program. There are gener ally seven or eight students in a preceptorial. Guided by a tutor, they pr~ceed at a pace more leisurely than that permitted by the seminar. Usually the students work i_s completed by the writing of a paper, which may be read in draft to the preceptor1al and criticized by the other members. Listed below are preceptorial subjects offered on the two campuses for a recent year. Aristotle: Politics Camus Clement of Alexandria The Constitution of the United States: The Founding Dante: Purgatorio Dostoevsky: The Brothers Karamazov Freud Galileo Goethe's Plays-chiefly Faust Hume's Moral Philosophy Kant: Critique of Pure Reason Kaz~ntzakis: The Odyssey A Modern Sequel The Logic of Hegel The Love Poetry of John Donne Marx Mathematics and Kant Modern Theatre More: Utopia Nietzsche Plato: Laws Plato: The Sophist Psychoanalytic View of Character: Freud and Reich The Rhetoric of J. S. Bach Shakespeare: Ham/et Shakespeare: The Tempest Some Modern Protestant Theologians . . Sophocles Thomistic and Aristotelian Ethics Vibrating Bodies Giovanni Battista Vico THE TUTORIALS The seminar cannot suffice as the only means to the. end of liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study. Other instructional devices must therefore support it; these are the tutorials in language, mathematics, and music. For four years a student attends one language tutorial and one mathematics tutorial, usually four mornings a week. Three times a week sophomores also attend a music tutorial. In tutorials, around a table, thirteen to fifteen students study and learn together under the direct guidance and instruction of a tutor. Each tutorial session lasts an hour. The tutorial provides conditions for collaborative study and for the manifold teaching and learning relations that hold in a company of good friends. As in the seminar, students talk freely with one another and the tutor, but the discussion focuses sharply on assigned tasks. There is opportunity for each student to contribute his measure of instruction to his fellows. Other tutors often attend, seeking to learn about a particular subject, which they may later teach. A student will work in the language and mathematics tutorials with one group of fellow students, and in the laboratory and the seminar with another. Some of the students in his tutorials will also be with him in his laboratory and seminar. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. The language tutorial attempts to remedy this condition by a training in the means of precise communication and persuasion. In a broad sense, it may be conceived as a present-day restoration of the age-old studies of grammar, rhetoric, and logic. The tutorials seek to understand the relation between language and thought. To do this they must study the fundamental ways words can be put together, the modes of signifying things, the varied connotations and ambiguities of terms, the role of metaphors and analogies, and the logical relations between propositions. �12 I ST. JOHN'S COLLEGE The primary purpos~ of the language tutorial is thus not the mastery of any foreign languages. By studying these, however, and by translating them into English, by comparing them with each other and with English, the student learns something of the nature of languages in general and of his own in particular. During the four years, then, he is studying language as the discourse of reason and, through the medium of foreign tongues, his native English. He is discovering the resources of articulate speech and learning the rules that must govern it if it is to be clear, consistent, and effective; if it is to be adequate and persuasive. The medium for accomplishing this is Greek in the first and second years and French in the third and fourth years. In the beginning the emphasis is on the grammatical forms and constructions and the vocabulary of the language being studied. Brief passages of prose and poetry are committed to memory. But after a short time the tutorial shifts to something more concrete: the slow and careful reading and discussion of works of poetic imagination or philosophical thought Thus the rapid reading for the seminar, with its attention to the large outlines, the general trend, the development of the central idea, is supplemented and corrected by a more precise and analytical study, concerned with every detail and particular shade of meaning, and also with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not often come directly into seminar discussions. The student's concern with them in the language tutorial improves all his reading, for whatever immediate end, deepens and enriches his understanding, and increases his ability to think clearly and to talk welL The second purpose of the language tutorial is support of the seminar. The further the student advances, the more the language tutorial tends to influence the seminar discussion. It brings issues to the fore which might otherwise have been neglected and introduces more precision into the terms in which a problem is being discussed. A third aim of the language tutorial is the learning of the two foreign languages themselves. In the time allotted to the study of each language, mastery of either of them is, of course, impossible.Ability to speak the language is not an aim of the tutorial. That ability may best be acquired by living abroad, or by an intensive course. What the student can reasonably expect to attain is a knowledge of the grammatical forms and a feeling for the peculiarities of the language, within l1mitat1ons. To experience the individuality of another language is to extend the limits of one's sensibility. The choice of the foreign languages is in part dictated by the seminar reading schedule and 1s in part arbitrary, Different languages might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first year. The second year ends with. analysis and discussion of works by Shakespeare, Donne, and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text The aim here is economical progress toward facility in the reading and writing of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and THE CURRICULUM I 13 content of French prose selections. Discussions of both form and con'ent I . d . . . . l are re ale to appropriate writing assignments, including exercises in translation in which th student attempts to match in his own tongue the excellence of his models. In th: second semester a complete play in verse is read. In .the fourth year passages from English writers are translated into French· d1scuss1on of students' versions is helped by comparison with expert translations of each text chosen The pnnci.pal activity of this year, however, is the read mg of French poems. Its 1mmed1ate object 1s the understanding and enjoyment of each poem in its �14 I ST. JOHN'S COLLEGE THE CURRICULUM I ·15 parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarifies the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted in the third year. THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is or ought to be the case is suggested by the term itself, for it is derived from a Greek word meaning "to learn." It is regrettable, then, that students should ever grow to have an aversion to mathematics or to think of themselves as unmathematical. The experience of the St. John's program is that when mathematics is taught from well-chosen texts, at a patient pace, and with the expectation of pleasure, it turns out to be the most readily learnable of the liberal arts. There are two main reasons for studying mathematics. First, it pervades our modern world, perhaps even defines it Therefore anyone who means to criticize or reform, resist or further this world not only must have some familiarity with the mathematical methods by which it is managed, but must have thought about the assumptions that underlie their application It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure the things in the world. The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathematics has, as its name implies, a particularly close connection with the human capacity for learning, its study is especially useful 1n helping students to think about what it means to learn and to know something. To prepare themselves for such reflection students study artfully composed mathematical texts, demonstrate propositions at the blackboard, and solve problems. By doing this over four years they learn a good deal of mathematics, and they gain noticeably in rigor ofthought, nimbleness of imagination, and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: mathematical objects-its central expression found in the theory of ratios-which is buried under the foundations of modern mathematics. After Euclid he begins the study of Ptolemy's Almagest, his treatise on astronomy, centering attention on the problem of "hypotheses" constructed to "save the appearances." That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St. John's and the ordinary course 111 mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic, and religious readings that are taken up in the first and second years. Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? Is there "better" and "worse," ".ugly" and "beautiful" in mathematics? Do mathematical symbols constitute a language? Are there "mathematical obiects"? In what way did the discoverer of a particular theorem probably first come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. In the second year the student continues the study of Ptolemy, emphasizing those difficulties and complexities of the geocentric system which are brilliantly resolved by the Copernican revolution. He studies Copernicus's transformation of Ptolemy into heliocentric form. He next takes up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this he studies analytic geometry, which presents the conic sections 1n algebraic form. He thus gains an understanding of algebra as the "analytic art" in general. The student begins with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, he gains a notion of deductive science and of a mathematical system in general; he becomes acquainted with one view of In the third year calculus is studied both analytically in its modern form and geometrically as Newton presented it. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetic foundation for the calculus. The student then returns to Newton's Principia, to take up �THE CURRICULUM I 17 16 ; ST. JOHN'S COLLEGE . . brin s heavenly and earthly motions under the astronomical parts in which Newton g .th a "dynamic" theory in which rely geometric astronomy wi . one law an d rep Iaces a pu . the mathematics tutorial 1s more orbits are determined by laws of force. Here ~ga~n n to physics and a foundation for than a mathematics course. It is both an intro uc 10 the study of the philosophical outlook of the modern world. . b h k"' proach to non-Euclidean In the fourth year the reading of Lo a~ evs I ~ apas well as on the nature of geometry invites reflection on :.he ~o~~u ~:~si~ t~:~;t::~~lf of the year by the study of the geometric art as a whole. T is ics o o h. h challenges our conventional underEinstein's special theory of relatd1v1tyf, w ic 0 the Annapolis campus, there is an . f h • e o' time an o space. n . . standing o t e nalur i . f h of the students study pro1ect1ve alternate program for the latter half oht he ybear: somt~ Euclid returns in a remarkable geometry, in which the enterprise w ic_ egan w1 way, now generalized, to its s1art1ng point THE MUSIC TUTORIAL One of the aims of the St John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed towards technical ski 11 but towards an understanding of the phenomena of music The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers. The study of music is valuable in training the mind to a sense of ratio and proportion. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year, by way of introduction, all students sing in a chorus. In the sophomore year a tutorial meets three times a week. The music tutorial reflects two different but complementary aspects of music. On the one hand music is intimately related to language, rhetoric, and poetry. On the other it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint, and harmony. None of these is done apart from the sounding reality of good music. The inventions of Bach, the songs of Schuberi, the masses of Palestrina, the operas of Mozart, the instrumental works of Beethoven, and, from this century, a major work of Stravinsky and one of Schoenberg, are the real textbooks. In the second semester at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. THE LABORATORY The emblem of the St. John's program on the front cover shows seven books surrounding a pair of scales. The balance, no less than the books, symbolizes the tradition of the I iberal arts. It stands for the instruments of the scientific laboratory, which may well be the most characteristic institution of the modern world. Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions, in industry, politics, morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St John's program and one which the College takes special care to emphasize. There is scarely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the �THE CURRICULUM I 19 18 I ST. JOHN'S COLLEGE practice of the liberal arts. The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were disti net and autonomous domains of learning. There need not be "two cultures." Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION OF THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the studentto trace a scientific discipline to its roots in principle, assumption, and observation. Thus certain integrated wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The student must have time to satisfy himself as to the degree of accuracy his instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire experiment. Only thus can he come to a mature understanding of the sciences called "exact." Id far-reaching changes that tb ppreci ated without the flov~ from _it, ;n,~~e~~~oe~ ton~es~;tes. first two years, which covert e perio rr . x I oration of natural phenomena lv\odern mathematics has made pdosds1bhle tbhe e fpor what is known to us as the I d has prov1 e l e as1s b . are the consequence of the vast 011 an immense _sea e an II · I • I o' the 1a orawry laboratory. The mte ecrna ,oohs ' , th. k s 01' the seventeenth century. They are , d · eel by t e greaL 1 er n . project of SLLI y conce1v . f h . e which transforms the universe based on a mathematical interpretation o t e un1vers , . . book written in mathematical characters. into a greal . I 1 ho d that .. "fices of the human mine ano ian . Liberal learning is concerned w1d1 thedart1 c1· For this purpose St. John's has · ros 'o our un erstan 1ng. d help us to relate our exper1en~~ ' I . herein characteristic and relate w Iab ora t ory · the natura sciences, cl There is the art of measurement, set up a four-year in . . nd chemistry are pursue · topics of physics, b io 1ogy, a h . nts of observation and measure• I t dy oft e instrume which involves the ana !yuca s u . , . ce have to be reproduced; the ment; crucial experiments that mark the hh1story obr scc1aer1:fully scrutinized. All of this is . f · ·heory and fact as w e interplay of hypot I1 esis, l . ' . 1 h h provide a clear understanding o supported by the mathematics tutor1a s, w ic mathematical techniques. . .· . . . 1. . I the various sc1em1f1c d1sc1p ines, The task, however, is noUo cover exhaust1veeyin s ecialized research. It is rather to bring the student up to date In them, or to en gag,, si n~ficance of science as a human to make the_ student experience and understand lh~d g . ty of sl/i I ls derived from the . ' enterprise 111volv111g f un d amen t a I as sumpt1ons an a vane A laboratory section consists of seventeen to twenty-one students under the guidance of a tutor, with the help of more advanced students serving as assistants. Sections meet twice a week. A laboratory session may be used for exposition and discussion of theory, for experimentation, orfor both, as the progress of the work requires. Occasionally a laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Fresnel, Darwin, Faraday, Maxwell, Thomson, Rutherford, and Bohr are among those regularly used in this way. In all the work of the laboratory, and in the laboratory manuals written at the College, the purpose is to. achieve an intimate mixture of critical discussion and empirical inquiry. ITS CONTENT The general topics of study have been chosen from elementary physical and biological science. In terms of traditional names for various branches of scientific endeavor, the work schedule may be outlined as follows: 1st Year 2nd Year 3rd Year 4th Year First Semester Theory of measurement Second Semester Chemical ammism Comparative zoology, embryology, genetics, evolution. Mechanics, optics, and force-fields Electromagnetism Atomic structure �20 I S_T. JOHN'S COLLEGE THE CURRICULUM ; 21 PHYSICAL SCIENCE In the first semester freshmen study the theory and problems of measurement, which make up the major link between mathematics and experience. The specific measurements considered are those of length, area, volume, weight, density, musical pitch, physical moments, pressure, temperature, and heat. Attention is given to the theoretical assumptions underlying each particular measurement, to the construction and precision of the instruments used, to proper utilization of the data collected, and to the problem of error. In the second semester the student confronts the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The emphasis now shifts from the problems of measurement as such to the problems of developing a coherent physical theory that wi 11 account for experimental findings. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformations of which they speak" The mearnngs of the terms, pure substance and mixture, element and compound, atom and molecule, are carefully considered. The semester's work culminates in the resolution of the problem of determining atomic weights and in two further developments which this resolution makes possible, the theory of valence and the periodic chart. In the third year the laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, and electro-magnetism. The mathematical tools of physics are put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutorial As the tools of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy, and potential fields, to their reformulation in more appropriate terms; at the same ti me the physical concepts serve to illustrate the mathematical ideas. The concepts of mechanics are then used to formulate alternative theories of light-corpuscalar and wave-and the appropriateness of either is considered. In the senior year electromagnetic theory is approached initially in terms of classical physics, and then developed beyond those terms to the general characterization of the electromagnetic field by Maxwell's equations" Finally, the principles of optics are reviewed as possible consequences of Maxwell's equations, and the appropriateness of a mechanical model for light is examined. In many ways the work of the senior year is a return to questions the student first raised as a freshman. The senior laboratory takes up anew the theory of atom ism-but now the atom itself has become the object of study. Prepared by his work with electrical phenomena, the student can focus on the questions of atomic stability that lead to the revol~tionary quantum hypothesis of Bohr and Schrod111ger. Through a sequence of historand the w_ave mechanics of de Broglie ments, the concepts of particle and wave of ~c sc1ent1f1c papers and related experimean111g. Ultimately the student must ' .d iscreteness and continuity, gain new of measurement-in the light of th "reconsh1 er another "freshman" problem-that e new p ys1cs." �THE CURRICULUM I 23 22 I ST. JOHN'S COLLEGE BIOLOGICAL SCIENCE k . the study of living matter. Using the In the second year the laboratory ta es up t dies animal life in four aspects theory of evolution as a unifying idea, the laboratot rybrsatues are considered. The student . h I animals or mver e I or units of work. First t e ower . pings of invertebrates. Genera observes and dissects representatives of.the ~a1or ;ro\ole and of form to function are topics such as the origin of life, thed rde.lat1ot~ o pabrtr·1nogwthem to the force. 1ssec 10ns discussed as t h e o b servat ·ons an I . h . ross anatomy, with special emp as1s on Frominvertebratesthestudentmovestog I 1·ketheeye Furtherlightis h t fa comp ex organ I . the circulatory systen:i and t e str.uc u~e oh t d of invertebrates. The interaction of thrown on the questions first raised y t e s u y organ systems is explored. After the study of animal forms the laboratory proceeds to the topics of embryology, development, regeneration, cell migration, and cell differentiation. Theories of growth and formal differentiation are elicited from the observations. The fourth unit is concerned with genetics and the genetic study of populations. Mendel's theory of heredity, the molecular theory of the gene, and the results of laboratory studies of small fruit-fly populations are considered from the viewpoint of their evolutionary significance. In general, the laboratory consists of close observation, through microscopes or with the naked eye, together with constant theoretical interpretation of the observations, in class discussion and through reports and papers. Important works by biological scientists are read in conjunction with the experiments and discussions. They include the seminal work of Harvey, Darwin, and Mendel and the modern extensions and criticisms of the work of the early masters. The purpose of the biology laboratory is thus to acquire an understanding of self-moving matter. THE FORMAL LECTURE The curriculum as described so far has been shown to use the medium of discussion, of recitation, of student participation at every stage of the work. On Friday evenings, however, a different pattern of instruction prevails. The formal lecture is the occasion when the student has an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and testthe student's readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, painting or architecture. The lecturers are often visiting scholars, but not infrequently members of the St. John's faculty. The visitor may be from the academic world or from the arena of public affairs; he may be a poet or an artist. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturer submits himself to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the student the habit of listening and following the exposition of a subject he may not be familiar with, and it also provides him an opportunity, in the discussion period, to exercise his dialectical skill in a setting very different from the classroom. It is here that he can himself test the degree of his understanding and the applicability of what he has learned. The lectures range through a variety of subjects. Sometimes the student is confronted with opposing views on a given subject. Some of the lectures have immediate repercussion in the seminars and tutorials. Others may have a lasting effect on the direction that a student's work takes within the framework of the program. �THE CURRICULUM I 25 24·1 ST. JOHN'S COLLEGE LECTURES AND CONCERTS The list below provides some examples of lectures and concerts given on one or the other campus in a recent year: "The Circle and the Square" Hugh McGrath "Asian Wisdom and the Modern World" Nancy Wilson Ross "Descartes and the Enlightenment" Richard Kennington "The Poet of the Odyssey" Eva Brann "Keyboard Music and the Art of Illusion" Douglas Allanbrook "The Constitution and Threats to Liberty" Walter F. Berns "Law and Education" Harris Wofford "Words and Music" Virgil Thompson "Medea: Hero, Goddess, Woman" Bernard M. W. Knox "The Objects of Discourse" Mortimer Adler "Jesus of Nazareth, Lamb of God" Edward Sparrow "Computer-Tool of Reckoning" George Wend "Diirer as a Draftsman" Christopher White "Poetry and Politics" Eugene McCarthy "Speech: Its Strength and its Weaknesses" Jacob Klein "Plato's Republic and the Search for Common Objects" William O'Grady "The Prospects for Mankind" Herman Kahn "The Ontological Argument" Robert Neidorf "The History and Myth of Philosophic Religion" Muhsin Mahdi "Stravinsky and Irony" Nicolas Nabokov THE ST. JOHN'S LIST OF GREAT BOOKS The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, atThe University of Chicago, at The University of Virginia, and, since 1937, at St. John's College. The distribution of the books over the four years is significant.Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. _The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books frofll the Roman and medieval periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written originally in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter. The St. John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at al I times. In doing that it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and ever-present gravity of human issues. �THE CURRICULUM I 27 26 I ST. JOHN'S COLLEGE The list which follows is subjectto constant review and revision by the Instruction Committee of the faculty. Books read only in part are indicated by an asterisk. FRESHMAN YEAR Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Marcus Aurelius: Nicomachus: Lavoisier: Essays by: Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Co/onus, Antigone Peloponnesian War Hippolytus, Medea, Bacchae History* Clouds, Birds Ion, Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus Poetics, Physics,* Metaphysics,* Ethics,* On Generation and Corruption* Elements* On the Nature of Things Pericles, Alcibiades Meditations* Arithmetic* Elements of Chemistry* Archimedes, Toricelli, Pascal, Fahrenheit, Black, Avogadro, Dalton, Wol/aston, Gay-Lussac, Cannizzaro, Mach, Bridgman, Couper, Morveau, Proust, Bertha/let, Richter, T. Thomson, Whewelf, Berzelius, Dulong, Mendeleev SOPHOMORE YEAR Aristotle: Apollonius: Virgil: Plutarch: Epictetus: Tacitus: Ptolemy: Galen: Plotinus: Diophantus: Augustine: St. Anselm: Maimonides: Aquinas: Dante: Chaucer: Machiavelli Copernicus: Luther: Rabelais: Calvin: Palestrina: Montaigne: Viete: Bacon: Shakespeare: The Bible* De Anima, On Interpretation,* Posterior Analytics,* Categories,* Parts of Animals,* Generation of Animals* Conics* Aeneid Caesar, Antony, Brutus, Cato the Younger, Pompey, Cicero Discourses, Manual Annals Almagest* On the Natural Faculties Fifth Ennead* Arithmetic'' Confessions, City of God* Proslogium Eight Chapters on Ethics Summa Theologica, *Summa Contra Gentiles* Divine Comedy Song of Ro/and Canterbury Tales''' The Prince, Discourses* On the Revolution of the Spheres* The Freedom of a Christian, Secular Authority Gargantua and Pantagruel* Institutes'' Missa Papae Marcelli Essays* Introduction to the Analytical Art Novum Organum* Richard II, Henry IV, Henry V, The Tempest, As You Like It, Hamlet, Othello, Macbeth, King Lear, Coriolanus, Sonnets* Kepler: Donne: Harvey: Descartes: Pascal: Bach: Haydn: Lamarck: Mozart: Beethoven: Schubert: Darwin: Verdi: Mendel: Stravinsky: Des Prez Poems by: Essays by: Epitome IV Poems* Motion of the Heart and Blood Geometry* Generation of Conic Section St. Matthew Passion, Inventions Quartets* Philosophical Zoology Operas* Sonatas* Songs* Origin of Species Otelia Experiments in Plant Hybridization Symphony of Psalms Mass Marvell, Donne, and other 17th-century poets Bernard, Weismann, John Maynard Smith, Dreisch, Boveri, Tei/hard de Chard in Cervantes: Galileo: Hobbes: Descartes: Milton: La Rochefoucauld: La Fontaine: Pascal: Huygens: Spinoza: Locke: Racine: Newton: Leibniz: Don Quixote Two New Sciences Leviathan Discourse on Method, Meditations, Rules for the Direction of the /VI ind Paradise Lost, Samson Agonistes Maxi mes* Fables* Pensees* Treatise on Ligh_V On the Movement of Bodies by Impact Theolog1co-Pol1t1cal Treatise Second Treatise of Government Phedre Principia* Monadology, Discourse on Metaphysics, Principles of Nature and Crace Founded on Reason, Essay on Dynamics Gulliver's Travels Principles of Human Knowledge Tom Jones Treatise of Human Nature,* Dialogues Concerning Natural Religion, Enquiry Concerning Human Understanding Social Contract Wealth of Nations Critique of Pure Reason,* Fundamental Principles of Metaphysics of Morals Don Giovanni Pride and Prejudice JUNIOR YEAR Swi~: Berkeley: Fielding: Hume: Rousseau: Adam Smith: l<ant: Mozart: Jane Austen: Hamilton, Jay, and Madison: Melville: Dedekind: Essays by: The Federalist Billy Budd, Benito Cereno, Moby Dick Essay on the Theory of Numbers Boscovich, Thomas Young SENIOR YEAR Shakespeare: Moliere: Goethe: Antony and Cleopatra The Misanthrope, Tartuffe Faust �THE CURRICULUM I 29 28 I ST. JOHN'S COLLEGE Hegel: Lobachevsky: Tocqueville: Lincoln: Kierkegaard: Wagner: Thoreau: Marx: Introduction to the History of Philosophy, Preface to the Phenomenology, Logic (from the Encyclopedia), Philosophy of History,* Philosophy of Right,'' Philosophy of Spirit* Theory of Parallels* Democracy in America* Speeches* Philosophical Fragments, Fear and Trembling Tristan and Isolde Walden Communist Manifesto, Capital,* Political and Economic Manuscripts of 1844'' Dostoevski: Tolstoy: Lewis Carroll: Mark Twain: William James: Nietzsche: Freud: Valery: Jung: Mann: Kafka: Heidegger: Heisenberg: lvlillikan: Poems by: Essays by: Brothers Karamazov, The Possessed War and Peace Alice in Wonderland The Adventures of Huckleberry Finn Psychology, Briefer Course Birth of Tragedy, Thus Spake Zarathustra, *Beyond Good and Evil* General Introduction to Psychoanalysis, Civilization and Its Discontents, Beyond the Pleasure Principle Poems* Two Essays in Analytic Psychology* Death in Venice The Trial What is Philosophy? The Physical Principles of the Quantum Theory* Supreme Court Opinions* The Electron* Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud, and others Faraday, Lorenz, ]. ]. Thomson, Whitehead, Minlwwsl<i, Rutherford, Einstein, Davisson, Bohr, Schri.idinger <./)- ""' 0 I I::::i <( '-'- 0 z 0 i== <( u u:: Vi <fl <( "' i 0 "' :c a.. ....J u c -0 .2:' -0 2 * <fl �THE ACADEMIC ORDER I 31 The Academic Order from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John's curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John's. THE TUTORS THE INSTRUCTION COMMITTEE Learning is a cooperative enterprise, and it is best carried out when persons at different stages of comprehension work together. The typical learning situation at St. John's involves a small group of learners. First in line come the great teachers, the writers of the great books, who are talking in most cases at the high point of their learning. Next come the reading and talking teachers, the tutors, who are members of the faculty; in their stage of learning they are somewhere between the authors and the best students. There then follow the other students at distances proportional to the degree of their understanding. The old-fashioned ranking of classes in the little red schoolhouse is the relevant image here. At the head of the class is the author-teacher, at the foot of the class the poorest student in relation to the subject matter. All the others are both teachers and pupils, each learning from those above and teaching those below. The aim in all the classes is to exploit the differences in knowledge, character, and skill as they are distributed among students and tutors. The Instruction Committee is a committee of tutors responsible for advising the Deans on all matters of instruction-whether concerning curricular planning or the academic standing of students. It also advises the President and Provost on appointments to the faculty. The Committee consists of the Deans and twelve tutors, six elected by the tutors on each campus of the College; the President and the Provost sit with the Instruction Committee ex officio. Each Dean is the chairman of the Instruction Committee on the campus where he serves; the members of the Committee on each campus constitute the Instruction Committee for that campus and meet at frequent intervals throughout the year. The ful I Committee meets annually, alternating between the two campuses, and the Deans alternate as chairman of the Instruction Committee. The kind of teaching and learning that goes on at St. John's presupposes, then, a faculty differing in many ways from the faculties of more conventional colleges. Each tutor normally has a specialized competence in at least one field of knowledge. Beyond that he must be willing to acquire a certain expertness in other fields of knowledge and a competence in the liberal arts. This may mean that he has to re-educate himself. He is expected to teach some classes in subjects other than his own. Ideally, the tutor wi II eventually have taught classes in every part of the program. He thus will, for the first years of his teaching at least, attend classes in the same way as a student: his own learning goes along with his teaching; just as the student does, he progresses from year to year in the curriculum; and that continuous learning and teaching bring him, in ever-increasing measure, into close familiarity with the entire program. The books chosen for study at St. John's are collected in the library in the best editions and translations that can be obtained. These books and carefully selected modern texts for the laboratory are the core of the library, essential to the teaching of the program. A good general collection is a necessary supplement; a specialized, highly technical one would have little use. Each year books in mathematics, science, philosophy, religion, fine arts, music, poetry, literature, and history are purchased. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarian in selecting books and periodicals. Thus a member of the St. John's faculty is never confined in his scholastic activities to a single division of the program. He is, and has to be, a teaching member of a seminar and of either two tutorials or of one tutorial and a laboratory section. Each tutor is constantly passing on the special skills he possesses to his colleagues 'who might require them in their classes. Both libraries have interesting special collections. Annapolis has the Bray Collection dating from 1696, known as the "first public library in America," and the Peter Huntington Jackson Collection, which is rich in Elizabethan imprints and French Revolutionary books and tracts. The Witter Bynner Collection and the Edgar Allan Poe Collection in Santa Fe contain first editions of each poet as well as other be// es lettres. Since it is necessary, on the other hand, that tutors probe more deeply into the foundations and wider contexts of the subject matters that are the teaching materials at St. John's, to avoid staleness and the ever-present danger of succumbing to routine performance, faculty study groups are set up. Leaders of such groups are relieved partially of their ordinary teaching duties. They engage in a thorough study and exploration of a subject chosen by the Instruction Committee of the faculty. Scholars Woodward Hall in Annapolis was renovated as a modern library facility in 1969. It has comfortable modern study carrels and stacks as well as traditional reading rooms. THE LIBRARY The Annapolis library maintains a collection of about 60,000 volumes. In Santa Fe, the collection has been growing at the rate of 3,000 volumes each year and now numbers over 25,000. The Santa Fe library is housed in the Peterson Student Center and the Tower Building. The music library is located in the Sternberger-Weis Music and Fine Arts Building. �32 I ST. JOHN'S COLLEGE THE ACADEMIC ORDER I 33 SCHEDULES Perhaps the most distinctive mark of St. John's College is the fact that al I the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when al I freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when the seminar leaders are wondering if the students will see the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. These are the educational realities that a common schedule marks and emphasizes. The only exceptions to the common schedule occur during the preceptorials in the junior and senior year. A SAMPLE FRESHMAN SCHEDULE FOR ONE WEEI< Hour Monday 8:30 Tuesday Wednesday Thursday Friday Mathematics Tutorial Mathematics Tutorial Mathematics Tutorial Mathematics Tutorial Language Tutorial Language Tutorial 9:30 10:30 Language Tutorial Language Tutorial ·11.30 ESSAYS 1:00 to 4:00 8:00 ESSAYS AND EXAlvllNATIONS Chorus Laboratory Laboratory Seminar Seminar Formal Lecture Except for the preceptorials in the 1unior and senior years and certain periods of laboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students. Each morning for either three or four days a week they spend one hour in a language tutorial and one hour in a mathematics tutorial; sophomores also spend three hours a week in a music tutorial. Twice a week they spend up to three hours in the laboratory.Two evenings from eight to ten they attend a seminar. A formal lecture or concert is given once a week. Nineteen to twenty-one hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. Every freshman, sophomore, and junior submits an essay on some theme suggested by his seminar reading. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bib I iography, but rather an attempt on the part of the student to set out in writing, as clearly as he can, his own thoughts on some aspect of the liberal arts. The essay i 11 the second semester becomes the center of his final oral examination in the i=or sophomores the annual essay holds a position of special importance. It becomes a major part of the process called enabling (see page 35). ORAL EXAMINATIONS At the end of each semester, oral rather than written examinations are held. These are conducted by the seminar leaders, with the voluntary participation of other tutors. The student is questioned freely and informally on the texts he has read and on his critical and interpretative opinions. It is not the aim of the examiners to find out how much the student remembers. He is encouraged to consider different parts of his study in relation to each other and to problems that may not have been treated in any of his classes. For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. �THE ACADEMIC ORDER I 35 34 I ST. JOHN'S COLLEGE THE FRENCH READING KNOWLEDGE EXAMINATION Before being granted the degree of Bachelor of Arts, each studen_t must pass_ an examination to show a reading knowledge of the French language. Th_1s_ examinati~n must be passed before the beginning of the senior year and is a prerequisite to enabk a senior to become a candidate for the degree of Bachelor of Arts. of interest, performance, and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. THE ENABLING ORAL EXAMINATION The senior enabling oral examination is given to the student in the fall at the beginning of his fourth year. It is focused on a number of books assigned for reread1lng and study during the preceding summer. They correspond in quant1t~ to about twle ~e seminar readings and are chosen by the Instruction Committee from che seminar is s~ with a view to covering key themes of the four years. The passing of this examinatio confirms a student's status as a candidate for the degree of Bachelor of Arts. THE DON RAG Once each semester the student meets all his tutors in the don rag. The don rag is a consultation of student and.tutors for the purpose of diagnosis and prescription rather than for reporting of marks. The tutors report to one of the seminar leaders on the student's work during the semester; the student is then invited to report on himself and to judge his own work. Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed. THE FINAL ESSAY AND ORAL EXAMINATION In his senior year the student is required to present to _the faculty a final_ essa~ related to some aspect of his four years' work. Again it is _not mtended to be a p1e~:~s Spec .1alized research but rather a sustained performance in the liberal ans . Four_wd~ <h, ' ·· d this perio t e at the start of the second semester are reserved for essay writing; un ng .. .. seniors attend no classes. If the final essay is approved by the faculty commi~tee ~o which it has been assigned for reading, the student is examined upon it Y t, e committee in an hour-long public oral examination. No deg_ree is awarded unless bmh the essay and the oral examination are satisfactory. The senior essay is regarded as the SOPHOMORE ENABLING fruition of the student's learning. Sophomore en ab I ing is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning during the two years he has spent in the College. As an indication of his proficiency in the liberal arts, the annual essay if he carries great weight. A student is enabled, or allowed to enter the ju111or class, has submitted a satisfactory essay and only if, in the judgment of the Instruction Committee, he is sufficiently prepared for the work of the last two years. In particular, the enabling judgment looks to the possibility of the student's writing an acceptable senior essay. ACADEMIC ST Al'~ DI NG THE ST. JOHN'S DEGREE OF BACHELOR OF ARTS · · d · , largely of the active Because St . Jo hn'c classes are small and mt1mate an cons1sc , d from day to participation of the students, every tutor is aware of his stu ents progress . d day. The tutors' appraisals of a student are based therefore not alone on qL~zzesf at~ but on the student's total performance as a mem er o 1 e tests, which are rare, learning community. · · d , f t dent is reported to the Dean The tutor's comprehensive JU gmenL o a s u . periodical Jy as a conventional letter grade, but not to the student. Stud e~ts wi I~be t~I~ their grades if they insist. They are encouraged, however, not to wor < or_gra e's, u rather to try to develop their powers of understanding. If it becomes evident 1hat a student is not progressing at al I, or that the learning process has stopped and cannot be J . 1 revived, the student is asked to leave the College. Ideally, there is no reason for dropping any normal student from t~is comse of study. It is assumed that each student has_ the required capac1t1es until there i_s clear evidence to the contrary. The curriculum 1s varied and rich enough for great diversity The student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, but they spend their first summer in completing their freshman year, so that they too complete a four-year curriculum. For transcript purposes, St. John's seminars, tutorials, and laboratories can be translated into terms of conventional subjects. The curriculum is the equivalent of approximately one hundred twenty-eight semester hours. GRADUATE STUDIES AFTER ST. JOHN'S Each year many St. John's seniors elect to do advanced work in a wide range of graduate and professional schools. Experience shows that leading universities admit St. John's graduates with creditable records. Si nee St. John's offers no majors in specific subjects, however, some may find it necessary to take undergraduate courses during their first year of graduate or professional study, in some but not all fields. �36 I ST. JOHN'S COLLEGE THE ACADEMIC ORDER I 37 Whatever the attitude of the graduate schools, St John's refuses to accept the imposition of preprofessional specialized requirements on its liberal curriculum. The College knows well enough thatto educate a man requires less, and yet far more, than is required to satisfy the shifting standards of specialized skills. The following table shows the professions or fields of advanced study entered by one or more St. John's graduates; law, mathematics, philosophy, education, medicine, and theology have attracted the greatest numbers. Archeology Architecture Art Biochemistry Biology Bio-physics Business administration City planning Computer programming Dentistry Drama & playwriting Economics Education Engi neeri ng THE ST. Geology History Hi story of a1t History of science International relations Journalism languages law library science literature logistics management Mathematics Medicine Meteorology Music Nursing Oceanography Philosophy Physics Political science Psychology Public administration Social anthropology Social work Sociology Systems analysis Theology Writing N'S DEGREE OF MASTER OF ARTS St John's College awards the degree of Master of Arts" The requirements for this degree are determined the general task the College has set for itself. A Master's degree may be awarded to a tutor vvho has completed two years of teaching at St john's. He must the Instruction Committee for to present himself as a candidate for the degree. He must then submit a thesis on a topic the Instruction Committee and stand an oral examination upon The topic must have some bearing on the understanding and practice of the liberal arts. THE GRADUATE INSTITUTE IN LIBERAL EDUCATION A graduate program, leading to the MJ'." degree in the liberal arts, is conducted during the summer on the Santa Fe campus. It is designed for graduates of colleges other than St John's and is particularly well suited to the needs of high-school teachers. The program, which is based on the St John's list of readings, is divided into four subject areas: Politics and Society, Literature, Philosophy and Theology, and Mathematics and Natural Science" Each summer session lasts eight weeks and consists of seminars, tutorials, and preceptoria!s. The seminars are modeled on those of the undergraduate college; they are limited to about twenty students. The tutorials are smaller classes devoted to the close reading of texts" In the preceptorial the student chooses a topic pertaining to one of the books studied and, under faculty guidance, writes a long essay. For each section of the program nine credits are granted. All four sections are required for the degree, though students who have previous graduate credit may be el1g1ble for the degree after three summers. The sections may be taken in any md,er. More detailed information and a separate catalogue may be obtained by writ1.ng co the Graduate Institute 111 Liberal Education, St John's College, Santa Fe, New Mexico 87501. �RESIDENCE AND STUDENT LIFE I 39 THE STUDENT POLITY Residence and Student Life It is the policy of the College to encourage any spontaneous gr~up ;ctivity that sho_~s promise of becoming a constructive contribution to 1he lne o1 the communllly. Generally such activities in Annapolis are under the sponsorship of the Student Pdo ity · ' d · f ally by the stu ents Jn Santa Fe, for the most part, they are sponsore in orm .. ,. . themselves. The College cooperates in the financing of those act1v1ues that require expenditures and gives advice when it can be helpful, because recreation and play are an integral part of life. THE ANNAPOLIS CAMPUS Since its founding as King William's School in 1696, SL John's College has been situated in the colonial seaport town of Annapolis, capital of the State of Maryla_nd. Its population of 30,000 people are occupied principally with the training of midshipmen at the United States Naval Academy, with the government of the _State and of Anne Arundel County, with the fishing industry and recreational act1v~t1es of C,hesapeake Bay, and with the liberal education of young men and women aL St. John 5 College. The campus of thirty-six acres I ies one block from the _State House_ and across, the street from the Naval Academy yard. Fifteen buildings provide the physical plant or the College including three historic eighteenth-century structures and four com~let_ely modern' buildings erected within the last decade. There are six student dorm1wries, four for men and two for women. The Student Polity, originally formed in 1945, is the organ of student government on the Annapolis campus. Its purposes are as follows: (1) to promote a consciousness in the student body of political and communal responsibilities to both the College and the civic communities; (2) to discover and express student opinion on al I problems common to both the students and the faculty; (3) to review annually the activities of all student organizations and to grant charters and allocate funds to those organizations whose activities are judged to be consistent with the aims of the College community; (4) to determine further, jointly with the faculty, the proper delimitation of jurisdiction in the community. STUDENT ACTIVITIES Some student activities are really an extension of the curriculum, for example, the Bible classes, Astronomy Club, the Modern Language Study Croup, and classes in European and Asiatic languages, beginning and advanced German, Esperanto, organic chemistry, and biochemistry. Others are carried on by student organizations such as the following: The King William Players serve as a center for a variety of dramatic activities such as play readings, classical drama, and original works. The Modern Theater Croup concentrates on full-length plays of the twentieth century. The Public Affairs Forum brings public figures from Washington and elsewhere for discussion of current events. The RAM Film Club presents a weekly series of foreign and domestic films-the "classics" of cinematic art. The Boat Club engages principally in 420-class sailing, although it has other class boats as well In addition to operating and maintaining its facilities, the Boat Club provides for regular periods of instruction in sailing. The Society of Bacchus arranges college dances. Students hold waltz parties and participate in orchestra and small chorus. Public concerts are occasionally given. The Artist in Residence conducts classes in the art studio in drawing, painting, and modeling, and arranges art exhibits. The Photography Club has its own specially constructed darkroom, and a shop is available for woodworking and glasscutting, with all the necessary equipment. Other groups include voluntary service work, Organic Gardening Club, Chess and Co Clubs, and The Collegian, a weekly student newspaper. �RESIDENCE AND STUDENT LIFE I 41 40 I ST. JOHN'S COLLEGE ATHLETICS Since 1939 athletics at St john's has been organized on an intramural basis, with active participation more than two-thirds of the student body. With the aid of student athletic assistants, the Director of Athletics at the Annapolis campus conducts a program of individual and team sports throughout the entire year, The athletic facilities which are open equally to men and women, include a well-equipped gymnasi~m, large playing fields, tennis courts, and a boathouse with a number of sailboats. Excellence of performance in a wide variety of sports-111clud111g tennis, handball, sailing, squash, badminton, tough football, soccer, volleyball, softball, basketball, fencing, field hockey, paddleball, table tennis, and track-is the instructional ideal and is recognized through a number of individual and team awards. THE SANTA FE CAMPUS In the early 1960's the College decided to expand without sacrificing the virtues of smallness by establishing a second campus in the West St John's College in Santa Fe was opened in the fall of 1964 in New Mexico's capital city, which was founded in 1610 by Spanish colonists. Its population of 41,000 people is occupied principally with the government of the State and of Santa Fe County, with cultural pursuits in the fine arts, museums, and the opera; with catering to tourists; and with education at the Institute of American Indian Arts and the College of Santa Fe, as well as St John's. The campus of 300 acres lies in the southeast corner ofthe city, two miles from the historic Santa Fe Plaza and Palace of the Governors. At an elevation of 7,300 feet, it commands views of three mountain ranges. Buildings, constructed in the modified territorial style of the region, include a classroom building, a laboratory, the student center, a music and fine arts building, library, a dining hall, an administration building, an infirmary, and 16 student dormitories, nine for men and seven for women. Santa Fe students and tutors have initiated a wide variety of extra-curricular activities related to social service, language studies, the visual arts, dramatics, music, and current affairs. There is no student government. Students have become involved in such service activities as working with patients at the State Mental Hospital, assist111g 111 community youth programs and counseling centers, tutoring of needy children, leadership of Scouting activities, and in developing a drug-counseling center for the city of Santa Fe. From time to time, groups gather to read Russian, Spanish, German, Italian, Hebrew, and Chinese. Informally, students and faculty meet often to discuss contemporary literature and public concerns. The Student Employment Bureau locates part-time jobs in Santa Fe fo( students of the College. The Student Film Society presents foreign and domestic films each week for the College and for townspeople. Good Times Overground is a student organization vvhich sponsors speakers on topics of current interest, films, musical programs, dances and parties. Santa Fe artists conduct classes in drawing, painting, pottery, weaving and jewelry-making. Studios, work shops and a kiln are available. A fully equipped darkroom, and instruction, are provided for beg111ners. Folk dancing classes meet regularly. Students publish Au Verso, a literary magazine, which comes out periodically. The St John's Chamber Orchestra includes musicians from the town of Santa Fe as well as St. John's students and faculty. Its concerts are well attended. lv\adrigal singers, both students and faculty, work with a tutor, as does a chorus, which sometimes combines with the Chamber Orchestra in concerts. �KING ~ - 1~ DJ ARRISTER H " I CHASE STONE LI HOUSE ~ IGLEHART !GYMNASIUM) HALL l~WO~~~~RD GEORGE STREET CHARLES CAR "'Adm,rnons Qffi,e "'"'"'"" ~ L -. PD (LIBRARY) VJ ~18Ell.TY 0 - -0 TREE P..l );:.. ::::i TENNIS COURTS ::i ::i OJ n ~ -0 Q_ ~ ~ '" "' m "' ~ .. ,l/'l. ~=======~~ :z "' 0 -""' - VJ 0 $:: ' - c 0 OJ c; ~ :J~ Vi.... :::i Q }{ ~ HEATING. . ~ ,______I I ANT \ n 0 G ~ - ( j) II ~="·:___"~-~~-·~_;·-~--~ L.: ST. JOHN'S STREET I - VJ .-..,,.. lD -0 V'"l P.l ::i P..l :::i 53' 0 ._,, -ri _<D VJ ;=-;. z ..._ (!) ~ Arroyo Chamisa N\ Legend ~existing ~future 0 $:: :::r:::i ~ Vi.... n· 0 n 0 - lD O'Q lD �RESIDENCE AND STUDENT LIFE I 45 The Collegium Musicum is a musical association formed by amateurs for the performance of serious music. Its purpose is to stimulate the musical activity on campus by providing College community musicians with the opportunity to perform in an informal concert atmosphere before a small, receptive, interested audience. Musicians prepare pieces on their own initiative and the concerts are organized and arranged by a tutor. The St. John's Theatre Group is a student organization which has presented plays and musicals from Antigone to The Fantasticks. There is also an informal St. John's Open-Book Theatre, which gives readings of classical plays for the College and the public. Student art work is displayed at the end of each school year in the St. John's Gallery. Awards are given for achievement in pottery, photography, drawing, painting and thread arts. The College's small art gallery has a new show by professional artists each month. Field trips are arranged to nearby Indian pueblos, museums, archaeological sites, the Los Alamos Scientific Laboratory and other places of interest. ATHLETICS The Student Activities Office coordinates a volunteer athletic program, offering opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. The College does not yet have a gymnasium, but rooms have been set aside in present buildings for fencing, judo, karate, tai chi chuan, weightlifting, and gymnastics. For much of the year they can be done out-of-doors. St. John's usually has one of the finest fencing teams in the Southwest. Intramural programs in tennis, soccer, volleyball, and badminton are conducted on the College's tennis courts and playing fields. Soccer games are played with other teams in the area. Track and volleyball are available and nearby schools offer the use of their indoor facilities in the winter. Santa Fe's municipal swimming pool is reserved for St. John's one night a week. There is a horse corral on the College's 300-acre campus and riding privileges on a nearby ranch. The adjoining Sangre de Cristo Mountains provide hundreds of square miles of forest and wilderness areas for hiking and camping. The St. John's Search and Rescue unit trains regularly in techniques of first aid, camping, rock climbing, and evacuation. The Santa Fe Ski Basin is only twenty miles from the campus and offers reduced rates to students, who also may borrow skis, boots and poles from the College. The challenging ski complex at Taos is only two hours away by car. After the four- to six-month ski season there are organized excursions down the Rio Grande by kayak, canoe, and rubber raft with overnight camping along the way. Tower Building, Santa Fe �46 I ST. JOHN'S COLLEGE RESIDENCE AND STUDENT llFE ; 47 BOTH CAMPUSES The academic and intellectual life of the community is inseparable fro ·h communall1fe.Thebuildingofagoodcommunityrequiresthefacultyt h mi:: ' h · d. ·d . os owrespeG mr t e in 1v1 ual1_ty of each student. The education of students stands to benefit from the proper ~lending of tolerance for experiment with a clear announcement and enforcemem of. rules that art1cu late social standards . St . John's o 11 ege assumes t h at the students will respect not only the enacted rules but the community-accepted canons of decent _behavior. In extreme cases, where these canons are flouted, the College may require with withdrawal of the offending student. RELIGIOUS ACTIVITIES The Charter of 1784 established St. John's College as a nondenominational institution. In its early years there were some ties with the Protestant Episcopal Church, but these no longer exist. The College schedules no formal religious services, except for the annual baccalaureate service before commencement. Attendance is voluntary, in consonance with the Charter. Many tutors and students attend church or synagogue in town. It is customary for extracurricular Bible classes to be conducted by tutors of the College. c PROPERTY DAMAGE . The College provide_s a housekeeping staff to care for the dormitories. The College inspects the rooms. periodically and repairs at the expense of the occupant or occupants< an'. dormitory room and furniture that have been damaged beyond normal wear and teai · damage to college property is charged to the caution fee of the student or students responsible for the damage. The College is not responsible for the loss or damage to any student property resulting from fire, theft, or any other cause. FACILITIES FOR STUDENTS The College Bookstore on each campus has all the books and supplies the student needs for his ·classes. It also maintains a stock of books related to all phases of the program, and books of more general interest. It is operated without profit. As supports for an active social life, the College provides on each campus a coffee shop and a junior common room for the use of all students. In addition, there are smaller social rooms, comfortably furnished. INFIRMARY SERVICE Well-equipped infirmaries are maintained at both campuses, each under the :uperv1s1on_of a _College Physician and _a College Nurse. A daily medical report is sent co the Ass1stam Deans. A psychiatrist or clinical psychologist is available for consultation. DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming student to make proper use of the support that other students can give him in his college life. DINING HALL _ The dining hall on each campus is operated by a catering service. Resident swdents are required to eat in the dining hall. Exemptions for medical reasons are granted only upon examination and recommendation by the College Physician. Unmarried students not living at home are required to live in the college dormitories and to take their meals in the college dining hall, unless they obtain permission from the Assistant Deans to live off-campus. The College currently can offer no married student housing at either campus. Students who wish to have married student housing must find suitable housing off campus and should allow time for this. Room assignment is the responsibility of the Assistant Deans. Returning students have the privilege of drawing for rooms before they leave for the summer vacation. Students are not permitted to remain in residence during winter or spring vacation on either campus. RULES OF RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the Dean in consultation with students and the faculty. Every entering student is informed of them, and returning upperclassmen are reminded of them each fall. The rules differ in certain details on the two campuses, though in general follow the same pattern. !"' " !"' ~ 0 en >- s c e.o .2 °' f :.a 0 '" c �ADMISSION I 49 Admissions The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, or sex. Enrollment on the Annapolis campus is about 360 students, on the Santa Fe campus about 275. In recent years women have constituted approximately 45 per cent of the student body. The College admits new students in September or in January, and only as freshmen. About one-fourth of each freshman class have done one, two, or even three years of college study elsewhere. The purpose of the admissions procedure is to determine whether an applicant has the necessary preparation and ability to do satisfactorily all parts of the College program. Academic achievement and promise are of first importance, but the Admissions Committee also takes into account all available evidence of maturity, stability, self-discipline, the desire to do intellectual work, and the initiative and diligence to do it. Every applicant will be interviewed, if possible, by the Director of Admissions, by another member of the Admissions Committee, by an alumni representative, or by a member of the Board of Visitors and Governors. Office hours of the Director of Admissions are 9 a.m. to 5 p.m. Monday through Friday (9 a.m. to 4 p.m. in the summer months). Interviews are by appointment. JANUARY FRESHMEN Those freshmen who enter in January complete their freshman year the following summer, and thus can graduate a year earlier than if they had postponed their entrance unti I the fol lowing September. January freshmen are the students who have come to St. John's from other colleges, who have traveled or worked since their graduation from high school, or who have entered St. John's immediately after the first semester of their senior year in high school. REQUIREMENTS FOR ADMISSION With the exception mentioned in the next paragraph, an applicant must be a graduate of an accredited secondary school to be eligible for admission. Specific academic requirements comprise two years of algebra, one year of geometry, and two years of the same foreign language; additional work in mathematics and language study is advised, as well as two or three years of natural sciences. An applicant must present letters of reference, including at least one from a teacher at the school last attended. In exceptional cases certain of these requirements may be waived, or additional information may be requested. Occasionally St. John's accepts an applicant who is not a secondary school graduate. He must be eminently well qualified to profit from the college program, and, i~~::~:~~~~~~::i~~::~~~:;~:;;:;~!:7.~~~:~~~~~;Ii~~€:ii~:~· th::~ Js~~1i~~ ~:~r 1~h~f;hs~~~~;t in the January immediate Iy after the first se mes:;~~ The Admissions Committee is much int d · · , application, a lengthy piece of work I h. ereste .1n the appli~ant s written questions about such things as his ex ~ri~nc is ~p:~cat1on the applicant answers John's, previous educ . f . p. . e wit ooks, reasons for choosing St. interests summer _at1on, . amdy .s1~uat1on, extracurricular activities, special ~~~l~cl~tf~n ~rm i:~~;r~~~~~~ ~on~sbr=~~1~~~1~~~~;~~n;i~ea;1ufio;~~C:~~~g~f~1i~:~~h1~ e e omm1ttee more about many applicants than the other documents teli. th St. John's attaches less importance to objective test scores (the ACT or the SAT) b an most ~olle~es seem to. No applicant is accepted or rejected exclusively or mainly ecause .o sue scores. Far more important is the scholastic record es eciall in conJunclt1on v:'1_th the written application and the school's report on the ~pplic:nt's persona qualities. Such evidence may make test scores irrelevant. �50 I ST. JOHN'S COLLEGE ADMISSION I 51 PROCEDURE CAMPUS VISIT On request an applicant receives a statement of the St. John's program, an application form, and forms to be used by his school and his references. Application is made to one campus or the other, not to both. There is no application fee. As soon as possible after the application and the supporting documents are assembled, the application is reviewed by the Admissions Committee, and the applicant is notified at once of the Committee's decision. There are no deadlines, but the freshman class is usually fi lied in May. Candidates are not measured against one another but are considered on their own merits as students and as persons. Applications may be submitted and acted on as early as the second semester of the eleventh grade. Anyone who i.s considering the possibility of entering St. John's should see the College for himself It. is probably wise to get first-hand advance knowledge of any college one may be th111k1ng of attend111g 1 but1s especially wise in the case of St. John's, because of its unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursda evening at 8:00. p.m.;. attend tutorials in mathematics, language, and music; visit~ laboratory; be 111terv1ewed by the Director of Admissions or a member of the Adm1ss1011s .Committee; attend the weekly formal lecture (Friday night); talk 111formally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert· 1 or watch students participating in the sports program. The St. John's policy of rolling admissions extends to the acceptance of the nonrefundable $150 deposit, which is applied to the first year's fees. These deposits are accepted on a first-come, first-served basis until the class is filled. Thus if an applicant is notified that the Admissions Committee thinks he is qualified to pursue the program of studies at St. John's, he must send in his $150 deposit so that it is received prior to the time the class is filled in order to secure his place in the class. If the class has already been fi lied by the ti me the deposit is received, the deposit can be refunded to the applicant, or he can let it secure his place on a waiting list or in the subsequent January or September class. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Sunday to Tuesday or from Thursday to Saturday on the Annapolis campus, from Sunday to Wednesday or from Wednesday to Saturday 011 the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. If an applicant plans to apply for financial aid, the deposit wi 11 be accepted by the College with the understanding that it will be refunded to the applicant if no satisfactory arrangement of financial aid can be worked out with the College. An applicant unable to pay the full college fees should submit a Parents' Confidential Statement to the College Scholarship Service; this form may be obtained from guidance counselors or other authorities at secondary schools. This statement constitutes an application for financial aid, no other form being required. An application for aid can be acted on by the College as soon as admission has been approved. It may take a month or more from the time the applicant mails his Parents' Confidential Statement until the College receives an analysis of it from the College Scholarship Service. A physical examination is required of each student before registration; a form for reporting the examination is sent to the student after the $150 deposit is received. INQUIRIES Inquiries should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (Tel. 301-263-2371), or Santa Fe, New Mexico 87501 (Tel. 505-982-3691). The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Persons planning to visit should telephone (301/263-2371 for Annapolis or 505/982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary to know the approximate time of am val. When the reservation is confirmed (by telephone or letter), the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. . The o.nly expense for the visitor wi 11 be transportation. He wi 11 be provided a room 111,a dormitory and meals in the dining hall without charge. St. John's students dress 1mormally for tutorials, but more formally (sport coat and tie for men; dresses for women) for seminar and formal lecture. The student guide can check books out of our library for a visitor if he has been unable to locate a copy of the book being discussed in seminar. Linens and soap are provided by the College. If a visitor arrives weekdays between 9:00 a.m. and 5:00 p.m. he sho Id t Ad · · O'' k , u go o e m1ss1ons riice. Wee ends and any day after 5:00 p.m., he should go to the College recept10111st. In Annapolis the switchboard is in Campbell Hall; in Santa Fe, 111 the Student Center. 'h L �52 I ST. JOHN'S COLLEGE Fees an TRANSPORTATION The Bal ti more-Washington International Airport is located twenty. miles from Annapolis. An airport limousine (less than $5) goes to Annapolis. Bus service from lhe airport is not practical. Hourly buses run between ,Baltimore and Annapolis and the driver will let one off atthe campus if he asks. Buses 1rom Washington are less frequent and arrive at the Annapolis bus terminal (about six blocks from the College)· By car one Fi cial Serious and qualified students should be able to attend St. John's even if unable to pay the ful I fees. The College tries to meet the demonstrated financial need of such students with a program of jobs, grants, and loans. About halfofthe students at St. John's receive financial aid. takes Route 50 from Washington, Route 2 from Baltimore. Connecting flights from Albuquerque to Santa Fe can be. made with ~he Santa Fe Airline Company ($12 one way). A limousine service also 1s available m Santa Fe. Called the "Shuttlejack," it leaves the Albuquerque airport six times a ~ay and costs $5.75 one way. Greyhound and Continental bus lines pass through .San.La Fe.J\mtrak stops at Lamy, N.M., twenty miles from Santa Fe, and limousine service 1s ava1.lable to town. Upon arrival at the bus station or at one of the Santa Fe hotels, the eas1esc way to Actually no students pays the ful I cost of a St. John's education: the College relies on endowment income and gifts from individuals and and foundations to close the gap between the income from fees and the full cost. The 1974-75 fees are $550 for room with board being $750 at the Annapolis campus, $700 at the Santa Fe campus. The tuition fee is $3000 at Annapolis, $2800 at Santa Fe. Thus total fees are $4300 at Annapolis, $4050 at Santa Fe. Historically, tuition has increased almost every year because of inflationary factors. Although precision is impossible, experience indicates that future increases wi II range from $200 to $300 annually. The tuition for the summer session for January freshmen is less than tuition for a regular semester; the 197 4 summer session tuition is $1125 at Annapolis, $'!025 at Santa Fe. These fees are subject to change. get to the campus is by taxi. FINANCIAL AID Students who need help from the College to pay the fees should ask for it. St. John's uses the Parents' Confidential Statement, with which parents can present a detailed account of the family's financial position, The filing of this form constitutes the student's application for aid from the College. The form may be obtained from secondary schools. This statement helps insure that the amount of each award wi II be based on need, vvhich is the only criterion at St. John's. Every student who qualifies for financial aid is first given a part-time job. He is paid 111 cash every two weeks for the hours he has worked. When additional aid 1s indicated, the College makes a grant If the JOb and grant are not enough, the student may be asked to borrow funds, with College recommendation, from his bank through the student guaranteed loan program conducted by his state, or under the National Direct Student Loan program. A limited amount of federal financial aid is available ru 5 ·w I c .g ~ Aid may therefore consist of a job only; a Job and a grant; a Job and a loan; or a job, a grant and a loan. Only when a student's family is prepared to make a maximum effort to assist the student will the College consider offering such aid. In determining the extent of a student's need, the College takes into account the financial support which may be expected from income, assets, and other resources of the parents and the student. The College reviews its aid awards annually and may adjust them in type and amounito reflect changes in need. �FEES AND FINANCIAL AID I 55 54 I ST. JOHN'S COLLEGE Examples of a financial aid arrangementfor a Chicago student from a family in the middle-income.range follow: Student's Resources Student's Assets Summer Earnings Parent's Contribution $ Total Family Contribution $1,850 50 300 1,500 College Expenses for 1974-7 5 Enrolling at Annapolis Enrolling at Santa Fe Total Budget $3,000 550 750 50 100 550 $2,800 550 700 50 100 675 $5,000 Tuition Room Board Caution Fee Books Travel and Living Expenses $4,875 Financial Need Total Budget Less Family Contribution $5,000 1,850 $4,875 1,850 Financial Need $3, 150 $3,025 Financial Aid Offer from St. John's College Guaranteed Job on Campus Grant Loan $ 500 1,325 1,325 Financial Aid Offer $3, 150 $ 525 1,250 1,250 $3,025 Since determinations affecting students, faculty, and physical facilities must be made well in advance of the beginning of each academic year, the College must know in April which students will register in September. A deposit of $100 on the fees for the following year is therefore due on or before the first Monday in April for prospective sophomores, juniors, and seniors. The deposit is refundable only in case of withdrawal due to ill health, military service, academic dismissal, or (in the case of prospective juniors) failure to enable. If the student should decide notto enroll in the year for which he made the deposit, the deposit is forfeited, and he must make a new deposit to secure his place in a subsequent class. If there should be any difficulties in making this deposit, the student should contactthe college Treasurer atthe earliest possible date to make suitable arrangements. Each student is required to make a deposit of $50, called the caution fee, which is subject to charges for laboratory breakage, damage to or loss of College property, and other minor mishaps. This fee must be at the full amount at registration each semester. If unused it is refunded on request at the end of the academic year or when a student leaves the College. Current installments offees for tuition, room, and board are not refundable unless a student is drafted for military service or must withdraw for medical reasons. If a student has paid his fees in advance for either semester and withdraws from the College before the semester begins, the advance payment is refunded, less the $1 00 deposit, regardless of the cause of withdrawal. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $5 for late registration for each semester. The cost of books is about $100 a year. Class copies of many of the program books are available in the College library. Veterans qualified to receive educational benefits through the Veterans Administration may arrange with the Treasurer's Office a schedule for the payment of fees. These arrangements must be made prior to the beginning of the academic year and after the veteran has received proper certification from the Veterans Administration. The amount of the grant and loan depends upon the family contribution: the less the family contribution, the greater the grant and loan. BILLING AND DEPOSITS Billing is done prior to each semester. The total for the year may be pai~ ~t the fir.st billing, or payment may be made in equal parts at each of the semester billings, or in monthly installments that may be spread over as much as seven years. First semester fees for freshmen are due on or before August 1. Those who wis~ to ~s.e the monthly installment plan should i·nquire of the Treasurer about commercial tu1t1on loan plans available. Harrison Health Center �Bibi iography Board of Visitors and Governors 1974-75 BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J., and CHARLES VAN DOREN: How To Read a Book, Simon & Schuster, 1972. ADLER, MORTIMERJ., and MARTIN MAYER: The Revolution in Education, The University of Chicago Press, 1958. OFFICERS AMERICAN LIBRARY ASSOCIATION: Classics of the Western World, with forewords by John Erskine and Everett Dean Martin, 1944. Chairman David Ginsburg BARZUN, JACQUES: The American University, Harper and Row, 1970; Teacher in America, Little, Brown and Co., Boston, 1945. Vice Chairmen Jack M. Campbell Mrs. Lowell R. Ditzen BELL, DANIEL: The Reforming of General Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BRUMER, JEROME S.: The Process of Education, Harvard University Press, 1960. BUCHANAN, SCOTT: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GOLDWIN, ROBERT A. (Editor): Higher Education and Modern Democracy, Rand McNally and Company, 1967. HARVARD COMMITTEE REPORT: General Education in a Free Society, Cambridge, Massachusetts, The University, 1945. HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. The University of Utopia, University of Chicago Press, 1953. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper & Brothers, 1942. NEWMAN, JOHN HENRY: The Idea of a University, Image Books, 1959. RICHARDS, I. A.: How to Read a Page, W.W. Norton, 1942. TUSSMAN, JOSEPH: Experiment at Berkeley, Oxford University Press, 1969. VAN DOREN, MARK: Liberal Education, Henry Holt & Co., 1943. WHITEHEAD, ALFRED NORTH: The Aims of Education, Macmillan, 1929. Secretary Mrs. George S. Roudebush Dr. Thomas B. Turner Baltimore, Maryland Jae Holzman New York, New York Term Expiring 1976 Miss Ruth M. Adams Hanover, New Hampshire Mrs. Frank W. Bowdle Wichita Falls, Texas Term Expiring 1975 J. Burchenal Ault Santa Fe, New Mexico Victor G. Bloede New York, New York Jack M. Campbell Santa Fe, New Mexico Dr. Eugene N. Cozzolino Woodbridge, Connecticut Mrs. Walter B. Driscoll Santa Fe, New Mexico Walter F. Evers Cleveland, Ohio David Ginsburg Washington, D.C. Jerome LaPides Annapolis, Maryland Charles A. Nelson New York, New York John D. Oosterhout Greenbelt, Maryland John S. Robson Chicago, Illinois Mrs. George S. Roudebush St. Louis, Missouri A. Paul Thompson Des Moines, Iowa John S. Greenway Tucson, Arizona Richard M. Burdge New York, New York Mrs. Lowell R. Ditzen Washington, D. C. James R. Donnelley Chicago, Illinois Ahmet M. Ertegun New York, New York John T. Harrison, Jr. New York, New York Daniel T. Kelly, Jr. Santa Fe, New Mexico Donald R. Kirby Albuquerque, New Mexico Mrs. Louise Trigg McKinney Santa Fe, New Mexico Francis S. Mason, Jr. New York, New York Alexander Mclanahan Houston, Texas J. Anthony Moran Washington, D. C. John D. Murchison Dallas, Texas Adolph W. Schmidt Ligonier, Pennsylvania J. I. Staley Wichita Falls, Texas Mrs. Carleton Mitchell Annapolis, Maryland Julius Rosenberg Annapolis, Maryland Emmanuel Schifani Albuquerque, New Mexico Thomas E. Stern Palo Alto, California Term Expiring 1977 Dr. David Dobreer Alhambra, California Arnold Grant New York, New York Members Ex Officio The Governor of Maryland The Governor of New Mexico The President of the College The Provost of the College The Dean in Annapolis The Dean in Santa Fe Honorary Members Douglas H. Gordon John Gaw Meem Mrs. Duane L. Peterson Mrs. Harry R. Slack, Jr. Mrs. L. Corrin Strong �FACULTY I 59 Faculty Robert So Bart B.A., Harvard College 1940· MA St J h , C II University, 1940-41; Tutor, ioh,n's. Cool~~e, ~ 9~gi~ St. ' 1,,(J~; Sheldon Tra~eling Fellow,1968-. Harvard ison E. Mull1k111 Tutorship, Hugh P. McGrath TUTORS President Richard Daniel Weigle B.A., 1931, M.A., 1937, Ph.D. in American Diplomatic History, 1939, Yale University; LL.D., 1957, Washington College, 1958, LaSalle College, 1960, Wabash College, 1965, College of Notre Dame in Maryland, 1969, The Colorado College; L.H.D., 1970, Bard College, 1972, St. Francis College; Instructor, Yali Union Middle School, Changsha, China, 1931-33; Executive Secretary, Yale-in-China Association, 1934-38; Instructor in History, International Relations and Economics, Carleton College, 1939-42, active duty with the Army Air Corps, 1942-45; Documents Officer, Far Eastern Commission, and Executive Officer, Office of Far Eastern Affairs, Department of State, 1945-49; President, St. john's College, 1949-; Vice-Chairman, Maryland Hall of Records Commission, 1952-; Chairman, Commission on liberal Education, Association of American Colleges, 1955-57, Treasurer, 1963-66, Vice-Chairman, 1966-67, Chairman, 1967-68; Board of Education of Anne Arundel County, Member, 1951-63, President, ·1958-62; President, Maryland Association of Boards of Education, 1961-62; Vice-Chairman, independent College Funds of America, 1967-68; Chairman, Maryland Commission of the Capital City, 1967-; President, Board of Trustees, The Key School, 1972-74 Dean of the College in Annapolis Curtis fa•. \Ni Ison B.A., University of California, Los Angeles, 1945; M.A., 1946, Ph.D., 1952, Columbia University; Tutor, St. john's College, 194.8-66, Dean, ·1958-62; Visiting Research Fellow, Birkbeck College, University of London, 1962-63; Visiting Associate Professor, 1966-68, and Professor, 1968-73, University of California, San Diego; Corresponding Member, Academie Internationale d' Histoire des Sciences, 1971-; Tutor and Dean, St. John's College, 1973-. Dean of the College in Santa Fe Robert A. Neidorf B.A., 1 951, M.A., 1955, The University of Chicago; Ph.D., Yale University, 1959; Instructor and Assistant Professor of Philosophy, Bucknell University, 1959-62; Tutor, St. John's College, 1962-64, Santa Fe, 1967-; Assistant and Associate Professor of Philosophy, State University of New York at Binghamton, 1964-67; Director, Graduate Institute in Liberal Education, St. John's B.A., University of Liverpool 1934 Diploma . Ed . County Council, and Lang~age Studies at ~nn· uc_~t1on, f1935; Language Instructor, London 1936-40; Armed Forces 1940-46· Lan 11vers1 res o Liverpool, London, Paris Dijon Visiti.ng Professor, Unive;sity of County Council, 1946-47; Mull1k1n Tutorship, 1968-. ' ' utor, t. John s College, 1948-, Addison E. Pu~rto Rfcu;g~96n~tr~ctor, Slondo~ Bert Thoms B.A., M.A.: George Washington Universit 1947· Ph . Assocrne in Philosophy, George Washiny'ton U~iv .D., The Johns Hopkins University, 1950; g49-54, 1969-;. Assistant Professor Philosop~rs1tyR 1~47C4911; Tutor, St. John's College, epartment of Philosophy, Washington and Jeffe· 1son Y;. llee 1955-69. 1954-55; Chairman ' 1._.o ege, o ege, ol Barbara Hopkins Leonard B.A.,OberlinCollege,1937;M.S.,1941,Ph.D. 1948 T .. Zoology, Oberlin College, 1936-38; Oberlin Colle ~ sh~ ~n1vers1ty of Rochester; Assistant in Woods Hole, Massachusetts 1937· Histol . I T g h c .oar, Marine B1olog1cal Laboratory Medical School, 1938-39; n1c1an, of Pathology, Graduate Teaching Assistant in Biology 1941 44· v·ogy, The Un1vers1ly of Rochester, 1940-41, 1944-45; Instructor in Zoology, Smith Colleg~ '~~~n5g ~ecturer,111 Zoology, Oberlin College, B1olog1cal laboratory Woods Hole M h ' ' - 1, Sm1th College Scholar Marine College, 1951-, de Tai ma 949; Tutor a.nd Assistant Dean, John's Professor of Zoology, lady Doak Colle e and PA 968-, Fulbright Lecturer and Honorary 1962-63. g merrcan College, Madurai (South India), G;aduat~ Schola~1~c~iolec Arth~r 'val~ss~~to~~~;ts, ~ Depar~ment Yal~ St. Douglas Allanbrook Boston University, 1938; Brown Universit 1 . . ·, Harvard_ College, 1948; Active duty, Unitelst t939-41, Un1vers1Ly of Florence, 1946; B.A., U111vers1ty, 1948-50; Pupil of Nadia Boul~~s Army, 1942-45; Traveling Fellow, Harvard lialy-Conservatorro San Pietro a Majella Pu ii g~\ Pam, 1948.-SO; Fulbright Fellow in Keyboard Music, 1950-52; Teacher of o. ugg1ero Gerl1n in Harpsicord and Early 1955-57; Tutor, St John's College 1952-· M pob100Cn and Theory, Peabody Conservatory New York, 1971. ' ' em er, orporatron of Yaddo, Saratoga Springs'. Co: College, Santa Fe, 1970-73; Dean, St. John's College, 1973-. ANNAPOLIS John Spangler Kieffer B.A., Harvard College, 1926; M.A., Harvard University, 1929; Ph.D., The Johns Hopkins University, 1962; Master in French and English, Litchfield (Connecticut) School, 1927-28; Instructor in Classical Languages, St. John's College, 1929-34, Assistant Professor in Classical Languages, 1934-3 9, Tutor, ·1939-, Board of Visitors and Governors, 1943-51, Acting President, ·1947, President, 1947-49, Director of Adult Education, 1951-57, Addison E. Mullikin Tutorship, 1959-, Dean, 1962-69; Visiting Lecturer in Philosophy, The johns Hopkins University, 1961. Joseph VVinfree Smith, B.A., 1934, M.A., 1935, University of Virginia; M.Div., 1938, Virginia Theological Seminary; PhD., 1948, University of Virginia; Student at the lnstitut Catholique de Paris, 1951-52, Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia; Tutor, St john's College, 1941-, Assistant Dean, 1947, Addison E. Mullikin Tutorship, 1959-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1966-67. James M. Tolbert B.A.'. 1935, M.A., 1937, Emory University· Ph D U . . , English, Emory University, 1935-36· Tea~hin. F., II n1v_ers1ty or Texas: 1950; Teaching Fellow in Instructor in English, Tulane Unive(sit 194J e_ ow rn English, Un1vers1ty of Texas, 1938-42; U111vers1ty of Texas 1946-50· Te yh,_ I , Military Service, 1942-46; Instructor in English Ad · · ' , ac rng ntern St John's C II 19 ' m1ss1ons and Tutor, 1955-71, Tutor, 1971 _. ' · o ege, 53-55, Director of Eva T. H. Brann B.A., Brooklyn College, 1950; M.A. 1951 Ph . . N.um1smatic Society, Summer, 19S2. Feilo~D.f '.~56, Yale Un1vers1ty; Fellow of the American Aihens, 1952-53; member of the staff o' th l _e American School of Classical Studies at Fellow of Phi Beta Kappa· Instr . . r e imer1can Agora Excavaoons at Athens as Sibley Institute for Advanced Study p _ucm; in ;rcheology, Stanford University, 1956-57· Member Mullikin Tutorship, 1971-. ' rrnce on, 953 - 59 ; Tutor, St. John's College, 1957-, Addison E'. p° �60 I ST. JOHN'S COLLEGE FACULTY I 61 Edward Grant Sparrow, d S h 1 Ll MA. Teachers College, d C II 1951 . LLB Harvar Law coo, 195 ., B.A., Harvar. o_ ege, . , · ., , Colle e, 1957 _, Addison · E. ' Mu Ilk 1n T ut ors h 1p, i Columbia Un1vers1ty, 1957, Tutord, S~:~oh~ ~rts C~rriculum, St. Mary's College, California, 1971 _; Acting Director, Integrate 1 era 1964-66. Bryce Du Val Jacobsen farmer and carpenter, 1942 - 57 ,. Tutor and Director of Athletics, St. B.A., St. John's College, 1942; John's College, 1958-. Edward Malcolm Wyatt . . . . t . M thematics ' University of Virginia, B.A., 1953, M.A., 1956, University of V1rg1n1a; lnstruc or in a 1955_58; Tutor, St. John's College, 1958-. Seate Ruhm von Oppenm 1939· Art L1.b rarian Bar ber Institute of Fine Arts, University· of . . f s· · h · I Aff B.A., University o 1rming_ a ' . , Office 1943 '. 51 . Royal Institute of lntemat1ona airs, Birmingham, 1939-43; British foreign II , 0 f d '1956-58 Microfilming Proiect of the 1952-56; Research. Staff, Nuff1eld Co ege, f -~ orA~erican Historical Association, 1959-60; Committee for the Study of War Documents ~e 1963-65) 1971-· Visiting Lecturer in Tutor St. John's College, 1960-63 (Leav_e o ..a sef~c\e, achus"rls' 1964-65· Member, Institute ' . h C II 1963 64 and Un1vers1iy o Iv ass ~ ' i' d" p. e'on History, Smit o ege, for Advanced Study, Princeton, '1968-69; M em ber, r<>n'er of lnternationa Stu 1es, rinc ' '-A ' f Joseph P. Cohen B.A., St. John's College, 1956; Department of Philosophy, The University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, The University of Chicago, 1960-62; Tutor, St. John's College, 1962-; Visiting Fellow, Yale Law School, 1971-72. John Sarkissian University of Chicago, 1939-41; U.S. Army, 1942-46 (Princeton University, 1943, A.S.T.P.), B.S., M.S., University of Illinois, 1946-48; The University of Chicago, 1948-54; Instructor, Biological and Physical Sciences, Pestalozzi-Froebel Teachers College, Chicago, 1948-53; Instructor, University of Indiana, 1948-50; Traveling Fellow and Research Associate, Institute of Human Heredity, University of Bologna, Italy, 1955-56; Instructor in Biological Sciences, Chicago City College, 1956-58; Instructor, Biological Science, University of Illinois, 1958-62; Tutor, St. John's College, 1963-. David H. Stephenson BA, Columbia College, 1958; New York State Teaching Fellowship, 1958-60; M.A., Columbia University, 1960; Director of Men's Chorus, New York Association for the Blind, 1959-62, Music Instructor, Riverdale Country Day School, 1960-61; Chorus Director, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y. Crowell Company, 1961-63, Tutor, St. John's College, 1963-. University, 1969-71. Robert Louis Spaeth Laurence Berns . . . . . in the Liberal Arts, Basic Program of BA, 1950, Ph.D., 1957, The University of Chicago, ~~~t~e; 956-59; Tutor, St. John's College, Liberal Education for Adults, The University ~f Ch ~ollege 1966-67 (Leave of absence); , 1960-; Associate Professor of Philosophy, ,osary Associate, Clare Hall, Cambridge University, 1971-72. Samuel S. Kutler . . . . The Johns Hopkins University Applied B.A., St. John's College, "1954; Assistant Maihem_ai_1c1ani 957 Mathematician, 1961; Graduate Physics Laboratory, 1955, Associate ya:he~a:i~~~rican University, 1960; Visiting Tutor, St. Study, American University, 1955-61; nstruc o1, John's College, 1960, Tutor, 1961-. Michael S. Littleton ·f rd Seminary Foundation, ·1960; BS., 1954, BA, 1955, University y, S.T.M., Union Theological Semina1of ~~~y;anj; i~~f St~!~' ~avy, 1955-57; Tutor, St. John's n' 0 ' College, 1960-. ~ Alvin N. Main , d . N ·1940-52· Teaching I., · t 5 , B rbara 1954· Un1Le 5 rates avy, ' ' '_ 56 . Instructor, University of California at B.A., University of Ca,irorn1a a_ a,n'a a Assistant, University 01 California at L?s An_gel~, , 19 5 ~o eg ~ ' 1960_ (Leave of absence, 1973-75). Santa Barbara, 1957-58, 1959-60; Tucor, Sc Jo n s 11 Robert B. Williamson J hn'sCollege 1960-. . . . . B.A. 1955, M.A., 1957, Ph.D., 1967, The University ofV1rg1nia; Tumr, 5t. o , Elliott Zuckerman . . . . BA 1954 , MA, 1959, Cambridge B A., ·1952, M.A., 1955, P_h D., 1962, c.?.lumb1a U~~~~~1!y'ca.mbridge, 1952-54; Duryea Fellow University;KellettFellow1ntheHuman1ues,Clare. i°9S4-55 Lecturer in History, 1956-61; in Modern European History, Columbia Uhn1vf~s1tyS . I pas~arch 1960-61 ·Tutor, Sc John's Lecturer in History and Music, The New Sc 00 rm ~-~a at'ducati,on Santa' Fe, 1968, 1969; College, 196"1-, Director, The GdradUuate lns.~1tu~e9~0-~·1erAct~ng Dean: April-June, 1973. Associate of Clare Hall, Cambn ge niversi y, ' B.S., St. John's University (Minnesota), 1959; U. 5. Army Signal Corps, 1954-56; graduate study in physics, University of Illinois, "1959-60; graduate study in mathematics, University of Wisconsin, 1961-62; Teacher, Cathedral High School, St Cloud, Minnesota, 1960-61 Mathematics Writer, Educational Research Council of Greater Cleveland, 1962-63; Tutor, St. College, 1963-, Assistant Dean, 1966-71, Director of the Summer Program, 1969, 1970, Alderman of the City of Annapolis, 1969-73; Member of the Anne Arundel County Democratic State Central Committee, 1970-73; 1973-74. Fellow of the Institute for Ecumenical and Cultural Research, Collegeville, Minnesota, Thomas A. McDonald St. John's College, 1944; Military service, 1945-46; University of Virginia, The New School, New York, 1947-50; Graduate study in philosophy, Graduate Faculty, The New School, 1950-52, "1955-58, Teaching Fellow, 1956-58; Lecturer, University College, The University of Chicago, 1958-62; lecturer, Overseas-Extension, University of Maryland (Heidelberg, Germany), 1952-63; Tutor, St. John's College, 1963-. Louis N. Kurs Colorado School of Mines, 1942-43, 1946, Columbia University, 1943-45; M.S., The University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, The University of Chicago, 1948-49; Instructor in Physical Science and Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Production Division, South Works, United States Steel Corporation, 1951-54; Instructor in Geology, University of Illinois (Chicago), 1954-64, National Science Foundation Science Faculty Fellowship, The University of Chicago, 1961-62; Tutor, St. John's College, "1964-; Visiting lecturer, Department of Hydrology and Water Resources, University of Arizona, 1973-74. Deborah Mary BA, Mount Holyoke College, 1956; M.A, The University of Chicago, 1958; Chicago Educational Television Association, "1959-63, College Humanities Staff, The University of Chicago, "1963-64; Tutor, St. John's College, 1964-; leave of absence, 1974-75. �62 I ST. JOHN'S COLLEGE FACULTY I 63 Charles E. Finch Nicholas Maistrellis B.S., in Education, Temple University, 1942; B. D., Princeton Theological Semimry, 1945; M.A., University of Pennsylvania, 1949; ThD., Philadelphia Divinity School, 1953; 1n·structor in New Testament Bloomfield Seminary 1945-47· Rector, Church of the Redeemer, Andalusia, Pennsylva~ia, 1949-52; Assistant' Professor ~f Bible, Philadelphia Divinity School, 1951-55; Instructor, Valley Forge Military Academy, 1956-57; English Teacher, Conestoga Senior High School, Berwyn, Pennsylvania, 1957-65; Tutor, St John's College, 1965-, Director of Financial Aid and Placement, 1968-. ~.S., ~ates College, Benjamin Charles Milner, Jr. B.A., Emory University, 1949; B.D., Columbia Theological Seminary, 1955; Ph.D., Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature, and Interpretation, Wellesley College, 1959-62, Assistant Professor, 1963-65; Tutor, St. John's College, 1965-; Sabbatical Leave, 1974-75. Geoffrey Comber Diploma in Education, University of London, 1953; A.R.C.M., Royal College of Music, 1954; M.A., Ohio State University, 1957; Fulbright Scholar, 1955; Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontario, 1964; Tutor, St. John's College, 1965-, Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Liberal Education, St. John's College, Santa Fe, 1970-; Sabbatical leave, 1974-75. George Doskow B.A, Columbia College, 1957; M.A , 1959, Ph.D, 1965, University of Connecticut; Part-time Instructor in English, University of Connecticut, ·1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St. John's College, 1965-; Sabbatical leave, 1974-75. Howard J. 1962; Department of History of Science, University of Wisconsin 1962-67 eac ing Assistant, 1962-66, University Fellow, 1966-67; Tutor, St. John's College, 967-. ' i Harry L. Golding 1:1.5., B.A., University of Omaha, 1954; Northwestern University, 1958; National Science Foundation Fellow, I 95_4-55; lnstruCtor in Chemistry, DePauw University, 1958-63. National Science Foundation Science Faculty Fellow Purdue University 1963 64 M f h ~a~u lty, _Shimer College, 196~-68, Chairman,' Natural Science Ar~a, 196;, 6ire~t: ~; S~i~e~ o ege in Oxford, 1967-68; I utor, St. John's College, 1968-. 1 b Harvey Flaumenhaft B.A., 1960, M.A., 1962, The University of Chicago; Woodrow Wilson Fellow Harvard Un1vers1ty, 1960-61; Graduate study, The University of Chicago, 1961-65; Lecturer in the Liberal Arts, The University of Chicago, 1965-66; Lecturer in Political Science, Roosevelt University, 1965, Instructor 1n Government, Wheaton College (Massachusetts) 1966-68· Tutor St J h ' College, 1968-. ' , , · o ns Ray A Williamson B.A., The Johns __Hopkins University, 1961; _Ph.D., University of Maryland, 1968; Assistant Astronomer, lnstnute for Astronomy, Un1vers1ty of Hawaii, 1967-69· Tutor St. John' c II ' ' s 0 ege, 1969-; Assistant Dean, 1974-. Wye Jamison Allanbrook B.A., Vassar College, 1964; M.A., Stanford _University, 1965; Ph.D., Stanford University, 1974; Woodrow Wilson Fellowship, 1964-65; leaching Assistant in Music Stanf d u · a ., 1967-69; Tutor, St. John's College, 1969-. ' or n1vcrslly, Fisher B.A., University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, 1964-65; Tutor, St. John's College, 1965-; Tutor, The Graduate Institute in Liberal Education, Santa Fe, 1971-72; Sabbatical leave, 1974-75. Brother S. Robert, FSC. BA, St. Mary's College; Ph.L., Ph.D., Universite Laval (Quebec); Visiting Tutor, St. John's College, 1966-67, Tutor, 1972-. Jonathan R Skinner B.A., Carleton College, 1963; M.A., University of Michigan, 1964; Ph D., University of Massachusetts, 1970, Woodrow_ Wilson Fellow, Un1vers1ty of Michigan, 1963-64; Instructor in Mathematics, H?pe_ College, 1964-66; _Teaching Assistant, University of Massachusetts, 1966-67, lnstruetor 1n Machemat1cs, 196/-68 lecturer 1968-70· Tutor St John's II 1970-. ' ' , , . o ege, c Robert A. Goldwin Steven Fo Crockett B.A., St John's College, 1950; M.A., 1956, Ph.D., 1963, The University of Chicago; University Fellow, The University of Chicago, 1951, Edward Hilman Fellow, 1953; Fellow, Foundation for Adult Education, 1959; Fellow, Guggenheim Foundation, 1966-67; active duty, U.S. Cavalry, 1942-46; Director of Research, American Foundation for Continuing Education, _1951-59; Lecturer in Political Science and Director, Public Affairs Conference Center, The Un1vers1ty of Chicago, 1960-66; Associate Professor of Political Science, l<enyon College, 1966-69; Director, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1967; Tutor, St. John's College, 1969-, Dean, Annapolis, 1969-73; Richard Hammond Elliott Tutorship, 1971; Special Advisor to the Ambassador, U.S. Mission to NATO, Brussels, 1973-; Leave of absence, 1973-. A.B., Earlham College, 1965; A.M., The University of Chicago, 1967; Woodrow Wilson Fellow and Ford Foundation Fellow,_ 1965-66; graduate studies in the humanities, The University of Chicago'. 1967-70; Instructor m the Humaniti_es, _Central YMCA Community College, Chicago, 1969-70, Advisor to students in General Studies 1n the Humanities, The University of Chicago 1969-70; Tutor, St. John's College, 1970-. ' Gisela Berns Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen I, University of Heidelberg, 1963; Fellow of Deutscher Akadeinischer Austauschdienst, University of Florence, 1963-64; Ph.D., University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St. John's College, 1967-; Leave of absence, 1970-71, first semester, 1971-72. Robert Arthur Licht B.Ad dSt. John's. College, 1965; M.I\., The Pennsylvania State University, 1967; doctoral ~an 1 ate in philosoph_y, The Pennsylvania State University, 1967-; Graduate Assistant, ·The ennsylvania State Un1vers1ty, 1965-66; National Defense Education Act Fellow, 1966-69; ~~~~:.er, Department of Philosophy, Bucknell University, 1969-70; Tutor, St. John's College, Alfred Mollin BA., Western Illinois University, 1965; M.A., The Pennsylvania State University, 1967; Graduate study in philosophy, The Pennsylvania State University, 1967-, National Defense Education Act Fellow; The Pennsylvania State University, 1966-69, Richard M. Weaver Fellow 1969-70; Tutor, St. John's College, 1970-. ' �64 I ST JOHN'S COLLEGE FACULTY I 65 David Bolotin William W. O'Grady, Jr University of Notre Dame, 1966; MA, 1968, Ph.D., 1970, The University of Chicago; Wilson Fellow, The University of Chicago, 1966-67, Danforth Fellow, 1966-70, Humanities Fellow, 1967-70; Tutor, St. John's College, 1970-. A.B., Cornell University, 1966; _Teaching Assistant, Pol_itical_ Science, University of Chicago, 1968-68, PhD., New York University, 1974; Yale Un1vers1ty lecturer in Classics 1971-73· Woodrow Wilson Fellow, 1966-67; University of Chicago Humanities Fellowship' 1966-68'. Tutor, St. John's College, 1974-. ' ' Michael William Ham Alan Harvey Dorfman BA, St. John's College, ·1961; M.S., University of Iowa, 1968; Teaching Fellowship, Dartmouth College, 1961-62; Mathematics Writer, Educational Research Council of Greater Cleveland, 1962-63; graduate study, Writer's Workshop, University of Iowa, 1963-64; Programmer and Systems Analyst, Measurement Research Center, 1964-65; Mathematics Teacher, The Key School, 965-66; ACT Systems Manager, Measurement Research Center, 1966-67; Coordinator of Data Processing, The American College Testing Program, 1967-69; Manager of Systems Analysis and Programming, Project PLAN, Westinghouse learning Corporation, 1969-71; Director of Admissions, St. John's College, 1971-, Tutor, 1972-. A.B., St. John's College,_ ·1963_; lvl.A., Johns Hopkins University, 1968; Catonsville Community College, Math-Engineenng D1v1s1on, 1968-1974; University of Maryland School of Pharmacy 1970-1974; Tutor, St. John's College, 1974-. ' John F. White B.A., St John's College, 1965; M.A, The l'-Jew School for Social Research, 1970; Alvin Johnson Fellow, ·1970-71; Tutor, St. John's College, 1971-. Leon Kass The University of Chicago, 1958; M.O., The University of Chicago Medical School, 1962; Harvard University, 1967; Fellow, Guggenheim Foundation, '1972; Tutor, St. John's College, 1972-. SANTA FE William A Darkey BA, St.John's College: 1942; M.A., Columbia University, 1949; Tutor, St. John's College, 1949-, Santa Fe, 1964-, Associate Dean, 1968-70, Dean, Santa Fe, 1968-73, Director, Task Force on the Liberal Arts, 1974-. Thomas King Simpson BA, St. John's College, 1950; MA in Teaching, Wesleyan University, 1955; PhD., The Johns Hopkins ,un1ve;s1ty, 1968; Instructor, American University at Cairo (Egypt), 1 950-53, Teaching Intern, St. Johns College, 1955-56, Tutor, 1956-; Curriculum Counsellor and member of the faculty, The Key School, 1970-, Santa Fe, 1973-. IV\ichael Ossorgi n a David Edward Starr B.A., Gordon College, 1962; lv\.A., 1966, Ph.D,, 1972, Boston University; Graduate Assistant in Philosophy, Boston University, 1963-64; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor in Philosophy, Umversity of Rhode Island, 1966-71; Tuior, St John's College, 1972. Ly~ee Russe, Paris, 1938; Conservatorie Russe Paris, 1932-35, 19"!2-44; L.Th lnstitut de Theolog1e Orthodoxe, Paris, 1942, Instructor 1n Music, lnst1tut de Theologie Orthodoxe, Pans I 9~'4-46; Instructor in Theology, St. Tikhon's Seminary, Pennsylvania, 1947; Secretary of th~ ?r,hodox Diocese in Alaska, _1948-49; Teacher of Music, Bureau of Indian Affairs, Department of Lhe _l,ntenor,_ 1950-56; ~ssoc1_ate Professor, Consultant, St. John's Program, St. Mary's College, Cal11orn1a, 1961-62; Tucor, Sc. John's College, 1956-, Santa Fe, 1966-. I Robert S. Zelenka Charles G. Bell B.A, Rice University, 1965; MA, The Johns Hopkins University, 1966, Ford Foundation Scholar in Philosophy, Rice University, 1963-65; Woodrow VVilson Fellow in English, The Johns Hopkins University, 1965-66; Research Assistant in Biology, Marine Biological Laboratory, Woods Hole, Massachusetls, Summer 1966; Gilman Fellow in English, The Johns Hopkins University, 1%6-68; Faculty of Philosophy Fellow in English, The Johns Universiiy, 1 %6-68; Instructor in English, University of Maryland, 1963-72; Tutor, St College, '1972-. BS'. Univ,ersity of V~rginia, 193~; Rhodes Scholar, Oxford University, BA, 1938, M.A., 1966, B.L1u., 19_J9, lnstruoor and Ass1sLant Professor of English, Iowa State College, 1940-45, Wartime Assistant in Phys1_cs, 1945, Researc_h Assistant in Physics, Princeton University, 1945, Assistant ~rofessor of English, Princet;:n University, 1945-49; Guest Lecturer, Black Mountain College, ::iummer, 1947; Rockefeller Grant for study 111 Europe, 1948; Assistant Professor of Humanities The University of Chicago (College), ·1949-56; Guest Professor (Fulbright Program), Technisch~ Hochschule, Munich, Germany, 1958-59 (Kulturgeschichte als die Geschichte symbolischer Forrn_en); Tutor, St John's College, 1956-, Director of Adult Education, 1957-58, Santa Fe, 1967-; ~oet 111 Residence and Guest Professor, Un_iversity of Rochester, Spring, ·1967; Guest Professor, .J.U.l,J.Y. a~Old We_stbury, Spnng, 1970, Director of Study Groups and Graduate Preceptorial in H1smry of I hought 111 the Arts, '1972-73; On Leave, ·1974-75. Burton Bl istei n A.B., /l,.M,, The University of Chicago; Instructor, sculpture and drawing, Milwaukee, 1958-64; Faculty member, Shimer College, 1964-72; Tutor and St. John's College, 1972-. School of Art, in Residence, Leo F Raditsa BA, Harvard College, 1956; University Schola;·, 1960-61; University Fellow, 1961-62; M.A., Columbia University, 1962; President's fellow, 1962-63; Fulbright, University of Munich, 1964-65; Berlin, 1965; Instructor, New Yorlc Un1vers1ty 1 Washington Square Coiiege, 1965-68, Assistant Professor, 1968, Ph.D., Columbia University, 1969; Tutor, St. John's College, 1973-. S2muel Emmons Brown Harvard College, ·1936-37; Diploma, Black Mountain College, ·1945; /VLA., 1956, Ph.D., 1962, Indiana Un1vers1ty; pnvate tutoring, 1946-48; Director of Music, Windsor Mountain Schooi, 1948~49; ~1rector of Music, Verde Valley School, 1950-53; John H. Edwards Fellow, 1955-56; ParH1me I eacher, Indiana University, 1956-57· Tutor St. John's College 195&- Santa fe 1965-. f f I I I Dean R. Reed Woodhouse B.A., Kenyon College, 1970; B. A., Oxon, 1973; Association of Episcopal Colleges Scholar, 1970-73; Tutor, St John's College, 1973-. B.A.,_Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-60; Fels ;=und Fellow 1n Philosophy, The Johns Hopkins University, 1960-61; Tutor, St. John's College, 196.1-, Santa Fe, 1966-, Assistant Dean, 1971-73; On leave, 1973-75. �66. I ST. JOHN'S COLLEGE Robert D. Sacks B.A., St. John's College, 1954; Ph.D., The Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Orientales Vivantes, 1956-57; The University of Chicago, 1957-59; Tutor, St. John's College, 1961-, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, 1968-69; Biblical Research, Jerusalem, 1971-72. John S. Steadman FACULTY I 67 School, .1952-53; Director, Doctoral Training in Clinical Psychology, Denver University, 195~-57, Professor of Psychology and Chairman, Department of Behavioral Sciences New Mexico. Highlands University, 1957-64; Lecturer, Department of Psychiatry, Edi~burgh Univ.ers1ty, Scotland, 196~-65; Professor of Psychiatry (Psychology), University of Missouri Medical School, Kansas City, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. Roger S. Peterson B.S. Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, U.S. Army, 1954-56; Assistant in Philosophy, Cornell University, 1959-61; Teaching Fellow, Cornell University, 1961-62; Tutor, St. John's College, 1962-, Santa Fe, 1967-, Assistant Dean, 1970-72. A.B., Harvard College, 1953; A.M., 1957, Ph.D. in Botany, 1959, University of Michigan· United Stat~s Navy, 1953-56; Forest Service Research, Colorado State University 1959-62. Resea h Project Leader, Utah State University, 1962-66; Tutor, St. John's Colleg'e Santa 19~~Sabbatical, 1973-74. ' e, · David Clifford Jones E. Ray Davis, Jr. B.A., St. John's College, 1959; M.A., The University of Melbourne, 1962; University Fellow, The University of Melbourne, 1961-62; University Fellow and Bess Heflin Fellow, The University of Texas, 1962-64; Tutor, St. John's College, 1964-, Santa Fe, 1965-; Director, Graduate Institute in Liberal Education, 1973-. Unive.rsity of Wisconsin, 1953-55; ~.A., St. John'~ College, 196~; NDEA Fellowship, University of Indiana, 1962-65, M.A., 1965, History and Philosophy of Science· Tutor St John's College Santa Fe, 1966-. ' ' · ' Ida Doraiswamy B.A., Madras University, 1951; M.A., Madras University, 1955; Lecturer, Lady Doak College, 1957-60; Oberlin College, 1960-61, (Oberlin Shansi Faculty Fellowship); M.S., University of Wisconsin, 1962; Professor, Lady Doak College, 1962-64; Tutor, St. John's College, 1964-66; Professor, Wesley Girl's High School, Ghana, Africa, 1966-73; Tutor, St. John's College, 1974-. Robert M. Bunker A.B., Harvard University, 1939; A.M., 1954, Ph.D., 1955, University of New Mexico; United Pueblos Agency, Bureau of Indian Affairs, 1940-51; United States Navy, 1942-46; .Exec.ut1ve Secretary, Bernalillo City-County Consolidation Committee, 1952-5.6; Instructor, University of New Mexico, 1955-56; Professor of English and Philosophy, and Chairman of both Departments, New Mexico Highlands University, 1956-65; Tutor, St. John's College, Santa Fe, 1965-. Don B. Cook A.B., Occidental College, 1958; Ph.D., University of California at Davis, 1965; Woodrow Wilson Honorary Fellow, University of California at Davis, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-; Teacher, Santa Fe Preparatory School, 1972-73. Elliott T. Skinner B.A., University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, Princeton University, 1964, Woodrow Wilson Fellowship; Fellow ofThe Council for Philosophical Studies (Summer Institute in Greek Philosophy and Science), 1970; Tutor, St. John's College, Santa Fe, 1965-. Richard Bowen Stark The Colorado College, 1941-42, (U.S. Air Force, 1942-45) 1945-46; A.B., Colorado State College of Education, 1948; M.M., Yale University School of Music, 1948-52; Associate Professor of Piano (Director of the Choir, 1958), Fisk University, Nashville, Tenn., 1952-58; Visiting Professor of Music, Wesleyan University, Middletown, Conn., 1959-60; Curator of Collections, 1962-66, Curator of Music Research, 1966-70, Museum of International Folk Art, Santa Fe, New Mexico; Tutor, St. John's College, Santa Fe, 1965-; Research Project in Spain, 1973-74, National Endowment for the Humanities and International Folk Art Foundation. f: Ralph Swentzel! ~-S:, New Mexico Highlands University, 1963; Instructor, Computer Programming New Mexico nivers1ty, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. ' Timothy P. Miller A.B., Harvard Un~versity, 194~; B.Mu.s., 1949, M.Mus., 1951, Yale University; D.Mus., Indiana University, 1957, Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music Agnes Scott College, 1957-61; Director of Music, University of Richmond, 1961-66; Pian~ Chairman. and Member of Graduate Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St. John's College, Santa Fe, 1967-. R. Thomas Harris, Jr. B.A., Reed College, 1955; M.A.,. 19.56, Ph.D., Mathematics, 1959, University of Illinois; U~1vers1ty Fellow, University of llltno1s, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fell?w, 1958-59; Research Instructor, Duke University, 1959-60; Ass~stant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of Cal1forn1a at Berk~ley, 1962-63; Associate Professor, University of Maryland, 1965-68; National Science Foundation Consultant for India Project, Lucknow, India, summer, 1967; Visiting Associate Professor, New York University, 1967-68; Corporate Consultant, Management Science, IBM, Armonk, New York, summer, 1968; Tutor, St. John's College, Santa Fe, 1968-; V1s1ting Professor, New York University, summer, 1969. Glenn A. Freitas B:A., Classical Languages, St. Mary's College, 1957; Th.L., Universite Laval (Quebec) 1964· L1cen51ate in Sacred Scnpture, P?ntifical Biblical Commission (Rome), 1966; L'Ecole Biblique et Archeolog1que Francaise de Jerusalem, 1964-66; Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-. Ralph J. Quintana B.A., 1947, M.A., 1966, University of Colorado; Instructor, Williams College, 1946-49; Instructor, Wagner College, 1949-50; Teacher-coach, Fountain Valley School, 1953-58; Teacher_-coach, Hebron Academy, 1959-61; Assistant Professor, New Mexico Highlands Un1vers1ty, 1966-68; Tutor, St. John's College, Santa Fe, 1969-. Stuart Boyd Frank K. Flinn M.A., Aberdeen University, Scotland, 1948; Ph.D., Aberdeen University Medical School, 1952; Military Service, 1940-45; Assistant Lecturer, Clinical Psychology, Department of Psychiatry, Aberdeen University, 1948-52; Instructor, Medical Psychology, University of Colorado Medical A.B. (Philos<;>phy), Quincy College, 1962; B.D., Harvard Divinity School, 1966; Graduate Study, Harva.rd University, 1967-68; University of Pennsylvania, 1968-69; Fulbright Fellow, University of Heidelberg, Germany, 1966-67; Inner_ City Fieldwork Program (Harvard Divinity School), Roxbury, Mass., 1964-65; Lecturer (Biblical Studies), Newton College of the Sacred Heart, �68 I ST. JOHN'S COLLEGE · 1965-66; Boston College, 1967-68; Board Member, Association for Educational and Professional Opportunity, 1968-; Visiting Professor (Anthropology), LaSalle College Graduate School of Religion, 1969-70, summer, 1971; Tutor, St. John's College, Santa Fe, 1970-. Toni K. Drew B.A., St. John's College, Santa Fe, 1970; Teaching Intern, St. John's College, Santa Fe, 1970-72, Tutor, Santa Fe, 1972-. C. Donald Knight A.B., Baker University, 1962; M.A., University ofToronto, 1968; Ph.D. Candidate, University of Toronto, 1968-; Fulbright Fellow, Annamalai University, Madras State, India, 1962-63; Graduate Fellow (National Science Foundation) in Biology and Human Genetics, The Rockefeller University, 1963-66; Teaching Fellow in Moral Philosophy, Victoria University, Toronto, 1967-68; Canada Council Fellow in Philosophy, University of Toronto, 1969-71; Tutor, St. John's College, Santa Fe, 1971-; On Leave, Fall Semester, 1974. Philip LeCuyer B.A., The Colorado College, 1966; B.A., Merton College, Oxford University, 1969; Ph ..D. candidate in biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor in English Literature, Sum~er Human~t1es Institute, The Colorado College, 1968; Tutor in biology and chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. Mary I. Rabi nson B.A., The University of Chicago, 1960; graduate teaching assistant, Dept .. of Zoology, The University of Chicago, 1960-63; NIH Pre-doctoral Trainee in Devel.opmental B1<?logy, University of Iowa, 1966-67; NIH Pre-doctoral Trainee in Biochemistry, University of Arizona, 1969-72; Tutor, St. John's College, Santa Fe, 1972-. Alfreda L. Verratti B.A., St. John's College, 1966; M.A., Washington University, 1970; Psychiatric Social Worker, Harrisburg State Hospital, Harrisburg, Pa., 1966-67; Hans. Reichenbach Graduate Fellowship'. Washington University, 1967; N.D.E.A. Graduate Fellowship, Washington Un~vers1ty, 1967-70, Instructor, Washington University, 1969, 1971; Instructor, University of Missouri, 1970-71; Assistant Professor, Webster College, 1971-72; Tutor, St. John's College, Santa Fe, 1972-, Assistant Dean, 1972-. Alfred J. DeGrazia Ill B.A., Swarthmore College; M.A., Harvard University, 1968; Ph.D. candidate, Harvard University, 1968-; Teaching Assistant, Harvard University; Tutor, St. John's College, Santa Fe, 1972-. Lorna Green Smith College, 1956-57; American University, summers of 1957 and 1958; B.Sc., McGill University, 1960; Woodrow Wilson Fellow, Rockefeller University, 1960; University of Washington, summer 1961; University of Paris at the Station Biologique de Roscoff, sumrper 1962; Ph.D., Rockefeller University, 1965; Postdoctoral Fellowship, Rockefel~er University, 1965; Research Assistant, Wellesley Hospital, Toronto, 1967-68; M.A., University of Toronto, 1971; Canada Council Fellowship at University of Toronto, 1970-73; Teaching Assistant, St. Michael's College, University ofToronto, 1970-72; Tutor, St. John's College, Santa Fe, 1973-; On Leave, Spring Semester, 1975. Howard Zeiderman Dartmouth College, 1962-63; B.A., St. John's College, 1967; M.A., Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-. FACULTY I 69 William H. Donahue B.A., St. John's College, 1967; Postgraduate research student, Faculty of Philosophy, King's College, Cambridge, 1967-72; Supervisor for Part I and Part II Tripos, Cambridge University, 1968-72; Ph.D., King's College, Cambridge, 1973; Tutor, St. John's College, Santa Fe, 1973-. James R. Mensch B.A., St. John's College, 1967; M.S.L., The Pontifical Institute of Medieval Studies, Toronto, 1970; Instructor in Religious Philosophy, University of Toronto, 1970-71; Tutor, St. John's College, Santa Fe, 1973-. Richard L.L. Michaud A.B., St. Michael's College, 1963; Ph.D., University of Vermont, 1968; Post-doctoral Fellow in Pharmacology, Yale University Medical School, 1967-68; Assistant Professor, Psychiatry Department, Yale University Medical School, 1968-70; Assistant Professor of Science Webster College, 1970-73; Visiting Lecturer, Washington University, 1971-73; NSF Fellow, 'colorado State University, summer, 1972; Consultant in Ecology, St. Louis University Institute for Environmental Studies, summer, 1973; Tutor, St. John's College, Santa Fe, 1973-. Bruce E. Venable B.A., St. Mary's College of California, 1969; M.A., 1973, University of Washington; Ph.D. Candidate in Classics; University of Washington; Teaching Assistant, Classics Department University of Washington, 1970-71; Tutor, St. John's College, Santa Fe, 1973-. ' Lynne M. Hamilton A.B. Cum Laude, Radcliffe College, 1957; M.A., University of California, Santa Barbara, 1968; Ph.D., UCSB, 1972; former lecturer in English, UCSB; Tutor, St. John's College, Santa Fe, 1974-. Stephen R. Van Luchene University of Guadalajara, summer, 1967; Universidad Nacional de Mexico, summer, 1968; B.A., Arizona State University, 1969; M.A., 1971, Ph.D., 1973, University of Notre Dame; journalist, Arizona Magazine, 1969; Teacher of English as a Second Language, Bell School, Cambridge (U.K.), 1969; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1974-. Gerald Lee Myers B.A., University of Colorado, 1964; Ph.D., University of Colorado Medical Center, 1969, USPHS Fellow, University of Colorado Medical Center, 1964-69; American Cancer Society Post-Doctoral Fellow, Yale University, 1969-71; Member, New York Academic of Sciences, 1970-; Seessel Research Fellow, Yale University, 1971; Tutor, St.John's College, Santa Fe, 1974-. Edward C. Clark B.S., Massachusettes Institute ofTechnology, 1951; Ph.D., Princeton, 1969; Area Geophysicist, Humble Oil Company, Wyoming and Montana, 1951-56; overseas with Humble Oil in Turkey and Spain, 1957-63; Assistant Professor of History, University of Texas-El Paso, 1969-7 4; Tutor, St. John's College, Santa Fe, 1974-. Philip B. Long B.A., Bob Jones University, 1965; study at Westminster Theological Seminary, 1966-67; Doctoral cum laude, The Netherlands' Universities, 1973; Tutor, St. John's College, Santa Fe, 1974- David L. Townsend B.A., Loyola College, Baltimore, 1969; M.A., Harvard University, 1970; Certificat de Langue, University of Paris, 1967; Teaching Fellow, Harvard, 1971-73; Resident Tutor, Eliot House, Harvard, 1971-73; English Teacher, Cambridge Community High School, 1971-72; Tutor, St. John's College, Santa Fe, 1974-. �70 I ST. JOHN'S COLLEGE Mark Haynes University of North Carolina, 1967-69; St. John's College, Annapolis, 1969-70, St. John's College, Santa Fe, 1970-71, B.A.; University of Texas, 1971-73; Teaching Intern, St. John's College, Santa Fe, 1974-. Kent H. Taylor OFFICERS, ASSOCIATES, AND STAFF ANNAPOLIS SANTA FE President President Richard D. Weigle Richard D. Weigle Dean Dean B.A., Yale University (English) 1963; M.A. University of Georgia (English) 1965; University of California at Santa Cruz (History of Consciousness: an interdisciplinary graduate humanities program) 1967-68; Defense Language Institute, Monterey, California (German) 1968-69; Heidelberg University (Philosophy) 1971-73; Instructor of Freshman English at the University of Georgia, 1965-67; Teaching Assistant at University of California at Santa Cruz, 1967-71; Tutor, St. John's College, Santa Fe, 1974-. Treasurer Treasurer Charles T. Elzey Emory Jennings Georgia S. Knight Director of College Relations Director of Graduate Institute B.S., University of Utah, (Philosophy), 1970; M.A. University Utah, (English), 1972; Teaching Fellow, University of Utah 1970-74; Tutor, St. John's College, Santa Fe, 1974-. TUTORS EMERITI Ford Keeler Brown, A.B., D. Phil. Jacob Klein, Ph.D., Dean, St. John's College, 1949-58. William Kyle Smith, B.S., Th.B., Th.M. Simon Kaplan, Ph.D. Wiley W. Crawford, BA, M.A., Ph.D. Curtis A. Wilson Robert A. Neidorf Vice President J. Burchenal Ault William B. Dunham David C. Jones Assistant Deans Assistant Deans Miss Barbara H. Leonard Ray A. Williamson Miss Alfreda L. Verratti Ralph J. Quintana Registrar Registrar Mrs. Leanore B. Rinder Miss Ellen Gant Director of Admissions Director of Admissions Michael VI/. Ham Gerald F. Zollars Librarian HONORARY FELLOWS Paul Mellon Librarian Miss Charlotte Fletcher Mrs. Alice H. Whelan Director of Athletics Director of Student Activities B.A., Yale University, 1929; BA, 1931; M.A., Cambridge University, 1938; Litt.D. Oxford University, 1961, LL.D., Carnegie Institute of Technology, 1967, LH.D. Yale University, 1967. Bryce DuVal Jacobsen Istvan Fehervary Director of Financial Aid john Gaw lv\eem Charles E. Finch Director of Financial Aid Mrs. Sue L. Boyter ScB., Virginia Military Institute, 1914; M.A. (Hon.), Colorado College, 1936; A.F.D., University of New Mexico Director of Adult Education Director of Adult Education Robert L. Spaeth Robert Bunker Deputy Director, College Relations Director of Alumni Relations Thomas Parran, Jr. Alumni Secretary and College Archivist Miss Miriam Strange Business Manager James Grant Superintendent of Buildings and Grounds Superintendent of Buildings and Grounds David W. Tucker Stanley Nordstrum College Physicians Robert C. Biern College Physician Jan Pieter Voute Charles Kinzer Sigmund A. Amitin College Nurse College Nurse Mrs. Juliana Rugg Mrs. Mordaunt Elrington �and Classes Profile: September 19 January 19 00 c Q) > C"ll _c ::i 0 $'. ANNAPOLIS SANTA FE ANNAPOLIS SANTA FE States Represented: Alabama .. Arizona . California .. Connecticut Colorado. Delaware District of Columbia Florida Georgia .. Illinois . Indiana Iowa Kansas . Maine Maryland Massachusetts Michigan Minnesota ... Mississippi Missouri Montana . Nevada i'Jew Hampshire New jersey . i'lew Mexico New York North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Dakota Tennessee . Texas . Utah Vermont Virginia . Washington West Virginia . Wisconsin 1 5 26 4 10 5 6 1 2 3 1 2 5 Number of Students Men .. Women. 3 2 1 4 1 3 2 2 5 1 2 3 National Merit Honors Scholars Finalists . Semi-Finalists .. Commended Scholars .. Early Entrance 2 1 1 9 s Previously Attended College z 114 127 68 14 Range of Ages 3 30 7 2 3 21 18 ' z 7 5 0 40 40 42 2 16 ·1 2 10 1 3 2 16-27 16-26 13 1 2 2 2 Attended Public School 68% 77% 28% 42% Rank in class· First tenth Second tenth 46% 20% 35% 23% Second fifth Third fifth Fourth fifth Last fifth 16% 9% 7% 2% 19% "14% 7% 2% Veterans 1 2 16 I VI _J Receiving Financial Aid 1 4 Q) E 0 <.fl c 0 Q) "' 0 0 u 0 2 11 0 0 .J:) ...c 59 55 59 >- id -£ ..>!. ~ LIJ 1 19 4 c 0 u >< LI.J Afghanistan Belgium British West Indies .. Italy .. Japan .... 31 31 0 a.. <( z z <( � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 1974-75 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 70 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 1974-75 Date A point or period of time associated with an event in the lifecycle of the resource 1974-1975 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Publisher An entity responsible for making the resource available St. John's College Description An account of the resource College catalog for the years 1974-1975 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/dea9b759757b4d872752156ef74a8585.pdf dac10af6de3dd1c4239e442b465b7166 PDF Text Text T J H LLE ' AN l\IAPOLIS, MARYLAND SAl'~TA FE, NEW MEXICO ST;\TElvlENT OF THE ST. JOHN'S PROGRAM 1975-76 Founded as l(ing William's School, 1696, chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the l'forth Central Association of Colleges and Secondary Schools �College Ca ANl'-JAPOLIS 1975-1976 Table of Contents SANTA FE September 5 Freshman and Senior Registration August 26 September 7 Convocation August 27 September 8 Sophomore and Junior Registration August 27 September 8 First Seminars August 28 September 8 First Classes August 29 October 1 7-20 November 27-30 December 18-January 4 January ·13 January 1 9 January 21 February 6-9 March 13-28 Long Weekend Thanksgiving Recess Winter Vacation October 1 0-13 November 27-30 December 17-January 12 PAGE Introduction ................ . . .................................. 5 The Curriculum THE SEMINAR. __ 3 THE PRECEPTORIAL .10 .11 December 17 THE TUTORIALS .. Beginning of Second Semester January 12 THE LABO RA TORY January Freshman Registration January 12 THE FORMAL LECTURE .. End of First Semester Long Weekend Spring Vacation __ l 7 .... ..... 23 ... 25 THE ST. JOHN'S LIST OF GREAT BOOKS March 6-21 May 21 End of Second Semester May 14 /v\ay 23 Commencement May 1 6 The Academic Order .. .30 THE TUTORS .31 THE INSTRUCTION COMMITTEE .31 THE LIBRARY SCHEDULES SUMMER 1976 May 31 ESSAYS AND EXAMINATIONS May 31 Graduate Institute Begins August 6 January Class Second Semester Begins June 20 January Class Second Semester Ends August 6 Graduate Institute Ends August 13 ACADEMIC STANDING THE ST. JOHN'S DEGREE OF BACHELOR OF ARTS THE ST. JOHN'S DEGREE OF MASTER OF ARTS .. THE GRADUATE INSTITUTE IN LIBERAL EDUCATION Residence and Student Life ...... . SITE PLANS OF THE CAMPUSES .. .32 ... 33 .... 34 ..... .35 ..36 ... 36 . .38 .. .42-43 CAMPUS VISIT . . .48 ... 51 Fees and Financial Aid .. 53 Admissions .... 1976-1977 September 1 0 Freshman and Senior Registration September 12 Convocation August 29 September 13 Sophomore and Junior Registration August 28 September 13 September 1 3 First Seminars First Classes August 30 August 31 October 1 5- 1 8 Long Weekend October 8- 11 November 25-28 December 17-January 3 January 23 Thanksgiving Recess Winter Vacation End of First Semester August 27 November 25-28 December 17-January 13 December 17 Bibliography ..... 56 Board of Visitors and Governors .... .57 Faculty Profile: 1973 Freshman Class ... 58 .72 �c Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obi igations. Such men and women are best equipped to master the specific ski I ls of any calling and to become mature, competent, and responsible citizens of a free society. St John's College believes that the way to I iberal education I ies through the books in which the greatest minds of our civilization-the great teachers-have themselves. These books are both timeless and timely; they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary problems with which we have to deal. They can therefore enter into our everyday lives. Their authors can speak to us almost as freshly as when spoke for the first time, for what they have to tell us is not something of merely academic concern, remote from our real interests They change our m111ds, move our hearts, and touch our spirits. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of 111dependent and yet complementary meanings. And, while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intel I igibility. They are therefore properly cal led great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical, or philosophical. They are also linked together, for each of them is introduced, supported, or criticized by the others. In a real sense they converse with each other, and they draw each reader to take part, within the Ii m its of his ab1 I ity, in their large and unending conversation. McDowell Hall, Annapolis, 17 44 �This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we sometimes desire. To remedy this defect is the goal of the St. John's seminar. Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar ideas, attempt to discuss it reasonably. It is presupposed that each student is wi 11 i ng to submit his opinions to the critical scrutiny of his fellow students. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions-probably unexamined-that they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. 1n the main, however, the aim is to ascertain not how things were, but how things are-to help the student make rational decisions as he lives his life. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the student should continue with him throughout his life. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in al I classes and laboratories is made to depend on the activity and initiative of the students. The tutor functions as a guide, more intent to I isten to the students and to work with them than to impose upon them his own train of thought. In short, St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always beer. to mediate men's understanding, to give conscious form to knowledge through systems of signs accommodated to men's intellects-that is, words and numbers. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic-the arts of language; and arithmetic, geometry, music, and astronomy-the arts of mathematics. In contemporary terms, man practices such liberal arts as analyzing, thinking, writing, speaking, and dec1d1ng as he uses verbal symbols; man practices such liberal arts as counting, measuring, deducing, and demonstrating as he uses mathematical symbols. There are many ways to develop these arts. The curriculum emphasizes four of them: discussion, translation, demonstration, and experimentation. They are followed in all the branches of the program. But whatever the methods used, they al I serve the same end: to make the student think for himself, to enable him to practice the arts of freedom. Free minds must be able to view concrete situations, to deliberate by formulating clear alternatives, and to arrive at a deciding choice. The acquisition of these intellectual skills indicates that the discipline of the liberal arts has taken hold of the learning mind. Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance men can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline men can acquire the habit of listening to reason. /'\ genuinely conceived liberal arts curriculum cannot avoid aiming at these most farreaching of all human goals. �THE CURRICULUM I 9 e THE SEMINAR The heart of the curriculum is the seminar-a discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two members of the faculty as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight unti I ten-or well beyond if the topic under discussion has aroused a sustained and lively argument. The assignment for each seminar amounts, on the average, to around a hundred pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders, and thereafter it consists almost entirely of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will The resulting informality is tempered by the use of 1ormal modes of address-" Mr.," "Mrs.," or "Miss." unsettled, with certain alternatives clearly out Ii ned. The progress of the seminar is not particularly smooth; the discussion sometimes tends to branch off and to entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk or into dull and sh al low meandering, without being able for a long time to extricate itself from such a course. Or it may climb to heights accessible to only a few of its members. Under these circumstances the role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation, It is to guide the discussion, to keep it moving, to raise objections, to help the student 111 every way possible to understand the author, the issues, and himself. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But a leader may also take a definite and positive stand and enter directly into the argume11t If he does so, however, he can expect no special consideration. Reason is the only recognized authority; all opinions must be rationally defended and any single opinion can prevail only by general consent. The aim is always to develop the student's powers of reason and understanding and to help him arrive at intelligent opinions of his own. Once under way, the seminar may take many forms. It may range from the most to the most general. The reading of Thucydides, for example, is almost certa111 to a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on the virtues and vices of men, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely-and even "~-"''""'c topics suggested the reading but having independent relevance in the minds of the participants. In the coffee shop after seminar, students, from different groups compare the points made 111 their discussions. Except for the requirements of common courtesy, there are only two rules: first, every op111ion must be heard and explored, however sharp the clash of opinions may be; second, every opinion must be supported by argument-an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance or their relation to the opinions of others. Gradually, under pressure of the group, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. The students learn, g1 aclually also, that to some extent the procedure of the seminar varies with the kind of reading under study: poetry is not philosophy and requires a different approach. Such progress in method may be crowned by sudden insights on the part of individuals, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued, The argument does not necessarily lead to the solution of a problem. IV!ore often than not the problem remains c ~ z Plaza, Evans Science Laboratory, Santa Fe Hall Santa Fe �10 I ST. JOHN'S COLLEGE THE CURRICULUM I 11 THE PRECEPTORIAL For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or exploration of one subject in several books. Students are usually given a choice of sixteen to twenty books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the seminar reading, some preceptorials may deal with books and themes the students would not otherwise encounter in the program. There are generally seven or eight students in a precepforial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually the student's work is completed by the writing of a paper, which may be read in draft to the preceptorial and criticized by the other members. Listed below are preceptorial subjects offered on the two campuses for a recent year. Aristotle: Po/ itics Camus Clement of Alexandria The Constitution of the United States: The Founding Dante: Purgatorio Dostoevsky: The Brothers f<aramazov Freud Galileo Goethe's Plays~chiefly Faust Hume's Moral Philosophy l<ant: Critique of Pure Reason Kazantzakis: The Odyssey~ A Modem Sequel The Logic of Hegel The Love Poetry of John Donne Marx Mathematics and l(ant Modern Theatre More: Utopia Nietzsche Plato: Laws Plato: The Sophist Psychoanalytic View of Character: Freud and Reich The Rhetoric of J. S. Bach Shakespeare: Hamlet Shakespeare: The Tempest Some Modern Protestant Theologians Sophocles Thomistic and Aristotelian Ethics Vibrating Bodies Giovanni Battista Vico THE TUTORIALS The seminar cannot suffice as the only means to the encl of liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study. Other instructional devices must therefore support it; these are the tutorials in language, mathematics, and music. For four years a student attends one language tutorial and one mathematics tutorial, usually four mornings a week. Three times a week sophomores also attend a music tutorial. In tutorials, around a table, thirteen to fifteen students study and learn together under the direct guidance and instruction ofa tutor. Each tutorial session lasts an hour. The tutorial provides conditions for collaborative study and for the manifold teaching and learning relations that hold in a company of good friends. As in the seminar, students talk freely with one another and the tutor, but the discussion focuses sharply on assigned tasks. There is opportunity for each student to contribute his measure of instruction to his fellows. Other tutors often attend, seeking to learn about a particular subject, which they may later teach. A student will work in the language and mathematics tutorials with one group of fellow students, and in the laboratory and the seminar with another. Some of the students in his tutorials will also be with him in his laboratory and seminar. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. The language tutorial attempts to remedy this condition by a training in the means of precise communication and persuasion. In a broad sense, it may be conceived as a present-day restoration of the age-old studies of grammar, rhetoric, and logic. The tutorials seek to understand the relation between language and thought. To do this they must study the fundamental ways words can be puttogether, the modes of signifying things, the varied connotations and ambiguities of terms, the role of metaphors and analogies, and the logical relations between propositions. �12 I .ST. JOHN'S COLLEGE The primary purpoSE; of the language tutorial is thus not the mastery of any foreign languages. By studying these, however, and by translating them into English, by comparing them with each other and with English, the student learns something ofthe nature of languages in general and of his own in particular. During the four years, then, he is studying language as the discourse of reason and, through the medium of foreign tongues, his native English. He is discovering the resources of articulate speech and learning the ru [es that must govern it if it is to be clear, consistent, and effective; if it is to be adequate and persuasive. The medium for accomplishing this is Greek in the first and second years and French in the third and fourth years. THE CURRICULUM I 13 content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the student attempts to match in his own tongue the excellence of his models. In the second semester a play in verse is read. The principal activity of the fourth year, however, is the reading of French poems. Its immediate object is the understanding and enjoyment of each poem in its In the beginning the emphasis is on the grammatical forms and constructions and the vocabulary of the language being studied. Brief passages of prose and poetry are committed to memory. But after a short time the tutorial shifts to something more concrete: the slow and careful reading and discussion of works of poetic imagination or philosophical thought Thus the rapid reading for the seminar, with its attention to the large outlines, the general trend, the development of the central idea, is supplemented and corrected by a more precise and analytical study, concerned with every detail and particular shade of meaning, and also with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not often come directly into seminar discussions. The student's concern with them in the language tutorial improves all his reading, for whatever immediate encl, deepens and enriches his understanding, and increases his ability to think clearly and to talk well. The second purpose of the language tutorial is support of the seminar. The further the student advances, the more the language tutorial tends to influence the seminar discussion. It brings issues to the fore which might otherwise have been neglected and introduces more precision into the terms in which a problem is being discussed. A third aim of the language tutorial is the learning of the two foreign languages themselves. In the ti me al lotted to the study of each language, mastery of either of them is, of course, impossible. Ability to speak the language is not an aim of the tutorial. That ability may best be acquired by living abroad, or by an intensive course. What the student can reasonably expect to attain is a knowledge of the grammatical forms and a feeling for the peculiarities of the language, within limitations To experience the individuality of another language is to extend the limits of one's sensibility. The choice of the foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Different languages might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek mto the second year advances the work of the first year. The second year ends with analysis and discussion of works by Shakespeare, Donne, and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text The aim here is economical progress toward facility in the reading and writing of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and c j5 0 "" �14 I ST. JOHN'S COLLEGE THE CURRICULUM I 15 parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarifies the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted in the third year. THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is or ought to be the case is suggested by the term itself, for it is derived from a Greek word meaning "to learn." It is regrettable, then, that students should ever grow to have an aversion to mathematics or to think of themselves as unmathematical. The experience of the St. John's program is that when mathematics is taught from well-chosen texts, at a patient pace, and with the expectation of pleasure, it turns out to be the most readily learnable of the liberal arts. There are two main reasons for studying mathematics. First, it pervades our modern world, perhaps even defines it Therefore anyone who means to criticize or reform, resist or further this world not only must have some familiarity with the mathematical methods by which it is managed, but must have thought about the assumptions that underlie their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure the things in the world. The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathematics has, as its name implies, a particularly close connection with the human capacity for learning, its study is especially useful in helping students to think about what it means to learn and to know something. To prepare themselves for such reflection students study artfully composed mathematical texts, demonstrate propositions at the blackboard, and solve problems. By doing this over four years they learn a good deal of mathematics, and they gain noticeably in rigor of thought, nimbleness of imagination, and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? Is there "better" and "worse," "ugly" and "beautiful" in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects'.'? In what way did the discoverer of a particular theorem probably first come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over Into the larger sphere of the seminar. The student begins with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, he gains a notion of deductive science and of a mathematical system in general; he becomes acquainted with one view of mathematical objects-its central expression found in the theory of ratios-which is buried under the foundations of modern mathematics. After Euclid he begins the study of Ptolemy's Almagest, his treatise on astronomy, centering attention on the problem of "hypotheses" constructed to "save the appearances." That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St. John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic, and religious readings that are taken up in the first and second years. In the second year the student continues the study of Ptolemy, emphasizing those difficulties and complexities ofthe geocentric system which are brilliantly resolved by the Copernican revolution. He studies Copernicus's transformation of Ptolemy into heliocentric form. He next takes up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this he studies analytic geometry, which presents the conic sections in algebraic form. He thus gains an understanding of algebra as the "analytic art" in general. In the third year calculus is studied both analytically in its modern form and geometrically as Newton presented it This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetic foundation for the calculus. The student then returns to Newton's Principia, to take up �16 I ST. JOHN'S COLLEGE THE CURRICULUM I 17 the astronomical parts in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" theory in which orbits are determined by laws of force. Here again the mathematics tutorial is more than a mathematics course. It is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year the reading of Lobachevski's approach to non-Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. This is fol lowed in the latter half of the year the study of Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and of space. On the Annapolis campus, there is an alternate program for the latter half of the year: some of the students study projective geometry, in which the enterprise which began with Euclid returns in a remarkable way, now generalized, to its starting point. THE MUSIC TUTORIAL One of the aims of the St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed towards technical ski I I but towards an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers The study of music is valuable in training the mind to a sense of ratio and In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year, by way of introduction, all students sing in a choruso In the sophomore year a tutorial meets three times a week. The music tutorial reflects two different but complementary aspects of music. On the one hand music is inti related to language, rhetoric, and poetry. Or> the other it is a l!nique and self-sufficient a1·t, which has its roots deep in nature. in words as \Nell as The work of the tutorial includes an 111vestigation of in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint, and r~one of these is done apart from the sounding real of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Moza1·t, and the instrumental works of Beethoven are the real textbooks. In the second semester at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the seminar meetso Group discussion of a work of music, as of a book, facilitates and enriches the understanding Gf it. THE LABORATORY The emblem ofthe St. John's program on the front cover shows seven books surrounding a pair of scales. The balance, no less than the books, symbolizes the tradition ofthe liberal arts. It stands for the instruments of the scientific laboratory, which may wel I be the most characteristic institution of the modern world. c ~ z t'. 15 0 "' Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions, in industry, politics, morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one which the College takes special care to emphasize. There is scarely an item in the cu rricu Ium that does not bear upon it. The last two years of the program exhibit the �18 I ST, JOHN'S COLLEGE THE CURRICULUM I 19 practice of the liberal arts, The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning, There need not be "two cultures!' Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION OF THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: ('I) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it (2) The content of the work should be so chosen as to enable the student to trace a scientific di sci pl ine to its roots in principle, assumption, and observation, Thus certain integrated wholes of subject matters are to be selected as problems in which the roles of theory and e)(perimentation can be distinguished through critical study, (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation, The student must have time to satisfy himself as to the degree of accuracy his instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire experiment Only thus can he come to a mature understanding of the sciences called "exact!' far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes, lv\odern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory, The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century, They are based on a mathematical interpretation ofthe universe, which transforms the universe into a great book written in mathematical characters, liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding, For this purpose St John's has set up a four-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology, and chemistry are pursued, There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments that mark the history of science have to be reproduced; the interplay of hypothesis, theory, and fact has to be carefully scrutinized, All of this is supported by the mathematics tutorials, which provide a clear understanding of mathematical techniques, The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research, It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills derived from the A laboratory section consists of seventeen to twenty-one students working under the guidance of a tutor, with the help of more advanced students serving as assistants, Sections meet twice a week, A laboratory session may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires. Occasionally a laboratory meet111g is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Fresnel, Darwin, Faraday, Maxwell, Thomson, Rutherford, and Bohr are among those regularly used in this way, In all the work of the laboratory, and in the laboratory manuals written at the College, the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry, ITS CONTENT The general topics of study have been chosen from elementary physical and biological science, In terms of traditional names for various branches of scientific endeavor, the work schedule may be outlined as follows: First Semester 1st Year Theory of measurement Second Semester Chemical atomism 2nd Year Comparative zoology, embryology, genetics, evolution 3rd Year Mechanics, optics, and force-fields Electromagnetism Atomic structure 4th Year �20 I ST. JOHl'-J'S COLLEGE THE CURRICULUM I 21 PHYSICAL SCIEi'ICE In the first semester freshmen study the theory and problems of measurement, which make up the major link between mathematics and experience. The specific measurements considered are those of length, area, volume, weight, density, musical pitch, physical moments, pressure, temperature, and heat. Attention is given to the theoretical assumptions underlying each particular measurement, to the construction and precision of the instruments used, to proper utilization of the data collected, and to the problem of error. In the second semester the student confronts the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The emphasis now shifts from the problems of measurement as such to the problems of developing a coherent physical theory that wi 11 account for experimental findings. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical tra11sformations of which they speak. The meanings of the terms, pure substance and mixture, element and compound, atom and molecule, are carefully considered. The semester's work cu I mi nates 1n the resolution of the problem of determining atomic and in two further developments which this resolution makes possible, the theory of valence and the periodic chart. In the third year the laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, and electro-magnetism. The mathematical tools of physics are put to work in the laboratory at the same time that their rigorous development is pui-sued in the mathematics tutorial. As the tools of the calculus become available, the emphasis shifts from a direct, qualitative of force, acceleration, energy, and potential fields, to their reformulation in more appropriate terms; at the same time the physical concepts serve to illustrate the mathematical ideas. The concepts of mechanics are then used to formulate alternative theories of light-corpuscular and wave-and the appropriateness of either is considered. In the senior year electromagnetic theory is approached initially in terms of classical physics, and then developed beyond those terms to the general characterization of the electromagnetic field by Maxwell's equations. Finally, the principles of optics are reviewed as possible consequences of Maxwell's equations, and the appropriateness of a mechanical model for light is examined. In many ways the work of the senior year is a return to questions the student first raised as a freshma11. The senior laboratory takes up anew the theory of atom ism-but now the atom itself has become the object of study. Prepared by his work with electrical phenomena, the student can focus on the questions of atomic stability that lead to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schri:idinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. Ultimately the student must reconsider another "freshman" problem-that of measurement-in the light of the "new physics." �22 I ST. JOHN'S COLLEGE THE CURRICULUM I 23 BIOLOGICAL SCIENCE In the second year the laboratory takes up the study of living matter. Using the theory of evolution as a unifying idea, the laboratory studies animal life in four aspects or units of work. First the lower animals or invertebrates are considered. The student observes and dissects representatives of the major groupings of invertebrates. General topics such as the origin of life, the relation of part to whole and of form to function are discussed as the observations and dissections bring them to the fore. From invertebrates the student moves to gross anatomy, with special emphasis on the circulatory system and the structure of a complex organ like the eye. Further light is thrown on the questions first raised by the study of invertebrates. The interaction of organ systems is explored. After the study of animal forms the laboratory proceeds to the topics of embryology, development, regeneration, cell migration, and cell differentiation. Theories of growth and formal differentiation are elicited from the observations. The fourth unit is concerned with genetics and the genetic study of populations. Mendel's theory of heredity, the molecular theory of the gene, and the results of laboratory studies of small fruit-fly populations are considered from the viewpoint of their evolutionary significance. In general, the laboratory consists of close observation, through microscopes or with the naked eye, together with constant theoretical interpretation of the observations, in class discussion and through reports and papers. Important works by biological scientists are read in conjunction with the experiments and discussions. They include the seminal work of Harvey, Darwin, and Mendel and the modern extensions and criticisms of the work of the early masters. The purpose of the biology laboratory is thus to acquire an understanding of self-moving matter. THE FORMAL LECTURE The curriculum as described so far has been shown to use the medium of discussion, of recitation, of student participation at every stage of the work. On Friday evenings, however, a different pattern of instruction prevails. The formal lecture is the occasion when the student has an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the student's readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, painting or architecture. The lecturers are often visiting scholars, but not infrequently members of the St. John's faculty. The visitor may be from the academic world or from the arena of public affairs; he may be a poet or an artist. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturer submits himself to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the student the habit of listening and following the exposition of a subject he may not be familiar with, and it also provides him an opportunity, in the discussion period, to exercise his dialectical skill in a setting very different from the classroom. It is here that he can hiniself test the degree of his understanding and the applicability of what he has learned. The lectures range throl:lgh a variety of subjects. Sometimes the student is confronted with opposing views on a given subject. Some of the lectures have immediate repercussion in the seminars and tutorials. Others may have a lasting effect on the direction that a student's work takes within the framework of the program. �THE CURRICULUM I 25 2'1 I ST. JOHl'.l'S COLLEGE LECTURES AND COl'-ICERTS The li~t below provides some examples of lectures and concerts given on one or the other campus in a recent year: "The Circle and the Square" Hugh McGrath "Computer-Tool of Reckoning" George Wend "A.sian Wisdom and the Modern World" l'lancy Wilson Ross "Durer as a Draftsman" Christopher White "Descartes and the Enlightenment" Richard Kennington "Poetry and Politics" Eugene McCarthy "The Poet of the Odyssey" Eva Brann "Speech: Its Strength and its Weaknesses" Jacob Klein "l(eyboard Music and the Art of Illusion" Douglas Allanbrook "Plato's Republic and the Search for Common Objects" William O'Grady "The Constitution and Threats to Liberty" Walter F. Berns 11 LaV1.1 and Education" "The Prospects for Mankind" Herman Kahn Harris Wofford "Words and Music" Virgil Thompson "i'v\~dea. Hero, Goddess, VVoman" Bernard /VI. W. Knox "The Objects of Discourse" /v\or\1 mer Adler "Jesus of Nazareth, Lamb of God 11 Edward Sparrow "The Ontological 1\rgument" Robert l"eidorf "The History and Myth of Philosophic Religion" Muhsin Mahdi "Stravinsky and Irony" Nicolas Nabokov THE ST. JOH1,rs LIST OF GREAT BOOKS The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at The University of Chicago, atThe University of Virginia, and, since 1937, at St. John's College. The distribution of the books over the four years is significant.Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the I iberal arts; the second year contains books from the Roman and medieval periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written originally in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter. The St. John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all times. In doing that it may help the student to discover a new kind of historical perspective and perceive through al I the historical shifts and changes the permanence and ever-present gravity of human issues. �THE CURRICULUM I 27 26 / ST. JOHN'S COLLEGE The list which follows is subjectto constant review and revision by the lnstructi-0n Committee of the faculty. Books read only in part are indicated by an asterisk. FRESHMAN YEAR Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Marcus Aurelius: Nicomachus: Lavoisier: Essays by: Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Co/onus, Antigone Peloponnesian War Hippolytus, Medea, Bacchae History* Clouds, Birds Ion, Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus Poetics, Physics, *Metaphysics, *Ethics, *On Generation and Corruption, * The Politico Elements* On the Nature of Things Pericles, Alcibiades Meditations* Arithmetic* Elements of Chemistry* Archimedes, Toricelli, Pascal, Fahrenheit, Black, Avogadro, Dalton, Wollaston, Gay-Lussac, Cannizzaro, Mach, Bridgman, Couper, Morveau, Proust, Berthollet, Richter, T. Thomson, Whewell, Berzelius, Dulong, Mendeleev SOPHOMORE YEAR Aristotle: Apollonius: Virgil: Plutarch: Epictetus: Tacitus: Ptolemy: Galen: Plotinus: Diophantus: Augustine: St. Anselm: Maimonides: Aquinas: Dante: Chaucer: Machiavelli: Copernicus: Luther: Rabelais: Calvin: Palestrina: Montaigne: Viete: Bacon: Shakespeare: The Bible* De Anima, On Interpretation,* Posterior Analytics,* Categories,* Parts of Animals,* Generation of Animals* Conics* Aeneid Caesar, Antony, Brutus, Cato the Younger, Pompey, Cicero Discourses, Manual Annals Almagest* On the Natural Faculties Fifth Ennead* Arithmetic* Confessions, City of God* Proslogium Eight Chapters on Ethics Summa Theologica, *Summa Contra Gentiles* Divine Comedy Song of Roland Canterbury Tales* The Prince, Discourses* On the Revolution of the Spheres* The Freedom of a Christian, Secular Authority Gargantua and Pantagruel* Institutes* Missa Papae Marcelli Essays* Introduction to the Analytical Art Novum Organum* Richard II, Henry IV, Henry V, The Tempest, As You Like It, Hamlet, Othello, Macbeth, King Lear, Coriolanus, Sonnets* Kepler: Harvey: Descartes: Pascal: Bach: Haydn: Lamarck: Mozart: Beethoven: Schubert: Darwin: Verdi: Mendel: Stravinsky: Des Prez: Poems by: Essays by: Epitome IV Motion of the Heart and Blood Geometry* Generation of Conic Section St. Matthew Passion, Inventions Quartets* Philosophical Zoology Operas* Sonatas* Songs* Origin of Species Otello Experiments in Plant Hybridization Symphony of Psalms Mass Marvell, Donne, and other 17th-century poets Bernard, Weismann, John Maynard Smith, Dreisch, Boveri, Tei/hard de Chardin JUNIOR YEAR Cervantes: Don Quixote Galileo: Two New Sciences Hobbes: Leviathan Discourse on Method, Meditations, Rules for the Direction of the Mind Descartes: Milton: Paradise Lost, Samson Agonistes La Rochefoucauld: Maxi mes* La Fontaine: Fables* Pascal: Pensees* Huygens: Treatise on Light,* On the Movement of Bodies by Impact Theologico-Political Treatise Spinoza: Locke: Second Treatise of Government Phedre Racine: Principia* Newton: Monadology, Discourse on Metaphysics, Principles of Nature and Grace Leibniz: Founded on Reason, Essay on Dynamics Swift: Gulliver's Travels Principles of Human Knowledge Berkeley: Fielding: Tom Jones Treatise of Human Nature,* Dialogues Concerning Natural Religion, Hume: Enquiry Concerning Human Understanding Rousseau: Social Contract Adam Smith: Wealth of Nations Critique of Pure Reason,* Fundamental Principles of Metaphysics of Morals Kant: Mozart: Don Giovanni Jane Austen: Pride and Prejudice Hamilton, Jay, and Madison: The Federalist Melville: Billy Budd, Benito Cereno, Moby Dick Essay on the Theory of Numbers Dedekind: Essays by: Boscovich, Thomas Young SENIOR YEAR Shakespeare: Moliere: Goethe: Antony and Cleopatra The Misanthrope, Tartuffe Faust -------------------------------------------'"' �28 I ST. JOHN'S COLLEGE Hegel: Lobachevsky: Tocqueville: Lincoln: Kierkegaard: Wagner: Thoreau: Marx: Dostoevski: Tolstoy: Lewis Carroll: Mark Twain: William James: Nietzsche: Freud: Valery: Jung: Mann: Kafka: Heidegger: Heisenberg: Millikan: Poems by: Essays by: THE CURRICULUM I 29 Introduction to the History of Philosophy, Preface to the Phenomenology, Logic (from the Encyclopedia), Philosophy of History,* Philosophy of Right,* Philosophy of Spirit* Theory of Parallels* Democracy in America* Speeches* Philosophical Fragments, Fear and Trembling Tristan and Isolde Walden Communist Manifesto, Capital,* Political and Economic Manuscripts of 1844* Brothers Karamazov, The Possessed War and Peace Alice in Wonderland The Adventures of Huckleberry Finn Psychology, Briefer Course Birth of Tragedy, Thus Spake Zarathustra, *Beyond Good and Evil* General Introduction to Psychoanalysis, Civilization and Its Discontents, Beyond the Pleasure Principle Poems* Two Essays in Analytic Psychology* Death in Venice The Trial What is Philosophy? The Physical Principles of the Quantum Theory* Supreme Court Opinions* The Electron* Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud, and others Faraday, Lorenz, }. }. Thomson, Whitehead, Minkowski, Rutherford, Einstein, -Davisson, Bohr, Schrodinger, Maxwell CJ)- c.:: 0 I I- :::> <( u.. 0 z 0 j:: <( u u:: Ui CJ) "" ;.:; 1 0 "' :2 ()._ <( _J u "'"' ~ .:: QJ u.. >- c: -.::> QI 'O .a CJ) * �THE ACADEMIC ORDER I 31 The Academic Order from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John's curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John's. THE INSTRUCTION COMlv\ITTEE THE TUTORS Learning is a cooperative enterprise, and it is best carried out when persons at different stages of comprehension work together. The typical learning situation at St. John's involves a small group of learners. First in line come the great teachers, the writers of the great books, who are talking in most cases at the high point of their learning. Next come the reading and talking teachers, the tutors, who are members of the faculty; in their stage of learning they are somewhere between the authors and the best students. There then fol low the other students at distances proportional to the degree of their understanding. The old-fashioned ranking of classes in the little red schoolhouse is the relevant image here. At the head of the class is the author-teacher, at the foot of the class the poorest student in relation to the subject matter. All the others are both teachers and pupils, each learning from those above and teaching those below. The aim in all the classes is to exploit the differences in knowledge, character, and skill as they are distributed among students and tutors. The kind of teaching and learning that goes on at St. John's presupposes, then, a faculty differing in many ways from the faculties of more conventional colleges. Each tutor normally has a specialized competence in at least one field of knowledge. Beyond that he must be willing to acquire a certain expertness in other fields of knowledge and a competence in the liberal arts This may mean that he has to re-educate himself. He is expected to teach some classes in subjects other than his own. Ideally, the tutor wi II eventually have taught classes in every part of the program. He thus wi 11, forthe first years of his teaching at least, attend classes in the same way as a student: his own learning goes along with his teaching; just as the student does, he progresses from year to year in the curriculum; and that continuous learning and teaching bring him, in ever-increasing measure, into close familiarity with the entire program. Thus a member of the St. John's faculty is never confined in his scholastic activities to a single division of the program. He is, and has to be, a teaching member of a seminar and of either two tutorials or of one tutorial and a laboratory section. Each tutor is constantly passing on the special skills he possesses to his colleagues who might require them in their classes. Since it is necessary, on the other hand, that tutors probe more deeply into the foundations and wider contexts of the subject matters that are the teaching materials at St. john's, to avoid staleness and the ever-present clanger of succumbing to routine performance, faculty study groups are set up. Leaders of such groups are relieved partially of their ordinary teaching duties. They engage in a thorough study and exploration of a subject chosen by the Instruction Committee of the faculty. Scholars The Instruction Committee is a committee of tutors responsible for advising the Deans on all matters of instruction-whether concerning curricular planning or the academic standing of students. It also advises the President and Vice President on appointments to the faculty. The Committee consists of the Deans and twelve tutors, six elected by the tutors on each campus of the College; the President and the Vice President sit with the Instruction Committee ex officio. Each Dean is the chairman of the Instruction Committee on the campus where he serves; the members of the Committee on each campus constitute the Instruction Committee for that campus and meet at frequent intervals throughout the year. The full Committee meets annually, alternating between the two campuses, and the Deans alternate as chairman of the Instruction Committee. THE LIBRARY The books chosen for study at St. John's are collected in the library in the best editions and translations that can be obtained. These books along with carefully selected modern texts for the laboratory form the core of the I ibrary, essential to the teaching of the program. A good general collection is a necessary supplement; a specialized, highly technical one would have little use. Each year books in mathematics, science, philosophy, religion, fine arts, music, poetry, literature, and history are purchased_ The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarian in selecting books and periodicals. The Annapolis library maintains a collection of about 60,000 volumes_ In Santa Fe, the collection has been growing at the rate of 3,000 volumes each year and now numbers over 35,000. Both libraries have interesting special collections. Annapolis has the Bray Collection dating from '1696, known as the "first public library in America," and the Peter Huntington Jackson Collection, which is rich in Elizabethan imprints and French Revolutionary books and tracts_ The Witter Bynner Collection and the Edgar Allan Poe Collection in Sante Fe contain first editions of each poet as well as other belles lettres. In addition, the Sante Fe library has several distinguished music collections, including the Amelia White, the Grumman, the Schmidt and the Holzman collections. Woodward Hall in Annapolis was renovated as a modern library facility in 1969. It has comfortable modern study carrels and stacks as well as traditional reading rooms. The Santa Fe library is housed in the Peterson Student Center and the Tower Building. The music library is located in the Sternberger-Weis Music and Fine Arts Building. �THE ACADEMIC ORDER I 33 32 I ST. JOHN'S COLLEGE SCHEDULES Perhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when the seminar leaders are wondering if the students will see the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. These are the educational realities that a common schedule marks and emphasizes. The only exceptions to the common schedule occur during the preceptorials in the junior and senior year. A SAMPLE FRESHMAN SCHEDULE FOR ONE WEEK Hour 8:30 Monday Mathematics Tutorial Wednesday Thursday Friday Mathematics Tutorial Tuesday Mathematics Tutorial Mathematics Tutorial Language Tutorial Language Tutorial 9:30 10:30 Language Tutorial Language Tutorial ESSAYS AND EXAMINATIONS Chorus 11:30 1:00 Laboratory Laboratory to ESSAYS 4:00 8:00 Seminar Seminar Formal Lecture Except for the preceptorials in the junior and senior years and certain periods of laboratory work for which the upperclassmen may choose their own time, the schedule is the same for al I students. Each morning for either three or four days a week they spend one hour in a language tutorial and one hour in a mathematics. tutorial; sophomores also spend three hours a week in a music tutorial. Twice a week they spend up to three hours in the laboratory. Two evenings from eight to ten they attend a seminar. A formal lecture or concert is given once a week. Nineteen to twenty-one hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. Every freshman, sophomore, and junior submits an essay on some theme suggested by his seminar reading. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the student to set out in writing, as clearly as he can, his own thoughts on some aspect of the I iberal arts. The essay in the second semester becomes the center of his final oral examination in the spring. For sophomores the annual essay holds a position of special importance. It becomes a major part of the process called enabling (see page 35). ORAL EXAMINATIONS At the end of each semester, oral ratherthan written examinations are held. These are conducted by the seminar leaders, with the voluntary participation of other tutors. The student is questioned freely and informally on the texts he has read and on his critical and interpretative opinions. It is not the aim of the examiners to find out how much the student remembers. He is encouraged to consider different parts of his study in relation to each other and to problems that may not have been treated in any of his classes. For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. �34 I ST. JOHN'S COLLEGE THE FRENCH READING KNOWLEDGE EXAMINATION Before being granted the degree of Bachelor of Arts, each student must pass an examination to show a reading knowledge of the French language. This examination must be passed before the beginning of the senior year and is a prerequisite to enable a senior to become a candidate for the degree of Bachelor of Arts. THE ENABLING ORAL EXAMINATION The senior enabling oral examination is given to the student in the fall at the beginning of his fourth year. It is focused on a number of books assigned for rereading and study during the preceding summer. They correspond in quantity to about tw~lve seminar readings and are chosen by the Instruction Committee from the seminar lists, with a view to covering key themes of the four years. The passing of this examination confirms a student's status as a candidate for the degree of Bachelor of Arts. THE FINAL ESSAY AND ORAL EXAMINATION In his senior year the student is required to present to the faculty a final essay related to some aspect of his four years' work. Again it is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined upon it by the committee in an hour-long public oral examination. No degree is awarded unless both the essay and the oral examination are satisfactory. The senior essay is regarded as the fruition of the student's learning. THE ACADEMIC ORDER I 35 of interest, performance, and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. THE DON RAG Once each semester the student meets all his tutors in the don rag. The don rag is a consultation of student and tutors for the purpose of diagnosis and prescription rather than for reporting of marks. The tutors report to one of the seminar leaders on the student's work during the semester; the student is then invited to report on himself and to judge his own work. Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed. SOPHOMORE ENABLING Sophomore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning during the two years he has spent in the College. As an indication of his proficiency in the liberal arts, the annual essay carries great weight. A student is enabled, or allowed to enter the junior class, only if he has submitted a satisfactory essay and only if, in the judgment of the Instruction Committee, he is sufficiently prepared for the work of the last two years. In particular, the enabling judgment looks to the possibility of the student's writing an acceptable senior essay. ACADEMIC STANDING THE ST. JOHN'S DEGREE OF BACHELOR OF ARTS Because St. John's classes are small and intimate and consist largely of the active participation of the students, every tutor is aware of his students' progress from day to day. The tutors' appraisals of a student are based therefore not alone on quizzes and tests, which are rare, but on the student's total performance as a member of the learning community. The tutor's comprehensive judgment of a student is reported to the Dean periodically as a conventional letter grade, but not to the student. Students wi 11 be told their grades if they insist. They are encouraged, however, not to work for grades, but rather to try to develop their powers of understanding. If it becomes evident that a student is not progressing at all, or thatthe learning process has stopped and cannot be revived, the student is asked to leave the College. Ideally, there is no reason for dropping any normal student from this course of study. It is assumed that each student has the required capacities until there i.s clear evidence to the contrary. The curriculum is varied and rich enough for great d1vers1ty The student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, but they spend their first summer in completing their freshman year, so that they too complete a four-year curriculum. For transcript purposes, St. John's seminars, tutorials, and laboratories can be translated into terms of conventional subjects. The curriculum is the equivalent of approximately one hundred twenty-eight semester hours. GRADUATE STUDIES AFTER ST. JOHN'S Each year many St. John's seniors elect to do advanced work in a wide range of graduate and professional schools. Experience shows that leading universities admit St. John's graduates with creditable records. Since St. John's offers no majors in specific subjects, however, some may find it necessary to take undergraduate courses during their first year of graduate or professional study, in some but not all fields. �36 !. ST. JOHN'S COLLEGE THE ACADEMIC ORDER I 37 Whatever the attitude of the graduate schools, St John's refuses to accept the imposition of preprofessional specialized requirements on its liberal curriculum. The College knows wel I enough that to educate a man requires less, and yet far more, than is required to satisfy the shifting standards of specialized skills. The following table shows the professions or fields of advanced study entered by one or more St. John's graduates; law, mathematics, philosophy, education, medicine, and theology have attracted the greatest numbers. Archeology Architecture Art Biochemistry Biology Bio-physics Business administration City planning Computer programming Dentistry Drama & playwriting Economics Education Engineering Geology History History of art History of science International relations Journalism Languages Law Library science Literature Logistics management Mathematics Medicine Meteorology Music Nursing Oceanography Philosophy Physics Political science Psychology Public administration Social anthropology Social work Sociology Systems analysis Theology Writing smaller classes devoted to the close reading of texts. In the preceptorial the student ch~oses a topic pertaining to one of the books studied and, under faculty guidance, wmes a long essay. For each section of the program nine credits are granted. All four sect1~ns are required for the degree, though students who have previous graduate cred1t may be el1g1ble for the degree after three summers. The sections may be taken in any mder. More detailed information and a separate catalogue may be obtained by wr1t1.ngtothe Graduate Institute in Liberal Education, St John's College, Santa Fe, New Mexico 87501. THE ST. JOHN'S DEGREE OF MASTER OF ARTS St. John's College awards the degree of Master of Arts. The requirements for this degree are determined by the general task the College has set for itself. A Master's degree may be awarded to a tutor who has completed two years of teaching at St. John's. He must petition the Instruction Committee for permission to present himself as a candidate for the degree. He must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. THE GRADUATE INSTITUTE l~I LIBERAL EDUCATION /\graduate program, leading to the M.A. degree in the liberal arts, is conducted during the summer on the Santa Fe campus. It is designed for graduates of colleges other than St. John's and is particularly well suited to the needs of high-school teachers. The program, which is based on the St. John's list of readings, is divided into four subject areas: Politics and Society, Literature, Philosophy and Theology, and Mathematics and Natural Science. Each summer session lasts eight weeks and consists of seminars, tutorials, and preceptorials. The seminars are modeled on those of the undergraduate college; they are limited to about twenty students. The tutorials are E 8 ~ �RESIDENCE AND STUDENT LIFE I 39 Residence d Student Life It is the pol icy of the College to encourage any spontaneous group activity that shows promise of becoming a constructive contribution to the life of the community. Generally, such activities in Annapolis are under the sponsorship ofthe Student Polity. In Santa Fe, for the most part, they are sponsored informally by the students themselves. The College cooperates in the financing of those activities that require expenditures and gives advice when it can be helpful, because recreation and play are an integral part of I ife. THE ANNAPOLIS CAMPUS Since its founding as King William's School in 1696, St. John's College has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 30,000 people are occupied principally with the training of midshipmen at the United States Naval Academy, with the government of the State and of Anne Arundel County, with the fishmg industry and recreational activities of Chesapeake Bay, and with the liberal education of young men and women at St. John's College. The campus of thirty-six acres lies one block from the State House and across the street from the l'-Javal Academy yard. Fifteen buildings provide the physical plant ofthe College, including three historic eighteenth-century structures and four completely modern buildings erected within the last decade. There are six student dormitories, four for men and two for women. THE STUDENT POLITY The Student Polity, originally formed in 1945, is the organ of student government on the Annapolis campus. Its purposes are as follows: (1) to promote a consciousness in the student body of political and communal responsibilities to both the College and the civic communities; (2) to discover and express student opinion on all problems common to both the students and the faculty; (3) to review annually the activities of all student organizations and to grant charters and allocate funds to those organizations whose activities are judged to be consistent with the aims of the College community; (4) to determine further, Jointly with the faculty, the proper delimitation of jurisdiction in the community. STUDENT ACTIVITIES Some student activities are really an extension of the curriculum; for example, the Bible classes, Astronomy Club, the IV/odern Language Study Croup, and classes in European and Asiatic languages, beginning and advanced German, Esperanto, organic chemistry, and biochemistry. Others are carried on by student organizations such as the following: The King William Players serve as a center for a variety of dramatic activities such as play readings, classical drama, and original works. The Modern Theater Group concentrates on ful 1-length plays of the twentieth century. The Public Affairs Forum brings public figures from Washington and elsewhere for discussion of current events. The RAIVI Film Club presents a weekly series of foreign and domestic films-the "classics" of cinematic art. The Boat Club engages principally in 420-class sailing, although it has other class boats as well. In addition to operating and maintaining its facilities, the Boat Club provides for regular periods of instruction in sailing. The Society of Bacchus arranges college dances. Students hold waltz parties and participate in orchestra and small chorus. Public concerts are occasionally given. The Artist in Residence conducts classes in the art studio in drawing, painting, and modeling, and arranges art exhibits. The Photography Club has its own specially constructed darkroom, and a shop is available for woodworking and glasscutti ng, with all the necessary equipment. Other groups include voluntary service work, Organic Gardening Club, Chess and Go Clubs, and The Collegian, a weekly student newspaper. �RESIDENCE AND STUDENT LIFE I 41 40 I ST. JOHN'S COLLEGE ATHLETICS Since 1939 athletics at St. John's has been organized on an intramural basis, with active participation by more than two-thirds of the student body. With the aid of student athletic assistants, the Director of Athletics at the Annapolis campus conducts a program of individual and team sports throughout the entire year. The athletic facilities, which are open equally to men and women, include a well-equipped gymnasium, large playing fields, tennis courts, and a boathouse with a number of sailboats. Excellence of performance in a wide variety of sports-including tennis, handball, sailing, squash, badminton, tough football, soccer, volleyball, softball, basketball, fencing, field hockey, paddleball, table tennis, and track-is the instructional ideal and is recognized through a number of individual and team awards. THE SANTA FE CAMPUS In the early 1960's the College decided to expand without sacrificing the virtues of smallness by establishing a second campus in the West. St. John's College in Santa Fe was opened in the fall of 1964 in New Mexico's capital city, which was founded in 1610 by Spanish colonists. Its population of 41,000 people is occupied principally with the government of the State and of Santa Fe County, with cultural pursuits in the fine arts, museums, and the opera; with catering to tourists; and with education at the Institute of American Indian Arts and the College of Santa Fe, as well as St. John's. The campus of 300 acres I ies in the southeast corner of the city, two miles from the historic Santa Fe Plaza and Palace of the Governors. At an elevation of 7,300 feet, it commands views of three mountain ranges. Buildings, constructed in the modified territorial style of the region, include a classroom building, a laboratory, the student center, a music and fine arts building, library, a dining hall, an administration building, an infirmary, and 16 student dormitories, nine for men and seven for women. Santa Fe students and tutors have initiated a wide variety of extra-curricular activities related to social service, language studies, the visual arts, dramatics, music, and current affairs. There is no student government. Students have become involved in such service activities as working with patients at the State Mental Hospital, assisting in community youth programs and counseling centers, tutoring of needy children, leadership of Scouting activities, and in developing a drug-counseling center for the city of Santa Fe. From time to time, groups gather to read Russian, Spanish, German, Italian, Hebrew, and Chinese. Informally, students and faculty meet often to discuss contemporary literature and public concerns. The Student Employment Bureau locates part-time jobs in Santa Fe for students of the College. The Student Film Society presents foreign and domestic films each week for the College and for townspeople. Good Times Overground is a student organization which sponsors speakers on topics of current interest, films, musical programs, dances and parties. Santa Fe artists conduct classes in drawing, painting, pottery, weaving and jewelry-making. Studios, work shops and a kiln are available. A fully equipped darkroom, and instruction, are provided for beginners. Folk dancing classes meet regularly. Students publish Au Verso, a literary magazine, which comes out periodically. The St. John's Chamber Orchestra includes musicians from the town of Santa Fe as well as St. John's students and faculty. Its concerts are always well attended. Madrigal singers, both students and faculty, work with a tutor, as does a chorus, which sometimes combines with the Chamber Orchestra in concerts. �L KING GEORGE STREET CHARLES CARROLL OJ IGLEH.~RT ~ HALL (GYMNASIUM) ~ ' TENNIS COURTS n ~ ~ ~=======~~ z c '" n 0 ro rD aq ro VJ ........ -0 ~ ::::; 63" 0 -;...,, Vi i:lJ ::i ""Ji ,rtl VJ ;1o 2: :::: 0 (\) :;;:: Arroyo Chamiso:i (J) ><: rs· 0 --- ~ ::J Vi" n 0 ro ro ()Q Legend ~exisi:ing ~future STERNBERGER·WEIS MUSIC AhlD FINE ARTS BUILDING �RESIDEl'ICE N~D STUDENT LIFE I 45 The Collegium Musicum is a musical association formed by amateurs for the performance of serious music Its purpose is to stimulate the musical activity on campus by providing College community musicians with the opportunity to perform in an informal concert atmosphere before a small, receptive, interested audience. tv\usicians prepare pieces on their own initiative and the concerts are organized and arranged by a tutor. The St. John's Theatre Croup is a student organization which has presented plays and musicals from Antigone to The Fantasticks. There is also an informal St John's Open-Book Theatre, which gives readings of classical plays for the College and the public Student art work is displayed at the end of each school year in the SL John's Callery Awards are given for achievement in pottery, photography, drawing, painting and thread arts. The College's small art gallery has a new show by professional artists each month. Field trips are arranged to nearby Indian pueblos, museums, archaeological sites, the Los Alamos Scientific Laboratory and other places of interest. ATHLETICS The Student Activities Office coordinates a volunteer athletic program, offering opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. The College does not yet have a gymnasium, but rooms have been set aside in present buildings for fencing, judo, ka1·ate, tai chi chuan, weightlifting, and gymnastics. For much of the year they can be done out-of-doors. St John's usually has one of the finest fencing teams in the Southwest. Intramural programs in tennis, soccer, volleyball, and badminton are conducted on the College's tennis courts and playing fields. Soccer games are played with other teams in the area. Track and volleyball are available and nearby schools offer the use of their indoor faci I ities in the w111ter. Santa Fe's municipal swimming pool is reserved for St. John's one night a week There is a horse corral on the College's 300-acre campus and riding privileges on a nearby ranch. The adjoining Sangre de Cristo 11/lountains provide hundreds of square miles of forest and wilderness areas for hiking and camping. The St John's Search and Rescue unit trains regularly in techniques of f1 rst aid, camping, rock climbing, and evacuation The Santa Fe Ski Basin is only twenty miles from the campus and offers reduced rates to students, who also may borrow skis, boots and poles from the College. The challenging ski complex at Taos is only two hours away by car. After the four- to six-month ski season there are organized excursions clown the Rio Grande by kayak, canoe, and rubber raft with overnight camping along the way. Tower Bui/cling, Santa Fe �46 I ST. JOHN'S COLLEGE RESIDENCE AND STUDENT LIFE I 47 BOTH CAMPUSES The academic and intellectual life of the community is inseparable from the communal_ l1_fe. The building of a good community requires the faculty to show respect for the 111d1v1dual1ty of each student. The education of students stands to benefit from the proper blending of tolerance for experiment with a clear announcement and enforcement of_ rules that articulate social standards. St. John's College assumes that the students will respect not only the enacted rules but the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the College may require with withdrawal of the offending student. RELIGIOUS ACTIVITIES The Charter of 1784 established St. John's College as a nondenominational institution. In its early years there were some ties with the Protestant Episcopal Church, but these no longer exist. The College schedules no formal religious services, except for the annual baccalaureate service before commencement. Attendance is voluntary, in consonance with the Charter. /VI any tutors and students attend church or synagogue in town. It is customary for extracurricular Bible classes to be conducted by tutors of the College. PROPERTY DAMAGE . The College provides a housekeeping staff to care for the dormitories. The College inspects the rooms periodically and repairs at the expense of the occupant or occupants any dormitory room and furniture that have been damaged beyond normal wear and tear. Any damage to college property is charged to the caution fee of the student or students responsible for the damage. The College is not responsible for the loss or damage to any student property resulting from fire, theft, or any other cause. FACILITIES FOR STUDENTS The College Bookstore on each campus has all the books and supplies the student needs for his classes. It also maintains a stock of books related to all phases of the program, and books of more general interest. It is operated without profit. As supports for an active social I ife, the College provides on each campus a coffee shop and a junior common room for the use of all students. In addition, there are smaller social rooms, comfortably furnished. DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming student to make proper use of the support that other students can give him in his college life. Unmarried students not living at home are required to live in the college dormitories and to take their meals in the college dining hall, unless they obtain permission from the Assistant Deans to live off-campus. INFIRMARY SERVICE Well-equipped infirmaries are maintained at both campuses, each under the superv1s1on of a College Physician and a College Nurse. A daily medical report is sent to the Assistant Deans. A psychiatrist or clinical psychologist is available for consultation. DINING HALL The dining hall on each campus is operated by a catering service. Resident students are required to eat in the dining hall. Exemptions for medical reasons are granted only upon examination and recommendation by the College Physician. The College currently can offer no married student housing at either campus. Students who wish to have married student housing must find suitable housing off campus and should allow time for this. Room assignment is the responsibility of the Assistant Deans. Returning students have the privilege of drawing for rooms before they leave for the summer vacation. Students are not permitted to remain in residence during winter or spring vacation on either campus. RU LES OF RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the Dean in consultation with students and the faculty. Every entering student is informed of them, and returning upperclassmen are reminded of them each fal I. The rules differ in certain details on the two campuses, though in general follow the same pattern. " " ~ s c Li 0 CL "' " >~ 2 j �ADMISSION I 49 The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, or sex. Emol lment on the Annapolis campus is about 360 students, on the Santa Fe campus about 275 In recent years women have constituted approximately 45 per cent of the student body. The College admits new students in August in Santa Fe and in September in f\nnapolis or n January, and only as freshmen. About one-fourth of each freshman class have done one, two, or even three years of college study elsewhere. The purpose of the admissions procedure is to determ111e whether an applicant has the necessary preparation and ability to do satisfactorily all parts of the College program. Academic achievement and promise are of first importance, but the Admissions Committee also takes into account all available evidence of maturity, stability, self-discipline, the desire to do intellectual work, and the initiative and diligence to do it. Every applicant will be interviewed, if possible, by the Director of Admissions, by an alumni representative, or by a another member of the Admissions Committee, member of the Board of Visitors and Governors Office hours of the Director of Admissio11s are 9 a,111. to 5 p m. Monday through Friday (9 a.m. to 4 p.m. in the summer months). Interviews are appointment. JAf'i UARY FRESHMEl'-1 Those freshmen who enter in January complete their freshman year the folsummer, and thus can a year earlier than if they had postponed their entrance until the following autumn. January freshmen are the students who have come to St. John's from other who have traveled or worked since their graduation frorn high school, or who have entered St. John's immediately after the first semester of their senior year in high school. RElv\HHS FOR ADMISSIGr'-4 With the exception mentioned in the next paragraph, an applicant must be a graduate of an accredited secondary school to be eligible for admission. Specific academic requirements comprise two years of algebra, one year of geometry, and two years of the same foreign language; additional work in mathematics and language study is advised, as well as two or three years of natural sciences. An applicant must present letters of reference, including at least one from a teacher at the school last attended !n exceptional cases certain of these requirements may be waived, m additional information may be requested Occasionally St. John's accepts an applicant who is not a secondary school graduate. He must be eminently vvel I qualified to profit from the college program, in addition to meeting the above requirements, must be specifically recommended for early entrance by his school. The interview is especially important for such applicants. These normally are students who wish to enter St. John's in August in Santa Fe and in September in Annapolis following their junior year in high school, or in the January immediately after the first semester of their senior year in high school. The Admissions Committee is much interested in the applicant's written application, a lengthy piece of work. In his application the applicant answers questions about such things as his experience with books, reasons for choosing St. John's, previous education, family situation, extracurricular activities, special interests, summer experiences, jobs, religious experience, and post-college plans. The application form is designed to enable an applicant to give a full account of himself. It can tell the Committee more about many applicants than the other documents tell St. John's attaches less importance to objective test scores (the ACT or the SAT) than most colleges seem to. No applicant is accepted or rejected exclusively or mai because of such scores. Far more important is the scholastic record, especially in conjunction with the written application and the school's report 011 the applicant's personal qualities. Such evidence may make test scores irrelevant. �50 I ST. JOHN'~COLLEGE. ADMISSION I 51 PROCEDURE CAMPUS VISIT On request an applicant receives a statement ofthe St. John's program, an application form, and forms to be used by his school and his references. Application is made to one campus or the other, not to both. There is no application fee. As soon as possible after the application and the supporting documents are assembled, the application is reviewed by the Admissions Committee, and the applicant is notified at once of the Committee's decision. There are no deadlines, but the freshman class is usually fi lied in May. Candidates are not measured against one another but are considered on their own merits as students and as persons. Applications may be submitted and acted on as early as the second semester of the eleventh grade. Anyone who is considering the possibility of entering St. John's should see the College for himself. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but is especially wise in the case of St. John's, because of its unique curriculum and teaching methods. The St. John's policy of rolling admissions extends to the acceptance of the nonrefundable $150 deposit, which is applied to the first year's fees. These deposits are accepted on a first-come, first-served basis until the class is filled. Thus if an applicant is notified that the Admissions Committee thinks he is qualified to pursue the program of studies at St. John's, he must send in his $150 deposit so that it is received prior to the time the class is filled in order to secure his place in the class. If the clas.s has already been filled by the time the deposit is received, the deposit can be refunded to the applicant, or he can let it secure his place on a waiting list or in the subsequent January or fall class. If an applicant plans to apply for financial aid, the deposit wi 11 be accepted by the College with the understanding that it will be refunded to the applicant if no satisfactory arrangement of financial aid can be worked out with the College. An applicant unable to pay the full college fees should submit a Parents' Confidential Statement to the College Scholarship Service; this form may be obtained from guidance counselors or other authorities at secondary schools. This statement constitutes an application for financial aid, no other form being required. An application for aid can be acted on by the College as soon as admission has been approved. It may take a month or more from the time the applicant mails his Parents' Confidential Statement until the College receives an analysis of it from the College Scholarship Service. · A physical examination is required of each student before registration; a form for reporting the examination is sent to the student after the $1 50 deposit is received. INQUIRIES Inquiries should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (Tel. 301-263-2371), or Santa Fe, New Mexico 87501 (Tel. 505-982-3691). While on campus the visitor may attend a seminar on Monday or Thursday evening at 8:00 p.m.; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions or a member of the Admissions Committee; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie; play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Sunday to Tuesday or from Thursday to Saturday on the Annapolis campus, from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue shou Id be checked to make certain the College will be in session during the time of the visit. Persons planning to visit should telephone (301/263-2371 for Annapolis or 505/982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary to know the approximate time of arrival. When the reservation is confirmed (by telephone or letter), the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for the visitor will be transportation. He will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The student guide can check books out of our library for a visitor if he has been unable to locate a copy of the book being discussed in seminar. Linens and soap are provided by the College. If a visitor arrives weekdays between 9:00 a.m. and 5:00 p.m., he should go to the Admissions Office. Weekends and any day after 5:00 p.m., he should go ~o the College receptionist. In Annapolis the switchboard is in Campbell Hall; in Santa Fe, in the Student Center. �52 I ST JOHN'S COLLEGE TRAr--ISPORT ATION The Baltimore-Washington International Airport is located twenty miles from Annapolis, An airport limousine (less than $5) goes to Annapolis, Bus service from the airport 1s not practical. Hourly buses run between Baltimore and Annapolis and the driver will let one off at the campus if he asks, Buses from Washington are less frequent and arrive at the Annapolis bus terminal (about six blocks from the College), By car one takes Route 50 from Washington, Route 2 from Baltimore, Connecting from Albuquerque to Santa Fe can be made with Mountain Air, Inc ($15 one way). A limousine service from the Albuquerque airport to Santa Fe also is available Called the "Shuttle-Jack," it leaves the airport seven times a day and costs $6]5 one way. Greyhound and Continental bus lines pass through Santa Fe, Amtrak stops at Lamy, l\Lf\A., twenty miles frorn Santa Fe, and taxi service is available to town. Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is taxi. w 5 "Qj I c 0 u ~ Fees Fi a cial Serious and qualified students should be able to attend St John's even if unable to pay the full fees. The College tries to meet the demonstrated financial need of such students with a program of jobs, grants, and loans, About a third of the students at St John's receive financial aid, Actually no student pays the full cost of a St John's education: the College relies on the income from its endownment and on gifts from individuals, corporations and foundations to close the gap between the income from fees and full cost The 1975-76 fees are $550 for room, and $800 for board at the Annapolis campus, $760 for board at the Santa Fe campus, The tuition fee is $3,350 at Annapolis, $3,150 at Santa Fe. Thus the fees total $4,700 at Annapolis, $4,460 at Santa Fe, In recent times, tuition has increased almost every year, because of inflation, Although precise prediction 1s impossible, experience indicates that fees will increase $200 or $300 annually, The tuition for the summer session for January freshmen is less than tuition for a regular semester; the 1975 summer session tuition is $1125 at Annapolis, $1025 at Santa Fe. All fees are subject to change. Financial aid is given by St John's on the basis of need only. The College does not discriminate on the basis of race, religion, or sex, St John's uses the Parents Confidential Statement (PCS) or the Student's Financial Statement (SFS) (for students financially independent of their parents), These forms permit the applicant or his parents to present a detailed account of the family's financial position. The filing of this form constitutes the student's application for aid from the College, These forms may be obtained from secondary schools or from the College and should be sent to the College Scholarship Service (CSS). Applicants for September should mail their forms by early Februa1·y, since the financial aid funds are usually totally committed in March, January applicants should mail their forms by September, After the applicant's application for admission has been approved and after the Director of Financial Aid has reviewed CSS's analysis of the PCS or SFS, an offer of financial aid is made if financial need is indicated, The offer consists of all or some of the following: on campus job; grant; low-interest, long-term state loan. Some sources of financial aid avai Iable for students are: National Direct Student Loans, Guaranteed Student Loans Program, Basic Educational Opportunity Grants, Supplemental Educational Opportunity Grants, and the College Work Study Program, in addition to special scholarships and grants made available by the College itself. The Director of Financial Aid examines each application for aid and determines how best to meet the applicant's need with the available funds, The applicant is also notified of any grant or loan programs not administered by the College to which he should apply, Only when a student's family is prepared to make a maximum effort to assist the student will the College consider offering financial aid, In determining the extent of a student's need, the College takes into account the financial support which may be expected from income, assets, and other resources of the parents and the student The College reviews its aid awards annually and may adjust them in type and amount to reflect changes in need, �54 /. ST. JOHN'S COLLEGE FEES AND FINANCIAL AID I 55 Examples of a financial aid arrangement for a Chicago student from a family in the middle-income range follows: Student's Resources Student's Assets Summer Earnings Parent's Contribution $ Total Family Contribution $1,850 50 300 1,500 College Expenses for 1975-76 Enrolling at Anna pol is Tuition Room Board Caution Fee Books* Travel and Living Expenses Enrolling at Santa Fe $3,350 550 800 50 100 550 $3, 150 550 760 50 100 550 Since determinations affecting students, faculty, and physical facilities must be made well in advance of the beginning of each academic year, the College must know in April which students will register in September. A deposit of $100 on the fees for the following year is therefore due on or before the first Monday in April for prospective sophomores, juniors, and seniors. The deposit is refundable only in case of withdrawal due to ill health, military service, academic dismissal, or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which he made the deposit, the deposit is forfeited, and he must make a new deposit to secure his place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the college Treasurer at the earliest possible elate to make suitable arrangements. Each student is required to make a deposit of $50, called the caution fee, which is subject to charges for laboratory breakage, damage to or loss of College property, and other minor mishaps. This fee must be at the full amount at registration each semester. If unused it is refunded on request at the end of the academic year or when a student leaves the College. --~ Total Budget $5,400 Current installments of fees for tuition, room, and board are not refundable unless a student must withdraw for medical reasons. If a student has paid his fees in advance for either semester and withdraws from the College before the semester begins, the advance payment is refunded, less the $100 deposit, regardless of the cause of withdrawal. $5, 160 Financial Need Total Budget Less Family Contribution $5,400 1,850 $5, 160 ·1,850 Financial 1'1eed $3,550 $3,310 Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $5 for late registration for each semester. The cost of books is about $100 a year. Class copies of many of the program books are available in the College library. Financial Aid Offer from St. john's College Guaranteed Job on Campus Grant Loan $ 560 1,495 1,495 $ 660 1, 150 ·1,500 Financial Aid Offer $3,550 $3,310 The amount of the grant and loan depends upon the family contribution· less the family contribution, the greater the grant and loan. the Veterans qualified to receive educational benefits through the Veterans 1-\dministration may arrange with the Treasurer's Office a schedule for the payment of fees. These arrangements must be made prior to the beginning of the academic year and after the veteran has received proper certification from the Veterans Administration. *The cost of books is about $100 a year. Class copies of many of the program books cire available in the College library. BILW~G AND DEPOSITS Billing is done prior to each semester. The total for the year may be paid atthe fast billing, or payment may be made in equal parts at each of the semester billings, orm monthly installments that may be spread over as much as seven years. First semescer fees for freshmen are clue on or before August 1. Those who wish to use the monthly installment plan should inquire of the Treasurer about commercial tuition loan plans available. Harrison Health Center �Bibi iography of Visitors BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER Land CHARLES VAN DOREN: How To Read a Book, Simon & Schuster, 1972. ADLER, MORTIMER L and MARTIN MA YER: The Revolution in Education, The University of Chicago Press, 1958. AMERICAN LIBRARY ASSOCIATION· Classics of the Wesrern World, with forewords by John Erskine and Everett Dean Martin, 1944. OFFICERS Chairman Dr. Thomas B. Turner Baltimore, Maryland David Ginsburg Christian A. Herier, jr. Washington, D. C Vice Chairmen BARZUN, JACQUES: The American University, Harper and Row, 1970; Teacher in America, Little, Brown and Co., Boston, ·1945. Jack M. Campbell Mrs. Lowell R. Ditzen Term Expiring 1976 BELL, DANIEL: The Reforming of General Education, Columbia University Press, 1966. Secretary Miss Ruth M. Adams Hanover, New Hampshire BESTOR, ARTHUR L Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, l<nopf, 1955. Mrs. George S. Roudebush Mrs. Frank W, Bowdle Wichita Falls, Texas BRUMER, JEROME S,: The Process of Education, Harvard University Press, 1960. Term Expiring 1975 BUCHAl'JAN, SCOTT: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, '1970. J. Burchenal Ault Santa Fe, l'iew Mexico ERSKll'-IE, JOHN: My Life as a Teacher,). B. Lippincott Co., 1948 Victor G. Bloede New York, New York GOLDWIN, ROBERT A. (Editor): Higher Education and Modern Democracy, Rand Mc Nally and Company, 1967. HARVARD COMMITTEE REPORT: Genera/ Education in a Free Societ)1, Cambridge, Massachuseits, The University, 1945. HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Leaming Society, Praeger, 1968. /\Jo Friendly Voice, Greenwood, 1936, The University of Utopia, University of Chicago Press, 1953. MARITAIN, JACQUES: Education at the Crossroads, Y;cle University Press, 1943. MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper & Brothers, 1942. NEWMAN, JOHN HEl'-JRY: The Idea of a University, Image Books, 1959. RICHARDS, I. A.: How to Read a Page, W.W. i'lorton, 1942. TUSSMAN, JOSEPH: Experiment at Berkeley, Oxford University Press, 1969. VAN DOREN, MARK: Liberal Education, Henry Holt & Co., 1943. WHITEHEAD, ALFRED NORTH: The Aims of Education, Macmillan, 1929. Jack M. Campbell Santa Fe, New Mexico Dr. Eugene N. Cozzolino Woodbridge, Connecticut Mrs, Walter B. Driscoll Santa Fe, New Mexico Walter F. Evers Cleveland, Ohio David Ginsburg Washington, D.C Jerome LaPides Annapolis, Maryland Charles A. Nelson New York, New York John D. Oosterhout Greenbelt, Maryland John S. Robson Chicago, Illinois lv\rs. George S. Roudebush St Louis, Missouri A. Paul Thompson Des Mai nes Iowa 1 John S. Greenway Tucson, Arizona Richard M. Burdge Philadelphia, Pa. Mrs. Lowell R. Ditzen Washington, D. C James R. Donnelley Chicago, Illinois Ahmet M. Ertegun New York, New York John T. Harrison, Jr. Stamford, Conn. Daniel T. Kelly, Jr. Santa Fe, New Mexico Jae Holzman New York, New York Donald R. Kirby Albuquerque, New Mexico Mrs. Louise Talboi Trigg Santa Fe, New Mexico Francis S. Mason, Jr, New York, New York Alexander Mclanahan Houston, Texas J. Anthony Moran Washington, D. C John D. Murchison Dallas, Texas Adolph W. Schmidt Ligonier, Pennsylvania J, I. Staley Wichita Falls, Texas Mrs. Carleton Mitchell Annapolis, Maryland Members Ex Officio Julius Rosenberg Annapolis, Maryland Emmanuel Schifani Aspen, Colo. Thomas E. Stern Palo Alto, California Term Expiring 1977 Dr. David Dobreer Alhambra, California Arnold Grant New York, New York The The The The The Governor of Maryland Governor of New Mexico President of the College Dean in Annapolis Dean in Santa Fe Members Douglas H. Gordon John Gaw lv\eem Mrs. Duane L. Peterson Mrs. Harry R. Slack, Jr. Mrs. L. Corrin Strong �FACULTY I 59 Faculty TUTORS President Richard Daniel Weigle B.A., 1931, M.A., 1937, Ph.D. in American Diplomatic History, 1939, Yale University; LLD., 1957, Washington College, 1958, LaSalle College, 1960, Wabash College, 1965, College of Notre Dame in Maryland, 1969, The Colorado College; L.H.D., 1970,_ Bard College, 1972, Sr. Francis College; Instructor, Yali Union Middle School, Changsha, China, 1_931-33, Executive Secretary, Yale-in-China Association, 1934-38; Instructor in History, lnterna_t1onal Relat1o~s and Economics, Carleton College, 1939-42; active duty with the Army Air Corps, 19 .2-45, Documents Officer, Far Eastern Commission, and Executive Officer, Office of Far Eastern Affairs, Department of State, 1945-49; President, St. John's College, 1949-; V1ce-Cha1rman, Maryland Hall of Records Commission, 1952-; Chairman, Comm1ss1on on Liberal Education, Assoc1at1on of American Colleges, 1955-57, Treasurer, 1963-66, Vice-Chairman, 1966~67, ,cha1rm;n'. 1967-68· Board of Education of Anne Arundel County, Member, 1951-63, Pres1dem, 1958-02, President, Maryland Association of Boards of Education, 1961-62; Vice~Chairn;an, Independent College Funds of America, "1967-68; Chairman, Maryland Comm1ss1on of 1he Capital City, 1967-; President, Board of Trustees, The Key School, 1972-74. Hugh P. McGrath B.A., University of Liverpool, 1934, Diploma in Education, 1935; Language Instructor, London County Council, and Language Studies at Universities of Liverpool, London, Paris, Dijon, 1936-40; Armed Forces, 1940-46; Language Instructor, London County Council, 1946-47; Visiting Professor, University of Puerto Rico, 1960; Tutor, St. John's College, 1948-, Addison E. Mullikin Tutorship, 1968-. Bert Thoms B.A., M.A., George Washington University, 1947; Ph.D., The Johns Hopkins University, 1950; Associate in Philosophy, George Washington University, 1947-49; Tutor, St. John's College, 1949-54, 1969-; Assistant Professor of Philosophy, Reed College, 1954-55; Chairman, Department of Philosophy, Washington and Jefferson College, 1955-69. Barbara Hopkins Leonard B.A., Oberlin College, 1937; M.S, 1941, Ph.D, 1948, The University of Rochester; Assistant in Zoology, Oberlin College, 1936-38; Oberlin College Scholar, Marine Biological laboratory, Woods Hole, Massachusetts, 1937; Histological Technician, Department of Pathology, Yale Medical School, 1938-39; Graduate Scholar in Biology, The University of Rochester, 1940-41, Graduate Teaching Assistant in Biology, 1941-44; Visiting Lecturer in Zoology, Oberlin College, 1944-45; Instructor in Zoology, Smith College, 1945-51; Smith College Scholar, Marine Biological Laboratory, Woods Hole, Massachusetts, 1949; Tutor and Assistant Dean, St. John's College, 195·1-, Arthur de Talma Valk Tutorship, 1968-; Fulbright Lecturer and Honorary Professor of Zoology, Lady Doak College and American College, Madurai (South India), 1962-63. Dean of the College in Annapolis Curtis A. Wilson B.A., University of California, Los Angeles, "1945; M.A., 1946, Ph._D., 1952, co;umbia University; Tutor, St. John's College, 1948-66, Dean, 1958-62_; V1s1ting Research rellow, Birkbeck College, University of London, 1962-63; Visiting Associate Professor, 1966-68, and Professor, 1968-73, University of California, San Diego; Correspond1~g Member, Academ1e Internationale d' Histoire des Sciences, 1971-; Tutor and Dean, St. John s College, 1973-. Dean of the College in Santa Fe Robert A. Neidorf B.A., 1951, M.A., 1955, The University of Chicago; Ph D., Yale University, 1959; lns,tru~tor and Assistant Professor of Philosophy, Bucknell Un1vers1ty, 1959-62; Tutor, St. Johns_ ~oHege~ 1962-64, Santa Fe, 1967-; Assistant and Associate Professo_r of Philosophy, State_ University ~T New York at Binghamton, 1964-67; Director, Graduate Institute 1n Liberal Education, St. Johns College, Santa Fe, 1970-73; Dean, St. John's College, 1973-. ANNAPOLIS Joseph Winfree Smith, B.A., 1934, M.A., 1935, University of Virginia; M.Div., 1938, Virginia Theological Seminary; PhD., 1948, University of Virginia; Student at the lnstitut Cathol1que de Pans, 1951-52,; Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, V1rg1nia; Tutor;_S1. John's College, 1941-, Assistant Dean, 1947, Addison E. Mullikin_ Tutorship, 1959-; Acung Director, Integrated Liberal Arts Curriculum, St. Mary's College, Cal1forn1a, 1966-67. Robert S. Bart B.A., Harvard College, "1940; M.A., St. John's College, 1957; Sheldon Traveling Fellow, Harvard University, 1940-41; Tutor, St. John's College, 1946-, Addison E. Mull1k1n Tutorship, 1968-. Douglas Allanbrook Boston University, 1938; Brown University, 1939-41; University of Florence, 1946; B.A., Harvard College, 1948; Active duty, United States Army, 1942-45, Traveling Fellow, Harvard University, 1948-50; Pupil of Nadia Boulanger, Paris, 1948-50; Fulbright Fellow in ltaly-Conservatorio San Pietro a Majella, Pupil of Ruggiero Gerlin in Harpsicord and Early Keyboard Music, 1950-52; Teacher of Composition and Theory, Peabody Conservatory, 1955-57; Tutor, St. John's College, 1952-; Member, Corporation of Yaddo, Saratoga Springs, New York, 1971. James M. Tolbert B.A., 1935, M.A., 1937, Emory University; Ph.D., University ofTexas, 1950; Teaching Fellow in English, Emory University, 1935-36; Teaching Fellow in English, University of Texas, 1938-42; Instructor in English, Tulane University, 1942; Military Service, 1942-46, Instructor in English, University of Texas, 1946-50; Teaching Intern, St. John's College, 1953-55, Director of Admissions and Tutor, 1955-71, Tutor, 1971-. Eva T. H Brann B.A., Brooklyn College, 1950; M.A., 1951, Ph.D., 1956, Yale University; Fellow of the American Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Tutor, St. John's College, 1957-, Addison E. Mullikin Tutorship, 1971-. Edward Grant Sparrow, B,A., Harvard College, 195 ·1; LLB., Harvard law School, 1954; M.A., Teachers College, Columbia University, ·1957; Tutor, St. John's College, 1957-, Addison E. Mullikin Tutorship, 197"1-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1964-66; Sabbacical Leav~ 1975-76. �FACULTY I 61 60 I ST. JOHN'S COLLEGE Bryce Duval Jacobsen . . B.A., St. John's College, 1942; farmer and carpenter, 1942-57; Tutor and Director of Athletics, St. John's College, 1958-. Edward Malcolm Wyatt B.A., 1953, M.A., 1956, University of Virginia; Instructor in Mathematics, University of Virginia, 1955-58; Tutor, St. John's College, 1958- Beate Ruhm von Oppen Sarkissian University of Chicago, 1939-41; U.S. Army, "1942-46 (Princeton University, 1943, A.S.T.P.); BS, M.S., University of Illinois, 1946-48; The University of Chicago, 1948-54; Instructor, Biological and Physical Sciences, Pestalozzi-Froebel Teachers College, Chicago, 1948-53; Instructor, University of Indiana, 19~,8-50; Traveling Fellow and Research Associate, Institute of Human Heredity, University of Bologna, Italy, 1955-56; Instructor in Biological Sciences, Chicago City College, 1956-58; Instructor, Biological Science, University of Illinois, 1958-62; Tutor, St John's College, 1963-. . B.A., University of Birmingham, 1939; Art Librarian, Barber Institute of Fine Arts, ynivers1ty_ of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal Institute ?.f ln_ternauonal Af!a1rs, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; M1uo1ilm111g ;ro1ect 0 1 the Committee for the Study of War Documents of the American Historical Assoc1al1on, 1959-60, Tutor, St. John's College, ·1960-63 (Leave of absence, 1963-65), 1971-; V1s1tmg Leccurer in History, Smith College, 1963-64, and University of Massachusetts, 196_4-65; Member, l_nst1tute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71. David H. Stephenson B.A., Columbia College, 1958; New York State Teaching Fellowship, 1958-60; MA, Columbia University, 1960; Director of Men's Chorus, l'-lewYorkAssociationfortheBlind, 1959-62; Music Instructor, Riverdale Country Day School, 1960-61; Chorus Director, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y. Crowell Company, 1961-63; Tutor, St. John's College, 1963-. Robert Lou is Spaeth Laurence Berns B.A., 1 950, Ph. D , 1957, The University of Chica,go; Lecturer in the Liberal Arts'. Basic ;r~ram of Liberal Education for Adults, The University 01 Chicago, 1956-59; Tutor, 51. Johns ,_allege, 1960-; Associate Professor of Philosophy, Rosary College, ·1966-67 (Leave of absence); Associate, Clare Hall, Cambridge University, 1971-72. Samuel S. Kutler B.A., St John's College, 1954; Assistant Mathematician, The Johns Hopkins University Applied Physics Laboratory, 1955, Associate Mathematician, 1957, Mathematician, 196_1; Gradua}:' Study, American University, 1955-61; Instructor, American University, 1960; V1s1t111g Tutor, :ic John's College, ·1960, Tutor, 1961-. Michael S. Littleton B.5., 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Fo~ndation, 196~; STM., Union Theological Seminary, 1967; United States Navy, 1955-57; I utor, St Johns College, 1960- B.S., St. John's University (Minnesota), 1 959; U.S. Army Signal Corps, 1954-56; graduate study in physics, University of Illinois, 1959-60; graduate study in mathematics, University of Wisconsin, 1961-62, Teacher, Cathedral High School, St. Cloud, Minnesota, 1960-61; Mathematics Writer, Educational Research Council of Greater Cleveland, 1962-63; Tutor, St. John's College, 1963-; Assistant Dean, 1966-71; Director of the Summer Program, 1969, 1970, 1975; Alderman of the City of Annapolis, 1969-73; Member of the Anne Arundel County Democratic State Central Committee, 1970-73; Fellow of the Institute for Ecumenical and Cultural Research, Collegeville, Minnesota, 1973-74; Co-Director of Admissions, 1974-75; Assistant Director of The Graduate Institute, 1974-75. Thomas A.. McDonald St.John's College, 1944; Military service, 1945-46; University of Virginia, The New School, New York, 1947-50; Graduate study in philosophy, Graduate Faculty, The New School, 1950-52, 1955-58, Teaching Fellow, 1956-58; Lecturer, University College, The University of Chicago, 1958-62; Lecturer, Ove1·seas-Extension, University of Maryland (Heidelberg, Germany), 1952-63, Tutor, St. John's College, 1963-, Sabbatical leave, 1975-76. Louis f'.J. Kurs Robert B. Williamson B.A. 1 955, M.A., 1957, Ph.D., 1967, The University of Virginia, Tutor, St John's College, 1960-. Elliott Zuckerman B.A., 1952, M.A., 1955, Ph.D., 1962, Columbia University; BA, 1954, M.A., 1959, Cambridge University· Kellett Fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea Fellow in Moder~ European History, Columbia University, 1954-55, Lecturer in History, 1956-61; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St. John's College, 1 961-, Director, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1 969, Associate of Clare Hall, Cambridge University, 1970-71; Acting Dean, April-June, 1973. Joseph P. Cohen BA, St John's College, 1956; Department of Philosophy, The University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, The University of Chicago, '1960-62; Tutor, St. John's College, 1962-; Visiting Fellow, Yale Law School, 1971-72. Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; M.S, The University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, The University of Chicago, 1948-49; Instructor in Physical Science and Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Production Division, South Works, United States Steel Corporation, 1951-54; Instructor in Geology, University of I Iii no is (Chicago), 1954-64, ~lational Science Foundation Science Faculty Fellowship, The University of Chicago, 1961-62; Tutor, St. John's College, 1964-; Visiting Lecturer, Department of Hydrology and Water Resources, University of Arizona, 1973-74. Charles E. Finch B.S., in Education, Temple University, 1942, B_D., Princeton Theological Seminary, 1945; M.A., University of Pennsylvania, 1949; Th.D., Philadelphia Divinity School, 1953; Instructor in New Testament, Bloomfield Seminary, 1945-47; Rector, Church of the Redeemer, A.nclalusia, Pennsylvania, 1949-52; Assistant Professor of Bible, Philadelphia Divinity School, 1951-55; Instructor, Valley Forge Military Academy, "1956-57; English Teacher, Conestoga Senior High School, Berwyn, Pennsylvania, 1957-65; Tutor, SL John's College, 1965-, Director of financial Aid, 1968-. �62 /. ST. JOHN'S COLLEGE FACULTY I 63 Benjamin Charles Milner, Jr. Harry L. Golding B.A., Emory University, 1949; B.D., Columbia Theological Seminary, 1955; Ph.D., Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature, and Interpretation, Wellesley College, 1959-62, Assistant Professor, 1963-65; Tutor, St. John's College, 1965-. B.A., University of Omaha, 1954; M.S., Northwestern University, 1958; National Science Foundation Fellow, 19 54-55; Instructor in Chemistry, DePauw University, 1958-63; National Science Foundation Science Faculty Fellow, Purdue University, 1963-64; Member of the Faculty, Shimer College, 1964-68, Chairman, Natural Science Area, 1967, Director of Shimer College in Oxford, 1967-68; Tutor, St. John's College, 1968-. Geoffrey Comber Diploma in Education, University of London, 1953; A.R.C.M., Royal College of Music, 1954; M.A., Ohio State University, 1957; Fulbright Scholar, 1955; Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontario, 1964; Tutor, St. John's College, 1965-, Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Liberal Education, St. John's College, Santa Fe, 1970-. Harvey Flaumenhaft B.A., 1960, M.A., 1962, The University of Chicago; Woodrow Wilson Fellow, Harvard University, 1960-61; Graduate study, The University of Chicago, 1961-65; Lecturer in the Liberal Arts, The University of Chicago, 1965-66; Lecturer in Political Science, Roosevelt University, 1965; Instructor in Government, Wheaton College (Massachusetts), 1966-68; Tutor, St. John's College, 1968-. George Doskow Ray A. Williamson B.A., Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut; Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St. John's College, 1965-. B.A., The Johns Hopkins University, 1961; Ph.D., University of Maryland, 1968; Assistant Astronomer, Institute for Astronomy, University of Hawaii, 1967-69; Tutor, St. John's College, 1969-; Assistant Dean, 1974-. Howard J. Fisher Wye Jamison Allanbrook B.A., University of Rochester, 1965; Technician, Harvard University Cyclotror Laboratory, 1964-65; Tutor, St. John's College, 1965-; Tutor, The Graduate Institute in Liberal Education, Santa Fe, 1971-72. B.A., Vassar College, 1964; M.A., Stanford University, 1965; Ph.D., Stanford University, 1974; Woodrow Wilson Fellowship, 1964-65; Teaching Assistant in Music, Stanford University, 1967-69; Tutor, St. John's College, 1969-. Brother S. Robert, F.S.C. B.A., St. Mary's College; Ph.L., Ph.D., Universite Laval (Quebec); Visiting Tutor, St. John's College, 1966-67, Tutor, 1972-. Jonathan B. Skinner B.A., Carleton College, 1963; M.A., University of Michigan, 1964; Ph.D., University of Massachusetts, 1970; Woodrow Wilson Fellow, University of Michigan, 1963-64; Instructor in Mathematics, Hope College, 1964-66; Teaching Assistant, University of Massachusetts, 1966-67, Instructor in Mathematics, 1967-68, Lecturer, 1968-70; Tutor, St. John's College, Robert A. Goldwin 1970-. B.A., St. John's College, 1950; M.A., 1956, Ph.D., 1963, The University of Chicago; University Fellow, The University of Chicago, 1951, Edward Hilman Fellow, 1953; Fellow, Foundation for Adult Education, 1959; Fellow, Guggenheim Foundation, 1966-67; active duty,_ U.S. Cavalry, 1942-46· Director of Research American Foundation for Continuing Education, 1951-59; Lecturer'in Political Science and Director, Public Affairs Conference Center, The University of Chicago 1960-66· Associate Professor of Political Science, Kenyon College, 1966-69; Director, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1967; Tutor, St. John's College, 1969-, Dean, Annapolis, 1969-73; Richard Hammond Elliott Tutorship, 1971; Special Advisor to the Ambassador, U.S. Mission to NATO, Brussels, 1973-; Leave of absence, 1973-; White House Consultant to President Ford, 1975-. A.B., Earlham College, 1965; A.M., The University of Chicago, 1967; Woodrow Wilson Fellow and Ford Foundation Fellow, 1965-66; graduate studies in the humanities, The University of Chicago, 1967-70; Instructor in the Humanities, Central YMCA Community College, Chicago, 1969-70; Advisor to students in General Studies in the Humanities, The University of Chicago, 1969-70; Tutor, St. John's College, 1970-. Gisela Berns Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy_, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen I, Un1vers1ty of Heidelberg, 1963 · Fellow of Deutscher Akademischer Austauschdienst, University of Florence, 1963-64; Ph.D'., University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen 11, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St. John's College, 1967-; Leave of absence, 1970-71, first semester, 1971-72. · Nicholas Maistrellis B.S., Bates College, 1962; Department of History of Science, University of Wisconsin, 1962-67, Teaching Assistant, 1962-66, University Fellow, 1966-67; Tutor, St. John's College, 1967-. Steven F. Crockett Alfred Mallin B.A., Western Illinois University, 1965; M.A., The Pennsylvania State University, 1967; Graduate study in philosophy, The Pennsylvania State University, 1967-; National Defense Education Act Fellow; The Pennsylvania State University, 1966-69, Richard M. Weaver Fellow, 1969-70; Tutor, St. John's College, 1970-. William W. O'Grady, Jr. A.B., University of Notre Dame, 1966; M.A., 1968, Ph.D., 1970, The University of Chicago; Woodrow Wilson Fellow, The University of Chicago, 1966-67, Danforth Fellow, 1966-70, Humanities Fellow, 1967-70; Tutor, St. John's College, 1970-. John F. White B.A., St. John's College, 1965; M.A., The New School for Social Research, 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John's College, 1971-. �FACULTY I 65 64 I ST, JOHN'S COLLEGE Leon Kass SAJ~TA S,B,, The University of Chicago, 1958; lvLD, The University of Chicago t;1\edical School, 1962; PhD, Harvard University, 1967; Fellow, Guggenheim Foundation, 1972; Tutor, St John's College, 1972-, William A. Darkey David Edward Starr B,A, Gordon College, 1962; /\~,A, 1966, PhD,, 1972, Boston University; Graduate Assistant in Philosophy, Boston University, 1963-64; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor in Philosophy, University of Rhode Island, 1966-71; Tutor, SL John's College, 1972-, Burton Blistein AB,, ANL, The University of Chicago; Instructor, sculpture and drawing, Layton School of Art, lv'1ilwaukee, '1958-64; Faculty member, Shimer College, 1964-72; Tutor and Artist in Residence, St John's College, 1972-, Leo F, Raditsa B,A, Harvard College, '1956; University Scholar, 1960-61; University Fellow, 1961-62; MA, Columbia University, 1962; President's Fellow, 1962-63; Fulbright, University of Munich, 1964-65, Berlin, 1965; Instructor, New York University, Washington Square College, 1965-68, Assistant Professor, 1968; Ph,D., Columbia University, 1969; Tutor, St John's College, '1973-, Reed Woodhouse B.A, Kenyon College, 1970; B.A., Oxon., 1973; Association of Episcopal Colleges Scholar, 1970-73; Tutor, St John's College, 1973-; on leave, 1975-. Alan Dorfman B.A., St. John's College, "1963; MA, Johns Hopkins University, 1968; Catonsville Community College, Math Engineefing Division, 1968-74; University of Maryland School of Pharrn·acy, 1970-74; Tutof, St John's College, 1974-. David Boloti n B.!\., Cornell University, 1966; Graduate Student, University of Chicago, 1968-69; Ph.D., New Yo.-k University, 1974; Yale University Lecturer in Classics, 1971-73, Woodrow Wilson Fellow, 1966-67; University of Chicago Humanities Fellowship, 1966-68; National Defense Education Act Fellow, 1968-71; Tutor, St John's College, 1974-. Deborah Schwartz BA., St. John's, 1968; M.A., Johns Hopkins University, ·1971, l,1\.S, Georgetown University, 1974 Saul BA, Kenyon College, 1970; BA, Oxford University, 1972; St. John's, 1974- Sacks B.A., St. John's College, 1 968; M.A., Pennsylvania State University, 1975; graduate student, New School for Social Research, l'iew York City, 1971-73; teaching assistant, Pennsylvania State University, 1973-74; St John's, 1975-. lv\ichael Comenetz B.t\., Johns Hopkins University, 1965; Revson Science Fellowship, 1965-68; lv1S., Brandeis University, 1967; l'-lational Science Foundation Graduate Fellowship, 1968-69; Ph.D., Brandeis University, '1972; State of Kansas Research Grant, 1973; post-doctoral National Science Foundation Research Grant, 1974-75; assistant professor of mathematics, University of l<ansas, 1972-75; member, American Mathematical Society, 1972-; member, Mathematical f"-.ssoci3tion of America, 1974-; St. John's, 1975-. FE BA, St John's College, 1942; MA, Columbia University, '1949; Tutor, St. John's College, 1949-, Santa Fe, 1964-, Associate Dean, 1968-70, Dean, Santa Fe, 1968-73, Director, Task Force on the Liberal Arts, 197 4-. Thomas King Simpson BA, St John's College, 1950; MA in Teaching, Wesleyan University, 1955; Ph.D., The Johns Hopkins University, 1968; Instructor, American University at Cairo (Egypt), 1950-53; Teaching Intern, St. John's College, 1955-56, Tutor, 1956-; Curriculum Counsellor and member of the faculty, The Key School, 1970-, Santa Fe, 1973-. Michael Ossorgin a Lycee Russe, Paris, 1938; Conservatorie Russe Paris, 1932-35, 1942-44; L.Th., lnstitut de Theologie Orthodoxe, Paris, 1942; Instructor in Music, lnstitut de Theologie Orthodoxe, Paris, '1944-46; Instructor in Theology, SL Tikhon's Seminary, Pennsylvania, 1947; Secretary of the Orthodox Diocese in Alaska, 1948-49; Teacher of Music, Bureau of Indian Affairs, Department of the Interior, 1950-56; Associate Professor, Consultant, St. John's Program, St. Mary's College, California, 1961-62; Tutor, St. John's College, 1956-, Santa Fe, 1966-. Charles G Bell B.S, University of Virginia, 1936; Rhodes Scholar, Oxford University, 8,A., 1938, M./l.. , 1966, B,Litt., 1939; Instructor and Assistant Professor of English, Iowa State College, 1940-45, Wartime Assistant in Physics, 1945; Research Assistant in Physics, Princeton University, 1945; Assistant Professor of English, Princeton University, 1945-49; Guest lecturer, Slack Mountain College, Summer, 1947; Rockefeller Grant for study in Europe, 1948; Assistant Professor of Humanities, The University of Chicago (College), 1949-56; Guest Professor (Fulbright Program), Technische Hochschule, Munich, Germany, 1958-59 (Kulturgeschichte als die Geschichte symbolischer Form en); Tutor, St. John's College, 1956-, Director of Adult Education, 1957-58, Santa Fe, 967-, Poet in Residence and Guest Professor, University of Rochestr, Spring, 1967; Guest Professor, S.U.N. Y. at Old Westbury, Spring, 1970, Director of Study Groups and Graduate Preceptorial in History of Thought in the Arts, 1972-73 Samuel Emmons Brown Harvard College, 1936-37; Diploma, Black Mountain College, 1945; M.A, 1956, Ph.D., 1962, Indiana University; private tutoring, 1946-48; Director of Music, Windsor Mountain School, 1948-49; Director of Music, Verde Valley School, 1950-53; John H. Edwards Fellow, 1955-56, Part-time Teacher, Indiana University, 1956-57; Tutor, St. John's College, 1958-, Santa Fe, 1965-. Dean R. B.A., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-60; Fels Fund Fellow in Philosophy, The Johns Hopkins University, 1960-61; Tutor, St. John's College, 1 96'1-, Santa Fe, 1966-, Assistant Dean, 1971-73 Robert D, Sacks B.f\., St. John's College, 1954; Ph.D., The Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Orientales Vivantes, 1956-57; The University of Chicago, 1957-59; Tutor, St. John's College, 1 961-, Santa Fe, 1969-; Visiting Lecturer, St Mary's College, 1968-69; Biblical Research, Jerusalem, 1971-72. John S. Steadman B.S Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, U .S Army, 1 954-56, Assistant in Philosophy, Cornell Unive1·sity, 1959-61; Teaching Fellow, Cornell University, 1961-62; Tutor, St. John's College, 1962-, Santa Fe, 1967-, Assistant Dean, 1970-72. �66 I ST. JOHN'S COLLEGE FACULTY I 67 David Clifford Jones Roger S. Peterson B.A., St. John's College, 1959; M.A., The University of Melbourne, 1962; University Fellow, The University of Melbourne; Ph.D., The University of Texas, 1974; University Fellow and Bess Heflin Fellow, The University of Texas, 1962-64; Tutor, St. John's College, 1964-, Santa Fe, 1965-; Director, Graduate Institute in liberal Education, 1973-. A.B., Harvard College, 1953; A.M., 1957, Ph.D. in Botany, 1959, University of Michigan; United States Navy, 1953-56; U.S. Forest Service Research at Colorado State University, 1959-62; Research Project Leader, Utah State University, 1962-66; Tutor, St John's College, Santa Fe, Ida Doraiswamy E. Ray Davis, Jr. University of Wisconsin, 1953-55; B.A., St. John's College, 1962; NDEA Fellowship, University B.A., Madras University, 1951; M.A., Madras University, 1955; lecturer, Lady Doak College, 1957-60; Oberlin College, 1960-61 (Oberlin Shansi Faculty Fellowship); M.S., University of Wisconsin, 1962; Orifessirm Kadt Doak College, 1962-64; Tutor, St. John's College, 1964-66; SCM of India, 1966-67; Lecturer, Baring Union Christian College, 1967-68; Professor, Lady Doak College, 1968-72; Wesley Girls High School, Ghana, Africa, 1972-73; Tutor, St. John's College, 1974-. Robert M. Bunker A.B., Harvard University, 1939; A.M., 1954, Ph.D., 1955, University of New Mexico; United Pueblos Agency, Bureau of Indian Affairs, 1940-51, United States Navy, 1942-46; Executive Secretary,_ Bernalillo City-County Consolidation Committee, 1952-56; Instructor, University of New Mexico, 1955-56; Professor of English and Philosophy, and Chairman of both Departments, New Mexico Highlands University, 1956-65; Tutor, St. John's College, Santa Fe, 1965-. Don B. Cook A.B., Occidental College, 1958; Ph.D., University of California at Davis, 1965; Woodrow Wilson Honorary Fellow, University of California at Davis, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-; Teacher, Santa Fe Preparatory School, 1972-73 Elliott T. Skinner B.A., University of Colorado, 1961, M.A., Princeton University, 1963, Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, Princeton University, 1964, Woodrow Wilson Fellowship; Fellow of The Council for Philosophical Studies (Summer Institute 1n Greek Philosophy and Science), 1970; Tutor, St. John's College, Santa Fe, 1965-. Richard Bowen Stark The Colorado College, 1941-42, (U.S. Air Force, 1942-45) 1945-46; A.B., Colorado State College of Education, 1948; M.M., Yale University School of Music 1948-52 · Associate Professor of Piano (Director of the Choir, 1958), Fisk University, Nash~ille, Tenn'., 1952-58; ':'.1s1ung Professor of Music, Wesleyan University, Middletown, Conn., 1959-60; Curator of Lollect1ons, 1962-66, Curator of Music Research, 1966-70, Museum of International Folk Art, ~ante ~e, New Mexico; Part-Time Tutor, St. John's College, 1965-72; Tutor, St. John's College, ::ianta ~e, -1972-; Research Project in Spain, 1973-74, National Endowment for the Humanities and International Folk Art Foundation. 1966-. of Indiana, 1962-65, M.A., 1965, History and Philosophy of Science; Tutor, St. John's College, Santa Fe, 1966-. Ralph Swentzel! B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico University, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. Timothy P. Miller A.B., Harvard University, 1948; B.Mus., 1949, M.Mus., 1951, Yale University; D.Mus., Indiana University, 1957; Instructor in tvtusic and Freshman Studies, Lawrence College, '1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music, Agnes Scott College, 1957-61; Director of Music, University of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St. John's College, Santa Fe, 1967-. R. Thomas Harris, B.A., Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Illinois; University Fellow, University of Illinois, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, '1958-59; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; Associate Professor, University of ~1\aryland, 1965-68; National Science Foundation Consultant for India Project, Lucknow, India, summer, 1967; Visiting Associate Professor, New York University, '1967-68; Corporate Consultant, Management Science, IBM, Armonk, New York, summer, 1968; Tutor, St. John's College, Santa Fe, 1968~; Visiting Professor, New York University, summer, 1969. Glenn A. Freitas BA, Classical Languages, St Mary's College, 1957; Th.L., Universite Laval (Quebec), 1964; Licentiate in Sacred Scripture, Pontifical Biblical Commission (Rome), 1966; L'Ecole Biblique et Archeologique Francaise de Jerusalem, 1964-66; Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-. Ralph J. Quintana B.A., 1947, M.A., 1966, University of Colorado; Instructor, Williams College, '1946-49; Instructor, Wagner College, 1949-50; Teacher-coach, Fountain Valley School, 1953-58; Teacher-coach, Hebron Academy, 1959-61; Assistant Professor, New Mexico Highlands University, 1966-68; Tutor, St. John's College, Santa Fe, 1969-, Assistant Dean, 1 973-. Toni K. Drew Stuart Boyd lvLA., Aberdeen University, Scotland, 1948; Ph.D., Aberdeen University Medical School, 1952; Military Service, 1940-45, Assistant Lecturer, Clinical Psychology, Department of Psychiatry, Aberdeen University, 1948-52; Instructor, Medical Psychology, University of Colorado Medical School, 1952;53; Director, Doctoral Training in Clinical Psychology, Denver University, 1954-57; Proressor of Psychology and Chairman, Department of Behavioral Sciences, New Mexico. Hi~hlands University, 1957-64; Lecturer, Department of Psychiatry, Edinburgh Un1v_ersrty, .ocotland, 1964-65; Professor of Psychiatry (Psychology), University of Missouri Medical School, Kansas City, 1965-66; Tutor, St. John's College, SaFtta Fe, 1966-. B.A., St. John's College, Santa Fe, 1970; Teaching Intern, St. John's College, Santa Fe, 1970-72, Tutor, Santa Fe, 1972-. C Donald A.B., Baker University, 1962; MA, University of Toronto, 1968; Fulbright Fellow, Annamalai University, Madras State, India, 1962-63, Graduate Fellow (National Science Foundation) in Biology and Human Genetics, The Rockefeller University, 1963-66; Teaching Fellow in Moral Philosophy, Victoria University, Toronto, 1967-68; Canada Council Fellow in Philosophy, University of Toronto, 1969-71; Tutor, St. John's College, Santa Fe, 1971-; On Leave, Fall Semester, 1974. �FACULTY I 69 68 I ST. JOHN'S COLLEGE · Philip Lecuyer Stephen R. Van Luchene B.A., The Colorado College, 1966; B.A., Merton College, Oxford University, 1969; Ph.D. candidate in biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor in English Literature, Summer Humanities Institute, The Colorado College, 1968; Tutor in biology and chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. University of Guadalajara, summer, 1967; Universidad Nacional de Mexico, summer, 1968; B.A., Arizona State University, 1969; M.A., 1971, Ph.D., 1973, Unrversrty of Notre Dame; journalist, Arizona Magazine, 1969; Teacher of English as a Second Language, Bell School, Cambridge (U.K.), 1969; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-. Alfreda L. Verratti B.A., St. Mary's College of California, 1969; M.A., 1973, University of Washington; Ph.D. Candidate in Classics; University of Washington; Teaching Assistant, Classics Department, University of Washington, 1970-71; Tutor, St. John's College, Santa Fe, 1973-. B.A., St. John's College, 1966; M.A., Washington University, 1970; Ph.D. Candidate, Washington University, 1972; Psychiatric Social Worker, Harrisburg State Hospital, Harrisburg, Pa., 1966-67; Hans Reichenbach Graduate Fellowship, Washington University, 1967; N.D.E.A. Graduate Fellowship, Washington University, 1967-70; Instructor, Washington University, 1969, 1971; Instructor, University of Missouri, 1970-71; Assistant Professor, Webster College, 1971-72; Tutor, St. John's College, Santa Fe, 1972-, Assistant Dean, 1972-. Alfred J. DeGrazia Ill B.A., Swarthmore College; M.A., Harvard University, 1968; Ph.D. candidate, Harvard University, 1968-; Teaching Assistant, Harvard University; Tutor, St. John's College, Santa Fe, 1972-. Lorna Green Smith College, 1956-57; American University, summers of 1957 and 1958; B.Sc., McGill University, 1960; Woodrow Wilson Fellow, Rockefeller University, 1960; University of Washington, summer 1961; University of Paris at the Station Biologique de Roscoff, summer 1962; Ph.D., Rockefeller University, 1965; Postdoctoral Fellowship, Rockefeller University, 1965; Research Assistant, Wellesley Hospital, Toronto, 1967-68; M.A., University of Toronto, 1971; Canada Council Fellowship at University of Toronto, 1970-73; Teaching Assistant, St. Michael's College, University ofToronto, 1970-72; Tutor, St. John's College, Santa Fe, 1973-; On Leave, Spring Semester, 1975. Howard Zeiderman Dartmouth College, 1962-63; B.A., St. John's College, 1967; M.A., Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-. William H. Donahue B.A., St. John's College, 1967; Postgraduate research student, Faculty of Philosophy, King's College, Cambridge, 1967-72; Supervisor for Part I and Part II Tripos, Cambridge University, 1968-72; Ph.D., King's College, Cambridge, 1973; Tutor, St. John's College, Santa Fe, 1973-. James R. Mensch B.A., St. John's College, 1967; M.S.L. (Licentiatus in Studiis Mediae Aetatis), The Pontifical Institute of Mediaeval Studies, Toronto, 1970; Ph.D. Candidate, University of Toronto, 1970-; Canada Council Fellow in Philosophy, 1970-73; Instructor, University of Toronto, 1970-71; University of lnnsbruch, 1971-72; University of Munich, 1972-73; Tutor, St. John's College, 1973-. Richard L.L. Michaud A.B., St. Michael's College, 1963; Ph.D., University of Vermont, 1968; Post-doctoral Fellow in Pharmacology, Yale University Medical School, 1967-68; r'ssistant Professor, Psychiatry Department, Yale University Medical School, 1968-70; Assistant Professor of Science, Webster College, 1970-73; Visiting Lecturer, Washington University, 1971-73; NSF Fellow, Colorado State University, summer, 1972; Consultant in Ecology, St. Louis University Institute for Environmental Studies, summer, 1973; Tutor, St. John's College, Santa Fe, 1973-. Bruce E. Venable Lynne M. Hamilton A.B., Radcliffe College, 1957; M.D., University of California, Santa Barbara, 1968; Teacbing Assistant, Associate, Lecturer in English, University of California, Santa Barbara, 1966-71; Ph.D., University of California, Santa Barbara, 1973; Tutor, St. John's College, Santa Fe, 1974-. Gerald Lee Myers B.A., University of Colorado, 1964; Ph.D., University of Colorado Medical Center, 1969; American Cancer Society Postdoctoral Fellow, Yale University, 1969-71; Seessel Research Fellow, Yale University, 1971-72; Faculty, Shimer College, 1972-74; Tutor, St. John's College, Santa Fe, 1974-. Edward C. Clark B.5., Massachusettes Institute of Technology, 1951; Ph.D., Princeton, 1969; Area Geophysicist, Humble Oil Company, Wyoming and Montana, 1951-56; overseas wrth Humble Ori rn Turkey and Spain, 1957-63; Ford Foundation Fellow, Istanbul, 1967-68; Assistant Professor of History, University of Texas-El Paso, 1969-74; Tutor, St. John's College, Santa Fe, 1974-. Philip Browning Long B.A., Bob Jones University, 1965; study at Westminster Theological Seminary, 1966-67; Doctoral cum laude, University of Amsterdam, 1973; Tutor, St. John's College, Santa Fe, 1974-. David L. Townsend B.A., Loyola College, Baltimore, 1969; M.A., Harvard University, 19.70; Certificat de Langue, University of Paris, 1967; Teaching Fellow, Harvard, 1971-73; Resident Tutor, Eliot House, Harvard, 1971-73; English Teacher, Cambridge Community High School, 1971-72; Tutor, St. john's College, Santa Fe, 1974-. Marc Haynes University of North Carolina, 1967-69; St. john's College, Annapolis, .1969-70, St. John:s College, Santa Fe, 1970-71, B.A.,; University of Texas, 1971-74; Teaching Intern, St. Johns College, Santa Fe, 1974-. Kent H. Taylor B.A., Yale University (English) 1963; M.A. University of Georgia (English) 1965; University.of California at Santa Cruz (History of Cnsciousness: an interdisciplinary graduate humanities program) 1967-68; Defense Language Institute, Monterey, California (German) .1968-69; Heidelberg University (Philosophy) 1971-73; Instructor of Freshman English at the Unrversrty of Georgia, 1965-67; Teaching Assistant at University of California at Santa Cruz, 1967-71; Tutor, St. John's College, Santa Fe, 1974-. Georgia S. Knight B.5., University of Utah, (Philosophy), 1970; M.A. University Utah, (English), 1972; Doctoral Candidate, University of Utah, 1974; Teaching Fellow, University of Utah 1970-74; Tutor, St. John's College, Santa Fe, 1974-. �70 I ST. JOHN'S COLLEGE Galen N. Breningstall OFFICERS, ASSOCIATES, Al'.ID STAFF B.A., St. John's College, 1973, Teaching Intern, St. John's College, 1974; Tutor, 1975-. ANNAPOLIS SANTA FE Elizabeth S. Engel President President B.A., Pomona College, 1967; M.PhiL, Yale University, ·1971; Ph.D., Philosophy, 1973; Teaching Assistant, Yale University 1969; Teacher of Philosophy and Humanities, Shimer College 1971-73; Chairman, Humanities Area 1973; Assistant Professor of Philosophy, California State University at Humboldt 1973-75; Tutor, St. John's College, Santa Fe, 1975-. Richard D. Weigle Richard D. Weigle Dean Dean John Joseph Verdi B.S., Fordham University, 1972; A.M., University of Southern California, 1974; Tutor, St. John's College, Santa Fe, 1975-. Curtis A. Wilson Robert A. i'Jeidorf Treasurer Vice President Charles T. Elzey J. Burchenal Ault Director of College Relations Treasurer William B. Dunham TUTORS EMERITUS Ford Keeler Brown, A.B., D. Phil. Jacob Klein, Ph.D., Dean, St. John's College, 1949-58. William Kyle Smith, ThR, Th.Iv\. Simon Kaplan, Ph.D. Wiley W. Crawford, BA, M.A., Ph.D. Emery C. Jennings Assistant Deans Director of Graduate Institute Barbara H. Leonard Ray A. Williamson David C. Jones Registrar Ralph Assistant Deans J. Quintana Leanore B. Rinder Director of Admissions Registrar Joanne A. Rowbottom Ellen Gant Librarian Director of Admissions Charlotte Fletcher FELLOWS Gerald F. Zollars Director of Athletics Librarian Paul Mellon Bryce DuVal Jacobsen Alice H. Whelan B.A., Yale University, 1929; B.A., 1931; M.A., Cambridge University, 1938; Litt.D. Oxford University, 1961; LL.D., Carnegie Institute of Technology, 1967; LH.D. Yale University, 1967. Director of Financial Aid Director of Student Activities Charles E. Finch Istvan Fehervary John Gaw Meem Director of Adult Education Director of Financial Aid Robert L Spaeth Alberta L. Rivera Deputy Director, College Relations Director of Alumni Relations Director of Adult Education ScB., Virginia Military Institute, 1914; M.A. (Hon.), Colorado College, 1936; A.F.D., University of New Mexico. Robert Bunker Thomas Parran, Jr. Alumni Secretary and College Archivist Miriam Strange Business Manager Joseph A. Jackins, Jr. Director of Placement Brenda Robertson Superintendent of Buildings and Grounds David W. Tucker Director of Placement Sally Dunn Superintendent of Buildings and Grounds College Physicians Stanley Nordstrum Robert C. Biern Charles Kinzer Sigmund A. Amitin College Physician Jan Pieter Voute College Nurse Peggy H. Elrington lvlarilyn Kyle College Nurse �~z '? ;.;>. ::l :; ~ w 0 " c AO.. - · (0 ::J CL ~~- w ~· ~ ~ ~ ~ss~<<c~t~~ooozzzzz;s:~~:s:;s:~r~~I~~onnn>>> <~~.,,,~~S~c~~ii)~~~mrom~~~:;~·wwg~:;~m~~~o~~o~ 0 (i ~- ; . 0 3 =r" ~ 9- Q.. ~ OQ ~ 0 g.. ~ ~ ~ <: (} ~· :J ~ ~ ~ ~: ~ 2. ;5 Ja (i S'. Q 3 ~ ~ 8 g~. 5 5- 3· 03· g . 0 ~~g Q n ~ ;r 1 I ~ ~. rn ~ rl o; w V1 vi =: ~· w ~~ ~ ~ 3 Q3 5:: 3 ::J ~- -_t qs, . ,. ., , . QJ ~ < . ::J fll ~ (O vi Ill -·u Q. ::i ::r ~ ~ o o ~- -· v1 PJ QO ::;l O.s;!_ 0 r;- W QJ . DJ A ::5. ro 3 . U Q.l ~ --+. (') QJ :J =1 o ::i ::?. Q_ n --< u -· ru () · S. ru· pr CL !1J • :). 0 ~. f,f . 2...: w ~· c ro 3 . '!: . 3. -i ~ ~ ffi ;;a ro "D (1) (£ 0 ro Q_ "' Vl "'"' "' :::> ii)' ~ ::J ::J :J w Q. " (\:) Ill ~ < ....... "' OJ -· rr ru :;:::: ro ro N~ ~) -l N- '-..! N www-G-N--NA-- G- ~ ~~· -~ NWW ~ '" ii) N w en ~· c CL m w ::J s N NN-No---wNW-N--- :> c:r QJ ::i a_ ::J s(O ;;o 11~ 111-i{.JJ ~ ~ ::! ~ VJ 11 ~· A -03"'-0:J CQ. ; ~ i3.. § ~ 5i" ~ 3· < ;:t--'=~o....o,...... ~ri Jg ::r-~;:t'-;..,::1~1,...,.-· ;::\;' =r-· Q_(p :rs:: 5tro ;=:. :J::r. s:- =r- );> :J :J "' ~ "D ~,-r :r:: ;Al ~ ~ 0... C :rron(./l w:J 11 :J ~ g < ;!: Gi g .g g 9.. ; _Q_ ~ ,..,._ ~ (') t~ ::r ;;ti §:; OQ n-o 2...ffi (D ~ s_ -< )> )> ~ Vl 8 > ~ (() 5.. ~ 0..:. ~- ~ ~ 2 wm --~N-NN~N~--- m ~ -< g1 q o.i :J z z ()<.n"TI(JJ~ 0 3 r'tl ::;· 9- _.::. ~· ~ Q_ s: 3:::-:Vl~~ ro:Jt:ri"Vlrl: ::i ;f :s: 3 o ro 3 m ::J :J Ill. @ g-~: O..r-~· Vl ~ g_ > ~· a_ -w w~ - CJ' '° ~ £, ~Q}:Jil DJ -· =i i:u::i!ll~ "D Q_ w 0 "' G I V> 2 CL ~ v; m ::J l7i 0 .._. I i Ill 0.. \.Cl fa ::J w r§l~~cQa(fl~ w Q~ N-='- .!:;. (]'I o~v.iw-.......iwo -i (fl (fl (fl (fl (fl (fl (fl <:J ()' G (fl -NO NOW .:..., l,...) er V1 ~ (fl "-' cD VlOO cD A N w ln V1 N'-l\.DW-='- ln '-..1 w ()'~U'1 N ~ _. v;· ~ m :J (;;' ." 2 :J NNWVl --'C!'.'-..ll.-OO"l·-1'-..I N ~ ~ ::J "' @' -~ ln ~ N -. - f'D iD u ?O 0 -;., V'l ro CL o;· :::J :Ju c..P.l Q"Q '-- \'J Ill """' w NNN'-.....JW -~a-. ~ -.I ():) V1 ..,., ro --1 ' - "°"' (j ~ Vi VJ -4 ~ Q ST. JOHN'S COLLEGE ANNAPOLIS, MARYLAND Appli ® SANTA FE, NEW MEXICO on for Admission The following questions are designed to give you an opportunity to write fully and freely about yourselL We want a large sample of your writing. Every application is read careful by members of the Admissions Committee. We know that many applications for admission to St. John's are written persons under academic and other pressures; we do not expect perfection. We ask all applicants to answer questions 1-5. Successful applicants usually write six to ten typewritten pages, and often more, in their answers to questions 1-5. 1. Evaluate the strengths and weaknesses of the formal education you have had unti I now. 2. Select some experience from which you have derived exceptional profit, and describe it, explaining its value to you. 3. Describe your reading habits and your experience with books. Choose some book that you have liked well and the book as a whole). discuss some aspect of ii � T J H LLE ' AN l\IAPOLIS, MARYLAND SAl'~TA FE, NEW MEXICO ST;\TElvlENT OF THE ST. JOHN'S PROGRAM 1975-76 Founded as l(ing William's School, 1696, chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the l'forth Central Association of Colleges and Secondary Schools �College Ca ANl'-JAPOLIS 1975-1976 Table of Contents SANTA FE September 5 Freshman and Senior Registration August 26 September 7 Convocation August 27 September 8 Sophomore and Junior Registration August 27 September 8 First Seminars August 28 September 8 First Classes August 29 October 1 7-20 November 27-30 December 18-January 4 January ·13 January 1 9 January 21 February 6-9 March 13-28 Long Weekend Thanksgiving Recess Winter Vacation October 1 0-13 November 27-30 December 17-January 12 PAGE Introduction ................ . . .................................. 5 The Curriculum THE SEMINAR. __ 3 THE PRECEPTORIAL .10 .11 December 17 THE TUTORIALS .. Beginning of Second Semester January 12 THE LABO RA TORY January Freshman Registration January 12 THE FORMAL LECTURE .. End of First Semester Long Weekend Spring Vacation __ l 7 .... ..... 23 ... 25 THE ST. JOHN'S LIST OF GREAT BOOKS March 6-21 May 21 End of Second Semester May 14 /v\ay 23 Commencement May 1 6 The Academic Order .. .30 THE TUTORS .31 THE INSTRUCTION COMMITTEE .31 THE LIBRARY SCHEDULES SUMMER 1976 May 31 ESSAYS AND EXAMINATIONS May 31 Graduate Institute Begins August 6 January Class Second Semester Begins June 20 January Class Second Semester Ends August 6 Graduate Institute Ends August 13 ACADEMIC STANDING THE ST. JOHN'S DEGREE OF BACHELOR OF ARTS THE ST. JOHN'S DEGREE OF MASTER OF ARTS .. THE GRADUATE INSTITUTE IN LIBERAL EDUCATION Residence and Student Life ...... . SITE PLANS OF THE CAMPUSES .. .32 ... 33 .... 34 ..... .35 ..36 ... 36 . .38 .. .42-43 CAMPUS VISIT . . .48 ... 51 Fees and Financial Aid .. 53 Admissions .... 1976-1977 September 1 0 Freshman and Senior Registration September 12 Convocation August 29 September 13 Sophomore and Junior Registration August 28 September 13 September 1 3 First Seminars First Classes August 30 August 31 October 1 5- 1 8 Long Weekend October 8- 11 November 25-28 December 17-January 3 January 23 Thanksgiving Recess Winter Vacation End of First Semester August 27 November 25-28 December 17-January 13 December 17 Bibliography ..... 56 Board of Visitors and Governors .... .57 Faculty Profile: 1973 Freshman Class ... 58 .72 �c Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obi igations. Such men and women are best equipped to master the specific ski I ls of any calling and to become mature, competent, and responsible citizens of a free society. St John's College believes that the way to I iberal education I ies through the books in which the greatest minds of our civilization-the great teachers-have themselves. These books are both timeless and timely; they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary problems with which we have to deal. They can therefore enter into our everyday lives. Their authors can speak to us almost as freshly as when spoke for the first time, for what they have to tell us is not something of merely academic concern, remote from our real interests They change our m111ds, move our hearts, and touch our spirits. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of 111dependent and yet complementary meanings. And, while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intel I igibility. They are therefore properly cal led great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical, or philosophical. They are also linked together, for each of them is introduced, supported, or criticized by the others. In a real sense they converse with each other, and they draw each reader to take part, within the Ii m its of his ab1 I ity, in their large and unending conversation. McDowell Hall, Annapolis, 17 44 �This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we sometimes desire. To remedy this defect is the goal of the St. John's seminar. Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar ideas, attempt to discuss it reasonably. It is presupposed that each student is wi 11 i ng to submit his opinions to the critical scrutiny of his fellow students. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions-probably unexamined-that they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. 1n the main, however, the aim is to ascertain not how things were, but how things are-to help the student make rational decisions as he lives his life. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the student should continue with him throughout his life. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in al I classes and laboratories is made to depend on the activity and initiative of the students. The tutor functions as a guide, more intent to I isten to the students and to work with them than to impose upon them his own train of thought. In short, St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always beer. to mediate men's understanding, to give conscious form to knowledge through systems of signs accommodated to men's intellects-that is, words and numbers. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic-the arts of language; and arithmetic, geometry, music, and astronomy-the arts of mathematics. In contemporary terms, man practices such liberal arts as analyzing, thinking, writing, speaking, and dec1d1ng as he uses verbal symbols; man practices such liberal arts as counting, measuring, deducing, and demonstrating as he uses mathematical symbols. There are many ways to develop these arts. The curriculum emphasizes four of them: discussion, translation, demonstration, and experimentation. They are followed in all the branches of the program. But whatever the methods used, they al I serve the same end: to make the student think for himself, to enable him to practice the arts of freedom. Free minds must be able to view concrete situations, to deliberate by formulating clear alternatives, and to arrive at a deciding choice. The acquisition of these intellectual skills indicates that the discipline of the liberal arts has taken hold of the learning mind. Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance men can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline men can acquire the habit of listening to reason. /'\ genuinely conceived liberal arts curriculum cannot avoid aiming at these most farreaching of all human goals. �THE CURRICULUM I 9 e THE SEMINAR The heart of the curriculum is the seminar-a discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two members of the faculty as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight unti I ten-or well beyond if the topic under discussion has aroused a sustained and lively argument. The assignment for each seminar amounts, on the average, to around a hundred pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders, and thereafter it consists almost entirely of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will The resulting informality is tempered by the use of 1ormal modes of address-" Mr.," "Mrs.," or "Miss." unsettled, with certain alternatives clearly out Ii ned. The progress of the seminar is not particularly smooth; the discussion sometimes tends to branch off and to entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk or into dull and sh al low meandering, without being able for a long time to extricate itself from such a course. Or it may climb to heights accessible to only a few of its members. Under these circumstances the role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation, It is to guide the discussion, to keep it moving, to raise objections, to help the student 111 every way possible to understand the author, the issues, and himself. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But a leader may also take a definite and positive stand and enter directly into the argume11t If he does so, however, he can expect no special consideration. Reason is the only recognized authority; all opinions must be rationally defended and any single opinion can prevail only by general consent. The aim is always to develop the student's powers of reason and understanding and to help him arrive at intelligent opinions of his own. Once under way, the seminar may take many forms. It may range from the most to the most general. The reading of Thucydides, for example, is almost certa111 to a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on the virtues and vices of men, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely-and even "~-"''""'c topics suggested the reading but having independent relevance in the minds of the participants. In the coffee shop after seminar, students, from different groups compare the points made 111 their discussions. Except for the requirements of common courtesy, there are only two rules: first, every op111ion must be heard and explored, however sharp the clash of opinions may be; second, every opinion must be supported by argument-an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance or their relation to the opinions of others. Gradually, under pressure of the group, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. The students learn, g1 aclually also, that to some extent the procedure of the seminar varies with the kind of reading under study: poetry is not philosophy and requires a different approach. Such progress in method may be crowned by sudden insights on the part of individuals, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued, The argument does not necessarily lead to the solution of a problem. IV!ore often than not the problem remains c ~ z Plaza, Evans Science Laboratory, Santa Fe Hall Santa Fe �10 I ST. JOHN'S COLLEGE THE CURRICULUM I 11 THE PRECEPTORIAL For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or exploration of one subject in several books. Students are usually given a choice of sixteen to twenty books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the seminar reading, some preceptorials may deal with books and themes the students would not otherwise encounter in the program. There are generally seven or eight students in a precepforial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually the student's work is completed by the writing of a paper, which may be read in draft to the preceptorial and criticized by the other members. Listed below are preceptorial subjects offered on the two campuses for a recent year. Aristotle: Po/ itics Camus Clement of Alexandria The Constitution of the United States: The Founding Dante: Purgatorio Dostoevsky: The Brothers f<aramazov Freud Galileo Goethe's Plays~chiefly Faust Hume's Moral Philosophy l<ant: Critique of Pure Reason Kazantzakis: The Odyssey~ A Modem Sequel The Logic of Hegel The Love Poetry of John Donne Marx Mathematics and l(ant Modern Theatre More: Utopia Nietzsche Plato: Laws Plato: The Sophist Psychoanalytic View of Character: Freud and Reich The Rhetoric of J. S. Bach Shakespeare: Hamlet Shakespeare: The Tempest Some Modern Protestant Theologians Sophocles Thomistic and Aristotelian Ethics Vibrating Bodies Giovanni Battista Vico THE TUTORIALS The seminar cannot suffice as the only means to the encl of liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study. Other instructional devices must therefore support it; these are the tutorials in language, mathematics, and music. For four years a student attends one language tutorial and one mathematics tutorial, usually four mornings a week. Three times a week sophomores also attend a music tutorial. In tutorials, around a table, thirteen to fifteen students study and learn together under the direct guidance and instruction ofa tutor. Each tutorial session lasts an hour. The tutorial provides conditions for collaborative study and for the manifold teaching and learning relations that hold in a company of good friends. As in the seminar, students talk freely with one another and the tutor, but the discussion focuses sharply on assigned tasks. There is opportunity for each student to contribute his measure of instruction to his fellows. Other tutors often attend, seeking to learn about a particular subject, which they may later teach. A student will work in the language and mathematics tutorials with one group of fellow students, and in the laboratory and the seminar with another. Some of the students in his tutorials will also be with him in his laboratory and seminar. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. The language tutorial attempts to remedy this condition by a training in the means of precise communication and persuasion. In a broad sense, it may be conceived as a present-day restoration of the age-old studies of grammar, rhetoric, and logic. The tutorials seek to understand the relation between language and thought. To do this they must study the fundamental ways words can be puttogether, the modes of signifying things, the varied connotations and ambiguities of terms, the role of metaphors and analogies, and the logical relations between propositions. �12 I .ST. JOHN'S COLLEGE The primary purpoSE; of the language tutorial is thus not the mastery of any foreign languages. By studying these, however, and by translating them into English, by comparing them with each other and with English, the student learns something ofthe nature of languages in general and of his own in particular. During the four years, then, he is studying language as the discourse of reason and, through the medium of foreign tongues, his native English. He is discovering the resources of articulate speech and learning the ru [es that must govern it if it is to be clear, consistent, and effective; if it is to be adequate and persuasive. The medium for accomplishing this is Greek in the first and second years and French in the third and fourth years. THE CURRICULUM I 13 content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the student attempts to match in his own tongue the excellence of his models. In the second semester a play in verse is read. The principal activity of the fourth year, however, is the reading of French poems. Its immediate object is the understanding and enjoyment of each poem in its In the beginning the emphasis is on the grammatical forms and constructions and the vocabulary of the language being studied. Brief passages of prose and poetry are committed to memory. But after a short time the tutorial shifts to something more concrete: the slow and careful reading and discussion of works of poetic imagination or philosophical thought Thus the rapid reading for the seminar, with its attention to the large outlines, the general trend, the development of the central idea, is supplemented and corrected by a more precise and analytical study, concerned with every detail and particular shade of meaning, and also with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not often come directly into seminar discussions. The student's concern with them in the language tutorial improves all his reading, for whatever immediate encl, deepens and enriches his understanding, and increases his ability to think clearly and to talk well. The second purpose of the language tutorial is support of the seminar. The further the student advances, the more the language tutorial tends to influence the seminar discussion. It brings issues to the fore which might otherwise have been neglected and introduces more precision into the terms in which a problem is being discussed. A third aim of the language tutorial is the learning of the two foreign languages themselves. In the ti me al lotted to the study of each language, mastery of either of them is, of course, impossible. Ability to speak the language is not an aim of the tutorial. That ability may best be acquired by living abroad, or by an intensive course. What the student can reasonably expect to attain is a knowledge of the grammatical forms and a feeling for the peculiarities of the language, within limitations To experience the individuality of another language is to extend the limits of one's sensibility. The choice of the foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Different languages might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek mto the second year advances the work of the first year. The second year ends with analysis and discussion of works by Shakespeare, Donne, and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text The aim here is economical progress toward facility in the reading and writing of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and c j5 0 "" �14 I ST. JOHN'S COLLEGE THE CURRICULUM I 15 parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarifies the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted in the third year. THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is or ought to be the case is suggested by the term itself, for it is derived from a Greek word meaning "to learn." It is regrettable, then, that students should ever grow to have an aversion to mathematics or to think of themselves as unmathematical. The experience of the St. John's program is that when mathematics is taught from well-chosen texts, at a patient pace, and with the expectation of pleasure, it turns out to be the most readily learnable of the liberal arts. There are two main reasons for studying mathematics. First, it pervades our modern world, perhaps even defines it Therefore anyone who means to criticize or reform, resist or further this world not only must have some familiarity with the mathematical methods by which it is managed, but must have thought about the assumptions that underlie their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure the things in the world. The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathematics has, as its name implies, a particularly close connection with the human capacity for learning, its study is especially useful in helping students to think about what it means to learn and to know something. To prepare themselves for such reflection students study artfully composed mathematical texts, demonstrate propositions at the blackboard, and solve problems. By doing this over four years they learn a good deal of mathematics, and they gain noticeably in rigor of thought, nimbleness of imagination, and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? Is there "better" and "worse," "ugly" and "beautiful" in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects'.'? In what way did the discoverer of a particular theorem probably first come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over Into the larger sphere of the seminar. The student begins with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, he gains a notion of deductive science and of a mathematical system in general; he becomes acquainted with one view of mathematical objects-its central expression found in the theory of ratios-which is buried under the foundations of modern mathematics. After Euclid he begins the study of Ptolemy's Almagest, his treatise on astronomy, centering attention on the problem of "hypotheses" constructed to "save the appearances." That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St. John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic, and religious readings that are taken up in the first and second years. In the second year the student continues the study of Ptolemy, emphasizing those difficulties and complexities ofthe geocentric system which are brilliantly resolved by the Copernican revolution. He studies Copernicus's transformation of Ptolemy into heliocentric form. He next takes up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this he studies analytic geometry, which presents the conic sections in algebraic form. He thus gains an understanding of algebra as the "analytic art" in general. In the third year calculus is studied both analytically in its modern form and geometrically as Newton presented it This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetic foundation for the calculus. The student then returns to Newton's Principia, to take up �16 I ST. JOHN'S COLLEGE THE CURRICULUM I 17 the astronomical parts in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" theory in which orbits are determined by laws of force. Here again the mathematics tutorial is more than a mathematics course. It is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year the reading of Lobachevski's approach to non-Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. This is fol lowed in the latter half of the year the study of Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and of space. On the Annapolis campus, there is an alternate program for the latter half of the year: some of the students study projective geometry, in which the enterprise which began with Euclid returns in a remarkable way, now generalized, to its starting point. THE MUSIC TUTORIAL One of the aims of the St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed towards technical ski I I but towards an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers The study of music is valuable in training the mind to a sense of ratio and In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year, by way of introduction, all students sing in a choruso In the sophomore year a tutorial meets three times a week. The music tutorial reflects two different but complementary aspects of music. On the one hand music is inti related to language, rhetoric, and poetry. Or> the other it is a l!nique and self-sufficient a1·t, which has its roots deep in nature. in words as \Nell as The work of the tutorial includes an 111vestigation of in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint, and r~one of these is done apart from the sounding real of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Moza1·t, and the instrumental works of Beethoven are the real textbooks. In the second semester at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the seminar meetso Group discussion of a work of music, as of a book, facilitates and enriches the understanding Gf it. THE LABORATORY The emblem ofthe St. John's program on the front cover shows seven books surrounding a pair of scales. The balance, no less than the books, symbolizes the tradition ofthe liberal arts. It stands for the instruments of the scientific laboratory, which may wel I be the most characteristic institution of the modern world. c ~ z t'. 15 0 "' Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions, in industry, politics, morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one which the College takes special care to emphasize. There is scarely an item in the cu rricu Ium that does not bear upon it. The last two years of the program exhibit the �18 I ST, JOHN'S COLLEGE THE CURRICULUM I 19 practice of the liberal arts, The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning, There need not be "two cultures!' Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION OF THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: ('I) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it (2) The content of the work should be so chosen as to enable the student to trace a scientific di sci pl ine to its roots in principle, assumption, and observation, Thus certain integrated wholes of subject matters are to be selected as problems in which the roles of theory and e)(perimentation can be distinguished through critical study, (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation, The student must have time to satisfy himself as to the degree of accuracy his instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire experiment Only thus can he come to a mature understanding of the sciences called "exact!' far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes, lv\odern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory, The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century, They are based on a mathematical interpretation ofthe universe, which transforms the universe into a great book written in mathematical characters, liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding, For this purpose St John's has set up a four-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology, and chemistry are pursued, There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments that mark the history of science have to be reproduced; the interplay of hypothesis, theory, and fact has to be carefully scrutinized, All of this is supported by the mathematics tutorials, which provide a clear understanding of mathematical techniques, The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research, It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills derived from the A laboratory section consists of seventeen to twenty-one students working under the guidance of a tutor, with the help of more advanced students serving as assistants, Sections meet twice a week, A laboratory session may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires. Occasionally a laboratory meet111g is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Fresnel, Darwin, Faraday, Maxwell, Thomson, Rutherford, and Bohr are among those regularly used in this way, In all the work of the laboratory, and in the laboratory manuals written at the College, the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry, ITS CONTENT The general topics of study have been chosen from elementary physical and biological science, In terms of traditional names for various branches of scientific endeavor, the work schedule may be outlined as follows: First Semester 1st Year Theory of measurement Second Semester Chemical atomism 2nd Year Comparative zoology, embryology, genetics, evolution 3rd Year Mechanics, optics, and force-fields Electromagnetism Atomic structure 4th Year �20 I ST. JOHl'-J'S COLLEGE THE CURRICULUM I 21 PHYSICAL SCIEi'ICE In the first semester freshmen study the theory and problems of measurement, which make up the major link between mathematics and experience. The specific measurements considered are those of length, area, volume, weight, density, musical pitch, physical moments, pressure, temperature, and heat. Attention is given to the theoretical assumptions underlying each particular measurement, to the construction and precision of the instruments used, to proper utilization of the data collected, and to the problem of error. In the second semester the student confronts the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The emphasis now shifts from the problems of measurement as such to the problems of developing a coherent physical theory that wi 11 account for experimental findings. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical tra11sformations of which they speak. The meanings of the terms, pure substance and mixture, element and compound, atom and molecule, are carefully considered. The semester's work cu I mi nates 1n the resolution of the problem of determining atomic and in two further developments which this resolution makes possible, the theory of valence and the periodic chart. In the third year the laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, and electro-magnetism. The mathematical tools of physics are put to work in the laboratory at the same time that their rigorous development is pui-sued in the mathematics tutorial. As the tools of the calculus become available, the emphasis shifts from a direct, qualitative of force, acceleration, energy, and potential fields, to their reformulation in more appropriate terms; at the same time the physical concepts serve to illustrate the mathematical ideas. The concepts of mechanics are then used to formulate alternative theories of light-corpuscular and wave-and the appropriateness of either is considered. In the senior year electromagnetic theory is approached initially in terms of classical physics, and then developed beyond those terms to the general characterization of the electromagnetic field by Maxwell's equations. Finally, the principles of optics are reviewed as possible consequences of Maxwell's equations, and the appropriateness of a mechanical model for light is examined. In many ways the work of the senior year is a return to questions the student first raised as a freshma11. The senior laboratory takes up anew the theory of atom ism-but now the atom itself has become the object of study. Prepared by his work with electrical phenomena, the student can focus on the questions of atomic stability that lead to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schri:idinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. Ultimately the student must reconsider another "freshman" problem-that of measurement-in the light of the "new physics." �22 I ST. JOHN'S COLLEGE THE CURRICULUM I 23 BIOLOGICAL SCIENCE In the second year the laboratory takes up the study of living matter. Using the theory of evolution as a unifying idea, the laboratory studies animal life in four aspects or units of work. First the lower animals or invertebrates are considered. The student observes and dissects representatives of the major groupings of invertebrates. General topics such as the origin of life, the relation of part to whole and of form to function are discussed as the observations and dissections bring them to the fore. From invertebrates the student moves to gross anatomy, with special emphasis on the circulatory system and the structure of a complex organ like the eye. Further light is thrown on the questions first raised by the study of invertebrates. The interaction of organ systems is explored. After the study of animal forms the laboratory proceeds to the topics of embryology, development, regeneration, cell migration, and cell differentiation. Theories of growth and formal differentiation are elicited from the observations. The fourth unit is concerned with genetics and the genetic study of populations. Mendel's theory of heredity, the molecular theory of the gene, and the results of laboratory studies of small fruit-fly populations are considered from the viewpoint of their evolutionary significance. In general, the laboratory consists of close observation, through microscopes or with the naked eye, together with constant theoretical interpretation of the observations, in class discussion and through reports and papers. Important works by biological scientists are read in conjunction with the experiments and discussions. They include the seminal work of Harvey, Darwin, and Mendel and the modern extensions and criticisms of the work of the early masters. The purpose of the biology laboratory is thus to acquire an understanding of self-moving matter. THE FORMAL LECTURE The curriculum as described so far has been shown to use the medium of discussion, of recitation, of student participation at every stage of the work. On Friday evenings, however, a different pattern of instruction prevails. The formal lecture is the occasion when the student has an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the student's readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, painting or architecture. The lecturers are often visiting scholars, but not infrequently members of the St. John's faculty. The visitor may be from the academic world or from the arena of public affairs; he may be a poet or an artist. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturer submits himself to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the student the habit of listening and following the exposition of a subject he may not be familiar with, and it also provides him an opportunity, in the discussion period, to exercise his dialectical skill in a setting very different from the classroom. It is here that he can hiniself test the degree of his understanding and the applicability of what he has learned. The lectures range throl:lgh a variety of subjects. Sometimes the student is confronted with opposing views on a given subject. Some of the lectures have immediate repercussion in the seminars and tutorials. Others may have a lasting effect on the direction that a student's work takes within the framework of the program. �THE CURRICULUM I 25 2'1 I ST. JOHl'.l'S COLLEGE LECTURES AND COl'-ICERTS The li~t below provides some examples of lectures and concerts given on one or the other campus in a recent year: "The Circle and the Square" Hugh McGrath "Computer-Tool of Reckoning" George Wend "A.sian Wisdom and the Modern World" l'lancy Wilson Ross "Durer as a Draftsman" Christopher White "Descartes and the Enlightenment" Richard Kennington "Poetry and Politics" Eugene McCarthy "The Poet of the Odyssey" Eva Brann "Speech: Its Strength and its Weaknesses" Jacob Klein "l(eyboard Music and the Art of Illusion" Douglas Allanbrook "Plato's Republic and the Search for Common Objects" William O'Grady "The Constitution and Threats to Liberty" Walter F. Berns 11 LaV1.1 and Education" "The Prospects for Mankind" Herman Kahn Harris Wofford "Words and Music" Virgil Thompson "i'v\~dea. Hero, Goddess, VVoman" Bernard /VI. W. Knox "The Objects of Discourse" /v\or\1 mer Adler "Jesus of Nazareth, Lamb of God 11 Edward Sparrow "The Ontological 1\rgument" Robert l"eidorf "The History and Myth of Philosophic Religion" Muhsin Mahdi "Stravinsky and Irony" Nicolas Nabokov THE ST. JOH1,rs LIST OF GREAT BOOKS The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at The University of Chicago, atThe University of Virginia, and, since 1937, at St. John's College. The distribution of the books over the four years is significant.Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the I iberal arts; the second year contains books from the Roman and medieval periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written originally in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter. The St. John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all times. In doing that it may help the student to discover a new kind of historical perspective and perceive through al I the historical shifts and changes the permanence and ever-present gravity of human issues. �THE CURRICULUM I 27 26 / ST. JOHN'S COLLEGE The list which follows is subjectto constant review and revision by the lnstructi-0n Committee of the faculty. Books read only in part are indicated by an asterisk. FRESHMAN YEAR Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Marcus Aurelius: Nicomachus: Lavoisier: Essays by: Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Co/onus, Antigone Peloponnesian War Hippolytus, Medea, Bacchae History* Clouds, Birds Ion, Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus Poetics, Physics, *Metaphysics, *Ethics, *On Generation and Corruption, * The Politico Elements* On the Nature of Things Pericles, Alcibiades Meditations* Arithmetic* Elements of Chemistry* Archimedes, Toricelli, Pascal, Fahrenheit, Black, Avogadro, Dalton, Wollaston, Gay-Lussac, Cannizzaro, Mach, Bridgman, Couper, Morveau, Proust, Berthollet, Richter, T. Thomson, Whewell, Berzelius, Dulong, Mendeleev SOPHOMORE YEAR Aristotle: Apollonius: Virgil: Plutarch: Epictetus: Tacitus: Ptolemy: Galen: Plotinus: Diophantus: Augustine: St. Anselm: Maimonides: Aquinas: Dante: Chaucer: Machiavelli: Copernicus: Luther: Rabelais: Calvin: Palestrina: Montaigne: Viete: Bacon: Shakespeare: The Bible* De Anima, On Interpretation,* Posterior Analytics,* Categories,* Parts of Animals,* Generation of Animals* Conics* Aeneid Caesar, Antony, Brutus, Cato the Younger, Pompey, Cicero Discourses, Manual Annals Almagest* On the Natural Faculties Fifth Ennead* Arithmetic* Confessions, City of God* Proslogium Eight Chapters on Ethics Summa Theologica, *Summa Contra Gentiles* Divine Comedy Song of Roland Canterbury Tales* The Prince, Discourses* On the Revolution of the Spheres* The Freedom of a Christian, Secular Authority Gargantua and Pantagruel* Institutes* Missa Papae Marcelli Essays* Introduction to the Analytical Art Novum Organum* Richard II, Henry IV, Henry V, The Tempest, As You Like It, Hamlet, Othello, Macbeth, King Lear, Coriolanus, Sonnets* Kepler: Harvey: Descartes: Pascal: Bach: Haydn: Lamarck: Mozart: Beethoven: Schubert: Darwin: Verdi: Mendel: Stravinsky: Des Prez: Poems by: Essays by: Epitome IV Motion of the Heart and Blood Geometry* Generation of Conic Section St. Matthew Passion, Inventions Quartets* Philosophical Zoology Operas* Sonatas* Songs* Origin of Species Otello Experiments in Plant Hybridization Symphony of Psalms Mass Marvell, Donne, and other 17th-century poets Bernard, Weismann, John Maynard Smith, Dreisch, Boveri, Tei/hard de Chardin JUNIOR YEAR Cervantes: Don Quixote Galileo: Two New Sciences Hobbes: Leviathan Discourse on Method, Meditations, Rules for the Direction of the Mind Descartes: Milton: Paradise Lost, Samson Agonistes La Rochefoucauld: Maxi mes* La Fontaine: Fables* Pascal: Pensees* Huygens: Treatise on Light,* On the Movement of Bodies by Impact Theologico-Political Treatise Spinoza: Locke: Second Treatise of Government Phedre Racine: Principia* Newton: Monadology, Discourse on Metaphysics, Principles of Nature and Grace Leibniz: Founded on Reason, Essay on Dynamics Swift: Gulliver's Travels Principles of Human Knowledge Berkeley: Fielding: Tom Jones Treatise of Human Nature,* Dialogues Concerning Natural Religion, Hume: Enquiry Concerning Human Understanding Rousseau: Social Contract Adam Smith: Wealth of Nations Critique of Pure Reason,* Fundamental Principles of Metaphysics of Morals Kant: Mozart: Don Giovanni Jane Austen: Pride and Prejudice Hamilton, Jay, and Madison: The Federalist Melville: Billy Budd, Benito Cereno, Moby Dick Essay on the Theory of Numbers Dedekind: Essays by: Boscovich, Thomas Young SENIOR YEAR Shakespeare: Moliere: Goethe: Antony and Cleopatra The Misanthrope, Tartuffe Faust -------------------------------------------'"' �28 I ST. JOHN'S COLLEGE Hegel: Lobachevsky: Tocqueville: Lincoln: Kierkegaard: Wagner: Thoreau: Marx: Dostoevski: Tolstoy: Lewis Carroll: Mark Twain: William James: Nietzsche: Freud: Valery: Jung: Mann: Kafka: Heidegger: Heisenberg: Millikan: Poems by: Essays by: THE CURRICULUM I 29 Introduction to the History of Philosophy, Preface to the Phenomenology, Logic (from the Encyclopedia), Philosophy of History,* Philosophy of Right,* Philosophy of Spirit* Theory of Parallels* Democracy in America* Speeches* Philosophical Fragments, Fear and Trembling Tristan and Isolde Walden Communist Manifesto, Capital,* Political and Economic Manuscripts of 1844* Brothers Karamazov, The Possessed War and Peace Alice in Wonderland The Adventures of Huckleberry Finn Psychology, Briefer Course Birth of Tragedy, Thus Spake Zarathustra, *Beyond Good and Evil* General Introduction to Psychoanalysis, Civilization and Its Discontents, Beyond the Pleasure Principle Poems* Two Essays in Analytic Psychology* Death in Venice The Trial What is Philosophy? The Physical Principles of the Quantum Theory* Supreme Court Opinions* The Electron* Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud, and others Faraday, Lorenz, }. }. Thomson, Whitehead, Minkowski, Rutherford, Einstein, -Davisson, Bohr, Schrodinger, Maxwell CJ)- c.:: 0 I I- :::> <( u.. 0 z 0 j:: <( u u:: Ui CJ) "" ;.:; 1 0 "' :2 ()._ <( _J u "'"' ~ .:: QJ u.. >- c: -.::> QI 'O .a CJ) * �THE ACADEMIC ORDER I 31 The Academic Order from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John's curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John's. THE INSTRUCTION COMlv\ITTEE THE TUTORS Learning is a cooperative enterprise, and it is best carried out when persons at different stages of comprehension work together. The typical learning situation at St. John's involves a small group of learners. First in line come the great teachers, the writers of the great books, who are talking in most cases at the high point of their learning. Next come the reading and talking teachers, the tutors, who are members of the faculty; in their stage of learning they are somewhere between the authors and the best students. There then fol low the other students at distances proportional to the degree of their understanding. The old-fashioned ranking of classes in the little red schoolhouse is the relevant image here. At the head of the class is the author-teacher, at the foot of the class the poorest student in relation to the subject matter. All the others are both teachers and pupils, each learning from those above and teaching those below. The aim in all the classes is to exploit the differences in knowledge, character, and skill as they are distributed among students and tutors. The kind of teaching and learning that goes on at St. John's presupposes, then, a faculty differing in many ways from the faculties of more conventional colleges. Each tutor normally has a specialized competence in at least one field of knowledge. Beyond that he must be willing to acquire a certain expertness in other fields of knowledge and a competence in the liberal arts This may mean that he has to re-educate himself. He is expected to teach some classes in subjects other than his own. Ideally, the tutor wi II eventually have taught classes in every part of the program. He thus wi 11, forthe first years of his teaching at least, attend classes in the same way as a student: his own learning goes along with his teaching; just as the student does, he progresses from year to year in the curriculum; and that continuous learning and teaching bring him, in ever-increasing measure, into close familiarity with the entire program. Thus a member of the St. John's faculty is never confined in his scholastic activities to a single division of the program. He is, and has to be, a teaching member of a seminar and of either two tutorials or of one tutorial and a laboratory section. Each tutor is constantly passing on the special skills he possesses to his colleagues who might require them in their classes. Since it is necessary, on the other hand, that tutors probe more deeply into the foundations and wider contexts of the subject matters that are the teaching materials at St. john's, to avoid staleness and the ever-present clanger of succumbing to routine performance, faculty study groups are set up. Leaders of such groups are relieved partially of their ordinary teaching duties. They engage in a thorough study and exploration of a subject chosen by the Instruction Committee of the faculty. Scholars The Instruction Committee is a committee of tutors responsible for advising the Deans on all matters of instruction-whether concerning curricular planning or the academic standing of students. It also advises the President and Vice President on appointments to the faculty. The Committee consists of the Deans and twelve tutors, six elected by the tutors on each campus of the College; the President and the Vice President sit with the Instruction Committee ex officio. Each Dean is the chairman of the Instruction Committee on the campus where he serves; the members of the Committee on each campus constitute the Instruction Committee for that campus and meet at frequent intervals throughout the year. The full Committee meets annually, alternating between the two campuses, and the Deans alternate as chairman of the Instruction Committee. THE LIBRARY The books chosen for study at St. John's are collected in the library in the best editions and translations that can be obtained. These books along with carefully selected modern texts for the laboratory form the core of the I ibrary, essential to the teaching of the program. A good general collection is a necessary supplement; a specialized, highly technical one would have little use. Each year books in mathematics, science, philosophy, religion, fine arts, music, poetry, literature, and history are purchased_ The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarian in selecting books and periodicals. The Annapolis library maintains a collection of about 60,000 volumes_ In Santa Fe, the collection has been growing at the rate of 3,000 volumes each year and now numbers over 35,000. Both libraries have interesting special collections. Annapolis has the Bray Collection dating from '1696, known as the "first public library in America," and the Peter Huntington Jackson Collection, which is rich in Elizabethan imprints and French Revolutionary books and tracts_ The Witter Bynner Collection and the Edgar Allan Poe Collection in Sante Fe contain first editions of each poet as well as other belles lettres. In addition, the Sante Fe library has several distinguished music collections, including the Amelia White, the Grumman, the Schmidt and the Holzman collections. Woodward Hall in Annapolis was renovated as a modern library facility in 1969. It has comfortable modern study carrels and stacks as well as traditional reading rooms. The Santa Fe library is housed in the Peterson Student Center and the Tower Building. The music library is located in the Sternberger-Weis Music and Fine Arts Building. �THE ACADEMIC ORDER I 33 32 I ST. JOHN'S COLLEGE SCHEDULES Perhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when the seminar leaders are wondering if the students will see the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. These are the educational realities that a common schedule marks and emphasizes. The only exceptions to the common schedule occur during the preceptorials in the junior and senior year. A SAMPLE FRESHMAN SCHEDULE FOR ONE WEEK Hour 8:30 Monday Mathematics Tutorial Wednesday Thursday Friday Mathematics Tutorial Tuesday Mathematics Tutorial Mathematics Tutorial Language Tutorial Language Tutorial 9:30 10:30 Language Tutorial Language Tutorial ESSAYS AND EXAMINATIONS Chorus 11:30 1:00 Laboratory Laboratory to ESSAYS 4:00 8:00 Seminar Seminar Formal Lecture Except for the preceptorials in the junior and senior years and certain periods of laboratory work for which the upperclassmen may choose their own time, the schedule is the same for al I students. Each morning for either three or four days a week they spend one hour in a language tutorial and one hour in a mathematics. tutorial; sophomores also spend three hours a week in a music tutorial. Twice a week they spend up to three hours in the laboratory. Two evenings from eight to ten they attend a seminar. A formal lecture or concert is given once a week. Nineteen to twenty-one hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. Every freshman, sophomore, and junior submits an essay on some theme suggested by his seminar reading. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the student to set out in writing, as clearly as he can, his own thoughts on some aspect of the I iberal arts. The essay in the second semester becomes the center of his final oral examination in the spring. For sophomores the annual essay holds a position of special importance. It becomes a major part of the process called enabling (see page 35). ORAL EXAMINATIONS At the end of each semester, oral ratherthan written examinations are held. These are conducted by the seminar leaders, with the voluntary participation of other tutors. The student is questioned freely and informally on the texts he has read and on his critical and interpretative opinions. It is not the aim of the examiners to find out how much the student remembers. He is encouraged to consider different parts of his study in relation to each other and to problems that may not have been treated in any of his classes. For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. �34 I ST. JOHN'S COLLEGE THE FRENCH READING KNOWLEDGE EXAMINATION Before being granted the degree of Bachelor of Arts, each student must pass an examination to show a reading knowledge of the French language. This examination must be passed before the beginning of the senior year and is a prerequisite to enable a senior to become a candidate for the degree of Bachelor of Arts. THE ENABLING ORAL EXAMINATION The senior enabling oral examination is given to the student in the fall at the beginning of his fourth year. It is focused on a number of books assigned for rereading and study during the preceding summer. They correspond in quantity to about tw~lve seminar readings and are chosen by the Instruction Committee from the seminar lists, with a view to covering key themes of the four years. The passing of this examination confirms a student's status as a candidate for the degree of Bachelor of Arts. THE FINAL ESSAY AND ORAL EXAMINATION In his senior year the student is required to present to the faculty a final essay related to some aspect of his four years' work. Again it is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined upon it by the committee in an hour-long public oral examination. No degree is awarded unless both the essay and the oral examination are satisfactory. The senior essay is regarded as the fruition of the student's learning. THE ACADEMIC ORDER I 35 of interest, performance, and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. THE DON RAG Once each semester the student meets all his tutors in the don rag. The don rag is a consultation of student and tutors for the purpose of diagnosis and prescription rather than for reporting of marks. The tutors report to one of the seminar leaders on the student's work during the semester; the student is then invited to report on himself and to judge his own work. Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed. SOPHOMORE ENABLING Sophomore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning during the two years he has spent in the College. As an indication of his proficiency in the liberal arts, the annual essay carries great weight. A student is enabled, or allowed to enter the junior class, only if he has submitted a satisfactory essay and only if, in the judgment of the Instruction Committee, he is sufficiently prepared for the work of the last two years. In particular, the enabling judgment looks to the possibility of the student's writing an acceptable senior essay. ACADEMIC STANDING THE ST. JOHN'S DEGREE OF BACHELOR OF ARTS Because St. John's classes are small and intimate and consist largely of the active participation of the students, every tutor is aware of his students' progress from day to day. The tutors' appraisals of a student are based therefore not alone on quizzes and tests, which are rare, but on the student's total performance as a member of the learning community. The tutor's comprehensive judgment of a student is reported to the Dean periodically as a conventional letter grade, but not to the student. Students wi 11 be told their grades if they insist. They are encouraged, however, not to work for grades, but rather to try to develop their powers of understanding. If it becomes evident that a student is not progressing at all, or thatthe learning process has stopped and cannot be revived, the student is asked to leave the College. Ideally, there is no reason for dropping any normal student from this course of study. It is assumed that each student has the required capacities until there i.s clear evidence to the contrary. The curriculum is varied and rich enough for great d1vers1ty The student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, but they spend their first summer in completing their freshman year, so that they too complete a four-year curriculum. For transcript purposes, St. John's seminars, tutorials, and laboratories can be translated into terms of conventional subjects. The curriculum is the equivalent of approximately one hundred twenty-eight semester hours. GRADUATE STUDIES AFTER ST. JOHN'S Each year many St. John's seniors elect to do advanced work in a wide range of graduate and professional schools. Experience shows that leading universities admit St. John's graduates with creditable records. Since St. John's offers no majors in specific subjects, however, some may find it necessary to take undergraduate courses during their first year of graduate or professional study, in some but not all fields. �36 !. ST. JOHN'S COLLEGE THE ACADEMIC ORDER I 37 Whatever the attitude of the graduate schools, St John's refuses to accept the imposition of preprofessional specialized requirements on its liberal curriculum. The College knows wel I enough that to educate a man requires less, and yet far more, than is required to satisfy the shifting standards of specialized skills. The following table shows the professions or fields of advanced study entered by one or more St. John's graduates; law, mathematics, philosophy, education, medicine, and theology have attracted the greatest numbers. Archeology Architecture Art Biochemistry Biology Bio-physics Business administration City planning Computer programming Dentistry Drama & playwriting Economics Education Engineering Geology History History of art History of science International relations Journalism Languages Law Library science Literature Logistics management Mathematics Medicine Meteorology Music Nursing Oceanography Philosophy Physics Political science Psychology Public administration Social anthropology Social work Sociology Systems analysis Theology Writing smaller classes devoted to the close reading of texts. In the preceptorial the student ch~oses a topic pertaining to one of the books studied and, under faculty guidance, wmes a long essay. For each section of the program nine credits are granted. All four sect1~ns are required for the degree, though students who have previous graduate cred1t may be el1g1ble for the degree after three summers. The sections may be taken in any mder. More detailed information and a separate catalogue may be obtained by wr1t1.ngtothe Graduate Institute in Liberal Education, St John's College, Santa Fe, New Mexico 87501. THE ST. JOHN'S DEGREE OF MASTER OF ARTS St. John's College awards the degree of Master of Arts. The requirements for this degree are determined by the general task the College has set for itself. A Master's degree may be awarded to a tutor who has completed two years of teaching at St. John's. He must petition the Instruction Committee for permission to present himself as a candidate for the degree. He must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. THE GRADUATE INSTITUTE l~I LIBERAL EDUCATION /\graduate program, leading to the M.A. degree in the liberal arts, is conducted during the summer on the Santa Fe campus. It is designed for graduates of colleges other than St. John's and is particularly well suited to the needs of high-school teachers. The program, which is based on the St. John's list of readings, is divided into four subject areas: Politics and Society, Literature, Philosophy and Theology, and Mathematics and Natural Science. Each summer session lasts eight weeks and consists of seminars, tutorials, and preceptorials. The seminars are modeled on those of the undergraduate college; they are limited to about twenty students. The tutorials are E 8 ~ �RESIDENCE AND STUDENT LIFE I 39 Residence d Student Life It is the pol icy of the College to encourage any spontaneous group activity that shows promise of becoming a constructive contribution to the life of the community. Generally, such activities in Annapolis are under the sponsorship ofthe Student Polity. In Santa Fe, for the most part, they are sponsored informally by the students themselves. The College cooperates in the financing of those activities that require expenditures and gives advice when it can be helpful, because recreation and play are an integral part of I ife. THE ANNAPOLIS CAMPUS Since its founding as King William's School in 1696, St. John's College has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 30,000 people are occupied principally with the training of midshipmen at the United States Naval Academy, with the government of the State and of Anne Arundel County, with the fishmg industry and recreational activities of Chesapeake Bay, and with the liberal education of young men and women at St. John's College. The campus of thirty-six acres lies one block from the State House and across the street from the l'-Javal Academy yard. Fifteen buildings provide the physical plant ofthe College, including three historic eighteenth-century structures and four completely modern buildings erected within the last decade. There are six student dormitories, four for men and two for women. THE STUDENT POLITY The Student Polity, originally formed in 1945, is the organ of student government on the Annapolis campus. Its purposes are as follows: (1) to promote a consciousness in the student body of political and communal responsibilities to both the College and the civic communities; (2) to discover and express student opinion on all problems common to both the students and the faculty; (3) to review annually the activities of all student organizations and to grant charters and allocate funds to those organizations whose activities are judged to be consistent with the aims of the College community; (4) to determine further, Jointly with the faculty, the proper delimitation of jurisdiction in the community. STUDENT ACTIVITIES Some student activities are really an extension of the curriculum; for example, the Bible classes, Astronomy Club, the IV/odern Language Study Croup, and classes in European and Asiatic languages, beginning and advanced German, Esperanto, organic chemistry, and biochemistry. Others are carried on by student organizations such as the following: The King William Players serve as a center for a variety of dramatic activities such as play readings, classical drama, and original works. The Modern Theater Group concentrates on ful 1-length plays of the twentieth century. The Public Affairs Forum brings public figures from Washington and elsewhere for discussion of current events. The RAIVI Film Club presents a weekly series of foreign and domestic films-the "classics" of cinematic art. The Boat Club engages principally in 420-class sailing, although it has other class boats as well. In addition to operating and maintaining its facilities, the Boat Club provides for regular periods of instruction in sailing. The Society of Bacchus arranges college dances. Students hold waltz parties and participate in orchestra and small chorus. Public concerts are occasionally given. The Artist in Residence conducts classes in the art studio in drawing, painting, and modeling, and arranges art exhibits. The Photography Club has its own specially constructed darkroom, and a shop is available for woodworking and glasscutti ng, with all the necessary equipment. Other groups include voluntary service work, Organic Gardening Club, Chess and Go Clubs, and The Collegian, a weekly student newspaper. �RESIDENCE AND STUDENT LIFE I 41 40 I ST. JOHN'S COLLEGE ATHLETICS Since 1939 athletics at St. John's has been organized on an intramural basis, with active participation by more than two-thirds of the student body. With the aid of student athletic assistants, the Director of Athletics at the Annapolis campus conducts a program of individual and team sports throughout the entire year. The athletic facilities, which are open equally to men and women, include a well-equipped gymnasium, large playing fields, tennis courts, and a boathouse with a number of sailboats. Excellence of performance in a wide variety of sports-including tennis, handball, sailing, squash, badminton, tough football, soccer, volleyball, softball, basketball, fencing, field hockey, paddleball, table tennis, and track-is the instructional ideal and is recognized through a number of individual and team awards. THE SANTA FE CAMPUS In the early 1960's the College decided to expand without sacrificing the virtues of smallness by establishing a second campus in the West. St. John's College in Santa Fe was opened in the fall of 1964 in New Mexico's capital city, which was founded in 1610 by Spanish colonists. Its population of 41,000 people is occupied principally with the government of the State and of Santa Fe County, with cultural pursuits in the fine arts, museums, and the opera; with catering to tourists; and with education at the Institute of American Indian Arts and the College of Santa Fe, as well as St. John's. The campus of 300 acres I ies in the southeast corner of the city, two miles from the historic Santa Fe Plaza and Palace of the Governors. At an elevation of 7,300 feet, it commands views of three mountain ranges. Buildings, constructed in the modified territorial style of the region, include a classroom building, a laboratory, the student center, a music and fine arts building, library, a dining hall, an administration building, an infirmary, and 16 student dormitories, nine for men and seven for women. Santa Fe students and tutors have initiated a wide variety of extra-curricular activities related to social service, language studies, the visual arts, dramatics, music, and current affairs. There is no student government. Students have become involved in such service activities as working with patients at the State Mental Hospital, assisting in community youth programs and counseling centers, tutoring of needy children, leadership of Scouting activities, and in developing a drug-counseling center for the city of Santa Fe. From time to time, groups gather to read Russian, Spanish, German, Italian, Hebrew, and Chinese. Informally, students and faculty meet often to discuss contemporary literature and public concerns. The Student Employment Bureau locates part-time jobs in Santa Fe for students of the College. The Student Film Society presents foreign and domestic films each week for the College and for townspeople. Good Times Overground is a student organization which sponsors speakers on topics of current interest, films, musical programs, dances and parties. Santa Fe artists conduct classes in drawing, painting, pottery, weaving and jewelry-making. Studios, work shops and a kiln are available. A fully equipped darkroom, and instruction, are provided for beginners. Folk dancing classes meet regularly. Students publish Au Verso, a literary magazine, which comes out periodically. The St. John's Chamber Orchestra includes musicians from the town of Santa Fe as well as St. John's students and faculty. Its concerts are always well attended. Madrigal singers, both students and faculty, work with a tutor, as does a chorus, which sometimes combines with the Chamber Orchestra in concerts. �L KING GEORGE STREET CHARLES CARROLL OJ IGLEH.~RT ~ HALL (GYMNASIUM) ~ ' TENNIS COURTS n ~ ~ ~=======~~ z c '" n 0 ro rD aq ro VJ ........ -0 ~ ::::; 63" 0 -;...,, Vi i:lJ ::i ""Ji ,rtl VJ ;1o 2: :::: 0 (\) :;;:: Arroyo Chamiso:i (J) ><: rs· 0 --- ~ ::J Vi" n 0 ro ro ()Q Legend ~exisi:ing ~future STERNBERGER·WEIS MUSIC AhlD FINE ARTS BUILDING �RESIDEl'ICE N~D STUDENT LIFE I 45 The Collegium Musicum is a musical association formed by amateurs for the performance of serious music Its purpose is to stimulate the musical activity on campus by providing College community musicians with the opportunity to perform in an informal concert atmosphere before a small, receptive, interested audience. tv\usicians prepare pieces on their own initiative and the concerts are organized and arranged by a tutor. The St. John's Theatre Croup is a student organization which has presented plays and musicals from Antigone to The Fantasticks. There is also an informal St John's Open-Book Theatre, which gives readings of classical plays for the College and the public Student art work is displayed at the end of each school year in the SL John's Callery Awards are given for achievement in pottery, photography, drawing, painting and thread arts. The College's small art gallery has a new show by professional artists each month. Field trips are arranged to nearby Indian pueblos, museums, archaeological sites, the Los Alamos Scientific Laboratory and other places of interest. ATHLETICS The Student Activities Office coordinates a volunteer athletic program, offering opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. The College does not yet have a gymnasium, but rooms have been set aside in present buildings for fencing, judo, ka1·ate, tai chi chuan, weightlifting, and gymnastics. For much of the year they can be done out-of-doors. St John's usually has one of the finest fencing teams in the Southwest. Intramural programs in tennis, soccer, volleyball, and badminton are conducted on the College's tennis courts and playing fields. Soccer games are played with other teams in the area. Track and volleyball are available and nearby schools offer the use of their indoor faci I ities in the w111ter. Santa Fe's municipal swimming pool is reserved for St. John's one night a week There is a horse corral on the College's 300-acre campus and riding privileges on a nearby ranch. The adjoining Sangre de Cristo 11/lountains provide hundreds of square miles of forest and wilderness areas for hiking and camping. The St John's Search and Rescue unit trains regularly in techniques of f1 rst aid, camping, rock climbing, and evacuation The Santa Fe Ski Basin is only twenty miles from the campus and offers reduced rates to students, who also may borrow skis, boots and poles from the College. The challenging ski complex at Taos is only two hours away by car. After the four- to six-month ski season there are organized excursions clown the Rio Grande by kayak, canoe, and rubber raft with overnight camping along the way. Tower Bui/cling, Santa Fe �46 I ST. JOHN'S COLLEGE RESIDENCE AND STUDENT LIFE I 47 BOTH CAMPUSES The academic and intellectual life of the community is inseparable from the communal_ l1_fe. The building of a good community requires the faculty to show respect for the 111d1v1dual1ty of each student. The education of students stands to benefit from the proper blending of tolerance for experiment with a clear announcement and enforcement of_ rules that articulate social standards. St. John's College assumes that the students will respect not only the enacted rules but the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the College may require with withdrawal of the offending student. RELIGIOUS ACTIVITIES The Charter of 1784 established St. John's College as a nondenominational institution. In its early years there were some ties with the Protestant Episcopal Church, but these no longer exist. The College schedules no formal religious services, except for the annual baccalaureate service before commencement. Attendance is voluntary, in consonance with the Charter. /VI any tutors and students attend church or synagogue in town. It is customary for extracurricular Bible classes to be conducted by tutors of the College. PROPERTY DAMAGE . The College provides a housekeeping staff to care for the dormitories. The College inspects the rooms periodically and repairs at the expense of the occupant or occupants any dormitory room and furniture that have been damaged beyond normal wear and tear. Any damage to college property is charged to the caution fee of the student or students responsible for the damage. The College is not responsible for the loss or damage to any student property resulting from fire, theft, or any other cause. FACILITIES FOR STUDENTS The College Bookstore on each campus has all the books and supplies the student needs for his classes. It also maintains a stock of books related to all phases of the program, and books of more general interest. It is operated without profit. As supports for an active social I ife, the College provides on each campus a coffee shop and a junior common room for the use of all students. In addition, there are smaller social rooms, comfortably furnished. DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming student to make proper use of the support that other students can give him in his college life. Unmarried students not living at home are required to live in the college dormitories and to take their meals in the college dining hall, unless they obtain permission from the Assistant Deans to live off-campus. INFIRMARY SERVICE Well-equipped infirmaries are maintained at both campuses, each under the superv1s1on of a College Physician and a College Nurse. A daily medical report is sent to the Assistant Deans. A psychiatrist or clinical psychologist is available for consultation. DINING HALL The dining hall on each campus is operated by a catering service. Resident students are required to eat in the dining hall. Exemptions for medical reasons are granted only upon examination and recommendation by the College Physician. The College currently can offer no married student housing at either campus. Students who wish to have married student housing must find suitable housing off campus and should allow time for this. Room assignment is the responsibility of the Assistant Deans. Returning students have the privilege of drawing for rooms before they leave for the summer vacation. Students are not permitted to remain in residence during winter or spring vacation on either campus. RU LES OF RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the Dean in consultation with students and the faculty. Every entering student is informed of them, and returning upperclassmen are reminded of them each fal I. The rules differ in certain details on the two campuses, though in general follow the same pattern. " " ~ s c Li 0 CL "' " >~ 2 j �ADMISSION I 49 The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, or sex. Emol lment on the Annapolis campus is about 360 students, on the Santa Fe campus about 275 In recent years women have constituted approximately 45 per cent of the student body. The College admits new students in August in Santa Fe and in September in f\nnapolis or n January, and only as freshmen. About one-fourth of each freshman class have done one, two, or even three years of college study elsewhere. The purpose of the admissions procedure is to determ111e whether an applicant has the necessary preparation and ability to do satisfactorily all parts of the College program. Academic achievement and promise are of first importance, but the Admissions Committee also takes into account all available evidence of maturity, stability, self-discipline, the desire to do intellectual work, and the initiative and diligence to do it. Every applicant will be interviewed, if possible, by the Director of Admissions, by an alumni representative, or by a another member of the Admissions Committee, member of the Board of Visitors and Governors Office hours of the Director of Admissio11s are 9 a,111. to 5 p m. Monday through Friday (9 a.m. to 4 p.m. in the summer months). Interviews are appointment. JAf'i UARY FRESHMEl'-1 Those freshmen who enter in January complete their freshman year the folsummer, and thus can a year earlier than if they had postponed their entrance until the following autumn. January freshmen are the students who have come to St. John's from other who have traveled or worked since their graduation frorn high school, or who have entered St. John's immediately after the first semester of their senior year in high school. RElv\HHS FOR ADMISSIGr'-4 With the exception mentioned in the next paragraph, an applicant must be a graduate of an accredited secondary school to be eligible for admission. Specific academic requirements comprise two years of algebra, one year of geometry, and two years of the same foreign language; additional work in mathematics and language study is advised, as well as two or three years of natural sciences. An applicant must present letters of reference, including at least one from a teacher at the school last attended !n exceptional cases certain of these requirements may be waived, m additional information may be requested Occasionally St. John's accepts an applicant who is not a secondary school graduate. He must be eminently vvel I qualified to profit from the college program, in addition to meeting the above requirements, must be specifically recommended for early entrance by his school. The interview is especially important for such applicants. These normally are students who wish to enter St. John's in August in Santa Fe and in September in Annapolis following their junior year in high school, or in the January immediately after the first semester of their senior year in high school. The Admissions Committee is much interested in the applicant's written application, a lengthy piece of work. In his application the applicant answers questions about such things as his experience with books, reasons for choosing St. John's, previous education, family situation, extracurricular activities, special interests, summer experiences, jobs, religious experience, and post-college plans. The application form is designed to enable an applicant to give a full account of himself. It can tell the Committee more about many applicants than the other documents tell St. John's attaches less importance to objective test scores (the ACT or the SAT) than most colleges seem to. No applicant is accepted or rejected exclusively or mai because of such scores. Far more important is the scholastic record, especially in conjunction with the written application and the school's report 011 the applicant's personal qualities. Such evidence may make test scores irrelevant. �50 I ST. JOHN'~COLLEGE. ADMISSION I 51 PROCEDURE CAMPUS VISIT On request an applicant receives a statement ofthe St. John's program, an application form, and forms to be used by his school and his references. Application is made to one campus or the other, not to both. There is no application fee. As soon as possible after the application and the supporting documents are assembled, the application is reviewed by the Admissions Committee, and the applicant is notified at once of the Committee's decision. There are no deadlines, but the freshman class is usually fi lied in May. Candidates are not measured against one another but are considered on their own merits as students and as persons. Applications may be submitted and acted on as early as the second semester of the eleventh grade. Anyone who is considering the possibility of entering St. John's should see the College for himself. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but is especially wise in the case of St. John's, because of its unique curriculum and teaching methods. The St. John's policy of rolling admissions extends to the acceptance of the nonrefundable $150 deposit, which is applied to the first year's fees. These deposits are accepted on a first-come, first-served basis until the class is filled. Thus if an applicant is notified that the Admissions Committee thinks he is qualified to pursue the program of studies at St. John's, he must send in his $150 deposit so that it is received prior to the time the class is filled in order to secure his place in the class. If the clas.s has already been filled by the time the deposit is received, the deposit can be refunded to the applicant, or he can let it secure his place on a waiting list or in the subsequent January or fall class. If an applicant plans to apply for financial aid, the deposit wi 11 be accepted by the College with the understanding that it will be refunded to the applicant if no satisfactory arrangement of financial aid can be worked out with the College. An applicant unable to pay the full college fees should submit a Parents' Confidential Statement to the College Scholarship Service; this form may be obtained from guidance counselors or other authorities at secondary schools. This statement constitutes an application for financial aid, no other form being required. An application for aid can be acted on by the College as soon as admission has been approved. It may take a month or more from the time the applicant mails his Parents' Confidential Statement until the College receives an analysis of it from the College Scholarship Service. · A physical examination is required of each student before registration; a form for reporting the examination is sent to the student after the $1 50 deposit is received. INQUIRIES Inquiries should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (Tel. 301-263-2371), or Santa Fe, New Mexico 87501 (Tel. 505-982-3691). While on campus the visitor may attend a seminar on Monday or Thursday evening at 8:00 p.m.; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions or a member of the Admissions Committee; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie; play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Sunday to Tuesday or from Thursday to Saturday on the Annapolis campus, from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue shou Id be checked to make certain the College will be in session during the time of the visit. Persons planning to visit should telephone (301/263-2371 for Annapolis or 505/982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary to know the approximate time of arrival. When the reservation is confirmed (by telephone or letter), the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for the visitor will be transportation. He will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The student guide can check books out of our library for a visitor if he has been unable to locate a copy of the book being discussed in seminar. Linens and soap are provided by the College. If a visitor arrives weekdays between 9:00 a.m. and 5:00 p.m., he should go to the Admissions Office. Weekends and any day after 5:00 p.m., he should go ~o the College receptionist. In Annapolis the switchboard is in Campbell Hall; in Santa Fe, in the Student Center. �52 I ST JOHN'S COLLEGE TRAr--ISPORT ATION The Baltimore-Washington International Airport is located twenty miles from Annapolis, An airport limousine (less than $5) goes to Annapolis, Bus service from the airport 1s not practical. Hourly buses run between Baltimore and Annapolis and the driver will let one off at the campus if he asks, Buses from Washington are less frequent and arrive at the Annapolis bus terminal (about six blocks from the College), By car one takes Route 50 from Washington, Route 2 from Baltimore, Connecting from Albuquerque to Santa Fe can be made with Mountain Air, Inc ($15 one way). A limousine service from the Albuquerque airport to Santa Fe also is available Called the "Shuttle-Jack," it leaves the airport seven times a day and costs $6]5 one way. Greyhound and Continental bus lines pass through Santa Fe, Amtrak stops at Lamy, l\Lf\A., twenty miles frorn Santa Fe, and taxi service is available to town. Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is taxi. w 5 "Qj I c 0 u ~ Fees Fi a cial Serious and qualified students should be able to attend St John's even if unable to pay the full fees. The College tries to meet the demonstrated financial need of such students with a program of jobs, grants, and loans, About a third of the students at St John's receive financial aid, Actually no student pays the full cost of a St John's education: the College relies on the income from its endownment and on gifts from individuals, corporations and foundations to close the gap between the income from fees and full cost The 1975-76 fees are $550 for room, and $800 for board at the Annapolis campus, $760 for board at the Santa Fe campus, The tuition fee is $3,350 at Annapolis, $3,150 at Santa Fe. Thus the fees total $4,700 at Annapolis, $4,460 at Santa Fe, In recent times, tuition has increased almost every year, because of inflation, Although precise prediction 1s impossible, experience indicates that fees will increase $200 or $300 annually, The tuition for the summer session for January freshmen is less than tuition for a regular semester; the 1975 summer session tuition is $1125 at Annapolis, $1025 at Santa Fe. All fees are subject to change. Financial aid is given by St John's on the basis of need only. The College does not discriminate on the basis of race, religion, or sex, St John's uses the Parents Confidential Statement (PCS) or the Student's Financial Statement (SFS) (for students financially independent of their parents), These forms permit the applicant or his parents to present a detailed account of the family's financial position. The filing of this form constitutes the student's application for aid from the College, These forms may be obtained from secondary schools or from the College and should be sent to the College Scholarship Service (CSS). Applicants for September should mail their forms by early Februa1·y, since the financial aid funds are usually totally committed in March, January applicants should mail their forms by September, After the applicant's application for admission has been approved and after the Director of Financial Aid has reviewed CSS's analysis of the PCS or SFS, an offer of financial aid is made if financial need is indicated, The offer consists of all or some of the following: on campus job; grant; low-interest, long-term state loan. Some sources of financial aid avai Iable for students are: National Direct Student Loans, Guaranteed Student Loans Program, Basic Educational Opportunity Grants, Supplemental Educational Opportunity Grants, and the College Work Study Program, in addition to special scholarships and grants made available by the College itself. The Director of Financial Aid examines each application for aid and determines how best to meet the applicant's need with the available funds, The applicant is also notified of any grant or loan programs not administered by the College to which he should apply, Only when a student's family is prepared to make a maximum effort to assist the student will the College consider offering financial aid, In determining the extent of a student's need, the College takes into account the financial support which may be expected from income, assets, and other resources of the parents and the student The College reviews its aid awards annually and may adjust them in type and amount to reflect changes in need, �54 /. ST. JOHN'S COLLEGE FEES AND FINANCIAL AID I 55 Examples of a financial aid arrangement for a Chicago student from a family in the middle-income range follows: Student's Resources Student's Assets Summer Earnings Parent's Contribution $ Total Family Contribution $1,850 50 300 1,500 College Expenses for 1975-76 Enrolling at Anna pol is Tuition Room Board Caution Fee Books* Travel and Living Expenses Enrolling at Santa Fe $3,350 550 800 50 100 550 $3, 150 550 760 50 100 550 Since determinations affecting students, faculty, and physical facilities must be made well in advance of the beginning of each academic year, the College must know in April which students will register in September. A deposit of $100 on the fees for the following year is therefore due on or before the first Monday in April for prospective sophomores, juniors, and seniors. The deposit is refundable only in case of withdrawal due to ill health, military service, academic dismissal, or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which he made the deposit, the deposit is forfeited, and he must make a new deposit to secure his place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the college Treasurer at the earliest possible elate to make suitable arrangements. Each student is required to make a deposit of $50, called the caution fee, which is subject to charges for laboratory breakage, damage to or loss of College property, and other minor mishaps. This fee must be at the full amount at registration each semester. If unused it is refunded on request at the end of the academic year or when a student leaves the College. --~ Total Budget $5,400 Current installments of fees for tuition, room, and board are not refundable unless a student must withdraw for medical reasons. If a student has paid his fees in advance for either semester and withdraws from the College before the semester begins, the advance payment is refunded, less the $100 deposit, regardless of the cause of withdrawal. $5, 160 Financial Need Total Budget Less Family Contribution $5,400 1,850 $5, 160 ·1,850 Financial 1'1eed $3,550 $3,310 Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $5 for late registration for each semester. The cost of books is about $100 a year. Class copies of many of the program books are available in the College library. Financial Aid Offer from St. john's College Guaranteed Job on Campus Grant Loan $ 560 1,495 1,495 $ 660 1, 150 ·1,500 Financial Aid Offer $3,550 $3,310 The amount of the grant and loan depends upon the family contribution· less the family contribution, the greater the grant and loan. the Veterans qualified to receive educational benefits through the Veterans 1-\dministration may arrange with the Treasurer's Office a schedule for the payment of fees. These arrangements must be made prior to the beginning of the academic year and after the veteran has received proper certification from the Veterans Administration. *The cost of books is about $100 a year. Class copies of many of the program books cire available in the College library. BILW~G AND DEPOSITS Billing is done prior to each semester. The total for the year may be paid atthe fast billing, or payment may be made in equal parts at each of the semester billings, orm monthly installments that may be spread over as much as seven years. First semescer fees for freshmen are clue on or before August 1. Those who wish to use the monthly installment plan should inquire of the Treasurer about commercial tuition loan plans available. Harrison Health Center �Bibi iography of Visitors BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER Land CHARLES VAN DOREN: How To Read a Book, Simon & Schuster, 1972. ADLER, MORTIMER L and MARTIN MA YER: The Revolution in Education, The University of Chicago Press, 1958. AMERICAN LIBRARY ASSOCIATION· Classics of the Wesrern World, with forewords by John Erskine and Everett Dean Martin, 1944. OFFICERS Chairman Dr. Thomas B. Turner Baltimore, Maryland David Ginsburg Christian A. Herier, jr. Washington, D. C Vice Chairmen BARZUN, JACQUES: The American University, Harper and Row, 1970; Teacher in America, Little, Brown and Co., Boston, ·1945. Jack M. Campbell Mrs. Lowell R. Ditzen Term Expiring 1976 BELL, DANIEL: The Reforming of General Education, Columbia University Press, 1966. Secretary Miss Ruth M. Adams Hanover, New Hampshire BESTOR, ARTHUR L Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, l<nopf, 1955. Mrs. George S. Roudebush Mrs. Frank W, Bowdle Wichita Falls, Texas BRUMER, JEROME S,: The Process of Education, Harvard University Press, 1960. Term Expiring 1975 BUCHAl'JAN, SCOTT: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, '1970. J. Burchenal Ault Santa Fe, l'iew Mexico ERSKll'-IE, JOHN: My Life as a Teacher,). B. Lippincott Co., 1948 Victor G. Bloede New York, New York GOLDWIN, ROBERT A. (Editor): Higher Education and Modern Democracy, Rand Mc Nally and Company, 1967. HARVARD COMMITTEE REPORT: Genera/ Education in a Free Societ)1, Cambridge, Massachuseits, The University, 1945. HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Leaming Society, Praeger, 1968. /\Jo Friendly Voice, Greenwood, 1936, The University of Utopia, University of Chicago Press, 1953. MARITAIN, JACQUES: Education at the Crossroads, Y;cle University Press, 1943. MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper & Brothers, 1942. NEWMAN, JOHN HEl'-JRY: The Idea of a University, Image Books, 1959. RICHARDS, I. A.: How to Read a Page, W.W. i'lorton, 1942. TUSSMAN, JOSEPH: Experiment at Berkeley, Oxford University Press, 1969. VAN DOREN, MARK: Liberal Education, Henry Holt & Co., 1943. WHITEHEAD, ALFRED NORTH: The Aims of Education, Macmillan, 1929. Jack M. Campbell Santa Fe, New Mexico Dr. Eugene N. Cozzolino Woodbridge, Connecticut Mrs, Walter B. Driscoll Santa Fe, New Mexico Walter F. Evers Cleveland, Ohio David Ginsburg Washington, D.C Jerome LaPides Annapolis, Maryland Charles A. Nelson New York, New York John D. Oosterhout Greenbelt, Maryland John S. Robson Chicago, Illinois lv\rs. George S. Roudebush St Louis, Missouri A. Paul Thompson Des Mai nes Iowa 1 John S. Greenway Tucson, Arizona Richard M. Burdge Philadelphia, Pa. Mrs. Lowell R. Ditzen Washington, D. C James R. Donnelley Chicago, Illinois Ahmet M. Ertegun New York, New York John T. Harrison, Jr. Stamford, Conn. Daniel T. Kelly, Jr. Santa Fe, New Mexico Jae Holzman New York, New York Donald R. Kirby Albuquerque, New Mexico Mrs. Louise Talboi Trigg Santa Fe, New Mexico Francis S. Mason, Jr, New York, New York Alexander Mclanahan Houston, Texas J. Anthony Moran Washington, D. C John D. Murchison Dallas, Texas Adolph W. Schmidt Ligonier, Pennsylvania J, I. Staley Wichita Falls, Texas Mrs. Carleton Mitchell Annapolis, Maryland Members Ex Officio Julius Rosenberg Annapolis, Maryland Emmanuel Schifani Aspen, Colo. Thomas E. Stern Palo Alto, California Term Expiring 1977 Dr. David Dobreer Alhambra, California Arnold Grant New York, New York The The The The The Governor of Maryland Governor of New Mexico President of the College Dean in Annapolis Dean in Santa Fe Members Douglas H. Gordon John Gaw lv\eem Mrs. Duane L. Peterson Mrs. Harry R. Slack, Jr. Mrs. L. Corrin Strong �FACULTY I 59 Faculty TUTORS President Richard Daniel Weigle B.A., 1931, M.A., 1937, Ph.D. in American Diplomatic History, 1939, Yale University; LLD., 1957, Washington College, 1958, LaSalle College, 1960, Wabash College, 1965, College of Notre Dame in Maryland, 1969, The Colorado College; L.H.D., 1970,_ Bard College, 1972, Sr. Francis College; Instructor, Yali Union Middle School, Changsha, China, 1_931-33, Executive Secretary, Yale-in-China Association, 1934-38; Instructor in History, lnterna_t1onal Relat1o~s and Economics, Carleton College, 1939-42; active duty with the Army Air Corps, 19 .2-45, Documents Officer, Far Eastern Commission, and Executive Officer, Office of Far Eastern Affairs, Department of State, 1945-49; President, St. John's College, 1949-; V1ce-Cha1rman, Maryland Hall of Records Commission, 1952-; Chairman, Comm1ss1on on Liberal Education, Assoc1at1on of American Colleges, 1955-57, Treasurer, 1963-66, Vice-Chairman, 1966~67, ,cha1rm;n'. 