15 20 5666 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/242de7bb52f8998d2114a55b684d8ae8.pdf c2ce051c1e7b978f66ee71296d6e955c PDF Text Text ALUMNI ST. JOHN’S COLLEGE M AG A Z I N E Connect With Your Johnnie Community Join Us for Alumni Week 2021 Learn About the Impact of Alumni at St. John’s ��Letter from St. John’s College Alumni Association President I hope this message finds you well and, like me, seeing the first rays of “the early-born rose-fingered Dawn” of our COVID-subsiding world. As we begin to look forward, for me, the great privilege of being a Johnnie is the opportunity to look back on the books and ideas I encountered at the college for guidance and inspiration. Remember when Odysseus said, “I long for home, long for the sight of home. If any god marked me out again for shipwreck, my tough heart can undergo it. What hardship have I not long since endured at sea, in battle! Let the trial come.” (Homer, Odyssey 5.230-33)? We have all had hardships and trials this year, and I hope our shared experience of the Program continues to give you comfort and strength. The strength demonstrated by our college community during this challenging time has indeed been inspiring. Despite the difficulties, there were triumphs, like the college’s ability to take the Program into a virtual format and keep the conversation going during the long pandemic. For these efforts, the Alumni Association is forever grateful to our tutors and staff. We are also grateful for our alumni. Thanks to your support, St. John’s has grown in financial strength. Together, we have completed the Winiarski Family Foundation Challenge this year, securing $50 million in matching funds toward Freeing Minds—bringing our total campaign commitments to $246 million to date and putting St. John’s on track to double its endowment. We have watched as college leadership has worked hard in effecting St. John’s long-term financial health and we are glad to see the college is expecting a balanced budget for next year. I encourage you to learn more about these accomplishments by reading on in this publication and hearing directly from the folks who are helping our community flourish into the future. Yet, it seems that one of the most poignant lessons of the past year has been the value of perseverance. The ability to respond adroitly to unforeseen circumstances and the grit to continue forward regardless has proven successful for Johnnies—especially for our recent graduates who, because of their determination, now join us in our almost 200-year-old Alumni Association. It is in this spirit of perseverance and in celebration of our enduring love for the college and one another that I invite you to St. John’s Alumni Week 2021, Monday, September 27 through Saturday, October 1. Although we are not yet able to reunite in person, let us come together to honor and renew our connections while enjoying a modern take on traditional programming, including seminar with our beloved tutors. Until then, I leave us with a celebratory moment in the Program to reflect upon—the moment when Odysseus is recognized by his elderly nurse from tracing the old scar on his leg: “Then joy and anguish seized her heart; her eyes filled up with tears; her throat closed, and she whispered, with hand held out to touch his chin: Oh yes! You are Odysseus!” (Homer, Odyssey 19:546-50). We look forward to seeing you this fall. St. John’s Forever! Mark Parenti (AGI92) President St. John’s College Alumni Association 1 �COMMUNITY ALUMNI MAGAZINE Summer 2021 | Volume I, No. 1 Vice President for Development and Alumni Relations Phelosha Collaros (SF00) Director of Alumni Relations Chris Aamot (SF04) Associate Director of Alumni Relations Maia Banks (A14) Alumni Communications Program Manager Elise Berrocal Alumni Transitions and Volunteerism Program Manager Kelsey Miller (A10) Interim Alumni Relations Associate Sue MacEachen Contributing Writers Benjamin Baum Kerri Braly Haley Ford (A17) Anne Kniggendorf (SF97) Abdullah Mirza (SF20) Mark Parenti (AGI92) Les Poling Eve Tolpa Spencer Windes (A99) Design Melissa Latham-Stevens (SFGI13) Cover Illustration Caitlin Cass (SF09) Website sjc.edu/alumni Facebook StJohnsCollegeAlumni Instagram @johnniealumni About the Cover and Illustrator Caitlin Cass (SF09) is a cartoonist, illustrator, and installation artist. She was a 2020 recipient of a National Endowment of the Arts Artworks grant and a 2018 NYSCA/NYFA Artist Fellow in Fiction. Her cartoons appear in The New Yorker and in her self-published comic periodical, The Great Moments in Western Civilization Postal Constituent. When asked about what inspired the cover design, she shared: “My class read Virginia Woolf’s A Room of One’s Own for our homecoming seminar and this quote stuck with me. There’s a revolutionary aspect to it, which I think reflects St. John’s efforts to continue evolving.” In addition to working on a graphic novel about women’s suffrage and civil rights history, she is an assistant professor at the University of Nebraska Omaha. View her work at caitlincass.com. 2 Pritzker Promise Bridge Program Approaches Second Year Serving Johnnies The Pritzker Promise Bridge Program is gearing up for its second incoming class of Johnnies this summer, ready to prepare St. John’s newest students for the college by helping them develop academic skills and study habits, providing guidance and support, and building relationships with faculty and peers prior to their opening seminars. Launched in summer 2020, the program seeks to equip Pell Grant recipients and underrepresented PRITZKER�BRIDGE incoming students with the tools, skills, and resources SCHOLARS�PROGRAM they need to succeed at the college, thanks to a generous grant from The Jay Pritzker Foundation in connection with Board of Visitors and Governors member Karen Pritzker. The program—the first cross-campus initiative of its kind at St. John has—originated in response to feedback from Johnnies past. According to Santa Fe Dean Walter Sterling (A93), surveys have shown that graduating seniors leave the college with predominantly positive feelings about the Program. However, about half of graduating seniors also said they didn’t feel academically prepared when they arrived at the college, with those numbers rising even higher for underrepresented groups. The bridge program is specifically designed to increase retention and counter the issues with which these students struggle. It accomplishes this through a variety of preparatory workshops led by faculty and staff targeted to financial aid recipients, first-generation students, and international students alike. Topics for such sessions include learning the basics of federal and college work study, how to manage time and money, how to find a campus job and student employment, how to prioritize personal wellness, and other aspects of life at the college. For Danielle Lico, executive director of campus health and wellness in Annapolis, the program is about engagement. “Engagement with the community, and engagement with each other—in the spirit of trying to build a ‘bridge’ intothe community for incoming students.” While many sessions have a pragmatic focus, others aim to introduce students to the academic side of the college. As Caroline Randall, director of admissions in Santa Fe, points out: Johnnies come to the college from all over the world, but few are coming from schools with the same academic culture as St. John’s. “Some of our students are nervous about seminar-style classes or the amount of reading expected, or about certain subjects,” she explains. “The bridge program is the perfect answer for these concerns.” Entering its second year of implementation, the program is facilitated by Jennifer Cline, coordinator of student services in Annapolis, and Nanette Phillips, student support coordinator in Santa Fe. According to Phillips, similar bridge and peer-mentoring programs have been successfully implemented at many other colleges and universities. She points to studies demonstrating that such initiatives have been shown to lead to better academic outcomes; she sees the St. John’s bridge program as part of “the initial stages in what will be more robust structures for students” at St. John’s in the future. Faculty and staff in both Annapolis and Santa Fe share Phillips’ outlook anticipating that with each new class of Johnnies, the program will grow more nuanced and intentional to meet the needs of its target population—a process that can only serve to further help St. John’s students this year and in years to come. �Update from St. John’s College Vice President of Enrollment Greetings, St. John’s alumni! As the college looks ahead to the new academic year, I am happy to share with you some exciting news regarding our enrollment to date. This is a record-breaking year for enrollment on both campuses. St. John’s has received more than 1,470 undergraduate applications. In Annapolis, we continue our multi-year trend of full freshman classes—between 140 and 150 students. In Santa Fe, we will have more than 125 fall freshmen—the first time in more than 10 years that the college will enroll a class of this size. Furthermore, the students attending this fall are remarkably diverse. Thirteen percent of freshmen are international students from 21 countries. This year’s domestic students are from 30 states, plus Washington, DC. Twelve percent are the first in their families to attend college; 21 percent are Pell Grant recipients; and 28 percent are students of color. In the Graduate Institute, we are also expecting record-breaking fall enrollment as students apply for either the traditional on-campus degree programs or the new low-residency program. Alumni can return to campus for the Master of Arts in Liberal Arts in Annapolis or the Master of Arts in Eastern Classics in Santa Fe, or can conveniently take classes for either program online as well. As we look toward the future, we know that Summer Academy is essential. The Summer Academy program introduces interested high school students to the Great Books and life at the college. This year’s sessions hosted more than 200 students, in person and online, many of whom were the children of alumni. All this success is attributable to many new tools employed by the Admissions Office over the course of the last year, but it is also attributable to alumni. Word of mouth continues to be one of the largest sources of prospective student inquiries for the college, with 11 percent of our freshmen being children of Johnnies. I invite you to take part in the excitement in Admissions by continuing to encourage family and friends to learn more about our offerings (or inquire for yourself). For application information, to schedule a visit, or even to register for Summer Academy 2022, please contact us at admissions@sjc.edu or visit us at sjc.edu/admissions. Thank you for sharing your Johnnie pride with others! Benjamin Baum Vice President of Enrollment Alumni Volunteerism Remains Strong Despite Pandemic Come rain, shine, or pandemic, JohnnieCorps alumni volunteers stood together in support of the college throughout the duration of St. John’s 2020–21 academic year. So much so that, in the annual Alumni Engagement Metrics report released at the end of May 2021 by the Council for Advancement and Support of Education (CASE), the alumni volunteer participation rate at St. John’s for the 2020 fiscal year exceeded the average among other higher education institutions globally. While many institutions saw dramatic drops in their volunteer rates in 2020, St. John’s instead experienced a minor dip—only 6/10ths of a percentage point, to be exact—a figure illustrating how well Johnnies adapted to a virtual volunteer landscape. JohnnieCorps is the college’s recently expanded volunteer program offering interested alumni tailored opportunities in an easy online format. Due to the dedication of program participants, prospective and current students alike benefitted from alumni volunteer support despite the COVID-19 pandemic. For this, JohnnieCorps coordinators and the college are grateful for the continuous commitment of its volunteers. “Thank you to our amazing alumni community for keeping volunteerism at St. John’s alive and strong throughout the height of pandemic,” says Kelsey Miller (A10), alumni transitions and volunteerism program manager. “We look forward to sharing more JohnnieCorps opportunities with you in the new academic year.” 3 �COMMUNITY A Welcome Banner for First-Gen Students “For an institution of [our] size, it’s significant that we have designated resources and personnel and employed evidence-based practices that speIn recognition of its commitment to cifically further first-gen persistence,” improving college experiences and Santa Fe Student Support academic outcomes for Coordinator Nanette Phillips first-generation students, says. She estimates that St. John’s College in Santa roughly 12 percent of JohnFe received the Center for nie undergraduates belong First-generation Student to the program’s relevant Success’s First-gen Forward demographic. “Historically, designation, March 2021. public schools The first institution in New have tended Mexico to receive the desigNanette Phillips to serve larger nation, St. John’s is one of 157 populations of firstFirst-gen Forward designees nationgen students, and private wide—a group that includes Carnegie schools are often perceived Mellon, Emory, and Wellesley, to name as financially and culturally just a few—with access to the center’s inaccessible by comparison. research and resources, including esIt’s extremely important for first-gen tablished best practices, professional students to know that they are going to development, and community-building be supported in their unique needs.” tools. Phillips is responsible for spearheading the college’s acceptance and participation in the program. It was in December 2020 that the center—an initiative of the National Association of Student Personnel Administrators and the Suder Foundation—invited her to apply for the designation on behalf of the college. She promptly completed it with the help of colleagues from various departments. Founded in 2017, First-gen Forward is the nation’s first program to recognize institutions dedicated to the continued success of first-generation college students. “A welcome banner” is how Phillips characterizes the designation—a big draw for prospective Johnnies who “will be looking for evidence that indicates that a school has resources specific to their needs.” Johnnies Run the World During fall 2020, St. John’s athletics in Annapolis and Santa Fe collaborated on the launch of a global exercise initiative encouraging Johnnies to log enough miles to travel the circumference of the earth, virtually. Aptly entitled “Johnnies Run the World,” the exercise challenge was a great success, with a total of 24,901 miles completed in just over five months. A creative engagement initiative allowing Johnnies to connect and persevere together through COVID-19, the challenge counted any mileage-accumulating exercise, with participants like Santa Fe alum Martha (Mackey) Pendleton (SF74) diligently tracking their results. In the end, Pendleton achieved the third most miles among Martha (Mackey) Pendleton (SF74) all alumni, faculty, and staff who participated, with 302 miles logged. During the challenge, she regularly walked five miles at least six days a week, and at one point was up to eight miles daily. “I am no athlete,” says Pendleton, “but when I saw the invitation to join St. John’s faculty, staff, students, and alumni in an endeavor to circle the globe, I thought, ‘Why not?’ It was fun to calculate the miles I walk each day and have it count for something other than my health.” 4 �Alumni Help Shatter Expectations on GivingTuesday Since 2012, the Tuesday after Thanksgiving has been known in popular culture as GivingTuesday—a rallying day in which communities gather around their favorite organizations and give for the greater good. This proved true for St. John’s in December 2020, when the Johnnie community defied all expectations in support of current and future students at the college—not only reaching its goal of 350 donors, but also outpacing previous years’ record-setting totals by midday. Of the resulting 762 donors, 75 percent were St. John’s alumni, signifying their deep affinity and care for the college and the Johnnie community. Rounding out the remaining 25 percent were parents, faculty, staff, friends, and even students. Given the unprecedented nature of the year, with the country and world suffering from COVID-19 and its economic fallout, it was impossible to predict how the day would go. Yet, by the time GivingTuesday ended, approximately $230,000 was raised, providing crucial support for the college and its students. Donations came from 47 states in the United States, and on a global level spanned South America, Africa, Europe, Asia, and Australia. The successful day, which joined so many members of the college community in the effort of making small-but-mighty gifts, left St. John’s better positioned to face the immediate challenges presented by COVID-19 and thrive during a most uncertain time. Jobs for Johnnies: Helping Alumni Take On the Workforce Two Years in a Row May 2021 marked the start of the second cycle of Jobs for Johnnies, a program pairing recent graduates from both campuses with alumni volunteers for career mentorship and networking. Piloted last spring with enthusiastic support from the Board of Visitors and Governors’ Visiting Committee, the program is jointly coordinated by Career Services in Annapolis and the Office of Personal and Professional Development in Santa Fe. This year’s program, which will run through end of summer, boasts 20 alumni pairs with a host of professional interests ranging from neuroscience and information technology to communications and environmental advocacy. According to Annapolis Director of Career Services Jaime Dunn, the goal of the program is not solely for new graduates to secure a job, but also to connect with an alum or board member to “receive feedback on their job search tools and learn the skills of networking and job searching Luke Olson (A20) that they’ll need to use throughout their professional careers.” For example, past Jobs for Johnnies participant Luke Olson (A20) had struggled to turn his experience into a legal career. After applying for hundreds of legal-related positions around Washington, DC, Chicago, and Boston, he was paired with Alumni Association President Mark Parenti (AGI92). Olson says conversations with Parenti opened a new way of thinking about the paths he might take. “He understood that I was committed to certain ideals,” Olson says. “That might be unique to the Johnnie experience, but he also balanced that kind of Johnnie idealism with real world professional and practical experience that he had decades of.” Together, they worked out that Olson’s ideals could be upheld in a teaching environment just as well as in a court of law. Today, Olson teaches at a private school in Fairfax, Virginia—a position that he loves and also satisfies his personal ideals. Like in the example of Olson and Parenti, “alumni can play an especially valuable role in showing grads how the St. John’s experience provides a great foundation for a satisfying career in a wide variety of fields,” says Charles Bergman, director of Personal and Professional Development. To find out about how alumni can further support recent graduates of St. John’s, visit sjc.edu/career-success/for-employers. 5 �COMMUNITY Tutor Zena Hitz (A95) Wins Hiett Prize in the Humanities The Dallas Institute of Humanities and Culture honored tutor Zena Hitz (A95) with the 2020 Hiett Prize in the Humanities award during its 16th annual gala on November 11, 2020. As described by the institute, Hitz was recognized for her viewpoints on defending the intellectual life—learning for its own sake, rather than in service of economic or political goals— as explored in her recent book, Lost in Thought: The Hidden Pleasures of an Intellectual Life. Aimed at furthering the humanities in the urban world, The Dallas Institute awards the Hiett Prize to those in the early stages of a career devoted to the humanities and whose work shows extraordinary promise to have a significant impact on contemporary culture. Hitz joined the college’s faculty in 2015 and holds degrees from St. John’s (BA, 1995), Cambridge University (MPhil, 1996), and Princeton University (PhD, 2005). Previously, she served as assistant professor at Auburn University and UMBC, among other roles and distinctions. 6 Simran Thapa (SF22) and Bryn Frye-Mason (SF23) Win Projects for Peace Fellowship In early March 2021, students Simran Thapa (SF22) and Bryn Frye-Mason (SF23) were awarded a Projects for Peace fellowship. Founded in 2007 by the late philanthropist Kathryn W. Davis, the initiative invites students at Davis United World College Scholars Program partner schools—a group that includes St. John’s—to formulate a project that promotes peace anywhere in the world. The two Johnnies’ winning proposal, “Securing Peace in Bardiya, Nepal: Freeing Women for Civic Engagement,” links improvements in maternal health with women’s abilities to participate fully in their communities, simultaneously laying out a plan for achieving both. To implement their proposal, which involves creating medical kits that will be delivered to five villages in Bardiya, Thapa and Frye-Mason are partnering with the Women Security Pressure Group (WSPG), a Nepalese organization founded by Thapa’s grandmother that works to increase literacy rates and political engagement among women. The kits themselves, which aim to mitigate eclampsia and other risks of pregnancy, are being designed through a collaboration with La Familia Medical Center in Las Lunas, New Mexico, and assembled in Nepal. The project plan also involves hiring a local WSPG chapter member to help distribute those kits and establish a health co-op “for women to pool money to help each other buy necessities for better health,” Thapa says. Thapa and Frye-Mason are energized by all the support they have received, including that provided by St. John’s. “We are both extremely excited to have the opportunity to implement this project on the ground in Nepal. We will be working hands-on with every aspect,” Thapa says, adding: “This project wouldn’t have happened without our friendship.” �Melanie Santiago-Mosier (A00) Named One of Maryland’s Top 100 Women In the summer of 2020, The Daily Record named Annapolis alum Melanie Santiago-Mosier (A00) as one of Maryland’s Top 100 Women, an acknowledgement of “outstanding achievements of women through professional accomplishments, community leadership, and mentoring” for her work on state-level clean energy policies. Santiago-Mosier currently serves as the managing director of access and equity for Vote Solar, where her work centers on implementing the organization’s vision for diversity, equity, inclusion, and justice. She is an attorney licensed to practice law in Maryland and has worked to advance clean energy policy for more than a decade, leading regulatory and legislative affairs at a number of organizations. Among other publications, she is a co-author of Low-Income Solar Policy Guide (lowincomesolar.org), a comprehensive tool for policymakers, community leaders, and others who are working to make solar accessible and equitable. Salvatore Scibona (SF97) Named 2021 Literature Award Winner The American Academy of Arts and Letters recognized Santa Fe alum Joan Haratani (SF79) Wins 2021 Margaret Brent Award Each year, the American Bar Association recognizes up to five recipients of the Margaret Brent Award, which honors “outstanding women lawyers who have achieved professional excellence and paved the way for other women in the legal profession.” As of April 2021, one of those lawyers—joining the likes of former Justice Ruth Bader Ginsburg and U.S. Secretary of State Hillary Clinton—is Joan Haratani (SF79): St. John’s Santa Fe alum and secretary of the college’s Board of Visitors and Governors. The Brent award is the most recent in a streak of honors for Haratani, who will receive St. John’s College Alumni Association’s Volunteer Service Award during Alumni Week this fall. Over the last two years, she has also received the global Amel Zenoune-Zouani Rights & Leadership Award and the Chambers Award for Outstanding Contribution to Diversity in the Legal Industry. After graduating from St. John’s in 1979, Haratani earned her JD from the UC Davis School of Law in 1984. Currently, she is a partner with Morgan Lewis San Francisco office, where she has worked on a variety of high-profile cases spanning state and federal law in the commercial litigation context, including national mortgage issues. She also facilitates relationships between the firm and its clientele, bringing in new clients and helping maintain a strong bond with firm clients. Additionally, she is a member of the Morgan Lewis Advisory Board as well as a board member of Asian Americans Advancing Justice (AAJC). She has also served as a former president of the Bar Association of San Francisco. Salvatore Scibona (SF97) as one of 18 literature award winners at its annual ceremony, held virtually May 19, 2021. The literature prizes, totaling $600,000, honored both established and emerging writers of fiction, non-fiction, drama, and poetry. Also a 2008 National Book Award finalist, Scibona is the author of two critically acclaimed novels, The Volunteer (2019) and The End (2009). He serves as the director of the Center for Scholars and Writers at the New York Public Library (NYPL). As director, he cultivates and supports the work of internationally renowned writers and thinkers and creates programming that enriches the broader NYPL community. As a novelist, he continues to write exceptional works of fiction. 7 �ANANT VASHI (SF96) 8 �Alumnus Applies Foundational Theory in Finance; an Easy Task After the Rigors of the Program Given the one-of-a-kind nature of St. John’s, many Johnnies end up at the college via surprisingly traditional means: they receive an admissions mailer and grow intrigued with the Program, for example, or they find out about the college from a teacher or family friend. Anant Vashi (SF96) was not one of those Johnnies. “I transferred to St. John’s after one year at Georgetown University,” he recalls. Prior to his freshman year in Washington, DC, he had grown up in the private school system; an “overachieving” student on what he describes as a “myopic, career-focused path” that left him burnt out and intellectually dissatisfied. “I was yearning for a more expansive perspective,” Vashi says. “I had always had a philosophical bent with a strong interest in history and economics. I decided that if any formal education was right for me, that it would be at a place like St. Johns.” To complete the paradigm shift, he applied to the Santa Fe campus instead of nearby Annapolis; by fall, he was seated around the seminar table. More than two decades after graduating, the decision to transfer has paid off in more ways than one. On an individual level, Vashi says, “St. John’s College was a transformative personal and intellectual experience for me, and I would not be the person I am today had I attended another school.” While he loved reading the works of political philosophers like Machiavelli, Hobbes, Kant, Hegel, and Marx, the books and classes represented the spark—not the flame. “The real learning at St. Johns occurs through interacting with and being challenged by your peers, whose backgrounds and attitudes can be very different than your own,” he notes. Furthermore, Vashi suggests that his St. John’s education has helped him develop a kind of mindfulness that enables him to produce high-quality work under duress, whether as director in the transportation and logistics group at Capstone Headwaters—the independent middle market investment bank where he worked until January 2021—or as the vice president of finance at Neat Capital, a Boulder, Coloradobased growth stage mortgage lender. Stereotypically, investment banking and home financing sound like fields for graduates with business and economics majors, not liberal arts degrees. Vashi is proof that’s not the case. In fact, he contends, his Johnnie education has helped him at every step of the way. “At least to my observation, many people who go to college go through life in a sequential way, without taking the time to understand how it all fits together for them as a person,” he says. “St. Johns provided me with the tools and confidence to create an intellectual space between myself and the world whizzing by.” Vashi explains that the ability to create that intellectual space—to pause, reconsider basic assumptions, adapt to unforeseen circumstances, and ask “why”—offers a sense of thoughtfulness and clarity that proves immensely “The real learning at beneficial. “[At Capstone HeadwaSt. Johns occurs ters], clients repeatedly how my abilities through interacting with described to step back, be measured, appreciate other perspecand being challenged tives, and be deliberate were qualities that really helped by your peers, whose them through the transaction process,” he recalls. backgrounds and “Negotiating transactions worth tens of millions of attitudes can be very dollars can be very tenuous and stressful, but I believe different than your own.” that the space that St. John’s taught me to make [was] critical to successful outcomes.” Vashi now puts the same skills to use at Neat Capital, a venture-backed mortgage lender that aims to simplify the home financing profess. As the leader of the finance team, Vashi relies on his experience with a variety of transactions and corporate finance to help spur the company’s growth within the industry. It all sounds very nuts-and-bolts—and intense. But for Vashi, the “intellectually rigorous” work that has defined his career connects deeply with his time at St. John’s. “[My job] is the real-world application of financial and economic theory,” he explains. Putting foundational theory into practice: the practice of a true Johnnie. 9 �SHEBA DELANEY (A22) 10 �Student’s Path of Lifelong Learning Leads to St. John’s Sheba Delaney shares how, at 66 years old, her pursuit of the examined life brought her to the college. L ike most Johnnies, the last three semesters presented Sheba Delaney (A22) with extraordinary challenges— from the sudden transition to online learning to hybrid classes and masked conversations. Unlike most Johnnies, though, Delaney has a bit more life experience to lean on during hard times: She began her freshman year at 66 years old. In 2017, Delaney says, “I was living in New York City, my home for more than 40 years, spending five hours a day in my studio, painting, and working at Trader Joe’s. The years of raising and educating my children were almost over.” As she emerged from several significant life changes, she realized that the rest of her life might not play out exactly how she’d imagined. “Dostoevsky said the second half of life is nothing but the habits we acquire in the first half,” she explains. “I didn’t want that.” So that year, Delaney traveled to Spain and walked the 500-mile El Camino de Santiago. When she got back, she applied to St. John’s—the college she’d first heard of while studying illustration at the Pratt Institute decades earlier. “I never considered applying anywhere else,” she says. “Although I’ve read widely over my lifetime, I wanted to go through the history of Western culture in a systematic way.” Delaney arrived at St. John’s in 2018 and immediately encountered obstacles. She hadn’t studied basic math in decades, let alone demonstrated a Euclidean proposition. Despite her excitement for seminar, she was a lifelong solitary reader and found the idea of diving into conversation somewhat intimidating. Most difficult, she says, was time management. Referencing her “touch-and-go” first two years at the college, Delaney says she felt exhausted and stretched to her limit on more than one occasion. “My lifelong work habit has been obsessive monotasking,” she explains, “which works well for an artist but isn’t so great when you’re trying to keep up with three challenging tutorials and a massive amount of reading.” Importantly, though, she instantly felt welcomed into the Johnnie community, and—together with her classmates— she’s been able to surmount such challenges, including arduous music theory and algebra tests. “I was one of the first people to go to the board to do a Euclid proposition,” Delaney recalls. “I was shaking, but at least I never had to do it for the first time again.” Perhaps the biggest challenge emerged in March 2020, when the COVID-19 pandemic forced the St. John’s Program online. It was extremely difficult, Delaney says, to transition overnight from gathering together around a table to conversing via Zoom. Nonetheless, the St. John’s community rallied to make things work. Delaney, her classmates, and her tutors persisted with tenacity and good humor, trading Johnnie chairs and seminar tables for at-home desks and computer screens—a testament to the Program itself. Even in times of difficulty, the study of Great Books endures, and the conversation it elicits continues. For Delaney, persevering through the demands of everyday life and the famously rigorous St. John’s Program is nothing new. During her first couple of years at the college, she reflects, “I was constantly worried that I just wasn’t going to make it.” But the experience has been worth it— “there has been so much to enjoy.” She calls the opportunity to work through the Great Books a “luxury.” Similar “I’m able to think about to most alumni, in spite of initial butterflies, she adores the things I am interest- seminar—and the ongoing conversation that often ed in in a much richer spills from the classroom to the quad and beyond. The way and with a better Program has even inspired Delaney to try humorous sense both of context writing, and she cherishes the Johnnie tradition of taking tutors to lunch or coffee. and of how things are Most of all, “Everything I’ve learned so far is absolutely connected.” affecting my whole life,” she notes. “I’m able to think about the things I am interested in in a much richer way and with a better sense both of context and of how things are connected.” After graduating, Delaney hopes to earn a master’s degree in theological studies; having written for religious publications in the past, she’d like to continue exploring humanity through religion (and religion through humanity). In other words, the journey of lifelong learning she resumed at the college has only just begun. “At St. John’s, we engage with the slow unfolding of human beings trying to understand themselves,” Delaney says. “I hope that I can, in some small way, be part of that conversation.” 