1967-68· Board of Education of Anne Arundel County, Member, 1951-63, Pres1dem, 1958-02, President, Maryland Association of Boards of Education, 1961-62; Vice~Chairn;an, Independent College Funds of America, "1967-68; Chairman, Maryland Comm1ss1on of 1he Capital City, 1967-; President, Board of Trustees, The Key School, 1972-74. Hugh P. McGrath B.A., University of Liverpool, 1934, Diploma in Education, 1935; Language Instructor, London County Council, and Language Studies at Universities of Liverpool, London, Paris, Dijon, 1936-40; Armed Forces, 1940-46; Language Instructor, London County Council, 1946-47; Visiting Professor, University of Puerto Rico, 1960; Tutor, St. John's College, 1948-, Addison E. Mullikin Tutorship, 1968-. Bert Thoms B.A., M.A., George Washington University, 1947; Ph.D., The Johns Hopkins University, 1950; Associate in Philosophy, George Washington University, 1947-49; Tutor, St. John's College, 1949-54, 1969-; Assistant Professor of Philosophy, Reed College, 1954-55; Chairman, Department of Philosophy, Washington and Jefferson College, 1955-69. Barbara Hopkins Leonard B.A., Oberlin College, 1937; M.S, 1941, Ph.D, 1948, The University of Rochester; Assistant in Zoology, Oberlin College, 1936-38; Oberlin College Scholar, Marine Biological laboratory, Woods Hole, Massachusetts, 1937; Histological Technician, Department of Pathology, Yale Medical School, 1938-39; Graduate Scholar in Biology, The University of Rochester, 1940-41, Graduate Teaching Assistant in Biology, 1941-44; Visiting Lecturer in Zoology, Oberlin College, 1944-45; Instructor in Zoology, Smith College, 1945-51; Smith College Scholar, Marine Biological Laboratory, Woods Hole, Massachusetts, 1949; Tutor and Assistant Dean, St. John's College, 195·1-, Arthur de Talma Valk Tutorship, 1968-; Fulbright Lecturer and Honorary Professor of Zoology, Lady Doak College and American College, Madurai (South India), 1962-63. Dean of the College in Annapolis Curtis A. Wilson B.A., University of California, Los Angeles, "1945; M.A., 1946, Ph._D., 1952, co;umbia University; Tutor, St. John's College, 1948-66, Dean, 1958-62_; V1s1ting Research rellow, Birkbeck College, University of London, 1962-63; Visiting Associate Professor, 1966-68, and Professor, 1968-73, University of California, San Diego; Correspond1~g Member, Academ1e Internationale d' Histoire des Sciences, 1971-; Tutor and Dean, St. John s College, 1973-. Dean of the College in Santa Fe Robert A. Neidorf B.A., 1951, M.A., 1955, The University of Chicago; Ph D., Yale University, 1959; lns,tru~tor and Assistant Professor of Philosophy, Bucknell Un1vers1ty, 1959-62; Tutor, St. Johns_ ~oHege~ 1962-64, Santa Fe, 1967-; Assistant and Associate Professo_r of Philosophy, State_ University ~T New York at Binghamton, 1964-67; Director, Graduate Institute 1n Liberal Education, St. Johns College, Santa Fe, 1970-73; Dean, St. John's College, 1973-. ANNAPOLIS Joseph Winfree Smith, B.A., 1934, M.A., 1935, University of Virginia; M.Div., 1938, Virginia Theological Seminary; PhD., 1948, University of Virginia; Student at the lnstitut Cathol1que de Pans, 1951-52,; Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, V1rg1nia; Tutor;_S1. John's College, 1941-, Assistant Dean, 1947, Addison E. Mullikin_ Tutorship, 1959-; Acung Director, Integrated Liberal Arts Curriculum, St. Mary's College, Cal1forn1a, 1966-67. Robert S. Bart B.A., Harvard College, "1940; M.A., St. John's College, 1957; Sheldon Traveling Fellow, Harvard University, 1940-41; Tutor, St. John's College, 1946-, Addison E. Mull1k1n Tutorship, 1968-. Douglas Allanbrook Boston University, 1938; Brown University, 1939-41; University of Florence, 1946; B.A., Harvard College, 1948; Active duty, United States Army, 1942-45, Traveling Fellow, Harvard University, 1948-50; Pupil of Nadia Boulanger, Paris, 1948-50; Fulbright Fellow in ltaly-Conservatorio San Pietro a Majella, Pupil of Ruggiero Gerlin in Harpsicord and Early Keyboard Music, 1950-52; Teacher of Composition and Theory, Peabody Conservatory, 1955-57; Tutor, St. John's College, 1952-; Member, Corporation of Yaddo, Saratoga Springs, New York, 1971. James M. Tolbert B.A., 1935, M.A., 1937, Emory University; Ph.D., University ofTexas, 1950; Teaching Fellow in English, Emory University, 1935-36; Teaching Fellow in English, University of Texas, 1938-42; Instructor in English, Tulane University, 1942; Military Service, 1942-46, Instructor in English, University of Texas, 1946-50; Teaching Intern, St. John's College, 1953-55, Director of Admissions and Tutor, 1955-71, Tutor, 1971-. Eva T. H Brann B.A., Brooklyn College, 1950; M.A., 1951, Ph.D., 1956, Yale University; Fellow of the American Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Tutor, St. John's College, 1957-, Addison E. Mullikin Tutorship, 1971-. Edward Grant Sparrow, B,A., Harvard College, 195 ·1; LLB., Harvard law School, 1954; M.A., Teachers College, Columbia University, ·1957; Tutor, St. John's College, 1957-, Addison E. Mullikin Tutorship, 197"1-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1964-66; Sabbacical Leav~ 1975-76. �FACULTY I 61 60 I ST. JOHN'S COLLEGE Bryce Duval Jacobsen . . B.A., St. John's College, 1942; farmer and carpenter, 1942-57; Tutor and Director of Athletics, St. John's College, 1958-. Edward Malcolm Wyatt B.A., 1953, M.A., 1956, University of Virginia; Instructor in Mathematics, University of Virginia, 1955-58; Tutor, St. John's College, 1958- Beate Ruhm von Oppen Sarkissian University of Chicago, 1939-41; U.S. Army, "1942-46 (Princeton University, 1943, A.S.T.P.); BS, M.S., University of Illinois, 1946-48; The University of Chicago, 1948-54; Instructor, Biological and Physical Sciences, Pestalozzi-Froebel Teachers College, Chicago, 1948-53; Instructor, University of Indiana, 19~,8-50; Traveling Fellow and Research Associate, Institute of Human Heredity, University of Bologna, Italy, 1955-56; Instructor in Biological Sciences, Chicago City College, 1956-58; Instructor, Biological Science, University of Illinois, 1958-62; Tutor, St John's College, 1963-. . B.A., University of Birmingham, 1939; Art Librarian, Barber Institute of Fine Arts, ynivers1ty_ of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal Institute ?.f ln_ternauonal Af!a1rs, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; M1uo1ilm111g ;ro1ect 0 1 the Committee for the Study of War Documents of the American Historical Assoc1al1on, 1959-60, Tutor, St. John's College, ·1960-63 (Leave of absence, 1963-65), 1971-; V1s1tmg Leccurer in History, Smith College, 1963-64, and University of Massachusetts, 196_4-65; Member, l_nst1tute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71. David H. Stephenson B.A., Columbia College, 1958; New York State Teaching Fellowship, 1958-60; MA, Columbia University, 1960; Director of Men's Chorus, l'-lewYorkAssociationfortheBlind, 1959-62; Music Instructor, Riverdale Country Day School, 1960-61; Chorus Director, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y. Crowell Company, 1961-63; Tutor, St. John's College, 1963-. Robert Lou is Spaeth Laurence Berns B.A., 1 950, Ph. D , 1957, The University of Chica,go; Lecturer in the Liberal Arts'. Basic ;r~ram of Liberal Education for Adults, The University 01 Chicago, 1956-59; Tutor, 51. Johns ,_allege, 1960-; Associate Professor of Philosophy, Rosary College, ·1966-67 (Leave of absence); Associate, Clare Hall, Cambridge University, 1971-72. Samuel S. Kutler B.A., St John's College, 1954; Assistant Mathematician, The Johns Hopkins University Applied Physics Laboratory, 1955, Associate Mathematician, 1957, Mathematician, 196_1; Gradua}:' Study, American University, 1955-61; Instructor, American University, 1960; V1s1t111g Tutor, :ic John's College, ·1960, Tutor, 1961-. Michael S. Littleton B.5., 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Fo~ndation, 196~; STM., Union Theological Seminary, 1967; United States Navy, 1955-57; I utor, St Johns College, 1960- B.S., St. John's University (Minnesota), 1 959; U.S. Army Signal Corps, 1954-56; graduate study in physics, University of Illinois, 1959-60; graduate study in mathematics, University of Wisconsin, 1961-62, Teacher, Cathedral High School, St. Cloud, Minnesota, 1960-61; Mathematics Writer, Educational Research Council of Greater Cleveland, 1962-63; Tutor, St. John's College, 1963-; Assistant Dean, 1966-71; Director of the Summer Program, 1969, 1970, 1975; Alderman of the City of Annapolis, 1969-73; Member of the Anne Arundel County Democratic State Central Committee, 1970-73; Fellow of the Institute for Ecumenical and Cultural Research, Collegeville, Minnesota, 1973-74; Co-Director of Admissions, 1974-75; Assistant Director of The Graduate Institute, 1974-75. Thomas A.. McDonald St.John's College, 1944; Military service, 1945-46; University of Virginia, The New School, New York, 1947-50; Graduate study in philosophy, Graduate Faculty, The New School, 1950-52, 1955-58, Teaching Fellow, 1956-58; Lecturer, University College, The University of Chicago, 1958-62; Lecturer, Ove1·seas-Extension, University of Maryland (Heidelberg, Germany), 1952-63, Tutor, St. John's College, 1963-, Sabbatical leave, 1975-76. Louis f'.J. Kurs Robert B. Williamson B.A. 1 955, M.A., 1957, Ph.D., 1967, The University of Virginia, Tutor, St John's College, 1960-. Elliott Zuckerman B.A., 1952, M.A., 1955, Ph.D., 1962, Columbia University; BA, 1954, M.A., 1959, Cambridge University· Kellett Fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea Fellow in Moder~ European History, Columbia University, 1954-55, Lecturer in History, 1956-61; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St. John's College, 1 961-, Director, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1 969, Associate of Clare Hall, Cambridge University, 1970-71; Acting Dean, April-June, 1973. Joseph P. Cohen BA, St John's College, 1956; Department of Philosophy, The University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, The University of Chicago, '1960-62; Tutor, St. John's College, 1962-; Visiting Fellow, Yale Law School, 1971-72. Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; M.S, The University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, The University of Chicago, 1948-49; Instructor in Physical Science and Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Production Division, South Works, United States Steel Corporation, 1951-54; Instructor in Geology, University of I Iii no is (Chicago), 1954-64, ~lational Science Foundation Science Faculty Fellowship, The University of Chicago, 1961-62; Tutor, St. John's College, 1964-; Visiting Lecturer, Department of Hydrology and Water Resources, University of Arizona, 1973-74. Charles E. Finch B.S., in Education, Temple University, 1942, B_D., Princeton Theological Seminary, 1945; M.A., University of Pennsylvania, 1949; Th.D., Philadelphia Divinity School, 1953; Instructor in New Testament, Bloomfield Seminary, 1945-47; Rector, Church of the Redeemer, A.nclalusia, Pennsylvania, 1949-52; Assistant Professor of Bible, Philadelphia Divinity School, 1951-55; Instructor, Valley Forge Military Academy, "1956-57; English Teacher, Conestoga Senior High School, Berwyn, Pennsylvania, 1957-65; Tutor, SL John's College, 1965-, Director of financial Aid, 1968-. �62 /. ST. JOHN'S COLLEGE FACULTY I 63 Benjamin Charles Milner, Jr. Harry L. Golding B.A., Emory University, 1949; B.D., Columbia Theological Seminary, 1955; Ph.D., Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature, and Interpretation, Wellesley College, 1959-62, Assistant Professor, 1963-65; Tutor, St. John's College, 1965-. B.A., University of Omaha, 1954; M.S., Northwestern University, 1958; National Science Foundation Fellow, 19 54-55; Instructor in Chemistry, DePauw University, 1958-63; National Science Foundation Science Faculty Fellow, Purdue University, 1963-64; Member of the Faculty, Shimer College, 1964-68, Chairman, Natural Science Area, 1967, Director of Shimer College in Oxford, 1967-68; Tutor, St. John's College, 1968-. Geoffrey Comber Diploma in Education, University of London, 1953; A.R.C.M., Royal College of Music, 1954; M.A., Ohio State University, 1957; Fulbright Scholar, 1955; Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontario, 1964; Tutor, St. John's College, 1965-, Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Liberal Education, St. John's College, Santa Fe, 1970-. Harvey Flaumenhaft B.A., 1960, M.A., 1962, The University of Chicago; Woodrow Wilson Fellow, Harvard University, 1960-61; Graduate study, The University of Chicago, 1961-65; Lecturer in the Liberal Arts, The University of Chicago, 1965-66; Lecturer in Political Science, Roosevelt University, 1965; Instructor in Government, Wheaton College (Massachusetts), 1966-68; Tutor, St. John's College, 1968-. George Doskow Ray A. Williamson B.A., Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut; Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St. John's College, 1965-. B.A., The Johns Hopkins University, 1961; Ph.D., University of Maryland, 1968; Assistant Astronomer, Institute for Astronomy, University of Hawaii, 1967-69; Tutor, St. John's College, 1969-; Assistant Dean, 1974-. Howard J. Fisher Wye Jamison Allanbrook B.A., University of Rochester, 1965; Technician, Harvard University Cyclotror Laboratory, 1964-65; Tutor, St. John's College, 1965-; Tutor, The Graduate Institute in Liberal Education, Santa Fe, 1971-72. B.A., Vassar College, 1964; M.A., Stanford University, 1965; Ph.D., Stanford University, 1974; Woodrow Wilson Fellowship, 1964-65; Teaching Assistant in Music, Stanford University, 1967-69; Tutor, St. John's College, 1969-. Brother S. Robert, F.S.C. B.A., St. Mary's College; Ph.L., Ph.D., Universite Laval (Quebec); Visiting Tutor, St. John's College, 1966-67, Tutor, 1972-. Jonathan B. Skinner B.A., Carleton College, 1963; M.A., University of Michigan, 1964; Ph.D., University of Massachusetts, 1970; Woodrow Wilson Fellow, University of Michigan, 1963-64; Instructor in Mathematics, Hope College, 1964-66; Teaching Assistant, University of Massachusetts, 1966-67, Instructor in Mathematics, 1967-68, Lecturer, 1968-70; Tutor, St. John's College, Robert A. Goldwin 1970-. B.A., St. John's College, 1950; M.A., 1956, Ph.D., 1963, The University of Chicago; University Fellow, The University of Chicago, 1951, Edward Hilman Fellow, 1953; Fellow, Foundation for Adult Education, 1959; Fellow, Guggenheim Foundation, 1966-67; active duty,_ U.S. Cavalry, 1942-46· Director of Research American Foundation for Continuing Education, 1951-59; Lecturer'in Political Science and Director, Public Affairs Conference Center, The University of Chicago 1960-66· Associate Professor of Political Science, Kenyon College, 1966-69; Director, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1967; Tutor, St. John's College, 1969-, Dean, Annapolis, 1969-73; Richard Hammond Elliott Tutorship, 1971; Special Advisor to the Ambassador, U.S. Mission to NATO, Brussels, 1973-; Leave of absence, 1973-; White House Consultant to President Ford, 1975-. A.B., Earlham College, 1965; A.M., The University of Chicago, 1967; Woodrow Wilson Fellow and Ford Foundation Fellow, 1965-66; graduate studies in the humanities, The University of Chicago, 1967-70; Instructor in the Humanities, Central YMCA Community College, Chicago, 1969-70; Advisor to students in General Studies in the Humanities, The University of Chicago, 1969-70; Tutor, St. John's College, 1970-. Gisela Berns Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy_, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen I, Un1vers1ty of Heidelberg, 1963 · Fellow of Deutscher Akademischer Austauschdienst, University of Florence, 1963-64; Ph.D'., University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen 11, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St. John's College, 1967-; Leave of absence, 1970-71, first semester, 1971-72. · Nicholas Maistrellis B.S., Bates College, 1962; Department of History of Science, University of Wisconsin, 1962-67, Teaching Assistant, 1962-66, University Fellow, 1966-67; Tutor, St. John's College, 1967-. Steven F. Crockett Alfred Mallin B.A., Western Illinois University, 1965; M.A., The Pennsylvania State University, 1967; Graduate study in philosophy, The Pennsylvania State University, 1967-; National Defense Education Act Fellow; The Pennsylvania State University, 1966-69, Richard M. Weaver Fellow, 1969-70; Tutor, St. John's College, 1970-. William W. O'Grady, Jr. A.B., University of Notre Dame, 1966; M.A., 1968, Ph.D., 1970, The University of Chicago; Woodrow Wilson Fellow, The University of Chicago, 1966-67, Danforth Fellow, 1966-70, Humanities Fellow, 1967-70; Tutor, St. John's College, 1970-. John F. White B.A., St. John's College, 1965; M.A., The New School for Social Research, 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John's College, 1971-. �FACULTY I 65 64 I ST, JOHN'S COLLEGE Leon Kass SAJ~TA S,B,, The University of Chicago, 1958; lvLD, The University of Chicago t;1\edical School, 1962; PhD, Harvard University, 1967; Fellow, Guggenheim Foundation, 1972; Tutor, St John's College, 1972-, William A. Darkey David Edward Starr B,A, Gordon College, 1962; /\~,A, 1966, PhD,, 1972, Boston University; Graduate Assistant in Philosophy, Boston University, 1963-64; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor in Philosophy, University of Rhode Island, 1966-71; Tutor, SL John's College, 1972-, Burton Blistein AB,, ANL, The University of Chicago; Instructor, sculpture and drawing, Layton School of Art, lv'1ilwaukee, '1958-64; Faculty member, Shimer College, 1964-72; Tutor and Artist in Residence, St John's College, 1972-, Leo F, Raditsa B,A, Harvard College, '1956; University Scholar, 1960-61; University Fellow, 1961-62; MA, Columbia University, 1962; President's Fellow, 1962-63; Fulbright, University of Munich, 1964-65, Berlin, 1965; Instructor, New York University, Washington Square College, 1965-68, Assistant Professor, 1968; Ph,D., Columbia University, 1969; Tutor, St John's College, '1973-, Reed Woodhouse B.A, Kenyon College, 1970; B.A., Oxon., 1973; Association of Episcopal Colleges Scholar, 1970-73; Tutor, St John's College, 1973-; on leave, 1975-. Alan Dorfman B.A., St. John's College, "1963; MA, Johns Hopkins University, 1968; Catonsville Community College, Math Engineefing Division, 1968-74; University of Maryland School of Pharrn·acy, 1970-74; Tutof, St John's College, 1974-. David Boloti n B.!\., Cornell University, 1966; Graduate Student, University of Chicago, 1968-69; Ph.D., New Yo.-k University, 1974; Yale University Lecturer in Classics, 1971-73, Woodrow Wilson Fellow, 1966-67; University of Chicago Humanities Fellowship, 1966-68; National Defense Education Act Fellow, 1968-71; Tutor, St John's College, 1974-. Deborah Schwartz BA., St. John's, 1968; M.A., Johns Hopkins University, ·1971, l,1\.S, Georgetown University, 1974 Saul BA, Kenyon College, 1970; BA, Oxford University, 1972; St. John's, 1974- Sacks B.A., St. John's College, 1 968; M.A., Pennsylvania State University, 1975; graduate student, New School for Social Research, l'iew York City, 1971-73; teaching assistant, Pennsylvania State University, 1973-74; St John's, 1975-. lv\ichael Comenetz B.t\., Johns Hopkins University, 1965; Revson Science Fellowship, 1965-68; lv1S., Brandeis University, 1967; l'-lational Science Foundation Graduate Fellowship, 1968-69; Ph.D., Brandeis University, '1972; State of Kansas Research Grant, 1973; post-doctoral National Science Foundation Research Grant, 1974-75; assistant professor of mathematics, University of l<ansas, 1972-75; member, American Mathematical Society, 1972-; member, Mathematical f"-.ssoci3tion of America, 1974-; St. John's, 1975-. FE BA, St John's College, 1942; MA, Columbia University, '1949; Tutor, St. John's College, 1949-, Santa Fe, 1964-, Associate Dean, 1968-70, Dean, Santa Fe, 1968-73, Director, Task Force on the Liberal Arts, 197 4-. Thomas King Simpson BA, St John's College, 1950; MA in Teaching, Wesleyan University, 1955; Ph.D., The Johns Hopkins University, 1968; Instructor, American University at Cairo (Egypt), 1950-53; Teaching Intern, St. John's College, 1955-56, Tutor, 1956-; Curriculum Counsellor and member of the faculty, The Key School, 1970-, Santa Fe, 1973-. Michael Ossorgin a Lycee Russe, Paris, 1938; Conservatorie Russe Paris, 1932-35, 1942-44; L.Th., lnstitut de Theologie Orthodoxe, Paris, 1942; Instructor in Music, lnstitut de Theologie Orthodoxe, Paris, '1944-46; Instructor in Theology, SL Tikhon's Seminary, Pennsylvania, 1947; Secretary of the Orthodox Diocese in Alaska, 1948-49; Teacher of Music, Bureau of Indian Affairs, Department of the Interior, 1950-56; Associate Professor, Consultant, St. John's Program, St. Mary's College, California, 1961-62; Tutor, St. John's College, 1956-, Santa Fe, 1966-. Charles G Bell B.S, University of Virginia, 1936; Rhodes Scholar, Oxford University, 8,A., 1938, M./l.. , 1966, B,Litt., 1939; Instructor and Assistant Professor of English, Iowa State College, 1940-45, Wartime Assistant in Physics, 1945; Research Assistant in Physics, Princeton University, 1945; Assistant Professor of English, Princeton University, 1945-49; Guest lecturer, Slack Mountain College, Summer, 1947; Rockefeller Grant for study in Europe, 1948; Assistant Professor of Humanities, The University of Chicago (College), 1949-56; Guest Professor (Fulbright Program), Technische Hochschule, Munich, Germany, 1958-59 (Kulturgeschichte als die Geschichte symbolischer Form en); Tutor, St. John's College, 1956-, Director of Adult Education, 1957-58, Santa Fe, 967-, Poet in Residence and Guest Professor, University of Rochestr, Spring, 1967; Guest Professor, S.U.N. Y. at Old Westbury, Spring, 1970, Director of Study Groups and Graduate Preceptorial in History of Thought in the Arts, 1972-73 Samuel Emmons Brown Harvard College, 1936-37; Diploma, Black Mountain College, 1945; M.A, 1956, Ph.D., 1962, Indiana University; private tutoring, 1946-48; Director of Music, Windsor Mountain School, 1948-49; Director of Music, Verde Valley School, 1950-53; John H. Edwards Fellow, 1955-56, Part-time Teacher, Indiana University, 1956-57; Tutor, St. John's College, 1958-, Santa Fe, 1965-. Dean R. B.A., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-60; Fels Fund Fellow in Philosophy, The Johns Hopkins University, 1960-61; Tutor, St. John's College, 1 96'1-, Santa Fe, 1966-, Assistant Dean, 1971-73 Robert D, Sacks B.f\., St. John's College, 1954; Ph.D., The Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Orientales Vivantes, 1956-57; The University of Chicago, 1957-59; Tutor, St. John's College, 1 961-, Santa Fe, 1969-; Visiting Lecturer, St Mary's College, 1968-69; Biblical Research, Jerusalem, 1971-72. John S. Steadman B.S Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, U .S Army, 1 954-56, Assistant in Philosophy, Cornell Unive1·sity, 1959-61; Teaching Fellow, Cornell University, 1961-62; Tutor, St. John's College, 1962-, Santa Fe, 1967-, Assistant Dean, 1970-72. �66 I ST. JOHN'S COLLEGE FACULTY I 67 David Clifford Jones Roger S. Peterson B.A., St. John's College, 1959; M.A., The University of Melbourne, 1962; University Fellow, The University of Melbourne; Ph.D., The University of Texas, 1974; University Fellow and Bess Heflin Fellow, The University of Texas, 1962-64; Tutor, St. John's College, 1964-, Santa Fe, 1965-; Director, Graduate Institute in liberal Education, 1973-. A.B., Harvard College, 1953; A.M., 1957, Ph.D. in Botany, 1959, University of Michigan; United States Navy, 1953-56; U.S. Forest Service Research at Colorado State University, 1959-62; Research Project Leader, Utah State University, 1962-66; Tutor, St John's College, Santa Fe, Ida Doraiswamy E. Ray Davis, Jr. University of Wisconsin, 1953-55; B.A., St. John's College, 1962; NDEA Fellowship, University B.A., Madras University, 1951; M.A., Madras University, 1955; lecturer, Lady Doak College, 1957-60; Oberlin College, 1960-61 (Oberlin Shansi Faculty Fellowship); M.S., University of Wisconsin, 1962; Orifessirm Kadt Doak College, 1962-64; Tutor, St. John's College, 1964-66; SCM of India, 1966-67; Lecturer, Baring Union Christian College, 1967-68; Professor, Lady Doak College, 1968-72; Wesley Girls High School, Ghana, Africa, 1972-73; Tutor, St. John's College, 1974-. Robert M. Bunker A.B., Harvard University, 1939; A.M., 1954, Ph.D., 1955, University of New Mexico; United Pueblos Agency, Bureau of Indian Affairs, 1940-51, United States Navy, 1942-46; Executive Secretary,_ Bernalillo City-County Consolidation Committee, 1952-56; Instructor, University of New Mexico, 1955-56; Professor of English and Philosophy, and Chairman of both Departments, New Mexico Highlands University, 1956-65; Tutor, St. John's College, Santa Fe, 1965-. Don B. Cook A.B., Occidental College, 1958; Ph.D., University of California at Davis, 1965; Woodrow Wilson Honorary Fellow, University of California at Davis, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-; Teacher, Santa Fe Preparatory School, 1972-73 Elliott T. Skinner B.A., University of Colorado, 1961, M.A., Princeton University, 1963, Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, Princeton University, 1964, Woodrow Wilson Fellowship; Fellow of The Council for Philosophical Studies (Summer Institute 1n Greek Philosophy and Science), 1970; Tutor, St. John's College, Santa Fe, 1965-. Richard Bowen Stark The Colorado College, 1941-42, (U.S. Air Force, 1942-45) 1945-46; A.B., Colorado State College of Education, 1948; M.M., Yale University School of Music 1948-52 · Associate Professor of Piano (Director of the Choir, 1958), Fisk University, Nash~ille, Tenn'., 1952-58; ':'.1s1ung Professor of Music, Wesleyan University, Middletown, Conn., 1959-60; Curator of Lollect1ons, 1962-66, Curator of Music Research, 1966-70, Museum of International Folk Art, ~ante ~e, New Mexico; Part-Time Tutor, St. John's College, 1965-72; Tutor, St. John's College, ::ianta ~e, -1972-; Research Project in Spain, 1973-74, National Endowment for the Humanities and International Folk Art Foundation. 1966-. of Indiana, 1962-65, M.A., 1965, History and Philosophy of Science; Tutor, St. John's College, Santa Fe, 1966-. Ralph Swentzel! B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico University, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. Timothy P. Miller A.B., Harvard University, 1948; B.Mus., 1949, M.Mus., 1951, Yale University; D.Mus., Indiana University, 1957; Instructor in tvtusic and Freshman Studies, Lawrence College, '1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music, Agnes Scott College, 1957-61; Director of Music, University of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St. John's College, Santa Fe, 1967-. R. Thomas Harris, B.A., Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Illinois; University Fellow, University of Illinois, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, '1958-59; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; Associate Professor, University of ~1\aryland, 1965-68; National Science Foundation Consultant for India Project, Lucknow, India, summer, 1967; Visiting Associate Professor, New York University, '1967-68; Corporate Consultant, Management Science, IBM, Armonk, New York, summer, 1968; Tutor, St. John's College, Santa Fe, 1968~; Visiting Professor, New York University, summer, 1969. Glenn A. Freitas BA, Classical Languages, St Mary's College, 1957; Th.L., Universite Laval (Quebec), 1964; Licentiate in Sacred Scripture, Pontifical Biblical Commission (Rome), 1966; L'Ecole Biblique et Archeologique Francaise de Jerusalem, 1964-66; Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-. Ralph J. Quintana B.A., 1947, M.A., 1966, University of Colorado; Instructor, Williams College, '1946-49; Instructor, Wagner College, 1949-50; Teacher-coach, Fountain Valley School, 1953-58; Teacher-coach, Hebron Academy, 1959-61; Assistant Professor, New Mexico Highlands University, 1966-68; Tutor, St. John's College, Santa Fe, 1969-, Assistant Dean, 1 973-. Toni K. Drew Stuart Boyd lvLA., Aberdeen University, Scotland, 1948; Ph.D., Aberdeen University Medical School, 1952; Military Service, 1940-45, Assistant Lecturer, Clinical Psychology, Department of Psychiatry, Aberdeen University, 1948-52; Instructor, Medical Psychology, University of Colorado Medical School, 1952;53; Director, Doctoral Training in Clinical Psychology, Denver University, 1954-57; Proressor of Psychology and Chairman, Department of Behavioral Sciences, New Mexico. Hi~hlands University, 1957-64; Lecturer, Department of Psychiatry, Edinburgh Un1v_ersrty, .ocotland, 1964-65; Professor of Psychiatry (Psychology), University of Missouri Medical School, Kansas City, 1965-66; Tutor, St. John's College, SaFtta Fe, 1966-. B.A., St. John's College, Santa Fe, 1970; Teaching Intern, St. John's College, Santa Fe, 1970-72, Tutor, Santa Fe, 1972-. C Donald A.B., Baker University, 1962; MA, University of Toronto, 1968; Fulbright Fellow, Annamalai University, Madras State, India, 1962-63, Graduate Fellow (National Science Foundation) in Biology and Human Genetics, The Rockefeller University, 1963-66; Teaching Fellow in Moral Philosophy, Victoria University, Toronto, 1967-68; Canada Council Fellow in Philosophy, University of Toronto, 1969-71; Tutor, St. John's College, Santa Fe, 1971-; On Leave, Fall Semester, 1974. �FACULTY I 69 68 I ST. JOHN'S COLLEGE · Philip Lecuyer Stephen R. Van Luchene B.A., The Colorado College, 1966; B.A., Merton College, Oxford University, 1969; Ph.D. candidate in biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor in English Literature, Summer Humanities Institute, The Colorado College, 1968; Tutor in biology and chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. University of Guadalajara, summer, 1967; Universidad Nacional de Mexico, summer, 1968; B.A., Arizona State University, 1969; M.A., 1971, Ph.D., 1973, Unrversrty of Notre Dame; journalist, Arizona Magazine, 1969; Teacher of English as a Second Language, Bell School, Cambridge (U.K.), 1969; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-. Alfreda L. Verratti B.A., St. Mary's College of California, 1969; M.A., 1973, University of Washington; Ph.D. Candidate in Classics; University of Washington; Teaching Assistant, Classics Department, University of Washington, 1970-71; Tutor, St. John's College, Santa Fe, 1973-. B.A., St. John's College, 1966; M.A., Washington University, 1970; Ph.D. Candidate, Washington University, 1972; Psychiatric Social Worker, Harrisburg State Hospital, Harrisburg, Pa., 1966-67; Hans Reichenbach Graduate Fellowship, Washington University, 1967; N.D.E.A. Graduate Fellowship, Washington University, 1967-70; Instructor, Washington University, 1969, 1971; Instructor, University of Missouri, 1970-71; Assistant Professor, Webster College, 1971-72; Tutor, St. John's College, Santa Fe, 1972-, Assistant Dean, 1972-. Alfred J. DeGrazia Ill B.A., Swarthmore College; M.A., Harvard University, 1968; Ph.D. candidate, Harvard University, 1968-; Teaching Assistant, Harvard University; Tutor, St. John's College, Santa Fe, 1972-. Lorna Green Smith College, 1956-57; American University, summers of 1957 and 1958; B.Sc., McGill University, 1960; Woodrow Wilson Fellow, Rockefeller University, 1960; University of Washington, summer 1961; University of Paris at the Station Biologique de Roscoff, summer 1962; Ph.D., Rockefeller University, 1965; Postdoctoral Fellowship, Rockefeller University, 1965; Research Assistant, Wellesley Hospital, Toronto, 1967-68; M.A., University of Toronto, 1971; Canada Council Fellowship at University of Toronto, 1970-73; Teaching Assistant, St. Michael's College, University ofToronto, 1970-72; Tutor, St. John's College, Santa Fe, 1973-; On Leave, Spring Semester, 1975. Howard Zeiderman Dartmouth College, 1962-63; B.A., St. John's College, 1967; M.A., Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-. William H. Donahue B.A., St. John's College, 1967; Postgraduate research student, Faculty of Philosophy, King's College, Cambridge, 1967-72; Supervisor for Part I and Part II Tripos, Cambridge University, 1968-72; Ph.D., King's College, Cambridge, 1973; Tutor, St. John's College, Santa Fe, 1973-. James R. Mensch B.A., St. John's College, 1967; M.S.L. (Licentiatus in Studiis Mediae Aetatis), The Pontifical Institute of Mediaeval Studies, Toronto, 1970; Ph.D. Candidate, University of Toronto, 1970-; Canada Council Fellow in Philosophy, 1970-73; Instructor, University of Toronto, 1970-71; University of lnnsbruch, 1971-72; University of Munich, 1972-73; Tutor, St. John's College, 1973-. Richard L.L. Michaud A.B., St. Michael's College, 1963; Ph.D., University of Vermont, 1968; Post-doctoral Fellow in Pharmacology, Yale University Medical School, 1967-68; r'ssistant Professor, Psychiatry Department, Yale University Medical School, 1968-70; Assistant Professor of Science, Webster College, 1970-73; Visiting Lecturer, Washington University, 1971-73; NSF Fellow, Colorado State University, summer, 1972; Consultant in Ecology, St. Louis University Institute for Environmental Studies, summer, 1973; Tutor, St. John's College, Santa Fe, 1973-. Bruce E. Venable Lynne M. Hamilton A.B., Radcliffe College, 1957; M.D., University of California, Santa Barbara, 1968; Teacbing Assistant, Associate, Lecturer in English, University of California, Santa Barbara, 1966-71; Ph.D., University of California, Santa Barbara, 1973; Tutor, St. John's College, Santa Fe, 1974-. Gerald Lee Myers B.A., University of Colorado, 1964; Ph.D., University of Colorado Medical Center, 1969; American Cancer Society Postdoctoral Fellow, Yale University, 1969-71; Seessel Research Fellow, Yale University, 1971-72; Faculty, Shimer College, 1972-74; Tutor, St. John's College, Santa Fe, 1974-. Edward C. Clark B.5., Massachusettes Institute of Technology, 1951; Ph.D., Princeton, 1969; Area Geophysicist, Humble Oil Company, Wyoming and Montana, 1951-56; overseas wrth Humble Ori rn Turkey and Spain, 1957-63; Ford Foundation Fellow, Istanbul, 1967-68; Assistant Professor of History, University of Texas-El Paso, 1969-74; Tutor, St. John's College, Santa Fe, 1974-. Philip Browning Long B.A., Bob Jones University, 1965; study at Westminster Theological Seminary, 1966-67; Doctoral cum laude, University of Amsterdam, 1973; Tutor, St. John's College, Santa Fe, 1974-. David L. Townsend B.A., Loyola College, Baltimore, 1969; M.A., Harvard University, 19.70; Certificat de Langue, University of Paris, 1967; Teaching Fellow, Harvard, 1971-73; Resident Tutor, Eliot House, Harvard, 1971-73; English Teacher, Cambridge Community High School, 1971-72; Tutor, St. john's College, Santa Fe, 1974-. Marc Haynes University of North Carolina, 1967-69; St. john's College, Annapolis, .1969-70, St. John:s College, Santa Fe, 1970-71, B.A.,; University of Texas, 1971-74; Teaching Intern, St. Johns College, Santa Fe, 1974-. Kent H. Taylor B.A., Yale University (English) 1963; M.A. University of Georgia (English) 1965; University.of California at Santa Cruz (History of Cnsciousness: an interdisciplinary graduate humanities program) 1967-68; Defense Language Institute, Monterey, California (German) .1968-69; Heidelberg University (Philosophy) 1971-73; Instructor of Freshman English at the Unrversrty of Georgia, 1965-67; Teaching Assistant at University of California at Santa Cruz, 1967-71; Tutor, St. John's College, Santa Fe, 1974-. Georgia S. Knight B.5., University of Utah, (Philosophy), 1970; M.A. University Utah, (English), 1972; Doctoral Candidate, University of Utah, 1974; Teaching Fellow, University of Utah 1970-74; Tutor, St. John's College, Santa Fe, 1974-. �70 I ST. JOHN'S COLLEGE Galen N. Breningstall OFFICERS, ASSOCIATES, Al'.ID STAFF B.A., St. John's College, 1973, Teaching Intern, St. John's College, 1974; Tutor, 1975-. ANNAPOLIS SANTA FE Elizabeth S. Engel President President B.A., Pomona College, 1967; M.PhiL, Yale University, ·1971; Ph.D., Philosophy, 1973; Teaching Assistant, Yale University 1969; Teacher of Philosophy and Humanities, Shimer College 1971-73; Chairman, Humanities Area 1973; Assistant Professor of Philosophy, California State University at Humboldt 1973-75; Tutor, St. John's College, Santa Fe, 1975-. Richard D. Weigle Richard D. Weigle Dean Dean John Joseph Verdi B.S., Fordham University, 1972; A.M., University of Southern California, 1974; Tutor, St. John's College, Santa Fe, 1975-. Curtis A. Wilson Robert A. i'Jeidorf Treasurer Vice President Charles T. Elzey J. Burchenal Ault Director of College Relations Treasurer William B. Dunham TUTORS EMERITUS Ford Keeler Brown, A.B., D. Phil. Jacob Klein, Ph.D., Dean, St. John's College, 1949-58. William Kyle Smith, ThR, Th.Iv\. Simon Kaplan, Ph.D. Wiley W. Crawford, BA, M.A., Ph.D. Emery C. Jennings Assistant Deans Director of Graduate Institute Barbara H. Leonard Ray A. Williamson David C. Jones Registrar Ralph Assistant Deans J. Quintana Leanore B. Rinder Director of Admissions Registrar Joanne A. Rowbottom Ellen Gant Librarian Director of Admissions Charlotte Fletcher FELLOWS Gerald F. Zollars Director of Athletics Librarian Paul Mellon Bryce DuVal Jacobsen Alice H. Whelan B.A., Yale University, 1929; B.A., 1931; M.A., Cambridge University, 1938; Litt.D. Oxford University, 1961; LL.D., Carnegie Institute of Technology, 1967; LH.D. Yale University, 1967. Director of Financial Aid Director of Student Activities Charles E. Finch Istvan Fehervary John Gaw Meem Director of Adult Education Director of Financial Aid Robert L Spaeth Alberta L. Rivera Deputy Director, College Relations Director of Alumni Relations Director of Adult Education ScB., Virginia Military Institute, 1914; M.A. (Hon.), Colorado College, 1936; A.F.D., University of New Mexico. Robert Bunker Thomas Parran, Jr. Alumni Secretary and College Archivist Miriam Strange Business Manager Joseph A. Jackins, Jr. Director of Placement Brenda Robertson Superintendent of Buildings and Grounds David W. Tucker Director of Placement Sally Dunn Superintendent of Buildings and Grounds College Physicians Stanley Nordstrum Robert C. Biern Charles Kinzer Sigmund A. Amitin College Physician Jan Pieter Voute College Nurse Peggy H. Elrington lvlarilyn Kyle College Nurse �~z '? ;.;>. ::l :; ~ w 0 " c AO.. - · (0 ::J CL ~~- w ~· ~ ~ ~ ~ss~<<c~t~~ooozzzzz;s:~~:s:;s:~r~~I~~onnn>>> <~~.,,,~~S~c~~ii)~~~mrom~~~:;~·wwg~:;~m~~~o~~o~ 0 (i ~- ; . 0 3 =r" ~ 9- Q.. ~ OQ ~ 0 g.. ~ ~ ~ <: (} ~· :J ~ ~ ~ ~: ~ 2. ;5 Ja (i S'. Q 3 ~ ~ 8 g~. 5 5- 3· 03· g . 0 ~~g Q n ~ ;r 1 I ~ ~. rn ~ rl o; w V1 vi =: ~· w ~~ ~ ~ 3 Q3 5:: 3 ::J ~- -_t qs, . ,. ., , . QJ ~ < . ::J fll ~ (O vi Ill -·u Q. ::i ::r ~ ~ o o ~- -· v1 PJ QO ::;l O.s;!_ 0 r;- W QJ . DJ A ::5. ro 3 . U Q.l ~ --+. (') QJ :J =1 o ::i ::?. Q_ n --< u -· ru () · S. ru· pr CL !1J • :). 0 ~. f,f . 2...: w ~· c ro 3 . '!: . 3. -i ~ ~ ffi ;;a ro "D (1) (£ 0 ro Q_ "' Vl "'"' "' :::> ii)' ~ ::J ::J :J w Q. " (\:) Ill ~ < ....... "' OJ -· rr ru :;:::: ro ro N~ ~) -l N- '-..! N www-G-N--NA-- G- ~ ~~· -~ NWW ~ '" ii) N w en ~· c CL m w ::J s N NN-No---wNW-N--- :> c:r QJ ::i a_ ::J s(O ;;o 11~ 111-i{.JJ ~ ~ ::! ~ VJ 11 ~· A -03"'-0:J CQ. ; ~ i3.. § ~ 5i" ~ 3· < ;:t--'=~o....o,...... ~ri Jg ::r-~;:t'-;..,::1~1,...,.-· ;::\;' =r-· Q_(p :rs:: 5tro ;=:. :J::r. s:- =r- );> :J :J "' ~ "D ~,-r :r:: ;Al ~ ~ 0... C :rron(./l w:J 11 :J ~ g < ;!: Gi g .g g 9.. ; _Q_ ~ ,..,._ ~ (') t~ ::r ;;ti §:; OQ n-o 2...ffi (D ~ s_ -< )> )> ~ Vl 8 > ~ (() 5.. ~ 0..:. ~- ~ ~ 2 wm --~N-NN~N~--- m ~ -< g1 q o.i :J z z ()<.n"TI(JJ~ 0 3 r'tl ::;· 9- _.::. ~· ~ Q_ s: 3:::-:Vl~~ ro:Jt:ri"Vlrl: ::i ;f :s: 3 o ro 3 m ::J :J Ill. @ g-~: O..r-~· Vl ~ g_ > ~· a_ -w w~ - CJ' '° ~ £, ~Q}:Jil DJ -· =i i:u::i!ll~ "D Q_ w 0 "' G I V> 2 CL ~ v; m ::J l7i 0 .._. I i Ill 0.. \.Cl fa ::J w r§l~~cQa(fl~ w Q~ N-='- .!:;. (]'I o~v.iw-.......iwo -i (fl (fl (fl (fl (fl (fl (fl <:J ()' G (fl -NO NOW .:..., l,...) er V1 ~ (fl "-' cD VlOO cD A N w ln V1 N'-l\.DW-='- ln '-..1 w ()'~U'1 N ~ _. v;· ~ m :J (;;' ." 2 :J NNWVl --'C!'.'-..ll.-OO"l·-1'-..I N ~ ~ ::J "' @' -~ ln ~ N -. - f'D iD u ?O 0 -;., V'l ro CL o;· :::J :Ju c..P.l Q"Q '-- \'J Ill """' w NNN'-.....JW -~a-. ~ -.I ():) V1 ..,., ro --1 ' - "°"' (j ~ Vi VJ -4 ~ Q ST. JOHN'S COLLEGE ANNAPOLIS, MARYLAND Appli ® SANTA FE, NEW MEXICO on for Admission The following questions are designed to give you an opportunity to write fully and freely about yourselL We want a large sample of your writing. Every application is read careful by members of the Admissions Committee. We know that many applications for admission to St. John's are written persons under academic and other pressures; we do not expect perfection. We ask all applicants to answer questions 1-5. Successful applicants usually write six to ten typewritten pages, and often more, in their answers to questions 1-5. 1. Evaluate the strengths and weaknesses of the formal education you have had unti I now. 2. Select some experience from which you have derived exceptional profit, and describe it, explaining its value to you. 3. Describe your reading habits and your experience with books. Choose some book that you have liked well and the book as a whole). discuss some aspect of ii � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 1975-76 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 70 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 1975-76 Date A point or period of time associated with an event in the lifecycle of the resource 1975-1976 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Description An account of the resource College catalog for the years 1975-1976 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/0cded15d7619cfcad8945bae33fcfc12.pdf 1eedaeca6dcdd3e6fffb493c477f431b PDF Text Text H A~'>i LE NAPOLIS, MARYLAND E SA NT A FE, t'~ EW t·A EX i C 0 STATEMEl'.jT OF THE ST. JOHr'1'5 PROGRAM 1976-77 Founded as King William's School, '1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the i'forth Central P1ssociation of Colleges and Secondary Schools �College Ca AN~<APOLIS 1976-1977 dar able of PAGE SANTA FE Introduction , , , , , September 1 0 September 1 2 September 13 September 13 September 13 October 1 5- 1 8 November 25-28 December 16-January 3 January 23 January 24 January 26 February 11 -1 4 March 12-27 May 27 May 29 Freshman and Senior Registration Convocation Sophomore and Junior Registration First Seminars First Classes long Weekend Thanksgiving Recess Winter Vacation End of First Semester Beginning of Second Semester January Freshman Registration Long Weekend Spring Vacation End of Second Semester Commencement August 27 August 29 August 30 August 30 August 30 October 8-11 November 25-28 December 23-January 16 December 22 January 1 7 January 1 7 ,,5 The Curriculum Seminar , , , ,,8 Preceptorial .10 Tutorial , , '' ,12 laboratory , , , ' ' ' ,20 Formal lecture . ,25 St John's list of Books, .28 The Academic Order Tutors March 12-27 May 20 May 22 tents Instruction Committee library ''' .34 .35 Schedules , Essays and Examinations SUMMER 1977 June 6 1\ugust 12 January Class Second Semester Begins Graduate Institute Begins January Class Second Semester Ends Graduate Institute Ends ' ' .35 ,37 . '38 Academic Standing. May 30 June 26 August 5 August -; 9 Degree of Bachelor of Arts Degree of Master of Arts , , , , September 9 September 'i ! Septernb,2• 1 2 Septerriber 1 2 Sepi:en1ber 1 2 October 1 4-1 7 Nover11ber 24-27 December 5-January 2 January 22 January 23 Ja.nua•-y 25 February 10-13 iv1arch 1 0-26 May 26 May 2!3 Freshman and Senior Registration Convocation Sophomore and Junior Registration , A2 Directory Information and Right to Privacy , A3 Site Plans of the Campuses First Serninars First Classes Long Weekend Thanksgiving Recess Winter Vacation End of First Semester Beginning of Second Semester January Freshman Registration Long Weekend Spring Vacation End of Second Semester Commencement AL!gust 26 August 28 August 29 August 29 August 29 October 7-1 0 Noverriber 24-2? December 22-]anuary 'I 5 December 21 January ·16 January 1 6 March ·11-26 May 19 May 21 A2 Graduate Institute in Liberal Education Reside nee and Student Life . , 1 977-1978 , AO .. .4'1 Admissions, Campus Visit . Fees and Financial Aid Bibliography Board of Visitors and Governors .38 . ,62-63 '' ,54 ',57 .59 ,,64 ' ' ' ' ' '' '' ,65 rr Faculty '.oo Officers, Associates and Staff ,,79 Profile', 1975 Freshman Class '' ' ' ' ' ' ' . ,80 Catalog Consultant: Susan Holton �Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obi igations Such men and women are best equipped to master the specific ski I Is of any calling and to become mature, competent, and responsible citizens of a free society. St. John's College believes that the way to liberal education lies through the books in which the greatest minds of our civilization-the great teachers-have expressed themselves. These books are both timeless and timely; they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary problems with which we have to deal They can therefore enter directly into our everyday lives. Their authors can speak to us almost as freshly as when they spoke for the first time, for vvhat they have to tell us is not something of merely academic concern, remote from our real interests. They change our minds, move our hearts, and touch our spirits The books speak to us in more than one way . In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And, while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic i ntel I igibi I1ty. They are therefore properly cal led great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical, or philosophical They are also linked together, for each of them 1s 111troduced, supported, or criticized by the others. In a real sense they converse with each other, and they draw each reader to take part, within the I imits of his abi I ity, in their large and unending conversation. Mc Dowe// Hall, Annapolis, 7744 �This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we sometimes desire. To remedy this defect is the goal of the St. John's seminar. Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar ideas, attempt to discuss it reasonably. It is presupposed that each student is w1 I Ii ng to submit his opinions to the critical scrutiny of his fellow students The demands of the i11dividual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern itself primarily with trying to es ta bl ish the meaning of a poem or the validity of an argument On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions-probably unexamined-that they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. In the main, however, the aim is to ascertain not how things were, but how things are-to help the student make rational decisions as he lives his life. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the student should continue with him throughout his life. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as oossible the actual instruction in all classes and laboratories is made to depend on the ~ctivity ~nd initiative of the students. The tutor functions as a guide, more intent to listen to the students and to work with them than to impose upon them his own train of thought. In short, St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to mediate men's understanding, to give conscious form to knowledge through systems of signs accommodated to men's intellects-that is, words and numbers Traditionally, the liberal arts were seven in number: grammar, rhetonc, logic-the arts of language; and arithmetic, geometry, music, and astronomy-the arts of mathematics In contemporary terms, man practices such liberal arts as analyzing, thinking, writing, speaking, and deciding as he uses verbal symbols; man practices such liberal arts as counting, measuring, deducing, and clemonstratir1g as he uses mathematical symbols There are many ways to develop these arts. The curriculum emphasizes four of them: discussion, translation, demonstration, and experimentation They a;-e followed in all the branches of the program But whatever the methods used, they all serve the same end: to make the student think for himself, to enable him to practice the arts of freedom. Free minds must be a.ble to view concrete situations, <o deliberate formulating clear alternatives, and to arrive at a deciding choice The acquisition of these intellectual skills indicates that the disc1pl111e of the liberal arts has taken hold of the learning mind. Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one form or another They enable men to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance men can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their clisciplme men can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most farreaching of all human goals. �THE CURRICULUM I 9 The Curriculum THE SEMINAR The heart of the curriculum is the seminar-a discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two members of the faculty as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten-or well beyond if the topic under discussion has aroused a sustained and I ively argument. The assignment for each seminar amounts, on the average, to around a hundred pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders, and thereafter it consists al most entirely of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address-"Mr.," "Mrs.," or "Miss." Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to provoke a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on the virtues and vices of men, on man's ultimate fate. Sometimes a seminar wi II devote al I its ti me to an interpretation of the assigned reading, staying close to the test; at other times the talk may range widely overtopics suggested by the reading but bearing only indirectly on the test itself in theminds of the participants. In the coffee shop after seminar, students, from differentgroups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, every opinion must be heard and explored, however sharp the clash of opinions may be; second, every opinion must be supported by argument-an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance or their relation to the opinions of others. Gradually, under pressure of the group, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. The students learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study: poetry is not philosophy and requires a different approach. Such progress in method may be crowned by sudden insights on the part of individuals, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the solution of a problem. More often than not the problem remains unsettled, with certain alternatives clearly outlined. The progress of the seminar is not particular'ly smooth; the discussion sometimes tends to branch off and to entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk or into dull and shallow meandering, without being able for a longtime to extricate itself from such a course. Or it may climb to heights accessible to only a few of its members. Under these circumstances the role of the leaders is not to give information, nor is it to produce the "right" opinion or i'nterpretation. It is to guide the discussion, to keep it moving, to raise objections, to help the student in every way possible to understand the author, the issues, and himself. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But a leader may also take a definite and positive stand and enter directly into the argument. If he does so, however, he can expect no special consideration. Reason is the only recognized authority; all opinions must be rationally defended and any single opinion can prevail only by general consent. The aim is always to develop the student's powers of reason and understanding and to help him arrive at intelligent opinions of his own. �10 I ST. JOH N'S COLLEGE THE PRECEPTORIAL For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or exploration of one subject in several books. Students are usually given a choice of sixteen to twenty books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the seminar reading, some preceptorials may deal with books and themes the students would not otherwise encounter in the program. There are generally seven or eight students in a preceptorial. Guided a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually the student's work is completed by the writing of a paper, which may be read in draft to the preceptorial and criticized by the other members yea.t, Proust: The Remembrance of Things Past Chinese Painting Faraday: Experimental Researches in Electricity Hamilton, Jay, Madison: Federalist Papers Kant: Critique of Pure Reason Plato Protagoras Mathematics of Probability Aeschylus Prometheus Bound (in Creek) Churchill: The Second World War Linguistics Buber: I and Thou, Eclipse of Cod, Good and Evil Kepler: Astronom1a 1'1ova Molecular Structure and Biological Activity Ovid: Metamorphoses Piaget Sartre Being and Nothingness Sophocles: Philoctetes Thoreau and Dickinson Trotsky: History of the Russian Revolution Plotinus Third Ennead �12 I ST. JOH N'S COLLEGE THE CURRICULUM I 13 THE TUTORIALS The seminar cannot suffice as the only means to the end of liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study. Other instructional devices must therefore support it; these are the tutorials in language, mathematics, and music, For four years a student attends one language tutorial and one mathematics tutorial, usually four mornings a week. Three times a week sophomores also attend a music tutorial In tutorials, around a table, thirteen to fifteen students study and learn together under the direct guidance and instruction of a tutor. Each tutorial session lasts an hour. The tutorial provides conditions for collaborative study and for the manifold teaching and learning relations that hold in a company of good friends. As in the seminar, students talk freely with one another and the tutor, but the discussion focuses sharply on assigned tasks. There is opportunity for each student to contribute his measure of instruction to his fellows. Other tutors often attend, seeking to learn about a particular subject, which they may later teach. A student will work in the language andmathematics tutorials with one group of fellow students, and in the laboratory and the seminar with another. Some of the students in his tutorials will also be with him in his laboratory and seminar. THE LAr~GUAGE The primary purpose, of the language tutorial is thus not the mastery of any foreign languages. By studying these, however, and by translating them into English, by comparing them with each other and with English, the student learns something of the nature of languages in general and of his own in particular. During the four years, then, he is studying language as the discourse of reason and, through the medium of foreign tongues, his native English. He is discovering the resources of articulate soeech and learning the rules that must govern it if it is to be clear, consistent, and effecti~e; if it is to be adequate and persuasive. The medium for accomplishing this 1s Greek in the first and second years and French in the third and fourth years. In the beginning the emphasis is on the grammatical forms and constructions and the vocabulary of the language being studied. Brief passages of prose and poetry are committed to memory. But after a short time the tutorial shifts to something more concrete the slow and careful reading and discussion of works of poetic imagination or philosophical thought. Thus the rapid reading for the seminar, with its attention to the large outlines, the general trend, the development of the central idea, is supplemented and corrected by a more precise and analytical study, concerned with every detail and particular shade of meaning, and also with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not often come directly into seminar discussions. The student's conc rn with them in the language tutorial improves all his reading, for whatever immediate end, and enriches his understanding, and increases his ability to think clearly and to talk well. 0 TUTORIAL Specialization 111 higher education has led to a profound neglect of language the barrier of language, so profession is skills. As country is separated from country separated from profession by technical Jargon. The language tutorial attempts to remedy this condition by a training in the means of precise communication and persuasion. In a broad sense, it may be conceived as a present-day restoration of the age-old studies of grammar, rhetoric, and logic. The tutorials seek to understand the relation between language and thought To do this they must study the fundamental ways words can be put together, the modes of signifying things, the varied connotations and ambiguities of terms, the role of metaphors, analogies, and images, and the logical relations between propositions. The second purpose of the language tutorial is support of the seminar. The further the student advances, the more the language tutorial tends to influence the seminar discussion. It brings issues to !he fore which might otherwise have been neglected and introduces more precision into the terms in which a problem is being discussed. A third aim of the language tutonal is the learning of the two foreign languages themselves. In the time allotted to the study of each language, mastery of either of them �THE CURRICULUM I 15 14 I ST, JOHN'S COLLEGE is, of course, impossible, Abi to speak the language is not an aim of the tutorial, That ability may best be acquired by living abroad, or by an intensive course, What the student can reasonably expect to attain is a knowledge of the grammatical forms and a feeling for the peculiarities of the language, within limitations, To experience the individuality of another language is to extend the limits of one's sensibility, The choice of the foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary, Different languages might be used without changing the pattern and aims of the tutorial, The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first year, The second year ends with analysis and discussion of works by Shakespeare, Donne, and other English poets, THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is or ought to be the case is suggested by the term itself, for it is derived from a Greek. word meaning "to learn," It is regrettable, then, that students should ever grow to have an aversion to mathematics or to think of themselves as unmathemat1cal. The experience of the St John's program is that when mathematics is taught from we! I-chosen texts, at a patient pace, and with the e>cpectation of pleasure, it turns out to be the most readily learnable of the liberal arts, There are two main reasons for studying mathematics. First, it pervades our modern world, perhaps even defines it Therefme anyone who means to cr1tic1ze or reform, resist or further this world not only must have some familiarity with the mathematical methods by which it is managed, but must have thought about the assumptions that under I ie their appl 1cat1on It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure the things 111 the world, The French of the third year begins with a brief, intensive study of French grammar followed the reading of a French text The aim here is economical progress toward facility 111 the reading and writing of simple French, Students already fluent in French may be exempted from these stages Then follows examination of the form and cortent of French prose selections, Discussions of both form and content are related to appropriate assignments, exercises in translation in which the student attempts to match in his own tongue the excellence of his models, In the in verse is read, second semester a The principal activity of the fourth year, however, is the reading of French poems. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole, It also provides a substantial basis for discussion of the art of poetry and clarifies the relation of that art to the traditional liberal arts of language. VVriting assignments nclude e>cercises in translation more ambitious than those attempted in the third year, The year ends with analysis and discussion of modern British and fa,merican poets, such as TS. Eliot, Dylan Thomas, and W,8 Yeats, The second main reason for studying mathematics concerns the mathematics tutorial more specifically, Since mathematics has, as its name 1mpl1es, a particularly close connection with the human capacity for learning, its study is especially useful in helping students to think about what it means to learn and to know something �THE CURRICULUM I 17 16 I ST. JOHN'S COLLEGE To prepare themselves for such reflection students study artfully composed mathematical texts, demonstrate propositions at the blackboard, and solve problems. By doing this over four years they learn a good deal of mathematics, and they gain noticeably in rigor of thought, nimbleness of imagination, and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are con ti nu ally encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics/ Is there "better" and "worse," "ugly" and "beautiful" in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? In what way did the discoverer of a particular theorem probably first come to see itl Sy means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same t1 me, ad iscussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. The student begins with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, he gains a notion of deductive science and of a mathematical system in general, he becomes acquainted with one view of In the second year the student continues the study of Ptolemy, emphasizing those resolved by difficulties and complexities of the geocentric system which are the Copernican revolution. He studies Copernicus's transformation of into heliocentric form. He next takes up the Conics of Apollonius to learn a synthetic presentation of the very objects whose treatment Descartes marks the beginning of modern mathematics. After this he studies analytic geometry, which presents the conic sections in algebraic form. He thus an understanding of algebra as the "analytic art" in general. In the third year calculus is studied both in its modem form and geometrically as Newton presented it This 1s followed an examination of Dedekind's theory of real numbers, the endeavor to a rigorous arithmetic foundation for the calculus. The student then returns to Newton's Piincipia, to take up the astronomical parts in which i'~ewton brings heaveniy and one law and a purely geometric astronomy with a in which orbits are determined by laws of force. Here again the mathematics tutorial is more than a mathematics course. It 1s both an introduction to and a foundation for the study of the philosophical outlook of the modern wodd. the fourth year the reading of Lobachevski's to non-Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the georn·2tric art as a vvhole. This is fol lo" ved in the latter half cf the vEar the of Einstein's special of which our co,nventional undefof the nature of time and of space, On the campus, there is an alternate program for the latter half of the year: some of the students proiective geometry, in which the enterprise which with Euclid returns in a remarkable way, now generalized, to its starting pomL 1 THE MUSIC TUTORIAL mathematical objects-its central expression found 111 the theory of ratios-which is buried under the foundations of modern mathematics. After Euclid he begins the of Ptolemy's Almagest, his treatise on astronomy, centering attention on the problem of "hypotheses" constructed to "save the appearances." That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St. John's and the ordinary course in mathematics. Ptolemy presents a mathematical of the heavenly motions, but he gives more than that his work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic, and religious readings that are taken up in the first and second years. ()ne c.f the ai rns of the St John's µrograrn has been to restore n1usic as .3 liberal art to the curriculum. The ofrnusic at St John's is not directed towards technical skill but toyvards a.n of the phenornena of rr1usico The ancients acc.::)rded among the Ii beral arts because understood it as one of the 2ssent1a! mus;c a associated with the mind's power to grasp number and measure. functions ofthe The liberal art of music was based for them on the ratios among whole numbers. ;1 particular, the music program at St John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year, by way of introduction, students often sing 111 a chorus. In the sophomore year a tutorial meets three times a week. The music tutorial reflects two different but complementary aspects of music. On the one hand music is intimately related to language, rhetoric, and poetry. On the other it is a unique and self-sufficient art, which has its roots deep in nature. �18 I ST.JOHN'S COLLEGE The vvork of the tutorial includes an of in words as well as of the diatonic system, a of the ratios of musical counterpoint, and !'-Jone of thes-e is Gone ap2rt frorn the o-f good cT~us1c" The ~nventions of the songs of Schubert, the masses of Palestrina, the operas of Mou.rt, and the insffurnenta.: vvorks of Beethoven are the real te~<tbooks, in the second semester a.-i: least one major work 1s in Seminars on great works of music are included as part of the regular seminar schedule. instead of reading a text, students listen to recordings of a composition and fa.rniliarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a facilitates a.nd enriches the understand.ng of it �THE CURRICULUM I 21 20 I ST. JOHN'S COLLEGE THE ORGANIZATION OF THE LABORATORY WORK THE LABORATORY The emblem of the St. John's program on the front cover shows seven books surrounding a pair of scales. The balance, no less than the books, symbolizes the tradition of the I iberal arts. It stands for the i nstruments of the scientific laboratory, which may well be the most characteristic institution of the modern world. Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions, in industry, politics, morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exh1b1t the farreaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the student to trace a scientific discipline to its roots in principle, assumption, and observation. Thus certain integrated wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The student must have time to satisfy himself as to the degree of accuracy his instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire experiment. Only thus can he come to a mature understanding of the sciences called "exact." Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose St. John's has set up a four-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology, and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments that mark the history of science have to be reproduced;_th_e interplay of hypothesis, theory, and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide a clear understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It 1s rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills derived from the practice of the liberal arts. The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were disti net and autonomous domains of learning. There need not be "two cultures." Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. A laboratory section consists of seventeen to twenty-one students working under the guidance of a tutor, with the help of more advanced students serving as assistants. Sections meet twice a week. A laboratory session may be used for exposition and discussion of theory, for experimentation, orfor both, as the progress of the work requires. Occasionally a laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Fresnel, Darwin, Faraday, Maxwell, Thomson, Rutherford, and Bohr are among those regularly used in this way. In all the work of the laboratory, and in the laboratory manuals written at the College, the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. �22 I ST. JOHN'S COLLEGE THE CURRICULUM I 23 ITS CONTENT The general topics of study have been chosen from elementary physical and biological science. In terms of traditional names for various branches of scientific endeavor, the work schedule may be outlined as follows: 1st Year 2nd Year 3rd Year 4th Year First Semester Theory of measurement Second Semester Chemical atomism Comparative zoology, embryology, genetics, evolution Mechanics, optics, and force-fields Electromagnetism Atomic structure theoretical assumptions underlying each particular measurement, to the construction and precision of the instruments used, to proper utilization of the data collected, and to the problem of error. In the second semester the student confronts the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The emphasis now shifts from the problems of measurement as such to the problems of developing a coherent physical theory that will account for experimental findings. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformations of which they speak. The meanings of the terms, pure substance and mixture, element and compound, atom and molecule, are carefully considered. The semester's work culminates in the resolution of the problem of determining atomic weights and in two further developments which this resolution makes possible, the theory of valence and the periodic chart. In the third year the laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, and electro-magnetism. The mathematical tools of physics are put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutorial. As the tools of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy, and potential fields, to their reformulation in more appropriate terms; at the same time the physical concepts serve to illustrate the mathematical ideas. The concepts of mechanics are then used to formulate alternative theories of light-corpuscular and wave-and the appropriateness of either is considered. In the senior year electromagnetic theory is approached initially in terms of classical physics, and then developed beyond those terms to the general characterization of the electromagnetic field by Maxwell's equations. Finally, the principles of optics are reviewed as possible consequences of Maxwell's equations, and the appropriateness of a mechanical model for light is examined. PHYSICAL SCIENCE In the first semester freshmen study the theory and problems of measurement, which make up the major link between mathematics and experience. The specific measurements considered are those of length, area, volume, weight, density, musical pitch, physical moments, pressure, temperature, and heat. Attention is given to the In many ways the work of the senior year is a return to questions the student first raised as a freshman. The senior laboratory takes up anew the theory of atom ism-but now the atom itself has become the object of study. Prepared by his work with electrical phenomena, the student can focus on the questions of atomic stability that lead to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. Ultimately the student must reconsider another "freshman" problem-that of measurement-in the light of the "new physics." �24 I ST. JOH N'S COLLEGE THE CURRICULUM I 25 THE FORtv'\Al LECTURE The curriculum as described so far has been shown to use the medium of discussion, of recitation, of student participation at every stage of the work. On Friday evenings, however, a different pattern of instruction prevails. The formal lecture is the occasion when the student has an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the student's readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, or a1·chitecture. The lecturers are often visiting scholars, but not infrequently members of the St John's faculty. The visitor may be from the academic world or from the arena of he may be a poet or an artist Sometimes a concert replaces a lecture. The lecture is followed a discussion. Here the lecturer submits himself to prolonged questioning the students, with tne participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it the· student the habit of listening and the exposition of a subject he may not be familiar with, and it also provides him an opportunity, in the discussion to ex.ercise his dialectical skil I in a setting very different from the classroom. It is here that he can himself test the degree of his understanding and the of what he has learned. BIOLOGICAL SCIENCE in the second year the of matter. Using the of evolution as a ng 1c!ea, the studies animal I ife in four aspects or u111ts of work. First the lower animals or invertebrates are considered. The student observes and dissects representatives of the major groupings of nvertebrates Gene(al topics such as the of I the relation of pa(t to whole and of form to function are discussed as the observations and dissections bring them to the fore From invertebrates the student moves to gross anatomy, with emphasis on the system and the structure of a organ I 1 the eye. Further ke is thrown on the questions first raised the study of invertebrates The mteract1011 of to the topics of ce!I eel! c!!Hei-entiaticn Theories of growth and formal differentiation are elicited from the observations The fourth unit is concerned with genetics and the genetic study of Me11clel's theory of heredity, the molecular theory of the gene, and the resu Its of of laboratory studies of small fruit-fly populations are considered from the their evolutionary sign 1fica nee In general, the laboratory consists of close observation, through microscopes or with the naked eye, together with constant theoretical interpretation of the observations, in class d1scuss1on and through reports and papers. Important works biological scientists are read in conJunct1011 with the experiments and discussions. They include lhe seminal work of Harvey, Darwin, and Mendel and the modem extensions and criticisms of the work of the early masters. The purpose of the biology laboratory is thus to acquire an understanding of self-moving matter. The lectures range through a of subjects. Sometimes the student is confronted with opposing views on a subject Some of the lectures have immediate repercussion 111 the seminars and tutcnals. Others may have a effect on the direction that a student's vvork takes v;ithin the framevvork of the prcgrarn Photo by Betty Li!ienthal �THE CURRICULU1\!l I 27 26 I ST. JOHN'S COLLEGE THE ST. l'l'S LIST OF GREAT BOOKS The books that serve as the core of the curriculum were chosen over a period of forty years, first al Columbia College, atThe University of Chicago, atThe University of Virginia, and, since 1937, at St John's College. The distribution of the books over the four years is significant Something over two thousand years of intellectual history form the backgmund of the first two years, about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman and medieval periods; centuries, most of which the third year has books of the seventeenth and were written originally in modem the fourth year brings the reading mto the nineteenth and twentieth centu.-ies. The chronological order in which the books are read is convenience .orncl intelligibility; it does not an historical matter The St John's curriculum seeks to coiwey to the student an fundamental that man has to face and at all times. domg that 1t may help the student to discover a new kind of historical of hun1.an the permanence and ever-preseric all the histoncal shifts and LECTURES ,<lJ-~!D CONCERTS V\/o!fgang Lede:ei" 'iv\1cha..elangelo's Religion' ''Browning~Drarriatic t,Acnologues 2nd Reading 1 ' 1 Richard Huds.<Jr j2mes Ackerman //The Learning of Language bi the ChitT1panzee" Duane Rurnbaugh "tvh:oia p.ft Collecting 1n th2 "j 5(h C-eritury'' joseph Alsop "Of 1V,en 1(1 "The Con1plea.t: Physlcia_r:" George l-:-1 ;\darns "Teleology 2nc: Dar Nifl 1 1 S or:gin of Speccs Leer !(ass Angels ln Search of 1vto:-alily ~he ':::=snstilutic11" ColdvJifl "The Founde1·s· "Jie_.,j;.15 ~n Slavery" "Pav!ov and ~ors~ev Ganct he.-b2rt Storing "-:-he Sr:_-lf as. 3 11 The C·ngi!lS of Chant" D1ffe(enciatlcn 011nari C<y10rncs "tunpides, Bacch02" Cha.de':. Segal issues. Photo h; r3c1fy LdienthJI Yale Quanet !/Hovv One Cu(eS th2 Sou!/f 1 o'.l one or the of l·2ctures ancl conce:ts The list below other campus "A Tr12d ir; Berlll~· 11 Beale R:uhrn 'ion O·:)per'. 11 �28 I ST. JOHN'S COLLEGE THE CURRICULUM I 29 The list which follows is subject to constant review and revision by the Instruction Committee of the faculty. Books read only in part are indicated by an asterisk. FRESHMAl'-1 YEAR Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristode: Euclid: Lucretius: Plutarch: Marcus Aurelius: l\Jicomachus: Lavoisier: Essays by: Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Co/onus, Antigone Peloponnesian War Hippolytus, Medea, Bacchae History* Clouds, Birds Jon, Meno, Corgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus Poetics, Ph)lsics, *Metaphysics, *Ethics, ''On Generation and Corruption, * The Politics Elements'' On the Nature of Things Pericles, Alcibiades Meditations* Arithmetic* Elements of Chemistry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Dalton, \!Vollaston, Ca)l-Lussac, Cannizzaro, Mach, Bridgman, Couper, Morveau, Proust, Bertha/let, Richter, T Thomson, Whewel/, Berzelius, Dulong, Mendeleev SOPHOMORE YEAR Aristotle: Apollonius Virgil Plutarch: Epictetus: Tacitus: Ptolemy: Galen: Plotinus: Diophantus: Augustine: St. Anselm: Maimonides· Aquinas: Dante· Chaucer: Machiavelli· Copernicus. Luther: Rabelais: Calvin: Palestrina: Montaigne: viete: Bacon: Shakespeare· The Bible* De Anima, On Interpretation,* Posterior Anal)ltics, * Categories,* Parts of Animals,* Generation of Animals* Conics'· Aeneid Caesar, Antony, Brutus, Cato the Younger, Pompey, Cicero Discourses, Manual Annals Almagest* On the Natural Faculties The Enneads* Arithmetic* Confessions, City of Cod* Proslogium Eight Chapters on Ethics Sumn1a Theo!og;ca, *Summa Contra Gentiles;' Divine Comedy Song of Roland Canterbury Tales* The Prince, Discourses''' On the Revolution of the Spheres* The Freedom of a Christian, Secular Authorit)I Gargantua and Pantagruel* Institutes* Missa Papae Marcelli Kepler: Harvey: Descartes: Pascal: Bach: Haydn: Lamarck: Mozart: Beethoven: Schubert: Darwin: Verdi: Mendel: Stravinsky: Des Prez: Poems by: Essays by: Epitome IV Motion of the Heart and Blood Geometry* Generation of Conic Sections St. Matthew Passion, Inventions Quartets* Philosophical Zoology Operas* Sonatas''' Son<>s'' Origin of Species Otel/o Experiments in Plant Hybridization Symphon)I of Psalms Mass Marvell, Donne, and other 17th-century poets Bernard, Weismann, John Maynard Smith, Dreisch, Boveri, Tei/hard de Chardin JUNIOR YEAR Cervantes: Galileo: Hobbeo: Don Quixote Two New Sciences Leviathan Descartes: Discourse on lviethod, Meditarions, Rules For the 01recilon of the Mine/ Milton Paradise Lost, Samson Agonistes la Rochefouc2L1ld: Maxi mes* la Fontaine Fables* Pascal· Pensees* Treatise on Light,* On the fVJovement of Bodies by f1T1pact Theologico-Political Treatise Second Treatise of Government Racine: Phedre ~·lewton Principia,. L2ibniz: Monadology, Discourse on Metaphysics, Principles of f\/ature and Crac2 Founded on Reason, Essay on Dynamics Swift. Cu/liver's Travels Berkeley< Principles of Human Knowledge Tom Jones Hume· Treatise of Human /\lature, * Dialogues Concerning Nawral Religion, Enquiry Concerning Human Understanding Rousseau: A.d&1T1 Smith Kant fviozart jane Austen, Social Contract Wealth of Nations Cntique of Pure Reason;* Fundamental Pnnciples of Metaphysics of Iv/orals Don Giovanni Pride and Prejudice Hamilton, and Melville Dedekind: Essays by. The Federalist Billy Budd, Benito Cereno, Moby Diel< Essay on the Theory of Numbers Shakespeare· Moliere: Goethe Anton)! and Cleopatra The Misanthrope, Tartuffe Faust Boscovich, Thomas Young Essays* Introduction to the Analytical Art Novun1 Organun1* Richard II, Henry IV, Henry V, The Tempest, As You Like Ii, Hamlet, Othello, Macbeth, l<ing Lear, Coriolanus, Sonneis* 5Ef"410R Yi:AR �THE CURRICULUM I 31 30 I ST. JOHN'S COLLEGE Hegel: Lobachevsky: Tocqueville: Lincoln: Kierkegaard: \Nagner: Thoreau: Marx: Dostoevski: Tolstoy: Lewis Carroll: Mark Twain: William James: l'iietzsche: Freud: Valery: Jung: Mann: Kafka: Heidegger: Heisenberg: Millikan: Wittgenstein: Keynes. Poems by: Essays by: Introduction to the History of Philosophy, Preface to the Phenomenology, Logic (from the Encyclopedia), Philosophy of History,* Philosophy of Right,* Philosophy of Spirit* Theory of Parallels* Democracy in America* Speeches* Philosophical Fragments, Fear and Trembling Tristan and Isolde Walden Communist Manifesto, Capital/' Political and Economic Manuscripts of 1844*' Brothers J<aramazov, The Possessed War and Peace Alice in Wonderland The Adventures of Huckleberry Finn Psychology, Briefer Course Birth of Tragedy, Thus Spake Zarathustra, *Beyond Coad and Evil* General Introduction to Psychoanalysis, Civilization and Its Discontents, Beyond the Pleasure Principle Poems* Two Essays in Analytic Psychology* Death in Venice The Trial What is Philosophy? The Physical Principles of the Quantum Theory* Supreme Court Opinions* The Electron'' Cr'. "" <( b!-J ><:>:: ::> 0 u_ w I ·~ ::i :2: I- Philosophical Investigations General Theory of Employment, Interest and Money Yeats, TS Eliot, Wallace Stevens, Baudelaire, Rimbaud, and others Faraday, Lorenz, }. /. Thomson, \i\lhitehead, Minlcowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger, ~//axwell Photo by Beity Lilienthal (,,.r'.;- 0,: 0 I ~ <( 0 z 0 i"= <( u v c "' -~ u_ "' >OJ 0 u ~ (]) 0) V) ) - -o~ ~"' ·- (]) t=>- L t 0 0 Ll.,_ rrJ (j) >- �32 I ST. JOHN'S COLLEGE �THE ACADEMIC ORDER I 37 36 I ST. JOHN'S COLLEGE SCHEDULES Perhaps the most distinctive mark of St. john's College is the fact that al I the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when al I freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when the seminar leaders are wondering if the students will see the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. These are the educational realities that a common schedule marks and emphasizes. The only exceptions to the common schedule occur during the preceptorials in the junior and senior year. A SAMPLE FRESHMAN SCHEDULE FOR ONE WEEK Hour Monday 8 30 Tuesday Wednesday Thursday Friday Mathematics Tutorial Mathematics Tutorial Mathematics Tutorial Mathematics Tutorial Language Tutorial Language Tutorial 9:30 10:30 Language Tutorial Language Tutorial 11 :30 Chorus 1 :00 to Laboratory Laboratory 4:00 Both libraries have interesting special collections. Annapolis has the Bray Collection elating from 1696, known as the "first public library in i\merica," and the Peter Huntington Jackson Collection, which is rich in Elizabethan imprints and French Revolutionary books and tracts. The Witter Bynner Collection and the Edgar Allan Poe Collection in Sante Fe contain first editions of each poet as well as other belles /ettres. In addition, the Sante Fe library has several distinguished music collections, including the ;.\melia White, the Grumman, the Schmidt and the Holzman collections. Woodward Hall in Annapolis was renovated as a modern library facility in 1969. It has comfortable modern study carrels and stacks as well as traditional reading rooms. The Santa Fe library is housed in the Peterson Student Center and the Tower Building. The music library is located in the Sternberger-Weis Music and Fine /\rts Building. 8:00 Seminar Seminar Formal Lecture Except for the preceptorials in the junior and senior years and certain periods of laboratory work for which the upperclassmen may choose their own time, the scheclu le is the same for al I students. Each morning for either three or four clays a week they spend one hour in a language tutorial and one hour in a mathematics tutorial; sophomores also spend three hours a week in a music tutorial. Twice a week they spend up to three hours in the laboratory. Two evenings from eight to ten they attend a seminar. A formal lecture or concert is given once a week. Nineteen to twenty-one hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. �THE ACADEMIC ORDER I 39 38 I ST. JOHN'S COLLEGE THE ENABLING ORAL EXAMINATION ESSAYS AND EXAMINATIONS ESSAYS d ·unior submits an essay on some theme Every freshman, sophomore, an J . submitted each semester; in . · ding In Santa Fe an essay is d suggested by h 1s seminar rea · ' h with extensive footnotes an a h The essay is not a researc paper ' .. . Annapo I 1s, eac year. h • f the stud<>nt to set out in writing, as bib I iography, but rather an attempt on t e pan o t , the 1:beral arts The essay in the clearly as he can, his own thoughts on s?~e fsp~cor~TI examination i.n the spring. For second semester becomes the center or is . ina f . I . mportance. It becomes a sophomores the annual essay holds a pos1t1on o sp~~a i major part of the process called enabling (see page . ). Photo by Betty L1\tenth.:LI ORAL EXl'.MINATIOt'-15 · t. ar" held These I . ·J or than written 2xarn1na ion 5 c .. . . /\t the end of each semestei' or a 1 ac 1 ~ , , . of other tutors. 1 - Jaacl~rs with tne voluma1y . are conducted by 'me sem1na1 .e '. II . ·-1 tevts ho has read and 011 his • .. r freely and 1nforma y Oil tle h M The swdem io . _ h . , the ox aminers rn f1 ncl cut 0 1 · . . , · a · · ·-s Ir 1s not ti e aim 01 c . , critical and 1merpretat1vc op1n1011 . d . 'e· different parts of his study _ . b eis. 1-'o is encourage to cons10 1 IJea treated in anv 01, his much the student remem 'L.. bl -s that may not. 1 _Ve 11 la 1. in relation to each other ano co pio eni. f h .. _ before the w1nte1· classes For freshmen the first oral exam1nat1on o t e y~a1. '"le begin vacation, and for iuniors and seniors just before p1·ecep oria" L . L. • . L L THE FREt'-ICH REf\DING i(GIOWLEDGE EXf\lv\INATIOGI ' . , - h I of t rts e;i•h studem must \Jass an Befo,-e being granted the degreelo1 I oac 'etl or F en~h '1a~~uaoe. This examinat1or1 . ,· , I -ead1rn1 know ecge o1 le r ~ b . bl exam1nauon w s 1ow a 1 o . · , ,, . _ dis a rrerequis1te to ena e d must be passed before the beg1nn1 ng Ol u1e sern~1 yc~r ~11 _ 'A~ts senior to become a ca1-1cliclate for the cleg,-ee o Sacne o1 o1 ' ' Q 0 The senior enabling oral examination is given to the student in the fall at the beginning of his fourth year. It is focused on a number of books assigned for rereading and study during the preceding summer. They correspond in quantity to about twelve seminar readings and are chosen by the Instruction Committee from the seminar lists, with a view to covering key themes of the four years. The passing of this examination confirms a student's status as a candidate for the degree of Bachelor of Arts. THE FINAL ESSAY AND ORAL EXAMINATION In his senior year the student is required to present to the faculty a final essay related to some aspect of his four years' work. Again it is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined upon by the committee in an hour-long public oral examination. No degree is awarded unless both the essay and the oral examination are satisfactory The senior essay is as the fruition of the student's learning. �40 I ST. JOHN'S COLLEGE THE ACADEMIC ORDER I 41 ACADEMIC STANDING Because St. John's classes are small and intimate and consist largely of the active participation of the students, every tutor is aware of his students' progress from day to day. The tutors' appraisals of a student are based therefore not alone on quizzes and tests, which are rare, but on the student's total performance as a member of the learning community. The tutor's comprehensive judgment of a student is reported to the Dean each semester as a conventional letter grade, A, B, C, D, or F, where C indicates that the work is at a satisfactory level. Such a grading system is necessary in the case of students who wish to go on to graduate or professional school or to transfer to another college. Within the College, grading is deemphasized. Students will be told their grades if they insist. They are encouraged, however, not to work for grades, but rather to try to develop their powers of understanding. If it becomes evident that a student is not progressing, or that the learning process has stopped and cannot be revived, the student is asked to leave the College. carries gre_atweight. A student is enabled, or allowed to enter the junior class, only if he has submitted a satisfactory essay and only if, in the judgment of the Instruction Committee, h_e is sufficiently prepared for the work of the last two years. In particular, the _enabi1 ng Judgment looks to the possibility of the student's writing an acceptable senior essay. THE ST. JOH~rs DEGREE OF BACHELOR OF ARTS The student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, but they spend their first summer in completing their freshman year', so that they too complete a four-year curriculum. For transcript purposes, St. Johns seminars, tutorials, and laboratories can be translated into terms of conventional subjects. The curriculum is the equivalent of approximately one hundred twenty-eight semester hours. Ideally, there is no reason for dropping any normal student from this course of study. It is assumed that each student has the required capacities until there is clear evidence to the contrary. The curricu !um is varied and rich enough for great diversity of interest, performance, and achievement, and there is ample room within it for a wide range of and for individual choice and guidance. tv\oreover, St. John's is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the yvay in which classes are conducted at St. John's, attendance at ail regularly scheduled college exercises is required. A record of absences is kept This record is taken into consideration whenever there is occasion to determine academic standing. THE DON RAG Once each semester the student meets all his tutors in the don rag. The don rag is a consultation of student and tutors for the purpose of diagnosis and prescription rather than for the reporting of marks. The tutors report to one of the seminar leaders on the student's work during the semester; the student is then invited to report on himself and to judge his own work. f,dvice may be requested and given; difficulties may be aired; but grades are riot reported or discussed. If a student's work as a whole falls below a satisfactory level, he may be placed on academic probation, with the stipulation of conditions that must be met 1f he is to continue in the College . The normal probationary period is one semester. Veterans who fail to maintain a "C" average or better become ineligible for veterans' benefits; counseling by the Veterans Administration is required before benefits can be reinstated. SOPHOMORE ENABLING Sophomore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning dun ng the two years he has spent in the College. As an indication of his proficiency in the liberal arts, the annual essay GRADUATE STUDIES AFTER ST. JOHN'S Each yea1· many St. John's seniors elect to do advanced work in a wide range of graduate and professional schools. Experience shows that leading universities admit St. John's graduates with creditable records. Si nee St. John's offers no majors in specific subJe;ts, howev,er, some may find it necessary to take undergraduate courses during their mst year or graduate or professional study, in some but not ail fields. Whatever the attitude of the graduate schools, St. John's refuses to accept the imposition of preprofessionai specialized requirements on its liberal curriculum. The College knows wel I enough that to educate a man requires less, and yet far more, than is required to satisfy the shifting standards of specialized skills. �42 I ST. JOHN'S COLLEGE THE ACADEMIC ORDER I 43 The following table shows the professions or fields of advanced study entered by one or more St. John's graduates; law, mathematics, philosophy, education, medicine, and theology have attracted the greatest numbers. Archeology Architecture Art Biochemistry Biology Bio-physics Business administration City planning Computer programming Dentistry Drama & playwriting Economics Education Engineering Geology History Hi story of art History of science International relations Journalism Languages Law Library science Literature Logistics management Mathematics Medicine Meteorology Music Nursing Oceanography Philosophy Physics Political science Psychology Public administration Social anthropology Social work Sociology Systems analysis Theology Writing THE ST. JOHl'-1'5 DEGREE OF /\;\ASTER OF ARTS St. John's College awards the degree of Master of Arts. The requ1reme11ts for this degree are determined by the general task the College has set for itself A lv\aste,.'s degree may be awarded to a tutor who has completed two yec:i-s of teaching at St. John's He must petition.the Instruction Committee for permission to present himself as et candidate for the He must then submit a thesis 011 a topic approved by the Instruction Committee anc! stand an oral examination upon 1L The to111c must have some beetring on the understand111g and practice of the liberal arts. THE CRADUA,TE l'-!STiTUTE li'\J LIBERAL EDUCATION A program, leading to the lvi A degree 111 the liberal arts, is concluctec! clur111g the su111me,- on the Santa Fe campus. ll rs for g1acluates of colleges other than St. John's ancl is particularly well suited to the neecls of high-school teachers The 11rog1am, which 1s based 011 the Sc john's list of 1·eadi11g',, 1s ci1v1decl into four subject areas: Politics and Society, Litfiature, Philosophy and Theology, and iv\athematics and Natural Science Eetch summer session lasts eight weeks and consists of se111111arc, tutorials, and preceptm1als. The seminars are llloclelecl 011 those of the unclergracJuate college, they a1e l1m1tecl to about twenty students. The tutorials are the student smaller classes devotee! to the close reading of texts In the chooses a topic pertain mg to one of the books studied and, under faculty guidance, writes a long essay. For each section ol the program 11ine cr2clits are gra11tecl All four sections are required for the degree, though students who have previous graduate crecl1t may be eligible for the degree alter three summers The sect1011s 111ay be taken 111 any order. Mme cletailecl infor111ation etncl a separate catalogue may be cbta111ed by writing to the Graduate l11stitute in Liberal Education, St John's College, Santa Fe, New lv\exico 8750-1. DIRECTORY INFORMATION AND RIGHT TO PRIVACY In compliance with the Family Education Rights and Privacy Act, the College retains the right to publish at its discretion the following categories of information with respect to each student presently or previously attending the College: the student's name, address, telephone listing, date and place of birth, field of study, participation in officially recognized activities and sports, dates of attendance, degrees and awards received, and the most recent previous educational agency or institution attended by the student. As required by the Act, the College wi 11 provide public notice annually of its intention to publish such directory information. Students have a right to inform the College within a reasonable period of time that any or all of this directory information should be withheld. The College will respect any such request for privacy �44 I ST. JOHN'S COLLEGE RESIDENCE AND STUDEl'1T LIFE I 45 Residence an Student Life i It is the policy of the College to encourage any spontaneous group activity that shows promise of becoming a constructive contribution to the life of the community. Generally, such activities in Annapolis are under the sponsorship of the Student Polity. In Santa Fe, for the most part, they are sponsored informally the students themselves. The College cooperates in the financing of those activities that require expenditures and gives advice when it can be helpful, becuase recreation and play are an integral part of life. THE ANNAPOLIS CAMPUS Since its founding as King William's School in 1696, St John's College has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 30,000 people are occupied principally with the training of midshipmen at the United States r-iaval Academy, with the government of the State and of Anne Arundel County, with the fishing industry and recreational activities of Chesapeake Bay, and with the liberal education of young men and women at St. John's College. The campus of thirty-six acres lies one block from the State House and across the street from the Naval Academy yard. Fifteen buildrngs provide the physical plant of the College, including three historic eighteenth-century structures and four completely modern buildings erected within the last decade. There are six student dormitories, four for men and two for women. THE STUDE~IT POLITY The Student Polity is the entire student body considered as a self-governing whole. The Polity governs itself by means of an elected body known as the Delegate Council. Its purposes are as follows: (I) to promote a consciousness in the student body of political and communal responsibilities to both the College and the civic communities; (2) to discover and express student opinion on all problems common to both the stuclents and the facully; (3) to review annually the activities of all student organizations and to grant charters and allocate funds to those organizations whose activities are Judged to be consistent with the aims of the College community; (4) to determine further, Jointly with the faculty, the proper delimitation of jurisdiction in the community. STUDENT ACTIVITIES Some student activities are really an extension of the curriculum; for example, the Bible classes, Astronomy Club, the Moc/em Language Study Croup, and classes in European and Asiatic languages, beginning and advancecl German, Esperanto, organic chemistry, and biochemistry. Others are carried 011 by student o,-ganizations such as the following The King William Pla)'ers serve as a center for a variety of clramatic activities such as play readings, classical drama, ancl original works. The Modern Theater Croup concentrates on full-length plays of the twentieth century. The Boat Club engages principally 111420-class sa1l1ng, although it has other class boats as well. In addition to operating and maintaining its facilities, the Boat Club provides ror regula1· periods of instruction in sailing. The Syndicate of Bacchus arranges College dances ancl waltz parties Students participale in orchestra and small chorus. The Artist in Res1clence conducts classes i11 the arl studio 111 drawing, j)ainting, and modeling, a11CI arranges art e)(hibits. The Photograph\' Club has its own specially conslruclecl darkroom, a ncl a shop is avai Iable for \111ooclwork1 ng and glasscutt1 ng, with all the 11ecessa1·y equipment Other grour)s include volunlary service work, Organic Gardening Club, Chess a11d Co Clubs, and The Collegian, a weekly student newspaper. �RESIDENCE AND STUDENT LIFE I 47 46 I ST. JOHN'S COLLEGE THE SANTA FE CAMPUS In the early 1960's the College decided to expand without sacrificing the virtues of smallness by establishing a second campus in the West. St. John's College in Santa Fe was opened in the fall of 1964 in New Mexico's capital city, which was founded in 1610 by Spanish colonists. Its population of some 50,000 people is occupied principally with the government of the State and of Santa Fe County, with cultural pursuits in the fine arts, museums, and the opera; with archaeological and historical research, and with higher education at the Institute of American Indian Arts and the College of Santa Fe, as well as St. John's. ATHLETICS Since 1939 athletics at St. John's has been organized on an intramural basis, with active participation by more than two-thirds of the student body. With the aid of student athletic assistants, the Director of Athletics at the Annapolis campus conducts a program of individual and team sports throughout the entire year. The athletic facilities, which are open equally to men and women, include a well-equipped gymnasium, large playing fields, tennis courts, and a boathouse with a number of sailboats. Excellence of performance in a wide variety of sports-including tennis, handball, sailing, squash, badminton, tough football, soccer, volleyball, softball, basketball, fencing, field hockey, paddleball, table tennis, and track-is the instructional ideal and is recognized through a number of individual and team awards. Photo by Betty Lilienthal The campus of 300 acres lies in the southeast corner of the city, two miles from the historic Santa Fe Plaza and Palace of the Governors. At an elevation of 7,300 feet, it commands views of three mountain ranges. Buildings, constructed in the modified territorial style of the region, include a classroom building, a laboratory, the student center, a music and fine arts building, library, a dining hall, an administration building, an infirmary, and 16 small student dormitories, nine for men and seven for women. Santa Fe students and tutors have initiated a wide variety of extra-curricular activities related to social service, language studies, the visual arts, dramatics, music, athletics, mountaineering, and exploration. There is no student government. �RESIDENCE AND STUDENT LIFE I 49 48 I ST. JOHN'S COLLEGE Students have become involved in such service activities as working with patients at the State Mental Hospital, assisting in community youth programs and counseling centers, tutoring of needy children, leadership of Scouting activities, and in developing a drug-counseling center for the city of Santa Fe. From time to time, groups gather to read Russian, Spanish, German, Italian, Hebrew, and Chinese. Informally, students and faculty meet often to discuss contemporary literature and public concerns. The Student Employment Bureau locates part-time jobs in Santa Fe for students of the College The Student Film S:xiety presents foreign and domestic fi I ms each week for the College and for townspeople. Good Times Overground is a student organization which sponsors speakers on topics of current interest, fi /ms, musical programs, dances and parties. Santa Fe artists conduct classes in drawing, painting, pottery, weaving and jewelry-making. Studios, work shops and a kiln are available A fully equipped darkroom, and instruction, are for beginners. Folk dancing classes meet regularly Santa Fe dancers make classes available to students, townspeople, and faculty and staff in both ballet and modern dance. The Collegium Mus1cum is a musical association formed by amateurs for the performance of serious music. Its purpose 1s to stimulate the musical activity on campus providing College community musicians with the opportunity to perform in an informal concert atmosphere before a small, receptive, interested audience. Musicians prepare pieces 011 their own initiative and the concerts are organized and ari·anged by a tutor. The College has also been cleveloprng a program of musical residencies with the Graduate School of Music at Yale University The residents give lessons and concerts and teach within and without the College The St. John's Theatre Croup is a student organization which has presented plays and musicals from Antigone to The Fantasticks. There is also an informal St John's Open-Book Theatre, which gives readings of classical plays for the College and the public The College's small art gallery hc:s a new show by prnfessional artists each month and is open to the public regularly. Student art work is displayed at the encl of each school year 1 n the St. John's Callery. Awards are given for achievement in pottery, photography, drawing, painting and thread arts. Field trips are arranged to nearby Indian pueblos, museums, archaeological sites, the Los A.lamas Scientific Laboratory and other places of interest ATHLETICS The Student Activities Office coordinates a volunteer athletic program, offering opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. The College does not yet have a gymnasium, but rooms have been set aside in present buildings for fencing, judo, karate, tai chi chuan, weightlifting, and gymnastics. For much of the year they can be done out-of-doors. St John's usually has one of the finest fencing teams in the Southwest. Intramural programs in tennis, soccer, volleyball, and badminton are conducted on the College's tennis courts and playing fields. Soccer games are played with other teams in the area. Track and volleyball are available and nearby schools offer the use of their indoor facilities in the winter. Santa Fe's municipal swimming pool is reserved for St. John's one night a week. There is a horse corral on the College's 300-acre campus and riding privileges on a nearby ranch. The adjoining Sangre de Cristo Mountains provide hundreds of square miles of forest and wilderness areas for hiking and camping. The St John's Search and Rescue unit trains regularly in techniques of first aid, camping, rock climbing, and evacuation. The Santa Fe Ski Basin is only twenty miles from the campus and offers reduced rates to students, who also may borrow skis, boots and poles from the College. The challenging ski complex at Taos is only two hours away by car. After the four- to six-month ski season there are organized excursions down the Rio Grande by kayak, canoe, and rubber raft with overnight camping along the way. �50 I ST. JOHN'S COLLEGE RESIDENCE AND STUDENT LIFE I 51 BOTH CAMPUSES RELIGIOUS ACTIVITIES The Charter of 1784 established St. John's College as a nondenominational institution. In its early years there were some ties with the Protestant Episcopal Church, but these no longer exist. The College schedules no formal religious services, except for the annual baccalaureate service before commencement. Attendance is voluntary, in consonance with the Charte1·. Many tutors and students attend church or synagogue in town. It is customary for extracurricular Bible classes to be conducted by tutors of the College. DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming student to make proper use of the support that other students can give him in his college life Unmarried students not living at home are required to live in the college dormitories and to take their meals in the college dining hall, unless they obtain permission from the Assistant Deans to I ive off-campus. The College currently can offer no married student housing at Annapolis, but does, on a limited basis, at Santa Fe. Students who wish to have married student housing must find suitable housing off campus and should allow time for this. Room assignment 1s the responsibility of the Assistant Deans. Returning students have the privilege of drawing for rooms before they leave for the summe1· vacation. Students are not permitted to remain in residence during winter or spring vacation on either campus. FACILITIES FOR STUDENTS The College Bookstore on each campus has all the books and supplies the student needs for his classes. It also maintains a stock of books related to all phases of the program, and books of more general interest. It is operated without profit. As supports for an active social life, the College provides on each campus a coffee shop and a junior common room for the use of all students. In addition, there are smaller social rooms, comfortably furnished. RULES OF RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the Dean in consultation with students and the faculty. Every entering student is informed of them, and returning upperclassmen are reminded of them each fall. The rules differ in certain details on the two campuses, though in general follow the same pattern. �52 I ST. JOHN'S COLLEGE Photo by Betty Lilienthal The academic and intellectual life of the community is inseparable from the communal life. The building of a good community requires the faculty to show respect for the individuality of each student. The education of students stands to benefit from the proper blending of tolerance for experiment with a clear announcement and enforcement of rules that articulate social standards. St. John's College assumes that the students will respect not only the enacted rules but the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the College may require with withdrawal of the offending student PROPERTY DAMAGE The College provides a housekeeping staff to care for the dormitories. The College inspects the rooms periodically and repairs at the expense of the occupant or occupants any dormitory room and furniture that have been damaged beyond normal wear and tear. Any damage to college property is charged to the caution fee of the student or students responsible for the damage. The College is not responsible for the loss or damage to any student property resulting from fire, theft, or any other cause. INFIRMARY SERVICE Well-equipped infirmaries are maintained at both campuses, each under the supervision of a College Physician and a College Nurse. A daily medical report is sent to the Assistant Deans. A psychiatrist or clinical psychologist is available for consultation. DINING HALL The dining hall on each campus is operated by a catering service. Resident students are required to eat in the dining hall. Exemptions for medical reasons are granted only upon examination and recommendation by the College Physician. �f 54 I ST. JOHN'S COLLEGE ADMISSION I 55 Admissio The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, color, sex, nor national or ethnic origin. Enrollment on the Annapolis campus is about 3 60 students, on the Santa Fe campus about 2 7 5. In recent years women have constituted approximately 45 per cent of the student body. The College admits new students in August in Santa Fe and in September in Annapolis or in January, and only as freshmen. About one-fourth of each freshman class in Annapolis, one third in Santa Fe, have done one, two, or even three years of college study elsewhere. The purpose of the admissions procedure is to determine whether an applicant has the necessary REQUIREMENTS FOR AOMISSIO~'<I With the exception mentioned in the next paragraph, an applicant must be a graduate of an accredited secondary school to be eligible for admission. Specific academic requirements comprise two years of algebra, one year of geometry, and two years of the same foreign language; additional work in mathematics and language study is advised, as wel I as two or three years of natural sciences An applicant must present letters of reference, including at least one from a teacher at the school last attended. In exceptional cases certain of these requirements may be waived, or additional information may be requested. Occasionally St. John's accepts an applicant who is not a secondary school graduate. He must be eminently well qualified to profit from the college program, and, in addition to meeting the above requirements, must be specifically recommended for early entrance by his school. The interview is especially important for such cants. These nmrnally are students who wish to enter St. John's in August in Santa Fe and in September in Annapolis following their junior year in high school, or in the January immediately after the first semester of their senior year in high school. preparation and ability to do satisfactorily all parts of the College program Academic achievement and promise are of first importance, but the Ac/missions Committee also takes into account all available evidence of maturity, stability, self-discipline, the desire to do intellectual work, and the initiative and diligence to do it Every applicant wi II be interviewed, if possible, by the Director of Ac/missions, by another member of the Admissions Committee, by an alumni representative, or by a member of the Board of Visitors and Governors. Office hours of the Director of Admissions are 9 a.m. to 5 p.m. Monday through Friday (9 a.m. to 4 p.m. in the summer months) Interviews are by appointment. JANUARY FRESHMEN Those freshmen who enter in January complete their freshman year the following summer, and thus can graduate a year earlier than 1f they had postponed their entrance until the following autumn. January freshmen are the students who have come to St john's from other colleges, who have traveled or worked since their graduation from high school, or who have entered St. John's 1mmed1ately after the first semester of their senior year in high school. The Admissions Committee is much mterested in the applicant's written application, a lengthy piece of work. In his application the applicant answers questions about such things as his experience with books, reasons for choosing St. John's, previous education, family situation, extracurricular activities, special interests, summer experiences, Jobs, religious experience, and post-college plans. The application form is designed to enable an applicant to give a full account of himself. It can tell the Committee more about many applicants tha11 the other documents tell. St. John's attaches less importance to objective test scores (the A.CT or the SAT) than most colleges seem to. No applicant is accepted or rejected exclusively or main I y because of such scores. Far more important is the scholastic record, especially 111 conjunction with the written application ancl the school's report on the applicant's personal qualities. Such evidence may make test scores irrelevant. �ADMISSION I 57 56 I ST. JOHN'S COLLEGE PROCEDURE On request an applicant receives a statement of the St. John's program, an application form, and forms to be used by his school and his references. Application is made to one campus or the other, not to both. There is no application fee. As soon as possible after the application and the supporting documents are assembled, the application is reviewed by the Admissions Committee, and the applicant is notified at once of the Committee's decision. There are no deadlines, but the freshman class is usually filled in May. Candidates are not measured against one another but are considered on their own merits as students and as persons. Applications may be submitted and acted on as early as the second semester of the eleventh grade. The St. John's policy of rolling admissions extends to the acceptance of the nonrefundable $150 deposit, which is applied to the first year's fees. These deposits are accepted on a first-come, first-served basis until the class is filied. Thus if an applicant is notified that the Admissions Committee thinks he is qualified to pursue the program of studies at St. John's, he must send in his $150 deposit so that it is received prior to the time the class is filled in order to secure his place in the class. If the class has already been filled by the time the deposit is received, the deposit can be refunded to the applicant, or he can let it secure his pface on a waiting list or in the subsequent January or fall class. If an applicant plans to apply for financial aid, the deposit wi 11 be accepted by the College with the understanding that it will be refunded to the applicant if no satisfactory arrangement of financial aid can be worked out with the College. An applicant unable to pay the full college fees should submit a Parents' Confidential Statement to the College Scholarship Service; this form may be obtained from guidance counselors or other authorities at secondary schools. This statement constitutes an application for financial aid, no other form being required. An application for aid can be acted on by the College as soon as admission has been approved It may take a month or more from the time the applicant mails his Parents' Confidemial Statement until the College receives an analysis of it from the College Scholarship Service. A physical examination is required of each student before registration; a form for reporting the exam111at1on is sent to the student after the $150 deposit is received. RIES inquiries should be addressee\ to the Director of Admissions, St. John's College, f\nnapolis, tvlaryland 21'104 (Tel. 301-263-2371), or Santa Fe, New Mexico 87501 (Tel 505-982-3691) CAMPUS VISIT Anyone who is considering the possibility of entering St. John's shou lei see the College for himself. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but is especially wise in the case of St John's, because of its unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursday evening at 8:00 p.m.; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions or a member of the Admissions Committee; attend the weekly formal lecture (Friday night); talk informally with St. John's students a11d tutors; visit the library a11d bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets 011 Monclay a11cl Thursday evenings, student visitors are normally on campus from Monday to V\/eclnesday or from Thursday to Saturday on the Annapolis campus, from Sunday to VJednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to 111,1ke cert,1111 the College will be in session during the time of the visit. Persons planning to visit should telephone (301/263-2371 for 1\1111,1polis or 505/982-3691 for Santa Fe) or write the f\dmissions Office giving the elates (and alternates) they have selected. It 1s also necessary to know the approximate time ol arrival When the reservation 1s confirmed (by telephone or letter!, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the /\clm1ssio11s Office shoulcl be 11ot1liecl as soo11 as possible. The only expense for the visitor will be transportation. He will be provided a room in a dormitory and meals in the dining hall without charge. St. John's studmts dress informally for tutorials, but more formally for seminar and iormai lecture. The student guide can check books out of our library for a visitor if he has been unable to locate a copy of the book being discussed in seminar. Linens and soap are provided by the College. If a visitor arrives weekda\'S between 9:00 a.m. am\ 5.00 p.111., he should go to the /\cl1111ssions Office Weekemls zrncl a11y clay atie1 5.00 p rn, he should go to the College receptionist. In Annapolis the switchboard is in Carnpbell H,111: in Sant,1 Fe. in the Student Center �58 /. ST. JOHN'S COLLEGE TRANSPORTATION The Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine (less than $5) goes to Annapolis. Bus servic~ from the airport is not practical. Hourly buses run between Baltimore and Annapolis and the driver wi I I let one off at the campus if he asks. Buses from Washington are less frequent and arrive atthe Annapolis bus terminal (about six blocks from the College). By car one takes Route 50 from Washington, Route 2 from Baltimore. A limousine service from the Albuquerque airport to Santa Fe also is available. Called the "Shuttle-jack," it leaves the airport seven times a day and costs $9.00 one way. Greyhound and Continental bus lines pass through Santa Fe. Amtrak stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town. Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. Photo by Betty Lilienthal Fees and Financial Aid Serious and qualified students should be able to attend St. John's even if unable to pay the fu 11 fees. The College tries to meet the demonstrated financial need of such students with a program of jobs, grants, and loans. Over two-fifths of the students at St. John's receive financial aid. Actually no student pays the ful I cost of a St. John's education: the College relies on the income from its endowment and on gifts from individuals, corporations, and foundations to close the gap between the income from fees and full cost. The 1976-77 fees are $575 for room, at both campuses, and $825 for board in Annapolis and $760 for board in Santa Fe. The tuition fee is $3,700 at Annapolis, $3 ,625 at Santa Fe. Thus the fees total $5, 100 at Anna pol is, $4, 960 at Santa Fe. In recent ti mes tuition has increased almost every year because of inflation. Although precise prediction is impossible, experience indicates that fees will increase about $400 annually. The tuition for the summer session for January freshmen is less than tuition for a regular semester; the 1976 summer session tuition is $1,300 at Annapolis, $1,200 at Santa Fe. All fees are subjected to change. Financial aid is given by St. John's on the basis of need only. In awarding this aid, the College does not discriminate on the basis of race, religion, sex, national or ethnic origin, or academic record. St. John's uses the Parents' Confidential Statement (PCS) or the Student's Financial Statement (SFS) (for students financially independent of their parents). These forms permit the applicant or his parents to present a detailed account of the family's financial position. The filing of this form constitutes the student's application for aid from the College. These forms may be obtained from secondary schools or from the College and should be sent to the College Scholarship Service (CSS). Applicants for the fall should mail their forms by early February, since the financial aid funds are usually totally committed in March. Applicants for the January Freshman class should mail their forms by September. After the application for admission has been approved, and after the Director of Financial Aid has reviewed CSS's analysis, an offer of financial aid is made if need is shown and if funds remain available. The offer will consist of some or all of the fol lowing: a job on or off campus, a student loan, and a grant from the College. All applicants for financial aid should also apply for a Basic Educational Opportunity Grant from the Federal Government. The forms used to apply for the Basic Grant are available from the College Admissions Office and from high school guidance counselors. Only when a student's family is prepared to make a maximum effort to assist the student will the College consider offering financial aid. In determining the extent �60 I ST. JOHN'S COLLEGE FEES AND FINANCIAL AID I 61 of a student's need, the College takes into account the financial support which may be expected from income, assets, and other resources of the parents and the student. The College reviews its aid packages annually and may adjust them in type and amount to reflect changes in need. 0 3,000 0 50 $3,600 Since determinations affecting students, faculty, and physical facilities must be made well in advance ofthe beginning of each academic year, the College must know in April which students will register in September. A deposit of $100 on the fees for the following year is therefore due on or before the first Monday in April for prospective sophomores, juniors, and seniors. The deposit is refundable only in case of withdrawal due to ill health, military service, academic dismissal, or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which he made the deposit, the deposit is forfeited, and he must make a new deposit to secure his place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the coi lege Treasurer at the earliest possible date to make suitable arrangements. Tuition Room Board Caution Fee Books Travel and Living $3,625 575 $3,625 575 760 50 Each student is required to make a deposit of $50, cal led the caution fee, which is subject to charges for laboratory breakage, damage to or loss of College property, and other minor mishaps. This fee must be at the full amount at registration each semester. If unused it is refunded on request at the encl of the academic year or when a student leaves the College. 600 150 600 Total Cost $5,760 $5,760 $5,760 $5,760 ~ 3,600 0 $2,"160 Examples of financial aid arrangements for an Illinois student follow: Student's Resources Santa Fe Annapolis Example A Example B $ 0 $ 75 500 300 500 $3,075 $3,700 575 825 $3,700 575 825 50 125 600 125 600 $5,875 Student's Assets Summer Earnings Parents' Contribution Basic Grant Total Contribution 0 $"1,300 Example C Example D 500 2,500 $5,875 $ 50 500 1,600 mo $ 500 Cost of Attending St. john's College 50 760 50 150 Financial Need $5,875 1,300 $5,875 3 ,07 5 Total Cost Less Contribution $4,575 $2,800 Financial Need Financial Aid Offer $ 600 $ 600 1,800 1,100 675 ·1,500 ~ $4,575 $2,800 fees for freshmen are due on or before August 1. Those who wish to use the monthly installment plan should inquire of the Treasurer about commercial tuition loan plans available. Student Aid job College Grant Supplemental Ed. Grant Federally Insured Loan Total Aid $ 740 $ 1,800 740 420 ~ ·1 ,000,. $3,610 $2,160 The amount of the grant and loan depends upon the family contribution: the less the family contribution, the greater the grant and loan. BILLING Ar-ID DEPOSITS Billing is done prior to each semester. The total for the year may be paid at the fast billing, or payment may be made in equal parts at each of the semester billmgs, or.in installments that may be spread over as much as seven years . First semesLer Current installments of fees for tuition, room, and board are not refundable unless a student must withdraw for medical reasons. If a student has paid his fees in advance for either semester and withdraws from the College before the semester begins, the advance payment is refunded, less the $mo deposit, regardless of the cause of withdrawal. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $5 for late registration for each semester. The cost of books is about $1 00 a year. Class copies of many of the program books are available in the College library. Veterans and social security recipients qualified to receive educational benefits through the Veterans Administration may arrange with the Treasurer's Office a schedule for the payment of fees. These arrangements must be made prior to the beginning of the academic year and after the veteran has received proper certification from the Veterans Administration. �J.r l. I IGLEH~.RT L CHARLES CARROLL BARRISTER HOUSE WOODWARD HALL {LIBRARY) .(!) IGY:l~;~IUM) ~~ [ ] ] - · - \:J I ll fa ::J TENNIS COURTS 0 " r 0 ~ m m " " "' m '" "' ~__J; z ~ :::i :::i 0 {l -i-, Q_ ll') _c;:;. :-+- $:: ..._ ~ 0 ~ ::J ~ ]{\ :::i Q ('1) cro (!) ST. JOHN'S STREET I ~ ;;;;:~~ ~A<, n 0 - H:~~~G- ' G tn' -0 VJ ~ ,_,, ('1) -0 i:ll ~ ::i :::i Er ATHLETIC CENTER ii ,m 2: r1J < Arroyo Chamisa .~ ~ ::; >< "" ;::;· Vi N\ 0 n a cro ( !) \ ([) Legend ~e1dsti11g ~l'u!ure STERNBERGER-WEIS MUSIC ANO FINE ARTS BUILDING �64 I ST. JOHN'S COLLEGE y Board of Visitors and Governors 1976-77 BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J., and CHARLES VAN DOREN: How To Read a Book, Simon & Schuster, 1972. ADLER, MORTIMER J., and MARTIN MAYER: The Revolution in Education, The University of Chicago Press, 1958. AMERICAN LIBRARY ASSOCIATION: Classics of the Western World, with forewords by John Erskine and Everett Dean Martin, 1944-. BARZUN, JACQUES: The American University, Harper and Row, 1970; Teacher in America, Little, Brown and Co., Boston, 1945. BELL, DANIEL: The Reforming of General Education, Columbia University Press, 1966. BEST OR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955 OFFICERS Chairman J. \. Staley Vice-Chairmen ERSl<INE, JOHl'-1: iviy Life as a Teacher, J B. Lippincott Co., 1948 GOLDWIN, ROBERT A. (Editor): Higher Education and Modern Democracy, Rand McNally and Company, 1967. HARVARD COMMITTEE REPORT: Genera/ Education in a Free Society, Cambridge, Massachusetts, The University, 1945. HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. The University of Utopia, University of Chicago Press, 1953. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. /Y\EJJ<LEJOHN, ALEXANDER: Education Between Two Worlds, Harper & Brothers, 1942. NEWMAN, JOHN HENRY: The Idea of a Universit)', Image Books, 1959. RICHARDS, I. A.: How to Read a Page, W.W. i'lorton, 1942. TUSSMAl'I, JOSEPH: Experiment at Beri<eley, Oxford University Press, 1969. VAN DOREN, MARI<: Liberal Education, Henry Holt & Co., 1943. John S. Greenway Tucson, Arizona Charles A. Nelson Mrs. Louise Talbot Trigg Christian A. Herter, Jr. Washington, D.C. Secretary Jae Holzman New York, New York Jerome lapides Donald R. Kirby Albuquerque, New Mexico BRUNER, JEROME S.: The Process of Education, Harvard University Press, ·1960. BUCHANAN, SCOTT: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. Arnold Grant New York, New York Term Expiring 1976 Miss Ruth M. Adams Hanover, New Hampshire Richard M. Burdge Philadelphia, Pa. Mrs. Lowell R. Ditzen Washington, D.C. James R. Donnelley Chicago, Illinois Ahmet M. Ertegun New York, New York John T. Harrison, Jr. Stamford, Conn. Francis S. Mason, Jr. New York, New York Alexander Mclanahan Houston, Texas J. Anthony Moran Washington, D.C. Emmanuel Schifani Aspen, Colo. Thomas E. Stern Palo Alto, California Adolph W. Schmidt Ligonier, Pennsylvania J. I. Staley Wichita Falls, Texas Mrs. Louise Talbot Trigg Santa Fe, New Mexico Term Expiring 1977 Dr. David Dobreer Alhambra, California Jerome laPides Annapolis, Maryland Charles A. Nelson New York, New York John S. Robson Chicago, Illinois William W. Simmons Severna Park, Maryland Paul Thompson Des Moines, Iowa Dr. Thomas B. Turner Baltimore, Maryland Term Expiring 1979 Sharon L. Bishop Washington, D.C. Julius Rosenberg Annapolis, Md. Ex Term Expiring 1978 Victor G. Bloede New York, New York Mrs. Walter B. Driscoll Santa Fe, New Mexico Walter F. Evers Cleveland, Ohio WHITEHEAD, ALFRED NORTH: The Aims of Education, Macmillan, 1929. Judge B.C. Hernandez Albuquerque, New Mexico John D. Murchison Dallas, Texas Daniel T. Kelly, Jr. Santa Fe, New Mexico Mrs. Carleton Mitchell Annapolis, Maryland Miss Mary Gallagher Cambridge, Massachusetts Dr. W. Bernard Fleischmann 1'1ew York, New York James H. Frame Los Altos Hills, Calif. The Governor of Maryland The Governor of New Mexico The President of the College The Deans in Annapolis and in Santa Fe The Vice-Presidents in Annapolis and in Santa Fe Members Douglas H. Gordon John Gaw Meem Mrs. Duane l. Peterson Mrs. Harry R. Slack, Jr. Mrs. L. Corrin Strong �FACULTY I 67 66 I ST. JOHN'S COLLEGE Hugh P. McGrath Fae B.A., University of Liverpool, 1934, Diploma in Education, 1935; Language Instructor. London County Council, and Language Studies at Universities of Liverpool, London, Paris, Dijon, 1936-40; Armed Forces, 1940-46; Language Instructor, London County Council, 1946-47; Visiting Professor, University of Puerto Rico, 1960; Tutor, St. John's College, 1948-, Addison E. Mullikin Tutorship, 1968-. TUTORS Bert Thoms President Richard Daniel Weigle . . . LL 0 l 937 Ph.D. in American Diplomatic History, 1939, Yale Un1vers1lyil . ·; 5 ' Cf ;~e S~T 1 g5·7 Wa;hingt~n Col l,ege, 1 958, LaSalle College, 1 960, Wabash Co~egJ, ~ ~~ Notr~ Dame in Maryland, 1969, The Colorado College; L.H.D., 1970, ar y ~ge, ~ifddl · Francis College; Litt.D., 1975, St Mary's College of, Maryl an~; ~sh~~~t~;so~i~tio~1,o~ 93~-38~ School Changsha, China, 1931-33; Executive Secre,a1y, Yale in ~ I t College 1939-42. Instructor in History International Relations and Economics, are on_ ,' . . , . · ' A- c 1942-Ll.5· Documents Officer, Far Eastern ~om1111ss1on, 8A 1931 MA 9 f ~~~v~x~~~i:it;f~~~e;r2;hic~; 0r°;~~'Eastern °Affairs, Department of St~te,C1 9~~~~?{o~re~i~;~:; St john's College 1949-· Vice-Chairman, Maryland Hall of Recor s oC II 1'955 57 · ' ' ·b I Ed t. A c·a'ion of American o eges, - , Chairman Commission on Li era uca ion, sso I ' d ' Ed t f ' · Ch · 1966 67 Chairman 1967-68· Boar 01 uca ion o airman, 0 .' • Presid~nt, Maryland Association Treasurer, 1963-66, ViceAnne Arundel County, ~/\ember, 1951-6.J, Pres1dem, 1958 o2, .. d f . rica of Boards of Education, 1961-62; Vice-Chairman, lndepen~e~L Colle~e :r~~idse1~t ~~a~d of l967-68; Chairman, iv\aryland Comm1ss1on on the Capital ULy, 1967 '. ~. M . 's Trustees, The Key School, 1972-74; Trustee, Yale-Chma Assoc1at1on, 11ustee, l. aiy >. S College of Maryland. Curtis A. \Nilson . . . . PhD 1 952 Columbia B.A., University of California, Los An~~les, 1945, n~/Ll~S8'.~16,Visiting' Resea~ch Fellow, Univel'sity; Tutor, St John's sollege, I~ .8-66, Dea-~ . ciate Professor, 1966-68, and Birkbeck College, Univers1tym L,andol.nf' _ 19625-63, ~1s1ung!o~~~spond111g Member, Academie Professor, 1968-73, Un1versl(y or Ca I rn n1a, an_ iego, '-h r II 197° Internationale d' Historie des Sciences, 1971-; I utor and Dean, S( Jo n's ~o ege, :'r, Andrew IN Mellon Tutorship, 1974·. . d 19c;9- lnsuuctor an · 'ch· Ph D Yale University A . ' 1' Bf'-, 1051 ' MA " 1955 ' The University OI II1cago; . ..t ., 1059.62 -1uwr, L. ,o 1-,n 's rollogo " . , . I< J . ~ ~o~, Assistant Professor or Philcsophy, Bue 'Ile 1 . rnve~si f Philosophy, State University of 1962-64, Santa Fe, 1967-; Ass1.st;nt Da~d ~sso~a(~ r~e ~~s~rt~te in Liberal Education, St. John's i'iewYorkatBmghamton, 1964-07, i1ec~r,~ ra ua. College, Santa Fe, 1970-73; Dean, Si. Johns college, 1973· r, s··- Winfree .1914 MA. 1935 University of Virgini~; M Div, 1938, Virginia The~log~cal S~~~~a;i; 1~9 ;. 8 · ·U-~iversit~ 1 of Vtrginia.; StudenL at the lnstiLut Catho\1que o~.,.--'~n~, T::.~ t-_,,.,t, Deac~n-in:char e, 193S-39, Rector, 1939-41, St. Paul's Church,_ Ivy ~e~ot, _irgin~~;o u or,::,· John's College,gl941-, Assistant Dean, '1947, Addis?n E. Mull1k1n IULorsh1p, _1_J~r, /\cting Director, Integrated Liberal Arts Curriculum, St Marys College, Cal1forn1a, 1966 67 BA Ph.'Q. B.f\., Harvard College, ·1940, University, 1940-41, Tuter, St. Boston University, 1938; Brown University, 1939-41; University of Florence, 1946; B.A, Harvard College, 1948; Active duty, United States Army, '1942-45; Traveling Fellow, Harvard University, 1948-50; Pupil of Nadia Boulanger, Paris, 1948-50; Fulbright Fellow in ltaly-Conservatorio San Pietro a Majella, Pupil of Ruggiero Gerlin in Harpsicorcl and Early Keyboard Music, 1950-52; Teacher of Composition and Theory, Peabody Conservatory, 1955-57; Tutor, St. John's College, 1952-; Member, Corporation of Yaddo, Saratoga Springs, i'Jew York, 1971; Sabbatical Leave, 1976-77 James M. Tolbert Dean of the College in Santa Fe Robert S. Bart Barbara Hopkins Leonard B.A., Oberlin College, 1937; M.S., 1941, Ph.D., 1948, The University of Rochester; Assistant in Zoology, Oberlin College, 1936-38; Oberlin College Scholar, Marine Biological Laboratory, Woods Hole, Massachusetts, 1937; Histological Technician, Department of Pathology, Yale Medical School, ·1938-39; Graduate Scholar in Biology, The University of Rochester, 1940-41, Graduate Teaching Assistant in Biology, 1941-44; Visiting Lecturer in Zoology, Oberlin College, 1944-45; Instructor in Zoology, Smith College, 1945-51; Smith College Scholar, lv\arine Biological Laboratory, Woods Hole, Massachusetts, 1949; Tutor and Assistant Dean, St. John's College, 1951-, Arthur de Talma Valk Tutorship, 1968-; Fulbright Lecturer and Honorary Professor of Zoology, Lady Doak College and American College, Madurai (South India), 1962-63. Douglas Allanbrook Dean of the College in Annapolis Robert A. B.A., M.A., George Washington University, 1947; Ph.D., The johns Hopkins University, 1950; Associate in Philosophy, George Washington University, 1947-49; Tutor, St. John's College, 1949-54, 1969-; Assistant Professor of Philosophy, Reed College, 1954-55; Chairman, Department of Philosophy, Washington and Jefferson College, 1955-69; Andrew W. Mellon Tutorship, 1974-. -1957· Sheldon Traveling Fellovv, Harvard Adcli,son E. Mullikin Tutorship, ·1968-. B.A., 1935, M.A., 1937, Emory University; Ph. D" University ofTexas, ·1950; Teaching Fellow in English, Emory University, 1935-36; Teaching Fellow in English, University of Texas, 1938-42; Instructor in English, Tulane University, 1942; Military Service, 1942-46; Instructor in English, University of Texas, 1946-50; Teaching Intern, St. John's College, 1953-55, Director of Admissions and Tutor, 1955-71, Tutor, 1971-. Eva T. H. Brann B.A., Brooklyn College, 1950; M.A., 1951, Ph.D., 1956, Yale University; Fellow of the American i'"umismat1c Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta l<appa; Instructor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, Tutor, St. John's College, 1957-, Addison E. Mullikin Tutorship, 1971-. Edward Grant Jr. B.A., Harv::ud College, 1951; LLB., Harvard Law School, ·1954; M.A., Teachers College, Columbia University, 1957; Tutor, St John's College, 1957-, Addison E. Mullikin Tutorship, 1971-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1 964-66. �I FACULTY I 69 68 I ST. JOHN'S COLLEGE Joseph P. Cohen Bryce DuVal Jacobsen B.A., St. John's College, 1942; farmer and carpenter, 1942-57; Tutor and Director of Athletics, St. John's College, 1958-. B.A., St. John'.s Co_llege, 1_ 956; Department of Philosophy, The University of Chicago, 1956-57, 1959:62; University ?f Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, The University of Chicago 1960-62· Tutor St John's College, 1962-; Visiting Fellow, Yale Law School, 1971-72. ' ' ' · Edward Malcolm Wyatt B.A., 1953, M.A., 1956, University of Virginia; Instructor in Mathematics, University of Virginia, 1955-58; Tutor, St. John's College, 1958-; Sabbatical Leave, 1976-77; Andrew W. Mellon Tutorship, 1972-. Beate Ruhm von Oppen B.A., University of Birmingham, 1939; Art Librarian, Barber Institute of Fine Arts, University_ of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal Institute of ln_ternatlonal Affairs, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Proiect of the Committee for the Study of War Documents of the American Historical Association, 1959-60; Tutor, St. John's College, 1960-63 (leave of absence, 1963-65), 1971-; Visiting lecturer in History, Smith College, 1963-64, and University of Massachusetts, 196_4-65; Member, l_nst1tute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71. Laurence Berns B.A., 1950, Ph.D., 1957, The University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, The University of Chicago, 1956-59; Tutor, St. John's College, 1960-; Associate Professor of Philosophy, Rosary College, 1966-67 (leave of _absence); Associate, Clare Hall, Cambridge University, 1971-72; Andrew W. Mellon Tutorship, 1972-. Samuel S. Kutler B.A., St. John's College, 1954; Assistant Mathematician, The Johns Hopkins University Applied Physics Laboratory 1955, Associate Mathematician, 1957, Mathematician, 1961; Graduate Study, American U~iversity, 1955-61; Instructor, American University, 1960; Visiting Tutor, St. John's College, 1960, Tutor, 1961-; Andrew W. Mellon Tutorship, 1972-. John Sarkissian University of Chicago.' 1 ~39-41; U.S. Army, 1_942-46 (Princ;eton University, 1943, A.S.T.P.); B.S., M.S., University of llhno1s, 1946-48; The University of Chicago, 1948-54; Instructor, Biological and Physical Sc1_ences, Pestalozz1-Fro~bel Teachers College, Chicago, 1948-53; Instructor, University of Indiana, 1948-50; Traveling Fellow and Research Associate Institute of Human Heredity, University of Bologna, Italy, 1955-56; Instructor in Biological sciences, Chicago City College, 1956-58; Instructor, Biological Science, University of Illinois, 1958-62; Tutor, St. John's College, 1963-. David H. Stephenson B.A:., Columbia College, 1958; New York State Teaching Fellowship, 1958-60; M.A., Columbia University, 1960; Director of Men's Chorus, New York Association forthe Blind, 1959-62; Music Instructor, Riverdale Country Day School, 1960-61; Chorus Director, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y. Crowell Company, 1961-63· Tutor St John's College, 1963-. ' ' · Robert Louis Spaeth B.S., St. John's U~ive~sity (~innesota), 1959; U.S. Army Signal Corps, 1954-56; graduate study in phys 1cs, Un 1vers1ty ofll Ii no1s, 1 959-60; graduate study in mathematics, University of Wisconsin 1961-~2; Teacher, Cathedral High School, St. Cloud, Minnesota, 1960-61; Mathematics Writer'. Educational Research Council of Greater Cleveland, 1962-63; Tutor, St. John's College, 1963-; A~s1stant Dean, 1966-71; Director of the Summer Program, 1969, 1970, 1975; Alderman of the City of_ Annapolis, 1969-73; Member of the Anne Arundel County Democratic State Central C~mm1ttee, 1970-73; Fellow of the Institute for Ecumenical and Cultural Research, Collegeville, Minnesota, 1973-74; _Co-Director of Adm1ss1ons, 1974-75; Assistant Director of the Graduate Institute, 1974-75; Director of the Graduate Institute, 1975-. Michael S. Littleton B.S., 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Foundation, 1960; S.T.M., Union Theological Seminary, 1967; United States Navy, 1955-57; Tutor, St. John's College, 1960-; Andrew W. Mellon Tutorship, 1972-. Robert B. Williamson B.A. 1955, M.A., 1957, Ph.D., 1967, The University of Virginia; Tutor, St. John's College, 1960-; Andrew W. Mellon Tutorship, 1972-. Elliott Zuckerman . B.A., 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea Fellow in Modern European History, Columbia University, 1954-55, Lecturer in History, 1956-6~; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St. Johns College, 1961-, Director, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969; Associate of Clare Hall, Cambridge University, 1970-71; Acting Dean, April-June, 1973; Andrew W. Mellon Tutorship, 1974-. Thomas A. McDonald St.John's College, 1944; Military service, 1945-46; University of Virginia, The New School, New York, 1947-50; _Graduate study in philosophy, Graduate Faculty, The New School, 1950-52, 1955-58'. Teaching Fellow, 1956-58; _Lecturer,_ Uni_versity College, The University of Chicago, 1958-62, Lecturer, Ov~rseas-Extens1on, University of Maryland (Heidelberg, Germany), 1952-63; Tutor, St. Johns College, 1963-; Sabbatical Leave, 1975-76. Louis N. Kurs Color.ado School of Mines, 1942-43, 1946; Columbia University, 1943-45; M.S., The University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, The University of Chicago, 194~-49; Instructor in Physical Science and Geology, Wright Junior College, 1949-51 ;_ Supervisory Staff, Steel Production Division, South Works, United States Steel Corporation, 195.1-54; Instructor in Geology, University of Illinois (Chicago), 1954-64; National Sc1e~ce Foundation Science. Faculty Fellowship, The University of Chicago, 1961-62; Tutor, St. Johns College, 1964-; V1s1ting Lecturer, Department of Hydrology and Water Resources University of Arizona, 1973-7 4. ' �FACULTY I 71 70 I ST. JOHN'S COLLEGE Harry L. Golding Benjamin Charles Milner, jr. B.A., Emory University, 1949; B.D., Columbia Theological Seminary, 1955; Ph.D., Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957~59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature, and Interpretation, Wellesley College, 1959-62, Assistant Professor, I 963-65; Tutor, St. John's College, 1965-. B.A., University of Omaha, 1954; M.S., Northwestern University, 1958; National Science Foundation Fellow, 1954-55; Instructor in Chemistry, DePauw University, 1958-63; National Science Foundation Science Faculty Fellow, Purdue University, 1963-64; Member of the Faculty, Shimer College, 1964-68, Chairman, Natural Science Area, 1967, Director of Shimer College in Oxford, 1967-68; Tutor, St. John's College, 1968-; Sabbatical Leave, 1 976-77. Geoffrey Comber Harvey Flaumenhaft Diploma in Education, University of London, 1953; A.R.C.M., Royal College of Music, 1954; M.A., Ohio State University, 1957; Fulbright Scholar, 1955; lnstrucmr in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Phrlosoph2', Huro~ College, Ontario, 1962-65; Visiting Professor, University of Water\oo,_Ontano, 1964; I utor, St. John's College, 1965-, Assistant Dean, 1970-7J,, Assistant Director, I he Graduate Institute of Liberal Education, St. John's College, Santa Fe, 1970-74; Director of Adult Education, 1968-74, 1975-; Director of Summer Program, 1974, 1976-. B.A., 1960, M.A., 1962, The University of Chicago; Woodrow Wilson Fellow, Harvard University, 1960-61; Graduate study, The University of Chicago, 1 961-65; Lecturer in the Liberal Arts, The University of Chicago, 1965-66; Lecturer in Political Science, Roosevelt University, 1965; Instructor in Government, Wheaton College (Massachusetts), 1966-68; Tutor, St. John's College, 1968-. George Doskow B.A., Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut; Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St. John's College, 1965-. Howard J. Fisher B.A., University of Rochester, 1965; Technician, Harvard Univers.ity. C.yclo~ron Labora~ory, 1964-65; Tutor, St. John's College, 1965-; Tutor, The Graduate lnst1tUle in L1oeral Educauon, Santa Fe, 1971-72. Brother S. Robert, FSC B.A., Si. Mary's College; Ph.L, Ph.D., Universite Laval (Quebec); Visiting Tutor, St. John's College, ·1966-67, Tutor, 1972- Robert A. Goldwin B.A., St. John's College, 1950; MA, 1956, Ph.D., 1963, The University of Chicago; Univers~ty Fellow, The University of Chicago, 1951, Edward Hil~.an Fellow, 1_953;.Fellow, Foundation ror Adult Education 1959· Fellow Guggenheim Foundaoon, 1966-67; acuve duty, U.S. Cavalry, 1942-46; Director of 'Research, American Foundation for Continuing Education, .1951~59~ Lecturer in Political Science and Director, Public Affairs Conference Center, The Un1vers1ty 0 1 Chicago, 1960-66; Associate Professor of Political Science, l<enyon C~llege, 1966-69; Di recto;, The Graduate Institute in Liberal Education, St. John's College, Santa' e, 1967; Tutor, St. Johns College, 1969-, Dean, Annapolis, 1969-73; Richard Hammond Elliott Tut,:irsh1p, 1971; Leave of absence, 1 973-; Special Advisor to the Ambassador, U.S. M1ss1ons w l'JA I 0, Brussels, 1 973-, Special Consultant to the President of the United States, 1975-. Gisela Berns Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy: Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1 959-63; St.aatsexam.en I,.~ n1vers1ty of Heidelberg'. 1963; Fellow of Deutscher Akademischer Austauschd1enst, u.n1vers1ty of .Florence, 1963-64, Ph.D., University of Heidelberg, 1964; Instructor in Classics and Phrlosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, I 965; Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St. John's College, 1967-; Leave of absence, 1970-71, first semester, 1971-72. Ray A. Williamson B.A., The Johns Hopkins University, 1961; Ph.D., University of Maryland, 1968; Assistant Astronomer, Institute for Astronomy, University of Hawaii, 1967-69; Tutor, St. John's College, 1969-; Assistant Dean, 1974-. Wye Jamison Allanbrook B.A., Vassar College, 1964; M.A., Stanford University, 1965; Ph.D., Stanford University, 1974; Woodrow Wilson Fellowship, 1964-65; Teaching Assistant in Music, Stanford University, 1967-69; Tutor, St. John's College, 1969- Jonathan B. Skinner B.A., Carleton College, 1963; MA., University of Michigan, 1964; Ph.D., University of Massachusetts, 1970; Woodrow Wilson Fellow, University of Michigan, 1963-64; Instructor in Mathematics, Hope College, 1964-66; Teaching Assistant, University of Massachusetts, 1966-67, Instructor in Mathematics, 1967-68, Lecturer, 1968-70; Tutor, St. john's College, 1970-. Steven F. Crockett A.B., Earlham College, 1965; A.M., The University of Chicago, 1967; Woodrovv Wilson Fellovv and Ford Foundation Fellow, 1965-66; graduate studies in the humanities, The University of Chicago, 1967-70; Instructor in the Humanities, Central YMCA Community College, Chicago, 1969-70; Advisor to students in General Studies in the Humanities, The University of Chicago, 1969-70; Tutor, St. John's College, 1970-. Alfred Mallin B.A .• Western Illinois University, 1965; M.A.. The Pennsylvania State University, 1967, Graduate study in philosophy, The Pennsylvania State University, 1966-1970; National Defense Education Act Fellow; The Pennsylvania State University, 1966-69, Richard iv1. Weaver Fellow, 1969-70; Tutor, St. john's College, 1970-. William W. O'Grady, Jr. A.B., University of Notre Dame, 1966; M.A., 1968, Ph.D .• 1970, The University of Chicago; Woodrow Wilson Fellow, The University of Chicago, 1966-67, Danforth Fellow, 1966-70, Humanities Fellow, 1967-70; Tutor, St. John's College, 1970-. John F. White Nicholas Maistrellis B.S., Bates College, 1962; Department of History of Science, University of Wisconsin, 1962-67, Teaching Assistant, 1962-66, University Fellow, 1966-67; Tutor, St. john's College, 1967-. B.A, St. John's College, 1965; M.A., The f'.lew School for Social Research, 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John's College, 1971-. �FACULTY I 73 72 I ST. JOHN'S COLLEGE SANTA FE Leon Kass S.B., The University of Chicago, 1958; M.D., The University of Chi_cago Medical School, Ph.D., Harvard University, 1967; Fellow, Guggenheim Foundation, 1972; Tutor, St. 119h6~;s 0 n College, 1972-. David Edward Starr . . 1962· MA 1966 Ph D 1972 Boston University; Graduate Assistant 111 B A G ord on Co II ege, ' · ., ' · ., ' u · ·, C liege of Basic Phil-~sophy, Boston University, 1 963-64; Teaching Intern, Boston n1versny . o h , Studies, 1 964-66; Instructor in Philosophy;Univers1ty of Rhode Island, 1966-71, Tutor, St. Jo n s College, 1972-. Burton Blistein A.B., A.M., The University of Chicago; Instructor, sculpture and drawing, Layton School of Art, Milwaukee, 1958-64; Faculty member, Shimer College, 1964-72; Tutor and Artist 111 Residence, St. John's College, 1972-. Leo F. Raditsa B.A., Harvard College, 1956; University Scholar, 1960-61; University Fellow, 1961-62; M_.Ah, Columbia University, 1962; President's Fellow, 1962-63; Fulbright, Un1vers1ty of Mun1c , 1964-65; Berlin, 1965; Instructor, New York University, Wash111gton Square ~ollege, 1965-6~, Assistant Professor, 1968; Ph.D., Columbia Un1vers1ty, 1969; Tutor, St. Johns College, 1973 · William A Darkey B.A., St. John's College, i 942; Tutor, St. John's College, 1942-46; M.A., Columbia University, 1949; Tutor, St. John's College, 1949-, Santa Fe, 1964-, Associate Dean, 1968-70, Dean, Santa Fe, 1968-73, Director, Task Force on the Liberal Arts, 1974-. Thomas King Simpson B.A., St. John's College, 1950; M.A. in Teaching, Wesleyan University, 1955; Ph.D., The Johns Hopkins University, 1968; Instructor, American University at Cairo (Egypt), 1950-53; Teaching Intern, St. John's College, 1955-56, Tutor, 1956-; Curriculum Counsellor and member of the faculty, The Key School, 1970-, Santa Fe, 1973-. Michael Ossorgin a lycee Russe, Paris, 1938; Conservatorie Russe Paris, 1932-35, 1942-44; LTh., '\nstitut de Theologie Orthodoxe, Paris, 1942; Instructor in Music, lnstitut de Theologie Orthodoxe, Paris, 1944-46; Instructor in Theology, St. Tikhon's Seminary, Pennsylvania, 1947; Secretary of the Orthodox Diocese in Alaska, 1948-49; Teacher of Music, Bureau of Indian Affairs, Department of the Interior, 1950-56; Associate Professor, Consultant, St. John's Program, St. Mary's College, California, 1961-62; Tutor, St. John's College, 1956-, Santa Fe, 1966-; Norma Fiske Day Tutorship, 1975-. Charles G. Bell Reed Woodhouse B.A., Kenyon College, 1 970; B.A., Oxon., 1973; Association of Episcopal Colleges Scholar, 1970-73; Tutor, St. John's College, 1973-; on leave, Rockefeller (Lichtenberger) Trial Vear Fellow, Episcopal Divinity School, 1975-76. Alan Harvey Dorfman . . . B.A., St. John's College, 1963; M.A., Johns Hopkins University, 1968; Cawnsv11le Community College, Math Engineering Division, 1968-74; University of Maryland School of Pharmacy, 1970-74; Tutor, St. John's College, 1974-. David Boloti n B.A., Cornell University, 1966; Graduate Student, University of Chicago, 1_968-69~ Ph.D., ii'~~ York University 1974; Vale University Lecturer 1n Classics, 1971-73, Woo row Wf s Fellow, 1966-6l; University of Chicago Huma~ities Fellowship, 1966-68; National De ense Education Act Fellow, 1968-71; Tutor, St. Johns College, 1974-. Deborah Schwartz Renaut B.S., St. john's College, 1968; M.A., Johns Hopkins University, 1971; M.S., Georgetown University, 1974; Tutor, St. john's College, 1974. B.S., University of Virginia, 1936; Rhodes Scholar, Oxford University, B.A., 1938, M.A., 1966, B.Litt, 1939; Instructor and Assistant Professor of English, Iowa State College, 1940745, Wartime Assistant in Physics, 1945; Research Assistant in Physics, Princeton University, 1945; Assistant Professor of English, Princeton University, 1945-49; Guest Lecturer, Black Mountain College, Summer, 1947; Rockefeller Grant for study in Europe, 1948; Assistant Professor of Humanities, The University of Chicago (College), 1949-56; Guest Professor (Fulbright Program), Technische Hochschule, Munich, Germany, 1958-59 (Kulturgeschichte als die Geschichte symbolischer Formen); Tutor, St. John's College, 1956-, Director of Adult Education, 1957-58, Santa Fe, 1967-; Poet in Residence and Guest Professor, University of Rochestr, Spring, 1967; Guest Professor, S.U.N.Y. at Old Westbury, Spring, 1970; Director of St. John's Graduate Preceptorial in Dimensions of History, 1972-73. · Samuel Emmons Brown Harvard College, 1936-37; Diploma, Black Mountain College, 1945; M.A., 1956, Ph.D., 1962, Indiana University; private tutoring, 1946-48; Director of Music, Windsor Mountain School, 1948-49; Director of Music, Verde Valley School, 1950-53; John H. Edwards Fellow, 1955-56; Part-time Teacher, Indiana University, 1956-57; Tutor, St. john's College, 1958-, Santa Fe, 1965-. Saul Benjamin Dean R. Haggard B.A., Kenyon College, 1970; B.A., Oxford University, 1972; St. John's, 1974-. B.A., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-60; Fels Fund Fellow in Philosophy, The johns Hopkins University, 1960-61; Tutor, St. John's College, 1961-, Santa Fe, ·1966-, Assistant Dean, 1971-73. Joe Sachs . . BA St John's College 1968; M.A., Pennsylvania State Un1vers1ty, 1975; graduate student, New S~h~ol .for Social Res~arch, New York City, 1971-73; teaching assistant, Pennsylvania State Robert D. Sacks University, 1973-74; St. John's, 1975-. B.A., St. John's College, 1954; Ph.D., The Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des langues Orientales Vivantes, 1956-57; The University of Chicago, 1957-59; Tutor, St. John's College, 1961-, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, 1968-69; Biblical Research, Jerusalem, 971-72. Amy Kass A.B., University of Chicago, 1962; M.A, Brandeis University, 1964; Ph.D., Johns Hopkins University, 1973; Tutor, St. John's College, 1975-. /V1ichael Comenetz B.A., johns Hopkins University'. 1965; M.A., Brandeis University, 1967, PhD, Brand~~' University, 1972; Assistant Protessor of Mathematics, Un1vers11y of Kansas, 1972-75, John's, 1975-. John S. Steadman B.S. Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, U.S. Army, 1954-56; Assistant in Philosophy, Cornell University, 1959-61; Teaching Fellow, Cornell University, 1961-62; Tutor, St. John's College, 1962-, Santa Fe, 1967-, Assistant Dean, 1970-72. �FACULTY I 75 74 I ST. JOHN'S COLLEGE Ralph Swentzel! David Clifford Jones B.A., St. John's College; M.A., The University of Melbourne; Ph.D., The University. of Texas; University! Fellow, The University of Melbourne; Un1vers1ty Fellow and Bess Heflin Fellow, The University of Texas, 1962-64; Tutor, St. John's College, 1964-, Santa Fe, 1965-, Director, Graduate Institute in Liberal Education, 1973-75. Robert M. Bunker A.B., Harvard University, 1939; A.M., 1954, Ph.D., 1955, University of New Mexi.co; United Pueblos Agency, Bureau of Indian Affairs, 1940-51; United States Navy, 1942-46, hec.ut1ve Secretary, Bernalillo City-County Consolidation Committee, 1952-5.6; Instructor, University of New Mexico, 1955-56; Professor of English and Philosophy, and Chairman of both Departments, New Mexico Highlands University, 1956-65; Tutor, St. John's College, Santa Fe, 1965-. B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico University, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. Timothy P. Miller A.B., Harvard University, 1948; B.Mus., 1949, M.Mus., 1951, Yale University; D.Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music, Agnes Scott College, 1957-61; Director of Music, University of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St. John's College, Santa Fe, 1967-. R. Thomas Harris, Jr. Don B. Cook A.B., Occidental College, 1958; Ph.D., University of California at. Davis, .1965; Woodrow Wilson Honorary Fellow, University of California at Davis, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. john's College, Santa Fe, 1965-72, 1973-; Teacher, Santa Fe Preparatory School, 1972-73. Elliott T. Skinner . . B.A., University of Colorado, 1961; M.A., Princeton University, .1963; PhD. Candidate in Philosophy, Princeton University; Assistant and Preceptor, Princeton. University, 1964, Woodrow Wilson Fellowship; Fellow ofThe Council for Philosophical Studies (Summer Institute in Greek Philosophy and Science), 1970; Tutor, St. John's College, Santa Fe, 1965-. Richard Bowen Stark The Colorado College, 1941-42, (U.S. Air Force, 1942-45) 1945-46.; A.B., Colorado State College of Education, 1948; M.M., Yale University School .of Music,. 1948-52; Associate Professor of Piano (Director of the Choir, 1958), Fisk University, Nashville, Tenn., 1952-58, Visiting Professor of Music, Wesleyan University, Middletown, Conn., 1959-60; Curator of Collections, 1962-66, Curator of Music Research, 1966-70, Museum of lnternat1ona,I Folk Art, Sante Fe, New Mexico; Part-Time Tutor, St. John's College, 1965-72; Tutor, St. Johns College, Santa Fe, 1972-; Research Project in Spain, 1973-74, National Endowment for the Humanities and International Folk Art Foundation. · Stuart Boyd . M.A., Aberdeen University, Scotland, 1948; PhD., Aberdeen University Medical School, 1.952; Military Service, 1940-45; Assistant Lecturer, Clinical Psychology: Departmenf of ~sy~h~.tryi Aberdeen University, 1948-52; Instructor, Medical Psychology, Un1vers1ty of Co ora o . e ica School, 1952-53; Director, Doctoral Training in Clinical Psychology,. Denver University, 1954-57; Professor of Psychology and Chairman, Department of Behavioral Sc1enc;.s, bNe~ Mexico Highlands University, 1957-64; Lecturer, Department of Psy.ch1atry, E in urg. University, Scotland, 1964-65; Professor of Psychiatry (Psychology), University of Missouri Medical School, Kansas City, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. Roger S. Peterson . . . . . A.B., Harvard College, 1953; A.M., 1957, Ph.D. in Botany, 1959, University of. M1ch1gan; United States Navy, 1 953-56; U.S. Forest Service research at Colorado State University, 1959-62, at Utah State University, 1962-66; Tutor, St. john's College~ Santa Fe, 1966-. E. Ray Davis, Jr. University of Wisconsin, 1953-55; B.A., St. John's College, 1962; .NDEA Fellowship, ,university of Indiana, 1962-65, M.A., 1965, History and Philosophy of Science; Tutor, St. Johns College, Santa Fe, 1966-. B.A., Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Illinois; University Fellow, University of Illinois, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; Associate Professor, University of Maryland, 1965-68; National Science Foundation Consultant for India Project, Lucknow, India, summer, 1967; Visiting Associate Professor, New York University, 1967-68; Corporate Consultant, Management Science, IBM, Armonk, New York, summer, 1968; Tutor, St. John's College, Santa Fe, 1968-; Visiting Professor, New York University, summer, 1969. Glenn A. Freitas B.A., Classical Languages, St. Mary's College, 1957; Th.L., Universite Laval (Quebec), 1964; Licentiate in Sacred Scripture, Pontifical Biblical Commission (Rome), 1966; L'Ecole Biblique et Archeologique Francaise de Jerusalem, 1964-66; Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-. Ralph J. Quintana B.A., 1947, M.A., 1966, University of Colorado; Instructor, Williams College, 1946-49; Instructor, Wagner College, 1949-50; Teacher-coach, Fountain Valley School, 1953-58; Teacher-coach, Hebron Academy, 1959-61; Assistant Professor, New Mexico Highlands University, 1966-68; Tutor, St. John's College, Santa Fe, 1969-, Assistant Dean, 1973-. Toni K. Drew B.A., St. John's College, Santa Fe, 1970; Teaching Intern, St. John's College, Santa Fe, 1970-72, Tutor, Santa Fe, 1972-. C. Donald Knight A.B., Baker University, 1962; M.A., University of Toronto, 1 968; Fulbright Fellow, Annamalai University, Madras State, India, 1962-63; Graduate Fellow (National Science Foundation) in Biology and Human Genetics, The Rockefeller University, 1963-66; Teaching Fellow in Moral Philosophy, Victoria University, Toronto, 1967-68; Canada Council Fellow in Philosophy, University of Toronto, 1969-71; Tutor, St. John's College, Santa Fe, 1971-. Philip Lecuyer B.A., The Colorado College, 1966; B.A., Merton College, Oxford University, 1969; Ph.D. candidate in biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor in English Literature, Summer Humanities Institute, The Colorado College, 1968; Tutor in biology and chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. �76 I ST. JOH N'S COLLEGE Alfreda L. Verratti B.A., St. John's College, 1966; M.A., Washington University, 1970; Ph.D. Candidate, Washington University, 1972; Psychiatric Social Worker, Harrisburg State Hospital, Harrisburg, Pa., 1966-67; Hans Reichenbach Graduate Fellowship, Washington University, 1967; N.D.E.A. Graduate Fellowship, Washington University, 1967-70; Instructor, Washington University,· 1969, 1971; Instructor, University of Missouri, 1970-71; Assistant Professor, Webster College, 1971-72; Tutor, St John's College, Santa Fe, 1972-, Assistant Dean, 1972-. Alfred J. DeGrazia Ill B.A., Swarthmore College; M.A., Harvard University, 1968; Ph.D. candidate, Harvard University, 1968-; Teaching Assistant, Harvard University; Tutor, St. John's College, Santa Fe, FACULTY I 77 Lynne M. Hamilton A.B:, Radcliffe College, 1957; _M.D., University of. California, Santa Barbara, 1968; Teaching Assistant, _Assocrate, lecturer 1n English, University of California, Santa Barbara, 1966-71; Ph.D., Un1vers1ty of California, Santa Barbara, 1973; Tutor, St. John's College, Santa Fe, 1974-. Gerald Lee Myers B.A.,. University of Colorado, 1964; Ph.D., University of Colorado Medical Center, 1969; American Cancer Society Postdoctoral Fellow, Yale University, 1969-71; Seessel Research Fellow, Yale Un1vers1ty, 1971-72; Faculty, Shimer College, 1972-74; Tutor St. John's College Santa Fe, 1974-. ' ' 1972-. Edward C. Clark Lorna Green Smith College, 1956-57; B.Sc., McGill University, 1960; Woodrow Wilson Fellow, Rockefeller University, 1960; University of Washington, summer, 1961; University of Paris at the Station Biologique de Roscoff, summer, 1962; Ph.D., Rockefeller University, 1965; Postdoctoral Fellowship, Rockefeller University, 1965; Research Assistant, Wellesley Hospital, Toronto 1967-68; M.A., University of Toronto, 1971; Canada Council Fellowship at University of Toronto, 1970-73; Teaching Assistant, St. Michael's College, University of Toronto, 1970-72; Doctoral Candidate, University of Toronto; Tutor, St. John's College, Santa Fe, 1973-. B.S., Massachusettes Institute ofTechnology, 1951; Ph.D., Princeton, 1969; Area Geophysicist, Humble. Ori Company, Wyoming _and Montana, 1951-56;. overseas with Humble Oil in Turkey and Spam, 1957-63; Ford found anon F:2ilcw, !stanbul, 1967-68; Assistant Professor of History Un1vers1ty of Texas-El Paso, 1969-74; Tutor, St John's College, Santa Fe, 1974-. ' Philip Browning Long B.A., Bob Jones University, 1965; study at Westminster Theological Seminary 1966-67; f o ~~-ral cum laude, University of Amsterdam, 1973; Tutor, St. John's College; Santa Fe, 97 Howard Zeiderman Dartmouth College, 1962-63; B.A., St. John's College, ·1967; M.A., Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-. James R 1\1\ensch B.A., St. john's College, 1967; M.S.L. (Licentiatus in Studiis Mediae Aetatis), The Pontifical Institute of Mediaeval Studies, Toronto, 1970; Ph.D. Candidate, University of Toronto, 970-; Canada Council Fellow in Philosophy, 1970-73; Instructor, University of Toronto, 1970-7"1; University of lnnsbruch, 1971-72; University of Munich, 1972-73; Tutor, St. John's College, 1 973-. David L. Town send B.A., Loyola College.' Baltimore, 1969; M.A., Harvard University, 1970, Ph.D., 1976; Certificat de Lang_ue, Un1ver.s1ty of Paris, 1967, dipl6me, 1973; Teaching Fellow, Harvard, 1971-73; Res1dern Tutor, Eliot House, Harvard, 1971-73; English Teacher, Cambridge Community High School, 1971-72; Tutor, Sr. John's College, Santa Fe, 1974-. Marc Haynes University of North Carolina, 1967-69; St. John's College, Annapolis, 1969-70, St. John's College, Santa Fe, 1970-71, B.A.,; University of Texas, 1971-74; Teaching Intern St. John's College, Santa Fe, 1974-. ' Richard L.L. Michaud A.B., St. Michael's College, 1963; Ph.D., University of Vermont, 1968; Post-doctoral Fellow in Pharmacology, Yale University Medical School, 1967-68; l'ssistant Professor, Psychiatry Department, Yale University Medical School, 1968-70; Assistant Professor of Science, Webster College, 1970-73; Visiting Lecturer, Washington University, 1971-73; NSF Fellow, Colorado State University, summer, 1972; Consultant in Ecology, St Louis University Institute for Environmental Studies, summer, 1973; Course Director, Webster College; Clayton School District Program in Environmental Studies, summer, 1975; Tutor, St. John's College, Santa Fe, Kent H. Taylor 1973-. BA, Ya_le University (English) 1963; MA, University of Georgia (English) 1965; University of Cal1fom1a at Santa Cruz (History of Consciousness: an interdisciplinary graduate humanities program) 1967-68;. Defe.nse Language Institute, Monterey, California (German) 1968-69; Heidelberg U n1vers1ty (Phdosophy) 1971-73; Instructor of Freshman English at the University of Georgia, 1 965-67; Teaching Assistant at University of California at Santa Cruz 1967-71 · Tutor St. John's College, Santa Fe, 1974-. ' ' ' Stephen R. Van Luchene Georgia S. 1<11 ight University of Guadalajara, summer, 1967; Universidad Nacional de Mexico, summer, 1968; B.A., Arizona State University, 1969; M.A., 1971, Ph.D., 1973, University of Notre Dame; journalist, Arizona Magazine, 1969; Teacher of English as a Second Language, Bell School, Cambridge (U.K.), 1969; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-. Bruce E. Venable B.A., St. Mary's College of California, 1969; M.A., Ph.D. in Classics, University of Washington; Tutor, St John's College, Santa Fe, 1973-. B.S., University of Utah, (Philosophy), 1970; MA, University Utah, (English), 1972; Doctoral Cand1d~te, University of Utah, 1974; Teaching Fellow, University of Utah 1970-74, Tutor St. Johns College, Santa Fe, 1974-. Elizabeth S. Engel BA, Pomona College, 1967; MPhil, Yale University, 197"/; Ph.D, Philosophy, 1973; Teach111g Ass1stam, Yale Un1vers1ty. ·1. 969; Teacher of Philosophy and Humanities, Shimer College 1 971-73; Chairman, Human1t1es Area 1 973; Assistant Professor of Philosophy, California State Un1vers1ty at Humboldt 1973-75; Tutor, St. John's College, Santa Fe, 1975-. ' �78 I ST. JOHN'S COLLEGE John Joseph Verdi B.S. in Psychology, Fordham University, 1972; A.M., 1974, Ph.D. in Philosophy, 1975, University of Southern California; Fordham Scholar, 1968-72; New York State Regents Scholar, 1968-72; Oakley Fellow, 1972-75; Instructor, California State University at Los Angeles, 1974; Instructor, University of Southern California, 1975; Tutor, St. John's College, Santa Fe, 1975-. TUTORS EMERITUS FACULTY I 79 OFFICERS, ASSOCIATES, AND STAFF ANNAPOLIS SANTA FE President Richard D. Weigle President Richard D. Weigle Dean Curtis A. Wilson Dean Robert A. Neidorf Ford Keeler Brown, A.B., D. Phil Jacob Klein, Ph.D., Dean, St. John's College, 1949-58. William Kyle Smith, B.S., Th.B., Th.M. Simon Kaplan, Ph.D. Wiley W. Crawford, BA, M.A., Ph.D. Vice President William B. Dunham J. Treasurer Charles T. Elzey Treasurer Emery C. Jennings HONORARY FELLOWS Assistant Deans Paul lv\ellon B.A., Yale Un;versity, 1929; BA, 1931; M.A., Cambridge University, 1938; Litt.D Oxford University, 1961, LL.D., Carnegie Institute of Technology, 1967; LH.D. Yale University, 1967. John Gaw Meem ScB, Virginia Military Institute, 1914; MA (Hon.), Colorado College, 1936; A.F.D., University of New Mexico. Assistant to President Charles A. Cooley Barbara H. Leonard Ray A. Williamson Vice President Burchenal Ault Director of Graduate Institute Robert L. Spaeth Assistant Dean Glenn A. Freitas Registrar leanore B. Rinder Registrar Ellen Gant Director of Admissions Joanne Aitken Director of Admissions Gerald F. Zollars Librarian Charlotte Fletcher Librarian Alice H. Whelan Director of Athletics Bryce Du Val Jacobsen Director of Financial Aid Judith Munaker Director of Student Activities Istvan Fehervary Director of Financial Aid Alberta L. Rivera Director of Adult Education Goeffrey Comber Deputy Dfrector, College Relations Director of Alumni Relations Thomas Parran, J1. Director of Adult Education Robert Bunker Alumni Secretary and College Arc/1ivist ivi.iria.rn Strange Alumni Secretary and Coordinator of Public Events and Facilities Polly Rose Business Joseph A. Jr. Oirecwr of Placement Brend01 Robertson Director of Placemen( Sally Dunn Superintendent of Buildings and Grounds David Tucke: Superintendent of College Phvsicians Robert C Siem Charles K1 nzer Sigmund A. A.rn tin College Physician Nurse KylE Buildings and Grounds Stanley j\,!ordstn.Hll Dr. Alfred W. Pinkerton College Nurse Peggy H. tlrington �80 I ST. JOHN'S COLLEGE Profile: Fall 197 5 and January 1976 Classes 34 1 1 4 6 19 1 4 Canada Iceland ........... . Italy . . . . Mexico Turkey .. 32 1 5 1 Number of Students Men. Women... 1 3 3 2 3 2 1 1 1 National Merit Honors Scholars ......... Finalists . . . . . . . . . . . . . . . Semi-Finalists . . Commended Students. . . 6 9 2 1 1 2 2 3 Early Entrance 2 1 Previously Attended College ..... . 2 27 3 4 1 2 2 1 1 1 1 6 2 3 15 11 2 2 4 2 H 2 1 1 2 ::J 0 2 )>.. ~ 2 1 0 u >< l.J.J 141 101 90 63 38 51 47 2 14 5 26 24 4 2 3 15 7 50 42 16-65 16-28 2 3 l<ind of School Attended Public Independent ..... Parochial 102 24 15 Receiving Financial Aid ... 32% 55% 60% 44% 16% 35% 61% 38% 23% 12% 11 % 4% 4% w lJ l..U _J -' 0 u z l..U LI.. <( 1- z <( vi VJ ' z I 0 .--, V) Rank in Class* First fifth First Tenth Second Tenth Second Fifth .. Third Fifth ... Fourth fifth Fifth fifth .....J 0 6% 20% 3 3 2 *!'-lot included in the Sanla Fe table are 16 students and in the Annapolis table 28 students for whom rank in class was not available. l.J.J 22 5 2 2 ::?'. $ 74 Ranges of Ages Veterans ... 2 15 > ell ...c Annapolis Santa Fe Annapolis Santa Fe States Represented Arkansas .. Arizona ... . California .. . Colorado ... . Connecticut Delaware District of Columbia .. Florida .... Georgia .. Hawaii Idaho .. Illinois .. Indiana l<ansas . l<entucky .. Maine Maryland Massachusetts Michigan Minnesota. Mississippi Missouri .. Montana ... 1'-Jebraska New Hampshire New jersey .... New Mexico New York. North Carolina. Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina ... Tennessee .. Texas . Virginia . Washington Wisconsin ()) CL <( z z <( 0 0 £ ...c 0 0 c ..:.:: ...Q ()) E 0 Vl ()) <fl 0 0 ...c u u \.fl � H A~'>i LE NAPOLIS, MARYLAND E SA NT A FE, t'~ EW t·A EX i C 0 STATEMEl'.jT OF THE ST. JOHr'1'5 PROGRAM 1976-77 Founded as King William's School, '1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the i'forth Central P1ssociation of Colleges and Secondary Schools �College Ca AN~<APOLIS 1976-1977 dar able of PAGE SANTA FE Introduction , , , , , September 1 0 September 1 2 September 13 September 13 September 13 October 1 5- 1 8 November 25-28 December 16-January 3 January 23 January 24 January 26 February 11 -1 4 March 12-27 May 27 May 29 Freshman and Senior Registration Convocation Sophomore and Junior Registration First Seminars First Classes long Weekend Thanksgiving Recess Winter Vacation End of First Semester Beginning of Second Semester January Freshman Registration Long Weekend Spring Vacation End of Second Semester Commencement August 27 August 29 August 30 August 30 August 30 October 8-11 November 25-28 December 23-January 16 December 22 January 1 7 January 1 7 ,,5 The Curriculum Seminar , , , ,,8 Preceptorial .10 Tutorial , , '' ,12 laboratory , , , ' ' ' ,20 Formal lecture . ,25 St John's list of Books, .28 The Academic Order Tutors March 12-27 May 20 May 22 tents Instruction Committee library ''' .34 .35 Schedules , Essays and Examinations SUMMER 1977 June 6 1\ugust 12 January Class Second Semester Begins Graduate Institute Begins January Class Second Semester Ends Graduate Institute Ends ' ' .35 ,37 . '38 Academic Standing. May 30 June 26 August 5 August -; 9 Degree of Bachelor of Arts Degree of Master of Arts , , , , September 9 September 'i ! Septernb,2• 1 2 Septerriber 1 2 Sepi:en1ber 1 2 October 1 4-1 7 Nover11ber 24-27 December 5-January 2 January 22 January 23 Ja.nua•-y 25 February 10-13 iv1arch 1 0-26 May 26 May 2!3 Freshman and Senior Registration Convocation Sophomore and Junior Registration , A2 Directory Information and Right to Privacy , A3 Site Plans of the Campuses First Serninars First Classes Long Weekend Thanksgiving Recess Winter Vacation End of First Semester Beginning of Second Semester January Freshman Registration Long Weekend Spring Vacation End of Second Semester Commencement AL!gust 26 August 28 August 29 August 29 August 29 October 7-1 0 Noverriber 24-2? December 22-]anuary 'I 5 December 21 January ·16 January 1 6 March ·11-26 May 19 May 21 A2 Graduate Institute in Liberal Education Reside nee and Student Life . , 1 977-1978 , AO .. .4'1 Admissions, Campus Visit . Fees and Financial Aid Bibliography Board of Visitors and Governors .38 . ,62-63 '' ,54 ',57 .59 ,,64 ' ' ' ' ' '' '' ,65 rr Faculty '.oo Officers, Associates and Staff ,,79 Profile', 1975 Freshman Class '' ' ' ' ' ' ' . ,80 Catalog Consultant: Susan Holton �Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obi igations Such men and women are best equipped to master the specific ski I Is of any calling and to become mature, competent, and responsible citizens of a free society. St. John's College believes that the way to liberal education lies through the books in which the greatest minds of our civilization-the great teachers-have expressed themselves. These books are both timeless and timely; they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary problems with which we have to deal They can therefore enter directly into our everyday lives. Their authors can speak to us almost as freshly as when they spoke for the first time, for vvhat they have to tell us is not something of merely academic concern, remote from our real interests. They change our minds, move our hearts, and touch our spirits The books speak to us in more than one way . In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And, while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic i ntel I igibi I1ty. They are therefore properly cal led great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical, or philosophical They are also linked together, for each of them 1s 111troduced, supported, or criticized by the others. In a real sense they converse with each other, and they draw each reader to take part, within the I imits of his abi I ity, in their large and unending conversation. Mc Dowe// Hall, Annapolis, 7744 �This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we sometimes desire. To remedy this defect is the goal of the St. John's seminar. Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar ideas, attempt to discuss it reasonably. It is presupposed that each student is w1 I Ii ng to submit his opinions to the critical scrutiny of his fellow students The demands of the i11dividual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern itself primarily with trying to es ta bl ish the meaning of a poem or the validity of an argument On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions-probably unexamined-that they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. In the main, however, the aim is to ascertain not how things were, but how things are-to help the student make rational decisions as he lives his life. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the student should continue with him throughout his life. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as oossible the actual instruction in all classes and laboratories is made to depend on the ~ctivity ~nd initiative of the students. The tutor functions as a guide, more intent to listen to the students and to work with them than to impose upon them his own train of thought. In short, St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to mediate men's understanding, to give conscious form to knowledge through systems of signs accommodated to men's intellects-that is, words and numbers Traditionally, the liberal arts were seven in number: grammar, rhetonc, logic-the arts of language; and arithmetic, geometry, music, and astronomy-the arts of mathematics In contemporary terms, man practices such liberal arts as analyzing, thinking, writing, speaking, and deciding as he uses verbal symbols; man practices such liberal arts as counting, measuring, deducing, and clemonstratir1g as he uses mathematical symbols There are many ways to develop these arts. The curriculum emphasizes four of them: discussion, translation, demonstration, and experimentation They a;-e followed in all the branches of the program But whatever the methods used, they all serve the same end: to make the student think for himself, to enable him to practice the arts of freedom. Free minds must be a.ble to view concrete situations, <o deliberate formulating clear alternatives, and to arrive at a deciding choice The acquisition of these intellectual skills indicates that the disc1pl111e of the liberal arts has taken hold of the learning mind. Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one form or another They enable men to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance men can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their clisciplme men can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most farreaching of all human goals. �THE CURRICULUM I 9 The Curriculum THE SEMINAR The heart of the curriculum is the seminar-a discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two members of the faculty as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten-or well beyond if the topic under discussion has aroused a sustained and I ively argument. The assignment for each seminar amounts, on the average, to around a hundred pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders, and thereafter it consists al most entirely of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address-"Mr.," "Mrs.," or "Miss." Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to provoke a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on the virtues and vices of men, on man's ultimate fate. Sometimes a seminar wi II devote al I its ti me to an interpretation of the assigned reading, staying close to the test; at other times the talk may range widely overtopics suggested by the reading but bearing only indirectly on the test itself in theminds of the participants. In the coffee shop after seminar, students, from differentgroups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, every opinion must be heard and explored, however sharp the clash of opinions may be; second, every opinion must be supported by argument-an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance or their relation to the opinions of others. Gradually, under pressure of the group, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. The students learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study: poetry is not philosophy and requires a different approach. Such progress in method may be crowned by sudden insights on the part of individuals, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the solution of a problem. More often than not the problem remains unsettled, with certain alternatives clearly outlined. The progress of the seminar is not particular'ly smooth; the discussion sometimes tends to branch off and to entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk or into dull and shallow meandering, without being able for a longtime to extricate itself from such a course. Or it may climb to heights accessible to only a few of its members. Under these circumstances the role of the leaders is not to give information, nor is it to produce the "right" opinion or i'nterpretation. It is to guide the discussion, to keep it moving, to raise objections, to help the student in every way possible to understand the author, the issues, and himself. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But a leader may also take a definite and positive stand and enter directly into the argument. If he does so, however, he can expect no special consideration. Reason is the only recognized authority; all opinions must be rationally defended and any single opinion can prevail only by general consent. The aim is always to develop the student's powers of reason and understanding and to help him arrive at intelligent opinions of his own. �10 I ST. JOH N'S COLLEGE THE PRECEPTORIAL For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or exploration of one subject in several books. Students are usually given a choice of sixteen to twenty books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the seminar reading, some preceptorials may deal with books and themes the students would not otherwise encounter in the program. There are generally seven or eight students in a preceptorial. Guided a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually the student's work is completed by the writing of a paper, which may be read in draft to the preceptorial and criticized by the other members yea.t, Proust: The Remembrance of Things Past Chinese Painting Faraday: Experimental Researches in Electricity Hamilton, Jay, Madison: Federalist Papers Kant: Critique of Pure Reason Plato Protagoras Mathematics of Probability Aeschylus Prometheus Bound (in Creek) Churchill: The Second World War Linguistics Buber: I and Thou, Eclipse of Cod, Good and Evil Kepler: Astronom1a 1'1ova Molecular Structure and Biological Activity Ovid: Metamorphoses Piaget Sartre Being and Nothingness Sophocles: Philoctetes Thoreau and Dickinson Trotsky: History of the Russian Revolution Plotinus Third Ennead �12 I ST. JOH N'S COLLEGE THE CURRICULUM I 13 THE TUTORIALS The seminar cannot suffice as the only means to the end of liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study. Other instructional devices must therefore support it; these are the tutorials in language, mathematics, and music, For four years a student attends one language tutorial and one mathematics tutorial, usually four mornings a week. Three times a week sophomores also attend a music tutorial In tutorials, around a table, thirteen to fifteen students study and learn together under the direct guidance and instruction of a tutor. Each tutorial session lasts an hour. The tutorial provides conditions for collaborative study and for the manifold teaching and learning relations that hold in a company of good friends. As in the seminar, students talk freely with one another and the tutor, but the discussion focuses sharply on assigned tasks. There is opportunity for each student to contribute his measure of instruction to his fellows. Other tutors often attend, seeking to learn about a particular subject, which they may later teach. A student will work in the language andmathematics tutorials with one group of fellow students, and in the laboratory and the seminar with another. Some of the students in his tutorials will also be with him in his laboratory and seminar. THE LAr~GUAGE The primary purpose, of the language tutorial is thus not the mastery of any foreign languages. By studying these, however, and by translating them into English, by comparing them with each other and with English, the student learns something of the nature of languages in general and of his own in particular. During the four years, then, he is studying language as the discourse of reason and, through the medium of foreign tongues, his native English. He is discovering the resources of articulate soeech and learning the rules that must govern it if it is to be clear, consistent, and effecti~e; if it is to be adequate and persuasive. The medium for accomplishing this 1s Greek in the first and second years and French in the third and fourth years. In the beginning the emphasis is on the grammatical forms and constructions and the vocabulary of the language being studied. Brief passages of prose and poetry are committed to memory. But after a short time the tutorial shifts to something more concrete the slow and careful reading and discussion of works of poetic imagination or philosophical thought. Thus the rapid reading for the seminar, with its attention to the large outlines, the general trend, the development of the central idea, is supplemented and corrected by a more precise and analytical study, concerned with every detail and particular shade of meaning, and also with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not often come directly into seminar discussions. The student's conc rn with them in the language tutorial improves all his reading, for whatever immediate end, and enriches his understanding, and increases his ability to think clearly and to talk well. 0 TUTORIAL Specialization 111 higher education has led to a profound neglect of language the barrier of language, so profession is skills. As country is separated from country separated from profession by technical Jargon. The language tutorial attempts to remedy this condition by a training in the means of precise communication and persuasion. In a broad sense, it may be conceived as a present-day restoration of the age-old studies of grammar, rhetoric, and logic. The tutorials seek to understand the relation between language and thought To do this they must study the fundamental ways words can be put together, the modes of signifying things, the varied connotations and ambiguities of terms, the role of metaphors, analogies, and images, and the logical relations between propositions. The second purpose of the language tutorial is support of the seminar. The further the student advances, the more the language tutorial tends to influence the seminar discussion. It brings issues to !he fore which might otherwise have been neglected and introduces more precision into the terms in which a problem is being discussed. A third aim of the language tutonal is the learning of the two foreign languages themselves. In the time allotted to the study of each language, mastery of either of them �THE CURRICULUM I 15 14 I ST, JOHN'S COLLEGE is, of course, impossible, Abi to speak the language is not an aim of the tutorial, That ability may best be acquired by living abroad, or by an intensive course, What the student can reasonably expect to attain is a knowledge of the grammatical forms and a feeling for the peculiarities of the language, within limitations, To experience the individuality of another language is to extend the limits of one's sensibility, The choice of the foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary, Different languages might be used without changing the pattern and aims of the tutorial, The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first year, The second year ends with analysis and discussion of works by Shakespeare, Donne, and other English poets, THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is or ought to be the case is suggested by the term itself, for it is derived from a Greek. word meaning "to learn," It is regrettable, then, that students should ever grow to have an aversion to mathematics or to think of themselves as unmathemat1cal. The experience of the St John's program is that when mathematics is taught from we! I-chosen texts, at a patient pace, and with the e>cpectation of pleasure, it turns out to be the most readily learnable of the liberal arts, There are two main reasons for studying mathematics. First, it pervades our modern world, perhaps even defines it Therefme anyone who means to cr1tic1ze or reform, resist or further this world not only must have some familiarity with the mathematical methods by which it is managed, but must have thought about the assumptions that under I ie their appl 1cat1on It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure the things 111 the world, The French of the third year begins with a brief, intensive study of French grammar followed the reading of a French text The aim here is economical progress toward facility 111 the reading and writing of simple French, Students already fluent in French may be exempted from these stages Then follows examination of the form and cortent of French prose selections, Discussions of both form and content are related to appropriate assignments, exercises in translation in which the student attempts to match in his own tongue the excellence of his models, In the in verse is read, second semester a The principal activity of the fourth year, however, is the reading of French poems. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole, It also provides a substantial basis for discussion of the art of poetry and clarifies the relation of that art to the traditional liberal arts of language. VVriting assignments nclude e>cercises in translation more ambitious than those attempted in the third year, The year ends with analysis and discussion of modern British and fa,merican poets, such as TS. Eliot, Dylan Thomas, and W,8 Yeats, The second main reason for studying mathematics concerns the mathematics tutorial more specifically, Since mathematics has, as its name 1mpl1es, a particularly close connection with the human capacity for learning, its study is especially useful in helping students to think about what it means to learn and to know something �THE CURRICULUM I 17 16 I ST. JOHN'S COLLEGE To prepare themselves for such reflection students study artfully composed mathematical texts, demonstrate propositions at the blackboard, and solve problems. By doing this over four years they learn a good deal of mathematics, and they gain noticeably in rigor of thought, nimbleness of imagination, and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are con ti nu ally encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics/ Is there "better" and "worse," "ugly" and "beautiful" in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? In what way did the discoverer of a particular theorem probably first come to see itl Sy means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same t1 me, ad iscussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. The student begins with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, he gains a notion of deductive science and of a mathematical system in general, he becomes acquainted with one view of In the second year the student continues the study of Ptolemy, emphasizing those resolved by difficulties and complexities of the geocentric system which are the Copernican revolution. He studies Copernicus's transformation of into heliocentric form. He next takes up the Conics of Apollonius to learn a synthetic presentation of the very objects whose treatment Descartes marks the beginning of modern mathematics. After this he studies analytic geometry, which presents the conic sections in algebraic form. He thus an understanding of algebra as the "analytic art" in general. In the third year calculus is studied both in its modem form and geometrically as Newton presented it This 1s followed an examination of Dedekind's theory of real numbers, the endeavor to a rigorous arithmetic foundation for the calculus. The student then returns to Newton's Piincipia, to take up the astronomical parts in which i'~ewton brings heaveniy and one law and a purely geometric astronomy with a in which orbits are determined by laws of force. Here again the mathematics tutorial is more than a mathematics course. It 1s both an introduction to and a foundation for the study of the philosophical outlook of the modern wodd. the fourth year the reading of Lobachevski's to non-Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the georn·2tric art as a vvhole. This is fol lo" ved in the latter half cf the vEar the of Einstein's special of which our co,nventional undefof the nature of time and of space, On the campus, there is an alternate program for the latter half of the year: some of the students proiective geometry, in which the enterprise which with Euclid returns in a remarkable way, now generalized, to its starting pomL 1 THE MUSIC TUTORIAL mathematical objects-its central expression found 111 the theory of ratios-which is buried under the foundations of modern mathematics. After Euclid he begins the of Ptolemy's Almagest, his treatise on astronomy, centering attention on the problem of "hypotheses" constructed to "save the appearances." That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St. John's and the ordinary course in mathematics. Ptolemy presents a mathematical of the heavenly motions, but he gives more than that his work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic, and religious readings that are taken up in the first and second years. ()ne c.f the ai rns of the St John's µrograrn has been to restore n1usic as .3 liberal art to the curriculum. The ofrnusic at St John's is not directed towards technical skill but toyvards a.n of the phenornena of rr1usico The ancients acc.::)rded among the Ii beral arts because understood it as one of the 2ssent1a! mus;c a associated with the mind's power to grasp number and measure. functions ofthe The liberal art of music was based for them on the ratios among whole numbers. ;1 particular, the music program at St John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year, by way of introduction, students often sing 111 a chorus. In the sophomore year a tutorial meets three times a week. The music tutorial reflects two different but complementary aspects of music. On the one hand music is intimately related to language, rhetoric, and poetry. On the other it is a unique and self-sufficient art, which has its roots deep in nature. �18 I ST.JOHN'S COLLEGE The vvork of the tutorial includes an of in words as well as of the diatonic system, a of the ratios of musical counterpoint, and !'-Jone of thes-e is Gone ap2rt frorn the o-f good cT~us1c" The ~nventions of the songs of Schubert, the masses of Palestrina, the operas of Mou.rt, and the insffurnenta.: vvorks of Beethoven are the real te~<tbooks, in the second semester a.-i: least one major work 1s in Seminars on great works of music are included as part of the regular seminar schedule. instead of reading a text, students listen to recordings of a composition and fa.rniliarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a facilitates a.nd enriches the understand.ng of it �THE CURRICULUM I 21 20 I ST. JOHN'S COLLEGE THE ORGANIZATION OF THE LABORATORY WORK THE LABORATORY The emblem of the St. John's program on the front cover shows seven books surrounding a pair of scales. The balance, no less than the books, symbolizes the tradition of the I iberal arts. It stands for the i nstruments of the scientific laboratory, which may well be the most characteristic institution of the modern world. Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions, in industry, politics, morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exh1b1t the farreaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the student to trace a scientific discipline to its roots in principle, assumption, and observation. Thus certain integrated wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The student must have time to satisfy himself as to the degree of accuracy his instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire experiment. Only thus can he come to a mature understanding of the sciences called "exact." Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose St. John's has set up a four-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology, and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments that mark the history of science have to be reproduced;_th_e interplay of hypothesis, theory, and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide a clear understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It 1s rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills derived from the practice of the liberal arts. The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were disti net and autonomous domains of learning. There need not be "two cultures." Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. A laboratory section consists of seventeen to twenty-one students working under the guidance of a tutor, with the help of more advanced students serving as assistants. Sections meet twice a week. A laboratory session may be used for exposition and discussion of theory, for experimentation, orfor both, as the progress of the work requires. Occasionally a laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Fresnel, Darwin, Faraday, Maxwell, Thomson, Rutherford, and Bohr are among those regularly used in this way. In all the work of the laboratory, and in the laboratory manuals written at the College, the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. �22 I ST. JOHN'S COLLEGE THE CURRICULUM I 23 ITS CONTENT The general topics of study have been chosen from elementary physical and biological science. In terms of traditional names for various branches of scientific endeavor, the work schedule may be outlined as follows: 1st Year 2nd Year 3rd Year 4th Year First Semester Theory of measurement Second Semester Chemical atomism Comparative zoology, embryology, genetics, evolution Mechanics, optics, and force-fields Electromagnetism Atomic structure theoretical assumptions underlying each particular measurement, to the construction and precision of the instruments used, to proper utilization of the data collected, and to the problem of error. In the second semester the student confronts the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The emphasis now shifts from the problems of measurement as such to the problems of developing a coherent physical theory that will account for experimental findings. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformations of which they speak. The meanings of the terms, pure substance and mixture, element and compound, atom and molecule, are carefully considered. The semester's work culminates in the resolution of the problem of determining atomic weights and in two further developments which this resolution makes possible, the theory of valence and the periodic chart. In the third year the laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, and electro-magnetism. The mathematical tools of physics are put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutorial. As the tools of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy, and potential fields, to their reformulation in more appropriate terms; at the same time the physical concepts serve to illustrate the mathematical ideas. The concepts of mechanics are then used to formulate alternative theories of light-corpuscular and wave-and the appropriateness of either is considered. In the senior year electromagnetic theory is approached initially in terms of classical physics, and then developed beyond those terms to the general characterization of the electromagnetic field by Maxwell's equations. Finally, the principles of optics are reviewed as possible consequences of Maxwell's equations, and the appropriateness of a mechanical model for light is examined. PHYSICAL SCIENCE In the first semester freshmen study the theory and problems of measurement, which make up the major link between mathematics and experience. The specific measurements considered are those of length, area, volume, weight, density, musical pitch, physical moments, pressure, temperature, and heat. Attention is given to the In many ways the work of the senior year is a return to questions the student first raised as a freshman. The senior laboratory takes up anew the theory of atom ism-but now the atom itself has become the object of study. Prepared by his work with electrical phenomena, the student can focus on the questions of atomic stability that lead to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. Ultimately the student must reconsider another "freshman" problem-that of measurement-in the light of the "new physics." �24 I ST. JOH N'S COLLEGE THE CURRICULUM I 25 THE FORtv'\Al LECTURE The curriculum as described so far has been shown to use the medium of discussion, of recitation, of student participation at every stage of the work. On Friday evenings, however, a different pattern of instruction prevails. The formal lecture is the occasion when the student has an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the student's readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, or a1·chitecture. The lecturers are often visiting scholars, but not infrequently members of the St John's faculty. The visitor may be from the academic world or from the arena of he may be a poet or an artist Sometimes a concert replaces a lecture. The lecture is followed a discussion. Here the lecturer submits himself to prolonged questioning the students, with tne participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it the· student the habit of listening and the exposition of a subject he may not be familiar with, and it also provides him an opportunity, in the discussion to ex.ercise his dialectical skil I in a setting very different from the classroom. It is here that he can himself test the degree of his understanding and the of what he has learned. BIOLOGICAL SCIENCE in the second year the of matter. Using the of evolution as a ng 1c!ea, the studies animal I ife in four aspects or u111ts of work. First the lower animals or invertebrates are considered. The student observes and dissects representatives of the major groupings of nvertebrates Gene(al topics such as the of I the relation of pa(t to whole and of form to function are discussed as the observations and dissections bring them to the fore From invertebrates the student moves to gross anatomy, with emphasis on the system and the structure of a organ I 1 the eye. Further ke is thrown on the questions first raised the study of invertebrates The mteract1011 of to the topics of ce!I eel! c!!Hei-entiaticn Theories of growth and formal differentiation are elicited from the observations The fourth unit is concerned with genetics and the genetic study of Me11clel's theory of heredity, the molecular theory of the gene, and the resu Its of of laboratory studies of small fruit-fly populations are considered from the their evolutionary sign 1fica nee In general, the laboratory consists of close observation, through microscopes or with the naked eye, together with constant theoretical interpretation of the observations, in class d1scuss1on and through reports and papers. Important works biological scientists are read in conJunct1011 with the experiments and discussions. They include lhe seminal work of Harvey, Darwin, and Mendel and the modem extensions and criticisms of the work of the early masters. The purpose of the biology laboratory is thus to acquire an understanding of self-moving matter. The lectures range through a of subjects. Sometimes the student is confronted with opposing views on a subject Some of the lectures have immediate repercussion 111 the seminars and tutcnals. Others may have a effect on the direction that a student's vvork takes v;ithin the framevvork of the prcgrarn Photo by Betty Li!ienthal �THE CURRICULU1\!l I 27 26 I ST. JOHN'S COLLEGE THE ST. l'l'S LIST OF GREAT BOOKS The books that serve as the core of the curriculum were chosen over a period of forty years, first al Columbia College, atThe University of Chicago, atThe University of Virginia, and, since 1937, at St John's College. The distribution of the books over the four years is significant Something over two thousand years of intellectual history form the backgmund of the first two years, about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman and medieval periods; centuries, most of which the third year has books of the seventeenth and were written originally in modem the fourth year brings the reading mto the nineteenth and twentieth centu.-ies. The chronological order in which the books are read is convenience .orncl intelligibility; it does not an historical matter The St John's curriculum seeks to coiwey to the student an fundamental that man has to face and at all times. domg that 1t may help the student to discover a new kind of historical of hun1.an the permanence and ever-preseric all the histoncal shifts and LECTURES ,<lJ-~!D CONCERTS V\/o!fgang Lede:ei" 'iv\1cha..elangelo's Religion' ''Browning~Drarriatic t,Acnologues 2nd Reading 1 ' 1 Richard Huds.<Jr j2mes Ackerman //The Learning of Language bi the ChitT1panzee" Duane Rurnbaugh "tvh:oia p.ft Collecting 1n th2 "j 5(h C-eritury'' joseph Alsop "Of 1V,en 1(1 "The Con1plea.t: Physlcia_r:" George l-:-1 ;\darns "Teleology 2nc: Dar Nifl 1 1 S or:gin of Speccs Leer !(ass Angels ln Search of 1vto:-alily ~he ':::=snstilutic11" ColdvJifl "The Founde1·s· "Jie_.,j;.15 ~n Slavery" "Pav!ov and ~ors~ev Ganct he.-b2rt Storing "-:-he Sr:_-lf as. 3 11 The C·ngi!lS of Chant" D1ffe(enciatlcn 011nari C<y10rncs "tunpides, Bacch02" Cha.de':. Segal issues. Photo h; r3c1fy LdienthJI Yale Quanet !/Hovv One Cu(eS th2 Sou!/f 1 o'.l one or the of l·2ctures ancl conce:ts The list below other campus "A Tr12d ir; Berlll~· 11 Beale R:uhrn 'ion O·:)per'. 11 �28 I ST. JOHN'S COLLEGE THE CURRICULUM I 29 The list which follows is subject to constant review and revision by the Instruction Committee of the faculty. Books read only in part are indicated by an asterisk. FRESHMAl'-1 YEAR Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristode: Euclid: Lucretius: Plutarch: Marcus Aurelius: l\Jicomachus: Lavoisier: Essays by: Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Co/onus, Antigone Peloponnesian War Hippolytus, Medea, Bacchae History* Clouds, Birds Jon, Meno, Corgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus Poetics, Ph)lsics, *Metaphysics, *Ethics, ''On Generation and Corruption, * The Politics Elements'' On the Nature of Things Pericles, Alcibiades Meditations* Arithmetic* Elements of Chemistry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Dalton, \!Vollaston, Ca)l-Lussac, Cannizzaro, Mach, Bridgman, Couper, Morveau, Proust, Bertha/let, Richter, T Thomson, Whewel/, Berzelius, Dulong, Mendeleev SOPHOMORE YEAR Aristotle: Apollonius Virgil Plutarch: Epictetus: Tacitus: Ptolemy: Galen: Plotinus: Diophantus: Augustine: St. Anselm: Maimonides· Aquinas: Dante· Chaucer: Machiavelli· Copernicus. Luther: Rabelais: Calvin: Palestrina: Montaigne: viete: Bacon: Shakespeare· The Bible* De Anima, On Interpretation,* Posterior Anal)ltics, * Categories,* Parts of Animals,* Generation of Animals* Conics'· Aeneid Caesar, Antony, Brutus, Cato the Younger, Pompey, Cicero Discourses, Manual Annals Almagest* On the Natural Faculties The Enneads* Arithmetic* Confessions, City of Cod* Proslogium Eight Chapters on Ethics Sumn1a Theo!og;ca, *Summa Contra Gentiles;' Divine Comedy Song of Roland Canterbury Tales* The Prince, Discourses''' On the Revolution of the Spheres* The Freedom of a Christian, Secular Authorit)I Gargantua and Pantagruel* Institutes* Missa Papae Marcelli Kepler: Harvey: Descartes: Pascal: Bach: Haydn: Lamarck: Mozart: Beethoven: Schubert: Darwin: Verdi: Mendel: Stravinsky: Des Prez: Poems by: Essays by: Epitome IV Motion of the Heart and Blood Geometry* Generation of Conic Sections St. Matthew Passion, Inventions Quartets* Philosophical Zoology Operas* Sonatas''' Son<>s'' Origin of Species Otel/o Experiments in Plant Hybridization Symphon)I of Psalms Mass Marvell, Donne, and other 17th-century poets Bernard, Weismann, John Maynard Smith, Dreisch, Boveri, Tei/hard de Chardin JUNIOR YEAR Cervantes: Galileo: Hobbeo: Don Quixote Two New Sciences Leviathan Descartes: Discourse on lviethod, Meditarions, Rules For the 01recilon of the Mine/ Milton Paradise Lost, Samson Agonistes la Rochefouc2L1ld: Maxi mes* la Fontaine Fables* Pascal· Pensees* Treatise on Light,* On the fVJovement of Bodies by f1T1pact Theologico-Political Treatise Second Treatise of Government Racine: Phedre ~·lewton Principia,. L2ibniz: Monadology, Discourse on Metaphysics, Principles of f\/ature and Crac2 Founded on Reason, Essay on Dynamics Swift. Cu/liver's Travels Berkeley< Principles of Human Knowledge Tom Jones Hume· Treatise of Human /\lature, * Dialogues Concerning Nawral Religion, Enquiry Concerning Human Understanding Rousseau: A.d&1T1 Smith Kant fviozart jane Austen, Social Contract Wealth of Nations Cntique of Pure Reason;* Fundamental Pnnciples of Metaphysics of Iv/orals Don Giovanni Pride and Prejudice Hamilton, and Melville Dedekind: Essays by. The Federalist Billy Budd, Benito Cereno, Moby Diel< Essay on the Theory of Numbers Shakespeare· Moliere: Goethe Anton)! and Cleopatra The Misanthrope, Tartuffe Faust Boscovich, Thomas Young Essays* Introduction to the Analytical Art Novun1 Organun1* Richard II, Henry IV, Henry V, The Tempest, As You Like Ii, Hamlet, Othello, Macbeth, l<ing Lear, Coriolanus, Sonneis* 5Ef"410R Yi:AR �THE CURRICULUM I 31 30 I ST. JOHN'S COLLEGE Hegel: Lobachevsky: Tocqueville: Lincoln: Kierkegaard: \Nagner: Thoreau: Marx: Dostoevski: Tolstoy: Lewis Carroll: Mark Twain: William James: l'iietzsche: Freud: Valery: Jung: Mann: Kafka: Heidegger: Heisenberg: Millikan: Wittgenstein: Keynes. Poems by: Essays by: Introduction to the History of Philosophy, Preface to the Phenomenology, Logic (from the Encyclopedia), Philosophy of History,* Philosophy of Right,* Philosophy of Spirit* Theory of Parallels* Democracy in America* Speeches* Philosophical Fragments, Fear and Trembling Tristan and Isolde Walden Communist Manifesto, Capital/' Political and Economic Manuscripts of 1844*' Brothers J<aramazov, The Possessed War and Peace Alice in Wonderland The Adventures of Huckleberry Finn Psychology, Briefer Course Birth of Tragedy, Thus Spake Zarathustra, *Beyond Coad and Evil* General Introduction to Psychoanalysis, Civilization and Its Discontents, Beyond the Pleasure Principle Poems* Two Essays in Analytic Psychology* Death in Venice The Trial What is Philosophy? The Physical Principles of the Quantum Theory* Supreme Court Opinions* The Electron'' Cr'. "" <( b!-J ><:>:: ::> 0 u_ w I ·~ ::i :2: I- Philosophical Investigations General Theory of Employment, Interest and Money Yeats, TS Eliot, Wallace Stevens, Baudelaire, Rimbaud, and others Faraday, Lorenz, }. /. Thomson, \i\lhitehead, Minlcowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger, ~//axwell Photo by Beity Lilienthal (,,.r'.;- 0,: 0 I ~ <( 0 z 0 i"= <( u v c "' -~ u_ "' >OJ 0 u ~ (]) 0) V) ) - -o~ ~"' ·- (]) t=>- L t 0 0 Ll.,_ rrJ (j) >- �32 I ST. JOHN'S COLLEGE �THE ACADEMIC ORDER I 37 36 I ST. JOHN'S COLLEGE SCHEDULES Perhaps the most distinctive mark of St. john's College is the fact that al I the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when al I freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when the seminar leaders are wondering if the students will see the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. These are the educational realities that a common schedule marks and emphasizes. The only exceptions to the common schedule occur during the preceptorials in the junior and senior year. A SAMPLE FRESHMAN SCHEDULE FOR ONE WEEK Hour Monday 8 30 Tuesday Wednesday Thursday Friday Mathematics Tutorial Mathematics Tutorial Mathematics Tutorial Mathematics Tutorial Language Tutorial Language Tutorial 9:30 10:30 Language Tutorial Language Tutorial 11 :30 Chorus 1 :00 to Laboratory Laboratory 4:00 Both libraries have interesting special collections. Annapolis has the Bray Collection elating from 1696, known as the "first public library in i\merica," and the Peter Huntington Jackson Collection, which is rich in Elizabethan imprints and French Revolutionary books and tracts. The Witter Bynner Collection and the Edgar Allan Poe Collection in Sante Fe contain first editions of each poet as well as other belles /ettres. In addition, the Sante Fe library has several distinguished music collections, including the ;.\melia White, the Grumman, the Schmidt and the Holzman collections. Woodward Hall in Annapolis was renovated as a modern library facility in 1969. It has comfortable modern study carrels and stacks as well as traditional reading rooms. The Santa Fe library is housed in the Peterson Student Center and the Tower Building. The music library is located in the Sternberger-Weis Music and Fine /\rts Building. 8:00 Seminar Seminar Formal Lecture Except for the preceptorials in the junior and senior years and certain periods of laboratory work for which the upperclassmen may choose their own time, the scheclu le is the same for al I students. Each morning for either three or four clays a week they spend one hour in a language tutorial and one hour in a mathematics tutorial; sophomores also spend three hours a week in a music tutorial. Twice a week they spend up to three hours in the laboratory. Two evenings from eight to ten they attend a seminar. A formal lecture or concert is given once a week. Nineteen to twenty-one hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. �THE ACADEMIC ORDER I 39 38 I ST. JOHN'S COLLEGE THE ENABLING ORAL EXAMINATION ESSAYS AND EXAMINATIONS ESSAYS d ·unior submits an essay on some theme Every freshman, sophomore, an J . submitted each semester; in . · ding In Santa Fe an essay is d suggested by h 1s seminar rea · ' h with extensive footnotes an a h The essay is not a researc paper ' .. . Annapo I 1s, eac year. h • f the stud<>nt to set out in writing, as bib I iography, but rather an attempt on t e pan o t , the 1:beral arts The essay in the clearly as he can, his own thoughts on s?~e fsp~cor~TI examination i.n the spring. For second semester becomes the center or is . ina f . I . mportance. It becomes a sophomores the annual essay holds a pos1t1on o sp~~a i major part of the process called enabling (see page . ). Photo by Betty L1\tenth.:LI ORAL EXl'.MINATIOt'-15 · t. ar" held These I . ·J or than written 2xarn1na ion 5 c .. . . /\t the end of each semestei' or a 1 ac 1 ~ , , . of other tutors. 1 - Jaacl~rs with tne voluma1y . are conducted by 'me sem1na1 .e '. II . ·-1 tevts ho has read and 011 his • .. r freely and 1nforma y Oil tle h M The swdem io . _ h . , the ox aminers rn f1 ncl cut 0 1 · . . , · a · · ·-s Ir 1s not ti e aim 01 c . , critical and 1merpretat1vc op1n1011 . d . 'e· different parts of his study _ . b eis. 1-'o is encourage to cons10 1 IJea treated in anv 01, his much the student remem 'L.. bl -s that may not. 1 _Ve 11 la 1. in relation to each other ano co pio eni. f h .. _ before the w1nte1· classes For freshmen the first oral exam1nat1on o t e y~a1. '"le begin vacation, and for iuniors and seniors just before p1·ecep oria" L . L. • . L L THE FREt'-ICH REf\DING i(GIOWLEDGE EXf\lv\INATIOGI ' . , - h I of t rts e;i•h studem must \Jass an Befo,-e being granted the degreelo1 I oac 'etl or F en~h '1a~~uaoe. This examinat1or1 . ,· , I -ead1rn1 know ecge o1 le r ~ b . bl exam1nauon w s 1ow a 1 o . · , ,, . _ dis a rrerequis1te to ena e d must be passed before the beg1nn1 ng Ol u1e sern~1 yc~r ~11 _ 'A~ts senior to become a ca1-1cliclate for the cleg,-ee o Sacne o1 o1 ' ' Q 0 The senior enabling oral examination is given to the student in the fall at the beginning of his fourth year. It is focused on a number of books assigned for rereading and study during the preceding summer. They correspond in quantity to about twelve seminar readings and are chosen by the Instruction Committee from the seminar lists, with a view to covering key themes of the four years. The passing of this examination confirms a student's status as a candidate for the degree of Bachelor of Arts. THE FINAL ESSAY AND ORAL EXAMINATION In his senior year the student is required to present to the faculty a final essay related to some aspect of his four years' work. Again it is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined upon by the committee in an hour-long public oral examination. No degree is awarded unless both the essay and the oral examination are satisfactory The senior essay is as the fruition of the student's learning. �40 I ST. JOHN'S COLLEGE THE ACADEMIC ORDER I 41 ACADEMIC STANDING Because St. John's classes are small and intimate and consist largely of the active participation of the students, every tutor is aware of his students' progress from day to day. The tutors' appraisals of a student are based therefore not alone on quizzes and tests, which are rare, but on the student's total performance as a member of the learning community. The tutor's comprehensive judgment of a student is reported to the Dean each semester as a conventional letter grade, A, B, C, D, or F, where C indicates that the work is at a satisfactory level. Such a grading system is necessary in the case of students who wish to go on to graduate or professional school or to transfer to another college. Within the College, grading is deemphasized. Students will be told their grades if they insist. They are encouraged, however, not to work for grades, but rather to try to develop their powers of understanding. If it becomes evident that a student is not progressing, or that the learning process has stopped and cannot be revived, the student is asked to leave the College. carries gre_atweight. A student is enabled, or allowed to enter the junior class, only if he has submitted a satisfactory essay and only if, in the judgment of the Instruction Committee, h_e is sufficiently prepared for the work of the last two years. In particular, the _enabi1 ng Judgment looks to the possibility of the student's writing an acceptable senior essay. THE ST. JOH~rs DEGREE OF BACHELOR OF ARTS The student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, but they spend their first summer in completing their freshman year', so that they too complete a four-year curriculum. For transcript purposes, St. Johns seminars, tutorials, and laboratories can be translated into terms of conventional subjects. The curriculum is the equivalent of approximately one hundred twenty-eight semester hours. Ideally, there is no reason for dropping any normal student from this course of study. It is assumed that each student has the required capacities until there is clear evidence to the contrary. The curricu !um is varied and rich enough for great diversity of interest, performance, and achievement, and there is ample room within it for a wide range of and for individual choice and guidance. tv\oreover, St. John's is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the yvay in which classes are conducted at St. John's, attendance at ail regularly scheduled college exercises is required. A record of absences is kept This record is taken into consideration whenever there is occasion to determine academic standing. THE DON RAG Once each semester the student meets all his tutors in the don rag. The don rag is a consultation of student and tutors for the purpose of diagnosis and prescription rather than for the reporting of marks. The tutors report to one of the seminar leaders on the student's work during the semester; the student is then invited to report on himself and to judge his own work. f,dvice may be requested and given; difficulties may be aired; but grades are riot reported or discussed. If a student's work as a whole falls below a satisfactory level, he may be placed on academic probation, with the stipulation of conditions that must be met 1f he is to continue in the College . The normal probationary period is one semester. Veterans who fail to maintain a "C" average or better become ineligible for veterans' benefits; counseling by the Veterans Administration is required before benefits can be reinstated. SOPHOMORE ENABLING Sophomore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning dun ng the two years he has spent in the College. As an indication of his proficiency in the liberal arts, the annual essay GRADUATE STUDIES AFTER ST. JOHN'S Each yea1· many St. John's seniors elect to do advanced work in a wide range of graduate and professional schools. Experience shows that leading universities admit St. John's graduates with creditable records. Si nee St. John's offers no majors in specific subJe;ts, howev,er, some may find it necessary to take undergraduate courses during their mst year or graduate or professional study, in some but not ail fields. Whatever the attitude of the graduate schools, St. John's refuses to accept the imposition of preprofessionai specialized requirements on its liberal curriculum. The College knows wel I enough that to educate a man requires less, and yet far more, than is required to satisfy the shifting standards of specialized skills. �42 I ST. JOHN'S COLLEGE THE ACADEMIC ORDER I 43 The following table shows the professions or fields of advanced study entered by one or more St. John's graduates; law, mathematics, philosophy, education, medicine, and theology have attracted the greatest numbers. Archeology Architecture Art Biochemistry Biology Bio-physics Business administration City planning Computer programming Dentistry Drama & playwriting Economics Education Engineering Geology History Hi story of art History of science International relations Journalism Languages Law Library science Literature Logistics management Mathematics Medicine Meteorology Music Nursing Oceanography Philosophy Physics Political science Psychology Public administration Social anthropology Social work Sociology Systems analysis Theology Writing THE ST. JOHl'-1'5 DEGREE OF /\;\ASTER OF ARTS St. John's College awards the degree of Master of Arts. The requ1reme11ts for this degree are determined by the general task the College has set for itself A lv\aste,.'s degree may be awarded to a tutor who has completed two yec:i-s of teaching at St. John's He must petition.the Instruction Committee for permission to present himself as et candidate for the He must then submit a thesis 011 a topic approved by the Instruction Committee anc! stand an oral examination upon 1L The to111c must have some beetring on the understand111g and practice of the liberal arts. THE CRADUA,TE l'-!STiTUTE li'\J LIBERAL EDUCATION A program, leading to the lvi A degree 111 the liberal arts, is concluctec! clur111g the su111me,- on the Santa Fe campus. ll rs for g1acluates of colleges other than St. John's ancl is particularly well suited to the neecls of high-school teachers The 11rog1am, which 1s based 011 the Sc john's list of 1·eadi11g',, 1s ci1v1decl into four subject areas: Politics and Society, Litfiature, Philosophy and Theology, and iv\athematics and Natural Science Eetch summer session lasts eight weeks and consists of se111111arc, tutorials, and preceptm1als. The seminars are llloclelecl 011 those of the unclergracJuate college, they a1e l1m1tecl to about twenty students. The tutorials are the student smaller classes devotee! to the close reading of texts In the chooses a topic pertain mg to one of the books studied and, under faculty guidance, writes a long essay. For each section ol the program 11ine cr2clits are gra11tecl All four sections are required for the degree, though students who have previous graduate crecl1t may be eligible for the degree alter three summers The sect1011s 111ay be taken 111 any order. Mme cletailecl infor111ation etncl a separate catalogue may be cbta111ed by writing to the Graduate l11stitute in Liberal Education, St John's College, Santa Fe, New lv\exico 8750-1. DIRECTORY INFORMATION AND RIGHT TO PRIVACY In compliance with the Family Education Rights and Privacy Act, the College retains the right to publish at its discretion the following categories of information with respect to each student presently or previously attending the College: the student's name, address, telephone listing, date and place of birth, field of study, participation in officially recognized activities and sports, dates of attendance, degrees and awards received, and the most recent previous educational agency or institution attended by the student. As required by the Act, the College wi 11 provide public notice annually of its intention to publish such directory information. Students have a right to inform the College within a reasonable period of time that any or all of this directory information should be withheld. The College will respect any such request for privacy �44 I ST. JOHN'S COLLEGE RESIDENCE AND STUDEl'1T LIFE I 45 Residence an Student Life i It is the policy of the College to encourage any spontaneous group activity that shows promise of becoming a constructive contribution to the life of the community. Generally, such activities in Annapolis are under the sponsorship of the Student Polity. In Santa Fe, for the most part, they are sponsored informally the students themselves. The College cooperates in the financing of those activities that require expenditures and gives advice when it can be helpful, becuase recreation and play are an integral part of life. THE ANNAPOLIS CAMPUS Since its founding as King William's School in 1696, St John's College has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 30,000 people are occupied principally with the training of midshipmen at the United States r-iaval Academy, with the government of the State and of Anne Arundel County, with the fishing industry and recreational activities of Chesapeake Bay, and with the liberal education of young men and women at St. John's College. The campus of thirty-six acres lies one block from the State House and across the street from the Naval Academy yard. Fifteen buildrngs provide the physical plant of the College, including three historic eighteenth-century structures and four completely modern buildings erected within the last decade. There are six student dormitories, four for men and two for women. THE STUDE~IT POLITY The Student Polity is the entire student body considered as a self-governing whole. The Polity governs itself by means of an elected body known as the Delegate Council. Its purposes are as follows: (I) to promote a consciousness in the student body of political and communal responsibilities to both the College and the civic communities; (2) to discover and express student opinion on all problems common to both the stuclents and the facully; (3) to review annually the activities of all student organizations and to grant charters and allocate funds to those organizations whose activities are Judged to be consistent with the aims of the College community; (4) to determine further, Jointly with the faculty, the proper delimitation of jurisdiction in the community. STUDENT ACTIVITIES Some student activities are really an extension of the curriculum; for example, the Bible classes, Astronomy Club, the Moc/em Language Study Croup, and classes in European and Asiatic languages, beginning and advancecl German, Esperanto, organic chemistry, and biochemistry. Others are carried 011 by student o,-ganizations such as the following The King William Pla)'ers serve as a center for a variety of clramatic activities such as play readings, classical drama, ancl original works. The Modern Theater Croup concentrates on full-length plays of the twentieth century. The Boat Club engages principally 111420-class sa1l1ng, although it has other class boats as well. In addition to operating and maintaining its facilities, the Boat Club provides ror regula1· periods of instruction in sailing. The Syndicate of Bacchus arranges College dances ancl waltz parties Students participale in orchestra and small chorus. The Artist in Res1clence conducts classes i11 the arl studio 111 drawing, j)ainting, and modeling, a11CI arranges art e)(hibits. The Photograph\' Club has its own specially conslruclecl darkroom, a ncl a shop is avai Iable for \111ooclwork1 ng and glasscutt1 ng, with all the 11ecessa1·y equipment Other grour)s include volunlary service work, Organic Gardening Club, Chess a11d Co Clubs, and The Collegian, a weekly student newspaper. �RESIDENCE AND STUDENT LIFE I 47 46 I ST. JOHN'S COLLEGE THE SANTA FE CAMPUS In the early 1960's the College decided to expand without sacrificing the virtues of smallness by establishing a second campus in the West. St. John's College in Santa Fe was opened in the fall of 1964 in New Mexico's capital city, which was founded in 1610 by Spanish colonists. Its population of some 50,000 people is occupied principally with the government of the State and of Santa Fe County, with cultural pursuits in the fine arts, museums, and the opera; with archaeological and historical research, and with higher education at the Institute of American Indian Arts and the College of Santa Fe, as well as St. John's. ATHLETICS Since 1939 athletics at St. John's has been organized on an intramural basis, with active participation by more than two-thirds of the student body. With the aid of student athletic assistants, the Director of Athletics at the Annapolis campus conducts a program of individual and team sports throughout the entire year. The athletic facilities, which are open equally to men and women, include a well-equipped gymnasium, large playing fields, tennis courts, and a boathouse with a number of sailboats. Excellence of performance in a wide variety of sports-including tennis, handball, sailing, squash, badminton, tough football, soccer, volleyball, softball, basketball, fencing, field hockey, paddleball, table tennis, and track-is the instructional ideal and is recognized through a number of individual and team awards. Photo by Betty Lilienthal The campus of 300 acres lies in the southeast corner of the city, two miles from the historic Santa Fe Plaza and Palace of the Governors. At an elevation of 7,300 feet, it commands views of three mountain ranges. Buildings, constructed in the modified territorial style of the region, include a classroom building, a laboratory, the student center, a music and fine arts building, library, a dining hall, an administration building, an infirmary, and 16 small student dormitories, nine for men and seven for women. Santa Fe students and tutors have initiated a wide variety of extra-curricular activities related to social service, language studies, the visual arts, dramatics, music, athletics, mountaineering, and exploration. There is no student government. �RESIDENCE AND STUDENT LIFE I 49 48 I ST. JOHN'S COLLEGE Students have become involved in such service activities as working with patients at the State Mental Hospital, assisting in community youth programs and counseling centers, tutoring of needy children, leadership of Scouting activities, and in developing a drug-counseling center for the city of Santa Fe. From time to time, groups gather to read Russian, Spanish, German, Italian, Hebrew, and Chinese. Informally, students and faculty meet often to discuss contemporary literature and public concerns. The Student Employment Bureau locates part-time jobs in Santa Fe for students of the College The Student Film S:xiety presents foreign and domestic fi I ms each week for the College and for townspeople. Good Times Overground is a student organization which sponsors speakers on topics of current interest, fi /ms, musical programs, dances and parties. Santa Fe artists conduct classes in drawing, painting, pottery, weaving and jewelry-making. Studios, work shops and a kiln are available A fully equipped darkroom, and instruction, are for beginners. Folk dancing classes meet regularly Santa Fe dancers make classes available to students, townspeople, and faculty and staff in both ballet and modern dance. The Collegium Mus1cum is a musical association formed by amateurs for the performance of serious music. Its purpose 1s to stimulate the musical activity on campus providing College community musicians with the opportunity to perform in an informal concert atmosphere before a small, receptive, interested audience. Musicians prepare pieces 011 their own initiative and the concerts are organized and ari·anged by a tutor. The College has also been cleveloprng a program of musical residencies with the Graduate School of Music at Yale University The residents give lessons and concerts and teach within and without the College The St. John's Theatre Croup is a student organization which has presented plays and musicals from Antigone to The Fantasticks. There is also an informal St John's Open-Book Theatre, which gives readings of classical plays for the College and the public The College's small art gallery hc:s a new show by prnfessional artists each month and is open to the public regularly. Student art work is displayed at the encl of each school year 1 n the St. John's Callery. Awards are given for achievement in pottery, photography, drawing, painting and thread arts. Field trips are arranged to nearby Indian pueblos, museums, archaeological sites, the Los A.lamas Scientific Laboratory and other places of interest ATHLETICS The Student Activities Office coordinates a volunteer athletic program, offering opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. The College does not yet have a gymnasium, but rooms have been set aside in present buildings for fencing, judo, karate, tai chi chuan, weightlifting, and gymnastics. For much of the year they can be done out-of-doors. St John's usually has one of the finest fencing teams in the Southwest. Intramural programs in tennis, soccer, volleyball, and badminton are conducted on the College's tennis courts and playing fields. Soccer games are played with other teams in the area. Track and volleyball are available and nearby schools offer the use of their indoor facilities in the winter. Santa Fe's municipal swimming pool is reserved for St. John's one night a week. There is a horse corral on the College's 300-acre campus and riding privileges on a nearby ranch. The adjoining Sangre de Cristo Mountains provide hundreds of square miles of forest and wilderness areas for hiking and camping. The St John's Search and Rescue unit trains regularly in techniques of first aid, camping, rock climbing, and evacuation. The Santa Fe Ski Basin is only twenty miles from the campus and offers reduced rates to students, who also may borrow skis, boots and poles from the College. The challenging ski complex at Taos is only two hours away by car. After the four- to six-month ski season there are organized excursions down the Rio Grande by kayak, canoe, and rubber raft with overnight camping along the way. �50 I ST. JOHN'S COLLEGE RESIDENCE AND STUDENT LIFE I 51 BOTH CAMPUSES RELIGIOUS ACTIVITIES The Charter of 1784 established St. John's College as a nondenominational institution. In its early years there were some ties with the Protestant Episcopal Church, but these no longer exist. The College schedules no formal religious services, except for the annual baccalaureate service before commencement. Attendance is voluntary, in consonance with the Charte1·. Many tutors and students attend church or synagogue in town. It is customary for extracurricular Bible classes to be conducted by tutors of the College. DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming student to make proper use of the support that other students can give him in his college life Unmarried students not living at home are required to live in the college dormitories and to take their meals in the college dining hall, unless they obtain permission from the Assistant Deans to I ive off-campus. The College currently can offer no married student housing at Annapolis, but does, on a limited basis, at Santa Fe. Students who wish to have married student housing must find suitable housing off campus and should allow time for this. Room assignment 1s the responsibility of the Assistant Deans. Returning students have the privilege of drawing for rooms before they leave for the summe1· vacation. Students are not permitted to remain in residence during winter or spring vacation on either campus. FACILITIES FOR STUDENTS The College Bookstore on each campus has all the books and supplies the student needs for his classes. It also maintains a stock of books related to all phases of the program, and books of more general interest. It is operated without profit. As supports for an active social life, the College provides on each campus a coffee shop and a junior common room for the use of all students. In addition, there are smaller social rooms, comfortably furnished. RULES OF RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the Dean in consultation with students and the faculty. Every entering student is informed of them, and returning upperclassmen are reminded of them each fall. The rules differ in certain details on the two campuses, though in general follow the same pattern. �52 I ST. JOHN'S COLLEGE Photo by Betty Lilienthal The academic and intellectual life of the community is inseparable from the communal life. The building of a good community requires the faculty to show respect for the individuality of each student. The education of students stands to benefit from the proper blending of tolerance for experiment with a clear announcement and enforcement of rules that articulate social standards. St. John's College assumes that the students will respect not only the enacted rules but the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the College may require with withdrawal of the offending student PROPERTY DAMAGE The College provides a housekeeping staff to care for the dormitories. The College inspects the rooms periodically and repairs at the expense of the occupant or occupants any dormitory room and furniture that have been damaged beyond normal wear and tear. Any damage to college property is charged to the caution fee of the student or students responsible for the damage. The College is not responsible for the loss or damage to any student property resulting from fire, theft, or any other cause. INFIRMARY SERVICE Well-equipped infirmaries are maintained at both campuses, each under the supervision of a College Physician and a College Nurse. A daily medical report is sent to the Assistant Deans. A psychiatrist or clinical psychologist is available for consultation. DINING HALL The dining hall on each campus is operated by a catering service. Resident students are required to eat in the dining hall. Exemptions for medical reasons are granted only upon examination and recommendation by the College Physician. �f 54 I ST. JOHN'S COLLEGE ADMISSION I 55 Admissio The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, color, sex, nor national or ethnic origin. Enrollment on the Annapolis campus is about 3 60 students, on the Santa Fe campus about 2 7 5. In recent years women have constituted approximately 45 per cent of the student body. The College admits new students in August in Santa Fe and in September in Annapolis or in January, and only as freshmen. About one-fourth of each freshman class in Annapolis, one third in Santa Fe, have done one, two, or even three years of college study elsewhere. The purpose of the admissions procedure is to determine whether an applicant has the necessary REQUIREMENTS FOR AOMISSIO~'<I With the exception mentioned in the next paragraph, an applicant must be a graduate of an accredited secondary school to be eligible for admission. Specific academic requirements comprise two years of algebra, one year of geometry, and two years of the same foreign language; additional work in mathematics and language study is advised, as wel I as two or three years of natural sciences An applicant must present letters of reference, including at least one from a teacher at the school last attended. In exceptional cases certain of these requirements may be waived, or additional information may be requested. Occasionally St. John's accepts an applicant who is not a secondary school graduate. He must be eminently well qualified to profit from the college program, and, in addition to meeting the above requirements, must be specifically recommended for early entrance by his school. The interview is especially important for such cants. These nmrnally are students who wish to enter St. John's in August in Santa Fe and in September in Annapolis following their junior year in high school, or in the January immediately after the first semester of their senior year in high school. preparation and ability to do satisfactorily all parts of the College program Academic achievement and promise are of first importance, but the Ac/missions Committee also takes into account all available evidence of maturity, stability, self-discipline, the desire to do intellectual work, and the initiative and diligence to do it Every applicant wi II be interviewed, if possible, by the Director of Ac/missions, by another member of the Admissions Committee, by an alumni representative, or by a member of the Board of Visitors and Governors. Office hours of the Director of Admissions are 9 a.m. to 5 p.m. Monday through Friday (9 a.m. to 4 p.m. in the summer months) Interviews are by appointment. JANUARY FRESHMEN Those freshmen who enter in January complete their freshman year the following summer, and thus can graduate a year earlier than 1f they had postponed their entrance until the following autumn. January freshmen are the students who have come to St john's from other colleges, who have traveled or worked since their graduation from high school, or who have entered St. John's 1mmed1ately after the first semester of their senior year in high school. The Admissions Committee is much mterested in the applicant's written application, a lengthy piece of work. In his application the applicant answers questions about such things as his experience with books, reasons for choosing St. John's, previous education, family situation, extracurricular activities, special interests, summer experiences, Jobs, religious experience, and post-college plans. The application form is designed to enable an applicant to give a full account of himself. It can tell the Committee more about many applicants tha11 the other documents tell. St. John's attaches less importance to objective test scores (the A.CT or the SAT) than most colleges seem to. No applicant is accepted or rejected exclusively or main I y because of such scores. Far more important is the scholastic record, especially 111 conjunction with the written application ancl the school's report on the applicant's personal qualities. Such evidence may make test scores irrelevant. �ADMISSION I 57 56 I ST. JOHN'S COLLEGE PROCEDURE On request an applicant receives a statement of the St. John's program, an application form, and forms to be used by his school and his references. Application is made to one campus or the other, not to both. There is no application fee. As soon as possible after the application and the supporting documents are assembled, the application is reviewed by the Admissions Committee, and the applicant is notified at once of the Committee's decision. There are no deadlines, but the freshman class is usually filled in May. Candidates are not measured against one another but are considered on their own merits as students and as persons. Applications may be submitted and acted on as early as the second semester of the eleventh grade. The St. John's policy of rolling admissions extends to the acceptance of the nonrefundable $150 deposit, which is applied to the first year's fees. These deposits are accepted on a first-come, first-served basis until the class is filied. Thus if an applicant is notified that the Admissions Committee thinks he is qualified to pursue the program of studies at St. John's, he must send in his $150 deposit so that it is received prior to the time the class is filled in order to secure his place in the class. If the class has already been filled by the time the deposit is received, the deposit can be refunded to the applicant, or he can let it secure his pface on a waiting list or in the subsequent January or fall class. If an applicant plans to apply for financial aid, the deposit wi 11 be accepted by the College with the understanding that it will be refunded to the applicant if no satisfactory arrangement of financial aid can be worked out with the College. An applicant unable to pay the full college fees should submit a Parents' Confidential Statement to the College Scholarship Service; this form may be obtained from guidance counselors or other authorities at secondary schools. This statement constitutes an application for financial aid, no other form being required. An application for aid can be acted on by the College as soon as admission has been approved It may take a month or more from the time the applicant mails his Parents' Confidemial Statement until the College receives an analysis of it from the College Scholarship Service. A physical examination is required of each student before registration; a form for reporting the exam111at1on is sent to the student after the $150 deposit is received. RIES inquiries should be addressee\ to the Director of Admissions, St. John's College, f\nnapolis, tvlaryland 21'104 (Tel. 301-263-2371), or Santa Fe, New Mexico 87501 (Tel 505-982-3691) CAMPUS VISIT Anyone who is considering the possibility of entering St. John's shou lei see the College for himself. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but is especially wise in the case of St John's, because of its unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursday evening at 8:00 p.m.; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions or a member of the Admissions Committee; attend the weekly formal lecture (Friday night); talk informally with St. John's students a11d tutors; visit the library a11d bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets 011 Monclay a11cl Thursday evenings, student visitors are normally on campus from Monday to V\/eclnesday or from Thursday to Saturday on the Annapolis campus, from Sunday to VJednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to 111,1ke cert,1111 the College will be in session during the time of the visit. Persons planning to visit should telephone (301/263-2371 for 1\1111,1polis or 505/982-3691 for Santa Fe) or write the f\dmissions Office giving the elates (and alternates) they have selected. It 1s also necessary to know the approximate time ol arrival When the reservation 1s confirmed (by telephone or letter!, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the /\clm1ssio11s Office shoulcl be 11ot1liecl as soo11 as possible. The only expense for the visitor will be transportation. He will be provided a room in a dormitory and meals in the dining hall without charge. St. John's studmts dress informally for tutorials, but more formally for seminar and iormai lecture. The student guide can check books out of our library for a visitor if he has been unable to locate a copy of the book being discussed in seminar. Linens and soap are provided by the College. If a visitor arrives weekda\'S between 9:00 a.m. am\ 5.00 p.111., he should go to the /\cl1111ssions Office Weekemls zrncl a11y clay atie1 5.00 p rn, he should go to the College receptionist. In Annapolis the switchboard is in Carnpbell H,111: in Sant,1 Fe. in the Student Center �58 /. ST. JOHN'S COLLEGE TRANSPORTATION The Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine (less than $5) goes to Annapolis. Bus servic~ from the airport is not practical. Hourly buses run between Baltimore and Annapolis and the driver wi I I let one off at the campus if he asks. Buses from Washington are less frequent and arrive atthe Annapolis bus terminal (about six blocks from the College). By car one takes Route 50 from Washington, Route 2 from Baltimore. A limousine service from the Albuquerque airport to Santa Fe also is available. Called the "Shuttle-jack," it leaves the airport seven times a day and costs $9.00 one way. Greyhound and Continental bus lines pass through Santa Fe. Amtrak stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town. Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. Photo by Betty Lilienthal Fees and Financial Aid Serious and qualified students should be able to attend St. John's even if unable to pay the fu 11 fees. The College tries to meet the demonstrated financial need of such students with a program of jobs, grants, and loans. Over two-fifths of the students at St. John's receive financial aid. Actually no student pays the ful I cost of a St. John's education: the College relies on the income from its endowment and on gifts from individuals, corporations, and foundations to close the gap between the income from fees and full cost. The 1976-77 fees are $575 for room, at both campuses, and $825 for board in Annapolis and $760 for board in Santa Fe. The tuition fee is $3,700 at Annapolis, $3 ,625 at Santa Fe. Thus the fees total $5, 100 at Anna pol is, $4, 960 at Santa Fe. In recent ti mes tuition has increased almost every year because of inflation. Although precise prediction is impossible, experience indicates that fees will increase about $400 annually. The tuition for the summer session for January freshmen is less than tuition for a regular semester; the 1976 summer session tuition is $1,300 at Annapolis, $1,200 at Santa Fe. All fees are subjected to change. Financial aid is given by St. John's on the basis of need only. In awarding this aid, the College does not discriminate on the basis of race, religion, sex, national or ethnic origin, or academic record. St. John's uses the Parents' Confidential Statement (PCS) or the Student's Financial Statement (SFS) (for students financially independent of their parents). These forms permit the applicant or his parents to present a detailed account of the family's financial position. The filing of this form constitutes the student's application for aid from the College. These forms may be obtained from secondary schools or from the College and should be sent to the College Scholarship Service (CSS). Applicants for the fall should mail their forms by early February, since the financial aid funds are usually totally committed in March. Applicants for the January Freshman class should mail their forms by September. After the application for admission has been approved, and after the Director of Financial Aid has reviewed CSS's analysis, an offer of financial aid is made if need is shown and if funds remain available. The offer will consist of some or all of the fol lowing: a job on or off campus, a student loan, and a grant from the College. All applicants for financial aid should also apply for a Basic Educational Opportunity Grant from the Federal Government. The forms used to apply for the Basic Grant are available from the College Admissions Office and from high school guidance counselors. Only when a student's family is prepared to make a maximum effort to assist the student will the College consider offering financial aid. In determining the extent �60 I ST. JOHN'S COLLEGE FEES AND FINANCIAL AID I 61 of a student's need, the College takes into account the financial support which may be expected from income, assets, and other resources of the parents and the student. The College reviews its aid packages annually and may adjust them in type and amount to reflect changes in need. 0 3,000 0 50 $3,600 Since determinations affecting students, faculty, and physical facilities must be made well in advance ofthe beginning of each academic year, the College must know in April which students will register in September. A deposit of $100 on the fees for the following year is therefore due on or before the first Monday in April for prospective sophomores, juniors, and seniors. The deposit is refundable only in case of withdrawal due to ill health, military service, academic dismissal, or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which he made the deposit, the deposit is forfeited, and he must make a new deposit to secure his place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the coi lege Treasurer at the earliest possible date to make suitable arrangements. Tuition Room Board Caution Fee Books Travel and Living $3,625 575 $3,625 575 760 50 Each student is required to make a deposit of $50, cal led the caution fee, which is subject to charges for laboratory breakage, damage to or loss of College property, and other minor mishaps. This fee must be at the full amount at registration each semester. If unused it is refunded on request at the encl of the academic year or when a student leaves the College. 600 150 600 Total Cost $5,760 $5,760 $5,760 $5,760 ~ 3,600 0 $2,"160 Examples of financial aid arrangements for an Illinois student follow: Student's Resources Santa Fe Annapolis Example A Example B $ 0 $ 75 500 300 500 $3,075 $3,700 575 825 $3,700 575 825 50 125 600 125 600 $5,875 Student's Assets Summer Earnings Parents' Contribution Basic Grant Total Contribution 0 $"1,300 Example C Example D 500 2,500 $5,875 $ 50 500 1,600 mo $ 500 Cost of Attending St. john's College 50 760 50 150 Financial Need $5,875 1,300 $5,875 3 ,07 5 Total Cost Less Contribution $4,575 $2,800 Financial Need Financial Aid Offer $ 600 $ 600 1,800 1,100 675 ·1,500 ~ $4,575 $2,800 fees for freshmen are due on or before August 1. Those who wish to use the monthly installment plan should inquire of the Treasurer about commercial tuition loan plans available. Student Aid job College Grant Supplemental Ed. Grant Federally Insured Loan Total Aid $ 740 $ 1,800 740 420 ~ ·1 ,000,. $3,610 $2,160 The amount of the grant and loan depends upon the family contribution: the less the family contribution, the greater the grant and loan. BILLING Ar-ID DEPOSITS Billing is done prior to each semester. The total for the year may be paid at the fast billing, or payment may be made in equal parts at each of the semester billmgs, or.in installments that may be spread over as much as seven years . First semesLer Current installments of fees for tuition, room, and board are not refundable unless a student must withdraw for medical reasons. If a student has paid his fees in advance for either semester and withdraws from the College before the semester begins, the advance payment is refunded, less the $mo deposit, regardless of the cause of withdrawal. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $5 for late registration for each semester. The cost of books is about $1 00 a year. Class copies of many of the program books are available in the College library. Veterans and social security recipients qualified to receive educational benefits through the Veterans Administration may arrange with the Treasurer's Office a schedule for the payment of fees. These arrangements must be made prior to the beginning of the academic year and after the veteran has received proper certification from the Veterans Administration. �J.r l. I IGLEH~.RT L CHARLES CARROLL BARRISTER HOUSE WOODWARD HALL {LIBRARY) .(!) IGY:l~;~IUM) ~~ [ ] ] - · - \:J I ll fa ::J TENNIS COURTS 0 " r 0 ~ m m " " "' m '" "' ~__J; z ~ :::i :::i 0 {l -i-, Q_ ll') _c;:;. :-+- $:: ..._ ~ 0 ~ ::J ~ ]{\ :::i Q ('1) cro (!) ST. JOHN'S STREET I ~ ;;;;:~~ ~A<, n 0 - H:~~~G- ' G tn' -0 VJ ~ ,_,, ('1) -0 i:ll ~ ::i :::i Er ATHLETIC CENTER ii ,m 2: r1J < Arroyo Chamisa .~ ~ ::; >< "" ;::;· Vi N\ 0 n a cro ( !) \ ([) Legend ~e1dsti11g ~l'u!ure STERNBERGER-WEIS MUSIC ANO FINE ARTS BUILDING �64 I ST. JOHN'S COLLEGE y Board of Visitors and Governors 1976-77 BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J., and CHARLES VAN DOREN: How To Read a Book, Simon & Schuster, 1972. ADLER, MORTIMER J., and MARTIN MAYER: The Revolution in Education, The University of Chicago Press, 1958. AMERICAN LIBRARY ASSOCIATION: Classics of the Western World, with forewords by John Erskine and Everett Dean Martin, 1944-. BARZUN, JACQUES: The American University, Harper and Row, 1970; Teacher in America, Little, Brown and Co., Boston, 1945. BELL, DANIEL: The Reforming of General Education, Columbia University Press, 1966. BEST OR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955 OFFICERS Chairman J. \. Staley Vice-Chairmen ERSl<INE, JOHl'-1: iviy Life as a Teacher, J B. Lippincott Co., 1948 GOLDWIN, ROBERT A. (Editor): Higher Education and Modern Democracy, Rand McNally and Company, 1967. HARVARD COMMITTEE REPORT: Genera/ Education in a Free Society, Cambridge, Massachusetts, The University, 1945. HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. The University of Utopia, University of Chicago Press, 1953. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. /Y\EJJ<LEJOHN, ALEXANDER: Education Between Two Worlds, Harper & Brothers, 1942. NEWMAN, JOHN HENRY: The Idea of a Universit)', Image Books, 1959. RICHARDS, I. A.: How to Read a Page, W.W. i'lorton, 1942. TUSSMAl'I, JOSEPH: Experiment at Beri<eley, Oxford University Press, 1969. VAN DOREN, MARI<: Liberal Education, Henry Holt & Co., 1943. John S. Greenway Tucson, Arizona Charles A. Nelson Mrs. Louise Talbot Trigg Christian A. Herter, Jr. Washington, D.C. Secretary Jae Holzman New York, New York Jerome lapides Donald R. Kirby Albuquerque, New Mexico BRUNER, JEROME S.: The Process of Education, Harvard University Press, ·1960. BUCHANAN, SCOTT: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. Arnold Grant New York, New York Term Expiring 1976 Miss Ruth M. Adams Hanover, New Hampshire Richard M. Burdge Philadelphia, Pa. Mrs. Lowell R. Ditzen Washington, D.C. James R. Donnelley Chicago, Illinois Ahmet M. Ertegun New York, New York John T. Harrison, Jr. Stamford, Conn. Francis S. Mason, Jr. New York, New York Alexander Mclanahan Houston, Texas J. Anthony Moran Washington, D.C. Emmanuel Schifani Aspen, Colo. Thomas E. Stern Palo Alto, California Adolph W. Schmidt Ligonier, Pennsylvania J. I. Staley Wichita Falls, Texas Mrs. Louise Talbot Trigg Santa Fe, New Mexico Term Expiring 1977 Dr. David Dobreer Alhambra, California Jerome laPides Annapolis, Maryland Charles A. Nelson New York, New York John S. Robson Chicago, Illinois William W. Simmons Severna Park, Maryland Paul Thompson Des Moines, Iowa Dr. Thomas B. Turner Baltimore, Maryland Term Expiring 1979 Sharon L. Bishop Washington, D.C. Julius Rosenberg Annapolis, Md. Ex Term Expiring 1978 Victor G. Bloede New York, New York Mrs. Walter B. Driscoll Santa Fe, New Mexico Walter F. Evers Cleveland, Ohio WHITEHEAD, ALFRED NORTH: The Aims of Education, Macmillan, 1929. Judge B.C. Hernandez Albuquerque, New Mexico John D. Murchison Dallas, Texas Daniel T. Kelly, Jr. Santa Fe, New Mexico Mrs. Carleton Mitchell Annapolis, Maryland Miss Mary Gallagher Cambridge, Massachusetts Dr. W. Bernard Fleischmann 1'1ew York, New York James H. Frame Los Altos Hills, Calif. The Governor of Maryland The Governor of New Mexico The President of the College The Deans in Annapolis and in Santa Fe The Vice-Presidents in Annapolis and in Santa Fe Members Douglas H. Gordon John Gaw Meem Mrs. Duane l. Peterson Mrs. Harry R. Slack, Jr. Mrs. L. Corrin Strong �FACULTY I 67 66 I ST. JOHN'S COLLEGE Hugh P. McGrath Fae B.A., University of Liverpool, 1934, Diploma in Education, 1935; Language Instructor. London County Council, and Language Studies at Universities of Liverpool, London, Paris, Dijon, 1936-40; Armed Forces, 1940-46; Language Instructor, London County Council, 1946-47; Visiting Professor, University of Puerto Rico, 1960; Tutor, St. John's College, 1948-, Addison E. Mullikin Tutorship, 1968-. TUTORS Bert Thoms President Richard Daniel Weigle . . . LL 0 l 937 Ph.D. in American Diplomatic History, 1939, Yale Un1vers1lyil . ·; 5 ' Cf ;~e S~T 1 g5·7 Wa;hingt~n Col l,ege, 1 958, LaSalle College, 1 960, Wabash Co~egJ, ~ ~~ Notr~ Dame in Maryland, 1969, The Colorado College; L.H.D., 1970, ar y ~ge, ~ifddl · Francis College; Litt.D., 1975, St Mary's College of, Maryl an~; ~sh~~~t~;so~i~tio~1,o~ 93~-38~ School Changsha, China, 1931-33; Executive Secre,a1y, Yale in ~ I t College 1939-42. Instructor in History International Relations and Economics, are on_ ,' . . , . · ' A- c 1942-Ll.5· Documents Officer, Far Eastern ~om1111ss1on, 8A 1931 MA 9 f ~~~v~x~~~i:it;f~~~e;r2;hic~; 0r°;~~'Eastern °Affairs, Department of St~te,C1 9~~~~?{o~re~i~;~:; St john's College 1949-· Vice-Chairman, Maryland Hall of Recor s oC II 1'955 57 · ' ' ·b I Ed t. A c·a'ion of American o eges, - , Chairman Commission on Li era uca ion, sso I ' d ' Ed t f ' · Ch · 1966 67 Chairman 1967-68· Boar 01 uca ion o airman, 0 .' • Presid~nt, Maryland Association Treasurer, 1963-66, ViceAnne Arundel County, ~/\ember, 1951-6.J, Pres1dem, 1958 o2, .. d f . rica of Boards of Education, 1961-62; Vice-Chairman, lndepen~e~L Colle~e :r~~idse1~t ~~a~d of l967-68; Chairman, iv\aryland Comm1ss1on on the Capital ULy, 1967 '. ~. M . 's Trustees, The Key School, 1972-74; Trustee, Yale-Chma Assoc1at1on, 11ustee, l. aiy >. S College of Maryland. Curtis A. \Nilson . . . . PhD 1 952 Columbia B.A., University of California, Los An~~les, 1945, n~/Ll~S8'.~16,Visiting' Resea~ch Fellow, Univel'sity; Tutor, St John's sollege, I~ .8-66, Dea-~ . ciate Professor, 1966-68, and Birkbeck College, Univers1tym L,andol.nf' _ 19625-63, ~1s1ung!o~~~spond111g Member, Academie Professor, 1968-73, Un1versl(y or Ca I rn n1a, an_ iego, '-h r II 197° Internationale d' Historie des Sciences, 1971-; I utor and Dean, S( Jo n's ~o ege, :'r, Andrew IN Mellon Tutorship, 1974·. . d 19c;9- lnsuuctor an · 'ch· Ph D Yale University A . ' 1' Bf'-, 1051 ' MA " 1955 ' The University OI II1cago; . ..t ., 1059.62 -1uwr, L. ,o 1-,n 's rollogo " . , . I< J . ~ ~o~, Assistant Professor or Philcsophy, Bue 'Ile 1 . rnve~si f Philosophy, State University of 1962-64, Santa Fe, 1967-; Ass1.st;nt Da~d ~sso~a(~ r~e ~~s~rt~te in Liberal Education, St. John's i'iewYorkatBmghamton, 1964-07, i1ec~r,~ ra ua. College, Santa Fe, 1970-73; Dean, Si. Johns college, 1973· r, s··- Winfree .1914 MA. 1935 University of Virgini~; M Div, 1938, Virginia The~log~cal S~~~~a;i; 1~9 ;. 8 · ·U-~iversit~ 1 of Vtrginia.; StudenL at the lnstiLut Catho\1que o~.,.--'~n~, T::.~ t-_,,.,t, Deac~n-in:char e, 193S-39, Rector, 1939-41, St. Paul's Church,_ Ivy ~e~ot, _irgin~~;o u or,::,· John's College,gl941-, Assistant Dean, '1947, Addis?n E. Mull1k1n IULorsh1p, _1_J~r, /\cting Director, Integrated Liberal Arts Curriculum, St Marys College, Cal1forn1a, 1966 67 BA Ph.'Q. B.f\., Harvard College, ·1940, University, 1940-41, Tuter, St. Boston University, 1938; Brown University, 1939-41; University of Florence, 1946; B.A, Harvard College, 1948; Active duty, United States Army, '1942-45; Traveling Fellow, Harvard University, 1948-50; Pupil of Nadia Boulanger, Paris, 1948-50; Fulbright Fellow in ltaly-Conservatorio San Pietro a Majella, Pupil of Ruggiero Gerlin in Harpsicorcl and Early Keyboard Music, 1950-52; Teacher of Composition and Theory, Peabody Conservatory, 1955-57; Tutor, St. John's College, 1952-; Member, Corporation of Yaddo, Saratoga Springs, i'Jew York, 1971; Sabbatical Leave, 1976-77 James M. Tolbert Dean of the College in Santa Fe Robert S. Bart Barbara Hopkins Leonard B.A., Oberlin College, 1937; M.S., 1941, Ph.D., 1948, The University of Rochester; Assistant in Zoology, Oberlin College, 1936-38; Oberlin College Scholar, Marine Biological Laboratory, Woods Hole, Massachusetts, 1937; Histological Technician, Department of Pathology, Yale Medical School, ·1938-39; Graduate Scholar in Biology, The University of Rochester, 1940-41, Graduate Teaching Assistant in Biology, 1941-44; Visiting Lecturer in Zoology, Oberlin College, 1944-45; Instructor in Zoology, Smith College, 1945-51; Smith College Scholar, lv\arine Biological Laboratory, Woods Hole, Massachusetts, 1949; Tutor and Assistant Dean, St. John's College, 1951-, Arthur de Talma Valk Tutorship, 1968-; Fulbright Lecturer and Honorary Professor of Zoology, Lady Doak College and American College, Madurai (South India), 1962-63. Douglas Allanbrook Dean of the College in Annapolis Robert A. B.A., M.A., George Washington University, 1947; Ph.D., The johns Hopkins University, 1950; Associate in Philosophy, George Washington University, 1947-49; Tutor, St. John's College, 1949-54, 1969-; Assistant Professor of Philosophy, Reed College, 1954-55; Chairman, Department of Philosophy, Washington and Jefferson College, 1955-69; Andrew W. Mellon Tutorship, 1974-. -1957· Sheldon Traveling Fellovv, Harvard Adcli,son E. Mullikin Tutorship, ·1968-. B.A., 1935, M.A., 1937, Emory University; Ph. D" University ofTexas, ·1950; Teaching Fellow in English, Emory University, 1935-36; Teaching Fellow in English, University of Texas, 1938-42; Instructor in English, Tulane University, 1942; Military Service, 1942-46; Instructor in English, University of Texas, 1946-50; Teaching Intern, St. John's College, 1953-55, Director of Admissions and Tutor, 1955-71, Tutor, 1971-. Eva T. H. Brann B.A., Brooklyn College, 1950; M.A., 1951, Ph.D., 1956, Yale University; Fellow of the American i'"umismat1c Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta l<appa; Instructor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, Tutor, St. John's College, 1957-, Addison E. Mullikin Tutorship, 1971-. Edward Grant Jr. B.A., Harv::ud College, 1951; LLB., Harvard Law School, ·1954; M.A., Teachers College, Columbia University, 1957; Tutor, St John's College, 1957-, Addison E. Mullikin Tutorship, 1971-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1 964-66. �I FACULTY I 69 68 I ST. JOHN'S COLLEGE Joseph P. Cohen Bryce DuVal Jacobsen B.A., St. John's College, 1942; farmer and carpenter, 1942-57; Tutor and Director of Athletics, St. John's College, 1958-. B.A., St. John'.s Co_llege, 1_ 956; Department of Philosophy, The University of Chicago, 1956-57, 1959:62; University ?f Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, The University of Chicago 1960-62· Tutor St John's College, 1962-; Visiting Fellow, Yale Law School, 1971-72. ' ' ' · Edward Malcolm Wyatt B.A., 1953, M.A., 1956, University of Virginia; Instructor in Mathematics, University of Virginia, 1955-58; Tutor, St. John's College, 1958-; Sabbatical Leave, 1976-77; Andrew W. Mellon Tutorship, 1972-. Beate Ruhm von Oppen B.A., University of Birmingham, 1939; Art Librarian, Barber Institute of Fine Arts, University_ of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal Institute of ln_ternatlonal Affairs, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Proiect of the Committee for the Study of War Documents of the American Historical Association, 1959-60; Tutor, St. John's College, 1960-63 (leave of absence, 1963-65), 1971-; Visiting lecturer in History, Smith College, 1963-64, and University of Massachusetts, 196_4-65; Member, l_nst1tute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71. Laurence Berns B.A., 1950, Ph.D., 1957, The University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, The University of Chicago, 1956-59; Tutor, St. John's College, 1960-; Associate Professor of Philosophy, Rosary College, 1966-67 (leave of _absence); Associate, Clare Hall, Cambridge University, 1971-72; Andrew W. Mellon Tutorship, 1972-. Samuel S. Kutler B.A., St. John's College, 1954; Assistant Mathematician, The Johns Hopkins University Applied Physics Laboratory 1955, Associate Mathematician, 1957, Mathematician, 1961; Graduate Study, American U~iversity, 1955-61; Instructor, American University, 1960; Visiting Tutor, St. John's College, 1960, Tutor, 1961-; Andrew W. Mellon Tutorship, 1972-. John Sarkissian University of Chicago.' 1 ~39-41; U.S. Army, 1_942-46 (Princ;eton University, 1943, A.S.T.P.); B.S., M.S., University of llhno1s, 1946-48; The University of Chicago, 1948-54; Instructor, Biological and Physical Sc1_ences, Pestalozz1-Fro~bel Teachers College, Chicago, 1948-53; Instructor, University of Indiana, 1948-50; Traveling Fellow and Research Associate Institute of Human Heredity, University of Bologna, Italy, 1955-56; Instructor in Biological sciences, Chicago City College, 1956-58; Instructor, Biological Science, University of Illinois, 1958-62; Tutor, St. John's College, 1963-. David H. Stephenson B.A:., Columbia College, 1958; New York State Teaching Fellowship, 1958-60; M.A., Columbia University, 1960; Director of Men's Chorus, New York Association forthe Blind, 1959-62; Music Instructor, Riverdale Country Day School, 1960-61; Chorus Director, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y. Crowell Company, 1961-63· Tutor St John's College, 1963-. ' ' · Robert Louis Spaeth B.S., St. John's U~ive~sity (~innesota), 1959; U.S. Army Signal Corps, 1954-56; graduate study in phys 1cs, Un 1vers1ty ofll Ii no1s, 1 959-60; graduate study in mathematics, University of Wisconsin 1961-~2; Teacher, Cathedral High School, St. Cloud, Minnesota, 1960-61; Mathematics Writer'. Educational Research Council of Greater Cleveland, 1962-63; Tutor, St. John's College, 1963-; A~s1stant Dean, 1966-71; Director of the Summer Program, 1969, 1970, 1975; Alderman of the City of_ Annapolis, 1969-73; Member of the Anne Arundel County Democratic State Central C~mm1ttee, 1970-73; Fellow of the Institute for Ecumenical and Cultural Research, Collegeville, Minnesota, 1973-74; _Co-Director of Adm1ss1ons, 1974-75; Assistant Director of the Graduate Institute, 1974-75; Director of the Graduate Institute, 1975-. Michael S. Littleton B.S., 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Foundation, 1960; S.T.M., Union Theological Seminary, 1967; United States Navy, 1955-57; Tutor, St. John's College, 1960-; Andrew W. Mellon Tutorship, 1972-. Robert B. Williamson B.A. 1955, M.A., 1957, Ph.D., 1967, The University of Virginia; Tutor, St. John's College, 1960-; Andrew W. Mellon Tutorship, 1972-. Elliott Zuckerman . B.A., 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea Fellow in Modern European History, Columbia University, 1954-55, Lecturer in History, 1956-6~; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St. Johns College, 1961-, Director, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969; Associate of Clare Hall, Cambridge University, 1970-71; Acting Dean, April-June, 1973; Andrew W. Mellon Tutorship, 1974-. Thomas A. McDonald St.John's College, 1944; Military service, 1945-46; University of Virginia, The New School, New York, 1947-50; _Graduate study in philosophy, Graduate Faculty, The New School, 1950-52, 1955-58'. Teaching Fellow, 1956-58; _Lecturer,_ Uni_versity College, The University of Chicago, 1958-62, Lecturer, Ov~rseas-Extens1on, University of Maryland (Heidelberg, Germany), 1952-63; Tutor, St. Johns College, 1963-; Sabbatical Leave, 1975-76. Louis N. Kurs Color.ado School of Mines, 1942-43, 1946; Columbia University, 1943-45; M.S., The University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, The University of Chicago, 194~-49; Instructor in Physical Science and Geology, Wright Junior College, 1949-51 ;_ Supervisory Staff, Steel Production Division, South Works, United States Steel Corporation, 195.1-54; Instructor in Geology, University of Illinois (Chicago), 1954-64; National Sc1e~ce Foundation Science. Faculty Fellowship, The University of Chicago, 1961-62; Tutor, St. Johns College, 1964-; V1s1ting Lecturer, Department of Hydrology and Water Resources University of Arizona, 1973-7 4. ' �FACULTY I 71 70 I ST. JOHN'S COLLEGE Harry L. Golding Benjamin Charles Milner, jr. B.A., Emory University, 1949; B.D., Columbia Theological Seminary, 1955; Ph.D., Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957~59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature, and Interpretation, Wellesley College, 1959-62, Assistant Professor, I 963-65; Tutor, St. John's College, 1965-. B.A., University of Omaha, 1954; M.S., Northwestern University, 1958; National Science Foundation Fellow, 1954-55; Instructor in Chemistry, DePauw University, 1958-63; National Science Foundation Science Faculty Fellow, Purdue University, 1963-64; Member of the Faculty, Shimer College, 1964-68, Chairman, Natural Science Area, 1967, Director of Shimer College in Oxford, 1967-68; Tutor, St. John's College, 1968-; Sabbatical Leave, 1 976-77. Geoffrey Comber Harvey Flaumenhaft Diploma in Education, University of London, 1953; A.R.C.M., Royal College of Music, 1954; M.A., Ohio State University, 1957; Fulbright Scholar, 1955; lnstrucmr in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Phrlosoph2', Huro~ College, Ontario, 1962-65; Visiting Professor, University of Water\oo,_Ontano, 1964; I utor, St. John's College, 1965-, Assistant Dean, 1970-7J,, Assistant Director, I he Graduate Institute of Liberal Education, St. John's College, Santa Fe, 1970-74; Director of Adult Education, 1968-74, 1975-; Director of Summer Program, 1974, 1976-. B.A., 1960, M.A., 1962, The University of Chicago; Woodrow Wilson Fellow, Harvard University, 1960-61; Graduate study, The University of Chicago, 1 961-65; Lecturer in the Liberal Arts, The University of Chicago, 1965-66; Lecturer in Political Science, Roosevelt University, 1965; Instructor in Government, Wheaton College (Massachusetts), 1966-68; Tutor, St. John's College, 1968-. George Doskow B.A., Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut; Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St. John's College, 1965-. Howard J. Fisher B.A., University of Rochester, 1965; Technician, Harvard Univers.ity. C.yclo~ron Labora~ory, 1964-65; Tutor, St. John's College, 1965-; Tutor, The Graduate lnst1tUle in L1oeral Educauon, Santa Fe, 1971-72. Brother S. Robert, FSC B.A., Si. Mary's College; Ph.L, Ph.D., Universite Laval (Quebec); Visiting Tutor, St. John's College, ·1966-67, Tutor, 1972- Robert A. Goldwin B.A., St. John's College, 1950; MA, 1956, Ph.D., 1963, The University of Chicago; Univers~ty Fellow, The University of Chicago, 1951, Edward Hil~.an Fellow, 1_953;.Fellow, Foundation ror Adult Education 1959· Fellow Guggenheim Foundaoon, 1966-67; acuve duty, U.S. Cavalry, 1942-46; Director of 'Research, American Foundation for Continuing Education, .1951~59~ Lecturer in Political Science and Director, Public Affairs Conference Center, The Un1vers1ty 0 1 Chicago, 1960-66; Associate Professor of Political Science, l<enyon C~llege, 1966-69; Di recto;, The Graduate Institute in Liberal Education, St. John's College, Santa' e, 1967; Tutor, St. Johns College, 1969-, Dean, Annapolis, 1969-73; Richard Hammond Elliott Tut,:irsh1p, 1971; Leave of absence, 1 973-; Special Advisor to the Ambassador, U.S. M1ss1ons w l'JA I 0, Brussels, 1 973-, Special Consultant to the President of the United States, 1975-. Gisela Berns Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy: Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1 959-63; St.aatsexam.en I,.~ n1vers1ty of Heidelberg'. 1963; Fellow of Deutscher Akademischer Austauschd1enst, u.n1vers1ty of .Florence, 1963-64, Ph.D., University of Heidelberg, 1964; Instructor in Classics and Phrlosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, I 965; Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St. John's College, 1967-; Leave of absence, 1970-71, first semester, 1971-72. Ray A. Williamson B.A., The Johns Hopkins University, 1961; Ph.D., University of Maryland, 1968; Assistant Astronomer, Institute for Astronomy, University of Hawaii, 1967-69; Tutor, St. John's College, 1969-; Assistant Dean, 1974-. Wye Jamison Allanbrook B.A., Vassar College, 1964; M.A., Stanford University, 1965; Ph.D., Stanford University, 1974; Woodrow Wilson Fellowship, 1964-65; Teaching Assistant in Music, Stanford University, 1967-69; Tutor, St. John's College, 1969- Jonathan B. Skinner B.A., Carleton College, 1963; MA., University of Michigan, 1964; Ph.D., University of Massachusetts, 1970; Woodrow Wilson Fellow, University of Michigan, 1963-64; Instructor in Mathematics, Hope College, 1964-66; Teaching Assistant, University of Massachusetts, 1966-67, Instructor in Mathematics, 1967-68, Lecturer, 1968-70; Tutor, St. john's College, 1970-. Steven F. Crockett A.B., Earlham College, 1965; A.M., The University of Chicago, 1967; Woodrovv Wilson Fellovv and Ford Foundation Fellow, 1965-66; graduate studies in the humanities, The University of Chicago, 1967-70; Instructor in the Humanities, Central YMCA Community College, Chicago, 1969-70; Advisor to students in General Studies in the Humanities, The University of Chicago, 1969-70; Tutor, St. John's College, 1970-. Alfred Mallin B.A .• Western Illinois University, 1965; M.A.. The Pennsylvania State University, 1967, Graduate study in philosophy, The Pennsylvania State University, 1966-1970; National Defense Education Act Fellow; The Pennsylvania State University, 1966-69, Richard iv1. Weaver Fellow, 1969-70; Tutor, St. john's College, 1970-. William W. O'Grady, Jr. A.B., University of Notre Dame, 1966; M.A., 1968, Ph.D .• 1970, The University of Chicago; Woodrow Wilson Fellow, The University of Chicago, 1966-67, Danforth Fellow, 1966-70, Humanities Fellow, 1967-70; Tutor, St. John's College, 1970-. John F. White Nicholas Maistrellis B.S., Bates College, 1962; Department of History of Science, University of Wisconsin, 1962-67, Teaching Assistant, 1962-66, University Fellow, 1966-67; Tutor, St. john's College, 1967-. B.A, St. John's College, 1965; M.A., The f'.lew School for Social Research, 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John's College, 1971-. �FACULTY I 73 72 I ST. JOHN'S COLLEGE SANTA FE Leon Kass S.B., The University of Chicago, 1958; M.D., The University of Chi_cago Medical School, Ph.D., Harvard University, 1967; Fellow, Guggenheim Foundation, 1972; Tutor, St. 119h6~;s 0 n College, 1972-. David Edward Starr . . 1962· MA 1966 Ph D 1972 Boston University; Graduate Assistant 111 B A G ord on Co II ege, ' · ., ' · ., ' u · ·, C liege of Basic Phil-~sophy, Boston University, 1 963-64; Teaching Intern, Boston n1versny . o h , Studies, 1 964-66; Instructor in Philosophy;Univers1ty of Rhode Island, 1966-71, Tutor, St. Jo n s College, 1972-. Burton Blistein A.B., A.M., The University of Chicago; Instructor, sculpture and drawing, Layton School of Art, Milwaukee, 1958-64; Faculty member, Shimer College, 1964-72; Tutor and Artist 111 Residence, St. John's College, 1972-. Leo F. Raditsa B.A., Harvard College, 1956; University Scholar, 1960-61; University Fellow, 1961-62; M_.Ah, Columbia University, 1962; President's Fellow, 1962-63; Fulbright, Un1vers1ty of Mun1c , 1964-65; Berlin, 1965; Instructor, New York University, Wash111gton Square ~ollege, 1965-6~, Assistant Professor, 1968; Ph.D., Columbia Un1vers1ty, 1969; Tutor, St. Johns College, 1973 · William A Darkey B.A., St. John's College, i 942; Tutor, St. John's College, 1942-46; M.A., Columbia University, 1949; Tutor, St. John's College, 1949-, Santa Fe, 1964-, Associate Dean, 1968-70, Dean, Santa Fe, 1968-73, Director, Task Force on the Liberal Arts, 1974-. Thomas King Simpson B.A., St. John's College, 1950; M.A. in Teaching, Wesleyan University, 1955; Ph.D., The Johns Hopkins University, 1968; Instructor, American University at Cairo (Egypt), 1950-53; Teaching Intern, St. John's College, 1955-56, Tutor, 1956-; Curriculum Counsellor and member of the faculty, The Key School, 1970-, Santa Fe, 1973-. Michael Ossorgin a lycee Russe, Paris, 1938; Conservatorie Russe Paris, 1932-35, 1942-44; LTh., '\nstitut de Theologie Orthodoxe, Paris, 1942; Instructor in Music, lnstitut de Theologie Orthodoxe, Paris, 1944-46; Instructor in Theology, St. Tikhon's Seminary, Pennsylvania, 1947; Secretary of the Orthodox Diocese in Alaska, 1948-49; Teacher of Music, Bureau of Indian Affairs, Department of the Interior, 1950-56; Associate Professor, Consultant, St. John's Program, St. Mary's College, California, 1961-62; Tutor, St. John's College, 1956-, Santa Fe, 1966-; Norma Fiske Day Tutorship, 1975-. Charles G. Bell Reed Woodhouse B.A., Kenyon College, 1 970; B.A., Oxon., 1973; Association of Episcopal Colleges Scholar, 1970-73; Tutor, St. John's College, 1973-; on leave, Rockefeller (Lichtenberger) Trial Vear Fellow, Episcopal Divinity School, 1975-76. Alan Harvey Dorfman . . . B.A., St. John's College, 1963; M.A., Johns Hopkins University, 1968; Cawnsv11le Community College, Math Engineering Division, 1968-74; University of Maryland School of Pharmacy, 1970-74; Tutor, St. John's College, 1974-. David Boloti n B.A., Cornell University, 1966; Graduate Student, University of Chicago, 1_968-69~ Ph.D., ii'~~ York University 1974; Vale University Lecturer 1n Classics, 1971-73, Woo row Wf s Fellow, 1966-6l; University of Chicago Huma~ities Fellowship, 1966-68; National De ense Education Act Fellow, 1968-71; Tutor, St. Johns College, 1974-. Deborah Schwartz Renaut B.S., St. john's College, 1968; M.A., Johns Hopkins University, 1971; M.S., Georgetown University, 1974; Tutor, St. john's College, 1974. B.S., University of Virginia, 1936; Rhodes Scholar, Oxford University, B.A., 1938, M.A., 1966, B.Litt, 1939; Instructor and Assistant Professor of English, Iowa State College, 1940745, Wartime Assistant in Physics, 1945; Research Assistant in Physics, Princeton University, 1945; Assistant Professor of English, Princeton University, 1945-49; Guest Lecturer, Black Mountain College, Summer, 1947; Rockefeller Grant for study in Europe, 1948; Assistant Professor of Humanities, The University of Chicago (College), 1949-56; Guest Professor (Fulbright Program), Technische Hochschule, Munich, Germany, 1958-59 (Kulturgeschichte als die Geschichte symbolischer Formen); Tutor, St. John's College, 1956-, Director of Adult Education, 1957-58, Santa Fe, 1967-; Poet in Residence and Guest Professor, University of Rochestr, Spring, 1967; Guest Professor, S.U.N.Y. at Old Westbury, Spring, 1970; Director of St. John's Graduate Preceptorial in Dimensions of History, 1972-73. · Samuel Emmons Brown Harvard College, 1936-37; Diploma, Black Mountain College, 1945; M.A., 1956, Ph.D., 1962, Indiana University; private tutoring, 1946-48; Director of Music, Windsor Mountain School, 1948-49; Director of Music, Verde Valley School, 1950-53; John H. Edwards Fellow, 1955-56; Part-time Teacher, Indiana University, 1956-57; Tutor, St. john's College, 1958-, Santa Fe, 1965-. Saul Benjamin Dean R. Haggard B.A., Kenyon College, 1970; B.A., Oxford University, 1972; St. John's, 1974-. B.A., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-60; Fels Fund Fellow in Philosophy, The johns Hopkins University, 1960-61; Tutor, St. John's College, 1961-, Santa Fe, ·1966-, Assistant Dean, 1971-73. Joe Sachs . . BA St John's College 1968; M.A., Pennsylvania State Un1vers1ty, 1975; graduate student, New S~h~ol .for Social Res~arch, New York City, 1971-73; teaching assistant, Pennsylvania State Robert D. Sacks University, 1973-74; St. John's, 1975-. B.A., St. John's College, 1954; Ph.D., The Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des langues Orientales Vivantes, 1956-57; The University of Chicago, 1957-59; Tutor, St. John's College, 1961-, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, 1968-69; Biblical Research, Jerusalem, 971-72. Amy Kass A.B., University of Chicago, 1962; M.A, Brandeis University, 1964; Ph.D., Johns Hopkins University, 1973; Tutor, St. John's College, 1975-. /V1ichael Comenetz B.A., johns Hopkins University'. 1965; M.A., Brandeis University, 1967, PhD, Brand~~' University, 1972; Assistant Protessor of Mathematics, Un1vers11y of Kansas, 1972-75, John's, 1975-. John S. Steadman B.S. Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, U.S. Army, 1954-56; Assistant in Philosophy, Cornell University, 1959-61; Teaching Fellow, Cornell University, 1961-62; Tutor, St. John's College, 1962-, Santa Fe, 1967-, Assistant Dean, 1970-72. �FACULTY I 75 74 I ST. JOHN'S COLLEGE Ralph Swentzel! David Clifford Jones B.A., St. John's College; M.A., The University of Melbourne; Ph.D., The University. of Texas; University! Fellow, The University of Melbourne; Un1vers1ty Fellow and Bess Heflin Fellow, The University of Texas, 1962-64; Tutor, St. John's College, 1964-, Santa Fe, 1965-, Director, Graduate Institute in Liberal Education, 1973-75. Robert M. Bunker A.B., Harvard University, 1939; A.M., 1954, Ph.D., 1955, University of New Mexi.co; United Pueblos Agency, Bureau of Indian Affairs, 1940-51; United States Navy, 1942-46, hec.ut1ve Secretary, Bernalillo City-County Consolidation Committee, 1952-5.6; Instructor, University of New Mexico, 1955-56; Professor of English and Philosophy, and Chairman of both Departments, New Mexico Highlands University, 1956-65; Tutor, St. John's College, Santa Fe, 1965-. B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico University, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. Timothy P. Miller A.B., Harvard University, 1948; B.Mus., 1949, M.Mus., 1951, Yale University; D.Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music, Agnes Scott College, 1957-61; Director of Music, University of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St. John's College, Santa Fe, 1967-. R. Thomas Harris, Jr. Don B. Cook A.B., Occidental College, 1958; Ph.D., University of California at. Davis, .1965; Woodrow Wilson Honorary Fellow, University of California at Davis, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. john's College, Santa Fe, 1965-72, 1973-; Teacher, Santa Fe Preparatory School, 1972-73. Elliott T. Skinner . . B.A., University of Colorado, 1961; M.A., Princeton University, .1963; PhD. Candidate in Philosophy, Princeton University; Assistant and Preceptor, Princeton. University, 1964, Woodrow Wilson Fellowship; Fellow ofThe Council for Philosophical Studies (Summer Institute in Greek Philosophy and Science), 1970; Tutor, St. John's College, Santa Fe, 1965-. Richard Bowen Stark The Colorado College, 1941-42, (U.S. Air Force, 1942-45) 1945-46.; A.B., Colorado State College of Education, 1948; M.M., Yale University School .of Music,. 1948-52; Associate Professor of Piano (Director of the Choir, 1958), Fisk University, Nashville, Tenn., 1952-58, Visiting Professor of Music, Wesleyan University, Middletown, Conn., 1959-60; Curator of Collections, 1962-66, Curator of Music Research, 1966-70, Museum of lnternat1ona,I Folk Art, Sante Fe, New Mexico; Part-Time Tutor, St. John's College, 1965-72; Tutor, St. Johns College, Santa Fe, 1972-; Research Project in Spain, 1973-74, National Endowment for the Humanities and International Folk Art Foundation. · Stuart Boyd . M.A., Aberdeen University, Scotland, 1948; PhD., Aberdeen University Medical School, 1.952; Military Service, 1940-45; Assistant Lecturer, Clinical Psychology: Departmenf of ~sy~h~.tryi Aberdeen University, 1948-52; Instructor, Medical Psychology, Un1vers1ty of Co ora o . e ica School, 1952-53; Director, Doctoral Training in Clinical Psychology,. Denver University, 1954-57; Professor of Psychology and Chairman, Department of Behavioral Sc1enc;.s, bNe~ Mexico Highlands University, 1957-64; Lecturer, Department of Psy.ch1atry, E in urg. University, Scotland, 1964-65; Professor of Psychiatry (Psychology), University of Missouri Medical School, Kansas City, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. Roger S. Peterson . . . . . A.B., Harvard College, 1953; A.M., 1957, Ph.D. in Botany, 1959, University of. M1ch1gan; United States Navy, 1 953-56; U.S. Forest Service research at Colorado State University, 1959-62, at Utah State University, 1962-66; Tutor, St. john's College~ Santa Fe, 1966-. E. Ray Davis, Jr. University of Wisconsin, 1953-55; B.A., St. John's College, 1962; .NDEA Fellowship, ,university of Indiana, 1962-65, M.A., 1965, History and Philosophy of Science; Tutor, St. Johns College, Santa Fe, 1966-. B.A., Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Illinois; University Fellow, University of Illinois, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; Associate Professor, University of Maryland, 1965-68; National Science Foundation Consultant for India Project, Lucknow, India, summer, 1967; Visiting Associate Professor, New York University, 1967-68; Corporate Consultant, Management Science, IBM, Armonk, New York, summer, 1968; Tutor, St. John's College, Santa Fe, 1968-; Visiting Professor, New York University, summer, 1969. Glenn A. Freitas B.A., Classical Languages, St. Mary's College, 1957; Th.L., Universite Laval (Quebec), 1964; Licentiate in Sacred Scripture, Pontifical Biblical Commission (Rome), 1966; L'Ecole Biblique et Archeologique Francaise de Jerusalem, 1964-66; Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-. Ralph J. Quintana B.A., 1947, M.A., 1966, University of Colorado; Instructor, Williams College, 1946-49; Instructor, Wagner College, 1949-50; Teacher-coach, Fountain Valley School, 1953-58; Teacher-coach, Hebron Academy, 1959-61; Assistant Professor, New Mexico Highlands University, 1966-68; Tutor, St. John's College, Santa Fe, 1969-, Assistant Dean, 1973-. Toni K. Drew B.A., St. John's College, Santa Fe, 1970; Teaching Intern, St. John's College, Santa Fe, 1970-72, Tutor, Santa Fe, 1972-. C. Donald Knight A.B., Baker University, 1962; M.A., University of Toronto, 1 968; Fulbright Fellow, Annamalai University, Madras State, India, 1962-63; Graduate Fellow (National Science Foundation) in Biology and Human Genetics, The Rockefeller University, 1963-66; Teaching Fellow in Moral Philosophy, Victoria University, Toronto, 1967-68; Canada Council Fellow in Philosophy, University of Toronto, 1969-71; Tutor, St. John's College, Santa Fe, 1971-. Philip Lecuyer B.A., The Colorado College, 1966; B.A., Merton College, Oxford University, 1969; Ph.D. candidate in biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor in English Literature, Summer Humanities Institute, The Colorado College, 1968; Tutor in biology and chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. �76 I ST. JOH N'S COLLEGE Alfreda L. Verratti B.A., St. John's College, 1966; M.A., Washington University, 1970; Ph.D. Candidate, Washington University, 1972; Psychiatric Social Worker, Harrisburg State Hospital, Harrisburg, Pa., 1966-67; Hans Reichenbach Graduate Fellowship, Washington University, 1967; N.D.E.A. Graduate Fellowship, Washington University, 1967-70; Instructor, Washington University,· 1969, 1971; Instructor, University of Missouri, 1970-71; Assistant Professor, Webster College, 1971-72; Tutor, St John's College, Santa Fe, 1972-, Assistant Dean, 1972-. Alfred J. DeGrazia Ill B.A., Swarthmore College; M.A., Harvard University, 1968; Ph.D. candidate, Harvard University, 1968-; Teaching Assistant, Harvard University; Tutor, St. John's College, Santa Fe, FACULTY I 77 Lynne M. Hamilton A.B:, Radcliffe College, 1957; _M.D., University of. California, Santa Barbara, 1968; Teaching Assistant, _Assocrate, lecturer 1n English, University of California, Santa Barbara, 1966-71; Ph.D., Un1vers1ty of California, Santa Barbara, 1973; Tutor, St. John's College, Santa Fe, 1974-. Gerald Lee Myers B.A.,. University of Colorado, 1964; Ph.D., University of Colorado Medical Center, 1969; American Cancer Society Postdoctoral Fellow, Yale University, 1969-71; Seessel Research Fellow, Yale Un1vers1ty, 1971-72; Faculty, Shimer College, 1972-74; Tutor St. John's College Santa Fe, 1974-. ' ' 1972-. Edward C. Clark Lorna Green Smith College, 1956-57; B.Sc., McGill University, 1960; Woodrow Wilson Fellow, Rockefeller University, 1960; University of Washington, summer, 1961; University of Paris at the Station Biologique de Roscoff, summer, 1962; Ph.D., Rockefeller University, 1965; Postdoctoral Fellowship, Rockefeller University, 1965; Research Assistant, Wellesley Hospital, Toronto 1967-68; M.A., University of Toronto, 1971; Canada Council Fellowship at University of Toronto, 1970-73; Teaching Assistant, St. Michael's College, University of Toronto, 1970-72; Doctoral Candidate, University of Toronto; Tutor, St. John's College, Santa Fe, 1973-. B.S., Massachusettes Institute ofTechnology, 1951; Ph.D., Princeton, 1969; Area Geophysicist, Humble. Ori Company, Wyoming _and Montana, 1951-56;. overseas with Humble Oil in Turkey and Spam, 1957-63; Ford found anon F:2ilcw, !stanbul, 1967-68; Assistant Professor of History Un1vers1ty of Texas-El Paso, 1969-74; Tutor, St John's College, Santa Fe, 1974-. ' Philip Browning Long B.A., Bob Jones University, 1965; study at Westminster Theological Seminary 1966-67; f o ~~-ral cum laude, University of Amsterdam, 1973; Tutor, St. John's College; Santa Fe, 97 Howard Zeiderman Dartmouth College, 1962-63; B.A., St. John's College, ·1967; M.A., Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-. James R 1\1\ensch B.A., St. john's College, 1967; M.S.L. (Licentiatus in Studiis Mediae Aetatis), The Pontifical Institute of Mediaeval Studies, Toronto, 1970; Ph.D. Candidate, University of Toronto, 970-; Canada Council Fellow in Philosophy, 1970-73; Instructor, University of Toronto, 1970-7"1; University of lnnsbruch, 1971-72; University of Munich, 1972-73; Tutor, St. John's College, 1 973-. David L. Town send B.A., Loyola College.' Baltimore, 1969; M.A., Harvard University, 1970, Ph.D., 1976; Certificat de Lang_ue, Un1ver.s1ty of Paris, 1967, dipl6me, 1973; Teaching Fellow, Harvard, 1971-73; Res1dern Tutor, Eliot House, Harvard, 1971-73; English Teacher, Cambridge Community High School, 1971-72; Tutor, Sr. John's College, Santa Fe, 1974-. Marc Haynes University of North Carolina, 1967-69; St. John's College, Annapolis, 1969-70, St. John's College, Santa Fe, 1970-71, B.A.,; University of Texas, 1971-74; Teaching Intern St. John's College, Santa Fe, 1974-. ' Richard L.L. Michaud A.B., St. Michael's College, 1963; Ph.D., University of Vermont, 1968; Post-doctoral Fellow in Pharmacology, Yale University Medical School, 1967-68; l'ssistant Professor, Psychiatry Department, Yale University Medical School, 1968-70; Assistant Professor of Science, Webster College, 1970-73; Visiting Lecturer, Washington University, 1971-73; NSF Fellow, Colorado State University, summer, 1972; Consultant in Ecology, St Louis University Institute for Environmental Studies, summer, 1973; Course Director, Webster College; Clayton School District Program in Environmental Studies, summer, 1975; Tutor, St. John's College, Santa Fe, Kent H. Taylor 1973-. BA, Ya_le University (English) 1963; MA, University of Georgia (English) 1965; University of Cal1fom1a at Santa Cruz (History of Consciousness: an interdisciplinary graduate humanities program) 1967-68;. Defe.nse Language Institute, Monterey, California (German) 1968-69; Heidelberg U n1vers1ty (Phdosophy) 1971-73; Instructor of Freshman English at the University of Georgia, 1 965-67; Teaching Assistant at University of California at Santa Cruz 1967-71 · Tutor St. John's College, Santa Fe, 1974-. ' ' ' Stephen R. Van Luchene Georgia S. 1<11 ight University of Guadalajara, summer, 1967; Universidad Nacional de Mexico, summer, 1968; B.A., Arizona State University, 1969; M.A., 1971, Ph.D., 1973, University of Notre Dame; journalist, Arizona Magazine, 1969; Teacher of English as a Second Language, Bell School, Cambridge (U.K.), 1969; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-. Bruce E. Venable B.A., St. Mary's College of California, 1969; M.A., Ph.D. in Classics, University of Washington; Tutor, St John's College, Santa Fe, 1973-. B.S., University of Utah, (Philosophy), 1970; MA, University Utah, (English), 1972; Doctoral Cand1d~te, University of Utah, 1974; Teaching Fellow, University of Utah 1970-74, Tutor St. Johns College, Santa Fe, 1974-. Elizabeth S. Engel BA, Pomona College, 1967; MPhil, Yale University, 197"/; Ph.D, Philosophy, 1973; Teach111g Ass1stam, Yale Un1vers1ty. ·1. 969; Teacher of Philosophy and Humanities, Shimer College 1 971-73; Chairman, Human1t1es Area 1 973; Assistant Professor of Philosophy, California State Un1vers1ty at Humboldt 1973-75; Tutor, St. John's College, Santa Fe, 1975-. ' �78 I ST. JOHN'S COLLEGE John Joseph Verdi B.S. in Psychology, Fordham University, 1972; A.M., 1974, Ph.D. in Philosophy, 1975, University of Southern California; Fordham Scholar, 1968-72; New York State Regents Scholar, 1968-72; Oakley Fellow, 1972-75; Instructor, California State University at Los Angeles, 1974; Instructor, University of Southern California, 1975; Tutor, St. John's College, Santa Fe, 1975-. TUTORS EMERITUS FACULTY I 79 OFFICERS, ASSOCIATES, AND STAFF ANNAPOLIS SANTA FE President Richard D. Weigle President Richard D. Weigle Dean Curtis A. Wilson Dean Robert A. Neidorf Ford Keeler Brown, A.B., D. Phil Jacob Klein, Ph.D., Dean, St. John's College, 1949-58. William Kyle Smith, B.S., Th.B., Th.M. Simon Kaplan, Ph.D. Wiley W. Crawford, BA, M.A., Ph.D. Vice President William B. Dunham J. Treasurer Charles T. Elzey Treasurer Emery C. Jennings HONORARY FELLOWS Assistant Deans Paul lv\ellon B.A., Yale Un;versity, 1929; BA, 1931; M.A., Cambridge University, 1938; Litt.D Oxford University, 1961, LL.D., Carnegie Institute of Technology, 1967; LH.D. Yale University, 1967. John Gaw Meem ScB, Virginia Military Institute, 1914; MA (Hon.), Colorado College, 1936; A.F.D., University of New Mexico. Assistant to President Charles A. Cooley Barbara H. Leonard Ray A. Williamson Vice President Burchenal Ault Director of Graduate Institute Robert L. Spaeth Assistant Dean Glenn A. Freitas Registrar leanore B. Rinder Registrar Ellen Gant Director of Admissions Joanne Aitken Director of Admissions Gerald F. Zollars Librarian Charlotte Fletcher Librarian Alice H. Whelan Director of Athletics Bryce Du Val Jacobsen Director of Financial Aid Judith Munaker Director of Student Activities Istvan Fehervary Director of Financial Aid Alberta L. Rivera Director of Adult Education Goeffrey Comber Deputy Dfrector, College Relations Director of Alumni Relations Thomas Parran, J1. Director of Adult Education Robert Bunker Alumni Secretary and College Arc/1ivist ivi.iria.rn Strange Alumni Secretary and Coordinator of Public Events and Facilities Polly Rose Business Joseph A. Jr. Oirecwr of Placement Brend01 Robertson Director of Placemen( Sally Dunn Superintendent of Buildings and Grounds David Tucke: Superintendent of College Phvsicians Robert C Siem Charles K1 nzer Sigmund A. A.rn tin College Physician Nurse KylE Buildings and Grounds Stanley j\,!ordstn.Hll Dr. Alfred W. Pinkerton College Nurse Peggy H. tlrington �80 I ST. JOHN'S COLLEGE Profile: Fall 197 5 and January 1976 Classes 34 1 1 4 6 19 1 4 Canada Iceland ........... . Italy . . . . Mexico Turkey .. 32 1 5 1 Number of Students Men. Women... 1 3 3 2 3 2 1 1 1 National Merit Honors Scholars ......... Finalists . . . . . . . . . . . . . . . Semi-Finalists . . Commended Students. . . 6 9 2 1 1 2 2 3 Early Entrance 2 1 Previously Attended College ..... . 2 27 3 4 1 2 2 1 1 1 1 6 2 3 15 11 2 2 4 2 H 2 1 1 2 ::J 0 2 )>.. ~ 2 1 0 u >< l.J.J 141 101 90 63 38 51 47 2 14 5 26 24 4 2 3 15 7 50 42 16-65 16-28 2 3 l<ind of School Attended Public Independent ..... Parochial 102 24 15 Receiving Financial Aid ... 32% 55% 60% 44% 16% 35% 61% 38% 23% 12% 11 % 4% 4% w lJ l..U _J -' 0 u z l..U LI.. <( 1- z <( vi VJ ' z I 0 .--, V) Rank in Class* First fifth First Tenth Second Tenth Second Fifth .. Third Fifth ... Fourth fifth Fifth fifth .....J 0 6% 20% 3 3 2 *!'-lot included in the Sanla Fe table are 16 students and in the Annapolis table 28 students for whom rank in class was not available. l.J.J 22 5 2 2 ::?'. $ 74 Ranges of Ages Veterans ... 2 15 > ell ...c Annapolis Santa Fe Annapolis Santa Fe States Represented Arkansas .. Arizona ... . California .. . Colorado ... . Connecticut Delaware District of Columbia .. Florida .... Georgia .. Hawaii Idaho .. Illinois .. Indiana l<ansas . l<entucky .. Maine Maryland Massachusetts Michigan Minnesota. Mississippi Missouri .. Montana ... 1'-Jebraska New Hampshire New jersey .... New Mexico New York. North Carolina. Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina ... Tennessee .. Texas . Virginia . Washington Wisconsin ()) CL <( z z <( 0 0 £ ...c 0 0 c ..:.:: ...Q ()) E 0 Vl ()) <fl 0 0 ...c u u \.fl � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 1976-77 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 80 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 1976-77 Date A point or period of time associated with an event in the lifecycle of the resource 1976-1977 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Publisher An entity responsible for making the resource available St. John's College Description An account of the resource College catalog for the years 1976-1977 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/36000593254b95f086d0cf1ab5490348.pdf 24e6b7cbdc0f656694a21bf8b5d01e31 PDF Text Text SANTA FE, NEW JvIEXJCO 87501 (301) 263-2371 (505) 982-3691 STA.TEIVIENT THE ST., JOHN'S PROGRAJ\1 Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, color, sex, nor national or ethnic origin. �ANNAPOUS Septen1ber 6-8 1977-1978 SANTA FE August 25-27 Oral for August 27 Freshman and Senior Registration August 28 September 9 Convocation August 29 September 9 Sophomore and Junior Registration August 29 September 9 Classes Begin with Seminars October 7-10 October 14-17 Long VVeekend November 24-27 November 24-27 Thanksgiving Recess December 16-January Winter Vacation December 16-January 4 December 15 January 22 End of First Semester 11 January 23 Beginning of Second Semester January 25 January Freshrnan January 11 Registration February 10-13 Long Vv eekend March 11-26 March 11-26 Spring Vacation May 5-6 Parents' •Neekend 18 May 25 Last Day of Classes l'/Iay 19 May 26 End of Second Semester 21 May 28 Commencement PAGE September 8 June 12 June 18 August l8 August 18 sm,!J.MER 19'78 January Class Second Semester Begins Graduate Institute Begins Class Second SerHester Ends Graduate Institute Ends June 5 June 25 August 11 Oral Enabling Examination for Seniors September 7 Freshman and Senior Registration September 8 Convocation 8 and Jtutior Registration 8 Classes Begin 1AJith Seni_inars October 13-16 Long Weekend November 23-26 Thanksgiving Recess December 15-January 3 1Ninter Vacation January 21 End of First SerHester January 22 Beginning of Second Semester January 24 January Freshman Lm1g ·weekend Sprine 'l acation Pa!ent~' Weekend Last Day of Classes End of Second Serrtester Co1n111encernent 11 .......... 18 ....... 23 25 The AG11demic Order Tutors Instruction Committee Library Schedules Essays and Examinations .. . P_._cader11ic Standing ... . Degree of Bachelor of Arts Degree of !VIaster of Arte Graduate Institute in Libe;~l Ed;x.ati~n. Directory Information and Right to F~esid£nce and Student lifE . Site Plans of the Campuses 29 30 .31 .32 33 34 .. 37 .38 39 39 AO 62-63 J.hdnliss1ons 48 52 Fees and Fil'£ll11:iaA Aid Standardsfoy Veterans 24-26 61 64 26 27 August 28 !Board of Visitors and Governors Consultant: Dale Appleman November 23-26 10 10 March 10-25 17 18 l\![ay 20 .65 .66 .anrl Staff Profile: 1977 Freshman Class R~egistrahon February 9-12 March 10-25 4-5 24 25 27 .... 8 10 Visit August 18 1973~1979 September 5- 7 .5 The Cuukulum Seminar Preceptorial Tutorial Laboratory. . . . . ...... . Formal Lecture St. John's List of Books 79 80 �Liberal education should seek to free and rational men and women corn1nitted to of in its fundamenof their and vvo111en are best skills of any mature, co111petent, and beco1r1..e citizens of a free society. St. College believes that the vvay to liberal educahon hes the books in which the rninds of our civilization themselves These books are both of human existence, but also have with which we have to interests enter dii:o us alrnost as have to tell acaderruc concern, rernote frolTi our real rn.ove our and 'couch ov.r The are poems or political treatises, and whether then the lirnits of his conversation. is ~ta:e one-sid'2d to..-,say with_out The 1 nes1re lo 2, number of students of John's serninar faced with a text discuss lt that th_e students are -to submit th.eir to on_e another's critical The den1ancls of the individual and those of the group are m continuous limits ,,vithin vvhich the discussion nwves with the utmost freedom The discussion may concern itself ~with to establish the of a poern or the validity of an argun1ent the other hand, rt may concern itself with more or with very that thrust them- �6/ST. JOHN'S COLLEGE selves forward. The students unexamined - that derived from their experience world discussion they acquire a nevv perspective, enables both the sameness of a recurrent problem and the manifestations In the to ascertain not how things were, but how things are - to help the student make rational decisions as he lives his life. And it is the ultimate airn of the program. that the habits of and discussion thus the student should continue hinc throughout life. at St. takes the form of a discussion. of the seminar are carried over into the the actual instruction in all classes and laboratories is rnade to depend on the and initiative of the students. The tutor functions as a more to listen to the students and to work with them to impose upon them his own train of In seeks to restore the true meaning of a liberal arts education. function of the liberal arts has to conscious forrn to been to accommodated 'm men's intel- and denwnstrahng as he uses There are many to four of them: translation, demonstration, and are followed in all the branches of the all senre the same the stude~~,t think for himself, to enable him to practice the arts of freedom. Free minds iTmst be able to view concrete situat10ns, to clear and to arrive at a of these intellectual skills indicates that the arts ltC-iS taken hold of th2 rnir1d. advances and the fundamental outlook man may change over the centuries, but these arts of understanding remain in one form or another indispensable. enable men to vvin knowof tl-te world ctrourtd them and of tl-i.ernselves in this and to use that knmNledge with men can free themselves from the wantonness of narrffwness of beaten Under their discipline men can the habit of listening to reason. A curriculum cannot avoid aiming at these nwst human goals. �THE CURR!CULUM/9 8/ST. JOHN'S COLLEGE Dante reflections 0n human virtues and on man's ultimate fate. Sometimes a seminar will devote alhts time to an tahon of the assigned staying dose to the text; at other the talk range over suggested the reading but bearing indirectly on the text itself in the of the ants. In the coffee after seminar, students from different groups compare the points made in their discussions. for the requirem.ents of con-tmon every must be heard and clash. of opinions may argument- an seminar the students may tend to express their for their relevance or their relation to the under pressure of the group, the to the and trying to uncover the use. The students of the seminar varies with kind is not and requires a difSuch progress in crowned sudden on the part of individuals, or as a whole achieves Illumination. · it is The course of the discussion cannot be fixed in of deter1nin2d rather t}~e necessity of the or of seeking foundations upon does r1ot ff pI'ogress of the discuss10n sornehmes books of the are severdeerl to rneJ.rnbers of fhe r.neets tvnce a everlings, frorn ~J_ntil t~11 ~or if the 1.:nder discussion has and to around a the text e1rierge v11th~1n tl"-1e seq1~~­ ~0,rhi_ch tllE diSC'i)_S- into rather :alk or i11to duH and sho.llow ti:rne to extricate its~lf £rorr1 s-uch a ccn~1.:rse. Or accessible to a. fevv of its rfiern_bers Urtder fhese· c1rcnn1staJ:-tces the r~le of th_e leaders is r;_o( to to -co fh_e stl1dent in every 'J\ray tJ:te au_t:hor, 1-SS112s., and hi1nself T1'~e :rnost useful i1'._strL1rnertt £or this purpose is th."2 t}12 rctost l}__ seful device of all is tl-ie stand an_d ertteI IlO all can at of his 0~1vn. �THE CURRICULUM/11 10/ST JOHN'S COLLEGE Tl-IE The seminar cannot suffice as the to the end of liberal education. means its very student to cultivate the habits of careful devices r_o_ust these are the tutorials m and music. For four years a student languc.ge tutorial and one a '\Neek. Three tim.es a For about nine weeks in the middle of the vear the sefftinars of the J • classes are are suggest a tl-1errt one of the books of the rec~d in draft to th.e Listed belovv 2,_:re puses for a recent yeaL Anna Karenina Adams: The Education of Henry Adams Common Law Adjudication and Phi!osoph1cal Justice Freud· Selected neurosis and Fear and Trembling The Birds (m Creek) Burke, Paine, and de Toqueville: Selected works Force and Newton, Goethe's Novels Plato Phacdnts \/Vhitehead. Selected wmks VI/ allace Stevens Arendt: The Human Condition Joyce: J\ristotle's of motion Nova Sartre: Being and Nothingness Plotinus. Third Ennead by a tutor, proceed at a seminar Usually the which may be oft1er rne1rlbers. on the t•J.ro cam - thirteen to fifteen students and under the direct and instruction of a tutor Each tutorial session lasts an hour. The tutorial conditions for coll&.bo:::'2.tive and for the manifolc and learnfriends. As in the semibut tl:1e dis, r cuss1on rocuses each student to which n<E,y later teach. A student will work in the and rnatllenuhcs cutorials and the sermnar another, Some of the students 1n the tutorials "Nill also be >Ni th him in the an.cl seminar ir1 t:b_e THE LANGUAGE TUTOR:U~.L teclLnical condition a comn1umcation and persuasion. In a b:toei_d sense, it may be cor:_cei-ved c~s age-old studies of grammar, iJnderstand the relation_ between the £uridan1errtal ~Na~ys vvords cari be the varied cortrLotatior:.s and is t1-n1s :i1-ot tl-1e however, and with each other and his natrve �12/ST JOHN'S COLLEGE THE CURRICULUM/13 the rules that must govern if is to be and resources of artict1late it if it is. to be clear,. The and -~AlltG. ;~evo::r a:nd i:n.creases tiOVJever/ goes "'"v'>rell v1itt~ t}~e fresl-in:i.21l 3errdrtar a1\d ti-Le ;:ontirtuance of Greek in_to tl-1e secof tt~e first Tl'te secor1.d year en_ds of cor~ten_t of Frer1cl1. prose tent are related to selectior~s. r;iscu_ssion.s of bo-!:l'-l forrn o.rtcl ,:oriexer- -Ch_e excellence of ~b.is n::odels, Ir~ the second se:n:tester a verse is read. Tl-,P of fhe foErfb. year, F.rench poer!_1s . Its irfl1Ytediate is the of each poem m its basis for art oI relation of that art to tt1e traditional liberal arts of include exercises in translation rnore in the third year. The year modern British and American and vV.B. Yeats It should in all seci:ion_s as ~rveH student is thus v1ritten forrn. �THE CURRICULUM/15 14/ST JOHN'S COLLEGE THE this is true or from a name implies, a dose connection with the human for learnfng, its is especially useful in about 1Nhat it means to learn and to know To themselves for such reflection mathematical years: and how do ·what is a mathematical and ends? V\That is the corrvictio11? a discussion is initiated in the and often carried over into the seminar. The student vvith the Elements of Euclid. of the mathematical discoveries of his he a notion of deductive science and of a mathernatical in -V\1ith one viEvv of n:-tath.e1T~atical ob·of ratios - vvhich is under the fo1J_ndations of inodern rrtattiernatics j\Jter Eu_clid }1 '.2 on cox1s-tructed to "save the indicates the an.d th.e ordidiiference fh.e I11athen1.atics tutorial a.t St. course in mathematics. 1 In the second year tl·1e studertf con.tinues ttlose difficulties 2~nd v1h.icli. it is i:hat underlie ial a11d fhe rneans to count and ffteasure Tl-v2 secon_d n:1ain reasori for 1natbe:matics tutorial more shidies form. He next i:akes in general. �THE CURRICULUM/17 16/ST. JOHN'S COLLEGE In the third year calculus is studied both ana~ytical_ly ~nits modern form and geometrically as Newton presented it. This is followed by an examination of Dedekind's theory of re~l numbers, the endeavor to provide a rigorous arithmetic foundation for the calculus. The student then returns to Newton's Principia, to take up the astronomical parts in which Newton brings heavenly and earthly _motions under one law and replaces a purely geometric astronomy with a "dynamic" theory in which orbits are determined by laws of for~e. Here again the mat!1ematics. tutorial is. more than a m~themahcs course. It is both an mtroduchon to physics and a foundation for the study of the philosophical outlook of the modern wor~~ln the fourth year the reading of Lobachevski s approach to non-Euclidean geometry invites reflection on the postulates ~f geometry, as well as on the nature of the geometric art as a wh?le. 'I_h~s is followed in the latter half of the year by the study of Emstem s special theory of relativity, which challenges our conventio~al understanding of the nature of time and of space. On the Annapolis campus, there is an alternate program for the latter half of the year: s~me of '.he students study projective geometry, in which the enterpns~ which began with Euclid returns in a remarkable way, now generalized, to its starting point. THE MUSIC TUTORIAL One of the aims of the St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed towards technical skill but towards an under- standing of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of mus~c th~ough close study of musical theory and analysis of w?rks of musical literature. In the freshman year, by way of introducti_on, students of~en sing in a chorus. In the sophomore year a tutorial meets three times a week. The music tutorial reflects two different but complementary aspects of music. On the one hand music is intin:ately related to language, rhetoric, and poetry. On the other it is a umque and self-sufficient art, which has its roots deep in nature. The work o~ the tutorial includes an investigation of rhythm in words as well as m notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, cou1:1terpoi~t, and harmony. None of these is done apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart, and the instrumental works of Beethoven are the real textbooks. In the second sen:ester at least one major work is analyzed closely. Semi1:1ars on great works of music are included as part of the regular semmar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. �18/ST JOHN'S COLLEGE THE CURRICULUM/19 The ernblern of the SL no less than the tradition of th:= liberal the instrur.nents of the sciwhich rn.ay well be the institution of the modern lTlOSt world Three hundred years ago were introduced into This was one of the not be ''two cultures." DHferent fields of methods and but the from sources common to all THE stems WORK three cons1dof science: The combined with a full instruni.ents and involved in iL The content of the work should be so chosen as to enable the student to trace a scientific and observation. Thus certain to be recorded takes spean itern in the curriculum that does not bear upon it. The last two years of Uw program r:c:,hibit the that flov.r frorn it, and these could not be aptI'le first tvv,o years vvh.ich cover tf'.ie frorn to Descartes. IVIoderz-1 r.nathem.atics h_as rnade of rnust have tirrte ,to of acc:utacy·- his inst1111nents an'1lv7e -- ) of error, to consider alternative rnethods, and thus can he corne to a of the sciences called "exact." . mature ~ 1 tr2,_r1sf0rms tl:t·e book '.,v~~itter1 in rnz~tl-'1.en1.ab_cal clia:;':·acters. is COr~CETr1ed -o;;Mifh ff-~e artlflCES o+' th_e }n1rn~an "LlS. to relate ot11 o:ir 1J._r\derFor this p1Jrpose SL 1Arherei1;_ characterist~c arid Tf-:_ere is Lavoisier, and Bohr used in H:is \1vay, all the \rvork 0£ -fb.e manuals vvrii:ten at the the purpose is to achieve an intuTtate rnixture 0£ critical discussion o_n_d �20/ST. JOHN'S COLLEGE THE CURRICULUM/21 ITS CONTENT The general topics of study have _been c~~sen from elementary physical and biological science. A maior rev1s10n of the order and content of the laboratory sequence has recently been undertaken. The planned sequence of study for students entering in 1977 and later may be outlined as follows: 1st Year 1 week: 11 weeks: 20 weeks: 2nd Year (Music replaces laboratory.) 3rd Year 4th Year Observational astronomy Observational biology Studies of matter and measurement, leading to the atomic theory of chemistry Topics in physics: mechanics, optics, heat, electricity, magnetism 10 weeks: 18 weeks: Quantum physics Genetics, evolution, molecular biology THE FIRST YEAR The laboratory begins with a week devoted t? the elementary observations which permit us to orient ourselves with respec.t to the principal daily and annual celestial phenomena. _Arrangement is _made for the students to conduct a series of observat10ns, to be continued through fall, winter, and spring, of the cha~ging altih.1:des of the noon-day sun. These observations, together with the setting up of a system of celestial coordinates with ecliptic and equator, prepare the way for the study of Ptolemy's Syn taxis Jin the spring. The freshmen then turn from ti:e larger cosmos to living entities, to topics in observational b~blogy: classification of types, anatomical structure, cells and their aggregation and differentiation, embryological development. Close observation by naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists such as Aristotle, Galen, Harvey, Lamarck, Schwann, Virchow, Roux, Driesch. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on yet distinct from the surrounding world. The freshman laboratory next turns to the non-living, in a search for some of its fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature and calorimetry are taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomicmolecular theory. Experiments are performed tp help with the understanding of the texts and the physical and chemical transformations of which they speak. The year's work culminates in the resolution of the problem of determining atomic weights and in some consequences of this determination. �22/ST. JOHN'S COLLEGE THE CURRICULU!VI/23 THE THIRD YEAR is exin to be to a number of the traditional The pected to deal divisions of TfIE The curriculun1 as described so far has been shown to use the medium of student of the work. On a different will serve to illustrate the mathemati- seIT1inar interest and test the student's and i:o follow arguments in unfamiliar or space or architecture The mernbers of h t~ e St ~, · · • . ine v1s1tor rnay ·be rrom the academic vrorld or from tr1e arena of affairs, he rnay be a poet or an artist. Sornetunes a concert replaces a lecture. · matheffiatical terms. be tAaxvvell's derivation of an THE FOURTH YEAR In senior year is a rebJ..r:r1 to q-ctesthe first ten confronted as freshmen. v1eeks; the serlior atomisrn takes 1.1-0 ane\1V tl1e b1J.t tb~e atorrt itself has become the " of his t1ons tl-i.e the wave rn.ec1Janics of a sequenJ.:e of Itistoric scierltific and vvave, iat10ns are considered from the the of of what he has Vlork takes the Sorne in the sernirtars an_d tutoron the duection that a student's �THE CURRICULUM/25 24/ST JOHN'S COLLEGE LECTURES AND CONCERTS of lectures and concerts recent year: The list below on one or the "The Growth of Presidential Power" William Goldsmith "Genesis" Robert D. Sacks "The Question of Beauty: The Early Christian Arts" Charles Bell "Rousseau and Democracy: The Design of the Social Contract" Hilail Gilden Aeolian Quintet "\/Vhy Should Gloucester Attempt Suicide and Why Must Cordelia Die" John Steadman "Watching Television" Roger Rosenblatt "Changing Trends in 20th Century Paintings and Sculpture" Adelyn Breeskin "The 18th Century Background to Gibbon" Arnaldo Ivl.ornigliano Sequoia String Quartet "Languages, Philosophy and Science" Stillrnan Drake The bc·oks that serve as the core of the c-urriculu:rn vvere c}i_osen of years, firs'c at Colurnbia College, at The of since 1937, at "The Collapse of De1nocracy at Athens and the Trial of Socrates" Leo Raditsa 11 011 the Translation of Ri1nba1:td' s Griffin "John Milton: The Paradise'' Louis L Martz to ''The Ellen Davis "The Geon·letrical "\lisionlf I-Io-vvard Fisher in Paradise Each vvith I--Iis I<innell JJThe Brothers K"ci_ra:cnazov" l,/i.ichae! Yale/Si. Consort the l2i5t tvJo years. The first year is devoted to Greek authors and their of the liberal arts, -tl~te secortd cordain_s ~medieval and Renaissar'tC'2 books of the severiteenth and rnost 'Nere in modern languages; the fourth year brings the rtineteenth and tv;1ent1eth certturies order in which the books are read is to that fftan to face =ind at all hm.es. student to discover a new kind of historical perspective all the historical shifts and the permanence and everpresent of human issues list of books which constitute the core of the St. program lS to review and revision the Instruction Con.i.mittee of the faculty. Those listed here are either at one or both campuses. Books read only in part are indicated an asterisk. �26/ST. JOHN'S COLLEGE THE CURRICULUM/27 FRESHMAN YEAR Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Marcus Aurelius: Nicomachus: Lavoisier Essays by: Iliad, Odyssey . , Agamemnon, Choephoroe, Eumemdcs, Promerheus Bound Ocdip11s Rex, Oedipus at Co/onus, Antigone, Phi/ocletes Peloponnesian War Hippolylus, Medea, Bacclrnc History* Clouds, Birds . . . v Ion, Meno, Gorgzas, .Republic, Apology, Cnt,o, J,.haedo, Sympoisum, Parmemdes, Theaetetus, Sophzsr, lzmaeus, Plrnedrus . Poetics, Physics*, Metaphysics*, Ethics*, On Generation and Corruption*, The Politics* Elements* On the Nature of Pericles, Alcibiades 1\lleditahons* Arithmetic* . . Elements of Chemis!'ry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Dalton, Wo/laston, Gay-Lussac, Cannizzaro, Mach, Bridgman, Couper, Morveau, Proust, Bertha/lei, Richter, T. Thomson, Whewell, Berzelius, Dulong, Mendeleev SOPHOMORE YEAR Anstotle: Apollonius: The Bible'' De Anima, On Categories*, Parts Co11ics* Virgil: Plutarch: Epictetus: Tacitus: Ptolemy: Galen: Plotinus: Diophantus: Augustine: Anse!n1: Maimonides: Aquinas: Da-nte· Chaucer hfachiavelli· Copermcus: Luther. Rabelais: Calvm: Palestrina. \fife: Bacon. Shakespeare: Descartes: Pascal: Bach: I--Iaydn· Lan1arck: Mozart: Beethoven: Schubert: Verdi: Des Prez Poerns Aeneid Caesar, Antony, Brutus, Cato the Younger, Pompey, Czcero Discourses, Manual Annals Almagest* On the Naiural Faculties The Enneads* Arithmetic* Confessions Proslogium Eight Chapters on Ethics Sizmma Theologica'', Summa Contra Gentiles'' Divine Comedy Song of Roland Canterbury Tales* The Prince, Discourses* On !he Revolution of the Spheres*a Christian, Seciilar Authoriry The Freedom Missa Papae J\l/arcc/li Essays* Introduction i'o the Analytical Art Novum Organum'' Richard II, Henry IV, Henry V, The Tempest, As You Like Ji, Hanz/er', Othello, Macbeth, [(11117 Lear, Sonnets'' Rules for the D1rcc!ion of the Mind Epitome IV Motion of !he Heart and Blood Geometry* Generation of Conic Sections St. Matthew Passion, Inverll'ions Quartets'' Philosophirnl Zoology Opcrns* Sonar'as'' Songs* Oiello Symphony of Psalms Mass Marvell, Donne, and other poets JUNIOR YEAR Quixote Two New Scirnces Leviathan Discourse 011 Method, Med1tat1ons, Rules for Oze Direction of Ilic Mind Milton: Paradise Lost La Rochefoucaulcl: Nlaximcs" La Fontaine. Fables'' Pascal: Pensees"c Huygens: Treatise on Light,* On !he Move men! of Bodies by ImpnCI' Spinoza: Th cologico-Polif ica 1 Tr ca tise Locke· Second Treatise of Government, Co11cerni1w Human Understandin<s Racine: Phedrc ' Nevvton: Principrn* Cervantes. Galileo: Hobbes: Descartes. 0011 0 �THE ACADEJVIIC ORDEFJ29 28/ST. JOHN'S COLLEGE Mo11adology, Discourse 011 Nature and Grace Foi111ded on Reason, Gulliver's Travels Principles of Human I<nowledge Treatise of Human Nniure*, Dialogues Natural Religion, Enquiry Conceming Human U11dcrsi'nndi11g Social Contract, The Origin of hm7ualily Wealth of Nations* of Pure Reason*, Fundamental Meiaphysics of Morals, Critique of Practical Don Giovanni Pride and Leibniz: Swift· Hume: Kant: Mozart The Federnlisi Billy Budd, Benito Ccrcno Essay 011 the of Numbers 111 Boscov1ch, Thomas Young SENIOE YEAR lVIolihe Goethe: Mende!: Dar\Nin· Hegel: Lincoln: Dostoevski: l\/[ann: Kafka· Millikan. l(eynes: Pavlov: Poems by by The Misn11tluope, Tartuffe Faust Experiments in Plant Hybnrhzatio11 Origin of Introd11clio11 io tile of Philosophy, Preface to r'hc Plieno111e11ology, Logic (f ram ihc E11cycloped1a), of History'··, Philosophy of Philosophy of Theory o( Parallels* Oemocrrfri; 111 Amenca* Speeches · Philosophical , Fear and Tristan and Isolde Communisi· Capital'', Political a11d Economic The Possessed Brothers \!Var and Peace F11w Tlze Adve11turcs of Bric(er Course Thus Spake Znrntlrnstra ', Beyond of Good and Gc11crnl l11irod11cf'io11 to Psvch Civil1zntio11 and Its Oiscordents, Bn;ond the Pleasure Prinnplc Poems* , Dcnth in Venice Tlzc Trial 1/1//rnt 1s P/11/osoph!J? The Physirnl Principles of the Qiumtu111 Suprcn1c Court Opinions* The Elcclron''· Philosoph1cnl I11vcst1gat1011s Gc11eml Theory of E111ployn1c11I, Interest and Money Lectures 011 t/zc Co11diiio11cd Reflex Yeats, T.S El1ol, Wallace Stevens, Baudclrnrc, Rimbaud, and others Farndny, Lorrnz, J J Thomson, 1;\!/ulchearl, Minkowslu, Ruihcrforrl, Ei11stci11, Dnv1sso11, Bohr, Shrodingcr, fvfoxzucll, Bernard, l/\fcisma11n, jollll S1111t'1, Dre1sch, Bovcri, Tei/hard de Clwrdin ar1 d1 it is at differerct The lE- are rnernbers of th.e 1.Arhere betvveen the a_lj_thors and the the oth,er studerlts at dist21.r1ces of their The n1 little r'.:'.d sc}1ooll-1ouse is the relevan.t At tI'te head of the class is fhe author-[eacher, at the foot of the class the student in rel2,tion to the matter. All the ochers are both teachers and each from those above and those beiow. The aim in all the classes is to th.e d1J.ferences in character, and skill as are distributed among students and tutors. �THE ACADE!V!!C ORDER/31 30/ST. JOHN'S COLLEGE The kind of presupposes, a of more conventional in at least one goes on at St. from the faculties has a that he n1ust be of that he has to Ir1east1re, into entire prograrrL Thus a rn.ember of the St. is never confined ir1 :his division 0£ the progra1TL I-le is, Cir!d :has a se1Tiinar ar1d of eitI'ler tv,ro rutor1als or of Each tutor is on the skills l-ie possesses to 1n their classes, S1n_ce it is n_eceesary / on the ot}ier into the foundatio"i.s .::rn.d wider contexts c£ i:he to c1void stalertess and fh-e that are the ever-present cf and the The In_structiort Cor:cnnittee i:; a cor:-nYi.ittee of tutors the Deans on all rnatters of irlstruction c1_1rr1cular or the acaden11c the President and Vice Presic',ents on the tutors on e"?iCh carnpus 0£ the the Vice President sit with the Instruction Committee ex Dean is the chairman of the Instruction Committee on vvhere he serves; t}~le ine1T~bers of the Co1nmittee on each carr1pt-1s constitute the Instruction Committee for that car.npus and meei: at in.tervals th·:: year Tli.e iuH Corn.rrtittee nLeets anbetween the two campuses, and the Deans alternate as chairman of the Instruction Corn,mittee, LIBRAR The books chosen for at St. John's are collected in the in the best editions and translations that can be obtained. These books along with selected modern texts for the laboratory form the core of the ,essential to the of the A good general collection is a necessary supplement; a highly technical one would have little use. Each year in mathematics, science, philosophy, religion, fine arts, music, poetry, literature, and lnstory are purchased. The subscribes to representative periodicals and newspapers. A committee or the assists the Librarians in selecting books and periodicals. The maintains a collection of about volumes. In Santa Fe, the collection has been ai: the rate of 3 ,000 volumes each year and now nurnbers over Both libraries have interesting special collections. Annapolis has the Collection datmg from 1696, known as the "first library in " and the Peter Huntington Jackson Collection, w~hich is rich in Elizabethan irnprints and French books and tracts. The Witter Bynner Collection and the Edgar Allan Poe Collection in Santa Fe contain first editions of each poet as '<Nell as other belles lettres. In addition, the Santa Fe library has several d1stin- �THE ACADEMIC ORDER/33 32/ST. JOHN'S COLLEGE guished music collections, including the Amelia White, the Grumman the Schmidt and the Holzman collections. ' Woodward Hall in Annapolis was renovated as a modern library facility in 1969. It has comfortable modern study carrels and stacks as well as traditional reading rooms. The Santa Fe library is housed in the Peterson Student Center and the Weigle Building. The music library is located in the Sternberger-Weis Music and Fine Arts Building. A SAMPLE FRESHMAN SCHEDULE FOR ONE WEEK HOUR MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 8:15 Mathematics Mathematics Mathematics Mathematics Tutorial Tutorial Tutorial Tutorial 9:15 10:15 Language Language Language Language Tutorial Tutorial Tutorial Tutorial 11:15 Chorus 1:15 to Laboratory Laboratory 4:15 8:00 Seminar Seminar Formal Lecture . E~cept for the preceptorials in the junior and senior years certarn periods of laboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students. Each morning for either three or four days a week they spend one hour in a language tutorial and one hour in a mathematics tutorial; sophomores also spend four hours a week in a music tutorial. Twice a week they spend up to three hours in the laboratory. Two evenings from eight to ten they attend a seminar. A formal lecture or concert is given once a week. Nineteen to twenty-one hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. ESSAYS AND EXAMINATIONS SCHEDULES Perhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathem~tics in t~e fifth book of Euclid's Elements; or the time of the first assignment m Thucydides, when the seminar leaders are wondering if th~ students will see the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. These are the educational realities that a common schedule marks and emphasizes. ESSAYS Every freshman, sophomore, and junior submits an essay on some theme suggested by the seminar reading. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the student to set out in writing, as clearly as he can, his own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of his final oral examination. For sophomores the annual essay holds a position of special importance: it becomes a major part of the process called enabling (see page 36). ORAL EXAMINATIONS At the end of each semester, oral rather than written examinations are held. These are conducted by the seminar leaders, with the voluntary participation of other tutors. The student is questioned freely and informally on the texts he has read and on his critical and interpretative opinions. It is not the aim of the examiners to find out �34/ST. JOHN'S COLLEGE how much the student remembers. He is encouraged to consider different parts of his study in relation to each other and to problems that may not have been treated in any of his classes. For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. THE FRENCH READING KNOWLEDGE EXAMINATION Before being granted the degree of Bachelor of Arts, each student must pass an examination to show a reading knowledge of the French language. This examination must be passed before the beginning of the senior year and is a prerequisite to enable a senior to become a candidate for the degree of Bachelor of Arts. THE ENABLING ORAL EXAMINATION The senior enabling oral examination is given to the student in the fall at the beginning of the fourth year. It is focused on a number of books assigned for rereading and study during the preceding summer. They correspond in quantity to about twelve seminar readings and are chosen by the Instruction Committee from the seminar lists, with a view to covering key themes of the four years. The passing of this examination confirms a student's status as a candidate for the degree of Bachelor of Arts. THE FINAL ESSAY AND ORAL EXAMINATION In the senior year the student is required to present to the faculty a final essay related to some aspect of his four years' work. Again it is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined upon it by the committee in an hour-long public oral examination. No degree is awarded unless both the essay and the oral examination are satisfactory. The senior essay is regarded as the fruition of the student's learning. ACADEMIC STANDING Because St. John's classes are small and intimate and consist largely of the active participation of the students, every tutor is aware of his students' progress from day to day. The tutors' appraisals of a student are based therefore not alone on quizzes and tests, which are rare, but on the student's total performance as a member of the learning community. The tutor's comprehensive judgment of a student is reported to �36/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/37 the Dean each semester as a conventional letter grade, A, C, or F, where C indicates that the work is at a leveL Such a gradis necessary 'in the case of students wish to go on to or school or to transfer to another the Students will be their grades if not to work for grades, but If it becomes evident that process has asked to leave ~he College. norrr,al student rhere is no from. this course of It is capacities until there is clear curriculum and rich essential to tl-1.e v-1ay in vvhicll at-Certdaru:e at all A record of absertces is into consideration whenever there is occasion to determirte acade11lic Once eacli_ se1T1ester tlte stude:nt iy1_eets cdl f1is t11tors in th.2 d.ort 'Il-fi_e don_ is a co:r1sultat1or1 of studer1t ar~d hitors for the ratl-ie:t tl1s_n_ for th_e ~n,.., "CL~rri.C-c_:ih1rn satisfacAri:s 0h;1dencs 'Nho enter in in three and one-half years, but -·,, --~ r., ,_; 01 t$0che101 01 of sen1.ester ho11rs may tiori.s tl-1at rrtust be rr1et if tie SOPJHOiv10RE JEI»JABUNG is a re1.rie1-rV with the advice of all the tutors of the tvvo years he has liberal arts, the the Ins.truction the lasr As 2r1 irtclicatior1 to th~e �THE ACADEMIC ORDER/39 38/ST. JOHN'S COLLEGE f r fields of advanced The following table shows f~p;o essJ~~~e~· law mathematics, study entered by on.e or morde. s.t. 0 n ~ g::eology 'hav~ attracted the philosophy, education, me icme, an greatest numbers. Archeology Architecture Art Biochemistry Biology Bio-physics . . . Business admm1strahon City planning . Computer programming Dentistry .. Drama & playwntmg Economics Education Engineering · Geology History History of art History of science. International relations Journalism Languages Law Library science Literature Logistics management Mathematics Medicine Meterology Music Nursing Oceanography Philosophy Physics Political science Psychology. . . Public adm1mstrat10n Social anthropology Social work Sociology Systems analysis Theology Writing THE ST. JOHN'S DEGREE OF MASTER OF ARTS f Master of Arts. The d St. John's College awards the e?ree o eneral task the requirements for this degree are determined by the g College has set for itself. b d d to a tutor who has comA Master's degree may e aw~r e st etition the lnstrucpleted two years of teaching at St. Johns. He mu p tion Committee for permission to present himself as a candidate for the degree. He must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon it. The topic must have some bearing on the understanding ancf practice of the liberal arts. THE GRADUATE INSTITUTE IN LIBERAL EDUCATION A graduate program, leading to the M.A. degree in the liberal arts, is conducted during the summer on the Santa Fe campus. It is designed for graduates of colleges other than St. John's and is particularly well suited to the needs of high-school teachers. The program, which is based on the St. John's list of readings, is divided into four subject areas: Politics and Society, Literature, Philosophy and Theology, and Mathematics and Natural Science. Each summer session lasts eight weeks and consists of seminars, tutorials, and preceptorials. The seminars are modeled on those of the undergraduate college; they are limited to about twenty students. The tutorials are smaller classes devoted to the close reading of texts. In the preceptorial the student chooses a topic pertaining to one of the books studied and, under faculty guidance, writes a long essay. For each section of the program nine credits are granted. All four sections are required for the degree, though students who have previous graduate credit may be eligible for the degree after three summers. The sections may be taken in any order. More detailed information and a separate catalogue may be obtained by writing to the Graduate Institute in Liberal Education, St. John's College, Santa Fe, New Mexico 87501. DIRECTORY INFORMATION AND RIGHT TO PRIVACY In compliance with the Family Education Rights and Privacy Act, the College retains the right to publish at its discretion the following categories of information with respect to each student presently or previously attending the College: the student's name, address, telephone listing, date and place of birth, field of study, participation in officially recognized activities and sports, dates of attendance, degrees and awards received, and the most recent previous educational agency or institution attended by the student. As required by the Act, the College will provide public notice annually of its intention to publish such directory information. Students have a right to inform the College within a reasonable period of time that any or all of this directory information should be withheld. The College will respect any such request for privacy. �40/ST. JOHN'S COLLEGE Residence and Student Life The College is well aware that physical activities, artistic expression, and light-hearted recreation are necessary complements to an intellectual life and it is committed to providing the facilities, funds, and support needed to make them available. Generally, such activities in Annapolis are under the sponsorship of the Student Polity. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. THE ANNAPOLIS CAMPUS Since its founding as King William's School in 1696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 persons is occupied principally with the government of the State and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the fish, crab, and oyster industry and the sailing and recreational activities of the Chesapeake Bay; and with the liberal education of students at St. John's College. The campus of thirty-six acres lies in the Historic District, adjoining College Creek, one block from the State House and across the street from the Naval Academy yard. The fifteen buildings include 18th century historic homes (now classrooms, offices, and a dormitory), 19th century Victorian structures, and 20th century buildings designed to complement the older buildings. There are six student dormitories, offering single and double rooms. The community of students has governed itself since 1945 with elected officers and delegates representing each dormitory and the off-campus constituency. The Student Polity representatives, called the Delegate Council, meet once a week to hear requests from students for funds, to allocate time and use of facilities such as the student kitchen, to remind students of their responsibilities to the College community, and to express student opinion on common problems. The Polity maintains a Student Instruction Committee to discuss and recommend curriculum changes. A Student Employment Office, initiated and run by students, helps to locate off-campus Jobs. The Food Committee works with the dining hall manager to develop satisfactory dishes for the regular and vegetarian menus. Since 1968 The Collegian, a weekly student newspaper, has provided a second medium for expression of opinion to the community as a whole. Controversy ranges from petty to vital; creative writing and news take up the rest of the space. Students are also welcome to �42/ST. JOHN'S COLLEGE RESIDEJ\JCE & STUDENT LIFE/43 contribute work to The Reporter and The Extracurricular come go. curriculum as stu year has seen the ob- dents' interests overflow srn.all classes in inen and in indivteam sports. The Director of and two student assistants events and coordinate use of the which include a well-equipped large fields, tennis courts, and a boathouse with a number of sailboats and other small craft. four women's in field Each of three drama stage one or tvvo one or tvro rnodern several one-act In 1976-77 these Seasons, The to the Sea, No Ile, weekend the student film dub domestic filrns - the classics of cinema Civilization, The Ascertf Man, have been shown the Music is m groups and strurnental ensembles train , or scores or:c carnp-~-1s or irl tovvn. 111divid1Jal artistic :r\_eeds .c;_ tirr1_e for the virtues of hfe -where students and of Bacchus includ- occur 011ce or tvvice a year" gms with student skits and a full of the fall in Nev,1 which was founded m Its in n1useurns, artd the opera; "vvith ar~d }1isto:i~ical a:nd education at the Institi_;te of Indian P~rts a:nd the C:olleve of 0 Santa as well as St. 's The c campus of 300 acres liPs ,,..., the southor:st- rorner u '-hp c1 t y in - nf L... t-_ ··--tvv o ~-~ . ·-1 ~ - • . ,...., - - -_"- _._ -- IHl:b ir:m xne rnsi:onc ::,anta h:> Plaza and Palc,ce o.f the Governors. Ar an e1evat1on of it con1mands a view of three rnountain constructed in the modified terntorial of tl-~e a the student a inusic an.d fine arts hall, an adr111nistration ctn ·j hou_r s too nun1erous to rr1erltion 1-tere. 1 ,.., nine for n1en and seven for women I �RESIDENCE & STUDENT LIFE/45 44/ST. JOH!'T'S COLLEGE chosen ATHLETICS The Student Activities Office coordinates a volunteer athletic offering opportunities for in a to soccer and fencrange of sports from and river The College does not have a gymnasium, but rooms have been set aside in present buildings for fencing, weightlifting, and gymnastics. For much of the year be done out-of-doors. St. John's has one of the finest athletic inforrnal erlgage the of the acadernic progran1, but since . untouched the curriculum, broaden the scope of -up areas SL classes r11odall of t:hese ar~d _flu Verso/ tl1-e c:r more ti1-r'-es artists each -vv-ork_ for ac:hi'.2ven~te:nJ ln craft. two is and solicits essa"ysl artfrorrc studercts and fa- in tennis, soccer, on the College's tennis courts fields with other teams in the area. Track and volschools offer the use of their indoor fac11ihes in the winter. Santa Fe's is reserved for St one a week. Theie is a horse cmral on the College's 300-acre campus and on a The Sa.ngre de Cristo Mountains of forest and •Nilderness areas for Search and Rescue unit trains rock climbing, and evacuation. Sk1 miles fron1 the campus and offers reduced rates to also may borrow boots and frorn the ski at Tacs is two h_oL1rs avvay the four- to six-month ski season there are excursions down the Rio Grande by canoe, and rubber raft vnth camping along the vvay �46/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/47 RELIGIOUS ACTIVITIES as a nonThe Charter of 1784 established St. years there v1ere some ties with the Protestant these no longer exist. The College schedules no for the annual baccalaureate service before commencement. Attendance is hJitors an~d sh.Ider1ts in consonance with for extracurricu!ar Bible church or FACILITIES FOR STUDENTS The ~·-'""·~;-,~ Bookstore on each campus has all the books and needs for his classes. It also maintains a stock of of the program, and book::, of more vv1thout As for an acti·;re social th.e College each earn pus a coffee and a com1non roorn for students. In there are srnaller social rooms, mshecL DORIVUTORIES The dorrrntories £01T11_ srf'lall cornraurtities -:vvitl-iirl tlle stu_dents can Un1narried students not at horne are dorn1J_tories and to to_ke rrteals obtain. perrru.ss1on £rorn ttie J\ssistant Dear1s to ~ive can offer no married student bi__1f: lir1tited V"trish to have rr1arried stu.dertt ca1r1_p11s 2ind st1ou.ld aHcvv tirn.e for this tl-lE A_ssistant Dea:n.s P~oom is th2 [Gr roorns before students 1:-'t.o.ve th.e V./::.rTt~r Students ct:re :not or vacation 011. to rerr,ain in residence either carr;_puso at botl1 carnp1.1sr::s and a i\ssistard: Dear1s fa_ is available for cortStJJtatiorL 1 RULES OF RESIDENCE Social order certain rules of of eacl1 sruden: rrj_2k2 .n.ecessc.:ty tf1e use of dorrnitories. 