11 �DAVID TOWNSEND 12 �Longtime Annapolis Tutor Wins Prestigious Faculty Award Tutor David Townsend joined St. John’s College’s faculty in 1974. democratic society. On a similar note, he rejects the idea that the purpose of education is purely pragmatic; that any and all learning exists only in pursuit of material gain. He acknowledges that American society necessitates a certain uring the course of his career at the college, he amount of financial success, and he maintains that prosperhas become a beloved facilitator of learning and exploity isn’t something to avoid. But, he adds, “Everything that ration—admired not just by current and former students, we’re doing [in life] is not for the sake of more profit or more but also by the Association of Graduate and Liberal Studies wealth. It’s to elevate the human spirit; to think about, as Du (AGLSP). Bois says, the soul. That’s what the liberal arts are all about.” At a gala held in October 2020, the association formally Importantly, Townsend notes, a liberal arts education honored Townsend with its annual faculty award: a recbenefits tutors and students alike. The equal exchange ognition of superb faculty who teach and inspire students of varying perspectives, ideas, and beliefs that seminar both within and outside the classroom. With his dedicaaffords is transformative for everyone involved. There’s tion to the liberal arts and his devotion to becoming what nothing like the mind-blowStringfellow Barr called a “citizen of the world,” Townsend ing moment when a student “Nevertheless, there is a certainly meets the criteria. Fittingly, he considers the reor teacher genuinely considcipient—himself—the least important part of the deal. ers an idea that challenges, path to achieve greatThe AGLSP describes itself as “deeply committed to the changes, or elevates their value of interdisciplinary education in the liberal arts and point of view. “It’s universal,” ness,” he says. “If we sciences.” That holistic focus on liberal arts is what makes Townsend contends. the faculty award meaningful to Townsend. Rather than a Despite that universality, move forward with glamorous recognition of his lengthy career, he hopes the the economic climate in the award functions as an acknowledgement of the deeper States causes a conhonesty, vision, integrity, United goals of true education. “The original movement at stant “crisis in the humanSt. John’s in the ’30s was that we had a mission not just to ities” rhetoric that, some fear, and effective hard work, drives students away from be a little college, but to be emblematic of a way that a society, a community, could improve,” Townsend says. schools like St. John’s. Partly St. John’s can be more “Our mission is to teach the capabilities of the liberal arts in response to those conto give us what we aim for in life,” he adds. “So, what do we cerns, Townsend is constantly live for the sake of? We live for the sake of the good, the true, than we might imagine.” searching for ways to bring and the beautiful; not just for instrumental goals like wealth more people to the liberal or honor or fame. I think the liberal arts are at the heart of arts. In addition to teaching and community education, he what we do at St. John’s.” has conceived of two potential master’s programs that he Townsend’s belief in the liberal arts manifests itself believes could broaden the appeal of the St. John’s Graduate beyond St. John’s. He teaches adult education offerings in Institute. The more people engaged in the liberal arts, he both Santa Fe and Annapolis, including recently, an examreasons, the better for St. John’s. ination of the fearless pursuit of love and intellect depicted “The survival of St. John’s is at stake at a time when in Virginia Woolf’s To the Lighthouse. He has also taught libmany small colleges will fail. Nevertheless, there is a path eral arts seminars in local prisons, Baltimore police departto achieve greatness,” he says. “If we move forward with ments, and to the chief financial officers of PepsiCo, as well honesty, vision, integrity, and effective hard work, St. John’s as been involved with the Touchstones Discussion Project— can be more than we might imagine. For St. John’s to live up which brings the seminar model to elementary, middle, and to its untapped potential, we must, to paraphrase Frederick high schools across the world—for more than 30 years. With Douglass, be true to our past, true to our present, and bind every group of learners, the St. John’s seminar pedagogy ourselves to be true to the future.” proves invaluable. “I think the method works, whether I’m teaching in a community seminar, whether I’m doing a year of classics,” he says. “It’s an aspect of the human soul; people are hungry for this kind of endeavor.” Townsend suggests that the rigorous dialogue that defines seminar provides the foundation for any functioning D 13 �Q&A with Alumni Relations Working Group Co-chairs: Caroline Gorman (SF11) and Ken Resnick (SFGI19) In the beginning of 2020, St. John’s embarked on an effort to better understand how alumni want to engage with the college. After months of alumni focus groups and surveys, and an audit of current programs, a working group of the Advancement Committee of the Board of Visitors and Governors was formed to help evaluate findings and generate guidance on how to reinforce a strong and meaningful connection between alumni and the college. Get to know the Alumni Relations Working Group Co-chairs Caroline Gorman (SF11) and Ken Resnick (SFGI19), and the significance of this work and alumni at St. John’s, through their reflections below. What prompted you to attend St. John’s College? Gorman: I attended almost on a whim; I saw the old marketing materials that said, “This year, the following teachers will be returning (then listing Program authors),” and I just knew St. John’s was the place for me. Resnick: I moved to Santa Fe in 2014, and to be honest, did not know anything about St. John’s. I experimented with the Summer Classics program, and then I was hooked. I enrolled in the Graduate Institute (GI) program in 2017 and graduated two years later. For me, the Great Books were an attraction—original texts, original thinking and writing about the texts, and, most important to me, civil discourse with friends and strangers. This is what I love about the college—I’ve not found anything else quite like it anywhere. How has the college affected your professional pursuits? Gorman: As a trial attorney, St. John’s has been an enormous benefit in terms of reading, writing, and analyzing. I went into law school more accustomed to deep reading and analysis of the written word, which has helped immeasurably. I also found that the conversational skills I gained at St. John’s are good for interviewing clients and witnesses. Resnick: I retired from General Electric in 2014 after serving as the general counsel for its global oil and gas business based in Florence, Italy, and currently consult in the areas of corporate governance, ethics, and compliance programs. I also teach a course on international business ethics at Syracuse University in Florence. The GI program has improved my critical reading skills and helped me discern some of the ethical principles that are often deeply embedded in business decision-making, yet are rarely discussed. Helping my students understand the values they choose when making so-called “strictly business” decisions has been a good area for classroom discussion. What roles do you serve at the college? Gorman: I am an alumni-elected member of the Board of Visitors and Governors and co-chair of its Alumni Relations Working Group (ARWG). Resnick: In addition to co-chairing the ARWG, I am a regular member of the board and serve on the Finance, Advancement, and Trustee and Governance Committees. What is most satisfying to you about serving on the board? Gorman: The most satisfying part is twofold: 1. Seeing how many people, including many non-alumni who found the college later in life, deeply love the college. 14 �2. Seeing how many people are constantly working to improve the college in every way. Resnick: The board is a collaborative body, and each member cares deeply about St. John’s and its distinctive Program, mission, and pedagogy. What this translates into is a board that passionately desires to be active in service to the college. The formal meetings are the veritable “tip of the iceberg” in terms of board activity. Between meetings, the members are busy in committees and working groups to address various policy issues and other matters related to the college. I think this is the most gratifying aspect of my board experience. Why is the work of the ARWG important? Gorman: There are a number of big objectives that the college has successfully completed or is in the middle of—such as the tuition decrease, eliminating the deficit, and the Freeing Minds capital campaign. But amid all that, the board realized it is also time to examine how to reinforce a meaningful connection to alumni and strong support of the college. The college’s Alumni Relations Office has already taken a number of steps to critically examine itself, and the ARWG, with representation from the Alumni Association, discussed the issue from all angles. Resnick: During our benchmarking of other small colleges, we learned that successful alumni engagement strategies create a sort of “virtuous circle” for the alumni and the college in terms of volunteerism, philanthropy, and participation in alumni events. For example, we know that alumni who volunteer or become engaged with their college are many times more likely to promote, donate, and express satisfaction with their relationship to the school. We want to build our own virtuous circle at St. John’s that creates lifelong connections among Johnnies—and between Johnnies and the college. How will the outcomes of the ARWG influence the future of St. John’s? Gorman: I hope that we’ll take what the ARWG discovered after talking to staff, volunteers, and alumni, and find better ways to encourage volunteers and strengthen ties between alumni and the college. Resnick: We hope that the results of our working group will positively influence the culture at St. John’s for alumni engagement. Ultimately, we will measure our progress in terms of expanded alumni engagement and participation in the college’s alumni communications, volunteerism, philanthropy, and events. One positive development from COVID-19 is the use of technology to convene people from around the world to engage in communal learning, events, seminars, and such. I was a doubting Thomas, but then I participated in several online events and seminars and found that the discussions and personal connections to the other participants were rich despite our distance. So we hope that the programming for alumni events and communications will include both in-person and online opportunities going forward. What encourages you to engage with the college? Gorman: I love that you can approach any Johnnie—anywhere, any time—and ask: “What have you been reading lately?” and an amazing conversation follows. I’ve never found another community so free with ideas, and that keeps me returning to the college and alumni. Resnick: I continue to engage with the college because I feel like it is an endangered species. St. John’s offers to students of all types and ages—from all around the world— the unique opportunity to engage directly with some of the best thinkers, scientists, philosophers, artists, and musicians of all time, and discuss their works in a reasoned and civil manner. We are slowly losing such precious learning environments, and once they’re gone, they’re gone. We can’t let that happen to St. John’s. What do you hope for the future of St. John’s? Gorman: My hope is that St. John’s continues to be a place where people with a deep love of learning and thinking gather—while also providing better support for a more diverse group of students than we traditionally have. Resnick: I hope for the revitalization of alumni relations at St. John’s. If you are an alum who perhaps has not been engaged with the school recently, I would ask that you consider getting involved in some way to support the college—through the Alumni Association, seminar offerings, donations, volunteerism. What I have learned through my participation in the ARWG and on the board is that alumni support of the college, regardless of the amount of time or money involved, is so critical to its continued success. 15 �Campaign Chair Reflects on Success of Freeing Minds Warren Spector (A81) Warren Spector (A81) speaks on on the Alumni-fueled completion of the Winiarski Family Foundation Challenge amid year of his 40th Reunion W arren Spector (A81) never doubted that St. John’s alumni would meet the Winiarski Family Foundation Challenge, raising $50 million toward the Freeing Minds campaign and securing another $50 million in matching funds. “I was confident from the beginning that alumni would step up and meet the Challenge, I always believed it,” says Spector, a member of the St. John’s Board of Visitors and Governors and campaign chair. “Our alumni base cares very deeply about the college and wants to see it flourish, wants to see it maintain its values.” 16 What he didn’t anticipate was just how quickly it would happen: alumni and friends completed the Winiarski Family Foundation Challenge in only two and a half years, crossing the finish line this spring. “Had this Challenge been offered five to 10 years ago, I think it might have taken twice as long to achieve it.” Back then, Spector says, there was simply less confidence in the financial stability and direction of the college. As recently as 2016, St. John’s structural deficit had reached $12 million. The college was balancing its books, but only by applying every dollar toward operating costs, at the expense of building a base of support for the future. Enrollment, conversely, was declining, hampered by a tuition price that, when combined with ancillary expenses, put the total cost of a St. John’s education at close to $70,000 a year. “We needed to get our fiscal house in order, that was a priority, but we didn’t like being so expensive that only a few families could afford us,” says Spector. “The more the board talked about it, the more we realized that St. John’s needed to make a strong statement about its values.” By the time the Freeing Minds campaign went public in the fall of 2018, the college had lowered tuition by a third, approved a plan to balance the budget, switched to a philanthropy-centered financial model, and raised more than $100 million in support. Those results attracted the attention of winemaker Warren Winiarski (Class of 1952), founder of Napa, California-based Stag’s Leap Wine Cellars, and Barbara Winiarski (Class of 1955), a member of the first class of women at St. John’s. Inspired by the steps the college was taking to achieve financial stability, the Winiarski Family Foundation issued a challenge: if alumni and friends could raise another $50 million in cash gifts, the Foundation would match those gifts, dollar for dollar, with a $50 million contribution to the St. John’s endowment. �Barbara Winiarski (Class of 1955) Warren Winiarski (Class of 1952) The Winiarski Family Foundation Challenge came with What these plans won’t include, Spector cautions, are a stipulation: the gifts that had already been made to the facilities that come with ultra-luxurious price tags that campaign would be ineligible for the match, including students inevitably have to pay. “When you make a gift Spector’s own pledge, one of the largest in to Freeing Minds, you are delivering a St. John’s education St. John’s history. at a price that is defensible. We aren’t The Winiarski Family Foundation, spending money on luxuries but on “I think it goes to show Spector explains, was adamant that the the small classroom experience that is Challenge would not be met through a few being abandoned by other colleges.” that if people see large gifts but by thousands of supporters It is clear to Spector that his fellow who were willing to stretch themselves and alumni care passionately about the the college doing the make gifts they would not otherwise have values that distinguish St. John’s from considered. its peers, and he’s convinced their right thing, they will Nearly 5,000 alumni and friends passion will drive the campaign to its responded, offering more than 17,000 next big achievement: the $300 million individual gifts, of which 96 percent were campaign goal. As of June 2021, total support it, and support gifts of less than $5,000. commitments to the Freeing Minds “I think it goes to show that if people see campaign had reached $246 million. it enthusiastically.” the college doing the right thing, they will “The campaign, and all that has support it, and support it enthusiastically,” gone with it, highlights the difference says Spector. between St. John’s and other schools. Our alumni are Now that St. John’s is no longer operating with a deficit, excited to support that, and I think the college can be in a Spector says the college can invest campaign gifts in the strong position for a very long time.” student experience—and afford to build for the future. Of the $300 million being raised for Freeing Minds, $225 million, or 75 percent, will go toward academic and student support, an area that includes health and wellness programming, career services, and improvements that foster lively, welcoming communities. 17 �JOIN US FOR ALUMNI WEEK 2021 e Monday, September 27 through Saturday, October 2 REGISTRATION IS OPEN NOW THROUGH SEPTEMBER 19 AT SJC.EDU/ALUMNI-WEEK 18 �ALUMNI WEEK SCHEDULE AND REGISTRATION Alumni are invited to join classmates and members of the college community for St. John’s second annual Alumni Week—a weeklong series of your favorite Homecoming activities offered in an online format. Renew your lifelong connection to St. John’s and experience what it means to be part of our Johnnie community by joining us this fall. SCHEDULE MONDAY, SEPTEMBER 27 Welcome Alumni Association Awards Q&A with College Leaders TUESDAY, SEPTEMBER 28 Return to the Classroom: How to Read a Painting and Lab Revisited WEDNESDAY, SEPTEMBER 29 JohnnieTalks THURSDAY, SEPTEMBER 30 Breaking Barriers Panel Presentation with some of St. John’s first women students (live event) FRIDAY, OCTOBER 1 What Did Einstein Predict? Annual All Alumni Meeting and Alumni Association Election (live event) Friday Night Lecture (live event) SATURDAY, OCTOBER 2 Seminar (live event) Toast and Tributes with Alumni Association Board (live event) All live programming will be recorded and made available post event at sjc.edu/Alumni-Week. Alumni Week programming subject to change. See webpage for details, or contact the Alumni Relations Office for assistance at alumni@sjc.edu. REGISTRATION AND PRICING Live Events: must be registered for in advance in order to provide login credentials on the dates of programming. Pre-recorded Activities: will be posted at sjc.edu/Alumni-Week on the date of their occurrence and are open to all participants. To receive links to pre-recorded content via email, registration is recommended. PRICING Payment, along with registration, is required for participation in virtual seminars only. Price per seminar: $50 CANCELLATION POLICIES • Due to the limited availability of virtual seminars, spaces are nontransferable and nonrefundable. • Seminars with fewer than five participants are subject to cancelation. If a seminar is canceled due to low attendance, registrants may choose to transfer to an open seminar or request a refund. 19 �ALUMNI WEEK SEMINARS GRADUATE INSTITUTE Class Reading Tutor GI TBD Kenneth Wolfe (SF94) GOLDEN YEARS Class Reading Tutor Golden John Stuart Mill’s “The Subjection of Women” Tom May Class Reading Tutor 2016 William Shakespeare’s Antony and Cleopatra Hannah Hintze 2006 Aristotle’s Nicomachean Ethics Peter Kalkavage 1996 F. Scott Fitzgerald’s The Great Gatsby Walter Sterling (A93) 1991 Frederick Douglass’ “What to the Slave is the Fourth of July;” Declaration of Independence Chester Burke (A74) 1986 Anthology for Sophomore Language Poems Jonathan Tuck (H14) 1981 W.E.B. Du Bois’ The Souls of Black Folk Joan Silver (A76) 1976 Michel de Montaigne’s “Of Experience,” “Of Cannibals” Steven Crockett 1971 William Shakespeare’s The Tempest Nick Maistrellis (H15) 1960s Plato’s Symposium Joe Macfarland (A87) ANNAPOLIS 20 �SANTA FE Class Reading Tutor 2016 James Baldwin’s “Many Thousands Gone,” Nothing Personal Sarah Davis 2011 Sophocles’ Antigone Andy Kingston 2006 Emily Dickinson’s Final Harvest: 66, 87, 122, 202 Claudia Hauer 2001 Plato’s Republic: Book 2 Krishnan Venkatesh 1996 TBD Frank Hunt (A75) 1991 William Shakespeare’s The Tempest Nancy Buchenauer (H16) 1986 Michel Foucault’s The Order of Things: Preface, Chapter 1 “Las Meninas” Llyd Wells 1981 Franz Kafka’s “Josephine the Singer, or the Mouse Folk” Peter Pesic (H17) 1976 Arundhati Roy’s The God of Small Things Don Cook (H97) 1971 Plato’s The Apology of Socrates Michael Golluber Class Reading Tutor OPEN Fyodor Dostoevsky’s The Eternal Husband Louis Petrich OPEN Euripides’ The Bacchae Gregory Recco OPEN Wallace Stevens’ “Connoisseur of Chaos” Jim Beall OPEN Ibn Tufayl’s Hayy Ibn Yaqzan Brendan Boyle OPEN 21 �ALUMNI WEEK ALUMNI ASSOCIATION AWARDS ALUMNI ASSOCIATION HONOREES 2021 Alumni Association honorees are selected annually by the board in recognition for their pursuit of and successes in leading examined lives, as well as their steadfast commitment to the St. John’s College community. Following are this year’s recipients of the Award of Merit and Honorary Alumni designations to be commemorated during Alumni Week 2021. AWARD OF MERIT Robert George (A85) – for achievement in the field of journalism and distinguished service to the college and its alumni Robert George (A85) has served both the college and its alumni through extensive volunteer activity, including service on the Alumni Association Board and its committees, the Board of Visitors and Governors, and volunteering as a DJ for nearly every Annapolis homecoming over the past three decades. His distinguished career in politics and journalism, where he has quietly championed civility and served as a model for civil discourse, displays how we hope Johnnies might contribute to society. George currently writes editorials on education and other policy issues for Bloomberg Opinion. He was previously a member of the editorial boards of the New York Daily News and New York Post. He began his career in politics working for the Republican National Committee and as senior writer and special assistant for then-Speaker of the U.S. House of Representatives Newt Gingrich. He was involved in election monitoring in Nigeria, reported on slavery in Sudan, and has participated in fact-finding missions to Israel and China. Over the course of his career, George has appeared on MSNBC, CNN, Fox News, and many other political affairs outlets, and has written for National Review, Reason, HuffPost, and a variety of other print and online publications. John Sifton (A96) – for achievement in the field of human rights advocacy John Sifton (A96) has devoted most of his career to human rights. After focusing on international humanitarian law in law school (NYU 2000), he worked for Refugees International in the Balkans, and then as a researcher and later advocate at Human Rights Watch. In an interview last year with the college about human rights work, he described human rights research and advocacy as “a relentless pursuit of the truth and a constant but often unrewarding effort to bring abusers to justice.” In addition to advocacy, Sifton is a writer, starting with a New York Times article published after 9/11 and leading up to his 2015 book, Violence All Around. Praised by The New Yorker, HuffPost, and other outlets, Violence All Around offers insights into human rights work as well as meditations on the nature of violence. Using his work on atrocities and war crimes as a springboard, Sifton explores the reluctance of historians and philosophers to analyze violence itself, not just as moral or immoral activity or as means to an end, but as a set of independent phenomena that condition human existence. According to Sifton, few observers, perpetrators, or victims are given an opportunity to consider these contexts. “I just don’t get the sense that a lot of the people who work in human rights think about that.” 22 �William Fischer, PhD (SF86) – for achievement in the field of evolutionary biology and bioinformatics Will Fischer, PhD, (SF86) is a scientist who works at the interface of viral evolution, vaccine development, and pandemic prevention. His work has contributed to mitigation efforts against HIV, filovirus diseases (Ebola and Marburg), Hepatitis C, Hand, Foot, and Mouth Disease, and COVID-19. He played a vital role in the development of the mosaic vaccine design concept, which enables construction of vaccines for previously intractable pathogens. Since 2005, his work at the Los Alamos National Laboratory has been focused primarily on HIV. In 2020, he turned his attention to tracking the molecular evolution of SARS-CoV-2, the virus responsible for the COVID-19 pandemic. His recent work has significantly contributed to a better understanding of SARS-CoV-2 variants, and ways to apply this understanding to ensure continuing success with vaccines and antibody therapeutics. Fischer’s deep biological knowledge, computational skills, and ability to design visual presentations of complex data—a skill he began to develop at the chalkboard in the St. John’s classroom—have significantly contributed to vaccine design strategies and have helped save lives around the globe. He is a well-rounded, deep-thinking scientist, and his insights have benefited many issues relating to public health. Natalie Goldberg (SFGI74) – for achievement in the field of arts and literature Natalie Goldberg (SFGI74) is the author of 15 books (and counting), including Writing Down the Bones, which has sold more than one million copies, has been translated into 19 languages, and revolutionized the way we practice writing in this country. Her most recent book, Three Simple Lines: A Writer’s Pilgrimage into the Heart and Homeland of Haiku, has garnered wide praise—and includes a shout-out to the Santa Fe college bookstore. Her other books include the novel Banana Rose, memoir Long Quiet Highway, and a collection of essays, The Great Spring. For more than 40 years, Goldberg has practiced Zen Buddhism and taught seminars in writing as a practice. People from around the world attend her life-changing workshops, and she has earned a reputation as a great teacher. The Oprah Winfrey Show sent a film crew to spend the day with Goldberg for a segment on spirituality that covered her writing, teaching, painting, and walking meditation. She has been a speaker at commencement and other college events, including an event in 2018 where she reflected on the value St. John’s College has had in her career as an author, noting that, “[At St. John’s] you meet the mind of the author, which is really how you learn to write. The books you love, you study the mind of the authors, they’re your teachers. So, me and Socrates and me and Aristotle, we’re good friends … And that’s what you need in order to write.” 