'TJl.ese irt const1ltation vv1th. stustudent is inforn-ied of and each fall The rules c~e2~11 returning differ in the s<nT1e in_ DINING HALL TI'te I-tall on e2ch vice Resident students are tions for medical reasons are comrnendahon the Colle"e 0 upon exarn.ination and n:- �ADMISSIONS/49 48/ST. JOHN'S COLLEGE Admmons The standards by which applicants are selected for St. John's are special, and prospective students find it rewardin~ to_ write the essays that constitute an applicat10n to the College. People who apply want _an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to see deeply into others' ideas as well as their own; and of active participation in ~:~.;;:. their own education. Education at St. John's is a common pursuit. Each student has a considerable effect on the life and learning of the community. M_ost who consider St. John's examine themselves carefully before applying so that when they do they are saying to themselves and to the College that they want to engage fully in the life of reason and beheve they can take pleasure in it. In writing their application essays, many determine their own appropriateness as St. John's students. Thus, for the most part, they select themselves. Some are rejected, of course, but a wide variety of students is accepted each year. . The purpose of the admission process is to determine whether an applicant has the necessary preparation .an~ ability to ~omplete the St. John's program satisfactorily. The Admiss10ns ~ommittee on each campus - five tutors and the Director of A~miss~~ns - regards the application as being a question from the applicant: Do you think I am . s J h , ?" ready to profit from the program of stu d ies at ~· o n s. . . In the essays, applicants are asked to discuss .their prev10;is education, experience with books, reasons for choosin_g St. Johns, summer or post-high school experiences, and som~ particu~arly valuable experience they have had. A number of opt~onal topic_s is also suggested. The essays are designed to enable applicants to give a full account of themselves. They can tell the Committee much more than statistical records reveal. Next the Committee considers the applicant's academic achievement and promise. Previous academic records - the secondary school report and college transcript, if there is one - sh~w whether an applicant has the habits of study necessary at St. Johns. Letters of reference, particularly those of teachers, are caref_ully r_ead for indications that the applicant has the maturity, self-discipline, ability, energy, and initiative to succeed in the St. John's program. St. John's attaches less importance to objective test scores than most colleges. No applicant is accepted or rejected bec,ause C:f.such_ scores. On neither campus are the Committees dec1s10ns influenced by the race, religion, sex or national or ethnic origin of an applicant, nor by any other factors unrelated to the work of the College. The application asks a minimum of personal data. Need for financial assistance does not affect the Committee's decisions on admission. . St. Jo_hn's has decided to remain a small college. The enrollment in Annapolis is about 375 students, in Santa Fe about 275. The size of each class is limited on each campus. Most freshman classes are about equally divided between men and women. Classes enter in late August and January in Santa Fe, in September and January in Annapolis. New students are enrolled only as freshmen; a fourth or more of each entering class have done one, two, or even three years of college work els~wh~re. Th_ese students, despite good records at other colleges, relmqmsh their advanced standing to take part in the St. John's program. Freshmen who enter in January stay on campus the following sun:mer to ~omplete the first year. They can thus graduate a year earlier than if they had postponed their entrance until the following fall. The January class is of particular interest to students who come to St. John's from other colleges, or who have traveled or worked since graduation from high school, or who wish to enter St. John's immediately after the first semester of their senior year of high school. REQUIREMENTS FOR ADMISSION Most applicants have a strong background in academic subjects. Specific academic requirements include two years of algebra, one y~ar of geome~ry, and two years of a foreign language; additional work m mathematics and foreign language is advised, as well as two or three years of natural science. In addition to the application essays and academic transcripts, applicants must present two letters of reference, including one from a teacher. In exceptional cases certain of these requirements may be waived, or additional information may be requested. SAT or ACT test scores are not required, but may prove helpful. Occasionally St. John's accepts an applicant who is not a secondary school graduate. Such a student must be well qualified to profit ~rom the College program. A campus visit and interview are especially important for such candidates. These students usually wish to enter ~t. Johr:'s following their junior year of high school or in the January immediately after the first semester of their senior year. �ADM!SSIONS/51 50/ST. JOHN'S COLLEGE that it with the ~will be refunded if THE SANTE :FE CAMPUS Students who have considered their college care and have concluded that the Santa Fe want to enter above all others n:i.ay under that Decision Plan. to forrri_s at tl-le same BOTH 15 each year, students rnay their first choice on the or the statement of the St. and vvill basis wlthin a week of the iPtention to enroll If ad- Because the cation fee St-uderds rnay later be All should be on both to the offers rr12j_de to therr1 within tvvo weeks of notification or, for financial aid as March 1 fo:r is acto secure a in t11J2 errterf ees. If t~he cl.ass h.as it ::7s~Je u~~~ of eacr~ studen.t before re''2XE!.D-1.inati0,n. is serd to ez,_cf',_ stu-- REGULAR ADIVHSSION Tf) S.AI\fTA fE CAlVIPUS Students 1Nho do not i:al<.e cation because of lasi· of tl-1e Santa Fe adrr._issiort at any ti.n1e up for adrnission and £ir1artcial a1d. are Date is notified tfiat th_e .A-'-dr~issior;_s bon th_e rn11st be received 1 for financial as- 15. si0r~ THE £ir12~n_cial hirrt and his need for the funds available ahe2,d of tlH~ aid to rna.ke erLroHfor Early Decision l'·+J otification of Decision firtan.cial aid in that class oeer\ to tJ~ie tini_e tl1c: class is is also a cari_dida~e tl-te Sarita Fe ca1ri_pus rrtay available in_ rrLarty also use the schools. still with Sirtce sorc_e students 1/vho }-lave bee:n_ achnitted may be in a to consider a nurrtl::>er of 15 on an individual basis and on the recommenabout the ti on �ADMISSIONS/53 52/ST. JOHN'S COLLEGE INQUIRIES Inquiries should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (Tel. 301-263-2371), or Santa Fe, New Mexico 87501 (Tel. 505-982-3691). meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Wednesday or from Thursday to Saturday on the Annapolis campus, from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements ma~e t.hese ti~e periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Persons planning to visit should telephone (301-263-2371 for Annapolis or 505-982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. . . W~en the reservation is confirmed by telephone or letter, the visitor w~ll told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for the visitor will be transportation. He will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings can usually be located in inexpensive paperback editions in the College Bo?kstore if a visitor has been unable to locate a copy of the book bemg discussed m seminar. Linens and soap are provided by the College. If a visitor arrives weekdays between 9:00 a.m. and 5:00 p.m., he should go to the Admissions Office. Weekends and any day after 5:00 P:m·: h~ should go to the College receptionist. In Annapolis the recephomst is at the switchboard in Campbell Hall; in Santa Fe, in the Student Center. ?e CAMPUS VISIT TRANSPORTATION Anyone who is considering the pos~ibility of ent.ering St. John's should see the College for himself. It is probably wise to get first-hand advance knowledge of any college one may be thinking .of attending, but is especially wise in the case of St. John's, because of its unique curriculum and teaching methods. . While on campus the visitor may attend a seminar on Monday or Thursday evening at 8:00 p.m.; attend .tutori~ls in mathema.tics, language, and music; visit a laboratory; be .mt_erviewed by th~ Director of Admissions or a member of the Admissions Committee, _attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookst?re; explore the historic town of Annapolis or Santa Fe; '.lt~en~ a ~ov1e, play, art exhibit, or concert; or watch students parhcipatmg m the sports prog- Th~ Baltimore-Washington International Airport is located twenty mile_s from Annapolis. An airport limousine (less than $5) goes to Annapolis. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis and the driver will let one off at the c~mpus if he asks. Buses from Washington are less frequent and arnve at the Annapolis bus terminal (about six blocks from the College). By car one takes Route 50 from Washington, Route 2 from Baltimore. . A li?1-ousine service from the Albuquerque airport to Santa Fe a_lso 1s available. Called the "Shuttle-jack," it leaves the airport seven times a day and costs $9.00 one way. Greyhound and Continental bus li~es pass through Santa Fe. Amtrak stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town. Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. ram. Since the seminar, the most important part of the program, �54/ST. JOI-ll'\l'S COLLEGE FEES & FINANCIAL AlD/55 College because therefore maintains nancial aid program to assist dents to the the limits of A. lies 2. contriis the first cornpoself-helD cor1.s1sts of a ar.cl ar•. educational loan. 5. Th_e total arrtOl111-t of finc1nciaJ. a1d the '--'·Jue"·" offers a studerlt -exceed th_e stv_der1t' s dernonstrated fiI1ar~~ial need. aid i5 not stueach year 7. aid crvva:rds 6ffe m_d_de in accordar1ce vvith. tJ-H: sio11s oi Title \TI of the C~vil Ed,_v::a.tion Affter,dments cr1r.rlinat1on on tl-1e basis of race color, sex, 1 B for firlancisJ aid is as foHovvs · Financial Aid Fmm with or tl-1eir var en. ts to Drefincu1cial It rn21y J\ch.11issions _:_ be obta.i11-~d frorn eifher Office at St. 3, Ca<.1td1da!:es for finan_cial aid £ron1 the tablish their for the B2,sic Educational Ji. rnust first es- a Federal College diates to indicate should so indicate. College unbl 4. As dent The earl- of nonOffice. This forrn v.1ill be receipt o.f the self-supporting status �56/ST. JOHN'S COLLEGE FEES & FINAhlCIAL AIDIS7 6. f(Esiden_ts of th_e of 1A1}~ose ins ti hJtivn. Financia-1 P:.,_id in_stib.Ition of Financial _A~id frorn can b·2 obtc.Lnecl frorn th.e Financial Aid ()ffice. on Stu.dents ~AJh.ose March 1 will not be deriied 0£ furids for thern ccj_nnot oe Stude:nt Jt_id Office of tl"'~e decision or~ a.ft er financial aid addres3. £in.ar~cial aid fin. an.cial ::::id sl-i_ould n_ote -?..~so tJ:~al: 2 of fhe yea.T EARL r:;:.ar_:.ieT the berter tf~e chance Fhc.-~ their fi:;_-ian_cial C2lndidates for adrrjssion DECISION CAI,JDIDiTES St;:;. dents ::r:n enrolleci st:.1dents RtC;TJLi\F~ C:AJ~-JDID!~TES Fe vvhose aid crede11_ tia_is are the Fina:n.cial A.ic: 0-ffice of the decisio:r~ on their afteI l\1arc:h 1 v.,rill DTltil avvards have vee:n n-i_ade b~fore the deadlir~e P,,_ v..rards based on ._;;_ft er th_e de2dline v1iE :n_o-~ be rnc.1led t1n_til after Students 1vhose for fir:_ancial aid are r'2C:eJ.ved 2~fte::_~ the deacllrne will not be consideration for but the availabili of funds for them cannot be 1 nssisfonce �58/ST. JOHN'S COLLEGE FEES ["' FINANCIAL AID/59 are available from D. Funds for financial aid avva.rds fron1 the sources: the ST GRANTS Funds for its grants are resources and all awards are made College from its own of financial need. SPONSORED NATIONAL Iv1ERIT SCHOLARSHIP DIRECT STUDEr·JT LOAN (NDSL) These loans are made funds for the most maxirnum loan for four years of undergraduate for the degree is $5000. l\Jo interest accrues and no payment is while the borrower is enrolled at the College. begins nine months afrer the terminates attendance at the College. There is provision for deferment if the returns to at least half-time at another institution. Depending on the total loan may extend over as many as ten years. FEDERALLY Il',JSURED/GUARAJ\JTEED STUDENT LOAl\J enable a student to borro1N for BASIC EDUCATIOI',JAL OPPORTUNITY GFZAl'ff fir~an_cial assis- for of another institution. n1.ent lTiay extend over as SUPPLEMEI'-JTAL EDUCATIOI\fAL OPPORTUNITY GRAl\TT av\12~:;_~ds SEOG ,.s to fresl-trnen enrolled stu~dents eacl-1 yea_r _ T'hese are made to studen_ts \All-to h_ave exfircancial need are unable to pursue a course of vvithout the for SEOG is limited for years of This rnust also be College Work 2md institutional grants or COLLEGE WORK STUDY PROGRAI'/! This program pennits the part-time employrnent to students who need such pursue. their cour,se of Students are limited to ten hours per week v.rh1le enrolled. and while classes are in session. ::nar~y commitment repay- as te1"l ye-ars Student Loan e.nd for finar>cial aJ.d All these sou~rces are "'' c.r,ync;;, ''2ncial aid avvards. fi- 19'77-78 STUDENT BUI:H::;ET FALL FRESHi\IIEN Santa Fe $4000 175 625 850 50 500 $4000 175 625 850 50 540 415 Tuition Books Room Boa.rd Caution Fee 1 Personal Expenses Transportation 2 dependent/independent $4000 150 625 850 50 500 $4000 150 625 850 50 600 �FEES & FINANCIAL AID/61 60/ST. JOHN'S COLLEGE SPRING FRESHMEN Santa Fe Annapolis dependent/independent $3600 $3600 175 175 563 563 577 557 50 50 400 425 415 Tuition Books Room Board Caution Fee 1 Personal Expenses Transportation dependent/independent $3600 $3600 150 150 513 513 3 50 400 50 475 Freshmen only, covers breakage and is refundable. 2The Annapolis transportation allowance for dependent students is the cost of two round trip air fares to the major city closest to their horn.es to a maximum of $784 for distances greater than 400 miles; the transportat10n allowance for distances less than 400 miles is 1012' per mile. Santa Fe transportation allowance for all students is the cost of two round trip air fares to the closest ma1or city for non-New Mexico residents who are allowed two round trip bus fares_; if a student has an automobile the transportation allowance is $375 per academic year. 3Undetermined as of time of publication. 1 BILLING AND DEPOSITS Billing is done prior to each semester. The total ~or the year may be paid at the first billing, or payment may be made m equal parts at each of the semester billings, or in monthly installments that may be spread over as much as seven years. First semester fees for freshmen are due on or before August l. Those who wish to use the montI:ly installment plan should inquire of the Treasurer a~out commercial tuition loan plans available. Students with outstandmg debts to the College may not register for classes at the beginning of th~ second and subsequent semesters unless they have made appropnate arrangements with the Treasurer. Since determinations affecting students, faculty, and physical facilities must be made well in advance of the beginning of each academic year, the College must know in April which students ':ill register in September. A deposit of $100 on the fees.for th~ followmg year is therefore due on or before the first Monday m Apn~ for pro~­ pective sophomores, juniors, and seniors. Payment ~f this d~posit guarantees a student a place in the class. If the deJ?o.sit is not paid, he may have to be placed on a waiting list. The deposit is re~undable on~y in case of withdrawal due to ill health, military service, academic dismissal, or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which he made the deposit, the deposit is forfeited, and he must make a new depo~it to secure his place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the college Treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $50, called the caution fee, which is subject to charges for laboratory breakage, dam- age to or loss of College property, and other minor mishaps. This fee must be at the full amount at registration each semester. If unused it is refunded on request at the end of the academic year or when a student leaves the College. Current installments of fees for tuition, room, and board are not refundable unless a student must withdraw for medical reasons. If a student has paid his fees in advance for either semester and withdraws from the College before the semester begins, the advance payment is refunded, less the $100 deposit, regardless of the cause of withdrawal. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $5 for late registration for each semester. The cost of books is about $100 a year. Class copies of many of the program books are available in the College library. Veterans and social security recipients qualified to receive educational benefits through the Veterans Administration may arrange with the Treasurer's Office a schedule for the payment of fees. These arrangements must be made prior to the beginning of the academic year and after the veteran has received proper certification from the Veterans Administration. In compliance with Federal and State regulations, St. John's has developed a set of policies on minimum standards of progress for veterans enrolled at the College. 1. St. John's will report to the Veterans Administration within 30 days all incidences of official termination or change of status that would affect benefits. 2. Minimum acceptable grades of a C average is expected. If a student falls below this average and/or his tutors think there is a serious academic problem, the don rag committee will recommend a consultation with the Dean who may ask the student to leave the College or may place him on academic probation. During that probation period, support and counseling is available. Failure to meet standards through two semesters of probation must be reported to the V .A. A third semester of certification may not be granted for V.A. benefits without approval of a V.A. counseling psychologist. 3. V.A. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a V.A. enrolled student withdraw from any course at any point subsequent to the midterm point of any semester, a grade of F will be assigned. 4. St. John's will report to the V.A. when a student has not successfully completed 75% of the credits attempted. 5. St. John's will inform students on V.A. benefits of this new policy on minimum standards of progress. �j." HALL (LIBRARY) r---r-- I L_J__ 1-; TENi"'S COURTS n g ;:; " " " M r-- :::~ l~ ~ z :=;; 1 Legend ~ei:isting [Z[~ future �BOARD/65 64/ST JOHN'S COLLEGE VISITORS AND OVERNORS ABCHJT LIBERAL EDUCATION ADLER, !VlORTlMER ]., anc! CHARLES VAN DORE!\! How To Rend n Book, Simon ancl Schuster, 1972. ADLER, MORTlivIER J , and l\JllLTON !\/!AYER The Revolut1011 in Education, The University of Chicago Press, i 958. Alv1ERICAN LIBRARY ASSOC!ATIO!\l Clossics of the Western World, with forewords by John Erskine and Everett Dean Martin, 1944. BARZUN, JACQUES: The Amcnca11 U11ivas1ty, Harper and Row, 19'70. Tcnc/1cr iu America, Little, Brown and Co., Boston, 1945. OFFICERS Chairman Alexander I<. McLanahan Vice Chairmen Mrs. George S. Roudebush Dr. Thomas B. Turner BELL, DAN!EL The Reforming of Gcucral Edurntio11, Colurnbia University Press, 1966 Secretary Jerome LaPides BEST OR, ARTI-IUR E. [d11cn/-io11nl lVnstcfn11ds, The University of llbnois Press, Urbana, 1953. The Rcstorntiou of Lcnn1111g, Knopf, 1955 i:\PJJNER, JEROME S The Process of Educniion, Harvard Universicy Press, l960. HONORARY MEMBERS BUCHP,NAN, SCOTT Embers of the World, editecl by I-L:n-Tis Wofford, Jr, Center for the Study of De1nocratic Institutions, Santo Barbara, Cahfon1iCT, 1970. ERSKH-.JE, JCfHl',J. J\!1y Life ns n Tcnclicr, J B. Lippincott Co.1 19L18. GOLD\NIP-J, RC·BERT A_ (Editor): rligher Educntio11 and lvlodcr11 Democracy, Rand Nally and Co, 1967 I--IJ...'-P._\IP:cRO C01vllv11TTEE REPORT: General Erlucr1tio11 iri n r:ree Sociciy, The University, Can1briclge, tv1assachusetts, ~1945. H1JTCI--Ul'JS, ROBERT 1/L The Conflic1' i11 Educnhon in a Dcmocrnhc Socirt:;, }ia_rper and Broth2rs, 1953 Education for Freedom, Couisia1-la_ State Tiu' Higher Learning 1n Alflcrica, Yale University The Lcn111ino Praegsr, 1968. J\)o Friendl/Voice, 1936 The University al Lllopin, University of Chicago Press, 1953 Douglas H. Gordon John Gaw Meem Mrs. Duane L. Peterson Mrs. Harry R. Slack, Jr. Mrs. L. Corrin Strong r,.1fEMBERS EX OFFICIO The The The The Governor of Maryland Governor of New Mexico President of the College Dean of Annapolis ~l D ,S .,:; 1 1e ean. 0 ' .anta 'e . The Vice President of Annapolis The Vice President of Santa Fe Miss Mary Gallagher Washington, DC Mrs. George S. Roudebush St. Louis, MO Judge B.C. Hernandez Albuquerque, NM Charles H. Watts McLean, VA Jerome LaPides Annapolis, MD Arnold Wells New York, NY Alexander K. McLanahan Houston, TX D. Robert Yarnall, Jr. Philadelphia, PA John S. Robson Chicago, IL William W. Simmons Severna Park, MD A. Paul Thompson Des Moines, IA Dr. Thomas B. Turner Baltimore, MD Term Expiring 1979 Term Expiring 1980 Mrs. Bernard Combemale Winthrop, ME Mrs. Lowell R. Ditzen Washington, DC Dr. David Dobreer Los Angeles, CA Stephen L. Feinberg El Paso, TX Miss Sharon Bishop Washington, DC p· h l M B d 1c arc _. ur ge Philadelphia, PA _ Jack M. Campbell Santa Fe, NM Donald R. Kirby Sandia Park, NI\/! Miss Harriet C. Higgins New York, NY Francis S. Mason, Jr. New York, NY f•/LA.RlTAlf\.1, JACQUES: Eriucni1011 nt the Crossronris, Yale Urdve:rsity Press, l9Ll3_ Term Expiring 1978 James R. Donnelley Chicago, IL Mrs. Carleton Mitchell Annapolis, MD l"ilEIKtEJOHi··J, ALEXANDER. Education Between Two 1Norlcls, Harper ancl BrotheYs, l942. Victor G. Bloede New York, NY Edward J Dwyer Gwynedd Valley, PA Adolph W. Schmidt Ligonier, PA Mrs. Walter B. Driscoll Santa Fe, NM Ahmet Ertegun New York, NY Theodore H. Smyth Santa Barbara, CA Walter F. Evers Cleveland, OH John T. Harrison, Jr. Stamford, CT Eugene V. Thaw New York, NY Dr. VI/. Bernard Fleischmann New York, NY Daniel T. Kelly, Jr Santa Fe, NM Karl Van Tassel Lake Forest, IL Julius Rosenberg Annapolis, MD Dr. Dalton M. Welty Hagerstown, MD l\]E\i\IMAN, JO!-:U\l HENRY Tl1e Ir/ea of o Universiltj, Iin;cge Books, 1959 EICHPJ?.DS, I. A Hov. 1-0 Rcnrf n Pngc, Vi. \IV. J',Jorton, J942. TUSSlViP-~l'J, JOSEP}-I: Expcrililcnt at Berkeley, Oxford Univcrs1i:y Press, 1-969 1 \/_f:id\J DOREP.T, lvIAf?_K Libe1al Education, I-l'2r1ry Holt and Co, 1943. James H. Frame Los Altos Hills, CA �66/ST. JOHN'S COLLEGE FACULTY/67 Bert Thoms B.A., IVI.A., George Washington University, 1947; Ph.D., The Johns Hopkins University, 1950; Associate in Philosophy, George Washington University, 1947-49; Tutor, St. John's College, Annapolis, 1949-54, 1969-; Assistant Professor of Philosophy, Reed College, 195'1-55; Chairman, Department of Philosophy, Washington and Jefferson College, 1955-69; Andrew W. Mellon Tutorship, 1974-. TUTORS President Richard Daniel B.A., 1931, M.A., 1937, Ph.D. in American Diplomatic History, 1939, Yale University; LL.D., 1957, Washington College, 1958, LaSalle College, 1960, Wabash College, 1965, College of Notre Dame in Maryland, 1969, The Colorado College; L.H.D., 1970, Bard College, 1972, St. Francis College; Litt. D., 1975, St. Mary's College of Maryland; Instructor Yali Union Middle School, Changsha, China, 1931-33; Executive Secretary, Yalein-China Association, 1934-38; Instructor in History, International Relations and Economics, Carleton College, 1939-42; active duty with the Army Air Corps, 1942-45; Documents Officer, Far Eastern Commission, and Executive Officer, Office of Far Eastern Affairs, Department of State, 1945-49; President, St. John's College; 1949-; ViceChairman, Maryland Hall of Records Commission, 1952-; Chairman, Commission on Liberal Education, Association of American Colleges, 1955-57, Treasurer, 1963-66, Vice-Chairman, 1966-67, Chairman, 1967-68; Board of Education of Anne Arundel County, Member, 1951-63, President, 1958-62; President, Maryland Association of Boards of Education, 1961-62; Vice-Chairntan, Independent College Funds of America, 1967-68; Chairman, Maryland Cornn1ission on the Capital City, 1967-77; President, Board of Trustees, The Key School, 1972-74; Trustee, Yale-China Association; Trustee, St. Mary's College of Maryland. ANNAPOUS B.A., Harvard College, 1951, LLB, Harvard La'N School, 1954; M.A., Teachers College, Columbia University, 1957; Tutor, St. John's College, Annapolis, 1957-, Addison E. Iviullikin Tutorship, 1971-; Acting Directm, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1964-66; Dean, 1977-. Jr B.A., 1934, M.A., 1935, University of Virginia; lv!. Div., Virginia Theological Seminary, 1938; Ph.D , University of Virginia, 1948; Student at the Institut Catholique de Paris, 1951-52; Deacon-in-charge, 1938-39, Rector, 1.939-41, St. Paul's Church, Ivy Depot, Virginia; Tutor, St. John's College, 1941-, Assistant Dean, 1947, Addison E. Mullikin Tutorship, 1959-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1966-67. P 0 B.A., Oberlin College, 1937; M.S., 1941, Ph.D., 1948, The University of Rochester; Assistant in Zoology, Oberlin College, 1936-38; Oberlin College Scholar, Marine Biological Laboratory, Woods Hole, Massachusetts, 1937; Histological Technician, Department of Pathology, Yale Medical School, 1938-39; Graduate Scholar in Biology, The Umvers1ty of Rochester, 19'10-41, Graduate Teaching Assistant in Biology, 1941-44; Visiting Lecturer in Zoology, Oberlin College, 1944-45; Instructor in Zoology, Smith College, 1945-51; Smith College Scholar, Marine Biological Laboratory, Woods Hole, Massachusetts, 1949; Tutor and Assistant Dean, St. John's College, Annapolis, 1951-, Arthur de Talrna Valk Tutorship, 1968-; Fulbright Lecturer and Honorary Professor of Zoology, Lady Doak College and American College, lVladurai, South India, 1962-63. Douglas Allanbrook Boston University, 1938; Brown University, 1939-41; University of Florence, 1946; B.A., Harvard College, 1948; Active duty, United States Army, 1942-45; Traveling Fellow, Harvard University, 1948-50; Pupil of Nadia Boulanger, Paris, 1948-50; Fulbright Fellow in Italy - Conservatorio San Pietro a Majella, Pupil of Ruggiero Gerlin in Harpsicord and Early Keyboard Music, 1950-52; Teacher of Composition and Theory, Peabody Conservatory, 1955-57; Tutor, St. John's College, Annapolis, 1952-; Member, Corporation of Yaddo, Saratoga Springs, New York, 1971. hi1. Tolbert EdvJard Grant Winfree Barbara Hopkins Leonard IV1c(~rath. B.A., 1934, Diplonrn in EdEcation, 1935; University of Liverpool; Language Instructor London County Council, and Language Studies at Universities of Liverpool, London, Paris, Dijon, 1936-40; Armed Forces, 1940-46; Language Instructor, London County Council, 19'16-47; Visiting Professor, University of Puerto Rico, '1960; Tutor, St. John's College, Annapolis, 1948-, Addison E. Mullikin Tutorship, 1968-. Curtis A. Wilson BA, University of California, Los Angeles, 1945; !vi.A., 1946, Ph.D, 1952, Columbia University; Tutor, St. John's College, Annapolis, 1948-64, 1.973-, Santa Fe, 1964-66; Dean, Annapolis, 1958-62, 1973-77; Visiting Research Fellow, Birkbeck College, University of London, 1962-63; Visiting Associate Professor, 1966-68, Professor, 1968-73, University of California, San Diego; Corresponding Member, Acaclemie Internationale cl' Historie des Sciences, 1971-; Andrew W Mellon Tutorship, l 974-; Sabbatical Leave, 1977-78. B.A., 1935, M.A., 1937, Emory University; Ph.D., University of Texas, 1950; Teaching Fellow in English, Emory University, 1935-36; Teaching Fellow in English, UniveTsity of Texas, 1938-42; Instructor in English, Tulane University, 1942; Military Service, 1942-46; Instructor in English, University of Texas, 1946-50; Teaching Intern, St. John's College, Annapolis, 1953-55, Director of Admissions and Tutor, 1955-71; Addison E. Mullikin Tutorship, 1971-. Eva T. H. Brann B.A., Brooklyn College, 1950, MA, 1951, PhD, 1956, Yale University; Fellow of the American Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford Uni1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Member, Con1JTtission for International Education and Cultural Affairs; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Fellow, Woodrow Wilson International Center for Scholars, 1976-77. Du Val B.A., St. John's College, Annapolis, 1942; farmer and carpenter, 1942-57; Tutor and Director of Athletics, St. John's College, Annapolis, 1958-. - Edward l\i1alcolm B.A., 1953, M.A., 1956, University of Virginia; Instructor in lv!athernatics, University of Virginia, 1955-58; Tutor, St. John's College, Annapolis, 1958-; Andrew W Mellon Tutorship, 1972-. Thomas J Slakey B.A., St. Mary's College, California, 1952; MA, Universite Laval at Quebec, 1953; Ph.D, Cornell University, 1960; Tutor, St. John's College, Annapolis, 1959-64, 1976-, Santa Fe, 1959-64; Vice-President for Academic Affairs, 1971-74, Associate Professor, 1974-76, St. Mary's College. �68/ST. JOHN'S COLLEGE FACULTY/69 13eate Ruhm von Oppen David H. Stephenson B.A., University of Birmingham, England, 1939; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal Institute of International Affairs, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Project of the Committee for the Study of War Documents of the American Historical Association, 1959-60; Tutor, St. John's College, Annapolis, 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History, Smith College, 1963-64, University of Massachusetts, 1964-65; Member, Institute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71. B.A., Columbia College, 1958; Columbia University, 1960; New York State Teaching Fellowship, 1958-60; Director of Men's Chorus, New York Association for the Blind, 1959-62; Music Instructor, Riverdale Country Day SchooL 1960-61; Chorus Director, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y. Crowell Company, 1961-63; Tutor, St. John's College, 1963-. Laurence Berns B.A., 1950, Ph.D., 1957, The University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, The University of Chicago, 1956-59; Tutor, St. John's College, Annapolis, 1960-; Andrew W. Mellon Tutorship, 1972-; Associate Professor of Philosophy, Rosary College, 1966-67 (Leave of absence); Associate, Clare Hall, Cambridge University, 1971-72. Samuel S. Kutler B.A., St. John's College, 1954; Graduate study, Arnerican University, 1955-61; Assistant Mathematician, 1954, Associate Mathematician, 1957, Mathematician, 1961, The Johns Hopkins University Applied Physics Laboratory; Instructor, American University, 1960; Visiting tutor, St. John's College, Annapolis, 1960, Tutor, 1961-; Andrew W. Mellon Tutorship, 1972-. Robert Louis B.S., St. John's University, Minnesota, 1959; Graduate study in physics, University of ll!inois, 1959-60; Graduate study in mathematics, University of Wisconsin, 1961-62; United States Army Signal Corps, 1954-56; Teacher, Cathedral High School, St. Cloud, Minnesota, 1960-61; l\/l.athematics Writer, Educational Research Council of Greater Cleveland, 1962-63; Tutor, St. John's College, Annapolis, 1963-; Assistant Dean, 1966-71, Director of the Summer Program, 1969, 1970, 1975, Co-Director of Admissions, 1974-75; Assistant Director of the Graduate Institute in Liberal Education, Santa Fe, 1974-75; Director, The Graduate Institute in Liberal Education, 1975-77; Alderman of the City of Annapolis, 1969-73; l\J!ember of the Anne Arnndel County Democratic State Central Committee, 1970-73; Fellow of the Institute for Ecumenical and Cultural Research, Collegeville, ~-iiinnesota, 1973-74; Visiting Professor, SL John's University, Minnesota, 1977-78. Louis N Kurs 0 Michael S. Littleton B.S., 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Foundation, 1960; S.T.M , Union Theological Sernjnary, 1967; United States Navy, 1955-57; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Robert B. Vvilliarnson B.A., 1955, !\/I.A., 1957, Ph D , 1967, The University of Virginia, Tutor, St. John's College, Annapolis, 1960-, Andrew W. lV'Iellon Tutorship, 1972-. Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; M.S., The University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, TI1e University of Chicago, 1948-49; Instructor in Physical Science and Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Production Division, South Works, United States Steel Corporation, 1951-54; Instructor in Geology, University of Illinois, Chicago, 1954-64; National Science Foundation Science Faculty Fe!lowship, The University of Chicago, 1961-62; Tutor, St. John's College, Annapolis, 1964-; Visiting Lecturer, Department of Hydrology and Water Resources, University of Arizona, 1973-74. Elliott Zuckernrnn B.A., 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A, 1954, M.A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea Fellow in Modern European History, 1954-55, Lecturer in History, 1956-61, Columbia University; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Director, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, April-June, 1973, Andre\A.r W Mellon Tutorship, 1974-; Associate o.i Clare Hall, Cambridge University, 1970-71. . P. Cohen B.A., St. John's College, Annapolis, 1956; J.D., University of lv!ary!and Law SchooL 1976; Department of Philosophy, The University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, The University of Chicago, 1960-62; Tutor, St. John's College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72. Sarkissian The University of Chicago, 1939-41; U.S. Army, 1942-46 (Princeton University, 1943, A.S.T P.); B.S., M.S., University o.i Illinois, 1946-48; The University of Chicago, 1948-54; Instructor, Biological and Physical Sciences, Pestalozzi-Froebel Teachers College, Chicago, 1948-53; Instructor, University of Indiana, 1948-50; Traveling Fellow and Research Associate, Institute of Human Heredity, University of Bologna, Italy, 1955-56; Instructor in Biological Sciences, Chicago City College, 1956-58; Instructor, Biological Science, University of Illinois, 1958-62; Tutor, St. John's College, Annapolis, 1963-. Charles B A , Emory University, 1949; B. D., Columbia Theological Seminary, 1955; Ph.D., Harvard UniV2rsity, 1965; Teaching Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature, and Interpretation, 1959-62, Assistant Professor, 1963-65, Wellesley College; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1977-78. Comber Diploma in Education, University of London, 1953; A.KC.Iv!., Royal College of Music, 1954; M.A., Ohio State University, 1957; Fulbright Scholar, 1955; Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontario, 1964; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Liberal Education, Santa Fe, 1970-74; Director of Adult Education, 1968-74, 1975-, Director of Summer Program, 1974, 1976, Associate Director, The Graduate Institute in Liberal Education, Annapolis, 1977-. George Doskow B.A., Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut; Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St. John's College, Annapolis, 1965-. �70/ST. JOHN'S COLLEGE Howard J. Fisher FACULTY/71 Leon Kass B.A., University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, 1964-65; Tutor, St. John's College, Annapolis, 1965-, Tutor, The Graduate Institute rn Liberal Education, Santa Fe, 1971-72. S.B., The University of Chicago, 1958; M.D., The University of Chicago Medical School, 1962; Ph.D., Harvard University, 1967; Fellow, Guggenheim Foundation, 1972; Tutor, St. John's College, Annapolis, 1972-; Leave of Absence, 1976-. Brother S. Robert, F.S.C. David Edward Starr B.A., St. Mary's College; Ph.L, Ph.D., Universite Laval, Quebec; Visiting Tutor, St. John's College, Annapolis, 1966-67, Tutor, 1972-. B.A., Gordon College, 1962; M.A., 1966, Ph.D., 1972, Boston University; Graduate Assistant in Philosophy, Boston University, 1963-64; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor in Philosophy, University of Rhode Island, 1966-71; Tutor, St. John's College, Annapolis, 1972-. Gisela Berns Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen I, University of Heidelberg, 1963; Fellow of Deutscher Akademischer Austauschdienst, University of Florence, 1963-64; Ph.D., University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsrnhe, 1964-65; Staatsexamen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St. John's College, Annapolis, 1967-. Nicholas lv1aistrellis BS., Bates College, 1962; Department of History of Science, 1962-67, Teaching Assistant, 1962-66, University Fellow, 1966-67, University of Wisconsin; Tutor, St. John's College, Annapolis, 1967-. Leo F. Raditsa B.A, Harvard College, 1956; University Scholar, 1960-61, University Fellow, 1961-62, M.A., Columbia University, 1962; President's Fellow, 1962-63; Fulbright, University of Munich, 1964-65; Berlin, 1965; Instructor, New York University, Washington Square College, 1965-68, Assistant Professor, 1968; Ph.D , Columbia University, 1969; Tutor, St. John's College, Annapolis, 1973-; Fellow, Hoover Institution on War, Peace, and Revolution, Stanford, California, 1977-78. Reed \!Voodhouse B.A, Kenyon College, 1970; B.A, Oxon., 1973; Association of Episcopal Colleges Scholar, 1970-73; Tutor, St. John's College, Annapolis, 1973-; Rockefeller (Lichtenberger) Trial Year Fellow, Episcopal Divinity School, 1975-76. Harry L Golding B.A, University of Omaha, 1954; MS., Northwestern University, 1958; National Science Foundation Fellow, 1954-55; Instructor in Chemistry, DePauw University, 1958-63; National Science Foundation Science Faculty Fellow, Purdue University, 1963-64; ]\![ember of the Faculty, 1964-68; Chairman, Natural Science Area, 1967, Director of Shimer College in Oxford, 1967-68, Shimer College; Tutor, St. John's College, Annapolis, 1968-. Flaumenhaft B.A., 1960, M.A., 1962, The University of Chicago; Woodrow Wilson Fellow, Harvard University, 1960-61; Graduate study, The University of Chicago, 1961-65; Lecturer in the Liberal Arts, The University of Chicago, 1965-66; Lecturer in Political Science, Roosevelt University, 1965; Instructor in Government, Wheaton College, Massachusetts, 1966-68; Tutor, St. John's College, Annapolis, 1968-; Sabbatical Leave, 1977-78. - Ray A. Williamson Alan Harvey Dorfman B.A, St. John's College, Annapolis, 1963; M.A., The Johns Hopkins University, 1968; Catonsville Community College, Math Engineering Division, 1968-74; Instructor, University of Maryland School of Pharmacy, 1970-74; Tutor, St. John's College, Annapolis, 1974-. David Bolotin B.A, Corne!! University, 1966; Graduate student, The University of Chicago, 1966-68; Ph.D, New York University, 1974; Yale University Lecturer in Classics, 1971-73; Woodrow Wilson Fellow, 1966-67; The University of Chicago Humanities Fellowship, 1966-68; National Defense Education Act Fellow, 1968-71; Tutor, St. John's College, Annapolis, 1974- Deborah Schwartz Renaut BS., St. John's College, Annapolis, 1968; M.A., The Johns Hopkins University, 1971; MS., Georgetown University, 1974; Tutor, St. John's College, Annapolis, 1974- B.A., The Johns Hopkins University, 1961; Ph.D., University of Maryland, 1968; Assistant Astronomer, Institute for Astronomy, University of Hawaii, 1967-69; Tutor, St. John's College, Annapolis, 1969-; Assistant Dean, 1974-; Smithsonian Fellow, 1977-78. Saul Benjamin Wye Jamison Allanbrook A.B., Kenyon College, 1970; B.A., M.A., Oxford University, 1972; Tutor, St. John's, Annapolis, 1974-. B.A., Vassar College, 1964; M.A., Stanford University, 1965; Ph.D., Stanford University, 1974; Woodrow Wilson Fellowship, 1964-65; Teaching Assistant in Music, Stanford University, 1967-69; Tutor, St. John's College, Annapolis, 1969-. William '0/. O'Grady, Jr A.B, University of Notre Dame, 1966; M.A., 1968, Ph.D., 1970, The University of Chicago; Woodrow Wilson Fellow, 1966-67, Danforth Fellow, 1966-70, Humanities Fellow, 1967-70, The University of Chicago; Tutor, St. John's College, Annapolis, 1970-. John F. White B.A, St. John's College, Annapolis, 1965; !VI.A., The New School for Social Research, 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. john's College, Annapolis, 1971-. Sachs B.A, St. John's College, Annapolis, 1968; Graduate student, The New School for Social Research, New York, 1971-73; lvLA. Pennsylvania State University, 1975; Teaching assistant, Pennsylvania State University, 1973-74; Tutor, St. John's College, Annapolis, 1975-. Kass A.B, The University of Chicago, 1962; M.A., Brandeis University, 1964; Ph.D., The Johns Hopkins University, 1973; Tutor, St. John's College, Annapolis, 1975-. Leave of Absence, 1976-. �72/ST. JOHN'S COLLEGE Michael Comenetz FACULTY/73 SANTA FE B.A., The Johns Hopkins University, 1965; M.A., Brandeis University, 1967; Ph.D., Brandeis University, 1972; Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John's, Annapolis, 1975-. Chaninah Maschler B.A., City College of New York, 1953; M.A. in philosophy, Yale University, 1955; University Fellow, Yale University, 1953-55; Alice Freeman Palmer Fellow, work on Peirce, Yale University, 1956-58; Department of Philosophy, Pennsylvania State University, 1959-61; Department of Philosophy, C.C.N.Y., 1961-62; Department of Philosophy, Barnard College, 1962-64; Reader and Translator for Harper Torchbooks, 1965-1970; Queens College A.CE. Program, 1970-72; Queens College Liberal Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, The Graduate Institut£· 1n Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976; Tutor, St. John's College, Annapolis, 1976-. Robert P. Druecker B.S., Marquette University, 1966; Graduate study, philosophy, Yale University, 1966-68; M.A., Boston University, 1974; Woodrow Wilson Fellow, 1966-67; Teacher, Rye Country Day School, Rye, New York, 1968-69; Teacher, Friends Seminary School, New York, 1969-70; Teacher of English and German, Institut France Audio-Visuell, Paris, 1971; University of Paris, 1970-71; University of Florence Summer School, 1971; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; Fulbright and American Scandinavian Foundation Fellow, Norway, 1976; Tutor, St. John's College, Annapolis, 1977-. Mary Pollingue B.A., Newcomb College, 1968; M.A., University of Kansas, 1969; National Defense Education Act Fellow, 1968-72; William Rainey Harper Fellowship, 1972-73; Faculty member, Northern Illinois University; Tutor, St. John's College, Annapolis, 1977-. Thomas E. Flynn B.A., St. Mary's College, California, 1969; M.S., 1970, and Ph.D., 1973, Mathematics, The University of Chicago; Assistant Professor of Mathematics in the Integral Liberal Arts Curriculum, St. Mary's College, 1973-77; Tutor, St. John's College, Annapolis, 1977-. Peter Kalkavage B.A., Pennsylvania State University, 1973; M.A., Pennsylvania State University, 1976; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor, St. John's College, Annapolis, 1977-. Donald Conroy B.A., St. Mary's College, California, 1970; M.A., University of California, Santa Barbara, 1972; Ph.D., Princeton University, 1976; Teaching Assistant, University of California, Santa Barbara, 1970-72; Teaching Assistant, Princeton University, 1974-76; Assistant Professor in the Integral Liberal Arts Curriculum, St. Mary's College, 1976-77; Tutor, St. John's College, Annapolis, 1977-. Dean of the College in Santa Fe Robert S. Bart B.A., Harvard College, 1940; M.A., St. John's College, 1957; Sheldon Traveling FeHow, Harvard University, 1940-41; Tutor, St. John's College, 1946-, Addison E. Mullikin Tutorship, 1968-; Dean, 1977-. William A. Darkey B.A., St. John's College, Annapolis, 1942; M.A., Columbia University, 1949;Tutor, St. John's College, Annapolis, 1942-46; l~J_-, Santa Fe, 1964-, Associate, 1968-70, Dean, 1968-73; Director, Task Force on the Lioeral Arts, 1974-. Thomas King Simpson B.A., St. John's College, Annapolis, 1950; M.A. in Teaching, Wesleyan University, 1955; Ph.D., The Johns Hopkins University, 1968; Instructor, American Umvers1ty at Cauo, Egypt, 1950-53; Teaching Intern, St. John's College, Annapolis, 1955-56, Tutor, 1956-; Santa Fe, 1973-, Curriculum counselor and member of the faculty, The Key School, 1970-73. Michael Ossorgin Lycee Russe, Paris, 1938; Conservatorie Russe a Paris, 1932-35, 1942-44; L.Th., Institut de Theologie Orthodoxe, Paris, 1942; Instructor in Music, Institut de Theologie Orthodoxe, Paris, 1944-46; Instructor in Theology, St. Tikhon's Seminary, Pennsylvania, 1947; Secretary of the Orthodox Diocese in Alaska, 1948-49; Teacher of Music, Bureau of Indian Affairs, Department of the Interior, 1950-56; Associate Professor, Consultant, St. John's Program, St. Mary's College, California, 1961-62; Tutor, St. John's College, 1956-, Santa Fe, 1966-, Norma Fiske Day Tutorship; 1975-. �74/ST. JOHN'S COLLEGE FACULTY/75 Charles G. Bell David Clifford Jones B.S ., University of Virginia, 1936; Rhodes Scholar, Oxford University; B.A, 1938, M.A., 1966, B.Litt., 1939; Instructor and Assistant Professor of English, Iowa State College, 1940-45; Wartime Assistant in Physics, 1945; Research Assistant in Physics, 1945, Assistant Professor of English, Princeton University, 1945-49; Guest Lecturer, Black Mountain College, Summer, 1947; Rockefeller Grant for study in Europe, 1948; Assistant Professor of Humanities, University College, The University of Chicago, 1949-56; Guest Professor, Fulbright Program, Technische Hochschule, Munich, Germany, 1958-59 (Kulturgeschichte als die Geschichte symbolischer Formen); Tutor, St. John's College, Annapolis, 1956-, Director" of Adult Education, 1957-58, Santa Fe, 1967-; Director, Graduate Preceptorial in Dimensions of History, 1972-73; Poet in Residence and Guest Professor, University of Rochester, Spring, 1972; Guest Professor, State University of New York at Old Westbury, Spring, 1970. B.A., St. John's College, Annapolis, M.A., The University of Melbourne; Ph.D., The University of Texas; University Fellow, The University of Melbourne; University Fellow and Bess Heflin Fellow, The University of Texas, 1962-64; Tutor, St. John's College, Annapolis, 1964-, Santa Fe, 1965-, Director, Graduate Institute in Liberal Education, 1973-75. Samuel Emmons Brown Harvard College, 1936-37; Diploma, Black Mountain College, 1945; M.A., 1956, Ph.D., 1962, Indiana University; Private tutoring, 1946-48; Director of Music, Windsor Mountain School, 1948-49; Director of Music, Verde Valley School, 1950-53; John H. Edwards Fellow, 1955-56; Part-time Teacher, Indiana University, 1956-57; Tutor, St. John's College, Annapolis, 1958-, Santa Fe, 1965-. Robert M. Bunker A.B., Harvard University, 1939; A.M., 1954, Ph.D., 1955, University of New Mexico; United Pueblos Agency, Bureau of Indian Affairs, 1940-51; United States Navy, 1942-46; Executive Secretary, Bernalillo City-County Consolidation Committee, 1952-56; Instructor, University of New Mexico, 1955-56; Professor of English and Philosophy, and Chairman of both Departments, New Mexico Highlands University, 1956-65; Tutor, St. John's College, Santa Fe, 1965-. Don B. Cook AB., Occidental College, 1958; Ph.D., University of California at Davis, 1965; Woodrow Wilson Honorary Fellow, University of California at Davis, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-; Teacher, Santa Fe Preparatory School, 1972-73. Dean R. Haggard B.A., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-60; Fels Fund Fellow in Philosophy, The Johns Hopkins University, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Santa Fe, 1966-, Assistant Dean, 1971-73. Robert D. Sacks B.A., St. John's College, Annapolis, 1954; Ph.D., The Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Orientales Vivantes, 1956-57; The University of Chicago, 1957-59; Tutor, St. John's College, Annapolis, 1961-, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, California, 1968-69; Biblical Research, Jerusalem, 1971-72. Robert A. Neidorf B.A., 1951, M.A., 1955, The University of Chicago; Ph.D., Yale University, 1959; Instructor and Assistant Professor of Philosophy, Bucknell University, 1959-62; Tutor, St. John's College, Annapolis, 1962-64, Santa Fe, 1967-, Director, Graduate Institute in Liberal Education, Santa Fe, 1970-73; Dean, St. John's College, 1973-77; Sabbatical leave, 1977-78; Assistant and Associate Professor of Philosophy, State University of New York at Binghamton, 1964-67. John S. Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, United States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching Fellow, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, 1962-, Santa Fe, 1967-, Assistant Dean, 1970-72. Thomas A. McDonald St. John's College, Annapolis, 1944; Military service, 1945-46; The University of Virginia, The New School, New York, 1947-50; Graduate study in philosophy, Graduate Faculty, 1950-52, 1955-58, Teaching Fellow, 1956-58, The New School; Lecturer, University College, The University of Chicago, 1958-62; Lecturer, Overseas-Extension, University of Maryland, Heidelberg, Germany, 1952-63; Tutor, St. John's College, Annapolis, 1963-. Elliott T. Skinner B.A., University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, Woodrow Wilson Fellowship, Princeton University, 1964; Fellow of the Council for Philosophical Studies, Summer Institute in Greek Philosophy and Science, 1970; Tutor, St. John's College, Santa Fe, 1965-. Richard Bowen Stark The Colorado College, 1941-42, AB., Colorado State College of Education, 1948; M.M., Yale University School of Music, 1948-52; United States Air Force, 1942-45; Associate Professor of Piano, Director of the Choir, 1958, Fisk University, Tennessee; Visiting Professor of Music, Wesleyan University, Connecticut, 1959-60; Curator of Collections, 1962-66, Curator of Music Research, 1966-70, Museum of International Folk Art, Sante Fe, New Mexico; Part-time Tutor, St. John's College, 1965-72; Tutor, Santa Fe, 1972-76; Musician-in-Residence, 1976-; Research Project in Spain, National Endowment for the Humanities and International Folk Art Foundation, 1973-74; Research Project in Spain, National Endowment for the Humanities, Summer, 1976. Stuart Boyd M.A., Aberdeen University, Scotland, 1948; Ph.D., Aberdeen University Medical School, 1952; Military Service, 1940-45; Assistant Lecturer, Clinical Psychology, Department of Psychiatry, Aberdeen University, 1948-52; Instructor, Medical Psychology, University of Colorado Medical School, 1952-53; Director, Doctoral Training in Clinical Psychology, Denver University, 1954-57; Professor of Psychology and Chairman, Department of Behavioral Sciences, New Mexico Highlands University, 1957-64; Lecturer, Department of Psychiatry, Edinburgh University, Scotland, 1964-65; Professor of Psychiatry (Psychology), University of Missouri Medical School, Kansas City, 1965-66; Fellow, American Psychology Society; Tutor, St. John's College, Santa Fe, 1966-. Roger S. Peterson AB., Harvard College, 1953; A.M., 1957, Ph.D., Botany, 1959, University of Michigan; United States Navy, 1953-56; U.S. Forest Service research, Colorado State University, 1959-62, Utah State University, 1962-66; Tutor, St. John's College, Santa Fe, 1966-. �FACULTY/77 76/ST. JOHN'S COLLEGE E. Ray Davis, Jr. Howard Zeiderman University of Wisconsin, 1953-55; BA, St. John's College, 1962; M.A., History and Philosophy of Science; University of Indiana, 1965; N.D.E A. Fellowship, University of Indiana, 1962-65; Tutor, St. John's College, Santa Fe, 1966-, Assistant Dean, 1977-. Dartmouth College, 1962-63; B.A., St. John's College, Annapolis, 1967; M.A, Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-. James R. Mensch Ralph Swentzell B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico University, 1965-66; Tutor, St John's College, Santa Fe, 1966-. Timothy P Miller A.B., Harvard University, 1948; B.Mus., 1949, M.Mus, 1951, Yale University; D.Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music, Agnes Scott College, 1957-61; Director of Music, University of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, CollegeConservatory of Music, University of Cincinnati, 1965-67; Tutor, St. John's College, Santa Fe, 1967-. R. Thomas Harris, Jr. B.A., Reed College, 1955; M.A., 1956, Ph.D, Mathematics, 1959, University of Illinois; University Fellow, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59, Universitv of Illinois; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor. University of California at Berkeley, 1962-63; Associate Professor, University of Maryland, 1965-68; National Science Foundation Consultant for India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, 1967-68, Visiting Professor, Summer, 1969, New York University, Corporate Consultant, Management Science, IBM, Armonk, New York, Summer, 1968; Ti.:itor, St. John's College, Santa Fe, 1968-. Glenn A. Freitas B.A., Classical Languages, St. Mary's College, California, 1957; Th.L., Universite Laval. Quebec, 1964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, 1966; L'Ecole Biblique et Archeologique Francaise de Jernsalem, 1964-66; Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-. Paul David Mannick B.A., California State College ,,t Long Beach, 1970; M.A., St. john's College, Santa Fe, 1973; Ph.D., University of St. Andrew's, Scotland, 1977; Tutor, St. john's College, Santa Fe, 1974-77. Lecuyer BA, The Colorado College, 1966; B.A., Merton College, Oxford University, 1969; Studies in biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, "D1e Colorado College, 1968; Tutor, biology and chemistry, Institute of Social Research and Development, University of New lvlexico, 1971-72; Tutor, St. john's College, Santa Fe, 1972- Alfreda L. Verratti B.A., St. john's College, 1966; M.A., Washington University, 1970; Ph.D. Candidate, Washington University, 1972; Psychiatric Social Worker, Harrisburg State Hospit,11. Harrisburg, Pennsylv,rnia, 1966-67; Hans Reichenbach Graduate Fellowship, vVashington University, 1967; N.D.E.A. Graduate Fellowship, Washington University, 1967-7ll; Instructor, Washington University, 1969, 1971; Instructor, University of Missouri, 1970:71; Assistant Professor, Webster College, 1971-72; Tutor, St. John's College. Santa Fe, 1972-, Assistant Dean, 1972-. B.A., St. John's College, Annapolis, 1967; M.S.L. (Licentiatus in Studiis Mediae Aetatis), The Pontifical Institute of Mediaeval Studies, Toronto, 1970; Ph.D, University of Toronto, 1976; Instructor, University of Toronto, 1970-71; Canada Council Fellow in Philosophy at the University of Toronto, 1970-71, University of Innsbruck, 1971-7? University of Munich, 1972-73; Tutor, St. John's College, Santa Fe, 1973-. _, Richard L. L. Michaud A.B., St. Michael's College, 1963; Ph.D, University of Vermont, 1968; Post-doctoral Fellow in Pharmacology, Yale University Medical School, 1967-68; Assistant Professor, Psychiatry Department, Yale University Medical School, 1968-70; Assistant Professor of Science, Webster College, 1970-73; Vist. Louis University Institute for Environmental Stud.ies, Summer, 1973; Course Director, Webster College-Clayton School District Program rn Envnonmental Stuches, Summer, 1975; Tutor, St. John's College, Santa Fe, 1973-. Louis University Institute for Environmental Studies, Summer, 1973; Course Director, Webster College-Clayton School District Program in Environmental Studies, Summer, 1975; Tutor, St. John's College, Santa Fe, 1973-. Stephen R. Van Luchene University of Guadalajara, Summer, 1967; Universidad Nacional de Mexico Summer 1968; B.A., Arizona State University, 1969; M.A., 1971, Ph.D., 1973, Universi~y of Notr~ Dame; Journahst, Arizona Magazine, 1969; Teacher, English as a Second Language, Bell School, Cambndge, Umted Kingdom, 1969; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-. Bruce E. Venable B.A., St. Mary's College, California, 1969; M.A., Ph.D., Classics, University of Washington; Tutor, St. John's College, Santa Fe, 1973-. Gerald Lee B.A., University of Colorado, 1964; Ph.D , University of Colorado Medical Center 1969· American Cancer Society Postdoctoral Fellow, Yale University, 1969-71; Seess~l Re'. search Fe!low, Yale University, 1971-72; Faculty, Shimer College, 1972-74; Tutor, St. John's College, Santa Fe 1974- David L Townsend B.A, Loyola College, Maryland, 1969; M.A., 1970, Ph.D., 1976, Harvard University; Certificat de Langue, 1967, Diplome, 1973, University of Paris; Teaching Fellow, Harvard, 1971-73; Resident Tutor, Eliot House, Harvard, 1971-73; English Teacher, Cambridge Community High School, 1971-72; Tutor, St. John's College, Santa Fe, 1974-. Kent H. Taylor BA., Yale University. 1963; M.A., University of Georgia, 1965; PhD, University of California at Santa Cruz, 1976; University of California at Santa Cruz, 1967-68; Defense Language Institute, Monterey, California, 1968-69; Heidelberg University, 1971-73; Instructor, University of Georgia, 1965-67; Teaching Assistant, University of California at Santa Cruz, 1967-71; Tutor, St. John's College, Santa Fe, 1974-. S. Knight B.S, Philosophy, 1970, M.A., English, 1972. Doctoral Candidate, 1974, Universitv of Utah; Teaching Fellow, Universitv of Utah, 1970-74; Tutor, St. John's College, Santa' Fe, 1974-. . �78/ST. JOHN'S COLLEGE FACULTY/79 Elizabeth S. Engel AND STAFF B.A., Pomona College, 1967; M.Phil., Yale University, 1971; Ph.D., Philosophy, 1973; Teaching Assistant, Yale University 1969; Teacher of Philosophy and Humanities, Shimer College, 1971-73; Assistant Professor of Philosophy, California State University at Humboldt, 1973-75; Tutor, St. John's College, Santa Fe, 1975-. SANTA FE President Presideni Richard D. Weigle Richard D. Weigle Dean John Joseph Verdi Dea11 Edward G. Sparrow B.S, Psychology, Fordham University, 1972; A.M., 1974, Ph.D., Philosophy, 1975, University of SI<OUTHERN California; Fordham Scholar, 1968-72; New York State Regents Scholar, 1968-72; Oakley Fellow, 1972-75; Instructor, California State University at Los Angeles, 1974; Instructor, University of Southern California, 1975; Tutor, St. john's College, Santa Fe, 1975-. Philip Prescott Chandler, II B.A., St. john's College, Santa Fe, 1968; Ph.D., University of California at San Diego, 1975; junior Fellow, Center for the Study of Democratic Institutions, 1968-69; Graduate study, mathematics and philosophy, Oklahoma State University, 1969-70; N.D.E.A. Fellow, 1970-73, Dissertation Fellow, 1973-74, University of California at San Diego; Instructor, mathematics, Oklahoma State University, Summer, 1973, Summer, 1975; Instructor, 1974-75, Assistant Professor, 1975-76, Assistant Director, Spring, 1976, Collegiate Seminar Program, University of Notre Dame; Tutor, Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1976, Tutor, St John's College, Santa Fe, 1976-. Lynda ANNAPOLIS Robert S. Bart Vice President Vice President William B. Dunham ). Burchenal Ault Treasurer Charles T Elzey Emery C. Jennings Treasurer Assistant to President Charles A. Cooley Director of Graduate Institute Dean R. Haggard Assistant- Deans Assistant Dean Barbara H. Leonard Benjamin Milner Regisl'rar E. Ray Davis, Jr. Registrar Ellen Gant Leanore B. Rinder Director of Admissions Dir::dor of Admissions Richard D. Stephenson Joanne Aitken Librarian Librarian Alice H. Whelan Charlotte Fletcher Johnson B. A., St. John's College, Santa Fe, 1971; M A , University of North Carolina, 1975; Ph.D. Candidate, The Catholic University of America; Tutor, St. John's College, Santi" Fe, 1977-. Director of Student Aciivilies Director of Athletics Istvan Feh2rvci:cy Bryce Du Val Jacobsen Director of Financial Aid Director of Financial Aid Philip Aaronson Albefta L. Riven Director of Adult Education Dircn'or of Adu/i Educahon St. College, 1949-58. Th B. Th.M. John S. Steadman Deborah Renaut TUTOPS EMERITUS Director of Placement Deputy Director, College Rc/ai'ions Director of Alumni Activities Thomas Parran, Jr. Alumni and College Archivist HONO:?.ARY FELLUWS Paul Mellon BA, Yale University, 1929; B.A., 1931; M.A., 1938, Cambridge University; Litt.O., Oxford University, 1961, LL.D., Carnegie Institute of Technology, 1967; LH.D., Yale University, 1967. Gavv Iv'.!eern ScB , Virginia l\lfilitary Institute, 1914; lv'IA. (Honorary), Colorado College, 1936; A.F.D., University of New Mexico. Miria1n Strange Jr. Director Brenda Superintende11t of Buildings nnd Grounds Dzcvid W. Tucker Sigmund A. Amitin James L. Rivers, Jr. College Nurse tv'larilyn Kyle Stanley Norclstrurn College Physician Alfred W. Pinkelion Business Joseph A. Beverly Srnith Superinte11rient of Buildings anri Grounds College Nurse Peggy H. Elrington �PJ ~ C/l 2- N 'I ~~; ~ ~ ro . ~' s:. s;_ f-'· en~m'-l ~' i:c '-l ro n C1J 5· 0 1-( cnO-~ ~ ~ ;. ~ ::; '-l a--.. Ft r:: ~f) ~ s B "I ,..,. ~f- ::; a· * ' :g ;;- nom~~~ 0 m~~ ~ ~. ~ ::i g p... . S PJ & . 8 "--< 8. PJ p.. PJ § ~ ~5 ~~ PJ ~ m g. 8~ ~· - (0 • n: ,.-,- r;· ~ 0 p;· 1.gj ~ C/l ~ ~ .., (j) > ~ ;:s ;:s 2:: ~ ~1-d Cl. p.i ;;; t>yj 0 ~ N N N O ,~ 1-1 )-1 i-1 f-1 t-1 f.....l. 1-l ;-I Q'\NO (.;.)" j-l o;-1 ;-1Wi+:>.\.Di-1 ,~ N (J1 IV IJl f-1 Cf\ N IJl ;-I ;-I ;-I~ en m en ~ p;- 8 2'. ::; 0 rl- ([) PJ f-l. ~ !-" VJ N !-l1.f.:>..NWN ~~ ~9~~~~~~ ~ ~ ~ O n ~ ~ ~ ;-1 ;-1 r---1 l'V f-l N f-l. N "'-..JI-I N ;-1 ;-I 0\ ~;-I W ;:;_ fl:.:>. 0::;::, ;vsl:""d~0< :;cl (i) "rJ 5 5 ;:t f-'· > -· ~ rl- p.. jll ~ aq 0 '" P. ¥ ,_.. . 1-'-1 ro ~ en (I) '-l m ~ ~ . ro ~ 2~· en ~ i:c (I) p.. ~- 2i. (I) i:c CJ; > ::: ,.... N f-l. -~ Vl rf::t."'-..J\.ONNCJ'\CO ?f?f2cf?f?f..?f?f Vl ,~ >-' N (J1 '-.] 0 (.;.)(.;.) 0 (J.J Vi ""' '-.] 0 ""· Ul -.. . -. 1 w OOCOO\ (.;..) f:,;,. ,__. (.;.) (;.) Ul ~ 0 C.n O"- )-1 ,..... ?ft ?f # ?f.. ?ft cf cf. >-' 00 '-J 0 l·f.:>.. (J1 CTJ 1-l ;-1 9' rt:;>. ,~ 00 ST. N ~ 2.. """' ;;· ;:s "' "' ,.._, (Jl ()'\ ~ )-1 i-1 '" "'' E i' The /-I en ,.... 1-1 N Ul "'-..J l'-.JN\OUlNON ~ >-' VJ \.0 VJ IJl (.;.) ~~ \..0 tTl > z u ;;: CL $Q_ ~ 0 '1 0'1 t <-{" Pl () ~· rl- ~&~~a~~ ~ ~~~ ~ fT) M" ~ ?2 \J;'"'J '" ~::;-'rnrnn°' ' n'"d ~ ~n<JPn~:r;Z 0 '-! 1-\ 0 Pl ~ 3: 5 ~ ~~ ~ § 80..g.,ro::;~ ~ ~~ o m ,__, :::i CL,~ 5 C) r;· ~ <· () ~ n· ft~~ CKl aq @'<~5§~5§5 g ~ ~ o ~~""2.- m i:c ~ ~ ro ~ ~· ~ Q ~ s tr~ m ro 1-l f.fJ ~ 5 2:.. Q..: p_, C.fJ (/) 0 Qq ~ '"i C/l ::; ':) C/l C/l 8., rn n H-- >~ ~· ro i:c n ~~~~§-~5 ~~~~i:c~~n s:- . r~CJ'\ ~ ~. ~ " N >-' ;-IQN r~~~ C.0 ([) ~ r"'1 en m Cl" c.n ,_, rD ~ >m r ~ .. > r ~ ~ lD ~ 5· L! C/l 8"'· 5 C): o;· C/l >~~ Zocs ~-i:c~,,,m~ Q ~ I-'• I-' m ~ ~ § ~ ~~gs ~$<<c~~~~~ooozzzz~ 7 ~z~~~r~s~e-~o~oonnn>>~ s~~m~~~s~~~~~ommroo~~~~~msm~~~~mmo~moom~~;_ r.n Cn aq ::J ,_ " ;...,i 1~ o ,. . , ro 1~ I-'· ......,: S' ~ <' H c.n ~ n c.n 1-l I-'· :...... ::; .-... I-'· ::i ::r' -1 O 1--l r.- _. :::i ,........ ::;-:' ~ N ,. . , n ~ I-"· ~ ,.s' e; ;:! p... ::; Q'q PJ 0 ~ .__, <.. <; ~ ~. ::i ::r' C/l '-<: ::; ~· P.l PJ 0 0 <; ~ ,_.. i-i PJ :::i Si "'"'"" PJ 0 ro § ~· 8. C! ~ (0 ~ § ~ ~ f-< ~ (D ~ ~ maq· ~ §:' re ~· n ~ ~· ~; qs, 5..' ~ ~ PJ ~ ~ :::i Cf) ,,_ z are designed to of your for SANTA NE'VV ,,, . .,.. ,,, you an . Vlfe under academic and other pressures; lJ\Trite six to te11 We ask all to answer 1-5. Successful and often more, in their answers to cmestions 1-5. hr~O"rAT?-W pages, 1. Evaluate the strengths and weaknesses of the formal education you have had until now. 2. aspect it with books. Choose sorne book that you have liked well the book as a and 3. , in , you wish to attend St. 'What does your 4. Select some from which you have derived and describe its value to you. 5. H you are now in tell how you have been occuoied since leavinq schooL Questions are all the last two summers. If you are not in Ansv•1er those that you think are relevant to your tell how you � SANTA FE, NEW JvIEXJCO 87501 (301) 263-2371 (505) 982-3691 STA.TEIVIENT THE ST., JOHN'S PROGRAJ\1 Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, color, sex, nor national or ethnic origin. �ANNAPOUS Septen1ber 6-8 1977-1978 SANTA FE August 25-27 Oral for August 27 Freshman and Senior Registration August 28 September 9 Convocation August 29 September 9 Sophomore and Junior Registration August 29 September 9 Classes Begin with Seminars October 7-10 October 14-17 Long VVeekend November 24-27 November 24-27 Thanksgiving Recess December 16-January Winter Vacation December 16-January 4 December 15 January 22 End of First Semester 11 January 23 Beginning of Second Semester January 25 January Freshrnan January 11 Registration February 10-13 Long Vv eekend March 11-26 March 11-26 Spring Vacation May 5-6 Parents' •Neekend 18 May 25 Last Day of Classes l'/Iay 19 May 26 End of Second Semester 21 May 28 Commencement PAGE September 8 June 12 June 18 August l8 August 18 sm,!J.MER 19'78 January Class Second Semester Begins Graduate Institute Begins Class Second SerHester Ends Graduate Institute Ends June 5 June 25 August 11 Oral Enabling Examination for Seniors September 7 Freshman and Senior Registration September 8 Convocation 8 and Jtutior Registration 8 Classes Begin 1AJith Seni_inars October 13-16 Long Weekend November 23-26 Thanksgiving Recess December 15-January 3 1Ninter Vacation January 21 End of First SerHester January 22 Beginning of Second Semester January 24 January Freshman Lm1g ·weekend Sprine 'l acation Pa!ent~' Weekend Last Day of Classes End of Second Serrtester Co1n111encernent 11 .......... 18 ....... 23 25 The AG11demic Order Tutors Instruction Committee Library Schedules Essays and Examinations .. . P_._cader11ic Standing ... . Degree of Bachelor of Arts Degree of !VIaster of Arte Graduate Institute in Libe;~l Ed;x.ati~n. Directory Information and Right to F~esid£nce and Student lifE . Site Plans of the Campuses 29 30 .31 .32 33 34 .. 37 .38 39 39 AO 62-63 J.hdnliss1ons 48 52 Fees and Fil'£ll11:iaA Aid Standardsfoy Veterans 24-26 61 64 26 27 August 28 !Board of Visitors and Governors Consultant: Dale Appleman November 23-26 10 10 March 10-25 17 18 l\![ay 20 .65 .66 .anrl Staff Profile: 1977 Freshman Class R~egistrahon February 9-12 March 10-25 4-5 24 25 27 .... 8 10 Visit August 18 1973~1979 September 5- 7 .5 The Cuukulum Seminar Preceptorial Tutorial Laboratory. . . . . ...... . Formal Lecture St. John's List of Books 79 80 �Liberal education should seek to free and rational men and women corn1nitted to of in its fundamenof their and vvo111en are best skills of any mature, co111petent, and beco1r1..e citizens of a free society. St. College believes that the vvay to liberal educahon hes the books in which the rninds of our civilization themselves These books are both of human existence, but also have with which we have to interests enter dii:o us alrnost as have to tell acaderruc concern, rernote frolTi our real rn.ove our and 'couch ov.r The are poems or political treatises, and whether then the lirnits of his conversation. is ~ta:e one-sid'2d to..-,say with_out The 1 nes1re lo 2, number of students of John's serninar faced with a text discuss lt that th_e students are -to submit th.eir to on_e another's critical The den1ancls of the individual and those of the group are m continuous limits ,,vithin vvhich the discussion nwves with the utmost freedom The discussion may concern itself ~with to establish the of a poern or the validity of an argun1ent the other hand, rt may concern itself with more or with very that thrust them- �6/ST. JOHN'S COLLEGE selves forward. The students unexamined - that derived from their experience world discussion they acquire a nevv perspective, enables both the sameness of a recurrent problem and the manifestations In the to ascertain not how things were, but how things are - to help the student make rational decisions as he lives his life. And it is the ultimate airn of the program. that the habits of and discussion thus the student should continue hinc throughout life. at St. takes the form of a discussion. of the seminar are carried over into the the actual instruction in all classes and laboratories is rnade to depend on the and initiative of the students. The tutor functions as a more to listen to the students and to work with them to impose upon them his own train of In seeks to restore the true meaning of a liberal arts education. function of the liberal arts has to conscious forrn to been to accommodated 'm men's intel- and denwnstrahng as he uses There are many to four of them: translation, demonstration, and are followed in all the branches of the all senre the same the stude~~,t think for himself, to enable him to practice the arts of freedom. Free minds iTmst be able to view concrete situat10ns, to clear and to arrive at a of these intellectual skills indicates that the arts ltC-iS taken hold of th2 rnir1d. advances and the fundamental outlook man may change over the centuries, but these arts of understanding remain in one form or another indispensable. enable men to vvin knowof tl-te world ctrourtd them and of tl-i.ernselves in this and to use that knmNledge with men can free themselves from the wantonness of narrffwness of beaten Under their discipline men can the habit of listening to reason. A curriculum cannot avoid aiming at these nwst human goals. �THE CURR!CULUM/9 8/ST. JOHN'S COLLEGE Dante reflections 0n human virtues and on man's ultimate fate. Sometimes a seminar will devote alhts time to an tahon of the assigned staying dose to the text; at other the talk range over suggested the reading but bearing indirectly on the text itself in the of the ants. In the coffee after seminar, students from different groups compare the points made in their discussions. for the requirem.ents of con-tmon every must be heard and clash. of opinions may argument- an seminar the students may tend to express their for their relevance or their relation to the under pressure of the group, the to the and trying to uncover the use. The students of the seminar varies with kind is not and requires a difSuch progress in crowned sudden on the part of individuals, or as a whole achieves Illumination. · it is The course of the discussion cannot be fixed in of deter1nin2d rather t}~e necessity of the or of seeking foundations upon does r1ot ff pI'ogress of the discuss10n sornehmes books of the are severdeerl to rneJ.rnbers of fhe r.neets tvnce a everlings, frorn ~J_ntil t~11 ~or if the 1.:nder discussion has and to around a the text e1rierge v11th~1n tl"-1e seq1~~­ ~0,rhi_ch tllE diSC'i)_S- into rather :alk or i11to duH and sho.llow ti:rne to extricate its~lf £rorr1 s-uch a ccn~1.:rse. Or accessible to a. fevv of its rfiern_bers Urtder fhese· c1rcnn1staJ:-tces the r~le of th_e leaders is r;_o( to to -co fh_e stl1dent in every 'J\ray tJ:te au_t:hor, 1-SS112s., and hi1nself T1'~e :rnost useful i1'._strL1rnertt £or this purpose is th."2 t}12 rctost l}__ seful device of all is tl-ie stand an_d ertteI IlO all can at of his 0~1vn. �THE CURRICULUM/11 10/ST JOHN'S COLLEGE Tl-IE The seminar cannot suffice as the to the end of liberal education. means its very student to cultivate the habits of careful devices r_o_ust these are the tutorials m and music. For four years a student languc.ge tutorial and one a '\Neek. Three tim.es a For about nine weeks in the middle of the vear the sefftinars of the J • classes are are suggest a tl-1errt one of the books of the rec~d in draft to th.e Listed belovv 2,_:re puses for a recent yeaL Anna Karenina Adams: The Education of Henry Adams Common Law Adjudication and Phi!osoph1cal Justice Freud· Selected neurosis and Fear and Trembling The Birds (m Creek) Burke, Paine, and de Toqueville: Selected works Force and Newton, Goethe's Novels Plato Phacdnts \/Vhitehead. Selected wmks VI/ allace Stevens Arendt: The Human Condition Joyce: J\ristotle's of motion Nova Sartre: Being and Nothingness Plotinus. Third Ennead by a tutor, proceed at a seminar Usually the which may be oft1er rne1rlbers. on the t•J.ro cam - thirteen to fifteen students and under the direct and instruction of a tutor Each tutorial session lasts an hour. The tutorial conditions for coll&.bo:::'2.tive and for the manifolc and learnfriends. As in the semibut tl:1e dis, r cuss1on rocuses each student to which n<E,y later teach. A student will work in the and rnatllenuhcs cutorials and the sermnar another, Some of the students 1n the tutorials "Nill also be >Ni th him in the an.cl seminar ir1 t:b_e THE LANGUAGE TUTOR:U~.L teclLnical condition a comn1umcation and persuasion. In a b:toei_d sense, it may be cor:_cei-ved c~s age-old studies of grammar, iJnderstand the relation_ between the £uridan1errtal ~Na~ys vvords cari be the varied cortrLotatior:.s and is t1-n1s :i1-ot tl-1e however, and with each other and his natrve �12/ST JOHN'S COLLEGE THE CURRICULUM/13 the rules that must govern if is to be and resources of artict1late it if it is. to be clear,. The and -~AlltG. ;~evo::r a:nd i:n.creases tiOVJever/ goes "'"v'>rell v1itt~ t}~e fresl-in:i.21l 3errdrtar a1\d ti-Le ;:ontirtuance of Greek in_to tl-1e secof tt~e first Tl'te secor1.d year en_ds of cor~ten_t of Frer1cl1. prose tent are related to selectior~s. r;iscu_ssion.s of bo-!:l'-l forrn o.rtcl ,:oriexer- -Ch_e excellence of ~b.is n::odels, Ir~ the second se:n:tester a verse is read. Tl-,P of fhe foErfb. year, F.rench poer!_1s . Its irfl1Ytediate is the of each poem m its basis for art oI relation of that art to tt1e traditional liberal arts of include exercises in translation rnore in the third year. The year modern British and American and vV.B. Yeats It should in all seci:ion_s as ~rveH student is thus v1ritten forrn. �THE CURRICULUM/15 14/ST JOHN'S COLLEGE THE this is true or from a name implies, a dose connection with the human for learnfng, its is especially useful in about 1Nhat it means to learn and to know To themselves for such reflection mathematical years: and how do ·what is a mathematical and ends? V\That is the corrvictio11? a discussion is initiated in the and often carried over into the seminar. The student vvith the Elements of Euclid. of the mathematical discoveries of his he a notion of deductive science and of a mathernatical in -V\1ith one viEvv of n:-tath.e1T~atical ob·of ratios - vvhich is under the fo1J_ndations of inodern rrtattiernatics j\Jter Eu_clid }1 '.2 on cox1s-tructed to "save the indicates the an.d th.e ordidiiference fh.e I11athen1.atics tutorial a.t St. course in mathematics. 1 In the second year tl·1e studertf con.tinues ttlose difficulties 2~nd v1h.icli. it is i:hat underlie ial a11d fhe rneans to count and ffteasure Tl-v2 secon_d n:1ain reasori for 1natbe:matics tutorial more shidies form. He next i:akes in general. �THE CURRICULUM/17 16/ST. JOHN'S COLLEGE In the third year calculus is studied both ana~ytical_ly ~nits modern form and geometrically as Newton presented it. This is followed by an examination of Dedekind's theory of re~l numbers, the endeavor to provide a rigorous arithmetic foundation for the calculus. The student then returns to Newton's Principia, to take up the astronomical parts in which Newton brings heavenly and earthly _motions under one law and replaces a purely geometric astronomy with a "dynamic" theory in which orbits are determined by laws of for~e. Here again the mat!1ematics. tutorial is. more than a m~themahcs course. It is both an mtroduchon to physics and a foundation for the study of the philosophical outlook of the modern wor~~ln the fourth year the reading of Lobachevski s approach to non-Euclidean geometry invites reflection on the postulates ~f geometry, as well as on the nature of the geometric art as a wh?le. 'I_h~s is followed in the latter half of the year by the study of Emstem s special theory of relativity, which challenges our conventio~al understanding of the nature of time and of space. On the Annapolis campus, there is an alternate program for the latter half of the year: s~me of '.he students study projective geometry, in which the enterpns~ which began with Euclid returns in a remarkable way, now generalized, to its starting point. THE MUSIC TUTORIAL One of the aims of the St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed towards technical skill but towards an under- standing of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of mus~c th~ough close study of musical theory and analysis of w?rks of musical literature. In the freshman year, by way of introducti_on, students of~en sing in a chorus. In the sophomore year a tutorial meets three times a week. The music tutorial reflects two different but complementary aspects of music. On the one hand music is intin:ately related to language, rhetoric, and poetry. On the other it is a umque and self-sufficient art, which has its roots deep in nature. The work o~ the tutorial includes an investigation of rhythm in words as well as m notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, cou1:1terpoi~t, and harmony. None of these is done apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart, and the instrumental works of Beethoven are the real textbooks. In the second sen:ester at least one major work is analyzed closely. Semi1:1ars on great works of music are included as part of the regular semmar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. �18/ST JOHN'S COLLEGE THE CURRICULUM/19 The ernblern of the SL no less than the tradition of th:= liberal the instrur.nents of the sciwhich rn.ay well be the institution of the modern lTlOSt world Three hundred years ago were introduced into This was one of the not be ''two cultures." DHferent fields of methods and but the from sources common to all THE stems WORK three cons1dof science: The combined with a full instruni.ents and involved in iL The content of the work should be so chosen as to enable the student to trace a scientific and observation. Thus certain to be recorded takes spean itern in the curriculum that does not bear upon it. The last two years of Uw program r:c:,hibit the that flov.r frorn it, and these could not be aptI'le first tvv,o years vvh.ich cover tf'.ie frorn to Descartes. IVIoderz-1 r.nathem.atics h_as rnade of rnust have tirrte ,to of acc:utacy·- his inst1111nents an'1lv7e -- ) of error, to consider alternative rnethods, and thus can he corne to a of the sciences called "exact." . mature ~ 1 tr2,_r1sf0rms tl:t·e book '.,v~~itter1 in rnz~tl-'1.en1.ab_cal clia:;':·acters. is COr~CETr1ed -o;;Mifh ff-~e artlflCES o+' th_e }n1rn~an "LlS. to relate ot11 o:ir 1J._r\derFor this p1Jrpose SL 1Arherei1;_ characterist~c arid Tf-:_ere is Lavoisier, and Bohr used in H:is \1vay, all the \rvork 0£ -fb.e manuals vvrii:ten at the the purpose is to achieve an intuTtate rnixture 0£ critical discussion o_n_d �20/ST. JOHN'S COLLEGE THE CURRICULUM/21 ITS CONTENT The general topics of study have _been c~~sen from elementary physical and biological science. A maior rev1s10n of the order and content of the laboratory sequence has recently been undertaken. The planned sequence of study for students entering in 1977 and later may be outlined as follows: 1st Year 1 week: 11 weeks: 20 weeks: 2nd Year (Music replaces laboratory.) 3rd Year 4th Year Observational astronomy Observational biology Studies of matter and measurement, leading to the atomic theory of chemistry Topics in physics: mechanics, optics, heat, electricity, magnetism 10 weeks: 18 weeks: Quantum physics Genetics, evolution, molecular biology THE FIRST YEAR The laboratory begins with a week devoted t? the elementary observations which permit us to orient ourselves with respec.t to the principal daily and annual celestial phenomena. _Arrangement is _made for the students to conduct a series of observat10ns, to be continued through fall, winter, and spring, of the cha~ging altih.1:des of the noon-day sun. These observations, together with the setting up of a system of celestial coordinates with ecliptic and equator, prepare the way for the study of Ptolemy's Syn taxis Jin the spring. The freshmen then turn from ti:e larger cosmos to living entities, to topics in observational b~blogy: classification of types, anatomical structure, cells and their aggregation and differentiation, embryological development. Close observation by naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists such as Aristotle, Galen, Harvey, Lamarck, Schwann, Virchow, Roux, Driesch. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on yet distinct from the surrounding world. The freshman laboratory next turns to the non-living, in a search for some of its fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature and calorimetry are taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomicmolecular theory. Experiments are performed tp help with the understanding of the texts and the physical and chemical transformations of which they speak. The year's work culminates in the resolution of the problem of determining atomic weights and in some consequences of this determination. �22/ST. JOHN'S COLLEGE THE CURRICULU!VI/23 THE THIRD YEAR is exin to be to a number of the traditional The pected to deal divisions of TfIE The curriculun1 as described so far has been shown to use the medium of student of the work. On a different will serve to illustrate the mathemati- seIT1inar interest and test the student's and i:o follow arguments in unfamiliar or space or architecture The mernbers of h t~ e St ~, · · • . ine v1s1tor rnay ·be rrom the academic vrorld or from tr1e arena of affairs, he rnay be a poet or an artist. Sornetunes a concert replaces a lecture. · matheffiatical terms. be tAaxvvell's derivation of an THE FOURTH YEAR In senior year is a rebJ..r:r1 to q-ctesthe first ten confronted as freshmen. v1eeks; the serlior atomisrn takes 1.1-0 ane\1V tl1e b1J.t tb~e atorrt itself has become the " of his t1ons tl-i.e the wave rn.ec1Janics of a sequenJ.:e of Itistoric scierltific and vvave, iat10ns are considered from the the of of what he has Vlork takes the Sorne in the sernirtars an_d tutoron the duection that a student's �THE CURRICULUM/25 24/ST JOHN'S COLLEGE LECTURES AND CONCERTS of lectures and concerts recent year: The list below on one or the "The Growth of Presidential Power" William Goldsmith "Genesis" Robert D. Sacks "The Question of Beauty: The Early Christian Arts" Charles Bell "Rousseau and Democracy: The Design of the Social Contract" Hilail Gilden Aeolian Quintet "\/Vhy Should Gloucester Attempt Suicide and Why Must Cordelia Die" John Steadman "Watching Television" Roger Rosenblatt "Changing Trends in 20th Century Paintings and Sculpture" Adelyn Breeskin "The 18th Century Background to Gibbon" Arnaldo Ivl.ornigliano Sequoia String Quartet "Languages, Philosophy and Science" Stillrnan Drake The bc·oks that serve as the core of the c-urriculu:rn vvere c}i_osen of years, firs'c at Colurnbia College, at The of since 1937, at "The Collapse of De1nocracy at Athens and the Trial of Socrates" Leo Raditsa 11 011 the Translation of Ri1nba1:td' s Griffin "John Milton: The Paradise'' Louis L Martz to ''The Ellen Davis "The Geon·letrical "\lisionlf I-Io-vvard Fisher in Paradise Each vvith I--Iis I<innell JJThe Brothers K"ci_ra:cnazov" l,/i.ichae! Yale/Si. Consort the l2i5t tvJo years. The first year is devoted to Greek authors and their of the liberal arts, -tl~te secortd cordain_s ~medieval and Renaissar'tC'2 books of the severiteenth and rnost 'Nere in modern languages; the fourth year brings the rtineteenth and tv;1ent1eth certturies order in which the books are read is to that fftan to face =ind at all hm.es. student to discover a new kind of historical perspective all the historical shifts and the permanence and everpresent of human issues list of books which constitute the core of the St. program lS to review and revision the Instruction Con.i.mittee of the faculty. Those listed here are either at one or both campuses. Books read only in part are indicated an asterisk. �26/ST. JOHN'S COLLEGE THE CURRICULUM/27 FRESHMAN YEAR Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Marcus Aurelius: Nicomachus: Lavoisier Essays by: Iliad, Odyssey . , Agamemnon, Choephoroe, Eumemdcs, Promerheus Bound Ocdip11s Rex, Oedipus at Co/onus, Antigone, Phi/ocletes Peloponnesian War Hippolylus, Medea, Bacclrnc History* Clouds, Birds . . . v Ion, Meno, Gorgzas, .Republic, Apology, Cnt,o, J,.haedo, Sympoisum, Parmemdes, Theaetetus, Sophzsr, lzmaeus, Plrnedrus . Poetics, Physics*, Metaphysics*, Ethics*, On Generation and Corruption*, The Politics* Elements* On the Nature of Pericles, Alcibiades 1\lleditahons* Arithmetic* . . Elements of Chemis!'ry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Dalton, Wo/laston, Gay-Lussac, Cannizzaro, Mach, Bridgman, Couper, Morveau, Proust, Bertha/lei, Richter, T. Thomson, Whewell, Berzelius, Dulong, Mendeleev SOPHOMORE YEAR Anstotle: Apollonius: The Bible'' De Anima, On Categories*, Parts Co11ics* Virgil: Plutarch: Epictetus: Tacitus: Ptolemy: Galen: Plotinus: Diophantus: Augustine: Anse!n1: Maimonides: Aquinas: Da-nte· Chaucer hfachiavelli· Copermcus: Luther. Rabelais: Calvm: Palestrina. \fife: Bacon. Shakespeare: Descartes: Pascal: Bach: I--Iaydn· Lan1arck: Mozart: Beethoven: Schubert: Verdi: Des Prez Poerns Aeneid Caesar, Antony, Brutus, Cato the Younger, Pompey, Czcero Discourses, Manual Annals Almagest* On the Naiural Faculties The Enneads* Arithmetic* Confessions Proslogium Eight Chapters on Ethics Sizmma Theologica'', Summa Contra Gentiles'' Divine Comedy Song of Roland Canterbury Tales* The Prince, Discourses* On !he Revolution of the Spheres*a Christian, Seciilar Authoriry The Freedom Missa Papae J\l/arcc/li Essays* Introduction i'o the Analytical Art Novum Organum'' Richard II, Henry IV, Henry V, The Tempest, As You Like Ji, Hanz/er', Othello, Macbeth, [(11117 Lear, Sonnets'' Rules for the D1rcc!ion of the Mind Epitome IV Motion of !he Heart and Blood Geometry* Generation of Conic Sections St. Matthew Passion, Inverll'ions Quartets'' Philosophirnl Zoology Opcrns* Sonar'as'' Songs* Oiello Symphony of Psalms Mass Marvell, Donne, and other poets JUNIOR YEAR Quixote Two New Scirnces Leviathan Discourse 011 Method, Med1tat1ons, Rules for Oze Direction of Ilic Mind Milton: Paradise Lost La Rochefoucaulcl: Nlaximcs" La Fontaine. Fables'' Pascal: Pensees"c Huygens: Treatise on Light,* On !he Move men! of Bodies by ImpnCI' Spinoza: Th cologico-Polif ica 1 Tr ca tise Locke· Second Treatise of Government, Co11cerni1w Human Understandin<s Racine: Phedrc ' Nevvton: Principrn* Cervantes. Galileo: Hobbes: Descartes. 0011 0 �THE ACADEJVIIC ORDEFJ29 28/ST. JOHN'S COLLEGE Mo11adology, Discourse 011 Nature and Grace Foi111ded on Reason, Gulliver's Travels Principles of Human I<nowledge Treatise of Human Nniure*, Dialogues Natural Religion, Enquiry Conceming Human U11dcrsi'nndi11g Social Contract, The Origin of hm7ualily Wealth of Nations* of Pure Reason*, Fundamental Meiaphysics of Morals, Critique of Practical Don Giovanni Pride and Leibniz: Swift· Hume: Kant: Mozart The Federnlisi Billy Budd, Benito Ccrcno Essay 011 the of Numbers 111 Boscov1ch, Thomas Young SENIOE YEAR lVIolihe Goethe: Mende!: Dar\Nin· Hegel: Lincoln: Dostoevski: l\/[ann: Kafka· Millikan. l(eynes: Pavlov: Poems by by The Misn11tluope, Tartuffe Faust Experiments in Plant Hybnrhzatio11 Origin of Introd11clio11 io tile of Philosophy, Preface to r'hc Plieno111e11ology, Logic (f ram ihc E11cycloped1a), of History'··, Philosophy of Philosophy of Theory o( Parallels* Oemocrrfri; 111 Amenca* Speeches · Philosophical , Fear and Tristan and Isolde Communisi· Capital'', Political a11d Economic The Possessed Brothers \!Var and Peace F11w Tlze Adve11turcs of Bric(er Course Thus Spake Znrntlrnstra ', Beyond of Good and Gc11crnl l11irod11cf'io11 to Psvch Civil1zntio11 and Its Oiscordents, Bn;ond the Pleasure Prinnplc Poems* , Dcnth in Venice Tlzc Trial 1/1//rnt 1s P/11/osoph!J? The Physirnl Principles of the Qiumtu111 Suprcn1c Court Opinions* The Elcclron''· Philosoph1cnl I11vcst1gat1011s Gc11eml Theory of E111ployn1c11I, Interest and Money Lectures 011 t/zc Co11diiio11cd Reflex Yeats, T.S El1ol, Wallace Stevens, Baudclrnrc, Rimbaud, and others Farndny, Lorrnz, J J Thomson, 1;\!/ulchearl, Minkowslu, Ruihcrforrl, Ei11stci11, Dnv1sso11, Bohr, Shrodingcr, fvfoxzucll, Bernard, l/\fcisma11n, jollll S1111t'1, Dre1sch, Bovcri, Tei/hard de Clwrdin ar1 d1 it is at differerct The lE- are rnernbers of th.e 1.Arhere betvveen the a_lj_thors and the the oth,er studerlts at dist21.r1ces of their The n1 little r'.:'.d sc}1ooll-1ouse is the relevan.t At tI'te head of the class is fhe author-[eacher, at the foot of the class the student in rel2,tion to the matter. All the ochers are both teachers and each from those above and those beiow. The aim in all the classes is to th.e d1J.ferences in character, and skill as are distributed among students and tutors. �THE ACADE!V!!C ORDER/31 30/ST. JOHN'S COLLEGE The kind of presupposes, a of more conventional in at least one goes on at St. from the faculties has a that he n1ust be of that he has to Ir1east1re, into entire prograrrL Thus a rn.ember of the St. is never confined ir1 :his division 0£ the progra1TL I-le is, Cir!d :has a se1Tiinar ar1d of eitI'ler tv,ro rutor1als or of Each tutor is on the skills l-ie possesses to 1n their classes, S1n_ce it is n_eceesary / on the ot}ier into the foundatio"i.s .::rn.d wider contexts c£ i:he to c1void stalertess and fh-e that are the ever-present cf and the The In_structiort Cor:cnnittee i:; a cor:-nYi.ittee of tutors the Deans on all rnatters of irlstruction c1_1rr1cular or the acaden11c the President and Vice Presic',ents on the tutors on e"?iCh carnpus 0£ the the Vice President sit with the Instruction Committee ex Dean is the chairman of the Instruction Committee on vvhere he serves; t}~le ine1T~bers of the Co1nmittee on each carr1pt-1s constitute the Instruction Committee for that car.npus and meei: at in.tervals th·:: year Tli.e iuH Corn.rrtittee nLeets anbetween the two campuses, and the Deans alternate as chairman of the Instruction Corn,mittee, LIBRAR The books chosen for at St. John's are collected in the in the best editions and translations that can be obtained. These books along with selected modern texts for the laboratory form the core of the ,essential to the of the A good general collection is a necessary supplement; a highly technical one would have little use. Each year in mathematics, science, philosophy, religion, fine arts, music, poetry, literature, and lnstory are purchased. The subscribes to representative periodicals and newspapers. A committee or the assists the Librarians in selecting books and periodicals. The maintains a collection of about volumes. In Santa Fe, the collection has been ai: the rate of 3 ,000 volumes each year and now nurnbers over Both libraries have interesting special collections. Annapolis has the Collection datmg from 1696, known as the "first library in " and the Peter Huntington Jackson Collection, w~hich is rich in Elizabethan irnprints and French books and tracts. The Witter Bynner Collection and the Edgar Allan Poe Collection in Santa Fe contain first editions of each poet as '<Nell as other belles lettres. In addition, the Santa Fe library has several d1stin- �THE ACADEMIC ORDER/33 32/ST. JOHN'S COLLEGE guished music collections, including the Amelia White, the Grumman the Schmidt and the Holzman collections. ' Woodward Hall in Annapolis was renovated as a modern library facility in 1969. It has comfortable modern study carrels and stacks as well as traditional reading rooms. The Santa Fe library is housed in the Peterson Student Center and the Weigle Building. The music library is located in the Sternberger-Weis Music and Fine Arts Building. A SAMPLE FRESHMAN SCHEDULE FOR ONE WEEK HOUR MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 8:15 Mathematics Mathematics Mathematics Mathematics Tutorial Tutorial Tutorial Tutorial 9:15 10:15 Language Language Language Language Tutorial Tutorial Tutorial Tutorial 11:15 Chorus 1:15 to Laboratory Laboratory 4:15 8:00 Seminar Seminar Formal Lecture . E~cept for the preceptorials in the junior and senior years certarn periods of laboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students. Each morning for either three or four days a week they spend one hour in a language tutorial and one hour in a mathematics tutorial; sophomores also spend four hours a week in a music tutorial. Twice a week they spend up to three hours in the laboratory. Two evenings from eight to ten they attend a seminar. A formal lecture or concert is given once a week. Nineteen to twenty-one hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. ESSAYS AND EXAMINATIONS SCHEDULES Perhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathem~tics in t~e fifth book of Euclid's Elements; or the time of the first assignment m Thucydides, when the seminar leaders are wondering if th~ students will see the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. These are the educational realities that a common schedule marks and emphasizes. ESSAYS Every freshman, sophomore, and junior submits an essay on some theme suggested by the seminar reading. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the student to set out in writing, as clearly as he can, his own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of his final oral examination. For sophomores the annual essay holds a position of special importance: it becomes a major part of the process called enabling (see page 36). ORAL EXAMINATIONS At the end of each semester, oral rather than written examinations are held. These are conducted by the seminar leaders, with the voluntary participation of other tutors. The student is questioned freely and informally on the texts he has read and on his critical and interpretative opinions. It is not the aim of the examiners to find out �34/ST. JOHN'S COLLEGE how much the student remembers. He is encouraged to consider different parts of his study in relation to each other and to problems that may not have been treated in any of his classes. For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. THE FRENCH READING KNOWLEDGE EXAMINATION Before being granted the degree of Bachelor of Arts, each student must pass an examination to show a reading knowledge of the French language. This examination must be passed before the beginning of the senior year and is a prerequisite to enable a senior to become a candidate for the degree of Bachelor of Arts. THE ENABLING ORAL EXAMINATION The senior enabling oral examination is given to the student in the fall at the beginning of the fourth year. It is focused on a number of books assigned for rereading and study during the preceding summer. They correspond in quantity to about twelve seminar readings and are chosen by the Instruction Committee from the seminar lists, with a view to covering key themes of the four years. The passing of this examination confirms a student's status as a candidate for the degree of Bachelor of Arts. THE FINAL ESSAY AND ORAL EXAMINATION In the senior year the student is required to present to the faculty a final essay related to some aspect of his four years' work. Again it is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined upon it by the committee in an hour-long public oral examination. No degree is awarded unless both the essay and the oral examination are satisfactory. The senior essay is regarded as the fruition of the student's learning. ACADEMIC STANDING Because St. John's classes are small and intimate and consist largely of the active participation of the students, every tutor is aware of his students' progress from day to day. The tutors' appraisals of a student are based therefore not alone on quizzes and tests, which are rare, but on the student's total performance as a member of the learning community. The tutor's comprehensive judgment of a student is reported to �36/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/37 the Dean each semester as a conventional letter grade, A, C, or F, where C indicates that the work is at a leveL Such a gradis necessary 'in the case of students wish to go on to or school or to transfer to another the Students will be their grades if not to work for grades, but If it becomes evident that process has asked to leave ~he College. norrr,al student rhere is no from. this course of It is capacities until there is clear curriculum and rich essential to tl-1.e v-1ay in vvhicll at-Certdaru:e at all A record of absertces is into consideration whenever there is occasion to determirte acade11lic Once eacli_ se1T1ester tlte stude:nt iy1_eets cdl f1is t11tors in th.2 d.ort 'Il-fi_e don_ is a co:r1sultat1or1 of studer1t ar~d hitors for the ratl-ie:t tl1s_n_ for th_e ~n,.., "CL~rri.C-c_:ih1rn satisfacAri:s 0h;1dencs 'Nho enter in in three and one-half years, but -·,, --~ r., ,_; 01 t$0che101 01 of sen1.ester ho11rs may tiori.s tl-1at rrtust be rr1et if tie SOPJHOiv10RE JEI»JABUNG is a re1.rie1-rV with the advice of all the tutors of the tvvo years he has liberal arts, the the Ins.truction the lasr As 2r1 irtclicatior1 to th~e �THE ACADEMIC ORDER/39 38/ST. JOHN'S COLLEGE f r fields of advanced The following table shows f~p;o essJ~~~e~· law mathematics, study entered by on.e or morde. s.t. 0 n ~ g::eology 'hav~ attracted the philosophy, education, me icme, an greatest numbers. Archeology Architecture Art Biochemistry Biology Bio-physics . . . Business admm1strahon City planning . Computer programming Dentistry .. Drama & playwntmg Economics Education Engineering · Geology History History of art History of science. International relations Journalism Languages Law Library science Literature Logistics management Mathematics Medicine Meterology Music Nursing Oceanography Philosophy Physics Political science Psychology. . . Public adm1mstrat10n Social anthropology Social work Sociology Systems analysis Theology Writing THE ST. JOHN'S DEGREE OF MASTER OF ARTS f Master of Arts. The d St. John's College awards the e?ree o eneral task the requirements for this degree are determined by the g College has set for itself. b d d to a tutor who has comA Master's degree may e aw~r e st etition the lnstrucpleted two years of teaching at St. Johns. He mu p tion Committee for permission to present himself as a candidate for the degree. He must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon it. The topic must have some bearing on the understanding ancf practice of the liberal arts. THE GRADUATE INSTITUTE IN LIBERAL EDUCATION A graduate program, leading to the M.A. degree in the liberal arts, is conducted during the summer on the Santa Fe campus. It is designed for graduates of colleges other than St. John's and is particularly well suited to the needs of high-school teachers. The program, which is based on the St. John's list of readings, is divided into four subject areas: Politics and Society, Literature, Philosophy and Theology, and Mathematics and Natural Science. Each summer session lasts eight weeks and consists of seminars, tutorials, and preceptorials. The seminars are modeled on those of the undergraduate college; they are limited to about twenty students. The tutorials are smaller classes devoted to the close reading of texts. In the preceptorial the student chooses a topic pertaining to one of the books studied and, under faculty guidance, writes a long essay. For each section of the program nine credits are granted. All four sections are required for the degree, though students who have previous graduate credit may be eligible for the degree after three summers. The sections may be taken in any order. More detailed information and a separate catalogue may be obtained by writing to the Graduate Institute in Liberal Education, St. John's College, Santa Fe, New Mexico 87501. DIRECTORY INFORMATION AND RIGHT TO PRIVACY In compliance with the Family Education Rights and Privacy Act, the College retains the right to publish at its discretion the following categories of information with respect to each student presently or previously attending the College: the student's name, address, telephone listing, date and place of birth, field of study, participation in officially recognized activities and sports, dates of attendance, degrees and awards received, and the most recent previous educational agency or institution attended by the student. As required by the Act, the College will provide public notice annually of its intention to publish such directory information. Students have a right to inform the College within a reasonable period of time that any or all of this directory information should be withheld. The College will respect any such request for privacy. �40/ST. JOHN'S COLLEGE Residence and Student Life The College is well aware that physical activities, artistic expression, and light-hearted recreation are necessary complements to an intellectual life and it is committed to providing the facilities, funds, and support needed to make them available. Generally, such activities in Annapolis are under the sponsorship of the Student Polity. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. THE ANNAPOLIS CAMPUS Since its founding as King William's School in 1696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 persons is occupied principally with the government of the State and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the fish, crab, and oyster industry and the sailing and recreational activities of the Chesapeake Bay; and with the liberal education of students at St. John's College. The campus of thirty-six acres lies in the Historic District, adjoining College Creek, one block from the State House and across the street from the Naval Academy yard. The fifteen buildings include 18th century historic homes (now classrooms, offices, and a dormitory), 19th century Victorian structures, and 20th century buildings designed to complement the older buildings. There are six student dormitories, offering single and double rooms. The community of students has governed itself since 1945 with elected officers and delegates representing each dormitory and the off-campus constituency. The Student Polity representatives, called the Delegate Council, meet once a week to hear requests from students for funds, to allocate time and use of facilities such as the student kitchen, to remind students of their responsibilities to the College community, and to express student opinion on common problems. The Polity maintains a Student Instruction Committee to discuss and recommend curriculum changes. A Student Employment Office, initiated and run by students, helps to locate off-campus Jobs. The Food Committee works with the dining hall manager to develop satisfactory dishes for the regular and vegetarian menus. Since 1968 The Collegian, a weekly student newspaper, has provided a second medium for expression of opinion to the community as a whole. Controversy ranges from petty to vital; creative writing and news take up the rest of the space. Students are also welcome to �42/ST. JOHN'S COLLEGE RESIDEJ\JCE & STUDENT LIFE/43 contribute work to The Reporter and The Extracurricular come go. curriculum as stu year has seen the ob- dents' interests overflow srn.all classes in inen and in indivteam sports. The Director of and two student assistants events and coordinate use of the which include a well-equipped large fields, tennis courts, and a boathouse with a number of sailboats and other small craft. four women's in field Each of three drama stage one or tvvo one or tvro rnodern several one-act In 1976-77 these Seasons, The to the Sea, No Ile, weekend the student film dub domestic filrns - the classics of cinema Civilization, The Ascertf Man, have been shown the Music is m groups and strurnental ensembles train , or scores or:c carnp-~-1s or irl tovvn. 111divid1Jal artistic :r\_eeds .c;_ tirr1_e for the virtues of hfe -where students and of Bacchus includ- occur 011ce or tvvice a year" gms with student skits and a full of the fall in Nev,1 which was founded m Its in n1useurns, artd the opera; "vvith ar~d }1isto:i~ical a:nd education at the Institi_;te of Indian P~rts a:nd the C:olleve of 0 Santa as well as St. 's The c campus of 300 acres liPs ,,..., the southor:st- rorner u '-hp c1 t y in - nf L... t-_ ··--tvv o ~-~ . ·-1 ~ - • . ,...., - - -_"- _._ -- IHl:b ir:m xne rnsi:onc ::,anta h:> Plaza and Palc,ce o.f the Governors. Ar an e1evat1on of it con1mands a view of three rnountain constructed in the modified terntorial of tl-~e a the student a inusic an.d fine arts hall, an adr111nistration ctn ·j hou_r s too nun1erous to rr1erltion 1-tere. 1 ,.., nine for n1en and seven for women I �RESIDENCE & STUDENT LIFE/45 44/ST. JOH!'T'S COLLEGE chosen ATHLETICS The Student Activities Office coordinates a volunteer athletic offering opportunities for in a to soccer and fencrange of sports from and river The College does not have a gymnasium, but rooms have been set aside in present buildings for fencing, weightlifting, and gymnastics. For much of the year be done out-of-doors. St. John's has one of the finest athletic inforrnal erlgage the of the acadernic progran1, but since . untouched the curriculum, broaden the scope of -up areas SL classes r11odall of t:hese ar~d _flu Verso/ tl1-e c:r more ti1-r'-es artists each -vv-ork_ for ac:hi'.2ven~te:nJ ln craft. two is and solicits essa"ysl artfrorrc studercts and fa- in tennis, soccer, on the College's tennis courts fields with other teams in the area. Track and volschools offer the use of their indoor fac11ihes in the winter. Santa Fe's is reserved for St one a week. Theie is a horse cmral on the College's 300-acre campus and on a The Sa.ngre de Cristo Mountains of forest and •Nilderness areas for Search and Rescue unit trains rock climbing, and evacuation. Sk1 miles fron1 the campus and offers reduced rates to also may borrow boots and frorn the ski at Tacs is two h_oL1rs avvay the four- to six-month ski season there are excursions down the Rio Grande by canoe, and rubber raft vnth camping along the vvay �46/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/47 RELIGIOUS ACTIVITIES as a nonThe Charter of 1784 established St. years there v1ere some ties with the Protestant these no longer exist. The College schedules no for the annual baccalaureate service before commencement. Attendance is hJitors an~d sh.Ider1ts in consonance with for extracurricu!ar Bible church or FACILITIES FOR STUDENTS The ~·-'""·~;-,~ Bookstore on each campus has all the books and needs for his classes. It also maintains a stock of of the program, and book::, of more vv1thout As for an acti·;re social th.e College each earn pus a coffee and a com1non roorn for students. In there are srnaller social rooms, mshecL DORIVUTORIES The dorrrntories £01T11_ srf'lall cornraurtities -:vvitl-iirl tlle stu_dents can Un1narried students not at horne are dorn1J_tories and to to_ke rrteals obtain. perrru.ss1on £rorn ttie J\ssistant Dear1s to ~ive can offer no married student bi__1f: lir1tited V"trish to have rr1arried stu.dertt ca1r1_p11s 2ind st1ou.ld aHcvv tirn.e for this tl-lE A_ssistant Dea:n.s P~oom is th2 [Gr roorns before students 1:-'t.o.ve th.e V./::.rTt~r Students ct:re :not or vacation 011. to rerr,ain in residence either carr;_puso at botl1 carnp1.1sr::s and a i\ssistard: Dear1s fa_ is available for cortStJJtatiorL 1 RULES OF RESIDENCE Social order certain rules of of eacl1 sruden: rrj_2k2 .n.ecessc.:ty tf1e use of dorrnitories. 'TJl.ese irt const1ltation vv1th. stustudent is inforn-ied of and each fall The rules c~e2~11 returning differ in the s<nT1e in_ DINING HALL TI'te I-tall on e2ch vice Resident students are tions for medical reasons are comrnendahon the Colle"e 0 upon exarn.ination and n:- �ADMISSIONS/49 48/ST. JOHN'S COLLEGE Admmons The standards by which applicants are selected for St. John's are special, and prospective students find it rewardin~ to_ write the essays that constitute an applicat10n to the College. People who apply want _an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to see deeply into others' ideas as well as their own; and of active participation in ~:~.;;:. their own education. Education at St. John's is a common pursuit. Each student has a considerable effect on the life and learning of the community. M_ost who consider St. John's examine themselves carefully before applying so that when they do they are saying to themselves and to the College that they want to engage fully in the life of reason and beheve they can take pleasure in it. In writing their application essays, many determine their own appropriateness as St. John's students. Thus, for the most part, they select themselves. Some are rejected, of course, but a wide variety of students is accepted each year. . The purpose of the admission process is to determine whether an applicant has the necessary preparation .an~ ability to ~omplete the St. John's program satisfactorily. The Admiss10ns ~ommittee on each campus - five tutors and the Director of A~miss~~ns - regards the application as being a question from the applicant: Do you think I am . s J h , ?" ready to profit from the program of stu d ies at ~· o n s. . . In the essays, applicants are asked to discuss .their prev10;is education, experience with books, reasons for choosin_g St. Johns, summer or post-high school experiences, and som~ particu~arly valuable experience they have had. A number of opt~onal topic_s is also suggested. The essays are designed to enable applicants to give a full account of themselves. They can tell the Committee much more than statistical records reveal. Next the Committee considers the applicant's academic achievement and promise. Previous academic records - the secondary school report and college transcript, if there is one - sh~w whether an applicant has the habits of study necessary at St. Johns. Letters of reference, particularly those of teachers, are caref_ully r_ead for indications that the applicant has the maturity, self-discipline, ability, energy, and initiative to succeed in the St. John's program. St. John's attaches less importance to objective test scores than most colleges. No applicant is accepted or rejected bec,ause C:f.such_ scores. On neither campus are the Committees dec1s10ns influenced by the race, religion, sex or national or ethnic origin of an applicant, nor by any other factors unrelated to the work of the College. The application asks a minimum of personal data. Need for financial assistance does not affect the Committee's decisions on admission. . St. Jo_hn's has decided to remain a small college. The enrollment in Annapolis is about 375 students, in Santa Fe about 275. The size of each class is limited on each campus. Most freshman classes are about equally divided between men and women. Classes enter in late August and January in Santa Fe, in September and January in Annapolis. New students are enrolled only as freshmen; a fourth or more of each entering class have done one, two, or even three years of college work els~wh~re. Th_ese students, despite good records at other colleges, relmqmsh their advanced standing to take part in the St. John's program. Freshmen who enter in January stay on campus the following sun:mer to ~omplete the first year. They can thus graduate a year earlier than if they had postponed their entrance until the following fall. The January class is of particular interest to students who come to St. John's from other colleges, or who have traveled or worked since graduation from high school, or who wish to enter St. John's immediately after the first semester of their senior year of high school. REQUIREMENTS FOR ADMISSION Most applicants have a strong background in academic subjects. Specific academic requirements include two years of algebra, one y~ar of geome~ry, and two years of a foreign language; additional work m mathematics and foreign language is advised, as well as two or three years of natural science. In addition to the application essays and academic transcripts, applicants must present two letters of reference, including one from a teacher. In exceptional cases certain of these requirements may be waived, or additional information may be requested. SAT or ACT test scores are not required, but may prove helpful. Occasionally St. John's accepts an applicant who is not a secondary school graduate. Such a student must be well qualified to profit ~rom the College program. A campus visit and interview are especially important for such candidates. These students usually wish to enter ~t. Johr:'s following their junior year of high school or in the January immediately after the first semester of their senior year. �ADM!SSIONS/51 50/ST. JOHN'S COLLEGE that it with the ~will be refunded if THE SANTE :FE CAMPUS Students who have considered their college care and have concluded that the Santa Fe want to enter above all others n:i.ay under that Decision Plan. to forrri_s at tl-le same BOTH 15 each year, students rnay their first choice on the or the statement of the St. and vvill basis wlthin a week of the iPtention to enroll If ad- Because the cation fee St-uderds rnay later be All should be on both to the offers rr12j_de to therr1 within tvvo weeks of notification or, for financial aid as March 1 fo:r is acto secure a in t11J2 errterf ees. If t~he cl.ass h.as it ::7s~Je u~~~ of eacr~ studen.t before re''2XE!.D-1.inati0,n. is serd to ez,_cf',_ stu-- REGULAR ADIVHSSION Tf) S.AI\fTA fE CAlVIPUS Students 1Nho do not i:al<.e cation because of lasi· of tl-1e Santa Fe adrr._issiort at any ti.n1e up for adrnission and £ir1artcial a1d. are Date is notified tfiat th_e .A-'-dr~issior;_s bon th_e rn11st be received 1 for financial as- 15. si0r~ THE £ir12~n_cial hirrt and his need for the funds available ahe2,d of tlH~ aid to rna.ke erLroHfor Early Decision l'·+J otification of Decision firtan.cial aid in that class oeer\ to tJ~ie tini_e tl1c: class is is also a cari_dida~e tl-te Sarita Fe ca1ri_pus rrtay available in_ rrLarty also use the schools. still with Sirtce sorc_e students 1/vho }-lave bee:n_ achnitted may be in a to consider a nurrtl::>er of 15 on an individual basis and on the recommenabout the ti on �ADMISSIONS/53 52/ST. JOHN'S COLLEGE INQUIRIES Inquiries should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (Tel. 301-263-2371), or Santa Fe, New Mexico 87501 (Tel. 505-982-3691). meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Wednesday or from Thursday to Saturday on the Annapolis campus, from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements ma~e t.hese ti~e periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Persons planning to visit should telephone (301-263-2371 for Annapolis or 505-982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. . . W~en the reservation is confirmed by telephone or letter, the visitor w~ll told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for the visitor will be transportation. He will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings can usually be located in inexpensive paperback editions in the College Bo?kstore if a visitor has been unable to locate a copy of the book bemg discussed m seminar. Linens and soap are provided by the College. If a visitor arrives weekdays between 9:00 a.m. and 5:00 p.m., he should go to the Admissions Office. Weekends and any day after 5:00 P:m·: h~ should go to the College receptionist. In Annapolis the recephomst is at the switchboard in Campbell Hall; in Santa Fe, in the Student Center. ?e CAMPUS VISIT TRANSPORTATION Anyone who is considering the pos~ibility of ent.ering St. John's should see the College for himself. It is probably wise to get first-hand advance knowledge of any college one may be thinking .of attending, but is especially wise in the case of St. John's, because of its unique curriculum and teaching methods. . While on campus the visitor may attend a seminar on Monday or Thursday evening at 8:00 p.m.; attend .tutori~ls in mathema.tics, language, and music; visit a laboratory; be .mt_erviewed by th~ Director of Admissions or a member of the Admissions Committee, _attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookst?re; explore the historic town of Annapolis or Santa Fe; '.lt~en~ a ~ov1e, play, art exhibit, or concert; or watch students parhcipatmg m the sports prog- Th~ Baltimore-Washington International Airport is located twenty mile_s from Annapolis. An airport limousine (less than $5) goes to Annapolis. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis and the driver will let one off at the c~mpus if he asks. Buses from Washington are less frequent and arnve at the Annapolis bus terminal (about six blocks from the College). By car one takes Route 50 from Washington, Route 2 from Baltimore. . A li?1-ousine service from the Albuquerque airport to Santa Fe a_lso 1s available. Called the "Shuttle-jack," it leaves the airport seven times a day and costs $9.00 one way. Greyhound and Continental bus li~es pass through Santa Fe. Amtrak stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town. Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. ram. Since the seminar, the most important part of the program, �54/ST. JOI-ll'\l'S COLLEGE FEES & FINANCIAL AlD/55 College because therefore maintains nancial aid program to assist dents to the the limits of A. lies 2. contriis the first cornpoself-helD cor1.s1sts of a ar.cl ar•. educational loan. 5. Th_e total arrtOl111-t of finc1nciaJ. a1d the '--'·Jue"·" offers a studerlt -exceed th_e stv_der1t' s dernonstrated fiI1ar~~ial need. aid i5 not stueach year 7. aid crvva:rds 6ffe m_d_de in accordar1ce vvith. tJ-H: sio11s oi Title \TI of the C~vil Ed,_v::a.tion Affter,dments cr1r.rlinat1on on tl-1e basis of race color, sex, 1 B for firlancisJ aid is as foHovvs · Financial Aid Fmm with or tl-1eir var en. ts to Drefincu1cial It rn21y J\ch.11issions _:_ be obta.i11-~d frorn eifher Office at St. 3, Ca<.1td1da!:es for finan_cial aid £ron1 the tablish their for the B2,sic Educational Ji. rnust first es- a Federal College diates to indicate should so indicate. College unbl 4. As dent The earl- of nonOffice. This forrn v.1ill be receipt o.f the self-supporting status �56/ST. JOHN'S COLLEGE FEES & FINAhlCIAL AIDIS7 6. f(Esiden_ts of th_e of 1A1}~ose ins ti hJtivn. Financia-1 P:.,_id in_stib.Ition of Financial _A~id frorn can b·2 obtc.Lnecl frorn th.e Financial Aid ()ffice. on Stu.dents ~AJh.ose March 1 will not be deriied 0£ furids for thern ccj_nnot oe Stude:nt Jt_id Office of tl"'~e decision or~ a.ft er financial aid addres3. £in.ar~cial aid fin. an.cial ::::id sl-i_ould n_ote -?..~so tJ:~al: 2 of fhe yea.T EARL r:;:.ar_:.ieT the berter tf~e chance Fhc.-~ their fi:;_-ian_cial C2lndidates for adrrjssion DECISION CAI,JDIDiTES St;:;. dents ::r:n enrolleci st:.1dents RtC;TJLi\F~ C:AJ~-JDID!~TES Fe vvhose aid crede11_ tia_is are the Fina:n.cial A.ic: 0-ffice of the decisio:r~ on their afteI l\1arc:h 1 v.,rill DTltil avvards have vee:n n-i_ade b~fore the deadlir~e P,,_ v..rards based on ._;;_ft er th_e de2dline v1iE :n_o-~ be rnc.1led t1n_til after Students 1vhose for fir:_ancial aid are r'2C:eJ.ved 2~fte::_~ the deacllrne will not be consideration for but the availabili of funds for them cannot be 1 nssisfonce �58/ST. JOHN'S COLLEGE FEES ["' FINANCIAL AID/59 are available from D. Funds for financial aid avva.rds fron1 the sources: the ST GRANTS Funds for its grants are resources and all awards are made College from its own of financial need. SPONSORED NATIONAL Iv1ERIT SCHOLARSHIP DIRECT STUDEr·JT LOAN (NDSL) These loans are made funds for the most maxirnum loan for four years of undergraduate for the degree is $5000. l\Jo interest accrues and no payment is while the borrower is enrolled at the College. begins nine months afrer the terminates attendance at the College. There is provision for deferment if the returns to at least half-time at another institution. Depending on the total loan may extend over as many as ten years. FEDERALLY Il',JSURED/GUARAJ\JTEED STUDENT LOAl\J enable a student to borro1N for BASIC EDUCATIOI',JAL OPPORTUNITY GFZAl'ff fir~an_cial assis- for of another institution. n1.ent lTiay extend over as SUPPLEMEI'-JTAL EDUCATIOI\fAL OPPORTUNITY GRAl\TT av\12~:;_~ds SEOG ,.s to fresl-trnen enrolled stu~dents eacl-1 yea_r _ T'hese are made to studen_ts \All-to h_ave exfircancial need are unable to pursue a course of vvithout the for SEOG is limited for years of This rnust also be College Work 2md institutional grants or COLLEGE WORK STUDY PROGRAI'/! This program pennits the part-time employrnent to students who need such pursue. their cour,se of Students are limited to ten hours per week v.rh1le enrolled. and while classes are in session. ::nar~y commitment repay- as te1"l ye-ars Student Loan e.nd for finar>cial aJ.d All these sou~rces are "'' c.r,ync;;, ''2ncial aid avvards. fi- 19'77-78 STUDENT BUI:H::;ET FALL FRESHi\IIEN Santa Fe $4000 175 625 850 50 500 $4000 175 625 850 50 540 415 Tuition Books Room Boa.rd Caution Fee 1 Personal Expenses Transportation 2 dependent/independent $4000 150 625 850 50 500 $4000 150 625 850 50 600 �FEES & FINANCIAL AID/61 60/ST. JOHN'S COLLEGE SPRING FRESHMEN Santa Fe Annapolis dependent/independent $3600 $3600 175 175 563 563 577 557 50 50 400 425 415 Tuition Books Room Board Caution Fee 1 Personal Expenses Transportation dependent/independent $3600 $3600 150 150 513 513 3 50 400 50 475 Freshmen only, covers breakage and is refundable. 2The Annapolis transportation allowance for dependent students is the cost of two round trip air fares to the major city closest to their horn.es to a maximum of $784 for distances greater than 400 miles; the transportat10n allowance for distances less than 400 miles is 1012' per mile. Santa Fe transportation allowance for all students is the cost of two round trip air fares to the closest ma1or city for non-New Mexico residents who are allowed two round trip bus fares_; if a student has an automobile the transportation allowance is $375 per academic year. 3Undetermined as of time of publication. 1 BILLING AND DEPOSITS Billing is done prior to each semester. The total ~or the year may be paid at the first billing, or payment may be made m equal parts at each of the semester billings, or in monthly installments that may be spread over as much as seven years. First semester fees for freshmen are due on or before August l. Those who wish to use the montI:ly installment plan should inquire of the Treasurer a~out commercial tuition loan plans available. Students with outstandmg debts to the College may not register for classes at the beginning of th~ second and subsequent semesters unless they have made appropnate arrangements with the Treasurer. Since determinations affecting students, faculty, and physical facilities must be made well in advance of the beginning of each academic year, the College must know in April which students ':ill register in September. A deposit of $100 on the fees.for th~ followmg year is therefore due on or before the first Monday m Apn~ for pro~­ pective sophomores, juniors, and seniors. Payment ~f this d~posit guarantees a student a place in the class. If the deJ?o.sit is not paid, he may have to be placed on a waiting list. The deposit is re~undable on~y in case of withdrawal due to ill health, military service, academic dismissal, or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which he made the deposit, the deposit is forfeited, and he must make a new depo~it to secure his place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the college Treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $50, called the caution fee, which is subject to charges for laboratory breakage, dam- age to or loss of College property, and other minor mishaps. This fee must be at the full amount at registration each semester. If unused it is refunded on request at the end of the academic year or when a student leaves the College. Current installments of fees for tuition, room, and board are not refundable unless a student must withdraw for medical reasons. If a student has paid his fees in advance for either semester and withdraws from the College before the semester begins, the advance payment is refunded, less the $100 deposit, regardless of the cause of withdrawal. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $5 for late registration for each semester. The cost of books is about $100 a year. Class copies of many of the program books are available in the College library. Veterans and social security recipients qualified to receive educational benefits through the Veterans Administration may arrange with the Treasurer's Office a schedule for the payment of fees. These arrangements must be made prior to the beginning of the academic year and after the veteran has received proper certification from the Veterans Administration. In compliance with Federal and State regulations, St. John's has developed a set of policies on minimum standards of progress for veterans enrolled at the College. 1. St. John's will report to the Veterans Administration within 30 days all incidences of official termination or change of status that would affect benefits. 2. Minimum acceptable grades of a C average is expected. If a student falls below this average and/or his tutors think there is a serious academic problem, the don rag committee will recommend a consultation with the Dean who may ask the student to leave the College or may place him on academic probation. During that probation period, support and counseling is available. Failure to meet standards through two semesters of probation must be reported to the V .A. A third semester of certification may not be granted for V.A. benefits without approval of a V.A. counseling psychologist. 3. V.A. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a V.A. enrolled student withdraw from any course at any point subsequent to the midterm point of any semester, a grade of F will be assigned. 4. St. John's will report to the V.A. when a student has not successfully completed 75% of the credits attempted. 5. St. John's will inform students on V.A. benefits of this new policy on minimum standards of progress. �j." HALL (LIBRARY) r---r-- I L_J__ 1-; TENi"'S COURTS n g ;:; " " " M r-- :::~ l~ ~ z :=;; 1 Legend ~ei:isting [Z[~ future �BOARD/65 64/ST JOHN'S COLLEGE VISITORS AND OVERNORS ABCHJT LIBERAL EDUCATION ADLER, !VlORTlMER ]., anc! CHARLES VAN DORE!\! How To Rend n Book, Simon ancl Schuster, 1972. ADLER, MORTlivIER J , and l\JllLTON !\/!AYER The Revolut1011 in Education, The University of Chicago Press, i 958. Alv1ERICAN LIBRARY ASSOC!ATIO!\l Clossics of the Western World, with forewords by John Erskine and Everett Dean Martin, 1944. BARZUN, JACQUES: The Amcnca11 U11ivas1ty, Harper and Row, 19'70. Tcnc/1cr iu America, Little, Brown and Co., Boston, 1945. OFFICERS Chairman Alexander I<. McLanahan Vice Chairmen Mrs. George S. Roudebush Dr. Thomas B. Turner BELL, DAN!EL The Reforming of Gcucral Edurntio11, Colurnbia University Press, 1966 Secretary Jerome LaPides BEST OR, ARTI-IUR E. [d11cn/-io11nl lVnstcfn11ds, The University of llbnois Press, Urbana, 1953. The Rcstorntiou of Lcnn1111g, Knopf, 1955 i:\PJJNER, JEROME S The Process of Educniion, Harvard Universicy Press, l960. HONORARY MEMBERS BUCHP,NAN, SCOTT Embers of the World, editecl by I-L:n-Tis Wofford, Jr, Center for the Study of De1nocratic Institutions, Santo Barbara, Cahfon1iCT, 1970. ERSKH-.JE, JCfHl',J. J\!1y Life ns n Tcnclicr, J B. Lippincott Co.1 19L18. GOLD\NIP-J, RC·BERT A_ (Editor): rligher Educntio11 and lvlodcr11 Democracy, Rand Nally and Co, 1967 I--IJ...'-P._\IP:cRO C01vllv11TTEE REPORT: General Erlucr1tio11 iri n r:ree Sociciy, The University, Can1briclge, tv1assachusetts, ~1945. H1JTCI--Ul'JS, ROBERT 1/L The Conflic1' i11 Educnhon in a Dcmocrnhc Socirt:;, }ia_rper and Broth2rs, 1953 Education for Freedom, Couisia1-la_ State Tiu' Higher Learning 1n Alflcrica, Yale University The Lcn111ino Praegsr, 1968. J\)o Friendl/Voice, 1936 The University al Lllopin, University of Chicago Press, 1953 Douglas H. Gordon John Gaw Meem Mrs. Duane L. Peterson Mrs. Harry R. Slack, Jr. Mrs. L. Corrin Strong r,.1fEMBERS EX OFFICIO The The The The Governor of Maryland Governor of New Mexico President of the College Dean of Annapolis ~l D ,S .,:; 1 1e ean. 0 ' .anta 'e . The Vice President of Annapolis The Vice President of Santa Fe Miss Mary Gallagher Washington, DC Mrs. George S. Roudebush St. Louis, MO Judge B.C. Hernandez Albuquerque, NM Charles H. Watts McLean, VA Jerome LaPides Annapolis, MD Arnold Wells New York, NY Alexander K. McLanahan Houston, TX D. Robert Yarnall, Jr. Philadelphia, PA John S. Robson Chicago, IL William W. Simmons Severna Park, MD A. Paul Thompson Des Moines, IA Dr. Thomas B. Turner Baltimore, MD Term Expiring 1979 Term Expiring 1980 Mrs. Bernard Combemale Winthrop, ME Mrs. Lowell R. Ditzen Washington, DC Dr. David Dobreer Los Angeles, CA Stephen L. Feinberg El Paso, TX Miss Sharon Bishop Washington, DC p· h l M B d 1c arc _. ur ge Philadelphia, PA _ Jack M. Campbell Santa Fe, NM Donald R. Kirby Sandia Park, NI\/! Miss Harriet C. Higgins New York, NY Francis S. Mason, Jr. New York, NY f•/LA.RlTAlf\.1, JACQUES: Eriucni1011 nt the Crossronris, Yale Urdve:rsity Press, l9Ll3_ Term Expiring 1978 James R. Donnelley Chicago, IL Mrs. Carleton Mitchell Annapolis, MD l"ilEIKtEJOHi··J, ALEXANDER. Education Between Two 1Norlcls, Harper ancl BrotheYs, l942. Victor G. Bloede New York, NY Edward J Dwyer Gwynedd Valley, PA Adolph W. Schmidt Ligonier, PA Mrs. Walter B. Driscoll Santa Fe, NM Ahmet Ertegun New York, NY Theodore H. Smyth Santa Barbara, CA Walter F. Evers Cleveland, OH John T. Harrison, Jr. Stamford, CT Eugene V. Thaw New York, NY Dr. VI/. Bernard Fleischmann New York, NY Daniel T. Kelly, Jr Santa Fe, NM Karl Van Tassel Lake Forest, IL Julius Rosenberg Annapolis, MD Dr. Dalton M. Welty Hagerstown, MD l\]E\i\IMAN, JO!-:U\l HENRY Tl1e Ir/ea of o Universiltj, Iin;cge Books, 1959 EICHPJ?.DS, I. A Hov. 1-0 Rcnrf n Pngc, Vi. \IV. J',Jorton, J942. TUSSlViP-~l'J, JOSEP}-I: Expcrililcnt at Berkeley, Oxford Univcrs1i:y Press, 1-969 1 \/_f:id\J DOREP.T, lvIAf?_K Libe1al Education, I-l'2r1ry Holt and Co, 1943. James H. Frame Los Altos Hills, CA �66/ST. JOHN'S COLLEGE FACULTY/67 Bert Thoms B.A., IVI.A., George Washington University, 1947; Ph.D., The Johns Hopkins University, 1950; Associate in Philosophy, George Washington University, 1947-49; Tutor, St. John's College, Annapolis, 1949-54, 1969-; Assistant Professor of Philosophy, Reed College, 195'1-55; Chairman, Department of Philosophy, Washington and Jefferson College, 1955-69; Andrew W. Mellon Tutorship, 1974-. TUTORS President Richard Daniel B.A., 1931, M.A., 1937, Ph.D. in American Diplomatic History, 1939, Yale University; LL.D., 1957, Washington College, 1958, LaSalle College, 1960, Wabash College, 1965, College of Notre Dame in Maryland, 1969, The Colorado College; L.H.D., 1970, Bard College, 1972, St. Francis College; Litt. D., 1975, St. Mary's College of Maryland; Instructor Yali Union Middle School, Changsha, China, 1931-33; Executive Secretary, Yalein-China Association, 1934-38; Instructor in History, International Relations and Economics, Carleton College, 1939-42; active duty with the Army Air Corps, 1942-45; Documents Officer, Far Eastern Commission, and Executive Officer, Office of Far Eastern Affairs, Department of State, 1945-49; President, St. John's College; 1949-; ViceChairman, Maryland Hall of Records Commission, 1952-; Chairman, Commission on Liberal Education, Association of American Colleges, 1955-57, Treasurer, 1963-66, Vice-Chairman, 1966-67, Chairman, 1967-68; Board of Education of Anne Arundel County, Member, 1951-63, President, 1958-62; President, Maryland Association of Boards of Education, 1961-62; Vice-Chairntan, Independent College Funds of America, 1967-68; Chairman, Maryland Cornn1ission on the Capital City, 1967-77; President, Board of Trustees, The Key School, 1972-74; Trustee, Yale-China Association; Trustee, St. Mary's College of Maryland. ANNAPOUS B.A., Harvard College, 1951, LLB, Harvard La'N School, 1954; M.A., Teachers College, Columbia University, 1957; Tutor, St. John's College, Annapolis, 1957-, Addison E. Iviullikin Tutorship, 1971-; Acting Directm, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1964-66; Dean, 1977-. Jr B.A., 1934, M.A., 1935, University of Virginia; lv!. Div., Virginia Theological Seminary, 1938; Ph.D , University of Virginia, 1948; Student at the Institut Catholique de Paris, 1951-52; Deacon-in-charge, 1938-39, Rector, 1.939-41, St. Paul's Church, Ivy Depot, Virginia; Tutor, St. John's College, 1941-, Assistant Dean, 1947, Addison E. Mullikin Tutorship, 1959-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1966-67. P 0 B.A., Oberlin College, 1937; M.S., 1941, Ph.D., 1948, The University of Rochester; Assistant in Zoology, Oberlin College, 1936-38; Oberlin College Scholar, Marine Biological Laboratory, Woods Hole, Massachusetts, 1937; Histological Technician, Department of Pathology, Yale Medical School, 1938-39; Graduate Scholar in Biology, The Umvers1ty of Rochester, 19'10-41, Graduate Teaching Assistant in Biology, 1941-44; Visiting Lecturer in Zoology, Oberlin College, 1944-45; Instructor in Zoology, Smith College, 1945-51; Smith College Scholar, Marine Biological Laboratory, Woods Hole, Massachusetts, 1949; Tutor and Assistant Dean, St. John's College, Annapolis, 1951-, Arthur de Talrna Valk Tutorship, 1968-; Fulbright Lecturer and Honorary Professor of Zoology, Lady Doak College and American College, lVladurai, South India, 1962-63. Douglas Allanbrook Boston University, 1938; Brown University, 1939-41; University of Florence, 1946; B.A., Harvard College, 1948; Active duty, United States Army, 1942-45; Traveling Fellow, Harvard University, 1948-50; Pupil of Nadia Boulanger, Paris, 1948-50; Fulbright Fellow in Italy - Conservatorio San Pietro a Majella, Pupil of Ruggiero Gerlin in Harpsicord and Early Keyboard Music, 1950-52; Teacher of Composition and Theory, Peabody Conservatory, 1955-57; Tutor, St. John's College, Annapolis, 1952-; Member, Corporation of Yaddo, Saratoga Springs, New York, 1971. hi1. Tolbert EdvJard Grant Winfree Barbara Hopkins Leonard IV1c(~rath. B.A., 1934, Diplonrn in EdEcation, 1935; University of Liverpool; Language Instructor London County Council, and Language Studies at Universities of Liverpool, London, Paris, Dijon, 1936-40; Armed Forces, 1940-46; Language Instructor, London County Council, 19'16-47; Visiting Professor, University of Puerto Rico, '1960; Tutor, St. John's College, Annapolis, 1948-, Addison E. Mullikin Tutorship, 1968-. Curtis A. Wilson BA, University of California, Los Angeles, 1945; !vi.A., 1946, Ph.D, 1952, Columbia University; Tutor, St. John's College, Annapolis, 1948-64, 1.973-, Santa Fe, 1964-66; Dean, Annapolis, 1958-62, 1973-77; Visiting Research Fellow, Birkbeck College, University of London, 1962-63; Visiting Associate Professor, 1966-68, Professor, 1968-73, University of California, San Diego; Corresponding Member, Acaclemie Internationale cl' Historie des Sciences, 1971-; Andrew W Mellon Tutorship, l 974-; Sabbatical Leave, 1977-78. B.A., 1935, M.A., 1937, Emory University; Ph.D., University of Texas, 1950; Teaching Fellow in English, Emory University, 1935-36; Teaching Fellow in English, UniveTsity of Texas, 1938-42; Instructor in English, Tulane University, 1942; Military Service, 1942-46; Instructor in English, University of Texas, 1946-50; Teaching Intern, St. John's College, Annapolis, 1953-55, Director of Admissions and Tutor, 1955-71; Addison E. Mullikin Tutorship, 1971-. Eva T. H. Brann B.A., Brooklyn College, 1950, MA, 1951, PhD, 1956, Yale University; Fellow of the American Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford Uni1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Member, Con1JTtission for International Education and Cultural Affairs; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Fellow, Woodrow Wilson International Center for Scholars, 1976-77. Du Val B.A., St. John's College, Annapolis, 1942; farmer and carpenter, 1942-57; Tutor and Director of Athletics, St. John's College, Annapolis, 1958-. - Edward l\i1alcolm B.A., 1953, M.A., 1956, University of Virginia; Instructor in lv!athernatics, University of Virginia, 1955-58; Tutor, St. John's College, Annapolis, 1958-; Andrew W Mellon Tutorship, 1972-. Thomas J Slakey B.A., St. Mary's College, California, 1952; MA, Universite Laval at Quebec, 1953; Ph.D, Cornell University, 1960; Tutor, St. John's College, Annapolis, 1959-64, 1976-, Santa Fe, 1959-64; Vice-President for Academic Affairs, 1971-74, Associate Professor, 1974-76, St. Mary's College. �68/ST. JOHN'S COLLEGE FACULTY/69 13eate Ruhm von Oppen David H. Stephenson B.A., University of Birmingham, England, 1939; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal Institute of International Affairs, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Project of the Committee for the Study of War Documents of the American Historical Association, 1959-60; Tutor, St. John's College, Annapolis, 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History, Smith College, 1963-64, University of Massachusetts, 1964-65; Member, Institute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71. B.A., Columbia College, 1958; Columbia University, 1960; New York State Teaching Fellowship, 1958-60; Director of Men's Chorus, New York Association for the Blind, 1959-62; Music Instructor, Riverdale Country Day SchooL 1960-61; Chorus Director, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y. Crowell Company, 1961-63; Tutor, St. John's College, 1963-. Laurence Berns B.A., 1950, Ph.D., 1957, The University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, The University of Chicago, 1956-59; Tutor, St. John's College, Annapolis, 1960-; Andrew W. Mellon Tutorship, 1972-; Associate Professor of Philosophy, Rosary College, 1966-67 (Leave of absence); Associate, Clare Hall, Cambridge University, 1971-72. Samuel S. Kutler B.A., St. John's College, 1954; Graduate study, Arnerican University, 1955-61; Assistant Mathematician, 1954, Associate Mathematician, 1957, Mathematician, 1961, The Johns Hopkins University Applied Physics Laboratory; Instructor, American University, 1960; Visiting tutor, St. John's College, Annapolis, 1960, Tutor, 1961-; Andrew W. Mellon Tutorship, 1972-. Robert Louis B.S., St. John's University, Minnesota, 1959; Graduate study in physics, University of ll!inois, 1959-60; Graduate study in mathematics, University of Wisconsin, 1961-62; United States Army Signal Corps, 1954-56; Teacher, Cathedral High School, St. Cloud, Minnesota, 1960-61; l\/l.athematics Writer, Educational Research Council of Greater Cleveland, 1962-63; Tutor, St. John's College, Annapolis, 1963-; Assistant Dean, 1966-71, Director of the Summer Program, 1969, 1970, 1975, Co-Director of Admissions, 1974-75; Assistant Director of the Graduate Institute in Liberal Education, Santa Fe, 1974-75; Director, The Graduate Institute in Liberal Education, 1975-77; Alderman of the City of Annapolis, 1969-73; l\J!ember of the Anne Arnndel County Democratic State Central Committee, 1970-73; Fellow of the Institute for Ecumenical and Cultural Research, Collegeville, ~-iiinnesota, 1973-74; Visiting Professor, SL John's University, Minnesota, 1977-78. Louis N Kurs 0 Michael S. Littleton B.S., 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Foundation, 1960; S.T.M , Union Theological Sernjnary, 1967; United States Navy, 1955-57; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Robert B. Vvilliarnson B.A., 1955, !\/I.A., 1957, Ph D , 1967, The University of Virginia, Tutor, St. John's College, Annapolis, 1960-, Andrew W. lV'Iellon Tutorship, 1972-. Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; M.S., The University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, TI1e University of Chicago, 1948-49; Instructor in Physical Science and Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Production Division, South Works, United States Steel Corporation, 1951-54; Instructor in Geology, University of Illinois, Chicago, 1954-64; National Science Foundation Science Faculty Fe!lowship, The University of Chicago, 1961-62; Tutor, St. John's College, Annapolis, 1964-; Visiting Lecturer, Department of Hydrology and Water Resources, University of Arizona, 1973-74. Elliott Zuckernrnn B.A., 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A, 1954, M.A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea Fellow in Modern European History, 1954-55, Lecturer in History, 1956-61, Columbia University; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Director, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, April-June, 1973, Andre\A.r W Mellon Tutorship, 1974-; Associate o.i Clare Hall, Cambridge University, 1970-71. . P. Cohen B.A., St. John's College, Annapolis, 1956; J.D., University of lv!ary!and Law SchooL 1976; Department of Philosophy, The University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, The University of Chicago, 1960-62; Tutor, St. John's College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72. Sarkissian The University of Chicago, 1939-41; U.S. Army, 1942-46 (Princeton University, 1943, A.S.T P.); B.S., M.S., University o.i Illinois, 1946-48; The University of Chicago, 1948-54; Instructor, Biological and Physical Sciences, Pestalozzi-Froebel Teachers College, Chicago, 1948-53; Instructor, University of Indiana, 1948-50; Traveling Fellow and Research Associate, Institute of Human Heredity, University of Bologna, Italy, 1955-56; Instructor in Biological Sciences, Chicago City College, 1956-58; Instructor, Biological Science, University of Illinois, 1958-62; Tutor, St. John's College, Annapolis, 1963-. Charles B A , Emory University, 1949; B. D., Columbia Theological Seminary, 1955; Ph.D., Harvard UniV2rsity, 1965; Teaching Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature, and Interpretation, 1959-62, Assistant Professor, 1963-65, Wellesley College; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1977-78. Comber Diploma in Education, University of London, 1953; A.KC.Iv!., Royal College of Music, 1954; M.A., Ohio State University, 1957; Fulbright Scholar, 1955; Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontario, 1964; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Liberal Education, Santa Fe, 1970-74; Director of Adult Education, 1968-74, 1975-, Director of Summer Program, 1974, 1976, Associate Director, The Graduate Institute in Liberal Education, Annapolis, 1977-. George Doskow B.A., Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut; Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St. John's College, Annapolis, 1965-. �70/ST. JOHN'S COLLEGE Howard J. Fisher FACULTY/71 Leon Kass B.A., University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, 1964-65; Tutor, St. John's College, Annapolis, 1965-, Tutor, The Graduate Institute rn Liberal Education, Santa Fe, 1971-72. S.B., The University of Chicago, 1958; M.D., The University of Chicago Medical School, 1962; Ph.D., Harvard University, 1967; Fellow, Guggenheim Foundation, 1972; Tutor, St. John's College, Annapolis, 1972-; Leave of Absence, 1976-. Brother S. Robert, F.S.C. David Edward Starr B.A., St. Mary's College; Ph.L, Ph.D., Universite Laval, Quebec; Visiting Tutor, St. John's College, Annapolis, 1966-67, Tutor, 1972-. B.A., Gordon College, 1962; M.A., 1966, Ph.D., 1972, Boston University; Graduate Assistant in Philosophy, Boston University, 1963-64; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor in Philosophy, University of Rhode Island, 1966-71; Tutor, St. John's College, Annapolis, 1972-. Gisela Berns Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen I, University of Heidelberg, 1963; Fellow of Deutscher Akademischer Austauschdienst, University of Florence, 1963-64; Ph.D., University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsrnhe, 1964-65; Staatsexamen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St. John's College, Annapolis, 1967-. Nicholas lv1aistrellis BS., Bates College, 1962; Department of History of Science, 1962-67, Teaching Assistant, 1962-66, University Fellow, 1966-67, University of Wisconsin; Tutor, St. John's College, Annapolis, 1967-. Leo F. Raditsa B.A, Harvard College, 1956; University Scholar, 1960-61, University Fellow, 1961-62, M.A., Columbia University, 1962; President's Fellow, 1962-63; Fulbright, University of Munich, 1964-65; Berlin, 1965; Instructor, New York University, Washington Square College, 1965-68, Assistant Professor, 1968; Ph.D , Columbia University, 1969; Tutor, St. John's College, Annapolis, 1973-; Fellow, Hoover Institution on War, Peace, and Revolution, Stanford, California, 1977-78. Reed \!Voodhouse B.A, Kenyon College, 1970; B.A, Oxon., 1973; Association of Episcopal Colleges Scholar, 1970-73; Tutor, St. John's College, Annapolis, 1973-; Rockefeller (Lichtenberger) Trial Year Fellow, Episcopal Divinity School, 1975-76. Harry L Golding B.A, University of Omaha, 1954; MS., Northwestern University, 1958; National Science Foundation Fellow, 1954-55; Instructor in Chemistry, DePauw University, 1958-63; National Science Foundation Science Faculty Fellow, Purdue University, 1963-64; ]\![ember of the Faculty, 1964-68; Chairman, Natural Science Area, 1967, Director of Shimer College in Oxford, 1967-68, Shimer College; Tutor, St. John's College, Annapolis, 1968-. Flaumenhaft B.A., 1960, M.A., 1962, The University of Chicago; Woodrow Wilson Fellow, Harvard University, 1960-61; Graduate study, The University of Chicago, 1961-65; Lecturer in the Liberal Arts, The University of Chicago, 1965-66; Lecturer in Political Science, Roosevelt University, 1965; Instructor in Government, Wheaton College, Massachusetts, 1966-68; Tutor, St. John's College, Annapolis, 1968-; Sabbatical Leave, 1977-78. - Ray A. Williamson Alan Harvey Dorfman B.A, St. John's College, Annapolis, 1963; M.A., The Johns Hopkins University, 1968; Catonsville Community College, Math Engineering Division, 1968-74; Instructor, University of Maryland School of Pharmacy, 1970-74; Tutor, St. John's College, Annapolis, 1974-. David Bolotin B.A, Corne!! University, 1966; Graduate student, The University of Chicago, 1966-68; Ph.D, New York University, 1974; Yale University Lecturer in Classics, 1971-73; Woodrow Wilson Fellow, 1966-67; The University of Chicago Humanities Fellowship, 1966-68; National Defense Education Act Fellow, 1968-71; Tutor, St. John's College, Annapolis, 1974- Deborah Schwartz Renaut BS., St. John's College, Annapolis, 1968; M.A., The Johns Hopkins University, 1971; MS., Georgetown University, 1974; Tutor, St. John's College, Annapolis, 1974- B.A., The Johns Hopkins University, 1961; Ph.D., University of Maryland, 1968; Assistant Astronomer, Institute for Astronomy, University of Hawaii, 1967-69; Tutor, St. John's College, Annapolis, 1969-; Assistant Dean, 1974-; Smithsonian Fellow, 1977-78. Saul Benjamin Wye Jamison Allanbrook A.B., Kenyon College, 1970; B.A., M.A., Oxford University, 1972; Tutor, St. John's, Annapolis, 1974-. B.A., Vassar College, 1964; M.A., Stanford University, 1965; Ph.D., Stanford University, 1974; Woodrow Wilson Fellowship, 1964-65; Teaching Assistant in Music, Stanford University, 1967-69; Tutor, St. John's College, Annapolis, 1969-. William '0/. O'Grady, Jr A.B, University of Notre Dame, 1966; M.A., 1968, Ph.D., 1970, The University of Chicago; Woodrow Wilson Fellow, 1966-67, Danforth Fellow, 1966-70, Humanities Fellow, 1967-70, The University of Chicago; Tutor, St. John's College, Annapolis, 1970-. John F. White B.A, St. John's College, Annapolis, 1965; !VI.A., The New School for Social Research, 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. john's College, Annapolis, 1971-. Sachs B.A, St. John's College, Annapolis, 1968; Graduate student, The New School for Social Research, New York, 1971-73; lvLA. Pennsylvania State University, 1975; Teaching assistant, Pennsylvania State University, 1973-74; Tutor, St. John's College, Annapolis, 1975-. Kass A.B, The University of Chicago, 1962; M.A., Brandeis University, 1964; Ph.D., The Johns Hopkins University, 1973; Tutor, St. John's College, Annapolis, 1975-. Leave of Absence, 1976-. �72/ST. JOHN'S COLLEGE Michael Comenetz FACULTY/73 SANTA FE B.A., The Johns Hopkins University, 1965; M.A., Brandeis University, 1967; Ph.D., Brandeis University, 1972; Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John's, Annapolis, 1975-. Chaninah Maschler B.A., City College of New York, 1953; M.A. in philosophy, Yale University, 1955; University Fellow, Yale University, 1953-55; Alice Freeman Palmer Fellow, work on Peirce, Yale University, 1956-58; Department of Philosophy, Pennsylvania State University, 1959-61; Department of Philosophy, C.C.N.Y., 1961-62; Department of Philosophy, Barnard College, 1962-64; Reader and Translator for Harper Torchbooks, 1965-1970; Queens College A.CE. Program, 1970-72; Queens College Liberal Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, The Graduate Institut£· 1n Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976; Tutor, St. John's College, Annapolis, 1976-. Robert P. Druecker B.S., Marquette University, 1966; Graduate study, philosophy, Yale University, 1966-68; M.A., Boston University, 1974; Woodrow Wilson Fellow, 1966-67; Teacher, Rye Country Day School, Rye, New York, 1968-69; Teacher, Friends Seminary School, New York, 1969-70; Teacher of English and German, Institut France Audio-Visuell, Paris, 1971; University of Paris, 1970-71; University of Florence Summer School, 1971; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; Fulbright and American Scandinavian Foundation Fellow, Norway, 1976; Tutor, St. John's College, Annapolis, 1977-. Mary Pollingue B.A., Newcomb College, 1968; M.A., University of Kansas, 1969; National Defense Education Act Fellow, 1968-72; William Rainey Harper Fellowship, 1972-73; Faculty member, Northern Illinois University; Tutor, St. John's College, Annapolis, 1977-. Thomas E. Flynn B.A., St. Mary's College, California, 1969; M.S., 1970, and Ph.D., 1973, Mathematics, The University of Chicago; Assistant Professor of Mathematics in the Integral Liberal Arts Curriculum, St. Mary's College, 1973-77; Tutor, St. John's College, Annapolis, 1977-. Peter Kalkavage B.A., Pennsylvania State University, 1973; M.A., Pennsylvania State University, 1976; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor, St. John's College, Annapolis, 1977-. Donald Conroy B.A., St. Mary's College, California, 1970; M.A., University of California, Santa Barbara, 1972; Ph.D., Princeton University, 1976; Teaching Assistant, University of California, Santa Barbara, 1970-72; Teaching Assistant, Princeton University, 1974-76; Assistant Professor in the Integral Liberal Arts Curriculum, St. Mary's College, 1976-77; Tutor, St. John's College, Annapolis, 1977-. Dean of the College in Santa Fe Robert S. Bart B.A., Harvard College, 1940; M.A., St. John's College, 1957; Sheldon Traveling FeHow, Harvard University, 1940-41; Tutor, St. John's College, 1946-, Addison E. Mullikin Tutorship, 1968-; Dean, 1977-. William A. Darkey B.A., St. John's College, Annapolis, 1942; M.A., Columbia University, 1949;Tutor, St. John's College, Annapolis, 1942-46; l~J_-, Santa Fe, 1964-, Associate, 1968-70, Dean, 1968-73; Director, Task Force on the Lioeral Arts, 1974-. Thomas King Simpson B.A., St. John's College, Annapolis, 1950; M.A. in Teaching, Wesleyan University, 1955; Ph.D., The Johns Hopkins University, 1968; Instructor, American Umvers1ty at Cauo, Egypt, 1950-53; Teaching Intern, St. John's College, Annapolis, 1955-56, Tutor, 1956-; Santa Fe, 1973-, Curriculum counselor and member of the faculty, The Key School, 1970-73. Michael Ossorgin Lycee Russe, Paris, 1938; Conservatorie Russe a Paris, 1932-35, 1942-44; L.Th., Institut de Theologie Orthodoxe, Paris, 1942; Instructor in Music, Institut de Theologie Orthodoxe, Paris, 1944-46; Instructor in Theology, St. Tikhon's Seminary, Pennsylvania, 1947; Secretary of the Orthodox Diocese in Alaska, 1948-49; Teacher of Music, Bureau of Indian Affairs, Department of the Interior, 1950-56; Associate Professor, Consultant, St. John's Program, St. Mary's College, California, 1961-62; Tutor, St. John's College, 1956-, Santa Fe, 1966-, Norma Fiske Day Tutorship; 1975-. �74/ST. JOHN'S COLLEGE FACULTY/75 Charles G. Bell David Clifford Jones B.S ., University of Virginia, 1936; Rhodes Scholar, Oxford University; B.A, 1938, M.A., 1966, B.Litt., 1939; Instructor and Assistant Professor of English, Iowa State College, 1940-45; Wartime Assistant in Physics, 1945; Research Assistant in Physics, 1945, Assistant Professor of English, Princeton University, 1945-49; Guest Lecturer, Black Mountain College, Summer, 1947; Rockefeller Grant for study in Europe, 1948; Assistant Professor of Humanities, University College, The University of Chicago, 1949-56; Guest Professor, Fulbright Program, Technische Hochschule, Munich, Germany, 1958-59 (Kulturgeschichte als die Geschichte symbolischer Formen); Tutor, St. John's College, Annapolis, 1956-, Director" of Adult Education, 1957-58, Santa Fe, 1967-; Director, Graduate Preceptorial in Dimensions of History, 1972-73; Poet in Residence and Guest Professor, University of Rochester, Spring, 1972; Guest Professor, State University of New York at Old Westbury, Spring, 1970. B.A., St. John's College, Annapolis, M.A., The University of Melbourne; Ph.D., The University of Texas; University Fellow, The University of Melbourne; University Fellow and Bess Heflin Fellow, The University of Texas, 1962-64; Tutor, St. John's College, Annapolis, 1964-, Santa Fe, 1965-, Director, Graduate Institute in Liberal Education, 1973-75. Samuel Emmons Brown Harvard College, 1936-37; Diploma, Black Mountain College, 1945; M.A., 1956, Ph.D., 1962, Indiana University; Private tutoring, 1946-48; Director of Music, Windsor Mountain School, 1948-49; Director of Music, Verde Valley School, 1950-53; John H. Edwards Fellow, 1955-56; Part-time Teacher, Indiana University, 1956-57; Tutor, St. John's College, Annapolis, 1958-, Santa Fe, 1965-. Robert M. Bunker A.B., Harvard University, 1939; A.M., 1954, Ph.D., 1955, University of New Mexico; United Pueblos Agency, Bureau of Indian Affairs, 1940-51; United States Navy, 1942-46; Executive Secretary, Bernalillo City-County Consolidation Committee, 1952-56; Instructor, University of New Mexico, 1955-56; Professor of English and Philosophy, and Chairman of both Departments, New Mexico Highlands University, 1956-65; Tutor, St. John's College, Santa Fe, 1965-. Don B. Cook AB., Occidental College, 1958; Ph.D., University of California at Davis, 1965; Woodrow Wilson Honorary Fellow, University of California at Davis, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-; Teacher, Santa Fe Preparatory School, 1972-73. Dean R. Haggard B.A., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-60; Fels Fund Fellow in Philosophy, The Johns Hopkins University, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Santa Fe, 1966-, Assistant Dean, 1971-73. Robert D. Sacks B.A., St. John's College, Annapolis, 1954; Ph.D., The Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Orientales Vivantes, 1956-57; The University of Chicago, 1957-59; Tutor, St. John's College, Annapolis, 1961-, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, California, 1968-69; Biblical Research, Jerusalem, 1971-72. Robert A. Neidorf B.A., 1951, M.A., 1955, The University of Chicago; Ph.D., Yale University, 1959; Instructor and Assistant Professor of Philosophy, Bucknell University, 1959-62; Tutor, St. John's College, Annapolis, 1962-64, Santa Fe, 1967-, Director, Graduate Institute in Liberal Education, Santa Fe, 1970-73; Dean, St. John's College, 1973-77; Sabbatical leave, 1977-78; Assistant and Associate Professor of Philosophy, State University of New York at Binghamton, 1964-67. John S. Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, United States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching Fellow, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, 1962-, Santa Fe, 1967-, Assistant Dean, 1970-72. Thomas A. McDonald St. John's College, Annapolis, 1944; Military service, 1945-46; The University of Virginia, The New School, New York, 1947-50; Graduate study in philosophy, Graduate Faculty, 1950-52, 1955-58, Teaching Fellow, 1956-58, The New School; Lecturer, University College, The University of Chicago, 1958-62; Lecturer, Overseas-Extension, University of Maryland, Heidelberg, Germany, 1952-63; Tutor, St. John's College, Annapolis, 1963-. Elliott T. Skinner B.A., University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, Woodrow Wilson Fellowship, Princeton University, 1964; Fellow of the Council for Philosophical Studies, Summer Institute in Greek Philosophy and Science, 1970; Tutor, St. John's College, Santa Fe, 1965-. Richard Bowen Stark The Colorado College, 1941-42, AB., Colorado State College of Education, 1948; M.M., Yale University School of Music, 1948-52; United States Air Force, 1942-45; Associate Professor of Piano, Director of the Choir, 1958, Fisk University, Tennessee; Visiting Professor of Music, Wesleyan University, Connecticut, 1959-60; Curator of Collections, 1962-66, Curator of Music Research, 1966-70, Museum of International Folk Art, Sante Fe, New Mexico; Part-time Tutor, St. John's College, 1965-72; Tutor, Santa Fe, 1972-76; Musician-in-Residence, 1976-; Research Project in Spain, National Endowment for the Humanities and International Folk Art Foundation, 1973-74; Research Project in Spain, National Endowment for the Humanities, Summer, 1976. Stuart Boyd M.A., Aberdeen University, Scotland, 1948; Ph.D., Aberdeen University Medical School, 1952; Military Service, 1940-45; Assistant Lecturer, Clinical Psychology, Department of Psychiatry, Aberdeen University, 1948-52; Instructor, Medical Psychology, University of Colorado Medical School, 1952-53; Director, Doctoral Training in Clinical Psychology, Denver University, 1954-57; Professor of Psychology and Chairman, Department of Behavioral Sciences, New Mexico Highlands University, 1957-64; Lecturer, Department of Psychiatry, Edinburgh University, Scotland, 1964-65; Professor of Psychiatry (Psychology), University of Missouri Medical School, Kansas City, 1965-66; Fellow, American Psychology Society; Tutor, St. John's College, Santa Fe, 1966-. Roger S. Peterson AB., Harvard College, 1953; A.M., 1957, Ph.D., Botany, 1959, University of Michigan; United States Navy, 1953-56; U.S. Forest Service research, Colorado State University, 1959-62, Utah State University, 1962-66; Tutor, St. John's College, Santa Fe, 1966-. �FACULTY/77 76/ST. JOHN'S COLLEGE E. Ray Davis, Jr. Howard Zeiderman University of Wisconsin, 1953-55; BA, St. John's College, 1962; M.A., History and Philosophy of Science; University of Indiana, 1965; N.D.E A. Fellowship, University of Indiana, 1962-65; Tutor, St. John's College, Santa Fe, 1966-, Assistant Dean, 1977-. Dartmouth College, 1962-63; B.A., St. John's College, Annapolis, 1967; M.A, Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-. James R. Mensch Ralph Swentzell B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico University, 1965-66; Tutor, St John's College, Santa Fe, 1966-. Timothy P Miller A.B., Harvard University, 1948; B.Mus., 1949, M.Mus, 1951, Yale University; D.Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music, Agnes Scott College, 1957-61; Director of Music, University of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, CollegeConservatory of Music, University of Cincinnati, 1965-67; Tutor, St. John's College, Santa Fe, 1967-. R. Thomas Harris, Jr. B.A., Reed College, 1955; M.A., 1956, Ph.D, Mathematics, 1959, University of Illinois; University Fellow, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59, Universitv of Illinois; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor. University of California at Berkeley, 1962-63; Associate Professor, University of Maryland, 1965-68; National Science Foundation Consultant for India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, 1967-68, Visiting Professor, Summer, 1969, New York University, Corporate Consultant, Management Science, IBM, Armonk, New York, Summer, 1968; Ti.:itor, St. John's College, Santa Fe, 1968-. Glenn A. Freitas B.A., Classical Languages, St. Mary's College, California, 1957; Th.L., Universite Laval. Quebec, 1964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, 1966; L'Ecole Biblique et Archeologique Francaise de Jernsalem, 1964-66; Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-. Paul David Mannick B.A., California State College ,,t Long Beach, 1970; M.A., St. john's College, Santa Fe, 1973; Ph.D., University of St. Andrew's, Scotland, 1977; Tutor, St. john's College, Santa Fe, 1974-77. Lecuyer BA, The Colorado College, 1966; B.A., Merton College, Oxford University, 1969; Studies in biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, "D1e Colorado College, 1968; Tutor, biology and chemistry, Institute of Social Research and Development, University of New lvlexico, 1971-72; Tutor, St. john's College, Santa Fe, 1972- Alfreda L. Verratti B.A., St. john's College, 1966; M.A., Washington University, 1970; Ph.D. Candidate, Washington University, 1972; Psychiatric Social Worker, Harrisburg State Hospit,11. Harrisburg, Pennsylv,rnia, 1966-67; Hans Reichenbach Graduate Fellowship, vVashington University, 1967; N.D.E.A. Graduate Fellowship, Washington University, 1967-7ll; Instructor, Washington University, 1969, 1971; Instructor, University of Missouri, 1970:71; Assistant Professor, Webster College, 1971-72; Tutor, St. John's College. Santa Fe, 1972-, Assistant Dean, 1972-. B.A., St. John's College, Annapolis, 1967; M.S.L. (Licentiatus in Studiis Mediae Aetatis), The Pontifical Institute of Mediaeval Studies, Toronto, 1970; Ph.D, University of Toronto, 1976; Instructor, University of Toronto, 1970-71; Canada Council Fellow in Philosophy at the University of Toronto, 1970-71, University of Innsbruck, 1971-7? University of Munich, 1972-73; Tutor, St. John's College, Santa Fe, 1973-. _, Richard L. L. Michaud A.B., St. Michael's College, 1963; Ph.D, University of Vermont, 1968; Post-doctoral Fellow in Pharmacology, Yale University Medical School, 1967-68; Assistant Professor, Psychiatry Department, Yale University Medical School, 1968-70; Assistant Professor of Science, Webster College, 1970-73; Vist. Louis University Institute for Environmental Stud.ies, Summer, 1973; Course Director, Webster College-Clayton School District Program rn Envnonmental Stuches, Summer, 1975; Tutor, St. John's College, Santa Fe, 1973-. Louis University Institute for Environmental Studies, Summer, 1973; Course Director, Webster College-Clayton School District Program in Environmental Studies, Summer, 1975; Tutor, St. John's College, Santa Fe, 1973-. Stephen R. Van Luchene University of Guadalajara, Summer, 1967; Universidad Nacional de Mexico Summer 1968; B.A., Arizona State University, 1969; M.A., 1971, Ph.D., 1973, Universi~y of Notr~ Dame; Journahst, Arizona Magazine, 1969; Teacher, English as a Second Language, Bell School, Cambndge, Umted Kingdom, 1969; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-. Bruce E. Venable B.A., St. Mary's College, California, 1969; M.A., Ph.D., Classics, University of Washington; Tutor, St. John's College, Santa Fe, 1973-. Gerald Lee B.A., University of Colorado, 1964; Ph.D , University of Colorado Medical Center 1969· American Cancer Society Postdoctoral Fellow, Yale University, 1969-71; Seess~l Re'. search Fe!low, Yale University, 1971-72; Faculty, Shimer College, 1972-74; Tutor, St. John's College, Santa Fe 1974- David L Townsend B.A, Loyola College, Maryland, 1969; M.A., 1970, Ph.D., 1976, Harvard University; Certificat de Langue, 1967, Diplome, 1973, University of Paris; Teaching Fellow, Harvard, 1971-73; Resident Tutor, Eliot House, Harvard, 1971-73; English Teacher, Cambridge Community High School, 1971-72; Tutor, St. John's College, Santa Fe, 1974-. Kent H. Taylor BA., Yale University. 1963; M.A., University of Georgia, 1965; PhD, University of California at Santa Cruz, 1976; University of California at Santa Cruz, 1967-68; Defense Language Institute, Monterey, California, 1968-69; Heidelberg University, 1971-73; Instructor, University of Georgia, 1965-67; Teaching Assistant, University of California at Santa Cruz, 1967-71; Tutor, St. John's College, Santa Fe, 1974-. S. Knight B.S, Philosophy, 1970, M.A., English, 1972. Doctoral Candidate, 1974, Universitv of Utah; Teaching Fellow, Universitv of Utah, 1970-74; Tutor, St. John's College, Santa' Fe, 1974-. . �78/ST. JOHN'S COLLEGE FACULTY/79 Elizabeth S. Engel AND STAFF B.A., Pomona College, 1967; M.Phil., Yale University, 1971; Ph.D., Philosophy, 1973; Teaching Assistant, Yale University 1969; Teacher of Philosophy and Humanities, Shimer College, 1971-73; Assistant Professor of Philosophy, California State University at Humboldt, 1973-75; Tutor, St. John's College, Santa Fe, 1975-. SANTA FE President Presideni Richard D. Weigle Richard D. Weigle Dean John Joseph Verdi Dea11 Edward G. Sparrow B.S, Psychology, Fordham University, 1972; A.M., 1974, Ph.D., Philosophy, 1975, University of SI<OUTHERN California; Fordham Scholar, 1968-72; New York State Regents Scholar, 1968-72; Oakley Fellow, 1972-75; Instructor, California State University at Los Angeles, 1974; Instructor, University of Southern California, 1975; Tutor, St. john's College, Santa Fe, 1975-. Philip Prescott Chandler, II B.A., St. john's College, Santa Fe, 1968; Ph.D., University of California at San Diego, 1975; junior Fellow, Center for the Study of Democratic Institutions, 1968-69; Graduate study, mathematics and philosophy, Oklahoma State University, 1969-70; N.D.E.A. Fellow, 1970-73, Dissertation Fellow, 1973-74, University of California at San Diego; Instructor, mathematics, Oklahoma State University, Summer, 1973, Summer, 1975; Instructor, 1974-75, Assistant Professor, 1975-76, Assistant Director, Spring, 1976, Collegiate Seminar Program, University of Notre Dame; Tutor, Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1976, Tutor, St John's College, Santa Fe, 1976-. Lynda ANNAPOLIS Robert S. Bart Vice President Vice President William B. Dunham ). Burchenal Ault Treasurer Charles T Elzey Emery C. Jennings Treasurer Assistant to President Charles A. Cooley Director of Graduate Institute Dean R. Haggard Assistant- Deans Assistant Dean Barbara H. Leonard Benjamin Milner Regisl'rar E. Ray Davis, Jr. Registrar Ellen Gant Leanore B. Rinder Director of Admissions Dir::dor of Admissions Richard D. Stephenson Joanne Aitken Librarian Librarian Alice H. Whelan Charlotte Fletcher Johnson B. A., St. John's College, Santa Fe, 1971; M A , University of North Carolina, 1975; Ph.D. Candidate, The Catholic University of America; Tutor, St. John's College, Santi" Fe, 1977-. Director of Student Aciivilies Director of Athletics Istvan Feh2rvci:cy Bryce Du Val Jacobsen Director of Financial Aid Director of Financial Aid Philip Aaronson Albefta L. Riven Director of Adult Education Dircn'or of Adu/i Educahon St. College, 1949-58. Th B. Th.M. John S. Steadman Deborah Renaut TUTOPS EMERITUS Director of Placement Deputy Director, College Rc/ai'ions Director of Alumni Activities Thomas Parran, Jr. Alumni and College Archivist HONO:?.ARY FELLUWS Paul Mellon BA, Yale University, 1929; B.A., 1931; M.A., 1938, Cambridge University; Litt.O., Oxford University, 1961, LL.D., Carnegie Institute of Technology, 1967; LH.D., Yale University, 1967. Gavv Iv'.!eern ScB , Virginia l\lfilitary Institute, 1914; lv'IA. (Honorary), Colorado College, 1936; A.F.D., University of New Mexico. Miria1n Strange Jr. Director Brenda Superintende11t of Buildings nnd Grounds Dzcvid W. Tucker Sigmund A. Amitin James L. Rivers, Jr. College Nurse tv'larilyn Kyle Stanley Norclstrurn College Physician Alfred W. Pinkelion Business Joseph A. Beverly Srnith Superinte11rient of Buildings anri Grounds College Nurse Peggy H. Elrington �PJ ~ C/l 2- N 'I ~~; ~ ~ ro . ~' s:. s;_ f-'· en~m'-l ~' i:c '-l ro n C1J 5· 0 1-( cnO-~ ~ ~ ;. ~ ::; '-l a--.. Ft r:: ~f) ~ s B "I ,..,. ~f- ::; a· * ' :g ;;- nom~~~ 0 m~~ ~ ~. ~ ::i g p... . S PJ & . 8 "--< 8. PJ p.. PJ § ~ ~5 ~~ PJ ~ m g. 8~ ~· - (0 • n: ,.-,- r;· ~ 0 p;· 1.gj ~ C/l ~ ~ .., (j) > ~ ;:s ;:s 2:: ~ ~1-d Cl. p.i ;;; t>yj 0 ~ N N N O ,~ 1-1 )-1 i-1 f-1 t-1 f.....l. 1-l ;-I Q'\NO (.;.)" j-l o;-1 ;-1Wi+:>.\.Di-1 ,~ N (J1 IV IJl f-1 Cf\ N IJl ;-I ;-I ;-I~ en m en ~ p;- 8 2'. ::; 0 rl- ([) PJ f-l. ~ !-" VJ N !-l1.f.:>..NWN ~~ ~9~~~~~~ ~ ~ ~ O n ~ ~ ~ ;-1 ;-1 r---1 l'V f-l N f-l. N "'-..JI-I N ;-1 ;-I 0\ ~;-I W ;:;_ fl:.:>. 0::;::, ;vsl:""d~0< :;cl (i) "rJ 5 5 ;:t f-'· > -· ~ rl- p.. jll ~ aq 0 '" P. ¥ ,_.. . 1-'-1 ro ~ en (I) '-l m ~ ~ . ro ~ 2~· en ~ i:c (I) p.. ~- 2i. (I) i:c CJ; > ::: ,.... N f-l. -~ Vl rf::t."'-..J\.ONNCJ'\CO ?f?f2cf?f?f..?f?f Vl ,~ >-' N (J1 '-.] 0 (.;.)(.;.) 0 (J.J Vi ""' '-.] 0 ""· Ul -.. . -. 1 w OOCOO\ (.;..) f:,;,. ,__. (.;.) (;.) Ul ~ 0 C.n O"- )-1 ,..... ?ft ?f # ?f.. ?ft cf cf. >-' 00 '-J 0 l·f.:>.. (J1 CTJ 1-l ;-1 9' rt:;>. ,~ 00 ST. N ~ 2.. """' ;;· ;:s "' "' ,.._, (Jl ()'\ ~ )-1 i-1 '" "'' E i' The /-I en ,.... 1-1 N Ul "'-..J l'-.JN\OUlNON ~ >-' VJ \.0 VJ IJl (.;.) ~~ \..0 tTl > z u ;;: CL $Q_ ~ 0 '1 0'1 t <-{" Pl () ~· rl- ~&~~a~~ ~ ~~~ ~ fT) M" ~ ?2 \J;'"'J '" ~::;-'rnrnn°' ' n'"d ~ ~n<JPn~:r;Z 0 '-! 1-\ 0 Pl ~ 3: 5 ~ ~~ ~ § 80..g.,ro::;~ ~ ~~ o m ,__, :::i CL,~ 5 C) r;· ~ <· () ~ n· ft~~ CKl aq @'<~5§~5§5 g ~ ~ o ~~""2.- m i:c ~ ~ ro ~ ~· ~ Q ~ s tr~ m ro 1-l f.fJ ~ 5 2:.. Q..: p_, C.fJ (/) 0 Qq ~ '"i C/l ::; ':) C/l C/l 8., rn n H-- >~ ~· ro i:c n ~~~~§-~5 ~~~~i:c~~n s:- . r~CJ'\ ~ ~. ~ " N >-' ;-IQN r~~~ C.0 ([) ~ r"'1 en m Cl" c.n ,_, rD ~ >m r ~ .. > r ~ ~ lD ~ 5· L! C/l 8"'· 5 C): o;· C/l >~~ Zocs ~-i:c~,,,m~ Q ~ I-'• I-' m ~ ~ § ~ ~~gs ~$<<c~~~~~ooozzzz~ 7 ~z~~~r~s~e-~o~oonnn>>~ s~~m~~~s~~~~~ommroo~~~~~msm~~~~mmo~moom~~;_ r.n Cn aq ::J ,_ " ;...,i 1~ o ,. . , ro 1~ I-'· ......,: S' ~ <' H c.n ~ n c.n 1-l I-'· :...... ::; .-... I-'· ::i ::r' -1 O 1--l r.- _. :::i ,........ ::;-:' ~ N ,. . , n ~ I-"· ~ ,.s' e; ;:! p... ::; Q'q PJ 0 ~ .__, <.. <; ~ ~. ::i ::r' C/l '-<: ::; ~· P.l PJ 0 0 <; ~ ,_.. i-i PJ :::i Si "'"'"" PJ 0 ro § ~· 8. C! ~ (0 ~ § ~ ~ f-< ~ (D ~ ~ maq· ~ §:' re ~· n ~ ~· ~; qs, 5..' ~ ~ PJ ~ ~ :::i Cf) ,,_ z are designed to of your for SANTA NE'VV ,,, . .,.. ,,, you an . Vlfe under academic and other pressures; lJ\Trite six to te11 We ask all to answer 1-5. Successful and often more, in their answers to cmestions 1-5. hr~O"rAT?-W pages, 1. Evaluate the strengths and weaknesses of the formal education you have had until now. 2. aspect it with books. Choose sorne book that you have liked well the book as a and 3. , in , you wish to attend St. 'What does your 4. Select some from which you have derived and describe its value to you. 5. H you are now in tell how you have been occuoied since leavinq schooL Questions are all the last two summers. If you are not in Ansv•1er those that you think are relevant to your tell how you � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 1977-78 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 80 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 1977-78 Date A point or period of time associated with an event in the lifecycle of the resource 1977-1978 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Publisher An entity responsible for making the resource available St. John's College Description An account of the resource College catalog for the years 1977-1978 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/2a687757ba8cdec7384ebf70834c902f.pdf 228c33e791d1c8704afc46f77fb69242 PDF Text Text St. ohris Cbllege ANNAPOLIS, MARYLAND 21404 SANTA FE, NEW MEXICO 87501 (301) 263-2371 (505) 982-3691 STATEMENT OF THE ST. JOHN'S PROGRAM 1978-79 FoundL'd as King William's School, 1696; charkred as St. John's Coll<Cgc, 1784; acnedit<Cd by the Maryland State Department of Education, by the' Middle States Association of Colleges ,rnd Secondary Schools. and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion. color, sex, nor national or ethnic origin. �COLLEGE CALENDAR ANNAPOLIS 1977-1978 September 6-8 Oral Enabling Examination for Seniors SANTA FE August 25-27 August 27 Freshman and Senior Registration August 28 Convocation September 9 August 29 September 9 Sophomore and Junior Registration August 29 September 9 Classes Begin with Seminars October 7-10 October 14-17 Long Weekend November 2L1-27 November 24-27 Thanksgiving Recess December 16-January Winter Vacation December 16-January 4 January 22 End of First Semester Decern.ber 15 January 11 January 23 Beginning of Second Semester January 25 January Freshman January 11 Registration February 10-13 Long Weekend March 11-26 March 11-26 Spring Vacation May 5-6 Parents' Weekend May 25 Last Day of Classes !\fay 1 s May 26 End of Second Semester May 19 May 28 Com1nencement May 21 September 8 SUMMER 1978 January Class Second Sern_ester Begins Graduate Institute Begins January Class Second Semester Ends Graduate Institute Ends June 12 June 18 August l8 August 18 June 5 June 25 August 11 7 8 Septernber 8 8 October 13-16 N overnber 23-26 Decen1b2r 21 22 24 9-12 1v1arch 10-25 4-5 May 24 25 27 ..... 5 The Currkulum Seminar Preceptorial Tutorial Laboratory .......... . Formal Lecture St. John's List of Books The Academic Order Tutors Instruction Committee Library Schedules Essays and Examinarions Academic Standing Degree of Bachelor of Arts Degree of Master of Arts Graduate Institute in Liberal Education Directory Information and Right to Privacy Oral Enabling Examination August 24-26 for Seniors 26 Freshman and Senior Registration 27 Convocation 23 Sopho1r1or2 and Junior Regislrat10n Classes with Seminars Long Weekend l\!ovember 23-26 Thanksgiving Recess 3 \!\!inter Vacation December 15- January 9 End of First Semester Decernber 14 Beginning of Second Semester rn 10 Freshman Registration _ Long Weekend lV!arch 10-25 Vacation Weekend of Classes 17 End of Second Semester !8 Con11nencerrt2nt 20 ...... 8 .... 10 .11 . ...... 18 ......... 23 ... 25 .. 29 ....... 30 .............. 31 .32 .. 33 .34 ... 37 38 .39 ... 39 Residence and Student Life Site Plans of the 62-63 Admissions Campus Visit . AS ... 52 August 18 1978-1979 September 5-7 PAGE Introduction LlQ 54 Standards for V eh:ro1ns 61 64 65 .. 66 Associates, and Staff ProfiJ,2~ 197~/ Fresh:man Class Catalogue Consultant: Dale Appleman .... 79 .80 �Intrcxiuction Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any calling and to become mature, competent, and responsible citizens of a free society. St. John's College believes that the way to liberal education lies through the books in which the greatest minds of our civilization the great teachers - have expressed themselves. These books are both timeless and timely; they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary problems with which we have to deal. They can therefore enter directly into our everyday lives. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not something of merely academic concern, remote from our real interests. They change our minds, move our hearts, and touch our spirits. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And, while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are therefore properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical, or philosophical. They are also linked together, for each of them is introduced, supported, or criticized by the others. In a real sense they converse with each other, and they draw each reader to take part, within the limits of his ability, in their large and unending conversation. This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we sometimes desire. To remedy this defect is the goal of the St. John's seminar. Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar ideas, attempt to discuss it reasonably. It is presupposed that the students are willing to submit their opinions to one another's critical scrutiny. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust them- �6!ST. JOHN'S COLLEGE selves forward. The students bring to the seminar the assumptions probably unexarn.ined - that they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problent and the variety of its historical manifestations In the main, the aim is to ascertain not hovv things were, but how things are - to help the student make rational decisions as he lives his life. And it is the ultirnate aim of the program that the habits of thought and discussion thus begun by the student should continue with him throughout life, Most of the teaching at St. John's takes the forrn of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is rnade to depend on the activity and initiative of the students. The tutor functions as a guide, more intent to listen to the students and to work with them than to impose upon them his own train of In short, St. seeks to restore the true rneaning of a liberal arts education. The primary function of the liberal arts has always been to rnediate men's understanding, to give conscious form to knowledge of signs accommodated to men's intellects - that is, vvords and numbers . Traditionally, the liberal arts were seven in number: grammar, logic - the arts of language; and geometry, music, and astronomy - the arts of mathematerrns, man practices such liberal arts as analyzand deciding as he uses verbal symarts as countirlg, 1neasurin_g, ded ucuses mathenl.atical symbols. to develop these arts. The curriculum four of thern: translation, demonstration, and They are followed m all the branches of the program But whatever the rnethods all serve the same end: to make the student think for himself, to enable him to practice the arts of freedorn. Free rninds must be able to view concrete situations, to deliberate by formulating clear alternatives, and to arrive at a deciding choice. 0£ these intellectual skills indicates that the Iiberal arts has taken hold of the mind. n1an n1ay over the centuries, but these arts of understanding rernain in or another enable inen to win knowof the world around them and knowledge of themselves in this and to use that vvith wisdom. Under their guidance men can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline men can acquire the habit of listening to reason. A genumely conceived liberal arts curriculum cannot avoid aiming at these most far-reaching of all human goals. �THE CURR!CULCTrJI/9 8/ST. JOHN'S COLLEGE Dante prompt reflections on human virtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its tirne to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over suggested by the reading but bearing only indirectly on the text itself in the minds of the ants, In the coffee shop after seminar, students from different groups compare the points rnade in their discussions. Except for the requirernents of common courtesy, there are two rules: first, every opinion must be heard and explored, however the clash of opinions may be; second, every must be supported by argument - an unsupported opinion does not count. In a freshman seminar the students may tend to express their with little regard for their relevance or their relation to the others. Gradually, under pressure of the group, the students learn to proceed with care, keeping to the topic and to uncover the meanings of the terrns use, The students that to some extent the of under study poetry is not philosophy and ferent approach. Such progress in method may be by sudden insights on the part of individuals, or occasions when the seminar as a whole achieves illumination. The heart of the curnculum is the seminar a discussion of frorn the until ten - snd or pens to The semmar begins with a asked one of the leaders, and thereafter it consists almost entirely of student discussion. Students talk with one not just to the leaders. They do not raise their hands for perff1.iss10n to be but enter the discussion or withdraw fron1 it ~t will The resulting informality is tempered the use of formal rnodes of address - "Mr.," "Mrs." or "Miss." Once under way, the seminar may take forms. It range from the most particular to the most general reading Thucydides, for example, is almost certain to a discusswn of v1ar and aggress10n and to bnng to the surface the students' and fears about the wisdom or error of national policies. Homer and The course of the discussion cannot be fixed m is determined rather the necessity of "following the the crucial issu·2s, or of seeking fov_ndations u1Jon can be The argument does not of a lVIore often than not the unsettled, with certain alternatives clearly outlined. The progress of ttie discussion sor£1etirrtes to entangle itself in irrelevant difficulties. of an enierge vvi tl1in tl-'1€ sEq Edevices which the discusdegenerate into rather talk or into dull and shallovv without able for a tirne to extricate itself frorrt st1ch a co11rse. OT it n1-ay cli11tb to accessible to a few of its rnembers. Under these circurnstances the role of the leaders is not to the' the to raise the student in every "/Jay th_e author, t:he issues, and hi1ri.sel£ Th.e n_i_ost usefuJ i:n.strum_er1t for tl1is p1J_rpose is the the most useful dev1ce of all is the no all can the student's povvers of reason and at intelligent opmions of his own. �THE CURRICULUM/11 10/ST. JOHN'S COLLEGE THE PRECEPTORIAL THE TUTORii\_L For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or exploration of one subject in several books. Students are usually given a choice of sixteen to twenty books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. many preceptorials study one of the books of the seminar list, or a theme suggested the seminar reading, some preceptorials may deal with books and themes the students would not otherwise encounter in the program. There are generally seven or eight studen'cs in a preceptoriaL Guided by a tutor, they proceed at a pace more leisurely than that by the seminar. Usually the student's work is con-1pleted by the of a paper, which may be read in draft to the preceptorial and criticized the other members. listed below are preceptorial subjects on the two campuses for a recent year. The seminar cannot suffice as the only rneans to the end of liberal education. its very nature the seminar does not give student an oppor'mnity to cultivate the habits of methodical and careful study. Other mstructional devices must therefore it; these are the tutorials in language, mathematics, and music. For four years a student attends one language tutorial and one mathematics -tutorial, usually four mornings a week. Three times a week sophomores also attend a music tutonal. In tutorials, around a table, thirteen to f1fo~en students and learn together under the direct guidance and instruction of a tutor. Each tutorial session lasts an hour. The tutorial provides conditions for collaborative arcd for the manifold teaching and learning relations that hold in a company of good friends. As in the seminar, students talk freely with one another and the tutor, but the discussion focuses sharply on assigned tasks. There is for each student to contribute his measure of instruction Other tutors often attend, seeking to learn about a particular subject, which they may later teach A student will vrork in the and mathematics tutonals v11ith one group of fellow students, m the and the seminar with another. Some of the students in the tutorials will also be vvith him in the and sen1inar Tolstoy: Anna l<nrc11111n Adams: The Education of Hrnry Adams Cornman Law Adjudication and Philosophical Justice Freud: Selected papers on neurosis and related topics Kierkegaai-d: Fear nnd Trembling Aristophanes: The Birds (in Greek) Burke, Pame, and de Toqueville Selected vvorks Force and Energy in Descartes, Newton, and Leibniz Goethe's Novels Plato: Plrncrlrns 'vVh1tehead. Selected works VVallace Stevens Arendt: The Human Condition Joyce: works Aristotle's theory of motion Kepler: Astro11omia Nova Sartre: Being a11d Nothingness Plotinus Third E1111cad THE LANGUAGE TUTOIUAL Specialization in higher education has led to a profound of language skills. As is separated frorn the barrier of language, so profession is separated from profession jargon. The language tutorial attempts to this a training in the means of precise communication and persuasion. In a broad sense, it n1-ay be conceived as a present-day restoratiorL of tl-te age-old studies of grammar, rhetoric, and logic The tutorials seek to understand the relation between language and To do this they must study the fundamental ,,v;;;ys ~words can be put together, the modes of signifying things, the varied connotations and of terms, the role of metaphors, analogies, and images, and the relations between propositions. The purpose of the tutorial is thus not the mastery of any foreign languages. By studying these, however, and translating them into English, by comparing them with each other with English, the student learns somethi~tg of the nature of languages in general and of his uwn in the four then, he is studymg language as the discourse of the medium of foreign tongues, his native the �THE CURRICULUM/13 12/ST JOHN'S COLLEGE resources of articul;;ite speech and learning the rules that must govern it if it is to be consistent, and effective; if it is to be adequate and persuasive, The mediun1 for accomplishing this is Greek in the first and second years and French in the third and fourth years In the beginning the emphasis is on the forms and constructions and the vocabulary of the language being studied, Brief passages of prose and are committed to memory. But after a short time the tutorial to something more concrete: the slovr and careful reading and discussion of works of imagination or thoughL Thus the rapid reading ii:he seminar, with its attention to the large outlines, the general trend, the development of the central idea, is supplemented and corrected a more precise and study, concerned with every detail particular shade of meaning, and also with the abstract logical structure and rhetorical pattern of a given work Those are matters that do not often corne directly into seminar discussions, The student's concern with them in the language tutorial improves all his reading, for whatever immediate end, deepens and enriches his understanding, and increases his ability to think and to talk well. The second of the language tutorial is support of the seminar. The student advances, the more the language tutorial tends to influence the seminar discussion. It the fore which might otherwise have been neglected rnore into the terms in which a problem is discussed. A third aim of the language tutorial is the learning of the two foreign themselves. In the time allotted to the of each airns of fhe tl:tto:rial. goes 'Nell with the freshman serninar and tl-1.e contirruartce of Greek in.to tl-te secadvances the v.rork of the first The second year ends of works Donne, and other intensive of French grammar followed of a French text. The aim here is economical progress toward facility in the and writing of French. Students fluent in French exempted frorn stages. Then examination the forrJl and content of French prose selections. Discussions of both form and content are related to exercises i~n translation in the excellence of his models, In the second semester a verse 1s react The principal rng of French poems, Its immediate enjoyment of each poern in its substantial basis for discussion of the art of relation of that art to the traditional liberal arts of assignments include exercises in translation more those attempted in the third year The year ends with discussion of modern British and American poets, such as TS, Thomas, and V·J.l3 Yeats. It should be noted that signed in all classes, mathematics sections as well as in language tutorials. On student is thus called upon to articulate and organize his 1Arritten form_. in as- �THE CURRICULUM/15 14/ST. JOHN'S COLLEGE THE IVi:ATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true or ought to be is suggested the word itself, for it is derived from a Greek word meaning "to learn." It is regrettable, then, that students should ever grow to have an aversion to mathematics or to think of therflselves as unmathenrnticaL The experience of the St. John's program is that when mathematics is taught from well-chosen texts, at a patient pace, and with the expectation of it turns out to be the most readily learnable of the liberal arts name implies, a particularly close connection with the human capacity for learning, its study is especially useful in helping students to think about what it means to learn and to know something. To prepare themselves for such reflection students artfully composed mathematical texts, demonstrate propositions at the blackboard, and solve problems. By doing this over four years they learn a good deal of mathematics, and they gain noticeably in rigor of thought, nimbleness of imagination, and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? Are there "better" and "worse," "ugly" and "beautiful" in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? In what way did the discoverer of a particular theorem probably first come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same tirne, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger of the se:rrunar. The student begins v1ith the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, he gains a notion of deductive science and of a mathematical m general; he becomes acquainted vvith one view of mathematical objects - its central founci in the theory of ratws - wl1ich is buried under the foundations of modern mathematics. After Euclid he begins the study of his treatise on centering attention on the of "hypotheses'' constructed to "save the appearances." That the tutorial reads ine'icates the difference between the rnathemahcs tutorial at St. and the ordicourse in r~nathernatics, P'tole1rty a m"atheni_atical more than that his work is There are two main reasons for our modern perhaps even it. Therefore anyone who means to criticize or reform, resist or further this world not n1ust t-~a,/e so:rne it is managed, but rnust thuught about the His the task of the mathernatics tutortogether to students to think about what it rneans to count and measure the things in the universe. The second main reason for studying mathematics concerns the mathematics tutorial more Since rnathern.atics as its the student continues the and complexities of the the form. He next takes up the Conics of ""·~~"'H presentation of the very obiects whose cartes marks the of rnodern studies as th.e art" in general �16/ST. JOHN'S COLLEGE In the third year calculus is studied both in its modern forrn and as Newton presented it. This is followed by an examination of theory of real numbers, the endeavor to provide a rigorous arithmetic foundation for the calculus. The student then returns to ]'\j"ewton's Principia, to take up the astronomical parts in which Newton brings heavenly and earthly motions under-one law and a purely geometric astronomy with a "dynaff1ic" in orbits are determined laws of force. Here again the 1nathematics tutorial is more than a mathematics course. It is both an introduction to and a foundation for the of the philosophical outlook modern world. In the fourth year the reading of Lobachevski's approach to non- Euclidean invites reflection on the postulates of nah..ue of the geometric art as a whole. This half of the year ttie of Einstein's special wlnch challenges our conventional understanding of the nature of time and of space. On the Annapolis there is an alternate for the latter half of the year: some students geometry, in which the enterprise which with Euclid returns in a remarkable way, now geEeralized, to THE rvms1c: TUTORIAL One of the aims of the St. John's rrt•.:s1c as a liberal art to the c-u.rriculurn, of rnusic at St. is not directed towards techmcal skill but tmNards an under- THE CURR!CULUM/17 standing of the phenomena of music The ancients accorded music a place among the liberal arts because they understood it as one of the essential functi.ons of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year, by way of introduction, students often sing in a choruso In the sophoni.ore year a tutorial meets three times a week. The music tutorial reflects two different but complementary aspects of music. On the one hand music is intimately related to language, rheioric, and poetry. On the other it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of Ve ords as well as in notes, a thorough investigation of the system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint, and harmony. None of these is done apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart, and the instrumental works of Beethoven are the real textbooks . In the second semester at least one major work is analyzed Semmars on great works of music are included as part of the regular seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the serninar ni.eets. Group discussion of a work of as of a facilitates and enriches the understanding of it. �18/ST. JOHN'S COLLEGE THE LABOR_ATORY The emblem of the SL John's program on the back cover shows seven books surrounding a pair of scales. The balance, no less than the books, symbolizes the tradition of the liberal arts. It stands for the instruments of the scientific laboratory, which may well be the most characteristic institution of the modern world. Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the SL program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exh.ibit the changes that flow from and these could not be appreciated the first tvvo years, which cover the period from Homer to Descartes. Ivlodern mathematics has made possible the of natural on an irnsnense scale and has for what is known to us as the The H''-"''"'" are the consequence of the vast the great thinkers of the seventeenth matherflahcal of the universe, universe into a great book wntten in mathematical characters. Liberal is concerned with the artifices of the human us to relate our experiences to our underFor tl1cis purpose SL h_as set t1p a th_ree-year in the natural sciences, vvherein characteristic and related and are pursued. There 1s the art study of the instruments of the r.nathernatics mathematical The task, however, is not to cover the various scie:ntific to bring the student up to date in engage m research. It is rather to make the student ence and understand the significance of sCience as a human enterprise fundarn.ental and of skills derived fror.n the prac"nce 0£ the liberal arts. The the of scientific studies from as if were distinct and autonom.ous domains of THE CURRJCULUM/19 not be "two cultures." Different fields of require different ntethocls and techniques, but the integrity scientific pursuits stems from sources common to all intellectual life. THE ORGAJ.\TIZATION OF THJE LABORATORY WORK The laboratory program is largely determined three considerations relevant to the liberalization of the study of science: The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the student to trace a scientific discipline to its roots in principle, assumpand observation. Thus certain integrated wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished crii:ical (3) The schedule of laboratory work should for leisurely but mtensive The must have time to satisfy himself as to the degree of acctu2.cy his instruments permit, to analyze procedures for sources of error, to consider alternative methods, and occasion to repeat an entire experiment. Only thus can he come to a mature understanding of the sciences called "exact." on A laboratory section consists of seventeen to twenty-one students working under the of a tutor, with the help of more advanced students serving as assistants. Sections meet twice a week. A be used for and discussion of or for as the progress of the work requires. Occasionally a laboratory meeting is reserved for the discuss10n 0£ a classic paper or other text related to the at writings of Aristotle, Galen, Harvey, Huygens, Lavoisier, Fresnel, Faraday, Thomson, Rutherford, and Bohr are arnong those regularly used in thi.s way. In all the work of the bboratory, and m the laboratory manuals written at the College, the purpose is to achieve an u1timate mixture of critical discussion and inquiry. �20/ST. JOHN'S COLLEGE THE CURRICULUM/21 HS CONTENT topics of have been chosen from physical biological science. A revision of the order and content of the sequence has recently been undertaken. The planned for students in and later may be 1st Year 1 week 11 vveeks· 20 weeks: 2nd Year replaces 3rd Year 4th Year ObservationaJ astronomy Obser1ahonal b10logy Studies of matter and nwasurernent, leading to the atornic of Topics in physics: mechanics, , nrngnetism 10 weeks: 13 weeks: heat, Quantum physics Genetics,. evolution, molecular THE FIRST YEAF, The begins with a week devoted to the observations which permit us to orient ourselves with respect to the daily and annual celestial phenomena. is made the students to conduct a series of to be continued and spnng, of the changing altitudes 0£ the with the up of a system of celestial coordinates with ecliptic and equator, prepare the way for the study of Ptolemy's Syntaxis in the spring. The freshmen then turn from the larger cosmos to living ento topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, embryological development. Close observation by naked eye or >Nith microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists such as ArisGalen, Harvey, Lamarck, Schwann, Roux, Driesch. Here the student confronts organisms as self-moving entities with properties of wholeness, intini.ately dependent on yet distinct from the surrounding world. The freshman laboratory next turns to the non-living, in a search for some of its fundamental laws Archirnedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature and calorimetry are taken up, experimentally and in discussion of the relevant theories, These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to and discuss important original texts bearing on the development of the atomicmolecular theory Experiments are performed to help with the understanding of the texts and the and chemical transformations of vvhich they speak. The year's work culminates in the resolution of the of determining atomic 1Neights and m. some consequences of determination. �22/ST. JOHN'S COLLEGE THE THIRD YEAR The third-year laboratory, yet to be planned in detail, is expected to deal with topics common to a number of the traditional divisions of physics, such as mechanics, optics, thermodynamics, and electromagnetism, Throughout the year, experimentation is to be accompanied by the reading of important original writings; for instance, by Galileo, Descartes, Huygens, J',Jewton, Leibniz, Carnot, Clausius, Faraday, and MaxwelL The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous development is pursued in the mathernatics tutorials, As the tools of the calculus become available, the emphasis is to shift from a qualitative description of force, acceleration, energy, and potential fields, to their reformulation in terms of derivative and integral; at the same time the physical concepts will serve to illustrate the mathematical ideas, The concepts of mechanics are to be used to formulate alternative theories of light - corpuscular and vvave - and the success of either theory in accounting for phenomena 'Will be examined, The phenomena and processes thought leading to the first and second lavvs of thermodynamics 1Nill be given careful consideration, The fundamental phenomena of electricity and magnetism are to be studied observationally and experimentally, and formulated in rnathematical terms, The final and topic of the year will be Maxwell's derivation of an electromagnetic of light, THE CURRICULUM/23 THE FORMAL LEClURE The curriculum as described so far has been shown to use the medium of discussion, of recitation, of student participation at every stage of the work On Friday evenings, however, a different pattern of instruction prevails, The formal lecture is the occasion when the student has an opportunity to listen steadily and attentively, The subject may be closely connected with seminar readings or it may open up a new field of interest and test the student's readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, painting or architecture, The lecturers are often visiting scholars, but not infrequently members of the St, John's faculty, The visitor may be from the academic world or from the arena of public affairs; he n-1oy be a poet or an artist. Sometirnes a concert replaces a lecture, THE FOURTH YEAR In many ways the work of the senior year is a return to questions the students first confronted as freshmen, During the first ten weeks, the senior laboratory takes up anew the theory of atornism but the atom itself has become the object of study Prepared lus work vvith electrical phenomena, the student can focus on the questions of atomic stability that lead to the quaitturn hypothesis of Bohr and the wave rnechanics of de Broglie and Schrodinger Through a sequence of historic scientific papers and related the of and s.AJav2f cf discreteriess and gain new meaning, Following the course of thought m Schn:idinger's What is Life7, the senior laboratory then turns or returns to biological topics, and first to genetics, to Mendel's theory of heredity and its developnwnt through the experirnentation and interpretation by T H Morgan and his associates, The results of laboratory studies of small fruit-fly populations are considered from the stanclpomt of their sigmficance, in the papers of Hardt and of Luna and Delbruck. l\fext, fundamental papers-leading to present-day molecular biology for mstance Beadle and Tatum, Watson and Crick, and Monodare The final segment of the work, which is yet to be planned in detail, may include such topics as the of certain simple behavior The lecture is followed by a discussion, Here the lecturer submits himself to prolonged qu~estioning the with the fapartlcipahng, Often the discussion turns into a seminar, Thus lecture serves two it inculcates in the student the and following exposition of a subject he rnay not be farn~iliar and rt also provides him an opportunity, in the discussion period, to exercise his dialectical skill in a settin2' very different from the classroonL It lS here that he can himself t;st the of his and the of what he has learned, The lectures range through a variety of subjects, Sometimes the student is confronted with opposing views on a given Some of the lectures have ir,nmediate repercussion in the seminars and tutorials. Others may have a lastmg effect on the direction that a student's 'Work takes within the framework of the program, �24/ST. JOHN'S COLLEGE THE CURRICULUM/25 LECTURES AND CONCERTS The list below provides some examples of lectures and concerts given on one or the other campus in a recent year: "The Growth of Presidential Power" William Goldsmith "Genesis" Robert D. Sacks Aeolian Quintet "Why Should Gloucester Attempt Suicide and Why Must Cordelia Die" "The Question of Beauty: The Early Chris ti an Arts" Charles Bell "Rousseau and Democracy: The Design of the Social Contract" Hilail Gilden "Watching Television" Roger Rosenblatt John Steadman "Changing Trends in 20th Century Paintings and Sculpture" Adelyn Breeskin "The 18th Century Background to Gibbon" Arnaldo Momigliano Sequma String Quartet "Languages, Philosophy and Science" Stillman Drake "The Collapse of Democracy at Athens and the Trial of Socrates" Leo Raditsa "On the Translation of Rimbaud's Poetry" Jornithan Griffin "John Milton: The So!i tary ·way to Paradise" Louis L Nlartz "The Vapheio Cups" Ellen Davis "The GeonLetrical \1ision" Howard Fisher "Angels in Paradise Each with His Hand H\ a Jar of Spermacetti" Galway Kinnell "The Brothers Karamazov" Michael Ossorgin Yale/St. John's Consort LIST T The books that serve as the core of the curriculum were chosen over a period of nearly years, first at Columbia College, at The of Chicago, at The University of Virg1ma, and, since at St. John's College The disi:nbution of the books over the four years is Something over two thousand years of intellectual from the background of the first two years; about three hundred years of form the for almost twice as many a.uthors in the last tvvo years. The first year is devoted to Greek a 1ithors and their pioneering understanding of the liberal arts, the second contams books from the Roman, medieval and Renaissance the third has books of the seventeenth and eighteenth centunes, most iNh1ch were written origmally in rn.odern languages, the fourth year brings the reading into the nineteenth and twentieth centuries The chronological order in vvhich the books are read is primarily a matter of consenience and Intelligibility; it does not imply an historical to the subiect matter The St. John's curriculum seeks to COffvey to the student an understanding of fundarnental problelTlS that man has to face today and at all times. In that it may the student to discover a new kind of h1stoncal perspective and perceive all the historical shifts and changes the permanence and everpresent gravity of human issues. The list of books which const1tute the core of the St. John's program is subject to review and revision by the Instruction Committee of the faculty. Those listed here are read either at one or both campuses. Books read only in part are indicated by an asterisk �THE CURRICULUM/27 26/ST. JOHN'S COLLEGE Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Marcus Aurelius: Nicomachus: Lavoisier: Essays by: FRESHMAN YEAR Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Co/onus, Antigone, Philoctctes Peloponncsian War Hippolytus, Medea, Bacchae History* Clouds, Birds . Ion, Meno, Gorgias, Republic, Apology, Cnlo, Phacdo, Sympoisum, Parmcnides, Theaefetus, Sophist, Timaeus, Phaedrus Poetics, Physics*, Metaphysics*, Ethics*, On Generation and Corruption*, The Politics* Elements* On the Nature of Things Pericles, Alcibiades Meditations* Arithmetic* Elements of Chemistry'' . Archimedes, Torricelli, Pascal, Fahrenheit, Blaclc, Avogadro, Dalton, Wollaston, Gay-Lussac, Cannizzaro, Mach, Bridgman, Couper, Morveau, Proust, Bert/Joliet, Richter, T. Thomson, Whewell, Berzelius, Dulong, Mendeleev SOPHOMORE YEAR Aristotle: Apollonius: The Bible* De Anima, On Interpretation*·, Posterior Analytics'', . Categories*, Parts of Animals*, Generation of Anuna/s·· Co11ics'' Virgil: Plutarch: Epictetus: Tacitus: Ptolemy: Galen: Plotinus: Diophantus: Augustine: Anselm: Maimonides: Aquinas: Dante: Chaucer: Machiavelli Copernicus· Luther: Rabelais: Calvin· Palestrina: Iv!ontaigne: Vite Bacon· Shakespeare: Descartes: Kepler: Descartes· Pascal: Bach: Lamarck JV!ozart: Beethoven: Schubert: Verdi Des Prez: Poen1s by· Aeneid Caesar, Antony, Brutus, Cato t/zc Younger, Pompey, Cicero Discourses, Manual Annals Almagest* On the Natuml Faculties The Enneads'' Arithmetic* Confessions Proslogium Eight Chapters on Ethics Summa Theologica*, Si1m111a Contra Gentiles* Divine Comedy Song of Roland Cnnterbun1 Tales'' The Prince, Discourses* On the Revolulio11 of the Spheres* The Freedom of n C/mstia11, Secular Authority Gar(\antua and Pantagnicl* Institutes'' Missn Papae Marcelli Essnvs* ln!Toduction to the Analytical Art Novum Organi1111'' Richard II, Henry IV, Henry V, The Tempest, As You Like It, Hamlet, Othello, Macbeth, King Lear, Sonnets* Rules for the Direction of the Mind Epitome IV Motion of the Heart and Blood Geometry* Grneration of Conic Sections St. Matthew Passion, Invrntions ()u11rtets* Plzilosophicnl Zoology Operas'' Sonatas'' Songs'' Otelia Symphony of Psalms Mass /Vlnrvcll, Donne, and other 17/h-crntury pods JUNIOR YEAR Don Quixote Two New Sciences Lcvinlh1111 Discourse on Method, Meditations, Rules for the D1rectzo11 of the Mind Milton: Pn rndise Lost La Rochefoucauld: Maxi mes* La Fontaine: Fables* Pascal: Pe nsfrs * Huygens: Trcniisc on Light," 011 Uic Movement of Bodies by Impnct Spmoza: Thcologico-Politirnl Treniise Locke: Second Treatise of Government, Essay Concerning Humnn U11dersto11di11g Racine: Phhlrc Newton: Pri11cipi11'· Cervantes: Galileo: Hobbes: Descartes: �THE ACADEMIC ORDERl29 28/ST. JOHN'S COLLEGE Leibniz: Swift: Berkeley: Hume: Rousseau: Adam Smith: Kant: Mozart: Jane Austen: Hamilton, Jay, and Madison: Melville: Dedekind: Tocqueville: Essays by: Monadology, Discourse on Metaphysics, Principles of . Nature and Grace Founded on Reason, Essay on Dynamics Gulliver's Travels Principles of Human Knowledg_e . Treatise of Human Nature*, Dialogues Concermng Natural Religion, Enquiry Concerning Human Understanding Social Contract, The Origin of Inequality Wealth of Nations* . . Critique of Pure Reason*, Fundamental Pnnczples of Metaphysics of Morals, Critique of Practical Reason Don Giovanni Pride and Prejudice TheAcademic Order The Federalist Billy Budd, Benito Cereno Essay on the Theory of Numbers Democracy in America Boscovich, Thomas Young SENIOR YEAR Moliere: Goethe: Mendel: Darwin: Hegel: Lobachevsky: Tocqueville: Lincoln: Kierkegaard: Wagner: Marx: Dostoevski: Tolstoy: Mark Twain: William James: Nietzsche: Freud: Valery: Mann: Kafka: Heidegger: Heisenberg: Millikan: Wittgenstein: Keynes: Pavlov: Poems by: Essays by: The Misanthrope, Tartuffe Faust Experiments in Plant Hybridization Origin of Species Introduction to the History of Philosophy, Preface to the Phenomenology, Logic (from the Encyclopedia), Philosophy of History*, Philosophy of Right*, Philosophy of Spirit* Theory of Parallels* Democracy in America* Speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Communist Manifesto, Capital*, Political and Economic Manuscripts of 1844* Brothers Karamazov, The Possessed War and Peace The Adventures of Huckleberry Finn Psychology, Briefer Course Birth of Tragedy, Thus Spake Zarathustra*, Beyond Good and Evil* General Introduction to Psychoanalysis, Civilization and Its Discontents, Beyond the Pleasure Principle Poems* Death in Venice The Trial What is Philosophy? The Physical Principles of the Quantum Theory*, Supreme Court Opinio11s* The Electron* Philosophical Investigations General Theory of Employment, Interest and Money Lectures on the Condifioned Reflex Yeats, T.S. Eliot, Wallace Stevens, Baudelaire, Rimbaud, a11d others Faraday, Lorenz,/. f. Thomson, Whitehead, Mi11kowski, Rutherford, Einstein, Davisson, Bohr, Shrodinger, Manuell, Bernard, Wcismann, John Maynard Smith, Drcisch, Bovcri, Tei/hard de Clrnrdin THE TUTORS Learning is a cooperative enterprise, and it is best carried out when persons at different stages of comprehension work together. The typical learning situation at St. John's involves a small group of learners. First in line come the great teachers, the writers of the books, who are talking in most cases at the high point of their learning. Next come the reading and talking teachers, the tutors, who are members of the faculty; in their stage of learning they are somewhere between the authors and the best students. There then follow the other students at distances proportional to the degree of their understanding. The old-fashioned ranking of classes in the little red schoolhouse is the relevant image here. At the head of the class is the author-teacher, at the foot of the class the poorest student in relation to the subject matter. All the others are both teachers and pupils, each learning from those above and teaching those below. The aim in all the classes is to exploit the differences in knowledge, character, and skill as they are distributed among students and tutors. �30/ST. JOHN'S COLLEGE The kind of teaching and learning that goes on at St. presupposes, then, a faculty differing in many from the faculties of more conventional colleges. Each tutor has a specialized competence in at least one field of Beyond that he must be to acquire a certain expertness in other fields of knowledge and a competence in the liberal arts. This may mean that he has to re-educate himself. He is expected to teach some classes in subjects other than his own. Ideally, the tutor will eventually have classes in every part of the program. He thus will, for the first years of his teaching at least, attend classes in the same way as a student: his own learning goes along with his teaching; as the student does, he progresses from year to year in the and that continuous learning and teaching bring him, in ever-increasing rneasu_re, into close familiarity with the entire program. Thus a ni.ember of the St. faculty is never confined in his scholastic activihes to a single division of the He and has to be, a teaching member of a seminar and of one tutorial and a section. Each tutor is on the special skills he possesses to colleagues ~who may in their classes. Since it is necessary, on the other that tutors into the foundations and wider contexts of the matters that are the teaching materials at St. John's, to avoid staleness and the of to routine groups are set up. Leaders such groups are relieved cf their duties They engage in a and of a subject chosen the J:nstruction Comrnittee the Scholars from other instit1Jtions rnay the group for under J.·nay not be related to the the work of the opens nev1e and 2\t St 7 The Instruction Comn:iittee is a committee of tutors for advising the Deans on all matters of instruction ~ cerning c1.1rricular planning or the acadeni.ic of students. It also advises the President and Vice Presidents on to the faculty The Committee consists of the Deans elected the tutors on each campus of the the Vice President sit with the lnstruct10n Cornmittee ex uean is the chairman of the Instrudion Committee on where he serves; the members of the Committee on each e<UTtpus constitute the Instruction Cornnuttee for that can1pus and meet at frequent intervals throughout the year. The full Committee meets analternating between the two campuses, and the Deans alternate as chairman of the Instruction Cornnuttee. THE ACADEMIC ORDER/31 THE LIBRARY The books chosen for study at St. John's are collected in the in the best editions and translations that can be obtained. These books along with carefully selected modern texts for the laboratory form the core of the library, essential to the teaching of the program. A good general collection is a necessary supplement; a specialized, highly technical one -would have little use. Each year books in mathematics, science, philosophy, religion, fine arts, music, poetry, literature, and history are purchased. The library subscribes to representative periodicals and newspapers. A committee of the assists the Librarians in selecting books and penodicals. The library maintains a collection of about 70 ,000 volumes. In Santa Fe, the collection has been growing at the rate of 3,000 volur:n.es each year and now numbers over 46,000, Both libraries have interesting special collections .Annapolis has the Bray Collection from 16%, known as the "first public in America," and the Peter Huntington Collection, is rich in Elizabethan imprints and French Revolutionary books and tracts. The Witte1 Bynner Collection and the Edgar Allan Poe Collection in Santa Fe contain first editions of each poet as well as other belles lettres. In addition, the Santa Fe has several distin- �32/ST. JOHN'S COLLEGE guished music collections, including the Amelia White, the Grum-. man, the Schmidt and the Holzman collections. Vv'oodward Hall in Annapolis was renovated as a modern library facility in 1969. It has comfortable modern study carrels and stacks as well as traditional reading rooms. The Santa Fe library is housed in the Peterson Student Center and the Weigle Building. The music is located in the Sternberger-Weis Music and Fine Arts Building. THE ACADEMIC ORDER/33 A SAMPLE FRESHMAN SCHEDULE FOR ONE WEEK HOUR MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 8: 15 Mathematics Mathematics Mathematics Mathematics Tutorial Tutorial Tutorial Tutorial 9: 15 10:15 Language Language Language Language Tutorial Tutorial Tutorial Tutorial 11:15 Chorus 1.15 to Laboratory Laboratory 4: 15 8:00 Seminar Seminar Formal Lecture --------------------- Except for the in the and senior years certain periods of for vvhich the upperclassmen may choose their own time, schedule is the same for all students. Each for either three or four a week they spend one hour in a tutorial and one hour in a mathematics · sophomores four hours a week in a music tutorial. Twice a week they up to three hours m the Tvvo evenings from eight to ten they attend a seminar. A formal lecture or concert is given once a 1n vveek. r,Jineteen to twenty-one hours per week are classes. The year is divided into two semesters of sixteen vveeks each. AND Perhaps the most distinctive mark of St fact that all the students of the same year are reading the sarne the same time with the sar.ne irnmediat€ preparation. This week when all freshmen are iearning the Greek · or the weeks when are meeting the highest type of mathematics in the fifth of Euclid's Elements; or the time of the first assignment in Thucydides, when the serninar leaders are wondering if the students will see the for liberty m Pericles' funeral oration. Thus all students, having a con-1IYton progran1 of have a conunon ground for conversation. These are the educational realities that a common schedule n1.arks and emphasizes. ESSAYS Every sophomore, and submits an essay on some therne suggested the sem1nar In Santa Fe, an essay is submitted each sern.ester; in Annapolis, The is not a research paper with extensive footnotes and a rather an on the of the student to set out in as clearly as be can, his own on sorne of the liberal arts. The essay in the second semester becomes the center of his final oral examinathe annuBJ holds a page 36). ORAL EXAIVHNATION5 At the end of each semester, oral rather than wntten examinations are held. These are conducted by the seminar with the of other ·cEtors. The student is questioned and informally on the texts he has read and on his crihcal and interpretative It is not the aim of the examiners to find out �34/ST. JOHN'S COLLEGE hovv much the student remembers. He JS to consider different of his in relation to each other and to that rtot have been treated in any of li_is classes _ For frestn-r,_en tl-1e first examinahon of the year is before the winter and for and seniors before THE FRENCH READING KN'OWlLEDGE EXAMINATION th_e Before derrt rnust pass an e:xa1nin_ation_ French This exarninahon must be r n1ng or become a candidate the to tl-te s-t-ude11_t in EXAMINATION sen_ior yeo.r tlte essay :'el.ated to sc-rne irder~ded to be Bec::nx:;e St of tlle acti\le stu_dentsf p,rogress st1~1dent a:re based therefo1~'2 r1ot rare/ b1_;_t o:c~ the studenfs total The tutor's of o: sh.1dent is �36/ST. JOHN'S COLLEGE the Dean each semester as a conventional letter grade, A, B, C, D, or F, where C indicates that the work is at a satisfactory level. Such a grading system is necessary 'in the case of students who wish to go on to graduate or professional school or to transfer to another college. Within the College, grading is deemphasized. Students will be told their grades if they insist. They are encouraged, however, not to work. for grades, but rather to try to develop their powers of understanding. If it becomes evident that a student is not progressing, or that the learning process has stopped and cannot be revived, the student is asked to leave the College. Ideally, there is no reason for dropping any normal student from this course of study. It is assumed that each student has the required capacities until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance, and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in wl;lich classes are conducted at St. John's, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. THE DON RAG Once each semester the student meets all his tutors in the don rag. The don rag is a consultation of student and tutors for the purpose of diagnosis and prescription rather than for the reporting of marks. The tutors report to one of the seminar leaders on the student's work during the semester; the student is then invited to report on himself and to judge his own work. Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed. If a student's work as a whole falls below a satisfactory level, he may be placed on academic probation, with the stipulation of conditions that must be met if he is to continue in the College. The normal probationary period is one semester. SOPHOMORE ENABLING Sophomore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning during the two years he has spent in the College. As. an indication of his proficiency in the liberal arts, the annual essay carries great weight. A student is enabled, or allowed to enter the junior class, only if he has submitted a satisfactory essay and only if, in the judgment of the Instruction Committee, he is sufficiently prepared for the work of the last two years. In particular, the enabling judgment looks to the possibility of the student's writing an acceptable senior essay. THE ACADEMIC ORDER/37 THE ST. JOHN'S DEGREE OF BACHELOR OF ARTS The student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session gr~duate in three and one-half years, but they spend their first summer in completing their freshman year, so that they too complete a four-year curriculum. For transcript purposes, St. John's seminars, tutorials, and laboratories can be translated into terms of conventional subjects. The curriculum is the equivalent of approximately one hundred twenty-eight semester hours. GRADUATE STUDIES AFTER ST. JOHN'S Each year many St. John's seniors elect to do advanced work in a wide range of graduate and professional schools. Experience shows that leading universities admit St. John's graduates with creditable records. Since St. John's offers no majors in specific subjects, however, some may find it necessary to take undergraduate courses during their first year of graduate or professional study, in some but not all fields. Whatever the attitude of the graduate schools, St. John's refuses to accept the imposition of preprofessional specialized requirements on its liberal curriculum. The College knows well enough that to educate a man requires less, and yet far more, than is required to satisfy the shifting standards of specialized skills. �THE ACADE!\/!!C ORDEFJ39 38/ST. JOHN'S COLLEGE The following table shows the professions or fields of advanced study entered by one or more St. John's graduates; mathematics, philosophy, education, medicine, and theology have attracted the greatest numbers. Archeology Architecture Art Biochemistry Biology Bio-physics Busfriess administration City planning Computer progrnnuning Dentistry Drama & playwriting Economics Education Engineering Geology History History of art I-Estory of science International relations Journalism Languages Law Library science Literature Logistics management Mathematics lv'ledicine !Vieterolcgy Music Nursing Oceanography Philosophy Physics Political science Psychology Public administration Social anthropology Social vvork Sociology Systems analysis Theology Writing Co1Tln-littee for to 11irnsel£ as a cartdidate the He must then subrnit a thes1s on a Instruction Corn:rnittee and stand rnust have sorne the liberal arts. fo~c in the liber.sJ campus. It is lS I\tlathern3tics an_d 1'1atL-i.ral Scv:T1ce. vv,:=eks an.d corlsists of sernina:cs, The serrlin_ars are lTiOdeled on -tl'1ose 0£ fhe are lirnit,2d to abvu_t . stu~de1Tts. The t-t:;Jorials are s1Tto.Her classes devoted to fhe close < St. John's College awards the degree of Master of Arts. The task. tl1e the requirements for this degree are detennined College has set for itself -,cvvho 1-laS co1r~A,. l\!faster's rnay be avvarded to pleted two years of teaching at St ere di t rnay be after tl"lree suxnr11ers. be ta_ken irt any orde~c, l\1ore detailed i:nJormatior-~ and o. separate nlc~y be obtained to t}i_e c:;raduate In_stitlxte r'\J C'V-l T\ lexico 875C1 rr~ay 1 nave a of ti rrt s that an J1 or all of should be vvithhelcl The vvill �40 ST. IOH N'S COLLEGE and 1tlife The College is well aware that physical activities, artistic expression, and light-hearted recreation are necessary complements to an intellectual life and it is committed to providing the facilities, funds, and support needed to make them available. Generally, such activities in Annapolis are under the sponsorship of the Student Polity In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. Since its founding as King Vvilliam's School in 1696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Its population of 50,000 persons is occupied principally with the government of the State and of Anne Arundel County; with the training of midshi pn1en at the United States Naval Academy; with the fish, and oyster industry and the sailing and recreational activities of the Chesapeake and vvith the liberal education of students at St. John's College The CCl!Ttpus of thirty-six acres lies in the Historic District, adjoining Creek, one block from the State House and across the street from Naval The fifteen buildings include 18th century historic homes (now offices, and a clorn1itV1ctorian structures, and 20th century buildings to complement the older buildings There are six student dormitories, offering single and double ro01ns. The community of students has governed itself since 1945 with elected officers and delegates representing each dorrnitory and the The Student Polity called rrteet once a week to hear :cequests froni. students to allocate time and use of facilities such as the student to remind students of their responsibilities to the College and to express student opinion on corn.rnon The Polity maintains a St11de11t Instr11ctio11 Commiftcc to discuss and recomn1encl curriculurn changes. A Studeni Employment Office, initiated and run students, helps to locate off-campus jobs, The Food Committee with the dining hall manager to develop satisdishes for the regular and menus" Since 1968 The Coilegia11, a weekly student newspaper, has provided a second mediurn for expression of opinion to the community as ranges from petty to vital; creative writing and a whole news take up the rest of the space. Students are also welcome to �RESIDENCE &r STUDENT LIFE/43 42/ST. JOHN'S COLLEGE ATHLETIC§ Extracurricular inforand come and go. the curriculum as stuthe classroorn. The year has seen Gerrnan, the I'.J ew Testament, the Thebes), and obUD J. dents' interests overflow small classes Each of three drama stage one or two Guild performs one or two modern Dwarf produce several one-act In 1976-77 these ducedANian for All Seasons, The Tempest, Picnic, and one-act including Riders to the Sea, No Exit, Ile, and I Can'!' Tomorrow. weekend the student film club presents and domestic films - the classics of cinema art. Additional film series, Civilization, The Ascent Man, and The Romantic Rebellion, have been shown during the h1usic is pursued in groups and and instruni.ental ensen1bles train new members and at College events. The College practice rooms and pianos and a music library of scores and Private can be on carnpus or in town. Individual artistic expression needs a time for training and a to work. Perrnanent facilities such as the ari: cerarr1ic woodworking photography and stage floor provide places to develop specific skills. An artist-in-residence teaches classes and coordinates exhibit each spring diswork members of the College Classes in and Parties, an important part of community life where students and tutors meet informally, come in several varieties The Soc1ety of Bacchus rock gatherings mcludCh_ristrnas dances and iazz in the spring, Reality Weekend, begins with student skits and and, after a parade up IVIam Street, a full of picnicking and athletic colTtpi::frt10n. Cultural events on ,'arnpus include Sunday concerts and informal lectures guest speakers. itself offers church of all denominations, synagogues information on student life is available on request), concerts, plays, historic tours, the Naval State 1939, when intercollegiate abolished the intramural flourished. About twoboth rrten ::i.nd in indivteom sports. The Director of and two student assistants events and coordinate use of the which include a well-equipped large tennis courts, ::i.nd a boathouse with a number of sailboats and other small craft. decided to ex-· virt11es of a second carr1pt1s ColJ.ege m Santa Fe fall of 1964 in J\J evv vvluch w2s rnuseurns, and the opera; and historical and ed-ucation at the IrtstihJt:? 0£ I:ndian P:.-rts and the of a.s well as St The cafftpus of 300 acres lies in the southeast corner of the two miles from the historic Santa Fe Plaza and Palace of the Governors. At 2m elevat10n of 7,300 feet, it commands a view CJf three mountain Buildings, constructed in the modified terntorial the include a classroon-1 center / a rnusic artd fin_e arts ministration building, an and 16 srnall student nine for n1en and seven for women. �RESIDENCE & STUDENT LIFE/45 44/ST. JOHN'S COLLEGE The students at St. John's in Santa Fe have consistently chosen not to establish a formal student government. The size of the College and the form of the program are conductive to informal but effective communication, and students prefer to work directly and individually with the administration and faculty when problems or projects arise. Santa Fe students and faculty have initiated a wide variety of extra-curricular activities including the artistic, the academic, and the athletic. Meetings of all kinds take place regularly at St. John's. There are informal discussions of contemporary literature, forums on public concerns, slide shows on art history, poetry readings, informal lec'mres, and language study groups in Russian, German, Spanish, Italian, and Hebrew. In that they engage the mind, these activities are outgrowths of the academic program, but since they open up areas untouched by the curriculum, they broaden the scope of the St. John's expenence. The need for creative expression is met offering classes in drawing, photography, pottery, weaving, ballet, and modern dance. There are excellent facilities and teachers for all of these The St. Film Society, which is run by students, a wide variety of classic, and popular films for the every the films shown Angel, The cus, A Night at and The Trial. Au Verso, the literary magazine of the College, is two or more times a year the Diogenes Club ancl solicits essays, artshort and from students and fa- a:rnateuts for is to sbrn1J_late rn-usical work is for 01chievement crafL Student art year and awards are given and ATHLETICS The Student Activities Office coordinates a volunteer athletic program, offering opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. The College does not yet have a gymnasium, but rooms have been set aside in present buildings for fencing, judo, karate, tai chi chuan, weightlifting, and gymnastics. For much of the year they can be done out-of-doors. St. John's usually has one of the finest fencing teams in the Southwest. Intramural programs in tennis, soccer, volleyball, and badminton are conducted on the College's tennis courts and playing fields. Soccer games are played with other teams in the area. Track and volleyball are available and nearby schools offer the use of their indoor facilities in the winter. Santa Fe's municipal swimming pool is reserved for St. John's one night a week. There is a horse corral on the College's 300-acre campus 2ff1d privileges on a nearby ranch. The adjoining Sangre de Cristo Mountains provide hundreds of square miles of forest and wilderness areas for hiking and camping. The St. John's Search and Rescue unit trains regularly in techniques of first aid, camping, rock climbing, and evacuation. The Santa Fe Ski Basin is only twenty miles from the campus and offers reduced rates to students, who also ni.ay borrow skis, boots and poles from the College. The challenging ski at Taos is two hours away car After the four- to six-month ski season there are organized excursions down the Rio Grande by canoe, and rubber raft vvith overnight camping along the way. �'16/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/47 RELIGIOUS ACTIVITIES The Charter of 1784 established SL as a nonclenorninational institution. In years there were some ties with the Protestant these no exist. The College schedules no services, except the annual baccalaureate service before commencernent. Attendance is in consonance with the Charter. tutors and students in town. It is for extracurricular Bible tutors of the College. FACILITIES FOR STUDEr,JTS The -u·u~h~ Bookstore on each campus has all the books and needs for his classes. It also maintains a stock of of the prograro, and books of more v11thout for an active social life, the on As artd a COil1ITtOn rOOlYt each campus a coifee there are smaller social rooms, students. In mshed. DORrvHTORIES The dorrnitories fcrrn sr£tall cornrilunities shJ_der~-~ tl-i.e to rnake ·-~r-~.~··· !J:nrnaTried sb__~dents not donTtitones and to take The academic and intellectual life of the able fro1Tt the co1rtn1urial life. T1-1e quires the faculty to show respect for the dent, The education of students stands to benefit from the proper blending of tolerance for experiment with a clear announcen1ent and enforcement of rules that articulate social standards. St. College assumes that the students will respect not the enacted rules but the community-accepted canons of decent behavior. In extreme cases, vvhere these canons are flouted, the College may with ·with-· drawal of the offending student. PROPERTY DAfvlAGE frorn tl-te _f-,._ssistar1t Deans to live can offer rto n--;.arried student stu_deni: campus and should allcv.r time for tl:us. :Room is the the Assistant Deans. for rocrns before to rerrLa.1n in residence Students are i1ot vacation on either earn.pus wirrter or Social order and the wellof each student make necessary certain rules of residerlce governing the use of dorrnitories_ Tl-1ese rules have been decided upon by the Dean in consultation V<nth students and the student is informed of and each fall. The rules returning m foil ow differ in details o:n the tvvo cacnpl1ses, the sarne pattern The College provides a housekeeping staff to care for the dormitories. The College inspects the rooms periodically and at the expense of the occupant or any dormitory morn and furniture that have been danl.aged beyond normal vvear and tear. damage to college property is charged to the caution fee of the student or students responsible for the damage, 11-ie College is not for the loss or damage to any student property resulting from fue, or any other cause. INHRIVIARY SERVICE Well-equipped infirmaries are maintained at both campuses, each under the supervision of a College and a College Nurse. A daily medical report is sent to the Assistant De<:ms. A psychiatrist or clinical psychologist is available for consultation. DIJ\HNG HALL The dining hall on each campus is operated a catering service. Resident students are reqmred to eat m the hall. Exernpt1ons for rnedical reasons are granted upon examination and recommendation by the College Physician. �48/ST. JOHN'S COLLEGE Adrnmons The standards by which applicants are selected for St. John's are special, and prospective students find it rewarding to write the essays that constitute an application to the College. People who apply want an education that consists of careful reading and consideration of the most demanding bo9ks; of serious conversation in which they will .. learn to see deeply into others' ideas as well . ::~~:''i·I as '.heir own; an~ of active participation in ..:..,-....~ ~~" theu own educat10n. Education at St. John's is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most who consider St. John's examine themselves carefully before applying so that when they do they are saying to themselves and to the College that they want to engage fully in the life of reason and believe they can take pleasure in it. In writing their application essays, many determine their own appropriateness as St. John's students. Thus, for the most part, they select themselves. Some are rejected, of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine whether an applicant has the necessary preparation and ability to complete the St. John's program satisfactorily. The Admissions Committee on each campus - five tutors and the Director of Admissions - regards the application as being a question from the applicant: "Do you think I am ready to profit from the program of studies at St. John's?" In the essays, applicants are asked to discuss their previous education, experience with books, reasons for choosing St. John's, summer or post-high school experiences, and some particularly valuable experience they have had. A number of optional topics is also suggested. The essays are designed to enable applicants to give a full account of themselves. They can tell the Committee much more than statistical records reveal. Next the Committee considers the applicant's academic achievement and promise. Previous academic records - the secondary school report and college transcript, if there is one - show whether an applicant has the habits of study necessary at St. John's. Letters of reference, particularly those of teachers, are carefully read for indications that the applicant has the maturity, self-discipline, ability, energy, and initiative to succeed in the St. John's program. St. John's attaches less importance to objective test scores than most colleges. No applicant is accepted or rejected because of such scores. On neither campus are the Committee's decisions influenced by the race, religion, sex or national or ethnic origin of an applicant, nor by any other factors unrelated to the work of the College. The ADMISSIONS/49 application asks a minimum of personal data. Need for financial assistance does not affect the Committee's decisions on admission. St. John's has decided to remain a small college. The enrollment in Annapolis is about 375 students, in Santa Fe about 275. The size of each class is limited on each campus. Most freshman classes are about equally divided between men and women. Classes enter in late August and January in Santa Fe, in September and January in Annapolis. New students are enrolled only as freshmen; a fourth or more of each entering class have done one, two, or even three years of college work elsewhere. These students, despite good records at other colleges, relinquish their advanced standing to take part in the St. John's program. Freshmen who enter in January stay on campus the following summer to complete the first year. They can thus graduate a year earlier than if they had postponed their entrance until the following fall. The January class is of particular interest to students who come to St. John's from other colleges, or who have traveled or worked since graduation from high school, or who wish to enter St. John's immediately after the first semester of their senior year of high school. REQUIREMENTS FOR ADMISSION Most applicants have a strong background in academic subjects. Specific academic requirements include two years of algebra, one year of geometry, and two years of a foreign language; additional work in mathematics and foreign language is advised, as well as two or three years of natural science. In addition to the application essays and academic transcripts, applicants must present two letters of reference, including one from a teacher. In exceptional cases certain of these requirements may be waived, or additional information may be requested. SAT or ACT test scores are not required, but may prove helpful. Occasionally St. John's accepts an applicant who is not a secondary school graduate. Such a student must be well qualified to profit from the College program. A campus visit and interview are especially important for such candidates. These students usually wish to enter St. John's following their junior year of high school or in the January immediately after the first semester of their senior year. �ADJ\/IISSIONS/51 50/ST. JOHN'S COLLEGE will be accepted with the understanding that it will be refunded if satisfactory aid cannot be extended. The criteria for admission are the sarne on both CCfff!puses, but the admission processes are different. The of the are outlined below. nevertheless certain to inform made dents planning to forms at the same BOTH Cl:dV:l:PUSJES On inquiry, prospective students receive a statement of the St College progran1; an application for and recommendation forms to be completed the school and the references. Material related to financial aid is also sent, if it has been Because the College welcomes all serious applicants, there is no application fee. Students may apply to either campus, but not to both. Applications later be transferred from one campus to the other if the applicant All should be submitted as in the year as possible; entering fall classes on both campuses are expected to be complete by the end of Applications may be submitted as early as the second semester 0£ eleventh grade. Once an applicant has been notified that lus cepted, he must make a deposit of to secure a ing class. The deposit is applied to the first year's fees. If the class has already been filled by the time the is received, it may be used to secure a place on the waiting list or in the subsequent dass It will be returned on A examination is required of eadt student before registration form for reporting the examination is sent to each student after the $150 deposit is received. THE ANNAPOLIS CAIVIPUS has a policy of rolling admissions: There is no cation However, there are occasional vacancies in th:c because of last minute withdrawals so students who vvish to make application late in the year should consult the Admissions Office for particulars. As soon as possible after the applications essays and porting documents are assembled, the application is reviewed Admissions Comrnittee. The applicant is notified v1rithin two the Committee's decision. Deposits are accepted on a first-come, first-served basis until the entering class is filled. Thus, if an appllcant is notified that the Admissions Committee has approved his application, the deposit must be received to the time the class is filled in order to secure a rn that class. If the applicant is also a candidate for financial aid but has not been advised of an the THE SANTE FE CAMPUS Students who have considered their colleve 0 care and have concluded that the Santa Fe college want to enter above all others may apply under that Decision PlarL with THE SANTA FE EARLY DECISION PLAN Until 15 each year, students n:rny that the Santa Fe car:npus :s their first choice on the Decision certificate. In return, the upon theu tvvo weeks of notification or, if fc,r flnancic.l aid as by March 1. Decis10n candidate who also for financial assisla_nce is assured tltat if -tl--1.e offers to hj1r~ ar1d his li.eed for aid is for the funds available ahead of of receiving the aid tc make enrollfor Decision with later ones . .t'.Jorification of Decision finannal aid awards is on 15. REGULAR ADivHSS~Ohf TO SANTA FE Students viho do not take CArvwus of the Santa Fe adrmssion at any hrn.e up 15. for adrnissiort an.d firla;ci~l aid are 15 will be notified of the decisions to forvvard tDlei1 Date admission to the Santa Fe calTtpus also use the available Hi many schools. Since soute students who still •Niththe College rnay be ma to consider a nurnber of after I·/Iay 15 on a.n mdividual basis and on the recomrnen. . of their schools about the possibility of late tlon should be specifically addressed to the Director of �52/ST. JOHN'S COLLEGE ADMISSIONS/53 INQUIRIES _,,, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Wednesday or from Thursday to Saturday on the Annapolis campus, from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the- visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Persons planning to visit should telephone (301-263-2371 for Annapolis or 505-982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for the visitor will be transportation. He will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings can be located in inexpensive paperback editions in the College Bookstore if a visitor has been unable to locate a copy of the book discussed in seminar. Linens and soap are provided by the College If a visitor arrives weekdays between 9:00 a.nL and 5:00 p.rn., he should go to the Ad1Ttissions Office. Weekends and any day after 5:00 p.m , he should go to the College receptionist. In Annapolis the recephon1st is at the switchboard in Campbell Hall; in Santa Fe, in the Student Center. Inquiries should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (Tel. 301-263-2371), or Santa Fe, New Mexico 87501 (Tel. 505-982-3691) TRAI'<JSPORTATKON st.ould first-hand advance Vvhile on campus the visitor rn.ay attend a seminar on or evemng at 8:00 .m.; attend tutorials in mathematics, language, and visit a be interviev•1ed the Director of Adrru:;sior,s or a member of the Admi:;s1cns Cornm1:t2e, atter,d the forrnal lecture talk with St. and the historic town of or Santa Fe; attend or corlcert; or vvatch students re_rrL Since the se1ninar, the fftOSt of the program, The Baltimore-VVashington International Airport is located miles from An limousine than $5) goes to Annapolis Bus service from the airport is not practical Hourly buses nm between Baltimore and Annapolis and the driver vv-ill let one off at the campEs if he asks. Buses from_ are less and arrive at the Annapolis bus terminal (about six blocks from the College), car one take-s Route 50 front Route 2 from Baltimore. A lin;_ous1ne sennce frorn the Albuquerque airport to Santa Fe also is available. Called the "Shuttle-jack," it leaves the airport seven and costs 00 one way Greyhound and Contmental bus lines Santa Fe. Amtrak stops at Lamy, J'-,T.M., rrnles and taxi service is available to town. Upon at the bus station or at one of the Santa Fe hotels, the easiest~ way to get to the campus is by taxi �54/ST. JOHN'S COLLEGE FEES & FINANCIAL A!D/55 and_ The College believes that ants should not be denied nttend SL College because finances. St John's therefore maintains a fi nancial aid program to assist eligible students to the extent possible within the limits of College's resources A The following principles underlie SL 1. The for lies ~Arlticl-t cornb1n_es one or rnore for1T1s of aid that contricortsists of Ct and an educational loan. 5 The total arnvu_nt of £inancia.1 aid tl-i_e offers a student aid is not stu each year wish to be considered for aid 7~ aid awards are rnade in ;;1cccrd.a!_1-Ce \.N1th the sions of Title VI of the Civil Education Amend:;nents of crimination on the basis of race, sex, B. The for Federal program described in section D below. The Service's Financial Aid Form enables candiates to indicate wish to for a BEOG. Students should so indicate !<Jo financial aid a·ward will be made the College unhl for the BEOG has been ~=~•w•~ 4. As of the for financial aid, of depenwho claim self-supporting status of their 1977 Income Tax Return. Self-supporting are required to meet the Federal definition of independence and have an affidavit of nonsupport on file in the Financial Aid Office. This form will be mailed to or guardians upon of the Financial Aid Form the applicant is claiming self-supporting status. ii 1s as follovJs: 1 for can o btmn the Adrnission' s office Financial Aid Form with California. sent a. detailed account of the be obtained from either Office at St. 3. Candidates for financial aid from the College fflust first establish their for the Basic Educational �56/ST. JOHN'S COLLEGE 6. Residents of Connecticut, the District of Columbia, Massachusetts, New Jersey, Pennsylvania, Rhode Island, and yermont must for a State scholarship. Residents of Maryland and New Mexico, applying to or attending Annapolis and Santa Fe respectively, apply for the Maryland State Scholarship or the New Mexico Student Incentive Grant. 7. An applicant who has previously attended an institution of higher education provides a Financial Aid Transcnpt from that institution. Financial Aid Transcripts can be obtained from the Financial Aid Office. 8. Students applying for and receiving financial aid from St. John's are required to notify the Financial Aid Office ~f any scholarships, loans, grants, gifts, employnwnt, or other nnancial benefits for which they become eligible; any change m their or their family's financial stituation; and changes of name, marital status, and address. C. Following are the deadlines and notification dates for financial aid: Prosvechve students planning to apply for financial aid should advi~e the College of that intent as early as poss1ble. The College's financial aid applicahon may be submitted to the Financial Aid Office to the application for adrrnss10n. The College Scholarship Service's Financial Aid Form should be filed with the CSS as soon as 2 of the year or for entrance as soon as the year the candidate wishes to EARLY DECISION CANDIDATES (Santa Fe only) Students planning to apply for admission and financial aid under the Early Decision Plan should subrnit the College's for £in_ancial aid at the earliest rr1onlent Tl-1_e necessary CSS 1978-79 Financial Aid Form -will be available fron.:-i. schools or from the College on December 1, 197'7, but cannot be with the College Scholarship Service until after 2, 1978. therefore vital that Decision financial aid themselves m ample tirne for the College to Financial Aid Form as soon as it is available. REGULAR CAr·-JDIDATES (Santa Fe Although regular candidates may submit their admission at any tin:te, the deadline which must selves as candidates for assistance by FEES & FINANCIAL AID/57 for financial aid is March 1, 1978. Beginning on December 1, 1977, the College will provide the necessary 1978-79 Financial Aid Form, which should be completed and filed with the College Scholarship Service on 2, 1978, or as soon thereafter as possible. Students all of whose financial credentials are received by the Student Aid Office prior to the March 1 deadline will be notified of the decision on their aid application on April 15. Students whose applications for financial aid are received after March 1 will not be denied consideration for assistance, but the availability of funds for them cannot be guaranteed. FRESHMEN CANDIDATES (Annapolis Only) Although the Annapolis campus has no deadline for of financial aid applications, candidates for admission who are in need of financial assistance should indicate that need as soon as possible. The Financial Aid Form/BEOG should be filed -with the College Scholarship Service as soon after January 2 as possible. Likewise, the St. John's Financial Aid Application should be filed with the Financial Aid Office as soon as possible after its receipt the candidate so that applicants can be notified of the decision on their for financial aid ~within a few after have been for admission. Applicants should note also that the earlier an aid application is received, the better the chance that their financial need can be fully met. Candidates for admission after March 1 for financial aid have a significantly lower chance receiving all the funds for which they are eligible than those applying early. RETURNING STUDENTS are due by l\1arch 1, 1978, from enrolled students who are returning to the College and reapplying for financial or are applying for financ1al aid for the first time. Beginning on December 1, 1977, the Financial Aid Office will provide the 1978-79 Financial Aid vvhich should be completed and with the College Service on January 2, 1978, or as soon thereafter as whose financial aid credentials are received by Financial Aid Office prior to the March 1 deadline will be notified of the decision on their application on April 1. Applications completed after March 1 will not be considered until awards have been made for applications completed before the deadline. Awards based on applications completed after the deadline will not be rn.ailed until after April 15. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availability of funds for them cannot be guaranteed �FEES & FINANCIAL AID/59 58/ST JOHN'S COLLEGE are available frorn O, Funds for financial aid awards frorn the the sources: ST, frOlTl its Funds for its resources and all awards OVJfl cf financial need NATIOJ\JAL MERIT Merit for hnalists Finalists -who list SL Colas thei;: first cJ-,01ce and v1rw have been for the VVinners are cf'tose11 fina:ncial need., _h._;1;Iards N ahonal Nierit av1ards aid each year BASI<= EDUCATIONAL ta:nce to those to atter:_d a .r • rra-11 1-c ~r~ ~1r-tPrrler1 to bp thP fi1st forrr1 or ass1stan_ce _,__; ,_._ ·~ l-~- ~l_;\T"",··.:-_-i~·, at.her forrns 0£ and 1TL3-Y be -rneet a st·1J. denfs GraLt,. and tl-1,e a:cnoun:: financial resources of the of this gra.rn is \.._jj_ J __ l ..... -- ass1sBasic ---- No NATIONAL DIRECT STUDENT LOAN (NDSL) These loans are made by the College directly to students funds provided, for the most part, the Federal Government. maximum loan for four years of undergraduate study for the first baccalaureate degree is $5000. No interest accrues and no payment is required while the borrower is enrolled at the College. Repayment begins nine months after the borrower terminates attendance at the College. There is provision for deferment if the borrower returns to at least half-time study at another institution" Depending on the total loan commitment, the may e;<tend over as many as ten years, FEDERALLY INSURED/GUARANTEED STUDH..JT LOAN These prog1ams enable a student to borrow directly from a credit union, savings and loan association, or other participating lender who is to make the educational loan. The loan is guaranteed by a State or a private non-profit or insured the Federal Governrnent, Any student whose income is less than $2.5,000 per or vvho demonstrates the financial need is eligible for one of these up to $2500 per rnost lending inshtuhons and State agencies lirn.it to $1500 academic year. No interest accrues and no the borrcwer is enrolled at the the borrower terminates attendance for deferment of payment if the borrovver returns to full-time another institution" Depending on the total loan commitment repayrrlent lnay extend o·\rer as n~lany as ten years. Insured/Guaranteed Student Loan and for financial aid any of these specific sources. All these considered in up the College's fi- { avlctrds SEOG's to stttdents each year. ~fli_ese finan~ial l"f.eed fresl-nTten ::lnd e:ru:olled to studen.ts -v.Jflo hc.i-,J-e ex- nancial aid av/ards. 1977°78 STUDENT BUDGET FALL FRESHMEN Loci.nf and COLLEGE WORK STUDY Santa Fe Annapolis dependent/independent $4000 $4000 175 175 625 625 850 850 50 50 500 540 415 Tuition Books Room Board Caution Fee 1 Personal Expenses Transportation 2 dependenUindependent $4000 $4000 150 150 625 625 850 850 50 50 500 600 �60/ST. JOHN'S COLLEGE FEES & FINANCIAL AID/61 SPRING FRESHMEN dependent/independent $3600 $3600 175 175 563 563 577 557 50 50 425 400 415 1 age to or loss of College property, and other minor . This fee must be at the full amount at registration each semester. If unused it is refunded on request at the end of the academic year or when a student leaves the College. Current installments of fees for tuition, room, and board are not refundable unless a student must withdraw for medical reasons. If a student has paid his fees in advance for either semester and withdraws .from the College before the semester begins, the advance payment is refunded, less the $100 deposit, regardless of the cause of withdrawal. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents, There is a fee of $5 for late registration for each semester. The cost of books is about $100 a year. Class copies of many of the program books are available in the College Santa Fe Annapolis Tuition Books Room Board Caution Fee 1 Personal Expenses Transportation dependent/independent $3600 $3600 150 150 513 513 50 400 50 L175 Freshmen only, covers breakage and is refundable. The Annapolis transportation allowance for dependent students is the cost of two round trip air fares to the major city closest to their homes to a maximum of $784 for distances greater than 400 miles; the transportation allowance for distances less than 400 miles is 10\l per mile. Santa Fe transportation allowance for all students is the cost of two round trip air fares to the closest maior city for non-New Mexico residents who are allowed two round trip bus fares; if a student has an automobile the transportation allowance is $375 per academic year. 2 3 Undetermined as of time of publication. BILLING AND DEPOSITS Billing is done prior to each semester. The total for the year may be paid at the first billing, or may be made in equ.al parts at each of the semester billings, or in monthly installmen'cs that may be spread over as much as seven years. First semester fees for freshmen are due on or before August 1. Those who wish to use the installment plan should inquire of the Treasurer about tuition loan plans available. Students with outstanding debts to the College may not register for classes at the beginning of the second and subsequent semesters unless they have made appropriate arrangements with the Treasurer. Since determinations affecting students, faculty, facilities must be m.acle vvell in advance of the academic year, the College must know in register in September. A deposit of on year is therefore due on or before the first pective sophomores, juniors, and seniors. guarantees a student a place in the class. If the may have to be placed on a waiting list. The in case of vvithdrawal due to ill health, dismissal, or (in the case of prospective to enable. If the student should decide not to enroll in the year for which he rnade the deposit, the deposit is forfeited, and he must make a new deposit to secure his place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the college Treasurer at the earliest date to make suitable arrangements. Each student is to rnake a deposit of $50, called the caution fee, which is subiect to charges for breakage, dam- Veterans and social recipients qualified to receive educational benefits through the Veterans Administration may arrange with the Treasurer's Office a schedule for the payment of fees. These arrangements must be made to the beginning of the academic year and after the veteran has received proper certification from the Veterans Administration. In with Federal and State regulations, St. John's has a set of on minirnum standards of progress for veterans enrolled at the College. 1. St. John's will to the Veterans within 30 all incidences of official termination or change of status that would affect benefits 2, Minimum acceptable of a C average is expected. If a stu.dent falls below th1s and/or his tutors think there is a serious academic problem, don mg committee will recommend a consultation with the Dean who rnay ask the student to leave the College or may him on academic probation. that and counseling is available. to tvvo semesters of lilus.t be re~ to the V.A A third semester of certification may not be granted for V.A benefits without of a V.A psychologist. 3. V.A. that be given for all courses undertaken and that all grades be considered in arriving at a average. Should a V.A. enrolled student withdraw from any course at subsequent to the rnidterm point of any semester, a grade will be assigned. Ll ohn's will to the VA. when a studeni: has not success- % of the credits 5 will inform students on V.A benefits of this new on minimum standards of progress. �"' CJ) L ~" I ~ ~ l"'fj o=: r~=~ TENNIS COURTS 0 ~ n ~ :::=============~~ z PLAhlETARIUM " 00 ~ McKE:LOtf'.l ~ ~ m ;;; ~ ~ - ~ !'l.l :::i ti. ~ ]{\ HEATING • . ~ PLAHT ~· \c ST. JOHN'S STREET If "'==· ti_THLETIC CEf'<ITER ro ~ / / / ]"1· '\ Legend ~~xis\1ng ~future Admiss1oru Ofr!ce �641ST. JOHN'S COLLEGE BOARD/65 BOARD GOVERNORS BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER]., and CHARLES VAN DOREN: How To Rend a Book, Simon and Schuster, 1972. ADLER, MORTIMER J., and MIL TON MA YER: T/1e Pevol11tio11 in Edurntio11, The University of Chicilgo Press, 1958. AMERICAN LIBRARY ASSOCIATION: Clnssics of the Western World, with forewords by john Erskine and Everett Dean Martin, 1944. BARZ UN, JACQUES: The Amcricn11 University, Harper and Row, 1970. Trnc/1er in A111erirn, Little, Brown and Co., Boston, 1945. OFHCERS Chairman Alexander K. McLanahan Vice Chairmen J\/Irs. George S. Roudebush Dr. Thomas B. Turner BELL, DANIEL: The Refor111i11g of Gc11crnl Education, Columbia University Press, 1966. Secretary Jerome LaPides BESTOR, ARTHUR E.: Educntiouol Wnstc/nuds, The University of lllinois Press, Urbana, 1953. T/1e Pcston1tiou of Lrnmiug, Knopf, 1955. BRUNER, JEROME S.: The Process of Educntiou, Harvard University Press, 1960. HONORARY MEi\IIBERS BUCHANAN, SCOTT: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. ERSKINE, JOHN: Niy Life as n Teacher, J.B. Lippincott Co, 1948. GOLDWIN, ROBERT A. (Editor): Higher Education and Modern Democracy, Rand McNally and Co., 1967. HARV ARD COMMITTEE REPORT: Gen em I Education Cambridge, Massachusetts, 1945. i11 a Free Societt1, The• University, HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. Tile Higher Learning in A111cricn, Yale University Press, 1936. The Lcnrni11g Society, Praeger, 1968. No Friendli; Voice, Greenwood, 1936. Tiu U11ivci·sity of Utopia, University of Chicago Press, 1953. MARITAIN, JACQUES: Ed11catiou at the Crossroads, Yale University Press, 1943. l\/fEIKLEJOHN, ALEXANDER: Education Bclwern Two Worlds, Harper and Brothers, 1942 NEWMAN, JOHN HENRY: The Iden of n University, Image Books, 1959. .RICHARDS, I. A: How to Read a Poge, W VV. Norton, 1942. TUSSMAN, JOSEPH: Experiment at Berkeley, Oxford University Press, 1969. VAN DOREN, MARK: Liberal Ed11cni1011, Henry Holt and Co., 1943. Douglas H. Gordon john Gaw !V[eern Mrs. Duane L. Peterson Mrs. Hany R. Slack, Jr. Mrs. L. Corrin Strong Miss Mary Gallagher Washington, DC Mrs. George S. Roudebush St. Louis, MO Judge B.C. Hernandez Albuquerque, NM Charles H. Watts McLean, VA Jerome LaPides Annapolis, MD Arnold Wells New York, NY Alexander K. McLanahan Houston, TX D. Robert Yarnall, Jr. Philadelphia, PA John S. Robson Chicago, IL William W. Simmons Severna Park, MD A. Paul Thompson Des Moines, IA Dr. TI1omas B. Turner Baltimore, MD MEMBERS EX OFFICIO Term Expiring 1980 Mrs. Bernard Cornbemale Winthrop, ME Mrs. Lowell R. Ditzen Washington, DC Dr. David Dobreer Los Angeles, CA Term Expinng 1979 Stephen L. Feinberg El Paso, TX Miss Sharon Bishop vVashington, DC . Richard M. Burdge Philadelphia ' PA Miss Harriet C. Higgins New York, NY Donald R. Kirby Sandia Park, NM Jack M. Campbell Santa Fe, NM Francis S. Mason, Jr. New York, NY James R. Donnelley Chicago, IL Mrs. Carleton Mitchell Annapolis, MD Adolph W. Schmidt Ligonier, PA Mrs. Walter B. Driscoll Santa Fe, NM Edward J. Dwyer Gwynedd Valley, PA Ahrnet Ertegun New York, NY Walter F. Evers Cleveland, OH john T. Harrison, Jr. Stamford, CT Dr. W. Bernard Fleischmann New York, NY Daniel T. Kelly, Jr Santa Fe, NM Karl Van Tassel Lake Forest, IL James H. Frame Los Altos Hills, CA Julius Rosenberg Annapolis, MD Dr. Dalton !VI. Welty Hagerstown, MD The Governor of Maryland The Governor of !\Jew Mexico The President of the College The Dean of Annapolis The Dean of Santa Fe ~h e \!. l ice p res1· d ent of Annapolis The Vice President of Santa Fe Term Expiring 1978 Victor G. Bloede New York, NY Theodore H. Smyth Santa Barbara, CA Eugene V. Thaw New York, NY �66/ST. JOHN'S COLLEGE FACULTY/67 Bert Thoms TUTORS President Richard Daniel B.A., 1931, M.A., 1937, Ph.D. in American Diplomatic History, 1939, Yale University; LLD , 1957, Washington College, 1958, LaSalle College, ·1960, Wabash College, 1965, College of Notre Dame in Maryland, 1969, The Colorado College; L.H.D., 1970, Bard College, 1972, St. Francis College; Litt.D., 1975, St. Mary's College of Maryland; Instructor Yali Union Middle School, Changsha, China, 1931-33; Executive Secretary, Yalein-China Association, 1934-38; Instructor in History, International Relations and Econornics, Carleton College, 1939-42; active duty with the Army Air Corps, 1942-45; Documents Officer, Far Eastern Co1nmission, and Executive Officer, Office of Far Eastern Affairs, Department of State, 1945-49; President, St. John's College; 1949-; ViceChairman, Maryland Hall of Records Commission, 1952-; Chairman, Commission on Liberal Education, Association of Arnerican Colleges, 1955-57, Treasurer, 1963-66, Vice-Chairman, 1966-67, Chairman, 1967-68; Board of Education of Anne Arundel County, l\ilember, 1951-63, President, 1958-62; President, Maryland Association of Boards of Education, 1961-62; Vice-Chairman, Independent College Funds of America, 1967-68; Chairman, Maryland Commission on the Capital City, 1967-77; President, Board of Trustees, The School, 1972-74; Trustee, Yale-China Association; Trustee, St. Mary's College of AN:N~APOUS Dean of the Edward Grcrnt B.A., Harvard College, 1951, LL.B, Harvard Law School, 1954; 1\/1.A, Teachers Colum.bia Unive:;:sity, 1957; Tutor, St. John's College, Annapolis, 1957-, J\ddison Mullikin Tutorship, 1971-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1964-66; Dean, 1977-. \/Vinfree BA , 1934, M.A., 1935, University of Virginia; M Div .. Virginia Theological Seminary, 1938; Ph.D, University of Virginid, 1948; Student at the Institut C1tholique de Paris, 1951-52; Deacon-in-charge, 1938-39, Rector, 1939-41, St Paul's Church, Ivy Depot, Virginia; Tutor, St. john's College, 1941-, Assistant Dean, 1947, Addison E. Mullikin Tutorship, 1959-; Acting Directc:.r, =ntegrated Liberal J.\rts Cui-riculufft, St. lvlary's College, California, 1966-67. P, IVIcGra·di. 13.A., 1934, Diplorna in Education, 1935; University of Liverpool; Language Instructor. London County Council, and Language Studies at Universities of Liverpool, London, Faris, Dijon, 1936-40; Armed Forces, 19,l0-46; Language Instructor, London County Council, 1946-47, Visiting Professor, University of Puerto Rico, 1960; Tutor, St. John's College, Annapolis, 1948-, Addison E. Mullikin Tutorship, 1968-. Curtis A. VVilsorl B.A, University of California, Los Angeles, 1945; MA., 1946, Ph.D, 1952, Columbia University; Tutor, St. John's College, Annapolis, 1948-64, 1973-, Santa Fe, 1964-66; Dean, Annapolis, 1958-62, 1973-77; Visiting Research Fellow, Birkbeck College, University of London, 1962-63; Visiting Associate Professor, 1966-68, Professor, 1968-73, University of California, San Corresponding Member, Academie Internationale cl' Historiedes Sciences, 1971-; W Mellon Tutorship, 1974-; Sabbatical Leave, 1977-78 B_.A .. M.A., George Washington University, 1947; Ph.D., The Johns Hopkins University, ,1950; Associate in Philosophy, George Washington University, 1947--49; Tutor, St. Johns College, Annilpolrs, 1949-54, 1969-; Assistant Professor of Philosophy, Reed College, 1954-55; Chairman, Department of Philosophy, V\Tashineton and Jefferson "allege 0 · 1955-69; Andrew W Mellon Tutorship, 1974-. ~ ' Barbara Hopkins Leonard BA., Oberlin College, 1937; MS., 1941, Ph.D., 1948, The Universitv of Rochester· Assistant in Zoology, Oberlin College, 1936-38; Oberlin College Scholar,' Marine Biolog' 1cal Laboratory, Woods Hole, fvfassachusetts, 1937; Histoloeical Technician Department of Pathology, Yale Medical School, 1938-39;. Graduat~., Scholar in Biol,ogy, The Umv_ers1ty of Roc_hescer, 1940-41, Graduate Teaching Assistant in Biology, 1941-44; V1s1tmg Lecturer rn Zoology, Oberlin College, 1944-45; Instructor in Zoology, Smith College, 1945-51; Sm1th College Scholar, Marine Biological Laboratory, Woods Hole, Massachusetts, 1949; Tutor and Assistant Dean, St. John's College, Annapolis, 1951-, Arthur de Talma Valk Tutorship, 1968-; Fulbright Lecturer and Honorary ·Professor of Zoology, Lady Doak College and American College, Madurai, South India, 1962-63. Douglas Allanbrook Boston University, 1938; Brown Urnversity, 1939-41; University of Florence, 1946; B.A, Harvard College'. 1948; Active duty, United States Anny, 1942-45; Traveling Fellow, ~arvard Umversity, 1948-50; Pupil of Nadia Boulanger, Paris, 1948-50; Fulbright Fellow Ill ~taly Conservatono San Pietro a Ma1ella, Pupil of Ruggiero Gerlin in Harpsicord ana Early Keyboard Musrc, 1950-52; Teacher of Composition and Theory, Peaboclv ~onse;-~atory, 1955-57; Tutor, St. John's College, Annapolis, 1952-; Member, Corpora'non or fad.do, Saratoga Sprmgs, New York, 1971. M. Tolbert B.A., 1935, M.A., 1937, Emory University; Ph.D., University of Texas, 1950; Teachino Fellow in English, Emory University, 1935-36; Teaching Fellow in English, University of TeJ'.as, l938-42; Instructor in English, Tulane University, 1942; Military Service, 1942-46; l~suuctorm Ei~g~sh, Umversity of Texas, 1946-50; Teaching Intern, St. John's College, Annapolis, l95e>-'.J5, Director of Adm1ss10ns and futor, 1955-71; Addison E. Mullikin Tulorship, 1971·. · Eva T I-I. Brann B.A, Brooklyn College, 1950; ]\I[ A, 1951, PhD, 1956, Yale Universitv; Fellow of the An1erican l\Ju.n1isn1a.tic Society, Sun1111er, 1952; Fellovv of the f\.n1erican Sch.ool of Classi~ cal Studies at Athens, 1952-53; i'!lember of the staff of the American Agora Excavations ct ;\thens ~s Sibley Fellow of Phi Bet;:; Kappa; Instructor in Archeology, Stanford. University, l9:o6·57; j\J!ernber, lnshtutc for Advanced Study, Princeton, 1953-59; !Vfernber. ~.S. ,Adv1~ory Con1111iss~on for International Education and Cultural Aff<lirs; Tutor, St. Johns College, Annapolis, l957-, Addison E. Mullikin Tutorship, 1971-; Fellow, V\loodrow Wilson International Center for Scholars, 1976-77 DuVal Jacobsen B.A., St. John's College, Annapolis, 1942; farmer and carpenter, 1942-57; Tutor c.nd Director of Athletics, St. John's College, Annapolis, 1958-. Edward 1'/falcolm Bi'\.' 1953, M.A, 1956, University of Virginia; Instructor in Mathematics, University of Vng1ma, 1955-58; Tutor, St. John's College, Annapolis, 1958-; Andrew W. Mellon Tutorship, 1972-. . Thomas J B.A, Sl. Mary's College, California, 1952, M.A., Universite Laval at Quebec 1953· Ph.D, Cornell University, 1960; Tutor, St. John's College, Annapolis, 1959-64,' 1976-: Santa Fe, 1959-64; Vice-President for Academic Affairs, 1971-74, Associate Professor, 1974-76, St. Mary's College. �FACULTY/69 68/ST. JOHN'S COLLEGE Beate Ruhm von Oppen B.A., University of Birmingham, England, 1939; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal Institute of International Affairs, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Project of the Committee for the Study of War Documents of the Americ:an Historical Association, 1959-60; Tutor, St. John's College, Annapolis, 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History, Smith College, 1963-64, University of Massachusetts, 1964-65; Member, Institute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71. Laurence Berns B.A., 1950, Ph.D., 1957, The University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, The University of Chicago, 1956-59; Tutor, St. John's College, Annapolis, 1960-; Andrew W. Mellon Tutorship, 1972-; Associate Professor of Philosophy, Rosary College, 1966-67 (Leave of absence); Associate, Clare Hall, Cambridge University, 1971-72. Samuel S. Kutler B.A., St. John's College, 1954; Graduate study, American University, 1955-61; Assistant Mathematician, 1954, Associate Mathematician, 1957, Mathematician, 1961, The Johns Hopkins University Applied Physics Laboratory; Instructor, American University, 1960; Visiting tutor, St. John's College, Annapolis, 1960, Tutor, 1961-; Andrew W. Mellon Tutorship, 1972-. Michael S. Littleton B.S., 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Foundation, 1960; S.T.M., Union Theological Seminary, 1967; United States Navy, 1955-57; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Robert B. Williamson B.A., 1955, M.A., 1957, Ph.D., 1967, The University of Virginia; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Elliott Zuckerman B.A., 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea Fellow in Modern European History, 1954-55, Lecturer in History, 1956-61, Columbia University; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Director, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, April-June, 1973, Andrew W. Mellon Tutorship, 1974-; Associate of Clare Hall, Cambridge University, 1970-71. Joseph P. Cohen B.A., St. John's College, Annapolis, 1956; J.D., University of Maryland Law School, 1976; Department of Philosophy, The University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, The University of Chicago, 1960-62; Tutor, -St. John's College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72. John Sarkissian The University of Chicago, 1939-41; U.S. Army, 1942-46 (Princeton University, 1943, A.S.T.P.); B.S., M.S., University of Illinois, 1946-48; The University of Chicago, 1948-54; Instructor, Biological and Physical Sciences, Pestalozzi-Froebel Teachers College, Chicago, 1948-53; Instructor, University of Indiana, 1948-50; Traveling Fellow and Research Associate, Institute of Human Heredity, University of Bologna, Italy, 1955-56; Instructor in Biological Sciences, Chicago City College, 1956-58; Instructor, Biological Science, University of Illinois, 1958-62; Tutor, St. John's College, Annapolis, 1963-. David H. Stephenson B.A., Columbia College, 1958; Columbia University, 1960; New York State Teaching Fellowship, 1958-60; Director of Men's Chorus, New York Association for the Blind 1959-62; Music Instructor, Riverdale Country Day School, 1960-61; Chorus Director'. Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y. Crowell Company, 1961-63; Tutor, St. John's College, 1963-. Robert Louis Spaeth B.?., _St. John's University, Minnesota, 1959; Graduate study in physics, University of Illmo1s, 1959-60; Graduate study in mathematics, University of Wisconsin, 1961-62; Umted States Army Signal Corps, 1954-56; Teacher, Cathedral High School, St. Cloud, Minnesota, 1960-61; Mathematics Writer, Educational Research Council of Greater Cleveland, 1962-63; Tutor, St. John's College, Annapolis, 1963-; Assistant Dean, 1966-71, Director of the Summer Program, 1969, 1970, 1975, Co-Director of Admissions, 1974-75; Assistant Director of the Graduate Institute in Liberal Education Santa Fe 1974-75; Director, The Graduate Institute in Liberal Education, 1975-77; Alde;man of th~ City of Annapolis, 1969-73; Member of the Anne Arundel County Democratic State Central Committee, 1970-73; Fellow of the Institute for Ecumenical and Cultural Research, Collegeville, Minnesota, 1973-74; Visiting Professor, St. John's University, Minnesota, 1977-78. Louis N. Kurs Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; M.S., The University of Chicago, 1948; Teaching Assistant in the College and Department of Geology,_ The University of Chicago, 1948-49; Instructor in Physical Science and Geology, Wnght Jumor College, 1949-51; Supervisory Staff, Steel Production Division, S_outh Works, United States Steel Corporation, 1951-54; Instructor in Geology, University of Illmms, Chicago, 1954-64; National Science Foundation Science Faculty Fellowship,_ The University of Chicago, 1961-62; Tutor, St. John's College, Annapolis, 1964-; Vis1tmg Lecturer, Department of Hydrology and Water Resources, University of Anzona, 1973-74. Benjamin Charles Milner, Jr. B.A., Emory University, 1949; B.D., Columbia Theological Seminary, 1955; Ph.D., Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature, and Interpretation, 1959-62, Assistant Professor, 1963-65, Wellesley College; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1977-78. Geoffrey Comber Diploma in Education, University of London, 1953; A.R.C.M., Royal College of Music, 1954; M.A., Ohio State University, 1957; Fulbright Scholar, 1955; Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Philosoph_y, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontano, 1964; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Liberal Education, Santa Fe, 1970-74; Director. of Adult Education, 1968-74, 1975-, Director of Summer Program, 1974, 1976, Associate Director, The Graduate Institute in Liberal Education Annapolis 1977-. ' ' George Doskow B.A., _Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut; Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St. John's College, Annapolis, 1965-. �FACTJLTY/71 70/ST JOHN'S COLLEGE Howard J. Leon Kass Fisher B.A., University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, 1964-65; Tutor, St. John's College, Annapolis, 1965-, Tutor, The Graduate Institute in Liberal Education, Santa Fe, 1971-72. S B;'. The University of Chicago, 1958; lvl;,D , The University of Chicago Medical School, 1962, Ph.D., Harvard Urnvers1ty. 1967; rellow, Gug<'enheim Foundation 197? Ti 'o St. John's College, Annapolis, 1972-; Leave of Abse;ce, 1976-. ' _, J.< r, Brother S. David Edward Starr F.S.C. B.A, St. Mary's College; Ph.L., Ph.D., Universite Laval, Quebec; Visiting Tutor, St. John's College, Annapolis, 1966-67, Tutor, 1972-. Gisela Berns Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen 1, University of Heidelberg, 1963; Fellow of Deutscher Akademischer Austauschdienst, University of Florence, 1963-64; Ph.D., University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St. John's College, Annapolis, 1967-. I'\Ticholas Ivfaistrellis B.S., Bates College, 1962; Departrnent of History of Science, 1962-67, Teaching Assistant, 1962-66, University Fellow, 1966-67, University of Wisconsin; Tutor, St. John's College, Annapolis, 1967-. L. Golding B.A., University of Omaha, 1954; !Vl.S., Northwestern University, 1958; National Science Foundation Fellow, 1954-55; Instructor in Chemistry, DePauw University, 1958-63; National Science Foundation Science Faculty Fellow, Purdue University, 1963-64; Member of the Faculty, 196Li-68; Chairman, Natural Science Area, 1967, Director of Shimer College in Oxford, 1967-68, Shimer College; Tutor, St. John's College, Annapolis, 1968-. Flaum en.haft B.A , 1960, tvl.A., 1962, The University of Chicago; Woodrow Wilson Fellow, Harvard University, 1960-61; Graduate study, The University of Chicago, 1961-65; Lecturer in the Liberal Arts, The University of Chicago, 1965-66; Lecturer in Political Science, Roosevelt University, 1965; Instructor in Government, \Nheaton College, Massachusetts, 1966-68; Tutor, St. John's College, Annapolis, 1968-, Sabbatical Leave, 1977-78. A. Williarnson B.A., G~rdon College, 1962; M.A., 1966, Ph.D., 1972, Boston University; Graduate Assistan, m Philosophy, Boston University, 1963-64; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor in Philosophy, University of Rhode Island, 1966-71; Tutor, St. John's College, Annapolis, 1972-. Leo F. Raclitsa B.A., Harvard .college, 1.956; University Scholar, 1960-61, University Fellow, 1961-62, MA., Columbia Urnvers1ty, 1962; President's Fellow, 1962-63; Fulbright, University of Mumch, 1964-65; Berlm, 1965; Instructor, New York University, Washington Square C.ollege',1965-68, Assistant Professor, 1968; Ph.D., Columbia University, 1969; Tutor, Sr. Johns College, Annapolis, 1973-; Fellow, Hoover Institution on War, Peace, and Revolut10n, Stanford, California, 1977-78. Reed Woodhouse B.A., Kenyon College, 1970; B.A., Oxon., 1973; Association of Episcopal Colleges Scho1~,70-73; Tutor, St. John's. CoUege, Annapolis, 1973-; Rockefell~r (Lichtenberger) u1al i ear Fellovv, Episcopal Divinity School, 1975-76. !,'.'r, Alan Harvey Dorfman ~.A., St. John's College, Annapolis, _1963; M.A., The Johns Hopkins University, 1968; ~aconsville _Community College, Mach Engmeenng Div1s10n, 1968-74; Instructor, University of J\/!aryland School of Pharmacy, 1970-74; Tutor, St John's College Annapolis 1974-. ' ' D3.vid Bolotin BA, Corne!} University, .1966; Gr':duate student, The University of Chicago, 1966-68; Ph.D., New fork Umversny, 1974; Yale Urnvers1ty Lecturer in Classics, 1971-73; 1Nocdro~v Wilson.· Fellow, 1966-2,7; The Uni~ersity of Chicago Humanities Fellowship, 1906-68, ]'\)ational Defense bducat10n Acr Fellow, 1968-71; Tutor, St. John's Co!lP"e Annapolis, 1974-. ·- 0 ' Deborah Schwartz Renaut B.S., St. John's College, Annapolis, 1968; )\/LA., The Johns Hopkins University, 1971; M.S., Georgetown University, 1974; Tutor, St. John's College, Annapolis, 1974-. B.A., The Johns Hopkins University, 1961; Ph.D , University of Maryland, 1968; Assistant Astrnnomer, Institute for Astronomy, University of Hawaii, 1967-69; Tutor, St. John's College, Annapolis, 1969-; Assistant Dean, 1974-; Smithsonian Fellow, 1977-78. Saul Benjarnin Wye Jamison Allan.brook A.B., Kenyon College, 1970, BA, M.A, o),ford University, 1972; Tutor, St. John's, Annapolis, 1974-. B.A., Vassar College, 1964; IV!.A , Stanford University, 1965; Ph.O , Stanford University, 1974; Woodrow Wilson Fellowship, 1964-65; Teaching Assistant in Music, Stanford University, 1967-69; Tutor, St. John's College, Annapolis, 1969-. Willian1 VI O'Grady, Jr A.B., University of Notre Dame, 1966; M.A., 1968, Ph.D, 1970, The University of Chicago; Woodrow Wilson Fellow, 1966-67, Danforth Fellow, 1966-70, Humanities Fellow, 1967-70, The University of Chicago; Tutor, St. John's College, Anna.polis, 1970-. John F White B.A, St. John's College, Annapolis, 1965; M.A., The New School for Social Research, 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John's College, Annapolis, 1971-. Sachs BA., St. John's College, Annapolis, 1968; Graduate student, The New School for Social Researci;; New York, 1:71-73, M.A.. Pennsylvania State Uni_versity, 1975; Teaching assistant, l ennsylvama S,ate Umvers1ty, 1973-74; Tutor, St. john's College, Annapolis, 1975-. Kass A.B., The University of Chicago, 1962; M.A., Brandeis University, 1964; Ph.D., The Jo,hns Hopkins University, 1973; Tutor, St. John's College, Annapolis, 1975-. Leave of Aosence, 1976-. - �72/ST. JOHN'S COLLEGE Michael Comenetz FACULTY/73 SANTA FE B.A., The Johns Hopkins University, 1965; M.A., Brandeis University, 1967; Ph.D., Brandeis University, 1972; Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John's, Annapolis, 1975-. Chaninah Maschler B.A, City College of New York, 1953; M.A in philosophy, Yale University, 1955; University Fellow, Yale University, 1953-55; Alice Freeman Palmer Fellow, work on Peirce, Yale University, 1956-58; Department of Philosophy, Pennsylvania State University, 1959-61; Department of Philosophy, C CN.Y., 1961-62; Department of Philosophy, Barnard College, 1962-64; Reader and Translator for Harper Torchbooks, 1965-1970; Queens College ACE. Program, 1970-72; Queens College Liberal Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, The Graduate Institut(· in Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976; Tutor, St. John's College, Annapolis, 1976-. Robert P. Druecker B.S., Marquette University, 1966; Graduate study, philosophy, Yale University, 1966-68; M.A, Boston University, 1974; Woodrow Wilson Fellow, 1966-67; Teacher, Rye Country Day School, Rye, New York, 1968-69; Teacher, Friends Seminary School, New York, 1969-70; Teacher of English and German, Institut France Audio-Visuell, Paris, 1971; University of Paris, 1970-71; University of Florence Summer School, 1971; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; Fulbright and American Scandinavian Foundation Fellow, Norway, 1976; Tutor, St. John's College, Annapolis, 1977-. B.A, Newcomb College, 1968; M.A., University of Kansas, 1969; National Defense Education Act Fellow, 1968-72; William Rainey Harper Fellowship, 1972-73; Faculty member, Northern Illinois University; Tutor, St. John's College, Annapolis, 1977-. Thomas E. B.A, St. Mary's College, California, 1969; M.S., 1970, and Ph.D., 1973, Mathematics, The University of Chicago; Assistant Professor of Mathematics in the Integral Liberal Arts Curriculum, St. Mary's College, 1973-77; Tutor, St. john's College, Annapolis, 1977-. Peter B.A, Pennsylvania State University, 1973; M.A, Pennsylvania State University, 1976; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor, St. John's College, Annapolis, 1977-. Donald Conroy B.A., St. Mary's College, California, 1970; M.A., University of California, Santa Barbara, 1972; Ph.D., Princeton University, 1976; Teaching Assistant, University of California, Santa Barbara, 1970-72; Teaching Assistant, Princeton University, 1974-76; Assistant Professor in the Integral Liberal Arts Cmriculum, St. Mary's College, 1976-77; Tutor, St. John's College, Annapolis, 1977-. Dean of the College in Santa Fe Robert S. Bart B.A, Harvard CoHege, 1940; M.A, St. John's College, 1957; Sheldon Traveling Fellow, Harvard Umvers1ty, 1940-41; Tutor, St. John's College, 1946-, Addison E. Mullikin Tutorship, 1968-; Dean, 1977-. . Wilham A. Darkey ~A; St. John's College, Annapolis, 1942; MA, Columbia University, 1949;Tutor. St. John s College, Annapolis, 1942-46; 1949-, San ta Fe, 1964-, Associate, 1968-70, Dean, 1968-73; Director, Task Force on the Liberal Arts, 1974-. Thomas King Sirn.pson ~.A, S~John's College,.Annapolis, .1950; M.A. in Teaching, Wesleyan University, 1955; l h.D., lhe Johns Hopkins Urnversrty, 1968; Instructor, American University at Cairo Egypt,~1950-53; Teachmg Intern, St. John's College, Annapolis, 1955-56, Tutor, 1956-: Santa l:'e, 1973-, Curnculum counselor and member of the facultv The Key School 1970-73. J' ' Michael Ossorgin Lycee Russe, Paris, 1938; Conservatorie Russe a Paris, 1932-35, 1942-44; L.Th , Institut de Th~oloF1~ Orthodoxe, Paris, 1942;_Instructor in Music, Institut de Theologie Orthodo>.e, fans, 1944-46; Instructor m lheology, St. Tikhon's Seminary, Pennsylvania, 1947; Secret.ary of the Orthodox Diocese in Alaska, 1948-'19; Teacher of Music, Bureau of lndi~n Affairs, Department of the Interior, 1950-56; Associate Professor, Consultant, St. Johns Program, St. Mary's College, California, 1961-62; Tutor, St. John's College, 1956-, Santa Fe, 1966-, Norma Fiske Day Tutorship; 1975-. �74/ST. JOHN'S COLLEGE Charles G. Bell B.S., University of Virginia, 1936; Rhodes Scholar, Oxford University; B.A., 1938, M.A., 1966, B.Litt., 1939; Instructor and Assistant Professor of English, Iovva State College, 1940-45; Wartime Assistant in Physics, 1945; Research Assistant in Physics, 1945, Assistant Professor of English, Princeton University, 1945-49; Guest Lecturer, Black Mountain College, Summer, 1947; Rockefeller Grant for study in Europe, 1948; Assistant Professor of Hurnanities, University College, The University of Chicago, 1949-56; Guest Professor, Fulbright Program, Technische Hochschule, Munich, Germany, 1958-59 (Kulturgeschichte als die Geschichte symbolischer Formen); Tutor, St. John's College, Annapolis, 1956-, Director of Adult Education, 1957-58, Santa Fe, 1967-; Director, Graduate Preceptorial in Dimensions of History, 1972-73; Poet in Residence and Guest Professor, University of Rochester, Spiing, 1972; Guest Professor, State University of New York at Old Westbury, Spring, 1970. Samuel Emmons Brown Harvard College, 1936-37; Diplorna, Black Mountain College, 1945; J\ILA., 1956, Ph.D, 1962, Indiana University; Private tutoring, 1946-48; Director of Music, Windsor Mountain School, 1948-49; Director of Music, Verde Valley School, 1950-53; John H. Edwards Fellow, 1955-56; Part-time Teacher, Indiana University, 1956-57; Tutor, St. John's College, Annapolis, 1958-, Santa Fe, 1965-. FACULTY/75 David Clifford Jones B.A., St. John's College, Annapolis, M.A., The University of Melbourne; Ph.D., The University of Texas; University Fellow, The University of Melbourne; University Fellow and Bess Heflin Fellow, The University of Texas, 1962-64; Tutor, St. John's College, Annapolis, 1964-, Santa Fe, 1965-, Director, Graduate Institute in Liberal Education, 1973-75. Robert ]\IL Bunker A.B., Harvard University, 1939; A.Iv!., 1954, PhD., 1955, University of New tv'!exico; United Pueblos Agency, Bureau of Indian Affairs, 1940-51; United States Navy, 1942-46; Executive Secretary, Bernalillo City-County Consolidation Committee, 1952-56; Instructor, University of New Mexico, 1955-56; Professor of English and Philosophy, and Chairman of both Departments, New Mexico Highlands University, 1956-65; Tutor, St. John's College, Santa Fe, 1965-. Don B. Cook A. B., Occidental College, 1958; Ph.D., University of California at Davis, 1965; Woodrow Wilson Honorary Fellow, University of California at Davis, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-; Teacher, Santa Fe Preparatory School, 1972-73. Dean R. Haggard B.A., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-60; Fels Fund Fellow in Philosophy, The Johns Hopkins University, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Santa Fe, 1966-, Assistant Dean, 1971-73. Robert D'. Sacks B.J\.., St. John's College, Annapolis, 1954; Ph.D., The Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Orientales Vivantes, 1956-57; The University of Chicago, 1957-59; Tutor, St. John's College, Annapolis, 1961-, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, California, 1968-69; Biblical Research, Jerusalem, 1971-72. Robert A. Neidorf B.A., 1951, M.A., 1955, The University of Chicago; Ph.D., Yale University, 1959; Instmctor and Assistant Professor of Philosophy, Bucknell University, 1959-62; Tutor, St. John's College, Annapolis, 1962-64, Santa Fe, 1967-, Director, Graduate Institute in Liberal Education, Santa Fe, 1970-73; Dean, St. John's College, 1973-77; Sabbatical leave, 1977-78; Assistant and Associate Professor of Philosophy, State University of New York at Bingharnton, 1964-6'7. John So Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, United States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching Fellow, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, 1962-, Santa Fe, 1967-, Assistant Dean, 1970-72. Thomas A. h!IcDonald St. John's College, Annapolis, 1944; Military service, 1945-46; The University of Virginia, The New School, New York, 1947-50; Graduate study in philosophy, Graduate Faculty, 1950-52, 1955-58, Teaching Fellow, 1956-58, The New School; Lecturer, University College, The University of Chicago, 1958-62; Lecturer, Overseas-Extension, University of Maryland, Heidelberg, Germany, 1952-63; Tutor, St. John's College, Annapolis, 1963-. Elliott T Skinner B.A., University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, VVoodrow VVilson Fellowship, Princeton University, 1964; Fellow of the Council for Philosophical Studies, Summer Institute in Greek Philosophy and Science, 1970; Tutor, St. John's College, Santa Fe, 1965-. Richard Bowen Stark The Colorado College, 1941-'12, A.B., Colorado State College of Education, 1948; M.M. Yale University School of Music, 1948-52; United States Air Force, 1942-45; Associate Professor of Piano, Director of the Choir, 1958, Fisk University, Tennessee; Visiting Professor of l\/lusic, Wesleyan University, Connecticut, 1959-60; Curator of Collections, 1962-66, Curator of Music Research, 1966-70, Museum of International Folk Art, Sante Fe, New Mexico; Part-time Tutor, St. John's College, 1965-72; Tutor, Santa Fe, 1972-76; ~/Iusician-in-Residence, 1976-; Research Project in Spain, National Endowment for the Humanities and International Folk Art Foundation, 1973-74; Research Project in Spain, l'lational Endowment for the Humanities, Summer, 1976. Stuart Boyd M.A., Aberdeen University, Scotland, 1948; PhD, Aberdeen University Medical School, 1952; i\/lilitary Service, 1940-45; Assistant Lecturer, Clinical Psychology, Department of Psychiatry, Aberdeen University, 1948-52; Instructor, Medical Psychology, University of Colorado Medical School, 1952-53; Director, Doctoral Training in Clinical Psychology, Denver University, 1954-57; Professor of Psychology and Chairman, Department of Behavioral Sciences, New Mexico Highlands University, 1957-6,1; Lecturer, Department of Psychiatry, Edinburgh University, Scotland, 1964-65; Professor of Psychiah-y (Psychology), University of Missouri Medical School, Kansas City, 1965-66; Fellow, American Psychology Society; Tutor, St. john's College, Santa Fe, 1966-. Roger S_ Peterson A.B., Harvard College, 1953; A.M, 1957, Ph.D, Botany, 1959, University of Michigan; United States Navy, 1953-56; U.S. Forest Service research, Colorado State University, 1959-62, Utah State University, 1962-66; Tutor, St. John's College, Santa Fe, 1966-. �FACULTY/77 76/ST. JOHN'S COLLEGE E. Ray Davis, Jr. University of Wisconsin, 1953-55; B.A., St. John's College, 1962; M.A., History and Philosophy of Science; University of Indiana, 1965; N.D.E.A. Fellowship, University of Indiana, 1962-65; Tutor, St. John's College, Santa Fe, 1966-, Assistant Dean, 1977~. Ralph Swentzell B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico University, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. Timothy P. Miller A.B., Harvard University, 1948; B.Mus., 1949, M.Mus., 1951, Yale University; D.Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music, Agnes Scott College, 1957-61; Director of Music, University of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, CollegeConservatory of Music, University of Cincinnati, 1965-67; Tutor, St. John's College, Santa Fe, 1967-. R. Thomas Harris, Jr. B.A., Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Illinois; University Fellow, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59, University of Illinois; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; Associate Professor, University of Maryland, 1965-68; National Science Foundation Consultant for India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, 1967-68, Visiting Professor, Summer, 1969, New York University, Corporate Consultant, Management Science, IBM, Armonk, New York, Summer, 1968; Tutor, St. John's College, Santa Fe, 1968-. Glenn A. Freitas B.A., Classical Languages, St. Mary's College, California, 1957; Th.L., Universite Laval, Quebec, 1964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, 1966; L'Ecole Biblique et Archeologiquc Francaise de Jerusalem, 1964-66; Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-. Paul David Mannick B.A., California State College at Long Beach, 1970; M.A., St. John's College, Santa Fe, 1973; Ph.D., University of St. Andrew's, Scotland, 1977; Tutor, St. John's College, Santa Fe, 1974-77. Philip LeCuyer B.A., The Colorado College, 1966; B.A., Merton College, Oxford University, 1969; Studies in biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, The Colorado College, 1968; Tutor, biology and chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. Alfreda L. V erratti B.A., St. John's College, 1966; M.A., Washington University, 1970; Ph.D. Candidate, Washington University, 1972; Psychiatric Social Worker, Harrisburg State Hospital, Harrisburg, Pennsylvania, 1966-67; Hans Reichenbach Graduate Fellowship, Washington University, 1967; N.D.E.A. Graduate Fellowship, Washington University, 1967-70; Instructor, Washington University, 1969, 1971; Instructor, University of Missouri, 1970:71; Assistant Professor, Webster College, 1971-72; Tutor, St. John's College, Santa Fe, 1972-, Assistant Dean, 1972-. Howard Zeiderman Dartmouth College, 1962-63; B.A., St. John's College, Annapolis, 1967; M.A., Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College Santa Fe 1973-. , , James R. Mensch B.A., St. John's College, Annapolis, 1967; M.S.L. (Licentiatus in Studiis Mediae Aetatis), The Pontifical Institute _of M_ediaeval Studies, Toronto, 1970; Ph.D., University of Toronto, 1976; Instructor, Umvers1ty of Toronto, 1970-71; Canada Council Fellow in Philosophy at the University of Toronto, 1970-71, University of Innsbruck 1971-72 University of Munich, 1972-73; Tutor, St. John's College, Santa Fe, 1973-. ' ' Richard L. L. Michaud A.B., St. Michael's College, 1963; Ph.D., University of Vermont, 1968; Post-doctoral Fellow m Pharmacology, Yale University Medical School, 1967-68; Assistant Professor, Psychiatry Department, Yale University Medical School, 1968-70; Assistant Professor of Science, Webster College, 1970-73; Vist. Louis University Institute for Environmental Studies, Summer, 1973; Course Director, Webster College-Clayton School District Program.in Environmental_ Studies, Summer, 1975; Tutor, St. John's College, Santa Fe, 1973-. Loms Umvers1ty Institute for Environmental Studies, Summer, 1973; Course Director, Webster College-Clayton School District Program in Environmental Studies, Summer, 1975; Tutor, St. John's College, Santa Fe, 1973-. Stephen R. Van Luchene University of Guadalajara, Summer, 1967; Universidad Nacional de Mexico, Summer, 1968; B.A., Adzona State University, 1969; M.A., 1971, Ph.D., 1973, University of Notre Dame; Journahst, Arizona Magazme, 1969; Teacher, English as a Second Language, Bell School, Cambndge, Um ted Kmgdom, 1969; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-. Bruce E. Venable B.A., St. Mary's College, California, 1969; M.A., Ph.D., Classics, University of Washington; Tutor, St. John's College, Santa Fe, 1973-. Gerald Lee Myers B.A., University of Colorado, 1964; Ph.D., University of Colorado Medical Center, 1969; Amencan Cancer Society Postdoctoral Fellow, Yale University, 1969-71; Seessel Research Fellow, Yale University, 1971-72; Faculty, Shimer College, 1972-74; Tutor, St. John's College, Santa Fe 1974-. David L. Townsend B.A ..' _Loyola College, Maryland, 1969; M.A., 1970, Ph.D., 1976, Harvard University; Cerhficat de Langue, 1967, Diplome, 1973, University of Paris; Teaching Fellow, Harvard, 1971-73; Resident Tutor, Eliot House, Harvard, 1971-73; English Teacher, Cambridge Community High School, 1971-72; Tutor, St. John's College, Santa Fe, 1974-. Kent H. Taylor B.A., Yale University, 1963; M.A., University of Georgia, 1965; Ph.D., University of Cahforma at Santa Cruz, 1976; University of California at Santa Cruz, 1967-68; Defense Language Institute, Monterey, California, 1968-69; Heidelberg University, 1971-73; Instructor, University of Georgia, 1965-67; Teaching Assistant, University of California at Santa Cruz, 1967-71; Tutor, St. John's College, Santa Fe, 1974-. Georgia S. Knight B.S., Philosophy, 1970, M.A .. English, 1972, Doctoral Candidate, 1974, University of Utah; Teaching Fellow, University of Utah, 1970-74; Tutor, St. john's College, Santa Fe, 1974-. �78/ST. JOHN'S COLLEGE FACULTY/79 Elizabeth S. Engel AND STAJFF B.A., Pomona College, 1967; M.Phil., Yale University, 1971; Ph.D., Philosophy, 1973; Teaching Assistant, Yale University 1969; Teacher of Philosophy and Humanities, Shimer College, 1971-73; Assistant Professor of Philosophy, California State University at Humboldt, 1973-75; Tutor, St. John's College, Santa Fe, 1975- President Richard D. Weigle SANTA FE President Richard D. Weigle John Joseph Verdi Dean Edward G. Sparrow Dean Robert S. Bart \lice President William B. Dunham \lice President J Burchenal Ault Treasurer Emery C. Jennings B.S., Psychology, Fordham University, 1972; A.M., 1974, Ph.D., Philosophy, 1975, University of SKOUTHERN California; Fordham Scholar, 1968-72; New York State Regents Scholar, 1968-72; Oakley Fellow, 1972-75; Instructor, California State University at Los Angeles, 1974; Instructor, University of Southern California, 1975; Tutor, St. John's College, Santa Fe, 1975-. Philip Prescott Chandler, II B.A., St. john's College, Santa Fe, 1968; Ph.D., University of California at San Diego, 1975; Junior Fellow, Center for the Study of Democratic Institutions, 1968-69; Graduate study, mathematics and philosophy, Oklahoma State University, 1969-70; N.D.E.A. Fellow, 1970-73, Dissertation Fellow, 1973-74, University of California at San Diego; Instructor, mathematics, Oklahoma State University, Summer, 1973, Summer, 1975; Instructor, 1974-75, Assistant Professor, 1975-76, Assistant Director, Spring, 1976, Collegiate Seminar Program, University of Notre Dame; Tutor, Graduate Institute in Liberal Education, St. john's College, Santa Fe, 1976, Tutor, St. John's College, Santa Fe, 1976-. B A , St. john's College, Santa Fe, 1971; M.A , University of North Carolina, 1975; Ph.D. Candidate, The Catholic University of America; Tutor, St. John's College, Santa Fe, 1977-. TUTORS EMERITUS Klein, Ph.D., St. John's College, 1949-53. William Smith, B S Th.B. Th.M. Simon Ph.D. W. Crawford, BA , M i 1, , Ph.D. HONORARY FELLOWS Paul !Vlellon B.A., Yale University, 1929; B.A., 1931, M.A., 1938, Cambridge University; Litt D, Oxford University, 1961, LLD, Carnegie Institute of Technology, 1967; LH.D, Yale University, 1967. John Gaw Meem ScB., Virginia Military Institute, 1914; M.A. (Honorary), Colorado College, 1936; A.FD., University of New Mexico. ANNAPOLIS Treasurer Charles T. Elzey Assistant to President Charles A. Cooley Assistant Deans Barbara H. Leonard Benjamin Milner Registrar Leanore B. Rinder Director of Ad111iss10ns Joanne Aitken Librarian Charlotte Fie tcher Director of A01letics Bryce DuVal Jacobsen Director of Financial Aid Philip Aaronson Director of AduU Education Deborah Renaut Oep11ty Director, College Re/atio11s Director of Alu111ni Activihes Thomas Parran, Jr. Al1111111i Secretary and Archivist Strange Business Mnnagcr Joseph A. Jackins, Jr Director of Plnccment Brenda Robertson S11peri11tendrnt of and Grounds Tucker College Physicians Charles Kinzer Sigmund /\. An-i_itin James L Rivers, Jr College Nurse Marilyn Kyle Director of Gm du ate Institute Dean R. Haggard Assistant Dean E. Ray Davis, Jr. Registrar Ellen Gant Director of Admissions Richard D. Stephenson Librarian Alice H. Whelan Director of Student Activities Istvan Fehervary Director of Financial Aid Alberta L. Rivera Diren'or of Adult Education John S Steadman Director of Placement Beverly Smith Superintcndrnt of Buildings and Grounds Stanley Nordstrum College Physician Alfred \IV. Pirtke1ton College Nurse Peggy H. Elrington �80/ST. JOHN'S COLLEGE PROFILE: FALL 1976 AND ~l CLASSES States Represented Arizona Arkansas California Colorado Connecticut Delaware District of Columbia Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Montana New Jersey New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania Rhode Island South Dakota Tennessee Texas Utah Vermont Virginia Washington Wisconsin Annapolis 31 1 1 5 6 1 5 2 2 Santa Fe 30 Canada 4 Egypt .. 1 England 24 Ireland 6 Mexico 1 2 1 1 5 7 1 2 2 Number of Students Men vVomen National Merit Honors Scholars Finalists Semi- Finalists Commended Students Early Entrance 1 19 2 4 3 1 2 1 10 10 1 1 1 6 4 2 6 2 3 2 11 1 1 1 1 4 1 2 10 1 1 20 2 2 3 2 *Not included in the Annapolis table are 27 students and in the Santa Fe table 13 students for whom rank in class was not available. Previously Attended College Annapolis Santa Fe 4 2 1 1 1 136 78 58 45 3 9 3 101 46 55 33 4 6 5 30 18 7 11 44 Ranges of Ages 15-59 41 16-31 Veterans Kind of School Attended Public Independent 3 4 100 23 13 84 10 7 57 58 58% 46% 12% 22% 72% 50% 22% 15% 9% 9% 7% 4% 2% 2% Paro~hial Receiving Financial Aid Rank in Class'' First Fifth First Tenth Second Tenth Second Fifth Third Fifth .. Fourth Fifth Last Fifth � St. ohris Cbllege ANNAPOLIS, MARYLAND 21404 SANTA FE, NEW MEXICO 87501 (301) 263-2371 (505) 982-3691 STATEMENT OF THE ST. JOHN'S PROGRAM 1978-79 FoundL'd as King William's School, 1696; charkred as St. John's Coll<Cgc, 1784; acnedit<Cd by the Maryland State Department of Education, by the' Middle States Association of Colleges ,rnd Secondary Schools. and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion. color, sex, nor national or ethnic origin. �COLLEGE CALENDAR ANNAPOLIS 1977-1978 September 6-8 Oral Enabling Examination for Seniors SANTA FE August 25-27 August 27 Freshman and Senior Registration August 28 Convocation September 9 August 29 September 9 Sophomore and Junior Registration August 29 September 9 Classes Begin with Seminars October 7-10 October 14-17 Long Weekend November 2L1-27 November 24-27 Thanksgiving Recess December 16-January Winter Vacation December 16-January 4 January 22 End of First Semester Decern.ber 15 January 11 January 23 Beginning of Second Semester January 25 January Freshman January 11 Registration February 10-13 Long Weekend March 11-26 March 11-26 Spring Vacation May 5-6 Parents' Weekend May 25 Last Day of Classes !\fay 1 s May 26 End of Second Semester May 19 May 28 Com1nencement May 21 September 8 SUMMER 1978 January Class Second Sern_ester Begins Graduate Institute Begins January Class Second Semester Ends Graduate Institute Ends June 12 June 18 August l8 August 18 June 5 June 25 August 11 7 8 Septernber 8 8 October 13-16 N overnber 23-26 Decen1b2r 21 22 24 9-12 1v1arch 10-25 4-5 May 24 25 27 ..... 5 The Currkulum Seminar Preceptorial Tutorial Laboratory .......... . Formal Lecture St. John's List of Books The Academic Order Tutors Instruction Committee Library Schedules Essays and Examinarions Academic Standing Degree of Bachelor of Arts Degree of Master of Arts Graduate Institute in Liberal Education Directory Information and Right to Privacy Oral Enabling Examination August 24-26 for Seniors 26 Freshman and Senior Registration 27 Convocation 23 Sopho1r1or2 and Junior Regislrat10n Classes with Seminars Long Weekend l\!ovember 23-26 Thanksgiving Recess 3 \!\!inter Vacation December 15- January 9 End of First Semester Decernber 14 Beginning of Second Semester rn 10 Freshman Registration _ Long Weekend lV!arch 10-25 Vacation Weekend of Classes 17 End of Second Semester !8 Con11nencerrt2nt 20 ...... 8 .... 10 .11 . ...... 18 ......... 23 ... 25 .. 29 ....... 30 .............. 31 .32 .. 33 .34 ... 37 38 .39 ... 39 Residence and Student Life Site Plans of the 62-63 Admissions Campus Visit . AS ... 52 August 18 1978-1979 September 5-7 PAGE Introduction LlQ 54 Standards for V eh:ro1ns 61 64 65 .. 66 Associates, and Staff ProfiJ,2~ 197~/ Fresh:man Class Catalogue Consultant: Dale Appleman .... 79 .80 �Intrcxiuction Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any calling and to become mature, competent, and responsible citizens of a free society. St. John's College believes that the way to liberal education lies through the books in which the greatest minds of our civilization the great teachers - have expressed themselves. These books are both timeless and timely; they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary problems with which we have to deal. They can therefore enter directly into our everyday lives. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not something of merely academic concern, remote from our real interests. They change our minds, move our hearts, and touch our spirits. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And, while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are therefore properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical, or philosophical. They are also linked together, for each of them is introduced, supported, or criticized by the others. In a real sense they converse with each other, and they draw each reader to take part, within the limits of his ability, in their large and unending conversation. This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we sometimes desire. To remedy this defect is the goal of the St. John's seminar. Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar ideas, attempt to discuss it reasonably. It is presupposed that the students are willing to submit their opinions to one another's critical scrutiny. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust them- �6!ST. JOHN'S COLLEGE selves forward. The students bring to the seminar the assumptions probably unexarn.ined - that they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problent and the variety of its historical manifestations In the main, the aim is to ascertain not hovv things were, but how things are - to help the student make rational decisions as he lives his life. And it is the ultirnate aim of the program that the habits of thought and discussion thus begun by the student should continue with him throughout life, Most of the teaching at St. John's takes the forrn of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is rnade to depend on the activity and initiative of the students. The tutor functions as a guide, more intent to listen to the students and to work with them than to impose upon them his own train of In short, St. seeks to restore the true rneaning of a liberal arts education. The primary function of the liberal arts has always been to rnediate men's understanding, to give conscious form to knowledge of signs accommodated to men's intellects - that is, vvords and numbers . Traditionally, the liberal arts were seven in number: grammar, logic - the arts of language; and geometry, music, and astronomy - the arts of mathematerrns, man practices such liberal arts as analyzand deciding as he uses verbal symarts as countirlg, 1neasurin_g, ded ucuses mathenl.atical symbols. to develop these arts. The curriculum four of thern: translation, demonstration, and They are followed m all the branches of the program But whatever the rnethods all serve the same end: to make the student think for himself, to enable him to practice the arts of freedorn. Free rninds must be able to view concrete situations, to deliberate by formulating clear alternatives, and to arrive at a deciding choice. 0£ these intellectual skills indicates that the Iiberal arts has taken hold of the mind. n1an n1ay over the centuries, but these arts of understanding rernain in or another enable inen to win knowof the world around them and knowledge of themselves in this and to use that vvith wisdom. Under their guidance men can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline men can acquire the habit of listening to reason. A genumely conceived liberal arts curriculum cannot avoid aiming at these most far-reaching of all human goals. �THE CURR!CULCTrJI/9 8/ST. JOHN'S COLLEGE Dante prompt reflections on human virtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its tirne to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over suggested by the reading but bearing only indirectly on the text itself in the minds of the ants, In the coffee shop after seminar, students from different groups compare the points rnade in their discussions. Except for the requirernents of common courtesy, there are two rules: first, every opinion must be heard and explored, however the clash of opinions may be; second, every must be supported by argument - an unsupported opinion does not count. In a freshman seminar the students may tend to express their with little regard for their relevance or their relation to the others. Gradually, under pressure of the group, the students learn to proceed with care, keeping to the topic and to uncover the meanings of the terrns use, The students that to some extent the of under study poetry is not philosophy and ferent approach. Such progress in method may be by sudden insights on the part of individuals, or occasions when the seminar as a whole achieves illumination. The heart of the curnculum is the seminar a discussion of frorn the until ten - snd or pens to The semmar begins with a asked one of the leaders, and thereafter it consists almost entirely of student discussion. Students talk with one not just to the leaders. They do not raise their hands for perff1.iss10n to be but enter the discussion or withdraw fron1 it ~t will The resulting informality is tempered the use of formal rnodes of address - "Mr.," "Mrs." or "Miss." Once under way, the seminar may take forms. It range from the most particular to the most general reading Thucydides, for example, is almost certain to a discusswn of v1ar and aggress10n and to bnng to the surface the students' and fears about the wisdom or error of national policies. Homer and The course of the discussion cannot be fixed m is determined rather the necessity of "following the the crucial issu·2s, or of seeking fov_ndations u1Jon can be The argument does not of a lVIore often than not the unsettled, with certain alternatives clearly outlined. The progress of ttie discussion sor£1etirrtes to entangle itself in irrelevant difficulties. of an enierge vvi tl1in tl-'1€ sEq Edevices which the discusdegenerate into rather talk or into dull and shallovv without able for a tirne to extricate itself frorrt st1ch a co11rse. OT it n1-ay cli11tb to accessible to a few of its rnembers. Under these circurnstances the role of the leaders is not to the' the to raise the student in every "/Jay th_e author, t:he issues, and hi1ri.sel£ Th.e n_i_ost usefuJ i:n.strum_er1t for tl1is p1J_rpose is the the most useful dev1ce of all is the no all can the student's povvers of reason and at intelligent opmions of his own. �THE CURRICULUM/11 10/ST. JOHN'S COLLEGE THE PRECEPTORIAL THE TUTORii\_L For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or exploration of one subject in several books. Students are usually given a choice of sixteen to twenty books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. many preceptorials study one of the books of the seminar list, or a theme suggested the seminar reading, some preceptorials may deal with books and themes the students would not otherwise encounter in the program. There are generally seven or eight studen'cs in a preceptoriaL Guided by a tutor, they proceed at a pace more leisurely than that by the seminar. Usually the student's work is con-1pleted by the of a paper, which may be read in draft to the preceptorial and criticized the other members. listed below are preceptorial subjects on the two campuses for a recent year. The seminar cannot suffice as the only rneans to the end of liberal education. its very nature the seminar does not give student an oppor'mnity to cultivate the habits of methodical and careful study. Other mstructional devices must therefore it; these are the tutorials in language, mathematics, and music. For four years a student attends one language tutorial and one mathematics -tutorial, usually four mornings a week. Three times a week sophomores also attend a music tutonal. In tutorials, around a table, thirteen to f1fo~en students and learn together under the direct guidance and instruction of a tutor. Each tutorial session lasts an hour. The tutorial provides conditions for collaborative arcd for the manifold teaching and learning relations that hold in a company of good friends. As in the seminar, students talk freely with one another and the tutor, but the discussion focuses sharply on assigned tasks. There is for each student to contribute his measure of instruction Other tutors often attend, seeking to learn about a particular subject, which they may later teach A student will vrork in the and mathematics tutonals v11ith one group of fellow students, m the and the seminar with another. Some of the students in the tutorials will also be vvith him in the and sen1inar Tolstoy: Anna l<nrc11111n Adams: The Education of Hrnry Adams Cornman Law Adjudication and Philosophical Justice Freud: Selected papers on neurosis and related topics Kierkegaai-d: Fear nnd Trembling Aristophanes: The Birds (in Greek) Burke, Pame, and de Toqueville Selected vvorks Force and Energy in Descartes, Newton, and Leibniz Goethe's Novels Plato: Plrncrlrns 'vVh1tehead. Selected works VVallace Stevens Arendt: The Human Condition Joyce: works Aristotle's theory of motion Kepler: Astro11omia Nova Sartre: Being a11d Nothingness Plotinus Third E1111cad THE LANGUAGE TUTOIUAL Specialization in higher education has led to a profound of language skills. As is separated frorn the barrier of language, so profession is separated from profession jargon. The language tutorial attempts to this a training in the means of precise communication and persuasion. In a broad sense, it n1-ay be conceived as a present-day restoratiorL of tl-te age-old studies of grammar, rhetoric, and logic The tutorials seek to understand the relation between language and To do this they must study the fundamental ,,v;;;ys ~words can be put together, the modes of signifying things, the varied connotations and of terms, the role of metaphors, analogies, and images, and the relations between propositions. The purpose of the tutorial is thus not the mastery of any foreign languages. By studying these, however, and translating them into English, by comparing them with each other with English, the student learns somethi~tg of the nature of languages in general and of his uwn in the four then, he is studymg language as the discourse of the medium of foreign tongues, his native the �THE CURRICULUM/13 12/ST JOHN'S COLLEGE resources of articul;;ite speech and learning the rules that must govern it if it is to be consistent, and effective; if it is to be adequate and persuasive, The mediun1 for accomplishing this is Greek in the first and second years and French in the third and fourth years In the beginning the emphasis is on the forms and constructions and the vocabulary of the language being studied, Brief passages of prose and are committed to memory. But after a short time the tutorial to something more concrete: the slovr and careful reading and discussion of works of imagination or thoughL Thus the rapid reading ii:he seminar, with its attention to the large outlines, the general trend, the development of the central idea, is supplemented and corrected a more precise and study, concerned with every detail particular shade of meaning, and also with the abstract logical structure and rhetorical pattern of a given work Those are matters that do not often corne directly into seminar discussions, The student's concern with them in the language tutorial improves all his reading, for whatever immediate end, deepens and enriches his understanding, and increases his ability to think and to talk well. The second of the language tutorial is support of the seminar. The student advances, the more the language tutorial tends to influence the seminar discussion. It the fore which might otherwise have been neglected rnore into the terms in which a problem is discussed. A third aim of the language tutorial is the learning of the two foreign themselves. In the time allotted to the of each airns of fhe tl:tto:rial. goes 'Nell with the freshman serninar and tl-1.e contirruartce of Greek in.to tl-te secadvances the v.rork of the first The second year ends of works Donne, and other intensive of French grammar followed of a French text. The aim here is economical progress toward facility in the and writing of French. Students fluent in French exempted frorn stages. Then examination the forrJl and content of French prose selections. Discussions of both form and content are related to exercises i~n translation in the excellence of his models, In the second semester a verse 1s react The principal rng of French poems, Its immediate enjoyment of each poern in its substantial basis for discussion of the art of relation of that art to the traditional liberal arts of assignments include exercises in translation more those attempted in the third year The year ends with discussion of modern British and American poets, such as TS, Thomas, and V·J.l3 Yeats. It should be noted that signed in all classes, mathematics sections as well as in language tutorials. On student is thus called upon to articulate and organize his 1Arritten form_. in as- �THE CURRICULUM/15 14/ST. JOHN'S COLLEGE THE IVi:ATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true or ought to be is suggested the word itself, for it is derived from a Greek word meaning "to learn." It is regrettable, then, that students should ever grow to have an aversion to mathematics or to think of therflselves as unmathenrnticaL The experience of the St. John's program is that when mathematics is taught from well-chosen texts, at a patient pace, and with the expectation of it turns out to be the most readily learnable of the liberal arts name implies, a particularly close connection with the human capacity for learning, its study is especially useful in helping students to think about what it means to learn and to know something. To prepare themselves for such reflection students artfully composed mathematical texts, demonstrate propositions at the blackboard, and solve problems. By doing this over four years they learn a good deal of mathematics, and they gain noticeably in rigor of thought, nimbleness of imagination, and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? Are there "better" and "worse," "ugly" and "beautiful" in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? In what way did the discoverer of a particular theorem probably first come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same tirne, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger of the se:rrunar. The student begins v1ith the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, he gains a notion of deductive science and of a mathematical m general; he becomes acquainted vvith one view of mathematical objects - its central founci in the theory of ratws - wl1ich is buried under the foundations of modern mathematics. After Euclid he begins the study of his treatise on centering attention on the of "hypotheses'' constructed to "save the appearances." That the tutorial reads ine'icates the difference between the rnathemahcs tutorial at St. and the ordicourse in r~nathernatics, P'tole1rty a m"atheni_atical more than that his work is There are two main reasons for our modern perhaps even it. Therefore anyone who means to criticize or reform, resist or further this world not n1ust t-~a,/e so:rne it is managed, but rnust thuught about the His the task of the mathernatics tutortogether to students to think about what it rneans to count and measure the things in the universe. The second main reason for studying mathematics concerns the mathematics tutorial more Since rnathern.atics as its the student continues the and complexities of the the form. He next takes up the Conics of ""·~~"'H presentation of the very obiects whose cartes marks the of rnodern studies as th.e art" in general �16/ST. JOHN'S COLLEGE In the third year calculus is studied both in its modern forrn and as Newton presented it. This is followed by an examination of theory of real numbers, the endeavor to provide a rigorous arithmetic foundation for the calculus. The student then returns to ]'\j"ewton's Principia, to take up the astronomical parts in which Newton brings heavenly and earthly motions under-one law and a purely geometric astronomy with a "dynaff1ic" in orbits are determined laws of force. Here again the 1nathematics tutorial is more than a mathematics course. It is both an introduction to and a foundation for the of the philosophical outlook modern world. In the fourth year the reading of Lobachevski's approach to non- Euclidean invites reflection on the postulates of nah..ue of the geometric art as a whole. This half of the year ttie of Einstein's special wlnch challenges our conventional understanding of the nature of time and of space. On the Annapolis there is an alternate for the latter half of the year: some students geometry, in which the enterprise which with Euclid returns in a remarkable way, now geEeralized, to THE rvms1c: TUTORIAL One of the aims of the St. John's rrt•.:s1c as a liberal art to the c-u.rriculurn, of rnusic at St. is not directed towards techmcal skill but tmNards an under- THE CURR!CULUM/17 standing of the phenomena of music The ancients accorded music a place among the liberal arts because they understood it as one of the essential functi.ons of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year, by way of introduction, students often sing in a choruso In the sophoni.ore year a tutorial meets three times a week. The music tutorial reflects two different but complementary aspects of music. On the one hand music is intimately related to language, rheioric, and poetry. On the other it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of Ve ords as well as in notes, a thorough investigation of the system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint, and harmony. None of these is done apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart, and the instrumental works of Beethoven are the real textbooks . In the second semester at least one major work is analyzed Semmars on great works of music are included as part of the regular seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the serninar ni.eets. Group discussion of a work of as of a facilitates and enriches the understanding of it. �18/ST. JOHN'S COLLEGE THE LABOR_ATORY The emblem of the SL John's program on the back cover shows seven books surrounding a pair of scales. The balance, no less than the books, symbolizes the tradition of the liberal arts. It stands for the instruments of the scientific laboratory, which may well be the most characteristic institution of the modern world. Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the SL program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exh.ibit the changes that flow from and these could not be appreciated the first tvvo years, which cover the period from Homer to Descartes. Ivlodern mathematics has made possible the of natural on an irnsnense scale and has for what is known to us as the The H''-"''"'" are the consequence of the vast the great thinkers of the seventeenth matherflahcal of the universe, universe into a great book wntten in mathematical characters. Liberal is concerned with the artifices of the human us to relate our experiences to our underFor tl1cis purpose SL h_as set t1p a th_ree-year in the natural sciences, vvherein characteristic and related and are pursued. There 1s the art study of the instruments of the r.nathernatics mathematical The task, however, is not to cover the various scie:ntific to bring the student up to date in engage m research. It is rather to make the student ence and understand the significance of sCience as a human enterprise fundarn.ental and of skills derived fror.n the prac"nce 0£ the liberal arts. The the of scientific studies from as if were distinct and autonom.ous domains of THE CURRJCULUM/19 not be "two cultures." Different fields of require different ntethocls and techniques, but the integrity scientific pursuits stems from sources common to all intellectual life. THE ORGAJ.\TIZATION OF THJE LABORATORY WORK The laboratory program is largely determined three considerations relevant to the liberalization of the study of science: The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the student to trace a scientific discipline to its roots in principle, assumpand observation. Thus certain integrated wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished crii:ical (3) The schedule of laboratory work should for leisurely but mtensive The must have time to satisfy himself as to the degree of acctu2.cy his instruments permit, to analyze procedures for sources of error, to consider alternative methods, and occasion to repeat an entire experiment. Only thus can he come to a mature understanding of the sciences called "exact." on A laboratory section consists of seventeen to twenty-one students working under the of a tutor, with the help of more advanced students serving as assistants. Sections meet twice a week. A be used for and discussion of or for as the progress of the work requires. Occasionally a laboratory meeting is reserved for the discuss10n 0£ a classic paper or other text related to the at writings of Aristotle, Galen, Harvey, Huygens, Lavoisier, Fresnel, Faraday, Thomson, Rutherford, and Bohr are arnong those regularly used in thi.s way. In all the work of the bboratory, and m the laboratory manuals written at the College, the purpose is to achieve an u1timate mixture of critical discussion and inquiry. �20/ST. JOHN'S COLLEGE THE CURRICULUM/21 HS CONTENT topics of have been chosen from physical biological science. A revision of the order and content of the sequence has recently been undertaken. The planned for students in and later may be 1st Year 1 week 11 vveeks· 20 weeks: 2nd Year replaces 3rd Year 4th Year ObservationaJ astronomy Obser1ahonal b10logy Studies of matter and nwasurernent, leading to the atornic of Topics in physics: mechanics, , nrngnetism 10 weeks: 13 weeks: heat, Quantum physics Genetics,. evolution, molecular THE FIRST YEAF, The begins with a week devoted to the observations which permit us to orient ourselves with respect to the daily and annual celestial phenomena. is made the students to conduct a series of to be continued and spnng, of the changing altitudes 0£ the with the up of a system of celestial coordinates with ecliptic and equator, prepare the way for the study of Ptolemy's Syntaxis in the spring. The freshmen then turn from the larger cosmos to living ento topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, embryological development. Close observation by naked eye or >Nith microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists such as ArisGalen, Harvey, Lamarck, Schwann, Roux, Driesch. Here the student confronts organisms as self-moving entities with properties of wholeness, intini.ately dependent on yet distinct from the surrounding world. The freshman laboratory next turns to the non-living, in a search for some of its fundamental laws Archirnedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature and calorimetry are taken up, experimentally and in discussion of the relevant theories, These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to and discuss important original texts bearing on the development of the atomicmolecular theory Experiments are performed to help with the understanding of the texts and the and chemical transformations of vvhich they speak. The year's work culminates in the resolution of the of determining atomic 1Neights and m. some consequences of determination. �22/ST. JOHN'S COLLEGE THE THIRD YEAR The third-year laboratory, yet to be planned in detail, is expected to deal with topics common to a number of the traditional divisions of physics, such as mechanics, optics, thermodynamics, and electromagnetism, Throughout the year, experimentation is to be accompanied by the reading of important original writings; for instance, by Galileo, Descartes, Huygens, J',Jewton, Leibniz, Carnot, Clausius, Faraday, and MaxwelL The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous development is pursued in the mathernatics tutorials, As the tools of the calculus become available, the emphasis is to shift from a qualitative description of force, acceleration, energy, and potential fields, to their reformulation in terms of derivative and integral; at the same time the physical concepts will serve to illustrate the mathematical ideas, The concepts of mechanics are to be used to formulate alternative theories of light - corpuscular and vvave - and the success of either theory in accounting for phenomena 'Will be examined, The phenomena and processes thought leading to the first and second lavvs of thermodynamics 1Nill be given careful consideration, The fundamental phenomena of electricity and magnetism are to be studied observationally and experimentally, and formulated in rnathematical terms, The final and topic of the year will be Maxwell's derivation of an electromagnetic of light, THE CURRICULUM/23 THE FORMAL LEClURE The curriculum as described so far has been shown to use the medium of discussion, of recitation, of student participation at every stage of the work On Friday evenings, however, a different pattern of instruction prevails, The formal lecture is the occasion when the student has an opportunity to listen steadily and attentively, The subject may be closely connected with seminar readings or it may open up a new field of interest and test the student's readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, painting or architecture, The lecturers are often visiting scholars, but not infrequently members of the St, John's faculty, The visitor may be from the academic world or from the arena of public affairs; he n-1oy be a poet or an artist. Sometirnes a concert replaces a lecture, THE FOURTH YEAR In many ways the work of the senior year is a return to questions the students first confronted as freshmen, During the first ten weeks, the senior laboratory takes up anew the theory of atornism but the atom itself has become the object of study Prepared lus work vvith electrical phenomena, the student can focus on the questions of atomic stability that lead to the quaitturn hypothesis of Bohr and the wave rnechanics of de Broglie and Schrodinger Through a sequence of historic scientific papers and related the of and s.AJav2f cf discreteriess and gain new meaning, Following the course of thought m Schn:idinger's What is Life7, the senior laboratory then turns or returns to biological topics, and first to genetics, to Mendel's theory of heredity and its developnwnt through the experirnentation and interpretation by T H Morgan and his associates, The results of laboratory studies of small fruit-fly populations are considered from the stanclpomt of their sigmficance, in the papers of Hardt and of Luna and Delbruck. l\fext, fundamental papers-leading to present-day molecular biology for mstance Beadle and Tatum, Watson and Crick, and Monodare The final segment of the work, which is yet to be planned in detail, may include such topics as the of certain simple behavior The lecture is followed by a discussion, Here the lecturer submits himself to prolonged qu~estioning the with the fapartlcipahng, Often the discussion turns into a seminar, Thus lecture serves two it inculcates in the student the and following exposition of a subject he rnay not be farn~iliar and rt also provides him an opportunity, in the discussion period, to exercise his dialectical skill in a settin2' very different from the classroonL It lS here that he can himself t;st the of his and the of what he has learned, The lectures range through a variety of subjects, Sometimes the student is confronted with opposing views on a given Some of the lectures have ir,nmediate repercussion in the seminars and tutorials. Others may have a lastmg effect on the direction that a student's 'Work takes within the framework of the program, �24/ST. JOHN'S COLLEGE THE CURRICULUM/25 LECTURES AND CONCERTS The list below provides some examples of lectures and concerts given on one or the other campus in a recent year: "The Growth of Presidential Power" William Goldsmith "Genesis" Robert D. Sacks Aeolian Quintet "Why Should Gloucester Attempt Suicide and Why Must Cordelia Die" "The Question of Beauty: The Early Chris ti an Arts" Charles Bell "Rousseau and Democracy: The Design of the Social Contract" Hilail Gilden "Watching Television" Roger Rosenblatt John Steadman "Changing Trends in 20th Century Paintings and Sculpture" Adelyn Breeskin "The 18th Century Background to Gibbon" Arnaldo Momigliano Sequma String Quartet "Languages, Philosophy and Science" Stillman Drake "The Collapse of Democracy at Athens and the Trial of Socrates" Leo Raditsa "On the Translation of Rimbaud's Poetry" Jornithan Griffin "John Milton: The So!i tary ·way to Paradise" Louis L Nlartz "The Vapheio Cups" Ellen Davis "The GeonLetrical \1ision" Howard Fisher "Angels in Paradise Each with His Hand H\ a Jar of Spermacetti" Galway Kinnell "The Brothers Karamazov" Michael Ossorgin Yale/St. John's Consort LIST T The books that serve as the core of the curriculum were chosen over a period of nearly years, first at Columbia College, at The of Chicago, at The University of Virg1ma, and, since at St. John's College The disi:nbution of the books over the four years is Something over two thousand years of intellectual from the background of the first two years; about three hundred years of form the for almost twice as many a.uthors in the last tvvo years. The first year is devoted to Greek a 1ithors and their pioneering understanding of the liberal arts, the second contams books from the Roman, medieval and Renaissance the third has books of the seventeenth and eighteenth centunes, most iNh1ch were written origmally in rn.odern languages, the fourth year brings the reading into the nineteenth and twentieth centuries The chronological order in vvhich the books are read is primarily a matter of consenience and Intelligibility; it does not imply an historical to the subiect matter The St. John's curriculum seeks to COffvey to the student an understanding of fundarnental problelTlS that man has to face today and at all times. In that it may the student to discover a new kind of h1stoncal perspective and perceive all the historical shifts and changes the permanence and everpresent gravity of human issues. The list of books which const1tute the core of the St. John's program is subject to review and revision by the Instruction Committee of the faculty. Those listed here are read either at one or both campuses. Books read only in part are indicated by an asterisk �THE CURRICULUM/27 26/ST. JOHN'S COLLEGE Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Marcus Aurelius: Nicomachus: Lavoisier: Essays by: FRESHMAN YEAR Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Co/onus, Antigone, Philoctctes Peloponncsian War Hippolytus, Medea, Bacchae History* Clouds, Birds . Ion, Meno, Gorgias, Republic, Apology, Cnlo, Phacdo, Sympoisum, Parmcnides, Theaefetus, Sophist, Timaeus, Phaedrus Poetics, Physics*, Metaphysics*, Ethics*, On Generation and Corruption*, The Politics* Elements* On the Nature of Things Pericles, Alcibiades Meditations* Arithmetic* Elements of Chemistry'' . Archimedes, Torricelli, Pascal, Fahrenheit, Blaclc, Avogadro, Dalton, Wollaston, Gay-Lussac, Cannizzaro, Mach, Bridgman, Couper, Morveau, Proust, Bert/Joliet, Richter, T. Thomson, Whewell, Berzelius, Dulong, Mendeleev SOPHOMORE YEAR Aristotle: Apollonius: The Bible* De Anima, On Interpretation*·, Posterior Analytics'', . Categories*, Parts of Animals*, Generation of Anuna/s·· Co11ics'' Virgil: Plutarch: Epictetus: Tacitus: Ptolemy: Galen: Plotinus: Diophantus: Augustine: Anselm: Maimonides: Aquinas: Dante: Chaucer: Machiavelli Copernicus· Luther: Rabelais: Calvin· Palestrina: Iv!ontaigne: Vite Bacon· Shakespeare: Descartes: Kepler: Descartes· Pascal: Bach: Lamarck JV!ozart: Beethoven: Schubert: Verdi Des Prez: Poen1s by· Aeneid Caesar, Antony, Brutus, Cato t/zc Younger, Pompey, Cicero Discourses, Manual Annals Almagest* On the Natuml Faculties The Enneads'' Arithmetic* Confessions Proslogium Eight Chapters on Ethics Summa Theologica*, Si1m111a Contra Gentiles* Divine Comedy Song of Roland Cnnterbun1 Tales'' The Prince, Discourses* On the Revolulio11 of the Spheres* The Freedom of n C/mstia11, Secular Authority Gar(\antua and Pantagnicl* Institutes'' Missn Papae Marcelli Essnvs* ln!Toduction to the Analytical Art Novum Organi1111'' Richard II, Henry IV, Henry V, The Tempest, As You Like It, Hamlet, Othello, Macbeth, King Lear, Sonnets* Rules for the Direction of the Mind Epitome IV Motion of the Heart and Blood Geometry* Grneration of Conic Sections St. Matthew Passion, Invrntions ()u11rtets* Plzilosophicnl Zoology Operas'' Sonatas'' Songs'' Otelia Symphony of Psalms Mass /Vlnrvcll, Donne, and other 17/h-crntury pods JUNIOR YEAR Don Quixote Two New Sciences Lcvinlh1111 Discourse on Method, Meditations, Rules for the D1rectzo11 of the Mind Milton: Pn rndise Lost La Rochefoucauld: Maxi mes* La Fontaine: Fables* Pascal: Pe nsfrs * Huygens: Trcniisc on Light," 011 Uic Movement of Bodies by Impnct Spmoza: Thcologico-Politirnl Treniise Locke: Second Treatise of Government, Essay Concerning Humnn U11dersto11di11g Racine: Phhlrc Newton: Pri11cipi11'· Cervantes: Galileo: Hobbes: Descartes: �THE ACADEMIC ORDERl29 28/ST. JOHN'S COLLEGE Leibniz: Swift: Berkeley: Hume: Rousseau: Adam Smith: Kant: Mozart: Jane Austen: Hamilton, Jay, and Madison: Melville: Dedekind: Tocqueville: Essays by: Monadology, Discourse on Metaphysics, Principles of . Nature and Grace Founded on Reason, Essay on Dynamics Gulliver's Travels Principles of Human Knowledg_e . Treatise of Human Nature*, Dialogues Concermng Natural Religion, Enquiry Concerning Human Understanding Social Contract, The Origin of Inequality Wealth of Nations* . . Critique of Pure Reason*, Fundamental Pnnczples of Metaphysics of Morals, Critique of Practical Reason Don Giovanni Pride and Prejudice TheAcademic Order The Federalist Billy Budd, Benito Cereno Essay on the Theory of Numbers Democracy in America Boscovich, Thomas Young SENIOR YEAR Moliere: Goethe: Mendel: Darwin: Hegel: Lobachevsky: Tocqueville: Lincoln: Kierkegaard: Wagner: Marx: Dostoevski: Tolstoy: Mark Twain: William James: Nietzsche: Freud: Valery: Mann: Kafka: Heidegger: Heisenberg: Millikan: Wittgenstein: Keynes: Pavlov: Poems by: Essays by: The Misanthrope, Tartuffe Faust Experiments in Plant Hybridization Origin of Species Introduction to the History of Philosophy, Preface to the Phenomenology, Logic (from the Encyclopedia), Philosophy of History*, Philosophy of Right*, Philosophy of Spirit* Theory of Parallels* Democracy in America* Speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Communist Manifesto, Capital*, Political and Economic Manuscripts of 1844* Brothers Karamazov, The Possessed War and Peace The Adventures of Huckleberry Finn Psychology, Briefer Course Birth of Tragedy, Thus Spake Zarathustra*, Beyond Good and Evil* General Introduction to Psychoanalysis, Civilization and Its Discontents, Beyond the Pleasure Principle Poems* Death in Venice The Trial What is Philosophy? The Physical Principles of the Quantum Theory*, Supreme Court Opinio11s* The Electron* Philosophical Investigations General Theory of Employment, Interest and Money Lectures on the Condifioned Reflex Yeats, T.S. Eliot, Wallace Stevens, Baudelaire, Rimbaud, a11d others Faraday, Lorenz,/. f. Thomson, Whitehead, Mi11kowski, Rutherford, Einstein, Davisson, Bohr, Shrodinger, Manuell, Bernard, Wcismann, John Maynard Smith, Drcisch, Bovcri, Tei/hard de Clrnrdin THE TUTORS Learning is a cooperative enterprise, and it is best carried out when persons at different stages of comprehension work together. The typical learning situation at St. John's involves a small group of learners. First in line come the great teachers, the writers of the books, who are talking in most cases at the high point of their learning. Next come the reading and talking teachers, the tutors, who are members of the faculty; in their stage of learning they are somewhere between the authors and the best students. There then follow the other students at distances proportional to the degree of their understanding. The old-fashioned ranking of classes in the little red schoolhouse is the relevant image here. At the head of the class is the author-teacher, at the foot of the class the poorest student in relation to the subject matter. All the others are both teachers and pupils, each learning from those above and teaching those below. The aim in all the classes is to exploit the differences in knowledge, character, and skill as they are distributed among students and tutors. �30/ST. JOHN'S COLLEGE The kind of teaching and learning that goes on at St. presupposes, then, a faculty differing in many from the faculties of more conventional colleges. Each tutor has a specialized competence in at least one field of Beyond that he must be to acquire a certain expertness in other fields of knowledge and a competence in the liberal arts. This may mean that he has to re-educate himself. He is expected to teach some classes in subjects other than his own. Ideally, the tutor will eventually have classes in every part of the program. He thus will, for the first years of his teaching at least, attend classes in the same way as a student: his own learning goes along with his teaching; as the student does, he progresses from year to year in the and that continuous learning and teaching bring him, in ever-increasing rneasu_re, into close familiarity with the entire program. Thus a ni.ember of the St. faculty is never confined in his scholastic activihes to a single division of the He and has to be, a teaching member of a seminar and of one tutorial and a section. Each tutor is on the special skills he possesses to colleagues ~who may in their classes. Since it is necessary, on the other that tutors into the foundations and wider contexts of the matters that are the teaching materials at St. John's, to avoid staleness and the of to routine groups are set up. Leaders such groups are relieved cf their duties They engage in a and of a subject chosen the J:nstruction Comrnittee the Scholars from other instit1Jtions rnay the group for under J.