23 �ALUMNI WEEK ALUMNI ASSOCIATION AWARDS HONORARY ALUMNI Donlin Long, PhD Donlin M. Long, PhD, is the head of a dedicated family of Johnnies. His wife, Harriet (AGI93), served on the college’s Board of Visitors and Governors, his daughter Elisabeth Long (A86) currently serves on the Alumni Association Board, and he himself served on the St. John’s College Presidents’ Council. He is also the loving father of two other graduates of St. John’s, Kimberly Riley (AGI87) and David Long (A90). After completing a PhD in neuroanatomy in 1964, Long served as professor of neurosurgery and chief neurosurgeon at the Johns Hopkins University for 27 years. He was one of the first program directors in the nation to adopt a major interest in chronic pain and developed an infrastructure for patient care at Johns Hopkins while advancing the standards for pain care around the world. During his career, Long has published more than 250 peer-reviewed articles and 100 book chapters, as well as 16 books. He was named a distinguished professor of neurosurgery at Johns Hopkins from 2000 until his official retirement in 2010. In addition to these accomplishments, he and Harriet have been active members of the college community and consistent donors since 1983. In 2019, they established the Long Family Endowment with a leadership-level legacy commitment to the Freeing Minds campaign and are sustaining members of the college’s Mitchell Gallery. Mary Anne Burke Mary Anne Burke has been a member of the St. John’s College community for more than 14 years, beginning as a staff member of the Advancement Office before transitioning to the Student Activity Center as fitness and wellness coordinator in Santa Fe. Burke, a known fitness and wellness buff and certified personal trainer, was nominated by current students in recognition of her extraordinary dedication, enthusiasm, and attention to the wellbeing of the college community. To create a more inclusive environment and to increase community engagement, Burke launched the Warrior Women Workouts, designing a fitness program that is welcoming, non-judgmental, and inclusive, and allows for customization by each participant. In response to the isolation caused by the pandemic, Burke organized the “Meta-Ionnathon”—a special race event, inviting Johnnies (including alumni) from all over the globe to log enough miles to travel the circumference of the earth, virtually. She also brought the archery program to the college, in which students compete locally, regionally, and nationally. Whether by student, staff, or faculty, Burke has been described as relationship-focused, maintaining connections with former students even after graduation. As Assistant Dean Michael Golluber notes, “Mary Anne has changed my life. Before she came, all [I] did is study and suffer from stress and anxiety. She helped me to start moving and to remember I had a body. I might be dead now if it weren’t for her. I know many feel the same way I do about this.” 24 �“What is the meaning of life? That was all—a simple question; one that tended to close in on one with years, the great revelation had Paul and Cecie Dry Paul and Cecie Dry’s embrace of the St. John’s College community and their commitment to the Program have resulted in their ongoing participation in classroom learning and financial support to the college. After reading a small ad in The New Yorker, Cecie and Paul first attended Summer Classics in Santa Fe in 1996 and have participated almost every summer since. In 2004, they initiated and funded a twice-yearly seminar in Annapolis led by tutors Eva Brann and Sam Kutler. Cecie attended the Executive Seminar program in Philadelphia and studied in the Graduate Institute in Annapolis. At Paul Dry Books, Paul has published numerous works by St. John’s tutors. The Dry Family Foundation supports The Eva Brann Endowed Tutorship and the Southwest Scholars Partners Program, which is designed to benefit enrollment on the Santa Fe campus. Their engagement with the college is generational as Guillermo Bleichmar, their son-in-law, has been a tutor at the Santa Fe campus since 2009. The Drys have truly embraced the spirit of St. John’s College and made its health and wellbeing a central part of their lives. (Volunteer Service Award winners to be announced during Alumni Week 2021) never come. The great revelation perhaps never did come. Instead, there were little daily miracles, illuminations, matches struck unexpectedly in the dark ...” – VIRGINIA WOOLF, TO THE LIGHTHOUSE 25 �COMMUNITY PERSEVERANCE PAYS OFF FOR CLASS OF 2021 26 �College Celebrates Graduates with Poignant Commencement Ceremonies I t was a strange year for Johnnies in both Santa Fe and Annapolis: following an online fall semester, many students returned to campus in spring, combining the Program with similarly rigorous COVID-19 safety protocols. Ultimately, the work paid off—in May, graduating Johnnies celebrated their accomplishments with in-person commencement ceremonies. May 16 was a beautiful spring day on the back lawn of the Annapolis campus, with socially distanced chairs, a cordoned ceremony area, and a stage set up in view of College Creek. In his welcome address, Annapolis President Pano Kanelos noted that commencement is an opportunity to look toward the future, simultaneously pointing out the challenges of the immediate past. “We have been a community dispersed, a polity in diaspora … we have all had to find ways to endure the challenges we’ve faced,” he remarked. “Without you—your voices, your presence, your minds— there is no college,” Kanelos added. “You are strong, you are tenacious, and we are so proud and grateful that you are Johnnies.” The ceremony culminated with tutor Chester Burke’s (A74) address to the Class of 2021. As he recounted the last yearplus of college life, Burke cited the determination, humorous missteps, and heartwarming moments he shared with the Class of 2021, connecting the tenacity displayed by Johnnies over the last three semesters to that of the last four years. “Despite an ultimately inexplicable circumstance that stretched all of us to the limit of despair,” Burke said, “each of you graduating students … accomplished a genuine version of what it is we do. If Aristotle is right, and he usually is, this serious and pleasurable activity is something available to all human beings at all times; something that under the best of circumstances is difficult to sustain but is nevertheless worth fighting for and falling towards.” In Santa Fe, more than 40 graduating students and their families celebrated commencement on May 22, narrowly avoiding a rare storm later in the afternoon. President Mark Roosevelt began by acknowledging the extreme challenge both of the St. John’s education and of the last year. He also noted that graduating students are entering “an increasingly fractured, deeply divided world and country.” However, “there is reason to hope,” Roosevelt pointed out. “You have what the world needs … A dedication to listening that is rare—and a desire to find truth, as nuanced as it may be, rather than a need to be right and to win.” The Santa Fe commencement speaker was The Dallas Morning News’ Alfredo Corchado, an award-winning journalist and nonfiction writer. Corchado, in his speech, told a story of personal perseverance—that of a high-school dropout who, after emigrating from Mexico, worked as a teenage laborer in a California farming town—through the lens of three lessons: Surround yourself with people who believe in you; find your purpose; and take risks. Through those lessons, Corchado recalled the experiences that shaped his life. First, leaving California and attending college on a promise to his mom. Then, falling in love with journalism. And finally, persevering until he ultimately succeeded, earning positions at news outlets like National Public Radio and the Wall Street Journal along the way. Before repeating his three lessons, Corchado concluded his speech with a tribute to the crowd of graduates: “You are leading us into the next chapter,” he said. “I couldn’t be more hopeful for this country because in you I see the anger, the passion, the will, tolerance, imagination, and drive to keep the great American experiment, once debated in Philadelphia, going—moving us closer to a more perfect union. The perennial journey.” In both Annapolis and Santa Fe, the message rang true: As they proved throughout the last year, the newly minted St. John’s alumni have the grit, intellect, and character to persist through any circumstances. Congratulations, Class of 2021! 27 �DAVID SCHWARZ (A78) Renovating the Student Experience, Together 28 �COMMUNITY ST. JOHN’S MAKES CAMPUS CULTURE AND SUSTAINABILITY IMPROVEMENTS THANKS TO ALUMNI SUPPORT T hrough his Washington, DC-based architect firm, David Schwarz (A78), founder of David M. Schwarz Architects, has worked with projects as varied as the ESPN Wide World of Sports Complex in Orlando, Florida, the Texas Rangers Globe Life Park in Arlington, Texas, and the Smith Center for the Performing Arts in Las Vegas, Nevada. Now he is returning to the college he loves to help update a building he remembers well: Mellon Hall. Schwarz says that helping St. John’s build for the future feels to him like a way of thanking the college for its part in his success. “What the college did for me was it taught me to think, it taught me to speak, and it taught me to write,” Schwarz explains. All skills necessary, he adds, to do a good job in his chosen field. Mellon Hall stands out among the Colonial architecture that dominates the Annapolis campus, but the mid-century modern building has its own historical significance: famed architect Richard Neutra agreed to design it after visiting the campus. Dedicated in 1959, the sprawling building houses the 600-seat Francis Scott Key auditorium, many classrooms, the Mitchell Gallery, and a planetarium—but has limited space for socializing. Schwarz hopes to change that. “It’s not a particularly humane series of spaces. I think I feel best about trying to fix that, which will largely be done with warm, welcoming materials and furnishings.” The feel of home is the goal: Schwarz says the lobby will be furnished with soft, comfortable seating and tables in the fashion of a living room. St. John’s Vice President for Advancement Kelly Brown says the project will have important social and cultural implications for the 325-year-old Annapolis campus. “To create a sense of community, it’s really important to have physical spaces where students can relax and engage with one another and with the tutors.” Brown adds that the project will restore Neutra’s original vision of Mellon Hall as a center of community life and the arts. The auditorium’s large backstage space will be divided into two parts for a dance recital studio and a black box theater. Multi-purpose areas will be available and appropriate for other performing arts. The Mellon Hall project is partly funded by a $5 million grant from the Maryland Independent College and University Association (MICUA). Every four years, schools can apply for money to support capital improvements; the last grant St. John’s received went toward the renovation of McDowell Hall. The current grant, however, stipulates St. John’s raise matching funds to support the project. To date, alumni and friends have contributed $1.8 million to the Mellon Hall renovation through the Freeing Minds campaign. The renovation comes at a time when the college is looking with enthusiasm toward the future and a return to a fully residential experience for undergraduates. Brown notes that while some small colleges must now regain their former strength in the wake of the pandemic, St. John’s, she says, is in the fortunate position of being able to build on its strengths, with alumni-funded improvements underway on both campuses. In Santa Fe, sustainability initiatives aim to bring St. John’s closer to a carbon-neutral future. The entire campus recently converted to longer-lasting, energy-efficient LED lighting, replacing the outdated fluorescent tube lighting that had previously been used in almost every campus building. A solar power project featuring ground and carport-mounted solar panel arrays is currently in progress and expected to be complete by spring 2022. The college estimates that the two upgrades will save the college $150,000 a year and reduce annual electricity usage by 1.67 million kWh. An anonymous alumni couple funded both projects with a combined $3.2 million dollar gift to Freeing Minds. Those same two donors have also given to the Annapolis campus to renovate the Randall Hall dorm rooms and add energy efficient air conditioning units. “Our students need and want environmentally sustainable campuses and gathering spaces that facilitate community and creativity,” Brown says. “Our alumni have shown that they are committed to making that happen.” 29 �COMMUNITY REUNION CLASS NOTES 1971 Jay Gold (A) retired in April 2020 and began the Master of Arts in Eastern Classics graduate program at St. John’s in August 2020. Gold writes, “It has been such fun, I may continue for the MA in Liberal Arts.” Additionally, Gold and wife, Sabrina, will celebrate 25 years together and 18 years of marriage in fall 2021. 1976 Neal Allen (SF) is currently attending the college’s Eastern Classics graduate program (2020–21). In May 2021, he published his latest book, Shapes of Truth: Discover God Inside You. Allen writes, “It includes a brief sophomore year at St. John’s story that references Jon McCracken (SF76) and Hunter Hyde (SF76).” Allen has been married for two years and has one grandchild from four adult children. Sheri (Rothstein) Brown (A) retired in May 2021 from a career in early childhood education and moved to California to be near two of her three grandchildren. Brown writes, “I stopped to see the Santa Fe campus on our drive west, as I had never been there.” Mark Copper (SF) completed constructing and outfitting an astronomical observatory near Magdalena, New Mexico, in March 2021. Copper writes, “If you enjoyed plotting retrograde motions, come take a look!” Leslie Graves (A) is the CEO of Ballotpedia.org and is approaching her 40th wedding anniversary. Graves has 10 grandchildren. Jon Hustis and Marion Condon Hustis (A) recently celebrated the birth of their first granddaughter, Stella Marion McQuail, with a second grandchild expected in July 2021. They write, “We are splitting time between Dallas and Lucknow, Ontario, Canada, and are now farming in addition to working, caring for family, volunteering, reading, trying to stay fit, and hanging with dogs and kids.” Judy Kistler-Robinson (SF) retired mid-2020, at the beginning of the COVID-19 pandemic. Kistler-Robinson writes, “Instead of planned travel to new places and old friends, I gardened, read, sketched my surroundings, and started teaching Tai Chi Chih on Zoom.” David Pex (SF) has been busy building a log cabin in the woods near Mount Hood, Oregon, over the past year. Pex writes, “My carpentry skills have vastly improved!” 1986 Kristen (Baumgardner) Caven (SF) authored The Reason She Left: and other stories in 2011, a philosophical comic book exploring cultural dualism through the character-driven narrative of a young woman trying to find her place in the world—a project born from her propensity for sketching and illustrating as a student at St. John’s. 30 She writes, “As a bored, unguided, and pensive high school student, I found that I listened best in class when I was doodling in the margins of my notebooks … In sophomore lab, my doodles became paper-doll booklets, and I discovered the cult of publication.” In 2020, Caven returned to the creative process by making a full-length animated feature for her neighborhood beer festival, which was transformed into a worldwide virtual Oktoberfest due to COVID-19. Today, she continues to explore the graphic narrative as a tool for philosophical communication and understanding across a variety of mediums. 1991 Joan (Ross) Crist (A) is happy to be serving as a Title I aide and Latin teacher at a school in her community. Theresa Duncan’s (SF) role as an attorney in the fight to free Guantánamo Bay prisoner Mohamedou Ould Slahi was made into the feature film The Mauritanian. Released in spring 2021, the movie stars Jodie Foster, Shailene Woodley (as Duncan), and Tamar Rahim. 2001 David Weiskopf (SF) is living in Sacramento, California, working in climate policy and politics, and welcomed a baby in November 2020. 2016 Samantha Ardoin (SF) graduated in May 2021 from Naropa University with a master’s degree in clinical mental health counseling and a concentration in mindfulness-based transpersonal counseling. Ardoin is now working as a psychotherapist at Queer Asterisk Therapeutic Services, offering affordable identity-affirming mental health counseling to queer and trans adults and youth. Anne Horowitz (SF) recently completed her first year of medical school. Rebekah McLellan (SF) recently began veterinary studies at Ross University School of Veterinary Medicine. William Palm (SF) completed a master’s degree in special education in spring 2020 and married partner, Isaac, in 2019. Palm writes, “We are happily living together in Salt Lake City.” James Spencer-Zavos (SF) is currently enrolled in an “Umschulung,” or training program, in Berlin to become a qualified carpenter, after which he is eligible to train to become a “Meister,” or master carpenter. We’d like to hear from you! Please send correspondence and class notes to alumni@sjc.edu. Address changes and other updates may be submitted at sjc.edu/alumni-contact. �IN MEMORIAM St. John’s College remembers the alumni, faculty, staff, and leadership who have passed away during the 2020-2021 academic year, and celebrates the impact their lives have had on our Johnnie community. Stephen Benedict (Class of 1947) Stephen W. Bergen (Class of 1947) Mary S. Blomberg (Class of 1957) Katharine Boaz, Santa Fe Faculty Emerita Ray C. Cave (Class of 1948), Trustee Emeritus Stefano J. Coaloa (SFGI11) Gerald D. Cohen (SFGI90) Sharon S. Cooper, Santa Fe Staff Richard T. Edelman (Class of 1951) David J. Freedman (SF76) Peter Gardiner (A73) Robert M. Hampton (SF73) Alan D. Hornstein (AGI86) H. Gerald Hoxby (Class of 1947) Susan H. Jones (SFGI71) Daniel “Bud” T. Kelly, Jr. (H02) Gertrude Koch (AGI82) Charles E. Lynch (Class of 1951) Richard A. Malmgren (SFGI91) Jake Martinez (SFGI70) John W. May (SFGI94) Gerald “Simon” V. McNabb (A88) Jack S. Moorman (SFGI94) Robert S. Musgrave (SF90) Judith Penelope (Class of 1967) Mark A. Piekarski, Santa Fe Staff Josephine J. Poe (Class of 1957) David T. Reiner (A02) Mara Robinson (SFGI83) William D. Shafer (Class of 1962) Thomas K. Simpson (Class of 1950) David L. Smith (A86) Leslie E. Starr (A72) E. Cary Stickney (A75), Santa Fe Faculty Susan L. Swartzberg (SF70) George Usdansky (Class of 1950) Robert J. Wekselblatt (Class of 1963) John F. White (Class of 1964), Annapolis Faculty Rebecca M. Wilson (H83) Michael C. Wood (SF80) Patrick F. Woods (SF80) Cary Stickney (A75), Santa Fe Faculty Beloved Santa Fe tutor Cary Stickney (A75) died peacefully at home on April 7, 2021, of cancer. He was 66 years old. “Many of us, across our campuses and across the generations at the college, knew and loved Cary,” said Santa Fe Dean Walter Sterling (A93) upon the time of Stickney’s passing. He embodied, and improved, the spirit of our college.” After graduating from St. John’s in Annapolis in 1975, Stickney joined the Santa Fe faculty in 1980 to live out his life’s work as a tutor. Even in his final days, he was close to and reading rogram books. “It was especially meaningful to him to be involved in reading groups at the college on [Don] Quixote and on Plato,” said Sterling. “He derived great consolation from these experiences.” According to Stickney, the great books were safe. They would always be read somewhere in the world by people questing for understanding. Stickney is survived by his wife, Susan, Santa Fe faculty emerita; his daughters Amelia (SF14) and Sarah (A04), a tutor in Annapolis; and his son-in-law, Jake. This listing includes those who have passed July 1, 2020 through July 1, 2021. We care deeply for all members of our college community. If you do not see a name listed above, please contact advancement@sjc.edu so we may honor those individuals. 31 �ST. JOHN’S FOREVER PLANNED GIFTS ARE A WONDERFUL WAY TO SUPPORT ST. JOHN’S COLLEGE AND ACCOMPLISH YOUR OWN PERSONAL, FINANCIAL, ESTATE-PLANNING, AND PHILANTHROPIC GOALS. WHEN YOU DOCUMENT YOUR BEQUEST INTENTIONS, YOU WILL BE ELIGIBLE FOR THE LEGACY SOCIETY OF ST. JOHN’S COLLEGE, WHICH HONORS THOSE WHO HAVE PROVIDED FOR THE COLLEGE IN SUCH A GENEROUS WAY. Planned giving strategies give you the opportunity to extend the impact of your gift and receive financial benefits. Our development team can help you make your gift to the college—whether it be a gift that can be used right away or a vehicle that produces lifetime income for you and/or others. Examples include designating gifts of property, life insurance policies, charitable trusts or annuities, and bequest intentions. To learn more about how to provide for the future of St. John’s, please visit sjc.giftplans.org. If you have already included a gift to St. John’s in your will or living trust, please notify our office at plannedgiving@sjc.edu. JOIN YOUR CLASS IN GIVING BACK Do you remember what made your St. John’s College experience meaningful? Was it the Program, classmates, and tutors? Perhaps it was the special moments shared around the seminar table, or the freedom to think deeply, debate openly, and learn from one another. Maybe it was the feeling of being part of something much larger than you are—a community of individuals brought together by the common pursuit of deeper understanding. Like Elisabeth, each year more and more alumni commemorate “I learned that when you see something you value in the world, you need to nurture it—not just for their St. John’s experience through philanthropy—building a strong legacy of giving by Johnnies who care deeply for the future of the college. Alumni give back in a myriad of ways: volunteering as a yourself, but so others can benefit from it as well. class chair, supporting a class endowment fund, making a gift in The college changed me, and I want to be sure honor of their class, and many more. that many more students can have that same experience, long into the future.” – Elisabeth Long (A86), Alumni Association Board Member and Class of 1986 Gift Leader VISIT SJC.EDU/REUNIONGIVING TO LEARN MORE ABOUT HOW YOU CAN COMMEMORATE YOUR ST. JOHN’S EXPERIENCE. �>Thank you … … TO ALL OUR ALUMNI USERS OF SJC CONNECT, ST. JOHN’S OFFICIAL ONLINE PLATFORM FOR CONNECTING JOHNNIES. SIGN ON TODAY TO: Join interest groups SJCConnect Upload and search job postings Follow activities in your area Calendar upcoming events COMING SOON Even more ways to get involved! Check out the JohnnieCorps alumni volunteer program—powered by SJC Connect—and learn about available virtual and in-person volunteer opportunities. Browse and apply to openings directly from SJC Connect! SIGN UP TODAY OR CHECK BACK IN AT SJCCONNECT.COM St. John’s College St. John’s College St. John’s College St. John’s College St. John’s College St. John’s College St. John’s College St. John’s College St. John’s College St. John’s College St. John’s College St. John’s College St. John’s College St. John’s College St. John’s College St. John’s College St. John’s A gift to the Fund for St. John’s is a gift for the good of the College St. John’s College St. John’s College St. John’s Col- NEW DONATION ADDRESS whole college. Your money be immediately directed to whereCollege St. lege St. John’s College St.will John’s College St. John’s In addition to Ben Franklin, the need is theSt. greatest, to benefit students tutors alike. Gifts toSt. John’s Liberty Bell, and cheesesteaks, John’stheCollege John’s College St.and John’s College this fund are what College allow us to operate at our lower tuitionSt. costJohn’s and College St. John’s St. John’s College Col- Philadelphia is now home to one more claim to fame. It’s the new still John’s balance our budget year year. It’s College the most efficient way of College St. lege St. College St.toJohn’s St. John’s mailing address for donations to John’scontributing CollegetoSt. College St. John’s College St. John’s St. John’s College. (The college is all John’s that we are. College St. John’s College St. John’s College St. John’s Col- not relocating, just our bank’s lege St. John’s College St. John’s College St. John’s College St.mailroom.) TO L ECollege A R N M O RSt. E John’s College St. John’s Please send any future mail John’s College St. John’s donations to: THE FUND FOR ST. JOHN’S and St. John’s ColCollege St.about John’s College St. John’s College St. John’s College Advancement give for the good, visit sjc.edu/annual-fund. lege St. John’s College St. John’s College St. John’s College St.PO Box 715905 John’s College St. John’s College St. John’s College St. John’s Philadelphia, PA 19171-5905 College St. John’s College St. John’s College St. John’s Col- Give for the good. �1160 CAMINO DE CRUZ BLANCA SANTA FE, NM 87505-4599 Non Profit Org US Postage PAID St. John’s College � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Alumni Magazine Description An account of the resource St. John's College began publishing the <em>Alumni Magazine </em>in 2020. It is not a continuation of <em>The College</em>.  More details about the publication are available on the <a href="https://www.sjc.edu/alumni/alumni-magazine">Alumni Magazine</a> page of the SJC website.  <br /><br />Click on <a href="https://digitalarchives.sjc.edu/items/browse?collection=65&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d" title="Items in the Alumni Magazine Collection">Items in the Alumni Magazine Collection</a> to view and sort all items in the collection. Creator An entity primarily responsible for making the resource St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, Md. Santa Fe, NM Language A language of the resource English Identifier An unambiguous reference to the resource within a given context AlumniMagazine Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 36 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Alumni Magazine, Summer 2021 Description An account of the resource Volume 1, number 1 of the Alumni Magazine. Published in summer 2021. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2021 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Alumni and alumnae St. John's College (Santa Fe, N.M.)--Alumni and alumnae Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SJCAlumniMagazine_2021 Alumni Publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/5b41190c42bef6dbaf41bbb1bfbde81d.jpg 11514f92a174f58d88bcc956bdbb1753 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 20.5 x 25.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-1169 Title A name given to the resource Alumni on Campus during during the 275th Anniversary Celebration, Annapolis, Maryland, 1971 Description An account of the resource 1 sheet : 36 proof prints from 35mm film : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1971-10 Creator An entity primarily responsible for making the resource Unknown Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d09a69544050eae4b122f255d37252f0.jpg 0a4d779e0363449daf8bbf268a9c5814 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 20.5 x 25.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-1718 Title A name given to the resource Alumni Playing Soccer and Standing on Back Campus during Homecoming, Annapolis, Maryland Description An account of the resource 1 sheet : 8 photographic prints : b&w Creator An entity primarily responsible for making the resource Unknown Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/1e38f1a1c70cef1072818dee43522c25.jpg 65ff5e72e487e2db1c5baf559202234d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 18 x 12.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0789 Title A name given to the resource Alumni Seated at Seminar Table at an Alumni Seminar during Homecoming, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Subject The topic of the resource St. John's College (Annapolis, Md.) -- Alumni and Alumnae. Homecoming (St. John's College, Annapolis, MD) Seminar (St. John's College, Annapolis, MD) Date A point or period of time associated with an event in the lifecycle of the resource 1960-1970 [circa] Creator An entity primarily responsible for making the resource Unknown Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Homecoming https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/1c4977e550f6b53c818b6f8f76e3dc6c.jpg 81064e9213d78baac0aca0b3a098506c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 10.5 x 7.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data cyanotype print Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0506 Title A name given to the resource Alumni Seated at Table Eating Crabs during Homecoming, St. John's College, Annapolis, Maryland, 1970 Description An account of the resource 1 [cyanotype] print : b&w Subject The topic of the resource Homecoming (St. John's College, Annapolis, MD) 1970. St. John's College (Annapolis, Md.) -- Alumni and alumnae. Date A point or period of time associated with an event in the lifecycle of the resource 1970 Creator An entity primarily responsible for making the resource Unknown Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Homecoming https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/4f616b36c0e59ffe081aebdea9325d55.jpg 64ffe0120cff2a903bd77ef82d21f1ed Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 25.5 x 20.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-1254 Title A name given to the resource Alumni Seated during Homecoming, Annapolis, Maryland, [ca. 1972] Description An account of the resource 1 photographic print : b&w Subject The topic of the resource Homecoming (St. John's College, Annapolis, MD) Date A point or period of time associated with an event in the lifecycle of the resource 1972 (circa) Creator An entity primarily responsible for making the resource Dos Remedios, Steven Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Homecoming https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e7646e324458eda9adc3fee8a0a3a42c.jpg 25ae5ca84cd5ca56b208959b2050dbd8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 20.5 x 25.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-1717 Title A name given to the resource Alumni Talking and Seated at Dinner Tables during Homecoming, Annapolis, Maryland Description An account of the resource 1 sheet : 8 photographic prints : b&w Creator An entity primarily responsible for making the resource Unknown Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/7b54d40d2e4c1254dc109f3c3d76730e.jpg 265ab355705c9e73a6badaaa3164581e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 20.5 x 25.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-1716 Title A name given to the resource Alumni Talking and Seated at Seminar Table during Homecoming, Annapolis, Maryland Description An account of the resource 1 sheet : 8 photographic prints : b&w Creator An entity primarily responsible for making the resource Unknown Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d6f39725ddb1828610067938a0bf60e7.mp4 0777bfd32b8c3ac1c3295150f7430cbb Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Speeches, presentations, and other lectures Description An account of the resource Speeches, presentations, and other lectures given at St. John's College. These include convocation addresses delivered in both Annapolis, MD and Santa Fe, NM.<br /><br />Click on <strong><a title="Speeches, presentations, and other lectures" href="http://digitalarchives.sjc.edu/items/browse?collection=15">Items in the Speeches, presentations, and other lectures Collection</a></strong> to <span>view and sort all items in the collection.</span> Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context speechespresentationsotherlectures Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:47:50 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource America and Russia in the Information Environment: How to Survive in Today’s Social Media Battlefield Description An account of the resource Video recording of a lecture delivered on April 21, 2021 by Dr. David V. Gioe as part of the LCDR Erik S. Kristensen Lecture Series. David Gioe is an Assistant Professor of History at the U.S. Military Academy at West Point, a History Fellow for the Army Cyber Institute, and, currently, a Visiting Senior Research Fellow in the Department of War Studies, King’s College, London. In his Global Professorship at King’s College, he is examining why and how state intelligence services have harnessed emerging technologies – social media platforms in particular – to shape the information environment for strategic ends. This interdisciplinary project applies intelligence history, strategic studies and technological perspectives to evaluate and to counter influence operations that seek to advance state security interests in an asymmetric manner short of war. Gioe was an intelligence officer, serving as a counterterrorism analyst and serving multiple overseas tours as an operations officer. His articles have appeared The Washington Post, The Washington Times, The National Interest, and Foreign Policy. The lecture is part of a joint lectures series between St. John's College and the U.S. Naval Academy to honor the memory of Lieutenant Commander Erik S. Kristensen. An alumnus of the United States Naval Academy and the St. John's College Graduate Institute, Kristensen, a Navy SEAL, was killed in the line of duty in Afghanistan in 2005. This lecture series aims to create even greater ties between the two schools, as well as to educate the public about civil-military relations and the place of the liberal arts in the education of naval and military professions. Creator An entity primarily responsible for making the resource Gioe, David, 1977- Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 2021-04-21 Rights Information about rights held in and over the resource A signed permission form has been received stating: "I hereby grant St. John’s College permission to make a recording of my lecture, and retain copies for circulation and archival preservation at the St. John’s College Greenfield Library. To make a recording of my lecture available online." Type The nature or genre of the resource moving image Format The file format, physical medium, or dimensions of the resource mp4 Subject The topic of the resource Disinformation National security Contributor An entity responsible for making contributions to the resource Macfarland, Joseph C. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Gioe_David_2021-04-21 Kristensen lecture series U.S. Naval Academy https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/462abf139c93f47845e0667932745c84.mp3 84d40560ff98e2b8eb87cec3dc4d2644 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts.<br /><br />For more information, and a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>.  <br /><br />Click on <strong><a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:39:40 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource American Identity in the Age of Trump (Steiner Lecture) Description An account of the resource Audio recording of a lecture delivered on March 31, 2017, by Lydia Polgreen as part of the Formal Lecture Series. This lecture is also part of the Steiner Lecture Series, which is made possible by a gift from the Steiner family in memory of Andrew Steiner, an alumnus of the college from 1963. The lecture series was established to bring notable speakers to campus from a variety of disciplines and endeavors, in recognition of Steiner’s intellectual versatility, and for the sake of continued learning. Creator An entity primarily responsible for making the resource Polgreen, Lydia Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-31 Rights Information about rights held in and over the resource A signed permission form has been received stating, "I hereby grant St. John's College permission to: Make an audio recording of my lecture, and retain copies for circulation and archival preservation in the St. John's College Greenfield Library. Make an audio recording of my lecture available online. Make a typescript copy of my lecture available for circulation and archival preservation in the St. John's College Greenfield Library. Make a copy of my typescript available online." Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Language A language of the resource English Subject The topic of the resource National characteristics, American Identifier An unambiguous reference to the resource within a given context Polgreen_Lydia_2017-03-31 Alumni Friday night lecture Steiner lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/eb9dc0bef97496b79163bf22cb5e18e2.pdf 9ab34b57f771b34a11de936ddfe84c8f PDF Text Text AMERICAN RED CROSS BENEFIT Concert IGLEHART HALL March 1st, 1942 \ \- u~ Program ~H OVERTURE TO IMPRESSARIO Mozart TWO MOVEMENTS OF CONCERTINA FOR CLARINET Introduction Finale Soloist : CosrMo ABAT O Carl Maria von W eber SUITE FOR STRINGS IN D Rondeau Slow Air Air Minuet H enry Purcell CHORUS NO BLADE OF GRASS CAN FLOURISH - - Wilh elm Friedmann Bach THREE ENGLISH FOLK SONGS: Gossip Joan I Love My Love Swansea Town SYMPHONY NO. 2 IN D Adagio Allegro Andante Minuetto Allegro- Trio Allegro Spiritoso arr . Geoffrey Shaw arr. G. T. Holst arr. G. T. Holst Josef Haydn St. John's Community Orchestra and Chorus NICOLAS NABOKOV, Conductor � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Playbills & Programs Description An account of the resource Playbills and programs from various St. John's College events. Many of these items are from productions by The King William Players, the St. John's student theater troupe.<br /><br />Click on <strong><a title="Playbills &amp; Programs" href="http://digitalarchives.sjc.edu/items/browse?collection=20">Items in the Playbills &amp; Programs Collection</a></strong> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context playbillsprograms Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 1 page Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource American Red Cross Benefit Concert Date A point or period of time associated with an event in the lifecycle of the resource 1942-03-01 Identifier An unambiguous reference to the resource within a given context Bx1-29 Description An account of the resource Program of the American Red Cross Benefit Concert. Performers include St. John's Community Orhcestra and Chrous with conductor Nicolas Nabokov Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Nabokov, Nicolas, 1903-1978 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d89bf1dc454134f9843d7a99dd79ea5c.jpg 05f4e08a84141722b069bcd777249655 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 9 x 12.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-2479 Title A name given to the resource American Revolutionary War Reenactment Actors Changing into Costume on Back Campus, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : color Date A point or period of time associated with an event in the lifecycle of the resource 1982-01 Creator An entity primarily responsible for making the resource Unknown Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/8df75368ff8aee8317b698ab4609dfcc.pdf f4e27c629bc287e1425faeb15a20319a PDF Text Text .... Trustees .. .. NT ER. �AN ACCOUNT OF THE CEREMON Y OF LAYING THE CORNER STONE OF THE NEW BUILDING, AT ST. JOHN'S COLLEG E, PERFORMED BY THE Hon. JOHN STEPHEN, Judge of the Court of Appeals WITH AN ADDRESS DELIVERED ON THE OCCASION, BY .JOHN .JOHNSON, Esq., one of the Visitors and Governors JUNE 18TH, 1635. WITH A HISTORICAL NOTICE OF THE INSTITUTION, A CATALOGUE OF THE OFFICERS AND STUDENTS, AND .A. COPY OJ' THE SUBSCRIPTIONS MADE TO THE FUNDS ANNAPOLIS Published by request of the Board of Trustees JEREMIAH HUGHES, PRINTER �E. ORI GIN OF ST. JOH N'S COL LEG ide THE first act of Assembly in Mar ylan d, to provding for foun for Collegiate Education, passed in 178 2, requ ired , was a Seminary on the Eastern Sho re. It be raised ld shou by the char ter, that a sum of money £50 0 for to l eqna by contribution, for its endowment, s were year five each county on the Eastern Sho re; and. In an . itic,n cond allowed for the performance of this at ted prin , king erta account of the progress of the und , a1ly hatic emp d, urge Phil adel phia in 1784, it was D GOO hy e, mad be t that ''las ting pro1Jisions mus n of PA• EDU CA TIO N,fo r trai ning up a successio for LIB NEs; D1v1 and ES TRJO Ts, LAW GIV ERS , SAG re her fair ER TY will not dei~n to dwell, but whe by her side; companion KNOWLEDGE flourishes ered, but nor can GOVERNMENT be duly administ , VrnT uE, w~ere the principles of REL IGIO N, JusT ICE ENC E SCI CON for CE, DIEN SonRrnTY and OBE people of SAK E, are uph eld. " Thi s appeal to the . In less the Eastern Sho re, was not made in vainsubscribed e than.five months, upwards of £10 ,000 wer that Sho re; on ties coun ous vari the in for the College, to put the and measures wer e immediately adopted list of the Sem inar y inh> operation. An accu rate count, ~c." subscribers, is pres erve d in the above "./l.c sense of its w'.1ich exhibits, in a strik ing manner, the shington Tfla importance then felt by the people. , and own Colle!fe was accordingly opened at Chestert erconf the held its first Annual Commencement, for at rch Chu ring of Degrees, May 16th , 1783, in the aPhil of D. that place. The Rev. W. Smi th, D. son having delphia, pres ided on the occa~ion, and his �4 the been !ho ugh t ,vo rth, y of Th e Dfirst honour, spoke the valedictory oration egree of Bac hel or of trt s, was con ferr ed on fiv men, Alumni oft he ollege. Copies of the e gen~Je ~tory and salu tato ry or~ti_ons: are p1·eserved in v;~ed1 _e a ove ",llccount &c " ~n rnd1cate tha t the were of unco'mm. i,nterest and effect I exercises 4, the College on 178 ay, •.. nfM Gen W was l,onoured with a v,s1 t rom , who ToN be I.NG ASH • 13 th of er ..:ame a memb e oa rd of Tru stee s ai d •IS enrolled among th cent of its ; t l Th e College Ed'fie most munifi ns. was l60 feet in len gth ,a trhoree stories in hei gh/a bee ove the b ~ !se me nl, and con tain ed rooms ior more than 100 St uae • was nts. Per h aps 1t to an . err or, ere ct one b ·1d· of tl~ese dimensions, t~t ea, f of following the i:u atg l ? of sep ara te Halls pa o1 a smaller num ber each o different par ts of th; College grounds. In cod n e of this arra nge ;en t,hw hen the bui ldin g :;~ t~~I e some yea rs sin ce , e w ole was red uce d to ru·ms. A ? err or of more conse e wa_s committed by forming the Universitlj of if.uen~ and rn two Bra nch es one on the Eastern a~d one ar,11 tl~e We ste rn Sho re' !n_the preamble to the cha rt on • '' ashington C II of er it is ~tated tha t ''th • ~i a17 J_ la~dable und er~ ah: hat h been reta rde d ry mcz den ts of a p bl' nat ure , but chiFjiy b th gre _u g zc fi.rin di.fficulty ot'. a ~'h oree if at 'J situ atio n on eit"tter u. th • iSem a for te, Sta _zsh ' ~biar,1/ of uni ver sal learningo' 'Vmc mig ht b if • enefit and c _~f ::• youth of bothe;ho'J,~tha ~;11wa~ dete;:i.:~"::~•e~ t circumstances ze inh abi tan ts of each Sh ese sho t' fet't be uld . nce ore ;1 • o con• fi sui t· the. ir own co nvenze fre ely and g din ~un n :;: ;w i'lg a College or Sem h::t1/I ng rni lea al <;r gen if for themselves, und er p ,; law of:' n : sanctio 'd • er haps the re wer e co 11 s1 cra twn 'J • t hat p · d s m operation at ex /r1 0 , ren der ing suc h a course necessary or are we r pe ient, of which res :ot now sensible. Inteligen~ men on both Sho er, ver y generalJy, question the pol icy of tha~ a:: ::vgem ent , and app ear tyg;::~ e been far bet ter to to be convinced tha t it would hav Sta te at some one con cen trat e the pat ron age of the establishment of a the for point favourably situ ate d, n, nuw so fre que ntly Sta te University. Th is opinio the people of Ma ryex pressed in eve ry qua rter , b) effect in the Annual land, is P.mbodied wit h gre at the Hon. JoH N B • Rep ort to the Leg isla ture , by ted to visit St. Joh n's MoRRls, of the com mit tee app ni;i 3. College, De cem ber session, 183 College is dee me d n's "T he pro spe rity of St. Joh t the you th from tha a sub jec t of gre at imp ort anc e, so ns of the Sta te, isio div at eve ry portion of the two gre assurance of ed und gro l may convene wit h the wel education, and at the being able to a1.:.quire a libe ral riot ic anticipations of same time, consummate the pat ion bet wee n the two the cha rter ; ''th at the connex by uniformity in shores, will be gre atly increased the adv anc em ent of mannf:!rs and join t efforts for no way can this paLit era tur e." It is believed in d as by sustaining rental aspiration be so well rea lize rnin g at the sea t Lea on a liberal scale a Sem ina ry of chi ld are con ven ed, and ent par e her n-w of Leg isla tio me re511latio ns for the one to aid in devisrng wholeso oth er to acq uire the the welfare of So cie ty- the in the reg uhr coursP. prin cip les of knowledge, wh ich n und er the favoraof events is to be put in requisitio nne rs" and ear ly ma ble auspices of "un ifo rmi ty of associations." not be chosen to Language more felicitous could neous sentiments of utt er wh at must be the sponta who knows the story eve ry true friend of the Sta te, St. John's, like . of this unf ortu nat e institution sub jec t to calamity Washi11g/0'1, College , has been ten ce, almost simuland adv ers ity -ca lled into exis l action by a wis e tan eou sly , and set into successfu , it seems to hav e gov ern me nt and a liberal peo ple strike the m bot h, uld been fate d tha t the paralysis sho manent vigour and per the in atta before eith er could ma ture d institutions. efficiency tha t belong to well �6 e name is "l'he same wor thy agen t, whose venerabl ton College, enrolled in the earl y Hecords of Washing nt and estabtook the most active part in the endowme versity. A lishment of this second bran ch of the Uni , for the him list of the subscriptions obta ined by the books on benefit of St. John 's CoJJege, is pres erve d equal to was of the Board of Trus tees . The amount ch on bran r othe that which had been obtained for the two sum ch whi of , the Eastern Sho re; i. e. £10 ,000 and tor Rec ''the by thousand pounds wer e subs crib ed subsc:rip Visit01·s of the .11.nnapolis Scho ol." This Ann athe of tors Visi tion secu red to the Rec tor and tors Visi two g intin appo polis School, the priv ileg e of also e ileg priv a ege; Coll and Governors of St. John 's in the same exte nde d to tbe othe r class of subscribers, £10 00 each for r erno Gov and tor ratio, viz: -on e Visi Thi s corsubs crib ed and secu red for the College. Wil liam 's poration was originally called ''Ki ng s, the balScho ol," and possessed considerable fund convey to St. ance of which, 1t was proposed, also, to pleted. The John 's College, after it should be com to coup le the Rec tor and Visitors, how ever , proposed tion, that in following condition with thei r subscrip Visitors and case of a vacancy in thei r number of enin g, out happ Governors, ''to fill up the vacancy so th £10 00 wor be l of such citizens of Annapolis as shal not apwas n tatio curr ent money each ," Thi s limi ernors, Gov and prov ed or acee pted , "the Visi tors prin the izn wit! rty, not thinki:ng themselves at libe ded, foun is ege Coll the ciples of equ ality upo n 'Which conbe l shal ncy vaca that the choice to fill up such this from And lis." apo .fine d to the citiz ens of .llnn ool, Sch the of tors Visi proposition the Rec tor and s11hscription unanimously agre ed to rece de. The ir Visitors ancl two and e, mad of £20 00, was ther efor e Boa rd. the to rned retu and Gover11ors were elected 7 chosen by subscribers, The original. members, were the foll owr ng:WJL LIA ~ WCELsrGgE¥;r ' D. D. THO MA S J. NIC HOL AS CARROLL, Esq. JOH N H . STO NE, Esq. WIL LIA M BEA NES , Esq. RIC HAR D RID GEL Y, Esq. SAM UEL CHA SE, Ellq. JOHN THO MA S, Esq. THO MA S STO NE, Bsq: N ' Es q. ALE XAN DER C. HANSO THOMAS JEN NIN GS, Esq. b the Visitors and en d \ver e the following-: me1:11bers {bn The othe rcons titut e t e oar , Governors to JA~ IES BRI CE, JOH N ALL EN THOMAS, GUS TAV US R BROWN, EDW ARD GAN TT, CLE MEN T HIL L, RIC HAR D SPR IGG , CHA RLE S CAR ROL L, of C. JER EM IAH T. CHA SE, CHA RLE S WA LLA CE, os h JOH N CAR ROL L, D. D. 1,; t . Feb held h Boa rd was • fled before A. C. The first mee tmg oft e Cou rt, by 178 6. The members wer e fq~~e1 General thei r beof ion arat Hanson, one of the J ~d.ges o decl two oaths the ng taki d a repe atin g and_ s?bscr1b~n.~ Laws of and n utio ti Can h10n lief in the Chr1s.t1an Rehg ons e t by of fidelity reqm red h B ard proc eede d to this State. . ~·ng the ColJege. On the 1st of Mar ch 178 6 t i .llnnanolis and t1sd er for es!a fix upon a place prop . r e , ts wer 1 wer e .nomrna e give n . ballo Two places on Y latte r plac e. Upper Mar l borough; wheia1;:~efor the term s of the to , rdin for the former, and two. of four lot a of •of acco is, Thi s election of Annapol possess1 f the ed use o the for d base . secu r the Cha rter, with pure , in the city acre s of land r ~r �8 the public, and conveyed, in 1744, by Stephen Bord- . Iy, Esq. to Thomas Blad~n, Esq. t~en Governor of Maryland. 1 his lot has smce remarneJ the property of the College, and is the scite on which the present buildings stand. . . On the 10th of March 1786, it was resolved to finish the building, then standing on the ground, for the purposes of the College, and to add wings on the· North and South ends, according to a plan furn ished by Mr. Joseph Clarke. This plan was never executed, and is probably lost. The following gentleme n composed the Building Committee. ALEXANDER CONTEE H ANSO K , NIC HOLAS CA RRO LL , RICH ARD RI DGEL Y, Esquires. DR. JoHN McDoWELL was the first officer chosen to preside over the College as Professor of Mathe~atics; and he was afterwards promoted to the station of Principal, which office he discharged with great ability for many years. The 11th day of Nov. 1789 was selected for the occasion of opening the Institution, and the Rev. Dr. Smith was requested to attend· as Principal of the College, pro tempore, and to deliver a sermon. The dedication was performed with much solemnity, all the public bodies being in attendance, and forming a long procession from the State House to the College Hall. In addition to the sermon by Dr. Smith} an oration, by Mr. Higginbottom, Professor of Ancient Languages, was delivered on the advantages of classical education. And from the account published by the authority of the Trustees, it is evident that the high reputation of this College, for its classical course, has been owing, in a great measure, to the thorough discipline which was then provided, and which has been preserved to the present time. The Trustees proceeded to the appointment of other Professors, as the increase of their funds gave them the necessary means; and in 1792 the sum of EJ7·5 was expended for the purchase, in Loadon, of 9 ihe requisite Philosophical apparatus. Most of the articles are still found in the College, thou_gh $ome important ones, among which was a th~odolite, have been lost, At this period there were six l'rofessors and Teachers, constantly employed in the College; ~nd, for ~nany years, its reputntion was such that. a. long succession of distinguished scholars took then• ., deg rees at its annual Con1me nc'ements, On Friday, N ov. 2 2d 1805 (a day or singular fatality and ill -omen to education in Maryland,~ lea~e was granted in the Ho.use of Delegates to br_mg 1 . ''an act to withdrn:µJ the funds f rom f,flashington and St. John's Cqtleges." The strongest possiblf!: influence whi-ch the enemies· of ,the College could command was concentrated; and brought to bear upon it; but so firm were .;:he convictions of the impolicy and injustice of the a0t, then felt, that a majority pf but eight members, unde}• all the exciteme nt of the ticcasion , could be zll'evaile'd on to take the fatal step. "{his decision was not had in the House of Delegates till thy 1st of Ja111rary, 1806. And a strong indication of the dispassionate judgment of the Honse~ on this important matter, is founi;l in the vote subsequently taken at the s~me s~ssion: upon a r esolution introduced to restor~ S 1600 per annum from the funds which had been withdrawn, for the p urpose of enabling _the Trustees to continue the institution. The question was t~ken upan this resolution on the '27th· Jan. 1806, and was lost by only a· sing1e vote. In consequence of this a,ction on part of the Gov~ ernmer;it, tht:: Visitors arid Governors were under the r!ecessity of passing the following resolufion on tho. 12tQ of May 1806. . "Wherea~, by virtue of an act of the Legislature of ldaryland, at their last session, the donationfrom the State to St . .John's College of £1750 per, 9nnum,. wilt,cease am/ determine on thtJ 1§.t day of J,une next, therefore,-Resolved, that the , Principal, Vice Principal, Professors and M aste.rs of said College, be discontinued on tile 10th day of Au,'.: ~ • I �• 11 10 gust, ne:i:t." Such provisions we1·e made, howev:1, at the same time, as the funds would allow for the mamtenance of a respectable school; but its character as a College was lost. Yet the Visitors and Gover~ors hav_e never abandoned the hope under the rnostpressrng period of their necessity, of ultimately fulfilling the designs of its founders. They have, accordingly, appealed to the Legislature, at several periods, for a restoration to the enjoyment of their rights, and the justice of their claim has been repeatedly acknowledged; and acts of partial indemnity have been passed in theit• favour. In 1811 an act was passed, appropriating 81000 per annum on the same terms, with similar sums granted to other county Seminaries. In 1821 a lottery was also granted, v,hich added ~20,000 to the permanent funds. Finally, in 1833, an act of compromise was passed, by whic-h 82000 per annum, in addition to former grants, were secured to the College forever, which the Visitors and Governors accepted in full of their legal and equitable claims; and the deed of release, required by the act, was executed and entered upon the records of the court of appeals. By the same act, ten of the highest ofti• cers of the State Government were introduced into the Board of Trustees. These measures have gone far to restore to the College the confidence of the people of Maryland, and the consequent increase of patronage, has required the addition of another building for the accommodation of students. It was accordingly resolved, Feb. 15, 1835, to solicit funds, by subscription, for this purpose and for the general improvement of the library and apparatus. Upwards of deven thousand dollars have been already subscribed, and a commodious edifice, 80 feet by 40, 3 stories in height above the basement, has been commenced, and will be completed by the ensuing spring~ The foundation walls are built of stone, in the most substantial manner, furnishing one large and convenient public room, in the basement story, in addition to a kitchen, ct:llars, &c. of sufficient size for a public establishment. The walls above the basement, are of brick, with partitions of the same material, and will contain twenty-five sepa1·ate rooms, for the accommodation of fifty Students, besides rooms for the family of a· Professor of the College. The Corner Stone was cut from a single block of granite, in the form of an Octagon, four feet across, corresponding with the form and dimensions of the angular buttresses. The ceremony of laying the Corner Stone, was preceded by Prayer, by the Rev. Dr. Humphreys, the President of the Coilege. The following inscrip• tion, enclosed in a sealed gla1s vase, was deposited in a mcta\\ic box, undt•r the stone: "This corner stone wits laid on Thursday, the 18th day of June, A. D., 1835, by the Hon. John iStephen, Presiding Judge in the Court of Appeals, the Rev. Hector Humphreys~ D. D. President of St. John's College, and John Johnson, Esq. one of the Visitors and Governors, being present and assisting; His Excellency .11.ndrew Jaclrson, being President of the United States; His Excellency James Thomas, being Governor of Maryland, and the Hon. John S. Martin, Thomas Veazey, Geol'ge C. Washington, .Nathaniel F. Pftilliams, and Gwinn Harris, being the :Executive Council; and Dr. Dennis Claude, being Mayor of Annapolis. Ramsa.1/ Waters, John Johnson, Building Committee. Nicholas Brewer, Jr. R. C. Long, Architect, Elijah Welts, Builder." ! After the ceremony was performed, the following remarks were m&.de by the presiding Judge, standing on the Corner Stone. "The object of erecting the Edifice, of which the corner stone has just been laid, is one of vital importance to the future happmess, prosperity and welfare �12 ~r .that community of which we are members. fier~ likewise, is to be laid the corner stone of that mteliectual cultivation, which is to develope the powers of the youthful mind, and enable it to gather w~alth from those treasures of antiquity, which have outh~ed the wreck of Empires, and s?rvived the a!l-moulderrng hand of time. J;Iere the rising generat10n are te ac~ guire the rudiments of s~ience,_ aud to ~e taught thostl elemental principles of learmng, which elsewh~re, :µnder pigher auspices, are to be foster~d and cherished and receive additional culturP, until they expand in(o full growth and maturity. To the mind ~f the Patriot, the spectacle which the _ceremony of this day has exhibited, must bring a tram of thought, o~ t~e roost gratifying and consoling character. Withm these walls, the first lessons of that wisdom are to be taught, which is to guide and control the f~ture ~estinies of this rising Republic, to sway the dehberat1?ns of its Rulers, and elevate its character to that high ~egree of splendour,· d!gnity and ~enown, to whi~h, under the benignant smiles of Provi9ence, and a virtuous and enlightened administration of its affair&, it ~eems to be tt:nding with a step as certain as fate, aud :.ureas the advance of time itself. To the friend and Jover of his country, 'no human interest can present stronger claims to patronage and support, than the cause of science arid literature; by their lights ar.d influence, the mind is invigorated, the taste refine~, and the heart warmed with noble and elevated sentiments. But above all, in a Government founded, as ou1·'s is, upon the virtue and intellig~nce of ~he pe_ople, a gen6ral diffusion of knowledge is essential to its prosperity and permanent existence. May we not then, indulge the pleasing, the delightfol hope, that from within these w . dls, the lights ot science will go forth and pervade every corner of our land, illumine the mind() of the rising generation, and impart to posterity those blessings which learning and virtue never fail to bestow. ADDRESS BY JOHN JOHNSON, Esq. l)ELIVERED IN THE HALL OF ST. JOHN'S COLLEGE~ June 18th, 1835. The occasion which calls us together is one which ~u]dresst>s itself mo,,t powerfully to the best aftections of the human heart. We are engaged in providing means tor the education of the rising generation. In supplying that aliment for the minds of those who are to fill the places now occupied_ by us, without ;Vhich the glorious institutions transmitted by our fore1athers to ourselves, would be but a barren and unprofitable inheritance. In vain did the Heroes of the Revolution toil and bleed to free us from the galling yoke of Colonial servitude. In vain did the warm currents of their lives best blood, 8tream over the fields, whose ab~ndance we now enjoy, if we, their sons do not furnish the future owners of all these blessings, with a full knowledge of their inappreciable value: . ~t may be truly said, that the eyes of the whole c1 v1hzed world are anxiously directed to the career of youthful America. The friends of freedom regard her progress with exulting anticipations it is true, but with hopes sometimes overcast with gloomy forebodings of the future. The advocates of despotic authority, dreading the influence which her bright example may extrt over those who have so long been the victims of that authority, watch every indication of degeneraCY, eagerly longing for _the moment, when. the spectacle of bleedin~ and dismembered America may be a warning to ~woid, rather than an example to follow. ,!\nd shall we not employ all the means placed by a �14 gracious .i.Jrov1oence within our reach, to fulfill the hopes of our friends, and disappoint the expect ations of our enemies? Shall we preter mit any effort~ which may sustain, in all their purity , the be<1utiful fabric of Repub lican Institutions, purcha sed with the blood of our glorious ancestors, from a nation whose valor until then, had never been successfully resisted? and how is this priceless treasu re to be preser ved-th ese inestimable institutions upheld and defend ed, but by teachin g their full value to those to whose keepin g they must ere long be confided? There is no way in which this can be done, unless education is diffused widely among the people . To apprec iate a blessing, its worth must be known, and it can only be known , by assiduously cultiva ting the mi.nds of those upon whom the impression is to be made. A glorious destiny awaits Repub lican Ameri ca if she is faithful to the principles which led to her indepe ndence . She has already taken the lead of the older nations of Europe in the science of Government. The votaries of freedom there, pant in vain for the high prize which descen ded to us from our venera ted forefa thers- oppressed and borne down as they are with the barbar rous institutions, of barbarous and benigh ted ages; institutions interw oven with the very web of their social systems, and which cannot be overth rown, or even essentially modified, withou t dange r to the fabricks themselves; ages must roll away before the same perfec tion in Gover nment is attaine d there, as exists with us-no ne disput e our superiority in every thing which relates to political organization. It is admitted and unquestionable, and if we can likewise outstri p other nations in the cultiva tion of the sciences and the lessons of practic al wisdom, we shall prove ourselves deserv ing of the blessings we enjoy. It is not to be expec ted, or perhap s desire d, that the same high finish and elegant polish in literature, shall be acquir ed in this countr y, as is to be fount! in the higher grades of Europ ean society; There the great accumulation and concentration of wealth, in 15 the hands of a few, enable them to dedica te thcil whole lives to the cultiva tion of those arts which serve rather to adorn than benefit niank ind-w ith us, this can never be the case. 1 he genius of OUl'institutions is alike opposed to the monopoly of \~e.alth or_kno:V· ledge. They were framed 111 a sp1_r1t of d1ffus1 vc philan thropy , and \vhilst the law provides that we.llth shall not accumulate for ages, the avenues to knowledge are thrown open alike to all. The great object is to enlighten the mass. The int_elligence_of a nation consists in the aggreg ate of the wisdom of its people , and not in possessing a few dazzling ~uminaries, whos_e brilliJncy but deepen s the surrounclrng gloom. It ~s not meant that the minds of all can be equally cultivated. Societ y is a chain of dependencies, and some are invited to the discha rge of duties, which rtquir e higher attainments than are necessary. to the parts which others are called on to play. Whilst therefo re, the streng th and durabi lity of the Government, and the happiness and indepe ndence of ~he ~eople, arc essentially promo ted by the spread of rntelhgence and education 2 it is of the highes t importance that means should be liberal ly provid ed, for the more elaborate instruc tion of those who may be regard ed as the especial conser vators of the institutions of the countr y, and upon whose success in the great strugg le for mental superi ority, th@ fame of the nation must necessarily rest. For this reason, it is the duty of all who cheris h the honor and welfare of the State, not only to furnish abund antly the means of improvement to the mass of the community, to enable them to ap• precia te truly, the happiness of their condit!on, and to choose discre etly, those to whom the machi nery of Government shall be confided, but it is also their imperativ e obligation to supply semina~•ies, _where the most perfec t cultur e, of which the mmd is capabl e, may be afforded. In propor tion as these are multiplied, and society is filled with a class of men, eminently qualified for �16 the discharge of its most important duties, the danger of selecting unfaithful or incompetent trustees of the public we]fa!'e, is diminished. The conduct and qualifications of every candidate for the popular suffrage, will be vigilantly and searchingly examined, and it wiH rarely happen, that ignorance will escape detection, or presumprion fail of its rebuke. And should the various States of this happy country, ri val each oth e1· in the cat1se of education, with the same zeal which they now display in improving thei r physical condition, in opening avenues to wealth, and adding new impulses to commer<?e, a degree of pros• perity may be attained, which the imagination of the wildest visionary has not yet conceived. Every motive to exertion, which can actuate the human heart, :must exist in a nation like this. Witlt us, there are no privileged orders1 Lorn t-o fill the high places in the State. No sense of conventional inferiority, presses upon the mind here, deadening its energies, and smothering its virtuous aspirations, The highest posts in the State; posts, the possession of which; might thrill with a palpitating gladness, the bosom of the loftiest monarch of the world, are accessible to the humblest iudividual. The staridard of merit in this nation of 1:epublicans, is virtue, intelligence, integrity and devot10n to the public welfare. These are qualifications which depend aot, on blood, on wealth, or adventitious influences of any kind. The son of the humblest peasant within the wide borders of our almo~t li1~itless territory, 01: !he offspring of the poorest artisan 1n our numerous C1t1es, may by his merit alone rise to a height of true glory, whose elevation would r;nder giddy the head of the proudest potentate of Europe. He may be placed at the head of a nation of freemen, whvse selection of him for such a trust stamps him with ~ perpetual and glorious immortalit/ With these motives to stimulate to exertion, who can set bou~ds to Am:erican genius, if proper appliances· are furnished for its careful cultivation. 17 In most of the States of the confederacy, ~his momentous subject is engaging much of _the pubhc attP.?· tion, and large sums have been contr1bu~ed by pubhc and private munificence, for the promotion of ed~ca• tion. In Maryland, a fatal lethargy for ~ long time, seems to have brooded over the public mrnd. In all the other elements of greatness, sufficient activity has been manifested, especially within the compass of the last few ye11rs. Efforts have been made, and are now making, to attract within our borders, by stupen~ous works of internal improvement, the rnexhaustible riches of the western world. The lofty Alleghanies are to be pierced o~ scaled, and a tide of commerce and wealth poured rnto our lap from fields and vallies, which it was supposed we;e separated by impassable barriers. T!iese are achievements to which Maryland enterpr1ze, and Maryland treasure are freely devoted, and if successful as can scarceli be doubted, will reflect imperishabl~ honor upon those who devised, and ~hose. who executed them. But whilst we are pressmg vigorously on the heels, if not ontstrippin~ ou_r sister States in the race of physical and commercial 1mpr?vement, it is not to be disguised, that we are far bc_hrnd _m~st of them ' in furnishino-b the means of educat10,1 w1th1,1 Ve have not yet among us, any our own borders. great State lnstitu~i~n, affor<l~ng adequate facilit~es to our y,mth, of acqmrrng the higher branches of intellectual improvement. In consequ_en?e of the.absence of a liberally endowed and flour1shmg seminary of learning, our youth are compelled to resort ~o o_ther States, where feelings and prjnciples may be 1mbibe_d in opposition to the best interests of the land of their birth. It is natural to the human heart, to feel a strong yearning of affection for the spot_ where the light ?f wisdom first beamed upon_ the mm?·. The pla~~s m which we abode "when hfe was m its sprmg, and which are associated with our freshest recollections-: 3 �IS where the capacities of the mind were first unfolded a1!d the Jessons of virtue and wisdom originally in: ~tilled, ~re alw~ys remembered, even to the dying hour, with fe elings of gratitude and love. Would it not be wise then to tie the sons of Maryland by these golden cords of affection to the land of t~e~r birth, a~d not exp?se them to the perils of a .divided alleg1a?ce? I_t 1s far from the purpose of lhis _ad~ress to excite sentiments of hostili ty, or even of md1fference, to the welfare of our sister States. ~Te all constitute one great family, banded toge1her in the holy brotherhood of affection and mutual interests -Jiving un~er one common government; pursuing the same objects, and Jinked together by a thousand recollecti?ns of mutual dangers ·and mutual support, ~ha~ed with, a?d afforded to each other. The prosperity .o~ each Is the prosperity of the whole, and may the brilliancy of the constellation never be dimmed by the obscuratio n of a solitary star-on the contrarv' PU; earnest w~sh is~ that they may grow brighter, a~d bri~hter, until then· rays shall illuminate the farthest ends o_f the earth: A ll that is urged is, that it is the true d1c~ate of wisdom to bind the sons of Maryland to her s01l, by every sympathy which can penetrate to the recesses of t he human heart. They should be ,t aught_to regard the_land of their birth, as the land by which every blessmg they enjoy has been bestowed and to_whose glory and advancement, they are bound ~o dedicate the best e~ergies of their nature. They ..hould not be permitted to reflect, that whilst they ~re Mary~anders, by the _accideut of birth, they owe to other S~atcs all f~r w?1ch life is worth preserving; 1he educati?n of t heir mrnds, that moral culture which ~nsures. their resp~ct amo~g men, and those religious 1mpressions, on whwh their hopes for eternity are reposed. In additj?n to these inducements, which are surely of so?1e _weight~ the effort now making to establish a !)qur1shrng s~m;nary of learning in Maryland is re- 19 commended by considerations of the truest economy. . The amount annually expended by our young men, who are sent abroad for their education, must necessaril y far exceed the interest of the sum, which would be required to build up a college at home, adequate for every purpose. Independently of \Vhich, what is carried abroad is lost, or only returned rn attachmen ts severed from home; whilst what is expended at home is promotive of the pnblic good, by being more widely diffused . It cannot be doubted, that 8100,000 spent abroad impoverishes the State more than five times t hat su :U spent among ourselves-whilst the first is so much taken from the general mass, never to be restored ; the latter after performing a round of circulation, giving employment to the \lOor, and food to th_e ind ustrious. is returnect to the sources from whence 1t was contrib'uted, by a thousand channels. Why education has been so long neglected in Maryland it is difficult to conceive. A-. early as the year 1784 the attention of the State authorities was called to this subjec t, in order as the preamble t? the charter of Wushington College declares "to raise up, and perpetuate a succession of able and honest men, for dis charging the v.irious offices and duties of the commu11ity, both civil and religious, with usefulness and r eputatio n," and in 1784 an annual donation of £1250 was granted to this College, to be applied to the payment of the salaries of the principal, professors and tutors. In the same year 1784, an act was passed for founding a College on the western shore, and constituting the same, together with Washington College on the.eastern shore, one university, by the name of '.'the Universi ty of Maryland." This institution was in orporated by the name of the Visitors and Govern• ors of St. John's College, and for the purpose of providing a "permanent fund for the further encourage• ment and establishment of the said College," the sum of £ 1750 was ''annually and for ever thereafter given and granted, as a donation by the public, to the US" �20 'lf_thc_ saicl College on the western shore," to be applied rn the same manner as the donatiou to Washington C~lle 9e, "for. the liberal education of youth in the prmc1ples of virtue, knowledge, and useful literature." Thus it will be seen, that our ancestors, those who fought t_he b_attles_ of the Hevolution, and bequeathed us the rich_ inheritance _of freedom, were fully sensible of the mcalculable importance of education and coun_ted not price, in the means of furnishing it. They had Just emerged from the dangers of a bloody and f~arful contes}; and "frighted peace had hardly found time to ]?ant, after the ferocity of the struggle. The music of the martial trumpet, and "the earth9uake shout of victory," had scarcely ceased to ring m the1~ cars, when ~he paramount importance of education arrested their attention and in the circumstanc.e~ in which they were plac~d, the most liberal prov1si_on ~as ma~~ for it. For not only did the St~te, rn its political capacity, grant the donation which has been mentioned, but contributions to the ~m~u~t of upwards of £10,000, were furnished by md1v1duals, for the same elevated and benevolent purpose. . Among these contributors, beside a list of name:-:! "'.h1ch any age or nation might be proud to exh1b1t, 1s to be found that of Washington himself, the man, who had not only "filled the measure of his C()Untry's glory,'' but who had raised the standard of h~~amty, throughout the limits of the civilized world. ' ' 1th _the means thus supplied, St. John's College was estabhshed, and pursued for many years a career of usefulness and honor, dispensing the bles;ings of educat10~ upon hundreds of her sons, and bidding fair to raise the reputation of the State, which founded and foste_red her, to an equal height at least with any ' of her sisters. In 1805, less enlightened and liberal counsels appear to have prevailed, and the funds which had been perpetu~lly dedicated to the support of this institution, were withdrawn. It is not our purpose to speak 21 harshly of the proceedings of that day. It is enough to say, that they fell heavily upon the hearts of those, to whom the interests of education were dear, and that the brightening beams of St. John's were shorn of their lustre. The University, within whose walls had been educated many of the most illustrious men of the age, who had sent forth from her venerable shades, a number of the States, most distinguished ornaments, was doomed for a season, to sicken and languish, from the indifference of the parent, who had engaged by every sanction, to nurture her to the last. But may we not indulge the hope, that these days of neglect are past? That the minds of our fellow citizens are fully awakened to the vjtal importance of building up, and sustaining here at home, a high seminary of learning, commensurate with the progress of society, and the dignity and honor of the State. The Legislature of 1832, influenced by enlightened counsels, and stimulated by a sense of justice, restored a portion of the funds withdrawn in 1805, and incorporated in the Board of Trustees, several of the chief ufficers of the State, thus clearly impressing upon it, the characteristics of a State institution. From that auspicious moment, the progress of the College has been rapidly onward. The Board of Trustees had previously @ngag'ed the services of a gentleman in the capacity of Principal, eminently qualified for the duties of such a station. To the advantages of much experience, deep and various learning, a character of the most elevated cast, he adds a · zeal and devotion which knows no flagging, and a perseverance and assiduity which has never faltered. Under his guidance, with the growing interest manifested by the community for our welfare, the full realization of our hopes can hardly be doubted. · Occupying a position in the confederacy, eminently favorable to the development of her resources, Maryland cannot fail to become one of its most conspicuous · members, if she is faithful to her own best interests. No apathy on the subject of these interests has been' �22 displayed, save only with respect to education. In opening channtls of communication with the distant and fr uitful west, gigantic efforts have been, and arc being made, and mil lions of t1·easure unhesitatingly expended. T o ascertain what hidden treasures lie buried in the bowels of the land, and contribute our portion to the cause of science, liberal provision has been made, and we have the proud consciousness of knowing, th at with reference to the latter objects, we have taken the decided lead. The benefictal results of these wise measures, are already most sensibly felt. The spirit of commerce, which had begun to droop beneath the incubus of inactivity, 1s now buoya~t with reno vated life, and whitening every ocean with h er wings. The farn1er pursues his meritorious occupation, wit h the well founded assurn11ce of being amply r em unerate<l for his toil, and the industrious artiza ns of our towns and villages, partake largely of the general prosperity. In the midst of this reioicing, this ac t ual fruition of abundant causes of pr~sent gratulation, and prospects for the future most cheering to the hea r t of the philanthropist; it is our happiness to kn ow, that the hopes of the friends of St. Joh n's are once more reviviug. In addition to the recent bounty of the State, already adverted to, and the steps which ha ve been taken towards placing her in the footing of a State institution, a considerable accession of fu nds has been derived, from the voluntary contribution of i ndividuals. With the means thus acquired, the Ed ifice, the corner stone of which has just been laid, is to be erected. The object of the building is, to acco mm odate with board, students from a· distance, whose paren ts or guardians may wish to exclude them fro m the city. The want of such an appenda&'e to the College, has been Jong felt; and ~hen fimshed, we confidently hope, will infuse new vigour i_nto !ts r~vi ving energies. The appeal however which 1s berng made to the public liberality has been hut partially r esponded to. ' 23 T o place the institution upon the lofty ground, which i t deserves to occupy, to ena~le it to f~lfil the h opes of its friends, and to a~compl~sh the high J?Ur • poses of the patriotic generat10n which founded it, a far more generous supply of means is ~ndispeosab)y necessar y. That they will not be furlllshe~, we_w~ll not believe- Maryland can, and will maintain w1thm her bosom one high seminary of learn_ing, where her sons may drink freely, of those '.ountnrns _of trot~, of wisdom and of virtue, so essential tf) their happrness and pro'motive of her aggrandisement. _Why should not th e pu re and elevating lessons of ph~l?sophy, the profoun d recesses of science, the beaut~fu\ and cap tivating graces of Grecian and H.omart literature, be as effectually incukated, explored, and un_folde? here, as el sew here? The libel, that the ''gemu~ sickens, and the fancy dies" in A 111erica, has long srnce been ex ploded. The p1·oductions of our st~tesmeu, and our orators, our poets, and_ our men of ~cience, arc b0rne across the broad Atlantic, to be admired_, wond_ercd at, and imitated, by those who taunted us rn our _infancy. The profound argument, the deep discuss10n, th e clear perc eption of the duties of gover~m_ent,. the flashing wit, the withe:in_g sa:cnsm, the brilliant _ima• gination, which have d1st111gu1shed our c~ngress10nal debates, not only demonstr;lte that gemus does not languish in America, b~t that she has f?und new worshippers here, to krndle her _flames rnto a ret brigh ter effulgence. Wl~at _Ame_rican does not i~el h is bosom swell with patnot1c pn<le, when he hears the p raises of her sons wafted back from tlie shores of E urope? What has become now of th_c ~neer, '~w~o :-ea<l s an American hook?" Where, w1tl~m the hnnts of the wide world, are such accurate news of (?o· vern ment ente rtained? Where so pure a morality inculcated, and such rapid advances in ~II that ca~ adorn and elevate humanity, made, as m youth~ul America. The nations of Europe, though c~nturies pefore us in the order of time, :tre nearly distanced �26 24 in the race of prosperity. In reforming their political constitutions, in tearing down the cumbrous ma~hi~er~ of remote ages, and substituting in their place, I?stitutions better adapted to the progress of civilization. In ab0lishing complications which oppress, and supplying simplicity which relieves; in destroying de_spotism and establishing freedom, the example of this west_ern Republic is exerting a mighty ard most salutary influence. In all these important requisites of human. happiness, the space between us and them, can har~ly be measured by comparison. We are young, vigorous and free, full of present e;njoyment and radiant with hopes of the future. They old f~eble, and enslaved, Jiving under institutions cr:1mb~ hog be~eath the hand ~f time, and heaving to their foundat10ns under the billows of popular discontent. Th_e same shores which received the pilgrim fathers, flymg from shackles forged for their consciences, are now t~e. refuge ~o~ the oppressed of every clime. The victim of political m,urpation, he who is made to contribute from his scanty means to support a church whose creed carries no consolation to his bosom; th; !over ~f freedom, and _the slave of tyranny; the starv1ng Irish, and the exiled Pole, all seek and find an asyl?m on the shores of happy America. With these motives to warm our hearts with gratitude towards our creator, should we not strain every nerve tor the fulfilment of his holy precepts? And why should not on_e great Temple to learning be erected here on ~his spo~, associated as it is, with some of the :Uost rnterestrng events in our history? 'Twas here the father o[ his ~ountry resigned that sword, which had waved m trrnmph over the fields, on which the batt~es of inde_pendence ha~ been fought. 'Twas here he bade adieu to au~hor1ty, suppressing, if he ever felt them, the promptrngs of ambition, and presenting to the world a spectacle of sublimity, which never has been eqq.alled, and never can b~ excelled. If education is to be fostered in Maryland as its importance demands, no location more favo.rable for its cultivation could be selected than this. The building now existing,_ and th~t in the course of con• struction are seated m a plam of great extent and unrivalled beauty. The climate of the place is un• surpassed for salubrity, and whilst the moral co~taminntion incident to the vicinity of a large Town, 1s not to be dreaded, the presence of the seat of Government is full of advantages. Every thing conspires to render St. John's a favo• rite of the State. It was built up by the purchasers of our freedom, whilst the storms of the revoluti~n, were yet rocking the battlements of the Repuhhc. It has enrolled among its alumni some of the brightest ornaments of the nation, and continued its usefulness to the last, though frowned.upon a~d discouraged ~y the parent which cre~ted 1t. . It i~ endeared by its origin; venerable for Its age; 11lustr1ous for the great minds nurtured within it:i walls, and entitled to our gratitude for yet striving to do good. Let us then hope, as we do hope, that the days of its discouragement are past, and that from the walls now about to rise, a race of virtuous and enlightened men may he sent, who shall add new lustre to their country's glory, until the bright star of the Republic shall scatter the rays of liberty to the uttermost ends of the _Earth. No maxim is more universally admitted than that wealth and knowledge are mighty elements of power. That nation which is possessed of these, in the largest abundance, not onlyholds her own liberties impregnable to the _assaults of o~hers, but the fate of others is generally i!l her kee~rng._ Extensive territory, and a teeming popula~1~n if ~es• titute of these resources, so far from givmg vigor to a Government, invite aggression and encourage rapacity. Points accessible to attack are generally plUltiplied in proportion to territorial extent; and the dangers of internal dissentiou are increased by the ex:4 �26 istence of a dei,se, if unenlightened, populatio n. Iq every nation spre ad over a large exte nt of surface, thr.re must, by the unalterable laws of natu re, exis t geographical distinctions, whic h wisdom and patr iotism can alone appease. If these are wanting, not only 'Yill actual diversities of inter est impel to disunion, ~nd ensure weakqess, but inte rests only seemingly ~onflicting, will be ia:flamed by the designin g into irreconcilable differences. Wha t was it, but the sound good sense of thf' Ame rica n people, the love of coun try and jts laws, which result from understan ding thei r ~'Xce11ence, which saved these Unit ed Stat es ftom dismemberment, duri ng the rece nt violent poli ~gitations. It was said, and no doubt believed, tical by the pe~ple_ of ~n imp~ rtan t division of the coun try, that thei r r~ghts a~d mter ests were sacrificed to enri ch pthe r sections, less favored by natu re than them selves. The y were told that the bounties whic h Prov iden ce had showereq upon them with a prodigal libe ralit y, ~ere wr~sted from thei r enjoyment by a tyra nnic al ~ourse of legislation. Eve ry avenue by whic h the ~urnan hear t can be appr oach ed, was assa iled with maddening an~ soul stirr ing appeals. The ir thei r interei:;ts, thei r feelings of Stat e prid e, honor, the natural in~ignation of a gallant people at oppr essio n, ~ere all m turn addr esse d by the eloquent victims of ~ . fearful delus~~n. It is impossible to cont emp late with out shud deri ng, the consequences whic h mig ht have rei;µltetl fr~m th~se ~auses, if the peop le of these Unit ed Stat es haq not felt, and known, the value of pheir gove mme nt. The Halls of Congress would in vain hay~ rung wjth the eloquent voices of our unfiV!U~d oratorll. Tpe ir warnings, thei r invo cations, the~r deep s~ga~ity, thei r solemn adjuratio ns, and th!11' beseeching appeals, would have been all, all in yam, and the same fields on which Green and How ~r.d had fought for thei r coun try's inde pend pught have been crimsoned with American bloo ence , d shed ~y A~~ ri~a n han~s. ' 27 nd how is 1t that the English nation, for so many centuries, has maintained liel' ascendancy amo ng !he nations of Europe? Her terri tory and popu lation compared with many of them, ~ould, b~t for othe r causes plac e her far below them 1a the scale of grea tness. 'The se causes are, her superior weal th and knowledge. By thei r means: s~e has not on!y and maintained herself on a footing of equa pla~ed lity, w1t.h the most powerful of th_em all,_ but has been ~nal>le_d to interpose her prot ectrn g reg1~, to sa~~ them rn thei r extr eme st danger. The warlike spm t of ~ran_ce, blown into an intx ting uish able flame, by the whir lwm d of the Revolution, and guid ed and cont:entrated by the matchless genius of N~poleon, threatened the world with universal conquest. One _after a?~t her, nations of Euro pe yielded to his domuuon . ~he . I he Alps and the 1-yrene~s, presen~ed no _obstacle to the victorious march of his conquerrng leg10ns, and deat h and desolation follo\'Ved resistance to his will. Italy , the seat of th~ once prou d mistress of t_he_ wo:l d, Spain, unmindful of the glory which ?nee d1st1 ~gmshed her atnong the nations, Aust:ia, Prus ~ia, a?d Russia with theil· countlesg armies and imperial scep tr;s, had all quailed before the eagles of invincible Fran ce. In this full care er of conquest, however, ther e was one spot to which thei r victorivus pinions could neve r reach, and that was the land of our forefathers· that island anchored in the deep, who se wealth and whose knowledge bid defiance to thei r flight. Not only did she preserve_ her own sh?res, unprofaned by a hostile foot, thougo ever y nat10n of Euro pe, at one time, was leagued for her overthro w,. but I?ersevered in the struggle, until the star ot the victo r pale d before her bann er, and "the arbitP.r of othe rs' fates, became a supp liant for his ?Wn." _And thes e mig hty efforts were made, and this sple~d1d consummation accomplished, by the potent engrnes of wealth and knowledge, for ''no towers or bulwarks along the stee p," ever were deemed necessary to tht safety of England. �28 Whilst however, the power which reswlts from i!ea]th, ex_erts a treme~dous _influence upon the destmy of _nations, tha~ which arises from superior knowledge, .1~ far more hkely to ensure thei1· happiness and tranquility. The acquisition of the former not un• freq~ent1y brings with it, luxuries which vitiate the pubhc morals, and vices that contaminate the ver) sour~es of pub]i~ vir!ue; whilst the latter expels cor• ruphon, where 1t existed before, and purifies, as with :fire, the foulness which preceded it. In seeking therefore,. to better our condition, to promote ou: own happ~ness, and a~vance the power of the nation, let us not !n the pursuf~ of riches:, overlook the paramount ~la1ms of ed~cation; but rather, let us be doubly desirous to acquire th~ latter, that the vast energies of the former may be directed to better and holiel' purposes. SUBSCR iPTIONS MADS 1'0 THJ_,; FU N.U • The subscription mentioned in the prefatory re• marks, was made in three, equal, annual, instalments. It wa·s carried through the several counties on the Western Shore. and the amount obtained, was· ten thousand pounds. In 1821 , at a meeting of the Alumni, in the Senate Chamber, at Annapolis, a plan of subscription was drawn up, a condition being inserted that the whole should be void, unless the sum of ten thousand dollars should be obtained. Severa\ names were subscribed upon the spot, but no agent was appointed; the requisite sum was not obtained, and the subscrip• tion paper has been lost. The only record of it t~at remains, is the payment of the following sum, which was discharged by the donor, though not required to do so by the terms~ 8200. Isaac McKim, for the plan a exhibit s The following resolution in the now and 1834, in same object, undertake n courie of prosecution. Resolved, by the Visitors and Governors of St. John's College, that the Principal be authorised and requested to collect subscriptions, payable to the Visitors and Governors, to be applied by them, in the erection of suitable buildings, for the accommodation of students, and for improving and extending the Library and Philosophical Apparatus of the College, and that the Treasure r be authorised to pay to the Prinitipal, the expenses he may incur, in carrying ,to effect this resolution. Resolved, by the Visitors and Governors of St; John's College, that the Governor of this State, His Excellency JAMES THoMAs, and the Hon. BENJAMIN S. FoRREST, and the Hon. THOMAS WRIGHT, 3d. �31 members of this Board, be a committee to co-operate· with the Principal, in making all suitable preparations to carry into effect the resolution of the Board, to coUect subscriptions for the benefit of this institution: St. John's College, Feb. 15th, 1834. COPY OF THE SUBSCRIPTIO N. We, the subscribers, hereby agree to pay to the Visitors and Governors of St. John's College, at Annapolis, Maryland, or order, th'e sums of money opposite our names, respectively, in two equal instalments, to be applied in carrying into effect the foregoing resolutions: provided, however, that this subscription shall be void, unless at least ten thousand dollars shall be subscribed, as aforesaid; and on the completion o{ said subscription, the first instalment above mentioned, shall become due, and the other instalment, twelve months thereafter. Sept. 9, 1834. James Thomas; William Hughlett; Robe1·t W. Bowie, Wm. H. Marriott, ~lexancler C. Magruder, Henry Maynadier, H. H. Harwood, George Mackubin, Dennis Claude, Ramsay Waters, John Johnson, Nicholas Brewer, Jr. Alexander Randall, Thomas S. Alexander, George "\\'ells, Brice J. Worthington, Richard Harwood, of Thos. Richard I. Jones, Thomas Oliver, J. I. Cohen, Jr. Walter Farnandis, $500 ' 300 .250 250 •· 200 200' 200 200 20() .200 200 200 200 200 200 200 200 200 200 200 lbO Hector Humphreys, Robert W. Kent, Dauiel Clarke, Gabriel Duvall, Fielder Cross, William D. Bowie, John H. Sothoron, William Reeder, Robert Ghiselin, Samuel Mayn11rd, Thomas Franklin, R. M. Chase, Thomas S. Culbreth, Hyde Ray, James Iglehart, Swann ~ Iglehart, George F. Worthington, George G. B~ewer, John B. Moms, Andrew McLaughlin, IJ.'homas B. Dorsey, William G. Tilghman, Charles Goldsborough, John C. Henry, Joseph E. Muse, Henry Page, G. C. Washington, Benjamin S. Forrest, J. Nevitt Steele, Allen Thomas, Charles W. Dorsey, R. G. Stockett, R. W. Dorsey, Larkin Dorsey, John C. Weems, Chas. S. W. Dorsey, Daniel !v.l urray, John H. Alexander, Gwinn Harris, N. F. Williams, '!'homas Sappington, Thomas Snowden, George Brown, F. S. Key, $100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 JOO 100 100 100 100 100 100 100 100 100 llJO 100 JOO JOO 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 �82 v·rga Maxcy, Joseph Todhunte r Thos. H. Carroll, , .Jonathan Ellicott & Sons, Francis Thomas, John S. Sellman, Robert H. Goldsborough E. 8. Winder, ' Andrew Skinner J:is. B. Steele ' Brice J. Gold;borough Thomas Hayward ' William W. Eccle~ton Chas. J. Kilgour, ' J. H. W ilkiuson 'l'humas E. Sudl~r J. Hughes, ' R. I. Cowman, John Randall, George McNeir Basil Shephard ,, R..J. Crabb, Thomas Duckett, Jo~n. H. Waring, W Ilham Ghiselin J. G. Chapman, ' Leonard Iglehart, Wm. D. Merrick, Charles H. Steele Wm. T. Goldsbo:ough H. W. Evans, ' Nathan R. Smith Daniel Randall 2 James Wilson ' David Baruum' James Carroll J' Wm. Denny, R. Potts, John Tyler, Benry K, Randall Thomas J. Dorse'tt John Iglehart, , A~n Iglehart, ft1chard Marriott, 33 $100 100 100 100 100 100 50 bO 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 pO 50 60 50 50 50 50 50 50 50 50 50 50 50 The names of future subscribers will be embraced in the next Annual Report of the College, to the Legislature, It is proposed to collect at least thirty thousand dollars, for the above objects. The present buildings, when completed, will be insufficient for the purposes of the College. The old building contains all the necessary public rooms for such an establishment, being 80 feet in length, by 60 feet in width, and three stories high, above the basement. But a separate building is required, for the exclusive accommodation of the GRAMMA R ScnooL. And, should the number of students increase, according to present prospects, a third CoLLEGE EDIFICE will J)ecome necessary, at no distant period. tiO 50 s �BOA RD OF VISI TOR S AND GOV ERN O,!IS OF ST. JOH N'S CO LLE GE . His Excellency JAME S THOM AS, ex-officio Presid ent. Hon. ,, JOHN BUCHANAN. JOHN STEP HEN . " STEV ENSO N ARCH ER. " THOMAS B. DORSEY. " EZEK IEL F. CHAM BERS . " C. ASA SPEN CE. " THEODORIC IlLAND. " JOHN G. CHAPMAN. " WILLIAM J . .BLAKISTONE. " JOSE PH KEN T. " RO.BERT W. BOW IE. ALEX AND ER C. MAG RUD ER, Esq. SAM UEL RIDOUT, Esq. JAME S .BOYLE, Esq. NICHOLAS BREW ER, Esq. HEN RY MAY NAD IER, Esq. WILL IAM H. MAR RIOT T, Esq. THO. MASH . CARROLL, Esq. THOMAS S. ALEX AND ER, Esq. JOHN N. WAT KINS , Esq. THO.MAS FRAN KLIN , Esq. RAM SAY WAT ERS, Esq. DR. DENN IS CLAU DE, Esq. NICHOLAS BREW ER, JR. Eiq. JERE MIAH HUG HES, Esq. GIDEON WHI TE, Esq. ALEX AND ER RAN DALL , Esq. JOSE PH H. NICHOLSON, Esq. JOHN JOHNSON, Esq. TRE ASU RER , GEOR GE ~1ACKUBIN, Esq. SECR ETAR Y. GEOR GE WELLS, E;11. FA CU LT Y. Rev. HEC TOR HUMPHREYS, D. D., PRESIDENT AND PROFESSOR OF MORAL SCIEN CE. JULIUS T. DUCATEL, M. D., PROFE SSOR OF CHEM ISTRY , JIIINER ALOGY , AND GEOLO GY. EDW ARD SP ARKS, 1\1. D., PROFE SSOR OF .ANCIE NT LANGU AGES, THOMAS E. SUDLER, A. .M., :ilRO.F.ESiOR OF IIIATH EMAT ICS AND CIVIL ESGIN EERfl' \'O. WILLIAM B. LEAR Y, A. M., PROFE SSOR OF GRAlll MAR. CHA RLES T. FLUSSER, Esq., PROFE SSOR OF .l\ICIDE RN LANG UAGE S. �37 JUNIO R CLASS RESIDEN CE, NAMES, CATAL OGUE OF THE STUDE N1'S OF ST. JOHN 'S COLL EGE. 1835. • George B. Dunkel, John Buchanan Hall, John W. Martin, Joseph Trapnell, Trueman Tyler, • CLASS GRADUATED, FEBRUARY 21st, 1835. NAlllES. RESIDEN CE, THOMAS HOLME HAGNER, A. B. ABRAM CLAUDE, A. B. EDWIN BOYLE, A. B. RICH.A.RD SMtTH CULBRETH, A. B. RICHARD CREAGH MACKUBIN, A. B. RICHARD WEEMS, English Diploma, Washington City. .llnnapolis. .llnnapolis, Caroline County. .llnnapolis. .llnne Jlrundel Co, • SENIO R CLASS . NAlllES. Thomas Granger, George Grundy , William R. Hayward, Joshua D. Johnson George F. Johnson', George Edward Musa, William I. Reder John H. Reeder ' ' . Henry W. Thomas Franklin Weems ' gton, Nicholas B. Worthin St. J\fary's County, Charles County. Baltimore City. Washington County. Cambridge, Frederick. Prince George's County . John M. Bt·ome, Frederic k S. Brown, SOPHO MORE CLASS . RESIDEN CE. NAMES, William Tell Claude, Marius Duvall, Jlnnapolis. Do lJavid Edgar, Thomas Iglehart, Charles N. Mackuhin, Jlnne Jlrimdel Comity. Baltimore City. .flnnapolis. Do Baltimore County. William C. Thompson, Edward Worthington, • RESIDEN CE. FRESH MAN CLASS. Queen .llnne's County. Baltimo re City. Cambri.dge Frederick. .fl,mapolis, Cambridge. Baltimore City. no St. Mctry's County. Ellcridge. .llnne .flrundel County, NAMJ,:S, RESIDEN CE. .llrmapolis. John M. Brewer, Do Philip Culbreth, . Elkridge Cale Iii Dorsey, Do "William H. G. Dorsey, Do John Thomas B. Dor11ey, .llnnapolis. John W. Duval!, Calt•ert County. Thomas C. Gantt, Somerset County. Benjamin Gray, �38 39 Reverdy Ghisclin, Jeremiah L. Hughes, Richard II ughl ett, Thomas R. Kent, Absa'om Ridgely, William C, Tuck, Prince George's County. .!lrmapolis. Talbot County. .!Jnne .!lrnndel County, .linnapolis, Brice J. Worthington, .!lnne .llrundel County. Do B. Thos. B. W orthin 0o-ton. D<J • PARTIAL STUDENTS. NAMES, R E SIDE N CE. WiJli11m R. Goodman Edwin E. Pratt, .llnnapolis. Queen Jlnne's County. .llnne .llrundet County, ' Samuel Ridout, • STUDENTS IN THE NAJIIES. GRAMMAR SCHOOL. RESIDENCE, George Barrott, John Basil, Robert Bowie, Lewellin Boyle, Jeremiah T. Chase J0hn Clayton, 1-lenry Duvall, ' Richard R. Gaither , Alexander H. Gambrill Benjamin H. Hall, Dennis D. Hart Benjamin Harwood, George S. Ilumphrevs, John T. E. Hyde, ' Washingto,1 City. Jlnnapolis. Prince George's County, .linnapc,l is. Do Do Do Do Do Jlnne .lirundel County. .!lnnapolis. Jlnne .lirundtl Count y, .IJ,mcipolis . Do Edward G, Maynard, Walter McNeir, George McNeir, Amiapolis. Do Nicholas Holland, James McNeir, Washington City. Annapolis, George Miller, Edward C. Mills, Thomas McParlin, Henry M. Murray, Horatio S. Ridout, Samuel Ricrout, Richard Ridgely, Allred G. Ridgely, William Ridgely, Richard H. Schwarar, Francis H. Stockett, John T. Taylor, ;)ennis C. Thompson, James C Welch, Do Do Jlnne .flrundel County. Jlnnapol is. Do Jlnne Jlrundel County, Jlnnapolis. Do Do Do Do Anne .llrundel County. .finnapolis. Do Levin Winder, James M. Winder, Charles F. Worthington, Do Easton. Do .finne .11.rundel County; Nathan Moore, John G, Gamble, Baltimore City. Weelaunee, Florida. ~dam Smith, Allan Quynn, Baltimore City. .finnapolis. �41 SOPHOMORE CLA.SS. FIRST TERM, f0.URSE ~F STUDIES, EXPENSBS, &c! Juvenal, ( Leverett's.) Homer'& Iii ad, (Robinson's.} Plane Geometry, (Legendre's.) SECOND TERM, Pl:tEPARATORY STU;DIES, VIZ: ;English G:rammar; Geography; Arithmetick; Latin Gram'Q ~ar; C?rderms~ lEsop's Fables; Eras ,, us; C~sar's Com~ men~anes, '!r _Sallu~t; Eclogues, and first six books of th~ 1En_e1d, of V1rg1l; Cicero's Orations; Mair's Introduction, or L aun Tutor; Greek Grammar; Greek Delectus; and Jacob's Greek Reader, and Prosody. • Pupils not intending to enter College will als b • t h E 1· h ' , o e rece1v• e d m o t e , ng 1~ Departm~nt, and will pursue such ·t ~ranches of Education, embraced in the course as Jheir particular views. ' ' iµay sui Cicero de Oratore, or Quintilian. Grreca Majora, (Odyssey and Hesiod.) Solid Geometry, (Legendre's.) THIRD TERM. Rhetorick and Belles Lettres.-(Whateley.) Grreca Majora.-(Tragedians.) Logarithms; Plane and Spherical Trigonometry: Exercises in original Compositidn and Elocution, during the year. • JUNIOR CLASS. P O ~ L E G I ~ 'I' E COU R s E . FRESHMAN CLAS$. · FIRST .T ERM. ,olsom's Livy. Prreca Majora-(Xenophon Herodotus Thucyd' d J preek and Roman 'Antiquiti;s, History, ~nd Myth~l!;y. SECOND TERM. 1Jorace, (~des.) 'firgil's Georgicks. 1rreca MaJ?ra, (Lysias, Demosthenes Isocrates ) _ gebra, with Arithmetic revised. ' • • FIRST TERM, Grreca Majora. (Minor Poets.) Applications of Trigonometry to the Mensuration of Heights . and Distances, Navigation, Surveying, Levelling, 4-'c. Moral Philosophy. Abercrombie's Intellectual Powers. SECOND TERM , Tacitus.