·nay not be related to the the work of the opens nev1e and 2\t St 7 The Instruction Comn:iittee is a committee of tutors for advising the Deans on all matters of instruction ~ cerning c1.1rricular planning or the acadeni.ic of students. It also advises the President and Vice Presidents on to the faculty The Committee consists of the Deans elected the tutors on each campus of the the Vice President sit with the lnstruct10n Cornmittee ex uean is the chairman of the Instrudion Committee on where he serves; the members of the Committee on each e<UTtpus constitute the Instruction Cornnuttee for that can1pus and meet at frequent intervals throughout the year. The full Committee meets analternating between the two campuses, and the Deans alternate as chairman of the Instruction Cornnuttee. THE ACADEMIC ORDER/31 THE LIBRARY The books chosen for study at St. John's are collected in the in the best editions and translations that can be obtained. These books along with carefully selected modern texts for the laboratory form the core of the library, essential to the teaching of the program. A good general collection is a necessary supplement; a specialized, highly technical one -would have little use. Each year books in mathematics, science, philosophy, religion, fine arts, music, poetry, literature, and history are purchased. The library subscribes to representative periodicals and newspapers. A committee of the assists the Librarians in selecting books and penodicals. The library maintains a collection of about 70 ,000 volumes. In Santa Fe, the collection has been growing at the rate of 3,000 volur:n.es each year and now numbers over 46,000, Both libraries have interesting special collections .Annapolis has the Bray Collection from 16%, known as the "first public in America," and the Peter Huntington Collection, is rich in Elizabethan imprints and French Revolutionary books and tracts. The Witte1 Bynner Collection and the Edgar Allan Poe Collection in Santa Fe contain first editions of each poet as well as other belles lettres. In addition, the Santa Fe has several distin- �32/ST. JOHN'S COLLEGE guished music collections, including the Amelia White, the Grum-. man, the Schmidt and the Holzman collections. Vv'oodward Hall in Annapolis was renovated as a modern library facility in 1969. It has comfortable modern study carrels and stacks as well as traditional reading rooms. The Santa Fe library is housed in the Peterson Student Center and the Weigle Building. The music is located in the Sternberger-Weis Music and Fine Arts Building. THE ACADEMIC ORDER/33 A SAMPLE FRESHMAN SCHEDULE FOR ONE WEEK HOUR MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 8: 15 Mathematics Mathematics Mathematics Mathematics Tutorial Tutorial Tutorial Tutorial 9: 15 10:15 Language Language Language Language Tutorial Tutorial Tutorial Tutorial 11:15 Chorus 1.15 to Laboratory Laboratory 4: 15 8:00 Seminar Seminar Formal Lecture --------------------- Except for the in the and senior years certain periods of for vvhich the upperclassmen may choose their own time, schedule is the same for all students. Each for either three or four a week they spend one hour in a tutorial and one hour in a mathematics · sophomores four hours a week in a music tutorial. Twice a week they up to three hours m the Tvvo evenings from eight to ten they attend a seminar. A formal lecture or concert is given once a 1n vveek. r,Jineteen to twenty-one hours per week are classes. The year is divided into two semesters of sixteen vveeks each. AND Perhaps the most distinctive mark of St fact that all the students of the same year are reading the sarne the same time with the sar.ne irnmediat€ preparation. This week when all freshmen are iearning the Greek · or the weeks when are meeting the highest type of mathematics in the fifth of Euclid's Elements; or the time of the first assignment in Thucydides, when the serninar leaders are wondering if the students will see the for liberty m Pericles' funeral oration. Thus all students, having a con-1IYton progran1 of have a conunon ground for conversation. These are the educational realities that a common schedule n1.arks and emphasizes. ESSAYS Every sophomore, and submits an essay on some therne suggested the sem1nar In Santa Fe, an essay is submitted each sern.ester; in Annapolis, The is not a research paper with extensive footnotes and a rather an on the of the student to set out in as clearly as be can, his own on sorne of the liberal arts. The essay in the second semester becomes the center of his final oral examinathe annuBJ holds a page 36). ORAL EXAIVHNATION5 At the end of each semester, oral rather than wntten examinations are held. These are conducted by the seminar with the of other ·cEtors. The student is questioned and informally on the texts he has read and on his crihcal and interpretative It is not the aim of the examiners to find out �34/ST. JOHN'S COLLEGE hovv much the student remembers. He JS to consider different of his in relation to each other and to that rtot have been treated in any of li_is classes _ For frestn-r,_en tl-1e first examinahon of the year is before the winter and for and seniors before THE FRENCH READING KN'OWlLEDGE EXAMINATION th_e Before derrt rnust pass an e:xa1nin_ation_ French This exarninahon must be r n1ng or become a candidate the to tl-te s-t-ude11_t in EXAMINATION sen_ior yeo.r tlte essay :'el.ated to sc-rne irder~ded to be Bec::nx:;e St of tlle acti\le stu_dentsf p,rogress st1~1dent a:re based therefo1~'2 r1ot rare/ b1_;_t o:c~ the studenfs total The tutor's of o: sh.1dent is �36/ST. JOHN'S COLLEGE the Dean each semester as a conventional letter grade, A, B, C, D, or F, where C indicates that the work is at a satisfactory level. Such a grading system is necessary 'in the case of students who wish to go on to graduate or professional school or to transfer to another college. Within the College, grading is deemphasized. Students will be told their grades if they insist. They are encouraged, however, not to work. for grades, but rather to try to develop their powers of understanding. If it becomes evident that a student is not progressing, or that the learning process has stopped and cannot be revived, the student is asked to leave the College. Ideally, there is no reason for dropping any normal student from this course of study. It is assumed that each student has the required capacities until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance, and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in wl;lich classes are conducted at St. John's, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. THE DON RAG Once each semester the student meets all his tutors in the don rag. The don rag is a consultation of student and tutors for the purpose of diagnosis and prescription rather than for the reporting of marks. The tutors report to one of the seminar leaders on the student's work during the semester; the student is then invited to report on himself and to judge his own work. Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed. If a student's work as a whole falls below a satisfactory level, he may be placed on academic probation, with the stipulation of conditions that must be met if he is to continue in the College. The normal probationary period is one semester. SOPHOMORE ENABLING Sophomore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning during the two years he has spent in the College. As. an indication of his proficiency in the liberal arts, the annual essay carries great weight. A student is enabled, or allowed to enter the junior class, only if he has submitted a satisfactory essay and only if, in the judgment of the Instruction Committee, he is sufficiently prepared for the work of the last two years. In particular, the enabling judgment looks to the possibility of the student's writing an acceptable senior essay. THE ACADEMIC ORDER/37 THE ST. JOHN'S DEGREE OF BACHELOR OF ARTS The student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session gr~duate in three and one-half years, but they spend their first summer in completing their freshman year, so that they too complete a four-year curriculum. For transcript purposes, St. John's seminars, tutorials, and laboratories can be translated into terms of conventional subjects. The curriculum is the equivalent of approximately one hundred twenty-eight semester hours. GRADUATE STUDIES AFTER ST. JOHN'S Each year many St. John's seniors elect to do advanced work in a wide range of graduate and professional schools. Experience shows that leading universities admit St. John's graduates with creditable records. Since St. John's offers no majors in specific subjects, however, some may find it necessary to take undergraduate courses during their first year of graduate or professional study, in some but not all fields. Whatever the attitude of the graduate schools, St. John's refuses to accept the imposition of preprofessional specialized requirements on its liberal curriculum. The College knows well enough that to educate a man requires less, and yet far more, than is required to satisfy the shifting standards of specialized skills. �THE ACADE!\/!!C ORDEFJ39 38/ST. JOHN'S COLLEGE The following table shows the professions or fields of advanced study entered by one or more St. John's graduates; mathematics, philosophy, education, medicine, and theology have attracted the greatest numbers. Archeology Architecture Art Biochemistry Biology Bio-physics Busfriess administration City planning Computer progrnnuning Dentistry Drama & playwriting Economics Education Engineering Geology History History of art I-Estory of science International relations Journalism Languages Law Library science Literature Logistics management Mathematics lv'ledicine !Vieterolcgy Music Nursing Oceanography Philosophy Physics Political science Psychology Public administration Social anthropology Social vvork Sociology Systems analysis Theology Writing Co1Tln-littee for to 11irnsel£ as a cartdidate the He must then subrnit a thes1s on a Instruction Corn:rnittee and stand rnust have sorne the liberal arts. fo~c in the liber.sJ campus. It is lS I\tlathern3tics an_d 1'1atL-i.ral Scv:T1ce. vv,:=eks an.d corlsists of sernina:cs, The serrlin_ars are lTiOdeled on -tl'1ose 0£ fhe are lirnit,2d to abvu_t . stu~de1Tts. The t-t:;Jorials are s1Tto.Her classes devoted to fhe close < St. John's College awards the degree of Master of Arts. The task. tl1e the requirements for this degree are detennined College has set for itself -,cvvho 1-laS co1r~A,. l\!faster's rnay be avvarded to pleted two years of teaching at St ere di t rnay be after tl"lree suxnr11ers. be ta_ken irt any orde~c, l\1ore detailed i:nJormatior-~ and o. separate nlc~y be obtained to t}i_e c:;raduate In_stitlxte r'\J C'V-l T\ lexico 875C1 rr~ay 1 nave a of ti rrt s that an J1 or all of should be vvithhelcl The vvill �40 ST. IOH N'S COLLEGE and 1tlife The College is well aware that physical activities, artistic expression, and light-hearted recreation are necessary complements to an intellectual life and it is committed to providing the facilities, funds, and support needed to make them available. Generally, such activities in Annapolis are under the sponsorship of the Student Polity In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. Since its founding as King Vvilliam's School in 1696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Its population of 50,000 persons is occupied principally with the government of the State and of Anne Arundel County; with the training of midshi pn1en at the United States Naval Academy; with the fish, and oyster industry and the sailing and recreational activities of the Chesapeake and vvith the liberal education of students at St. John's College The CCl!Ttpus of thirty-six acres lies in the Historic District, adjoining Creek, one block from the State House and across the street from Naval The fifteen buildings include 18th century historic homes (now offices, and a clorn1itV1ctorian structures, and 20th century buildings to complement the older buildings There are six student dormitories, offering single and double ro01ns. The community of students has governed itself since 1945 with elected officers and delegates representing each dorrnitory and the The Student Polity called rrteet once a week to hear :cequests froni. students to allocate time and use of facilities such as the student to remind students of their responsibilities to the College and to express student opinion on corn.rnon The Polity maintains a St11de11t Instr11ctio11 Commiftcc to discuss and recomn1encl curriculurn changes. A Studeni Employment Office, initiated and run students, helps to locate off-campus jobs, The Food Committee with the dining hall manager to develop satisdishes for the regular and menus" Since 1968 The Coilegia11, a weekly student newspaper, has provided a second mediurn for expression of opinion to the community as ranges from petty to vital; creative writing and a whole news take up the rest of the space. Students are also welcome to �RESIDENCE &r STUDENT LIFE/43 42/ST. JOHN'S COLLEGE ATHLETIC§ Extracurricular inforand come and go. the curriculum as stuthe classroorn. The year has seen Gerrnan, the I'.J ew Testament, the Thebes), and obUD J. dents' interests overflow small classes Each of three drama stage one or two Guild performs one or two modern Dwarf produce several one-act In 1976-77 these ducedANian for All Seasons, The Tempest, Picnic, and one-act including Riders to the Sea, No Exit, Ile, and I Can'!' Tomorrow. weekend the student film club presents and domestic films - the classics of cinema art. Additional film series, Civilization, The Ascent Man, and The Romantic Rebellion, have been shown during the h1usic is pursued in groups and and instruni.ental ensen1bles train new members and at College events. The College practice rooms and pianos and a music library of scores and Private can be on carnpus or in town. Individual artistic expression needs a time for training and a to work. Perrnanent facilities such as the ari: cerarr1ic woodworking photography and stage floor provide places to develop specific skills. An artist-in-residence teaches classes and coordinates exhibit each spring diswork members of the College Classes in and Parties, an important part of community life where students and tutors meet informally, come in several varieties The Soc1ety of Bacchus rock gatherings mcludCh_ristrnas dances and iazz in the spring, Reality Weekend, begins with student skits and and, after a parade up IVIam Street, a full of picnicking and athletic colTtpi::frt10n. Cultural events on ,'arnpus include Sunday concerts and informal lectures guest speakers. itself offers church of all denominations, synagogues information on student life is available on request), concerts, plays, historic tours, the Naval State 1939, when intercollegiate abolished the intramural flourished. About twoboth rrten ::i.nd in indivteom sports. The Director of and two student assistants events and coordinate use of the which include a well-equipped large tennis courts, ::i.nd a boathouse with a number of sailboats and other small craft. decided to ex-· virt11es of a second carr1pt1s ColJ.ege m Santa Fe fall of 1964 in J\J evv vvluch w2s rnuseurns, and the opera; and historical and ed-ucation at the IrtstihJt:? 0£ I:ndian P:.-rts and the of a.s well as St The cafftpus of 300 acres lies in the southeast corner of the two miles from the historic Santa Fe Plaza and Palace of the Governors. At 2m elevat10n of 7,300 feet, it commands a view CJf three mountain Buildings, constructed in the modified terntorial the include a classroon-1 center / a rnusic artd fin_e arts ministration building, an and 16 srnall student nine for n1en and seven for women. �RESIDENCE & STUDENT LIFE/45 44/ST. JOHN'S COLLEGE The students at St. John's in Santa Fe have consistently chosen not to establish a formal student government. The size of the College and the form of the program are conductive to informal but effective communication, and students prefer to work directly and individually with the administration and faculty when problems or projects arise. Santa Fe students and faculty have initiated a wide variety of extra-curricular activities including the artistic, the academic, and the athletic. Meetings of all kinds take place regularly at St. John's. There are informal discussions of contemporary literature, forums on public concerns, slide shows on art history, poetry readings, informal lec'mres, and language study groups in Russian, German, Spanish, Italian, and Hebrew. In that they engage the mind, these activities are outgrowths of the academic program, but since they open up areas untouched by the curriculum, they broaden the scope of the St. John's expenence. The need for creative expression is met offering classes in drawing, photography, pottery, weaving, ballet, and modern dance. There are excellent facilities and teachers for all of these The St. Film Society, which is run by students, a wide variety of classic, and popular films for the every the films shown Angel, The cus, A Night at and The Trial. Au Verso, the literary magazine of the College, is two or more times a year the Diogenes Club ancl solicits essays, artshort and from students and fa- a:rnateuts for is to sbrn1J_late rn-usical work is for 01chievement crafL Student art year and awards are given and ATHLETICS The Student Activities Office coordinates a volunteer athletic program, offering opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. The College does not yet have a gymnasium, but rooms have been set aside in present buildings for fencing, judo, karate, tai chi chuan, weightlifting, and gymnastics. For much of the year they can be done out-of-doors. St. John's usually has one of the finest fencing teams in the Southwest. Intramural programs in tennis, soccer, volleyball, and badminton are conducted on the College's tennis courts and playing fields. Soccer games are played with other teams in the area. Track and volleyball are available and nearby schools offer the use of their indoor facilities in the winter. Santa Fe's municipal swimming pool is reserved for St. John's one night a week. There is a horse corral on the College's 300-acre campus 2ff1d privileges on a nearby ranch. The adjoining Sangre de Cristo Mountains provide hundreds of square miles of forest and wilderness areas for hiking and camping. The St. John's Search and Rescue unit trains regularly in techniques of first aid, camping, rock climbing, and evacuation. The Santa Fe Ski Basin is only twenty miles from the campus and offers reduced rates to students, who also ni.ay borrow skis, boots and poles from the College. The challenging ski at Taos is two hours away car After the four- to six-month ski season there are organized excursions down the Rio Grande by canoe, and rubber raft vvith overnight camping along the way. �'16/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/47 RELIGIOUS ACTIVITIES The Charter of 1784 established SL as a nonclenorninational institution. In years there were some ties with the Protestant these no exist. The College schedules no services, except the annual baccalaureate service before commencernent. Attendance is in consonance with the Charter. tutors and students in town. It is for extracurricular Bible tutors of the College. FACILITIES FOR STUDEr,JTS The -u·u~h~ Bookstore on each campus has all the books and needs for his classes. It also maintains a stock of of the prograro, and books of more v11thout for an active social life, the on As artd a COil1ITtOn rOOlYt each campus a coifee there are smaller social rooms, students. In mshed. DORrvHTORIES The dorrnitories fcrrn sr£tall cornrilunities shJ_der~-~ tl-i.e to rnake ·-~r-~.~··· !J:nrnaTried sb__~dents not donTtitones and to take The academic and intellectual life of the able fro1Tt the co1rtn1urial life. T1-1e quires the faculty to show respect for the dent, The education of students stands to benefit from the proper blending of tolerance for experiment with a clear announcen1ent and enforcement of rules that articulate social standards. St. College assumes that the students will respect not the enacted rules but the community-accepted canons of decent behavior. In extreme cases, vvhere these canons are flouted, the College may with ·with-· drawal of the offending student. PROPERTY DAfvlAGE frorn tl-te _f-,._ssistar1t Deans to live can offer rto n--;.arried student stu_deni: campus and should allcv.r time for tl:us. :Room is the the Assistant Deans. for rocrns before to rerrLa.1n in residence Students are i1ot vacation on either earn.pus wirrter or Social order and the wellof each student make necessary certain rules of residerlce governing the use of dorrnitories_ Tl-1ese rules have been decided upon by the Dean in consultation V<nth students and the student is informed of and each fall. The rules returning m foil ow differ in details o:n the tvvo cacnpl1ses, the sarne pattern The College provides a housekeeping staff to care for the dormitories. The College inspects the rooms periodically and at the expense of the occupant or any dormitory morn and furniture that have been danl.aged beyond normal vvear and tear. damage to college property is charged to the caution fee of the student or students responsible for the damage, 11-ie College is not for the loss or damage to any student property resulting from fue, or any other cause. INHRIVIARY SERVICE Well-equipped infirmaries are maintained at both campuses, each under the supervision of a College and a College Nurse. A daily medical report is sent to the Assistant De<:ms. A psychiatrist or clinical psychologist is available for consultation. DIJ\HNG HALL The dining hall on each campus is operated a catering service. Resident students are reqmred to eat m the hall. Exernpt1ons for rnedical reasons are granted upon examination and recommendation by the College Physician. �48/ST. JOHN'S COLLEGE Adrnmons The standards by which applicants are selected for St. John's are special, and prospective students find it rewarding to write the essays that constitute an application to the College. People who apply want an education that consists of careful reading and consideration of the most demanding bo9ks; of serious conversation in which they will .. learn to see deeply into others' ideas as well . ::~~:''i·I as '.heir own; an~ of active participation in ..:..,-....~ ~~" theu own educat10n. Education at St. John's is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most who consider St. John's examine themselves carefully before applying so that when they do they are saying to themselves and to the College that they want to engage fully in the life of reason and believe they can take pleasure in it. In writing their application essays, many determine their own appropriateness as St. John's students. Thus, for the most part, they select themselves. Some are rejected, of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine whether an applicant has the necessary preparation and ability to complete the St. John's program satisfactorily. The Admissions Committee on each campus - five tutors and the Director of Admissions - regards the application as being a question from the applicant: "Do you think I am ready to profit from the program of studies at St. John's?" In the essays, applicants are asked to discuss their previous education, experience with books, reasons for choosing St. John's, summer or post-high school experiences, and some particularly valuable experience they have had. A number of optional topics is also suggested. The essays are designed to enable applicants to give a full account of themselves. They can tell the Committee much more than statistical records reveal. Next the Committee considers the applicant's academic achievement and promise. Previous academic records - the secondary school report and college transcript, if there is one - show whether an applicant has the habits of study necessary at St. John's. Letters of reference, particularly those of teachers, are carefully read for indications that the applicant has the maturity, self-discipline, ability, energy, and initiative to succeed in the St. John's program. St. John's attaches less importance to objective test scores than most colleges. No applicant is accepted or rejected because of such scores. On neither campus are the Committee's decisions influenced by the race, religion, sex or national or ethnic origin of an applicant, nor by any other factors unrelated to the work of the College. The ADMISSIONS/49 application asks a minimum of personal data. Need for financial assistance does not affect the Committee's decisions on admission. St. John's has decided to remain a small college. The enrollment in Annapolis is about 375 students, in Santa Fe about 275. The size of each class is limited on each campus. Most freshman classes are about equally divided between men and women. Classes enter in late August and January in Santa Fe, in September and January in Annapolis. New students are enrolled only as freshmen; a fourth or more of each entering class have done one, two, or even three years of college work elsewhere. These students, despite good records at other colleges, relinquish their advanced standing to take part in the St. John's program. Freshmen who enter in January stay on campus the following summer to complete the first year. They can thus graduate a year earlier than if they had postponed their entrance until the following fall. The January class is of particular interest to students who come to St. John's from other colleges, or who have traveled or worked since graduation from high school, or who wish to enter St. John's immediately after the first semester of their senior year of high school. REQUIREMENTS FOR ADMISSION Most applicants have a strong background in academic subjects. Specific academic requirements include two years of algebra, one year of geometry, and two years of a foreign language; additional work in mathematics and foreign language is advised, as well as two or three years of natural science. In addition to the application essays and academic transcripts, applicants must present two letters of reference, including one from a teacher. In exceptional cases certain of these requirements may be waived, or additional information may be requested. SAT or ACT test scores are not required, but may prove helpful. Occasionally St. John's accepts an applicant who is not a secondary school graduate. Such a student must be well qualified to profit from the College program. A campus visit and interview are especially important for such candidates. These students usually wish to enter St. John's following their junior year of high school or in the January immediately after the first semester of their senior year. �ADJ\/IISSIONS/51 50/ST. JOHN'S COLLEGE will be accepted with the understanding that it will be refunded if satisfactory aid cannot be extended. The criteria for admission are the sarne on both CCfff!puses, but the admission processes are different. The of the are outlined below. nevertheless certain to inform made dents planning to forms at the same BOTH Cl:dV:l:PUSJES On inquiry, prospective students receive a statement of the St College progran1; an application for and recommendation forms to be completed the school and the references. Material related to financial aid is also sent, if it has been Because the College welcomes all serious applicants, there is no application fee. Students may apply to either campus, but not to both. Applications later be transferred from one campus to the other if the applicant All should be submitted as in the year as possible; entering fall classes on both campuses are expected to be complete by the end of Applications may be submitted as early as the second semester 0£ eleventh grade. Once an applicant has been notified that lus cepted, he must make a deposit of to secure a ing class. The deposit is applied to the first year's fees. If the class has already been filled by the time the is received, it may be used to secure a place on the waiting list or in the subsequent dass It will be returned on A examination is required of eadt student before registration form for reporting the examination is sent to each student after the $150 deposit is received. THE ANNAPOLIS CAIVIPUS has a policy of rolling admissions: There is no cation However, there are occasional vacancies in th:c because of last minute withdrawals so students who vvish to make application late in the year should consult the Admissions Office for particulars. As soon as possible after the applications essays and porting documents are assembled, the application is reviewed Admissions Comrnittee. The applicant is notified v1rithin two the Committee's decision. Deposits are accepted on a first-come, first-served basis until the entering class is filled. Thus, if an appllcant is notified that the Admissions Committee has approved his application, the deposit must be received to the time the class is filled in order to secure a rn that class. If the applicant is also a candidate for financial aid but has not been advised of an the THE SANTE FE CAMPUS Students who have considered their colleve 0 care and have concluded that the Santa Fe college want to enter above all others may apply under that Decision PlarL with THE SANTA FE EARLY DECISION PLAN Until 15 each year, students n:rny that the Santa Fe car:npus :s their first choice on the Decision certificate. In return, the upon theu tvvo weeks of notification or, if fc,r flnancic.l aid as by March 1. Decis10n candidate who also for financial assisla_nce is assured tltat if -tl--1.e offers to hj1r~ ar1d his li.eed for aid is for the funds available ahead of of receiving the aid tc make enrollfor Decision with later ones . .t'.Jorification of Decision finannal aid awards is on 15. REGULAR ADivHSS~Ohf TO SANTA FE Students viho do not take CArvwus of the Santa Fe adrmssion at any hrn.e up 15. for adrnissiort an.d firla;ci~l aid are 15 will be notified of the decisions to forvvard tDlei1 Date admission to the Santa Fe calTtpus also use the available Hi many schools. Since soute students who still •Niththe College rnay be ma to consider a nurnber of after I·/Iay 15 on a.n mdividual basis and on the recomrnen. . of their schools about the possibility of late tlon should be specifically addressed to the Director of �52/ST. JOHN'S COLLEGE ADMISSIONS/53 INQUIRIES _,,, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Wednesday or from Thursday to Saturday on the Annapolis campus, from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the- visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Persons planning to visit should telephone (301-263-2371 for Annapolis or 505-982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for the visitor will be transportation. He will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings can be located in inexpensive paperback editions in the College Bookstore if a visitor has been unable to locate a copy of the book discussed in seminar. Linens and soap are provided by the College If a visitor arrives weekdays between 9:00 a.nL and 5:00 p.rn., he should go to the Ad1Ttissions Office. Weekends and any day after 5:00 p.m , he should go to the College receptionist. In Annapolis the recephon1st is at the switchboard in Campbell Hall; in Santa Fe, in the Student Center. Inquiries should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (Tel. 301-263-2371), or Santa Fe, New Mexico 87501 (Tel. 505-982-3691) TRAI'<JSPORTATKON st.ould first-hand advance Vvhile on campus the visitor rn.ay attend a seminar on or evemng at 8:00 .m.; attend tutorials in mathematics, language, and visit a be interviev•1ed the Director of Adrru:;sior,s or a member of the Admi:;s1cns Cornm1:t2e, atter,d the forrnal lecture talk with St. and the historic town of or Santa Fe; attend or corlcert; or vvatch students re_rrL Since the se1ninar, the fftOSt of the program, The Baltimore-VVashington International Airport is located miles from An limousine than $5) goes to Annapolis Bus service from the airport is not practical Hourly buses nm between Baltimore and Annapolis and the driver vv-ill let one off at the campEs if he asks. Buses from_ are less and arrive at the Annapolis bus terminal (about six blocks from the College), car one take-s Route 50 front Route 2 from Baltimore. A lin;_ous1ne sennce frorn the Albuquerque airport to Santa Fe also is available. Called the "Shuttle-jack," it leaves the airport seven and costs 00 one way Greyhound and Contmental bus lines Santa Fe. Amtrak stops at Lamy, J'-,T.M., rrnles and taxi service is available to town. Upon at the bus station or at one of the Santa Fe hotels, the easiest~ way to get to the campus is by taxi �54/ST. JOHN'S COLLEGE FEES & FINANCIAL A!D/55 and_ The College believes that ants should not be denied nttend SL College because finances. St John's therefore maintains a fi nancial aid program to assist eligible students to the extent possible within the limits of College's resources A The following principles underlie SL 1. The for lies ~Arlticl-t cornb1n_es one or rnore for1T1s of aid that contricortsists of Ct and an educational loan. 5 The total arnvu_nt of £inancia.1 aid tl-i_e offers a student aid is not stu each year wish to be considered for aid 7~ aid awards are rnade in ;;1cccrd.a!_1-Ce \.N1th the sions of Title VI of the Civil Education Amend:;nents of crimination on the basis of race, sex, B. The for Federal program described in section D below. The Service's Financial Aid Form enables candiates to indicate wish to for a BEOG. Students should so indicate !<Jo financial aid a·ward will be made the College unhl for the BEOG has been ~=~•w•~ 4. As of the for financial aid, of depenwho claim self-supporting status of their 1977 Income Tax Return. Self-supporting are required to meet the Federal definition of independence and have an affidavit of nonsupport on file in the Financial Aid Office. This form will be mailed to or guardians upon of the Financial Aid Form the applicant is claiming self-supporting status. ii 1s as follovJs: 1 for can o btmn the Adrnission' s office Financial Aid Form with California. sent a. detailed account of the be obtained from either Office at St. 3. Candidates for financial aid from the College fflust first establish their for the Basic Educational �56/ST. JOHN'S COLLEGE 6. Residents of Connecticut, the District of Columbia, Massachusetts, New Jersey, Pennsylvania, Rhode Island, and yermont must for a State scholarship. Residents of Maryland and New Mexico, applying to or attending Annapolis and Santa Fe respectively, apply for the Maryland State Scholarship or the New Mexico Student Incentive Grant. 7. An applicant who has previously attended an institution of higher education provides a Financial Aid Transcnpt from that institution. Financial Aid Transcripts can be obtained from the Financial Aid Office. 8. Students applying for and receiving financial aid from St. John's are required to notify the Financial Aid Office ~f any scholarships, loans, grants, gifts, employnwnt, or other nnancial benefits for which they become eligible; any change m their or their family's financial stituation; and changes of name, marital status, and address. C. Following are the deadlines and notification dates for financial aid: Prosvechve students planning to apply for financial aid should advi~e the College of that intent as early as poss1ble. The College's financial aid applicahon may be submitted to the Financial Aid Office to the application for adrrnss10n. The College Scholarship Service's Financial Aid Form should be filed with the CSS as soon as 2 of the year or for entrance as soon as the year the candidate wishes to EARLY DECISION CANDIDATES (Santa Fe only) Students planning to apply for admission and financial aid under the Early Decision Plan should subrnit the College's for £in_ancial aid at the earliest rr1onlent Tl-1_e necessary CSS 1978-79 Financial Aid Form -will be available fron.:-i. schools or from the College on December 1, 197'7, but cannot be with the College Scholarship Service until after 2, 1978. therefore vital that Decision financial aid themselves m ample tirne for the College to Financial Aid Form as soon as it is available. REGULAR CAr·-JDIDATES (Santa Fe Although regular candidates may submit their admission at any tin:te, the deadline which must selves as candidates for assistance by FEES & FINANCIAL AID/57 for financial aid is March 1, 1978. Beginning on December 1, 1977, the College will provide the necessary 1978-79 Financial Aid Form, which should be completed and filed with the College Scholarship Service on 2, 1978, or as soon thereafter as possible. Students all of whose financial credentials are received by the Student Aid Office prior to the March 1 deadline will be notified of the decision on their aid application on April 15. Students whose applications for financial aid are received after March 1 will not be denied consideration for assistance, but the availability of funds for them cannot be guaranteed. FRESHMEN CANDIDATES (Annapolis Only) Although the Annapolis campus has no deadline for of financial aid applications, candidates for admission who are in need of financial assistance should indicate that need as soon as possible. The Financial Aid Form/BEOG should be filed -with the College Scholarship Service as soon after January 2 as possible. Likewise, the St. John's Financial Aid Application should be filed with the Financial Aid Office as soon as possible after its receipt the candidate so that applicants can be notified of the decision on their for financial aid ~within a few after have been for admission. Applicants should note also that the earlier an aid application is received, the better the chance that their financial need can be fully met. Candidates for admission after March 1 for financial aid have a significantly lower chance receiving all the funds for which they are eligible than those applying early. RETURNING STUDENTS are due by l\1arch 1, 1978, from enrolled students who are returning to the College and reapplying for financial or are applying for financ1al aid for the first time. Beginning on December 1, 1977, the Financial Aid Office will provide the 1978-79 Financial Aid vvhich should be completed and with the College Service on January 2, 1978, or as soon thereafter as whose financial aid credentials are received by Financial Aid Office prior to the March 1 deadline will be notified of the decision on their application on April 1. Applications completed after March 1 will not be considered until awards have been made for applications completed before the deadline. Awards based on applications completed after the deadline will not be rn.ailed until after April 15. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availability of funds for them cannot be guaranteed �FEES & FINANCIAL AID/59 58/ST JOHN'S COLLEGE are available frorn O, Funds for financial aid awards frorn the the sources: ST, frOlTl its Funds for its resources and all awards OVJfl cf financial need NATIOJ\JAL MERIT Merit for hnalists Finalists -who list SL Colas thei;: first cJ-,01ce and v1rw have been for the VVinners are cf'tose11 fina:ncial need., _h._;1;Iards N ahonal Nierit av1ards aid each year BASI<= EDUCATIONAL ta:nce to those to atter:_d a .r • rra-11 1-c ~r~ ~1r-tPrrler1 to bp thP fi1st forrr1 or ass1stan_ce _,__; ,_._ ·~ l-~- ~l_;\T"",··.:-_-i~·, at.her forrns 0£ and 1TL3-Y be -rneet a st·1J. denfs GraLt,. and tl-1,e a:cnoun:: financial resources of the of this gra.rn is \.._jj_ J __ l ..... -- ass1sBasic ---- No NATIONAL DIRECT STUDENT LOAN (NDSL) These loans are made by the College directly to students funds provided, for the most part, the Federal Government. maximum loan for four years of undergraduate study for the first baccalaureate degree is $5000. No interest accrues and no payment is required while the borrower is enrolled at the College. Repayment begins nine months after the borrower terminates attendance at the College. There is provision for deferment if the borrower returns to at least half-time study at another institution" Depending on the total loan commitment, the may e;<tend over as many as ten years, FEDERALLY INSURED/GUARANTEED STUDH..JT LOAN These prog1ams enable a student to borrow directly from a credit union, savings and loan association, or other participating lender who is to make the educational loan. The loan is guaranteed by a State or a private non-profit or insured the Federal Governrnent, Any student whose income is less than $2.5,000 per or vvho demonstrates the financial need is eligible for one of these up to $2500 per rnost lending inshtuhons and State agencies lirn.it to $1500 academic year. No interest accrues and no the borrcwer is enrolled at the the borrower terminates attendance for deferment of payment if the borrovver returns to full-time another institution" Depending on the total loan commitment repayrrlent lnay extend o·\rer as n~lany as ten years. Insured/Guaranteed Student Loan and for financial aid any of these specific sources. All these considered in up the College's fi- { avlctrds SEOG's to stttdents each year. ~fli_ese finan~ial l"f.eed fresl-nTten ::lnd e:ru:olled to studen.ts -v.Jflo hc.i-,J-e ex- nancial aid av/ards. 1977°78 STUDENT BUDGET FALL FRESHMEN Loci.nf and COLLEGE WORK STUDY Santa Fe Annapolis dependent/independent $4000 $4000 175 175 625 625 850 850 50 50 500 540 415 Tuition Books Room Board Caution Fee 1 Personal Expenses Transportation 2 dependenUindependent $4000 $4000 150 150 625 625 850 850 50 50 500 600 �60/ST. JOHN'S COLLEGE FEES & FINANCIAL AID/61 SPRING FRESHMEN dependent/independent $3600 $3600 175 175 563 563 577 557 50 50 425 400 415 1 age to or loss of College property, and other minor . This fee must be at the full amount at registration each semester. If unused it is refunded on request at the end of the academic year or when a student leaves the College. Current installments of fees for tuition, room, and board are not refundable unless a student must withdraw for medical reasons. If a student has paid his fees in advance for either semester and withdraws .from the College before the semester begins, the advance payment is refunded, less the $100 deposit, regardless of the cause of withdrawal. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents, There is a fee of $5 for late registration for each semester. The cost of books is about $100 a year. Class copies of many of the program books are available in the College Santa Fe Annapolis Tuition Books Room Board Caution Fee 1 Personal Expenses Transportation dependent/independent $3600 $3600 150 150 513 513 50 400 50 L175 Freshmen only, covers breakage and is refundable. The Annapolis transportation allowance for dependent students is the cost of two round trip air fares to the major city closest to their homes to a maximum of $784 for distances greater than 400 miles; the transportation allowance for distances less than 400 miles is 10\l per mile. Santa Fe transportation allowance for all students is the cost of two round trip air fares to the closest maior city for non-New Mexico residents who are allowed two round trip bus fares; if a student has an automobile the transportation allowance is $375 per academic year. 2 3 Undetermined as of time of publication. BILLING AND DEPOSITS Billing is done prior to each semester. The total for the year may be paid at the first billing, or may be made in equ.al parts at each of the semester billings, or in monthly installmen'cs that may be spread over as much as seven years. First semester fees for freshmen are due on or before August 1. Those who wish to use the installment plan should inquire of the Treasurer about tuition loan plans available. Students with outstanding debts to the College may not register for classes at the beginning of the second and subsequent semesters unless they have made appropriate arrangements with the Treasurer. Since determinations affecting students, faculty, facilities must be m.acle vvell in advance of the academic year, the College must know in register in September. A deposit of on year is therefore due on or before the first pective sophomores, juniors, and seniors. guarantees a student a place in the class. If the may have to be placed on a waiting list. The in case of vvithdrawal due to ill health, dismissal, or (in the case of prospective to enable. If the student should decide not to enroll in the year for which he rnade the deposit, the deposit is forfeited, and he must make a new deposit to secure his place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the college Treasurer at the earliest date to make suitable arrangements. Each student is to rnake a deposit of $50, called the caution fee, which is subiect to charges for breakage, dam- Veterans and social recipients qualified to receive educational benefits through the Veterans Administration may arrange with the Treasurer's Office a schedule for the payment of fees. These arrangements must be made to the beginning of the academic year and after the veteran has received proper certification from the Veterans Administration. In with Federal and State regulations, St. John's has a set of on minirnum standards of progress for veterans enrolled at the College. 1. St. John's will to the Veterans within 30 all incidences of official termination or change of status that would affect benefits 2, Minimum acceptable of a C average is expected. If a stu.dent falls below th1s and/or his tutors think there is a serious academic problem, don mg committee will recommend a consultation with the Dean who rnay ask the student to leave the College or may him on academic probation. that and counseling is available. to tvvo semesters of lilus.t be re~ to the V.A A third semester of certification may not be granted for V.A benefits without of a V.A psychologist. 3. V.A. that be given for all courses undertaken and that all grades be considered in arriving at a average. Should a V.A. enrolled student withdraw from any course at subsequent to the rnidterm point of any semester, a grade will be assigned. Ll ohn's will to the VA. when a studeni: has not success- % of the credits 5 will inform students on V.A benefits of this new on minimum standards of progress. �"' CJ) L ~" I ~ ~ l"'fj o=: r~=~ TENNIS COURTS 0 ~ n ~ :::=============~~ z PLAhlETARIUM " 00 ~ McKE:LOtf'.l ~ ~ m ;;; ~ ~ - ~ !'l.l :::i ti. ~ ]{\ HEATING • . ~ PLAHT ~· \c ST. JOHN'S STREET If "'==· ti_THLETIC CEf'<ITER ro ~ / / / ]"1· '\ Legend ~~xis\1ng ~future Admiss1oru Ofr!ce �641ST. JOHN'S COLLEGE BOARD/65 BOARD GOVERNORS BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER]., and CHARLES VAN DOREN: How To Rend a Book, Simon and Schuster, 1972. ADLER, MORTIMER J., and MIL TON MA YER: T/1e Pevol11tio11 in Edurntio11, The University of Chicilgo Press, 1958. AMERICAN LIBRARY ASSOCIATION: Clnssics of the Western World, with forewords by john Erskine and Everett Dean Martin, 1944. BARZ UN, JACQUES: The Amcricn11 University, Harper and Row, 1970. Trnc/1er in A111erirn, Little, Brown and Co., Boston, 1945. OFHCERS Chairman Alexander K. McLanahan Vice Chairmen J\/Irs. George S. Roudebush Dr. Thomas B. Turner BELL, DANIEL: The Refor111i11g of Gc11crnl Education, Columbia University Press, 1966. Secretary Jerome LaPides BESTOR, ARTHUR E.: Educntiouol Wnstc/nuds, The University of lllinois Press, Urbana, 1953. T/1e Pcston1tiou of Lrnmiug, Knopf, 1955. BRUNER, JEROME S.: The Process of Educntiou, Harvard University Press, 1960. HONORARY MEi\IIBERS BUCHANAN, SCOTT: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. ERSKINE, JOHN: Niy Life as n Teacher, J.B. Lippincott Co, 1948. GOLDWIN, ROBERT A. (Editor): Higher Education and Modern Democracy, Rand McNally and Co., 1967. HARV ARD COMMITTEE REPORT: Gen em I Education Cambridge, Massachusetts, 1945. i11 a Free Societt1, The• University, HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. Tile Higher Learning in A111cricn, Yale University Press, 1936. The Lcnrni11g Society, Praeger, 1968. No Friendli; Voice, Greenwood, 1936. Tiu U11ivci·sity of Utopia, University of Chicago Press, 1953. MARITAIN, JACQUES: Ed11catiou at the Crossroads, Yale University Press, 1943. l\/fEIKLEJOHN, ALEXANDER: Education Bclwern Two Worlds, Harper and Brothers, 1942 NEWMAN, JOHN HENRY: The Iden of n University, Image Books, 1959. .RICHARDS, I. A: How to Read a Poge, W VV. Norton, 1942. TUSSMAN, JOSEPH: Experiment at Berkeley, Oxford University Press, 1969. VAN DOREN, MARK: Liberal Ed11cni1011, Henry Holt and Co., 1943. Douglas H. Gordon john Gaw !V[eern Mrs. Duane L. Peterson Mrs. Hany R. Slack, Jr. Mrs. L. Corrin Strong Miss Mary Gallagher Washington, DC Mrs. George S. Roudebush St. Louis, MO Judge B.C. Hernandez Albuquerque, NM Charles H. Watts McLean, VA Jerome LaPides Annapolis, MD Arnold Wells New York, NY Alexander K. McLanahan Houston, TX D. Robert Yarnall, Jr. Philadelphia, PA John S. Robson Chicago, IL William W. Simmons Severna Park, MD A. Paul Thompson Des Moines, IA Dr. TI1omas B. Turner Baltimore, MD MEMBERS EX OFFICIO Term Expiring 1980 Mrs. Bernard Cornbemale Winthrop, ME Mrs. Lowell R. Ditzen Washington, DC Dr. David Dobreer Los Angeles, CA Term Expinng 1979 Stephen L. Feinberg El Paso, TX Miss Sharon Bishop vVashington, DC . Richard M. Burdge Philadelphia ' PA Miss Harriet C. Higgins New York, NY Donald R. Kirby Sandia Park, NM Jack M. Campbell Santa Fe, NM Francis S. Mason, Jr. New York, NY James R. Donnelley Chicago, IL Mrs. Carleton Mitchell Annapolis, MD Adolph W. Schmidt Ligonier, PA Mrs. Walter B. Driscoll Santa Fe, NM Edward J. Dwyer Gwynedd Valley, PA Ahrnet Ertegun New York, NY Walter F. Evers Cleveland, OH john T. Harrison, Jr. Stamford, CT Dr. W. Bernard Fleischmann New York, NY Daniel T. Kelly, Jr Santa Fe, NM Karl Van Tassel Lake Forest, IL James H. Frame Los Altos Hills, CA Julius Rosenberg Annapolis, MD Dr. Dalton !VI. Welty Hagerstown, MD The Governor of Maryland The Governor of !\Jew Mexico The President of the College The Dean of Annapolis The Dean of Santa Fe ~h e \!. l ice p res1· d ent of Annapolis The Vice President of Santa Fe Term Expiring 1978 Victor G. Bloede New York, NY Theodore H. Smyth Santa Barbara, CA Eugene V. Thaw New York, NY �66/ST. JOHN'S COLLEGE FACULTY/67 Bert Thoms TUTORS President Richard Daniel B.A., 1931, M.A., 1937, Ph.D. in American Diplomatic History, 1939, Yale University; LLD , 1957, Washington College, 1958, LaSalle College, ·1960, Wabash College, 1965, College of Notre Dame in Maryland, 1969, The Colorado College; L.H.D., 1970, Bard College, 1972, St. Francis College; Litt.D., 1975, St. Mary's College of Maryland; Instructor Yali Union Middle School, Changsha, China, 1931-33; Executive Secretary, Yalein-China Association, 1934-38; Instructor in History, International Relations and Econornics, Carleton College, 1939-42; active duty with the Army Air Corps, 1942-45; Documents Officer, Far Eastern Co1nmission, and Executive Officer, Office of Far Eastern Affairs, Department of State, 1945-49; President, St. John's College; 1949-; ViceChairman, Maryland Hall of Records Commission, 1952-; Chairman, Commission on Liberal Education, Association of Arnerican Colleges, 1955-57, Treasurer, 1963-66, Vice-Chairman, 1966-67, Chairman, 1967-68; Board of Education of Anne Arundel County, l\ilember, 1951-63, President, 1958-62; President, Maryland Association of Boards of Education, 1961-62; Vice-Chairman, Independent College Funds of America, 1967-68; Chairman, Maryland Commission on the Capital City, 1967-77; President, Board of Trustees, The School, 1972-74; Trustee, Yale-China Association; Trustee, St. Mary's College of AN:N~APOUS Dean of the Edward Grcrnt B.A., Harvard College, 1951, LL.B, Harvard Law School, 1954; 1\/1.A, Teachers Colum.bia Unive:;:sity, 1957; Tutor, St. John's College, Annapolis, 1957-, J\ddison Mullikin Tutorship, 1971-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1964-66; Dean, 1977-. \/Vinfree BA , 1934, M.A., 1935, University of Virginia; M Div .. Virginia Theological Seminary, 1938; Ph.D, University of Virginid, 1948; Student at the Institut C1tholique de Paris, 1951-52; Deacon-in-charge, 1938-39, Rector, 1939-41, St Paul's Church, Ivy Depot, Virginia; Tutor, St. john's College, 1941-, Assistant Dean, 1947, Addison E. Mullikin Tutorship, 1959-; Acting Directc:.r, =ntegrated Liberal J.\rts Cui-riculufft, St. lvlary's College, California, 1966-67. P, IVIcGra·di. 13.A., 1934, Diplorna in Education, 1935; University of Liverpool; Language Instructor. London County Council, and Language Studies at Universities of Liverpool, London, Faris, Dijon, 1936-40; Armed Forces, 19,l0-46; Language Instructor, London County Council, 1946-47, Visiting Professor, University of Puerto Rico, 1960; Tutor, St. John's College, Annapolis, 1948-, Addison E. Mullikin Tutorship, 1968-. Curtis A. VVilsorl B.A, University of California, Los Angeles, 1945; MA., 1946, Ph.D, 1952, Columbia University; Tutor, St. John's College, Annapolis, 1948-64, 1973-, Santa Fe, 1964-66; Dean, Annapolis, 1958-62, 1973-77; Visiting Research Fellow, Birkbeck College, University of London, 1962-63; Visiting Associate Professor, 1966-68, Professor, 1968-73, University of California, San Corresponding Member, Academie Internationale cl' Historiedes Sciences, 1971-; W Mellon Tutorship, 1974-; Sabbatical Leave, 1977-78 B_.A .. M.A., George Washington University, 1947; Ph.D., The Johns Hopkins University, ,1950; Associate in Philosophy, George Washington University, 1947--49; Tutor, St. Johns College, Annilpolrs, 1949-54, 1969-; Assistant Professor of Philosophy, Reed College, 1954-55; Chairman, Department of Philosophy, V\Tashineton and Jefferson "allege 0 · 1955-69; Andrew W Mellon Tutorship, 1974-. ~ ' Barbara Hopkins Leonard BA., Oberlin College, 1937; MS., 1941, Ph.D., 1948, The Universitv of Rochester· Assistant in Zoology, Oberlin College, 1936-38; Oberlin College Scholar,' Marine Biolog' 1cal Laboratory, Woods Hole, fvfassachusetts, 1937; Histoloeical Technician Department of Pathology, Yale Medical School, 1938-39;. Graduat~., Scholar in Biol,ogy, The Umv_ers1ty of Roc_hescer, 1940-41, Graduate Teaching Assistant in Biology, 1941-44; V1s1tmg Lecturer rn Zoology, Oberlin College, 1944-45; Instructor in Zoology, Smith College, 1945-51; Sm1th College Scholar, Marine Biological Laboratory, Woods Hole, Massachusetts, 1949; Tutor and Assistant Dean, St. John's College, Annapolis, 1951-, Arthur de Talma Valk Tutorship, 1968-; Fulbright Lecturer and Honorary ·Professor of Zoology, Lady Doak College and American College, Madurai, South India, 1962-63. Douglas Allanbrook Boston University, 1938; Brown Urnversity, 1939-41; University of Florence, 1946; B.A, Harvard College'. 1948; Active duty, United States Anny, 1942-45; Traveling Fellow, ~arvard Umversity, 1948-50; Pupil of Nadia Boulanger, Paris, 1948-50; Fulbright Fellow Ill ~taly Conservatono San Pietro a Ma1ella, Pupil of Ruggiero Gerlin in Harpsicord ana Early Keyboard Musrc, 1950-52; Teacher of Composition and Theory, Peaboclv ~onse;-~atory, 1955-57; Tutor, St. John's College, Annapolis, 1952-; Member, Corpora'non or fad.do, Saratoga Sprmgs, New York, 1971. M. Tolbert B.A., 1935, M.A., 1937, Emory University; Ph.D., University of Texas, 1950; Teachino Fellow in English, Emory University, 1935-36; Teaching Fellow in English, University of TeJ'.as, l938-42; Instructor in English, Tulane University, 1942; Military Service, 1942-46; l~suuctorm Ei~g~sh, Umversity of Texas, 1946-50; Teaching Intern, St. John's College, Annapolis, l95e>-'.J5, Director of Adm1ss10ns and futor, 1955-71; Addison E. Mullikin Tulorship, 1971·. · Eva T I-I. Brann B.A, Brooklyn College, 1950; ]\I[ A, 1951, PhD, 1956, Yale Universitv; Fellow of the An1erican l\Ju.n1isn1a.tic Society, Sun1111er, 1952; Fellovv of the f\.n1erican Sch.ool of Classi~ cal Studies at Athens, 1952-53; i'!lember of the staff of the American Agora Excavations ct ;\thens ~s Sibley Fellow of Phi Bet;:; Kappa; Instructor in Archeology, Stanford. University, l9:o6·57; j\J!ernber, lnshtutc for Advanced Study, Princeton, 1953-59; !Vfernber. ~.S. ,Adv1~ory Con1111iss~on for International Education and Cultural Aff<lirs; Tutor, St. Johns College, Annapolis, l957-, Addison E. Mullikin Tutorship, 1971-; Fellow, V\loodrow Wilson International Center for Scholars, 1976-77 DuVal Jacobsen B.A., St. John's College, Annapolis, 1942; farmer and carpenter, 1942-57; Tutor c.nd Director of Athletics, St. John's College, Annapolis, 1958-. Edward 1'/falcolm Bi'\.' 1953, M.A, 1956, University of Virginia; Instructor in Mathematics, University of Vng1ma, 1955-58; Tutor, St. John's College, Annapolis, 1958-; Andrew W. Mellon Tutorship, 1972-. . Thomas J B.A, Sl. Mary's College, California, 1952, M.A., Universite Laval at Quebec 1953· Ph.D, Cornell University, 1960; Tutor, St. John's College, Annapolis, 1959-64,' 1976-: Santa Fe, 1959-64; Vice-President for Academic Affairs, 1971-74, Associate Professor, 1974-76, St. Mary's College. �FACULTY/69 68/ST. JOHN'S COLLEGE Beate Ruhm von Oppen B.A., University of Birmingham, England, 1939; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal Institute of International Affairs, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Project of the Committee for the Study of War Documents of the Americ:an Historical Association, 1959-60; Tutor, St. John's College, Annapolis, 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History, Smith College, 1963-64, University of Massachusetts, 1964-65; Member, Institute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71. Laurence Berns B.A., 1950, Ph.D., 1957, The University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, The University of Chicago, 1956-59; Tutor, St. John's College, Annapolis, 1960-; Andrew W. Mellon Tutorship, 1972-; Associate Professor of Philosophy, Rosary College, 1966-67 (Leave of absence); Associate, Clare Hall, Cambridge University, 1971-72. Samuel S. Kutler B.A., St. John's College, 1954; Graduate study, American University, 1955-61; Assistant Mathematician, 1954, Associate Mathematician, 1957, Mathematician, 1961, The Johns Hopkins University Applied Physics Laboratory; Instructor, American University, 1960; Visiting tutor, St. John's College, Annapolis, 1960, Tutor, 1961-; Andrew W. Mellon Tutorship, 1972-. Michael S. Littleton B.S., 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Foundation, 1960; S.T.M., Union Theological Seminary, 1967; United States Navy, 1955-57; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Robert B. Williamson B.A., 1955, M.A., 1957, Ph.D., 1967, The University of Virginia; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Elliott Zuckerman B.A., 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea Fellow in Modern European History, 1954-55, Lecturer in History, 1956-61, Columbia University; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Director, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, April-June, 1973, Andrew W. Mellon Tutorship, 1974-; Associate of Clare Hall, Cambridge University, 1970-71. Joseph P. Cohen B.A., St. John's College, Annapolis, 1956; J.D., University of Maryland Law School, 1976; Department of Philosophy, The University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, The University of Chicago, 1960-62; Tutor, -St. John's College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72. John Sarkissian The University of Chicago, 1939-41; U.S. Army, 1942-46 (Princeton University, 1943, A.S.T.P.); B.S., M.S., University of Illinois, 1946-48; The University of Chicago, 1948-54; Instructor, Biological and Physical Sciences, Pestalozzi-Froebel Teachers College, Chicago, 1948-53; Instructor, University of Indiana, 1948-50; Traveling Fellow and Research Associate, Institute of Human Heredity, University of Bologna, Italy, 1955-56; Instructor in Biological Sciences, Chicago City College, 1956-58; Instructor, Biological Science, University of Illinois, 1958-62; Tutor, St. John's College, Annapolis, 1963-. David H. Stephenson B.A., Columbia College, 1958; Columbia University, 1960; New York State Teaching Fellowship, 1958-60; Director of Men's Chorus, New York Association for the Blind 1959-62; Music Instructor, Riverdale Country Day School, 1960-61; Chorus Director'. Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y. Crowell Company, 1961-63; Tutor, St. John's College, 1963-. Robert Louis Spaeth B.?., _St. John's University, Minnesota, 1959; Graduate study in physics, University of Illmo1s, 1959-60; Graduate study in mathematics, University of Wisconsin, 1961-62; Umted States Army Signal Corps, 1954-56; Teacher, Cathedral High School, St. Cloud, Minnesota, 1960-61; Mathematics Writer, Educational Research Council of Greater Cleveland, 1962-63; Tutor, St. John's College, Annapolis, 1963-; Assistant Dean, 1966-71, Director of the Summer Program, 1969, 1970, 1975, Co-Director of Admissions, 1974-75; Assistant Director of the Graduate Institute in Liberal Education Santa Fe 1974-75; Director, The Graduate Institute in Liberal Education, 1975-77; Alde;man of th~ City of Annapolis, 1969-73; Member of the Anne Arundel County Democratic State Central Committee, 1970-73; Fellow of the Institute for Ecumenical and Cultural Research, Collegeville, Minnesota, 1973-74; Visiting Professor, St. John's University, Minnesota, 1977-78. Louis N. Kurs Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; M.S., The University of Chicago, 1948; Teaching Assistant in the College and Department of Geology,_ The University of Chicago, 1948-49; Instructor in Physical Science and Geology, Wnght Jumor College, 1949-51; Supervisory Staff, Steel Production Division, S_outh Works, United States Steel Corporation, 1951-54; Instructor in Geology, University of Illmms, Chicago, 1954-64; National Science Foundation Science Faculty Fellowship,_ The University of Chicago, 1961-62; Tutor, St. John's College, Annapolis, 1964-; Vis1tmg Lecturer, Department of Hydrology and Water Resources, University of Anzona, 1973-74. Benjamin Charles Milner, Jr. B.A., Emory University, 1949; B.D., Columbia Theological Seminary, 1955; Ph.D., Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature, and Interpretation, 1959-62, Assistant Professor, 1963-65, Wellesley College; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1977-78. Geoffrey Comber Diploma in Education, University of London, 1953; A.R.C.M., Royal College of Music, 1954; M.A., Ohio State University, 1957; Fulbright Scholar, 1955; Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Philosoph_y, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontano, 1964; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Liberal Education, Santa Fe, 1970-74; Director. of Adult Education, 1968-74, 1975-, Director of Summer Program, 1974, 1976, Associate Director, The Graduate Institute in Liberal Education Annapolis 1977-. ' ' George Doskow B.A., _Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut; Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St. John's College, Annapolis, 1965-. �FACTJLTY/71 70/ST JOHN'S COLLEGE Howard J. Leon Kass Fisher B.A., University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, 1964-65; Tutor, St. John's College, Annapolis, 1965-, Tutor, The Graduate Institute in Liberal Education, Santa Fe, 1971-72. S B;'. The University of Chicago, 1958; lvl;,D , The University of Chicago Medical School, 1962, Ph.D., Harvard Urnvers1ty. 1967; rellow, Gug<'enheim Foundation 197? Ti 'o St. John's College, Annapolis, 1972-; Leave of Abse;ce, 1976-. ' _, J.< r, Brother S. David Edward Starr F.S.C. B.A, St. Mary's College; Ph.L., Ph.D., Universite Laval, Quebec; Visiting Tutor, St. John's College, Annapolis, 1966-67, Tutor, 1972-. Gisela Berns Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen 1, University of Heidelberg, 1963; Fellow of Deutscher Akademischer Austauschdienst, University of Florence, 1963-64; Ph.D., University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St. John's College, Annapolis, 1967-. I'\Ticholas Ivfaistrellis B.S., Bates College, 1962; Departrnent of History of Science, 1962-67, Teaching Assistant, 1962-66, University Fellow, 1966-67, University of Wisconsin; Tutor, St. John's College, Annapolis, 1967-. L. Golding B.A., University of Omaha, 1954; !Vl.S., Northwestern University, 1958; National Science Foundation Fellow, 1954-55; Instructor in Chemistry, DePauw University, 1958-63; National Science Foundation Science Faculty Fellow, Purdue University, 1963-64; Member of the Faculty, 196Li-68; Chairman, Natural Science Area, 1967, Director of Shimer College in Oxford, 1967-68, Shimer College; Tutor, St. John's College, Annapolis, 1968-. Flaum en.haft B.A , 1960, tvl.A., 1962, The University of Chicago; Woodrow Wilson Fellow, Harvard University, 1960-61; Graduate study, The University of Chicago, 1961-65; Lecturer in the Liberal Arts, The University of Chicago, 1965-66; Lecturer in Political Science, Roosevelt University, 1965; Instructor in Government, \Nheaton College, Massachusetts, 1966-68; Tutor, St. John's College, Annapolis, 1968-, Sabbatical Leave, 1977-78. A. Williarnson B.A., G~rdon College, 1962; M.A., 1966, Ph.D., 1972, Boston University; Graduate Assistan, m Philosophy, Boston University, 1963-64; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor in Philosophy, University of Rhode Island, 1966-71; Tutor, St. John's College, Annapolis, 1972-. Leo F. Raclitsa B.A., Harvard .college, 1.956; University Scholar, 1960-61, University Fellow, 1961-62, MA., Columbia Urnvers1ty, 1962; President's Fellow, 1962-63; Fulbright, University of Mumch, 1964-65; Berlm, 1965; Instructor, New York University, Washington Square C.ollege',1965-68, Assistant Professor, 1968; Ph.D., Columbia University, 1969; Tutor, Sr. Johns College, Annapolis, 1973-; Fellow, Hoover Institution on War, Peace, and Revolut10n, Stanford, California, 1977-78. Reed Woodhouse B.A., Kenyon College, 1970; B.A., Oxon., 1973; Association of Episcopal Colleges Scho1~,70-73; Tutor, St. John's. CoUege, Annapolis, 1973-; Rockefell~r (Lichtenberger) u1al i ear Fellovv, Episcopal Divinity School, 1975-76. !,'.'r, Alan Harvey Dorfman ~.A., St. John's College, Annapolis, _1963; M.A., The Johns Hopkins University, 1968; ~aconsville _Community College, Mach Engmeenng Div1s10n, 1968-74; Instructor, University of J\/!aryland School of Pharmacy, 1970-74; Tutor, St John's College Annapolis 1974-. ' ' D3.vid Bolotin BA, Corne!} University, .1966; Gr':duate student, The University of Chicago, 1966-68; Ph.D., New fork Umversny, 1974; Yale Urnvers1ty Lecturer in Classics, 1971-73; 1Nocdro~v Wilson.· Fellow, 1966-2,7; The Uni~ersity of Chicago Humanities Fellowship, 1906-68, ]'\)ational Defense bducat10n Acr Fellow, 1968-71; Tutor, St. John's Co!lP"e Annapolis, 1974-. ·- 0 ' Deborah Schwartz Renaut B.S., St. John's College, Annapolis, 1968; )\/LA., The Johns Hopkins University, 1971; M.S., Georgetown University, 1974; Tutor, St. John's College, Annapolis, 1974-. B.A., The Johns Hopkins University, 1961; Ph.D , University of Maryland, 1968; Assistant Astrnnomer, Institute for Astronomy, University of Hawaii, 1967-69; Tutor, St. John's College, Annapolis, 1969-; Assistant Dean, 1974-; Smithsonian Fellow, 1977-78. Saul Benjarnin Wye Jamison Allan.brook A.B., Kenyon College, 1970, BA, M.A, o),ford University, 1972; Tutor, St. John's, Annapolis, 1974-. B.A., Vassar College, 1964; IV!.A , Stanford University, 1965; Ph.O , Stanford University, 1974; Woodrow Wilson Fellowship, 1964-65; Teaching Assistant in Music, Stanford University, 1967-69; Tutor, St. John's College, Annapolis, 1969-. Willian1 VI O'Grady, Jr A.B., University of Notre Dame, 1966; M.A., 1968, Ph.D, 1970, The University of Chicago; Woodrow Wilson Fellow, 1966-67, Danforth Fellow, 1966-70, Humanities Fellow, 1967-70, The University of Chicago; Tutor, St. John's College, Anna.polis, 1970-. John F White B.A, St. John's College, Annapolis, 1965; M.A., The New School for Social Research, 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John's College, Annapolis, 1971-. Sachs BA., St. John's College, Annapolis, 1968; Graduate student, The New School for Social Researci;; New York, 1:71-73, M.A.. Pennsylvania State Uni_versity, 1975; Teaching assistant, l ennsylvama S,ate Umvers1ty, 1973-74; Tutor, St. john's College, Annapolis, 1975-. Kass A.B., The University of Chicago, 1962; M.A., Brandeis University, 1964; Ph.D., The Jo,hns Hopkins University, 1973; Tutor, St. John's College, Annapolis, 1975-. Leave of Aosence, 1976-. - �72/ST. JOHN'S COLLEGE Michael Comenetz FACULTY/73 SANTA FE B.A., The Johns Hopkins University, 1965; M.A., Brandeis University, 1967; Ph.D., Brandeis University, 1972; Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John's, Annapolis, 1975-. Chaninah Maschler B.A, City College of New York, 1953; M.A in philosophy, Yale University, 1955; University Fellow, Yale University, 1953-55; Alice Freeman Palmer Fellow, work on Peirce, Yale University, 1956-58; Department of Philosophy, Pennsylvania State University, 1959-61; Department of Philosophy, C CN.Y., 1961-62; Department of Philosophy, Barnard College, 1962-64; Reader and Translator for Harper Torchbooks, 1965-1970; Queens College ACE. Program, 1970-72; Queens College Liberal Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, The Graduate Institut(· in Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976; Tutor, St. John's College, Annapolis, 1976-. Robert P. Druecker B.S., Marquette University, 1966; Graduate study, philosophy, Yale University, 1966-68; M.A, Boston University, 1974; Woodrow Wilson Fellow, 1966-67; Teacher, Rye Country Day School, Rye, New York, 1968-69; Teacher, Friends Seminary School, New York, 1969-70; Teacher of English and German, Institut France Audio-Visuell, Paris, 1971; University of Paris, 1970-71; University of Florence Summer School, 1971; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; Fulbright and American Scandinavian Foundation Fellow, Norway, 1976; Tutor, St. John's College, Annapolis, 1977-. B.A, Newcomb College, 1968; M.A., University of Kansas, 1969; National Defense Education Act Fellow, 1968-72; William Rainey Harper Fellowship, 1972-73; Faculty member, Northern Illinois University; Tutor, St. John's College, Annapolis, 1977-. Thomas E. B.A, St. Mary's College, California, 1969; M.S., 1970, and Ph.D., 1973, Mathematics, The University of Chicago; Assistant Professor of Mathematics in the Integral Liberal Arts Curriculum, St. Mary's College, 1973-77; Tutor, St. john's College, Annapolis, 1977-. Peter B.A, Pennsylvania State University, 1973; M.A, Pennsylvania State University, 1976; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor, St. John's College, Annapolis, 1977-. Donald Conroy B.A., St. Mary's College, California, 1970; M.A., University of California, Santa Barbara, 1972; Ph.D., Princeton University, 1976; Teaching Assistant, University of California, Santa Barbara, 1970-72; Teaching Assistant, Princeton University, 1974-76; Assistant Professor in the Integral Liberal Arts Cmriculum, St. Mary's College, 1976-77; Tutor, St. John's College, Annapolis, 1977-. Dean of the College in Santa Fe Robert S. Bart B.A, Harvard CoHege, 1940; M.A, St. John's College, 1957; Sheldon Traveling Fellow, Harvard Umvers1ty, 1940-41; Tutor, St. John's College, 1946-, Addison E. Mullikin Tutorship, 1968-; Dean, 1977-. . Wilham A. Darkey ~A; St. John's College, Annapolis, 1942; MA, Columbia University, 1949;Tutor. St. John s College, Annapolis, 1942-46; 1949-, San ta Fe, 1964-, Associate, 1968-70, Dean, 1968-73; Director, Task Force on the Liberal Arts, 1974-. Thomas King Sirn.pson ~.A, S~John's College,.Annapolis, .1950; M.A. in Teaching, Wesleyan University, 1955; l h.D., lhe Johns Hopkins Urnversrty, 1968; Instructor, American University at Cairo Egypt,~1950-53; Teachmg Intern, St. John's College, Annapolis, 1955-56, Tutor, 1956-: Santa l:'e, 1973-, Curnculum counselor and member of the facultv The Key School 1970-73. J' ' Michael Ossorgin Lycee Russe, Paris, 1938; Conservatorie Russe a Paris, 1932-35, 1942-44; L.Th , Institut de Th~oloF1~ Orthodoxe, Paris, 1942;_Instructor in Music, Institut de Theologie Orthodo>.e, fans, 1944-46; Instructor m lheology, St. Tikhon's Seminary, Pennsylvania, 1947; Secret.ary of the Orthodox Diocese in Alaska, 1948-'19; Teacher of Music, Bureau of lndi~n Affairs, Department of the Interior, 1950-56; Associate Professor, Consultant, St. Johns Program, St. Mary's College, California, 1961-62; Tutor, St. John's College, 1956-, Santa Fe, 1966-, Norma Fiske Day Tutorship; 1975-. �74/ST. JOHN'S COLLEGE Charles G. Bell B.S., University of Virginia, 1936; Rhodes Scholar, Oxford University; B.A., 1938, M.A., 1966, B.Litt., 1939; Instructor and Assistant Professor of English, Iovva State College, 1940-45; Wartime Assistant in Physics, 1945; Research Assistant in Physics, 1945, Assistant Professor of English, Princeton University, 1945-49; Guest Lecturer, Black Mountain College, Summer, 1947; Rockefeller Grant for study in Europe, 1948; Assistant Professor of Hurnanities, University College, The University of Chicago, 1949-56; Guest Professor, Fulbright Program, Technische Hochschule, Munich, Germany, 1958-59 (Kulturgeschichte als die Geschichte symbolischer Formen); Tutor, St. John's College, Annapolis, 1956-, Director of Adult Education, 1957-58, Santa Fe, 1967-; Director, Graduate Preceptorial in Dimensions of History, 1972-73; Poet in Residence and Guest Professor, University of Rochester, Spiing, 1972; Guest Professor, State University of New York at Old Westbury, Spring, 1970. Samuel Emmons Brown Harvard College, 1936-37; Diplorna, Black Mountain College, 1945; J\ILA., 1956, Ph.D, 1962, Indiana University; Private tutoring, 1946-48; Director of Music, Windsor Mountain School, 1948-49; Director of Music, Verde Valley School, 1950-53; John H. Edwards Fellow, 1955-56; Part-time Teacher, Indiana University, 1956-57; Tutor, St. John's College, Annapolis, 1958-, Santa Fe, 1965-. FACULTY/75 David Clifford Jones B.A., St. John's College, Annapolis, M.A., The University of Melbourne; Ph.D., The University of Texas; University Fellow, The University of Melbourne; University Fellow and Bess Heflin Fellow, The University of Texas, 1962-64; Tutor, St. John's College, Annapolis, 1964-, Santa Fe, 1965-, Director, Graduate Institute in Liberal Education, 1973-75. Robert ]\IL Bunker A.B., Harvard University, 1939; A.Iv!., 1954, PhD., 1955, University of New tv'!exico; United Pueblos Agency, Bureau of Indian Affairs, 1940-51; United States Navy, 1942-46; Executive Secretary, Bernalillo City-County Consolidation Committee, 1952-56; Instructor, University of New Mexico, 1955-56; Professor of English and Philosophy, and Chairman of both Departments, New Mexico Highlands University, 1956-65; Tutor, St. John's College, Santa Fe, 1965-. Don B. Cook A. B., Occidental College, 1958; Ph.D., University of California at Davis, 1965; Woodrow Wilson Honorary Fellow, University of California at Davis, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-; Teacher, Santa Fe Preparatory School, 1972-73. Dean R. Haggard B.A., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-60; Fels Fund Fellow in Philosophy, The Johns Hopkins University, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Santa Fe, 1966-, Assistant Dean, 1971-73. Robert D'. Sacks B.J\.., St. John's College, Annapolis, 1954; Ph.D., The Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Orientales Vivantes, 1956-57; The University of Chicago, 1957-59; Tutor, St. John's College, Annapolis, 1961-, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, California, 1968-69; Biblical Research, Jerusalem, 1971-72. Robert A. Neidorf B.A., 1951, M.A., 1955, The University of Chicago; Ph.D., Yale University, 1959; Instmctor and Assistant Professor of Philosophy, Bucknell University, 1959-62; Tutor, St. John's College, Annapolis, 1962-64, Santa Fe, 1967-, Director, Graduate Institute in Liberal Education, Santa Fe, 1970-73; Dean, St. John's College, 1973-77; Sabbatical leave, 1977-78; Assistant and Associate Professor of Philosophy, State University of New York at Bingharnton, 1964-6'7. John So Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, United States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching Fellow, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, 1962-, Santa Fe, 1967-, Assistant Dean, 1970-72. Thomas A. h!IcDonald St. John's College, Annapolis, 1944; Military service, 1945-46; The University of Virginia, The New School, New York, 1947-50; Graduate study in philosophy, Graduate Faculty, 1950-52, 1955-58, Teaching Fellow, 1956-58, The New School; Lecturer, University College, The University of Chicago, 1958-62; Lecturer, Overseas-Extension, University of Maryland, Heidelberg, Germany, 1952-63; Tutor, St. John's College, Annapolis, 1963-. Elliott T Skinner B.A., University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, VVoodrow VVilson Fellowship, Princeton University, 1964; Fellow of the Council for Philosophical Studies, Summer Institute in Greek Philosophy and Science, 1970; Tutor, St. John's College, Santa Fe, 1965-. Richard Bowen Stark The Colorado College, 1941-'12, A.B., Colorado State College of Education, 1948; M.M. Yale University School of Music, 1948-52; United States Air Force, 1942-45; Associate Professor of Piano, Director of the Choir, 1958, Fisk University, Tennessee; Visiting Professor of l\/lusic, Wesleyan University, Connecticut, 1959-60; Curator of Collections, 1962-66, Curator of Music Research, 1966-70, Museum of International Folk Art, Sante Fe, New Mexico; Part-time Tutor, St. John's College, 1965-72; Tutor, Santa Fe, 1972-76; ~/Iusician-in-Residence, 1976-; Research Project in Spain, National Endowment for the Humanities and International Folk Art Foundation, 1973-74; Research Project in Spain, l'lational Endowment for the Humanities, Summer, 1976. Stuart Boyd M.A., Aberdeen University, Scotland, 1948; PhD, Aberdeen University Medical School, 1952; i\/lilitary Service, 1940-45; Assistant Lecturer, Clinical Psychology, Department of Psychiatry, Aberdeen University, 1948-52; Instructor, Medical Psychology, University of Colorado Medical School, 1952-53; Director, Doctoral Training in Clinical Psychology, Denver University, 1954-57; Professor of Psychology and Chairman, Department of Behavioral Sciences, New Mexico Highlands University, 1957-6,1; Lecturer, Department of Psychiatry, Edinburgh University, Scotland, 1964-65; Professor of Psychiah-y (Psychology), University of Missouri Medical School, Kansas City, 1965-66; Fellow, American Psychology Society; Tutor, St. john's College, Santa Fe, 1966-. Roger S_ Peterson A.B., Harvard College, 1953; A.M, 1957, Ph.D, Botany, 1959, University of Michigan; United States Navy, 1953-56; U.S. Forest Service research, Colorado State University, 1959-62, Utah State University, 1962-66; Tutor, St. John's College, Santa Fe, 1966-. �FACULTY/77 76/ST. JOHN'S COLLEGE E. Ray Davis, Jr. University of Wisconsin, 1953-55; B.A., St. John's College, 1962; M.A., History and Philosophy of Science; University of Indiana, 1965; N.D.E.A. Fellowship, University of Indiana, 1962-65; Tutor, St. John's College, Santa Fe, 1966-, Assistant Dean, 1977~. Ralph Swentzell B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico University, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. Timothy P. Miller A.B., Harvard University, 1948; B.Mus., 1949, M.Mus., 1951, Yale University; D.Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music, Agnes Scott College, 1957-61; Director of Music, University of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, CollegeConservatory of Music, University of Cincinnati, 1965-67; Tutor, St. John's College, Santa Fe, 1967-. R. Thomas Harris, Jr. B.A., Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Illinois; University Fellow, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59, University of Illinois; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; Associate Professor, University of Maryland, 1965-68; National Science Foundation Consultant for India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, 1967-68, Visiting Professor, Summer, 1969, New York University, Corporate Consultant, Management Science, IBM, Armonk, New York, Summer, 1968; Tutor, St. John's College, Santa Fe, 1968-. Glenn A. Freitas B.A., Classical Languages, St. Mary's College, California, 1957; Th.L., Universite Laval, Quebec, 1964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, 1966; L'Ecole Biblique et Archeologiquc Francaise de Jerusalem, 1964-66; Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-. Paul David Mannick B.A., California State College at Long Beach, 1970; M.A., St. John's College, Santa Fe, 1973; Ph.D., University of St. Andrew's, Scotland, 1977; Tutor, St. John's College, Santa Fe, 1974-77. Philip LeCuyer B.A., The Colorado College, 1966; B.A., Merton College, Oxford University, 1969; Studies in biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, The Colorado College, 1968; Tutor, biology and chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. Alfreda L. V erratti B.A., St. John's College, 1966; M.A., Washington University, 1970; Ph.D. Candidate, Washington University, 1972; Psychiatric Social Worker, Harrisburg State Hospital, Harrisburg, Pennsylvania, 1966-67; Hans Reichenbach Graduate Fellowship, Washington University, 1967; N.D.E.A. Graduate Fellowship, Washington University, 1967-70; Instructor, Washington University, 1969, 1971; Instructor, University of Missouri, 1970:71; Assistant Professor, Webster College, 1971-72; Tutor, St. John's College, Santa Fe, 1972-, Assistant Dean, 1972-. Howard Zeiderman Dartmouth College, 1962-63; B.A., St. John's College, Annapolis, 1967; M.A., Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College Santa Fe 1973-. , , James R. Mensch B.A., St. John's College, Annapolis, 1967; M.S.L. (Licentiatus in Studiis Mediae Aetatis), The Pontifical Institute _of M_ediaeval Studies, Toronto, 1970; Ph.D., University of Toronto, 1976; Instructor, Umvers1ty of Toronto, 1970-71; Canada Council Fellow in Philosophy at the University of Toronto, 1970-71, University of Innsbruck 1971-72 University of Munich, 1972-73; Tutor, St. John's College, Santa Fe, 1973-. ' ' Richard L. L. Michaud A.B., St. Michael's College, 1963; Ph.D., University of Vermont, 1968; Post-doctoral Fellow m Pharmacology, Yale University Medical School, 1967-68; Assistant Professor, Psychiatry Department, Yale University Medical School, 1968-70; Assistant Professor of Science, Webster College, 1970-73; Vist. Louis University Institute for Environmental Studies, Summer, 1973; Course Director, Webster College-Clayton School District Program.in Environmental_ Studies, Summer, 1975; Tutor, St. John's College, Santa Fe, 1973-. Loms Umvers1ty Institute for Environmental Studies, Summer, 1973; Course Director, Webster College-Clayton School District Program in Environmental Studies, Summer, 1975; Tutor, St. John's College, Santa Fe, 1973-. Stephen R. Van Luchene University of Guadalajara, Summer, 1967; Universidad Nacional de Mexico, Summer, 1968; B.A., Adzona State University, 1969; M.A., 1971, Ph.D., 1973, University of Notre Dame; Journahst, Arizona Magazme, 1969; Teacher, English as a Second Language, Bell School, Cambndge, Um ted Kmgdom, 1969; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-. Bruce E. Venable B.A., St. Mary's College, California, 1969; M.A., Ph.D., Classics, University of Washington; Tutor, St. John's College, Santa Fe, 1973-. Gerald Lee Myers B.A., University of Colorado, 1964; Ph.D., University of Colorado Medical Center, 1969; Amencan Cancer Society Postdoctoral Fellow, Yale University, 1969-71; Seessel Research Fellow, Yale University, 1971-72; Faculty, Shimer College, 1972-74; Tutor, St. John's College, Santa Fe 1974-. David L. Townsend B.A ..' _Loyola College, Maryland, 1969; M.A., 1970, Ph.D., 1976, Harvard University; Cerhficat de Langue, 1967, Diplome, 1973, University of Paris; Teaching Fellow, Harvard, 1971-73; Resident Tutor, Eliot House, Harvard, 1971-73; English Teacher, Cambridge Community High School, 1971-72; Tutor, St. John's College, Santa Fe, 1974-. Kent H. Taylor B.A., Yale University, 1963; M.A., University of Georgia, 1965; Ph.D., University of Cahforma at Santa Cruz, 1976; University of California at Santa Cruz, 1967-68; Defense Language Institute, Monterey, California, 1968-69; Heidelberg University, 1971-73; Instructor, University of Georgia, 1965-67; Teaching Assistant, University of California at Santa Cruz, 1967-71; Tutor, St. John's College, Santa Fe, 1974-. Georgia S. Knight B.S., Philosophy, 1970, M.A .. English, 1972, Doctoral Candidate, 1974, University of Utah; Teaching Fellow, University of Utah, 1970-74; Tutor, St. john's College, Santa Fe, 1974-. �78/ST. JOHN'S COLLEGE FACULTY/79 Elizabeth S. Engel AND STAJFF B.A., Pomona College, 1967; M.Phil., Yale University, 1971; Ph.D., Philosophy, 1973; Teaching Assistant, Yale University 1969; Teacher of Philosophy and Humanities, Shimer College, 1971-73; Assistant Professor of Philosophy, California State University at Humboldt, 1973-75; Tutor, St. John's College, Santa Fe, 1975- President Richard D. Weigle SANTA FE President Richard D. Weigle John Joseph Verdi Dean Edward G. Sparrow Dean Robert S. Bart \lice President William B. Dunham \lice President J Burchenal Ault Treasurer Emery C. Jennings B.S., Psychology, Fordham University, 1972; A.M., 1974, Ph.D., Philosophy, 1975, University of SKOUTHERN California; Fordham Scholar, 1968-72; New York State Regents Scholar, 1968-72; Oakley Fellow, 1972-75; Instructor, California State University at Los Angeles, 1974; Instructor, University of Southern California, 1975; Tutor, St. John's College, Santa Fe, 1975-. Philip Prescott Chandler, II B.A., St. john's College, Santa Fe, 1968; Ph.D., University of California at San Diego, 1975; Junior Fellow, Center for the Study of Democratic Institutions, 1968-69; Graduate study, mathematics and philosophy, Oklahoma State University, 1969-70; N.D.E.A. Fellow, 1970-73, Dissertation Fellow, 1973-74, University of California at San Diego; Instructor, mathematics, Oklahoma State University, Summer, 1973, Summer, 1975; Instructor, 1974-75, Assistant Professor, 1975-76, Assistant Director, Spring, 1976, Collegiate Seminar Program, University of Notre Dame; Tutor, Graduate Institute in Liberal Education, St. john's College, Santa Fe, 1976, Tutor, St. John's College, Santa Fe, 1976-. B A , St. john's College, Santa Fe, 1971; M.A , University of North Carolina, 1975; Ph.D. Candidate, The Catholic University of America; Tutor, St. John's College, Santa Fe, 1977-. TUTORS EMERITUS Klein, Ph.D., St. John's College, 1949-53. William Smith, B S Th.B. Th.M. Simon Ph.D. W. Crawford, BA , M i 1, , Ph.D. HONORARY FELLOWS Paul !Vlellon B.A., Yale University, 1929; B.A., 1931, M.A., 1938, Cambridge University; Litt D, Oxford University, 1961, LLD, Carnegie Institute of Technology, 1967; LH.D, Yale University, 1967. John Gaw Meem ScB., Virginia Military Institute, 1914; M.A. (Honorary), Colorado College, 1936; A.FD., University of New Mexico. ANNAPOLIS Treasurer Charles T. Elzey Assistant to President Charles A. Cooley Assistant Deans Barbara H. Leonard Benjamin Milner Registrar Leanore B. Rinder Director of Ad111iss10ns Joanne Aitken Librarian Charlotte Fie tcher Director of A01letics Bryce DuVal Jacobsen Director of Financial Aid Philip Aaronson Director of AduU Education Deborah Renaut Oep11ty Director, College Re/atio11s Director of Alu111ni Activihes Thomas Parran, Jr. Al1111111i Secretary and Archivist Strange Business Mnnagcr Joseph A. Jackins, Jr Director of Plnccment Brenda Robertson S11peri11tendrnt of and Grounds Tucker College Physicians Charles Kinzer Sigmund /\. An-i_itin James L Rivers, Jr College Nurse Marilyn Kyle Director of Gm du ate Institute Dean R. Haggard Assistant Dean E. Ray Davis, Jr. Registrar Ellen Gant Director of Admissions Richard D. Stephenson Librarian Alice H. Whelan Director of Student Activities Istvan Fehervary Director of Financial Aid Alberta L. Rivera Diren'or of Adult Education John S Steadman Director of Placement Beverly Smith Superintcndrnt of Buildings and Grounds Stanley Nordstrum College Physician Alfred \IV. Pirtke1ton College Nurse Peggy H. Elrington �80/ST. JOHN'S COLLEGE PROFILE: FALL 1976 AND ~l CLASSES States Represented Arizona Arkansas California Colorado Connecticut Delaware District of Columbia Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Montana New Jersey New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania Rhode Island South Dakota Tennessee Texas Utah Vermont Virginia Washington Wisconsin Annapolis 31 1 1 5 6 1 5 2 2 Santa Fe 30 Canada 4 Egypt .. 1 England 24 Ireland 6 Mexico 1 2 1 1 5 7 1 2 2 Number of Students Men vVomen National Merit Honors Scholars Finalists Semi- Finalists Commended Students Early Entrance 1 19 2 4 3 1 2 1 10 10 1 1 1 6 4 2 6 2 3 2 11 1 1 1 1 4 1 2 10 1 1 20 2 2 3 2 *Not included in the Annapolis table are 27 students and in the Santa Fe table 13 students for whom rank in class was not available. Previously Attended College Annapolis Santa Fe 4 2 1 1 1 136 78 58 45 3 9 3 101 46 55 33 4 6 5 30 18 7 11 44 Ranges of Ages 15-59 41 16-31 Veterans Kind of School Attended Public Independent 3 4 100 23 13 84 10 7 57 58 58% 46% 12% 22% 72% 50% 22% 15% 9% 9% 7% 4% 2% 2% Paro~hial Receiving Financial Aid Rank in Class'' First Fifth First Tenth Second Tenth Second Fifth Third Fifth .. Fourth Fifth Last Fifth � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 1978-79 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 80 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 1978-79 Date A point or period of time associated with an event in the lifecycle of the resource 1978-1979 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Publisher An entity responsible for making the resource available St. John's College Description An account of the resource College catalog for the years 1978-1979 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/b6cc90f34e8c4118f29c4286d4f36775.pdf 025291d5f4cb113e66c605b666e86550 PDF Text Text College ANNAPOLIS, MARYLAND 21404 (301) 263-2371 SANTA FE, NEW MEXICO 87501 (505) 982-3691 STATEMENT OF THE ST. JOHN'S PROGRAM 1979-81 Founded as King William's School, 16%; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, color, sex, national or ethnic origin, nor against the handicapped. �COLLEGE CALENDAR 1979~81. ANNAPOUS 1979-00 September 4-6 ............. September 6 .............. September 7 .............. September 7 .............. September 7 . . ........... OC"mber 12-15 ............. November 22-25 ........... December 12 . . . . . . . . ..... December 13-January 2 ..... January 3 ................... 20 ................. 21 . . . . . . . . ...... January 23 . . . . . . . Febmary 8-11.............. IVIarch 5 .................. March 6-17 ................ March 17 . . . . . . . . . . . . . . . . . 25-26 ................ 15 ................... 16 ................... May 18 ................. Senior Oral Enablii:1g Exarnina~ons Freshmen and Seruor Registration Convocation Sophomore and Junior Registration Classes Begin with Seminars Long Weekend Thanksgiving Recess Classes End with Seminars Winter Vacation Classes Resume with Tutorials End of First Semester Second Semester Registration Freshman Regish·ation . . Classes End with Semmars Spring Vacation Classes Resume with Seminars Parents' Weekend Last Day of Classes End of Second Semester Commencement 1980 Freshman Second Semester Begins 22 .. Graduate Institute 8............ Freshman Second Semester Ends 15 . . . . . . . . . . . . . . . . Graduate Institute Ends 2 ... ,. .......... .. SUMMER.1981 1 .................... June 21 ............... August 7 .................. August 14 ................. January Freshman Second Semester Begins Graduate Institute Begins January Freshman Second Semester Ends Graduate Institute Ends August 29 . . . . . . . . . . ...... Senior Oral Enabling Examinations 31 . , . . . . . . . . . . . . .. Registration for Whole College September 2 .............. Convocation September 3 .......... , ... All Classes Begin with Tutorials October 12-15 ............. , Long Weekend November 21-25 ... , ....... Thanksgiving Recess December 14 ............... Classes End Decernber 13 ... Winia Vacation January 14 . . . . . . . . . . .... Registration for All Classes January 14 ................ Classes Begin with Seminars Ivlarch 8-23 ................ Spring Vacation May 16 . . . . . . . .......... January Freshman First Semester Ends Iviay 23 . . . . . . . . . . . . End of Second Semester May 25 ................... Cornmencement SUlVHvrnR 1980 2 ................ January Freshman Second Semester Begins June 22 ............ , .. . Graduate Institute Begins "·~""~LJ .. 8 ... . Freshman Second Ser.nester Ends 15 .. ............... Graduate Institute Ends 1980~1981 September 2-4 . . . . . . .. September 4 . . .. September 5 . . . . . . . . . .... 5 ............. ~evt<:fftber 5 . . . .......... October 10-13 . . . . . . . . . . . . November 27-30 . . . . . . . . . December 18-January 4 ..... Jarmaic; 5 . . . . ............. 18 . . . . . . . . . . . . ... 19 . . . . . . . . . . .... Senior Oral Enabling Examinations Freshman and Senior Registration Convocation Sophomore and Classes Begin with Serni.nars Long Weekend Thanksgiving Recess Winter Vacation Classes Resume with Tutorials End of First Semester Second Semester Registration 21 . . . . . . . . . . . . . . . . Freshman Registrai.ion Febmary 6-8 . . . . . . . . . . . . Long . . March 4 . . . . . . . . . . . . . . . Classes End vHth Sermnars l\-iarch 5-16 . . . . . . . Spring Vacation ·March 16 . . . . . . . . . . . . . .... Classes Resume with Seminars 24-25 . . . . . . . . . . Parents' Weekend 14 . . . . ...... Last Day of Classes 15 . ....... End of Second Semester 17 . . . . . . .... Commencement 28 .. , ...... , . . . ... Senior Oral Enabling Examinations August 29 . . . .... Registrntion for Whole College September 1 . . ... Convocation 2 . All Classes Begin ·with Tutorials . . . . . . ... Long Weekend October 10-13 . November 27-30 . Thanksgiving Recess Decer.nber 19 . . . Classes End December 20-January 15 ... Winter Vacation 16 ... Registration for All Classes 19 .. Classes Begin vvith Seminars . . . . . . . . . . . Spring Vacation Freshman First Semester Ends Seni.ester . . . . . . ....... Commencement 1 . January Freshman Second Semester Begins June 21 .......... . . .. Graduate Institute August 7 ........ . Freshman Second Semester Ends August 14 ........ . . . Graduate Institute Ends �TABtE OF CONTENTS PAGE ml:fodudirnrn .... ' ' ... ' ' . ' ' ... ' . ' . ' . ' ' ' . ' ' ' .. ' . ' ' . ' ' ' ' ' . ' ' .. ' . ' .. ' ..... 6 The C1rndcu!um Seminar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Preceptorial . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...... 10 ~~.,,,,,,,,,,,.,,,,,,,,,,.,,,,,,,,,,,,,,, ,,,,,,,,,,,ll Laboratory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....... 16 Formal Lecture............................................. . .. 20 St John's List of Books .................................................. 22 The Academic Order Tutors ........ . "' Instruction Committee ' .. ' Library ............. . '' .. Schedules ' .. Essays and Examinations . . . . . . . . . . . . . . . . . ....................... Academic Standing . . . . . . . . . . . . . . . . . . . . . . ............................ Degree of Bachelor of Arts ............................................... Degree of Master of Arts . . . . . . . . . . . . . . . . . . . . . . . . ................... Graduate Institute in Liberal Education . . . . . . . . .......... Directory Information and Right to Privacy . . . ................... Resider;.:€ a_111.d Student Life Annapolis Santa-Fe ..... . Both Campuses ........ . Site Plans of the Campuses .. 0 Biib.li1Jgraphy .. o •••••••••••••• •••••• fh:;;nd of VfaHmo ;md Governors Faculty 0 •••• 30 31 32 34 35 37 37 37 ". 38 .. . 43 . .. 47 . 62-63 Admissions Requirements and Procedure Campus V1sit fees zm.d fin<>..ndal ,"',id Procedures and Deadlines . . . . ................... . Grants and Loans ... Sample Budget . . . . . . . ........ . Billing and Deposits Refund Policy . . . . . . . . Criteria for Judging Satisfactory Progress 28 29 .. 50 ' .. 53 0 .. ' • '< • • • • 55 57 . . '59 .. '59 .. '60 61 . ' ...... 64 ... 65 . 66 0 • 0. 79 ... 80 Catalogue Consultant: Dale �6 I ST. JOHN'S COLLEGE THE INTRODUCTION I 7 IT Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity; intelligently appreciative of their c~mmo~ cultural hentage, and conscious of therr social and moral obligations. Such men and women are best equipped to master the specific skills of any callin.g and to become mature, competent, and responsible citizens of a free societ)To St. John's College believes that the way to liberal education lies through the books in which the greatest ~nds of our civilization -the great teachers -have expressed themselves .. lhese b~oks are both timeless and timely; they not only illuminate the pers1stmg quesnons of human existence, but also have great relevance to the contempora'.1' problems with which we have to deal. They can therefore enter drrectly mm our everyday lives. Their authors can speak to us ~Jmost .as freshly as whe~~ spoke for the first time, for what they have t? ~ell us 1s not soi;nething w merely academic concern, remote from our.real m>:erests They cnange our minds move our hearts, and touch om spmts. . . The books speak to us in more than one way.. In raisin~ the persisting human questions, they lend themselves to different mterpretations that reve?-1 a of independent and yet wh1J.e they please us as works of art a beauty th~t reflect intrinsic intelHgibility. are t~erefore ~ailed grem'. whether they are epic poems or treahses, and . 1herr sub1ec.c matter is scientific, historical, or are also hnked togethe1, for each of them is introduced, or criticized by the others. ~n a real sense converse v.rith each draw each reader to ta,;::e part, within of his in their large conversation. is The books This conversation, can only what they have to say, without furnishing tt~e ni.:tcahc1ns that we sornetimes desire. To J:his defect is the goal or the St. seminar. Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar . . ~ to ~iscu~s it reasonably: It is presupposed that the students are willmg w subrmt. therr another's critical The demands of the md1v1dual . . limits with.in which the dwcuss10n The discussion may concern itself of an of a poem or the concern v1rith more or with themselves The students unexamined - that contemporary world. discussion a new which enables them to rPi"n<>n 117P both the sameness of a recunent problern and the variety of its historical n-1.anifestalions. In the main, however, the aim is to ascertain not how things were, but how things are - to help the student make rational decisions as he lives his life. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the student should continue with him throughout life. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutor functions as a guide, more intent to listen to the students and to work with them than to impose upon them his own train of thought. In short, St John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to mediate men's understanding, to give conscious form to knowledge through systems of signs accommodated to men's intellects - that is, words and numbers. 1hditionally, the liberal arts were seven in number: grammar, rhetoric, logicthe arts of language; and arithmetic, geometry; music, and astronomy- the arts of mathematics. In contemporary terms, man practices such liberal arts as analyzing, thinking, writing, speaking, and deciding as he uses verbal symbols; man practices such liberal arts as counting, measurLng, deducing, and demonstrating as he uses n-wthematical symbols. There are many ways to develop these arts. The curriculum emphasizes five of them: discussion, translation, writing, experir.nent, and mathematical demonstration" They are followed in all the branches of the program. But whatever the methods used, they all ser,re the same end: to invite the student to think for himself, to enable him to practice the arts of freedom. Free minds must be able to envisage concrete situations, to deliberate by formulating dear alternatives, and to arrive at a deciding choice. The acquisition of these intellectual skills indicates that the discipline of the liberal arts has taken hold of the learning mind Knowledge advances and the fundamental outlook of man may over the centuries, but these arts of understanding remaii-. in one form or another indispensable. They enable men to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their men can free thernselves from the wantonness of prejudice and the narrowness of beaten Under their discipline men can acquire the habit of listening to reason. A genuinely conceived liberal arts cUJ.-riculum rnnnot avoid airrung at these Iriost farreaching of all human goals. Evans Laboraton; Building with Sangre de Cristo Mountains in background, Santa Fe �THE CURRICULUM I 9 8 I ST. JOHN'S COLLEGE THE The heart of the curriculum is the semimff - a discussion of assigned readings from the books of the program. In each seminar the1e are seventeen to r./1enty-one students 1Nith bNO members of the facuhy as leaders. The gwup meets r-m.ce a . on Monday and Thursday evemngs, from eight until ten - or well beyond if the topic under discussion has aroused a sustained and argumenL The assignment for each se:rillnar amounts, on the average, to around a hu~1dr~d pages of reading, but may be much shorter if the text happens w oe particularly difficult , Tlw saninar with a guesi:ion asked by one ol: the . a questio~ for wlridi. is no preeonce1ved ansvver.. T:cere~rt;r the sermnar consists almost enfur:ly of student d1scuss10n. Studems ,alk m,h ~ne noi just to the leaders. They do not raise their hands for per~-usm_~~ ~o. b: heard, but enter the discussion or w1.thdraw from it, at will Lhe ,e,,ulnn15 is tempered bv the use of fori:nal modes or address. . Once under way, the1 seminar may take many forms It ~ay rn:c:i.ge frorr~ the most particular to the rn~st gE~eraL The r;ad1.~g of" T u~cydides, f? 1 examole,. is almosi: certain ;: 0 eli.at a d1scuss10n ot wa1 and aggr~ss1on and ,to ' the surface the students' opinions and fears about the v.nsdorn or error of national policies. Homer and Dante reflections on human vrrtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying dose to the text; at other times the talk may range widely over topics suggested the reading but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, everyone's opinion must be heard and explored, however sharply they may dash; second, every opinion must be supported by argument - an unsupported opLnion does not count In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually; in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy and requires a diJferent approach. Such progress m leammg together may be crowned by sudden insights on the of individuals, or by occasions when the seminar as a whole achieves illmnination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the solution of a problem. More often than not the problem remains unsettled, vlith certain alternatives outlined The progress of the serninar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty ~alk, without being able for some time to extricate itself from such a course Or it may climb to heights accessible to only a few of its n1embers. Under these circumstances the role of the leaders is not to give informanor is is to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections, to help the student in every way possible to understand the the issues, and himself. The most useful in.strn.ment for this purpose is the question; perhaps the most useful device of all is the question.- "Why?" But a leader may also take a definite and positive stand and enter directly into the argument If he does so / he can expect no special consideration. Reason is the only n~cognized authority; all opinions must be defended and any single opinion can prevail only-by general consent. The is always to develop the student's powers of reason and understanding and to help him arrive ai intelligent opinions of his own. subrnits an essay on some theme Every freshman, sophomore / suggested by the seminar In Santa Fe, an essay .is submitted each semester; in An_napolis 1 each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the student to set out in vvriting, as dearly as he can, his own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of his final oral examination . For sophomores the annual essay holds a position of special importance: it becomes a major part of the process called enabling (see page 34). �THE CURRICULUM / 11 10 I ST. JOHN'S COLLEGE THE PRECEPTORIAL THE TUTORIALS For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups ?f students engaged in the study of one book, or m exploration of one subject through several books. Students are usually given a choice of sixteen to twenty books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. ., Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally seven or eight students in a preceptorial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually the student's work is completed by the writing of a paper, which ip.ay be read in draft to the preceptorial and criticized by the other members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. Tolstoy: Anna Karenina Adams: The Education of Henry The seminar cannot suffice as the only setting for liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics, and music. For each of four years, a student attends one language and one mathematics tutorial three or four times a week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to fifteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for collaborative study and for the manifold teaching and learning relations that hold in a company of people learning together. As in the seminar, students talk freely with one another and with the tutor, but the discussion focusses sharply on assigned tasks. There are opportunities for each student to contribute his measure of instruction and insight to his fellows. Other tutors often attend, seeking to learn about a particular subject which they may later teach. Writing assignments are normally made in all classes: mathematics, music, and laboratory sections as well as in language tutorials. The student is thus called upon continually to articulate and organize his thinking in both the written and spoken forms. Adams Common Law Adjudication and Philosophical Justice Freud: Selected Papers on Neurosis and Related Topics Kierkegaard: Fear and Trembling Aristophanes: The Birds (in Greek) Burke, Paine, and de Toqueville: Selected Works Force and Energy in Descartes, Newton, and Leibniz Goethe's Novels Plato: Phaedrus Whitehead: Selected Works Wallace Stevens Arendt: The Human Condition Joyce: Early Works Aristotle's Theory of Motion Kepler: Astronomia Nova Sartre: Being and Nothingness Plotinus: Third Ennead Ibsen and Chekov Design and Expression in the Visual Arts THE LANGUAGE TUTORIAL S~ecialization in ~gher education has led to a profound neglect of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. Primarily, the language tutorial attempts to remedy this condition by a training in the means of precise communication and effective persuasion. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric,_ and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other-to overcome as much as possible the curse of Babel. To do this it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; the varied connotations and ambiguities of terms; the role of metaphors, analogies and images; and the logical relations between propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the student learns something of the nature of languages in general and of his own in particular. During the four years, then, he studies language as the discourse of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, he studies his own language. He discovers the resources of articulate speech and learns the rules that must govern it if it is to be clear, consistent, and effective-if it is to be adequate and persuasive. i I �THE CURRICULUM / 13 12 I ST JOHN'S COLLEGE In the beginning the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studiedo Thus the rapid reading for the serrlinar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study; one which is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not often come directly into seminar discussions. The student's concern with them in the language tutorial improves all his reading, for whatever immediate end, deepens and efu-iches his understanding, and increases his ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translal:ioR Issues are brought to the fore which rrlight otherwise have been neglected, and they can be discussed with greater precision than the serrlinar usually permits. This habit of precision, in its turn, becomes more common in the seminar. Though the language tutorial cannot and should not aim at a mastery of the foreign languages, the student can reasonably expect to attain a knowledge of their grammatical forms and a grasp of their peculiar qualities. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary: Latin and German might be used °11'.rithout changing the and aims of the 1.:ut01iaL The first year of Greek, how·ever, goes well the freshman seminar and mathematics and the continuance of Greek into the second year advances the work of the first The second year ends with analysis and discussion of vwrks Shakespeare, Donne, and other English poets. The French of the third year begins with a intensive study of French grammar follovved by the reading of a French texto The aim here is economical progress toward faciJity in the reading and of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selectionso Discussions of both form and content are related to appropriate vvriting assigrnnencs, including exercises in translation in which the student attempts to match in his own tongue the excellence of his models. In the second semester a play i.n verse is read-Racine's Phedreo The principal activity of the fourth year is the reading of French poems, including a considerable number from Baudelaire's Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its and as a whole. H also provides a substantial basis for discussion of the art of poetry and danfication of the relation of that art to the traditional liberal arts of languageo Writing assignments include exercises in translation more ambii:ious than those attempted in the trlird year One of Moliere' s comedies is read - either Tartuffe or The Misanthrope. The year ends with analysis and discussion of modern British and Arnerican poets, such as T. So Eliot, Dylan Thomas, '!Ar B. Yeats, and Wallace Stevens. THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true or ought to be is suggested the word itself, for it is derived from a Greek work meaning "to learn." It is regrettable, then, that students should come to disli.ke mathematics or to think of themselves as unmathematicat It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based. Mathematics at St. John's is studied as a liberal art, not artificially separated from vvhat have come to be the humanities When mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry and from treatises chosen not only for their matter but also for their elegance and as it is at St John's, mathematics becomes not only the most learn.able liberal art but also one which provides ready access to others analogies with themo There are two main reasons foI mu modern about the the task of the rn.athe1natics studai.ts to think about ·what it means to .count and measure tlrliiverse. m3thenrntics concerns the rnathe~ The second main reason for has, as i.ts narne implies, a n1atics tutorial more Since for learning, its is particularly close cmmechon what it means to come to espem•Jly useful in students to think Yillow something. To prepare themselves for such reflec\ion students posed mathematical treatises, demonsi.Tate propositions at . , and solve problems By doing this over four years they learn a .good deal o: mather.aatics, and they gain noticeably in rigor of thought, mrn.bleness ot and elegance or expn:0ssion. But while they are the art of mathematics in all its rigor, they are continually encouraged to on their own Scores of questions, of which the following are exai-nples, �THE CURRICULUM / 15 14 I ST. JOHN'S COLLEGE are raised during the four years: Why ~nd how do mathematical proofs carry such conviction? What is a mathem~tical sys~em and what are its proper beginnings and ends? What is the ~lation_ of !,o.gic to mathe~atics? Are there "better" and "worse," "ugly" and beautiful m mathematics? Do mathematical symbols constitute a langua9e? Are there "mathematical objects"? In what way did the discoverer of a , par~cular theorem probably first come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tuto~al which is easily and often carried over into the larger sphere of the seminar. . The student begins with the Elements of Euclid. Using Euclid's organization of ~he m~thematical discoveries of his predecessors, he gains a notion of dedu~tive so~nce and_ of a mathematical system in general; he becomes acquau~.ted with one view of mathematical objects - its central expression found m the theory of ratios - which is buried under the foundations of mode~n ma~hemati~s. After Euclid he begins the study of Ptolemy's Almagest, centering his attention on the problem of "hypotheses" constructed to "save t~e appearances" in the heavens. That the tutorial reads Ptolemy indicates the differen~e between t~e mathematics tutorial at St. John's and the ordinary course m m~thema~cs. ~tolemy presents a mathematical theory of the heavenly ~otions,_ but he gives more than that: his work is both an example of mat~ematics ~pplied to :phenomena and a companion to the philosophical, poetic, and religious readings that are taken up in the first and second years. In ~e second year the student continues the study of Ptolemy, with emphasis up~n. those difficulties and complexities of the geocentric system which are brilliantly resolved by the Copernican revolution. He studies Copernicus's transformation of the Ptolemaic theory into heliocentric form. He next ta~es up the Conics o~ Apollonius to learn a synthetic presentation of the very objects whose.analytical tre~tment by J?escartes marks the beginnµig of modern mat~ema1:ics. ~fter thi~ he studies analytic geometry, which presents the come sections m algebraic form. He thus gains an understanding of algebra as the "analytic art" in general. ~ In the tl~ird year calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The student t~en n:turns to Newton's Principia to take up its treatment of astronomy, m which Newton brings heavenly and earthly motions under one law: and n:places a purely geometric astronomy with a "dynamic" theory in whi0 ~rb1ts are determined by laws of force. Here again the mathematics tutonal is more. than a mathematics course. It is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. _In the fourth year the reading of Lobachevski's approach to nonEuclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. This is followed in the latter half of the year by the study of Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. On the Annapolis campus, there is an alternate program for the latter half of the ye~: so~e of the students study projective geometry, in which the ent~rpnse ':'hich began with Euclid returns in a remarkable way, now generalized, to its starting point. THE MUSIC TUTORIAL One of the aims of the St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed towards performance but towards an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year students meet once a week to study the fundamentals of melody and its notation. Demonstration takes place primarily by singing, and by the second semester the students perform some of the great choral works. In the sophomore year a tutorial meets three times a week. The music tutorial reflects two different but complementary aspects of music. On the one hand music is intimately related to language, rhetoric, and poetry. On the other it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint, and harmony. None of these is done apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart, and the instrumental works of Beethoven are the real textbooks. In the second semester at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. I �THE CURRICULUM I 17 16 I ST, JOHN'S COLLEGE THE The emblem of the St program on the back cover shows seven books surrounding a of scales. The balance, no less than the symbolizes the tradition of the liberal arts, It stands for the instruments of the scienlaboratory, which may well be the most characteristic institution of the modem world, Three hundred years ago algebra ;'Jnd the arts of analytic geometry were introduced into European mainly by Rene Descartes, This w;;rn one of the great intellectual revolutions in recon:J.ed history, "'''-'''rn=r mg and rn. the other great revolutions in industry; morals, It has redefined and transformed our whole natural and cultural world. a focal of the St, John's program and one which the College takes special care to There is an item in the curriculum that does not bear iL The last two vears of the ~-·~'-"'~exhibit the changes flow from it, an'd these not be two years, which cover the from Homer to of natural Modern mathematics has made possible the on an immense scale and has to us as the The of are h=i_sec! on a vihich transforms the universe into a great book mafo:aJ charad:ers_ '-' Liberal is concerned vvith the artifices of i:he human wind and hand that to reface our For this purpose St has set 1Alherein charactelistk and involved in it The content 0f the work should the student to trace a scientific discipline to Hs roots in and observation. Thus certain wholes of and ~~'"'·"~''"",''"' £01 ~ ~ tE'Search, It is th_e of science as a hu1nan pn,rPrnri<;P .;,n ..·d,,.;.~.~ hons and a of skills de1ived from the College does not subscribe J:o the of scientific studies from the as iJ were distinct and autonomous domains There need not be ''two cultures." Dillerent fields different ff1ethods and but the"'',~"''"' frorn sources comffton to all The th.ree considerations relevant The scheduled and free discussion of the intensive extirne to satisfy himseH as to the accuracy l:ris instruments to analyze procedures for som:ces of errm; to consider alternative and on occasion to an entire menL frms can he coffte to a rrLature _!_lexact.n 'r.r·~- '·~-'"' section consists of seventeen to students workof a tutor, with the of nwre advanced students Sections meet two or fh.ree hrnes a, week A e:>:JJl}Slch{Jn and discussion of theory; for of the work requires. the discussion of a dasmc or other irext at writings of Harvey, ~urn-oun· Maxwell, Thomson, Rutherford, and Bohr are "=r..uu<•u r used in this way In all l:he ·work of the laboratory, and in the written at the College, the purpose is to achieve an intimate rnixture of critical discussion and empirical inqu:Uy. �18 I ST. JOHN'S COLLEGE THE CURRICULUM / 19 ITS CONTENT ~e g~neral_topics of study have been chosen from elementary h sical and biological soence. A major revision of the order and content of tife faboratory seq~ence has i;ece~tly been undertaken. The planned sequence of study for stu ents entering m 1977 and later may be oi.ttlined as follows: 1st Year 12 weeks: 20weeks: 3rd Year 4th Year 10 weeks: 18 weeks: Observational biology Studies <?f matter and measurement, leading to the ::it~nuc th~ory of chemistry !op1cs m p~ys1cs: mechanics, optics, h~at, electricity, magnetism Quantum physics Genetics, evolution, molecular biology THE FIRST YEAR The 1 . cla . .,.,-· b. 1 laboratory. beP"ins WI"th tweve week s d evoted to topics in observational .10 ogy. _ssifica~oi:'- of types, anatomical structure, cells and their a a~~~e~n: ~ere:r;i.tiati~n, embryo~ogical development. Close observa~~gby ~ or with nucroscopes is accompanied by constant theoretical in~~e~~tio~:ased on reading important works of biological scientists such as en, Harvey, La~ck, Schwarm, Vrrchow, Roux, Driesch. Here s 0 e, the student. c~nfronts organisms as self-moving entities with ro erties of wholeness, intimately dependent on yet distinct from the surrou!~ world f "t T~ ~shman laboratory next turns to the non-living in a search for som~ 0 1~ n amental laws. Archimedes on the lever and on hydrostatics is studied, then the ~ws of equilibrium of gases, temperature and calorime are taken up, expenmentally and in discussion of the relevant theories. Th~ topics lead into an exalnination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year's work culininates in the resolution of the problem of determining atomic weights and in some consequences of this determination. THE TIIIRD YEAR The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, thermodynamics, and electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot, and Maxwell. The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutorials. As the tools of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy, and potential fields, to their reformulation in terms of derivative and integral; at the same time the physical concepts serve to illustrate the mathematical ideas. The concepts of mechanics are to be used to formulate alternative theories of light-corpuscular and wave - and the success of either theory in accounting for optical phenomena is examined. The phenomena and processes of thought leading to the first and second laws of thermodynamics are given careful consideration. The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and cullninating topic of the year is Maxwell's derivation of an electromagnetic theory of light. THE FOURTII YEAR In many ways the work of.the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior laboratory takes up anew the theory of atomism - but the atom itself has become the object of study. Prepared by his work with electrical phenomena, the student can focus on the questions of atomic stability that lead to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. Following the course of thought in Schrodinger 's What is Life?, the senior laboratory then turns or returns to biological topics, and first to genetics, to Mendel's theory of heredity and its development through the experimentation and interpretation by T. H. Morgan and his associates. The results of laboratory studies of small fruit-fly populations are considered from the standpoint of their evolutionary significance, in the papers of Hardt and of Luria and Delbruck. Next, fundamental papers leading to present-day molecular biology - for instance by Beadle and Tatum, Watson and Crick, Jacob and Monod-are studied. The final segment of the work, which is yet to be planned in detail, may include such topics as the neurophysiology of certain simple behavior patterns. �THE CURRICULUM/ 21 20 I ST. JOHN'S COLLEGE 1HE FORMAL LECTURE The curriculum as described so far calls for student participation at every active stage of the ·work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the student has an opportunity to listen steadily and attentively: The subject may be closely connected with seminar readings or it may open up a new field of in.terest and test the student's readiness to absorb new information and to follow argur.nents in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often vi.siting scholars, but not infrequently they are members of the St. faculty. Visitors may be from the academic world or from the mena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed a discussion. Here the lecturer submits himself l:o prolonged questioning the students, vlith the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the student the habit of and the of a he may not be familiar and it provides an N~'~,~~•~"0 '•" in the discussion period,. to exercise his dialectical skill in a seti:ing different from the classroom. His here that he can himself test the degree and the of vvhat he has leaxned. The lectures range Sometirnes the stu.dent is confronted with Some of the lectures have irnmediate tutorials. Othexs may lEive a effect on the direction fhat a student's vvork takes within the framework of the program. LECTURES AND CONCERTS The list below provides some examples of lectures and concerts given on one or the other campi.rn in recent years: "The Growth of Presidential Power" William Goldsmith "Genesis Robert D. Sacks 11 Aeolian Quintet "Why Should Gloucester Attempt Suicide and Why Musi: Cordelia Die" John Steadman "Changing rrends in 20th Century Paintings and Sculpture" Adelyn Breeskin "The 18th Century Background to Gibbon" Arnaldo Momigliano Sequoia String Quartet "Languages, Philosophy and Science" Stillman Drake "The Collapse of Democracy at Athens and the rrfal of Socrates" Leo Raditsa "On the 'Jfanslation of Rimbaud's Poetry" Jonathan Griffin "The Ellen Davis Cups" "John Milton: The Solitary Way to Paradise" Louis L. Martz "The Geometrical Vision" Howard Fisher "Angels in Paradise Each with His Hand in a Jar of Spermacetti" G<JJway Kinnell "The Brothers Karamazov" Michael Ossorgin Yale/St. John's Consort "The Question of Beauty: The Early Christian Arts" Charles Bell "Rousseau and Democracy: The Design of the Social Contract" Hilail Gilden "Watchi.l;g Television" Roger Rosenblatt �THE CURRICULUM I 23 22 I ST. JOHN'S COLLEGE ST. JOHN'S LIST OF GREAT BOOKS The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at the University of Chicago, at the University of Virginia, and, since 1937, at St. John's College. The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last tw.o years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter. The St. John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all times. In doing that it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and everpresent gravity of human issues. The list of books which constitute the core of the St. John's program is subject to review and revision by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read only in part are indicated by an asterisk. Bookstore, Annapolis FRESHMAN YEAR Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Nicomachus: Lavoisier: Essays by: Galen: Harvey: Lamarck: Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Medea, Bacchae Histories• Clouds, Birds Ion, Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus Poetics, Physics•, Metaphysics•, Nicomachean Ethics•, On Generation and Corruption•, The Politics*, Parts of Animals*, Generation of Animals* Elements• On the Nature of Things Pericles, Alcibiades Arithmetic* Elements of Chemistry• Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Dalton, Wollaston, Gay-Lussac, Cannizzaro, Proust, Berthollet, Richter, T. Thomson, Berzelius,Dulong On the Natural Faculties• Motion of the Heart and Blood Philosophical Zoology SOPHOMORE YEAR Aristotle: Apollonius: Marcus Aurelius: Vrrgil: Plutarch: Epictetus: Tacitus: Ptolemy: Plotinus: Augustine: Anselm: Aquinas: Dante: Chaucer: Des Prez: Machiavelli: Copernicus: Luther: Rabelais:. Palestrina: Montaigne: Viete: Bacon: Shakespeare: Poems by: Descartes: Pascal: Bach: Haydn: The Bible* De Anima, On Interpretation•, Posterior Analytics*, Categories" Conics• Meditations• Aeneid Lives• Discourses, Manual Annals Almagest• The Enneads* Confessions, On the Teacher• Proslogium Summa Theologica*, Summa Contra Gentiles• Divine Comedy Canterbury Thies• Mass The Prince, Discourses• On the Revolutions of the Spheres* The Freedom of a Christian, Secular Authority Gargantua• Missa Papae Marcelli Essays• Introduction to the Analytical Art Novum Organum• Richard II, Henry IV, Henry V, The Tempest, As You Like It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets• Marvell, Donne, and other 16th and 17th century poets Rules for the Direction of the Mind, Geometry• Generation of Conic Sections St. Matthew Passion, Inventions Selected Works �24 I ST. JOHN'S COLLEGE THE CURRICULUM I 25 Mozart: Beethoven: Schubert: Stravinsky: Webern: Selected Operas Selected Sonatas Selected Songs Symphony of Psalms Selected Works Cervantes: Galileo: Hobbes: Descartes: Don Quixote Two New Sciences* Leviathan'· Discourse on Method, Meditations, Rules for the Direction of the Mind*, The World* Paradise Lost*, Samson Agonistes Maximes* Fables* Pensees* Treatise on Light'', On the Movernent of Bodies by Impact Theologico-Political Treatise Second Treatise of Government, Essay Conceming Human Understanding Phedre Principia Mathe-matica* Epitome IV Monadology, Discourse on Metaphysics, What is Nature? Essay on Dynamics Gulliver's Travels Pn1nrm1,,c of Human Knowledge Treatise of Human Nature*, Dialogues Concerning Natural Enquiry Concerning Human Understanding Social Contract, The Origin Wealth of Nations* Critique of Pure Reason', Fundamental Principles of Morals, Critique of Practical Reason* Don Giovanni Pride and Prejudice, Emma "Ode on Intimations of Immortaliiy" JUNIOR YEAR Milton: La Rochefoucauld: La Fontaine: Pascal: Huygens: Spinoza: Locke: Racine: Newton: Kepler: Leibniz: Swift: Bedceley: Hume: Rousseau: Adam S1m.ith: Kant: Mozart: Jane Austen: \A/ordsworth: Hamilton, Jay, and Madison: Melville: Dedekind: Tocqueville: Essays ., \ The Federalist Billy Budd, Benito Cereno Essay on the Theory Democracy m America* Young, Maxwell, S. Carnot, L. Carnot, Mayer, Kelvin, 1aylor, Euler, D, Bernoulli Dostoevski: Freud: SENIOR \'EAR Moliere: Goethe: Mendel: DarNin: Hegel· Lobachevsky: Tocqueville: Lincoln: Kierkegaard: Wagner: Marx: The Misanthrope, Tartuffe Faust* Experiments in Plant Origin of Species, Descent of Man Introduction to the History of Philosophy, Preface to the Phenomenology, Logic (from the Encyclopedia), Philosophy of History*, Philosophy of Right* Theory of Parallels* Democracy in America'· Selected Speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Communist Manifesto, Capital*, Political and Economic Manuscripts of 1844 • !Vlillikan: Joyce: Poems Essays by: Brothers Karamazov, The Possessed War and Peace The Adventures of Huckleberry Finn Psychology, Briefer Course Birth of Tragedy, Thus Spake Zaratlwstra'", Be-yond Good and Evil* General Introduction to Psychoanalysis, Civilization and Its Discontents, Bei;ond the Pleasure Principle Selected Poems The Trial The Physical Principles of the Quantum Theory" Supreme Court Opinions* The Electron• Philosophical Investigations* General Theory The Dead Yeats, T.S. Elliot, Wallace Stevens, Baudelaire, PJs.nbaud, and others Farnday, Lorenz, J. J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger, Maxwell, Berna:rd, Weismann, Millikan, de Brogher, Heisenberg, John Smith, Dreisch, Boveri, Mendel, Teilhard de �THE CURRICULUM I 27 CLASSIFICATION OF AUTHORS ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FOUR YEARS Philosophy ali1d Theology .History and Soda] Sdenq:e Homer Aeschylus Sophocles Euripides Aristophanes Plato Aristotle Lucretius Herodotus Thucydides Plutarch Virgil Aristotle Dante Epictetus Plotinus Marcus Aurelius The Bible Augustine Anselm Thomas Aquinas Luther Montaigne Bacon Li!erahu~ First Year Second Year Chaucer Rabelais Shakespeare Donr1e Marvell Third Year Cervantes Milton Swift Racine Fielding Melville La Fontaine 1Nordsworth Jane Austen La Rochefoucauld Maihematics and Nah.ual Sdence Euclid Nicomachus Ptolemy Lavoisier Dalton Lamark Archimedes Torricelli Pascal Fahrenheit Avogadro Black Descartes Pascal Hobbes Spinoza Locke Berkeley Leibniz Hume Plufo:;:ch Tacitus Machiavelli Year Webern Locke Rousseau Adam Smith U.S. Constitution Hamilton, Madison, Jay Tocqueville Galileo Kepler Young Euler Mayer S. Carnot Taylor Faraday Lobachevski Documents from Lorenz Rutherford VViHgenstein Political History Tocqueville Kafka VVallace Stevens T. S.. Eliot Mark Twain James Joyce Uberly Tree, Annapolis Mozart Kelvin Kant Hegel 1v!arx Yeats D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell L. Carnot Hegel Kierkegaard Nietzsche William James Valery Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez Viete Moliere Goethe Tolstoy Dostoevsky Rimbaud Wollaston Gay-Lussac Proust Cannizzaro Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Ptolemy Apollonius Copernicus Descartes Darwin Mendel Pascal Baudelaire Fourth M[usk Arnerican Lincoln Suprem.e Court Opinions Keynes Iv!inkowiski Bernard Davisson Dreisch de Broglie VVagner Mendel J. J. Thomson Bohr Millikan Schrodinger Darvvin Freud Boveri Einstein Weisrnann Heisenberg John Maynard Whitehead J. Smith Maxwell �THE ACADEMIC ORDER I 29 28 I ST. JOHN'S COLLEGE best students. There then follow the other students at distances proportional to the degree of their understanding. The old-fashioned of classes in the little red schoolhouse is the relevant image here. At the of the class is the author-teacher, at the foot of the class the poorest student in relation to the subject matter. Everyone both teaches, and learns from, those above and below. The aim in all the classes is to exploit the differences in knowledge, character, and skill as are distributed among students and tutors. The kind of teaching and learning that goes on at St John's presupposes, then, a faculty differing in many ways from the faculties of more conventional colleges. Each tutor normally has a specialized competence in at least one field of knowledge. Beyond that he must be willing to acquire a certain experh1ess in other fields of knowledge and a competence in the liberal arts. This may mean that he has to re-educate himself. He is expected to teach some classes in other than his own. Ideally, the tutor will eventually have taught classes in every of the program. He thus for the fu:st years of his teaching at least, attend classes in the same way as a student: his own learning goes along v,rith his as H-:e student he progresses from year to year in the that continuous learning and teaching in ever-increasing measure, into dose farruliarity vv.cth the entiJe pro- T E grar.n" Thus a member of the SL is never confined in his scholastic a teaching activities to a single division of the program. He is, and has to merl!ber of a seminar and of either ilNo tutorials or of one tutorial and a section . Each tutor is passmg on the skills he possesses to colleagues 'Nho require in their classes. Since ii: is necessary, on the hand, that tutors probe rnore deeply into the foundations and wider contexts of the matters that are the teaching TI,aterials at St John's, to avoid staleness and the ever-present danger of to routine performance, groups are set Leaders of such groups are rel1eved of part of They engage in a thorough study and exploration the Instmci:ion Committee of the faculty. Scholars rrorn other the group for certain periods. the under r<n·Pr~m related to the St John's opens new perspectives for teaching and learning at St John's. llIE U\TSTRUCTION THE is a cooperative enterprise, and it is best out when persons at different stages of work together. The typical leamMtuo""'"at St involves a small group of learners. First in li_ne come the great teachers, the writers of the books, who are talking in. most cases at the of their learning. Next come the reading talking teachers, the tutors, who are members of the faculty; in their stage of learning are somewhere between the authors and the The Instruction Committee is a committee of tutors for advising the Deans on all matters of instruction - whether curricular planning or the academic standing of students. It also advises President and Vice Presidents on appointments to the faculty. The ComrniHee consists of the Deans and t11velve tutors, six elected the tutors on each campus of the College; the President and the Vice President sit with the Inshuctiorl° Committee ex officio. Each Dean is the chairman of the Insh1Jction Committee on the campus where he serves; the members of the Committee on each campus constitute the Instruction Committee for that campus and meet at frequent intervals throughout the year. The full Committee meets annually, bet-ween the two campuses, and the Deans alternate as chairman of Instmction Committee. �THE ACADEMIC ORDER I 31 30 1 ST. JOHN'S COLLEGE / THE LIBRARY SCHEDULES The books chosen for study at St. John's are collected in the library in the b~st editions and translations that can be obtained. These books along with carefully selected modern texts for the laboratory form the core of th~ libr_ary, essential to the teaching of the program. A good general collection ~s a necessary supplement; a specialized, highly tec~cal one W?~d h~ve little use. Each year books in mathematics, science, philosoph~ religioi;i, ~e arts, music, poetry, literature, and history are purchased. The library subscnbe~ to representative periodicals and newspapers. A committee of the faculty assists the Librarians in selecting books and periodicals. The Annapolis library maintains a collection of about 70,000 volumes. In Santa Fe, the collection has been growing at a rate of 3,000 volumes each year and now numbers over 46,000. Perhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elemen~s; or the time of the first assignment in Thucydides, when students and semmar leaders are thinking about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. These are the educational realities that a common schedule marks and emphasizes. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS HOUR MONDAY TUESDAY WEDNESDAY 8:15 Mathematics Mathematics Tutorial Tutorial 9:15 Tutorial Tutorial Tutorial 10:15 11:15 1:15 Laboratory to 4:15 8:00 Seminar THURSDAY FRIDAY Mathematics Mathematics Tutorial Tutorial Tutorial Chorus Laboratory Seminar Formal Lecture A SAMPLE FRESHMAN SCHEDULE, SANTA FE HOUR 9:00 MONDAY Laboratory TUESDAY 10:30 to 12:00 1:00 Both libraries have interesting special collections. Annapolis has the Bray Collection dating from 1696, known as the "first public library in America," and the Peter Huntington Jackson Collection, which is rich in Elizabethan imprints and French Revolutionary books and tracts. The ~i:1=er B~ner Collection and the Edgar Allen Poe Collection in Santa Fe contam fir~t editions of each poet as well as other belles lettres. In addition, the Santa_Fe libr_ary has several distinguished music collections, including the Amelia White, the Grumman the Schmidt and the Holzman collections. Wood~ard Hall in Annapolis was renovated as a modern library facility in 1969. It has comfortable modern study carrels and stacks as well as traditional reading rooms. The Santa Fe library is housed in the Peterson Student Center. and t~e Weigle Building. The music library is locate.d in the Sternberger-Weis Music and Fine Arts Building. Language Tutorial 2:30 to 4:00 8:00 WEDNESDAY Laboratory THURSDAY Music Tutorial Language Tutorial FRIDAY Mathematics Tutorial Mathematics Tutorial Seminar Language Tutorial Mathematics Tutorial Seminar Formal Lecture Except for the preceptorials in the junior and senior years and certain periods of laboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students. Each morning for either three or four days a week they spend one hour in a language tutorial and one hour in a mathematics tutorial; sophomores also spend four hours a week in a music tutorial. Twice a week they spend up to three hours in the laboratory. Two evenings from eight to ten they attend a seminar. A formal lecture or concert is given once a week. Nineteen to twenty-one hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. �32 I ST. JOHN'S COLLEGE ESSAYS AND EXAMINATIONS ESSAYS Annually in Annapolis and each semester in Santa Fe every freshman, sophomore, and junior submits an essay to his seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the. program. ORAL EXAMINATIONS At the end of each semester, oral rather than written examinations are held. These are conducted by the seminar leaders. The student is questioned freely and informally on the texts he has read or the paper he has written and on his critical and interpretative opinions. It is not the aim of the examiners to find out how much the student remembers. He is encouraged to consider different parts of his study in relation to each other and to problems that may not have been treated in any of his classes. For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. THE ALGEBRA EXAMINATION During his sophomore year, each student must pass an examination to demonstrate his competence in handling the operations of simple algebra. THE FRENCH READING EXAMINATION During his junior year, each student must pass an examination to demonstrate a reading knowledge of the French language. THE SENIOR ORAL ENABLING EXAMINATION The senior enabling oral examination is given to the student in the fall at the beginning of the fourth year. It is focused on a number of books assigned for rereading and study during the preceding summer. They correspond in quantity to about twelve seminar readings and are chosen by the Instruction Committee from the seminar lists, with a view to covering key themes of the four years. The passing of this examination confirms a student's status as a candidate for the degree of Bachelor of Arts. THE FINAL ESSAY AND ORAL EXAMINATION In the senior year the student is required to present to the faculty a final essay related to some aspect of his four years' work. Again it is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined upon it by the committee in an hour-long public oral examination. No degree is awarded unless both the essay and the oral examination are satisfactory. The senior essay is regarded as a flowering of the student's learning. �34 I ST. JOHN'S COLLEGE THE ACADEMIC ORDER I 35 ACADEMIC 'Ti\NDING dasses are small and intimate and consist largely of the of the every tutor is aware of his students' The tutors' appraisals of a student are based on the pe'fl:1Jnn<n as a member of his tutorials and seminar. is no reason for normal student from this It is assumed that the required capacities evidence to the contran; The curriculum is varied and rich ""w of interest, and and it for a and for individuall 0 "·" conducted at SL is A record of absences is whenever ~here is occasion to THE form of evaluation is the don rag. Once in the don rag. of diagnosis to '-'"'v'""-'"'- meets all his tutors '"~'v'~·"·' and tutors for the w01nnirtino- of marks. one student is then invited to may be and on himself and i:o difficulties may If a student's work as a whole falls below a on acadernic vvith the stipulation of met if he is to continue in the College. The norr.oal v1'uu'a•.1v1 sen.Ttestero Senior Oral, Annapolis OF is one The tutor's comprehensive judgement of a student is reported to the Dean each semester as a conventional letter B, C, D, o:r E whete C indicates that the work is at a level. Such a grading system is necessary in the case of students who to on to graduate or professional school or to tTansfer to another college the College, grading is not of central Students will be told their grades oriJy on requ.esL They are encouraged, however~ not to work for grades, but rather to to develop (heir powers of If i.t becorn.es evident that a is not progressing, or that the learning process has and cannot be revived, the student is asked to leave the Collegeo SOPHOMORE ENABUNG Sophomore enabling i.s a re,.ri.ew the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning the two years he has spent in the Collegeo As an indication of his proficiency in the liberal arts, the annual essay carries great wei.ghto A srudent is enabled, or allowed to enter the junior class, only if he has submitted a satisfactory essay and only if, in the judgment of the Instruction Comrriittee, he is sufficiently prepared for the work of the last two yearso In particular, the enabling judgment looks to the possibility of the student's writing an acceptable senior essay The student vvho completes the forn-year cmriculum satisfactorily i.s awarded lhe degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, but they spend their first surnmer in completing their freshman year, so that too complete a four-year curriculum. For transcript purposes, St. John's seminars, -tutorials, and laboratmies can be trnnslated into terms of conventional subjects The curriculum is the equivalent of approxirnately one J:mndred semester hourso GFADUATE STUDIES Al~D CAREERS AFTER ST, Each year many St John's seniors elect to do advanced work ma v>lide range of and professional schools. Experience shows that leading universities St John's graduates vii.th creditable records. Since SL John's offers no majors in speciJ:ic subjects, however, sorne may find it necessary to take undergraduate courses during their first year of graduate or professional study in some, but not all, fields. ,. ,. Many other graduates choose to embark directly upon careers in a variety or nelds. Th.err undergraduate background - especially its scope and its emphasis on thoughtful inquiry and subsequent application of pnnciples has been found to be an excellent preparation for employm:mt. ~t John's refuses to accept the imposition of preprofessional specialized reqrurements o:n its liberall curriculum. The College believes that to educate m~nand women requires less, and yet far more, than is required to satisfy the shifimg standards of conventional specialized education. �THE ACADEMIC ORDER I 37 36 I ST. JOHN'S COLLEGE The following table shows the professions or fields of ~dvanc~d study entered by one or more St. John's graduates; law, mathematics, philosophy, education, medicine, and theology have attracted the greatest numbers. Acting Advertising Agriculture Archeology Architecture Art Biochemistry Biology Bio-physl.cs Business Administration City Planning Computer Programming Dentistry Drama & Playwriting Economics Education Engineering Finance Geology Government Service History History of Art History of Science International Relations Journalism Languages Law Library Science Literature Logistics Management Mathematics Medicine Meterology Music Nursing Oceanography Philosophy Physics Political Science Psychology Public Administration Scientific Research Social Anthropology Social Work Sociology Systems Analysis Theater Arts Theology Writing THE ST. JOHN'S DEGREE OF MASTER OF ARTS A tutor who has completed two years of teaching at St. John's may receive a Master's degree in Liberal Arts. He must petition the Instruction Committee for permission to present himself as a candidate for the degree. He must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. THE GRADUATE INSTITUTE IN LIBERAL EDUCATION A graduate program, leading to the M.A. degree in the liberal arts, is conducted by the Graduate Institute year-round on the Sante Fe campus and during the summer in Annapolis. It is designed for graduates of colleges other than St. John's and is particularly well suited to the needs of high-school teachers. The program, which is based on the St. John's list of readings, is divided into four subject areas: Politics and Society, Literature, Philosophy and Theology, and Mathematics and Natural Science. Each summer session lasts eight weeks and consists of seminars, tutorials, and preceptorials. The seminars are modeled on those of the undergraduate college; they are limited to about twenty students. The tutorials are smaller classes devoted to the close reading of texts. In the preceptorial the student chooses a topic pertaining to one of the books studied and, under faculty guidance, writes a long essay. For each section of the program nine credits are granted. All four sections are required for the degree, though students who have previous graduate credit may be eligible for the degree after three summers. The sections may be taken in any order. More detailed information and a separate bulletin may be obtained by writing to the Graduate Institute in Liberal Education, St. John's College, Santa Fe, New Mexico 875ill or Annapolis, Maryland 21404. DIRECTORY INFORMATION AND RIGHT TO PRIVACY In compliance with the Family Education Rights and Privacy Act, the College retains the right to publish at its discretion the following categories of information with respect to each student presently or previously attending the College: the student's name, address, telephone listing, date and place of birth, field of study, participation in officially recognized activities and sports, dates of attendance, degrees and awards received, and the most previous educational agency or institution attended by the student. As required by the Act, the College will provide public notice annually of its intention to publish such directory information. Students have a right to inform the College within a reasonable period of time that any or all of this directory information should be withheld. The College will respect any such request for privacy. Freshman Chorus, Santa Fe �38 I ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE The College is well aware that physical activities, artistic expression, and. light-hearted recreation are necessary complements to an intellectual life and it is committed to providing the facilities, funds, and support needed to make them available. Generally, such activities in Annapolis are under the sponsorship of the Student Polity. In Sante Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. THE ANNAPOLIS CAMPUS Since its founding as King William's School in 1696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 persons is occupied principally with the government of the State and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the fish, crab, and oyster industry and the sailing and recreational activities of the Chesapeake Bay; and with the liberal education of students at St. John's College. The campus of thirty-six acres lies in the Historic District, adjoining College Creek, one block from the State House and across the street from the Naval Academy yard. The fifteen buildings include 18th century historic homes (now classrooms, offices, and a dormitory), 19th century Victorian structures, and 20th century buildings designed to complement the older ones. There are six student dormitories, offering single and double rooms. The community of students has governed itself since 1945 with elected officers and delegates representing each dormitory and the off-campus constituency. The Student Polity representatives, called the Delegate Council, meet once a week to hear requests from students for funds, to allocate time and use of facilities such as the student kitchen, to remind students of their responsibilities to the College community, and to express student opinion on common problems. The Delegate Council also meets once a week with members of the College administration to discuss problems of mutual concern and maintains a Student Instruction Committee to discuss and recommend curriculum changes. A Food Committee works with the dining hall manager to develop satisfactory dishes for the regular and vegetarian menus. Since 1968 The Collegian, a weekly student newspaper, has provided a second medium for expression of opinion to the community as a whole. Controversy ranges from petty to vital; creative writing and news take up the rest of the space. Students are also welcome to contribute work to The Reporter and The College, the two official publications of St. John's College. Extracurricular organizations at St. John's are generally informal. Some continue year after year while others spring up and die out as the individual members of the community come and go. Many extracurricular activities grow Dining Hall, Annapolis· �40 I ST. JOHN'S COLLEGE directly out of the curriculum as students' Lnterests overflow from the classroom. The past year has seen small classes-some led by students, others by tutors-in harmony, Latin, German, the New Testament, the Bible, Leibnitz (his papers on calculus), and special aspects of chemistry and biology: Other activities stem from interests independent of the College curriculum. Most proll\inent among them have been those of the Garden Club and various classes in dance and martial arts. Theater life is active. Each of three drama groups offers a specialty: the King William Players stage one or two classical plays a year, the Modem Theater Guild performs one or two modern works, and the Dwarf Players produce several one-act plays. In 1977-78 these groups produced The Night of the Iguana, The Importance of Being Earnest, and Le Misanthrope, Every weekend the student film dub presents foreign and domestic films the dassics of cinema art Additional film series, in.duding The Ascent of Man and Roots have been shown during the week T'nere is also a special winter film series on Wednesday nights. Music is pursued in groups and individually: Voice and instrumental ensembles train new members and perform at College events. The College provides practice rooms and pianos and a music library of scores and recordings. Private can be arranged on campus or in toV'm. Individual artistic expression needs a time for training and a place to work Permanent facilities such as the art studio, ceramic studio, woodworking shop, photography darkroom, and stage floor provide places to develop specific skills, The College also maintains a small art gallery staffed by students. Recent shows of works Roualt, Daumier and Hart have been held there. An ex.hibit each spring displays work members of the College An artist in residence photography, woodteaches classes coordinates exhibits, Classes in and painting continue throughout the of community life where students tutors meet come in varieties . The Sociery of Bacchus arranges rock dances, and community gatherings including the Halloween Masked Ball, Ball, Christmas Party; and the Spring Cotillion, square jazz parties occur once or tvvice a year, A the spring, "'"'~'-'""'· begins with student skits and and, after a parade up or,ovtdE~s a full day of athletic '-'-'"'c'"" events on campus concerts and informal lecspeakers, of all den.orrrinc1synagogues is avail.able on request), concerts, plays, historic tours, sailing, the Naval Academy; hiking, cycling, State conununily service etc Washington, D. both vvithin an offer activities, museums, and stores too nurnerous to mention here, RESIDENCE & STUDENT LIFE / 41 AJHLETICS Since 1939, when intercollegiate athletics were abolished th · tr l spo-·ts p h fl ·h d , e in amura 1, rogra~ .a~ ouns~ e . ~~ou'. two-thirds of the students, both men ~nd w?men, particrpate actively m mdividual and team sports. The Director of ~~e,ti~s and,tw~_student assistants schedule events and coordinate use of the _a ,tie_,, which mdude a well-eqrnpped gymnasium, large playing fields temus courts, and a boathouse with a number of sailboats and othe n' craft, r sma Four men's and four women's teams compete in field hocke tou h football, soccer, basketball, volleyball , softball, and track , ea ch 1n hS y, · ~~ season c . o Doubles an d smgle players compete in tennis handb-" s h -· ' ·. . ddl , dll, quas , ren~ng, pa .,_. ebal1: ~~d table tennis, Sailing, canoeing, and rowin a:re non co,mpetiave actiVJ.ties offered purely for enjoyment, Excellence in sp!ts is recogruzed and e,ncournge~ by~ individual and team awards; enjoyment of sports is the most unportan.t IlUH of the athletic program and is its own reward, �RESIDENCE & STUDENT LIFE I 43 THE SANTA FE In the early 1960' s the College decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West rather than sacrifice the virtues of a small campus. SL John's College in Santa Fe was opened in the fall of 19M in New Mexico's city, founded in 1610 by Spanish colonists. Its population of 60,000 people is occupied principally with the government of the State and of Santa Fe County; with cultural pursuits in the fine arts, museums, and opera; and with archaeological and historical research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of American mdian Arts, the College of Santa Fe, and the University of New Mexico in Albuquerque. Sixty miles to the south, Albuquerque provides the at!I-adions and conveniences of a city of 400,000 people, The campus of 300 acres lies in the southeast comer of the City, two miles from the historic Santa Fe Plaza and the Palace of the Governors, The architecture of the Santa Fe campus reflects the territorial style introduced in the state during the last century, The campus, at an elevation of 7,300 feet, overlooks the Santa Fe valley and offers superb views of the Jemez, the Ortiz y Pmo, and the Sangre de Cristo mountain ranges. The campus Lndu.des a classroom building, a laboratory; a student center, a music and fine arts building, an administration building, and tvm dusters of dormitories. A library, dining and infirmary are also located in these buildmgs. l';Jina S. Garson Reflecting Pool, Santa Fe View from Dining Hall, Santa Fe �44 I ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE I 45 Each of the sixteen dormitories on campus houses from twelve .to eighteen students and serves as a smaller community of friends ~thin t~le College. More than half the rooms are singles. The ot~ers are demi;ne~, i,ri suites of two or three rooms to provide each student with the pnvacy 01 tns own quarters and at the same time close compa~onshlp vvit.~ a ~ello': student The head resident helps students arrange to live m dorm.none~ with others who share similar opinions about smoking, loud music, and so on in a dormitory area. In addition to the two dormitory complexes on c~mpus, students are also housed in a rambling twenty-room adobe house wlnch was bequeathed to the College by the po~t Witter Bynner. . .. , Students in Santa Fe find i.t effective to work out problems and ideas on an individual basis with administration and faculty, rather than through the machinery of a formal student government, since both the size of the Coll~ge and the form of the Program are conducive to inforn:al <and_?ITect .com~L~ruca­ tion. There are permanent student representatives w ihe J:<manaal fa.id ~om­ mittee and the Board of Visitors and Governors. Students ~lso belon? to advisory committees which concern themselves with such thmgs as Fnday night lectures or the food service. . .. . . . . Santa Fe students and faculty have 1mtiated ~ w>.de vanety of ex.rracurr.xc;ular activities including the artistic, the acade1mc, and the athletic. ~~snc is by extracurricular classes m pamnng, weaving, ballet, and modern dance .. The art studio m the darkroom, and the poth::rj stu.dio . appro""1·hr1a~. for these activities. The College's art · to a nev-r show by professional artists each mor~th. . ~rt at the end of the school year, and award.s are given !Or achievement in pottery, photography, drawing, painting, and in makin2' jewelry. Au verso, the literary magazine of the College, is published twice~ year. H contains essays, artworks, poetry, short stories, and photography from students and faculty alike. Musical P.erfo:rmances ~f many kinds are given by students through the Colleg1um.M.us1cum. Formed m order}? stimulate musical a~tivi1r on campus, the association provides members 01 rhe College commumty 'V'11th an opportunity to perform before a small, receptive audience. Through this organization students and faculty who play instruments or who sing can find teachers and fellow musicians with whom to study or perform. The St. John's Chorus and the Madrigal Singers also give recitals. The College provides numerous keyboard instruments including two grand pianos and a harpsichord for student practice and performance. Practice rooms are available in the Fine Arts Building. The Collegium Theatricum produces two or three plays each year. It also organizes evenings of soliloquies and one-act plays, Funds and equipment are the Sb.ldent Activities Office. The directing, acting, costumes, and lighting are done by interested stildents and facult)c The St John's Film Society is organized by students to provide a 1!\7i.de variety of dassic and current films for the College community every Sarurday night Many students are attracted to the town of Santa Fe by its crafts, music, theater, and visual arts. Others have participated in tutoring in elementary schools, counseling for the Santa Fe crisis center, working at the local health-food co-op, or mother local activities. The St John's bus takes students into tm11m twice a day, and groups of students may borrow a college vehicle for �RESIDENCE & STUDENT LIFE I 47 46 I ST. JOHN'S COLLEGE special events in Santa Fe, Albuquerque, or other surrounding ~eas. Most students come to St. John's with definite interests outside the scope of the Program and pursue these interests in extr:-icurri?11ar classes and discussion groups both on and off campus. Informal discussions of c~ntempo­ rary literature, forums on public concerns, and slide shows on ar~ history_ are frequent on-campus activities, as are language study groups m Russ~an, German, Spanish, Italian, and Hebrew. Students preparing for entra~cemto medical school have attended classes at the University of New Mexico, ~os Alamos branch, under the sponsorship of the C?~ege. Th<:>rne Fellow~~ps also give students financial support toward fulfilling medical prereqUlsites during the summer months. ATHLETICS The Student Activities Office coordinates a volunteer athletic program which offers opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. These last two are sports in which St. John's challenges other colleges and universities, and the College usually has one of the finest fencing teams in the Southwest. There are indoor facilities for judo, karate, tai che chuan, weightlifting, gymnastics, and fencing, but during much of the year these activities can be done out-of-doors. Intramural programs in tennis, soccer, track, volleyball, football, and badminton are conducted at the College's facilities. A men's soccer team and a women's soccer team both play with other teams in the area and are hosts to several tournaments in the fall and spring. The St. John's basketball team competes in a city league. Santa Fe's municipal swimming pool is reserved for St. John's one night each week. A horse corral on the campus is available for student and faculty use; horses may be hired at a nearby ranch. The adjoining Sangre de Cristo Mountains provide hundreds of square miles of forest and wilderness areas for hiking and camping. Here the St. John's Search and Rescue unit trains regularly in techniques of map reading, first aid, wilderness survival, rock climbing, and cliff evacuation. The team is called out in emergencies several times a year; students have permission to be absent from campus in the event of a search or rescue. The Santa Fe ski basin (seventeen miles to the North) and the Taos ski basin (two hours away by car) offer fine slopes for both beginning and advanced skiers, and several cross country ski trails branch off from the ski basins. Students may borrow skis, boots, and poles from the College, and the St. John's bus provides transportation. When the weather is warmer the Student Activities Office organizes excursions down the Rio Grande by kayak, canoe, and rubber raft with overnight camping along the way. BOTH CAMPUSES RELIGIOUS ACTIVITIES The Charter of 1784 established St. John's College as a non-denominational institution. In its early years there were some ties with the Protestant Episcopal Church, but these no longer exist. The College schedules no formal religious services, except for the annual baccalaureate service before commencement. Attendance is voluntary, in consonance with the Charter. Many tutors and students attend church or synagogue in town. It is customary for extracurricular Bible classes to be conducted by tutors of the College. FAOLITIESFORSTUDENTS As in Annapolis, waltz parties, rock parties, and such regular events as the Fall Festival (in the mountains surrounding the College), th~ Halloween Costume Party, the Fasching Ball, the Graduation Ball, and Reality Weeke~d provide occasions for informal gatherings of tutors and students. Reality Weekend includes a talent show, a parade from the Plaza to the College, a picnic, and athletic competition. The College Bookstore on each campus has all the books and supplies the student needs for his classes. It also maintains a stock of books related to all phases of the program, and books of more general interest. It is operated without profit. As supports for an active social life, the College provides on each campus a coffee shop and a junior common room for the use of all students. In addition, there are smaller social rooms, comfortably furnished. �48 I ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE / 49 DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming student to make proper use of the support that other students can give him in his college life. Unmarried students not living at home are required to live in the college dormitories and to take their meals in the college dining hall, unless they obtain permission from the Assistant Deans to live off-campus. . The College currently can offer no married student housing at Annapolis, but does, on a limited basis, at Santa Fe. Students who wish to have married student housing must find suitable housing off campus and should allow time for this. Room assignment is the responsibility of the Assistant Deans. Returning students have the privilege of drawing for rooms before they leave for the summer vacation. Students are not permitted to remain in residence during winter or spring vacation on either campus. DINING HALL The dining hall on each campus is operated by a catering service. A vegetarian menu is available. Resident students are required to eat in the dining hall. Exemptions for medical reasons are granted only upon examination and recommendation by the College Physician. PLACEMENT OFFICE The Placement Office serves student needs in two especially important areas. First, it provides essential information for those students planning to continue their education in graduate programs and professional schools across the nation. The Director of Placement also offers assistance and counseling to those students who wish to embark upon careers immediately after graduation. STUDENT EMPLOYMENT OFFICE An employment service, initiated and run by students, locates off-campus jobs. P~arily, it s~eks part-~e employment for students during the acadenuc ye~r, but it can also aid students looking for full-time summer employment m the local community. INFIRMARY SERVICE Well-equ_ipped infirmaries are maintained at both campuses, each under the ~upervis10n of a Co~ege Physician and a College Nurse. A daily medical report is sent to the Assistant Deans. A psychiatrist or clinical psychologist is available for consultation. RULES OF RESIDENCE So<;ial order and t~e well-being of each student make necessary certain rules of residence goverrung the use of dormitories. These rules have been decided upon. by the Dea:i ~ consultation with students and the faculty. Every ent~rmg student is informed of them, and returning upperclassmen are reminded of them each fall. The rules differ in certain details on the two campuses, thou~h in g~neral they follow the same pattern. The acade~c and mt~~ctual life of the community is inseparable from the communal life. The building of a good community requires the faculty to show respect for the indi~duality of each student. All students agree to abide by the rules and regulations promulgated in the Student Manual published annually by the College. St. John's assumes that the students will respect not only t~e enacted rules but also the community-accepted canons of decent beha_vior. _In extreme cases, where these canons are flouted, the College may reqmre withdrawal of the offending student. PROPERTY DAMAGE The Coll_ege provides a housekeeping staff to care for the dormitories. The College inspects the rooms perio~cally and repairs at the expense of the occupant or occupants any dornutory room and furniture that have been damaged beyond n~rmal wear and tear. Any damage to college property is charged to the caution fee of the student or students responsible for the damage. The College is not responsible for the loss of, or damage to, any student property resulting from fire, theft, or any other cause. �50 I ST. JOHN'S COLLEGE ADMISSIONS I 51 The standards which applicants are selected for St" John's are special, and prospective students find it rewarding to write the essays that constitute an application to the Collegeo People who apply want an education that consists of careful reading and consideration of the most demanding of serious conversation in which they will learn to see deeply into others' ideas as well as their own; and of active participation in their own educationo Educahon at St John's is a common Each student has a considerable effect on the life and learning of the comnmnity: Most who consider St. examine themselves carefully before applying so that when do are saying to themselves and to the College that they want to engage life of reason and believe can take pleasure in it. In vvriting essays, many determine their own appropriateness as St. John's others eliminate themsel,res as applicants, deciding that their interests and those of the College do not coincide. for the most part, they select themselves" Some are rejected, of course, but a wide variety of students is accepted each yearo The purpose of the admission process is to determine -whether an has the necessary preparation and ability to complete the St" satisfactorily The Admissions Committee - ten tutors and the of Admissions on each campus - regards the application as being a from the ''Do you think I am ready to from the progTam of studies at John's 7 " . In the essays, applicants are asked to discuss their educati?n, Pvnc>r1Pn with books, reasons for choosing SL John's, summer or post-high experiences, and some particularly valuable they have had. A number of topics is also suggested. The essays are designed to enable to give a full account of themselves. They can tell the Committee much more than statistical records reveal Next the Committee considers the applicant's academic achievement and promise. Previous academic records-the secondaq school report and college if there is one-show whether an applicant has the habits of study necessary at St John's. Letters of reference, particularly those o~ teachers,o are carefully read for indications that the applicant has the matunty, self-dwapline, ability, energy, and initiative to succeed in the St. John's prograrno S1: John's attaches little importance to "objective" test scores, and no is accepted or rejected because of such scoreso Ilie Committee's decisions are not influenced by the race, religion, sex, or national or ethnic origin of an applicant, nor other factors um·elated to the work of the College" The application a of personal data. Need for financial assistance does not affect the Committee's densions on adm:issiono 0 0 , St John'os has decided to remain a small college. The enrollment is about 375 students m and 300 in Santa Fe" The size of each class is hrnited on each campus. Most freshman classes are about equally divided between ~en and womeno Classes enter in late August and January m Santa Fe, in e>eptembe:r and January in Annapolis. New students are emolled only as freshmen; a fourth or more of each entering class have done one, two, or even three years of college work elsewhere. These students, despite good records at other colleges, their advanced standing to take part in the St. John's program" Freshman who enter in January stay on campus the following summer to complete the first yearo They can thus graduate year earlier than if they had their entrance until the following falt The class is of interest to students who come to St John's from other colleges, or who have lTaveled or worked since graduation from high school, or who wish enter St John's immediately after the first semester of their senior year of rugh schooL a ;o J �52 I ST, JOHN'S COLLEGE REQUIREI\IIENTS ADMISSIONS I 53 St John's has a policy of rolling admissions, There is no application deadline, but applications for both fall and January classes should be submitted as early in the year as possible, Because there are occasional vacancies in classes due to last-n:tirmte withdraw<ils, students who wish to apply late in the year should contact the Admissions Office for particulars, As soon as the application essays and supporting documents are assembled, the application is reviewed by the Admissions Committee, The applicant is notified of the committee's decision in about two weeks, Upon notification that his application has been accepted, an applicant has the option to enroll on either cmnpus. In order to secure a place in the entering class, he must submit a non-refundable deposit of $150 to the Admissions Office on the campus at which his aplical:ion was processed, together with a statement specifying the campus he wishes to attend, Deposits are accepted on a first-come, first-served basis until the ente1ing class is filled, ff the is also a candidate for financial aid, the deposit will be accepted with understanding that it will be refunded if satisfactory aid cannot be offered. If the entering class on the fast-choice campus has already been filled, the deposit may be auton<atically transferred to the other campus, provided space remains in that ente:dng class. It may also be used to secure a place on the waiting list or in a subsequent class on the student's first-choice The deposit will be applied to the first fees. All financial aid will be made from the campus on which A physical examination is required of each student before registration, A form for repmting the examination, along with other registration materials, will be sent to each student piior to the date of emollment but after receipt of the $150 U'C~JV<:>JLL Once enrolled on either campus, a student may transfer to the other at the heg'uming of any academic year, provided his record is in good standjng and he notifies the Dean's Office of hls intentions by March 1. If the student "Nishes to apply for financial he must also file his new financial aid forrn.s 15. AJI such transfers are subject to the Deans of campuses, foauiries should be addressed to the Director of Admissions, St. John's College, Annapolis, 21404 (Tel 3011263-2371) or Santa Fe, New Mexico 87501 (TeL Anyone who is considering the possibility of entering St. should see the College for himself It is pmbably wise to get first~ hand advance knowledge of any mllege one may be thinldng of attending, but it :is especially vvise in the case of St because of its unique curriculum and teaching methods, Vvhile on campus the visitor may attend a seminar on or Thursday evening at 8:00 p,m,; attend tutmials in language, and music; visit a laboratory; be interviewed the Director of Ad.missions, a �54 I ST. JOHN'S COLLEGE member of the Admissions Committee, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit · the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Wednesday or from Thursday to Saturday on the Annapolis campus, from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be session during the time of the visit. Persons planning to visit should telephone (301-263-2371 for Annapolis or 505-982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for the visitor will be transportation. He will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and forinal lecture. The seminar readings can usually be located in inexpensive paperback editions in the College Bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens and soap are provided by the College. If a visitor arrives weekdays between 9:00 a.m. and 5:00 p.m., he should go to the Admissions Office. Weekends and any day after 5:00 p.m., he should go to the Admissions Office. Weekends and any day after 5:00 p.m., he should go to the College receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe. TRANSPORTATION The Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine (less than $5) goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis and the driver will let one off at the campus if he asks. Buses from Washington are less frequent and arrive at the Annapolis Greyhound Bus Terminal (about six blocks from the College). By car one takes Route 50 from Washington or Route 2 from Baltimore. A limousine service from the Albuquerque airport to Santa Fe also is available. Called the "Shuttle-jack," it leaves the airport seven times a day and costs $10.00 one way. Greyhound and Continental bus lines pass through Santa Fe. Amtrak stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. FEES & FINANCIAL AID I 55 FEES & FINANCIAL AID The College beli~ves that qualified applicants should not be derued the opportunity to attend St. John's College because of limited finances. St. John's therefore maintains a financial aid program to assist eligible students to the greatest extent possible ~thin the limits of the College's resources. With very few exceptions, financial aid awards are made solely on the basis of need. A. The follo~g principle~ ~~derlie ~t. Jo~'s financial aid program: 1. The pnmary responsibility for finanang a college education lies with the student and the student's parents. The College can offer aid only to supplement funds the family provides. 2. Th~ ability of. a 1fa~y t~ meet college expenses is determined by assessrng the family s financial strength in terms of income assets debts and additional children to be educated. ' ' ' 3. Financial aid may be in the form of a grant, loan, or part-time empl~yment and will be offered to all students as a package which combrnes one or more forms of aid. 4. In keeping with the philosophy that students should contibute to their ( �56 I ST. JOHN'S COLLEGE educational expenses, self-helpis the first component of a financial aid award. At St John's self-help consists of a part-time job and an educational loan. 5. The total amount of financial aid the College offers a student may not exceed the student's demonstrated financial need. 6. Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid. . 7. Students receiving financial aid must meet the criteria for maintaining satisfactory proo-ress in order to retain their award (see page 61). 8. Financial aid awards are made in accordance with the provisions of Title VI of the Civil Rights Act of 1964 and Title D< of the Higher Education Amendments of 1972 which prohibit discrir11ination on the basis of race, color, sex, creed, or national origin. R The procedme for applying for financial aid is as follows: _ . . L Applicants for admission who also plan to apply for financial md should so indicate on the Apphcation for Admission form in the back of this catalogue. The College's financial aid application vvill. be sent automatically upon receipt of the Application for Admission, but students who wish to obtain the form earlier may request it at any time from the Admissions Office 2. Applicants must also file the current Financial Aid For:n v"!-th t~e Scholarship Service in Princeton, New Jersey or Berkeley, Calliorrua. This form perrruts applicants or their parents to present a detailed account of the family's financial position. H may be obtained from either secondary schools or the Adrrrissions Office at St. Joh_n's. 3. Candidates for financial aid from the College must first establish their for the Basic Educational Opportunity Grant (BEOG), a Federal ~~~~,-~"~ described in section D below. The College Scholarship Service's iruuic.iu! Aid Fann enables candidates to indicate that they wish to for a BEOG. Students should so indicate. No financial aid <rvvard made the College until eligibility for the BEOG has been reported; no award be finalized until the student submits his copy of the BEOG Student Eligibility Report to the Financial Aid Office. 4.. As part of the for financial parents of dependent applicants and who claim self-supporting status an offlcial copy of most recent Federal Income Tax Return. 5. Self-supporting sh1dents are required to meet the Federal definition of independence and have an affidavit of on file in the Financial Aid Office. This form will be mill.led to parents or guardians upon receipt of the Financial. Aid Forrn ii the applicant is dairn:iJ.•g self-supporting status. 6. Residents of Connecticut, the Distiict of Columbmr Massachusetts, Rhode and Vermont must for a State scholarship. Residents of IVfan;land applying to or Annapohs must for the State Scholarship. applicant who has previously attended an inslituJ:ion of higher education must a Financial Aid from that instli:utlon. Finanaal A.id can be obtained from the Office. 8. Students applying and receiving financial aid fror.ci St. required to nolify the Financial .A.id Office of any scholarships, grants, employment, or other financial benefits for which they FEES & FINANCIAL AID I 57 become eligible; any change in their or their and changes of name, marital status, and address. C financial situation; Following are the deadlines and notification dates for financial aid: FRESHMAN CANDIDATES ~lthough t~e Coll~ge has ~o. deadline for receipt of financial aid applications, candidates ror adrmss1on who are m need of financial assistance should indicate that need as soon as possible. The Financial Aid Form! BEOG Appli~ation should be filed with the College Scholarship Service as soon as poss1ble after January 2 in the year in which the candidate wishes to be admitted. Those who wish to enter in January should submit the FAF/BEOG as early as possible in the preceeding yearo Likewise, the SL John's Fit<ancial Aid Application should be filed with the Financial Aid Office as soon as possible after its receipt by the candidateo Applicants should note also that the earlier their aid application is received, the better the chance th;;it their financial need can be fully met. Candidates for admission applying ~f~er March 1 for financial aid have a significantly lower chance of rece1vmg all the funds for vvhlch they are eligible than those applying earlier. RETURJ\l1NG STUDENTS Applications are due by March 1 from enrolled students who are returning to the College and reapplying for financial aid or are applyin<>- for firnmcial aid for the first time. Begirming on December 1, the Financial Aid Office will provide the necessary Financial .Aid Form, which should be cornpleted and filed with the College Scholarship Service on January 2 or as soon thereafter as possible. Students whose financfaJ aid credentials are received the Financial Aid Office prior to the March 1 deadline vvill be notified the decision on i:heir application on April 1. Appli.cal:i.ons completed after rvfarch 1 will not be considered until awards have been made for applications completed before the deadline. Awards based on applications completed after the deadline v.rill not be mailed until after April 15 . - Students whose applications for financial aid are received after the deadline will not be - denied consideration for assistance, but the availability of funds for them cannot be guaranteed. D. Funds for financial aid awards from the College are available from the sources listed below. Except for the Federally Insured/Guaranteed Student Loan, applicants need not apply for funds from any of these specific sources. All these sources are automatically considered in up the College's financial aid awards. ST. JOHN'S GRAf·JTS Funds for its grants are provided by the College from its own resources, and all awards are m.ade on the basis of financial need. ST. JOHN'S SPONSORED NATIONAL IvIERIT SCHOLARSHIP (Santa Fe) The College sponsors National Merit Scholarships for finalists in the National Merit competition. Finalists who list St. John's College, Santa �58 I ST. JOHN'S COLLEGE Fe, New Mexico, as their first choice and who have been admitted by March 1, are eligible for the College sponsored National Merit awards. Winners are chosen according to merit. Stipends in excess of $250 are determined by financial need. Awards are renewed annually and those recipients who wish to be considered for stipends in excess of $250 should apply for financial aid each year. BASIC EDUCATIONAL OPPORTUNITY GRANT (BEOG) This Federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Basic Grants are intended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Basic Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT (SEOG) The College awards SEOG' s to incoming freshmen and enrolled students each year. These grants are made to students who have e:cceptional financial need and are unable to pursue a course of study without the grant. Eligibility for SEOG is limited to $4000 for four years of study in pursuit of the first baccalaureate degree. This grant must be matched dollar for dollar by a National Direct Student Loan, College Work Study, the Basic Educational Opportunity Grant, and institutional grants or scholarships. No repayment of this grant is required. COLLEGE WORK STUDY PROGRAM (CWS) This program permits the College to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session. NATIONAL DIRECT STUDENT LOAN (NDSL) These loans are made by the College directly to students using funds provided, for the most part, by the Federal Government. The maximum loan for four years of undergraduate study for the first baccalaureate degree is $5000. No interest accrues and no pay t ~s re9-uired while the borrower is enrolled at the College. Repayment begms nme months after the borrower terminates attendance at the College. There is provision for deferment if the borrower returns to at least half-time study at another institution. Depending on the total loan commitment, the repayment may extend over as many as ten years. FEDERALLY INSURED/GUARANTEED STUDENT LOAN (FISL/GSL) These programs enable a student to borrow directly from a bank, credit union, savings and loan association, or other participating lender who is willing to make the educational loan. The loan is guaranteed by a State or a private non-profit agency or insured by the Federal Government. Any FEES & FINANCIAL AID I 59 student whose family income is less than $25,000 per year or who demonstrates the financial need is eligible for one of these loans up to $2500 per year. However, most lending institutions and State agencies limit borrowing to $1500 per academic year. No interest accrues and no payment is re~uire~ while the borrower is enrolled at the College. Repayment begms rune months after the borrower terminates attendance at the College. There is provision for deferment of payment if the borrower returns to full-time study at another institution. Depending on the total loan commitment repayment may extend over as many as ten years. 1979-80 STUDENT BUDGET* FALL FRESHMEN Annapolis dependent/independent $4750 $4750 175 175 800 800 1000 1000 50 50 450 630 400 Annapolis dependent/independent $4350 $4350 175 175 700 700 Tuition Books Room Board Caution Feel Personal Expenses Transportation2 Santa Fe. dependent/independent $4750 $4750 150 150 800 800 1000 1000 50 50 500 600 JANUARY FRESHMEN Santa Fe dependent/independent $4350 $4350 150 150 700 700 Tuition Books Room _3 _3 _3 _3 Board 50 50 Caution Fee 1 50 50 360 500 Personal Expenses 450 500 330 Transportation 2 *Fees are subject to change without notice. 1Covers breakage and is refundable. 2The Annapolis transportation allowance for dependent students is the cost of two round trip air fares to the major city closest to their homes to a maximum of $600 for distances greater than 400 miles; the transportation allowance for distances less than 400 miles is 10¢ per mile. Santa Fe transportation allowance for non-New Mexico residents is the cost of one round-trip air fare to the major city closest their home. New Mexico residents are allowed two round trip bus fares. 3 Undetermined at time of publication. BILLING AND DEPOSITS Billing is done prior to each semester. The total for the year may be paid at the first billing, or payment may be made in equal parts at each of the semester billings or in monthly installments that may be spread over as much as seven years. First semester fees for freshmen are due on or before August 1. Those who wish to use the monthly installment plan should inquire of the Tueasurer about commercial tuition loan plans available. Students with outstanding debts to the College may not register for classes at the beginning of the second and subsequent semesters unless they have made appropriate arrangements with the Tueasurer. Since determinations affecting students, faculty, and physical facilities must be made well in advance of the beginning of each academic year, the �FEES & FINANCIAL AID I 61 60 I ST. JOHN'S COLLEGE CRITERIA FOR JUDGING SATISFACTORY PROGRESS College must know in April which returning students will register in September. A deposit of $100 on the fees for the following year is therefore due on or before the first Monday in April for prospective sophomores, juniors, and seniors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, he may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, military service, academic dismissal, or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which he made the deposit, the deposit is forfeited, and he must make a new deposit to fecure his place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the college rreasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $50, called the Caution Fee, which is subject to charges for laboratory breakage, damage to or loss of college property, and other minor mishaps. This fee is paid once at the beginning of the Freshman Year, but each student must bring the balance (after damages assessments, if any) up to the full $50 at registration each semester. If unused, it is refunded on request at the end of the academic year or when a student leaves the College. Each graduating senior must pay a Commencement Fee of $25 at the beginning of the second semester of the Senior Year. Veterans and social security recipients qualified to receive educational benefits through the Veterans Administration may arrange with the 1Ieasurer 's Office a schedule for the payment of fees. These arrangements must be made prior to the beginning of the academic year and after the veteran has received proper certification from the Veterans Administration. Provisions .of ~e. Higher Edu~ation. Act of .1976 require that each post~ecoi:dary ~stitution make available information concerning the criteria for Judgmg satisfacto~ progress. The criteria for St. John's College are as follows: Any student is dee~ed to ?e making satisfactory progress if at the end of the current semester he is perrmtted to enter the next semester and if that next semester will not include the repetition of any work. Thi~ permission is normally granted by a committee composed of all of the student's tutors the "Don. R~g <:=ommittee." At the end of his Sophomore year, however,' this per1:111ss10n is granted ?Y th~ ~ean and the Instruction Committee iri the light of his overall work dunng his first two years. At the end of the first semester of his Senior year .it ~s granted ain:iost automatically. The Don Rag Committee grants the perrmss10n only after it has assessed his current semester's work in all parts of. th~ Program and has approved its quality. This assessment is conducted m his presence by all of his tutors in common. . In excep~onal ~cumstances a student is permitted to begin a semester with the speoal requirement that he meet certain conditions during the course of the semester. In these cases the _student is deeme~ to be making satisfactory progress unless the Dean deterrmnes that the conditions have not been met. When the conditions have not been met, the Dean, in consultation with the Instruction Committee, decides what further determination is to be made of the case. If the student is still permitted to remain in the College he is deemed to be making satisfactory progress. ' REFUND POLICY VETERANS If a student withdraws or is dismissed during any semester, a refund of fees for tuition will be made according to the following schedule: The first two weeks: 80% The third week: 60% The fourth week: 40 % The fifth week: 20 % The sixth week and thereafter: no refund The above schedule also applies to room and board in Annapolis. In Santa Fe, a refund on fees for board will be made on a pro rata basis; there will be no refund made for room fees. If applicable, refunds will be made to students only after refund payments are first made to such federal and state funds as the Basic Educational Opportunity Grant Program, the Supplemental Educational Opportunity Grant Program, the National Direct Student Loan Program, the Federally Insured/Guaranteed Student Loan Programs, State Student Grant or Scholarship Programs, and to any institutional financial aid programs. Enrolled students due refunds because their financial aid exceeds monies due the College will receive those refunds in accordance with a schedule of payments determined by the Financial Aid Director on each campus. Refunds for substantiated medical reasons will be on a pro rata basis. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $5 for late registration for each semester. The cost of books is about $175 a year. Class copies of many of the program books are available in the College library. · In compliance with Federal and State regulations, St. John's has developed a set of policies on minimum standards of progress for veterans enrolled at the College. REGULAR STUDENTS 1. ~t. _John's will r:e:port to the Veterans Administration within 30 days all modents of offioal termination or change of status that would affect benefits. 2. Minimun: acceptable grades of a C average are expected. If a student falls below this average and/or his tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the Dean w~o may ~sk the student to leave the College or may place him on acaden:ic proba~on. During that probation period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to t~e Vf>:. A third semester of certification may not be ~anted for VA. benefits without approval of a VA. counseling psychologist. 3. VA. requires that grades be given for all courses undertaken and that all grades be consider~d in arriving at a grade point average. Should a VA. e~olled stu?ent withdraw from any course at any point subsequent to the nudterm pomt of any semester, a grade of F will be assigned. 4. St. John's will report to the VA. when a student has not successfully completed 75% of the credits attempted. 5. St. John's will inform students on VA. benefits of this new policy on minimum standards of progress. �L KING GEORGE STREET DJ IGLEHART . HALL (GYMNASIUM)' . TENNIS COURTS " 2 ~ ~================~ z ;ii HEATING PIANT J(\ •,~'-==-:==~~rJj ~ ~ ~ ~ ~ 0 ~ 00 H z~ m SOCCER FlElD ~ ARROYO CHAM!SA \ ~ l'D ~o !"; 0 \ 0 tJ: z"" en n Legend ~exls~"S mm,uture 0 NINA S. GARSON GARDEN ANO REFLECTING POOL F ~ rI1 '1 m �64 I ST. JOHN'S COLLEGE BIBLIOGRAPHY BOARD/65 BOARD OF VISITORS AND GOVERNORS BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J., and CHARLES VAN DOREN: How To Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER J., and MILTON MAYER: The Revolution in Education, The University of Chicago Press, 1958. AMERICAN LIBRARY ASSOCIATION: Classics of the Western World, with forewords by John Erskine and Everett Dean Martin, 1944. BARZUN, JACQUES: The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., Boston, 1945. BELL, DANIEL: The Reforming of General Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BRUNER, JEROME S.: The Process of Education, Harvard University Press,£ 1960. BUCHANAN, SCOTT: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. ERSKINE, JOHN: My Life as a Teacher, J. B. Lippincott Co., 1948. GOLDWIN, ROBERT A. (Editor): Higher Education and Modern Democracy, Rand McNally and Co., 1967. GRANT, GERALD and RIESMAN, DAVID: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945. HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. The University of Utopia, University of Chicago Press, 1953. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. NEWMAN, JOHN HENRY: The Idea of a University, Image Books, 1959. RICHARDS, I. A.: How to Read a Page, W.W. Norton, 1942. TUSSMAN, JOSEPH: Experiment at Berkeley, Oxford University Press, 1969. VAN DOREN, MARK: Liberal Education, Henry Holt and Co., 1943. OFFICERS Chairman Charles A. Nelson Vice Chairmen Jack M. Campbell 1). Robert Yarnall, Jr. Secretary Mrs. Louise Talbot lli.gg HONORARY MEMBERS ,Uauglas H. Gordon John Gaw Meem ' Mrs. Duane L. Peterson . : Mrs. Harry R. Slack, Jr. Mrs. L. Corrin Strong Ahmet Ertegun New York, NY John T. Harrison, Jr. Stamford, CT Daniel T. Kelly, Jr. Santa Fe, NM Julius Rosenberg Annapolis, MD Mrs. George S. Roudebush St. Louis, MO Charles H. Watts McLean, VA Arnold Wells New York, NY D. Robert Yarnall, Jr. Philadelphia, PA Term Expiring 1980 ; The Governor of Maryland '. The Governor of New Mexico : !fhe President of the College The Dean of Annapolis 'l'he Dean of Santa Fe e Vice President of Annapolis e Vice President of Santa Fe Expiring 1979 Mrs. Bernard Combemale Winthrop, ME Mrs. Lowell R. Ditzen Washington, DC Dr. David Dobreer Los Angeles, CA Stephen Feinberg El Paso, TX Miss Harriet C. Higgins New York, NY Donald R. Kirby Sandia Park, NM Francis S. Mason, Jr. New York, NY Mrs. Carleton Mitchell Annapolis, MD Adolph W. Schmidt Ligonier, PA Theodore H. Smyth Santa Barbara, CA Eugene V. Thaw New York, NY Karl Van Tassel Lake Forest, IL Dr. Dalton M. Welty Hagerstown, MD Term Expiring 1981 Mortimer J. Adler Chicago, IL Thomas M. Carnes San Francisco, CA Ray C. Cave New York, NY Dr. W. Bernard Fleischmann New York, NY James H. Frame New York, NY Miss Mary Gallagher Washington, DC R. Philip Hammond .~ Santa Monica, CA Judge B. C. Hernandez Albuquerque, NM John D. Murchison Dallas, TX Charles A. Nelson New York, NY William W. Simmons Severna Park, MD J. I. Staley Wichita Falls, TX Mrs. Louise Talbot rrigg Santa Fe, NM �FACULTY/ 67 66 I ST JOHN'S COLLEGE FACULTY TUTORS President Richard Daniel Weigle BOA., 1931, MOA, 1937, Pho Do in American Diplomatic History; 1939, Yale University; LLDO, 1957, Washington College, 1958, LaSalle College, 1960, Wabash College, 1965, College of Notre Dame in Maryland, 1969, The Colorado College; LRDO, 1970, Bard College, 1972, Sto Francis College; Litto Do, 1975, SL Mary's College of Maryland; Instructor Yali Union Middle School, Changsha, China, 1931-33; Executive Secretary, Yale-in-China Association, 1934-38; Instructor in History, International Relations and Economics, Carleton College, 1939-42; active duty with the Army Air Corps, 1942-45; Documents Officer, Far Eastern Commission, and Executive Officer, Office of Far Eastern Affairs, Department of State, 1945-49; President, SL John's College; 1949-; Vice Chairman, Maryland Hall of Records Commission, 1952-; Chairman, Commission on Liberal Education, Association of American Colleges, 1955-57, Treasurer, 1963-66, Chairman, 1967-68; Board of Education of Anne Arundel County, Member, 1951-63, President, 1958-62; President, Maryland Association of Boards of Education, 1961-62; Vice-Chairman, Independent College Funds of America, 1967-68; Chairman, Maryland Commission on the Capital City, 1967-77; President, Board of 'frustees, The Key School, 1972-74; rrustee, Yale-China Association; rrustee, St Mary's College of ANNAPO US Dean of the College in Edward Grant Sparrow BolL, Harvard College, 1951; LLBO, Harvard Law School, 1954; JVLJL, Teachers College, Columbia University; 1957; Tutor, St John's College, Annapolis, 1957-, Addison K Mullikin Tutorship, 1971-; Acting Director, Integrated Liberal Arts Curriculum, SL Mary's College, California, 1964-66; Dean, 1977-0 Joseph Winfree Smith, Jr. BAO, 1934, MOA, 1935, University ofVrrginia; IvLDivo, Virginia Theological Seminary, 1938; Pho Do, University of Virginia, 1948; Student at the Institut Catholique de Paris, 1951-52; Deacon-in-charge, 1938-39, Rector, 1939-41, SL Paul's Church, Ivy Depot, Virginia; Tutor, SL John's College, 1941-, Assistant Dean, 1947, Addison K Mullikin Tutorship, 1959-; Acting Direct01~ Integrated Liberal Arts Curriculum, Sto Mary's College, California, 1966-67 Hugh P McGrath RA, 1934, Diploma in Education, 1935, Language Insh·uctor, London County Council, and Language Studies at Universities of Liverpool, London, Paris, Dijon, 1936-40; Armed Forces, 1940-46; Language Instructor, London County Council, 1946-47; Visiting Professor, University of Puerto Rico, 1960; Tutor, St John's College, Annapolis, 1948-, Addison K Mullikin Tutorship, 1968- 0 Curtis A Wilson Bj'L, University of California, Los Angeles, 1945; tvLA, 1946, Pho Do, 1952, Colun1bia University; Tutor, St John's College, Annapolis, 1948-64, 1973-, Santa Fe, 1964-66, Dean, Annapolis, 1958-62, 1973-77; Visiting Research Fellow, Birkbeck College, University of London, 1962-63; Visiting Associate Professor, 1966-68, Professor, 1968-73, University of California, San Diego; Conesponding Member, Academie Internationale d' Histoire des Sciences, 1971-; Andrew WO Mellon Tutorship, 1974-0 Barbara Hop:kins Leonard BOA, Oberlin College, 1937; M50, 1941, Pho Do, 1948, The University of Rochester; Assistant in Zoology, Oberlin College, 1936-38; Oberlin College Scholar, Marine Biological Laboratory, Woods Hole, Massachusetts, 1937; Histological Technician, Department of Pathology, Yale Medical School, 1938-39; Graduate Scholar in Biology, The University of Rochester, 1940-41, Graduate Teaching Assistant in Biology, 1941-44; Visiting Lecturer in Zoology, Oberlin College, 1944-45; Instructor in Zoology; Smith College, 1945-51; Smith College Scholar, Marine Biological Laboratory, Woods Hole, Massachusetts, 1949; Tutor and Assistant Dean, SL John's College, Annapolis, 1951-, Arthur de Talma Valk Tutorship, 1968-; Fulbright Lecturer and Honorary Professor of Zoology, Lady Doak College and American College, Madmai, South India, 1962-630 Douglas Allanbrook Boston University, 1938; Brown University, 1939-41; University ofFlorence, 1946; RA, Harvard College, 1948; Active duty, United States Army, 1942-45; rraveling Fellow, Harvard University, 1948-50; Pupil of Nadia Boulanger, Paris, 1948-50; Fulbright Fellow in Italy - Conservatorio San Pietro a Majella, Pupil of Ruggiero Gedin in Harpsicord and Early Keyboard Music, 1950-52; Teacher of Composition and Theory, Peabody Conservatory, 1955-57; Tutor, St. John's College, Annapolis, 1952-; Member, Corporation of Yaddo, Saratoga Springs, New York, 19710 Eva To H Brann B.A, Brooklyn College, 1950; M.A, 1951, Ph.Do, 1956, Yale University; Fellow of the American Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; rv1ember, Uo So Advisory Commission for International Education and Cultural Affairs, 1975-1977; Tutor, St. John's College, Annapolis, 1957-, Addison K Mullikin Tutorship, 197h Fellow, Woodrow Wilson International Center for Scholars, 1976-77; Arnold Visiting Professor, Whitman College, 1978-790 Bryce DuVal Jacobsen B.A, SL John's College, Annapolis, 1942; farmer and carpenter, 1942-57; Tutor and Director of Athletics, St. John's College, Annapolis, 1958-0 Edward :tvlakolm B.A, 1953, MOA, 1956, University of Virginia; Instructor in Mathematics, University of Virginia, 1955-58; Tutm~ SL John's College, Annapolis, 1958-, Andrew W Mellon Tutorship, 1972-0 Thomas J, Slakey tUL, St Mary's College, California, 1952; M.A, Universite Laval at Quebec, 1953; PhoD., Cornell University; 1960; Tutor, St John's College, Annapolis, 1959-64, 1976-, Santa Fe, 1964-71; Vice-President for Academic Affairs, 1971-74, Associate Professor, College. 1974-76, Sto Beate Ruhm von Oppen B0 University of Birmingham, England, 1939; Art Librarian, Barber Institute of Fine A, Arts, University of Birmingham, 1939-43; British Foreign Office, 1943-51; Institute of International Affairs, 1952-56; Research Staff, Nuffield College, 1956-58; Iv:!icrofilming Project of the Comn1ittee for the Study of War Documents of the American Historical Association, 1959-60; Tutor, Sto John's College, Annapolis, (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History, Smith College, University of Massachusetts, 1964-65; Member, Institute for Advanced Princeton, 1968-69; Member, Center of International Studies, Princeton Uni1969-71; National Endowment for the Humanities Editing Grant, 1978-19790 �68 I ST. JOHN'S COLLEGE FACULTY/ 69 Laurence Berns David H. Stephenson B.A, 1950, Ph.D., 1957, The University of Chicago; Lecturer in the Liberal ,Arts, ~asic P:rocram of Liberal Education for Adults, The Umvers1ty of Chicago, 1950-59, lutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-;.1:ssociate Professm of Philosophy, Rosary College, 1966-67 (leave of absence); Assomne, Clare Hall, University, 1971-72. B.A., Columbia College, 1958; Columbia University, 1960; New Yo:rk State Teaching Fellowship, 1958-60; Director of Men's Chorus, New York Association for the Blind, 1959-62; Music Instructor, Riverdale Country Day School, 1960-61; Chorus Director; Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y Crowell Company, 1961-63; Tutor, St. John's College, Annapolis, 1963-. Samuel S. Kutler B.A., SL John's College, 1954; Graduate Study, American _ _1955-61; As~st­ ant I'Aathematicfam, 1954, Associate Mathematician, 1957, Mathemanrnm, 1961, lhe Johns Hopkins University Physics Laboratory; In;'tn:ctm~ American University; 1960; Visiting Tutor, St. College, Annapolis, 19o0, lutor, 1961-, Andrew W. Mellon 1972-. Ivlichael S. Littleton RD., Hartford Seminary Foundation, 1967; United States Navy, 1955-57; 1htor, W, Mellon Tutorship, 1972-. B.S., 1954, B.A, 1955, 1960; S.T.M:., Union St Joh.n's College, Louis N, Ku.rs Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; MS, The University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, The University of Chicago, 1948-49; ~nstmctor in Physical Science and Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Production Division, South Works, United States Steel Corporation, 1951-54; Instructor in Geology, University of illinois, Chicago, 1954-64; National Science Foundation Science Faculty Fellowship, The University of Chicago, 1961-62; Tutm~ St. John's College, Annapolis, 1964-; Visiting Lecturer, Department of Hydrology and Water Resources, University of Arizona, 1973-7'1. Benjamin Charles Robert B. Williamson B.A, 1955, M.A., 1957, Ph.D., 1967, The College, 1960-, Andrew W. rviellon of Virginia; Tutor, SL John's 1972-, Elliott Zuckerman B.,A., 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A., 1954, l·l!.A., 1959, ni,,c~'"''" Kellett Fe!low in the Humanities, Cliffe 1954-55, Lecn.uer in 1952-54; F2llov1 Music, The )\Tew School for 1956-61, Columbia Social Rese·a:rch, 1960-61; Tutorr St John's ~'urn.,_._, 1961-, Director, The Graduate Insti.l'ute in Libe:ral Education, Santa 1969, 1973, AndrEw W. Mellon 1974-; n,aavcm'~ nJ'j',an;1tv: 1970- 71. Lelvl Sichool_, 1959-62; Uni 1er1957-59; Lecturer in th£ ~"~"''''""~'The 1960~62; Jlj_tOr, Si:, John's Fellov.r, Yo1le Law School, 1971-72 Jr B.A., Emory University, 1949; B.D., Columbia Theological Seminary; 1955; Ph.D., Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Liternture, and Interpretation, 1959-62, Assistant Professor, 1963-65, Wellesley College; Tutor, St. John's College, Annapolis, 1965-, Assistant Dean, 1977-78, 1979-. Geoffrey Comber in Education, University of London, 1953; A.R..C.M., Royal College of 1954; M.A., Ohio State University, 1957; Fulbright Scholar, 1955; Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Philosophy; Huwn College, Ontario, 1962-65; V!siting Pmfessor, University of Waterloo, Ontario, 1964; Tutor, St John's College, Annapolis, 1965-, Assistant Dean, 1970-74, Assistant Director, The Graduate Institute ofLibernl Education, Santa Fe, 1970-74, Director of Adult Education, 1968-74, 1975-76, Director of Summer Progtam, 1974, 1976, Associate Director, The Graduate Institute in Liberal Education, Ai."mapolis, 1977-, Director of Conhnuing Education, 1978-. uu>wuw 0 T~ina,-cif" George Doskow B.A, Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connechcut; Part-time Instructm in English, University of Connecticut, 1957-62; Instructor in 1Hnity College, 1963-65; Tutor, St. John's College, Annapolis, 1965-, RA, University of Rochester, 1965; Technician, Harvard University Cydotwn Labora!orf, 1964-65; Tutor, St John's College, Annapolis, 1965-, Thtor, The Graduate Institute in Liberal Education, Santa Fe, 1971-72, Annapolis 1977-. Brother S. Robert, F.S.C. B.A., St. College; PhL, Ph.D., Universite Laval, Quebec; Visiting Tutor, St. College, Annapolis, 1966-67, Tutor, 1972-. Thornas /JL McDonald 1944; service, 1945-46; The New York, Graduate study m Graduate 1950-52, Teaching FeHovv, 1956-58, The Lecturer; Univernity College, The University of 1958-62; Overseas-Extension, Uriiversity of Heidelberg, St. John's College, 1963- Hoelder!in Gymnasium, Siuttga:rt, 1959; Classics and Philosophy, Univerof Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Stmitsexarnen I, Univerof Heidelberg, 1963; Fellow of Deutscher Akademischer Austauschdienst, Uniof Florence, 1963-64; Ph,D,, University of Heidelberg, 1964; Instructor in .··~·''"""·"'"and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, of Heidelberg, 1965; Instructor in Classics a.nd Philosophy, Rosarf College, St. John's College, Annapolis, 1967-. �FACULTY I 71 70 I ST. JOHN'S COLLEGE Deborah Schwartz Renau.t Nicholas Maistrellis BS B t . J3.A., St. John's College, Annapolis, 1968; M.A., The Johns Hopkins University, 1971; M.S., Georgetown University, 1974; Tutor, St. John's College, Annapolis, 1974-. Colle<Ye 1962; Department of History of Science,. 1962-67'. Teachmg Assista~t~s1962-66~ University Fellow, 1966-67, University of W1sconsm, Tutor, St. Saul Benjamin John's College, Annapolis, 1967-. Harry L. Golding . . A.B., Kenyon College, 1970; B.A, M.A., Oxford University, 1972; Special Assistant to Justice Tom C. Clark, U.S. Supreme Court, 1973-1974; Tutor, St. John's College, Annapolis, 1974-; Playwright, British B:roadcasting Corporation, 1977; Office of the Vice President, The White House, 1978; Danforth Fellow, Oxford University, 1978-. . BA Universit of Omaha, 1954; M.S., Northwestern Umvers1ty, 1958; National .. -·' Fellow S c1ence F oun d!ti·on - - ' 1954-55· Instructor in Chenustry, DePauw Umvers1ty, ~ ' p due Umvers1ty, 1. F 11 1958-63· National Science Foundation Sci'Cnce Facu ry "e ow, ur A . 1967' 1963-64'. Member of the Faculty, 1964-6~; shairr~an, Na~r~l :~~~er -~~a,John'~ · Director of Shimer College in Oxford, 1967-68, ._,h1mer o eoe, u 0 ' College, 1968-. Harvey Flaumen_haft . Joe Sachs _ B.A., 1960, M.A., 1962, The University of Chicago;.,Wo~drow_Wilson Fell~w, Ha.rva~d u · ·t 1060-61· Graduate Study, The Umversrcy or Chicago, 1961-65: Lecture1 _n rnvers1 y, , Th' U . -· ·ty of Chicago 1965-66- Lecturer in Political Science, the Liberal Arts, e rnveis1 ' .' ]\ 1 0 h _ Roosevelt University, 1965; Instructor in Govemmem, Wheaton College, I asaac u setts, 1966-68; Tutor, St. John's College, Annapolis, 1968-. Wye Jamison AJlanbrook . . _ . . _ BA Vassa·r College 1964; JVLA., Stanford Umvers1ty, 1965; Ph.-D., Stan~rdU~;er si.ty, "]_974. Woodrow ¥lilson Fellowship, 1964-65; Teaching Assistant m us1c, ;:, anUni~ersity, 1967-69; Tutor, St. John's College, Annapohs, 1969-. ford Jr. U · ., f n!ve:rsiq_o . VVilson Fellow, 1966-67, Danforth Fellow, 1966-70, Humamties Ch . .1cago, . hn's Fellow, 1967-70, The University of Chlc<igo; "" , imor, "' Jo" ' Colleg"' .A_rtnapohs' oL _, -1970-. 1m"''"'o""" of Notre Dame, 1966; M.A., 1968, Ph.D., 1970, The John E White ,,, _ _ ·BA St John's c oll ege, Annapoi· s ' 1965· M .A ., The 1-.J PW-School for ::iooal 1971 1 ' . Research, Fellow, 1970-71; Tutor, St. John's College, Annapolis, / -. .. 1970; Al~in David Edward Starr . . , · c 11 ,, 1962· M.A., .1966, Ph.D.,_1972, BostonIntern, Boston UmverUmvers1ty; Graa_uate , J. B.A., Goraon . o eg~, _ ' 6 Assistant in Philosophy, Boston University, 1963 . -, sity College of Basic Studies, 1964-66; Instructor m Island, 1966-71; Tutor, St. John's College, Universit- of Rhode Y Leo F Raditsa . . _ "'~ Harvard College, 1956; University Scholar, 1960-61, Umve:rs1~y Felif w~ 19~~t~" 1 £ 1\-1.A'. Columbia University, 1962; President's Fellow, 1962-63;~~ul~ng~t: rn \le~o\ Y_ oe ~ 1 ·' h 1964-65· Berlin 1965; Instructm~ New York UmvefolfJ, Na,,hington °guar N1un1c , -· , ' . - ,. C 1 b' Umver1tv 1969· lulor, Colleae 1965-68, Assistant Professor, 1968, Ph.U., o_um ia f -- }'.', l:-1 • ' niti<>s S t J;h~,'s College, Annapolis, 1973-; National Endowment ~011 tti.1e u,ndaPeta_r_e · - , Fellow, National Fellows Program, H - Ins ti'' '· on War Revo -u-- on ' an ,oo\Ter i:unon _, Stanford, California, 1977-78. BA David Bolol:in . . . _ "6_6g. B.A., Cornell University, 1966; Graduate student, The Umvers1:y of c:ucc:go, ~;__ 7 3; PhD N"'w ·tork University, 1974; Yale Umvers1ty Lecture_' m C ass1cs, · , W~od;ow ~Nilson Fellow, 1966-67; The Uni'::,ersity of Shic~g~ Hum;~~~~;.~ll~~l~~;:_ 1966-68; National Defense Education Act l:'ellow, 1908-71, _utor, · Annapolis, 1974-. B.A., St. John's College, Annapolis, 1968; Graduate Student, the New School for Social Research, New York, 1971-73; M.A., Pennsylvania State University, 1975; Teaching Assistant, Pennsylvania State University, 1973-74; Tuto1~ St, John's College, Annapolis, 1975-. Michael Comenetz BA, The Johns Hopkins University, 1965; MA., 1967, PhD, 1972, Brandeis Unive:rsity; Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John's, Annapolis, 1975-. Chaninah Maschler B.A., City College of New York, 1953; M.A. in philosophy, Yale University, 1955; University Fellow, Yale University, 1953-55; Alice Freeman Palmer Fellow, work on Peirce, Yale University, 1956-58; Department of Philosophy; Pennsylvania State Universiry, 1959-61; Department of Philosophy, C.C.N Y, 1961-62; Depa:rtment of Phtlosophy, Barnard College, 1962-64; Reader and rranslator for Harper Torchbooks, 1965-1970; Queens College A.C.E. Program, 1970-72; Queens College Liberal Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976, Tutor, St John's College, Annapolis, 1976-. Howard Zeiderman Dartmouth College, 1962-63; B.A, St. John's College, Annapolis, 1967; M.A., Princeton University, 1972; Princeton I'1ational Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-1977, Annapolis, 1978-. Robert P. Dmecker BS., Marquette University, 1966; Graduate study, philosophy, Yale University, 1%668; M,A., Boston University, 197L1; Woodrow Vvilson Fellow, 1966-67; Teacher, Rye Country Day School, Rye, New York, 1968-69; Teacher, Friends Seminary School, New York, 1969-70; Teacher of English and German, Institut France Audio-Visuel, Paris, 1971; University of Paris, 1970-71; Universiry of Florence Summer School, 1971; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; Fulbright and American Scandinavian Found2.tion Fellow, Norway, 1976; Tutor, St. John's College, Annapolis, 1977-. Peter Kalkavage B.A, Pennsylvania State University, 1973; M.A., Pennsylvania State Unive:rsity, 1976; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor, St. John's College, 1977-, Il.A., St. Mary's College, California, 1970; M.A., University of California, Santa Barbara, 1972; Ph.D., Princeton University, 1976; Teaching Assistant, University of Santa Barbara, 1970-72; Teaching Assistant, Princeton University, 1974-76; Professor in the Integral Liberal Arts Curriculum, St. Mary's College, 1976-77; Tutor, St. John's College, Annapolis, 1977-. �72 I ST. JOHN'S COLLEGE FACULTY/ 73 Mera J. Flaumenhaft SANTA FE B.A., University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; Instructor, 1970-71, Assistant Professor, 1971-76, Anne Arundel Community College; National Endowment for the Humanities Grant, 1977; Tutor, St. John's College, Annapolis, 1977-. Dean of the College in Santa Fe Robert S. Bart B.A., Harvard Coll~ge, !940; M.A., St. John's College, 1957; Sheldon rravelin Fellow, Harvard Uruvers1ty, 1940-41; ~utor, St. John's College, Annapolis, 1946-75~ 1976-77, Santa Fe, 1975-76, 1978-, Addison E. Mullikin Tutor, 1968-, Dean, 1977-. Thomas C. Mark William A. Darkey A. B., Columbia College, 1961; M.A., 1965, Ph.D., 1970, Columbia University; Henry A. Todd Scholar, 1964-65, Ansley Dissertation Award, 1970, Preceptor in Philosophy; 1967-70, Columbia University; Assistant Professor of Philosophy, Wheaton College, Massachusetts, 1970-71; Assistant Professor of Philosophy, University of California, San Diego, 1971-78; Tutor, St. John's College, Annapolis, 1978-. David Guaspari B.S., Rensselaer Polytechnic Institute, 1969; Ph.D., University of Cambridge, 1974; U.S. Churchill Foundation Scholar, 1969-1972; Lecturer in Mathematics, Cambridge, Michaelmas, 1973; Visiting Assistant Professor, State University of New York, Buffalo, 1974-75; Visiting Assistant Professor, University of California, Berkeley, summer, 1974; Visiting Lecturer, 1975-77, Visiting Assistant Professor, Texas Tech University, 1977-78; Tutor, St. John's College, Annapolis, 1978-. Stephen M. Winters S. B., Massachusetts Institute of Technology, 1969; M.A., University of California, Sa Diego, 1972; National Defense Education Act Fellow, 1969-72; M.S.E. in Mechani and M.A. in History of Science, the John's Hopkins University, 1976-1977; ll:anslato Institut fuer Wissenschaftliche, Zusammenarbeit, 1977-78; Tutor, St. John's College~ Annapolis, 1978-. B.A., St. John's College, Annapolis, 1942; M.A., Columbia University, 1949· Tutor St John's Co~ege, Annapolis, 1942-46, 1949-, Santa Fe, 1964-, Associate,' 1968~70 D~an · 1968-73, Director, Tusk Force on the Liberal Arts, 1974-. ' ' Thomas King Simpson B.A., St. John's College Annapolis, 1950· MA in Teaching Wesleya u · · / 1955· Ph D Th J h H kin U · .' · · n ruvers1ty, . , · ., e o ns op_ s ruvers1ty, 1968; Instructor, American University at Carro, Egypt, 1950-53; Teaching Intern, St. John's College, Annapolis 1955-56 11 t J956-73, Santa Fe, 1973-; Curriculum counselor and member of the f~culty, Th ~or, School, 1970-73. ' e ey Lycee Russe, Paris, 1938; Conservatoire Russe aParis 1932-35 1942-44· L Th I ti"tut de The o1ogie Orth od oxe, p ans, 1942; Instructor in Music,' Institut de Theolo ·e · . · ' ' · ., ns 0'fuodoxe, Pans, 1944-46; Instructor in Theology, St. Tikhon's Seminary, Pennsyl-~~,rua, 1947; Secretary of the Orthodox Diocese in Alaska 1948-49· ..,,each fM · B f I di Aff · ' ' " er o us1c, . ureau o n an ~s, Department of the Interior, 1950-56; Associate Professor, St Consultant, St. Johns Program, St. Mary's College California 1961-62· 11 t John's College, Annapolis, 1956-66, Santa Fe, 1966-'. Norma Fi~ke Day'Tu~o~~hip. .1975-. ' 1 Kelton Ray McKinley B.A., 1970, Case Western Reserve University; M. S., 1972, Ph.D., 1975, Michigan Stat University; Research Assistant, Paleoecology, 1969, Case Western Reserve Univer and Cleveland Museum of Natural History; Research Assistant, Limnology, 1972Research Associate, Freshwater Ecology, 1975-76, Assistant Professor, 1976, W. Kellogg Biological Station, Michigan State University; Associate Research Scienti Estuarine Phytoplankton Ecology, 1976-78, McCollum-Pratt Institute, The Joh Hopkins University; Tutor, St. John's College, Annapolis, 1978-. Anthony James Carey St. John's College, Annapolis, 1963-1965; B.A., University of North Carolina, 196 M.A., The New School for Social Research, 1973; U.S. Marine Corps, 1967-19 Graduate Study in Music, University of North Carolina, 1969; Part-time Instructor Philosophy, East Carolina University, 1974-1978; Part-time Instructor in Philosop North Carolina Wesleyan College, 1976-1978; Tutor, St. John's College, Annapo 1979-. .S., University_ of Virginia, 1936; Rhodes Scholar, Oxford University, B.A., 1938, .A., 1966, B. L_1tt., 1~39; Ins~ctor_and As_sistant Professor of English, Iowa State liege, ~943-45, Wartime Ass1st~nt m Physics, 1945, Research Assistant in Physics, 5, Ass1staD:t Professor of English, 1945-49, Princeton University; Guest Lecturer, . Mountam College, S~~r, 1947'. Rockefeller Grant for study in Europe, 1948; ta~t Professor of Humaru_ttes, University College, The University of Chicago, 9-56, Guest Professor, Fulbnght Program, Technische Hochschule, Munich Ger1958-59 (Kulturges_chichte als die Geschichte symbolischer Formen); Tut~r, St. n s C?llege, Annapolis, 1956-67, Director of Adult Education, 1957-58, Santa Fe _-, Director, Graduate Preceptorial in Dimensions of History, 1972-73; Poet i~ s1dence an_d G~est Professor, University of Rochester, Spring, 1972; Guest Profesr, State Uruvers1ty of New York at Old Westbury, Spring, 1970. f' uel Emmons Brown ard ~ollege, 1_936-~7; Dip~oma, Black Mountain College, 1945;M.A., 1956, Ph.D., , In_d1ana Uruvers1ty; Pr:ivate tutoring, 1946-48; Director of Music, Windsor untam School, 1948-49; Dire~tor of Music, Verde Valley School, 1950-53; John H. Wards Fellow, 1955-56; Part-time Teacher, Indiana University, 1956-57· Tutor St n's College, Annapolis, 1958-65, Santa Fe, 1965-. ' ' ' . R. Haggard ' Reed ~olleg~, 1955; Instructor in Mathematics, Loyola College, 1957-60; Fels d Fellow m P1:llosophy, The Johns Hopkins University, 1960-61; Tutor, St. John's liege, Annapolis, 1961-66, Santa Fe, 1966-, Assistant Dean, 1971-73. �FACULTY 175 74 I ST. JOHN'S COLLEGE Robert D. Sacks B. A., St. John's College, Annapolis, 1954; Ph.D., The Johns Hopki~s University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Onentales Vivantes, 1956-57; The University of Chicago, 1957-59; Tutor, St. John's College, Annapolis, 1961-69, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, California, 1968-69; Biblical Research, Jerusalem, 1971-72. Robert A. Neidorf B.A., University of Chicago, 1951, M.A., 1955; Ph.D., Yale University, 1959; Instructor and Assistant Professor of Philosophy, Bucknell University, 1959-62; Assistant and Associate Professor of Philosophy, State University of New York at Binghamton, 1964-67; Tutor, St. John's College, Annapolis, 1962-64, Santa Fe, 1967-, Director, Graduate Institute in Liberal Education, 1970-73, Dean, 1973-77. John S. Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, United States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching Fellow, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, 1962-67, Santa Fe, 1967Assistant Dean, 1970-72. David Clifford Jones B.A., St. John's College,, Annapolis, 1959; M.A., The University of Melbourne, 1962; Ph.D., The University of Texas, 1973; University Fellow, The University of Melbourne; University Fellow and Bess Heflin Fellow, The Universio/ of Texas, 1962-64; T~tor, ~t. John's College, Annapolis, 1964-65, Santa Fe, 1965-, Drrector, Graduate Institute Liberal Education, 1973-75, 1979-. Robert M. Bunker A.B., Harvard University, 1939; A.M., 1954, Ph.D., 1955, University of New Mexic United Pueblos Agency, Bureau of Indian Affairs, 1940-51; l!nit~d States ~a 1942-46; Executive Secretary, Bernalillo City-County Consolidation Comrmtte 1952-56; Instructor, University of New Mexico, 1955-56; Professor of English an Philosophy, and Chairman of both Departments, New Mexico Highlands Universi 1956-65; Tutor, St. John's College, Santa Fe, 1965-. Stuart Boyd M.A., Aberdeer:i_Dniversity, Scotland, 194~; Ph.D., Aberdeen University Medical School, 1952; Milit~ Service, 1940-45: Assistant Lecturer, Clinical Psychology, Departme~t of ~sychiatry, Aberdeer:i Uruversity, 1948-52; Instructor, Medical Psychology; _Dmversity of Colorado M~dical School, 1952-53; Director, Doctoral 'fraining in Climcal Psychology, Denve~ Uruve~sity, 1954-57; Professor of Psychology and Chairman, Department of Behavioral Scr~nces, N~w Mexico Highlands University, 195764; Lecturer, Dep~tment of Psychiatry, Edinburgh University, Scotland, 1964-65; Professor of Psychiatry (Psychology), University of Missouri Medical School Kansas City, 1965-66; Fellow, American Psychological Association; Tutor, St. John's College, Santa Fe, 1966-. Roger S. Peterson A.~., Harvard College, 1953;A.M., 1957, Ph.~., Botany, 1959, University of Michigan; Umted States Navy, 1953-56; U.S. Forest Service research, Colorado State University; 1959-62, Utah State University, 1962-66; Tutor, St. John's College, Santa Fe, 1966-. ' U~versity of Wi~consin, 1_953-~5; B.A., St. John's College, 1962; M.A., History and Philo~ophy of Scrence, University oflndiana, 1965; N.D.E.A. Fellowship, University oflndiana, 1962-65; Tutor, St. John's College, Santa Fe, 1966-, Assistant Dean, 1977-. B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming New Mexico University, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. ' Timothy P. Miller A.~. Harvar~ U~versity, 1948; B.Mus., 1949, M.Mus., 1951, Yale University; D.Mus., 'Indiana University, 1957; Instructor in Music and Freshman Studies Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; As~istant and cia~e Prof~ssor of Music, Agnes Scott College, 1957-61; Director of Music, ersity of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, liege-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St. John's liege, Santa Fe, 1967-. DonB. Cook A.B., Occidental College, 1958; Ph.D., University of California at Davis,_ 1965; ~oo row Wilson Honorary Fellow, University of California at Davis, 1959; National Scien Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973 Teacher, Santa Fe Preparatory School, 1972-73. Elliott T. Skinner B.A., University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D. C~n date in Philosophy, Princeton University; Assistant and Preceptc:ir, Woodr?w Wil~ Fellowship, Princeton University, 1964; Fellow of the Council for Philosophi Studies, Summer Institute in Greek Philosophy and Science, 1970; Tutor, St. John College, Santa Fe, 1965-. Richard Bowen Stark The Colorado College, 1941-42; A.B., Colorado State College of Education, 19 M.M., Yale University School of Music, 1948-52; United States Air Force, 1942Associate Professor of Piano, Director of the Choir, 1958, Fisk University, Tennes Visiting Professor of Music, Wesleyan University, Connecticut, 1959-60; Curat? Collections, 1962-66, Curator of Music Research, 1966-70, Museum of Internatio Folk Art, Santa Fe, New Mexico; Part-time Tutor, St. John's College, Santa 1965-72, Tutor, St. John's College, Santa Fe, 1972-76, Musician-in Residence, 19 Research Project in Spain, National Endowment for the Humanities and Internati Folk Art Foundation, 1973-74; Research Project in Spain, National Endowment for Humanities, Summer, 1976. .~., R~ed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Illinois; ~versity Fellow, 1955-58, Graduate Teaching Assistant and National Science Founa~on Contract Fellow, 1958-59, University of Illinois; Research Instructor, Duke mversity, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant ofessor, University of California at Berkeley, 1962-63; Associate Professor, Univerof Maryla~d, 1965-68; National_ ~cience Fo_undation Consultant for India Project, know, India, Summer, 1967; Visiting Assocrate Professor, 1967-68, Visiting ProfesSummer, 1969, New York University; Corporate Consultant, Managment Sci68~. IBM, Armonk, New York, Summer, 1968; Tutor, St. John's College, Santa Fe, A., Classical Languages, St. Mary's College, California, 1957; Th.L., Universite al, Quebec, 1964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, n;ie, 1966; L'Ecole Biblique et Archeologique Francaise de Jerusalem, 1964-66; tant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, ta Fe, 1969-. ul David Mannick ·: California S~ate Colle~e at ~ong Beach, 1970; M.A., St. John's College, Santa Fe, , Php. Candidate, Uruversity of St. Andrew's, Scotland, 1975; University of St. rew s Scholarship, 1975-77; Tutor, St. John's College, Santa Fe, 1974-. �76 I ST. JOHN'S COLLEGE FACULTr 177 Philip LeCuyer Georgia S. Knight B.A., The Colorado College, 1966; B.A., Merton College, Oxford University, 1969; Studies in Biology, Universiry of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 196672; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, The Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New MeYico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. 11.S., Philosophy, 1970, M.A, English, 1972 Dortoral Candidate 197J u ·. ·: . f Utah; Teaching Fellow, of Utah ,1970--74· 1i t s· J-,1 , "' n1versny o Fe, 1974-. ' ' u or, t. o 'Ins College, Sama Alfreda L. Venatti B.A., St. John's College, 1966; M.A., Washington University, 1970; Ph.D. Candidate, Washington University, 1972; Psychiatric Social Worker, Hauisburg State Hospital, Harrisburg, Pennsylvania, 1966-67; Hans Reichenbach Graduate Fellowship, Washington University, 1967; N.D.E.A. Graduate Fellowship, Washington University, 1967-70; Instrncto:r, Washington 1969, 1971; Instructor; University of IVl.issouri, 1970-71; Assistant Professm~ College, 1971-72; Tutor, St. John's College, Santa Fe, 1972-, Assistant Dean, 1972-75. Elizabeth S. Engel B.A., _Pomona College, 1967; .M. PM!., Yale University, 1971; Ph.D., Philosophy, 1973; Teach.mg Assistant, Yale Umversity, 1969; Teacher of Philosophy and Stumer: College, 1971-73; Assistant Professor of Philosophy, California State Univerat Humboldt, 1973-75; Tutor, St John's College, Santa Fe, 1975-. 1972; A.M., 1974, Ph.D., Schola1~ 1968-72; New· York State California State 1975; Tutor, SL James R. Mensch 13.A., St. John's College, Annapolis, 1967; M.S.L. in Stucllis Mediae Aetatis), The Pontifical Institute of Mecliaeval Studies, Toronto, 1970; Ph.D., University of Toronto, 1976; lnstn1ctor, University of Toronto, 1970-71; Canada Fellow in Philosophy at the University of Toronto, 1970-71, University of Innsbruck, 1971-72, University of Munich, 1972-73; Tutor, St. John's College, Santa Fe, 1973-. Stephen R. Van Luchene University of Guadalajara, Summer, 1967; Universidad Nadonal de Mexico, 1968; B.A., Arizona State University, 1969; M,A., 1971, Ph.D,, 1973, University Notre Dame; Arizon2, lvfagazi.ne, 1969; 'teacher, English as a Language, School, Cambridge, United Kingdom, 1969; Teaching Assistant, Department of English, Notre Dame, 1971-73; 'Ihtor, St. John's College, Santa 1973-. Bruce E. v::mable of North Carolina, 1975; Santa College, California, 1969; M.A., 1972, Ph.D., Classics, 1976, Tutor, St. John's College, Santa Fe, 1973-. TiJ.tor1 St. John's Gerald Lee Myers B.A. University of Colorado, 1964; Ph.D., University of Colorado Medical 1969; American Cancer Society Postdoctoral Fellow, 1969-71, Seessel Research Yale 1971-72; Faculty,'Shimer College, 1972-74; Tutor, St. John's Lem~'"·"' Santa Fe 1974-, M.A., 1963, Ph.D. in History, 1974, rn"" 1'Q''" Fellow, 1962-63; Gradmiie 1 University of Arizona, 1960-61; 1968-69, Lecturer, 1977, David L. Townsend B.A., Loyola College, 1969; M.A., 1970, Ph.D., 1976, Harvard Certificat de Langue, Dipl6me, 1973, University of Paris; Teaching Hanrard, 1971-73; Resident 11.Itor, Eliot House, Harvard, 1971-73; English Teacher/ Cambridge High School, 1971-72; Tutor, St. Johi1's College, Santa 1974-. of Norte Dame, 1977; Fall, 1975; Tutor, Kent H. Taylor RA, Yale of 1965; Ph.D, University California al Santa 1976; University of at Santa Cmz, 1967~ Defense Language Institute, Monterey, California, 1968-69; Heidelberg Universit 1971-73; Instructor, University of Georgia, 1965-67; Tead·1ing Assistant, Univeirsity of Cahforma at Santa Cruz, 1967-71; Tutrn; St. John's College, Santa Fe, 1974-, ' of Texas, 1969; Studies m in ,Philosophy, Pennsylvania State University, ac Anchorage, 1975-78; Anchorao-e 0 St John's College, Santa Fe, 1979-. of Toledo, 197G; Unive:rsil:y of College, 1977; �FACULTY/ 79 78 I ST. JOHN'S COLLEGE PRESIDENTS EMERITI Stringfellow Barr Douglas ff Gordon Of'FICERS, ASSOCIATES, AND STAFF ANNAPOLIS TIITORS EMERITI William Kyle Smith, BS, Th.R, ThJVL w Crawford, B,i'L, IvLA., Ph.n James IvL Tolbert, B.A., M.A., Ph.D HONORA_RY FELLOWS Paul Mellon ILA., Yale University, 1929; RA., 1931; M.A, 1938, Cambridge University; Litt.D., Oxford University, 1961; LLD., Carnegie Institute of Technology, 1967; LRD., Yale University, 1967. President Richard D. Weigle Dean Edward G. Sparrow Treasurer Charles T Elzey Assistant Deans Barbara I-L Leonard Benjamin Milner Registrar Leanore R Rinder Director of Admissions IvL Christensen GawMeem ScB., Virginia sity of New Mexico. SANTA FE President Richard D. Weigle Dean Robert S. Bart Vice President J. Burchenal Ault Treasurer Emery C. Director of Graduate Institute David C. Jones Assistant Dean E. Ray Davis, Jr" Registrar Ellen Gant Institute, 1914; M.A., Colorado College, 1936; A.F.D., Univer- Assistant Librarian Kathryn Kinzer Director of Athletics Bryce Du Val Jacobsen Director of Financial Aid Philip B. Aaronson Director of Adult Education • ,PnmrPv J. Comber Director of Admissions Susan M. Ferron Librarian Alice H. Whelan Director of Student Activities Istvan Fehevary Director of Financial Aid Alberta L Rivera Director of Adult Education Gerald L Director of Placement Alberta L. Rivera Superintendent of Buildings and Grounds Stanley Nordstrum College Physician Alfred W. Pin_lce1°ton College Nurse Peggy H. Elrington �~~ ~~ tS~ <;/:) 0 [./) ~ ._ 0 ::c: ~ [./) n 0 r-< r-< tr1 Cl tr1 ~~ ~es a! ~~ ST. JOHN.IS COLLEGE ANNAPOLIS, MARYLAND • SANTA FE, NEW MEXICO Application for Admission The following questions are designed to give you an opportunity to write fully and freely about yourself. We want a large sample of your writing. Every application is read carefully by members of the Admissions Committee. We know that many applications for admission to St. John's are written by persons under academic and other pressures; we do not expect perfection. We ask all applicants to answer questions 1-5. Successful applicants usually write six to ten typewritten pages, and often more, in the answers to questions 1-5. 1. Evaluate the strengths and weaknesses of the formal education you have had until now. 2. Explain in detail why you wish to go to college and why, in particular, you wish to attend St. John's. What does your family think of your educational plans? 3. Describe your reading habits and your experience with books. Choose some book that you have liked well and and discuss some single aspect of it (not the book as a whole). 4. Select some experience from which you have derived exceptional profit and describe it, explaining its value to you. 5. If you are now in school, tell how you spent the last two summers. If you are not in school, tell how you have been occupied since leaving school. � College ANNAPOLIS, MARYLAND 21404 (301) 263-2371 SANTA FE, NEW MEXICO 87501 (505) 982-3691 STATEMENT OF THE ST. JOHN'S PROGRAM 1979-81 Founded as King William's School, 16%; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, color, sex, national or ethnic origin, nor against the handicapped. �COLLEGE CALENDAR 1979~81. ANNAPOUS 1979-00 September 4-6 ............. September 6 .............. September 7 .............. September 7 .............. September 7 . . ........... OC"mber 12-15 ............. November 22-25 ........... December 12 . . . . . . . . ..... December 13-January 2 ..... January 3 ................... 20 ................. 21 . . . . . . . . ...... January 23 . . . . . . . Febmary 8-11.............. IVIarch 5 .................. March 6-17 ................ March 17 . . . . . . . . . . . . . . . . . 25-26 ................ 15 ................... 16 ................... May 18 ................. Senior Oral Enablii:1g Exarnina~ons Freshmen and Seruor Registration Convocation Sophomore and Junior Registration Classes Begin with Seminars Long Weekend Thanksgiving Recess Classes End with Seminars Winter Vacation Classes Resume with Tutorials End of First Semester Second Semester Registration Freshman Regish·ation . . Classes End with Semmars Spring Vacation Classes Resume with Seminars Parents' Weekend Last Day of Classes End of Second Semester Commencement 1980 Freshman Second Semester Begins 22 .. Graduate Institute 8............ Freshman Second Semester Ends 15 . . . . . . . . . . . . . . . . Graduate Institute Ends 2 ... ,. .......... .. SUMMER.1981 1 .................... June 21 ............... August 7 .................. August 14 ................. January Freshman Second Semester Begins Graduate Institute Begins January Freshman Second Semester Ends Graduate Institute Ends August 29 . . . . . . . . . . ...... Senior Oral Enabling Examinations 31 . , . . . . . . . . . . . . .. Registration for Whole College September 2 .............. Convocation September 3 .......... , ... All Classes Begin with Tutorials October 12-15 ............. , Long Weekend November 21-25 ... , ....... Thanksgiving Recess December 14 ............... Classes End Decernber 13 ... Winia Vacation January 14 . . . . . . . . . . .... Registration for All Classes January 14 ................ Classes Begin with Seminars Ivlarch 8-23 ................ Spring Vacation May 16 . . . . . . . .......... January Freshman First Semester Ends Iviay 23 . . . . . . . . . . . . End of Second Semester May 25 ................... Cornmencement SUlVHvrnR 1980 2 ................ January Freshman Second Semester Begins June 22 ............ , .. . Graduate Institute Begins "·~""~LJ .. 8 ... . Freshman Second Ser.nester Ends 15 .. ............... Graduate Institute Ends 1980~1981 September 2-4 . . . . . . .. September 4 . . .. September 5 . . . . . . . . . .... 5 ............. ~evt<:fftber 5 . . . .......... October 10-13 . . . . . . . . . . . . November 27-30 . . . . . . . . . December 18-January 4 ..... Jarmaic; 5 . . . . ............. 18 . . . . . . . . . . . . ... 19 . . . . . . . . . . .... Senior Oral Enabling Examinations Freshman and Senior Registration Convocation Sophomore and Classes Begin with Serni.nars Long Weekend Thanksgiving Recess Winter Vacation Classes Resume with Tutorials End of First Semester Second Semester Registration 21 . . . . . . . . . . . . . . . . Freshman Registrai.ion Febmary 6-8 . . . . . . . . . . . . Long . . March 4 . . . . . . . . . . . . . . . Classes End vHth Sermnars l\-iarch 5-16 . . . . . . . Spring Vacation ·March 16 . . . . . . . . . . . . . .... Classes Resume with Seminars 24-25 . . . . . . . . . . Parents' Weekend 14 . . . . ...... Last Day of Classes 15 . ....... End of Second Semester 17 . . . . . . .... Commencement 28 .. , ...... , . . . ... Senior Oral Enabling Examinations August 29 . . . .... Registrntion for Whole College September 1 . . ... Convocation 2 . All Classes Begin ·with Tutorials . . . . . . ... Long Weekend October 10-13 . November 27-30 . Thanksgiving Recess Decer.nber 19 . . . Classes End December 20-January 15 ... Winter Vacation 16 ... Registration for All Classes 19 .. Classes Begin vvith Seminars . . . . . . . . . . . Spring Vacation Freshman First Semester Ends Seni.ester . . . . . . ....... Commencement 1 . January Freshman Second Semester Begins June 21 .......... . . .. Graduate Institute August 7 ........ . Freshman Second Semester Ends August 14 ........ . . . Graduate Institute Ends �TABtE OF CONTENTS PAGE ml:fodudirnrn .... ' ' ... ' ' . ' ' ... ' . ' . ' . ' ' ' . ' ' ' .. ' . ' ' . ' ' ' ' ' . ' ' .. ' . ' .. ' ..... 6 The C1rndcu!um Seminar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Preceptorial . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...... 10 ~~.,,,,,,,,,,,.,,,,,,,,,,.,,,,,,,,,,,,,,, ,,,,,,,,,,,ll Laboratory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....... 16 Formal Lecture............................................. . .. 20 St John's List of Books .................................................. 22 The Academic Order Tutors ........ . "' Instruction Committee ' .. ' Library ............. . '' .. Schedules ' .. Essays and Examinations . . . . . . . . . . . . . . . . . ....................... Academic Standing . . . . . . . . . . . . . . . . . . . . . . ............................ Degree of Bachelor of Arts ............................................... Degree of Master of Arts . . . . . . . . . . . . . . . . . . . . . . . . ................... Graduate Institute in Liberal Education . . . . . . . . .......... Directory Information and Right to Privacy . . . ................... Resider;.:€ a_111.d Student Life Annapolis Santa-Fe ..... . Both Campuses ........ . Site Plans of the Campuses .. 0 Biib.li1Jgraphy .. o •••••••••••••• •••••• fh:;;nd of VfaHmo ;md Governors Faculty 0 •••• 30 31 32 34 35 37 37 37 ". 38 .. . 43 . .. 47 . 62-63 Admissions Requirements and Procedure Campus V1sit fees zm.d fin<>..ndal ,"',id Procedures and Deadlines . . . . ................... . Grants and Loans ... Sample Budget . . . . . . . ........ . Billing and Deposits Refund Policy . . . . . . . . Criteria for Judging Satisfactory Progress 28 29 .. 50 ' .. 53 0 .. ' • '< • • • • 55 57 . . '59 .. '59 .. '60 61 . ' ...... 64 ... 65 . 66 0 • 0. 79 ... 80 Catalogue Consultant: Dale �6 I ST. JOHN'S COLLEGE THE INTRODUCTION I 7 IT Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity; intelligently appreciative of their c~mmo~ cultural hentage, and conscious of therr social and moral obligations. Such men and women are best equipped to master the specific skills of any callin.g and to become mature, competent, and responsible citizens of a free societ)To St. John's College believes that the way to liberal education lies through the books in which the greatest ~nds of our civilization -the great teachers -have expressed themselves .. lhese b~oks are both timeless and timely; they not only illuminate the pers1stmg quesnons of human existence, but also have great relevance to the contempora'.1' problems with which we have to deal. They can therefore enter drrectly mm our everyday lives. Their authors can speak to us ~Jmost .as freshly as whe~~ spoke for the first time, for what they have t? ~ell us 1s not soi;nething w merely academic concern, remote from our.real m>:erests They cnange our minds move our hearts, and touch om spmts. . . The books speak to us in more than one way.. In raisin~ the persisting human questions, they lend themselves to different mterpretations that reve?-1 a of independent and yet wh1J.e they please us as works of art a beauty th~t reflect intrinsic intelHgibility. are t~erefore ~ailed grem'. whether they are epic poems or treahses, and . 1herr sub1ec.c matter is scientific, historical, or are also hnked togethe1, for each of them is introduced, or criticized by the others. ~n a real sense converse v.rith each draw each reader to ta,;::e part, within of his in their large conversation. is The books This conversation, can only what they have to say, without furnishing tt~e ni.:tcahc1ns that we sornetimes desire. To J:his defect is the goal or the St. seminar. Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar . . ~ to ~iscu~s it reasonably: It is presupposed that the students are willmg w subrmt. therr another's critical The demands of the md1v1dual . . limits with.in which the dwcuss10n The discussion may concern itself of an of a poem or the concern v1rith more or with themselves The students unexamined - that contemporary world. discussion a new which enables them to rPi"n<>n 117P both the sameness of a recunent problern and the variety of its historical n-1.anifestalions. In the main, however, the aim is to ascertain not how things were, but how things are - to help the student make rational decisions as he lives his life. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the student should continue with him throughout life. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutor functions as a guide, more intent to listen to the students and to work with them than to impose upon them his own train of thought. In short, St John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to mediate men's understanding, to give conscious form to knowledge through systems of signs accommodated to men's intellects - that is, words and numbers. 1hditionally, the liberal arts were seven in number: grammar, rhetoric, logicthe arts of language; and arithmetic, geometry; music, and astronomy- the arts of mathematics. In contemporary terms, man practices such liberal arts as analyzing, thinking, writing, speaking, and deciding as he uses verbal symbols; man practices such liberal arts as counting, measurLng, deducing, and demonstrating as he uses n-wthematical symbols. There are many ways to develop these arts. The curriculum emphasizes five of them: discussion, translation, writing, experir.nent, and mathematical demonstration" They are followed in all the branches of the program. But whatever the methods used, they all ser,re the same end: to invite the student to think for himself, to enable him to practice the arts of freedom. Free minds must be able to envisage concrete situations, to deliberate by formulating dear alternatives, and to arrive at a deciding choice. The acquisition of these intellectual skills indicates that the discipline of the liberal arts has taken hold of the learning mind Knowledge advances and the fundamental outlook of man may over the centuries, but these arts of understanding remaii-. in one form or another indispensable. They enable men to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their men can free thernselves from the wantonness of prejudice and the narrowness of beaten Under their discipline men can acquire the habit of listening to reason. A genuinely conceived liberal arts cUJ.-riculum rnnnot avoid airrung at these Iriost farreaching of all human goals. Evans Laboraton; Building with Sangre de Cristo Mountains in background, Santa Fe �THE CURRICULUM I 9 8 I ST. JOHN'S COLLEGE THE The heart of the curriculum is the semimff - a discussion of assigned readings from the books of the program. In each seminar the1e are seventeen to r./1enty-one students 1Nith bNO members of the facuhy as leaders. The gwup meets r-m.ce a . on Monday and Thursday evemngs, from eight until ten - or well beyond if the topic under discussion has aroused a sustained and argumenL The assignment for each se:rillnar amounts, on the average, to around a hu~1dr~d pages of reading, but may be much shorter if the text happens w oe particularly difficult , Tlw saninar with a guesi:ion asked by one ol: the . a questio~ for wlridi. is no preeonce1ved ansvver.. T:cere~rt;r the sermnar consists almost enfur:ly of student d1scuss10n. Studems ,alk m,h ~ne noi just to the leaders. They do not raise their hands for per~-usm_~~ ~o. b: heard, but enter the discussion or w1.thdraw from it, at will Lhe ,e,,ulnn15 is tempered bv the use of fori:nal modes or address. . Once under way, the1 seminar may take many forms It ~ay rn:c:i.ge frorr~ the most particular to the rn~st gE~eraL The r;ad1.~g of" T u~cydides, f? 1 examole,. is almosi: certain ;: 0 eli.at a d1scuss10n ot wa1 and aggr~ss1on and ,to ' the surface the students' opinions and fears about the v.nsdorn or error of national policies. Homer and Dante reflections on human vrrtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying dose to the text; at other times the talk may range widely over topics suggested the reading but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, everyone's opinion must be heard and explored, however sharply they may dash; second, every opinion must be supported by argument - an unsupported opLnion does not count In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually; in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy and requires a diJferent approach. Such progress m leammg together may be crowned by sudden insights on the of individuals, or by occasions when the seminar as a whole achieves illmnination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the solution of a problem. More often than not the problem remains unsettled, vlith certain alternatives outlined The progress of the serninar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty ~alk, without being able for some time to extricate itself from such a course Or it may climb to heights accessible to only a few of its n1embers. Under these circumstances the role of the leaders is not to give informanor is is to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections, to help the student in every way possible to understand the the issues, and himself. The most useful in.strn.ment for this purpose is the question; perhaps the most useful device of all is the question.- "Why?" But a leader may also take a definite and positive stand and enter directly into the argument If he does so / he can expect no special consideration. Reason is the only n~cognized authority; all opinions must be defended and any single opinion can prevail only-by general consent. The is always to develop the student's powers of reason and understanding and to help him arrive ai intelligent opinions of his own. subrnits an essay on some theme Every freshman, sophomore / suggested by the seminar In Santa Fe, an essay .is submitted each semester; in An_napolis 1 each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the student to set out in vvriting, as dearly as he can, his own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of his final oral examination . For sophomores the annual essay holds a position of special importance: it becomes a major part of the process called enabling (see page 34). �THE CURRICULUM / 11 10 I ST. JOHN'S COLLEGE THE PRECEPTORIAL THE TUTORIALS For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups ?f students engaged in the study of one book, or m exploration of one subject through several books. Students are usually given a choice of sixteen to twenty books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. ., Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally seven or eight students in a preceptorial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually the student's work is completed by the writing of a paper, which ip.ay be read in draft to the preceptorial and criticized by the other members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. Tolstoy: Anna Karenina Adams: The Education of Henry The seminar cannot suffice as the only setting for liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics, and music. For each of four years, a student attends one language and one mathematics tutorial three or four times a week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to fifteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for collaborative study and for the manifold teaching and learning relations that hold in a company of people learning together. As in the seminar, students talk freely with one another and with the tutor, but the discussion focusses sharply on assigned tasks. There are opportunities for each student to contribute his measure of instruction and insight to his fellows. Other tutors often attend, seeking to learn about a particular subject which they may later teach. Writing assignments are normally made in all classes: mathematics, music, and laboratory sections as well as in language tutorials. The student is thus called upon continually to articulate and organize his thinking in both the written and spoken forms. Adams Common Law Adjudication and Philosophical Justice Freud: Selected Papers on Neurosis and Related Topics Kierkegaard: Fear and Trembling Aristophanes: The Birds (in Greek) Burke, Paine, and de Toqueville: Selected Works Force and Energy in Descartes, Newton, and Leibniz Goethe's Novels Plato: Phaedrus Whitehead: Selected Works Wallace Stevens Arendt: The Human Condition Joyce: Early Works Aristotle's Theory of Motion Kepler: Astronomia Nova Sartre: Being and Nothingness Plotinus: Third Ennead Ibsen and Chekov Design and Expression in the Visual Arts THE LANGUAGE TUTORIAL S~ecialization in ~gher education has led to a profound neglect of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. Primarily, the language tutorial attempts to remedy this condition by a training in the means of precise communication and effective persuasion. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric,_ and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other-to overcome as much as possible the curse of Babel. To do this it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; the varied connotations and ambiguities of terms; the role of metaphors, analogies and images; and the logical relations between propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the student learns something of the nature of languages in general and of his own in particular. During the four years, then, he studies language as the discourse of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, he studies his own language. He discovers the resources of articulate speech and learns the rules that must govern it if it is to be clear, consistent, and effective-if it is to be adequate and persuasive. i I �THE CURRICULUM / 13 12 I ST JOHN'S COLLEGE In the beginning the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studiedo Thus the rapid reading for the serrlinar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study; one which is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not often come directly into seminar discussions. The student's concern with them in the language tutorial improves all his reading, for whatever immediate end, deepens and efu-iches his understanding, and increases his ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translal:ioR Issues are brought to the fore which rrlight otherwise have been neglected, and they can be discussed with greater precision than the serrlinar usually permits. This habit of precision, in its turn, becomes more common in the seminar. Though the language tutorial cannot and should not aim at a mastery of the foreign languages, the student can reasonably expect to attain a knowledge of their grammatical forms and a grasp of their peculiar qualities. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary: Latin and German might be used °11'.rithout changing the and aims of the 1.:ut01iaL The first year of Greek, how·ever, goes well the freshman seminar and mathematics and the continuance of Greek into the second year advances the work of the first The second year ends with analysis and discussion of vwrks Shakespeare, Donne, and other English poets. The French of the third year begins with a intensive study of French grammar follovved by the reading of a French texto The aim here is economical progress toward faciJity in the reading and of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selectionso Discussions of both form and content are related to appropriate vvriting assigrnnencs, including exercises in translation in which the student attempts to match in his own tongue the excellence of his models. In the second semester a play i.n verse is read-Racine's Phedreo The principal activity of the fourth year is the reading of French poems, including a considerable number from Baudelaire's Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its and as a whole. H also provides a substantial basis for discussion of the art of poetry and danfication of the relation of that art to the traditional liberal arts of languageo Writing assignments include exercises in translation more ambii:ious than those attempted in the trlird year One of Moliere' s comedies is read - either Tartuffe or The Misanthrope. The year ends with analysis and discussion of modern British and Arnerican poets, such as T. So Eliot, Dylan Thomas, '!Ar B. Yeats, and Wallace Stevens. THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true or ought to be is suggested the word itself, for it is derived from a Greek work meaning "to learn." It is regrettable, then, that students should come to disli.ke mathematics or to think of themselves as unmathematicat It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based. Mathematics at St. John's is studied as a liberal art, not artificially separated from vvhat have come to be the humanities When mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry and from treatises chosen not only for their matter but also for their elegance and as it is at St John's, mathematics becomes not only the most learn.able liberal art but also one which provides ready access to others analogies with themo There are two main reasons foI mu modern about the the task of the rn.athe1natics studai.ts to think about ·what it means to .count and measure tlrliiverse. m3thenrntics concerns the rnathe~ The second main reason for has, as i.ts narne implies, a n1atics tutorial more Since for learning, its is particularly close cmmechon what it means to come to espem•Jly useful in students to think Yillow something. To prepare themselves for such reflec\ion students posed mathematical treatises, demonsi.Tate propositions at . , and solve problems By doing this over four years they learn a .good deal o: mather.aatics, and they gain noticeably in rigor of thought, mrn.bleness ot and elegance or expn:0ssion. But while they are the art of mathematics in all its rigor, they are continually encouraged to on their own Scores of questions, of which the following are exai-nples, �THE CURRICULUM / 15 14 I ST. JOHN'S COLLEGE are raised during the four years: Why ~nd how do mathematical proofs carry such conviction? What is a mathem~tical sys~em and what are its proper beginnings and ends? What is the ~lation_ of !,o.gic to mathe~atics? Are there "better" and "worse," "ugly" and beautiful m mathematics? Do mathematical symbols constitute a langua9e? Are there "mathematical objects"? In what way did the discoverer of a , par~cular theorem probably first come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tuto~al which is easily and often carried over into the larger sphere of the seminar. . The student begins with the Elements of Euclid. Using Euclid's organization of ~he m~thematical discoveries of his predecessors, he gains a notion of dedu~tive so~nce and_ of a mathematical system in general; he becomes acquau~.ted with one view of mathematical objects - its central expression found m the theory of ratios - which is buried under the foundations of mode~n ma~hemati~s. After Euclid he begins the study of Ptolemy's Almagest, centering his attention on the problem of "hypotheses" constructed to "save t~e appearances" in the heavens. That the tutorial reads Ptolemy indicates the differen~e between t~e mathematics tutorial at St. John's and the ordinary course m m~thema~cs. ~tolemy presents a mathematical theory of the heavenly ~otions,_ but he gives more than that: his work is both an example of mat~ematics ~pplied to :phenomena and a companion to the philosophical, poetic, and religious readings that are taken up in the first and second years. In ~e second year the student continues the study of Ptolemy, with emphasis up~n. those difficulties and complexities of the geocentric system which are brilliantly resolved by the Copernican revolution. He studies Copernicus's transformation of the Ptolemaic theory into heliocentric form. He next ta~es up the Conics o~ Apollonius to learn a synthetic presentation of the very objects whose.analytical tre~tment by J?escartes marks the beginnµig of modern mat~ema1:ics. ~fter thi~ he studies analytic geometry, which presents the come sections m algebraic form. He thus gains an understanding of algebra as the "analytic art" in general. ~ In the tl~ird year calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The student t~en n:turns to Newton's Principia to take up its treatment of astronomy, m which Newton brings heavenly and earthly motions under one law: and n:places a purely geometric astronomy with a "dynamic" theory in whi0 ~rb1ts are determined by laws of force. Here again the mathematics tutonal is more. than a mathematics course. It is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. _In the fourth year the reading of Lobachevski's approach to nonEuclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. This is followed in the latter half of the year by the study of Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. On the Annapolis campus, there is an alternate program for the latter half of the ye~: so~e of the students study projective geometry, in which the ent~rpnse ':'hich began with Euclid returns in a remarkable way, now generalized, to its starting point. THE MUSIC TUTORIAL One of the aims of the St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed towards performance but towards an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year students meet once a week to study the fundamentals of melody and its notation. Demonstration takes place primarily by singing, and by the second semester the students perform some of the great choral works. In the sophomore year a tutorial meets three times a week. The music tutorial reflects two different but complementary aspects of music. On the one hand music is intimately related to language, rhetoric, and poetry. On the other it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint, and harmony. None of these is done apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart, and the instrumental works of Beethoven are the real textbooks. In the second semester at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. I �THE CURRICULUM I 17 16 I ST, JOHN'S COLLEGE THE The emblem of the St program on the back cover shows seven books surrounding a of scales. The balance, no less than the symbolizes the tradition of the liberal arts, It stands for the instruments of the scienlaboratory, which may well be the most characteristic institution of the modem world, Three hundred years ago algebra ;'Jnd the arts of analytic geometry were introduced into European mainly by Rene Descartes, This w;;rn one of the great intellectual revolutions in recon:J.ed history, "'''-'''rn=r mg and rn. the other great revolutions in industry; morals, It has redefined and transformed our whole natural and cultural world. a focal of the St, John's program and one which the College takes special care to There is an item in the curriculum that does not bear iL The last two vears of the ~-·~'-"'~exhibit the changes flow from it, an'd these not be two years, which cover the from Homer to of natural Modern mathematics has made possible the on an immense scale and has to us as the The of are h=i_sec! on a vihich transforms the universe into a great book mafo:aJ charad:ers_ '-' Liberal is concerned vvith the artifices of i:he human wind and hand that to reface our For this purpose St has set 1Alherein charactelistk and involved in it The content 0f the work should the student to trace a scientific discipline to Hs roots in and observation. Thus certain wholes of and ~~'"'·"~''"",''"' £01 ~ ~ tE'Search, It is th_e of science as a hu1nan pn,rPrnri<;P .;,n ..·d,,.;.~.~ hons and a of skills de1ived from the College does not subscribe J:o the of scientific studies from the as iJ were distinct and autonomous domains There need not be ''two cultures." Dillerent fields different ff1ethods and but the"'',~"''"' frorn sources comffton to all The th.ree considerations relevant The scheduled and free discussion of the intensive extirne to satisfy himseH as to the accuracy l:ris instruments to analyze procedures for som:ces of errm; to consider alternative and on occasion to an entire menL frms can he coffte to a rrLature _!_lexact.n 'r.r·~- '·~-'"' section consists of seventeen to students workof a tutor, with the of nwre advanced students Sections meet two or fh.ree hrnes a, week A e:>:JJl}Slch{Jn and discussion of theory; for of the work requires. the discussion of a dasmc or other irext at writings of Harvey, ~urn-oun· Maxwell, Thomson, Rutherford, and Bohr are "=r..uu<•u r used in this way In all l:he ·work of the laboratory, and in the written at the College, the purpose is to achieve an intimate rnixture of critical discussion and empirical inqu:Uy. �18 I ST. JOHN'S COLLEGE THE CURRICULUM / 19 ITS CONTENT ~e g~neral_topics of study have been chosen from elementary h sical and biological soence. A major revision of the order and content of tife faboratory seq~ence has i;ece~tly been undertaken. The planned sequence of study for stu ents entering m 1977 and later may be oi.ttlined as follows: 1st Year 12 weeks: 20weeks: 3rd Year 4th Year 10 weeks: 18 weeks: Observational biology Studies <?f matter and measurement, leading to the ::it~nuc th~ory of chemistry !op1cs m p~ys1cs: mechanics, optics, h~at, electricity, magnetism Quantum physics Genetics, evolution, molecular biology THE FIRST YEAR The 1 . cla . .,.,-· b. 1 laboratory. beP"ins WI"th tweve week s d evoted to topics in observational .10 ogy. _ssifica~oi:'- of types, anatomical structure, cells and their a a~~~e~n: ~ere:r;i.tiati~n, embryo~ogical development. Close observa~~gby ~ or with nucroscopes is accompanied by constant theoretical in~~e~~tio~:ased on reading important works of biological scientists such as en, Harvey, La~ck, Schwarm, Vrrchow, Roux, Driesch. Here s 0 e, the student. c~nfronts organisms as self-moving entities with ro erties of wholeness, intimately dependent on yet distinct from the surrou!~ world f "t T~ ~shman laboratory next turns to the non-living in a search for som~ 0 1~ n amental laws. Archimedes on the lever and on hydrostatics is studied, then the ~ws of equilibrium of gases, temperature and calorime are taken up, expenmentally and in discussion of the relevant theories. Th~ topics lead into an exalnination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year's work culininates in the resolution of the problem of determining atomic weights and in some consequences of this determination. THE TIIIRD YEAR The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, thermodynamics, and electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot, and Maxwell. The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutorials. As the tools of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy, and potential fields, to their reformulation in terms of derivative and integral; at the same time the physical concepts serve to illustrate the mathematical ideas. The concepts of mechanics are to be used to formulate alternative theories of light-corpuscular and wave - and the success of either theory in accounting for optical phenomena is examined. The phenomena and processes of thought leading to the first and second laws of thermodynamics are given careful consideration. The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and cullninating topic of the year is Maxwell's derivation of an electromagnetic theory of light. THE FOURTII YEAR In many ways the work of.the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior laboratory takes up anew the theory of atomism - but the atom itself has become the object of study. Prepared by his work with electrical phenomena, the student can focus on the questions of atomic stability that lead to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. Following the course of thought in Schrodinger 's What is Life?, the senior laboratory then turns or returns to biological topics, and first to genetics, to Mendel's theory of heredity and its development through the experimentation and interpretation by T. H. Morgan and his associates. The results of laboratory studies of small fruit-fly populations are considered from the standpoint of their evolutionary significance, in the papers of Hardt and of Luria and Delbruck. Next, fundamental papers leading to present-day molecular biology - for instance by Beadle and Tatum, Watson and Crick, Jacob and Monod-are studied. The final segment of the work, which is yet to be planned in detail, may include such topics as the neurophysiology of certain simple behavior patterns. �THE CURRICULUM/ 21 20 I ST. JOHN'S COLLEGE 1HE FORMAL LECTURE The curriculum as described so far calls for student participation at every active stage of the ·work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the student has an opportunity to listen steadily and attentively: The subject may be closely connected with seminar readings or it may open up a new field of in.terest and test the student's readiness to absorb new information and to follow argur.nents in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often vi.siting scholars, but not infrequently they are members of the St. faculty. Visitors may be from the academic world or from the mena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed a discussion. Here the lecturer submits himself l:o prolonged questioning the students, vlith the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the student the habit of and the of a he may not be familiar and it provides an N~'~,~~•~"0 '•" in the discussion period,. to exercise his dialectical skill in a seti:ing different from the classroom. His here that he can himself test the degree and the of vvhat he has leaxned. The lectures range Sometirnes the stu.dent is confronted with Some of the lectures have irnmediate tutorials. Othexs may lEive a effect on the direction fhat a student's vvork takes within the framework of the program. LECTURES AND CONCERTS The list below provides some examples of lectures and concerts given on one or the other campi.rn in recent years: "The Growth of Presidential Power" William Goldsmith "Genesis Robert D. Sacks 11 Aeolian Quintet "Why Should Gloucester Attempt Suicide and Why Musi: Cordelia Die" John Steadman "Changing rrends in 20th Century Paintings and Sculpture" Adelyn Breeskin "The 18th Century Background to Gibbon" Arnaldo Momigliano Sequoia String Quartet "Languages, Philosophy and Science" Stillman Drake "The Collapse of Democracy at Athens and the rrfal of Socrates" Leo Raditsa "On the 'Jfanslation of Rimbaud's Poetry" Jonathan Griffin "The Ellen Davis Cups" "John Milton: The Solitary Way to Paradise" Louis L. Martz "The Geometrical Vision" Howard Fisher "Angels in Paradise Each with His Hand in a Jar of Spermacetti" G<JJway Kinnell "The Brothers Karamazov" Michael Ossorgin Yale/St. John's Consort "The Question of Beauty: The Early Christian Arts" Charles Bell "Rousseau and Democracy: The Design of the Social Contract" Hilail Gilden "Watchi.l;g Television" Roger Rosenblatt �THE CURRICULUM I 23 22 I ST. JOHN'S COLLEGE ST. JOHN'S LIST OF GREAT BOOKS The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at the University of Chicago, at the University of Virginia, and, since 1937, at St. John's College. The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last tw.o years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter. The St. John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all times. In doing that it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and everpresent gravity of human issues. The list of books which constitute the core of the St. John's program is subject to review and revision by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read only in part are indicated by an asterisk. Bookstore, Annapolis FRESHMAN YEAR Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Nicomachus: Lavoisier: Essays by: Galen: Harvey: Lamarck: Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Medea, Bacchae Histories• Clouds, Birds Ion, Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus Poetics, Physics•, Metaphysics•, Nicomachean Ethics•, On Generation and Corruption•, The Politics*, Parts of Animals*, Generation of Animals* Elements• On the Nature of Things Pericles, Alcibiades Arithmetic* Elements of Chemistry• Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Dalton, Wollaston, Gay-Lussac, Cannizzaro, Proust, Berthollet, Richter, T. Thomson, Berzelius,Dulong On the Natural Faculties• Motion of the Heart and Blood Philosophical Zoology SOPHOMORE YEAR Aristotle: Apollonius: Marcus Aurelius: Vrrgil: Plutarch: Epictetus: Tacitus: Ptolemy: Plotinus: Augustine: Anselm: Aquinas: Dante: Chaucer: Des Prez: Machiavelli: Copernicus: Luther: Rabelais:. Palestrina: Montaigne: Viete: Bacon: Shakespeare: Poems by: Descartes: Pascal: Bach: Haydn: The Bible* De Anima, On Interpretation•, Posterior Analytics*, Categories" Conics• Meditations• Aeneid Lives• Discourses, Manual Annals Almagest• The Enneads* Confessions, On the Teacher• Proslogium Summa Theologica*, Summa Contra Gentiles• Divine Comedy Canterbury Thies• Mass The Prince, Discourses• On the Revolutions of the Spheres* The Freedom of a Christian, Secular Authority Gargantua• Missa Papae Marcelli Essays• Introduction to the Analytical Art Novum Organum• Richard II, Henry IV, Henry V, The Tempest, As You Like It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets• Marvell, Donne, and other 16th and 17th century poets Rules for the Direction of the Mind, Geometry• Generation of Conic Sections St. Matthew Passion, Inventions Selected Works �24 I ST. JOHN'S COLLEGE THE CURRICULUM I 25 Mozart: Beethoven: Schubert: Stravinsky: Webern: Selected Operas Selected Sonatas Selected Songs Symphony of Psalms Selected Works Cervantes: Galileo: Hobbes: Descartes: Don Quixote Two New Sciences* Leviathan'· Discourse on Method, Meditations, Rules for the Direction of the Mind*, The World* Paradise Lost*, Samson Agonistes Maximes* Fables* Pensees* Treatise on Light'', On the Movernent of Bodies by Impact Theologico-Political Treatise Second Treatise of Government, Essay Conceming Human Understanding Phedre Principia Mathe-matica* Epitome IV Monadology, Discourse on Metaphysics, What is Nature? Essay on Dynamics Gulliver's Travels Pn1nrm1,,c of Human Knowledge Treatise of Human Nature*, Dialogues Concerning Natural Enquiry Concerning Human Understanding Social Contract, The Origin Wealth of Nations* Critique of Pure Reason', Fundamental Principles of Morals, Critique of Practical Reason* Don Giovanni Pride and Prejudice, Emma "Ode on Intimations of Immortaliiy" JUNIOR YEAR Milton: La Rochefoucauld: La Fontaine: Pascal: Huygens: Spinoza: Locke: Racine: Newton: Kepler: Leibniz: Swift: Bedceley: Hume: Rousseau: Adam S1m.ith: Kant: Mozart: Jane Austen: \A/ordsworth: Hamilton, Jay, and Madison: Melville: Dedekind: Tocqueville: Essays ., \ The Federalist Billy Budd, Benito Cereno Essay on the Theory Democracy m America* Young, Maxwell, S. Carnot, L. Carnot, Mayer, Kelvin, 1aylor, Euler, D, Bernoulli Dostoevski: Freud: SENIOR \'EAR Moliere: Goethe: Mendel: DarNin: Hegel· Lobachevsky: Tocqueville: Lincoln: Kierkegaard: Wagner: Marx: The Misanthrope, Tartuffe Faust* Experiments in Plant Origin of Species, Descent of Man Introduction to the History of Philosophy, Preface to the Phenomenology, Logic (from the Encyclopedia), Philosophy of History*, Philosophy of Right* Theory of Parallels* Democracy in America'· Selected Speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Communist Manifesto, Capital*, Political and Economic Manuscripts of 1844 • !Vlillikan: Joyce: Poems Essays by: Brothers Karamazov, The Possessed War and Peace The Adventures of Huckleberry Finn Psychology, Briefer Course Birth of Tragedy, Thus Spake Zaratlwstra'", Be-yond Good and Evil* General Introduction to Psychoanalysis, Civilization and Its Discontents, Bei;ond the Pleasure Principle Selected Poems The Trial The Physical Principles of the Quantum Theory" Supreme Court Opinions* The Electron• Philosophical Investigations* General Theory The Dead Yeats, T.S. Elliot, Wallace Stevens, Baudelaire, PJs.nbaud, and others Farnday, Lorenz, J. J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger, Maxwell, Berna:rd, Weismann, Millikan, de Brogher, Heisenberg, John Smith, Dreisch, Boveri, Mendel, Teilhard de �THE CURRICULUM I 27 CLASSIFICATION OF AUTHORS ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FOUR YEARS Philosophy ali1d Theology .History and Soda] Sdenq:e Homer Aeschylus Sophocles Euripides Aristophanes Plato Aristotle Lucretius Herodotus Thucydides Plutarch Virgil Aristotle Dante Epictetus Plotinus Marcus Aurelius The Bible Augustine Anselm Thomas Aquinas Luther Montaigne Bacon Li!erahu~ First Year Second Year Chaucer Rabelais Shakespeare Donr1e Marvell Third Year Cervantes Milton Swift Racine Fielding Melville La Fontaine 1Nordsworth Jane Austen La Rochefoucauld Maihematics and Nah.ual Sdence Euclid Nicomachus Ptolemy Lavoisier Dalton Lamark Archimedes Torricelli Pascal Fahrenheit Avogadro Black Descartes Pascal Hobbes Spinoza Locke Berkeley Leibniz Hume Plufo:;:ch Tacitus Machiavelli Year Webern Locke Rousseau Adam Smith U.S. Constitution Hamilton, Madison, Jay Tocqueville Galileo Kepler Young Euler Mayer S. Carnot Taylor Faraday Lobachevski Documents from Lorenz Rutherford VViHgenstein Political History Tocqueville Kafka VVallace Stevens T. S.. Eliot Mark Twain James Joyce Uberly Tree, Annapolis Mozart Kelvin Kant Hegel 1v!arx Yeats D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell L. Carnot Hegel Kierkegaard Nietzsche William James Valery Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez Viete Moliere Goethe Tolstoy Dostoevsky Rimbaud Wollaston Gay-Lussac Proust Cannizzaro Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Ptolemy Apollonius Copernicus Descartes Darwin Mendel Pascal Baudelaire Fourth M[usk Arnerican Lincoln Suprem.e Court Opinions Keynes Iv!inkowiski Bernard Davisson Dreisch de Broglie VVagner Mendel J. J. Thomson Bohr Millikan Schrodinger Darvvin Freud Boveri Einstein Weisrnann Heisenberg John Maynard Whitehead J. Smith Maxwell �THE ACADEMIC ORDER I 29 28 I ST. JOHN'S COLLEGE best students. There then follow the other students at distances proportional to the degree of their understanding. The old-fashioned of classes in the little red schoolhouse is the relevant image here. At the of the class is the author-teacher, at the foot of the class the poorest student in relation to the subject matter. Everyone both teaches, and learns from, those above and below. The aim in all the classes is to exploit the differences in knowledge, character, and skill as are distributed among students and tutors. The kind of teaching and learning that goes on at St John's presupposes, then, a faculty differing in many ways from the faculties of more conventional colleges. Each tutor normally has a specialized competence in at least one field of knowledge. Beyond that he must be willing to acquire a certain experh1ess in other fields of knowledge and a competence in the liberal arts. This may mean that he has to re-educate himself. He is expected to teach some classes in other than his own. Ideally, the tutor will eventually have taught classes in every of the program. He thus for the fu:st years of his teaching at least, attend classes in the same way as a student: his own learning goes along v,rith his as H-:e student he progresses from year to year in the that continuous learning and teaching in ever-increasing measure, into dose farruliarity vv.cth the entiJe pro- T E grar.n" Thus a member of the SL is never confined in his scholastic a teaching activities to a single division of the program. He is, and has to merl!ber of a seminar and of either ilNo tutorials or of one tutorial and a section . Each tutor is passmg on the skills he possesses to colleagues 'Nho require in their classes. Since ii: is necessary, on the hand, that tutors probe rnore deeply into the foundations and wider contexts of the matters that are the teaching TI,aterials at St John's, to avoid staleness and the ever-present danger of to routine performance, groups are set Leaders of such groups are rel1eved of part of They engage in a thorough study and exploration the Instmci:ion Committee of the faculty. Scholars rrorn other the group for certain periods. the under r<n·Pr~m related to the St John's opens new perspectives for teaching and learning at St John's. llIE U\TSTRUCTION THE is a cooperative enterprise, and it is best out when persons at different stages of work together. The typical leamMtuo""'"at St involves a small group of learners. First in li_ne come the great teachers, the writers of the books, who are talking in. most cases at the of their learning. Next come the reading talking teachers, the tutors, who are members of the faculty; in their stage of learning are somewhere between the authors and the The Instruction Committee is a committee of tutors for advising the Deans on all matters of instruction - whether curricular planning or the academic standing of students. It also advises President and Vice Presidents on appointments to the faculty. The ComrniHee consists of the Deans and t11velve tutors, six elected the tutors on each campus of the College; the President and the Vice President sit with the Inshuctiorl° Committee ex officio. Each Dean is the chairman of the Insh1Jction Committee on the campus where he serves; the members of the Committee on each campus constitute the Instruction Committee for that campus and meet at frequent intervals throughout the year. The full Committee meets annually, bet-ween the two campuses, and the Deans alternate as chairman of Instmction Committee. �THE ACADEMIC ORDER I 31 30 1 ST. JOHN'S COLLEGE / THE LIBRARY SCHEDULES The books chosen for study at St. John's are collected in the library in the b~st editions and translations that can be obtained. These books along with carefully selected modern texts for the laboratory form the core of th~ libr_ary, essential to the teaching of the program. A good general collection ~s a necessary supplement; a specialized, highly tec~cal one W?~d h~ve little use. Each year books in mathematics, science, philosoph~ religioi;i, ~e arts, music, poetry, literature, and history are purchased. The library subscnbe~ to representative periodicals and newspapers. A committee of the faculty assists the Librarians in selecting books and periodicals. The Annapolis library maintains a collection of about 70,000 volumes. In Santa Fe, the collection has been growing at a rate of 3,000 volumes each year and now numbers over 46,000. Perhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elemen~s; or the time of the first assignment in Thucydides, when students and semmar leaders are thinking about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. These are the educational realities that a common schedule marks and emphasizes. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS HOUR MONDAY TUESDAY WEDNESDAY 8:15 Mathematics Mathematics Tutorial Tutorial 9:15 Tutorial Tutorial Tutorial 10:15 11:15 1:15 Laboratory to 4:15 8:00 Seminar THURSDAY FRIDAY Mathematics Mathematics Tutorial Tutorial Tutorial Chorus Laboratory Seminar Formal Lecture A SAMPLE FRESHMAN SCHEDULE, SANTA FE HOUR 9:00 MONDAY Laboratory TUESDAY 10:30 to 12:00 1:00 Both libraries have interesting special collections. Annapolis has the Bray Collection dating from 1696, known as the "first public library in America," and the Peter Huntington Jackson Collection, which is rich in Elizabethan imprints and French Revolutionary books and tracts. The ~i:1=er B~ner Collection and the Edgar Allen Poe Collection in Santa Fe contam fir~t editions of each poet as well as other belles lettres. In addition, the Santa_Fe libr_ary has several distinguished music collections, including the Amelia White, the Grumman the Schmidt and the Holzman collections. Wood~ard Hall in Annapolis was renovated as a modern library facility in 1969. It has comfortable modern study carrels and stacks as well as traditional reading rooms. The Santa Fe library is housed in the Peterson Student Center. and t~e Weigle Building. The music library is locate.d in the Sternberger-Weis Music and Fine Arts Building. Language Tutorial 2:30 to 4:00 8:00 WEDNESDAY Laboratory THURSDAY Music Tutorial Language Tutorial FRIDAY Mathematics Tutorial Mathematics Tutorial Seminar Language Tutorial Mathematics Tutorial Seminar Formal Lecture Except for the preceptorials in the junior and senior years and certain periods of laboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students. Each morning for either three or four days a week they spend one hour in a language tutorial and one hour in a mathematics tutorial; sophomores also spend four hours a week in a music tutorial. Twice a week they spend up to three hours in the laboratory. Two evenings from eight to ten they attend a seminar. A formal lecture or concert is given once a week. Nineteen to twenty-one hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. �32 I ST. JOHN'S COLLEGE ESSAYS AND EXAMINATIONS ESSAYS Annually in Annapolis and each semester in Santa Fe every freshman, sophomore, and junior submits an essay to his seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the. program. ORAL EXAMINATIONS At the end of each semester, oral rather than written examinations are held. These are conducted by the seminar leaders. The student is questioned freely and informally on the texts he has read or the paper he has written and on his critical and interpretative opinions. It is not the aim of the examiners to find out how much the student remembers. He is encouraged to consider different parts of his study in relation to each other and to problems that may not have been treated in any of his classes. For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. THE ALGEBRA EXAMINATION During his sophomore year, each student must pass an examination to demonstrate his competence in handling the operations of simple algebra. THE FRENCH READING EXAMINATION During his junior year, each student must pass an examination to demonstrate a reading knowledge of the French language. THE SENIOR ORAL ENABLING EXAMINATION The senior enabling oral examination is given to the student in the fall at the beginning of the fourth year. It is focused on a number of books assigned for rereading and study during the preceding summer. They correspond in quantity to about twelve seminar readings and are chosen by the Instruction Committee from the seminar lists, with a view to covering key themes of the four years. The passing of this examination confirms a student's status as a candidate for the degree of Bachelor of Arts. THE FINAL ESSAY AND ORAL EXAMINATION In the senior year the student is required to present to the faculty a final essay related to some aspect of his four years' work. Again it is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined upon it by the committee in an hour-long public oral examination. No degree is awarded unless both the essay and the oral examination are satisfactory. The senior essay is regarded as a flowering of the student's learning. �34 I ST. JOHN'S COLLEGE THE ACADEMIC ORDER I 35 ACADEMIC 'Ti\NDING dasses are small and intimate and consist largely of the of the every tutor is aware of his students' The tutors' appraisals of a student are based on the pe'fl:1Jnn<n as a member of his tutorials and seminar. is no reason for normal student from this It is assumed that the required capacities evidence to the contran; The curriculum is varied and rich ""w of interest, and and it for a and for individuall 0 "·" conducted at SL is A record of absences is whenever ~here is occasion to THE form of evaluation is the don rag. Once in the don rag. of diagnosis to '-'"'v'""-'"'- meets all his tutors '"~'v'~·"·' and tutors for the w01nnirtino- of marks. one student is then invited to may be and on himself and i:o difficulties may If a student's work as a whole falls below a on acadernic vvith the stipulation of met if he is to continue in the College. The norr.oal v1'uu'a•.1v1 sen.Ttestero Senior Oral, Annapolis OF is one The tutor's comprehensive judgement of a student is reported to the Dean each semester as a conventional letter B, C, D, o:r E whete C indicates that the work is at a level. Such a grading system is necessary in the case of students who to on to graduate or professional school or to tTansfer to another college the College, grading is not of central Students will be told their grades oriJy on requ.esL They are encouraged, however~ not to work for grades, but rather to to develop (heir powers of If i.t becorn.es evident that a is not progressing, or that the learning process has and cannot be revived, the student is asked to leave the Collegeo SOPHOMORE ENABUNG Sophomore enabling i.s a re,.ri.ew the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning the two years he has spent in the Collegeo As an indication of his proficiency in the liberal arts, the annual essay carries great wei.ghto A srudent is enabled, or allowed to enter the junior class, only if he has submitted a satisfactory essay and only if, in the judgment of the Instruction Comrriittee, he is sufficiently prepared for the work of the last two yearso In particular, the enabling judgment looks to the possibility of the student's writing an acceptable senior essay The student vvho completes the forn-year cmriculum satisfactorily i.s awarded lhe degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, but they spend their first surnmer in completing their freshman year, so that too complete a four-year curriculum. For transcript purposes, St. John's seminars, -tutorials, and laboratmies can be trnnslated into terms of conventional subjects The curriculum is the equivalent of approxirnately one J:mndred semester hourso GFADUATE STUDIES Al~D CAREERS AFTER ST, Each year many St John's seniors elect to do advanced work ma v>lide range of and professional schools. Experience shows that leading universities St John's graduates vii.th creditable records. Since SL John's offers no majors in speciJ:ic subjects, however, sorne may find it necessary to take undergraduate courses during their first year of graduate or professional study in some, but not all, fields. ,. ,. Many other graduates choose to embark directly upon careers in a variety or nelds. Th.err undergraduate background - especially its scope and its emphasis on thoughtful inquiry and subsequent application of pnnciples has been found to be an excellent preparation for employm:mt. ~t John's refuses to accept the imposition of preprofessional specialized reqrurements o:n its liberall curriculum. The College believes that to educate m~nand women requires less, and yet far more, than is required to satisfy the shifimg standards of conventional specialized education. �THE ACADEMIC ORDER I 37 36 I ST. JOHN'S COLLEGE The following table shows the professions or fields of ~dvanc~d study entered by one or more St. John's graduates; law, mathematics, philosophy, education, medicine, and theology have attracted the greatest numbers. Acting Advertising Agriculture Archeology Architecture Art Biochemistry Biology Bio-physl.cs Business Administration City Planning Computer Programming Dentistry Drama & Playwriting Economics Education Engineering Finance Geology Government Service History History of Art History of Science International Relations Journalism Languages Law Library Science Literature Logistics Management Mathematics Medicine Meterology Music Nursing Oceanography Philosophy Physics Political Science Psychology Public Administration Scientific Research Social Anthropology Social Work Sociology Systems Analysis Theater Arts Theology Writing THE ST. JOHN'S DEGREE OF MASTER OF ARTS A tutor who has completed two years of teaching at St. John's may receive a Master's degree in Liberal Arts. He must petition the Instruction Committee for permission to present himself as a candidate for the degree. He must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. THE GRADUATE INSTITUTE IN LIBERAL EDUCATION A graduate program, leading to the M.A. degree in the liberal arts, is conducted by the Graduate Institute year-round on the Sante Fe campus and during the summer in Annapolis. It is designed for graduates of colleges other than St. John's and is particularly well suited to the needs of high-school teachers. The program, which is based on the St. John's list of readings, is divided into four subject areas: Politics and Society, Literature, Philosophy and Theology, and Mathematics and Natural Science. Each summer session lasts eight weeks and consists of seminars, tutorials, and preceptorials. The seminars are modeled on those of the undergraduate college; they are limited to about twenty students. The tutorials are smaller classes devoted to the close reading of texts. In the preceptorial the student chooses a topic pertaining to one of the books studied and, under faculty guidance, writes a long essay. For each section of the program nine credits are granted. All four sections are required for the degree, though students who have previous graduate credit may be eligible for the degree after three summers. The sections may be taken in any order. More detailed information and a separate bulletin may be obtained by writing to the Graduate Institute in Liberal Education, St. John's College, Santa Fe, New Mexico 875ill or Annapolis, Maryland 21404. DIRECTORY INFORMATION AND RIGHT TO PRIVACY In compliance with the Family Education Rights and Privacy Act, the College retains the right to publish at its discretion the following categories of information with respect to each student presently or previously attending the College: the student's name, address, telephone listing, date and place of birth, field of study, participation in officially recognized activities and sports, dates of attendance, degrees and awards received, and the most previous educational agency or institution attended by the student. As required by the Act, the College will provide public notice annually of its intention to publish such directory information. Students have a right to inform the College within a reasonable period of time that any or all of this directory information should be withheld. The College will respect any such request for privacy. Freshman Chorus, Santa Fe �38 I ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE The College is well aware that physical activities, artistic expression, and. light-hearted recreation are necessary complements to an intellectual life and it is committed to providing the facilities, funds, and support needed to make them available. Generally, such activities in Annapolis are under the sponsorship of the Student Polity. In Sante Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. THE ANNAPOLIS CAMPUS Since its founding as King William's School in 1696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 persons is occupied principally with the government of the State and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the fish, crab, and oyster industry and the sailing and recreational activities of the Chesapeake Bay; and with the liberal education of students at St. John's College. The campus of thirty-six acres lies in the Historic District, adjoining College Creek, one block from the State House and across the street from the Naval Academy yard. The fifteen buildings include 18th century historic homes (now classrooms, offices, and a dormitory), 19th century Victorian structures, and 20th century buildings designed to complement the older ones. There are six student dormitories, offering single and double rooms. The community of students has governed itself since 1945 with elected officers and delegates representing each dormitory and the off-campus constituency. The Student Polity representatives, called the Delegate Council, meet once a week to hear requests from students for funds, to allocate time and use of facilities such as the student kitchen, to remind students of their responsibilities to the College community, and to express student opinion on common problems. The Delegate Council also meets once a week with members of the College administration to discuss problems of mutual concern and maintains a Student Instruction Committee to discuss and recommend curriculum changes. A Food Committee works with the dining hall manager to develop satisfactory dishes for the regular and vegetarian menus. Since 1968 The Collegian, a weekly student newspaper, has provided a second medium for expression of opinion to the community as a whole. Controversy ranges from petty to vital; creative writing and news take up the rest of the space. Students are also welcome to contribute work to The Reporter and The College, the two official publications of St. John's College. Extracurricular organizations at St. John's are generally informal. Some continue year after year while others spring up and die out as the individual members of the community come and go. Many extracurricular activities grow Dining Hall, Annapolis· �40 I ST. JOHN'S COLLEGE directly out of the curriculum as students' Lnterests overflow from the classroom. The past year has seen small classes-some led by students, others by tutors-in harmony, Latin, German, the New Testament, the Bible, Leibnitz (his papers on calculus), and special aspects of chemistry and biology: Other activities stem from interests independent of the College curriculum. Most proll\inent among them have been those of the Garden Club and various classes in dance and martial arts. Theater life is active. Each of three drama groups offers a specialty: the King William Players stage one or two classical plays a year, the Modem Theater Guild performs one or two modern works, and the Dwarf Players produce several one-act plays. In 1977-78 these groups produced The Night of the Iguana, The Importance of Being Earnest, and Le Misanthrope, Every weekend the student film dub presents foreign and domestic films the dassics of cinema art Additional film series, in.duding The Ascent of Man and Roots have been shown during the week T'nere is also a special winter film series on Wednesday nights. Music is pursued in groups and individually: Voice and instrumental ensembles train new members and perform at College events. The College provides practice rooms and pianos and a music library of scores and recordings. Private can be arranged on campus or in toV'm. Individual artistic expression needs a time for training and a place to work Permanent facilities such as the art studio, ceramic studio, woodworking shop, photography darkroom, and stage floor provide places to develop specific skills, The College also maintains a small art gallery staffed by students. Recent shows of works Roualt, Daumier and Hart have been held there. An ex.hibit each spring displays work members of the College An artist in residence photography, woodteaches classes coordinates exhibits, Classes in and painting continue throughout the of community life where students tutors meet come in varieties . The Sociery of Bacchus arranges rock dances, and community gatherings including the Halloween Masked Ball, Ball, Christmas Party; and the Spring Cotillion, square jazz parties occur once or tvvice a year, A the spring, "'"'~'-'""'· begins with student skits and and, after a parade up or,ovtdE~s a full day of athletic '-'-'"'c'"" events on campus concerts and informal lecspeakers, of all den.orrrinc1synagogues is avail.able on request), concerts, plays, historic tours, sailing, the Naval Academy; hiking, cycling, State conununily service etc Washington, D. both vvithin an offer activities, museums, and stores too nurnerous to mention here, RESIDENCE & STUDENT LIFE / 41 AJHLETICS Since 1939, when intercollegiate athletics were abolished th · tr l spo-·ts p h fl ·h d , e in amura 1, rogra~ .a~ ouns~ e . ~~ou'. two-thirds of the students, both men ~nd w?men, particrpate actively m mdividual and team sports. The Director of ~~e,ti~s and,tw~_student assistants schedule events and coordinate use of the _a ,tie_,, which mdude a well-eqrnpped gymnasium, large playing fields temus courts, and a boathouse with a number of sailboats and othe n' craft, r sma Four men's and four women's teams compete in field hocke tou h football, soccer, basketball, volleyball , softball, and track , ea ch 1n hS y, · ~~ season c . o Doubles an d smgle players compete in tennis handb-" s h -· ' ·. . ddl , dll, quas , ren~ng, pa .,_. ebal1: ~~d table tennis, Sailing, canoeing, and rowin a:re non co,mpetiave actiVJ.ties offered purely for enjoyment, Excellence in sp!ts is recogruzed and e,ncournge~ by~ individual and team awards; enjoyment of sports is the most unportan.t IlUH of the athletic program and is its own reward, �RESIDENCE & STUDENT LIFE I 43 THE SANTA FE In the early 1960' s the College decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West rather than sacrifice the virtues of a small campus. SL John's College in Santa Fe was opened in the fall of 19M in New Mexico's city, founded in 1610 by Spanish colonists. Its population of 60,000 people is occupied principally with the government of the State and of Santa Fe County; with cultural pursuits in the fine arts, museums, and opera; and with archaeological and historical research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of American mdian Arts, the College of Santa Fe, and the University of New Mexico in Albuquerque. Sixty miles to the south, Albuquerque provides the at!I-adions and conveniences of a city of 400,000 people, The campus of 300 acres lies in the southeast comer of the City, two miles from the historic Santa Fe Plaza and the Palace of the Governors, The architecture of the Santa Fe campus reflects the territorial style introduced in the state during the last century, The campus, at an elevation of 7,300 feet, overlooks the Santa Fe valley and offers superb views of the Jemez, the Ortiz y Pmo, and the Sangre de Cristo mountain ranges. The campus Lndu.des a classroom building, a laboratory; a student center, a music and fine arts building, an administration building, and tvm dusters of dormitories. A library, dining and infirmary are also located in these buildmgs. l';Jina S. Garson Reflecting Pool, Santa Fe View from Dining Hall, Santa Fe �44 I ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE I 45 Each of the sixteen dormitories on campus houses from twelve .to eighteen students and serves as a smaller community of friends ~thin t~le College. More than half the rooms are singles. The ot~ers are demi;ne~, i,ri suites of two or three rooms to provide each student with the pnvacy 01 tns own quarters and at the same time close compa~onshlp vvit.~ a ~ello': student The head resident helps students arrange to live m dorm.none~ with others who share similar opinions about smoking, loud music, and so on in a dormitory area. In addition to the two dormitory complexes on c~mpus, students are also housed in a rambling twenty-room adobe house wlnch was bequeathed to the College by the po~t Witter Bynner. . .. , Students in Santa Fe find i.t effective to work out problems and ideas on an individual basis with administration and faculty, rather than through the machinery of a formal student government, since both the size of the Coll~ge and the form of the Program are conducive to inforn:al <and_?ITect .com~L~ruca­ tion. There are permanent student representatives w ihe J:<manaal fa.id ~om­ mittee and the Board of Visitors and Governors. Students ~lso belon? to advisory committees which concern themselves with such thmgs as Fnday night lectures or the food service. . .. . . . . Santa Fe students and faculty have 1mtiated ~ w>.de vanety of ex.rracurr.xc;ular activities including the artistic, the acade1mc, and the athletic. ~~snc is by extracurricular classes m pamnng, weaving, ballet, and modern dance .. The art studio m the darkroom, and the poth::rj stu.dio . appro""1·hr1a~. for these activities. The College's art · to a nev-r show by professional artists each mor~th. . ~rt at the end of the school year, and award.s are given !Or achievement in pottery, photography, drawing, painting, and in makin2' jewelry. Au verso, the literary magazine of the College, is published twice~ year. H contains essays, artworks, poetry, short stories, and photography from students and faculty alike. Musical P.erfo:rmances ~f many kinds are given by students through the Colleg1um.M.us1cum. Formed m order}? stimulate musical a~tivi1r on campus, the association provides members 01 rhe College commumty 'V'11th an opportunity to perform before a small, receptive audience. Through this organization students and faculty who play instruments or who sing can find teachers and fellow musicians with whom to study or perform. The St. John's Chorus and the Madrigal Singers also give recitals. The College provides numerous keyboard instruments including two grand pianos and a harpsichord for student practice and performance. Practice rooms are available in the Fine Arts Building. The Collegium Theatricum produces two or three plays each year. It also organizes evenings of soliloquies and one-act plays, Funds and equipment are the Sb.ldent Activities Office. The directing, acting, costumes, and lighting are done by interested stildents and facult)c The St John's Film Society is organized by students to provide a 1!\7i.de variety of dassic and current films for the College community every Sarurday night Many students are attracted to the town of Santa Fe by its crafts, music, theater, and visual arts. Others have participated in tutoring in elementary schools, counseling for the Santa Fe crisis center, working at the local health-food co-op, or mother local activities. The St John's bus takes students into tm11m twice a day, and groups of students may borrow a college vehicle for �RESIDENCE & STUDENT LIFE I 47 46 I ST. JOHN'S COLLEGE special events in Santa Fe, Albuquerque, or other surrounding ~eas. Most students come to St. John's with definite interests outside the scope of the Program and pursue these interests in extr:-icurri?11ar classes and discussion groups both on and off campus. Informal discussions of c~ntempo­ rary literature, forums on public concerns, and slide shows on ar~ history_ are frequent on-campus activities, as are language study groups m Russ~an, German, Spanish, Italian, and Hebrew. Students preparing for entra~cemto medical school have attended classes at the University of New Mexico, ~os Alamos branch, under the sponsorship of the C?~ege. Th<:>rne Fellow~~ps also give students financial support toward fulfilling medical prereqUlsites during the summer months. ATHLETICS The Student Activities Office coordinates a volunteer athletic program which offers opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. These last two are sports in which St. John's challenges other colleges and universities, and the College usually has one of the finest fencing teams in the Southwest. There are indoor facilities for judo, karate, tai che chuan, weightlifting, gymnastics, and fencing, but during much of the year these activities can be done out-of-doors. Intramural programs in tennis, soccer, track, volleyball, football, and badminton are conducted at the College's facilities. A men's soccer team and a women's soccer team both play with other teams in the area and are hosts to several tournaments in the fall and spring. The St. John's basketball team competes in a city league. Santa Fe's municipal swimming pool is reserved for St. John's one night each week. A horse corral on the campus is available for student and faculty use; horses may be hired at a nearby ranch. The adjoining Sangre de Cristo Mountains provide hundreds of square miles of forest and wilderness areas for hiking and camping. Here the St. John's Search and Rescue unit trains regularly in techniques of map reading, first aid, wilderness survival, rock climbing, and cliff evacuation. The team is called out in emergencies several times a year; students have permission to be absent from campus in the event of a search or rescue. The Santa Fe ski basin (seventeen miles to the North) and the Taos ski basin (two hours away by car) offer fine slopes for both beginning and advanced skiers, and several cross country ski trails branch off from the ski basins. Students may borrow skis, boots, and poles from the College, and the St. John's bus provides transportation. When the weather is warmer the Student Activities Office organizes excursions down the Rio Grande by kayak, canoe, and rubber raft with overnight camping along the way. BOTH CAMPUSES RELIGIOUS ACTIVITIES The Charter of 1784 established St. John's College as a non-denominational institution. In its early years there were some ties with the Protestant Episcopal Church, but these no longer exist. The College schedules no formal religious services, except for the annual baccalaureate service before commencement. Attendance is voluntary, in consonance with the Charter. Many tutors and students attend church or synagogue in town. It is customary for extracurricular Bible classes to be conducted by tutors of the College. FAOLITIESFORSTUDENTS As in Annapolis, waltz parties, rock parties, and such regular events as the Fall Festival (in the mountains surrounding the College), th~ Halloween Costume Party, the Fasching Ball, the Graduation Ball, and Reality Weeke~d provide occasions for informal gatherings of tutors and students. Reality Weekend includes a talent show, a parade from the Plaza to the College, a picnic, and athletic competition. The College Bookstore on each campus has all the books and supplies the student needs for his classes. It also maintains a stock of books related to all phases of the program, and books of more general interest. It is operated without profit. As supports for an active social life, the College provides on each campus a coffee shop and a junior common room for the use of all students. In addition, there are smaller social rooms, comfortably furnished. �48 I ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE / 49 DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming student to make proper use of the support that other students can give him in his college life. Unmarried students not living at home are required to live in the college dormitories and to take their meals in the college dining hall, unless they obtain permission from the Assistant Deans to live off-campus. . The College currently can offer no married student housing at Annapolis, but does, on a limited basis, at Santa Fe. Students who wish to have married student housing must find suitable housing off campus and should allow time for this. Room assignment is the responsibility of the Assistant Deans. Returning students have the privilege of drawing for rooms before they leave for the summer vacation. Students are not permitted to remain in residence during winter or spring vacation on either campus. DINING HALL The dining hall on each campus is operated by a catering service. A vegetarian menu is available. Resident students are required to eat in the dining hall. Exemptions for medical reasons are granted only upon examination and recommendation by the College Physician. PLACEMENT OFFICE The Placement Office serves student needs in two especially important areas. First, it provides essential information for those students planning to continue their education in graduate programs and professional schools across the nation. The Director of Placement also offers assistance and counseling to those students who wish to embark upon careers immediately after graduation. STUDENT EMPLOYMENT OFFICE An employment service, initiated and run by students, locates off-campus jobs. P~arily, it s~eks part-~e employment for students during the acadenuc ye~r, but it can also aid students looking for full-time summer employment m the local community. INFIRMARY SERVICE Well-equ_ipped infirmaries are maintained at both campuses, each under the ~upervis10n of a Co~ege Physician and a College Nurse. A daily medical report is sent to the Assistant Deans. A psychiatrist or clinical psychologist is available for consultation. RULES OF RESIDENCE So<;ial order and t~e well-being of each student make necessary certain rules of residence goverrung the use of dormitories. These rules have been decided upon. by the Dea:i ~ consultation with students and the faculty. Every ent~rmg student is informed of them, and returning upperclassmen are reminded of them each fall. The rules differ in certain details on the two campuses, thou~h in g~neral they follow the same pattern. The acade~c and mt~~ctual life of the community is inseparable from the communal life. The building of a good community requires the faculty to show respect for the indi~duality of each student. All students agree to abide by the rules and regulations promulgated in the Student Manual published annually by the College. St. John's assumes that the students will respect not only t~e enacted rules but also the community-accepted canons of decent beha_vior. _In extreme cases, where these canons are flouted, the College may reqmre withdrawal of the offending student. PROPERTY DAMAGE The Coll_ege provides a housekeeping staff to care for the dormitories. The College inspects the rooms perio~cally and repairs at the expense of the occupant or occupants any dornutory room and furniture that have been damaged beyond n~rmal wear and tear. Any damage to college property is charged to the caution fee of the student or students responsible for the damage. The College is not responsible for the loss of, or damage to, any student property resulting from fire, theft, or any other cause. �50 I ST. JOHN'S COLLEGE ADMISSIONS I 51 The standards which applicants are selected for St" John's are special, and prospective students find it rewarding to write the essays that constitute an application to the Collegeo People who apply want an education that consists of careful reading and consideration of the most demanding of serious conversation in which they will learn to see deeply into others' ideas as well as their own; and of active participation in their own educationo Educahon at St John's is a common Each student has a considerable effect on the life and learning of the comnmnity: Most who consider St. examine themselves carefully before applying so that when do are saying to themselves and to the College that they want to engage life of reason and believe can take pleasure in it. In vvriting essays, many determine their own appropriateness as St. John's others eliminate themsel,res as applicants, deciding that their interests and those of the College do not coincide. for the most part, they select themselves" Some are rejected, of course, but a wide variety of students is accepted each yearo The purpose of the admission process is to determine -whether an has the necessary preparation and ability to complete the St" satisfactorily The Admissions Committee - ten tutors and the of Admissions on each campus - regards the application as being a from the ''Do you think I am ready to from the progTam of studies at John's 7 " . In the essays, applicants are asked to discuss their educati?n, Pvnc>r1Pn with books, reasons for choosing SL John's, summer or post-high experiences, and some particularly valuable they have had. A number of topics is also suggested. The essays are designed to enable to give a full account of themselves. They can tell the Committee much more than statistical records reveal Next the Committee considers the applicant's academic achievement and promise. Previous academic records-the secondaq school report and college if there is one-show whether an applicant has the habits of study necessary at St John's. Letters of reference, particularly those o~ teachers,o are carefully read for indications that the applicant has the matunty, self-dwapline, ability, energy, and initiative to succeed in the St. John's prograrno S1: John's attaches little importance to "objective" test scores, and no is accepted or rejected because of such scoreso Ilie Committee's decisions are not influenced by the race, religion, sex, or national or ethnic origin of an applicant, nor other factors um·elated to the work of the College" The application a of personal data. Need for financial assistance does not affect the Committee's densions on adm:issiono 0 0 , St John'os has decided to remain a small college. The enrollment is about 375 students m and 300 in Santa Fe" The size of each class is hrnited on each campus. Most freshman classes are about equally divided between ~en and womeno Classes enter in late August and January m Santa Fe, in e>eptembe:r and January in Annapolis. New students are emolled only as freshmen; a fourth or more of each entering class have done one, two, or even three years of college work elsewhere. These students, despite good records at other colleges, their advanced standing to take part in the St. John's program" Freshman who enter in January stay on campus the following summer to complete the first yearo They can thus graduate year earlier than if they had their entrance until the following falt The class is of interest to students who come to St John's from other colleges, or who have lTaveled or worked since graduation from high school, or who wish enter St John's immediately after the first semester of their senior year of rugh schooL a ;o J �52 I ST, JOHN'S COLLEGE REQUIREI\IIENTS ADMISSIONS I 53 St John's has a policy of rolling admissions, There is no application deadline, but applications for both fall and January classes should be submitted as early in the year as possible, Because there are occasional vacancies in classes due to last-n:tirmte withdraw<ils, students who wish to apply late in the year should contact the Admissions Office for particulars, As soon as the application essays and supporting documents are assembled, the application is reviewed by the Admissions Committee, The applicant is notified of the committee's decision in about two weeks, Upon notification that his application has been accepted, an applicant has the option to enroll on either cmnpus. In order to secure a place in the entering class, he must submit a non-refundable deposit of $150 to the Admissions Office on the campus at which his aplical:ion was processed, together with a statement specifying the campus he wishes to attend, Deposits are accepted on a first-come, first-served basis until the ente1ing class is filled, ff the is also a candidate for financial aid, the deposit will be accepted with understanding that it will be refunded if satisfactory aid cannot be offered. If the entering class on the fast-choice campus has already been filled, the deposit may be auton<atically transferred to the other campus, provided space remains in that ente:dng class. It may also be used to secure a place on the waiting list or in a subsequent class on the student's first-choice The deposit will be applied to the first fees. All financial aid will be made from the campus on which A physical examination is required of each student before registration, A form for repmting the examination, along with other registration materials, will be sent to each student piior to the date of emollment but after receipt of the $150 U'C~JV<:>JLL Once enrolled on either campus, a student may transfer to the other at the heg'uming of any academic year, provided his record is in good standjng and he notifies the Dean's Office of hls intentions by March 1. If the student "Nishes to apply for financial he must also file his new financial aid forrn.s 15. AJI such transfers are subject to the Deans of campuses, foauiries should be addressed to the Director of Admissions, St. John's College, Annapolis, 21404 (Tel 3011263-2371) or Santa Fe, New Mexico 87501 (TeL Anyone who is considering the possibility of entering St. should see the College for himself It is pmbably wise to get first~ hand advance knowledge of any mllege one may be thinldng of attending, but it :is especially vvise in the case of St because of its unique curriculum and teaching methods, Vvhile on campus the visitor may attend a seminar on or Thursday evening at 8:00 p,m,; attend tutmials in language, and music; visit a laboratory; be interviewed the Director of Ad.missions, a �54 I ST. JOHN'S COLLEGE member of the Admissions Committee, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit · the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Wednesday or from Thursday to Saturday on the Annapolis campus, from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be session during the time of the visit. Persons planning to visit should telephone (301-263-2371 for Annapolis or 505-982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for the visitor will be transportation. He will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and forinal lecture. The seminar readings can usually be located in inexpensive paperback editions in the College Bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens and soap are provided by the College. If a visitor arrives weekdays between 9:00 a.m. and 5:00 p.m., he should go to the Admissions Office. Weekends and any day after 5:00 p.m., he should go to the Admissions Office. Weekends and any day after 5:00 p.m., he should go to the College receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe. TRANSPORTATION The Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine (less than $5) goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis and the driver will let one off at the campus if he asks. Buses from Washington are less frequent and arrive at the Annapolis Greyhound Bus Terminal (about six blocks from the College). By car one takes Route 50 from Washington or Route 2 from Baltimore. A limousine service from the Albuquerque airport to Santa Fe also is available. Called the "Shuttle-jack," it leaves the airport seven times a day and costs $10.00 one way. Greyhound and Continental bus lines pass through Santa Fe. Amtrak stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. FEES & FINANCIAL AID I 55 FEES & FINANCIAL AID The College beli~ves that qualified applicants should not be derued the opportunity to attend St. John's College because of limited finances. St. John's therefore maintains a financial aid program to assist eligible students to the greatest extent possible ~thin the limits of the College's resources. With very few exceptions, financial aid awards are made solely on the basis of need. A. The follo~g principle~ ~~derlie ~t. Jo~'s financial aid program: 1. The pnmary responsibility for finanang a college education lies with the student and the student's parents. The College can offer aid only to supplement funds the family provides. 2. Th~ ability of. a 1fa~y t~ meet college expenses is determined by assessrng the family s financial strength in terms of income assets debts and additional children to be educated. ' ' ' 3. Financial aid may be in the form of a grant, loan, or part-time empl~yment and will be offered to all students as a package which combrnes one or more forms of aid. 4. In keeping with the philosophy that students should contibute to their ( �56 I ST. JOHN'S COLLEGE educational expenses, self-helpis the first component of a financial aid award. At St John's self-help consists of a part-time job and an educational loan. 5. The total amount of financial aid the College offers a student may not exceed the student's demonstrated financial need. 6. Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid. . 7. Students receiving financial aid must meet the criteria for maintaining satisfactory proo-ress in order to retain their award (see page 61). 8. Financial aid awards are made in accordance with the provisions of Title VI of the Civil Rights Act of 1964 and Title D< of the Higher Education Amendments of 1972 which prohibit discrir11ination on the basis of race, color, sex, creed, or national origin. R The procedme for applying for financial aid is as follows: _ . . L Applicants for admission who also plan to apply for financial md should so indicate on the Apphcation for Admission form in the back of this catalogue. The College's financial aid application vvill. be sent automatically upon receipt of the Application for Admission, but students who wish to obtain the form earlier may request it at any time from the Admissions Office 2. Applicants must also file the current Financial Aid For:n v"!-th t~e Scholarship Service in Princeton, New Jersey or Berkeley, Calliorrua. This form perrruts applicants or their parents to present a detailed account of the family's financial position. H may be obtained from either secondary schools or the Adrrrissions Office at St. Joh_n's. 3. Candidates for financial aid from the College must first establish their for the Basic Educational Opportunity Grant (BEOG), a Federal ~~~~,-~"~ described in section D below. The College Scholarship Service's iruuic.iu! Aid Fann enables candidates to indicate that they wish to for a BEOG. Students should so indicate. No financial aid <rvvard made the College until eligibility for the BEOG has been reported; no award be finalized until the student submits his copy of the BEOG Student Eligibility Report to the Financial Aid Office. 4.. As part of the for financial parents of dependent applicants and who claim self-supporting status an offlcial copy of most recent Federal Income Tax Return. 5. Self-supporting sh1dents are required to meet the Federal definition of independence and have an affidavit of on file in the Financial Aid Office. This form will be mill.led to parents or guardians upon receipt of the Financial. Aid Forrn ii the applicant is dairn:iJ.•g self-supporting status. 6. Residents of Connecticut, the Distiict of Columbmr Massachusetts, Rhode and Vermont must for a State scholarship. Residents of IVfan;land applying to or Annapohs must for the State Scholarship. applicant who has previously attended an inslituJ:ion of higher education must a Financial Aid from that instli:utlon. Finanaal A.id can be obtained from the Office. 8. Students applying and receiving financial aid fror.ci St. required to nolify the Financial .A.id Office of any scholarships, grants, employment, or other financial benefits for which they FEES & FINANCIAL AID I 57 become eligible; any change in their or their and changes of name, marital status, and address. C financial situation; Following are the deadlines and notification dates for financial aid: FRESHMAN CANDIDATES ~lthough t~e Coll~ge has ~o. deadline for receipt of financial aid applications, candidates ror adrmss1on who are m need of financial assistance should indicate that need as soon as possible. The Financial Aid Form! BEOG Appli~ation should be filed with the College Scholarship Service as soon as poss1ble after January 2 in the year in which the candidate wishes to be admitted. Those who wish to enter in January should submit the FAF/BEOG as early as possible in the preceeding yearo Likewise, the SL John's Fit<ancial Aid Application should be filed with the Financial Aid Office as soon as possible after its receipt by the candidateo Applicants should note also that the earlier their aid application is received, the better the chance th;;it their financial need can be fully met. Candidates for admission applying ~f~er March 1 for financial aid have a significantly lower chance of rece1vmg all the funds for vvhlch they are eligible than those applying earlier. RETURJ\l1NG STUDENTS Applications are due by March 1 from enrolled students who are returning to the College and reapplying for financial aid or are applyin<>- for firnmcial aid for the first time. Begirming on December 1, the Financial Aid Office will provide the necessary Financial .Aid Form, which should be cornpleted and filed with the College Scholarship Service on January 2 or as soon thereafter as possible. Students whose financfaJ aid credentials are received the Financial Aid Office prior to the March 1 deadline vvill be notified the decision on i:heir application on April 1. Appli.cal:i.ons completed after rvfarch 1 will not be considered until awards have been made for applications completed before the deadline. Awards based on applications completed after the deadline v.rill not be mailed until after April 15 . - Students whose applications for financial aid are received after the deadline will not be - denied consideration for assistance, but the availability of funds for them cannot be guaranteed. D. Funds for financial aid awards from the College are available from the sources listed below. Except for the Federally Insured/Guaranteed Student Loan, applicants need not apply for funds from any of these specific sources. All these sources are automatically considered in up the College's financial aid awards. ST. JOHN'S GRAf·JTS Funds for its grants are provided by the College from its own resources, and all awards are m.ade on the basis of financial need. ST. JOHN'S SPONSORED NATIONAL IvIERIT SCHOLARSHIP (Santa Fe) The College sponsors National Merit Scholarships for finalists in the National Merit competition. Finalists who list St. John's College, Santa �58 I ST. JOHN'S COLLEGE Fe, New Mexico, as their first choice and who have been admitted by March 1, are eligible for the College sponsored National Merit awards. Winners are chosen according to merit. Stipends in excess of $250 are determined by financial need. Awards are renewed annually and those recipients who wish to be considered for stipends in excess of $250 should apply for financial aid each year. BASIC EDUCATIONAL OPPORTUNITY GRANT (BEOG) This Federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Basic Grants are intended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Basic Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT (SEOG) The College awards SEOG' s to incoming freshmen and enrolled students each year. These grants are made to students who have e:cceptional financial need and are unable to pursue a course of study without the grant. Eligibility for SEOG is limited to $4000 for four years of study in pursuit of the first baccalaureate degree. This grant must be matched dollar for dollar by a National Direct Student Loan, College Work Study, the Basic Educational Opportunity Grant, and institutional grants or scholarships. No repayment of this grant is required. COLLEGE WORK STUDY PROGRAM (CWS) This program permits the College to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session. NATIONAL DIRECT STUDENT LOAN (NDSL) These loans are made by the College directly to students using funds provided, for the most part, by the Federal Government. The maximum loan for four years of undergraduate study for the first baccalaureate degree is $5000. No interest accrues and no pay t ~s re9-uired while the borrower is enrolled at the College. Repayment begms nme months after the borrower terminates attendance at the College. There is provision for deferment if the borrower returns to at least half-time study at another institution. Depending on the total loan commitment, the repayment may extend over as many as ten years. FEDERALLY INSURED/GUARANTEED STUDENT LOAN (FISL/GSL) These programs enable a student to borrow directly from a bank, credit union, savings and loan association, or other participating lender who is willing to make the educational loan. The loan is guaranteed by a State or a private non-profit agency or insured by the Federal Government. Any FEES & FINANCIAL AID I 59 student whose family income is less than $25,000 per year or who demonstrates the financial need is eligible for one of these loans up to $2500 per year. However, most lending institutions and State agencies limit borrowing to $1500 per academic year. No interest accrues and no payment is re~uire~ while the borrower is enrolled at the College. Repayment begms rune months after the borrower terminates attendance at the College. There is provision for deferment of payment if the borrower returns to full-time study at another institution. Depending on the total loan commitment repayment may extend over as many as ten years. 1979-80 STUDENT BUDGET* FALL FRESHMEN Annapolis dependent/independent $4750 $4750 175 175 800 800 1000 1000 50 50 450 630 400 Annapolis dependent/independent $4350 $4350 175 175 700 700 Tuition Books Room Board Caution Feel Personal Expenses Transportation2 Santa Fe. dependent/independent $4750 $4750 150 150 800 800 1000 1000 50 50 500 600 JANUARY FRESHMEN Santa Fe dependent/independent $4350 $4350 150 150 700 700 Tuition Books Room _3 _3 _3 _3 Board 50 50 Caution Fee 1 50 50 360 500 Personal Expenses 450 500 330 Transportation 2 *Fees are subject to change without notice. 1Covers breakage and is refundable. 2The Annapolis transportation allowance for dependent students is the cost of two round trip air fares to the major city closest to their homes to a maximum of $600 for distances greater than 400 miles; the transportation allowance for distances less than 400 miles is 10¢ per mile. Santa Fe transportation allowance for non-New Mexico residents is the cost of one round-trip air fare to the major city closest their home. New Mexico residents are allowed two round trip bus fares. 3 Undetermined at time of publication. BILLING AND DEPOSITS Billing is done prior to each semester. The total for the year may be paid at the first billing, or payment may be made in equal parts at each of the semester billings or in monthly installments that may be spread over as much as seven years. First semester fees for freshmen are due on or before August 1. Those who wish to use the monthly installment plan should inquire of the Tueasurer about commercial tuition loan plans available. Students with outstanding debts to the College may not register for classes at the beginning of the second and subsequent semesters unless they have made appropriate arrangements with the Tueasurer. Since determinations affecting students, faculty, and physical facilities must be made well in advance of the beginning of each academic year, the �FEES & FINANCIAL AID I 61 60 I ST. JOHN'S COLLEGE CRITERIA FOR JUDGING SATISFACTORY PROGRESS College must know in April which returning students will register in September. A deposit of $100 on the fees for the following year is therefore due on or before the first Monday in April for prospective sophomores, juniors, and seniors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, he may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, military service, academic dismissal, or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which he made the deposit, the deposit is forfeited, and he must make a new deposit to fecure his place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the college rreasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $50, called the Caution Fee, which is subject to charges for laboratory breakage, damage to or loss of college property, and other minor mishaps. This fee is paid once at the beginning of the Freshman Year, but each student must bring the balance (after damages assessments, if any) up to the full $50 at registration each semester. If unused, it is refunded on request at the end of the academic year or when a student leaves the College. Each graduating senior must pay a Commencement Fee of $25 at the beginning of the second semester of the Senior Year. Veterans and social security recipients qualified to receive educational benefits through the Veterans Administration may arrange with the 1Ieasurer 's Office a schedule for the payment of fees. These arrangements must be made prior to the beginning of the academic year and after the veteran has received proper certification from the Veterans Administration. Provisions .of ~e. Higher Edu~ation. Act of .1976 require that each post~ecoi:dary ~stitution make available information concerning the criteria for Judgmg satisfacto~ progress. The criteria for St. John's College are as follows: Any student is dee~ed to ?e making satisfactory progress if at the end of the current semester he is perrmtted to enter the next semester and if that next semester will not include the repetition of any work. Thi~ permission is normally granted by a committee composed of all of the student's tutors the "Don. R~g <:=ommittee." At the end of his Sophomore year, however,' this per1:111ss10n is granted ?Y th~ ~ean and the Instruction Committee iri the light of his overall work dunng his first two years. At the end of the first semester of his Senior year .it ~s granted ain:iost automatically. The Don Rag Committee grants the perrmss10n only after it has assessed his current semester's work in all parts of. th~ Program and has approved its quality. This assessment is conducted m his presence by all of his tutors in common. . In excep~onal ~cumstances a student is permitted to begin a semester with the speoal requirement that he meet certain conditions during the course of the semester. In these cases the _student is deeme~ to be making satisfactory progress unless the Dean deterrmnes that the conditions have not been met. When the conditions have not been met, the Dean, in consultation with the Instruction Committee, decides what further determination is to be made of the case. If the student is still permitted to remain in the College he is deemed to be making satisfactory progress. ' REFUND POLICY VETERANS If a student withdraws or is dismissed during any semester, a refund of fees for tuition will be made according to the following schedule: The first two weeks: 80% The third week: 60% The fourth week: 40 % The fifth week: 20 % The sixth week and thereafter: no refund The above schedule also applies to room and board in Annapolis. In Santa Fe, a refund on fees for board will be made on a pro rata basis; there will be no refund made for room fees. If applicable, refunds will be made to students only after refund payments are first made to such federal and state funds as the Basic Educational Opportunity Grant Program, the Supplemental Educational Opportunity Grant Program, the National Direct Student Loan Program, the Federally Insured/Guaranteed Student Loan Programs, State Student Grant or Scholarship Programs, and to any institutional financial aid programs. Enrolled students due refunds because their financial aid exceeds monies due the College will receive those refunds in accordance with a schedule of payments determined by the Financial Aid Director on each campus. Refunds for substantiated medical reasons will be on a pro rata basis. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $5 for late registration for each semester. The cost of books is about $175 a year. Class copies of many of the program books are available in the College library. · In compliance with Federal and State regulations, St. John's has developed a set of policies on minimum standards of progress for veterans enrolled at the College. REGULAR STUDENTS 1. ~t. _John's will r:e:port to the Veterans Administration within 30 days all modents of offioal termination or change of status that would affect benefits. 2. Minimun: acceptable grades of a C average are expected. If a student falls below this average and/or his tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the Dean w~o may ~sk the student to leave the College or may place him on acaden:ic proba~on. During that probation period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to t~e Vf>:. A third semester of certification may not be ~anted for VA. benefits without approval of a VA. counseling psychologist. 3. VA. requires that grades be given for all courses undertaken and that all grades be consider~d in arriving at a grade point average. Should a VA. e~olled stu?ent withdraw from any course at any point subsequent to the nudterm pomt of any semester, a grade of F will be assigned. 4. St. John's will report to the VA. when a student has not successfully completed 75% of the credits attempted. 5. St. John's will inform students on VA. benefits of this new policy on minimum standards of progress. �L KING GEORGE STREET DJ IGLEHART . HALL (GYMNASIUM)' . TENNIS COURTS " 2 ~ ~================~ z ;ii HEATING PIANT J(\ •,~'-==-:==~~rJj ~ ~ ~ ~ ~ 0 ~ 00 H z~ m SOCCER FlElD ~ ARROYO CHAM!SA \ ~ l'D ~o !"; 0 \ 0 tJ: z"" en n Legend ~exls~"S mm,uture 0 NINA S. GARSON GARDEN ANO REFLECTING POOL F ~ rI1 '1 m �64 I ST. JOHN'S COLLEGE BIBLIOGRAPHY BOARD/65 BOARD OF VISITORS AND GOVERNORS BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J., and CHARLES VAN DOREN: How To Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER J., and MILTON MAYER: The Revolution in Education, The University of Chicago Press, 1958. AMERICAN LIBRARY ASSOCIATION: Classics of the Western World, with forewords by John Erskine and Everett Dean Martin, 1944. BARZUN, JACQUES: The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., Boston, 1945. BELL, DANIEL: The Reforming of General Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BRUNER, JEROME S.: The Process of Education, Harvard University Press,£ 1960. BUCHANAN, SCOTT: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. ERSKINE, JOHN: My Life as a Teacher, J. B. Lippincott Co., 1948. GOLDWIN, ROBERT A. (Editor): Higher Education and Modern Democracy, Rand McNally and Co., 1967. GRANT, GERALD and RIESMAN, DAVID: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945. HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. The University of Utopia, University of Chicago Press, 1953. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. NEWMAN, JOHN HENRY: The Idea of a University, Image Books, 1959. RICHARDS, I. A.: How to Read a Page, W.W. Norton, 1942. TUSSMAN, JOSEPH: Experiment at Berkeley, Oxford University Press, 1969. VAN DOREN, MARK: Liberal Education, Henry Holt and Co., 1943. OFFICERS Chairman Charles A. Nelson Vice Chairmen Jack M. Campbell 1). Robert Yarnall, Jr. Secretary Mrs. Louise Talbot lli.gg HONORARY MEMBERS ,Uauglas H. Gordon John Gaw Meem ' Mrs. Duane L. Peterson . : Mrs. Harry R. Slack, Jr. Mrs. L. Corrin Strong Ahmet Ertegun New York, NY John T. Harrison, Jr. Stamford, CT Daniel T. Kelly, Jr. Santa Fe, NM Julius Rosenberg Annapolis, MD Mrs. George S. Roudebush St. Louis, MO Charles H. Watts McLean, VA Arnold Wells New York, NY D. Robert Yarnall, Jr. Philadelphia, PA Term Expiring 1980 ; The Governor of Maryland '. The Governor of New Mexico : !fhe President of the College The Dean of Annapolis 'l'he Dean of Santa Fe e Vice President of Annapolis e Vice President of Santa Fe Expiring 1979 Mrs. Bernard Combemale Winthrop, ME Mrs. Lowell R. Ditzen Washington, DC Dr. David Dobreer Los Angeles, CA Stephen Feinberg El Paso, TX Miss Harriet C. Higgins New York, NY Donald R. Kirby Sandia Park, NM Francis S. Mason, Jr. New York, NY Mrs. Carleton Mitchell Annapolis, MD Adolph W. Schmidt Ligonier, PA Theodore H. Smyth Santa Barbara, CA Eugene V. Thaw New York, NY Karl Van Tassel Lake Forest, IL Dr. Dalton M. Welty Hagerstown, MD Term Expiring 1981 Mortimer J. Adler Chicago, IL Thomas M. Carnes San Francisco, CA Ray C. Cave New York, NY Dr. W. Bernard Fleischmann New York, NY James H. Frame New York, NY Miss Mary Gallagher Washington, DC R. Philip Hammond .~ Santa Monica, CA Judge B. C. Hernandez Albuquerque, NM John D. Murchison Dallas, TX Charles A. Nelson New York, NY William W. Simmons Severna Park, MD J. I. Staley Wichita Falls, TX Mrs. Louise Talbot rrigg Santa Fe, NM �FACULTY/ 67 66 I ST JOHN'S COLLEGE FACULTY TUTORS President Richard Daniel Weigle BOA., 1931, MOA, 1937, Pho Do in American Diplomatic History; 1939, Yale University; LLDO, 1957, Washington College, 1958, LaSalle College, 1960, Wabash College, 1965, College of Notre Dame in Maryland, 1969, The Colorado College; LRDO, 1970, Bard College, 1972, Sto Francis College; Litto Do, 1975, SL Mary's College of Maryland; Instructor Yali Union Middle School, Changsha, China, 1931-33; Executive Secretary, Yale-in-China Association, 1934-38; Instructor in History, International Relations and Economics, Carleton College, 1939-42; active duty with the Army Air Corps, 1942-45; Documents Officer, Far Eastern Commission, and Executive Officer, Office of Far Eastern Affairs, Department of State, 1945-49; President, SL John's College; 1949-; Vice Chairman, Maryland Hall of Records Commission, 1952-; Chairman, Commission on Liberal Education, Association of American Colleges, 1955-57, Treasurer, 1963-66, Chairman, 1967-68; Board of Education of Anne Arundel County, Member, 1951-63, President, 1958-62; President, Maryland Association of Boards of Education, 1961-62; Vice-Chairman, Independent College Funds of America, 1967-68; Chairman, Maryland Commission on the Capital City, 1967-77; President, Board of 'frustees, The Key School, 1972-74; rrustee, Yale-China Association; rrustee, St Mary's College of ANNAPO US Dean of the College in Edward Grant Sparrow BolL, Harvard College, 1951; LLBO, Harvard Law School, 1954; JVLJL, Teachers College, Columbia University; 1957; Tutor, St John's College, Annapolis, 1957-, Addison K Mullikin Tutorship, 1971-; Acting Director, Integrated Liberal Arts Curriculum, SL Mary's College, California, 1964-66; Dean, 1977-0 Joseph Winfree Smith, Jr. BAO, 1934, MOA, 1935, University ofVrrginia; IvLDivo, Virginia Theological Seminary, 1938; Pho Do, University of Virginia, 1948; Student at the Institut Catholique de Paris, 1951-52; Deacon-in-charge, 1938-39, Rector, 1939-41, SL Paul's Church, Ivy Depot, Virginia; Tutor, SL John's College, 1941-, Assistant Dean, 1947, Addison K Mullikin Tutorship, 1959-; Acting Direct01~ Integrated Liberal Arts Curriculum, Sto Mary's College, California, 1966-67 Hugh P McGrath RA, 1934, Diploma in Education, 1935, Language Insh·uctor, London County Council, and Language Studies at Universities of Liverpool, London, Paris, Dijon, 1936-40; Armed Forces, 1940-46; Language Instructor, London County Council, 1946-47; Visiting Professor, University of Puerto Rico, 1960; Tutor, St John's College, Annapolis, 1948-, Addison K Mullikin Tutorship, 1968- 0 Curtis A Wilson Bj'L, University of California, Los Angeles, 1945; tvLA, 1946, Pho Do, 1952, Colun1bia University; Tutor, St John's College, Annapolis, 1948-64, 1973-, Santa Fe, 1964-66, Dean, Annapolis, 1958-62, 1973-77; Visiting Research Fellow, Birkbeck College, University of London, 1962-63; Visiting Associate Professor, 1966-68, Professor, 1968-73, University of California, San Diego; Conesponding Member, Academie Internationale d' Histoire des Sciences, 1971-; Andrew WO Mellon Tutorship, 1974-0 Barbara Hop:kins Leonard BOA, Oberlin College, 1937; M50, 1941, Pho Do, 1948, The University of Rochester; Assistant in Zoology, Oberlin College, 1936-38; Oberlin College Scholar, Marine Biological Laboratory, Woods Hole, Massachusetts, 1937; Histological Technician, Department of Pathology, Yale Medical School, 1938-39; Graduate Scholar in Biology, The University of Rochester, 1940-41, Graduate Teaching Assistant in Biology, 1941-44; Visiting Lecturer in Zoology, Oberlin College, 1944-45; Instructor in Zoology; Smith College, 1945-51; Smith College Scholar, Marine Biological Laboratory, Woods Hole, Massachusetts, 1949; Tutor and Assistant Dean, SL John's College, Annapolis, 1951-, Arthur de Talma Valk Tutorship, 1968-; Fulbright Lecturer and Honorary Professor of Zoology, Lady Doak College and American College, Madmai, South India, 1962-630 Douglas Allanbrook Boston University, 1938; Brown University, 1939-41; University ofFlorence, 1946; RA, Harvard College, 1948; Active duty, United States Army, 1942-45; rraveling Fellow, Harvard University, 1948-50; Pupil of Nadia Boulanger, Paris, 1948-50; Fulbright Fellow in Italy - Conservatorio San Pietro a Majella, Pupil of Ruggiero Gedin in Harpsicord and Early Keyboard Music, 1950-52; Teacher of Composition and Theory, Peabody Conservatory, 1955-57; Tutor, St. John's College, Annapolis, 1952-; Member, Corporation of Yaddo, Saratoga Springs, New York, 19710 Eva To H Brann B.A, Brooklyn College, 1950; M.A, 1951, Ph.Do, 1956, Yale University; Fellow of the American Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; rv1ember, Uo So Advisory Commission for International Education and Cultural Affairs, 1975-1977; Tutor, St. John's College, Annapolis, 1957-, Addison K Mullikin Tutorship, 197h Fellow, Woodrow Wilson International Center for Scholars, 1976-77; Arnold Visiting Professor, Whitman College, 1978-790 Bryce DuVal Jacobsen B.A, SL John's College, Annapolis, 1942; farmer and carpenter, 1942-57; Tutor and Director of Athletics, St. John's College, Annapolis, 1958-0 Edward :tvlakolm B.A, 1953, MOA, 1956, University of Virginia; Instructor in Mathematics, University of Virginia, 1955-58; Tutm~ SL John's College, Annapolis, 1958-, Andrew W Mellon Tutorship, 1972-0 Thomas J, Slakey tUL, St Mary's College, California, 1952; M.A, Universite Laval at Quebec, 1953; PhoD., Cornell University; 1960; Tutor, St John's College, Annapolis, 1959-64, 1976-, Santa Fe, 1964-71; Vice-President for Academic Affairs, 1971-74, Associate Professor, College. 1974-76, Sto Beate Ruhm von Oppen B0 University of Birmingham, England, 1939; Art Librarian, Barber Institute of Fine A, Arts, University of Birmingham, 1939-43; British Foreign Office, 1943-51; Institute of International Affairs, 1952-56; Research Staff, Nuffield College, 1956-58; Iv:!icrofilming Project of the Comn1ittee for the Study of War Documents of the American Historical Association, 1959-60; Tutor, Sto John's College, Annapolis, (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History, Smith College, University of Massachusetts, 1964-65; Member, Institute for Advanced Princeton, 1968-69; Member, Center of International Studies, Princeton Uni1969-71; National Endowment for the Humanities Editing Grant, 1978-19790 �68 I ST. JOHN'S COLLEGE FACULTY/ 69 Laurence Berns David H. Stephenson B.A, 1950, Ph.D., 1957, The University of Chicago; Lecturer in the Liberal ,Arts, ~asic P:rocram of Liberal Education for Adults, The Umvers1ty of Chicago, 1950-59, lutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-;.1:ssociate Professm of Philosophy, Rosary College, 1966-67 (leave of absence); Assomne, Clare Hall, University, 1971-72. B.A., Columbia College, 1958; Columbia University, 1960; New Yo:rk State Teaching Fellowship, 1958-60; Director of Men's Chorus, New York Association for the Blind, 1959-62; Music Instructor, Riverdale Country Day School, 1960-61; Chorus Director; Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y Crowell Company, 1961-63; Tutor, St. John's College, Annapolis, 1963-. Samuel S. Kutler B.A., SL John's College, 1954; Graduate Study, American _ _1955-61; As~st­ ant I'Aathematicfam, 1954, Associate Mathematician, 1957, Mathemanrnm, 1961, lhe Johns Hopkins University Physics Laboratory; In;'tn:ctm~ American University; 1960; Visiting Tutor, St. College, Annapolis, 19o0, lutor, 1961-, Andrew W. Mellon 1972-. Ivlichael S. Littleton RD., Hartford Seminary Foundation, 1967; United States Navy, 1955-57; 1htor, W, Mellon Tutorship, 1972-. B.S., 1954, B.A, 1955, 1960; S.T.M:., Union St Joh.n's College, Louis N, Ku.rs Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; MS, The University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, The University of Chicago, 1948-49; ~nstmctor in Physical Science and Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Production Division, South Works, United States Steel Corporation, 1951-54; Instructor in Geology, University of illinois, Chicago, 1954-64; National Science Foundation Science Faculty Fellowship, The University of Chicago, 1961-62; Tutm~ St. John's College, Annapolis, 1964-; Visiting Lecturer, Department of Hydrology and Water Resources, University of Arizona, 1973-7'1. Benjamin Charles Robert B. Williamson B.A, 1955, M.A., 1957, Ph.D., 1967, The College, 1960-, Andrew W. rviellon of Virginia; Tutor, SL John's 1972-, Elliott Zuckerman B.,A., 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A., 1954, l·l!.A., 1959, ni,,c~'"''" Kellett Fe!low in the Humanities, Cliffe 1954-55, Lecn.uer in 1952-54; F2llov1 Music, The )\Tew School for 1956-61, Columbia Social Rese·a:rch, 1960-61; Tutorr St John's ~'urn.,_._, 1961-, Director, The Graduate Insti.l'ute in Libe:ral Education, Santa 1969, 1973, AndrEw W. Mellon 1974-; n,aavcm'~ nJ'j',an;1tv: 1970- 71. Lelvl Sichool_, 1959-62; Uni 1er1957-59; Lecturer in th£ ~"~"''''""~'The 1960~62; Jlj_tOr, Si:, John's Fellov.r, Yo1le Law School, 1971-72 Jr B.A., Emory University, 1949; B.D., Columbia Theological Seminary; 1955; Ph.D., Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Liternture, and Interpretation, 1959-62, Assistant Professor, 1963-65, Wellesley College; Tutor, St. John's College, Annapolis, 1965-, Assistant Dean, 1977-78, 1979-. Geoffrey Comber in Education, University of London, 1953; A.R..C.M., Royal College of 1954; M.A., Ohio State University, 1957; Fulbright Scholar, 1955; Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Philosophy; Huwn College, Ontario, 1962-65; V!siting Pmfessor, University of Waterloo, Ontario, 1964; Tutor, St John's College, Annapolis, 1965-, Assistant Dean, 1970-74, Assistant Director, The Graduate Institute ofLibernl Education, Santa Fe, 1970-74, Director of Adult Education, 1968-74, 1975-76, Director of Summer Progtam, 1974, 1976, Associate Director, The Graduate Institute in Liberal Education, Ai."mapolis, 1977-, Director of Conhnuing Education, 1978-. uu>wuw 0 T~ina,-cif" George Doskow B.A, Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connechcut; Part-time Instructm in English, University of Connecticut, 1957-62; Instructor in 1Hnity College, 1963-65; Tutor, St. John's College, Annapolis, 1965-, RA, University of Rochester, 1965; Technician, Harvard University Cydotwn Labora!orf, 1964-65; Tutor, St John's College, Annapolis, 1965-, Thtor, The Graduate Institute in Liberal Education, Santa Fe, 1971-72, Annapolis 1977-. Brother S. Robert, F.S.C. B.A., St. College; PhL, Ph.D., Universite Laval, Quebec; Visiting Tutor, St. College, Annapolis, 1966-67, Tutor, 1972-. Thornas /JL McDonald 1944; service, 1945-46; The New York, Graduate study m Graduate 1950-52, Teaching FeHovv, 1956-58, The Lecturer; Univernity College, The University of 1958-62; Overseas-Extension, Uriiversity of Heidelberg, St. John's College, 1963- Hoelder!in Gymnasium, Siuttga:rt, 1959; Classics and Philosophy, Univerof Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Stmitsexarnen I, Univerof Heidelberg, 1963; Fellow of Deutscher Akademischer Austauschdienst, Uniof Florence, 1963-64; Ph,D,, University of Heidelberg, 1964; Instructor in .··~·''"""·"'"and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, of Heidelberg, 1965; Instructor in Classics a.nd Philosophy, Rosarf College, St. John's College, Annapolis, 1967-. �FACULTY I 71 70 I ST. JOHN'S COLLEGE Deborah Schwartz Renau.t Nicholas Maistrellis BS B t . J3.A., St. John's College, Annapolis, 1968; M.A., The Johns Hopkins University, 1971; M.S., Georgetown University, 1974; Tutor, St. John's College, Annapolis, 1974-. Colle<Ye 1962; Department of History of Science,. 1962-67'. Teachmg Assista~t~s1962-66~ University Fellow, 1966-67, University of W1sconsm, Tutor, St. Saul Benjamin John's College, Annapolis, 1967-. Harry L. Golding . . A.B., Kenyon College, 1970; B.A, M.A., Oxford University, 1972; Special Assistant to Justice Tom C. Clark, U.S. Supreme Court, 1973-1974; Tutor, St. John's College, Annapolis, 1974-; Playwright, British B:roadcasting Corporation, 1977; Office of the Vice President, The White House, 1978; Danforth Fellow, Oxford University, 1978-. . BA Universit of Omaha, 1954; M.S., Northwestern Umvers1ty, 1958; National .. -·' Fellow S c1ence F oun d!ti·on - - ' 1954-55· Instructor in Chenustry, DePauw Umvers1ty, ~ ' p due Umvers1ty, 1. F 11 1958-63· National Science Foundation Sci'Cnce Facu ry "e ow, ur A . 1967' 1963-64'. Member of the Faculty, 1964-6~; shairr~an, Na~r~l :~~~er -~~a,John'~ · Director of Shimer College in Oxford, 1967-68, ._,h1mer o eoe, u 0 ' College, 1968-. Harvey Flaumen_haft . Joe Sachs _ B.A., 1960, M.A., 1962, The University of Chicago;.,Wo~drow_Wilson Fell~w, Ha.rva~d u · ·t 1060-61· Graduate Study, The Umversrcy or Chicago, 1961-65: Lecture1 _n rnvers1 y, , Th' U . -· ·ty of Chicago 1965-66- Lecturer in Political Science, the Liberal Arts, e rnveis1 ' .' ]\ 1 0 h _ Roosevelt University, 1965; Instructor in Govemmem, Wheaton College, I asaac u setts, 1966-68; Tutor, St. John's College, Annapolis, 1968-. Wye Jamison AJlanbrook . . _ . . _ BA Vassa·r College 1964; JVLA., Stanford Umvers1ty, 1965; Ph.-D., Stan~rdU~;er si.ty, "]_974. Woodrow ¥lilson Fellowship, 1964-65; Teaching Assistant m us1c, ;:, anUni~ersity, 1967-69; Tutor, St. John's College, Annapohs, 1969-. ford Jr. U · ., f n!ve:rsiq_o . VVilson Fellow, 1966-67, Danforth Fellow, 1966-70, Humamties Ch . .1cago, . hn's Fellow, 1967-70, The University of Chlc<igo; "" , imor, "' Jo" ' Colleg"' .A_rtnapohs' oL _, -1970-. 1m"''"'o""" of Notre Dame, 1966; M.A., 1968, Ph.D., 1970, The John E White ,,, _ _ ·BA St John's c oll ege, Annapoi· s ' 1965· M .A ., The 1-.J PW-School for ::iooal 1971 1 ' . Research, Fellow, 1970-71; Tutor, St. John's College, Annapolis, / -. .. 1970; Al~in David Edward Starr . . , · c 11 ,, 1962· M.A., .1966, Ph.D.,_1972, BostonIntern, Boston UmverUmvers1ty; Graa_uate , J. B.A., Goraon . o eg~, _ ' 6 Assistant in Philosophy, Boston University, 1963 . -, sity College of Basic Studies, 1964-66; Instructor m Island, 1966-71; Tutor, St. John's College, Universit- of Rhode Y Leo F Raditsa . . _ "'~ Harvard College, 1956; University Scholar, 1960-61, Umve:rs1~y Felif w~ 19~~t~" 1 £ 1\-1.A'. Columbia University, 1962; President's Fellow, 1962-63;~~ul~ng~t: rn \le~o\ Y_ oe ~ 1 ·' h 1964-65· Berlin 1965; Instructm~ New York UmvefolfJ, Na,,hington °guar N1un1c , -· , ' . - ,. C 1 b' Umver1tv 1969· lulor, Colleae 1965-68, Assistant Professor, 1968, Ph.U., o_um ia f -- }'.', l:-1 • ' niti<>s S t J;h~,'s College, Annapolis, 1973-; National Endowment ~011 tti.1e u,ndaPeta_r_e · - , Fellow, National Fellows Program, H - Ins ti'' '· on War Revo -u-- on ' an ,oo\Ter i:unon _, Stanford, California, 1977-78. BA David Bolol:in . . . _ "6_6g. B.A., Cornell University, 1966; Graduate student, The Umvers1:y of c:ucc:go, ~;__ 7 3; PhD N"'w ·tork University, 1974; Yale Umvers1ty Lecture_' m C ass1cs, · , W~od;ow ~Nilson Fellow, 1966-67; The Uni'::,ersity of Shic~g~ Hum;~~~~;.~ll~~l~~;:_ 1966-68; National Defense Education Act l:'ellow, 1908-71, _utor, · Annapolis, 1974-. B.A., St. John's College, Annapolis, 1968; Graduate Student, the New School for Social Research, New York, 1971-73; M.A., Pennsylvania State University, 1975; Teaching Assistant, Pennsylvania State University, 1973-74; Tuto1~ St, John's College, Annapolis, 1975-. Michael Comenetz BA, The Johns Hopkins University, 1965; MA., 1967, PhD, 1972, Brandeis Unive:rsity; Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John's, Annapolis, 1975-. Chaninah Maschler B.A., City College of New York, 1953; M.A. in philosophy, Yale University, 1955; University Fellow, Yale University, 1953-55; Alice Freeman Palmer Fellow, work on Peirce, Yale University, 1956-58; Department of Philosophy; Pennsylvania State Universiry, 1959-61; Department of Philosophy, C.C.N Y, 1961-62; Depa:rtment of Phtlosophy, Barnard College, 1962-64; Reader and rranslator for Harper Torchbooks, 1965-1970; Queens College A.C.E. Program, 1970-72; Queens College Liberal Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976, Tutor, St John's College, Annapolis, 1976-. Howard Zeiderman Dartmouth College, 1962-63; B.A, St. John's College, Annapolis, 1967; M.A., Princeton University, 1972; Princeton I'1ational Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-1977, Annapolis, 1978-. Robert P. Dmecker BS., Marquette University, 1966; Graduate study, philosophy, Yale University, 1%668; M,A., Boston University, 197L1; Woodrow Vvilson Fellow, 1966-67; Teacher, Rye Country Day School, Rye, New York, 1968-69; Teacher, Friends Seminary School, New York, 1969-70; Teacher of English and German, Institut France Audio-Visuel, Paris, 1971; University of Paris, 1970-71; Universiry of Florence Summer School, 1971; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; Fulbright and American Scandinavian Found2.tion Fellow, Norway, 1976; Tutor, St. John's College, Annapolis, 1977-. Peter Kalkavage B.A, Pennsylvania State University, 1973; M.A., Pennsylvania State Unive:rsity, 1976; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor, St. John's College, 1977-, Il.A., St. Mary's College, California, 1970; M.A., University of California, Santa Barbara, 1972; Ph.D., Princeton University, 1976; Teaching Assistant, University of Santa Barbara, 1970-72; Teaching Assistant, Princeton University, 1974-76; Professor in the Integral Liberal Arts Curriculum, St. Mary's College, 1976-77; Tutor, St. John's College, Annapolis, 1977-. �72 I ST. JOHN'S COLLEGE FACULTY/ 73 Mera J. Flaumenhaft SANTA FE B.A., University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; Instructor, 1970-71, Assistant Professor, 1971-76, Anne Arundel Community College; National Endowment for the Humanities Grant, 1977; Tutor, St. John's College, Annapolis, 1977-. Dean of the College in Santa Fe Robert S. Bart B.A., Harvard Coll~ge, !940; M.A., St. John's College, 1957; Sheldon rravelin Fellow, Harvard Uruvers1ty, 1940-41; ~utor, St. John's College, Annapolis, 1946-75~ 1976-77, Santa Fe, 1975-76, 1978-, Addison E. Mullikin Tutor, 1968-, Dean, 1977-. Thomas C. Mark William A. Darkey A. B., Columbia College, 1961; M.A., 1965, Ph.D., 1970, Columbia University; Henry A. Todd Scholar, 1964-65, Ansley Dissertation Award, 1970, Preceptor in Philosophy; 1967-70, Columbia University; Assistant Professor of Philosophy, Wheaton College, Massachusetts, 1970-71; Assistant Professor of Philosophy, University of California, San Diego, 1971-78; Tutor, St. John's College, Annapolis, 1978-. David Guaspari B.S., Rensselaer Polytechnic Institute, 1969; Ph.D., University of Cambridge, 1974; U.S. Churchill Foundation Scholar, 1969-1972; Lecturer in Mathematics, Cambridge, Michaelmas, 1973; Visiting Assistant Professor, State University of New York, Buffalo, 1974-75; Visiting Assistant Professor, University of California, Berkeley, summer, 1974; Visiting Lecturer, 1975-77, Visiting Assistant Professor, Texas Tech University, 1977-78; Tutor, St. John's College, Annapolis, 1978-. Stephen M. Winters S. B., Massachusetts Institute of Technology, 1969; M.A., University of California, Sa Diego, 1972; National Defense Education Act Fellow, 1969-72; M.S.E. in Mechani and M.A. in History of Science, the John's Hopkins University, 1976-1977; ll:anslato Institut fuer Wissenschaftliche, Zusammenarbeit, 1977-78; Tutor, St. John's College~ Annapolis, 1978-. B.A., St. John's College, Annapolis, 1942; M.A., Columbia University, 1949· Tutor St John's Co~ege, Annapolis, 1942-46, 1949-, Santa Fe, 1964-, Associate,' 1968~70 D~an · 1968-73, Director, Tusk Force on the Liberal Arts, 1974-. ' ' Thomas King Simpson B.A., St. John's College Annapolis, 1950· MA in Teaching Wesleya u · · / 1955· Ph D Th J h H kin U · .' · · n ruvers1ty, . , · ., e o ns op_ s ruvers1ty, 1968; Instructor, American University at Carro, Egypt, 1950-53; Teaching Intern, St. John's College, Annapolis 1955-56 11 t J956-73, Santa Fe, 1973-; Curriculum counselor and member of the f~culty, Th ~or, School, 1970-73. ' e ey Lycee Russe, Paris, 1938; Conservatoire Russe aParis 1932-35 1942-44· L Th I ti"tut de The o1ogie Orth od oxe, p ans, 1942; Instructor in Music,' Institut de Theolo ·e · . · ' ' · ., ns 0'fuodoxe, Pans, 1944-46; Instructor in Theology, St. Tikhon's Seminary, Pennsyl-~~,rua, 1947; Secretary of the Orthodox Diocese in Alaska 1948-49· ..,,each fM · B f I di Aff · ' ' " er o us1c, . ureau o n an ~s, Department of the Interior, 1950-56; Associate Professor, St Consultant, St. Johns Program, St. Mary's College California 1961-62· 11 t John's College, Annapolis, 1956-66, Santa Fe, 1966-'. Norma Fi~ke Day'Tu~o~~hip. .1975-. ' 1 Kelton Ray McKinley B.A., 1970, Case Western Reserve University; M. S., 1972, Ph.D., 1975, Michigan Stat University; Research Assistant, Paleoecology, 1969, Case Western Reserve Univer and Cleveland Museum of Natural History; Research Assistant, Limnology, 1972Research Associate, Freshwater Ecology, 1975-76, Assistant Professor, 1976, W. Kellogg Biological Station, Michigan State University; Associate Research Scienti Estuarine Phytoplankton Ecology, 1976-78, McCollum-Pratt Institute, The Joh Hopkins University; Tutor, St. John's College, Annapolis, 1978-. Anthony James Carey St. John's College, Annapolis, 1963-1965; B.A., University of North Carolina, 196 M.A., The New School for Social Research, 1973; U.S. Marine Corps, 1967-19 Graduate Study in Music, University of North Carolina, 1969; Part-time Instructor Philosophy, East Carolina University, 1974-1978; Part-time Instructor in Philosop North Carolina Wesleyan College, 1976-1978; Tutor, St. John's College, Annapo 1979-. .S., University_ of Virginia, 1936; Rhodes Scholar, Oxford University, B.A., 1938, .A., 1966, B. L_1tt., 1~39; Ins~ctor_and As_sistant Professor of English, Iowa State liege, ~943-45, Wartime Ass1st~nt m Physics, 1945, Research Assistant in Physics, 5, Ass1staD:t Professor of English, 1945-49, Princeton University; Guest Lecturer, . Mountam College, S~~r, 1947'. Rockefeller Grant for study in Europe, 1948; ta~t Professor of Humaru_ttes, University College, The University of Chicago, 9-56, Guest Professor, Fulbnght Program, Technische Hochschule, Munich Ger1958-59 (Kulturges_chichte als die Geschichte symbolischer Formen); Tut~r, St. n s C?llege, Annapolis, 1956-67, Director of Adult Education, 1957-58, Santa Fe _-, Director, Graduate Preceptorial in Dimensions of History, 1972-73; Poet i~ s1dence an_d G~est Professor, University of Rochester, Spring, 1972; Guest Profesr, State Uruvers1ty of New York at Old Westbury, Spring, 1970. f' uel Emmons Brown ard ~ollege, 1_936-~7; Dip~oma, Black Mountain College, 1945;M.A., 1956, Ph.D., , In_d1ana Uruvers1ty; Pr:ivate tutoring, 1946-48; Director of Music, Windsor untam School, 1948-49; Dire~tor of Music, Verde Valley School, 1950-53; John H. Wards Fellow, 1955-56; Part-time Teacher, Indiana University, 1956-57· Tutor St n's College, Annapolis, 1958-65, Santa Fe, 1965-. ' ' ' . R. Haggard ' Reed ~olleg~, 1955; Instructor in Mathematics, Loyola College, 1957-60; Fels d Fellow m P1:llosophy, The Johns Hopkins University, 1960-61; Tutor, St. John's liege, Annapolis, 1961-66, Santa Fe, 1966-, Assistant Dean, 1971-73. �FACULTY 175 74 I ST. JOHN'S COLLEGE Robert D. Sacks B. A., St. John's College, Annapolis, 1954; Ph.D., The Johns Hopki~s University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Onentales Vivantes, 1956-57; The University of Chicago, 1957-59; Tutor, St. John's College, Annapolis, 1961-69, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, California, 1968-69; Biblical Research, Jerusalem, 1971-72. Robert A. Neidorf B.A., University of Chicago, 1951, M.A., 1955; Ph.D., Yale University, 1959; Instructor and Assistant Professor of Philosophy, Bucknell University, 1959-62; Assistant and Associate Professor of Philosophy, State University of New York at Binghamton, 1964-67; Tutor, St. John's College, Annapolis, 1962-64, Santa Fe, 1967-, Director, Graduate Institute in Liberal Education, 1970-73, Dean, 1973-77. John S. Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, United States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching Fellow, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, 1962-67, Santa Fe, 1967Assistant Dean, 1970-72. David Clifford Jones B.A., St. John's College,, Annapolis, 1959; M.A., The University of Melbourne, 1962; Ph.D., The University of Texas, 1973; University Fellow, The University of Melbourne; University Fellow and Bess Heflin Fellow, The Universio/ of Texas, 1962-64; T~tor, ~t. John's College, Annapolis, 1964-65, Santa Fe, 1965-, Drrector, Graduate Institute Liberal Education, 1973-75, 1979-. Robert M. Bunker A.B., Harvard University, 1939; A.M., 1954, Ph.D., 1955, University of New Mexic United Pueblos Agency, Bureau of Indian Affairs, 1940-51; l!nit~d States ~a 1942-46; Executive Secretary, Bernalillo City-County Consolidation Comrmtte 1952-56; Instructor, University of New Mexico, 1955-56; Professor of English an Philosophy, and Chairman of both Departments, New Mexico Highlands Universi 1956-65; Tutor, St. John's College, Santa Fe, 1965-. Stuart Boyd M.A., Aberdeer:i_Dniversity, Scotland, 194~; Ph.D., Aberdeen University Medical School, 1952; Milit~ Service, 1940-45: Assistant Lecturer, Clinical Psychology, Departme~t of ~sychiatry, Aberdeer:i Uruversity, 1948-52; Instructor, Medical Psychology; _Dmversity of Colorado M~dical School, 1952-53; Director, Doctoral 'fraining in Climcal Psychology, Denve~ Uruve~sity, 1954-57; Professor of Psychology and Chairman, Department of Behavioral Scr~nces, N~w Mexico Highlands University, 195764; Lecturer, Dep~tment of Psychiatry, Edinburgh University, Scotland, 1964-65; Professor of Psychiatry (Psychology), University of Missouri Medical School Kansas City, 1965-66; Fellow, American Psychological Association; Tutor, St. John's College, Santa Fe, 1966-. Roger S. Peterson A.~., Harvard College, 1953;A.M., 1957, Ph.~., Botany, 1959, University of Michigan; Umted States Navy, 1953-56; U.S. Forest Service research, Colorado State University; 1959-62, Utah State University, 1962-66; Tutor, St. John's College, Santa Fe, 1966-. ' U~versity of Wi~consin, 1_953-~5; B.A., St. John's College, 1962; M.A., History and Philo~ophy of Scrence, University oflndiana, 1965; N.D.E.A. Fellowship, University oflndiana, 1962-65; Tutor, St. John's College, Santa Fe, 1966-, Assistant Dean, 1977-. B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming New Mexico University, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. ' Timothy P. Miller A.~. Harvar~ U~versity, 1948; B.Mus., 1949, M.Mus., 1951, Yale University; D.Mus., 'Indiana University, 1957; Instructor in Music and Freshman Studies Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; As~istant and cia~e Prof~ssor of Music, Agnes Scott College, 1957-61; Director of Music, ersity of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, liege-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St. John's liege, Santa Fe, 1967-. DonB. Cook A.B., Occidental College, 1958; Ph.D., University of California at Davis,_ 1965; ~oo row Wilson Honorary Fellow, University of California at Davis, 1959; National Scien Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973 Teacher, Santa Fe Preparatory School, 1972-73. Elliott T. Skinner B.A., University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D. C~n date in Philosophy, Princeton University; Assistant and Preceptc:ir, Woodr?w Wil~ Fellowship, Princeton University, 1964; Fellow of the Council for Philosophi Studies, Summer Institute in Greek Philosophy and Science, 1970; Tutor, St. John College, Santa Fe, 1965-. Richard Bowen Stark The Colorado College, 1941-42; A.B., Colorado State College of Education, 19 M.M., Yale University School of Music, 1948-52; United States Air Force, 1942Associate Professor of Piano, Director of the Choir, 1958, Fisk University, Tennes Visiting Professor of Music, Wesleyan University, Connecticut, 1959-60; Curat? Collections, 1962-66, Curator of Music Research, 1966-70, Museum of Internatio Folk Art, Santa Fe, New Mexico; Part-time Tutor, St. John's College, Santa 1965-72, Tutor, St. John's College, Santa Fe, 1972-76, Musician-in Residence, 19 Research Project in Spain, National Endowment for the Humanities and Internati Folk Art Foundation, 1973-74; Research Project in Spain, National Endowment for Humanities, Summer, 1976. .~., R~ed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Illinois; ~versity Fellow, 1955-58, Graduate Teaching Assistant and National Science Founa~on Contract Fellow, 1958-59, University of Illinois; Research Instructor, Duke mversity, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant ofessor, University of California at Berkeley, 1962-63; Associate Professor, Univerof Maryla~d, 1965-68; National_ ~cience Fo_undation Consultant for India Project, know, India, Summer, 1967; Visiting Assocrate Professor, 1967-68, Visiting ProfesSummer, 1969, New York University; Corporate Consultant, Managment Sci68~. IBM, Armonk, New York, Summer, 1968; Tutor, St. John's College, Santa Fe, A., Classical Languages, St. Mary's College, California, 1957; Th.L., Universite al, Quebec, 1964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, n;ie, 1966; L'Ecole Biblique et Archeologique Francaise de Jerusalem, 1964-66; tant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, ta Fe, 1969-. ul David Mannick ·: California S~ate Colle~e at ~ong Beach, 1970; M.A., St. John's College, Santa Fe, , Php. Candidate, Uruversity of St. Andrew's, Scotland, 1975; University of St. rew s Scholarship, 1975-77; Tutor, St. John's College, Santa Fe, 1974-. �76 I ST. JOHN'S COLLEGE FACULTr 177 Philip LeCuyer Georgia S. Knight B.A., The Colorado College, 1966; B.A., Merton College, Oxford University, 1969; Studies in Biology, Universiry of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 196672; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, The Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New MeYico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. 11.S., Philosophy, 1970, M.A, English, 1972 Dortoral Candidate 197J u ·. ·: . f Utah; Teaching Fellow, of Utah ,1970--74· 1i t s· J-,1 , "' n1versny o Fe, 1974-. ' ' u or, t. o 'Ins College, Sama Alfreda L. Venatti B.A., St. John's College, 1966; M.A., Washington University, 1970; Ph.D. Candidate, Washington University, 1972; Psychiatric Social Worker, Hauisburg State Hospital, Harrisburg, Pennsylvania, 1966-67; Hans Reichenbach Graduate Fellowship, Washington University, 1967; N.D.E.A. Graduate Fellowship, Washington University, 1967-70; Instrncto:r, Washington 1969, 1971; Instructor; University of IVl.issouri, 1970-71; Assistant Professm~ College, 1971-72; Tutor, St. John's College, Santa Fe, 1972-, Assistant Dean, 1972-75. Elizabeth S. Engel B.A., _Pomona College, 1967; .M. PM!., Yale University, 1971; Ph.D., Philosophy, 1973; Teach.mg Assistant, Yale Umversity, 1969; Teacher of Philosophy and Stumer: College, 1971-73; Assistant Professor of Philosophy, California State Univerat Humboldt, 1973-75; Tutor, St John's College, Santa Fe, 1975-. 1972; A.M., 1974, Ph.D., Schola1~ 1968-72; New· York State California State 1975; Tutor, SL James R. Mensch 13.A., St. John's College, Annapolis, 1967; M.S.L. in Stucllis Mediae Aetatis), The Pontifical Institute of Mecliaeval Studies, Toronto, 1970; Ph.D., University of Toronto, 1976; lnstn1ctor, University of Toronto, 1970-71; Canada Fellow in Philosophy at the University of Toronto, 1970-71, University of Innsbruck, 1971-72, University of Munich, 1972-73; Tutor, St. John's College, Santa Fe, 1973-. Stephen R. Van Luchene University of Guadalajara, Summer, 1967; Universidad Nadonal de Mexico, 1968; B.A., Arizona State University, 1969; M,A., 1971, Ph.D,, 1973, University Notre Dame; Arizon2, lvfagazi.ne, 1969; 'teacher, English as a Language, School, Cambridge, United Kingdom, 1969; Teaching Assistant, Department of English, Notre Dame, 1971-73; 'Ihtor, St. John's College, Santa 1973-. Bruce E. v::mable of North Carolina, 1975; Santa College, California, 1969; M.A., 1972, Ph.D., Classics, 1976, Tutor, St. John's College, Santa Fe, 1973-. TiJ.tor1 St. John's Gerald Lee Myers B.A. University of Colorado, 1964; Ph.D., University of Colorado Medical 1969; American Cancer Society Postdoctoral Fellow, 1969-71, Seessel Research Yale 1971-72; Faculty,'Shimer College, 1972-74; Tutor, St. John's Lem~'"·"' Santa Fe 1974-, M.A., 1963, Ph.D. in History, 1974, rn"" 1'Q''" Fellow, 1962-63; Gradmiie 1 University of Arizona, 1960-61; 1968-69, Lecturer, 1977, David L. Townsend B.A., Loyola College, 1969; M.A., 1970, Ph.D., 1976, Harvard Certificat de Langue, Dipl6me, 1973, University of Paris; Teaching Hanrard, 1971-73; Resident 11.Itor, Eliot House, Harvard, 1971-73; English Teacher/ Cambridge High School, 1971-72; Tutor, St. Johi1's College, Santa 1974-. of Norte Dame, 1977; Fall, 1975; Tutor, Kent H. Taylor RA, Yale of 1965; Ph.D, University California al Santa 1976; University of at Santa Cmz, 1967~ Defense Language Institute, Monterey, California, 1968-69; Heidelberg Universit 1971-73; Instructor, University of Georgia, 1965-67; Tead·1ing Assistant, Univeirsity of Cahforma at Santa Cruz, 1967-71; Tutrn; St. John's College, Santa Fe, 1974-, ' of Texas, 1969; Studies m in ,Philosophy, Pennsylvania State University, ac Anchorage, 1975-78; Anchorao-e 0 St John's College, Santa Fe, 1979-. of Toledo, 197G; Unive:rsil:y of College, 1977; �FACULTY/ 79 78 I ST. JOHN'S COLLEGE PRESIDENTS EMERITI Stringfellow Barr Douglas ff Gordon Of'FICERS, ASSOCIATES, AND STAFF ANNAPOLIS TIITORS EMERITI William Kyle Smith, BS, Th.R, ThJVL w Crawford, B,i'L, IvLA., Ph.n James IvL Tolbert, B.A., M.A., Ph.D HONORA_RY FELLOWS Paul Mellon ILA., Yale University, 1929; RA., 1931; M.A, 1938, Cambridge University; Litt.D., Oxford University, 1961; LLD., Carnegie Institute of Technology, 1967; LRD., Yale University, 1967. President Richard D. Weigle Dean Edward G. Sparrow Treasurer Charles T Elzey Assistant Deans Barbara I-L Leonard Benjamin Milner Registrar Leanore R Rinder Director of Admissions IvL Christensen GawMeem ScB., Virginia sity of New Mexico. SANTA FE President Richard D. Weigle Dean Robert S. Bart Vice President J. Burchenal Ault Treasurer Emery C. Director of Graduate Institute David C. Jones Assistant Dean E. Ray Davis, Jr" Registrar Ellen Gant Institute, 1914; M.A., Colorado College, 1936; A.F.D., Univer- Assistant Librarian Kathryn Kinzer Director of Athletics Bryce Du Val Jacobsen Director of Financial Aid Philip B. Aaronson Director of Adult Education • ,PnmrPv J. Comber Director of Admissions Susan M. Ferron Librarian Alice H. Whelan Director of Student Activities Istvan Fehevary Director of Financial Aid Alberta L Rivera Director of Adult Education Gerald L Director of Placement Alberta L. Rivera Superintendent of Buildings and Grounds Stanley Nordstrum College Physician Alfred W. Pin_lce1°ton College Nurse Peggy H. Elrington �~~ ~~ tS~ <;/:) 0 [./) ~ ._ 0 ::c: ~ [./) n 0 r-< r-< tr1 Cl tr1 ~~ ~es a! ~~ ST. JOHN.IS COLLEGE ANNAPOLIS, MARYLAND • SANTA FE, NEW MEXICO Application for Admission The following questions are designed to give you an opportunity to write fully and freely about yourself. We want a large sample of your writing. Every application is read carefully by members of the Admissions Committee. We know that many applications for admission to St. John's are written by persons under academic and other pressures; we do not expect perfection. We ask all applicants to answer questions 1-5. Successful applicants usually write six to ten typewritten pages, and often more, in the answers to questions 1-5. 1. Evaluate the strengths and weaknesses of the formal education you have had until now. 2. Explain in detail why you wish to go to college and why, in particular, you wish to attend St. John's. What does your family think of your educational plans? 3. Describe your reading habits and your experience with books. Choose some book that you have liked well and and discuss some single aspect of it (not the book as a whole). 4. Select some experience from which you have derived exceptional profit and describe it, explaining its value to you. 5. If you are now in school, tell how you spent the last two summers. If you are not in school, tell how you have been occupied since leaving school. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 1979-81 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 80 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 1979-81 Date A point or period of time associated with an event in the lifecycle of the resource 1979-1981 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Publisher An entity responsible for making the resource available St. John's College Description An account of the resource College catalog for the years 1979-1981 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/38359d7aaf8689df0bb49909c27660eb.pdf dec79a3d02e0c34714166ca2dabd17aa PDF Text Text College ANNAPOLIS, MARYLAND 21404 (301) 263-2371 SANTA FE, NEW MEXICO 87501 (505) 982-3691 Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, color, sex, national or ethnic origin, nor against the handicapped. �COLLEGE ANN APO US 8-10. . .... Senior Oral Enabling Examinations September 10 .. Freshman and Senior Registration September 11 . . . . . . . . Convocation September 11 .. Sophomore and Junior Registration September 11 ............ Classes Begin with Seminars October 16-19. . Long Weekend November 26-29 ......... Thanksgiving Recess December 11-January 3 . . V\linter Vacation January 24 .............. End of First Semester 25 . Second Semester Registration January 27 . January Freshman Registration February 12-15 ........ Long Weekend March 11-22 Vacation 30-May 1. Weekend 20 . Last Day of Classes 21 ........ End of Second Semester 23 . Commencement Freshman . Graduate Institute Freshman . Graduate Institute 7 20 August 13 14 Second Semester Begins Begins Second Serr1ester EnCls Ends August 26 ....... Dormitories Open 27 .. Senior Oral Enabling Examinations Begin 27-28 for All Classes . Convocation 28 28 ...... Classes Begin with Seminars October 9-12 ......... Vveekend November 26-29 December16 Decen1ber 10. Winter Vacation 11 for all Classes 11. Classes Begin With Seminars March 6-21 . Spring Vacation 14 Freshman Semester Ends 14 S·21nester 16 .. Cornmencement 0 0 0 0 31 June 21 6. 13 Freshrnan . Graduate Institute Freshman . .. Graduate Institute Second Classes Second Classes Semester Begin Semesl:er Ends End �TABLE CONTENTS PAGE Introduction . The Curriculum Seminar Preceptonal Tutorial ......... . Laboratory . Formal Lecture .. St. John's List of Books .. The Ac11demic Order Tutors. Instruction Committee Library Schedules Essays and Exa1ninations Academic Standing .............. . Degree of Bachelor of Arts . Degree of Master of Arts ........ . Graduate Institute in Liberal Education Directory Information and Right to Privacy Residence al!t:d Stud~?lt LHe Annapolis ... Santa Fe .. Both Campuses Site Plans of the Campuses . Admfasiom Requirements and Procedure . Campus Visit . 6 8 .10 . ......... 11 . ... 16 .20 . .... . 22 28 .......... 29 .30 .......... 31 ......... . .32 . . .34 . .. . 35 37 37 .......... 37 .33 .43 .47 62-63 ..so . .53 Fee~ and Financial Aid Procedures and Deadlines Grants and Loans Sample Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress Bib!iogrnphy 55 .... . 57 59 59 60 61 ............ 64 65 ................. 66 .79 Profile: 1980-81 Freshman Class .. . 80 �6 I ST JOHN'S COLLEGE I Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their commor~ cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any •' 0 •·Alh·i•:"•'""'"" calling and to become mature, competent and responsible citizens of a free society. -~~~iiill St. John's College believes that the way to liberal education lies through the books in which the greatest minds of our civilization-the gr.;;at teachers-have expressed themselves. These books are both timeless and they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary with which vve have to deaL They can therefore enter directly into our everyday lives. Their authors can speak to us almost as freshly as when spoke for the first time, for what they have to tell us is not something of academic concern, remote from our real interests. They change our move our hearts and touch our The books speak to us in more than one way. In raising the persisting human lend themselves to different that reveal a and yet complementary meanings. while please us as works of art with a clarity and a that their intrinsic intelligibility. They are, therefore, properly great, whether are poems or political treatises, and w·hether their subject matter is scientific, historical or philosophicaL They are also linked for each of thern is introduced, or criticized by the others. In a real sense they converse with each and they draw each reader to take part, ·within the limits of his ability, in their large and unending conversation. This conversation, ho·Never, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we sometimes desire. To remedy this defect is the goal of the St seminar. Here, a number of students of varied backgrounds, faced a text that may present unfamiliar ideas, attempt to discuss it reasonlt is presupposed that the students are willing to submit their to one another's critical scrutiny. The demands of the individual those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern its-::lf with trying to establish the meaning of a poem or the an argument. On the other hand, it may concern itself with more or with very questions that thrust themselves forward. The students bring to seminar the assumptions they have deri~ed from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the same- THE INTRODUCTION I 7 ness of .a recurre~t problem. and ~he. variety of i~s historical manifestations. Prmc1pally, nowever, the aun is to ascertam not how things were, but !'.ow thml?s.are-to help the student make rational decisions as he his h~e. Ai:d it 11s the ultimate aim of the program that the habits of and d1scuss10n tnus begun by the student should continue with him throughout life. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is r~ade to depend on the activity and initiative of the students. The tutor functions as a guide, more intent to listen to the students and to work with them than to impose upon them his own train of thought. St. John's seeks to restore the true meaning of a liberal arts education The primary function of the liberal arts has always been to bring about a 1~ awareness of the forms that are embodied in combinations of words and in numbers so they become means of understanding. the hberal arts were seven in number: grammar, rhetoric, logic- the arts guage; and arithmetic, geometry, music and astronomy-the arts of mathe'.natics. In more contemporary terms, the arts bring to light what is mvolved ~n the use of words and .numbers in all of discursive thought, m analysm?, speaking and wntmg, and also in measuring, deducing and demonstrating. There are many ways to develop these arts. The curriculum emphasizes five of them: discussion, translation, writing, experiment and mathematical demonstration. They are followed in all branches of the program But whatever the methods used, they all serve the same end: to invite the student to think for himself, to enable him to practice the arts of freedom. Free minds must be able to envisage concrete situations, to deliberate by la ting clear alternatives, and to arrive at a deciding choice. The acquisition of these mtellectual skills indicates that the discipline of the liberal arts has taken hold of the learning mind. Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one forrn or another They enable men to win knowledge of the vvorlcl around them and knowledge of themselves in this world and to use that with wisdom. Under their guidance men can free themselves frorn the wantonness of prejudice and the narrowness of beaten Under their men can acquire the habit of A genuinely conceived liberal arts curriculum cannot avoid most far reaching of all human goals. Evans Laboratory Building with Sangre de Cristo Mountains in background, Santa Fe �THE CURRICULUM I 9 8 I ST. JOHN'S COLLEGE THE CURRICUWM THE SEMINAR The heart of the curriculum is the seminar-a discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two memb~rs of the faculty as leaders. The group meets t~ice a week, on Monday and Thursday_ evemng~, from eight until ten-or well beyond if _the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around a hundred pages of reading, but may be much shorter if the text happens to be particularly difficult. f th l d Th re The seminar begins with a question asked by one o. e e_a ers. e after the seminar consists almost entirely of student discus~10nh ~tuhdenJs talk with one another, not just to the leaders. Th~y do no_t raise t eir ~ s for permission to be heard, but enter the discussion or witfhdral fror;I it a~ will. The resulting informality is tempered by the use of orma mo es 0 address. f I f om Once under way the seminar may take many orms · t may ra~ge r the most particular to the most general. The reading of Thucy~ides, for example is almost certain to elicit a discussion of war and agg~essH;mdand to bring to' the surface the students' opinions and fears about _t e wis horn or error of national policies. Homer and Dante prompt reflect10ns on uman virtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument-an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their inte{play with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy and requires a different approach. Such progress in learning together may be crowned by sudden insights on the part of individuals, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. Or it may climb to heights accessible to only a few of its members. Under these circumstances the role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections, to help the student in every way possible to understand the author, the issues and himself. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But a leader may also take a definite and positive stand and enter directly into the argument. If he does so, however, he can expect no special consideration. Reason is the only recognized authority; all opinions must be rationally defended and any single opinion can prevail only by general consent. The aim is always to develop the student's powers of reason and understanding and to help him arrive at intelligent opinions of his own. Every freshman, sophomore and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the student to set out in writing, as clearly as he can, his own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of his final oral examination. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling. (See page 34). �THE CURRICULUM / 11 10 I ST. JOHN'S COLLEGE THE TU'"fORlALS THE PRECEPTORIAL For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small "roups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty pn:ceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptonals may deal with books and themes the students would not otherwise encounter. There are generally seven or eight students in a preceptorial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the sernmar Usually the student's work is completed by the wntmg of a which may be read in draft to the preceptorial and criticized by the members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. 0 Tolstoy: Anna Karenina Adams: The Education of Henry Adams Common Law Adjudication and Philosophical Justice Freud: Selected Papers on Neurosis and Related Topics Kierkegaard: Fear and Trembling Aristophanes: The Birds (in Greek) Burke, Paine and Toqueville: Selected Works Force and Energy in Descartes, Newton and Leibniz Goethe's Novels Plato: Phaedrus Whitehead Selected Works WaJlace Stevens Arendt: The human Condiiwn Joyce: Early Works Aristotle's Theory of lvl.otion Astronomia Nova Sartre: Being and Nothingness Plotinus: Thircl Ennead Ibsen and Chekov Design and Expression in the Visual Arts William Blake: Selected Works The seminar cannot suffice as the only setting for liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persisteni:ly precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music.. For each of four years, a student attends one language and one mathematics tutorial three or four times a week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to fifteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for collaborative study and for the manifold teaching and learning relations that hold in a company of people learning togetheL As in the seminar, sludents talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for each student to contribute his measure of instruction and insight to his fellows" Other tutors often attend, seeking to learn about a particular subject which they may later teach. \IVrihng assignments are normally made in all classes: mathematics, music and laboratory sections as well as in language tutorials. The student is thus called upon continually to articulate and organize his in both the written and spoken forms. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. Primarily, the language tutorial attempts to remedy this condition by a training in the means of precise corn.munication and effective persuasion. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other To do this it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; the varied connotations and ambiguities of terms; the role of metaphors, analogies and images; and the logical relations between proposi hons. The study of foreign languages (Greek in th€ first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the student learns something of the nature of languages in general and of his own in particular. During the four years, then, he studies language as the discourse of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, he studies his own language. He discovers the resources of articulate speech and learns the rules that must govern it if it is to be dear, consistent and effective-if it is to be adequate and persuasive. �12 I ST. JOHN'S COLLEGE THE CURRICULUM/ 13 In the beginning the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one which is concerned 'with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work Those are matters that do not often come directly into seminar discussions. The student's concern with them in the language tutorial improves all his reading, for whatever immediate end, deepens and enriches his understanding, and increases his ability to think dearly and to speak well. A secondary purpose of the language tutorial is support of the seminar, Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore which might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits, This habit of precision, in its turn, becomes more common in the seminar Though the language tutorial cannot and should not aim at a mastery of the foreign languages, the student can reasonably expect to attain a knowledge of their grammatical forms and a grasp of their peculiar qualities, To experience the of another language is to extend the boundaries of one's sensibility The choice of languages is in part dictated the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the and aims of the tutorial. The first year of Greek, however, goes with th.;: freshman seminar and rnath::matics and the continuance of Greek into the second year advances the work of the first. The second yea.rends with and discussion of works Shakespeare, Donne and other The French of the year begins with a brief, intensive of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading and writing of simple French. Students already fluent in French 111ay be exempted from these early stages, Then follows examination of the form and content of French prose selections, Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the student attempts to match in his own tongue the excellence of his mod':'k In the second senlester a is read-Racifie's Phedre. The principal of the fourth ynr is the reading of French poems, including a considerable number from Baudelaire's Fleurs du 11/Ial. Its irnmediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the rdation of that art to the traditional liberal arts of language. V\friting assignments include exercises in translation more ambitious than these attempted in the third yeaL One of Molien:'s.comedies is read-either Tartuffe or Le Misanthrope. The year ends with analysis and discussion of modem British and American poets, such as T.So Eliot, Dylan Thomas, VV"B Yeats and Wallace Stevens. THE MA THEIVIA TICS TUTOPJAl Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word meanin" "to learn." It is regrettable, then, that students should come to dislike math:matics or to think of themselves as unmathematicaL It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based. Mathematics at St John's is studied as a liberal art, not artificially separated from what have come to be called the humanities. VVhen mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at St. John's, mathematics becomes not only the most readily learnable liberal art but also one which provides ready access to others and significant analogies with them. 0 0 There are' two main reasons for studying mathematics it pervades our modern world, perhaps even defines iL Therefore anyone who means to criticize or reform, to resist or cooperate 1Nith this world not only must have some familiarity with the mathematical methods by which it is m.anaged, but also must have thought about the assumptions that underlie their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count a.nd measure the things in the universe. The second rnain reason for studying mathema.tics concerns the mathematics tutorial more specifically Since mathematics has, as its name implies, a particularly close connection with the human capacity for learning, its study is especially useful in helping students to think about what it means to come to know something. To prepare themselves for such reflection students study artfully composed mathematical treatises, demonstrate propositions at the blackboard and solve problems doing this over four years they learn a good deal of mathematics, and they gain noticeably in rigor of thought, nimbleness of imagin3tion and elegance of expression. But while are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are exam- �14 I ST. JOHN'S COLLEGE ples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? iNhat is the relation of logic to mathematics? Are there "better" and "worse," "ugly" and "beautiful" in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. The student begins with the Elements of Euclid. Using Euclid's zation of the mathematical discoveries of his predecessors, the student gains a notion of deductive science and of a mathernatical system in general; he becomes acquainted with one view of mathematical objects-its central expression found in the theory of ratios-which is buried under the foundations of modem mathematics. After Euclid he begins the study of Ptolemy's Almagest, his attention on the problem of "hypotheses" constructed to "save appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at SL John's and the ordinary course in mathematics. Ptolemy presents a mathematical of the heavenly but he gives more than that his work is both an example of mathematics applied to phenomena and a comto the philosophical, poetic and religious readings that are taken up in the first and second years. In the second year the student continues the of Ptolemy, vvith emphasis those difficulties and complexities of the geocentric system which are resolved by the revolution. He studies into heliocentric form. Copernicus's transformation of the Ptolemaic He next takes up the Conics of Apollonius to learn a synthetic of the very objects whose analytical treatment Descartes marks the of modern mathematics. After this he analytic geometry, presents the conic sections in algebraic form. He thus gains an understanding of algebra as the "analytic art" in generaL In the third year calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's of real numbers, the endeavor to provide a ngorous arithmetical foundation for the calculus. The student then returns to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" in which orbits are determined laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year the reading of Lobachevski's approach to nonEuclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the goemetric art as a whole This is followed by the study of Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. On the Annapolis campus, there is an alternate program for the latter half of the year: some of the students projective geometry, in which the enterprise which began with Euclid returns in a remarkable way, n01N generalized, to its starting THE CURRICULUM/ 15 THE MUSK TUTORIAL One of the aims of St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed towards performance but towards an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year students meet once a week to study the fundamentals of melody and its notation. Demonstration takes place the second semester the students perform some primarily by singing, and the great choral works. the sophomore year a tutorial meets three times a week. The music tutorial reflects two different but complementary aspects of music. On the one hand music is intimately related to language, rhetoric and poetry. On the other it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial mcludes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint and None of these is done apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the rnasses of Palestrina, the operas of Mozart and the instrumental works of Beethoven are the real textbooks. In the second semester at least one major work is analyzed Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text students listen to recordings of a composition and fami!arize themselves vvith its score before the seminar meet3. Group discussion of a work of music, as of a facilitates and enriches the understanding of it. of �16 I ST. JOHN'S COLLEGE THE CURRICULUM / 17 THE LABORATORY The emblem of the SL John's program on the back cover shows seven books surrounding a pair of scales. The balance, no less than the books, symbolizes the tradition of the liberal arts. It stands for the instruments of the scientific laboratory, which may well be the most characteristic institution of the modern world. Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great re'1olutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal of the St. John's program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last t1rvo years of the program exhibit the far-reaching changes that flow from and these could not be appreciated without the first two years, which cover the period frorn Homer to Descartes. Modem mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the conseconceived by the great thinkers of the quence of the vast project of sevenl:eenth century. They are based on a mathematical interpretation of the which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hanrl that us to relate our exoeriences to our understanding. For this ~ur~-ose St. has set up a thre~-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology and chermstry are pursued. There is the art of measuremen.t, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be carefully scrutinized. All of this is supported the mathematics tutorials, which provide a dear understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a of skills derived from the practice of the liberal arts. The College does not subscribe to the sharp separation of scientific studies from the hurnanities, as if they were distinct and autonomous domains of learning. There need not be "tiNO cultures." Different fo~lds of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION THE LABORATORY The laboratory program is largely determined three considerations releThe formally scheduled vant to the liberalization of the study of science: experimental work must be combined with a and free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the student to trace a scientific to its roots in principle, assumption and observation. Thus certain integrated wholes of subject matters aI"e to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The student must have time to satisfy himself as to the degree of accuracy his instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire experiment. Only thus can he come to a mature understanding of the snences called "exact." A laboratory section consists of seventeen to twenty-one students under the guidance of a tutor, with the help of more advanced students serving as assistants. Sections meet two or three times a week" A laboratory session may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires. Occasionally a laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the College the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. �THE CURRICULUM / 19 18 I ST. JOHN'S COLLEGE LABORATORY TOPICS The general topics of study have been chosen from elementary physical and biological science. The sequence of study may be outlmed as follows: 1st Year 12 weeks: 20 weeks: 3rd Year 4th Year 10 weeks: 18 weeks: Observational biology Studies of matter and measurement, leading to the atomic theory of chemistry , , Topics in physics: mechanics, optics, heat, electnc1ty, magnetism Quantum physics Genetics, evolution, moleculary biology THE FIRST YEAR The laboratory begins with twelve weeks devoted to topics in , _ biology: classfication of types, anatomical st~ucture, cells and their aggregation and differentiation, embryological development. Close1 observat101~by naked eye or with microscopes is accompanied by constant tneoret;icL:l 1~-w::r~ pretation, based on reading important works of b1ol,~g1cal sc1enhs~~· _He~c the student confronts organisms as self-movmg ent!LJes with propd ties vf wholeness, intimately dependent on, yet distinct from, the world. h c The freshman laboratory next turns to the in a searc ,or some of its fundamental laws_ Archimedes on the lever on hydrostatics is studied, then the laws of equilibrium of gases, temperature and calonmetry are taken up, experimentally and in discussion of the relevant theor- ieso These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles, The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theoryo Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination_ THE THIRD YEAR The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, thermodynamics and electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot and Maxwell, The mathematical tools of physics are to be put to work in the at the same time that their rigorous development is pursued in the mathematics tutorials, As the tools of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy and potential fields, to their reformulation in terms of derivative and integral; at the same time the physical concepts serve to illustrate the mathematical ideas_ The concepts of mechanics are to be used to formulate alternative theories of light-corpuscular and wave-and the success of either theory in accounting for optical is examined_ The phenomena and processes of thought leading to the first and second laws o(thermodynamics are given careful consideration_ The fundamental phenomena of electricity and magnetism are studied and experimentally, and formulated in mathematical terms. The and culminating topic of the year is Maxwell's derivation of an electromagnetic of light. THE YEAR In many ways the vvork of the senior year is a return to questions the students first confronted as freshrnen. During the first ten weeks, the senior takes up anew the theory of atomism -but the atom itself has become object study, Prepared his work with electrical phenomena, th.;: student can focus on the questions of atomic stability that lead to the revolutionary quantum hypothesis of Bohr and the vvave mechanics of de Broglie and Schrodinger Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning_ the course of thought in Schrodinger's What is Life?, the senior laboratory then turns or returns to biological topics, and first to genetics, to Mendel's theory of heredity and its development through the experimentation and interpretation by TH. Morgan and his associates_ The results studies of bacteria populations are considered from the standof their evolutionary significance, in the papers of Hardt and of Luria and Delbruck. Next, fundamental papers leading to present-day molecular biology-for instance by Beadle and Tatum, Watson and Crick, Jacob and !Vlonod-are studied. of 0 �THE CURRICULUM/ 21 20 I ST JOHN'S COLLEGE LECTURE The curriculum as described so far calls for student participation at every active stage of the work On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the student has an opportunity to listen and attentively The subject may be closely connected with seminar readngs or it rnay open up a new field of interest and test the student's readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the SL John's faculty. Visitors may be from the academic world or frorn the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturer submits himself to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the student the habit of listening and following the exposition of a he may not be farniliar and it also provides him an opportunity, in the discussion period, to exercise his dialectical skill in a setting very different from the classroom. It is here that he can himself test the degree of his understanding and the applicability of what he has learned. The lectures range through a variety of subjects. Sometimes the student is confronted with views on a given Some of the lectures have immediate in the seminars tutorials, Others may have a lasting effect on the direction that a student's work takes within the framework of the program, LECTURES AND CONCERTS The list below provides some examples of lectures and concerts given on one or the other campus in recent years: "The Growth of Presidential Power" William Goldsmith "Genesis" Robert D. Sacks Aeolian Quintet "Why Should Gloucester Attempt Suicide and Why Must Cordelia Die" John Steadman "Changing Trends in 20th Century Pairttings and Sculpture" Adelyn Breeskin "The 18th Century Background to Gibbon" Arnaldo Momigliano Sequoia String Quartet "Languages,Philosophy and Science" Stillman Drake "The CoHapse of Democracy at Athens and the Trial of Socrates" Leo Rad1tsa "On the Translation of Rimbaud's Poetry" Jonathan Griffin 'The Vapheio Cups" Ellen Davis "John Milton: The Solitary Louis L IV!artz to Paradise" "The Geometrical Vision" Howard Fisher "Angels in Paradise Each with His Hand in a Jar of Spermacetti" Galway Kinnell ~ "The Brothers Karamazov" Michael Ossorgin 'The Question of Beauty: The Early Christian Arts" Charles Bell "Rousseau and Democracy: The Design of the Social Contract" Hilail Gilden "Watching Television" Roger Rosenblatt �22 I ST. JOHN'S COLLEGE ST. JOHN'S LIST OF GREAT BOOKS The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at the University of Chicago, at the University of Virginia and, since 1937, at St. John's College. The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter. The St. John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all times. In doing that it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and ever present gravity of human issues. The list of books which constitute the core of the St. John's program is subject to review and revision by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read only in part are indicated by an asterisk. THE CURRICULUM I 23 FRESHMAN YEAR Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Nicomachus: Lavoisier: Essays by: Harvey: Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Medea, Bacchae Histories* Clouds, Birds Ion, Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus Poetics, Physics*, Metaphysics*, Nicomachean Ethics*, On Generation and Corruption*, The Politics*, Parts of Animals*, Generation of Animals* Elements On the Nature of Things "Pericles," "Alcibiades" Arithmetic* Elements of Chemistry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood SOPHOMORE YEAR The Bible* De Anima, On Interpretation*, Posterior Analytics*, Categories* Apollonius: Conics* Marcus Aurelius: Meditations* Virgil: Aeneid Plutarch: Lives* Epictetus: Discourses, Manual Tacitus: Annals Ptolemy: Almagest* Plotinus: The Enneads • Augustine: Confessions, On the Teacher* Anselm: Proslogium Aquinas: Summa Theologica*, Summa Contra Gentiles* Dante: Divine Comedy Chaucer: Canterbury Tales* Des Prez: Mass Machiavelli: The Prince, Discourses* Copernicus: On the Revolutions of the Spheres* Luther: The Freedom of a Christian, Secular Authority Rabelais: Gargantua* Palestrina: Missa Papae Marcelli Montaigne: Essays* Viete: "Introduction to the Analytical Art" Bacon: Novum Organum* Shakespeare: Richard II, Henry IV, Henry V, The Tempest, As You Like It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets* Poems by: Marvell, Donne, and other 16th and 17th century poets Descartes: Rules for the Direction of the Mind, Geometry* Pascal: Generation of Conic Sections Bach: St. Matthew Passion, Inventions Haydn: Selected Wo_;-ks Mozart: Selected Operas Beethoven: Selected Sonatas Schubert: Selected Songs Aristotle: I I I �THE CURRICULUM/ 25 24 I ST JOHN'S COLLEGE Stravinsky: Webern: Symphony of Psalms Selected Works JUNIOR YEAR Don Quixote Two New Sciences* Leviathan* Discourse on Method, Meditations, Rules for th2 Direction of the Mind*, The World* Paradise Lost*, Samson Agonistes Milton: La Rochefoucauld Maximes* Fables'' La Fontaine: Pensees* Pascal: Treatise on Light*, On the Movement of Bodies by Impact Huygens: Theologico-Political Treatise Spinoza: Second Treatise of Government, Essay Concerning Human Locke: Understanding* Phedre Racine: Principia Mathematica* Newton: Epitome IV Kepler: Monadology, Discourse on Metaphysics, What is Nature?, Leibniz: Essay on Dynamics Gulliver's Travels Swift: Principles of Human Knowledge Berkeley: Treatise of Human Nature'', Dialogues Concerning Natural Hume: Religion, Enquiry Concerning Human Understandmg Social Contract, The Origin of Inequality Rousseau: Wealth of Nations* Adam Smith. Critique of Pure Reason*, Fundamental Principli:._s of " Kant: lv1etaphysics of Morals, Critique of Prachcal l<eason .. Don Giovanni Mozart: Pride and Prejudice, Emma Jane Austen: "Ode on Intirnations of Immortality" \!Vordsworth: Hamilton, Jay and 1vfadison: The Federalist Billy Budd, Benito Cereno Melville: Essay on the Theory of Numbers Dedekind: Democracy in America* Tocqueville: Young, Maxwell, S. Carnot, L Carnot, Mayer, Kelvin, Essays by: Taylor, Euler, D. Bernoulli Cervantes: Galileo: Hobbes: Descartes: SENIOR Moliere: Geothe: Mendel: Darwin: Hegel: Lobachevsky: Tocqueville: Lincoln: Kierkegaard: WavnPr· Ma~x:-. Articles of Confederation "Declaration of Independence" Constitution of the United States of America Supreme Court Opinions* The Misanthrope, Tartuffe Faust* Experiments in Plant Hybridization Origin of Species, Descent of Man "Introduction" to the History of Philosophy, "Preface" to the Phenomenology, Logic (from the Encyclopedia), Philosophy of History*, Philosophy of Right* Theory of Parellels* Democracy in America* Selected Speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Communist Manifesto, Capital*, Political and Economic Manuscripts of 1844* Dostoevski: Tolstoy: Mark Twain: William James: Nietzsche: Freud: Valery: Kafka: Heisenberg: Millikan: Wittgenstein: Keynes: Joyce: Poems by: Essays by: Brothers Karamazov, The Possessed War and Peace The Adventures of Huckleberry Finn Psychology, Briefer Course Birth of Tragedy, Thus Spake Zarathustra*, Beyond Good and Evil* General Introduction to Psychoanalysis, Civilization and Its Discontents, Beyond the Pleasure Principle Selected Poems The Trial The Physical Principles of the Quantum Theory* The Electron* Philosophical Investigations* General Theory The Dead Yeats, T.S. Elliot, Wallace Stevens, Baudelaire, Rimbaud, and others Faraday, Lorenz, J.J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schri::idinger, Maxwell, Bernard, Weismann, Millikan, de Broglie, Hiesenberg, John Maynard Smith, Dreisch, Boveri, Mendel, Teilhard de Chardin �THE CURRICULUM/ 27 CILASSIFICATION Of AUTHORS ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FOUR YEARS Philosophy and Theology History and Sodai.l Science Mathematics and Natural Science Homer Aeschylus Sophocles Euripides Aristophanes Plato Aristotle Lucretius Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Lavoisier Dalton Lamarck Archimedes Torricelli Pascal Fahrenheit Avogadro Black Virgil Dante Chaucer Rabelais Shakespeare Donne Marvell Aristotle Epictetus Plotinus Marcus Aurelius The Bible Augustine Anselm Thomas Aquinas Luther Montaigne Bacon Plutarch Tacitus Mochiavelli Ptolemy Appollonius Copernicus Descartes Darwin Mendel Pascal Viete Cervantes Milton Swift Racine Fielding Melville La Fontaine Wordsworth Jane Austen La Rochefoucauld Descartes Pascal Hobbes Spinoza Locke Berkeley Leibniz Hume Kant Locke Rousseau Adam Smith U, S. Constitution Hamilton, Madison, Jay Tocqueville Galileo Kepler Young Euler Mayer S. Carnot L. Carnot Kelvin Taylor D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell Mozart Moliere Goethe Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka Wallace Stevens T. S. Eliot Mark Twain James Joyce Hegel Kierkegaard Neitzsche William James Wittgenstein Hegel Marx Documents from American Political History Tocqueville Lincoln Supreme Court Opinions Keynes Faraday Lobachevski Lorenz Rutherford lVlinkowiski Bernard Davisson Dreisch Boveri \rVeismann John Maynard J. Smith de Broglie Mendel J.J. Thomson Bohr Millikan Schrodinger Darwin Freud Einstein Heisenberg Whitehead Maxwell Wagner Literature First Year Second Year Third Year Fourth Year Liberty Tree, Annapolis Music Wollaston Gay-Lussac Proust Cannizzaro Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez Webern �28 I ST. JOHN'S COLLEGE THE ACADEMIC ORDER THE TUTORS At St. John's the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying from the works of the principal teacher of the classit might be Plato or Newton-usually an author of one of the great books, who wrote from the high point of his learning. What then is the role of the reading and talking teachers, the tutors? THE ACADEMIC ORDER I 29 First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions. The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen, and to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at St. John's will not be limited to what fits neatly inside a single discipline, it is essential that St. John's tutors re-educate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training. For example, a tutor with advanced degrees in mathematics would prepare himself to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to become competent to teach the St. John's program. This is necessarily demanding because no full-time tutor is confined to a single part of the program. He is, and has to be, a teaching member of a seminar and of either two tutorials or of one tutorial and a laboratory section, and he is continually teaching his colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John's than the preparation for classes usually allows. In order to avoid staleness and the everpresent danger of succumbing to routine performance, they are granted sabbatical leaves to allow for leisure and serious study. Between sabbatical leaves, faculty study groups are set up. Leaders of such groups are relieved of part of their ordinary teaching duties. They engage in a thorough study and exploration of a subject chosen by the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John's curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John's. THE INSTRUCTION COMMIITEE The Instruction Committee is a committee of tutors responsible for advising the Deans on all matters of instruction. It also advises the President on appointments to the faculty. The Committee consists of the Deans and twelve tutors, six elected by the tutors on each campus of the College; the President and the Provost sit with the Instruction Committee ex officio. Each Dean is the chairman of the Instruction Committee on the campus where he serves; the members of the Committee on each campus constitute the Instruction Committee for that campus and meet at frequent intervals throughout the year. The full Committee meets annually, alternating between the two campuses, and the Deans alternate as chairman of the Instruction Committee. �30 I ST. JOHN'S COLLEGE THE ACADEMIC ORDER I 31 THE LIBRARY SCriEDULES The books chosen for study at SL John's are collected in the library in the best editions and translations that can be obtained. These books form the core of the library, essential to the teaching of the program. A good general collection is a necessary supplement; the college has little need for a specialized, highly technical collection. Each year books are purchased in mathematics, science, philosophy, religion, fine arts, music, poetry, literature and history and many other fields. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarians in selecting books and periodicals. The library maintains a collection of about 80,000 volumes. In Santa Fe, collection now numbers over 51,000. Perhaps the most distinctive mark of SL John's College is the fact that all the students of the same year are reading the same books at the same time wHh the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the fone of the first assignment in Thucydides, when students and serninar leaders are about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of have a common ground for conversation. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS HOUR MONDAY TUESDAY 9:15 Mathematics Tutorial 10:15 Language Tutorial Language Tutorial WEDNESDAY Mathematics Tutorial Language Tutorial THURSDAY FRIDAY !Vlathernatics Mathematics Tutorial Tutorial Language Tutorial Chorus 11:15 1:15 Laboratory Laboratory to 4:15 8:00 Formal Lectur2 Seminar Seminar A SAMPLE FRESHMAN SCHEDULE, SANTA FE HOUR 9:00 MONDAY Laboratory TUESDAY to J2:00 1:00 FRIDAY Language Tutorial Mathematics Tutorial Mathematics Tutorial Mathematics Tutorial 2:30 to 4:00 8:00 THURSDAY !V1usic Tutorial Language Tutorial Laboratory Language Tu tonal 10:30 Both libraries hold interesting special collections. Annapolis has the Collection dating from 1696, known as the "first public in Arnerica," and the Peter Jackson and the Bowen Collection of mythology, symbolism and architecture. The Bynner Collection and The Edgar Allen Poe Collection in Santa Fe contain first editions of each poet as well as other belles lettres. In addition, the Santa Fe contains several music collections, including the Amelia the Grumman, the and the Holzman collections Woodward Hall in Annapolis was renovated as a modem library facility in 1969. H has comfortable modern study carrels and stacks as well as traditional reading rooms. The Santa Fe is housed in the Peterson Student Center and the Weigle The music library is located in the Sternberger-Weis Music and Fine Arts WEDNESDAY Seminar Seminar Formal Lecture Except for the preceptorials in i:he and senior years and certain periods of laboratory work for which upperclassmen may choose their own time, the schedule is the same for all students. Each morning for either three or four days a week they spend one hour in a language tutorial and one hour in a mathematics tutorial; sophomores also spend four hours a week in a music tutorial. Twice a week freshmen, juniors and seniors spend up to three hours in the laboratory Two evenings from eight to ten they atte~d a seminar. A formal lecture or concert is given once a week. Sixteen to nineteen hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. �32 I ST. JOHN'S COLLEGE ESSAYS EXAMINATIONS Annually in and each semester in Santa Fe every freshman, sophomore and junior submits an essay to his seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program_ ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar The student is questioned freely and informally on the texts he has read or the paper he has written and on his critical and opinions. It is not the principal aim of the examiners to find out how much the student remembers. He is encouraged to consider the different parts of his study in relation to each other and to problems that may not have been treated in any of his classes. For freshmen the first oral examination of the year is given before the vvinter vacation, and for juniors and seniors just before preceptorials begin THE "-''-"""'''-"-"' EXA1\1INATION his sophomore year, each student must pass an examination in elealgebra and THE FRENCH READING year, each student must pass an exarnination to demonof the French language. The senior oral enabling examination is given to the student in the fo.ll at the beginning of the fourth year It is focused on a number of books from the seminar lists assigned for rereading and study during the preceding summer_ The passing of this examination confirms a student's status as a candidate for the degree of Bachelor of Arts. THE FINAt ESSAY AND ORAL EXAivHNATION In the senior year the student is required to present to the faculty a final essay related to some aspect of his four years' vvork. It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts_ Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes, If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined upon it by the committee in an hour-long public examination, No degree is avvarded unless both the essay and the oral examination are satisfactory, The senior essay is regarded as a culmination of the student's learning. �THE ACADEMIC ORDER I 35 34 I ST JOHN'S COLLEGE ACADEMIC STANDII'JG Because SL John's classes are small and intimate, and because students paractively, every tutor is aware of his students' progress f~om, to The tutors' appraisals of a student are based on the student s tocal performance as a member of his tutorials and seminar. . It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of and for individual choice and guidance. Moreover, SL John's is freefrom the pressures of conventional examinations and . for grades. - Because student participation is essential to the in which Slasses are conducted at St. John's, attendance at all regularly college exercises is required. A record of absences is kepL This record is taken mto consideration whenever there is occasion to determme academic THE DON RAG \!Vithin the College the most form of evaluation is the don r3tg. Once a semester, each freshman, sophomore and meets all his tut~rs in the don rag. The tutors report to one of the seminar leaders on tne student's work during the semester; the student is then invited to respond to his tutors' and comn1ent on his 01Nn work Advice may be and given; may be aired; but grades are not discussed. . , . If a studenfs work as a whole falls belovv a satisfactory ne may be placed on academic with the of conditions that must be r.net if he is to is one semester. LETTER '-' &>.L H-• ,,_,,,, The tutor's comprehensive judgment of a student is reported to the Dean each semester as-a conventional letter grade, A, B, C, Dor F, where C mdicates that the work is at a level. Such a system is necessary in the case of students inho or profeo;sional school or to transfer to Within the grading is not of Students will be told their work for grades, but rather to If it becomes evident that a process has the student is '"'~·~"•A,-A ... ~.a enabling is a revievv of all the tutors of the Instruction Comrniti:ee, vvith the of the student's two years he has spent in the College. As an indication_ of his . the liberal arts, the annual essay carries great A student is ~L'.~""~._.. or al1owed to enter the class, if he has essay and only if, in the of the ciently prepared for the judgmC::nt looks to the sen1or essay 0 Senior Oral, Annapolis THE ST. B1~CHEL()f{ The student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the session in three and one-half years, but they spend their first summer in completing their freshman year, so that too complete a fouryear curriculum. For transcript purposes, St. seminars, tutorials and laboratories on be translated into terms of conventional subjects. The curriculum is the of approximately one hundred sern€ster hours. Ai-ID CAREERS A.FTER ST. JOHN'S Each year many St seniors elect to do advanced ·work in a wide range of graduate and professional schools Experience shows that leading universities admit St. John's graduates with creditable records. Since St. offers no in specific subjects, however, some may find it necessary to take undergraduate courses during their first year of graduate or professional study in some, but not fields. other graduates choose to embark directly upon careers ma variety of Their undergraduate background-especially its scope and its emphasis on thoughtful inquil11 and subsequent application of principleshas been found lo be an excellent preparation for employment, St refuses to accept the imposition of preprofessional specialized requirements on its liberal curriculum. The College believes that to educate men and women requires less, and yet far more, than is required to satisfy the shifting standards of conventional specialized education. �36 I ST. JOHN'S COLLEGE THE ACADEMIC ORDER I 37 The following table shows the professions or fields of advanced study entered by one or more St. John's graduates; law, mathematics, philosophy, education, medicine and theology have attracted the greatest numbers. Acting Advertising Agriculture Ar$=haeology Architecture Art Biochemistry Biology Bio-physics Business Administration City Planning Computer Programming Dentistry Drama & Playwriting Economics Education Engineering Finance Geology Government Service History History of Art History of Science International Relations Journalism Languages Law Library Science Literature Logistics Management Mathematics Medicine Meteorology Music Nursing Oceanography Philosophy Physics Political Science Psychology Public Administration Scientific Research Social Anthropology Social Work Sociology Systems Analysis Theater Arts Theology Writing THE ST. JOHN'S DEGREE, MASTER OF ARTS A tutor who has completed two years of teaching at St. John's may receive a Master's degree in Liberal Arts. He must petition the Instruction Committee for permission to present himself as a candidate for the degree. He must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. THE GRADUATE INSTITUTE LIBERAL EDUCATION A graduate program, leading to the M.A. degree in the liberal arts, is conducted by the Graduate Institute year-round on the Santa Fe campus and during the summer in Annapolis. H is designed for graduates of colleges other than St. John's and is particularly well suited to the needs of highschool teachers. The program, which is based on the St. John's list of readings, is divided into four subject areas: Politics and Society, Literature, Philosophy and Theology, and Mathematics and Natural Science. Each summer session lasts eight weeks and consists of seminars, tutorials and preceptorials. The seminars are modeled on those of the undergraduate college; they are limited to about twenty students. The tutorials are smaller classes devoted to the close reading of texts. In the preceptorial the student chooses a topic pertaining to one of the books studied and, under faculty guidance, writes a long essay. For each section of the program nine credits are granted. All four sections are required for the degree, though students who have previous graduate credit may be eligible for the degree after three summers. The sections may be taken in any order. More detailed information and a separate bulletin may be obtained by writing to the Graduate Institute in Liberal Education, St. John's College, Santa Fe, New Mexico 87501 or Annapolis, Maryland 21404. DIRECTORY INFORMATION AND RIGHT TO PRIVACY Freshman Chorus, Santa Fe In compliance with the Family Education Rights and Privacy Act, the College retains the right to publish at its discretion the following information about each student presently or previously attending the College: the student's name, address, telephone listing, date and place of birth, field of study, participation in officially recognized activities and sports, dates of attendance, degrees and awards received, and the most previous educational agency or institution attended by the student. As required by the Act, the College will provide public notice annually of its intention to publish such directory information. Students have a right to inform the College within a reasonable period of time that any or all of this directory information should be withheld. The College will respect any such request for privacy. �38 I ST. JOHN'S COLLEGE SIDE E DE The College is well aware that physical activities, artistic expression and light-hearted recreation are necessary complements to an intellectual life and it is comrnitted to providing the facilities, funds and support needed to make them availableo Generally, such activities in Annapolis are under the sponsorship of the Student In Santa Fe they are organized the Student Activities Office (SAO), is responsible for providing instruction and equipment Since its founding as King William's School in 1696, St John's has been situated in the colonial seaport town of Annapolis, capital of the State of Marylando Its population of 50,000 persons is occupied principally with the government of the State and of Anne Arundel County; with the training of at the United States Naval Academy; with the fish, crab and oyster industry and the sailing and recn"ational activities of the Chesapeake Bay; and with the liberal education of students at SL John's College" The campus of acres lies in the Historic District, adjoining '· .L11.•~·,y Creek, one block the State House and across the street from Academy The fifoeen include 18th century histonc homes classrooms, offices and a dormitory), 19th century Victorian structures, and 20th century buildings designed to complement the older ones. There are six student dormitories, offering single and double rooms. The of students has governed itself since 1945 with elected officers and delegates representing each dormitory and the off-campus conThe Student Polity called the Delegate Council, meet once a week to requests from students for funds, to allocate time and use of facilities such as the student to remind students of their responsibilities to the College corn.nmnity, and co express student on cornrnon problerns The Delegate Council also meets once a week with members of the CoHege admmistration to discuss problems of mutual concern and maintains a Student Instruction Committee to discuss and recornmend curriculum changes" A Food Committee works with the dining hall manager to develop satisfactory dishes for the regular and vegetarian menus. Since 1968 The Collegian, a weekly student newspaper, has provided a second medium for expression of opinion to the community as a whole. Controversy ranges from petty to vital; creative writing and news take up the rest of the spaceo Students are also welcome to contribute vvork to The Reporter and The College, the two official publications of SL John's" Extracurricular organizations at SL John's are generally informaL Some continue year after year while others spring up and die out as the individual members of the community come and goo !'.1any extracurricular Dining Hall, Annapolis �40 I ST. JOHN'S COLLEGE activities grow directly out of the curriculum as students' interests overflow from the classroom. The past years have seen small classes-some led by students, others by tutors-in harmony, Latin, German, the New Testament, Leibnitz (his papers on calculus), and special aspects of chemistry and biology. Other activities stern from interests independent of the College curriculum. Most prominent among them have been those of the Garden Club and various classes in dance and martial arts. Theater life is active. Each of three drama groups offers a specialty: the King William Players stage one or two classical plays a year, the Modern Theater Guild performs one or two modern works, and the Dwarf Players produce several one-act plays. Recently these groups produced The Night of the Iguana, The Importance of Being Earnest, and Le Misanthrope. Every weekend the student film club presents foreign and domestic films-the classics of cinema art. Additional film series, including The Ascent of Man and Roots, have been shown during the week. There is also a special winter film series on Wednesday nights. Iv1usic is pursued in groups and individually. Voice and instrumental ensembles train new members and perform at College events. The College provides practice rooms and pianos and a music library of scores and recordings. Private study can be easily arranged on campus or in town. Individual artistic expression needs a time for training and a place to work. Pennanent facilities such as the art studio, ceramic studio, woodworking shop, photography darkroom and stage floor provide places to develop specific skills. The College also maintains a small art gallery staffed by students. Recent shows of works by Roualt, Daumier and Hart have been held there. An exhibit each spring displays work by members of the College community . An artist in residence teaches classes and coordinates exhibits. Classes in pottery, photography, sculpture and painting continue throughout the year. Parties, an important part of cornmunity life where students and tutors meet informally, come in several varieties. The Society of Bacchus arranges rock dances, waltz parties and community gatherings including the Halloween Masked Ball, Mid-Winter Ball, Christmas Party and the Spring Cotillion. Vigorous square dances and quiet jazz parties occur once or twice a year. A festival in the spring, Reality Weekend, begins with student skits and parodies and, after a parade up Main Street, provides a full day of picnicking and athletic competition. Cultural events on campus include Sunday concerts and informal lectures by guest speakers, Annapolis itself offers church groups of all denominations, synagogues (detailed information on Jevvish student life is available on request), concerts, plays, historic tours, seafood, sailing, the Naval Academy, hiking, cycling, State government, political work, community service groups, etc Washington, D. C. and Baltimore, Maryland, both within an hour's drive, offer activities, museums and stores too numerous to mention here. RESIDENCE & STUDENT LIFE I 41 ATHLETICS Since 1939, when intercollegiate athletics were abolished, the intramural sports program has flourished. About two-thirds of the students, both men and women, participate actively in individual and team sports. The Director of Athletics and two student assistants schedule events and coordinate use of the facilities, which include a well-equipped gymnasium, large playing fields, tennis courts and a boathouse with a number of sailboats and other small craft. Men's and women's teams compete in field hockey, touch football, soccer, basketball, volleyball, softball and track, each in its season. Doubles and single players compete in tennis, handball, squash, badminton, fencing, paddleball and table tennis. Sailing, canoeing and rowing are non-competitive activities offered purely for enjoyment. Excellence in sports is recognized and encouraged by individual and team awards; enjoyment of sports is the most important fruit of the athletic program and is its own reward. �RESIDENCE & STUDENT LIFE I 43 THE FE In the early 1960's the College decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West rather than sacrifice the virtues of a small campus. SL John's College in Santa Fe was opened in the fall of 1964 in New Mexico's capital city, founded in 1610 by Spanish colonists. Its population of 50,000 people is occupied principally with the government of the State and of Santa Fe County; with cultural pursuits in the fine arts, museums and opera; and with archaeological and historical research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of American Indian Arts, the College of Santa Fe and the University of New Mexico in Albuquerque. Sixty miles to the south, Albuquerque provides the attractions and co;weniences of a city of 400,000 people. The campus of 300 acres lies in the southeast comer of the City, two miles from the historic Santa Fe Plaza and the Palace of the Governors. The architedure of the Santa Fe campus reflects the territorial style introduced in the state during the last century. The campus, at an elevation of feet, overlooks the Santa Fe valley and off.:::rs superb views of the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain ranges. The Campus includes a classroom building, a laboratory, a student center, a music and fme arts building, an administration building and two dusters of d01rnitories. A library, dining hall and infirmary are also located in these buildings. Nina 5. Garson Reflecting Pool. Santo Fe View from Dining Hall, Santo Fe �44 I ST. JOHN'S COLLEGE Each of the sixteen dormitories on campus houses from twelve to eighteen students and serves as a smaller community of friends within the College. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and at the same time close companionship with a fellow student. The head resident helps students arrange to live in dormitories with others who share similar opinions about smoking, loud music and so on in a dormitory area. In addition to the two dormitory complexes on campus, students are also housed in a rambling twenty-room adobe house which was bequeathed to the College by the poet Witter Bynner. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with administration and faculty, rather than through the machinery of a formal student government, since both the size of the College and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee and the Board of Visitors and Governors. Students also belong to advisory committees which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities including the artistic, the academic and the athletic Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet and modern dance. The art studio in the Fine Arts Building, the darkroom and the pottery studio provide appropriate settings for these activities. The College's art gallery, which is open to the public, has a new show by professional artists each month" Student art work is at the end of the school year, and awards are given for RESIDENCE & STUDENT LIFE I 45 achievement in pottery, photography, drawing, painting and in making jewelry. Au Verso, the literary magazine of the College, is published twice a year. It contains essays, artworks, poetry, short stories and photography from students and faculty alike. Musical performances of many kinds are given by students through the Collegium Musicum. Formed in order to stimulate musical activity on campus, the association provides members of the College community with an opportunity to perform before a small, receptive audience. Through this organization students and faculty who play intruments or who sing can find teachers and fellow musicians with whom to study or perform. The St. John's Chorus and the Madrigal Singers also give recitals. The College provides numerous keyboard instruments including two grand pianos and a harpsichord for student practice and performance" Practice rooms are available in the Fine Arts Building. The Collegium Theatricum produces two or three plays each year. It also organizes evenings of soliloquies and one-act plays. Funds and equipment are provided by the Student Activities Office. The directing, acting, costumes and lighting are done by interested students and faculty. The SL John's Film Society is organized by students to provide a wide variety of classic and current films for the College community every Saturday night. Many students are attracted to the town of Santa Fe by its crafts, music, theater and visual arts. Others have participated in tutoring in elementary schools, counseling for the Santa Fe crisis center, working at the local health-food co-op or in other local activities, The St John's bus takes students into town twice a day. �46 I ST. JOHN'S COLLEGE RESIDENCE & STUDENT UFE I 47 Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extracurricular classes and discussion groups both on and off campus. Informal discussions of contemporary literature, forums on public concerns, and slide shows on art history are frequent on-campus acti~ities, as are study groups in such languages as Russian, German, Spanish, Italian and Hebrew. Students preparing for entrance into medical school have attended classes at the University of New Los Alamos branch, under the sponsorship of the College. Thorne Fellowships also give students financial support toward fulfilling medical prerequisites during i:he summer months. ATHLETICS The Student Activities Office coordinates a volunteer athletic program which offers opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. These last two are sports in which St. challenges other colleges and universities, and the College usually has one of the finest fencing teams in the Southwest. There are indoor facilities for judo, karate, tai chi chuan, weightlifting, gymnastics and fencing, but during much of the year these activities can be done outof-doors. Intramural programs in soccer, track, volleyball and badminton are conducted at the College's facilities. A men's soccer team and a women's soccer team both play with other teams in the area and are hosts to several tournaments in the fall and spring. The St. John's basketball team competes in a city league. Santa Fe's municipal swimming pool is reserved for St. John's one night each week. A horse corral on the campus is available for student and faculty use; horses may be hired at a nearby ranch. The adjoining Sangre de Cristo Mountains provide hundreds of square miles of forest and wilderness areas for hiking and camping. Here the St" John's Search and Rescue unit trains regularly in techniques of map reading, first aid, wilderness survival, rock climbing and cliff evacuation. The team is called out in emergencies several times a year; students have permission to be absent from camuus in the event of a search or rescue. The Santa Fe Ski Basin" (seventeen miles to the north) and the Taos Ski Ba.sin (tvvo hours away by car) offer fine slopes for both beginning and advanced and several cross country ski trails branch off from them. Students may borrow skis, boots and poles from the College, and the St John's bus provides \/\/hen the weather is warmer the Student Activities Office excursions down the Rio Grande kayak, canoe and rubber 1Nith overnight carnping along the way. BOTH College as;;, non-denominational institution. In its years there were some ties with the Protestant L,-'.'"'.. vpal Church, but these no longer exist. The College schedules no gious services except before commencement Attendance is vol.untary, in consonanc:o v:rith the Charter. tutors and students attend church or synagogue in ~ov·1n. It is customary extracurricular Bible classes to be conducted tutors of the '-''w""''=· FACILITIES FOR St. John s College Se(lrch and Rescue Team, Santn Fe 1 As in Annapolis, vvaltz parties, rock parties, and such regular events as the Fall Festival (in the mountains surrounding the College). the Halloween Costume Party, the Fasching Ball, the Graduation Ball and Reality Weekend occasions for informal gatherings of tutors and students. Reality vvee!Kena includes a talent a parade from the Plaza to the College, a picnic and athletic competition. The College Bookstore on each ca:rnpus has all the books and supplies the student needs for his classes. It also maintains a stock of books related to all phases of the program, and books of ITtOn: general interest. It is vvithout As supports for an active social the College on each campus a coffee and a junior common room for the use of all students. In "~>en"'' there are smaller soci2J rooms, furnished. �48 I ST. JOHN'S COLLEGE DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming student to make proper use of the support that other students can give him in his college life. Unmarried students not living at home are required to live in the college dormitories and to take their meals in the college dining hall, unless they obtain permission from the Assistant Deans to live off-campus. The College currently can offer no married student housing at Annapolis, but does, on a limited basis, at Santa Fe. Students who wish to have married student housing must find suitable housing off-campus and should allow time for this. Room assignment is the responsibility of the Assistant Deans in Annapolis and of the Head Resident in Santa Fe. Returning students have the privilege of drawing for rooms before they leave for the summer vacation. In Annapolis students are not permitted to remain in residence during winter or spring vacation. In Santa Fe students are not permitted to remain in residence during winter vacation. They may remain during spring vacation, alchough a small fee is charged. DINING HALL The dining hall on each campus is operated by a catering service. A vegetarian menu is available. Resident students are required to eat in the dining hall. Exemptions for medical reasons are granted only upon examination and recommendation by the College Physician. CAREER COUNSELING OFFICE The Career Counseling Office serves student needs in two especially important areas. First, it provides essential information for those students planning to continue their education in graduate programs and professional schools across the nation. The Director of Career Counseling also offers assistance and counseling to those students who wish to embark upon careers immediately after graduation. STUDENT Er11IPLOYMENT OFFICE An employment service, initiated and run by students, locates off-campus RESIDENCE & STUDENT LIFE I 49 jobs. Primarily, it seeks part-time employment for students during the academic year, but it can also aid students looking for full-time summer employment in the local community. INHRMARY SERVICE Well-equipped infirmaries are maintained at both campuses, each under the supervision of a College Physician and a College Nurse. A daily medical report is sent to the Assistant Deans. A psychiatrist or clinical psychologist is available for consultation. RULES Of RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the Dean in consultation with students and the faculty. Every entering student is informed of them, and returning upperclassmen are reminded of them each fall. The rules differ in certain details on the two campuses, though in general they follow the same pattern. The academic and intellectual life of the community is inseparable from the communal life. The building of a good community requires the faculty to show respect for the individuality of each student. All students agree to abide by the rules and regulations promulgated in the Student Manual published annually by the College. St. John's assumes that students will respect not only the enacted rules but also the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the College may require withdrawal of the offending student PROPERTY DAMAGE The College provides a housekeeping staff to care for the dormitories. The College inspects the rooms periodically and repairs at the expense of the occupant or occupants any dormitory room and furniture that have been damaged beyond normal wear and tear. Any damage to college property is charged to the caution fee of the student or students responsible for the damage. The College is not responsible for the loss of, or damage to, any student property resulting from fire, theft or any other cause. �50 I ST JOHN'S COLLEGE ADMISSIONS I 51 The standards by which applicants are selected for SL John's are special, and prospective students find it rewarding to write the essays that constitute an application to the College. People who apply 1Nant an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they vvill learn to s12e into others' ideas as well as their own; and pabon in their own education. Education at St is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most vvho consider St. John's examine themselves carefully before applying so that when they do they are saying to themselves and to the College that they •Nant to engage in the life of reason and believe can take pleasure in it. In writing their essays, many determine their own appropriateness as St. students; others eliminate therr;selves as deciding that their interests and those of the do not for the ~vr,ost they select themselves. Some are rejected, of course, but a wide students is each year, The the adrnission process is to determine whether an cant has and to complete the SL prograrn satisfactorily" Admissions Committee- t~n tutors and both Directors of Admissions-regards the application as from the "Do think I am ready to frorn In the essays, applicants are asked to discuss their with books, reasons for Si:, summer or postschool experiences, and some valuable experience they have had. /i.. number of is also T~he essays are designed to enable applicants to give a full account themselves, They can tell the Committee rnuch more than statistical records reveal. Next the Cornmil:tee considers the applicant's academic achievement Previous academic records - the secondary school and if there is one-show whether an applicant has at St John's Letters of read for indications that th€ and initiative to succeed the SL importance to "objective" test scores, and no is accepted or rejected because of such scores Committee's decisions are not influenced the race, age, color, physical handicaps or national or ethnic origin of an nor by any other factors unrelated to the work of the College. The application asks a minimum of personal data. Need for financial assistance does not affect the Committee's decisions on admission, SL has decided to remain a small college. The enrollment is ~bout 375 students in Annapolis and 320 in Santa Fe. The size of each class is lnn1ted on each campus, Most freshman classes are about equally divided between men and women, Classes enter in late August and Jar~uary in Santa Fe, m September and January in Annapolis. Nevv students are enrolled only as freshmen; a fourth or more of each entering class have done one, two, or even three years of college work elsewhere" These students, despite 900d records at other colleges, relinquish their advanced standing to take p;rt in the St. John's program. Freshman who enter in January stay on campus the following summer to complete the first year. They can thus graduate a year earlier than if they had ?ostp~ned their entrance until the following falL The January class is of partJCular mterest to students who come to St John's from other colleges, or w~w have traveled or,w.orked since graduation from high school, or who wJSh to enter St. Johns immediately after the first semester of their senior year of high school. �52 I ST. JOHN'S COLLEGE REQUIREMENTS Most applicants have a strong background in academic subjects. Specific academic requirements include tvvo years of algebra, one year of geometry, and two years of a foreign language; additional work in mathematics and foreign language is advised, as well as two or three years of natural science. In addition to the essays and academic transcripts, applicants must present two letters of reference, including one from a teacher. In exceptional cases certain of these requirements may be waived, or additional information may be requested. SAT or ACT test scores are noi: required, bui: may prove helpfuL Occasionally St. John's accepi:s an applicant who is not a secondary school graduate. Such a student must be well qualified to profit from the College program. A campus visit and interview are especially important for such candidates. These students usually wish to enter SL John's following their junior year of high school or in the January immediately after the first semester of their senior year. St. John's is authorized under federal law to enroll foreign students. PROCEDURE St. John's College is a single located on two campuses. PJthough applications must be initiated and completed at one campus or the other, admission to either campus constitutes admission to the College as a whole. On inquiry, prospective students receive a statement of the St. John's College program, an application for admission and recommendation forms to be completed by schools and references. Applications may be submitted as early as the second semester of the eleventh grade. Because the College welcomes all serious applicants, there is no application fee. A student should submit his application materials to the Admissions Office on the campus he prefers to attend. Students planning to apply for financial aid should refer to the section on Fees and Financial Aid and notify the appropriate Admissions Office of their intentions as soon as possible. ADMISSIONS I 53 St. John's has a policy of rolling admissions. There is no application deadline, but applications for both fall and January classes should be submitted as early in .the year as possible. Because there are occasional vacancies in classes due to last-minute withdrawals, students who wish to apply late in the year should contact the Admissions Office for particulars. As soon as the application essays and supporting documents are assembled, the application is reviewed by the Admissions Committee. The applicant is notified of the Committee's decision in about two weeks. Upon notification that his application has been accepted, an applicant has the option to enroll on either campus. In order to secure a place in the entering class, he must submit a non-refundable deposit of $150 to the Admissions Office on the campus at which his application was processed, together with a statement specifying the campus he wishes to attend. Deposits are accepted on a first-come, first served basis until the entering class is filled. If the applicant is also a candidate for financial aid, the deposit will be accepted with the understanding that it will be refunded if sufficient aid cannot be offered to make it possible for him to attend the College. If the entering class on the applicant's first-choice campus has already been filled, the deposit may be automatically transferred to the other campus, provided space remains in that entering class. It may also be used to secure a place on the waiting list or in a subsequent class on the student's first-choice campus. The deposit will be applied to the first year's fees. All financial aid awards will be made from the campus on which the student decides to enroll. A physical examination is required of each student before registration. A form for reporting the examination, along with other registration materials, will be sent to each student prior to the date of enrollment but after receipt of the $150 deposit. TRANSFER Once enrolled on either campus, a student may transfer to the other at the beginning of any academic year, provided his record is in good standing and he notifies the Dean's Office of his intentions by February 25. If the student wishes to apply for financial aid, he must also file his new financial aid fonns by February 1. All such transfers are subject to approval the Deans of both campuses. I UIRIES Inquiries should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (Tel. 301/263-2371) or Santa Fe, New Mexico 87501 (Tel. 505/982-3691). CAIV1PUS VISIT Anyone who is considering the possibility of entering St. John's should see the College for himself. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St John's because of its unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursday evening at 8:00 p.rn.; attend tutorials in mathematics, language l �54 I ST. JOHN'S COLLEGE and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the Admissions Committee, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Wednesday or from Thursday to Saturday on the Annapo~ lis campus, from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Persons planning to visit should telephone (301/263-2371 for Annapolis or 505/982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for the visitor will be transportation. He will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings can usually be located in inexpensive paperback editions in the College Bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens and soap are provided by the College. If a visitor arrives weekdays between 9:00 a.m. and 5:00 p.m., he should go the Admissions Office. Weekends and any day after 5:00 p.m., he should go to the College receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe. TRANSPORTATION The Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis and the driver will let one off at the campus if he asks. Buses from Washington are less frequent and arrive at the Annapolis Greyhound Bus Terminal (about six blocks from the College). By car one takes Route 50 from Washington or Route 2 from Baltimore. A limousine service from the Albuquerque airport to Santa Fe also is available. Called the "Shuttle-jack," it leaves the airport seven times a day and costs $13.00 one way. Greyhound and Continental bus lines pass through Santa Fe. Am track stops at Lamy, N .M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. FEES & FINANCIAL AID I 55 FEES & FINANCIAL AID The College believes that qualified applicants should not be denied the opportunity to attend St. John's College because of limited finances. St. John's therefore maintains a financial aid program to assist eligible students to the greatest extent possible within the limits of the College's resources. With very few exceptions, financial aid awards are made solely on the basis of need. A. The following principles underlie St. John's financial aid program: 1. The primary responsibility for financing a college education lies with the student and the student's parents. The College can offer aid only to supplement funds the family provides. 2. The ability of a family to meet college expenses is determined by assessing the family's financial strength in terms of income, assets, debts and additional children to be educated. 3. Financial aid may be in the form of a grant, loan or part-time employment and will be offered to all students as a package which combines one or more forms of aid. 4. In keeping with the philosophy that students should contribute to �FEES & FINANCIAL AID I 57 56 I ST. JOHN'S COLLEGE their educational expenses, self-help is the first component of a financial aid award" At SL John's, self-help consists of a part-time job and an educational loan" 5" The total amount of financial aid the College offers a student may not exceed the student's demonstrated financial need" 6" Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid" 7" Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (See page 61") 8" Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of 1964 and Title IX of the Higher Education Act of 1980 which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin" B" The procedure for applying for financial aid is as follows: 1" Applicants for admission who also plan to apply for financial aid should fill out the application for financial aid in the back of this catalogue and return it to the appropriate Admissions Office" 2" Applicants must also file the current Financial Aid Form with the College Scholarship Senrice in Princeton, New Jersey or Berkeley, California. This form permits applicants or their parents to present a detailed account of the faraily's financial position" It may be obtained from either secondary schools or the Financial Aid Office at St. John's" 3" Candidates for financial aid from the College must first establish their eligibility for the Basic Educational Opportunity (Pell) Grant, a Federal program described in Section D belmN" The College Scholarship Service's Financial Aid Fomz enables candidates lo indicate that they wish to apply for a Pell Grant" Students should so indicate" No financial aid award will be made by the College until the student submits his copy of the Pell Grant Student Eligibility Report to the Financial Aid Office" 4, As part of the application for financial aid, parents of dependent applicants and applicants who claim self-supporting status must provide an official copy of their most recent Federal Income Tax Return" 5. Self-supporting students are required to meet the Federal definition of independence and have an affidavit of non-support on file in the Financial Aid Office" This form will be mailed to parents or guardians upon receipt of the Financial Aid Form if the applicant is claiming selfsupporting status. 6. Residents of Connecticut, the District of Columbia, Maryland, Massachusetts, Pennsylvania, Rhode Island, and Vermont must apply for a State Scholarship" 7" An applicant who has previously attended an institution of higher education must provide a Financial Aid Transcript from that institution" Financial Aid Tr"anscripts can be obtained from the Financial Aid Office, 8" Students applying for and receiving financial aid from SL John's are required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, employment or other financial benefits for which they become eligible; any change in their or their family's financial situtation; and changes of name, marital status and address" C Following are the deadlines and notification dates for financial aid: FRESHMAN CANDIDATES Although the College has no deadline for receipt of financial aid applications, candidates for admission who are in need of financial assistance should indicate that need as soon as possible" The Financial Aid Form/ Pell Grant Application should be filed with the College Scholarship Service as soon as possible after January 2 in the year in which the candidate wishes to be admitted" Those who wish to enter in January should submit the FAF/Pell as early as possible in the preceeding yeac Likewise, the SL John's Financial Aid Application in this catalogue should be filed with the Admissions Office as soon as possible after its receipt by the candidate" Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met Candidates for admission applying after February 25 for financial aid have significantly lower chance of receiving all the funds for which they are eligible than those applying earlier" RETURNING STUDENTS Applications are due by February 25 from enrolled students who are returning to the College and reapplying for financial aid or are applying for financial aid for the first time" Beginning on December 1, the Financial Aid Office will provide the necessary Financial Aid Form, which should be completed and filed with the College Scholarship Service on January 2 or as soon thereafter as possible. Students whose financial aid credentials are received by the Financial Aid Office prior to the February 25 deadline will be notified of the decision on their application on April L Applications completed after February 25 will not be considered unbl awards have been made for applications completed before the deadline" Awards based on applications completed after the deadline will not be mailed until after April 15. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availability of funds for them cannot be guaranteed" D" Funds for financial aid awards from the College are available from the sources listed below" Except for the Federally Insured/Guaranteed Student Loan, applicants need not apply for funds from any of these specific sources" All these sources are automatically considered in making up the College's financial aid awards" STO JOHN'S GRANTS Funds for SL John's grants are provided by the College from its own resources, and all awards are made on the basis 0f financial need" STO JOHN'S SPONSORED NATIONAL MERIT SCHOLARSHIP (Santa Fe) The College sponsors National Merit Scholarships for finalists in the National Merit competition" Finalists who list St. John's College, Sant.a Fe, New Mexico, as their first choice and who have been admitted by February 25, are eligible for the College sponsored National Merit awards" Winners are chosen according to meriL Stipends in excess of �FEES & FINANCIAL AID/ 59 58 I ST. JOHN'S COLLEGE other borrowers is seven percent. A student may be allowed up to ten years to pay back the loan. $250 are determined by financial need. Awards are renewed annually and those recipients who wish to be considered for stipends in excess of $250 should apply for financial aid each year. 1981-82 STUDENT BUDGET* BASIC EDUCATIONAL OPPORTUNITY GRANT (Pell Grant) This Federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT (SEOG) The College awards SEOG's to incoming freshmen and enrolled students each year. These grants are made to students who have financial need and are unable to pursue a course of study without the grant. Eligibility for SEOG is limited to $2000 per year. FALL FRESHMEN Annapolis dependent/independent $6000 $6000 200 200 1100 1100 1300 1300 75 75 450 630 JANUARY FRESHMEN Annapolis dependent/independent $5500 $5500 200 200 1000 1000 COLLEGE WORK STUDY PROGRAMS (CWS) This Federal program permits the College to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session. Tuition Books Room Board Caution Fee 1 Personal Expenses Transportation 2 Santa Fe dependent/ independent $6000 $6000 200 200 1100 1100 1300 1300 75 75 450 630 75 360 75 500 Tuition Books Room Board Caution fee 1 Personal Expenses Transportation 2 Santa Fe dependent/independent $5500 $5500 200 200 1000 1000 75 360 75 500 *Fees are subject to change without notice. Covers breakage and is refundable. 2 Transportation allowances range from $50 to $200, depending on the geographic distance between the student's home and the College. 'Undetermined at time of publication. 1 NATIONAL DIRECT STUDENT LOAN (NDSL) These loans are made by the College directly to students using funds provided, for the most part, by the Federal Government. The maximum loan for four years of undergraduate study for the first baccalaureate degree is $6000. No interest accrues and no payment is required while the borrower is enrolled at the College. Repayment begins six months after the borrower terminates attendance at the College. There is provision for deferment if the borrower returns to at least half-time study at another institution. Depending on the total loan commitment, the repayment may extend from ten to twenty years. FEDERALLY INSURED/GUARANTEED STUDENT LOAN (FISL/GSL) These programs enable a student to borrow directly from a bank, credit. union, savings and loan association or other participating lender who is willing to make the educational loan. The loan is guaranteed by a state or private nonprofit agency or insured by the Federal Government. The maximum amount a student may borrow is $2,500 a year. No interest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. The interest rate is nine percent per annum for any student who obtains his first GSL after January 1, 1981. The interest rate for BILLING AND DEPOSITS Billing for tuitio~ and fees is done prior to each semester. The charges are due and payable m full on or before the registration dates for that semester. Those who may wish to pay in monthly installments should inquire of the Treasurer about the various commercial tuition payment or loan plans available to St. John's College students and parents. Since determinations affecting students, faculty and physical facilities must be made well in advance of the beginning of each academic year, the College must kn?w in April which returning students will register in September. A deposit of $150 on the fees for the following year is therefore due on or be_fore the first Monday in April for prospective sophomores, juniors and semors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, he may have to be placed on a waiting list; stu?ents to :whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, military service, aca- �FEES & FINANCIAL AID/ 61 60 I ST. JOHN'S COLLEGE demic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which he made the deposit, the deposit is forfeited, and he must make a new deposit to secure his place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the College Treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $75, called the Caution Fee, which is subject to charges for laboratory breakage, damage to or loss of college property and other minor mishaps. This fee is paid once at the beginning of the Freshman Year, but each student must bring the balance (after damages assessments, if any) up to the full $75 at registration each semester. If unused, it is refunded on request at the end of the academic year or when a student leaves the College. Each graduating senior must pay a Commencement Fee of $25 at the beginning of the second semester of the Senior Year. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $25 for late registration for each semester. The cost of books is about $200 a year. Class copies of many of the program books are available in the College library. Veterans and Social Security recipients qualified to receive educational benefits may arrange with the Treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they receive their benefit payments. These arrangements must be made prior to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Security Administration. Students with outstanding debts to the College may not register for classes at the beginning of the second and subsequent semesters unless they have made appropriate arrangements with the Treasurer. The College may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND POLICY If a student withdraws or is dismissed during any semester, a refund of fees for tuition will be made according to the following schedule: The first two weeks: 80% The third week: 60% The fourth week: 40% The fifth week: 20% The sixth week and thereafter: no refund The above schedule also applies to room and board in Annapolis. In Santa Fe, a refund on fees for board will be made on a pro rata basis; there will be no refund made for room fees. If applicable, refunds will be made to students only after refund payments are first made to such federal and state funds as the Basic Educational Opportunity Grant Program, the Supplemental Educational Opportunity Grant Program, the National Direct Student Loan Programs, the Federally Insured/Guaranteed Student Loan Programs, State Student Grant or Scholarship Programs, and to any institutional financial aid programs. Enrolled students due refunds because their financial aid exceeds monies due the College will receive those refunds in accordance with a schedule of payments determined by the Financial Aid Director on each campus. Refunds for substantiated medical reasons will be on a pro rata basis. CRITERIA FOR JUDGING SATISFACTORY PROGRESS REGULAR STUDENTS Provisions. of ~he. Higher Educ.ation _Act of 1976 require that each post~eco~dary 1.nshtut10n make available information concerning the criteria for Judging satisfacto~ progress. The criteria for St. John's College follow: Any student is deemed to be making satisfactory progress if at the end of the current ~emes~er he is permitted to enter the next semester, and if that next semester willdb include the repetition of any work · This perm1ss10n is nor· · · mall t not . y gran e ya committee composed of all the student's tutors th "D ~ag Committee_." The Don Rag Committee grants the permission' on!y af~; 1t has asse~sed his_ curre~t semester's work in all parts of the Program and has appro'.'ed its quality. This assessment is conducted in his presence by all of his t~to~s in common. At the end of his Sophomore Year, however, this permiss10n is granted by the Dean and the Instruction Committee in the light of h" s oSve~all wor~ d_uring his first two years. At the end of the first semester of h~s emor Year it .1s gra~ted almost automatically. . In except~onal c1r~umstances a student is permitted to begin a semester with the speoal reqmrement that he meet certain conditions during the course of the semester. In these cases the student is deemed to be making satisfactory progress unless the Dean determines that the conditions have not b~en met. When ~he conditi?ns have not been met, the Dean, in consultation with the Instruction Committee, decides what further determination is to be made of the case. If the student is permitted to remain in the College he · deemed to be making satisfactory progress. ' is VETERANS In compli~i:ice with ~e?eral and State regulations, St. John's has developed a set of pohc~es ~n minimum standards of progress for enrolled veterans. 1. ~t. _Johns will r~~ort to t~e Veterans Administration within 30 days all inc1d~nts of official termination or change of status that would affe t benefits. c 2. Minimurr:i acceptable grades of a C average are expected. If a student falls below this average and/ or his tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the Dean w~o may a~k the stu~ent to leave the College or may place him on aca~em1c prob.ahon. During that probation period, support and counseling ar~ available. Failure to meet standards through two semester~ of probation must be reported to the V.A. A third semester of certification ~ay not be granted for V.A. benefits without approval of a VA counseling psychologist. · · 3. V.A. requires t~at grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a VA enroll~d studen~ withdraw from any course at any point subsequent t~ the midterm point of any semester, a grade of F will be assigned. 4. St. John's will report to the V.A. when a student has not successfully completed 75% of the credits attempted. 5. St. John's will inform students on V.A. benefits of this policy on minimum standards of progress. �L DJ TENNIS COURTS N\_ \ ii �64 I ST JOHN'S COLLEGE BOARD/ 65 BIBLIOGRAPliY BOARD OF VISITORS AND GOVERNORS BOOKS ABOUT LIBERAL EDUCATION OfHCERS ADLER, MORTIMER J., and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER J., and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. AMERICAN LIBRARY ASSOCIATION: Classics of the Western World, with forewords by John Erskine and Everett Dean Martin, 1944. BARZUN, JACQUES: The American University, Harper and 1970. Teacher in America, Little, Brown and Co., Boston, 1945. BELL, DANIEL: The Reforming of Geneml Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BRANN, EVA: The Paradoxes of Education in a Republic, University of Chicago Press, 1979. BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. SCOTT: Embers of the World, edited by Harris Wofford, Jr., of Democratic Santa Barbara, 1970. WILLIAflll (Editor et al): Three Dialogues on Liberal Education, St. College Press, 1979. ERSKINE, JOHN: My Life as a Teacher, J B. Lippincott Co , 1948. GOLDWIN, ROBERT A (Editor): Higher Education and Modern Democracy, Rand McNally and 1967. GRANT, GERALD and DP.:t/ID RIESMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HAR\lARD COMMITTEE REPORT: General Education in a Free Society, The University, Massachusetts, 1945. HUTCHINS, ROBERT M .. The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953. LEWIS, C. S.: The Abolition of Man, Macmillan Publishing Co., Inc., 1947. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. rvIEIKLEJOHN, ALEXANDER: Education Between Two Worlds, and Brothers, 1942. NEWMAN, JOHN HENRY: The Idea of a University, Image Books, 1959. Mr. Alexander K. McLanahan Mr. Stephen L. Tucker Santa Fe, NM Houston, TX Chairman Mr. Charles A Nelson Mr. John E. Robson Chicago, IL Mr. Karl Van Tassel Lake Forest, IL Vice Chairmen Mr. Karl Van Tassel Miss Harriet C. Higgins Mrs. George S. Roudebush St. Louis, MO Dr. Dalton M. Welty Hagerstown, MD Mr. W.T. Terry, St. Louis, MO Secretary Mr. Jerome La Pides Jr. Term Expiring 19134 Dr. Mortimer Chicago, IL Mr. Eugene V. Thaw Scarborough, NY HONORARY MEMBERS Mr. Peter A Benoliel Philadelphia, PA Mr. Arnold Wells Millwood, NY Mrs. Lowell R. Ditzen Dr. Douglas H. Gordon !V:!r. John Gaw Meem Mrs. Duane L Peterson Hon. Adolph W. Schmidt J. Adler Mr. D. Robert Yarnall Philadelphia, PA Term Expiring 1983 MEMBERS EX OFFICIO Mrs. Rebecca BrinkleyConnelly Denver, CO Mr. Thomas M. Carnes San Francisco, CA Mr. David Ater Santa Fe, NM Mr. Ray C. Cave New York, NY Th e G ovemor o_ Maryland f The Governor of New Mexico The President of the College The Dean of Annapolis The Dean of Santa Fe The Provost of the College Dr. Robert A Goldwin Washington, DC Term Expiring 1982 Mr. John T. Harrison, Stanford, CT Miss Sharon Bishop Washington, DC Miss Harriet C. Higgins New York, NY Mr. Victor G. Bloede Long Island, NY Mr. Daniel T. Kelley, Jr. Santa Fe, NM Mr. Charles A Nelson New York, NY Mr. John L Ernst New York, NY Mr. Daniel R. Kenney Winchester, MA Mrs. James Ritchie Santa Fe, NM Mr. lNalter F. Evers Cleveland, OH Mrs. Carleton Mitchell Annapolis, MD Mr. Harrison Sheppard San Francisco, CA Mr. Allan P. Hoffman Lawrence, NY Mr. Maurice B. Mitchell Santa Barbara, CA Mr. JI Staley Wichita Falls, TX Mr. Jerome La Pides Annapolis, MD Mr. Theodore H. Smyth Santa Barbara, CA Mrs. Louis Talbot Trigg Santa Fe, N1v1 Mr. Sanford K McCormick Houston, TX Mr. Roger W. Straus, Jr. New York, NY Mr. Thomas B. Turner Baltimore, MD Mr. Stephen L. Feinberg El Paso, TX Jr. Mr. John H. Dendahl Santa Fe, NM Mr. James M. Donnelley Chicago, IL Dr. R. Philip Hammond Santa Monica, CA Dr. Irwin Hoffman New York, NY �66 I ST. JOHN'S COLLEGE FACULTY/ 67 FACULTY Barbara Hopkins Leonard B."."':., Oberlin College'.1937; M.S., 1941, Ph.D., 1948, University of Rochester; Assistam m Zoology, Oberlm College, 1936-38; Oberlin College Scholar, Marine Biological Laboratory, Woods Hole, Massachusetts, 1937; Histological Technician Department of Pathology, Yale Medical School, 1938~39; Grnduate Scholar in Biolo~y, University of Rochester, 1940-41, Graduate Teaching Assistant in Biology, 1941-44; Visiting Lecturer m Zoology, Oberlm College: 194~-45; !nstructor in Zoology, Smith College, _ 1945-51, Smith College Scholar, Manne Biological Laboratory Woods Hole M chusetts, 1949; Tutor and Assistant Dean, St. John's College, An~tapolis, 1951-'. A~h:r de Talma_ Valk Tutorship, 1968-; Fulbright Lecturer and Honorary Professor of Zoology, Lady Doak College and Amencan College, Madurai, South India, 1962-63. TUTORS President Edwin Jules Delattre B.A., University of Virginia, 1963; Ph.D. in Philosophy, 1970, University of Texas at Austin; Instructor of Philosophy, Texas Lutheran College, 1967; Instudor-Associate Professor of Philosophy, University of Toledo, 1968-76; Member, National Humanities Faculty, 1972-, Director, 1976-80; Matchette Foundation Advisory Board, 1977-; National Endowment for the Humanities Board of Consultants, 1978-; President, St. John's College, 1980-. ANN APO US Dean of the College in Annapolis Edward Grant Sparro1N B.A., Harvard College, 1951; LLB., Harvard Law School, 1954; M.A., Teachers College, Columbia University, 1957; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Acting Director, Integrated Liberal Arts Curriculum, SL Mary's College, California, 1964-66; Dean, 1977-. Joseph Winfree Smith, Jr B.A., 1934, lvLA., 1935, University of Virginia; M.Div., Virginia Theological Seminary, 1938; Ph.D., University of Virginia, 1948; Student at the Institute Catholique de Paris, 1951-52; Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia; Tutor, St John's College, 1941-, Assistant Dean, 1947, Addison E. Mullikin Tutorship, 1959-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1966-67. Hugh P McGrath B.A., 1934, Diploma in Education, 1935, University of Liverpool; Language Instructor, London County Council, and Language Studies at Universities of Liverpool, London, Paris, Dijon, 1936-40; Jumed forces, 1940-46; Language Instructor, London County Council, 1946-47; Visiting Professor, University of Puerto Rico, 1960; Tutor, St. John's College, Annapolis, 1948-, Addison E. Mullikin Tutorship, 1968-. Curtis A. Wilson B.A., University of California, Los A.ngeles, 1945; M.A., 1946, Ph.D., 1952, Columbia University; Tutor, St. John's College, Annapolis, 1948-64, 1973-, Santa Fe, 1964-66, Dean, Annapolis, 1958-62, 1973-77; Visiting Research Fellow, Birkbeck College, University of London, 1962-63; Visiting Associate Professor, 1966-68, Professor, 1968-73, University of California, San Diego; Corresponding Member, Academie Internationale d' Histoire des Sciences, 1971-; Andrew W. Mellon Tutorship, 1974-. Douglas Allanbrook Boston University, 1938; Brown University, 1939-41; University of Florence, 1946; B~A, Ha_rvard College, 1948; Active duty, United States Army, 1942-45; Traveling F~llow, Harvard Umversity, 1948-50; Pupil of Nadia Boulanger, Paris, 1948-50; Fulbright FeUow m Italy-Conservatorio San Pietro a Majella, Pupil of Ruggiero Gerli..1. m Harps1cord and Early Keyboard Music, 1950-52; Teacher of Composition and Theory, Peabody Consen:,atory, 1955-57; Tutor, St. John's College, Annapolis, 1952-; Member, Corporat10n of iaddo, Saratoga Springs, New York, 1971. Eva T.H. Brann .Brooklyn College, 1950; M.A., 1951, Ph.D., 1956, Yale University; Fellow of the Amencan Numismatic Society, Summer, 1952; Fellow of the American School of Cl~.ssical ,5t~_dies at At~ens, 1952-53~ Me_mber of the staff of the AmericanAgora Excavauons ac Achens as Sibley Fellow o_r Phi Beta Kappa; Instructor in Archeology, Stan!ord Urnvers1ty, 1956~57; rviember, lnstitute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, 1975-77; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-, Fellow, Woodrow \!\Tilson International Center for Scholars ' 1976-77; Arnold Visiting Professor, Whitman College, 1978-79. Bryce Du Val Jacobsen RA ',St.. John's Colleg~, ~,nnapolis, 1942; fanner and carpenter, 1942-57; Tutor and Direcror of Athletics, ::it John's College, Annapolis, 1958-. Edward Malcolm Wyatt B.A., 1953, .M.A., 1956, University of Virginia; Instructor in Mathematics, University of Virgima, 1955-58; Tutor, St. John's College, Annapolis, 1958-, Andrew \N Mellon Tutorship, 1972-. Thomas J. Slakey B.A, St. Mary's College, California, 1952; M . A., Universite Laval, Quebec 1953Cornell University, 1960; Tutor,. St. John's College, Annapolis, 1959-64, 197~-, Santa Fe, 1964-~1; Vice-President for Academic Alfairs, 1971-74, Associat~ Proressor, 1974-76, St. Mary's College. Beate Ruhm von Oppen RA. ., U. . 'R" . h v: mversity o, ~irmmg am, England, 1939; Art Librarian, Barber Institute of Fme Arts, ~mversity of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal In~titi:te Of Inte[nation~l Affairs, .195~-56; R.esearch Staff, Nuffield College, Oxford, 19,_,6-58, lVIicro11lmmg Proiect of rhe Lommittee for the Study of War Documents of che Amencan H1stoncal Association, 1959-60; Tutor, St. John's College, Puma.polis 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History Smith Col~ lege, 1963-64, University of Massachusetts, 1964-65; Member, Institutef~r Advanced Study, Princeton, 1968-69; Iv1ember, Center of International Studies, Princeto~ Umvers1ty, 1969-71; National Endowment for the Humanities Editing Grant 1978-79. . ' �68 I ST. JOHN'S COLLEGE Lawrence Berns B,A., 1950, Ph,D,, 1957, University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago: 1956-59; Tutor', S,L John's College, Annapolis, 1960-, Andrew W, Mellon Tutorship, 1972-; Assoc1ace Professor of Philosophy, Rosary College, (Leave of absence, 1966-67); Associate, Clare Hall, Cambridge University, 1971-72, Samuel S, Kutler B,A., St John's College, Annapolis, 1954; Graduate Study, American University, 1955-61; Assistant Mathematician, 1954, Associate Mathematician, 1957, Mathematician, 1961, The Johns Hopkins University Applied Physics Laboratory; Instructor, American University, 1960; Visiting Tutor, SL John's College, Annapolis, 1960, Tutor, 1961-, Andrew W, Mellon Tutorship, 1972-, Michael S, Littleton B,S,, 1954, RA., 1955, University of Maryland; B,D,, Hartford Seminary Foundation, 1960; S TIYL, Union Theological Seminary, 1967; United States Navy, 1955-57; Tutor, St John's College, Annapolis, 1960-, JIJ1drew W, Mellon Tutorship, 1972-, Robert B, Williamson B,A., 1955, 1957, Ph,D,, 1967, University of Virginia; Tutor, SL John's College, Annapolis, 1960-, Andrew W, 1V1ellon Tutorship, 1972-, Elliott Zuckerman B,A., 1952, M,A,, 1955, Ph, D,, 1962, Columbia University; B,A., 1954, M,A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Car:,1bndge, 1952-54; Duryea Fellow in ]\,1odern European History, 1954-55, Lecturer m Histo7, 1956-61, Columbia University; Lecturer in History and Music, The I'\]ew School wr Social Research, 1960-61; Tutor, SL John's College, Annapolis, 1961-, D!fector, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, April-June, 1973, Andrew W, Mellon Tutmship, 1974-; Associate of Clare Hall, Cambridge University, 1970-71, Joseph E Cohen B,A.-, SL John's College, Annapolis, 1956; J,D,, University of Maryland Law School, 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; Urnversity of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer m t~e Liberal Arts, University College, University of Chicago, 1960-62; Tutor, SL Johns College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72, Sarkissian University of Chicago, 1939-41; U,S, Army, 1942-46 (Princeton University, 19~3, A.STP,); B,S,, MS, University of Illinois, 1946-48; University of Chicago, 1948-54; Instructor, Biological and Physical Sciences, Pestalozzi-Froebel Teachers College, Chicago, 1948-53; Instructor, University of Indiana, 1948-50; Traveling Fellow and Research Associate, Institute of Human Heredity, University of Bologna, Italy, 1955-56; Instructor in Biological Sciences, Chicago City College, 1956-58; Instructor, Biological Science, University of Illinois, 1958-62; Tutor, SL John's College, Annapolis, 1963-, · David I-L Stephenson B ,A, Columbia College, 1958; Columbia University, 1960; New York s_;ate Teaching Fellowship, 1958-60; Director of Men's Chorus, New York Association ror the Blmd, 1959-62; Music Instructor, Riverdale Country Day School, 1960-61; Chorus DITector, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y, Crowell Company, 1961-63; Tutor, St, John's College, Annapolis, 1963-. FACULTY/ 69 Louis N, Kurs Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; MS, University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, University of Chicago, 1948-49; Instructor in Physical Science and Geology, Wnght Jumor College, 1949-51; Supervisory Staff, Steel Production Division, South Wor~s, United States Steel Corporation, 1951-54; Instructor in Geology, University of Illmo1s, Chicago, 1954-64; National Science Foundation Science Faculty Fellowship,, University of Chicago, 1961-62; Tutor, St, John's College, Annapolis, 1964-; V1s1tmg Lecturer, Department of Hydrology and Water Resources University of Arizona, 1973-74. ' Benjamin Charles Milner, B,A, Emory University, 1949; RD,, Columbia Theological Seminary, 1955; Ph,D, Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and Interpretation, 1959-62, Assistant Professor, 1963-65, Wellesley College; Tutor, St, John's College, Annapolis, 1965-, Assistant Dean, 1977-78, 1979-81, Director, The Graduate Institute in Liberal Education, Annapolis, 1980-, Geoffrey Comber ,Oiploma in Education, University of London, 1953; AR.CM,, Royal College of Music, 1954; M,A, Ohio State University, 1957; Fullbright Scholar, 1955; Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontario, 1964; Tutor, SL John's College, Annapolis, 1965-, Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Liberal Education, Santa Fe, 1970-74, Director of Adult Education, 1968-74, 1975-76, Director of Summer Program, 1974, 1976, Associate Director, The Graduate Institute in Liberal Education, Annapolis, 1977-80, Director of Continuing Education, 1978-, George Doskow B,A., Columbia College, 1957; !YLA, 1959, Ph,D,, 1965, University of Connecticut; Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St, John's College, Annapolis, 1965-, Howard J, Fisher B,A,, University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, 1964-65; Tutor, St, John's College, Annapolis, 1965-, Tutor, The Graduate Institute in Liberal Education, Santa Fe, 1971-72, Annapolis 1977-, Brother S, Robert, F.S.C RA., St Mary's College; Ph,L, Ph,D,, Universite Laval, Quebec; Visiting 1i.1tor, St John's College, Annapolis, 1966-67, Tutor, 1972-, Gisela Berns Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexa;Jien I, University of Heidelberg, 1963; Fellow Deutscher Akademischer Austauchdienst, University of Florence, 1963-64; Ph,D,, University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St, John's College, Annapolis, 1967-, Nicholas Maistrellis BS, Bates College, 1962; Department of History of Science, 1962-67, Teaching Assistant, 1962-66, University Fellow, 1966-67, University of Wisconsin; Tutor, SL John's College, Annapolis, 1967-, �FACULTY/ 71 70 I ST JOHN'S COLLEGE Harry L Golding B.A., University of Omaha, 1954; M.S., Northwestern University, 1958; ~atio.nal. Science Foundation Fellow, 1954-55; Instructor in Chemistry, DePauw Urnvers~ty, 1958-63· National Science Foundation Science Faculty Fellow, Purdue University, 1963-64: Member of the Faculty, 1964-68; Chairman, Natural Science Area, 196~, Director of Shimer College in Oxford, 1967-68, Shimer College; Tutor, St. Johns College, Annapolis, 1968-. Harvey Flaumenhaft _ B.A., 1960, M.A, 1962, University of Chicago; Woodrow Wilson Fellow, Harvard University, 1960-61; Graduate Study, University of Ch'.cago '. ~961-6~; Lecturer m th': Liberal Arts, University of Chicago, 1965-66; Lecturer m Political Science, Roose~eh University, 1965; Instructor in Government, Wheaton College, Massachuseds, 1966-68; Tutor, SL John's College, Annapolis, 1968-. Michael Comenetz B.A., The Johns Hopkins University, 1965; M.A., 1967, Ph.D., 1972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John's College, Annapolis, 1975-. Chaninah Maschler B.A., City College of New York, 1953; M.A. in Philosophy, Yale University, 1955; University Fellow, Yale University, 1953-55; Alice Freeman Palmer Fellow, work on Peirce, Yale University, 1956-58; Department of Philosophy, Pennsylvania State University, 1959-61; Department of Philosophy, CC.NY., 1961-62; Department of Philosophy, Barnard College, 1962-64; Reader and Translator for Harper Torchbooks, 1965-70; Queens College A.C.E. Program, 1970-72; Queens College Liberal Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976, Tutor, St. John's College, Annapolis, 1976-. Howard Zeiderman Jamison Allanbrook B.A., Vassar College, 1964; M.A, 1965, Ph.D., Stanford Ui:iversity,r 1974; Woodrow Wilson Fellowship, 1964-65; Teaching Assistant m lVIusJC, Stanwrd Umversity, 1967-69; Tutor, St. John's College, Annapolis, 1969-. William W. O'Grady, Jr. AB Univeroity of Notre Dame, 1966; M.A., 1968, Ph.D., 1970, University _of Chi~~go; Wo~drow Wilson Fellow, 1966-67, Da~forth ;ellow, 1966-70, Humamti~s Fellow, 1967-70, University of Chicago; Tutor, Sc Johns College, Annapolis, 1970 , Santa Fe, 1980-82. F. White RA, St. John's College, Annapolis, 19!'5; M..A., Th~ New, School for Sod~~ Dartmouth College, 1962-63; B.A., St. John's College, Annapolis, 1967; M.A., Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-77, Armapolis, 1978-. Robert P. Druecker B.S., Marquette University, 1966; Graduate Study, Philosophy, Yale University, 1966-68; M.A., Boston University, 1974; Woodrow Wilson Fellow, 1966-67; Teacher, Rye Country Day School, Rye, New York, 1968-69; Teacher, Friends Seminary School, New York, 1969-70; Teacher of English arid German, Institut€ France AudioVisuel, Paris, 1971; Univ1Crsity of Paris, 1970-71; University of Florence Summer School, 1971; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; Fulbright and American Scandinavian Foundation Fellow, Norway, 1976; Tutor, St. John's College, Annapolis, 1977-. Research, 1970; i\lvin Johnson Fellow, 1910-71; 11.i.tor, Sc. Johns College, Annap lis, 1971-. Peter Kalkavage Leo F. Raditsa B.A., 1973, M.A., Pennsylvania State University, 1976; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor, St. John's College, Annapolis, 1977-. B.A., Harvard College, 1956; University Sch~lar, _,1960-61, University Fellow, 1961-62, M.A., Columbia University, 1962; Pres1dem s Fellow, 19_62-63, F1'.-lbr:1!ht, University of Munich, 1964-65, Berlin, 1965; Instructor, New X'ork Umvei~ity, Washingon Square College, 1965-68; Assistan1 Professor, 19?8, Ph.D., Columbia University, 1969; Tutor, St. John's \oll~ge, Annapolis, 1973-; Nah~_nal_.~ndowme~t for the Humanities Fellow, National Fellows Program, Hoover Inst1tuc1on on Wa1, Revolution and Peace, Stanford, California, 1977-78. David Bolotin B.A., Cornell University, 1966; Grad~uate Student: Univ~rsity of Chic~go, 19~6~~8; Ph.D., Nii:w York University, 1974; Yale Ui:1vers1ty Lecwr.er m Cl~ss1cs, 1971 /3, 1Noodrow \Nilson Fellow, 1966-67; University of Chicago Humamt1es F~llowsh1p, l966-68; National Defense Education Act Fellow, 1968-71; Tutor, SL Johns College, Annapolis, 1974-. Schwartz Renaut B.A., St. John's College, Annapolis, 1968; !VLA, Jo,hns Hopkins University, ~971; M.S., Georgetown University, 1974; Tutor, St. Johns College, Annapolis, 197x-. Joe Sachs R ,;_ <::t John'o College Annapolis, 1968; Graduate Student, The New Sd1ool for S;ci~l 0R~search, New York, 1971-73; tv~.A:, Pennsylvania S~t; Uni~ers1ty,, 197~~ Teaching Assistant, Pennsylvania State Umvers1ty, 1973-74; lmor, Sc. Johns Co_ lege, Annapolis, 1975-. Donald Conroy B.Ao, St. Mary's College, California, 1970; !VLA., University of California, Santa Barbara, 1972; Ph.D., Princeton University, 1976; Teaching Assistant, University of California, Santa Barbara, 1970-72; Teaching Assistant, Princeton University, 1974-76; Assistant Professor, Integrated Liberal Arts Curriculum, St. Mary's College, 1976-77; Tutor, St. John's College, Annapolis, 1977-. Mera J. Flaumenhaft B.A, University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; Instructor, 1970-71, Assistant Professor, 1971-76, Anne Arundel Community College; National Endowment for the Humanities Grant, 1977; Tutor, St. John's College, A.nnapolis, 1977-. Thomas C. Mark AB., Columbia College, 1961; M.A, 1965, Ph.D., 1970, Columbia University; Henry A. Todd Scholar, 1964-65, Ansley Dissertation Award, 1970, Preceptor in Philosophy, 1967-70, Columbia University; Assistant Professor of Philosophy, Wheaton College, Massachusetts, 1970-71; Assistant Professor of Philosophy, University of California, San Di'i'go, 1971-78; Tutor, St. John's College, Annapolis, 1978-. �FACULTY/ 73 72 I ST. JOHN'S COLLEGE David Guaspari B.S., Rensselaer Polytechnic Institute, 1969; Ph.D., University of Cambridge, ~974; · U.S. Churchill Foundation Scholar, 1969-72; Lecturer in Mathematics, Cambridge, Michaelmas, 1973; Visiting Assistant Professor, State University of New York, Buffalo, 1974-75; Visiting Assistant Professor, University of California, Berkeley, summer, 1974; Visiting Lecturer, 1975-77, Visiting Assistant Professor, Texas Tech Urnversity, 1977-78; Tutor, SL John's College, Annapolis, 1978-. Kelton Ray McKinley B.A., Case Western Reserve University, 1970; M.S., 1972, Ph.D., 1975, Michigan State University; Research Assistant, Paleoecology, 1969, Case Western Re.serve University and Cleveland Museum of Natural History; Research Assistant, Limnology, 1972-75 Research Associate, Freshwater Ecology, 1975-76, Assistant Professor, 1976, Kellogg Biological Station, Michigan State University; Associate Research Scientist, Estuarine Phytoplankton Ecology, 1976-78, McCollum-Pratt Institute, Johns Hopkins University; Tutor, St. John's College, Annapolis, 1978-. W.K. Anthony James Carey St. John's College, Annapolis, 1963-65; B.A., University of North Carolina, 1967; MA The New School for Social Research, 1973; U.S. Marine Corps, 1967-69; G;ad~ate Study in Music, University of North Carolina, 1969; Part-time Instructor in Philosophy, East Carolina University, 1974-78; Part-time Ins,tructor in Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St Johns College, Annapolis, 1979-, William Jon Lenkowski B.A., Marquette University, 1965; M.A., Philosophy, The New School for Social Research, 1970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instruction in philosophy, Rutgers Umversity, 1968-76; VisitiI1g Lecturer, philosophy of science, New York Institute of Technology, 1976-77; Lecturer, ancient Greek philosophy, l\few School for SoC1al Research, 1977-79; Tutor, St. John's College, Annapolis, 1979-. Jonathan S. Tuck B.A., Columbia University, 1969; B.PhiL, Oxford University, 1971; M.A., University of California, Berkeley, 1972; Graduate Study in English, University of Calif~r­ nia, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fello•N m ,ne Humanities, Brasenose College, Oxford, 1969-71; Kent Fellow (Danforth Foundation), 1971-77; Teaching Assistant, Department of English, University of California, Berkeley, 1973-74; Associate, Residential Program in History and L~terature, Ur:;versity of California, Berkeley, 1975; Associate, Department of English, UrnversHy of California, Berkeley, 1976-78; Instructor of English, Pikes Peak Community College, 1979; Tutor, SL John's College, A_nnapolis, 1979-. Thomas May B.A., Loyola College, 1971; M.A., 1975, Ph.D. Cand., Ford~am University; Assistant Professor of Philsophy, Loyola College, 1974-79; Visiting Lecturer in Philosophy, Goucher College, 1976-78; Tutor, St. John's College, Annapolis, 1979-. Marilyn Douville B.S., University of Michigan, 1975; M.S., University of !Vlichigan, 1977; Associate lv1athematician, 1977-79, Johns Hopkins University Applied Physics Laboratory; Tutor, St. John's College, Annapolis, 1979-. Robert Barnett Raphael B.S., Rensselaer Polytechnic Institute, 1950; Ph.D., Harvard University, 1954; Tutor, St. John's College, Annapolis, 1979-. William Mullen B.A., Harvard College, 1968; Ph.D., University of Texas, Austin, 1972; Acting Assistant Professor of Classics and Comparative Literature, University of California, Berkeley, 1971-73; Hodder Fellow in the Humanities, Princeton University, 1973-74; Assistant Professor in Classics, Boston University, 1975-80; Junior Fellow, Center for Hellenic Studies, 1978-79; Tutor, St. John's College, Annapolis, 1980-. SANTA FE Dean of the College in Santa Fe Robert S. Bart B.A., Harvard College, 1940; M.A., St. John's College, 1957; Sheldon Traveling Fellow, Harvard University, 1940-41; Tutor, St. John's College, Annapolis, 1946-75, 1976-77, Santa Fe, 1975-76, 1977, Addison E. Mullikin Tutor, 1968-, Dean, 1977-. William A. Darkey B.A., St. John's College, Annapolis, 1942; M.A., Columbia University, 1949; Tutor, St. John's College, Annapolis, 1942-46, 1949-64, Santa Fe, 1964-, Associate Dean, 1968-70, Dean, 1968-73, Director, Task Force on the Liberal Arts, 1974-. Thomas King Simpson B.A., St. John's College, Annapolis, 1950; l'vLA. in Teaching, Wesleyan University, 1955; Ph.D., Johns Hopkins University, 1968; Instructor, American University at Cairo, Egypt, 1950-53; Teaching Intern, St. John's College, A·mapolis, 1955-56, Tutor, 1956-73, Santa Fe, 1973-; Curriculum counselor and member of the faculty, The Key School, 1970-73. Michael Ossorgin Lycee Russe, Paris, 1938; Conservatoire Russe a Paris, 1932-35, 1942-44; L. Th., Institut de Theologie Orthodoxe, Paris, 1942; Instructor in Music, Institut de Theologie Orthodoxe, Paris, 1944-46; Instructor in Theology, St. Tikhon's Seminary, Pennsylvania, 1947; Secretary of the Orthodox Diocese in Alaska, 1948-49; Teacher of Music, Bureau of Indian Affairs, Department of the Interior, 1950-56; Associate Professor, Consultant, St. John's Program, St. Mary's College, California, 1961-62; Tutor, St. John's College, Annapolis, 1956-66, Santa Fe, 1966-, Norma Fiske Day Tutorship, 1975-. Charles G. Bell B.S., University of Virginia, 1936; Rhodes Scholar, Oxford University, B.A., 1938, M.A., 1966, B, Litt., 1939; Instructor and Assistant Professor of English, Iowa State College, 1943-45; Wartime Assistant m Physics, 1945, Research Assistant in Physics, 1945, Assistant Professor of English, 1945-49, Princeton University; Guest Lecturer, Black Mountain College, Summer, 1947; Rockefeller Grant for study in Europe, 1948; Assistant Professor of Humanities, University College, University of Chicago, 1949-56; Guest Professor, Fulbright Program, Technische Hochschule, Munich, Germany, 1958-59 (Kulturgeschichte als die Geschiechte symbolischer Formen); Poet in Residence and Guest Professor, University of Rochester, Spring, 1967; Guest Professor, State University of New York at Old Westbury, Spring, 1970; Tutor, St. John's College, Annapolis, 1956-67, Director of Adult Education, 1957-58, Santa Fe, 1967-, Director, Graduate Preceptorial in Dimensions of History, 1972-73. Samuel Emmons Brown Harvard College, 1936-37; Diploma, Black Mountain College, 1945; M.A., 1956, Ph.D., 1962, Indiana University; Private tutoring, 1946-48; Director of Music, Windsor Mountain School, 1948-49; Director of Music, Verde Valley School, 1950-53; John H. Edwards Fellow, 1955-56; Part-time Teacher, Indiana University, 1956-57; Tutor, St. John's College, Annapolis, 1958-65, Santa Fe, 1965-. �74 I ST. JOHN'S COLLEGE Thomas A. McDonald St. John's College, Annapolis, 1944; Military Service, 1945-46; University of Virginia, The New School, New York, 1947-50; Graduate study in Philosophy, Graduate Faculty, 1950-52, 1955-58, Teaching Fellow, 1956-58, The New School; Lecturer, University College, University of Chicago, 1958-62; Lecturer, Overseas-Extension, University of Maryland, Heidelberg, Germany, 1952-63; Tutor, St. John's College, Annapolis, 1963-79, Santa Fe, 1979-. Dean K Haggard B.A., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-60; Fels Fund Fellow in Philosophy, Johns Hopkins University, 1960-61; Tutor, SL John's College, Annapolis, 1961-66, Santa Fe, 1966-, Assistant Dean, 1971-73. Robert D. Sacks B.A., St. John's College, Annapolis, 1954; J>h.D., Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Orientales Vivantes, 1956-57; University of Chicago, 1957-59; Tutor, St. John's College, Annapolis, 1961-69, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, California, 1968-69; Biblical Research, Jerusalem, 1971-72. Robert A. Neidorf B.A., 1951, M.A., 1955, University of Chicago; Ph.D., Yale University, 1959; Instructor and Assistant Professor of Philosophy, Bucknell University, 1959-62; Assistant and Associate Professor of Philosophy, State University of New York at Binghamton, 1964-67; Tutor, St. John's College, Annapolis, 1962-64, Santa Fe, 1967-, Director, Graduate Institute in Liberal Education, 1970-73, Dean, 1973-77. John S. Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, United States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching Fellow, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, 1962-67, Santa Fe, 1967-, Assistant Dean, 1970-72. David Clifford Jones B.A., St. John's College, Annapolis, 1959; M.A., University of Melbourne, 1962; Ph.D., University of Texas, 1974; University Fellow, University of Ivlelbourne; University Fellow and Bess Heflin Fellow, University of Texas, 1962-64; Tutor, St. John's College, Annapolis, 1964-56, Santa Fe, 1965-, Director, Graduate Institute in Liberal Education, 1973-75, 1978-80. Robert M. Bunker AR, Harvard University, 1939; AJ'v'L, 1954, Ph.D., 1955, University of New Mexico; United Pueblos Agency, Bureau of Indian AJfairs, 1940-51; United States Navy, 1942-46; Executive Secretary, Bernalillo City-County Consolidation Cornmittee, 1952-56; Instructor, University of New l\1exico, 1955-56; Professor of English and Philosophy, and Chairman of both Departments, New Mexico Highlands University, 1956-65; Tutor, St. John's College, Santa Fe, 1965-< Don B. Cook A.B., Occidental College, 1958; Ph.D., University of California at Davis, 1965; Woodrow Wilson Honorary Fellow, University of California at Davis, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-, Assistant Dean, 1981-; Teacher, Santa Fe Preparatory School, 1972-73. Elliot T. Skinner B.A., University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, VVoodrow Wil- FACULTY/ 75 son Fellowship, Princeton University, l964; Fellow of the Council for Philosophical Studies, Summer Institute in Greek Philosophy and Science, 1970; Tutor, St. John's College, Santa Fe, 1965-. Stuart Boyd M.A., Aberdeen University, Scotland, 1948; Ph.D., Aberdeen University Medical School, 1952; Military Service, 1940-45; Assistant Lecturer, Clinical Psychology, Department of Psychiatry, Aberdeen University, 1948-52; Instructor, Medical Psychology, University of Colorado Medical School, 1952-53; Director, Doctoral Training in Clinical Psychology, Denver University, 1954-57; Professor of Psychology and Chairman, Department of Behavioral Sciences, New Mexico Highlands University, 1957-64; Lecturer, Department of Psychiatry, Edinburgh University, Scotland, 1964-65; Professor of Psychiatry (Psychology), University of IV1issouri Medical School, Kansas City, 1965-66; Fellow, American Psychological Association; Tutor, St. John's College, Santa Fe, 1966-. Roger S. Peterson A.B,, Harvard College, 1953; A.M., 1957, Ph.D., Botany, 1959, University of Michigan; United States Navy, 1953-56; U.S. Forest Service Research, Colorado State University, 1959-62, Utah State Univetsity, 1962-66; Tutor, St. John's College, Santa Fe, 1966-. E. Ray Davis, Jr. University of Wisconsin, 1953-55; B.A., St. John's College, 1962; M.A., History and Philosophy of Science, University of Indiana, 1965; N. D. E .A. Fellowship, University of Indiana, 1962-65; Ph.D., University of California, Riverside, 1980; Tutor, St. John's College, Santa Fe, 1966-, Assistant Dean, 1977-81. Ralph Swentzel! B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New lVIexico Highlands University, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. Timothy P. Miller A.B., Harvard University, 1948; B.Mus., 1949, lVUvius., 1951, Yale University; D.Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music, Agnes Scoti: College, 1957-61; Director of Music, University of Richmond, 1961-66; Piano Chainnan and Member of Graduate Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St John's College, Santa Fe, 1967-. R. Thomas Harris, B.A., Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Illinois; University Fellow, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59, University of Illinois; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; Associate Professor, University of Maryland, 1965-68; National Science Foundation Consultant for India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, 1967-68, Visiting Professor, Summer, 1969, New York University; Corporate Consultant, Management Science, IBM, Armonk, New York, Summer, 1968; Tutor, SL John's College, Santa Fe, 1968-. Glenn A. Freitas B.A., Classical Languages, St. Mary's College, California, 1957; Th.L, Universite Laval, Quebec, 1964; Licentiate in Sacred Scnpture, Pontifical Biblical Commission, Rome, 1966; L'Ecole Biblique et Archeologique Francaise de Jerusalem, 1964-66; �76 I ST. JOHN'S COLLEGE Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-. David Edward Starr B.A., Gordon College, 1962; M.A., 1966, Ph.D., 1972, Boston University; Graduate Assistant in Philosophy, Boston University, 1963-64; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor in Philosophy, University of Rhode Island, 1966-71; Tutor, St. John's College, Annapolis, 1972-80, Director of The Graduate Institute in Liberal Education, Santa Fe, 1980-. Paul David Mannick B.A., California State College at Long Beach, 1970; M.A., St. John's College, Santa Fe, 1973; Ph.D. Candidate, University of St. .Andrew's, Scotland, 1975; University of St. Andrew's Scholarship, 1975-77; Tutor, St. John's College, Santa Fe, 1974-. Phillip LeCuyer B. A., Colorado College, 1966; B.A, Merton College, Oxford University, 1969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. Stephen R. Van Luchene B.A., Arizona State University, 1969; lvtA., 1971, Ph.D., 1973, University of Notre Dame; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-, Director of Admissions, 1979-81. Bruce E. Venable B.A., St. Mary's College, California, 1969; M.A., 1972, Ph.D., Classics, 1976, University of Washington; Ti1tor, St. John's College, Santa Fe, 1973-. Gerald Lee Myers B.A, University of Colorado, 1964; Ph.D., University of Colorado Medical Center, 1969; American Cancer Society Postdoctoral Fellow, 1969-71, Seessel Research Fellow, Yale University, 1971-72; Faculty, Shimer College, 1972-74; Tutor, St. John's College, Santa Fe, 1974-. Kent H. Taylor B.A, Yale University, 1963; M.A., University of Georgia, 1965; Ph.D., Universit-y of California at Santa Cruz, 1976; University of California at Santa Cruz, 1967-68; Defense Language Institute, Monterey, California, 1968-69; Heidelberg University, 1971-73; Instructor, University of Georgia, 1965-67; Teaching Assistant, University of California at Santa Cruz, 1967-71; Tutor, St. John's College, Santa Fe, 1974-. Georgia S. Knight B.S., Philosophy, 1970, M.A., English, 1972, Doctoral Candidate, 1974, U!)iversity of Utah; Teaching Fellow, University of Utah, 1970-74; Tutor, St. John's College, Santa Fe, 1974-. Elizabeth S. Engel B.A., Pomona College, 1967; M.Phil., 1971, Ph.D., Philosophy, 1973, Teaching Assistant, 1969, Yale University,; Teacher, Shimer College, 1971-73; Assistant Professor of Philosophy, California State University at Humboldt, 1973-75; Tutor, St. John's College, Santa Fe, 1975-. FACULTY 177 John Joseph Verdi B.S., Psychology, Fordham.University, 1972; M.':'1-., 1974, Ph.D., Philosophy, 1975, Um:rers1ty of Sou.them California; M.A., Expenmental Psychology, University of Cahforma, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-. Phillip Prescott Chandler, H B._A., St. John's. College, Santa Fe, 1968; Ph.D., University of California at San Diego, 1975; Junior Fellow, Center for the Study of Democratic Institutions, 1968-69· Graduate Study, Mathem_atics and Philosophy, Oklahoma State University, 1969-70; ND.KA. Fellow, 1970-76, D1ssertat10n Fellow, 1973-74, University of California at San Diego; Instructor, Mathematics, Oklahoma State University, Summer, 1973, ~ummer, 1975; Instructor, 1974-75, Assistant Professor, 1975-76, Assistant Director, c1prmg 1976, "Collegiate Semmar Program, University of Notre Dame; Tutor, Graduate Institute m Liberal Education, Santa Fe, 1976, Tutor, St. John's College, Santa Fe, 1976-. Lynda Jean Myers B.A., St. John's College, Santa Fe, 1971; M.A. University of North Carolina, 1975· Ph.D. Cmd1date, The Catholic University of America; Tutor, St. John's Colle<>e' 0 Santa Fe, 1977-. ' Grietje Sloan B.A., Radcliffe College, 1953; M.A., 1963, Ph.D., 1974, University of California at Berkeley; Instructor m French, University of Arizona, 1960-61; University Fellow, 1962.-63, Teachmg Assistant, 1963-65, Graduate Traveling Fellow, 1966-67, Instructor ~n ~i~tory, ~(68-_69,c:U~iversi~ California, Berkeley; Instructor, Chico State Uni~eLity, Lah1orma, ':'.pnng l9!::i; 1eachmg and Re~earch Fellow_, Stanford University, - all, 1975, Facul~y, Holy Names College, 1977; Lecturer, Urnvers1ty of California Berkeley, 1977; Instructor, University of New Mexico, 1977-78; N.E.H. Summe~ Semmar, 1978; Tutor, St. John's College, Santa Fe, 1978-" o! Sharon H. Garvey Universidad Anahuac, Mexico City, 1973-74; B.EA, University of Notre Dame 19~7; M.A., St. Joh~'s College, 1978; Instructor, University of Notre Dame, Fal( 1915; Tutor, St. Johns College, Santa Fe, 1978-. Scott R. Stripling B.A, University of Texas, 1969; Studies in Philosophy, University of Toledo, 1970; Ph.D., Philosophy, Pennsylvania State University, 1975; Instructor, University of Alaska~at jl.nc~orage, 1975-78; Instructor, Anchorage Community College, 1977; Tutor, ::it. Johns College, Santa Fe, 1979-. Nancy Dunning Buchenaur B.A., History, 1967'. M.A., Ancient History, Cornell University, 1969; Ph.D., Classics, Brown Umvers1ty, 1980; Ford Foundation Fellow, 1966-68; University Fellow in Classics, Brown University, 1969-70; Tutor, St. John's College, Santa Fe, 1980-. Michael G. Oink B.A., Harvard University, 1970-72; M.A. St. John's College, Annapolis, 1975; Philosophy, The Catholic University of America, 1978; Teaching Assistant and Doctoral Candidate, The Catholic University of America, 1978-80; Tutor, St. John's College, Santa Fe, 1980-. Charlotte H. Gray B.A., University of Colorado, 1972; Deutscher Akademischer Austauschdienst !?ankstipendium, University of Freiburg, 1972-73; Ph.D., Classics and Comparative :,tu dies, Boston University, 1979; Teaching Fellow, Boston University, 1975-78; Visit- �78 I ST. JOHN'S COLLEGE ing Lecturer, Colorado College, 1978-79; Assistant Professor, University of Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, 1980-. FACULTY 179 OFFICERS, ASSOCIATES AND STAFF Peter Dragan Pesic ANNAPOLIS SANTA FE AB., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, 1970-75; Lecturer, Stanford University, 1976-80; Tutor, St. John's College, Santa Fe, 1980-. President Edwin J. Delattre President Edwin J. Delattre Dean Edward G. Sparrow Dean Robert S. Bart Provost PRESIDENTS EMERITI Stringfellow Barr Douglas H. Gordon Richard D. Weigle TUTORS EMERITI William Kyle Smith Wiley W. Crawford M. Tolbert HONORARY FELLOWS J. Burchenal Ault Treasurer Charles T. Elzey Treasurer Emery C. Jennings Assistant Deans Barbara H. Leonard Curtis A. Wilson Director of Graduate Institute David Edward Starr Assistant Dean Don Cook Registrar Nancy R. Winter Director of Admissions John M. Christensen Libararian Kathryn Kinzer Paul Mellon Director of Athletics Bryce Du Val Jacobsen B.A, Yale University, 1929; B.A, 1931, MlL, 1938, Cambridge University; Litt.D., Oxford University, 1961; LL.D., Carnegie Institute of Technology, 1967; LH.D., Yale University, Director of Financial Aid Caroline 0. Taylor 1967. Provost J. Burchenal Ault John Gaw Meem Director of Continuing Education Benjamin Milner ScB., Virginia Military Institute, 1914; M.A., Colorado College, 1936; A.F.D., University of New Mexico. Director of Graduate Institute Benjamin Milner Director of Alumni Activities Thomas Parran, Jr. Registrar Ellen Gant Director of Admissions Stephen R. Van Luchene Acting Librarian James Benefiel Director of Student Activities Istvan Fehervary Director of Financial Aid Marsha Drennon Director of Aduli Education Gerald L. Myers Director of Career Counseling Janet Lange Business Manager Svend Schmidt Superintendent of Buildings and Grounds Carlos Vigil Director of Career Counseling Marianne Braun College Nurse Peggy H. Elrington Superintendent of Buildings and Grounds Charles L Wallace College Physicians Charles W. Kinzer Sigmund A Amitin Thomas M. Stubbs Musician in Residence Landon Young Director of Laboratories Hans von Briesen College Nurse Marilyn Mylander Artist in Residence Burton Blistein �80 I ST. JOHN'S COLLEGE <fl ().) 0 '-cl Profile: Freshman Classes: Entering Fall 1980 1981 Annapolis States Represented. Alaska. Arizona. California. Colorado Connecticut . Delaware District of Columbia . Florida Georgia. Hawaii Idaho .. Illinois. Indiana . Iowa Kansas Kentucky Louisiana . Maryland. Massachusetts . Michigan Minnesota Missouri .. New Hampshire ... New Jersey . New Mexico ... New York. North Carolina Ohio .. Oklahoma Oregon ... Pennsylvania . Rhode Island South Carolina South Dakota .. Tennessee . Texas .. Vermont. Virginia. Washington West Virginia . Wisconsin. Wyoming. Utah Austria .. Israel . Japan. Puerto Rico 29 32 2 5 3 22 5 1 2 2 4 3 1 1 2 2 1 2 1 3 3 5 1 2 2 1 1 2 19 6 5 7 3 1 2 2 3 9 2 15 11 8 2 8 1 1 9 3 2 5 1 1 2 2 1 7 11 2 4 3 1 1 1 1 1 1 1 1 Annapolis Santa Fe Santa Fe Number of Students Fall 1980 January 1981 ... Men ... Women. Early Entrance .... Previous! y At tended College .... Range of Ages Veterans .. Kind of School Attended Public .. Independent .. Parochial GED Receiving Financial Aid Rank in Class First Fifth First Tenth Second Tenth ... Second Fifth .. Third Fifth Fourth Fifth Last Fifth. Not Available National Merit Honors: Scholars Finalists .. Semi-finalists . Commended Scholars 130 106 24 69 61 115 98 17 67 48 4 2 48 16-33 42 16-34 6 1 84 27 19 76 29 5 3 :l 47% 64% i 65% 40% 25% 20% 9% 4% 2% 14% 40 43% 35% 11% 16% 4% 4% 1% 28% 26 I 2 9 5 4 3 4 26 13 i I i I ;I -i :1 I � College ANNAPOLIS, MARYLAND 21404 (301) 263-2371 SANTA FE, NEW MEXICO 87501 (505) 982-3691 Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, color, sex, national or ethnic origin, nor against the handicapped. �COLLEGE ANN APO US 8-10. . .... Senior Oral Enabling Examinations September 10 .. Freshman and Senior Registration September 11 . . . . . . . . Convocation September 11 .. Sophomore and Junior Registration September 11 ............ Classes Begin with Seminars October 16-19. . Long Weekend November 26-29 ......... Thanksgiving Recess December 11-January 3 . . V\linter Vacation January 24 .............. End of First Semester 25 . Second Semester Registration January 27 . January Freshman Registration February 12-15 ........ Long Weekend March 11-22 Vacation 30-May 1. Weekend 20 . Last Day of Classes 21 ........ End of Second Semester 23 . Commencement Freshman . Graduate Institute Freshman . Graduate Institute 7 20 August 13 14 Second Semester Begins Begins Second Serr1ester EnCls Ends August 26 ....... Dormitories Open 27 .. Senior Oral Enabling Examinations Begin 27-28 for All Classes . Convocation 28 28 ...... Classes Begin with Seminars October 9-12 ......... Vveekend November 26-29 December16 Decen1ber 10. Winter Vacation 11 for all Classes 11. Classes Begin With Seminars March 6-21 . Spring Vacation 14 Freshman Semester Ends 14 S·21nester 16 .. Cornmencement 0 0 0 0 31 June 21 6. 13 Freshrnan . Graduate Institute Freshman . .. Graduate Institute Second Classes Second Classes Semester Begin Semesl:er Ends End �TABLE CONTENTS PAGE Introduction . The Curriculum Seminar Preceptonal Tutorial ......... . Laboratory . Formal Lecture .. St. John's List of Books .. The Ac11demic Order Tutors. Instruction Committee Library Schedules Essays and Exa1ninations Academic Standing .............. . Degree of Bachelor of Arts . Degree of Master of Arts ........ . Graduate Institute in Liberal Education Directory Information and Right to Privacy Residence al!t:d Stud~?lt LHe Annapolis ... Santa Fe .. Both Campuses Site Plans of the Campuses . Admfasiom Requirements and Procedure . Campus Visit . 6 8 .10 . ......... 11 . ... 16 .20 . .... . 22 28 .......... 29 .30 .......... 31 ......... . .32 . . .34 . .. . 35 37 37 .......... 37 .33 .43 .47 62-63 ..so . .53 Fee~ and Financial Aid Procedures and Deadlines Grants and Loans Sample Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress Bib!iogrnphy 55 .... . 57 59 59 60 61 ............ 64 65 ................. 66 .79 Profile: 1980-81 Freshman Class .. . 80 �6 I ST JOHN'S COLLEGE I Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their commor~ cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any •' 0 •·Alh·i•:"•'""'"" calling and to become mature, competent and responsible citizens of a free society. -~~~iiill St. John's College believes that the way to liberal education lies through the books in which the greatest minds of our civilization-the gr.;;at teachers-have expressed themselves. These books are both timeless and they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary with which vve have to deaL They can therefore enter directly into our everyday lives. Their authors can speak to us almost as freshly as when spoke for the first time, for what they have to tell us is not something of academic concern, remote from our real interests. They change our move our hearts and touch our The books speak to us in more than one way. In raising the persisting human lend themselves to different that reveal a and yet complementary meanings. while please us as works of art with a clarity and a that their intrinsic intelligibility. They are, therefore, properly great, whether are poems or political treatises, and w·hether their subject matter is scientific, historical or philosophicaL They are also linked for each of thern is introduced, or criticized by the others. In a real sense they converse with each and they draw each reader to take part, ·within the limits of his ability, in their large and unending conversation. This conversation, ho·Never, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we sometimes desire. To remedy this defect is the goal of the St seminar. Here, a number of students of varied backgrounds, faced a text that may present unfamiliar ideas, attempt to discuss it reasonlt is presupposed that the students are willing to submit their to one another's critical scrutiny. The demands of the individual those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern its-::lf with trying to establish the meaning of a poem or the an argument. On the other hand, it may concern itself with more or with very questions that thrust themselves forward. The students bring to seminar the assumptions they have deri~ed from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the same- THE INTRODUCTION I 7 ness of .a recurre~t problem. and ~he. variety of i~s historical manifestations. Prmc1pally, nowever, the aun is to ascertam not how things were, but !'.ow thml?s.are-to help the student make rational decisions as he his h~e. Ai:d it 11s the ultimate aim of the program that the habits of and d1scuss10n tnus begun by the student should continue with him throughout life. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is r~ade to depend on the activity and initiative of the students. The tutor functions as a guide, more intent to listen to the students and to work with them than to impose upon them his own train of thought. St. John's seeks to restore the true meaning of a liberal arts education The primary function of the liberal arts has always been to bring about a 1~ awareness of the forms that are embodied in combinations of words and in numbers so they become means of understanding. the hberal arts were seven in number: grammar, rhetoric, logic- the arts guage; and arithmetic, geometry, music and astronomy-the arts of mathe'.natics. In more contemporary terms, the arts bring to light what is mvolved ~n the use of words and .numbers in all of discursive thought, m analysm?, speaking and wntmg, and also in measuring, deducing and demonstrating. There are many ways to develop these arts. The curriculum emphasizes five of them: discussion, translation, writing, experiment and mathematical demonstration. They are followed in all branches of the program But whatever the methods used, they all serve the same end: to invite the student to think for himself, to enable him to practice the arts of freedom. Free minds must be able to envisage concrete situations, to deliberate by la ting clear alternatives, and to arrive at a deciding choice. The acquisition of these mtellectual skills indicates that the discipline of the liberal arts has taken hold of the learning mind. Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one forrn or another They enable men to win knowledge of the vvorlcl around them and knowledge of themselves in this world and to use that with wisdom. Under their guidance men can free themselves frorn the wantonness of prejudice and the narrowness of beaten Under their men can acquire the habit of A genuinely conceived liberal arts curriculum cannot avoid most far reaching of all human goals. Evans Laboratory Building with Sangre de Cristo Mountains in background, Santa Fe �THE CURRICULUM I 9 8 I ST. JOHN'S COLLEGE THE CURRICUWM THE SEMINAR The heart of the curriculum is the seminar-a discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two memb~rs of the faculty as leaders. The group meets t~ice a week, on Monday and Thursday_ evemng~, from eight until ten-or well beyond if _the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around a hundred pages of reading, but may be much shorter if the text happens to be particularly difficult. f th l d Th re The seminar begins with a question asked by one o. e e_a ers. e after the seminar consists almost entirely of student discus~10nh ~tuhdenJs talk with one another, not just to the leaders. Th~y do no_t raise t eir ~ s for permission to be heard, but enter the discussion or witfhdral fror;I it a~ will. The resulting informality is tempered by the use of orma mo es 0 address. f I f om Once under way the seminar may take many orms · t may ra~ge r the most particular to the most general. The reading of Thucy~ides, for example is almost certain to elicit a discussion of war and agg~essH;mdand to bring to' the surface the students' opinions and fears about _t e wis horn or error of national policies. Homer and Dante prompt reflect10ns on uman virtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument-an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their inte{play with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy and requires a different approach. Such progress in learning together may be crowned by sudden insights on the part of individuals, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. Or it may climb to heights accessible to only a few of its members. Under these circumstances the role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections, to help the student in every way possible to understand the author, the issues and himself. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But a leader may also take a definite and positive stand and enter directly into the argument. If he does so, however, he can expect no special consideration. Reason is the only recognized authority; all opinions must be rationally defended and any single opinion can prevail only by general consent. The aim is always to develop the student's powers of reason and understanding and to help him arrive at intelligent opinions of his own. Every freshman, sophomore and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the student to set out in writing, as clearly as he can, his own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of his final oral examination. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling. (See page 34). �THE CURRICULUM / 11 10 I ST. JOHN'S COLLEGE THE TU'"fORlALS THE PRECEPTORIAL For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small "roups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty pn:ceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptonals may deal with books and themes the students would not otherwise encounter. There are generally seven or eight students in a preceptorial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the sernmar Usually the student's work is completed by the wntmg of a which may be read in draft to the preceptorial and criticized by the members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. 0 Tolstoy: Anna Karenina Adams: The Education of Henry Adams Common Law Adjudication and Philosophical Justice Freud: Selected Papers on Neurosis and Related Topics Kierkegaard: Fear and Trembling Aristophanes: The Birds (in Greek) Burke, Paine and Toqueville: Selected Works Force and Energy in Descartes, Newton and Leibniz Goethe's Novels Plato: Phaedrus Whitehead Selected Works WaJlace Stevens Arendt: The human Condiiwn Joyce: Early Works Aristotle's Theory of lvl.otion Astronomia Nova Sartre: Being and Nothingness Plotinus: Thircl Ennead Ibsen and Chekov Design and Expression in the Visual Arts William Blake: Selected Works The seminar cannot suffice as the only setting for liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persisteni:ly precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music.. For each of four years, a student attends one language and one mathematics tutorial three or four times a week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to fifteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for collaborative study and for the manifold teaching and learning relations that hold in a company of people learning togetheL As in the seminar, sludents talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for each student to contribute his measure of instruction and insight to his fellows" Other tutors often attend, seeking to learn about a particular subject which they may later teach. \IVrihng assignments are normally made in all classes: mathematics, music and laboratory sections as well as in language tutorials. The student is thus called upon continually to articulate and organize his in both the written and spoken forms. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. Primarily, the language tutorial attempts to remedy this condition by a training in the means of precise corn.munication and effective persuasion. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other To do this it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; the varied connotations and ambiguities of terms; the role of metaphors, analogies and images; and the logical relations between proposi hons. The study of foreign languages (Greek in th€ first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the student learns something of the nature of languages in general and of his own in particular. During the four years, then, he studies language as the discourse of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, he studies his own language. He discovers the resources of articulate speech and learns the rules that must govern it if it is to be dear, consistent and effective-if it is to be adequate and persuasive. �12 I ST. JOHN'S COLLEGE THE CURRICULUM/ 13 In the beginning the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one which is concerned 'with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work Those are matters that do not often come directly into seminar discussions. The student's concern with them in the language tutorial improves all his reading, for whatever immediate end, deepens and enriches his understanding, and increases his ability to think dearly and to speak well. A secondary purpose of the language tutorial is support of the seminar, Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore which might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits, This habit of precision, in its turn, becomes more common in the seminar Though the language tutorial cannot and should not aim at a mastery of the foreign languages, the student can reasonably expect to attain a knowledge of their grammatical forms and a grasp of their peculiar qualities, To experience the of another language is to extend the boundaries of one's sensibility The choice of languages is in part dictated the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the and aims of the tutorial. The first year of Greek, however, goes with th.;: freshman seminar and rnath::matics and the continuance of Greek into the second year advances the work of the first. The second yea.rends with and discussion of works Shakespeare, Donne and other The French of the year begins with a brief, intensive of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading and writing of simple French. Students already fluent in French 111ay be exempted from these early stages, Then follows examination of the form and content of French prose selections, Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the student attempts to match in his own tongue the excellence of his mod':'k In the second senlester a is read-Racifie's Phedre. The principal of the fourth ynr is the reading of French poems, including a considerable number from Baudelaire's Fleurs du 11/Ial. Its irnmediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the rdation of that art to the traditional liberal arts of language. V\friting assignments include exercises in translation more ambitious than these attempted in the third yeaL One of Molien:'s.comedies is read-either Tartuffe or Le Misanthrope. The year ends with analysis and discussion of modem British and American poets, such as T.So Eliot, Dylan Thomas, VV"B Yeats and Wallace Stevens. THE MA THEIVIA TICS TUTOPJAl Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word meanin" "to learn." It is regrettable, then, that students should come to dislike math:matics or to think of themselves as unmathematicaL It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based. Mathematics at St John's is studied as a liberal art, not artificially separated from what have come to be called the humanities. VVhen mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at St. John's, mathematics becomes not only the most readily learnable liberal art but also one which provides ready access to others and significant analogies with them. 0 0 There are' two main reasons for studying mathematics it pervades our modern world, perhaps even defines iL Therefore anyone who means to criticize or reform, to resist or cooperate 1Nith this world not only must have some familiarity with the mathematical methods by which it is m.anaged, but also must have thought about the assumptions that underlie their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count a.nd measure the things in the universe. The second rnain reason for studying mathema.tics concerns the mathematics tutorial more specifically Since mathematics has, as its name implies, a particularly close connection with the human capacity for learning, its study is especially useful in helping students to think about what it means to come to know something. To prepare themselves for such reflection students study artfully composed mathematical treatises, demonstrate propositions at the blackboard and solve problems doing this over four years they learn a good deal of mathematics, and they gain noticeably in rigor of thought, nimbleness of imagin3tion and elegance of expression. But while are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are exam- �14 I ST. JOHN'S COLLEGE ples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? iNhat is the relation of logic to mathematics? Are there "better" and "worse," "ugly" and "beautiful" in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. The student begins with the Elements of Euclid. Using Euclid's zation of the mathematical discoveries of his predecessors, the student gains a notion of deductive science and of a mathernatical system in general; he becomes acquainted with one view of mathematical objects-its central expression found in the theory of ratios-which is buried under the foundations of modem mathematics. After Euclid he begins the study of Ptolemy's Almagest, his attention on the problem of "hypotheses" constructed to "save appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at SL John's and the ordinary course in mathematics. Ptolemy presents a mathematical of the heavenly but he gives more than that his work is both an example of mathematics applied to phenomena and a comto the philosophical, poetic and religious readings that are taken up in the first and second years. In the second year the student continues the of Ptolemy, vvith emphasis those difficulties and complexities of the geocentric system which are resolved by the revolution. He studies into heliocentric form. Copernicus's transformation of the Ptolemaic He next takes up the Conics of Apollonius to learn a synthetic of the very objects whose analytical treatment Descartes marks the of modern mathematics. After this he analytic geometry, presents the conic sections in algebraic form. He thus gains an understanding of algebra as the "analytic art" in generaL In the third year calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's of real numbers, the endeavor to provide a ngorous arithmetical foundation for the calculus. The student then returns to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" in which orbits are determined laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year the reading of Lobachevski's approach to nonEuclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the goemetric art as a whole This is followed by the study of Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. On the Annapolis campus, there is an alternate program for the latter half of the year: some of the students projective geometry, in which the enterprise which began with Euclid returns in a remarkable way, n01N generalized, to its starting THE CURRICULUM/ 15 THE MUSK TUTORIAL One of the aims of St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed towards performance but towards an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year students meet once a week to study the fundamentals of melody and its notation. Demonstration takes place the second semester the students perform some primarily by singing, and the great choral works. the sophomore year a tutorial meets three times a week. The music tutorial reflects two different but complementary aspects of music. On the one hand music is intimately related to language, rhetoric and poetry. On the other it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial mcludes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint and None of these is done apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the rnasses of Palestrina, the operas of Mozart and the instrumental works of Beethoven are the real textbooks. In the second semester at least one major work is analyzed Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text students listen to recordings of a composition and fami!arize themselves vvith its score before the seminar meet3. Group discussion of a work of music, as of a facilitates and enriches the understanding of it. of �16 I ST. JOHN'S COLLEGE THE CURRICULUM / 17 THE LABORATORY The emblem of the SL John's program on the back cover shows seven books surrounding a pair of scales. The balance, no less than the books, symbolizes the tradition of the liberal arts. It stands for the instruments of the scientific laboratory, which may well be the most characteristic institution of the modern world. Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great re'1olutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal of the St. John's program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last t1rvo years of the program exhibit the far-reaching changes that flow from and these could not be appreciated without the first two years, which cover the period frorn Homer to Descartes. Modem mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the conseconceived by the great thinkers of the quence of the vast project of sevenl:eenth century. They are based on a mathematical interpretation of the which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hanrl that us to relate our exoeriences to our understanding. For this ~ur~-ose St. has set up a thre~-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology and chermstry are pursued. There is the art of measuremen.t, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be carefully scrutinized. All of this is supported the mathematics tutorials, which provide a dear understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a of skills derived from the practice of the liberal arts. The College does not subscribe to the sharp separation of scientific studies from the hurnanities, as if they were distinct and autonomous domains of learning. There need not be "tiNO cultures." Different fo~lds of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION THE LABORATORY The laboratory program is largely determined three considerations releThe formally scheduled vant to the liberalization of the study of science: experimental work must be combined with a and free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the student to trace a scientific to its roots in principle, assumption and observation. Thus certain integrated wholes of subject matters aI"e to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The student must have time to satisfy himself as to the degree of accuracy his instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire experiment. Only thus can he come to a mature understanding of the snences called "exact." A laboratory section consists of seventeen to twenty-one students under the guidance of a tutor, with the help of more advanced students serving as assistants. Sections meet two or three times a week" A laboratory session may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires. Occasionally a laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the College the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. �THE CURRICULUM / 19 18 I ST. JOHN'S COLLEGE LABORATORY TOPICS The general topics of study have been chosen from elementary physical and biological science. The sequence of study may be outlmed as follows: 1st Year 12 weeks: 20 weeks: 3rd Year 4th Year 10 weeks: 18 weeks: Observational biology Studies of matter and measurement, leading to the atomic theory of chemistry , , Topics in physics: mechanics, optics, heat, electnc1ty, magnetism Quantum physics Genetics, evolution, moleculary biology THE FIRST YEAR The laboratory begins with twelve weeks devoted to topics in , _ biology: classfication of types, anatomical st~ucture, cells and their aggregation and differentiation, embryological development. Close1 observat101~by naked eye or with microscopes is accompanied by constant tneoret;icL:l 1~-w::r~ pretation, based on reading important works of b1ol,~g1cal sc1enhs~~· _He~c the student confronts organisms as self-movmg ent!LJes with propd ties vf wholeness, intimately dependent on, yet distinct from, the world. h c The freshman laboratory next turns to the in a searc ,or some of its fundamental laws_ Archimedes on the lever on hydrostatics is studied, then the laws of equilibrium of gases, temperature and calonmetry are taken up, experimentally and in discussion of the relevant theor- ieso These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles, The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theoryo Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination_ THE THIRD YEAR The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, thermodynamics and electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot and Maxwell, The mathematical tools of physics are to be put to work in the at the same time that their rigorous development is pursued in the mathematics tutorials, As the tools of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy and potential fields, to their reformulation in terms of derivative and integral; at the same time the physical concepts serve to illustrate the mathematical ideas_ The concepts of mechanics are to be used to formulate alternative theories of light-corpuscular and wave-and the success of either theory in accounting for optical is examined_ The phenomena and processes of thought leading to the first and second laws o(thermodynamics are given careful consideration_ The fundamental phenomena of electricity and magnetism are studied and experimentally, and formulated in mathematical terms. The and culminating topic of the year is Maxwell's derivation of an electromagnetic of light. THE YEAR In many ways the vvork of the senior year is a return to questions the students first confronted as freshrnen. During the first ten weeks, the senior takes up anew the theory of atomism -but the atom itself has become object study, Prepared his work with electrical phenomena, th.;: student can focus on the questions of atomic stability that lead to the revolutionary quantum hypothesis of Bohr and the vvave mechanics of de Broglie and Schrodinger Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning_ the course of thought in Schrodinger's What is Life?, the senior laboratory then turns or returns to biological topics, and first to genetics, to Mendel's theory of heredity and its development through the experimentation and interpretation by TH. Morgan and his associates_ The results studies of bacteria populations are considered from the standof their evolutionary significance, in the papers of Hardt and of Luria and Delbruck. Next, fundamental papers leading to present-day molecular biology-for instance by Beadle and Tatum, Watson and Crick, Jacob and !Vlonod-are studied. of 0 �THE CURRICULUM/ 21 20 I ST JOHN'S COLLEGE LECTURE The curriculum as described so far calls for student participation at every active stage of the work On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the student has an opportunity to listen and attentively The subject may be closely connected with seminar readngs or it rnay open up a new field of interest and test the student's readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the SL John's faculty. Visitors may be from the academic world or frorn the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturer submits himself to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the student the habit of listening and following the exposition of a he may not be farniliar and it also provides him an opportunity, in the discussion period, to exercise his dialectical skill in a setting very different from the classroom. It is here that he can himself test the degree of his understanding and the applicability of what he has learned. The lectures range through a variety of subjects. Sometimes the student is confronted with views on a given Some of the lectures have immediate in the seminars tutorials, Others may have a lasting effect on the direction that a student's work takes within the framework of the program, LECTURES AND CONCERTS The list below provides some examples of lectures and concerts given on one or the other campus in recent years: "The Growth of Presidential Power" William Goldsmith "Genesis" Robert D. Sacks Aeolian Quintet "Why Should Gloucester Attempt Suicide and Why Must Cordelia Die" John Steadman "Changing Trends in 20th Century Pairttings and Sculpture" Adelyn Breeskin "The 18th Century Background to Gibbon" Arnaldo Momigliano Sequoia String Quartet "Languages,Philosophy and Science" Stillman Drake "The CoHapse of Democracy at Athens and the Trial of Socrates" Leo Rad1tsa "On the Translation of Rimbaud's Poetry" Jonathan Griffin 'The Vapheio Cups" Ellen Davis "John Milton: The Solitary Louis L IV!artz to Paradise" "The Geometrical Vision" Howard Fisher "Angels in Paradise Each with His Hand in a Jar of Spermacetti" Galway Kinnell ~ "The Brothers Karamazov" Michael Ossorgin 'The Question of Beauty: The Early Christian Arts" Charles Bell "Rousseau and Democracy: The Design of the Social Contract" Hilail Gilden "Watching Television" Roger Rosenblatt �22 I ST. JOHN'S COLLEGE ST. JOHN'S LIST OF GREAT BOOKS The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at the University of Chicago, at the University of Virginia and, since 1937, at St. John's College. The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter. The St. John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all times. In doing that it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and ever present gravity of human issues. The list of books which constitute the core of the St. John's program is subject to review and revision by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read only in part are indicated by an asterisk. THE CURRICULUM I 23 FRESHMAN YEAR Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Nicomachus: Lavoisier: Essays by: Harvey: Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Medea, Bacchae Histories* Clouds, Birds Ion, Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus Poetics, Physics*, Metaphysics*, Nicomachean Ethics*, On Generation and Corruption*, The Politics*, Parts of Animals*, Generation of Animals* Elements On the Nature of Things "Pericles," "Alcibiades" Arithmetic* Elements of Chemistry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood SOPHOMORE YEAR The Bible* De Anima, On Interpretation*, Posterior Analytics*, Categories* Apollonius: Conics* Marcus Aurelius: Meditations* Virgil: Aeneid Plutarch: Lives* Epictetus: Discourses, Manual Tacitus: Annals Ptolemy: Almagest* Plotinus: The Enneads • Augustine: Confessions, On the Teacher* Anselm: Proslogium Aquinas: Summa Theologica*, Summa Contra Gentiles* Dante: Divine Comedy Chaucer: Canterbury Tales* Des Prez: Mass Machiavelli: The Prince, Discourses* Copernicus: On the Revolutions of the Spheres* Luther: The Freedom of a Christian, Secular Authority Rabelais: Gargantua* Palestrina: Missa Papae Marcelli Montaigne: Essays* Viete: "Introduction to the Analytical Art" Bacon: Novum Organum* Shakespeare: Richard II, Henry IV, Henry V, The Tempest, As You Like It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets* Poems by: Marvell, Donne, and other 16th and 17th century poets Descartes: Rules for the Direction of the Mind, Geometry* Pascal: Generation of Conic Sections Bach: St. Matthew Passion, Inventions Haydn: Selected Wo_;-ks Mozart: Selected Operas Beethoven: Selected Sonatas Schubert: Selected Songs Aristotle: I I I �THE CURRICULUM/ 25 24 I ST JOHN'S COLLEGE Stravinsky: Webern: Symphony of Psalms Selected Works JUNIOR YEAR Don Quixote Two New Sciences* Leviathan* Discourse on Method, Meditations, Rules for th2 Direction of the Mind*, The World* Paradise Lost*, Samson Agonistes Milton: La Rochefoucauld Maximes* Fables'' La Fontaine: Pensees* Pascal: Treatise on Light*, On the Movement of Bodies by Impact Huygens: Theologico-Political Treatise Spinoza: Second Treatise of Government, Essay Concerning Human Locke: Understanding* Phedre Racine: Principia Mathematica* Newton: Epitome IV Kepler: Monadology, Discourse on Metaphysics, What is Nature?, Leibniz: Essay on Dynamics Gulliver's Travels Swift: Principles of Human Knowledge Berkeley: Treatise of Human Nature'', Dialogues Concerning Natural Hume: Religion, Enquiry Concerning Human Understandmg Social Contract, The Origin of Inequality Rousseau: Wealth of Nations* Adam Smith. Critique of Pure Reason*, Fundamental Principli:._s of " Kant: lv1etaphysics of Morals, Critique of Prachcal l<eason .. Don Giovanni Mozart: Pride and Prejudice, Emma Jane Austen: "Ode on Intirnations of Immortality" \!Vordsworth: Hamilton, Jay and 1vfadison: The Federalist Billy Budd, Benito Cereno Melville: Essay on the Theory of Numbers Dedekind: Democracy in America* Tocqueville: Young, Maxwell, S. Carnot, L Carnot, Mayer, Kelvin, Essays by: Taylor, Euler, D. Bernoulli Cervantes: Galileo: Hobbes: Descartes: SENIOR Moliere: Geothe: Mendel: Darwin: Hegel: Lobachevsky: Tocqueville: Lincoln: Kierkegaard: WavnPr· Ma~x:-. Articles of Confederation "Declaration of Independence" Constitution of the United States of America Supreme Court Opinions* The Misanthrope, Tartuffe Faust* Experiments in Plant Hybridization Origin of Species, Descent of Man "Introduction" to the History of Philosophy, "Preface" to the Phenomenology, Logic (from the Encyclopedia), Philosophy of History*, Philosophy of Right* Theory of Parellels* Democracy in America* Selected Speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Communist Manifesto, Capital*, Political and Economic Manuscripts of 1844* Dostoevski: Tolstoy: Mark Twain: William James: Nietzsche: Freud: Valery: Kafka: Heisenberg: Millikan: Wittgenstein: Keynes: Joyce: Poems by: Essays by: Brothers Karamazov, The Possessed War and Peace The Adventures of Huckleberry Finn Psychology, Briefer Course Birth of Tragedy, Thus Spake Zarathustra*, Beyond Good and Evil* General Introduction to Psychoanalysis, Civilization and Its Discontents, Beyond the Pleasure Principle Selected Poems The Trial The Physical Principles of the Quantum Theory* The Electron* Philosophical Investigations* General Theory The Dead Yeats, T.S. Elliot, Wallace Stevens, Baudelaire, Rimbaud, and others Faraday, Lorenz, J.J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schri::idinger, Maxwell, Bernard, Weismann, Millikan, de Broglie, Hiesenberg, John Maynard Smith, Dreisch, Boveri, Mendel, Teilhard de Chardin �THE CURRICULUM/ 27 CILASSIFICATION Of AUTHORS ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FOUR YEARS Philosophy and Theology History and Sodai.l Science Mathematics and Natural Science Homer Aeschylus Sophocles Euripides Aristophanes Plato Aristotle Lucretius Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Lavoisier Dalton Lamarck Archimedes Torricelli Pascal Fahrenheit Avogadro Black Virgil Dante Chaucer Rabelais Shakespeare Donne Marvell Aristotle Epictetus Plotinus Marcus Aurelius The Bible Augustine Anselm Thomas Aquinas Luther Montaigne Bacon Plutarch Tacitus Mochiavelli Ptolemy Appollonius Copernicus Descartes Darwin Mendel Pascal Viete Cervantes Milton Swift Racine Fielding Melville La Fontaine Wordsworth Jane Austen La Rochefoucauld Descartes Pascal Hobbes Spinoza Locke Berkeley Leibniz Hume Kant Locke Rousseau Adam Smith U, S. Constitution Hamilton, Madison, Jay Tocqueville Galileo Kepler Young Euler Mayer S. Carnot L. Carnot Kelvin Taylor D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell Mozart Moliere Goethe Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka Wallace Stevens T. S. Eliot Mark Twain James Joyce Hegel Kierkegaard Neitzsche William James Wittgenstein Hegel Marx Documents from American Political History Tocqueville Lincoln Supreme Court Opinions Keynes Faraday Lobachevski Lorenz Rutherford lVlinkowiski Bernard Davisson Dreisch Boveri \rVeismann John Maynard J. Smith de Broglie Mendel J.J. Thomson Bohr Millikan Schrodinger Darwin Freud Einstein Heisenberg Whitehead Maxwell Wagner Literature First Year Second Year Third Year Fourth Year Liberty Tree, Annapolis Music Wollaston Gay-Lussac Proust Cannizzaro Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez Webern �28 I ST. JOHN'S COLLEGE THE ACADEMIC ORDER THE TUTORS At St. John's the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying from the works of the principal teacher of the classit might be Plato or Newton-usually an author of one of the great books, who wrote from the high point of his learning. What then is the role of the reading and talking teachers, the tutors? THE ACADEMIC ORDER I 29 First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions. The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen, and to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at St. John's will not be limited to what fits neatly inside a single discipline, it is essential that St. John's tutors re-educate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training. For example, a tutor with advanced degrees in mathematics would prepare himself to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to become competent to teach the St. John's program. This is necessarily demanding because no full-time tutor is confined to a single part of the program. He is, and has to be, a teaching member of a seminar and of either two tutorials or of one tutorial and a laboratory section, and he is continually teaching his colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John's than the preparation for classes usually allows. In order to avoid staleness and the everpresent danger of succumbing to routine performance, they are granted sabbatical leaves to allow for leisure and serious study. Between sabbatical leaves, faculty study groups are set up. Leaders of such groups are relieved of part of their ordinary teaching duties. They engage in a thorough study and exploration of a subject chosen by the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John's curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John's. THE INSTRUCTION COMMIITEE The Instruction Committee is a committee of tutors responsible for advising the Deans on all matters of instruction. It also advises the President on appointments to the faculty. The Committee consists of the Deans and twelve tutors, six elected by the tutors on each campus of the College; the President and the Provost sit with the Instruction Committee ex officio. Each Dean is the chairman of the Instruction Committee on the campus where he serves; the members of the Committee on each campus constitute the Instruction Committee for that campus and meet at frequent intervals throughout the year. The full Committee meets annually, alternating between the two campuses, and the Deans alternate as chairman of the Instruction Committee. �30 I ST. JOHN'S COLLEGE THE ACADEMIC ORDER I 31 THE LIBRARY SCriEDULES The books chosen for study at SL John's are collected in the library in the best editions and translations that can be obtained. These books form the core of the library, essential to the teaching of the program. A good general collection is a necessary supplement; the college has little need for a specialized, highly technical collection. Each year books are purchased in mathematics, science, philosophy, religion, fine arts, music, poetry, literature and history and many other fields. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarians in selecting books and periodicals. The library maintains a collection of about 80,000 volumes. In Santa Fe, collection now numbers over 51,000. Perhaps the most distinctive mark of SL John's College is the fact that all the students of the same year are reading the same books at the same time wHh the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the fone of the first assignment in Thucydides, when students and serninar leaders are about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of have a common ground for conversation. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS HOUR MONDAY TUESDAY 9:15 Mathematics Tutorial 10:15 Language Tutorial Language Tutorial WEDNESDAY Mathematics Tutorial Language Tutorial THURSDAY FRIDAY !Vlathernatics Mathematics Tutorial Tutorial Language Tutorial Chorus 11:15 1:15 Laboratory Laboratory to 4:15 8:00 Formal Lectur2 Seminar Seminar A SAMPLE FRESHMAN SCHEDULE, SANTA FE HOUR 9:00 MONDAY Laboratory TUESDAY to J2:00 1:00 FRIDAY Language Tutorial Mathematics Tutorial Mathematics Tutorial Mathematics Tutorial 2:30 to 4:00 8:00 THURSDAY !V1usic Tutorial Language Tutorial Laboratory Language Tu tonal 10:30 Both libraries hold interesting special collections. Annapolis has the Collection dating from 1696, known as the "first public in Arnerica," and the Peter Jackson and the Bowen Collection of mythology, symbolism and architecture. The Bynner Collection and The Edgar Allen Poe Collection in Santa Fe contain first editions of each poet as well as other belles lettres. In addition, the Santa Fe contains several music collections, including the Amelia the Grumman, the and the Holzman collections Woodward Hall in Annapolis was renovated as a modem library facility in 1969. H has comfortable modern study carrels and stacks as well as traditional reading rooms. The Santa Fe is housed in the Peterson Student Center and the Weigle The music library is located in the Sternberger-Weis Music and Fine Arts WEDNESDAY Seminar Seminar Formal Lecture Except for the preceptorials in i:he and senior years and certain periods of laboratory work for which upperclassmen may choose their own time, the schedule is the same for all students. Each morning for either three or four days a week they spend one hour in a language tutorial and one hour in a mathematics tutorial; sophomores also spend four hours a week in a music tutorial. Twice a week freshmen, juniors and seniors spend up to three hours in the laboratory Two evenings from eight to ten they atte~d a seminar. A formal lecture or concert is given once a week. Sixteen to nineteen hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. �32 I ST. JOHN'S COLLEGE ESSAYS EXAMINATIONS Annually in and each semester in Santa Fe every freshman, sophomore and junior submits an essay to his seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program_ ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar The student is questioned freely and informally on the texts he has read or the paper he has written and on his critical and opinions. It is not the principal aim of the examiners to find out how much the student remembers. He is encouraged to consider the different parts of his study in relation to each other and to problems that may not have been treated in any of his classes. For freshmen the first oral examination of the year is given before the vvinter vacation, and for juniors and seniors just before preceptorials begin THE "-''-"""'''-"-"' EXA1\1INATION his sophomore year, each student must pass an examination in elealgebra and THE FRENCH READING year, each student must pass an exarnination to demonof the French language. The senior oral enabling examination is given to the student in the fo.ll at the beginning of the fourth year It is focused on a number of books from the seminar lists assigned for rereading and study during the preceding summer_ The passing of this examination confirms a student's status as a candidate for the degree of Bachelor of Arts. THE FINAt ESSAY AND ORAL EXAivHNATION In the senior year the student is required to present to the faculty a final essay related to some aspect of his four years' vvork. It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts_ Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes, If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined upon it by the committee in an hour-long public examination, No degree is avvarded unless both the essay and the oral examination are satisfactory, The senior essay is regarded as a culmination of the student's learning. �THE ACADEMIC ORDER I 35 34 I ST JOHN'S COLLEGE ACADEMIC STANDII'JG Because SL John's classes are small and intimate, and because students paractively, every tutor is aware of his students' progress f~om, to The tutors' appraisals of a student are based on the student s tocal performance as a member of his tutorials and seminar. . It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of and for individual choice and guidance. Moreover, SL John's is freefrom the pressures of conventional examinations and . for grades. - Because student participation is essential to the in which Slasses are conducted at St. John's, attendance at all regularly college exercises is required. A record of absences is kepL This record is taken mto consideration whenever there is occasion to determme academic THE DON RAG \!Vithin the College the most form of evaluation is the don r3tg. Once a semester, each freshman, sophomore and meets all his tut~rs in the don rag. The tutors report to one of the seminar leaders on tne student's work during the semester; the student is then invited to respond to his tutors' and comn1ent on his 01Nn work Advice may be and given; may be aired; but grades are not discussed. . , . If a studenfs work as a whole falls belovv a satisfactory ne may be placed on academic with the of conditions that must be r.net if he is to is one semester. LETTER '-' &>.L H-• ,,_,,,, The tutor's comprehensive judgment of a student is reported to the Dean each semester as-a conventional letter grade, A, B, C, Dor F, where C mdicates that the work is at a level. Such a system is necessary in the case of students inho or profeo;sional school or to transfer to Within the grading is not of Students will be told their work for grades, but rather to If it becomes evident that a process has the student is '"'~·~"•A,-A ... ~.a enabling is a revievv of all the tutors of the Instruction Comrniti:ee, vvith the of the student's two years he has spent in the College. As an indication_ of his . the liberal arts, the annual essay carries great A student is ~L'.~""~._.. or al1owed to enter the class, if he has essay and only if, in the of the ciently prepared for the judgmC::nt looks to the sen1or essay 0 Senior Oral, Annapolis THE ST. B1~CHEL()f{ The student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the session in three and one-half years, but they spend their first summer in completing their freshman year, so that too complete a fouryear curriculum. For transcript purposes, St. seminars, tutorials and laboratories on be translated into terms of conventional subjects. The curriculum is the of approximately one hundred sern€ster hours. Ai-ID CAREERS A.FTER ST. JOHN'S Each year many St seniors elect to do advanced ·work in a wide range of graduate and professional schools Experience shows that leading universities admit St. John's graduates with creditable records. Since St. offers no in specific subjects, however, some may find it necessary to take undergraduate courses during their first year of graduate or professional study in some, but not fields. other graduates choose to embark directly upon careers ma variety of Their undergraduate background-especially its scope and its emphasis on thoughtful inquil11 and subsequent application of principleshas been found lo be an excellent preparation for employment, St refuses to accept the imposition of preprofessional specialized requirements on its liberal curriculum. The College believes that to educate men and women requires less, and yet far more, than is required to satisfy the shifting standards of conventional specialized education. �36 I ST. JOHN'S COLLEGE THE ACADEMIC ORDER I 37 The following table shows the professions or fields of advanced study entered by one or more St. John's graduates; law, mathematics, philosophy, education, medicine and theology have attracted the greatest numbers. Acting Advertising Agriculture Ar$=haeology Architecture Art Biochemistry Biology Bio-physics Business Administration City Planning Computer Programming Dentistry Drama & Playwriting Economics Education Engineering Finance Geology Government Service History History of Art History of Science International Relations Journalism Languages Law Library Science Literature Logistics Management Mathematics Medicine Meteorology Music Nursing Oceanography Philosophy Physics Political Science Psychology Public Administration Scientific Research Social Anthropology Social Work Sociology Systems Analysis Theater Arts Theology Writing THE ST. JOHN'S DEGREE, MASTER OF ARTS A tutor who has completed two years of teaching at St. John's may receive a Master's degree in Liberal Arts. He must petition the Instruction Committee for permission to present himself as a candidate for the degree. He must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. THE GRADUATE INSTITUTE LIBERAL EDUCATION A graduate program, leading to the M.A. degree in the liberal arts, is conducted by the Graduate Institute year-round on the Santa Fe campus and during the summer in Annapolis. H is designed for graduates of colleges other than St. John's and is particularly well suited to the needs of highschool teachers. The program, which is based on the St. John's list of readings, is divided into four subject areas: Politics and Society, Literature, Philosophy and Theology, and Mathematics and Natural Science. Each summer session lasts eight weeks and consists of seminars, tutorials and preceptorials. The seminars are modeled on those of the undergraduate college; they are limited to about twenty students. The tutorials are smaller classes devoted to the close reading of texts. In the preceptorial the student chooses a topic pertaining to one of the books studied and, under faculty guidance, writes a long essay. For each section of the program nine credits are granted. All four sections are required for the degree, though students who have previous graduate credit may be eligible for the degree after three summers. The sections may be taken in any order. More detailed information and a separate bulletin may be obtained by writing to the Graduate Institute in Liberal Education, St. John's College, Santa Fe, New Mexico 87501 or Annapolis, Maryland 21404. DIRECTORY INFORMATION AND RIGHT TO PRIVACY Freshman Chorus, Santa Fe In compliance with the Family Education Rights and Privacy Act, the College retains the right to publish at its discretion the following information about each student presently or previously attending the College: the student's name, address, telephone listing, date and place of birth, field of study, participation in officially recognized activities and sports, dates of attendance, degrees and awards received, and the most previous educational agency or institution attended by the student. As required by the Act, the College will provide public notice annually of its intention to publish such directory information. Students have a right to inform the College within a reasonable period of time that any or all of this directory information should be withheld. The College will respect any such request for privacy. �38 I ST. JOHN'S COLLEGE SIDE E DE The College is well aware that physical activities, artistic expression and light-hearted recreation are necessary complements to an intellectual life and it is comrnitted to providing the facilities, funds and support needed to make them availableo Generally, such activities in Annapolis are under the sponsorship of the Student In Santa Fe they are organized the Student Activities Office (SAO), is responsible for providing instruction and equipment Since its founding as King William's School in 1696, St John's has been situated in the colonial seaport town of Annapolis, capital of the State of Marylando Its population of 50,000 persons is occupied principally with the government of the State and of Anne Arundel County; with the training of at the United States Naval Academy; with the fish, crab and oyster industry and the sailing and recn"ational activities of the Chesapeake Bay; and with the liberal education of students at SL John's College" The campus of acres lies in the Historic District, adjoining '· .L11.•~·,y Creek, one block the State House and across the street from Academy The fifoeen include 18th century histonc homes classrooms, offices and a dormitory), 19th century Victorian structures, and 20th century buildings designed to complement the older ones. There are six student dormitories, offering single and double rooms. The of students has governed itself since 1945 with elected officers and delegates representing each dormitory and the off-campus conThe Student Polity called the Delegate Council, meet once a week to requests from students for funds, to allocate time and use of facilities such as the student to remind students of their responsibilities to the College corn.nmnity, and co express student on cornrnon problerns The Delegate Council also meets once a week with members of the CoHege admmistration to discuss problems of mutual concern and maintains a Student Instruction Committee to discuss and recornmend curriculum changes" A Food Committee works with the dining hall manager to develop satisfactory dishes for the regular and vegetarian menus. Since 1968 The Collegian, a weekly student newspaper, has provided a second medium for expression of opinion to the community as a whole. Controversy ranges from petty to vital; creative writing and news take up the rest of the spaceo Students are also welcome to contribute vvork to The Reporter and The College, the two official publications of SL John's" Extracurricular organizations at SL John's are generally informaL Some continue year after year while others spring up and die out as the individual members of the community come and goo !'.1any extracurricular Dining Hall, Annapolis �40 I ST. JOHN'S COLLEGE activities grow directly out of the curriculum as students' interests overflow from the classroom. The past years have seen small classes-some led by students, others by tutors-in harmony, Latin, German, the New Testament, Leibnitz (his papers on calculus), and special aspects of chemistry and biology. Other activities stern from interests independent of the College curriculum. Most prominent among them have been those of the Garden Club and various classes in dance and martial arts. Theater life is active. Each of three drama groups offers a specialty: the King William Players stage one or two classical plays a year, the Modern Theater Guild performs one or two modern works, and the Dwarf Players produce several one-act plays. Recently these groups produced The Night of the Iguana, The Importance of Being Earnest, and Le Misanthrope. Every weekend the student film club presents foreign and domestic films-the classics of cinema art. Additional film series, including The Ascent of Man and Roots, have been shown during the week. There is also a special winter film series on Wednesday nights. Iv1usic is pursued in groups and individually. Voice and instrumental ensembles train new members and perform at College events. The College provides practice rooms and pianos and a music library of scores and recordings. Private study can be easily arranged on campus or in town. Individual artistic expression needs a time for training and a place to work. Pennanent facilities such as the art studio, ceramic studio, woodworking shop, photography darkroom and stage floor provide places to develop specific skills. The College also maintains a small art gallery staffed by students. Recent shows of works by Roualt, Daumier and Hart have been held there. An exhibit each spring displays work by members of the College community . An artist in residence teaches classes and coordinates exhibits. Classes in pottery, photography, sculpture and painting continue throughout the year. Parties, an important part of cornmunity life where students and tutors meet informally, come in several varieties. The Society of Bacchus arranges rock dances, waltz parties and community gatherings including the Halloween Masked Ball, Mid-Winter Ball, Christmas Party and the Spring Cotillion. Vigorous square dances and quiet jazz parties occur once or twice a year. A festival in the spring, Reality Weekend, begins with student skits and parodies and, after a parade up Main Street, provides a full day of picnicking and athletic competition. Cultural events on campus include Sunday concerts and informal lectures by guest speakers, Annapolis itself offers church groups of all denominations, synagogues (detailed information on Jevvish student life is available on request), concerts, plays, historic tours, seafood, sailing, the Naval Academy, hiking, cycling, State government, political work, community service groups, etc Washington, D. C. and Baltimore, Maryland, both within an hour's drive, offer activities, museums and stores too numerous to mention here. RESIDENCE & STUDENT LIFE I 41 ATHLETICS Since 1939, when intercollegiate athletics were abolished, the intramural sports program has flourished. About two-thirds of the students, both men and women, participate actively in individual and team sports. The Director of Athletics and two student assistants schedule events and coordinate use of the facilities, which include a well-equipped gymnasium, large playing fields, tennis courts and a boathouse with a number of sailboats and other small craft. Men's and women's teams compete in field hockey, touch football, soccer, basketball, volleyball, softball and track, each in its season. Doubles and single players compete in tennis, handball, squash, badminton, fencing, paddleball and table tennis. Sailing, canoeing and rowing are non-competitive activities offered purely for enjoyment. Excellence in sports is recognized and encouraged by individual and team awards; enjoyment of sports is the most important fruit of the athletic program and is its own reward. �RESIDENCE & STUDENT LIFE I 43 THE FE In the early 1960's the College decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West rather than sacrifice the virtues of a small campus. SL John's College in Santa Fe was opened in the fall of 1964 in New Mexico's capital city, founded in 1610 by Spanish colonists. Its population of 50,000 people is occupied principally with the government of the State and of Santa Fe County; with cultural pursuits in the fine arts, museums and opera; and with archaeological and historical research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of American Indian Arts, the College of Santa Fe and the University of New Mexico in Albuquerque. Sixty miles to the south, Albuquerque provides the attractions and co;weniences of a city of 400,000 people. The campus of 300 acres lies in the southeast comer of the City, two miles from the historic Santa Fe Plaza and the Palace of the Governors. The architedure of the Santa Fe campus reflects the territorial style introduced in the state during the last century. The campus, at an elevation of feet, overlooks the Santa Fe valley and off.:::rs superb views of the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain ranges. The Campus includes a classroom building, a laboratory, a student center, a music and fme arts building, an administration building and two dusters of d01rnitories. A library, dining hall and infirmary are also located in these buildings. Nina 5. Garson Reflecting Pool. Santo Fe View from Dining Hall, Santo Fe �44 I ST. JOHN'S COLLEGE Each of the sixteen dormitories on campus houses from twelve to eighteen students and serves as a smaller community of friends within the College. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and at the same time close companionship with a fellow student. The head resident helps students arrange to live in dormitories with others who share similar opinions about smoking, loud music and so on in a dormitory area. In addition to the two dormitory complexes on campus, students are also housed in a rambling twenty-room adobe house which was bequeathed to the College by the poet Witter Bynner. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with administration and faculty, rather than through the machinery of a formal student government, since both the size of the College and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee and the Board of Visitors and Governors. Students also belong to advisory committees which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities including the artistic, the academic and the athletic Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet and modern dance. The art studio in the Fine Arts Building, the darkroom and the pottery studio provide appropriate settings for these activities. The College's art gallery, which is open to the public, has a new show by professional artists each month" Student art work is at the end of the school year, and awards are given for RESIDENCE & STUDENT LIFE I 45 achievement in pottery, photography, drawing, painting and in making jewelry. Au Verso, the literary magazine of the College, is published twice a year. It contains essays, artworks, poetry, short stories and photography from students and faculty alike. Musical performances of many kinds are given by students through the Collegium Musicum. Formed in order to stimulate musical activity on campus, the association provides members of the College community with an opportunity to perform before a small, receptive audience. Through this organization students and faculty who play intruments or who sing can find teachers and fellow musicians with whom to study or perform. The St. John's Chorus and the Madrigal Singers also give recitals. The College provides numerous keyboard instruments including two grand pianos and a harpsichord for student practice and performance" Practice rooms are available in the Fine Arts Building. The Collegium Theatricum produces two or three plays each year. It also organizes evenings of soliloquies and one-act plays. Funds and equipment are provided by the Student Activities Office. The directing, acting, costumes and lighting are done by interested students and faculty. The SL John's Film Society is organized by students to provide a wide variety of classic and current films for the College community every Saturday night. Many students are attracted to the town of Santa Fe by its crafts, music, theater and visual arts. Others have participated in tutoring in elementary schools, counseling for the Santa Fe crisis center, working at the local health-food co-op or in other local activities, The St John's bus takes students into town twice a day. �46 I ST. JOHN'S COLLEGE RESIDENCE & STUDENT UFE I 47 Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extracurricular classes and discussion groups both on and off campus. Informal discussions of contemporary literature, forums on public concerns, and slide shows on art history are frequent on-campus acti~ities, as are study groups in such languages as Russian, German, Spanish, Italian and Hebrew. Students preparing for entrance into medical school have attended classes at the University of New Los Alamos branch, under the sponsorship of the College. Thorne Fellowships also give students financial support toward fulfilling medical prerequisites during i:he summer months. ATHLETICS The Student Activities Office coordinates a volunteer athletic program which offers opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. These last two are sports in which St. challenges other colleges and universities, and the College usually has one of the finest fencing teams in the Southwest. There are indoor facilities for judo, karate, tai chi chuan, weightlifting, gymnastics and fencing, but during much of the year these activities can be done outof-doors. Intramural programs in soccer, track, volleyball and badminton are conducted at the College's facilities. A men's soccer team and a women's soccer team both play with other teams in the area and are hosts to several tournaments in the fall and spring. The St. John's basketball team competes in a city league. Santa Fe's municipal swimming pool is reserved for St. John's one night each week. A horse corral on the campus is available for student and faculty use; horses may be hired at a nearby ranch. The adjoining Sangre de Cristo Mountains provide hundreds of square miles of forest and wilderness areas for hiking and camping. Here the St" John's Search and Rescue unit trains regularly in techniques of map reading, first aid, wilderness survival, rock climbing and cliff evacuation. The team is called out in emergencies several times a year; students have permission to be absent from camuus in the event of a search or rescue. The Santa Fe Ski Basin" (seventeen miles to the north) and the Taos Ski Ba.sin (tvvo hours away by car) offer fine slopes for both beginning and advanced and several cross country ski trails branch off from them. Students may borrow skis, boots and poles from the College, and the St John's bus provides \/\/hen the weather is warmer the Student Activities Office excursions down the Rio Grande kayak, canoe and rubber 1Nith overnight carnping along the way. BOTH College as;;, non-denominational institution. In its years there were some ties with the Protestant L,-'.'"'.. vpal Church, but these no longer exist. The College schedules no gious services except before commencement Attendance is vol.untary, in consonanc:o v:rith the Charter. tutors and students attend church or synagogue in ~ov·1n. It is customary extracurricular Bible classes to be conducted tutors of the '-''w""''=· FACILITIES FOR St. John s College Se(lrch and Rescue Team, Santn Fe 1 As in Annapolis, vvaltz parties, rock parties, and such regular events as the Fall Festival (in the mountains surrounding the College). the Halloween Costume Party, the Fasching Ball, the Graduation Ball and Reality Weekend occasions for informal gatherings of tutors and students. Reality vvee!Kena includes a talent a parade from the Plaza to the College, a picnic and athletic competition. The College Bookstore on each ca:rnpus has all the books and supplies the student needs for his classes. It also maintains a stock of books related to all phases of the program, and books of ITtOn: general interest. It is vvithout As supports for an active social the College on each campus a coffee and a junior common room for the use of all students. In "~>en"'' there are smaller soci2J rooms, furnished. �48 I ST. JOHN'S COLLEGE DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming student to make proper use of the support that other students can give him in his college life. Unmarried students not living at home are required to live in the college dormitories and to take their meals in the college dining hall, unless they obtain permission from the Assistant Deans to live off-campus. The College currently can offer no married student housing at Annapolis, but does, on a limited basis, at Santa Fe. Students who wish to have married student housing must find suitable housing off-campus and should allow time for this. Room assignment is the responsibility of the Assistant Deans in Annapolis and of the Head Resident in Santa Fe. Returning students have the privilege of drawing for rooms before they leave for the summer vacation. In Annapolis students are not permitted to remain in residence during winter or spring vacation. In Santa Fe students are not permitted to remain in residence during winter vacation. They may remain during spring vacation, alchough a small fee is charged. DINING HALL The dining hall on each campus is operated by a catering service. A vegetarian menu is available. Resident students are required to eat in the dining hall. Exemptions for medical reasons are granted only upon examination and recommendation by the College Physician. CAREER COUNSELING OFFICE The Career Counseling Office serves student needs in two especially important areas. First, it provides essential information for those students planning to continue their education in graduate programs and professional schools across the nation. The Director of Career Counseling also offers assistance and counseling to those students who wish to embark upon careers immediately after graduation. STUDENT Er11IPLOYMENT OFFICE An employment service, initiated and run by students, locates off-campus RESIDENCE & STUDENT LIFE I 49 jobs. Primarily, it seeks part-time employment for students during the academic year, but it can also aid students looking for full-time summer employment in the local community. INHRMARY SERVICE Well-equipped infirmaries are maintained at both campuses, each under the supervision of a College Physician and a College Nurse. A daily medical report is sent to the Assistant Deans. A psychiatrist or clinical psychologist is available for consultation. RULES Of RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the Dean in consultation with students and the faculty. Every entering student is informed of them, and returning upperclassmen are reminded of them each fall. The rules differ in certain details on the two campuses, though in general they follow the same pattern. The academic and intellectual life of the community is inseparable from the communal life. The building of a good community requires the faculty to show respect for the individuality of each student. All students agree to abide by the rules and regulations promulgated in the Student Manual published annually by the College. St. John's assumes that students will respect not only the enacted rules but also the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the College may require withdrawal of the offending student PROPERTY DAMAGE The College provides a housekeeping staff to care for the dormitories. The College inspects the rooms periodically and repairs at the expense of the occupant or occupants any dormitory room and furniture that have been damaged beyond normal wear and tear. Any damage to college property is charged to the caution fee of the student or students responsible for the damage. The College is not responsible for the loss of, or damage to, any student property resulting from fire, theft or any other cause. �50 I ST JOHN'S COLLEGE ADMISSIONS I 51 The standards by which applicants are selected for SL John's are special, and prospective students find it rewarding to write the essays that constitute an application to the College. People who apply 1Nant an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they vvill learn to s12e into others' ideas as well as their own; and pabon in their own education. Education at St is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most vvho consider St. John's examine themselves carefully before applying so that when they do they are saying to themselves and to the College that they •Nant to engage in the life of reason and believe can take pleasure in it. In writing their essays, many determine their own appropriateness as St. students; others eliminate therr;selves as deciding that their interests and those of the do not for the ~vr,ost they select themselves. Some are rejected, of course, but a wide students is each year, The the adrnission process is to determine whether an cant has and to complete the SL prograrn satisfactorily" Admissions Committee- t~n tutors and both Directors of Admissions-regards the application as from the "Do think I am ready to frorn In the essays, applicants are asked to discuss their with books, reasons for Si:, summer or postschool experiences, and some valuable experience they have had. /i.. number of is also T~he essays are designed to enable applicants to give a full account themselves, They can tell the Committee rnuch more than statistical records reveal. Next the Cornmil:tee considers the applicant's academic achievement Previous academic records - the secondary school and if there is one-show whether an applicant has at St John's Letters of read for indications that th€ and initiative to succeed the SL importance to "objective" test scores, and no is accepted or rejected because of such scores Committee's decisions are not influenced the race, age, color, physical handicaps or national or ethnic origin of an nor by any other factors unrelated to the work of the College. The application asks a minimum of personal data. Need for financial assistance does not affect the Committee's decisions on admission, SL has decided to remain a small college. The enrollment is ~bout 375 students in Annapolis and 320 in Santa Fe. The size of each class is lnn1ted on each campus, Most freshman classes are about equally divided between men and women, Classes enter in late August and Jar~uary in Santa Fe, m September and January in Annapolis. Nevv students are enrolled only as freshmen; a fourth or more of each entering class have done one, two, or even three years of college work elsewhere" These students, despite 900d records at other colleges, relinquish their advanced standing to take p;rt in the St. John's program. Freshman who enter in January stay on campus the following summer to complete the first year. They can thus graduate a year earlier than if they had ?ostp~ned their entrance until the following falL The January class is of partJCular mterest to students who come to St John's from other colleges, or w~w have traveled or,w.orked since graduation from high school, or who wJSh to enter St. Johns immediately after the first semester of their senior year of high school. �52 I ST. JOHN'S COLLEGE REQUIREMENTS Most applicants have a strong background in academic subjects. Specific academic requirements include tvvo years of algebra, one year of geometry, and two years of a foreign language; additional work in mathematics and foreign language is advised, as well as two or three years of natural science. In addition to the essays and academic transcripts, applicants must present two letters of reference, including one from a teacher. In exceptional cases certain of these requirements may be waived, or additional information may be requested. SAT or ACT test scores are noi: required, bui: may prove helpfuL Occasionally St. John's accepi:s an applicant who is not a secondary school graduate. Such a student must be well qualified to profit from the College program. A campus visit and interview are especially important for such candidates. These students usually wish to enter SL John's following their junior year of high school or in the January immediately after the first semester of their senior year. St. John's is authorized under federal law to enroll foreign students. PROCEDURE St. John's College is a single located on two campuses. PJthough applications must be initiated and completed at one campus or the other, admission to either campus constitutes admission to the College as a whole. On inquiry, prospective students receive a statement of the St. John's College program, an application for admission and recommendation forms to be completed by schools and references. Applications may be submitted as early as the second semester of the eleventh grade. Because the College welcomes all serious applicants, there is no application fee. A student should submit his application materials to the Admissions Office on the campus he prefers to attend. Students planning to apply for financial aid should refer to the section on Fees and Financial Aid and notify the appropriate Admissions Office of their intentions as soon as possible. ADMISSIONS I 53 St. John's has a policy of rolling admissions. There is no application deadline, but applications for both fall and January classes should be submitted as early in .the year as possible. Because there are occasional vacancies in classes due to last-minute withdrawals, students who wish to apply late in the year should contact the Admissions Office for particulars. As soon as the application essays and supporting documents are assembled, the application is reviewed by the Admissions Committee. The applicant is notified of the Committee's decision in about two weeks. Upon notification that his application has been accepted, an applicant has the option to enroll on either campus. In order to secure a place in the entering class, he must submit a non-refundable deposit of $150 to the Admissions Office on the campus at which his application was processed, together with a statement specifying the campus he wishes to attend. Deposits are accepted on a first-come, first served basis until the entering class is filled. If the applicant is also a candidate for financial aid, the deposit will be accepted with the understanding that it will be refunded if sufficient aid cannot be offered to make it possible for him to attend the College. If the entering class on the applicant's first-choice campus has already been filled, the deposit may be automatically transferred to the other campus, provided space remains in that entering class. It may also be used to secure a place on the waiting list or in a subsequent class on the student's first-choice campus. The deposit will be applied to the first year's fees. All financial aid awards will be made from the campus on which the student decides to enroll. A physical examination is required of each student before registration. A form for reporting the examination, along with other registration materials, will be sent to each student prior to the date of enrollment but after receipt of the $150 deposit. TRANSFER Once enrolled on either campus, a student may transfer to the other at the beginning of any academic year, provided his record is in good standing and he notifies the Dean's Office of his intentions by February 25. If the student wishes to apply for financial aid, he must also file his new financial aid fonns by February 1. All such transfers are subject to approval the Deans of both campuses. I UIRIES Inquiries should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (Tel. 301/263-2371) or Santa Fe, New Mexico 87501 (Tel. 505/982-3691). CAIV1PUS VISIT Anyone who is considering the possibility of entering St. John's should see the College for himself. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St John's because of its unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursday evening at 8:00 p.rn.; attend tutorials in mathematics, language l �54 I ST. JOHN'S COLLEGE and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the Admissions Committee, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Wednesday or from Thursday to Saturday on the Annapo~ lis campus, from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Persons planning to visit should telephone (301/263-2371 for Annapolis or 505/982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for the visitor will be transportation. He will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings can usually be located in inexpensive paperback editions in the College Bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens and soap are provided by the College. If a visitor arrives weekdays between 9:00 a.m. and 5:00 p.m., he should go the Admissions Office. Weekends and any day after 5:00 p.m., he should go to the College receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe. TRANSPORTATION The Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis and the driver will let one off at the campus if he asks. Buses from Washington are less frequent and arrive at the Annapolis Greyhound Bus Terminal (about six blocks from the College). By car one takes Route 50 from Washington or Route 2 from Baltimore. A limousine service from the Albuquerque airport to Santa Fe also is available. Called the "Shuttle-jack," it leaves the airport seven times a day and costs $13.00 one way. Greyhound and Continental bus lines pass through Santa Fe. Am track stops at Lamy, N .M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. FEES & FINANCIAL AID I 55 FEES & FINANCIAL AID The College believes that qualified applicants should not be denied the opportunity to attend St. John's College because of limited finances. St. John's therefore maintains a financial aid program to assist eligible students to the greatest extent possible within the limits of the College's resources. With very few exceptions, financial aid awards are made solely on the basis of need. A. The following principles underlie St. John's financial aid program: 1. The primary responsibility for financing a college education lies with the student and the student's parents. The College can offer aid only to supplement funds the family provides. 2. The ability of a family to meet college expenses is determined by assessing the family's financial strength in terms of income, assets, debts and additional children to be educated. 3. Financial aid may be in the form of a grant, loan or part-time employment and will be offered to all students as a package which combines one or more forms of aid. 4. In keeping with the philosophy that students should contribute to �FEES & FINANCIAL AID I 57 56 I ST. JOHN'S COLLEGE their educational expenses, self-help is the first component of a financial aid award" At SL John's, self-help consists of a part-time job and an educational loan" 5" The total amount of financial aid the College offers a student may not exceed the student's demonstrated financial need" 6" Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid" 7" Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (See page 61") 8" Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of 1964 and Title IX of the Higher Education Act of 1980 which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin" B" The procedure for applying for financial aid is as follows: 1" Applicants for admission who also plan to apply for financial aid should fill out the application for financial aid in the back of this catalogue and return it to the appropriate Admissions Office" 2" Applicants must also file the current Financial Aid Form with the College Scholarship Senrice in Princeton, New Jersey or Berkeley, California. This form permits applicants or their parents to present a detailed account of the faraily's financial position" It may be obtained from either secondary schools or the Financial Aid Office at St. John's" 3" Candidates for financial aid from the College must first establish their eligibility for the Basic Educational Opportunity (Pell) Grant, a Federal program described in Section D belmN" The College Scholarship Service's Financial Aid Fomz enables candidates lo indicate that they wish to apply for a Pell Grant" Students should so indicate" No financial aid award will be made by the College until the student submits his copy of the Pell Grant Student Eligibility Report to the Financial Aid Office" 4, As part of the application for financial aid, parents of dependent applicants and applicants who claim self-supporting status must provide an official copy of their most recent Federal Income Tax Return" 5. Self-supporting students are required to meet the Federal definition of independence and have an affidavit of non-support on file in the Financial Aid Office" This form will be mailed to parents or guardians upon receipt of the Financial Aid Form if the applicant is claiming selfsupporting status. 6. Residents of Connecticut, the District of Columbia, Maryland, Massachusetts, Pennsylvania, Rhode Island, and Vermont must apply for a State Scholarship" 7" An applicant who has previously attended an institution of higher education must provide a Financial Aid Transcript from that institution" Financial Aid Tr"anscripts can be obtained from the Financial Aid Office, 8" Students applying for and receiving financial aid from SL John's are required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, employment or other financial benefits for which they become eligible; any change in their or their family's financial situtation; and changes of name, marital status and address" C Following are the deadlines and notification dates for financial aid: FRESHMAN CANDIDATES Although the College has no deadline for receipt of financial aid applications, candidates for admission who are in need of financial assistance should indicate that need as soon as possible" The Financial Aid Form/ Pell Grant Application should be filed with the College Scholarship Service as soon as possible after January 2 in the year in which the candidate wishes to be admitted" Those who wish to enter in January should submit the FAF/Pell as early as possible in the preceeding yeac Likewise, the SL John's Financial Aid Application in this catalogue should be filed with the Admissions Office as soon as possible after its receipt by the candidate" Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met Candidates for admission applying after February 25 for financial aid have significantly lower chance of receiving all the funds for which they are eligible than those applying earlier" RETURNING STUDENTS Applications are due by February 25 from enrolled students who are returning to the College and reapplying for financial aid or are applying for financial aid for the first time" Beginning on December 1, the Financial Aid Office will provide the necessary Financial Aid Form, which should be completed and filed with the College Scholarship Service on January 2 or as soon thereafter as possible. Students whose financial aid credentials are received by the Financial Aid Office prior to the February 25 deadline will be notified of the decision on their application on April L Applications completed after February 25 will not be considered unbl awards have been made for applications completed before the deadline" Awards based on applications completed after the deadline will not be mailed until after April 15. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availability of funds for them cannot be guaranteed" D" Funds for financial aid awards from the College are available from the sources listed below" Except for the Federally Insured/Guaranteed Student Loan, applicants need not apply for funds from any of these specific sources" All these sources are automatically considered in making up the College's financial aid awards" STO JOHN'S GRANTS Funds for SL John's grants are provided by the College from its own resources, and all awards are made on the basis 0f financial need" STO JOHN'S SPONSORED NATIONAL MERIT SCHOLARSHIP (Santa Fe) The College sponsors National Merit Scholarships for finalists in the National Merit competition" Finalists who list St. John's College, Sant.a Fe, New Mexico, as their first choice and who have been admitted by February 25, are eligible for the College sponsored National Merit awards" Winners are chosen according to meriL Stipends in excess of �FEES & FINANCIAL AID/ 59 58 I ST. JOHN'S COLLEGE other borrowers is seven percent. A student may be allowed up to ten years to pay back the loan. $250 are determined by financial need. Awards are renewed annually and those recipients who wish to be considered for stipends in excess of $250 should apply for financial aid each year. 1981-82 STUDENT BUDGET* BASIC EDUCATIONAL OPPORTUNITY GRANT (Pell Grant) This Federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT (SEOG) The College awards SEOG's to incoming freshmen and enrolled students each year. These grants are made to students who have financial need and are unable to pursue a course of study without the grant. Eligibility for SEOG is limited to $2000 per year. FALL FRESHMEN Annapolis dependent/independent $6000 $6000 200 200 1100 1100 1300 1300 75 75 450 630 JANUARY FRESHMEN Annapolis dependent/independent $5500 $5500 200 200 1000 1000 COLLEGE WORK STUDY PROGRAMS (CWS) This Federal program permits the College to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session. Tuition Books Room Board Caution Fee 1 Personal Expenses Transportation 2 Santa Fe dependent/ independent $6000 $6000 200 200 1100 1100 1300 1300 75 75 450 630 75 360 75 500 Tuition Books Room Board Caution fee 1 Personal Expenses Transportation 2 Santa Fe dependent/independent $5500 $5500 200 200 1000 1000 75 360 75 500 *Fees are subject to change without notice. Covers breakage and is refundable. 2 Transportation allowances range from $50 to $200, depending on the geographic distance between the student's home and the College. 'Undetermined at time of publication. 1 NATIONAL DIRECT STUDENT LOAN (NDSL) These loans are made by the College directly to students using funds provided, for the most part, by the Federal Government. The maximum loan for four years of undergraduate study for the first baccalaureate degree is $6000. No interest accrues and no payment is required while the borrower is enrolled at the College. Repayment begins six months after the borrower terminates attendance at the College. There is provision for deferment if the borrower returns to at least half-time study at another institution. Depending on the total loan commitment, the repayment may extend from ten to twenty years. FEDERALLY INSURED/GUARANTEED STUDENT LOAN (FISL/GSL) These programs enable a student to borrow directly from a bank, credit. union, savings and loan association or other participating lender who is willing to make the educational loan. The loan is guaranteed by a state or private nonprofit agency or insured by the Federal Government. The maximum amount a student may borrow is $2,500 a year. No interest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. The interest rate is nine percent per annum for any student who obtains his first GSL after January 1, 1981. The interest rate for BILLING AND DEPOSITS Billing for tuitio~ and fees is done prior to each semester. The charges are due and payable m full on or before the registration dates for that semester. Those who may wish to pay in monthly installments should inquire of the Treasurer about the various commercial tuition payment or loan plans available to St. John's College students and parents. Since determinations affecting students, faculty and physical facilities must be made well in advance of the beginning of each academic year, the College must kn?w in April which returning students will register in September. A deposit of $150 on the fees for the following year is therefore due on or be_fore the first Monday in April for prospective sophomores, juniors and semors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, he may have to be placed on a waiting list; stu?ents to :whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, military service, aca- �FEES & FINANCIAL AID/ 61 60 I ST. JOHN'S COLLEGE demic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which he made the deposit, the deposit is forfeited, and he must make a new deposit to secure his place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the College Treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $75, called the Caution Fee, which is subject to charges for laboratory breakage, damage to or loss of college property and other minor mishaps. This fee is paid once at the beginning of the Freshman Year, but each student must bring the balance (after damages assessments, if any) up to the full $75 at registration each semester. If unused, it is refunded on request at the end of the academic year or when a student leaves the College. Each graduating senior must pay a Commencement Fee of $25 at the beginning of the second semester of the Senior Year. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $25 for late registration for each semester. The cost of books is about $200 a year. Class copies of many of the program books are available in the College library. Veterans and Social Security recipients qualified to receive educational benefits may arrange with the Treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they receive their benefit payments. These arrangements must be made prior to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Security Administration. Students with outstanding debts to the College may not register for classes at the beginning of the second and subsequent semesters unless they have made appropriate arrangements with the Treasurer. The College may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND POLICY If a student withdraws or is dismissed during any semester, a refund of fees for tuition will be made according to the following schedule: The first two weeks: 80% The third week: 60% The fourth week: 40% The fifth week: 20% The sixth week and thereafter: no refund The above schedule also applies to room and board in Annapolis. In Santa Fe, a refund on fees for board will be made on a pro rata basis; there will be no refund made for room fees. If applicable, refunds will be made to students only after refund payments are first made to such federal and state funds as the Basic Educational Opportunity Grant Program, the Supplemental Educational Opportunity Grant Program, the National Direct Student Loan Programs, the Federally Insured/Guaranteed Student Loan Programs, State Student Grant or Scholarship Programs, and to any institutional financial aid programs. Enrolled students due refunds because their financial aid exceeds monies due the College will receive those refunds in accordance with a schedule of payments determined by the Financial Aid Director on each campus. Refunds for substantiated medical reasons will be on a pro rata basis. CRITERIA FOR JUDGING SATISFACTORY PROGRESS REGULAR STUDENTS Provisions. of ~he. Higher Educ.ation _Act of 1976 require that each post~eco~dary 1.nshtut10n make available information concerning the criteria for Judging satisfacto~ progress. The criteria for St. John's College follow: Any student is deemed to be making satisfactory progress if at the end of the current ~emes~er he is permitted to enter the next semester, and if that next semester willdb include the repetition of any work · This perm1ss10n is nor· · · mall t not . y gran e ya committee composed of all the student's tutors th "D ~ag Committee_." The Don Rag Committee grants the permission' on!y af~; 1t has asse~sed his_ curre~t semester's work in all parts of the Program and has appro'.'ed its quality. This assessment is conducted in his presence by all of his t~to~s in common. At the end of his Sophomore Year, however, this permiss10n is granted by the Dean and the Instruction Committee in the light of h" s oSve~all wor~ d_uring his first two years. At the end of the first semester of h~s emor Year it .1s gra~ted almost automatically. . In except~onal c1r~umstances a student is permitted to begin a semester with the speoal reqmrement that he meet certain conditions during the course of the semester. In these cases the student is deemed to be making satisfactory progress unless the Dean determines that the conditions have not b~en met. When ~he conditi?ns have not been met, the Dean, in consultation with the Instruction Committee, decides what further determination is to be made of the case. If the student is permitted to remain in the College he · deemed to be making satisfactory progress. ' is VETERANS In compli~i:ice with ~e?eral and State regulations, St. John's has developed a set of pohc~es ~n minimum standards of progress for enrolled veterans. 1. ~t. _Johns will r~~ort to t~e Veterans Administration within 30 days all inc1d~nts of official termination or change of status that would affe t benefits. c 2. Minimurr:i acceptable grades of a C average are expected. If a student falls below this average and/ or his tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the Dean w~o may a~k the stu~ent to leave the College or may place him on aca~em1c prob.ahon. During that probation period, support and counseling ar~ available. Failure to meet standards through two semester~ of probation must be reported to the V.A. A third semester of certification ~ay not be granted for V.A. benefits without approval of a VA counseling psychologist. · · 3. V.A. requires t~at grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a VA enroll~d studen~ withdraw from any course at any point subsequent t~ the midterm point of any semester, a grade of F will be assigned. 4. St. John's will report to the V.A. when a student has not successfully completed 75% of the credits attempted. 5. St. John's will inform students on V.A. benefits of this policy on minimum standards of progress. �L DJ TENNIS COURTS N\_ \ ii �64 I ST JOHN'S COLLEGE BOARD/ 65 BIBLIOGRAPliY BOARD OF VISITORS AND GOVERNORS BOOKS ABOUT LIBERAL EDUCATION OfHCERS ADLER, MORTIMER J., and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER J., and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. AMERICAN LIBRARY ASSOCIATION: Classics of the Western World, with forewords by John Erskine and Everett Dean Martin, 1944. BARZUN, JACQUES: The American University, Harper and 1970. Teacher in America, Little, Brown and Co., Boston, 1945. BELL, DANIEL: The Reforming of Geneml Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BRANN, EVA: The Paradoxes of Education in a Republic, University of Chicago Press, 1979. BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. SCOTT: Embers of the World, edited by Harris Wofford, Jr., of Democratic Santa Barbara, 1970. WILLIAflll (Editor et al): Three Dialogues on Liberal Education, St. College Press, 1979. ERSKINE, JOHN: My Life as a Teacher, J B. Lippincott Co , 1948. GOLDWIN, ROBERT A (Editor): Higher Education and Modern Democracy, Rand McNally and 1967. GRANT, GERALD and DP.:t/ID RIESMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HAR\lARD COMMITTEE REPORT: General Education in a Free Society, The University, Massachusetts, 1945. HUTCHINS, ROBERT M .. The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953. LEWIS, C. S.: The Abolition of Man, Macmillan Publishing Co., Inc., 1947. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. rvIEIKLEJOHN, ALEXANDER: Education Between Two Worlds, and Brothers, 1942. NEWMAN, JOHN HENRY: The Idea of a University, Image Books, 1959. Mr. Alexander K. McLanahan Mr. Stephen L. Tucker Santa Fe, NM Houston, TX Chairman Mr. Charles A Nelson Mr. John E. Robson Chicago, IL Mr. Karl Van Tassel Lake Forest, IL Vice Chairmen Mr. Karl Van Tassel Miss Harriet C. Higgins Mrs. George S. Roudebush St. Louis, MO Dr. Dalton M. Welty Hagerstown, MD Mr. W.T. Terry, St. Louis, MO Secretary Mr. Jerome La Pides Jr. Term Expiring 19134 Dr. Mortimer Chicago, IL Mr. Eugene V. Thaw Scarborough, NY HONORARY MEMBERS Mr. Peter A Benoliel Philadelphia, PA Mr. Arnold Wells Millwood, NY Mrs. Lowell R. Ditzen Dr. Douglas H. Gordon !V:!r. John Gaw Meem Mrs. Duane L Peterson Hon. Adolph W. Schmidt J. Adler Mr. D. Robert Yarnall Philadelphia, PA Term Expiring 1983 MEMBERS EX OFFICIO Mrs. Rebecca BrinkleyConnelly Denver, CO Mr. Thomas M. Carnes San Francisco, CA Mr. David Ater Santa Fe, NM Mr. Ray C. Cave New York, NY Th e G ovemor o_ Maryland f The Governor of New Mexico The President of the College The Dean of Annapolis The Dean of Santa Fe The Provost of the College Dr. Robert A Goldwin Washington, DC Term Expiring 1982 Mr. John T. Harrison, Stanford, CT Miss Sharon Bishop Washington, DC Miss Harriet C. Higgins New York, NY Mr. Victor G. Bloede Long Island, NY Mr. Daniel T. Kelley, Jr. Santa Fe, NM Mr. Charles A Nelson New York, NY Mr. John L Ernst New York, NY Mr. Daniel R. Kenney Winchester, MA Mrs. James Ritchie Santa Fe, NM Mr. lNalter F. Evers Cleveland, OH Mrs. Carleton Mitchell Annapolis, MD Mr. Harrison Sheppard San Francisco, CA Mr. Allan P. Hoffman Lawrence, NY Mr. Maurice B. Mitchell Santa Barbara, CA Mr. JI Staley Wichita Falls, TX Mr. Jerome La Pides Annapolis, MD Mr. Theodore H. Smyth Santa Barbara, CA Mrs. Louis Talbot Trigg Santa Fe, N1v1 Mr. Sanford K McCormick Houston, TX Mr. Roger W. Straus, Jr. New York, NY Mr. Thomas B. Turner Baltimore, MD Mr. Stephen L. Feinberg El Paso, TX Jr. Mr. John H. Dendahl Santa Fe, NM Mr. James M. Donnelley Chicago, IL Dr. R. Philip Hammond Santa Monica, CA Dr. Irwin Hoffman New York, NY �66 I ST. JOHN'S COLLEGE FACULTY/ 67 FACULTY Barbara Hopkins Leonard B."."':., Oberlin College'.1937; M.S., 1941, Ph.D., 1948, University of Rochester; Assistam m Zoology, Oberlm College, 1936-38; Oberlin College Scholar, Marine Biological Laboratory, Woods Hole, Massachusetts, 1937; Histological Technician Department of Pathology, Yale Medical School, 1938~39; Grnduate Scholar in Biolo~y, University of Rochester, 1940-41, Graduate Teaching Assistant in Biology, 1941-44; Visiting Lecturer m Zoology, Oberlm College: 194~-45; !nstructor in Zoology, Smith College, _ 1945-51, Smith College Scholar, Manne Biological Laboratory Woods Hole M chusetts, 1949; Tutor and Assistant Dean, St. John's College, An~tapolis, 1951-'. A~h:r de Talma_ Valk Tutorship, 1968-; Fulbright Lecturer and Honorary Professor of Zoology, Lady Doak College and Amencan College, Madurai, South India, 1962-63. TUTORS President Edwin Jules Delattre B.A., University of Virginia, 1963; Ph.D. in Philosophy, 1970, University of Texas at Austin; Instructor of Philosophy, Texas Lutheran College, 1967; Instudor-Associate Professor of Philosophy, University of Toledo, 1968-76; Member, National Humanities Faculty, 1972-, Director, 1976-80; Matchette Foundation Advisory Board, 1977-; National Endowment for the Humanities Board of Consultants, 1978-; President, St. John's College, 1980-. ANN APO US Dean of the College in Annapolis Edward Grant Sparro1N B.A., Harvard College, 1951; LLB., Harvard Law School, 1954; M.A., Teachers College, Columbia University, 1957; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Acting Director, Integrated Liberal Arts Curriculum, SL Mary's College, California, 1964-66; Dean, 1977-. Joseph Winfree Smith, Jr B.A., 1934, lvLA., 1935, University of Virginia; M.Div., Virginia Theological Seminary, 1938; Ph.D., University of Virginia, 1948; Student at the Institute Catholique de Paris, 1951-52; Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia; Tutor, St John's College, 1941-, Assistant Dean, 1947, Addison E. Mullikin Tutorship, 1959-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1966-67. Hugh P McGrath B.A., 1934, Diploma in Education, 1935, University of Liverpool; Language Instructor, London County Council, and Language Studies at Universities of Liverpool, London, Paris, Dijon, 1936-40; Jumed forces, 1940-46; Language Instructor, London County Council, 1946-47; Visiting Professor, University of Puerto Rico, 1960; Tutor, St. John's College, Annapolis, 1948-, Addison E. Mullikin Tutorship, 1968-. Curtis A. Wilson B.A., University of California, Los A.ngeles, 1945; M.A., 1946, Ph.D., 1952, Columbia University; Tutor, St. John's College, Annapolis, 1948-64, 1973-, Santa Fe, 1964-66, Dean, Annapolis, 1958-62, 1973-77; Visiting Research Fellow, Birkbeck College, University of London, 1962-63; Visiting Associate Professor, 1966-68, Professor, 1968-73, University of California, San Diego; Corresponding Member, Academie Internationale d' Histoire des Sciences, 1971-; Andrew W. Mellon Tutorship, 1974-. Douglas Allanbrook Boston University, 1938; Brown University, 1939-41; University of Florence, 1946; B~A, Ha_rvard College, 1948; Active duty, United States Army, 1942-45; Traveling F~llow, Harvard Umversity, 1948-50; Pupil of Nadia Boulanger, Paris, 1948-50; Fulbright FeUow m Italy-Conservatorio San Pietro a Majella, Pupil of Ruggiero Gerli..1. m Harps1cord and Early Keyboard Music, 1950-52; Teacher of Composition and Theory, Peabody Consen:,atory, 1955-57; Tutor, St. John's College, Annapolis, 1952-; Member, Corporat10n of iaddo, Saratoga Springs, New York, 1971. Eva T.H. Brann .Brooklyn College, 1950; M.A., 1951, Ph.D., 1956, Yale University; Fellow of the Amencan Numismatic Society, Summer, 1952; Fellow of the American School of Cl~.ssical ,5t~_dies at At~ens, 1952-53~ Me_mber of the staff of the AmericanAgora Excavauons ac Achens as Sibley Fellow o_r Phi Beta Kappa; Instructor in Archeology, Stan!ord Urnvers1ty, 1956~57; rviember, lnstitute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, 1975-77; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-, Fellow, Woodrow \!\Tilson International Center for Scholars ' 1976-77; Arnold Visiting Professor, Whitman College, 1978-79. Bryce Du Val Jacobsen RA ',St.. John's Colleg~, ~,nnapolis, 1942; fanner and carpenter, 1942-57; Tutor and Direcror of Athletics, ::it John's College, Annapolis, 1958-. Edward Malcolm Wyatt B.A., 1953, .M.A., 1956, University of Virginia; Instructor in Mathematics, University of Virgima, 1955-58; Tutor, St. John's College, Annapolis, 1958-, Andrew \N Mellon Tutorship, 1972-. Thomas J. Slakey B.A, St. Mary's College, California, 1952; M . A., Universite Laval, Quebec 1953Cornell University, 1960; Tutor,. St. John's College, Annapolis, 1959-64, 197~-, Santa Fe, 1964-~1; Vice-President for Academic Alfairs, 1971-74, Associat~ Proressor, 1974-76, St. Mary's College. Beate Ruhm von Oppen RA. ., U. . 'R" . h v: mversity o, ~irmmg am, England, 1939; Art Librarian, Barber Institute of Fme Arts, ~mversity of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal In~titi:te Of Inte[nation~l Affairs, .195~-56; R.esearch Staff, Nuffield College, Oxford, 19,_,6-58, lVIicro11lmmg Proiect of rhe Lommittee for the Study of War Documents of che Amencan H1stoncal Association, 1959-60; Tutor, St. John's College, Puma.polis 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History Smith Col~ lege, 1963-64, University of Massachusetts, 1964-65; Member, Institutef~r Advanced Study, Princeton, 1968-69; Iv1ember, Center of International Studies, Princeto~ Umvers1ty, 1969-71; National Endowment for the Humanities Editing Grant 1978-79. . ' �68 I ST. JOHN'S COLLEGE Lawrence Berns B,A., 1950, Ph,D,, 1957, University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago: 1956-59; Tutor', S,L John's College, Annapolis, 1960-, Andrew W, Mellon Tutorship, 1972-; Assoc1ace Professor of Philosophy, Rosary College, (Leave of absence, 1966-67); Associate, Clare Hall, Cambridge University, 1971-72, Samuel S, Kutler B,A., St John's College, Annapolis, 1954; Graduate Study, American University, 1955-61; Assistant Mathematician, 1954, Associate Mathematician, 1957, Mathematician, 1961, The Johns Hopkins University Applied Physics Laboratory; Instructor, American University, 1960; Visiting Tutor, SL John's College, Annapolis, 1960, Tutor, 1961-, Andrew W, Mellon Tutorship, 1972-, Michael S, Littleton B,S,, 1954, RA., 1955, University of Maryland; B,D,, Hartford Seminary Foundation, 1960; S TIYL, Union Theological Seminary, 1967; United States Navy, 1955-57; Tutor, St John's College, Annapolis, 1960-, JIJ1drew W, Mellon Tutorship, 1972-, Robert B, Williamson B,A., 1955, 1957, Ph,D,, 1967, University of Virginia; Tutor, SL John's College, Annapolis, 1960-, Andrew W, 1V1ellon Tutorship, 1972-, Elliott Zuckerman B,A., 1952, M,A,, 1955, Ph, D,, 1962, Columbia University; B,A., 1954, M,A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Car:,1bndge, 1952-54; Duryea Fellow in ]\,1odern European History, 1954-55, Lecturer m Histo7, 1956-61, Columbia University; Lecturer in History and Music, The I'\]ew School wr Social Research, 1960-61; Tutor, SL John's College, Annapolis, 1961-, D!fector, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, April-June, 1973, Andrew W, Mellon Tutmship, 1974-; Associate of Clare Hall, Cambridge University, 1970-71, Joseph E Cohen B,A.-, SL John's College, Annapolis, 1956; J,D,, University of Maryland Law School, 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; Urnversity of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer m t~e Liberal Arts, University College, University of Chicago, 1960-62; Tutor, SL Johns College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72, Sarkissian University of Chicago, 1939-41; U,S, Army, 1942-46 (Princeton University, 19~3, A.STP,); B,S,, MS, University of Illinois, 1946-48; University of Chicago, 1948-54; Instructor, Biological and Physical Sciences, Pestalozzi-Froebel Teachers College, Chicago, 1948-53; Instructor, University of Indiana, 1948-50; Traveling Fellow and Research Associate, Institute of Human Heredity, University of Bologna, Italy, 1955-56; Instructor in Biological Sciences, Chicago City College, 1956-58; Instructor, Biological Science, University of Illinois, 1958-62; Tutor, SL John's College, Annapolis, 1963-, · David I-L Stephenson B ,A, Columbia College, 1958; Columbia University, 1960; New York s_;ate Teaching Fellowship, 1958-60; Director of Men's Chorus, New York Association ror the Blmd, 1959-62; Music Instructor, Riverdale Country Day School, 1960-61; Chorus DITector, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y, Crowell Company, 1961-63; Tutor, St, John's College, Annapolis, 1963-. FACULTY/ 69 Louis N, Kurs Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; MS, University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, University of Chicago, 1948-49; Instructor in Physical Science and Geology, Wnght Jumor College, 1949-51; Supervisory Staff, Steel Production Division, South Wor~s, United States Steel Corporation, 1951-54; Instructor in Geology, University of Illmo1s, Chicago, 1954-64; National Science Foundation Science Faculty Fellowship,, University of Chicago, 1961-62; Tutor, St, John's College, Annapolis, 1964-; V1s1tmg Lecturer, Department of Hydrology and Water Resources University of Arizona, 1973-74. ' Benjamin Charles Milner, B,A, Emory University, 1949; RD,, Columbia Theological Seminary, 1955; Ph,D, Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and Interpretation, 1959-62, Assistant Professor, 1963-65, Wellesley College; Tutor, St, John's College, Annapolis, 1965-, Assistant Dean, 1977-78, 1979-81, Director, The Graduate Institute in Liberal Education, Annapolis, 1980-, Geoffrey Comber ,Oiploma in Education, University of London, 1953; AR.CM,, Royal College of Music, 1954; M,A, Ohio State University, 1957; Fullbright Scholar, 1955; Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontario, 1964; Tutor, SL John's College, Annapolis, 1965-, Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Liberal Education, Santa Fe, 1970-74, Director of Adult Education, 1968-74, 1975-76, Director of Summer Program, 1974, 1976, Associate Director, The Graduate Institute in Liberal Education, Annapolis, 1977-80, Director of Continuing Education, 1978-, George Doskow B,A., Columbia College, 1957; !YLA, 1959, Ph,D,, 1965, University of Connecticut; Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St, John's College, Annapolis, 1965-, Howard J, Fisher B,A,, University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, 1964-65; Tutor, St, John's College, Annapolis, 1965-, Tutor, The Graduate Institute in Liberal Education, Santa Fe, 1971-72, Annapolis 1977-, Brother S, Robert, F.S.C RA., St Mary's College; Ph,L, Ph,D,, Universite Laval, Quebec; Visiting 1i.1tor, St John's College, Annapolis, 1966-67, Tutor, 1972-, Gisela Berns Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexa;Jien I, University of Heidelberg, 1963; Fellow Deutscher Akademischer Austauchdienst, University of Florence, 1963-64; Ph,D,, University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St, John's College, Annapolis, 1967-, Nicholas Maistrellis BS, Bates College, 1962; Department of History of Science, 1962-67, Teaching Assistant, 1962-66, University Fellow, 1966-67, University of Wisconsin; Tutor, SL John's College, Annapolis, 1967-, �FACULTY/ 71 70 I ST JOHN'S COLLEGE Harry L Golding B.A., University of Omaha, 1954; M.S., Northwestern University, 1958; ~atio.nal. Science Foundation Fellow, 1954-55; Instructor in Chemistry, DePauw Urnvers~ty, 1958-63· National Science Foundation Science Faculty Fellow, Purdue University, 1963-64: Member of the Faculty, 1964-68; Chairman, Natural Science Area, 196~, Director of Shimer College in Oxford, 1967-68, Shimer College; Tutor, St. Johns College, Annapolis, 1968-. Harvey Flaumenhaft _ B.A., 1960, M.A, 1962, University of Chicago; Woodrow Wilson Fellow, Harvard University, 1960-61; Graduate Study, University of Ch'.cago '. ~961-6~; Lecturer m th': Liberal Arts, University of Chicago, 1965-66; Lecturer m Political Science, Roose~eh University, 1965; Instructor in Government, Wheaton College, Massachuseds, 1966-68; Tutor, SL John's College, Annapolis, 1968-. Michael Comenetz B.A., The Johns Hopkins University, 1965; M.A., 1967, Ph.D., 1972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John's College, Annapolis, 1975-. Chaninah Maschler B.A., City College of New York, 1953; M.A. in Philosophy, Yale University, 1955; University Fellow, Yale University, 1953-55; Alice Freeman Palmer Fellow, work on Peirce, Yale University, 1956-58; Department of Philosophy, Pennsylvania State University, 1959-61; Department of Philosophy, CC.NY., 1961-62; Department of Philosophy, Barnard College, 1962-64; Reader and Translator for Harper Torchbooks, 1965-70; Queens College A.C.E. Program, 1970-72; Queens College Liberal Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976, Tutor, St. John's College, Annapolis, 1976-. Howard Zeiderman Jamison Allanbrook B.A., Vassar College, 1964; M.A, 1965, Ph.D., Stanford Ui:iversity,r 1974; Woodrow Wilson Fellowship, 1964-65; Teaching Assistant m lVIusJC, Stanwrd Umversity, 1967-69; Tutor, St. John's College, Annapolis, 1969-. William W. O'Grady, Jr. AB Univeroity of Notre Dame, 1966; M.A., 1968, Ph.D., 1970, University _of Chi~~go; Wo~drow Wilson Fellow, 1966-67, Da~forth ;ellow, 1966-70, Humamti~s Fellow, 1967-70, University of Chicago; Tutor, Sc Johns College, Annapolis, 1970 , Santa Fe, 1980-82. F. White RA, St. John's College, Annapolis, 19!'5; M..A., Th~ New, School for Sod~~ Dartmouth College, 1962-63; B.A., St. John's College, Annapolis, 1967; M.A., Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-77, Armapolis, 1978-. Robert P. Druecker B.S., Marquette University, 1966; Graduate Study, Philosophy, Yale University, 1966-68; M.A., Boston University, 1974; Woodrow Wilson Fellow, 1966-67; Teacher, Rye Country Day School, Rye, New York, 1968-69; Teacher, Friends Seminary School, New York, 1969-70; Teacher of English arid German, Institut€ France AudioVisuel, Paris, 1971; Univ1Crsity of Paris, 1970-71; University of Florence Summer School, 1971; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; Fulbright and American Scandinavian Foundation Fellow, Norway, 1976; Tutor, St. John's College, Annapolis, 1977-. Research, 1970; i\lvin Johnson Fellow, 1910-71; 11.i.tor, Sc. Johns College, Annap lis, 1971-. Peter Kalkavage Leo F. Raditsa B.A., 1973, M.A., Pennsylvania State University, 1976; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor, St. John's College, Annapolis, 1977-. B.A., Harvard College, 1956; University Sch~lar, _,1960-61, University Fellow, 1961-62, M.A., Columbia University, 1962; Pres1dem s Fellow, 19_62-63, F1'.-lbr:1!ht, University of Munich, 1964-65, Berlin, 1965; Instructor, New X'ork Umvei~ity, Washingon Square College, 1965-68; Assistan1 Professor, 19?8, Ph.D., Columbia University, 1969; Tutor, St. John's \oll~ge, Annapolis, 1973-; Nah~_nal_.~ndowme~t for the Humanities Fellow, National Fellows Program, Hoover Inst1tuc1on on Wa1, Revolution and Peace, Stanford, California, 1977-78. David Bolotin B.A., Cornell University, 1966; Grad~uate Student: Univ~rsity of Chic~go, 19~6~~8; Ph.D., Nii:w York University, 1974; Yale Ui:1vers1ty Lecwr.er m Cl~ss1cs, 1971 /3, 1Noodrow \Nilson Fellow, 1966-67; University of Chicago Humamt1es F~llowsh1p, l966-68; National Defense Education Act Fellow, 1968-71; Tutor, SL Johns College, Annapolis, 1974-. Schwartz Renaut B.A., St. John's College, Annapolis, 1968; !VLA, Jo,hns Hopkins University, ~971; M.S., Georgetown University, 1974; Tutor, St. Johns College, Annapolis, 197x-. Joe Sachs R ,;_ <::t John'o College Annapolis, 1968; Graduate Student, The New Sd1ool for S;ci~l 0R~search, New York, 1971-73; tv~.A:, Pennsylvania S~t; Uni~ers1ty,, 197~~ Teaching Assistant, Pennsylvania State Umvers1ty, 1973-74; lmor, Sc. Johns Co_ lege, Annapolis, 1975-. Donald Conroy B.Ao, St. Mary's College, California, 1970; !VLA., University of California, Santa Barbara, 1972; Ph.D., Princeton University, 1976; Teaching Assistant, University of California, Santa Barbara, 1970-72; Teaching Assistant, Princeton University, 1974-76; Assistant Professor, Integrated Liberal Arts Curriculum, St. Mary's College, 1976-77; Tutor, St. John's College, Annapolis, 1977-. Mera J. Flaumenhaft B.A, University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; Instructor, 1970-71, Assistant Professor, 1971-76, Anne Arundel Community College; National Endowment for the Humanities Grant, 1977; Tutor, St. John's College, A.nnapolis, 1977-. Thomas C. Mark AB., Columbia College, 1961; M.A, 1965, Ph.D., 1970, Columbia University; Henry A. Todd Scholar, 1964-65, Ansley Dissertation Award, 1970, Preceptor in Philosophy, 1967-70, Columbia University; Assistant Professor of Philosophy, Wheaton College, Massachusetts, 1970-71; Assistant Professor of Philosophy, University of California, San Di'i'go, 1971-78; Tutor, St. John's College, Annapolis, 1978-. �FACULTY/ 73 72 I ST. JOHN'S COLLEGE David Guaspari B.S., Rensselaer Polytechnic Institute, 1969; Ph.D., University of Cambridge, ~974; · U.S. Churchill Foundation Scholar, 1969-72; Lecturer in Mathematics, Cambridge, Michaelmas, 1973; Visiting Assistant Professor, State University of New York, Buffalo, 1974-75; Visiting Assistant Professor, University of California, Berkeley, summer, 1974; Visiting Lecturer, 1975-77, Visiting Assistant Professor, Texas Tech Urnversity, 1977-78; Tutor, SL John's College, Annapolis, 1978-. Kelton Ray McKinley B.A., Case Western Reserve University, 1970; M.S., 1972, Ph.D., 1975, Michigan State University; Research Assistant, Paleoecology, 1969, Case Western Re.serve University and Cleveland Museum of Natural History; Research Assistant, Limnology, 1972-75 Research Associate, Freshwater Ecology, 1975-76, Assistant Professor, 1976, Kellogg Biological Station, Michigan State University; Associate Research Scientist, Estuarine Phytoplankton Ecology, 1976-78, McCollum-Pratt Institute, Johns Hopkins University; Tutor, St. John's College, Annapolis, 1978-. W.K. Anthony James Carey St. John's College, Annapolis, 1963-65; B.A., University of North Carolina, 1967; MA The New School for Social Research, 1973; U.S. Marine Corps, 1967-69; G;ad~ate Study in Music, University of North Carolina, 1969; Part-time Instructor in Philosophy, East Carolina University, 1974-78; Part-time Ins,tructor in Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St Johns College, Annapolis, 1979-, William Jon Lenkowski B.A., Marquette University, 1965; M.A., Philosophy, The New School for Social Research, 1970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instruction in philosophy, Rutgers Umversity, 1968-76; VisitiI1g Lecturer, philosophy of science, New York Institute of Technology, 1976-77; Lecturer, ancient Greek philosophy, l\few School for SoC1al Research, 1977-79; Tutor, St. John's College, Annapolis, 1979-. Jonathan S. Tuck B.A., Columbia University, 1969; B.PhiL, Oxford University, 1971; M.A., University of California, Berkeley, 1972; Graduate Study in English, University of Calif~r­ nia, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fello•N m ,ne Humanities, Brasenose College, Oxford, 1969-71; Kent Fellow (Danforth Foundation), 1971-77; Teaching Assistant, Department of English, University of California, Berkeley, 1973-74; Associate, Residential Program in History and L~terature, Ur:;versity of California, Berkeley, 1975; Associate, Department of English, UrnversHy of California, Berkeley, 1976-78; Instructor of English, Pikes Peak Community College, 1979; Tutor, SL John's College, A_nnapolis, 1979-. Thomas May B.A., Loyola College, 1971; M.A., 1975, Ph.D. Cand., Ford~am University; Assistant Professor of Philsophy, Loyola College, 1974-79; Visiting Lecturer in Philosophy, Goucher College, 1976-78; Tutor, St. John's College, Annapolis, 1979-. Marilyn Douville B.S., University of Michigan, 1975; M.S., University of !Vlichigan, 1977; Associate lv1athematician, 1977-79, Johns Hopkins University Applied Physics Laboratory; Tutor, St. John's College, Annapolis, 1979-. Robert Barnett Raphael B.S., Rensselaer Polytechnic Institute, 1950; Ph.D., Harvard University, 1954; Tutor, St. John's College, Annapolis, 1979-. William Mullen B.A., Harvard College, 1968; Ph.D., University of Texas, Austin, 1972; Acting Assistant Professor of Classics and Comparative Literature, University of California, Berkeley, 1971-73; Hodder Fellow in the Humanities, Princeton University, 1973-74; Assistant Professor in Classics, Boston University, 1975-80; Junior Fellow, Center for Hellenic Studies, 1978-79; Tutor, St. John's College, Annapolis, 1980-. SANTA FE Dean of the College in Santa Fe Robert S. Bart B.A., Harvard College, 1940; M.A., St. John's College, 1957; Sheldon Traveling Fellow, Harvard University, 1940-41; Tutor, St. John's College, Annapolis, 1946-75, 1976-77, Santa Fe, 1975-76, 1977, Addison E. Mullikin Tutor, 1968-, Dean, 1977-. William A. Darkey B.A., St. John's College, Annapolis, 1942; M.A., Columbia University, 1949; Tutor, St. John's College, Annapolis, 1942-46, 1949-64, Santa Fe, 1964-, Associate Dean, 1968-70, Dean, 1968-73, Director, Task Force on the Liberal Arts, 1974-. Thomas King Simpson B.A., St. John's College, Annapolis, 1950; l'vLA. in Teaching, Wesleyan University, 1955; Ph.D., Johns Hopkins University, 1968; Instructor, American University at Cairo, Egypt, 1950-53; Teaching Intern, St. John's College, A·mapolis, 1955-56, Tutor, 1956-73, Santa Fe, 1973-; Curriculum counselor and member of the faculty, The Key School, 1970-73. Michael Ossorgin Lycee Russe, Paris, 1938; Conservatoire Russe a Paris, 1932-35, 1942-44; L. Th., Institut de Theologie Orthodoxe, Paris, 1942; Instructor in Music, Institut de Theologie Orthodoxe, Paris, 1944-46; Instructor in Theology, St. Tikhon's Seminary, Pennsylvania, 1947; Secretary of the Orthodox Diocese in Alaska, 1948-49; Teacher of Music, Bureau of Indian Affairs, Department of the Interior, 1950-56; Associate Professor, Consultant, St. John's Program, St. Mary's College, California, 1961-62; Tutor, St. John's College, Annapolis, 1956-66, Santa Fe, 1966-, Norma Fiske Day Tutorship, 1975-. Charles G. Bell B.S., University of Virginia, 1936; Rhodes Scholar, Oxford University, B.A., 1938, M.A., 1966, B, Litt., 1939; Instructor and Assistant Professor of English, Iowa State College, 1943-45; Wartime Assistant m Physics, 1945, Research Assistant in Physics, 1945, Assistant Professor of English, 1945-49, Princeton University; Guest Lecturer, Black Mountain College, Summer, 1947; Rockefeller Grant for study in Europe, 1948; Assistant Professor of Humanities, University College, University of Chicago, 1949-56; Guest Professor, Fulbright Program, Technische Hochschule, Munich, Germany, 1958-59 (Kulturgeschichte als die Geschiechte symbolischer Formen); Poet in Residence and Guest Professor, University of Rochester, Spring, 1967; Guest Professor, State University of New York at Old Westbury, Spring, 1970; Tutor, St. John's College, Annapolis, 1956-67, Director of Adult Education, 1957-58, Santa Fe, 1967-, Director, Graduate Preceptorial in Dimensions of History, 1972-73. Samuel Emmons Brown Harvard College, 1936-37; Diploma, Black Mountain College, 1945; M.A., 1956, Ph.D., 1962, Indiana University; Private tutoring, 1946-48; Director of Music, Windsor Mountain School, 1948-49; Director of Music, Verde Valley School, 1950-53; John H. Edwards Fellow, 1955-56; Part-time Teacher, Indiana University, 1956-57; Tutor, St. John's College, Annapolis, 1958-65, Santa Fe, 1965-. �74 I ST. JOHN'S COLLEGE Thomas A. McDonald St. John's College, Annapolis, 1944; Military Service, 1945-46; University of Virginia, The New School, New York, 1947-50; Graduate study in Philosophy, Graduate Faculty, 1950-52, 1955-58, Teaching Fellow, 1956-58, The New School; Lecturer, University College, University of Chicago, 1958-62; Lecturer, Overseas-Extension, University of Maryland, Heidelberg, Germany, 1952-63; Tutor, St. John's College, Annapolis, 1963-79, Santa Fe, 1979-. Dean K Haggard B.A., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-60; Fels Fund Fellow in Philosophy, Johns Hopkins University, 1960-61; Tutor, SL John's College, Annapolis, 1961-66, Santa Fe, 1966-, Assistant Dean, 1971-73. Robert D. Sacks B.A., St. John's College, Annapolis, 1954; J>h.D., Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Orientales Vivantes, 1956-57; University of Chicago, 1957-59; Tutor, St. John's College, Annapolis, 1961-69, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, California, 1968-69; Biblical Research, Jerusalem, 1971-72. Robert A. Neidorf B.A., 1951, M.A., 1955, University of Chicago; Ph.D., Yale University, 1959; Instructor and Assistant Professor of Philosophy, Bucknell University, 1959-62; Assistant and Associate Professor of Philosophy, State University of New York at Binghamton, 1964-67; Tutor, St. John's College, Annapolis, 1962-64, Santa Fe, 1967-, Director, Graduate Institute in Liberal Education, 1970-73, Dean, 1973-77. John S. Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, United States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching Fellow, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, 1962-67, Santa Fe, 1967-, Assistant Dean, 1970-72. David Clifford Jones B.A., St. John's College, Annapolis, 1959; M.A., University of Melbourne, 1962; Ph.D., University of Texas, 1974; University Fellow, University of Ivlelbourne; University Fellow and Bess Heflin Fellow, University of Texas, 1962-64; Tutor, St. John's College, Annapolis, 1964-56, Santa Fe, 1965-, Director, Graduate Institute in Liberal Education, 1973-75, 1978-80. Robert M. Bunker AR, Harvard University, 1939; AJ'v'L, 1954, Ph.D., 1955, University of New Mexico; United Pueblos Agency, Bureau of Indian AJfairs, 1940-51; United States Navy, 1942-46; Executive Secretary, Bernalillo City-County Consolidation Cornmittee, 1952-56; Instructor, University of New l\1exico, 1955-56; Professor of English and Philosophy, and Chairman of both Departments, New Mexico Highlands University, 1956-65; Tutor, St. John's College, Santa Fe, 1965-< Don B. Cook A.B., Occidental College, 1958; Ph.D., University of California at Davis, 1965; Woodrow Wilson Honorary Fellow, University of California at Davis, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-, Assistant Dean, 1981-; Teacher, Santa Fe Preparatory School, 1972-73. Elliot T. Skinner B.A., University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, VVoodrow Wil- FACULTY/ 75 son Fellowship, Princeton University, l964; Fellow of the Council for Philosophical Studies, Summer Institute in Greek Philosophy and Science, 1970; Tutor, St. John's College, Santa Fe, 1965-. Stuart Boyd M.A., Aberdeen University, Scotland, 1948; Ph.D., Aberdeen University Medical School, 1952; Military Service, 1940-45; Assistant Lecturer, Clinical Psychology, Department of Psychiatry, Aberdeen University, 1948-52; Instructor, Medical Psychology, University of Colorado Medical School, 1952-53; Director, Doctoral Training in Clinical Psychology, Denver University, 1954-57; Professor of Psychology and Chairman, Department of Behavioral Sciences, New Mexico Highlands University, 1957-64; Lecturer, Department of Psychiatry, Edinburgh University, Scotland, 1964-65; Professor of Psychiatry (Psychology), University of IV1issouri Medical School, Kansas City, 1965-66; Fellow, American Psychological Association; Tutor, St. John's College, Santa Fe, 1966-. Roger S. Peterson A.B,, Harvard College, 1953; A.M., 1957, Ph.D., Botany, 1959, University of Michigan; United States Navy, 1953-56; U.S. Forest Service Research, Colorado State University, 1959-62, Utah State Univetsity, 1962-66; Tutor, St. John's College, Santa Fe, 1966-. E. Ray Davis, Jr. University of Wisconsin, 1953-55; B.A., St. John's College, 1962; M.A., History and Philosophy of Science, University of Indiana, 1965; N. D. E .A. Fellowship, University of Indiana, 1962-65; Ph.D., University of California, Riverside, 1980; Tutor, St. John's College, Santa Fe, 1966-, Assistant Dean, 1977-81. Ralph Swentzel! B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New lVIexico Highlands University, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. Timothy P. Miller A.B., Harvard University, 1948; B.Mus., 1949, lVUvius., 1951, Yale University; D.Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music, Agnes Scoti: College, 1957-61; Director of Music, University of Richmond, 1961-66; Piano Chainnan and Member of Graduate Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St John's College, Santa Fe, 1967-. R. Thomas Harris, B.A., Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Illinois; University Fellow, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59, University of Illinois; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; Associate Professor, University of Maryland, 1965-68; National Science Foundation Consultant for India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, 1967-68, Visiting Professor, Summer, 1969, New York University; Corporate Consultant, Management Science, IBM, Armonk, New York, Summer, 1968; Tutor, SL John's College, Santa Fe, 1968-. Glenn A. Freitas B.A., Classical Languages, St. Mary's College, California, 1957; Th.L, Universite Laval, Quebec, 1964; Licentiate in Sacred Scnpture, Pontifical Biblical Commission, Rome, 1966; L'Ecole Biblique et Archeologique Francaise de Jerusalem, 1964-66; �76 I ST. JOHN'S COLLEGE Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-. David Edward Starr B.A., Gordon College, 1962; M.A., 1966, Ph.D., 1972, Boston University; Graduate Assistant in Philosophy, Boston University, 1963-64; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor in Philosophy, University of Rhode Island, 1966-71; Tutor, St. John's College, Annapolis, 1972-80, Director of The Graduate Institute in Liberal Education, Santa Fe, 1980-. Paul David Mannick B.A., California State College at Long Beach, 1970; M.A., St. John's College, Santa Fe, 1973; Ph.D. Candidate, University of St. .Andrew's, Scotland, 1975; University of St. Andrew's Scholarship, 1975-77; Tutor, St. John's College, Santa Fe, 1974-. Phillip LeCuyer B. A., Colorado College, 1966; B.A, Merton College, Oxford University, 1969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. Stephen R. Van Luchene B.A., Arizona State University, 1969; lvtA., 1971, Ph.D., 1973, University of Notre Dame; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-, Director of Admissions, 1979-81. Bruce E. Venable B.A., St. Mary's College, California, 1969; M.A., 1972, Ph.D., Classics, 1976, University of Washington; Ti1tor, St. John's College, Santa Fe, 1973-. Gerald Lee Myers B.A, University of Colorado, 1964; Ph.D., University of Colorado Medical Center, 1969; American Cancer Society Postdoctoral Fellow, 1969-71, Seessel Research Fellow, Yale University, 1971-72; Faculty, Shimer College, 1972-74; Tutor, St. John's College, Santa Fe, 1974-. Kent H. Taylor B.A, Yale University, 1963; M.A., University of Georgia, 1965; Ph.D., Universit-y of California at Santa Cruz, 1976; University of California at Santa Cruz, 1967-68; Defense Language Institute, Monterey, California, 1968-69; Heidelberg University, 1971-73; Instructor, University of Georgia, 1965-67; Teaching Assistant, University of California at Santa Cruz, 1967-71; Tutor, St. John's College, Santa Fe, 1974-. Georgia S. Knight B.S., Philosophy, 1970, M.A., English, 1972, Doctoral Candidate, 1974, U!)iversity of Utah; Teaching Fellow, University of Utah, 1970-74; Tutor, St. John's College, Santa Fe, 1974-. Elizabeth S. Engel B.A., Pomona College, 1967; M.Phil., 1971, Ph.D., Philosophy, 1973, Teaching Assistant, 1969, Yale University,; Teacher, Shimer College, 1971-73; Assistant Professor of Philosophy, California State University at Humboldt, 1973-75; Tutor, St. John's College, Santa Fe, 1975-. FACULTY 177 John Joseph Verdi B.S., Psychology, Fordham.University, 1972; M.':'1-., 1974, Ph.D., Philosophy, 1975, Um:rers1ty of Sou.them California; M.A., Expenmental Psychology, University of Cahforma, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-. Phillip Prescott Chandler, H B._A., St. John's. College, Santa Fe, 1968; Ph.D., University of California at San Diego, 1975; Junior Fellow, Center for the Study of Democratic Institutions, 1968-69· Graduate Study, Mathem_atics and Philosophy, Oklahoma State University, 1969-70; ND.KA. Fellow, 1970-76, D1ssertat10n Fellow, 1973-74, University of California at San Diego; Instructor, Mathematics, Oklahoma State University, Summer, 1973, ~ummer, 1975; Instructor, 1974-75, Assistant Professor, 1975-76, Assistant Director, c1prmg 1976, "Collegiate Semmar Program, University of Notre Dame; Tutor, Graduate Institute m Liberal Education, Santa Fe, 1976, Tutor, St. John's College, Santa Fe, 1976-. Lynda Jean Myers B.A., St. John's College, Santa Fe, 1971; M.A. University of North Carolina, 1975· Ph.D. Cmd1date, The Catholic University of America; Tutor, St. John's Colle<>e' 0 Santa Fe, 1977-. ' Grietje Sloan B.A., Radcliffe College, 1953; M.A., 1963, Ph.D., 1974, University of California at Berkeley; Instructor m French, University of Arizona, 1960-61; University Fellow, 1962.-63, Teachmg Assistant, 1963-65, Graduate Traveling Fellow, 1966-67, Instructor ~n ~i~tory, ~(68-_69,c:U~iversi~ California, Berkeley; Instructor, Chico State Uni~eLity, Lah1orma, ':'.pnng l9!::i; 1eachmg and Re~earch Fellow_, Stanford University, - all, 1975, Facul~y, Holy Names College, 1977; Lecturer, Urnvers1ty of California Berkeley, 1977; Instructor, University of New Mexico, 1977-78; N.E.H. Summe~ Semmar, 1978; Tutor, St. John's College, Santa Fe, 1978-" o! Sharon H. Garvey Universidad Anahuac, Mexico City, 1973-74; B.EA, University of Notre Dame 19~7; M.A., St. Joh~'s College, 1978; Instructor, University of Notre Dame, Fal( 1915; Tutor, St. Johns College, Santa Fe, 1978-. Scott R. Stripling B.A, University of Texas, 1969; Studies in Philosophy, University of Toledo, 1970; Ph.D., Philosophy, Pennsylvania State University, 1975; Instructor, University of Alaska~at jl.nc~orage, 1975-78; Instructor, Anchorage Community College, 1977; Tutor, ::it. Johns College, Santa Fe, 1979-. Nancy Dunning Buchenaur B.A., History, 1967'. M.A., Ancient History, Cornell University, 1969; Ph.D., Classics, Brown Umvers1ty, 1980; Ford Foundation Fellow, 1966-68; University Fellow in Classics, Brown University, 1969-70; Tutor, St. John's College, Santa Fe, 1980-. Michael G. Oink B.A., Harvard University, 1970-72; M.A. St. John's College, Annapolis, 1975; Philosophy, The Catholic University of America, 1978; Teaching Assistant and Doctoral Candidate, The Catholic University of America, 1978-80; Tutor, St. John's College, Santa Fe, 1980-. Charlotte H. Gray B.A., University of Colorado, 1972; Deutscher Akademischer Austauschdienst !?ankstipendium, University of Freiburg, 1972-73; Ph.D., Classics and Comparative :,tu dies, Boston University, 1979; Teaching Fellow, Boston University, 1975-78; Visit- �78 I ST. JOHN'S COLLEGE ing Lecturer, Colorado College, 1978-79; Assistant Professor, University of Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, 1980-. FACULTY 179 OFFICERS, ASSOCIATES AND STAFF Peter Dragan Pesic ANNAPOLIS SANTA FE AB., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, 1970-75; Lecturer, Stanford University, 1976-80; Tutor, St. John's College, Santa Fe, 1980-. President Edwin J. Delattre President Edwin J. Delattre Dean Edward G. Sparrow Dean Robert S. Bart Provost PRESIDENTS EMERITI Stringfellow Barr Douglas H. Gordon Richard D. Weigle TUTORS EMERITI William Kyle Smith Wiley W. Crawford M. Tolbert HONORARY FELLOWS J. Burchenal Ault Treasurer Charles T. Elzey Treasurer Emery C. Jennings Assistant Deans Barbara H. Leonard Curtis A. Wilson Director of Graduate Institute David Edward Starr Assistant Dean Don Cook Registrar Nancy R. Winter Director of Admissions John M. Christensen Libararian Kathryn Kinzer Paul Mellon Director of Athletics Bryce Du Val Jacobsen B.A, Yale University, 1929; B.A, 1931, MlL, 1938, Cambridge University; Litt.D., Oxford University, 1961; LL.D., Carnegie Institute of Technology, 1967; LH.D., Yale University, Director of Financial Aid Caroline 0. Taylor 1967. Provost J. Burchenal Ault John Gaw Meem Director of Continuing Education Benjamin Milner ScB., Virginia Military Institute, 1914; M.A., Colorado College, 1936; A.F.D., University of New Mexico. Director of Graduate Institute Benjamin Milner Director of Alumni Activities Thomas Parran, Jr. Registrar Ellen Gant Director of Admissions Stephen R. Van Luchene Acting Librarian James Benefiel Director of Student Activities Istvan Fehervary Director of Financial Aid Marsha Drennon Director of Aduli Education Gerald L. Myers Director of Career Counseling Janet Lange Business Manager Svend Schmidt Superintendent of Buildings and Grounds Carlos Vigil Director of Career Counseling Marianne Braun College Nurse Peggy H. Elrington Superintendent of Buildings and Grounds Charles L Wallace College Physicians Charles W. Kinzer Sigmund A Amitin Thomas M. Stubbs Musician in Residence Landon Young Director of Laboratories Hans von Briesen College Nurse Marilyn Mylander Artist in Residence Burton Blistein �80 I ST. JOHN'S COLLEGE <fl ().) 0 '-cl Profile: Freshman Classes: Entering Fall 1980 1981 Annapolis States Represented. Alaska. Arizona. California. Colorado Connecticut . Delaware District of Columbia . Florida Georgia. Hawaii Idaho .. Illinois. Indiana . Iowa Kansas Kentucky Louisiana . Maryland. Massachusetts . Michigan Minnesota Missouri .. New Hampshire ... New Jersey . New Mexico ... New York. North Carolina Ohio .. Oklahoma Oregon ... Pennsylvania . Rhode Island South Carolina South Dakota .. Tennessee . Texas .. Vermont. Virginia. Washington West Virginia . Wisconsin. Wyoming. Utah Austria .. Israel . Japan. Puerto Rico 29 32 2 5 3 22 5 1 2 2 4 3 1 1 2 2 1 2 1 3 3 5 1 2 2 1 1 2 19 6 5 7 3 1 2 2 3 9 2 15 11 8 2 8 1 1 9 3 2 5 1 1 2 2 1 7 11 2 4 3 1 1 1 1 1 1 1 1 Annapolis Santa Fe Santa Fe Number of Students Fall 1980 January 1981 ... Men ... Women. Early Entrance .... Previous! y At tended College .... Range of Ages Veterans .. Kind of School Attended Public .. Independent .. Parochial GED Receiving Financial Aid Rank in Class First Fifth First Tenth Second Tenth ... Second Fifth .. Third Fifth Fourth Fifth Last Fifth. Not Available National Merit Honors: Scholars Finalists .. Semi-finalists . Commended Scholars 130 106 24 69 61 115 98 17 67 48 4 2 48 16-33 42 16-34 6 1 84 27 19 76 29 5 3 :l 47% 64% i 65% 40% 25% 20% 9% 4% 2% 14% 40 43% 35% 11% 16% 4% 4% 1% 28% 26 I 2 9 5 4 3 4 26 13 i I i I ;I -i :1 I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Statement of the St. John's Program 1981-82] Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 80 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource [Statement of the St. John's Program 1981-82] Date A point or period of time associated with an event in the lifecycle of the resource 1981-1982 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Publisher An entity responsible for making the resource available St. John's College Description An account of the resource College catalog for the years 1981-1982 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f01363abf36513199408fa4460ff40db.pdf d1fdebec3796ed4f6528130320fc1b19 PDF Text Text ANNAPOLIS, MARYLAND 21404 (301) 263-2371 SANTA FE, NEW MEXICO 87501 (505) 982-3691 STATEMENT Of THE Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. It does not discriminate on l:he basis of race, rdigion, color, sex, age, national or ethnic origin, or against the handicapped. �l COLLEGE CALENDAR 1982-83 ANNAPOLIS 1982-83 SANTA FE September 7-8 ........... Senior Oral Enabling Examinations September 8 ............. Freshman and Senior Registration September 9 ............. Convocation September 9 ............. Sophomore and Junior Registration September 9 ............. Classes Begin with Seminars October 15-18 ............ Long Weekend November 25-28 .......... Thanksgiving Recess December 17-January 9 .... Winter Vacation January 23 ............... End of First Semester January 24 ............... Second Semester Registration January 26 ............... January Freshman Registration February 11-14 ........... Long Weekend March 12-27 ............. Spring Vacation April 29-30 .............. Parents' Weekend May 26 ................. Last Day of Classes May 27 ................. End of Second Semester May 29 ................. Commencement SUMMER1983 June 6 .................. January Freshman June 20 ................. Graduate Institute August 12 ............... January Freshman August 13 ............... Graduate Institute 1982-83 August 25 ............... Dormitories Open August 25 ............... Senior Oral Enabling Examinations Begin August 26-27 ............ Registration for All Classes August 27 ............... Convocation August 27 ............... Classes Begin with Seminars August 30 ............... Graduate Institute Classes Begin October 8-11 ............. Long Weekend November 25-28 .......... Thanksgiving Recess December 16 ............. End of First Semester December 17-January 14 ... Winter Vacation January 14 ............... Registration for All Classes January 14 ............... January Freshmen Classes Begin with Seminars January 17 ............... Classes Begin March 12-27 ............. Spring Vacation May 18 ................. January Freshman Semester Ends May 20 ................. End of Second Semester May 22 ................. Commencement SUMMER1983 Second Semester Begins Begins Second Semester Ends Ends May 30 ................. January Freshman June 20 ................. Graduate Institute August 4 ................ January Freshman August 12 ............... Graduate Institute Second Classes Second Classes Semester Begins Begin Semester Ends End �TABLE OF CONTENTS PAGE Introduction . The Curriculum Seminar Preceptorial Tutorial. .. Laboratory . Formal Lecture . St. John's List of Books . The Academic Order Tutors . Instruction Committee Library Schedules .... Essays and Examinations Academic Standing . Degree of Bachelor of Arts . Degree of Master of i\rts ......... . Graduate Institute in Liberal Education Directory Information and Right to Privacy and Srud<en~ Life Annapolis Santa Fe Both Campuses Site Plans of the Campuses . 6 8 .. 10 . ...... 11 .16 . .. 20 . .. 22 ..... 28 .............. 29 ... 30 . ... 31 .. 32 . .34 . .35 . ...... 37 .... 37 ... 37 Residenc~ Admfasions Requirements and Procedure . Campus Visit . fees i!nd Fin.tl.ndal Aid Procedures and Deadlines Grants and Loans Sample Budget . Billing and Deposits R~fund Policy Criteria for Judging Satisfactory Progress .38 . .43 . .47 . ...... 62-63 . .... so . ... 53 ... 57 . ..... 59 ... 59 .. 60 .. 61 Bihliogrnphy .. . ... 64 Board of Visitors .:mdl Goverr1or9 ............. . . .. . 65 faculty .. . ........ 66 Officern, Assod<.ltes and Staff ..... 79 Profile: 19!ll-82 freshman Classes .. . .... 80 Catalogue Consultant: Dale Appleman �6 I ST. JOHN'S COLLEGE INTRODUCTION Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any calling and to become mature, competent and responsible citizens of a free society. St. John's College believes that the way to liberal education lies through the books in which the greatest minds of our civilization-the great teachers-have expressed themselves. These books are both timeless and timely; they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary problems with which we have to deal. They can therefore enter directly into our everyday lives. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not something of merely academic concern, remote from our real interests. They change our minds, move our hearts and touch our spirits. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And, while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical or philosophical. They are also linked together, for each of them is introduced, supported or criticized by the others. In a real sense they converse with each other, and they draw each reader to take part, within the limits of his ability, in their large and unending conversation. This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we sometimes desire. To remedy this defect is the goal of the St. John's seminar. Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar ideas, attempt to discuss it reasonably. It is presupposed that the students are willing to submit their opinions to one another's critical scrutiny. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the same- THE INTR()DUCTION I 7 ness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are-to help the student make rational decisions as he lives his life. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the student should continue with him throughout life. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutor functions as a guide, more intent to listen to the students and to work with them than to impose upon them his own train of thought. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic-the arts ofl11nguage; and arithmetic, geometry, music and astronomy-the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analysing, speaking and writing, and also in measuring, deducing and demonstrating. There are many ways to develop these arts. The curriculum emphasizes five of them: discussion, translation, writing, experiment and mathematical demonstration. They are followed in all branches of the program. But whatever the methods used, they all serve the same end: to,invite the student to think for himself, to enable him to practice the arts of freedom. Free minds must be able to envisage concrete situations, to deliberate by formulating clear alternatives, and to arrive at a deciding choice. The acquisition of these intellectual skills ind4:ates that the discipline of the liberal arts has taken hold of the learning mind. Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance men can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline men can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far reaching of all human goals. �8 I ST. JOHN'S COLLEGE THE CURRICULUM I 9 THE CURRICUWM THE SEMINAR The heart of the curriculum is the seminar-a discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two members of the faculty as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten -or well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around a hundred pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists almost entirely of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands. for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once un~er way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for ex~rnple, is almost certain to elicit a discussion of war and aggression and to bnng to the surface the students' opinions and fears about the wisdom or error of national policies. Horner and Dante prompt reflections on human virtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument-an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy and requires a different approach. Such progress in learning together may be crowned by sudden insights on the part of individuals, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. Or it may climb to heights accessible to only a few of its members. Under these circumstances the role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections, to help the student in every way possible to understand the author, the issues and himself. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But a leader may also take a definite and positive stand and enter directly into the argument. If he does so, however, he can expect no special consideration. Reason is the only recognized authority; all opinions must be rationally defended and any single opinion can prevail only by general consent. The aim is always to develop the student's powers of reason and understanding and to help him arrive at intelligent opinions of his own. Every freshman, sophomore and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the student to set out in writing, as clearly as he can, his own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of his final oral examination. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling. (See page 34). �THE CURRICULUM/ 11 10 I ST. JOHN'S COLLEGE THE TIJTORLALS THE PRECEPTORIAL For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptoriak These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally seven or students in a preceptorial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually the student's work is completed by the writing of a paper, which may be read m draft to the preceptorial and criticized by the o(her r.riembers. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. Tolstoy: Anna Karenina Adams: The Education of Henry Adams Common Law Adjudication and Philosophical Justice Freud: Selected Papers on Neurosis and Related Topics Kierkegaard: Fear and Trembling Aristophanes: The Birds (in Greek) Burke, Paine and Toqueville: Selected Works Force and Energy in Descartes, Newton and Leibniz Goethe's Novels Plato: Phaedrus Whitehead: Selected Works '\!Vallace Stevens Arendt: The Human Condition Joyce: Early Works Aristotle's Theory of Motion Kepler: Astronomia Nova Sartre: Being and Nothingness Plotinus: Third Ennead Ibsen and Chekov Design and Expression in the Visual Arts William Blake Selected \/\forks The seminar cannot suffice as the only setting for liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music. For each of four years, a student attends one language and one mathematics tutorial three or four times a week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to fifteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for collaborative study and for the manifold teaching and learning relations that hold in a company of people learning together As in the seminar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for each student to contribute his measure of instruction and insight to his fellows. Other tutors often attend, seeking to learn about a particular subject which they may later teach. ·writing assignments are normally made in all classes: mathematics, music and laboratory sections as well as in language tutorials. The student is thus called upon continually to articulate and organize his in both the written and spoken forms. THE \I TUTORIAL Specialization in higher education has led to a profound neglect of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. Primarily, the language tutorial attempts to remedy this condition by a training in the means of precise communication and effective persuasion. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imaginc;Jion on the other. To do this it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; the varied connotations and ambiguities of terms; the role of metaphors, analogies and irnages; and the relations between propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) an effective means to these ends. By studying these languages, by translating fron1 them into English, and by comparing them with each other and with English, the student learns something of the nature of languages in general and of his own in particular. During the four years, then, he studies language as the discourse of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, he studies his own language. He discovers the resources of articulate speech and learns the rules that must govern it if it is to be dear, consistent and effective-if it is to be adequate and persuasive. �THE CURRICULUM / 13 12 I ST JOHN'S COLLEGE In the beginning the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one which is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not often come directly into seminar discussions. The student's concern with them in the language tutorial improves all his reading, for whatever immediate end, deepens and enriches his understanding, and increases his ability to think dearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore which might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, becomes more comn1on in the seminar. Though the language tutorial cannot and should not aim at a mastery of the foreign languages, the student can reasonably expect to attain a knowledge of their grammatical forms and a grasp of their peculiar qualities. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends vvith analysis and discussion of works by Shakespeare, Donne and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French texL The aim here is economical progress toward facility in the reading and writing of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate assignments, including exercises in translation in which the student attempts to match in his own tongue the excellence of his models. In the second semester a is read-Racine's Phedre. The principal activity of the fourth year is the reading of French poems, including a considerable number from Baudelaire's Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted m the third year. One of Moliere's comedies is read-either Tartuffe or Le Misanthrope. The year ends with analysis and discussion of modern British and American poets, such as T .S. Eliot, Dylan Thomas, W . B. Yeats and Wallace Stevens. THE MATHElVIATICS TUTOFJAl Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Gree~ wor~ "to learn." It is regrettable, then, that students should come co d1shke mathematics or to think of themselves as unmathematicaL It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and forrm:1-las are based. Mathematics at St John's is studied as a liberal art, not artificially separated from what have come to be called the humanities. When mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at St. John's, mathematks becomes not the most readily learnable liberal arl: but also one vvh1ch provides ready access to others and significant analogies with them. There are two main reasons for studying mathematics. First, it pervades our modern perhaps even defines iL Therefore anyone who means to criticize or reform, to resist or cooperate with this world not . , must have some familiarity with th<> mathematical methods which it 1s J 1 l managed, but aIso must 1 nave t-iougnt aoou t cL cue . , -1nrle+P L1~ " '·their application. It is the task of the mathematics tutonal and rhe laboratory t~gether to students to think about vvhat it means to count and measure the things in the universe. The second main reason for studying mathematics concerns the mathematics tutorial more specifically, Since mathematics has, as its name implies, a particularly close connection with the human capacity for learning, its study is especially useful in students to think about what it means to come to know something, To prepare themselves for such reflection students study artfully composed mathematical treatises, demonstrate prnpos1bons at the blackboard and solve problems. By doing this over four years learn a good deal of mathematics, and they gain noticeably in rigor of thought, mmbleness of imagination and elegance of expression . But while they are practicing the art of mathematics in all its rigor, they are encouraged to reflect on their own activity . Scores of questions, of the followmg are exam- �14 I ST JOHN'S COLLEGE ples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? Are there "better" and "worse," "ugly" and "beautiful" in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. The student begins with the Elements of Euclid . Using Euclid's organization of the mathematical discoveries of his predecessors, the student gains a notion of deductive science and of a mathematical system in general; he becomes acquainted with one view of mathematical objects-its central expression found in the theory of ratios-which is buried under the foundations of modem mathematics. After Euclid he begins the study of Ptolemy's Almagest, centering his attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at SL John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic and religious readings that are taken up in the first and second years. In the second year the student continues the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system which are brilliantly resolved by the Copernican revolution. He studies Copernicus's transformation of the Ptolemaic theory into heliocentric form. He next takes up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this he studies analytic geometry, which presents the conic sections in algebraic form. He thus gains an understanding of algebra as the "analytic art" in general. In the third year calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica" This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The student then returns to New[on's Principia to take up its treatment of astronomy, in which N·ewton brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" theory in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modem world . . In the fourth year the reading of Lobachevski's approach to nonEudidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. This is followed by the study of Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space, THE CURRICULWA 115 THE MUSIC One of the aims of SL John's program has been to restore music as a liberal art to the curriculuffL The study of music at SL John's is not directed towards performance but towards an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers, In particular, the music program at SL John's aims at the understanding of music through dose study of musical theory and analysis of works of musical literature. In the freshman year students meet once a week to study the fundamentals of melody and its notation" Demonstration takes primarily by singing, and by the second semester the students perform some the great choral works. In the sophomore year a meets three times a week. The music tutorial reflects two different but complementary aspects of music. On the one hand music is intimately related to langu.age, rhetoric and poetry. On the other it is a unique and self-sufficient art, which has its roots deep in nature" The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint and harmony. None of these is done apart from the sounding reality of good music The inventions of Bach, i:he songs of Schubert, the masses of Palestrina, the operas of IVlozart and the instrurmontal works of Beethoven are the real textbooks. In the second semester at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text students listen to recordings of a composition and familarize themselves with its score before the seminar meets" Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. of �16 I ST. JOHN'S COLLEGE THE CURRICULUM/ 17 THE LABORATORY The emblem of the St. John's program on the back cover shows seven books surrounding a pair of scales. The balance, no less than the books, symbolizes the tradition of the liberal arts. It stands for the instruments of the scientific laboratory, which may well be the most characteristic institution of the modern world. Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose St. John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide a clear understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills derived from the practice of the liberal arts. The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures." Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION OF THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the student to trace a scientific discipline to its roots in principle, assumption and observation. Thus certain integrated wholes of subject matters are to be selected as problems in whic~ _the roles of theory and experimentation can be distinguished through cntical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The student must have time to satisfy himself as to the degree of accuracy his instruments permit, to analyze pr~cedures for sources of error to consider alternative methods, and on occasion to repeat an entire experi~ent. Only thus can he come to a mature understanding of the sciences called "exact." A laboratory section consists of seventeen to twenty-one students working under the guidance of a tutor, with the help of more advanced students serving as assistants. Sections meet two or three times a week. A laboratory session may be used for exposition and discussion of ~heory, for experimentation, or for both, as the progress of _the "".ork requires_. Occasionally a laboratory meeting is reserved for the d1scuss1~~ of a class1~ paper or other text directly related to the topic at hand; wntmgs of Anstotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at t~e College the_ ~ur­ pose is to achieve an intimate mixture of critical discussion and empmcal inquiry. �18 I ST JOHN'S COLLEGE THE CURRICULUM / 19 LABORATORY TOPICS ~·hr ge.neial topics of, study have been chosen from elementary physical and 10 ogica science. Tne sequence of study may be outlined as follows: 1st Year 12 weeks: 20 weeks: Observational biology Studies of matter and measurement, leading to the atomic theory of chemistry Topics in physics: mechanics, optics, heat, electricity, magnetism Quantum physics Genetics, evolution, moleculary biology 3rd Year 4th Year 10 weeks: 18 weeks: THE T.he la~orato7 b~gins with twelve weeks devoted to topics in observational ~mlog~ ~~~;snca~1on of types, anatomical structure, cells and their aggreaa- ;~~e~n"' .Ir e~entiati~~' embry.ological development. Close observation by ~ye 0 ~ with l:"'lu oscopes is accompamed by constant theoretical inter- -c • r~=t:~i.~~' based_o11 readmg .irnportant works of biological scientists. Here - " vtu ~nt co~1f1 o~ts orgamsrns as self-moving entities with properties of world. mnmaLely dependent on, yet distinct from, the surrounding The··~ c laboratory next turns to the non-living, in a search for ~"o'.:°tedofdllv ~~.nda;nental laws. Archimedes on the lever and on hydrostatirs b " me u JP u1en -,;, -k - '-ry aL tcL tne .r 0 r . - or gases, temperature and calorien up, experimentally and in discussion of the relevant theor1 ies. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transfo~mation of which they speak. The year's work culminates in the resolution of the !em of determining :atomic weights and in an examination of some consequences of this determination. THE THIRD YEAR The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, thermodynamics and electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original vvritings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot and Maxwell. The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutorials. As the tools of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy and potential fields, to their reformulation in terms of derivative and integral; at the same time the physical concepts serve to illustrate the mathematical ideas, The concepts of mechanics are to be used to formulate alternative theories of light-corpuscular and wave-and the success of either theory in accounting for optical phenomena is examined. The phenomena and processes of thought leading to the first and second laws of thermodynamics are given careful consideration . The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and culminating topic of the year is Maxwell's derivation of an electromagnetic theory of light. THE YEAR In many ways the work of the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior laboratory takes up anew the theory of atornism-but the atom itself has become the object of study. Prepared by his work with electrical phenomena, the student can focus on the questions of atomic stability that lead to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. Following the course of thought in Schrodinger's What is Life7, the senior laboratory then turns or recums to biological topics, and first to genetics, to Mendel's theory of heredity and its development through the experimentation and interpretation by TH. Morgan and his associates. The results of laboratory studies of bacteri2 populations are considered from the standpoint of their evolutionary significance, in the papers of Hardt and of Luria and Delbruck Next, fundamental papers leading to present-day molecular biology-for instance by Beadle and Tatum, Watson and Crick, Jacob and Monod-are studied. �THE CURRICULUM/ 21 20 I ST JOHN'S COLLEGE THEFOR1\t1ALLECTURE The curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the student has an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readngs or it may open up a new field of interest and test the student's readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturer submits himself to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar Thus the formal lecture serves two purposes: it inculcates in the student the habit of listening and following the exposition of a subject he may not be familiar with, and it also provides him an opportunity, in the discussion period, to exercise his dialectical skill in a setting very different from the classroom" It is here that he can himself test the degree of his understanding and the applicability of what he has learned. The lectures range through a variety of subiects. Sometimes the student is confronted 'Nith opposing views on a given subject Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that a student's work takes within the framework of the program. 