-(History.) Conick Sections. Chemistry, with Lectures. (Turner's.) G , A TH!RD TEJ.UI. Hora~,,, (Satires and Epistles.) GAlrreca ~ajora, (Xenophon's Memorabilia Plato ) gebra completed. ' • raus!at!ons, Them~s, and Declamations du~ing the y~ar,. 'f THIRD TERM. Tacitus-(Manners of the Germans, and Life of Agricola.) Natural Philosophy, with Lectures. (Olmsted's:) Elements of Criticism, with Lectures on the Frne Arts.. (Karnes') Debates, Compositions, and Declamations, during the year• 6 �42 43 SENIOR CLASS. EXPENSE S. FIRST TERM. Natural l?hilosophy, finished, with Lectures. (Olmsted's.) Horace, De Arte Poetica; with Lecturns on Taste, and a Revision of Latin. J,qgic, and Philosophy of the Mind. (Whateley's.) SECOND TERM. Astronomy-wi th Lectures. (Cambridge.) Political Economy-with Lectures. (Say's.) ~vidences of Christianity and Natural Theology. (Paley's.) THIRD TERM. Laws of Natwns-Consti tution, and Civil and PDlitical History ot the United States. (Kent.) Butter's Analogy. Civil Engineering-(c onstruction of Machines, Bridges, Roads, Canals, &c.) Mineralogy and Geology. (Shepard's.) ))ec:amat1ons of Original Pieces, Extemporaneou s Debates, • and Exercises in Criticism, during the year. The study of the Modern Languages, shall be so arranged ~snot materially to interfere with the College course. The officers of instruction, will endeavor to make the horough as possible; and in no case will course of study as t_ a Scholar be allowed to pass, to an advanced standin"', till he _shall _have sustained all the previous examinations, to the ~atisfasllon of the Faculty. Full Courses of Lectures are delivered to th€' classes on (;hemistry, Mineralogy and Geology, and on Natural Philosophy and Astronomy. . The State Cabinet of Minerals, collected by the Geolo~ gist of Mary Ian~, is deposited in the College, anJ may be us~d, together with the College Cabinet, which ot !!self is quite respectable, in illustrating the Lectures on Miner.1logy ~nd ~eology. The College Bills are payable quarterly, in advance, as ol lows, viz: $24 per annum. English Department, do. 40 do. Preparatory Classes, do. Freshman and Sophomore Classes, 40 do, do. 50 do. Senior and Junior Classes, The above Bills include all extras. No Commons are established; but board may be had in . private families, for $120 per annum. Parents and Guardians are requested to place all momes intended for the use of the students, in the hand~ of ~ne ?f th p ofessors who will exercise a parental discret10n, 10 th:ir ~isburse~1ent; and lhe following ~aw o~ the ~late, passed December session, 1834, is published for the rntor• mation of all persons concerned. Section 1. Be it enacted by the General .lissembly of .Jl,faryland, That no person or persobn~ shall ~'!Ve cre?htt tot atnhy e Student of St. John's College, emg a mrn~r, wit ou consent, in writing, of his Parent or Guarclian, or ?f such Officer or Officers of the College, as may be authorised by the government thereof, to act in such cases, except for . ,, washing or medical aid, Sec. 2. .find be it enacted, I hat if any_ person or person$ shall give credit to any minor as afotesa1d, c~ntrary to the provisions of this act, he or they shall fo~fe1t and pay to the Treasurer of the H' estern Shore of this State, a sum not Jess than tv,enty, nor more than three hundre~ doll~rs, according to the nature of the offence, and at tl!e d1scret1on of the Court of Anoe Arundel Countr, which may be recovered in any proper nction, before said Court. Sec. 3. .!lnd be it enacted, That it s~all be the duty of the Attorney General of this State, or _his Deputy, on the complaint of any of the Officers aforesaid, to prosecute for all violations of this act. ��� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Speeches, presentations, and other lectures Description An account of the resource Speeches, presentations, and other lectures given at St. John's College. These include convocation addresses delivered in both Annapolis, MD and Santa Fe, NM.<br /><br />Click on <strong><a title="Speeches, presentations, and other lectures" href="http://digitalarchives.sjc.edu/items/browse?collection=15">Items in the Speeches, presentations, and other lectures Collection</a></strong> to <span>view and sort all items in the collection.</span> Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context speechespresentationsotherlectures Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource An Account of the Ceremony of Laying the Corner Stone of the New Building, at St. John's College, Performed by the Hon. John Stephen, Judge of the Court of Appeals, with an Address Delivered on the Occasion, by John Johnson, Esq., One of the Visitors and Governors, June 18th, 1835, with a Historical Notice of the Institution, a Catalogue of the Officers and Students, and a Copy of the Subscriptions Made to the Funds Description An account of the resource An Account of the Ceremony of Laying the Corner Stone of the New Building, at St. John's College, Performed by the Hon. John Stephen, Judge of the Court of Appeals, with an Address Delivered on the Occasion, by John Johnson, Esq., One of the Visitors and Governors, June 18th, 1835, with a Historical Notice of the Institution, a Catalogue of the Officers and Students, and a Copy of the Subscriptions Made to the Funds. The pamphlet was published by the Board of Trustees and printed by Jeremiah Hughes. Creator An entity primarily responsible for making the resource St. John's College (Annapolis, Md.) Publisher An entity responsible for making the resource available St. John's College (Annapolis, Md.) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1835 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Cornerstone laying College trustees College students Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LD_4811_A249_S14 Contributor An entity responsible for making contributions to the resource Stephen, John, -1844 Johnson, John, 1798-1856 Humphreys Hall https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f7094f3c75e20f99b46d2a2f241ba2bb.jpg 5bb0afdd3869ca3891e420a94176d598 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 25.5 x 20.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-2396 Title A name given to the resource An Act for Founding a College on the Western Shore Date A point or period of time associated with an event in the lifecycle of the resource 1785-01-15 Creator An entity primarily responsible for making the resource Unknown Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Description An account of the resource 1 photographic copy of a document : b&w https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/135600a7c8b2c603c02b676683a05162.jpg f5e8b79fa67da5e8fd4211bfb7299a23 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 25.5 x 20.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-1247 Title A name given to the resource An Alumnus Speaking while Holding his Award during Homecoming, Annapolis, Maryland, [ca. 1972] Description An account of the resource 1 photographic print : b&w Subject The topic of the resource Homecoming (St. John's College, Annapolis, MD) Date A point or period of time associated with an event in the lifecycle of the resource 1972 [circa] Creator An entity primarily responsible for making the resource Dos Remedios, Steven Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Homecoming https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/a3f0217f2a7fd29b29d8452202164f72.pdf c87307f54d47330a746bd902335468b2 PDF Text Text Ev!I Brenn .. St. John's Callega, Mey 1972 An Appreciation of K•nt 'e Critigue ~ .!:!:!!!.. Reason .. for Students An Introduction ·Pert I. · THE CRITICAL ENTERPRISE a. Tha Problems b. Tha c. Gr~tique The System Part II. THE CRITiCAL HAN 11. b. Tha Pradlc21ta c:: ~ Th• Object · d. (Exp1rience) 11. The Cri tigup The Subject Tha £!! f!.!!!. MQ~rli,,g R!t!!pn in 1ts final f'orm hes 884 pegaa. Of these tho l••t. five ara clevotad tn • history of metephysice. . In 1t Kent c'eete en aya aver ell the efforts prec1ding and eaea·them ell ae structures his~ Then ha cla1ee with these words (my italics): in ruine (8 BBO). critic'l way elone 1e still ap11n. 11 The If the randar hes be11n obliging end patient. anough ta wander over it in mv company, he mev now judge whether, if he le willing to contribute his part in order t _ meka this. foot-path a royal road, a' acmathing which meny centuries heve been unable to accomplish may not be attained before lb!. ct111pletian . gf !b.!, preeent century: I namely, thet human raeson ehall, in thane matters which have et ell times, though before this in vain, engaged ite desire ta know, be given c1311plate aatisfection." The vaer ie 1?87. •A,S : pegin~tion of first end second editions; other works are cited paragraph, where po1eible; P: Prolegcmap] !e, An~ Future Metaphysics. by �I have quoted this last paragraph to establish th·e full tremendousness of this book. It means revolution; more swift, radical, and complete than ' the two great political revolutions in France and Pmerica between which it falls. Kant himself emphasizes this revolutionary character, taking as his paradigm the Copernican Revolution, that change of paint of view which turns the human being from the quietly central spectator of the moving heavens into the circulating observer who sees in nature only his awn restlessness (8 XVI, XXIII, n.). I shall try in this presentation to work out as exactly as possible the effect of our acceptance of this reversal on our humanity, but to do this it will be necessary to try to strip the Critique of those defensive outworks which, while intended to make the newly established position of liberation secure, really turn it into a new orthodoxy •. For like all radical positions, the Critique is meant to be completely and irresistibly compelling, which means that those who yield to its compulsion and join, so ta speak, the party, must come to see their position as given and obvious and in no way wonderful. This lack of wonder is just what Kant aims at when he says that within the next two decades human reason phall have its desire to know completely satisfied. The compulsion of the Critique is expressed by Kant in the sentence: critical way alone is still open.'' "The Therefore, if we want to remain open to the impact of the book, we must refuse to be herded along this road, though we must follow it. We shall try to look at the Cri tigue not "critically", that is, as insiders, but appreciatively, .as outsiders. This has one immediate consequence for our reading of the text -- those compelled to live within the system must tinker with it constantly to make it livable, but an outsider can afford to take it in its integrity. I shall, thGrefore, accept Kant's clear statements to the effect that his system was in every part complete 2 �in the first edition of 1781 and ·that he made no change or addition when he revised the text for the secoAd edition, and desired none to be made subsequently (8 XXXVIII). To avoid the compul_ion of the "critical way" we must see what it i!'>, and s there is only one way to do that, which is to regard the Critigue, as Kant himself does, as a great dwelling, an architectural work (B 736), erected on the ruins of preceding structures, through which we allow ourselves to be led as prospective inhabitants, the while seeing_ more and different matters than our guide intended and thus preserving our inner independence. Let me i~lustrate what I mean by simply launching into . this brief liberating tour of the Critigue. The first part of this presentation will, then, deal with the Critical Enterprise as a whole, under three headings: the Problems, the Critique, the System. Part I THE CRITICAL ENTERPRISE a. . The Problems The outworks and forecourts of the Critigue are the problems through which Kant compelS .: everyone to enter his book. Let me first road them off (B 20 ff.): How is pure mathematics possible? How is pure natural science possible? How is metaphysics possible?, and finally, the translation into Kant's technical language of these three I together (8 19): How are a priori synthetic judgments possible? The first three questions express Kant's two mpin preoccupations for many years before the critical answer came to him, namely the value and trustworthiness of Newton's mathematical · science of moving bodies on the one hand, 3 �en.cf the self'-coritradictoriness ·and uncertainty of metephyai.c s on the other. Vet they constitute not so much the opening of en inquiry as the gates to the straight end nerraw path of a eoiution. unwitting captives of Kant'~ cestle, we must If we ere not to become the ~ecoma ·thoroughly E;11Jere of the constraints the formulations of these .problems impose on our· way. First of ell, whet does Kant imply by asking how such kntldledge is possible? In the case of m~themetics end mathematical physics (Which is sO'iance only as fer as it is methemetic~l (Metaphysical . Principles .E! Ne1turel . Science; Intro.)) the question expresses no doubt whatavar about ite actuality nothing is more cert~in, and requires the reader's assent more es a matter of course, then that methemat1c·a1 ecienca exists end contains binding lewe (8 X ff., 20). What it does express is e· very peculiar Kantian approach to what is actual, namely that precisely bec115uea.iit exists . it must be given a foundation, that we must find the grounds upon which t~et which is actually known can be ours, not only in th13 sense of being ·eveileble ·but else es a firm and certain poe•eaaion (Pra·kegmiena 5). Metephyeics, on the other hand, is not en actual science at ell CB 21), since up tc ' the time of the Critigue there has been, depressingly, no metaphysical ·1ew proved fer whose contradictory an equally convincing proof cannot be constructed; for instance, it can be equally convincingly demonstrated that the world muet have a beginning in time and also that it cannot have such a beginning. Kant calls such parallel opposing proofs "antinomies" or 11 counter-l&.1e" (8 434), and he hed been occupied with the devastating pbssibili ty of ccn_ tructing them long e before he wrote the Critique. Therefore the project of finding the grounde of the poeeibility of metephysice will imply bringing it into being; Kant will have to find the first uneeseilable metaphysics. 4 �:. • . Secondly, what doee Kl!lnt 1mpl'y in using the word "pure" in th11 f'1ret three questions? We must f'iret attand to tha 'vary fact that there.!!, ' ' ' "pure" -- in contrl!et to ca~teminst•d ""... khlJldledge. "Pure" is clear_y a l key concept of the. Cri tigue E!,. f!:!!:!. Reeeon , er:id it does , indeed, es we shall see, meen · 11 uncont$nineted by anything alien" (A 11). · We must expect the irrmsculateness of our conceiving to play a central role in the book. There ·is a further implication: Since pure mathematics and· pure naturel science have indeed long been actual, while msta_ hVsics, by which Kent st this point p understands merely the knabiledge obtained by the pure intellect not yet in ex1etence _ among men, the former mu~t CB XIV), is represent knowledge which . is on the one . hand unconteminat.ed by alien ·eeneation, and on the other altogether inteilectual: !!.2!. the implication is that . there muet be a pure !!2!?,- intellectual knowledge; and indeed, the discovery of a second. faculty of knruledge, tn every way apposed· to the intellect, a nicul ty capable of pure sensing, wee Kant• s first cri ticel find CQ!l !t!!..F~m !!29_ Princlplee Ef. ~. S!npible and Intellectual World, 1770). And finally, what does the juxtaposition of the three questions imply concerning their interrelations? Kant, in expl~ining how he came to the critical enterprise, attributed his awakening frc:m his "dogmatic .slumber", that is, his faith in the traditional metaphysics, to David Hume (P, Intra.). What Kant had learned from Hl.llle was precisely · that his own two orig.inal p;reoccupetione (the success of mathematical phy?ics and the natural human predisposition toward metaphysics) were deeply involved with eech other. For Hume had pointed out that a type of connection between ideas, central to all metaphye1ca, I . namely that of cause .lf'ld effect, could be made neither by mere reasoning, nor by observing events in nature. For no one has ever seen a cause act ar an effect ensue·. · If, for instance, one billiard ball hits enother, which thereupon 5 �begins to. mpve, ·a sequence .of distinct events can be obsar\ied, but no element in this sequence clearly bears any mark of being the "cause" of another which appears as its "effect"; in Hume'e werda: nno object ever discovers, by the qualities which appear to the senses, either the effects which will arise from standing IV, 1). ti it;~·· ~he causes which produced it, or (Er!, Enquiry. Concerning Human Under- But if Hume had thus ·showed that the · central notion of meta- . physics is unknowable, he had showed as well that ths central notions of Newtonian physics are superedded to ita observations;. ail our sense experience can give us is that nature seems to be in the habit (Enquiry V, 1) of following certain sequences, b~t that same of the events of such a seq~ence ere the ceusei af others is not an assertion capable pf experimental verification , e,t ell. Hume's attack on metaphysics is also an attack an the certainty and · of science. But because Hume's ~ssault Ttiur aignificenc~ was made with a tw.o-edged &'-'ord, Kent conceived, and so his questions, taken together, imply, that t .he. defense might also secure both metaphysics and experimental science et once; this would be the case if. !t!!!, former physi~were ~nothing .!!!!, .lh!, g_round £!. ~ letter, if the n8W meta- to be pre-eminently what is nbepind physics", its ground (B 8?3). Furthennore, Ht.1ne's peculiar proceeding of elevating experience by attacking its conclueiveneas, conf1:nned Kent in the assumption that there is only one criterion of certainty and that is purity -- nothing that comes to us adventitiously, nothing that is given to us by sense experience from the outsidE can be guaranteed, far yet another observation might reveal an 'alternete eaquenc which will prove our first conclusions to be neither always nor inevitably true, net ther universal !1!-J.r. necessary. certain, then it must procee~ . fran If observational science is to be propositions which are dependent on nothing · alien, which ere pure of aensation, Which is to say : . ~ .!:!!!. !.!:!!!!. first. !!:!! very The Latin phrase fer "fran the very first 11 is "a priori" (8 2-3). 6 �We may now recapitulate the assumptions to which Kant's introductory problems co1T1Tiit us by studying their final enunciation: "How are a priori synthetic judgments possible?" (8 19). We see that this formulaion assumes that there~ a priori judgments, that is, propositions which arise purely out of our own faculties .of knowledge. "synthetic", It assumes also that these are "Synthetic" means "put together". Synthetic judgments are propositions in which, as opposed to analytic ones, the predicate does not merely make explicit what is already thought in the subject, but in which truly different things are put together; we might say simply: new or interesting judgments, precisely of the sort science is expected to contain (8 14). shall leave for later the reason why Kant calls propositions judgments.) (We And finally the enunciation of the problem, in asking about possibility, commits us to the grounding enterprise. This means that we accept in fundamental questions the necessity of perfectly circular argument (8 765). For as Kant explicitly shows, to ground the actual means first to find those elements which make it possible; and when we have, with the aid of a lucky clue, found such grounding elements, to show that on these and only on these grounds we can get what we already consider ourselves actually to possess. Critical grounds are therefore in some sense like the hypotheses, rationalizirg constructs, of astronomy (A XVII) • Here, however, the peculiar aptness of .t he Copernican paradigm begins to come out; just as Copernicus differs from Ptolemy in refusirig to regard his theory as merely another hypothesis but thinks of it as revealing the true nature of the heavens, so those grounds are not intended as mere constructs but as truths (8 800). Thus aware of the constraints under ·which we enter, let us pass straight to the central court deer within the dwelling. on here goes under the name of: 7 The enterprise carried �b. ·.J.b2. Critique E! ~ Reason. Kant uses the word "critique" in a general way to mesn a radical review of knowledge in terms of its grounds (which, it turns out, ere the faculties of . . ., ' knowledge), but in its central use the word h~s precisely the aggressive meaning 1t appears to have. ·. Far in the largest middle section of the Cri tigue, Kant undertakes the negative work which gives the book its nE111e, theexppsure £!:pure reason·, of reeson on its (Hence the title of Kant's book has CliJn. two meanings -- · 1t refers bath to the destruc.t ion of the pretensions of a higher faculty, specifically called the reason, anclthe establishment es a ground of kncwledg. of a lowa1· faculty properly called the ·understanding, though e sometimes cCJnprehended under the general term reason.) The center of the book is, then, ~ha· scene of devastation. Here we sea the ruins of all farmer metaphysical enterprises about which .the new edifice is built. We know fran K nt•e early notee that preeminently this central · a portion .·was called "Critique" and that a suggested title for the whole . work . was "On ·the Limits of Senee and Reason". The critique here practiced is no longer a search for the ground of knowledge but the annihilating criticism of any previous metaphysics. Kant is very explicit about . the centrally negative and destructive · character of the Critique (8 23); it is because of this that Moses Mendelssohn called him the "universal pulverizer". He regards it es a great purification which must precede the new era, as e profound reinterpretation of the Socratic knowledge of ignorance, for while the latter intends to prepare a way into the apparently unkn0bl1, the critical revelation of the impotence of reason is intended to prevent for ever· any venture into the provably unknowable (B 786). In his Philosophy E! History, Hegel, in a penetrating f1 fty page review, calis Kantian philosophy "enlightenment .made methodical" -- the 8 1 �the central Critique is methodical enlightenment. In order to understand why the critique of metaphysics is cast in the f orm of an attack on pure. r e ason it is necessary for a moment to look at the form of the book itself. l ooi c ~ text book of on logic. All but the first part of it is cast in the form of a o vg2~ 1 zed in part like the manual for Kant's own lectures In fact it rec apitu l a t es, with some signifi cant s hifts, the parts of Aristotle's Or !=] c:m-- .. or on - ~· -~ ~ 11 J1 1strument 11 for the acquisition of knowledge. i',s such it deals in orde r with the elements of the fcrms of thought, namely concepts, t heir combinat i on j n ..judgmonts, and finally with inforences, and t he art of argument. Categories, _ On uses the nam 2 (The cDrrr::sporiding Ar :.stotelian treati ses are the Inter' prot a tiL~ , ~} v!J c j: he A nalytics_ and the I_opics ( B 324).) Kant fo:c t\":E! fi rs t two of thes e s ub j Gct matters (which we th c t is, of syllogisns and t h2 c:1 1 of argume nt, in to ;:.he huge middle section -i r .: c1 ? his book which he calls ':Dialectic", or better, wrranscendental Dialectic". The u rd "transcendental " literally mea ns noth i ng more than "going 1n beyond 11 • Jn the language of thE! s chools those terms CJ re called transcendent which intend something bByonci s ens o experience, such as the One, the True, the Good (B 113). Kant chooses t he tradi ti cm; tiJh8t8 11er lJ form of this Lc1ord to ma r k his overcoming of goes beyond experience is transcendent and without r:redi t unl ess it is ;:; trc:msc r:: nd1:2nta l anst<Jer to the c r i t ical question: CJ:., 2 the gro unds of s e:nse exporfo nc e ?" (B 25 , 80). 11 What The opposite of "trans- c i:mdental 11 is "immanont 11 or dtt.1elling "within 11 experience. The critical logic i s therefo re a trans cendental logic, a logic not of the world itself but o f the conditions of knowing it; as Kant says, a logic of truth (B 87). f or the word 11 dialec t ic 11 , Kant completes the degradation which Socratic 9 As �"conversation" had begun ta undergo in Aristotle's Topics (VIII, 1). There the dialectic method of argument is that which addresses itself to the convincing tha interlocutor by likelihoods rather than to the production of · truth. Kant goes further -- dialectic is .simply the logic af illusion (8 349) end transcendental dialectic is the critique cf the production of illusory . argt.nnents in the realm beyond sense experience. We possess, it tums out, a special faculty of deluding ourselves (8 353 ff.). This faculty is "pure reason", reason by itself, without any alien additions: human reason on ite q.m is a faculty for -- illusion. The problems with which the Critique begins, you will remember, could not i~clude th~ fon:nulation "How is metaphysics asa science possible" since no one could exhibit such e science. What I omitted so aay then was that Kant had substituted an alternate formulation based on the human fact that metaphysics has Qlwaya been attempted. Kant therefore regards metaphysics as a universal human activity and asks: "Hru is metaphysics as a natural disposition possible?•• I had in the last section md.tted the very last statement of one of the problems of the introduction, which ia~precisely: "How is metaphysics as B natural disposition possible?" (8. 22). Human beings, this question assumes,· do actually have such an inescapable disposition, for, in the face of never-ending failure, they never cease to attempt to gain purely intellectual knowledge. (I might interject here . the observation that it is a consequence of making a science of the grounds end faculties of human knC1&Jlec1ge that they all become universal; no hunan soul can have a nature basically different in constitution from any other -- this might be c~lled the scientific republicanism of the Kantian revolution (8 859).) We are naturally disposed toward operation of our reason (8 355 ff.). metaphysi~s because of the peculiar The reason, a dubious English substitute 10 �for the German word 11 Vemunft 11 , which originally means a faculty .for "taking in", is traditionally that highest knowing faculty, which sees directly into things. Kant retains its position as the higher of two cognitive faculties, but this ranking is now degraded ~higher means farther removed from experience, from the illll1ediate production of truth -- secondary (8 362). this, its tradition al Latin name, 11 As a token of intellect", is taken from reason and attached to that primary faculty of thought called the understanding which we shall look at later. Reason does no original work of understanding, it merely uses the concepts and judgments which the logic supplied to it and combines them into derivative ones called syllogisms or inferences. This dependent faculty is, however, by its very nature not content to collect and combine the matter supplied but insists an exceeding itself. The Transcendental Dialectic shows haw the faculty of reason, which is beyond experience, is irresistably, by its very ·nature, compelled to lase itself in a definite number of definite fundamental logical illusions of the type of the antinomies I mentioned before. It does this in the fallowing way: . it notices that its chains of inferences seem to run backwards in three ways (B 379): In the first of these, the premises run backward in such a way that each prior premise has a more inclusive subject, as in the syllogism "All men are mortal, Socrates is a man, Socrates is mortal • in which the i, subject of the minor premise, Socrates, is narrower than_that of the major, man. So also syllogisms regress from consequences to conditions as in "if-then" syllogisms, and from a disjunctions to a collection of possibilities as in "either-or" syllogisms. Now reason is inevitably driven by its own "interest" to do what it is not fit ta ~o; ta originate concepts and judgments which it posits as the principles or absolutely first premises of each of the three types of chain. Thus it creates the concept and posits the 11 �existence of 1• . a vary first and all-inclusive subject, 2. every first; unconditional or fraa condition end 3. a being in which all pose1b1lit1as are contained. Such illegitimBte creations ere called 1deas of reason, after the Platonic ideas CB 370). · Different prcceeeesof illusion ere eaeociated . with each of the three ideea; among them ere those antimonies of metaphysice which had early disturbed Kant. Now the ideas of r'aeon are only the logical f01111Ulatiane . . thraa human . concerns which . together exhaust which itself is or . neve~8'11Bra th~ field of philosophy. For th•t subject predicate belonging to another subject but Which -- rather itself supports ell predicates. is the soul, which belongs only to itself . . while an· knowledge but moves unmo~ed, belongs to it; end the condition which itself has no cause spontaneously, describes freedan; and that being perfect in containing all possibilities is God. wh~ch is · In questions concerning God, freedom · and the soul Kant recognizes the totel content of all previ[Jus metaphysics (8 ·? ,826). He has · just eha.iln that substantial en1111ers to such· questions ere beyond our cOD1petence. lie in All the old constl'llctions .of metaphysics ruins within his a.11 . edifice. Thie;than, le the anewar to the problem: Holil is it possible that we have a natural dispositia~ .t werd a study which . brings us nothing .but undemonetrable, contradictory fictions? as naturally . . to lead to excesses: Uur highest faculty is so constituted lt is the business of B critique of.cur reaeon(a way to eelf-knDldledga which gives us a radically new version oT' Socratic ignorance, nemely certified ignorance (A XI, B 22)), to discipline this prapeneitv by .displaying it clearly • .Kant's promise ti1atour desire to kn°"' will c. ~hQrtly be laid t1:1. ,rest is hence fulfilled. The Sy1tBll) · \iav\\ng .briefly surveyed:. the very beginning al")d the middle . of . the Critigue 12 �the time has now come to look at the blueprint of the whole critical edifice, as set out in the last part of the Cri tigue, which, '. Still in accordance with its presentation as a logic, is called the Transcendental Doctrine In his own manual of logic, Kant says: .E! Method. "Just as the Doctrine of Elements in logic has as its content the conditions of the completeness of a knowledge, so an the other hand the General Doctrine of Method, as the other part of logic, must treat of the form of a science in general or of the way and the manner in which the manifold of knowledge is connected ta make a science." (Loeic 96). A doctrine of method therefore teaches how to handle and how to put together the elements or building blocks of a science, how to make them the mutyally supporting parts of a systematic edifice. logic is in a special position. But a transcendental In mathematics and natural science, as Kant observes in a work which is the precursor of the Critigue, the method is the result of investigations in progress and follows upon the science; in - pure philosophy alone "the method anticipates every science" (Sensible and ' . Intelli51ible World 23). the method" (B XXII). And so Kant calls the whole Critique a "treatise on For the transcendental ' philosophy, defined as the of the system of principles discovered in the critical enterprise "id~a" (B 27), is to serve to mark out and secure the paths of inquiry in all the sciem;:es, to be a Prc.Legomena, or preface, .!£. Any Future Metaphysics Which .------- Can Assume the Part of a Science, and this is precisely what a method is. ~ . ' But the critical investigation itself must also be somehow directed, and this is what the Transcendental Method does; it is a method of method. Vet there is something strange about it, for what trustworthy method can show one the way to the grounds of trust? Note, too, that Kant calls the critical system an "ipea", almost suggesting that it is itself one of those dubious constr< Licts of reason. The art -- note, not the science -- of systems is called, in 13 �keeping with Kent's edifice metaphor, "Architectonic", or ~th• master-builder's art 11 , the neme of the next to lest .section of the book. But be~ore Kant can treat the system of knowledge tie muat complate lt; for an ele""\'t is m1~1lng. This ia done in a prior section .called the "canon liilike Bacon •e of Pure Reason". ~ OrQanon ·or science•: wh~ch is qu. ted at'. the o beginning of the Critique, Kant's new organon of pure raeson ie no~ •n inatrum11nt for positive discovery but for the cure end prevention of error, e negative or~~...,o (8 25) or 0discipline" (8 737), ee the first section of the Transcendental Method, which demands that reason be shown ta have. no iegitimete theorsUcel use, is called. But amewhare, K18nt says, reason must be. a sourca of positive knowledge CB 823). A method for rightly using e faculty, 8uch as the reason, is called e "Canon" (8 8241; the section so named ln the Critique d•1covere the positive use of the reeacn, which is the missing element in "precticel" reelm, 1n morality. in the Critique Critique 2!,~ E!. Ptacticel t~e eyst.-, in the It .is therefore, ea it were, e claaring meda fi!asan for the purpose of laying the foundations of the Ra!!Jln. The possibilities of pure reason era now ca111pletely exµaunded end ~ant . . can give t11a legi timete table of retionel hLltll!ln knowledge or ph1loaophy1 (8 869)1 the transcendental counterpert of the Catalogue or histories Bacon had appended , to hie O:menon, which ie intended ta direct empirical inquiry. I shall recount it only fer enough to reveal eClll'lething significant about the Crit1gue ea a whale. All retional knowledge has aither !!p1r1~1l roots, which mB&tna that it is based on the trial and error cf sanes experience, or it la purely rational; only the letter is considered in the Critique. It is to be noted ff. :L~~· ; ~ { .r : r : r.~ ;- 1 1 '. ' that thia fundamental division is entecadsnt .to the inquiry itself. The philosophy of pure reason in its preparatory or "prc:>paedeutic" stage is celled •critiqua!' The principles there d1acovered, when presented completely and eyetewieticelly, · 14 �may then be called •1metpphyeice". Metaphysics hes tMICJ br8'"1chea, the metaphysics of thaoreticel reason which i .a ~ ea we shall sae, . the sane. as the metaphysics of natyra and the of practical reason, or of morale • . The meta- mataph~eics physics of nature· 18 in tum d1v1dad into two parts, one r:tealing with the . sum Qf all obJect19 given to our faculty of knowledge. Thi~ · part Kant cel;J,11 "physiology", the ac. ount of nature. The other part deals with those faculties c themselves, apart from th•i~ ob.jact. Kant calls it "ontology", the acc~t of being. Hera, in the ~h!.~~*~-~' . KB"lt· in the elmoat ·iranically unobtru'eivt traditional ta?me r&\l&Bl.9 . th• t'ull t'o:rca of his revolution; th• quaation of. ' . . Aristotle's, Metaphvaice (VJI, i) Which has well as nru ever pursued end ever lftiaeed: answered by pointing et the queaticner. but bes~, Jl dhet , say~; '~n es he thtl past is being?•· ~ is now !!:!!. science · E! beinQ 1111 to be !!. Ea."!!!. neth1ng !tl! science g! 1n;Jlliring !!!!!!!.• Tli1s brings us ta the ~~.~!f E.~r~. at' this praeantat1an blhich da-.la witli · the Critical MBn under four mo.tinge: the Subject, th11 Predicate, the Object, and the Meaning. Pert . II: THE CRITICAL M~ · The order of presentation will have the farm of en experi91811t in reconstructing the Cr1tigue which is suggested by· the Prolqganana; Kent's introductory sketch of the Cri tigua , which he wrote between 1ts two editions. .In . thie short book Kant pretends to present .analytically, that . . is by reducing the given ~ problems to the conditions they implf, the same material presented in the Critique synthetically, th11t is by starting with the first and highest. principle, and deducing the consequancaa. ( P, Intro; this use of .these ·ilrme must not be confused with that 1) by which judgments are called synthetic or analytic, as described above, (P 5 n.) or 2) by 11.Jhich the dissection of e faculty is is called an analytic, as seen belCl.il.) ·Now everyone who has read both works 15 �1a perfectly ewe're that they are both equally analytic or '*regressive", as !lny work af discovery would be. My experiment will therefore consist af presenting · the elements cf the fLritigue in that ~ynthatic ar progressive order which Kent I . .. never actually followed, I !dill etternµt, es it were ·, tc reed · the C:ritigue backwards, ta derive critical men from hie principle~ The matters I em about to take up ere drawn mostly from those earlier . . ' • sections of t ·ha Critique which I have bypassed so far and which are generally IlllnBdiately after the Introduction end rightly the object of most intense study. comes, es the first part of the "iranacendentel Aesthetic". . ~EP.!r..1~,! P.~. 9..1!.!!?!l~~.. a section entitled •Aesthetic" caries rrm the Greek. bJDrd eistheeie, . . . . sense, end meeris the exposition of the hunem capability for s~aing. . (B 35 n.)~ "Transcendental", you 111111 remember, means •beyond manse experience". ·The Transcendental Aesthetic therefore tl'9•t1 mf our cepllcity fo~ sensing without sensation. The poethunously published work of Kl!lnt ehawa that tha diacavary of this strange capecity came to dminate hie attention. And well it might, for it .holds the key to his peculiar view of human nature. The ·second part in question, the beginning of the logical Critique (which i11111edietely precedes the Dialectic, the "discipline · of reeeon" discussed above) is called the "Transcendental Analytic". It is a "canon of tha Wd1retendiog" (8 ??)and contains the analysis of the grounds of our capacity rar a priori thinking • . The first book of this is called the· "Analytic of Conc•pt•"· In it is found that investigation in the Cri tigua, designed, aa ~ant says, ·•with soma depth" which cast him the most labor (A 98), tha notorious "Trenscendantel Deduction of the pure a priori concepts of the undarstendin~" used above but a grounding ,procedure in ~hich (not a deduction in tha sense certain· critical .discoveries are justified by being ehcui to be the neQsseery .conditioris of the possibility of science (8 11?)). Considered apart fri:Jn its systematic context, it cen ·be 16. �aaid to establish the nature of the transcendental self, the highaat, or perhaps better, the deepest point of the Critigue. I now ctr&.it lerg11ly upon it for my synthetic .beginning. a. ~ The nane for thet which underliee all alee ie Subject In the beginning there is the "I", and the "l" is by 1.teelf. lt is the highest point of . the Critique ( B 134 n .) ; ell else is founded upon . 1t .. In · English we help ourselves over the enormity of such a reference.to the,!. by eeying !b!_ !!!!!,! er ~ ego, but Kant uses no such eubeti tutes. Were in exactly llea this enormity of the highest critical concept? The pronoun which we very aptly call "of the first person" (a parson being defined by Kant. es something conscious of the . numerical identity of its I (A 361)) is precisely of such a nature that no one else, no outsider, can say "l" for or of another. The word "l" is the pure expression of inwardness which cannot become cur D\IJT1 or another's object (8 .321); thus 1n .. ettamptlng to use the noun for which the "pronoun" I stands, cur name, we are constrained to shift to another "person•, the third, just es say "he" or "it". - Ide Hew then can Kant make the I en object of investigation? For Descartes in hie incubator, such a study was still -------- examination (Discourse on Method IV, 8 422 n.). is, as blS must, in speaking of another si~ply and frankly !!!!- One of Kant's greet innovations shall see, preciee'iy to show in whet respects we can and cannot observe ourselves, in what way the I can become its own object (8 155 ff.). But because the I of the Critique is always presented as any I in general (8 ~O~O, a tremendous fact beccanes blurred: there is !!E,WBY the Kantian self can cane to know of another self (B 405). It is explicitly disbarred by its very· firstness, its radical self-sufficiency, from sharing.in the inwardness of another or even receiving immediate evidence of another's depth, hie soul. (Kant ventures the hypothesis that in the world of. ~ppearance inwardness asslll!es . 17 �the fom cf pure' exte:rnality, that ·saule .when they appear to e:>ther souls do ac as bodias (8 428) .) It is tharetare in the te:t111l!I af the Critique perfectly · indifferent or~ whebr ·1ta ·1is151\e or many; · whsthar Kent is exmdning himself I; eech I is universal, all the world there ia. · (This absolute isolation of the self is connacted with Kent's understanding of language, ~ subject which he neglects almost altogether. Souls can cCl!lnunicete with each ether if language conveys beings of thought from one soul Kent, BS we ' shell see, there is no .such being and no such to another, but for convswing~ We can. see et .once that .t his caste •n uncanny light on the book ltsfitlf -- for 1e it nut conveying to us precisely Kant's thought? -- but for us it is at this moment pl'Clfitable only to allow his thought to come to ue, even. if this very ac~eptenc~ should imply its - ref~tation.) How then does the I, the original I, become knOU11 to itself? Kent points out in the beginning of hie AnthroiJology (I, 1) that the original I is not the first person known ta us in time, for children speak of themselves in the third person .as if they . were one a1J1ong many before they oiecover that all their . judg.ments, no matter what ·they ere about , have one and the verb. s!lll~ subject end For all judgments follow after the phrase •I think• (B 131-132, A 354-5). Thia I which thinks is always present (A 117 n.) noting its preserving its sameness .and s\Y1~\t'1(SS l'.ld"I activity, through all passions (A 108), e final end universal subject which underlies all its awn predicates (B 407, P 46). This universal and original person can be active only in self-concern. The name which Kant borrowe from Leibnitz for "self-activity" (B 130), for selfattention, is "apperception•, or self-perception, self-consciousness. This epperception is transcendental, for in attending to myself as a thinking thing I am studying the radically original iqlawin9 faculty (A 114). ( At the same time, if knowing requirea a attaking :i.n" ·of an object;, as the ,word "perception" 18 �implies, I cannot "take in" the vary •ourca end support of ell except in a special way (8 429-30). mv knowing In em anticipation of the methemet.4.cel limit notion, Kent finds s·uch a way. The I which underlies all knwing is itself. knClill as the limit of all kncwledge, as its pure containing form. Hy root faculty, my pure self, 1• planted in an unknDblable beyond and I can - - know cf it only that it is, but never what it is (8 157). Kant smaewhere calls the LD'lconditioned the "abyss cf reason". Since our 01&r1 original condition is inaccessible to us we live over just such en abyss. But if I cannot know whdt my ultimate nature is, I yet know_eomething of its mode and effect • .. It ehOliJS itself as that absolute end pure original ecti vi ty, lltlich !Aient cells spontaneity ( B 130, ·428) • Spon.tenei ty means wilfulness, radical self-determinatiCYl. The activity which has this character is thought, which works its will according to none but its . own laws. At the root to think and to will are the sane, end it ia this identification which makes the critical man bath the th~orizer of the Critique .2!.~ Reason~~ the doer. of deeds of the second Critique, the Critique !!f. Practical Reason. It is . evident ·by nCld that the I has an arena, a kind of theatre, in which it works its effects. (Why this should be so, why there is a faculty of thought is an unenswerable question (A XVII); exactly equivalent to the question why God created for himself, and c0111nunicated with, a world. go further~ We may the deep beginnings of modernity ere nearly all to be found in bold perversions of Christianity -- the genesis of the critical man takes the form of a \ages, a sentence such 118 that by which the !!E£!. of the gospel of John launches hi111Belf into a world; that is the very model we are using in this develaJDent.) The I ie thus a universal subject in need of completion. therefore lllJBt go on to 19 . We �b. The Predicat'e s - ............iiiioiiioi. . . . . The subject and its ve~b . in the words "I think that ••• • danand a completion of meaning, namely the thought which ·the 1· thinks. Whatever the I thinks is ~ thought end ·l:!e1ongs ta 1,t , but whi.le it 18 E.f_ the I it is eleo !2!: 1t. Our original I possesses a secret paiier, which distinguishes us frtlll the beasts, of doubting i teel f, of holding 1ts a.in launches us on our career es knowers. activity before ·. itself, and. this p0bl8r Anything whetsoever ·which is there for the I is celled its nrepresentetion" (8 376). The word; again borrowed frcwn Leibni tz, is unfortunate slnt:e 1.t implies that emething present elsBaJhere, outside, is imaged by us or in us. But this is not whet K~t means. Re-presen- tations ere simply presentations, or what is present to us; there is no going beyond them, and they represent nothing else. ·(Kant's Germen term, "Vorstallt11g•, which means "something set before" 4.s more adequl!!lt•~> Thare ia nothing .fE!.!:!!. - which is not our predicate. ·The trl!!lflacendantal I delimits an isll!llld realm which hes only internal affairs. The first of cur representetion, that is, those closest to the I beyond, are its thoughts (8 42s..429). These come into the world of representations as the effects of the transcendental I regarded as a root faculty of the soul, of ---- - - ----- as its nmodes of expression" (Battle the Faculties, II, end) which Kant calls the understanding (8 93 ff.). It is that primary cognitive faculty upon which the secondary faculty of reason depends, and which, as I mentioned before, is for Kant the intellectual faculty. of activity within its a.in world. It is a faculty of representing representa- tions, thet is, a reflecting faculty. . The understanding.is the I as a source It carries forth the original unity . . of the I into the multitude of .its representations (8 105). It is the primary faculty because it governs by establi!ihing relations among, by uniting, by grasping, by "taking together~', that is, conceiving our many representations. 20 �Its primary and fundamental relating act is that which unites representations by reason of their carranan relation to the thinking I; as Kant says, it is an act "which brings the manifold (that is, the variegated field) of given · representations under the unity of apperceptian. 11 (8 135). This unity :is expressed .in "judgments" characterized by the copula "is" (8 142)~ When I think that "this body!:!, heavy", I have performed an act by which the singular and single empty representation which is expressed in "I think" has become the vehicle or correlate of two other representations which are united within it. This primary relating function is called judging (8 141-142). There is also a kind of incomplete judgment in which representations are related not upward to the apperception, but downward only; so, for instance, "body" comes under 11 heavy", and many mare representations came under "body 11 • Such incomplete judgments are called cpncepts; these are the isolated acts of the und~rstanding (8 94). · . There are a definite number of cefinite downward unifying functions, called the pure concepts of the understanding (8 102). The fact that Kant will name them must not deceive us about the nature of our reflecting faculty; it is a mere or naked power of arranging multitude,.of operating or functioning; the audible names of its products convey no real meaning (A 241). (As Kant observes in his Anthropology, (I, 18) it is precisely because wards in themselves mean nothing that they are apt far characterizing the results of thinking.) Thinking by itself is a mere functioning, an invisible empty ; grasping (A 245); to~ is not to know (B 145-146). · Its grasp must be filled. At the lower end of the hierarchy of concepts there must be some material, something to conceive. And as the Transcendental Aesthetic, from which the following is largely drawn, shows, there is. We have a faculty which supplies the material for the formulations of thinking. 21 �It la the eans1b111ty. Kent opposes the faculties of thinking and sensing ea "outermost extremes" (A 124). Thinking is active end spontaneous; the sensibility is pessiva and receptive. Thinking is an empty function; the aaneibility hes a pure original anntent (8 160). Thinking runs through a manifold, unifying it, and is discursive; the sensibility contains one singular presentation which is ready to receive a manifold, a matrix of particularity and variety. Kant cells this passive power, this faculty for reception, "intuition" (8 33). The prefix "inll has here nothing to do with any any "looking into" -- for that i~ precisely whet the receptive capacity cannot co -- but has the sense of "looking Gemen ward "Anscheuung". "inelght"~ !!l" intently, a sense clearer in Kant's Intuition is a faculty _or format1"• looking, a f capacity for taking in the alien and shaping it into sights for the soul. Here·, at i ta lower limit, the isolation of the I gives way ta certain intimations fram beyond, from'outeide~' It is an undeniable fact that we ere aware of a multitude of alien and adventitious representations, end that there are far. more i:Jf these then of those that we ourselves produce and control. How can this came about? The sensibility is not an organ of sense rut a formative capacity for receiving the given. but 11 !!l the Representations do not came to us through intuition. The sights which occur in the intuition are called appearancea 11 (B 34). In the cOlllllon understanding the appearance of a thing belongs to ll.; hidden being. it is the · appearenc_ E!, the thing and evidence concerning 1ts e But the appearances ln the intuition are famed and shaped by the faculty itself, they belong altogether to us, are through and through - appearances within us, not from without, from another thing. What then does coma .from the outsidel . Just as the sensibility offers material ~o the forming functions of the understanding (8 87),. BO the eppearancee within the ·intuition are 22 89 forms �for a material which Kant calls sensation (8 60, 207). representation of the "thereness" of something alien. I Sensation is a It is that in appear- ances which gives them reality or "thinghood"~ whieh makes them capable of confronting us as alien and independent 11 somethings" (8 375). As our representation, sensation is entirely and forcefully subjective, but it is just thus that it impresses us with intimations of an otherness which is there, outside. What does it tell us of things outside? 'i Nothing whatsoever about their nature. I. ; ~ ' For the appearances of these i things are not with ~' but with ~' so that these outer things have, insofar as they are considered in themselves, no externality, no covering outer skin, no dress,so ta speak, in which to present themselves to us. Things in themselves, outside of us and stript of their appearance, are pure naked inwardness, as inaccessible by nature as our I (8 339). Such pure inwardness, like our apperceptian, is pure thought and Kant calls such things, things ' ./ of thought, in Greek , amena" (8 306 ff.). 11 naumena" , while he calls the . appearances in us "phen- , - our two root faculties And just as Kant conjectured that Of the noumena we know only that they are, but not what I they are (8 XXVI). might be at bottom one (8 29), ~so he conjectures that the I beyond our inner- . mast limit and the things beyond our outermost ken are one and the same, that we are surrounded by one and the same unknown ocean on all sides (A 379-380). : Here is Kant's description of our inner island and the fate of him who tries to take leave of himself (8 295-296): "But this land is an island and locked by nature herself within immutable boundaries. It is the land of truth, (a charming name), surrounded by a wild and stormy ocean, the true seat of illusion, where many a fog ·. bank and much melting ice counterfeits · new lands, and by endlessly deceiving with empty hopes the sea-farer roving about in search of discoveries, involves him in adventures which he can never 23 �forego and never break off. 11 Our inner island, the scene of appaaren.c e an the ---- ocean of darkness, is by nature the land of truth. '· . . What is that truth? Kant's definition of truth is perfectly traditional in form and abeoiutely new in content (8 82 ff.). . Truth is ned~uetio ' intellectus rei", the approach or fitting of the understending to the thing. A thing which presents itself for the understanding to fit itself about, to grasp, is said to be "something throbin out before it~ ·, en "objectum" or object Truth involving objects, or objective truth, is knowledge which matters, mDterial .knowledge which is neither ~mpty is_ that nor blind (8 75). Empty knowledge :tn: which thinking has no object other then itself, the empty catching of thinking et thought~ blind knowledge is the mere unreflected sight of the object. Truth is therefore the · aecure acquisition of something ·worth having. Kant's name for' the process of such acquisition is "experiencen (8 218), a ward in Latin and English reminiscent of the devices for extracting such knowledge, namely the experiments of science. (Accordingly error is no longer, ae in the Theaetetus, the dapply significant complement of truth, but a mere mismating which arises, together with its pseudo-object, nothing (8 347 ff.), on the secondary level of reflection, end for which the critical method can provide a radical cure. For both Ln1derstending end intuition are in themselves infallible_,and error arises only when the representations belonging to one faculty are interchanged with those of another. "amphiboly" (8 316 ff.). Kent cells such an "interchange" by its Greek name, It is particularly the concepts of reflection, the concepts for thinking about thinking, which are prone to such C!lnphibolies, for since our .-.nderstanding must always grasp something, it tends falsely, to turn its own thoughts into objects. The highest concept of reflection is that of ·"something" in general, ·the others are exact! y those which have 24 �kept recurring in my deductive presei\tation: unity, reality, cause, possi- bility which are both names of categd;ries and of prior critical notions (e.g., 8 131). It is characteristic ;of critical thinking that these must all be used on two levels, properly of true objects, and again improperly to describe thinking itself. But with the critical method to guard us against their interchange the perfect truth of our knowledge is guaranteed. For man to know is to know completely and certainly; there is no place for opinion (8 809), Socrates' human way station between exposed ignorance and hidden knowledge.) We see that if we are to be about anything, then at the center of our soul there must stand c. ~Object We ere confronted with appearance~ filled with the feeling of reality. I The German word for such a confrontation is "Gegenstand", "stands up to'.' us · (8 242). something which Kant's usage is by no means rigorous, but he very often uses this word for something given, which confronts the understanding, just as he often uses "thing" for the hidden source of reality in appearances. This confronting given something is there for the understanding; blind in itself, it is the potential object of truth, that to which the understanding equates its grasp (A 104). And now the understanding shows itself to be functioning for a definite end. For in grasping the appearances, in conceiving them, thinking itself makes objects £!:. ~· The pure conqeiving fµnctions of the understanding have no other purpose but to make the givens of our sensibility .into objects, and since the grasp itself molds the thing, the fit cannot help but be an adequate one; to be objectively valid and to be necessarily universal are exchangeable notions (P 19). · our material knowledge is "objective", that is, 25 �both about something and also true, because we ourselves supply ' its material as well as its form (8 137 ff.). This form is imposed by the subjective origin of the functions of .our understanding, which ensures that they cannot bu dltered adventitiously, so that their enumeration is available to us and can be once and for all completed. This is done in the "Analytic" (8 106 ff.), or element-finding part, of the Transcendental Logic, which is therefore a logic Ef. truth (8 87). Using an Aristotelian term, Kant names the pure concepts of the understanding categories. Furthermore he gives names, taken from traditional metaphysics, to exactly four groups of three of them, but it is of the greatest importance to remember that these names carry no meanings and are nothing but labelling characters. We can know nothing objective of our own thinking functions, for to do that would be to grasp our own conceiving, to treat the categories as if they, by themselves, constituted an object, though this "transcendental" object would be a mere something, really a nothing of thought (A 250 ff.), an empty form. Thus thinking would be attempting to overleap itself, to transcend its own activity. first and foremost; But "critique" means the willingness to forego the impossible. And what is impossible is precisely that we should view our own thoughts, which are mere functions, or as Kant puts it, that we should have intellectual intuition (8 307). The expression of legitimate, material knowledge is the judgment which puts t~gether concepts in themselves disparate, on the baqis of an object in which they are united, and . united priori synthetic judgments. from~ very first -- that is to say, a And so we have come to that concluding point in our deduction to which corresponds the Cri tigue 's introductory problem, "How : are a priori synthetic judgments possible?" It is by reason of our very constitutions, now brought to light by the critical enterprise, that we inevitably make objectiv~ judgments, judg~ents 26 which are both about something �and also certain, judgments which examples of such a judgment: 11 are~- Here is one of Kant's own - The sun warms the stone." (P 20 n.). Abstract from all sensation, from the color of the sun, the warmth of tne air. ~eight of the stone, the What "is left is the assertion that one object is related to the other as cause.!£!. effect (P 29). "Cause and effect" is the name of that, for Hume, most notorious of all metaphysical notions, the second of Kant's three categories of relation. The judgment asserts that this relation is objectively the case, not merely seemingly so, as it would be if it depended on sensations, which are empirical, that is, a matter of trial and error, and therefore uncertain (B 142). But all objects, not only sun and stone, are related as causes and effects -- for that is precisely what we I ~by an abject. So also all objects stand under the remaining categories of relation, for all are permanent substances which have accidents or changing states, as when the stone, though remaining a stone, grows EE.!.£ at night, and so also all abjects are related in a community of interactions, for sun and stone attract ~ other. In fact each abject stands under mast of the remaining nine categories, far in Kant's favorite formula: "the conditions of the possibility of the sbjects of experience in general are at 'the same time the conditions of the possibility of the objects of experience" (B 197), which means: we can have material knowledge or worth-while truth only insofar as we have abjects to which to fit our thinking, and we have the latter since our thinking itself ·constitutes them. I have said that to come ynder the pure concepts of the understanding is precisely what we mean by being an abject (B 125). But we must recall that the pure categories have no real meaning and that therefore the pure object has no reality (A 250). became embodied. Dur final task will be to shaw haw the categories can This will be the S?ffie as deducing our ability to learn by experience, ta do experimental science or to be capable, as Kant says, of 27 �empirical thinking. The deductive presentation will be drawn largely from the second book of the Transcendental Analytic, which is called the "Analytic of Principles 11 • Every concept is a complex or cnaracterizing marks or "notes" canvnon to many representations and may therefore be regarded as determining a for putting these together under itself. £!:!!! If such a rule comes from the highest concepts and is one of those by which objects themselves are constituted it is called a "grounding sentence", that is, a ground or principle for fo1111ulating laws (8 188). The categories thus furnish a matrix of laws governing the constitution and power of abjects. The system so governed is called nature (8 263), and the c.a tegories are the sources of the ~ Ef. nature, and these are the results of the legislative activity of the understanding. Thus the sentence "the sun warms the stone" is very aptly called a judgment, for all of nature appears before the court ·of our understanding to be interrogated and judged by its self-given laws (A I 126)~ The highest principle of the understanding is that every object stands under the necessary conditions of the synthetic unity of the manifold of 1 intuition in pos sible experience (8 1~6). This means that we can have exper- ience, namely pronounce objective synthetic judgments upon our sensationfilled appearances, only because the manyness in our intuition has already been ' unified, has been put together in a ·synthesis. The necessary condition for this synthesis which 'first makes synthetic judgments possible is furnished by a mediating faculty whose very nature it is ta be a common ground (A 124). For in order far a representation to fall under a concept it must be somehow similar to the concept. · But the categories differ from the appearances which they are to organize as radically as do the two faculties of understanding and intuition. The "third faculty" is responsible for that 28 �interpenetration of these two which produces a synthesis, a ''structure of , unity". In Kant's words it is "a blind but indispensable function of the soul without which we wouid have no knowledge at all but of which we are, seldom even as much as conscious" (8 103). It is the imagination. As the common ground of the other two faculties, imagination is the same as understanding in being actively unfying (8 162 n.), and the same as intuition in having a given multiplicity of material (8 164). (Hegel, intending to deliver a devastating criticism, describes it simply as Kant's intuitive intellect or intellectual intuition (History of Philosophy XV, 570)). This double character is evident in the fact that the imagination alone is "productive", that is, while itself remaining hidden, it produces sdmething compacted of form and matter, an appearing object. "schemata" of the imagination (8 177). Kant calls such objectsthe Ta understand what a schema of the imagination is, what that "mediating third" which is on the one hand similar to the intellect, and on the other to intuition, is, we must briefly review and complete the development of the other two faculties of the soul. The tinderstanding, the faculty, so to speak, on the inner side of the soul, had two aspects: the transcendental apperception belonging to the single I beyond all appearance and the understanding by which that I grasps the many representations of sense. Now it must be the case that the ·eensi- bility at the other extreme also has two aspects. One of these faces toward the outer limit of the soul and is ready to receive ever new sensations issuing from beyond, under the form of externality, which is, as we shall see the triple extension of space; the other is turned toward the transcendental I and receives it as an appearance under that single intensive . dimension which is most appropriate for its original unity, namely time. The intuition therefore has a form of outer sense (of which we shall say more soon), 29 �and a form of inner sense; the reflective concepts "inner" and "outer•i -- describe both whence, in the topography of the soul, the two senses receive -- sensation and also what form they give it (8 373); so ou~er sense both receives what is alien to us (8 32) and also gives it that form which we call. "being outside'', by which we mean that the parts of the object all lie stretched out away from and outside of each other, that is, .!!::!. spa.c s. But it is the inner sense which is crucial at this juncture. material self-knowledge first becomes possible, for here~ In it appear !E, ourselves; here we can become . our own objects (8 156 f .). Kant regards this discovery of the doubling of the l, .which enables the thinking I to come I appearance~ to itself as an • both as a mystery and the fundamental fact of psychology (8 334), '; since it accounts for the very possibility of such a science. In self-attention I affect myself and em revealed to myself in a sensual appercaption (8 68 ff.). But such attention