0 LECTURES AND CONCERTS The list below provides some examples of lectures and concerts given on one or the other campus in recent years: "The Growth of Presidential Power" William Goldsmith "Genesis" Robert D. Sacks Aeolian Quintet "Why Should Gloucester Attempt Suicide and Why Must Cordelia Die" John Steadman "Changing Trends in 20th Century Paintings and Sculpture" Adelyn Breeskin "The 18th Century Background to Gibbon" Arnaldo Momigliano Sequoia String Quartet "Languages,Philosophy and Science" Stillman Drake "The Collapse of Democracy at Athens and the Trial of Socrates" Leo Raditsa "On the Translation of Rimbaud's Poetry" Jonathan Griffin "The Vapheio Cups" Ellen Davis "John Milton: The Solitary Way to Paradise" Louis L. l\1artz "The Geometrical Vision" Howard Fisher "Angels in Paradise Each with His Hand in a Jar of Spermacetti" Galway Kmnell "The Brothers Karamazov" Michael Ossorgin "The Question of Beauty: The Early Christian Arts" Charle; Bell "Rousseau and Democracy. The Design of the Social ConiTact" I-hlail Gilden "Watching Television" Roger Rosenblatt �22 I ST. JOHN'S COLLEGE THE CURRICULUM/ 23 ST. JOHf'J'S LIST OF GREAT BOOKS The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at the University of Chicago, at the University of Virginia and, since 1937, at St. John's College, The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred vears of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval and Renaissance the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries, The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter, The St. John's curriculum seeks to convey to the student an understanding of fundarnental problems that man has to face today and at all times,. In doing chat it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and ever present gravity of hurnan issues, The list of books which constitute the core of the SL John's program is subject to review and revision by the Instruction Committee of the faculty, Those listed here are read at one or both campuses, Books read m are indicated by an asterisk. Bookstore, Annapolis FRESHMAN Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Nicomachus: Lavoisier: Essays Harvey: Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Medea, Bacchae Histories'' Clouds, Birds Ion, Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus Poetics, Physics*, Metaphysics*, Nicomachean Ethics*, On Generation and Corruption*, The Politics'', Parts of Animals*, Generation of Animals* Elements On the Nature of Things "Pericles," "Alcibiades" Arithmetic* Elements of Chemistry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood SOPHOMORE The Bible* De Anima, On Interpretation*, Posterior Analytics ·k, Categories* Conics* Apol!onius: Marcus Aurelius: Meditations,,, Aeneid Virgil: Lives* Plutarch: Discourses, Manual Epictetus: Annals Tacitus: Almagest* Ptolemy: The Enneads * Plotinus: Confessions, On the Teacher* Augustine: Proslogium Anselm: Summa Theologica*, Summa Contra Gentiles* Aquinas: Divine Comedy Dante: Canterbury Tales* Chaucer: Des Prez: Mass The Prince, Discourses* !Vlachiavelli: On the Revolutions of the Spheres* Copernicus: The Freedom of a Christian, Secular Authority Luther: Gargantua* Rabelais: Missa Papae Marcelli Palestrina: Essays* Montaigne: "Introduction to the Analytical Art" Viete: Novum Organum* Bacon: Richard II, Henry IV, Henry V, The Tempest, As You Like Shakespeare: It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets* Marvell, Donne, and other 16th and 17th century poets Poems by: Rules for the Direction of the Mind, Geometry* Descartes: Generation of Conic Sections Pascal: St, Matthew Passion, Inventions Bach: Selected Works Haydn: Ivlozart: Selected Operas Selected Sonatas Beethoven: Selected Songs Schubert: Aristotle: �Stravinsky: Webern: JUNIOR YEAR Don Quixote Two New Sciences* Leviathan* Discourse on Method, Meditations, Rules for the Direction of the Mind*, The World* Milton: Paradise Lost*, Samson Agonistes La Rochefoucauld Maximes* La Fontaine: Fables* Pascal: Pensees* Huygens: Treatise on Light*, On the Movement of Bodies by Impact Spinoza: Theologico-Political Treatise Locke:· Second Treatise of Government, Essay Concerning Human Understanding* Racine: Phedre Newton: Principia Mathematica* Kepler: Epitome IV Leibniz: Monadology, Discourse on Metaphysics, What is Nature?, Essay on Dynamics Swift: Gulliver's Travels Berkeley: Principles of Human Knowledge Hume: Treatise of Human Nature*, Dialogues Concerning Natural Religion, Enquiry Concerning Human Understanding Rousseau: Social Contract, The Origin of Inequality Adam Smith: Wealth of Nations* Kant: Critique of Pure Reason*, Fundamental Principles of Metaphysics of Morals, Critique of Practical Reason* Mozart: Don Giovanni Jane Austen: Pride and Prejudice, Emma Wordsworth: "Ode on Intimations of Immortality" Hamilton, Jay and Madison: The Federalist Melville: Billy Budd, Benito Cereno Dedekind: Essay on the Theory of Numbers Tocqueville: Democracy in America* Essays by: Young, Maxwell, S. Carnot, L. Carnot, Mayer, Kelvin, Taylor, Euler, D. Bernoulli SENIOR YEAR i Moliere: Geo the: Mendel: Darwin: Hegel: I Lobachevsky: Tocqueville: Lincoln: Kierkegaard: Wagner: Marx: l Symphony of Psalms Selected Works Cervantes: Galileo: Hobbes: Descartes: i. I ' THE CURRICULUM I 25 24 I ST. JOHN'S COLLEGE Articles of Confederation "Declaration of Independence" Constitution of the United States of America Supreme Court Opinions* The Misanthrope, Tartuffe Faust* Experiments in Plant Hybridization Origin of Species, Descent of Man "Introduction" to the History of Philosophy, "Preface" to the Phenomenology, Logic (from the Encyclopedia), Philosophy of History*, Philosophy of Right* Theory of Parellels * Democracy in America* Selected Speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Communist Manifesto, Capital*, Political and Economic Manuscripts of 1844* Dostoevski: Tolstoy: Mark Twain: William James: Nietzsche: Freud: Valery: Kafka: Heisenberg: Millikan: Wittgenstein: Keynes: Joyce: Poems by: Essays by: Brothers Karamazov, The Possessed War and Peace The Adventures of Huckleberry Finn Psychology, Briefer Course Birth of Tragedy, Thus Spake Zarathustra*, Beyond Good and Evil* General Introduction to Psychoanalysis, Civilization and Its Discontents, Beyond the Pleasure Principle Selected Poems The Trial The Physical Principles of the Quantum Theory* The Electron* Philosophical Investigations* General Theory The Dead Yeats, T.S. Elliot, Wallace Stevens, Baudelaire, Rimbaud, and others Faraday, Lorenz, J .J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schri:idinger, Maxwell, Bernard, Weismann, Millikan, de Broglie, Hiesenberg, John Maynard Smith, Dreisch, Boveri, Mendel, Teilhard de Chardin ;1 �THE CURRICULUM/ 27 CLASSIHCATION OF AUTHORS ACCORDING TO CONVENTIONAL SUBJECT f·A:ATTER, THROUGH THE FOUR YEARS Philosophy and Theology History and Social Science Mathematics and Natural Science Homer Aeschylus Sophocles Euripides Aristophanes Plato Aristotle Lucretius Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Lavoisier Dalton Lamarck Archimedes Torricelli Pascal Fahrenheit Avogadro Black Virgil Dante Chaucer Rabelais Shakespeare Donne Marvell Aristotle Epictetus Plotinus Marcus Aurelius The Bible Augustine Anselm Thomas Aquinas Luther Montaigne Bacon Plutarch Tacitus Machiavelli Ptolemy Appollonius Copernicus Descartes Darwin Mendel Pascal Viete Cervantes Milton Swift Racine Fielding Melville La Fontaine Wordsworth Jane Austen La Rochefoucauld Descartes Pascal Hobbes Spinoza Locke Berkeley Leibniz Hume Kant Locke Rousseau Adam Smith Galileo Kepler Young Euler Mayer S. Carnot L. Carnot Kelvin Taylor D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell Mozart Moliere Goethe Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka Wallace Stevens T. S. Eliot Mark Twain James Joyce Hegel Kierkegaard Neitzsche William James Wittgenstein Faraday Lobachevski Lorenz Rutherford Minkowiski Bernard Davisson Dreisch Boveri Weismann Jolm Maynard J Smith de Broglie Mendel J.J. Thomson Bohr Millikan Schriidinger Darwin Freud Einstein Heisenberg Whitehead Maxwell Wagner literah.ue First Year Second Year Third Year Fourth Year Liberty Tree, Annapolis U.S. Constitution Hamilton, Madison, Jay Tocqueville Hegel Marx Documents from American Political History Tocqueville Lincoln Supreme Court Opinions Key~es Musk Wollaston Gay-Lussac Proust Cannizzaro Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez Webern �28 I ST. JOHN'S COLLEGE THE ACADEMIC ORDER THE TUTORS At St. John's the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying from the works of the principal teacher of the classit might be Plato or Newton-usually an author of one of the great books, who wrote from the high point of his learning. What then is the role of the reading and talking teachers, the tutors? T.HE ACADEMIC ORDER I 29 First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions. The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen, and to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at St. John's will not be limited to what fits neatly inside a single discipline, it is essential that St. John's tutors re-educate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training. For example, a tutor with advanced degrees in mathematics would prepare himself to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to become competent to teach the St. John's program. This is necessarily demanding because no full-time tutor is confined to a single part of the program. He is, and has to be, a teaching member of a seminar and of either two tutorials or of one tutorial and a laboratory section, and he is continually teaching his colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John's than the preparation for classes usually allows. In order to avoid staleness and the everpresent danger of succumbing to routine performance, they are granted sabbatical leaves to allow for leisure and serious study. Between sabbatical leaves, faculty study groups are set up. Leaders of such groups are relieved of part of their ordinary teaching duties. They engage in a thorough study and exploration of a subject chosen by the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John's curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John's. THE INSTRUCTION COMMITIEE The Instruction Committee is a committee of tutors responsible for advising the Deans on all matters of instruction. It also advises the President on appointments to the faculty. The Committee consists of the Deans and twelve tutors, six elected by the tutors on each campus of the College; the President and the Provost sit with the Instruction Committee ex officio. Each Dean is the chairman of the Instruction Committee on the campus where he serves; the members of the Committee on each campus constitute the Instruction Committee for that campus and meet at frequent intervals throughout the year. The full Committee meets annually, alternating between the two campuses, and the Deans alternate as chairman of the Instruction Committee. �THE ACADEMIC ORDER I 31 30 I ST JOHN'S COLLEGE THELIBP~RY SCHEDULES The books chosen for study at SL John's are collected in the library in the best editions and translations that can be obtained. These books form the core of the essential to the teaching of the program. A good general collection is a necessary supplement; the college has little need for a specialized, highly technical collection. Each year books are purchased in mathematics, science, philosophy, religion, fine arts, music, poetry, literature and history and many other fields. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarians in selecting books and periodicak The Annapolis library maintains a collection of about 80,000 volumes. In Santa Fe, the collection now numbers over 51,000. Perhaps the most distinctive mark of SL John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS HOUR MONDAY TUESDAY Tutorial 10:15 Language Tutorial WEDNESDAY Mathematics Tutorial 9:15 Mathematics Language Tutorial Language Tutorial THURSDAY FRIDAY Mathematics Mathematics Tutorial Tutorial Language Tutorial Chorus 11:15 1:15 Laboratory Laboratory to 4:15 8:00 Seminar Seminar Formal Lecture ~-~--- A SAMPLE FRESHMAN SCHEDULE, SANTA FE HOUR 9:00 MONDAY Laboratory TUESDAY WEDNESDAY Laboratory THURSDAY Freshman FRIDAY Music Language Tu tonal 10:30 to 12:00 1:00 Both libraries hold interesting special collections. Annapolis has the Bray Collection dating from 1696, known as the "first pubHc library in America," and the Peter Huntington Jackson Collection, and the Henry Lee Bowen Collection of mythology, symbolism and archit<:cture. The Witter Bynner Collection and The Edgar Allen Poe Collection in Santa Fe contain first editions of each poet as vvell as other belles lettres. In the Santa Fe contains several distinguished music collections, including the Amelia the Grumman, the Schmidt and the Holzman collections. Woodward Hall in Annapolis was renovated as a modern library facility in 1969, It has comfortable modem study carrels and stacks as well as traditional reading rooms. The Santa Fe is housed in the Peterson Student Center and the \/Veigle Building. The music library is located in the Sternberger-Weis Music and Fine Arts Building. 2:30 to 4:00 8:00 Language Tutorial Mathematics Tutorial Language Tutorial Mathematics Tutorial Mathematics Tutorial Seminar Formal Lecture Except for the preceptorials in the and senior years and certain periods of laboratory work for which upperclassmen may choose their 01;vn time, the schedule is the same for all students. Each morning for either three or four days a week they spend one hour in a language tutorial and one hour in a mathematics tutorial; sophomores also spend four hours a week in a music tutorial. Twice a 'Week freshmen, juniors and seniors spend up to three hours in the laboratory. Two evenings from eight to ten they attend a semmar. A formal lecture or concert is given once a week. Sixteen to nineteen hours per week are spent in regular classes" The year is divided into two semesters of sixteen weeks each. �32 I ST. JOHN'S COLLEGE ESSAYS AND EXAMINATIONS ESSAYS Annually in Annapolis and each semester in Santa Fe every freshman, sophomore and junior submits an essay to his seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The student is questioned freely and informally on the texts he has read or the paper he has written and on his critical and interpretative opinions. It is not the principal aim of the examiners to find out how much the student remembers. He is encouraged to consider the different parts of his study in relation to each other and to problems that may not have been treated in any of his classes. For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. THE ALGEBRA EXAMINATION During his sophomore year, each student must pass an examination in elementary algebra and trigonometry. THE FRENCH READING EXAMINATION During his junior year, each student must pass an examination to demonstrate a reading knowledge of the French language. THE SENIOR ORAL ENABLING EXAMINATION The senior oral enabling examination is given to the student in the fall at the beginning of the fourth year. It is focused on a number of books from the seminar lists assigned for rereading and study during the preceding summer. The passing of this examination confirms a student's status as a candidate for the degree of Bachelor of Arts. THE FINAL ESSAY AND ORAL EXAMINATION In the senior year the student is required to present to the faculty a final essay related to some aspect of his four years' work. It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined upon it by the committee in an hour-long public examination. No degree is awarded unless both the essay and the oral examination are satisfactory. The senior essay is regarded as a culmination of the student's learning. �34 I ST. JOHN'S COLLEGE THE ACADEMIC ORDER I 35 Because SL John's classes are small and intimate, and because students participate every tutor is aware of his students' progress from day to The appraisals of a student are based on the student's total performance as a member of his tutorials and seminar. It is assumed that each student has the capacities to pursue this course of until there is dear evidence to the contrary. The curriculum is varied and rich enough for great of interest, performance and achievement, and there is ample room it for a wide range of ability and for individual choice and guidance. Moreover, SL John's is free from the pressures of conventional examinations and competition for grades. - Because student is essential to the way in which classes are conducted at SL attendance at all regularly scheduled exercises is required. A record of absences is kepL This record is taken into consideration whenever there is occasion to detennine academic standing. THIE form of evaluation is the don rag. sophonwre and meets all his tutors tutors to one of the seminar leaders on the thP semester· thP student is then invited to respond to co~ment on,h1s -ow~ work. Advice may be requested may be · but grades are not reported or discussed If a student's work as a vvhole falls below a on academic wii:h the met if he is to continue in the '-''u''I'." om: semesteL Senior Oral, Annapolis is LETTER of a student is reported to the Dean each semester as a grade, A, B, C, Dor F, where Cindicates that the vvork is at a satisfactor1 leveL Such a grading system is necesin the case of stud-cnts who wish to on to graduate or professional or to transfer to another college. the College, grading is not of central Stud<2nts vvil.l be told their only on request. They are encouraged, however, not to work for grades, but rather to try to If it becomes evident that a student their pO'wers of is not progressing, or that the process has stopped, the student is asked to leave the College. t:r·"1AEUNG Sophomore enabling is a review the Instruction Committee, with the advice of the tutors of of the student's learning during the tv10 yearn he has in the As an indication of his proficiency in the liberal arts, the annual essay carries great weight. A student is enabled, or allowed to enter the class, if he has submitted a satisfactory essay and only if, in the of the Committee, he is sufficiently prepared for the of the last two years. In the enabling judgment looks to the of the student's writing an acceptable senior essay. an THE JOiiN'S DEGREE. B.r\CHELOR OF _ARTS F The_ stud~nt who completes the four-year curriculum satisfactorily is awarded me degree of Bachelor of Arts. Students who enter in the session graduate in three and one-half years, bui: spend their first summer m completmg their year, so that they too a fouryear curriculum. For transcript purposes, St. John's seminars, tutorials and laboratones can be translated into terms of conventional subjects The curnculum 1s the equivalent of approximately one sernester hours. GRADUATE STUDIES Af"'fil CAREERS AFTER Each year St. !ohn's seniors elect to do advanced work in a_ wide range of graduate pror:ss1onal schools Expenence shows that leading univeradmit St. J~hn s ~raduates with records. Since St John's 01L_1s no 111 spec111e subjects, however, some may find it necessary to take undergraduate courses during their first year of graduate or professional study m some, but not fields. "- ~any other graduates choose to embark upon careers in a variecy of nelds. The!I' undergraduate background-especially its scope and its emphasis ron thoughtful and subsequent application of principleshas b0e,en round to be an preparation for employment. . 2>L . refuses to accept the imposition of preprofessional specialized reqmrements on its liberal curriculum. The College believes that to educ~te men and women requires less, and yet far more, than is required to satlSiY the sh1ftmg standards of convenhonal specialized education. si:i:_: �THE ACADEMIC ORDER I 37 36 I ST. JOHN'S COLLEGE table shows the professions or fields of advanced study entered one or more SL graduates; law, mathematics, philosophy, education, medicine and theology have attracted the greatest numbers" Acting Advertising Agriculture Archaeology Architecture Art Biochemistry Biology Bio-physics Business Administration City Planning Computer Programming Dentistry Drama & Playwritmg Econornics Education Engineering Finance Geology Government Service History History of Art History of Science International Relations Journalism Languages Law Library Science Literature Logistics lVIanagement Mathematics Medicine Meteorology Music Nursing Oceanography Philosophy Physics Political Science Psychology Public Administration Scientific Research Social Anthropology Social Work Sociology Systems Analysis Theater Arts Theology Writing TI1E ST. JOHN'S DEGREE, OF ARTS A tutor who has completed two years of teaching at SL John's may receive a Master's degree in Liberal Arts" He must petition the Instruction Committee for permission to present himself as a candidate for the degree" He must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts" THE GHADUATE Il\JSTITUTE IN LIBERAL EDUCi\TION A graduate program, leading to the M.IL degree in the liberal arts, is conducted by the Graduate Institute year-round on the Santa Fe campus and during the surnmer in It is for gr.S:duates of colleges other than SL John's and is suited to the needs of highschool teachers" The program, which is based on the St John's list of readings, is divided into four subject areas: Politics and Society, Literature, Philosophy and Theology, and Mathematics and Natural Science. Each surrimer session lasts eight weeks and consists of seminars, tutorials and preceptoriak The seminars are modeled on those of the college; they are limited to about twenty students. The tutorials are smaller classes devoted to the dose reading of texts. In the preceptorial the student chooses a topic pertaining to one of the books studied and, under faculty guidance, wntes a long essay, For each section of the program nine credits are All four sections are required for the degree, students who have previous graduate credit may be eligible for the degree after thre12 summers" The sections may be taken in any order. More detailed information and a separate bulletin may be obtained by writing to the Graduate Institute in Liberal Education, St.. John's College, Santa Fe, New Mexico 87501 or Annapolis, Ma1yland 214040 DIRECTORY INFORIViATION Al\lD RlGHT PRIVACY In compliance with the Family Education and Privacy Act, the College retains the to publish at its discretion the about each student presently or previously attending th12 the student's name, address, telephone listing, dat:: and place of field of study, participation in officially recognized activities and sports, dates of attendance, degrees and av,rards received, and the most educational agency or institution attended by the student. As required the Act, the College will provide public notice of its intention to publish such directory information, Students have a right to inform the College within a reasonable period of time that any or all of this directory information should be withheld" The College will respect any such request for privacy. �38 I ST. JOHN'S COLLEGE RESI E E TLIFE The College is well aware that physical activities, artistic expression and light-hearted recreation are necessary complements to an intellectual life and it is committed to providing the facilities, funds and support needed to make them available. Generally, such activities in Annapolis are under the sponsorship of the Student In Santa Fe they are organized by the Student Activities Office is responsible for providing instruction and equipment. Since its founding as William's School in 1696, SL has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 persons is occupied principally with the government of the State and of Anne Arundel County; with the training of at the United States Naval Academy; with the fish, crab and oyster and the sailing and recreational activiChesapeake Bay; and with the liberal College. acres lies in the Historic District, adjoining College Creek, one the State House and across the street from th2 i\Javal Academy yard. The fifteen buildings include 18th historic homes classrooms, offices and a dormitory), 19th century sl:mctur12s, and 20th designed to complement the older ones. There are six student offering single and double rooms. The of students has itself since 1945 with elected ·.,,,c1q~""-"'" representing and the off-campus conPohty representatives, the Delegate Council, meet once a v1eek to hear friJm stude1~ts for to allocate time and use of facihties such as to remind students of their and to express student opinion on Council also meets once a week with the College administration to discuss problems of mutual concern and n1amtains a Student Instruction Committee to discuss and recornff1end curriculum A food Committee ·works with the dining hall to develop dishes for the regular and vegetarian menus. Gadfly, a v1eekly nevvspaper, provides a second medium for expn:ssion of opinion to the community as a whol<:>. Controversy ranges from petty to vital; creative wrii:ing and news take up the rest of the space. Students are also welcome to contribute work to The Report·er and The St. John's Review, the two official publications of SL John's_ Extracurricular at Si: are generally informal. Some continue year after year 1Nhik others spring up and die out as the individual members of the come and go. extracurricular Dining Hall. Annapolis �RESIDENCE & STUDENT LIFE I 41 40 I ST JOHN'S COLLEGE activities grow din:ctly out of the curriculum as students' interests overflow from the classroom, The past years have seen small classes-some led students, others by tutors-in harmony, Gerr.nan, the Nevv- Testament, Leibnitz (his papers on calculus), and special aspects of chernistry and biology, Other activities stem from inten:sts independent of the College curriculum, Most prominent among them have been those of the Garden Club and various classes in dance and martial arts, Theater life is active, Each of three drama groups offers a specialty: the King William Players stage one or two classical plays a year, the Modern Theater Guild performs one or two modern works, and the Dwarf Players produce several one-act plays, Recently these groups produced The Night of the Iguana, The Importance Being Earnest, and Le Misanthrope, Every weekend the student dub presents foreign and dornestic films-the classics of cinema arL Additional film The Ascent of Man and Roots, have been shown during the week There is also a nights, special winter film series on Music is in groups and individually, Voice and instrumental ensembles train new members and perform at College events, The College provides practice rooms and pianos and a music library of scores and Private study can be easily arranged on campus or in town, artistic expression needs a time for and a place to work, Permanent facilities such as the art ceramic studio, woodvwrking photography darkroorfl and stage floor places to develop skills, The College also maintains a small art staffed Daumier and have students. Recent shovvs of works been held there . An exhibit each spring displays work rnembers of the College A:n arhst in residence teaches classes and coordinates exhibits, Classes in drawing, ture and painting continue year Parties, an part community life where students and tutors meet informally, corne in several The Society of Bacchus arranges rock dances, waltz and cornmunity gathermgs ween Masked Chnst1nas and the Cotillion, Vigorous square dances and year, A festival in the with student skits provides a full of pieand parodies after a up and athletic competition, events on c-;:i.rnpus include Sunday concerts and informal lectures by guest speakers, itself offers church groups of all denominations, synagogues infor.rnation on student life is available on request), concerts, the Naval Aca-hiking, cycling, government, political work, ice groups, etc Washington, D ,C and Baltimore, both an hour's drive, offer activities, museums and stores too numerous to mention here ATHLETICS Since 1939, when intercollegiate athletics were abolished, the intramural sports program has flourished, About two-thirds of the students, both men and women, participate actively in individual and team sports, The Director of Athletics and two student assistants schedule events and coordinate ~ise ~f the facilities, which include a well-equipped gymnasium, large playing nelds, tennis courts and a boathouse with a number of sailboats and other small crafL Men's and women's teams compete in field hockey, touch football, soccer, basketball, volleyball, sofcball and track, each in its season. Doubles and single players compete in tennis, handball, squash, badminton, fencing, paddleball and table tennis, Sailing, canoeing and rowing are non-competitive activities offered purely for enjoyment. Excellence in sports is recogmzed and encouraged by individual and team a11vards; enjoyment of sports is t~te most important fruit of the athletic program and is its own reward, �RESIDENCE & STUDENT LIFE I 43 1HE In the early 1960's the College decided to expand its student The Board of Visitors- and Governors chose to establish a second in the Vilest rather than sacrifice the virtues small St" College in Santa Fe was in fall of 1964 in New Mexico's city, founded in 1610 colonists" population of 50,000 is occupied pally with the government of the State and of Santa Fe with cultural in the and with archaeological and historical Los Alamos do research in nuclear fine arts, rnuseurns and research" Scientists in related fields tute of American the New Mexico in Albuquerque" to che south, vides the attractions and conveniences of a of 400,000 people" The campus of 300 acres lies in the comer of the two miles frorn the historic Santa Fe Plaza and the Palace of the Gov<0rnors. The architecture of the Santa Fe campus reflects the territorial introduced in the state during the last century The campus, at an elevation of 7,300 overlooks the Santa Fe and offers superb views of the the Ortiz y Pino and the mountain The a student and two located in these S. Garson Reflecting Pool, Santa Fe Vieu _from Dining Hall, Santa Fe 1 �44 I ST. JOHN'S COLLEGE Each of the sixteen dormitories on campus houses from twelve to eighteen students and serves as a smaller community of friends within the College. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and at the same time close companionship with a fellow student. The head resident helps students arrange to live in dormitories with others who share similar opinions about smoking, loud music and so on in a dormitory area. In addition to the two dormitory complexes on campus, students are also housed in a rambling twenty-room adobe house which was bequeathed to the College by the poet Witter Bynner. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with administration and faculty, rather than through the machinery of a formal student government, since both the size of the College and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee and the Board of Visitors and Governors. Students also belong to advisory committees which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities including the artistic, the academic and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet and modern dance. The art studio in the Fine Arts Building, the darkroom and the pottery studio provide appropriate settings for these activities. The College's art gallery, which is open to the public, has a new show by professional artists each month. Student art work is displayed at the end of the school year, and awards are given for RESIDENCE & STUDENT LIFE I 45 achievement in pottery, photography, drawing, painting and in making jewelry. Au Verso, the literary magazine of the College, is published twice a year. It contains essays, artworks, poetry, short stories and photography from students and faculty alike. Musical performances of many kinds are given by students through the Collegium Musicum. Formed in order to stimulate musical activity on campus, the association provides members of the College community with an opportunity to perform before a small, receptive audience. Through this organization students and faculty who play intruments or who sing can find teachers and fellow musicians with whom to study or perform. The St. John's Chorus and the Madrigal Singers also give recitals. The College provides numerous keyboard instruments including two grand pianos and a harpsichord for student practice and performance. Practice rooms are available in the Fine Arts Building. The Collegium Theatricum produces two or three plays each year. It also organizes evenings of soliloquies and one-act plays. Funds and equipment are provided by the Student Activities Office. The directing, acting, costumes and lighting are done by interested students and faculty. The St. John's Film Society is organized by students to provide a wide variety of classic and current films for the College community every Saturday night. Many students are attracted to the town of Santa Fe by its crafts, music, theater and visual arts. Others have participated in tutoring in elementary schools, counseling for the Santa Fe crisis center, working at the local health-food co-op or in other local activities. The St. John's bus takes students into town twice a day. �RESIDENCE & STUDENT LIFE I 47 46 I ST. JOHN'S COLLEGE Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extracurri_cular _classes and discussion groups both on and off campus. Informal d1scuss1ons of contemporary literature, forums on public concerns, and slide s~ows on art history are frequent on-campus activities, as are study groups m such languages as Russian, German, Spanish, Italian and Hebrew. Students prep~r­ ing for entrance into medical school have attended classes at the Umvers1ty of New Mexico, Los Alamos branch, under the sponsorship of the College. Thorne Fellowships also give students financial support toward fulfilling medical prerequisites during the summer months. ATHLETICS The Student Activities Office coordinates a volunteer athletic program which offers opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. These last two are sports in which St. John's challenges other colleges and universities, and the College usually has one of the finest fencing teams in the Southwest. There are indoor facilities for judo, karate, tai chi chuan, weightlifting, gymnastics and fencing, but during much of the year these activities can be done outof-doors. Intramural programs in tennis, soccer, track, volleyball and badminton are conducted at the College's facilities. A men's soccer team and a women's soccer team both play with other teams in the area and are hosts to several tournaments in the fall and spring. The St. John's basketball team competes in a city league. Santa Fe's municipal swimming pool is reserved for St. John's one night each week. A horse corral on the campus is available for student and faculty use; horses may be hired at a nearby ranch. The adjoining Sangre de Cristo Mountains provide hundreds of square miles of forest and wilderness areas for hiking and camping. Here the St. John's Search and Rescue unit trains regularly in techniques of map reading, first aid, wilderness survival, rock climbing and cliff evacuation. The team is called out in emergencies several times a year; students have permission to be absent from campus in the event of a search or rescue. The Santa Fe Ski Basin (seventeen miles to the north) and the Taos Ski Basin (two hours away by car) offer fine slopes for both beginning and advanced skiers, and several cross country ski trails branch off from them. Students may borrow skis, boots and poles from the College, and the St. John's bus provides transportation. When the weather is warmer the Student Activities Office organizes excursions down the Rio Grande by kayak, canoe and rubber raft with overnight camping along the way. BOTH CAMPUSES RELIGIOUS ACTIVITIES The Charter of 1784 established St. John's College as a non-denominational institution. In its early years there were some ties with the Protestant Episcopal Church, but these no longer exist. The College schedules no formal religious services except before commencement. Attendance is voluntary, in consonance with the Charter. Many tutors and students attend church or synagogue in town. It is customary for extracurricular Bible classes to be conducted by tutors of the College. FACILITIES FOR STUDENTS St. ]ohn"s College Search and Rescue Team, Santa Fe As in Annapolis, waltz parties, rock parties, and such regular events as the Fall Festival (in the mountains surrounding the College), the Halloween Costume Party, the Fasching Ball, the Graduation Ball and Reality Weekel)d provide occasions for informal gatherings of tutors and students. Reality Weekend includes a talent show, a parade from the Plaza to the College, a picnic and athletic competition. The College Bookstore on each campus has all the books and supplies the student needs for his classes. It also maintains a stock of books related to all phases of the program, and books of more general interest. It is operated without profit. As supports for an active social life, the College provides on each campus a coffee shop and a junior common room for the use of all students. In addition, there are smaller social rooms, comfortably furnished. �48 I ST JOHN'S COLLEGE RESIDENCE & STUDENT UFE I 49 DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming student to make proper use of the support that other students can give him in his college lik Unmarried students not living at home are required to live in the college dormitories and to take their meals in the college dining hall, unless they obtain permission from the Assistant Deans to live off-campus. The College currently can offer no married student housing at Annapolis, but does, on a limited basis, at Santa Fe. Students who wish to have married student housing must find suitable housing off-campus and should allow time for this. Room assignment is the responsibility of the Assistant Deans in Annapolis and of the Head Resident in Santa Fe. Returning students have the privilege of drawing for rooms before chey leave for the summer vacation. In Annapolis students are not permitted to remain in residence during winter or spring vacation. In Santa Fe students are not permitted to remain in residence during winter vacation. They may remain during spring vacation, although a small fee is charged. DINING HALL The dining hall on each campus is operated by a catering service. A vegetarian menu is available. Resident students are required to eat in the dining hall. Exemptions for medical reasons are granted upon examination and recommendation by the College Physician. CAREER OFHCE Th12 Career Counseling Office serves student needs in tvvo especially important areas. First, it provides essential information for those students planning to continue their education in graduate programs and schools across the nation. The Director of Career Counseling also offers assistance and counseling to those students who h'ish to embark upon careers immediately after graduation. STUDENT EMPLOYMENT OFFICE An employment service, initiated and nm by students, locates off-carnpus jobs: Primarily, it.seeks part-time employment for students during the acadermc year, but it can also aid students looking for full-time summer employment in the local community. INHR.M.ARY Well-eq~ipped in~rmaries are maintained at both campuses, each under the superv1s1on of a Lollege Physician and a College Nurse. A medical report. is sent to the Assistant Deans. A psychiatrist or clinical psychologist is available for consultation. RULES RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governmg the use of dormitories. These rules have been decided ~pon by the. De3;n in cons~ltabon ~ith :tu.dents and the faculty. Every entermg student is mrormed 01 them, a11d remrmng upperclassmen are remmded of them each fall The rules differ in certain details on the two campus'°c though in general they follow the same pattern. . ~,,, The academic ~d intellectual life of the is inseparable from 1 tne communal life. l he bmldmg o.f a g~od cornrr:unity requires the faculty to .show respect for the md1v1duahty or each stuaent. All students agree to abide by the rules and regulations promulgated in the Student Manual pubhs~ed the College St._John's assumes that students will respect noc only the enacted rules but also the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the College may require of the offending student. PROPERTY DAtv'IAGE ~he College " c a housekeeping staff to care for the dormitories. The ~ollege 1nspo::ct0 ,he rooms penochcally and repaJrs at the expense of the 0 occupant or occupants any dormitory room and furniture that have been damaged beyond n?rma~ wear and tear. damage to college property is charged to che cauoon :ree of the student or students responsible for the damage. The College is not responsible for the loss of, or dar.nage to, any student property resulbng from fire, theft or any other cause. �50 I ST. JOHN'S COLLEGE The standards by which applicants are selected for St. John's are special, and prospective students find it rewarding to write the essays that constitute an application to the College. People who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which will learn to see deeply into others' weas as as their own; and of active particiin their own education. Education at St. John's is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most who consider St. examine themselves carefully before applying so that when they do they are saying to themselves and to the College that they vvant to engage fully in the life of reason and believe they can take pleasure in it. In writing their application essays, lTLany determine their own appropriateness as St. John's students; others eliminate themselves as applicants, deciding that their interests and those of the College do not coincide. Thus, for the most part, they select themselves. Some are rejected, of course, but a wide variety of students is accepti:d each year. The purpose of the admission process is to determine whether an applicant has the necessary and to complete the St. John's program satisfactorily. Admissions Comff1ittee-ten tutors <.md both Directors of Admissions-regards the application as being a question from the "Do thmk I am ready to profit from the program of studies at St. In the essays, applicants are asked to discuss their previous education, experience with books, reasons for choosing St. John's, summer or posthigh school experiences, and some particularly valuable experience they have had . A number of optional topics is also suggested. The essays are designed to enable applicants to a full account of themselves. They can tell the Commitbee much more statistical records reveal. Next the Committee considers the applicant's academic achievement and promise. Previous academic records-the secondary school report and college transcript, if there is one-show whether an applicant has the habits of study necessary at St. Letters of reference, particularly those of teachers, are carefully read for indications that the applicant has the maturity, self-discipline, ability, an.cl initiative to succeed in the St. John's prograffL St. John's attaches importance to "objective" test scores, and no is accepted or rejected because of such scores. The Committee's decisions are not influenced by the race, religion, sex, handicaps or national or ethnic origin of an applicant, age, color, or any factors unrelated to the vvork of the College The application asks a minimum of personal data. Need for financial assistance does not affect the Committee's decisions on admission. ADMISSIONS I 51 SL John's has d:cid€d to remain a small college The enrollment is about 375 students in Ar\.napolis and 320 in Santa Fe . The size of each class is limited on each campus. Most freshman classes are about equally divided between men and women. Classes enter in late August and January in Santa Fe, in September and January in Annapolis. New are enrolled only as freshmen; a fourth or more of each entering class have done one, two, or even three years of college work elsewhere. These students, despite good records at other colleges, their advanced standing to take part in the St program. Freshman who enter in January stay on campus the following summer to complete the first year. They can thus graduate a earlier than if they had postponed their entrance until the following January class is of particular interest to students who come to St. John's from other colleges, or who have traveled or worked since graduation from high school, or who wish to enter St. John's immediately after the first semester of their senior year of high school. �ADMISSIONS I 53 52 I ST. JOHN'S COLLEGE Most applicants have a strong background in academic subjects. Specific academic requirements include two years of algebra, one year of geometry, and two years of a foreign language; additional work in mathematics and foreign language is advised, as well as two or three. years of natural snenc~. In addition to the application essays and academic transcnpts, apphcams must present two letters of reference, including one from a teacher. In ~xcep­ tional cases certain of these requirements may be or addmonal information may be requested. SAT or ACT test scores are not required, but may prove helpful. Occasionally St. John's accepts an applicant who is not a secondary school graduate. Such a student must be well qualified .to p~ofit from the College program. A campus visit and interview are especially m;iport.ant for such candidates. These students usually wish to enter SL Johns followmg their junior year of high school or in the January immediately after the first semester of their senior year. St. John's is authorized under federal law to enroll foreign students. PRC-CEDURE St. John's College is a single entity located on two campuses. P.Jthough applications must be initiated and completed at one campus or the other, adrnission to either campus constitutes admission to the College as a whole. On inquiry, prospective students receive a statement of the St. John's College program, an application for admission and recommendation forms to be completed by schools and references. Applications may be subm1Ued as early as the second semester of the eleventh grade. Because the College welcomes all serious applicants, there is no application fee, A student should submit his application materials to the Admissions Office on the campus he prefers to attend. Students planning to apply for financial ai~ should r.ef~r to the section on Fees and Financial Aid and notify the appropriate Adm1ss1ons Office of their intentions as soon as possible. St John's has a policy of rolling admissionso Then: is no application deadline, but applications for both fall and January classes should be submitted as early in the year as possible. Because there are occasional vacancies in classes due to last-minute withdrawals, students who wish to apply late in the year should contact the Admissions Office for particulars. As soon as the application essays and supporting documents are assembled, the application is reviewed by the Admissions Committee. The applicant is notified of the Committee's decision in about two weeks. Upon notification that his has been accepted, an applicant has the option to enroll on either campus. In order to secure a place in the entering class, he must submit a deposit of $200 to the Admissions Office on the campus at which his application was processed, together with a statement specifying the campus he wishes to attend. Once the deposit has been submitted, the campus preference may not be changed except as noted belowo Deposits are accepted on a first-come, first-served basis until the entering classes are filled. If the entering class on the applicant's first-choice campus is full, the Admissions Office will offer him the options: 1) the deposit may be transferred to the other campus, provided space remains in that entering class; 2) the deposit may be used to secure a place on the waiting list or in a subsequent class on the applicant's first-choice campus; or 3) the deposit may be returned. If the applicant is also a candidate for financial aid, the deposit will be accepted with the understanding that it will be refunded if sufficient aid cannot be offered to enable him to attend the College. Deposits submitted when no financial aid has been requested or after receipt of an aid offer are not refundable. All deposits are applied to first semester tuition and fees A physical examination is required of each student before registration A form for reporting the examination, along with other registration materials, will be sent to each student prior to the date of enrollment but only after receipt of the $200 deposit. 0 Once enrolled on either campus, a student may transfer to the other at the beginning of .any academic year, provided his record is in good standing and he notifies the Dean's Office of his intentions by February 25. If the student wishes to apply for financial aid, he must also file his new financial aid forms by February L All such transfers are subject to approval by the Deans of both campuses. lJIRIES Inquiries should be addressed to the Director of Admissions, SL John's College, Annapolis, Maryland 21404 (Tel. 301/263-2371) or Santa Fe, Nev; Mexico 87501 (Tel. 505/982-3691). Anyone who is considering the possibility of entering SL John's should see the College for himself. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St John's because of its unique curriculum and teaching methods. �54 I ST. JOHN'S COLLEGE While on campus the visitor may attend a seminar on Monday or Thursday evening at 8:00 p.nL; attend tutorials in mathematics, language and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the Admissions Committee, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Wednesday or from Thursday to Saturday on the Annapolis campus, from Sunday to V1Jednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Persons planning to visit should telephone (301/263-2371 for Annapolis or 505/982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for the visitor will be transportation. He will be provided a room in a dormitory and meals in the dining hall without charge. SL John's students dress informally for tutorials, but more fonn.ally for seminar and formal lecture. The seminar readings can usually be located in inexpensive paperback editions in the College Bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar Linens and soap are provided by the College If a visitor arrives weekdays betvveen 9:00 a.m . and 5:00 p m., he should go the Admissions Office. Weekends and any day after 5:00 p"m., he should go to the College receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe. TRANSPORTATION The International is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis a~nd the driver will let one off at the campus if he asks Buses from Washington are less frequent and arrive at the Annapolis Greyhound Bus Terminal (about six blocks from the College). car one takes Route 50 from Washington or Route 2 from Baltimore" A limousine service from the Albuquerque airport to Santa Fe also is available. Called the "Shuttle-jack," it leaves the airport seven times a day and costs $13"00 one way. Greyhound and Continental bus lines pass through Santa Fe. Amtrack stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi service one in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. FEES & FINANCIAL AID I 55 FEES&FI A The College believes that qualified applicants should not be denied the t~ attend SL . College because finances. SL John's therefore maintains a financial aid program to assist eligible students to the greatest extent possible within the limits of the C0ollege's resources. With very few exceptions, financial aid awards are made solely on the basis of need. The following principles _un?erlie St John's financial aid program: L.T~e primary respo11s1b1hty for financing a college education lies wHh the student and the student's parents. The College can offer aid only to supplement funds the family provides. 2. Th~ ability of a, family to meet college expenses is determined by assessmg the family s fmancial strength in terms of income asset< dabt< and additional children to be educated. ' ~, '" -~ 3. Financial aid may be in the form of a grant, loan or employment and will be offered to all students as a package bmes one or more forms of aid. 4. In keeping with the philosophy that students should contribute to �FEES & FINANCIAL AID I 57 56 I ST JOHN'S COLLEGE their educational expenses, self-help is the first component of a financial aid award. At St. John's, self-help consists of a part-time job and an educational loan. 5. The total amount of financial aid the College offers a student may not exceed the student's demonstrated financial need. 6. Financial aid is not automatically renevvable; rather, students reapply each year wish to be considered for aid. 7. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (See page 61.) 8. Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of 19M and Title IX of the Higher Education Act of 1980 which discrimination on the basis of race, color, sex, physical age, marital status, creed or ethnic or national B. The for for financial aid is as follows: 1. Applicants for admission who also plan to apply for financial aid should fill out the for financial aid in the back of this catalogue and return it to the appropriate Admissions Office. 2. Applicants must also file the cum:nt Financial Aid Form with the College Service in New Jersey or Berkeley, California. This form permits or their parents to present a detailed account of tlH' financial position. It may be obtained from either secondary or the Financial Aid Office at St. John's. 3. Candidates for financial aid from the College must first establish their eligibility for the Pell Grant, a Federal prograrn described in Section D below The College Service's Financial Aid Form enables candidates to indicate that they ·wish to for a Pell GranL Students should so indicate No fmancial aid be made the College unbl the student submits his copy of th2 Student Aid to the Financial Aid Office. 4. As of the application for financial aid, parents of dependent applicants and applicants who claim self-supporting status must provide an official copy of their most recent Federal Income Tax Return. 5. Sdf-supportmg students are required w meet the definition of independence and have an affidavit of non-support on file in the Financial Aid Office. This form vvill be mailed to parents or guardians upon of the Financial Aid Form if the applicant is claiming selfsupporting status. 6. Residents of Connecticut, the District of Columbia, Maryland, Massachusetts, Rhode Island, and Vermont must apply for a Si:ate 7. An applicant ·who previously attended an institution of higher education must a Financial Aid Transcript from that institution Financial Aid Transcripts can be obtained from the Financial Aid Office. 8. Students applying for and receiving financial aid from SL John's are required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, employment or other financial benefits for which they become eligible; any change m ::heir or their family's financial situtation; and changes of name, marital status and address c. Following are the deadlines and notification dates for financial aid: FRESHMAN CAl'ID!DATES Although the College has no deadline for receipt of financial aid applications, candidates for admission who are in need of financial assistance should indicate that need as soon as possible. The Financial Aid Form/ Pell Grant Application should be filed with the College Scholarship Service as soon as possible after 2 in the in which the candidate wishes to be admitted. Those who to enter in January should submit the FAF/Pell as early as possible in the preceeding year. Likewise, the St. John's Financial Aid Application in this catalogue should be filed with the Admissions Office as soon as possible after its receipt by the candidate. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met. Candidates for admission applying after February 25 for financial aid have significantly lower chance of receiving all the funds for which they are eligible than those applying earlier RETURNING Applications are due February 25 from enrolled students who are returning to the College and reapplying for financial aid or are applying for financial aid for the first time. Beginning on December 1, the Finanwhich cial Aid Office will provide the necessary Financial Aid should be completed and filed vvith the College 2 or as soon thereafter as possible" Students v\rhose aid credentials are received by the Financial Aid Office to the February 25 deadline will be notified of the decision on on April 1. Applications completed after February 25 will not be considered until awards have been made for applications completed before the deadline. Awards based on applications completed after the deadline will not be mailed until after April 15. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availability of funds for them cannot be guaranteed D. Funds for financial aid awards from the College are available from the sources listed below Except for the Federally Insured/Guaranteed Student Loan, applicants need not apply for funds from of these specific sources. All these sources are automatically in making up the College's financial aid awards. ST. JOHN'S G.RA.NTS Funds for St. John's grants are provided resources, and all awards are rnade on the the College from its own of financial need. ST. JOHN'S SPONSORED NATIONAL 1v1ERIT SCHOLARSHIP (Santa Fe) The College sponsors National IVIerit Scholarships for finalists m the National Merit competition. Finalists who list St. John's College, Santa Fe, New Mexico, as their first choice and who have been admitted by February 25, are eligible for the College sponsored National Merit awards. Winners are chosen according to merit. Stipends in excess of �FEES & FINANCIAL AID I 59 58 I ST. JOHN'S COLLEGE $250 are determined by financial need. Awards are renewed annuaUy and those recipients who wish to be considered for stipends in excess of $250 should apply for financial aid each year. other borrowers is seven percent. A student may be allowed up to ten years to pay back the loan. 1982-83 STUDENT BUDGET* PELL GRANT This Federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. FALL FRESHMEN Dependent $6700 1150 1450 200 500' 550' 6501 Tuition Room Board Books Personal Expenses Independent $6700 1150 1450 200 650 SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT (SEOG) JANUARY FRESHMEN The College awards SEOG's to incoming freshmen and enrolled students each year. These grants are made to students who have financial need and are unable to pursue a course of study without the grant. Eligibility for SEOG is limited to $2000 per year. COLLEGE WORK STUDY PROGRAMS (CWS) Dependent $6030 200 400, 450, 5201 Tuition Room Board Books Personal Expenses Independent $6030 200 520 This Federal program permits the College to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session. *Fees are subject to change without notice. The allowance for personal expenses varies with the distance between the student's home and the College. 'Undetermined at time of publication. 1 NATIONAL DIRECT STUDENT LOAN (NDSL) These loans are made by the College directly to students using funds provided, for the most part, by the Federal Government. The maximum loan for four years of undergraduate study for the first baccalaureate degree is $6000. No interest accrues and no payment is required while the borrower is enrolled at the College. Repayment begins six months after the borrower terminates attendance at the College. There is provision for deferment if the borrower returns to at least half-time study at another institution. Depending on the total loan commitment, the repayment may extend from ten to twenty years. FEDERALLY INSURED/GUARANTEED STUDENT LOAN (FISL/GSL) These programs enable a student to borrow directly from a bank, credit union, savings and loan association or other participating lender who is willing to make the educational loan. The loan is guaranteed by a state or private nonprofit agency or insured by the Federal Government. The maximum amount a student may borrow is $2,500 a year. No interest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. The interest rate is nine percent per annum for any student who obtains his first GSL after January 1, 1981. The interest rate for BILLING AND DEPOSITS Billing for tuition and fees is done prior to each semester. The charges are due and payable in full on or before the registration dates for that semester. Those who may wish to pay in monthly installments should inquire of the Treasurer about the various commercial tuition payment or loan plans available to St. John's College students and parents. Since determinations affecting students, faculty and physical facilities must be made well in advance of the beginning of each academic year, the College must know in April which returning students will register in September. A deposit of $150 on the fees for the following year is therefore due on or before the first Monday in April for prospective sophomores, juniors and seniors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, he may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, military service, aca- �60 I ST. JOHN'S COLLEGE demic dismissal or (in the case of prospective juniors) failure to enabJe. If the student should decide not to enroll in the year for which he made the deposit, the deposit is forfeited, and he must make a new deposit to secure his place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the College Treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $75, called the Caution Fee, which is subject to charges for laboratory breakage, damage to or loss of college property and other minor mishaps. This fee is paid once at the beginning of the Freshman Year, but each student must bring the balance (after damages assessments, if any) up to the full $75 at registration each semester. If unused, it is refunded on request at the end of the academic year or when a student leaves the College. Each graduating senior must pay a Commencement Fee of $25 at the beginning of the second semester of the Senior Year. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $25 for late registration for each semester. The cost of books is about $200 a year. Class 1=opies of many of the program books are available in the College library. · Veterans and Social Security recipients qualified to receive educational benefits may arrange with the Treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they receive their benefit payments. These arrangements must be made prior to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Security Administration. Students with outstanding debts to the College may not register for classes at the beginning of the second and subsequent semesters unless they have made appropriate arrangements with the Treasurer. The College may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND POLICY If a student withdraws or is dismissed during any semester, a refund of fees for tuition will be made according to the following schedule: The first two weeks: 80% The third week: 60% The fourth week: 40 % The fifth week: 20 % The sixth week and thereafter: no refund The above schedule also applies to room and board in Annapolis. In Santa Fe, a refund on fees for board will be made on a pro rata basis; there will be no refund made for room fees. If applicable, refunds will be made to students only after refund payments are first made to such federal and state funds as the Pell Grant Program, the Supplemental Educational Opportunity Grant Program, the National Direct Student Loan Programs, the Federally Insured/Guaranteed Student Loan Programs, State Student Grant or Scholarship Programs, and to any institutional financial aid programs. Enrolled students due refunds because their financial aid exceeds monies due the College will receive those refunds in accordance with a schedule of payments determined by the Financial Aid Director on each campus. Refunds for substantiated medical reasons will be on a pro rata basis. FEES & FINANCIAL AID I 61 CRITERIA FOR JUDGING SATISFACTORY PROGRESS REGULAR STUDENTS Provisions of the Higher Education Act of 1976 require that each post~eco~dary i_nstitution make available information concerning the criteria for 1udgmg satisfactory progress. The criteria for St. John's College follow: Any student is deemed to be making satisfactory progress if at the end of the current semester he is permitted to enter the next semester, and if that next semester will not include the repetition of any work. This permission is normally granted by a committee composed of all the student's tutors the "Don ~ag Committee:" The Don Rag C?mmittee grants the permission' only after it has asse~sed h1~ curre~t semesters ~ork in all parts of the Program and has appro".ed its quality. This assessme~t is conducted in his presence by all of his t~to~s m common. At the end of his Sophomore Year, however, this permiss10n is granted b~ the J?e~n and the Instruction Committee in the light of his overall work durmg his first two years. At the end of the first semester of his Senior Year it is granted almost automatiCally. . In except~onal cir~umstances a student is permitted to begin a semester with the special reqmrement that he meet certain conditions during the course of the semester. In these cases the student is deemed to be making satisfactory progress unless the Dean determines that the conditions have not been met. When the conditions have not been met, the Dean, in consultation with the Instruction Committee, decides what further determination is to be made of the case. If the student is permitted to remain in the College he is deemed to be making satisfactory progress. ' VETERANS In compliance with Federal and State regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans. 1. St. John's will report to the Veterans Administration within 30 days all incidents of official termination or change of status that would affect benefits. 2. Minimum acceptable grades of a C average are expected. If a student falls below this average and/ or his tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the Dean who may ask the student to leave the College or may place him on academic probation. During that probation period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to the V.A. A third semester of certification may not be granted for V.A. benefits without approval of a V.A. counseling psychologist. 3. V.A. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a V.A. enrolled student withdraw from any course at any point subsequent to the midterm point of any semester, a grade of F will be assigned. 4. St. John's will report to the V.A. when a student has not successfully completed 75% of the credits attempted. 5. St. John's will inform students on V.A. benefits of this policy on minimum standards of progress. �"'''" P' ';:::,; > ,;,,,, ,,,,,;;,,!";;,,,,; ;_,;iiim'""iiiiiw0;;,:, "'""'"'''"'~'&' ________.._ _ _ _ _ _ _ __ r:J) ""'""" ~ DJ ~ IGLEHART~ HALL (GYMNASIUM) ~~ TENNIS COURTS n ~ s ~ n I Coffee Shop § I: 'Z' :ii ~ r:J) rlJ .....J r-l • e. .... ~o .a z =t ~ Q.. .... r:J) 8 x\cM r"' ~ G") rr.t en ~ en ~ 'Tl r:J) i ~ ;j z·H ID ~ SOCCER """ ~a ~ ~ 2. n Q NINA S. GARSON GARDEN ANO R£fLECTINGPOOL =t z "" r:J) ~ ~ ~ �64 I ST. JOHN'S COLLEGE BOARD/65 BIBLIOGRAPHY BOARD OF VISITORS AND GOVERNORS BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J., and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER J., and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. AMERICAN LIBRARY ASSOCIATION: Classics of the Western World, with forewords by John Erskine and Everett Dean Martin, 1944. BARZUN, JACQUES: The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., Boston, 1945. BELL, DANIEL: The Reforming of General Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BRANN, EVA: The Paradoxes of Education in a Republic, University of Chicago Press, 1979. BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. BUCHANAN, SCOTT: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. DARKEY, WILLIAM (Editor et al): Three Dialogues on Liberal Education, St. John's College Press, 1979. ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GOLDWIN, ROBERT A. (Editor): Higher Education and Modern Democracy, Rand McNally and Co., 1967. GRANT, GERALD and DAVID RIESMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945. HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953. LEWIS, C. S.: The Abolition of Man, Macmillan Publishing Co., Inc., 1947. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. OFFICERS Chairman Mr. Charles A. Nelson Vice Chairmen Mr. Karl Van Tassel Miss Harriet C. Higgins Secretary Mr. Jerome La Pides MEMBERS EMERITI Mrs. Lowell R. Ditzen Dr. Douglas H. Gordon Mr. John Gaw Meem Mrs. Duane L. Peterson Hon. Adolph W. Schmidt MEMBERS EX OFFICIO The Governor of Maryland The Governor of New Mexico The President of the College The Dean of Annapolis The Dean of Santa Fe The Provost of the College Term Expiring 1983 Mr. David Ater Santa Fe, NM Mr. Stephen L. Feinberg El Pazo, TX Dr. Robert A. Goldwin Washington, DC Mr. John T. Harrison, Jr. Stanford, CT Miss Harriet C. Higgins New York, NY Mr. Daniel T. Kelley, Jr. Santa Fe, NM Mr. Daniel R. Kenney Winchester, MA Mrs. Carleton Mitchell Annapolis, MD Mr. Maurice B. Mitchell Santa Barbara, CA Mr. Harrison Sheppard San Francisco, CA Mr. Theodore H. Smyth Santa Barbara, CA Mr. J. I. Staley Wichita Falls, TX Mr. Roger W. Straus, Jr. New York, NY Vice Admiral James B. Stockdale Stanford, CA Mr. Stephen L. Tucker Santa Fe, NM Mr. Karl Van Tassel Lake Forest, IL Dr. Dalton M. Welty Hagerstown, MD Term Expiring 1984 Dr. Mortimer J. Adler Chicago, IL Mr. Peter A. Benoliel Philadelphia, PA Mrs. Rebecca BrinkleyConnelly Denver, CO Mrs. Louis Talbot Trigg Santa Fe, NM Term Expiring 1985 Mr. Victor G. Bloede Long Island, NY Mrs. Bayard Clarkson New York, NY Mr. Walter F. Evers Cleveland, OH Mr. James H. Frame New York, NY Mr. Harvey Goldstein Miami, FL Mr. Thomas M. Carnes San Francisco, CA Mr. Allan P. Hoffman Lawrence, NY Mr. Ray C. Cave New York, NY Mr. Jerome La Pides Annapolis, MD Mr. John H. Dendahl Santa Fe, NM Mr. Sanford E. McCormick Houston, TX Mr. James M. Donnelley Chicago, IL Mr. Alexander K. McLanahan Houston, TX Dr. R. Philip Hammond Santa Monica, CA Dr. Irwin Hoffman New York, NY Mr. A. Scott Kelso Houston, TX Mr. Charles A. Nelson New York, NY Mrs. James Ritchie Santa Fe, NM Mr. Boyd Pratt Santa Fe, NM Mr. John E. Robson Chicago, IL Mrs. Donald Rumsfeld Winnetka, IL Mr. W. T. Terry, Jr. St. Louis, MO Dr. Thomas B. Turner Baltimore, MD Mr. John L. Williams Sacramento, CA ii' 11;, II,, 1111,, �66 I ST. JOHN'S COLLEGE FACULTY TUTORS President Edwin Jules Delattre B.A., University of Virginia, 1963; Ph.D. in Philosophy, 1970, University of Texas at Austin; Instructor of Philosophy, Texas Lutheran College, 1967; Instuctor-Associate Professor of Philosophy, University of Toledo, 1968-76; Member, National Humanities Faculty, 1972-, Director, 1976-80; Matchette Foundation Advisory Board, 1977-; National Endowment for the Humanities Board of Consultants, 1978-; President, SL John's College, 1980-. ANN APO US Dean of the College in Annapolis Samuel S . Kutler B.A., St. John's College, Annapolis, 1954; Graduate Study, American University, 1955-61; Assistant Mathematician, 1954, Associate Mathematician, 1957, Mathematician, 1961, The Johns Hopkins University Applied Physics Laboratory; Instructor, American University, 1960; Visiting Tutor, St. John's College, Annapolis, 1960, Tutor, 1961-, Andrew W. Mellon Tutorship, 1972-, Dean, 1982-. Joseph \;\/infree B.A., 1934, M.A., 1935, University of Virginia; M.Div., Virginia Theological Seminary, 1938; Ph.D., University of Virginia, 19L18; Student at the Institute Catholique de Paris, 1951-52; Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia; Tutor, St. John's College, 1941-, Assistant Dean, 19L17, Addison E. Mullikin Tutorship, 1959-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1966-67. P. McGrath B.A, l93Ll, Diploma in Education, 1935, University of Liverpool; Language Instructor, London County Council, and Language Studies at Universities of Liverpool, London, Paris, Dijon, 1936-40; Armed forces, 1940-46; Language Instructor, London County Council, 1946-47; Visiting Professor, University of Puerto Rico, 1960; Tutor, St John's College, Annapolis, 1948-, Addison E. Mullikin Tutorship, 1968-. Curtis A Wilson 13.A., University of California, Los A.ngeles, 1945; M.A., 1946, Ph.D., 1952, Columbia University; Tutor, St. John's College, f\.m1apolis, 1948-64, 1973-, Santa Fe, 1964-66, Dean, A..nnapolis, 1958-62, 1973-77; Visiting Research Fellow, BirkbeckCollege, University of Lo;, don, 1962-63; Visiting Associate Professor, 1966-68, Professor, 1968-73, University of California, San Diego; Corresponding ·Member, Acadernie Internationale d' Histoire des Sciences, 1971-; Andrew W. l\tlellon Tutorship, 1974-. Barbara Hopkins Leonard B .A., Oberlin College, 1937; M. S., 1941, Ph.D., 1948, University of Rochester; Assistant in Zoology, Oberlin College, 1936-38; Oberlin College Scholar, Marine Biological Laboratory, Woods Hole, Massachusetts, 1937; Histological Technician, Department of Pathology, Yale Medical School, 1938-39; Graduate Scholar in Biology, University of Rochester, 1940-41, Graduate Teaching Assistant in Biology, 1941-44; Visiting Lecturer m Zoology, Oberlin College, 1944-45; Instructor in Zoology, Smith College, 1945-51; Smith College Scholar, Marine Biological Laboratory, Woods Hole, Massachusetts, 1949; Tutor and Assistant Dean, St. John's College, Annapolis, 1951-, Arthur de Talma Valk Tutorship, 1968-; Fulbright Lecturer and Honorary Professor of Zoology, Lady Doak College and American College, Madurai, South India, 1962-63. FACULTY 167 Douglas Allanbrook Boston University, 1938; Brown University, 1939-41; University of Florence, 1946; B.A., Harvard College, 1948; Active duty, United States Army, 1942-45; Traveling Fellow, Harvard University, 1948-50; Pupil of Nadia Boulanger, Paris, 1948-50; Fulbright Fellow in Italy-Conservatorio San Pietro a Majella, Pupil of Ruggiero Gerlin in Harpsicord and Early Keyboard Music, 1950-52; Teacher of Composition and Theory, Peabody Conservatory, 1955-57; Tutor, St. John's College, Annapolis, 1952-; Member, Corporation of Yaddo, Saratoga Springs, New York, 19710 Eva T.H. Brann B.A., Brooklyn College, 1950; M.A., 1951, Ph.D., 1956, Yale University; Fellowofthe American Numismatic Society, Sumffi€r, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agor a Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, 1975-77; Tutor, St. John's College, Annapolis, 1957-, Addison K Mullikin Tutorship, 1971-; Fellow, Woodrow Wilson International Center for Scholars, 1976-77; Arnold Visiting Professor, Whitman College, 1978-79. Edward Grant Sparrow B.A., Harvard College, 1951; LLB", Harvard Law School, 1954; M.A., Teachers College, Columbia University, 1957; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1964-66; Dean, St. John's College, Annapolis, 1977-82. Bryce Du Val Jacobsen B.A., St. John's College, A.rmapolis, 1942; farmer and carpenter, 1942-57; 1i.itor and Director of Athletics, SL John's College, Annapolis, 1958-. Edward Malcolm Wyatt B.A., 1953, M.A., 1956, University of Virginia; Instructor in Mathematics, University of Virginia, 1955-58; Tutor, St. John's College, Annapolis, 1958-, Ar1drew W. Mellon Tutorship, 1972-. Thomas J. Slakey B.A., St. Mary's College, California, 1952; M.A., Universite Laval, Quebec, 1953; Ph.D., Cornell University, 1960; Tutor, SL John's College, Annapolis, 1959-64, 1976-, Santa Fe, 1964-71; Vice-President for Academic Affairs, 1971-74, Associate Professor, 1974-76, St. Mary's College. Beate Ruhm von Oppen B.A., University of Birmingham, England, 1939; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal Institute of International Affairs, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Project of the Committee for the Study of War Documents of the American Historical Association, 1959-60; Tutor, St. John's College, Annapolis, 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History, Smith College, 1963-64, University of Massachusetts, 1964-65; Member, Institute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71; National Endowment for the Humanities Editing Grant, 1978-79. �68 I ST. JOHN'S COLLEGE Lawrence Berns B.A., 1950, Ph.D., 1957, University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1956-59; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-; Associate Professor of Philosophy, Rosary College, (Leave of absence, 1966-67); Associate, Clare Hall, Cambridge University, 1971-72. Michael S. Littleton B.S., 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Foundation, 1960; S.T.M., Union Theological Seminary, 1967; United States Navy, 1955-57; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Robert B. Williamson B.A., 1955, M.A., 1957, Ph.D., 1967, University of Virginia; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Elliott Zuckerman B.A., 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea Fellow in Modem European History, 1954-55, Lecturer in History, 1956-61, Columbia University; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Director, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, April-June, 1973, Andrew W. Mellon Tutorship, 1974-; Associate of Clare Hall, Cambridge University, 1970-71. Joseph P. Cohen FACULTY 169 of_Illinoi~, C~icago, 19_54-64; National Science Foundation Science Faculty Fellows~11:',. Umvers1ty of Chicago, 1961-62; Tutor, St. John's College, Annapolis, 1964-; V1~1hng Lecturer, Department of Hydrology and Water Resources, University of Arizona, 1973-74. Benjamin Charles Milner, Jr. B.A., Emory University, 1949; B.D., Columbia Theological Seminary, 1955; Ph.D, Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and Interpretation, 1959-62, Assistant Professor, 1963-65, Wellesley College; Tutor, St. John's College, Annapolis, 1965-, Assistant Dean, 1977-78, 1979-81, Director, The Graduate Institute in Liberal Education, Annapolis, 1980-. Geoffrey Comber Dipl?ma in Education'. Universit". of ~ondon, 1953; A.R.C.M., Royal College of Music, 1954; M.A., Oh10 State Umvers1ty, 1957; Fullbright Scholar 1955· Instructor in ~usic and Graduate. Studies in Philosophy, Ohio State Uni~ersit;, 1958-61; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, Univ~rsity of Waterloo, Onta?o, 196~; Tutor, St. John's College, Annapolis, 1965-, Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Liberal Education, Santa Fe, 1970-74, Director of Adult Education, 1968-74, 1975-76, Director of Summer Program, 1974, 1976, Associate Director, The Graduate Institute in Liberal Education, Annapolis, 1977-80, Director of Continuing Education, 1978-. George Doskow B.A., St. John's College, Annapolis, 1956; J.D., University of Maryland Law School, 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, University of Chicago, 1960-62; Tutor, St. John's College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72. B.A., Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut; Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St. John's College, Annapolis, 1965-. John Sarkissian B.A., University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, 1964-65; Tutor, St. John's College, Annapolis, 1965-, Tutor, The Graduate Institute in Liberal Education, Santa Fe, 1971-72, Annapolis 1977-. University of Chicago, 1939-41; U.S. Army, 1942-46 (Princeton University, 1943, A. S .T. P.); B. S., M. S., University oflllinois, 1946-48; University of Chicago, 1948-54; Instructor, Biological and Physical Sciences, Pestalozzi-Froebel Teachers College, Chicago, 1948-53; Instructor, University of Indiana, 1948-50; Traveling Fellow and Research Associate, Institute of Human Heredity, University of Bologna, Italy, 1955-56; Instructor in Biological Sciences, Chicago City College, 1956-58; Instructor, Biological Science, University of Illinois, 1958-62; Tutor, St. John's College, Annapolis, 1963-. David H. Stephenson B.A., Columbia College, 1958; Columbia University, 1960; New York State Teaching Fellowship, 1958-60; Director of Men's Chorus, New York Association for the Blind, 1959-62; Music Instructor, Riverdale Country Day School, 1960-61; Chorus Director, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y. Crowell Company, 1961-63; Tutor, St. John's College, Annapolis, 1963-. Howard J. Fisher Brother S. Robert, F.S.C. B.A., St. Mary's College; Ph.L., Ph.D., Universite Laval, Quebec; Visiting Tutor, St. John's College, Annapolis, 1%6-67, Tutor, 1972-. Gisela Berns Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen I, University of Heidelberg, 1963; Fellow Deutscher Akademischer Austauchdienst, University of Florence, 1963-64; Ph.D., University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St. John's College, Annapolis, 1967-. Louis N. Kurs Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; M.S., University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, University of Chicago, 1948-49; Instructor in Physical Science and Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Production Division, South Works, United States Steel Corporation, 1951-54; Instructor in Geology, University Nicholas Maistrellis B.S., Bates College, 1962; Department of History of Science, 1962-67, Teaching Assistant, 1962-66, University Fellow, 1966-67, University of Wisconsin; Tutor, St. John's College, Annapolis, 1967-. �70 I ST. JOHN'S COLLEGE FACULTY/ 71 Harry L Golding Joe Sachs B.A., University of Omaha, 1954; M.S., Northwestern University, 1958; National Science Foundation Fellow, 1954-55; Instructor in Chemistry, DePauw University, 1958-63; National Science Foundation Science Faculty Fellow, Purdue University, 1963-64, Member of the Faculty, 1964-68; Chairman, Natural Science Area, 1967, Director of Shimer College in Oxford, 1967-68, Shimer College; Tutor, St. John's College, Annapolis, 1968-. B.A., St. John's College, Annapolis, 1968; Graduate Student, The New School for Social. Research, New York, 1971-73; M.A., Pennsylvania State University, 1975; Teachmg Assistant, Pennsylvania State University, 1973-74; Tutor, St. John's College, Annapolis, 1975-. Harvey Flaumenhaft B.A., 1960, M.A., 1962, University of Chicago; Woodrow Wilson Fellow, Harvard University, 1960-61; Graduate Study, University of Chicago, 1961-65; Lecturer in the Liberal Arts, University of Chicago, 1965-66; Lecturer in Political Science, Roosevelt University, 1965; Instructor in Government, Wheaton College, Massachusetts, 1966-68; Tutor, St. John's College, Annapolis, 1968-. Wye Jamison Allanbrook B.A, Vassar College, 1964; M.A., 1965, Ph.D., Stanford University, 1974; Woodrow Wilson Fellowship, 1964-65; Teaching Assistant in Music, Stanford University, 1967-69; Tutor, St. John's College, Annapolis, 1969-. William W. O'Grady, Jr. A.B., University of Notre Dame, 1966; M.A., 1968, Ph.D., 1970, University of Chicago; Woodrow Wilson Fellow, 1966-67, Danforth Fellow, 1966-70, Humanities Fellow, 1967-70, University of Chicago; Tutor, St. John's College, Annapolis, 1970-, Santa Fe, 1980-83. John F. White B,A., St. John's College, .Annapolis, 1965; M.A., The New School for Social Research, 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John's College, .Annapo- lis, 1971-. David Edward Starr B.A., Gordon College, 1962; M.A., 1966, Ph.D., 1972, Boston University; Graduai:e Assistant in Philosophy, Boston University, 1963-64; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor in Philosophy, University of Rhode Island, 1966-71; Tutor, St. John's College, Annapolis, 1972-80, 1982-, Director of The Graduate Institute in Liberal Education, Santa Fe, 1980-82. Leo F. Raditsa RA., Harvard College, 1956; University Scholar, 1960-61, University Fellow, 1961-62, MA, Columbia University, 1962; President's Fellow, 1962-63; Fulbright, University of Munich, 1964-65, Berlin, 1965; Instructor, New York University, Washingon Square College, 1965-68; Assistant Professor, 1968, Ph.D., Columbia University, 1969; Tutor, St. John's College, Annapolis, 1973-; National Endowment for the Humanities Fellow, National Fellows Program, Hoover Institution on War, Revolution and Peace, Stanford, California, 1977-78. David Bolorin B.A, Cornell University, 1966; Graduate Student, University of Chicago, 1966-68; Ph.D., New York University, 1974; Yale University Lecturer in Classics, 1971-73; Woodrow Wilson Fellow, 1966-67; University of Chicago Humanities Fellowship, 1966-68; National Defense Education Act Fellow, 1968-71; Tutor, St. John's College, Annapolis, 1974-. Deborah Schwartz Renaut B . A., St. John's College, Annapolis, 1968; M.A., Johns Hopkins University, 1971; M.S., Georgetown University, 1974; Tutor, St. John's College, Annapolis, 1974-. Michael Comenetz B.~., \he John.s Hopkins University, 1965; M.A., 1967, Ph.D., 1972, Brandeis Umvers1ty; Assistant Professor of Mathematics, University of Kansas 1972-75; Tutor, St. John's College, Annapolis, 1975-. ' Chaninah Maschler B.A., Gty College,of New_ York, 1953; M.A. in Philosophy, Yale University, 1955; U~1vers1ty Fellow, \"ale Umvers1ty, 1953-55; Alice Freeman Palmer Fellow, work on Peme, Yale Umvers1ty, 1956-58; Department of Philosophy, Pennsylvania State Umvers1ty, 1959-61; Department of Philosophy, C.C.N.Y., 1961-62; Department of Philosophy, Barnard College, 1962-64; Reader and Translator for H~rper Torchbo?ks, 196~-70; Queens College A.CE. Program, 1970-72; Queens College Liberal Ar~~ Inshtme: 1972-76; Bank Street College of Education, 1972; Tutor, The Graduate Insntute m L1b~ral Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976, Tutor, St Johns College, Annapolis, 1976-. Howard Zeiderman Dartmouth College, 1962-63; B.A., St. John's College, Annapolis, 1967; M.A., Pnnceton Umvers1ty, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-77, Annapolis, 1978-. Robert P. Druecker B.S., Marquette University, 1966; Graduate Study, Philosophy, Yale University, 1966-68; M .A, Boston University, 1974; Woodrow Wilson Fellow, 1966-67; Teacher, Rye Country Day School, Rye, New York, 1968-69; Teacher, Friends Seminary School, New York, 1969-70; Teacher of English and German, Institute France AudioVisuel, Paris, 1971; University of Paris, 1970-71; University of Florence Summer Sc~_ool, 1971; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; Fulbn?ht and Amencan Scandinavian Foundation Fellow, Norway, 1976; Tutor, St. Johns College, Annapolis, 1977-. Peter Kalkavage B.A:, 1973, M.A., Pennsylvania State University, 1976; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor, St. John's College, Annapolis, 1977·. Mera J. Flaumenhaft B.A., University of ~hicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvama; Woodrow 1N1lson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; Instructor, 1970-71, Assistant Professor, 1971-76, Anne Arundel Community College; National Endowment for the Humanities Grant 1977· Tutor St. John's College, Annapolis, 1977-. ' ' ' David Guaspari B_.S., Renssefaer Polytechnic Institute, 1969; Ph.D., University of Cambridge, 1974; U..S. Churchill Foun~a.twn Scholar, 1969-72; Lecturer in Mathematics, Cambridge, !Vhchaelmas, 1973; .V1s1tmg Assistant Professor, State University ot New York, J:)utfalo, 1974-75;_ V'.s1hng Assistant Professor, University of California, Berkeley, summer,. 1974; V1s1tmg Lecturer, 1975-77, Visiting Assistant Professor, Texas Tech University, 1977-78; Tutor, St. John's College, Annapolis, 1978-. �72 I ST JOHN'S COLLEGE Kelton Ray McKinley B.A., Case Western Resenre University, 1970; M.S., 1972, Ph.D., 1975, Michigan State University; Research Assistant, Paleoecology, 1969, Case \t\lestern Resenre University and Cleveland Museum of Natural History; Research Assistant, Limnology, 1972-75, Research Associate, Freshwater Ecology, 1975-76, Assistant Professor, 1976, W.K. :Kellogg Biological Station, Michigan State University; Associate Research Scientist, Estuarine Phytoplankton Ecology, 1976-78, McCollu.m-Pratt Institute, Johns Hopkins University; Tu.tor, St. John's College, Annapolis, 1978-. Anthony James Carey St. John's College, Annapolis, 1963-65; B.A., University of North Carolina, 1967; M.A., The New School for Social Research, 1973; U.S. Marine Corps, 1967-69; Graduate Study in Music, University of North Carolina, 1969; Part-time Instructor in Philosophy, East Carolina University, 1974-78; Part-time Instructor in Philosophy, North Carolina Wff~<.::yan College, 1976-78; Tutor, St. John's College, Annapolis, 1979-. William Jon Lenkowski B.A., Marquette University, 1965; °fl.II.A., Philosophy, The New School for Social Research, 1970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instruction in philosophy, Rutgers University, 1968-76; Visiting Lecturer, philosophy of science, New York Institute of Technology, 1976-77; Lecturer, ancient Greek philosophy, New School for Social Research, 1977-79; Tu.tor, St. John's College, Annapolis, 1979-. S. Tuck B.A., Columbia University, 1969; B Phil., Oxford University, 1971; M.A., University of California, Berkeley, 1972; Graduate Study in English, University of California, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, 1969-71; Kent Fdlow (Dan.forth Foundation), 1971-77; Teaching Assistant, Department of English, University of California, Berkeley, 1973-74; Associate, Residential Program in History and Literature, University of California, Berkeley, 1975; Associate, Department of English, University of California, Berkeley, 1976-78; Instructor of English, Pikes Peak Community College, 1979; Tu.tor, St. John's College, Armapolis, 1979-. Alfred J. DeGrazia HI B.A., Swarthmore College; M.A., Harvard University, 1968, Ph.D. Candidate, 1968, Teaching Assistant; Tutor, St. John's College, Santa Fe, 1972-77; Lecturer, University of Santa Clara, 1978-79; Tu.tor, St. John's College, Jrnnapolis, 1979-. Thomas May B.A., Loyola College, 1971; M.A., 197.5, Ph.D. Cand., Fordham University; Assistant Professor of Philsophy, Loyola College, 1974-79; Visiting Lecturer in Philosophy, Goucher College, 1976-78; Tutor, St. John's College, Annapolis, 1979-. Marilyn Douville B.S., University of Michigan, 1975; M.S., University of Michigan, 1977; Associate Mathematician, 1977-79, Johns Hopkins University Applied Physics Laboratory; Tu.tor, St. John's College, Annapolis, 1979-. William ~Aullen B.A., Hanrard College, 1968; Ph.D., University of Texas, Austin, 1972; Acting Assistant Professor of Classics o.nd Comparative Literature, University of California, Berkeley, 1971-73; Hodder Fellow in the Humani_ti~s, Princeton University, 1973-74; Assistant Professor-In Classics, Boston University, 1975-80; Junior i'ellow, Center for Hellenic Studies, 1978-79; Tutor, SL John's College, Annapolis, 1980-. FACULTY/ 73 SANTA FE Dean of the College in Santa Fe Robert A Neidorf B.A., 1951, M.A., 1955, University of Chicago; Ph.D., Yale University, 1959; Instructor and Assistant Professor of Philosophy, Bucknell University, 1959-62; Assistant and Associate Professor of Philosophy, State University of New York at Binghamton, 1964-67; Tutor, St. John's College, Annapolis, 1962-64, Santa Fe, 1967-, Director of The Graduate Institute in Liberal Education, 1970-73, Dean, 1973-77, 1982-. William A Darkey B.A., St. John's College, Annapolis, 1942; M.A., Columbia University, 1949; Tutor, St. John's College, Annapolis, 1942-46, 1949-64, Santa Fe, 1964-, Associate Dean, 1968-70, Dean, 1968-73, Director, Task Force on the Liberal Arts, 1974-. Robert S. Bart B.A., Harvard College, 1940; M.A., St. John's College, 1957; Sheldon Traveling Fellow, Harvard University, 1940-41; Tutor, SL John's College, Annapolis, 1946-75, 1976-77, SaI1ta Fe, 1975-76, 1977, 1982-, Dean, 1977-82. Thomas King Simpson B.A., St. John's College, Annapolis, 1950; M.A. in Teaching, Wesleyan University, 1955; Ph.D., Johns Hopkins University, 1968; Instructor, American University at Cairo, Egypt, 1950-53; Teaching Intern, St. John's College, Annapolis, 1955-56, Tutor, 1956-73, Santa Fe, 1973-; Curriculum counselor and member of the faculty, The Key School, 1970-73. Michael Ossorgm Lycee Russe, Paris, 1938; Consenratoire Russe a Paris, 1932-35, 1942-44; LTh., Institu.t de Theologie Orthodoxe, Paris, 1942; Instructor in Music, Institut de Theologie Orthodoxe, Paris, 1944-46; Instructor in Theology, St. Tikhon's Seminary, Pennsylvania, 1947; Secretary of the Orthodox Diocese in Alaska, 1948-49; Teacher of Music, Bureau of Indian Affairs, Department of the Interior, 1950-56; Associate Professor, Consultant, St. John's Program, St. lv1ary's College, California, 1961-62; Tu.tor, St. John's College, Annapolis, 1956-66, Santa Fe, 1966-, Norma Fiske Day Tutorship, 1975-. Charles G. Bell B.S., University of Virginia, 1936; Rhodes Scholar, Oxford University, B.A., 1938, M.A., 1966, B" Litt., 1939; Instructor and Assistant Professor of English, Iowa State College, 1943-45; Wartime Assistant in Physics, 1945, Research Assistant in Physics, 1945, Assistant Professor of English, 1945-49, Princeton University; Guest Lecturer, Black Mountain College, Summer, 1947; Rockefeller Grant for study in Europe, 1948; Assistont Professor of Hu.mamties, University College, University of Chicago, 1949-56; Gu.est Professor, Fulbright Program, Techmsche Hochschule, Munich, Germany, 1958-59 (Ku.lturgeschichte als die Geschiechte symbolischer Formen); Poet in Residence and Gu.est Professor, University of Rochester, Sprmg, 1967; Guest Professor, State University of New York at Old Westbury, Spri:.ng, 1970; Tu.tor, SL John's College, Annapolis, 1956-67, Director of Adult Education, 1957-58, Santa Fe, 1967-, Director, Grnduate Preceptorial in Dimensions of History, 1972-73. Samuel Emmons Brown Harvard College, 1936-37; Diploma, Black Mountain College, 1945; M.A., 1956, Ph.D., 1962, Indiana University; Private tutoring, 1946-48; Director of Mu.sic, Windsor Mountain School, 1948-49; Director of Music, Verde Valley School, 1950-53; John H. Edwards Fellow, 1955-56; Part-time Teacher, Indi;.ma University, 1956-57; Tutor, St. John's College, Annapolis, 1958-65, Santa Fe, 1965-. �FACULTY/ 75 74 I ST. JOHN'S COLLEGE Thomas A. McDonald St. John's College, Annapolis, 1944; Military Service, 1945-_46; l!niversity of Virginia, The New School, New York, 1947-50; Graduate study m Philosophy, G~adu­ ate Faculty, 1950-52, 1955-58, Teaching Fellow, 1956-58, The New School; Lecmrer, University College, University of Chicago, 1958-62; Lecturer, Overseas-~xtension, University of Maryland, Heidelberg, Gennany, 1952-63; Tutor, St. Johns College, Annapolis, 1963-79, Santa Fe, 1979-. Department of Psychiatry, Aberdeen University, 1948-52; Instructor, Medical Psychology, University of Colorado Medical School, 1952-53; Director, Doctoral Training in Clinical Psychology, Denver University, 1954-57; Professor of Psychology and Chairman, Department of Behavioral Sciences, New Mexico Highlands University, 1957-64; Lecturer, Department of Psychiatry, Edinburgh University, Scotland, 1964-65; Professor of Psychiatry (Psychology), University of Missouri Medical School, Kansas City, 1965-66; Fellow, American Psychological Association; Tutor, St. John's College, Santa Fe, 1966-. Dean R. Haggard Roger S. Peterson B.A., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-60; Fe'.s Fund Fellow in Philosophy, Johns Hopkins University, 1960-61; Tutor, St. Johns College, Annapolis, 1961-66, Santa Fe, 1966-, Assistant Dean, 1971-73. A.B., Harvard College, 1953; A.M., 1957, Ph.D., Botany, 1959, University of Michigan; United States Navy, 1953-56; U.S. Forest Service Research, Colorado State University, 1959-62, Utah State University, 1962-66; Tutor, St. John's College, Santa Fe, 1966-. Robert D. Sacks B.A., St. John's College, Annapolis, 1954; ,Ph.D., Johns Hopkins. University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Onentales V1vantes, 1956-57; University of Chicago, 1957-59; Tutor, S,t. John's College, _Annapolis'. 1961-69, Santa Fe, 1969-; Visiting Lecturer, St. Marys College, Cahforma, 1968-69, Biblical Research, Jerusalem, 1971-72. John S. Steadman B. S., Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, United States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching Fellow, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, 1962-67, Santa Fe, 1967-, Assistant Dean, 1970-72. David Clifford Jones B.A., St. John's College, Annapolis, 1959; M.A., Univ_ersity of Melbourne, 1962; Ph.D., University of Texas, University Fellow, Umvers1ty of Melbourne; Un~versity Fellow and Bess Heflin University of Texas, 1962-64; Tutor, St. J_ohn s College, Annapolis, 1964-56, Santa Fe, 1965-, Director, Graduate Institute m Liberal Education, 1973-75, 1978-80. Robert M. Bunker AB., Harvard University, 1939; AM., 1954, Ph.D., 1955, University of New Mexico; United Pueblos Agency, Bureau of Indian P.Jfairs, 1940-51; Umted States Navy, 1942-46; Executive Secretary, Bernalillo City-County .Consolidation Committee, 1952-56; Instructor, University of New Mexico, 1955-56; Professm of English_ and Philosophy, and Chairman of both Departments, New Mexico Highlands University, 1956-65; Tutor, St. John's College, Santa Fe, 1965-. Don B. Cook A.B., Occidental College, 1958; Ph.D., University of C~lifor1:1-ia at Dav.is, ~965; Woodrow Wilson Honorary Fellow, University of Cahfonna at Davis, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-, Assistant Dean, 1981-; Teacher, Santa Fe Preparatory School, 1972-73 Elliot T Skinner B.A., University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, Woodrow Vv1lson Fellowship, Princeton University, 1964; Fellow of t_he Council for.Ph1losoph1c~l Studies, Summer Institute in Greek Philosophy a.rid Science, 1970; Tucor, St. Johns College, Santa Fe, 1965-. Stuart Boyd M.A., Aberdeen University, Scotland, 1948; Ph.D., Aberdeen University Medical School, 1952; Military Service, 1940-45; Assistant Lecturer, Chmcal Psychology, E. Ray Davis, Jr. University of Wisconsin, 1953-55; B.A., St. John's College, 1962; M.A., History and Philosophy of Science, University of Indiana, 1965; N .D.E.A. Fellowship, University of Indiana, 1962-65; Ph.D., University of California, Riverside, 1980; Tutor, St. John's College, Santa Fe, 1966-, Assistant Dean, 1977-81. Ralph Swentzel! B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico Highlands University, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. Timothy P. Miller A.B., Harvard University, 1948; B.Mus., 1949, M.Mus., 1951, Yale University; D.Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music, .A.gnes Scott College, 1957-61; Director of Music, University of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St. John's College, Santa Fe, 1967-. R. Thomas Harris, B.A., Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Illinois; University Fellow, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59, University of Illinois; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; Associate Professor, University of Maryland, 1965-68; National Science Foundation Consultant for India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, 1967-68, Visiting Professor, Summer, 1969, New York University; Corporate Consultant, Management Science, IBM, Armonk, New York, Summer, 1968; 11.itor, St. John's College, Santa Fe, 1968-" Glenn A. Freitas B.A., Classical Languages, St. Mary's College, California, 1957; Th.L, Universite Laval, Quebec, ~964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, 1966; L'Ecole Biblique et Archeologique Francaise de Jerusalem, 1964-66; Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-, Assistant Dean, 1976-77, 1982-. Paul David Mannick B.A., California State College at Long Beach, 1970; M.A., St. John's College, Santa Fe, 1973; Ph.D. Candidate, University of St. Andrew's, Scotland, 1975; University of St. Andrew's Scholarship, 1975-77; Tutor, St. John's College, Santa Fe, 1974-. �76 I ST. JOHN'S COLLEGE Phillip LeCuyer B. A., Colorado College, 1966; B.A., Merton College, Oxford University, 1969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. Stephen R. Van Luchene B.A., Arizona State University, 1969; M.A., 1971, Ph.D., 1973, University of Notre Dame; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-, Director of Admissions, 1979-81, Director of The Graduate Institute in Liberal Education, 1982-. Bruce E. Venable B.A., St. Mary's College, California, 1969; M.A., 1972, Ph.D., Classics, 1976, University of Washington; Tutor, St. John's College, Santa Fe, 1973-. Gerald Lee Myers B.A., University of Colorado, 1964; Ph.D., University of Colorado Medical Center, 1969; American Cancer Society Postdoctoral Fellow, 1969-71, Seessel Research Fellow, Yale University, 1971-72; Faculty, Shimer College, 1972-74; Tutor, St. John's College, Santa Fe, 1974-. Kent H. Taylor B.A., Yale University, 1963; M.A., University of Georgia, 1965; Ph.D., University of California at Santa Cruz, 1976; University of California at Santa Cruz, 1967-68; Defense Language Institute, Monterey, California, 1968-69; Heidelberg University, 1971-73; Instructor, University of Georgia, 1965-67; Teaching Assistant, University of California at Santa Cruz, 1967-71; Tutor, St. John's College, Santa Fe, 1974-. Georgia S. Knight B.S., Philosophy, 1970, M.A., English, 1972, Doctoral Candidate, 1974, University of Utah; Teaching Fellow, University of Utah, 1970-74; Tutor, St. John's College, Santa Fe, 1974-. Elizabeth S. Engel FACULTY 177 Graduate Institute in Liberal Education, Santa Fe, 1976, Tutor, St. John's College ' Santa Fe, 1976-. Lynda Jean Myers · B.A., St. John's College, Santa Fe, 1971; M.A. University of North Carolina 1975· Ph.D. Candidate, The Catholic University of America; Tutor, St. John's C~llege' Santa Fe, 1977-. ' Grietje Sloan B.A., Radcliffe College, 1958; M.A., 1963, Ph.D., 1974, University of California at Berkeley; Instr_uctor i~ French, University of Arizona, 1960-61; University Fellow, ~962:63, Teaching Assistant, 1963-65, Graduate Traveling Fellow, 1966-67, Instructor in H~story, ~968-_69, U~iversity of California, Berkeley; Instructor, Chico State University, Cahfom1a, Spnng 1975; Teaching and Research Fellow, Stanford University, Fall, 1975; Faculty, Holy Nam~s C~llege, 1977; Lecturer, University of California, Ber~eley, 1977; Instructor, Umvers1ty of New Mexico, 1977-78; N.E.H. Summer Seminar, 1978; Tutor, St. John's College, Santa Fe, 1978-. Sharon H. Garvey Universidad Anahuac, Mexico City, 1973-74; B.F.A., University of Notre Dame 1977; M.A., St. John's College, 1978; Instructor, University of Notre Dame Fali' 1975; Tutor, St. John's College, Santa Fe, 1978-. ' ' Edward Cary Stickney B.A:, St. John's College, Annapolis, 1975; M.A., Philosophy, Albert-Ludwigs Univers1taet, Freiburg, W. Germany, 1979; Tutor, St. John's College, Santa Fe, 1980-. Nancy Dunning Buchenauer ~.A., History, ~967'. M.A., Ancient History, Cornell University, 1969; Ph.D., Clas- sics, Brown Umvers1ty, 1980; Ford Foundation Fellow, 1966-68; University Fellow in Classics, Brown University, 1969-70; Tutor, St. John's College, Santa Fe, 1980-. Michael G. Oink Harvard University, 1970-72; B.A., St. John's College, Annapolis, 1975; M.A., Philosop~y, The Catholic University of America, 1978; Teaching Assistant and Doctoral Candidate, The Catholic University of America, 1978-80; Tutor, St. John's College, Santa Fe, 1980-. Charlotte Gray Martin B.A., Pomona College, 1967; M.Phil., 1971, Ph.D., Philosophy, 1973, Teaching Assistant, 1969, Yale University,; Teacher, Shimer College, 1971-73; Assistant Professor of Philosophy, California State University at Humboldt, 1973-75; Tutor, St. John's College, Santa Fe, 1975-. B.A., University of Colorado, 1972; Deutscher Akademischer Austauschdienst Dan~stipendium, l!niversity of Freiburg, 1972-73; Ph.D., Classics and Comparative ?tud1es, Boston Umversity, 1979; Teaching Fellow, Boston University, 1975-78; Visiting Lecturer, Colorado College, 1978-79; Assistant Professor, University of Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, 1980-. John Joseph Verdi Peter Dragan Pesic B.S., Psychology, Fordham University, 1972; M.A., 1974, Ph.D., Philosophy, 1975, University of Southern California; M.A., Experimental Psychology, University of California, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-. A.B., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, 1970-75; Lecturer, Stanford University 1976-80· Tutor ' ' ' St. John's College, Santa Fe, 1980-. Phillip Prescott Chandler, II B.A., St. John's College, Santa Fe, 1968; Ph.D., University of California at San Diego, 1975; Junior Fellow, Center for the Study of Democratic Institutions, 1968-69; Graduate Study, Mathematics and Philosophy, Oklahoma State University, 1969-70; N.D.E.A. Fellow, 1970-73, Dissertation Fellow, 1973-74, University of California at San Diego; Instructor, Mathematics, Oklahoma State University, Summer, 1973, Summer, 1975; Instructor, 1974-75, Assistant Professor, 1975-76, Assistant Director, Spring 1976, Collegiate Seminar Program, University of Notre Dame; Tutor, �78 I ST. JOHN'S COLLEGE PRESIDENTS EMERITI FACULTY/ 79 OFFICERS, ASSOCIATES AND STAFF Douglas H. Gordon Richard D. Weigle ANNAPOLIS SANTA FE TUTORS EMERITI President Edwin J. Delattre President Edwin J. Delattre William Kyle Smith Wiley W. Crawford James M. Tolbert Dean Samuel S. Kutler Provost J. Burchenal Ault Dean Robert A. Neidorf HONORARY FELLOWS Paul Mellon B.A., Yale University, 1929; B.A., 1931, M.A., 1938, Cambridge University; Litt.D., Oxford University, 1961; LL.D., Carnegie Institute of Technology, 1967; LH.D., Yale University, 1967. Treasurer Charles T. Elzey Assistant Deans Barbara H. Leonard Curtis A. Wilson John Gaw Meem Registrar Nancy R. Winter ScB., Virginia Military Institute, 1914; M.A., Colorado College, 1936; A.F.D., University of New Mexico. Director of Admissions John !VI. Christensen Libararian Kathryn Kinzer Director of Athletics Bryce Du Val Jacobsen Director of Financial Aid Caroline 0. Taylor Director of Continuing Education Benjamin Milner Director of Graduate Institute Benjamin Milner Director of Alumni Activities Elizabeth H. Brown Director of Career Counseling Marianne Braun Superintendent of Buildings and Grounds Charles L. Wallace College Physicians Charles W. Kinzer Sigmund A. Amitin Edward Morris Director of College Health Services Marilyn Mylander Artist in Residence Burton Blistein Provost J. Burchenal Ault Treasurer Emery C. Jennings Director of Graduate Institute Stephen R. Van Luchene Assistant Dean Glenn A. Freitas Director of Admissions Mary McCormick Acting Librarian James Benefiel Director of Financial Aid and Registrar Marsha Drennon Director of Adult Education Gerald L Myers Director of Alumni Relations Samuel Larcombe Director of Career Counseling Janet Lange Superintendent of Buildings and Grounds Carlos Vigil College Physicians Ssu Weng Donald Paul College Nurse Peggy H. 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I' £.: ~ a g 5..: ~ P..: ~: ?fi Nl--IVJ~ NO 'J ?fi?fitJ.tJ.tJ.?fi?fitJ. ...... ...... ~ N 1-1 Oll-1 t--IWl--IW<.n CXIOOOOll--lVJl--l.i:i.NOQ\-...:JW Vl -0 ,.,_ N )-1 °' N Nw N)-1 Q\Nt+:>--Q\00'-01--lCXIOlOVJ~'l oQ ?fi tJ. ti. tJ. ?fi ?fi (ft \0 ~ ::t> 01oowb~S 0001 000101-@ "' ...... 1--1 "' (>.I ...... -0 (.r..1~0 N °' w N """ 0 Ef tJ) '° ...... "' CJl (Jl f-J I'--' ;:s ~.+:o.Q\'JWOB' 00 ~ ST. JOHN'S COLLEGE ANNAPOLIS, MARYLAND • SANTA FE, NEW MEXICO Application for Admission The following topics have been designed to give you an opportunity to write fully and freely about yourself. We want a large sample of your writing. Every application is read carefully by members of the Admissions Committee. We know that many applications for admission to St. John's are written by persons under academic and other pressures; we do not expect perfection. We ask all applicants to discuss items 1-5. Successful applicants usually write six to ten typewritten pages, and often more, in addressing these topics. 1. Discuss the value of the formal education you have received. 2. Explain in detail why you wish to go to college and why, in particular, you wish to attend St. John's. What does your family think of your educational plans? 3. Describe your reading habits and your experience with books. Choose some book that you have liked well and discuss some single aspect of it (not the book as a whole). 4. Select some experience from which you have derived exceptional profit and describe it, explaining its value to you. - .. - u urrecror or ~arrrrsSions u IJrrecror or Kmmssron_L _ ~ ~ , � ANNAPOLIS, MARYLAND 21404 (301) 263-2371 SANTA FE, NEW MEXICO 87501 (505) 982-3691 STATEMENT Of THE Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. It does not discriminate on l:he basis of race, rdigion, color, sex, age, national or ethnic origin, or against the handicapped. �l COLLEGE CALENDAR 1982-83 ANNAPOLIS 1982-83 SANTA FE September 7-8 ........... Senior Oral Enabling Examinations September 8 ............. Freshman and Senior Registration September 9 ............. Convocation September 9 ............. Sophomore and Junior Registration September 9 ............. Classes Begin with Seminars October 15-18 ............ Long Weekend November 25-28 .......... Thanksgiving Recess December 17-January 9 .... Winter Vacation January 23 ............... End of First Semester January 24 ............... Second Semester Registration January 26 ............... January Freshman Registration February 11-14 ........... Long Weekend March 12-27 ............. Spring Vacation April 29-30 .............. Parents' Weekend May 26 ................. Last Day of Classes May 27 ................. End of Second Semester May 29 ................. Commencement SUMMER1983 June 6 .................. January Freshman June 20 ................. Graduate Institute August 12 ............... January Freshman August 13 ............... Graduate Institute 1982-83 August 25 ............... Dormitories Open August 25 ............... Senior Oral Enabling Examinations Begin August 26-27 ............ Registration for All Classes August 27 ............... Convocation August 27 ............... Classes Begin with Seminars August 30 ............... Graduate Institute Classes Begin October 8-11 ............. Long Weekend November 25-28 .......... Thanksgiving Recess December 16 ............. End of First Semester December 17-January 14 ... Winter Vacation January 14 ............... Registration for All Classes January 14 ............... January Freshmen Classes Begin with Seminars January 17 ............... Classes Begin March 12-27 ............. Spring Vacation May 18 ................. January Freshman Semester Ends May 20 ................. End of Second Semester May 22 ................. Commencement SUMMER1983 Second Semester Begins Begins Second Semester Ends Ends May 30 ................. January Freshman June 20 ................. Graduate Institute August 4 ................ January Freshman August 12 ............... Graduate Institute Second Classes Second Classes Semester Begins Begin Semester Ends End �TABLE OF CONTENTS PAGE Introduction . The Curriculum Seminar Preceptorial Tutorial. .. Laboratory . Formal Lecture . St. John's List of Books . The Academic Order Tutors . Instruction Committee Library Schedules .... Essays and Examinations Academic Standing . Degree of Bachelor of Arts . Degree of Master of i\rts ......... . Graduate Institute in Liberal Education Directory Information and Right to Privacy and Srud<en~ Life Annapolis Santa Fe Both Campuses Site Plans of the Campuses . 6 8 .. 10 . ...... 11 .16 . .. 20 . .. 22 ..... 28 .............. 29 ... 30 . ... 31 .. 32 . .34 . .35 . ...... 37 .... 37 ... 37 Residenc~ Admfasions Requirements and Procedure . Campus Visit . fees i!nd Fin.tl.ndal Aid Procedures and Deadlines Grants and Loans Sample Budget . Billing and Deposits R~fund Policy Criteria for Judging Satisfactory Progress .38 . .43 . .47 . ...... 62-63 . .... so . ... 53 ... 57 . ..... 59 ... 59 .. 60 .. 61 Bihliogrnphy .. . ... 64 Board of Visitors .:mdl Goverr1or9 ............. . . .. . 65 faculty .. . ........ 66 Officern, Assod<.ltes and Staff ..... 79 Profile: 19!ll-82 freshman Classes .. . .... 80 Catalogue Consultant: Dale Appleman �6 I ST. JOHN'S COLLEGE INTRODUCTION Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any calling and to become mature, competent and responsible citizens of a free society. St. John's College believes that the way to liberal education lies through the books in which the greatest minds of our civilization-the great teachers-have expressed themselves. These books are both timeless and timely; they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary problems with which we have to deal. They can therefore enter directly into our everyday lives. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not something of merely academic concern, remote from our real interests. They change our minds, move our hearts and touch our spirits. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And, while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical or philosophical. They are also linked together, for each of them is introduced, supported or criticized by the others. In a real sense they converse with each other, and they draw each reader to take part, within the limits of his ability, in their large and unending conversation. This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we sometimes desire. To remedy this defect is the goal of the St. John's seminar. Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar ideas, attempt to discuss it reasonably. It is presupposed that the students are willing to submit their opinions to one another's critical scrutiny. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the same- THE INTR()DUCTION I 7 ness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are-to help the student make rational decisions as he lives his life. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the student should continue with him throughout life. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutor functions as a guide, more intent to listen to the students and to work with them than to impose upon them his own train of thought. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic-the arts ofl11nguage; and arithmetic, geometry, music and astronomy-the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analysing, speaking and writing, and also in measuring, deducing and demonstrating. There are many ways to develop these arts. The curriculum emphasizes five of them: discussion, translation, writing, experiment and mathematical demonstration. They are followed in all branches of the program. But whatever the methods used, they all serve the same end: to,invite the student to think for himself, to enable him to practice the arts of freedom. Free minds must be able to envisage concrete situations, to deliberate by formulating clear alternatives, and to arrive at a deciding choice. The acquisition of these intellectual skills ind4:ates that the discipline of the liberal arts has taken hold of the learning mind. Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance men can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline men can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far reaching of all human goals. �8 I ST. JOHN'S COLLEGE THE CURRICULUM I 9 THE CURRICUWM THE SEMINAR The heart of the curriculum is the seminar-a discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two members of the faculty as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten -or well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around a hundred pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists almost entirely of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands. for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once un~er way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for ex~rnple, is almost certain to elicit a discussion of war and aggression and to bnng to the surface the students' opinions and fears about the wisdom or error of national policies. Horner and Dante prompt reflections on human virtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument-an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy and requires a different approach. Such progress in learning together may be crowned by sudden insights on the part of individuals, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. Or it may climb to heights accessible to only a few of its members. Under these circumstances the role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections, to help the student in every way possible to understand the author, the issues and himself. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But a leader may also take a definite and positive stand and enter directly into the argument. If he does so, however, he can expect no special consideration. Reason is the only recognized authority; all opinions must be rationally defended and any single opinion can prevail only by general consent. The aim is always to develop the student's powers of reason and understanding and to help him arrive at intelligent opinions of his own. Every freshman, sophomore and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the student to set out in writing, as clearly as he can, his own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of his final oral examination. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling. (See page 34). �THE CURRICULUM/ 11 10 I ST. JOHN'S COLLEGE THE TIJTORLALS THE PRECEPTORIAL For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptoriak These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally seven or students in a preceptorial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually the student's work is completed by the writing of a paper, which may be read m draft to the preceptorial and criticized by the o(her r.riembers. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. Tolstoy: Anna Karenina Adams: The Education of Henry Adams Common Law Adjudication and Philosophical Justice Freud: Selected Papers on Neurosis and Related Topics Kierkegaard: Fear and Trembling Aristophanes: The Birds (in Greek) Burke, Paine and Toqueville: Selected Works Force and Energy in Descartes, Newton and Leibniz Goethe's Novels Plato: Phaedrus Whitehead: Selected Works '\!Vallace Stevens Arendt: The Human Condition Joyce: Early Works Aristotle's Theory of Motion Kepler: Astronomia Nova Sartre: Being and Nothingness Plotinus: Third Ennead Ibsen and Chekov Design and Expression in the Visual Arts William Blake Selected \/\forks The seminar cannot suffice as the only setting for liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music. For each of four years, a student attends one language and one mathematics tutorial three or four times a week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to fifteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for collaborative study and for the manifold teaching and learning relations that hold in a company of people learning together As in the seminar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for each student to contribute his measure of instruction and insight to his fellows. Other tutors often attend, seeking to learn about a particular subject which they may later teach. ·writing assignments are normally made in all classes: mathematics, music and laboratory sections as well as in language tutorials. The student is thus called upon continually to articulate and organize his in both the written and spoken forms. THE \I TUTORIAL Specialization in higher education has led to a profound neglect of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. Primarily, the language tutorial attempts to remedy this condition by a training in the means of precise communication and effective persuasion. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imaginc;Jion on the other. To do this it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; the varied connotations and ambiguities of terms; the role of metaphors, analogies and irnages; and the relations between propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) an effective means to these ends. By studying these languages, by translating fron1 them into English, and by comparing them with each other and with English, the student learns something of the nature of languages in general and of his own in particular. During the four years, then, he studies language as the discourse of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, he studies his own language. He discovers the resources of articulate speech and learns the rules that must govern it if it is to be dear, consistent and effective-if it is to be adequate and persuasive. �THE CURRICULUM / 13 12 I ST JOHN'S COLLEGE In the beginning the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one which is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not often come directly into seminar discussions. The student's concern with them in the language tutorial improves all his reading, for whatever immediate end, deepens and enriches his understanding, and increases his ability to think dearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore which might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, becomes more comn1on in the seminar. Though the language tutorial cannot and should not aim at a mastery of the foreign languages, the student can reasonably expect to attain a knowledge of their grammatical forms and a grasp of their peculiar qualities. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends vvith analysis and discussion of works by Shakespeare, Donne and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French texL The aim here is economical progress toward facility in the reading and writing of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate assignments, including exercises in translation in which the student attempts to match in his own tongue the excellence of his models. In the second semester a is read-Racine's Phedre. The principal activity of the fourth year is the reading of French poems, including a considerable number from Baudelaire's Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted m the third year. One of Moliere's comedies is read-either Tartuffe or Le Misanthrope. The year ends with analysis and discussion of modern British and American poets, such as T .S. Eliot, Dylan Thomas, W . B. Yeats and Wallace Stevens. THE MATHElVIATICS TUTOFJAl Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Gree~ wor~ "to learn." It is regrettable, then, that students should come co d1shke mathematics or to think of themselves as unmathematicaL It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and forrm:1-las are based. Mathematics at St John's is studied as a liberal art, not artificially separated from what have come to be called the humanities. When mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at St. John's, mathematks becomes not the most readily learnable liberal arl: but also one vvh1ch provides ready access to others and significant analogies with them. There are two main reasons for studying mathematics. First, it pervades our modern perhaps even defines iL Therefore anyone who means to criticize or reform, to resist or cooperate with this world not . , must have some familiarity with th<> mathematical methods which it 1s J 1 l managed, but aIso must 1 nave t-iougnt aoou t cL cue . , -1nrle+P L1~ " '·their application. It is the task of the mathematics tutonal and rhe laboratory t~gether to students to think about vvhat it means to count and measure the things in the universe. The second main reason for studying mathematics concerns the mathematics tutorial more specifically, Since mathematics has, as its name implies, a particularly close connection with the human capacity for learning, its study is especially useful in students to think about what it means to come to know something, To prepare themselves for such reflection students study artfully composed mathematical treatises, demonstrate prnpos1bons at the blackboard and solve problems. By doing this over four years learn a good deal of mathematics, and they gain noticeably in rigor of thought, mmbleness of imagination and elegance of expression . But while they are practicing the art of mathematics in all its rigor, they are encouraged to reflect on their own activity . Scores of questions, of the followmg are exam- �14 I ST JOHN'S COLLEGE ples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? Are there "better" and "worse," "ugly" and "beautiful" in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. The student begins with the Elements of Euclid . Using Euclid's organization of the mathematical discoveries of his predecessors, the student gains a notion of deductive science and of a mathematical system in general; he becomes acquainted with one view of mathematical objects-its central expression found in the theory of ratios-which is buried under the foundations of modem mathematics. After Euclid he begins the study of Ptolemy's Almagest, centering his attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at SL John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic and religious readings that are taken up in the first and second years. In the second year the student continues the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system which are brilliantly resolved by the Copernican revolution. He studies Copernicus's transformation of the Ptolemaic theory into heliocentric form. He next takes up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this he studies analytic geometry, which presents the conic sections in algebraic form. He thus gains an understanding of algebra as the "analytic art" in general. In the third year calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica" This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The student then returns to New[on's Principia to take up its treatment of astronomy, in which N·ewton brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" theory in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modem world . . In the fourth year the reading of Lobachevski's approach to nonEudidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. This is followed by the study of Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space, THE CURRICULWA 115 THE MUSIC One of the aims of SL John's program has been to restore music as a liberal art to the curriculuffL The study of music at SL John's is not directed towards performance but towards an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers, In particular, the music program at SL John's aims at the understanding of music through dose study of musical theory and analysis of works of musical literature. In the freshman year students meet once a week to study the fundamentals of melody and its notation" Demonstration takes primarily by singing, and by the second semester the students perform some the great choral works. In the sophomore year a meets three times a week. The music tutorial reflects two different but complementary aspects of music. On the one hand music is intimately related to langu.age, rhetoric and poetry. On the other it is a unique and self-sufficient art, which has its roots deep in nature" The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint and harmony. None of these is done apart from the sounding reality of good music The inventions of Bach, i:he songs of Schubert, the masses of Palestrina, the operas of IVlozart and the instrurmontal works of Beethoven are the real textbooks. In the second semester at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text students listen to recordings of a composition and familarize themselves with its score before the seminar meets" Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. of �16 I ST. JOHN'S COLLEGE THE CURRICULUM/ 17 THE LABORATORY The emblem of the St. John's program on the back cover shows seven books surrounding a pair of scales. The balance, no less than the books, symbolizes the tradition of the liberal arts. It stands for the instruments of the scientific laboratory, which may well be the most characteristic institution of the modern world. Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose St. John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide a clear understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills derived from the practice of the liberal arts. The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures." Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION OF THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the student to trace a scientific discipline to its roots in principle, assumption and observation. Thus certain integrated wholes of subject matters are to be selected as problems in whic~ _the roles of theory and experimentation can be distinguished through cntical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The student must have time to satisfy himself as to the degree of accuracy his instruments permit, to analyze pr~cedures for sources of error to consider alternative methods, and on occasion to repeat an entire experi~ent. Only thus can he come to a mature understanding of the sciences called "exact." A laboratory section consists of seventeen to twenty-one students working under the guidance of a tutor, with the help of more advanced students serving as assistants. Sections meet two or three times a week. A laboratory session may be used for exposition and discussion of ~heory, for experimentation, or for both, as the progress of _the "".ork requires_. Occasionally a laboratory meeting is reserved for the d1scuss1~~ of a class1~ paper or other text directly related to the topic at hand; wntmgs of Anstotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at t~e College the_ ~ur­ pose is to achieve an intimate mixture of critical discussion and empmcal inquiry. �18 I ST JOHN'S COLLEGE THE CURRICULUM / 19 LABORATORY TOPICS ~·hr ge.neial topics of, study have been chosen from elementary physical and 10 ogica science. Tne sequence of study may be outlined as follows: 1st Year 12 weeks: 20 weeks: Observational biology Studies of matter and measurement, leading to the atomic theory of chemistry Topics in physics: mechanics, optics, heat, electricity, magnetism Quantum physics Genetics, evolution, moleculary biology 3rd Year 4th Year 10 weeks: 18 weeks: THE T.he la~orato7 b~gins with twelve weeks devoted to topics in observational ~mlog~ ~~~;snca~1on of types, anatomical structure, cells and their aggreaa- ;~~e~n"' .Ir e~entiati~~' embry.ological development. Close observation by ~ye 0 ~ with l:"'lu oscopes is accompamed by constant theoretical inter- -c • r~=t:~i.~~' based_o11 readmg .irnportant works of biological scientists. Here - " vtu ~nt co~1f1 o~ts orgamsrns as self-moving entities with properties of world. mnmaLely dependent on, yet distinct from, the surrounding The··~ c laboratory next turns to the non-living, in a search for ~"o'.:°tedofdllv ~~.nda;nental laws. Archimedes on the lever and on hydrostatirs b " me u JP u1en -,;, -k - '-ry aL tcL tne .r 0 r . - or gases, temperature and calorien up, experimentally and in discussion of the relevant theor1 ies. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transfo~mation of which they speak. The year's work culminates in the resolution of the !em of determining :atomic weights and in an examination of some consequences of this determination. THE THIRD YEAR The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, thermodynamics and electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original vvritings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot and Maxwell. The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutorials. As the tools of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy and potential fields, to their reformulation in terms of derivative and integral; at the same time the physical concepts serve to illustrate the mathematical ideas, The concepts of mechanics are to be used to formulate alternative theories of light-corpuscular and wave-and the success of either theory in accounting for optical phenomena is examined. The phenomena and processes of thought leading to the first and second laws of thermodynamics are given careful consideration . The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and culminating topic of the year is Maxwell's derivation of an electromagnetic theory of light. THE YEAR In many ways the work of the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior laboratory takes up anew the theory of atornism-but the atom itself has become the object of study. Prepared by his work with electrical phenomena, the student can focus on the questions of atomic stability that lead to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. Following the course of thought in Schrodinger's What is Life7, the senior laboratory then turns or recums to biological topics, and first to genetics, to Mendel's theory of heredity and its development through the experimentation and interpretation by TH. Morgan and his associates. The results of laboratory studies of bacteri2 populations are considered from the standpoint of their evolutionary significance, in the papers of Hardt and of Luria and Delbruck Next, fundamental papers leading to present-day molecular biology-for instance by Beadle and Tatum, Watson and Crick, Jacob and Monod-are studied. �THE CURRICULUM/ 21 20 I ST JOHN'S COLLEGE THEFOR1\t1ALLECTURE The curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the student has an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readngs or it may open up a new field of interest and test the student's readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturer submits himself to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar Thus the formal lecture serves two purposes: it inculcates in the student the habit of listening and following the exposition of a subject he may not be familiar with, and it also provides him an opportunity, in the discussion period, to exercise his dialectical skill in a setting very different from the classroom" It is here that he can himself test the degree of his understanding and the applicability of what he has learned. The lectures range through a variety of subiects. Sometimes the student is confronted 'Nith opposing views on a given subject Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that a student's work takes within the framework of the program. 0 LECTURES AND CONCERTS The list below provides some examples of lectures and concerts given on one or the other campus in recent years: "The Growth of Presidential Power" William Goldsmith "Genesis" Robert D. Sacks Aeolian Quintet "Why Should Gloucester Attempt Suicide and Why Must Cordelia Die" John Steadman "Changing Trends in 20th Century Paintings and Sculpture" Adelyn Breeskin "The 18th Century Background to Gibbon" Arnaldo Momigliano Sequoia String Quartet "Languages,Philosophy and Science" Stillman Drake "The Collapse of Democracy at Athens and the Trial of Socrates" Leo Raditsa "On the Translation of Rimbaud's Poetry" Jonathan Griffin "The Vapheio Cups" Ellen Davis "John Milton: The Solitary Way to Paradise" Louis L. l\1artz "The Geometrical Vision" Howard Fisher "Angels in Paradise Each with His Hand in a Jar of Spermacetti" Galway Kmnell "The Brothers Karamazov" Michael Ossorgin "The Question of Beauty: The Early Christian Arts" Charle; Bell "Rousseau and Democracy. The Design of the Social ConiTact" I-hlail Gilden "Watching Television" Roger Rosenblatt �22 I ST. JOHN'S COLLEGE THE CURRICULUM/ 23 ST. JOHf'J'S LIST OF GREAT BOOKS The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at the University of Chicago, at the University of Virginia and, since 1937, at St. John's College, The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred vears of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval and Renaissance the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries, The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter, The St. John's curriculum seeks to convey to the student an understanding of fundarnental problems that man has to face today and at all times,. In doing chat it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and ever present gravity of hurnan issues, The list of books which constitute the core of the SL John's program is subject to review and revision by the Instruction Committee of the faculty, Those listed here are read at one or both campuses, Books read m are indicated by an asterisk. Bookstore, Annapolis FRESHMAN Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Nicomachus: Lavoisier: Essays Harvey: Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Medea, Bacchae Histories'' Clouds, Birds Ion, Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus Poetics, Physics*, Metaphysics*, Nicomachean Ethics*, On Generation and Corruption*, The Politics'', Parts of Animals*, Generation of Animals* Elements On the Nature of Things "Pericles," "Alcibiades" Arithmetic* Elements of Chemistry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood SOPHOMORE The Bible* De Anima, On Interpretation*, Posterior Analytics ·k, Categories* Conics* Apol!onius: Marcus Aurelius: Meditations,,, Aeneid Virgil: Lives* Plutarch: Discourses, Manual Epictetus: Annals Tacitus: Almagest* Ptolemy: The Enneads * Plotinus: Confessions, On the Teacher* Augustine: Proslogium Anselm: Summa Theologica*, Summa Contra Gentiles* Aquinas: Divine Comedy Dante: Canterbury Tales* Chaucer: Des Prez: Mass The Prince, Discourses* !Vlachiavelli: On the Revolutions of the Spheres* Copernicus: The Freedom of a Christian, Secular Authority Luther: Gargantua* Rabelais: Missa Papae Marcelli Palestrina: Essays* Montaigne: "Introduction to the Analytical Art" Viete: Novum Organum* Bacon: Richard II, Henry IV, Henry V, The Tempest, As You Like Shakespeare: It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets* Marvell, Donne, and other 16th and 17th century poets Poems by: Rules for the Direction of the Mind, Geometry* Descartes: Generation of Conic Sections Pascal: St, Matthew Passion, Inventions Bach: Selected Works Haydn: Ivlozart: Selected Operas Selected Sonatas Beethoven: Selected Songs Schubert: Aristotle: �Stravinsky: Webern: JUNIOR YEAR Don Quixote Two New Sciences* Leviathan* Discourse on Method, Meditations, Rules for the Direction of the Mind*, The World* Milton: Paradise Lost*, Samson Agonistes La Rochefoucauld Maximes* La Fontaine: Fables* Pascal: Pensees* Huygens: Treatise on Light*, On the Movement of Bodies by Impact Spinoza: Theologico-Political Treatise Locke:· Second Treatise of Government, Essay Concerning Human Understanding* Racine: Phedre Newton: Principia Mathematica* Kepler: Epitome IV Leibniz: Monadology, Discourse on Metaphysics, What is Nature?, Essay on Dynamics Swift: Gulliver's Travels Berkeley: Principles of Human Knowledge Hume: Treatise of Human Nature*, Dialogues Concerning Natural Religion, Enquiry Concerning Human Understanding Rousseau: Social Contract, The Origin of Inequality Adam Smith: Wealth of Nations* Kant: Critique of Pure Reason*, Fundamental Principles of Metaphysics of Morals, Critique of Practical Reason* Mozart: Don Giovanni Jane Austen: Pride and Prejudice, Emma Wordsworth: "Ode on Intimations of Immortality" Hamilton, Jay and Madison: The Federalist Melville: Billy Budd, Benito Cereno Dedekind: Essay on the Theory of Numbers Tocqueville: Democracy in America* Essays by: Young, Maxwell, S. Carnot, L. Carnot, Mayer, Kelvin, Taylor, Euler, D. Bernoulli SENIOR YEAR i Moliere: Geo the: Mendel: Darwin: Hegel: I Lobachevsky: Tocqueville: Lincoln: Kierkegaard: Wagner: Marx: l Symphony of Psalms Selected Works Cervantes: Galileo: Hobbes: Descartes: i. I ' THE CURRICULUM I 25 24 I ST. JOHN'S COLLEGE Articles of Confederation "Declaration of Independence" Constitution of the United States of America Supreme Court Opinions* The Misanthrope, Tartuffe Faust* Experiments in Plant Hybridization Origin of Species, Descent of Man "Introduction" to the History of Philosophy, "Preface" to the Phenomenology, Logic (from the Encyclopedia), Philosophy of History*, Philosophy of Right* Theory of Parellels * Democracy in America* Selected Speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Communist Manifesto, Capital*, Political and Economic Manuscripts of 1844* Dostoevski: Tolstoy: Mark Twain: William James: Nietzsche: Freud: Valery: Kafka: Heisenberg: Millikan: Wittgenstein: Keynes: Joyce: Poems by: Essays by: Brothers Karamazov, The Possessed War and Peace The Adventures of Huckleberry Finn Psychology, Briefer Course Birth of Tragedy, Thus Spake Zarathustra*, Beyond Good and Evil* General Introduction to Psychoanalysis, Civilization and Its Discontents, Beyond the Pleasure Principle Selected Poems The Trial The Physical Principles of the Quantum Theory* The Electron* Philosophical Investigations* General Theory The Dead Yeats, T.S. Elliot, Wallace Stevens, Baudelaire, Rimbaud, and others Faraday, Lorenz, J .J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schri:idinger, Maxwell, Bernard, Weismann, Millikan, de Broglie, Hiesenberg, John Maynard Smith, Dreisch, Boveri, Mendel, Teilhard de Chardin ;1 �THE CURRICULUM/ 27 CLASSIHCATION OF AUTHORS ACCORDING TO CONVENTIONAL SUBJECT f·A:ATTER, THROUGH THE FOUR YEARS Philosophy and Theology History and Social Science Mathematics and Natural Science Homer Aeschylus Sophocles Euripides Aristophanes Plato Aristotle Lucretius Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Lavoisier Dalton Lamarck Archimedes Torricelli Pascal Fahrenheit Avogadro Black Virgil Dante Chaucer Rabelais Shakespeare Donne Marvell Aristotle Epictetus Plotinus Marcus Aurelius The Bible Augustine Anselm Thomas Aquinas Luther Montaigne Bacon Plutarch Tacitus Machiavelli Ptolemy Appollonius Copernicus Descartes Darwin Mendel Pascal Viete Cervantes Milton Swift Racine Fielding Melville La Fontaine Wordsworth Jane Austen La Rochefoucauld Descartes Pascal Hobbes Spinoza Locke Berkeley Leibniz Hume Kant Locke Rousseau Adam Smith Galileo Kepler Young Euler Mayer S. Carnot L. Carnot Kelvin Taylor D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell Mozart Moliere Goethe Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka Wallace Stevens T. S. Eliot Mark Twain James Joyce Hegel Kierkegaard Neitzsche William James Wittgenstein Faraday Lobachevski Lorenz Rutherford Minkowiski Bernard Davisson Dreisch Boveri Weismann Jolm Maynard J Smith de Broglie Mendel J.J. Thomson Bohr Millikan Schriidinger Darwin Freud Einstein Heisenberg Whitehead Maxwell Wagner literah.ue First Year Second Year Third Year Fourth Year Liberty Tree, Annapolis U.S. Constitution Hamilton, Madison, Jay Tocqueville Hegel Marx Documents from American Political History Tocqueville Lincoln Supreme Court Opinions Key~es Musk Wollaston Gay-Lussac Proust Cannizzaro Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez Webern �28 I ST. JOHN'S COLLEGE THE ACADEMIC ORDER THE TUTORS At St. John's the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying from the works of the principal teacher of the classit might be Plato or Newton-usually an author of one of the great books, who wrote from the high point of his learning. What then is the role of the reading and talking teachers, the tutors? T.HE ACADEMIC ORDER I 29 First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions. The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen, and to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at St. John's will not be limited to what fits neatly inside a single discipline, it is essential that St. John's tutors re-educate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training. For example, a tutor with advanced degrees in mathematics would prepare himself to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to become competent to teach the St. John's program. This is necessarily demanding because no full-time tutor is confined to a single part of the program. He is, and has to be, a teaching member of a seminar and of either two tutorials or of one tutorial and a laboratory section, and he is continually teaching his colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John's than the preparation for classes usually allows. In order to avoid staleness and the everpresent danger of succumbing to routine performance, they are granted sabbatical leaves to allow for leisure and serious study. Between sabbatical leaves, faculty study groups are set up. Leaders of such groups are relieved of part of their ordinary teaching duties. They engage in a thorough study and exploration of a subject chosen by the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John's curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John's. THE INSTRUCTION COMMITIEE The Instruction Committee is a committee of tutors responsible for advising the Deans on all matters of instruction. It also advises the President on appointments to the faculty. The Committee consists of the Deans and twelve tutors, six elected by the tutors on each campus of the College; the President and the Provost sit with the Instruction Committee ex officio. Each Dean is the chairman of the Instruction Committee on the campus where he serves; the members of the Committee on each campus constitute the Instruction Committee for that campus and meet at frequent intervals throughout the year. The full Committee meets annually, alternating between the two campuses, and the Deans alternate as chairman of the Instruction Committee. �THE ACADEMIC ORDER I 31 30 I ST JOHN'S COLLEGE THELIBP~RY SCHEDULES The books chosen for study at SL John's are collected in the library in the best editions and translations that can be obtained. These books form the core of the essential to the teaching of the program. A good general collection is a necessary supplement; the college has little need for a specialized, highly technical collection. Each year books are purchased in mathematics, science, philosophy, religion, fine arts, music, poetry, literature and history and many other fields. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarians in selecting books and periodicak The Annapolis library maintains a collection of about 80,000 volumes. In Santa Fe, the collection now numbers over 51,000. Perhaps the most distinctive mark of SL John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS HOUR MONDAY TUESDAY Tutorial 10:15 Language Tutorial WEDNESDAY Mathematics Tutorial 9:15 Mathematics Language Tutorial Language Tutorial THURSDAY FRIDAY Mathematics Mathematics Tutorial Tutorial Language Tutorial Chorus 11:15 1:15 Laboratory Laboratory to 4:15 8:00 Seminar Seminar Formal Lecture ~-~--- A SAMPLE FRESHMAN SCHEDULE, SANTA FE HOUR 9:00 MONDAY Laboratory TUESDAY WEDNESDAY Laboratory THURSDAY Freshman FRIDAY Music Language Tu tonal 10:30 to 12:00 1:00 Both libraries hold interesting special collections. Annapolis has the Bray Collection dating from 1696, known as the "first pubHc library in America," and the Peter Huntington Jackson Collection, and the Henry Lee Bowen Collection of mythology, symbolism and archit<:cture. The Witter Bynner Collection and The Edgar Allen Poe Collection in Santa Fe contain first editions of each poet as vvell as other belles lettres. In the Santa Fe contains several distinguished music collections, including the Amelia the Grumman, the Schmidt and the Holzman collections. Woodward Hall in Annapolis was renovated as a modern library facility in 1969, It has comfortable modem study carrels and stacks as well as traditional reading rooms. The Santa Fe is housed in the Peterson Student Center and the \/Veigle Building. The music library is located in the Sternberger-Weis Music and Fine Arts Building. 2:30 to 4:00 8:00 Language Tutorial Mathematics Tutorial Language Tutorial Mathematics Tutorial Mathematics Tutorial Seminar Formal Lecture Except for the preceptorials in the and senior years and certain periods of laboratory work for which upperclassmen may choose their 01;vn time, the schedule is the same for all students. Each morning for either three or four days a week they spend one hour in a language tutorial and one hour in a mathematics tutorial; sophomores also spend four hours a week in a music tutorial. Twice a 'Week freshmen, juniors and seniors spend up to three hours in the laboratory. Two evenings from eight to ten they attend a semmar. A formal lecture or concert is given once a week. Sixteen to nineteen hours per week are spent in regular classes" The year is divided into two semesters of sixteen weeks each. �32 I ST. JOHN'S COLLEGE ESSAYS AND EXAMINATIONS ESSAYS Annually in Annapolis and each semester in Santa Fe every freshman, sophomore and junior submits an essay to his seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The student is questioned freely and informally on the texts he has read or the paper he has written and on his critical and interpretative opinions. It is not the principal aim of the examiners to find out how much the student remembers. He is encouraged to consider the different parts of his study in relation to each other and to problems that may not have been treated in any of his classes. For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. THE ALGEBRA EXAMINATION During his sophomore year, each student must pass an examination in elementary algebra and trigonometry. THE FRENCH READING EXAMINATION During his junior year, each student must pass an examination to demonstrate a reading knowledge of the French language. THE SENIOR ORAL ENABLING EXAMINATION The senior oral enabling examination is given to the student in the fall at the beginning of the fourth year. It is focused on a number of books from the seminar lists assigned for rereading and study during the preceding summer. The passing of this examination confirms a student's status as a candidate for the degree of Bachelor of Arts. THE FINAL ESSAY AND ORAL EXAMINATION In the senior year the student is required to present to the faculty a final essay related to some aspect of his four years' work. It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined upon it by the committee in an hour-long public examination. No degree is awarded unless both the essay and the oral examination are satisfactory. The senior essay is regarded as a culmination of the student's learning. �34 I ST. JOHN'S COLLEGE THE ACADEMIC ORDER I 35 Because SL John's classes are small and intimate, and because students participate every tutor is aware of his students' progress from day to The appraisals of a student are based on the student's total performance as a member of his tutorials and seminar. It is assumed that each student has the capacities to pursue this course of until there is dear evidence to the contrary. The curriculum is varied and rich enough for great of interest, performance and achievement, and there is ample room it for a wide range of ability and for individual choice and guidance. Moreover, SL John's is free from the pressures of conventional examinations and competition for grades. - Because student is essential to the way in which classes are conducted at SL attendance at all regularly scheduled exercises is required. A record of absences is kepL This record is taken into consideration whenever there is occasion to detennine academic standing. THIE form of evaluation is the don rag. sophonwre and meets all his tutors tutors to one of the seminar leaders on the thP semester· thP student is then invited to respond to co~ment on,h1s -ow~ work. Advice may be requested may be · but grades are not reported or discussed If a student's work as a vvhole falls below a on academic wii:h the met if he is to continue in the '-''u''I'." om: semesteL Senior Oral, Annapolis is LETTER of a student is reported to the Dean each semester as a grade, A, B, C, Dor F, where Cindicates that the vvork is at a satisfactor1 leveL Such a grading system is necesin the case of stud-cnts who wish to on to graduate or professional or to transfer to another college. the College, grading is not of central Stud<2nts vvil.l be told their only on request. They are encouraged, however, not to work for grades, but rather to try to If it becomes evident that a student their pO'wers of is not progressing, or that the process has stopped, the student is asked to leave the College. t:r·"1AEUNG Sophomore enabling is a review the Instruction Committee, with the advice of the tutors of of the student's learning during the tv10 yearn he has in the As an indication of his proficiency in the liberal arts, the annual essay carries great weight. A student is enabled, or allowed to enter the class, if he has submitted a satisfactory essay and only if, in the of the Committee, he is sufficiently prepared for the of the last two years. In the enabling judgment looks to the of the student's writing an acceptable senior essay. an THE JOiiN'S DEGREE. B.r\CHELOR OF _ARTS F The_ stud~nt who completes the four-year curriculum satisfactorily is awarded me degree of Bachelor of Arts. Students who enter in the session graduate in three and one-half years, bui: spend their first summer m completmg their year, so that they too a fouryear curriculum. For transcript purposes, St. John's seminars, tutorials and laboratones can be translated into terms of conventional subjects The curnculum 1s the equivalent of approximately one sernester hours. GRADUATE STUDIES Af"'fil CAREERS AFTER Each year St. !ohn's seniors elect to do advanced work in a_ wide range of graduate pror:ss1onal schools Expenence shows that leading univeradmit St. J~hn s ~raduates with records. Since St John's 01L_1s no 111 spec111e subjects, however, some may find it necessary to take undergraduate courses during their first year of graduate or professional study m some, but not fields. "- ~any other graduates choose to embark upon careers in a variecy of nelds. The!I' undergraduate background-especially its scope and its emphasis ron thoughtful and subsequent application of principleshas b0e,en round to be an preparation for employment. . 2>L . refuses to accept the imposition of preprofessional specialized reqmrements on its liberal curriculum. The College believes that to educ~te men and women requires less, and yet far more, than is required to satlSiY the sh1ftmg standards of convenhonal specialized education. si:i:_: �THE ACADEMIC ORDER I 37 36 I ST. JOHN'S COLLEGE table shows the professions or fields of advanced study entered one or more SL graduates; law, mathematics, philosophy, education, medicine and theology have attracted the greatest numbers" Acting Advertising Agriculture Archaeology Architecture Art Biochemistry Biology Bio-physics Business Administration City Planning Computer Programming Dentistry Drama & Playwritmg Econornics Education Engineering Finance Geology Government Service History History of Art History of Science International Relations Journalism Languages Law Library Science Literature Logistics lVIanagement Mathematics Medicine Meteorology Music Nursing Oceanography Philosophy Physics Political Science Psychology Public Administration Scientific Research Social Anthropology Social Work Sociology Systems Analysis Theater Arts Theology Writing TI1E ST. JOHN'S DEGREE, OF ARTS A tutor who has completed two years of teaching at SL John's may receive a Master's degree in Liberal Arts" He must petition the Instruction Committee for permission to present himself as a candidate for the degree" He must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts" THE GHADUATE Il\JSTITUTE IN LIBERAL EDUCi\TION A graduate program, leading to the M.IL degree in the liberal arts, is conducted by the Graduate Institute year-round on the Santa Fe campus and during the surnmer in It is for gr.S:duates of colleges other than SL John's and is suited to the needs of highschool teachers" The program, which is based on the St John's list of readings, is divided into four subject areas: Politics and Society, Literature, Philosophy and Theology, and Mathematics and Natural Science. Each surrimer session lasts eight weeks and consists of seminars, tutorials and preceptoriak The seminars are modeled on those of the college; they are limited to about twenty students. The tutorials are smaller classes devoted to the dose reading of texts. In the preceptorial the student chooses a topic pertaining to one of the books studied and, under faculty guidance, wntes a long essay, For each section of the program nine credits are All four sections are required for the degree, students who have previous graduate credit may be eligible for the degree after thre12 summers" The sections may be taken in any order. More detailed information and a separate bulletin may be obtained by writing to the Graduate Institute in Liberal Education, St.. John's College, Santa Fe, New Mexico 87501 or Annapolis, Ma1yland 214040 DIRECTORY INFORIViATION Al\lD RlGHT PRIVACY In compliance with the Family Education and Privacy Act, the College retains the to publish at its discretion the about each student presently or previously attending th12 the student's name, address, telephone listing, dat:: and place of field of study, participation in officially recognized activities and sports, dates of attendance, degrees and av,rards received, and the most educational agency or institution attended by the student. As required the Act, the College will provide public notice of its intention to publish such directory information, Students have a right to inform the College within a reasonable period of time that any or all of this directory information should be withheld" The College will respect any such request for privacy. �38 I ST. JOHN'S COLLEGE RESI E E TLIFE The College is well aware that physical activities, artistic expression and light-hearted recreation are necessary complements to an intellectual life and it is committed to providing the facilities, funds and support needed to make them available. Generally, such activities in Annapolis are under the sponsorship of the Student In Santa Fe they are organized by the Student Activities Office is responsible for providing instruction and equipment. Since its founding as William's School in 1696, SL has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 persons is occupied principally with the government of the State and of Anne Arundel County; with the training of at the United States Naval Academy; with the fish, crab and oyster and the sailing and recreational activiChesapeake Bay; and with the liberal College. acres lies in the Historic District, adjoining College Creek, one the State House and across the street from th2 i\Javal Academy yard. The fifteen buildings include 18th historic homes classrooms, offices and a dormitory), 19th century sl:mctur12s, and 20th designed to complement the older ones. There are six student offering single and double rooms. The of students has itself since 1945 with elected ·.,,,c1q~""-"'" representing and the off-campus conPohty representatives, the Delegate Council, meet once a v1eek to hear friJm stude1~ts for to allocate time and use of facihties such as to remind students of their and to express student opinion on Council also meets once a week with the College administration to discuss problems of mutual concern and n1amtains a Student Instruction Committee to discuss and recornff1end curriculum A food Committee ·works with the dining hall to develop dishes for the regular and vegetarian menus. Gadfly, a v1eekly nevvspaper, provides a second medium for expn:ssion of opinion to the community as a whol<:>. Controversy ranges from petty to vital; creative wrii:ing and news take up the rest of the space. Students are also welcome to contribute work to The Report·er and The St. John's Review, the two official publications of SL John's_ Extracurricular at Si: are generally informal. Some continue year after year 1Nhik others spring up and die out as the individual members of the come and go. extracurricular Dining Hall. Annapolis �RESIDENCE & STUDENT LIFE I 41 40 I ST JOHN'S COLLEGE activities grow din:ctly out of the curriculum as students' interests overflow from the classroom, The past years have seen small classes-some led students, others by tutors-in harmony, Gerr.nan, the Nevv- Testament, Leibnitz (his papers on calculus), and special aspects of chernistry and biology, Other activities stem from inten:sts independent of the College curriculum, Most prominent among them have been those of the Garden Club and various classes in dance and martial arts, Theater life is active, Each of three drama groups offers a specialty: the King William Players stage one or two classical plays a year, the Modern Theater Guild performs one or two modern works, and the Dwarf Players produce several one-act plays, Recently these groups produced The Night of the Iguana, The Importance Being Earnest, and Le Misanthrope, Every weekend the student dub presents foreign and dornestic films-the classics of cinema arL Additional film The Ascent of Man and Roots, have been shown during the week There is also a nights, special winter film series on Music is in groups and individually, Voice and instrumental ensembles train new members and perform at College events, The College provides practice rooms and pianos and a music library of scores and Private study can be easily arranged on campus or in town, artistic expression needs a time for and a place to work, Permanent facilities such as the art ceramic studio, woodvwrking photography darkroorfl and stage floor places to develop skills, The College also maintains a small art staffed Daumier and have students. Recent shovvs of works been held there . An exhibit each spring displays work rnembers of the College A:n arhst in residence teaches classes and coordinates exhibits, Classes in drawing, ture and painting continue year Parties, an part community life where students and tutors meet informally, corne in several The Society of Bacchus arranges rock dances, waltz and cornmunity gathermgs ween Masked Chnst1nas and the Cotillion, Vigorous square dances and year, A festival in the with student skits provides a full of pieand parodies after a up and athletic competition, events on c-;:i.rnpus include Sunday concerts and informal lectures by guest speakers, itself offers church groups of all denominations, synagogues infor.rnation on student life is available on request), concerts, the Naval Aca-hiking, cycling, government, political work, ice groups, etc Washington, D ,C and Baltimore, both an hour's drive, offer activities, museums and stores too numerous to mention here ATHLETICS Since 1939, when intercollegiate athletics were abolished, the intramural sports program has flourished, About two-thirds of the students, both men and women, participate actively in individual and team sports, The Director of Athletics and two student assistants schedule events and coordinate ~ise ~f the facilities, which include a well-equipped gymnasium, large playing nelds, tennis courts and a boathouse with a number of sailboats and other small crafL Men's and women's teams compete in field hockey, touch football, soccer, basketball, volleyball, sofcball and track, each in its season. Doubles and single players compete in tennis, handball, squash, badminton, fencing, paddleball and table tennis, Sailing, canoeing and rowing are non-competitive activities offered purely for enjoyment. Excellence in sports is recogmzed and encouraged by individual and team a11vards; enjoyment of sports is t~te most important fruit of the athletic program and is its own reward, �RESIDENCE & STUDENT LIFE I 43 1HE In the early 1960's the College decided to expand its student The Board of Visitors- and Governors chose to establish a second in the Vilest rather than sacrifice the virtues small St" College in Santa Fe was in fall of 1964 in New Mexico's city, founded in 1610 colonists" population of 50,000 is occupied pally with the government of the State and of Santa Fe with cultural in the and with archaeological and historical Los Alamos do research in nuclear fine arts, rnuseurns and research" Scientists in related fields tute of American the New Mexico in Albuquerque" to che south, vides the attractions and conveniences of a of 400,000 people" The campus of 300 acres lies in the comer of the two miles frorn the historic Santa Fe Plaza and the Palace of the Gov<0rnors. The architecture of the Santa Fe campus reflects the territorial introduced in the state during the last century The campus, at an elevation of 7,300 overlooks the Santa Fe and offers superb views of the the Ortiz y Pino and the mountain The a student and two located in these S. Garson Reflecting Pool, Santa Fe Vieu _from Dining Hall, Santa Fe 1 �44 I ST. JOHN'S COLLEGE Each of the sixteen dormitories on campus houses from twelve to eighteen students and serves as a smaller community of friends within the College. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and at the same time close companionship with a fellow student. The head resident helps students arrange to live in dormitories with others who share similar opinions about smoking, loud music and so on in a dormitory area. In addition to the two dormitory complexes on campus, students are also housed in a rambling twenty-room adobe house which was bequeathed to the College by the poet Witter Bynner. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with administration and faculty, rather than through the machinery of a formal student government, since both the size of the College and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee and the Board of Visitors and Governors. Students also belong to advisory committees which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities including the artistic, the academic and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet and modern dance. The art studio in the Fine Arts Building, the darkroom and the pottery studio provide appropriate settings for these activities. The College's art gallery, which is open to the public, has a new show by professional artists each month. Student art work is displayed at the end of the school year, and awards are given for RESIDENCE & STUDENT LIFE I 45 achievement in pottery, photography, drawing, painting and in making jewelry. Au Verso, the literary magazine of the College, is published twice a year. It contains essays, artworks, poetry, short stories and photography from students and faculty alike. Musical performances of many kinds are given by students through the Collegium Musicum. Formed in order to stimulate musical activity on campus, the association provides members of the College community with an opportunity to perform before a small, receptive audience. Through this organization students and faculty who play intruments or who sing can find teachers and fellow musicians with whom to study or perform. The St. John's Chorus and the Madrigal Singers also give recitals. The College provides numerous keyboard instruments including two grand pianos and a harpsichord for student practice and performance. Practice rooms are available in the Fine Arts Building. The Collegium Theatricum produces two or three plays each year. It also organizes evenings of soliloquies and one-act plays. Funds and equipment are provided by the Student Activities Office. The directing, acting, costumes and lighting are done by interested students and faculty. The St. John's Film Society is organized by students to provide a wide variety of classic and current films for the College community every Saturday night. Many students are attracted to the town of Santa Fe by its crafts, music, theater and visual arts. Others have participated in tutoring in elementary schools, counseling for the Santa Fe crisis center, working at the local health-food co-op or in other local activities. The St. John's bus takes students into town twice a day. �RESIDENCE & STUDENT LIFE I 47 46 I ST. JOHN'S COLLEGE Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extracurri_cular _classes and discussion groups both on and off campus. Informal d1scuss1ons of contemporary literature, forums on public concerns, and slide s~ows on art history are frequent on-campus activities, as are study groups m such languages as Russian, German, Spanish, Italian and Hebrew. Students prep~r­ ing for entrance into medical school have attended classes at the Umvers1ty of New Mexico, Los Alamos branch, under the sponsorship of the College. Thorne Fellowships also give students financial support toward fulfilling medical prerequisites during the summer months. ATHLETICS The Student Activities Office coordinates a volunteer athletic program which offers opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. These last two are sports in which St. John's challenges other colleges and universities, and the College usually has one of the finest fencing teams in the Southwest. There are indoor facilities for judo, karate, tai chi chuan, weightlifting, gymnastics and fencing, but during much of the year these activities can be done outof-doors. Intramural programs in tennis, soccer, track, volleyball and badminton are conducted at the College's facilities. A men's soccer team and a women's soccer team both play with other teams in the area and are hosts to several tournaments in the fall and spring. The St. John's basketball team competes in a city league. Santa Fe's municipal swimming pool is reserved for St. John's one night each week. A horse corral on the campus is available for student and faculty use; horses may be hired at a nearby ranch. The adjoining Sangre de Cristo Mountains provide hundreds of square miles of forest and wilderness areas for hiking and camping. Here the St. John's Search and Rescue unit trains regularly in techniques of map reading, first aid, wilderness survival, rock climbing and cliff evacuation. The team is called out in emergencies several times a year; students have permission to be absent from campus in the event of a search or rescue. The Santa Fe Ski Basin (seventeen miles to the north) and the Taos Ski Basin (two hours away by car) offer fine slopes for both beginning and advanced skiers, and several cross country ski trails branch off from them. Students may borrow skis, boots and poles from the College, and the St. John's bus provides transportation. When the weather is warmer the Student Activities Office organizes excursions down the Rio Grande by kayak, canoe and rubber raft with overnight camping along the way. BOTH CAMPUSES RELIGIOUS ACTIVITIES The Charter of 1784 established St. John's College as a non-denominational institution. In its early years there were some ties with the Protestant Episcopal Church, but these no longer exist. The College schedules no formal religious services except before commencement. Attendance is voluntary, in consonance with the Charter. Many tutors and students attend church or synagogue in town. It is customary for extracurricular Bible classes to be conducted by tutors of the College. FACILITIES FOR STUDENTS St. ]ohn"s College Search and Rescue Team, Santa Fe As in Annapolis, waltz parties, rock parties, and such regular events as the Fall Festival (in the mountains surrounding the College), the Halloween Costume Party, the Fasching Ball, the Graduation Ball and Reality Weekel)d provide occasions for informal gatherings of tutors and students. Reality Weekend includes a talent show, a parade from the Plaza to the College, a picnic and athletic competition. The College Bookstore on each campus has all the books and supplies the student needs for his classes. It also maintains a stock of books related to all phases of the program, and books of more general interest. It is operated without profit. As supports for an active social life, the College provides on each campus a coffee shop and a junior common room for the use of all students. In addition, there are smaller social rooms, comfortably furnished. �48 I ST JOHN'S COLLEGE RESIDENCE & STUDENT UFE I 49 DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming student to make proper use of the support that other students can give him in his college lik Unmarried students not living at home are required to live in the college dormitories and to take their meals in the college dining hall, unless they obtain permission from the Assistant Deans to live off-campus. The College currently can offer no married student housing at Annapolis, but does, on a limited basis, at Santa Fe. Students who wish to have married student housing must find suitable housing off-campus and should allow time for this. Room assignment is the responsibility of the Assistant Deans in Annapolis and of the Head Resident in Santa Fe. Returning students have the privilege of drawing for rooms before chey leave for the summer vacation. In Annapolis students are not permitted to remain in residence during winter or spring vacation. In Santa Fe students are not permitted to remain in residence during winter vacation. They may remain during spring vacation, although a small fee is charged. DINING HALL The dining hall on each campus is operated by a catering service. A vegetarian menu is available. Resident students are required to eat in the dining hall. Exemptions for medical reasons are granted upon examination and recommendation by the College Physician. CAREER OFHCE Th12 Career Counseling Office serves student needs in tvvo especially important areas. First, it provides essential information for those students planning to continue their education in graduate programs and schools across the nation. The Director of Career Counseling also offers assistance and counseling to those students who h'ish to embark upon careers immediately after graduation. STUDENT EMPLOYMENT OFFICE An employment service, initiated and nm by students, locates off-carnpus jobs: Primarily, it.seeks part-time employment for students during the acadermc year, but it can also aid students looking for full-time summer employment in the local community. INHR.M.ARY Well-eq~ipped in~rmaries are maintained at both campuses, each under the superv1s1on of a Lollege Physician and a College Nurse. A medical report. is sent to the Assistant Deans. A psychiatrist or clinical psychologist is available for consultation. RULES RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governmg the use of dormitories. These rules have been decided ~pon by the. De3;n in cons~ltabon ~ith :tu.dents and the faculty. Every entermg student is mrormed 01 them, a11d remrmng upperclassmen are remmded of them each fall The rules differ in certain details on the two campus'°c though in general they follow the same pattern. . ~,,, The academic ~d intellectual life of the is inseparable from 1 tne communal life. l he bmldmg o.f a g~od cornrr:unity requires the faculty to .show respect for the md1v1duahty or each stuaent. All students agree to abide by the rules and regulations promulgated in the Student Manual pubhs~ed the College St._John's assumes that students will respect noc only the enacted rules but also the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the College may require of the offending student. PROPERTY DAtv'IAGE ~he College " c a housekeeping staff to care for the dormitories. The ~ollege 1nspo::ct0 ,he rooms penochcally and repaJrs at the expense of the 0 occupant or occupants any dormitory room and furniture that have been damaged beyond n?rma~ wear and tear. damage to college property is charged to che cauoon :ree of the student or students responsible for the damage. The College is not responsible for the loss of, or dar.nage to, any student property resulbng from fire, theft or any other cause. �50 I ST. JOHN'S COLLEGE The standards by which applicants are selected for St. John's are special, and prospective students find it rewarding to write the essays that constitute an application to the College. People who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which will learn to see deeply into others' weas as as their own; and of active particiin their own education. Education at St. John's is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most who consider St. examine themselves carefully before applying so that when they do they are saying to themselves and to the College that they vvant to engage fully in the life of reason and believe they can take pleasure in it. In writing their application essays, lTLany determine their own appropriateness as St. John's students; others eliminate themselves as applicants, deciding that their interests and those of the College do not coincide. Thus, for the most part, they select themselves. Some are rejected, of course, but a wide variety of students is accepti:d each year. The purpose of the admission process is to determine whether an applicant has the necessary and to complete the St. John's program satisfactorily. Admissions Comff1ittee-ten tutors <.md both Directors of Admissions-regards the application as being a question from the "Do thmk I am ready to profit from the program of studies at St. In the essays, applicants are asked to discuss their previous education, experience with books, reasons for choosing St. John's, summer or posthigh school experiences, and some particularly valuable experience they have had . A number of optional topics is also suggested. The essays are designed to enable applicants to a full account of themselves. They can tell the Commitbee much more statistical records reveal. Next the Committee considers the applicant's academic achievement and promise. Previous academic records-the secondary school report and college transcript, if there is one-show whether an applicant has the habits of study necessary at St. Letters of reference, particularly those of teachers, are carefully read for indications that the applicant has the maturity, self-discipline, ability, an.cl initiative to succeed in the St. John's prograffL St. John's attaches importance to "objective" test scores, and no is accepted or rejected because of such scores. The Committee's decisions are not influenced by the race, religion, sex, handicaps or national or ethnic origin of an applicant, age, color, or any factors unrelated to the vvork of the College The application asks a minimum of personal data. Need for financial assistance does not affect the Committee's decisions on admission. ADMISSIONS I 51 SL John's has d:cid€d to remain a small college The enrollment is about 375 students in Ar\.napolis and 320 in Santa Fe . The size of each class is limited on each campus. Most freshman classes are about equally divided between men and women. Classes enter in late August and January in Santa Fe, in September and January in Annapolis. New are enrolled only as freshmen; a fourth or more of each entering class have done one, two, or even three years of college work elsewhere. These students, despite good records at other colleges, their advanced standing to take part in the St program. Freshman who enter in January stay on campus the following summer to complete the first year. They can thus graduate a earlier than if they had postponed their entrance until the following January class is of particular interest to students who come to St. John's from other colleges, or who have traveled or worked since graduation from high school, or who wish to enter St. John's immediately after the first semester of their senior year of high school. �ADMISSIONS I 53 52 I ST. JOHN'S COLLEGE Most applicants have a strong background in academic subjects. Specific academic requirements include two years of algebra, one year of geometry, and two years of a foreign language; additional work in mathematics and foreign language is advised, as well as two or three. years of natural snenc~. In addition to the application essays and academic transcnpts, apphcams must present two letters of reference, including one from a teacher. In ~xcep­ tional cases certain of these requirements may be or addmonal information may be requested. SAT or ACT test scores are not required, but may prove helpful. Occasionally St. John's accepts an applicant who is not a secondary school graduate. Such a student must be well qualified .to p~ofit from the College program. A campus visit and interview are especially m;iport.ant for such candidates. These students usually wish to enter SL Johns followmg their junior year of high school or in the January immediately after the first semester of their senior year. St. John's is authorized under federal law to enroll foreign students. PRC-CEDURE St. John's College is a single entity located on two campuses. P.Jthough applications must be initiated and completed at one campus or the other, adrnission to either campus constitutes admission to the College as a whole. On inquiry, prospective students receive a statement of the St. John's College program, an application for admission and recommendation forms to be completed by schools and references. Applications may be subm1Ued as early as the second semester of the eleventh grade. Because the College welcomes all serious applicants, there is no application fee, A student should submit his application materials to the Admissions Office on the campus he prefers to attend. Students planning to apply for financial ai~ should r.ef~r to the section on Fees and Financial Aid and notify the appropriate Adm1ss1ons Office of their intentions as soon as possible. St John's has a policy of rolling admissionso Then: is no application deadline, but applications for both fall and January classes should be submitted as early in the year as possible. Because there are occasional vacancies in classes due to last-minute withdrawals, students who wish to apply late in the year should contact the Admissions Office for particulars. As soon as the application essays and supporting documents are assembled, the application is reviewed by the Admissions Committee. The applicant is notified of the Committee's decision in about two weeks. Upon notification that his has been accepted, an applicant has the option to enroll on either campus. In order to secure a place in the entering class, he must submit a deposit of $200 to the Admissions Office on the campus at which his application was processed, together with a statement specifying the campus he wishes to attend. Once the deposit has been submitted, the campus preference may not be changed except as noted belowo Deposits are accepted on a first-come, first-served basis until the entering classes are filled. If the entering class on the applicant's first-choice campus is full, the Admissions Office will offer him the options: 1) the deposit may be transferred to the other campus, provided space remains in that entering class; 2) the deposit may be used to secure a place on the waiting list or in a subsequent class on the applicant's first-choice campus; or 3) the deposit may be returned. If the applicant is also a candidate for financial aid, the deposit will be accepted with the understanding that it will be refunded if sufficient aid cannot be offered to enable him to attend the College. Deposits submitted when no financial aid has been requested or after receipt of an aid offer are not refundable. All deposits are applied to first semester tuition and fees A physical examination is required of each student before registration A form for reporting the examination, along with other registration materials, will be sent to each student prior to the date of enrollment but only after receipt of the $200 deposit. 0 Once enrolled on either campus, a student may transfer to the other at the beginning of .any academic year, provided his record is in good standing and he notifies the Dean's Office of his intentions by February 25. If the student wishes to apply for financial aid, he must also file his new financial aid forms by February L All such transfers are subject to approval by the Deans of both campuses. lJIRIES Inquiries should be addressed to the Director of Admissions, SL John's College, Annapolis, Maryland 21404 (Tel. 301/263-2371) or Santa Fe, Nev; Mexico 87501 (Tel. 505/982-3691). Anyone who is considering the possibility of entering SL John's should see the College for himself. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St John's because of its unique curriculum and teaching methods. �54 I ST. JOHN'S COLLEGE While on campus the visitor may attend a seminar on Monday or Thursday evening at 8:00 p.nL; attend tutorials in mathematics, language and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the Admissions Committee, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Wednesday or from Thursday to Saturday on the Annapolis campus, from Sunday to V1Jednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Persons planning to visit should telephone (301/263-2371 for Annapolis or 505/982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for the visitor will be transportation. He will be provided a room in a dormitory and meals in the dining hall without charge. SL John's students dress informally for tutorials, but more fonn.ally for seminar and formal lecture. The seminar readings can usually be located in inexpensive paperback editions in the College Bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar Linens and soap are provided by the College If a visitor arrives weekdays betvveen 9:00 a.m . and 5:00 p m., he should go the Admissions Office. Weekends and any day after 5:00 p"m., he should go to the College receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe. TRANSPORTATION The International is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis a~nd the driver will let one off at the campus if he asks Buses from Washington are less frequent and arrive at the Annapolis Greyhound Bus Terminal (about six blocks from the College). car one takes Route 50 from Washington or Route 2 from Baltimore" A limousine service from the Albuquerque airport to Santa Fe also is available. Called the "Shuttle-jack," it leaves the airport seven times a day and costs $13"00 one way. Greyhound and Continental bus lines pass through Santa Fe. Amtrack stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi service one in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. FEES & FINANCIAL AID I 55 FEES&FI A The College believes that qualified applicants should not be denied the t~ attend SL . College because finances. SL John's therefore maintains a financial aid program to assist eligible students to the greatest extent possible within the limits of the C0ollege's resources. With very few exceptions, financial aid awards are made solely on the basis of need. The following principles _un?erlie St John's financial aid program: L.T~e primary respo11s1b1hty for financing a college education lies wHh the student and the student's parents. The College can offer aid only to supplement funds the family provides. 2. Th~ ability of a, family to meet college expenses is determined by assessmg the family s fmancial strength in terms of income asset< dabt< and additional children to be educated. ' ~, '" -~ 3. Financial aid may be in the form of a grant, loan or employment and will be offered to all students as a package bmes one or more forms of aid. 4. In keeping with the philosophy that students should contribute to �FEES & FINANCIAL AID I 57 56 I ST JOHN'S COLLEGE their educational expenses, self-help is the first component of a financial aid award. At St. John's, self-help consists of a part-time job and an educational loan. 5. The total amount of financial aid the College offers a student may not exceed the student's demonstrated financial need. 6. Financial aid is not automatically renevvable; rather, students reapply each year wish to be considered for aid. 7. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (See page 61.) 8. Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of 19M and Title IX of the Higher Education Act of 1980 which discrimination on the basis of race, color, sex, physical age, marital status, creed or ethnic or national B. The for for financial aid is as follows: 1. Applicants for admission who also plan to apply for financial aid should fill out the for financial aid in the back of this catalogue and return it to the appropriate Admissions Office. 2. Applicants must also file the cum:nt Financial Aid Form with the College Service in New Jersey or Berkeley, California. This form permits or their parents to present a detailed account of tlH' financial position. It may be obtained from either secondary or the Financial Aid Office at St. John's. 3. Candidates for financial aid from the College must first establish their eligibility for the Pell Grant, a Federal prograrn described in Section D below The College Service's Financial Aid Form enables candidates to indicate that they ·wish to for a Pell GranL Students should so indicate No fmancial aid be made the College unbl the student submits his copy of th2 Student Aid to the Financial Aid Office. 4. As of the application for financial aid, parents of dependent applicants and applicants who claim self-supporting status must provide an official copy of their most recent Federal Income Tax Return. 5. Sdf-supportmg students are required w meet the definition of independence and have an affidavit of non-support on file in the Financial Aid Office. This form vvill be mailed to parents or guardians upon of the Financial Aid Form if the applicant is claiming selfsupporting status. 6. Residents of Connecticut, the District of Columbia, Maryland, Massachusetts, Rhode Island, and Vermont must apply for a Si:ate 7. An applicant ·who previously attended an institution of higher education must a Financial Aid Transcript from that institution Financial Aid Transcripts can be obtained from the Financial Aid Office. 8. Students applying for and receiving financial aid from SL John's are required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, employment or other financial benefits for which they become eligible; any change m ::heir or their family's financial situtation; and changes of name, marital status and address c. Following are the deadlines and notification dates for financial aid: FRESHMAN CAl'ID!DATES Although the College has no deadline for receipt of financial aid applications, candidates for admission who are in need of financial assistance should indicate that need as soon as possible. The Financial Aid Form/ Pell Grant Application should be filed with the College Scholarship Service as soon as possible after 2 in the in which the candidate wishes to be admitted. Those who to enter in January should submit the FAF/Pell as early as possible in the preceeding year. Likewise, the St. John's Financial Aid Application in this catalogue should be filed with the Admissions Office as soon as possible after its receipt by the candidate. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met. Candidates for admission applying after February 25 for financial aid have significantly lower chance of receiving all the funds for which they are eligible than those applying earlier RETURNING Applications are due February 25 from enrolled students who are returning to the College and reapplying for financial aid or are applying for financial aid for the first time. Beginning on December 1, the Finanwhich cial Aid Office will provide the necessary Financial Aid should be completed and filed vvith the College 2 or as soon thereafter as possible" Students v\rhose aid credentials are received by the Financial Aid Office to the February 25 deadline will be notified of the decision on on April 1. Applications completed after February 25 will not be considered until awards have been made for applications completed before the deadline. Awards based on applications completed after the deadline will not be mailed until after April 15. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availability of funds for them cannot be guaranteed D. Funds for financial aid awards from the College are available from the sources listed below Except for the Federally Insured/Guaranteed Student Loan, applicants need not apply for funds from of these specific sources. All these sources are automatically in making up the College's financial aid awards. ST. JOHN'S G.RA.NTS Funds for St. John's grants are provided resources, and all awards are rnade on the the College from its own of financial need. ST. JOHN'S SPONSORED NATIONAL 1v1ERIT SCHOLARSHIP (Santa Fe) The College sponsors National IVIerit Scholarships for finalists m the National Merit competition. Finalists who list St. John's College, Santa Fe, New Mexico, as their first choice and who have been admitted by February 25, are eligible for the College sponsored National Merit awards. Winners are chosen according to merit. Stipends in excess of �FEES & FINANCIAL AID I 59 58 I ST. JOHN'S COLLEGE $250 are determined by financial need. Awards are renewed annuaUy and those recipients who wish to be considered for stipends in excess of $250 should apply for financial aid each year. other borrowers is seven percent. A student may be allowed up to ten years to pay back the loan. 1982-83 STUDENT BUDGET* PELL GRANT This Federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. FALL FRESHMEN Dependent $6700 1150 1450 200 500' 550' 6501 Tuition Room Board Books Personal Expenses Independent $6700 1150 1450 200 650 SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT (SEOG) JANUARY FRESHMEN The College awards SEOG's to incoming freshmen and enrolled students each year. These grants are made to students who have financial need and are unable to pursue a course of study without the grant. Eligibility for SEOG is limited to $2000 per year. COLLEGE WORK STUDY PROGRAMS (CWS) Dependent $6030 200 400, 450, 5201 Tuition Room Board Books Personal Expenses Independent $6030 200 520 This Federal program permits the College to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session. *Fees are subject to change without notice. The allowance for personal expenses varies with the distance between the student's home and the College. 'Undetermined at time of publication. 1 NATIONAL DIRECT STUDENT LOAN (NDSL) These loans are made by the College directly to students using funds provided, for the most part, by the Federal Government. The maximum loan for four years of undergraduate study for the first baccalaureate degree is $6000. No interest accrues and no payment is required while the borrower is enrolled at the College. Repayment begins six months after the borrower terminates attendance at the College. There is provision for deferment if the borrower returns to at least half-time study at another institution. Depending on the total loan commitment, the repayment may extend from ten to twenty years. FEDERALLY INSURED/GUARANTEED STUDENT LOAN (FISL/GSL) These programs enable a student to borrow directly from a bank, credit union, savings and loan association or other participating lender who is willing to make the educational loan. The loan is guaranteed by a state or private nonprofit agency or insured by the Federal Government. The maximum amount a student may borrow is $2,500 a year. No interest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. The interest rate is nine percent per annum for any student who obtains his first GSL after January 1, 1981. The interest rate for BILLING AND DEPOSITS Billing for tuition and fees is done prior to each semester. The charges are due and payable in full on or before the registration dates for that semester. Those who may wish to pay in monthly installments should inquire of the Treasurer about the various commercial tuition payment or loan plans available to St. John's College students and parents. Since determinations affecting students, faculty and physical facilities must be made well in advance of the beginning of each academic year, the College must know in April which returning students will register in September. A deposit of $150 on the fees for the following year is therefore due on or before the first Monday in April for prospective sophomores, juniors and seniors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, he may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, military service, aca- �60 I ST. JOHN'S COLLEGE demic dismissal or (in the case of prospective juniors) failure to enabJe. If the student should decide not to enroll in the year for which he made the deposit, the deposit is forfeited, and he must make a new deposit to secure his place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the College Treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $75, called the Caution Fee, which is subject to charges for laboratory breakage, damage to or loss of college property and other minor mishaps. This fee is paid once at the beginning of the Freshman Year, but each student must bring the balance (after damages assessments, if any) up to the full $75 at registration each semester. If unused, it is refunded on request at the end of the academic year or when a student leaves the College. Each graduating senior must pay a Commencement Fee of $25 at the beginning of the second semester of the Senior Year. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $25 for late registration for each semester. The cost of books is about $200 a year. Class 1=opies of many of the program books are available in the College library. · Veterans and Social Security recipients qualified to receive educational benefits may arrange with the Treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they receive their benefit payments. These arrangements must be made prior to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Security Administration. Students with outstanding debts to the College may not register for classes at the beginning of the second and subsequent semesters unless they have made appropriate arrangements with the Treasurer. The College may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND POLICY If a student withdraws or is dismissed during any semester, a refund of fees for tuition will be made according to the following schedule: The first two weeks: 80% The third week: 60% The fourth week: 40 % The fifth week: 20 % The sixth week and thereafter: no refund The above schedule also applies to room and board in Annapolis. In Santa Fe, a refund on fees for board will be made on a pro rata basis; there will be no refund made for room fees. If applicable, refunds will be made to students only after refund payments are first made to such federal and state funds as the Pell Grant Program, the Supplemental Educational Opportunity Grant Program, the National Direct Student Loan Programs, the Federally Insured/Guaranteed Student Loan Programs, State Student Grant or Scholarship Programs, and to any institutional financial aid programs. Enrolled students due refunds because their financial aid exceeds monies due the College will receive those refunds in accordance with a schedule of payments determined by the Financial Aid Director on each campus. Refunds for substantiated medical reasons will be on a pro rata basis. FEES & FINANCIAL AID I 61 CRITERIA FOR JUDGING SATISFACTORY PROGRESS REGULAR STUDENTS Provisions of the Higher Education Act of 1976 require that each post~eco~dary i_nstitution make available information concerning the criteria for 1udgmg satisfactory progress. The criteria for St. John's College follow: Any student is deemed to be making satisfactory progress if at the end of the current semester he is permitted to enter the next semester, and if that next semester will not include the repetition of any work. This permission is normally granted by a committee composed of all the student's tutors the "Don ~ag Committee:" The Don Rag C?mmittee grants the permission' only after it has asse~sed h1~ curre~t semesters ~ork in all parts of the Program and has appro".ed its quality. This assessme~t is conducted in his presence by all of his t~to~s m common. At the end of his Sophomore Year, however, this permiss10n is granted b~ the J?e~n and the Instruction Committee in the light of his overall work durmg his first two years. At the end of the first semester of his Senior Year it is granted almost automatiCally. . In except~onal cir~umstances a student is permitted to begin a semester with the special reqmrement that he meet certain conditions during the course of the semester. In these cases the student is deemed to be making satisfactory progress unless the Dean determines that the conditions have not been met. When the conditions have not been met, the Dean, in consultation with the Instruction Committee, decides what further determination is to be made of the case. If the student is permitted to remain in the College he is deemed to be making satisfactory progress. ' VETERANS In compliance with Federal and State regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans. 1. St. John's will report to the Veterans Administration within 30 days all incidents of official termination or change of status that would affect benefits. 2. Minimum acceptable grades of a C average are expected. If a student falls below this average and/ or his tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the Dean who may ask the student to leave the College or may place him on academic probation. During that probation period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to the V.A. A third semester of certification may not be granted for V.A. benefits without approval of a V.A. counseling psychologist. 3. V.A. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a V.A. enrolled student withdraw from any course at any point subsequent to the midterm point of any semester, a grade of F will be assigned. 4. St. John's will report to the V.A. when a student has not successfully completed 75% of the credits attempted. 5. St. John's will inform students on V.A. benefits of this policy on minimum standards of progress. �"'''" P' ';:::,; > ,;,,,, ,,,,,;;,,!";;,,,,; ;_,;iiim'""iiiiiw0;;,:, "'""'"'''"'~'&' ________.._ _ _ _ _ _ _ __ r:J) ""'""" ~ DJ ~ IGLEHART~ HALL (GYMNASIUM) ~~ TENNIS COURTS n ~ s ~ n I Coffee Shop § I: 'Z' :ii ~ r:J) rlJ .....J r-l • e. .... ~o .a z =t ~ Q.. .... r:J) 8 x\cM r"' ~ G") rr.t en ~ en ~ 'Tl r:J) i ~ ;j z·H ID ~ SOCCER """ ~a ~ ~ 2. n Q NINA S. GARSON GARDEN ANO R£fLECTINGPOOL =t z "" r:J) ~ ~ ~ �64 I ST. JOHN'S COLLEGE BOARD/65 BIBLIOGRAPHY BOARD OF VISITORS AND GOVERNORS BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J., and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER J., and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. AMERICAN LIBRARY ASSOCIATION: Classics of the Western World, with forewords by John Erskine and Everett Dean Martin, 1944. BARZUN, JACQUES: The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., Boston, 1945. BELL, DANIEL: The Reforming of General Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BRANN, EVA: The Paradoxes of Education in a Republic, University of Chicago Press, 1979. BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. BUCHANAN, SCOTT: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. DARKEY, WILLIAM (Editor et al): Three Dialogues on Liberal Education, St. John's College Press, 1979. ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GOLDWIN, ROBERT A. (Editor): Higher Education and Modern Democracy, Rand McNally and Co., 1967. GRANT, GERALD and DAVID RIESMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945. HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953. LEWIS, C. S.: The Abolition of Man, Macmillan Publishing Co., Inc., 1947. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. OFFICERS Chairman Mr. Charles A. Nelson Vice Chairmen Mr. Karl Van Tassel Miss Harriet C. Higgins Secretary Mr. Jerome La Pides MEMBERS EMERITI Mrs. Lowell R. Ditzen Dr. Douglas H. Gordon Mr. John Gaw Meem Mrs. Duane L. Peterson Hon. Adolph W. Schmidt MEMBERS EX OFFICIO The Governor of Maryland The Governor of New Mexico The President of the College The Dean of Annapolis The Dean of Santa Fe The Provost of the College Term Expiring 1983 Mr. David Ater Santa Fe, NM Mr. Stephen L. Feinberg El Pazo, TX Dr. Robert A. Goldwin Washington, DC Mr. John T. Harrison, Jr. Stanford, CT Miss Harriet C. Higgins New York, NY Mr. Daniel T. Kelley, Jr. Santa Fe, NM Mr. Daniel R. Kenney Winchester, MA Mrs. Carleton Mitchell Annapolis, MD Mr. Maurice B. Mitchell Santa Barbara, CA Mr. Harrison Sheppard San Francisco, CA Mr. Theodore H. Smyth Santa Barbara, CA Mr. J. I. Staley Wichita Falls, TX Mr. Roger W. Straus, Jr. New York, NY Vice Admiral James B. Stockdale Stanford, CA Mr. Stephen L. Tucker Santa Fe, NM Mr. Karl Van Tassel Lake Forest, IL Dr. Dalton M. Welty Hagerstown, MD Term Expiring 1984 Dr. Mortimer J. Adler Chicago, IL Mr. Peter A. Benoliel Philadelphia, PA Mrs. Rebecca BrinkleyConnelly Denver, CO Mrs. Louis Talbot Trigg Santa Fe, NM Term Expiring 1985 Mr. Victor G. Bloede Long Island, NY Mrs. Bayard Clarkson New York, NY Mr. Walter F. Evers Cleveland, OH Mr. James H. Frame New York, NY Mr. Harvey Goldstein Miami, FL Mr. Thomas M. Carnes San Francisco, CA Mr. Allan P. Hoffman Lawrence, NY Mr. Ray C. Cave New York, NY Mr. Jerome La Pides Annapolis, MD Mr. John H. Dendahl Santa Fe, NM Mr. Sanford E. McCormick Houston, TX Mr. James M. Donnelley Chicago, IL Mr. Alexander K. McLanahan Houston, TX Dr. R. Philip Hammond Santa Monica, CA Dr. Irwin Hoffman New York, NY Mr. A. Scott Kelso Houston, TX Mr. Charles A. Nelson New York, NY Mrs. James Ritchie Santa Fe, NM Mr. Boyd Pratt Santa Fe, NM Mr. John E. Robson Chicago, IL Mrs. Donald Rumsfeld Winnetka, IL Mr. W. T. Terry, Jr. St. Louis, MO Dr. Thomas B. Turner Baltimore, MD Mr. John L. Williams Sacramento, CA ii' 11;, II,, 1111,, �66 I ST. JOHN'S COLLEGE FACULTY TUTORS President Edwin Jules Delattre B.A., University of Virginia, 1963; Ph.D. in Philosophy, 1970, University of Texas at Austin; Instructor of Philosophy, Texas Lutheran College, 1967; Instuctor-Associate Professor of Philosophy, University of Toledo, 1968-76; Member, National Humanities Faculty, 1972-, Director, 1976-80; Matchette Foundation Advisory Board, 1977-; National Endowment for the Humanities Board of Consultants, 1978-; President, SL John's College, 1980-. ANN APO US Dean of the College in Annapolis Samuel S . Kutler B.A., St. John's College, Annapolis, 1954; Graduate Study, American University, 1955-61; Assistant Mathematician, 1954, Associate Mathematician, 1957, Mathematician, 1961, The Johns Hopkins University Applied Physics Laboratory; Instructor, American University, 1960; Visiting Tutor, St. John's College, Annapolis, 1960, Tutor, 1961-, Andrew W. Mellon Tutorship, 1972-, Dean, 1982-. Joseph \;\/infree B.A., 1934, M.A., 1935, University of Virginia; M.Div., Virginia Theological Seminary, 1938; Ph.D., University of Virginia, 19L18; Student at the Institute Catholique de Paris, 1951-52; Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia; Tutor, St. John's College, 1941-, Assistant Dean, 19L17, Addison E. Mullikin Tutorship, 1959-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1966-67. P. McGrath B.A, l93Ll, Diploma in Education, 1935, University of Liverpool; Language Instructor, London County Council, and Language Studies at Universities of Liverpool, London, Paris, Dijon, 1936-40; Armed forces, 1940-46; Language Instructor, London County Council, 1946-47; Visiting Professor, University of Puerto Rico, 1960; Tutor, St John's College, Annapolis, 1948-, Addison E. Mullikin Tutorship, 1968-. Curtis A Wilson 13.A., University of California, Los A.ngeles, 1945; M.A., 1946, Ph.D., 1952, Columbia University; Tutor, St. John's College, f\.m1apolis, 1948-64, 1973-, Santa Fe, 1964-66, Dean, A..nnapolis, 1958-62, 1973-77; Visiting Research Fellow, BirkbeckCollege, University of Lo;, don, 1962-63; Visiting Associate Professor, 1966-68, Professor, 1968-73, University of California, San Diego; Corresponding ·Member, Acadernie Internationale d' Histoire des Sciences, 1971-; Andrew W. l\tlellon Tutorship, 1974-. Barbara Hopkins Leonard B .A., Oberlin College, 1937; M. S., 1941, Ph.D., 1948, University of Rochester; Assistant in Zoology, Oberlin College, 1936-38; Oberlin College Scholar, Marine Biological Laboratory, Woods Hole, Massachusetts, 1937; Histological Technician, Department of Pathology, Yale Medical School, 1938-39; Graduate Scholar in Biology, University of Rochester, 1940-41, Graduate Teaching Assistant in Biology, 1941-44; Visiting Lecturer m Zoology, Oberlin College, 1944-45; Instructor in Zoology, Smith College, 1945-51; Smith College Scholar, Marine Biological Laboratory, Woods Hole, Massachusetts, 1949; Tutor and Assistant Dean, St. John's College, Annapolis, 1951-, Arthur de Talma Valk Tutorship, 1968-; Fulbright Lecturer and Honorary Professor of Zoology, Lady Doak College and American College, Madurai, South India, 1962-63. FACULTY 167 Douglas Allanbrook Boston University, 1938; Brown University, 1939-41; University of Florence, 1946; B.A., Harvard College, 1948; Active duty, United States Army, 1942-45; Traveling Fellow, Harvard University, 1948-50; Pupil of Nadia Boulanger, Paris, 1948-50; Fulbright Fellow in Italy-Conservatorio San Pietro a Majella, Pupil of Ruggiero Gerlin in Harpsicord and Early Keyboard Music, 1950-52; Teacher of Composition and Theory, Peabody Conservatory, 1955-57; Tutor, St. John's College, Annapolis, 1952-; Member, Corporation of Yaddo, Saratoga Springs, New York, 19710 Eva T.H. Brann B.A., Brooklyn College, 1950; M.A., 1951, Ph.D., 1956, Yale University; Fellowofthe American Numismatic Society, Sumffi€r, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agor a Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, 1975-77; Tutor, St. John's College, Annapolis, 1957-, Addison K Mullikin Tutorship, 1971-; Fellow, Woodrow Wilson International Center for Scholars, 1976-77; Arnold Visiting Professor, Whitman College, 1978-79. Edward Grant Sparrow B.A., Harvard College, 1951; LLB", Harvard Law School, 1954; M.A., Teachers College, Columbia University, 1957; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1964-66; Dean, St. John's College, Annapolis, 1977-82. Bryce Du Val Jacobsen B.A., St. John's College, A.rmapolis, 1942; farmer and carpenter, 1942-57; 1i.itor and Director of Athletics, SL John's College, Annapolis, 1958-. Edward Malcolm Wyatt B.A., 1953, M.A., 1956, University of Virginia; Instructor in Mathematics, University of Virginia, 1955-58; Tutor, St. John's College, Annapolis, 1958-, Ar1drew W. Mellon Tutorship, 1972-. Thomas J. Slakey B.A., St. Mary's College, California, 1952; M.A., Universite Laval, Quebec, 1953; Ph.D., Cornell University, 1960; Tutor, SL John's College, Annapolis, 1959-64, 1976-, Santa Fe, 1964-71; Vice-President for Academic Affairs, 1971-74, Associate Professor, 1974-76, St. Mary's College. Beate Ruhm von Oppen B.A., University of Birmingham, England, 1939; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal Institute of International Affairs, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Project of the Committee for the Study of War Documents of the American Historical Association, 1959-60; Tutor, St. John's College, Annapolis, 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History, Smith College, 1963-64, University of Massachusetts, 1964-65; Member, Institute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71; National Endowment for the Humanities Editing Grant, 1978-79. �68 I ST. JOHN'S COLLEGE Lawrence Berns B.A., 1950, Ph.D., 1957, University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1956-59; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-; Associate Professor of Philosophy, Rosary College, (Leave of absence, 1966-67); Associate, Clare Hall, Cambridge University, 1971-72. Michael S. Littleton B.S., 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Foundation, 1960; S.T.M., Union Theological Seminary, 1967; United States Navy, 1955-57; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Robert B. Williamson B.A., 1955, M.A., 1957, Ph.D., 1967, University of Virginia; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Elliott Zuckerman B.A., 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea Fellow in Modem European History, 1954-55, Lecturer in History, 1956-61, Columbia University; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Director, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, April-June, 1973, Andrew W. Mellon Tutorship, 1974-; Associate of Clare Hall, Cambridge University, 1970-71. Joseph P. Cohen FACULTY 169 of_Illinoi~, C~icago, 19_54-64; National Science Foundation Science Faculty Fellows~11:',. Umvers1ty of Chicago, 1961-62; Tutor, St. John's College, Annapolis, 1964-; V1~1hng Lecturer, Department of Hydrology and Water Resources, University of Arizona, 1973-74. Benjamin Charles Milner, Jr. B.A., Emory University, 1949; B.D., Columbia Theological Seminary, 1955; Ph.D, Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and Interpretation, 1959-62, Assistant Professor, 1963-65, Wellesley College; Tutor, St. John's College, Annapolis, 1965-, Assistant Dean, 1977-78, 1979-81, Director, The Graduate Institute in Liberal Education, Annapolis, 1980-. Geoffrey Comber Dipl?ma in Education'. Universit". of ~ondon, 1953; A.R.C.M., Royal College of Music, 1954; M.A., Oh10 State Umvers1ty, 1957; Fullbright Scholar 1955· Instructor in ~usic and Graduate. Studies in Philosophy, Ohio State Uni~ersit;, 1958-61; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, Univ~rsity of Waterloo, Onta?o, 196~; Tutor, St. John's College, Annapolis, 1965-, Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Liberal Education, Santa Fe, 1970-74, Director of Adult Education, 1968-74, 1975-76, Director of Summer Program, 1974, 1976, Associate Director, The Graduate Institute in Liberal Education, Annapolis, 1977-80, Director of Continuing Education, 1978-. George Doskow B.A., St. John's College, Annapolis, 1956; J.D., University of Maryland Law School, 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, University of Chicago, 1960-62; Tutor, St. John's College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72. B.A., Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut; Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St. John's College, Annapolis, 1965-. John Sarkissian B.A., University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, 1964-65; Tutor, St. John's College, Annapolis, 1965-, Tutor, The Graduate Institute in Liberal Education, Santa Fe, 1971-72, Annapolis 1977-. University of Chicago, 1939-41; U.S. Army, 1942-46 (Princeton University, 1943, A. S .T. P.); B. S., M. S., University oflllinois, 1946-48; University of Chicago, 1948-54; Instructor, Biological and Physical Sciences, Pestalozzi-Froebel Teachers College, Chicago, 1948-53; Instructor, University of Indiana, 1948-50; Traveling Fellow and Research Associate, Institute of Human Heredity, University of Bologna, Italy, 1955-56; Instructor in Biological Sciences, Chicago City College, 1956-58; Instructor, Biological Science, University of Illinois, 1958-62; Tutor, St. John's College, Annapolis, 1963-. David H. Stephenson B.A., Columbia College, 1958; Columbia University, 1960; New York State Teaching Fellowship, 1958-60; Director of Men's Chorus, New York Association for the Blind, 1959-62; Music Instructor, Riverdale Country Day School, 1960-61; Chorus Director, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y. Crowell Company, 1961-63; Tutor, St. John's College, Annapolis, 1963-. Howard J. Fisher Brother S. Robert, F.S.C. B.A., St. Mary's College; Ph.L., Ph.D., Universite Laval, Quebec; Visiting Tutor, St. John's College, Annapolis, 1%6-67, Tutor, 1972-. Gisela Berns Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen I, University of Heidelberg, 1963; Fellow Deutscher Akademischer Austauchdienst, University of Florence, 1963-64; Ph.D., University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St. John's College, Annapolis, 1967-. Louis N. Kurs Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; M.S., University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, University of Chicago, 1948-49; Instructor in Physical Science and Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Production Division, South Works, United States Steel Corporation, 1951-54; Instructor in Geology, University Nicholas Maistrellis B.S., Bates College, 1962; Department of History of Science, 1962-67, Teaching Assistant, 1962-66, University Fellow, 1966-67, University of Wisconsin; Tutor, St. John's College, Annapolis, 1967-. �70 I ST. JOHN'S COLLEGE FACULTY/ 71 Harry L Golding Joe Sachs B.A., University of Omaha, 1954; M.S., Northwestern University, 1958; National Science Foundation Fellow, 1954-55; Instructor in Chemistry, DePauw University, 1958-63; National Science Foundation Science Faculty Fellow, Purdue University, 1963-64, Member of the Faculty, 1964-68; Chairman, Natural Science Area, 1967, Director of Shimer College in Oxford, 1967-68, Shimer College; Tutor, St. John's College, Annapolis, 1968-. B.A., St. John's College, Annapolis, 1968; Graduate Student, The New School for Social. Research, New York, 1971-73; M.A., Pennsylvania State University, 1975; Teachmg Assistant, Pennsylvania State University, 1973-74; Tutor, St. John's College, Annapolis, 1975-. Harvey Flaumenhaft B.A., 1960, M.A., 1962, University of Chicago; Woodrow Wilson Fellow, Harvard University, 1960-61; Graduate Study, University of Chicago, 1961-65; Lecturer in the Liberal Arts, University of Chicago, 1965-66; Lecturer in Political Science, Roosevelt University, 1965; Instructor in Government, Wheaton College, Massachusetts, 1966-68; Tutor, St. John's College, Annapolis, 1968-. Wye Jamison Allanbrook B.A, Vassar College, 1964; M.A., 1965, Ph.D., Stanford University, 1974; Woodrow Wilson Fellowship, 1964-65; Teaching Assistant in Music, Stanford University, 1967-69; Tutor, St. John's College, Annapolis, 1969-. William W. O'Grady, Jr. A.B., University of Notre Dame, 1966; M.A., 1968, Ph.D., 1970, University of Chicago; Woodrow Wilson Fellow, 1966-67, Danforth Fellow, 1966-70, Humanities Fellow, 1967-70, University of Chicago; Tutor, St. John's College, Annapolis, 1970-, Santa Fe, 1980-83. John F. White B,A., St. John's College, .Annapolis, 1965; M.A., The New School for Social Research, 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John's College, .Annapo- lis, 1971-. David Edward Starr B.A., Gordon College, 1962; M.A., 1966, Ph.D., 1972, Boston University; Graduai:e Assistant in Philosophy, Boston University, 1963-64; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor in Philosophy, University of Rhode Island, 1966-71; Tutor, St. John's College, Annapolis, 1972-80, 1982-, Director of The Graduate Institute in Liberal Education, Santa Fe, 1980-82. Leo F. Raditsa RA., Harvard College, 1956; University Scholar, 1960-61, University Fellow, 1961-62, MA, Columbia University, 1962; President's Fellow, 1962-63; Fulbright, University of Munich, 1964-65, Berlin, 1965; Instructor, New York University, Washingon Square College, 1965-68; Assistant Professor, 1968, Ph.D., Columbia University, 1969; Tutor, St. John's College, Annapolis, 1973-; National Endowment for the Humanities Fellow, National Fellows Program, Hoover Institution on War, Revolution and Peace, Stanford, California, 1977-78. David Bolorin B.A, Cornell University, 1966; Graduate Student, University of Chicago, 1966-68; Ph.D., New York University, 1974; Yale University Lecturer in Classics, 1971-73; Woodrow Wilson Fellow, 1966-67; University of Chicago Humanities Fellowship, 1966-68; National Defense Education Act Fellow, 1968-71; Tutor, St. John's College, Annapolis, 1974-. Deborah Schwartz Renaut B . A., St. John's College, Annapolis, 1968; M.A., Johns Hopkins University, 1971; M.S., Georgetown University, 1974; Tutor, St. John's College, Annapolis, 1974-. Michael Comenetz B.~., \he John.s Hopkins University, 1965; M.A., 1967, Ph.D., 1972, Brandeis Umvers1ty; Assistant Professor of Mathematics, University of Kansas 1972-75; Tutor, St. John's College, Annapolis, 1975-. ' Chaninah Maschler B.A., Gty College,of New_ York, 1953; M.A. in Philosophy, Yale University, 1955; U~1vers1ty Fellow, \"ale Umvers1ty, 1953-55; Alice Freeman Palmer Fellow, work on Peme, Yale Umvers1ty, 1956-58; Department of Philosophy, Pennsylvania State Umvers1ty, 1959-61; Department of Philosophy, C.C.N.Y., 1961-62; Department of Philosophy, Barnard College, 1962-64; Reader and Translator for H~rper Torchbo?ks, 196~-70; Queens College A.CE. Program, 1970-72; Queens College Liberal Ar~~ Inshtme: 1972-76; Bank Street College of Education, 1972; Tutor, The Graduate Insntute m L1b~ral Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976, Tutor, St Johns College, Annapolis, 1976-. Howard Zeiderman Dartmouth College, 1962-63; B.A., St. John's College, Annapolis, 1967; M.A., Pnnceton Umvers1ty, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-77, Annapolis, 1978-. Robert P. Druecker B.S., Marquette University, 1966; Graduate Study, Philosophy, Yale University, 1966-68; M .A, Boston University, 1974; Woodrow Wilson Fellow, 1966-67; Teacher, Rye Country Day School, Rye, New York, 1968-69; Teacher, Friends Seminary School, New York, 1969-70; Teacher of English and German, Institute France AudioVisuel, Paris, 1971; University of Paris, 1970-71; University of Florence Summer Sc~_ool, 1971; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; Fulbn?ht and Amencan Scandinavian Foundation Fellow, Norway, 1976; Tutor, St. Johns College, Annapolis, 1977-. Peter Kalkavage B.A:, 1973, M.A., Pennsylvania State University, 1976; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor, St. John's College, Annapolis, 1977·. Mera J. Flaumenhaft B.A., University of ~hicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvama; Woodrow 1N1lson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; Instructor, 1970-71, Assistant Professor, 1971-76, Anne Arundel Community College; National Endowment for the Humanities Grant 1977· Tutor St. John's College, Annapolis, 1977-. ' ' ' David Guaspari B_.S., Renssefaer Polytechnic Institute, 1969; Ph.D., University of Cambridge, 1974; U..S. Churchill Foun~a.twn Scholar, 1969-72; Lecturer in Mathematics, Cambridge, !Vhchaelmas, 1973; .V1s1tmg Assistant Professor, State University ot New York, J:)utfalo, 1974-75;_ V'.s1hng Assistant Professor, University of California, Berkeley, summer,. 1974; V1s1tmg Lecturer, 1975-77, Visiting Assistant Professor, Texas Tech University, 1977-78; Tutor, St. John's College, Annapolis, 1978-. �72 I ST JOHN'S COLLEGE Kelton Ray McKinley B.A., Case Western Resenre University, 1970; M.S., 1972, Ph.D., 1975, Michigan State University; Research Assistant, Paleoecology, 1969, Case \t\lestern Resenre University and Cleveland Museum of Natural History; Research Assistant, Limnology, 1972-75, Research Associate, Freshwater Ecology, 1975-76, Assistant Professor, 1976, W.K. :Kellogg Biological Station, Michigan State University; Associate Research Scientist, Estuarine Phytoplankton Ecology, 1976-78, McCollu.m-Pratt Institute, Johns Hopkins University; Tu.tor, St. John's College, Annapolis, 1978-. Anthony James Carey St. John's College, Annapolis, 1963-65; B.A., University of North Carolina, 1967; M.A., The New School for Social Research, 1973; U.S. Marine Corps, 1967-69; Graduate Study in Music, University of North Carolina, 1969; Part-time Instructor in Philosophy, East Carolina University, 1974-78; Part-time Instructor in Philosophy, North Carolina Wff~<.::yan College, 1976-78; Tutor, St. John's College, Annapolis, 1979-. William Jon Lenkowski B.A., Marquette University, 1965; °fl.II.A., Philosophy, The New School for Social Research, 1970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instruction in philosophy, Rutgers University, 1968-76; Visiting Lecturer, philosophy of science, New York Institute of Technology, 1976-77; Lecturer, ancient Greek philosophy, New School for Social Research, 1977-79; Tu.tor, St. John's College, Annapolis, 1979-. S. Tuck B.A., Columbia University, 1969; B Phil., Oxford University, 1971; M.A., University of California, Berkeley, 1972; Graduate Study in English, University of California, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, 1969-71; Kent Fdlow (Dan.forth Foundation), 1971-77; Teaching Assistant, Department of English, University of California, Berkeley, 1973-74; Associate, Residential Program in History and Literature, University of California, Berkeley, 1975; Associate, Department of English, University of California, Berkeley, 1976-78; Instructor of English, Pikes Peak Community College, 1979; Tu.tor, St. John's College, Armapolis, 1979-. Alfred J. DeGrazia HI B.A., Swarthmore College; M.A., Harvard University, 1968, Ph.D. Candidate, 1968, Teaching Assistant; Tutor, St. John's College, Santa Fe, 1972-77; Lecturer, University of Santa Clara, 1978-79; Tu.tor, St. John's College, Jrnnapolis, 1979-. Thomas May B.A., Loyola College, 1971; M.A., 197.5, Ph.D. Cand., Fordham University; Assistant Professor of Philsophy, Loyola College, 1974-79; Visiting Lecturer in Philosophy, Goucher College, 1976-78; Tutor, St. John's College, Annapolis, 1979-. Marilyn Douville B.S., University of Michigan, 1975; M.S., University of Michigan, 1977; Associate Mathematician, 1977-79, Johns Hopkins University Applied Physics Laboratory; Tu.tor, St. John's College, Annapolis, 1979-. William ~Aullen B.A., Hanrard College, 1968; Ph.D., University of Texas, Austin, 1972; Acting Assistant Professor of Classics o.nd Comparative Literature, University of California, Berkeley, 1971-73; Hodder Fellow in the Humani_ti~s, Princeton University, 1973-74; Assistant Professor-In Classics, Boston University, 1975-80; Junior i'ellow, Center for Hellenic Studies, 1978-79; Tutor, SL John's College, Annapolis, 1980-. FACULTY/ 73 SANTA FE Dean of the College in Santa Fe Robert A Neidorf B.A., 1951, M.A., 1955, University of Chicago; Ph.D., Yale University, 1959; Instructor and Assistant Professor of Philosophy, Bucknell University, 1959-62; Assistant and Associate Professor of Philosophy, State University of New York at Binghamton, 1964-67; Tutor, St. John's College, Annapolis, 1962-64, Santa Fe, 1967-, Director of The Graduate Institute in Liberal Education, 1970-73, Dean, 1973-77, 1982-. William A Darkey B.A., St. John's College, Annapolis, 1942; M.A., Columbia University, 1949; Tutor, St. John's College, Annapolis, 1942-46, 1949-64, Santa Fe, 1964-, Associate Dean, 1968-70, Dean, 1968-73, Director, Task Force on the Liberal Arts, 1974-. Robert S. Bart B.A., Harvard College, 1940; M.A., St. John's College, 1957; Sheldon Traveling Fellow, Harvard University, 1940-41; Tutor, SL John's College, Annapolis, 1946-75, 1976-77, SaI1ta Fe, 1975-76, 1977, 1982-, Dean, 1977-82. Thomas King Simpson B.A., St. John's College, Annapolis, 1950; M.A. in Teaching, Wesleyan University, 1955; Ph.D., Johns Hopkins University, 1968; Instructor, American University at Cairo, Egypt, 1950-53; Teaching Intern, St. John's College, Annapolis, 1955-56, Tutor, 1956-73, Santa Fe, 1973-; Curriculum counselor and member of the faculty, The Key School, 1970-73. Michael Ossorgm Lycee Russe, Paris, 1938; Consenratoire Russe a Paris, 1932-35, 1942-44; LTh., Institu.t de Theologie Orthodoxe, Paris, 1942; Instructor in Music, Institut de Theologie Orthodoxe, Paris, 1944-46; Instructor in Theology, St. Tikhon's Seminary, Pennsylvania, 1947; Secretary of the Orthodox Diocese in Alaska, 1948-49; Teacher of Music, Bureau of Indian Affairs, Department of the Interior, 1950-56; Associate Professor, Consultant, St. John's Program, St. lv1ary's College, California, 1961-62; Tu.tor, St. John's College, Annapolis, 1956-66, Santa Fe, 1966-, Norma Fiske Day Tutorship, 1975-. Charles G. Bell B.S., University of Virginia, 1936; Rhodes Scholar, Oxford University, B.A., 1938, M.A., 1966, B" Litt., 1939; Instructor and Assistant Professor of English, Iowa State College, 1943-45; Wartime Assistant in Physics, 1945, Research Assistant in Physics, 1945, Assistant Professor of English, 1945-49, Princeton University; Guest Lecturer, Black Mountain College, Summer, 1947; Rockefeller Grant for study in Europe, 1948; Assistont Professor of Hu.mamties, University College, University of Chicago, 1949-56; Gu.est Professor, Fulbright Program, Techmsche Hochschule, Munich, Germany, 1958-59 (Ku.lturgeschichte als die Geschiechte symbolischer Formen); Poet in Residence and Gu.est Professor, University of Rochester, Sprmg, 1967; Guest Professor, State University of New York at Old Westbury, Spri:.ng, 1970; Tu.tor, SL John's College, Annapolis, 1956-67, Director of Adult Education, 1957-58, Santa Fe, 1967-, Director, Grnduate Preceptorial in Dimensions of History, 1972-73. Samuel Emmons Brown Harvard College, 1936-37; Diploma, Black Mountain College, 1945; M.A., 1956, Ph.D., 1962, Indiana University; Private tutoring, 1946-48; Director of Mu.sic, Windsor Mountain School, 1948-49; Director of Music, Verde Valley School, 1950-53; John H. Edwards Fellow, 1955-56; Part-time Teacher, Indi;.ma University, 1956-57; Tutor, St. John's College, Annapolis, 1958-65, Santa Fe, 1965-. �FACULTY/ 75 74 I ST. JOHN'S COLLEGE Thomas A. McDonald St. John's College, Annapolis, 1944; Military Service, 1945-_46; l!niversity of Virginia, The New School, New York, 1947-50; Graduate study m Philosophy, G~adu­ ate Faculty, 1950-52, 1955-58, Teaching Fellow, 1956-58, The New School; Lecmrer, University College, University of Chicago, 1958-62; Lecturer, Overseas-~xtension, University of Maryland, Heidelberg, Gennany, 1952-63; Tutor, St. Johns College, Annapolis, 1963-79, Santa Fe, 1979-. Department of Psychiatry, Aberdeen University, 1948-52; Instructor, Medical Psychology, University of Colorado Medical School, 1952-53; Director, Doctoral Training in Clinical Psychology, Denver University, 1954-57; Professor of Psychology and Chairman, Department of Behavioral Sciences, New Mexico Highlands University, 1957-64; Lecturer, Department of Psychiatry, Edinburgh University, Scotland, 1964-65; Professor of Psychiatry (Psychology), University of Missouri Medical School, Kansas City, 1965-66; Fellow, American Psychological Association; Tutor, St. John's College, Santa Fe, 1966-. Dean R. Haggard Roger S. Peterson B.A., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-60; Fe'.s Fund Fellow in Philosophy, Johns Hopkins University, 1960-61; Tutor, St. Johns College, Annapolis, 1961-66, Santa Fe, 1966-, Assistant Dean, 1971-73. A.B., Harvard College, 1953; A.M., 1957, Ph.D., Botany, 1959, University of Michigan; United States Navy, 1953-56; U.S. Forest Service Research, Colorado State University, 1959-62, Utah State University, 1962-66; Tutor, St. John's College, Santa Fe, 1966-. Robert D. Sacks B.A., St. John's College, Annapolis, 1954; ,Ph.D., Johns Hopkins. University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Onentales V1vantes, 1956-57; University of Chicago, 1957-59; Tutor, S,t. John's College, _Annapolis'. 1961-69, Santa Fe, 1969-; Visiting Lecturer, St. Marys College, Cahforma, 1968-69, Biblical Research, Jerusalem, 1971-72. John S. Steadman B. S., Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, United States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching Fellow, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, 1962-67, Santa Fe, 1967-, Assistant Dean, 1970-72. David Clifford Jones B.A., St. John's College, Annapolis, 1959; M.A., Univ_ersity of Melbourne, 1962; Ph.D., University of Texas, University Fellow, Umvers1ty of Melbourne; Un~versity Fellow and Bess Heflin University of Texas, 1962-64; Tutor, St. J_ohn s College, Annapolis, 1964-56, Santa Fe, 1965-, Director, Graduate Institute m Liberal Education, 1973-75, 1978-80. Robert M. Bunker AB., Harvard University, 1939; AM., 1954, Ph.D., 1955, University of New Mexico; United Pueblos Agency, Bureau of Indian P.Jfairs, 1940-51; Umted States Navy, 1942-46; Executive Secretary, Bernalillo City-County .Consolidation Committee, 1952-56; Instructor, University of New Mexico, 1955-56; Professm of English_ and Philosophy, and Chairman of both Departments, New Mexico Highlands University, 1956-65; Tutor, St. John's College, Santa Fe, 1965-. Don B. Cook A.B., Occidental College, 1958; Ph.D., University of C~lifor1:1-ia at Dav.is, ~965; Woodrow Wilson Honorary Fellow, University of Cahfonna at Davis, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-, Assistant Dean, 1981-; Teacher, Santa Fe Preparatory School, 1972-73 Elliot T Skinner B.A., University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, Woodrow Vv1lson Fellowship, Princeton University, 1964; Fellow of t_he Council for.Ph1losoph1c~l Studies, Summer Institute in Greek Philosophy a.rid Science, 1970; Tucor, St. Johns College, Santa Fe, 1965-. Stuart Boyd M.A., Aberdeen University, Scotland, 1948; Ph.D., Aberdeen University Medical School, 1952; Military Service, 1940-45; Assistant Lecturer, Chmcal Psychology, E. Ray Davis, Jr. University of Wisconsin, 1953-55; B.A., St. John's College, 1962; M.A., History and Philosophy of Science, University of Indiana, 1965; N .D.E.A. Fellowship, University of Indiana, 1962-65; Ph.D., University of California, Riverside, 1980; Tutor, St. John's College, Santa Fe, 1966-, Assistant Dean, 1977-81. Ralph Swentzel! B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico Highlands University, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. Timothy P. Miller A.B., Harvard University, 1948; B.Mus., 1949, M.Mus., 1951, Yale University; D.Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music, .A.gnes Scott College, 1957-61; Director of Music, University of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St. John's College, Santa Fe, 1967-. R. Thomas Harris, B.A., Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Illinois; University Fellow, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59, University of Illinois; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; Associate Professor, University of Maryland, 1965-68; National Science Foundation Consultant for India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, 1967-68, Visiting Professor, Summer, 1969, New York University; Corporate Consultant, Management Science, IBM, Armonk, New York, Summer, 1968; 11.itor, St. John's College, Santa Fe, 1968-" Glenn A. Freitas B.A., Classical Languages, St. Mary's College, California, 1957; Th.L, Universite Laval, Quebec, ~964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, 1966; L'Ecole Biblique et Archeologique Francaise de Jerusalem, 1964-66; Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-, Assistant Dean, 1976-77, 1982-. Paul David Mannick B.A., California State College at Long Beach, 1970; M.A., St. John's College, Santa Fe, 1973; Ph.D. Candidate, University of St. Andrew's, Scotland, 1975; University of St. Andrew's Scholarship, 1975-77; Tutor, St. John's College, Santa Fe, 1974-. �76 I ST. JOHN'S COLLEGE Phillip LeCuyer B. A., Colorado College, 1966; B.A., Merton College, Oxford University, 1969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. Stephen R. Van Luchene B.A., Arizona State University, 1969; M.A., 1971, Ph.D., 1973, University of Notre Dame; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-, Director of Admissions, 1979-81, Director of The Graduate Institute in Liberal Education, 1982-. Bruce E. Venable B.A., St. Mary's College, California, 1969; M.A., 1972, Ph.D., Classics, 1976, University of Washington; Tutor, St. John's College, Santa Fe, 1973-. Gerald Lee Myers B.A., University of Colorado, 1964; Ph.D., University of Colorado Medical Center, 1969; American Cancer Society Postdoctoral Fellow, 1969-71, Seessel Research Fellow, Yale University, 1971-72; Faculty, Shimer College, 1972-74; Tutor, St. John's College, Santa Fe, 1974-. Kent H. Taylor B.A., Yale University, 1963; M.A., University of Georgia, 1965; Ph.D., University of California at Santa Cruz, 1976; University of California at Santa Cruz, 1967-68; Defense Language Institute, Monterey, California, 1968-69; Heidelberg University, 1971-73; Instructor, University of Georgia, 1965-67; Teaching Assistant, University of California at Santa Cruz, 1967-71; Tutor, St. John's College, Santa Fe, 1974-. Georgia S. Knight B.S., Philosophy, 1970, M.A., English, 1972, Doctoral Candidate, 1974, University of Utah; Teaching Fellow, University of Utah, 1970-74; Tutor, St. John's College, Santa Fe, 1974-. Elizabeth S. Engel FACULTY 177 Graduate Institute in Liberal Education, Santa Fe, 1976, Tutor, St. John's College ' Santa Fe, 1976-. Lynda Jean Myers · B.A., St. John's College, Santa Fe, 1971; M.A. University of North Carolina 1975· Ph.D. Candidate, The Catholic University of America; Tutor, St. John's C~llege' Santa Fe, 1977-. ' Grietje Sloan B.A., Radcliffe College, 1958; M.A., 1963, Ph.D., 1974, University of California at Berkeley; Instr_uctor i~ French, University of Arizona, 1960-61; University Fellow, ~962:63, Teaching Assistant, 1963-65, Graduate Traveling Fellow, 1966-67, Instructor in H~story, ~968-_69, U~iversity of California, Berkeley; Instructor, Chico State University, Cahfom1a, Spnng 1975; Teaching and Research Fellow, Stanford University, Fall, 1975; Faculty, Holy Nam~s C~llege, 1977; Lecturer, University of California, Ber~eley, 1977; Instructor, Umvers1ty of New Mexico, 1977-78; N.E.H. Summer Seminar, 1978; Tutor, St. John's College, Santa Fe, 1978-. Sharon H. Garvey Universidad Anahuac, Mexico City, 1973-74; B.F.A., University of Notre Dame 1977; M.A., St. John's College, 1978; Instructor, University of Notre Dame Fali' 1975; Tutor, St. John's College, Santa Fe, 1978-. ' ' Edward Cary Stickney B.A:, St. John's College, Annapolis, 1975; M.A., Philosophy, Albert-Ludwigs Univers1taet, Freiburg, W. Germany, 1979; Tutor, St. John's College, Santa Fe, 1980-. Nancy Dunning Buchenauer ~.A., History, ~967'. M.A., Ancient History, Cornell University, 1969; Ph.D., Clas- sics, Brown Umvers1ty, 1980; Ford Foundation Fellow, 1966-68; University Fellow in Classics, Brown University, 1969-70; Tutor, St. John's College, Santa Fe, 1980-. Michael G. Oink Harvard University, 1970-72; B.A., St. John's College, Annapolis, 1975; M.A., Philosop~y, The Catholic University of America, 1978; Teaching Assistant and Doctoral Candidate, The Catholic University of America, 1978-80; Tutor, St. John's College, Santa Fe, 1980-. Charlotte Gray Martin B.A., Pomona College, 1967; M.Phil., 1971, Ph.D., Philosophy, 1973, Teaching Assistant, 1969, Yale University,; Teacher, Shimer College, 1971-73; Assistant Professor of Philosophy, California State University at Humboldt, 1973-75; Tutor, St. John's College, Santa Fe, 1975-. B.A., University of Colorado, 1972; Deutscher Akademischer Austauschdienst Dan~stipendium, l!niversity of Freiburg, 1972-73; Ph.D., Classics and Comparative ?tud1es, Boston Umversity, 1979; Teaching Fellow, Boston University, 1975-78; Visiting Lecturer, Colorado College, 1978-79; Assistant Professor, University of Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, 1980-. John Joseph Verdi Peter Dragan Pesic B.S., Psychology, Fordham University, 1972; M.A., 1974, Ph.D., Philosophy, 1975, University of Southern California; M.A., Experimental Psychology, University of California, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-. A.B., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, 1970-75; Lecturer, Stanford University 1976-80· Tutor ' ' ' St. John's College, Santa Fe, 1980-. Phillip Prescott Chandler, II B.A., St. John's College, Santa Fe, 1968; Ph.D., University of California at San Diego, 1975; Junior Fellow, Center for the Study of Democratic Institutions, 1968-69; Graduate Study, Mathematics and Philosophy, Oklahoma State University, 1969-70; N.D.E.A. Fellow, 1970-73, Dissertation Fellow, 1973-74, University of California at San Diego; Instructor, Mathematics, Oklahoma State University, Summer, 1973, Summer, 1975; Instructor, 1974-75, Assistant Professor, 1975-76, Assistant Director, Spring 1976, Collegiate Seminar Program, University of Notre Dame; Tutor, �78 I ST. JOHN'S COLLEGE PRESIDENTS EMERITI FACULTY/ 79 OFFICERS, ASSOCIATES AND STAFF Douglas H. Gordon Richard D. Weigle ANNAPOLIS SANTA FE TUTORS EMERITI President Edwin J. Delattre President Edwin J. Delattre William Kyle Smith Wiley W. Crawford James M. Tolbert Dean Samuel S. Kutler Provost J. Burchenal Ault Dean Robert A. Neidorf HONORARY FELLOWS Paul Mellon B.A., Yale University, 1929; B.A., 1931, M.A., 1938, Cambridge University; Litt.D., Oxford University, 1961; LL.D., Carnegie Institute of Technology, 1967; LH.D., Yale University, 1967. Treasurer Charles T. Elzey Assistant Deans Barbara H. Leonard Curtis A. Wilson John Gaw Meem Registrar Nancy R. Winter ScB., Virginia Military Institute, 1914; M.A., Colorado College, 1936; A.F.D., University of New Mexico. Director of Admissions John !VI. Christensen Libararian Kathryn Kinzer Director of Athletics Bryce Du Val Jacobsen Director of Financial Aid Caroline 0. Taylor Director of Continuing Education Benjamin Milner Director of Graduate Institute Benjamin Milner Director of Alumni Activities Elizabeth H. Brown Director of Career Counseling Marianne Braun Superintendent of Buildings and Grounds Charles L. Wallace College Physicians Charles W. Kinzer Sigmund A. Amitin Edward Morris Director of College Health Services Marilyn Mylander Artist in Residence Burton Blistein Provost J. Burchenal Ault Treasurer Emery C. Jennings Director of Graduate Institute Stephen R. Van Luchene Assistant Dean Glenn A. Freitas Director of Admissions Mary McCormick Acting Librarian James Benefiel Director of Financial Aid and Registrar Marsha Drennon Director of Adult Education Gerald L Myers Director of Alumni Relations Samuel Larcombe Director of Career Counseling Janet Lange Superintendent of Buildings and Grounds Carlos Vigil College Physicians Ssu Weng Donald Paul College Nurse Peggy H. Elrington Musician in Residence Landon Young Director of Laboratories Hans von Briesen �m ~C)m ~rr1~ ~~~~~<~c~~W~~~oooz~~~~~~~~~~~~sss~::r:o~onnn>>>~ g(~M·~~~~~sa~&si~~g1111r~~~-~a~lt~~~~~~§~~~~ i~ ~ 0 -· 5 0 ::r ::r '::!<'. .,,. 0 u; "' -· ., ';S... c ., :; -· 0 ., OQ P.. -· :; . .... :; 0 :<""' "'"' 0 -a·P.. :;::i-· a "' "' ~ ~ "' "' 0 ::r . no~~·cm."'OQ""'""' OJ"'"~--.,~~.,. e. "':;.,~ IHn-~:;o· 8 g:.. < s ~~ 9 ::!.'"O £" ~ ~ ::s ~:. o ::;,-' . . DJ . o ::r. ~ so ro ?'\""' £.. o... ~8 m 6 t:;· ~ "O . ~:; g.:;fi.~}· =: 0 ;.: . ~ (;"l~ gj :;;:i '-< ...,. ;:> Ill Ul_O'Q Ill Ill l'b Ill Ill ~ Ill • Ill CJl Ill Ill ~ . ~- vr : Ill '"1 00 2""' : [ s. ~-. ::t> ;:; I-IN 1-1 Q\01 ~VJNN NI-I )-1 )-1 w;:; )-1 OONl-ll-ll--l~)-l~)-1)-1)-INOl 011-10\ N )-101 .i::. 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I' £.: ~ a g 5..: ~ P..: ~: ?fi Nl--IVJ~ NO 'J ?fi?fitJ.tJ.tJ.?fi?fitJ. ...... ...... ~ N 1-1 Oll-1 t--IWl--IW<.n CXIOOOOll--lVJl--l.i:i.NOQ\-...:JW Vl -0 ,.,_ N )-1 °' N Nw N)-1 Q\Nt+:>--Q\00'-01--lCXIOlOVJ~'l oQ ?fi tJ. ti. tJ. ?fi ?fi (ft \0 ~ ::t> 01oowb~S 0001 000101-@ "' ...... 1--1 "' (>.I ...... -0 (.r..1~0 N °' w N """ 0 Ef tJ) '° ...... "' CJl (Jl f-J I'--' ;:s ~.+:o.Q\'JWOB' 00 ~ ST. JOHN'S COLLEGE ANNAPOLIS, MARYLAND • SANTA FE, NEW MEXICO Application for Admission The following topics have been designed to give you an opportunity to write fully and freely about yourself. We want a large sample of your writing. Every application is read carefully by members of the Admissions Committee. We know that many applications for admission to St. John's are written by persons under academic and other pressures; we do not expect perfection. We ask all applicants to discuss items 1-5. Successful applicants usually write six to ten typewritten pages, and often more, in addressing these topics. 1. Discuss the value of the formal education you have received. 2. Explain in detail why you wish to go to college and why, in particular, you wish to attend St. John's. What does your family think of your educational plans? 3. Describe your reading habits and your experience with books. Choose some book that you have liked well and discuss some single aspect of it (not the book as a whole). 4. Select some experience from which you have derived exceptional profit and describe it, explaining its value to you. - .. - u urrecror or ~arrrrsSions u IJrrecror or Kmmssron_L _ ~ ~ , � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 1982-83 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 80 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 1982-83 Date A point or period of time associated with an event in the lifecycle of the resource 1982-1983 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Publisher An entity responsible for making the resource available St. John's College Description An account of the resource College catalog for the years 1982-1983 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/0c65dc4608586380c9fc41a75a77b225.pdf 1516dce8dce4f8b680544689813b4d5a PDF Text Text ANNAPOLIS, MARYLAND 21404 (301) 263-2371 SANTA FE, NEW MEXICO 87501 (505) 982-3691 THE 1983-84 Founded as King William's School, 1696; chartered as SL John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliatioR It does not discriminate on the basis of race, religion, color, sex, age, national or ethnic origin, or against the handicapped. �COLLEGE CP\LENDAR 1983-84 September 6-7 ......... Senior Oral Enabling Examinations September 8 ........... Freshman and Senior Registration September 9 ........... Convocation 9 ........... Sophomore and Junior Registration September 9 ........... Classes Begin with Seminars October 14-17 . . . ...... Long Weekend l"Jovember 24-27 . . . . . . Thanksgiving Recess Decernber 15- January 4 .. VI/inter Vacation January 23 ........ End of First Sernester 23 . . . . . . . . . Second Semester Registration 25 . ....... Freshman Registration February 10-13 Long March 8-25 ........ Spring Vacation 27 - 28 .......... Parents' Weekend 24 ............ Last Day of Classes 25 . . . . . . . . ....... End of Second Semester 27 ................ Commencement SUMIVIER . . . . . . . . . . January Freshman Second Semester Begins 18 ................ Graduate Institute Begins 10 . . . . . . . . January Freshman Second Semester Ends 11 . . . . Graduate Institute Ends SANTA FE 1983-84 August 24-26. . ........ Senior Oral Enabling Examinations August 25 . . . . . . . . . Freshman and Senior Registration August 26 ............. Sophomore and Registration August 26 ............. Convocation August 26 ...... Classes Begin with Seminars August 29 . . . . ........ Graduate Institute Classes Begin October 14-17 . . . . ..... Long Weekend I\Tovember 24-27 ........ Thanksgiving Recess December 15 . . . End of First Semester December 16-January 13 . Winter Vacation January 13 . . . . . . ...... Registration for All Classes 13 . . . . . . . . . . . . . Freshman Classes Begin with January 16 . . . . . . . . . . . . Classes Begin ·March 10-25 ........... Spring Vacation 18 . . End of Second Semester 20 . . . . . . . . ....... Commencement SUfvII\1ER 1984 Ll . . ........ January Freshman Second Semester Begins June 17 ................ Graduate Institute Registration June 18 . . . . . . . . . . . . . . . Graduate Institute Classes Bezin 0 August 9 ............... January Freshman Second Semester Ends 10 . . . . Graduate Classes End August 10 . . . . . . ..... Graduate Institute Commencement �TABLE OF CONTENTS PAGE Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 The Curriculum Seminar .................................................................. 8 Preceptorial ............................................................... 10 Tutorial ................................................................... 11 Laboratory ................................................................ 16 Formal Lecture ............................................................. 20 St. John's List of Books ...................................................... 22 The Academic Order Tutors .................................................................... 28 Instruction Committee ...................................................... 29 Library ................................................................... 30 Schedules ................................................................. 31 Essays and Examinations .................................................... 32 Academic Standing ......................................................... 34 Degree of Bachelor of Arts ................................................... 35 Degree of Master of Arts .................................................... 37 Graduate Institute in Liberal Education ........................................ 37 Directory Information and Right to Privacy .................................... 37 Residence and Student Life Annapolis ................................................................. 38 Santa Fe .................................................................. 43 Both Campuses ............................................................ 47 Site Plans of the Campuses ................................................ 62-63 Admissions Requirements and Procedure ................................................. 50 Campus Visit .............................................................. 53 Fees and Financial Aid Procedures and Deadlines ................................................... 55 Grants and Loans .......................................................... 57 Sample Budget ............................................................. 59 Billing and Deposits ........................................................ 59 Refund Policy ............................................................. 60 Criteria for Judging Satisfactory Progress ...................................... 61 Bibliography ................................................................ 64 Board of Visitors and Governors ................................................ 65 Faculty ..................................................................... 66 Officers, Associates and Staff .................................................. 79 Profile: 1982-83 Freshman Gasses ......................................... 80 Catalogue Consultant: Dale Appleman �THE INTRODUCTION I 7 6 I ST. JOHN'S COLLEGE I Liberal education should seek to develop free and rational men and women committed -to the ,~,"·-·~,-~ in its fundamental of their common and conscious of their social and obligations. Such men and women are to master the skills of to become mature, competent citizens of a free society, College believes that the vvay to which the greatest minds of our thernselves. These books tions of human but also ~'"·~~-·""· i:nto problem;; vvith which we have to deaL ·~"c,.-,,ri~" lives, Their aui:hor::; can to us .almost as fre;;hly as when the first time, for what have to tell us is not of acaderrdc concern, re1T1.ote frorr1. our real interesi:s move our hearts and touch our The books the others. In a real sense reader to take part, vvithin ing conv;,ersation. This however, is books can what have to say, fications that we sometimes desire. To remedy this defect is the of the seminar. a number of students of varied backgrounds, faced St. with a text that may present unfamiliar to discuss it reasonIt is presupposed that the students are to submit their to one another's critical . I"he demands th:2 individual thos"2 of the group are in continuous limits within which the discussion moves with the utff1ost freedom. The discussion may concern itself with trying to establish the of a poem or the an argument.. On the other ii: rnay concern itself wil:h more or with contemporary that thrust thernselves forward. The students to the seminar the assurnptions they have derived from their world. Through discussion they to recognize both the same- ness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are-to help the student make rational decisions as he lives his life. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the student should continue with him throughout life. Most of the teaching at SL John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutor functions as a guide, more intent to listen to the students and to vwrk with them than to impose upon them his own train of thought SL John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinahons of words and in numbers so that they become means of understanding" Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic- the arts of language; and arithmetic, geometry, music and astronomy-the arts of raathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analysing, speaking and writing, and also in deducing and demonstrating, There are many ways to develop these arts. The curnculum emphasizes five of them: discussion, writing, experiment and mathematical demonstration. They are followed in all branches of the But whatever the methods used, they all serve the same end: to invite student to think for to enable him to the arts of freedom" Free n-tinds must be able to envisage concrete situations, to deliberate by formulating clear alternatives, and to arrive at a deciding choice. The of these intellectual skills indi~ates that the discipline of the taken hold of the learning mind . Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding reir1ain in one form or another indispensable" They enable men to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance men can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline men can acquire the habit of listening to reason, A genuinely conceived liberal arts curriculum cannot avoid at these most far reaching of all human goals" �l 8 I ST. JOHN'S COLLEGE THE CURRICULUM I 9 THE CURRICUWM THE SEMINAR The heart of the curriculum is the seminar-a discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two members of the faculty as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten -or well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around a hundred pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists almost entirely of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for ex~mple, is almost certain to elicit a discussion of war and aggression and to brmg to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument-an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy and requires a different approach. Such progress in learning together may be crowned by sudden insights on the part of individuals, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. Or it may climb to heights accessible to only a few of its members. Under these circumstances the role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections, to help the student in every way possible to understand the author, the issues and himself. The most useful instrument for this purpose is the question; perhaps the most us~ful device of all is the question "Why?" But a leader may also take a definite and positive stand and enter directly into the argument. If he does so, however, he can expect no special consideration. Reason is the only recognized authority; all opinions must be rationally defended and any single opinion can prevail only by general consent. The aim is always to develop the student's powers of reason and understanding and to help him arrive at intelligent opinions of his own. Every freshman, sophomore and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the student to set out in writing, as clearly as he can, his own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of his final oral examination. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling. (See page 34). �THE CURRICULUM / 11 10 I ST. JOHN'S COLLEGE lHE PRECEPTORJAL THE FfUTOP..JALS For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptonals may deal with books and themes the students would not othernrise encounteL There are generally seven or students in a precepcorial. Guided a tutor, they proceed aJ a pace more leisurely than that permitted by the seminar. Usually the student's work is completed by the writing of a paper, which may be read in draft to the preceptorial and criticized by the other members. Listed belmN are some of the preceptorial subjects offered on the rwo campuses in recent years. The serninar cannot suffice as the for liberal 10ducation. By its very nal:ure inar does not give the student an~~.·~~·~"' cultivate the habits of and study and of persistently precise discussion and Other learning devices must therefore support it; these are the tutorials in language, mathematics and music. For each of four years, a student attends one language and one mathematics tutorial three or four times a week Sophorn.ores also attend a music tutoriaL In the around a table, about thirteen to fifteen students study and learn together under the direct guidance and instruction of a tu.tor. The tutorial provides .:onditions for collaborative and for the manifold teaching anci learning relations that hold in a company of people learmng As in the seminar, students talk with one another and with tutor, but the discussion focuses on assigned tasks. There are for each student to contribute measure of instruction and seekmg to learn about a Tolstoy: Anna Karenina Adams: The Education of Henry Adams Common Law Adjudication and Philosophical Justice Freud: Selecti:d Papers on Neurosis and Related Topics Kie:rkegaard: Fear and Trembling Aristophanes: The Birds (in Greek) B11rke, Paine and Toqueville: Selected Works Force at>d Energy in Descartes, :Newton and Leibniz Goethe's Novels Plato: Phaedrus Whitehead: Selected ll\lorks 1!Vallace Stevens Arendt: The Human Condition Joyce: Early lNorks Aristotle's Theory of Motion Kepler: Astronomia Nova Sartre: Being and Nothingness Plotinus: Third Ennead Ibsen ac1d Chekov Design and Expression in the Visual Arts William. Blake: Selected \A/arks Joseph Conrad: Selected Novels Wittgenstein: Philosophical Investigations Readings in Lao Tsu, Confucius, I Ching all da:;ses: tutorials. The student is in both sens~, of as a restoration of the traditional studies of and grammar, rhetoric and active grasp of the relations bet~1ve=·n language on the one hand and on the other. To do this must direct attention to the in vvhich words can be put together; i:o the modes of sigmfyvaried connotations and an-ibiguibes of terms; the role of analogies and and the logical relations between it ro.ay be (Greek in the first and second years, and years) provides an effective rneans to th2se translating frorn. them into i:hem other and with English, the student the nature of languages in general and of his own in four years, he studies language as the discourse of reason, as the articulation of and as the medium of the art of poetry; and both and the of foreign tongues, he studies his own He discovers the resources of articulate spEech and learns the rules that must govern it if it is to be dear, consistent and effective-if it is to be and �12 I ST. JOHN'S COLLEGE In the beginning the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one which is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not often come directly into seminar discussions. The student's concern with them in the language tutorial improves all his reading, for whatever immediate end, deepens and enriches his understanding, and increases his ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore which might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its tum, becomes more common in the seminar. Though the language tutorial cannot and should not aim at a mastery of the foreign languages, the student can reasonably expect to attain a knowledge of their grammatical forms and a grasp of their peculiar qualities. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by Shakespeare, Donne and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading and writing of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the student attempts to match in his own tongue the excellence of his models. In the second semester a play is read-Racine's Phedre. The principal activity of the fourth year is the reading of French poems, including a considerable number from Baudelaire's Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted in the third year. One of Moliere' s comedies is read-either Tartuffe or Le Misanthrope. The year ends with analysis and discussion of modern British and American poets, such as T.S. Eliot, Dylan Thomas, W.B. Yeats and Wallace Stevens. THE CURRICULUM I 13 THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word meaning "to learn." It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematical. It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based. Mathematics at St. John's is studied as a liberal art, not artificially separated from what have come to be called the humanities. When mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at St. John's, mathematics becomes not only the most readily leamable liberal art but also one which provides ready access to others and significant analogies with them. There are two main reasons for studying mathematics. First, it pervades our modern world, perhaps even defines it. Therefore anyone who means to criticize or reform, to resist or cooperate with this world not only must have some familiarity with the mathematical methods by which it is managed, but also must have thought about the assumptions that underlie their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure the things in the universe. The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathematics has, as its name implies, a particularly close connection with the human capacity for learning, its study is especially useful in helping students to think about what it means to come to know something. To prepare themselves for such reflection students study artfully composed mathematical treatises, demonstrate propositions at the blackboard and solve problems. By doing this over four years they learn a good deal of mathematics, and they gain noticeably in rigor of thought, nimbleness of imagination and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are exam- �14 I ST. JOHN'S COLLEGE THE CURRICULUM I 15 ples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? Are there "better" and "worse," "ugly" and "beautiful" in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discov. erer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. The student begins with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the student gains a notion of deductive science and of a mathematical system in general; he becomes acquainted with one view of mathematical objects-its central expression found in the theory of ratios-which is buried under the founda- ' tions of modern mathematics. After Euclid he begins the study of Ptolemy's Almagest, centering his attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St. John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic and religious readings that are taken up in the first and second years. In the second year the student continues the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system which are brilliantly resolved by the Copernican revolution. He studies Copernicus's transformation of the Ptolemaic theory into heliocentric form. He next takes up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this he studies analytic geometry, which presents the conic sections in algebraic form. He thus gains an understanding of algebra as the "analytic art" in general. In the third year calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The student then returns to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" theory in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year the reading of Lobachevski's approach to nonEuclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. This is followed by the study of Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. THE MUSIC TUTORIAL One of the aims of St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed towards performance but towards an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year students meet once a week to study the fundamentals of melody and its notation. Demonstration takes place primarily by singing, and by the second semester the students perform some of the great choral works. In the sophomore year a tutorial meets three times a week. The music tutorial reflects two different but complementary aspects of music. On the one hand music is intimately related to language, rhetoric and poetry. On the other it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint and harmony. None of these is done apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart and the instrumental works of Beethoven are the real textbooks. In the second semester at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text students listen to recordings of a composition and familarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. -~--·------~-------------------illlllillll------------------·~----- �THE CURRICULUM/ 17 16 I ST. JOHN'S COLLEGE lHE LABORA~TORY The emblem of the St. John's program on the back cover shows seven books surrounding a pair of scales. The balance, no less than the books, symbolizes the tradition of the liberal arts. It stands for the instruments of the scientific laboratory, which may well be the most characteristic institution of the modern world. Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes" Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose SL John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be carefully scrutinized. All of this is supported the mathematics tutorials, which provide a clear understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized researcho It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills derived from the practice of the liberal artso The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning" There need not be "two cultures"" Different fields of exploration require differeni: methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGAN:i:ZATION OF THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and involved in iL (2) The content of the work should be so chosen as to the student to trace a scientific to its roots in principle, assumption and observationo Thuscertajn/1'.tegrated wholes of subject matters are to be selected as problems m wfocn .[he roles of :heory and experimentation can be distinguished through cnbcal stud~. (;5) The schedule of laboratory work should give opportunity for leisurely DUL mtensive experimentationo The student must have time to satisfy himself as to the deP-ree of accuracy his instruments permit, to analyze procedures for so~rces of error, to consider alternative methods, and on occasion to repeat an entire experimei::L O~ly thus can he come to a mature understanding of the sciences called exacr A laboratory section consists of seventeen to twenty-one students working under the guidance of a tutor, with th':' help of more c:dvanced students serving as assistants. Sections meet tvvo or three times a week. A laboratory session may be used for exposition and discussion of theory, for exuerimentation, or for both, as the progress of the work reqmres. Occasi~nally a laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; wntmgs of Anstotle, Galen, Harvey, Huygens, Newton, Lavoisier, fv'Iaxwell, Thomson, Ruther~ ford and Bohr are among those regularly used in this way. In all the vvork or the laboratory and in the laboratory manuals written at the College i:he purpose is to achieve an intimate mixture of critical discussion and empmcal inquiry. 0 �THE CURFJCULUM / 19 18 I ST JOHN'S COLLEGE TOPICS The general topics of study have been chosen from elementary physical and biological science. The sequence of study may be outlined as follows: 1st Year 12 weeks: 20 weeks: 3rd Year 4th Year 10 weeks: 18 weeks: Observational biology Studies of matter and measurement, leading to the atomic theory of chemistry Topics in physics: mechanics, optics, heat, electricity, magnetism Quantum physics Genetics, evolution, molecular biology THE HRST YEAR The laboratory begins with twelve weeks devoted to topics in observational biology: dassfication of types, anatomical structure, cells and their aggregation and differentiation, embryological developmenL Close observation by naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on_, yet distinct from, the surrounding world_ The freshman laboratory next turns to the non-living, in a search for some of its fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature and calorimetry are taken up, experimentally and in discussion of the relevant theor- ies. These topics lead into an examination of the largely chemical, and the -arguments that are involved in the that matter is composed of discrete The student the views of Aristotle and Lavoisier on the nature of substance and _ change, and goes o~ t~ and discuss important texts bearing on the developmenr or the atomic-molecular theory. Experirnents are performed to help vv-ith the of the te)ds and the physical and chemical transfor:.mation of speak The work culrninates in the resolution of the problem of atomic weights and in an exammat10n of some consequences of this determinatiorio laboratory deals vrith topics common to a number of the trasuch as mechanics, and electromagneHsm. the year, nied the reading of original . ~ Leibniz r Carnot and mathematical tools H Ygen '-'r _U , -: , 1 ofphysics are to be _to work in the laboratory at the same tm~e t:1aJ tne1r rigorous development is i-:< the rrwthematics tutornk A~ che to?ls of the calculus becorne available, the emphasis shifts frmn a direcc, quahcative of force, energy and potential fields, to 'hPir roformulation in terms of derivative and at the same hrne i:he ' --- - ~ c~nce;Jts serve to illustraie the mathernatical ideas. The of are to be used to formulate alternative theories of light-corpuscular and vvave-and the success of Either in accounting for optical .-.r1Prirw-r1Pn;i is examined The and processes of to the first and second laws tion. The fundamental hc.~.,-.,~,D,.. and in mathematical and of the year is 1vfaxwell's derivation of THE In many ways the work of the senior is a return to questions the stu' L th_ ,a _r,1· thP ;;;:enior f d dents first con~ronter a.s rres.urnen. - r~c' en laboratory takes up anew the cf atonusm-bur the atom itself has become the object of study his 1,v-ork with electrical ' · · :+,at .lPad to ena, the student can f ocus on _or amm1~ -- - -: l the revolutionary quantum of Bohr and the wave med-1amcs 01 de Broglie and Schrodinger. a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and gain new mearnng. th·.e cour:;e of 1n VVhat is Life?, the senior laboratory then turns or returns to and first to genetics, to Mendel's theory of heredity and its _ ~he exper~mi:::ntation and interpretation TJ-L h/Iorgan .associates_ 1 he r~sulcs of studies of bacteria are considered from the scandof their evolutionary in the papers of Hardt and of Luna and Delbruck" Next, fundamental pav'rs [o present-day molecular biology-for instance by Beadle and Tatum, and Crick, and Monod-are studied. W' t. - - - ..., �THE CURRICULUM/ 21 20 I ST. JOHN'S COLLEGE THE FORMAL LECTURE The curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the student has an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readngs or it may open up a new field of interest and test the student's readiness to absorb new information and to follow arguments in unfamiliar fields: in or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturer submits himself to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the student the habit of listening and following the exposition of a subject he may not be familiar and it also provides him an opportunity, in the discussion period, to exercise dialectical skill in a setting very different from the classroom. It is here that he can himself test the degree of his understanding and the of what he has learned. The lectures range through a variety of subjects. Sometimes the student is confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that a student's work takes within the framework of the program. LECTURES AND The list below provides some examples of lectures and concerts given on one or the other campus in recent years: "The Growth of Presidential Power" William Goldsmith "Genesis" Robert D. Sacks Aeolian Ouintet "Why Should Gloucester Atternpt Suicide and \/Vhy Must Cordelia Die" John Steadman "Changing Trends in 20th Century Paintings and Sculpture" Adelyn Breeskin "The 18th Century Background to Gibbon" Arnaldo Iv1omigliano Sequoia String Quartet "Languages,Philosophy and Science" Stillman Drake "The Collapse of Democracy at Athens and the Trial of Socrates" Leo Raditsa "On the Translat10n of Rimbaud's Poet1-y'' Jonathan Griffin 'The Vapheio Cups" Ellen Davis "John !Vlilton: The Solitary Way to Paradise" Louis L. Martz 'The Geometrical Vision" Howard Fisher in Paradise Each with His Hand in a Jar of Spemiacetti" Galway Kinneil "The Brothers Karamazov" Michael Ossorgm "The Question of Beauty: The Early Christian Arts" Charles Bell "Rousseau and Democracy: The Design of the Social Contract" Hilail Gilden "Watching Television" Roger Rosenblatt "An American Scholar; The Young Jo;rnes 11/Iadison" Williarn Bennett "Modem Morality and Aristotelian Virtue" Edmund Pincof£es "On Human Rights in the US. Constitution" Robert Goldwin �22 I ST. JOHN'S COLLEGE THE CURRICULUM/ 23 ST. JOHN'S LIST OF GREAT BOOKS The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at the University of Chicago, at the University of Virginia and, since 1937, at St. John's College. The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of .the first two years; about three hundred years of history form the backgr_<)Und for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter. The St. John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all times. In doing that it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and ever present gravity of human issues. The list of books which constitute the core of the St. John's program is subject to review and revision by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read only in part are indicated by an asterisk. Bookstore, Annapolis FRESHMAN YEAR Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Nicomachus: Lavoisier: Essays by: Harvey: Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Medea, Bacchae Histories* Clouds, Birds Ion, Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus Poetics, Physics*, Metaphysics*, Nicomachean Ethics*, On Generation and Corruption*, The Politics*, Parts of Animals*, Generation of Animals* Elements On the Nature of Things "Pericles," "Alcibiades" Arithmetic* Elements of Chemistry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood SOPHOMORE YEAR The Bible* De Anima, On Interpretation*, Posterior Analytics*, Categories* Conics* Apollonius: Marcus Aurelius: Meditations* Aeneid Virgil: Lives* Plutarch: Discourses, Manual Epictetus: Annals Tacitus: Almagest* Ptolemy: The Enneads * Plotinus: Confessions, On the Teacher* Augustine: Proslogium Anselm: Summa Theologica*, Summa Contra Gentiles* Aquinas: Divine Comedy Dante: Canterbury Tales* Chaucer: Mass Des Prez: The Prince, Discourses* Machiavelli: On the Revolutions of the Spheres* Copernicus: The Freedom of a Christian, Secular Authority Luther: Gargantua* Rabelais: Missa Papae Marcelli Palestrina: Essays* Montaigne: "Introduction to the Analytical Art" Viete: Novum Organum* Bacon: Richard II, Henry IV, Henry V, The Tempest, As You Like Shakespeare: It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets* Marvell, Donne, and other 16th and 17th century poets Poems by: Rules for the Direction of the Mind, Geometry* Descartes: Generation of Conic Sections Pascal: St. Matthew Passion, Inventions Bach: Selected Wo:rks Haydn: Selected Operas Mozart: Selected Sonatas Beethoven: Selected Songs Schubert: Aristotle: �THE CURRICULUM I 25 24 I ST. JOHN'S COLLEGE Stravinsky: Webern: Symphony of Psalms Selected Works JUNIOR YEAR Don Quixote Cervantes: Two New Sciences* Galileo: Leviathan* Hobbes: Discourse on Method, Meditations, Rules for the Direction Descartes: of the Mind*, The World* Paradise Lost*, Samson Agonistes Milton: La Rochefoucauld Maximes* La Fontaine: Fables* Pascal: Pensees* Huygens: Treatise on Light*, On the Movement of Bodies by Impact Spinoza: Theologico-Political Treatise Locke: Second Treatise of Government, Essay Concerning Human Understanding* Racine: Phedre Principia Mathematica* Newton: Kepler: Epitome IV Monadology, Discourse on Metaphysics, What is Nature?, Leibniz: Essay on Dynamics Swift: Gulliver's Travels Berkeley: Principles of Human Knowledge Hume: Treatise of Human Nature*, Dialogues Concerning Natural Religion, Enquiry Concerning Human Understanding Rousseau: Social Contract, The Origin of Inequality Adam Smith: Wealth of Nations* Kant: Critique of Pure Reason*, Fundamental Principles of Metaphysics of Morals, Critique of Practical Reason* Mozart: Don Giovanni Jane Austen: Pride and Prejudice, Emma "Ode on Intimations of Immortality" Wordsworth: Hamilton, Jay and Madison: The Federalist* Billy Budd, Benito Cereno Melville: Dedekind: Essay on the Theory of Numbers Democracy in America* Tocqueville: Essays by: Young, Maxwell, S. Carnot, L. Carnot, Mayer, Kelvin, Taylor, Euler, D. Bernoulli SENIOR YEAR Moliere: Goethe: Mendel: Darwin: Hegel: Lobachevsky: Tocqueville: Lincoln: Kierkegaard: Wagner: Marx: Articles of Confederation "Declaration of Independence" Constitution of the United States of America Supreme Court Opinions* The Misanthrope; Tartuffe Faust* Experiments in Plant Hybridization Origin of Species, Descent of Man "Introduction" to the History of Philosophy, "Preface" to the .Phenomenology, Logic (from the Encyclopedia), Philosophy of History*, Philosophy of Right* Theory of Parellels* Democracy in America* Selected Speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Communist Manifesto, .Capital*, Political and Economic Manuscripts of 1844* Dostoevski: Tolstoy: Mark Twain: William James: Nietzsche: Freud: Valery: Kafka: Heisenberg: Millikan: Wittgenstein: Keynes: Joyce: Poems by: Essays by: Brothers Karamazov, The Possessed War and Peace The Adventures of Huckleberry Finn Psychology, Briefer Course Birth of Tragedy, Thus Spake Zarathustra*, Beyond Good and Evil* General Introduction to Psychoanalysis, Civilization and Its Discontents, Beyond the Pleasure Principle Selected Poems The Trial The Physical Principles of the Quantum Theory* The Electron* Philosophical Investigations* General Theory The Dead Yeats, T.S. Elliot, Wallace Stevens, Baudelaire, Rimbaud, and others Faraday, Lorenz, J.J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger, Maxwell, Bernard, Weismann, Millikan, de Broglie, Hiesenberg, John Maynard Smith, Dreisch, Boveri, Mendel, Teilhard de Chardin �THE CURRICULUM 127 AUTHORS ACCORDING TO CONVENTIONAL THROUGH THE FOUR YEARS Phi!osvphy aK!d Th.eo!ogy f·JI21thematics ai.nd Natural Sdence Homer Aeschylus Sophocles Euripides Aristophanes Herodotus Thucydides Plutarch Euclid Nicoma ch us Ptolemy Lavoisier Dalton Lamarck Archimedes Torricelli Pascal Fahrenheit Avogadro Black Virgil Dante Chaucer Rabelais Shakespeare Donne Ivla.rvell Year Plato Aristotle Lucretius Aristotle Epictetus Plotinus Marcus Aurelius The Bible Augustine Anselm Thomas Aquinas Luther Montaigne Bacon Plutarch Tacitus Machiavelli Ptolemy Appollonius Copernicus Cervantes Milton Swift Racine Fielding Melville La Fontaine Wordsworth Jane Austen ta Rochefoucauld Descartes Pascal Hobbes Spinoza Locke Berkeley Leibniz Hume Kant Cocke Rousseau Adam Smith U.S. Constitul·ion Hamilton, Madison, Jay Tocqueville Moliere Goethe Tolstoy Dostoevski Baudelaire Rimbaud \ialery Hegel Kierkegaard N1etzche William James Wittgenstein Hegel Marx Oocumen ts from American Political History Tocqueville Lincoln Supreme Court Opinions Keynes IV!usk Yeats Kafka Wallace Stevens T. S. Eliot Mark Twain James Joyce Wollaston Gay-Lussac Proust Cannizzaro Berthollet T. Richter Thomson B-erzelius Dulong Harvey Galen Driesch Boverj Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Descartes Pascal Viete Des Prez Webern Galileo Kepler Young Euler Mayer S. Carnot D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell Mozart de Broglie Mendel j .J. Thomson Bohr Millikan SchrOdinger Darwin Freud Einstein Heisenberg Whitehead Wagner L_ Carnot Kelvin Taylor Faraday Lobachevski Lorenz Rutherford lVIinkuwski Bernard Davisson Ivlaxvvell �THE ACADEMIC ORDER I 29 23 I ST JOHN'S COLLEGE T E E ER At SL the teaching members of the faculty are called tutors, The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise, learning is a cooperative enterprise carried out in sni,all groups v~ith persons at different stages of learning working togetheL All participants in a class are expected to prepare for their discussion studymg from the works of the principal teacher of the classit might be Plato or Newton-usually an author of one of the great books, who wrote from the high point of his learning, What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions, The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen, and to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at SL John's will not be limited to what fits neatly inside a single discipline, it is essential that SL John's tutors re-educate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training, For example, a tutor with advanced degrees in mathematics would prepare himself to lead language tutorials requiring translations from Sophocles or Racine, The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to become competent to teach the SL John's program, This is necessarily demanding because no full-time tutor is confined to a single part of the program, He is, and has to be, a teaching member of a seminar and of either two tutorials or of one tutorial and a laboratory section, and he is continually teaching his colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at SL John's than the preparation for classes usually allows, In order to avoid staleness and the everpresent danger of succumbing to routine performance, they are granted sabbatical leaves to allow for leisure and serious study. Betw<een sabbatical leaves, faculty study groups are set up. Leaders of such groups are relieved of part of their ordinary teaching duties, They engage in a thorough study and exploration of a subject chosen by the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the SL John's curriculum, the work of the study groups opens new perspectives for teaching and learning at SL John's, THE INSTRUCTIOt'1 COIV1l\1UITEE The Instruction Committee is a committee of tutors responsible for advising the Deans on all matters of instruction. It also advises the President on appointrnents to the faculty, The Committee consists of the Deans and twelve tutors, six elected by the tutors on each campus of the College; the President and the Provost sit with the Instruction Committee ex officio. Each Dean is the chairman of the Instruction Committee on the campus where he serves; the members of the Committee on each campus constitute the Instruction Committee for that campus and meet at frequent intervals throughout the year. The full Committee meets annually, alternating between the two campuses, and the Deans alternate as chairman of the Instruction Committee, �THE ACADEMIC ORDER I 31 30 I ST JOHN'S COLLEGE SCHEDULES The books chosen for at SL John's are colleci:ed in the library in the best editions and translations that can be obtained. These books form the core of the essential to the teaching of the program. A good general coll.ection is a necessary the college has little need for a specialized, technical collectiorL Each year books are purchased in mathematics,. science, religion, fine arts, music, literature and history and many other The subscribes to representative periodicals and faculty assisl:s the Librarians in selecting books The Annapolis maintains a collection of about 80,000 volumes. In Santa Fe, the collection now numbers over 52,600. P<::rhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students ai<d seminar ieaders are about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. A SA.rvIPlE FRESHMAN SCHEDULE, Al\TNAPOUS HOUR MONDAY TUESDAY 9:15 Mathematics Tu tonal 10:15 Language Tutorial Language Tutorial WEDNESDAY Mathematics Tutorial Language Tutorial FRIDAY THURSDAY Mathematics Mathematics Tutorial Tutorial Language Tutorial Chorus 11:15 1:15 Laboratory Laboratory to 4:15 8:00 Formal Lecture Seminar Seminar A SAMPLE FRESHMAN SCHEDULE, SANTA fE HOUR 9 00 MONDAY Laboratory TUESDAY Language Tutorial 10:30 to 12:00 1:00 is housed in the Peterson Student Center and the is located in the Sternberger-\Neis Music 7,000 u FRIDAY Language Tutorial Mathematics Tutorial Mathematics Tutorial to Collection America," and the Peter Bowen Collection of Collection and Pof Collection i~n San.ta Fe contain first editions of each poet as well as other belles lettres. In Fe contains several the Amelia the and the Holzman collections. Vvoodvvard Hall in v1as renovated as a modem facilin 1969 It has comfortable rnodern study carrels and stacks as THURSDAY Freshman Music Language Tutorial Mathematics Tutorial 2:30 4:00 8:00 WEDNESDAY Laboratory Seminar Seni_inar Formal Lecture . Except for the preceptorials in the junior and senior years and certain periods of laboratory work for which the upperclassmen may choose their own hrne, the schedule is the same for all students. Each morning for either three or four days a week they spend one hour in a language tutorial and one hour in a mathematics tutorial; sophoffiores also spend four hours a week in a mu~ic tutorial. Twice a week freshmen, juniors and seniors spend up to thre~ nours m the laboratory. Two evenings from eight to ten they attend a semmar. A formal lecture or concert is given once a week. Sixteen to nineteen hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. �32 I ST JOHN'S COLLEGE in and each semester in Santa Fe every freshman, sophomore junior submits an essay to his seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAl '-'/'-JC>.HllU Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The student is questioned freely and informally on the texts he has read or the paper he has written and on his critical and interpretative opinions. It is not the principal aim of the examiners to find out how much the student remembers. He is encouraged to consider the different parts of his study in relation to each other and to problems that may not have been treated in any of his classes. For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. THE EXAMH\TATION year, each student must pass an examination to demon'v''""'v.'''° of the French language. THE EXAMINATION The senior oral enabling examination is given to the student in the fall at the beginning of the fourth year. It is focused on a number of books from the seminar lists assigned for rereading and study during the preceding summer_ The passing of this exar.nination confirms a student's status as a candidate for the degree of Bachelor of Arts. Al"'ID ORAL EXAMINATION In the senior year the student is required to present to the faculty a final essay related to some aspect of his four years' 1fvork. It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts_ Four weeks at the start of the second semester ore reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined upon it by the committee in an hour-long public examination.No degree is awarded unless both the essay and the oral examination are satisfactory. The senior essay is regarded as a culmination of the student's learning. · �34 I ST. JOHN'S COLLEGE THE ACADENHC ORDER I 35 classes are sr.nall and and because students parevery tutor is av.rare of his students' progress from to of a student are based on the student's total perof his tutorials and seminar. is assumed that each student has the capacities to pursue this course of until there is clear evidence to the contrary. The curriculum rn v2ried and rich for of interest, performance and and there is it for a wide range of St. is free from the pressures of conventional examinations and competition for grades. Because student is essenbal lo the in 1Nhich classes are conducted at St. attendance at all regularly college exercises is A record of absencEs is This record is taken into consideration v1her1ever there is occasion to THE form of evaluation is the don rag. Once 3. sernester each and r.o.eets aU his tutors in the don Thr: tutors to one of the semmar leaders on the student's the semester; the student is then invited to to his comment on his own 'Nork. Advice may be requested rnay bE but or 1 Senio,, Ornl, Annc:rpolis is one semester The student who ''"•nn.v+ rl to the Oea11 B, C, or F, where CindiSuch a grading sysh:n1 is neceson to the L'JHC"C 0 pu1poses, SL are translated 1nto terrns «.Jf conventior,al h.ifft is the eqmvalent of one hundred hours ser_r!Lester the Instruction Cor:i'unittee, with of the studenfs carries great weight A student is if he has submitted a satisfactory he is suffi, the enaban acceptable senior essay upon careers in 2l var1lts scope and its of ,-J,1c.uJ1e0 �36 I ST. JOHN'S COLLEGE THE ACADEMIC ORDER I 37 one or more St. medicine and theology have attracted the greatest numbers. Actmg Advertising Agriculture Ar chi tee ture Art Biology Bio-physics Business Administration Planning Classics Drarna & Econormcs Education Engineering Finance Geology Government Service History History of Art History of Science International Relations Journalism Languages Law Library Science Lil:erattw2 Music r>Jursmg Oceanography Philosophy Physics Political Science Psychology Public Admirnstration Publishing Scientific Research Social Anthropology Social Work Sociology Systexns Analysis Theater Arts Medicine Meteorology Theology at St. the Instruction for the d2gr1::e. He rnust chen the Instruction Committee and stand must have some bearing on the of the hb·2ral arts. in the libera.l arts, is conon the Santa Fe camJ)US and the academic year it 1s als~ offered for of other needs teachers, The progran--~i divided into four ar:d writes a All four to tl--v.:: ;::;;aduate Institute in l\lew rv'lexico 8'7501 or the Co!the stu- field of dates of educathe studenL f_Gs.s of its :tntention to to inform the , __ ,Juz:~'" ~--nM~--- inforlTtaany such privacy �38 I ST JOHN'S COLLEGE make them available and t2ins a_ to rer.nir:_d stude:nts of theiT and to expr2ss studer~t ori aiso nl.eets vvith to of lT~t1t•J_al concern_ and ITtainStudent Instruction Comrrtittee to discuss and recornn-lend curricu:Food Corrnnittee \rVOrks v·1ifh the dining haH manager to and as ranges creatrve and nevvs take up the rest of the space also welcorne to contribute work to The The St. John's the three official V-'L'll'-Cl.'-1'~1 ye;:,r after year whik vidual mernbers of the Dining Hall, Annapolis �RESIDENCE & STUDENT LIFE I 41 40 I ST. JOHN'S COLLEGE activities from the act out of the curriculum as si:udents' interests overflow seen small classes-some led by Latin, German, the New Testaand aspects of chenistem from interests of the among them have been those of classes in dance and martial arts. Williani one or two modern works, and have included student filr.n dub presents and domestic films- the classics of cinema art Additional film senes, The Ascent and have been shown the week There is also a v1inter film series on lV[usic is Perrnanent fa.cilibes such as the art studio, cercUTliC stuclio \A1oodclarkroom and stage floor also rrtaintains an art exhibitior;.s to th_e vvorks of DauJ;.T!er~ F_oualt, es.ch exhibition. A.n 1 both rr1i~seun1s and stores too :nurnerous to nr~entio:n intra.1nurzJ both rnen individ:xal and te21rr1_ ::;.ports. 'Il1e DJsecstuder~t assistants schedule events and v'!11ich include c{ courts an.cl c~ l\/len's and women:s tearn:o softball and tfack, coordi:n~ate �RESIDENCE & STUDENT LIFE I 43 In the 1960's i:he College decided to expand its student The Board of Visitors and Governors chose to establish a. second in the Vvest rai:her than sacrifice the virtues small fine arts, rnuseu1ns re::;earch. Scientists in related fields. tute of Arneric2m Nev" lVIexico in v1des the attractions and conveniences of a city of 400,000 people. The of 300 2cres lies m the southeast corner of the two Santa Fe Plaza and the Palace of the Governors. The introduced in reflects the territorial the Ortiz a centerr a mu.sic ai1d fine arts dusters of dorrriitories A in these and two located View from Dining Hall, Santa Fe �44 I ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE I 45 Each of the sixteen dorrnitories o:n campus houses from twelve to of friends within the students and serves as a sm:dler More than half the rooms are suites of tv.J-a or three roorns to own and at the sarne time close dent. head resident others ·who share similar area. In addition students are also housed 1;vas and ideas on rather than the of a formal student since boi:h the si.ze of the Colform of the program are conducive to informal and chrect cornmunication. Th·ere are student to th;:'. Financial Pt.id Corr1rnittee and the Board of "'f~/isitors Students also to corrunittees v1hich concern the11tsel:1es with such r ·1 roon serv1cs" Santa Fe stude:nts .and have initiated a vvide ricular activities the arhstic the a.cad:::m1c and the c 1 extracurricr;.JJ?tr cla:=.ses in ballet a.nd rnodern d.o_nc<C, The art studio in ~~«. e:nd studio •••• r .•, studeni:s are attracted to the tov·Jn of Santa Fe theater and \risual arts ·Others hz:ve tl~~c San ta he2tlCh-food co-op or in other loc.21 2ctivities. c-fhe students into tovJn h.,..rice a �RESIDENCE & STUDENT LIFE I 47 46 I ST. JOHN'S COLLEGE Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extracurricular classes and discussion groups both on and off campus. Informal discussions of contemporary literature, forums on public concerns, and slide shows on art history are frequent on-campus activities, as are study groups in such languages as Russian, German, Spanish, Italian and Hebrew. Students preparing for entrance into medical school have attended classes at the University of New Mexico, Los Alamos branch, under the sponsorship of the College. Thorne Fellowships also give students financial support toward fulfilling medical prerequisites during the summer months. ATHLETICS The Student Activities Office coordinates a volunteer athletic program which offers opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. These last two are sports in which St. John's challenges other colleges and universities, and the College usually has one of the finest fencing teams in the Southwest. There are indoor facilities for judo, karate, tai chi chuan, weightlifting, gymnastics and fencing, but during much of the year these activities can be done outof-doors. Intramural programs in tennis, soccer, track, volleyball and badminton are conducted at the College's facilities. A men's soccer team and a women's soccer team both play with other teams in the area and are hosts to several tournaments in the fall and spring. The St. John's basketball team competes in a city league. Santa Fe's municipal swimming pool is reserved for St. John's one night each week. A horse corral on the campus is available for student and faculty use; horses may be hired at a nearby ranch. The adjoining Sangre de Cristo Mountains provide hundreds of square miles of forest and wilderness areas for hiking and camping. Here the St. John's Search and Rescue unit trains regularly in techniques of map reading, first aid, wilderness survival, rock climbing and cliff evacuation. The team is called out in emergencies several times a year; students have permission to be absent from campus in the event of a search or rescue. The Santa Fe Ski Basin (seventeen miles to the north) and the Taos Ski Basin (two hours away by car) offer fine slopes for both beginning and advanced skiers, and several cross country ski trails branch off from them. Students may borrow skis, boots and poles from the College, and the St. John's bus provides transportation. When the weather is warmer the Student Activities Office organizes excursions down the Rio Grande by kayak, canoe and rubber raft with overnight camping along the way. BOTH CAMPUSES RELIGIOUS ACTIVITIES The Charter of 1784 established St. John's College as a non-denominational institution. In its early years there were some ties with the Protestant Episcopal Church, but these no longer exist. The College schedules no formal religious services except before commencement. Attendance is voluntary, in consonance with the Charter. Many tutors and students attend church or synagogue in town. It is customary for extracurricular Bible classes to be conducted by tutors of the College . . FACILITIES FOR STUDENTS As in Annapolis, waltz parties, rock parties, and such regular events as the Fall Festival (in the mountains surrounding the College), the Halloween Costume Party, the Fasching Ball, the Graduation Ball and Reality Weekend provide occasions for informal gatherings of tutors and students. Reality Weekend includes a talent show, a parade from the Plaza to the College, a· picnic and athletic competition. The College Bookstore on each campus has all the books and supplies the student needs for his classes. It also maintains a stock of books related to all phases of the program, and books of more general interest. It is operated without profit. As supports for an active social life, the College provides on each campus a coffee shop and a junior common room for the use of all students. In addition, there are smaller, comfortably furnished social rooms in the dormitories and elsewhere on campus. �48 I ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE I 49 cornmutc rn.:ike proper use of the support that life. nitiesf other Unrnarned dorrnito::ies and to car~ offer no rr1arr1ed stJJd 2nt at at Sa:::-1.ta Fe. Studer:ts vvho vvish to have rnarsuitable and should 1 i{ seeks part-time employment for students the acait can also aid students for full-time summer in the local ____ ,,__ ··- infirmaries are maintained at both campuses, each under the of a College Physician and a College Nurse. A daily medical report is sent to the AssistE1nt Deans. A psychiatrist or clinical psychologist is available for consultatiorL order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the Dean in consultation with students and the faculty . Every enterstudent is informed of and returning upperclassmen are r2rr1inded thern each falL The rules differ in certain details on the two campuses, follow the sarne intell;,ctual life the community is inseparable from the faculty of each student students agree to promulgated in the Student Mrmual pubSt John's assumes that students wiH n>spect not the enacted also the community-accepted canons of decent . l!.t extrerne cases, "'~1hen:· these canons. are fl~outedi the Col·~ may require withdrawal of the offending si:udent. a housekeeping staff i:o care for the dormitones. The The College Colkge inspects the rooms periodically and repairs at the expense of the been occupant or occupants any dormitocy room and furniture that damaged beyond normal wear and tear. damage to property is charged to th€ caut1on fee of the student or students responsible for the The \-=:oHege is not for the loss of, or -darn_age to any student property theft or any other cause. 1 �50 I ST. JOHN'S COLLEGE ADMISSIONS I 51 s The standards by which applicants are selected for SL are special, and prospective students it rewarding to write the essays that constitute an application to the College. People who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to see deeply into others' ideas as well as their own; and of active particiin their own education. Education at St John's is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most who consider St. examine themselves carefully before applying so that when they do are to themselves and to the College that they want to engage fully in the reason and believe they can take pleasure in it. In writing their application essays, rnany determine their own appropriateness_ as SL John's students; others eliminate the!T-iselves as applicants, deciding that their interests and those of the College do not coincide. Thus, for the most they select themselves. Some are rejected, of course, but a wide variety students is accepted each year. The purpose of the admission process is to determine ·whether an applicant has the necessary and ability to complete the SL John's program satisfactorily_ Admissions Committee- ten tutors and both Directors of Admissions-regards the application as being a question from l:he applicant: "Do think I am ready to from the program of studies at SL In the essays, applicants are asked to discuss their previous education, experience with books, reasons for choosing St. John's, summer or posthigh school experiences, and some particularly valuable experience they have had. A number of optional is also suggested. The essays are designed to enable applicants to give a full account of themselves . They can tell the Committee much more than statistical records reveaL Next the Committee considers the applicant's academic achievem.ent and promise. Previous academic records - the secondary school report and college transcript, if there is one-show 'Nhether an applicant has the habits of study necessary at St. Letters of particularly those of teachers, are carefully read for indications that the applicant has the n:_iaturself-discipline, ability, energy and initiative to succeed in the SL John's progranL St. John's attaches little importance to "objective" test scores, and no applicant is accepted or rejected because of such scores. The Comsnittee's decisions are not influenced the race, religion, sex, age, color, physical handicaps or national or ethnic origin of an applicant, or anv other factors unrelated to the work of the College" The applicatio~ asks a minimum of personal data. Need for financial assistance does not affect the Committee's decisions on admission. St. John's has decided to remain a small about 375 students in Annapolis and 320 in Santa Fe. size of each class is limited on each campus. ~!lost freshman classes are about equally divided between men and women" Classes enter in late August and January in Santa Fe, in September and January in Annapolis. Occasionally, there may be a as freshJanuary class on only one campus" ]\Jew students are enrolled men; a fourth or more of each entermg class have done one, two, or even three years of college work elsewhere. These students, despite good records at other colleges, relinquish their advanced standing to take m the St. John's prograni. to complete the first year. They can thus graduate a year earlier than if they had postponed their entrance until the following fall. The class is of particular interest to students who come to SL John's from other colleges, or who have traveled or worked since graduation frorft high school, or who wish to enter St. John's immediately after the first semester of their senior year of high school. �ADMISSIONS I 53 52 I ST. JOHN'S COLLEGE SL John's has a There is no application deadline, but applications classes should be subas in the year as Because there are occasional vacancies in classes to last-minute students who Vlish l:o late in the year should contact the Admissions Office for soon as the application essays and documents are asserr1bled, the application is reviev11ed by the Adrnissions Committee. The is ,,,.,,,,.,,,,,, of the Comrniltee's decision in about two weeks. Upon notification that his has been accepted, an applicant has the option to enroll on either campus. In order to secure a in the class, he must submit a deposit of to the Admissions Office on the campus at which his meni: specifying the campus has been the campus as noted below. u,, '-'V""" are accepted on a first-served basis until the enterclasses, are filled. If the ~·.-•.w 7 ·.,-.-pus is full, the /;,,dmissions Office 1Nill offer him the 1) the deposit may be transferred to the other campus, space remains in that entering class; 2) the deposit be secure a place on the waiting list or in a subsequent class on first-choice campus; or 3) the deposit may be returned, If the is also a candidate for financial aid, the 'Nill be accepted that it will be r~f-unded if sufficient a_id cannot be offered to ,2nable hnn to attend th-e Deposits submitted when no fmanciai aid has been requested or after receipt of an aid offer are not refundable Al! to first semester tuition and fees ,form vvill be sent to each student receipt of the /1 Clnce enroH~d on either campus acade1nic year ()ffice of for fina:ncial aid, he rnust aJso A.ll such trarisfers an: 1 should be addressed to the Director of lege, Annapolis, 21404 Mexico 87501 (1el. section on Fees a:nd Office of their intentions as soon as CvlNew but it is especially wise curriculum and D(Jsc;Ene �54 I ST. JOHN'S COLLEGE While on campus the visitor may attend a seminar on Monday or Thursday evening at 8:00 p.m.; attend tutorials in mathematics, language and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the Admissions Committee, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Wednesday or from Thursday to Saturday on the Annapolis campus, from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Persons planning to visit should telephone (301/263-2371 for Annapolis or 505/982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for the visitor will be transportation. He will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings can usually be located in inexpensive paperback editions in the College Bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens and soap are provided by the College. If a visitor arrives weekdays between 9:00 a.m. and 5:00 p.m., he should go the Admissions Office. Weekends and any day after 5:00 p.m., he should go to the College receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe. TRANSPORTATION The Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis and the driver will let one off at the campus if he asks. Buses from Washington are less frequent and arrive at the Annapolis Greyhound Bus Terminal (about six blocks from the College). By car one takes Route 50 fr()m Washington or Route 2 from Baltimore. A limousine service from the Albuquerque airport to Santa Fe also is available. Called the "Shuttle-jack," it leaves the airport seven times a day and costs $13.00 one way. Greyhound and Continental bus lines pass through Santa Fe. Amtrack stops at Lamy, N.M., twenty miles from Santa.. Fe, and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival at the bus station or at one. of the Santa Fe hotels, the easiest way to get to the campus is by taxi. FEES & FINANCIAL AID I 55 FEES &- FINANCIAL AID The College belie~es that qualified applicants should i;ot be denied the opportunity to attend St. John ,s College because of limited finances. St. Johns therefore maintains a financial aid program to. assist _eli?ible students to the greatest extent possib~e withm the limits of the College's r~sources. With very few exceptions, financial aid awards are made solely on the basis of need. A. The follo":'ing principles _ui:i~erlie St. John's financial aid program: 1 .. The primary responsibility for financing a college education lies with the student and the student's parents. The College can offer aid only to su~~lement funds the family provides. 2. Th~ ability o~ a, fa~ily ~o meet college expenses is determined by assessm~ ~he fami~y s financial strength in terms of income, assets, debts and addit10nal children to be educated. 3. Financial aid may be in the form of a grant, loan or part-time ei:nployment and will be offered to all students as a package which combines one or more forms of aid. 4. In keeping with the philosophy that students should contribute to �56 I ST. JOHN'S COLLEGE FEES & HNAI'-ICIAL AID I 57 their educational expenses, self-help is the first of a financial aid award. At SL John's, self-help consists of a part-time job and an educational loan. S. The total amount of financial aid the College offers a student rnay not exceed the student's demonstrated financial need. 6. Financial aid is not automatically students reapeach year they wish to be considered for aid. . . , . . 7. Students receiving financial aid must meet the cntena ror mamtaming satisfactory progress in order to retain their award page 61.) of 8. Financial aid awards are made in accordance with the Act of 196L1 and Title IX of the EducaTitle IV of the Civil tion Act of 1980 prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethmc or national origin. 13. The procedure for applymg for financial aid is as follows: u'"''"-<"'"' for admission who also plan to apply for financial aid out the application for financial aid m the back of this catalogue and return it the Admissions Office . 2 nmst also current Firiancial Aid Form with the . Ne'N or Berkeley, Calior their par~nts to present a d~~ financial ~ It may be obtained frorfl either or tlt.e Financial Pl.id Office at SL 3. Candidates for financial 3.id from the College must first establish a Federal prograrr: descnbed in Sectheir el:gibility for the P·ell tion D below. The College Ser~ice's Financ1ai Aid Form enables candidates to 1ndicat2 that they vvish to fo.::· a F~en ~:;rant Students should so indicate. No finanoal aid will be made the College until the student submits his copy of the Student .A.id to the Financial Aid Office. 4. As part of the application for financial aid, p?irents of aoplic~nts and apphco.nts who claim status must provide o.n official copy of their most recent lnc~rne Tax, Return. 5 students are to meet the federzJ dehrotlon and have an cf on file Aid Office. This form will be mailed to upon receipt of the Financial A1d Form if the to Following are the deadlines and notification dates for financial aid: FRESH1v1AI\J CAJ\JDIDATES Although the College has no deadline for receipt of financial aid applicandidates for admission 1nho are in need of financial assistance should indicate that need as soon as possible. The Financial Aid Fanni Pell Grant Application should be filed with the College Scholarship Service as soon as possible after January 2 in the year in which the candidate wishes to be admitted. Those who wish to enter in January should submit the FAF/Pell as early as possible in the preceeding year. Likewise, the SL John's Financial Aid Application in this catalogue be filed 1Nith the Admissions Office as soon as possible after its receipt by the candidate. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be met. Candidates for admission applying after Februlovver chance of receiving all 25 for fmancial aid have are than thos·2 earlier. for which RETURJ"'"Hl\JG STUDENTS Applications are due by February 25 from enrolled students who are to the College and reapplying for aid or are applying for aid for the first hme. Beginning on December 1, fhe Financial Aid Office will the necessary Financial Aid Form, which and filed ·v11th the CoEege as possible. Students whose aid the Financia1 Aid Office to the February 25 deadline will be notified of the decision on on 1. completed after Febru~'TY 25 will not be considuntil awards have been made for applications before the deadline< Avvards based on applications completed will not be mailed until after April 15. Students whose ci.pplications for financial aid are received after the deadline will not be denied consideration for assistance, but the availaof funds cannot be guaranteed. 0 of Connecticut, the D;strict of tvfassachusetts, Rhode for a State Scholvxshipo 7< An applicant who has education rnust orovide a ' . ~. . . -rl Financial Aid Transcnpts can be obtained from l-'lnanc1a ·1 A1" Qlf LlCe. 8. Students for and fmannaJ 21d from St. are to Financial Aid of any grants, gifts, emnloyment or other financial be:::-1efits for they become eligible; ~ny change in (heir or thelf financial situtafam; and changes of name, marita:I status and address. Funds for financial aid awards frorn the College are avaihble frorn the below Except for the Federally In:mred/Guaranteed Stusources dent Lo.an, n~ed not for funds fron-t of tf-1ese spcc1fic sources. these sources are automatically in up the College's frnancial aid awards. ST JOHN'S GRANTS Funds for St, grants are resources, and all awards are made on the the College from its own of financial need �58 I ST. JOHN'S COLLEGE PELL GRANT This Federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT (SEOG) FEES & FINANCIAL AID I 59 other borrowers is seven percent. A student may be allowed up to ten years to pay back the loan. 1983-84 STUDENT BUDGET* FALL FRESHMEN Dependent $7200 1150 1550 200 500, 550, 650 1 The College awards SEOG's to incoming freshmen and enr_olled students each year. These grants are made to students who have fmancial need and are unable to pursue a course of study without the grant. Eligibility for SEOG is limited to $2000 per year Independent Tuition Room Board Books Personal Expenses JANUARY FRESHMEN Dependent $6500 COLLEGE WORK STUDY PROGRAMS (CWS) This Federal program permits the College to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session, NATIONAL DIRECT STUDENT LOAN (NDSL) These loans are made by the College directly to students using funds provided, for the most part, by the Federal Government. The maximum loan for four years of undergraduate study for the first baccalaureate degree is $6000, No interest accrues and no payment is required while the borrower is enrolled at the College, Repayment begins six months after the borrower terminates attendance at the College, There is provision for defem1ent if the borrower returns to at least half-time study at another institution, Depending on the total loan commitment, the repayment may extend from ten to twenty years. FEDERALLY INSURED/GUARANTEED STUDENT LOAN (FISL/GSL) . These programs enable a student to borrow directly from a bank, credit union, savings and loan association or other participating lender who is willing to make the educational loan. The loan is guaranteed by a state or private nonprofit agency or insured by the Federal Government. The maxirnurn amount a student may borrow is $2,500 a year. No interest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. The interest rate is nine percent per annum for any student who obtam.s his first GSL after January 1, 1981, The interest rate for $7200 1150 1550 200 650 200 400, 450, 5201 Independent Tuition Room Board Books Personal Expenses $6500 200 520 *Fees are subject to change without notice. 'The allowance for personal expenses varies with the distance between the student's home and the College. 'Undetermined at time of publication. BILUNGAND Billing for tuition and fees is done prior to each semester. The charges are due and payable in full on or before the registration dates for that semester. Those who may wish to pay in n-1onthly installments should of the Treasurer about the various tuition payment plans or loan arrangements available to St. John's College students and parents, Since determinations affecting students, faculty and physical facilities must be made well in advance of the beginning of each academic year, the College must know in April which returning students will register in September, A deposit of $150 on the fees for the following year is therefore due on or before the first iVIonday in April for prospective sophomores, juniors and seniors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, he may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, military service, aca- �60 I ST JOHN'S COLLEGE FEES & FINANCIAL AID I 61 demic dismissal or the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which he made the the and he must make a new his place in a If there should be this deposit, the should contact the College possible date to rnake suitable Each student is to make a deposit of called the Caution Fee, which is subject to charges for breakage, damage to or loss This fee is paid once at the of college property and other minor beginning of the Freshman ·Year, but each student must bring the balance (after darnages assessrnents, if up to the full $100 at registration each semester. If it is reiunded on at the end of the academic year or when a student leaves the senior must pay a Commencement Fee of at the the second semester of the Senior 'Year, to the for each se1nester . many of the V:-terans . The Colleg€ may at rates and on schedules to be detereach year If a student withdraws or is dismissed for tuition v.rill be made T'lile first tvvo vveeks: 80o/o The third week: 60 % Th.e fouri:h week. tWo/o The fifth week. 20 % The s1xi:h week and thereafter: no refund The above schedul<e also to room and board in Fe, a refund on fees fnr wiH be made on a In Santa there will be will be made to stuno refund rnade for room_ .fees.. If are first r.nade to such federal and state d2nl:s Opportuthe the FederDi red Student Loan Programs, State Grant or and to any institutional financial aid programs. Enrolled students due refunds because their financial aid exceeds monies due the ;;.nll receive those refunds rn accordance with a schedule of payr11.ents determined Aid Director on each ca.mpus Refunds for substantiated reasons will be on a pro rata basis. Provisions of the Higher Education Act of 1976 that each postinstitution make available information concerning the criteria for judging satisfactory progress. The criteria for St John':;; College follow: Any student is deemed to be eatisfaci:ory progress if at the end of the current semester he is permitted to enter the next semester, and if that next semester will not include the of any work. This by a committee of all the Rag Committee." The Don Rag Committee it has assessed his current semester's v.Jork in its quality. This assessment is tutors in common. At the end of his the Dean and the Instruction Committee in of his work during his first two years. At the end of the first sErn.ester nf his almost Senior rear it is In exceptional circumstances a student is. permitted to a s.ernester that he rneet certain conditions the vrith the In these cases the student is deemed robe satis-;,.1nless the Dean deterrnines that the conditions. have not bec~n met. the conditions have not been met, the in consultation \A!!th the Instruction decides vvhat further determination is to be made of the case. the student is w remain in the he is dee1r1ed to be progress. VETERA.NS 1n with Federal and State regulations, St has developed a set of policies on rninimum standards of progress for enrolled vetera~s. 1. SL •Nill lo the \f,?terans Administration "v'Iithin 30 days all of status that would affect incidents of official termination or brnefits. 2 l\11inimmn acceptable of a C If a student falls belo1AJ this average and/ or his tutors there 1s a serious acz.derrdc Comrrdttee vviH recornrr~end a consulcation vvith prob1ern, the Don the stude:n.t to leave the CoUege or may place him the Dean who on academic During that support and counseling are available. Failure to meet standards i:wo semesto !:he V./'1 A third semester of certifiters of probation must be cation 1nay n_ot be granted of a v-"/J.l, counseling psychologist. that grades be given for all courses undertaken and that all 3. considered in arriving at a grade average. Should a VA. e:nroHed student withdravv frorn any course at to of any semester, a of F the midterm 4. St will to the 1/A_. v1hen a student has not "Ll''-"·"'~'"' pleted 75 % of credits 5. SL on rninJwill inform students on 'lA. benefits of this rnum standards of progress. �' ~~ '"' , __ "_,!GE STREET OJ CJ) L ~ ~ ~ r IGLEHART~ ~ HALL (GYMl,ASIUM) ~o ~ TENNIS COURTS l!!l § § ~ ~ ~ ~ z ~ ] Cll ,.,., I-'~ ~ ~ "' ~ ~ ~ ;Q, J(\ c.,.- n HEATING PLANT '>,~ 0 r er r-1 lTJ ~ ~ Cf) ~ ~ ~ r (J'j > z S" ~ / ~ / 00 zM :.'\ SOCCER FIELD ~ 0 l>y:J ro ~ ~ 0 .... z )~~ ( \ n 0 "" Cf'j n 0 NINA S_ GARSON GA.ROEN ANO REFLECTING POOL r r rr1 ~ "1 �64 I ST. JOHN'S COLLEGE BOARD/65 BIBLIOGRAPHY BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J., and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER J., and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. AMERICAN LIBRARY ASSOCIATION: Classics of the Western World, with forewords by John Erskine and Everett Dean Martin, 1944. BARZUN, JACQUES: The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., Boston, 1945. BELL, DANIEL: The Reforming of General Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BRANN, EVA: The Paradoxes of Education in a Republic, University of Chicago Press, 1979. BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. BUCHANAN, SCOTT: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. DARKEY, WILLIAM (Editor et al): Three Dialogues on Liberal Education, St. John's College Press, 1979. ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GOLDWIN, ROBERT A. (Editor): Higher Education and Modern Democracy, Rand McNally and Co., 1967. GRANT, GERALD and DAVID RIESMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945. HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953. LEWIS, C. S.: The Abolition of Man, Macmillan Publishing Co., Inc., 1947. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. BOARD OF VISITORS AND GOVERNORS OFFICERS Mr. Charles A. Nelson New York, NY Mrs. James Ritchie Santa Fe, NM Mr. W. T. Terry, Jr. St. Louis, MO Mr. J. I. Staley Wichita Falls, TX Vice Chairmen Mr. James H. Frame Mr. John H. Dendahl Mrs. Donald Rumsfeld Winnetka, IL Mr. Harrison Sheppard San Francisco, CA Chaimian Mr. John E. Robson Mr. John E. Robson Chicago, IL Dr. Thomas B. Turner Baltimore, MD Vice Admrral James B. Stockdale Mrs. Stephen Wilkinson Stanford, CA Bethesda, MD Mrs. Louise Talbot Trigg Mr. John L. Williams Santa Fe, NM Sacramento, CA Mr. Charles Weiner Houston, TX Term Expiring 1986 MEMBERS EMERITI Mrs. Lowell R. Ditzen Dr. Douglas H. Gordon Mr. John Gaw Meem ·Mrs. Duane L. Peterson Hon. Adoph W. Schmidt MEMBERS EX OFFICIO Term Expiring 1985 The Governor of Maryland The Governor of New Mexico The President of the College The Dean at Annapolis e Dean at Santa Fe the Provost of the College Mr. Victor G. Bloede Long Island, NY . Mortimer J. Adler ·cago, IL . Peter A. Benoliel · adelphia, PA . Thomas M. Carnes Francisco, CA . John H. Dendahl ncord, MA . James M. Donnelley icago, IL . R. Philip Hammond ta Monica, CA Mrs. Bayard Clarkson New York, NY Mrs. Lovejoy Duryea New York, NY Mr. Walter F. Evers Cleveland, OH Mr. James H. Frame New York, NY Mr. Harvey Goldstein Miami, FL Mr. Allan P. Hoffman Lawrence, NY Mr. Jerome LaPides Annapolis, MD Mr. Sanford E. McCormick Houston, TX Mr. David Ater Santa Fe, NM Mr. Seth Cropsey Washington, DC Dr. Robert A. Goldwin Washington, DC Dr. Peter Greer Portland, ME Mr. John T. Harrison, Jr. Stanford, CT Mr. Daniel T. Kelly, Jr. Santa Fe, NM Mrs. Daniel R. Kenney Winchester, MA Mr. Gerald P. Peters, III Santa Fe, NM Mr. Roger W. Straus, Jr. New York, NY Mr. Stephen L. Tucker Santa Fe, NM Mr. Alexander K. McLanahan Houston, TX Mr. Eugene V. Thaw New York, NY Mr. Boyd Pratt Mr. D. Robert Yarnall Santa Fe, NM Blue Bell, PA �. 66 I ST. JOHN'S COLLEGE FACULTY/ 67 FACULTY Douglas Allanbrook Boston University, 1938; Brown University 1939 41 U · 'ty f Fl B.A., Harvard College, 1948; Active duty, United state~i~i 0 _or~nce, 19~6; Fe~ow, Harvard University, 1948-50; Pupil of Nadia Boula eI}9~ 45, Traveling ?nght Fe~ow in Italy-Conservatorio San Pietro a Majella,1upil o~~~ 19~8-50G; Ful.1m Harpsicord and Early Keyboard Music 1950 52 .,., h f C ggiero er m Th B b d c· ' - ; ieac er 0 omposition and eory, ea o y onservatory, 1955-57; Tutor, St. John's Colle e A · Membe7, Corporation of Yaddo, Saratoga Springs, New York 19~· R'rmhapdohs, 1952-; Tutorship, 1983-. ' ' ic ar D. Weigle TUTORS President Edwin Jules Delattre B.A., University of Virginia, 1963; Ph.D. in Philosophy, 1970, University of Texas at Austin; Instructor of Philosophy, Texas Lutheran College, 1967; Instuctor-Associate Professor of Philosophy, University of Toledo, 1968-76; Member, National Humanities Faculty, 1972-, Director, 1976-80; Matchette Foundation Advisory Board, 1977-; National Endowment for the Humanities Board of Consultants, 1978-; President, St. John's College, 1980-. Eva T.H. Brann B.A., Brooklyn College, 1950· M.A. 1951 Ph D 1956 v. 1 u · · · · . ' ' · , Amencan N umismahc Society, Summer ' 1952·.,Fellow ia e niversity·' Fellow of the . Cla.ssical Studies at Athens, 1952-53; Member of the staff o~~~~~m~ncan School of vahons at Athens as Sibley Fellow of Phi Beta Ka .I . . encan Agora Excafo d U . 't 19 ppa, nstructor m Archeology Stan r mversi y, 56-57; Member, Institute for Advanced St d p · ' Member US Adv' C · . f u y, rmceton 1958-59· ANNAPOLIS Dean of the College in Annapolis Samuel S. Kutler ~~~~:~i~: 7f~ti~.T~!~~} 1 · ~FE£~il~rson nternationa1~,u~~%~o:E~,Schol !:~I:~1~~~~~5~ Center for ~~it&~ 1976 77 Ar ld B.A., St. John's College, Annapolis, 1954; Graduate Study, American University, 1955-61; Assistant Mathematician, 1954, Associate Mathematician, 1957, Mathematician, 1961, The Johns Hopkins University Applied Physics Laboratory; Instructor, American University, 1960; Visiting Tutor, St. John's College, Annapolis, 1960, Tutor, 1961-, Andrew W. Mellon Tutorship, 1972-, Dean, 1982-. - ; Bryce Du Val Jacobsen Hugh P. McGrath B.A., Oberlin College, 1937; M. S., 1941, Ph.D., 1948, University of Rochester; Assistant in Zoology, Oberlin College, 1936-38; Oberlin College Scholar, Marine Biological Laboratory, Woods Hole, Massachusetts, 1937; Histological Technician, Department of Pathology, Yale Medical School, 1938-39; Graduate Scholar in Biology, University of Rochester, 1940-41, Graduate Teaching Assistant in Biology, 1941-44; Visiting Lecturer in Zoology, Oberlin College, 1944-45; Instructor in Zoology, Smith College, 1945-51; Smith College Scholar, Marine Biological Laboratory, Woods Hole, Massachusetts, 1949; Tutor and Assistant Dean, St. John's College, Annapolis, 1951-, Arthur. de Talma Valk Tutorship, 1968-; Fulbright Lecturer and Honorary Professor of Zoology, Lady Doak College and American College, Madurai, South India, 1962-63. ars, B.A., St. John's College Annapolis 1942 f d Director of Athletics, St. John's College, A.n3:;:~; 1~~T-~nter, 1942-57; Tutor and Edward Malcolm Wyatt B.A., 1934, Diploma in Education, 1935, University of Liverpool; Language Instructor, London County Council, and Language Studies at Universities of Liverpool, London, Paris, Dijon, 1936-40; Armed forces, 1940-46; Language Instructor, London County Council, 1946-47; Visiting Professor, University of Puerto Rico, 1960; Tutor, St. John's College, Annapolis, 1948-, Addison E. Mullikin Tutorship, 1968-. Barbara Hopkins Leonard ' isiting Professor, Whitman College, 1978-79. B.A., Harvard c.ollege, 1951; LL.B., Harvard Law School 1 . College, Columbia University 1957· Tutor St J h ' C ll 954, M.A., Teachers AddisonE.MullikinTutorship' 1971' A f ' D" o nsI o ege, Annapolis, 1957-, riculum, St. Mary's College Cl'f -;. cl~ng irector, ntegrated Liberal Arts Curpolis, 1977-82. ' a i ornia, 64-66; Dean, St. John's College, Anna- B.A., 1934, M.A., 1935, University of Virginia; M.Div., Virginia Theological Seminary, 1938; Ph.D., University of Virginia, 1948; Student at the Institute Catholique de Paris, 1951-52; Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia; Tutor, St. John's College, 1941-, Assistant Dean, 1947, Addison E. Mullikin Tutorship, 1959-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1966-67; Stringfellow Barr Tutorship, 1980-. B.A., University of California, Los Angeles, 1945; M.A., 1946, Ph.D., 1952, Columbia University; Tutor, St. John's College, Annapolis, 1948-64, 1973-, Santa Fe, 1964-66, Dean, Annapolis, 1958-62, 1973-77; Visiting Research Fellow, Birkbeck College, University of London, 1962-63; Visiting Associate Professor, 1966-68, Professor, 1968-73, University of California, San Diego; Corresponding Member, Academie Internationale d' Histoire des Sciences, 1971-; Andrew W. Mellon Tutorship, 1974-. v' Edward Grant Sparrow Joseph Winfree Smith, Jr. Curtis A. Wilson no ~;¢"~/~;gi~~~l9~~~~S·u;:;~:;siit' J~~~~;~ia{1 Inst~or in 1~athematics, Univer- Mellon Tutorship, 1972-: ' · 0 ege, napo is, 1958-, Andrew W. Thomas J. Slakey B.A., St. Mary's College California 1952 MA U · · ' PhD Co 11 U . .' ' ; . ., rnvers1te Laval, Quebec 1953· 1976-.,S rneF rnversity, .1960; Tutor, St. John's College, Annapolis 1959-64, , anta e, 1964-71· Vice-President for A d · Aff · ' ' Professor ' 1974-76, St . M' ary 's C oII ege. ca emic airs, 1971-74, Associate Beate Ruhrn von Oppen B.A., University of Birmingham England 1939· Art L'b · B b · Fine Arts Univ ·ty f B' · ' ' '. . i ranan, ar er Institute of i~~~~~~~' ~.InteH~~io~Palroiect of the Committee for the Stud of War D ~u:r~~~~2~;~~i!~~~~t::;r~:~!i~ct;?i;:~~&~~~~I' icro 1mmg ~~~e(~an Hi~to~ical Association, 1959-60; Tutor, St. Joh~'s College,0==~~i~f l ave 0 . a ~nee, 1963-65), 1971-; Visiting Lecturer in Histo Smith c 1' St~d;~6#;!~e~:~ve;~~~-~~~satuse~s, 1964-65; Memb~r, Institute7~r Advanc~d University 1969:71. N ti' al er; ~r, enter of International Studies, Princeton n owment for the Humanities Editing Grant, 1978-79. ' ' a on �68 I ST. JOHN'S COLLEGE Lawrence Berns B.A., 1950, Ph.D., 1957, University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1956-59; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-; Associate Professor of Philosophy, Rosary College, (Leave of absence, 1966-67); Associate, Clare Hall, Cambridge University, 1971-72; Andrew Mellon Fellowship, 1972-80; Richard Hammond Elliot Tutorship, 1980-. Michael S. Littleton B.S., 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Foundation, 1960; S.T.M., Union Theological Seminary, 1967; United States Navy, 1955-57; · Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Robert B. Williamson B.A., 1955, M.A., 1957, Ph.D., 1967, University of Virginia; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. FACULTY/ 69 versity of Chicago, 1948; Teaching Assistant in the College and Department of Geology, University of Chicago, 1948-49; Instructor in Physical Science and Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Production Division, South Works, United States Steel Corporation, 1951-54; Instructor in Geology, University of Illinois, Chicago, 1954-64; National Science Foundation Science Faculty Fellowship, University of Chicago, 1961-62; Tutor, St. John's College, Annapolis, 1964-; Visiting Lecturer, Department of Hydrology and Water Resources, University of Arizona, 1973-74. Benjamin Charles Milner, Jr. B.A., Emory University, 1949; B.D., Columbia Theological Seminary, 1955; Ph.D, Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and Interpretation, 1959-62, Assistant Professor, 1963-65, Wellesley College; Tutor, St. John's College, Annapolis, 1965-, Assistant Dean, 1977-78, 1979-81, Director, The Graduate Institute in Liberal Education, Annapolis, 1980-. Elliott Zuckerman Geoffrey Comber B.A., 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea Fellow in Modem European History, 1954-55, Lecturer in History, 1956-61, Columbia University; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Director, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, April-June, 1973, Andrew W. Mellon Tutorship, 1974-; Associate of Clare Hall, Cambridge University, 1970-71. Diploma in Education, University of London, 1953; A.R.C.M., Royal College of Music, 1954; M.A., Ohio State University, 1957; Fullbright Scholar, 1955; Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61; • Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontario, 1964; Tutor, St. John's College, Annapolis, 1965-, Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Liberal Education, Santa Fe, 1970-74, Director of Adult Education, 1968-74, 1975-76, Director of Summer Program, 1974, 1976, Associate Director, The Graduate Institute in Liberal Education, Annapolis, 1977-80, Director of Continuing Education, 1978-. Joseph P. Cohen B.A., St. John's College, Annapolis, 1956; J.D., University of Maryland Law School, 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, University of Chicago, 1960-62; Tutor, St. John's College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72; Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow, 1978; Visiting Scholar, · Oxford University, 1978-79. John Sarkissian University of Chicago, 1939-41; U.S. Army, 1942-46 (Princeton University, 1943, A.S.T.P.); B.S., M.S., University of Illinois, 1946-48; University of Chicago, 1948-54; Instructor, Biological and Physical Sciences, Pestalozzi-Froebel Teachers College, Chicago, 1948-53; Instructor, University of Indiana, 1948-50; Traveling Fellow and Research Associate, Institute of Human Heredity, University of Bologna, Italy~ 1955-56; Instructor in Biological Sciences, Chicago City College, 1956-58; Instructor, Biological Science, University of Illinois, 1958-62; Tutor, St. John's College, Annapolis, 1963-. David H. Stephenson B.A., Columbia College, 1958; Columbia University, 1960; New York State Teaching Fellowship, 1958-60; Director of Men's Chorus, New York Association for the Blind, 1959-62; Music Instructor, Riverdale Country Day School, 1960-61; Chorus Diree::tor, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas~·· Crowell Company, 1961-63; Tutor, St. John's College, Annapolis, 1963-. Louis N. Kurs Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; M.S., Unt"' George Doskow B.A., Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut; ·Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St. John's College, Annapolis, 1965-. B.A., University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, 1964-65; Tutor, St. John's College, Annapolis, 1965-, Tutor, The Graduate Institute in Liberal Education, Santa Fe, 1971-72, Annapolis 1977-. Brother S. Robert, F.S.C. B.A., St. Mary's College; Ph.L., Ph.D., Universite Laval, Quebec; Visiting Tutor, St. John's College, Annapolis, 1966-67, Tutor, 1972-. Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen I, University of Heidelberg, 1963; Fellow Deutscher Akademischer Austauchdienst, University of Florence, 1963-64; Ph.D., University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St. John's College, Annapolis, 1967-. Nicholas Maistrellis B.S., Bates College, 1962; Department of History of Science, 1962-67, Teaching Assistant, 1962-66, University Fellow, 1966-67, University of Wisconsin; Tutor, St. John's College, Annapolis, 1967-. �70 I ST. JOHN'S COLLEGE FACULTY I 71 Harry L. Golding Joe Sachs B.A., University of Omaha, 1954; M.S., Northwestern University, 1958; National Science Foundation Fellow, 1954-55; Instructor in Chemistry, DePauw University, 1958-63; National Science Foundation Science Faculty Fellow, Purdue University, 1963-64, Member of the Faculty, 1964-68; Chairman, Natural Science Area, 1967, Director of Shimer College in Oxford, 1967-68, Shimer College; Tutor, St. John's College, Annapolis, 1968-. B.A., St. John's College, Annapolis, 1968; Graduate Student, The New School for Social. Resear,ch, New York, 1971-73; M.A., Pennsylvania State University, 1975; Teachmg Assistant, Pennsylvania State University, 1973-74; Tutor, St John's College, Annapolis, 1975-. Harvey Flaumenhaft B.A., 1960, M.A., 1962, Ph.D., 1980, University of Chicago; Woodrow Wilson Fellow, Harvard University, 1960-61; Lecturer in the Liberal Arts, University of Chicago, 196566; Lecturer in Political Science, Roosevelt University, 1965; Instructor in Government, Wheaton College, Massachusetts, 1966-68; Tutor, St. John's College, Annapolis, 1968-. Wye Jamison Allanbrook B.A, Vassar College, 1964; M.A., 1965, Ph.D., Stanfo~d_University, 1974; Woodrnw Wilson Fellowship, 1964-65; Teaching Assistant in Music, Stanford Umvers1ty, 1967-69; Tutor, St. John's College, Annapolis, 1969-. William W. O' Grady, Michael Comenetz B.A., 1:he Joh~s Hopkins University, 1965; M.A., 1967, Ph.D., 1972, Brandeis Umvers1ty; Assistant Professor of Mathematics, University of Kansas 1972-75; Tutor, St. John's College, Annapolis, 1975-. ' Chaninah Maschler B.A., C.ity College of New York, 1953; M.A. in Philosophy, Yale University, 1955; Umvers1ty Fellow, Yale University, 1953-55; Alice Freeman Palmer Fellow, work on Pei;ce, Yale University, 1956-58; Department of Philosophy, Pennsylvania State Umvers1ty, 1959-61; Department of Philosophy, C.C.N.Y., 1961-62; Department of Philosophy, Barnard College, 1962-64; Reader and Translator for Harper Torchbooks, 1965-70; Queens College A.C.E. Program, 1970-72; Queens College Liberal Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976, Tutor, St. John's College, Annapolis, 1976-. PLB., University of Notre Dame, 1966; M.A., 1968, Ph.Do, 1970, University .of Chicago; Woodrow Wilson Fellow, 1966-67, Danforth Fellow, 1966-70, Hmmuut1es Fellow, 1967-70, Umversity of Chicago; Tutor, SL John's College, P...nnapolis, 19?0-, Santa Fe, 1980-83. F. White B.A., SL John's College, Annapolis, 1965; M.A., The New; School for Social Research, 1970; P.Jvin Johnson Fellow, 1970-71; Tutor, SL Johns College, lumapolis, 1971-. David Edward Starr B.A., Gordon College, 1962; M.A, 1966, Ph.D., 1972, Boston University; G:aduate Assistant in Philosophy, Boston University, 1963-64; Teaching Intern, Boston Umversity College of Basic Studies, 1964-66; Instructor in Philosophy, U_:i1v_ers1ty of R~1ode Island, 1966-71; Tutor, St. John's College, Annapolis, 1972-80, 198L-, Dlfector or The Graduate Institute in Liberal Education, Santa Fe, 1980-82. Leo F. Raditsa B.A., Harvard College, 1956; University Scholar, 1960-61, University Fellow, 1961-62, M.A., Columbia University, 1962; President's Fellov-1, 1962-63; Fulbright, University of Munich, 1964-65, Beriin, 1965; Instructor, New York University, Washingon Square College, 1965-68; Assistant Professor, 1963, Ph.J:?., Columbia University, 1969; Tutor, St. John's College, Annapolis, 1973-; National Endowment for the Humanities Fellow, National Fellows Program, Hoover Institution on l!Var, Revolution and Peace, Stadord, Califomi<>:, 1977-78. David Bolotin BOA., Cornell University, 1966; Graduate Student, University of Chicago, 1966-68; New York University, 1974; Yale University Lecturer in Classics, _1971:73; Woodrow Wilson Fellow, 1966-67; University of Chicago Humanities Fellowship, 1966-68; I'fational Defense Education Act Fellow, 1968-71; Tutor, St. John's College, Annapolis, 1974-. Deborah Schwartz Renaut BA., St. College, .Annapolis, 1968; M.A., Johns Hopkins University, 1971; rvLSO, GeorgetoV'm University, 1974; Tul:or, St. John's College, Annapolis, 19740 Howard Zeiderman Dartmouth College, 1962-63; B.A., SL John's College, Annapolis, 1967; M.A., Pnnceton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-77, Annapolis, 1978-. Robert P. Druecker B.S, Marquette University, 1966; Woodrow Wilson Fellow, 1966-67; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; M.A., Boston University, 1974; Fulbright and American Scandinavian Foundation Fe!low, Norway, 1976; Tutor, St. John's College, Annapolis, 1977-. Peter Kalkavage 1973, M.A., Pennsylvania State University, 1976; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor, St. John's College, Annapolis, 1977-. Mera J. Flaumenhaft B.A., University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; Instructor in English, 1970-71, Assistant Professor of English, 1971-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, 1977; Tutor, St. John's College, Annapolis, 1977-_ David Guaspari B.S., Rensselaer Polytechnic Institute, 1969; Ph.D, University of Cambridge, 1974; Temporary Lecturer in Mathematics, Cambridge, Michaelmas, 1973; Visiting Assistant Professor, State University of New York, Buffalo, 1974-75; Visiting Assistant Professor, Urnversity of California, Berkeley, summer, 1974; Visiting Lecturer, 1975-77, Visiting Assistant Professor, Texas Tech University, 1977-78; Tutor, St. John's College, Annapolis, 1978-. �72 I ST, JOHN'S COLLEGE Anthony James Carey St John's College, krmapolis, 1963-65; B.A, University of North Carolina, 1967; MJ1,,, The New School for Social Research, 1973; U,S, Marine Corps, 1967-69; Graduate Study in Music, University of North Carolina, 1969; Part-time Instructor in Philosophy, East Carolina University, 1974-78; Part-time Instructor in Philosophy, North Carolina V\Jesleyan College, 1976-78; Tutor, St, John's College, L'll-mapohs, 1979-, William Lenkowski B. A, Marquette University, 1965; IVLA, Philosophy, The New School for Social Research, 1970; Doctoral Studies in Philosophy, The !'Jew School for Social Research, Columbia, University of Freiburg; Instruction in philosophy, Rutgers University, 1968-76; Visiting Lecturer, philosophy of science, I''lew York Institute of Technology, 1976-77; Lecturer, ancient Greek philosophy, New School for Socnl Research, 1977-79; Tutor, SL John's College, Annapolis, 1979-. Jonathan S. DJ.ck B.A., Columbia University, 1969; B.Phil., Oxford University, 1971; IvLA., Umversity of California, Berkeley, 1972; Graduate in English, University of California, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fellow in the I-h.m1anities, Brasenose College, Oxford, 1969-71; Kent Fellow (Danforth Foundation), 1971-77; Assistant, Department of English, Uni,ro2rsity of California, Berkeley, 1973-7<',; .Associate, Residential Program in History and Literature, University of California, Berkeley, 1975; Associate, Department of English, University of California, Bukeley, 1976-78; Instructor of English, Pikes Peak Community College, 197(); Tutor, St. John's 1979-. FACULTl'.' / 73 Coundl/Naval Research Laboratory Resident Research Associate, Space Science D1v1s10n, Naval Research Laboratory, Washington, D.C, 1981-1983; Tutor, St. John's College, Annapolis, 1982-. Janet A Dougherty B.A., Yale College, 1974; M.A., Ph.D., Harvard University, 1980; Teaching Fellow in Government at Harvard College, 1976-78, 1979-80; French Government Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, 1980-82; Tutor, St. John's College, Annapolis, 1982-. Henry H, Higuera B.A., Cornell University, 1974; M.A., 1976, Ph.D., 1983, University of Toronto; Instructor in Political Science, Dickinson College, 1981-82; Tutor, St. John's College, Armapolis, 1932-, SANTA FE Dean of the College in Santa Fe Robert A Neidorf B A , 1951, M.A., 1955, University of Chicago; Ph,D., Yale University, 1959; Instructor and Assistant Professor of Philosophy, Bucknell University, 1959-62; Assistant and Associate Professor of Philosophy, State University of New York at Bmghamton, 1964-67; Tutor, SL John's College, Annapolis, 1962-64, Santa Fe, 1967-, Director of The Graduate Institute in Liberal Education, 1970-73, Dean, 1973-77, 1982- Alfred J DeGrazia IU William A, Darkey B,A., Swarthmore College; Harvard University, 1968, Ph,D. Candidate, 1968, Teaching Assistant; Tutor, SL College, Santa Fe, 1972-77; Lecturer, University of Santa Clara, 1978-79; Tutor, St, John's College, Annapolis, 1979-. B,A., St. John's College, Annapolis, 1942; !VI A,, Columbia University, 1949, Tutor, SL John's College, Annapolis, 1942-46, 1949-64, Santa Fe, 1964-, Associate Dean, 1968-70, Dean, 1968-73, Director, Task Force on the Liberal Arts, 1974- Thorn.as B.A, Loyola College, 1971; M.A., 1975, Ph,D. Cand., Fordham Umvi:crsity; Assistant Professor of Philsophy, Loyola College, 1974-79; Vis1tmg Lecturer in Philosophy, Goucher College, 1976-78; Tutor, SL John's College, Annapolis, 1979-. Douville B.S., University of l'Aichigan, 1975; 1YLSO, cf Mathematician, 1977-79, Johns Hopkins University Applied Tutor, SL College, 1979-, William Mulk:n B.A., Harvard College, 1968; Ph.D., University of TeKas, Austin, 1972; Acting Assistant Professor of Classics and Comparative Literature, University of California, Berkeley, 1971-73; Hodder Fdlow in the Humanities, Princeton University, 1973-74; Assistant Professor in Classics, Boston University, 1975-80; Junior fellow, Center for Hellenic Studies, 1978-79; Tutor, St. John's College, Annapolis, 1980-. James Ho-vvmd Beall Active duty, US. Air Force, 1963-67; B,A., Physics, University of Colorado, 1972; M.S., Physics, 1975; Ph.D, Physics, 1979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, 1975-78; Congressional Fellow, United States Congress Office· of Technology Assessment, Washington, D.C, 1973-79; Project Scientist, BKD, Arlington, Virginia, 1979-31; National Academy of Sciences/National Research Robert S, Bart B,A., Harvard College, 1940; ]\/LA, St. John's College, 1957; Sheldon Travelin" Fello1N, Harvard University, 19L.!0-41; Tutor, St. John's College, Annapolis, 1946-75~ 1976-77, Santa Fe, 1975-76, 1977, 1982-, Dean, 1977-82. - Thomas King Simpson B.A, St. John's College, Armapolis, 1950; M.A. in Teaching, Wesleyan Univ·ersity, 1955; PhD , Johns Hopkins University, 1968; Instructor, American Unive:rs1ty at Cairo, Egypt, 1950-53; Teaching Intern, St. John's College, Annapolis, 1955-56, Tutor, 1956-73, Santa Fe, 1973-; Curriculum counselor and rnember-of the faculty, The Key School, 1970-73. Michael Ossorgin Lycee Russe, Paris, 1938; Conservatoire Russe a Paris, 1932-35, 1942-44; L.Th,, lnstitut de Theologie Orthodoxe, Paris, 1942; Instructor in Music, Institut de Theologie Orthodoxe, Paris, 1944-46; Instructor in Theology, St. Tikhon's Seminary, Pennsylvania, 1947; Secretary of the Orthodox Diocese in Alaska, 1943-49; Teacher of Music, Bureau of Indian Affairs, Department of the Interior, 1950-56; Associate Professor, Consultant, St. John's Program, SL Mary's College, California, 1961-62; Tutor, St. John's College, Annapolis, 1956-66, Santa Fe, 1966-, Norma Fiske Day Tutorship, 1975Charles G Bell BS,, Umvernity of Virginia, 1936, Rhodes Scholar, Oxford University, B.A,, 1938, M.A., 1966, B, Litt., 1939: Instructor and A.ssistant Professor of English, Iowa State �74 I ST. JOHN'S COLLEGE College, 1943-45; Wartime Assistant in Physics, 1945, Research Assistant in Physics, 1945, Assistant Professor of English, 1945-49, Princeton University; Guest Lecturer, Black Mountain College, Summer, 1947; Rockefeller Grant for study in Europe, 1948; Assistant Professor of Humanities, University College, University of Chicago, 1949-56; Guest Professor, Fulbright Program, Technische Hochschule, Munich, Germany, 1958-59 (Kulturgeschichte als die Geschischte symbolischer Formen); Poet m Residence and Guest Professor, University of Rochester, Spring, 1967; Guest Professor, State University of New York at Old Westbury, Spring, 1970; Tutor, SL John's College, Annapolis, 1956-67, Director of Adult Education, 1957-58, Santa Fe, 1967-, Director, Graduate Preceptorial in Dimensions of History, 1972-73. Samuel Emmons Brown Harvard College, 1936-37; Diploma, Black Mountain College, 1945; M.A, 1956, Ph.D., 1962, Indiana University; Private tutoring, 1946-48; Director of Music, Windsor Mountain School, 1948-49; Director of Music, Verde Valley School, 1950-53; John H. Edwards Fellow, 1955-56; Part-time Teacher, Indiana University, 1956-57; Tutor, St. John's College, Annapolis, 1958-65, Santa Fe, 1965-. Thomas A McDonald St. John's College, Annapolis, 1944; Military Service, 1945-46; University of Virginia, The New School, New York, 1947-50; Graduate study in Philosophy, Graduate Faculty, 1950-52, 1955-58, Teaching Fellow, 1956-58, The New School; Lecturer, University College, University of Chicago, 1958-62; Lecturer, Overseas-~xtens1on, University of Maryland, Heidelberg, Germany, 1952-63; Tutor, St. Johns College, Annapolis, 1963-79, Santa Fe, 1979-. Dean K Haggard B.A., Reed College, 1955; Instructor in Mathematics'._Loyola Coll':§e, 195,?,-60; Fe~s Fund Fellow in Philosophy, Johns Hopkms Umvers1ty, 1960-61; lutor, .:n. Johns College, Annapolis, 1961-66, Santa Fe, 1966-, Assistant Dean, 1971-73. Robert D. Sacks B.A., St. John's College, Annapolis, 1954; ,Ph.D., Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Orientales Vivantes, 1956-57; University of Chicago, 1957-59; Tutor, St. John's College, .Annapo~1s, 1961-69, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, Cahforma, 1968-09; Biblical Research, Jerusalem, 1971-72. John S. Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in ~adi~ Repair, Unit~d States PUTny, 1954-56; Assist;;mt in Philosophy, 1959-61, Teaching fellow, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, 1962-67, Santa Fe, 196'7-, Assistant Dean, 1970-72. David Clifford Jones BOA, St. John's College, Annapolis, 1959; M.A, University of Melbourne, 1962; Ph.D., University of Texas, 1974; University Fellow, University of Melbourne; Un;versity Fellow and Bess Heflin Fellow, University of Texas, 1962-64; Tutor, St. Johns College, Annapolis, 1964-56, Santa Fe, 1965-, Director, Graduate Institute in Liberal Education, 1973-75, 1978-80. Don B. Cook AB., Occidental College, 1958; Ph.D., University of California at Dav.is, 19~5; Woodrow '\;\Tilson Honorary Fellow, University of California at Davis, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-, Assistant Dean, 1981-; Teacher, Santa Fe Preparatory School, 1972-73. FACULTY/ 75 Elliot T. Skinner B.A, University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, Woodrow Wilson Fellowship, Princeton University, 1964; Fellow of the Council for Philosophical Studies, Summer Institute in Greek Philosophy and Science, 1970; Tutor, St. John's College, Santa Fe, 1965-" Stuart Boyd M.A, Aberdeen University, Scotland, 1948; Ph.D., Aberdeen University Medical School, 1952; Military Service, 1940-45; Assistant Lecturer, Clinical Psychology, Department of Psychiatry, Aberdeen University, 1948-52; Instructor, Medical Psychology, University of Colorado Medical School, 1952-53; Director, Doctoral Training in Clinical Psychology, Denver University, 1954-57; Professor of Psychology and Chairman, Department of Behavioral Sciences, New Mexico Highlands University, 1957-64; Lecturer, Department of Psychiatry, Edinburgh University, Scotland, 1964-65; Professor of Psychiatry (Psychology), University of Missouri l\/Iedical School, Kansas City, 1965-66; Fellow, American Psychological Association; Tutor, St. John's College, Santa Fe, 1966-. Roger S" Peterson AB., Harvard College, 1953; AM., 1957, Ph.D., Botany, 1959, University of Michigan; United States Navy, 1953-56; U.S. Forest Service Research, Colorado State University, 1959-62, Utah State University, 1962-66; Tutor, St. John's College, Santa Fe, 1966-. E. Ray Davis, University of Wisconsin, 1953-55; B.A, St. John's College, 1962; f'.II.A., History and Philosophy of Science, University of Indiaria, 1965; N .D. E.A. Fellowship, University of Indiana, 1962-65; Ph.D., University of California, Riverside, 1980; Tutor, SL John's College, Santa Pe, 1966-, Assistant Dean, 1977-81. Ralph Swentzel! B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico Highlands University, 196.5-66; Tutor, SL John's College, Santa Fe, 1966-. Timothy P. Miller AB., Harvard University, 1948; BJVius., 1949, lvI.Mus., 1951, Yale University; D.Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of "Music, Agnes Scott College, 1957-61; Director of Music, University of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, College-Consenratory of Music, University of Cincinnati, 1965-67; Tutor, St. John's College, Santa Fe, 1967-. R. Thomas Harris, B.A, Reed College, 1955; 1956, Ph.D., Mathematics, 1959, University of Illinois; University Fellow, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59, University of Illinois; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; Associate Professor, University of Maryland, 1965-68; National Science Foundation Consultant for India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, 1967-68, Visiting Professor, Summer, 1969, New York University; Corporate Consultant, Management Science, IBtvi, Armonk, New York, Summer, 1968; Tutor, St. John's College, Santa Fe, 1968-. �FACULTY/ 77 76 I ST JOHN'S COLLEGE Glenn A. Freitas B.A., Classical Languages, St. Mary's College, California, 1957; Th.L, Universite Laval, Quebec, 1964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, 1966; L'Ecole Biblique et Archeologique Francaise de Jerusalem, 19M-66; Assistant Professor, Theolc:;gy, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-, Assistant Dean, 1976-77, 1982-. Paul David Mannick B.A, California State College at Long Beach, 1970; lv1.A., St. John's College, Santa Fe, 1973; PhD. Candidate, University of SL Andrew's, Scotland, 19'75; University of St. Andrew's Scholarship, 1975-77; Tutor, St. John's College, Santa Fe, 1974-. Phillip LeCuyer B. A., Colorado College, 1966; B.A., Merton College, Oxford University, 1969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honor01ry), 1966; Tutor, English Literature, Summer Humarnties Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New lVIexico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. Stephen K Van Luchene B.A., Arizona State University, 1969; !VLA., 1971, Ph.D., 1973, University of Notre Dame; Teaching Assistant, Department of English, Notre Darne, 1?71-73; Tutor, St. John's College, Santa Fe, 1973-, Director of Admissions, 1979-81, Director of The Graduate Iastitute in Liberal Education, 1982-. Bruce E. Venable B.A., St. Mary's College, California, 1969; MA, 1972, Ph.D., Class!Cs, 1976, University of Washington; Tutor, St. John's College, Santa Fe, 1973- Gerald Lee Myers B.A., University of Colorado, 1964; Ph.D., University of Colorado Ivledical Center, 1969; American Cancer Society Postdoctoral Fellow, 1969-71, Seessel .Research Fellow, Yale University, 1971-72; Faculty, Shimer College, 1972-74; Tutor, SL John's John Joseph Verdi B.~., Psychology, Fordham.University, 1972; M.A., 1974, Ph.D., Philosophy, 1975, Umvers1ty ~f Southern Cahf?,_,mia; M.A., Experimental Psychology, University of Cahforma, ;Jan Diego, 1978; lutor, St. John's College, Santa Fe, 1975-. Phillip Prescott Chandler, II B.A., St. John's College, Santa Fe, 1968; Ph.D., University of California at San Diego, 1975; Junior Fellow, Center for the Study of Democratic Institutions 1968-69· Grad~ate S~udy, Ma~em_atics and Philosophy, Oklahoma State Universit;, 1969-70; N.D.":A. Fellow, 19/0-7.J, D1ssertatwn Fellow, 1973-74, Urnvers1ty of California at San Diego; Instructor, Mathematics, Oklahoma State University, Summer, 1973, Summer, 1975; Instructor, 1974-75, Assistant Professor, 1975-76, Assistant Director, Spnng 1976, Collegiate Seminar Program, University of Notre Dame Tutor Graduate Institute in Liberal Education, Santa Fe, 1976, Tutor, St. John's College' -' Santa Fe, 1976-. Myers B.A.. , St. John's College, Santa Fe, 1971; M.A. University of North Carolina, 1975; Ph.D. Candidate, The Catholic University of America; Tutor, St. John's College, Santa Fe, 1977-. Grietje Sloan B.A., Radcliffe College, 1958; M.A., 1963, Ph.D., 1974, University of California at Berkeley; Instructor in French, University of Arizona, 1960-61; University Fellow, 1962-63, Teaching Assistant, 1963-65, Graduate Traveling 1966-67, Instructor in History, 1968-69, University of California, Berkeley; Instructor, Chico State University, California, Spring 1975; Teaching and Research Fellow, Stanford University, Fall, 1975; Faculty, Holy Names College, 1977; Lecturer, University of California, Berkeley, 1977; Imtructcr, University of New Mexico, 1977-78; N .E.H. Summer Seminar, 1978; 111tor, St. John's College, Santa Fe, 1978Sharon H. Garvey Universidad Anahuac, Mexico City, 1973-74; B.F.A., University of Notre Dame, 1977; M.A., St. John's College, 1978; Instmctor, University of l'fotre Dame, Fall, 1975; Tutor, St. John's College, Santa Fe, 1978-. College, Santa Fe, 1974-0 Edward KentR B.A., St. John's Coll2ge, Annapolis, 1975; M.A., Philosophy, Universitaet, Freiburg, VV. Germany, 1979; 1i.itor, St. John's Colleg12, Santa Fe, 1980-. B.A., Yale University, 1963; l\ILA., Uninrsii:yofGeorgia, 1965; Ph.D., University of California at Santa Cruz, 1976; University of California at SaD.l"i. Cruz, 1967-68; Defense Language Institute, Iv'!onterey, California, 1968-69; Heidelberg Universily, 1971-73; Instructor, University of Georgia, 1965-67; Teaching Assistant, University of California at Santa Cruz, 1967-71; Tutor, St. John's College, Santa Fe, 1974-. Georgia S. Knight B.S., Philosophy, 1970, M.A., English, 1972, Doctoral Candidate, 1974, University of Utah; Teaching Fellow, University of Utah, 1970-74; Tutor, St. John's College, Santa Fe, 197L1-. Elizabeth S. Engel B.A., Pomona College, 1967; lVIPhiL, 1971, Ph.D., Philosophy, 1973, Teaching Assistant, 1969, Yale University,; Teacher, Shimer College, 1971-73; Assistant Professor of Philosophy, Califorma State University at Humboldt, 1973-75; Tutor, St. John's College, Santa Fe, 1975-. Stickney Nancy Dunning Buchenauer B.A., History, 1967, M.A., Ancient History, Cornell University, 1969; Ph.D., Classics, Brown University, 1980; Ford Foundation Fellow, 1966-68; Universiev Fellow in Classics, Brown University, 1969-70; Tutor, St. John's College, Santa Fe~ 1980-. Michael G. Oink Harvard University, 1970-72; B.A, St. John's College, Annapolis, 1975; M.A, Philosophy, The Catholic University of America, 1978; Teaching Assistant and Doctoral ~andi~ate, The Catholic University of Amenca, 1978-30; Tutor, St. John's College, .:ianta fe, 1980-. Charlotte Gray Martin B.A., University of Colorado, 1972; Deutscher Akademischer Austauschdienst Dankstipendium, University of Freiburg, 1972-73; Ph.D., Classics and Con-1parative Studies, Boston University, 1979; Teaching Fellow, Boston University, 1975-78; Visit- �FACULTY/ 79 78 I ST. JOHN'S COLLEGE ing Lecturer, Colorado College, 1978-79; Assistant Professor, University of Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, 1980-. Peter Dragan Pesic A.B., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, 1970-75; Lecturer, Stanford University, 1976-80; Tutor, St. John's College, Santa Fe, 1980-. Jack Lincoln U.S. Army, 1966-69; University of Rhode Island, 1969-70; B.A., St. John's College, Annapolis, 1974; General Contractor, Annapolis, 1974-75; M.A., Philosophy, McMaster University, Hamilton, Ontario, 1978, Ph.D. candidate, 1978-79; Teacher to learning disabled adolescents, St. Thomas More School, Colchester, CT,1979-80; Teacher, Maritime Sciences, Mathematics, Social Sciences, Christchurch School, Christchurch, VA, 1980-81; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1981, 1982; Greengrncer, Providence, RI, 1981-82; Tutor, St. John's College, Santa Fe, 1982-. OFFICERS, ASSOCIATES AND STAFF ANNAPOLIS President SANTA FE President Edwin J. Delattre Edwin Dean Dean · Samuel S. Kutler Provost J. Burchenal Ault J. Delattre Robert A. Neidorf Provost J. Burchenal Ault Interim Treasurer Treasurer John Burkett Emery C Jennings Director of Graduate Institute Director of Graduate Institute Benjamin Milner Stephen R. Van Luchene Assistant Deans Assistant Dean Glenn A. Freitas Robert Shlaer Barbara H. Leonard George Doskow B.A., Art History, Columbia College, 1963; M.A., Experimental Psychology, Colum- Director of Admissions Mary McCormick Freitas bia University, 1966; Ph.D., Sensory Psychology and Neurophysiology, University of Rochester, 1970; University Fellow, University of Rochester, 1968-69; Post-Doctoral fellow in Theoretical Biology, University of Chicago, 1969-71; Visiting Lecturer in Physiological Optics, Illinois College of Optometry, 1969-70; Associate in Neurosurgery (research), Northwestern Memorial Hospital, 1971-73; Instructor in Surgery (Neurosurgery), Northwestern University Medical School, 1971-73; Visiting Lecturer in Perception, Loyola University, Chicago, 1972; Baroque Performance Institute, Oberlin Conservatory, 1974; Student of Early l\;Iusic Performance, University of New Mexico, 1974-78; Manufacturer of replicas of antique wood1Ninds, 1975-79; Lecturer in General Honors, 1978-80, Instructor in Continuing Education, 1978-79, Acl1unct Associate Professor of Biology, 1978-81, University of New Mexico; Biophysicist, St. Joseph Hospital, Albuquerque, 1980-82; Clinical Associate in Neurology, University of New Mexico Medical School, 1982-; Tutor, St. John's College, Santa Fe, 1982-. John M. Christensen Director of College A.dvancement Director of Alumni Activities Marsha Drennon Director of Admissions Elizabeth H. Blume Director of Alumni Relations Artist in Residence Samuel Larcombe Burton Blistein Director of Career Counseling Director of Athletics Mary Jane Hickey Bryce Du Val Jacobsen Director of Financial Aid and Registrar Director of Career Counseling Diane Trudell Marianne Braun Librarian Director of Continuing Education James Benefiel Benjamin Milner Director of Si'udent Activities Director of Development ' Istvan Fehervary Ann E. Cruse PRESIDENTS EMERITI Director of Community Education Director of Financial Aid Samuel Larcombe Douglas H. Gordon Richard D. Weigle Caroline 0. Taylor Director of Laboratories Librarian Hans Von Briesen Kathryn Kinzer lvlusician in Residence Director of Public Relations Landon Young TUTORS Hv1ERITI Wiley W. Crawford James M. Tolbert HONORARY FELLOWS Paul rvl.ellon B.A., Yale University, 1929; B.A., 1931, M.A., 1938, Cambridge Univnsity; Litt.D., Oxford University, 1961; LLD., Carnegie Institute of Technology, 1967; LH.D., Yale University, 1967. John Gaw Meem ScB., Virginia Military Institute, 1914; M.A., Colorado College, 1936; A.F.D., University of New Mexico. College Nurse Registrar Peggy H. Elrington Nancy R. Winter College Physicians Director of College Health Services William Kyle Srnith Rebecca Wilson Ssu Weng Joel Grinolds Marilyn Mylander College Physicians Charles W. Kinzer Sigmund A. Amitin Edward Morris Superintendent of Buildings and Grounds Charles L. Wallace �80 I ST. JOHN'S COLLEGE Profile. Freshn-ian Fall and Annapolis States Represented ... Arizona Arkansas California . Colorado Connecticut . Delaware District of Columbia Georgia Hawaii Idaho Illinois Indiana. Kansas Kentucky Louisianil Maine Maryland .. lviassachusetts . Michigan Minnesota Mississippi. l11issouri . Montana. Nebraska New Harnpshire New Jersey. New l'v1exico. New York .. North Carolina Ohio. Oklahoma Oregon. Pennsvlvania South~ Dakota Tennessee Texas .. Utah Santa Fe 30 31 1 2 1 9 23 9 2 1 3 2 4 2 6 1 1 1 1 2 17 9 3 4 1 2 1 3 13 2 5 18 1 1 Verni_onl Virginia. Washington Wisconson. Wyoming Canada Costa Rica England .. Ireland .. Puerto Rico Singapore 11 2 2 1 1 7 1 2 7 2 3 4 1 1 1 3 7 4 Number of Students Fall 1982 January 1983 Men V\Tomen .. Early Entrance Previously Attended College. Range of Ages . Veterans .. Kind of School Attended Public ... Independent Parochial Receiving Financial Aid Rank in Class* First Fifth First Tenth. Second Tenth ... Second Fifth Third Fifth fuurth Fifth Last Fifth National l\/Ierit Honors: Scholars ... Finalists Semi-Finalists . Commended Students Annapolis 134 107 27 83 51 0 32 16-23 0 89 33 12 58% 56% 36% 20% 26% 8% 6% 4% 51 8 12 7 24 1 1 1 2 1 10 1 1 1 5 1 1 1 1 1 1 1 *Not included in this table are 38 students for whom rank in class is not available. "ii lf) � ANNAPOLIS, MARYLAND 21404 (301) 263-2371 SANTA FE, NEW MEXICO 87501 (505) 982-3691 THE 1983-84 Founded as King William's School, 1696; chartered as SL John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliatioR It does not discriminate on the basis of race, religion, color, sex, age, national or ethnic origin, or against the handicapped. �COLLEGE CP\LENDAR 1983-84 September 6-7 ......... Senior Oral Enabling Examinations September 8 ........... Freshman and Senior Registration September 9 ........... Convocation 9 ........... Sophomore and Junior Registration September 9 ........... Classes Begin with Seminars October 14-17 . . . ...... Long Weekend l"Jovember 24-27 . . . . . . Thanksgiving Recess Decernber 15- January 4 .. VI/inter Vacation January 23 ........ End of First Sernester 23 . . . . . . . . . Second Semester Registration 25 . ....... Freshman Registration February 10-13 Long March 8-25 ........ Spring Vacation 27 - 28 .......... Parents' Weekend 24 ............ Last Day of Classes 25 . . . . . . . . ....... End of Second Semester 27 ................ Commencement SUMIVIER . . . . . . . . . . January Freshman Second Semester Begins 18 ................ Graduate Institute Begins 10 . . . . . . . . January Freshman Second Semester Ends 11 . . . . Graduate Institute Ends SANTA FE 1983-84 August 24-26. . ........ Senior Oral Enabling Examinations August 25 . . . . . . . . . Freshman and Senior Registration August 26 ............. Sophomore and Registration August 26 ............. Convocation August 26 ...... Classes Begin with Seminars August 29 . . . . ........ Graduate Institute Classes Begin October 14-17 . . . . ..... Long Weekend I\Tovember 24-27 ........ Thanksgiving Recess December 15 . . . End of First Semester December 16-January 13 . Winter Vacation January 13 . . . . . . ...... Registration for All Classes 13 . . . . . . . . . . . . . Freshman Classes Begin with January 16 . . . . . . . . . . . . Classes Begin ·March 10-25 ........... Spring Vacation 18 . . End of Second Semester 20 . . . . . . . . ....... Commencement SUfvII\1ER 1984 Ll . . ........ January Freshman Second Semester Begins June 17 ................ Graduate Institute Registration June 18 . . . . . . . . . . . . . . . Graduate Institute Classes Bezin 0 August 9 ............... January Freshman Second Semester Ends 10 . . . . Graduate Classes End August 10 . . . . . . ..... Graduate Institute Commencement �TABLE OF CONTENTS PAGE Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 The Curriculum Seminar .................................................................. 8 Preceptorial ............................................................... 10 Tutorial ................................................................... 11 Laboratory ................................................................ 16 Formal Lecture ............................................................. 20 St. John's List of Books ...................................................... 22 The Academic Order Tutors .................................................................... 28 Instruction Committee ...................................................... 29 Library ................................................................... 30 Schedules ................................................................. 31 Essays and Examinations .................................................... 32 Academic Standing ......................................................... 34 Degree of Bachelor of Arts ................................................... 35 Degree of Master of Arts .................................................... 37 Graduate Institute in Liberal Education ........................................ 37 Directory Information and Right to Privacy .................................... 37 Residence and Student Life Annapolis ................................................................. 38 Santa Fe .................................................................. 43 Both Campuses ............................................................ 47 Site Plans of the Campuses ................................................ 62-63 Admissions Requirements and Procedure ................................................. 50 Campus Visit .............................................................. 53 Fees and Financial Aid Procedures and Deadlines ................................................... 55 Grants and Loans .......................................................... 57 Sample Budget ............................................................. 59 Billing and Deposits ........................................................ 59 Refund Policy ............................................................. 60 Criteria for Judging Satisfactory Progress ...................................... 61 Bibliography ................................................................ 64 Board of Visitors and Governors ................................................ 65 Faculty ..................................................................... 66 Officers, Associates and Staff .................................................. 79 Profile: 1982-83 Freshman Gasses ......................................... 80 Catalogue Consultant: Dale Appleman �THE INTRODUCTION I 7 6 I ST. JOHN'S COLLEGE I Liberal education should seek to develop free and rational men and women committed -to the ,~,"·-·~,-~ in its fundamental of their common and conscious of their social and obligations. Such men and women are to master the skills of to become mature, competent citizens of a free society, College believes that the vvay to which the greatest minds of our thernselves. These books tions of human but also ~'"·~~-·""· i:nto problem;; vvith which we have to deaL ·~"c,.-,,ri~" lives, Their aui:hor::; can to us .almost as fre;;hly as when the first time, for what have to tell us is not of acaderrdc concern, re1T1.ote frorr1. our real interesi:s move our hearts and touch our The books the others. In a real sense reader to take part, vvithin ing conv;,ersation. This however, is books can what have to say, fications that we sometimes desire. To remedy this defect is the of the seminar. a number of students of varied backgrounds, faced St. with a text that may present unfamiliar to discuss it reasonIt is presupposed that the students are to submit their to one another's critical . I"he demands th:2 individual thos"2 of the group are in continuous limits within which the discussion moves with the utff1ost freedom. The discussion may concern itself with trying to establish the of a poem or the an argument.. On the other ii: rnay concern itself wil:h more or with contemporary that thrust thernselves forward. The students to the seminar the assurnptions they have derived from their world. Through discussion they to recognize both the same- ness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are-to help the student make rational decisions as he lives his life. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the student should continue with him throughout life. Most of the teaching at SL John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutor functions as a guide, more intent to listen to the students and to vwrk with them than to impose upon them his own train of thought SL John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinahons of words and in numbers so that they become means of understanding" Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic- the arts of language; and arithmetic, geometry, music and astronomy-the arts of raathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analysing, speaking and writing, and also in deducing and demonstrating, There are many ways to develop these arts. The curnculum emphasizes five of them: discussion, writing, experiment and mathematical demonstration. They are followed in all branches of the But whatever the methods used, they all serve the same end: to invite student to think for to enable him to the arts of freedom" Free n-tinds must be able to envisage concrete situations, to deliberate by formulating clear alternatives, and to arrive at a deciding choice. The of these intellectual skills indi~ates that the discipline of the taken hold of the learning mind . Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding reir1ain in one form or another indispensable" They enable men to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance men can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline men can acquire the habit of listening to reason, A genuinely conceived liberal arts curriculum cannot avoid at these most far reaching of all human goals" �l 8 I ST. JOHN'S COLLEGE THE CURRICULUM I 9 THE CURRICUWM THE SEMINAR The heart of the curriculum is the seminar-a discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two members of the faculty as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten -or well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around a hundred pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists almost entirely of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for ex~mple, is almost certain to elicit a discussion of war and aggression and to brmg to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument-an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy and requires a different approach. Such progress in learning together may be crowned by sudden insights on the part of individuals, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. Or it may climb to heights accessible to only a few of its members. Under these circumstances the role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections, to help the student in every way possible to understand the author, the issues and himself. The most useful instrument for this purpose is the question; perhaps the most us~ful device of all is the question "Why?" But a leader may also take a definite and positive stand and enter directly into the argument. If he does so, however, he can expect no special consideration. Reason is the only recognized authority; all opinions must be rationally defended and any single opinion can prevail only by general consent. The aim is always to develop the student's powers of reason and understanding and to help him arrive at intelligent opinions of his own. Every freshman, sophomore and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the student to set out in writing, as clearly as he can, his own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of his final oral examination. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling. (See page 34). �THE CURRICULUM / 11 10 I ST. JOHN'S COLLEGE lHE PRECEPTORJAL THE FfUTOP..JALS For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptonals may deal with books and themes the students would not othernrise encounteL There are generally seven or students in a precepcorial. Guided a tutor, they proceed aJ a pace more leisurely than that permitted by the seminar. Usually the student's work is completed by the writing of a paper, which may be read in draft to the preceptorial and criticized by the other members. Listed belmN are some of the preceptorial subjects offered on the rwo campuses in recent years. The serninar cannot suffice as the for liberal 10ducation. By its very nal:ure inar does not give the student an~~.·~~·~"' cultivate the habits of and study and of persistently precise discussion and Other learning devices must therefore support it; these are the tutorials in language, mathematics and music. For each of four years, a student attends one language and one mathematics tutorial three or four times a week Sophorn.ores also attend a music tutoriaL In the around a table, about thirteen to fifteen students study and learn together under the direct guidance and instruction of a tu.tor. The tutorial provides .:onditions for collaborative and for the manifold teaching anci learning relations that hold in a company of people learmng As in the seminar, students talk with one another and with tutor, but the discussion focuses on assigned tasks. There are for each student to contribute measure of instruction and seekmg to learn about a Tolstoy: Anna Karenina Adams: The Education of Henry Adams Common Law Adjudication and Philosophical Justice Freud: Selecti:d Papers on Neurosis and Related Topics Kie:rkegaard: Fear and Trembling Aristophanes: The Birds (in Greek) B11rke, Paine and Toqueville: Selected Works Force at>d Energy in Descartes, :Newton and Leibniz Goethe's Novels Plato: Phaedrus Whitehead: Selected ll\lorks 1!Vallace Stevens Arendt: The Human Condition Joyce: Early lNorks Aristotle's Theory of Motion Kepler: Astronomia Nova Sartre: Being and Nothingness Plotinus: Third Ennead Ibsen ac1d Chekov Design and Expression in the Visual Arts William. Blake: Selected \A/arks Joseph Conrad: Selected Novels Wittgenstein: Philosophical Investigations Readings in Lao Tsu, Confucius, I Ching all da:;ses: tutorials. The student is in both sens~, of as a restoration of the traditional studies of and grammar, rhetoric and active grasp of the relations bet~1ve=·n language on the one hand and on the other. To do this must direct attention to the in vvhich words can be put together; i:o the modes of sigmfyvaried connotations and an-ibiguibes of terms; the role of analogies and and the logical relations between it ro.ay be (Greek in the first and second years, and years) provides an effective rneans to th2se translating frorn. them into i:hem other and with English, the student the nature of languages in general and of his own in four years, he studies language as the discourse of reason, as the articulation of and as the medium of the art of poetry; and both and the of foreign tongues, he studies his own He discovers the resources of articulate spEech and learns the rules that must govern it if it is to be dear, consistent and effective-if it is to be and �12 I ST. JOHN'S COLLEGE In the beginning the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one which is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not often come directly into seminar discussions. The student's concern with them in the language tutorial improves all his reading, for whatever immediate end, deepens and enriches his understanding, and increases his ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore which might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its tum, becomes more common in the seminar. Though the language tutorial cannot and should not aim at a mastery of the foreign languages, the student can reasonably expect to attain a knowledge of their grammatical forms and a grasp of their peculiar qualities. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by Shakespeare, Donne and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading and writing of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the student attempts to match in his own tongue the excellence of his models. In the second semester a play is read-Racine's Phedre. The principal activity of the fourth year is the reading of French poems, including a considerable number from Baudelaire's Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted in the third year. One of Moliere' s comedies is read-either Tartuffe or Le Misanthrope. The year ends with analysis and discussion of modern British and American poets, such as T.S. Eliot, Dylan Thomas, W.B. Yeats and Wallace Stevens. THE CURRICULUM I 13 THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word meaning "to learn." It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematical. It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based. Mathematics at St. John's is studied as a liberal art, not artificially separated from what have come to be called the humanities. When mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at St. John's, mathematics becomes not only the most readily leamable liberal art but also one which provides ready access to others and significant analogies with them. There are two main reasons for studying mathematics. First, it pervades our modern world, perhaps even defines it. Therefore anyone who means to criticize or reform, to resist or cooperate with this world not only must have some familiarity with the mathematical methods by which it is managed, but also must have thought about the assumptions that underlie their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure the things in the universe. The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathematics has, as its name implies, a particularly close connection with the human capacity for learning, its study is especially useful in helping students to think about what it means to come to know something. To prepare themselves for such reflection students study artfully composed mathematical treatises, demonstrate propositions at the blackboard and solve problems. By doing this over four years they learn a good deal of mathematics, and they gain noticeably in rigor of thought, nimbleness of imagination and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are exam- �14 I ST. JOHN'S COLLEGE THE CURRICULUM I 15 ples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? Are there "better" and "worse," "ugly" and "beautiful" in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discov. erer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. The student begins with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the student gains a notion of deductive science and of a mathematical system in general; he becomes acquainted with one view of mathematical objects-its central expression found in the theory of ratios-which is buried under the founda- ' tions of modern mathematics. After Euclid he begins the study of Ptolemy's Almagest, centering his attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St. John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic and religious readings that are taken up in the first and second years. In the second year the student continues the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system which are brilliantly resolved by the Copernican revolution. He studies Copernicus's transformation of the Ptolemaic theory into heliocentric form. He next takes up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this he studies analytic geometry, which presents the conic sections in algebraic form. He thus gains an understanding of algebra as the "analytic art" in general. In the third year calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The student then returns to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" theory in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year the reading of Lobachevski's approach to nonEuclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. This is followed by the study of Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. THE MUSIC TUTORIAL One of the aims of St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed towards performance but towards an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year students meet once a week to study the fundamentals of melody and its notation. Demonstration takes place primarily by singing, and by the second semester the students perform some of the great choral works. In the sophomore year a tutorial meets three times a week. The music tutorial reflects two different but complementary aspects of music. On the one hand music is intimately related to language, rhetoric and poetry. On the other it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint and harmony. None of these is done apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart and the instrumental works of Beethoven are the real textbooks. In the second semester at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text students listen to recordings of a composition and familarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. -~--·------~-------------------illlllillll------------------·~----- �THE CURRICULUM/ 17 16 I ST. JOHN'S COLLEGE lHE LABORA~TORY The emblem of the St. John's program on the back cover shows seven books surrounding a pair of scales. The balance, no less than the books, symbolizes the tradition of the liberal arts. It stands for the instruments of the scientific laboratory, which may well be the most characteristic institution of the modern world. Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes" Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose SL John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be carefully scrutinized. All of this is supported the mathematics tutorials, which provide a clear understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized researcho It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills derived from the practice of the liberal artso The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning" There need not be "two cultures"" Different fields of exploration require differeni: methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGAN:i:ZATION OF THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and involved in iL (2) The content of the work should be so chosen as to the student to trace a scientific to its roots in principle, assumption and observationo Thuscertajn/1'.tegrated wholes of subject matters are to be selected as problems m wfocn .[he roles of :heory and experimentation can be distinguished through cnbcal stud~. (;5) The schedule of laboratory work should give opportunity for leisurely DUL mtensive experimentationo The student must have time to satisfy himself as to the deP-ree of accuracy his instruments permit, to analyze procedures for so~rces of error, to consider alternative methods, and on occasion to repeat an entire experimei::L O~ly thus can he come to a mature understanding of the sciences called exacr A laboratory section consists of seventeen to twenty-one students working under the guidance of a tutor, with th':' help of more c:dvanced students serving as assistants. Sections meet tvvo or three times a week. A laboratory session may be used for exposition and discussion of theory, for exuerimentation, or for both, as the progress of the work reqmres. Occasi~nally a laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; wntmgs of Anstotle, Galen, Harvey, Huygens, Newton, Lavoisier, fv'Iaxwell, Thomson, Ruther~ ford and Bohr are among those regularly used in this way. In all the vvork or the laboratory and in the laboratory manuals written at the College i:he purpose is to achieve an intimate mixture of critical discussion and empmcal inquiry. 0 �THE CURFJCULUM / 19 18 I ST JOHN'S COLLEGE TOPICS The general topics of study have been chosen from elementary physical and biological science. The sequence of study may be outlined as follows: 1st Year 12 weeks: 20 weeks: 3rd Year 4th Year 10 weeks: 18 weeks: Observational biology Studies of matter and measurement, leading to the atomic theory of chemistry Topics in physics: mechanics, optics, heat, electricity, magnetism Quantum physics Genetics, evolution, molecular biology THE HRST YEAR The laboratory begins with twelve weeks devoted to topics in observational biology: dassfication of types, anatomical structure, cells and their aggregation and differentiation, embryological developmenL Close observation by naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on_, yet distinct from, the surrounding world_ The freshman laboratory next turns to the non-living, in a search for some of its fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature and calorimetry are taken up, experimentally and in discussion of the relevant theor- ies. These topics lead into an examination of the largely chemical, and the -arguments that are involved in the that matter is composed of discrete The student the views of Aristotle and Lavoisier on the nature of substance and _ change, and goes o~ t~ and discuss important texts bearing on the developmenr or the atomic-molecular theory. Experirnents are performed to help vv-ith the of the te)ds and the physical and chemical transfor:.mation of speak The work culrninates in the resolution of the problem of atomic weights and in an exammat10n of some consequences of this determinatiorio laboratory deals vrith topics common to a number of the trasuch as mechanics, and electromagneHsm. the year, nied the reading of original . ~ Leibniz r Carnot and mathematical tools H Ygen '-'r _U , -: , 1 ofphysics are to be _to work in the laboratory at the same tm~e t:1aJ tne1r rigorous development is i-:< the rrwthematics tutornk A~ che to?ls of the calculus becorne available, the emphasis shifts frmn a direcc, quahcative of force, energy and potential fields, to 'hPir roformulation in terms of derivative and at the same hrne i:he ' --- - ~ c~nce;Jts serve to illustraie the mathernatical ideas. The of are to be used to formulate alternative theories of light-corpuscular and vvave-and the success of Either in accounting for optical .-.r1Prirw-r1Pn;i is examined The and processes of to the first and second laws tion. The fundamental hc.~.,-.,~,D,.. and in mathematical and of the year is 1vfaxwell's derivation of THE In many ways the work of the senior is a return to questions the stu' L th_ ,a _r,1· thP ;;;:enior f d dents first con~ronter a.s rres.urnen. - r~c' en laboratory takes up anew the cf atonusm-bur the atom itself has become the object of study his 1,v-ork with electrical ' · · :+,at .lPad to ena, the student can f ocus on _or amm1~ -- - -: l the revolutionary quantum of Bohr and the wave med-1amcs 01 de Broglie and Schrodinger. a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and gain new mearnng. th·.e cour:;e of 1n VVhat is Life?, the senior laboratory then turns or returns to and first to genetics, to Mendel's theory of heredity and its _ ~he exper~mi:::ntation and interpretation TJ-L h/Iorgan .associates_ 1 he r~sulcs of studies of bacteria are considered from the scandof their evolutionary in the papers of Hardt and of Luna and Delbruck" Next, fundamental pav'rs [o present-day molecular biology-for instance by Beadle and Tatum, and Crick, and Monod-are studied. W' t. - - - ..., �THE CURRICULUM/ 21 20 I ST. JOHN'S COLLEGE THE FORMAL LECTURE The curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the student has an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readngs or it may open up a new field of interest and test the student's readiness to absorb new information and to follow arguments in unfamiliar fields: in or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturer submits himself to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the student the habit of listening and following the exposition of a subject he may not be familiar and it also provides him an opportunity, in the discussion period, to exercise dialectical skill in a setting very different from the classroom. It is here that he can himself test the degree of his understanding and the of what he has learned. The lectures range through a variety of subjects. Sometimes the student is confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that a student's work takes within the framework of the program. LECTURES AND The list below provides some examples of lectures and concerts given on one or the other campus in recent years: "The Growth of Presidential Power" William Goldsmith "Genesis" Robert D. Sacks Aeolian Ouintet "Why Should Gloucester Atternpt Suicide and \/Vhy Must Cordelia Die" John Steadman "Changing Trends in 20th Century Paintings and Sculpture" Adelyn Breeskin "The 18th Century Background to Gibbon" Arnaldo Iv1omigliano Sequoia String Quartet "Languages,Philosophy and Science" Stillman Drake "The Collapse of Democracy at Athens and the Trial of Socrates" Leo Raditsa "On the Translat10n of Rimbaud's Poet1-y'' Jonathan Griffin 'The Vapheio Cups" Ellen Davis "John !Vlilton: The Solitary Way to Paradise" Louis L. Martz 'The Geometrical Vision" Howard Fisher in Paradise Each with His Hand in a Jar of Spemiacetti" Galway Kinneil "The Brothers Karamazov" Michael Ossorgm "The Question of Beauty: The Early Christian Arts" Charles Bell "Rousseau and Democracy: The Design of the Social Contract" Hilail Gilden "Watching Television" Roger Rosenblatt "An American Scholar; The Young Jo;rnes 11/Iadison" Williarn Bennett "Modem Morality and Aristotelian Virtue" Edmund Pincof£es "On Human Rights in the US. Constitution" Robert Goldwin �22 I ST. JOHN'S COLLEGE THE CURRICULUM/ 23 ST. JOHN'S LIST OF GREAT BOOKS The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at the University of Chicago, at the University of Virginia and, since 1937, at St. John's College. The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of .the first two years; about three hundred years of history form the backgr_<)Und for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter. The St. John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all times. In doing that it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and ever present gravity of human issues. The list of books which constitute the core of the St. John's program is subject to review and revision by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read only in part are indicated by an asterisk. Bookstore, Annapolis FRESHMAN YEAR Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Nicomachus: Lavoisier: Essays by: Harvey: Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Medea, Bacchae Histories* Clouds, Birds Ion, Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus Poetics, Physics*, Metaphysics*, Nicomachean Ethics*, On Generation and Corruption*, The Politics*, Parts of Animals*, Generation of Animals* Elements On the Nature of Things "Pericles," "Alcibiades" Arithmetic* Elements of Chemistry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood SOPHOMORE YEAR The Bible* De Anima, On Interpretation*, Posterior Analytics*, Categories* Conics* Apollonius: Marcus Aurelius: Meditations* Aeneid Virgil: Lives* Plutarch: Discourses, Manual Epictetus: Annals Tacitus: Almagest* Ptolemy: The Enneads * Plotinus: Confessions, On the Teacher* Augustine: Proslogium Anselm: Summa Theologica*, Summa Contra Gentiles* Aquinas: Divine Comedy Dante: Canterbury Tales* Chaucer: Mass Des Prez: The Prince, Discourses* Machiavelli: On the Revolutions of the Spheres* Copernicus: The Freedom of a Christian, Secular Authority Luther: Gargantua* Rabelais: Missa Papae Marcelli Palestrina: Essays* Montaigne: "Introduction to the Analytical Art" Viete: Novum Organum* Bacon: Richard II, Henry IV, Henry V, The Tempest, As You Like Shakespeare: It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets* Marvell, Donne, and other 16th and 17th century poets Poems by: Rules for the Direction of the Mind, Geometry* Descartes: Generation of Conic Sections Pascal: St. Matthew Passion, Inventions Bach: Selected Wo:rks Haydn: Selected Operas Mozart: Selected Sonatas Beethoven: Selected Songs Schubert: Aristotle: �THE CURRICULUM I 25 24 I ST. JOHN'S COLLEGE Stravinsky: Webern: Symphony of Psalms Selected Works JUNIOR YEAR Don Quixote Cervantes: Two New Sciences* Galileo: Leviathan* Hobbes: Discourse on Method, Meditations, Rules for the Direction Descartes: of the Mind*, The World* Paradise Lost*, Samson Agonistes Milton: La Rochefoucauld Maximes* La Fontaine: Fables* Pascal: Pensees* Huygens: Treatise on Light*, On the Movement of Bodies by Impact Spinoza: Theologico-Political Treatise Locke: Second Treatise of Government, Essay Concerning Human Understanding* Racine: Phedre Principia Mathematica* Newton: Kepler: Epitome IV Monadology, Discourse on Metaphysics, What is Nature?, Leibniz: Essay on Dynamics Swift: Gulliver's Travels Berkeley: Principles of Human Knowledge Hume: Treatise of Human Nature*, Dialogues Concerning Natural Religion, Enquiry Concerning Human Understanding Rousseau: Social Contract, The Origin of Inequality Adam Smith: Wealth of Nations* Kant: Critique of Pure Reason*, Fundamental Principles of Metaphysics of Morals, Critique of Practical Reason* Mozart: Don Giovanni Jane Austen: Pride and Prejudice, Emma "Ode on Intimations of Immortality" Wordsworth: Hamilton, Jay and Madison: The Federalist* Billy Budd, Benito Cereno Melville: Dedekind: Essay on the Theory of Numbers Democracy in America* Tocqueville: Essays by: Young, Maxwell, S. Carnot, L. Carnot, Mayer, Kelvin, Taylor, Euler, D. Bernoulli SENIOR YEAR Moliere: Goethe: Mendel: Darwin: Hegel: Lobachevsky: Tocqueville: Lincoln: Kierkegaard: Wagner: Marx: Articles of Confederation "Declaration of Independence" Constitution of the United States of America Supreme Court Opinions* The Misanthrope; Tartuffe Faust* Experiments in Plant Hybridization Origin of Species, Descent of Man "Introduction" to the History of Philosophy, "Preface" to the .Phenomenology, Logic (from the Encyclopedia), Philosophy of History*, Philosophy of Right* Theory of Parellels* Democracy in America* Selected Speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Communist Manifesto, .Capital*, Political and Economic Manuscripts of 1844* Dostoevski: Tolstoy: Mark Twain: William James: Nietzsche: Freud: Valery: Kafka: Heisenberg: Millikan: Wittgenstein: Keynes: Joyce: Poems by: Essays by: Brothers Karamazov, The Possessed War and Peace The Adventures of Huckleberry Finn Psychology, Briefer Course Birth of Tragedy, Thus Spake Zarathustra*, Beyond Good and Evil* General Introduction to Psychoanalysis, Civilization and Its Discontents, Beyond the Pleasure Principle Selected Poems The Trial The Physical Principles of the Quantum Theory* The Electron* Philosophical Investigations* General Theory The Dead Yeats, T.S. Elliot, Wallace Stevens, Baudelaire, Rimbaud, and others Faraday, Lorenz, J.J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger, Maxwell, Bernard, Weismann, Millikan, de Broglie, Hiesenberg, John Maynard Smith, Dreisch, Boveri, Mendel, Teilhard de Chardin �THE CURRICULUM 127 AUTHORS ACCORDING TO CONVENTIONAL THROUGH THE FOUR YEARS Phi!osvphy aK!d Th.eo!ogy f·JI21thematics ai.nd Natural Sdence Homer Aeschylus Sophocles Euripides Aristophanes Herodotus Thucydides Plutarch Euclid Nicoma ch us Ptolemy Lavoisier Dalton Lamarck Archimedes Torricelli Pascal Fahrenheit Avogadro Black Virgil Dante Chaucer Rabelais Shakespeare Donne Ivla.rvell Year Plato Aristotle Lucretius Aristotle Epictetus Plotinus Marcus Aurelius The Bible Augustine Anselm Thomas Aquinas Luther Montaigne Bacon Plutarch Tacitus Machiavelli Ptolemy Appollonius Copernicus Cervantes Milton Swift Racine Fielding Melville La Fontaine Wordsworth Jane Austen ta Rochefoucauld Descartes Pascal Hobbes Spinoza Locke Berkeley Leibniz Hume Kant Cocke Rousseau Adam Smith U.S. Constitul·ion Hamilton, Madison, Jay Tocqueville Moliere Goethe Tolstoy Dostoevski Baudelaire Rimbaud \ialery Hegel Kierkegaard N1etzche William James Wittgenstein Hegel Marx Oocumen ts from American Political History Tocqueville Lincoln Supreme Court Opinions Keynes IV!usk Yeats Kafka Wallace Stevens T. S. Eliot Mark Twain James Joyce Wollaston Gay-Lussac Proust Cannizzaro Berthollet T. Richter Thomson B-erzelius Dulong Harvey Galen Driesch Boverj Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Descartes Pascal Viete Des Prez Webern Galileo Kepler Young Euler Mayer S. Carnot D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell Mozart de Broglie Mendel j .J. Thomson Bohr Millikan SchrOdinger Darwin Freud Einstein Heisenberg Whitehead Wagner L_ Carnot Kelvin Taylor Faraday Lobachevski Lorenz Rutherford lVIinkuwski Bernard Davisson Ivlaxvvell �THE ACADEMIC ORDER I 29 23 I ST JOHN'S COLLEGE T E E ER At SL the teaching members of the faculty are called tutors, The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise, learning is a cooperative enterprise carried out in sni,all groups v~ith persons at different stages of learning working togetheL All participants in a class are expected to prepare for their discussion studymg from the works of the principal teacher of the classit might be Plato or Newton-usually an author of one of the great books, who wrote from the high point of his learning, What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions, The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen, and to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at SL John's will not be limited to what fits neatly inside a single discipline, it is essential that SL John's tutors re-educate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training, For example, a tutor with advanced degrees in mathematics would prepare himself to lead language tutorials requiring translations from Sophocles or Racine, The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to become competent to teach the SL John's program, This is necessarily demanding because no full-time tutor is confined to a single part of the program, He is, and has to be, a teaching member of a seminar and of either two tutorials or of one tutorial and a laboratory section, and he is continually teaching his colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at SL John's than the preparation for classes usually allows, In order to avoid staleness and the everpresent danger of succumbing to routine performance, they are granted sabbatical leaves to allow for leisure and serious study. Betw<een sabbatical leaves, faculty study groups are set up. Leaders of such groups are relieved of part of their ordinary teaching duties, They engage in a thorough study and exploration of a subject chosen by the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the SL John's curriculum, the work of the study groups opens new perspectives for teaching and learning at SL John's, THE INSTRUCTIOt'1 COIV1l\1UITEE The Instruction Committee is a committee of tutors responsible for advising the Deans on all matters of instruction. It also advises the President on appointrnents to the faculty, The Committee consists of the Deans and twelve tutors, six elected by the tutors on each campus of the College; the President and the Provost sit with the Instruction Committee ex officio. Each Dean is the chairman of the Instruction Committee on the campus where he serves; the members of the Committee on each campus constitute the Instruction Committee for that campus and meet at frequent intervals throughout the year. The full Committee meets annually, alternating between the two campuses, and the Deans alternate as chairman of the Instruction Committee, �THE ACADEMIC ORDER I 31 30 I ST JOHN'S COLLEGE SCHEDULES The books chosen for at SL John's are colleci:ed in the library in the best editions and translations that can be obtained. These books form the core of the essential to the teaching of the program. A good general coll.ection is a necessary the college has little need for a specialized, technical collectiorL Each year books are purchased in mathematics,. science, religion, fine arts, music, literature and history and many other The subscribes to representative periodicals and faculty assisl:s the Librarians in selecting books The Annapolis maintains a collection of about 80,000 volumes. In Santa Fe, the collection now numbers over 52,600. P<::rhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students ai<d seminar ieaders are about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. A SA.rvIPlE FRESHMAN SCHEDULE, Al\TNAPOUS HOUR MONDAY TUESDAY 9:15 Mathematics Tu tonal 10:15 Language Tutorial Language Tutorial WEDNESDAY Mathematics Tutorial Language Tutorial FRIDAY THURSDAY Mathematics Mathematics Tutorial Tutorial Language Tutorial Chorus 11:15 1:15 Laboratory Laboratory to 4:15 8:00 Formal Lecture Seminar Seminar A SAMPLE FRESHMAN SCHEDULE, SANTA fE HOUR 9 00 MONDAY Laboratory TUESDAY Language Tutorial 10:30 to 12:00 1:00 is housed in the Peterson Student Center and the is located in the Sternberger-\Neis Music 7,000 u FRIDAY Language Tutorial Mathematics Tutorial Mathematics Tutorial to Collection America," and the Peter Bowen Collection of Collection and Pof Collection i~n San.ta Fe contain first editions of each poet as well as other belles lettres. In Fe contains several the Amelia the and the Holzman collections. Vvoodvvard Hall in v1as renovated as a modem facilin 1969 It has comfortable rnodern study carrels and stacks as THURSDAY Freshman Music Language Tutorial Mathematics Tutorial 2:30 4:00 8:00 WEDNESDAY Laboratory Seminar Seni_inar Formal Lecture . Except for the preceptorials in the junior and senior years and certain periods of laboratory work for which the upperclassmen may choose their own hrne, the schedule is the same for all students. Each morning for either three or four days a week they spend one hour in a language tutorial and one hour in a mathematics tutorial; sophoffiores also spend four hours a week in a mu~ic tutorial. Twice a week freshmen, juniors and seniors spend up to thre~ nours m the laboratory. Two evenings from eight to ten they attend a semmar. A formal lecture or concert is given once a week. Sixteen to nineteen hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. �32 I ST JOHN'S COLLEGE in and each semester in Santa Fe every freshman, sophomore junior submits an essay to his seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAl '-'/'-JC>.HllU Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The student is questioned freely and informally on the texts he has read or the paper he has written and on his critical and interpretative opinions. It is not the principal aim of the examiners to find out how much the student remembers. He is encouraged to consider the different parts of his study in relation to each other and to problems that may not have been treated in any of his classes. For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. THE EXAMH\TATION year, each student must pass an examination to demon'v''""'v.'''° of the French language. THE EXAMINATION The senior oral enabling examination is given to the student in the fall at the beginning of the fourth year. It is focused on a number of books from the seminar lists assigned for rereading and study during the preceding summer_ The passing of this exar.nination confirms a student's status as a candidate for the degree of Bachelor of Arts. Al"'ID ORAL EXAMINATION In the senior year the student is required to present to the faculty a final essay related to some aspect of his four years' 1fvork. It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts_ Four weeks at the start of the second semester ore reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined upon it by the committee in an hour-long public examination.No degree is awarded unless both the essay and the oral examination are satisfactory. The senior essay is regarded as a culmination of the student's learning. · �34 I ST. JOHN'S COLLEGE THE ACADENHC ORDER I 35 classes are sr.nall and and because students parevery tutor is av.rare of his students' progress from to of a student are based on the student's total perof his tutorials and seminar. is assumed that each student has the capacities to pursue this course of until there is clear evidence to the contrary. The curriculum rn v2ried and rich for of interest, performance and and there is it for a wide range of St. is free from the pressures of conventional examinations and competition for grades. Because student is essenbal lo the in 1Nhich classes are conducted at St. attendance at all regularly college exercises is A record of absencEs is This record is taken into consideration v1her1ever there is occasion to THE form of evaluation is the don rag. Once 3. sernester each and r.o.eets aU his tutors in the don Thr: tutors to one of the semmar leaders on the student's the semester; the student is then invited to to his comment on his own 'Nork. Advice may be requested rnay bE but or 1 Senio,, Ornl, Annc:rpolis is one semester The student who ''"•nn.v+ rl to the Oea11 B, C, or F, where CindiSuch a grading sysh:n1 is neceson to the L'JHC"C 0 pu1poses, SL are translated 1nto terrns «.Jf conventior,al h.ifft is the eqmvalent of one hundred hours ser_r!Lester the Instruction Cor:i'unittee, with of the studenfs carries great weight A student is if he has submitted a satisfactory he is suffi, the enaban acceptable senior essay upon careers in 2l var1lts scope and its of ,-J,1c.uJ1e0 �36 I ST. JOHN'S COLLEGE THE ACADEMIC ORDER I 37 one or more St. medicine and theology have attracted the greatest numbers. Actmg Advertising Agriculture Ar chi tee ture Art Biology Bio-physics Business Administration Planning Classics Drarna & Econormcs Education Engineering Finance Geology Government Service History History of Art History of Science International Relations Journalism Languages Law Library Science Lil:erattw2 Music r>Jursmg Oceanography Philosophy Physics Political Science Psychology Public Admirnstration Publishing Scientific Research Social Anthropology Social Work Sociology Systexns Analysis Theater Arts Medicine Meteorology Theology at St. the Instruction for the d2gr1::e. He rnust chen the Instruction Committee and stand must have some bearing on the of the hb·2ral arts. in the libera.l arts, is conon the Santa Fe camJ)US and the academic year it 1s als~ offered for of other needs teachers, The progran--~i divided into four ar:d writes a All four to tl--v.:: ;::;;aduate Institute in l\lew rv'lexico 8'7501 or the Co!the stu- field of dates of educathe studenL f_Gs.s of its :tntention to to inform the , __ ,Juz:~'" ~--nM~--- inforlTtaany such privacy �38 I ST JOHN'S COLLEGE make them available and t2ins a_ to rer.nir:_d stude:nts of theiT and to expr2ss studer~t ori aiso nl.eets vvith to of lT~t1t•J_al concern_ and ITtainStudent Instruction Comrrtittee to discuss and recornn-lend curricu:Food Corrnnittee \rVOrks v·1ifh the dining haH manager to and as ranges creatrve and nevvs take up the rest of the space also welcorne to contribute work to The The St. John's the three official V-'L'll'-Cl.'-1'~1 ye;:,r after year whik vidual mernbers of the Dining Hall, Annapolis �RESIDENCE & STUDENT LIFE I 41 40 I ST. JOHN'S COLLEGE activities from the act out of the curriculum as si:udents' interests overflow seen small classes-some led by Latin, German, the New Testaand aspects of chenistem from interests of the among them have been those of classes in dance and martial arts. Williani one or two modern works, and have included student filr.n dub presents and domestic films- the classics of cinema art Additional film senes, The Ascent and have been shown the week There is also a v1inter film series on lV[usic is Perrnanent fa.cilibes such as the art studio, cercUTliC stuclio \A1oodclarkroom and stage floor also rrtaintains an art exhibitior;.s to th_e vvorks of DauJ;.T!er~ F_oualt, es.ch exhibition. A.n 1 both rr1i~seun1s and stores too :nurnerous to nr~entio:n intra.1nurzJ both rnen individ:xal and te21rr1_ ::;.ports. 'Il1e DJsecstuder~t assistants schedule events and v'!11ich include c{ courts an.cl c~ l\/len's and women:s tearn:o softball and tfack, coordi:n~ate �RESIDENCE & STUDENT LIFE I 43 In the 1960's i:he College decided to expand its student The Board of Visitors and Governors chose to establish a. second in the Vvest rai:her than sacrifice the virtues small fine arts, rnuseu1ns re::;earch. Scientists in related fields. tute of Arneric2m Nev" lVIexico in v1des the attractions and conveniences of a city of 400,000 people. The of 300 2cres lies m the southeast corner of the two Santa Fe Plaza and the Palace of the Governors. The introduced in reflects the territorial the Ortiz a centerr a mu.sic ai1d fine arts dusters of dorrriitories A in these and two located View from Dining Hall, Santa Fe �44 I ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE I 45 Each of the sixteen dorrnitories o:n campus houses from twelve to of friends within the students and serves as a sm:dler More than half the rooms are suites of tv.J-a or three roorns to own and at the sarne time close dent. head resident others ·who share similar area. In addition students are also housed 1;vas and ideas on rather than the of a formal student since boi:h the si.ze of the Colform of the program are conducive to informal and chrect cornmunication. Th·ere are student to th;:'. Financial Pt.id Corr1rnittee and the Board of "'f~/isitors Students also to corrunittees v1hich concern the11tsel:1es with such r ·1 roon serv1cs" Santa Fe stude:nts .and have initiated a vvide ricular activities the arhstic the a.cad:::m1c and the c 1 extracurricr;.JJ?tr cla:=.ses in ballet a.nd rnodern d.o_nc<C, The art studio in ~~«. e:nd studio •••• r .•, studeni:s are attracted to the tov·Jn of Santa Fe theater and \risual arts ·Others hz:ve tl~~c San ta he2tlCh-food co-op or in other loc.21 2ctivities. c-fhe students into tovJn h.,..rice a �RESIDENCE & STUDENT LIFE I 47 46 I ST. JOHN'S COLLEGE Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extracurricular classes and discussion groups both on and off campus. Informal discussions of contemporary literature, forums on public concerns, and slide shows on art history are frequent on-campus activities, as are study groups in such languages as Russian, German, Spanish, Italian and Hebrew. Students preparing for entrance into medical school have attended classes at the University of New Mexico, Los Alamos branch, under the sponsorship of the College. Thorne Fellowships also give students financial support toward fulfilling medical prerequisites during the summer months. ATHLETICS The Student Activities Office coordinates a volunteer athletic program which offers opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. These last two are sports in which St. John's challenges other colleges and universities, and the College usually has one of the finest fencing teams in the Southwest. There are indoor facilities for judo, karate, tai chi chuan, weightlifting, gymnastics and fencing, but during much of the year these activities can be done outof-doors. Intramural programs in tennis, soccer, track, volleyball and badminton are conducted at the College's facilities. A men's soccer team and a women's soccer team both play with other teams in the area and are hosts to several tournaments in the fall and spring. The St. John's basketball team competes in a city league. Santa Fe's municipal swimming pool is reserved for St. John's one night each week. A horse corral on the campus is available for student and faculty use; horses may be hired at a nearby ranch. The adjoining Sangre de Cristo Mountains provide hundreds of square miles of forest and wilderness areas for hiking and camping. Here the St. John's Search and Rescue unit trains regularly in techniques of map reading, first aid, wilderness survival, rock climbing and cliff evacuation. The team is called out in emergencies several times a year; students have permission to be absent from campus in the event of a search or rescue. The Santa Fe Ski Basin (seventeen miles to the north) and the Taos Ski Basin (two hours away by car) offer fine slopes for both beginning and advanced skiers, and several cross country ski trails branch off from them. Students may borrow skis, boots and poles from the College, and the St. John's bus provides transportation. When the weather is warmer the Student Activities Office organizes excursions down the Rio Grande by kayak, canoe and rubber raft with overnight camping along the way. BOTH CAMPUSES RELIGIOUS ACTIVITIES The Charter of 1784 established St. John's College as a non-denominational institution. In its early years there were some ties with the Protestant Episcopal Church, but these no longer exist. The College schedules no formal religious services except before commencement. Attendance is voluntary, in consonance with the Charter. Many tutors and students attend church or synagogue in town. It is customary for extracurricular Bible classes to be conducted by tutors of the College . . FACILITIES FOR STUDENTS As in Annapolis, waltz parties, rock parties, and such regular events as the Fall Festival (in the mountains surrounding the College), the Halloween Costume Party, the Fasching Ball, the Graduation Ball and Reality Weekend provide occasions for informal gatherings of tutors and students. Reality Weekend includes a talent show, a parade from the Plaza to the College, a· picnic and athletic competition. The College Bookstore on each campus has all the books and supplies the student needs for his classes. It also maintains a stock of books related to all phases of the program, and books of more general interest. It is operated without profit. As supports for an active social life, the College provides on each campus a coffee shop and a junior common room for the use of all students. In addition, there are smaller, comfortably furnished social rooms in the dormitories and elsewhere on campus. �48 I ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE I 49 cornmutc rn.:ike proper use of the support that life. nitiesf other Unrnarned dorrnito::ies and to car~ offer no rr1arr1ed stJJd 2nt at at Sa:::-1.ta Fe. Studer:ts vvho vvish to have rnarsuitable and should 1 i{ seeks part-time employment for students the acait can also aid students for full-time summer in the local ____ ,,__ ··- infirmaries are maintained at both campuses, each under the of a College Physician and a College Nurse. A daily medical report is sent to the AssistE1nt Deans. A psychiatrist or clinical psychologist is available for consultatiorL order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the Dean in consultation with students and the faculty . Every enterstudent is informed of and returning upperclassmen are r2rr1inded thern each falL The rules differ in certain details on the two campuses, follow the sarne intell;,ctual life the community is inseparable from the faculty of each student students agree to promulgated in the Student Mrmual pubSt John's assumes that students wiH n>spect not the enacted also the community-accepted canons of decent . l!.t extrerne cases, "'~1hen:· these canons. are fl~outedi the Col·~ may require withdrawal of the offending si:udent. a housekeeping staff i:o care for the dormitones. The The College Colkge inspects the rooms periodically and repairs at the expense of the been occupant or occupants any dormitocy room and furniture that damaged beyond normal wear and tear. damage to property is charged to th€ caut1on fee of the student or students responsible for the The \-=:oHege is not for the loss of, or -darn_age to any student property theft or any other cause. 1 �50 I ST. JOHN'S COLLEGE ADMISSIONS I 51 s The standards by which applicants are selected for SL are special, and prospective students it rewarding to write the essays that constitute an application to the College. People who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to see deeply into others' ideas as well as their own; and of active particiin their own education. Education at St John's is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most who consider St. examine themselves carefully before applying so that when they do are to themselves and to the College that they want to engage fully in the reason and believe they can take pleasure in it. In writing their application essays, rnany determine their own appropriateness_ as SL John's students; others eliminate the!T-iselves as applicants, deciding that their interests and those of the College do not coincide. Thus, for the most they select themselves. Some are rejected, of course, but a wide variety students is accepted each year. The purpose of the admission process is to determine ·whether an applicant has the necessary and ability to complete the SL John's program satisfactorily_ Admissions Committee- ten tutors and both Directors of Admissions-regards the application as being a question from l:he applicant: "Do think I am ready to from the program of studies at SL In the essays, applicants are asked to discuss their previous education, experience with books, reasons for choosing St. John's, summer or posthigh school experiences, and some particularly valuable experience they have had. A number of optional is also suggested. The essays are designed to enable applicants to give a full account of themselves . They can tell the Committee much more than statistical records reveaL Next the Committee considers the applicant's academic achievem.ent and promise. Previous academic records - the secondary school report and college transcript, if there is one-show 'Nhether an applicant has the habits of study necessary at St. Letters of particularly those of teachers, are carefully read for indications that the applicant has the n:_iaturself-discipline, ability, energy and initiative to succeed in the SL John's progranL St. John's attaches little importance to "objective" test scores, and no applicant is accepted or rejected because of such scores. The Comsnittee's decisions are not influenced the race, religion, sex, age, color, physical handicaps or national or ethnic origin of an applicant, or anv other factors unrelated to the work of the College" The applicatio~ asks a minimum of personal data. Need for financial assistance does not affect the Committee's decisions on admission. St. John's has decided to remain a small about 375 students in Annapolis and 320 in Santa Fe. size of each class is limited on each campus. ~!lost freshman classes are about equally divided between men and women" Classes enter in late August and January in Santa Fe, in September and January in Annapolis. Occasionally, there may be a as freshJanuary class on only one campus" ]\Jew students are enrolled men; a fourth or more of each entermg class have done one, two, or even three years of college work elsewhere. These students, despite good records at other colleges, relinquish their advanced standing to take m the St. John's prograni. to complete the first year. They can thus graduate a year earlier than if they had postponed their entrance until the following fall. The class is of particular interest to students who come to SL John's from other colleges, or who have traveled or worked since graduation frorft high school, or who wish to enter St. John's immediately after the first semester of their senior year of high school. �ADMISSIONS I 53 52 I ST. JOHN'S COLLEGE SL John's has a There is no application deadline, but applications classes should be subas in the year as Because there are occasional vacancies in classes to last-minute students who Vlish l:o late in the year should contact the Admissions Office for soon as the application essays and documents are asserr1bled, the application is reviev11ed by the Adrnissions Committee. The is ,,,.,,,,.,,,,,, of the Comrniltee's decision in about two weeks. Upon notification that his has been accepted, an applicant has the option to enroll on either campus. In order to secure a in the class, he must submit a deposit of to the Admissions Office on the campus at which his meni: specifying the campus has been the campus as noted below. u,, '-'V""" are accepted on a first-served basis until the enterclasses, are filled. If the ~·.-•.w 7 ·.,-.-pus is full, the /;,,dmissions Office 1Nill offer him the 1) the deposit may be transferred to the other campus, space remains in that entering class; 2) the deposit be secure a place on the waiting list or in a subsequent class on first-choice campus; or 3) the deposit may be returned, If the is also a candidate for financial aid, the 'Nill be accepted that it will be r~f-unded if sufficient a_id cannot be offered to ,2nable hnn to attend th-e Deposits submitted when no fmanciai aid has been requested or after receipt of an aid offer are not refundable Al! to first semester tuition and fees ,form vvill be sent to each student receipt of the /1 Clnce enroH~d on either campus acade1nic year ()ffice of for fina:ncial aid, he rnust aJso A.ll such trarisfers an: 1 should be addressed to the Director of lege, Annapolis, 21404 Mexico 87501 (1el. section on Fees a:nd Office of their intentions as soon as CvlNew but it is especially wise curriculum and D(Jsc;Ene �54 I ST. JOHN'S COLLEGE While on campus the visitor may attend a seminar on Monday or Thursday evening at 8:00 p.m.; attend tutorials in mathematics, language and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the Admissions Committee, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Wednesday or from Thursday to Saturday on the Annapolis campus, from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Persons planning to visit should telephone (301/263-2371 for Annapolis or 505/982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for the visitor will be transportation. He will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings can usually be located in inexpensive paperback editions in the College Bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens and soap are provided by the College. If a visitor arrives weekdays between 9:00 a.m. and 5:00 p.m., he should go the Admissions Office. Weekends and any day after 5:00 p.m., he should go to the College receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe. TRANSPORTATION The Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis and the driver will let one off at the campus if he asks. Buses from Washington are less frequent and arrive at the Annapolis Greyhound Bus Terminal (about six blocks from the College). By car one takes Route 50 fr()m Washington or Route 2 from Baltimore. A limousine service from the Albuquerque airport to Santa Fe also is available. Called the "Shuttle-jack," it leaves the airport seven times a day and costs $13.00 one way. Greyhound and Continental bus lines pass through Santa Fe. Amtrack stops at Lamy, N.M., twenty miles from Santa.. Fe, and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival at the bus station or at one. of the Santa Fe hotels, the easiest way to get to the campus is by taxi. FEES & FINANCIAL AID I 55 FEES &- FINANCIAL AID The College belie~es that qualified applicants should i;ot be denied the opportunity to attend St. John ,s College because of limited finances. St. Johns therefore maintains a financial aid program to. assist _eli?ible students to the greatest extent possib~e withm the limits of the College's r~sources. With very few exceptions, financial aid awards are made solely on the basis of need. A. The follo":'ing principles _ui:i~erlie St. John's financial aid program: 1 .. The primary responsibility for financing a college education lies with the student and the student's parents. The College can offer aid only to su~~lement funds the family provides. 2. Th~ ability o~ a, fa~ily ~o meet college expenses is determined by assessm~ ~he fami~y s financial strength in terms of income, assets, debts and addit10nal children to be educated. 3. Financial aid may be in the form of a grant, loan or part-time ei:nployment and will be offered to all students as a package which combines one or more forms of aid. 4. In keeping with the philosophy that students should contribute to �56 I ST. JOHN'S COLLEGE FEES & HNAI'-ICIAL AID I 57 their educational expenses, self-help is the first of a financial aid award. At SL John's, self-help consists of a part-time job and an educational loan. S. The total amount of financial aid the College offers a student rnay not exceed the student's demonstrated financial need. 6. Financial aid is not automatically students reapeach year they wish to be considered for aid. . . , . . 7. Students receiving financial aid must meet the cntena ror mamtaming satisfactory progress in order to retain their award page 61.) of 8. Financial aid awards are made in accordance with the Act of 196L1 and Title IX of the EducaTitle IV of the Civil tion Act of 1980 prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethmc or national origin. 13. The procedure for applymg for financial aid is as follows: u'"''"-<"'"' for admission who also plan to apply for financial aid out the application for financial aid m the back of this catalogue and return it the Admissions Office . 2 nmst also current Firiancial Aid Form with the . Ne'N or Berkeley, Calior their par~nts to present a d~~ financial ~ It may be obtained frorfl either or tlt.e Financial Pl.id Office at SL 3. Candidates for financial 3.id from the College must first establish a Federal prograrr: descnbed in Sectheir el:gibility for the P·ell tion D below. The College Ser~ice's Financ1ai Aid Form enables candidates to 1ndicat2 that they vvish to fo.::· a F~en ~:;rant Students should so indicate. No finanoal aid will be made the College until the student submits his copy of the Student .A.id to the Financial Aid Office. 4. As part of the application for financial aid, p?irents of aoplic~nts and apphco.nts who claim status must provide o.n official copy of their most recent lnc~rne Tax, Return. 5 students are to meet the federzJ dehrotlon and have an cf on file Aid Office. This form will be mailed to upon receipt of the Financial A1d Form if the to Following are the deadlines and notification dates for financial aid: FRESH1v1AI\J CAJ\JDIDATES Although the College has no deadline for receipt of financial aid applicandidates for admission 1nho are in need of financial assistance should indicate that need as soon as possible. The Financial Aid Fanni Pell Grant Application should be filed with the College Scholarship Service as soon as possible after January 2 in the year in which the candidate wishes to be admitted. Those who wish to enter in January should submit the FAF/Pell as early as possible in the preceeding year. Likewise, the SL John's Financial Aid Application in this catalogue be filed 1Nith the Admissions Office as soon as possible after its receipt by the candidate. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be met. Candidates for admission applying after Februlovver chance of receiving all 25 for fmancial aid have are than thos·2 earlier. for which RETURJ"'"Hl\JG STUDENTS Applications are due by February 25 from enrolled students who are to the College and reapplying for aid or are applying for aid for the first hme. Beginning on December 1, fhe Financial Aid Office will the necessary Financial Aid Form, which and filed ·v11th the CoEege as possible. Students whose aid the Financia1 Aid Office to the February 25 deadline will be notified of the decision on on 1. completed after Febru~'TY 25 will not be considuntil awards have been made for applications before the deadline< Avvards based on applications completed will not be mailed until after April 15. Students whose ci.pplications for financial aid are received after the deadline will not be denied consideration for assistance, but the availaof funds cannot be guaranteed. 0 of Connecticut, the D;strict of tvfassachusetts, Rhode for a State Scholvxshipo 7< An applicant who has education rnust orovide a ' . ~. . . -rl Financial Aid Transcnpts can be obtained from l-'lnanc1a ·1 A1" Qlf LlCe. 8. Students for and fmannaJ 21d from St. are to Financial Aid of any grants, gifts, emnloyment or other financial be:::-1efits for they become eligible; ~ny change in (heir or thelf financial situtafam; and changes of name, marita:I status and address. Funds for financial aid awards frorn the College are avaihble frorn the below Except for the Federally In:mred/Guaranteed Stusources dent Lo.an, n~ed not for funds fron-t of tf-1ese spcc1fic sources. these sources are automatically in up the College's frnancial aid awards. ST JOHN'S GRANTS Funds for St, grants are resources, and all awards are made on the the College from its own of financial need �58 I ST. JOHN'S COLLEGE PELL GRANT This Federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT (SEOG) FEES & FINANCIAL AID I 59 other borrowers is seven percent. A student may be allowed up to ten years to pay back the loan. 1983-84 STUDENT BUDGET* FALL FRESHMEN Dependent $7200 1150 1550 200 500, 550, 650 1 The College awards SEOG's to incoming freshmen and enr_olled students each year. These grants are made to students who have fmancial need and are unable to pursue a course of study without the grant. Eligibility for SEOG is limited to $2000 per year Independent Tuition Room Board Books Personal Expenses JANUARY FRESHMEN Dependent $6500 COLLEGE WORK STUDY PROGRAMS (CWS) This Federal program permits the College to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session, NATIONAL DIRECT STUDENT LOAN (NDSL) These loans are made by the College directly to students using funds provided, for the most part, by the Federal Government. The maximum loan for four years of undergraduate study for the first baccalaureate degree is $6000, No interest accrues and no payment is required while the borrower is enrolled at the College, Repayment begins six months after the borrower terminates attendance at the College, There is provision for defem1ent if the borrower returns to at least half-time study at another institution, Depending on the total loan commitment, the repayment may extend from ten to twenty years. FEDERALLY INSURED/GUARANTEED STUDENT LOAN (FISL/GSL) . These programs enable a student to borrow directly from a bank, credit union, savings and loan association or other participating lender who is willing to make the educational loan. The loan is guaranteed by a state or private nonprofit agency or insured by the Federal Government. The maxirnurn amount a student may borrow is $2,500 a year. No interest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. The interest rate is nine percent per annum for any student who obtam.s his first GSL after January 1, 1981, The interest rate for $7200 1150 1550 200 650 200 400, 450, 5201 Independent Tuition Room Board Books Personal Expenses $6500 200 520 *Fees are subject to change without notice. 'The allowance for personal expenses varies with the distance between the student's home and the College. 'Undetermined at time of publication. BILUNGAND Billing for tuition and fees is done prior to each semester. The charges are due and payable in full on or before the registration dates for that semester. Those who may wish to pay in n-1onthly installments should of the Treasurer about the various tuition payment plans or loan arrangements available to St. John's College students and parents, Since determinations affecting students, faculty and physical facilities must be made well in advance of the beginning of each academic year, the College must know in April which returning students will register in September, A deposit of $150 on the fees for the following year is therefore due on or before the first iVIonday in April for prospective sophomores, juniors and seniors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, he may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, military service, aca- �60 I ST JOHN'S COLLEGE FEES & FINANCIAL AID I 61 demic dismissal or the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which he made the the and he must make a new his place in a If there should be this deposit, the should contact the College possible date to rnake suitable Each student is to make a deposit of called the Caution Fee, which is subject to charges for breakage, damage to or loss This fee is paid once at the of college property and other minor beginning of the Freshman ·Year, but each student must bring the balance (after darnages assessrnents, if up to the full $100 at registration each semester. If it is reiunded on at the end of the academic year or when a student leaves the senior must pay a Commencement Fee of at the the second semester of the Senior 'Year, to the for each se1nester . many of the V:-terans . The Colleg€ may at rates and on schedules to be detereach year If a student withdraws or is dismissed for tuition v.rill be made T'lile first tvvo vveeks: 80o/o The third week: 60 % Th.e fouri:h week. tWo/o The fifth week. 20 % The s1xi:h week and thereafter: no refund The above schedul<e also to room and board in Fe, a refund on fees fnr wiH be made on a In Santa there will be will be made to stuno refund rnade for room_ .fees.. If are first r.nade to such federal and state d2nl:s Opportuthe the FederDi red Student Loan Programs, State Grant or and to any institutional financial aid programs. Enrolled students due refunds because their financial aid exceeds monies due the ;;.nll receive those refunds rn accordance with a schedule of payr11.ents determined Aid Director on each ca.mpus Refunds for substantiated reasons will be on a pro rata basis. Provisions of the Higher Education Act of 1976 that each postinstitution make available information concerning the criteria for judging satisfactory progress. The criteria for St John':;; College follow: Any student is deemed to be eatisfaci:ory progress if at the end of the current semester he is permitted to enter the next semester, and if that next semester will not include the of any work. This by a committee of all the Rag Committee." The Don Rag Committee it has assessed his current semester's v.Jork in its quality. This assessment is tutors in common. At the end of his the Dean and the Instruction Committee in of his work during his first two years. At the end of the first sErn.ester nf his almost Senior rear it is In exceptional circumstances a student is. permitted to a s.ernester that he rneet certain conditions the vrith the In these cases the student is deemed robe satis-;,.1nless the Dean deterrnines that the conditions. have not bec~n met. the conditions have not been met, the in consultation \A!!th the Instruction decides vvhat further determination is to be made of the case. the student is w remain in the he is dee1r1ed to be progress. VETERA.NS 1n with Federal and State regulations, St has developed a set of policies on rninimum standards of progress for enrolled vetera~s. 1. SL •Nill lo the \f,?terans Administration "v'Iithin 30 days all of status that would affect incidents of official termination or brnefits. 2 l\11inimmn acceptable of a C If a student falls belo1AJ this average and/ or his tutors there 1s a serious acz.derrdc Comrrdttee vviH recornrr~end a consulcation vvith prob1ern, the Don the stude:n.t to leave the CoUege or may place him the Dean who on academic During that support and counseling are available. Failure to meet standards i:wo semesto !:he V./'1 A third semester of certifiters of probation must be cation 1nay n_ot be granted of a v-"/J.l, counseling psychologist. that grades be given for all courses undertaken and that all 3. considered in arriving at a grade average. Should a VA. e:nroHed student withdravv frorn any course at to of any semester, a of F the midterm 4. St will to the 1/A_. v1hen a student has not "Ll''-"·"'~'"' pleted 75 % of credits 5. SL on rninJwill inform students on 'lA. benefits of this rnum standards of progress. �' ~~ '"' , __ "_,!GE STREET OJ CJ) L ~ ~ ~ r IGLEHART~ ~ HALL (GYMl,ASIUM) ~o ~ TENNIS COURTS l!!l § § ~ ~ ~ ~ z ~ ] Cll ,.,., I-'~ ~ ~ "' ~ ~ ~ ;Q, J(\ c.,.- n HEATING PLANT '>,~ 0 r er r-1 lTJ ~ ~ Cf) ~ ~ ~ r (J'j > z S" ~ / ~ / 00 zM :.'\ SOCCER FIELD ~ 0 l>y:J ro ~ ~ 0 .... z )~~ ( \ n 0 "" Cf'j n 0 NINA S_ GARSON GA.ROEN ANO REFLECTING POOL r r rr1 ~ "1 �64 I ST. JOHN'S COLLEGE BOARD/65 BIBLIOGRAPHY BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J., and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER J., and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. AMERICAN LIBRARY ASSOCIATION: Classics of the Western World, with forewords by John Erskine and Everett Dean Martin, 1944. BARZUN, JACQUES: The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., Boston, 1945. BELL, DANIEL: The Reforming of General Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BRANN, EVA: The Paradoxes of Education in a Republic, University of Chicago Press, 1979. BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. BUCHANAN, SCOTT: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. DARKEY, WILLIAM (Editor et al): Three Dialogues on Liberal Education, St. John's College Press, 1979. ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GOLDWIN, ROBERT A. (Editor): Higher Education and Modern Democracy, Rand McNally and Co., 1967. GRANT, GERALD and DAVID RIESMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945. HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953. LEWIS, C. S.: The Abolition of Man, Macmillan Publishing Co., Inc., 1947. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. BOARD OF VISITORS AND GOVERNORS OFFICERS Mr. Charles A. Nelson New York, NY Mrs. James Ritchie Santa Fe, NM Mr. W. T. Terry, Jr. St. Louis, MO Mr. J. I. Staley Wichita Falls, TX Vice Chairmen Mr. James H. Frame Mr. John H. Dendahl Mrs. Donald Rumsfeld Winnetka, IL Mr. Harrison Sheppard San Francisco, CA Chaimian Mr. John E. Robson Mr. John E. Robson Chicago, IL Dr. Thomas B. Turner Baltimore, MD Vice Admrral James B. Stockdale Mrs. Stephen Wilkinson Stanford, CA Bethesda, MD Mrs. Louise Talbot Trigg Mr. John L. Williams Santa Fe, NM Sacramento, CA Mr. Charles Weiner Houston, TX Term Expiring 1986 MEMBERS EMERITI Mrs. Lowell R. Ditzen Dr. Douglas H. Gordon Mr. John Gaw Meem ·Mrs. Duane L. Peterson Hon. Adoph W. Schmidt MEMBERS EX OFFICIO Term Expiring 1985 The Governor of Maryland The Governor of New Mexico The President of the College The Dean at Annapolis e Dean at Santa Fe the Provost of the College Mr. Victor G. Bloede Long Island, NY . Mortimer J. Adler ·cago, IL . Peter A. Benoliel · adelphia, PA . Thomas M. Carnes Francisco, CA . John H. Dendahl ncord, MA . James M. Donnelley icago, IL . R. Philip Hammond ta Monica, CA Mrs. Bayard Clarkson New York, NY Mrs. Lovejoy Duryea New York, NY Mr. Walter F. Evers Cleveland, OH Mr. James H. Frame New York, NY Mr. Harvey Goldstein Miami, FL Mr. Allan P. Hoffman Lawrence, NY Mr. Jerome LaPides Annapolis, MD Mr. Sanford E. McCormick Houston, TX Mr. David Ater Santa Fe, NM Mr. Seth Cropsey Washington, DC Dr. Robert A. Goldwin Washington, DC Dr. Peter Greer Portland, ME Mr. John T. Harrison, Jr. Stanford, CT Mr. Daniel T. Kelly, Jr. Santa Fe, NM Mrs. Daniel R. Kenney Winchester, MA Mr. Gerald P. Peters, III Santa Fe, NM Mr. Roger W. Straus, Jr. New York, NY Mr. Stephen L. Tucker Santa Fe, NM Mr. Alexander K. McLanahan Houston, TX Mr. Eugene V. Thaw New York, NY Mr. Boyd Pratt Mr. D. Robert Yarnall Santa Fe, NM Blue Bell, PA �. 66 I ST. JOHN'S COLLEGE FACULTY/ 67 FACULTY Douglas Allanbrook Boston University, 1938; Brown University 1939 41 U · 'ty f Fl B.A., Harvard College, 1948; Active duty, United state~i~i 0 _or~nce, 19~6; Fe~ow, Harvard University, 1948-50; Pupil of Nadia Boula eI}9~ 45, Traveling ?nght Fe~ow in Italy-Conservatorio San Pietro a Majella,1upil o~~~ 19~8-50G; Ful.1m Harpsicord and Early Keyboard Music 1950 52 .,., h f C ggiero er m Th B b d c· ' - ; ieac er 0 omposition and eory, ea o y onservatory, 1955-57; Tutor, St. John's Colle e A · Membe7, Corporation of Yaddo, Saratoga Springs, New York 19~· R'rmhapdohs, 1952-; Tutorship, 1983-. ' ' ic ar D. Weigle TUTORS President Edwin Jules Delattre B.A., University of Virginia, 1963; Ph.D. in Philosophy, 1970, University of Texas at Austin; Instructor of Philosophy, Texas Lutheran College, 1967; Instuctor-Associate Professor of Philosophy, University of Toledo, 1968-76; Member, National Humanities Faculty, 1972-, Director, 1976-80; Matchette Foundation Advisory Board, 1977-; National Endowment for the Humanities Board of Consultants, 1978-; President, St. John's College, 1980-. Eva T.H. Brann B.A., Brooklyn College, 1950· M.A. 1951 Ph D 1956 v. 1 u · · · · . ' ' · , Amencan N umismahc Society, Summer ' 1952·.,Fellow ia e niversity·' Fellow of the . Cla.ssical Studies at Athens, 1952-53; Member of the staff o~~~~~m~ncan School of vahons at Athens as Sibley Fellow of Phi Beta Ka .I . . encan Agora Excafo d U . 't 19 ppa, nstructor m Archeology Stan r mversi y, 56-57; Member, Institute for Advanced St d p · ' Member US Adv' C · . f u y, rmceton 1958-59· ANNAPOLIS Dean of the College in Annapolis Samuel S. Kutler ~~~~:~i~: 7f~ti~.T~!~~} 1 · ~FE£~il~rson nternationa1~,u~~%~o:E~,Schol !:~I:~1~~~~~5~ Center for ~~it&~ 1976 77 Ar ld B.A., St. John's College, Annapolis, 1954; Graduate Study, American University, 1955-61; Assistant Mathematician, 1954, Associate Mathematician, 1957, Mathematician, 1961, The Johns Hopkins University Applied Physics Laboratory; Instructor, American University, 1960; Visiting Tutor, St. John's College, Annapolis, 1960, Tutor, 1961-, Andrew W. Mellon Tutorship, 1972-, Dean, 1982-. - ; Bryce Du Val Jacobsen Hugh P. McGrath B.A., Oberlin College, 1937; M. S., 1941, Ph.D., 1948, University of Rochester; Assistant in Zoology, Oberlin College, 1936-38; Oberlin College Scholar, Marine Biological Laboratory, Woods Hole, Massachusetts, 1937; Histological Technician, Department of Pathology, Yale Medical School, 1938-39; Graduate Scholar in Biology, University of Rochester, 1940-41, Graduate Teaching Assistant in Biology, 1941-44; Visiting Lecturer in Zoology, Oberlin College, 1944-45; Instructor in Zoology, Smith College, 1945-51; Smith College Scholar, Marine Biological Laboratory, Woods Hole, Massachusetts, 1949; Tutor and Assistant Dean, St. John's College, Annapolis, 1951-, Arthur. de Talma Valk Tutorship, 1968-; Fulbright Lecturer and Honorary Professor of Zoology, Lady Doak College and American College, Madurai, South India, 1962-63. ars, B.A., St. John's College Annapolis 1942 f d Director of Athletics, St. John's College, A.n3:;:~; 1~~T-~nter, 1942-57; Tutor and Edward Malcolm Wyatt B.A., 1934, Diploma in Education, 1935, University of Liverpool; Language Instructor, London County Council, and Language Studies at Universities of Liverpool, London, Paris, Dijon, 1936-40; Armed forces, 1940-46; Language Instructor, London County Council, 1946-47; Visiting Professor, University of Puerto Rico, 1960; Tutor, St. John's College, Annapolis, 1948-, Addison E. Mullikin Tutorship, 1968-. Barbara Hopkins Leonard ' isiting Professor, Whitman College, 1978-79. B.A., Harvard c.ollege, 1951; LL.B., Harvard Law School 1 . College, Columbia University 1957· Tutor St J h ' C ll 954, M.A., Teachers AddisonE.MullikinTutorship' 1971' A f ' D" o nsI o ege, Annapolis, 1957-, riculum, St. Mary's College Cl'f -;. cl~ng irector, ntegrated Liberal Arts Curpolis, 1977-82. ' a i ornia, 64-66; Dean, St. John's College, Anna- B.A., 1934, M.A., 1935, University of Virginia; M.Div., Virginia Theological Seminary, 1938; Ph.D., University of Virginia, 1948; Student at the Institute Catholique de Paris, 1951-52; Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia; Tutor, St. John's College, 1941-, Assistant Dean, 1947, Addison E. Mullikin Tutorship, 1959-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1966-67; Stringfellow Barr Tutorship, 1980-. B.A., University of California, Los Angeles, 1945; M.A., 1946, Ph.D., 1952, Columbia University; Tutor, St. John's College, Annapolis, 1948-64, 1973-, Santa Fe, 1964-66, Dean, Annapolis, 1958-62, 1973-77; Visiting Research Fellow, Birkbeck College, University of London, 1962-63; Visiting Associate Professor, 1966-68, Professor, 1968-73, University of California, San Diego; Corresponding Member, Academie Internationale d' Histoire des Sciences, 1971-; Andrew W. Mellon Tutorship, 1974-. v' Edward Grant Sparrow Joseph Winfree Smith, Jr. Curtis A. Wilson no ~;¢"~/~;gi~~~l9~~~~S·u;:;~:;siit' J~~~~;~ia{1 Inst~or in 1~athematics, Univer- Mellon Tutorship, 1972-: ' · 0 ege, napo is, 1958-, Andrew W. Thomas J. Slakey B.A., St. Mary's College California 1952 MA U · · ' PhD Co 11 U . .' ' ; . ., rnvers1te Laval, Quebec 1953· 1976-.,S rneF rnversity, .1960; Tutor, St. John's College, Annapolis 1959-64, , anta e, 1964-71· Vice-President for A d · Aff · ' ' Professor ' 1974-76, St . M' ary 's C oII ege. ca emic airs, 1971-74, Associate Beate Ruhrn von Oppen B.A., University of Birmingham England 1939· Art L'b · B b · Fine Arts Univ ·ty f B' · ' ' '. . i ranan, ar er Institute of i~~~~~~~' ~.InteH~~io~Palroiect of the Committee for the Stud of War D ~u:r~~~~2~;~~i!~~~~t::;r~:~!i~ct;?i;:~~&~~~~I' icro 1mmg ~~~e(~an Hi~to~ical Association, 1959-60; Tutor, St. Joh~'s College,0==~~i~f l ave 0 . a ~nee, 1963-65), 1971-; Visiting Lecturer in Histo Smith c 1' St~d;~6#;!~e~:~ve;~~~-~~~satuse~s, 1964-65; Memb~r, Institute7~r Advanc~d University 1969:71. N ti' al er; ~r, enter of International Studies, Princeton n owment for the Humanities Editing Grant, 1978-79. ' ' a on �68 I ST. JOHN'S COLLEGE Lawrence Berns B.A., 1950, Ph.D., 1957, University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1956-59; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-; Associate Professor of Philosophy, Rosary College, (Leave of absence, 1966-67); Associate, Clare Hall, Cambridge University, 1971-72; Andrew Mellon Fellowship, 1972-80; Richard Hammond Elliot Tutorship, 1980-. Michael S. Littleton B.S., 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Foundation, 1960; S.T.M., Union Theological Seminary, 1967; United States Navy, 1955-57; · Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Robert B. Williamson B.A., 1955, M.A., 1957, Ph.D., 1967, University of Virginia; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. FACULTY/ 69 versity of Chicago, 1948; Teaching Assistant in the College and Department of Geology, University of Chicago, 1948-49; Instructor in Physical Science and Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Production Division, South Works, United States Steel Corporation, 1951-54; Instructor in Geology, University of Illinois, Chicago, 1954-64; National Science Foundation Science Faculty Fellowship, University of Chicago, 1961-62; Tutor, St. John's College, Annapolis, 1964-; Visiting Lecturer, Department of Hydrology and Water Resources, University of Arizona, 1973-74. Benjamin Charles Milner, Jr. B.A., Emory University, 1949; B.D., Columbia Theological Seminary, 1955; Ph.D, Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and Interpretation, 1959-62, Assistant Professor, 1963-65, Wellesley College; Tutor, St. John's College, Annapolis, 1965-, Assistant Dean, 1977-78, 1979-81, Director, The Graduate Institute in Liberal Education, Annapolis, 1980-. Elliott Zuckerman Geoffrey Comber B.A., 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea Fellow in Modem European History, 1954-55, Lecturer in History, 1956-61, Columbia University; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Director, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, April-June, 1973, Andrew W. Mellon Tutorship, 1974-; Associate of Clare Hall, Cambridge University, 1970-71. Diploma in Education, University of London, 1953; A.R.C.M., Royal College of Music, 1954; M.A., Ohio State University, 1957; Fullbright Scholar, 1955; Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61; • Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontario, 1964; Tutor, St. John's College, Annapolis, 1965-, Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Liberal Education, Santa Fe, 1970-74, Director of Adult Education, 1968-74, 1975-76, Director of Summer Program, 1974, 1976, Associate Director, The Graduate Institute in Liberal Education, Annapolis, 1977-80, Director of Continuing Education, 1978-. Joseph P. Cohen B.A., St. John's College, Annapolis, 1956; J.D., University of Maryland Law School, 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, University of Chicago, 1960-62; Tutor, St. John's College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72; Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow, 1978; Visiting Scholar, · Oxford University, 1978-79. John Sarkissian University of Chicago, 1939-41; U.S. Army, 1942-46 (Princeton University, 1943, A.S.T.P.); B.S., M.S., University of Illinois, 1946-48; University of Chicago, 1948-54; Instructor, Biological and Physical Sciences, Pestalozzi-Froebel Teachers College, Chicago, 1948-53; Instructor, University of Indiana, 1948-50; Traveling Fellow and Research Associate, Institute of Human Heredity, University of Bologna, Italy~ 1955-56; Instructor in Biological Sciences, Chicago City College, 1956-58; Instructor, Biological Science, University of Illinois, 1958-62; Tutor, St. John's College, Annapolis, 1963-. David H. Stephenson B.A., Columbia College, 1958; Columbia University, 1960; New York State Teaching Fellowship, 1958-60; Director of Men's Chorus, New York Association for the Blind, 1959-62; Music Instructor, Riverdale Country Day School, 1960-61; Chorus Diree::tor, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas~·· Crowell Company, 1961-63; Tutor, St. John's College, Annapolis, 1963-. Louis N. Kurs Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; M.S., Unt"' George Doskow B.A., Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut; ·Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St. John's College, Annapolis, 1965-. B.A., University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, 1964-65; Tutor, St. John's College, Annapolis, 1965-, Tutor, The Graduate Institute in Liberal Education, Santa Fe, 1971-72, Annapolis 1977-. Brother S. Robert, F.S.C. B.A., St. Mary's College; Ph.L., Ph.D., Universite Laval, Quebec; Visiting Tutor, St. John's College, Annapolis, 1966-67, Tutor, 1972-. Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen I, University of Heidelberg, 1963; Fellow Deutscher Akademischer Austauchdienst, University of Florence, 1963-64; Ph.D., University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St. John's College, Annapolis, 1967-. Nicholas Maistrellis B.S., Bates College, 1962; Department of History of Science, 1962-67, Teaching Assistant, 1962-66, University Fellow, 1966-67, University of Wisconsin; Tutor, St. John's College, Annapolis, 1967-. �70 I ST. JOHN'S COLLEGE FACULTY I 71 Harry L. Golding Joe Sachs B.A., University of Omaha, 1954; M.S., Northwestern University, 1958; National Science Foundation Fellow, 1954-55; Instructor in Chemistry, DePauw University, 1958-63; National Science Foundation Science Faculty Fellow, Purdue University, 1963-64, Member of the Faculty, 1964-68; Chairman, Natural Science Area, 1967, Director of Shimer College in Oxford, 1967-68, Shimer College; Tutor, St. John's College, Annapolis, 1968-. B.A., St. John's College, Annapolis, 1968; Graduate Student, The New School for Social. Resear,ch, New York, 1971-73; M.A., Pennsylvania State University, 1975; Teachmg Assistant, Pennsylvania State University, 1973-74; Tutor, St John's College, Annapolis, 1975-. Harvey Flaumenhaft B.A., 1960, M.A., 1962, Ph.D., 1980, University of Chicago; Woodrow Wilson Fellow, Harvard University, 1960-61; Lecturer in the Liberal Arts, University of Chicago, 196566; Lecturer in Political Science, Roosevelt University, 1965; Instructor in Government, Wheaton College, Massachusetts, 1966-68; Tutor, St. John's College, Annapolis, 1968-. Wye Jamison Allanbrook B.A, Vassar College, 1964; M.A., 1965, Ph.D., Stanfo~d_University, 1974; Woodrnw Wilson Fellowship, 1964-65; Teaching Assistant in Music, Stanford Umvers1ty, 1967-69; Tutor, St. John's College, Annapolis, 1969-. William W. O' Grady, Michael Comenetz B.A., 1:he Joh~s Hopkins University, 1965; M.A., 1967, Ph.D., 1972, Brandeis Umvers1ty; Assistant Professor of Mathematics, University of Kansas 1972-75; Tutor, St. John's College, Annapolis, 1975-. ' Chaninah Maschler B.A., C.ity College of New York, 1953; M.A. in Philosophy, Yale University, 1955; Umvers1ty Fellow, Yale University, 1953-55; Alice Freeman Palmer Fellow, work on Pei;ce, Yale University, 1956-58; Department of Philosophy, Pennsylvania State Umvers1ty, 1959-61; Department of Philosophy, C.C.N.Y., 1961-62; Department of Philosophy, Barnard College, 1962-64; Reader and Translator for Harper Torchbooks, 1965-70; Queens College A.C.E. Program, 1970-72; Queens College Liberal Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976, Tutor, St. John's College, Annapolis, 1976-. PLB., University of Notre Dame, 1966; M.A., 1968, Ph.Do, 1970, University .of Chicago; Woodrow Wilson Fellow, 1966-67, Danforth Fellow, 1966-70, Hmmuut1es Fellow, 1967-70, Umversity of Chicago; Tutor, SL John's College, P...nnapolis, 19?0-, Santa Fe, 1980-83. F. White B.A., SL John's College, Annapolis, 1965; M.A., The New; School for Social Research, 1970; P.Jvin Johnson Fellow, 1970-71; Tutor, SL Johns College, lumapolis, 1971-. David Edward Starr B.A., Gordon College, 1962; M.A, 1966, Ph.D., 1972, Boston University; G:aduate Assistant in Philosophy, Boston University, 1963-64; Teaching Intern, Boston Umversity College of Basic Studies, 1964-66; Instructor in Philosophy, U_:i1v_ers1ty of R~1ode Island, 1966-71; Tutor, St. John's College, Annapolis, 1972-80, 198L-, Dlfector or The Graduate Institute in Liberal Education, Santa Fe, 1980-82. Leo F. Raditsa B.A., Harvard College, 1956; University Scholar, 1960-61, University Fellow, 1961-62, M.A., Columbia University, 1962; President's Fellov-1, 1962-63; Fulbright, University of Munich, 1964-65, Beriin, 1965; Instructor, New York University, Washingon Square College, 1965-68; Assistant Professor, 1963, Ph.J:?., Columbia University, 1969; Tutor, St. John's College, Annapolis, 1973-; National Endowment for the Humanities Fellow, National Fellows Program, Hoover Institution on l!Var, Revolution and Peace, Stadord, Califomi<>:, 1977-78. David Bolotin BOA., Cornell University, 1966; Graduate Student, University of Chicago, 1966-68; New York University, 1974; Yale University Lecturer in Classics, _1971:73; Woodrow Wilson Fellow, 1966-67; University of Chicago Humanities Fellowship, 1966-68; I'fational Defense Education Act Fellow, 1968-71; Tutor, St. John's College, Annapolis, 1974-. Deborah Schwartz Renaut BA., St. College, .Annapolis, 1968; M.A., Johns Hopkins University, 1971; rvLSO, GeorgetoV'm University, 1974; Tul:or, St. John's College, Annapolis, 19740 Howard Zeiderman Dartmouth College, 1962-63; B.A., SL John's College, Annapolis, 1967; M.A., Pnnceton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-77, Annapolis, 1978-. Robert P. Druecker B.S, Marquette University, 1966; Woodrow Wilson Fellow, 1966-67; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; M.A., Boston University, 1974; Fulbright and American Scandinavian Foundation Fe!low, Norway, 1976; Tutor, St. John's College, Annapolis, 1977-. Peter Kalkavage 1973, M.A., Pennsylvania State University, 1976; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor, St. John's College, Annapolis, 1977-. Mera J. Flaumenhaft B.A., University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; Instructor in English, 1970-71, Assistant Professor of English, 1971-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, 1977; Tutor, St. John's College, Annapolis, 1977-_ David Guaspari B.S., Rensselaer Polytechnic Institute, 1969; Ph.D, University of Cambridge, 1974; Temporary Lecturer in Mathematics, Cambridge, Michaelmas, 1973; Visiting Assistant Professor, State University of New York, Buffalo, 1974-75; Visiting Assistant Professor, Urnversity of California, Berkeley, summer, 1974; Visiting Lecturer, 1975-77, Visiting Assistant Professor, Texas Tech University, 1977-78; Tutor, St. John's College, Annapolis, 1978-. �72 I ST, JOHN'S COLLEGE Anthony James Carey St John's College, krmapolis, 1963-65; B.A, University of North Carolina, 1967; MJ1,,, The New School for Social Research, 1973; U,S, Marine Corps, 1967-69; Graduate Study in Music, University of North Carolina, 1969; Part-time Instructor in Philosophy, East Carolina University, 1974-78; Part-time Instructor in Philosophy, North Carolina V\Jesleyan College, 1976-78; Tutor, St, John's College, L'll-mapohs, 1979-, William Lenkowski B. A, Marquette University, 1965; IVLA, Philosophy, The New School for Social Research, 1970; Doctoral Studies in Philosophy, The !'Jew School for Social Research, Columbia, University of Freiburg; Instruction in philosophy, Rutgers University, 1968-76; Visiting Lecturer, philosophy of science, I''lew York Institute of Technology, 1976-77; Lecturer, ancient Greek philosophy, New School for Socnl Research, 1977-79; Tutor, SL John's College, Annapolis, 1979-. Jonathan S. DJ.ck B.A., Columbia University, 1969; B.Phil., Oxford University, 1971; IvLA., Umversity of California, Berkeley, 1972; Graduate in English, University of California, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fellow in the I-h.m1anities, Brasenose College, Oxford, 1969-71; Kent Fellow (Danforth Foundation), 1971-77; Assistant, Department of English, Uni,ro2rsity of California, Berkeley, 1973-7<',; .Associate, Residential Program in History and Literature, University of California, Berkeley, 1975; Associate, Department of English, University of California, Bukeley, 1976-78; Instructor of English, Pikes Peak Community College, 197(); Tutor, St. John's 1979-. FACULTl'.' / 73 Coundl/Naval Research Laboratory Resident Research Associate, Space Science D1v1s10n, Naval Research Laboratory, Washington, D.C, 1981-1983; Tutor, St. John's College, Annapolis, 1982-. Janet A Dougherty B.A., Yale College, 1974; M.A., Ph.D., Harvard University, 1980; Teaching Fellow in Government at Harvard College, 1976-78, 1979-80; French Government Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, 1980-82; Tutor, St. John's College, Annapolis, 1982-. Henry H, Higuera B.A., Cornell University, 1974; M.A., 1976, Ph.D., 1983, University of Toronto; Instructor in Political Science, Dickinson College, 1981-82; Tutor, St. John's College, Armapolis, 1932-, SANTA FE Dean of the College in Santa Fe Robert A Neidorf B A , 1951, M.A., 1955, University of Chicago; Ph,D., Yale University, 1959; Instructor and Assistant Professor of Philosophy, Bucknell University, 1959-62; Assistant and Associate Professor of Philosophy, State University of New York at Bmghamton, 1964-67; Tutor, SL John's College, Annapolis, 1962-64, Santa Fe, 1967-, Director of The Graduate Institute in Liberal Education, 1970-73, Dean, 1973-77, 1982- Alfred J DeGrazia IU William A, Darkey B,A., Swarthmore College; Harvard University, 1968, Ph,D. Candidate, 1968, Teaching Assistant; Tutor, SL College, Santa Fe, 1972-77; Lecturer, University of Santa Clara, 1978-79; Tutor, St, John's College, Annapolis, 1979-. B,A., St. John's College, Annapolis, 1942; !VI A,, Columbia University, 1949, Tutor, SL John's College, Annapolis, 1942-46, 1949-64, Santa Fe, 1964-, Associate Dean, 1968-70, Dean, 1968-73, Director, Task Force on the Liberal Arts, 1974- Thorn.as B.A, Loyola College, 1971; M.A., 1975, Ph,D. Cand., Fordham Umvi:crsity; Assistant Professor of Philsophy, Loyola College, 1974-79; Vis1tmg Lecturer in Philosophy, Goucher College, 1976-78; Tutor, SL John's College, Annapolis, 1979-. Douville B.S., University of l'Aichigan, 1975; 1YLSO, cf Mathematician, 1977-79, Johns Hopkins University Applied Tutor, SL College, 1979-, William Mulk:n B.A., Harvard College, 1968; Ph.D., University of TeKas, Austin, 1972; Acting Assistant Professor of Classics and Comparative Literature, University of California, Berkeley, 1971-73; Hodder Fdlow in the Humanities, Princeton University, 1973-74; Assistant Professor in Classics, Boston University, 1975-80; Junior fellow, Center for Hellenic Studies, 1978-79; Tutor, St. John's College, Annapolis, 1980-. James Ho-vvmd Beall Active duty, US. Air Force, 1963-67; B,A., Physics, University of Colorado, 1972; M.S., Physics, 1975; Ph.D, Physics, 1979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, 1975-78; Congressional Fellow, United States Congress Office· of Technology Assessment, Washington, D.C, 1973-79; Project Scientist, BKD, Arlington, Virginia, 1979-31; National Academy of Sciences/National Research Robert S, Bart B,A., Harvard College, 1940; ]\/LA, St. John's College, 1957; Sheldon Travelin" Fello1N, Harvard University, 19L.!0-41; Tutor, St. John's College, Annapolis, 1946-75~ 1976-77, Santa Fe, 1975-76, 1977, 1982-, Dean, 1977-82. - Thomas King Simpson B.A, St. John's College, Armapolis, 1950; M.A. in Teaching, Wesleyan Univ·ersity, 1955; PhD , Johns Hopkins University, 1968; Instructor, American Unive:rs1ty at Cairo, Egypt, 1950-53; Teaching Intern, St. John's College, Annapolis, 1955-56, Tutor, 1956-73, Santa Fe, 1973-; Curriculum counselor and rnember-of the faculty, The Key School, 1970-73. Michael Ossorgin Lycee Russe, Paris, 1938; Conservatoire Russe a Paris, 1932-35, 1942-44; L.Th,, lnstitut de Theologie Orthodoxe, Paris, 1942; Instructor in Music, Institut de Theologie Orthodoxe, Paris, 1944-46; Instructor in Theology, St. Tikhon's Seminary, Pennsylvania, 1947; Secretary of the Orthodox Diocese in Alaska, 1943-49; Teacher of Music, Bureau of Indian Affairs, Department of the Interior, 1950-56; Associate Professor, Consultant, St. John's Program, SL Mary's College, California, 1961-62; Tutor, St. John's College, Annapolis, 1956-66, Santa Fe, 1966-, Norma Fiske Day Tutorship, 1975Charles G Bell BS,, Umvernity of Virginia, 1936, Rhodes Scholar, Oxford University, B.A,, 1938, M.A., 1966, B, Litt., 1939: Instructor and A.ssistant Professor of English, Iowa State �74 I ST. JOHN'S COLLEGE College, 1943-45; Wartime Assistant in Physics, 1945, Research Assistant in Physics, 1945, Assistant Professor of English, 1945-49, Princeton University; Guest Lecturer, Black Mountain College, Summer, 1947; Rockefeller Grant for study in Europe, 1948; Assistant Professor of Humanities, University College, University of Chicago, 1949-56; Guest Professor, Fulbright Program, Technische Hochschule, Munich, Germany, 1958-59 (Kulturgeschichte als die Geschischte symbolischer Formen); Poet m Residence and Guest Professor, University of Rochester, Spring, 1967; Guest Professor, State University of New York at Old Westbury, Spring, 1970; Tutor, SL John's College, Annapolis, 1956-67, Director of Adult Education, 1957-58, Santa Fe, 1967-, Director, Graduate Preceptorial in Dimensions of History, 1972-73. Samuel Emmons Brown Harvard College, 1936-37; Diploma, Black Mountain College, 1945; M.A, 1956, Ph.D., 1962, Indiana University; Private tutoring, 1946-48; Director of Music, Windsor Mountain School, 1948-49; Director of Music, Verde Valley School, 1950-53; John H. Edwards Fellow, 1955-56; Part-time Teacher, Indiana University, 1956-57; Tutor, St. John's College, Annapolis, 1958-65, Santa Fe, 1965-. Thomas A McDonald St. John's College, Annapolis, 1944; Military Service, 1945-46; University of Virginia, The New School, New York, 1947-50; Graduate study in Philosophy, Graduate Faculty, 1950-52, 1955-58, Teaching Fellow, 1956-58, The New School; Lecturer, University College, University of Chicago, 1958-62; Lecturer, Overseas-~xtens1on, University of Maryland, Heidelberg, Germany, 1952-63; Tutor, St. Johns College, Annapolis, 1963-79, Santa Fe, 1979-. Dean K Haggard B.A., Reed College, 1955; Instructor in Mathematics'._Loyola Coll':§e, 195,?,-60; Fe~s Fund Fellow in Philosophy, Johns Hopkms Umvers1ty, 1960-61; lutor, .:n. Johns College, Annapolis, 1961-66, Santa Fe, 1966-, Assistant Dean, 1971-73. Robert D. Sacks B.A., St. John's College, Annapolis, 1954; ,Ph.D., Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Orientales Vivantes, 1956-57; University of Chicago, 1957-59; Tutor, St. John's College, .Annapo~1s, 1961-69, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, Cahforma, 1968-09; Biblical Research, Jerusalem, 1971-72. John S. Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in ~adi~ Repair, Unit~d States PUTny, 1954-56; Assist;;mt in Philosophy, 1959-61, Teaching fellow, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, 1962-67, Santa Fe, 196'7-, Assistant Dean, 1970-72. David Clifford Jones BOA, St. John's College, Annapolis, 1959; M.A, University of Melbourne, 1962; Ph.D., University of Texas, 1974; University Fellow, University of Melbourne; Un;versity Fellow and Bess Heflin Fellow, University of Texas, 1962-64; Tutor, St. Johns College, Annapolis, 1964-56, Santa Fe, 1965-, Director, Graduate Institute in Liberal Education, 1973-75, 1978-80. Don B. Cook AB., Occidental College, 1958; Ph.D., University of California at Dav.is, 19~5; Woodrow '\;\Tilson Honorary Fellow, University of California at Davis, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-, Assistant Dean, 1981-; Teacher, Santa Fe Preparatory School, 1972-73. FACULTY/ 75 Elliot T. Skinner B.A, University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, Woodrow Wilson Fellowship, Princeton University, 1964; Fellow of the Council for Philosophical Studies, Summer Institute in Greek Philosophy and Science, 1970; Tutor, St. John's College, Santa Fe, 1965-" Stuart Boyd M.A, Aberdeen University, Scotland, 1948; Ph.D., Aberdeen University Medical School, 1952; Military Service, 1940-45; Assistant Lecturer, Clinical Psychology, Department of Psychiatry, Aberdeen University, 1948-52; Instructor, Medical Psychology, University of Colorado Medical School, 1952-53; Director, Doctoral Training in Clinical Psychology, Denver University, 1954-57; Professor of Psychology and Chairman, Department of Behavioral Sciences, New Mexico Highlands University, 1957-64; Lecturer, Department of Psychiatry, Edinburgh University, Scotland, 1964-65; Professor of Psychiatry (Psychology), University of Missouri l\/Iedical School, Kansas City, 1965-66; Fellow, American Psychological Association; Tutor, St. John's College, Santa Fe, 1966-. Roger S" Peterson AB., Harvard College, 1953; AM., 1957, Ph.D., Botany, 1959, University of Michigan; United States Navy, 1953-56; U.S. Forest Service Research, Colorado State University, 1959-62, Utah State University, 1962-66; Tutor, St. John's College, Santa Fe, 1966-. E. Ray Davis, University of Wisconsin, 1953-55; B.A, St. John's College, 1962; f'.II.A., History and Philosophy of Science, University of Indiaria, 1965; N .D. E.A. Fellowship, University of Indiana, 1962-65; Ph.D., University of California, Riverside, 1980; Tutor, SL John's College, Santa Pe, 1966-, Assistant Dean, 1977-81. Ralph Swentzel! B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico Highlands University, 196.5-66; Tutor, SL John's College, Santa Fe, 1966-. Timothy P. Miller AB., Harvard University, 1948; BJVius., 1949, lvI.Mus., 1951, Yale University; D.Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of "Music, Agnes Scott College, 1957-61; Director of Music, University of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, College-Consenratory of Music, University of Cincinnati, 1965-67; Tutor, St. John's College, Santa Fe, 1967-. R. Thomas Harris, B.A, Reed College, 1955; 1956, Ph.D., Mathematics, 1959, University of Illinois; University Fellow, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59, University of Illinois; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; Associate Professor, University of Maryland, 1965-68; National Science Foundation Consultant for India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, 1967-68, Visiting Professor, Summer, 1969, New York University; Corporate Consultant, Management Science, IBtvi, Armonk, New York, Summer, 1968; Tutor, St. John's College, Santa Fe, 1968-. �FACULTY/ 77 76 I ST JOHN'S COLLEGE Glenn A. Freitas B.A., Classical Languages, St. Mary's College, California, 1957; Th.L, Universite Laval, Quebec, 1964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, 1966; L'Ecole Biblique et Archeologique Francaise de Jerusalem, 19M-66; Assistant Professor, Theolc:;gy, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-, Assistant Dean, 1976-77, 1982-. Paul David Mannick B.A, California State College at Long Beach, 1970; lv1.A., St. John's College, Santa Fe, 1973; PhD. Candidate, University of SL Andrew's, Scotland, 19'75; University of St. Andrew's Scholarship, 1975-77; Tutor, St. John's College, Santa Fe, 1974-. Phillip LeCuyer B. A., Colorado College, 1966; B.A., Merton College, Oxford University, 1969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honor01ry), 1966; Tutor, English Literature, Summer Humarnties Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New lVIexico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. Stephen K Van Luchene B.A., Arizona State University, 1969; !VLA., 1971, Ph.D., 1973, University of Notre Dame; Teaching Assistant, Department of English, Notre Darne, 1?71-73; Tutor, St. John's College, Santa Fe, 1973-, Director of Admissions, 1979-81, Director of The Graduate Iastitute in Liberal Education, 1982-. Bruce E. Venable B.A., St. Mary's College, California, 1969; MA, 1972, Ph.D., Class!Cs, 1976, University of Washington; Tutor, St. John's College, Santa Fe, 1973- Gerald Lee Myers B.A., University of Colorado, 1964; Ph.D., University of Colorado Ivledical Center, 1969; American Cancer Society Postdoctoral Fellow, 1969-71, Seessel .Research Fellow, Yale University, 1971-72; Faculty, Shimer College, 1972-74; Tutor, SL John's John Joseph Verdi B.~., Psychology, Fordham.University, 1972; M.A., 1974, Ph.D., Philosophy, 1975, Umvers1ty ~f Southern Cahf?,_,mia; M.A., Experimental Psychology, University of Cahforma, ;Jan Diego, 1978; lutor, St. John's College, Santa Fe, 1975-. Phillip Prescott Chandler, II B.A., St. John's College, Santa Fe, 1968; Ph.D., University of California at San Diego, 1975; Junior Fellow, Center for the Study of Democratic Institutions 1968-69· Grad~ate S~udy, Ma~em_atics and Philosophy, Oklahoma State Universit;, 1969-70; N.D.":A. Fellow, 19/0-7.J, D1ssertatwn Fellow, 1973-74, Urnvers1ty of California at San Diego; Instructor, Mathematics, Oklahoma State University, Summer, 1973, Summer, 1975; Instructor, 1974-75, Assistant Professor, 1975-76, Assistant Director, Spnng 1976, Collegiate Seminar Program, University of Notre Dame Tutor Graduate Institute in Liberal Education, Santa Fe, 1976, Tutor, St. John's College' -' Santa Fe, 1976-. Myers B.A.. , St. John's College, Santa Fe, 1971; M.A. University of North Carolina, 1975; Ph.D. Candidate, The Catholic University of America; Tutor, St. John's College, Santa Fe, 1977-. Grietje Sloan B.A., Radcliffe College, 1958; M.A., 1963, Ph.D., 1974, University of California at Berkeley; Instructor in French, University of Arizona, 1960-61; University Fellow, 1962-63, Teaching Assistant, 1963-65, Graduate Traveling 1966-67, Instructor in History, 1968-69, University of California, Berkeley; Instructor, Chico State University, California, Spring 1975; Teaching and Research Fellow, Stanford University, Fall, 1975; Faculty, Holy Names College, 1977; Lecturer, University of California, Berkeley, 1977; Imtructcr, University of New Mexico, 1977-78; N .E.H. Summer Seminar, 1978; 111tor, St. John's College, Santa Fe, 1978Sharon H. Garvey Universidad Anahuac, Mexico City, 1973-74; B.F.A., University of Notre Dame, 1977; M.A., St. John's College, 1978; Instmctor, University of l'fotre Dame, Fall, 1975; Tutor, St. John's College, Santa Fe, 1978-. College, Santa Fe, 1974-0 Edward KentR B.A., St. John's Coll2ge, Annapolis, 1975; M.A., Philosophy, Universitaet, Freiburg, VV. Germany, 1979; 1i.itor, St. John's Colleg12, Santa Fe, 1980-. B.A., Yale University, 1963; l\ILA., Uninrsii:yofGeorgia, 1965; Ph.D., University of California at Santa Cruz, 1976; University of California at SaD.l"i. Cruz, 1967-68; Defense Language Institute, Iv'!onterey, California, 1968-69; Heidelberg Universily, 1971-73; Instructor, University of Georgia, 1965-67; Teaching Assistant, University of California at Santa Cruz, 1967-71; Tutor, St. John's College, Santa Fe, 1974-. Georgia S. Knight B.S., Philosophy, 1970, M.A., English, 1972, Doctoral Candidate, 1974, University of Utah; Teaching Fellow, University of Utah, 1970-74; Tutor, St. John's College, Santa Fe, 197L1-. Elizabeth S. Engel B.A., Pomona College, 1967; lVIPhiL, 1971, Ph.D., Philosophy, 1973, Teaching Assistant, 1969, Yale University,; Teacher, Shimer College, 1971-73; Assistant Professor of Philosophy, Califorma State University at Humboldt, 1973-75; Tutor, St. John's College, Santa Fe, 1975-. Stickney Nancy Dunning Buchenauer B.A., History, 1967, M.A., Ancient History, Cornell University, 1969; Ph.D., Classics, Brown University, 1980; Ford Foundation Fellow, 1966-68; Universiev Fellow in Classics, Brown University, 1969-70; Tutor, St. John's College, Santa Fe~ 1980-. Michael G. Oink Harvard University, 1970-72; B.A, St. John's College, Annapolis, 1975; M.A, Philosophy, The Catholic University of America, 1978; Teaching Assistant and Doctoral ~andi~ate, The Catholic University of Amenca, 1978-30; Tutor, St. John's College, .:ianta fe, 1980-. Charlotte Gray Martin B.A., University of Colorado, 1972; Deutscher Akademischer Austauschdienst Dankstipendium, University of Freiburg, 1972-73; Ph.D., Classics and Con-1parative Studies, Boston University, 1979; Teaching Fellow, Boston University, 1975-78; Visit- �FACULTY/ 79 78 I ST. JOHN'S COLLEGE ing Lecturer, Colorado College, 1978-79; Assistant Professor, University of Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, 1980-. Peter Dragan Pesic A.B., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, 1970-75; Lecturer, Stanford University, 1976-80; Tutor, St. John's College, Santa Fe, 1980-. Jack Lincoln U.S. Army, 1966-69; University of Rhode Island, 1969-70; B.A., St. John's College, Annapolis, 1974; General Contractor, Annapolis, 1974-75; M.A., Philosophy, McMaster University, Hamilton, Ontario, 1978, Ph.D. candidate, 1978-79; Teacher to learning disabled adolescents, St. Thomas More School, Colchester, CT,1979-80; Teacher, Maritime Sciences, Mathematics, Social Sciences, Christchurch School, Christchurch, VA, 1980-81; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1981, 1982; Greengrncer, Providence, RI, 1981-82; Tutor, St. John's College, Santa Fe, 1982-. OFFICERS, ASSOCIATES AND STAFF ANNAPOLIS President SANTA FE President Edwin J. Delattre Edwin Dean Dean · Samuel S. Kutler Provost J. Burchenal Ault J. Delattre Robert A. Neidorf Provost J. Burchenal Ault Interim Treasurer Treasurer John Burkett Emery C Jennings Director of Graduate Institute Director of Graduate Institute Benjamin Milner Stephen R. Van Luchene Assistant Deans Assistant Dean Glenn A. Freitas Robert Shlaer Barbara H. Leonard George Doskow B.A., Art History, Columbia College, 1963; M.A., Experimental Psychology, Colum- Director of Admissions Mary McCormick Freitas bia University, 1966; Ph.D., Sensory Psychology and Neurophysiology, University of Rochester, 1970; University Fellow, University of Rochester, 1968-69; Post-Doctoral fellow in Theoretical Biology, University of Chicago, 1969-71; Visiting Lecturer in Physiological Optics, Illinois College of Optometry, 1969-70; Associate in Neurosurgery (research), Northwestern Memorial Hospital, 1971-73; Instructor in Surgery (Neurosurgery), Northwestern University Medical School, 1971-73; Visiting Lecturer in Perception, Loyola University, Chicago, 1972; Baroque Performance Institute, Oberlin Conservatory, 1974; Student of Early l\;Iusic Performance, University of New Mexico, 1974-78; Manufacturer of replicas of antique wood1Ninds, 1975-79; Lecturer in General Honors, 1978-80, Instructor in Continuing Education, 1978-79, Acl1unct Associate Professor of Biology, 1978-81, University of New Mexico; Biophysicist, St. Joseph Hospital, Albuquerque, 1980-82; Clinical Associate in Neurology, University of New Mexico Medical School, 1982-; Tutor, St. John's College, Santa Fe, 1982-. John M. Christensen Director of College A.dvancement Director of Alumni Activities Marsha Drennon Director of Admissions Elizabeth H. Blume Director of Alumni Relations Artist in Residence Samuel Larcombe Burton Blistein Director of Career Counseling Director of Athletics Mary Jane Hickey Bryce Du Val Jacobsen Director of Financial Aid and Registrar Director of Career Counseling Diane Trudell Marianne Braun Librarian Director of Continuing Education James Benefiel Benjamin Milner Director of Si'udent Activities Director of Development ' Istvan Fehervary Ann E. Cruse PRESIDENTS EMERITI Director of Community Education Director of Financial Aid Samuel Larcombe Douglas H. Gordon Richard D. Weigle Caroline 0. Taylor Director of Laboratories Librarian Hans Von Briesen Kathryn Kinzer lvlusician in Residence Director of Public Relations Landon Young TUTORS Hv1ERITI Wiley W. Crawford James M. Tolbert HONORARY FELLOWS Paul rvl.ellon B.A., Yale University, 1929; B.A., 1931, M.A., 1938, Cambridge Univnsity; Litt.D., Oxford University, 1961; LLD., Carnegie Institute of Technology, 1967; LH.D., Yale University, 1967. John Gaw Meem ScB., Virginia Military Institute, 1914; M.A., Colorado College, 1936; A.F.D., University of New Mexico. College Nurse Registrar Peggy H. Elrington Nancy R. Winter College Physicians Director of College Health Services William Kyle Srnith Rebecca Wilson Ssu Weng Joel Grinolds Marilyn Mylander College Physicians Charles W. Kinzer Sigmund A. Amitin Edward Morris Superintendent of Buildings and Grounds Charles L. Wallace �80 I ST. JOHN'S COLLEGE Profile. Freshn-ian Fall and Annapolis States Represented ... Arizona Arkansas California . Colorado Connecticut . Delaware District of Columbia Georgia Hawaii Idaho Illinois Indiana. Kansas Kentucky Louisianil Maine Maryland .. lviassachusetts . Michigan Minnesota Mississippi. l11issouri . Montana. Nebraska New Harnpshire New Jersey. New l'v1exico. New York .. North Carolina Ohio. Oklahoma Oregon. Pennsvlvania South~ Dakota Tennessee Texas .. Utah Santa Fe 30 31 1 2 1 9 23 9 2 1 3 2 4 2 6 1 1 1 1 2 17 9 3 4 1 2 1 3 13 2 5 18 1 1 Verni_onl Virginia. Washington Wisconson. Wyoming Canada Costa Rica England .. Ireland .. Puerto Rico Singapore 11 2 2 1 1 7 1 2 7 2 3 4 1 1 1 3 7 4 Number of Students Fall 1982 January 1983 Men V\Tomen .. Early Entrance Previously Attended College. Range of Ages . Veterans .. Kind of School Attended Public ... Independent Parochial Receiving Financial Aid Rank in Class* First Fifth First Tenth. Second Tenth ... Second Fifth Third Fifth fuurth Fifth Last Fifth National l\/Ierit Honors: Scholars ... Finalists Semi-Finalists . Commended Students Annapolis 134 107 27 83 51 0 32 16-23 0 89 33 12 58% 56% 36% 20% 26% 8% 6% 4% 51 8 12 7 24 1 1 1 2 1 10 1 1 1 5 1 1 1 1 1 1 1 *Not included in this table are 38 students for whom rank in class is not available. "ii lf) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 1983-84 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 80 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 1983-84 Date A point or period of time associated with an event in the lifecycle of the resource 1983-1984 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Publisher An entity responsible for making the resource available St. John's College Description An account of the resource College catalog for the years 1983-1984 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/28a59e73446b89426023d18d19ac8be5.pdf 8375fb4e30f0837ccd53785a0072585c PDF Text Text ANNAPOLIS, MARYLAND 21404 SANTA FE, NEW MEXICO 87501 (301) 263-2371 (505) 982-3691 STATEMENT Of THE ST JOHN'S PROGRAM 1984-1985 Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, color, sex, age, national or ethnic origin, or against the handicapped. �COLLEGE CALENDAR ANN APO US 1984-85 SANTA FE September 4. . ...... Senior Oral Enabling Examinations September 5 .. Freshman and Senior Registration September 6 . . . . . . . . . . . Convocation September 6 .... Sophomore and Junior Registration September 6 .... Classes Begin with Seminars October 12-15 .......... Long Weekend November 22-25 . . . . . Thanksgiving Recess December 14-January 6 .. Winter Vacation January 20 ..... End of First Semester January 21 ...... Second Semester Registration January 23 .... January Freshman Registration February 8-11 ....... Long VVeekend March 7-24 . Spring Vacation April 26-27 . . . . Parents' Weekend May 23 Last Day of Classes May 24 . End of Second Semester May 26 .... Commencement SUMMER 1985 June 3 June 17 August 9 August 10 .. January Freshman ..... Graduate Institute . January Freshman .. Graduate .Institute Second Semester Begins Begins Sc:cond Semester Ends Ends 1984-85 August 29-30 ........ , . Senior Oral Enabling Examinations August 30 ..... Freshman and Senior Registration August 31 .. Convocation August 31 ....... Sophomore and Junior Registration August 31 .. Undergraduate Classes begin with Seminars September 3 .. .. Graduate Institute Begins October 12-15 .. Long Weekend November 22-25 Thanksgiving Recess December 17 . Second Semester Early Registration December 20 ..... End of First Semester December 21-January 13 Winter Vacation 11 January Freshman Registration and Convocation . End of Second Semester .. Commencement SUMMER 1985 3 June 23 August 8 August 16 . January Freshman Graduate Institute January Freshman . Graduate Institute Second Semester Begins Summer Session Begins Second Semester Ends Summer Session Ends �TABLE OF CONTEf'\ITS Introduction The Cuuiculum Seminar Preceptorial Tutorial Laboratory Formal Lecture St. John's List of Books 6 8 10 . . . . . . . . . . . . . . . . . . 11 16 20 22 The Academic Order Tutors Instruction Committee Library Schedules Essays and Examinations Academic Standing Degree of Bachelor of Arts Degree of Master of Arts Graduate Institute in Liberal Education Directory Information and Right to Privacy :Re:;idence and Student Life Annapolis Santa Fe Both Campuses Site Plans of the Campuses fl_._dmissions Requirements and Procedure Campus Visit Fees and Financial Aid Procedures and Deadlines Grants and Loans Sample Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress 28 29 30 31 32 34 35 37 37 37 38 43 47 63 50 53 55 57 59 59 60 ......... 61 Bibliogrnphy Bo«.rd of Visitors and Governors 65 faculty 66 Officers, Assodates and Staff 79 Profile: 1983-84 freshman Classes 80 Catalogue Consultant: Dale Appleman �6/ST. JOHN'S COLLEGE THE INTRODUCTION/7 TI Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any calling and to become mature, competent and responsible citizens of a free society. SL John's College believes that the way to liberal education lies through the books in which the greatest minds of our civilization - the great teachers - have expressed themselves. These books are both timeless and timely; they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary problems with which we have to deal. They can therefore enter directly into our everyday lives. Their authors can speak to us almost as freshly as when they spoke for the first time, for v,rhat they have to tell us is not something of merely academic concern, remote from our true interests< They change the terms and foundations of our thoughts; they affect the deepest of our passions, and they touch the most spirited parts of our human nature< The books speak to us in more than one way< In raising the persisting human quest10ns, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings, while seekmg the truth, they please us as 'Norks of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether t~eir subject matter is scientific, historical or philosophical. They are also lmked together, for each of them is introduced, suuuorted or criticized by the others. In that sense they converse with each ~ther. They dra;N the r~aders to take part, within the limits of their abilities, in a large ana unendmg conversai:1on. This conversation, however, is unavoidably one-sided, The great books can only repeat what they have to say, without furnishing the clarification~ tha~ we desire< To remedy this defect is the goal of the St. John's semmar. Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably It is presupposed that the students are willing to submit their opm1ons to one another's questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forwardo The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are - to help the students make reasonable decisions in whatever circumstances they face, And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St< John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutoriak As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent to listen to the students and to work with them than to impose upon them their own understandings SL John's seeks to restore the true meaning of a liberal arts educationo The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic - the arts of language; and arithmetic, geometry, music and astronomy- the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking and writing, and also in measuring, deducing and demonstrating. There are many ways to develop these arts< The curriculum emphasizes six of them: discussion, translation, writing, experiment, mathematical and musical analysiso Whatever methods are used, they all serve the same end: to invite the students to think for themselves, to enable them to practice freedom, By these means students will be able to envisage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choiceo The acquisition of these intellectual skills will serve the students who have learned then1 throughout their lives. Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one form or another indispensibleo They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom Under their guidance men can free themselves from the 'Nantonness of prejudice and the narrowness of beaten paths. Under their discipline men can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aimat these most far reaching of all human goals. �8/ST. JOHN'S COLLEGE THE CURRICULUM THE SEMINAR The heart of the curriculum is the seminar - a discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two members of the faculty as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten - or well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around a hundred pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading but bearing only indirectly on the text itself in THE CURRICULUM/9 the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument-an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument;' of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. Or it may climb to heights accessible to only a few of its members. Under these circumstances the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections, to help the student in every way possible to understand the author, the issues and himself. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question 'Why?" But the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequently, all opinions must be defended with reason, and any single opinion can prevail only by general consent. The aim is always to develop the students' powers of reason and understanding and to help them arrive at intelligent opinions of their own. Every freshman, sophomore and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling. (See page 35). i I I �10/ST. JOHN'S COLLEGE THE CURR!CULUM/11 THE PRECEPTOFJAL For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal 1Nith books and themes the students would not otherwise encounter. There are generally not more than ten students in a preceptoriaL Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually the student's work is completed by the writing of a paper, which may be read in draft to the precepl:orial and criticized by the other members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. Heidegger: Being and Time Design and Expression in the Visual Arts Joyce: Ulysses Saussure: Course in General Linguistics Readings in Lao Tsu and Confucius Aristotle: Metaphysics Darwin: Natural Selection Plato: Republic Sartre: Being and Nothingness Galileo: Dialogues on the Two Chief World Systems Shakespeare: Selected Plays T S. Eliot: Selected Poetry Bosch and Bruegel Kant: Critique of Judgernent Hobbes: Leviathan Augustine: City of God Austen: Selected Novels Leibnitz: New Essays Concerning Human Understanding Ethical Problems in Medicine Nietzsche: Twilight of the Idols THE TUTORIALS The seminar cannot suffice as the only setting for liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music. For each of four years, a student attends one language and one mathematics tutorial three or four times a week Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to fifteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together towards a careful analysis, often through translation or demonstration, of an important work. As in the seminar, students talk freely with one another with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to their fellows. Other tutors often attend, seeking to learn about a particular subject which they may later teach. Writing assignments are normally made in all classes: mathematics, music and laboratory sections as well as in language tutorials. The students are thus called upon continually to articulate and organize their thinking Jn both the 'Nritten and spoken forms. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect of language skills. f\..s country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. Primarily, the ianguage tutorial attempts to remedy this condition by a training in the means of precise communication and effective persuasion. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other . To do this it must direct attention to the fundamental ways in which words can be together; to the modes of signifying things; the varied connotations and ambiguities of terms; the role of metaphors, analogies and images; and the logical relations between propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their own in particular. During the four years, then, they study language as the of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the in~ termediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must �12/ST. JOHN'S COLLEGE govern it if it is to be clear, consistent and effective - if it is to be adequate and persuasive, In the beginning the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied, Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one whi~h is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work Those are matters that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think and to we!L A secondary purpose of the language is support of the seminar. Some of the '\Narks read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore which might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the student can expect to obtain a knowledge of grammatical forms and a grasp of the qualities of the languages that they study, To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary Latin and German might be used without changing the pattern and aims of the tutoriaL The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the 1Nork of the firsL The second year ends with analysis and discussion of works by Shakespeare, Donne and other English poets. The French of the third year begms with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading and writing of simple French. Students already fluent in French may be exempted from these early stages Then follows examination of the form and content of French prose selections. Discussions of both forr.a and content are related to appropnate writing assignments, including exercises in translation in which the student attempts to match in his own tongue the excellence of his models, In the se~ond semester a play is read - Racine's Phedre. The principal activity of the -fourth year is the reading of French poems, including a considerable number from Baudelaire's Fleurs du Mal. Its immediate obiect is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberaf arts of language. Writing assignments include exercises in translation nmre ambitious than those attempted in the third year. One of lv'Ioliere's comedies is read-either Tartuffe or Le Misanthrope, The year ends with and discussion of modern British and American poets, Dylan Thomas, W. ll Yeats and Wallace Stevens. THE CURRICULUM/13 THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word meaning "to learn:' It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematical. It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based. Mathematics at St. John's is studied as a liberal art, not artificially separated from what have come to be called the humanities, When mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at SL John's, mathematics becomes not only the most readily leamable liberal art but also one which provides ready access to others and significant analogies with them. There are two main reasons for studying mathematics, First, it pervades our rnodem world, perhaps even defines it Therefore anyone who means to criticize or reform, to resist or cooperate with this world not only must have some familiarity with the mathematical methods by which it is managed, but also must have thought about the assumptions that underlie their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure things in the universe. The second main reason for studying mathematics concern.s the mathematics tutorial more specifically. Since mathematics has, as its name implies, a particularly dose connection with the human capacity for learning, its study is especially useful in helping students to think about what it means to come to know something, To prepare themselves for such reflection students study artfully composed mathematical treatises, demonstrate propositions at the blackboard and solve problems, By doing this over four years they learn a good deal of mathematics, and they gain noticeably in rigor of thought, nimbleness of imagination and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following �14/ST. JOHN'S COLLEGE are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? Are there "better" and "worse;' "ugly" and "beautiful" in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects - its central expression found in the theory of ratios -which is buried under the foundations of modern mathematics. After Euclid they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to ''save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between the maihematics tutorial at SL John's and the ordinary course in mathematics, Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic and religious readings that are taken up in the first and second years. of Ptolemy, with In the s.;o:cond year the students continue the emphasis upon those difficulties and complexities of the geocentric system which are brilliantly transformed by the Copernican revolution. They study Copernicus's transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modem mathematics. After this they study analytic geometry, which presents the conic sections in algebraic form They thus gain an understanding of algebra as the "analytic art" in general. In the third year calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. This is foll.owed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The student then returns to Newlon's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" theory in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for th-: of the philosophical outlook of the modem world. In the fourth year the reading of Lobachevslds approach to nonEudidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. This is followed by the study of Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. THE CURR!CULU!Vl/15 MUSIC TUTORIAL One of the aims of St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed towards performance but towards an understanding of the phenomena of rtms1c. The ancients accorded music a place among the liberal arts because understood it as one of the essential functions of the mind, associated the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers. In particular, the music program at SL John's aims at the understanding of musi~ through dose study of musical theory and analysis of works of musical literature. In the freshman year students meet once a iNeek to study the fundamentals of melody and its notation, Demonstration takes place primarily by singing, and by the second semester the students peform some of the great choral works. In the sophomore year a tutorial meets three times.a week. T~e music tutorial reflects two different but complementary aspens of .music. On the one hand music is intimately related to language, rhetonc and poetry. On the other it is a unique and self-sufficient art, which has its roots deeo in nature. The work of the tutorial includes ~n investigation of rhythm in words as well a~m notes, a, thorough investigation of the diatonic system, a study of the ranos of musical mtervals, and a consideration of melody, counter., ( and harmony. r~one o~ these is done apart from the sounding realllY Of good music. The mventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart and the instrumental works of Beethoven are the real textbooks. In the second semester at least one mawork is analyzed closely. . Seminars on great works of music are included as part of the regular semmar schedule. Instead of reading a text students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. �16/ST. JOHN'S COLLEGE THE CURRICULUM/17 THE LABORATORY The emblem of the St. John's program on the back cover shows seven books surrounding a pair of scales. The balance, no less than the books, symbolizes the tradition of the liberal arts. It stands for the instruments of the scientific laboratory, which may well be the most characteristic institution of the modem world. Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal of the St. John's program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon iL The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of conceived by the great thinkers of the sev~nteenth century. They are on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose St. John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology and chemistry are pursued. There is the art of measmeme:nt, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques" The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized ~esearch. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures:' Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION Of THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and involved in it. (2) The content of i:he vvork should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption and observation" Thus certain integrated wholes of subject matters are to be selected as problems in 1Nhich the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunfor leisurely but intensive experimentation. The students must have tim':' to satisfy themselves as to the degree of accuracy their instruments perfftit, to analyze procedures for sources of error, to consider alternative methods, and on occasion, to repeat an entire experiment. Only thus can they come to a mature understanding of the sciences called "exact:' A laboratory section consists of seventeen to twenty-one students vvorking under the guidance of a tutor, with the help of more advanced students serving as assistants" Sections meet two or three times a week. A laboratory session may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires. Occasionally a laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writings of Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rui:herford and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the College the purpose is to achieve an intimate mixture of critical discussion and em- �THE CURRICULJJM/19 18/ST. JOHN'S COLLEGE LABORATORY TOPICS The general topics of study have been chosen from elementary physical and biological science, The sequence of study may be outlined as follows: 1st Year 12 weeks: 20 weeks: 3rd Year 4th Year 10 weeks: 18 weeks: Observational biology Studies of matter and measurement, leading to the atomic theory of chemistry Topics in physics: mechanics, optics, heat, electricity, magnetism Quantum physics Genetics, evolution, molecular biology and the arguments that are involved in the that matter of discrete particles, The student compares the views of Aristoon the nature of substance and substantial change, and and discuss important original texts bearing on the of the atomic-molecular theory, Experiments are performed with the understanding of the texts and the physical and chemical of which they speak The year's work culminates in the of the problern of d12termining atomic weights and in an examination of some consequences of this determination" deals with topics comrn0n to a number of the of physics, such as mechanics, optics, thermodynamics Throughout the year, experimentation is accomof original writings by Galileo, Descartes, Carnot and MaxwelL The mathematical tools THE FIRST YEAR The laboratory begins with twelve weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, embryological development, Close observation by naked ey12 or with microscopes is accompanied by constant theoretical interpretation, based on reading works of biological scientists" Here the student confroni:s organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world, The freshman laboratory next turns to the non-living, in a search for some of its fundamental laws" Archirnedes on the lever and on hydrostatics is studied, then the laws of of gases, temperature and c_alorimetry are taken up, and in discussion of the relevant theories, These topics lead into an examination of the phenomena, largely available, the emph2sis shifts from a direct, acceleration, energy and (o their reformulation in terms of derivative and integral; at the san'le concepts serve to illustrate the mathematical ideas" The time the concepts of mechanics are to be used to formulate alternative theories of lightand wave - :;ind the success of either in accountis examined. The processes of to the first and second laws th12rmodynarnics ar-:' given The fundamentaJ phenomena of and and and formulated in rnatherr1 atical term.so the year is l\/Iax~Nell's dei~ivatiort THE In many ways the vwrk of the senior year is a return to questions the students firs~: confronted as freshmen. D'uring th.c first ten. weeksr the senior l:akes up anew the theory of alomisrn - but the atom itself has bernm'.: the of his work with electfical the s(udent can focus on the questions of atomic stability that quantun1 hypothesis of Bohr c::nd the wave rn12chanics of de and Schrodingec Through a sequence of historic scientific paptTs and related the concepts of and \Nave, of discreb~rl.ess and is Life?, the and first to through the and his associates studiEs of bacteria populations are considered of their significance, in the papers of Hardt and of Luri;,:; and Ddbrnck I\lext, fundamental papers leading to rnolecular - for instance B<::adle and Tatum, 'Natand Iv'.lonod- arE studied, �20/ST. JOHN'S COLLEGE THE FORMAL LECTURE The curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but noi: infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a semjnar. Thus the formal lecture serves two purposes: it inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. THE CURRICULUM/21 LECTURES AND CONCERTS The list below provides some examples of lectures and concerts given on one or the other campus in recent years: "The Iliad: A War Poem" Bernard Knox "What Makes Crime Go Down?" James Q. Wilson "Galactic Nuclei, Active Galactic Nuclei, and Quasars" James Beall The Fine Arts Quartet "James Madison and the Bill of Rights" Robert Goldwin "The Tears of Odysseus" Carey Stickney "Evolution and Development" J. T. Bonner Emerson String Quartet "Madness, Reason, and Recantation in Plato's Phaedrus" Martha Nussbaum "Against Time" Eva Brann 'What Good and What Harm Can Psychiatry Do?" Wolfgang Lederer "Botticelli's Prima Vera: Anatomy of a Masterpiece" Paul Barolsky "Perceptual Experience and the Mechanisms of Human Vision" William Banks "On the Opening Chord of Wagner's Ring" Elliott Zuckerman "The Evolution of Behavior in Humans and Dogs" May Coppinger "Metaphysical Themes in. the Speculative Theology of St. Thomas Aquinas" James Carey "The Inefficacy of the Good" Douglas Allanbrook "Minds and Brains: Men and Machines" Mortimer J. Adler "Paul as He Was and Paul as He Looks" I<...rister Stendahl 'The Parable of Don Quixote" Joe Sachs �22/ST. JOHN'S COLLEGE THE CURR!CULUM/23 JOHN'S The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at the University of Chicago, at the University of Virginia and, since 1937, at St. John's College. The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brmgs the into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not an historical approach to the subject matter. The St curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all timeso In doing that it may help the student to discover a new kind of historical perspective and perceive all the historical shifts and changes the permaneno~ and ever present gravity of human issueso The list of books which constitute the core 0£ the St John's program is subject to review and revision by the Instruction Committee of the Those listed here are read at one or both carnpvses Books read part are mdicated by 2in astensk. FRESHMAN YEAR Horner: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid· Lucretius: Plutarch: Nicomachus: L2voisier. Essays by: Harvey: Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories* Clouds Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus Poetics, Physics*, Metaphysics*, Nicomachean Ethics*, On Generation and Corruption~ The Politics''. Parts of Animals~ Generation of Animals'" Elements On the Nature of Things "Pericles;' "Alcibiades," "Lycurgus;' "Solon" Arithmetic* Elernents of Ch2n1istry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood SOPHOMORE YEAR Anstotle: Apollonius: Viwil· Pluta; ch: Epictetus: Taotus: Ptolemy: Plotmus: Augcistine: fa_nselm: Aquinas: Dante· Chaucer: Des Prez: Machiavelli: Copernicus: Luther: Rabelais: Palestrina: Montaigne: Viete Bacon: Shakespeare: Poems by: Descartes: Pascal: The Bible* De Anima: C}n Interpretation·~ Prior Analytics''. Categories· Conics* Aeneid Lives* Discourses, Manual Annals* Almagest* The Enneads * Confessions Proslogium Summa Theologica* Divine Comedy Canterbury Tales'' Mass The Prince, Discourses* On the Revolutions of the Spheres* The Freedom of a Christian, Secular Authority, Commentary on Galatians*, Sincere Admonition Gargantua'" Missa Papae Marcelli Essays* "Introduction to the Analytical Art" i\Jovum Organum* Richard II, Henry IV The Tempest, As You Like It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets'" Marvell, Donne, and other 16th and 17th century poets Rules for the Direction of the Mind, Geometry* Generation of Conic Sections j I �THE CURRICULUM/ZS 24/ST. JOHN'S COLLEGE Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: Webern: St. Matthew Passion, Inventions Selected Works Selected Operas Selected Sonatas Selected Songs Symphony of Psalms Selected Works I I I JUNIOR YEAR Cervantes: Galileo: Hobbes: Descartes: Don Quixote Two New Sciences* Leviathan* Discourse on Method, Mediations, Rules for the Direction of the Mind~ The World* Paradise Lost* Milton: La Rochefoucauld: Maximes* Fables* La Fontaine: Pensees* Pascal: Treatise on Light~ On the Movement of Bodies by Impact Huygens: Spinoza: Theologico-Political Treatise Locke: Second Treatise of Government Phedre Racine: Principia Mathematica* Newton: Epitome IV Kepler: Leibnitz: Monadology, Discourse on Metaphysics, What is Nature?, Essay on Dynamics Swift: Gulliver's Travels Berkeley: Principles of Human Knowledge Treatise of Human Nature* Hume: Social Contract, The Origin of Inequality Rousseau: Wealth of Nations* Adam Smith: Kant: Critique of Pure Reason~ Fundmental Principles of Metaphysics of Morals, Critique of Judgement Mozart: Don Giovanni Pride and Prejudice, Emma Jane Austen: Hamilton, Jay The Federalist* and Madison: Billy Budd, Benito Cereno Melville: Essay on the Theory of Numbers Dedekind: Fielding: Tom Jones Democracy in America* Tocqueville: Essays by: Young, Maxwell, S. Carnot, L. Carnot, Mayer, Kelvin, Taylor, Euler, D. Bernoulli SENIOR YEAR Moliere: Goethe: Mendel: Darwin: Hegel: Lobachevsky: Tocqueville: Lincoln: Kierkegaard: Articles of Confederation "Declaration of Independence" Constitution of the United States of America Supreme Court Opinions* The Misanthrope, Tartuffe Faust* Experiments in Plant Hybridiz.ation Origin of Species Phenomenology~ Logic (from the Encyclopedia), Philosophy of History* Theory of Parallels* Democracy in America* Selected Speeches Philosophical Fragments, Fear and Trembling Wagner: Marx: Dostoevski: Tolstoy: Mark Twain: William James: Nietzsche: Freud: Valery: Kafka: Einstein: Millikan: Conrad: Joyce: Poems by: Essays by: Tristan and Isolde Communist Manifesto, Capital~ Political and Economic Manuscripts of 1844 * Brothers Karamazov War and Peace The Adventures of Huckleberry Finn Psychology, Briefer Course Birth of Tragedy, Thus Spake Zarathustra~ Beyond Good and Evil* General Introduction to Psychoanalysis Selected Poems The Metamorphosis, The Penal Colony Selected Papers The Electron* Heart of Darkness The Dead Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud, and others Faraday, Lorenz, J. J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger, Maxwell, Bernard, Weismann, Millikan, de Broglie, Heisenberg, John Maynard Smith, Dreisch, Boveri, Mendel, Teilhard de Chardin .......~----------------------------------...!111-------------------------------------------- �THE CURRICULUM/27 $~ CLASSIFICATION Of AUTHORS, ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE fOUR YEARS ; Literature Homer Aeschylus Sophocles Euripides Aristophanes Philosophy and Theology Natura] Science Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Wollaston Gay-Lussac Proust Lavoisier Lucretius Mathematics and Cannizzaro Dalton Archimedes Torricelli Pascal Fahrenheit Avogadro Black Plato Aristotle History and Social Science Berthollet T. Richter Thomson Berzelius Dulong Music Harvey Galen Driesch Boveri Chaucer Rabelais Shakespeare Donne Marvell Aristotle Epictetus Plotinus Plutarch Tacitus Machiavelli Marcus Aurelius The Bible Augustine Anselm Thomas Aquinas Luther Ptolemy Apollonius Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez Webern Copernicus Descartes Pascal Viete Montaigne Bacon Cervantes Descartes Locke Milton Swift Racine Fielding Melville La Fontaine Jane Austen La Rochefoucauld Pascal Hobbes Spinoza Locke Berkeley Leibniz Hurne Kant Rousseau Moliere Goethe Tolstoy Hegel Kierkegaard Nietzche William James Dostoevski Baudelaire Rimbaud Valery Yeats Kafka Wallace Stevens TS, Eliot Mark Twain James Joyce Joseph Conrad Adam Smith U.S. Constitution Hamilton, Madison, Jay Toqueville Galileo Kepler Young Euler Mayer S. Carnot L. Carnot D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell lvlozart Kelvin Taylor Hegel Marx Faraday Lobachevski Documents from American Lorenz Political History Tocqueville Rutherford Minkowski Bernard Lincoln Davisson Supreme Court Opinions de Broglie Wagner Mendel J. J. Thomson Bohr Millikan Schrodinger Darwin Freud Einstein Heisenberg Whitehead Maxwell �THE ACADEMIC ORDER/29 28/ST JOHN'S COLLEGE HE THE TUTORS At St. John's the teaching members of the faculty are called tutors, The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise, Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together, All participants in a class are expected to prepare for their discussion by studying from the works of the principal teacher of the class it might be Plato or Newton - usually an author of one of the great books who wrote from the high point of his learning, What then is the role of the reading and talking teachers, the tutors? First of they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions . The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding, In summary, the role of the tutors is to question, to listen, and to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves, In order that conversations at SL John's will not be limited to what fits neatly inside a single discipline, it is essential that SL John's tutors reeducate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training, For example, a tutor with advanced degrees in mathematics would prepare himself to lead language tutorials requiring translations from Sophocles or Racine, The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another department, There are no depart~ ments! The advantage of this for tutors is that they are involved with a of works of such richness that they are tempted to strive for greater comprehension of them, Some tutors do time to write articles and books, but their first duty is to prepare themselves to teach the St. John's program. This is necessarily demanding because no full-Hme tutor is confined to a single part of the program, They are, and have to be, teaching members of a seminar and of either two tutorials or of one tutorial and a laboratory section, and they are teaching their colleagues learning from them. that tutors have time to probe more deeply into the and wider rnntexts of what is studied at St John's than the for classes usually allows. In order to avoid staleness and the of succumbing to routine performance, are grant.;od ever present sabbafr::al leaves to allow for leisure and serious study. Between sabbatical study groups are set up Leaders of such are relieved of their ordinary teaching duties, They engage in a study of a subject chosen the Instruction Committee of the faculty Scholars from other institutions may join the group for certain pericids. Although the subject under study may not be directly rehited to the St John's curriculum, the work of the study groups opens new perspectives for teaching and learning at SL John's, INSTRUCTION The Instruction Committee is a committee of tutors responsible for advisthe Deans on all matters of instruction, It also advises the President on app0intments to the faculty, The Committee consists of the Deans and twelve tutors, six elected by the tutors on each campus of the College; the President and the Provost sit vvith the Instruction Committee ex officio, The Deans preside over the Instruction Committee ff1eetings on their own campus; the members of the Con1mittee on each campus constitute the Instruction Committee for that campus and meet at frequent intervals throughout the year. The full Committee meets annually, alternating between the t1No campuses, and th€ Dean at the host campus presides at those annual meetings, �THE ACADEMIC ORDER/31 30/ST. JOHN'S COLLEGE THE SCrIEDULES The books chosen for study at St. John's are collected in the library in the best editions and translations that can be obtained. These books form the core of the library, essential to the teaching of the program. A good general collection is a necessary supplement; the college has little need for a specialized, highly technical collection. Each year books are purchased in mathematics, science, philosophy, religion, fine arts, music, poetry, literature and history and many other fields. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarians in selecting books and periodicals. The Annapolis library maintains a collection of about B0,000 volumes. In Santa Fe, the collection now numbers over 52,600, Perhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek matheiT1atics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students seminar leaders are thinking about the implications for liberty in funeral oration. Thus all students, having a common program of study, have a common ground for conversation. A SATvIPLE FRESHMAN SCHf:OULE, ANNAPOLIS HOUR MONDAY 9 5011:00 WEDNESDAY THURSDAY Language Chorus Mathematics 11:1012:20 1:204:10 8:0010:00 TUESDAY Language Laboratory !Vlathemat1cs IVIathemo.tics Laboratory Seminar A, SAMPLE FRESHMAN HOUR 9:00 103012:00 1:00 Both libraries hold interesting special collections. Annapolis has the Bray Collection dating from 1696, known as the "first public library in America;' and the Peter Huntington Jackson Collection, and the Henry Lee Bovven Collection of mythology, symbolism and architecture. The Witter Bynner Collection and The Edgar AHen Poe Collection in Santa Fe contain first editions of each poet as well as other belles lettres. In ~~~HAVA the Santa Fe library contains several distinguished music collections, induding the Amelia the Grurn.man, the Schmidt and the Holzman collections. vVoodvvard Hall in Annapolis was renovated as a modern library facility in 1969. It has comfortable modem carrels and stacks as well as traditional reading rooms. The Santa Fe library is housed in the Peterson Student Center the Weigle Building. The music library is located in the Music and Fine Arts Building, and includes 7,000 phonodiscs. 2:304:00 8:0010:00 MONDAY Laboratory FRIDAY Language TUESDAY Language Tutorial Formal Lecture SANTA FE WEDNESDAY THURSDAY FRIDAY Laboratory Language Language Tu tonal Tutorial Mathematics Mathemabcs Tutorial Tutorial Mathematics Tu tonal Seminar Seminar Forn1al Lecture Except for the preceptorials in the iumor and and senior years and certain periods of labmatory work for which the upperclassmen may choose their own time, i:he schedule is the same for all students. Each morning for ei.ther three or four days a week they spend one hour in a language tutoric.! and one hour in a mathematics · sophomores also spend four hours a week in a music tutorial. Twice a week freshrnen, and seniors spend up to three hours in the laboratory. Two evenings from eight to ten attend a seminar. A formal lecture or concert is given once a week Sixceen to nineteen hours per week are spent in regular classes. The year is divided into two semesters of sixteen -vweeks each. �32/ST. JOHN'S COLLEGE ESSAYS Annually in Annapolis and each semester in Santa Fe all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts, These essays are based directly upon books in the program, ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the aim of the examiners to find out how much students remember. Students are encouraged to consider the different parts of their study in relation to each other and to problems that may not have been treati::d in any of their classes. For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors before preceptorials begin. THE ALGEBRA EXAMINATION During their sophomore year, students must pass an examination in elementary algebra and THE FREf'~CH READING EX.AJVHNATIOJ\J' During their junior year, students must pass an exammation to demonstrate , a reading knowledge of the French language, THE SENIOR ORAL El\Ji'?..BUNG EXAMINATION The senior oral enabling examination is given to the student in the fall at the beginning of the fourth year, It is focused on a number of books from the seminar lists assigned for rereading and study during the preceding . summer. The passing of this examination confirms a student's status as a candidate for the degree of Bachelor of Arts. THE FINAL ESSAY AND EXA1VHNATION In the senior year the student is required to present to the faculty a final essay related to some aspect of the four years' work. It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined upon it by the committee in an hour-long public examination. No degree is awarded unless both the essay and the oral examination are satisfactory. The senior essay is regarded as a culmination of the student's learning. �THE ACADEMIC ORDER/35 34/ST JOHJ\l'S COLLEGE SOPHOMORE ENABUNG Sophomore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning during Because St. John's classes are small and intimate, and because students the two years spent in the College" The sophomore essay is especially imticipate actively, tutors are aware of their students' progress from day in the enabling procedure" Consequently, no students are enabled day" The tutors' appraisals of a student are based on the student's to enter the junior class unless they have written a satisfactory essay, and performance as a member of the tutorials and seminar. then only if in the judgment of the Instruction Committee they are suffiIt is assumed that each student has the required capacities to prepared for the work of the final two years" In particular, the enablthis course of study until there is clear evidence to the contrary uc!:gment looks to the possibility of the student's writing an acceptable riculum is varied and rich enough for great diversity of interest, nor>r•~ 0'0 senior essay" mance and achievement, and there is ample room within it for a of ability and for individual choice and guidance, Moreover, is free from the pressures of conventional examinations and rr.m,•D" for grades" Because student is essential to the way in which u,1o;::;,e~,, are conducted at SL John's, attendance at all regularly scheduled Lvw:eio::e" exercises is requiredo A record of absences is This record is taken consideration whenever there is occasion (o determine academic THE Within the College, the most form of evaluation is the don Once a semester, freshmen, meet wHh their in the don rag. The tutors report to one the seminar leaders on students' work the semester; the students are then invited to '"""'nrmr1mc, to their tutors' reports and comment on their own work. Advice rnav requested and . difficulties may be aired; but grades are not - ' or discussed In the junior year, students may request a conference rather than don rag, In that case, students on their own and then tutors cor.nment on that report. By the time students are seniors, it is sumed that they can evaluate their own and there is no don rag a tutor believes that there is a need for one If a student's work as a falls below a satisfactory level th0 dent be on academic probation, with the stipulation ~f tions must be met if the student is to continue in the Collegt: normal probationary is one semester" LETTER The tutor's comprehensive judgment of a student is reported to the each semester as a conventional letter grade, A, B, C, D, or F where indicates that the work is at a satisfactory leveL Such a grading ~"'"~"'~~ is necessary in the case of students vvho wish to go on to graduate or fe3sional school or to i:ransfer to another· college. Vlfithin the ,._,,,, 1 ,,1,"'r:, grading is not of central importance. Students will be told their grades on request. They are encouraged, however, not to work for rather to try to develop their powers of understanding. If it dent that a student is not progressing, or that the learning process has ped, the student is asked to leave the College Senior Oral, Annapolis The student who coff1pletes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Artso Students who enter in the January session graduate in three and one-half years, but they spend their first summer in completing their freshman year, so that they too a four~ year curriculum. For transcript purposes, SL Johds seminars, tutori_als and laboratories are translated into terms of conventional subjectso The curriculum is the equivalent of approximately one hundred semester hours. GR.i\DUATE STUDIES AND CAREERS ST. JOHN'S year many St. John's seniors elect to do advanced work in a wide range of graduate and professional schools" Experience shows that leading universities admit SL John's graduates with creditable records. Since SL offers no major in specific subjects, however, some may find it necessary to take undergraduate courses during their first year of graduate or professional study in some, but not fields" �THE ACADEMIC ORDER/37 36/ST. JOHN'S COLLEGE Many other graduates choose to embark directly upon careers in variety of fields. Their undergraduate background- especially its and its emphasis on thoughtful inquiry and subsequent application principles - has been found to be an excellent preparation for St. John's refuses to accept the imposition of preprofessional "I-'''""""-"" requirements on its liberal curriculum. The College believes that to cuu.._,,w rnen and women requires less, and yet far more, than is required to the shifting standards of conventional specialized education. The following table shows the professions or fields of advanced entered by one or more St. John's graduates; law, mathematics, "'"r"''n"'' education, medicine and theology have attracted the greatest uuuu,c1 Acting Advertising Agriculture Archaeology Architecture Art Biochemistry Biology Bio-physics Business Administration City Planning Classics Computer Programming Dentistry Drama & Playwriting Economics Education Engineering Finance Geology Government Service History History of Art History of Science International Relations Journalism Languages Law Library Science Literature Logistics Management Mathematics Medicine Meteorology Music Nursing Oceanography Philosophy Physics Political Science Psychology Public Administration Publishing Scientific Research Social Anthropology Social Work Sociology Systems Analysis Theatre Arts Theology Writing THE ST. IVlASTER DEGREE, ARTS 1 r Tutors ·who have compete d two years or teac h ing at St. John's may receive a Master's degree in Liberal Arts. They must petition the Instruction Comh mittee for permission to present t emselves as candidates for the degree. b h They must then su mit a t esis on a topic approved by the Instruction I Committee and stand an ora examination upon it. The topic must have d erstan cl ing and practice of the liberal arts. some bearing on the un THE GRA.DUATE INSTITUTE LIBERAL EDUCATION A graduate program, leading to the MoA. degree in the liberal arts, is conducted by the Graduate Institute year-round on the Santa Fe campus and during the summer in Annapolis" During the academic year it is also offered in Albuquerque, New Mexico. It is designed for graduates of colleges other than St. John's and is particularly well suited to the needs of high-school teachers. The program, which is based on the SL John's list of readings, is divided into four subject areas: Politics and Society, Literature, Philosophy and Theology, and Mathematics and Natural Science. Each summer session lasts eight weeks and consists of seminars, tutorials and preceptorials. The seminars are modeled on those of lhte undergraduate college; they are limited to about twenty students" The tutorials are smaller classes devoted to the dose reading of texts. In the preceptorial the student chooses a topic pertaming to one of the books studied and, under faculty guidance, writes a long essay. For each segment of the program nine credits are granted. four segments are required for the degree, though students who have previous graduate credit may be eligible for the degree after three summns. The segments may be taken in any order. More detailed infonnation a!td a separate bulletin may be obtained by writing to the Graduate Institute in Liberal Education, St. College, Santa Fe, New Mexico 87501 or Annapolis, Maryland 21404. QIRECTORY INFORMATION AND RIGHT TO PRIVACY In compliance with the Family Education Rights and Privacy Act, the College retains the right to publish at its discretion the following information about each student presently or previously attending the College: the stu- dent's name, address, telephone listing, date and place of birth, field of study, participation in officially recognized activities and sports, dates of attendance, degrees and awards received, and the most previous educational agency or institution attended by the student. As required by the A~t the College will provide public notice annually of its intention to publish such directory informatiorL Students have a right to inform the College within a reasonable period of time that any or all of this directory information should be withheld. The College will respect any such request for privacy. �38/ST. JOHN'S COLLEGE The College is well aware that physical activities, artistic expression and light-hearted recreation are necessary complements to an intellectual life and it is committed to providing the facilities, funds and support needed to make them available. Generally, such activities in Annapolis are the sponsorship of the Student Polity. In Santa Fe they are organized the Student Activities Office (SAO), which is responsible for instruction and equipment. Since its founding as King William's School 1696, St. John's has been situated in the seaport town of Annapolis, capital of the of Maryland. Its population of 50,000 is occupied principally vvith the govenment the State and of Anne Arundel County; the training of midshipmen at the United .··,"~''""'w Naval Academy; with the fisl-1, crab and industry and the sailing and tivities of the Chesapeake Bay; and with liberal education of students at St. John's College. The campus of thirty-six acres Hes in the Historic District, adjoin.in College Creek, one block from the State House and across the street fro the Naval Academy yard. The fifteen buildings include 18th century histo homes (now classrooms, offices and a dormitory), 19th century Victori structures, and 20th century buildings designed to complement the ol ones. There are six student dormitories, offering single and double roon The community of students has governed itself since 1945 with elect officers and delegates representing each dormitory and the off-campus con, stituency. The Student Polity representatives, called the Delegate Coun meet once a week to hear requests from students for funds, to allo time and use of facilities such as the student kitchen, to remind stude of their responsibilities to the College community, and to express stude opinion on common problems. The Delegate Council also meets wit members of the College administration to discuss problems of mutual co cem and maintains a Student Instruction Committee to discuss and reco mend curnculum changes. A Food Committee works with the dining manager to develop satisfactory dishes for the regular and vegetaria menus. The Gadfly, a weekly student newspaper, provides a second medi for expression of opinion to the comrnunity as a whole. Controversy rang RESIDENCE & STUDENT LIFE/39 from petty to vital; short stories, poetry and news take up the rest of the space. Students are also welcome to contribute work to The Reporter, The St. John's Review, and Energeia, the three official publications of St. John's. Extracurricular organizations at St. John's are generally informaL Some continue year after year while others spring up and die out as the individual of the community come and go. Many extracurricular activities grow directly out of the curriculum as students' interests overflow from the classroom. The past years have seen small classes- some led by �RESIDENCE & STUDENT LIFE/41 40/ST JOHN'S COLLEGE students, others by tutors - in harmony, Latin, German, the New Testament, Hegel, Leibnitz (his papers on calculus), and special aspects of chemistry and biology. Other activities stem from interests independent of the College curriculum. Most prominent among them have been those of the Liberty Tree Project and various classes in dance and martial arts. Theatre life is active. The King William Players stage one or two classical plays a year, perform one or two modern works, and produce several one-act plays. Recent productions have included Macbeth, The Mousetrap, and Miss Julia. Every weekend the student film club presents foreign and domestic films - the classics of cinema art. Additional film series, including The Ascent of Man and Roots, have been shown during the week. There is also a special winter film series on Wednesday nights. Music is pursued in groups and individually. Voice and instrumental ensembles train new members and perform at College events. The College provides practice rooms and pianos and a music library of scores and recordings. Private study can be easily arranged on campus or in town. Individual artistic expression needs a time for training and a place to work. Permanent facilities such as the art studio, ceramic studio, woodworking shop, photography darkroom and stage floor provide places to develop specific skills. The College also maintains an art gallery, staffed students, which specializes in circulating exhibitions by artists of major stature. Recent shows have been devoted to the works of Daumier, Roualt, Peter Milton, and Barye. Discussions are scheduled for each hibition. An exhibit each spring displays work by members of the community. There are periodic trips to galleries and museums Washington and Baltimore; transportation is free of charge for SL John's students. An artist in residence teaches classes and coordinates exhibits. As a rule he is assisted by one or two other artists teaching in their field of specialization. Classes in drawing, painting, sculpture, and pottery tinue throughout the yearo Materials and tools are furnished without in most cases. Parties, an important part of community life where students and meet informally, come in several varietieso The Society of Bacchus rock dances, waltz parties and community gatherings including the ween Masked Ball, Christmas Party, Mid-Winter Ball and the Cotillion. Vigorous square dances and quiet jazz parties occur once or '"''r •'>Ci a year. A festival m the spring, Reality Weekend, begins with student and parodies and, after a parade up Main Street, provides a full day picnicking and athletic competitioR There are Sunday concerts at the College, and the Political Forum vites lecturers to speak on weekday evenings. Annapolis itself offers groups of all denominations, synagogues (detailed information on student life is available on request), concerts, plays, historic tours, sailing, the Naval Academy, hiking, cycling; State government, work, community service groups, etc Vvashington, nc and Maryland, both within an hour's drive, offer activities, museums and too numerous lo mention here. 0 ATHLETICS Since 1939, when intercollegiate athletics were abolished, the intramural sports program has flourished. About two-thirds of the students, both men ind women, participate actively in individual and team sports. The Director of Athletics and two student assistants schedule events and coordinate use of the facilities, which include a well-equipped gymnasium, large playing fields, tennis courts and a boathouse with a number of sailboats and other small craft. Men's and women's teams compete in touch football, soccer, basketvolleyball, softball and track, each in its season. Doubles and single players compete in tennis, handball, squash, badminton, fencing, paddleball and table tennis. Sailing, canoeing and rowing are non-competitive activities offered purely for enjoyment. Excellence in sports is recognized and encouraged by individual and team awards; enjoyment of sports is the most important fruit of the athletic program and is its own reward. �RESIDENCE & STUDENT LJFE/43 Tl-IE In the early 1960s the College decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West rather than sacrifice the virtues of a small campus . St. John's College in Santa Fe was opened in the fall of 1964 in New Mexico's capital city, founded in 1610 by Spanish colonists. Its population of 50,000 people is occupied principally with the governrnent of the State and of Santa Fe County; with cultural pursuits in the fine arts, museums and opera; and with archaeological and historical research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of American Indian Arts, the College of Santa Fe and the University of New Mexico in Albuquerque. Sixty miles to the south, Albuquerque provides the attractions and conveniences of a city of 400,000 people. The campus of 300 acres lies in the southeast comer of the two rriiles from the historic Santa Fe Plaza and the Palace of the Governors. The architecture of the Santa Fe campus reflects the territorial style introduced in the state during the last century. The campus, at an elevation of 7,300 feet, overlooks the Santa Fe valley and offers superb views of the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain ranges. The Campus includes a classroom building, a laboratory, a student a music and fine arts building, an administration building and tvvo dusters of dormitories. A library,. dining hall and are also located these buildings" View from Dining Hall, Santa Fe �44/ST. JOHN'S COLLEGE Each of the sixteen dormitories on campus houses from twelve to eighteen students and serves as a smaller community of friends within the College. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and at the same time dose companionship with a fellow student. The head resident helps students arrange to live in dormitories with others who share similar opinions .about smoking, loud music and so on in a dormitory area. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with administration and faculty, rather than through the machinery of a formal student government, since both the size of the College and the form of the program are conducive to informal and direct communication, There are permanent student representatives to the Financial Aid Committee and the Board of Visitors and Governors. Students also belong to advisory committees which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities including the artistic, the academic and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet and modern dance. The art studio in the Fine Arts Building, the darkroom and the pottery studio pro~ vide appropriate settings for these activities. The College's art gallery, which is open to the public, has a new show by professional artists each month. Student art work is displayed at the end of the school year, and awards are given for achievement in pottery, photography, painting and RESIDENCE & STUDENT LIFE/ 45 �RESIDENCE & STUDENT LIFE/47 46/ST JOHN'S COLLEGE !Vlost students come to SL John's with definite interests outside the scope of the program and pursue these interests in extracurricular classes and discussion groups both on and off campus. Informal discussions of contemporary literature, forums on public concerns, and slide shows on art history are frequent on-campus activities, as are study groups in such languages as Russian, German, Spanish, Italian and Hebrew. Students preparing for entrance into rn.edical school have attended classes at the Univeristy of New Mexico, Los Alamos branch, under the sponsorship of the College . Thorne Fellowships also give students financial support toward fulfilling medical prerequisites during the summer months. ATHLETICS The Student Activities Office coordinates a volunteer athletic program which offers opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. These last two are sports in which St. John's challenges other colleges and universities, and the College usually has one of the finest fencing teams in the Southwest There are indoor facilities for judo, karate, tai chi chuan, weightlifting, gymnastics and fencing, but during much of the year these activities can be done out-of-doors. Intramural programs in tennis, soccer, track, volleyball and badminton are conducted at the College's facilities. A men's soccer team and a women's soccer team both play with other teams in the area and are hosts to tournaments in the fall and spring. The St. John's basketball team competes in a city league. Santa Fe's municipal swimming pool is reserved for SL John's one night each week A horse corral on the campus is available for s(udent and faculty use; horses may be hired at a nearby ranch. The adjoining Sangre de Cristo Mountains provide hundreds of square of forest and wilderneso; areas for hiking and camping. Here the St. John's Search and Rescue unit trains regularly in techniques of map reading, first aid, wilderness survival, rock climbing and cliff evacuation . The team is called out in emergencies several times a year; students have permission to be absent from campus in the event of a search or rescue. The Santa Fe Ski Basin (seventeen miles to the north) and the Taos Ski Basin (two hours avvay by car) offer fine slopes for both beginning and advanced skiers, and several cross ski trails branch off from them Students may borrow skis, boots and poles from the College, and the SL John's bus provides transportation. When the weather is warmer, the Student Activities Office organizes excursions down the Rio Grande by kayak, canoe, and rubber raft with overnight camping along the way. ACTIVITIES As in Annapolis, waltz parties, rock parties, and such regular event as the Fall Festival (in the mountains surrounding the College), the Hallo~ ween Costume Party, the Fasching Ball, the Graduation Ball and Reality Weekend provide occasions for informal gatherings of tutors and studer1ts. Reality Weekend includes a talent show, a parade from the Plaza to th College, a picnic and athletic competition. The Charter of 1784 established SL John's College as a non-denominational institution. In its early years there were some ties with the Protestant Episcopal Church, but these no longer exist. \!Vhile the College schedules no forrnal religious services, there is a baccalaureate service before commei1cement Attendance is voluntary, in consonance with the Charter. l\!fany tutors and students attend church or synagogue in town. It is customary for extracurricular Bible classes to be conducted by tutors of the College. fAGUHES FOR STUDENTS The College Bookstore on each campus has all the books and supplies the students need for their classes. It also maintains a sl:ock of books related to all phases of the program, and books of more general interest. It is operated without profit, �RESIDENCE & STUDENT LIFE/49 48/ST. JOHN'S COLLEGE As supports for an active social life, the College provides on each campus a coffee shop and a junior common room for the use of all students. In addition, there are smaller, comfortably furnished social rooms in the dormitories and elsewhere on the campus. DORMITORIES The dormitories form small communities within the larger college c.ommunities, helping the incoming students to make proper use of the support that other students can give them in their college life. · Unmarried students not living at home are required to live in the college dormitories and to take their meals in the college dining hall, unless they apply in writing to and obtain permission from the Assistant Deans to live off-campus. The College currently can offer no married student housing at Annapolis, but does, on a limited basis, at Santa Fe. Students who wish to have married student housing must find suitable housing off-campus and should allow time for this. Room assignment is the responsibility of the Assistant Deans in Annapolis and of the Head Resident in Santa Fe. Returning students have· the privilege of drawing for rooms before they leave for the summer vacation. In Annapolis students are not permitted to remain in residence during winter or spring vacation. In Santa Fe students are not permitted to remain in residence during winter vacation. They may remain during spring vacation, although a small fee is charged. DINING HALL RULES OF RESIDENCE The dining hall on each campus is operated by a catering service. A vegetarian menu is available. Resident students are required to eat in the dining hall. Exemptions for medical reasons are granted only upon examina· tion and recommendation by the College Physician. Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the Dean in consultation with students and faculty. Every entering student is informed of them, and returning upperclassmen are reminded of them each fall. The rules differ in certain details on the two campuses, though in general they follow the same pattern. The academic and intellectual life of the community is inseparable from the communal life. The building of a good community requires the faculty to show respect for the individuality of each student. All students agree to abide by the rules and regulations promulgated in the Student Manual published annually by the College. St. John's assumes that students will respect not only the enacted rules but also the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the College may require withdrawal of the offending student. CAREER COUNSELING OFFICE The Career Counseling Office serves student needs in two especially im·. portant areas. First, it provides essential information for those students planning to continue their education in graduate programs and professional schools across the nation. The Director of Career Counseling also offers assistance to those students who wish to embark upon careers immediately after graduation. STUDENT EMPLOYMENT OFFICE An employment service, initiated and run by students, locates off-campu$ jobs. Primarily, it seeks part-time employment for students during the academic year, but it can also aid students looking for full-time summe employment in the local community. HEALTH SERVICES Well-equipped health services are maintained at both campuses, each und the supervision of a College Physician and a College Nurse. A wee medical report is sent to the Assistant Deans. A psychiatrist or clini psychologist is available for consultation. PROPERTY DAMAGE The College provides a housekeeping staff to care for the dormitories. The College inspects the rooms periodically and repairs at the expense of the occupant or occupants any dormitory room and furniture that have been damaged beyond normal wear and tear. Any damage to college property is charged to the caution fee of the student or students responsible for the damage. The College is not responsible for the loss of, or damage to, any .. student property resulting from fire, theft or any other cause. �50/ST. JOHN'S COLLEGE The standards by which applicants are for SL John's are special, and students find it challenging to write the that constitute an application to the College. Those who apply want an education that sists of careful reading and consideration of most demanding books; of serious conversation in which they will learn to consider the ""'u";uc~ of others as well as their own; and of active participation in their own education. Education at St. John's is a common pursuit. Each studen( has a con· siderable effect on the life and learning of the community. Most who consider St. John's examine themselves carefully before applying so that when they do they are saying to themselves and to the College that they want· to engage fully in the life of reason and believe they can take pleasure iL In writing their application essays, many determine their own propriateness as St. John's students; others eliminate themselves as applicants, deciding that their interests and those of the College do not cideo Thus, for the most part, they select themselves. Some are -c'"''°'"~"r1 of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine vvhether an applicant has the necessary preparation and ability to complete the SL John's program satisfactorily. The Admissions Committee - five tutors and the Director of Admissions on each cam.pus - regards the application as being a question from the applicant: "Do you think I am ready to profit from. the program of studies at St. John's?" In the essays, applicants are asked to discuss their previous education, reasons for choosing SL John's, and their experience with books. A number of topics is also suggested The essays a.r12 designed to enable ap• plicants to give a full account of themselves. They can tell the much more than statistical records reveaL Next the Committee considers the applicant's academic achievement and promise. Previous academic records - the secondary school report college transcript, if there is one - sho•N whether an applicant has the of study necessary at St. John's. Letters of reference, particularly those oL teachers, 3.re carefully read for indications the applicant has the rity, self-discipline, ability, energy and initiative to succeed in the St. program. SL John's attaches little importance to "objective" test scores, no applicant is accepted or rejected because of such scores, The Committee's decisions are not influenced by the race, sex, age, physical handicaps or national or ethnic origin of an ADMISSIONS/ 51 plicant, or by any other factors unrelated to the work of the College. The application asks a minimum of personal data. Need for financial assistance does not affect the Committee's decisions on admission" St. John's has decided to remain a small college in which the students and faculty are known to each other. Each campus has between 300 and 400 students. The size of each class is limited on each campus Most freshman classes are about equally divided between men and womeno Classes enter in late August and January in Santa Fe, in September and January in Annapolis. Occasionally, there may be a January ~lass on one campus, New students are enrolled only as freshmen; a fourth or more of each entering class have done one, two, or even three years of college Work elsewhere" These students, despite good records at other colleges, relinquish their advanced standing to take part in the St. John's program. Freshmen who enter in January stay on campus the following summer to complete the first year. They can thus graduate a year earlier than if had postponed their entrance until the following fall. The January class is of particular interest to students who come to St. John's from other colleges, or who have traveled or worked since graduation from high school, or who wish to enter St. John's immediately after the first semester of their senior year of high schooL �52/ST. JOHN'S COLLEGE ADMISSIONS/ 53 REQUIRErVIEI\JTS Most applicants have a strong background in academic subjects, Specific :;f academic requirements include two years of algebra, one year of geometry, ·)it;. and two years of a foreign language; additional work in mathematics and foreign language is advised, as well as two or three years of natural science, ·~ In addition to the application essays and academic transcripts, applicants '.;~ must present two letters of reference, including one from a teacher. In ex, ceptional cases certain of these requirements may be waived, or additional .,t information may be requested. SAT or ACT test scores are not required, ;,~i but may prove helpful. _ Occasionally SL John's accepts an applicant who is not a secondar}' :,j school graduate. Such a student must be well qualified to profit from the'~ College program. A campus visit and interview are especially i~portant 0sj for such candidates. These students usually wish to enter SL Johns follow- :f ing their junior year of high school or in the January immediately after~;t the first semester of their senior year. ' SL John's is authorized under federal law to enroll foreign students "~f: '.f '.i PROCEDURE l ;--,? ~1'.f~ "'f•' . t\ St. John's College is one college located on two campuses. Although ap·.~ plications must be initiated and completed at one campus or the other~}·f admissio:1' to ~ither campus constitutes adn~ission to the C~lle~e as : whol~·~iJf, On mqmry, prospective students receive a statemenL of Lhe SL Johns·~~· College program, an application for admission and recommendation form~:~Ji to be completed by schools and references. Applications may be submit~~t·f ted as early as the second semester of the eleventh grade. Because the Coh · lege welcomes all serious applicants, there is no application fee. Studen should submit their application materials to the Admissions Office on t campus they prefer to attend. Students planning to apply for financial should refer to the section on Fees and Financial Aid and notify the a propriate Admissions Office of their intentions as soon as possible. SL John's has a policy of rolling admissions. There is no PH'-"''·'v'"·~:-1•.:· deadline, but applications for both fall and January classes su mitted as early in the year as possible. Because there are occasional vaca cies in classes due to last-minute withdrawals, students who wish to apply late in the year should contact the Admissions Office for particulars, As soon as the application essays and supporting documents ~re assembled, the application is reviewed by the Admissions Committee. The applicant is notified of the Committee's decision in about two weeks. Upon notification of acceptance, applicants have the option to enroll on either campus. In order to secure a place in the entering class, approved applicants must submit a deposit of $200 to the Admissions Office on the campus at which their applications were processed, together with a statement specifying the campus they wish to attend. Once the deposit has been submitted, the campus preference may not be changed except as noted below, Deposits are accepted on a first-come, first-served basis until the entering classes are filled. If the entering class on the applicant's first,choice campus is full; the Admissions Office will offer the following options: 1) the deposit may be transferred to the other campus, provided space remains in that entering class; 2) the deposit may be used to secure a place on the waiting list or in a subsequent class on the applicant's first-choice campus; or 3) the deposit may be returned. If the applicant is also a candidate for financial aid, the deposit will be accepted with the understanding that it will be refunded if sufficient aid cannot be offered. Deposits submitted when no financial aid has been requested or after receipt of an aid offer are not refundable. All deposits are applied to first semester tuition and fees. A physical examination is required of each student before registration, A form for reporting the examination, along vvith other registration materials, will be sent to each student prior to the date of enrollment but only after receipt of the $200 deposit. INTERCAIVIPUS TR.£\NSFER Once enrolled on either campus, students may transfer to the other at the beginning of any academic year, provided their records are in good standing and they notify the Dean's Office of their intentions by February 25 of the previous year. Those students who wish to apply for financial aid must also file their new financial aid forms by February L AH such transfers are subject to approval by the Deans of both campuses . INQUIRIES Inquiries should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (Tel. 3011263-2371) or Santa Fe, New Mexico 87501 (Tel. 505/982-3691). CAMPUS VISIT It is best for those who are considering attending St. John's to see the Col, lege for themselves. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St. John's because of its unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or �54/ST. JOHN'S COLLEGE Thursday evening at 8:00 p.m.; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the admissions staff, or a tutor; attend the weekly formal lecture (Friday night); talk informally with SL John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in th.e sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normallym1 campus from Monday to Wednesday or from Thursday to Saturday on the Annapolis campus and from Sunday to Wednesday or from Vlfednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help" The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Those planning to visit should telephone (301/263-2371 for Annapolis or 505/982=._3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible" The only expense for visitors is transportation" They will be provided a room in a dormitory and meals in the dining hall without charge" SL John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings can usually be located in inexpensive paperback editions in the College Bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens and soap are provided by the College" Visitors arriving weekdays between 9:00 a.rrL and 5:00 p"m" should go to the Admissions Office On weekends and any day after 5:00 p,m" visitors should go to the college receptionist The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe" TRANSPORTATION The Baltimore-Washington International Airport is located twenty miles from Annapolis" An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance" Bus service from the airport is not practicaL Hourly buses run between Baltimore and Annapolis and the driver will let visitors off near the campus if asked. Buses from Washington are less frequent and let passengers off on West Street, about. six blocks from the College" By car one takes Route 50 from Washington or Route 2 from Baltimore" A limousine service from the Albuquerque airport to Santa Fe also is available" It is called the "Shuttlejack," and reservations should be made in advance" Greyhound and Continental bus lines pass through Santa Fe. Amtrack stops at Lamy, twenty miles from Santa Fe, and taxi service is available to t01Nn (reservations should be made with the taxi vice one day in advance)" Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxL FEES & FINANCIAL AID/55 FEES L The College believes that qualified applicants should not be denied the opportunity to attend St. John's College because of limited finances" SL John's therefore maintains a financial aid program to assist eligible students to the i:>reatest extent possible within the limits of the C~llege's resources" 1/\hth very few exceptions, financial aid awards are made solely on the basis of need" A The following principles underlie St. John's financial aid program: 1" The pnmary responsibility for financing a college education lies with the student and the student's parents" The College can offer aid onl to supplemen[ the far£:ily y 2. The ability of ~ f~mily to meet college expenses is determined by assessmg the /a~uly s fmanc1al strength in terms of income, assets, debts, and aadrnonal children to be educated" 3° Financial aid may be in the form of a grant, loan or part-time employment and will b~ offered to all students as a package which combmes one or more rorms of aido 4. In keeping with the philosophy that students should contribute to 0 �56/ST. JOHN'S COLLEGE their educational expenses, self-help is the first component of a financial aid award. At St. John's, self-help consists of a part-time job and an educational loan. 5. The total amount of financial aid the College offers a student may not exceed the student's demonstrated financial need. 6. Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid. 7. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (See page 61). 8. Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of 1964 and Title IX of the Higher Education Act of 1980 which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. B. The procedure for applying for financial aid is as follows: 1. Applicants for admission who also plan to apply for financial aid should fill out the application for financial aid in the back of this catalogue and return it to the appropriate Admissions Office. 2. Applicants must also file the current Financial Aid Form with the College Scholarship Service in Princeton, New Jersey or Berkeley, California. This form permits applicants or their parents to present a detailed account of the family's financial position. It may be obtained from either secondary schools or the Financial Aid Office at St. John's. 3. Candidates for financial aid from the College must first establish their eligibility for the Pell Grant, a Federal program described in Sec~ tion D below. The College Scholarship Service's Financial Aid Form. enables candidates to indicate that they wish to apply for a Pell Grant, Students should so indicate. No financial aid award will be finaliz until the student submits a copy of the Student Aid Report to the Fin cial Aid Office. 4. As part of the application for financial aid, parents of depende applicants and applicants who claim self-supporting status must p vide an official copy of their most recent Federal Income Tax Retur 5. Self-supporting students are required to meet the Federal definiti of independence and have an affidavit of non-support on file in t Financial Aid Office. This form will be mailed to parents or guardi upon receipt of the Financial Aid Form if the applicant is claiming se supporting status. 6. All recipients of federally-funded financial assistance must sub a Statement of Educational Purpose and Selective Service Registrati Compliance. If requested to do so, students must submit proof registration. Students who do not fulfill Selective Service registrati regulations are not eligible for Federal aid. 7. Residents of Connecticut, Delaware, the District of Colum Maryland, Massachusetts, Pennsylvania, Rhode Island, and Venn must apply for a State Scholarship. 8. An applicant who has previously attended an institution of hi FEES & FINANCIAL AID/57 education must provide a Financial Aid Transcript from that institution. Financial Aid Transcripts can be obtained from the Financial Aid Office. 9. Students applying for and receiving financial aid from St. John's are required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, employment or other financial benefits for which they become eligible; any change in their or their family's financial situation; and changes of name, marital status and address. C. Following are the deadlines and notification dates for financial aid: FRESHMAN CANDIDATES Although the College has no deadline for receipt of financial aid applications, candidates for admission who are in need of financial assistance should indicate that need as soon as possible. The Financial Aid Form/Pell Grant Application should be filed with the College Scholarship Service as soon as possible after January 2 in the year in which the candidate wishes to be admitted. Those who wish to enter in January should submit the FAF/Pell as early as possible in the preceeding year. Likewise, the St. John's Financial Aid Application in this catalogue should be filed with the Admissions Office as soon as possible after its receipt by the candidate. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met. Candidates for admission applying after February 25 for financial aid have a significantly lower chance of receiving all the funds for which they are eligible then those applying earlier. RETURNING STUDENTS Applications are due by February 25 from enrolled students who are returning to the College and reapplying for financial aid or are applying for financial aid for the first time. Beginning on December 1, the Financial Aid Office will provide the necessary Financial Aid Form, which should be completed and filed with the College Scholarship Service on January 2 or as soon thereafter as possible. Students whose financial aid credentials are received by the Financial Aid Office prior to the February 25 deadline will be notified of the decision on their application on April 1. Applications completed after February 25 will not be considered until awards have been made for applications completed before the deadline. Awards based on applications completed after the deadline will not be mailed until after April 15. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availability of funds cannot be guaranteed. Funds for financial aid awards from the College are available from the sources listed below. Except for the Federally Insured/Guaranteed Student Loan, applicants need not apply for funds from any of these �58/ST. JOHN'S COLLEGE FEES & FINANCIAL AID/59 specific sources. All these sources are automatically considered in making up the College's financial aid awards. is a full-time student Repayment begins six months after termination ~f college attendence. The interest rate for students who obtain their first loans after September 13, 1983 is eight percent, Students who have previously obtained GSL:s at seven percent interest will continue to borrow at this same interest rate. ST JOHN'S GRANTS Funds for St. John's grants are provided by the College from its own resources, and all awards are made on the basis of financial need. 1984-85 STUDENT BUDGET* PELL GRANT FALL FRESHMEN This Federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need . Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. DEPENDENT $8,250 2,900 200 500, 550, 6501 SUPPLEivIENTAL EDUCATIONAL OPPORTUNITY GRANT (SEOG) DEPENDENT $7,425 The College awards SEOG's to incoming freshmen and enrolled students each year . These grants are made to students who have fimmcial need and are unable to pursue a course of study without the grant Eligibi!Hy for the SEOG i~ limited to $2000 per year. COLLEGE INDEPENDENT $8,250 2,900 200 650 Tuition Room and Board Books Personal Expenses 200 400, 450, 5201 INDEPENDENT Tuition Room and Board Books Personal Expenses $7,425 200 520 STUDY This Federal program permits the College to give part-time employment to students who need such earnings to pursue their course of Students may work only a limited number of hours per week enrolled and 1Nhile classes are in session. NATIONAL DIRECT STUDENT *Fees are subject to change v,,.dthout notice. 1 The allowance for personal expenses varies with the distance between the student's home and the College, 'Undetermined at time of publication, (NDSL) These loans are made by the College directly to students using funds provided, for the most part, by the Federal Government. The maximum loan for four ye~rs of undergraduate for the first ba.ccalaureate degree is $6000, No interest accrues no payment is required while the borrower is enrolled at the College, Repayment begins six rnonths after the borrower terminates attendance at the College. There is a provis10n for deferment if the borrower returns to at least half-time study at another institution, GUARANTEED STUDENT LOAN (GSL) The Guaranteed Student Loan program enables a student to borrow directly from. a credit union, savings and loan association, or other participating lender who is willing to make the educational loan. The maximum amount an •Lndergraduate may borrow is a year, No interest accrues and no is while the borrower Billing for tuition and fees is done prior to each semester. The charges are due and payable m full on or before the registration dates for that semester. Those who may wish to pay in monthly installments should inquire of the Treasurer about the various tuition payment plans or loan arrangements available to SL John's College students and parents . Since determinations affecting students, faculty and physical facilities must be made well in advance of the beginning of each academ.ic year, the College must know in April which returning students will register in September. A deposit of $150 on the fees for the following year is therefore ?ue_ on or before the second Monday in for prospective sophomores, !umors and semors. Payment of this deposit guarantees a student a place ~1 the dass. If the deposit is not paid, he may have to be placed on a waiting hst; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to health, m �FEES & FINANCIAL AID/61 60/ST. JOHN'S COLLEGE service, academic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which he made the deposit, the deposit is forfeited, and he must make a new deposit to secure his place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the College Treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $100, called the Caution Fee, which is subject to charges for laboratory breakage, damage to or loss of college property and other minor mishaps. This fee is paid once at the beginning of the Freshman Year, but each student must bring the balance (after damage assessments, if any) up to the full $100 at registration each semester. If unused, it is refunded on request at the end of the academic year or when a student leaves the College. Each graduating senior must pay a Commencement Fee of $25 at the beginning of the second semeter of the Senior Year. Unless otherwise requested, the College presents its bills directly to the student, with a copy t~ the parents. There is a fee of $25 for late registration for each semester. The cost of books is about $200 a year. Class copies of many of the program books are available in the College Library. Veterans and Social Security recipients qualified to receive educational benefits may arrange with the Treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they receive their benefit payments. Th~se arrangements must be made prior to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Security Administration. Students with outstanding debts to the College may not register for classes at the beginning of the second semester and subsequent semesters unless they have made appropriate arrangements with the Treasurer. The College may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND If a student withdraws or is dismissed during any semester, a refund of fees for tuition will be made according to the following schedule: The first two weeks: 80% The week: 60% The fourth week: 40% The fifth week: 20% The sixth week and thereafter: no refund The above schedule also applies to room and board. If applicable, refunds will be made to students only after refund payments are first made to such federal and state funds as the Pell Grant Program, the Supplemental Educational Opportunity Grant Program, the National Direct Student Loan Programs, Guaranteed Student Loan Programs, State Student Grant or Scholarship Programs, and to any institutional financial aid programs, Enrolled students due refunds because their financial aid exceeds monies due the College will receive those refunds in accordance with a schedule of payments determined by the Aid Director on each campus, Refunds for substantiaced medical reasons will be on a pro rata basis CRITERIA FOR JUDGING SATISFACTORY PROGRESS REGULAR STUDENTS Provisions of the Higher Education Act of 1980 require that each postsecondary institution make available information concerning the criteria for judging satisfactory academic progress. The criteria for St. John's College regarding the determination of satisfactory progress for recipients of federally-funded (Title IV) financial assistance are as follows: In order to be making satisfactory progress, at the end of a semester a student must be permitted to enter the next semester and that next semester must not include the repetition of any work, This permission is normally granted by the Dean in consultation with a committee of all the student's tutors, the "Don Rag Committee:' The Don Rag Committee assesses a student's work in all parts of the program and approves its quality before recommending to the Dean that the student be permitted to enter the next semester. This assessment is conducted in the ~tudent's presence by all of his or her tutors in common. At the end of the Sophomore Year, however, this permission is granted by the Dean and the Instruction Committee in the light of a student's over-all work during the first two years Under some circumstances a student who has not satisfactorily completed a semester's work may be allowed to repeat the work in order to remain at the College. Students are not eligible for financial assistance (federal or institutional) while they are repeating work. Sometimes students are permitted to enter a new semester with the requirement that they r.neet special conditions during the course of the semester. In these cases, a student is not repeating work and is deemed to be making satisfactory progress until the Dean determines that the conditions have not been met. When the conditions have not been met the Dean, in consultation vvith the Instruction Committee, decides 'll'Ihat further determination is to be made of the case. Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full or part-time study. Years in which a student is not enrolled at St John's will not count in the eight-year limitation. However, years in which a student is repeating work (and thereby not receiving aid) are considered in the determination of years of study, If a student registers for a class in which he or she was previously enrolled for more than three weeks, the class will be considered as repeated work, and the student will not be eligible for financial assistance. Exceptions to this policy may be granted by the Dean in the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. �62/ST. JOHN'S COLLEGE SITE PLANS/63 A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The Dean will review the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. VETERANS/DEPENDENTS In compliance with Federal and State regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans. 1. St. John's will report to the Veterans Administration within 30 days all incidents of official termination or change of status that would affect benefits. 2. Minimum acceptable grades of a C average are expected. If a student falls below this average and/or his tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the Dean who may ask the student to leave the College or may place him on academic probation. During that probation period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to the V.A. A third semester of certification may not be granted for V.A. benefits without approval of a V.A. counseling psychologist. 3. V.A. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a V.A. enrolled student withdraw from any course at any point subsequent to the midterm point of any semester, a grade of F will be assigned. 4. St. John's will report to the V.A. when a student has not successfully completed 75% of the credits attempted. 5. St. John's will inform students on V.A. benefits of this policy on minimum standards of progress. 6. St. John's will inform all veterans and dependents that prior academic credit credentials from post-secondary schools will be evaluated but prior credits are not applicable to the all-required degree program at the College. However, liberal arts credits previously earned will be deducted from the training time eligibility offered by the Veterans Administration to the transferring student. SITE PLANS OF ST. JOHN'S COLLEGE Annapolis, Maryland L DJ TENNIS COURTS Santa Fe, New Mexico �64/ST JOHN'S COLLEGE BOARD/65 BIBLIOGRAPHY BOOKS ABOUT UBERAl EDUCATION ADLER, MORTIMER J., and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER J., and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. AMERICAN LIBRARY ASSOCIATION: Classics of the Western World, with forewards by John Erskine and Everett Dean Martin, 1944. BARZUN, JACQUES: The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., Boston, 1945. BELL, DANIEL: The Reforming of General Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BRANN, EVA: The Paradoxes of Education in a Republic, University of Chicago Press, 1979. BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. BUCHANAN, SCOTT: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. WILLIAM (Editor et al): Three Dialogues on Liberal Education, SL John's College Press, 1979. ERSKINE, JOHN: My Life as a Teacher, J$ Lippincott Co., 1948. GOLDWIN, ROBERT A. (Editor): Higher Education and Modern Democracy, Rand IvkNally and Co., 1967. GRANT, GERALD and DAVID REISMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945. HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Lltopia, University of Chicago Press, 1953. C.S.: The Abolition of Man, Macmillan Publishing Co., Inc., 1947. JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. SMITH, J. WINFREE: A Search for the Liberal College; The Beginning of the St John's Program, St. John's College Press, 1983. BOARD OF GOVERI\JORS AND Mr. Jerome LaPides Annapolis, MD Mrs. John Gaw Meem Santa Fe, NM Mr. Sanford E. McCormick Mr. Gerald p Peters, III Houston, TX Santa Fe, NM Vice Chairmen Mr. James I-L Frame Mr. John H. Dendahl Mr. Alexander K. McLanahan Houston, TX Dr. Albert G. Simms II Albuquerque, NM ' Mr. Roger W. Straus, New York, NY Mr. Boyd C. Pratt Santa Fe, NM Mr. Stephen L Tucker Santa Fe, Nlv1 MEMBERS EMERITI Mr. John K Robson Chicago, IL Mrs. Lowell R. Ditzen Mrs. Donald Rumsfeld Winnetka, IL Dr. Douglas H. Gordon Mrs. Duane L Peterson Adolph W. Schmidt Karl Van Tassel EX OFFICIO Governor of Maryland The Governor of New Mexico President of the College Dean at Annapolis Dean at Santa. Fe Provost of the College Expiring 1985 Mr. Eugene V. Thaw New York, NY Mr. D. Robert Yarnall Blue Bell, PA Mr. W. T. -i-erry, Jr. St Louis, MO Dr. Thomas B. Turner Baltimore, MD Mrs. Stephen Wilkinson Bethesda, MD Mr. John L Williams Sacramento, CA Term Expiring 1987 Mr. Peter A Benoliel Philadelphia, PA Mr. John H. Dendahl Santa Fe, NM Mr. Stephen L Feinberg El Paso, TX Term Expiring 1986 ~iss Harriet C. Higgins Mr. David Ater New York, NY Santa Fe, NM Mr. Vincent A. Carrozza Dallas, TX Dr. Irwin Hoffman Santa Fe, NM Mr. A Scott-Kelso Houston, TX Mr. Seth Cropsey \IVashington, DC Dr. Robert A. Goldwin Washington, DC Mr. Frank B. Marshall Annapolis, MD Mrs. Mara Robinson Santa Fe, NM Dr. Peter Greer Portland, ME Mr. John T Harrison, Stanford, CT Jr. Jr. Theodore H. Smyth Santa Barbara, CA Mr. Daniel T Kelley, Jr, Santa Fe, NM Vice Admiral James B. Stockdale Stanford, CA Mrs. Gay Singer Kenney Winchester, MA Mr. John Van Doren Chicago, IL �FACULTY/67 66/ST. JOHN'S COLLEGE Eva T.H. Brann FACULTY TUTORS President Edwin Jules Delattre B.A., University of Virginia, 1963; Ph.D. in Philosophy, 1970, University of Texas at Austin; Instructor of Philosophy, Texas Lutheran College, 1967; InstructorAssociate Professor of Philosophy, University of Toledo, 1968-76; Member, National Humanities Faculty, 1972-, Director, 1976-80; Matchette Foundation Advisory Board, 1977-; National Endowment for the Humanities Board of Consultants, 1978-; President, St. John's College, 1980-. B.A., Brooklyn College, 1950; M.A., 1951, Ph.D. 1956, Yale University; Fellow of the American Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, 1975-77; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Fellow, Woodrow Wilson International Center for Scholars, 1976-77; Arnold Visiting Professor, Whitman College, 1978-79; Visiting Scholar in Honors Education, University of Delaware, 1984-85. Edward Grant Sparrow B.A., Harvard College, 1951; LL.B., Harvard Law School, 1954; M.A., Teachers College, Columbia University, 1957; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1964-66; Dean, St. John's College, Annapolis, 1977-82. ANNAPOLIS Bruce DuVal Jacobsen Interim Dean of the College in Annapolis George Doskow B.A., St. John's College, Annapolis, 1942; farmer and carpenter, 1942-57; Tutor and Director of Athletics, St. John's College, Annapolis, 1958-. B.A., Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connec icut; Part-time Instructor in English, University of Connecticut, 1957-62; Instru tor in English, Trinity College, 1963-65; Tutor, St. John's College, Annapolis, 196 Curtis A. Wilson B.A., University of California, Los Angeles, 1945; M.A., 1946, Ph.D., 1952, C lumbia University; Tutor, St. John's College, Annapolis, 1948-64, 1973-, Santa II 1964-66, Dean, Annapolis, 1958-62, 1973-77; Visiting Research Fellow, Birk College, University of London, 1962-63; Visiting Associate Professor, 1966-68, fessor 1968-73, University of California, San Diego; Corresponding Mem Academie Internationale d' Histoire des Sciences, 1971-; Andrew W. Mellon Tuto ship, 1974-. Barbara Hopkins Leonard B.A., Oberlin College, 1937; M.S., 1941, Ph.D. 1948, University of Rochester; tant in Zoology, Oberlin College, 1936-38; Oberlin College Scholar, M Biological Laboratory, Woods Hole, Massachusetts, 1937; Histological Technici Department of Pathology, Yale Medical School, 1938-39; Graduate Schola Biology, University of Rochester, 1940-41, Graduate Teaching Assistant in Biol 1941-44; Visiting Lecturer in Zoology, Oberlin College, 1944-45; Instructor Zoology, Smith College, 1945-51; Smith College Scholar, Marine Biologi Laboratory, Woods Hole, Massachusetts, 1949; Tutor and Assistant Dean, St. Jo College, Annapolis, 1951-, Arthur de Talma Valk Tutorship, 1968-; Fulbright turer and Honorary Professor of Zoology, Lady Doak College and American lege, Madurai, South India, 1962-63. Douglas Allanbrook Boston University, 1938; Brown University, 1939-41; University of Florence, 1 B.A., Harvard College, 1948; Active duty, United States Army, 1942-45; Trave Fellow, Harvard University, 1948-50; Pupil of Nadia Boulanger, Paris, 194 Fulbright Fellow in Italy-Conservatorio San Pietro a Majella, Pupil of Ru Gerlin in Harpsichord and Early Keyboard Music, 1950-52; Teacher of Com tion and Theory, Peabody Conservatory, 1955-57; Tutor, St. John's College, napolis, 1952-; Member, Corporation of Yaddo, Saratoga Springs, New York, 1 Richard D. Weigle Tutorship, 1983-. Edward Malcolm Wyatt B.A., 1953, M.A., 1956, University of Virginia; Instructor in Mathematics, University of Virginia, 1955-58; Tutor, St. John's College, Annapolis, 1958-, Andrew W. Mellon Tutorship, 1972-. Thomas J. Slakey B.A., St. Mary's College, California, 1952; M.A., Universite Laval, Quebec, 1953; Ph.D., Cornell University, 1960; Tutor, St. John's College, Annapolis, 1959-64, 1976-, Santa Fe, 1964-71; Vice-President for Academic Affairs, 1971-74, Associate Professor, 1974-76, St. Mary's College. Beate Ruhm von Oppen B.A., University of Birmingham, England, 1939; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal Institute of International Affairs, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Project of the Committee for the Study of War Documents of the American Historical Association, 1959-60; Tutor, St. John's College, Annapolis, 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History, Smith College, 1963-64, University of Massachusetts, 1964-65; Member, Institute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71; National Endowment for the Humanities Editing Grant, 1978-79. Lawrence Berns B.A., 1950, Ph.D., 1957, University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1956-59; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-; Associate Professor 0£,Philosophy, Rosary College (Leave of absence, 1966-67); Associate, !are Hall, Cambridge University, 1971-72; Richard Hammond Elliot Tutorship, 980-. ichael S. Littleton .S., 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Founda'on, 1960; S.T.M., Union Theological Seminary, 1967; United States Navy, 1955-57; �68/ST. JOHN'S COLLEGE Tutor, St. John's College, Annapolis, 1960-, Andrew VV Mellon Tutorship, 1972-. Robert B. Williamson B.A., 1955, M.A., 1957, Ph.D., 1967, University of Virginia; Tutor, St. John's College, Annapolis, 1960·, Andrew W. Mellon Tutorship, 1972-. Samuel S. Kutler FACULTY/69 Fellowship: University of Chicago, 1961-1962; Tutor, St. John's College, Annapolis, 1_964-; Vis1tmg Lecturer, Department of Hydrology and Vvater Resources, University of Anzona, 1973-74. Benjamin Charles Milner, Jr B.A., St. John's College, Annapolis, 1954; Graduate Study, American University, 1955-61; Assistant Mathematician, 1954, Associate Mathematician, 1957, Mathematician, 1961, The Johns Hopkins University Applied Physics Laboratory; Instructor, American University, 1960; Visiting Tutor, St. John's College, Annapolis, 1960, Tutor, 1961-, Andrew W. Mellon Tutorship, 1972-, Dean, 1982-84. B.A., Emory_Univ,ersity, 1949; B.D. Columbia Theological Seminary, 1955; Ph.D., Harvard Urnversuy, 1965; Teachmg Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow'. 1959-60; Instructor in Biblical History, Literature and Interpretation, 1959-62. Assistant Professor, 1963-65, Wellesley College; Tutor, St. John's College'. Annapolis, 1965-, Assistant Dean, 1977-78, 1979-81, Director, The Graduate Institute m Liberal Education, Annapolis, 1980-83. Elliot Zuckerman Geoffrey Comber B.A., 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea Fellow in Modern European History, 1954-55, Lecturer in History, 1956-61, Columbia University; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Director, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, April-June, 1973, Andrew W. Mellon Tutorship, 1974-; Associate of Clare Hall, Cambridge University, 1970-71. Joseph P Cohen Diploma in Education, .University.of London, 1953; A.R.C.M., Royal College of Music, 195.4; M.A., Oh10 State Urnvers1ty, 1957; Fulbright Scholar, 1955; Instructor m. MusJC and Graduat.e Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, Umversity of Waterloo, Ontario, 1964; Tutor, St. John's College, Annapolis, 1965-, Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Liberal Educat10n, Santa Fe, 1970-74; Director of Adult Education, 1968-74, 1975-76, Director of Summer Program, 1974, 1976, Associate Director, The Graduate Institute in Liberal Education, Annapolis, 1977-80, Director, The Graduate Institute in Liberal Education, Annapolis, 1983-. B.A., St. John's College, Annapolis, 1956; J.D., University of Maryland Law School, 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, University of Chicago, 1960-62; Tutor, St. John's College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72; Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978; Visiting Scholar, Oxford University, 1978-79. B.A., University of Rochester, 19~5; Technician, Harvard University Cyclotron Laboratory, 1963, 1964; Tutor, St. John's College, 1965-; Sabbatical leave 197d-75· Visiting Lecturer i:1. Physics, Western New England College, 1980; AdJunct 'Lee~ turer, Science Division, Anne Arundel Community College, 1980-81; Sabbatical leave, 1982-83; Visiting Senior Member, Linacre College Oxford, 1982-83. John Sarkissian Brother S. Robert, F.S.C University of Chicago, 1939-41; US Army, 1942-46 (Pnnceton University, 1943, A.S.TP.); B.S., M.S., University of Illinois, 1946-48; University of Chicago, 1948-54; Instructor, Biological and Physical Sciences, Pestalozzi-Froebel Teachers College, Chicago, 1948-53; Instructor, University of Indiana, 1948-1950; Traveling Fellow and Research Associate, Institute of Human Heredity, University of Bologna, Italy, 1955-56; Instructor in Biological Sciences, Chicago City College, 1956-58; Instruc' tor, Biological Science, University of Illinois, 1958-62; Tutor, St. John's College,· Annapolis, 1963-. B.A., St', Mary's College; Ph: L, Ph.D., Universite Laval, Quebec; Visiting Tutor, St. Johns College, Annapolis, 1966-67, Tutor, 1972- David H. Stephenson B.A., Columbia College, 1958; Columbia University, 1960; New York State Teaching Fellowship, 1958-60; Director of !V1en's Chorus, New York Association for the Blind, 1959-62; !Vlusic Instructor, Riverdale Country Day School, 1960-61; Chorus tor, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y, Crowell Company, 1961-63; Tutor, St. John's Colige, Annapolis, 1963-. Louis N. Kurs Colorado School of Mines, 19112-43, 1946; Columbi.a University, 1943-45; M.S., University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, University of Chicago, 1948-49; Instructor in Physical Science and Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Production DiviF sion, South Works, United States Steel Corporation, 1951-54; Instructor in University of Illinois, Chicago, 1954-64; National Science Foundation Science Howard Joel Fisher ~bitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen I University of Heidelberg, 1963; Fellow Deutscher Akademischer Austauchdienst' ~niversity of Florence, 1963-64; Ph.D., University of Heidelberg, 1964; Instructo; m ClassJCs and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St. John's College, Annapolis, 1967-. Nicholas Maistrellis ..Bates College, 1962; Dep~artment of History of Science, 1962-67, Teaching Ass1~cant, 1962-66, Urnvers1ty l-'ellow, 1966-67, University of Wisconsin; Tutor, St. Johns College, Annapolis, 1967-. Harvey Flaumenhaft B.A., 1960, M.A., 1962, Ph.D., 1980, University of Chicago; Woodrow Wilson Harvard University, 1960-61; National Aeronautics and Space AdministraFell~w, 1963-65; Lectu~er in Political Science, Roosevelt University, 1965; m the Liberal Arts, University of Chicago, 1965-66; Instructor in GovernWheaton College, Massachusetts, 1966-68; Tutor, St. John's College, �FACULTY/71 70/ST. JOHN'S COLLEGE University, 1959-61; Department of Philesophy, C.C.N.Y., 1961-62; Department of Philosophy, Barnard College, 1962-64; Reader and Translator for Harper Torchbooks, 1965-70; Queens College A.C.E. Program, 1970-72; Queens College Liberal Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, the Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976, Tutor, St. John's College, Annapolis, 1976-. Annapolis, 1968-; Fellow, Institute for Sino-Soviet Studies, George Washington · Umversi·ty, 1981·' MIT/Harvard Workshop on Nuclear Weapons and Arms Control, H ·· C ft t"onal Fellow , Summer 1983; National Endowment for the umamt1es ons 1 u 1 1984-85. Wye Jamison Allanbrook B.A., Vassar College, 1964; M.A., 1965, Ph.D., Stan~ord Un.iversity, 1974; ~oodr?w Wilson Fellowship, 1964-65; Teaching Assistant m Music, Stanford Umvers1ty, 1967-69; Tutor, St. John's College, Annapolis, 1969-. Howard Zeiderman Dartmouth college, 1962-63; B.A., St. John's College, Annapolis, 1967; M.A., Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-77, Annapolis, 1978-. William W. O'Grady, Jr. AB University of Notre Dame, 1966; M.A., 1968, Ph.D., 1970, Universit~ .of Chi;go; Woodrow Wilson Fellow, 1966-67, Danforth :ellow, 1966-70, H~mamhe: Fellow, 1967-70, University of Chicago; Tutor, St. Johns College, Annapolis, 1970, Sante Fe, 1980-83. Robert P. Druecker B.S., Marquette University, 1966; Woodrow Wilson Fellow, 1966-67; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; M.A., Boston University, 1974; Fulbright and American Scandanavian Foundation Fellow, Norway, 1976; Tutor, St. John's College, Annapolis, 1977-. John F. White . BA St John's College, Annapolis, 1965; M.A., The New School for Soc1.al R~s~~rch: 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John's College, Annapohs, 1971-. Peter Kalkavage B.A., 1973, M.A., Pennsylvania State University, 1976; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor; St. John's College, Annapolis, 1977-. David Edward Starr B.A., Gordon College, 1962; M.A., 1966, Ph.D., 1972, Bo:ton University; Grad:iate Assistant in Philosophy, Boston University, 1963-64; Teachmg Intern, Bo.ston University College of Basic Studies, 1964-66; Instructor in P~ilosophy, Umvers1ty .of Rhode Island, 1966-71; Tutor, St. John's College, Annapolis, 1972-80, 1982-, DITector of The Graduate Institute in Liberal Education, Santa Fe, 1980-82. Leo F. Raditsa B.A., Harvard College, 1956; University Sch~lar, :1960-61, Univers~ty Pel.low, 1961_62 , M.A., Columbia University, 1962; Presidents Fellow, 1962-63, Fu.lbng_ht, .t f M "ch 1964_65 Berlin 1965· Instructor, New York Umvers1ty, . •· ·.·.·•.·. . U . mversi Y 0 um ' ' ' ' PhD C 1 b" :. y; Washington Square College, 1965-68; Assistant Pr~fessor, 1968,. . ., o um ta;·•.: U . .t, 1969 . Tutor St John's College Annapolis, 1973-; National Endowment fo~i~~:s~~mani~ies Fello~, National Fellows Program, Hoover Institute on War,;t Revolution and Peace, Stanford, Calif ornia, 1977 - 78 . ~· •'" > Deborah Schwartz Renaut ;•; BA St John's College, Annapolis, 1968; M.A., Johns Hopkins Univers~ty, l 97l;. G~orgetown University, 1974; Tutor, St. John's College, Annapolis, M.S'., Mera J. Flaumenhaft B.A., University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; Instructor in English, 1970-71, Assistant Professor of English, 1971-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, 1977; Tutor, St. John's College, Annapolis, 1977-. Anthony James Carey St. John's College, Annapolis, 1963-65; B.A., University of North Carolina, 1967; M.A., The New School for Social Research, 1973; U.S. Marine Corps, 1967-69; Graduate Study in Music, University of North Carolina, 1969; Part-time Instructor in Philosophy, East Carolina University, 1974-78; Part-time Instructor in Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St. John's College, Annapolis, 1979-. William Jon Lenkowski B.A., Marquette University, 1965; M.A., Philosophy, The New School for Social Research, 1970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of philosophy, Rutgers University, 1968-76; Visiting Lecturer, philosophy of science, New York Institute of Technology, 1976-77; Lecturer, ancient Greek philosophy, New School for Social Research, 1977-79; Tutor, St. John's College, Annapolis, 1979-. Joe Sachs B.A.' St. John's College, Annapolis, 1968; Graduate Student, The Ne.w Sc.hool •"r······ ;,.,. · Socta1 Research, New vork ' 1971-73· MA ., Pennsylvania State University, , 11 ' • J th S Ti k Teaching Asistant, Pennsylvania State University, 1973-74; Tutor, St. Johns ona an . uc lege, Annapolis, 1975-. B.A., Columbia University, 1969; B. Phil., Oxford University, 1971; M.A., University of California, Berkeley, 1972; Graduate Study in English, University of CaliforMichael Comenetz nia, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, 1969-71; Kent Fellow (Danforth B.A., The Johns Hopkins University, 1965; M.A., ~967,. Ph.O:, 19 72 , University; Assistant Professor of Mathematics, University of Kansas, 19 72Foundation), 1971-77; Teaching Assistant, Department of English, University of California, Berkeley, 1973-74; Associate, Residential Program in History and Tutor, St. John's College, Annapolis, 1976-. Literature, University of California, Berkeley, 1975; Associate, Department of Chaninah Maschler English, University of California, Berkeley, 1976-78; Instructor of English, Pikes 195 B.A., City College of New York, 1953; M.A. in ~hilosophy, Yale University, .· Peak Community College, 1979; Tutor, St. John's College, Annapolis, 1979-. University Fellow, Yale University, 1953-55; Alice Fre~man Palmer Fellow'. w on Peirce, Yale University, 1956-1958; Department of Philosophy, Pennsylvania St �- 72/ST. JOHN'S COLLEGE ----------~,·~------------FACULTY/73 Thomas May Robert S. Bart B.A., Loyola College, 1971; M.A, 1975, Ph.D. Cand., Fordham University; Assistant Professor of Philosophy, Loyola College, 1974-79; Visiting Lecturer in Philosophy, Goucher College, 1976-78; Tutor, St. John's College, Annapolis, 1979-. B.A., Harvard College, 1940; M.A, St. John's College, 1957; Sheldon Traveling Fellow, Harvard University, 1940-41; Tutor, St. John's College, Annapolis, 1946-75, 1976-77, Santa Fe, 1975-1976, 1977, 1982-, Dean, 1977-82. Marilyn Douville Thomas King Simpson B.S., University of Michigan, 1975; M.S., University of Michigan, 1977; Associate Mathematician, 1977-79, Johns Hopkins University Applied Physics Laboratory; Tutor, St. John's College, Annapolis, 1979-. B.A., St. John's College, Annapolis, 1950; M.A. in Teaching, Wesleyan University, 1955; Ph.D., Johns Hopkins University, 1968; Instructor, American University at Cairo, Egypt, 1950-53; Teaching Intern, St. John's College, Annapolis, 1955-56, Tutor, 1956-73, Santa Fe, 1973-; Curriculum counselor and member of the faculty, The Key School, 1970-73. William Mullen B.A., Harvard College, 1968; Ph.D., University of Texas, Austin, 1972; Acting Assistant Professor of Classics and Comparative Literature, University of California, Berkeley, 1971-73; Hodder Fellow in the Humanities, Princeton University, 1973-74; Assistant Professor in Classics, Boston University, 1975-80; Junior Fellow, Center for Hellenic Studies, 1978-79; Tutor, St. John's College, Annapolis, 1980-. Jam es Howard Beall Active duty, U.S. Air Force, 1963-67; B.A., Physics, University of Colorado, 1972; M.S., Physics, 1975; Ph.D., Physics, 1979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, 1975-78; Congressional Fellow, United States Congress Office of Technology Assessment, Washington, D.C., 1978-79; Project Scientist, BKD, Arlington, Virginia, 1979-81; National Academy of Sciences/National Research Council/Naval Research Laboratory Resident Research Associate, Space Science Division, Naval Research Laboratory, Washington, D.C., 1981-83; Tutor, St. John's College, Annapolis, 1982-. Janet A Dougherty B.A., Yale College, 1974; M.A., Ph.D., Harvard University, 1980; Teaching Fellow in Government at Harvard College, 1976-78, 1979-80; French Government Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, 1980-82; Tutor, St. John's College, Annapolis, 1982-. Henry H. Higuera B.A., Cornell University, 1974; M.A., 1976, Ph.D., 1983, University of Toronto; Instructor in Political Science, Dickinson College, 1981-82; Tutor, St. John's College, Annapolis, 1982-. SANTA FE Dean of the College in Santa Fe Robert A. Neidorf B.A., 1951, M.A., 1955, University of Chicago; Ph.D, Yale University, 1959; Instructor and Assistant Professor of Philosophy, Bucknell University, 1959-62; Assistant and Associate Professor of Philosophy, State University of l"lew York at Binghamton, 1964-67; Tutor, St. John's College, Annapolis, 1962-64, Santa Fe, 1967-, Director of The Graduate Institute in Liberal Education, 1970-73, Dean, 1973-77, 1982-, William A Darkey B.A., St. John's College, Annapolis, 1942; M.A., Columbia Univ<orsity, 1949; Tutor, St. John's College, Annapolis, 1942-46, 1949-64, Santa Fe, 1964-, Associate Dean, 1968-1970, Dean, 1968-73, Director, Task Force on the Liberal Arts, 1974-, Michael Ossorgin Lycee Russe, Paris, 1938; Conservatoire Russe a Paris, 1932-35, 1942-44; L.Th., Institut de Theologie Orthodoxe, Paris, 1942; Instructor in Music, Institut de Theologie Orthodoxe, Paris, 1944-46; Instructor in Theology, St. Tikhon's Seminary, Pennsylvania, 1947; Secretary of the Orthodox Diocese in Alaska, 1948-49; Teacher of Music, Bureau of Indian Affairs, Department of the Interior, 1950-56; Associate Professor, Consultant, St. John's Program, St. Mary's College, California, 1961-62; Tutor, St. John's College, Annapolis, 1956-66, Santa Fe, 1966-, Norma Fiske Day Tutorship, 1975-. Charles G. Bell B.S., University of Virginia, 1936; Rhodes Scholar, Oxford University, B.A., 1938, M.A, 1966, B. Litt., 1939; Instructor and Assistant Professor of English, Iowa State College, 1943-45; Wartime Assistant in Physics, 1945, Research Assistant in Physics, 1945, Assistant Professor of English, 1945-49, Princeton University; Guest Lecturer, Black Mountain College, Summer, 1947; Rockefeller Grant for study in Europe, 1948; Assistant Professor of Humanities, University College, University of Chicago, 1949-56; Guest Professor, Fulbright Program, Technische Hochschule, Munich, Germany, 1958-59 (Kulturgeschichte als die Geschischte symbolischer Formen); Poet in Residence and Guest Professor, University of Rochester, Spring 1967; Guest Professor, State University of New York at Old Westbury, Spring 1970; Tutor, St. John's College, Annapolis, 1956-67, Director of Adult Education, 1957-58, Santa Fe, 1967-, Director, Graduate Preceptorial in Dimensions of History, 1972-73. Sarnuel Ernmons BrmNn Harvard College, 1936-37; Diploma, Black Mountain College, 1945; M.A., 1956, Ph.D., 1962, Indiana University; Private tutoring, 1946-48; Director of Music, Windsor Mountain School, 1948-49; Director of Music, Verde Valley School, 1950-53; John H. Edwards Fellow, 1955-56; Part-time Teacher, Indiana University, 1956-57; Tutor, St. John's College, Annapolis, 1958-65, Santa Fe, 1965-, Thomas A. McDonald Graduate study in Philosophy, Graduate Faculty, 1950-52, 1955-58, Teaching Fellow, 1956-58, The New School; Lecturer, University College, University of Chicago, 1958-62; Lecturer, Overseas-Extension, University of Maryland, Heidelberg, Germany, 1952-63; Tutor, St. John's College, Annapolis, 1963-79, Santa Fe, 1979-. Dean R. Haggard B.A, Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-1960; Fels Fund Fellow in Philosophy, Johns Hopkins University, 1960-61; Tutor, SL John's College, Annapolis, 1961-66, Santa Fe, 1966-, Assistant Dean, 1971-73. Robert D. Sacks St. John's College, Annapolis, 1954; ,Ph.D., Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Lmgues Orientales Vivantes, �74/ST. JOHN'S COLLEGE FACULTY/75 1956-57; University of Chicago, 1957-59; Tutor, St. John's Coll~ge, _Annapolis, 1961-69, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, Cahforma, 1968-69; Biblical Research, Jerusalem, 1971-72. John S. Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in ~adio Repair, United States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching Fellow, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, 1962-67, Santa Fe, 1967-, Assistant Dean, 1970-72. David Clifford Jones B.A., St. John's College, Annapolis, 1959; M.A., Universi~y of_Melbourne, 1962; Ph.D., University of Texas, 1974; University Fellow, Umvers1ty of Melbourne; University Fellow and Bess Heflin Fellow, University of_ Texas, 1962-64; Tutor: St. John's College, Annapolis, 1964-65, Santa Fe, 1965-, Director, Graduate Institute in Liberal Education, 1973-1975, 1978-80. Don B. Cook A.B., Occidental College, 1958; Ph.D., University of California at ~avis, 1965; Woodrow Wilson Honorary Fellow, University of California at Davis, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-, Assistant Dean, 1981-; Teacher, Santa Fe Prepatory School, 1972-73. Elliot T. Skinner B.A., University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D., Candidate in Philosophy, Princeton University; Assistant and Preceptor, Wo~drow Wilson Fellowship, Princeton University, 1964; Fellow of the ~ouncil for Philosophical Studies, Summer Institute in Greek Philosophy and Science, 1970; Tutor, St. John's College, Sante Fe, 1965-. Stuart Boyd M.A., Aberdeen University, Scotland, 1948; Ph.D., Aberdeen ~n!versity Medical School, 1952; Military Service, 1940-45; Assistant Lecturer, Chmcal Psychol~gy, Department of Psychiatry, Aberdeen University, 1948-52; Ins~ructor, Medical Psychology, University of Colorado Medical Sc~ool, _1952-53; DJrector, Doctoral Training in Clinical Psychology, Denver Umver~1ty, 19~4-57; Professor . of Psychology and Chairman, Department of Behavioral Sciences, New Mex1~ Highlands University, 1957-64; Lecturer, Department of Psychiatry, Edi~bu~ University, Scotland, 1964-65; Professor of Psychiatry (Psych~logy), Umveri:1tJ 1 of Missouri Medical School, Kansas City, 1965-66; Fellow, Amencan Psychological· Association; Tutor, St. John's College, Santa Fe, 1966-. Roger S. Peterson .· A.B., Harvard College, 1953; A.M., 1957, Ph.D., Botany, 1959, University o~ Michigan; United States Navy, 1953-56; U.S. Forest Service Research, Co~ora State University, 1959-62, Utah State University, 1962-66; Tutor, St. Johns C lege, Santa Fe, 1966-. E. Ray Davis, Jr. University of Wisconsin, 1953-55; B.A., St. John's College, 1962; M.A., His and Philosophy of Science, University of Indiana, 1965; N._D.E.~. F:llows University of Indiana, 1962-65; Ph.D., University of California, R1vers1de, 1 Tutor, St. John's College, Santa Fe, 1966-, Assistant Dean, 1977-81. Ralph Swentzell B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico Highlands University, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. Timothy P. Miller A.B., Harvard University, 1948; B. Mus., 1949, M. Mus., 1951, Yale University; D. Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music, Agnes Scott College, 1957-61; Director of Music, University of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St. John's College, Santa Fe, 1967-. R. Thomas Harris, Jr. B.A., Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Illinois; University Fellow, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59, University of Illinois; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; Associate Professor, University of Maryland, 1965-68; National Science Foundation Consultant for India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, 1967-68, Visiting Professor, Summer, 1969, New York University; Corporate Consultant, Management Service, IBM, Armonk, New York, Summer, 1968; Tutor, St. John's College, Santa Fe, 1968-. Glenn A. Freitas B.A., Classical Languages, St. Mary's College, California, 1957; Th.L., Universite Laval, Quebec, 1964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, 1966; L'Ecole Biblique et Archeologique Francaise de Jerusalem, 1964-66; Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-, Assistant Dean, 1976-77, 1982-84. Phillip LeCuyer B.A., Colorado College, 1966; Merton College, Oxford University, 1969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. Stephen R. Van Luchene B.A., Arizona State University, 1969; M.A., 1971, Ph.D., 1973, University of Notre Dame; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-, Director of Admissions, 1979-81, Director of The Graduate Institute in Liberal Education, 1982-. Bruce E. Venable B.A., St. Mary's College, California, 1969; M.A., 1972, Ph.D., Classics, 1976, University of Washington; Tutor, St. John's College, Santa Fe, 1973-. Gerald Lee Myers B.A., University of Colorado, 1964; Ph.D., University of Colorado Medical Center, 1969; American Cancer Society Postdoctoral Fellow, 1969-71, Seessel Research �FACULTY/77 76/ST. JOHN'S COLLEGE Fellow, Yale University, 1971-72; Faculty, Shimer College, 1972-74; Tutor, SL John's College, Santa Fe, 1974- Kent H. Taylor RA., Yale University, 1963; M.A., University of Georgia, 1965; Ph.D., University of California at Santa Cruz, 1976; University of California at Santa Cruz, 1967-68; Defense Language Institute, Monterey, California, 1968-69; HeidelbergUniversity, 1971-73; Instructor, University of Georgia, 1965-67; Teaching Assistant, University of California at Santa Cruz, 1967-71; Tutor, St. John's College, Santa Fe, 1974-. Georgia S. Knight B.S., Philosophy, 1970, M.A., English, 1972, Doctoral Candidate, 1974, ~niver­ sity of Utah; Teaching Fellow, University of Utah, 1970-74; Tutor, St. Johns College, Santa Fe, 1974-. David Bolotin B.A., Cornell University, 1966; Graduate Student, University of Chicago, 1966-68; Ph.D., New York University, 1974; Yale University Lecturer in Classics, 1971-73; Woodrow Wilson Fellow, 1966-67; University of Chicago Humanities Fellowship, 1966-68; National Defense Education Act Fellow, 1968-71; Tutor, St. John's College, Annapolis, 1974-. Elizabeth S. Engel B.A., Pomona College, 1967; M. PhiL, 1971, Ph.n, Philosophy, 1973, Teaching Assistant, 1969, Yale University; Teacher, Shimer College, 1971-73; Assistant Professor of Philosophy, California State University at Humboldt, 1973-75; Tutor, St. John's College, Santa Fe, 1975-. John Joseph Verdi B.S., Psychology, Fordham University, 1972; M.A., 1974, PhD, Philosophy, 1975, University of Southern California; M.A., Experimental Psychology, Umversity of California, San Diego, 1978; Tutor, SL John's College, Santa Fe, 1975-. Phillip Prescott Chandler, II B.A., SL John's College, Santa Fe, 1968; Ph.D., University of California at San Diego, 1975; Junior Fellow, Center for the Study of Democratic InsHtutio.ns, 1968-69; Graduate Study, Mathematics and Philosophy, Oklahoma ~tate Un~vers~ty, 1~~9-7?; N.D.E.A. Fellow, 1970-73, Dissertation Fellow, 1973-74, Umvers1ty o, Cahrorma at San Diego; Instructor, l\llathematics, Oklahoma State University, Summer, 1973, Surnmer, 1975; Instructor, 1974-75, Assistant Professor, 1975-76, Assistant Director Soring 1976, Collegiate Seminar Program, University of Notre Dame; Tutor, Gr~d~ate Institute in Liberal Education, Santa Fe, 1976, Tutor, St. John's College, Santa Fe, 1976-" Lynda Jean Myers B.A., St. John's College, Santa Fe, 1971; M.A., University of North Carolina, 1975, Ph.D. Candidate, The Catholic University of America; Tutor, St. John's College, Santa Fe, 1977-. Sharon H. Garvey Universidad Anahuac; lvlexico City, 1973-74; B.EA., University of Notre Dame, 1977; M.A., St. John's College, 1978; Instructor, University of Notre Dame, Fall, 1975; Tutor, St. John's College, Santa Fe, 1978-. Edward Cary Stickney B.A., St. Jo}m's College, Annapolis, 1975; M.A., Philosophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, 1979; Tutor, St. John's College, Santa Fe, 1980-. Nancy Dunning Buchenauer B.A., History, 1967, M.A., Ancient History, Cornell University, 1969; Ph.D., Classics, Brown University, 1980; Ford Foundation Fellow, 1966-68; University Fellow in Classics, Brown University, 1969-70; Tutor, St. John's College, Santa Fe, 1980-. Michael G. Oink Harvard University, 1970-72; B.A., St. John's College, Annapolis, 1975; IvI.A., Philosophy, The Catholic University of America, 1978; Teaching Assistant and Doctoral Candidate, The Catholic University of America, 1978-80; Tutor, St. John's College, Santa Fe, 1980-. Charlotte Gray Martin B.A., University of Colorado, 1972; Deutscher Akademischer Austauschdienst Dankstipendium, University of Freiburg, 1972-73; Ph.D., Classics and Comparative Studies, Boston University, 1979; Teaching Fellow, Boston University, 1975-78; Visiting Lecturer, Colorado College, 1978-79; Assistant Professor, University of Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, 1980-. Peter Dragan Pesic A.B., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Gradm.te Fellow, 1969-75; Research i 1 .ssistant and Associate, Stanford Linear Accelerator Center, 1970-75; Lecturer, Stanford University, 1976-80; 1i.1tor, St. John's College, Santa Fe, 1980-. Jack Lincoln U.S. Army, 1966-69; University of Rhode Island, 1969-70; B.A., St. John's College, Annapolis, 1974, General Contractor, Annapolis, 1974-75; M.A., Philosophy, McMaster University, Hamilton, Ontario, 1978, Ph.D. candidate, 1978-79; Teacher to learning disabled adolescents, St. Thomas More School, Colchester, CT, 1979-80; Teacher, Maritime Sciences, J\fathematics, Social Sciences, Christchurch School, Christchurch, VA, 1980-81; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1981, 1982; Greengrocer, Providence, RI, 1981-82; Tutor, St. John's College, Santa Fe, 1982-. Robert Shlaer B.A., Art History, Columbia College, 1963; M.A., Experimental Psychology, Columbia University, 1966; Ph.D., Sensory Psychology and Neurophysiology, University of Rochester, 1970; University Fellow, University of Rochester, 1968-69; PostDoctoral fellow in Theoretical Biology, University of Chicago, 1969-71; Visiting Lecturer on Physiological Optics; Illinois College of Optometry, 1969-70; Associate in Neurosurgery (research), Northwestern iv'iemorial Hospital, 1971-73; Instructor in Surgery (Neurosurgery), Northwestern University Medical School, 1971-73; Visiting Lecturer in Perception, Loyola University, Chicago, 1972; Baroque Performance Institute, Oberlin Conservatory, 1974; Student of Early Music Performance, University of New !viexico, 1974-78; Manufacturer of replicas of antique woodwinds, 1975-79; Lecturer in General Honors, 1978-80, Instructor in Continuing Education, 1978-79, Adjunct Associate Professor of Biology, 1978-81, University of New Mexico; Biophysicist, St. Joseph Hospital, Albuquerque, 1980-82; Clinical Associate in Neurology, University of New Mexico Medical School, 1982-; Tutor, St. John's College, Santa Fe, 1982-. Martin Alan Cohen Brandeis University, 1968-70; A.B., University of California, Berkeley, Integral Human Development, 1972; The Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1981-, Tutor, 1983-. �FACIJLTY/79 78/ST. JOHN'S COLLEGE Anne L Harris B.A., Honors, Philosophy, McMaster University, 1979; M.A., Philosophy, University of Toronto, 1980; M.A., Social Thought, University of Chicago, 1983; Social Sciences and Humanities Research Council of Canada Doctoral Fellow, 1981-83; Tutor, St. John's College, Santa Fe, 1983-. Katharine S. Mulford BUS., Philosophy and Religion, University of New Mexico, 1975; M.A., Philosophy and Theology, Graduate Theological Union, 1978; Ph.D., Philosophy, University of Oklahoma, 1983; Tutor, St. John's College, Santa Fe, 1983-. Frank N. Pagano A.B., Cornell University, 1969; Ph.D., Boston College, 1981; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal Leaming, 1980-83, Associate Professor of Political Science, 1981-83, University of New England; Tutor, SL John's College, Santa Fe, 1983-. David A Sanders A.B., English Literature, Brown University, 1963; Ph.D., English, Cornell University, 1974; Tutor, St. John's College, Santa Fe, 1983-. PRESIDENTS HIIERITI Douglas R Gordon Richard D. Weigle TUTORS EMERITI Wiley W. Crawford James L Tolbert Joseph Winfree Smith, Jr Hugh P. McGrath HONORARY FELLOW Paul Mellon B.A., Yale University, 1929; B.A, 1931, M.A., 1938, Cambridge University; Litt.D., Oxford University, 1961; LLD., Carnegie Institute of Technology, 1967; U-LD., Yah' University, 1967. OFFICERS, ASSOCIATES AND STAFF ANNAPOLIS SANTA FE President Edwin J. Delattre President Edwin J. Delattre Dean Robert A Neidorf Interim Dean George Doskow Provost J. Burchenal Ault Provost J. Burchenal Ault Treasurer Treasurer Jeri Rhodes Emery C Jennings Director of Graduate Institute Director of Graduate Institute Geoffrey Comber Stephen R. Van Luchene Assistant Deans Assistant Dean Barbara H. Leonard Charlotte Gray Martin George Doskow Director of Admissions Director of Admissions Mary McCormick Freitas John M. Christensen Director of College Advancement Director of Alumni Activities Marsha Drennon Elizabeth H. Blume Director of Alumni Relations Artist in Residence Samuel Larcombe Burton Blistein Director of Career Counseling Director of Athletics Ronald F. Hale Bryce DuVal Jacobsen Director of Financial Aid and Registrar Director of Career Counseling Diane Trudell Marianne Braun Librarian Director of Continuing Education James Benefiel Geoffrey Comber Director of Student Activities Director of Development Istvan Fehervary Ann E. Cruse Director of Community Education Director of Financial Aid Samuel Larcombe Caroline Taylor Christensen Director of Laboratories Librarian Hans Von Briesen Kathryn Kinzer College Nurse Director of Public RelaUons Peggy H. Elrington Rebecca Wilson College Physician Registrar Ssu Weng Nancy R. Winter Coordinator of Buildings and Grounds Director of College Health Services Dolores Vigil Marilyn Mylander Supervisor of Maintenance College Physicians Juanito Zamora Charles W. Kinzer Sigmund A Amitin Superintendent of Buildings and Grounds Charles L Wallace �80/ST. JOHN'S COLLEGE Profile: Freshman Classes Entering Fall 1983 and January 1984 States Represented Annapolis 29 Alabama . . . . . . Arizona . . . . . . . California . . . . . . . . . Colorado ......... . Connecticut . . . . . . . . Delaware .......... Florida . . . . . . . . . . . . Hawaii ........... . Illinois . . . . . . . . . . . . Iowa . . . . . . . . . . . . . . Kansas .. .. .. .. .. .. Kentucky . . . . . . . . . . Maine .. .. .. .. .. .. . Maryland . . . . . . . . . . Massachusetts . . . . . . Michigan Minnesota . . . . . . . . . Missouri . . . . . . . . . . . Nebraska ......... . New Jersey . . . . . . . . . New Mexico New York . . . . . North Carolina Ohio . . . . . . Oklahoma ........ . Oregon .......... .. Pennsylvania . . . . . . . Rhode Island . . . . . . . South Carolina South Dakota Tennessee . . . . . Texas .. . .. .. .. .. . Vermont . . . . . . Virginia . . . . . . . Washington Wisconsin . . . . . . . District of Columbia Canada . . . . . Denmark . . . . . . . . . . . . Israel . . . . . . . . . . . . . . . Korea . . . . . . . . . . . . . . . Poland . . . . . . . . . . . . . . 3 1 8 Santa Fe 27 2 21 5 3 1 7 2 2 1 1 1 1 18 9 7 4 1 9 14 2 4 8 2 2 1 1 1 1 12 2 2 2 1 1 2 1 1 4 1 4 6 2 2 4 1 2 7 2 1 1 1 1 1 1 Q) i!.C:!j~ti) ~ el 0 '1l "'O I J5 ..... Q) ..c "' c: §c:<llID:::s "'O 0 >. .... Q) c: "; Qj :::s ..c :::s 0 "'O 0 <llID~~~ Annapolis Number of Students Fall 1983 ........... January 1984 ....... Men .............. Women ...... Early Entrance ....... Previously Attended College ... ' .... ' ... Range of Ages ...... Veterans ............. Kind of School Attended Public ............. Independent ........ Parochial . . . . . . . . . . Receiving Financial Aid .... ' .......... Rank in Class* First Fifth .......... First Tenth ....... Second Tenth .... Second Fifth Third Fifth ......... Fourth Fifth Last Fifth ... ' ...... National Merit Honors Scholars ........... Finalists ..... Semi-Finalists Commended Students 9 1 2 1 *Not included in this table are 44 students for whom rank is not available. 0 "; ..... .9 <ll.....: ~ g! ..... 0 .... Ci.. ;!:: >. 0 ~.;]ci5] ~ 8 0 >< (.IJ ~ 26 15-41 3 i;.IJ l? 88 31 14 ~ ...J 45% 44 6 6 9 24 ........ 8 106 28 73 61 4 51% 43% 18% 21% 13% 6% '7 l/') "' ............. s ~ 0 "'O -"' cuuc:C::::s "'(ll..C:: 'ID .c:a R • 8 z ::r:: CJ) 0 -. ~ CJ) ~ (.IJ z ~ ~ ~ z -< {J) • .-4 en en • .-4 e ~ f.-4 0 Cl \...1..-4 ..,J ~ ~ ~ -< :E en· ..,J 0 0... -< z z -< 0 • .-4 ~ rg • .-4 _..... ~ ~ s c: .-::: .......... Q) '1l Q) '1l ...., Ul .... s N '1l Q) ;!:: ;..:::: '1l Q) "'O 0 .... '1l '1l Q) 1B ......... gf .... ..c::oo>....,~ ..., c: .-;: Dot s 2 c: Q) ..... 0 ..... • ..., ..c:: ...0 :::s ...... :::s ""4 . . . . :::s .... s ·- - "' '1l ·- ~ 2·a c: i-9 .llR~ei -=-== :; 0 '-M .-=: -Ooc:·-:::sd "' 0 ·c: ..c '1l ........ s ·Q) ..c:: '1l :::s !ii 0 ti o~g,..cu~ ...-.. 0 """" U'l 1-4 ....:s~foc:~ {J) c: ..... ·- 0 n; - 00 ..... Q) -~ '1l 0 e u "'CIJ .... :::sso.. "'O - "'O 0 >< 0 0 Q) >.~ Q) .:::: ..... c: ;!:: ..... cuCIJbO 0 ..c:: cuO s .:..= ..... ...c.,, c: ...\oil ~ ~:9~-Eo-8 ogcuo"'C1J :S;i::~;i::jl;l:: 2Q)Q)~s-o ..... ~> Q)c: "' ..... '1l 0 s '1l c: s ..... ·- ..c:: .... -o s .~ :::s ..c:: .... "' 0 cu ID c: <lloo..>."":::S SU.Be:£~ ·Q) :::s~bOU>>,l5_ -oc::::s- a·in ·i == '""3 .~ ~'ti~ ·;::: 0 '"'{j=o'"'"" 8 ........ "'O .... o...,elO ~-c(cuc;~O .... cu~<llcuu Q) ..c:: • ............ ·U'l ...... "ii QJ e :::s ID~'"'-~ el -- "'..c QJ ·- > :::s ....., 0 el c:o ·r;; ~ >. ;!:: '1l •...-! (") :::s u .~ vi "a.~ _ :::s 0.. 0.. '1l ..... 0 0 't:: ;!:: ID tl :::s {J) ..... Q) ID ..c:: N 0 ..... "O ..... c: Q) '1l "' c: ,.... 0 ~ ~ ·- .... 0.. Q) ·"'..c:: Q) ..... 0 .... ..... Q) "' .... c: "'O ..... "'O Q) '1l "' 0 bO ..... '1l 0.. "' 'E c: ·- ..... --a "i:: el ~ 0.. ~ '1l 0.. := ..... >. '1l ...\oil "'"'O '1l fl ~~ � ANNAPOLIS, MARYLAND 21404 SANTA FE, NEW MEXICO 87501 (301) 263-2371 (505) 982-3691 STATEMENT Of THE ST JOHN'S PROGRAM 1984-1985 Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, color, sex, age, national or ethnic origin, or against the handicapped. �COLLEGE CALENDAR ANN APO US 1984-85 SANTA FE September 4. . ...... Senior Oral Enabling Examinations September 5 .. Freshman and Senior Registration September 6 . . . . . . . . . . . Convocation September 6 .... Sophomore and Junior Registration September 6 .... Classes Begin with Seminars October 12-15 .......... Long Weekend November 22-25 . . . . . Thanksgiving Recess December 14-January 6 .. Winter Vacation January 20 ..... End of First Semester January 21 ...... Second Semester Registration January 23 .... January Freshman Registration February 8-11 ....... Long VVeekend March 7-24 . Spring Vacation April 26-27 . . . . Parents' Weekend May 23 Last Day of Classes May 24 . End of Second Semester May 26 .... Commencement SUMMER 1985 June 3 June 17 August 9 August 10 .. January Freshman ..... Graduate Institute . January Freshman .. Graduate .Institute Second Semester Begins Begins Sc:cond Semester Ends Ends 1984-85 August 29-30 ........ , . Senior Oral Enabling Examinations August 30 ..... Freshman and Senior Registration August 31 .. Convocation August 31 ....... Sophomore and Junior Registration August 31 .. Undergraduate Classes begin with Seminars September 3 .. .. Graduate Institute Begins October 12-15 .. Long Weekend November 22-25 Thanksgiving Recess December 17 . Second Semester Early Registration December 20 ..... End of First Semester December 21-January 13 Winter Vacation 11 January Freshman Registration and Convocation . End of Second Semester .. Commencement SUMMER 1985 3 June 23 August 8 August 16 . January Freshman Graduate Institute January Freshman . Graduate Institute Second Semester Begins Summer Session Begins Second Semester Ends Summer Session Ends �TABLE OF CONTEf'\ITS Introduction The Cuuiculum Seminar Preceptorial Tutorial Laboratory Formal Lecture St. John's List of Books 6 8 10 . . . . . . . . . . . . . . . . . . 11 16 20 22 The Academic Order Tutors Instruction Committee Library Schedules Essays and Examinations Academic Standing Degree of Bachelor of Arts Degree of Master of Arts Graduate Institute in Liberal Education Directory Information and Right to Privacy :Re:;idence and Student Life Annapolis Santa Fe Both Campuses Site Plans of the Campuses fl_._dmissions Requirements and Procedure Campus Visit Fees and Financial Aid Procedures and Deadlines Grants and Loans Sample Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress 28 29 30 31 32 34 35 37 37 37 38 43 47 63 50 53 55 57 59 59 60 ......... 61 Bibliogrnphy Bo«.rd of Visitors and Governors 65 faculty 66 Officers, Assodates and Staff 79 Profile: 1983-84 freshman Classes 80 Catalogue Consultant: Dale Appleman �6/ST. JOHN'S COLLEGE THE INTRODUCTION/7 TI Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any calling and to become mature, competent and responsible citizens of a free society. SL John's College believes that the way to liberal education lies through the books in which the greatest minds of our civilization - the great teachers - have expressed themselves. These books are both timeless and timely; they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary problems with which we have to deal. They can therefore enter directly into our everyday lives. Their authors can speak to us almost as freshly as when they spoke for the first time, for v,rhat they have to tell us is not something of merely academic concern, remote from our true interests< They change the terms and foundations of our thoughts; they affect the deepest of our passions, and they touch the most spirited parts of our human nature< The books speak to us in more than one way< In raising the persisting human quest10ns, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings, while seekmg the truth, they please us as 'Norks of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether t~eir subject matter is scientific, historical or philosophical. They are also lmked together, for each of them is introduced, suuuorted or criticized by the others. In that sense they converse with each ~ther. They dra;N the r~aders to take part, within the limits of their abilities, in a large ana unendmg conversai:1on. This conversation, however, is unavoidably one-sided, The great books can only repeat what they have to say, without furnishing the clarification~ tha~ we desire< To remedy this defect is the goal of the St. John's semmar. Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably It is presupposed that the students are willing to submit their opm1ons to one another's questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forwardo The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are - to help the students make reasonable decisions in whatever circumstances they face, And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St< John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutoriak As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent to listen to the students and to work with them than to impose upon them their own understandings SL John's seeks to restore the true meaning of a liberal arts educationo The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic - the arts of language; and arithmetic, geometry, music and astronomy- the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking and writing, and also in measuring, deducing and demonstrating. There are many ways to develop these arts< The curriculum emphasizes six of them: discussion, translation, writing, experiment, mathematical and musical analysiso Whatever methods are used, they all serve the same end: to invite the students to think for themselves, to enable them to practice freedom, By these means students will be able to envisage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choiceo The acquisition of these intellectual skills will serve the students who have learned then1 throughout their lives. Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one form or another indispensibleo They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom Under their guidance men can free themselves from the 'Nantonness of prejudice and the narrowness of beaten paths. Under their discipline men can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aimat these most far reaching of all human goals. �8/ST. JOHN'S COLLEGE THE CURRICULUM THE SEMINAR The heart of the curriculum is the seminar - a discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two members of the faculty as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten - or well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around a hundred pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading but bearing only indirectly on the text itself in THE CURRICULUM/9 the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument-an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument;' of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. Or it may climb to heights accessible to only a few of its members. Under these circumstances the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections, to help the student in every way possible to understand the author, the issues and himself. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question 'Why?" But the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequently, all opinions must be defended with reason, and any single opinion can prevail only by general consent. The aim is always to develop the students' powers of reason and understanding and to help them arrive at intelligent opinions of their own. Every freshman, sophomore and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling. (See page 35). i I I �10/ST. JOHN'S COLLEGE THE CURR!CULUM/11 THE PRECEPTOFJAL For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal 1Nith books and themes the students would not otherwise encounter. There are generally not more than ten students in a preceptoriaL Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually the student's work is completed by the writing of a paper, which may be read in draft to the precepl:orial and criticized by the other members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. Heidegger: Being and Time Design and Expression in the Visual Arts Joyce: Ulysses Saussure: Course in General Linguistics Readings in Lao Tsu and Confucius Aristotle: Metaphysics Darwin: Natural Selection Plato: Republic Sartre: Being and Nothingness Galileo: Dialogues on the Two Chief World Systems Shakespeare: Selected Plays T S. Eliot: Selected Poetry Bosch and Bruegel Kant: Critique of Judgernent Hobbes: Leviathan Augustine: City of God Austen: Selected Novels Leibnitz: New Essays Concerning Human Understanding Ethical Problems in Medicine Nietzsche: Twilight of the Idols THE TUTORIALS The seminar cannot suffice as the only setting for liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music. For each of four years, a student attends one language and one mathematics tutorial three or four times a week Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to fifteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together towards a careful analysis, often through translation or demonstration, of an important work. As in the seminar, students talk freely with one another with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to their fellows. Other tutors often attend, seeking to learn about a particular subject which they may later teach. Writing assignments are normally made in all classes: mathematics, music and laboratory sections as well as in language tutorials. The students are thus called upon continually to articulate and organize their thinking Jn both the 'Nritten and spoken forms. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect of language skills. f\..s country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. Primarily, the ianguage tutorial attempts to remedy this condition by a training in the means of precise communication and effective persuasion. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other . To do this it must direct attention to the fundamental ways in which words can be together; to the modes of signifying things; the varied connotations and ambiguities of terms; the role of metaphors, analogies and images; and the logical relations between propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their own in particular. During the four years, then, they study language as the of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the in~ termediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must �12/ST. JOHN'S COLLEGE govern it if it is to be clear, consistent and effective - if it is to be adequate and persuasive, In the beginning the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied, Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one whi~h is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work Those are matters that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think and to we!L A secondary purpose of the language is support of the seminar. Some of the '\Narks read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore which might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the student can expect to obtain a knowledge of grammatical forms and a grasp of the qualities of the languages that they study, To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary Latin and German might be used without changing the pattern and aims of the tutoriaL The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the 1Nork of the firsL The second year ends with analysis and discussion of works by Shakespeare, Donne and other English poets. The French of the third year begms with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading and writing of simple French. Students already fluent in French may be exempted from these early stages Then follows examination of the form and content of French prose selections. Discussions of both forr.a and content are related to appropnate writing assignments, including exercises in translation in which the student attempts to match in his own tongue the excellence of his models, In the se~ond semester a play is read - Racine's Phedre. The principal activity of the -fourth year is the reading of French poems, including a considerable number from Baudelaire's Fleurs du Mal. Its immediate obiect is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberaf arts of language. Writing assignments include exercises in translation nmre ambitious than those attempted in the third year. One of lv'Ioliere's comedies is read-either Tartuffe or Le Misanthrope, The year ends with and discussion of modern British and American poets, Dylan Thomas, W. ll Yeats and Wallace Stevens. THE CURRICULUM/13 THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word meaning "to learn:' It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematical. It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based. Mathematics at St. John's is studied as a liberal art, not artificially separated from what have come to be called the humanities, When mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at SL John's, mathematics becomes not only the most readily leamable liberal art but also one which provides ready access to others and significant analogies with them. There are two main reasons for studying mathematics, First, it pervades our rnodem world, perhaps even defines it Therefore anyone who means to criticize or reform, to resist or cooperate with this world not only must have some familiarity with the mathematical methods by which it is managed, but also must have thought about the assumptions that underlie their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure things in the universe. The second main reason for studying mathematics concern.s the mathematics tutorial more specifically. Since mathematics has, as its name implies, a particularly dose connection with the human capacity for learning, its study is especially useful in helping students to think about what it means to come to know something, To prepare themselves for such reflection students study artfully composed mathematical treatises, demonstrate propositions at the blackboard and solve problems, By doing this over four years they learn a good deal of mathematics, and they gain noticeably in rigor of thought, nimbleness of imagination and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following �14/ST. JOHN'S COLLEGE are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? Are there "better" and "worse;' "ugly" and "beautiful" in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects - its central expression found in the theory of ratios -which is buried under the foundations of modern mathematics. After Euclid they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to ''save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between the maihematics tutorial at SL John's and the ordinary course in mathematics, Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic and religious readings that are taken up in the first and second years. of Ptolemy, with In the s.;o:cond year the students continue the emphasis upon those difficulties and complexities of the geocentric system which are brilliantly transformed by the Copernican revolution. They study Copernicus's transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modem mathematics. After this they study analytic geometry, which presents the conic sections in algebraic form They thus gain an understanding of algebra as the "analytic art" in general. In the third year calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. This is foll.owed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The student then returns to Newlon's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" theory in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for th-: of the philosophical outlook of the modem world. In the fourth year the reading of Lobachevslds approach to nonEudidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. This is followed by the study of Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. THE CURR!CULU!Vl/15 MUSIC TUTORIAL One of the aims of St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed towards performance but towards an understanding of the phenomena of rtms1c. The ancients accorded music a place among the liberal arts because understood it as one of the essential functions of the mind, associated the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers. In particular, the music program at SL John's aims at the understanding of musi~ through dose study of musical theory and analysis of works of musical literature. In the freshman year students meet once a iNeek to study the fundamentals of melody and its notation, Demonstration takes place primarily by singing, and by the second semester the students peform some of the great choral works. In the sophomore year a tutorial meets three times.a week. T~e music tutorial reflects two different but complementary aspens of .music. On the one hand music is intimately related to language, rhetonc and poetry. On the other it is a unique and self-sufficient art, which has its roots deeo in nature. The work of the tutorial includes ~n investigation of rhythm in words as well a~m notes, a, thorough investigation of the diatonic system, a study of the ranos of musical mtervals, and a consideration of melody, counter., ( and harmony. r~one o~ these is done apart from the sounding realllY Of good music. The mventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart and the instrumental works of Beethoven are the real textbooks. In the second semester at least one mawork is analyzed closely. . Seminars on great works of music are included as part of the regular semmar schedule. Instead of reading a text students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. �16/ST. JOHN'S COLLEGE THE CURRICULUM/17 THE LABORATORY The emblem of the St. John's program on the back cover shows seven books surrounding a pair of scales. The balance, no less than the books, symbolizes the tradition of the liberal arts. It stands for the instruments of the scientific laboratory, which may well be the most characteristic institution of the modem world. Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal of the St. John's program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon iL The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of conceived by the great thinkers of the sev~nteenth century. They are on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose St. John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology and chemistry are pursued. There is the art of measmeme:nt, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques" The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized ~esearch. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures:' Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION Of THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and involved in it. (2) The content of i:he vvork should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption and observation" Thus certain integrated wholes of subject matters are to be selected as problems in 1Nhich the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunfor leisurely but intensive experimentation. The students must have tim':' to satisfy themselves as to the degree of accuracy their instruments perfftit, to analyze procedures for sources of error, to consider alternative methods, and on occasion, to repeat an entire experiment. Only thus can they come to a mature understanding of the sciences called "exact:' A laboratory section consists of seventeen to twenty-one students vvorking under the guidance of a tutor, with the help of more advanced students serving as assistants" Sections meet two or three times a week. A laboratory session may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires. Occasionally a laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writings of Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rui:herford and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the College the purpose is to achieve an intimate mixture of critical discussion and em- �THE CURRICULJJM/19 18/ST. JOHN'S COLLEGE LABORATORY TOPICS The general topics of study have been chosen from elementary physical and biological science, The sequence of study may be outlined as follows: 1st Year 12 weeks: 20 weeks: 3rd Year 4th Year 10 weeks: 18 weeks: Observational biology Studies of matter and measurement, leading to the atomic theory of chemistry Topics in physics: mechanics, optics, heat, electricity, magnetism Quantum physics Genetics, evolution, molecular biology and the arguments that are involved in the that matter of discrete particles, The student compares the views of Aristoon the nature of substance and substantial change, and and discuss important original texts bearing on the of the atomic-molecular theory, Experiments are performed with the understanding of the texts and the physical and chemical of which they speak The year's work culminates in the of the problern of d12termining atomic weights and in an examination of some consequences of this determination" deals with topics comrn0n to a number of the of physics, such as mechanics, optics, thermodynamics Throughout the year, experimentation is accomof original writings by Galileo, Descartes, Carnot and MaxwelL The mathematical tools THE FIRST YEAR The laboratory begins with twelve weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, embryological development, Close observation by naked ey12 or with microscopes is accompanied by constant theoretical interpretation, based on reading works of biological scientists" Here the student confroni:s organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world, The freshman laboratory next turns to the non-living, in a search for some of its fundamental laws" Archirnedes on the lever and on hydrostatics is studied, then the laws of of gases, temperature and c_alorimetry are taken up, and in discussion of the relevant theories, These topics lead into an examination of the phenomena, largely available, the emph2sis shifts from a direct, acceleration, energy and (o their reformulation in terms of derivative and integral; at the san'le concepts serve to illustrate the mathematical ideas" The time the concepts of mechanics are to be used to formulate alternative theories of lightand wave - :;ind the success of either in accountis examined. The processes of to the first and second laws th12rmodynarnics ar-:' given The fundamentaJ phenomena of and and and formulated in rnatherr1 atical term.so the year is l\/Iax~Nell's dei~ivatiort THE In many ways the vwrk of the senior year is a return to questions the students firs~: confronted as freshmen. D'uring th.c first ten. weeksr the senior l:akes up anew the theory of alomisrn - but the atom itself has bernm'.: the of his work with electfical the s(udent can focus on the questions of atomic stability that quantun1 hypothesis of Bohr c::nd the wave rn12chanics of de and Schrodingec Through a sequence of historic scientific paptTs and related the concepts of and \Nave, of discreb~rl.ess and is Life?, the and first to through the and his associates studiEs of bacteria populations are considered of their significance, in the papers of Hardt and of Luri;,:; and Ddbrnck I\lext, fundamental papers leading to rnolecular - for instance B<::adle and Tatum, 'Natand Iv'.lonod- arE studied, �20/ST. JOHN'S COLLEGE THE FORMAL LECTURE The curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but noi: infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a semjnar. Thus the formal lecture serves two purposes: it inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. THE CURRICULUM/21 LECTURES AND CONCERTS The list below provides some examples of lectures and concerts given on one or the other campus in recent years: "The Iliad: A War Poem" Bernard Knox "What Makes Crime Go Down?" James Q. Wilson "Galactic Nuclei, Active Galactic Nuclei, and Quasars" James Beall The Fine Arts Quartet "James Madison and the Bill of Rights" Robert Goldwin "The Tears of Odysseus" Carey Stickney "Evolution and Development" J. T. Bonner Emerson String Quartet "Madness, Reason, and Recantation in Plato's Phaedrus" Martha Nussbaum "Against Time" Eva Brann 'What Good and What Harm Can Psychiatry Do?" Wolfgang Lederer "Botticelli's Prima Vera: Anatomy of a Masterpiece" Paul Barolsky "Perceptual Experience and the Mechanisms of Human Vision" William Banks "On the Opening Chord of Wagner's Ring" Elliott Zuckerman "The Evolution of Behavior in Humans and Dogs" May Coppinger "Metaphysical Themes in. the Speculative Theology of St. Thomas Aquinas" James Carey "The Inefficacy of the Good" Douglas Allanbrook "Minds and Brains: Men and Machines" Mortimer J. Adler "Paul as He Was and Paul as He Looks" I<...rister Stendahl 'The Parable of Don Quixote" Joe Sachs �22/ST. JOHN'S COLLEGE THE CURR!CULUM/23 JOHN'S The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at the University of Chicago, at the University of Virginia and, since 1937, at St. John's College. The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brmgs the into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not an historical approach to the subject matter. The St curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all timeso In doing that it may help the student to discover a new kind of historical perspective and perceive all the historical shifts and changes the permaneno~ and ever present gravity of human issueso The list of books which constitute the core 0£ the St John's program is subject to review and revision by the Instruction Committee of the Those listed here are read at one or both carnpvses Books read part are mdicated by 2in astensk. FRESHMAN YEAR Horner: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid· Lucretius: Plutarch: Nicomachus: L2voisier. Essays by: Harvey: Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories* Clouds Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus Poetics, Physics*, Metaphysics*, Nicomachean Ethics*, On Generation and Corruption~ The Politics''. Parts of Animals~ Generation of Animals'" Elements On the Nature of Things "Pericles;' "Alcibiades," "Lycurgus;' "Solon" Arithmetic* Elernents of Ch2n1istry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood SOPHOMORE YEAR Anstotle: Apollonius: Viwil· Pluta; ch: Epictetus: Taotus: Ptolemy: Plotmus: Augcistine: fa_nselm: Aquinas: Dante· Chaucer: Des Prez: Machiavelli: Copernicus: Luther: Rabelais: Palestrina: Montaigne: Viete Bacon: Shakespeare: Poems by: Descartes: Pascal: The Bible* De Anima: C}n Interpretation·~ Prior Analytics''. Categories· Conics* Aeneid Lives* Discourses, Manual Annals* Almagest* The Enneads * Confessions Proslogium Summa Theologica* Divine Comedy Canterbury Tales'' Mass The Prince, Discourses* On the Revolutions of the Spheres* The Freedom of a Christian, Secular Authority, Commentary on Galatians*, Sincere Admonition Gargantua'" Missa Papae Marcelli Essays* "Introduction to the Analytical Art" i\Jovum Organum* Richard II, Henry IV The Tempest, As You Like It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets'" Marvell, Donne, and other 16th and 17th century poets Rules for the Direction of the Mind, Geometry* Generation of Conic Sections j I �THE CURRICULUM/ZS 24/ST. JOHN'S COLLEGE Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: Webern: St. Matthew Passion, Inventions Selected Works Selected Operas Selected Sonatas Selected Songs Symphony of Psalms Selected Works I I I JUNIOR YEAR Cervantes: Galileo: Hobbes: Descartes: Don Quixote Two New Sciences* Leviathan* Discourse on Method, Mediations, Rules for the Direction of the Mind~ The World* Paradise Lost* Milton: La Rochefoucauld: Maximes* Fables* La Fontaine: Pensees* Pascal: Treatise on Light~ On the Movement of Bodies by Impact Huygens: Spinoza: Theologico-Political Treatise Locke: Second Treatise of Government Phedre Racine: Principia Mathematica* Newton: Epitome IV Kepler: Leibnitz: Monadology, Discourse on Metaphysics, What is Nature?, Essay on Dynamics Swift: Gulliver's Travels Berkeley: Principles of Human Knowledge Treatise of Human Nature* Hume: Social Contract, The Origin of Inequality Rousseau: Wealth of Nations* Adam Smith: Kant: Critique of Pure Reason~ Fundmental Principles of Metaphysics of Morals, Critique of Judgement Mozart: Don Giovanni Pride and Prejudice, Emma Jane Austen: Hamilton, Jay The Federalist* and Madison: Billy Budd, Benito Cereno Melville: Essay on the Theory of Numbers Dedekind: Fielding: Tom Jones Democracy in America* Tocqueville: Essays by: Young, Maxwell, S. Carnot, L. Carnot, Mayer, Kelvin, Taylor, Euler, D. Bernoulli SENIOR YEAR Moliere: Goethe: Mendel: Darwin: Hegel: Lobachevsky: Tocqueville: Lincoln: Kierkegaard: Articles of Confederation "Declaration of Independence" Constitution of the United States of America Supreme Court Opinions* The Misanthrope, Tartuffe Faust* Experiments in Plant Hybridiz.ation Origin of Species Phenomenology~ Logic (from the Encyclopedia), Philosophy of History* Theory of Parallels* Democracy in America* Selected Speeches Philosophical Fragments, Fear and Trembling Wagner: Marx: Dostoevski: Tolstoy: Mark Twain: William James: Nietzsche: Freud: Valery: Kafka: Einstein: Millikan: Conrad: Joyce: Poems by: Essays by: Tristan and Isolde Communist Manifesto, Capital~ Political and Economic Manuscripts of 1844 * Brothers Karamazov War and Peace The Adventures of Huckleberry Finn Psychology, Briefer Course Birth of Tragedy, Thus Spake Zarathustra~ Beyond Good and Evil* General Introduction to Psychoanalysis Selected Poems The Metamorphosis, The Penal Colony Selected Papers The Electron* Heart of Darkness The Dead Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud, and others Faraday, Lorenz, J. J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger, Maxwell, Bernard, Weismann, Millikan, de Broglie, Heisenberg, John Maynard Smith, Dreisch, Boveri, Mendel, Teilhard de Chardin .......~----------------------------------...!111-------------------------------------------- �THE CURRICULUM/27 $~ CLASSIFICATION Of AUTHORS, ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE fOUR YEARS ; Literature Homer Aeschylus Sophocles Euripides Aristophanes Philosophy and Theology Natura] Science Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Wollaston Gay-Lussac Proust Lavoisier Lucretius Mathematics and Cannizzaro Dalton Archimedes Torricelli Pascal Fahrenheit Avogadro Black Plato Aristotle History and Social Science Berthollet T. Richter Thomson Berzelius Dulong Music Harvey Galen Driesch Boveri Chaucer Rabelais Shakespeare Donne Marvell Aristotle Epictetus Plotinus Plutarch Tacitus Machiavelli Marcus Aurelius The Bible Augustine Anselm Thomas Aquinas Luther Ptolemy Apollonius Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez Webern Copernicus Descartes Pascal Viete Montaigne Bacon Cervantes Descartes Locke Milton Swift Racine Fielding Melville La Fontaine Jane Austen La Rochefoucauld Pascal Hobbes Spinoza Locke Berkeley Leibniz Hurne Kant Rousseau Moliere Goethe Tolstoy Hegel Kierkegaard Nietzche William James Dostoevski Baudelaire Rimbaud Valery Yeats Kafka Wallace Stevens TS, Eliot Mark Twain James Joyce Joseph Conrad Adam Smith U.S. Constitution Hamilton, Madison, Jay Toqueville Galileo Kepler Young Euler Mayer S. Carnot L. Carnot D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell lvlozart Kelvin Taylor Hegel Marx Faraday Lobachevski Documents from American Lorenz Political History Tocqueville Rutherford Minkowski Bernard Lincoln Davisson Supreme Court Opinions de Broglie Wagner Mendel J. J. Thomson Bohr Millikan Schrodinger Darwin Freud Einstein Heisenberg Whitehead Maxwell �THE ACADEMIC ORDER/29 28/ST JOHN'S COLLEGE HE THE TUTORS At St. John's the teaching members of the faculty are called tutors, The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise, Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together, All participants in a class are expected to prepare for their discussion by studying from the works of the principal teacher of the class it might be Plato or Newton - usually an author of one of the great books who wrote from the high point of his learning, What then is the role of the reading and talking teachers, the tutors? First of they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions . The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding, In summary, the role of the tutors is to question, to listen, and to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves, In order that conversations at SL John's will not be limited to what fits neatly inside a single discipline, it is essential that SL John's tutors reeducate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training, For example, a tutor with advanced degrees in mathematics would prepare himself to lead language tutorials requiring translations from Sophocles or Racine, The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another department, There are no depart~ ments! The advantage of this for tutors is that they are involved with a of works of such richness that they are tempted to strive for greater comprehension of them, Some tutors do time to write articles and books, but their first duty is to prepare themselves to teach the St. John's program. This is necessarily demanding because no full-Hme tutor is confined to a single part of the program, They are, and have to be, teaching members of a seminar and of either two tutorials or of one tutorial and a laboratory section, and they are teaching their colleagues learning from them. that tutors have time to probe more deeply into the and wider rnntexts of what is studied at St John's than the for classes usually allows. In order to avoid staleness and the of succumbing to routine performance, are grant.;od ever present sabbafr::al leaves to allow for leisure and serious study. Between sabbatical study groups are set up Leaders of such are relieved of their ordinary teaching duties, They engage in a study of a subject chosen the Instruction Committee of the faculty Scholars from other institutions may join the group for certain pericids. Although the subject under study may not be directly rehited to the St John's curriculum, the work of the study groups opens new perspectives for teaching and learning at SL John's, INSTRUCTION The Instruction Committee is a committee of tutors responsible for advisthe Deans on all matters of instruction, It also advises the President on app0intments to the faculty, The Committee consists of the Deans and twelve tutors, six elected by the tutors on each campus of the College; the President and the Provost sit vvith the Instruction Committee ex officio, The Deans preside over the Instruction Committee ff1eetings on their own campus; the members of the Con1mittee on each campus constitute the Instruction Committee for that campus and meet at frequent intervals throughout the year. The full Committee meets annually, alternating between the t1No campuses, and th€ Dean at the host campus presides at those annual meetings, �THE ACADEMIC ORDER/31 30/ST. JOHN'S COLLEGE THE SCrIEDULES The books chosen for study at St. John's are collected in the library in the best editions and translations that can be obtained. These books form the core of the library, essential to the teaching of the program. A good general collection is a necessary supplement; the college has little need for a specialized, highly technical collection. Each year books are purchased in mathematics, science, philosophy, religion, fine arts, music, poetry, literature and history and many other fields. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarians in selecting books and periodicals. The Annapolis library maintains a collection of about B0,000 volumes. In Santa Fe, the collection now numbers over 52,600, Perhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek matheiT1atics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students seminar leaders are thinking about the implications for liberty in funeral oration. Thus all students, having a common program of study, have a common ground for conversation. A SATvIPLE FRESHMAN SCHf:OULE, ANNAPOLIS HOUR MONDAY 9 5011:00 WEDNESDAY THURSDAY Language Chorus Mathematics 11:1012:20 1:204:10 8:0010:00 TUESDAY Language Laboratory !Vlathemat1cs IVIathemo.tics Laboratory Seminar A, SAMPLE FRESHMAN HOUR 9:00 103012:00 1:00 Both libraries hold interesting special collections. Annapolis has the Bray Collection dating from 1696, known as the "first public library in America;' and the Peter Huntington Jackson Collection, and the Henry Lee Bovven Collection of mythology, symbolism and architecture. The Witter Bynner Collection and The Edgar AHen Poe Collection in Santa Fe contain first editions of each poet as well as other belles lettres. In ~~~HAVA the Santa Fe library contains several distinguished music collections, induding the Amelia the Grurn.man, the Schmidt and the Holzman collections. vVoodvvard Hall in Annapolis was renovated as a modern library facility in 1969. It has comfortable modem carrels and stacks as well as traditional reading rooms. The Santa Fe library is housed in the Peterson Student Center the Weigle Building. The music library is located in the Music and Fine Arts Building, and includes 7,000 phonodiscs. 2:304:00 8:0010:00 MONDAY Laboratory FRIDAY Language TUESDAY Language Tutorial Formal Lecture SANTA FE WEDNESDAY THURSDAY FRIDAY Laboratory Language Language Tu tonal Tutorial Mathematics Mathemabcs Tutorial Tutorial Mathematics Tu tonal Seminar Seminar Forn1al Lecture Except for the preceptorials in the iumor and and senior years and certain periods of labmatory work for which the upperclassmen may choose their own time, i:he schedule is the same for all students. Each morning for ei.ther three or four days a week they spend one hour in a language tutoric.! and one hour in a mathematics · sophomores also spend four hours a week in a music tutorial. Twice a week freshrnen, and seniors spend up to three hours in the laboratory. Two evenings from eight to ten attend a seminar. A formal lecture or concert is given once a week Sixceen to nineteen hours per week are spent in regular classes. The year is divided into two semesters of sixteen -vweeks each. �32/ST. JOHN'S COLLEGE ESSAYS Annually in Annapolis and each semester in Santa Fe all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts, These essays are based directly upon books in the program, ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the aim of the examiners to find out how much students remember. Students are encouraged to consider the different parts of their study in relation to each other and to problems that may not have been treati::d in any of their classes. For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors before preceptorials begin. THE ALGEBRA EXAMINATION During their sophomore year, students must pass an examination in elementary algebra and THE FREf'~CH READING EX.AJVHNATIOJ\J' During their junior year, students must pass an exammation to demonstrate , a reading knowledge of the French language, THE SENIOR ORAL El\Ji'?..BUNG EXAMINATION The senior oral enabling examination is given to the student in the fall at the beginning of the fourth year, It is focused on a number of books from the seminar lists assigned for rereading and study during the preceding . summer. The passing of this examination confirms a student's status as a candidate for the degree of Bachelor of Arts. THE FINAL ESSAY AND EXA1VHNATION In the senior year the student is required to present to the faculty a final essay related to some aspect of the four years' work. It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined upon it by the committee in an hour-long public examination. No degree is awarded unless both the essay and the oral examination are satisfactory. The senior essay is regarded as a culmination of the student's learning. �THE ACADEMIC ORDER/35 34/ST JOHJ\l'S COLLEGE SOPHOMORE ENABUNG Sophomore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning during Because St. John's classes are small and intimate, and because students the two years spent in the College" The sophomore essay is especially imticipate actively, tutors are aware of their students' progress from day in the enabling procedure" Consequently, no students are enabled day" The tutors' appraisals of a student are based on the student's to enter the junior class unless they have written a satisfactory essay, and performance as a member of the tutorials and seminar. then only if in the judgment of the Instruction Committee they are suffiIt is assumed that each student has the required capacities to prepared for the work of the final two years" In particular, the enablthis course of study until there is clear evidence to the contrary uc!:gment looks to the possibility of the student's writing an acceptable riculum is varied and rich enough for great diversity of interest, nor>r•~ 0'0 senior essay" mance and achievement, and there is ample room within it for a of ability and for individual choice and guidance, Moreover, is free from the pressures of conventional examinations and rr.m,•D" for grades" Because student is essential to the way in which u,1o;::;,e~,, are conducted at SL John's, attendance at all regularly scheduled Lvw:eio::e" exercises is requiredo A record of absences is This record is taken consideration whenever there is occasion (o determine academic THE Within the College, the most form of evaluation is the don Once a semester, freshmen, meet wHh their in the don rag. The tutors report to one the seminar leaders on students' work the semester; the students are then invited to '"""'nrmr1mc, to their tutors' reports and comment on their own work. Advice rnav requested and . difficulties may be aired; but grades are not - ' or discussed In the junior year, students may request a conference rather than don rag, In that case, students on their own and then tutors cor.nment on that report. By the time students are seniors, it is sumed that they can evaluate their own and there is no don rag a tutor believes that there is a need for one If a student's work as a falls below a satisfactory level th0 dent be on academic probation, with the stipulation ~f tions must be met if the student is to continue in the Collegt: normal probationary is one semester" LETTER The tutor's comprehensive judgment of a student is reported to the each semester as a conventional letter grade, A, B, C, D, or F where indicates that the work is at a satisfactory leveL Such a grading ~"'"~"'~~ is necessary in the case of students vvho wish to go on to graduate or fe3sional school or to i:ransfer to another· college. Vlfithin the ,._,,,, 1 ,,1,"'r:, grading is not of central importance. Students will be told their grades on request. They are encouraged, however, not to work for rather to try to develop their powers of understanding. If it dent that a student is not progressing, or that the learning process has ped, the student is asked to leave the College Senior Oral, Annapolis The student who coff1pletes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Artso Students who enter in the January session graduate in three and one-half years, but they spend their first summer in completing their freshman year, so that they too a four~ year curriculum. For transcript purposes, SL Johds seminars, tutori_als and laboratories are translated into terms of conventional subjectso The curriculum is the equivalent of approximately one hundred semester hours. GR.i\DUATE STUDIES AND CAREERS ST. JOHN'S year many St. John's seniors elect to do advanced work in a wide range of graduate and professional schools" Experience shows that leading universities admit SL John's graduates with creditable records. Since SL offers no major in specific subjects, however, some may find it necessary to take undergraduate courses during their first year of graduate or professional study in some, but not fields" �THE ACADEMIC ORDER/37 36/ST. JOHN'S COLLEGE Many other graduates choose to embark directly upon careers in variety of fields. Their undergraduate background- especially its and its emphasis on thoughtful inquiry and subsequent application principles - has been found to be an excellent preparation for St. John's refuses to accept the imposition of preprofessional "I-'''""""-"" requirements on its liberal curriculum. The College believes that to cuu.._,,w rnen and women requires less, and yet far more, than is required to the shifting standards of conventional specialized education. The following table shows the professions or fields of advanced entered by one or more St. John's graduates; law, mathematics, "'"r"''n"'' education, medicine and theology have attracted the greatest uuuu,c1 Acting Advertising Agriculture Archaeology Architecture Art Biochemistry Biology Bio-physics Business Administration City Planning Classics Computer Programming Dentistry Drama & Playwriting Economics Education Engineering Finance Geology Government Service History History of Art History of Science International Relations Journalism Languages Law Library Science Literature Logistics Management Mathematics Medicine Meteorology Music Nursing Oceanography Philosophy Physics Political Science Psychology Public Administration Publishing Scientific Research Social Anthropology Social Work Sociology Systems Analysis Theatre Arts Theology Writing THE ST. IVlASTER DEGREE, ARTS 1 r Tutors ·who have compete d two years or teac h ing at St. John's may receive a Master's degree in Liberal Arts. They must petition the Instruction Comh mittee for permission to present t emselves as candidates for the degree. b h They must then su mit a t esis on a topic approved by the Instruction I Committee and stand an ora examination upon it. The topic must have d erstan cl ing and practice of the liberal arts. some bearing on the un THE GRA.DUATE INSTITUTE LIBERAL EDUCATION A graduate program, leading to the MoA. degree in the liberal arts, is conducted by the Graduate Institute year-round on the Santa Fe campus and during the summer in Annapolis" During the academic year it is also offered in Albuquerque, New Mexico. It is designed for graduates of colleges other than St. John's and is particularly well suited to the needs of high-school teachers. The program, which is based on the SL John's list of readings, is divided into four subject areas: Politics and Society, Literature, Philosophy and Theology, and Mathematics and Natural Science. Each summer session lasts eight weeks and consists of seminars, tutorials and preceptorials. The seminars are modeled on those of lhte undergraduate college; they are limited to about twenty students" The tutorials are smaller classes devoted to the dose reading of texts. In the preceptorial the student chooses a topic pertaming to one of the books studied and, under faculty guidance, writes a long essay. For each segment of the program nine credits are granted. four segments are required for the degree, though students who have previous graduate credit may be eligible for the degree after three summns. The segments may be taken in any order. More detailed infonnation a!td a separate bulletin may be obtained by writing to the Graduate Institute in Liberal Education, St. College, Santa Fe, New Mexico 87501 or Annapolis, Maryland 21404. QIRECTORY INFORMATION AND RIGHT TO PRIVACY In compliance with the Family Education Rights and Privacy Act, the College retains the right to publish at its discretion the following information about each student presently or previously attending the College: the stu- dent's name, address, telephone listing, date and place of birth, field of study, participation in officially recognized activities and sports, dates of attendance, degrees and awards received, and the most previous educational agency or institution attended by the student. As required by the A~t the College will provide public notice annually of its intention to publish such directory informatiorL Students have a right to inform the College within a reasonable period of time that any or all of this directory information should be withheld. The College will respect any such request for privacy. �38/ST. JOHN'S COLLEGE The College is well aware that physical activities, artistic expression and light-hearted recreation are necessary complements to an intellectual life and it is committed to providing the facilities, funds and support needed to make them available. Generally, such activities in Annapolis are the sponsorship of the Student Polity. In Santa Fe they are organized the Student Activities Office (SAO), which is responsible for instruction and equipment. Since its founding as King William's School 1696, St. John's has been situated in the seaport town of Annapolis, capital of the of Maryland. Its population of 50,000 is occupied principally vvith the govenment the State and of Anne Arundel County; the training of midshipmen at the United .··,"~''""'w Naval Academy; with the fisl-1, crab and industry and the sailing and tivities of the Chesapeake Bay; and with liberal education of students at St. John's College. The campus of thirty-six acres Hes in the Historic District, adjoin.in College Creek, one block from the State House and across the street fro the Naval Academy yard. The fifteen buildings include 18th century histo homes (now classrooms, offices and a dormitory), 19th century Victori structures, and 20th century buildings designed to complement the ol ones. There are six student dormitories, offering single and double roon The community of students has governed itself since 1945 with elect officers and delegates representing each dormitory and the off-campus con, stituency. The Student Polity representatives, called the Delegate Coun meet once a week to hear requests from students for funds, to allo time and use of facilities such as the student kitchen, to remind stude of their responsibilities to the College community, and to express stude opinion on common problems. The Delegate Council also meets wit members of the College administration to discuss problems of mutual co cem and maintains a Student Instruction Committee to discuss and reco mend curnculum changes. A Food Committee works with the dining manager to develop satisfactory dishes for the regular and vegetaria menus. The Gadfly, a weekly student newspaper, provides a second medi for expression of opinion to the comrnunity as a whole. Controversy rang RESIDENCE & STUDENT LIFE/39 from petty to vital; short stories, poetry and news take up the rest of the space. Students are also welcome to contribute work to The Reporter, The St. John's Review, and Energeia, the three official publications of St. John's. Extracurricular organizations at St. John's are generally informaL Some continue year after year while others spring up and die out as the individual of the community come and go. Many extracurricular activities grow directly out of the curriculum as students' interests overflow from the classroom. The past years have seen small classes- some led by �RESIDENCE & STUDENT LIFE/41 40/ST JOHN'S COLLEGE students, others by tutors - in harmony, Latin, German, the New Testament, Hegel, Leibnitz (his papers on calculus), and special aspects of chemistry and biology. Other activities stem from interests independent of the College curriculum. Most prominent among them have been those of the Liberty Tree Project and various classes in dance and martial arts. Theatre life is active. The King William Players stage one or two classical plays a year, perform one or two modern works, and produce several one-act plays. Recent productions have included Macbeth, The Mousetrap, and Miss Julia. Every weekend the student film club presents foreign and domestic films - the classics of cinema art. Additional film series, including The Ascent of Man and Roots, have been shown during the week. There is also a special winter film series on Wednesday nights. Music is pursued in groups and individually. Voice and instrumental ensembles train new members and perform at College events. The College provides practice rooms and pianos and a music library of scores and recordings. Private study can be easily arranged on campus or in town. Individual artistic expression needs a time for training and a place to work. Permanent facilities such as the art studio, ceramic studio, woodworking shop, photography darkroom and stage floor provide places to develop specific skills. The College also maintains an art gallery, staffed students, which specializes in circulating exhibitions by artists of major stature. Recent shows have been devoted to the works of Daumier, Roualt, Peter Milton, and Barye. Discussions are scheduled for each hibition. An exhibit each spring displays work by members of the community. There are periodic trips to galleries and museums Washington and Baltimore; transportation is free of charge for SL John's students. An artist in residence teaches classes and coordinates exhibits. As a rule he is assisted by one or two other artists teaching in their field of specialization. Classes in drawing, painting, sculpture, and pottery tinue throughout the yearo Materials and tools are furnished without in most cases. Parties, an important part of community life where students and meet informally, come in several varietieso The Society of Bacchus rock dances, waltz parties and community gatherings including the ween Masked Ball, Christmas Party, Mid-Winter Ball and the Cotillion. Vigorous square dances and quiet jazz parties occur once or '"''r •'>Ci a year. A festival m the spring, Reality Weekend, begins with student and parodies and, after a parade up Main Street, provides a full day picnicking and athletic competitioR There are Sunday concerts at the College, and the Political Forum vites lecturers to speak on weekday evenings. Annapolis itself offers groups of all denominations, synagogues (detailed information on student life is available on request), concerts, plays, historic tours, sailing, the Naval Academy, hiking, cycling; State government, work, community service groups, etc Vvashington, nc and Maryland, both within an hour's drive, offer activities, museums and too numerous lo mention here. 0 ATHLETICS Since 1939, when intercollegiate athletics were abolished, the intramural sports program has flourished. About two-thirds of the students, both men ind women, participate actively in individual and team sports. The Director of Athletics and two student assistants schedule events and coordinate use of the facilities, which include a well-equipped gymnasium, large playing fields, tennis courts and a boathouse with a number of sailboats and other small craft. Men's and women's teams compete in touch football, soccer, basketvolleyball, softball and track, each in its season. Doubles and single players compete in tennis, handball, squash, badminton, fencing, paddleball and table tennis. Sailing, canoeing and rowing are non-competitive activities offered purely for enjoyment. Excellence in sports is recognized and encouraged by individual and team awards; enjoyment of sports is the most important fruit of the athletic program and is its own reward. �RESIDENCE & STUDENT LJFE/43 Tl-IE In the early 1960s the College decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West rather than sacrifice the virtues of a small campus . St. John's College in Santa Fe was opened in the fall of 1964 in New Mexico's capital city, founded in 1610 by Spanish colonists. Its population of 50,000 people is occupied principally with the governrnent of the State and of Santa Fe County; with cultural pursuits in the fine arts, museums and opera; and with archaeological and historical research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of American Indian Arts, the College of Santa Fe and the University of New Mexico in Albuquerque. Sixty miles to the south, Albuquerque provides the attractions and conveniences of a city of 400,000 people. The campus of 300 acres lies in the southeast comer of the two rriiles from the historic Santa Fe Plaza and the Palace of the Governors. The architecture of the Santa Fe campus reflects the territorial style introduced in the state during the last century. The campus, at an elevation of 7,300 feet, overlooks the Santa Fe valley and offers superb views of the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain ranges. The Campus includes a classroom building, a laboratory, a student a music and fine arts building, an administration building and tvvo dusters of dormitories. A library,. dining hall and are also located these buildings" View from Dining Hall, Santa Fe �44/ST. JOHN'S COLLEGE Each of the sixteen dormitories on campus houses from twelve to eighteen students and serves as a smaller community of friends within the College. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and at the same time dose companionship with a fellow student. The head resident helps students arrange to live in dormitories with others who share similar opinions .about smoking, loud music and so on in a dormitory area. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with administration and faculty, rather than through the machinery of a formal student government, since both the size of the College and the form of the program are conducive to informal and direct communication, There are permanent student representatives to the Financial Aid Committee and the Board of Visitors and Governors. Students also belong to advisory committees which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities including the artistic, the academic and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet and modern dance. The art studio in the Fine Arts Building, the darkroom and the pottery studio pro~ vide appropriate settings for these activities. The College's art gallery, which is open to the public, has a new show by professional artists each month. Student art work is displayed at the end of the school year, and awards are given for achievement in pottery, photography, painting and RESIDENCE & STUDENT LIFE/ 45 �RESIDENCE & STUDENT LIFE/47 46/ST JOHN'S COLLEGE !Vlost students come to SL John's with definite interests outside the scope of the program and pursue these interests in extracurricular classes and discussion groups both on and off campus. Informal discussions of contemporary literature, forums on public concerns, and slide shows on art history are frequent on-campus activities, as are study groups in such languages as Russian, German, Spanish, Italian and Hebrew. Students preparing for entrance into rn.edical school have attended classes at the Univeristy of New Mexico, Los Alamos branch, under the sponsorship of the College . Thorne Fellowships also give students financial support toward fulfilling medical prerequisites during the summer months. ATHLETICS The Student Activities Office coordinates a volunteer athletic program which offers opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. These last two are sports in which St. John's challenges other colleges and universities, and the College usually has one of the finest fencing teams in the Southwest There are indoor facilities for judo, karate, tai chi chuan, weightlifting, gymnastics and fencing, but during much of the year these activities can be done out-of-doors. Intramural programs in tennis, soccer, track, volleyball and badminton are conducted at the College's facilities. A men's soccer team and a women's soccer team both play with other teams in the area and are hosts to tournaments in the fall and spring. The St. John's basketball team competes in a city league. Santa Fe's municipal swimming pool is reserved for SL John's one night each week A horse corral on the campus is available for s(udent and faculty use; horses may be hired at a nearby ranch. The adjoining Sangre de Cristo Mountains provide hundreds of square of forest and wilderneso; areas for hiking and camping. Here the St. John's Search and Rescue unit trains regularly in techniques of map reading, first aid, wilderness survival, rock climbing and cliff evacuation . The team is called out in emergencies several times a year; students have permission to be absent from campus in the event of a search or rescue. The Santa Fe Ski Basin (seventeen miles to the north) and the Taos Ski Basin (two hours avvay by car) offer fine slopes for both beginning and advanced skiers, and several cross ski trails branch off from them Students may borrow skis, boots and poles from the College, and the SL John's bus provides transportation. When the weather is warmer, the Student Activities Office organizes excursions down the Rio Grande by kayak, canoe, and rubber raft with overnight camping along the way. ACTIVITIES As in Annapolis, waltz parties, rock parties, and such regular event as the Fall Festival (in the mountains surrounding the College), the Hallo~ ween Costume Party, the Fasching Ball, the Graduation Ball and Reality Weekend provide occasions for informal gatherings of tutors and studer1ts. Reality Weekend includes a talent show, a parade from the Plaza to th College, a picnic and athletic competition. The Charter of 1784 established SL John's College as a non-denominational institution. In its early years there were some ties with the Protestant Episcopal Church, but these no longer exist. \!Vhile the College schedules no forrnal religious services, there is a baccalaureate service before commei1cement Attendance is voluntary, in consonance with the Charter. l\!fany tutors and students attend church or synagogue in town. It is customary for extracurricular Bible classes to be conducted by tutors of the College. fAGUHES FOR STUDENTS The College Bookstore on each campus has all the books and supplies the students need for their classes. It also maintains a sl:ock of books related to all phases of the program, and books of more general interest. It is operated without profit, �RESIDENCE & STUDENT LIFE/49 48/ST. JOHN'S COLLEGE As supports for an active social life, the College provides on each campus a coffee shop and a junior common room for the use of all students. In addition, there are smaller, comfortably furnished social rooms in the dormitories and elsewhere on the campus. DORMITORIES The dormitories form small communities within the larger college c.ommunities, helping the incoming students to make proper use of the support that other students can give them in their college life. · Unmarried students not living at home are required to live in the college dormitories and to take their meals in the college dining hall, unless they apply in writing to and obtain permission from the Assistant Deans to live off-campus. The College currently can offer no married student housing at Annapolis, but does, on a limited basis, at Santa Fe. Students who wish to have married student housing must find suitable housing off-campus and should allow time for this. Room assignment is the responsibility of the Assistant Deans in Annapolis and of the Head Resident in Santa Fe. Returning students have· the privilege of drawing for rooms before they leave for the summer vacation. In Annapolis students are not permitted to remain in residence during winter or spring vacation. In Santa Fe students are not permitted to remain in residence during winter vacation. They may remain during spring vacation, although a small fee is charged. DINING HALL RULES OF RESIDENCE The dining hall on each campus is operated by a catering service. A vegetarian menu is available. Resident students are required to eat in the dining hall. Exemptions for medical reasons are granted only upon examina· tion and recommendation by the College Physician. Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the Dean in consultation with students and faculty. Every entering student is informed of them, and returning upperclassmen are reminded of them each fall. The rules differ in certain details on the two campuses, though in general they follow the same pattern. The academic and intellectual life of the community is inseparable from the communal life. The building of a good community requires the faculty to show respect for the individuality of each student. All students agree to abide by the rules and regulations promulgated in the Student Manual published annually by the College. St. John's assumes that students will respect not only the enacted rules but also the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the College may require withdrawal of the offending student. CAREER COUNSELING OFFICE The Career Counseling Office serves student needs in two especially im·. portant areas. First, it provides essential information for those students planning to continue their education in graduate programs and professional schools across the nation. The Director of Career Counseling also offers assistance to those students who wish to embark upon careers immediately after graduation. STUDENT EMPLOYMENT OFFICE An employment service, initiated and run by students, locates off-campu$ jobs. Primarily, it seeks part-time employment for students during the academic year, but it can also aid students looking for full-time summe employment in the local community. HEALTH SERVICES Well-equipped health services are maintained at both campuses, each und the supervision of a College Physician and a College Nurse. A wee medical report is sent to the Assistant Deans. A psychiatrist or clini psychologist is available for consultation. PROPERTY DAMAGE The College provides a housekeeping staff to care for the dormitories. The College inspects the rooms periodically and repairs at the expense of the occupant or occupants any dormitory room and furniture that have been damaged beyond normal wear and tear. Any damage to college property is charged to the caution fee of the student or students responsible for the damage. The College is not responsible for the loss of, or damage to, any .. student property resulting from fire, theft or any other cause. �50/ST. JOHN'S COLLEGE The standards by which applicants are for SL John's are special, and students find it challenging to write the that constitute an application to the College. Those who apply want an education that sists of careful reading and consideration of most demanding books; of serious conversation in which they will learn to consider the ""'u";uc~ of others as well as their own; and of active participation in their own education. Education at St. John's is a common pursuit. Each studen( has a con· siderable effect on the life and learning of the community. Most who consider St. John's examine themselves carefully before applying so that when they do they are saying to themselves and to the College that they want· to engage fully in the life of reason and believe they can take pleasure iL In writing their application essays, many determine their own propriateness as St. John's students; others eliminate themselves as applicants, deciding that their interests and those of the College do not cideo Thus, for the most part, they select themselves. Some are -c'"''°'"~"r1 of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine vvhether an applicant has the necessary preparation and ability to complete the SL John's program satisfactorily. The Admissions Committee - five tutors and the Director of Admissions on each cam.pus - regards the application as being a question from the applicant: "Do you think I am ready to profit from. the program of studies at St. John's?" In the essays, applicants are asked to discuss their previous education, reasons for choosing SL John's, and their experience with books. A number of topics is also suggested The essays a.r12 designed to enable ap• plicants to give a full account of themselves. They can tell the much more than statistical records reveaL Next the Committee considers the applicant's academic achievement and promise. Previous academic records - the secondary school report college transcript, if there is one - sho•N whether an applicant has the of study necessary at St. John's. Letters of reference, particularly those oL teachers, 3.re carefully read for indications the applicant has the rity, self-discipline, ability, energy and initiative to succeed in the St. program. SL John's attaches little importance to "objective" test scores, no applicant is accepted or rejected because of such scores, The Committee's decisions are not influenced by the race, sex, age, physical handicaps or national or ethnic origin of an ADMISSIONS/ 51 plicant, or by any other factors unrelated to the work of the College. The application asks a minimum of personal data. Need for financial assistance does not affect the Committee's decisions on admission" St. John's has decided to remain a small college in which the students and faculty are known to each other. Each campus has between 300 and 400 students. The size of each class is limited on each campus Most freshman classes are about equally divided between men and womeno Classes enter in late August and January in Santa Fe, in September and January in Annapolis. Occasionally, there may be a January ~lass on one campus, New students are enrolled only as freshmen; a fourth or more of each entering class have done one, two, or even three years of college Work elsewhere" These students, despite good records at other colleges, relinquish their advanced standing to take part in the St. John's program. Freshmen who enter in January stay on campus the following summer to complete the first year. They can thus graduate a year earlier than if had postponed their entrance until the following fall. The January class is of particular interest to students who come to St. John's from other colleges, or who have traveled or worked since graduation from high school, or who wish to enter St. John's immediately after the first semester of their senior year of high schooL �52/ST. JOHN'S COLLEGE ADMISSIONS/ 53 REQUIRErVIEI\JTS Most applicants have a strong background in academic subjects, Specific :;f academic requirements include two years of algebra, one year of geometry, ·)it;. and two years of a foreign language; additional work in mathematics and foreign language is advised, as well as two or three years of natural science, ·~ In addition to the application essays and academic transcripts, applicants '.;~ must present two letters of reference, including one from a teacher. In ex, ceptional cases certain of these requirements may be waived, or additional .,t information may be requested. SAT or ACT test scores are not required, ;,~i but may prove helpful. _ Occasionally SL John's accepts an applicant who is not a secondar}' :,j school graduate. Such a student must be well qualified to profit from the'~ College program. A campus visit and interview are especially i~portant 0sj for such candidates. These students usually wish to enter SL Johns follow- :f ing their junior year of high school or in the January immediately after~;t the first semester of their senior year. ' SL John's is authorized under federal law to enroll foreign students "~f: '.f '.i PROCEDURE l ;--,? ~1'.f~ "'f•' . t\ St. John's College is one college located on two campuses. Although ap·.~ plications must be initiated and completed at one campus or the other~}·f admissio:1' to ~ither campus constitutes adn~ission to the C~lle~e as : whol~·~iJf, On mqmry, prospective students receive a statemenL of Lhe SL Johns·~~· College program, an application for admission and recommendation form~:~Ji to be completed by schools and references. Applications may be submit~~t·f ted as early as the second semester of the eleventh grade. Because the Coh · lege welcomes all serious applicants, there is no application fee. Studen should submit their application materials to the Admissions Office on t campus they prefer to attend. Students planning to apply for financial should refer to the section on Fees and Financial Aid and notify the a propriate Admissions Office of their intentions as soon as possible. SL John's has a policy of rolling admissions. There is no PH'-"''·'v'"·~:-1•.:· deadline, but applications for both fall and January classes su mitted as early in the year as possible. Because there are occasional vaca cies in classes due to last-minute withdrawals, students who wish to apply late in the year should contact the Admissions Office for particulars, As soon as the application essays and supporting documents ~re assembled, the application is reviewed by the Admissions Committee. The applicant is notified of the Committee's decision in about two weeks. Upon notification of acceptance, applicants have the option to enroll on either campus. In order to secure a place in the entering class, approved applicants must submit a deposit of $200 to the Admissions Office on the campus at which their applications were processed, together with a statement specifying the campus they wish to attend. Once the deposit has been submitted, the campus preference may not be changed except as noted below, Deposits are accepted on a first-come, first-served basis until the entering classes are filled. If the entering class on the applicant's first,choice campus is full; the Admissions Office will offer the following options: 1) the deposit may be transferred to the other campus, provided space remains in that entering class; 2) the deposit may be used to secure a place on the waiting list or in a subsequent class on the applicant's first-choice campus; or 3) the deposit may be returned. If the applicant is also a candidate for financial aid, the deposit will be accepted with the understanding that it will be refunded if sufficient aid cannot be offered. Deposits submitted when no financial aid has been requested or after receipt of an aid offer are not refundable. All deposits are applied to first semester tuition and fees. A physical examination is required of each student before registration, A form for reporting the examination, along vvith other registration materials, will be sent to each student prior to the date of enrollment but only after receipt of the $200 deposit. INTERCAIVIPUS TR.£\NSFER Once enrolled on either campus, students may transfer to the other at the beginning of any academic year, provided their records are in good standing and they notify the Dean's Office of their intentions by February 25 of the previous year. Those students who wish to apply for financial aid must also file their new financial aid forms by February L AH such transfers are subject to approval by the Deans of both campuses . INQUIRIES Inquiries should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (Tel. 3011263-2371) or Santa Fe, New Mexico 87501 (Tel. 505/982-3691). CAMPUS VISIT It is best for those who are considering attending St. John's to see the Col, lege for themselves. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St. John's because of its unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or �54/ST. JOHN'S COLLEGE Thursday evening at 8:00 p.m.; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the admissions staff, or a tutor; attend the weekly formal lecture (Friday night); talk informally with SL John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in th.e sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normallym1 campus from Monday to Wednesday or from Thursday to Saturday on the Annapolis campus and from Sunday to Wednesday or from Vlfednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help" The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Those planning to visit should telephone (301/263-2371 for Annapolis or 505/982=._3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible" The only expense for visitors is transportation" They will be provided a room in a dormitory and meals in the dining hall without charge" SL John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings can usually be located in inexpensive paperback editions in the College Bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens and soap are provided by the College" Visitors arriving weekdays between 9:00 a.rrL and 5:00 p"m" should go to the Admissions Office On weekends and any day after 5:00 p,m" visitors should go to the college receptionist The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe" TRANSPORTATION The Baltimore-Washington International Airport is located twenty miles from Annapolis" An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance" Bus service from the airport is not practicaL Hourly buses run between Baltimore and Annapolis and the driver will let visitors off near the campus if asked. Buses from Washington are less frequent and let passengers off on West Street, about. six blocks from the College" By car one takes Route 50 from Washington or Route 2 from Baltimore" A limousine service from the Albuquerque airport to Santa Fe also is available" It is called the "Shuttlejack," and reservations should be made in advance" Greyhound and Continental bus lines pass through Santa Fe. Amtrack stops at Lamy, twenty miles from Santa Fe, and taxi service is available to t01Nn (reservations should be made with the taxi vice one day in advance)" Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxL FEES & FINANCIAL AID/55 FEES L The College believes that qualified applicants should not be denied the opportunity to attend St. John's College because of limited finances" SL John's therefore maintains a financial aid program to assist eligible students to the i:>reatest extent possible within the limits of the C~llege's resources" 1/\hth very few exceptions, financial aid awards are made solely on the basis of need" A The following principles underlie St. John's financial aid program: 1" The pnmary responsibility for financing a college education lies with the student and the student's parents" The College can offer aid onl to supplemen[ the far£:ily y 2. The ability of ~ f~mily to meet college expenses is determined by assessmg the /a~uly s fmanc1al strength in terms of income, assets, debts, and aadrnonal children to be educated" 3° Financial aid may be in the form of a grant, loan or part-time employment and will b~ offered to all students as a package which combmes one or more rorms of aido 4. In keeping with the philosophy that students should contribute to 0 �56/ST. JOHN'S COLLEGE their educational expenses, self-help is the first component of a financial aid award. At St. John's, self-help consists of a part-time job and an educational loan. 5. The total amount of financial aid the College offers a student may not exceed the student's demonstrated financial need. 6. Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid. 7. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (See page 61). 8. Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of 1964 and Title IX of the Higher Education Act of 1980 which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. B. The procedure for applying for financial aid is as follows: 1. Applicants for admission who also plan to apply for financial aid should fill out the application for financial aid in the back of this catalogue and return it to the appropriate Admissions Office. 2. Applicants must also file the current Financial Aid Form with the College Scholarship Service in Princeton, New Jersey or Berkeley, California. This form permits applicants or their parents to present a detailed account of the family's financial position. It may be obtained from either secondary schools or the Financial Aid Office at St. John's. 3. Candidates for financial aid from the College must first establish their eligibility for the Pell Grant, a Federal program described in Sec~ tion D below. The College Scholarship Service's Financial Aid Form. enables candidates to indicate that they wish to apply for a Pell Grant, Students should so indicate. No financial aid award will be finaliz until the student submits a copy of the Student Aid Report to the Fin cial Aid Office. 4. As part of the application for financial aid, parents of depende applicants and applicants who claim self-supporting status must p vide an official copy of their most recent Federal Income Tax Retur 5. Self-supporting students are required to meet the Federal definiti of independence and have an affidavit of non-support on file in t Financial Aid Office. This form will be mailed to parents or guardi upon receipt of the Financial Aid Form if the applicant is claiming se supporting status. 6. All recipients of federally-funded financial assistance must sub a Statement of Educational Purpose and Selective Service Registrati Compliance. If requested to do so, students must submit proof registration. Students who do not fulfill Selective Service registrati regulations are not eligible for Federal aid. 7. Residents of Connecticut, Delaware, the District of Colum Maryland, Massachusetts, Pennsylvania, Rhode Island, and Venn must apply for a State Scholarship. 8. An applicant who has previously attended an institution of hi FEES & FINANCIAL AID/57 education must provide a Financial Aid Transcript from that institution. Financial Aid Transcripts can be obtained from the Financial Aid Office. 9. Students applying for and receiving financial aid from St. John's are required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, employment or other financial benefits for which they become eligible; any change in their or their family's financial situation; and changes of name, marital status and address. C. Following are the deadlines and notification dates for financial aid: FRESHMAN CANDIDATES Although the College has no deadline for receipt of financial aid applications, candidates for admission who are in need of financial assistance should indicate that need as soon as possible. The Financial Aid Form/Pell Grant Application should be filed with the College Scholarship Service as soon as possible after January 2 in the year in which the candidate wishes to be admitted. Those who wish to enter in January should submit the FAF/Pell as early as possible in the preceeding year. Likewise, the St. John's Financial Aid Application in this catalogue should be filed with the Admissions Office as soon as possible after its receipt by the candidate. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met. Candidates for admission applying after February 25 for financial aid have a significantly lower chance of receiving all the funds for which they are eligible then those applying earlier. RETURNING STUDENTS Applications are due by February 25 from enrolled students who are returning to the College and reapplying for financial aid or are applying for financial aid for the first time. Beginning on December 1, the Financial Aid Office will provide the necessary Financial Aid Form, which should be completed and filed with the College Scholarship Service on January 2 or as soon thereafter as possible. Students whose financial aid credentials are received by the Financial Aid Office prior to the February 25 deadline will be notified of the decision on their application on April 1. Applications completed after February 25 will not be considered until awards have been made for applications completed before the deadline. Awards based on applications completed after the deadline will not be mailed until after April 15. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availability of funds cannot be guaranteed. Funds for financial aid awards from the College are available from the sources listed below. Except for the Federally Insured/Guaranteed Student Loan, applicants need not apply for funds from any of these �58/ST. JOHN'S COLLEGE FEES & FINANCIAL AID/59 specific sources. All these sources are automatically considered in making up the College's financial aid awards. is a full-time student Repayment begins six months after termination ~f college attendence. The interest rate for students who obtain their first loans after September 13, 1983 is eight percent, Students who have previously obtained GSL:s at seven percent interest will continue to borrow at this same interest rate. ST JOHN'S GRANTS Funds for St. John's grants are provided by the College from its own resources, and all awards are made on the basis of financial need. 1984-85 STUDENT BUDGET* PELL GRANT FALL FRESHMEN This Federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need . Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. DEPENDENT $8,250 2,900 200 500, 550, 6501 SUPPLEivIENTAL EDUCATIONAL OPPORTUNITY GRANT (SEOG) DEPENDENT $7,425 The College awards SEOG's to incoming freshmen and enrolled students each year . These grants are made to students who have fimmcial need and are unable to pursue a course of study without the grant Eligibi!Hy for the SEOG i~ limited to $2000 per year. COLLEGE INDEPENDENT $8,250 2,900 200 650 Tuition Room and Board Books Personal Expenses 200 400, 450, 5201 INDEPENDENT Tuition Room and Board Books Personal Expenses $7,425 200 520 STUDY This Federal program permits the College to give part-time employment to students who need such earnings to pursue their course of Students may work only a limited number of hours per week enrolled and 1Nhile classes are in session. NATIONAL DIRECT STUDENT *Fees are subject to change v,,.dthout notice. 1 The allowance for personal expenses varies with the distance between the student's home and the College, 'Undetermined at time of publication, (NDSL) These loans are made by the College directly to students using funds provided, for the most part, by the Federal Government. The maximum loan for four ye~rs of undergraduate for the first ba.ccalaureate degree is $6000, No interest accrues no payment is required while the borrower is enrolled at the College, Repayment begins six rnonths after the borrower terminates attendance at the College. There is a provis10n for deferment if the borrower returns to at least half-time study at another institution, GUARANTEED STUDENT LOAN (GSL) The Guaranteed Student Loan program enables a student to borrow directly from. a credit union, savings and loan association, or other participating lender who is willing to make the educational loan. The maximum amount an •Lndergraduate may borrow is a year, No interest accrues and no is while the borrower Billing for tuition and fees is done prior to each semester. The charges are due and payable m full on or before the registration dates for that semester. Those who may wish to pay in monthly installments should inquire of the Treasurer about the various tuition payment plans or loan arrangements available to SL John's College students and parents . Since determinations affecting students, faculty and physical facilities must be made well in advance of the beginning of each academ.ic year, the College must know in April which returning students will register in September. A deposit of $150 on the fees for the following year is therefore ?ue_ on or before the second Monday in for prospective sophomores, !umors and semors. Payment of this deposit guarantees a student a place ~1 the dass. If the deposit is not paid, he may have to be placed on a waiting hst; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to health, m �FEES & FINANCIAL AID/61 60/ST. JOHN'S COLLEGE service, academic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which he made the deposit, the deposit is forfeited, and he must make a new deposit to secure his place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the College Treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $100, called the Caution Fee, which is subject to charges for laboratory breakage, damage to or loss of college property and other minor mishaps. This fee is paid once at the beginning of the Freshman Year, but each student must bring the balance (after damage assessments, if any) up to the full $100 at registration each semester. If unused, it is refunded on request at the end of the academic year or when a student leaves the College. Each graduating senior must pay a Commencement Fee of $25 at the beginning of the second semeter of the Senior Year. Unless otherwise requested, the College presents its bills directly to the student, with a copy t~ the parents. There is a fee of $25 for late registration for each semester. The cost of books is about $200 a year. Class copies of many of the program books are available in the College Library. Veterans and Social Security recipients qualified to receive educational benefits may arrange with the Treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they receive their benefit payments. Th~se arrangements must be made prior to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Security Administration. Students with outstanding debts to the College may not register for classes at the beginning of the second semester and subsequent semesters unless they have made appropriate arrangements with the Treasurer. The College may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND If a student withdraws or is dismissed during any semester, a refund of fees for tuition will be made according to the following schedule: The first two weeks: 80% The week: 60% The fourth week: 40% The fifth week: 20% The sixth week and thereafter: no refund The above schedule also applies to room and board. If applicable, refunds will be made to students only after refund payments are first made to such federal and state funds as the Pell Grant Program, the Supplemental Educational Opportunity Grant Program, the National Direct Student Loan Programs, Guaranteed Student Loan Programs, State Student Grant or Scholarship Programs, and to any institutional financial aid programs, Enrolled students due refunds because their financial aid exceeds monies due the College will receive those refunds in accordance with a schedule of payments determined by the Aid Director on each campus, Refunds for substantiaced medical reasons will be on a pro rata basis CRITERIA FOR JUDGING SATISFACTORY PROGRESS REGULAR STUDENTS Provisions of the Higher Education Act of 1980 require that each postsecondary institution make available information concerning the criteria for judging satisfactory academic progress. The criteria for St. John's College regarding the determination of satisfactory progress for recipients of federally-funded (Title IV) financial assistance are as follows: In order to be making satisfactory progress, at the end of a semester a student must be permitted to enter the next semester and that next semester must not include the repetition of any work, This permission is normally granted by the Dean in consultation with a committee of all the student's tutors, the "Don Rag Committee:' The Don Rag Committee assesses a student's work in all parts of the program and approves its quality before recommending to the Dean that the student be permitted to enter the next semester. This assessment is conducted in the ~tudent's presence by all of his or her tutors in common. At the end of the Sophomore Year, however, this permission is granted by the Dean and the Instruction Committee in the light of a student's over-all work during the first two years Under some circumstances a student who has not satisfactorily completed a semester's work may be allowed to repeat the work in order to remain at the College. Students are not eligible for financial assistance (federal or institutional) while they are repeating work. Sometimes students are permitted to enter a new semester with the requirement that they r.neet special conditions during the course of the semester. In these cases, a student is not repeating work and is deemed to be making satisfactory progress until the Dean determines that the conditions have not been met. When the conditions have not been met the Dean, in consultation vvith the Instruction Committee, decides 'll'Ihat further determination is to be made of the case. Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full or part-time study. Years in which a student is not enrolled at St John's will not count in the eight-year limitation. However, years in which a student is repeating work (and thereby not receiving aid) are considered in the determination of years of study, If a student registers for a class in which he or she was previously enrolled for more than three weeks, the class will be considered as repeated work, and the student will not be eligible for financial assistance. Exceptions to this policy may be granted by the Dean in the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. �62/ST. JOHN'S COLLEGE SITE PLANS/63 A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The Dean will review the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. VETERANS/DEPENDENTS In compliance with Federal and State regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans. 1. St. John's will report to the Veterans Administration within 30 days all incidents of official termination or change of status that would affect benefits. 2. Minimum acceptable grades of a C average are expected. If a student falls below this average and/or his tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the Dean who may ask the student to leave the College or may place him on academic probation. During that probation period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to the V.A. A third semester of certification may not be granted for V.A. benefits without approval of a V.A. counseling psychologist. 3. V.A. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a V.A. enrolled student withdraw from any course at any point subsequent to the midterm point of any semester, a grade of F will be assigned. 4. St. John's will report to the V.A. when a student has not successfully completed 75% of the credits attempted. 5. St. John's will inform students on V.A. benefits of this policy on minimum standards of progress. 6. St. John's will inform all veterans and dependents that prior academic credit credentials from post-secondary schools will be evaluated but prior credits are not applicable to the all-required degree program at the College. However, liberal arts credits previously earned will be deducted from the training time eligibility offered by the Veterans Administration to the transferring student. SITE PLANS OF ST. JOHN'S COLLEGE Annapolis, Maryland L DJ TENNIS COURTS Santa Fe, New Mexico �64/ST JOHN'S COLLEGE BOARD/65 BIBLIOGRAPHY BOOKS ABOUT UBERAl EDUCATION ADLER, MORTIMER J., and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER J., and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. AMERICAN LIBRARY ASSOCIATION: Classics of the Western World, with forewards by John Erskine and Everett Dean Martin, 1944. BARZUN, JACQUES: The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., Boston, 1945. BELL, DANIEL: The Reforming of General Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BRANN, EVA: The Paradoxes of Education in a Republic, University of Chicago Press, 1979. BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. BUCHANAN, SCOTT: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. WILLIAM (Editor et al): Three Dialogues on Liberal Education, SL John's College Press, 1979. ERSKINE, JOHN: My Life as a Teacher, J$ Lippincott Co., 1948. GOLDWIN, ROBERT A. (Editor): Higher Education and Modern Democracy, Rand IvkNally and Co., 1967. GRANT, GERALD and DAVID REISMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945. HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Lltopia, University of Chicago Press, 1953. C.S.: The Abolition of Man, Macmillan Publishing Co., Inc., 1947. JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. SMITH, J. WINFREE: A Search for the Liberal College; The Beginning of the St John's Program, St. John's College Press, 1983. BOARD OF GOVERI\JORS AND Mr. Jerome LaPides Annapolis, MD Mrs. John Gaw Meem Santa Fe, NM Mr. Sanford E. McCormick Mr. Gerald p Peters, III Houston, TX Santa Fe, NM Vice Chairmen Mr. James I-L Frame Mr. John H. Dendahl Mr. Alexander K. McLanahan Houston, TX Dr. Albert G. Simms II Albuquerque, NM ' Mr. Roger W. Straus, New York, NY Mr. Boyd C. Pratt Santa Fe, NM Mr. Stephen L Tucker Santa Fe, Nlv1 MEMBERS EMERITI Mr. John K Robson Chicago, IL Mrs. Lowell R. Ditzen Mrs. Donald Rumsfeld Winnetka, IL Dr. Douglas H. Gordon Mrs. Duane L Peterson Adolph W. Schmidt Karl Van Tassel EX OFFICIO Governor of Maryland The Governor of New Mexico President of the College Dean at Annapolis Dean at Santa. Fe Provost of the College Expiring 1985 Mr. Eugene V. Thaw New York, NY Mr. D. Robert Yarnall Blue Bell, PA Mr. W. T. -i-erry, Jr. St Louis, MO Dr. Thomas B. Turner Baltimore, MD Mrs. Stephen Wilkinson Bethesda, MD Mr. John L Williams Sacramento, CA Term Expiring 1987 Mr. Peter A Benoliel Philadelphia, PA Mr. John H. Dendahl Santa Fe, NM Mr. Stephen L Feinberg El Paso, TX Term Expiring 1986 ~iss Harriet C. Higgins Mr. David Ater New York, NY Santa Fe, NM Mr. Vincent A. Carrozza Dallas, TX Dr. Irwin Hoffman Santa Fe, NM Mr. A Scott-Kelso Houston, TX Mr. Seth Cropsey \IVashington, DC Dr. Robert A. Goldwin Washington, DC Mr. Frank B. Marshall Annapolis, MD Mrs. Mara Robinson Santa Fe, NM Dr. Peter Greer Portland, ME Mr. John T Harrison, Stanford, CT Jr. Jr. Theodore H. Smyth Santa Barbara, CA Mr. Daniel T Kelley, Jr, Santa Fe, NM Vice Admiral James B. Stockdale Stanford, CA Mrs. Gay Singer Kenney Winchester, MA Mr. John Van Doren Chicago, IL �FACULTY/67 66/ST. JOHN'S COLLEGE Eva T.H. Brann FACULTY TUTORS President Edwin Jules Delattre B.A., University of Virginia, 1963; Ph.D. in Philosophy, 1970, University of Texas at Austin; Instructor of Philosophy, Texas Lutheran College, 1967; InstructorAssociate Professor of Philosophy, University of Toledo, 1968-76; Member, National Humanities Faculty, 1972-, Director, 1976-80; Matchette Foundation Advisory Board, 1977-; National Endowment for the Humanities Board of Consultants, 1978-; President, St. John's College, 1980-. B.A., Brooklyn College, 1950; M.A., 1951, Ph.D. 1956, Yale University; Fellow of the American Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, 1975-77; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Fellow, Woodrow Wilson International Center for Scholars, 1976-77; Arnold Visiting Professor, Whitman College, 1978-79; Visiting Scholar in Honors Education, University of Delaware, 1984-85. Edward Grant Sparrow B.A., Harvard College, 1951; LL.B., Harvard Law School, 1954; M.A., Teachers College, Columbia University, 1957; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1964-66; Dean, St. John's College, Annapolis, 1977-82. ANNAPOLIS Bruce DuVal Jacobsen Interim Dean of the College in Annapolis George Doskow B.A., St. John's College, Annapolis, 1942; farmer and carpenter, 1942-57; Tutor and Director of Athletics, St. John's College, Annapolis, 1958-. B.A., Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connec icut; Part-time Instructor in English, University of Connecticut, 1957-62; Instru tor in English, Trinity College, 1963-65; Tutor, St. John's College, Annapolis, 196 Curtis A. Wilson B.A., University of California, Los Angeles, 1945; M.A., 1946, Ph.D., 1952, C lumbia University; Tutor, St. John's College, Annapolis, 1948-64, 1973-, Santa II 1964-66, Dean, Annapolis, 1958-62, 1973-77; Visiting Research Fellow, Birk College, University of London, 1962-63; Visiting Associate Professor, 1966-68, fessor 1968-73, University of California, San Diego; Corresponding Mem Academie Internationale d' Histoire des Sciences, 1971-; Andrew W. Mellon Tuto ship, 1974-. Barbara Hopkins Leonard B.A., Oberlin College, 1937; M.S., 1941, Ph.D. 1948, University of Rochester; tant in Zoology, Oberlin College, 1936-38; Oberlin College Scholar, M Biological Laboratory, Woods Hole, Massachusetts, 1937; Histological Technici Department of Pathology, Yale Medical School, 1938-39; Graduate Schola Biology, University of Rochester, 1940-41, Graduate Teaching Assistant in Biol 1941-44; Visiting Lecturer in Zoology, Oberlin College, 1944-45; Instructor Zoology, Smith College, 1945-51; Smith College Scholar, Marine Biologi Laboratory, Woods Hole, Massachusetts, 1949; Tutor and Assistant Dean, St. Jo College, Annapolis, 1951-, Arthur de Talma Valk Tutorship, 1968-; Fulbright turer and Honorary Professor of Zoology, Lady Doak College and American lege, Madurai, South India, 1962-63. Douglas Allanbrook Boston University, 1938; Brown University, 1939-41; University of Florence, 1 B.A., Harvard College, 1948; Active duty, United States Army, 1942-45; Trave Fellow, Harvard University, 1948-50; Pupil of Nadia Boulanger, Paris, 194 Fulbright Fellow in Italy-Conservatorio San Pietro a Majella, Pupil of Ru Gerlin in Harpsichord and Early Keyboard Music, 1950-52; Teacher of Com tion and Theory, Peabody Conservatory, 1955-57; Tutor, St. John's College, napolis, 1952-; Member, Corporation of Yaddo, Saratoga Springs, New York, 1 Richard D. Weigle Tutorship, 1983-. Edward Malcolm Wyatt B.A., 1953, M.A., 1956, University of Virginia; Instructor in Mathematics, University of Virginia, 1955-58; Tutor, St. John's College, Annapolis, 1958-, Andrew W. Mellon Tutorship, 1972-. Thomas J. Slakey B.A., St. Mary's College, California, 1952; M.A., Universite Laval, Quebec, 1953; Ph.D., Cornell University, 1960; Tutor, St. John's College, Annapolis, 1959-64, 1976-, Santa Fe, 1964-71; Vice-President for Academic Affairs, 1971-74, Associate Professor, 1974-76, St. Mary's College. Beate Ruhm von Oppen B.A., University of Birmingham, England, 1939; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal Institute of International Affairs, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Project of the Committee for the Study of War Documents of the American Historical Association, 1959-60; Tutor, St. John's College, Annapolis, 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History, Smith College, 1963-64, University of Massachusetts, 1964-65; Member, Institute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71; National Endowment for the Humanities Editing Grant, 1978-79. Lawrence Berns B.A., 1950, Ph.D., 1957, University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1956-59; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-; Associate Professor 0£,Philosophy, Rosary College (Leave of absence, 1966-67); Associate, !are Hall, Cambridge University, 1971-72; Richard Hammond Elliot Tutorship, 980-. ichael S. Littleton .S., 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Founda'on, 1960; S.T.M., Union Theological Seminary, 1967; United States Navy, 1955-57; �68/ST. JOHN'S COLLEGE Tutor, St. John's College, Annapolis, 1960-, Andrew VV Mellon Tutorship, 1972-. Robert B. Williamson B.A., 1955, M.A., 1957, Ph.D., 1967, University of Virginia; Tutor, St. John's College, Annapolis, 1960·, Andrew W. Mellon Tutorship, 1972-. Samuel S. Kutler FACULTY/69 Fellowship: University of Chicago, 1961-1962; Tutor, St. John's College, Annapolis, 1_964-; Vis1tmg Lecturer, Department of Hydrology and Vvater Resources, University of Anzona, 1973-74. Benjamin Charles Milner, Jr B.A., St. John's College, Annapolis, 1954; Graduate Study, American University, 1955-61; Assistant Mathematician, 1954, Associate Mathematician, 1957, Mathematician, 1961, The Johns Hopkins University Applied Physics Laboratory; Instructor, American University, 1960; Visiting Tutor, St. John's College, Annapolis, 1960, Tutor, 1961-, Andrew W. Mellon Tutorship, 1972-, Dean, 1982-84. B.A., Emory_Univ,ersity, 1949; B.D. Columbia Theological Seminary, 1955; Ph.D., Harvard Urnversuy, 1965; Teachmg Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow'. 1959-60; Instructor in Biblical History, Literature and Interpretation, 1959-62. Assistant Professor, 1963-65, Wellesley College; Tutor, St. John's College'. Annapolis, 1965-, Assistant Dean, 1977-78, 1979-81, Director, The Graduate Institute m Liberal Education, Annapolis, 1980-83. Elliot Zuckerman Geoffrey Comber B.A., 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea Fellow in Modern European History, 1954-55, Lecturer in History, 1956-61, Columbia University; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Director, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, April-June, 1973, Andrew W. Mellon Tutorship, 1974-; Associate of Clare Hall, Cambridge University, 1970-71. Joseph P Cohen Diploma in Education, .University.of London, 1953; A.R.C.M., Royal College of Music, 195.4; M.A., Oh10 State Urnvers1ty, 1957; Fulbright Scholar, 1955; Instructor m. MusJC and Graduat.e Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, Umversity of Waterloo, Ontario, 1964; Tutor, St. John's College, Annapolis, 1965-, Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Liberal Educat10n, Santa Fe, 1970-74; Director of Adult Education, 1968-74, 1975-76, Director of Summer Program, 1974, 1976, Associate Director, The Graduate Institute in Liberal Education, Annapolis, 1977-80, Director, The Graduate Institute in Liberal Education, Annapolis, 1983-. B.A., St. John's College, Annapolis, 1956; J.D., University of Maryland Law School, 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, University of Chicago, 1960-62; Tutor, St. John's College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72; Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978; Visiting Scholar, Oxford University, 1978-79. B.A., University of Rochester, 19~5; Technician, Harvard University Cyclotron Laboratory, 1963, 1964; Tutor, St. John's College, 1965-; Sabbatical leave 197d-75· Visiting Lecturer i:1. Physics, Western New England College, 1980; AdJunct 'Lee~ turer, Science Division, Anne Arundel Community College, 1980-81; Sabbatical leave, 1982-83; Visiting Senior Member, Linacre College Oxford, 1982-83. John Sarkissian Brother S. Robert, F.S.C University of Chicago, 1939-41; US Army, 1942-46 (Pnnceton University, 1943, A.S.TP.); B.S., M.S., University of Illinois, 1946-48; University of Chicago, 1948-54; Instructor, Biological and Physical Sciences, Pestalozzi-Froebel Teachers College, Chicago, 1948-53; Instructor, University of Indiana, 1948-1950; Traveling Fellow and Research Associate, Institute of Human Heredity, University of Bologna, Italy, 1955-56; Instructor in Biological Sciences, Chicago City College, 1956-58; Instruc' tor, Biological Science, University of Illinois, 1958-62; Tutor, St. John's College,· Annapolis, 1963-. B.A., St', Mary's College; Ph: L, Ph.D., Universite Laval, Quebec; Visiting Tutor, St. Johns College, Annapolis, 1966-67, Tutor, 1972- David H. Stephenson B.A., Columbia College, 1958; Columbia University, 1960; New York State Teaching Fellowship, 1958-60; Director of !V1en's Chorus, New York Association for the Blind, 1959-62; !Vlusic Instructor, Riverdale Country Day School, 1960-61; Chorus tor, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y, Crowell Company, 1961-63; Tutor, St. John's Colige, Annapolis, 1963-. Louis N. Kurs Colorado School of Mines, 19112-43, 1946; Columbi.a University, 1943-45; M.S., University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, University of Chicago, 1948-49; Instructor in Physical Science and Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Production DiviF sion, South Works, United States Steel Corporation, 1951-54; Instructor in University of Illinois, Chicago, 1954-64; National Science Foundation Science Howard Joel Fisher ~bitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen I University of Heidelberg, 1963; Fellow Deutscher Akademischer Austauchdienst' ~niversity of Florence, 1963-64; Ph.D., University of Heidelberg, 1964; Instructo; m ClassJCs and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St. John's College, Annapolis, 1967-. Nicholas Maistrellis ..Bates College, 1962; Dep~artment of History of Science, 1962-67, Teaching Ass1~cant, 1962-66, Urnvers1ty l-'ellow, 1966-67, University of Wisconsin; Tutor, St. Johns College, Annapolis, 1967-. Harvey Flaumenhaft B.A., 1960, M.A., 1962, Ph.D., 1980, University of Chicago; Woodrow Wilson Harvard University, 1960-61; National Aeronautics and Space AdministraFell~w, 1963-65; Lectu~er in Political Science, Roosevelt University, 1965; m the Liberal Arts, University of Chicago, 1965-66; Instructor in GovernWheaton College, Massachusetts, 1966-68; Tutor, St. John's College, �FACULTY/71 70/ST. JOHN'S COLLEGE University, 1959-61; Department of Philesophy, C.C.N.Y., 1961-62; Department of Philosophy, Barnard College, 1962-64; Reader and Translator for Harper Torchbooks, 1965-70; Queens College A.C.E. Program, 1970-72; Queens College Liberal Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, the Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976, Tutor, St. John's College, Annapolis, 1976-. Annapolis, 1968-; Fellow, Institute for Sino-Soviet Studies, George Washington · Umversi·ty, 1981·' MIT/Harvard Workshop on Nuclear Weapons and Arms Control, H ·· C ft t"onal Fellow , Summer 1983; National Endowment for the umamt1es ons 1 u 1 1984-85. Wye Jamison Allanbrook B.A., Vassar College, 1964; M.A., 1965, Ph.D., Stan~ord Un.iversity, 1974; ~oodr?w Wilson Fellowship, 1964-65; Teaching Assistant m Music, Stanford Umvers1ty, 1967-69; Tutor, St. John's College, Annapolis, 1969-. Howard Zeiderman Dartmouth college, 1962-63; B.A., St. John's College, Annapolis, 1967; M.A., Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-77, Annapolis, 1978-. William W. O'Grady, Jr. AB University of Notre Dame, 1966; M.A., 1968, Ph.D., 1970, Universit~ .of Chi;go; Woodrow Wilson Fellow, 1966-67, Danforth :ellow, 1966-70, H~mamhe: Fellow, 1967-70, University of Chicago; Tutor, St. Johns College, Annapolis, 1970, Sante Fe, 1980-83. Robert P. Druecker B.S., Marquette University, 1966; Woodrow Wilson Fellow, 1966-67; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; M.A., Boston University, 1974; Fulbright and American Scandanavian Foundation Fellow, Norway, 1976; Tutor, St. John's College, Annapolis, 1977-. John F. White . BA St John's College, Annapolis, 1965; M.A., The New School for Soc1.al R~s~~rch: 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John's College, Annapohs, 1971-. Peter Kalkavage B.A., 1973, M.A., Pennsylvania State University, 1976; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor; St. John's College, Annapolis, 1977-. David Edward Starr B.A., Gordon College, 1962; M.A., 1966, Ph.D., 1972, Bo:ton University; Grad:iate Assistant in Philosophy, Boston University, 1963-64; Teachmg Intern, Bo.ston University College of Basic Studies, 1964-66; Instructor in P~ilosophy, Umvers1ty .of Rhode Island, 1966-71; Tutor, St. John's College, Annapolis, 1972-80, 1982-, DITector of The Graduate Institute in Liberal Education, Santa Fe, 1980-82. Leo F. Raditsa B.A., Harvard College, 1956; University Sch~lar, :1960-61, Univers~ty Pel.low, 1961_62 , M.A., Columbia University, 1962; Presidents Fellow, 1962-63, Fu.lbng_ht, .t f M "ch 1964_65 Berlin 1965· Instructor, New York Umvers1ty, . •· ·.·.·•.·. . U . mversi Y 0 um ' ' ' ' PhD C 1 b" :. y; Washington Square College, 1965-68; Assistant Pr~fessor, 1968,. . ., o um ta;·•.: U . .t, 1969 . Tutor St John's College Annapolis, 1973-; National Endowment fo~i~~:s~~mani~ies Fello~, National Fellows Program, Hoover Institute on War,;t Revolution and Peace, Stanford, Calif ornia, 1977 - 78 . ~· •'" > Deborah Schwartz Renaut ;•; BA St John's College, Annapolis, 1968; M.A., Johns Hopkins Univers~ty, l 97l;. G~orgetown University, 1974; Tutor, St. John's College, Annapolis, M.S'., Mera J. Flaumenhaft B.A., University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; Instructor in English, 1970-71, Assistant Professor of English, 1971-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, 1977; Tutor, St. John's College, Annapolis, 1977-. Anthony James Carey St. John's College, Annapolis, 1963-65; B.A., University of North Carolina, 1967; M.A., The New School for Social Research, 1973; U.S. Marine Corps, 1967-69; Graduate Study in Music, University of North Carolina, 1969; Part-time Instructor in Philosophy, East Carolina University, 1974-78; Part-time Instructor in Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St. John's College, Annapolis, 1979-. William Jon Lenkowski B.A., Marquette University, 1965; M.A., Philosophy, The New School for Social Research, 1970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of philosophy, Rutgers University, 1968-76; Visiting Lecturer, philosophy of science, New York Institute of Technology, 1976-77; Lecturer, ancient Greek philosophy, New School for Social Research, 1977-79; Tutor, St. John's College, Annapolis, 1979-. Joe Sachs B.A.' St. John's College, Annapolis, 1968; Graduate Student, The Ne.w Sc.hool •"r······ ;,.,. · Socta1 Research, New vork ' 1971-73· MA ., Pennsylvania State University, , 11 ' • J th S Ti k Teaching Asistant, Pennsylvania State University, 1973-74; Tutor, St. Johns ona an . uc lege, Annapolis, 1975-. B.A., Columbia University, 1969; B. Phil., Oxford University, 1971; M.A., University of California, Berkeley, 1972; Graduate Study in English, University of CaliforMichael Comenetz nia, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, 1969-71; Kent Fellow (Danforth B.A., The Johns Hopkins University, 1965; M.A., ~967,. Ph.O:, 19 72 , University; Assistant Professor of Mathematics, University of Kansas, 19 72Foundation), 1971-77; Teaching Assistant, Department of English, University of California, Berkeley, 1973-74; Associate, Residential Program in History and Tutor, St. John's College, Annapolis, 1976-. Literature, University of California, Berkeley, 1975; Associate, Department of Chaninah Maschler English, University of California, Berkeley, 1976-78; Instructor of English, Pikes 195 B.A., City College of New York, 1953; M.A. in ~hilosophy, Yale University, .· Peak Community College, 1979; Tutor, St. John's College, Annapolis, 1979-. University Fellow, Yale University, 1953-55; Alice Fre~man Palmer Fellow'. w on Peirce, Yale University, 1956-1958; Department of Philosophy, Pennsylvania St �- 72/ST. JOHN'S COLLEGE ----------~,·~------------FACULTY/73 Thomas May Robert S. Bart B.A., Loyola College, 1971; M.A, 1975, Ph.D. Cand., Fordham University; Assistant Professor of Philosophy, Loyola College, 1974-79; Visiting Lecturer in Philosophy, Goucher College, 1976-78; Tutor, St. John's College, Annapolis, 1979-. B.A., Harvard College, 1940; M.A, St. John's College, 1957; Sheldon Traveling Fellow, Harvard University, 1940-41; Tutor, St. John's College, Annapolis, 1946-75, 1976-77, Santa Fe, 1975-1976, 1977, 1982-, Dean, 1977-82. Marilyn Douville Thomas King Simpson B.S., University of Michigan, 1975; M.S., University of Michigan, 1977; Associate Mathematician, 1977-79, Johns Hopkins University Applied Physics Laboratory; Tutor, St. John's College, Annapolis, 1979-. B.A., St. John's College, Annapolis, 1950; M.A. in Teaching, Wesleyan University, 1955; Ph.D., Johns Hopkins University, 1968; Instructor, American University at Cairo, Egypt, 1950-53; Teaching Intern, St. John's College, Annapolis, 1955-56, Tutor, 1956-73, Santa Fe, 1973-; Curriculum counselor and member of the faculty, The Key School, 1970-73. William Mullen B.A., Harvard College, 1968; Ph.D., University of Texas, Austin, 1972; Acting Assistant Professor of Classics and Comparative Literature, University of California, Berkeley, 1971-73; Hodder Fellow in the Humanities, Princeton University, 1973-74; Assistant Professor in Classics, Boston University, 1975-80; Junior Fellow, Center for Hellenic Studies, 1978-79; Tutor, St. John's College, Annapolis, 1980-. Jam es Howard Beall Active duty, U.S. Air Force, 1963-67; B.A., Physics, University of Colorado, 1972; M.S., Physics, 1975; Ph.D., Physics, 1979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, 1975-78; Congressional Fellow, United States Congress Office of Technology Assessment, Washington, D.C., 1978-79; Project Scientist, BKD, Arlington, Virginia, 1979-81; National Academy of Sciences/National Research Council/Naval Research Laboratory Resident Research Associate, Space Science Division, Naval Research Laboratory, Washington, D.C., 1981-83; Tutor, St. John's College, Annapolis, 1982-. Janet A Dougherty B.A., Yale College, 1974; M.A., Ph.D., Harvard University, 1980; Teaching Fellow in Government at Harvard College, 1976-78, 1979-80; French Government Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, 1980-82; Tutor, St. John's College, Annapolis, 1982-. Henry H. Higuera B.A., Cornell University, 1974; M.A., 1976, Ph.D., 1983, University of Toronto; Instructor in Political Science, Dickinson College, 1981-82; Tutor, St. John's College, Annapolis, 1982-. SANTA FE Dean of the College in Santa Fe Robert A. Neidorf B.A., 1951, M.A., 1955, University of Chicago; Ph.D, Yale University, 1959; Instructor and Assistant Professor of Philosophy, Bucknell University, 1959-62; Assistant and Associate Professor of Philosophy, State University of l"lew York at Binghamton, 1964-67; Tutor, St. John's College, Annapolis, 1962-64, Santa Fe, 1967-, Director of The Graduate Institute in Liberal Education, 1970-73, Dean, 1973-77, 1982-, William A Darkey B.A., St. John's College, Annapolis, 1942; M.A., Columbia Univ<orsity, 1949; Tutor, St. John's College, Annapolis, 1942-46, 1949-64, Santa Fe, 1964-, Associate Dean, 1968-1970, Dean, 1968-73, Director, Task Force on the Liberal Arts, 1974-, Michael Ossorgin Lycee Russe, Paris, 1938; Conservatoire Russe a Paris, 1932-35, 1942-44; L.Th., Institut de Theologie Orthodoxe, Paris, 1942; Instructor in Music, Institut de Theologie Orthodoxe, Paris, 1944-46; Instructor in Theology, St. Tikhon's Seminary, Pennsylvania, 1947; Secretary of the Orthodox Diocese in Alaska, 1948-49; Teacher of Music, Bureau of Indian Affairs, Department of the Interior, 1950-56; Associate Professor, Consultant, St. John's Program, St. Mary's College, California, 1961-62; Tutor, St. John's College, Annapolis, 1956-66, Santa Fe, 1966-, Norma Fiske Day Tutorship, 1975-. Charles G. Bell B.S., University of Virginia, 1936; Rhodes Scholar, Oxford University, B.A., 1938, M.A, 1966, B. Litt., 1939; Instructor and Assistant Professor of English, Iowa State College, 1943-45; Wartime Assistant in Physics, 1945, Research Assistant in Physics, 1945, Assistant Professor of English, 1945-49, Princeton University; Guest Lecturer, Black Mountain College, Summer, 1947; Rockefeller Grant for study in Europe, 1948; Assistant Professor of Humanities, University College, University of Chicago, 1949-56; Guest Professor, Fulbright Program, Technische Hochschule, Munich, Germany, 1958-59 (Kulturgeschichte als die Geschischte symbolischer Formen); Poet in Residence and Guest Professor, University of Rochester, Spring 1967; Guest Professor, State University of New York at Old Westbury, Spring 1970; Tutor, St. John's College, Annapolis, 1956-67, Director of Adult Education, 1957-58, Santa Fe, 1967-, Director, Graduate Preceptorial in Dimensions of History, 1972-73. Sarnuel Ernmons BrmNn Harvard College, 1936-37; Diploma, Black Mountain College, 1945; M.A., 1956, Ph.D., 1962, Indiana University; Private tutoring, 1946-48; Director of Music, Windsor Mountain School, 1948-49; Director of Music, Verde Valley School, 1950-53; John H. Edwards Fellow, 1955-56; Part-time Teacher, Indiana University, 1956-57; Tutor, St. John's College, Annapolis, 1958-65, Santa Fe, 1965-, Thomas A. McDonald Graduate study in Philosophy, Graduate Faculty, 1950-52, 1955-58, Teaching Fellow, 1956-58, The New School; Lecturer, University College, University of Chicago, 1958-62; Lecturer, Overseas-Extension, University of Maryland, Heidelberg, Germany, 1952-63; Tutor, St. John's College, Annapolis, 1963-79, Santa Fe, 1979-. Dean R. Haggard B.A, Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-1960; Fels Fund Fellow in Philosophy, Johns Hopkins University, 1960-61; Tutor, SL John's College, Annapolis, 1961-66, Santa Fe, 1966-, Assistant Dean, 1971-73. Robert D. Sacks St. John's College, Annapolis, 1954; ,Ph.D., Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Lmgues Orientales Vivantes, �74/ST. JOHN'S COLLEGE FACULTY/75 1956-57; University of Chicago, 1957-59; Tutor, St. John's Coll~ge, _Annapolis, 1961-69, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, Cahforma, 1968-69; Biblical Research, Jerusalem, 1971-72. John S. Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in ~adio Repair, United States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching Fellow, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, 1962-67, Santa Fe, 1967-, Assistant Dean, 1970-72. David Clifford Jones B.A., St. John's College, Annapolis, 1959; M.A., Universi~y of_Melbourne, 1962; Ph.D., University of Texas, 1974; University Fellow, Umvers1ty of Melbourne; University Fellow and Bess Heflin Fellow, University of_ Texas, 1962-64; Tutor: St. John's College, Annapolis, 1964-65, Santa Fe, 1965-, Director, Graduate Institute in Liberal Education, 1973-1975, 1978-80. Don B. Cook A.B., Occidental College, 1958; Ph.D., University of California at ~avis, 1965; Woodrow Wilson Honorary Fellow, University of California at Davis, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-, Assistant Dean, 1981-; Teacher, Santa Fe Prepatory School, 1972-73. Elliot T. Skinner B.A., University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D., Candidate in Philosophy, Princeton University; Assistant and Preceptor, Wo~drow Wilson Fellowship, Princeton University, 1964; Fellow of the ~ouncil for Philosophical Studies, Summer Institute in Greek Philosophy and Science, 1970; Tutor, St. John's College, Sante Fe, 1965-. Stuart Boyd M.A., Aberdeen University, Scotland, 1948; Ph.D., Aberdeen ~n!versity Medical School, 1952; Military Service, 1940-45; Assistant Lecturer, Chmcal Psychol~gy, Department of Psychiatry, Aberdeen University, 1948-52; Ins~ructor, Medical Psychology, University of Colorado Medical Sc~ool, _1952-53; DJrector, Doctoral Training in Clinical Psychology, Denver Umver~1ty, 19~4-57; Professor . of Psychology and Chairman, Department of Behavioral Sciences, New Mex1~ Highlands University, 1957-64; Lecturer, Department of Psychiatry, Edi~bu~ University, Scotland, 1964-65; Professor of Psychiatry (Psych~logy), Umveri:1tJ 1 of Missouri Medical School, Kansas City, 1965-66; Fellow, Amencan Psychological· Association; Tutor, St. John's College, Santa Fe, 1966-. Roger S. Peterson .· A.B., Harvard College, 1953; A.M., 1957, Ph.D., Botany, 1959, University o~ Michigan; United States Navy, 1953-56; U.S. Forest Service Research, Co~ora State University, 1959-62, Utah State University, 1962-66; Tutor, St. Johns C lege, Santa Fe, 1966-. E. Ray Davis, Jr. University of Wisconsin, 1953-55; B.A., St. John's College, 1962; M.A., His and Philosophy of Science, University of Indiana, 1965; N._D.E.~. F:llows University of Indiana, 1962-65; Ph.D., University of California, R1vers1de, 1 Tutor, St. John's College, Santa Fe, 1966-, Assistant Dean, 1977-81. Ralph Swentzell B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico Highlands University, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. Timothy P. Miller A.B., Harvard University, 1948; B. Mus., 1949, M. Mus., 1951, Yale University; D. Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music, Agnes Scott College, 1957-61; Director of Music, University of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St. John's College, Santa Fe, 1967-. R. Thomas Harris, Jr. B.A., Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Illinois; University Fellow, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59, University of Illinois; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; Associate Professor, University of Maryland, 1965-68; National Science Foundation Consultant for India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, 1967-68, Visiting Professor, Summer, 1969, New York University; Corporate Consultant, Management Service, IBM, Armonk, New York, Summer, 1968; Tutor, St. John's College, Santa Fe, 1968-. Glenn A. Freitas B.A., Classical Languages, St. Mary's College, California, 1957; Th.L., Universite Laval, Quebec, 1964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, 1966; L'Ecole Biblique et Archeologique Francaise de Jerusalem, 1964-66; Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-, Assistant Dean, 1976-77, 1982-84. Phillip LeCuyer B.A., Colorado College, 1966; Merton College, Oxford University, 1969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. Stephen R. Van Luchene B.A., Arizona State University, 1969; M.A., 1971, Ph.D., 1973, University of Notre Dame; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-, Director of Admissions, 1979-81, Director of The Graduate Institute in Liberal Education, 1982-. Bruce E. Venable B.A., St. Mary's College, California, 1969; M.A., 1972, Ph.D., Classics, 1976, University of Washington; Tutor, St. John's College, Santa Fe, 1973-. Gerald Lee Myers B.A., University of Colorado, 1964; Ph.D., University of Colorado Medical Center, 1969; American Cancer Society Postdoctoral Fellow, 1969-71, Seessel Research �FACULTY/77 76/ST. JOHN'S COLLEGE Fellow, Yale University, 1971-72; Faculty, Shimer College, 1972-74; Tutor, SL John's College, Santa Fe, 1974- Kent H. Taylor RA., Yale University, 1963; M.A., University of Georgia, 1965; Ph.D., University of California at Santa Cruz, 1976; University of California at Santa Cruz, 1967-68; Defense Language Institute, Monterey, California, 1968-69; HeidelbergUniversity, 1971-73; Instructor, University of Georgia, 1965-67; Teaching Assistant, University of California at Santa Cruz, 1967-71; Tutor, St. John's College, Santa Fe, 1974-. Georgia S. Knight B.S., Philosophy, 1970, M.A., English, 1972, Doctoral Candidate, 1974, ~niver­ sity of Utah; Teaching Fellow, University of Utah, 1970-74; Tutor, St. Johns College, Santa Fe, 1974-. David Bolotin B.A., Cornell University, 1966; Graduate Student, University of Chicago, 1966-68; Ph.D., New York University, 1974; Yale University Lecturer in Classics, 1971-73; Woodrow Wilson Fellow, 1966-67; University of Chicago Humanities Fellowship, 1966-68; National Defense Education Act Fellow, 1968-71; Tutor, St. John's College, Annapolis, 1974-. Elizabeth S. Engel B.A., Pomona College, 1967; M. PhiL, 1971, Ph.n, Philosophy, 1973, Teaching Assistant, 1969, Yale University; Teacher, Shimer College, 1971-73; Assistant Professor of Philosophy, California State University at Humboldt, 1973-75; Tutor, St. John's College, Santa Fe, 1975-. John Joseph Verdi B.S., Psychology, Fordham University, 1972; M.A., 1974, PhD, Philosophy, 1975, University of Southern California; M.A., Experimental Psychology, Umversity of California, San Diego, 1978; Tutor, SL John's College, Santa Fe, 1975-. Phillip Prescott Chandler, II B.A., SL John's College, Santa Fe, 1968; Ph.D., University of California at San Diego, 1975; Junior Fellow, Center for the Study of Democratic InsHtutio.ns, 1968-69; Graduate Study, Mathematics and Philosophy, Oklahoma ~tate Un~vers~ty, 1~~9-7?; N.D.E.A. Fellow, 1970-73, Dissertation Fellow, 1973-74, Umvers1ty o, Cahrorma at San Diego; Instructor, l\llathematics, Oklahoma State University, Summer, 1973, Surnmer, 1975; Instructor, 1974-75, Assistant Professor, 1975-76, Assistant Director Soring 1976, Collegiate Seminar Program, University of Notre Dame; Tutor, Gr~d~ate Institute in Liberal Education, Santa Fe, 1976, Tutor, St. John's College, Santa Fe, 1976-" Lynda Jean Myers B.A., St. John's College, Santa Fe, 1971; M.A., University of North Carolina, 1975, Ph.D. Candidate, The Catholic University of America; Tutor, St. John's College, Santa Fe, 1977-. Sharon H. Garvey Universidad Anahuac; lvlexico City, 1973-74; B.EA., University of Notre Dame, 1977; M.A., St. John's College, 1978; Instructor, University of Notre Dame, Fall, 1975; Tutor, St. John's College, Santa Fe, 1978-. Edward Cary Stickney B.A., St. Jo}m's College, Annapolis, 1975; M.A., Philosophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, 1979; Tutor, St. John's College, Santa Fe, 1980-. Nancy Dunning Buchenauer B.A., History, 1967, M.A., Ancient History, Cornell University, 1969; Ph.D., Classics, Brown University, 1980; Ford Foundation Fellow, 1966-68; University Fellow in Classics, Brown University, 1969-70; Tutor, St. John's College, Santa Fe, 1980-. Michael G. Oink Harvard University, 1970-72; B.A., St. John's College, Annapolis, 1975; IvI.A., Philosophy, The Catholic University of America, 1978; Teaching Assistant and Doctoral Candidate, The Catholic University of America, 1978-80; Tutor, St. John's College, Santa Fe, 1980-. Charlotte Gray Martin B.A., University of Colorado, 1972; Deutscher Akademischer Austauschdienst Dankstipendium, University of Freiburg, 1972-73; Ph.D., Classics and Comparative Studies, Boston University, 1979; Teaching Fellow, Boston University, 1975-78; Visiting Lecturer, Colorado College, 1978-79; Assistant Professor, University of Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, 1980-. Peter Dragan Pesic A.B., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Gradm.te Fellow, 1969-75; Research i 1 .ssistant and Associate, Stanford Linear Accelerator Center, 1970-75; Lecturer, Stanford University, 1976-80; 1i.1tor, St. John's College, Santa Fe, 1980-. Jack Lincoln U.S. Army, 1966-69; University of Rhode Island, 1969-70; B.A., St. John's College, Annapolis, 1974, General Contractor, Annapolis, 1974-75; M.A., Philosophy, McMaster University, Hamilton, Ontario, 1978, Ph.D. candidate, 1978-79; Teacher to learning disabled adolescents, St. Thomas More School, Colchester, CT, 1979-80; Teacher, Maritime Sciences, J\fathematics, Social Sciences, Christchurch School, Christchurch, VA, 1980-81; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1981, 1982; Greengrocer, Providence, RI, 1981-82; Tutor, St. John's College, Santa Fe, 1982-. Robert Shlaer B.A., Art History, Columbia College, 1963; M.A., Experimental Psychology, Columbia University, 1966; Ph.D., Sensory Psychology and Neurophysiology, University of Rochester, 1970; University Fellow, University of Rochester, 1968-69; PostDoctoral fellow in Theoretical Biology, University of Chicago, 1969-71; Visiting Lecturer on Physiological Optics; Illinois College of Optometry, 1969-70; Associate in Neurosurgery (research), Northwestern iv'iemorial Hospital, 1971-73; Instructor in Surgery (Neurosurgery), Northwestern University Medical School, 1971-73; Visiting Lecturer in Perception, Loyola University, Chicago, 1972; Baroque Performance Institute, Oberlin Conservatory, 1974; Student of Early Music Performance, University of New !viexico, 1974-78; Manufacturer of replicas of antique woodwinds, 1975-79; Lecturer in General Honors, 1978-80, Instructor in Continuing Education, 1978-79, Adjunct Associate Professor of Biology, 1978-81, University of New Mexico; Biophysicist, St. Joseph Hospital, Albuquerque, 1980-82; Clinical Associate in Neurology, University of New Mexico Medical School, 1982-; Tutor, St. John's College, Santa Fe, 1982-. Martin Alan Cohen Brandeis University, 1968-70; A.B., University of California, Berkeley, Integral Human Development, 1972; The Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1981-, Tutor, 1983-. �FACIJLTY/79 78/ST. JOHN'S COLLEGE Anne L Harris B.A., Honors, Philosophy, McMaster University, 1979; M.A., Philosophy, University of Toronto, 1980; M.A., Social Thought, University of Chicago, 1983; Social Sciences and Humanities Research Council of Canada Doctoral Fellow, 1981-83; Tutor, St. John's College, Santa Fe, 1983-. Katharine S. Mulford BUS., Philosophy and Religion, University of New Mexico, 1975; M.A., Philosophy and Theology, Graduate Theological Union, 1978; Ph.D., Philosophy, University of Oklahoma, 1983; Tutor, St. John's College, Santa Fe, 1983-. Frank N. Pagano A.B., Cornell University, 1969; Ph.D., Boston College, 1981; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal Leaming, 1980-83, Associate Professor of Political Science, 1981-83, University of New England; Tutor, SL John's College, Santa Fe, 1983-. David A Sanders A.B., English Literature, Brown University, 1963; Ph.D., English, Cornell University, 1974; Tutor, St. John's College, Santa Fe, 1983-. PRESIDENTS HIIERITI Douglas R Gordon Richard D. Weigle TUTORS EMERITI Wiley W. Crawford James L Tolbert Joseph Winfree Smith, Jr Hugh P. McGrath HONORARY FELLOW Paul Mellon B.A., Yale University, 1929; B.A, 1931, M.A., 1938, Cambridge University; Litt.D., Oxford University, 1961; LLD., Carnegie Institute of Technology, 1967; U-LD., Yah' University, 1967. OFFICERS, ASSOCIATES AND STAFF ANNAPOLIS SANTA FE President Edwin J. Delattre President Edwin J. Delattre Dean Robert A Neidorf Interim Dean George Doskow Provost J. Burchenal Ault Provost J. Burchenal Ault Treasurer Treasurer Jeri Rhodes Emery C Jennings Director of Graduate Institute Director of Graduate Institute Geoffrey Comber Stephen R. Van Luchene Assistant Deans Assistant Dean Barbara H. Leonard Charlotte Gray Martin George Doskow Director of Admissions Director of Admissions Mary McCormick Freitas John M. Christensen Director of College Advancement Director of Alumni Activities Marsha Drennon Elizabeth H. Blume Director of Alumni Relations Artist in Residence Samuel Larcombe Burton Blistein Director of Career Counseling Director of Athletics Ronald F. Hale Bryce DuVal Jacobsen Director of Financial Aid and Registrar Director of Career Counseling Diane Trudell Marianne Braun Librarian Director of Continuing Education James Benefiel Geoffrey Comber Director of Student Activities Director of Development Istvan Fehervary Ann E. Cruse Director of Community Education Director of Financial Aid Samuel Larcombe Caroline Taylor Christensen Director of Laboratories Librarian Hans Von Briesen Kathryn Kinzer College Nurse Director of Public RelaUons Peggy H. Elrington Rebecca Wilson College Physician Registrar Ssu Weng Nancy R. Winter Coordinator of Buildings and Grounds Director of College Health Services Dolores Vigil Marilyn Mylander Supervisor of Maintenance College Physicians Juanito Zamora Charles W. Kinzer Sigmund A Amitin Superintendent of Buildings and Grounds Charles L Wallace �80/ST. JOHN'S COLLEGE Profile: Freshman Classes Entering Fall 1983 and January 1984 States Represented Annapolis 29 Alabama . . . . . . Arizona . . . . . . . California . . . . . . . . . Colorado ......... . Connecticut . . . . . . . . Delaware .......... Florida . . . . . . . . . . . . Hawaii ........... . Illinois . . . . . . . . . . . . Iowa . . . . . . . . . . . . . . Kansas .. .. .. .. .. .. Kentucky . . . . . . . . . . Maine .. .. .. .. .. .. . Maryland . . . . . . . . . . Massachusetts . . . . . . Michigan Minnesota . . . . . . . . . Missouri . . . . . . . . . . . Nebraska ......... . New Jersey . . . . . . . . . New Mexico New York . . . . . North Carolina Ohio . . . . . . Oklahoma ........ . Oregon .......... .. Pennsylvania . . . . . . . Rhode Island . . . . . . . South Carolina South Dakota Tennessee . . . . . Texas .. . .. .. .. .. . Vermont . . . . . . Virginia . . . . . . . Washington Wisconsin . . . . . . . District of Columbia Canada . . . . . Denmark . . . . . . . . . . . . Israel . . . . . . . . . . . . . . . Korea . . . . . . . . . . . . . . . Poland . . . . . . . . . . . . . . 3 1 8 Santa Fe 27 2 21 5 3 1 7 2 2 1 1 1 1 18 9 7 4 1 9 14 2 4 8 2 2 1 1 1 1 12 2 2 2 1 1 2 1 1 4 1 4 6 2 2 4 1 2 7 2 1 1 1 1 1 1 Q) i!.C:!j~ti) ~ el 0 '1l "'O I J5 ..... Q) ..c "' c: §c:<llID:::s "'O 0 >. .... Q) c: "; Qj :::s ..c :::s 0 "'O 0 <llID~~~ Annapolis Number of Students Fall 1983 ........... January 1984 ....... Men .............. Women ...... Early Entrance ....... Previously Attended College ... ' .... ' ... Range of Ages ...... Veterans ............. Kind of School Attended Public ............. Independent ........ Parochial . . . . . . . . . . Receiving Financial Aid .... ' .......... Rank in Class* First Fifth .......... First Tenth ....... Second Tenth .... Second Fifth Third Fifth ......... Fourth Fifth Last Fifth ... ' ...... National Merit Honors Scholars ........... Finalists ..... Semi-Finalists Commended Students 9 1 2 1 *Not included in this table are 44 students for whom rank is not available. 0 "; ..... .9 <ll.....: ~ g! ..... 0 .... Ci.. ;!:: >. 0 ~.;]ci5] ~ 8 0 >< (.IJ ~ 26 15-41 3 i;.IJ l? 88 31 14 ~ ...J 45% 44 6 6 9 24 ........ 8 106 28 73 61 4 51% 43% 18% 21% 13% 6% '7 l/') "' ............. s ~ 0 "'O -"' cuuc:C::::s "'(ll..C:: 'ID .c:a R • 8 z ::r:: CJ) 0 -. ~ CJ) ~ (.IJ z ~ ~ ~ z -< {J) • .-4 en en • .-4 e ~ f.-4 0 Cl \...1..-4 ..,J ~ ~ ~ -< :E en· ..,J 0 0... -< z z -< 0 • .-4 ~ rg • .-4 _..... ~ ~ s c: .-::: .......... Q) '1l Q) '1l ...., Ul .... s N '1l Q) ;!:: ;..:::: '1l Q) "'O 0 .... '1l '1l Q) 1B ......... gf .... ..c::oo>....,~ ..., c: .-;: Dot s 2 c: Q) ..... 0 ..... • ..., ..c:: ...0 :::s ...... :::s ""4 . . . . :::s .... s ·- - "' '1l ·- ~ 2·a c: i-9 .llR~ei -=-== :; 0 '-M .-=: -Ooc:·-:::sd "' 0 ·c: ..c '1l ........ s ·Q) ..c:: '1l :::s !ii 0 ti o~g,..cu~ ...-.. 0 """" U'l 1-4 ....:s~foc:~ {J) c: ..... ·- 0 n; - 00 ..... Q) -~ '1l 0 e u "'CIJ .... :::sso.. "'O - "'O 0 >< 0 0 Q) >.~ Q) .:::: ..... c: ;!:: ..... cuCIJbO 0 ..c:: cuO s .:..= ..... ...c.,, c: ...\oil ~ ~:9~-Eo-8 ogcuo"'C1J :S;i::~;i::jl;l:: 2Q)Q)~s-o ..... ~> Q)c: "' ..... '1l 0 s '1l c: s ..... ·- ..c:: .... -o s .~ :::s ..c:: .... "' 0 cu ID c: <lloo..>."":::S SU.Be:£~ ·Q) :::s~bOU>>,l5_ -oc::::s- a·in ·i == '""3 .~ ~'ti~ ·;::: 0 '"'{j=o'"'"" 8 ........ "'O .... o...,elO ~-c(cuc;~O .... cu~<llcuu Q) ..c:: • ............ ·U'l ...... "ii QJ e :::s ID~'"'-~ el -- "'..c QJ ·- > :::s ....., 0 el c:o ·r;; ~ >. ;!:: '1l •...-! (") :::s u .~ vi "a.~ _ :::s 0.. 0.. '1l ..... 0 0 't:: ;!:: ID tl :::s {J) ..... Q) ID ..c:: N 0 ..... "O ..... c: Q) '1l "' c: ,.... 0 ~ ~ ·- .... 0.. Q) ·"'..c:: Q) ..... 0 .... ..... Q) "' .... c: "'O ..... "'O Q) '1l "' 0 bO ..... '1l 0.. "' 'E c: ·- ..... --a "i:: el ~ 0.. ~ '1l 0.. := ..... >. '1l ...\oil "'"'O '1l fl ~~ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 1984-1985 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 81 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 1984-1985 Date A point or period of time associated with an event in the lifecycle of the resource 1984-1985 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Publisher An entity responsible for making the resource available St. John's College Description An account of the resource College catalog for the years 1984-1985 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/88433b870d0ffddc45b840a29278e25c.pdf 82d9003adbfad313517ef76e6fad0080 PDF Text Text ANNAPOLIS, MARYLAJ'.JD 21404 SANTA FE, NEW MEXICO 87501 (301) 263-2371 (505) 982-3691 STATEMENT OF THE ST. JOHN'S PROGRAM 1985-1986 Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges a_nd Secondary Schools, and by the North Central Association of Colleges and Secondary Schook The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, color, sex, age, national or ethnic origin, or against the handicapped. �COLLEGE CALENDAR 1985-86 ANNAPOLIS 1985-86 September 3-4 . . . . . . . . . . . . September 4 . . . . . . . . . . . . . . September 5 . . . . . . . . . . . . . . September 5 . . . . . . . . . . . . . . September 5 . . . . . . . . . . . . . . October 11-14 ............ November 28-December 1 .. December 13-January 5 . . . . January 19 ............... January 20 ............... January 22 ............... February 7-10 . . . . . . . . . . . . March 6-23 . . . . . . . . . . . . . . . May 2-3 . . . . . . . . . . . . . . . . . May 22 . . . . . . . . . . . . . . . . . . May 23 . . . . . . . . . . . . . . . . . . May 25 . . . . . . . . . . . . . . . . . . Senior Oral Examinations Freshman and Senior Registration Convocation Sophomore and Junior Registration Classes Begin with Seminars Long Weekend Thanksgiving Recess Winter Vacation End of First Semester Second Semester Registration January Freshman Registration Long Weekend Spring Vacation Parents' Weekend Last Day of Classes End of Second Semester Commencement SANTA FE SUMMER 1986 June 2 ................... June 23 . . . . . . . . . . . . . . . . . . August 8 ................. August 15 . . . . . . . . . . . . . . . . January Freshman Graduate Institute January Freshman Graduate Institute Second Semester Begins Begins Second Semester Ends Ends 1985-86 August 28-29 ............. August 29 ................ August 30 . . . . . . . . . . . . . . . . August 30 ................ August 30 ................ September 2 .............. October 11-14 ............ November 21-24 .......... December 16 .. : .......... December 19 . . . . . . . . . . . . . December 20-January 12 ... January 10 ............... May 16 . . . . . . . . . . . . . . . . . . May 18 .................. Senior Oral Examinations Freshman and Senior Registration Convocation Sophomore and Junior Registration Undergraduate Classes begin with Seminars Graduate Institute Begins Long Weekend Thanksgiving Recess Second Semester Early Registration End of First Semester Winter Vacation January Freshman Registration End of Second Semest~r Commencement SUMMER 1986 June 2 ................... June 22 .................. August 7 ................. August 16 ................ January Freshman Graduate Institute January Freshman Graduate Institute Second Semester Begins Summer Session Begins Second Semester Ends Summer Session Ends �Introduction The Curriculum Seminar Preceptorial Tutorial Laboratory Formal Lecture St. John's List of Books The Academic Order Tutors Instruction Committee Library Schedules Essays and Examinations Academic Standing Degree of Bachelor of Arts Degree of Master of Arts Graduate Institute in Liberal Education Directory Information and Right to Privacy 6 8 10 11 16 20 22 28 29 30 31 32 34 35 37 37 37 Residence 3-nd Student Life Annapolis 38 Sant-a Fe 43 47 63 Both Campuses Site Plans of the Campuses Achnissions Requirements and Procedure Campus Visit 50 53 Fees and Financial Aid Procedures and Deadlines Grants and Loans Sample Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress 55 57 59 59 60 ... 61 Bibliography Board of Visitors and Governors 65 faculty 66 Officers, Associates and Staff 79 Profile: 1984-85 Freshman Classes 80 �6/ST. JOHN'S COLLEGE Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any calling and to become mature, competent and responsible citizens of a free society. SL John's College believes that the way to the books in which the greatest minds of our civilization - ~he great teachers - have expressed themselves. These books are both timeless and not only illuminate the persisting questions of human existence, but also have great relevance to the conDI4JDlle111s with which ·we have i:o deal They can therefore enter in~o our everyday lives. Their authors can speak to us almost as freshly as when spoke for the first for what thev have to tell us is not something of merely academic concern, remote fro~ our true int£rests. change the terms and foundations of our thoughts; they affect the deepest of our passions, and they touch the most parts of our human nature. • The books to us in more th.an one way. In rai§ing the persisting human they lend to different interpretations that reveal a variety of independent and yet complementary meanings. And, while seeking the trnth, ii:hey please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are poems or political treatises, and whether their subject matter is historical or philosophical. They are also linked together, for each of them is introduced, supported or criticized by the others. In that sense converse with each other. draw the readers to take part, within the of their abilities, in a large .;:md unending mnvers.ahon. This oonve:rsation, however, is unavoidably one-sidecL The great books om repeat what they have to say, without furnishing the dariflra~ tions we desire. To remedy this defect is the goal of the St. seminar. a number of sh.1dents of varied backgrounds, with a text thait may pre~nt unfamiliar thoughts, to H reasonably. It is presupposed that the students are willing to submit their opinions to one another's questions. The of the individual and those of the group are in contir11.1rn..1s interplay, setting limits within l:he discus§ion movt's with the utmost possible freedom" The discussion THE INTRODUCTION/7 may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concem itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to :recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are - to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout !:heir lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. A.s much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent to listen to the students and to work with them than to impose upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of word§ and in numbers so that they become mean§ of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic- the arts of language; and arithmetic, geometry, music and astronomy- the arts of mathematics . In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking and writing, and also in measuring, deducing and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experiment mathematical demonstration, and musical analysis. Vl'natever methods are U§ed, they all serve the same end: to invite the students to think for themselves, ro enable them to practice freedom. By these means students will be able l:o envisage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one form or another indispensible. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance men and women can free themselves from the wantonness of prejudice and the :narrowness of beaten paths, Under their discipline they can acquire the habii: of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far reaching of all human goals. �8/ST. JOHN'S COLLEGE THE CURRICULUM THE SEMINAR The heart of the curriculum is the seminar - a ' discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two members of the faculty as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten - or well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around a hundred pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once under way, the seminar may take many forms. It may range from the most particular tQ the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about. the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading but bearing only indirectly on the text itself in THE CURRICULUM/9 the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument-an unsupported opinion does not count. In a freshman semina~ the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Grad1:1ally, in their .interplay with one another, the students learn to proceed with care, keepmg to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument;' of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question rem~ins ~pen with. certain alternatives clearly outlined. The progress of the semmar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies an? other imaginative device~ by which the discussion is kept alive. A semmar may also degenerate mto rather empty talk, without being able for some time to extricate itself fro.m such a course. Or it may climb to heights accessible to only a few of its members. Under these circumstances the primary role of the leaders is not to give information, nor is it to produce the "right''. opinion. or in~erp:eta­ tion. It is to guide the discussion, to keep it movmg, to raise ob1echons, to help the students in every way possible to understan~ the autho~, the issues and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question 'Why?"But the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequently, all opinions must be defended with reason, and any single opinion can prevail only by general consent. The aim is always to develoJ? the st:uden~s' powe~s of reason and understanding and to help them arnve at mtelhgent opinions of their own. Every freshman, sophomore and junior submits an essay. on so~e theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling. (See page 35). �THE CURR!CULUM/11 10/ST JOHN'S COLLEGE THE PRECEPTORIAL For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the serainar or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally not rnore than ten students in a preceptorial. Guided by a tutor, proceed at a pace more leisurely than that permitted by the seminar. Usually the students' work is completed by the writing of a paper, which may be read in draft to the preceptorial and criticized by the other members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years Heidegger: Being and Time and Expression in the Arts Joyce: Ulysses Saussure: Course in General Linguistics Readings in Lao Tsu and Confucius Aristotle: Metaphysics Darwin: Natural Selection Plato: Republic Sartre: Being and Nothingness Galileo: Dialogues on the Two Chief World Systems Selected Plays Seleci:ed Poetry Bosch and Bruegel Kant'. Critique of Judgement Hobbes Leviathan Augustine: City of God Austen: Selected Novels Leibnitz: New Essays Concerning I-foman Understanding Ethical Problems in Medicine Nietzsche· Twilight of the Idols TUTORIALS The seminar cannot suffice as the only setting for liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music. For each of four years, a student attends one language and one mathematics tutorial three or four times a week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to fifteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together towards a careful analysis, often through translation or demonstration, of an important work. As in the seminar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to their fellows. Other tutors often attend, seeking to learn about a particular subject which may later teach. Writing assignments are normally rnade in all classes: mathematics, music and laboratory sections as well as in language tutorials. The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. Fnmarily, the language tutorial attempts to remedy this condition by a in the means of precise communication and effective persuasion. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this it muse direct attention to the fundamental ways in which words can be togel:her; to the modes of signifying things; the varied connotations and ambiguities of terms; the role of metaphors, analogies and images, and the logical relations between propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating frorn them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and d th<:'ir own in particular. During the four years, then, they study language as the discourse of reason, as the articulation of experience, and as the rnedium of the art of poetry; and both directly and through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must �THE CURRICULUM/13 12/ST. JOHN'S COLLEGE govern it if it is to be clear, consistent and effective - if it is to be adequate and persuasive. In the beginning the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one which is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think dearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made i:ranslation. Issues are brought to the fore which might othernrise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its i:urn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the student can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that T0 experience the of another language is to extend boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part Latin and German might be used vvithout changing the pattern and aims of the tutorial. The first year of Greek, however, goes 'Nell with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by Shakespeare, Donne and other English poets The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading and writing of simple French. Students already fluent in French may be exempted from these early stages, Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models, In the second semester a play is read-Racine's Phedre. The principal activity of the fourth year is the reading of French poems, including a considerable number from Baudelaire's Flew'S du Mal. Its immediate object is the understanding and enjoyment of each poem u1 its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. 'Nriting assignments include exercises in translation more ambitious than those attempted in the third year. One of Moliere's comedies is read-eithEr Tartuffe or Le Misanthrope. The year ends with analysis and discussion of modern British and American poets, such as T. S. Eliot, Dylan Thomas, W. B. Yeats and Wallace Stevens. THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word meaning ''to learn:' It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematical. It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based. Mathematics at SL John's is studied as a liberal art, not artificially separated from what have come to be called the humanities. When mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at St. John's, mathematics becomes not only the most readily 1eamable liberal art but also one which provides ready access to others and significant analogies with them. There are two main reasons for studying mathematics. First, it pervades our modern world, perhaps even defines iL Therefore anyone who means to criticize or reform, to resist or cooperate with this world not only must have some familiarity with the mathematical methods by which it is managed, but also must have thought about the assumptions that underlie their application, It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure things in the universe. The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathematics has, as its name u11vuc::., a particularly close connection with the human capacity for learning, its study is especially useful in helping students to think about what it means to com<:> to know somethingo To prepare themselves for such reflection students study artfully composed mathematical treatises, demonstrate propositions at the blackboard and solve problems. By doing this over four years they learn a good deal of mathematics, and they gain noticeably in rigor of thought, nimbleness of imagination and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following �14/ST JOHN'S COLLEGE are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? Are there "better" and "worse;' "ugly" and "beautiful" in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects - its central expression found in the theory of ratios -which is buried under the foundations of modern mathematics. After Euclid they begin the study of Ptolemy's Almagest-, centering their attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens Thai the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St. John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, bui: he gives more than that: his work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic and religious readings that are taken up in the first and second years. In the second year the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system which are brilliantly transformed by the Copernican revolution. They study Copermcus's transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollomus to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this they study analytic geometry, which presents the conic sections m algebraic form. They thus gain an understanding of algebra as the art" in general. In the third year calculus is studied both analytically in its modem form and geometrically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The student then returns to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" theory in which orbits are determined by laws of force. The mathemai:ics tutorial is both an introduction to physics and a foundation for the of the philosophical outlook o( the modem world. In the fourth year the reading of Lobachevski's approach to nonEudidean geometry invites reflection on the postulates of geometry, as well as on the naturE of the geometric art as a whole. This is followed by the study of Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. THE CURRICULUM/IS THE MUSIC TUTORIAL One of the aims of St. John's program has been to restore music as a liberal art to .the curriculum. The study of music at St. John's is not directed towards performance but towards an understanding of the phenomena of music The ancients accorded music a place among the liberal arts because understood it as one of the essential funct10ns of the mind, associated 1nith the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year students meet once a week to study the fundamentals of melody and its notation. Demonstration takes placeJ1rirnarily by singing, and by the second semester the students peform some of the great choral works. In the sophomore year a tutorial meets three times a week. The music tutorial reflects tvw different but complementary aspects of music. On the one hand music is intimately related to language, rhetoric and poetry. On the other it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint and harmony. Norn• of these is done apart from. the sounding reality of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of :Mozart and the instrumental works of Beethoven are the real textbooks In the second semester at least one ma1or work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of iL �16/ST. JOHN'S COLLEGE THE CURRICUUJM/17 THE LABURATOR)t' The emblem of the St. John's program on the back cover shows seven books surrounding a pair of scales. The balance, no less. than the books, symbolizes the tradition of the liberal arts. It stands for the instruments of the scientific laboratory, which may well be the most characteristic institution of the modem world. Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear it. The last two years of the program exhibit the far-reaching changes flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and-has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth They are based on a mathematical interpretation of the universe, transforms the universe into a great book written in mathematical characters" Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose St. John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact l~as to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, howev~r, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learmng. There need not be "two cultures'.' Different fields of exploration require different methods and techniques, but the integrity of scientific pursmts stems from sources common to aH intellectual life. THE ORGANIZATION Of THE WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption and observation. Thus certain inwholes of subject matters are to be selected as problems in which roles of theory and experimentation can be distinguished through critical study" (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instrurnents permit, to analyze procedures for sources of error,. to consider alternative methods, and on occasion, to repeat an entire experimenL Only thus can they come to a mature understanding of the sciences called "exact:' A laboratory section consists of seventeen to twenty-one students working under the guidance of a tutor, with the help of more advanced students serving as assistants. Sections meet two or three times a week. A laboratory session may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires. OccasfonaHy a laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the College the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry" �18/ST. JOHN'S COLLEGE THE CURR!CULUM/19 LABORATORY TOPICS The general topics of study have been chosen from elementary physical and biological science. The sequence of study may be outlined as follows: 1st Year 12 weeks: 20 weeks: 3rd Year Observational biology Studies of matter and measurement, leading to the atomic theory of chemistry Topics in physics: mechanics, optics, heat, electricity, magnetism Quantum physics Genetics, evolution, molecular biology chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The students compare the vievvs of Aristotle and Lavoisier on the nature of substance and substantial change, and go on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speakThe year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination. THE THIRD YEAR The third~year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, thermodynamics and electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original writings by Galileo, Descartes, Huygens, Newton_ Leibnic:, Carnot and Maxwell. The mathematical tools THE FIRST YEAR of physics are i:o be put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutorials. As the The laboratory begins with twelve weeks devoted to topics in observational tools of the calculus become available, the emphasis shifts from a direct, biology: classification of types, anatomical structure, cells and their agqualitative description of force, acceleration, work, energy and potential gregation and differentiation, embryological development. Close obserfields, to their reformulation in terms of derivative and integral; at the same vation by naked eye or microscopes is accompanied by constant time the physical concepts serve to illustrate the mathematical ideas. The theoretical interpretation, based on reading important 1Norks of biological concepts of mechanics are to be used to formulate alternai:ive theories of scientfats. Here the student confronts organisms as self-moving entities 'With light_::, corpuscular and wave-and the success of either theory in accountproperties of wholeness, intimately dependent on, yet distinct from, the ing for optical phenomena is examined. The phenomena and processes of surrounding world. thought leading to the first and second laws of thermodynamics are given The freshman laboratory next turns to the non-living, in a search for careful consideration. The fundamental phenomena of and some of its fundamental laws. Archimedes on the lever and on hydrostatics magnetism are studied observationally and experimentally, and formulated is studied, then the laws of equilibrium of gases, temperature and calorimetry are taken up, experimentally and in discussion of the relevant * in mathematical terms. The final and culminating topic of the year is IvfaxweH's derivation of an electromagnetic theory of light. theories. These topics lead into an examination of the phenomena, largely 4th Year 10 weeks: 18 weeks: THE FOURTH YEAR In ways the work of the senior year is a return to questions the students confronted as freshmerL During the first ten weeks, the senior laboratory takes up anew the theory of atomism - bul the atom itself has become the object of study. Prepared by their work wii:h electrical the students can focus on the questions of atomic lead to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrodinger Through a sequence of historic scientific papers and related experiments, the cono::pts of particle and wave, of discreteness and continuity, new FoHo"l/ving the course of thought in What is Life?, the senior laboratory then turns or returns to biological topics, and first to and its development the genetics, to Mendel's theory of experimentation and interpretation by TH. Morgan and his associate::;, The results of laboratory studies of bactena populations are considered from the standpoint of their evolutionary sigmficance, in the papers of Hardt and of Luria and Delbruck Next, fundamental papers le2ding to present~day molecular biology- for instance Beadle and Tatum, V•Jatson and Jacob and Monod-are studied. �20/ST JOHN'S COLLEGE THE CURRICULUM/21 LECTURE The curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opto listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed a discussion. Here the lecturers submit themselves to prolonged questioning the students, vvith the faculty participating . Often the discussion turns into a seminar. Thus the formal lecture senres two purposes: it inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. LECTURES AND CONCERTS The below provides some examples of lectures and concerts given on one or the other campvs recent years: "The Iliad: A War Poem" Bernard Knox "What Makes Crime Go Down?" James Q Wilson "Galactic Nuclei, Active Galactic Nuclei, and Quasars" Jan1es Beall The Fine Arts Quartet "James lVladison and the Bill of Rights" Robert Goldwin "The Tears of Odysseus" Carey Stickney "Evolution and Development" J. T. Bonner Emerson String Quartet "Madness, Reason, and Recantation in Plato's Phaedrus" Martha Nussbaum ''Against Time" Eva Brann "What Good and What Harm Can Psychiatry Do?" Wolfgang Lederer "Botticelli's Prima Vera: Anatomy of a Masterpiece" Paul Barolsky "Perceptual Experience and the Mechanisms of Human Vision" William Banks "On the Opening Chord of Wagner's Ring'' Elliott Zuckerman "The Evolution of Behavior in Humans and Dogs" May Coppinger "Metaphysical Themes in the Speculative Theology of St. Thomas Aquinas" James Carey "The Inefficacy of the Good" Douglas Allanbrook "Minds and Brains: Men and Machines" Mortimer J. Adler "Paul as He Was and Paul as He Looks" Krister Stendahl "The Parable of Don Quixote" Joe Sachs �22/ST. JOHN'S COLLEGE THE CURRICULUM/23 ST. JOHN'S LIST FRESHMAN The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at the University of Chicago, at the University of Virginia and, since 1937, at St. John's College. The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modem languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter. The St. John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all times. In doing that it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and ever present gravity of human issues" The list of books which constitute the core of the St. John's program is subject to review and revision by the Inscruction Committee of the faculty. Those listed here are read at one or both campuses. Books read only in part are indicated by an asterisk. Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Nicomachus: Lavoisier: Essays by· Harvey: SOPHOMORE YEAR Aristotle: Apollonius: Virgil: Plutarch: EpJCtetus: Tacitus: Ptolemy: Plotinus· Augustine: ·,..Anselm: Aquinas: Dante: Chaucer: Des Prez: Machiavelli: Copernicus: Luther: Rabelais. Palestrina: Montaigne: Viete: Bacon: Shakespe'lre: Poems by: Descartes: Bookstore, Annapolis Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories* Clouds Meno, Gorgias, Republic; Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus Poetics, Physics*, Metaphysics~ Nicomachean Ethics~ On Generation and Corruption~ The Politics~ Parts of Animals~ Generation of Animals* Elements On the Nature of Things "Pericles," ''.Alcibiades;' "Lycurgus;' "Solon" Arithmetic'' Elements of Chemistry* Archimedes, Torricelli,·'rascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood Pascal: The Bible* De Anima, On Interpretation~ Prior Analytics*, Categories* Conics* Aeneid Lives* Discourses, Manual Annals* Almagest'' The Enneads * Confessions Proslogium Summ11 Theologim* Divine Comedy Canterbury Tales* Mass The Prince, Discourses* On the Revolutions of the Spheres* The Freedom of a Christian, Secul11r Authority, Commentary on Galatians~ Sincere Admonition Gargantua* Missa Papae Marcelli Essays* "Introduction to the .A.nalytical Art" Novum Organum* Richard 11, Henry IV The Tempest, As You Like It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets* Marvell, Donne, and other 16th and 17th century poets Rules for the Direction of the Mind, Geometry* Generation of Conic Sections �24/ST JOHN'S COLLEGE Bach: Haydn: Mozart: Beethoven· Schubert· Stravinsky: Webern: THE CURRICULUM/25 St. Matthew Passion, Inventions Selected Works Selected Operas Selected Sonatas Selected Songs Symphony of Psalms Selected Works YEAR Don Quixote Two New Sciences* Leviathan* Discourse on Method, Mediations, Rules for the Direction of the Mind~ The World* Paradise Losi * Milton: La Rochefoucauld: Maximes'' Fables* La Fontaine: Pensees* Pascal: Treatise on Light''. On the Movement of Bodies by Impact Huygens: Theologico-Political Treatise Spinoza: Second Treatise of Government Locke: Phedre Racine: Principia Mathematica* Newton: Epitome IV Kepler: Monadology, Discourse on Metaphysics, lrVhat is Nature?, Leibnitz: Essay on Dynamics Gulliver's Travels Swift: Principles of Human Knowledge Berkeley: Treatise of Human Nature* Hume: Social Contract, The Origin of Inequality Rousseau: Wealth of Nations* Adam Smith: Kant: Critique of Pure Reason''. Fundmen.tal Principles of Metaphysics of Morals, Critique of Judgement Don Giovanni I'viozart: Jane Austen: Pride and Prejudice, Emma Hamilton, Jay The Federalist* and Madison: Billy Budd, Benito Cereno Melville: Essay on the Theory of Numbers Dedekind: Fielding: Tom Jones Democracy in America* Tocqueville: Essays by: Young, Maxwell, S. Carnot, L Carnot, Mayer, Kelvin, Taylor, Euler, D. Bernoulli Cervantes: Galileo: Hobbes: Descartes: .~ SENIOR YEAR Moliere: Goethe: Mendel: Darwin: HegeL Lobachevsky: Tocqueville: Lincoln: Kierkegaard: Articles of Confederation "Declaration of Independence" Constitution of the United States of America Supreme Court Opinions* The Misanthrope, Tartuffe Faust* Experiments in Plant Hybridization Origin of Species Phenomenology*, Logic (from the Encyclopedia), Philosophy of History* Theory of Parallels* Democracy in America* Selected Speeches Philosophical Fragments, Fear and Trembling Wagner: Marx: Dostoevski: Tolstoy: "'Mark Twain: William James: ~-Nietzsche: Tristan and Isolde Communist Manifesto, Capital''. Political and Economic Manuscripts of 1844 * Brothers Karamazov War and Peace The Adventures of Huckleberry Finn Psychology, Briefer Course Birth of Tragedy, Thus Spake Zarathustra': Beyond Good and Evil* General Introduction to Psychoanalysis Selected Poems The Metamorphosis, The Penal Colony Selected Papers The Electron* Heart of Darkness The Dead Yeats, T S. Eliot, Wallace Stevens, Baudelaire, Rimbaud, and others Faraday, Lorenz, J J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger, Maxwell, Bernard, Weismann, Millikan, de Broglie, Heisenberg, John Maynard Smith, Dreisch, Boveri, Mendel, Teill:.ard de Chardin �THE CURRICULUM/27 CLASSIFICATION OF AUTHORS, ACCORDING TO CONVENTIONAL . SUBJECT MATTER, THROUGH THE FOUR YEARS Philosophy and Theology History and Social Science Mathematics and Natural Science Homer Aeschylus Sophocles Euripides Aristophanes Plato Aristotle Lucretius Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Virgil Aristotle Epictetus Plotinus Marcus Aurelius The Bible Augustine Anselm Thomas Aquinas Luther Montaigne Bacon Plutarch Tacitus Machiavelli Ptolemy Apollonius Copernicus Descartes Pascal Viete Descartes Pascal Hobbes Spinoza Locke Berkeley Leibniz Hume Kant Locke Rousseau Adam Smith U. 5. Constitution Hamilton, Madison, Jay Toqueville Galileo Kepler Young Euler Mayer S. Carnot L. Carnot Kelvin Taylor D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell Hegel Kierkegaard Nietzche William James Hegel Marx Documents from American Political History Tocqueville Lincoln Supreme Court Opinions Faraday Lobachevsk.i Lorenz Rutherford Minkowsk.i Bernard Davisson de Broglie Wagner Mendel J. J. Thomson Bohr Millikan Schrodinger Darwin Freud Einstein Heisenberg Whitehead Maxwell Literature Dante Chaucer Rabelais Shakespeare Donne Marvell Cervantes M'ilton Swift Racine Fielding Melville La Fontaine Jane Austen La R.ochefoucauld "Moliere Goethe Jlilstoy '~Olltoevski .~udt1laire .. ilm:baud Wery ;~ts ;~1'.'1tce Stevens .~·t $;, Eliot ;);~!lfk 1\vain J~Joyce Jcifieyh Conrad Lavoisier Dalton Archimedes Torricelli Pascal Fahrenheit Avogadro Black Music Wollaston Gay-Lussac Proust Cannizzaro Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Driesch Boveri Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez Webern Mozart �213/ST. JOHN'S COLLEGE T E THE ACADEMIC ORDER/29 DE I R E 'fHE TUTORS At St. John's the teaching members of the faculty are caHed tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their Held of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. AH participants in a class are expected to prepare for their discussion by studying from the works of the principal teacher of the class it might be Plato or Newton - usually an author of one of the great books who wrote from the high point of his or her learning. What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions . The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen, to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at SL John's will not be limited to what fits neatly inside a single it is essential that St. John's tutors reeducate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training. For example, tutors with advanced degrees in mathematics would prepare themselves to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging with the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that are involved with a variety of "'wrks of such richness that are coni:inually tempted to strive for greater corn.prehension of them. Some tutors do find time to vvrite articles and books, but their first duty is to prepare themselves to teach the St. John's program. This is necessarily demanding because no tutor is confined to a of the program. They are, and have to teaching members of a seminar and of either two tutorials or of one tutorial and a laboratory section, and are continually teaching their colleagues and from then1 It is important that tutors have time to probe more deeply into the foundaeions and wider contexts of what i.s studied at St. John's than the preparation for classes usually allrnNs. In order to avoid staleness and the ~ver present danger of succumbing to routine perforrnance, they are granted sabbatical leaves to allow for leisure and serious study. Between sabbatical leaves, faculty study groups are set up. Leaders of such groups are relieved of part of their ordinary teaching duties. They en.gage in a thorough study and exploration of a subject chosen by the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John's curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John's. TI-IE INSTRUCTION COMMITTEE The Instruction Committee is a committee of tutors responsible for advising the Deans on all matters of instruction. Ii: also advises the President on appointments to the faculty. The Committee consists of the Deans and twelve tutors, six elected by the tutors on each campus of the College; the President and the Provost sit with the Instruction Committee ex officio, The Deans preside over the Instruction Committee meetings on their own campus; the members of the Committee on each campus constitute the Instruction Committee for that campus and meet at frequent intervals throughout the year. The full Committee meets annually, alternating between the two campuses, and the Dean at the host campus presides at those annual meetings. �30/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/31 THE LIBRARY SCHEDlJLES The books chosen for study at SL John's are collected in the library in the best editions and translations that can be obtained. These books form the core of the library, essential to the teaching of the program. A good general collection is a necessary supplement; the college has little need for a specialized, highly technical collection. Each year books are purchased in mathematics, science, philosophy, religion, fine arts, music, poetry, literature and history and many other fields. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarians in selecting books and periodicals. The Annapolis library maintams a collection of about 85,000 volumes. In Santa Fe, the collection now numbers over 50,000. Perhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS HOUR 9:5011:00 11:1012:20 1:20410 80010:00 MONDAY TUESDAY Language WEDNESDAY THURSDAY Chorus Language Mathematics Laboratory FRIDAY Language Mathematics Mathematics Laboratory Seminar Seminar Formal Lecture A SAMPLE fR.ESHMAN SCHEDULE, SANTA FE HOUR 9:00 10:3012:00 1:00 Both libraries hold interesting special collections. Annapolis has the Bray Collection dating from 1696, known as the "first public library in America," and the Peter Huntington Jackson Collection, and the Henry Lee Bowen Collection of mythology, symbolism and architecture, The Witter Bynner Collection and The Edgar Allen Poe Collection in Santa Fe contain first editions of each poet as well as other belles lettres. In addition, the Santa Fe library contains several distinguished music collections, including the Amelia White, the Grumman, the Schmidt and the Holzman collections. Vlfoodward Hall in Annapolis was rionovated as a modem library facilin 1969 . It has comfortable modern study carrels and stacks as well as traditional reading rooms. The Santa Fe library is housed in the Peterson Student Center and the Weigle Bmlding. The music library is located in the Sternberger-Weis Music and Fine Arts Building, and includes 7,000 phonodiscs. 2:304:00 8:0010:00 MONDAY Laboratory TUESDAY Language Tutorial WEDNESDAY THURSDAY FRIDAY' Laboratory Language Language Tutorial Tutorial !Vfathematics Mathematics Tutorial Tu tonal Mathematics Tutorial Seminar Seminar Formal Lecture Except for the preceptorials in the and and senior years and certain of laboratory work for which the upperclassmen may choose own time, the schedule is the same for all students> Each rnorning for either three or four days a week they spend one hour in a language tutorial and one hour in a mathen-tatics tutorial; sophomores also spend four hours a week in a music tutorial. Twice a week freshmen, and seniors spend up to three hours in the laboratory. Two evenings from eight to ten they attend a seminar. A formal lecture or concert is given once a week. Sixteen to nineteen hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. �32/ST. JOHN'S COLLEGE ESSAYS AND EXAMINATIONS ESSAYS Annually in Annapolis and each semester in Santa Fe all . freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the principal aim of the examiners to find out how much students remember. Students are en~ couraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begiI).. THE ALGEBRA EXAMINATION During their sophomore year, students must pass an examination in elementary algebra and trigonometry. THE FRENCH READING EXAMINATION During their junior year, students must pass an examination to demonstrate a reading knowledge of the French language. THE SENIOR ORAL EXAMINATION The senior oral examination is given to students in the fall at the beginning of the fourth year and is based on readings from previous seminar lists. THE FINAL ESSAY AND ORAL EXAMINATION In the senior year the student is required to present to the faculty a final essay related to some aspect of the four years' work. It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined upon it by the committee in an hour-long public examination. No degree is awarded unless both the essay and the oral examination are satisfactory. �34/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/35 ACADEMIC STANDING SOPHOMORE ENA.BUNG Because St. John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from day to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to this course of study until there is dear evidence to the contrary. riculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide of ability and for individual choice and guidance. Moreover, St. is free from the pressures of conventional examinations and comi)et1tHm~l for grades. Because student participation is essential to the way in which are conducted at St. John's, attendance at all regularly scheduled 1..u1n::M,1t:,'~' exercises is required. A record of absences is kept. This record is taken consideration whenever there is occasion to determine academic cromr'1no Sophomore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning during the two years spent in the College. The sophomore essay is especially important in the enabling procedure. Consequently, no students are enabled to enter the junior dass unless they have written a satisfactory essay, and then only if in the judgment of the Instruction Committee they are sufficiently prepared for the work of the final two years. In particular, the enabling judgment looks to the possibility of the student's writing an acceptable senior essay. THE DON RAG Within the College, the most important form of evaluation is the don Once a semester, freshmen, sophomores and meet with r.heir in the don rag. The tutors report to one the seminar leaders on students' work during the semester; the students are then invited to reonxm(i'.A, to their tutors' reports and comment on their own vvork. Advice may requested and given; difficulties may be aired; but grades are not row~n··~"''"''li't or discussed. In the junior year, students may request a conference rather than don rag. In that case, students report on their own work, and then Senior Oral, Annapolis tutors comment on that report. By the time students are seniors, it is sumed that they can evaluate their own <Nork, and there is no don rag u1L1c"''"" a tul:or believes that there is a special need for one. If a student's work as a whole falls below a satisfactory level, the dent may be placed on academic probation, with the stipulation of The student who completes the four-year curriculum satisfactorily is tions that must be met if the student is to continue in the College. awarded the degree of Bachelor of Arts. Students who enter in the January normal probationary period is one semester. session graduate in three and one-half years, but they spend their f:irst summer in completing their freshman year, so that they too complete a fouryear curriculum. For transcript purposes, St. John's seminars, tutorials and LETTER GRADES laboratories are translated into terms of conventional subjects. The curThe tutor's comprehensive judgment of a sl:udent is reported to the riculum is the equivalent of approximately one hundred sernester each semester as a conventional letter grade, A, B, C D, o:r F where indicates that the work is at a satisfactory level. Such a grading is necessary in the case of students who wish to go on to graduate or GI&-\OUATE STUDIES AND CAREERS AFTER STo JOHN'S fessional school or to transfer to another college. Within the '-~'n<::i<.<::,c:: year many SL John's seniors elect to do advanced work in a wide is not of central importance. Students will be told their grades range of graduate and professional schools. Experience shows that l.eading on request. are encouraged, however, not to work for grades, urdversities admit SL Joh:ri!s graduates with creditable records. Since St. rather to try to develop their powers of understanding. If it becomes John's offers no major in specific subjects, however, some may find it dent that a student is not progressing, or that the learning process has necessary to take undergraduate courses during their first year of graduate ped, the student is asked to leave the College. , or professional study in some, but not all, fields. 1; THE ST. JOHN'S DEGREE, BACHELOR Of ARTS �36/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/37 Many other graduates choose to embark directly upon careers in a variety of fields. Their undergraduate background- especially its scope and its emphasis on thoughtful inquiry and subsequent application of principles - has been found to be an excellent preparation for employment. St. John's refuses to accept the imposition of preprofessional specialized requirements on its liberal curriculum. The College believes that to educate men and women requires less, and yet far more, than is required to satisfy the shifting standards of conventional specialized education. The following table shows the professions or fields of advanced study entered by one or more St. John's graduates; law, mathematics, philosophy, education, medicine and theology have attracted the greatest numbers. I i' Acting Advertising Agriculture Archaeology Architecture Art Biochemistry Biology Bio-physics Business Administration City Planning Classics Computer Programming Dentistry Drama & Playwriting Economics Education Engineering Finance Geology Government Service History History of Art History of Science International Relations Journalism Languages Law Library Science Literature Logistics Management Mathematics Medicine Meteorology Music Nursing Oceanography Philosophy Physics Political Science Psychology Public Administration Publishing Scientific Research Social Anthropology Social Work Sociology Systems Analysis Theatre Arts Theology Writing THE ST. JOHN'S DEGREE, MASTER OF ARTS Tutors who have completed two years of teaching at St. John's may receive a Master's degree in Liberal Arts. They must petition the Instruction Committee for permission to present themselves as candidates for the degree. They must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. THE GRADUATE INSTITUTE IN LIBERAL EDUCATION A graduate program, leading to the M.A. degree in the liberal arts, is conducted by the Graduate Institute year-round on the Santa Fe campus and during the summer in Annapolis. During the academic year it is also offered in Albuquerque, New Mexico, and in Baltimore, Maryland. It is designed for graduates of colleges other than St. John's and is particularly well suited to the needs of high-school teachers. The program, which is based on the St. John's list of readings, is divided into four subject areas: Politics and Society, Literature, Philosophy and Theology, and Mathematics and Natural Science. Each summer session lasts eight weeks and consists of seminars, tutorials and preceptorials. The seminars are modeled on those of the undergraduate college; they are limited to about twenty students. The tutorials are smaller classes devoted to the close reading of texts. In the preceptorial the student chooses a topic pertaining to one of the books studied and, under faculty guidance, writes a. long essay. For each segment of the program nine credits are granted. All four segments are required for the degree, though students who have previous graduate credit may be eligible for the degree after three sumqiers. The segments may be taken in any order. More detailed information ~d a separate bulletin may be obtained by writing to the Graduate Institute in Liberal Education, St. John's College, Santa Fe, New Mexico 87501 (Ir Annapolis, Maryland 21404-1671. I'.)l~ECTORY INFORMATION AND RIGHT TO PRIVACY Intompliance with the Family Education Rights and Privacy Act, the College retains the right to publish at its discretion the following information ah.out each student presently or previously attending the College: the stuc.lent's name, address, telephone listing, date and place of birth, field of . stµdy, participation in officially recognized activities and sports, dates of ~ttendance, degrees and awards received, and the most previous educa~*1nal agency or institution attended by the student. As required by the the College will provide public notice annually of its intention to ~blish such directory information. Students have a right to inform the ege within a reasonable period of time that any or all of this directory .. ation should be withheld. The College will respect any such request for privacy. ¥, �RESIDENCE & STUDENT UFE/39 38/ST. JOHN'S COLLEGE CE s· 'LIFE The College is well aware that physical activities, artistic expression and light-hearted recreation are necessary complements to an intellectual life and it is committed to providing the facilities, funds and support needed to make them available. Generally, such activities in Annapolis are under the sponsorship of the Student Polity. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. THE ANNAPOLIS Since its founding as William's School in 1696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 persons is occupied principally with the govemnent of the State and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; v11ith the fish, crab and oyster industry and the sailing and recreational activities of the Chesapeake Bay; and with the liberal education of students at St. John's College, The campus of thirty-six acres lies in the Historic District, adjoining College Creek, one block from the State House and across the street from the Naval Academy yard. The fifteen buildings include 18th century historic homes classrooms, offices and a dormitory), 19th century Victorian structures, and 20th century buildings designed to complement the older ones. There are six student dormitories, offering single and double rooms. The community of students has governed itself since 1945 with elected officers and delegates representing each dormitory and the off-campus constituency, The Student Polity representatives, called the Delegate Council, meet once a week to hear requests from students for funds, to allocate time and use of facilities such as the student kitchen, to remind students of their responsibilities to the College comrnumty, and to express student opinion on common problems, The Delegate Council also meets with members of the College administration to discuss problems of mutual concern and maintains a Student Committee on Instruction which works with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for the regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium for expression of opinion to the community as a whole. Controversy ranges from petty to vital; short stories, poetry and news take up the rest of the space. Students are also welcome to contribute work to The Reporter, The St . John's Review, and Energeia, the three official publications of St. John's. Extracurricular organizations at St. Johns are generally informal. Some continue year after year while others spring up and die out as the individual members of the community come and go. Many extracurricular activities grow directly out of the curriculum as students' interests overflow from the dassroom. The past years have seen small classes-some led by �RESIDENCE & STUDENT LIFE/41 40/ST. JOHN'S COLLEGE students, others by tutors - in harmony, Latin, German, the New Testament, Hegel, Leibnitz (his papers on calculus), and special aspects of chemistry and biology. Other activities stem from interests independent of the College curriculum. Most prominent among them have been those of the Liberty Tree Project and various dasses in dance and martial arts. Theatre life is active. The King William Players stage one or two dassical plays a year, perform one or two modem works, and produce several one-act plays. Recent productions have included Macbeth, The Mousetrap, and Miss Julia. Every weekend the student film dub presents foreign and domestic films - the classics of cinema arL Additional film series, including The Ascent of Man and Roots, have been shown during the week. There is also a special winter film series on Wednesday nights. Music is pursued in groups and individually. Voice and instrumental ensembles train new members and perform at College events, The College provides practice rooms and pianos and a music library of scores and recordings. Private study can be easily arranged on campus or in town. Individual artistic expression needs a time for training and a place to work. Permanent facilities such as the art studio, ceramic woodworking shop, photography darkroom and stage floor provide places to develop specific skilk The College also maintains an art gallery, staffed by students, which specializes in circulating exhibitions by artists of major stature. Recent shows have been devoted to the works of Daurn.ier, Roualt, Peter Milton, and Barye, Discussions are scheduled for each exhibitiorL An exhibit each spring displays work by members of the college community. There are periodic trips to galleries and museums in \Nash.ington and Baltimore; transportation is free of charge for St. John's students. An artist in residence teaches classes and coordinates exhibits. As a rule he is assisted by one or two other artists teaching in their field of specialization. Classes in drawing, painting, and pottery continue throughout the year. Materials and tools are furnished without charge m most cases. Parties, an important part of community Hfe where students a.id tutors meet informally, come in several varieties. The Society of Bacchus arranges rock dances, waltz parties and community gatherings including the Halloween Masked Ball, Christmas Party, Mid-Winter BaU and the Spring Cotillion. Vigorous square dances and quiet jazz parties occur once or J:v,rice a year. A festival in the spring, Reality Weekend, begins with student skits and parodies and, after a parade up Main Street, provides a full day of picnicking and athletic competition, There are Sunday concerts at the College, and the Political Forum invites lecturers to speak on weekday evenings. Annapolis itself offers church groups of all denominations, synagogues (detailed information on Jewish student life is available on request), concerts,. plays, historic tours, seafood, sailing, the Naval Academy, hiking, cycling, State government, political work, service groups, etc. Vl/ashington, and Baltimore, rvlaryland, both within an hour's drive, offer activities, museums and stores too numerous to mention here. nc. ATHLETICS Since 1939, when intercollegiate athletics were abolished, the intramural sports program has flourished. About two-thirds of the students, both men and women, participate actively in individual and team sports. The Director of Athletics and two student assistants schedule events and coordinate use of the facilities, which include oa well-equipped gymnasium, large playing fields, tennis courts and a boathouse with a number of sailboats and other small craft. Men's and women's teams compete in touch football, soccer, basketball, volleyball, softball and track, each in its season, Doubles and single players compete in tennis, handball, squash, badminton, fencing, paddlebaH and table tennis. Sailing, canoeing and rowing are non-competitive activities offered purely for enjoyment. Excellence in sports is rec~gnized and encouraged by individual and team awards; enjoyment of sports is the most important fruit of the athletic program and is its own reward. �RESIDENCE & STUDENT UFE/43 In the early 1960s the College decidc:d to its student The Board of Visitors and Governors chose to establish a second campus in the Vilest rather than sacrifice the virtues of a small campuso St John's College in Santa Fe was opened in the fall of 1964 in NeY.l h!J:exko's capital city, founded in 1610 cclonists. Its population of pe ::iple is occupied principally lJ'rith the government of l:h.e State and of Santa Fe with cultmaI put· suits in the fine arts, museums and opera; and with and historical research. Scientists in nearby Los Alamos do research in rruck:ar and related fields. Neighboring institutions of education in· the Institute of American Indian Arts, the College of Santa Fe and the University of New Mexico in Albuquerque. Sixty miles to the fJbuquerque provides the attractions and conveniem::':'Os of a of .,,.,,",."'"''J people. The campus of 300 acres lies in the southeast comu of the tv,ro from the historic Santa Fe Plaza and the Palace of the Governors" architecture of the Santa Fe campus reflects the territorial troduced in the state during the last century. The campus, at an d;;;vation of 7,300 feet, overlooks the Santa Fe valley and offers views of the the Ortiz y Pino and the Sangre de Cristo mountain rang'2!>. The Campus inc.ludes a dassroom building, a s :>!:udent a music and fine arts building, an administratmn of dormitories. A library, dining hall and infirmary are iocated these buildings 0 View from Dining Heil, 5~~ t~ �44/ST. JOHN'S COLLEGE Each of the sixteen dormitories on campus houses from twelve to eighteen students and serves as a smaller community of friends within the College. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and at the same time dose companionship with a fellow student. The head resident helps students arrange to live in dormitories with others who share similar opinions about smoking, loud music and so on in a dormitory area. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with administration and faculty, rather than through the machinery of a formal student government, since both the size of the College and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee and the Board of Visitors and Governors. Students also belong to advisory committees which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities including the artistic, the academic and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet and modern dance. The art studio in the Fine Arts Building, the darkroom and the pottery studio provide appropriate settings for these activHies. The College's art gallery, which is open to the public, has a new show by professional artists each month. Student art vvork is displayed at the end of the school year, and awards are for achievement in pottery, photography, drawing, painting and RESIDENCE & STUDENT UFE/45 in making jewelry. Au Verso, the literary magazine of the College, is published twice a year. It contains essays, artworks, poetry, short stories, and photography from students and faculty alike. Musical performances of many kinds are given by students through the Collegium Musicum. Formed in order to stimulate musical activity on campus, the association provides members of the College community with an opportunity to perform before a small, receptive audience. Through this organization students and faculty vvho play instruments or who sing can find teachers and fellow musicians with whom to study or perform. The St. John's Chorus and the Madrigal Singers also give recitals. The College provides numerous keyboard instruments including two grand pianos and a harpsichord for student practice and performance. Practice rooms are available in the Fine Arts Building. The Co/legium Theatricum produces two or three plays each year. It also organizes evenings of soliloquies and one-act plays. Funds and equipment are provided the Student Activities Office. The directing, acting, costumes and lighting are done by interested students and faculty. The St. John's Film Society is organized by students to provide a wide variety of classic and current films for the College community every Saturday night. 1vfany students are attracted to the town of Santa Fe by its crafts, music, theater, and visual arts. Others have participated in tutoring m elementary schools, counseling for the Santa Fe crisis center, working at the local health-food co-op or in other local activities. The St. John's bus takes students into town daily. �RESIDENCE & STUDENT UFE/47 46/ST. JOHN'S COLLEGE the Most scudents come to scope of the program and these interests in and discussion on and off camp,1s. contemporary forurns on public concerns, and art history are on-campus activities, as are groups in such languages as Russian, German, Spanish, Itahan and Hebrew. Studer:ts · ' -•· l i. "'" -d<>d - '-'~ preparing f or entrance mm mernc:L scnoo l h ave d<d< ·- da~"eS at the ~ Univeristy of New Mexico, Los Alamos under the the College. Thorne Fellowships also give students fulfilling the summer months. 0 II , I ATHLETKS The Student Activities Office coordinates a volunteer athletic program for and in a wide range and river rafting to soccer and fencing. These last two are sports in SL challenges other colleges and universities, and the College usually has one of the finest fencing teams in the SoutfoNesL There are indoor fadlities for judo, tai chi chuan, weightlifting, gymnastics and fencing, but during much of the year these adivities can be done out-of-doms. Intramural programs in soccer, volleyball and badminton are conducted at the College's facilities. A mer:s soccer team and a women's soccer team both wxrh other teams in the area and are hosts to several tournaments in and spring. The St basketball team competes in a city league. Santa Fe's pool is reserved fox St. one each week A horse conal 0:1 the campus is available for student and use; horses may be hired at a nearby ranch. The adjoining de Cristo Mountains hundreds of square miles of forest and areas for hiking and camping. Here the St. Sean::h and Rescue unit trains in techniqu~s of map reading, first aid, wilderness rock and cliff evacuation. The team is ca.Bed our in emergencies sev~ral tixnes a year; students have permission. to be absenl: from camp•.JS in the event of a search or rescue. The Santa Fe Ski Basin miles to the and the Taos Ski Basin (two car) offer fine sfopes for both beginning and advanced skiers, and ski trails branch off from thern. Students may from the CoHege, and l:he St. John's bus prothe weather is warmei, the Student Activities kayak, canoe, and excursions down the Rio Grande with along the way, I l St, John's College Search o.11d Resni1J Team, Santa Fe I l I i j1 I I The Charter of 1784 established St. John's College as a non-denominational institution. In its there were some ties with the Protestant no exisL \AlhHe the College schedules no formal religious there is a baccalaureate service before commem::emmt. Attendance is in cmrnonance with the Charter. Many tutors and attend or synagogue in i:own. It is customary for Bible dasses to be conducted by tutors of the College. STUDENTS vveen Costurn.e the koo·orrHn.a Weekend provide occa::;ions for Reality Weekend mcludes a talent sh01N, College, a picnic and athletic competiborL and Reality of tutors and""·''"'""'"· from the Plaza to the The College 3ookstor-e on each campus has aH the books and supplies the students need for their dasses. h also maintains a stock of books related to all of the program, and books of more general interest. It is without profit. �RESIDENCE & STUDENT LIFE/49 48/ST. JOHN'S COLLEGE As supports for an active social life, the College provides on each campus a coffee shop and a junior common room for the use of all students. In addition, there are smaller, comfortably furnished social rooms in the dormitories and elsewhere on the campus. DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming students to make proper use of the support that other students can give them in their college life. Unmarried students not living at home are required to live in the college dormitories and to take their meals in the college dining hall, unless they apply in writing to and obtain permission from the Assistant Deans to live off-campus. The College currently can offer no married student housing at Annapolis, but does, on a limited basis, at Santa Fe. Students who wish to have married student housing must find suitable housing off-campus and should allow time for this. Room assignment is the responsibility of the Assistant Deans in Annapolis and of the Head Resident in Santa Fe. Returning students have the privilege of drawing for rooms before they leave for the summer vacation. In Annapolis students are not permitted to remain in residence during winter or spring vacation. In Santa Fe students are not permitted to remain in residence during winter vacation. They may remain during spring vacation, although a small fee is charged. DINING HALL The dining hall on each campus is operated by a catering service. A vegetarian menu is available. Resident students are required to eat in the dining hall. Exemptions for medical reasons are granted only upon examination and recommendation by the College Physician. CAREER COUNSELING OFFICE The Career Counseling Office serves student needs in two especially important areas. First, it provides essential information for those students planning to continue their education in graduate programs and professional schools across the nation. The Director of Career Counseling also offers assistance to those students who wish to embark upon careers immediately after graduation. STUDENT EMPIDYMENT OFFICE An employment service, initiated and run by students, locates off-campus jobs. Primarily, it seeks part-time employment for students during the academic year, but it can also aid students looking for full-time summer employment in the local community. HEALTH SERVICES Well-equipped health centers are maintained at both campuses, each under the supervision of a College Physician and a College Nurse. A weekly medical report is sent to the Assistant Deans. A psychiatrist or clinical psychologist is available for consultation. RULES OF RESIDENCE Social ord~r and the we~l-being of each student make necessary certain dul~s of residence govermn? the use of dormitories. These rules have been ead_ed upon by the Dean m consultation with students and faculty Every ente~mg student is informed of them, and returning upperclass~en are remmded of them each fall. The rules differ in certain details on the two campuses, thoug~ in ge?eral they follow the same pattern. f The academic a~d mtellectual life of the community is inseparable rom the communal hfe. The building of a good community requires the faculty to s~ow respect for the individuality of each student. All students ~ree to ab1~e by the rules and regulations promulgated in the Student -~~ual published annually by the College. St. John's assumes that students WI respect not only t~e enacted rules but also the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted the College may require withdrawal of the offending student. ' PROPERTY DAMAGE The Col~ege provides a houseke_eping staff to care for the dormitories. The College mspects the rooms periodically and repairs at the expense of th :pant or occupants any dormitory room and furniture that have . aged beyond normal wear and tear. Any damage to college property charged to the cauti?n fee of the student or students responsible for the ax;;age. The College is _not responsible for the loss of, or damage to, any stu ent property resulting from fire, theft or any other cause. bee~ d �50/ST. JOHN'S COLLEGE ADMISSIONS/51 s The standards by which applicants are selected for SL John's are special, and prospective students find it challenging to write the essays that constitute an application to the College. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in •Nhich they wHl learn to consider the thoughts of others as well as their own; and of active participation in their own education Education at SL is a common pursuit. Each student has a considerable effect on,the life and learning of the community. Most who consider St. John's examine themselves carefully before applyinV so that whe~1 do are saying to themselves and to the College tnat t.hey want to engage in the life of reason and believe can ta~e Fleasure m In their application essays, many determme tneir own appropriateness as St. John's students; others eliminate themselves ~s ~p­ plicants, deciding that their interests and those of the College do no.' comcide. Thus, for the most part, they select themselves. Some are reiected, of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine wheth;r an a~has the necessary preparation and ability to complete the ot. Johns program satisfactorily. The Admissions Committee - five. tut.ors and the Director of Admissions on each campus - regards the application as bemg a question from the applicant: "Do you think I am ready to profit from the orogram of studies at SL John's?" . , "In the essays, applicants are asked to discuss, among other things,.their previous reasons for choosing SL John's, and thelf expenenc<:: ~vil:h books. A number of topics is also suggested. The essays are designed to enable applicants to give a full account of themselves. They ·can tell the Committee much more than statistical records reveal Next the Conunittee considers the applicant's academic achievement Previous academic records - the secondary school report and if there is one - show whether an applicant has the habit~ necessary at St. Letters of reference, particularly those or are carefully read for indications that the applicant has the maturity, self-discipline, ability, energy and initiative to succeed in the St _ program. St. ~ attaches little importance to "objective" test scores, and no applicant is accepted or rejected because of such scores. . , The Committee's decisions are not influenced by the race, rehg1on, S "'v a"" color phvsical handicaps or national or ethnic origin of an ap.,_/.._, 0._f I J plicant, .or by any o~her factors unrelated to the work of the College. The apphcatmn asks a mm1murn of personal data. Need for financial assistance does not affect the Committee's decisions on admission. St. John's has decided to remain a smaH college in which the and faculty are known to each other. Each campus has between 300 and students. The size of each class is limited on each campus. Most rreshman classes are about equaHy divided between men and women. Classes enter in late August and January in Santa in September and January in Annapolis. OccasionaHy, there may be a January class on one campus. New students are enrolled only as freshmen; a fourth or more of each entering class have done one, two, or even years of college work elsewhere, These students, despite good records at other colleges, relmqmsh their advanced standing to take part in the St. John's programo Freshmen who enter in January stay on campus the following sum~~r to complete the first ~ear. They can thus graduate a year earlier than 11 rhey had postponed theII entrance until the following fall. The Januarv class is of particular interest to students who come to St. John's oth;r colleges, or who have traveled or worked since graduation from high school, or who WJSh to enter St. John's immediately after the first semester of their senior year of high schooL ;oo �52/ST. JOHN'S COLLEGE ADMISSIONS/ 53 cies in classes due to students who wish to apply late in the year should contact the Office for As soon as the essays and supporting documents are assembled, the is reviewed by the Admissions Committee. The applicant is of the Committee's decision in about tvvo weeks. Upon notification of acceptance, applicants have the option to enroll on either campus. In order to secure a place in the entering class, approved applicants must submit a of $200 to the Admissions Office on the campus at which their applications were processed, together with a statement specifying the campus they •Nish to attend. Once the deposit has been submitted, the campus preference may not be changed except as noted below. REQUIREMENTS FOR ADfv1ISSION Most applicants have a strong background in academic subjects. Specific academic requirements include two years of algebra, o~e year of ge~metry, and two years of a foreign language; additional work m mathematics and foreign language is advised, as wen as two or thre~ years of ~atural sc1enc~. In addition to the application essays and academic transcnpts, apphcan,s must present two letters of reference, including one from a teacheL!~ exceotional cases certain of these requiremeni:s may be or addm_on~l information may be requested. SAT or ACT test scores are not reqmred, but may prove helpful. . . Occasionally SL John's accepts an applicant who is not a .secondary school graduate. Such a student must be well qualified to prof1~ from the College program. A campus visit and interview are espeoaBy ir;1po_rtant for such-candidates. These students usually wish to ente~ SL Jo~ns following their junior year of high school or in i:he January immediately after the first semester of their senior year. St. John's is authorized under federal law to enroll foreign students. PROCEDURE St. John's College is one college located on two campuses. Although applications must be initiated and completed at one campus or the other, admission to either campus constitutes admission to the College as a whol~. On inquiry, prospective students receive a statement of the .SL Johns College program, an application for admission an~ re~ommendatwn forr:'s to be completed by schools and references. Apphcatwns may be ,submitted as early as the second semester of the eleventh gra.de. _Because the Co,llege welcomes all serious applicants, t~ere is no appl~ca~1on fee .. Stude~rs should submit their application matenals to che Adm1ss10ns 9.ff1ce ?n ti:e camuus prefer to attend. Students planning to apply for rmanoal md sho~ld refer to the section on Fees and Financial Aid and notify. the appropriate Admissions Office of t~eir inte:1ti.ons as soon. as poss1bl~ .. St. John's has a policy of rollmg adm1ss10ns. There is no apphcahon deadline, but applications for both fall and January classes sh?uld be submitted as in the year as possible. Because there are occasional vacan- Deposits are accepted on a first-come, first-served basis until the entering classes are filled. If the entering class on the applicant's first-choice campus is full, the Admissions Office will offer the following options: 1) the deposit may be transferred to the other campus, provided space remains in that entering class; 2) the deposit may be used to secure a place on the waiting list or in a subsequent dass on the applicant's first-choice campus; or 3) the deposit may be returned, If the applicant is also a candidate for financial aid, the deposit will be accepted with the understanding that it will be refunded if sufficient aid cannot be offered. Deposits submitted when no financial aid has been requested or after receipt of an aid offer are not refundable. AH deposits are applied to first semester tuition and fees. A physical examination is required of each student before registration. A form for reporting the examination, along with other registration materials, will be sent to each student prior to the date of enrollment but only after receipt of the $200 deposit. INTERCAMPUS TRANSFER Once enrolled on either campus, students may transfer to the other at the beginning of any academic year, provided their records are in good standing and they notify the Dean's Office of their intentions by February 25 of the previous year. Those students who wish to apply for financia] aid must also file their new financial aid forms by frbruary 1. i\Il such transfers are subject to approval by the Deans of both campuses. INQUIRIES Inquiries should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (TeL 301/263-2371) or Santa Fe, New JVIexico 87501 (Tel. 505/982-3691), VISIT It is best for those who are considering attending St. John's to see the College for themselves. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St. John's because of its unique curriculum and teaching methods, While on campus the visitor may attend a seminar on Monday or �54/ST. JOHN'S COLLEGE FEES & FIN.A.NCI.AL AID/55 evening at 8:00 p.m.; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Adnussions a n-1ember of the admissions staff, o;: a tutor; attend the weekly formal lecture (Friday night); talk informally with SL John's student~ and tutors; visit the library and bookstore; explore the h1stonc town or Annapolis or Santa Fe; attend a movie, play, art or concert; or watch students participating in the program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are on campus from to V\Tednesday or from to on the Annapolis campus and from Sunday to to Saturday on the Sani:a Fe campus. If tnnrel periods impossible, the visitor may " .. special The calendar in the front the catalogu'2 shoi..ud be checked to fftake certain the College will be in session during the t1me of the v1s1t. Those planning to visit should for or 505/982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) have selected. It is also necessary for the Admissions Office to know time of arrival. Vi/hen the reservation is confirmed or the visitor will be told the seminar reading. If it is necessary to cancel the the Admissions Office be notified as soon as possible. The only expense for visitors is a room in a dormitory and meals in the students dress idormally for and formal lecture. The seminar re<iHlm)l;s pensive paperback editions in the a visitor has .been unable to locate a copy of the book discussed in semmaL Lmens and soap are provided by the College. Visitors arriving weekdays between 9 00 a.m. and 5:00 p.m. should <YO to the Admissions Office. On vveekends and any day after 5:00 p.m. ~isitors should go to the college receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe. TRANSPORTATION The Baltimore-\Nashington International Airport is located miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis and the driver will let visitors off near the campus if asked. Buses from V\Tashington are less frequent and let passengers off on VI/est about six blocks from the College. By car one takes Route 50 from or Route 2 from Baltimore, A limousine service from the Albuquerque to Santa Fe also is available. It is called the "Shuttlejack;' and reservations should be made in advance. Greyhound and Continental bus lines pass through Santa Fe. Amtrack stops at Lamy, N.M., twenty miles from Santa Fe! and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. F I The College beHeves that qualified applicants should not be denied the opportunity to attend St John's College because of limited finances. St. John's therefore maintains a financial aid program to assist eligible students to the greatest extent possible within the limits of the Colleee's . 0 resources. \Ahth very few exceptions, financial aid awards are made solely on the basis of need. A. The_ foll~wing principles underlie St. John's financial aid program: 1. The pnmary responsibility for financing a college education lies with thestudent and the student's parents. The College can offer aid only to supplement funds the family provides. 2. The ability of a to mee-t college expenses is by assessing the family's financial strength in terms of income, assets, debts, and additional to be educated. 3. aid be in the forrn of a grant, loan or employment and be offered to all students as a package which combines one or more forms of aid. 4. In keeping with the philosophy that students should contribute to �56/ST. JOHN'S COLLEGE FEES & FINANCIAL AID/57 their educational expenses, self-help is the first component of a finan- cial aid award. At SL John's, self-help consists of a part-time job and an educational loan. 5. The total amount of financial aid the College offers a student may not exceed the student's demonstrated financial need. 6. Financial aid is not automatically renewable; students reapply each year they wish to be considered for aid. 7. Students receiving financial aid must meet the criteria for taining satisfactory progress in order to retain their award (See page 61). 8. Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of 1964 and Title IX of the Higher Education Act of 1980 v.rhich discrimination on the basis of race, color, sex, physical age, marital status, creed or ethnic or national origin. The procedure for applying for financial aid is as f?llows: . . 1. Applicants for admission who also plan to apply tor fmanc1al ai.d should fill out the application for financial aid in the back of this catalogue and return it to the appropriate Admissions Office" 2. Applicants must also file the current Financial Aid Fann with the College Scholarship Service in Princeton, ]\Jew Jersey or Berkeley, to present California" This form permits applicants or their a detailed account of the family's financial position. may be obtained from either secondary schools or the Financial Aid Office at SL John's. 3. Candidates for financial aid from the College ffrust first establish their eligibility for the Pell Grant, a Federal program described in Section D below. The College Scholarship Service's Financial Aid Form enables candidates to indicate that they wish to apply for a Pell Grant. Students should so indicate. No financial aid award will be finalized until the student submits the Student Aid Report to the Financial Aid Office. 4. As part of the application for .financial aid, parents of depende~t apolicants and applicants who claim self-supporting status must provide an official copy of their most recent Federal Income Tax Return. 5. Self-supporting students o.re required to meet i:he Federal definition of independence and have an affidavit of non-support on file in the Financial Aid Office. This form will be mailed to parents or guardians upon receipt of the Financial Aid Form if the applicant is claiming selfsupporting status. . 6. AH recipients of federally-funded financial assistance must subrrnt a Statement of Educational Purpose and Selective Service Registration Compliance. If requested to do so, students must submit proof of registration. Students who do not fulfill Selective Service registration regulations are not eligible for Federal aid. 7. Residents of Connecticut, Delaware, the District of Columbia, Ivfaryland, Massachusetts, Pennsylvania, F.hode Island, and Vermont . must apply for a State Scholarship. . . 8. An applicant who has previously attended an institution of higher e_ducation must provide a Financial Aid Transcript from that institution wh~ther or not aid was received. Financial Aid Transcripts can be obtamed from the Financial Aid Office" 9. Students applying for and receiving financial aid from St. John's are reqmre~ to. notify the Financial Aid Office of any scholarships, loans, grams, gifts, employment or other financial benefits for which t~ey ~ecome eligible; any change in their or their family's financial s1tuat10n; and changes of name, marital status and address. C. Following are the deadlines and notification dates for financial aid: FRESHMAN CANDIDATES A~th~ugh the C~llege has no de.adHne for receipt of financial aid apphc:at1ons, candidates for adm1ss10n who are in need of financial a~sist~nce should indicate that need as soon as possible. The Financial Azd Form!Pe!l Grant Application should be filed with the College Sc~olarsh1p Service as .soon as possible after January 1 in the year in ~vh1ch the candidate wishes to be admitted. Those who wish to enter m Janu~ry should submit the FAF/Pell as early as possible in the pr:eceedmg year. Likewise, _the St. John's Financial Aid Application in this catalogue should be filed with the Admissions Office as soon as possible after its receipt by the candidate. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met. Candidates for admission applying after_ F~bruary 25 for financial aid have a significantly lower chance of rece1vmg all the funds for which they are eligible than those applying earlier. RETURNING STUDENTS Appli~aHons are due by February 25 from enrolled students who are ~eturmn? to t~e C~llege and reapplying for financial aid or are applymg ~for_~mai:;1al a~d fo~ the first time. Beginning on December 1, the Fmdncictl Am Office will provide the necessary Financial Aid Form 1 "'.hich should be completed and filed with the College Scholarship Ser~ vice on January 2 or as soon thereafter as possible. Students whose financial aid credentials are received by the Financial Aid Office prior to the February 25 deadline will be notified of the decision on their ap~lication _on April ~- Applications completed after February 25 will not be considered until awards have been made for applications completed before t~e de~dline. Awards based on applications completed after the deadlme w11! not be mailed until after April 15. Students whose applications for financial aid -;,re received after the _dea.d~ine will not be denied considerat10n for assistance, but the ava1lab1bty of funds cannot be guaranteed. D. Funds for financial aid awards from the College are available from the sources listed below. Except for the Guaranteed Student Loan, applicants need not apply for funds from any of these specific sources �58/ST JOHN'S COLLEGE FEES & FINANCIAL AID/59 All these sources are automatically considered m making up the College's financial aid awards, is a full-time student. Repayment begins six months after tPrmination of college attendence. The interest rate for students who obtai ,_ "" first loans after September 13, 1983 is eight percent Stud t h n previously obtained GSLs at seven pern,,nt inter~st i-vi~f s w:.'o ave borrow at this same interest rate. --- ' commue to hh_!f ST JOHi,J'S GRANTS Funds for SL John's grants are provided by the College from its own resources, and all awards are made on the basis of financial need. 1985-86 STUDENT BUDGET* PELL GRANT This Federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. SUPPLEMEI\ffAL EDUCATIONAL OPPORTUNITY GRANT (SEOG) The College awards SEOG's to mcoming freshmen and enrolled siudents each yeaL These grants are made to students who have financial need and are unable to pursue a course of study without the grant. Eligibility for the SEOG is limited to per year. f ALL FRESHIV1EN DEPENDENT $8,850 3,000 Tuition Room and Board Books Personal Expenses 200 500' 550' 6501 INDEPENDENT $8,850 3,000 200 650 FRESHMEN DEPENDENT $7,965 Tuition Room and Board Books Personal Expenses 200 400' 500' 5351 INDEPENDENT 200 585 COLLEGE 1NORK STUDY PROGRAMS (CWS) This Federal program permits the College to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in M~ssion. I\lATIOt·JAL DIRECT STUDENT LOAN (NDSL) These loans are made the College directly to students using funds provided, for the most part, by the Federal Government. The maximum loan for four years of undergraduate study for the first baccalaureate degree is $6000. No interest accrues and no payment is required while the borrower is enrolled at the College. Repayment begins six months after the borrower terminates attendance at the College. There is a provision for deferment if the borrower returns to at least half-time study at another institution. GUARANTEED STUDENT (GSL) The Guaranteed Student Loan program enables a student to borrow directly from a bank, credit union, savings and loan association, or other participating lender who is willing to make the educational loan. The maximum a~mount an undergraduate may borrow is $2,500 a year, No interest accrues and no payment is required while the borrower ''Fees are subject to change without notice 1 ~~~ ~~;~~7I~~!or personal expenses varies with the distance between the student's home 'Undetermined at time of publication. BIL UNG DEPOSITS Billing for .tuition and fees is done prior to each semester Th<>se char es may be pa1~ under one of two plans: payment in full 0 ~ ~r ~before ~he re~x.strahon ates.for the ,semester, or payment in four equal install~ents dunng the semester. Unaer the installment plan the first 1 ·nstall -, , on 0 b f . · _ c· d ' - men, is l r, r e_~re registration .ay each semester; the remainina instaHmen's bus rmance c arges on the unpaid balances, are due in Octob~r I\lo~emb~r' thece~·ber, j\!f~rch, April, and May, according to a schedule -~ublished b; - eo ixce o t e Treasurer. A penalty is assessed on installmenl· payments ~h{':::~ ~~de after the du~ d~tes. Payment plan schedules ar~ normally wl1l. thTe semester tnc ut1e co ege reasurer, mllmgs. Copies may be obtained by contacmg ne :fe Si~~e dete~minati~ns affecting students, faculty and physical facilities ~usr e ma e well m advance of the beginning of each academic ear ~~e ~ol~ege must know in April which returning students will regist~r i~ ptem er. A deposit of $150 on the fees for the following year is therefore �FEES & FINANCIAL AID/61 60/ST. JOHN'S COLLEGE due on or before the second Monday in April for prospective sophomores, juniors and seniors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, the student may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have those awar~s cancelled. The deposit is refundable only in case of withdrawal due to.111 health, military service, academic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll m the year for which a deposit has been made, the deposit is forfeited and the student must make a new deposit to secure a place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the college Treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $100, called the Caution Fee, which is subject to charges for laboratory break7ge,_ dan:iage to or loss of college property and other minor mishaps. This 1ee 1s pa~d once at the beginning of the Freshman Year, but each student must brms; the balance (after damage assessments, if any) up to the full $100 at registration each semester. If unused, it is refunded on request at the end of the academic year or when a student leaves the College. Each graduating senior must pay a Commencement Fee of $25 at the beginning of the second semester of the Senior Year. Unless otherwise requested, the College presenl:s its bills directly to the student, with a copy to the parents. There is a fee of $25 for late registration for each semestu The cost of books is about a yeaL Class copies of many of the program books are available in the College Library. Students with outstanding debts to the College may not register for dasses at the beginning of the second semesl:er and subsequent semesters" The College may charge interest on all unpaid balances, at rates and on schedules to be determmed and published each year. REFUND POLICY If a student withdraws or is dismissed during any semester, a refund of fees for tuition will be made according to the follovving schedule: The first two weeks: 80% The third week: 60% The fourth week: 40% The fifth vveek: 20 % The sixth week and thereafter: no refund The above schedule also applies to room and If applicable, refunds will be made to students only after refund payments are first made to such federal and state funds as the Pell Grant Program, the Supplemental Educational Opportunity Grant Program, the National Direct Student Loan Programs, Guaranteed Student Loan Programs, State Student Grant or Scholarship Programs, and to any institutional financial aid programs. Enrolled students due refunds because their financial aid exceeds monies due the CoHege will receive those refunds in accordance with a schedule of payments determined by the Financial Aid Director on each campus. Refurrds for substantiated medical reasons will be on a pro rata basis. CRITERIA JUDGING SATISFACTORY PROGRESS REGULAR STUDENTS Provisions .of ~he .Higher Educa"tion Act of 1980 require that each postsecondary mstitut1on make available information concerning the criteria for judging satisfactory academic progress. The criteria for St. John's College regarding the determination of satisfactory progress for recipients of federally-funded (Title IV) financial assistance are as follows: In order to be making satisfactory progress, at the end of a semester a student must be permitted to enter the next semester and that next semester must not include the repetition of any work. This permission is norrnaHy granted by the Dean m consultation with a committee of all the student's tutors, the "Don Rag Committee:' The Don Rag Committee assesses a student's work in all parts of the program and approves its quality before recommendmg to the Dean that the student be permitted to enter the next semester. This as"sessment is conducted in the student's presence by all of his or her tutors m common. At the end of the Sophomore Year, however, this permission is granted by the Dean and the Instruction Committee in the light .of a student's over-all work during the first two years. Under some circumstances a student who has not satisfactorily completed a semester's work may be allowed to repeat the work in order to remain at the College. Students are not eligible for financial assistance (federal or institutional) while they are repeating work. Sometimes students are permitted to enter a new semester with the requirement that they meet special conditions during the course of the semester. In these cases, a student is not repeating work and is deemed to be making satisfactory progress until the Dean determines that the conditions have not been met. When the conditions have not been met. the Dean, in consultation with the Instruction Committee, decides what further determination is to be made of the case. Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives" SL John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full or part-time study. Years in which a. stud_ent is not enrolled at St. John's will not count in the eight-year limitation. H~v~ever,_ years in which a student is repeating work (and thereby not receivmg aid) are considered in the determination of years of study" If a student registers for a class in which he or she was previously enrolled for more than three weeks, the class will be considered as repeated ~or~,, and. the s_tudent will not be ~ligible for fi~ancial assistance. Exception" m this policy may be granted oy the Dean m the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. �62/ST. JOHN'S COLLEGE SITE PLANS/63 A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The Dean will revievv the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. VETERANS/DEPENDENTS In compliance with Federal and State regulations, St. has developed a set of policies on minimum standards of progress for enrolled veterans. 1. St. John's will report to the Veterans Administration within 30 days all incidents of official termination or change of status that would affect benefits. 2. Minimum acceptable grades of a C average are expected. If a student falls below this average and/or his tu.tors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the Dean who may ask the student to leave the College or may place him on acadernic probation. During that probation period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to the il,A. A third semester of certification may not be granted for V.A. benefits without approval of a V.A. counseling psychologist. 3. VA. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade average. Should a VA. enrolled student withdraw from any course at any point subseto the midterm point of any semester, a grade of F will be assigned. 4. will report to the VA. when a student has not successfully completed 7.5% of the credits attempted, .5. St< John's will inform students on VA< benefits of this policy on minimum standards of progress, SITE Of ST. Annapolis, I\lfa.ryfan.d [I] TENNIS COURTS Santa Fe, New 1\1exko �64/ST. JOHN'S COLLEGE BOARD/65 BIBLIOGRAPHY BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. AMERICAN LIBRARY ASSOCIATION: Classics of the Western World, with fon~wards by John Erskine and Everett Dean Martin, 1944. BARZUN, JACQUES: The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., Boston, 1945. BELL, DANIEL The Reforming of General Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BRANN, EVA: The Paradoxes of Education in a Republic, University of Chicago Press, 1979. BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960 BUCHANAN, SCOTT: Embers of the edited by Harris V\lofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. DARKE':{, Vv1LUAM (Editor et al): Three Dialogues on Liberal Education, St. John's College Press, 1979 . ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GOLDWIN, ROBERT A (Editor): Higher Education and Modern Democracy, Ran.d McNaHy and Co., 1967. GRANT, GERALD and DAVID REISMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945. HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953. LEWIS, C.S .. The Abolition of Man, Macmillan Publishing Inc., 1947. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. SMITH, J. WINFREE: A Search for the Liberal College; The Beginning of the St, John's Program, St. John's College Press, 1983. OFFICERS Chairman John E, Robson Vice Chairmen Mr. James H. Frame ML John I-L Dendahl Secretary Mr. Jerome LaPides Annapolis, MD Mr. Sanford E. McCormick Houston TX ' Mr. Alexander K. McLanahan Houston, TX Mr. Jerome LaPides Mr, Boyd C. Pratt Santa Fe, NM MEMBERS EMERITI Mr. John K Robson Chicago, IL Mrs, Lowell R. Ditzen Dr, Douglas H. Gordon Mrs, Duane L Peterson Hon. Adolph W. Schmidt Mr. Karl Van Tassel Mrs. Donald Rumsfeld Winnetka, IL Mr. W. T. Terry, Jr. St. Louis, MO MEMBERS EX OFFICIO Dr. Thomas B. Turner The The The The The The Baltimore, MD Governor of Maryland Mrs. Stephen Wilkinson Governor of New Mexico Bethesda, MD President of the College Dean at Annapolis Mr. John L Williams Dean at Santa Fe Sacramento, CA Provost of the College Term Expiring 1986 Teirm Expiring 1985 Mr. Victor G. Bloede Mr. David Ater Santa Fe, NM Mr. Vincent A. Carrozza Boynton Beach, FL Dallas, TX Mrs, Bayard D. Clarkson Mr. Seth Cropsey New York, NY Washington, DC Mrs. William Duryea Dr. Robert A. Goldwin Washington, DC New York, NY Mr. Walter F. Evers Cleveland, OH Dr, Peter Greer Portland, ME Mr. James H. Frame New York, NY Mr. John T. Harrison, Jr. Mr. Harvey Goldstein Miami, FL Mr. Allan P Hoffman Lawrence, NY Mrs. John Gaw Meem Santa Fe, NM Stanford, CT Mr. Daniel T Kelley, Jr. Santa Fe, NM Mrs, Gay Singer Kenney Winchester, MA Dr. Albert G s· II · 1mms, Albuquerque, NM Mr. Roger W. Straus Jr New York, NY ' · Mr. Stephen L Tucker Santa Fe, NM Mr. D. Robert Yarnall Blue Bell, PA Term Expiring 1987 Mr. Peter A. Benoliel Philadelphia, PA Mrs. Sharon Bishop Dailey Reston, V.A Mr. John H. Dendahl Santa Fe, NM Mr. Stephen L Feinberg El Paso, TX lVIiss Harriet C. Higgins New York, NY Dr. Irwin Hoffman Santa Fe, N1vI Mr. A. Scott Kelso Houston, TX Mr. Frank R Marshall Annapolis, MD Mrs. Mara Robinson Santa Fe, NM Theodore H. Smyth Santa Barbara, CA Vice Admiral James B, Stockdale Stanford, CA Mr. John Van Doren Chicago, IL �66/ST. JOHN'S COLLEGE FACULTY/67 Eva T.H. Brann FACULTY B.A., Brooklyn College 1950· MA 1 oftheA · N . ' ' · ., 951, Ph.D 1956 vl . · ' ia e University· Fellow mencan umismatic Society; Summ of Clas~ical Studies at Athens, 1952-S3· M e~ 1952; Fellow of the Ameri~ School Excavations ~t Athens as Sibley Fellow ~f ;~ er of the staff of the American ora Stanford University; 1956-57· Me b I hi Beta Kappa; Instructor in Arche~ 1958-59· Member u' S Ad '. m er, nstitute for Advanced Stud p . ogy, ' ' · · visory Co · · f y, nnceton C ult~r~l Affairs, 1975-77; Tutor, St. Jo~~1~i~f or International Education and Mullikm Tutorship 1971-· Fell w o ege, Annapolis 1957- Add· E S h 1 ' ' OW, vvoodrow w·J ' ' lSOn S\ ol ars'. 1976-77; Arnold Visiting Professor Wh. i son International Center c oar m Honors Education, University of D 1itman College, 1978-79; Visiting Edward Grant S e aware, 1984-85. parrow B.A., Harvard College, 1951· LLB Coll~e, Columbia Universit~, 1957. ~:;::r~ Law s,chool, 1954; M.A., Teachers ~dison E. Mullikin Tutorshi '1971:. . ' t.. Johns College, Annapolis, 1957nculum, St. Mary's College pCalif ' ~ctmlg Director, Integrated Liberal Arts C ' napolis, 1977-82. ' orrua, 964-66; Dean, St. John's College, ~~ TUTORS President Edwin Jules Delattre B.A., University of Virginia, 1963; Ph.D. in Philosophy, 1970, University of Texas at Austin; Instructor of Philosophy, Texas Lutheran College, 1967; InstructorAssociate Professor of Philosophy, University of Toledo, 1968-76; Member, National Humanities Faculty, 1972-, Director, 1976-80; Matchette Foundation Advisory Board, 1977-; National Endowment for the Humanities Board of Consultants, 1978-; President, St. John's College, 1980-. fo; ANNAPOLIS Interim Dean of the College in Annapolis George Doskow B.A., Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut; Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St. John's College, Annapolis, 1965-, Assistant Dean, 1983-84. Bruce DuVal Jacobsen B.A., ~t. John's College, Annapolis 1942· and Director of Athletics, St. John'~ C 11' far:r and .carpenter, 1942-57; Tutor Edward Malcolm W tt o ege, napohs, 1958-. . ya ~.A., 1953, M.A., 1956, Universit of v· .. ~Yllof Virginia, 1955-58; Tutor Joh;gi~i~l Instructor in Mathematics, Univere on Tutorship, 1972-. ' . s o ege, Annapolis, 1958-, Andrew W Thomas J. Slakey · Curtis A. Wilson B.A., University of California, Los Angeles, 1945; M.A., 1946, Ph.D., 1952, Columbia University; Tutor, St. John's College, Annapolis, 1948-64, 1973-, Santa Fe, 1964-66, Dean, Annapolis, 1958-62, 1973-77; Visiting Research Fellow, Birkbeck College, University of London, 1962-63; Visiting Associate Professor, 1966-68, Professor 1968-73, University of California, San Diego; Corresponding Member, Academie Internationale d' Histoire des Sciena?S, 1971-; Andrew W. Mellon Tutorship, 1974-. Barbara Hopkins Leonard B.A., Oberlin College, 1937; M.S., 1941, Ph.D. 1948, University of Rochester; Assistant in Zoology, Oberlin College, 1936-38; Oberlin College Scholar, Maijne Biological Laboratory, Woods Hole, Massachusetts, 1937; Histological Technician, Department of Pathology, Yale Medical School, 1938-39; Graduate Scholar in Biology, University of Rochester, 1940,.41, Graduate Teaching Assistant in Biology, 1941-44; Visiting Lecturer in Zoology, Oberlin College, 1944-45; Instructor in Zoology, Smith College, 1945-51; Smith College Scholar, Marine Biological Laboratory, Woods Hole, Massachusetts, 1949; Tutor and Assistant Dean, St. John's College, Annapolis, 1951-, Arthur de Talma Valk Tutorship, 1968-; Fulbright Lecturer and Honorary Professor of Zoology, Lady Doak College and American College, Madurai, South India, 1962-63. Douglas Allanbrook Boston University, 1938; Brown University, 1939-41; University of Florence, 1946; B.A., Harvard College, 1948; Active duty, United States Army, 1942-45; Traveling Fellow, Harvard University, 1948-50; Pupil of Nadia Boulanger, Paris, 1948-50; Fulbright Fellow in Italy- Conservatorio San Pietro a Majella, Pupil of Ruggiero Gerlin in Harpsichord and Early Keyboard Music, 1950-52; Teacher'·of Composition and Theory, Peabody Conservatory, 1955-57; Tutor, St. John's College, Annapolis, 1952-; Member, Corporation of Yaddo, Saratoga Springs, New York, 1971; Richard D. Weigle Tutorship, 1983-. J; B.A., St. Mary's College, California, 1952· M . ., St / hn;"2 ~niversite Laval, Quebec, 1953· f anta e, 1964-71; Vice-President fC:r Aca~ s. ~efg~, Annapolis, 1959-64, 1976-' emic airs, 1971-74, Associate Pro~ essor, 1974-76, St. Mary's College. Beate Ruhm von Oppen ~h.D., ~omell University, 1960; Tutor B.A:, University of Birmingham E 1 d . of Fme Arts, University of Birmi~gh:~ an19 1939; ~t. Librarian, Barber Institute Royal Institute of International Aff . , 39-43; British Foreign Office, 1943-51 · gxford, 1956-58; Microfilming Pr~~~t ~F~h56CResea~ch Staff, Nuffield College' ocuments of the American Historical A . e . ommittee for the Study of Wa; le?e, Annap.olis, 1960-63 (Leave of abse~ciation, 1959-60; Tutor, St. John's ColH1s~ory, Smith College, 1963-64, Unive . , 1963-65), 1971-; Visiting Lecturer in Institute for Advanced Stud p . rsity of Massachusetts 1964-65· M b St d. p . Y, rmceton, 1968-69· M b ' ' em er, ~. ies, rmceton University, 1969-71 · N f 1' Enem er, Center of International Ed itmg Grant, 1978-79. dowment for the Humanities ' a wna Lawrence Berns B.A., 1950' PhD., 1957, Umversit f Ch· · · . rogram of Liberal Education for~~ It i~g~; Lecturer m the Liberal Arts Basic / {ohn's College, Annapolis, 1960-, ~~~w ~~t::t1\Y of Chicago, 1956-59; 'Tutor, d~r!shor of Philo~ophy, Rosary College (Lea~e o~ ao~ Tutorship, 1972-; Associate 1980- all, Cambndge University, 1971-72· Rich d ~ence, 1966-6?); Associate, a.i; ammond Elliot Tutorship, . . ' Michael S. Littleton f ~.S., 1954, B.A., 1955, University of Ma l hon, 1960; S.T.M., Union Theological Se~and; B.D., Ha:tford Seminary Foundaary, 1967; United States Navy, 1955-57; �68/ST. JOHN'S COLLEGE Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Robert B. Williamson FACULTY/69 Geoffrey Comber Diploma in Education, University of Lond B.A., St. John's College, Annapolis, 1954; Graduate Study, American University, 1955-61; Assistant Mathematician, 1954, Associate Mathematician, 1957, Mathematician, 1961, The Johns Hopkins University Applied Physics Laboratory; Instructor, American University, 1960; Visiting Tutor, St. John's College, Annapolis, 1960, Tutor, 1961-, Andrew W. Mellon Tutorship, 1972-, Dean, 1982-84. on, ~953; ~.R.C.M., Royal College of tor ~n Music and Graduate Studies in PhK~;:57, Fulb~ight Schol~r, 1955; InstrucAssistant Professor of Philosoph H C Oh10 State Umversity, 1958-61 · fessor, University of Waterloo O~tar:o~6~· ~ge, O;tario, 1962-65; Visiting Pro~ 1965-, Assistant Dean 1970-74 Assist , t D. ' utor, t. John's College, Annapolis Education, Santa Fe, l970-74; Director~ AY~~~ The. Graduate Institute of Liberal . u~ation, 1968-74, 1975-76 Director of Summer Program 1974 1976 A in Lib al Ed ' ' ' ssociate Director Th G d ' er ucation, Annapolis 1977-80 D. Th ' e ra uate Institute e Graduate Institute in Liberal Education, Annapolis, 1983-. ' ' irector, Elliot Zuckerman Howard J. Fisher B.A., 1955, M.A., 1957, Ph.D., 1967, University of Virginia; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Samuel S. Kutler B.A., 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea Fellow in Modern European History, 1954-55, Lecturer in History, 1956-61, Columbia University; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Director, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, April-June, 1973, Andrew W. Mellon Tutorship, 1974-; Associate of Clare Hall, Cambridge University, 1970-71. Joseph P. Cohen B.A., St. John's College, Annapolis, 1956; J.D., University of Maryland Law School, 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, University of Chicago, 1960-62; Tutor, St. John's College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72; Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978; Visiting Scholar, Oxford University, 1978-79. David H. Stephenson B.A., Columbia College, 1958; Columbia University, 1960; New York State Teaching Fellowship, 1958-60; Director of Men's Chorus, New York Association for the Bli~d, 1959-62; Music Instructor, Riverdale Country Day School, 1960-61; Chorus Director, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y. Crowell Company, 1961-63; Tutor, St. John's Collge, Annapolis, 1963-. Louis N. Kurs Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; M.S., University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, University of Chicago, 1948-49; Instructor in Physical Science and Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Production Division, South Works, United States Steel Corporation, 1951-54; Instructor in Geology, University of Illinois, Chicago, 1954-64; National Science Foundation Science Faculty Fellowship, University of Chicago, 1961-1962; Tutor, St. John's College, Annapolis, 1964-; Visiting Lecturer, Department of Hydrology and Water Resources, University of Arizona, 1973-74. Benjamin Charles Milner, Jr. B.A., Emory University, 1949; B.D. Columbia Theological Seminary, 1955; Ph.D., Harvard University, 1965; Teaching Fellow, Harvard Divinity School, '1.957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and Interpretation, 1959-62, Assistant Professor, 1963-65, Wellesley College; Tutor, St. John's College, Annapolis, 1965-, Assistant Dean, 1977-78, 1979-81, Director, The Graduate Institute in Liberal Education, Annapolis, 1980-83. Mu~ic, 1954; M.A., Ohio State Universit {{hy, B.A., University of Rochester 1965· 11 h .. Labor~tory, 1964, 1965; Tutor,' St. Jo'hn~cc~if;an, Harvard. University Cyclotron ge, Annapolis, 1965-; Visiting Lecturer m Physics, Western New E l d C Linacre College, Oxford Un1·vers~ty;g aln98 ollege, 1980; Visiting Senior Member i ' 2-83. ' Gisela Berns Abitur, Hoelderlin Gymnasium St sities of Heidelberg Frankfur; ~tt~~, 111959; Classics and Philosophy, Univer University of Heidelberg 1963· 'p llumcD, uebingen, 1959-63; Staatse~amen I_ Un· · ' ' e ow . ivers1ty ofFI orence, 1963-64; PhD Ueutscher Akade · h er A ustauchdienst,' . . .misc m Classics and Philosophy, Bismar~k °(:; :;er~ity of Heidelberg, 1964; Instructor amen II, University of Heidelber 196f. asmm, K.arlsruhe, 1964-65; StaatsexInCstrullctor m Classics and Philosophy, Rosary College, 1966-67; Tutor ~; J . ' · 0 s 0 ege, Annapolis, 1967-. ' ru;. Nicholas Maistrellis B.S., Bates College, 1962· De artmen f . Assi~tant, 1962-66, Unive~ity~ellow, ~9~6~~ttry_ of ~cience, .1962-67, Teaching Johns College, Annapolis, 1967-. ' mversity of Wisconsin; Tutor, St. Harvey Flaumenhaft B.A., 1960• M.A., ~ 962 • Ph.D., 1980, Universit of C · . . l~ ~1cago, Woodrow Wilson Fellow, Harvard Umversity, 1960-61· Nati tion Fellow, 1963-65; Lecturer in Polit" ora . ronauhcs and Space AdministraLecturer in the Liberal Arts Uni·ve .t ifcaCh~c1ence, Roosevelt University, 1965· ' rsi Yo 1cago 1965 66 In ' ' ment, Wheaton College, Massachu tt 19 ' - ; structor in GovernAnnapolis, 1968-· Fellow Institute f se s~' 66-68; Tutor, St. John's College University, 1981; MIT/H~ard Works~r mo-Soviet Studies, George Washingto~ Summer 1983; National Endowment f: ~~~dear i:v~apons and Arms Control, 1984-85. e umamhes Constitutional Fellow, Wye Jamison Allanbrook B.~., Vassar College, 1964; M.A., 1965 PhD . . Wilson Fellowship, 1964-65; Teachin' .."' St~ord Un_ivers1ty, 1974; Woodrow 1967-69; Tutor, St. John's College AnngAss1l~tant m Music, Stanford University, . . ' apo is, 1969-. ' Wilham W. O'Grady, Jr. A.~., University of Notre Dame 1966· MA Chicago; Woodrow Wilson Fello~, 1966~67 ·D;_j96~ Ph.D., 1970, University of Fellow, 1967-70, University of Chic o· 1i ' ort fellow, 1966-70, Humanities ag , utor, St. Johns College, Annapolis, 1970-, Sante Fe, 1980-83. John F. White B.A., St. John's College, Annapolis, 1965,· M.A., The New School for Social �FACULTY/71 70/ST. JOHN'S COLLEGE Research , 1970·, Alvin Johnson Fellow, 1970-71; Tutor, St. John's College, Annapolis, 1971-. David Edward Starr PhD 1972 Boston University; Graduate. B.A., Gordon College, 1962; M.A. •. 196~· 1 6 64 . Tuaching Intern, Boston UniverAssistant in Philosophy, Boston Uruversi~, tor in Philosophy: University of Rhode sity College of Basic Studies, 196;1-66; Ins ru~nna olis, 1972-SO, 1982-, Director of Island, 1966-71; T~tor, ~t. JL~:s C~~~=~ion S~nta Fe, 1980-82. . The Graduate Institute m i era ' 9 3_ 1 . . S h 1 1960-61 University Fellow, Leo F. Raditsa B.A., Harvard College, 195~; Ui:iiver~!~. P~e~;:~t's Fello,;, 1962-63; FUlbright, 1961-62, M.A., Columbia Uruvers~y, l~ l965· Instructor, New York University, University of Munich, 1964-65, er· i~ssist~t Professor, 1968, Ph.D., Columbia Washington Square College, 1965-68, Ann r 1973-· National Endowment ;;oog~:m Ho'over Institute on War, University, 1969; Tutor, St. John'~ CollleFgell' , .t. Fellow Nationa e ows for the H umam ies ' C rf · 1977-78 Revolution and Peace, Stanford, a i orma, . Deborah Schwartz Renaut . . MA J hns Hopkins University, 1971; B.A., St. John's Colleg~, Afi?apohs, .li,68, St .Jo~n's College, Annapolis, 1974-. M.S., Georgetown University, 1974, utor, . Joe Sachs . 8· Graduate Student, The New School for B.A., St. John's College, Annapohs,3~~ Pennsylvania State University, 1975; Social Resea~h, New York,119~1-~t' te u~iversity, 1973-74; Tutor, St. John's ColTeaching Assistant, Pennsy varua a lege, Annapolis, 1975-. A Michael Comenetz . . . A 1967, Ph.D., 1972, Brandeis B.A., The Johns Hopkinsf Unive7l~a~:!'a~~ University of Kansas, 1972-75; University; Assistant Pro essor o . ' . Tutor, St. John's College, Annapolis, 1975-. Chaninah Maschler . in Philosophy, Yale University, 1955; B.A., City College of New ~ork,.195{9~~~~ Alice Freeman Palmer Fellow,. work University Fellow, Yal~ Umvers1ty,. D artment of Philosophy, Pennsylvama ~~te on Peirce Yale University, 1956-58, f Pehp"l h CC NY 1961-62; Department ' D tm t o i osop y, · · · ., h University, 1959-61; eparl en1962-64· Reader and Translator for Harper i::orc of Philosophy, Barnard Col ege, , 1970-72· Queens College Liberal books, 1965-70; Queens College AC.Ell Pro~~cation, l972; Tutor, the Graduate Arts Institute, 1972-76; B~k StSreeJt ~ erollege Santa Fe, 1970, 1972, 1975, 1976, Institute in Liberal Education, t. o. s , Tutor, St. John's College, Annapolis, 1976-. Howard Zeiderman hn' College Annapolis, 1967; M.A., Dartmouth college, 1962-63; B.A., S~ ~? n:i Fellow l972· Tutor, St. John's ColPrinceton University, 1972; Prince~on a 10 ' , lege, Santa Fe, 1973-77, Annapolis, 1978-. Robert P. Druecker i uow, U . . ..., 1966·, Woodrow w·lson Fe" 1966-67·' Teaching AssisB.S., Marquette uruversi.y, . University 1972-76; M.A., Boston ruvertant, Department of Mathema~cs, Bosto~ . Fo~dation Fellow, Norway, 1976; ·ty: 1974· Fulbright andAmencanScan avian ~ut~r, St'. John's College, Annapolis, 1977-. . Peter Kalkavage B.A., 1973, M.A., 1976, Ph.D., 1983, Pennsylvania State University; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor, St. John's College, Annapolis, 1977-. Mera J. Flaumenhaft B.A., University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; Instructor in English, 1970-71, Assistant Professor of English, 1971-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, 1977; Tutor, St. John's College, Annapolis, 1977-. William Jon Lenkowski B.A., Marquette University, 1965; M.A., Philosophy, The New School for Social Research, 1970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of philosophy, Rutgers University, 1968-76; Visiting Lecturer, philosophy of science, New York Institute of Technology, 1976-77; Lecturer, ancient Greek philosophy, New School for Social Research, 1977-79; Tutor, St. John's College, Annapolis, 1979-. Jonathan S. Tuck B.A., Columbia University, 1969; B. Phil., Oxford University, 1971; M.A., University of California, Berkeley, 1972; Graduate Study in English, University of California, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, 1969-71; Kent Fellow (Danforth Foundation), 1971-77; Teaching Assistant, Department of English, University of California, Berkeley, 1973-74; Associate, Residential Program in History and Literature, University of California, Berkeley, 1975; Associate, Department of English, University of California, Berkeley, 1976-78; Instructor of English, Pikes Peak Community College, 1979; Tutor, St. John's College, Annapolis, 1979-. Thomas May B.A., Loyola College, 1971; M.A., 1975, Ph.D. Cand., Fordham University; Assistant Professor of Philosophy, Loyola College, 1974-79; Visiting Lecturer in Philosophy, Goucher College, 1976-78; Tutor, St. John's College, Annapolis, 1979-. Marilyn Douville B.S., University of Michigan, 1975; M.S., University of Michigan, 1977; Associate Mathematician, 1977-79, Johns Hopkins University Applied Physics Laboratory; Tutor, St. John's College, Annapolis, 1979-. William Mullen B.A., Harvard College, 1968; Ph.D., University of Texas, Austin, 1972; Acting Assistant Professor of Classics and Comparative Literature, University of California, Berkeley, 1971-73; Hodder Fellow in the Humanities, Princeton University, 1973-74; Assistant Professor in Classics, Boston University, 1975-80; Junior Fellow, Center for Hellenic Studies, 1978-79; Tutor, St. John's College, Annapolis, 1980-. James Howard Beall Active duty, U.S. Air Force, 1963-67; B.A., Physics, University of Colorado, 1972; M.S., Physics, 1975; Ph.D., Physics, 1979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, 1975-78; Congressional Fellow, United States Congress Office of Technology Assessment, Washington, D.C., 1978-79; Project Scientist, BKD, �FACULTY/73 n!ST. JOHN'S COLLEGE . . . "' . National Academy of Sciences/National Res~arch Arlington, Vugmrn, 19/9-81, R 'd t Research Associate Space Science Council/Naval Research Laboratory ..;.J,1 ~n t DC 1981-83· Tutor, St. John's Division, Naval Research Laboratory, as mg on, . ., ' College, Annapolis, 1982-. Janet A Dougherty dU . 't 0. Teaching Fellow M A Ph D Harvar mvers1 y, 198 ' B.A, Yale College, 1974; - .,lolie ·~ 1976-78, 1979-80; French G?vernment in Government at Harvard -p £ Political Science, Stoneh1ll College, Fellowship, 1978-79; Assistant ro essor or. 1980-82; Tutor, St John's College, Annapolis, 1982-. l' Henry H. Higuera 76 PhD 1983 University of Toronto; BA, Cornell University, 1974; ~A, 19 11 . l981-S2; Tutor, SL John's Collnstructor in Political Science, D1ckmson o ege, lege, Annapolis, 1982-. C David Lee Townsend d 1970· Diolome, Universite de Pads, B.A, Loyola College, 1969; Md'-'. H~v~al~ Law' Sc~ool, 1981; Graduate Pnze 1967, 1973; Ph.D. Harvard, 1_,7\ ~l En lish Teacher, Cambridge Free School, Fellow, Harvard, 1969-1974; H1g~ c o 1971~73 Tutor, St. John's College, Santa 1970-72; Resident Tutor, Eliot HouseTJ S Or ;nized Crime Strike Force, ManhatF 1974-78, Annapohs, 1984-, Intern, . . g t=~' 1980; Member, Massachusetts Bar, 1981-. \1 Michael Blaustein . _ r 1n71 PhD Harvard Un,ve1,,Ly, 1984:, Tutor, . : -~·t B.A., SL John's College, Anna.po is, 1 '>; • . ., St. John's College, Annapohs, 1984-. Patricia M. Loc~e . B.P'°, Gonzaga Umvers1tyC, ~- t Ph n in Philosophy, Boston College, 1984; \i7:;, ~9~~1982·' Instructor, Assumption College, 1981; o ege, . Teaching Fellow, Boston Tutor, St. John's College, Annapohs, 1984-. Stewart U. mphrey l f S 'al Desearch 1966; M.A. 1971, f t' New Srhoo or oc1 '" , f f B.A., Senior Co11ege o ne ~ -he New School; Assistant Pro essor o PhD 1973 Graduate Faculty of 1 '1 I: 1972-1976· Graduate Facul. " ' U . 't o' New Yorn: al- ueneseo, ' ..,, St U . ~ .; f Oklahoma 1980-1984; ,_utor, . Philosophy, State mversLy ' ty of The New School, 1976-1980, mve1SHY o" ' John's College, Annapolis, 1984-. St John's College, Annapolis, 1942-46, 1949-64, Santa Fe, 1964-, Associate Dean, 1968-1970, Dean, 1968-73, Director, Task Force on the Liberal Arts, 1974-. Robert S. Bart B.A., Harvard College, 1940; M.A., SL John's College, 1957; Sheldon Traveling Fellow, Harvard University, 1940-41; Tutor, St. John's College, Annapolis, 1946-75, 1976-77, Santa Fe, 1975-1976, 1977, 1982-, Dean, 1977-82. Thomas King Simpson B.A., St. John's College, Annapolis, 1950; fvLA. in Teaching, Wesleyan University, 1955; Ph.D., Johns Hopkins University, 1968; Instructor, American University at Cairo, Egypt, 1950-53; Teaching Intern, St. John's College, Annapolis, 1955-56, Tutor, 1956-73, Santa Fe, 1973-; Curriculum counselor and member of the faculty, The Key School, 1970-73. Michael Ossorgin Lycee Russe, Paris, 1938; Conservatoire Russe a Paris, 1932-35, 1942-44; LTh., lnstitut de Theologie Orthodoxe, 1942; Tnstructor in Music, Institut de Theologie Orthodoxe, Paris, 1944-46; Instructor in Theology, St. Tikhon's Seminary, Pennsylvania, 1947; Secretary of the Orthodox Diocese in Alaska, 1948-49; Teacher of Music, Bureau of Indian Affairs, Department of the Interior, 1950-56; Associate Professor, Consultant, St John's Program, St Mary's College, California, 1961-62; Tutor, St. John's College, Annapolis, 1956-66, Santa Fe, 1966-, Norma Fiske Day Tutorship, 1975-. Charles G. Bell B.S., University of Virginia, 1936; Rhodes Scholar, Oxford University, B.A., 1938, M.A., 1966, B. Litt., 1939; Instructor and Assistant Professor of English, Iowa State College, 1943-45; Wartime Assistant in Physics, 1945, Research Assistant in Physics, 1945, Assistant Professor of English, 1945-49, Princeton University; Guest Lecturer, Black Mountain College, Summer, 1947; Rockefeller Grant for study in Europe, 1948; Assistant Professor of Humanities, University College, University of Chicago, 1949-56; Guest Professor, Fulbright Program., Technische Hochschule, Munich, Germany, 1958-59 (Kulturgeschichte als die Geschischte symbolischer Formen); Poet in Residence and Guest Professor, University of Rochester, Spring 1967; Guest Professor, State University of Nev; York at Old Westbury, Spring 1970; Tutor, SL John's College, Annapolis, 1956-67, Director of Adult Education, 1957-58, Santa Fe, 1967-, Director, Graduate Preceptorial in Dimensions of History, 1972-73. Samuel Emmons Brown Harvard College, 1936-37; Diploma, Black Mountain College, 1945; h1.A., 1956, Ph.D., 1962, Indiana University; Private tutoring, 1946-48; Director of Music, Windsor Mountain School, 1948-49; Director of Music.. Verde Valley School, 1950-53; John H. Edwards Fellow, 1955-56; Part-time Teacher, Indiana University, 1956-57; Tutor, St. John's College, A,nnapolis, 1958-65, Santa Fe, 1965-. SANTA FE Dean of the College in Santa Fe Thomas A McDonald Robert A. Neidorf . ~· . r ·ra o· Ph.D., \'ale University, 1959; lnB.A., 1951, M.A., 1955, Umvefo1ty ~.; ~hih g Bucknell University, 1959-62; Ass1sstructor and Assistant Professor of p h~l~~~p State University of New York at tant and Associate Professor of Coll~ Annapolis, 1962-64, Santa Fe, 1967-, Binghamton, 1964-67; Tutor, St: Jo ~- L'b gl Education 1970-73, Dean, 1973-77, Director of The Graduate Institute m l era ' 1982-. Graduate study in Philosophy, Graduate Faculty, 1950-52, 1955-58, Teaching Fellow, 1956-58, The New School; Lecturer, University College, University of Chicago, 1958-62; Lecturer, Overseas-Extension, Urnversity of J\!Iaryland, Heidelberg, Germany, 1952-63; Tutor, St. John's College, Annapolis, 1963-79, Santa Fe, 1979-. :'s i't William A. Darkey l' 1942· M ,A, Columbia University, 1949; Tutor, B.A., St. John's College, Annapo is, ' . _,, Dean R. Haggard B.A., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-1960; Fels Fund Fellow in Philosophy, Johns Hopkins University, 1960-61; Tutor, St. John's College, Annapolis, 1961-66, Santa Fe, 1966-, Assistant Dean, 1971-73. �FACULTY/75 74/ST. JOHN'S COLLEGE . . Johns Hopkins Univers~ty, 1963; B I\ SL John's College, Annapohs, 195~, [hi~·des Lanfilles Orientales V1vant~s, H~b;ew University, Jerusal~m, 195~~~~S9;c~utor, St. J~hn's Co!i~ge, AnnaF~~~'. 19"<-57· University of Chicago, 1 St Mary's College, Cahfomia, 1908 , 19~~-69: Santa Fe, 1969-; Visiti~~i;_~t~er, . Biblical Research, Jerusalem, Robert 0. Sacks John 5. Steadman . . 1959· lnstructor in Radio Repair, Uni~ed B.S., Philosophy, University o~~~';~~:ophy, '1959-61, Teaching FellowF;9~~:i~ States Arrn.y, 1954-56; ~ss1~taJ hn's College, Annapolis, 1962-67, Santa ' ' Cornell University; Tmor, t. o Assistant Dean, 1970-72. . ~ . M.A., University of Melbourne, 1962;. B,A., St. John's College, Annapoh.s,J:::rsity Fellow, University of Melb~~r~~' David Clifford Jones :~~rs~~i;:f~~~ a~dT~;::tte~~~~el~~~;aUF:~v~~~~~ ~i;:~:05;, 16::d~;t;¥~stitut~ John's Coll;ge, Annap~~;3l~~S, 1978-80. in Liberal 1:oducat1on, Don B. Cook U . "ty of California at Davis, 1965; AB Occidental College, 1958; Ph.DU.,·. m~~yrs~f California at Davis, 1959; Nfan H . orary Fellow, mve:rs L J h ,_ Colleoe Santa e, Woodrow '\II l son on. >::,,lJ 1959-61; Tutor, St. o n~ S '1 1972-73. tional Scienoe Fou~~ation '~ -~;Bl-· Teacher, Santa Fe Prepatory c oo ' . 1965-72, 1973-, A551scant De~n, , •• , h 0 Elliot T. Skinner l\11 A Princeton University, 1963; Ph.D., Clan. f r l -do 1961· . . •. , ptor Woocrow 11 p B.A., Universil:y o. ~0 or~ ' - U ·vPrsity· Assistant an- rece c' .1 for "''d ·o in Pnnceton m - . , 19"/.l· Fellow of the ouno uJ. at;;: · n · t Uruvers1ty v ~, ·"' d c · nc 1070· !Nilson Fe1lo·Nship, .rnnce on l ti"ute Greek Philosophy an ..,oe "'' , ' . ' St a·e· Summer .,.., 1965ns .. Philosoprnca1 .u i ,,, T,;tor, St. john's College, Sante re, . in'. Stuart Boyd . . . 48· PtLD., Aberdeen ~niversity_ Medical MA, Aberdeen University, .sco~land, 1~ A~si~tant Lecturer, Chmcal Psychol~gy, School, 1952; Military Service, 1940-45unive~sity, 1948-52; Instructor, Me~Ka~ Psychiah{c:i~r:1~~edi~al School, .1952-53; ~~.ec~~f~~~~or~f Department of Psychology, Umversity o . Denver University, 1954- C~n~~~i;:.;.~ ;;;~rtm~nt ' M vi"o 0 Traininf in of Behavio;al i Psycho.ogy an. . . 7 64· Lecturer, Departmen O• ' ) U ·versity 195 . H ighlands University, 1964 65· 'p ro f essor o~ Psychiatry (Psycnology ' hm l ogical ' · Psyr o University, Scotland' K' .C1'ty 1965-66· Fellow, Amencan . d. l ansas , ' of Missoun Me ica _ hn's CoHege, Santa Fe, 1966-. Association; Tutor, St. Jo U . .,Y of Roger S. Peterson vi 1957 Ph.D., Botany, 1959, mversn d n Cho~orCa A .v., Harvard College, 1~53; A.91'~3.,-54. u' <:: Forest Service Research,Jo ns olo N y 1 :; o ·"· c1 :Michigan; United State} ~v State University, 1962-66; Tutor, "':. State University, 1959-02, ta lege, Santa Fe, 1966-. A S~~~~~~~t~~dinb~r;h ,- h St hn's College, 1962; M.A., Histo~ UniversHy of Wisc,onsin, 195t.5~e~~~;' of ·l~~iana, 1965; N.D.E.A. Fellowship, and Philosophy or Science, n. E. Ray Davis, University of Indiana, 1962-65; Ph.D., University of California, Riverside, 1980; Tutor, St. John's College, Santa Fe, 1966-, Assistant Dean, 1977-81. Ralph Swentzell B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico Highlands University, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. Timothy P Miller AB., Harvard University, 1948; B. Mus., 1949, M. Mus", 1951, Yale University; D. Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music, Agnes Scott College, 1957-61; Director of Music, University of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St. John's College, Santa Fe, 1967-. Harris, Jr. B.A., Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Illinois; University Fellow, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59, University of Hlinois; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; Associate Professor, University of Maryland, 1965-68; l'Jatwnal Science Foundation Consultant for India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, 1967-68, Visiting Professor, Summer, 1969, New York University; Corporate Consultant, Management Service, IBM, AJrnonk, New York, Summer, 1968; Tutor, St. John's College, Santa Fe, 1968-. R. Thomas Glenn A. Freitas B.A., Classical Languages, St. Mary's College, California, 1957; Th.L, Universite Quebec, 1964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, 1966; L'Ecole Biblique et Archeologique Francaise de Jerusalem, 1964-66; Assistant Professor, Theology, St Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-, Assistant Dean, 1976-77, 1982-84. Philiip LeCuyer B.A., Colorado College, 1966; Merton College, Oxford University, 1969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St John's College, Santa Fe, 1972-. Stephen R. Van Luchene B.A., Arizona State University, 1969; M.A., 1971, Ph.D., 1973, University of Notre Dame; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-, Director of Admissions, 1979-81, Director of The Graduate Institute in Liberal Education, 1982-. Bruce E. Venable B.A., St. Mary's College, California, 1969; M.A., 1972, Ph.D., Classics, 1976, University of Washington; Tutor, St. John's College, Santat Fe, 1973-. 11 �76/ST. JOHN'S COLLEGE FACULTY/77 Gerald Lee Myers Edward Cary Stickney B.A., University of Colorado, 1964; Ph.D., University of Colorado Medical Center, 1969; American Cancer Society Postdoctoral Fellow, 1969-71, Seessel Research Fellow, Yale University, 1971-72; Faculty, Shimer College, 1972-74; Tutor, St. John's College, Santa Fe, 1974-. ~.A., St. J~hds College, Annapolis, 1975; M.A., Philoso h . . s1taet, Freiberg, W. Germany; 1979 . Tuto S , P Y, Albert-Ludwigs UruverNancy D . B h ' ' r, t. Johns College, Santa Fe, 1980- Kent H. Taylor B.A., History, 1967, M.A., Ancient His . Classics, Brown University; 1980· F d Ftory,d Cornell Umversity, 1969; PhD Ji 11 . Cl ' ' or oun ation Fellow 1966 68 U . ., S ' - ; niversity e ow in assics, Brown University; 1969 70 1i 1980-. ' - ; utor, t. John's College, Santa Fe, B.A., Yale University, 1963; M.A., University of Georgia, 1965; Ph.D., University of California at Santa Cruz, 1976; University of California at Santa Cruz, 1967-68; Defense Language Institute, Monterey, California, 1968-69; Heidelberg University, 1971-73; Instructor, University of Georgia, 1965-67; Teaching Assistant, University of California at Santa Cruz, 1967-71; Tutor, St. John's College, Santa Fe, 1974-. Georgia S. Knight B.S., Philosophy, 1970, M.A., English, 1972, Doctoral Candidate, 1974, University of Utah; Teaching Fellow, University of Utah, 1970-74; Tutor, St. John's College, Santa Fe, 1974-. David Bolotin B.A., Cornell University, 1966; Graduate Student, University of Chicago, 1966-68; Ph.D., New York University, 1974; Yale University Lecturer in Classics, 1971-73; Woodrow Wilson Fellow, 1966-67; University of Chicago Humanities Fellowship, 1966-68; National Defense Education Act Fellow, 1968-71; Tutor, St. John's College, Annapolis, 1974-. Elizabeth S. Engel B.A., Pomona College, 1967; M. Phil., 1971, Ph.D., Philosophy, 1973, Teaching Assistant, 1969, Yale University; Teacher, Shimer College, 1971-73; Assistant Professor of Philosophy, California State University at Humboldt, 1973-75; Tutor, St. John's College, Santa Fe, 1975-. John Joseph Verdi B.S., Psychology, Fordham University; 1972; M.A., 1974, Ph.D., Philosophy, 1975, University of Southern California; M.A., Experimental Psychology, University,of California, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-. Phillip Prescott Chandler, II B.A., St. John's College, Santa Fe, 1968; Ph.D., University of California at San Diego, 1975; Junior Fellow, Center for the Study of Democratic Institutions, 1968-69; Graduate Study, Mathematics and Philosophy, Oklahoma State University, 1969-70; N.D.E.A. Fellow, 1970-73, Dissertation Fellow, 1973-74, University of California at San Diego; Instructor, Mathematics, Oklahoma State University, Summer, 1973, Summer, 1975; Instructor, 1974-75, Assistant Professor, 1975-76, Assistant Director, Spring 1976, Collegiate Seminar Program, University of Notre Dame; Tutor, Graduate Institute in Liberal Education, Santa Fe, 1976, Tutor, St. John's College, Santa Fe, 1976-. unmng uc enauer · Michael G. Dink Harvard University, 1970-72· BA St J hn' Philosophy, The Catholic U~iv~rsi~ ;f ~ s. College, Annap.olis, 1975; M.A., Doctoral Candidate The Cathol· U ~ . menca, 1978; Teaching Assistant and College, Santa Fe, l980-. ic mvers1ty of America, 1978-80; Tutor, St. John's Charlotte Gray Martin B.A., University of Colorado, 1972· De . Dan~stipendium, University of Freib~rg, 1~~~~~~ ~~dem1sc~er Austauschdienst Studies, Boston University; 1979· 11 h' F Classics and Comparative Visiting Lecturer, Colorad~ Coll~ e e~~7~~g .e o~, Boston University, 1975-78; J, h , C79,l1Ass1stant Professor, University of Colorado, Spring, 1980· Tutor ' · 0 ns 0 ege, Santa lie, 1980P eter Dragan Pesic ' · II . ., s: A.B., Harvard University, 1969; M.S., 1970 Ph . forth Graduate liellow 1969 75 R h A' .D., 1975, Stanford Umversity· Danl ' - ; esearc ssistant and As · t S nf ' Acce erator Center, 1970-75; Lecturer Stanford U . . soc1a e, ta ord Linear College, Santa Fe, 1980-. ' mversity; 1976-80; Tutor, St. John's Jack Lincoln U.S. Army, 1966-69; University of Rh d I I lege, Annapolis, 1974, General Contract~ e~ and, ~969-70; B.A., St. John's ColMcMaster University, Hamilton, Ontario r,197;a~hs, 1974~75; M.A., Philosophy, to learning disabled adolescents St Th , , .D. candidate, 1978-79; Teacher Teacher, Maritime Sciences, Mathema~~as t1o~e Sc~ool, Colchester, CT, 1979-80; Christchurch VA 1980-81· Tuto Th Gcs,d oc1al Sciences, Christchurch School ' ' ' r, e 'b ' J0 h ns Co11ege, Santa Fe, 1981 19 . G ra uate Institute in L1 eral Education, St.' . 82 St. John's College, Santa lie, l982-.' reengrocer, Providence, RI, 1981-82; Tutor, Anthony James Carey St. John's College, Annapolis, 1963-65· BA . . M.A., The New School for Social R ' . Umvers1ty of North Carolina, 1967· Graduate Study in Music, Universit e~~~~, 1973; l!.S. Marine Corps, 1967-69; ~h Carolina, 1969; Part-time Instructor in Philosophy; East Caroli Philosophy, North' Carolina We~a n~e{t1ty, 1974-78; Part-time Instructor in Annapolis, 1979-. cyan o ege, 1976-78; Tutor, St. John's College, h D. Lynda Jean Myers Martin Alan Cohen B.A., St. John's College, Santa Fe, 1971; M.A., University of North Carolina, 1975; Ph.D. Candidate, The Catholic University of America; Tutor, St. John's College, Santa Fe, 1977-. Brandeis University, 1968-70· AB Univ 't . . Human Development 1972· The d ~rs1 Y of Cahforn1a, Berkeley, Integral College, Santa Fe, 1981-, Tutor, 1;;3-~ate nstitute in Liberal Education, St. John's Sharon H. Garvey Katharine S. Mulford Universidad Anahuac, Mexico City, 1973-74; B.F.A., University of Notre Dame, 1977; M.A., St. John's College, 1978; Instructor, University of Notre Dame, Fall, 1975; Tutor, St. John's College, Santa Fe, ·1978-. G., B.U.S., Philosophy and Religion, Universit of New M . and Theology, Graduate Theologic l U Y ex1co, 1975; M.A., Philosophy of Oklahoma, 1983· Tutor St Jo~' Cmolln, 197S8; Ph.D., Philosophy, University ' ' · s 0 ege, anta lie, 1983-. �FACULTY/79 78/ST. JOHN'S COLLEGE OFFICERS, ASSOCIATES AND STAH Frank N. Pagano C 11 1931 Assistant Professor . . 1969· Ph D Boston o ege, ' . 83 , . . , c h 0· . ·on of L1'beral Learnmg, 1980- , A B Cornell Umvers1ty, · ., 81 o· '·or QI t e !VIS! D , of Political Science, 1975- .. ' l 1Srecr 1981-83 Universilj' of New England; ucor, ' Associate Professor of Pohtica oence, St. John's College, Santa Fe, 1983-. SANTA FE President Edwin J. Delattre Interim Dean George Doskow President Edwin J. Delattre Dean Robert A Neidorf Provost Burchenal Ault Vice President for College Advancement Charles Dunn Treasurer Jeri Rhodes Director of Graduate Institute Geoffrey Comber PRESIDENTS EMERITI J. Douglas H. Gordon Richard n Weigle TUTORS EMERITI Wiley W. Crawford James L Tolbert . Joseph Winfree Smith, Jr, Hugh E McGrath John Sarkissian 1 Brother Robert Smith, FS-. Robert Bunker FELLOW Mellon ANNAPOLIS · . · L'tt D Oxford I{ A 1938 Cambridge Umvers1ty; i_ • .' BA. Yale University, 1929; B.A., 19~_1, '.' ·, :.;.,_ hn 'io 1967; LH.D, Yale University, 1967. .. ' . 1961· -LLD., Carnegie Insotme or iec o gy, Umvers1ty, , · - Assistant Deans Barbara H. Leonard Malcolm Wyatt Director of Admissions John M. Christensen Director of Alumni Activities Elizabeth H. Blume Artist in Residence Burton Blistein Director of Athletics Bryce DuVal Jacobsen Director of Career Counseling Iviarianne Braun Director of Continuing Education Geoffrey Comber Director of Financial Aid Caroline Taylor Christensen Librarian Kathryn Kinzer Provost Burchenal Ault Treasurer Emery C. Jennings Director of Graduate Institute Stephen R. Van Luchene Assistant Dean Charlotte Gray Martin Director of Admissions Marsha Drennon Director of Career Counseling Ronald F. Hale Director of Financial Aid and Registrar Diane Trudell Librarian James Benefiel Director of Student Activities Istvan Fehervary Director of Laboratories Hans Von Briesen College Nurse Peggy H Elrington College Physician Ssu Vlfeng Coordinator of Buildings and Grounds Dolores Vigil Supernisor of Maintenance Juanito Zamora J. Director of Public Relations Rebecca Wilson Registrar Nancy R. Winter Director of College Health Services Marilyn Mylander College Physicians Charles W. Kinzer Sigmund A Amitin Superintendent of Buildings and Grounds Charles L. Wallace �80/ST. JOHN'S COLLEGE Profile: Freshman Classes Entering Fall 1984 and January 1985 Annapolis Santa Fe Annapolis Santa Fe States Represented . . . . 38 31 Alabama ......... . Alaska ........... . Arizona ......... .. California ........ . Colorado ......... . Connecticut ....... . Delaware ......... . Florida ........... . Georgia .......... . Idaho ............ . Illinois .......... .. Indiana ........... . Kansas .......... .. Louisiana ......... . Maine ........... .. Maryland ......... . Massachusetts ..... . Michigan ......... . Minnesota Mississippi ........ . Missouri .. Nebraska ...... . Nevada ... . New Hampshire .. New Jersey ........ . New Mexico New York ......... . North Carolina .... . Ohio ............. . Oregon ........... . Pennsylvania Rhode Island ...... . Tennessee Texas ............. . Vermont .......... . Virginia .......... . Washington ....... . West Virginia ..... . Wisconsin ........ . District of Columbia .. Canada ............. . Argentina ........... . France ............. . India ............... . 1 1 2 1 19 1 1 6 2 5 2 2 1 1 4 1 2 20 7 3 5 2 1 1 4 1 3 1 8 1 6 2 1 1 1 1 1 7 1 15 2 1 1 2 9 4 1 2 1 12 1 1 Number of Students Fall 1984 .......... . January 1985 ...... . Men ............. . Women ........... . Early Entrance ....... . Previously Attended College ........... . Range of Ages ....... . Veterans ............ . Kind of School Attended Public ..... . Independent .... . Parochial .. Receiving Financial 107 33 81 59 7 83 21 64 40 5 26 16-32 3 36 16-36 3 94 35 11 73 22 9 Aid .............. . 44% 43% Rank in Class* First Fifth . . . . . . . . . . First Tenth ...... . Second Tenth ...... . Second Fifth ...... . Third Fifth ... . Fourth Fifth .... . Last Fifth National Merit Honors Scholars .......... . Finalists .......... . Semi-Finalists .. Commended Students 48% 27% 21% 27% 14% 6% 5% 48 4 12 6 26 55% 39% 16% 23% 13% 5% 4% 27 1 3 9 14 1 1 2 1 3 1 19 3 1 3 4 10 1 1 1 1 2 4 1 1 1 *Not included in this table are 57 students for whom rank-in-class is not available. NOTICE Because of a binding error, the program description sheets meant to accompany the two Letter of Reference fonns and the Secondary School Report form at the back of this catalogue are not attached to those fonns. You should give one of the three program description sheets to each individual completing a Letter of Reference form and to the school official who will complete your Secondary School Report. � ANNAPOLIS, MARYLAJ'.JD 21404 SANTA FE, NEW MEXICO 87501 (301) 263-2371 (505) 982-3691 STATEMENT OF THE ST. JOHN'S PROGRAM 1985-1986 Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges a_nd Secondary Schools, and by the North Central Association of Colleges and Secondary Schook The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, color, sex, age, national or ethnic origin, or against the handicapped. �COLLEGE CALENDAR 1985-86 ANNAPOLIS 1985-86 September 3-4 . . . . . . . . . . . . September 4 . . . . . . . . . . . . . . September 5 . . . . . . . . . . . . . . September 5 . . . . . . . . . . . . . . September 5 . . . . . . . . . . . . . . October 11-14 ............ November 28-December 1 .. December 13-January 5 . . . . January 19 ............... January 20 ............... January 22 ............... February 7-10 . . . . . . . . . . . . March 6-23 . . . . . . . . . . . . . . . May 2-3 . . . . . . . . . . . . . . . . . May 22 . . . . . . . . . . . . . . . . . . May 23 . . . . . . . . . . . . . . . . . . May 25 . . . . . . . . . . . . . . . . . . Senior Oral Examinations Freshman and Senior Registration Convocation Sophomore and Junior Registration Classes Begin with Seminars Long Weekend Thanksgiving Recess Winter Vacation End of First Semester Second Semester Registration January Freshman Registration Long Weekend Spring Vacation Parents' Weekend Last Day of Classes End of Second Semester Commencement SANTA FE SUMMER 1986 June 2 ................... June 23 . . . . . . . . . . . . . . . . . . August 8 ................. August 15 . . . . . . . . . . . . . . . . January Freshman Graduate Institute January Freshman Graduate Institute Second Semester Begins Begins Second Semester Ends Ends 1985-86 August 28-29 ............. August 29 ................ August 30 . . . . . . . . . . . . . . . . August 30 ................ August 30 ................ September 2 .............. October 11-14 ............ November 21-24 .......... December 16 .. : .......... December 19 . . . . . . . . . . . . . December 20-January 12 ... January 10 ............... May 16 . . . . . . . . . . . . . . . . . . May 18 .................. Senior Oral Examinations Freshman and Senior Registration Convocation Sophomore and Junior Registration Undergraduate Classes begin with Seminars Graduate Institute Begins Long Weekend Thanksgiving Recess Second Semester Early Registration End of First Semester Winter Vacation January Freshman Registration End of Second Semest~r Commencement SUMMER 1986 June 2 ................... June 22 .................. August 7 ................. August 16 ................ January Freshman Graduate Institute January Freshman Graduate Institute Second Semester Begins Summer Session Begins Second Semester Ends Summer Session Ends �Introduction The Curriculum Seminar Preceptorial Tutorial Laboratory Formal Lecture St. John's List of Books The Academic Order Tutors Instruction Committee Library Schedules Essays and Examinations Academic Standing Degree of Bachelor of Arts Degree of Master of Arts Graduate Institute in Liberal Education Directory Information and Right to Privacy 6 8 10 11 16 20 22 28 29 30 31 32 34 35 37 37 37 Residence 3-nd Student Life Annapolis 38 Sant-a Fe 43 47 63 Both Campuses Site Plans of the Campuses Achnissions Requirements and Procedure Campus Visit 50 53 Fees and Financial Aid Procedures and Deadlines Grants and Loans Sample Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress 55 57 59 59 60 ... 61 Bibliography Board of Visitors and Governors 65 faculty 66 Officers, Associates and Staff 79 Profile: 1984-85 Freshman Classes 80 �6/ST. JOHN'S COLLEGE Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any calling and to become mature, competent and responsible citizens of a free society. SL John's College believes that the way to the books in which the greatest minds of our civilization - ~he great teachers - have expressed themselves. These books are both timeless and not only illuminate the persisting questions of human existence, but also have great relevance to the conDI4JDlle111s with which ·we have i:o deal They can therefore enter in~o our everyday lives. Their authors can speak to us almost as freshly as when spoke for the first for what thev have to tell us is not something of merely academic concern, remote fro~ our true int£rests. change the terms and foundations of our thoughts; they affect the deepest of our passions, and they touch the most parts of our human nature. • The books to us in more th.an one way. In rai§ing the persisting human they lend to different interpretations that reveal a variety of independent and yet complementary meanings. And, while seeking the trnth, ii:hey please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are poems or political treatises, and whether their subject matter is historical or philosophical. They are also linked together, for each of them is introduced, supported or criticized by the others. In that sense converse with each other. draw the readers to take part, within the of their abilities, in a large .;:md unending mnvers.ahon. This oonve:rsation, however, is unavoidably one-sidecL The great books om repeat what they have to say, without furnishing the dariflra~ tions we desire. To remedy this defect is the goal of the St. seminar. a number of sh.1dents of varied backgrounds, with a text thait may pre~nt unfamiliar thoughts, to H reasonably. It is presupposed that the students are willing to submit their opinions to one another's questions. The of the individual and those of the group are in contir11.1rn..1s interplay, setting limits within l:he discus§ion movt's with the utmost possible freedom" The discussion THE INTRODUCTION/7 may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concem itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to :recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are - to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout !:heir lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. A.s much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent to listen to the students and to work with them than to impose upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of word§ and in numbers so that they become mean§ of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic- the arts of language; and arithmetic, geometry, music and astronomy- the arts of mathematics . In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking and writing, and also in measuring, deducing and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experiment mathematical demonstration, and musical analysis. Vl'natever methods are U§ed, they all serve the same end: to invite the students to think for themselves, ro enable them to practice freedom. By these means students will be able l:o envisage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one form or another indispensible. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance men and women can free themselves from the wantonness of prejudice and the :narrowness of beaten paths, Under their discipline they can acquire the habii: of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far reaching of all human goals. �8/ST. JOHN'S COLLEGE THE CURRICULUM THE SEMINAR The heart of the curriculum is the seminar - a ' discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two members of the faculty as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten - or well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around a hundred pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once under way, the seminar may take many forms. It may range from the most particular tQ the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about. the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading but bearing only indirectly on the text itself in THE CURRICULUM/9 the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument-an unsupported opinion does not count. In a freshman semina~ the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Grad1:1ally, in their .interplay with one another, the students learn to proceed with care, keepmg to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument;' of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question rem~ins ~pen with. certain alternatives clearly outlined. The progress of the semmar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies an? other imaginative device~ by which the discussion is kept alive. A semmar may also degenerate mto rather empty talk, without being able for some time to extricate itself fro.m such a course. Or it may climb to heights accessible to only a few of its members. Under these circumstances the primary role of the leaders is not to give information, nor is it to produce the "right''. opinion. or in~erp:eta­ tion. It is to guide the discussion, to keep it movmg, to raise ob1echons, to help the students in every way possible to understan~ the autho~, the issues and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question 'Why?"But the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequently, all opinions must be defended with reason, and any single opinion can prevail only by general consent. The aim is always to develoJ? the st:uden~s' powe~s of reason and understanding and to help them arnve at mtelhgent opinions of their own. Every freshman, sophomore and junior submits an essay. on so~e theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling. (See page 35). �THE CURR!CULUM/11 10/ST JOHN'S COLLEGE THE PRECEPTORIAL For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the serainar or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally not rnore than ten students in a preceptorial. Guided by a tutor, proceed at a pace more leisurely than that permitted by the seminar. Usually the students' work is completed by the writing of a paper, which may be read in draft to the preceptorial and criticized by the other members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years Heidegger: Being and Time and Expression in the Arts Joyce: Ulysses Saussure: Course in General Linguistics Readings in Lao Tsu and Confucius Aristotle: Metaphysics Darwin: Natural Selection Plato: Republic Sartre: Being and Nothingness Galileo: Dialogues on the Two Chief World Systems Selected Plays Seleci:ed Poetry Bosch and Bruegel Kant'. Critique of Judgement Hobbes Leviathan Augustine: City of God Austen: Selected Novels Leibnitz: New Essays Concerning I-foman Understanding Ethical Problems in Medicine Nietzsche· Twilight of the Idols TUTORIALS The seminar cannot suffice as the only setting for liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music. For each of four years, a student attends one language and one mathematics tutorial three or four times a week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to fifteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together towards a careful analysis, often through translation or demonstration, of an important work. As in the seminar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to their fellows. Other tutors often attend, seeking to learn about a particular subject which may later teach. Writing assignments are normally rnade in all classes: mathematics, music and laboratory sections as well as in language tutorials. The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. Fnmarily, the language tutorial attempts to remedy this condition by a in the means of precise communication and effective persuasion. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this it muse direct attention to the fundamental ways in which words can be togel:her; to the modes of signifying things; the varied connotations and ambiguities of terms; the role of metaphors, analogies and images, and the logical relations between propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating frorn them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and d th<:'ir own in particular. During the four years, then, they study language as the discourse of reason, as the articulation of experience, and as the rnedium of the art of poetry; and both directly and through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must �THE CURRICULUM/13 12/ST. JOHN'S COLLEGE govern it if it is to be clear, consistent and effective - if it is to be adequate and persuasive. In the beginning the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one which is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think dearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made i:ranslation. Issues are brought to the fore which might othernrise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its i:urn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the student can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that T0 experience the of another language is to extend boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part Latin and German might be used vvithout changing the pattern and aims of the tutorial. The first year of Greek, however, goes 'Nell with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by Shakespeare, Donne and other English poets The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading and writing of simple French. Students already fluent in French may be exempted from these early stages, Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models, In the second semester a play is read-Racine's Phedre. The principal activity of the fourth year is the reading of French poems, including a considerable number from Baudelaire's Flew'S du Mal. Its immediate object is the understanding and enjoyment of each poem u1 its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. 'Nriting assignments include exercises in translation more ambitious than those attempted in the third year. One of Moliere's comedies is read-eithEr Tartuffe or Le Misanthrope. The year ends with analysis and discussion of modern British and American poets, such as T. S. Eliot, Dylan Thomas, W. B. Yeats and Wallace Stevens. THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word meaning ''to learn:' It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematical. It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based. Mathematics at SL John's is studied as a liberal art, not artificially separated from what have come to be called the humanities. When mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at St. John's, mathematics becomes not only the most readily 1eamable liberal art but also one which provides ready access to others and significant analogies with them. There are two main reasons for studying mathematics. First, it pervades our modern world, perhaps even defines iL Therefore anyone who means to criticize or reform, to resist or cooperate with this world not only must have some familiarity with the mathematical methods by which it is managed, but also must have thought about the assumptions that underlie their application, It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure things in the universe. The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathematics has, as its name u11vuc::., a particularly close connection with the human capacity for learning, its study is especially useful in helping students to think about what it means to com<:> to know somethingo To prepare themselves for such reflection students study artfully composed mathematical treatises, demonstrate propositions at the blackboard and solve problems. By doing this over four years they learn a good deal of mathematics, and they gain noticeably in rigor of thought, nimbleness of imagination and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following �14/ST JOHN'S COLLEGE are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? Are there "better" and "worse;' "ugly" and "beautiful" in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects - its central expression found in the theory of ratios -which is buried under the foundations of modern mathematics. After Euclid they begin the study of Ptolemy's Almagest-, centering their attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens Thai the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St. John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, bui: he gives more than that: his work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic and religious readings that are taken up in the first and second years. In the second year the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system which are brilliantly transformed by the Copernican revolution. They study Copermcus's transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollomus to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this they study analytic geometry, which presents the conic sections m algebraic form. They thus gain an understanding of algebra as the art" in general. In the third year calculus is studied both analytically in its modem form and geometrically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The student then returns to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" theory in which orbits are determined by laws of force. The mathemai:ics tutorial is both an introduction to physics and a foundation for the of the philosophical outlook o( the modem world. In the fourth year the reading of Lobachevski's approach to nonEudidean geometry invites reflection on the postulates of geometry, as well as on the naturE of the geometric art as a whole. This is followed by the study of Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. THE CURRICULUM/IS THE MUSIC TUTORIAL One of the aims of St. John's program has been to restore music as a liberal art to .the curriculum. The study of music at St. John's is not directed towards performance but towards an understanding of the phenomena of music The ancients accorded music a place among the liberal arts because understood it as one of the essential funct10ns of the mind, associated 1nith the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year students meet once a week to study the fundamentals of melody and its notation. Demonstration takes placeJ1rirnarily by singing, and by the second semester the students peform some of the great choral works. In the sophomore year a tutorial meets three times a week. The music tutorial reflects tvw different but complementary aspects of music. On the one hand music is intimately related to language, rhetoric and poetry. On the other it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint and harmony. Norn• of these is done apart from. the sounding reality of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of :Mozart and the instrumental works of Beethoven are the real textbooks In the second semester at least one ma1or work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of iL �16/ST. JOHN'S COLLEGE THE CURRICUUJM/17 THE LABURATOR)t' The emblem of the St. John's program on the back cover shows seven books surrounding a pair of scales. The balance, no less. than the books, symbolizes the tradition of the liberal arts. It stands for the instruments of the scientific laboratory, which may well be the most characteristic institution of the modem world. Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear it. The last two years of the program exhibit the far-reaching changes flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and-has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth They are based on a mathematical interpretation of the universe, transforms the universe into a great book written in mathematical characters" Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose St. John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact l~as to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, howev~r, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learmng. There need not be "two cultures'.' Different fields of exploration require different methods and techniques, but the integrity of scientific pursmts stems from sources common to aH intellectual life. THE ORGANIZATION Of THE WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption and observation. Thus certain inwholes of subject matters are to be selected as problems in which roles of theory and experimentation can be distinguished through critical study" (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instrurnents permit, to analyze procedures for sources of error,. to consider alternative methods, and on occasion, to repeat an entire experimenL Only thus can they come to a mature understanding of the sciences called "exact:' A laboratory section consists of seventeen to twenty-one students working under the guidance of a tutor, with the help of more advanced students serving as assistants. Sections meet two or three times a week. A laboratory session may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires. OccasfonaHy a laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the College the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry" �18/ST. JOHN'S COLLEGE THE CURR!CULUM/19 LABORATORY TOPICS The general topics of study have been chosen from elementary physical and biological science. The sequence of study may be outlined as follows: 1st Year 12 weeks: 20 weeks: 3rd Year Observational biology Studies of matter and measurement, leading to the atomic theory of chemistry Topics in physics: mechanics, optics, heat, electricity, magnetism Quantum physics Genetics, evolution, molecular biology chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The students compare the vievvs of Aristotle and Lavoisier on the nature of substance and substantial change, and go on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speakThe year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination. THE THIRD YEAR The third~year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, thermodynamics and electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original writings by Galileo, Descartes, Huygens, Newton_ Leibnic:, Carnot and Maxwell. The mathematical tools THE FIRST YEAR of physics are i:o be put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutorials. As the The laboratory begins with twelve weeks devoted to topics in observational tools of the calculus become available, the emphasis shifts from a direct, biology: classification of types, anatomical structure, cells and their agqualitative description of force, acceleration, work, energy and potential gregation and differentiation, embryological development. Close obserfields, to their reformulation in terms of derivative and integral; at the same vation by naked eye or microscopes is accompanied by constant time the physical concepts serve to illustrate the mathematical ideas. The theoretical interpretation, based on reading important 1Norks of biological concepts of mechanics are to be used to formulate alternai:ive theories of scientfats. Here the student confronts organisms as self-moving entities 'With light_::, corpuscular and wave-and the success of either theory in accountproperties of wholeness, intimately dependent on, yet distinct from, the ing for optical phenomena is examined. The phenomena and processes of surrounding world. thought leading to the first and second laws of thermodynamics are given The freshman laboratory next turns to the non-living, in a search for careful consideration. The fundamental phenomena of and some of its fundamental laws. Archimedes on the lever and on hydrostatics magnetism are studied observationally and experimentally, and formulated is studied, then the laws of equilibrium of gases, temperature and calorimetry are taken up, experimentally and in discussion of the relevant * in mathematical terms. The final and culminating topic of the year is IvfaxweH's derivation of an electromagnetic theory of light. theories. These topics lead into an examination of the phenomena, largely 4th Year 10 weeks: 18 weeks: THE FOURTH YEAR In ways the work of the senior year is a return to questions the students confronted as freshmerL During the first ten weeks, the senior laboratory takes up anew the theory of atomism - bul the atom itself has become the object of study. Prepared by their work wii:h electrical the students can focus on the questions of atomic lead to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrodinger Through a sequence of historic scientific papers and related experiments, the cono::pts of particle and wave, of discreteness and continuity, new FoHo"l/ving the course of thought in What is Life?, the senior laboratory then turns or returns to biological topics, and first to and its development the genetics, to Mendel's theory of experimentation and interpretation by TH. Morgan and his associate::;, The results of laboratory studies of bactena populations are considered from the standpoint of their evolutionary sigmficance, in the papers of Hardt and of Luria and Delbruck Next, fundamental papers le2ding to present~day molecular biology- for instance Beadle and Tatum, V•Jatson and Jacob and Monod-are studied. �20/ST JOHN'S COLLEGE THE CURRICULUM/21 LECTURE The curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opto listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed a discussion. Here the lecturers submit themselves to prolonged questioning the students, vvith the faculty participating . Often the discussion turns into a seminar. Thus the formal lecture senres two purposes: it inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. LECTURES AND CONCERTS The below provides some examples of lectures and concerts given on one or the other campvs recent years: "The Iliad: A War Poem" Bernard Knox "What Makes Crime Go Down?" James Q Wilson "Galactic Nuclei, Active Galactic Nuclei, and Quasars" Jan1es Beall The Fine Arts Quartet "James lVladison and the Bill of Rights" Robert Goldwin "The Tears of Odysseus" Carey Stickney "Evolution and Development" J. T. Bonner Emerson String Quartet "Madness, Reason, and Recantation in Plato's Phaedrus" Martha Nussbaum ''Against Time" Eva Brann "What Good and What Harm Can Psychiatry Do?" Wolfgang Lederer "Botticelli's Prima Vera: Anatomy of a Masterpiece" Paul Barolsky "Perceptual Experience and the Mechanisms of Human Vision" William Banks "On the Opening Chord of Wagner's Ring'' Elliott Zuckerman "The Evolution of Behavior in Humans and Dogs" May Coppinger "Metaphysical Themes in the Speculative Theology of St. Thomas Aquinas" James Carey "The Inefficacy of the Good" Douglas Allanbrook "Minds and Brains: Men and Machines" Mortimer J. Adler "Paul as He Was and Paul as He Looks" Krister Stendahl "The Parable of Don Quixote" Joe Sachs �22/ST. JOHN'S COLLEGE THE CURRICULUM/23 ST. JOHN'S LIST FRESHMAN The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at the University of Chicago, at the University of Virginia and, since 1937, at St. John's College. The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modem languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter. The St. John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all times. In doing that it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and ever present gravity of human issues" The list of books which constitute the core of the St. John's program is subject to review and revision by the Inscruction Committee of the faculty. Those listed here are read at one or both campuses. Books read only in part are indicated by an asterisk. Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Nicomachus: Lavoisier: Essays by· Harvey: SOPHOMORE YEAR Aristotle: Apollonius: Virgil: Plutarch: EpJCtetus: Tacitus: Ptolemy: Plotinus· Augustine: ·,..Anselm: Aquinas: Dante: Chaucer: Des Prez: Machiavelli: Copernicus: Luther: Rabelais. Palestrina: Montaigne: Viete: Bacon: Shakespe'lre: Poems by: Descartes: Bookstore, Annapolis Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories* Clouds Meno, Gorgias, Republic; Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus Poetics, Physics*, Metaphysics~ Nicomachean Ethics~ On Generation and Corruption~ The Politics~ Parts of Animals~ Generation of Animals* Elements On the Nature of Things "Pericles," ''.Alcibiades;' "Lycurgus;' "Solon" Arithmetic'' Elements of Chemistry* Archimedes, Torricelli,·'rascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood Pascal: The Bible* De Anima, On Interpretation~ Prior Analytics*, Categories* Conics* Aeneid Lives* Discourses, Manual Annals* Almagest'' The Enneads * Confessions Proslogium Summ11 Theologim* Divine Comedy Canterbury Tales* Mass The Prince, Discourses* On the Revolutions of the Spheres* The Freedom of a Christian, Secul11r Authority, Commentary on Galatians~ Sincere Admonition Gargantua* Missa Papae Marcelli Essays* "Introduction to the .A.nalytical Art" Novum Organum* Richard 11, Henry IV The Tempest, As You Like It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets* Marvell, Donne, and other 16th and 17th century poets Rules for the Direction of the Mind, Geometry* Generation of Conic Sections �24/ST JOHN'S COLLEGE Bach: Haydn: Mozart: Beethoven· Schubert· Stravinsky: Webern: THE CURRICULUM/25 St. Matthew Passion, Inventions Selected Works Selected Operas Selected Sonatas Selected Songs Symphony of Psalms Selected Works YEAR Don Quixote Two New Sciences* Leviathan* Discourse on Method, Mediations, Rules for the Direction of the Mind~ The World* Paradise Losi * Milton: La Rochefoucauld: Maximes'' Fables* La Fontaine: Pensees* Pascal: Treatise on Light''. On the Movement of Bodies by Impact Huygens: Theologico-Political Treatise Spinoza: Second Treatise of Government Locke: Phedre Racine: Principia Mathematica* Newton: Epitome IV Kepler: Monadology, Discourse on Metaphysics, lrVhat is Nature?, Leibnitz: Essay on Dynamics Gulliver's Travels Swift: Principles of Human Knowledge Berkeley: Treatise of Human Nature* Hume: Social Contract, The Origin of Inequality Rousseau: Wealth of Nations* Adam Smith: Kant: Critique of Pure Reason''. Fundmen.tal Principles of Metaphysics of Morals, Critique of Judgement Don Giovanni I'viozart: Jane Austen: Pride and Prejudice, Emma Hamilton, Jay The Federalist* and Madison: Billy Budd, Benito Cereno Melville: Essay on the Theory of Numbers Dedekind: Fielding: Tom Jones Democracy in America* Tocqueville: Essays by: Young, Maxwell, S. Carnot, L Carnot, Mayer, Kelvin, Taylor, Euler, D. Bernoulli Cervantes: Galileo: Hobbes: Descartes: .~ SENIOR YEAR Moliere: Goethe: Mendel: Darwin: HegeL Lobachevsky: Tocqueville: Lincoln: Kierkegaard: Articles of Confederation "Declaration of Independence" Constitution of the United States of America Supreme Court Opinions* The Misanthrope, Tartuffe Faust* Experiments in Plant Hybridization Origin of Species Phenomenology*, Logic (from the Encyclopedia), Philosophy of History* Theory of Parallels* Democracy in America* Selected Speeches Philosophical Fragments, Fear and Trembling Wagner: Marx: Dostoevski: Tolstoy: "'Mark Twain: William James: ~-Nietzsche: Tristan and Isolde Communist Manifesto, Capital''. Political and Economic Manuscripts of 1844 * Brothers Karamazov War and Peace The Adventures of Huckleberry Finn Psychology, Briefer Course Birth of Tragedy, Thus Spake Zarathustra': Beyond Good and Evil* General Introduction to Psychoanalysis Selected Poems The Metamorphosis, The Penal Colony Selected Papers The Electron* Heart of Darkness The Dead Yeats, T S. Eliot, Wallace Stevens, Baudelaire, Rimbaud, and others Faraday, Lorenz, J J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger, Maxwell, Bernard, Weismann, Millikan, de Broglie, Heisenberg, John Maynard Smith, Dreisch, Boveri, Mendel, Teill:.ard de Chardin �THE CURRICULUM/27 CLASSIFICATION OF AUTHORS, ACCORDING TO CONVENTIONAL . SUBJECT MATTER, THROUGH THE FOUR YEARS Philosophy and Theology History and Social Science Mathematics and Natural Science Homer Aeschylus Sophocles Euripides Aristophanes Plato Aristotle Lucretius Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Virgil Aristotle Epictetus Plotinus Marcus Aurelius The Bible Augustine Anselm Thomas Aquinas Luther Montaigne Bacon Plutarch Tacitus Machiavelli Ptolemy Apollonius Copernicus Descartes Pascal Viete Descartes Pascal Hobbes Spinoza Locke Berkeley Leibniz Hume Kant Locke Rousseau Adam Smith U. 5. Constitution Hamilton, Madison, Jay Toqueville Galileo Kepler Young Euler Mayer S. Carnot L. Carnot Kelvin Taylor D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell Hegel Kierkegaard Nietzche William James Hegel Marx Documents from American Political History Tocqueville Lincoln Supreme Court Opinions Faraday Lobachevsk.i Lorenz Rutherford Minkowsk.i Bernard Davisson de Broglie Wagner Mendel J. J. Thomson Bohr Millikan Schrodinger Darwin Freud Einstein Heisenberg Whitehead Maxwell Literature Dante Chaucer Rabelais Shakespeare Donne Marvell Cervantes M'ilton Swift Racine Fielding Melville La Fontaine Jane Austen La R.ochefoucauld "Moliere Goethe Jlilstoy '~Olltoevski .~udt1laire .. ilm:baud Wery ;~ts ;~1'.'1tce Stevens .~·t $;, Eliot ;);~!lfk 1\vain J~Joyce Jcifieyh Conrad Lavoisier Dalton Archimedes Torricelli Pascal Fahrenheit Avogadro Black Music Wollaston Gay-Lussac Proust Cannizzaro Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Driesch Boveri Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez Webern Mozart �213/ST. JOHN'S COLLEGE T E THE ACADEMIC ORDER/29 DE I R E 'fHE TUTORS At St. John's the teaching members of the faculty are caHed tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their Held of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. AH participants in a class are expected to prepare for their discussion by studying from the works of the principal teacher of the class it might be Plato or Newton - usually an author of one of the great books who wrote from the high point of his or her learning. What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions . The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen, to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at SL John's will not be limited to what fits neatly inside a single it is essential that St. John's tutors reeducate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training. For example, tutors with advanced degrees in mathematics would prepare themselves to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging with the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that are involved with a variety of "'wrks of such richness that are coni:inually tempted to strive for greater corn.prehension of them. Some tutors do find time to vvrite articles and books, but their first duty is to prepare themselves to teach the St. John's program. This is necessarily demanding because no tutor is confined to a of the program. They are, and have to teaching members of a seminar and of either two tutorials or of one tutorial and a laboratory section, and are continually teaching their colleagues and from then1 It is important that tutors have time to probe more deeply into the foundaeions and wider contexts of what i.s studied at St. John's than the preparation for classes usually allrnNs. In order to avoid staleness and the ~ver present danger of succumbing to routine perforrnance, they are granted sabbatical leaves to allow for leisure and serious study. Between sabbatical leaves, faculty study groups are set up. Leaders of such groups are relieved of part of their ordinary teaching duties. They en.gage in a thorough study and exploration of a subject chosen by the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John's curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John's. TI-IE INSTRUCTION COMMITTEE The Instruction Committee is a committee of tutors responsible for advising the Deans on all matters of instruction. Ii: also advises the President on appointments to the faculty. The Committee consists of the Deans and twelve tutors, six elected by the tutors on each campus of the College; the President and the Provost sit with the Instruction Committee ex officio, The Deans preside over the Instruction Committee meetings on their own campus; the members of the Committee on each campus constitute the Instruction Committee for that campus and meet at frequent intervals throughout the year. The full Committee meets annually, alternating between the two campuses, and the Dean at the host campus presides at those annual meetings. �30/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/31 THE LIBRARY SCHEDlJLES The books chosen for study at SL John's are collected in the library in the best editions and translations that can be obtained. These books form the core of the library, essential to the teaching of the program. A good general collection is a necessary supplement; the college has little need for a specialized, highly technical collection. Each year books are purchased in mathematics, science, philosophy, religion, fine arts, music, poetry, literature and history and many other fields. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarians in selecting books and periodicals. The Annapolis library maintams a collection of about 85,000 volumes. In Santa Fe, the collection now numbers over 50,000. Perhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS HOUR 9:5011:00 11:1012:20 1:20410 80010:00 MONDAY TUESDAY Language WEDNESDAY THURSDAY Chorus Language Mathematics Laboratory FRIDAY Language Mathematics Mathematics Laboratory Seminar Seminar Formal Lecture A SAMPLE fR.ESHMAN SCHEDULE, SANTA FE HOUR 9:00 10:3012:00 1:00 Both libraries hold interesting special collections. Annapolis has the Bray Collection dating from 1696, known as the "first public library in America," and the Peter Huntington Jackson Collection, and the Henry Lee Bowen Collection of mythology, symbolism and architecture, The Witter Bynner Collection and The Edgar Allen Poe Collection in Santa Fe contain first editions of each poet as well as other belles lettres. In addition, the Santa Fe library contains several distinguished music collections, including the Amelia White, the Grumman, the Schmidt and the Holzman collections. Vlfoodward Hall in Annapolis was rionovated as a modem library facilin 1969 . It has comfortable modern study carrels and stacks as well as traditional reading rooms. The Santa Fe library is housed in the Peterson Student Center and the Weigle Bmlding. The music library is located in the Sternberger-Weis Music and Fine Arts Building, and includes 7,000 phonodiscs. 2:304:00 8:0010:00 MONDAY Laboratory TUESDAY Language Tutorial WEDNESDAY THURSDAY FRIDAY' Laboratory Language Language Tutorial Tutorial !Vfathematics Mathematics Tutorial Tu tonal Mathematics Tutorial Seminar Seminar Formal Lecture Except for the preceptorials in the and and senior years and certain of laboratory work for which the upperclassmen may choose own time, the schedule is the same for all students> Each rnorning for either three or four days a week they spend one hour in a language tutorial and one hour in a mathen-tatics tutorial; sophomores also spend four hours a week in a music tutorial. Twice a week freshmen, and seniors spend up to three hours in the laboratory. Two evenings from eight to ten they attend a seminar. A formal lecture or concert is given once a week. Sixteen to nineteen hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. �32/ST. JOHN'S COLLEGE ESSAYS AND EXAMINATIONS ESSAYS Annually in Annapolis and each semester in Santa Fe all . freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the principal aim of the examiners to find out how much students remember. Students are en~ couraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begiI).. THE ALGEBRA EXAMINATION During their sophomore year, students must pass an examination in elementary algebra and trigonometry. THE FRENCH READING EXAMINATION During their junior year, students must pass an examination to demonstrate a reading knowledge of the French language. THE SENIOR ORAL EXAMINATION The senior oral examination is given to students in the fall at the beginning of the fourth year and is based on readings from previous seminar lists. THE FINAL ESSAY AND ORAL EXAMINATION In the senior year the student is required to present to the faculty a final essay related to some aspect of the four years' work. It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined upon it by the committee in an hour-long public examination. No degree is awarded unless both the essay and the oral examination are satisfactory. �34/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/35 ACADEMIC STANDING SOPHOMORE ENA.BUNG Because St. John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from day to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to this course of study until there is dear evidence to the contrary. riculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide of ability and for individual choice and guidance. Moreover, St. is free from the pressures of conventional examinations and comi)et1tHm~l for grades. Because student participation is essential to the way in which are conducted at St. John's, attendance at all regularly scheduled 1..u1n::M,1t:,'~' exercises is required. A record of absences is kept. This record is taken consideration whenever there is occasion to determine academic cromr'1no Sophomore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning during the two years spent in the College. The sophomore essay is especially important in the enabling procedure. Consequently, no students are enabled to enter the junior dass unless they have written a satisfactory essay, and then only if in the judgment of the Instruction Committee they are sufficiently prepared for the work of the final two years. In particular, the enabling judgment looks to the possibility of the student's writing an acceptable senior essay. THE DON RAG Within the College, the most important form of evaluation is the don Once a semester, freshmen, sophomores and meet with r.heir in the don rag. The tutors report to one the seminar leaders on students' work during the semester; the students are then invited to reonxm(i'.A, to their tutors' reports and comment on their own vvork. Advice may requested and given; difficulties may be aired; but grades are not row~n··~"''"''li't or discussed. In the junior year, students may request a conference rather than don rag. In that case, students report on their own work, and then Senior Oral, Annapolis tutors comment on that report. By the time students are seniors, it is sumed that they can evaluate their own <Nork, and there is no don rag u1L1c"''"" a tul:or believes that there is a special need for one. If a student's work as a whole falls below a satisfactory level, the dent may be placed on academic probation, with the stipulation of The student who completes the four-year curriculum satisfactorily is tions that must be met if the student is to continue in the College. awarded the degree of Bachelor of Arts. Students who enter in the January normal probationary period is one semester. session graduate in three and one-half years, but they spend their f:irst summer in completing their freshman year, so that they too complete a fouryear curriculum. For transcript purposes, St. John's seminars, tutorials and LETTER GRADES laboratories are translated into terms of conventional subjects. The curThe tutor's comprehensive judgment of a sl:udent is reported to the riculum is the equivalent of approximately one hundred sernester each semester as a conventional letter grade, A, B, C D, o:r F where indicates that the work is at a satisfactory level. Such a grading is necessary in the case of students who wish to go on to graduate or GI&-\OUATE STUDIES AND CAREERS AFTER STo JOHN'S fessional school or to transfer to another college. Within the '-~'n<::i<.<::,c:: year many SL John's seniors elect to do advanced work in a wide is not of central importance. Students will be told their grades range of graduate and professional schools. Experience shows that l.eading on request. are encouraged, however, not to work for grades, urdversities admit SL Joh:ri!s graduates with creditable records. Since St. rather to try to develop their powers of understanding. If it becomes John's offers no major in specific subjects, however, some may find it dent that a student is not progressing, or that the learning process has necessary to take undergraduate courses during their first year of graduate ped, the student is asked to leave the College. , or professional study in some, but not all, fields. 1; THE ST. JOHN'S DEGREE, BACHELOR Of ARTS �36/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/37 Many other graduates choose to embark directly upon careers in a variety of fields. Their undergraduate background- especially its scope and its emphasis on thoughtful inquiry and subsequent application of principles - has been found to be an excellent preparation for employment. St. John's refuses to accept the imposition of preprofessional specialized requirements on its liberal curriculum. The College believes that to educate men and women requires less, and yet far more, than is required to satisfy the shifting standards of conventional specialized education. The following table shows the professions or fields of advanced study entered by one or more St. John's graduates; law, mathematics, philosophy, education, medicine and theology have attracted the greatest numbers. I i' Acting Advertising Agriculture Archaeology Architecture Art Biochemistry Biology Bio-physics Business Administration City Planning Classics Computer Programming Dentistry Drama & Playwriting Economics Education Engineering Finance Geology Government Service History History of Art History of Science International Relations Journalism Languages Law Library Science Literature Logistics Management Mathematics Medicine Meteorology Music Nursing Oceanography Philosophy Physics Political Science Psychology Public Administration Publishing Scientific Research Social Anthropology Social Work Sociology Systems Analysis Theatre Arts Theology Writing THE ST. JOHN'S DEGREE, MASTER OF ARTS Tutors who have completed two years of teaching at St. John's may receive a Master's degree in Liberal Arts. They must petition the Instruction Committee for permission to present themselves as candidates for the degree. They must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. THE GRADUATE INSTITUTE IN LIBERAL EDUCATION A graduate program, leading to the M.A. degree in the liberal arts, is conducted by the Graduate Institute year-round on the Santa Fe campus and during the summer in Annapolis. During the academic year it is also offered in Albuquerque, New Mexico, and in Baltimore, Maryland. It is designed for graduates of colleges other than St. John's and is particularly well suited to the needs of high-school teachers. The program, which is based on the St. John's list of readings, is divided into four subject areas: Politics and Society, Literature, Philosophy and Theology, and Mathematics and Natural Science. Each summer session lasts eight weeks and consists of seminars, tutorials and preceptorials. The seminars are modeled on those of the undergraduate college; they are limited to about twenty students. The tutorials are smaller classes devoted to the close reading of texts. In the preceptorial the student chooses a topic pertaining to one of the books studied and, under faculty guidance, writes a. long essay. For each segment of the program nine credits are granted. All four segments are required for the degree, though students who have previous graduate credit may be eligible for the degree after three sumqiers. The segments may be taken in any order. More detailed information ~d a separate bulletin may be obtained by writing to the Graduate Institute in Liberal Education, St. John's College, Santa Fe, New Mexico 87501 (Ir Annapolis, Maryland 21404-1671. I'.)l~ECTORY INFORMATION AND RIGHT TO PRIVACY Intompliance with the Family Education Rights and Privacy Act, the College retains the right to publish at its discretion the following information ah.out each student presently or previously attending the College: the stuc.lent's name, address, telephone listing, date and place of birth, field of . stµdy, participation in officially recognized activities and sports, dates of ~ttendance, degrees and awards received, and the most previous educa~*1nal agency or institution attended by the student. As required by the the College will provide public notice annually of its intention to ~blish such directory information. Students have a right to inform the ege within a reasonable period of time that any or all of this directory .. ation should be withheld. The College will respect any such request for privacy. ¥, �RESIDENCE & STUDENT UFE/39 38/ST. JOHN'S COLLEGE CE s· 'LIFE The College is well aware that physical activities, artistic expression and light-hearted recreation are necessary complements to an intellectual life and it is committed to providing the facilities, funds and support needed to make them available. Generally, such activities in Annapolis are under the sponsorship of the Student Polity. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. THE ANNAPOLIS Since its founding as William's School in 1696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 persons is occupied principally with the govemnent of the State and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; v11ith the fish, crab and oyster industry and the sailing and recreational activities of the Chesapeake Bay; and with the liberal education of students at St. John's College, The campus of thirty-six acres lies in the Historic District, adjoining College Creek, one block from the State House and across the street from the Naval Academy yard. The fifteen buildings include 18th century historic homes classrooms, offices and a dormitory), 19th century Victorian structures, and 20th century buildings designed to complement the older ones. There are six student dormitories, offering single and double rooms. The community of students has governed itself since 1945 with elected officers and delegates representing each dormitory and the off-campus constituency, The Student Polity representatives, called the Delegate Council, meet once a week to hear requests from students for funds, to allocate time and use of facilities such as the student kitchen, to remind students of their responsibilities to the College comrnumty, and to express student opinion on common problems, The Delegate Council also meets with members of the College administration to discuss problems of mutual concern and maintains a Student Committee on Instruction which works with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for the regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium for expression of opinion to the community as a whole. Controversy ranges from petty to vital; short stories, poetry and news take up the rest of the space. Students are also welcome to contribute work to The Reporter, The St . John's Review, and Energeia, the three official publications of St. John's. Extracurricular organizations at St. Johns are generally informal. Some continue year after year while others spring up and die out as the individual members of the community come and go. Many extracurricular activities grow directly out of the curriculum as students' interests overflow from the dassroom. The past years have seen small classes-some led by �RESIDENCE & STUDENT LIFE/41 40/ST. JOHN'S COLLEGE students, others by tutors - in harmony, Latin, German, the New Testament, Hegel, Leibnitz (his papers on calculus), and special aspects of chemistry and biology. Other activities stem from interests independent of the College curriculum. Most prominent among them have been those of the Liberty Tree Project and various dasses in dance and martial arts. Theatre life is active. The King William Players stage one or two dassical plays a year, perform one or two modem works, and produce several one-act plays. Recent productions have included Macbeth, The Mousetrap, and Miss Julia. Every weekend the student film dub presents foreign and domestic films - the classics of cinema arL Additional film series, including The Ascent of Man and Roots, have been shown during the week. There is also a special winter film series on Wednesday nights. Music is pursued in groups and individually. Voice and instrumental ensembles train new members and perform at College events, The College provides practice rooms and pianos and a music library of scores and recordings. Private study can be easily arranged on campus or in town. Individual artistic expression needs a time for training and a place to work. Permanent facilities such as the art studio, ceramic woodworking shop, photography darkroom and stage floor provide places to develop specific skilk The College also maintains an art gallery, staffed by students, which specializes in circulating exhibitions by artists of major stature. Recent shows have been devoted to the works of Daurn.ier, Roualt, Peter Milton, and Barye, Discussions are scheduled for each exhibitiorL An exhibit each spring displays work by members of the college community. There are periodic trips to galleries and museums in \Nash.ington and Baltimore; transportation is free of charge for St. John's students. An artist in residence teaches classes and coordinates exhibits. As a rule he is assisted by one or two other artists teaching in their field of specialization. Classes in drawing, painting, and pottery continue throughout the year. Materials and tools are furnished without charge m most cases. Parties, an important part of community Hfe where students a.id tutors meet informally, come in several varieties. The Society of Bacchus arranges rock dances, waltz parties and community gatherings including the Halloween Masked Ball, Christmas Party, Mid-Winter BaU and the Spring Cotillion. Vigorous square dances and quiet jazz parties occur once or J:v,rice a year. A festival in the spring, Reality Weekend, begins with student skits and parodies and, after a parade up Main Street, provides a full day of picnicking and athletic competition, There are Sunday concerts at the College, and the Political Forum invites lecturers to speak on weekday evenings. Annapolis itself offers church groups of all denominations, synagogues (detailed information on Jewish student life is available on request), concerts,. plays, historic tours, seafood, sailing, the Naval Academy, hiking, cycling, State government, political work, service groups, etc. Vl/ashington, and Baltimore, rvlaryland, both within an hour's drive, offer activities, museums and stores too numerous to mention here. nc. ATHLETICS Since 1939, when intercollegiate athletics were abolished, the intramural sports program has flourished. About two-thirds of the students, both men and women, participate actively in individual and team sports. The Director of Athletics and two student assistants schedule events and coordinate use of the facilities, which include oa well-equipped gymnasium, large playing fields, tennis courts and a boathouse with a number of sailboats and other small craft. Men's and women's teams compete in touch football, soccer, basketball, volleyball, softball and track, each in its season, Doubles and single players compete in tennis, handball, squash, badminton, fencing, paddlebaH and table tennis. Sailing, canoeing and rowing are non-competitive activities offered purely for enjoyment. Excellence in sports is rec~gnized and encouraged by individual and team awards; enjoyment of sports is the most important fruit of the athletic program and is its own reward. �RESIDENCE & STUDENT UFE/43 In the early 1960s the College decidc:d to its student The Board of Visitors and Governors chose to establish a second campus in the Vilest rather than sacrifice the virtues of a small campuso St John's College in Santa Fe was opened in the fall of 1964 in NeY.l h!J:exko's capital city, founded in 1610 cclonists. Its population of pe ::iple is occupied principally lJ'rith the government of l:h.e State and of Santa Fe with cultmaI put· suits in the fine arts, museums and opera; and with and historical research. Scientists in nearby Los Alamos do research in rruck:ar and related fields. Neighboring institutions of education in· the Institute of American Indian Arts, the College of Santa Fe and the University of New Mexico in Albuquerque. Sixty miles to the fJbuquerque provides the attractions and conveniem::':'Os of a of .,,.,,",."'"''J people. The campus of 300 acres lies in the southeast comu of the tv,ro from the historic Santa Fe Plaza and the Palace of the Governors" architecture of the Santa Fe campus reflects the territorial troduced in the state during the last century. The campus, at an d;;;vation of 7,300 feet, overlooks the Santa Fe valley and offers views of the the Ortiz y Pino and the Sangre de Cristo mountain rang'2!>. The Campus inc.ludes a dassroom building, a s :>!:udent a music and fine arts building, an administratmn of dormitories. A library, dining hall and infirmary are iocated these buildings 0 View from Dining Heil, 5~~ t~ �44/ST. JOHN'S COLLEGE Each of the sixteen dormitories on campus houses from twelve to eighteen students and serves as a smaller community of friends within the College. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and at the same time dose companionship with a fellow student. The head resident helps students arrange to live in dormitories with others who share similar opinions about smoking, loud music and so on in a dormitory area. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with administration and faculty, rather than through the machinery of a formal student government, since both the size of the College and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee and the Board of Visitors and Governors. Students also belong to advisory committees which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities including the artistic, the academic and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet and modern dance. The art studio in the Fine Arts Building, the darkroom and the pottery studio provide appropriate settings for these activHies. The College's art gallery, which is open to the public, has a new show by professional artists each month. Student art vvork is displayed at the end of the school year, and awards are for achievement in pottery, photography, drawing, painting and RESIDENCE & STUDENT UFE/45 in making jewelry. Au Verso, the literary magazine of the College, is published twice a year. It contains essays, artworks, poetry, short stories, and photography from students and faculty alike. Musical performances of many kinds are given by students through the Collegium Musicum. Formed in order to stimulate musical activity on campus, the association provides members of the College community with an opportunity to perform before a small, receptive audience. Through this organization students and faculty vvho play instruments or who sing can find teachers and fellow musicians with whom to study or perform. The St. John's Chorus and the Madrigal Singers also give recitals. The College provides numerous keyboard instruments including two grand pianos and a harpsichord for student practice and performance. Practice rooms are available in the Fine Arts Building. The Co/legium Theatricum produces two or three plays each year. It also organizes evenings of soliloquies and one-act plays. Funds and equipment are provided the Student Activities Office. The directing, acting, costumes and lighting are done by interested students and faculty. The St. John's Film Society is organized by students to provide a wide variety of classic and current films for the College community every Saturday night. 1vfany students are attracted to the town of Santa Fe by its crafts, music, theater, and visual arts. Others have participated in tutoring m elementary schools, counseling for the Santa Fe crisis center, working at the local health-food co-op or in other local activities. The St. John's bus takes students into town daily. �RESIDENCE & STUDENT UFE/47 46/ST. JOHN'S COLLEGE the Most scudents come to scope of the program and these interests in and discussion on and off camp,1s. contemporary forurns on public concerns, and art history are on-campus activities, as are groups in such languages as Russian, German, Spanish, Itahan and Hebrew. Studer:ts · ' -•· l i. "'" -d<>d - '-'~ preparing f or entrance mm mernc:L scnoo l h ave d<d< ·- da~"eS at the ~ Univeristy of New Mexico, Los Alamos under the the College. Thorne Fellowships also give students fulfilling the summer months. 0 II , I ATHLETKS The Student Activities Office coordinates a volunteer athletic program for and in a wide range and river rafting to soccer and fencing. These last two are sports in SL challenges other colleges and universities, and the College usually has one of the finest fencing teams in the SoutfoNesL There are indoor fadlities for judo, tai chi chuan, weightlifting, gymnastics and fencing, but during much of the year these adivities can be done out-of-doms. Intramural programs in soccer, volleyball and badminton are conducted at the College's facilities. A mer:s soccer team and a women's soccer team both wxrh other teams in the area and are hosts to several tournaments in and spring. The St basketball team competes in a city league. Santa Fe's pool is reserved fox St. one each week A horse conal 0:1 the campus is available for student and use; horses may be hired at a nearby ranch. The adjoining de Cristo Mountains hundreds of square miles of forest and areas for hiking and camping. Here the St. Sean::h and Rescue unit trains in techniqu~s of map reading, first aid, wilderness rock and cliff evacuation. The team is ca.Bed our in emergencies sev~ral tixnes a year; students have permission. to be absenl: from camp•.JS in the event of a search or rescue. The Santa Fe Ski Basin miles to the and the Taos Ski Basin (two car) offer fine sfopes for both beginning and advanced skiers, and ski trails branch off from thern. Students may from the CoHege, and l:he St. John's bus prothe weather is warmei, the Student Activities kayak, canoe, and excursions down the Rio Grande with along the way, I l St, John's College Search o.11d Resni1J Team, Santa Fe I l I i j1 I I The Charter of 1784 established St. John's College as a non-denominational institution. In its there were some ties with the Protestant no exisL \AlhHe the College schedules no formal religious there is a baccalaureate service before commem::emmt. Attendance is in cmrnonance with the Charter. Many tutors and attend or synagogue in i:own. It is customary for Bible dasses to be conducted by tutors of the College. STUDENTS vveen Costurn.e the koo·orrHn.a Weekend provide occa::;ions for Reality Weekend mcludes a talent sh01N, College, a picnic and athletic competiborL and Reality of tutors and""·''"'""'"· from the Plaza to the The College 3ookstor-e on each campus has aH the books and supplies the students need for their dasses. h also maintains a stock of books related to all of the program, and books of more general interest. It is without profit. �RESIDENCE & STUDENT LIFE/49 48/ST. JOHN'S COLLEGE As supports for an active social life, the College provides on each campus a coffee shop and a junior common room for the use of all students. In addition, there are smaller, comfortably furnished social rooms in the dormitories and elsewhere on the campus. DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming students to make proper use of the support that other students can give them in their college life. Unmarried students not living at home are required to live in the college dormitories and to take their meals in the college dining hall, unless they apply in writing to and obtain permission from the Assistant Deans to live off-campus. The College currently can offer no married student housing at Annapolis, but does, on a limited basis, at Santa Fe. Students who wish to have married student housing must find suitable housing off-campus and should allow time for this. Room assignment is the responsibility of the Assistant Deans in Annapolis and of the Head Resident in Santa Fe. Returning students have the privilege of drawing for rooms before they leave for the summer vacation. In Annapolis students are not permitted to remain in residence during winter or spring vacation. In Santa Fe students are not permitted to remain in residence during winter vacation. They may remain during spring vacation, although a small fee is charged. DINING HALL The dining hall on each campus is operated by a catering service. A vegetarian menu is available. Resident students are required to eat in the dining hall. Exemptions for medical reasons are granted only upon examination and recommendation by the College Physician. CAREER COUNSELING OFFICE The Career Counseling Office serves student needs in two especially important areas. First, it provides essential information for those students planning to continue their education in graduate programs and professional schools across the nation. The Director of Career Counseling also offers assistance to those students who wish to embark upon careers immediately after graduation. STUDENT EMPIDYMENT OFFICE An employment service, initiated and run by students, locates off-campus jobs. Primarily, it seeks part-time employment for students during the academic year, but it can also aid students looking for full-time summer employment in the local community. HEALTH SERVICES Well-equipped health centers are maintained at both campuses, each under the supervision of a College Physician and a College Nurse. A weekly medical report is sent to the Assistant Deans. A psychiatrist or clinical psychologist is available for consultation. RULES OF RESIDENCE Social ord~r and the we~l-being of each student make necessary certain dul~s of residence govermn? the use of dormitories. These rules have been ead_ed upon by the Dean m consultation with students and faculty Every ente~mg student is informed of them, and returning upperclass~en are remmded of them each fall. The rules differ in certain details on the two campuses, thoug~ in ge?eral they follow the same pattern. f The academic a~d mtellectual life of the community is inseparable rom the communal hfe. The building of a good community requires the faculty to s~ow respect for the individuality of each student. All students ~ree to ab1~e by the rules and regulations promulgated in the Student -~~ual published annually by the College. St. John's assumes that students WI respect not only t~e enacted rules but also the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted the College may require withdrawal of the offending student. ' PROPERTY DAMAGE The Col~ege provides a houseke_eping staff to care for the dormitories. The College mspects the rooms periodically and repairs at the expense of th :pant or occupants any dormitory room and furniture that have . aged beyond normal wear and tear. Any damage to college property charged to the cauti?n fee of the student or students responsible for the ax;;age. The College is _not responsible for the loss of, or damage to, any stu ent property resulting from fire, theft or any other cause. bee~ d �50/ST. JOHN'S COLLEGE ADMISSIONS/51 s The standards by which applicants are selected for SL John's are special, and prospective students find it challenging to write the essays that constitute an application to the College. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in •Nhich they wHl learn to consider the thoughts of others as well as their own; and of active participation in their own education Education at SL is a common pursuit. Each student has a considerable effect on,the life and learning of the community. Most who consider St. John's examine themselves carefully before applyinV so that whe~1 do are saying to themselves and to the College tnat t.hey want to engage in the life of reason and believe can ta~e Fleasure m In their application essays, many determme tneir own appropriateness as St. John's students; others eliminate themselves ~s ~p­ plicants, deciding that their interests and those of the College do no.' comcide. Thus, for the most part, they select themselves. Some are reiected, of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine wheth;r an a~has the necessary preparation and ability to complete the ot. Johns program satisfactorily. The Admissions Committee - five. tut.ors and the Director of Admissions on each campus - regards the application as bemg a question from the applicant: "Do you think I am ready to profit from the orogram of studies at SL John's?" . , "In the essays, applicants are asked to discuss, among other things,.their previous reasons for choosing SL John's, and thelf expenenc<:: ~vil:h books. A number of topics is also suggested. The essays are designed to enable applicants to give a full account of themselves. They ·can tell the Committee much more than statistical records reveal Next the Conunittee considers the applicant's academic achievement Previous academic records - the secondary school report and if there is one - show whether an applicant has the habit~ necessary at St. Letters of reference, particularly those or are carefully read for indications that the applicant has the maturity, self-discipline, ability, energy and initiative to succeed in the St _ program. St. ~ attaches little importance to "objective" test scores, and no applicant is accepted or rejected because of such scores. . , The Committee's decisions are not influenced by the race, rehg1on, S "'v a"" color phvsical handicaps or national or ethnic origin of an ap.,_/.._, 0._f I J plicant, .or by any o~her factors unrelated to the work of the College. The apphcatmn asks a mm1murn of personal data. Need for financial assistance does not affect the Committee's decisions on admission. St. John's has decided to remain a smaH college in which the and faculty are known to each other. Each campus has between 300 and students. The size of each class is limited on each campus. Most rreshman classes are about equaHy divided between men and women. Classes enter in late August and January in Santa in September and January in Annapolis. OccasionaHy, there may be a January class on one campus. New students are enrolled only as freshmen; a fourth or more of each entering class have done one, two, or even years of college work elsewhere, These students, despite good records at other colleges, relmqmsh their advanced standing to take part in the St. John's programo Freshmen who enter in January stay on campus the following sum~~r to complete the first ~ear. They can thus graduate a year earlier than 11 rhey had postponed theII entrance until the following fall. The Januarv class is of particular interest to students who come to St. John's oth;r colleges, or who have traveled or worked since graduation from high school, or who WJSh to enter St. John's immediately after the first semester of their senior year of high schooL ;oo �52/ST. JOHN'S COLLEGE ADMISSIONS/ 53 cies in classes due to students who wish to apply late in the year should contact the Office for As soon as the essays and supporting documents are assembled, the is reviewed by the Admissions Committee. The applicant is of the Committee's decision in about tvvo weeks. Upon notification of acceptance, applicants have the option to enroll on either campus. In order to secure a place in the entering class, approved applicants must submit a of $200 to the Admissions Office on the campus at which their applications were processed, together with a statement specifying the campus they •Nish to attend. Once the deposit has been submitted, the campus preference may not be changed except as noted below. REQUIREMENTS FOR ADfv1ISSION Most applicants have a strong background in academic subjects. Specific academic requirements include two years of algebra, o~e year of ge~metry, and two years of a foreign language; additional work m mathematics and foreign language is advised, as wen as two or thre~ years of ~atural sc1enc~. In addition to the application essays and academic transcnpts, apphcan,s must present two letters of reference, including one from a teacheL!~ exceotional cases certain of these requiremeni:s may be or addm_on~l information may be requested. SAT or ACT test scores are not reqmred, but may prove helpful. . . Occasionally SL John's accepts an applicant who is not a .secondary school graduate. Such a student must be well qualified to prof1~ from the College program. A campus visit and interview are espeoaBy ir;1po_rtant for such-candidates. These students usually wish to ente~ SL Jo~ns following their junior year of high school or in i:he January immediately after the first semester of their senior year. St. John's is authorized under federal law to enroll foreign students. PROCEDURE St. John's College is one college located on two campuses. Although applications must be initiated and completed at one campus or the other, admission to either campus constitutes admission to the College as a whol~. On inquiry, prospective students receive a statement of the .SL Johns College program, an application for admission an~ re~ommendatwn forr:'s to be completed by schools and references. Apphcatwns may be ,submitted as early as the second semester of the eleventh gra.de. _Because the Co,llege welcomes all serious applicants, t~ere is no appl~ca~1on fee .. Stude~rs should submit their application matenals to che Adm1ss10ns 9.ff1ce ?n ti:e camuus prefer to attend. Students planning to apply for rmanoal md sho~ld refer to the section on Fees and Financial Aid and notify. the appropriate Admissions Office of t~eir inte:1ti.ons as soon. as poss1bl~ .. St. John's has a policy of rollmg adm1ss10ns. There is no apphcahon deadline, but applications for both fall and January classes sh?uld be submitted as in the year as possible. Because there are occasional vacan- Deposits are accepted on a first-come, first-served basis until the entering classes are filled. If the entering class on the applicant's first-choice campus is full, the Admissions Office will offer the following options: 1) the deposit may be transferred to the other campus, provided space remains in that entering class; 2) the deposit may be used to secure a place on the waiting list or in a subsequent dass on the applicant's first-choice campus; or 3) the deposit may be returned, If the applicant is also a candidate for financial aid, the deposit will be accepted with the understanding that it will be refunded if sufficient aid cannot be offered. Deposits submitted when no financial aid has been requested or after receipt of an aid offer are not refundable. AH deposits are applied to first semester tuition and fees. A physical examination is required of each student before registration. A form for reporting the examination, along with other registration materials, will be sent to each student prior to the date of enrollment but only after receipt of the $200 deposit. INTERCAMPUS TRANSFER Once enrolled on either campus, students may transfer to the other at the beginning of any academic year, provided their records are in good standing and they notify the Dean's Office of their intentions by February 25 of the previous year. Those students who wish to apply for financia] aid must also file their new financial aid forms by frbruary 1. i\Il such transfers are subject to approval by the Deans of both campuses. INQUIRIES Inquiries should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (TeL 301/263-2371) or Santa Fe, New JVIexico 87501 (Tel. 505/982-3691), VISIT It is best for those who are considering attending St. John's to see the College for themselves. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St. John's because of its unique curriculum and teaching methods, While on campus the visitor may attend a seminar on Monday or �54/ST. JOHN'S COLLEGE FEES & FIN.A.NCI.AL AID/55 evening at 8:00 p.m.; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Adnussions a n-1ember of the admissions staff, o;: a tutor; attend the weekly formal lecture (Friday night); talk informally with SL John's student~ and tutors; visit the library and bookstore; explore the h1stonc town or Annapolis or Santa Fe; attend a movie, play, art or concert; or watch students participating in the program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are on campus from to V\Tednesday or from to on the Annapolis campus and from Sunday to to Saturday on the Sani:a Fe campus. If tnnrel periods impossible, the visitor may " .. special The calendar in the front the catalogu'2 shoi..ud be checked to fftake certain the College will be in session during the t1me of the v1s1t. Those planning to visit should for or 505/982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) have selected. It is also necessary for the Admissions Office to know time of arrival. Vi/hen the reservation is confirmed or the visitor will be told the seminar reading. If it is necessary to cancel the the Admissions Office be notified as soon as possible. The only expense for visitors is a room in a dormitory and meals in the students dress idormally for and formal lecture. The seminar re<iHlm)l;s pensive paperback editions in the a visitor has .been unable to locate a copy of the book discussed in semmaL Lmens and soap are provided by the College. Visitors arriving weekdays between 9 00 a.m. and 5:00 p.m. should <YO to the Admissions Office. On vveekends and any day after 5:00 p.m. ~isitors should go to the college receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe. TRANSPORTATION The Baltimore-\Nashington International Airport is located miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis and the driver will let visitors off near the campus if asked. Buses from V\Tashington are less frequent and let passengers off on VI/est about six blocks from the College. By car one takes Route 50 from or Route 2 from Baltimore, A limousine service from the Albuquerque to Santa Fe also is available. It is called the "Shuttlejack;' and reservations should be made in advance. Greyhound and Continental bus lines pass through Santa Fe. Amtrack stops at Lamy, N.M., twenty miles from Santa Fe! and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. F I The College beHeves that qualified applicants should not be denied the opportunity to attend St John's College because of limited finances. St. John's therefore maintains a financial aid program to assist eligible students to the greatest extent possible within the limits of the Colleee's . 0 resources. \Ahth very few exceptions, financial aid awards are made solely on the basis of need. A. The_ foll~wing principles underlie St. John's financial aid program: 1. The pnmary responsibility for financing a college education lies with thestudent and the student's parents. The College can offer aid only to supplement funds the family provides. 2. The ability of a to mee-t college expenses is by assessing the family's financial strength in terms of income, assets, debts, and additional to be educated. 3. aid be in the forrn of a grant, loan or employment and be offered to all students as a package which combines one or more forms of aid. 4. In keeping with the philosophy that students should contribute to �56/ST. JOHN'S COLLEGE FEES & FINANCIAL AID/57 their educational expenses, self-help is the first component of a finan- cial aid award. At SL John's, self-help consists of a part-time job and an educational loan. 5. The total amount of financial aid the College offers a student may not exceed the student's demonstrated financial need. 6. Financial aid is not automatically renewable; students reapply each year they wish to be considered for aid. 7. Students receiving financial aid must meet the criteria for taining satisfactory progress in order to retain their award (See page 61). 8. Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of 1964 and Title IX of the Higher Education Act of 1980 v.rhich discrimination on the basis of race, color, sex, physical age, marital status, creed or ethnic or national origin. The procedure for applying for financial aid is as f?llows: . . 1. Applicants for admission who also plan to apply tor fmanc1al ai.d should fill out the application for financial aid in the back of this catalogue and return it to the appropriate Admissions Office" 2. Applicants must also file the current Financial Aid Fann with the College Scholarship Service in Princeton, ]\Jew Jersey or Berkeley, to present California" This form permits applicants or their a detailed account of the family's financial position. may be obtained from either secondary schools or the Financial Aid Office at SL John's. 3. Candidates for financial aid from the College ffrust first establish their eligibility for the Pell Grant, a Federal program described in Section D below. The College Scholarship Service's Financial Aid Form enables candidates to indicate that they wish to apply for a Pell Grant. Students should so indicate. No financial aid award will be finalized until the student submits the Student Aid Report to the Financial Aid Office. 4. As part of the application for .financial aid, parents of depende~t apolicants and applicants who claim self-supporting status must provide an official copy of their most recent Federal Income Tax Return. 5. Self-supporting students o.re required to meet i:he Federal definition of independence and have an affidavit of non-support on file in the Financial Aid Office. This form will be mailed to parents or guardians upon receipt of the Financial Aid Form if the applicant is claiming selfsupporting status. . 6. AH recipients of federally-funded financial assistance must subrrnt a Statement of Educational Purpose and Selective Service Registration Compliance. If requested to do so, students must submit proof of registration. Students who do not fulfill Selective Service registration regulations are not eligible for Federal aid. 7. Residents of Connecticut, Delaware, the District of Columbia, Ivfaryland, Massachusetts, Pennsylvania, F.hode Island, and Vermont . must apply for a State Scholarship. . . 8. An applicant who has previously attended an institution of higher e_ducation must provide a Financial Aid Transcript from that institution wh~ther or not aid was received. Financial Aid Transcripts can be obtamed from the Financial Aid Office" 9. Students applying for and receiving financial aid from St. John's are reqmre~ to. notify the Financial Aid Office of any scholarships, loans, grams, gifts, employment or other financial benefits for which t~ey ~ecome eligible; any change in their or their family's financial s1tuat10n; and changes of name, marital status and address. C. Following are the deadlines and notification dates for financial aid: FRESHMAN CANDIDATES A~th~ugh the C~llege has no de.adHne for receipt of financial aid apphc:at1ons, candidates for adm1ss10n who are in need of financial a~sist~nce should indicate that need as soon as possible. The Financial Azd Form!Pe!l Grant Application should be filed with the College Sc~olarsh1p Service as .soon as possible after January 1 in the year in ~vh1ch the candidate wishes to be admitted. Those who wish to enter m Janu~ry should submit the FAF/Pell as early as possible in the pr:eceedmg year. Likewise, _the St. John's Financial Aid Application in this catalogue should be filed with the Admissions Office as soon as possible after its receipt by the candidate. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met. Candidates for admission applying after_ F~bruary 25 for financial aid have a significantly lower chance of rece1vmg all the funds for which they are eligible than those applying earlier. RETURNING STUDENTS Appli~aHons are due by February 25 from enrolled students who are ~eturmn? to t~e C~llege and reapplying for financial aid or are applymg ~for_~mai:;1al a~d fo~ the first time. Beginning on December 1, the Fmdncictl Am Office will provide the necessary Financial Aid Form 1 "'.hich should be completed and filed with the College Scholarship Ser~ vice on January 2 or as soon thereafter as possible. Students whose financial aid credentials are received by the Financial Aid Office prior to the February 25 deadline will be notified of the decision on their ap~lication _on April ~- Applications completed after February 25 will not be considered until awards have been made for applications completed before t~e de~dline. Awards based on applications completed after the deadlme w11! not be mailed until after April 15. Students whose applications for financial aid -;,re received after the _dea.d~ine will not be denied considerat10n for assistance, but the ava1lab1bty of funds cannot be guaranteed. D. Funds for financial aid awards from the College are available from the sources listed below. Except for the Guaranteed Student Loan, applicants need not apply for funds from any of these specific sources �58/ST JOHN'S COLLEGE FEES & FINANCIAL AID/59 All these sources are automatically considered m making up the College's financial aid awards, is a full-time student. Repayment begins six months after tPrmination of college attendence. The interest rate for students who obtai ,_ "" first loans after September 13, 1983 is eight percent Stud t h n previously obtained GSLs at seven pern,,nt inter~st i-vi~f s w:.'o ave borrow at this same interest rate. --- ' commue to hh_!f ST JOHi,J'S GRANTS Funds for SL John's grants are provided by the College from its own resources, and all awards are made on the basis of financial need. 1985-86 STUDENT BUDGET* PELL GRANT This Federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. SUPPLEMEI\ffAL EDUCATIONAL OPPORTUNITY GRANT (SEOG) The College awards SEOG's to mcoming freshmen and enrolled siudents each yeaL These grants are made to students who have financial need and are unable to pursue a course of study without the grant. Eligibility for the SEOG is limited to per year. f ALL FRESHIV1EN DEPENDENT $8,850 3,000 Tuition Room and Board Books Personal Expenses 200 500' 550' 6501 INDEPENDENT $8,850 3,000 200 650 FRESHMEN DEPENDENT $7,965 Tuition Room and Board Books Personal Expenses 200 400' 500' 5351 INDEPENDENT 200 585 COLLEGE 1NORK STUDY PROGRAMS (CWS) This Federal program permits the College to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in M~ssion. I\lATIOt·JAL DIRECT STUDENT LOAN (NDSL) These loans are made the College directly to students using funds provided, for the most part, by the Federal Government. The maximum loan for four years of undergraduate study for the first baccalaureate degree is $6000. No interest accrues and no payment is required while the borrower is enrolled at the College. Repayment begins six months after the borrower terminates attendance at the College. There is a provision for deferment if the borrower returns to at least half-time study at another institution. GUARANTEED STUDENT (GSL) The Guaranteed Student Loan program enables a student to borrow directly from a bank, credit union, savings and loan association, or other participating lender who is willing to make the educational loan. The maximum a~mount an undergraduate may borrow is $2,500 a year, No interest accrues and no payment is required while the borrower ''Fees are subject to change without notice 1 ~~~ ~~;~~7I~~!or personal expenses varies with the distance between the student's home 'Undetermined at time of publication. BIL UNG DEPOSITS Billing for .tuition and fees is done prior to each semester Th<>se char es may be pa1~ under one of two plans: payment in full 0 ~ ~r ~before ~he re~x.strahon ates.for the ,semester, or payment in four equal install~ents dunng the semester. Unaer the installment plan the first 1 ·nstall -, , on 0 b f . · _ c· d ' - men, is l r, r e_~re registration .ay each semester; the remainina instaHmen's bus rmance c arges on the unpaid balances, are due in Octob~r I\lo~emb~r' thece~·ber, j\!f~rch, April, and May, according to a schedule -~ublished b; - eo ixce o t e Treasurer. A penalty is assessed on installmenl· payments ~h{':::~ ~~de after the du~ d~tes. Payment plan schedules ar~ normally wl1l. thTe semester tnc ut1e co ege reasurer, mllmgs. Copies may be obtained by contacmg ne :fe Si~~e dete~minati~ns affecting students, faculty and physical facilities ~usr e ma e well m advance of the beginning of each academic ear ~~e ~ol~ege must know in April which returning students will regist~r i~ ptem er. A deposit of $150 on the fees for the following year is therefore �FEES & FINANCIAL AID/61 60/ST. JOHN'S COLLEGE due on or before the second Monday in April for prospective sophomores, juniors and seniors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, the student may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have those awar~s cancelled. The deposit is refundable only in case of withdrawal due to.111 health, military service, academic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll m the year for which a deposit has been made, the deposit is forfeited and the student must make a new deposit to secure a place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the college Treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $100, called the Caution Fee, which is subject to charges for laboratory break7ge,_ dan:iage to or loss of college property and other minor mishaps. This 1ee 1s pa~d once at the beginning of the Freshman Year, but each student must brms; the balance (after damage assessments, if any) up to the full $100 at registration each semester. If unused, it is refunded on request at the end of the academic year or when a student leaves the College. Each graduating senior must pay a Commencement Fee of $25 at the beginning of the second semester of the Senior Year. Unless otherwise requested, the College presenl:s its bills directly to the student, with a copy to the parents. There is a fee of $25 for late registration for each semestu The cost of books is about a yeaL Class copies of many of the program books are available in the College Library. Students with outstanding debts to the College may not register for dasses at the beginning of the second semesl:er and subsequent semesters" The College may charge interest on all unpaid balances, at rates and on schedules to be determmed and published each year. REFUND POLICY If a student withdraws or is dismissed during any semester, a refund of fees for tuition will be made according to the follovving schedule: The first two weeks: 80% The third week: 60% The fourth week: 40% The fifth vveek: 20 % The sixth week and thereafter: no refund The above schedule also applies to room and If applicable, refunds will be made to students only after refund payments are first made to such federal and state funds as the Pell Grant Program, the Supplemental Educational Opportunity Grant Program, the National Direct Student Loan Programs, Guaranteed Student Loan Programs, State Student Grant or Scholarship Programs, and to any institutional financial aid programs. Enrolled students due refunds because their financial aid exceeds monies due the CoHege will receive those refunds in accordance with a schedule of payments determined by the Financial Aid Director on each campus. Refurrds for substantiated medical reasons will be on a pro rata basis. CRITERIA JUDGING SATISFACTORY PROGRESS REGULAR STUDENTS Provisions .of ~he .Higher Educa"tion Act of 1980 require that each postsecondary mstitut1on make available information concerning the criteria for judging satisfactory academic progress. The criteria for St. John's College regarding the determination of satisfactory progress for recipients of federally-funded (Title IV) financial assistance are as follows: In order to be making satisfactory progress, at the end of a semester a student must be permitted to enter the next semester and that next semester must not include the repetition of any work. This permission is norrnaHy granted by the Dean m consultation with a committee of all the student's tutors, the "Don Rag Committee:' The Don Rag Committee assesses a student's work in all parts of the program and approves its quality before recommendmg to the Dean that the student be permitted to enter the next semester. This as"sessment is conducted in the student's presence by all of his or her tutors m common. At the end of the Sophomore Year, however, this permission is granted by the Dean and the Instruction Committee in the light .of a student's over-all work during the first two years. Under some circumstances a student who has not satisfactorily completed a semester's work may be allowed to repeat the work in order to remain at the College. Students are not eligible for financial assistance (federal or institutional) while they are repeating work. Sometimes students are permitted to enter a new semester with the requirement that they meet special conditions during the course of the semester. In these cases, a student is not repeating work and is deemed to be making satisfactory progress until the Dean determines that the conditions have not been met. When the conditions have not been met. the Dean, in consultation with the Instruction Committee, decides what further determination is to be made of the case. Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives" SL John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full or part-time study. Years in which a. stud_ent is not enrolled at St. John's will not count in the eight-year limitation. H~v~ever,_ years in which a student is repeating work (and thereby not receivmg aid) are considered in the determination of years of study" If a student registers for a class in which he or she was previously enrolled for more than three weeks, the class will be considered as repeated ~or~,, and. the s_tudent will not be ~ligible for fi~ancial assistance. Exception" m this policy may be granted oy the Dean m the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. �62/ST. JOHN'S COLLEGE SITE PLANS/63 A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The Dean will revievv the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. VETERANS/DEPENDENTS In compliance with Federal and State regulations, St. has developed a set of policies on minimum standards of progress for enrolled veterans. 1. St. John's will report to the Veterans Administration within 30 days all incidents of official termination or change of status that would affect benefits. 2. Minimum acceptable grades of a C average are expected. If a student falls below this average and/or his tu.tors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the Dean who may ask the student to leave the College or may place him on acadernic probation. During that probation period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to the il,A. A third semester of certification may not be granted for V.A. benefits without approval of a V.A. counseling psychologist. 3. VA. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade average. Should a VA. enrolled student withdraw from any course at any point subseto the midterm point of any semester, a grade of F will be assigned. 4. will report to the VA. when a student has not successfully completed 7.5% of the credits attempted, .5. St< John's will inform students on VA< benefits of this policy on minimum standards of progress, SITE Of ST. Annapolis, I\lfa.ryfan.d [I] TENNIS COURTS Santa Fe, New 1\1exko �64/ST. JOHN'S COLLEGE BOARD/65 BIBLIOGRAPHY BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. AMERICAN LIBRARY ASSOCIATION: Classics of the Western World, with fon~wards by John Erskine and Everett Dean Martin, 1944. BARZUN, JACQUES: The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., Boston, 1945. BELL, DANIEL The Reforming of General Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BRANN, EVA: The Paradoxes of Education in a Republic, University of Chicago Press, 1979. BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960 BUCHANAN, SCOTT: Embers of the edited by Harris V\lofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. DARKE':{, Vv1LUAM (Editor et al): Three Dialogues on Liberal Education, St. John's College Press, 1979 . ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GOLDWIN, ROBERT A (Editor): Higher Education and Modern Democracy, Ran.d McNaHy and Co., 1967. GRANT, GERALD and DAVID REISMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945. HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953. LEWIS, C.S .. The Abolition of Man, Macmillan Publishing Inc., 1947. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. SMITH, J. WINFREE: A Search for the Liberal College; The Beginning of the St, John's Program, St. John's College Press, 1983. OFFICERS Chairman John E, Robson Vice Chairmen Mr. James H. Frame ML John I-L Dendahl Secretary Mr. Jerome LaPides Annapolis, MD Mr. Sanford E. McCormick Houston TX ' Mr. Alexander K. McLanahan Houston, TX Mr. Jerome LaPides Mr, Boyd C. Pratt Santa Fe, NM MEMBERS EMERITI Mr. John K Robson Chicago, IL Mrs, Lowell R. Ditzen Dr, Douglas H. Gordon Mrs, Duane L Peterson Hon. Adolph W. Schmidt Mr. Karl Van Tassel Mrs. Donald Rumsfeld Winnetka, IL Mr. W. T. Terry, Jr. St. Louis, MO MEMBERS EX OFFICIO Dr. Thomas B. Turner The The The The The The Baltimore, MD Governor of Maryland Mrs. Stephen Wilkinson Governor of New Mexico Bethesda, MD President of the College Dean at Annapolis Mr. John L Williams Dean at Santa Fe Sacramento, CA Provost of the College Term Expiring 1986 Teirm Expiring 1985 Mr. Victor G. Bloede Mr. David Ater Santa Fe, NM Mr. Vincent A. Carrozza Boynton Beach, FL Dallas, TX Mrs, Bayard D. Clarkson Mr. Seth Cropsey New York, NY Washington, DC Mrs. William Duryea Dr. Robert A. Goldwin Washington, DC New York, NY Mr. Walter F. Evers Cleveland, OH Dr, Peter Greer Portland, ME Mr. James H. Frame New York, NY Mr. John T. Harrison, Jr. Mr. Harvey Goldstein Miami, FL Mr. Allan P Hoffman Lawrence, NY Mrs. John Gaw Meem Santa Fe, NM Stanford, CT Mr. Daniel T Kelley, Jr. Santa Fe, NM Mrs, Gay Singer Kenney Winchester, MA Dr. Albert G s· II · 1mms, Albuquerque, NM Mr. Roger W. Straus Jr New York, NY ' · Mr. Stephen L Tucker Santa Fe, NM Mr. D. Robert Yarnall Blue Bell, PA Term Expiring 1987 Mr. Peter A. Benoliel Philadelphia, PA Mrs. Sharon Bishop Dailey Reston, V.A Mr. John H. Dendahl Santa Fe, NM Mr. Stephen L Feinberg El Paso, TX lVIiss Harriet C. Higgins New York, NY Dr. Irwin Hoffman Santa Fe, N1vI Mr. A. Scott Kelso Houston, TX Mr. Frank R Marshall Annapolis, MD Mrs. Mara Robinson Santa Fe, NM Theodore H. Smyth Santa Barbara, CA Vice Admiral James B, Stockdale Stanford, CA Mr. John Van Doren Chicago, IL �66/ST. JOHN'S COLLEGE FACULTY/67 Eva T.H. Brann FACULTY B.A., Brooklyn College 1950· MA 1 oftheA · N . ' ' · ., 951, Ph.D 1956 vl . · ' ia e University· Fellow mencan umismatic Society; Summ of Clas~ical Studies at Athens, 1952-S3· M e~ 1952; Fellow of the Ameri~ School Excavations ~t Athens as Sibley Fellow ~f ;~ er of the staff of the American ora Stanford University; 1956-57· Me b I hi Beta Kappa; Instructor in Arche~ 1958-59· Member u' S Ad '. m er, nstitute for Advanced Stud p . ogy, ' ' · · visory Co · · f y, nnceton C ult~r~l Affairs, 1975-77; Tutor, St. Jo~~1~i~f or International Education and Mullikm Tutorship 1971-· Fell w o ege, Annapolis 1957- Add· E S h 1 ' ' OW, vvoodrow w·J ' ' lSOn S\ ol ars'. 1976-77; Arnold Visiting Professor Wh. i son International Center c oar m Honors Education, University of D 1itman College, 1978-79; Visiting Edward Grant S e aware, 1984-85. parrow B.A., Harvard College, 1951· LLB Coll~e, Columbia Universit~, 1957. ~:;::r~ Law s,chool, 1954; M.A., Teachers ~dison E. Mullikin Tutorshi '1971:. . ' t.. Johns College, Annapolis, 1957nculum, St. Mary's College pCalif ' ~ctmlg Director, Integrated Liberal Arts C ' napolis, 1977-82. ' orrua, 964-66; Dean, St. John's College, ~~ TUTORS President Edwin Jules Delattre B.A., University of Virginia, 1963; Ph.D. in Philosophy, 1970, University of Texas at Austin; Instructor of Philosophy, Texas Lutheran College, 1967; InstructorAssociate Professor of Philosophy, University of Toledo, 1968-76; Member, National Humanities Faculty, 1972-, Director, 1976-80; Matchette Foundation Advisory Board, 1977-; National Endowment for the Humanities Board of Consultants, 1978-; President, St. John's College, 1980-. fo; ANNAPOLIS Interim Dean of the College in Annapolis George Doskow B.A., Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut; Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St. John's College, Annapolis, 1965-, Assistant Dean, 1983-84. Bruce DuVal Jacobsen B.A., ~t. John's College, Annapolis 1942· and Director of Athletics, St. John'~ C 11' far:r and .carpenter, 1942-57; Tutor Edward Malcolm W tt o ege, napohs, 1958-. . ya ~.A., 1953, M.A., 1956, Universit of v· .. ~Yllof Virginia, 1955-58; Tutor Joh;gi~i~l Instructor in Mathematics, Univere on Tutorship, 1972-. ' . s o ege, Annapolis, 1958-, Andrew W Thomas J. Slakey · Curtis A. Wilson B.A., University of California, Los Angeles, 1945; M.A., 1946, Ph.D., 1952, Columbia University; Tutor, St. John's College, Annapolis, 1948-64, 1973-, Santa Fe, 1964-66, Dean, Annapolis, 1958-62, 1973-77; Visiting Research Fellow, Birkbeck College, University of London, 1962-63; Visiting Associate Professor, 1966-68, Professor 1968-73, University of California, San Diego; Corresponding Member, Academie Internationale d' Histoire des Sciena?S, 1971-; Andrew W. Mellon Tutorship, 1974-. Barbara Hopkins Leonard B.A., Oberlin College, 1937; M.S., 1941, Ph.D. 1948, University of Rochester; Assistant in Zoology, Oberlin College, 1936-38; Oberlin College Scholar, Maijne Biological Laboratory, Woods Hole, Massachusetts, 1937; Histological Technician, Department of Pathology, Yale Medical School, 1938-39; Graduate Scholar in Biology, University of Rochester, 1940,.41, Graduate Teaching Assistant in Biology, 1941-44; Visiting Lecturer in Zoology, Oberlin College, 1944-45; Instructor in Zoology, Smith College, 1945-51; Smith College Scholar, Marine Biological Laboratory, Woods Hole, Massachusetts, 1949; Tutor and Assistant Dean, St. John's College, Annapolis, 1951-, Arthur de Talma Valk Tutorship, 1968-; Fulbright Lecturer and Honorary Professor of Zoology, Lady Doak College and American College, Madurai, South India, 1962-63. Douglas Allanbrook Boston University, 1938; Brown University, 1939-41; University of Florence, 1946; B.A., Harvard College, 1948; Active duty, United States Army, 1942-45; Traveling Fellow, Harvard University, 1948-50; Pupil of Nadia Boulanger, Paris, 1948-50; Fulbright Fellow in Italy- Conservatorio San Pietro a Majella, Pupil of Ruggiero Gerlin in Harpsichord and Early Keyboard Music, 1950-52; Teacher'·of Composition and Theory, Peabody Conservatory, 1955-57; Tutor, St. John's College, Annapolis, 1952-; Member, Corporation of Yaddo, Saratoga Springs, New York, 1971; Richard D. Weigle Tutorship, 1983-. J; B.A., St. Mary's College, California, 1952· M . ., St / hn;"2 ~niversite Laval, Quebec, 1953· f anta e, 1964-71; Vice-President fC:r Aca~ s. ~efg~, Annapolis, 1959-64, 1976-' emic airs, 1971-74, Associate Pro~ essor, 1974-76, St. Mary's College. Beate Ruhm von Oppen ~h.D., ~omell University, 1960; Tutor B.A:, University of Birmingham E 1 d . of Fme Arts, University of Birmi~gh:~ an19 1939; ~t. Librarian, Barber Institute Royal Institute of International Aff . , 39-43; British Foreign Office, 1943-51 · gxford, 1956-58; Microfilming Pr~~~t ~F~h56CResea~ch Staff, Nuffield College' ocuments of the American Historical A . e . ommittee for the Study of Wa; le?e, Annap.olis, 1960-63 (Leave of abse~ciation, 1959-60; Tutor, St. John's ColH1s~ory, Smith College, 1963-64, Unive . , 1963-65), 1971-; Visiting Lecturer in Institute for Advanced Stud p . rsity of Massachusetts 1964-65· M b St d. p . Y, rmceton, 1968-69· M b ' ' em er, ~. ies, rmceton University, 1969-71 · N f 1' Enem er, Center of International Ed itmg Grant, 1978-79. dowment for the Humanities ' a wna Lawrence Berns B.A., 1950' PhD., 1957, Umversit f Ch· · · . rogram of Liberal Education for~~ It i~g~; Lecturer m the Liberal Arts Basic / {ohn's College, Annapolis, 1960-, ~~~w ~~t::t1\Y of Chicago, 1956-59; 'Tutor, d~r!shor of Philo~ophy, Rosary College (Lea~e o~ ao~ Tutorship, 1972-; Associate 1980- all, Cambndge University, 1971-72· Rich d ~ence, 1966-6?); Associate, a.i; ammond Elliot Tutorship, . . ' Michael S. Littleton f ~.S., 1954, B.A., 1955, University of Ma l hon, 1960; S.T.M., Union Theological Se~and; B.D., Ha:tford Seminary Foundaary, 1967; United States Navy, 1955-57; �68/ST. JOHN'S COLLEGE Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Robert B. Williamson FACULTY/69 Geoffrey Comber Diploma in Education, University of Lond B.A., St. John's College, Annapolis, 1954; Graduate Study, American University, 1955-61; Assistant Mathematician, 1954, Associate Mathematician, 1957, Mathematician, 1961, The Johns Hopkins University Applied Physics Laboratory; Instructor, American University, 1960; Visiting Tutor, St. John's College, Annapolis, 1960, Tutor, 1961-, Andrew W. Mellon Tutorship, 1972-, Dean, 1982-84. on, ~953; ~.R.C.M., Royal College of tor ~n Music and Graduate Studies in PhK~;:57, Fulb~ight Schol~r, 1955; InstrucAssistant Professor of Philosoph H C Oh10 State Umversity, 1958-61 · fessor, University of Waterloo O~tar:o~6~· ~ge, O;tario, 1962-65; Visiting Pro~ 1965-, Assistant Dean 1970-74 Assist , t D. ' utor, t. John's College, Annapolis Education, Santa Fe, l970-74; Director~ AY~~~ The. Graduate Institute of Liberal . u~ation, 1968-74, 1975-76 Director of Summer Program 1974 1976 A in Lib al Ed ' ' ' ssociate Director Th G d ' er ucation, Annapolis 1977-80 D. Th ' e ra uate Institute e Graduate Institute in Liberal Education, Annapolis, 1983-. ' ' irector, Elliot Zuckerman Howard J. Fisher B.A., 1955, M.A., 1957, Ph.D., 1967, University of Virginia; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Samuel S. Kutler B.A., 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea Fellow in Modern European History, 1954-55, Lecturer in History, 1956-61, Columbia University; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Director, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, April-June, 1973, Andrew W. Mellon Tutorship, 1974-; Associate of Clare Hall, Cambridge University, 1970-71. Joseph P. Cohen B.A., St. John's College, Annapolis, 1956; J.D., University of Maryland Law School, 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, University of Chicago, 1960-62; Tutor, St. John's College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72; Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978; Visiting Scholar, Oxford University, 1978-79. David H. Stephenson B.A., Columbia College, 1958; Columbia University, 1960; New York State Teaching Fellowship, 1958-60; Director of Men's Chorus, New York Association for the Bli~d, 1959-62; Music Instructor, Riverdale Country Day School, 1960-61; Chorus Director, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y. Crowell Company, 1961-63; Tutor, St. John's Collge, Annapolis, 1963-. Louis N. Kurs Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; M.S., University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, University of Chicago, 1948-49; Instructor in Physical Science and Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Production Division, South Works, United States Steel Corporation, 1951-54; Instructor in Geology, University of Illinois, Chicago, 1954-64; National Science Foundation Science Faculty Fellowship, University of Chicago, 1961-1962; Tutor, St. John's College, Annapolis, 1964-; Visiting Lecturer, Department of Hydrology and Water Resources, University of Arizona, 1973-74. Benjamin Charles Milner, Jr. B.A., Emory University, 1949; B.D. Columbia Theological Seminary, 1955; Ph.D., Harvard University, 1965; Teaching Fellow, Harvard Divinity School, '1.957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and Interpretation, 1959-62, Assistant Professor, 1963-65, Wellesley College; Tutor, St. John's College, Annapolis, 1965-, Assistant Dean, 1977-78, 1979-81, Director, The Graduate Institute in Liberal Education, Annapolis, 1980-83. Mu~ic, 1954; M.A., Ohio State Universit {{hy, B.A., University of Rochester 1965· 11 h .. Labor~tory, 1964, 1965; Tutor,' St. Jo'hn~cc~if;an, Harvard. University Cyclotron ge, Annapolis, 1965-; Visiting Lecturer m Physics, Western New E l d C Linacre College, Oxford Un1·vers~ty;g aln98 ollege, 1980; Visiting Senior Member i ' 2-83. ' Gisela Berns Abitur, Hoelderlin Gymnasium St sities of Heidelberg Frankfur; ~tt~~, 111959; Classics and Philosophy, Univer University of Heidelberg 1963· 'p llumcD, uebingen, 1959-63; Staatse~amen I_ Un· · ' ' e ow . ivers1ty ofFI orence, 1963-64; PhD Ueutscher Akade · h er A ustauchdienst,' . . .misc m Classics and Philosophy, Bismar~k °(:; :;er~ity of Heidelberg, 1964; Instructor amen II, University of Heidelber 196f. asmm, K.arlsruhe, 1964-65; StaatsexInCstrullctor m Classics and Philosophy, Rosary College, 1966-67; Tutor ~; J . ' · 0 s 0 ege, Annapolis, 1967-. ' ru;. Nicholas Maistrellis B.S., Bates College, 1962· De artmen f . Assi~tant, 1962-66, Unive~ity~ellow, ~9~6~~ttry_ of ~cience, .1962-67, Teaching Johns College, Annapolis, 1967-. ' mversity of Wisconsin; Tutor, St. Harvey Flaumenhaft B.A., 1960• M.A., ~ 962 • Ph.D., 1980, Universit of C · . . l~ ~1cago, Woodrow Wilson Fellow, Harvard Umversity, 1960-61· Nati tion Fellow, 1963-65; Lecturer in Polit" ora . ronauhcs and Space AdministraLecturer in the Liberal Arts Uni·ve .t ifcaCh~c1ence, Roosevelt University, 1965· ' rsi Yo 1cago 1965 66 In ' ' ment, Wheaton College, Massachu tt 19 ' - ; structor in GovernAnnapolis, 1968-· Fellow Institute f se s~' 66-68; Tutor, St. John's College University, 1981; MIT/H~ard Works~r mo-Soviet Studies, George Washingto~ Summer 1983; National Endowment f: ~~~dear i:v~apons and Arms Control, 1984-85. e umamhes Constitutional Fellow, Wye Jamison Allanbrook B.~., Vassar College, 1964; M.A., 1965 PhD . . Wilson Fellowship, 1964-65; Teachin' .."' St~ord Un_ivers1ty, 1974; Woodrow 1967-69; Tutor, St. John's College AnngAss1l~tant m Music, Stanford University, . . ' apo is, 1969-. ' Wilham W. O'Grady, Jr. A.~., University of Notre Dame 1966· MA Chicago; Woodrow Wilson Fello~, 1966~67 ·D;_j96~ Ph.D., 1970, University of Fellow, 1967-70, University of Chic o· 1i ' ort fellow, 1966-70, Humanities ag , utor, St. Johns College, Annapolis, 1970-, Sante Fe, 1980-83. John F. White B.A., St. John's College, Annapolis, 1965,· M.A., The New School for Social �FACULTY/71 70/ST. JOHN'S COLLEGE Research , 1970·, Alvin Johnson Fellow, 1970-71; Tutor, St. John's College, Annapolis, 1971-. David Edward Starr PhD 1972 Boston University; Graduate. B.A., Gordon College, 1962; M.A. •. 196~· 1 6 64 . Tuaching Intern, Boston UniverAssistant in Philosophy, Boston Uruversi~, tor in Philosophy: University of Rhode sity College of Basic Studies, 196;1-66; Ins ru~nna olis, 1972-SO, 1982-, Director of Island, 1966-71; T~tor, ~t. JL~:s C~~~=~ion S~nta Fe, 1980-82. . The Graduate Institute m i era ' 9 3_ 1 . . S h 1 1960-61 University Fellow, Leo F. Raditsa B.A., Harvard College, 195~; Ui:iiver~!~. P~e~;:~t's Fello,;, 1962-63; FUlbright, 1961-62, M.A., Columbia Uruvers~y, l~ l965· Instructor, New York University, University of Munich, 1964-65, er· i~ssist~t Professor, 1968, Ph.D., Columbia Washington Square College, 1965-68, Ann r 1973-· National Endowment ;;oog~:m Ho'over Institute on War, University, 1969; Tutor, St. John'~ CollleFgell' , .t. Fellow Nationa e ows for the H umam ies ' C rf · 1977-78 Revolution and Peace, Stanford, a i orma, . Deborah Schwartz Renaut . . MA J hns Hopkins University, 1971; B.A., St. John's Colleg~, Afi?apohs, .li,68, St .Jo~n's College, Annapolis, 1974-. M.S., Georgetown University, 1974, utor, . Joe Sachs . 8· Graduate Student, The New School for B.A., St. John's College, Annapohs,3~~ Pennsylvania State University, 1975; Social Resea~h, New York,119~1-~t' te u~iversity, 1973-74; Tutor, St. John's ColTeaching Assistant, Pennsy varua a lege, Annapolis, 1975-. A Michael Comenetz . . . A 1967, Ph.D., 1972, Brandeis B.A., The Johns Hopkinsf Unive7l~a~:!'a~~ University of Kansas, 1972-75; University; Assistant Pro essor o . ' . Tutor, St. John's College, Annapolis, 1975-. Chaninah Maschler . in Philosophy, Yale University, 1955; B.A., City College of New ~ork,.195{9~~~~ Alice Freeman Palmer Fellow,. work University Fellow, Yal~ Umvers1ty,. D artment of Philosophy, Pennsylvama ~~te on Peirce Yale University, 1956-58, f Pehp"l h CC NY 1961-62; Department ' D tm t o i osop y, · · · ., h University, 1959-61; eparl en1962-64· Reader and Translator for Harper i::orc of Philosophy, Barnard Col ege, , 1970-72· Queens College Liberal books, 1965-70; Queens College AC.Ell Pro~~cation, l972; Tutor, the Graduate Arts Institute, 1972-76; B~k StSreeJt ~ erollege Santa Fe, 1970, 1972, 1975, 1976, Institute in Liberal Education, t. o. s , Tutor, St. John's College, Annapolis, 1976-. Howard Zeiderman hn' College Annapolis, 1967; M.A., Dartmouth college, 1962-63; B.A., S~ ~? n:i Fellow l972· Tutor, St. John's ColPrinceton University, 1972; Prince~on a 10 ' , lege, Santa Fe, 1973-77, Annapolis, 1978-. Robert P. Druecker i uow, U . . ..., 1966·, Woodrow w·lson Fe" 1966-67·' Teaching AssisB.S., Marquette uruversi.y, . University 1972-76; M.A., Boston ruvertant, Department of Mathema~cs, Bosto~ . Fo~dation Fellow, Norway, 1976; ·ty: 1974· Fulbright andAmencanScan avian ~ut~r, St'. John's College, Annapolis, 1977-. . Peter Kalkavage B.A., 1973, M.A., 1976, Ph.D., 1983, Pennsylvania State University; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor, St. John's College, Annapolis, 1977-. Mera J. Flaumenhaft B.A., University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; Instructor in English, 1970-71, Assistant Professor of English, 1971-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, 1977; Tutor, St. John's College, Annapolis, 1977-. William Jon Lenkowski B.A., Marquette University, 1965; M.A., Philosophy, The New School for Social Research, 1970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of philosophy, Rutgers University, 1968-76; Visiting Lecturer, philosophy of science, New York Institute of Technology, 1976-77; Lecturer, ancient Greek philosophy, New School for Social Research, 1977-79; Tutor, St. John's College, Annapolis, 1979-. Jonathan S. Tuck B.A., Columbia University, 1969; B. Phil., Oxford University, 1971; M.A., University of California, Berkeley, 1972; Graduate Study in English, University of California, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, 1969-71; Kent Fellow (Danforth Foundation), 1971-77; Teaching Assistant, Department of English, University of California, Berkeley, 1973-74; Associate, Residential Program in History and Literature, University of California, Berkeley, 1975; Associate, Department of English, University of California, Berkeley, 1976-78; Instructor of English, Pikes Peak Community College, 1979; Tutor, St. John's College, Annapolis, 1979-. Thomas May B.A., Loyola College, 1971; M.A., 1975, Ph.D. Cand., Fordham University; Assistant Professor of Philosophy, Loyola College, 1974-79; Visiting Lecturer in Philosophy, Goucher College, 1976-78; Tutor, St. John's College, Annapolis, 1979-. Marilyn Douville B.S., University of Michigan, 1975; M.S., University of Michigan, 1977; Associate Mathematician, 1977-79, Johns Hopkins University Applied Physics Laboratory; Tutor, St. John's College, Annapolis, 1979-. William Mullen B.A., Harvard College, 1968; Ph.D., University of Texas, Austin, 1972; Acting Assistant Professor of Classics and Comparative Literature, University of California, Berkeley, 1971-73; Hodder Fellow in the Humanities, Princeton University, 1973-74; Assistant Professor in Classics, Boston University, 1975-80; Junior Fellow, Center for Hellenic Studies, 1978-79; Tutor, St. John's College, Annapolis, 1980-. James Howard Beall Active duty, U.S. Air Force, 1963-67; B.A., Physics, University of Colorado, 1972; M.S., Physics, 1975; Ph.D., Physics, 1979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, 1975-78; Congressional Fellow, United States Congress Office of Technology Assessment, Washington, D.C., 1978-79; Project Scientist, BKD, �FACULTY/73 n!ST. JOHN'S COLLEGE . . . "' . National Academy of Sciences/National Res~arch Arlington, Vugmrn, 19/9-81, R 'd t Research Associate Space Science Council/Naval Research Laboratory ..;.J,1 ~n t DC 1981-83· Tutor, St. John's Division, Naval Research Laboratory, as mg on, . ., ' College, Annapolis, 1982-. Janet A Dougherty dU . 't 0. Teaching Fellow M A Ph D Harvar mvers1 y, 198 ' B.A, Yale College, 1974; - .,lolie ·~ 1976-78, 1979-80; French G?vernment in Government at Harvard -p £ Political Science, Stoneh1ll College, Fellowship, 1978-79; Assistant ro essor or. 1980-82; Tutor, St John's College, Annapolis, 1982-. l' Henry H. Higuera 76 PhD 1983 University of Toronto; BA, Cornell University, 1974; ~A, 19 11 . l981-S2; Tutor, SL John's Collnstructor in Political Science, D1ckmson o ege, lege, Annapolis, 1982-. C David Lee Townsend d 1970· Diolome, Universite de Pads, B.A, Loyola College, 1969; Md'-'. H~v~al~ Law' Sc~ool, 1981; Graduate Pnze 1967, 1973; Ph.D. Harvard, 1_,7\ ~l En lish Teacher, Cambridge Free School, Fellow, Harvard, 1969-1974; H1g~ c o 1971~73 Tutor, St. John's College, Santa 1970-72; Resident Tutor, Eliot HouseTJ S Or ;nized Crime Strike Force, ManhatF 1974-78, Annapohs, 1984-, Intern, . . g t=~' 1980; Member, Massachusetts Bar, 1981-. \1 Michael Blaustein . _ r 1n71 PhD Harvard Un,ve1,,Ly, 1984:, Tutor, . : -~·t B.A., SL John's College, Anna.po is, 1 '>; • . ., St. John's College, Annapohs, 1984-. Patricia M. Loc~e . B.P'°, Gonzaga Umvers1tyC, ~- t Ph n in Philosophy, Boston College, 1984; \i7:;, ~9~~1982·' Instructor, Assumption College, 1981; o ege, . Teaching Fellow, Boston Tutor, St. John's College, Annapohs, 1984-. Stewart U. mphrey l f S 'al Desearch 1966; M.A. 1971, f t' New Srhoo or oc1 '" , f f B.A., Senior Co11ege o ne ~ -he New School; Assistant Pro essor o PhD 1973 Graduate Faculty of 1 '1 I: 1972-1976· Graduate Facul. " ' U . 't o' New Yorn: al- ueneseo, ' ..,, St U . ~ .; f Oklahoma 1980-1984; ,_utor, . Philosophy, State mversLy ' ty of The New School, 1976-1980, mve1SHY o" ' John's College, Annapolis, 1984-. St John's College, Annapolis, 1942-46, 1949-64, Santa Fe, 1964-, Associate Dean, 1968-1970, Dean, 1968-73, Director, Task Force on the Liberal Arts, 1974-. Robert S. Bart B.A., Harvard College, 1940; M.A., SL John's College, 1957; Sheldon Traveling Fellow, Harvard University, 1940-41; Tutor, St. John's College, Annapolis, 1946-75, 1976-77, Santa Fe, 1975-1976, 1977, 1982-, Dean, 1977-82. Thomas King Simpson B.A., St. John's College, Annapolis, 1950; fvLA. in Teaching, Wesleyan University, 1955; Ph.D., Johns Hopkins University, 1968; Instructor, American University at Cairo, Egypt, 1950-53; Teaching Intern, St. John's College, Annapolis, 1955-56, Tutor, 1956-73, Santa Fe, 1973-; Curriculum counselor and member of the faculty, The Key School, 1970-73. Michael Ossorgin Lycee Russe, Paris, 1938; Conservatoire Russe a Paris, 1932-35, 1942-44; LTh., lnstitut de Theologie Orthodoxe, 1942; Tnstructor in Music, Institut de Theologie Orthodoxe, Paris, 1944-46; Instructor in Theology, St. Tikhon's Seminary, Pennsylvania, 1947; Secretary of the Orthodox Diocese in Alaska, 1948-49; Teacher of Music, Bureau of Indian Affairs, Department of the Interior, 1950-56; Associate Professor, Consultant, St John's Program, St Mary's College, California, 1961-62; Tutor, St. John's College, Annapolis, 1956-66, Santa Fe, 1966-, Norma Fiske Day Tutorship, 1975-. Charles G. Bell B.S., University of Virginia, 1936; Rhodes Scholar, Oxford University, B.A., 1938, M.A., 1966, B. Litt., 1939; Instructor and Assistant Professor of English, Iowa State College, 1943-45; Wartime Assistant in Physics, 1945, Research Assistant in Physics, 1945, Assistant Professor of English, 1945-49, Princeton University; Guest Lecturer, Black Mountain College, Summer, 1947; Rockefeller Grant for study in Europe, 1948; Assistant Professor of Humanities, University College, University of Chicago, 1949-56; Guest Professor, Fulbright Program., Technische Hochschule, Munich, Germany, 1958-59 (Kulturgeschichte als die Geschischte symbolischer Formen); Poet in Residence and Guest Professor, University of Rochester, Spring 1967; Guest Professor, State University of Nev; York at Old Westbury, Spring 1970; Tutor, SL John's College, Annapolis, 1956-67, Director of Adult Education, 1957-58, Santa Fe, 1967-, Director, Graduate Preceptorial in Dimensions of History, 1972-73. Samuel Emmons Brown Harvard College, 1936-37; Diploma, Black Mountain College, 1945; h1.A., 1956, Ph.D., 1962, Indiana University; Private tutoring, 1946-48; Director of Music, Windsor Mountain School, 1948-49; Director of Music.. Verde Valley School, 1950-53; John H. Edwards Fellow, 1955-56; Part-time Teacher, Indiana University, 1956-57; Tutor, St. John's College, A,nnapolis, 1958-65, Santa Fe, 1965-. SANTA FE Dean of the College in Santa Fe Thomas A McDonald Robert A. Neidorf . ~· . r ·ra o· Ph.D., \'ale University, 1959; lnB.A., 1951, M.A., 1955, Umvefo1ty ~.; ~hih g Bucknell University, 1959-62; Ass1sstructor and Assistant Professor of p h~l~~~p State University of New York at tant and Associate Professor of Coll~ Annapolis, 1962-64, Santa Fe, 1967-, Binghamton, 1964-67; Tutor, St: Jo ~- L'b gl Education 1970-73, Dean, 1973-77, Director of The Graduate Institute m l era ' 1982-. Graduate study in Philosophy, Graduate Faculty, 1950-52, 1955-58, Teaching Fellow, 1956-58, The New School; Lecturer, University College, University of Chicago, 1958-62; Lecturer, Overseas-Extension, Urnversity of J\!Iaryland, Heidelberg, Germany, 1952-63; Tutor, St. John's College, Annapolis, 1963-79, Santa Fe, 1979-. :'s i't William A. Darkey l' 1942· M ,A, Columbia University, 1949; Tutor, B.A., St. John's College, Annapo is, ' . _,, Dean R. Haggard B.A., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-1960; Fels Fund Fellow in Philosophy, Johns Hopkins University, 1960-61; Tutor, St. John's College, Annapolis, 1961-66, Santa Fe, 1966-, Assistant Dean, 1971-73. �FACULTY/75 74/ST. JOHN'S COLLEGE . . Johns Hopkins Univers~ty, 1963; B I\ SL John's College, Annapohs, 195~, [hi~·des Lanfilles Orientales V1vant~s, H~b;ew University, Jerusal~m, 195~~~~S9;c~utor, St. J~hn's Co!i~ge, AnnaF~~~'. 19"<-57· University of Chicago, 1 St Mary's College, Cahfomia, 1908 , 19~~-69: Santa Fe, 1969-; Visiti~~i;_~t~er, . Biblical Research, Jerusalem, Robert 0. Sacks John 5. Steadman . . 1959· lnstructor in Radio Repair, Uni~ed B.S., Philosophy, University o~~~';~~:ophy, '1959-61, Teaching FellowF;9~~:i~ States Arrn.y, 1954-56; ~ss1~taJ hn's College, Annapolis, 1962-67, Santa ' ' Cornell University; Tmor, t. o Assistant Dean, 1970-72. . ~ . M.A., University of Melbourne, 1962;. B,A., St. John's College, Annapoh.s,J:::rsity Fellow, University of Melb~~r~~' David Clifford Jones :~~rs~~i;:f~~~ a~dT~;::tte~~~~el~~~;aUF:~v~~~~~ ~i;:~:05;, 16::d~;t;¥~stitut~ John's Coll;ge, Annap~~;3l~~S, 1978-80. in Liberal 1:oducat1on, Don B. Cook U . "ty of California at Davis, 1965; AB Occidental College, 1958; Ph.DU.,·. m~~yrs~f California at Davis, 1959; Nfan H . orary Fellow, mve:rs L J h ,_ Colleoe Santa e, Woodrow '\II l son on. >::,,lJ 1959-61; Tutor, St. o n~ S '1 1972-73. tional Scienoe Fou~~ation '~ -~;Bl-· Teacher, Santa Fe Prepatory c oo ' . 1965-72, 1973-, A551scant De~n, , •• , h 0 Elliot T. Skinner l\11 A Princeton University, 1963; Ph.D., Clan. f r l -do 1961· . . •. , ptor Woocrow 11 p B.A., Universil:y o. ~0 or~ ' - U ·vPrsity· Assistant an- rece c' .1 for "''d ·o in Pnnceton m - . , 19"/.l· Fellow of the ouno uJ. at;;: · n · t Uruvers1ty v ~, ·"' d c · nc 1070· !Nilson Fe1lo·Nship, .rnnce on l ti"ute Greek Philosophy an ..,oe "'' , ' . ' St a·e· Summer .,.., 1965ns .. Philosoprnca1 .u i ,,, T,;tor, St. john's College, Sante re, . in'. Stuart Boyd . . . 48· PtLD., Aberdeen ~niversity_ Medical MA, Aberdeen University, .sco~land, 1~ A~si~tant Lecturer, Chmcal Psychol~gy, School, 1952; Military Service, 1940-45unive~sity, 1948-52; Instructor, Me~Ka~ Psychiah{c:i~r:1~~edi~al School, .1952-53; ~~.ec~~f~~~~or~f Department of Psychology, Umversity o . Denver University, 1954- C~n~~~i;:.;.~ ;;;~rtm~nt ' M vi"o 0 Traininf in of Behavio;al i Psycho.ogy an. . . 7 64· Lecturer, Departmen O• ' ) U ·versity 195 . H ighlands University, 1964 65· 'p ro f essor o~ Psychiatry (Psycnology ' hm l ogical ' · Psyr o University, Scotland' K' .C1'ty 1965-66· Fellow, Amencan . d. l ansas , ' of Missoun Me ica _ hn's CoHege, Santa Fe, 1966-. Association; Tutor, St. Jo U . .,Y of Roger S. Peterson vi 1957 Ph.D., Botany, 1959, mversn d n Cho~orCa A .v., Harvard College, 1~53; A.91'~3.,-54. u' <:: Forest Service Research,Jo ns olo N y 1 :; o ·"· c1 :Michigan; United State} ~v State University, 1962-66; Tutor, "':. State University, 1959-02, ta lege, Santa Fe, 1966-. A S~~~~~~~t~~dinb~r;h ,- h St hn's College, 1962; M.A., Histo~ UniversHy of Wisc,onsin, 195t.5~e~~~;' of ·l~~iana, 1965; N.D.E.A. Fellowship, and Philosophy or Science, n. E. Ray Davis, University of Indiana, 1962-65; Ph.D., University of California, Riverside, 1980; Tutor, St. John's College, Santa Fe, 1966-, Assistant Dean, 1977-81. Ralph Swentzell B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico Highlands University, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. Timothy P Miller AB., Harvard University, 1948; B. Mus., 1949, M. Mus", 1951, Yale University; D. Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music, Agnes Scott College, 1957-61; Director of Music, University of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St. John's College, Santa Fe, 1967-. Harris, Jr. B.A., Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Illinois; University Fellow, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59, University of Hlinois; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; Associate Professor, University of Maryland, 1965-68; l'Jatwnal Science Foundation Consultant for India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, 1967-68, Visiting Professor, Summer, 1969, New York University; Corporate Consultant, Management Service, IBM, AJrnonk, New York, Summer, 1968; Tutor, St. John's College, Santa Fe, 1968-. R. Thomas Glenn A. Freitas B.A., Classical Languages, St. Mary's College, California, 1957; Th.L, Universite Quebec, 1964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, 1966; L'Ecole Biblique et Archeologique Francaise de Jerusalem, 1964-66; Assistant Professor, Theology, St Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-, Assistant Dean, 1976-77, 1982-84. Philiip LeCuyer B.A., Colorado College, 1966; Merton College, Oxford University, 1969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St John's College, Santa Fe, 1972-. Stephen R. Van Luchene B.A., Arizona State University, 1969; M.A., 1971, Ph.D., 1973, University of Notre Dame; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-, Director of Admissions, 1979-81, Director of The Graduate Institute in Liberal Education, 1982-. Bruce E. Venable B.A., St. Mary's College, California, 1969; M.A., 1972, Ph.D., Classics, 1976, University of Washington; Tutor, St. John's College, Santat Fe, 1973-. 11 �76/ST. JOHN'S COLLEGE FACULTY/77 Gerald Lee Myers Edward Cary Stickney B.A., University of Colorado, 1964; Ph.D., University of Colorado Medical Center, 1969; American Cancer Society Postdoctoral Fellow, 1969-71, Seessel Research Fellow, Yale University, 1971-72; Faculty, Shimer College, 1972-74; Tutor, St. John's College, Santa Fe, 1974-. ~.A., St. J~hds College, Annapolis, 1975; M.A., Philoso h . . s1taet, Freiberg, W. Germany; 1979 . Tuto S , P Y, Albert-Ludwigs UruverNancy D . B h ' ' r, t. Johns College, Santa Fe, 1980- Kent H. Taylor B.A., History, 1967, M.A., Ancient His . Classics, Brown University; 1980· F d Ftory,d Cornell Umversity, 1969; PhD Ji 11 . Cl ' ' or oun ation Fellow 1966 68 U . ., S ' - ; niversity e ow in assics, Brown University; 1969 70 1i 1980-. ' - ; utor, t. John's College, Santa Fe, B.A., Yale University, 1963; M.A., University of Georgia, 1965; Ph.D., University of California at Santa Cruz, 1976; University of California at Santa Cruz, 1967-68; Defense Language Institute, Monterey, California, 1968-69; Heidelberg University, 1971-73; Instructor, University of Georgia, 1965-67; Teaching Assistant, University of California at Santa Cruz, 1967-71; Tutor, St. John's College, Santa Fe, 1974-. Georgia S. Knight B.S., Philosophy, 1970, M.A., English, 1972, Doctoral Candidate, 1974, University of Utah; Teaching Fellow, University of Utah, 1970-74; Tutor, St. John's College, Santa Fe, 1974-. David Bolotin B.A., Cornell University, 1966; Graduate Student, University of Chicago, 1966-68; Ph.D., New York University, 1974; Yale University Lecturer in Classics, 1971-73; Woodrow Wilson Fellow, 1966-67; University of Chicago Humanities Fellowship, 1966-68; National Defense Education Act Fellow, 1968-71; Tutor, St. John's College, Annapolis, 1974-. Elizabeth S. Engel B.A., Pomona College, 1967; M. Phil., 1971, Ph.D., Philosophy, 1973, Teaching Assistant, 1969, Yale University; Teacher, Shimer College, 1971-73; Assistant Professor of Philosophy, California State University at Humboldt, 1973-75; Tutor, St. John's College, Santa Fe, 1975-. John Joseph Verdi B.S., Psychology, Fordham University; 1972; M.A., 1974, Ph.D., Philosophy, 1975, University of Southern California; M.A., Experimental Psychology, University,of California, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-. Phillip Prescott Chandler, II B.A., St. John's College, Santa Fe, 1968; Ph.D., University of California at San Diego, 1975; Junior Fellow, Center for the Study of Democratic Institutions, 1968-69; Graduate Study, Mathematics and Philosophy, Oklahoma State University, 1969-70; N.D.E.A. Fellow, 1970-73, Dissertation Fellow, 1973-74, University of California at San Diego; Instructor, Mathematics, Oklahoma State University, Summer, 1973, Summer, 1975; Instructor, 1974-75, Assistant Professor, 1975-76, Assistant Director, Spring 1976, Collegiate Seminar Program, University of Notre Dame; Tutor, Graduate Institute in Liberal Education, Santa Fe, 1976, Tutor, St. John's College, Santa Fe, 1976-. unmng uc enauer · Michael G. Dink Harvard University, 1970-72· BA St J hn' Philosophy, The Catholic U~iv~rsi~ ;f ~ s. College, Annap.olis, 1975; M.A., Doctoral Candidate The Cathol· U ~ . menca, 1978; Teaching Assistant and College, Santa Fe, l980-. ic mvers1ty of America, 1978-80; Tutor, St. John's Charlotte Gray Martin B.A., University of Colorado, 1972· De . Dan~stipendium, University of Freib~rg, 1~~~~~~ ~~dem1sc~er Austauschdienst Studies, Boston University; 1979· 11 h' F Classics and Comparative Visiting Lecturer, Colorad~ Coll~ e e~~7~~g .e o~, Boston University, 1975-78; J, h , C79,l1Ass1stant Professor, University of Colorado, Spring, 1980· Tutor ' · 0 ns 0 ege, Santa lie, 1980P eter Dragan Pesic ' · II . ., s: A.B., Harvard University, 1969; M.S., 1970 Ph . forth Graduate liellow 1969 75 R h A' .D., 1975, Stanford Umversity· Danl ' - ; esearc ssistant and As · t S nf ' Acce erator Center, 1970-75; Lecturer Stanford U . . soc1a e, ta ord Linear College, Santa Fe, 1980-. ' mversity; 1976-80; Tutor, St. John's Jack Lincoln U.S. Army, 1966-69; University of Rh d I I lege, Annapolis, 1974, General Contract~ e~ and, ~969-70; B.A., St. John's ColMcMaster University, Hamilton, Ontario r,197;a~hs, 1974~75; M.A., Philosophy, to learning disabled adolescents St Th , , .D. candidate, 1978-79; Teacher Teacher, Maritime Sciences, Mathema~~as t1o~e Sc~ool, Colchester, CT, 1979-80; Christchurch VA 1980-81· Tuto Th Gcs,d oc1al Sciences, Christchurch School ' ' ' r, e 'b ' J0 h ns Co11ege, Santa Fe, 1981 19 . G ra uate Institute in L1 eral Education, St.' . 82 St. John's College, Santa lie, l982-.' reengrocer, Providence, RI, 1981-82; Tutor, Anthony James Carey St. John's College, Annapolis, 1963-65· BA . . M.A., The New School for Social R ' . Umvers1ty of North Carolina, 1967· Graduate Study in Music, Universit e~~~~, 1973; l!.S. Marine Corps, 1967-69; ~h Carolina, 1969; Part-time Instructor in Philosophy; East Caroli Philosophy, North' Carolina We~a n~e{t1ty, 1974-78; Part-time Instructor in Annapolis, 1979-. cyan o ege, 1976-78; Tutor, St. John's College, h D. Lynda Jean Myers Martin Alan Cohen B.A., St. John's College, Santa Fe, 1971; M.A., University of North Carolina, 1975; Ph.D. Candidate, The Catholic University of America; Tutor, St. John's College, Santa Fe, 1977-. Brandeis University, 1968-70· AB Univ 't . . Human Development 1972· The d ~rs1 Y of Cahforn1a, Berkeley, Integral College, Santa Fe, 1981-, Tutor, 1;;3-~ate nstitute in Liberal Education, St. John's Sharon H. Garvey Katharine S. Mulford Universidad Anahuac, Mexico City, 1973-74; B.F.A., University of Notre Dame, 1977; M.A., St. John's College, 1978; Instructor, University of Notre Dame, Fall, 1975; Tutor, St. John's College, Santa Fe, ·1978-. G., B.U.S., Philosophy and Religion, Universit of New M . and Theology, Graduate Theologic l U Y ex1co, 1975; M.A., Philosophy of Oklahoma, 1983· Tutor St Jo~' Cmolln, 197S8; Ph.D., Philosophy, University ' ' · s 0 ege, anta lie, 1983-. �FACULTY/79 78/ST. JOHN'S COLLEGE OFFICERS, ASSOCIATES AND STAH Frank N. Pagano C 11 1931 Assistant Professor . . 1969· Ph D Boston o ege, ' . 83 , . . , c h 0· . ·on of L1'beral Learnmg, 1980- , A B Cornell Umvers1ty, · ., 81 o· '·or QI t e !VIS! D , of Political Science, 1975- .. ' l 1Srecr 1981-83 Universilj' of New England; ucor, ' Associate Professor of Pohtica oence, St. John's College, Santa Fe, 1983-. SANTA FE President Edwin J. Delattre Interim Dean George Doskow President Edwin J. Delattre Dean Robert A Neidorf Provost Burchenal Ault Vice President for College Advancement Charles Dunn Treasurer Jeri Rhodes Director of Graduate Institute Geoffrey Comber PRESIDENTS EMERITI J. Douglas H. Gordon Richard n Weigle TUTORS EMERITI Wiley W. Crawford James L Tolbert . Joseph Winfree Smith, Jr, Hugh E McGrath John Sarkissian 1 Brother Robert Smith, FS-. Robert Bunker FELLOW Mellon ANNAPOLIS · . · L'tt D Oxford I{ A 1938 Cambridge Umvers1ty; i_ • .' BA. Yale University, 1929; B.A., 19~_1, '.' ·, :.;.,_ hn 'io 1967; LH.D, Yale University, 1967. .. ' . 1961· -LLD., Carnegie Insotme or iec o gy, Umvers1ty, , · - Assistant Deans Barbara H. Leonard Malcolm Wyatt Director of Admissions John M. Christensen Director of Alumni Activities Elizabeth H. Blume Artist in Residence Burton Blistein Director of Athletics Bryce DuVal Jacobsen Director of Career Counseling Iviarianne Braun Director of Continuing Education Geoffrey Comber Director of Financial Aid Caroline Taylor Christensen Librarian Kathryn Kinzer Provost Burchenal Ault Treasurer Emery C. Jennings Director of Graduate Institute Stephen R. Van Luchene Assistant Dean Charlotte Gray Martin Director of Admissions Marsha Drennon Director of Career Counseling Ronald F. Hale Director of Financial Aid and Registrar Diane Trudell Librarian James Benefiel Director of Student Activities Istvan Fehervary Director of Laboratories Hans Von Briesen College Nurse Peggy H Elrington College Physician Ssu Vlfeng Coordinator of Buildings and Grounds Dolores Vigil Supernisor of Maintenance Juanito Zamora J. Director of Public Relations Rebecca Wilson Registrar Nancy R. Winter Director of College Health Services Marilyn Mylander College Physicians Charles W. Kinzer Sigmund A Amitin Superintendent of Buildings and Grounds Charles L. Wallace �80/ST. JOHN'S COLLEGE Profile: Freshman Classes Entering Fall 1984 and January 1985 Annapolis Santa Fe Annapolis Santa Fe States Represented . . . . 38 31 Alabama ......... . Alaska ........... . Arizona ......... .. California ........ . Colorado ......... . Connecticut ....... . Delaware ......... . Florida ........... . Georgia .......... . Idaho ............ . Illinois .......... .. Indiana ........... . Kansas .......... .. Louisiana ......... . Maine ........... .. Maryland ......... . Massachusetts ..... . Michigan ......... . Minnesota Mississippi ........ . Missouri .. Nebraska ...... . Nevada ... . New Hampshire .. New Jersey ........ . New Mexico New York ......... . North Carolina .... . Ohio ............. . Oregon ........... . Pennsylvania Rhode Island ...... . Tennessee Texas ............. . Vermont .......... . Virginia .......... . Washington ....... . West Virginia ..... . Wisconsin ........ . District of Columbia .. Canada ............. . Argentina ........... . France ............. . India ............... . 1 1 2 1 19 1 1 6 2 5 2 2 1 1 4 1 2 20 7 3 5 2 1 1 4 1 3 1 8 1 6 2 1 1 1 1 1 7 1 15 2 1 1 2 9 4 1 2 1 12 1 1 Number of Students Fall 1984 .......... . January 1985 ...... . Men ............. . Women ........... . Early Entrance ....... . Previously Attended College ........... . Range of Ages ....... . Veterans ............ . Kind of School Attended Public ..... . Independent .... . Parochial .. Receiving Financial 107 33 81 59 7 83 21 64 40 5 26 16-32 3 36 16-36 3 94 35 11 73 22 9 Aid .............. . 44% 43% Rank in Class* First Fifth . . . . . . . . . . First Tenth ...... . Second Tenth ...... . Second Fifth ...... . Third Fifth ... . Fourth Fifth .... . Last Fifth National Merit Honors Scholars .......... . Finalists .......... . Semi-Finalists .. Commended Students 48% 27% 21% 27% 14% 6% 5% 48 4 12 6 26 55% 39% 16% 23% 13% 5% 4% 27 1 3 9 14 1 1 2 1 3 1 19 3 1 3 4 10 1 1 1 1 2 4 1 1 1 *Not included in this table are 57 students for whom rank-in-class is not available. NOTICE Because of a binding error, the program description sheets meant to accompany the two Letter of Reference fonns and the Secondary School Report form at the back of this catalogue are not attached to those fonns. You should give one of the three program description sheets to each individual completing a Letter of Reference form and to the school official who will complete your Secondary School Report. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 1985-1986 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 80 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 1985-1986 Date A point or period of time associated with an event in the lifecycle of the resource 1985-1986 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Publisher An entity responsible for making the resource available St. John's College Description An account of the resource College catalog for the years 1985-1986 Catalog Catalogue College catalog