yields first of all. a representation of passing time. My inner appearances, my feelings, imaginings and thoughts, are borne along an a steady . flux in one direction, from past through present to future. This is the form of every inner. representation and since all representations are to begin with~ representations, all appearances have first of all the form of inner sense -- they are temporal (A 99). nothing b~t As Augustine says: 11 • .".time is a stretching out, but of what thing I know not, and I marvel if it be not of the mind itself'' (Confessions XI, 26). In particular the thinking l casts its timeless transcendental functions into the inner sense, where they appear as our ordinary temporal thinking, that synoptic scanning, comparing, reflecting by which we finally abstract from all the differences of objects to obtain their common concept. It is in temporal thinking alone that· change can be grasped (8 48), for in successive times alone may contradictory predicates belong to a subject (providing they both obey the law of 30 �non-contradiction, the highest formal law of thought, which is that no predicate must contradict the subject (8 189)). Time is here not as for Aristotle (Physics IV, 14), the soul's measure of motion, but its very condition. Now how can the thinking I be said to cast itslef into its inner sense? Each of the forms of the intuition, as formative receptacles, contain a kind of pure content, a pure single manifold which is nothing but their readiness to be determined or conceived in a certain way, a material which is nothing but a potential structure, a system of relations, not altogether unlike the contents · of the receptacle in the Timaeus (50 ff.). Kant terms these contents "pure intuitions 11 , using the name of the faculty for its material as well ( 8 160 n.) • . In entering the pure manifold of outer sense, the faculty of conceiving constructs the empty but determinate objects of geometry., as when we define a triangle and then imagine it, intuiting properties additional ta those in the mere concept (8 271). Thus an a pr. ari synthetic mathematical science i becomes possible, and since in sense experience it is this very same geometrically determinable manifold which is now also filled with sensation, pure geometry is always empirically applicable (8 206). But because the inner sense is the sense of senses, the first and crucial interpenetration of the extreme faculties is that in which the pure concepts of the understanding enter the inner sense, that is, when the categories determine time, or, what is the same thing, when time determines the categories (8 177). Just now it was natural to speak of imagining the construction of a concept in space; similarly it is precisely the imagination which introduces concepts into time, and its ,_schematic products are nothing constructions of the pure concepts .!D_ pure ~· ~general £!:.guiding Clearly the imagination is the central faculty of the soul, because it is nothing but the soul's capacity for combining its extremes; it is the common ground of intellect 31 �and. intuition. And since the inner sense is, as it were, at the topographical center of the soul, it does its hidden first work deep within it (8 181) there showing itself ee the ground and bedrock on which the. island of our awn epiphany to ourselves, ·which l'Dl,lst precede all alien appearances, if founded. The imagination .can introduce the pure conceiving functions into time . . ' •because the pure manifQld, being nothing but a eyetem of potential relations, . is not, as Kant observes in a pre-critical work, so unsimiler to a concept <Q!:!.:!l!:!.!. ~eneible ![!!!.Intelligible World 15). In fact, since the imagination i'e .understood es a faculty of representing in the intuition a confronting a.bJect w1-i~out its confronting presence (a ~Gegenstand" without "Gegenwart" (8 151))t pure time es en ·intuition empty cf sensation, is the inrnediete "ens imaginor°I.UTI" or imaginary being (8 347). Hence, just as Kant calls the . schema the mediating "third" between intellect and intuition (817?) the "third" which, as the beare~ so he calla tirrie of all our representations is the medlun in which they are put together or synthesized (B 194). Thie synthsaie is the work of the ~magination, and its products, the echemeta, , are those general . constructions or pettems into which concepts organize time irrrnedietely and space derivatively. Kant calls them "pheniJrnena" in a special sense (B 186), because they are a kind cf pure appearance, a pure object, or rather object structure, which although it is a no-thing of the imagination, "calling for an object" to be realized in it by sensation, is yet distinguished from the not transcendental object by being en empty fabrication of mere thought, but the "' first ·step in the "realization" of the cataglldes. They are the mediating th~"'~ 'lo which the synthesis of concepts in judgments can be referred, reminding us that an abject is the necessary correlate of the truth seeking subject. If we have not listed the categories so far it was were meaningless; they were mere concepts of reflection. 32 becaus~ their names But by echematizing �them, by steeping them in time, the imagination has endowed them with meaning (8 185 ff.). And now the principles of the understanding which give, as you will remember, rules for using the categories to constitute the objects of experience, can, by employing the schematized or temporalized ca.t egories, also become meaningful .. thinking" We are therefore ready to show adequately how "empirical arise~~or the deductive presentation of its genesis requires only that the transcendental elements already presented be worked out in detail. The following section is therefore somewhat technical. In order to bring out the coherence and even elegance of the critical technique, I will conflate and reverse the developments presented in the Analytic of Concepts and in the Analytic of Principles. The result should be a synthetic account of the genesis of "empirical thought". This is an .awkward phrase by which Kant means that reflective employment of the understanding on appearances which is called d. Experience The genesis of experience has two sides: synthesis of the object by which experimental EI. experience (A 115 s~ience we may develop the step-wise ff~), or we may follow the stages as a system of judgments arises (8 197 ff.). Of course, this does not mean that either the synthesis of the object of truth or the formation of the corresponding principles of judgment is a psychological process of the appearing I going on in time. On the contrary, this synthesis · first makes the analytic work of temporal thinking possible (8 130); insofar as temporal learning has discernable stages, their sequence is apt to be the reverse of the transcendental order, for what is first for us is not first in the order of nature. The synthesis bf t~e object is thus rather a single timeless product of the imagination which, because of the mediating nature of the imagination, has a triple aspect corresponding to all three faculties: 33 �understanding, imagination, sensibility (A 99). The fundamental rM1"8 •f · judgment, that is, the principles of the understanding, themselveQ r1veal these three aspects .,. to u_s, or we would never recognize them. (This correspondence between the genesis of the object and the rules far judging it is to be expected since it is the imagination in fact which plays the role of a faculty of judgment in the first Critigue (Critigue £!!Judgment 212)). Now since the principles of judgment arise when the imagination introduces the categories into time (since they are :,-.> ic , :; in fact nothing but rules for . applying the schemata), their number and nature is determined by the categories. Each qingle category is " a concept of something put tagehter", which means a concept of something synthesized in a definite way, a concept of an object.• But while with ~eference to the sensibility the categories are object concepts, by themselves they are also concepts of reflection. This is indicated by the fact that they come under four headings, which, now that the categories . assumed a meaning, it first makes sense to name: there are three categories each of modality, relation, quality and quantity (8 106). classes are no longer concepts fa~ h~ve These categortcal constituting the object, but concepts for refleftinQ on this cansti tution; they give the relation which the object. has to the faculties of the soul insofar as the single categories in a · particular class have contributed to its constitution. Accordingly there are fol,.!r principles of true synthetic judgments (8 200) which say at the same time what role each of the four categorical :classes plays with respect to the faculties in constituting the whole of possible experience and haw the single categories constitute aspects of objects. reason of being 11 Therefore, precisely by the source of all truth" (El 296) in the material or real sense, these principles are also the transcendental truths, the metaphysical principles of knowledge. Here then is· the new metaphysics, a metaphysics of physics. 34 �Kant's names for the judgments following from the principles are, as we shall see, carefully chosen to trace out the steps of the genesis. It is I there f ore right ta · fallow the transcendental synthe.t ic act and its expression as knowledge simultaneously, which means, as was said, reading the .&\~!Y!!E. qf Concepts, particularly the Transcendental Deducti_ in version A, together an with the ,Rn,C3J.Y.~i~ . !2!. Principles. . I ; In fact, this way brings cut something I fundamental about the critical man and his enterprise: I the constitutive 111ork ' of his soul. and his knowledge are ultimately indistinguishable -~ the Critigue cannot distinguish between a judgment as an act and as an expression, far in view of the isolation of the self ta wham would what be expressed? Let us, then, fallow the 9enesis of experience, ordering it from the Subject outward to the Object~ The I is the original source ' of unity in representations, since all thinking is~ thinking and belongs to one self. identical . in origin. All thinking is therefore This identity or self-sameness first makes possible those diverse unifying functions by which understanding conjoins the many representations of the I, for self-consciousness, by acknowledging all representations as its awn, gives them that vertical unity of which. the categories are different horizontal aspects. The unity of apperception is what necessarily accompanies every synthesis, simply by reason of the selfconscicusness of .the intellect which enters into it. Since it is contributed by the thinking I, this aspect cf the synthetic product is called the intellectual synthesis (8 151, A 103). And since an object is something in whose concept a manifold of given representations is united, this synthesis, in bringing unity into representations, first makes ' cognition of an object possible. Consonant with the transcendental nature of the I, this unity is purely formal, and is therefore formally distinguishable from the synthesis 35 �~tself9 in which diverse concepts together with a sensible manifold constitute a material object (8 131). The intellectual synthesis yields the highest synthetic principle, which, stated in terms of the apperception,is=: · all empirical consciousness, all my appearing representations, must be conjoined in one self-consciousness (A 117 n.). In terms of representations this means that there must be one which comprises all others and that is the general one called "something"; we must first of all know in what ways this something can be in self-consciousness, that hqw a thing may be related to the unity of apperception. i~, These ways are known through the last set of categories, those of modality, namely: possibility, actual existence, and necessity, and their schemata, which are: something consonant with time in general, something actually there at a definite time anq something existing at all times (B 184). The judgments employing these schemata are called the "postulates of empirical thinking in general" (8 265 ff.). They are these three: whatever corresponds to the fonnal C8nditions of experience (namely concepts and intuitions) can exist at some time and is possible; whatever is connected with the material conditions of experience ' (namely sensation) exists at a definite time and is actual; whatever is related to something actual by the general conditions of experience exists at all times and is necessary. The last refers only to relations of. appear• ances according to the laws of causality, and means that if something is actually there, ~we can always make the hypothesis that there must be something else actually existing which is its effect. They are called . •postulates" because they merely demand the genesis of something but do not anticipate its nature. Thus the postulates of modality add nothing to the concept of the object itself but merely relate it to its generating faculty of cognition, for each of my representations is in my self-consciousness in 36 �a different mode, depending on its source. The contribution of the postuia~es is therefore entirely on the subjective side'; in particular, they guide us in employing the most fundamental of all the concepts · for transcendental reflection, form and material. They are called postulates of "empirical · thinking" because they require that all faculties take part in the full . theoretical activity of experiencing. Thus if something is only of the under- standing, it is merely possible; if it is connected with the material of sense, sensation, it is merely actual; but if it is the result of the conjunction of perceptions through concepts, and therefore attributable to the imagination, it is necessary -- consequently the most complete kind of empirical judgment is the necessary hypo~hesis. The second stage is that of the synthesis proper, where synthesis means the product of the synthetic work of the imagination viewed not as the union of the extreme faculties, but independently, on the ground of the imagination itself. This synthesis is distinguished from the foregoing as an objective result from its subjective unifying act. It is a determination of the whole manifold of inner intuition considered as a given pure material, an original ordering arising not so much in the pure intuition as along with it. Kant calls it . the figurative synthesis (8 151), for it consists in the schemata or time organizations which together constitute the pure but sensible structure of objects, that temporal form which relates appearances in a regulated time order; the imagination, in producing this structure of object relations, works that a thoroughgoing ''affinity" (A 122) of appearances which gives them their systematic aspect and constitutes the "form of experience". The categories involved are therefore those of relation, namely substance and accident, cause and effect, and community or interaction (action and passion). 37 Their schemata �are organizations of time into detenninate pennanence, . succession, and simultaneity (8 183). The principle according to which objects are judged in this aspect is: experience is possible only through the representation of a necessary -conjunc.t ion of sense perceptions. The judgments based an it I are called "analogi. s of e experience" ~ An analogy, understood mathematically, is a proportion, that is, a form for finding an unknown; · for instance, a:b = c:x, so that x ~ ~ • Interpreted as a kind of metaphysical algebra, .the sameness of the relations involved is not quantitative but qualitative, hence the unknown term cannot be constructed from the analogy, but the latter oan be regarded as giving a rule as well as a justification for seeking it in experience and a mark for finding it (B 222). Clearly the analogies of exper~ence are really instructions for forcing unknowns to disclose themselves, for experimenting. ( There are three leading principles far making analogies, incorporating the three schemata: in a~l ·' changes of the appearances substance is permanent and has a fixed quantity; all alterations occur according to the law of connection of cause and effect; all substances, insofar as they are perceived in space as simultaneous, stand in a rela~ion of thoroughgoing interaction. An example of an analogy based on the first · principle would be the .judgment: "As accident is to substance so is the altered form of burnt matter to the matter itself" (8 228); this analogy therefore implies that the quantity of matter is conserved in combustions and in general is the source of all coriservation laws. The second principle clearly yields, once matter ha:;i been properly defined, the first two Newtonian laws of motion, th 0se of _inertia and force, while the third yields the law of action and reaction~ And indeed, once the critical grounding enterprise is completed, Kant w rks o out the deduction of the laws of motion in .Tb.§. Metaphysical Principles Natural Science of 1786; the axioms of Newtonian science are thus mere 38 .Ef. �theorems of the Kantian system! The principles of modality and relation are only "regulative", _which means that they rule the relation of objects to the subject and to each other, while they .add nothing to the constitution of the objects themselves. Kant also calls them "dynamic", because they involve those powers and relations which objects . must h~ve whenever they exist, but which, since their existence is contingent, have no being apart from actual experience. principles, on the other hand, are 11 The remaining com;iti tutive 11 and "mathematical 11 , because they do refer to the objects themselves, and because they apply to all possible experience since they concern the pure and the affected material, that is, the mathematical constitution of objects (8 199). This brings us to the third and last synthesis • . This third synthesis, in which the objects of experience are, so to speak, filled out, is the synthesis .Q.f apprehension (A 98 ff.). As the imaginative synthesis includes the .unifying act of the transcendental self-consciousness as a separable prelude, so the imagination performs the concluding act of "apprehending" or taking direct possession of intuitions, that is, of bringing them into empirical consciousness (A 120). Apprehending is the generation of original inner mirror of 11 the action of the subject 11 • motion~ the phenomenal In "running through" and 11 taking up" the manifold of the sensation-filled intuition, the imagination at once activates it and gathers it into a unity of intuitions, a connected inner experience. The categories for this phase are those of the first set, of quantity (unity, plurality, totality) and of quality (reality, negation, limitation). The categories of quantity have the schema of number (8 182), for quantity in time is precisely such ordered succession as is apprehended 39 �in counting. °The apprehensive synthesis may .then be · understood as a connected awareness of the pure manifold of time . and spi;ice, arising in the so1,Jl :'by a kind of original counting. · The principle based on this schema is: appearances are extensive magnitudes. all Extensive magnitudes are precisely . those whose parts lie outside one another so ' that they can be counted. This principle governs the "axioms of intuition". They are called axioms not only because they are the source of the axioms of mathematics (8 204), but also because they apply directly to intuit~ons and are therefore immediately evident, for the intuition is the place of evidence; what is "intuitive" is patent to inner sight (8 762). The combining activity is now complete. There is no additional synt~esis, :·;· but there is one more set of categories, those of quality, which make it possible for the synthetic structure to be filled with sensation. · is that of degree Ef reality (8 182). Their schema "Reality" is that which corresponds to sense impressions, that in our consciousness which convinces us that we against something alien of a definite sort; a "real" object. a~e up "Degree" is the quantity of influence which the outside exerts, a quantity not &uccessively accumulated but all there at once as an intensity of awareness.· The principle . ' i is: I in all appearances the real which is an object of sensation has an intensive magnitude, that is, a degree (8 207). "anticipations of perception". The corresponding judgments are called They are anticipations because of the remarkable .fact that we can know!!. priori one aspect of something which by its .very nature we must wait for and receive !!. posteriori, namely sensation~ For example, when I come on a body in the dark I can anticipate that its coloration will have some degree of intensity although I can say nothing about its particular color before I see it. "Perception" is empirical awareness, that is, consciousness attended by sensation. Sense perception therefore stands at the opposite extreme 40 �of pure apperception; but it is to the former alone that the name "perception" (and Kant's German word "Wahrnehmung") properly applies, for it signifies not an activity but a passive "taking in" (attended · b~ awareness), corresponding ta the unpredictable givenness of sensation. This is the threefold synthesis given in the order of transcendental priority: the apprehensive synthesis pre-supposes the imaginative synthesis as a condition, and the latter, in turn, depends on the intellectual synthesis (A 121-122). Each of these transcendental aspects can now appear in time as stages of empirical knowledge, namely knowledge which is 11 a posteriori", or subsequent to, experience and which uses what is adventitiously given. However, the faculties come into empirical use in an order of imu1ediacy which is the inverse of the transcendental priority: In the learning process of children for instance, sense perception precedes empirical thinking and the latter, the power of making objective judgments, precedes full self-consciousness (l~nthropology c~itical I, 1). Hence arise the various versions of the universal pre- illusion which took the child's course far the human way, and regarded truth as somehow given 1E, rather than constituted ~the soul. To recapitulate the empirical syntheses in the order of temporal priority: When possible experiences are, so to speak, activated, the empirical self first becomes conscious of the synthesis of apprehension as a scanning process consisting of a succession of instantaneous views by which it takes hold of the manifold spatial scene and the sensations it brings with it; this means quickly running over and picking up a series of aspects, for instance, of a house, including its dimensions and colors, ta obtain a synopsis (A 97) of the accessible whale. The synthesis of the productive imagination appears as memory in which past representations, connected by association, are related to the present self, so that it can encompass stretches of time; Kant calls this process imaginative 11 ~production" 41 (A 100). Finally . the intellectual ' �. synthesis, the source of cognition, has its empirical counterpart in our ordinary thinking process in which we scan our representations far what Kant calls a "!£c6gnition" (A103) of their affinity. But such recognition is precisely the proces s of forming concepts on the basis of experience (B 134 n.). ~nd so we.have fina l ly come to actual empirical thinking, which is the temporal beginning of all our knowledge, though not, as we learn on the first page of the Critique (A 1), its source. Empirical thinl.ing is now fully grounded and we have come down to the point where the first problems with which the C!'itigue begins can arise. now we must ask: Wh;L_ did Kant undertake this great grounding enterprise in the course of which the critical man arose? certainty of sciencE? themselves. Was it really to secure the But that was assumed to begin with by the problems Perhaps it is not the certainty but the significance of the new science which is at stake. ~ri tigue And c:;nswers is ; If thot is so, the ultimate question which the "What is nature to us that 1i1e should need to know her?" This is the very question whose answer Kant emphasizes in a short addition he made in the second edition to the end of the section from which this s ynthetic presentation is reconstructed, the Tran_s,c.erid.,ef!.t p l ~n-~~..Y.:P_c. This brings us to ~2. The Meaning Our inner sense is the sense of senses (8 50), but, as the steady unchanging form of our flowing inner appearance, as ~ime, it does not itself appear (8 219). Our one-dimensional temporal self, ever slipping away, is by itself incapable of duration; measurEd time, detc~1inate durations, can appear only against m empirical representation ot' permanence. ;0 Ksnt remc:irks how empty a science pure psychology mus t evor bs since in its singl o dimEnsion that which makes ;; science scientific , ths use of mathematics, is 42 im rP ~ sibl8 (A 381 ff; �Metaphysical Principles of Natural Science, Intro.). appearance is needed. For that a substantial The metaphysical place of "phenomenal substances" is outer sense (8 291 ff.). The form in which we intui. otherness is that of t externality, of three-dimensional space. It is crucial to understand that things are not "outside" us because they have a place within space but that they appear spatially because they appear in that sense which is receptive to othernes~ (A 385). Nowhere does critical self-knowledge demand a more dizzying revolution than in making us aware that we do not look out into the outside because it is in itself and absolutely there (A 375), but that our seeing is altogether an inner capacity for receiving unshaped sensations in a spatial form (A 370), for we have the satisfying uncritical illusion that appearances come to us of sight. .f!:E!!!. things through our organs of sense, particularly Our outer sensibility is no such organ but more like Newton's divine sensorium (Optics, Quest. 31) in which the whole spatial world is at once and present !£God, as h:iS self-created representation. iu. The critical man is just such a divinity; a connection of which Kant shows himself aware in the work which is the precursor of the Critique (On World 23). ~Sensible ~ Intelligible Kant's formulaic description, which draws attention to the full force of his revolution, is that space is empirically ~, for it contains intimations of an outer reality in the form of definite given appearances, but transcendentally ideal (8 44), . for it is a mere idea and, apart from being a form of knowing, a nothing of thought. Appearances in space have therefore a certain structure merely by reason of the spatial form which received them, first of all, of course, their three dimensions (8 41), a structure seen in its pure form in the mathematical objects which the understanding functioning with concepts such as "three-sided rectilinear figure" may "construct" in the intuition (8 741 ff.). And this solidifying dimensionality of space, though 43 �not the source, is yet the condition of possibility of a matter anchored in the three extensions of space and pennanent in quantity, and therefore capable. of appearing as a substance underlying all changes 1n state. · The system of all . . such permanent things with their alterations, with their relations of c£Lsality and community is, as we have seen, precisely what Kant calls nature (P 16, 8 263), while its delimitable parts, the things or objects of nature, have the name of bodies. (A 106). Bodies alone furnish us with that pennanence against which we can measure our own duration and flux; bodies, again, teach us all we can know of cause and community; !!:!_nature (8 276). alone . ~~ ourselves Nor ought this to be very surprising, since pure nature herself was constituted by the transcendental I functioning within itself, and is therefore nothing but the diversifying mirror of its unity. Kant significantly uses the same language in describing both the transcendental I and body , as p8rmanent appearing substance, for he calls both the steady correlate of all my appearances (A 123, 183). So also the thin, flowing, appearing I seeks to find itself in extensive solidity (A 381). This is why Kant calls not only the transcendental I but also the question concerning nature the "highest point" of the Critique (P 36). The true purpose of the Critique £!:.Pure Reason is therefore not ta guarantee the certainty of science, for this certainty is itself its mast certain assumption, but rather to insure that science be an ever-lasting enterprise in self-knowledge,~ never completed human activity (A 1), in which alone the self can determine itself, can procure for itself the stuff through which it feels itself to exist, the mirror in which it assumes a shape. For the enterprise of metaphysics is shortly to be completed, and thereupon the human desire to know what is beyond nature will have been completely satisfied by being shown its hopelessness • . There remains the 44 �inexhaustible indulgence of our curiosity, insatiable for that experience which alone makes us appear to ourselves (8 255, 334). This ia :tha final significance of Kent's "Copernican Revolution": that men literally and exactly finds himself in the bodies end their motions which constitute nature, that neturel science alone provides a sort of self-knowledge. fDr in studying the world of nature man studies his own creature and image; here he rinds whet he can ~PP.ropriete, because it is his awn.-- In the poethumously published notes for the work on the transition from the metaphysics of nature to physics, which Kant, significantly, regarded as his most important and final achievement, there,occurs an isolatedphrese, revealing and ' ewe-1nspir1ng. It says simply: "I, the proprietor of the world.'' Schriften, Preueeische Akademis, XXl, 45). 45 (Kent's Geeamialta � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts.<br /><br />For more information, and a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>.  <br /><br />Click on <strong><a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 45 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource An appreciation of Kant's Critique of Pure Reason Date A point or period of time associated with an event in the lifecycle of the resource 1972-05 Description An account of the resource Typescript of a lecture delivered in May 1972 by Eva Brann as part of the Formal Lecture Series. Identifier An unambiguous reference to the resource within a given context lec Brann 1972-05 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College has been given permission to make this item available online. Format The file format, physical medium, or dimensions of the resource pdf Creator An entity primarily responsible for making the resource Brann, Eva T. H. Deans Friday night lecture Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/3e3bb1e8305722f8ec64489c5e2b34e5.jpg 1ed96dea037de17023050c9077aaced4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 12.5 x 9 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-2320 Title A name given to the resource An Attic, [Annapolis, Maryland] Description An account of the resource 1 photographic print : color Creator An entity primarily responsible for making the resource Unknown Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f0dd4f24b6e908cf4da2401144724371.jpg e9f21ad93a024fbd59a7f42a102d3fa0 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 17.5 x 13 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-2352 Title A name given to the resource An Elderly Man on the Telephone Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1980 [circa] Creator An entity primarily responsible for making the resource Parran, Thomas Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d933d676a497914ef5cdb96f2d14c458.jpg c2f107bd0ab6b4d4cfc792cafea46619 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 17.5 x 13 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-2354 Title A name given to the resource An Elderly Man on the Telephone Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1980 [circa] Creator An entity primarily responsible for making the resource Parran, Thomas Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/95d70464b996d6989592509112b2f810.jpg b60c4646e22b61a9f665f670d8dd7cba Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 13 x 17.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-2356 Title A name given to the resource An Elderly Man on the Telephone Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1980 [circa] Creator An entity primarily responsible for making the resource Parran, Thomas Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph.