19 20 5666 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/a1cc21e9d84f33a81d2c5e4a5d933177.mp3 35900ec8a1f75c6d062c2b453fea6a09 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:26:51 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 “‘Justice,’ or ‘Just’ Speech?: How Philosophy Conceives its Limit, from Plato through Kant, Hegel, and Arendt Description An account of the resource Audio recording of a lecture given by Claudia Brodsky on April 28, 2023 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "The aim of this paper is to demonstrate that, of all the abstract ideas that actively orient, ground (or upend) the practical lives and histories of human beings, the inherently relational notion of “justice” is perhaps the most difficult to define. “Justice” names a relation of equivalence between two otherwise unrelated actions or things. Necessarily comparing -- “weighing” or “taking the measure” – of one “side” of a relation it has itself to invent, the identity of “justice” remains two-sided or equivocal in more than one literal sense. As first demonstrated in Plato’s Republic, any attempt to define the identity of “justice” – most important of all “Ideas” according to the inventor of these, and with them, philosophy itself -- must engage not only separate identities but distinct semantic fields: the ideational or theoretical and the concrete or practical. The thesis of this paper is that, in posing the question of the definition of “justice,” Socrates not only opens up the semantic division within language between the abstract and the concrete, but transforms a dialectical dialogue that might have instead come to be entitled Δικαίoσύνη into the hypothetical account of a mechanically synched (or “ad-justed”) state. There will also be brief related discussions of Kant, Schiller, Hegel, Arendt and J. L. Austin." Creator An entity primarily responsible for making the resource Brodsky, Claudia, 1955- Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2023-04-28 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Justice Plato. Republic Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_BrodskyC_Justice_Or_Just_Speech_2023-04-28 Friday night lecture Worrell lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e15687e0b81b16b232d9007047d4a19c.mp3 f1d34f0c1323c66c2ad87e50df5f68fc Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:02:38 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 Alternating Current Description An account of the resource Audio recording of a lecture given by tutor Howard Fisher on April 26, 2023 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "The technology of alternating current was developed almost entirely in response to the emerging demands of large-scale power generation and transmission. Perhaps for that reason, educational institutions tend to treat it as a subject of practical rather than theoretical interest: alternating current is studied extensively in engineering schools, more perfunctorily in physics departments. But alternating current reveals a number of perplexing electrical phenomena that carry deep theoretical significance. Maxwell understood these phenomena through several remarkable analogies, couched in a highly metaphorical terminology that later generations viewed with suspicion and disdain. Maxwell, though, understood that analogy and metaphor are the most intellectually responsible forms of expression when we are reaching towards theories that lie, as yet, beyond our grasp." Creator An entity primarily responsible for making the resource Fisher, Howard J., 1942- Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2023-04-26 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Electric currents, Alternating Maxwell, James Clerk, 1831-1879 Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_FisherH_Alternating_Current_2023-04-26 Relation A related resource https://digitalarchives.sjc.edu/items/show/7755 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f855ca60a3964a4fe115f364c98f0e9a.mp3 8ffc53ecf7ac556e5fa3061a25e08fb7 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 Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:43:35 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 Myth and Mycelium Description An account of the resource Audio recording of a lecture given by Sophie Strand on April 22, 2023 as part of the Carol J. Worrell Annual Lecture Series on Literature. A description of the event: "For most of human history knowledge was kept alive through our relationships to each other and to our environments. Storytelling and scripture did not live on the page but in boats of breath, buoyed between generations. Our most important information was nested in oral narrative vessels compelling and flexible enough that they could reliably sail through cultural collapse, disaster, and climatological pressures. In oral cultures and the historical oral traditions, we see narratives that are intimately responsive to their environments and concerned with right relationship to land. What happens when we start writing our stories down so that they can no longer evolve? What happens when we shift from breath to text, from direct relationship to land to abstracted marks on a static page? When we uproot knowledge from its ecosystem – its map of relationships – it becomes more vulnerable to misinterpretation and misuse. What if oral culture’s cultivation of resilient community, narrative plasticity, and environmental embeddedness is exactly what we need to look to in an age of ecological peril? We cannot return to the folk traditions of our distant ancestors. But we can reclaim knowledge as inherently relational and environmentally situated. What if we could reclaim narrative as a way of rooting back into a resilient multi-species network of beings with more feral suggestions on how to dismantle paradigms of domination? The type of stories we are called to write and tell now are probably somewhere closer to composting. We live in a culture that is remarkably good at abstracting itself from waste and off-loading it onto the marginalized communities least responsible for its creation. We cannot simply decide that civilization and patriarchy are toxic and then reject them. Instead, we can take responsibility for our entangled inheritance of bad stories through the transformative power of rot. On the compost heap, nothing is exiled. Beliefs and epistemologies never designed to touch, inappropriately combine in the moist refuse pile, fermenting into soil that can grow something freshly adapted to our dire circumstances. Let us reroot our favorite texts in their original environments to recover the ecological wisdom they were built to transmit." Creator An entity primarily responsible for making the resource Strand, Sophie, 1993- Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2023-04-22 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Storytelling Cultural narrative Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_StrandS_Myth_and_Mycelium_2023-04-22 Worrell lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/3dc314536d084c7e40a1ba956b360d3f.mp3 b292ac9cf5e4c45d429dedd63eff3f23 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:54:17 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 Draupadī on the Walls of Troy: Reabduction Narratives in Two Indo-European Epics, the Iliad and the Mahābhārata Description An account of the resource Audio recording of a lecture given by Stephanie Jamison on April 21, 2023 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "A curious episode in Iliad, the Teikhoskopia (viewing from the wall), in which Helen is asked by her father-in-law Priam to identify the Greek warriors massed below the wall, is compared with another reabduction narrative in Indo-European epic, involving Draupadī, the wife of the five heroes of the Mahābhārata. The two episodes contain a remarkably similar network of incidents, which, furthermore, make sense within the larger Indic cultural paradigm. These close similarities shed light on the corresponding scene in the Iliad, which has long posed a problem in Homeric studies." Creator An entity primarily responsible for making the resource Jamison, Stephanie W. Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2023-04-21 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Mahābhārata Homer. Iliad. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_JamisonS_Draupadi_On_The_Walls_Of_Troy_2023-04-21 Friday night lecture Rohrbach lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/b9b0cab952e5288e9e6691b89c28abc5.pdf 30ae99d4d2b26b1bc80ae58611525323 PDF Text Text Philosophy and the Cave Wall Plato and Kant on the form of the given Would the mind’s escape from the body be a good thing? This question might arise for anyone who sees a distinction in our human nature between thought and sense. Why might one wish for such an escape? And what might warn one against such a wish? Compare these two different ways of approaching the question, each formulated by Kant: The inclinations themselves, as sources of need, are so far from having an absolute worth, that to be altogether free of them must be the general wish of every rational being. (Kant, Groundwork, 428) 1 Here, sensible appetites and aversions are a regrettable encumbrance. Of course, the annihilation of bodily needs is just a “wish”-- these impositions of nature are truly inescapable for us as long as we live in this body. But who hasn’t felt this wish, in moments of frustration, struggle, or frailty? Just as the addict can see his own addiction as something to regret, as something worth being free from, we may all sometimes see the demands our own bodies seem to make on us as regrettable, and as unfortunate. Socrates spoke of this kind of wish in the Phaedo, when he explained to his friends that a philosopher looks forward to death– the soul leaving the body– as the greatest of blessings. But here is another take on the question: The light dove, cleaving the air in her free flight, and feeling its resistance, might imagine that its flight would be still easier in empty space. 2 It was thus that Plato left the world of the senses, as setting too narrow limits to the understanding, and ventured out beyond it on the wings of the ideas, in the empty zone of pure understanding. He did not observe that with all his efforts he made no advance– meeting no resistance that might, as it were, serve as a support upon which he could take a stand, to which he could apply his powers, and so set his understanding in motion. Kant is more subtle in other works. “The inclinations, in themselves, are good” (Religion within the Limits of Reason Alone). Nevertheless, they do not enable our cognition of the Good itself. 2 Is there such a thing as empty space? The dove thinks so. Kant will argue that mind is absent from no place in the world (“the sum of possible experience”): it is an ideal plenum, so to speak. 1 1 �(Kant, Critique of Pure Reason, A5/B8) Here sensibility could be thought of as a resource, a help that makes knowledge possible for the mind. The wish of the thinker to be released from sense is mistaken, because it fails to see how, if realized, this would mean the withdrawal of that resource, the abandonment of that crucial gift. Notice how Kant relates his own thinking to Plato explicitly in the second passage, and implicitly in the first. Kant seems to be divided. In the practical sphere, where action is concerned, sense can be an obstacle, or at least an encumbrance. But in the theoretical sphere, where knowledge is concerned, Kant is in fact a champion of sensibility. Ultimately, according to Kant, it is only when we understand the epistemic resource provided by sensibility that we can see how necessary, universal knowledge of the world around us is possible. Kant aims to carry out a previously unattempted task for philosophy: to unfold the principles of sensibility. Philosophy, Kant claims, must not sprint ahead to the realm of pure reason, to what seems to it maximally intelligible. Rather, it can and must make intelligible what is not intelligible on its own– the senses. When explicated, this would be a kind of wisdom unavailable to the mere mathematician or scientist, and unheard of by the metaphysician: a philosophical apology of sense, what Kant calls a ‘transcendental aesthetic.’ Getting to read Plato and Kant every few years in an alternating cycle, it has come to seem to me that perhaps Plato, for one, did contemplate such an account. To see this thread in Plato, I will consider tonight passages from two great dialogues: the Republic, and its sibling, the Timaeus. Kant himself turns our attention in this direction by identifying Plato as the beginning of his own philosophical tradition, one that asks first and foremost: how is knowledge possible? The example of mathematics, Kant claims, convinced Plato that we have access universal, necessary truths not derived from sense experience—what Kant calls a priori knowledge. Socrates is often occupied with this sort of knowledge, as in the slave-boy’s recollection of true geometrical judgments he was never taught. To explain this sort of knowing, Socrates sometimes invokes purely intellectual, so-called forms of what is known. The pure forms somehow come to have sensible images of themselves, in our minds and in the world. That is, they are somehow participated in, or received, and it is by means of their reception that the world can be known for what it is. But how is this reception into the sensible realm possible? The problem of human knowledge, of how the given can be known, is therefore always also the problem of sensible receptivity. 2 �The lecture has four parts. We will trace a path of inquiry into receptivity through Book VI of the Republic (section 1), and then into the Timaeus (section 2), where I hope to show how Plato’s thinking reaches a kind of culmination in the account of the so-called ‘receptacle’. In the third section of the lecture, we’ll compare the Platonic approach to the problem with Kant’s account of space in the Transcendental Aesthetic of the Critique of Pure Reason. We might then be in a position to judge whether Plato and Kant are really philosophical brothers-in-arms, as Kant suggests (section 4). We will not discover that Plato and Kant held the same doctrines. Plato’s dialogic writings protect us from ascribing “doctrines” to his writings at all. Nevertheless, philosophers—even philosophers who disagree with each other-- might be colleagues in so far as they are moved by the same questions, and the same problems. It is this comradery under a question I hope to examine in Kant and Plato tonight. The Path Upward is not the Path Downward In Book VI of Plato’s Republic, Socrates asks his conversation partners to imagine a line divided into two unequal sections, each of which is divided again into two subsections (509d7 ff). Then both faculties of the soul and the objects of these faculties are mapped onto the line: the two main sections correspond to sense and understanding; the realm of sense, of what seems to be, is divided into bodily things, and their images; while the realm of the understanding, of what is, is divided into what Socrates calls the “mathematicals,” or the learnable things, and what he calls the “ideas,” or the forms. The philosopher’s authentic activity is knowing the forms, which he or she achieves by what Socrates calls “dialectic.” The category of the mathematicals, by the way, might be much broader than what we would mean by ‘mathematics,’ embracing anything that can be universally known or demonstrated: not only music and mechanics, but perhaps also several natural sciences, and even language arts like grammar and general logic-- the mathematicals, taken together, sserve as the topics of our tutorials and labs. The realm of the sensible is known by experience. Enough familiarity with the solid structures we use as houses lets a carpenter repair and construct. His or her colleague within the sensible realm is the artist who expertly paints images of the same houses that the carpenter constructs. But many aspects of housebuilding follow from geometry, which grasps universal principles about figures. The knowledge of these belongs to the understanding. Here we can see laid out three personages, three psychic activities, and three sorts of object: the 3 �painter, making images of houses by artistic imitation; the carpenter, putting his or her body into motion to bring those same houses into being as solid structures; the geometrician, demonstrating the necessary, universal figurative principles governing the house’s structure. The painting is an image of the roof’s eaves, which in turn can be thought of as images of angles. These angles can be seen “only by thought,” and raising ourselves to the level of the mathematicals reveals that human beings can have contact with universal, necessary truths beyond convention and passing opinion. They give us purchase on the truth beyond experience. But Socrates follows his construction of the divided line by posing two “reservations” to his interlocutors about mathematical knowledge. The first is that its objects are taken as “assumptions” by the thought that knows them. Geometry, for example, like all other particular sciences, must simply assume that mathematical figures exist, and are therefore available for study. It has no account of what sort of existence they have, and whether this existence has a cause or source. Second, geometry will always be at least partially immersed in sensibility, since it must always make use of sensible images in its demonstrations. In Socrates’ account, philosophy will emerge as a possible kind of knowing that could transcend these two “reservations.” Let us consider the reservations in turn. Socrates complains that the mathematicals are not truly “first principles” or beginnings, but “assumptions” But how does he know this? True, geometry does not explain how its angle exists, but could this not be a consequence of the figure’s ultimate priority? It can’t be explained by geometry, because it can't be explained at all: it is a first principle. This is a tempting defense of mathematical supremacy. (when mathematicians call themselves ‘platonists’,sometimes I think this is what they mean.) But consider carefully the difference between self-evidence and assumption: an assumed premise is not self-evident, because it leaves unsettled what sort of being on its own the object may have apart from me, who assumes it. As long as it remains an assumption, a geometrical angle, though it seemed to be real to us, might turn out to be a sort of illusion. Perhaps the reality of things is that spaciousness is not real at all, that nothing is linearly extended, and no two lines are spread out from each other in an angle. While this is perhaps disturbing to contemplate, it is not a possibility the geometer can rule out. There is nothing about the angle that renders its non-existence self-contradictory, and by hypothesis, geometry does not understand the figure’s reality to be guaranteed by some higher source. Geometricians like Euclid and Lobachevski do a great service for knowledge by identifying certain principles as unproved “postulates” or “assumptions.” But even they leave unarticulated, and therefore unexamined, the whole host of presuppositions that underlie their objects. The question, ‘how do angles exist?’ is not 4 �nonsensical, and remains. The geometer, while he or she might ask this question from time to time, cannot answer it from within his or her own science. The second reservation is, I think, more subtle. Just as geometry couldn’t “extricate” itself from its own assuming, it also can’t pull itself out of the very sensibility it is so proud of rising above. Socrates’ speech, with all its talk of higher and lower, here might sound like it is assuming a kind of low-class uncleanliness about sensibility. Or maybe he is exploiting the thumotic character of his interlocutor Glaucon, who will be pleased to look down on the uppity mathematicians who are still enmeshed in the dingy senses. But if we are not so hastily thumotic, we might wonder what is so damning about mathematics’ return to the senses. Is Socrates’ second reservation not itself an unreasoning prejudice against embodiment? In fact I think Socrates is onto something very important here. Mathematics begins by seeking an object more knowable than what presents itself to the senses. But when it demonstrates necessary truths about these objects, it finds it must turn back to sensibility to construct images of what it wants to know. 3 We all know this from our study of Euclid and his sucessors (even Lobachevski): no board or no paper, or no imaginary field in one’s mind, then no demonstration of the proposition. We think the universal we desire to prove on our own, but we turn to the board to manifest what we think about this universal, and the board helps us along, making room for the instantiation of the figure, keeping things apart from each other, letting them abide next to each other, sorting the different directions– left, right, back and forth. It is as if the board, or rather, space itself, were a partner in the demonstration. This means that geometry’s very scientific character is dependent upon sensible conditions. But these sensible conditions are not understood by geometry, and indeed, are never brought into examination by it. We might not find this situation humiliating, but we should find it intellectually unsatisfying. The point is not so much that sensibility contaminates, but that for all its crucial contribution to knowing, it remains unintelligible, a silent partner in the sciences. Socrates proposes that philosophy can rise above mathematics’ limits. “Reason may take hold” of mathematicals, he says, not as “assumptions”, but as “stepping stones,” examining from what higher principles they might proceed, by means of “dialectic.” This philosophical kind of knowing, as an extension of geometrical inquiry, would answer the question ‘how do angles exist?’ by discovering genuinely self-evident truths upon which angles depend. In this sense, its objects would not be assumptions, and it would escape the first reservation about mathematicals. The second reservation would also be escaped, because the dialectical ascent [It is not only geometry that turns back to sensibility, but arithmetic as well. Counting needs an extended field in which successive moments can be distinguished. For Kant, this is time.] 3 5 �upon the grounds of mathematical knowing would move towards fully intelligible objects of reason. Its accounts would move from reason to reason, with nothing but reason in between. In other words, it would never descend back into sensibility’s manifestations to demonstrate, but would [‘hypothetically’] infer the conditions it was after. Philosophy, like seminar, will not need to use the board. As wonderful as these philosophical successes might be if realized, Socrates’ proposal raises some crucial questions not addressed explicitly in the Republic. Remember the concern involved in the second reservation, that mathematics requires the use of sensible images. If this “use” involves epistemic contributions from sensibility not understood by mathematics, these contributions will not be any better recognized by a purely eidetic, dialectical philosophy. Rather, they will be transcended, as the mere circumstances of a lower form of knowing, perhaps not worth the attention of reason unencumbered. In this presentation of philosophy, we are encouraged to assume that sensibility is not, in fact, an epistemic resource. If the contributions to knowledge come wholly from ‘above’, so to speak, from reason alone, then this is perhaps a safe assumption. But a lover of wisdom would rather not beg this question. The image of the divided line is followed by the image of a cave, in which we are born chained to our sensible experience, which plays before us like shadows cast by models of real things outside of the cave. In this allegory, knowledge indeed comes ‘from above’: the naturally true is imitated in the figures manipulated in the cave, and these are imitated in the shadows they cast. But throughout the allegory is an unexplicated factor: each sort of knowable generates an image in some receiver– the forms of the true objects are received into the materials used to construct their likenesses, and the likenesses themselves on the cave wall that receives their shadows. Without these receivers, no chain of imitation is possible. Following the allegory, without the cave wall, no sensible experience is possible. But of what is the wall itself a depiction? Whatever it is, is it of a nature to contribute to the kind of knowing we have in our experience of the world? Socrates’ allegory might distract some readers from such a question with its narrative of “turning-around.” By pointing the aspiring philosopher ‘upwards’ towards reason’s resources, rather than ‘downwards’ towards the nature of sensibility, he is leaving at least one big question on the table. If the path upwards were pursued, what would the Socratic philosopher discover about the first principles of geometric “assumptions”? A first step still within mathematics might be the discovery that figures can be taken as images of ratios– for examples, the pentagon as a spatial flowering of the uncalculable mean and extreme ratio, and the circle, of the transcendent ratio called ‘pi.’ But these so-called “irrational” or “mute” ratios themselves might turn out to be 6 �approximations of rational, speakable– that is, arithmetic– ratios. The very first mathematical principles from which figures are derived would then be numbers, whose first still-mathematical principle might be the unit, or that by which we call something one. Now, a dialectical inquiry into the possibility of numbers-- and indeed the possibility of the unit-- might lead to purely intelligible forms such as the Same itself, the Other itself, and the One itself. This ascent leaves space behind as a sort of encumbrance. Of course, space itself is not accounted for in such a philosophical ascent. The givenness of figures, that they are outside of us, and the receptivity of both the world around us and our own imaginations to the spatial images of ultimately rational principles, is not itself given an explanation. The silent partnership of the cave wall has been left silent. The Turn to Bastard Reasoning Eric Salem once proposed in a lecture on Socrates’ allegory that the account of the cave wall is not given in the Republic, but rather might be sought in part in the Timaeus’ account of the receptacle. I want to follow his suggestion here, and so we now turn to the Timaeus. In the dialogue’s introductory section, Socrates asks to hear about his idea of a beautiful city, which had been elaborated in speech the day before, but this time set in motion, at war. His request might already indicate an interest in just what was left unexplored above: in motion, in the realm of becoming, the beautiful city will need to come down off its seat in intellectual heaven, and show how it might be given in the world of change. But it will not be Socrates who takes this path downward. Rather, the title character Timaeus speaks for the remainder of the dialogue. Before the city in motion can be discussed, however, Socrates and his interlocutors decide they want an account of the nature of the humans who will make up the city. Moreover, they want an account of the whole, moving cosmos in which these humans emerge. The remainder of the dialogue is accordingly cosmological, and then anthropological (the political question is postponed). Timaeus’ very first step in pursuing his cosmology is to offer a fundamental distinction familiar to Plato’s readers: the sensible world, he says, must be distinguished from the purely intelligible model of which it is an image. The intelligible admits of no motion, is eternal, and can never have come to be at all– it simply is. The sensible comes to be, and Timaeus pictures this coming to be as the result of a divine constructive “craftsman” (ho demiourgos) or “framer” (ho synistas). He narrates how this power might have constructed a 7 �harmonious image in imitation of the perfect model, making use of mathematical figures and ratios familiar to the sciences of astronomy and music. 4 Timaeus’ cosmos, at this point, is like a mathematician’s diagram. Compare Ptolemy’s mathematical astronomy. Its theories do not speak of where or in what the motions of the stars occur, but rather only of the stars’ motions’ knowable ratios, demonstrable in diagrams. In this way, the question of the nature of the space that receives the world-image might not arise for the merely mathematical cosmologist. 5 But several steps into the narration, Timaeus points out a problem. The divine maker constructed these mathematical models as somehow imitations of what is best—that is, as imitations of the intelligible original. But it doesn’t seem that this procedure—imitation of the best—is sufficient to account for the whole cosmos. On the contrary, Timaeus claims that the world as it is comes to be not simply from the intellect’s grasp of the good, as his story had been assuming, but also from what he now calls “necessity”: by what, if it exists, has to be the way it is. Where does this necessity come from? Despite the fact that the mathematical arts and sciences (like Ptolemy’s) are filled with insights into what is necessarily and universally true about corporeal nature, none of them can give a deduction of this necessity’s origin. For example, none of the cosmologists, Timaeus points out, have given an account of how the medium of natural change—the elements of bodies-- have come to be in the matter in which they are. 6 To theorize a changing cosmos, mathematical diagrams alone, unhindered by necessity, will not be sufficient. What is needed, Timaeus proposes, is a “new beginning,” a “retreat” to a new principle, a “third kind” of being, making sense of the world’s receptivity as such for the knowable forms. Timaeus calls this principle “the receptacle”, a co-eternal origin alongside the intellect’s model of the cosmos. Not the model itself, nor its constructed image, it is precisely that into which the model is received. With the introduction of his “third” principle, Timaeus is in fact clarifying a fundamental dualism about knowledge. The relation of original to image so dear to Socrates leaves out of account a second origin for the image, in receptivity itself. The world as it appears is different from its origin– this is the Socratic proposal. But that its origins are two is Timaeus’ thesis– by Geometry and arithmetic provide a science of ratio in general; but astronomy and music turn to appearances to discover which particular ratios and figures form a harmonious whole, either of heavenly motions, or of musical scales. Timaeus borrows the particular ratios and figures of the latter two sciences. 5 At this stage, time is given as “a moving image of eternity.” It is the outcome of ratio-metric mathematical principles, not a container in which they have being. This approach is unlike Timaeus’ conception of space. 6 If successful, an account of necessity would perhaps stave off the allegation that corporeal becoming is nothing but an unintelligible flux. 4 8 �adding his “third kind”, he uncovers that second origin, and reveals the apparent world as what he calls a “syntasis”: a combination of heterogenous sources. The multifarious shifting from stability to instability and back again that constitutes the mortal world will take place in the receptacle; but the discovery of this principle reveals that it must have been there all along, providing space even for the relatively unchanging motions of astronomy. 7 With the receptacle, astronomy can be taken as no longer merely mathematical, for its objects are not merely diagrammable ratios. Rather, they are now natural bodies with a place in the cosmos. Their astronomy belongs to physics. 8 Timaeus warns his audience that an account of the receptacle will be “strange and unusual,” because the object of study is “difficult and obscure.” His warnings indicate to us that an entirely new sort of theorizing will be taking place: for unlike the eidetic model, the receptacle is not itself intelligible. And unlike the visible world, it does not appear to the senses. If we have only intellect and sense at our disposal, with what will we know that which is in itself unavailable to either? In one of the strangest passages in Plato (the 4th passage on the handout), Timaeus tells us that the receptacle not only “shares in the intelligible in a most perplexing and hard-to capture manner”— but is “graspable by a bastard sort of reasoning, with the aid of insensibility” (52a8). The claim seems to be that the principle unavailable to our two faculties, sense and thought, will be revealed through a perverse deployment of those very same faculties. Why “bastard”? Wherefore base? This term suggests that in pursuing this account, reason will not be occupied within reason’s own, high territory of the purely intelligible, but with the supposedly baser realm of the sensible. The account to be developed takes the forms to have been mired in the sensible realm, and attempts to understand precisely their adulterated existence. Reasoning will be trying to make sense of what is not its own. And why “insensibility”? How could that help? The idea here could be that the inquiring subject has to somehow scrutinize the nature of his or her own sensible experience, while shutting out the material influence of the sensible object. Insensibility here is a sort of deep abstraction. Regard the curtains behind me, but become insensible to their color, their solidity, their texture, perhaps even their particular magnitude [imagining FSK here]. What emerges for us then is “seen dimly” as if in a “dream,” Timaeus says. Timaeus implies that the heavenly motions of astronomy are not eternal, but rather only an “image” of eternity. The demiurge remarks that “all that is bound together can be dissolved” (41b1). 8 The receptacle belongs to “the account of the whole” 48d5, and “is…before the birth of Heaven.” 52d4 7 9 �As he proceeds, Timaeus’ retreat reasons backwards towards the “nature” or “eidos” of the receptacle. That is, he infers what it would have to be like, in order to fulfill its role as the field in which the visible manifests. It can have no sensible qualities, since it must be able to take any of them on. Similarly, it cannot be pictured or diagramed, since it is the ground of all possible diagrams. It can’t be drawn on the board, since it is what makes the board available in the first place. This is what it is not, but what can be said positively about it? Timaeus calls it the “chora,” the space or room in which the world appears. He also calls it a neutral “molding stuff” for the world, and even a “wet-nurse”, and “mother.” This sequence of metaphors draws out a sense of the formal and causal power of the receptacle. The receptacle thus somehow nourishes, or pours life into things, sustaining them. These metaphors indicate how far from “empty” the receptacle is, even in itself. We might often think of space as sheer void, waiting indifferently to be filled by perceptible items. 9 But Timaeus’ space is teeming with potential life, waiting, not indifferently, but expectantly, to give birth. It is perhaps neither full, nor empty, but according to its eternal priority, the source of either of these spatial dispositions. When it gets filled by forms, it gives them the room to manifest themselves. When it gets filled by void, it holds open the room in which no forms are. Compare the blackboard: where the diagram is not drawn, indeed, in the crucial zones between the parts of the diagram, the board is not merely empty of inscription, but spread out in its blankness. The receptacle’s radical priority to experience further suggests that is matter only in a metaphorical sense. 10 For it is not literally “stuff” in the sense we know from experience– after all, it is “molded” both into our solid, present objects and into the absent spaces between them. It is thus not a source of nourishment for the world in a material sense, but perhaps rather in a formal sense. That is, it “nourishes”, so to speak, the sensible givenenness of things by sustaining them as spatial. Timaeus offers one more, especially puzzling metaphor: he calls the receptacle a “winnowing basket.” Change in sensible things, he points out, comes to be through contact between differences. The hot next to the cold, the dry next to the moist– we might add: negative charge around positive charge, north magnetic poles across from south, or ‘masses’ in a gravitational field. These different “powers”, whatever they may be, “jostle” each other, and thereby produce change. Over time, these changes generate the apparently structured world which we observe. These change-inducing juxtapositions, these jostlings, do not happen through tools of arrangement, as if parts were separated and pushed together with a hoe and a 9 Lucretius’ void. Interesting that Lucretius is such an unmathematical thinker. Aristotle and Plotinus both take the Receptacle to be “matter.” 10 10 �rake. Rather, the parts themselves act on each other, like grains in a winnowing basket. 11 The basket merely provides the venue in which this jostling can transpire– it is a passive sort of tool that does nothing more than make the reciprocal influences of the worked-upon matter possible, by providing them the room for juxtaposition. The six directions of space– left, right, back, forward, up and down– act like the grid of a basket, sorting the tendencies of material things into different directions, giving them a stage on which they can come upon their brethren. Does Timaeus’ story of the receptacle serve as the ’missing’ account of receptivity– missing, that is, from the picture of Socratic philosophy in the Republic? Recall that part [of] the vocation of philosophy described there, to ascend to the intellectual first principles of the mathematical sciences’ own starting places, would leave unexamined the non-intellectual first principles of sensibility, that is, of the receptivity in which the knowable images come to be. On the other hand, Timaeus’ oddly named “receptacle”, which has resonances in Greek of “reservoir” or “harbor,” represents receptivity as a cognitive resource. The name indicates the epistemic purposiveness of the “third kind”: the receptacle provides a welcoming cosmic hospitality for the forms, so that they may be known by us in their images. Timaeus follows his account of the receptacle with an extended speculation about the solid geometry of the elements. Certain propositions about the elements– how many there could be, how they would act upon each other, and how they could change into each other– are derivable a priori, since they arise from the demonstrably necessary geometrical character of the solids. These speculations have hypothetical—perhaps fanciful—beginnings. But the necessity involved in the geometry of his hypotheses generates an a priori, synthetic natural science. 12 Timaeus’ procedure suggests that any mathematical natural science of matter will ultimately rest upon a story about the receptacle as an ultimate condition of the possibility of extended, sensible being. Is this foundational story satisfactory as a philosophical account? But doesn’t the “sieve” itself move? I can only make sense of this in an extremely analogical way. We might be reminded here of a passage from Plato’s Parmenides, in which the elder philosopher proposes that the One– the very highest principle of all being– is both at rest, and in motion (146a). It is at rest, so to speak, Parmenides claims, because it doesn’t ever depart from being fully in itself. But it also is in motion, so to speak, because it always is in other things, making each of them one thing. The metaphysical participation of things in the One can be thought of as a kind of flowing motion of it outwards, into them. Could this conception help us interpret Timaeus’ winnowing basket? The receptacle’s motion is not a locomotion, but a “change” in which it takes on a form it doesn’t have in itself. In so far as the spatialization of these forms has consequences for how they evolve, it is as if the ‘change’ of the receptacle imparts further changes to the things in it. 11 Cf thinkers like Kepler, Maxwell, Rutherford—anyone who imagines a model, derives necessary conclusions from it, and compares these with the appearances. 12 11 �Timaeus warned his audience at the start that any cosmology of a becoming world would not be knowledge, but only a “likely story,” in so far as what becomes is not what is, but only its likeness. Philosophy seeks to rise to what is, and discover knowledge of the eternal there. Accordingly, Timaeus’ mathematical chemistry of the elements is not wisdom about the highest things. Socrates of the Republic would agree. Now, the receptacle, as the neutral field of change, can itself neither change nor come to be. However, Timaeus seems to suggest that as the eternal mother of becoming, the receptacle is itself approachable only under the guise of [a] likely story. This in part justifies his copious use of metaphor in its account. Metaphor becomes the handmaiden of ‘bastard reasoning’, with which we can articulate in speech what is not in itself intelligible. The conjunction of several metaphors– space, mother, nurse, matter, basket– raises the problem of thinking the thing coherently, since its metaphorical predicates are not simultaneously compatible. But beneath this interpretive problem is a deeper paradox: the account treats the receptacle as an eternal, self-subsistent thing, even though it is not, by hypothesis, a being. This double-speak renders the account of that which underlies all becoming even more mythic– “not less, but more likely” (48d3) -- than the playful speculations about shapes and growths that make up the rest of Timaeus’ physics. This paradox, that the receptacle is both beyond becoming and other than being, runs through Plato’s adventure along the path downward. Accordingly, the hoped-for account of the cave wall turns out to be, in Plato’s treatment, deeply enigmatic. The Form of Outer Sense Kant’s life’s work, it seems to me, was an attempt to demythologize philosophical enigmas. Where receptivity is concerned, he’s on the case. He begins in the Critique of Pure Reason with a distinction in kind between thought and sense. In the dialogues, thought was understood as the faculty that grasps the universal, which is, while sense grasps the particular, which merely seems or becomes. One of Kant’s innovations is to add to these correlations the proposal that while thought in us is active, sense is receptive. Kant names the study of the principles of knowledge belonging to thought a ‘Logic’ – the study of logos. He names the study of the principles of knowledge belonging to sensibility an ‘Aesthetic’-- the study of aesthesis. (Note that Kant’s ‘aesthetic’ has nothing directly to do with the beautiful.) An empirical aesthetic would investigate the particular senses we happen to have, and what features of the world they give us access to: color, odor and taste, sound, temperature, as well as shape, size, and duration. Perhaps what we read in Book II of Aristotle’s De Anima could be considered an 12 �empirical aesthetic. A transcendental aesthetic, on the other hand, would investigate sensibility as such, rising past or transcending the particularities our equipment for sensation. This new science’s object comes into view in two stages (described in the 5th passage on the handout): first, Kant claims that we must “isolate sensibility by taking away everything from it which the understanding thinks through its concepts.” In the second step, we “separate off from sensibility everything belonging to its impressions.” The first move resists the claim of monist thinkers like Leibniz, for whom the distinction between sensibility and understanding is a difference in degree– that is, sense is merely the obscure end of the spectrum of human representation, whose clear and distinct end is called understanding. For Leibniz, there is accordingly only one path for philosophy: towards the higher principles of the intellect, for there is properly speaking no heterogenous epistemic contribution from sensibility itself. Taken as an interpretation of the divided line, we can see that Leibniz’s Socratic conception must hold that there is no philosophical theory of the cave wall. Kant’s interest, on the other hand, is not unlike the dualist Timaeus’, for whom givenness must be traced back to a second principle. Timaeus proposed his receptacle as the ultimate ground of the givenness of things, as the reason why things can be given to the senses at all. This question reappears in a new guise in Kant’s account of “sensibility,” defined as receptivity— not, to begin with, the receptivity of the world for intelligible forms, but the receptivity of our own mode of knowing; the openness, one could say, of our minds for things as given. In its second step, the transcendental aesthetic clears out from intuition what Kant calls the “matter” of sense, leaving nothing but the “form.” Kant claims there are two sorts of sense for us: space, the form of “outer sense”, and time, the form of “inner sense.” Kant’s space, in this respect, like the receptacle, is invisible, inaudible, and impalpable. Taken together, these two steps reveal an object not properly available to either the understanding or to sensation. Rather, the philosopher must abstract from the matter of things sensed outside of us to the form of their being “outer” at all. The underlying precondition for juxtaposition, extension, and orientation is not any spatial thing, but space itself– or perhaps better, spatiality. This spatiality is not thought up by us, and is not derived from experience. It is the form or ultimate pre-intuition of whatever could be given as ‘outside.’ This form itself is a “pure manifold”– not merely many, like the spatial stuff of outer sense, but the ordered, stuff-less multiplicity of orientations in which sensations are always given, and to which they cannot themselves contribute. Recalling the warnings of the difficulty of the inquiry voiced by Timaeus, Kant tells us in the introduction of his 13 �book that “it may be that we are not in a position to distinguish [the form of knowledge] from the raw material, until with long practice of attention we have become skilled in separating it” (B1-2). This ultimate priority of space ahead of all outer things means that, like the receptacle, it cannot have come to be. And on precisely the grounds of this priority does space make necessary knowledge of the outer world possible. Our geometrical demonstrations draw their necessity from the way the pre-intuited field in which they are inscribed or imagined determines those inscriptions and images. Thanks be to the board, where we may draw our figures. But greater thanks be to space, which opens out to make room for the board, and opens out for our imaginations to spread and discover what must follow from what among our figures. It is essentially one, embracing all particular spaces. It is both given, in that we do not spontaneously think it at all, and infinite, in that no bounds can be set for its magnitude. It is empty, in that it is the container or receptacle for all sensible content, and unremovable, in that we cannot imagine it away. Timaeus introduced the receptacle, not as an aspect of particular material things, but as a single underlying whole which pre-exists them, so that it may receive them. This seems to be what Aristotle, for one, was most at pains to resist about Plato’s Timaean conception– for the later thinker, the places of things, along with their shape and their magnitude, are accidents of their individual existences: a thing is in a place as the contact boundary of what surrounds it. There is no whole receiver, only a nested series of surrounding containers. Hume’s argument reaches a similar conclusion: no impression comes to us without some spatial magnitude, he claims, and so space itself is only a subsequent abstraction made possible by the accumulation of spatial particulars. Kant, filling in argumentation absent from his ancient comrade Timaeus’ account, argues that the nature of spatiality requires independent singularity and wholeness. For, each particular place is bounded only in so far as these boundaries are between spatial regions. That is, bounded spaces are always “limitations” of the same one space. Just as what recieves limitation must be priori to the result of its limitation, so divisions into particular places presuppose the field which they limit. Accordingly, larger spaces cannot be assembled originally out of smaller ones, and so space is not an aggregate; it is rather, Kant claims, a “totum” (B466), preceding the particular parts we may carve out of it. Recall also how Timaeus brought in the receptacle as an additional “kind” to ground his mathematical science of material nature. Kant seems to have agreed that the nature of geometrical knowledge of things required a heterogenous, spatial source of knowing; indeed, he thought the necessity of mathematical sciences was the strongest evidence for his sense/thought dualism. He points out that geometrical demonstration, for example, reveals that 14 �necessary predicates about figures cannot be derived out of their concepts by analysis, but must rather be synthesized or constructed out of the intuited figures. That the third side of a triangle is shorter than the sum of the other two does not fall out of the concept of what a triangle is, but only from the determination of the sensible field in which we inscribe triangles. The blackboard must play its role. Kant here is taking Socrates’ second reservation about mathematics– that it could not extricate itself from sensible conditions– as decisive evidence that sensibility is, after all, an epistemic resource, and that human knowledge is dual. Idealism Taking up the torch of ‘bastard reasoning,’ Kant finally explains the unacknowledged source of scientific knowledge of sense objects, by reasoning back to the invisible, nonintellectual condition of sensibility. This condition, however, is– unlike Timaeus’ receptacle– not a self-subsisting, eternal being, but a mere form of our own sensibility. It is in us, not in a psychological sense, as if it were a figment of each thinker’s mind, but in a metaphysical sense, as a feature of our knowledge of things, and not of the things as they are in themselves. Space is not ‘in our heads’-- indeed, our heads are in space. But space is ‘in’ our own, human knowing of things, such as our knowledge of the heads in this room. The radically blank ‘non-thing’ that is space, therefore, does not exist in itself. Kant writes (this is on the handout) that those who “maintain the absolute reality of space” as “subsistent...(which is generally the view taken by the mathematical students of nature),... have to admit [an] eternal and infinite self-subsistent non-entity, which is there, yet without being anything real, only in order to contain in itself all that is real” (A39/B56). He was probably thinking of Newton here, but the description fits the deep cosmology of the Timaeus, as well. 13 As we saw, Timaeus’ chora made knowledge possible, but only by way of an existence which is neither being nor becoming. Like Timaeus, Kant infers that there is a determining source of knowledge in receptivity. But to elude the paradox, Kant makes clear that this source, space, is nothing but an epistemic condition. The receptivity, and thus the receptacle– the form of outer sense–, is ours. This position of sensibility– both subjective and essentially sharable– may be more familiar to us from the realm of thought. That is, when we think a concept together, each The receptacle is eternal, but Timaeus never calls it infinite. This is perhaps because qua unformed, it has no quanitity. What did Newton mean by calling space “empty” in the Principia? In the Optics, Newton writes that space is “the sensorium of God.” 13 15 �one of us shares the same universal in our thought. The mind’s concept is not a psychological event, but a form or standard. According to Kant’s account, mind is present in sensibility, as well. The space of things is not a psychological feature of their images in our minds, but rather a necessary feature of how they can known by beings like us. This is what Kant means by “the transcendental ideality of space.” Kant does declare his form of outer sense to be “empty,” which might make us think it is pure, void extension. Where is the living, expectant energy of Timaeus’ receptacle? We might say that its energy has been idealized. The expectancy, the power to hold the shape of what will come to be in it-– that is, the maternal power of space– this is in Kant’s space as well. But we can now see this power as life-like, precisely because it is a power of the mind. Space as the form of intuition is not a null void, but a manifold field ready for knowledge to be generated in. The pure manifold, the cave wall, is alive, because it is sensibility. Kant’s journey down into sensibility has none of the metaphorical images of Timaeus’. On the contrary, it strikes a scientific pose, where Timaeus’ story was only “likely.” Kant speaks in his own voice as philosophical inquirer, rather than through a fictional character whose own relation to philosophy is obscure. Kant’s account appears first in his book, as the starting place for a looming system, where Timaeus’ appears as a “revision” or “retreat” part-way through a narrative. The highly metaphorical, fictive frame of the receptacle might suggest that the receptacle as described is a poetic manifestation of knowable principles, according to which what is transcendentally ideal (space) is depicted as if it were real, in itself, but in a likeness, in a mythos. This would certainly not be the only time Plato has characters speak in a metaphorical mode, rendering as material what cannot properly speaking exist in that way. Such a depiction generates paradox, as we have seen, and this paradox raises questions about subjectivity and the knowability of the world that Plato was content to leave as questions. By demythologizing the receptacle, showing that it is not an alien, quasi-divine being outside of us, but rather a constitutive principle within us all, pulling the depiction out of the poetic sphere of the ‘likely’, Kant gives himself the opportunity to answer these questions. Whether his answers are satisfactory, is a question for us. 16 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts.<br /><br />For more information, and a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>.  <br /><br />Click on <strong><a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Microsoft Word Page numeration Number of pages in the original item. 16 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Philosophy and the Cave Wall: Plato and Kant on the Form of the Given Description An account of the resource Typescript of a lecture delivered on March 31, 2023, by Matthew Caswell as part of the Formal Lecture Series. <br /><br />Mr. Caswell describes his lecture: "<span>The lecture will compare inquiries into the nature of sensibility offered by Plato, and by Kant. That </span><i>space</i><span> might be the ultimate ground of a certain kind of sensible givenness is a possibility investigated by both thinkers. What can our love of wisdom gain from pointing itself downward, into the senses?</span>" Creator An entity primarily responsible for making the resource Caswell, Matthew 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 2023-03-31 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 typescript copies of my lecture available for circulation and archival preservation at the St. John’s College Greenfield Library; make a copy of my typescript available online." Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Kant, Immanuel, 1724-1804 Plato Philosophy Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Caswell_Matthew_2023-03-31 Friday night lecture Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/c7369884177e2c9e23243322467072f8.mp3 41801bd73c2ac493e439a4a38778ce92 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:41:48 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Concept of Truth in the Book of Genesis Description An account of the resource Audio recording of a lecture given by tutor Phil LeCuyer on April 14, 2023 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "Join tutor Phil LeCuyer for a lecture on the Book of Genesis with a focus on Chapter 24." Creator An entity primarily responsible for making the resource LeCuyer, Phillip Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2023-04-14 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Bible. Genesis Truth Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_LeCuyerP_The_Concept_of_Truth_in_the_Book_of_Genesis_2023-04-14 Friday night lecture Worrell lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f6f5bad443e137d4adcbce427bb8e811.mp3 28bfe02586c8c7aef9caa57c65fdf943 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:06:16 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 Duns Scotus’s Modal Argument for the Existence of God - An Introduction Description An account of the resource Audio recording of a lecture given by tutor James Carey on April 12, 2023 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "John Duns Scotus (c. 1266 –1308) was a Franciscan friar and theologian so renowned for his logical acumen and ingenuity that he early on acquired the appellation “the subtle doctor.” His argument for the existence of God is not nearly as well-known as are the arguments of Anselm (c. 1033–1109) and Thomas Aquinas (1225–1274), though it is held by some to be the most powerful of them all. Scotus’s argument is “modal” in that it turns on the concepts of possibility, actuality, and necessity. It does not rely on the claims of revelation; and it does not rely on an Aristotelian theory of motion either. Scotus’ argument is complex. And it is long too, occupying in one version, On the First Principle (De Primo Principio), some 70 pages of tight reasoning and concentrated, technical prose. My lecture is only an introduction, and it presupposes no prior familiarity with Scotus. I presented an earlier version of this lecture here in 2015. Some faculty heard it, though few, if any, current students. Sophomores, in particular, might find it of interest." Creator An entity primarily responsible for making the resource Carey, James Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2023-04-12 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Duns Scotus, John, approximately 1266-1308 God Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_CareyJ_Duns_Scotus_Modal_Argument_for_the_Existence_of_God_2023-04-12 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/16896b4ea1d072f010c78571f4459a3a.mp3 d6e281da72bc83a35db89abfcea9c4c2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:48:01 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 To Be Forever and Immortal: Struggle and Salvation in the Thought of al-Farabi Description An account of the resource Audio recording of a lecture given by tutor Ahmed Siddiqi on April 7, 2023 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "In the Muslim world, as in the world at large, there is an ongoing debate regarding the proper scope of reason’s authority in religious matters. Should we feel entitled to legislate for ourselves in pursuit of worldly welfare, as liberal Muslim theorists claim? Or, are we obligated to obey the divine law in its original form, as Islamists argue? This lecture will outline the contours of this debate before turning to the work of tenth-century philosopher al-Farabi. I will argue that, through his investigation of virtue, struggle, and happiness, al-Farabi not only clarifies what our attitude towards law should be but also shows us the path toward self-knowledge and true happiness." Creator An entity primarily responsible for making the resource Siddiqi, Ahmed Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2023-04-07 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource al-Farabi Muslims Islamic law Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_SiddiqiA_To_Be_Forever_And_Immortal_2023-04-07 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/45e91acd49e5192a074c6c0d91ebe3b7.mp3 6cb1756cf96da69b72628c3fdd358fd9 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.) 01:06:53 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 Sappho I: An Ontological Approach Description An account of the resource Audio recording of a lecture delivered on January 13, 1995, by Joshua Kates as part of the Formal Lecture Series. Creator An entity primarily responsible for making the resource Kates, Joshua 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 1995-01-13 Rights Information about rights held in and over the resource A signed permission form has been received stating: "I hereby grant St. John's College permission to: make a recording of my lecture, and retain copies for circulation and archival preservation at the St. John’s College Greenfield Library; make a recording of my lecture available online; make typescript copies of my lecture available for circulation and archival preservation at the St. John’s College Greenfield Library; make a copy of my typescript available online." Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Sappho. Works. Fragment 1 Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Kates_Joshua_1995-01-13_ac Friday night lecture Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e4dd013de41b5682bd9cc0adeeb786ac.mp3 99326374f51c7c4562f9d29877fafef3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:00:23 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 Machiavelli: A Good Teacher of Goodness Description An account of the resource Audio recording of a lecture given by Maurizio Viroli on March 31, 2023 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "Against current scholarly trends that maintain that Niccolo Machiavelli was an evil man and a teacher of evil, I claim that he was a good man and a teacher of good. I also claim that his goodness was the foundation of his republican political vision." Creator An entity primarily responsible for making the resource Viroli, Maurizio Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2023-03-31 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Machiavelli, Niccolò, 1469-1527 Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_ViroliM_Machiavelli_A_Good_Teacher_Of_Goodness_2023-03-31 Friday night lecture Steiner lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/b73486d8de9b559ae1c167b11ee6645f.mp3 db5b6be1f4d911b43ecc95c90ba72562 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:09:28 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 'Secret Science' and Piano Experiments: The Discovery of Harmonics Description An account of the resource Audio recording of a lecture given by tutor Peter Pesic, (with performances by Consuelo Sanudo and David Forrest) on March 29, 2023 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "Harmonics are “little sounds” made by lightly touching a vibrating string at special points. Long used by string players, harmonics had a bad reputation until scientists discussed and named them. This lecture considers this story of science interacting with music as composers began using piano harmonics in the wake of experiments by Hermann Helmholtz. Arnold Schoenberg thought about these experiments in the midst of a profound personal crisis, then used harmonics in pioneering compositions as part of what he called a “secret science” within music. To illustrate this lecture, Consuelo Sanudo (SF92, GILA00) will perform Schoenberg’s song “Am Strande” and David Forrest will join in a performance of a rarely heard piano work by Jules Burgmein (Giulio Ricordi)." Creator An entity primarily responsible for making the resource Pesic, Peter Sanudo, Consuelo Forrest, David Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2023-03-29 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Harmonics Arnold Schoenberg Jules Burgmein (Giulio Ricordi) Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_PesicP_Secret_Science_And_Piano_Experiments_2023-03-29 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/2888e2840bda248a3f72fef4dcbde042.pdf 12e89faca4924292509e31d10438ffc3 PDF Text Text On a recent plane trip, I sat next to a young man who is currently a junior at a small college in Pennsylvania. He was very friendly, eager to tell me about his troubles with a girl who offered him a ride to a tattoo parlor, his coach’s tactics for defense, and how little he was learning in college. When he found out I was a professor he decided to help me out by telling me how he cheats on all his tests. I thanked him for the information, but told him that we don’t have tests at St. John’s. He was very interested, paused for a moment, and then asked how the party scene was. Excellent, every friday night there is a lecture. Since he was so forthcoming, I decided to ask him what he knew about Galileo. He thought that Galileo was the guy who dropped things off the leaning tower of Pisa (quite possibly true), and that Galileo argued that the sun revolved around the earth (right topic, but he had his heliocentrism and geocentrism mixed up). These two facts about Galileo, that he showed that bodies do not fall with speeds proportional to their weights and that he championed Copernicanism over Ptolemaic astronomy, are probably the two most well known features of Galileo’s corpus. And yet I’m not sure that Juniors, after studying Galileo for a week in Junior mathematics and a month in Junior Laboratory, would have learned either of these things from their study. We don’t study why Galileo rejected Aristotle and Ptolemy, we study a new science that Galileo built upon the apparent ruins of Aristotelian natural philosophy and metaphysics: a science of the actualized infinite in the mathematics tutorial, and the study of local motions described in the third and fourth days of Galileo’s last published book, The Two New Sciences. The Two New Sciences is a discourse between three friends, Simplicio, Sagredo, and Salviati that lasts four days. On the first two days, the three friends discuss a new science concerning the resistance of solid bodies to separation. While there are theorems sprinkled throughout these two days, the banter between the friends leads us, for the most part, gently and slowly through the mathematical and physical arguments. Along the way we are treated with numerous diagrams, some of them purely geometric, but many more are intricately drawn sketches of ropes with frayed edges, beams with knots and grain that look like olive not pine, and crumbling arches of brick that support not only beams but plants with branching roots that are breaking through, clumps of moss, and new sprigs with veined leaves. On the third and fourth day, where we begin our study, readers begin with the unnamed Academician’s Latin text rather than a friendly Italian conversation with our three interlocutors. The Latin text describes the locomotion of disembodied moveables that are more like mathematical points than the natural bodies in days one and two, the diagrams reminiscent of book five of Euclid rather than the drawings of olive beams, braided ropes, and crumbling arches. What we see is an academic mathematician, one who precisely defines equable motion, naturally accelerated motion, and projectile motion, then applies Euclid’s theory of proportion 1 �and Apollonius’ study of conics. The third day, in particular, is remarkably spare. Only fifteen of its more than seventy-five pages are Italian dialogue, the remainder, mathematical theorem after mathematical theorem in Latin. It is on the third and fourth day with this spare Latin text on the mathematics of motion that our Junior Laboratory begins. If one ignores nuance, the use of proportion, geometrical corollaries, and blurs one’s vision, then one could summarize our readings thus: in six theorems on equable motion, Galileo shows that speed is distance divided by time; in the next six theorems on naturally accelerated motion, he shows that the distance a body falls is one half its accumulated speed times the time of its fall squared; in the final two theorems on projectile motion, Galileo demonstrates that a body can simultaneously move with equable motion in one direction while falling with naturally accelerated motion downward resulting in a parabolic path. What we study in the third and fourth days is Galileo’s last published work, written at the sunset of a life exhausted by a revolutionary study of motion, published as his body was bedridden by disease, his eyesight failing, his person imprisoned, and his soul shattered from the death of his beloved daughter; this monument risks seeming for us an unremarkable dawn, a new beginning we could unconscionably sleep through, a dry academic Latin textbook in which two elementary equations for moving bodies are derived. But the new beginning that we study is the distillation of a lifelong argument between Aristotle and Galileo. Galileo lets us hear echoes of this argument in his dialogues by including the Aristotelian, Simplicio, among his characters. While Simplicio will argue for the Aristotelian approach tenaciously and with spirit, his understanding is often second hand, rote, and handicapped by a poor mathematical education consisting in nothing beyond book one of Euclid. Salviati and Sagredo often team up and ridicule the Aristotelian account and tend to just ignore Simplicio altogether whenever the discussion requires mathematical expertise. It often seems that Galileo is not treating the Aristotelian worldview fairly, as Simplicio himself complains, allowing Salviati to vaunt over an impoverished, dried up, rather rubbish version of Aristotelianism. If Aristotelianism is so ridiculous, why include it at all? Why have Simplicio partake in these dialogues? Galileo’s new science of local motion is now old and familiar to us. Because of this we might have a hard time seeing Galileo’s theory without first becoming strangers to it. One way to do this is to immerse ourselves in another way of thinking about motion first. This is in fact what we do in the program by studying Aristotle. By studying Aristotle we are able to not only see a cohesive, beautiful, and philosophically rich way of understanding motion, we also are put in a better position to see how our own understanding of nature is itself a theory that requires attention and thought. 2 �I think that Galileo puts Simplicio into the dialogues so that we notice that Galileo’s steps were not taken out of necessity, by habit, or from authority, but consciously taken to set himself upon a new path to understand nature. Simplicio is there so that we notice that Galileo isn’t simply doing mathematics, he is philosophizing. Simplicio is there to remind us that Aristotelian philosophy, was more than any part that Galileo might contradict, it was a whole philosophy of nature, and that this new “way of philosophizing tends to subvert all natural philosophy, and to disorder and set in confusion heaven and earth and the whole universe.”1 Simplicio is in the dialogues because Galileo is still trying to understand the significance of his disagreement with Aristotle. What is this Aristotelian natural philosophy that Galileo threatens to subvert, disorder, and set in confusion? There are countless small derisive references to the peripatetic philosophy throughout both the Two Chief World Systems and the Two New Sciences, Simplicio championing it and defending it in turn, but tonight I thought it would be worthwhile to turn to an earlier text in Galileo’s career, On Motion or in Latin De Motu. Galileo wrote and rewrote De Motu while he had a chair in mathematics at the University of Pisa at the outset of his career (1589-1592). Some hypothesize that De Motu was written as notes for lectures on Aristotle, others that it was written for publication, perhaps it was both. As a young professor, he is more conservative than when he is older; he works from a foundation established by Aristotle’s natural philosophy. Galileo might remind us of Simplicio in these lectures, adhering to an Aristotelian theory without fully recognizing its consequences. Here we encounter Galileo wrestling with Aristotle rather than pumping his fist in triumph. Although he eagerly points out inconsistencies with the same iconoclastic spirit we see in the later dialogues, the apparent goal is not to refute but to improve upon Aristotle by supplementing his account with mathematical reasoning inspired by Archimedes writings on the balance, making Aristotle’s theory more consistent with our experiences of moving bodies. As Galileo develops the consequences of these changes, we will see a description of nature emerge that is at odds with the foundations: Aristotle’s definition of nature. I. Aristotle’s theory of natural motion I’ll begin with a few basic ideas from Aristotle’s natural philosophy, before giving a more detailed account of what we might call Aristotle’s science of the locomotion of bodies. Aristotle defines nature in the beginning of the second book of the Physics: “nature is a principle or cause of being moved and of being at rest in that to which it belongs primarily, in virtue of 1 Galileo, Two Chief World Systems (trans. Stillman Drake, University of California Press, 1953, second revised edition 1967), Day I. 3 �itself and not accidentally”(192b21-22).2 Nature is not deer, trees, rivers, and soil, but the cause of motion and rest in deer, trees, rivers, and soil; the cause that belongs to these things in virtue of what they are and not accidentally. Nature is the reason something moves or something rests when it moves or rests because of itself. Nature is an internal cause of motion or rest. Nature is not the only cause of motion. Another cause that we are familiar with is force. If I lift a stone, it does not move because of nature but because of a force which I apply to the stone. All local motions will have a cause, either a natural cause which is internal and belongs to the body, or a violent cause which is usually external and is the result of a force being imposed upon the body. For Aristotle, natural motions are eminently more interesting than forced motions. Now when we turn to study nature, the internal cause of motion and rest, we are faced with two kinds of things. There are things that have life or soul and things without life or soul. In the Physics, Aristotle says that having an internal source of motion and rest is “a characteristic of life and peculiar to living things” (255a6-7)3. For Aristotle there is an intriguing puzzle about the motion of non-living things, why and how do they move themselves without soul? His account of nature needs to stretch to incorporate a kind of motion that originates in a thing without originating in a thing’s soul. In this lecture, we will call the natural motion and rest of a non-living thing, the natural motion and rest of a body. Aristotle will say two things about a body’s motion, and there is some tension between these two claims, which we will need to address. First, a body’s source of motion, a body’s nature, is ‘the heavy’ and ‘the light’ in the body. In De Caelo, Aristotle will say that bodies have “in themselves some spark (as it were) of movement”(308a2); this spark (τὁ ζωπὐρον) is ‘the heavy’ and ‘the light’.4 If we were to form an analogy we could say that soul is to an animal’s or a plant’s natural motion as spark is to a body’s natural motion. But the second claim that Aristotle makes is that the body does not move itself as an agent, the motion is pure passivity. Here is Aristotle in the Physics, “in all these cases the thing does not move itself, but it contains within itself the source of motion–not of moving something or of causing motion, but of suffering it” (255b29-31)5. Here we have Aristotle pushing against the idea that we should understand the heavy and the light as anything analogous to soul. The body’s motion is pure passivity, the spark is not a soul, but a passive potential for a kind of activity, being at rest in a particular place. The idea here is two-fold. First, while a stone resting on the ground will never move itself, if I lift that stone up and release it the stone will move. The spark 2 Aristotle, Physics (The Complete Works of Aristotle, edited by Jonathan Barnes, translated by R. P. Hardie, Princeton University Press, 1984), Book II, ch. 1. 3 Ibid., Book VIII, ch. 4. 4 Aristotle, De Caelo (also from The Complete Works of Aristotle, edited by Jonathan Barnes, but translated by R. K. Gaye, Princeton University Press, 1984), Book IV, ch. 1. 5 Ibid., Book VIII, ch. 4. 4 �does not turn into a roaring fire by itself, but only when one uses bellows to fan the flame. Second, the heavy and the light do not choose their place of rest and where they will move when they do move; there is no internal account for why they move where they move. Aristotle says that ultimately, “these things are moved by that which brought the thing into existence and made it light and heavy”(256a1)6. We can now turn from these few basic ideas underlying Aristotle’s natural philosophy, to some more specific claims in his account of how ‘the heavy’ and ‘the light’ can be used to describe the natural local motions of bodies. First, and of primary interest tonight, is this: Aristotle believes that bodies fall with speeds in proportion to their heaviness and lightness. In the De Caelo, Aristotle gives the following example (which is illustrated in the handout, and labeled figure 1). If we have a body that falls through line ce in a given time, and we divide both the body and the line in the same ratio, so that ab is to the whole body as cd is to the whole line, then the part of the body will complete the part of the line in the same time as the whole of the body would move through the whole line.7 This means that a stone half as big as another stone, that is with half its heaviness, will fall half as far as the bigger stone in the same time. Aristotle will give similar examples for the light as well as the heavy. A fire twice as large as another fire, will rise twice as far in the same time. Paired with this claim is a claim about how bodies fall through different mediums. If one is given a body, it will fall with a speed that is inversely proportional to the density of the medium.8 If water is twice the density of air, then a body will fall half as fast in water as it will in air. Aristotle also gives an explanation for how and why bodies naturally accelerate. In De Caelo, Aristotle says that when a body naturally falls downward or rises upward, it moves towards fulfillment and “comes into that place, quantity, and quality” which belongs to its form (310a20-35).9 The idea that something moving upwards would change not only in location but in quantity and quality, might seem strange. But we can remind ourselves that for Aristotle motion is not simply locomotion, motion is a general category, it is a becoming, an actualization of a potentiality as such. ‘The heavy’ doesn’t just move downward, it has a place in the cosmos, the center. When ‘the heavy’ is in its place it is fulfilling its purpose, it is at-work-being-itself, it is actualized. Similarly with ‘the light’. When ‘the heavy’ moves downward it is not simply changing its place, it is becoming more itself. It is, to return to the quote above, coming “into that place, quantity, and quality” which belongs to its form. This means that as the heavy moves downward it gets heavier, and because it is heavier, it moves faster. Galileo adds in the margins Thomas Aquinas’ way of putting this, “Aristotle held that the speed of motion is increased 6 Physics, Book VIII, chapter 4. On Motion, p. 263, ch. 8, and De Caelo 301a27-32. 8 Physics, Book IV, chapter 8, 215a24-215b11. 9 De Caelo, Book IV, chapter 3. 7 5 �because the weight of the body is more concentrated and strengthened as the body approaches its proper place” (ch. 19, 316)10. We now have the basic outlines of Aristotle’s account of nature and how he uses this to explain the natural motions of bodies: where a body is at rest, where it moves when it is displaced, the speed with which it moves, and why a body accelerates. But because the heavy and the light are not soul, they are not active principles, but passive principles, we can still ask the question, why does the light go up and the heavy down? To answer this question, Aristotle says that we have to look outside the bodies to “that which brought the thing into existence and made it light and heavy” (256a1).11 II. Galileo critique of Aristotle Galileo thinks that Aristotle was wrong that speed is proportional to weight. Galileo prepares many thought experiments which might not refute Aristotle, but work on the reader’s imagination so that Aristotle’s claims become more problematic. Because Galileo writes these thought experiments to persuade, I’ll focus on the one that I found most persuasive and try to explain why I found it so. Galileo instructs us to imagine two bodies of equal weight falling next to each other with equal speeds. As these bodies fall, they are shoulder to shoulder and then, at some point, they become attached. An Aristotlelian will be compelled to say that once they become attached, they will go twice as fast. Galileo concludes that it is obvious that this is not the case for anyone who “looks at the matter simply and naturally” (ch. 8, 266)12. As we reconsider the example, in an attempt to look at the matter simply and naturally, we might notice that the sudden increase in speed is coincidental with the cohesion of the two bodies. The cause of the increased speed doesn’t seem to be more weight, but the fact that a given weight is in one body rather than two. But why should this matter? How would this cohesion increase the speed? Surely the bodies will continue going the speed that they had been going, whether the bodies are rubbing shoulders or holding hands, as it were. Now, is a chunk of wood any different from two halves “holding hands”? I don’t see why it would be, so it must be that the larger chunk of wood falls just as fast as any of its parts would fall and it just so happens that all these parts are “holding hands”. Now, perhaps this is not what Galileo meant by looking at the matter simply and naturally, but I am sure that this is the sort of inner dialogue that he wanted his readers to have. There is no indication in these lectures that Galileo rejected Aristotle claims based on a field trip to the leaning bell tower in Pisa. If anything, the sorts of examples he gives indicate an approach 10 Galileo Galilei, On Motion and On Mechanics, The University of Wisconsin Press, 1960. On Motion was translated by I. E. Drabkin. Hereafter, “De Motu”. 11 Physics, Book VIII, chapter 4. 12 De Motu. 6 �that puts more weight on reason and imagination than any particular experience. The example we have just given of two bodies being joined together mid-fall, is just such an instance. How could bodies be made to do this? A few pages back, Galileo gives another counterexample to Aristotle’s claim that speed is proportional to heaviness. Here he asks his students to imagine two lead balls, one a hundred times as large as the other, both being dropped from the moon. In both cases, the examples are not the sort of thing one can put to an actual test. Despite what one will hear about Galileo being among the first experimentalists, it is clear in De Motu that his theories were not based on results from experiments.13 Rather than torturing nature for answers, he was more likely to interrogate his imagination and think through a problem theoretically. Galileo says that he likes to “employ reasoning at all times rather than examples, for what we seek are the causes of effects, and these causes are not given to us by experience”(263, ch. 8)14. The ability to guide his own imagination and reason until he sees a clear relation of cause and effect and then to convey this idea so clearly to others that they cannot possibly doubt the relation, this is one of Galileo’s greatest points of pride. In both the Two New Sciences and the Two Chief World Systems Sagredo will repeatedly complement Saviati on his ability to do just this.15 This praise which Sagredo heaps on Salviati, is really Galileo heaping praise on himself without shame. (Incidentally, Descartes in a letter finds fault with Galileo for putting self-flattery into his books in this way.) As if the shameless self-praise weren’t enough, we might recognize in it the praise that Plutarch gives to Archimedes, “god-like Archimedes” as Galileo calls him.16 Plutarch points out that Archimedes is so clear in his explanations that once you have learned something from him, you are sure you would have come to know it by yourself. Both Galileo and Plutarch are building on the idea that mathematical knowledge, at least, seems to be a kind of recollection. Galileo, putting himself in the position of Socrates or Archimedes, brags that he is particularly adept at playing the part of the midwife to our recollection of the true causes of physical phenomena. III. Galileo’s theory of motion 13 In later works, Galileo appears to rely more heavily on experiment. De Motu. 15 Here, for example, is Sagredo responding to Saviati in our readings from Junior Laboratory: Sagredo: Too evident and too easy is this reasoning with which you make hidden conclusions manifest. This great facility renders the conclusions less prized than when they were under seeming contradiction. I think that people generally will little esteem ideas gained with so little trouble, in comparison with those over which long and unresolvable altercations are waged. Two New Sciences, (Wall & Thompson, Toronto, 1989), p. 161. 16 “It is not possible to find in all geometry more difficult and intricate questions, or more simple and lucid explanations…. No amount of investigation of yours would succeed in attaining the proof, and yet, once seen, you immediately believe you would have discovered it; by so smooth and so rapid a path he leads to the conclusion required.” (Plutarch, Lives, Life of Marcellus, (trans. John Dryden, Modern Library) p. 378) 14 7 �One goal for Galileo is to improve upon Aristotle’s account of the speeds of falling bodies. Galileo is willing to reject the claim that speed is proportionate to weight, but he is not willing to reject the claim that there is some relation between speed and weight. His stubbornness might be difficult for us to understand. Doesn’t he see that the speed of falling bodies has nothing at all to do with the quantity of matter? Absolutely not. And this fact, this amazing fact, is what makes me love Galileo in De Motu. At this moment he is Simplicio. At this moment, he is a dyed in the wool Aristotelian. He believes that nature is a cause of rest and motion in a body. He believes that for bodies without soul, the nature of the body is its weight. He believes that weight must be the cause of rest and motion. But, Galileo recognizes that there are some areas of weakness in Aristotle’s account. In particular, Galileo will need to finesse the relationship between speed and weight. Galileo has a way to do this. At the age of 22, in 1586, he wrote a small little essay. A lab report, if you will. The topic of his essay, how Archimedes discovered the theft of Hiero’s crown. He thinks that the method ascribed to Archimedes by others is a “crude thing, far from scientific precision” and not befitting the divine Archimedes. In the remainder of the essay, he argues that Archimedes does not find out the fraud by immersing equal weights of gold and silver in water and measuring the different quantities of spilled water. Archimedes discovers the fraud by measuring the weight of the crown when it is immersed in water. The key is that Archimedes recognized that “solid bodies that sink in water weigh in water so much less than in air as is the weight in air of a volume of water equal to that of the body”. The body will weigh less in water by exactly the weight of the water that the body displaces. This difference in weight then serves as an accurate measure of the volume of the body, allowing one to precisely measure the differences in the quality or density of two submerged metals that are of equal weight in air. What Galileo takes away from Archimedes and wishes to apply to Aristotle is this idea: it isn’t weight but essential weight, or density, that distinguishes bodies from one another. Just as Archimedes is able to distinguish gold and silver by their essential weights, Galileo is not able to distinguish all kinds of natures from one another by considering their essential weights. And this, a body’s essential weight, this must determine its speed of fall. What a thrill for Galileo! He has figured out what nature is! He has found the key to determining the speed of any given body! The peripatetics, if they aren’t too stubborn, too tied to every last exact word of Aristotle, are going to love this! He might even get promoted! After all, and this is a common saying of the time, “ignorance of motion is ignorance of nature”, and he has found the key to motion, the real nature, essential weight. But to get this theory off the ground, he has to revisit Aristotle’s natural philosophy. Can Aristotle’s, ‘heavy’ and ‘light’ be replaced with essential weight? Can motion be explained by the outcome of a balance? 8 �Galileo begins confidently, not only sure that he can replace Aristotle’s ‘heavy’ and ‘light’ with essential weight in order to explain motion, but that doing so will improve Aristotle’s account of nature in other ways. As we saw above, Aristotle faced a puzzle in explaining the motion of non-living bodies. He was committed to explaining their motion by finding an internal cause, but because these bodies do not have soul or life, they couldn’t be agents of this motion. In one way, then, the heavy and the light explained the rest and motion of bodies, but in another way, Aristotle ends up needing to look for a principle outside the bodies to explain the principle of rest and motion. Galileo’s way of describing the situation is that Aristotle finally didn’t have an explanation for why the heavy goes down, or the light up, but instead was forced to make nature operate “according to whim and chance”17. Galileo says that he “anxiously sought from time to time to think of some cause, if not necessary, at least reasonable and useful” to determine why the heavy goes down and the light up. Here too the key was replacing the idea of heaviness and lightness with essential weight. In doing so, he realizes that nature chose to put the densest at the center and the rarest at the perimeter with “complete justice and with consummate wisdom”. In doing so, nature has distributed matter equally around the center of the cosmos. The smallest sphere which is closest to the center has equal matter but much less space than the larger spheres farther from the center. Therefore, the smallest sphere must be the place of a substance whose form causes matter to be compressed in a very narrow space, while those spheres farther from the center, must be the place for substances whose form causes matter to expand in ample space (253, ch. 2)18. Galileo’s account has supplied a formal cause for the cosmos that explains why the heavy, the dense, rests at the center, and the light, the expansive, rests away from the center. Once Galileo suggests that this principle of equality is at work in the organization or creation of the cosmos, it is natural that he should think it is at work in the preservation and restoration of the order in the cosmos. In other words, this same principle might be at work not only when bodies are at rest in a perfectly ordered world, but after bodies are disturbed, and are working to restore that order. For example, this principle is at work when, after I lift a rock and remove it from its place, I release it and it rushes downwards. For the restoration and preservation of order, nature needs more than a cosmos that was created with matter equally distributed about the center. Nature will need a way to measure inequalities and restore equality. Nature needs a balance. Here, Galileo, “it is therefore clear that the motion of bodies moving naturally can be suitably reduced to the motion of weights in a balance”(259)19. 17 De Motu, p. 15. De Motu 19 Ibid. 18 9 �Now in general, a balance measures the relative weights of two bodies. But when Archimedes’ submerged the scale in water, he was able to determine essential weights. So Galileo hypothesizes that to get an accurate measure of the nature that determines speed, the balance will need to determine essential weight. One arm of the balance might carry the body, but the other needs to take into account the medium. Here Galileo: “the body moving naturally plays the role of one weight in the balance, and a volume of the medium equal to the volume of the moving body represents the other weight in the balance”(259)20. Just as the crown submerged in water was lifted by the water to the extent that a weight equal to the weight of the water it displaced would lift it, so too Galileo imagines that any medium will lift a body to the extent that a weight–a weight equal to the weight of the volume of the medium it displaces–would lift it. Bodies don’t fall with speeds proportional to their weights, but speeds proportional to this adjusted weight, their own weight less the weight of an equal volume of the medium. Now, as it turns out, Galileo’s theory is just as inaccurate as Aristotle’s. Galileo seems to recognize this fairly quickly. Here he is working through an example: …If there are two bodies equal in volume but unequal in weight, the weight of one of them being 8, and of the other 6, and if the weight of a volume of the medium equal to the volume of either body is 4, the speed of the first body will be 4 and of the second 2. These speeds will have a ratio of 4 to 2, not the same as the ratio between their weights, which is 8 to 6. (272-273)21 In this particular example, the medium has an essential weight that is fairly comparable to the essential weight of the two bodies. The ratio of the speeds in the medium is thus larger than the ratio of the original essential weights. In fact we see that the ratio in speed could get really large if we find a medium that has an essential weight close to 6. In this case, one body would drop with some speed, while the other body would not move at all, or very slowly. This result looks pretty good. Here Galileo’s theory seems to explain why the ratios of the speeds of bodies falling in water seems to be larger than the ratio that the bodies have when falling in air. On the other hand, as the medium gets thinner, as its essential weight becomes negligible compared to the essential weights of the bodies, the ratios of the essential weights should be approximately proportional to the ratios of the speeds. In very light mediums Aristotle’s claim, speeds are proportional to weights, is analogous to Galileo’s, speeds would become close to proportional to essential weight. In other words, take equal sized balls of wood and iron, drop both from a large tower and they should fall with speeds proportional to their weights. Here Galileo: But note that a great difficulty arises at this point, because those ratios will not be observable by one who makes the experiment. For if one takes two different bodies, which have such properties that the first should fall twice as fast as the second, and if one then lets them fall from a tower, the first will not reach the ground appreciably faster or twice as fast (273).22 20 Ibid. Ibid. 22 Ibid. 21 10 �While it might not have been Gailleo’s first inclination to head to the tower, it seems like he was not opposed to making a test of his theory once it was in hand. In doing so, he must have been quite disappointed. But he is not yet able to give up the theory, he concludes in the same way that Aristotle would have: “This is not the place to consider how these contradictory and, so to speak, unnatural accidents come about (for they are accidental)”(273)23. Let’s take a step back from the details of Galileo’s theory for a moment. What Aristotle and Galileo seek to explain is how the body’s weight can explain its place of rest and its motion; they are looking for an internal cause of rest and motion. Aristotle explains this by turning to the ‘spark’ inside the body which determines its place and makes it passively suffer the motion determined for it. Galileo explains place by looking at density, and supposing a formal cause in the organization of the comsos, ‘the equal’. Galileo explains motion by having us imagine how a balance tips when bodies of unequal essential weights are placed on its arms. Galileo has asked us to supplement the internal principle of motion and rest, the bodies essential weight, with two additional principles, a principle of equality, and the principle of the balance. But what is the principle of the balance? What is it that makes it move? Does the balance have a nature? Certainly not (says Aristotle). But the balance does have some sort of law governing it. This is not just a law of equality, it is not an equation merely telling us that two quantities are equal. The balance is dynamic, it is telling us something about forces. Galileo puts it this way: “a heavy body tends to move downward with as much force as it is necessary to lift it up”. On each side of the balance a body pushes down, but on each side a body is also being pushed upwards. The principle of the balance is that every downward force is transformed into an equal and upward force. Balances work because they pair opposing forces. Galileo seems to think that this principle of the balance is not just present in a balance, but is present everywhere and always. In addition to the internal principle of rest and motion, the body’s essential weight, Galileo has introduced two additional principles: a principle of equality and a principle of equal and opposite forces. Neither of these principles belongs inside a body. Both are principles about how one body relates to another body. In fact, the principle of the balance, is best understood as a principle about opposition between bodies, about the forces that bodies exert on one another, about violence. This is a problem for an Aristotelian, a natural motion is being given an unnatural explanation. 23 Ibid. 11 �Galileo acknowledges the difficulty himself: “It is therefore clear that this kind of motion may be called ‘forced’, although commonly…called ‘natural’”(259, ch. 6).24 Galileo does not flinch. In what follows there is no apology, and no explanation for this radical consequence. By introducing a formal cause, ‘the equal’, by explaining motion and speed with the balance, Galileo has not improved the Aristotelian account, he has undermined it. Natural motion has gone from being internal to the body to being caused by a relation between one body and another body. Motions which were once the actualization of the potentiality of a single body are now understood to be violent outcomes of contests of forces between bodies. Galileo has shown himself to be a wolf in sheep’s clothes. The principle of equality and the principle of the balance are not compatible with Aristotle’s definition of nature. Archimedes might move the science of motion forward, but the science won’t be compatible with Aristotle’s natural philosophy. Nature is no longer the principle of motion or rest within a body. Nature has been replaced by a balance, a contest between quantities of matter. IV. Inclined Planes Despite his failure to explain the speeds of falling bodies, Galileo charges onward. He now wants to use the principles of equality and of the balance to solve a problem: how fast do bodies fall along inclined planes. Below, I will quote a larger passage, which is not particularly remarkable, apart from his palpable excitement and, not unrelatedly, how many times he uses the word “problem”. Here’s Galileo: The problem we are now going to discuss has not been taken up by any philosophers, so far as I know. Yet, since it has to do with motion, it seems to be a necessary subject for examination… And it is a problem no less necessary than neat and elegant. The problem is why the same heavy body, moving downward in natural motion over various planes inclined to the plane of the horizon, moves more readily and swiftly on those planes that make angles nearer a right angle with the horizon; and, in addition, the problem calls for the ratio of the speeds of the motions that take place at the various inclinations. The solution of this problem, when first I had tried to investigate it, seemed to require explanations that were by no means simple. But while I was examining it more carefully, and was trying to analyze its solution into its basic principles, I finally discovered that the 24 Ibid. In fact, I’m not sure that Aristotle could consistently maintain that the principle or cause of motion of bodies is simply in each body because of what we will see in the next section: he thinks the speed of fall of a body is inversely proportional to the density of the medium. It seems like both he and Galileo think that some aspects of motion will need to depend on something besides the body itself. 12 �solution for this problem, as of others which at first glance seem very difficult, depended on known and obvious principles of nature. (296, Ch, 14)25 In past junior laboratory classes, I have sometimes wondered whether we are studying nature, machines, nature as a machine, or machines as if they were nature. This passage led me to have a new way of thinking about this question. With Galileo, maybe in this very passage, the subject matter is shifting. The balance stands midway between nature and machines, it is not unnatural, for Galileo it reveals nature, in fact it has become the principle of motion and rest. But the balance, with intelligent use, very quickly becomes a lever, a machine. The balance brings together nature and machines allowing us to create problems, problems that are no longer simply mechanical problems for artisans in the shipyard, but problems that are now demonstrations of how nature works. The instruments of the shipyard, are no longer for the artisans alone, they are now the instruments the philosophers and the mathematicians will need to use in the laboratory to reveal how nature works. Galileo moves from understanding nature as an individual principle inside a body, to thinking about nature as a beautiful, intricate, tapestry of problems, infinite interconnected balances each in delicate equilibrium, systems of equations joined by the weights, speeds and forces of individual bodies. Here we only see the introduction of a single problem, but the excitement, the repetition, makes me think that Galileo is no longer seeing individual natural bodies, he is seeing a web of bodies connected and revealed by the balance, an infinite and infinitely intricate machine, giving rise to the promise of problems everywhere. Right now, we have only a single problem, how fast will a body go down planes of different inclinations. The known and obvious principle of nature which will play an essential role in his solution: the balance. Galileo will show how he can weigh the body on different tracks and thus predict how fast the body will go. It takes a bit of geometry, a few diagrams, and maybe some gestures towards our laboratory equipment to see how Galileo imagines the balance at work in his study of inclined planes. In the handout, you will see an enlargement of Galileo’s diagram (figure 2). The circle represents two things. First, it represents a circular track on which a body could fall on its concave surface from d to b. Second, it is a balance, like the “Newton’s wheels” that we study in Freshman Laboratory. The axle of the wheel, the fulcrum of the balance, is at a. We are to imagine two things happening in tandem, a body is falling down the track from d to b, and at each moment we can pause it and ask what is the weight of the body at c, that will balance the falling body at that moment. 25 Ibid. 13 �The problem Galileo is investigating concerns the planes that are tangent to the circular track, the planes that are inclined to the horizon. We only have three such planes drawn, but obviously there are an infinite number of these planes that we could have drawn. Galileo, as we saw above, is interested in this problem: to find the ratio of the speeds of the motion that take place at the various inclinations of planes inclined to the horizon. For example, he is interested in finding the ratio of the speeds of the body falling down the vertical plane ef to the sharply inclined plane gh. Galileo reiterates the principle of the balance: “a heavy body tends to move downward with as much force as it is necessary to lift it up.” Weight, as measured by a balance, will allow us to see how much force is necessary to lift a body up, and thus measures the force of a body’s tendency downward, and its speed. The circular balance is there to determine how the weight of the body varies with the different inclinations of the planes so that we can determine the speeds along any inclined plane. The balance will give us the solution to our problem. At point d, furthest away from the center of the circle towards the right, the tangent to the circle is vertical, and the track does not lighten the weight of the body. The weight needed at c to balance the body at d, is equal to d’s weight. As we travel down the circumference, we come to point s. At point s, Galileo suggests that the body is not as heavy as it was at point d, the body has been lightened by the ramp. What weight at c is necessary to balance a weight at s? Galileo believes that we can set aside circular ramps and the inclined planes, and simply consider the balance. The body has moved from d to s on the wheel. As we know from freshman lab, we need to draw a perpendicular from s up to cd, to determine the horizontal distance of the body from the fulcrum. This distance is ap, which is less than the previous distance ad. Because the body at s is now closer to the fulcrum, we will need a smaller weight to balance it at c. The ratio of the new smaller weight to the previous weight, is ap to ad. Galileo concludes that the ratio of these weights is the ratio of the downward tendencies of the body and so the ratio of the speed along these various planes. The inference that Galileo makes, that the weight the body has on the balance at a point is the same weight that the body would have on the track with an incline tangent to that point remains unexamined and unexplained. While the circular balance is very much present in this diagram, the balance is not present when we have a simple inclined plane. 14 �And yet, Galileo seems to think that it is. Every time a body falls, we could explain the speed of its fall by recognizing that a balance is at work. The weight that would be necessary to balance this body, is the force with which the body tends downward, and therefore proportional to the speed with which the body will fall. While the balance isn’t visible, the principle of the balance is everywhere at work. The balance is woven into the relations that exist between bodies. And yet, for me, the pattern still floats above the fabric of nature. It is clearly meant to be woven in, but how and why the balance is attaching itself to the ramp, to the body, to the medium remains murky. What we would like to know is why it is that the balance should succeed in measuring how these ramps lighten the weight? Perhaps there is some clue in what follows. Galileo continues his exposition with what appears to be a superfluous explanation that directs our attention outside the circle towards a triangle that is geometrically similar to the ones that are inside the circle (triangle aps, for example), but is not at all associated with the balance, the similar triangle spq. About this, Galileo notes that “as da is to pa, so is qs to sp, i.e., the length of the oblique descent to the length of the vertical drop”. That is, the ratio da to pa which stood in for the ratio of the weights necessary to balance our body on the vertical and oblique incline gh have the same ratio as qs to sp. But when we take two inclined planes of the same height, or a drop and an inclined plane of the same height, it turns out that we will get this ratio. With his analysis of the exterior triangle, Galileo directs our attention away from the balance, and towards the ratio of the paths which two bodies will take when they are released from the same height but along different inclines. He says that the speed of fall is inversely as the lengths of the planes. Here the ratio of speeds is not derived from the heaviness of the body, but has something to do with the height from which the body falls and the lengths of the planes having those equal heights. Galileo has given us not one, but two ways to see how this same ratio emerges from the diagram. Because of this he also seems to be suggesting two explanations, one based on the bodies’ weights, the other on the bodies’ heights and paths. Which account of the ratio would give us a better explanation for the difference in the speed? Or, do these two explanations have some relation to one another? Galileo started the essay believing that weight caused speed, but his analysis here seems to hint at a new openness to explaining speed in other ways, perhaps something having to do with the height from which a body falls and the path that it takes. Perhaps he thinks there is a way in which something associated with speed is causing weight. Galileo does not help us, he leaves these two expositions, these two similar triangles, these two equal ratios, side-by-side. 15 �This juxtaposition of two mathematically equivalent ratios might remind us of the third chapter of the third book of Ptolemy’s Almagest, where Ptolemy gives the reader two hypotheses that will result in identical phenomena. Just as Ptolemy gives us mathematically equivalent eccentric and epicyclic diagrams of the motion of the heavenly bodies, Galileo gives us mathematically similar triangles one made from the distances to a fulcrum, the other by the paths of the moving bodies. Galileo’s first triangle, suggests that the speed down more sharply inclined planes can be explained by greater weight. The second triangle suggests that the speed down inclined planes can be explained by considering the height from which the body falls, since taking a common height between two planes will give us the correct ratio of speeds. Ptolemy’s circles and Galileo’s triangles could be carving at the joints of nature, but they could also be mathematical tools, seductive geometric figures that invite us to imagine physical structures. After giving his account, Galileo is eager to share all manners of “problems” that can be solved with his method. The one he culminates his discussion with is this: given two bodies of different essential weights which fall at different speeds, how to construct a ramp so that the faster body falling down the ramp will fall in the same time as the slower body in free fall (301, ch. 14)26. For example, presuming that the steel ball will fall faster than the wooden ball, Galileo would like to construct a ramp for the steel ball, so that it will roll down the inclined plane in the same time that it would take the wooden ball to fall freely. Here, he seems eager to use the inclination of ramps to “balance speeds” in the same way that a balance uses the distance from a fulcrum to balance weights. Ptolemy was incredibly successful in “saving the appearances”; he used the circle to effectively predict where heavenly bodies would be and when they would arrive. Galileo finds that he is much less successful in “saving the appearances”. But, he doesn’t acknowledge any doubt in his theory, instead he uses the same excuse we saw above, “accidental factors”(302, Ch. 14)27. The problems that Galileo solves are constructions, but merely mental constructions. When these constructions are realized in the world he does not despair when the consequences he has derived are not seen to be true. Unlike Ptolemy, Galileo is not yet able to save the appearances. IV. Conclusion, looking forward to what Galileo will do and will discover. Galileo might have been wrong that essential weight is the cause of motion and rest in bodies, but in developing this idea he introduced two principles inspired by his study of Archimedes: the principle of equality, and the principle of the balance. Both are enormously influential in the subsequent study of physics. Neither of these principles reside in bodies, they are instead principles that govern the relations between bodies. They are principles equally at home in 26 27 Ibid. Ibid. 16 �political philosophy as natural philosophy. We can see this in Galileo’s language. He appeals to equality, prudence, justice, and harmony in his explanation for the natural place and position of rest for bodies. Galileo then appeals to the balance, a symbol we use for the weighing of injustices, in his explanation of motion. These principles from Archimedes that Galileo introduces to his study of nature are not internal principles of motion, they are not compatible with an Aristotelian account of nature. When Galileo turns to study astronomy, he will not begin by trying to improve upon Aristotle’s account. Instead he starts all over from the beginning. The source of motion is not where you think it is: this radical departure from Aristotle is the beginning point. It is as if Galileo once fell for an enormous cosmic prank and is willing to risk imprisonment to prove to the cosmos that he won’t fall for it again: he once thought the principle of motion is in the things that appear to move, but now when he sees the sun rise and set and the stars revolve around his head, he knows better than to think the principle of motion is in those bodies. In Jacob Klein’s essay on modern rationalism he says the following: “mathematical physics is the most important part of our entire civilization and actual life. …the principles of mathematical physics are basic to our whole way of thinking and behavior”(57)28. At the conclusion of the same essay he points to the vast machinery of our society and the indirectness of our contact with the world, direct contact replaced by a symbolic unreality. Klein claims that “Our work, our pleasures, even our love and our hatred are dominated by these all-pervading forces which are beyond our control (64)29. These are radical claims. After rereading Klein’s essays this Fall, I had the opportunity to talk with Eva Brann, a longtime friend of Klein’s. I got up the courage to ask her, “was Klein exaggerating?” Did he really think that “mathematical physics is the most important part of our entire civilization and actual life”? That our work, pleasure, love and hatred are dominated by these all pervading forces? Her answer, “Oh yes.” After studying De Motu and watching Galileo struggle to reconcile Aristotle’s philosophy of nature with Archimedes’ mathematics, I’m less incredulous of Klein’s claim. The movement that I see in Galileo’s early study of the natural motion, the move away from thinking about nature as a principle of rest and motion in individual bodies, towards thinking about nature as a contest between bodies and eventually thinking of all motion as the consequence of forces that originate entirely outside oneself, is quite familiar. The way we love and hate, the way we think about happiness, the way we make choices, personal, professional, and political, the way we participate in athletics, the way we understand economic life, in all these ways we repeatedly 28 Jacob Klein, Lectures and Essays, “Modern Rationalism”, eds. Robert Williamson and Elliott Zuckerman, St. John’s College Press, 1985. 29 Ibid. 17 �appeal to equality, to the balance. Equality is a democratic value we all hold dear in some way; the balance is a symbol of justice and rectitude, of progress and scientific learning, of a life lived well, a symbol emblazoned on our school seal. But in studying Galileo’s use of the balance, we see how it transformed his thinking about nature. Where Aristotle’s nature is the principle of motion and rest in individual substances which are at work becoming more fully themselves, more like their own forms, Galileo’s nature is a system of balances, at first glance embodying principles of equality, prudence, justice and harmony, but on closer inspection these principles merely adjudicate an underlying opposition between bodies. The move from Aristotle to Galileo, is a move from nature as a cause inside an individual substance that is at work becoming more fully itself, to nature as a system of laws governing the underlying violent opposition between bodies. Ptolemy can say the following about his study of astronomy, “with regard to virtuous conduct in practical actions and character, this science, above all things, could make men see clearly; for the constancy, order, symmetry and calm which are associated with the divine, it makes its followers lovers of this divine beauty, accustoming them and reforming their natures, as it were, to a similar spiritual state”(Almagest 1.1)30. I don’t think a physics based on Galileo’s De Motu could say the same. Galileo sees earthly bodies moving according to principles of tension and opposition, any rest, order, symmetry, or calm, supervenes on a tenuous equilibrium that masks underlying tension and opposition. The equal and opposite forces that are inspired by his study of Archimedes, are forces that lead to moments of apparent peace but these mask a perpetual war between bodies. Perhaps this explains why he turns away from the discussion of causes in Two New Sciences, contenting himself with studying what is orderly, symmetrical, and calm, the measurement of motions. Here he finds the peace he was not able to find when he sought after the causes of the motions of bodies. 30 Ptolemy, Almagest, translated by G. J. Toomer, Princeton University Press, 1998. 18 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts.<br /><br />For more information, and a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>.  <br /><br />Click on <strong><a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 18 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 On Motion Description An account of the resource Typescript of a lecture delivered on February 24, 2023, by Leah Lasell as part of the Formal Lecture Series. <br /><br />Ms. Lasell describes her lecture: "The new science of motion presented in the last two days of <i>The Two New Sciences</i> is Galileo's last word in a lifelong argument with Aristotle.  Galileo lets us hear echoes of this argument by including the Aristotelian, Simplicio, among his characters.  While Simplicio will argue for the Aristotelian approach tenaciously and with spirit, his understanding is often second hand, rote, and handicapped by his poor mathematical education which consists of nothing beyond book one of Euclid.  Salviati and Sagredo often team up and ridicule the Aristotelian account and tend to just ignore Simplicio altogether whenever the discussion requires mathematical expertise.  It often seems that Galileo is not treating the Aristotelian worldview fairly, as Simplicio himself complains, allowing Salviati to vaunt over an impoverished, dried up, rather rubbish version of Aristotelianism. <p class="x_MsoNormal"><span></span></p> <p class="x_MsoNormal"><span class="x_contentpasted0"><span>In order to better understand the argument between Galileo and Aristotle, we will look at one of Galileo's early unpublished works, <i>De Motu, </i>or <i>On Motion.  </i>Here, Galileo works within the Aristotelian framework, his own outlook a bit like Simplicio's. His goal is not to refute but to improve upon Aristotle by supplementing his account with mathematical reasoning inspired by Archimedes writings on the balance, making Aristotle’s theory more consistent with his experiences of moving bodies.  But as Galileo attempts to bring together Aristotle, Archimedes, and his own experiences of moving bodies, two different and conflicting understandings of nature emerge.<br /><br />The lecture should be of interest to the whole community: Galileo will lead us through a consideration of Aristotle's philosophy of nature, Archimedes' balance, and Galileo's inclined planes."</span></span></p> Creator An entity primarily responsible for making the resource Lasell, Leah 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 2023-02-24 Rights Information about rights held in and over the resource A signed permission form has been received stating: "I hereby grant St. John's College permission to: make a recording of my lecture, and retain copies for circulation and archival preservation at the St. John’s College Greenfield Library; make a recording of my lecture available online; make typescript copies of my lecture available for circulation and archival preservation at the St. John’s College Greenfield Library; make a copy of my typescript available online." Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Galilei, Galileo, 1564-1642. Di motu. English Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Lasell_Leah_2023-03-27 Friday night lecture Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f866cad58bd26ef3d044e01842687e86.mp4 81a4fd2c7310cd0d064eadfff1291a64 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 Continuing the Conversation Description An account of the resource Continuing the Conversation is a web and podcast series produced by St. John's College. Episodes 1-20 were released in 2023. <br /><br />More information about the series is available on the Continuing the Conversation page of the St. John's College website: <a href="https://www.sjc.edu/continuing-conversation">https://www.sjc.edu/continuing-conversation</a>. Creator An entity primarily responsible for making the resource St. John's College Date A point or period of time associated with an event in the lifecycle of the resource 2023 Type The nature or genre of the resource moving image Language A language of the resource English 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 Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data mp4 Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:40:13 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Zena Hitz + David Townsend: What Is Freedom & How Do We Cultivate It? Description An account of the resource Zena Hitz + David Townsend: What Is Freedom & How Do We Cultivate It? is episode 6 of the Continuing the Conversation series and podcast. The episode was published on February 15, 2023. Liberal education is education for freedom. What kind of freedom does it or should it cultivate? Freedom without discipline is anarchy, and life without freedom is tyranny—or so says Annapolis tutor David Townsend, who joins host Zena Hitz in this probing conversation into the nature of freedom, the ways in which individuals and communities can cultivate it, and the need for self-discipline in tempering our freedoms. The two also discuss how a liberal education can free minds from the prejudices connatural to all human communities, and how the St. John’s education strives to do just that. Creator An entity primarily responsible for making the resource Hitz, Zena, 1973- Townsend, David L., 1947- Publisher An entity responsible for making the resource available St. John's College (Annapolis, Md.) St. John's College (Santa Fe, N.M.) 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, N.M. Date A point or period of time associated with an event in the lifecycle of the resource 2023-02-15 Rights Information about rights held in and over the resource St. John's College owns the rights to this video. 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 Freedom Education, Humanistic Language A language of the resource English Identifier An unambiguous reference to the resource within a given context CtC_ep6_Townsend_ac Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/295a7dfbfb0fa180b73c1ddea0e95edf.mp4 7f1c10307f55a00c31bbdde170cfd438 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 Continuing the Conversation Description An account of the resource Continuing the Conversation is a web and podcast series produced by St. John's College. Episodes 1-20 were released in 2023. <br /><br />More information about the series is available on the Continuing the Conversation page of the St. John's College website: <a href="https://www.sjc.edu/continuing-conversation">https://www.sjc.edu/continuing-conversation</a>. Creator An entity primarily responsible for making the resource St. John's College Date A point or period of time associated with an event in the lifecycle of the resource 2023 Type The nature or genre of the resource moving image Language A language of the resource English 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 Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data mp4 Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:55:00 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 Louis Petrich + Michael Grenke: The Limitations & Possibilities of Sight: Euclid’s Optics Description An account of the resource Louis Petrich + Michael Grenke: The Limitations & Possibilities of Sight: Euclid’s Optics is episode 1 of the Continuing the Conversation series and podcast. The episode was published on January 19, 2023. What are the limitations and possibilities of perception—and what do ancient mathematics and modern literature have to say about this question? Written in 300 BC, Euclid’s Optics is a foundational work of mathematics on the geometry of vision, while Swann’s Way, the first book in Proust’s multi-volume Remembrance of Things Past, published in 1913, states: “Even with respect to the most insignificant things in life, none of us constitutes a material whole. Even the very simple act that we call ‘seeing the person we know’ is, in part, an intellectual one; we fill in the physical appearance of the individual we see with all the notions we have about him, and of the total picture that we form for ourselves, these notions certainly occupy the greater part.” These works are the jumping off points for a conversation between Annapolis tutor Michael Grenke and host Louis Petrich, on the limitations and possibilities of perception. Creator An entity primarily responsible for making the resource Grenke, Michael W. Petrich, Louis Publisher An entity responsible for making the resource available St. John's College (Annapolis, Md.) St. John's College (Santa Fe, N.M.) 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, N.M. Date A point or period of time associated with an event in the lifecycle of the resource 2023-01-19 Rights Information about rights held in and over the resource St. John's College owns the rights to this video. 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 Proust, Marcel, 1871-1922. Du côté de chez Swann Euclid. Optics Perception (Philosophy) Vision Language A language of the resource English Identifier An unambiguous reference to the resource within a given context CtC_Ep1_Grenke4k_ac Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/8fb595d9b86cd6c5bc71e28ae91715e4.pdf d809f11a2bd35c833ebd091045e8f6c3 PDF Text Text Colloquy �A Note from the Editors Contents On Being a Stranger 12 On Play 20 Translations 30 Memoria 46 List of Works 59 Acknowledgements 60 The Graduate Institute is St. John’s Wild West. We’re not nearly as old as the rest of the College, and we’re not as tightly bound as the undergraduates. We come into the College from very different situations, and we have jobs and families to attend to. We feel that one role Colloquy must take is to be a place where we can grow closer together. We’re hoping Colloquy leads us all to reach out across the program, not just the seminar table. Colloquy is still so new a publication as to admit trial and experiment. Our first issue was spring 2017. In this eleventh edition, we continue to preserve, as we did in the first issue, the end of the semester toasts to the students and tutors. We include the précis for Kelly Custer’s Master’s essay to recognize its successful defense, and to offer a model for future candidates to have some sense of how to go about writing them. We invited all the G.I. to submit brief pieces on the topics “On Play” and “On Being a Stranger” to carry on St. John’s democratic tradition of dialogue. We received submissions from alumni, including the founding editor of the journal, Bonnie Naradzay. We are proud to include a Latin, Spanish, Russian, and Arabic translation. We hope you appreciate the thought and labor that went into this edition of Colloquy. Most of all, we would like to express our sincere gratitude to Emily Langston, Kashya Boretsky, and Diana Villegas for all their assistance, as well as the Graduate Student Council and the alumni for their continual support of the G.I. community. And of course, we would like to thank our contributors. Abdullah Wadood and Jesse Clagett Fall 2022 1 2 �Reflections of the Revolution in Britain Benjamin Crocker Like periscoped sheep, the palace hordes startled back and forth, lunging the gates, devices bobbing - flopping above the fray into which they all tumbled. They scuffled to meet, but mostly just to prove-their-meeting-of, the new King. By chance, I had been working in Wiltshire the day before, Thursday September 8 - the day of Queen Elizabeth II’s passing. Mid-conference at an old Wiltshire estate when news of Her Majesty’s death broke, my first observation was that no one quite knew what to do. That would be good, I thought. But down there at Buckingham it was a dog show indeed. Those journalists stampeding like marked cattle. The sheepy public surging forth to wherever fear of missing out and royal opportunity might intersect. And when the standard went up, and out he came, stooped and sartorial, to meet his public, he might have had cause for bewilderment At dinner that evening the staff stood to attention, some silence was enforced, a vigorous shout of ‘Long live the King’ rang out, and esteemed colleagues made fine, concise addresses of tribute and remembrance. A wonderful young couple seated opposite me had hurried to buy black. I was relieved. For Charles III more often than not shook the hand of a mind tethered not to royal affection, but to its own demented voyeurism. The King looked not into the warm eyes of the old empire, but to the cold glass lens of the new one. But the milieu was otherwise unshaken by the day’s earthquake. This was mourning as spectator sport. Which of course isn’t mourning at all. Only one in a hundred, nay, maybe a thousand, had the decency to wear black. The liquor flowed as on any other night. The conversation was light, serious, silly, and profane by turns - as on any other night. ‘I feel a deep sadness’, a wise colleague had the decency to say, in private, amidst the oblivious bonhomie. And through it all, the BBC - and every other Tom, Dick and Harry with a microphone - kept vigil. Vigil in the way a hamster keeps vigil at its wheel. Constant, monotonous, unchanging, dumb. Our coach to London the next day took neither longer nor shorter than it should have. No one was flocking to the capital to grieve in public. But it seemed no one was staying home to grieve in private, either. I was dismayed. There were some flickers of hope. Two American flight attendants had hurried down after their shift, pinned their wings to a rose and moved diligently toward the fence to pay their respects. “That’ll end up in landfill, love” - it didn’t take long for the locals to burst their bubble… On every billboard between Heathrow and Whitehall her face alternately shone with youth or glowed with wisdom. Westfield presents Queen Elizabeth in Black and White. Surreal. Arriving at the hotel, I scoffed down whatever was in sight and hurried across the road to the Palace. What were the odds that I would be here, on that one day out of 35,000 others in the span of the second Elizabethan Age? I could have the privilege of mourning - not just for the Queen, but for the spectre of grace and diligence that emanated from her reign. For my Grandfather, who served in her Army, played the piano bequeathed by her family, and migrated between two of her realms. For the people for whom she meant more than I could ever know - the war wounded and widowed, the people who tied 3 ribbons, baked cakes and trained dogs for shows, who dressed smartly and hung her portrait proudly in dusty halls on dusty plains, in dusty farming towns, in the dusty country I grew up in. Another beautiful young woman dressed in black strode stoically through Green Park, fighting the tears that burst forth regardless. And though I caught but glimpses of them, I can say that those women knew how to mourn. But I’m not so sure about the rest of us. I’m not sure we knew what clothes to wear, what posture to hold, what pace to step, and what manner to speak in. I’m not sure we understood that solemn pageantry and sacred ritual are to be more experienced, less packaged into clips and discussed over dinner. 4 � In the span of the Queen’s reign, and contra her steadfast grace and majesty, what remains of her Empire has indeed undergone a profound revolution. The Romantics Lest that revolution in Britain not be conspicuous for any speed or bloodshed, it shall ever be for the sake of propriety slowly surrendered, for decorum gradually lost. Ten-thousand daffodils along the margin of a bay would in my time have all ceased to decay, and Daisies become a worthier flower to adorn an epitaph desiring that we mourn; for if my Words have any worth at all then perchance they would outlast us all. But times being as they are, I think I’ll write only for myself, and no distant reader’s delight. Melissa Moore No modern master Taylor could possibly hope to weave prettier patterns of discarded themes, nor any serious painter withstand not being privy to such a place as Kubla Khan decreed. It was a painted poem, upon a painted canvas that first set in motion things outlandish and though it was quite beautiful and refined, in the end it took a lifetime to wash away the brine. Though the crystal chill overcomes the burly winter birch —coats with downy flake limbs where songbirds perch— though all this world should be condemned to fire and to ice, I doubt that either Burns or Frost suffice. Beware, young friends: Tam O Shanter’s good mare’s advice, a red red rose with thorns, ensnares, for she is long gone, and yet here you stand for all the world a much luckier man. The past is filled with beauty – this truth no one will deny – and the future appears stark before the nostalgic eye, but words do not belong to those who say them best and life spent lost in memory is life best laid to rest. Though in this race the many may surpass me and though their words through many ages may outlast me, I’d rather turn my words to wind during the run than become Swift only to be called Donne. 5 6 � He’s This, She’s That Louis Petrich Can he be rhymed off straight from facts—writ pat? Can she be rhymed off straight from facts, stared stone? In love with seas, curled brains, dared skin, pink wilds-- Her friend long-haired, longed tame, with dog she keeps. “I have love for you, friend,” she pares, “that’s it.” Yet love dared pick him and pertains, phone-laired. As clouds paint skies her evanescent smiles (Her dog would like him more, licked treat to treat.) subscribe words lit from distant hands, stealth lips, Legs chickening, fingers satiate, spell out for don’t bit stars do infinite of black? fools’ fated fallings in across hearts’ hacked Her missives vibrate overtones and sips divide. How quaint quilled perks do punt all doubt of overtures that salve somewhat heart’s rack of cursive character: see! and spur his plenty done more jointed years. unstop her soundings, scored not his who fears! Not fooled enough, still wet, issues grotesque, for schooled she goes in art of raising cheers girl-curious t’anoint boys amouresque. He might as well be spinning silk to straw. Imagination cleaves to jewels that claw. 7 couplings blacked Core falling yearnings turn parts mortal-tasked and creasing bent to pleasing master mirrors, equipage buffed to bluff dusk, youthful masked. “Life’s flash I steal, my wares achieve!” she rings. Imagination husbands armful things. 8 �9 10 �| On Being a Stranger 11 12 �on being a stranger you can spend your whole life chasing authenticity and find out you don’t know the meaning of the word a stranger in your own skin; not at home in yourself you can’t see yourself in five years (or in love) (or as a parent)(or happy)(or not in pain) when you can’t see yourself in a mirror there’s a fog over everything. it’s hard to realize you’re the only one who can’t see right things look different from that perspective you don’t know what’s wrong but you’ve always felt like an alien (ever at arm’s length)(your ways are strange) every movement: like in a nightmare, trying to run your limbs feel Wrong untethered the world bends away underneath you there, but not there you get very good at losing yourself to survive staring too long at the flames would mean acknowledging you’re on fire no one else sees it you can’t explain it all you can do is look away the easiest place to lose yourself is in other people sometimes, they’ll let you sometimes, they like it (they like You) 13 14 �it’s as addictive as anything else you can lose yourself in completely a total abnegation disintegration you’ll swear it’s transcendence there’s a special brightness in the eyes when the fog clears an appreciation for how much there is to see and a thirst to see it anew how do you share what you learned on the other side? merely having been there, it’s alienating how can you explain what it is to feel Wrong to those who have always felt right? (always belonged?) but you’re trying You on for size feeling your weight under yourself and it feels good like every grand journey, it’s about finding the way home Siobhan Petersen It must be said that every evil in some way has a cause. For evil is the absence of the good, which is natural and due to a thing.... Thomas Aquinas, Summa Theologica, First Part, Question 49 I went to San Antonio to collect a writing award recently. TSA treated me with contempt. As I saw the lights of D.C. (my only home) from up above, I wept for a reason I do not know why. I asked an older gentleman if I could sit next to him while I waited for the connecting flight. He agreed. As soon as my butt touched the seat, he got up and left. When I arrived at San Antonio at noon, the woman at the hotel counter told me check-in was at three. I wasn’t welcome, her stern stare scolded. So I walked to a Whataburger without a sidewalk in sight. All my belongings were on my back. I didn’t want to be mugged. I hoped that someone would pick a fight with me just so I would be noticed, but I didn’t even get that. This city is made for metal and rubber, not flesh and bone. I hid behind a pillar of an abandoned building to get out of the sun and out of sight. A homeless man had the same idea. The soles of my shoes began to reek of hot tar. The crosswalks are spaced out in twenty-minute intervals. Ten-lane highways separate the sidewalks the width of my thumb. Every building is an island surrounded by asphalt seas. A haggardly man passes me by on a bicycle, the only other pedestrian. He told me a word of wisdom, but he went by too fast in an accent I couldn’t understand. The sun began to seep into my clothes and turned into sweat. I need some sleep. I need to rest. I returned to the hotel disheveled and waited for an hour in the lobby. The woman at check-in eventually acknowledged me and apologizes profusely. I pretend that it is no big deal. Earlier that week I learned all my old friends have been excluding me. I couldn’t hold my grief much longer. So I searched for someone to talk to. I called my younger brother and asked him if he was free. He opened his lips to inhale. I wept. God is stretched very thin here. Abdullah Wadood 15 16 �Ex Cathedra By Mephibosheth Today started like any other day for Jay: he got up early and sat around on his bed playing on his phone or turning on the TV to watch some of his favorite shows. By all accounts, he was just like any other young man, that is to say that he was lost and yearning to find a purpose in his life, bouncing from interest to interest, job to job, and major to major as he attempted to strike out on his own, away from the ever-scrutinizing eye of his parents. Unlike his younger counterparts, however, Jay had something which set him apart from all others, he had a disability—not just any disability, but one which required the use of a bulky power wheelchair. Being that his condition had been with him since birth, he knew no other form of transport, and had easily come to accept both the chair and side effects of his condition. Although he was occasionally taken by bouts of loneliness and alienation due to the limits his chair imposed on him, it would not be an exaggeration to say that he and the chair were one in spite of all this. As he waited for his nurse to arrive, Jay began to turn over a myriad of thoughts about his life, his future, and the problems that he caused his family as a result of his disability. Usually the television assisted in drowning out these thoughts long enough so that he would not be consumed in sadness, it helped, but not for very long—his mind always returned to the ever-present conclusion that he was a burden; the conclusion that all of his studying, all of his attempts at work, his phobia of the outside world, would lead to life passing him by as he stood inept and cowardly staring it in the face. You see, Jay cared very much for his fellow human beings, but because his condition limited him so severely as to the enjoyment of various natural things which do not particularly concern those who do not suffer from physical disability he had grown to hate nature. It reminded him of everything which separated the cripples from the non-cripples, the invalids from the valid. He preferred the cold, calculating world of electronics and technology. This world was, to him at least, more relatable, especially since he depended on that world to live his daily life. So it was, then, that after turning over all of the questions of the universe and existence inside his head that Jay’s nurse finally came. Her routine was simple: she would change Jay, help him put on his leg braces, help him put his clothes 17 on, pivot him into his chair, and finally strap him in so that he would not fall over while sitting. After this their routine would continue as most others’ would: he would have breakfast, brush his teeth, and decide what to do for the day. Everything seemed to be going well until Jay suddenly felt a sharp pain in his back, almost as if someone had stabbed him. It wasn’t unusual that he would rub up against the back side of his seat or catch his shoulders on the metal backplate of his chair, so he had initially thought nothing of it. As the day went on, however, his motion became more and more restricted, and he noticed that the chair was slowly and painfully enveloping him within itself. What is going on? There must be something wrong with the chair or me. It shouldn’t be this way. This shouldn’t be happening. But try as he might Jay could not escape the inevitable and he was eventually completely subsumed by his own chair. He could feel that he had been enveloped by total darkness, but as far as he could discern he was able to speak normally and without impediment. Around this time late in the evening was when his nurse would come back in order to serve him dinner and put him to bed. When his nurse finally came he wasn’t exactly sure what was going on, so when she opened the door he greeted her as he normally would “Hi, Catie, it’s nice to see you again today,” Jay said. “It’s nice to see you as well, Jay. Are you ready for dinner?” replied Catie. “Yes, I’m super hungry,” responded Jay. Catie didn’t seem to notice what had happened to Jay. She acted as if nothing was wrong. It was just as if it were any other day. Jay noticed that although he was surrounded by darkness he could still see outside of his chair and move his hands just enough to drive to his room to await his food. As Jay ate, the material enveloping him within his chair would recede as he raised the spoon up to his mouth, only to re-envelope him in its darkness when he put the spoon down. The same thing happened as Catie gave him his daily sponge bath. Jay was really beginning to question his reality. This was made all the more worrisome for him as Catie proceeded to lift his entire chair and place it in his bed. Jay was very distressed, but he never actually said anything to anyone 18 �because he was afraid that he would inconvenience those around him and add to his status as a burden. He lived out all the rest of his days invisible to himself, but treated as if he were still there by others. It was this fact that really made him wonder whether he was right all along to think that his feelings of alienation were, in fact, correct. In the end, however, it didn’t really matter if Jay had actually become one with his machine, because society saw him simply as his machine and nothing else. He was doomed… | On Play 19 20 �21 22 �23 24 �“On Play” Ansley Green Oh to play… All I want to do all day is play! The fresh outside air, the endless possibilities, it is hard for mom to get me back inside. The imagination runs wild with possibilities, nothing is off limits, the world is huge and for the exploring. What would make me want to stop all this play? Time does not stop for happiness. The play no longer is free. Consequences come into play. Competition clouds kindness, but also spurs on greatness. Keep playing and you can make it big. Keep playing and you can be famous. Keep playing and you can be rich. Can’t you? I see the young women play, who have dedicated all the years of their life to excel. They gave up lighthearted playing for a fierce competition and love of sport. They have made it to the level all other little girls dream of. They are on the big stage, playing for an audience now. They play exactly the same amount as the men, the yellow ball zinging back and forth at speeds no slower than the others. They play, rackets flying when anger comes in. They play, tears streaming over stretched smiles when the victory comes. They play, but for what? They play so they can have a prize purse 1/3 of what the men’s is. They play so they are rewarded at a fraction of what their friends are rewarded…for the exact same play. There is no lack of money at the upper levels. The tournament organizers are not broke. They have just broken the system. Playing is no longer fair. Playing is no longer full of limitless opportunities. The air is less fresh here. The system is broken. The play is over. The little girls realize that this is not uncommon. This unequal reality is not contained to one game. If tennis was called golf was called basketball was called surfing was called skiing was called soccer was called hockey was called wrestling was called boxing was called running….it is still the same. Keep fighting, they say. Look, we have equal pay now, they say. What was the cost? Why was the battle so steep? Who will stand up for the others? Who will keep the girls in play? 25 26 �Anne Carson translated this fragment 286 from Ibykos, an ancient Greek lyric poet, and then proceeded to use the structure of the fragment (on the one hand….. on the other hand….. nay, rather….. ) to experiment with other texts, including pages from Kafka, the FBI file on Berthold Brecht, two pages from the owner’s manual for her new microwave…. See: Nay Rather (Volume 21) (Cahiers) Paperback – February 15, 2014. For one I experimented with Plato’s Meno and for the other Schrödinger’s What is Life? - Bonnie Naradzay Aporia Ibykos fragment 286, using only phrases from Plato’s Meno   The torpedo fish? I am quite perplexed. On the one hand, anyone who touches it feels numb. On the other hand, the human soul is immortal: at times it comes to an end, which they call dying, at times it is reborn, but it is never destroyed, and one must live one’s life piously. Nay rather, the statues of Daedalus run away if not tied down. But now the time has come for me to go. 27 What is Life? Ibykos Fragment 286, using only phrases from the epilogue of Schrödinger’s What is Life?   To say “Hence I am God Almighty,”  on the one hand,  sounds both blasphemous and lunatic, the closest a biologist can get to proving God and immortality at one stroke. On the other hand, in the Upanishads,  Atman equals Brahman in perfect harmony, mystics somewhat like the particles  in an ideal gas. Nay rather, in a gallery of mirrors, like the way Gaurisankar and Mount Everest are the same peak seen from different valleys, I see my tree  you see yours obviously only one tree. What the tree in itself is,  we do not know. 28 �| Translations 29 30 � ‫إن األعلى من األسفل واألسفل من األعلى‬ IPA: /innəl ʔala’ mən as su’ful was su’ful mənəl ʔala’/ “Lo and Behold! The highest is from the lowest, and the lowest is from the highest.” The phrase is found in Islamicate hermetic texts, most notably the “Emerald Tablet” and the “Secret of Secrets”. The first word, /innə/ , doesn’t translate to anything in particular in English. Usually it’s translated as “Indeed”. In Arabic, it is used as an intonation or particle attached to the subject to emphasize what’s being said. “Lo and Behold!” does not usually translate well when using /innə/ since /innə/ can be a very everyday word, but this particular line is describing something beatific so I thought it was fitting. I think also the simple affirmation “Yes!” could work, but that is too literal. The next word, /al ʔala’/ means “The Highest”. It is usually translated as “The Most High” but I think that is clunky. The Islamic tradition attributes ninety-nine names for God. /al ʔala’/ is one of them. Arabic doesn’t have copulas (“to be” words) in the present tense. They are grammatically implied. /mən/ is a preposition meaning “from”. /wa/ is the conjunction “and”. And /as su’ful/ means “The Lowest”. I have used the apostrophes in the IPAs to indicate a sound short of a full glottal plosive. Abdullah Wadood 31 32 �In the last two lines of his Ode on a Grecian Urn, Keats writes: “Beauty is truth, truth beauty,—that is all Ye know on earth, and all ye need to know”. I found these lines so formidable that I decided to try to translate them into my mother tongue: Spanish. Here is the result: “Belleza es verdad, verdad belleza. En la tierra Sólo esto llegáis a saber y no necesitáis saber nada más”. Now, two comments. In Spanish, a definite article—la, el—always precedes the noun in order to link its meaning with a referent, unless it is a proper noun1. In this case, I omitted the articles before the nouns belleza and verdad even though, strictly speaking, the poet did not present them as proper nouns. This is incorrect in academic or formal writing, and awkward in informal conversation, but it is not unheard-of in poetic forms. I chose to omit the articles because they would somehow steal the attention of the listener. I think Yeats would want us to focus on the nouns. On the other hand, you may notice that I used vosotros instead of ustedes to translate “ye”—hence, llegáis and necesitáis instead of llegan and necesitan. Vosotros and ustedes are both second-person, plural, personal pronouns. In Spain, the former is used in informal contexts and everyday parlance, while the latter is mostly used when speakers are total strangers to one another. In Latin America, however, ustedes is the standard usage in both informal and formal contexts, and no one uses vosotros either in everyday conversation, nor in academic or professional environments. But there is one place where vosotros still lives: Catholicism. The Bible uses vosotros throughout and in Mass the priest addresses the congregation with vosotros. Vosotros conveys an ancient and awe-inspiring tone which is how I believe Yeats’ Grecian Urn would speak. And that is all ye need to know. Luis Sánchez 1 In “María no vino a la fiesta”, the proper noun is not preceded by an article while in “el cartero llegó tarde” the definite article proceeds the noun. 33 34 �Молюсь оконному лучу— Он бледен, тонок, прям. Сегодня я с утра молчу, А сердце—пополам. На рукомойнике моем Позеленела медь. Но так играет луч на нем, Что весело глядеть. Такой невинный и простой В вечерней тишине, Но в етой храмине пустой Он словно праздник золотой И утешенье мне. I am praying to the window light— It is pale, thin, and straight. Today I am quiet since morning, And my heart—it is split in half. The copper of my washbasin turned green. But light plays on it there, So fun to touch. So innocent and simple, In the evening silence, But in this empty temple It is a golden holiday And it is solace for me. Анна Ахматова, 1909 “Из книги Вечер” Anna Akhmatova , 1909 From the book “Evening” I chose to translate this poem because its mood and feelings it evoked were relatable to me. The praying to a morning light with a broken, or perhaps just a confused, heart gives an idea of a new beginning taking time for adjustment. The speaker finding joy in a golden evening ray reinforces that change takes time, despite initial and underlying feelings of loneliness and despair. There is comfort and beauty to find after time has made things change, depicted by the light which dances still on the copper of the basin which has turned green. The days still pass, time goes on, and peace can replace despair. I focused on meaning rather than keeping true to meter for this translation. Ansley Green 35 36 �Seneca, Ad Lucilium Epistulae Morales Seneca, Moral Epistles for Lucilius CXII. SENECA LVCILIO SVO SALVTEM Letter 112. Greetings! To my dear Lucilius, from Seneca, Cupio mehercules amicum tuum formari ut desideras et institui, sed valde durus capitur; immo, quod est molestius, valde mollis capitur et consuetudine mala ac diutina fractus. Volo tibi ex nostro artificio exemplum referre. Non quaelibet insitionem vitis patitur: si vetus et exesa est, si infirma gracilisque, aut non recipiet surculum aut non alet nec adplicabit sibi nec in qualitatem eius naturamque transibit. Itaque solemus supra terram praecidere ut, si non respondit, temptari possit secunda fortuna et iterum repetita infra terram inseratur. Hic de quo scribis et mandas non habet vires: indulsit vitiis. Simul et emarcuit et induruit; non potest recipere rationem, non potest nutrire. ‘At cupit ipse.’ Noli credere. Non dico illum mentiri tibi: putat se cupere. Stomachum illi fecit luxuria: cito cum illa redibit in gratiam. ‘Sed dicit se offendi vita sua.’ Non negaverim; quis enim non offenditur? Homines vitia sua et amant simul et oderunt. Tunc itaque de illo feremus sententiam cum fidem nobis fecerit invisam iam sibi esse luxuriam: nunc illis male convenit. Vale I want1, by Hercules, that your friend be formed, as you desire, and educated2; but he, as someone very hard, is stuck3, really, what is more troublesome, he is stuck as someone very soft and broken4 by a consistent and bad way of life. I want to refer you to an example from our art. Not just any vine supports a scion;5 if it is old and consumed, if it is weak and thin, either it will not receive the shoot, or it will neither nourish it nor apply itself to it nor will it cross over into the quality and nature of it. And so we are accustomed to cut it off above the earth, so that if it doesn’t respond, a second chance could be tried,6 and, again, the second attempt7 would be sown under the earth.8 This man, concerning whom you write and enquire, does not have the strength9; he indulges his flaws10. He wilts and grows stiff at the same time. He is not able to receive argument11, he is not able to nourish it. “But he wants to12.” Don’t believe that. I’m not saying that he’s lying to you; he thinks he wants to13. For him, excess makes appetite14; Quickly, he will return to favour with it. “But he says he is put off15 by his life.” I wouldn’t deny that. For, who is not thus put off16? Men at the same time both love and hate their flaws. And so, we will judge17 him at that point when he shows18 us that excess is now hateful to him. But right now, for them the matter is poorly agreed.19 Farewell. Walker Rogalsky 37 38 �Endnotes 1 It is not Seneca’s desire or Lucilius’ desire that makes Lucilius’ friend unable to be bettered. 2 Educated here is institui, in meaning ‘in’ and stitui being from statuo meaning ‘to set something’ which is where English gets statue and status. This means primarily ‘to set something in.’ It’s where English gets institute or institution from. But it takes on two very interesting secondary meanings for this letter. It can mean ‘to plant’ and ‘to educate.’ That is, the same way knowledge or virtue is ‘set in’ someone, a plant is ‘set in’ the ground. I‘ve kept the Latin word order here because it is telling that Lucilius‘ desire is between the friend being formed and educated. It seems like Lucilius’ desire is ‘set in’ the possible passive activities of his friend. 3 This is the passive form of capio - ‘to take.’ The subject is the friend; the friend is seized and the durus is in apposition to the implied subject being the friend. This is an interesting use of capio. It implies two things, namely that the friend has been seized, very much like our word seize which implies the no longer functioning of a mechanism as in ‘seized up.’ It is also the word a Latin speaker would use, as in English, to say a plant has ‘taken root.’ Thus foreshadowing for our upcoming plant analogy. But both of these meanings together along with the durus (hard) being in apposition to the implied subject make me feel as though his friend has grown stuck, but by his own agency. Indeed we do not have any agent in the ablative for the passive verb in these clauses that contain capitur. But it would not be out of the question to say that the consuetudine mala ac diutina could be used as the agents for not only fractus but also capitur. This only further corroborates the fact that this friend has taken root or been seized as very hard or very soft by his own agency. 4 Broken here is fractus. This is a nominative thus is playing the same grammatical role as durus (hard) and mollis (soft.) It is fascinating that he is seized as something not only very soft but as something broken too. It is strange to think of something very soft as being broken because typically very soft things are malleable and thus not easily broken. This is not so in the case of the friend. This strangeness implies that the state of softness and brokenness of the friend is not physical. His character is soft i.e. it cannot endure pains, and thus broken by his consistent choices which form his way of life i.e. his (mala) consuetudine. This is also foreshadowing for the luxuria which is the friend’s exemplary fault or vice 39 which is a result of his being soft and thus not being able to endure pains. At first Seneca thinks him very hard which means unchangeable or recalcitrant in his error. But then says he’s very soft which has a common moral meaning of not being able to endure pain. The alternation between very hard and very soft seems to mean that he is unchangeable because he is very soft and thus unable to be formed like water or clothing. This all seems to be an allusion to Aristotle’s Ethics wherein hardness and softness concern moral character in relation to enduring pains; it doesn’t seem that Lucilius’ friend has attained the mean between hardness and softness; Aristotle at 1150b calls luxury a certain kind of softness. 5 Here the vine (or root plant) is Lucilius’ friend. I do wonder if the scion (the cutting that is being grafted on to the base plant) is Lucilius. In order to understand this analogy, we should first look at what grafting is: “Grafting is a technique that joins the tissues of two plants together so they continue to grow as one plant. In viticulture this technique allows grape vines to express the desirable varietal characteristics of the scion (upper part of the joined plant) in the fruits, while developing or keeping the root system of the rootstock (lower part of the joined plant).” So, the new plant seems to be an image of the friendship between Lucilius and his friend. The scion is Lucilius and the root plant is Lucilius’ friend. This is probably the case because if the grafting is successful i.e., the friendship is possible, then Lucilius’ friend, the root plant, will be able to take on the desirable characteristics of Lucilius, the scion. This is very well corroborated by Seneca‘s idea of the exemplum wherein virtue is achieved by being close to and imitating someone virtuous. This is most clearly articulated in Letter 6. Also, any grafting needs to be done between organisms of the same species, so it seems likely that Seneca is talking about two people here, not one person and some abstract qualities. If Lucilius is the scion and his friend is the root vine, we might wonder whether Seneca is the gardener. It may be “their art,” but it could be theirs in different ways. 6 The Latin here is temptari possit secunda fortuna. Temptari, the passive form of temptare, is where English gets ‘to tempt.’ It has a fairly broad, though consistent, semantic range. It means roughly ‘to test,’ ‘to prove,’ ‘to try’ but mainly by touching, that is, by direct experience. It can be used not only as in, ‘to try one’s enemy in battle,’ but also ‘to feel the pulse of.’ This is an excellent word for the sounding out of character through friendship that this analogy is depicting. Secunda fortuna is the subject of the complementary infinitive temptari through possit (is able.) Fortuna on its own means ‘chance,’ ‘fate’ or ‘fortune’ but with 40 �secunda it means ‘good fortune,’ but also ‘second chance.’ Secunda means literally ‘second’ but also means good, a carry-over from a second i.e., following wind being always a good one for sailing, so secunda came to mean good especially with things determined by chance like the wind. Here it means most prominently ‘second chance,’ but can also mean good fortune is able to be tried again. Another interesting possibility for secunda fortuna is ‘a following state’ because secunda can mean ‘following’ and fortune can mean ‘fate’ or ‘state’ or ‘condition.’ Thus if at first the root plant doesn’t have a following condition, it’s possible to try a following condition. It’s quite possible Seneca means all three possibilities for secunda fortuna. 7 Second attempt here is repetita which is where we get ‘repeat.’ It comes from re, which means ‘to do again’, like English, and peto, which means ‘to seek,’ but especially to make an attack. This agrees very well with temptari in bringing home the harsh, if not violent nature of sounding out someone’s character through friendship. This is not a pleasant experience for either the root plant or the scion, although it does seem like it can be beautiful. This corroborates the fact that the friend is soft, that is his character can’t endure pain. 8 There is some ambiguity here concerning whether the cutting will be grafted to the root plant below the earth or simply sown as its own plant in order to root itself. ’Sown’ is inseratur which can mean either ‘to graft in’ or ‘to plant in.’ The purpose of growing grapevines is for the grapes. Grafting allows the variety of the cutting (scion) to produce fruit more quickly than if simply planted in the ground. But if the root is no good, one can just plant the cutting in the ground on its own, and although slower, it will produce fruit. This is opposed to if the root vine is old and weak, in which case no fruit will be produced. It seems likely that Seneca is saying here that, after the first attempt, if the root is no good, just plant the scion directly and throw out the root. That is, if the new plant is the friendship of Lucilius and his friend and we can assume the fruit is virtue, then if the root is bad and won’t take the favourable qualities of the scion which means that the friend is of a sufficiently bad character to not take to the friendship of Lucilius, then it is best to let the friend go if virtue is the goal. This letting go also seems like it would be painful for both. 9 ‘Strength’ here is vires which can also mean ‘vigour’ or ‘virtue,’ it is derived from vir which means man and it is where English gets ’virile’ from. It is plural which seems to imply there are many qualities his friend is missing in order to accept the graft. This can also mean, although grammatically unfeasible, 41 ’you are green‘ or ’you flourish’ from the Latin verb vireo which is derived from the word for green viridis. 10 Flaws’ here is vitiis which is most directly translated as ‘vices,’ but ‘vices’ implies a kind of Christian meaning that I don’t want to invoke. A vitium is any quality in a particular thing that gets in the way of a that thing naturally tending toward its end. 11 ‘Argument’ is here ratio where English gets ‘reason’ and, you guessed it, ratio from. I didn‘t want to use ‘reason’ because it brings to mind a kind of Enlightenment era notion of the activity of the intellect. Argument is a better notion although it sounds worse. Because of his poor moral state, it seems like Lucilius’ friend is not able to accept any argument or reason, let alone to live according to it and nourish it in his life. 12 ’Want’ here is cupio. It is the word that begins the letter, although Seneca is speaking then, not Lucilius’ friend. Seneca says that he wants that the friend be educated but that the goal of the desire is impossible. The friend says he wants to be educated but the goal of the desire is impossible, and it is impossible for the same reason as why Seneca‘s desire is impossible; namely because the friend‘s moral state doesn‘t allow the desire to be chosen. 13 Here we can see that Lucilius’ friend’s desire and reason are not in accord, that is, he is ignorant of his desires, but he doesn’t know that he is ignorant of them. 14 Stomachum illi fecit luxuria, translated literally is ‘luxury makes the stomach for him.’ Luxuria is where we get luxury from but they are by no means semantically identical. Luxuria means literally the rankness of trees or plants. It is that strong smell that comes off vegetable matter. But figuratively it means moral decadence. A very apt word! This phrase is difficult. It should be taken in two ways. First, it is as when one eats too much and is disgusted with food because of the discomfort. Yet as soon as the excess leaves the stomach, the disgust will return to desire. Secondly, it implies that the excess, the expression of the flaw in character, produces the whole unnatural process of excess enjoyment, disgust, excess enjoyment, etc.... His character makes his actions, and his actions make his character because he is unable to accept reason which is the only thing capable of presenting with him an alternative to his vicious cycle. 42 �15 ’Put off’ here is offendi it means literally ‘to be hit.’ This is frequently used to describe military action and goes well with the harsh and violent language Seneca gave us when describing the grafting process. This seems to imply that pain will be part of life regardless of whether one is stuck in viciousness or becoming virtuous and thus cannot be a good reason for choosing either. 16 This seems to mean that anyone, should they think back on their life, will recall some cause for pain and regret. Thus it is not sufficient reason to believe that someone wants to become virtuous, for all people feel this way, both those who do and those who don’t want to become virtuous. hard and soft, soft and broken at the same time, he loves and hates his flaws. He is feverish, and it’s his soul that is sick. Only by choosing to become virtuous, and the pain that comes with that can he begin to come back to health. But he must choose pain in this instance rather than just feel it, because there will be pain either way. By choosing he will begin to exercise his reason, and thereby be able to accept arguments and nourish them in conversation with Lucilius. But right now, he is stuck, so it seems the gardener recommends that this root plant not be used for grafting. 17 ’We will judge’ here is feremus sententiam. This idiom means literally ‘we will carry opinion’ but it has a very particular usual meaning. It is used for voting, and especially voting in the comitia, where the people would vote on who should be magistrate. They would vote twice with time in between, so that the magistrate would be able to change his way of life or not based on the first vote; see Cicero’s On The Agrarian Law 2.11. This is very similar to the way Seneca describes the grafting process having two chances. 18 ’Show’ here is fac fidem which means literally ’make faith.’ Normally this means to convince or persuade, but with an object clause it means to show or evince. That is, with an object clause the proof is more obvious and less subject to interpretation. This is similar to how temptari, used earlier, requires a kind of experience for proof. So it seems like Seneca and Lucilius will need the friend to start living as though excess (luxuria) is hateful to him rather than just saying it. This seems to require a choice on his part. 19 This is a difficult phrase to translate. The Latin is: nunc illis male convenit. Convenit is where English gets ’convenient.‘ It comes from con which means ‘together’ and venio which means ‘come.’ The ‘them’ is the friend and luxuria. The issue in translating this phrase is that it is impersonal, so the subject is the situation. The impersonal meaning of convenio means: ‘it is agreed upon,’ ‘there is unanimity with respect to something,’ or ‘the matter is decided.’ Also, it is not a simple negation; the adverb is male which means ‘badly.’ This phrase seems to put the friend and the faults on the same level, as if they are to agree to something together. This is strange because they are his faults, to put them on the same level indicates that his faults have as much agency in his life as he does. This is absurd because his faults are him how could they not agree? What this likely means is he is not in agreement with himself. He wilts and stiffens at the same time, he is 43 44 �| Memoria 45 46 �Students at the Graduate Institute who elect to write a Master’s Essay undergo an oral examination upon completion of their essay. Each examination begins with the student reading a précis of their work. This fall Kelly Custer successfuly defended his Master’s essay titled Following the Logos of Plato’s Phaedo. Following the Logos of Plato’s Phaedo October 5, 2022 Kelly Custer In my undergraduate years, I worked in a restaurant, during which time the most frequent question asked of me was what my major was. Immediately after my answer that I was a philosophy major followed the question, “What are you going to do with that?” My response was always, “Prepare for death.” While I cannot recall how many people pushed me to answer just what preparing for death entailed, it was no doubt only a few. The lack of follow-up questions was favorable for me as it is doubtless that whatever stumbling and blush accompanied response I might have given was as unmemorable to me as it must have been for anyone else.  Philosophy as the preparation for death and itself the practice of dying and being dead is the dominant theme of Plato’s Phaedo. Who could not help but share in Simmias and Cebes’ initial perplexity and outrage upon hearing such a definition of philosophy? Socrates’ first task in the Phaedo involves his explicit answering of how philosophy is akin to dying, which sets the stage for the ensuing speeches and arguments of the Phaedo. One of the primary contentions of my essay is that it is equally in Socrates’ treatment of his young friends, his attending to their souls through philosophical speech, and his attempt to persuade them to spend their lives taking care of their own that we see just what philosophy as a preparation for death consists of – the care of our souls. And as all great endeavors that bear the balance of life and death, the care of our souls is not without danger. The primary question of my essay is what such dangers in the Phaedo are and how Socrates and his young companions follow the logos of their conversation to a place of safety at the dialogue’s conclusion and the end of Socrates’ life. But before discussing my essay with those at this table, who are the first recipients of my gratitude for the time you have taken to read my essay and are now prepared to spend with me as we enter our own dialogue guided by the richness of Plato’s Phaedo, I would like to offer a few words of thanks and dedication. To Mr. Kalkavage for the guidance of my writing and thought as you patiently encouraged me as I started and stopped, often fumbling with awkward hands in the attempt to pick up and follow my logos throughout the completion of 47 48 �this essay.  To my parents John and Julie who never once asked a young and confused, but albeit, earnest philosophy major, “What are you going to do with that?” but always trusted and had faith that there is no greater task than the care of one’s soul. To my wife Martha who shares my soul and whose love and patience never wavered as she often disproportionately shared me with the Phaedo among many other books, the seminar table and those who sat around it, and the conversations that never end.  And last and in no way least, to my son, Yohannes, to whom this work is dedicated. In the brevity of your nine weeks of life, your every movement, facial expression, and sound reminds me that you have a soul and that it is in my care but more importantly, that the art of fatherhood is to persuade you to become master of your own.  49 A Toast to the Tutors May 22, 2022 Andrew Graney Should we do this at Galway? It’s hard to believe my time here at St. John’s is coming to an end. What is the “end” of St. John’s College? Is it our happiness? I think Aristotle would be happy if it was, as long as that happiness was in accord with virtue and right reason, whatever that means. And while I chuckle to myself a little as I say, “whatever that means,” I think it gets to the heart of something important about St. John’s. I heard that phrase with some frequency during my two years here— from students and tutors alike. After one person asked what a particular author was saying, or trying to say, another might offer up a passage he thought would be helpful, read it, and then, realizing he might not have actually understood it, would say that three-word phrase. This, I find, has been a way of keeping the conversation both light and serious. It’s funny, but it also shows an openness that is key to education at St. John’s. We all came here to ask questions and read books in conversation with one another. When done right, it’s a remarkable thing. The books are in conversation with one another, and we, with one another, are in conversation with those books. That funny phrase, “whatever that means,” reveals how we actually want to have those conversations. We do not come to the texts, or each other, with premade answers, but instead have genuine interactions. We all go by our honorifics, including the tutors, because we are all trying out figure out what “it” means together. We help one another, guide one another, wrestle with the texts together. Instead of being told what something means, we have a conversation about what it might mean. We listen and have our minds changed. It’s no small thing to have one’s mind changed, and sitting at the St. John’s seminar table graciously grants us that gift. You can risk yourself here. You can say, “I don’t know.” You can ask questions that have been on your mind for years or questions you had never thought of before, of concepts entirely new to you. Through conversation, we grow. Our minds, like knives against a whetstone, become sharper, more penetrating. We have a chance to come into hard to reconcile complexities and revel in them without reducing them. As I said earlier, we say, “I don’t know,” but that “I don’t know is not an “I don’t care,” nor is it a throwing up of arms and giving up, (even if we might want to sometimes). It’s not a stagnant “I don’t know,” but a moving 50 �one—in every sense of the word. We laugh, we agree, disagree, get confused together, and perhaps even enlightened. Thank you, tutors of the GI, for cultivating this environment, for allowing all of this to happen. Thank you for guiding us in our confusion, for giving us room to be confused. Thank you for letting us think for ourselves but not by ourselves. As Aristotle said, “man is by nature a political, [i.e. social], animal. Through hosting the big questions of life, you, the tutors, help us to come into our very natures, become more ourselves. Keeping your minds (and hearts) open, you open us. So, friends, please join me in raising a glass. And here’s to the tutors: thank you for all you do. 51 A Toast to the Master’s Degree Candidates May 22, 2022 Louis Petrich, Tutor A few weeks ago I took the pleasure of reading some poetry of Robert Frost in the company of my seniors. Despite the middle portion of their college careers having been muddied by Covid, they made a clear, joyous end of it in American poetry. That got me wondering how character keeps buoyant, avoiding nausea, while crossing rough seas to rocky shores. What follows are some thoughts of mine offered apropos of your new characterization as masters of the liberal arts—the wonder of it, given the contrary winds that blow. “Thoughts of mine” warrants this note: as always when I rise to speak I owe my would-be height to the authors I have been reading of late with you—Emerson, Thoreau and Whitman, Melville and Nietzsche—and with students like you—Baudelaire, Flannery O’Connor, and always Shakespeare. Much importing we have done. Their voices stand out or blend to make my present solo a chorus. Let that suffice what is owed, so as not to appear a smuggler. You chose this college. You might have spent somewhere else your many hours, and somehow else your means to live. You maintained a bright and forward disposition when even the offspring of Whitman were given to cranky sighs at life’s unaccountable swings. I can’t chalk this up to youth, as I might with my seniors, for not all of you are young, unless, as they say, “in spirit.” That’s a word we have much encountered together—spirit: in the eagled flight of aphorisms, while dancing the dialectic, or feeling massaged by expert rhetoric. Right now, as fits our poignancy, let spirit appear as poetic stressing in those final feet of Frost’s “The Road not Taken”: I took the one less traveled by,/ And that has made all the difference.” With legs young or old you took that road, you seekers of knowledge, and on it your spirits altered. You learned how to listen and speak to the ever-living questions, booked lonely and communal, invisibly active, resolutely cheerful, unpretentious, patient; living dangerously, like an endangered species in this angry culture that hastens to harpoon and drain, Ahab style, whatever offends its fragile members. But as for your style, you players with lightning, let your future comportment manifest all the difference this road (open to many) makes to its few faithful takers. So may your faces impress the many, when they see how sympathy, generosity, and courage give you looks of readiness to expand your days, your moments towards eternity. Isn’t it remarkable (speaking of readiness) when the lines we were given to read in high school (our salad days, green in judgment) come readily back in adulthood so transparently good? For it’s often the reverse case: we return 52 �to youthful occupations or pleasures and ask: “how could I ever have liked this stuff?” This prompts me to ask if a confession of this kind will ever be encountered over the books you have been reading on the Program? The sighing of such words would have to issue from a depleted kind of character, not yet heard without gainsay among your predecessors. That being so, don’t be afraid to look back. It won’t send your Eurydice to hell or turn you to a pillar of salt. It is part of our convalescence and manifesting of health, that while bound to the perils of life we go on conducting the air-born music and grounding the fires of the sky. As water cuts into rock, let life’s learning cut into life’s hardness—silently, subtly—shaping the very character of the times we inhabit. So does an open road, overgrown with waiting, admit the impression of our cultivating passage. In my fall preceptorial with you, I looked back at my first literary heroes to see how well they would hold up to my autumnal needs. I was met by my Eurydice, face to face and accompanying me upward still, after forty years. Although the American “enterprise” (Thoreau’s favored word for it) was approaching the abyss in the 1850’s, he and his fellow transcendentalists sang—then as now—of shining dawns and springs, of love for their fellows rooted in love for themselves, and even as an assassinated president’s coffin toured the states, they conducted stars earthward and flowers they sentenced rising—for all time. And that’s not just me succumbing to fine words, for one who tried to put on the attire of Emersonian idealism but couldn’t make it fit man’s cannibal-fed fierceness—Herman Melville—even he found a good use for a cannibal’s coffin, carved with the tantalizing possibility of heaven and earth’s mutual design: that use being to keep one calling himself “Ishmael” alive to tell the incredible true story of Moby Dick. Why should we in our preceptorials harken back to the tellings of Moby-Dick, Walden, or Song of Myself, unless the tellings have like uses as that carved coffin?—to keep us well-sounded, ready to be picked up on the dark seas by bereft sailors searching for characters manifestly buoyant, however much alone, possessed of speech able to name things forever current, though not in purchase, yet much in need. And as for that great white whale pursued by Ahab, who went lining the oceans with questions untallied: is their finding each other on the open seas so incredible, when today we find ourselves lingering on high scenic old roads, not at all the current effacing efficiencies plotted for all on the plains?—when we hear our latent words come from what depths of undiscovered country to breach the surface between our facing infinities? The little things we’re made of can do what we most long to do. Isn’t that remarkable? And so here we are, where we most long to be. We have taken the most signal ways across the wanderings of our kind to arrive here and measure up. Like that German philosopher, canvassed behind a big mustache, who says, “Let us color our own example ever more brilliantly,” you too have stepped aside from the ugly, the accusatory and reproachful, the partial improvers and punishing equalizers, to paint your canvass as one whole, 53 and to make it beautiful. Remember well the practice, how to draw aside from incessant clamoring to color your example by attention to the exemplary. Whether whaling or sitting by the fire, there’s a line tightening around the neck, but remember how life’s breath, made aware of what’s out there, would fasten in its finitude only on what’s tasteful and terrific. A familiar paradox obtains here, of looking away in order to be looked at, of stepping aside from the world in order to come back to the world—still having to live, still having to think—of saying “no” to make room for a vast encompassing “yes.” Let that character obtained as yours be bold to manifest its inherent case for treading today’s less traveled road of the liberal arts. Like that fellow treader, Parker by name, trying to know himself in one of Flannery O’Connor’s late stories (boy did she ever know about that line!), his entire body he covers with random tattoos; but God—because Parker asks for God when all he has left unpainted is the blank skin of his back—God comes in answer to color the whole of his back in a tattoo of brilliantly byzantine design. Well, you asked for it when you took this road, and in brilliant color and design it’s got your back now. Whatever grumblings or fears may front you piecemeal, we’ve got your back now—wonderfully looking, masterfully reaching ahead. Let us then raise our glasses, and in reach of these towering trees that give us back breath enough to hold out against wind and rain, let us drink to the brilliant masters of the Graduate Institute, class of 2022, manifestly goodly different. 54 �A Toast to the Tutors Summer 2022 Chase Waller As I have reflected on the past four summers which I have spent at St. John’s, the big question, which I and probably my classmates have been asking is: What did I get out of this? What have I gained from my time with these amazing tutors reading these texts? Plutarch credits Solon with the following words: “The future that bears down on each of us is variable and determined by unknowable factors, and so we consider a man only happy when the gods have granted him success right up to the end of his life. However, to count anyone happy while he is still alive and faced with all the uncertainties of life is as unsound and valid as proclaiming an athlete the winner and crowning him while the contest is still in progress.” So I guess, by Solon’s calculations, I can’t thank the tutors for making me happy. Hopefully, the gods will grant me success up to the end of my life, but that privilege seems reserved for a small percentage of people. And I will corroborate Solon’s claim further by saying that St. John’s, in one sense, has not brought me happiness. I am more confused now than I ever have been in my whole life. “About what?” you may wonder. About everything! About justice, and love, and education, and history, and parallel lines, and God, and everything. It’s chronic! It never stops. St. John’s has effectively ruined certain things for me. I feel like I haven’t answered a question in four years! When I drive down an open road I see a Lobachevskian parallel and have to pull over and take a nap. I have grown to be tepid– I struggle to assert anything because I feel so lost in the vast world of wisdom and knowledge and story. This state is not happy. Sometimes it’s angry. I feel like Thrasymachus, barging into the dialogue and demanding that people listen to what I am saying, even though what I am saying falls apart so quickly. And yet, in another sense, St. John’s has brought me some of the greatest happiness in my whole life. I have made friends every summer I have been at St. John’s. I have cried every summer I have been at St. John’s. I have laughed every summer I have been at St. John’s. The list goes on, but the full range of emotions has been readily available, and I have embraced each of them openly with others. What else can you do when presented with truth and beauty? So, to answer the question, I would like to thank the tutors for what I feel is the most important thing that I have received from St. John’s (and that which might 55 cause me to disagree with Solon): simply the ability to listen. Every time I sit in class I look at the tutor and wonder to myself: “how can they listen to this conversation, having themselves read and re-read the text so much more than me, having themselves so much more background information about the text, having themselves thought so many more years than I about these things, having lived so much more life than me?” How did you, tutors, listen to my confused attempts so patiently? Why do you reject time at the beach during the summers to sit in a classroom and continue the dialogue? It is an act of love, and I am so grateful. You taught me how to listen carefully, and to dignify every person by that very act. It is tremendously profound. I hope, like you, the tutors, to be able to willingly enter confusion and difficulty over, and over, and over again with excitement, and generosity, with an ear for everyone (including the authors) and with the extreme compassion to listen. Furthermore, by your example, I have learned how to listen to and thereby love myself. When I came here, I was in a crisis. I didn’t know what to do. I used to berate myself for every little mistake I made. I still don’t know what to do, and I am still in a crisis. But now, thanks to my tutors and my friends, I know that I am not alone, and I know that I don’t have to beat myself up for not knowing. Not knowing is part of the fun. And just as I want to be like the tutors in loving others by listening to them and valuing what they say, I want to learn how to do the same for myself. Just because I don’t necessarily come to any grand conclusions, doesn’t mean the ideas in that pursuit are worthless. I will conclude with this: when I first read Notes on Dialogue, the strangest precept to me was that we were not to take notes. I thought it strange because I wanted to remember the ideas in the conversations we had. But in my time here, I saw that it was actually extremely profound to fully listen to someone, without the distraction of trying to write anything down, making full eye contact. It makes sense to me how full attention to someone’s words will give you a much deeper appreciation for their ideas. And though I might not have a record of that idea on paper, what I do have is an intimate experience with the person, having given their words due thought, and having let them convince me. In that sense, the ideas become more a part of me when I encounter them in this way than they would have had I recorded each and every one of them on paper. Every conversation was a relationship; every conversation changed the way I think in some way. I don’t need them all on paper because I think for me that would just be a temptation to return to the ideas and use them for something other than what they were meant for. Perhaps, it is better to just listen, and in so doing, to love. So, to the tutors, here’s to you for teaching us how to listen and to love. May we follow your example and thereby learn how to embrace confusion, argument, paradox, and complexity for the sake of perhaps seeing something true. 56 �A Toast to the Master’s Degree Candidates Summer 2022 John Tomarchio As God cast Adam and Eve out of the garden of paradise, so we gather here today as you cast off from this our island of misfit toys, to finish out your intellectual life among infidels and barbarians, some your nearest and dearest. And when you propose to them to spend 2 hours some Monday night after work discussing a 17th century metaphysical poem on the vanity of erotic desire; or a geocentric account of the solar system; or the arguments of an ancient Greek drinking party for and against pedophilia, they will think you a misfit for even asking, and they will be right.  So, what will be left for you to do but retreat to the secret chamber of your soul where your heavenly Father alone will see what becomes of the seeds that Holy Mother College, like a good sower, has scattered there. True, some of those seminars fell on the hard parts of your soul and were devoured forever by the birds of pride and prejudice. Other seminars fell on the shallow parts of your soul and sprung up quickly, even eagerly, only to wither before searing rays of cross-examination. Still other seminars were choked by the thorns and thistles of daily cares, for the G.I. Johnny does not live on Seminar alone! BUT, some of those seminars have fallen on good soil, and taken root, and if cultivated, will in time yield fruit 30-fold, or 60-fold, even 100-fold. And if then you should remember us, your Tutors, send a check earmarked for Tutor compensation, for Tutors can’t live on Seminar alone either.  So, please raise your glasses, my fellow Tutors, to those about to brave life after Seminar: may it never befall us! 57 58 �List of Works Cover Midnight in the Studio Jesse Clagett Digital transfer of 16mm cyanotype 59 Acknowledgements Pl. 24 A winter afternoon in Kentucky IV Jesse Clagett Black and white print 10” x 8” Cover, Jesse Clagett jesse.clagett@gmail.com 6 Melissa Moore 27 Bonnie Naradzay bonnie.naradzay@gmail.com Pl. 9 Capulin Volcano, NM, I Aschely Vaugh Cone Oil on panel with hard gesso surface 10” x 8” x 1” Pl. 25 The Gyre Jules Spiese Color pencil on paper 7 Louis Petrich, Tutor 29 Jesse Clagett 9 Aschely Vaughan Cone https://www.aschely.com/ 31 Abdullah Wadood Pl. 10 White Arch I Aschely Vaugh Cone Oil on panel with hard gesso surface 10” x 8” x 1” Pl. 29 Thinking Pre-Socratic Jesse Clagett Digital transfer of 16mm photogram Pl. 11 Cast Fossil and Carson Cover Aschely Vaugh Cone Oil on panel with hard gesso surface 10” x 8” x 1” Pl. 45 Capulin Volcano, NM, VI Aschely Vaugh Cone Oil on panel with hard gesso surface 10” x 8” x 1” Pl. 21 Found at 4000 ft. in the Appalachians Jesse Clagett Black and white print 11” x 14” Pl. 47 White Arch II Aschely Vaugh Cone Oil on panel with hard gesso surface 10” x 8” x 1” Pl. 23 And if it’s cold enough Jules Spiese Color pencil on paper Pl. 58 A winter afternoon in Kentucky III Jesse Clagett Black and white print 10” x 8” 3 Benjamin Crocker 25 Jules Spiese 26 Ansley Green 10 Aschely Vaughan Cone 33 Luis Sanchez sanchezmo.luis@gmail.com 11 Aschely Vaughan Cone 35 Ansley Green 14 Siobhan Petersen 37 Walker Rogalsky rogalsky.walker@gmail.com 16 Abdullah Wadood abdullahwadood.com 17 Jose Gabriel Coronado-Flores gabecoronado66@gmail.com 21 Jesse Clagett 22 Jesse Clagett 23 Jules Spiese https://www.jspiese.com/ 24 Jesse Clagett 45 Aschely Vaughan Cone 47 Aschely Vaughan Cone 48 Kelly Custer 50 Andrew Graney 52 Louis Petrich, Tutor 55 Chase Waller 57 John Tomarchio, Tutor 58 Jesse Clagett 60 � 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 Colloquy Description An account of the resource A student-run journal for the Graduate Institute community of St. John's College in Annapolis, Maryland. The issues feature essays, art, poetry, interviews, and more. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data pdf Page numeration Number of pages in the original item. 31 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 Colloquy, Fall 2022 Description An account of the resource Volume XI of Colloquy, published in Fall 2022. Creator An entity primarily responsible for making the resource Clagett, Jesse (Editor) Wadood, Abdullah (Editor) 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 2023-02 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 Source A related resource from which the described resource is derived English Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Colloquy_Fall2022 Graduate Institute https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/2f4c6970da0823d39796f012856ad085.pdf 6f4d08f7ce54c59217defad0bb95c00b PDF Text Text Remarks on the Inauguration of President Nora Demleitner Citizenship, Undergraduate Education, and Great Books It is a distinct honor to be speaking at St. John’s on the occasion of the inauguration of President Demleitner, the 25th president of St. John’s Annapolis campus, the ninth since the inception of the current program of study in 1937, and its first female president. She carries forward an extraordinary tradition of exceptional educational distinction that dates back to 1696. Her selection to lead the Annapolis campus is an illustration of how academic excellence can adapt to new circumstances and yet simultaneously maintain fidelity to a worthy tradition. The theme I have chosen for my talk is the relationship between the unique educational mission of St. John’s and the preservation of democracy here in the United States. I acknowledge at the outset that it is not immediately obvious how a very special curriculum that focuses with intense concentration on the great works of the past can speak to the contemporary dilemmas of self-government in 21st century America. But I choose this theme because it is so pressing. Many of us, myself included, have been taken aback by how fragile and endangered our �democracy has become. We are apprehensive about its precarious state, and we believe that it is of the utmost importance to take steps to protect it. So the question I am putting on the table is how the essentially political project of preserving our democracy might be connected to the distinguished educational curriculum of St. John’s, which focuses on understanding masterpieces of the past. How can a conversation with bygone figures help us with today’s pressing problems? I ask this with some urgency. Outside the serene and peaceful world of St. John’s, the world is burning. There are of course literal flames in the Amazon rainforest. But there is also a brutal war in Eastern Europe, and a serious threat of war in the Pacific. Wanton violence sweeps the globe, from Teheran to Mali to Lima. Democracies from Hungary to India teeter on the verge of totalitarian excess. We suffer constantly from the fierce storms, droughts and displacements of an overheating planet. Each year, our world seems to grow more dangerous and more threatening. And the United States is not exempt from these challenges. When I grew up in the 1950s, America felt, somehow, beyond the rough and 2 �rapid whitewaters of history that seemed forever to engulf other countries. But no longer. In my lifetime, I do not think I have ever witnessed a political atmosphere more angry, more poisonous, or more baleful. There are no doubt many causes of our political distemper, including two years of covid, growing inequality, the loss of blue color manufacturing work, gaping cultural divides between rural and urban communities, and an explosive resurgence of bigotry and prejudice. But this afternoon I want to focus on one particular dimension of our political crisis, which is the rise of extreme partisanship. American political life is now divided into camps so mutually antagonistic that ordinary political life has become all but impossible. We no longer seem to be able to wheel and deal, to compromise and construct. We tear down, we troll, we attack, we bluster, we become outraged. But we do not reach across the aisle. The storming of the Capitol seems merely the physical symbol of the underlying disorder. Our politics has become a scene of war, reminiscent of Carl Schmitt’s corrosive definition of politics as an existential confrontation between friends and enemies. 3 �A 2014 study by two political scientists found that “hostile feelings for the opposing party are ingrained or automatic in voters’ minds, and that affective polarization based on party is just as strong as polarization based on race.” In a frightening conclusion, the study notes that elites now have a greater incentive “to engage in confrontation . . . than [in] cooperation.” Just to give you some sense of how profoundly divisive our political life has become, consider that in 1960 only about 5 percent of Americans expressed a negative reaction to the prospect of their child marrying someone from the opposite party. By 2010 this figure had risen eightfold to 40 percent, including both Republicans and Democrats. It is plain, I think, that our politics has become personal; it has become a matter of identity. It is experienced as a matter of survival. During the 2016 presidential election Michael Anton of the Claremont Institute, wrote a famous essay entitled The Flight 93 Election. The first sentence of that essay read: “2016 is the Flight 93 election: charge the cockpit or you die.” 4 �What worries me is that such extreme identitarian division is potentially fatal in a nation like ours. A heterogenous country like America can be held together only by successful politics. But such politics is impossible if we remain balkanized by narrow, tribal attitudes. The reason is explained in a very old story told to us by Thucydides, the great Athenian general and historian from the fifth century BC, whom you study here at St. John’s. Thucydides recounts the tale of the disastrous Peloponnesian War between Athens and Sparta. All of Greece at the time was broken into two political parties. One party advocated for an aristocratic oligarchy; the other favored democracy. The struggle between these two parties was violent and fanatic, and the result, Thucydides recounts, was that “society became divided into two ideologically hostile camps, and each side viewed the other with suspicion.” This partisanship could not be ended, says Thucydides, because “no guarantee could be given that would be trusted, no oath sworn that people would fear to break; everyone had come to the conclusion that it was hopeless to expect a permanent settlement and so, instead of being able to 5 �feel confident in others, they devoted their energies to providing against being injured themselves.” The upshot of this breakdown of trust among the Greeks was that atrocity followed atrocity. Men became beasts. In words that should be remembered forever, Thucydides lamented the loss of what he called “the ordinary conventions of civilized life.” This was because Greeks had begun “the process of repealing those general laws of humanity which are there to give a hope of salvation to all who are in distress, instead of . . . remembering that there may come a time when they, too, will be in danger and will need their protection.” Putting to one side the ever-present possibility of mass slaughter by a deranged killer armed with an AR-47, we are not, I hope, in danger of actual atrocities. But we are certainly in danger of losing trust in those general laws of humanity that allow us to work together despite our disagreements, however passionate those disagreements might become. The loss of trust in our society is corrosive and every day it becomes more and more widespread. Nearly fifty years ago, almost half of all 6 �Americans agreed that “most people can be trusted”; but today that number has fallen to less than one in three. In 1964, 77 percent of Americans said that they trusted the federal government to do what is right at least most of the time; 1 but in 2019 that number had tumbled precipitously down to 17 percent. In 1974, 71 percent of Americans had a great deal or a fair amount of trust in our Supreme Court. In 2022 that number has shrunk to 47 per cent. When asked, Americans report a lower opinion of Congress than of root canals, colonoscopies, Brussel sprouts or traffic jams. It is small comfort that Congress did manage a higher approval rating than telemarketers, North Korea, or the Ebola virus.2 This is tragic. Consider: we live in a representative democracy. Our government represents us. The House of Representatives is the People’s House. If we detest our own government, what does that say about us? Do we loathe ourselves, or do we despise our neighbors? If we disavow our own institutions of governance, we confess our own inadequacy and vulnerability. 1 http://www.npr.org/2015/11/23/457063796/poll-only-1-in-5-americans-say-they-trustthe-government 2 http://www.gallup.com/poll/1597/confidence-institutions.aspx http://www.publicpolicypolling.com/main/2013/01/congress-somewhere-belowcockroaches-traffic-jams-and-nickleback-in-americans-esteem.html 7 �Without institutions of governance, we become vulnerable because we cannot act together. We cannot build a common future or ensure our common security. Institutions of governance, and the laws that establish and guide them, are necessary if we are to enjoy the immense goods of cooperation. Excessive partisanship undercuts the social trust required for the political processes that underwrite both governance and law. Whatever kind of society you wish to build, whether it is conservative or liberal, it must be accomplished through political processes that depend upon trust. Thucydides described the hell created by the erosion of that trust. Thucydides said: “Human nature, always ready to offend even where laws exist, show[s] itself proudly in its true colours, as something incapable of controlling passion, insubordinate to the idea of justice, [and as] the enemy to anything superior to itself.” Without trust, observed Thucydides, there can be no law, no justice, no security. There is only self-preservation. There is only a dreadful war of all against all. The question is not whether we should trust the particular decisions of government, which can be right or can be wrong. The question is rather 8 �whether we have any option but to trust the political processes by which we engage, each to the other, to determine how we shall act together and how we shall make our laws. I know that these very political processes can often be perversely slow and slanted and unresponsive. They may even at times be corrupt. But these political processes are all we have, and therefore we must, paradoxically, use them to make these very processes better and fairer. Politics in a democracy are necessarily open to all. This means that one cannot enter politics without encountering those who disagree with us, and who perhaps disagree radically. It is therefore essential that we find a way to structure such encounters in a manner that does not involve excessive partisanship. Thucydides gave us a clue about how this delicate balance might be maintained. He put his thoughts into the mouth of Pericles, the great Athenian leader. In his famous funeral oration for the Athenian war dead, Thucydides has Pericles praise Athens as “a democracy because power is in the hands not of a minority but of the whole people.” In Athens, says Pericles, “we are free and tolerant in our private lives; but in public affairs we keep to the law. This is because it commands our deep respect.” 9 �Athenians respected the law because they were all involved in fashioning the law. So Pericles pointedly observes: Here each individual is interested not only in his own affairs but in the affairs of the state as well: even those who are mostly occupied with their own business are extremely well informed on general politics—this is a peculiarity of ours: we do not say that a man who takes no interest in politics is a man who minds his own business; we say that he has no business here at all. Politics in fifth century Athens was a deadly serious business, far more so than in the United States today. Failed politicians could be exiled or ostracized or worse. But Pericles nevertheless summoned Athenians to full participation in the political process, arguing “that happiness depends on being free, and freedom depends on being courageous.” Being free means being self-governing; it means having the capacity to fashion our own future according to our own ideals. It is a miraculous and wonderful thing to enter democratic politics in order to realize our 10 �convictions. But to the extent that we loathe our political adversaries and seek to exclude them from the common political space that the Greeks called the agora, we abandon the possibility of a shared future. It is not possible to sustain a democracy that includes “the whole people” if we refuse to deal with our adversaries. Democracy fails if we seek advantage only for ourselves, or only for our own tribe or only for our own party. Of course it is possible that our adversaries may be so awful that we come to believe that we cannot share a future with them. This happened during the American Civil War. But such times must necessarily be very rare, which is why Carl Schmitt was wrong to analogize politics to war. Politics is the art of living together despite differences. In war we seek to exterminate the other. But in politics we abjure violence, which is to say we seek to win while remaining bound to the rules, to the law, that define appropriate political engagement. In war, our opponents are our enemies, whom we seek to destroy. In politics, our opponents are our agonists, over whom we seek to triumph but with whom we are bound to live and with whom we are bound obey a common set of rules. Enemies become agonists only when both sides of a 11 �controversy acknowledge mutual allegiance to a shared polity. That means that both sides acknowledge that they are bound to a common destiny, a shared fate that defines the identity of a country. That is what holds together a polis or a nation. Civil war looms when we rupture that shared fate and decide to go our separate ways. Pericles emphasizes that democracy requires courage. Democracy requires the courage to persist in pursuing our ideals while at the same time resisting the temptation to an excessive partisanship that excludes our agonists from the agora, which is to say from the possibility of a shared democratic politics. This is a rare kind of courage. It requires patience and endurance. It must be maintained even as democratic politics seems repeatedly to fail, and even as it seems to fall under the control of those who oppose our deepest ideals. The poet in the 20th century who most tellingly articulated what it might mean to lose faith in a common political future was the Nobel Laureate Czeslaw [Tchesluff] Milosz [Meewosh]. Milosz was a Lithuanian who wrote in Polish. He tried to understand the havoc caused by World War II. He believed that Eastern Europeans had lost trust in one another and 12 �hence that they had abandoned the possibility of shared political engagement. In his monumental poem Child of Europe, Milosz [Meewosh] describes the cynical world created by the War in Eastern Europe: We, from the fiery furnaces, from behind barbed wires On which the winds of endless autumns howled, We, who remember battles where the wounded air roared in paroxysms of pain. We, saved by our own cunning and knowledge. . . . Having the choice of our own death and that of a friend We chose his, coldly thinking: Let it be done quickly. We sealed gas chamber doors, stole bread Knowing the next day would be harder to bear than the day before. . . Europeans, Milosz [Meewosh] writes, learned all the wrong lessons from calamity of the war: 13 �Love no country: countries soon disappear Love no city: cities are soon rubble. . . . Do not love people: people soon perish. Or they are wronged and call for your help. . . . In these chilling lines, Milosz [Meewosh] evokes what it is like to inhabit the bleak and cruel world long ago described by Thucydides. It is a world in which persons are out for themselves alone. It is a world in which cunning and calculation reign. It is a world without trust and therefore without hope for a future. It is a world without politics, because no bargains can be struck. It is a world in which all are at war with all. No one would freely choose to live in such a world. As he grew older, Milosz [Meewosh] began slowly to heal from the mighty blows of the War. In his poem What I Learned from Jeanne Hersch, he enumerated some of the lessons that he had painfully gleaned from his formidable historical experience. The poem consists of 12 numbered propositions, but I will read you only three: 14 �2. That they have been wrong who undermined our confidence in reason by enumerating the forces that want to usurp it: class struggle, libido, will to power. . . . 5. That the proper attitude toward being is respect . . . . 12. That in our lives we should not succumb to despair . . . for the past is never closed down and receives the meaning we give it by our subsequent acts. I pick these three propositions because they contain profound insights that are worth pausing for a moment to consider. They are insights that offer us a way out of the hell created by mistrust and polarization. And they are insights that allow us to understand the importance of St. John’s College. First, Milosz [Meewosh] tells us that that we must have confidence in our reason. Think now, about St. John’s and your curriculum. Here at St. John’s College you read great texts. Why do you do that? It is because these texts reach out to us from the past. But how exactly do they do that? 15 �Without question an important connection between us and these texts is our reason. You study texts from the finest thinkers that humanity has ever produced. And, lo and behold, the ideas of these long-dead thinkers challenge you. They speak to you in ways that inspire conversation and dialogue. No one could be more distant from you in customs, traditions, language, or life than Aristotle. And yet in your classrooms, through the medium of your reason, you reach across the millennia and converse with an ancient Greek. It is your reason that enables this miracle. The curriculum of St. John’s is filled with texts that reward this kind of rational engagement. Rational engagement is essential not merely for the truths that it reveals, but also for the forms of connection that it requires. At St. John’s you learn from texts not merely the lessons that they have to teach, but also, more fundamentally, what it means to converse with a stranger, whose ideas are radically different than yours. Reason is a remarkable thing, because it can thrive only under conditions of respect. To reason with another is to take in their ideas, and to counter in a way that evinces trust that reason will matter to them as well as to you. 16 �This means that when we reason with one another, we model the trust that is necessary for democracy. To reason with another is not to lose track of your own commitments. It is instead to maintain these commitments despite another’s disagreement, and yet, miraculously, to perform these commitments within a relationship that acknowledges and trusts that reason should matter to all involved, to both yourself and to the other. Second, Milosz [Meewosh] reminds us that it is necessary to use our reason to fashion ideals worth pursuing. Milosz [Meewosh] tells us that one of the most important of these ideals is that we respect being, which means that we respect the facticity of the world. The world is as it is, regardless of what we might wish it to be. We must have humility before the facts of the world. One of the most important functions of our reason is to protect us from that most tempting of fantasies, which is to believe that the world is merely what we wish it to be. A world at the mercy of fantasies is a world at the mercy of power. Reason, respect for the gritty, irreducible facticity of the world, is the antidote to our own incessant will to power. 17 �Milosz [Meewosh] lived in Eastern Europe, which suffered unspeakable horrors because, in the ideology of both the Nazis and the Soviet Union, facts counted for nothing. The world could be reshaped at will. In a poem called Faith, Milosz [Meewosh] rejects this perspective: The word Faith means when someone sees A dew-drop or a floating leaf, and knows That they are, because they have to be. And even if you dreamed, or closed your eyes And wished, the world would still be what it was, And the leaf would still be carried down the river. Respect for being requires faith that there is a world outside of us and that that world matters. The world is what it is and cannot be remade merely to accord to our desires. No matter what your wishes, the leaf will still be carried down the river. This is a particularly important insight when it comes to other people. Other people are also facts in the world, and they must be respected just as all other facts are respected. One expression of this respect is to engage other 18 �people through politics, as distinct from simply obliterating them through war, or simply excluding them from the agora in the hope that they will vanish. Other people will not disappear even if we close our eyes and wish them away. This is true even when other people have opinions that we regard as obnoxious or wrong-headed or violently incorrect. Respect for being means accepting the fundamental alterity of others, which is the foundation of all politics. Politics, says the political theorist Hannah Arendt presupposes men, not Man. Politics requires plurality. Without politics, none of us can be free. We are thrown willy-nilly into a common lifeboat. We flourish together or we do not flourish at all. That is why political ideology counts for much, but not for everything. Excessive partisanship denies this basic truth. And, I remind you, this is also why race, ethnicity, gender, sexual orientation, socio-economic status, and all such categories, count for a great deal, but they do not count for everything. If they did, our common lifeboat would break into fragments and be swamped. 19 �You know this at St. John’s. Your curriculum is fabulously diverse. You study figures as different as Lucretius and Dante; Kepler and Maimonides; Machiavelli and Proust; Mozart and the Bhagavad Gita; Ralph Ellison and Richard Feynman. If here at St. John’s, with a curriculum as various and far-ranging as this, you cannot learn to honor the plurality of the world, to respect its fabulous facticity, you cannot learn it anywhere. The third and last proposition in What I Learned from Jeanne Hersch to which I want to call your attention is that we should not despair of the present. I know that the present may, at times—and especially in these times—appear bleak. But we must nevertheless maintain hope for the future. And hope, St. Augustine instructs us, “has two beautiful daughters. Their names are anger and courage; anger at the way things are, and courage to see that they do not remain the way they are.” Where there is hope, the present is never fixed. Paradoxically, we can refashion the present by changing the future. Consider this beautiful poem by the German poet Rilke, which is called “A Walk”. Rilke writes: 20 �My eyes already touch the sunny hill, going far ahead of the road I have begun. So we are grasped by what we cannot grasp; it has its inner light, even from a distance-- and changes us, even if we do not reach it, into something else, which, hardly sensing it, we already are; a gesture waves us on, answering our own wave... but what we feel is the wind in our faces. To change our idea of the future--to hope, to aim, to aspire—is to change the present. That is why respect for being is not a recipe for passivity. It does not demand that injustices be endured. Milosz [Meewosh] ends his own poem Faith with these remarkable lines: Look, see the long shadow cast by the tree; And flowers and people throw shadows on the earth: What has no shadow has no strength to live. 21 �Our strength to live is a fact of our being. It must be respected. We must cast our shadows upon the earth. We must love our country; love our city; love one another. We must engage in politics to make our country and our city, respectable and whole. Whatever future we may hope to create, however, we have no choice but to inhabit it together. We must live with those whom we might otherwise oppose. And this means that we must stand firmly balanced in the tension between our own ideals and our respect for the alterity of others. It is an equilibrium as fragile, and as delicate, and yet as inevitable, as a shadow falling on a leaf floating down a river. How can we maintain this remarkable equilibrium? How can we stand rooted in ourselves and yet retain a posture of respect for others whom we believe to be quite wrong and fraught with danger for the country? What model do we have for such a paradoxical form of connection? Think of the educational miracle that is St. John’s. You study the great texts of the past, and yet you prepare students to live in the present. How is it 22 �possible to stand in the shadows of the gigantic thinkers that you study, the finest in the history of mankind, and yet to have your own thoughts? Notice that across the ages, the thinkers that you study engage each other. As they do so, they display both respect for the views of their interlocutors and at the same time the determination to assert their own ideas. Every day, in your study, you see exemplified exactly the miraculous and difficult equilibrium that democracy demands of its citizens. At St. John’s you model—you enact—at the very highest level, the difficulties and contradictions of inhabiting a democratic polis. You study great books of the past, but you know full well that the authors of these books differ among themselves, and that, as you explain in your Statement of the St. John’s College Program, these “great books” in the end serve as prompts for students to struggle “together with fundamental questions,” so that “students and their teachers” can “learn from their differences and discover more deeply their shared humanity.” At St. John’s students learn to assert their own ideas in the very teeth of the most challenging and magnificent figures of the past. But they learn to do so using their reason, 23 �which means with respect and the acknowledgment of the possibility of difference. What are you trying to achieve here in this precious community of St. John’s, if not that fragile, inexpressibly vulnerable but necessary equilibrium, that balances using reason to achieve a self-respecting view of one’s own, but that nevertheless maintains a genuine other-directed respect for the views of interlocutors, however mistaken? That is the paradoxical equilibrium of which Milosz [Meewosh] writes. That is the equilibrium necessary for democracy. That is the equilibrium that will restore our trust in our fellow citizens, so that together we can walk forward in confidence, filled with an inner light that will illuminate the possibility in the present of a common future that, in grasping us, will transform our dismal present into a scene of hope for us and for our nation. In his recent wonderful book entitled College, Columbia literature professor Andrew DelBanco asks “What is College for”? In answer, he quotes from a manuscript diary composed in 1850 by a student at a small 24 �Methodist college, Emory and Henry, in southwest Virginia. The student writes: “Oh that the Lord would show me how to think and how to choose.” In learning how to think, you will put your trust in reason. In learning how to choose, you will cast shadow on the world. And, most important of all, at a college like St. John’s, you will learn these things together, in a common conversation. That is to say, you will learn how to think and to choose in the context of respect for those who think and choose differently. You will learn, that is, how to be citizens of a great democracy. You will become inoculated against the violent forms of polarization that threaten now to tear us apart and to foreclose our future. It is in this way that St. John’s, by maintaining faith in its past, also maintains faith with our democratic destiny. As St. John’s adapts the great ideas of the past to the terrible contingencies of the present, it creates hope for the future. This is an occasion to celebrate the educational ideals of St. John’s, and to express our own hope that they will extend long into the future. 25 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts.<br /><br />For more information, and a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>.  <br /><br />Click on <strong><a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 25 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 Remarks on the Inauguration of President Nora Demleitner: Citizenship, Undergraduate Education, and Great Books Description An account of the resource Typescript of a lecture delivered on March 24, 2023, by Robert Post as part of the Formal Lecture Series. <br /><br />The lecture was the first President's Law and Society lecture and was part of the events celebrating the inauguration of Nora Demleitner. Creator An entity primarily responsible for making the resource Post, Robert, 1947- Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 2023-03-24 Rights Information about rights held in and over the resource A signed permission form has been received stating: "I hereby grant St. John's College permission to: make a recording of my lecture, and retain copies for circulation and archival preservation at the St. John’s College Greenfield Library; make a recording of my lecture available online; make typescript copies of my lecture available for circulation and archival preservation at the St. John’s College Greenfield Library; make a copy of my typescript available online." Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Education, Humanistic--United States Books and reading--United States Citizenship--United States Demleitner, Nora V., 1966- St. John's College Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Post_Robert_2023-03-24 Friday night lecture Inauguration President's Law and Society lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/bcea0dd9f44a59a134c5ed06a9c4eb3e.pdf d191c28e6a6cc7ce0f3cdba3b0c55305 PDF Text Text �A Profile of St. John's College The College was founded in 1696 as King William's School and chartered in 1784 as St. John's College. It is the third oldest college in the United States. The Santa Fe campus was opened in 1964. Since the establishment of the Graduate Institute in 1967, the College has offered both a bachelor's and master's degree in the liberal arts. The faculty-student ratio is 1:8. Faculty members all hold the same rank, and all teach throughout the curriculum. St. John's College is coeducational and nondenominational. Undergraduate enrollment is approximately 400 students on each campus. Typical freshman classes represent approximately 35 states and 5 foreign countries. In addition, 100 more students pursue the Master of Liberal Arts degree on each campus. Fifty percent of St. John's students receive financial assistance, including grant aid from the College. Most financial awards are based on demonstrated need. Seventy-five percent of St. John's undergraduate alumni attend graduate or professional school. A recent study ranked St. John's among the top 30 colleges and universities in the nation with respect to the numbers of Ph.D .s earned by alumni in relation to the size and number of undergraduate degrees granted. Moreover, the study found that the doctoral degrees earned were evenly divided between the humanities and the sciences. The Graduate Institute in Annapolis and Santa Fe offers a year-round, five-segment course of study modeled after the undergraduate program which leads to a Master's degree in the liberal arts. St. John'sendowmentismore than $32 million. Its yearly budget is more than $20 million. Tuition costs for 1991-92 are $14,262; room and board costs are $4,696 . �THE PRESIDENT S At St. John's, we have conceived an idea of a college . This idea, we proudly tell the world, has less to do with classrooms, buildings and grounds, and more to do with a living community of willing learners who need only the desire to come together, the commitment to common inquiry, and, of course, the Books. What we mean, of course, is not that this enterprise can succeed without a place to meet and a staff to maintain it, but rather that a college is meaningless without a vision of learning for its own sake and a curriculum which serves that end. It sounds simple enough, and if all men and women were made of spirit alone, this would be relatively inexpensive to provide. As it is, however, such an education (even in the very modest confines of St. John's College) is frightfully expensive. We claim that a good education requires a very small community and a very large number of tutors relative to the number of students . We sacrifice economies of scale to provide these conditions because we know from experience that they make a real difference. For the most part, our students and their parents cannot, by themselves, pay enough to provide for these conditions. They depend as well upon the support, commitment and gifts of many others who believe in what we do here at St. John's College. A student paying full tuition still pays less than two-thirds of the cost of his or her education. Each of us in this community, therefore, from students and parents to faculty and staff, owes a debt of appreciation and gratitude to the College's many friends and alumni who give each year to help us continue to fulfill our mission to provide the best education we can to each of our students. This is our occasion for expressing that. Thank you! We do not have very many new beginnings at St. John's except, of course, those beginnings we celebrate each year at 2 Commencement . We characterize ourselves, after all, as preservers of certain great traditions . For me, however, this represents a personal new beginning. I have been in office since July 1st, just long enough to recognize the opportunities and challenges when they present themselves. I am honored to be able to provide leadership to the College and welcome both the challenges and the opportunities. St. John's is ve1y much in my blood. My desire to serve comes from the heart. This year, we will be announcing another new beginning as we prepare to commence a major capital campaign. Our purposes are to strengthen our endowment to support our very modest tutor salaries and our burgeoning financial aid budget and to help us complete a few major building renovations and repairs. Our community of friends and alumni has shown its support for and commitment to a major development effort. We are well positioned to begin the effort: the program has retained its integrity; our tutors have remained tireless and dedicated; our staff has instilled in us all an excitement about the opportunities for the future; our students have preserved the tradition of learning for its own sake-for the love of the enterprise. I invite everyone to join us in this effort. We welcome your participation in the coming year, as we honor those alumni, parents and friends who have supported us during the 1990-91 academic year. Christopher B. Nelson President) Annapolis �THE PRESIDENTS Although the world knows that change isn't always progress, there have been a number of developments this past year.on the Santa Fe campus that surely, from here, look like progress itself. We put into effect a major increase in faculty salaries, bringing our tutors to a level that almost everyone feels is rational and equitable. We opened our superb new library, with students, tutors and townspeople moving all the books themselves. The director of the Shakespeare Folger Library came out from Washington to be our dedicatory speaker. We are sending out a newsletter to thousands of new friends so that today more people know about St. John's College and what it does than ever before. And, in an academic universe, where colleges are desperately scrambling for new applications, this year St. John's College in Santa Fe had more inquiries, more applications and more entering freshmen than at any time in its history. Our graduating class included both a Watson Fellow and a Rhodes Scholar. And this year, we will be graduating the largest senior class ever. Life on campus is thriving. Santa Fe's much beloved SHAKESPEARE IN THE PARK moved from its downtown location to our campus. Despite rain and threats of rain almost every night, more than five thousand people came over six weeks to see TWELFTH NIGHT performed in the courtyard of the Meem Library. This campus also became home for the world-renowned Breadloaf School of English. Through them, we were able to bring to this campus such notable writers as Tony Hillerman and N. Scott Momaday to teach and to lecture. This summer also saw the inauguration of a series of summer seminars for adults. These seminars were featured by Arthur Frommer, the noted travel writer, as the perfect way to expand one's intellectual horizons while vacationing in one of the most beautiful places in America. Our Graduate Institute has been going full tilt. We had a special seminar for high school teachers sponsored by The National Endowment for the Humanities and taught by our Dean. We inaugurated a new parents' program. If activity is a sign of life, this past year we were one of the liveliest places in America. If intellectual activity is the sign of growth, we were one of the most progressive places in the world. But none of this would be true progress if it didn't contribute to the program of studies that has made St. John's everywhere renowned. I can say with assurance that the program has never been healthier and its importance to the world never more necessary. In a world where so many professors have become more and more distant from their students, we have managed to retain our eight-to-one student to teacher ratio. In a world where academic research, no matter how narrow, becomes the measure of academic success, we still prize teaching above all. In a world where research specialities become labeled "the cutting edge," and thus the fringe becomes the core, St. John's still requires of all its students that they confront the greatest books, the greatest authors and the greatest ideas of the Western tradition. Despite the latest academic fashions, we still believe that rigorous inquiry into the best of our civilization and the greatest of our books is the surest road to a liberal education. In a world that worries about the "politically correct," we insist on preserving the hallowed tradition of political incorrectness, namely, that even the most radical thoughts can be rethought, discussed, and re-evaluated. St. John's College in Santa Fe has tried to do two important things simultaneously and I think we have succeeded. We have tried both to grow and to preserve. We have grown in students, in activity, in our relations with the community beyond the college, and in our influence on other schools and colleges. We have, at the same time, preserved and strengthened the program, underscored our commitment to teaching, and graduated some of the liveliest minds in higher education. That's not so bad for a year's work. ( John Agresto President) Santa Fe 3 �THE DEANS The past year seems to have been, all in all, a happy one. The academic discipline of students is a good index of the spirit of the school. We have only two college-wide tests, an algebra proficiency and a French reading knowledge examination. All our students took these on time and passed them satisfactorily . Similarly the annual essays, the culminating requirements for our seniors, due on a Saturday in February at midnight, were all handed in on time, though the president had to order the sun to stand still for two hours. Some of the essays were remarkable in content and elegant in presentation. Others showed that we have not yet achieved our aim of helping students to write as articulately in their papers as they speak in their seminar discussions. We continue to try for improveme nt. An experienced tutor will this year give special aid to students who write badly, and will again supervise two student writing assistants to whom students can submit their paper drafts for critiques. Tutors will continue to require a set number of papers in their classes. We regard writing as an integral part even of the laboratory class. The chief determinan t of good classes is the extent to which students make themselves responsible for their conduct. But the next most important element is the preparation of the tutors. In August of 1990 we held a week-long session, led by two experienced tutors, for all people appointed to the teaching faculty in the last two years. The program was set up as a series of sample classes with characteristic readings. Lunch times were used to raise pedagogical problems specific to teaching at this college. The program was, by the participants' reports, an unqualified success and a splendid initiation to teaching here. All year long, and continuing unabated through the summer, there were formal and informal study groups. The Adolph W. Schmidt and the NEH Fellowships allowed a number of tutors to study the writings of Nietzsche and of Faraday, both authors important to the Program. In the summer the College funded leaders for two well-attended study groups. One was the transition from ancient to modern mathematics, a topic crucial to our mathematics tutorial. The other was a model 4 language tutorial, open to students and tutors, devoted to reading a Greek play in the original. This list does not exhaust the curriculum-inspired special study that went on between tutors and students . Evidently our rigorously required Program raises an appetite for more. This sort of para-curricular study betokens a very healthy intellectual climate. I can also report that we worked on improving the Program itself. The music tutorial of the sophomore year, long a source of difficulty for tutors to teach and students to learn, is in the course of coming together. More singing sessions now support the teaching of theory. Scores, texts, and tapes are being collected so as to unify the teaching of the classes and to attract new tutors by making the sources more accessible. We have, consequently, had more requests from tutors to be assigned to a music tutorial than ever before. Our worry was that our non-depart mental Program might be developing a music department is no longer a concern. I should add that our "Small Chorus," a voluntary group supplementary to the required freshman chorus, has had a great year under its own director. At a joint meeting of the Instruction Committee , in which the parts on both campuses convene (this year at Annapolis), we undertook a discussion of the language program, deliberately addressing ourselves only to the most fundamental questions, for example: Should the language tutorials display the coherent developme nt we have built into our mathematics sequence? The answer is generally no, and we articulated some reasons, such as the essentially unsystematic nature of human speech. We also began work on a possible rearrangement of the mathematics tutorial and the laboratory. One aim is to relieve the junior laboratory which is simply too full of material. Finally the high spirits of the students were evidenced in "Reality," the traditional student festivity at the end of the year, which included a candle-light presentation of Euripides' Hippolytuson the quad and in which the hero raced toward catastrophe not in a horse-draw n chariot but on a motorcycle. Eva T.H. Brann Dean, Annapolis �THE DEANS I am pleased to report that the life of St. John's College in Santa Fe was healthy and vigorous during the 1990-91 academic year. Our enrollment was virtually at capacity, having grown steadily each year for the past several years. During that period our faculty also has grown significantly. Five new tutors were appointed for the fall term, two additional tutors were appointed for the spring term, and two more joined us in the summer of 1991. The faculty in Santa Fe combines the strength of tutors with a long record of distinguished service at the College with the invigorating influence of new tutors from a variety of academic institutions and experiences. The faculty in Santa Fe now totals sixty tutors. Roughly half the newer members of the faculty come from the ranks of our alumni, who have done graduate work and in many cases taught at other institutions before returning to us as tutors. The following alumni have joined our faculty: Sally Dunn '70 SF, James Forkin '85 SF, Frank Hunt '68 SF, and Joshua Kates '85 AN. In addition, Charles Fasanaro has come to us from the University of Colorado, where he served as assistant director of the writing program; James Cohn from the University of Chicago and the University of Paris, where he wrote a dissertation on Proust. Dan Hawley was the director of a program for gifted and talented students in Virginia and taught at the University of Virginia. Margaret Kirby taught German at the University of Toronto. Gerald Proietti was a classics scholar at Boston College. During the summer we were able to offer a week of classes for new tutors and for those who only had been with us for a year or so. These classes were led by Mrs. Buchenauer and myself. We read selections from many of the most important books in the Program, including Plato's Meno, Aristotle's Physics, Euclid's Elements and Homer's Iliad. The week was useful in preparing tutors for what they soon would be facing in their classes and in providing them a way into the life of the College. For the first time in the summer of 1991, an orientation program was planned for incoming freshmen. This program is part of a continuing effort to improve the quality of student life. Health, fitness, and the development of good personal and social habits are the necessary conditions for the success of our intensive intellectual program. Students serving as resident assistants in the dormitories are now receiving more guidance and training than ever before to help them notice students with personal difficulties and direct them to those who can help. Since the inception of the New Program in 1937, St. John's has thought of itself as a talking college. Nevertheless, we have always maintained a commitment to written expression. The Senior Essay often is referred to as the culmination of a student's work at the College. Because students come with increasingly weak writing skills, we are planning a variety of ways of improving student writing to prepare them for the real work of the College, discussing and writing intelligently about books and ideas. In 1991-92, the student writing assistants will be supervised by a tutor experienced in teaching composition. During the year we will plan systematic help for the freshmen beginning in 1992-93. A writing handbook has been selected for campus-wide use by all tutors and students . For the past several years on the Santa Fe campus, faculty study groups have been organized to explore classic works of Indian and Chinese cultures . The College recently received a grant to continue exploration in these areas with a view of eventually offering some sort of program of study that would go beyond the boundaries of our undergraduate curriculum. While the College has made no commitment to expand its curricular offerings, we believe it is important that we learn to address in an informed way the intellectual accomplishments of the world beyond western Europe. Finally, an eight-week segment devoted to the study of important paintings, primarily of the Renaissance, has been built into the senior-year curriculum on the Santa Fe campus. While the early accomplishments of this segment have been many, questions persist of how best to incorporate the visual arts as part of our already crowded curriculum. This issue continues to be a topic of lively discussion in Santa Fe. Stephen Van Luchene Dean, Santa Fe 5 �THE ST. JOHN'S COMMUNITY The Campuses Each of St. John's campuses is located in the capital of its respective state. The thirtysix acre Annapolis campus lies in the Historic District, adjoining College Creek, one block from the State House and across the street from the Naval Academy Yard. The two hundred and fifty acre Santa Fe campus is in the southeast quadrant of the city, two miles from the historic Santa Fe Plaza and the Palace of the Governors. Each is architecturally part ofits city. The Santa Fe campus reflects the territorial style introduced in the state during the last century. TheAnnapoliscampus includesl8th-century historic homes, 19th-century Victorian structures, and 20th-century buildings to complement the older ones. Both campuses have undertaken significant building projects in the recent past and both are taking inventory of future needs, establishing priorities, and devising plans to achieve them. With a student body of more than 400 undergraduates and 55 graduate students, the Santa Fe campus continues to grow and adapt to the needs ofits students and faculty. The campus was significantly enhanced, as was the intellectual life of the entire community, when theFaithandJohnMee m Library opened in November of 1990. Space liberated by the construction ofthe new library has become available for much needed faculty offices in the lower floor of Weigle Hall and in the former music library in the Fine Arts Building. A new bookstore will be housed in the old Peterson Library. To design this facility, the campus has retained a consultant who, upon his arrival on campus, raved at the beauty of the proposed space for the bookstore and claimed that its aesthetic charm would rival that ofthe best bookstores in Europe. The campus planning committee is reviewing proposals for uses of the old bookstore space, one of which is to turn it into a student/faculty coffee house featuring cappucino, Italian opera, and comfortable areas for quiet conversation, reading, or reflection. The Meem Library was constructed with the need for a student computer center in mind, and the planning for such a center is well underway. The Dean has formed a computer committee to analyze the needs of the campus and to make recommendations about how to realize them. Such a computer center will address what both students and faculty see as a tremendous need. 6 During the past year, the Santa Fe community spent many hours discussing its two most pressing needs-a dormitory and a student activities center. Not only does full enrollment strain existing dormitory facilities, but more students are looking to live on campus due to a dramatic increase in local rents. The proposed new dormitory will provide modular housing emphasizing the �THE ST. JOHN'S COMMUNITY development of community, and providing an atmosphere conducive to individual living and study. The facility will house approximately 40 students with up to 8 students per module. Also included in the student housing plan are 10 two-bedroom apartments for students who want the benefit of apartment living. The Santa Fe campus planning committee spent a full year analyzing the need for a student activities center. In 1987, the faculty had developed a list of facilities priorities. In order, those facilities included a library, a student activities center (gym), and an auditorium. These priorities were recently reviewed by the long range planning committee in preparation for an upcoming capital campaign. The committee affirmed that, after the completion of the library, a student activities center was the next most pressing need. Such a center would include facilities for athletics and also for other campus extracurricular activities offered by the StudentActivities Organization. These would include photography, pottery, and drawing/ painting. Studio space would be provided for activities such as martial arts, yoga, dance, fencing, and aerobics. The plan includes a room for billiards, chess, and ping-pong as well as for traditional athletic endeavors such as weight training, fitness, basketball, volleyball, badminton, handball/racquetball, and indoor soccer. After completing a new wing on Mellon Hall ( 1989), constructing the Mitchell Gallery (1989), restoring McDowell Hall (1989), and refurbishing the BeneficialHodson Boathouse, the Annapolis campus spent most of its energy and resources on maintaining its aging buildings. In addition, it has made improvements in the cupola room atop McDowell, in the lighting and furnishings of the coffee shop, and in the weight room of the gym. Funds are now in hand to change the lights lining the sidewallcs on campus to an historically accurate design. The original design for Mellon Hall included an observatory facility, and the structure to support a 22. 5' revolving observatory dome was built into the roof of the building when it was constructed in 1958. The observatory was not completed due to other financial priorities, but there is renewed interest in the facility since the National Science Foundation has recently awarded the campus the money to buy a 14 11 reflector telescope. Facilities planning in Annapolis is always complicated by the constraints of space, proximity to protected wetlands, and building codes of the Historic District. The long range planning committee has determined that the most pressing needs in Annapolis are to enlarge the library, to renovate Pinlmey Hall, which was constructed in 1857 and is used as a dormitory, and to finish the renovations to Mellon Hall which may 7 �THE ST. JOHN'S COMMUNIT Y include new construction for more laboratories. The Annapolis campus is exploring the possibility of acquiring a state-owned building contiguous to campus which is a perfect size for a new library. Since it was used for state archives before a new archives building was constructed, the facility would require very little modification for use as a library. If it is able to acquire this building, the current library could be used for much needed office space and study rooms. Failing to acquire the building, extensive renovations of the existing library will be required as will the renovation and new construction to Mellon to accommodate the need for more classrooms . Attention is focused on resolving the issue of the state building which would provide an economically feasible and aesthetically pleasing solution to most of the academic facility needs of the Annapolis campus. Accomplishing the kinds of renovations which Pinkney Hall requires presents an interesting set of problems. Not only is it an historically important building and therefore subject to specific regulations governing any constuction, but the work which needs to be done is extensive and cannot be completed during a summer. in the curriculum. Because ofthis dimension of the faculty appointment at St. John's, tutors frequently hold their own study groups where colleagues can learn from each other on matters hitherto outside their expertise, and on matters relating to teaching the various parts of the Program. In the year covered by this report, the faculty continued to engage in many notable activities in addition to their primary responsibilities as teachers. The Faculty At St. John's the teaching members ofthe faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their fields of expertise. Instead, learning is a cooperative enterprise, carried out in small groups with persons at different stages of learning working together. In the classroom, St. John's tutors must be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. The tutors must be good listeners, able to understand the difficulties of their students in order to help them reformulate their observations and examine their opinions. The faculty not only teach the St. John's Program, they exemplify it. St. John's is a place where mathematics and science are considered as humanities, and studied with the other humanities in a fully unified curriculum. At St. John's the faculty teach throughout the curriculum, which means that tutors who have advanced degrees in political science, for example, will be teaching literature sequences, mathematics and science sequences, and perhaps language sequences Basia Miller and Annapolis tutor John White led 14 highly able high school students from across the country in The Telluride Association Summer Program held on the Santa Fe campus in June and July 1991 . The theme ofthe program was "Seeing, Speaking and Thinking." 8 Faculty - Santa Fe Stephen Van Luchene Santa Fe Dean received NEH funding to conduct a summer seminar for school teachers on Plato's Republic and Euclid's Elements. Fifteen teachers participated in the six-week seminar held on the Santa Fe campus. David Bolotin has received support from the NEH for work he is doing on Aristotle's Physics. The Bradley Foundation has provided additional funding for Mr. Bolotin to continue this work for the next two years. Basia Miller was co-translator of Montesquieu's Spirit of the Laws, published by the Cambridge University Press. She also served as co-author of a high-school text book of world literature. Gerald Proietti has written Xenophon's Sparta: An Introduction, which was published by Leiden and New York. He also has two articles ready for publication: "The Natural World and the Political World in Thucydides' History" and "The Spirited Soul and the Genesis of Tyranny in Plato's Republic." Roger Peterson is currently teaching twothirds time so that he can work with local and national conservation groups. Linda Weiner is working on studies on pinon needle scale and Native American traditional insect controls. She lectured at the Mountain Plains Museum Association aboutinsectproblemsinmuseumcollections. Robert Sacks published Commentary on the Book ofGenesis, ( Livingston, New York: E. J. Melon). He is currently working on a translation and commentary on the Book of Job. �THE ST. JOHN'S COMMUNITY James Carey received a planning grant for the possible development of an East-West studies group. Cary Stickney is conducting a faculty study group on Hegel and Fichte, supported by the Adolph Schmidt Tutorship. Ralph Swentzel has received a Sears Foundation award for excellence in teaching. David Levine, along with former Director ofAlumni,Joanlverson, organized a threepart series of public lectures, seminars and films on changes in eastern Europe. Lawrence Cave premiered three major compositions in the 1990-91 academic year. "Dido Laments", a twenty-minute setting for mezzo soprano and piano ofmonologues from Virgil's Aeneid in the Fitzgerald translation was performed in March, 1990 at St. John's College. Incidental music for Heiner Muller's play, "Quartet", ran for six performances at the Santa Fe Actor's Theater; the ten sections scored for solo cello and taped sounds ran throughout most of the 45-minute show. The Santa Fe Desert Chorale commissioned and premiered "The Seasons of Meng Hoa -Jan," a fourmovement choral "symphony" which set texts by the Tang dynasty poet in Witter Bryner's translation. Peter Pesichosted 11 public concerts on the St. John's campus in 1990-91, including 9 �THE ST. JOHN'S COMMUNITY appearances by pianists Sergei Babayam and Maya Hoffman, the Shanghai and Laurentian Quartets, and the fourth annual concert of the medieval music ensemble, Sequentia. Mr. Pesic gave four solo recitals ofBeethoven piano sonatas, completing the cycle of 32 sonatas he began at the College in 19 81. He also performed Bach's "Goldberg Variations" at Dartmouth College and St. Thomas Aquinas College. Faculty - Annapolis The Association of American Colleges appointed St. John's as one of seven mentor research institutions in a nationwide project to strengthen elementary and secondary school teachers' understanding of the humanities. The two-year project is funded underagrantfrom the National Endowment for the Humanities . Dean Eva Brann and Geoffrey Comber will serve as projectleaders for St. John's . Mr. Comber, along with his colleagues Nicholas Maistrellis and Howard Zeiderman, report that more and more schools are adopting their Touchstones methods for middle and high school classes. Over 200,000 students and teachers in 25 states and foreign countries are now using the Touchstones curriculum. Eva Brann completed the work she began a dozen years ago, The World of Imagination: Sum and Substance. ( Rowman and Littlefield, 1991). The book was greeted with enthusiasm by scholars as a "monumental contribution". This is Miss Brann's third book. She was appointed Dean of the Annapolis faculty in 1990. Beate Rhum Von Oppen saw the English language publication by Alfred A. Knopf of her prize-winning work originally published in the German language, Letters to Freya, 1939-1945. Ms. Ruhm Von Oppen is the editor and translator of the letters from a martyred anti-Nazi resister, Helmuth Janus Von Moltke. The work was funded in part by the National Endowment for the Humanities. Zetetic Skepticism, (Longwood Academic Press, 1990) by Stewart Umphrey takes its title from Umphrey's coined phrase for the frame of mind that describes "Meno's Problem" - "if you already know what you are looking for, you wouldn't be looking for it, and if you don't know what it is you're looking for then you don't even lmowwhere to look." 10 Tutor Emeritus DouglasAllanbrookserved as one of six members of the distinguished editorial board for the first revised edition in almost 40 years of the Great Books of the Western World, (Encyclopedia Brittanica, 1990, revised). Other board members were Jacques Barzun, John Kenneth Galbraith, Lord Quinton, Norman Cousins and Heinz �THE ST. JOHN'S COMMUNITY he lectured to top military officials at the Institute of Strategic Studies on "The Relevancy of Thucydides Today." A few days later he addressed several hundred undergraduates at Witwatersrand, the South African English-speal<ing university. Cordell Yee spent the summer of 1991 on the final editing of the Chinese section of Volume II of the History of Cartography, a six-volume series principally funded by the National Endowment for the Humanities and the National Science Foundation. The work is scheduled for 1992 publication by the University of Chicago Press. Sam Kutler spent part of his sabbatical on a 12-day tour to California, the Pacific Northwest, Canada and Kansas, lecturing and conducting seminars on ancient and modern mathematics. R. Pagels . The original editorial board included the first New Program president, StringfellowBarr,anddean,ScottBuchanan, as well as St. John's Board member Mark Van Doren. Howard Fisher and Joe Sachs were named to the first two Tutorships in Modern Thought and Ancient Thought, created by the $500,000 challenge grant from The National Endowment for the Humanities. Mr. Fisher holds the chair in Modern Thought, studying Michael Faraday's writing on electricity and magnetism. Mr. Sachs is using the opportunity for a new translation of Aristotle's Physics, in the chair on ancient, medieval and renaissance thought. Both are leading faculty study groups on the Annapolis campus as part of these appointments. Henry Higuera was one of seven new members appointed by President Bush to the citizen advisory board for the National Endowment for the Humanities . Mr. Higuera is currently working on a book about Don Quixote. Leo Raditsa followed up the 1989 publication ofhis book, Prisoners ofa Dream: The South African Mirage, with a visit to South Africa at the invitation of Zulu leader Mangosuthu Buthelezi. While he was there William Pastille published two articles and two translations last year, as well as coauthoring a paper on "Schenker's Deep Motives," which he delivered before the national meeting of the American Musicological Society and the Society for Music Theory in Austin, Texas. In 1990 and 1991 Andre Barbera published three articles on text criticism, ancient music and early music theory in the Journal of Musicology) The Journal ofthe American Musicological Society and an international learned society journal. The UniversityofNebraskaPressis publishing Mr. Barbera's study of an ancient treatise on music often attributed to Euclid, The Euclidian Division of the Canon: Greek and Latin Sources. Wye Allanbrook, assistant dean and tutor, was awarded two major grants to fund a year of continuing study on the nature of expression in the chamber music of Mozart and Haydn. One is an NEH Fellowship and the other is an American Council of Learned Societies Fellowship. Ms. Allanbrook will work on her book on these 18th century composers . John Verdi and Deborah Renaut led 14 highly able high school students from across the country in the Telluride Association Summer Program held on the Annapolis campus in June and July, 1990. The theme of the six-week program was "Science as Literature, Literature as Science." Dorothy Guyot followed the March 1990 publication of her book, Policing as Though People Matter, with many guest lectures on 11 �THE ST. JOHN'S COMMUNITY APPLICATION RATE the current issues surrounding contemporary police department management. The book discusses community-based policing, comparing and contrasting a "hospital model" to a "military model" of department operation. Harvey Flaumenhaftwas appointed general editor for Masterworks ofDiscovery, a multivolume series of guidebooks sponsored in part by the National Endowment for the Humanities and being published by the Rutgers University Press. Mr. Flaumenhaft is contributing two guidebooks to the series, No Royal Road, which treats classical geometry and its transformation, and Cosmic Views and Classical Suppositions, on classical astronomy and its transformation. Mr. Flaumenhaft has also had two articles accepted for publication in Humanities, January/ February 1992; "Breaking the Barriers between Science and the Humanities," and "Cosmic Views and Classic Suppositions." Annapolis colleague Adam Schulman is taking time to complete another work in the Masterworks of Discovery series on two 12 founding documents of the wave theory of light - Huygen's Treatise on Light, and Fresnel's Crowned Theories on the Diffraction of Light. Jonathan Tuck, recently appointed assistant dean, helped St. John's undergraduate students form a support group for two inner city Annapolis elementary schools. The St. Johnnies work one-on-one with at-risk children, as tutors and mentors. Jim Beall continued his work on astrophysics research as a consultant with the E. 0 . Hulbert Center for Space Research, Naval Research Laboratory, Washington, D. C. Mr. Beall supervises several St. John's undergraduates who are assisting in research projects at the Hulbert Center. Mr. Beall has been awarded a challenge grant from the National Science Foundation to enable St. John's to complete a domed observatory on top of Mellon Hall and install a permanently mounted 14" telescope and related equipment. �THE ST. JOHN'S COMMUNITY Undergraduate Students Admissions Applications at both campuses continued to be strong, even though the population of college-bound students is declining nationwide, thanks to an aggressive recruitment effort on the part of the admissions offices. Admissions representatives traveled to college fairs and schools throughout the country in 1990-1991. They supplemented these visits with evening interviews, informal receptions, and brealcfasts with school counselors. Computer systems allowed the offices to efficiently track applicants, and the Campus visits for prospective students were very successful due to an expanded training program for student guides. The admissions offices were ably assisted by alumni representatives and a studentrepre- Alumni Association ofSt. John's College, to outstanding juniors who possess the qualities of a genuine liberal artist. The St. John's Book Award is given at several high schools around the country. Students are selected for the award by a committee at each school which uses the following selection criteria: 1) the student loves to read, 2) the student possesses an outstanding enthusiasm for learning, and 3) the student wishes to pursue understanding of his or her reading through discussion, particularly with fellow students. Minority recruitment continues to be a challenge, but St. John's attempts to attract qualified minority applicants with specific activities such as programs for disadvantaged students, inclusion in college directories targeted toward minority students, and alumni participation in college fairs for minority students. COSTS Tuition, Room and Board sentative program. Some 75 students visited their high schools or called prospective students in their hometown areas. The students enjoyed the opportunity to explain the St. John's program to their peers, and prospective students seemed to appreciate the extra attention. Almost 200 alumni and some parents aided in recruitment as well. Alumni and parents hosted receptions, participated in college fairs, and interviewed prospective students. Several alumni also presented the St. John's Book Award, sponsored by the Recruitment of qualified students will continue to be difficult while the pool of college-age students remains small over the next several years. Through vigorous admissions and aid programs, however, St. John's should continue to attract a high caliber and diverse student population. Financial Aid The College believes that qualified applicants should not be denied the opportunity to attend St. John's because their financial resources are limited. Most aid 13 �THE ST. JOHN'S COMMUN ITY Commencement Honors and Prizes Annapolis and Santa Fe • A silver medal to the Seniors who have the highest academic standing: Heather Ruth Park (A) and Jarrell Robinson (SF) • The Senator Millard E. Tydings Memorial Prize given to the members of the Senior Class honored for excellence in speaking: Christopher Michael Newman (A), E. Suzanne Small (SF) • The members of the Senior Class who have written the best annual essays: James Robert Loftis IV (A), Angela Elena Mlinko (A), Margaret Farley (SF), Yanni Papadopoulos (SF), Jarrell Robinson (SF) • The members of the Junior Class who have written the best annual essays: Brian Cole (A) Julia Winiarski (SF) • The members of the Sophomore Class who have written the best annual essays: David Mitchell Jennings (A), Amalia Bernice Uribe (A), David McDonald (SF). Honorable Mention: Marsaura Shukla (A), Ronald Schrogham (SF) The members of the Freshman Class who have written the best annual essays: Zena Naomi Hitz (A) and Thea Agnew (SF). Honorable Mention: Curtis L. Davis (A) awards, therefore, are made on the basis of demonstrated need. As government resources to fund educational aid have declined, the College has moved to establish a combination ofendowed scholarship funds, current funds for student support, and loan funds to supplement federal funds. Fifty percent of entering freshmen at Annapolis and fifty-three percent ofentering freshmen at Santa Fe qualified for financial aid in 1990-1991. The need for educational assistance continues to grow. The challenge for the College is to be a responsible steward of the College's future and create external sources of funding for educational assistance so that scarce College resources will not have to be reallocated. Many generous people have assisted the College in meeting its financial assistance goals. Alumni RanletLincoln, Francis Mason, and Eugene Thaw established the J. Winfree Smith Memorial Scholarship Fund in honor of their beloved friend and tutor who died suddenly in 1991. More than 200 people contributed $43,000 to this fund in its initial year. Alumni, friends, and parents also contributed to scholarship funds established in previous years, such as the John. S. Keiffer Endowed Scholarship fund, the Southwest Scholars Fund, and Graduate Institute scholarship funds on both campuses. The commitment of these friends expands the College's resources and enables it to maintain a diverse and academically well-qualified student body. Undergraduate Life St. John's students in Annapolis and Santa Fe marked the 1990-1991 school year by enthusiasm for community service, both on campus and in the local communities. St. John's students worked as tutors and mentors to developmentally disabled and underprivileged youth, expanded recycling programs, participated in blood drives, led junior great books programs at local elementary schools, and assisted the elderly in a number of activities. St. John's College Search and Rescue Team in Santa Fe, now in its twentieth year, remains a model of town and campus coordination. In 1990 the team consisted of 77 members; 46 of these were students at St. John's. Training for this team includes survival, basic and advanced search and rescue techniques, and advanced pre-hospital care. Volunteers perform an average of 18 to 20 rescues a year. 14 Clubs and organizations continue to flourish, reflecting the diverse interests ofthe students. Under the guidance of Annapolis athletic director Leo Pickens, the St. John's rowing club increased training and acquired additional equipment. The club took part in several local regattas, winning several events. In addition to the sailboats available at the College, Annapolis sailing enthusiasts found berths on local yachts and participated in races on Chesapealce Bay; this activity was assisted by Arnie Gay, a member of the Board of the Friends. Brian Good, a sophomore at Annapolis, won a bronze medal in boxing at the National Collegiate Boxing Association Championshi ps. Mr. Good received training from the boxing coach at the College's neighbor, the U.S. Naval Academy. Fencing clubs now exist on both campuses, and students have the opportunity to take part in a variety of intramural sports. Each campus has a student newspaper and other campus publications. Theatre, political forums, the literary and discussion groups, film clubs, and many other groups and events compose the fabric of student life outside of the classroom. Career counseling continues to be a high priority on each campus. Career planning newletters were published, and students benefited from an expanded data base and resource library for internships, fellowships, and job opportunities. Alumni, parents, and friends of the College support the office with career advising and internship placement. Research into internships and fellowships was remarkably successful for St. John's students this year. Santa Fe student Jonathan Skinner became the fifth Rhodes scholar from St. John's College since Cecil Rhodes established the program in 1902. Mr. Skinner will study English language and literature at the University of Oxford in England for two years. Aaron Rosenbaum (A'91) and Hans Elzinga (SF'91) won Thomas J. Watson Foundation Awards for independent foreign study and travel. Mr. Rosenbaum will spend 1991 in Poland assisting with the modernization of the editorial, production, and design systems of the Gazeta Wyborcza, former underground paper of the Solidarity movement and now the largest newspaper in circulation. Mr. Elzinga will study community medical services in West Africa. Students won a number of other awards and prizes and participated in internships as diverse as business, scientific research, drama, �THE ST. JOHN'S COMMUNITY Commencement Honors and Prizes Annapolis and Santa Fe • The students who submitted the best original musical compositions: Richard Travis Hardaway (A), Benjamin Hargrave (SF) and music. St. John's College continues to be a place where students can explore individual potential as well as scholarly pursuits. The Graduate Institute Initiated on the Santa Fe campus in 1967, the Graduate Institute offers an interdisciplinary Master's degree program based on the same principles as the undergraduate program. Initially a summer program, it was established to serve the needs of teachers. It expanded to the Annapolis campus a decade ago and has grown to a year-round program on both campuses. The Graduate Institute is divided into four principal segments: Politics and Society, Philosophy and Theology, Literature, and Mathematics and Natural Science. A fifth 15 • The Henry M. Austin Poetry Prize given to the students who submitted the best original English poems. Nadine Shea (SF) • The senior men and women who by their participation) leadership), and sportsmanship have contributed most to the College's athletic program: Braulio Carlos Agnese (A), Joan Frances Ross (A), Karen Andrews (SF), Erik Selekman (SF) • The Graduate Institute students who submitted distinguished preceptorial essays in 1990-1991: Ellen M. Myers (A), Thomas Harris (SF) • The Thomas]. Watson Foundation Award given to a Senior for travel abroad: Aaron David Rosenbaum (A), Hans Elzinga (SF) • Chicago Business Fellowship: Abdul Nakkik, M. Gillani (A), Elizabeth Huebert (SF) �THE ST. JOHN'S COMMUN ITY Commencement Honors Annapolis • The student who submitted the best English version of a Greek text: Honorable mention: Clarence Wesley Alwan • The student who submitted the best English version of a French poem: Ramona Suzanne Denk • The student who submitted the best essay on a piece of music: Richard Travis Hardaway • The student who submitted the most elegant solution of a geometrical problem: Devin Farrell Rushing • The student who carried out the best laboratory project: John Michael Capps • The Caritas Society of St. John's College honors the member of the Senior Class who has contributed outstanding service to the Greater Annapolis Community: Sapna Babu Gandhi • The Charles Vernon Moran Prize to the member of the Senior Class who submitted the best work of visual art to the Community Art Exhibition: Anne Elizabeth Loyer • Elie Wiesel Prizer in Ethics essay contest winner: Christopher Michael Newman • Barry M. Goldwater Scholarship, to an outstanding sophomore who intends to pursue a career in mathematics or the natural sciences: Owen Anthony Kelley segment devoted to the consideration of History is offered periodically as well. Although for convenience, the curriculum is divided into these five areas of study, it is fundamentally interdisciplinary. The curricula of the segments have a basic continuity and constitute a single program of study. During the summer, up to 100 students from all parts ofthe country and from abroad enroll on each campus. Classes are held two evenings a week during the academic year and the course of study which is covered in eight weeks over the summer is spread over sixteen weeks. This makes participation in the program during the academic year compatible with part-time, or, in some cases, even full-time employment. While teachers continue to be the single largest professional group which attends the Graduate.Inst itute, the year round program also attracts individuals from other professions, many of whom attend more for personal reasons than professional ones. After years spent in jobs or professions, they have come to the conviction that they wish to be more intellectually challenged than is usually possible in their jobs. Most students who attend the Graduate Institute are in their mid-thirties, but an increasingly larger number of students are enrolling directly from undergradua te programs. Many of them plan doctoral studies, and the Graduate Institute 1s investigating ways to serve these younger students. The College is able to offer need-based scholarship aid to many of the students who attend the Graduate Institute. A number of teachers who attend the Institute receive financial support from their schools or state boards of education. In addition, the Graduate Institute has attracted fellowship support for teachers from foundations and corporations. A long range goal is to attract increased support for the Institute so that its programs can continue to be available to students from many diverse backgrounds. The Graduate Institute is an important College resource. It enables St. John's to reach outside its campuses to influence the education of young people around the country through the teachers who study here. It also helps the College reach a group of people whom it otherwise could notadults who are established in their lives who find a Master's degree in the liberal arts rewarding. 16 Alumni Association At a meeting of the Alumni, the Faculty, and Visitors and Governors of St. John's College held on February 22, 1827, a committee was appointed to "prepare a constitution for the organization ofa Society of the Alumni of St. John's College." That evening the committee reported a constitution which was unanimously adopted. From this beginning, the Alumni Association has grown and developed into today's nationally based organization which serves alumni throughout the country. Distinct from the College and governed by its own Board, the Alumni Association plays the dual role of representing the interests of the alumni to the College while also helping to continue the life of the College and liberal arts beyond graduation for alumru. In pursuance of the former, the Association nominates alumni members to the Board of Visitors and Governors which sets overall College policy and budget. The President of the Association is an ex-officio member of the Board and attends meetings. To achieve the latter, the Association has talcen an active role in encouraging alumni to form seminar groups and chapters in their own cities and towns. By creating opportunities for alumm to meet, socialize, and hold seminars, the Association helps alumni renew their affiliation with St. John's in the context of their present lives. The Association is supported in �THE ST. JOHN'S COMMUNITY Commencement Honors Santa Fe this work by alumni offices on both campuses. Starting from a base of four chapters a decade ago, alumni in Annapolis, Austin, Boston, Buffalo/Rochester/Toronto, Chicago, Dallas/Ft. Worth, Los Angeles/ Southern California, Minneapolis/St. Paul, New York, Philadelphia, Sacramento, San Francisco/Northern California, Santa Fe, Seattle, and the Washington D. C. area now meet together regularly. The Alumni Association is primarily committed to the continuing education ofits membership, so most chapters sponsor seminar programs and receive visits from tutors from time to time. These activities also give alumni from both campuses and from all generations the opportunity to meet and to get to know one another. The Association helps to bring alumni back to campus by providing financial assistance for both campuses. In addition, it sponsors a highly successful Alumni Summer Program in Santa Fe which features a full 17 • The Robert Neidorf Memorial Scholarship given to a member of the Sophomore Class: Ron Scrogham • The Duane L. Peterson Scholarship given to a member of the Junior Class for academic achievement) constructive membership in the college community and commitment to post-graduate study: Mary Welliver • The St. John 's College Community Scholarship: Class of 1992: Michelle Griest, William Hodge, Christopher Labonte, Karen (Taeko) Onishi. Mary Welliver, Class of 1993: Ronald Scrogham • The Thorne Endowment Scholarship for summer study in preparation for medicine: Class of 1991: Helene Folkart, Kenneth Geter, Class of 1993: Barbara Arnold, Leo Kelley, Class of 1994: Melinda Randall • The Rhodes Scholarship for study at the University of Oxford, England: Jonathan Skinner • The Henry M. Austen Scholarship in recognition of academic achievement and of talent in the writing ofpoetry: David McDonald • The Walter S. Baird Prize given to the senior who has demonstrated achievement in the arts, literature) or science: Benfamin Hargrave • Honored for Outstanding Pe1formance in Athletics: Class of 1991: Carey Bodenheimer) Michael Taylor, Class of 1992: Maureen Hatch, Class of 1993: Brendan O'Neill, Class of 1994: Dominique Bangasser • Honored for Outstanding Contributions in All Student Activities: Class of 1991: William Mansfield, E. Suzanne Small, Class of 1992: Karen (Taeko) Onishi �THE ST. JOHN'S COMMUNITY St. John's College is grateful to the following alumni,friends and parents for their assistance to the Admissions) offices: M. Brownell Anderson Mary Anderson A'87 Elisabeth Anderson A'86 Karen Anderson Bohrer A'79 Donald Booth A '68 Marcia Brown A'72 Margaret Burton Roger Burton A'86 Dan Christian AGI'83 Mr. and Mrs. Saul Cohen Peter V Davis A '73 Susan F. DeBacker A'76 David Dillard A'89 David Doremus SF'79 Michael Dubetz SF'77 Mr. Laird Durley A'79 Lovejoy Duryea A'67 Donald B. Edwards A'59 Valerie Edwards A'59 Glenda H. Eoyang SF'76 John B. Ertle A'84 Katherine Ertle A'84 Walter Featherly SF'77 Sallie Fine A'87 Anne H. Fitch A '73 Paul Frank A'82 Lynne Gately A'77 Geoff Garner A'86 Robert George A'85 Harvey Goldstein A'59 Mary Bittner Goldstein A'58 Keith Harrison SF'77 Paul Heylman A '744 Emlyn Higa SF'78 Allan Hoffman A'49 Chris Howell A'87 James Hyder A'84 schedule of activities for participants as well as seminars and preceptorials during a two week period flanking Homecoming weekend. In the summer of 1991, a week-long symposium on the Computer and the Liberal Arts ran contemporaneously with the first alumni week. It brought together twentyfive alumni, tutors, and students to consider the question, "What relationship, if any, does the computer have to the liberal arts?" Ongoing Association activities include helping the College's recruitment efforts by participating in receptions for prospective students, by presenting book awards in high schools, and by attending college fairs. Active chapter members support fundraising programs by recruiting volunteers for regional Annual Fund phonathons. Seniors are introduced to the Alumni Association through dinners hosted by Association Board Parents Parents ofSt. John's students and alumni are an important part of the St. John's community. They provide opportunities for career counseling and internships, host events for the College in their hometowns, give additional financial support, and are enthusiastic ambassadors for the St. John's program. Recognizing that parents are an inclispensible segment of the College's friends and supporters, St. John's College expanded programs for parents in 1990-1991. Both campuses published for the first time a Parents' Handbook, a comprehensive guide to the program and student life at the College. Parents of current students received the Handbook enthusiastically and responded with suggestions for additional information to be included in further editions. Members at various restaurants in Annapolis and Santa Fe. Alumni are kept abreast of Association and chapter activities with a newsletter published within The Reporter four times a year, and the Association will provide financial support for a new edition of the Alumni Register which will be produced in the near future. All of these activities serve to keep the lifelong members of St. John's- its alumniinformed and involved in the current life of the College as well as to enable them to renew their association with the liberal arts in formal ways. Parents' weekends were held on both campuses in the fall . One hundred eighty parents came to the Annapolis campus and 112 parents visited the Santa Fe campus. Parents were able to visit classes, participate in seminars oftheir own, see the campus, and meet tutors and administration representatives. For those parents who were not able to come to St. John's, the Santa Fe campus started a Parents Seminar Series. In 1991, Parents Seminars were held in Napa Valley, California, and Dallas, Texas. The program will be expanded, in combination with the Annapolis campus, to five cities in 1992. Parents ofAnnapolis students also received Parent's Line, the newsletter for parents, Continued on page 19 18 �THE ST. JOHN'S COMMUNITY Continued from page 18 three times during the year. Parent's Line contains profiles of tutors, information on financial aid and career counseling, and articles on campus life. The Community St. John's College is committed to serving the Annapolis and Santa Fe communities. Both campuses offer a variety ofprogramslectures, concerts, film series, community seminars, gallery exhibitions, and plays- to which members of the local community are invited. Some of these events are part of the on-going undergraduate Program while others are designed especially for the community. Annapolis sponsors the Great Issues series, the fourth and fifth of which were "Ethics and Business" and "Ethics and Law". After a keynote address, the audience breaks into small seminar groups co-led by College tutors and professionals in the field to discuss pre-assigned readings. About 200 people accepted an invitation to take part in a program of Seminars on the Constitution in Santa Fe during the observation of the 200th anniversary of the United States Constitution and Bill of Rights. Santa Fe hosts a Teen Leadership Camp designed to develop leadership activities in Northern New Mexico high school students. Santa Fe also offers two seminar days each year during which members ofthe community are invited to attend a choice ofseminars at no cost. The program draws approximately 500 people to campus. In addition to the events they sponsor, each campus also hosts events sponsored by others. Shalcespeare in the Park, a popular, local, nonprofit theatre group, found a new home on the Santa Fe campus when scheduling difficulties threatened cancellation of its 1990 season. Performances in the courtyard ofthe Meem Library drew capacity crowds throughout the summer months. "The Annapolis I Remember" sponsored by the Arundel Senior Assistance Programs was hosted in the Francis Scott Key Auditorium in Annapolis. Based on a massive oral history of the city from 1910 to 1965, the series included a photo exhibit and a play followed by a question and answer period. Members ofthe college community reach out beyond the borders oftheir campuses. In Annapolis, students and faculty members tutor and mentor in local public and independent schools. Students in the Santa Fe Search and Rescue unit train regularly in techniques of map reading, first aid, wilderness survival, rock climbing, and cliff evacuation. The team is called out in emergencies many times a year. The Santa Fe campus mails a quarterly newsletter from the President's Office which includes articles and information concerning topics in higher education to 2500 people throughout the nation. Annapolis conducts seminars for executives with Goldman Sachs Fried Frank and Mt. Sinai Medical Center in New York City, as well as an Executive Seminar series in Annapolis, a seminar series for the State of Maryland Legislators and for the Department of Natural Resources. St. John's College welcomes the participation and involvement of its local and national friends and is enriched by their ongoing interest and support. 19 Christopher Junker A'83 Ginger Kenney A '677 Miriam Landor SFGI'82 Ronald Landor SFGI'82 Bruce Laskey Barbara Leonard H'55 Richard Lightburn SF'76 Eric Lutker Darlene McCampbell Wilfred McClay A'73 Mark Mandel A'69 Melissa Mead A'86 Sundance Mete/sky AGI'90 Mark Middlebrook A '83 Kitty Morel SF'70 Joseph Morris SF'80 Alexandra Mullen A'84 Ed Mullinix A'45 45 Ginny Mullinix John Newell A'86 Juran Otto SF'77 Tia Pausic A'86 Stacey Philipps A'89 Philip Regier SF'77 Peter Rice A'59 John Ross A'69 William Warfield Ross A'47 Nancy Saint-Paul SF'77 Monika Schiavo A'84 Hazel Schlueter A'69 Lerry Schlueter A'67 Theophus Smith A '72 Christopher Stokes A'86 Jim Stone A'55 Elizabeth Twyford A '84 John Van Doren A'47 Bob Vincent A'84 Brian Walker SF'90 Jason Walsh A'85 Brooke Zykan A'85 �TREASURERS' REPORTS TOTAL REVENUES 1990-91 Five Year Review - Revenues and Expenditures - Annapolis 1986-87 Revenues D D D D D Tuition & Fees - 55.15% Auxiliary- 16.86% Grants & Gifts - 12.53% Endowment Income - 13 .36% Other - 2.10% Student Tuition & Fees State Appropriations Federal Grants Gifts and Private Grants Endowment Income Other Sources Total Educational and General $ 4,147 306 329 1988 -89 1987-88 $ 4,398 340 359 $ 4,905 363 442 1990-91 1989-90 $ 5,267 460 463 $ 5,672 481 375 486 1,086 163 780 1,157 120 654 1,419 174 694 1,530 223 632 1,971 270 6,517 7,154 7,957 8,637 9,401 Auxiliary Enterprises 1,110 1,156 1,467 1,675 1,847 Total Revenues 7,627 8,310 9,424 10,312 11,248 Expenditures TOTAL EXPENDITURES 1990-91 Instruction Academic Support Student Services Institutional Support Maintenance and Operation of Plant Student Financial Aid Mandatory Transfers $ 2,487 295 776 1,845 $ 2,839 317 838 1,751 $ 3,006 352 1,039 2,014 $ 3,541 371 1,122 2,205 536 1,240 5 591 1,466 6 628 1,513 10 582 1,927 112 Total Educational and General 6,676 7,184 7,808 8,562 9,860 Auxiliary Enterprises 1,103 1,171 1,590 1,698 1,707 0 0 (26) (52) 0 Net Increase/(Decrease) Inst~·uctional/Academic - 34.92% Scholarships - 19.20% Auxiliary - 13.95% General Institutional - 17.46% Student Services - 8.69% Facilities - 4.92% Transfers - .86% $ 461 1,079 1 Transfers from Reserves D D D D D D 2,495 273 724 1,643 $ 152 $ 45 $ 0 $ 0 $ (319) Five Year Review - Revenue and Expenditures - Santa Fe Revenues 1986-87 Student Tuition & Fees State Grants Federal Grants Gifts and Private Grants Endowment Income Other Sources $ Total Revenues 1987-88 3,369 42 359 613 937 142 $ $ 5,462 $ 1988-89 3,937 48 455 547 766 317 $ $ 6,070 $ 1,825 330 615 1,223 320 1,240 43 $ 1,993 374 653 1,232 451 1,366 110 $ 5,596 $ $ 1,109 967 142 $ 4,688 1989-90 1990-91 $ 4,998 103 458 474 768 342 $ 5,821 104 451 568 813 170 6,627 $ 7,143 $ 7,927 $ 2,216 383 725 1,333 467 1,609 135 $ 2,306 416 734 1,631 464 1,826 74 $ 3,146 479 754 1,564 479 2,216 74 6,179 $ 6,868 $ 7,451 $ 8,712 1,407 1,244 163 $ 1,708 1,352 356 $ 1,566 1,237 329 $ 1,666 1,303 363 77 499 431 768 184 Expenditures Instruction Academic Support Student Services Institutional Support Maintenance and Operations Student Financial Aid Mandatory Transfers Total Educational and General Expenditures Auxiliary Enterprises Revenue Expenditures Net Auxiliary Enterprises Transfers from Reserves Net Increase/(Decrease) 0 $ 20 8 (100) 0 $ 54 $ 15 0 $ 21 430 $ 8 �TREASURERS' REPORTS Endowment Funds Endowment Funds St. John's College - Annapolis June 30, 1991 Endowment Funds Tutorship Endowments Stringfellow Barr, H '49 Richard H . Elliott, 1917 Andrew W. Mellon Foundation Addison E. Mullikin, 1895 NEH Challenge Dr. Arthur de Talma Valk, 1906 Richard D. Weigle, H '49 Total Tutorship Scholarship Endowments Dr. Granville Q. Adams, 1929 Philip L. Alger, 1912 Annapolis Graduate Institute Annapolis Self-Help George M. Austin, 1908 Walter S. Baird, 1930 Betty Beck Bennett, 1960 Ford K. Brown, H '70 Chicago Regional Class of 1897 Class ofl898 Mrs. Clyde Alvin Clapp Richard F. Cleveland, H '54 Dr. Charles C. Cook Corp. George F. Cuniff III Clarence L. Dickinson, 1911 Richard A. Duhan, 1963 Faculty Scholarship Harry Golding Graduate Institute Edna G. and Roscoe E. Grove, 1910 John T. and Gertrude L. Harrison, 1907 John T. Harrison, Jr. Charles W. Hass, 1927 Richard H . Hodgson, 1906 Hodson Trust Alfred and Ruth Houston, 1906 Houston Regional Jesse H. and Mary Gibbs Jones Col. Robert E. and Margaret Larsh Jones, 1909 Robert E. Kanode Dr. Simon and Fanny Kaplan, H '84 Francis A. Katz, 1929 John Spangler Kieffer and Roxanna Kieffer Jacob Klein, H '76 Arthur E., Jr. and Hilda Combs Landers, 1930 Principal $ 500,000 313,432 2,679,845 2,489,954 1,318,306 300,216 500,000 $ 8,101,753 $ 1,100 5,001 3,823 30,000 50,000 27,625 2,595 24,226 6,140 8,672 87,933 90,593 15,050 13,705 270 1,000 9,582 110,849 4,170 Market Value $ 917,184 506,952 4,567,790 4,218,448 1,196,472 508,630 917,167 $ 12,832,643 $ 1,864 8,903 6,540 50,826 84,710 49,453 4,100 38,038 10,402 14,689 148,970 129,334 27,260 20,296 457 1,677 11,803 161,802 6,157 16,556 27,954 191,066 13,854 40 400,500 317,849 45,287 1,000 72,000 344,158 17,956 68 674,050 539,193 76,730 1,694 121,982 91,735 5,000 101,650 1,152 138,924 7,251 137,683 2,118 16,205 11,275 22,964 17,730 388,525 388,650 Market Value 50,000 50,000 45,370 63,776 19,023 52,000 6,515 1,120 12,500 5,440 7,056 70,845 $ Scholarship Endowment (continued) Joseph Lap ides Maryland National Foundation Massachusetts Regional Philip A. Myers II, 1938 Rev. Theo O'Brien Oklahoma Regional Dr. Thomas Parran, 1911 Pittsburgh Regional Reader's Digest Foundation Lenore B. Rinder Clifton C. Roehle Joan and Bela Ro nay Murray Joel and Julius Rosenberg, 19 38 Flora Duvall Sayles G. D. Searle/John E. Robson Hazel Norris and J. Graham Shannahan, 1908 J. Winfree Smith, 1980 Clarence W. Stryker Karl and Evelyn Van Tassel Frederick J. von Schwerdtner Richard D. Weigle, H '49 St. John's College $ Total Scholarships $ 2,755,341 $ 4,201,538 455 500 50,000 151 1,070 31,683 1,000 7,600 200 200 1,000 27,186 2,400 10,000 3,000 5,070 $ 779 762 84,710 288 1,965 53,672 1,609 7,531 339 339 1,609 47,946 4,219 18,077 5,083 5,020 Library Endowments Alumni Charles Edward Stuart Barton Benwood Foundation Faculty John P. Gilbert, 1946 Mary Safford Hoogewerff Jacob Klein, H '76 Robert J. Klingenburg, 1930 Dr. Jonathon D. Korshin, 1966 Dr. Oliver M. Korshin, 1963 Margaret Lauck Library Charles G. Mantz, 1875 Eugene and Agnes Meyer Ellen C. Murphy Andrew Pausley, 1990 Henry H. and Cora Dodson Sasscer (newspaper) Hilyer Gearing Shufeldt, 1955 Bert Thoms Elma R. and Charles D. Todd Luther A. and Clara B. Weigle Jack Willen Foundation in Memory of Murray Joel Rosenberg Total Library 21 Principal $ $ 91,723 65,487 76,865 86,939 34,426 88,098 11,063 1,897 20,635 9,928 11,944 129,961 9,404 2,000 75,000 13,877 3,897 94,959 3,664 26,576 7,806 8,000 1,677 25,911 45,630 6,302 24,016 12,954 7,229 2,759 44,286 65,907 1,500 16,000 1,815 39,000 3,600 2,541 29,343 3,287 66,073 6,404 1,000 1,694 204,430 $ 343,290 �TREASURERS' REPORTS Principal Endowment Funds Alumni General Endowments Alumni Charles E. Athey, 1931 Judge Levin C. Bailey, 1911 Gen. William C. Baxter, 1923 Drew H. Beatty, 1903 Dr. Robert A. Bier, 1919 Warren C. Bomhardt, 1942 Dr. William Brewer, 1823 Ford K. Brown, H '70 Frederick W. Brune, Jr. 1874 Rev. B. Duvall Chambers, 1905 Henry M. Cooper, Jr., 1934 Helen Cropsey and George Davidson, Jr., 1916 Robert F. Duer, 1921 Wm. W. Dunkum III, 1964 Douglas F. Duval, 1891 Col. Edmund P. Duval, 1905 Richard J. Duval, 1892 Philip H. Edwards, 1898 Joseph W. Fastner, Jr., 1960 Allen L. Fowler, 1915 John M .J. Hodges, 1904 Carl B. Howland, Jr., 1937 Dr. Amos F. Hutchins, 1906 Col. Clarence T. Johnson, 1909 Clifford L. Johnson, 1911 Helen B. Jones and Robert 0. Jones, 1916 Robert J. Klingenburg, 1930 Charles S. Kluth, 1952 Dr. W. Oscar LaMotte, 1902 John H. E. Legg, 1921 William Lentz, 1912 Leola B. and Col. Thomas W. Ligon, 1916 Capt. Henry B. MacMannis, 1924 Robert F. Maddox, 1876 William P. Maddox, 1921 William L. Mayo, 1899 Col. Harrison McAlpine, 1909 Vincent W. McKay, 1946 Ridgely P. Melvin, 1899 John Mullan, 1847 Walter C., Jr. and Virginia B. Mylander, 1932 Dr. James W. Nelson, 1918 Dr. John 0 . Neustadt, 1939 M. Keith Neville, 1905 Dorsey W. Offutt, Jr., 1925 John S. Price, 1931 Blanchard Randall, 1874 Major LeRoy T. Rohrer, 1903 Elliott A. Rosenberg, 1963 Harrison Sasscer, 1944 $ 415,686 18,059 2,800 25 1,239 10,665 20,000 250 1,669 1,362 2,638 2,000 $ Alumni General Endowments (continued) 704,868 27,468 4,693 34 2,169 3,033 19,820 424 2,965 2,304 4,473 3,388 32,625 3,925 20,000 1,000 1,000 1,000 2,620 2,000 1,000 1,000 1,000 1,291 100 100 49,369 6,607 19,820 1,830 1,830 1,830 4,439 2,965 1,694 1,948 1,864 2,186 169 169 26,420 7,600 20,000 5,140 23,223 2,040 44,625 7,531 18,074 8,708 39,153 3,456 5,400 4,500 1,650 2,000 12,219 650 22,906 225 20,000 9,199 7,522 2,795 3,338 20,703 1,101 37,645 390 33,884 7,978 3,000 1,239 2,000 5,000 2,600 1,181 200 14,595 9,550 13,757 5,049 2,101 3,388 4,518 4,778 1,999 339 26,158 12,994 Principal Market Value Endowment Funds Market Value 1,000 10,000 20,000 28,633 950 6,000 700 2,500 250 1,250 3,000 $ 870,653 $ 1,362,829 Student Loan Endowments $ George Friedland John David Pyle, 1962 Richard and Iola Schofield Loan Fund 44,081 8,650 706,333 $ 62,041 15,688 875,357 $ 759,064 $ 953,086 $ 1,000 308 58,682 $ 1,897 525 99,415 Total Alumni General Total Student Loans Prize Endowments Henry Austin Philo Sherman Bennett Walter I. Dawkins, 1880 Herbert C. Fooks, 1906; George H. Fooks, 1929; Burleigh C. Fooks, 1920 Floyd Hayden Bryce Jacobsen, 1942 John S. Kieffer, H '70 James R. McClintock, 1965 Charles V. Moran Susan I. Roberts, 1966 Mrs. Blair T. Scott Kathryn Mylroie Stevens Millard Tydings Total Prize Special Purpose Endowments Hertha S. and Jesse L. Adams Concert Endowment Beneficial Hodson Endowment for Teaching Excellence Beneficial Hodson Endowment for Mellon Hall Edward B. Cochran, 1944 Lectureship Fund for Tommorrow Lectureship Joseph H. Hazen Foundation Art Gallery Endowment 22 1,694 9,037 18,074 48,505 1,177 10,165 1,355 4,235 424 2,118 5,083 $ Charles H . Schoff, 1889 Warren J. Spector, 1981 Stuart C. Stackhouse, 1924 Prof. Henry F. Sturdy, 1906 Luther S. and Caroline Tall, 1921 Enoch M. Thompson, 1895 Col. Guy D. Thompson, 1916 Judge John T. Tucker, 1914 Dr. Robert S. G. Welch, 1913 Dr. Willis H. White, 1922 Gen.AmosW. W. Woodcock, 1903 Charles R. and Nancy Zimmerman, 1929 $ 75,398 50,000 1,677 169 3,156 2,099 1,030 854 2,583 904 2,118 9,386 1,000 103 3,078 1,175 647 945 1,467 543 1,250 6,041 $ 76,239 $ 125,813 $ 120,000 $ 203,303 332,093 505,970 100,000 126,624 4,127 6,000 6,946 10,165 1,000 949 �TREASURERS'REPORTS Endowment Funds Principal Market Value St. John's College - Santa Fe June 30, 1991 Special Purpose Endowments (continued) Hewlett-Mellon Foundations Presidential Discretionary Endowment, consisting of the following named funds: Arthur Vining Davis Foundation Margaret Avery Downs William W. Dunkum III, 1964 Stewart H. Greenfield, 1953 Hearst Foundation William and Flora Hewlett Foundation Col. C. Cary Jarman, 1917 Mr. and Mrs. Stewart Knower Andrew W. Mellon Foundation Thomas J. and Marion Slaley John L. Williams, 1950 Maid Compensation Endowment William S. Morsell, 1923 Athletic Endowment Kate Moore Myers Landscaping Endowment Eleanore Shindler Film Endowment Ruth Sutphin Garden Endowment Clare Eddy and Eugene V. Thaw, 194 7 Fine Arts Lectureship Victor Zuckerkandl Endowment Total Special Purpose General Endowments George A. Bingley Scott Buchanan Dunning Memorial Robert Maynard Hutchins William R. Kenan, Jr. Mackey-Mobbs Emily Boyce Mackubin Olga Richmond Adolph W. Schmidt, H '87 Richard Scofield Daniel E. and Jessie N. Weigle General Endowment Funds Endowment Funds $ 60,000 21,461 34,279 111,739 50,000 $ 59,459 21,498 33,970 114,073 47,367 45,000 5,650 1,000 45,000 9,988 20,000 10,000 44,768 5,777 1,003 44,768 10,216 20,242 19,517 10,000 16,942 124,349 1,550 898 232,138 2,162 1,381 25,900 20,000 44,354 33,880 $ 1,160,034 $ 1,607,472 20,250 5,820 10,000 500 300,000 6,300 75,192 2,000 25,000 2,716 2,500 576,583 $ 33,596 9,826 16,196 1,542 547,376 9,305 127,386 3,846 44,201 4,719 3,693 974,160 Tutorship Endowments Norma Fiske Day Chair Margaret W. Driscoll Chair John and Faith Meem Chair John D. Murchison Chair Total Tutorship Scholarship Endowments Emil Bistram Samuel Bravy Memorial J. Robert Cox Memorial Norma Fiske Day General Scholarship Fund Graduate Institute Fund William Hearst Foundation Helen and Everett Jones La Posada de Santa Fe Jerome LaPides Stanley Livingston Evelyn Mitchell Memorial Robert Niedorf Memorial C. Michael Paul G.D. Searle and Company G.D . Searle and Company, Graduate Institute Martha Sexmith Memorial Total Scholarships $ Total General Endowments $ 1,026,861 $ Total Endowment Funds $14,954,375 $ 23,202,517 1,775,846 Library Endowments Margaret Bridwell Bowdle Norma Fiske Day Library Building Maintenance Memorials and Life Memberships Total Library Quasi Endowments Alice Armstrong Ruby Armstrong Hewitt Cochran Ruth E.S. Curtis Debt Service Ruth Duncan Molly Ward Other Total Quasi Endowment 23 Principal $ Market Value 500,000 347,929 500,000 505,000 $ 753,992 363,839 604,137 513,579 $1,852,929 $ 2,235,547 251,280 43,147 6,495 200,000 101,080 11,202 50,000 150,000 6,000 50,000 12,750 25,000 12,435 90,000 63,750 $ 248,722 42,940 6,608 301,597 118,280 11,121 51,439 223,132 6,079 68,327 12,438 38,093 12,561 111,072 64,587 $ 11,250 13,859 11,398 15,004 $1,098,248 $ 1,343,398 $ 50,975 217,149 3,350 82,080 $ 75,854 327,327 3,347 110,979 $ 353,554 $ 517,507 $ 20,505 17,861 26,625 184,714 835,000 54,000 100,000 1,186,900 $ 21,108 18,364 27,376 194,240 932,086 53,747 99,532 1,344,789 $2,425,605 $ 2,691,242 �TREASURERS' REPORTS Endowment Funds Principal Market Value St. John's College Endowment Prize Endowments Henry Austin: Poetry Margo Dawn Gerber Junior Prize Fund Millard E. Tydings Weigle Senior Essay 1,500 1,141 1,250 1,000 2,088 $ $ 6,979 $ 10,122 $ 75,000 50,651 50,000 10,000 191,141 35,128 69,600 5,000 9,500 50,000 8,881 35,000 14,182 2,500 11,850 6,800 53,137 10,500 500,000 261,500 51,682 61,144 240,000 129,000 5,000 10,000 25,000 10,000 9,184 10,000 $ 90,720 71,127 60,480 10,175 199,463 42,490 71,284 5,087 11,491 60,480 12,879 50,755 15,647 2,533 13,536 6,750 75,197 10,684 597,634 283,473 57,601 60,858 243,486 156,038 5,711 10,652 28,557 13,853 47,008 10,516 $ 2,001,380 $ 2,326,165 $ 90,000 55,000 14,459 $ 90,626 57,102 15,054 Total Unitrust $ 159,459 $ 162,782 Total Endowment Funds $ 7,898,154 $ 9,286,763 Total Prize General Endowed Funds Arthur Vining Davis Foundation Barr and Buchanan Brown Foundation Thomas M. Carnes Gertrude Clark Thomas Evans Faculty Salary Challenge Feinberg Foundation Forrest Fenn Fondren Foundation Elizabeth and Alvin Graves Margaret Millikin Hatch Dr. and Mrs. Irwin Hoffman A. Scott Kelso Messmore Kendall Peter Lavelle Lead Trust Los Alamos Ranch School Sanford McCormick John Dabney Murchison NEH Challenge Grant Gerald Peters John S. Pratt President's Discretionary Fund M.C. and Hope Ritchie Adolph W. Schmidt J.I. Staley Eugene Thaw Claire B. Weigle Memorial Other Funds Warren Winiarski Total General Endowments U nitrust Endowments Robert Bart Thorne Foundation Marion B. Wasson $ 2,463 1,655 1,708 1,450 2,846 24 The St. John's College Fund is an entity set up to account for assets not specifically allocated to either the Annapolis or Santa Fe campuses. The assets are comprised of the following: Endowment Funds Alumni Scholarship Robert B. Davis Memorial Fund Donna Delattre Memorial Scholarship Jacob Klein Memorial O'Grady Memorial Fund A. W. Schmidt Tutorship C.V. Starr Memorial Life Income Funds Richard and Mary Weigle Retirement and Annuity Plant Funds Two parcels ofland in Monterey, California, to be used for a future college campus. Endowment Funds St. John's College - June 30, 1991 Endowment Funds Tutorships A.W. Schmidt Principal $ 500,000 Market Value $ 624,645 Scholarships Donna Delattre Memorial C. V. Starr Memorial Alumni Scholarship 22,553 360,500 13,977 30,733 512,291 15,677 Special Purpose Jacob Klein Memorial O'Grady Memorial Robert B. Davis Memorial 26,706 15,715 3,950 28,353 17,669 5,884 Total Endowed College Funds $ 943,401 $ 1,235,252 �INSTITUTIO NAL ADVANCEM ENT On the many pages which follow, St. John's College is honored to recognize the alumni, parents, friends, corporations, foundations, and associations who have contributed to the College during fiscal 1990-91 (July 1, 1990-June 30 1991 ). The length ofthe lists signify broad based financial support for St. John's and its unique educational program. In total, gifts and pledges to the College through both campuses exceeded 2.5 million dollars. Three special efforts highlighted advancement activities during 1990-91 . On the Santa Fe campus, plans for a library had been on the drawing boards for many years. With the concerted efforts of the College's board, administration, and special friends in Santa Fe, the $2.8 million needed to construct the library was assembled, the architectural plans finalized, and the groundbreaking held in the fall of 1989. In November 1990, the Faith and John Meem Library opened, one of the most exciting days since the opening of the campus. Central to the success of the library fundraising efforts were the Mabee Foundation and the Kresge Foundation which offered inspiring challenge grants. Those gifts, coupled with the generosity of two longtimefriends of St. John's College, Clementine Peterson and Faith Meem, who passed away during the year, enabled St. John's to begin and complete The Faith and John Meem Library. On both campuses, another type ofsuccess story was being written by alumni, parents, and friends of the College. Convinced that the long-term future of the College depends on a larger base of contributors of $1,000 and more, Warren Spector A'81,joined bya handful of others, offered the College $100,000. The $100,000 could be earned if the College could attract at least 500 donors of $1,000 or more by June 30, 1992. As of June 30, 1991, the number ofannual donors of$1,000 had grown from 88 inl988 to 327. Reaching 500 donors by June 1992 is challenging, but an extraordinary opportunity for St. John's College to help secure its future. The third special activity was the completion of the year long strategic and financial planning process which yielded concensus on the needs and opportunities of the College over the next decade. The College identified $80 million in needed improvements, primarily increasing its endowment for financial aid, faculty recruitment and retention, curriculum support, and outreach activities. These needs, combined with physical facility improvements on both campuses, will form the focus of an exciting, multi-year fundraising effort which, when completed, will secure the College well into the next century. The year 1992 will bring new challenges and opportunities. Nodoubttheywil lrequire equal or greater investments of volunteer time, energy, and resources if St. John's College is to continue. We express our appreciation to those listed on the following pages and look forward to earning your continuing respect and support. 25 �INSTITUTIONAL ADVANCEMENT - ST JOHN'S COLLEGE St. John's College Giving Clubs St. John's Giving Clubs honor donors who have expressed their commitment to excellence in liberal education by providing generous financial support to the College. Recognized m the following list are those donors whose exceptional generosity made a substantial difference in helping St. John's m Annapolis and Santa Fe meet some of its most essential needs in 199091. Founders Gift Club Gifts of $1 0, 000 and higher Abell Foundation Alumni Association Anne Arnndel County Anonymous Estate of Alice H. Armstrong Robert Bart Beneficial Corporation & Hodson Trnst Margaret C. Blaker Eva T. H . Brann Hedwig & Nicola Caiola Ray C . Cave Gerald & Sybil Cohen Estate of Ruth E . S. Curtis DHR Foundation First National Bank of Maryland Gates Foundation Thomas Powick Geyer William Randolph Hearst Foundation Irwin & Maya Hoffman Independent College Fund of Maryland Estate of Col. C. Carey Jarman Jennifer U. Johnson & Joe Duke Joyce & Seward Johnson James M. Johnston Trnst Estate of Charles S. Kluth Mrs. Arthur Landers, Jr. Lounsbery Foundation, Inc. Henry Luce Foundation, Inc. Donald J. Maclver, Jr. Marriott Corporation Maryland National Foundation Estate of Perrine D. McCune Estate of Faith B. Meem Andrew W . Mellon Foundation Elizabeth M. Mitchell Estate of Kate M. Myers National Endowment for the Humanities New Mexico Independent College Fund Paul K. Richter Memorial Fund Donald & Joyce Rumsfeld Sears- Roebuck Foundation Warren Spector J. I. Staley Still Water Foundation U S F & G Foundation Karl R. & Evelyn Van Tassel Christopher K. Watson Stephen & Julia Wilkinson Warren & Barbara Winiarski Sponsors Gift Club Gifts Between $5000$9999 Ahmanson Foundation Annapolis Banking & Trnst Company Annapolis Fine Arts Foundation Anonymous Arco Chemical Company Caritas Society of St. John's College Tom & Alice Carnes Mr. & Mrs. Alexander Christ Mr. & Mrs. Robert N. Downey Stephen L. Feinberg Stella & Charles Guttman Foundation Estate of Roxanne W . Kieffer John J. Leidy Foundation The Joseph Meyerhoff Memorial Trnsts Christopher B. Nelson & Joyce Olin Estate of Dorsey W. Offutt, Jr. Daniel S. Parker Evelyn Cook Richter Memorial Fund Charles & Mara Robinson Rohm and Haas Company Dr. & Mrs. George Schoedinger Marvin Slaves Theodore & Elizabeth Smyth Mr. & Mrs. Andrew D. Steiner John & Mira Van Doren Cora & Peter Weiss John L. Williams Barr & Buchanan Associates Gifts between $2,500 and $4,999 Anne Arundel County Commission on Culture and the Arts Peter A. Benoliel Booz-Allen & Hamilton C & P Telephone Company Deluxe Corporation Foundation First Interstate Bank of Santa Fe Stewart H. Greenfield Houston Endowment, Inc. Woody L. Hunt Mr. & Mrs. J. Parry Jones Ensign C. Markland Kelly, Jr. Memorial Foundation Estate of Melvin E. Kennell Barbara Brnnner Kiebler Maryland State Arts Council Timothy Miller Charles & Anne Nelson Mr. & Mrs . Frank Owens William & Anne Simmons Thomas & Marian Slakey Kevin & Paula Stacey Dorine Real & Lee Tepper Charles & Patricia Watts President's Council Gifts Between $1000 and $2,499 Mortimer Adler John D. Alexander* William & Susan Allen Allen, Johnson, Alexander &Karp American Honda Motor Company, Inc. Anonymous ARINC Bradley C. Arms Katherine & Thomas Ash William B. Athey Atlantic Records Foundation Baltimore Gas & Electric Company The Baltimore Sun Bankers Trnst Company Foundation Frank B. Bauer Pamille Jones Berg Robert Jay Bienenfeld Robert & Mary Kay Biern Jeffrey & Susan Bishop Sharon Bishop Warren Barnhardt* George & Martha Breed Brnce Ford Brown Charitable Trust Carol V. Calhoun John & Nan Chandonnet CIGNA Foundation Howard K. Cohen Joseph P. Cohen 26 Computer Sciences Corporation Crown Central Petroleum Corporation Ronald Davidoff Arthur 0. Davis Jessica & William M. Davis Nana May Dealy Charles & Valerie Diker William M. Dunkum, III* Robert E. DiSilverio, Jr. Eleanor Ditzen David Dobreer Evan Dudik Sally Dunn Allen Durling Lovejoy Reeves & William Duryea Ahmet M. Ertegun Exxon Education Foundation Farmers National Bank of Maryland Ronald Herbert Fielding Diana J. Firestone Lee Fischler Paula Fishback Barry L. Fisher Jean FitzSimon Charlotte Fletcher Stephen J. Forman Arthur Frommer Harvey M . Goldstein Mary Bittner Goldstein Daisy Goldwin Robert Goldwin Edwin & Anna E. Greenberg Catherine Gordon & David F. Gross Charles W . Gunter, Jr. Meyer & Raena Hammerman Foundation Mr. & Mrs. Alan H . Hammerman Jan & Jerry Hardesty Michael E . Harr Mr. & Mrs. Bruce Herr Henry B. Higman Christian A. Hovde IBM Corporation Mr. & Mrs. Fred Israel Bernard E. Jacob C. Cary Jarman* Philip Jemielita Mr. & Mrs. Thomas W. Johnson Fanny Kaplan Margaret Kelley Foundation, Inc . Kiplinger Foundation Charles Kluth* KPMG Peat Marwick Matthew & Sally Krane S. David Krimins Louis & Alice Kurs Jerome & Allene LaPides Anne L. Lane Barbara L. Lauer Peter A. Lavelle Barbara H . Leonard Clinton & Marta Lively David E. Long Sarah & Robert L.J. Long John P. MacDonald Francis Marks Maryland Casualty Company Francis S. Mason, Jr. Douglas Kirk Mayer McCormick & Company, Inc. Katherine & Ronald C. McGuirk Pamela McKee E. Leslie Medford, Jr. Patricia A. Meyer Mr. & Mrs. Stanley T. Mitchell MNC Financial Montgomery & Andrews, P.A. Mullen, Sandberg, Wimbish & Stone, P.A. Edward W. Mullinix Noxell Foundation Claxton J . O'Connor Dorsey W. Offutt, Jr.* Nancy W . Osius Vernon M. Padgett Pearl West Company Clementine Peterson Peterson Charitable Fund Pasquale Polillo Mr. & Mrs . Donald J. Povejsil T. Rowe Price Associates John Rees Mrs . William Richardson John & Margaret Robson Rogers-Wilbur Foundation, Inc. William A. Rohrbach Paul Rosenberg Mrs . Elerk Rosenblum The Rouse Company Robert Sacks Sacks Family Foundation Henry Harrison Sadler John Carl & Monika Schiavo Howard P. Schiff Adolph W. Schmidt Geraldine Duft), & Victor L. Schwartz Sedgwick James, Inc. Lawrence Sherman Sherman & Howard Julius B. Sherr Dr. & Mrs . Lawrence Silver Anne Slakey Thomas J. Slakey, Jr. William B. Slakey John Sandberg C & S/Sovran Edward & Lydia Sparrow Richard Squires Estate of Stewart C. Stackhouse * Designates an endowed annual gift �INSTITUTIONA L ADVANCEMEN T - ST JOHN'S COLLEGE Stewart Stackhouse* Stag's Leap Wine Cellars Samuel V. Stiles Michael Whitelaw Terry Valerie & W. T. Terry, Jr. Eugene V. & Clare Eddy Thaw Steven Dahl Thomas Flora Thornton Three Centuries Tours Thomas B. Turner The UPS Foundation George M . VanSant Susan A. Vowels Harriet Higgins & Edus Warren Mr. & Mrs. M. Gist Welling Peter A. Whipple Mr. & Mrs. LeRoy A. Wilbur Thomas J. Williams Winchester Foundation of Annapolis Winchester Foundation, Indiana John & Nancy Wirth K. Martin & Katherine Worthy Mr. & Mrs. William M. Wright Jonathan & Bernadette Zavin Haidi Zech Charles R. Zimmerman* Francis Scott Key Associates Gifts Between $500 - $999 A. Scott Abbott Mr. & Mrs. John Agresto The Allen Group Allied-Signal, Inc. American Express Foundation American Trading & Production Corporation Sigmund Amitin M. Brownell Anderson A T & T Foundation Baltimore Life Insurance Company Mr. & Mrs. William F. Banks Mr. & Mrs. Guillermo Barnetche George F. Bingham Deborah R. Bowers Frank D. Brown Jr. Charitable Trust William H. Brubeck James & Lisa Carey John C. Carle Carter-Wallace, Inc. The Coca-Cola Company Pablo Collins Paul R. Comegys Council, Baradel, Kosmerl & Nolan, P.A. CSX Transportation, Inc. Constance & William A. Darkey DDB Needham Worldwide Digital Equipment Gaylord Donnelley Mr. & Mrs. William B. Dunham E.I.L. Instruments, Inc. Michael H. Elias L. Diane Evans Fidelity Deposit Company of Maryland James H. & Heloise Frame Mr. & Mrs. Edmond W. Freeman, III General Motors Corporation Mr. & Mrs. Richard N. Golding William A. Gross, Jr. GTE Corporation Gudelsky Family Foundation J. J. Haines & Company, Inc. Janis & Malcolm R. Handte Hartman & Crain Donald Heider Hewlett- Packard Company Paul M. Heylman Allan P. & Margie Hoffman Mr. & Mrs. George Hoffman James E. & Lydia Hood Mr. & Mrs. Graeme Hunter Jonathan & Marion Hustis The Israel Foundation Peggy & William K. Jones Else S. Klein Georgia S. Knight Oliver Marc Korshin Abraham & Ruth Krieger Family Foundation Duane Kullberg Stanley N. Kurtz The Lalley Charitable Fund Jerome G. Lansner Alfred J. Law The Rev. & Mrs. Allen Lewis Richard O. Light burn Michael Littleton Owen M . & Vicki Lopez Thomas Lusk John D. Mack Manpower Temporary Services Frank B. Marshall, Jr. Martin Marietta Corporation Stephen R. Matz Molly McDaniel Peter S. McGhee Mr. & Mrs. James C. Meem Mercantile Safe Deposit & Trust Company Mrs. John B. Metzenberg Michaelson, Krause & Ferris, P.A. Barbara T. Miller Peter S. Morosoff Lucille G. Murchison Marilyn B. Mylander Northwestern Mutual Life Insurance Company Julia Perkins Leo Paul Pickens PNM Foundation, Inc. Daniel J. & Teresa Engler Raizen Edmund F. & Sallie Ann Raspa Catherine F. Reyna! Mr. & Mrs. Robert Rosenberg Lane G. Russell Frederic Sammons Santa Fe Chamber of Commerce The Santa Fean Magazine Frederick Schuchman, Jr. Mr. & Mrs. S. Spencer Scott Joseph E. Seagram & Sons, Inc. Second National Savings Bank Melissa & Steven Sedlis Austin Speigel Bertram E. Spriggs Mr. & Mrs. Fredrick Stires St. John's Alumni Association Allan L. Swartzberg Ruth Swartzberg Craig & Marylou Symonds Jeremy P. Tarcher Texas Instruments Foundation Ting Chuen Tsien UNC Incorporated Edward D. Weinberger Westinghouse Electric Corporation Julie Nietz & Mark A. Wielga Mr. & Mrs. Ted C. Williams Gary Michael Wolff Malcolm Wyatt Denis Yaro Mr. & Mrs. Melvin T. Yost, Sr. King William Associates Gifts between $100 and $499 Ann Aceves Carlos Acosta Actex Publications Jonathan Adams & Bonnie Hoffman Adams Mr. & Mrs. Raymond J. Adams Ernie Adamson Mark A. & Nancy Adler Capt. & Mrs. Robert Adrian AEGON USA, Inc. Aladdin Travel Agency, Inc. Anne Albrink Alcoa Foundation 27 Robert Alexander, III Walter Alexander Alexander & Alexander Lisa Marie Allard Annice M. Alt Mr. & Mrs. James F. Altherr Amoco Foundation, Inc. George Anastaplo Mr. & Mrs . Charles Anderson Elisabeth & Paul Victor Anderson Stephen S. Anderton Karen Ann Andrews Mari Anixter Annapolis Bus Company Anonymous Meridith Artis Anthony John M. Armstrong Peter J. Aronson The Arundel Corporation ASARCO Foundation Gilbert Asher David & Susan Ashmore Gerald Atterbury Franklin R. Atwell Sam Austell Marilyn Joyce Avery Mr. & Mrs. Carlos L. Azcarate Bruce Joseph Babij Mr. & Mrs. Stephen E. Bachand Roland J. Bailey Mr. & Mrs. William C. Baker Eugene Baldwin N. Hansen Ball Elizabeth Christian Banta John Barber Maureen Barden Constance Baring-Gould Courtlandt D. Barnes Rene Barnes Mr. & Mrs. David Barton Richard W. Barton Victor E. Barton Grace Logerfo Bateman Mary L. Batteen Harold Gene Bauer Ann Baumann Ethan Bauman Jonathan & Marion Baumgarten The Rev. & Mrs. Edmund Baumgarten Gregory D. Bayer Beach Products, Inc. Joseph L. Bean Allan R. Becanstein Becton Dickenson Microbiology Mr. & Mrs. Glenn K. Bell John Stark Bellamy Mr. & Mrs. Melvin Bender Stephen Benedict George L. Bennett Raphael Ben-Yosef Dennis Berg Elizabeth Molnar Bergan Stephen W. Bergen Mr. & Mrs. Maurice Berlin Linda & Mark Bernstein Carl Bertolino Mr. & Mrs. Joseph Besher W. James Bienemann Black & Decker Luther G. Blakiston Michael Blaustein Jan & Kathleen Blits Ray Boedecker Mark Bolsterli Roberta Petty Bond Mr. & Mrs . Lewis T. Booker Donald A. Booth Mr. & Mrs. R. Barry Bordon John Pierce & Margaret Borders Chester Carl Bostek Anita Tarrant Bourke Mr. & Mrs. Robert J. Bowen S. Douglas Bowers James E. Boyle BP America, Inc. Carolyn Brenner William Brill Alan P. Brockway Edward David Bronfin Dr. & Mrs. B. J. Brooks Joe B. Brooks Dr. & Mrs. Harold Brown Richard G. Brown Alex Brown & Sons, Inc. Judge George Brunn The Brunswick Foundation Honor Heyward Bulkley Mr. & Mrs. John H. Burgess Robin & Roger C. Burk Christian Burks James Martin Burress Jaclyn Button Clifford R. Buys Janice C. Buys Ann Browning Byers Mr. & Mrs. Edward Callahan Mr. & Mrs. Jeffrey Callahan Campbell Foundation, Inc. The Hon . James F. Campbell William Watt Campbell Anthony J. Carey Mr. & Mrs. Bengt Carlson Jack Ladd Carr Mr. & Mrs. King Carr Mr. & Mrs. Courtney H. Carswell William A. Carter Mr. & Mrs. Jacques Cartier Mr. & Mrs. Richard V. Caruso Mary C. Cason Caterair International Charles S. Catherman * Designates an endowed annual gift �INSTITUTIONAL ADVANCEMENT - ST JOHN'S COLLEGE King William Associates (continued) Mr. & Mrs. John Paul Causey Chase Bank of Maryland Chesapeake Corporation Foundation Chevron Corporation Nathanial John Chew Samuel P. Chew, Jr. Kirk D . Cheyfitz Larry B. Childress W . Boswell Childs Patrick Cho Mr. & Mrs. Richard Chollet Bryson G. Christhilf Mr. & Mrs. Philip S. Church Citicorp Virginia Ochs Clagett Garnett Y. Clark James H. Clark Ralph E. Clark Lindsay E. Clendaniel Bernard S. Clorety Albert P. Close Mr. & Mrs . William C. Clouspy James A. Cockey Mr. & Mrs. John R. Cogdell Mr. & Mrs . Robert L. Cohen Carol Colatrella Christopher Colby Mary Louise Cole Colgate Investments Colonial Pipeline Company Geoffrey Comber Ralph H . Condit Conte! Corporation Don Cook Mariana Cook Coopers & Lybrand Foundation Pamela Corey-Archer Corning Glass Works Foundation Corporate Software, Inc. Mr. & Mrs. John J. Costa Mary Coughlin Thomas C. Cover, Jr. George A. Cowan Gregory R. Cowell Mrs. Wilbur F. Coyle Joe T . Coxwell Paul G . Cree, Jr. Steven Crockett William J. Cromartie Arthur W . Crooke Dr. & Mrs. Cecil C. J. Cullander William F. Cullom Anne G. O'Malley Culotta Dale B. Cummings Christopher Martin Currin Henry A. Czelusniak Anthony Daddino Celia Yerger David Bernard F. & Paula T . Davidoff Peter J. Davies Carmel F. Davis Ken E. Davis Larry S. Davis Patrick D. Davis Henri De Compiegne, Jr. Dellheim Foundation Stephen DeLuca Mr. & Mrs. Donald Dement Anita J. Gerber Denison Helen M. Derbyshire Vernon E. Derr Samuel H . Desch Dr. & Mrs . B. W. DeShazo Philo Dibble Marian Ordway Dines Dixon Valve & Coupling Company Phyllis Sachs Dixon Elizabeth A. Dobbs Martin J. Dobyns Capt. & Mrs. Charles R. Dodds William T. Doherty, III Thomas J. Dolan Donaldson, Lufkin and Jenrette Mr. & Mrs. Bob Donlan R. R. Donnelley & Sons Company Joseph Donner Mr. & Mrs . Hillard Donner Janet Dougherty Dr. & Mrs . Thomas Dourmashkin Dow Chemical Company Dow Jones & Company Nathan Adams Downey John B. Draper Mr. & Mrs. Peter W . Drake Susan Martin Dressel Murray Dry Mr. & Mrs. George F. Dudik Miriam Golub Duhan Samuel F. Dunbar Mr. & Mrs . Max C. Duncan Kevin Dungey Edward J. Dwyer Bobbe Dyer Mr. & Mrs . Richard Edgerton Editorial Services Mr. & Mrs . Robert K. Edson Donald B. & Valerie Edwards Jethro M. Eisenstein Robert Charles Elliott William P. Elliott George & Sara Ellis Peter & Priscilla Ellison Caroline B. Emeny Empire Builders Supply Company, Inc. Col. & Mrs. Allan J. English Mrs. William K. Enright Ensign- Bickford Foundation Glenda H. Eoyang Alice Gibbs Ericsson Theodore Ernst Sharon E. Ettinger Sandy Eubank John S. Eustice Matthew S. Evans Matson G. Ewell Mark Bernard Fabi Richard M. Fairbanks, III Kim Preston Fairchild Joseph J. Faraone Lawrence Feinberg Mary Mary Feldman Mr. & Mrs. Maurice R. Feldman Jon T . Ferrier Mary Wilson Filardo Paul Finney Fireman's Fund Insurance Company Foundation Howard Fisher Joanna Fitzick Harvey & Mera Flaumenhaft Inger Aarnas Flynn Bernard G. Fold Charles A. Forbes, Jr. Virginia Ford Mr. & Mrs. Robert T. Forrest Arthur Fort, Sr. Mr. & Mrs. Nicholas Fotos Dr. & Mrs . Gary P. Francke Debra & Michael Lee Franklin Grant Franks & Martha Dabney Mr. & Mrs. Gary Freeman Mr. & Mrs. Leo E. Friedenwald Memorial Fund Daniel Hilary & Susan L. Friedman Friends of the Rowing Club Mr. & Mrs. Robert Frierson Alvin Fross Paula J. Fulks Mr. & Mrs. Forrest F. Fulton Thomas I. Fulton, Jr. Mr. & Mrs . Jesse Fussell Bonnie L. Gage Nora Gallagher Mr. & Mrs . Crombie Garrett Stephen Robert Gates Mr. & Mrs . Francis Gazzolo Emi Sarah Geiger General Dynamics Genstar Stone Products Company Lynda George Bernard F. Gessner Milo H. Gibbons John Francis Gibson Mr. & Mrs. William Gibson Gibson's Lodgings 28 Mr. & Mrs. William W. Gilbert Stephen Gerard Gilles Paul John Giordano Mr. & Mrs . Charles Gleeson Michael W. Gold Jane Goldberg Mr. & Mrs. Clarence Goldberg Mr. & Mrs. Larry Goldberg Robert Goldberg Samuel T. Goldberg Allen A. Goldstein Elizabeth L. Goldwin Ted R. & Elizabeth L. Gonzales Mr. & Mrs. John Goodwin Gregory A. Gordon Winson G. Gott, Jr. Graduate Institute Class of 1990 Mr. & Mrs. Eugene D. Graham Joseph N. Granados Mary Palevsky Granados Comfort & Edward F. Grandi John Gray Joseph B. Gray Michael Kevin Green Bruce M . Greenfield Caren Leigh Greisman Cynthia Grenfell Mr. & Mrs. Donald S. Grubbs, Jr. Carol Gruenburg GTE Foundation Paul Hagedorn Richard M. Hager Pattie Turner Hall Robert J. & Andrea Ham Dr. & Mrs. Peter V. V. Hamill Emily Hamilton Charles R. Hamm, Jr. Stephen N. Hammell Hammond Editions Nancy Hammond Nash Hancock Ernest W. Hankamer Elizabeth Hansen Wendy Barnwell Thomas D. Harvey Marc Leland Haynes Robert Hazo Hechinger Foundation The Hecht- Levi Foundation Gen. & Mrs . W . Russell Hedrick Ernest J. Heinmuller Mr. & Mrs. Julius D . Heldman Anna Braswell Heldreth John B. Heller Rabbi Leonard A. Helman Henderson-Webb, Inc. Virginia Hendley Theodore Hendricks, Jr. Cmdr. & Mrs. James D. Hendry Howard V . Herman Mr. & Mrs. Michael J. Hermanoff G. Edward Herzer John P. Hetland Gary A. Hetrick Mr. & Mrs . James L. Highsaw, Jr. Henry Higuera Robert S. Hill WilliamC . Hill William King Hill Carol L. Hinds Faith Hawley Howarth Hoechst Celanese Corporation Snowdon Hoff, Jr. Charles E. N . Hoffacker Joseph C. Hofman, Jr. John F. Holland, III Steven M. Holland Richard W . Holle Ted Holmberg Cecilia M . Holtman Jae Holzman Kenneth Hom Nancy Redman & Steven T. Hoort Arthur C. Horvath James A. Houck Elizabeth B. & Wade Hover Howell Charitable Foundation Christopher A. & Sabrina Howell H . Gerald Hoxby F. Kay Huebner Robert F. Hunt Charles B. Hunter Francis G. Hurlock Charles Norman Hurt Marjorie Hutter Rosalind A. Hutton Charles D . Hyson Robert N. Ikari Ingram Industries, Inc. Virginia M. Ingram-Wells Maria Christina Ironside Robert H. Irrman Richard E. Israel ITT Corporation Mr. & Mrs. Robert A. Jablon Allen C . Jackson Elmer M. Jackson, Jr. Robbyn Lea Jackson P. Janee Jacobs Paula Jacobus Mr. & Mrs. J. V. Jamison G. Arthur Janssen Peter W. Janssen James Nels on Jarvis Josephine J. Jaster Dr. & Mrs . Emery C. Jennings Kari Jenson John Joanou Amy & James W. Jobes Mrs. Remson Johnson, Jr. Reverdy Johnson �INSTITUTIO NAL ADVANCEM ENT - ST JOHN'S COLLEGE Robert S. Johnson Johnson & Higgins of Pennsylvania, Inc. Arthur Jones Mr. & Mrs. David Jones George Jones, III Dr. & Mrs. Joseph J. Jones Mark Durham Jordan Martha Jordan Michael C. Jordan Lisa Juday Mary Pat Justice Arthur Kahn Lawrence Kantor David L. Kaplan Tina Kaplan Diana Katz Diana Katz Marketing Services Francis Katz Michael C . Keane Martha C. Kearsley Ralph H. Keeney Mr. & Mrs. Daniel T. Kelly, Jr. Kelly-Springfield Tire Company Arthur D. Kelso, Jr. Norval F. Kemp Gay Singer Kenney Steven Key David J. Keyes Jeremy Kilborn Joseph Killorin Edward A. Kimpel, Jr. Christopher A. King Judy Kistler Ralph L. Klein Mary & Peter L. Kniaz Mr. & Mrs. Stoddard Knowles Bruce Kolman Mr. & Mrs . Nathan Korshin Mr. & Mrs . Arthur Korunsky Daniel J. Kowalski William Kowalski, Jr. Mr. & Mrs. Steven Krawiec Mr. & Mrs . Kazimierz Kreft Lewis J. Kreger Paul G. Krol Marielle Hammett & Kenneth Kronberg Mr. & Mrs . Roland Kuniholm Henry Kyle Mr. & Mrs. Brian J. Lalone Peter Lamar Mr. & Mrs. Charles Lamb Ronald & Miriam Landor John J. Lane William F. A. Lang Mr. & Mrs. John Lansdale, Jr. John M . Larson Edward F. Lathrop Mr. & Mrs . Robert H. Laws Dr. & Mrs. John C. Leadbeater Dr. & Mrs. Mario L. Lecuona Claude S. Leffel, Jr. Legg Mason Wood Walker Allison Karslake & Don S. Lemons John Lenkowski Anker Anthony Lerret James S. LeVan Jere my C. Leven Lawrence L. Levin Mr. & Mrs. Ralph L. Levy Robley Timmins Levy E. Brien Lewis Nancy R. Lewis Dexiang Li C. Ranlet Lincoln Sweetser Linthicum Thomas J. Lipton Foundation, Inc. Pamela Maxon Lobdell John J. Lobell John J. Logue Julia G. Long Mr. & Mrs. Donlin M . Long Oscar L. Lord, Jr. James A. Lorenz Lucky Productions Nelson Lund William P. Lundy Dr. & Mrs. Frank J. Luparello Thomas D. Lyne G. Taylor Lyon, Jr. David R. Mac Donald Macht Philanthropic Fund Mr. & Mrs . James Mackey Steven Hunter Mackey Thomas L. MacNemar Barbara & Merle Maffei Stephen Mainella Nicholas Maistrellis James Maldonado Matthew T. Mallory Elizabeth & Richard Malmgren Management Consultants James F. Mann Ellis Manning Harvey C. Mansfield, Jr. Manufacturers National Corporation Joseph Manusov Hugh Mappin Mr. & Mrs . John Mappin Arnold L. Markowitz J. Willard Marriott Foundation Mr. & Mrs. Walton H . Marshall Glenn L. Martin Foundation John D. Martin Keith R. Martindale Maria Kayanan Masinter Carolyn & Richard Massei! Edward L. Mattison Dr. & Mrs. R. John Maxwell Sarah Maxwell Mr. & Mrs. Michael May Bruce Carroll McAlister McCarthy Family Foundation McCormick Paint Works Company J. G. Mc Curry Mr. & Mrs. Milo L. McGonagle McHugh-Lloyd-Tryk Architects Dorik Mechau Christian J. Mech els Carla Ruth Meeske Mr. & Mrs. Harold Melton Merck Company Foundation Dawn Ellinwood Meredith M . Virginia Meredith Orsell M . Meredith, Jr. Theodore 0. Meredith Meridian Healthcare Merry-Go- Round Enterprises, Inc. Patricia Metzger Thomas J. Meyers Mark Andrew Middlebrook Mrs. Anthony Mileto Anthony D. Miller Mr. & Mrs. Barry Miller Miller & Chevalier Foundation Mr. & Mrs . Haydock H. Miller Benjamin Milner Harold A. Milstead Mine Safety Appliance Company Mr. & Mrs . Kenneth R. Mitchell Mrs . Charles C. Molter David A. C. Moore Mr. & Mrs. John B. Moore, Jr. Harold Maurice Morgan, Jr. Jeffrey Morgan Joseph P. Morray Alexander B. Morse Mr. & Mrs. Charles A. Morse Ben Moskowitz Mullan Foundation, Inc . Sarah Robinson Munson Victoria T . Murphy Fiona & Frank B. Murray Dr. & Mrs. Lawrence G. Myers Philip Myers Thomas J. Myers Jack Nadol National Westminster Bank USA Nationwide Foundation Nationwide Mutual Insurance Martha Wendt Nesbitt Dr. & Mrs. Frederick Ness W. Robert Nethken Virginia S. Newlin James Thomas Newman New York Life Insurance Company 29 Ann Nicholl Jody Lynn Nicodemus Robert E. Nichols Peter Allen Norton Robert L. November Anthony J. Nyberg Mr. & Mrs. Daniel W. O'Brien Rosanne Gleason O'Connor John A. Odom, Jr. Donnel & Janet O 'Flynn John F. Ogonowski Mr. & Mrs. James 0 . Olfson Eric Olsson Prof. & Mrs. Hironori Onishi Arny L. Oosterhout Frank V. Ortiz, Jr. Susan M . Otto John Owens William C. Owens Frank Pagano Thomas G. Palmer Andrea Pariser Kevin William Parker Mr. & Mrs. Jerome Parks Morris A. Parslow George W. Partlow William Pastille Dr. & Mrs . W. Scott Payne PDI Daniel Steven Pearl Peat Marwick Main Foundation Gerald E. Pemberton Peoples Security Insurance Company Perdue Farms, Inc. Milton Perlman Robert J. Perry Peter Pesic Edoaurd & Sally Petrequin David Pex PHH Foundation Mr. & Mrs. Kenneth Phifer Dr. & Mrs. Errol Phillip Philip Morris, Inc. Dr. & Mrs. S. F. Phillips Deborah Photiadis-Berger Anthony C. Piazza David A. Pierce Mr. & Mrs. Joseph Pietrus Piper & Marbury Mr. & Mrs . A. Lincoln Pittinger Constance & James A. Pittman Alan R. Plutzik L. Harvey Poe, Jr. Suzanne Pogell Sanjay Poovadan Mr. & Mrs. Richard E. Poppele Sydney W. Porter, Jr. Temple G. Porter Charles Curtis Post Alex Sten Poulsen Thomas H. Powell, Jr. Deborah S. Powers PPG Industries Foundation Mrs . Theodore Pratt Preston Trucking Company, Inc. Susan Louise Price Price Waterhouse Foundation Mr. & Mrs. Richard Pritzlaff The Procter & Gamble Fund Professional Courier Service Dr. & Mrs. Gerald F. Prohaska Thaddeus E. Prout Provident Bank of Maryland Mr. & Mrs. Rudy Pruden Thomas Prufer Dr. & Mrs . Douglas Puryear Quaker Chemical Foundation Michael J. Quinette Ramsey, Scarlett & Company, Inc. Catherine Randall C . Philip Randolph Joseph E. Rankin John Peter Rask Stephen Rawls Gail Webber Redd Philip R. Regier N . Jurgen Reinzuch Deborah & Gilbert Renaut William D. Rendall Paige Rense Robert H. Reynolds Tina Rhea Beate Rhum Von Oppen Peter Milton Rice Mrs . Woodward B. Rich Keith A. Richards Bill Richardson Mr. & Mrs . David J. Riley Henry M . Robert, III A. Haeworth Robertson George L. Robson James R. Roseberry, Jr. Maurine Hellner Rosenberg Paul L. Rosenberg Deborah Jane Ross John M. Ross William Warfield Ross Juliet Rothman Peter Ruel June Harrison Russ Mike Ryan Deborah R. Sack Mr. & Mrs . Robert Saja William G. Salter Linda J. Sampey Deborah A. Sarkas Robert B. Sasscer Helen Scharbach Paul Schatzberg Walter Schatzberg Daniel C. & Janet Schiff John Ward Schillo Rudy Schmick Schneuit Foundation, Inc. Phyllis Marie Schoenberg �INSTITUTIONA L ADVANCEMEN T - ST JOHN'S COLLEGE King William Associates (continued) Abraham Schoener Allen P. Schoolfield, Jr. Janet G. Schroeder Kurt Schuler Dr. & Mrs. Bradford Schwartz Dr. & Mrs . William Schwartz Mr. & Mrs. Ernest Schwartz Margaret W . Schwartz Norton B. Schwartz James B. Scott Iona Sebastian Judith Seeger Richard B. Sellman Mrs. Guy Shaffer Jeremy Shamas James W . Sharp Bennett & Joy Shaver Mr. & Mrs. Carl D. Sheppard Judith Sherman John W. Shoemaker Carla Snuggs Showacre Hilyer Gearing Shufeldt Carol D . Shuh Henry S. Shyrock, Jr. J. Burt Siemens Kathleen E. Siepel Lester S. Silver Haven E. Simmons Ronald L. Simmons David L. & Karen Simon Barbara Sherman Simpson Carole Cunningham Simpson Bruce H. Sinkey Jonathan H . Sinnreich Esther Slaff Andrew J. Sloniewsky Michael Charles Slota Deirdre Lenihan Sloyan Anne & Benjamin C. K. Smith Frances J. Smith Frederick L. Smith J. Winfree Smith Jeanne Harrison Smith Jessie Parton Smith L. Wheaton Smith Mary Grant Smith W . Kyle Smith, Jr. William Ward Smith, Jr. Susan Smolin Robert P. Snower Louis L. Snyder Edward C. Sommer Maxine Sonnenburg Roland More Sonnenburg Helen R. Sparrow Carl J. Spector William L. Sprankle Eric Osmon Springsted Graham Spruiell Joan Vinson & Richard Stallings Vincent Cotton Stanley State Farm Companies Foundation Mr. & Mrs. William Angus Steadman, II Marlene F. Steinberg Thomas W . Stepnowski John Sterrett Martha Kaufman Stone Mr. & Mrs. John Harvey Strange Lelia Adams Straw David C. Streett Elizabeth Strohl Marlene Strong Mr. & Mrs. Kendon L. Stubbs Sun Microsystems Foundation, Inc. William D. Sutherlin C. Robert Sutton Mr. & Mrs. Bergen R. Suydam Maynard & Paula Swayne Mr. & Mrs. Leonard W . Swett Syntex Laboratories, Inc. Tandy Corporation Tate Industries Foundation Lloyd F. Taylor Richard B. Taylor Mr. & Mrs. Charles E. Taylor Carl & Ann TenHoopen Elaine Fulton Thompson Robert T . Thompson Mr. & Mrs. Thomas 0 . Tilghman, Jr. Carol & William R. Tilles Edith Timken James M. Tindall, Jr. Todo Mundo James M . & Jane Tolbert Mr. & Mrs. Michael Toomey David Lee Townsend Francis J. Townsend, Jr. Harry Michael Townsend Mr. & Mrs . William Townsend Helen T. Trik Mr. & Mrs. James W . Truitt Jonathan S. Tuck Jean Tully Turnabout Farm Robert P. Turner, Jr. Twentieth Century Insurance Company Lee Reichelderfer Tyner Mr. & Mrs. Ronald U merlik George Usdansky Bryan Valentine Mr. & Mrs . Edwin Van Denbark Mrs. Frances Vasquez Mr. & Mrs. Stephen Vineberg Mr. & Mrs. Philip F. Voegelin Wadle Galleries, Ltd. Sallie Wagner Charlotte Waite Mr. & Mrs. Don Walker David Wallace John C. Wallace William Wallace Mr. & Mrs. Bernard Walley Thomas John Walrod Mr. & Mrs . James C. Walworth Jack Ward The Ward Machinery Company Dr. & Mrs. Arthur Warwick Adam Wasserman Karen J. Watkins Mr. & Mrs. Lee Watkins Mal Watkins Dr. & Mrs . Stanley Watkins Charles B. Watson Wendy Watson Denise C . Waxman Stephen C . Weber Henry R. Weeks Mary Martha Weigle Mary & Richard D. Weigle Joel Weingarten David B. Weinstein Eric W . Weinstein Cornelia M. Weirbach Peter H . Weis Ira Weiss Jessica Rose Weissman David S. Weitzel Mr. & Mrs. Alan Weitzman R. John Wekselblatt Dinah Wells George Wend Westinghouse Education Center Westminster Foundation of Annapolis The Rev. & Mrs . John Wheeler Whiting-Turner Contracting Carlton E. Wich Rick Wicks Dr. & Mrs. Mark A. Wightman Mr. & Mrs. Robert H. Wilbur Stanley A. Wilkinson Lois J. Willard Agnes Williams Frank E. Williams Robert H. Williams, Jr. Alvin Chesley Wilson, Jr. David O . Wilson Everett H. Wilson Frank K. Wilson Curtis A. & Rebecca Wilson Steven Wilson Mr. & Mrs. Sam Winograd Grace He Wireman Ruth G . Wittler Myron L. Wolbarsht Peter C. Wolff Theodore G. Wolff Mr. & Mrs . Edward R. Wood L. Phillips Wood, Jr. Sterrett Day Woods Michael J. Woolsey Bradley P. Wronski 30 John C . Wylie Mr. & Mrs. Frederick B. Wynn, Sr. Harvey & Rosabelle Wynn Alicia & Oscar Yerbergh Arthur William Young, III William I. Young Gordon Younger Mrs. Ragni Zachariasen Mr. & Mrs. Richard Zelina Daniel Songyi Zhang Business and Foundation Support Many members of the business community, from the smallest sole proprietorships to the largest multi-national corporations, are included in our honor roll of business support. Foundations, some whose interests are locally focused either in Annapolis or Santa Fe, as well as those which embrace the whole nation in their philanthropy, have also honored St. John's with their support. Following is a combined list of those who have given to either campus, for both general and special purposes. Abell Foundation Actex Publications Addison-Wesley Publishing Company AEGON USA, Inc. Ahmanson Foundation Aladdin Travel Agency, Inc. Alar1 Lawrence Co. - Talco Productions Alcoa Foundation Alexander & Alexander The Allen Group Allen, Johnson, Alexander &Karp Allied-Signal, Inc . Allstate Foundation Alphagraphics American Express Foundation American Honda Motor Company, Inc. American Trading & Production Corporation Amoco Foundation, Inc . Annapolis Banking & Trust Company Annapolis Bus Company Annapolis Fine Arts Foundation Annapolis Specialty Houses, Inc . ARINC Arco Chemical Company ARCO Foundation of California A.R.G., Inc. - Northwoods Art Things, Inc. The Arundel Corporation ASARCO Foundation AT&T Foundation Ashland Oil Foundation Atlantic Records Foundation, Inc. Baltimore Gas & Electric Company Baltimore Life Insurance Company The Baltimore Sun Bankers Trust Company Foundation Beach Products, Inc. Becton Dickenson Microbiology Beneficial Corporation & Hodson Trust Benson Motor Cars, Ltd . Berliner Construction Company Black & Decker Booth Ferris Foundation Boaz-Allen & Hamilton BP America, Inc. Brooks Sales Company Alex Brown & Sons, Inc. Bruce Ford Brown Charitable Trust Frank D . Brown Jr. Charitable Trust The Brunswick Foundation The Buffalo News Burlington Resources Foundation Campbell Foundation, Inc. Capitol Cities/ ABC, Inc. Carter-Wallace, Inc. Caterair International Charles' Art Studio Chase Bank of Maryland Chesapeake Corporation Foundation Chesapeake & Potomac Telephone Company Chesebrough-Pond's, Inc. Chevron Corporation Chevy Chase Federal Savings Bank Chrysler Corporation CIGNA Foundation Citicorp-Citibank The Coca-Cola Company Coastal Properties Management, Inc. Colgate Investments College House Suites B & B Colonial Pipeline Company Computer Bio Center Computer Sciences Corporation Condore Construction Company �INSTITUTIO NAL ADVANCEM ENT - ST JOHN'S COLLEGE Contel Corporation Coopers & Lybrand Foundation Corning Glass Works Foundation Corporate Software, Inc. The Country Cat Clinic Crime Control Research Corporation Crown Central Petroleum Corporation Council, Baradel, Kosmerl & Nolan, P.A. CSX Transportation, Inc. DDB Needham Worldwide Dellheim Foundation Deluxe Corporation Foundation DHR Foundation Digital Equipment Corporation Dixon Valve & Coupling Company DLJ Foundation Donaldson, Lufkin & Jenrette R. R. Donnelley & Sons Company Dow Chemical Company Dow Jones & Company Robert & Nancy Downey Foundation Joseph Drown Foundation Editorial Services Edgewater Liquors, Inc. E.I.L. Instruments, Inc. Emerson Electric Company Empire Builders Supply Company, Inc. Ensign-Bickford Foundation, Inc. Essex Credit Corporation Exxon Education Foundation Farmers National Bank of Maryland Fellow Travelers Gestation Period Fidelity Deposit Company of Maryland Fireman's Fund Insurance Company Foundation Diana J. Firestone Charitable Trust First Interstate Bank of Santa Fe First Maryland Bankcorp First National Bank of Maryland Mr. & Mrs. Leo W. Friedenwald Memorial Fund Furman Selz Mager Dietz & Birney Gates Foundation G.E.M. II, Inc. General Dynamics General Electric Foundation General Motors Corporation GenstarStone Products Company Gibson's Lodgings GTE Corporation GTE Foundation Gudelsky Family Foundation Stella & Charles Guttman Foundation J. J. Haines & Company, Inc. Meyer & Raena Hammerman Foundation Hammond Editions Hartman & Crain Harvey & Harvey Photographers William Randolph Hearst Foundation Hechinger Foundation The Hecht-Levi Foundation Henderson-Webb, Inc. Hewitt Associates Hewlett-Packard Company Hirst Company Hoechst Celanese Corporation Houston Endowment, Inc. Howell Charitable Foundation IBM Corporation Ice Mountain Jewelry Ingram Industries, Inc. The Israel Family Foundation ITT Corporation James River Corporation J. Seward Johnson Charitable Trust Johnson & Higgins of Pennsylvania, Inc. James M . Johnston Trust for Charitable & Educational Purposes Diana Katz Marketing Services The Kelly Agency, Inc. Ensign C. Markland Kelly, Jr. Memorial Foundation Margaret Kelley Foundation, Inc. Kelley-Springfield Tire Company Kidder Peabody Foundation KiplingerFoundatio n KPMG Peat Marwick Abraham & Ruth Krieger Family Foundation, Inc. The Lalley Charitable Fund LaPides Foundation Laurence Clothing Legg Mason Wood Walker John J. Leidy Foundation, Inc. Liberty Fund, Inc. Thomas J. Lipton Foundation, Inc. Lounsbery Foundation, Inc. Henry Luce Foundation, Inc. Lucky Productions Macht Philanthropic Fund Management Consultants Manpower Temporary Services Manis, Snider, Buck & Migdal Manufacturer's National Corporation Marriott Corporation J. Willard Marriott Foundation Marsh & McLennan Companies, Inc. Glenn L. Martin Foundation Martin Marietta Corporation Martin Marietta Corporation Foundation Maryland Casualty Company Maryland National Foundation, Inc . May Stores Foundation McCarthy Family Foundation McCormick Paint Works Company McCormick & Company, Inc. McDonnell Douglas Foundation McHugh-Lloyd-Tr yk Architects Medusa Cement Company Andrew W. Mellon Foundation Mercantile Safe Deposit & Trust Company Meridian Healthcare Merck Company Foundation Merry-Go-Round Enterprises, Inc. The Joseph Meyerhoff Memorial Fund, Inc. Michaelson, Krause & Ferris, P.A. Microsoft Corporation Miller & Chevalier Foundation Mine Safety Appliance Company The MITRE Corporation MNC Financial Montgomery & Andrews, P.A. Mullan Foundation, Inc. Mullen, Sandberg, Wimbish & Stone, P.A. National Medical Enterprises, Inc. National Westminster Bank USA Nationwide Foundation Nationwide Mutual Insurance New York Life Insurance Company Northwestern Mutual Life Insurance Company 31 Noxell Foundation Oppenheimer Memorial Fund, Inc. J.B. & M. M. Owens Family Charitable Foundation Parker Foundation PDI Pearl West Company Peat Marwick Main Foundation Pennsylvania Power & Light Company Peoples Security Insurance Company Perdue Farms, Inc. Peterson Charitable Fund PHH Foundation Philip Morris, Inc. Picture Craft, Inc. Piper & Marbury Platt Associates PNM Foundation, Inc. PPG Industries Foundation Preston Trucking Company, Inc. T. Rowe Price Associates Price Waterhouse Foundation The Procter & Gamble Fund The Professional Courier Service Provident Bank of Maryland Quaker Chemical Foundation Ramsey, Scarlett & Company, Inc. Evalyn Cook Richter Memorial Fund Paul K. Richter Memorial Fund John & Margaret Robson Foundation Rogers-Wilbur Foundation, Inc. Rohm & Haas Company The Rouse Company Sacks Family Foundation Sandstone Landscaping, Inc. Santa Fe Chamber of Commerce The Santa Pean Magazine Schneuit Foundation, Inc. William B. Schreitz Cabinetmaker, Inc. Scott Paper Company Joseph E. Seagram & Sons, Inc. B. J. Seaman & Company Sears-Roebuck Foundation Second National Federal Savings Bank Security Pacific Foundation Sedgewick James, Inc. Sherman & Howard Paul Reed Smith Guitars SmithKline Beckman Foundation Southwestern Bell Foundation C &S/Sovran Stag's Leap Wine Cellars State Farm Companies Foundation Still Water Foundation, Inc. Joseph P. & Jeanne M. Sullivan Foundation Sun Microsystems Foundation, Inc. Swartzberg Philanthropic Fund Syntex Laboratories, Inc. Tandy Corporation Tate Industries Foundation Texas Instruments Foundation The Eugene V. and Clare Eddy Thaw Charitable Trust Three Centuries Tours 3M Times Mirror TodoMundo TRW Foundation Turnabout Farm 20th Century Insurance Company Tydings Import Service, Ltd. United Telecommunications Foundation United Way of Santa Fe County UNC Incorporated The UPS Foundation USP & G Foundation, Inc. Vanderveer Group, Inc. Varian Wadle Galleries, Inc. The Ward Machinery Company The Washington Post Waste Management, Inc. Weller, Fishback & Bohl Westinghouse Education Center Westinghouse Electric Corporation Westminster Foundation of Annapolis Whiting-Turner Contracting Winchester Foundation of Annapolis Winchester Foundation, Indiana James B. Wooddell, D.D .S. Other Institutional Support City of Annapolis Anne Arundel County Anne Arundel County Commission on Culture & the Arts Caritas Society of St. John's College Friends of the Rowing Club �INSTITUTIONA L ADVANCEMEN T - ANNAPOLIS Other Institutional Support (continued) Graduate Institute Class of90 Independent College Fund of Maryland Maryland State Arts Council National Endowment for the Arts National Endowment for the Humanities New Mexico Independent College Fund St. John's Alumni Association State of Maryland United Way of Santa Fe County Donors to the College All those whose names are recorded on the following pages have brought strength to St. John's through their financial support and the interest it represents . The College recognizes them for their generosity and thoughtfulness. Donors to Annapolis Annapolis Alumni Donors 1990-91 By Class 1917 C. Carey Jarman* 1920 John D . Alexander * 1921 Stanley E. Hartman Thomas B. Turner 1923 Carlton E. Wich 1924 Charles Dell F. Noble Howard Stewart C. Stackhouse * 1925 Dorsey W. Offutt, Jr. * 1927 George L. Bennett Bernard F. Gessner Elmer M . Jackson, Jr. Frederick L. Smith 1928 James T. Clark David F. Crowley, Jr. Jesse Lee Hall Richard Verner Hauver James R. Roseberry, Jr. Louis L. Snyder Frank T. Willing 1929 William A. Gross, Jr. Charles R. Zimmerman * 1930 Edward J. Dwyer John R. Fountain George E . Moss Claxton J. O'Connor Lester H . Palmer 1931 Samuel P. Chew, Jr. Henry A. Czelusniak Matthew S. Evans Winson G. Gott, Jr. Snowden Hoff, Jr. Edward A. Kimpel, Jr. Rudy Schmick John Zouck 1932 1938 Anonymous William B. Athey Joseph L. Bean Richard F. Blaul James F. Campbell Vladimir Ctibor William F. Cullom Willis K. Lynch J. G. McCurry Richard H . Pembroke, Jr. Henry S. Shryock, Jr. Sterrett Day Woods Albert P. Close Thomas C. Cover, Jr. Charles H. B. Edel Israel Greengold R. Warren Hammann G. Edward Herzer Edward F. Lathrop Alvin E. Levy J. S. Baker Middelton Arthur K. Myers William C. Owens James Iglehart Randall E. Peyton Ritchings William T. Ross Henry Harrison Sadler Francis J. Townsend, Jr. John C. Wagner Stanley A. Wilkinson 1933 Nathaniel John Chew J. H . Fielding Jukes Ben McLean Whiting John L. Winslow, Jr. 1934 Herbert J. Florestano Edward E. Gray Henry Kyle James F. Leslie Richard S. Olmsted Horace W. Witman 1935 Roland J. Bailey Charles S. Catherman Morton N . Fine Francis G. Hurlock Lawrence Kantor John D . Martin E. Roy Shawn, Jr. Henry R. Weeks Robert H. Williams, Jr. Frank K. Wilson Richard S. Woodman 1936 James P. Bradley Thomas L. Carter Garnett Y. Clark Samuel H. Desch Frank R. Gessner, Jr. Joseph B. Gray Edward T. Heise Cyril R. Murphy, Jr. W. Robert Nethken Ralph M. Schley Richard B. Sellman William Ward Smith, Jr. Richard B. Taylor 1937 Fred Alexander Leon Boro John H. Brown Bernard G. Fold William P. Harrison, Jr. Charles D . Hyson Alexander N . Jarrell Norval F. Kemp Franklin E. Leslie Harold A. Milstead Merrill M . Mitchell Louis Lee Moore, Jr. John Owens Robert B. Sasscer Edward C. Sommer Bertram E. Spriggs 32 1939 Rudolph Albera Frank B. Bauer George F. Bonifant, Jr. James E. Boyle Arthur Larry Budacz Miles R. Carroll, Jr. Arthur W. Dowell, Jr. John B. Heller William J. Hopps Clarence Kibler William J. King, Jr. Thomas L. MacNemar E . Leslie Medford, Jr. Samuel Schenker Norton B. Schwartz Nelson E. Shawn Malcolm Silver Lloyd F. Taylor James M. Tindall, Jr. William B. Welling, Jr. 1940 Richard W. Barton William A. Carter Bryson G. Christhilf H. Gordon FauntLeRoy Charles A. Forbes, Jr. Cecil C. Knighton Oscar L. Lord, Jr. G . Taylor Lyon, Jr. Wilbur Matz Emanuel Pushkin Robert H. Reynolds Thomas E. Strange 1941 James Barrett, Jr. James H . Clark Paul R. Comegys William M. Darden Irving S. Lewis Vernon M. Padgett Henry M. Robert, III Francis P. Williams 1942 John E. Ainsworth, Jr. Robert Alexander, III Warren Bomhardt * W . Boswell Childs William A. Darkey Edward F. Duggan Ernest J. Heinmuller Joseph C. Hofmann, Jr. Journet Kahn William D. Rendall Julius B. Sherr C. Robert Sutton Alvin Chesley Wilson, Jr. 1943 A. Scott Abbott Burton Armstrong Alan D. Eckhart William T. Hart Peter Kellogg-Smith Claude S. Leffel, Jr. Francis S. Mason, Jr. Milton Perlman H . Willard Stern Ollie H . Thompson, Jr. James I. Waranch 1944 William H . Brubeck * Lindsay E. Clendaniel Vernon E . Derr David Dobreer Ahmet M . Ertegun John S. Eustice Richard E. Holle Richard E. Huyck Alexander Koukly C. Russell Levering George Levine Thaddeus E. Prout Donald P . Ruhl Haven E. Simmons John C. Smedley Robert P. Snower Howard L. Sorenson Martin Z. Vogelhut J. Rodney Whetstone Peter C. Wolff Warren M. Zeik 1945 Stephen W. Bergen Joseph Blocher George Brunn George A . Cayley William Goldsmith Christian A. Hovde Donald S. Kaplan Michael C . Keane Ralph H. Keeney Arthur D . Kelso, Jr. Lawrence L. Levin William M . Lundberg John D . Mack Michael J. Manley Frank B. Marshall, Jr. Orsell M. Meredith, Jr. Edward W. Mullinix Charles A. Nelson Erich Nussbaum Morris A. Parslow Benton A. Perry Allen P. Schoolfield, Jr. Robert T . Thompson * Through income from named unrestricted alumni endowments. �INSTITUTIONA L ADVANCEMEN T -ANNAPOLIS 1946 Gerald Atterbury Alvin Fross Thomas I. Fulton, Jr. William C. Hill Clarence J. Kramer John J. Lobell Thomas D. Lyne Ellis Manning James H. Ogden Daniel S. Parker James W. Sharp Bruce H. Sinkey Peter Weiss 1947 Victor E. Barton Stephen Benedict John Brunn Arthur 0. Davis John Scott DesJardins William P. Elliott Theodore Ernst Allen A. Goldstein H. Gerald Hoxby Archer Jones Joseph Killorin Ralph L. Klein William Warfield Ross W. Kyle Smith, Jr. Eugene V. Thaw Richard Van der Voort John Van Doren George M. VanSant Robert Weiss 1948 Raphael Ben-Yosef Donald G. Bounds Ray C. Cave Peter J. Davies Donald S. Elliott Charles W. Grover Henry B. Higman Richard L. Matteson Robert E. Nichols Lawrence Sherman William W . Simmons L. Wheaton Smith 1949 Anonymous Aaron M. Bisberg Jonathan E. Brooks James W. Conrad Frederick P. Davis S. Hugh Fitch Richard M. Frank Peter V. V. Hamill Anton G. Hardy Allan P. Hoffman Chester A. Johnson Joseph P. Morray David B. Rea John C. Wallace Richard D. Weigle David B. Weinstein 1950 Jack L. Carr Bernard S. Clorety Patrick D. Davis Matson G. Ewell Herbert S. Feinberg James H. Frame Charles F. Gentile Robert Goldberg Robert A. Goldwin Theodore Hendricks, Jr. Robert N. Ikari Jerome G. Lansner C. Ranier Lincoln John J. Logue Thomas J. Meyers Ben Moskowitz Frederick Schuchman, Jr. John Sterrett David C. Streett Tylden W. Streett Robert A. Thomas George Usdansky Peter A. Whipple John L. Williams Myron L. Wolbarsht 1951 Carl Bertolino William A. Brown Larry B. Childress Alfred P. Franklin Ernest W. Hankamer Howard V. Herman Robert S. Hill John F. Horne, Jr. Ross E. Lilly Charles E. Lynch, Jr. Lawrence G. Myers Victor W. Purdy Robert N. Richman William T. Roberts, II Ronald L. Simmons Herman Small William L. Sprankle Gerald J. W ellish George Wend Thomas J. Williams 1952 Alice Carnes Thomas M. Carnes Paul G. Cree, Jr. Jae Holzman Charles Kluth * Joseph Manusov Thomas A. Montgomery Philip R. Ortt Walter Schatzberg Robert S. Seelig George Ude! Warren Winiarski 1953 J. Jaquelin Ambler Franklin R. Atwell Edward F. Bauer Stewart H. Greenfield R. M. R. Hall Robert Hazo Paul Heineman Michael Heller Allen C. Jackson James W. Linsner Jeremy P. Tarcher 1954 J. Burt Siemens Harvey Wynn Rosabelle Gould Wynn C. Eric Crooke Bernard E. Jacob David L. Kaplan Robert F. Lohr, Jr. Stephen Mainella Arnold L. Markowitz Sydney W. Porter, Jr. Robert Sacks Samuel V. Stiles 1958 1955 Lydia S. Aston Harold Gene Bauer Elisabeth M. Chiera Sarah Covington Crooke Alexandra Culbertson Anita J. Gerber Denison John M. Gordon Rolf E. Hansen John Joanou Barbara Brunner Kiebler Carolyn Leeuwenburgh Barbara H. Leonard Paul A. Lowdenslager Joan Gilbert Martin Peter S. McGhee Hilyer Gearing Shufeldt James W. Stone Joyce Wilson Barbara Dvorak Winiarski 1956 Diana Barry Cartier Joseph P. Cohen Dale B. Cummings Jenefer Ellingston John M. Hollingsworth James W. Jobes, Jr. Robley Timmins Levy Dorik Mechau Faye Councell Polillo Pasquale L. Polillo Maynard J. Robinson Anne Duvall Romano Louis J. Sault Paul A. Whittenburg Everett H. Wilson 1957 Robert S. Bart S. Douglas Bowers Joan E. Cole Betty Anne Hood Josephine J. Jaster Arianne Laidlaw Judith Strand Major Jack Nadol John J. Rodowsky Ernie Adamson Alan P. Brockway Jacques Cartier Mary Bittner Goldstein Raymond T. Haas Roberta Markley Kingsley William M. Kingsley Nancy Eagle Lindley Blakely Littleton Mechau Gerald K. Milhollan Thomas H. Powell, Jr. Maynard Swayne 1959 Hugh M . Curtler Lowell P. Dyar Donald B. Edwards Valerie Shuart Edwards Harvey M. Goldstein Gay P. Hall Amy Carle Jobes Charlotte F. King Michael K. Mechau Mark Stanley Plakatoris Peter Milton Rice Patience Schenck Carol Phillips Tilles William R. Tilles Barbara Stowe Tower Sara Petty Woodruff Diana Hartwick Young 1960 Mark A. Adler Hildreth Smith Becker Rosalie Levine Boosin Patricia Carter David Chang Don W. Cummings Ellen N. Davis John E. Gorecki Katherine Hsu Haas George Jones, III Lewis S. Kreger John J. Lane Katherine Sauer McGuirk Ronald C. McGuirk Sarah Robinson Munson Fiona Paul Murray Frank B. Murray Robert G. Neal Joan Polillo Rodowsky Peter Ruel William G. Seboure Kendon L. Stubbs Patricia Townsend Stubbs Holly Hulburt Wilkes Charles L. Walberg Ann B. Worthington 1961 Nancy Clark Adler Joseph J. Faraone S. Richard Preis Michael W. Gold Darrell L. Henry John C. Kohl, Jr. Judith Morganstern Licht Anthony D. Miller Eyvind C. Ronquist Paul L. Rosenberg Victor L. Schwartz Holt V. Surbert 1962 Nancy Clark Albert David W. Benfield Johan Benson Ann Davidson Blimmel Maria Flaschberger Brooks John Chatfield Jonathan Cohen Daniel H. Cosgrove E. Ray Davis Michael H. Elias Barry L. Fisher Sara Rackmales Friedman Tina Kaplan Winifred Webb Kreger E. Brien Lewis Robert A. Licht Edward L. Mattison Fowler Noel Meriam John F. Miller Judith Phillips Temple G. Porter Allen H. Reid Howard P. Schiff Raymond Carlton Seitz Mary Grant Smith Stephen Sohmer 1963 Beverly Wood Bell Eugene J. Brady Ann Wisotzki Chang Robert Graves Cozzolino William M. Davis Miriam Golub Duhan * Through income from named unrestricted alumni endowments. Five Year Giving Summary- St. John's College YEAR Total Gifts (All Funds) Alumni Corporations Foundations Friends Parents Other 33 1986-87 $1,695,421 452 ,493 120,333 654,214 341,136 57,835 69,410 1987-88 $3,286,343 845,409 273,537 1,127,890 916,932 56,466 66,109 1988-89 $3,300,829 421,009 170,930 1,179,197 1,292,889 71,219 165,585 1989-90 $3,683,172 697,384 199,674 2,153,800 456,734 122,689 52,891 1990-91 $2,608,863 656,159 130,848 753,115 808,435 185,984 74,322 �INSTITUTIONAL ADVANCEMENT - ANNAPOLIS 1963 (continued) Gary A. Hetrick James A. Houck Oliver Marc Korshin Madeline Rui Koster S. David Krimins Peter Silitch Andrew D. Steiner Robert K. Thomas Ying Chuen Tsien Jack Ward Douglas R. Wilson 1964 William Banks Peter Hall Crippen Christine Kubacki Davis Samuel F. Dunbar William W. Dunkum, III * Lawrence Feinberg Sanford N. Fernan Ann Sheila Flanagan Alice Golian Emily Hamilton Virginia Seegers Harrison John P. Hetland F. Kay Huebner Samuel N . Kramer Jere my C. Leven Lorraine Anderson Martin Robert Martin Judith C. Meyer James Nach Martha Wendt Nesbitt Robert L. November Robert James Ungar 1965 Grace Logerfo Bateman Sharon Bishop Jan Blits Richard D . Bond, Jr. Judith Abrams Bromberg Jessica Hoffmann Davis Pierre du Prey Jethro M . Eisenstein Milo H. Gibbons Thomas D. Harvey Sandra Gillmeister Karl Diana P. Katz Scheherazade Friestedt Lewis Carolyn Hilder Massell Richard Massei! Bruce M. Preston Martin C . Rosenberg Daniel C. Schiff Susan Smolin Mary Martha Weigle Edward D. Weinberger Michael J. Woolsey Gerald F. Zollars 1966 Constance Baring-Gould W. James Bienemann Mark B. Bromberg Jaclyn Button Richard R. Dewees Julia Busser du Prey Pattie Turner Hall John F. Holland, III Carole Picardo Kelley David Z. Londow David E. Long Peter S. Morosoff Pheme Perkins Janet Huber Schiff Frances Borst Wright G. Dennis Rains Judith Rose Barbara Mordes Ross John M. Ross Karen Stagg Simon Dorine Real Tepper Byron E. Wall Robert Levis Wyckoff, II 1967 1970 Judith Shultz Cannon Anthony J. Carey Christina Lauth Connell Lovejoy Reeves Duryea Helen Hobart Loren Kelley Gay Singer Kenney Mark A. Lindley David A. C. Moore William F. Ranseen Hope Zoss Schladen William B. Schreitz F. Scott Seegers Deirdre Lenihan Sloyan L. Phillips Wood, Jr. Maureen Barden Charles Berliner Roberta Petty Bond Henry Constantine, II Melanie Sollog Dunleavy Ronald Herbert Fielding Stephen J. Forman Linda Ann Forsyth Steven Hanft Juan Blaise Ianni Kenneth Joseph Deborah Warren Kalmar Susan Smith Kyle John P. MacDonald James Francis Villere, Jr. Patricia von Schwerdtner Masha Zager 1968 Stephen S. Anderton Stephen Eduard Bach Luther G. Blackiston Donald A. Booth Keith C. Covington Carol Neitzey Dale Elizabeth A. Dobbs Thomas Powick Geyer Joshua Thomas Gillelan, II Daniel V. Manfredi Susanne Martin George W. Partlow Deborah Schwartz Renaut Gilbert T. Renaut Dorothea Wend Rose Maurine Hellner Rosenberg Joe Sachs Linda J. Sampey Eva Fass Sherman David L. Simon Jonathan H. Sinnreich Lee Reichelderfer Tyner Charles B. Watson Maria Whitaker Jonathan Zavin 1969 G. Michael Anthony Meredith Artis Anthony Joseph Preston Baratta Linda Torcaso Bernstein Mark Bernstein Nancy Williams Brown Diana G. Browning B. Jeffries Cothran, Jr. Bernard M. Davidoff Thomas Dourmashkin Kim Preston Fairchild Charlotte Fletcher Andrew Garrison Martin Kalmar William F. A. Lang Mark A. Mandel Charles E. Maurer John A. Myers 1971 Jane Goldwin Bandier John Stark Bellamy Dennis Berg Pamille Jones Berg Perry J. Braunstein James A. Cockey Richard W. Elwood Joanna Fitzick P. Janee Jacobs Judy Kepner Maistrellis Dwight S. Platt Alan R. Plutzik Vennette Roberts Resnick Helen Scharbach Barry N . Sher Barbara Sherman Simpson Martha Kaufman Stone Lelia Adams Straw Michael Conrad Whitehill 1972 Joanne Aitlcen Roger W. Al burn Bradley C. Arms Elizabeth Molnar Bergan Ray Boedecker Robin Kowalchuk Burk James Martin Burress David H . Carey Christine Ferrarini Constantine Cynthia Stratton Doumashkin Evan Dudik Robert Dunleavy Priscilla Lindsay Ellison Nancy Willis Forrester Michael Kevin Green Matthew T. Mallory Richard A. O'Neill Deborah R. Papier Carol D. Shuh Susan Elaine Small 34 Leslie E. Starr 1973 Deborah Achtenberg Edward W. Allen Peter J. Aronson Ileana C. Basil Mary L. Batteen Deborah R. Bowers Jerrold Raymond Caplan Mary Coughlin Bryant Cruse Ronald Davidoff Peter V. Davis Janet Weiner Doerflinger Peter Ellison Jon T. Ferrier Jean FitzSimon Barbara Banks Goyette J. William Keyser Jonathan Bruce Mark Jan Munroe Donnel O'Flynn Daniel Steven Pearl Elspeth Revere Paul Rosenberg Lane G. Russell Charles Brian Scott Melissa Matthews Sedlis Steven Sedlis Jeanne Harrison Smith Jane Elizabeth Spear Jessica Rose Weissman 1974 Michael .Blaustein Roger C. Burk Carol V. Calhoun Edward Michael Dieter Thomas J. Dolan Richard Ferguson Samuel T. Goldberg Lyn Herrick Gregory Paul M . Heylman Michael C. Jordan Steven Key Claire Zoe Kurs John M. Larson James S. LeVan Nelson Lund Maria Kayanan Masinter Jack Terrence McArdle Charles Newman Janet Christhilf O 'Flynn Gerald E. Pemberton Susan E. Pigman Charles Curtis Post Edmund F. Raspa, III John Rees Deborah Jane Ross Lester S. Silver Harry Sinoff Jeffrey Ivan Victoroff Susan A. Vowels Mary Weigle Theodore G. Wolff 1975 George Anastaplo Thomas M . Ash, III David Ashmore Elizabeth Brown Blume Jon L. Church Nancy Lee Coiner Philo Dibble Gershon Ekman George Ellis Sara Coulson Ellis Donald S. Feldman Peter T. Fox Stephen Gerard Gilles Caren Leigh Greisman Carol Gruenburg January Hamill Malcolm R. Handte Charles E. N . Hoffacker Arthur C. Horvath Marion Condon Hustis James Nelson Jarvis Christopher A. King Mary Rogers Kniaz Peter L. Kniaz Sue Larrison Susan E. Mattis Dale Mortimer Sallie Ann Dobreer Raspa Graham Spruiell Kevin Stacey Annette Tullier Staubs Elizabeth Fort Tomlinson Robert G . Tzudiker Michael Van Beuren Stephen C. Weber Steve Weinstein 1976 Susan Tischler Ashmore Susan Patricia Barnhart John Pierce Borders Margaret McGuinness Borders Sally Page Byers William Watt Campbell Ann Glenn Cruse Richard Bennett Davenport Paula Truitt Davidoff William T . Doherty, III James T. Dunn, Jr. Mark Bernard Fabi Stephen Robert Gates David V. Glass James P. Hill Jonathan K. Hustis Paul G. Krol Douglas Kirk Mayer Rosanne Gleason O'Connor Gail Webber Redd Susan Semple Harry Michael Townsend Adam Wasserman Dinah Wells Arthur William Young, III 1977 Charles W . Borden David S. Brody Ann Browning Byers Robert Charles Elliott Helen Cornelius Fahey Erica Lerner Glass * Through income from named unrestricted alumni endowments. �INSTITUTIONA L ADVANCEMEN T - ANNAPOLIS Eugene Glass Edward F. Grandi Janis Popowicz Handte Douglas L. Hughes Daniel L. Jerrems Chela Weiler Kleiber Maureen Meidt Kneisl Paul Kneisl Andrea Miano Light Pamela Maxon Lobdell Andrea Pariser Julia Perkins Stephanie Eiger Robertson Eric M. Salem Marlene Strong Frances Vazquez Cornelia M. Weierbach 1978 Lucy H. Adams Katherine Cooney Ash Ethan Bauman Gregory D. Bayer Susan Storing Benfield Michael B. Berger Michael Blume Frederick Bohrer Steven M. Cason Michael Ciba John S. Fleming Emily Fox Amy McConnell Franklin Winfield A. Ihlow Paula Jacobus Peter W. Janssen Philip Jemielita Kari Jenson Jeremy Kilborn Rita Y. Sato Kusiak Clinton Dale Lively Marta Stellwagen Lively Robert J. Perry Leo Paul Pickens Keith A. Richards Ann T. Schwartz Mark L. Sugg LucyTamlyn Elizabeth M. Tarr Jane Kaufman Winn 1979 Bruce Joseph Babij Karen Anderson Bohrer Katherine Buck Margery Miller Caverly Carol Colatrella Mary Caulfield Cumming Nathan Ames Ellis Randal Ross Hester Steven M. Holland Charles B. Hunter Charles Norman Hurt Marjorie Hutter Bruce Kolman Kathryn D. Kominars William Hardee Mahoney Miyoko Porter Nishimoto Eliza P. Oberholtzer Kevin William Parker Robert B. Pegram, III Tina Rhea Anita L. Ross William G. Salter Lisa Palma Simeone Catherine Eldridge Suter David J. Tonjes Ira Weiss 1980 Anonymous Elizabeth Christian Banta Dante G. Beretta, Jr. William B. Boon Honor Heyward Bulkley Diane Lamoureux Ciba Amy Louise Coughlan Steven Robert Edwards Anne Schanche Ferro Michael Lee Franklin Paul John Giordano. Peter Herman Grubb Michael E. Harr Danielle Hatfield Bonnie Hoffman-Adams Kenneth Hom Guy Patrick Jennings Anita Norton Kronsberg Anne Dutton Lazrove Thomas G. Palmer J. Winfree Smith 1981 Elizabeth Affsprung Steven Jay Berkowitz Ralph Anthony Brasacchio Thomas David Brintle Anne G. O'Malley Culotta Mary Wilson Filardo Elizabeth Forrest Emi Sarah Geiger Peter Lawrence Gilbert Matthew H. Hartzell Robbyn Lea Jackson Bruce Carroll Mc.Alister James Michael Melcher Martin Miller Stephanie Moore- Fuller David Rudolf Neumann Peter Allen Norton Nancy Ellen Schauber John Carl Schiavo Kurt Schuler Pamela Beth Sklar Anne Kates Smith Benjamin C . K. Smith Warren Spector Laura Trent Stein Elizabeth Robertson Stuck David P.M. Wolf 1982 Jonathan P. Adams Jonathan Baumgarten Marion Betor Baumgarten Adrian M. Carsiotis Matthew K. Davis Janet E. Durholz Rae H. Ely Comfort Dorn Grandi Lynn Gurnett Martha Kearsley Kevin L. Kraus Robert J. McDonough Mark Moore- Fuller William Ney Amy L. Oosterhout Catherine Randall Joshua Lee Rappaport Leslie Smith Rosen Nathan H. Rosen Patricia Sowa Rubin Abraham Schoener Laura I. Shach David R. Stein Joel Weingarten 1983 Merrill M. Ahrens James Earl Bailey Joel Block Steven D . Brower Timothy Charles Costello Evelyn Louise Cronin Marc Edmond Gordon Mark Gowdy-Jaehnig Anne Braswell Heldreth William King Hill Robert Hoff Miriam Huaco Komaromy Leland George LeCuyer Hugh Mappin Cynthia Walton McCawley Molly McDaniel Mark Andrew Middlebrook Deborah R. Sack Sara Yamall Sanders Susan Maguire Shock Lisa Ann Tomasi-Carr Eric William Weinstein David S. Weitzel Curtis A. Wilson Rebecca Wilson 1984 Joseph H . Ainley Mary Chalayne Elias Ainley Catherine Amparano David McElduff Bucknell Robert Bruce Christian John Christopher Costa Sally DeKorne Nancy Mease Gagnier Pierre Gagnier Christine A. Gowdy-Jaehnig Barry Harvey Hellman, Jr. Cynthia Hellman Randi Adele Himelgrin Leslie Alexandra Jump Fanny Kaplan Mrs. John S. Kieffer * Else S. Klein Jon Bruce Leizman Lydia Sandek Leizman Anne B. McDonough George McDowell Geraldine Edgell McDowell Jody Lynn Nicodemus Thomas Mark Niedermier Susan Louise Price Lisa Grace Ross Monika Viola Schiavo James B. Scott Barbara Marie Smalley Karen Astrid T ourian Robert Francis Vincent 35 1985 Elizabeth Anderson Jed Mitchell Arkin John Charles Baldy Wenda Bauchspies John P. Droege, Jr. Irwin Hoffman David H. Kidd Daniel J. Kowalski Daniel Zolte Lieberman Charles L. Roberts William Alan Rohrbach Dale J. Sheldon Maria Kowalczyk Sheldon David Grey Stahl Jeffrey L. Wilson 1986 Anonymous Lisa Marie Allard Clayton DeKorne Rebecca Ann Einsig Linda L. Hamm Roger Winston Lowe David C. Lowther, Jr. Deirdre Mary McGlynn Amy Margaret McManus Rebecca Shug Morgan Heather E. Peterson Stephanie A. Rico J'laine Robnolt Bernadette T. Rudolph Daniel John Schoos James M. Tolbert Jane P. Tolbert 1987 Mortimer J. Adler Paul Victor Anderson Daniel Nathan Bernstein Joan Katherine Bogucki David Stone Cohen Eleanor Hamburger Jack Edward Handy Christopher A. Howell Alexandra C. Kambouris Marjorie Claire Kaplan Skott Christopher Klebe Christopher T . Lynch Joseph C . Macfarland Talke Breuer Macfarland Michael M. McShane Erin Michelle Milnes Raymond S. Morgenstern Peggy Ann O'Shea Todd Bailey Peterson Adolph W. Schmidt Andrew J. Sloniewsky 1988 Devlin Eun-Jin Back Laurie Hook Cooper Rodrick P. Craven Jana Maria Giles Janet Elizabeth Hayes Catherine Lowry Holmes Sabrina K. W. Howell Gretchen Ellen Jacobs David Marvin Johnson Irene Elisabeth Laporte Bernard H. Masters Tobias Maxwell Christina Freeman Meyer Elizabeth M. Mitchell Shannon May O'Connor Claudia A. B. Probst Carole Cunningham Simpson Jeffrey Charles Smith Thomas T. Suh 1989 Daniel Chris Aukerman Timothy John Benjamin Jeanne C . Duvoisin Erika Gaffney Martin David Gelfand Linda L. Hamm Anthony J. Nyberg Janet Ruth Orlin Alison Lynn Packwood Valerie A. Pawlewicz Thomas H. Quigley 1990 Stacey David Brown Graham Harman Melanie Dawn Mason John Charles Obenauer David S. Ruy Kenneth Yeatts Turnbull Scott Matthew Walters Johanna Wilson 1991 Mercedes Inez Azcarate Patrick Cho Ann Grabhorn Megan Smith Annapolis Graduate Institute Alumni Donors By Class 1976 Joan E. Silver 1977 Miriam Hock 1978 Richard A. Kaplan Bernard Locker John F. Ogonowski 1979 Philip Aaronson Jeanne Blakeslee Marilyn B. Mylander 1980 Bruce Eberwein Charles Richardson 1981 Nicholas Ayo Rosamond H . Rice Glenn H. Springer Joan Vinson Stallings * Through income from named unrestricted alumni endowments. �INSTITUTIONAL ADVANCEMENT - ANNAPOLIS 1982 1989 1989 G. Leonard Cochran Andrew A. Favret Paul Finney Trudy Koch Raj Rajan Jeremy C. Rosenberg Phoebe Schock Gary Alderman Billie Jane Angle Allan R. Beckanstin Virginia Lee Behrends Carolyn Brenner Michael Cassady Porter Eagan Ann E. Fallon Richard Malmgren Robert Pelrine Michael Quinn Deborah Quirion Richard Rogers Michele Weatherly Steven Wilson Eva T. H. Brann Eric Hunter Poppele J. I. Staley Harriet Higgins Warren 1983 David Belz Carla Buckwalter Joyce Howell Jerome Reddy Richard Squires Paula L. Johnson Swayne Howard Ware Rebecca Wilson 1984 Kevin Bennett Barbara Maffei Joyce R. Phillip 1985 Kathryn Wright Blackburn Rita Cohen Robert Feldmann Kevin Fitzgerald Margit Sawdey Paul Schatzberg Diane Vanner 1986 Joseph T. Barry Sharon Bowman Margaret Couvillon Nancy Galetsky Donald Heider Alan Hornstein Dexiang Li Merle F. Maffei Thomas Mooney Carla Snuggs Showacre Andrew Stahmer Dean- Daniel W . Truog 1990 Kemmer Anderson Eugene Baldwin Powhatan Bradbie Wilbert Kiessling, Jr. Peter Lamar Rozanne Kramer 1969 Helen J. Starling 1971 Mary Pat Justice Alice F. Kurs Mary Navratil 1991 1972 Susan Ely Ryan Santa Fe Alumni Donors 1990-91 By Class 1968 Lee L. Fischler Allison Karslake Lemons 1969 William J. Cromartie, Jr. Lee Tepper 1970 Christopher B. Nelson 1973 Joan Paine 1975 Richard M. Skaug Debbie Bell Kevin Buckley Anna Cohen Debra Gray Franklin W. Robert Howell John McKim Deborah Photiadis- Berger Randolph St. John Arthur Warwick Grace He Wireman 1976 Roseanna M. Bigham Daniei Hugh Black Mark Bowman Charles Flanagan Marianna Heaney Jacquelin Hildebrand Virginia M . Ingram-Wells Elizabeth Malmgren Patricia Metzger Juliet Rothman Michael Thompson Agnes Williams Santa Fe Graduate Institute Donors 1990-91 By Class 1968 John Barber Richard G. Holmes A. Haeworth Robertson 1987 1988 1990 Gerald D. Cohen Anne Nelson Thomas V. Blumenthal Barbara L. Lauer 1978 David C. Bruney 1979 Alan J. Cook 1981 Steven Jon Bohlin Thomas J. Slakey, Jr. 1982 Rachel O'Keefe Bohlin 1986 Christopher K. Watson 1987 Anne Slakey 1988 Maria Khin Khin Guyot Jason S. Meyer Clementine Peterson William R. Slakey 1973 Norma Cotton 1974 Virginia S. Newlin 1975 Philip Valley 1976 Joan Buckmaster 1977 Donna M. Gordon Frances Hotelling Robert Hotelling 1978 Daisy Goldwin 1979 Muriel McCown 1980 Mark Dulworth Maryrose Patrone 1983 Mara Robinson 1985 Constance Darkey 1988 Geraldine D . Schwartz 1991 John D. Wirth Nancy Wirth Friends of St. John's Sherrill S. Adams Capt. & Mrs. Robert Adrian Nancy Allen Mr. and Mrs. William Barclay Allen Mr. & Mrs. James F. Altherr Sigmund Amitin 36 M. Brownell Anderson Nancy Anselm John M . Armstrong Mr. & Mrs. Frank J. Arsenault Peggy Sue Atterbury Sam Austell Mr. & Mrs. Allen Austill Mr. & Mrs. Stephen E. Bachand Mr. & Mrs. Franklin D. Bail Doris Baker Mr. & Mrs. William C. Baker Mr. & Mrs. Joseph J. Ball N. Hansen Ball Mr. & Mrs. William F. Banks Mrs. Robert B. Barnhouse Mr. & Mrs. James B. Barrett William J. Battin Mr. & Mrs. G. Jackson Bauer Mr. & Mrs . Rodney V. Beach William M. Beard Mrs. Martin Beer Mr. & Mrs. Edwin S. Belknap Mr. & Mrs. Glenn K. Bell Mary Evelyn Bell Mr. & Mrs. Melvin Bender Peter A. Benoliel Mr. & Mrs. George R. Benson Dorothy Bergamaschi Mr. & Mrs. Raymond A. Bergstrom Naomi S. Berlin Mr. & Mrs. Merlin S. Berry William H. Berry Mr. & Mrs. Diwan S. Bhathal Dr. & Mrs. Robert 0. Biern Mr. & Mrs. Emery J. Biro Jeffrey A. & Susan Bishop Dr. & Mrs. James M . Blake, Jr. Margaret C. Blaker Mrs . Eugene R . Blandin David Bliden Hope Bliss Kathleen Blits Mr. & Mrs. Harold W. Bloom Mr. & Mrs. Merson Booth Mrs. Richard Borden Dr. & Mrs. Alex L. Boro Marion S. Borsodi Anita Tarrant Bourke Mrs. Alva M . Bowen Mrs. Robert Bowen Mr. & Mrs. Robert J. Bowen Charles P. Boyle Virginia Bradley Gerald Braley Mr. & Mrs. Joel Brandon Mr. & Mrs. George Breed Mr. & Mrs. Nelson Brick.ham William Brill Dr. & Mrs . Philip Briscoe Mr. & Mrs. Fred W. Bristol, Jr. Bruce Ford Brown Mr. & Mrs. George Brown Mrs. George B. Brown Robert C. Brown Beatrice Buchheister Mr. & Mrs. H. Weston Burnett Robert Burns Capt. & Mrs. Ernest Burt Marian Butler Robert Butman Harvey Butt, Sr. Charles Butterworth Clifford R. Buys Janice C. Buys Mr. & Mrs. Joseph L. Byrnes Benjamin R. Cadwalader Mr. & Mrs. Nicholas Cannistraro, Jr. Mr. & Mrs. Gunnar C. Carlson Esther Carpenter Mr. & Mrs. Donald B. Carren Mr. & Mrs. William G. Carter, Jr. Aline M. Cartier Mr. & Mrs. Joseph Carton Mr. & Mrs. Richard V. Caruso Katherine M. Cave Mary E . Cavis Mr. & Mrs. John Chandonnet Dr. & Mrs. Paul J. Chang Mr. & Mrs. R. Murray Chastain James Cheevers Richard D . Chessick William H. Choate James P. Church Virginia Ochs Clagett Carole Clark Mr. & Mrs. Trevor Clark Mr. & Mrs. William B. Clatanoff Mr. & Mrs. Lawrence E. Clemens William M. Clevenger Sue D . M. Clifford Mr. & Mrs. William C. Clouspy Edith Cockey Howard K. Cohen Mr. & Mrs. Robert L. Cohen Robert L. Cohen Sybil Cohen Christopher Colby Mary Louise Cole Geoffrey Comber Melody D. Connor Susan E. Cook John E. Cooper �INSTI TUTIO NAL ADVA NCEM ENT - ANNA POLIS Dr. & Mrs. William S. Corak Helen C. Corner Aurora L. Cosgrove Elizabeth M . Cosgrove Mrs. Wilbur F. Coyle Gary Craig Sally K. Craig Noreen Craven Steven Crockett Mr. & Mrs. W. Kennedy Cromwell Mr. & Mrs. William B. Cronin Arthur W. Crooke Mrs. James R. Cutting Mr. & Mrs. Gordon L. Danoff Stanley Dapkunas Dr. & Mrs. Robert Davenpor t Mr. & Mrs. Alex Davis Mr. & Mrs. James W. Davis Dr. & Mrs. Gustavo Delgado Mr. & Mrs . Donald Dement Mr. & Mrs. R. A. Dierdorff Mr. & Mrs. Charles M. Diker Eleanor Ditzen Patricia E. Dixon Phyllis Sachs Dixon Capt. & Mrs. Charles R. Dodds Mr. & Mrs. Alex Donner Mr. & Mrs. Hillard Donner Joseph Donner Mr. & Mrs. Paul M. Dowling Ruth S. Drought Murray Dry Joe Duke Anna K. Dulin Mr. & Mrs. Max C. Duncan Kevin Dungey Mr. & Mrs. William B. Dunham Maria Durham Allen Durling Mr. & Mrs. Harold Earle Theodore Earle Virginia W . Earnshaw Mr. & Mrs. Richard Edgerton Mrs. Peter Edmondo Mr. & Mrs. Robert K. Edson Mrs. Donald Eicher R/Adm. & Mrs. Ernest M. Eller Mr. & Mrs. Vincent Engels Col. & Mrs. Allan J. English Mrs. William K. Enright Shirley T. Eustis Dr. & Mrs. R. J. Falk Stephen L. Feinberg Mr. & Mrs. Jerome Feldman Mrs. Morris Feldman Richard Fellows Mr. & Mrs. Luke W. Sharon L. Hensley Finlay, Jr. Kathryn Herblin Brig. Gen. Luke W. Dr. & Mrs. Raymond Finlay, Sr. Herzinger Howard Fisher The Rev. & Mrs. Leland Lillian Fisher Higginbo tham Harvey Flaumenh aft Henry Higuera Mera Flaumenh aft Marilyn Higuera Mr. & Mrs. Nicholas Fotos Margie Hoffman Virginia Frederick Maya Hoffman Joseph N. Friend Mr. & Mrs . Robert Friends of Robert B. Davis Hoffman Dr. & Mrs. John H. Mr. & Mrs. George Frierson, Jr. Hoffmann Mr. & Mrs . Robert Frierson Mark Holdrege Arthur Frommer Mr. & Mrs. French Mr. & Mrs. Ken Frost Hollidayo ke Mr. & Mrs. John Fry Mr. & Mrs. Jackson Mr. & Mrs. Jesse Fussell Hollis, Jr. Sidney Gaarder Douglas K. Holmes The Rev. & Mrs. George Mr. & Mrs . William R. Gallos Hopkins Mr. & Mrs. Crombie Mrs. John B. Hough Garrett Virginia Houghton R/Adm. & Mrs . Robert K. Faith H. Howarth Geiger Mr. & Mrs . Charles Hughes Carol Gerson Mr. & Mrs. George Hughes Mr. & Mrs. William Gibson Eleanor K. Hunn Mr. & Mrs. Charles Gildea Leslie Gwin Hunt Mr. & Mrs. Thomas C. Robert F. Hunt Gillmer Dr. & Mrs. W . Jackson Iliff Mr. & Mrs. Charles Robert H . Irrmann Gleeson Robert Irvine Ella Glennie Richard E. Israel Mr. & Mrs . Clarence Ilene Jack Goldberg Dodo Jacobs Mr. & Mrs. Larry A. Thomas Jacobson Goldberg Mr. & Mrs. J. V. Jamison Dr. & Mrs. Nelson Mr. & Mrs. Marc Jartman Goodman Capt. & Mrs. Paul R. Jasper John Gray Ruth Javrotsky Mr. & Mrs. Basil Green H. Eugene John Capt. & Mrs. Edwin David S. Johnson Greenberg Jennifer U . Johnson Mr. & Mrs. George Kathy Johnson Greenleaf Mrs. Remsen Johnson, Jr. Eugene R. Grether Reverdy Johnson John H. Griffin Capt. & Mrs. Van Dyke Mr. & Mrs. Donald S. Johnson Grubbs, Jr. Emily D . Joyce Catherine Haigney Arthur Kahn Dr. & Mrs. Henry Hall Mrs . Mitchell A. Kapland Margot Hamill Francis Katz Joan Hamilton Mr. & Mrs . John Kennaday Nancy Hammon d Mrs. Ora S. Kenny Mr. & Mrs. Jerry Hardesty Mrs. Roy F. Kinard Brian Harmon Col. & Mrs . Frederick M. Dr. & Mrs. Alan G. King Harquail, Jr. Mr. & Mrs . Herbert Mrs. Herbert J. Harris Kinsolving Stephen L. Harris David Kleeman Mr. & Mrs. Robert Hartge Mr. & Mrs. Stoddard Col. & Mrs. Harry Knowles Hasslinger Mr. & Mrs. Arthur Mr. & Mrs. George Korsunsky Hayman Mr. & Mrs. Stanley Krohn Dr. & Mrs . Felix F. Heald Mr. & Mrs. Roland Mr. & Mrs. Norman Kuniholm Heaney Louis N . Kurs Elizabeth B. Hearne August Lageman Jen nine Hedler Mr. & Mrs. Charles Lamb 37 Mrs. Arthur Landers, Jr. Richard V. Landis Mr. & Mrs . John Lansdale, Jr. Mr. & Mrs. Jerome LaPides Mark Laster Josephine B. Thoms Lauck Ted Lauer Alfred J. Law Mrs. John F. Layng, Jr. Berta Lee Mr. & Mrs. Cecil Lemon Jon Lenkowski Mr. & Mrs. Mark Leone Mr. & Mrs. Roger Lepage The Hon. & Mrs. Eugene Lerner Mr. & Mrs. Irving Levy Mr. & Mrs. Fred Lewis Mr. & Mrs. Gordon Ley Margaret Libson Mr. & Mrs. Robert Libson Bernice Lilly Col. & Mrs. Harry Lindauer Carl Linden Sweetser Linthicum Mr. & Mrs . Richard Littlefield Michael Littleton Nancy Lodor Pat Loftus Adm . & Mrs. Robert L. J. Long Owen M . Lopez Agnes Lorentzen Mr. & Mrs. Arnold S. Lott Ron Lovejoy Donald J. Maclver, Jr. Cmdr. & Mrs. Alfred B. MacKown Carolyn de C. MacLeish Mr. & Mrs . Eugene J. Maier Nicholas Maistrellis James F. Mann Harvey C. Mansfield, Jr. Fendall Marbury Mary Ellen Marshall Mr. & Mrs. Frank J. Martin, Jr. Margaret Martin Wanda M. Martin Chaninah Maschler Mr. & Mrs. Archibald 0. Mason, Jr. Stephen R. Matz Carolyn May Thomas May John P. C. McCarthy Mr. & Mrs. Ewing McDonald Capt. & Mrs. Harold McDonald Dr. & Mrs. David McHold Pamela McKee Mrs. John A. McKinley Patricia Bilderback McKinney Mr.& Mrs . G. Willis McNew Bernardin e McPherso n William McWilliams, Jr. M . Virginia Meredith Mr. & Mrs. Abel Merrill Mr. & Mrs. Harry Messinger Mr. & Mrs. Charles Meuche Canon & Mrs. A. Pierce Middleton Mrs. E. Norris Middleton Mrs . Anthony Mileto Louise L. Millican Benjamin Milner Mr. & Mrs. Stanley T. Mitchell Mrs. Charles C. Molter Mr. & Mrs. Philip Montalba no Christel K. Moore Mr. & Mrs. John B. Moore, Jr. Mr. & Mrs. Vernon C. Moran Mr. & Mrs. Bruce H . Morgan Ruth N. Morgan Mr. & Mrs . Charles A. Morse Joseph D. Moss Mr. & Mrs. James Mulhern Mr. & Mrs. Edward F. Mullen Gladys Mullen Dr. & Mrs . Michael Mumma Lucille G. Murchiso n Mr. & Mrs . John Murphy Mr. & Mrs. John Beasley Myers Philip Myers Mr. & Mrs . Ronald M. Naditch Mr. & Mrs. Mitchell Nathanson Eloise Needlema n Mr. & Mrs. Stanley Nesbitt Dr. & Mrs. Frederick Ness Ann Nicholl Dorothy L. Noble Lydia Nolan John-Clar ence North Janice V. Nowak Mr. & Mrs . Harold V. Nutt Esther Lee S. O'Brien Mr. & Mrs. James 0. Olfson Frank V. Ortiz, Jr. Nancy W. Osius Rosamond Pappafotis Mr. & Mrs. Jerome Parks Mrs. Thomas Parran, Jr. William Pastille Dr. & Mrs . W . Scott Payne Elizabeth Pearson Arthur E. Peltosalo Peter Pesic Beth Peters Mr. & Mrs. Joseph P. Peters William M. Petersen Robert Petty Mr. & Mrs . Charles Phelps Dr. & Mrs. Errol Phillip �INSTITUTIONA L ADVANCEMEN T -ANNAPOLIS Board of Directors Friends of St. John's College, Annapolis Among the many volunteers whose support enriches the College are members of the local community who give their time and talent to facilitate communciations between "town" and "gown" In Annapolis the activities of the "Friends" of St. John's are directed by members of the Board of the Friends: (Current Members as of December 21, 1991): Caroline Benson, Robert Biern, Mary Kay Biern, William Brill, Jerry Buckley, Nancy L. Chandonnet, John Christensen, Geoffrey Comber, Tom Dawson, Ruth Dukkony, Max Duncan, Diane Evans, Arnold C. Gay, Anna E. Greenberg,Joan Hamilton, Nancy Hammond, Mark Herbst Vince Iatesta, John B. Moore, Lynn Norfolk, William Pastille, Bruce Petersen, Suzanne Pogell, William Schreitz, Joy Shaver, Esther Slaff, Joan Vinson Stallings, Nancy Jo Steetle, and Marilyn Williamson; Emeritus Members: Robert Hunt, A . Pierce Middleton, and James Tolbert. Friends of St. John's (continued) Joan Phillips Anthony C. Piazza Ruth M . Pickall Jeffrey A. Pinkham Mrs. A. Stuart Pitt Joseph M. Poag L. Harvey Poe, Jr. Suzanne Pogell Donald K. Pollock Dr. & Mrs. David Pope M. Michael Portilla B/ Gen. & Mrs. Edwin L. Powell, Jr. Daniel Prall Mrs. Theodore Pratt Edward Pritts Mr. & Mrs. Richard Pritzlaff Thomas Prufer Thomas G . Puglisi Anne Purvis Mr. & Mrs. Robert C. Rand Joseph E . Rankin Mr. & Mrs. Peter Rasmussen Jacqueline Rea Elaine Reed Mr. & Mrs. James A. Reid C . Frank Reifsnyder Mr. & Mrs. Charles E. Reutter, III Mr. & Mrs. Harry M. Rever Rose Marie Rice Mrs . Woodward B. Rich Mrs. William W . Richards Mr & Mrs. William Richardson Capt. & Mrs . William C. Richardson Frances E. Riche Mr. & Mrs. Philip Richebourg Nancy N. Rischard Donald C . Roane John F. Robbert Charles Robinson Mr. & Mrs. John Robson Pendleton Rogers Mr. & Mrs. G.G. Rohwer Mrs. Elerk Rosenbloom Howard Rosenbloom John Ross Peggy Grace Rubb Beate Ruhm Von Oppen Mr. & Mrs . Donald Rumsfeld Mr. & Mrs. John E . Ryan George Sachse Prof. & Mrs . Edward J. Satterthwaite Ingrid Savignac George Schaun Mr. & Mrs. Manuel J. Schenker David P. Schirra Phoebe K. Scholl Margaret W . Schwartz John J. Schwarz Mr. & Mrs. William Schwarz Marie Scott Judith Seeger Mrs. Guy Shaffer Mr. & Mrs. Bennett Shaver Winslow D. Shaw Mr. & Mrs. John Sherwood, III Abram N . Shulsky Mr. & Mrs. Harold Sigafoose Anne Simmons Andrew Simpson Isabelle Simpson Herman Sinaiko Mr. & Mrs. J.W. Slack Mr. & Mrs . W. Cameron Slack Esther Slaff Mr. & Mrs . Arnold Smith Brooks M . Smith Carolyn Smith Helen S. Smith Marguerite M. Smith William A. Smith Mr. & Mrs. Theodore H . Smyth Mr. John Sandberg Mrs. James J. Soul Mrs. Robert Spaeth Mr. & Mrs. Frederick Spalding Edward G . Sparrow Carl J. Spector Paula Stacey Richard L. Stallings Mr. & Mrs. John E. Starr, Sr. Dale W. Stayton Mrs. Andrew Steiner Shirlee Stern Elizabeth Strohl Trudy Stukes William D . Sutherlin Mr. & Mrs. John B. Sutton Mr. & Mrs. Earl G . Swafford Mr. & Mrs. Craig Symonds Lt. Gen. & Mrs . Orwin Talbott Dr. & Mrs. Joseph Taler Mr. & Mrs. Nathan Tarcov William J. Taylor, III Carl TenHoopen Mr. & Mrs. W .T . Terry, Jr. Clare Eddy Thaw Mr. & Mrs . Milton Thompson Ellan Thorson Mr. & Mrs. Thomas 0. Tilghman, Jr. David Lee Townsend Mr. & Mrs. William Townsend Mrs. Gene D. Trettin Jonathan S. Tuck Mr. & Mrs. Edward Tucker Mr. & Mrs. Richard F. Tyler Dr. & Mrs. Herman Urbach 38 Capt. & Mrs. Vadym V. Utgoff Mira Van Doren Dr. & Mrs. Jack Van Geffen Sandra V anLandingham Mr. & Mrs. Karl R. Van Tassel Mr. & Mrs. Paul Velgos Marcella Vitzthum Mr. & Mrs. Oliver E . Vroom Mal Wakins Capt. & Mrs. A. L. Waldron Dr. & Mrs. Stuart H. Walker David Wallace Mr. & Mrs. Hugh B. Wallis Harvey Walters Mame Warren Anne Warwick Mr. & Mrs. Lee Watkins Dr. & Mrs. Stanley Watkins Mr. & Mrs. Charles H . Watts, II Joan Weese Dr. & Mrs. William Weintraub Anne Weir Cora Weiss Mr. & Mrs. Alan Weitzman Mr. & Mrs. Francis X. Welch Mrs. Charles M . West, Jr. Mr. & Mrs. Richard C. Whaley The Rev. & Mrs. John Wheeler Elsie Whitman Mr. & Mrs. Paul Whitmore Mr. & Mrs. LeRoy A. Wilbur Betty Jones Wilkinson Mr. & Mrs. Stephen Wilkinson Dennis Williams Mr. & Mrs. John P. Williams, Jr. Scott L. Williams Mr. & Mrs . Bert Winchester Debbie Winchester Ruth G. Wittler Ken Witzgall Mr. & Mrs. Thomas J. Wohlgemuth Mr. & Mrs. Don Wolfrey Mr. and Mrs. K. Martin Worthy Harry R. Wrage Karen Wright Mr. & Mrs . DeMarquis D. Wyatt Malcolm Wyatt Ronald James Wylde John C . Wylie Laura Young William I. Young Eva N. Zartman Bernadette Zavin Haidi Zech Mr. & Mrs. Jack Zimmer Herbert L. Zorn, Jr. Parents of Current Students and Alumni Carlos Acosta Mr. & Mrs . Raymond J. Adams Mr. & Mrs. Carlos E. Agnese Adele Alper Annice M. Alt Soledad B. Ames Mr. & Mrs. Charles Anderson George W . Archer Mr. & Mrs. Dale Aukerman Mr. & Mrs. Carlos L. Azcarate The Rev. & Mrs. Edmund Baumgarten Margot Bell Mr. & Mrs. Frederick Berg Dr. & Mrs. Richard Berkowitz Mr. & Mrs. Maurice Berlin Mr. & Mrs . Joseph Besher Mr. & Mrs . Saul J. Blaustein Mr. & Mrs . Lewis T. Booker Mr. & Mrs. R. Barry Borden Mr. & Mrs. Barry Bosworth Mr. & Mrs. Wayland Wilson Bowser Eugenia Brasacchio Mr. & Mrs. Theodore T. Breuer Emerson Milton Brown Mr. & Mrs. Edward Burgess Mr. & Mrs. Chapman Burk Mr. & Mrs. Nicola Caiola Mr. & Mrs. Jeffrey Callahan Mr. & Mrs. King Carr Dr. & Mrs. J. Wade Caruthers Mr. & Mrs. John Paul Causey Mr. & Mrs. Richard Chollet Mr. & Mrs. Alexander Christ Mr. & Mrs. Philip S. Church Barbara L. Claster Mr. & Mrs. Morris Cobern Mr. & Mrs. Gerald D . Cohen Mr. & Mrs. Saul B. Cohen Mrs. Frances Conrad Pamela Corey-Archer Mr. & Mrs. John J. Costa Margaret Cowin Virginia Cruse Dr. & Mrs . Cecil C. H. Cullander Mr. & Mrs. Roberto Cuniberti Mr. & Mrs . Richard L. Davis Mr. & Mrs. Wilbur H. Day Mr. & Mrs . Arnold Dennis Dr. & Mrs. B.W. DeShazo �INSTITUTIO NAL ADVANCEM ENT - ANNAPOLIS Dennis Donald Donahue Mr. & Mrs. Robert N . Downey Mr. & Mrs. George F. Dudik Stephen Edelglass Mr. & Mrs. Clark Edwards Mr. & Mrs. Maurice R. Feldman Diana J. Firestone Mr. & Mrs. Robert T. Forrest Mr. & Mrs. James H. Frame Dr. & Mrs. Gary P. Francke Mr. & Mrs . Joseph J. Gaffney Mr. & Mrs. Francis Gazzola Mr. & Mrs. Anthony Girone Mr. & Mrs. Richard N . Golding Mr. & Mrs. John K. Goodwin Murray Greene Mr. & Mrs. George C. Grubb, Jr. Mr. & Mrs. A.P. Haggerty Mr. & Mrs. Alan H. Hammerman Elizabeth Hansen Barbara Lynne Harpel! Mr. & Mrs. Thomas P. Hayes Mr. & Mrs. Vincent N . Heckel Cdr. & Mrs. James D . Hendry Mr. & Mrs. John Henry Mr. & Mrs. Michael J. Hermanoff Dr. & Mrs. Robert M. Heyssel Ted Holmberg The Rev. & Mrs. Mercy Igbeare Mr. & Mrs. Fred Israel Mr. & Mrs. Robert A. Jablon Jennifer U. Johnson Mr. & Mrs. J. Seward Johnson, Jr. Mr. & Mrs. Thomas W. Johnson Denise Klein Mr. & Mrs. W.E. Klippert, II Mr. & Mrs. William Klunk Mr. & Mrs. James J. Kocsis Mr. & Mrs. Nathan Korshin Mr. & Mrs. Steven Krawiec Karen P. Krone Mr. & Mrs. Brian J. Lalone Valerie Lamont Lowell W. Lapham Miriam S. Lapham Mr. & Mrs. Thomas A. Larsen, Sr. Mr. & Mrs. Kenneth L. Lauer Dr. & Mrs. Mario L. Lecuona Ida Lenihan The Rev. & Mrs. Allen Lewis Dr. & Mrs. Donlin M. Long Julia G. Long Thomas Lusk Mr. & Mrs. James Mackey Mr. & Mrs. John Mappin Francis Marks The Rev. & Mrs. James W. Martin, Jr. Dr. & Mrs. Frank McKemie Mr. & Mrs. Harold Melton Barbara T. Miller Mr. & Mrs. Kenneth R. Mitchell Mr. & Mrs. James E. Monsma, Sr. Dr. & Mrs. James A. Mullen Nini Munro-Chmura Elizabeth Myers Dr. & Mrs. Lawrence G. Myers Judith L. Oakes Mr. & Mrs. Robin S. Oggins Mr. & Mrs. George W. Olinger Mr. & Mrs. Thomas J. Olivier Mr. & Mrs. Frank Owens Mr. & Mrs. Michael Pappas Mr. & Mrs. William Pfefferkorn Mr. & Mrs . Kenneth Phifer Mr. & Mrs. Joseph Pietrus Erich K. Plaut Mr. & Mrs. Donald J. Povejsil Mr. & Mrs. Henry R. Povolny Deborah E. Powers Mr. & Mrs. J. Richard Reid Mr. & Mrs. David J. Riley Mr. & Mrs. Paul Rischard Mr. & Mrs. Herbert Rosenberg Mr. & Mrs. Robert Rosenberg Mr. & Mrs. Robert P. Ross June Harrison Russ Mr. & Mrs. Archie T. Satterfield Dr. & Mrs. George Schoedinger Mr.& Mrs. William G. Schurr Dr. & Mrs. Bradford Schwartz Dr. & Mrs. William Schwartz Mr. & Mrs. S. Spencer Scott Ruth Seaman Virginia M. Sills Dr. & Mrs. Lawrence Silver Mr. & Mrs. Thomas J. Slakey Jessie Patton Smith Mr. & Mrs. Edward G. Sparrow, Jr. Mr. & Mrs. Frederick Stires Mr. & Mrs. Robert E. Stout Mr. & Mrs. George Summers Mr. & Mrs. Leonard W. Swett Mr. & Mrs. Michael Toomey Mr. & Mrs. James W. Truitt John Tyson Mr. & Mrs. Joseph Uemura Mr. & Mrs. Ronald Umerlik Prof. & Mrs. Ray M. Wakefield Mr. & Mrs. Bernard Walley Mr. & Mrs. James C. Walworth Mr. & Mrs . M. Gist Welling Mr. & Mrs. William H. Wendt Mr. & Mrs. Jack C . Williams Mr. & Mrs. Warren Winiarski Eleanor Wilson -Berg Mr. & Mrs. William M . Wright Mr. & Mrs . Frederick B. Wynn, Sr. Cloie B. Yager Mr. & Mrs. Richard Zelina In Honor of: Braulio Carlos Agnese '91 Mr. & Mrs . Carlos E. Agnese Class of 1942 Alvin Chesley Wilson, Jr. Tristan Miles Forgus Valerie Lamont Matthew Francis Gaffney '91 Mr. & Mrs. Joseph J. Gaffney Anna E. Greenberg Dr. & Mrs. Robert 0 . Biern Jeffrey A. Bishop Eva T. H. Brann Mr. & Mrs. Donald Dement David Dobreer Nancy Hammond Faith H . Howarth Alfred J. Law Barbara H. Leonard Donald J. Maclver, Jr. Frank B. Marshall, Jr. Pamela McKee Mrs. Elerk Rosenbloom Mr. & Mrs. Bennett Shaver William W. Simmons Thoedore H. Smyth Stag's Leap Wine Cellars Thomas B. Turner Peter Weiss 39 Col. & Mrs. Harry Lindauer Anna Greenberg Jeanette Rosen Caritas Society of St. John's College Donald J. Maclver,Jr. Caritas Society of St. John's College Wolfgang F. Rosenberg Else S. Klein Wilbur Matz Stephen R. Matz Verne Schwab '45 Mr. & Mrs. Robert C. Rand Katherine S. Watkins Ann B. Worthington Maxwell Ochs Anna Greenberg Mr. & Mrs. Bennett Shaver Anna Greenberg Sheila Monen Virgil The Buffalo News Mr. & Mrs. M. E. Warren Mame Warren In Honor of the Birthday of: Thomas M. Carnes '52 Mr. and Mrs. Ken Frost Dr.A.Love Else S. Klein Mordecai Gist Welling, Jr. '72 Mr. & Mrs. M. Gist Welling Alvin Chesley Wilson and the Class of 1856 Alvin Chesley Wilson, Jr. Anna May Wilson Caritas Society of St. John's College Margery Collier Wyatt Robert C. Brown Mr. & Mrs . Charles Gleeson TodoMundo In Memory of: Hedwig Wylie John C. Wylie John D. Alexander, Sr. '20 Allen, Johnson, Alexander &Karp Scholarship Endowments Betty Beck Bennett '60 Patricia Carter Ford K. Brown H '70 Scholarship Endowment Barbara H. Leonard Winifred Brown '82 Emerson Milton Brown Richard Cassell Mr. & Mrs. George Hoffman Thomas Cosgrove '46 Aurora L. Cosgrove Wilbur R . Dulin Anna K. Dulin '31 Donald R. Esselborn '80 Steven Robert Edwards Nancy V. Gaston Pasquale L. Polillo Eileen Hunt Caritas Society of St. John's College John F. Layng, Jr. '23 Mrs. John F. Layng, Jr. Thomas L. MacNemar '39 Mr. and Mrs. John Beasley Myers Mrs. N. Monsour Robert Hazo Andrew Alexander Pausley '90 Elizabeth B. Hearne Kristen M. Regner Mr. & Mrs. Cecil Lemon Faculty Scholarship Endowment Mr. & Mrs . Charles Anderson Eva T. H. Brann Anthony J. Carey Geoffrey Comber Mr. & Mrs. William A. Darkey Kevin Dungey Howard Fisher Mr. & Mrs . Harvey Flaumenhaft Mr. & Mrs. Henry Higuera Anita Norton Kronsberg Mr. & Mrs. Louis N. Kurs Jon Lenkowski Mr. & Mrs . Fred Lewis Nicholas Maistrellis Chaninah Maschler Peter Pesic Deborah Schwartz Renaut Abraham Schoener Mr. & Mrs. Thomas J. Slakey David Lee Townsend Mal Wakins Malcolm Wyatt Dr. Simon & Fanny Kaplan Scholarship Endowment Ronald Davidoff Barbara H. Leonard �INSTITUTIONA L ADVANCEMEN T -ANNAPOLIS InMemorium The community mourned the death and celebrated the life ofJ. Winfree Smith, who died in early 1991. Mr. Smith, the author of essays and translations on historical) mathematical) and scientific matters, also wrote the book, A Search for the Liberal College, published by the St. John's College Press in 1984. The architects of the New Program, Stringfellow Barr and Scott Buchanan, had been Mr. Smith's teachers at the University of Virginia. They invited him to join the St. John's faculty in 1941Jrom which time he continued to protect and shape the curriculum for many terms on the Instruction Committee. Prior to his death, Mr. Smith had been chosen unanimously by the Annapolis faculty to receive the 1990-91 SearsRoebuck Foundation Teaching Excellence and Campus Leadership Award, which was accepted by representatives of his family. His memory was honored by the dedication of the 1991 Annapolis Homecoming Weekend to him on the fiftieth anniversary of his teaching tenure at St. John's. In April a memorial service attended by many community members was held. A committee including Douglas Allanbrook and Brother Robert Smith is compiling a body of Winfree Smith lore, including Mr. Smith's unpublished writings and his friends' recollections. The material will be compiled for wider distribution. Friends of St. John's (continued) John Spangler Kieffer & Roxana Kieffer Scholarship Endowment Arthur W. Crooke Mr. & Mrs. Edward W . Dunham Mr. & Mrs. James F. Dunham Mr. & Mrs. Warren B. Dunham Mr. & Mrs. William B. Dunham Estate of Roxana W . Kieffer Mr. & Mrs. H . A. Grauff Mr. & Mrs. Donald S. Grubbs, Jr. Mr. & Mrs. J. V. Jamison Else S. Klein Barbara H . Leonard M . Virginia Meredith Mrs. Woodward B. Rich Mr. & Mrs . Harold Sigafoose Mr. & Mrs. James M. Tolbert Mr. & Mrs. Paul V elgos Alvin Chesley Wilson, Jr. Mr. & Mrs. Curtis A. Wilson Jacob Klein H '76 Scholarship Endowment Barbara H . Leonard Arthur E. & Hilda Landers Scholarship Endowment Mrs. Arthur Landers, Jr. Maryland National Foundation Scholarship Endowment Maryland National Foundation, Inc . Phillip A. Myers, II, 1938 Scholarship Endowment Estate of Kate M. Myers Murray J. & Julius Rosenberg 1938 Memorial Endowment Mrs . Elerk Rosenbloom J. Winfree Smith H '80 Scholarship Endowment Mr. & Mrs. Mark A. Adler George Anastaplo Kemmer Anderson Lydia S. Aston The Atlantic Records Foundation, Inc. Bruce Joseph Babij James Earl Bailey Elizabeth Christian Banta Joseph T. Barry Robert S. Bart Victor E. Barton Dante G. Beretta, Jr. Elizabeth Molnar Bergan Sharon Bishop Mr. & Mrs. Jan Blits Joan Katherine Bogucki Karen Anderson Bohrer Richard D. Bond, Jr. Roberta Petty Bond Rosalie Levine Boosin Charles W. Borden S. Douglas Bowers Powhatan Bradbie Eva T. H. Brann Stacey David Brown David C . Bruney Joan Buckmaster Honor Heyward Bulkley Maj . & Mrs. Roger C. Burk William Watt Campbell Ray C. Cave George A. Cayley Robert Bruce Christian Lindsay E. Clendaniel Nancy Lee Coiner James W . Conrad Alan J. Cook Norma Cotton Mary Coughlin Rodrick P. Craven William J. Cromartie, Jr. Alexandra Culbertson Mr. & Mrs. Roberto Cuniberti Hugh M. Curtler Mr. & Mrs. William A. Darkey Ronald Davidoff Christine Kubacki Davis Frederick P. Davis Mr. & Mrs. William M. Davis Matthew K. Davis Patrick D . Davis Vernon E. Derr Dr. & Mrs. Thomas Dourmashkin Editorial Services Michael H. Elias Bruce Lee Elliott Donald S. Elliott John Gary Elliott Ahmet M . Ertegun Lawrence Feinberg Barry L. Fisher Ann Sheila Flanagan Charlotte Fletcher Stephen J. Forman Friends ofJ. Winfree Smith Dr. & Mrs. John H. Frierson, Jr. Mr. & Mrs. Robert Frierson Thomas I. Fulton, Jr. Erika Gaffney Mr. & Mrs . Crombie Garrett Bernard F. Gessner Eugene Glass Michael W. Gold Donna M. Gordon Mr. & Mrs. Mark GowdyJaehnig Peter Herman Grubb 40 Mr. & Mrs. Raymond T. Haas Emily Hamilton Graham Harman Marianna Heaney Anne Braswell Heldreth Henry B. Higman Charles E. N . Hoffacker Allan P. Hoffman Steven M . Holland Jae Holzman W. Robert Howell F. Kay Huebner Marjorie Hutter Josephine J. Jaster John Joanou Mr. & Mrs . James W. Jobes, Jr. Archer Jones Mary Pat Justice Michael C. Keane David H. Kidd Barbara Brunner Kiebler Mrs. John S. Kieffer Else S. Klein KPMG Peat Marwick Rozanne Kramer S. David Krimins Allison Karslake Lemons Robley Timmins Levy C. Ranlet Lincoln Paul A. Lowdenslager Donald J. Maclver, Jr. Mr. & Mrs. Nicholas Mais trellis Francis S. Mason, Jr. Edward L. Mattison Douglas Kirk Mayer Muriel McCown Deirdre Mary McGlynn Mr. & Mrs. Ronald C. McGuirk Thomas J. Meyers Erin Michelle Milnes Raymond S. Morgenstern Mary Navratil Charles A. Nelson Christopher B. Nelson Virginia S. Newlin Robert E. Nichols Janice V. Nowak John Charles Obenauer Rosanne Gleason O'Connor The Rev. & Mrs. Donnel O'Flynn Alison Lynn Packwood Joan Paine Maryrose Patrone Gerald E. Pemberton Milton Perlman Robert J. Perry L. Harvey Poe, Jr. Eric Hunter Poppele Susan Louise Price David B. Rea Gail Webber Redd William T . Roberts, II Richard Rogers William Alan Rohrbach Barbara Mordes Ross Peter Ruel Beate Ruhm Von Oppen Susan Ely Ryan Joe Sachs Deborah R. Sack Robert Sacks Margit Sawdey Walter Schatzberg Hope Zoss Schladen Daniel John Schoos Mr. & Mrs. William G. Schurr Raymond Carlton Seitz Lawrence Sherman Hilyer Gearing Shufeldt Bruce H . Sinkey Jonathan H. Sinnreich Richard M. Skaug Herman Small L. Wheaton Smith Mary Grant Smith Susan Smolin Stag's Leap Wine Cellars Helen J. Starling Annette Tullier Staubs John Sterrett Mark L. Sugg Eugene V. Thaw Mr. & Mrs. James M. Tolbert Karen Astrid Tourian Robert G. Tzudiker Philip Valley Richard Van der Voort Robert Francis Vincent Martin Z . Vogelhut Charles B. Watson Mr. & Mrs. Richard D. Weigle Edward D. Weinberger Ira Weiss Peter Weiss Dinah Wells The Rev. & Mrs. John Wheeler John L. Williams Thomas J. Williams Mr. & Mrs. Curtis A. Wilson Mr. & Mrs . Warren Winiarski Robert Lewis Wyckoff, II Mr. & Mrs. Harvey Wynn Clarence W. Stryker Scholarship Endowment William C. Owens Karl and Evelyn Van Tassel Scholarship Endowment Karl R. Van Tassel General and Memorial Endowments Charles Edward Athey 1931 Memorial Endowment William B. Athey Richard Duhan 1963 Memorial Fund Mrs. Frances Conrad �INSTITUTIONA L ADVANCEMEN T - ANNAPOLIS Bryce Jacobsen Prize Fund Daniel John Schoos Mackey-Mobbs Memorial Dow Chemical Company Mr. & Mrs. James Mackey James McClintock 1965 Prize Fund Gerald F. Zollars Charles V. Moran Prize in the Visual Arts Mr. & Mrs. William C. Clouspy Francis Katz Mr. & Mrs. Vernon C. Moran Anthony C. Piazza Joseph M. Poag William D . Sutherlin Mr. & Mrs. Lee Watkins Joan Weese Dorsey W. Offutt,Jr. 1925 Memorial Endowment Estate of Dorsey W. Offutt, Jr. Andrew Pausley 1990 Library Endowment Elizabeth B. Hearne Richard Scofield Endowment Daniel V. Manfredi Ruth Sutphin Memorial Garden Fund Carole Clark General and Memorial Endowments (Corporate EndowmentSanta Fe) The Robert Bowne Davis 1969 Memorial Fund Catherine Amparano Kristen Baumgardner Michael David George. H. Elias, Jr. Wendy L. Feintech Mr. & Mrs. Peter Fisk Friends of Robert Bowne Davis Memorial Fund Robbyn Lea Jackson Thomas Jacobson Susan D. Kaufman E. Leslie Medford, Jr. Mark Andrew Middlebrook Barbara T. Miller Mr. & Mrs. Mark Moore-Fuller Alex Sten Poulsen Susan Louise Price Harrison J. Sheppard Thomas L. Sigman Marlene Strong Mr. & Mrs. Lee Tepper Robert T. Thompson R. John Wekselblatt Toni Wilkinson The William O'Grady Scholarship Fund Laurie Alexander Barbara Altman Joe Sachs Mr. & Mrs. Edward G. Sparrow Westinghouse Education Center Mr. & Mrs. Mark A. Wielga Special Funds Athletic Fund Mr. & Mrs. Rodney V. Beach Dorothy Bergamaschi Melody D. Connor Peter B. Connor Kevin Dungey Friends of the Rowing Club Catherine Haigney Leslie Gwin Hunt Karen P. Krone Karen Dianne McCartan Christel K. Moore Anthony J. Nyberg Deborah Schwartz Renaut Nancy N. Rischard Virginia M. Sills St. John's College Annapolis Erin Rachel Taylor The Professional Courier Service John Tyson Kersti V. Tyson Ronald James Wylde Art Gallery Annapolis Fine Arts Foundation Anne Arundel County Anne Arundel County Commission on Culture and the Arts City of Annapolis Maryland State Arts Council USF&G Foundation, Inc. College Employee Loan Fund Anonymous Friends of the Mitchell Gallery Mr. & Mrs. Stephen E. Bachand Mrs. Robert B. Barnhouse Mr. & Mrs. George R. Benson Dr. & Mrs. Robert 0. Biern Hope Bliss Mrs. Richard Borden Mrs . Robert Bowen Mrs. George B. Brown Mr. & Mrs. Donald B. Carren Mr. & Mrs. William G. Carter, Jr. Virginia Ochs Clagett Coastal Properties Management, Inc. Mr. & Mrs. Donald Dement Capt. & Mrs. Charles R. Dodds Virginia W. Earnshaw R/Adm. & Mrs. Ernest M. Eller Mr. & Mrs. Charles Gildea Capt. & Mrs. Edwin Greenberg Mr. & Mrs. George Hayman Mr. & Mrs . Jackson Hollis, Jr. Capt. & Mrs. Van Dyke Johnson Emily D. Joyce Berta Lee Mr. & Mrs. Roger Lepage Mr. & Mrs. Irving Levy Mr. & Mrs. Robert Libson Mr. & Mrs . Richard Littlefield Mr. & Mrs. Arnold S. Lott Mr. & Mrs. Frank J. Martin, Jr. Margaret Martin Mr. & Mrs. Archibald 0. Mason, Jr. Dr. & Mrs. David McHold Pamela McKee Mr. & Mrs. John B. Moore, Jr. Ruth N. Morgan Joseph D . Moss Mr. & Mrs. John Murphy Mr. & Mrs. Mitchell Nathanson Esther Lee S. O'Brien Rosamond Pappafotis Picture Craft, Inc. Elaine Reed Mr. & Mrs. Mrs. Charles E. Reutter, III Rose Marie Rice Mrs. William W. Richards Mr. & Mrs. Philip Richebourg Mr. & Mrs . William Schwarz Mr. & Mrs. Bennett Shaver Brooks M. Smith Marguerite M. Smith William A. Smith Trudy Stukes Mr. & Mrs . Richard F. Tyler Dr. & Mrs. Stanley Watkins Mr. & Mrs . Alan Weitzman Elsie Whitman Mr. & Mrs. John P. Williams, Jr. Laura Young Gifts-in-Kind Sam Austell Naomi S. Berlin Ronald E. & Linda Council Black & Decker Virginia Houghton Thomas Lusk Richard T. Mallon 41 Marriott Corporation Mr. & Mrs. Stanley T. Mitchell Richard L. & Joan Vinson Stallings Marylou Symonds Sandra Van Landingham Graduate Institute Arco Chemical Company Paul Finney Rohm and Haas Company Great Issues: Ethics and Law Anonymous ARINC Council, Baradel, Kosmerl & Nolan, P.A. Hartman and Crain Michaelson, Krause & Ferris, P.A. Second National Federal Savings Bank UNC Incorporated Kaplan Prize Fund Fanny Kaplan Jacob Klein Prize Fund Else S. Klein Library Book Fund Robert C. Brown Caritas Society of St. John's College Mrs . Fanny Kaplan Mr. & Mrs. Louis N . Kurs Thomas May Todo Mundo Westminster Foundation of Annapolis Ann B. Worthington Miscellaneous Restricted Dr. & Mrs. Robert 0 . Biern Jeffrey Bishop Booz-Allen & Hamilton Eva T. H. Brann Caritas Society of St. John's College Mr. & Mrs. Donald Dement David Dobreer Capt. & Mrs. Edwin Greenberg Nancy Hammond Faith H. Howarth Independent College Fund of Maryland Alfred J. Law Barbara H. Leonard Donald J. Maclver, Jr. Frank B. Marshall, Jr. Pamela McKee Mrs. Elerk Rosenbloom Dr. & Mrs. George Schoedinger Mr. & Mrs. Bennett Shaver William W. Simmons Theodore H. Smyth Stag's Leap Wine Cellars Thomas B. Turner Peter Weiss Preceptorials Evalyn Cook Richter Memorial Fund Paul K. Richter Memorial Fund Renaissance Music Series Abraham & Ruth Krieger Family Foundation, Inc. A.R.G., Inc. Art Things, Inc. Benson Motor Cars, Ltd. Mr. & Mrs. George Breed Howard K. Cohen The Country Cat Clinic Phyllis Sachs Dixon Edgewater Liquors, Inc. Essex Credit Corp. Stephen L. Harris Laurance Clothing Manis, Snider, Buck & Migdal Paul Reed Smith Guitars Robert Pelrine William B. Schreitz Cabinetmaker, Inc. Tydings Import Service, Ltd. Weller, Fishback & Bohl James B. Wooddell Scholarships/Graduate Institute Marilyn B. Mylander Scholarships Anonymous Mr. & Mrs. Nicola Caiola Ray C. Cave Chesapeake & Potomac Telephone Company Aurora L. Cosgrove Steven Crockett Mrs. William K. Enright James H. Frame Stella and Charles Guttman Foundation Sharon L. Hensley Dr. & Mrs. Raymond Herzinger Independent College Fund of Maryland James M .. Johnston Trust Ensign C. Markland Kelly, Jr. Memorial Foundation LaPides Foundation John J. Leidy Foundation, Inc. Mr. & Mrs. Ewing McDonald Mrs. John A. McKinley Stag's Leap Wine Cellars St. John's Alumni Association Peter Weiss Mr. & Mrs. M. Gist Welling John C. Wylie William Smith Scholarship Charlotte Fletcher Barbara H. Leonard �INSTITUTIONAL ADVANCEMENT - SANTA FE Phonathon Volunteers The success of the Alumni Annual Fund owes much to the many volunteers who gave of their time and energy to participate in regional phonathons in 1990-91. Among the volunteers to whom St. John 's extends its thanks: Annapolis - Gerald Atterbury A'46, Miriam Callahan-Hean AGI'87, Jack Ladd Carr A'50, Kathy Dulisse AGI'88, Katherine Hsu Haas A'60, Mary Pat Justice SGI'71, Pamela Kinsely A '85, S. David Krimins A '63, Ranlet Lincoln A'50, Merle Maffei AGI'86mJane Pennington AGI'87, Faye Polillo A'56, Frank Wilson A'35 Chicago - Janet Nelson Berggren A' 72, Norma]. Cotton SGI'73, Rick Lightburn SF'76, Erin Milnes A'87, Christopher B. Nelson, SF'70, Cindy Rutz SF'82, Tom Stepnowski SF'77, Houston - Anne O' Malley Culotta A'8l, Margaret Couvillos A'86, Geneva Fulgham SGI'90, Matt Hartzell A'8l, Jonathan Mark A'73 New York - Larry Feinberg A '64, Malcolm Handte A'75, P. Janee Jacobs A '71, Sabine Schweidt SF'8l, Ellen Veden SGI'77, Joel Weingarten A '82 San Francisco - Bob DiSilverio SF'79, George Elias A '71, Natasha Fisk SF'84, Tom Hoover SF'70, Olivia Jacobs A'82, Don Kaplan A'48, Mark Middlebrook A'83, AnneMartina Moore SF'84, Joseph Moore SF'8l,Sue Price A'84, Thomas L. Sigman A'59, Tony Wilkinson SF'87, David Scott Williamson SF'86, Friends of St. John 's (continued) St. John's Review Thomas Prufer Touchstones Abell Foundation Plant Funds - Capital and Special Projects Campus Lighting Plan Fund Aladdin Travel Agency, Inc. Berliner Construction Company Mr. & Mrs. John Chandonnet Mullen, Sondberg, Wimbish & Stone Manpower Temporary Services Three Centuries Tours Ward I Resident's Association McDowell Project Annapolis Banking and Trust William Watt Campbell First National Bank Mellon Hall Project Maryland National Foundation, Inc. Mellon Hall Laboratory Equipment Fund Chesapeake & Potomac Telephone Company Deluxe Corporation Foundation Books to the Library Aris T. Allen Roy Armstrong Mr. and Mrs. Barry Axford Zoe Beaty '91 Charles Bell Eva Brann Martha Breed Tom Carter Virginia Ochs Clagett Joseph Cohen J.E. Cook Maria Coughlin Jim Cusick Patrick D . Davis Father Paul E. Duggan Lovan Ely '92 Mrs. Vincent Engles Mera Flaumenhaft Brian Graney '92 Jacqualine Grisvard, MacMillian Publishing Company Michelle Gurrrein The Japan Society of Northern California Jennifer Johnston '89 Kathryn Kinzer Samuel Kutler Reed Lang Ministry of Information, Kingdom of Saudi Arabia Nuclear Control Institute Janet Orlin '89 Nancy Potter Michael Quinn John C. Richowsky Judith Seeger Thomas Slakey J. Winfree Smith Samuel V. Stiles '54 Syna Stevenson '93 Robert R. Sullivan Jonathan Tuck Richard Weigle Robert Williamson Curtis Wilson Rebecca Wilson Lyndsey Pilar Wyman '86 Donors to Santa Fe Santa Fe Alumni Donors 1990-91 By Class 1962 Justina H . Hayden 1966 George F. Bingham 1967 David N. Mischel 1968 Lynn Archer Marilyn Joyce Avery Bruce R. Baldwin Chester Carl Bostek Kirk D. Cheyfitz Gregory C. Congleton George E. Deering Mr. & Mrs . Richard Flint Marajean Graham Anne Cynthia Harlan Vida Kazemi Thomas G. Keens Kenneth Lewis Kronberg Stephanie T. Lang Allison Karslake Lemons Constance Weigle Mann John Dunbar McCaffrey Harold Maurice Morgan, Jr. Rev. & Mrs. Donald Joseph Schell Marilynne Scott Wendy Watson Donald Hugh Whitfield Rick Wicks 1969 William R. Butler Daniel L. Cleavinger William Jamie Cromartie Carmela C. Dominguez Raymond J. Drolet John D . Goodwin Beth Kuper Kyle V. McCard Dorine A. Real Joe P. Reynolds 42 Mr. & Mrs. Carlton S. Severance Mr. & Mrs. John Harvey Strange Anne Hayward Strasburg Lee Tepper Joseph H. Tooley Benjamin Treuhaft Karen J. Watkins 1970 Ted Eugene Crook Nora Gallagher Susheila Horwitz Kathryn Teipel Morel Christopher B. Nelson Toni Karen Nelson Richard Spencer Scully Antoinette S. Shaller 1971 Jonathan L. Brewer Maya Contractor Brewer James Chris Brown Michael Wardell Brown Sally Dunn Bonnie L. "BO" Gage George H. Griffin Marc Leland Haynes Margaret Jacobs Dennis P. Plummer Travis L. Price, III Amanda F. Stimson Dolores A. Strickland Rebecca Schwab Thompson Twyla Fort Werstein 1972 Henry Bigelow Adams Mark A. Appleby Joseph M . Boroughs Stephen DeLuca Melissa Dee Drolet Allen Gauler Elizabeth L. Goldwin Ellen C . Hearne Kathleen Keenan Mclnturff Pacrick Porter Susann W. Ragsdale Barbara Ann Rogan Louise Rozak Romanow Phyllis Marie Schoenberg Kevin E. Snapp Gretchen Vadnais Koren Vincent 1973 Kit Callender India Williams Clarke Barbara Ann Harry Mark Durham Jordan Mary Gauler Knudsen Paul Knudsen Peter Joseph Meadow Linda S. Randle Milbery Michael Edward Mongeau Sister Joan Marie Paine Anne C. Ray Mr. & Mrs . Kenneth W. Richman, Jr. Thomas Stuart Robinson Stephen Arnold Slusher Kip Smith Eric Osmon Springsted Marcia Greenbaum Wake David M . Weaver 1974 Lois Eve Ballen H. Mark and Carmen Belanger Warren E. Buckles Celia Yerger David Alice Gibbs Ericsson Joseph N. Granados Mary Palevsky Granados Catherine Gordon Gross David F. Gross Thomas B. J elliffe Fr. Donald Franklin Merriell Joseph P. Moeller Eric Rosenblum Vincent Cotton Stanley Steven Dahl Thomas 1975 Cheryl Porter Brostrom Christopher H . Chase Ann Claassen Robin E. Datel Wendy Maxwell Donnelly Charles W. Gunter, Jr. Leslie Marie Johnson Rani Kalita Matthew Krane Nancy Miller Thomas J. Myers Laura Waldron O'Brien Margaret M. Sheehan Richard Skaug Sarah Abigail Smith William D. Torcaso Denis Yaro 1976 Dean L. Blobaum Elizabeth Cochran Bowder Christian Burks Anne Leighton Calof Mary C. Cason Lorna Clymer Pablo Collins Betsy I. Davenport Michael E. Dubetz Glenda H. Eoyang Inger Aarnas Flynn Paula J. Fulks Michael A. Gross Brian L. Hiti David B. Holtkamp Michael Hurlock.er Judy Kistler Barbara L. Lauer Richard O. Lightburn Miriam S. Marcus-Smith David Pex Thomas W. Stepnowski Denise C. Waxman Ann E. Worth Bradley P. Wronski Daniel Songyi Zhang 1977 Mitchel K. Ahoyt Lorin J. Cuoco Grant Franks �INSTITUT IONAL ADVANC EMENT - SANTA FE Rachel B. Garfield James Gollin Preston S. Grant Robert J. & Andrea Ham Frances Covington Hartogh Janet Lynn Hellner-Burris Rosalind A. Hutton Catherine Elizabeth James James Maldonado Paula Maynes Shawn K. McCoy Susan M. Otto Corinne Prescott-Robert son Teresa Engler Raizen Philip R. Regier Thomas John Walrod 1978 Shaun Kelly Abshere Vicki Allison Abshere Rene Barnes Leonard Blumberg J. Kelly Adams Bradford Edward David Bronfin Brian Buchner Christopher Martin Currin Robert E . DiSilverio, Jr. David Edwin Doremus Teresa A. Doyle Gregory W. Frame Randall Fryer Michael F. George Cheryl Young Gillette Stephen M. Hammel Clark Stephen Kimerer Steven Hunter Mackey Ronald Wesley Mawby Lydia Grace McCarthy Martha McGinnis Barbara McReynolds-De nt Michael Hurd Paine John Peter Rask Colleen Marie Regan Ross T. Robertson Michael Gerard John Theriault James Kelly Walton Janis E. White Jeff Philip Winslow 1979 Mari Anixter Glen P. Barrentine Rachel Barrett Robert Jay Bienenfeld Jennifer Liepe Borders Gregory R. Cowell Stephen Melvin Crampton Laura Judith Davidson Martin J. Dobyns Suzanne Gill Doremus Gary D. Edwards Owen M . Goldin Benjamin R. Haggard Charles R. Hamm, Jr. Mary H . Hillstrom Julie Berg Ki merer Anker Anthony Lerret Holly W . Montague Joseph L. Morris Diane Arlene Olsen Nina Ellen Asinovsky Patterson Daniel J. Raizen Natalie Page Robinson William Angus Steadman, II 1980 Kathleen Burk Elizabeth Church C. Dory Eisenbeis Culver Mary McCormick Freitas Martha Brett Holliday Maria Christina Ironside Dave Reid Kingsbury Lisa Lashley James A. Lorenz Paul Bryce Martin Carla Ruth Meeske Dawn Ellinwood Meredith Theodore 0. Meredith Joseph Sidney Moore Jeffrey H. Olsen David E. Parsons Debra Ann Rutherford Sabine Schweidt Terry Hicks Simic Karol Lawton Steadman Lee Tarpley Elaine Fulton Thompson Patrick F. Woods Nancy Jene Cline Wright 1981 Elizabeth Mills Acciani Mark T. Burrows Lance M. Forsythe Hazen H . Hammel Maha Khoury Mark Lonsdale Langley Nancy L. Loevinger Amy Robson Morris Rachel Dianne Stewart KarlW. Stukenberg 1982 Stephen E. Acciani Mark C. Dayton Peter & Natasha Fisk Paul L. Frank Karen Marie Gasser Mark W. Gocke Paula G. Gruber Jeffrey James Harter Geoffrey Michael Henebry Rebecca L. King Mark J. Krinock Craig Randal Linder Joshua McDavid Cary R. Renfro Peter Rossoni Cynthia L. Rutz Mara Schiffren Pattie P. Swift Colette Walczak Gary Michael Wolff 1983 Charles G. Bell Carmel F. Davis Chava Doherty Ellen Ruth Eissler Ma:ry Mary Feldman Michael S. Keilly Stephen Knight Robin Laylin Susan Tive Lecuyer Laura Beth McKey Richard Morehouse Nancy Morton- Bain Sanjay Poovadan Elizabeth J. Travis Andrea Van Der Molen Anne Margaret Winter Hart 1984 Scott Bartsch Theodore DeWayne Benson, II Craig A. Burgdoff Michael Cinkosky Therese Anne Gilchrist Wendy Barnwell Anne Hayes Laura Jane Medhurst Alistair Morrison James B. Trager, JR. Valerie M. Uhlig Peter H . Weis 1985 Judith Anne Houck Mary Alice Lehman Tambra Leonard Donald H . Parker Elizabeth Pantone Rohrbach John Ward Schillo Gina Sorrentino Helen R. Sparrow Ann Stinson Lucy Welch Van Tine Rebecca Wiebe Julie Spencer Walton 1986 Kristen Baumgardner Jamie E. Hayden James C. Laws John Lawton Andrew Pringle League Mike Ryan Michael Sanita Michael Silitch Timothy Wanzer Christopher Watson 1987 Mortimer J. Adler Shirley May Banks Warren King Buss Nathaniel Cohen Elisabeth F. DuRard Stephen Peter Hartzog Alexander F. La Brunerie George Martin Lewallen Marshall Allan Miller David A. Pierce N. Jurgen Reinzuch Anne Elisa M . Slakey 1988 Daniel Joseph Cassidy John Francis Gibson Rachel Ankeny Majeske Clementine Peterson 43 1989 1967 Walter Alexander Anna Antoniou Lee Beers Lael Gold Jason Jeffers Ronald Tony Kaplan Charles Theodore "Ted" Perkins Denise Pope Eric Hunter Poppele Robert King Porter Gail Pritchard Sophie De Haven Romano J. I. Staley Elliott Allen Tulloch Sandra S. Purrington 1990 Eden Brenner Walter William Burk, Jr. Deborah Lea Dodd Hans David Elzinga Aaron David Fishman Ben Galison Kelly Koepke Tatiana N. Masters Emma Morton Elaine Francies Reiss Perea Clinton Pittman Jason Keith Spainhower 1991 Karen Ann Andrews Alison Margaret Bentley Bruce Forster Bond John C. Carle Karim G. Dajani Frances Daniels Nathan Adams Downey Benjamin Francis Foley Helene Dorothy Folkart Arthur Tomlinson Fort Amanda Ellen Fuller Sara Keating Shani Leonards Katharine Neisha Macintosh Anne-Marie Marlow Sarah Maxwell Samantha Ann Meranda Heather Killian Miller James Thomas Newman Eric Olsson Eric Carver Pope Patricia J. Reppert Jarrell Robert Robinson Erik Kerner Selekman Nadine Eleanor Shea Christian Edward Skalka E. Suzanne Small Roland More Sonnenburg Rachel Dea Taylor James Gregory Wolff Santa Fe Graduate Institute Alumni Donors By Class 1958 Blakely L. Mechau 1969 Elizabeth A. Aiello Lee Bowen Richard Cima Kathleen D. Flynn Helen J. Starling Lorna S. Weber 1970 Marjorie H. Davis William & Linda Douglas Correen Najjar Michael J. Quinette Fred W. Schwendimann R. Andrew Treacy Maurice Trimmer 1971 Lucy MacGillivray Dix Edna F. Frye Cecilia M . Holtman Bela Kissh Mary Navratil Eleanor B. Ortiz Kathleen Kenny Peters Dr. & Mrs. Herbert Weinstein Paula M .B. Wilson 1972 Robert S. Johnson Leland L. Lengel Richard A. Mecagni Richard A. Rhodes Richard D.S. Rickard Susan E. Ryan 1973 Mary Jean Bell Joe B. Brooks Norma Cotton Sister Sharon Cross, O .P. Susan Martin Dressel Dalton M . Fogle Mr. & Mrs. Lee Hirst Steven T . Hoort Mozelle Lang Alexander B. Morse Ronald Rogosheske George Schloss Ann M. Yeck 1974 James F. Bell Paula Hartman Cohen Kathleen Horan Virginia S. Newlin Sandra N. Robinson Laquita S. Wood 1975 Evelyn P. Burrell Carol L. Hinds Grace McNeley Justin R. Moore Franz Snyder 1976 Raquel Rose Bech Diane Bell Joan R. Buckmaster Carolyn Davis �INSTITUTIONAL ADVANCEMENT - SANTA FE 1976 (continued) James A. Doherty Phyllis P. Goodman Phyllis H. Herman Idell Kesselman Judy Kistler Robert 0 . Mills Jeremy Shamos Joyce C . Spray Linda C. Stabler Talty Elizabeth Trujillo 1977 Stewart Bolton Mary Catherine Cernicek Donald Dix Suzanne Fielding Anne Freeburger Donna M. Gordon Stephen J. Homann Nancy Redman Hoort Patricia McCullough Susan Monahan Peter M. Perhonis Leland Smith Ellen Veden 1978 George Cayley Carolyn J. Howard Clark Stephen Kimerer Judith Greaves Rainger 1979 Stanley W . Byrd Brother Thomas Patrick Casey S. Hugh Fitch Jack A. Hollon Donna M . Buehner Patricia A. Prince Susan Robeson Marilyn L. Schaefer 1980 Ellen Bacigalupa Mark Dulworth Stanley & Sandra Harbison Celia King Hazzard Edward T. Larkin John P. McGuirk Robert Neslund Elin Oelke John C. Pollak Mary L. Williams 1981 Gregory N. Dolton Paul Hagedorn Mr. & Mrs. Charles L. Judy Marcy McKinley Martinez Barbara Molinari Charles E. Nowland Michael T . Pojman Susan S. Stocker Thomas F. Woods 1982 Susan M. Allen Matthew Charles Fontis Don S. Lemons Patricia A. Meyer Mr. & Mrs. Charles D . Robinson Priscilla Rouse Eugene Scaglione Stanley Schiff Carol Schwendimann Louise Solomon Gail Storey Sandra J. Thomas 1983 Mary E. Banwart Egle Germanas Michael F. Gray Beth Hancock Joan B. Kaplan Darlene McCampbell Laura K. McClure Patrick E. McCue Mara Robinson Barbara Shiller Edward D . Sutton Frank E. Williams 1984 Murray Cohen Reginald Dunstan Anne L. Lane Albert Orenstein Leonard Padilla Dennis W. Roberts Noah Rodriguez John W. Shomaker Martha Young 1985 Joanne Flaherty June B. Hunker William H. McMullen Jane H. Mills Joel Shiller Joel Snyder 1986 Gwendolyn J. Cheatham Mary Finney Susan L. Friedman Lynda George Leola Williams Hampton Lee Harley Martha Jordan Georgia Leventis Kepler Marjorie Priscilla Long Keith R. Martindale Margaret Moore-West Michael Charles Slota Jessica Smith 1987 Ruby Barnes Margo Chavez-Charles Joe T. Coxwell Larry S. Davis Peter Huidekoper Brother Thomas Murphy Stephen Rawls Fauneil Joyce Rinn Colin Sheppard Mary Tracy Sigman Marcus Robert Smith Toni Wilkinson 1988 1954 Mary Jean Bower William B. Crawford Marian Ordway Dines Geraldine Duffy-Schwartz Jessica Lyn Elkins Daniel Hilary Friedman Bruce .Grigsby Martha Griswold Carolyn Dee Heffner Mr. & Mrs . James Johnson Donna Macey Marcia Maltz John McLaughlin Elaine B. Pinkerton Christine Rachel Karren L. Sahler Robert Sacks 1989 Michael Cassady Mariana Cook David DePolo John B. Draper Margaret A. Foster Paul Goodness Marion Gunn Jenkins Bill Kopp Clark Lemons Gregory Rhoades Byron Schneider Roger Sherman Debbie Van Ryn Matthew Wiebe 1990 Alexander Bram Gerald D. Cohen John H. Rubel Kathy Ruffalo EllenM. Ward Annapolis Alumni Donors 1990-91 By Class 1921 Thomas B. Turner 1944 David Dobreer 1945 Charles A. Nelson 1947 John Van Doren 1948 Ray C. Cave William W. Simmons 1949 Allan P. Hoffman Dr. & Mrs. Richard D . Weigle 1950 Robert A. Goldwin John L. Williams 1952 Alice A. Carnes Thomas M . Carnes Warren P. Winiarski 44 1955 Barbara Leonard 1958 Mary Bittner Goldstein Blakely L. Mechau 1959 Harvey M. Goldstein Michael Mechau 1967 Lovejoy R. Duryea 1968 Joe Sachs Jonathan Zavin 1969 Marielle Hammett Kronberg 1973 Alexander B. Morse 1978 Peter A. Lavelle 1980 Lisa Ginsberg Rosenblum Julie Nietz Wielga 1983 William King Hill Annapolis Graduate Institute Donors 1990-91 By Class 1957 Robert Bart 1980 Maryrose V. Patrone Parents of Current Students and Alumni Anonymous Mr. & Mrs. John A. Baker Mr. & Mrs. Sam B. Ballen Mr. & Mrs . William F. Banks Mr. & Mrs. Guillermo Barnetche Mr. & Mrs. James N . Bieneman Kathryn Blue Sharon Boggess Mr. & Mrs. Gene Bolton Martha P. Bond Mr. & Mrs. Edmund S. Boynton Saundra Brenner Mr. & Mrs. William R. Brew Dr. & Mrs. B.J. Brooks Mr. & Mrs . John H. Burgess Nicola Caiola Ramona Caplan Mr. & Mrs. Robert Cargill Carmel Cassidy Mr. & Mrs . Barry Castro Peter Coburn Mr. & Mrs. John R. Cogdell Mitzi H.G. Condit Ralph H. Condit Mr. & Mrs. Albert P. Connelly, III Don Cook Mr. & Mrs. Earl J. Cooney Caroline W. Corwin Gail Cramer Bruce & Francine Crapuchettes Anthony Daddino Mr. & Mrs. Gregory Dangleis Deborah Darby B. Denise Davis Ken E. Davis Mr. & Mrs . Frederick H . Decker Mr. & Mrs . Paul E. Dietz Mr. & Mrs . Robert N . Downey Mr. & Mrs. Peter W. Drake Mr. & Mrs . George F. Dudik Mr. & Mrs . Sterling Dunbar Carolyn A. Eddleman Sandy Eubank L. Diane Evans Virginia Ford Mr. & Mrs. Arthur Fort, Sr. Mr. & Mrs. Charles Freeland Mr. & Mrs . Gary Freeman Mr. & Mrs . Forrest F. Fulton Nancy Giles Jane Goldberg Harvey M . Goldstein Louis Gouguet Mr. & Mrs. Eugene D . Graham Dr. & Mrs . J. Glenn Gray Mr. & Mrs. Sidney Griest Mr. & Mrs. Del Harris Joanna Harris Thomas Harris Gilbert Hersh William Hersh Mr. & Mrs. James L. Highsaw, Jr. Lorraine Hill Mary Ann Hinshelwood Mr. & Mrs . Charles A. Hollis, III John L. Huebert Mr. & Mrs. Woody L. Hunt G. Arthur Janssen Jennifer U . Johnson Mr. & Mrs. David Jones Mr. & Mrs. J. Parry Jones Lisa Juday Mr. & Mrs. Warren Kalmanor Mr. & Mrs . T.M. Keenan Walter Knight William Kowalski, Jr. �INSTITUTIONAL ADVANCEMENT - SANTA FE Mr. & Mrs. Kazimierz Kreft Duane Kullberg Mr. & Mrs. Ronald A. Landor Mr. & Mrs. Robert H. Laws Dr. & Mrs. John C. Leadbeater Marylou M. Lewis Mr. & Mrs. John P. Leydon, Jr. Mr. & Mrs. William D. Lippman William P. Lundy Dr. & Mrs . Frank J. Luparello David R. Mac Donald Rev. & Mrs. Neil K. MacIntosh Garold Malcolm Richard H. Marrone Dr. & Mrs. R. John Maxwell Mr. & Mrs. Michael May Mr. & Mrs. Donald J. Miller Mr. & Mrs. John Stephen Montague W .T. Musgrove Lynda Myles Mr. & Mrs. Charles A. Nelson Mr. & Mrs. Christopher B. Nelson Toni Karen Nelson Mr. & Mrs. Daniel W. O'Brien John A. Odom Jr. Mr & Mrs. Hironori Onishi Wayne Packwood C. Gordan Patterson Dr. & Mrs. S F. Phillips James A. & Constance Pittman Mr. & Mrs . Richard E. Poppele Mr. & Mrs . Rudy Pruden Dr. & Mrs. Douglas Puryear Mr. & Mrs. Abraham A. Raizen Mr. & Mrs. Richard Redington Catherine F. Reynal Mr. & Mrs. Charles L. Riley George L. Robson Mr. & Mrs. Robert Saja Frederic Sammons Iona Sebastian Mr. & Mrs. Louis Seidman Mary Shea Roger Sherman Mr. & Mrs. Nathaniel H. Siegel Kathleen E. Siepel Lesley B. Simpson Mr. & Mrs. Rudolph J. Skalka Charlotte Z. Smith Maxine Sonnenburg John Stutzman Ruth Swartzberg Mr. & Mrs. Charles E. Taylor Mr. & Mrs. Stephen Vineberg Charlotte Waite Mr. & Mrs. Don Walker Julie Wallace Alan E. Wicks Mr. & Mrs. Robert H . Wilbur Mr. & Mrs. Warren P. Winiarski Mr. & Mrs. Dwane Wolfe Gordon Younger Mr. & Mrs. Steve Zinanti Friends of St. John's Anonymous Mr. & Mrs. Richard A. Abeles Ann Aceves Hyman Adelman Dr. & Mrs. Lewis Agnew Mr. & Mrs. John Agresto Anne Albrink Mr. & Mrs. Leo D . Allen Peggy Allen M. Brownell Anderson Harold V. Argo Gilbert Asher Dr. & Mrs. Harris Barber Courtlandt D. Barnes Robert Bart Mr. & Mrs. David Barton Ann Baumann William M. Beard Mr. & Mrs. Fred Bender Mr. & Mrs. Robert F. Benjamin Mr. & Mrs . James Bernstein Mark Bolsterli Mary Huey Boshen Mr. & Mrs. John Boylan James N . Bradbury Dr. & Mrs. Norris E. Bradbury Doris L. Braunstein Barbara Brill Barbara M. Bro Kenneth H. Brooks Dr. & Mrs. Harold Brown Richard L. Brown Robert L. Burman Mr. & Mrs. Clifford C. Burton Mr. & Mrs. Edward Callahan James Carey Erick F. Carlgren Mr. & Mrs. Bengt Carlson Mr. & Mrs. Courtney H. Carswell Mr. & Mrs . Philip M . Casady Marjorie Cavin Leonard Chalmers Else Martinus Chapman Marie 0. Charles Mr. & Mrs. Hugh W. Church Ralph E. Clark Mr. & Mrs. James K. Conrad Don Cook Pat Corelli George A. Cowan Mr. & Mrs. Irwin D. Cromwell Eleanor J. Crosby Henri De Compiegne, Jr. Dr. & Mrs. Peter Dechert Helen M . Derbyshire Virginia de Rochemont Eleanor Ditzen Mr. & Mrs. Bob Donlan Gaylord Donnelley Mr. & Mrs. Bill Dougherty Janet Dougherty Willard Draisin Sally Dunn Bobbe Dyer Caroline B. Emeny Sharon W. Ettinger Richard M. Fairbanks, III Stephen L. Feinberg Janet Fennell Beth Floyd Joan Fondell Robert E. Fox Grant Franks Mr. & Mrs. J. Arthur Freed Mr. & Mrs. Edmond W. Freeman, III Susan L. Friedman Ben Galison Mary Ann Gerber Mr. & Mrs. William W. Gilbert Hamilton Gilkyson William G. Gillespie William Giloane Mr. & Mrs. Joseph N. Ginocchio Mr. & Mrs. Kermit Goddard Byron Goldstein Elizabeth Gonzales Ted R. Gonzales Marion F. Goodwin Brig. Gen. & Mrs. Samuel McC. Goodwin Gregory A. Gordon Esther W. Gorey Mr. & Mrs. William H . Grahn Mr. & Mrs . Wm . Alexander Greene Bruce M. Greenfield Cynthia Grenfell Martin L. Gursky Samuel Gusman Richard M. Hager Edward T. Hall Doris L. Hallowitz Katherine S. Halpern Nash Hancock Mr. & Mrs. Glen D. Hargis Thomas Harris Mr. & Mrs . Hugh Harvey Beverly B. Hassebrock 45 Gen. & Mrs. W. Russell Hedrick Mr. & Mrs. Julius D. Heldman Dr. & Mrs. Leon Heller Rabbi Leonard A. Helman Virginia Hendley Mr. & Mrs . Bruce Herr Dr. & Mrs. Irwin Hoffman Roy Hanstein James E. and Lydia Hood Mr. & Mrs . Wade Hover Willard Hunnewell Mr. & Mrs. Graeme Hunter Allan Hurst Nelson Jarmie Dr. & Mrs. Emery C. Jennings Kim Johnson Robert Jay Johnson Dr. & Mrs. Joseph J. Jones Dr. & Mrs . William K. Jones Suzanne Jonsson Margaret Ann Karl Robert H. Keenleyside Mr. & Mrs. Daniel T. Kelly, Jr. David J. Keyes L.D. Percival King Elizabeth Kingman Georgia S. Knight C. Byron Kohr Mr. & Mrs . Bernard Kolbor Mr. & Mrs. Roger A. Kopp Mr. & Mrs. Robert W. Kurth Stanley N . Kurtz John Pen La Farge Barbara F. Lamberton Philip LeCuyer Mr. & Mrs . Ralph L. Levy Alfred Licklider Anton V. Long Adm. Robert L.J. Long, USN (Ret) Owen M. Lopez Dr. & Mrs. James E. Loucks Barbara Vogt Mallery Mr. & Mrs . J. Carson Mark Mr. & Mrs. Walton H . Marshall Harry J. Matz Jane Maxwell Dr. & Mrs. Jack D. McCarthy Mr. & Mrs. Milo L. McGonagle Thomas J. McLaughlin Christian J. Meche ls Mr. & Mrs. James C. Meem Virginia L. Mellencamp Carolyn R. Mercer Patricia Metropolis John B. Metzenberg Mr. & Mrs. Barry Miller Mr. & Mrs. Haydock H. Miller Timothy Miller Elizabeth Mitchell Kathryn Mizrahi Jean L. Moran Jeffrey Morgan Mr. & Mrs. Henry Motz Lucille G. Murchison Victoria T. Murphy The Native Plant Society Mary J . Navatril Mr. & Mrs. Robert H. Neill Andrew V. Nowak Mr. & Mrs. Montgomery Orr Frank V. Ortiz Carole Owens Frank Pagano Donald H. Parker Mr. & Mrs. William R. Peden Roger S. Peterson Mr. & Mrs. Edoaurd Petrequin Frank L. Phillips Mr. & Mrs. Montgomery Phister Mr. & Mrs. A. Lincoln Pittinger Nicholas T . Potter T. Randolph Potter Dr. & Mrs. Gerald F. Prohaska C. Philip Randolph Carol S. Redding Paige Rense Bill Richardson Dr. & Mrs. John S. Rinehart Ginger Roherty Joyce Rumsfeld Katherine H. Rust Deborah A. Sarkas Jean M. Scheidenhelm Janet G. Schroeder Mr. & Mrs. Ernest Schwartz Mr. & Mrs . T .J. Shankland Mr. & Mrs . Carl D. Sheppard Judith Sherman Marvin Slaves Mr. & Mrs. Craig Wheaton Smith Frances J. Smith Theodore H. Smyth Lionel J. Saracco, Jr. Mr. & Mrs . Francis E. Stack Jack Stamm Marlene F. Steinberg Dorothy A. Stern James C. Stevens Mr. & Mrs. William B. Stevens Mr. & Mrs. Bergen R. Suydam Dr. & Mrs. Richard F. Taschek Beverly Lacy Taylor Dyanna Taylor Michael Whitelaw Terry W .T. Terry, Jr. Flora Thornton Edith "Marty" Timken �INSTITUTIO NAL ADVANCEM ENT - SANTA FE Friends (continued) Helen T. Trik Jean Tully Robert P. Turner, Jr. Bryan Valentine Mr. & Mrs. Edwin Van Denbark Jesse Vise Mr. & Mrs . Philip F. Voegelin Sallie Wagner William Wallace John T. Watson Charles H. Watts, II Mr. & Mrs. Richard L. Webb Elizabeth West Dr. & Mrs. Mark A. Wightman Julia M. Wilkinson Lois J. Willard Mr. & Mrs. Ted C. Williams David O. Wilson Mr. & Mrs . Sam Winograd Mr. & Mrs . Charles Winston John D. Wirth Mr. & Mrs. Edward R. Wood K. Rose Wood K. Martin Worthy John C. Wylie Mr. & Mrs. Oscar Yerburgh Mr. & Mrs. Melvin T. Yost, Sr. Ragni Zachariasen Michael Zeilik Special Funds and Endowments Ahmanson Restricted Scholarship Ahmanson Foundation Alumni Restricted Scholarship St. John's Alumni Association Laure Anne Bosselaar Scholarship - UG Laure Anne Bosselaar Class of 1991 Gift Karen Ann Andrews Alison Margaret Bentley Bruce Forster Bond John C. Carle Karim G. Dajani Frances Daniels Nathan Adams Downey Hans David Elzinga Benjamin Francis Foley Helene Dorothy Folkart Arthur Tomlinson Fort Amanda Ellen Fuller Sara Keating Shani Leonards Katharine Neisha Macintosh Anne-Marie Marlow Sarah Maxwell Samantha Ann Meranda Heather Killian Miller James Thomas Newman Eric Olsson Eric Carver Pope Patricia J. Reppert Jarrell Robert Robinson Deborah A. Sarkas Erik Kerner Selekrnan Nadine Eleanor Shea Christian Edward Skalka E. Suzanne Small Maxine Sonnenburg Roland More Sonnenburg Rachel Dea Taylor Elliott Allen Tulloch James Gregory Wolff College Community Restricted Scholarship James Carey Don Cook Ted R. Gonzales Thomas Harris Philip LeCuyer Fund for Faculty Travel to Annapolis Sacks Family Foundation Robert Sacks Gates Restricted Fellowship Gates Foundation Houston Endowment Undergraduate Scholarship Houston Endowment, Inc. Library Books Restricted Mortimer J. Adler Graduate Institute Class of 1990 Gift Mrs. Virginia Hendley Mrs. Dorothy A . Stern Edith "Marty" Timken Lounsbery Foundation East-West Program Lounsbery Foundation Inc. Library Security System Georgia S. Knight Mr. & Mrs. William Lippeman Frank Pagano Mr. & Mrs . Ted C. Williams Miller Foreign Scholarship Timothy Miller Music Library Library Operations Mrs . Jean M . Scheidenhelm Clementine Peterson Senior Scholarship Mrs. Clementine Peterson Student Activities Office Restricted Fund Austin Spiegel Restricted Scholarships Judy Kistler Peat Marwick Main Foundation Sears-Roebuck Teaching Excellence & Campus Leadership Award New Mexico Independent College Fund Southwest Scholars Scholarship Empire Builders Supply Co. Inc. Dr. & Mrs. Jack D . McCarthy Mr. & Mrs. James C. Meem Jeffrey Morgan Pearl West Company The Santa Fean Magazine Bryan Valentine Wadle Galleries Ltd. Mrs. Sallie Wagner Tennis Court Maintenance (Resurfacing) Barbara Brill Joseph N. Ginocchio Byron Goldstein Christopher K. Watson Library Books Christopher Watson Winchester Foundation Indiana Scholarship Winchester Foundation Henry Luce Foundation Youth Leadership Program Henry Luce Foundation, Inc. Andrew W. Mellon Foundation, President 1s Discretionary Fund Andrew W . Mellon Foundation Richard M. Fairbanks, III 46 Alice Armstrong - Quasi Endowment Fund Estate of Alice H. Armstrong Sammuel Bravey Scholarship Endowment Dr. & Mrs. Irwin Hoffman Ruth E.S. Curtis - Quasi Endowment Estate of Ruth E. S. Curtis Unrestricted Endowment Ross T. Robertson Faculty Salary Endowment Challenge Carmel F. Davis Still Water Foundation J. I. Staley Mr. & Mrs. Warren P. Winiarski Endowed Scholarship William M. Beard William Randolph Hearst Scholarship William R. Hearst Foundation Peter Lavel General Endowment Peter A. Lavelle Robert Neidorf Scholarship Joseph N . Granados NEH Challenge Match Contributions 1990 Robert Bart Martha Sexsmith Endowed Fellowship Paul Hagedorn The list of donors for the 1990-91 Annual Report includes gifts made between July 1, 1990 and June 30, 1991 . Gifts received after June 30, 1991 will be recorded in the next Annual Report. While we try not to make mistakes in the donor lists, we never fully succeed in avoiding them. Please let us know where we have erred and accept our apologies for any oversights, misspellings, or errors. Design & production by Zoe Pantelides Graphics Annapolis, Maryland Printing by Whitmore Printing Annapolis, Maryland �BOARD OF VISITOR S AND GOVER NORS Current Members (as of 12/91) James H. Frame New York, New York Jonathan Krane Los Angeles, California Harriet Higgins Warren London, England Adolph W. Schmidt Ligonier, Pennsylvania William Barclay Allen Claremont, California Thomas P. Geyer Parsippany, New Jersey Barbara L. Lauer Laramie, Wyoming Charles H. Watts, II Boston, Massachusetts Louise Talbot Trigg Santa Fe, New Mexico J. Burchenal Ault Vail, Arizona Mary Bittner Goldstein New York, New York Barbara H. Leonard Oberlin, Ohio Peter Weiss New York, New York Thomas B. Turner, M.D. Baltimore, Maryland Richard E. Berkowitz Atlanta, Georgia Harvey M. Goldstein New York, New York Herbert I. London New York, New York Julia M. Wilkinson Austin, Texas Karl R. Van Tassel Lake Forest, Illinois Nicola Caiola New York, New York Robert A. Goldwin Washington) D. C. Donald J. Maclver, Jr. Santa Fe, New Mexico Warren Winiarski Napa, California John L. Williams Belvedere, California Robert J. Carney Houston, Texas Anna E. Greenberg Annapolis, Maryland Charles Miller Houston, Texas John D. Wirth Santa Fe, New Mexico Ex Officio Gerald D. Cohen New York, New York Allan P. Hoffman Lawrence, New York Lucille G. Murchison Dallas, Texas K. Martin Worthy Washington, D. C. John Agresto Santa Fe, New Mexico James E. Connor Santa Fe, New Mexico Irwin Hoffman, M.D. Santa Fe, New Mexico Joyce Rumsfeld Chicago, Illinois Jonathan Zavin New York, New York Eva T. H. Brann Annapolis, Maryland Charles M. Diker New York, New York Jennifer U. Johnson Jacksonville, Florida William W. Simmons Severna Park, Maryland Visitors Emeriti The Honorable Bruce King Santa Fe, New Mexico David Dobreer, M.D. Alhambra, California Donald Kagan New Haven, Connecticut Theodore H . Smyth Santa Barbara, California Lovejoy R. Duryea New York, New York A. Scott Kelso Carl A. TenHoopen Annapolis) Maryland Stephen L. Feinberg El Paso, Texas Rollin W. King Dallas, Texas Houston, Texas W. T. Terry, Jr. Clayton, Missouri Mortimer J. Adler Chicago, Illinois Eleanor Ditzen Washington, D. C. Elizabeth Mitchell Annapolis, Maryland Clementine Peterson Baltimore, Maryland Christopher B. Nelson Annapolis, Maryland The Honorable William Donald Schaefer Annapolis, Maryland Stephen Van Luchene Santa Fe, New Mexico ALUMN I ASSOCI ATION BOARD OF DIRECT ORS Current Members (as of 12/91) Beverly Angel SGI'89 President Austin Chapter Alvin Aronson A'52 President Boston Chapter Devon Bailey SF'93 Student Representative Santa Fe, New Mexico Glenn Ballard SF'68 Director Oakland, California Stephen Bergen A'45 Director Washington, D.C. George Bingham SF'66 Secretary, 1992-94 Santa Fe, New Mexico Sharon Bishop A'65 President, 1992-94 Reston, Virginia Elizabeth H. Blume A'75 Director ofAlumni Activities Annapolis) Maryland Roberta Carnevale SGI'87 President Buffalo Chapter Joseph Cohen A'56 Tutor Representative Annapolis, Maryland Michael David SF'87 Representative Albuquerque, New Mexico David Dobreer A'44 Past President Alhambra, California Suzanne Gill Doremus A'79 President Dallas/ Ft. Worth Chapter Lovejoy Reeves Duryea A'67 Board of Visitors and Governors Representative, New York Sharon Garvey SGI'78 President Washington, D. C. Chapter Cindy Jokela Director of Alumni Activities Santa Fe, New Mexico Bernard Gessner A'27 Director Emeritus Edgewater, Maryland Barbara Skaug Lauer SF'76 Director, 1989-92 Laramie, Wyoming Thomas Geyer A'68 Director, 1992-94 Parsippany, New Jersey Joel Lehman A'61 President Annapolis Chapter Harvey Goldstein A'59 Past President New York, New York Barbara Leonard H'55 Director, 1992-94 Oberlin, Ohio Mary Bittner Goldstein A'58 Board of Visitors and Governors Representative, New York Rick Lightburn SF'7 6 Treasurer 1992-94 Chicago, Illinois Maya Hasegawa A'69 Representative Richmond Chapter Glenda Eoyang SF'76 President Minneapolis/St. Paul Chapter Allan Hoffman A'49 Vice President, 1992-94 Lawrence, New York Paul Frank SF'82 President Chicago Chapter H. Gerald Hoxby A'47 Director, 1989-92 Cincinnati, Ohio 47 Pedro Martinez-Fraga A'84 Director, 1991-93 Miami, Florida Paula Maynes SF'77 Director, 1991-93 Santa Fe, New Mexico John Oosterhout A'51 Director, 1992-94 Santa Fe, New Mexico John Carroll Pollack SGI'80 President Santa Fe Chapter John Ross A'69 President Seattle Chapter Jim Schweidel A'63 President Philadelphia Chapter Sabine Schweidt SF'81 President New York Chapter Linda Stabler-Talty SGI'76 Director, 1989-92 New Haven, Connecticut Bill Tilles A'59 Director, 1992 Rockville, Maryland Jason Walsh A'85 Director, 1991-93 Corning, New York Toni Wilkinson SGI '87 President San Francisco Chapter Lolita Wood AGI'80 Director, 1992-94 Hackensack, New Jersey �READINGS IN THE CURRICULUM Homer Aeschylus Sophocles Thucydides Euripedes Herodotus Aristophanes Plato Aristotle Euclid Lucretius Plutarch Nicomachus Lavoisier Essays by: Harvey Iliad, Odyssey Agamemnon, Choephorae, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philocetes Peloponnesian War Hippolytus, Bacchae, Histories* Clouds Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Paramenides, Theaetetus, Sophist, Timaeus, Phaedrus Poetics, Physics*, Metaphysics*, Nichomachean Ethics*, On Generation and Corruption*, The Politics*, Parts of Animals*, Generation of Animals* Elements On the Nature ofThings "Pericles," "Alcibiades," "Lycurgus," "Solon" Arithmetic* Elements of Chemistry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood Aristotle Apollonius Virgil Plutarch Epictetus Tacitus Ptolemy Plotinus Augustine Anselm Aquinas Dante Chaucer De Prez Machiavelli Copernicus Luther Rabelais Palestrina Montaigne Viete Bacon Shakespeare Poems by: Descartes Pascal Bach Haydn Mozart Beethoven Schubert Stravinsky Webern * Books read only in part are indicated by an askerisk. Fourth Year Third Year Second Year First Year The Bible* DeAnima, On Interpretation*, Prior Analytics*, Categories* Conics* Aeneid Lives* Discourses, Manual Annals Almagest The Enneads * Confessions Proslogium Summa Theologica * Divine Comedy Canterbury Tales* Mass The Prince, Discourses* On the Revolution of the Spheres* The Freedom of a Christian, Secular Authority, Commentary on Galatians*, Sincere Admonition Gargantua* Missae· Papae Marcellis Essays* "Introduction to the Analytical Art" Novum Organum * Richard II, Henry VI, The Tempest, As You Like It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets* Marvell, Donne, and other 16th- and 17th-century poets Rules for the Direction of the Mind, Geometry* Generation of Conic Sections St. Matthew Passion, Inventions Selected works Selected operas Selected sonatas Selected songs Symphony of Psalms Selected works Cervantes Galileo Hobbes Descartes Milton La Rochefoucauld La Fontaine Pascal Huygens Spinoza Locke Racine Newton Kepler Leibnitz Swift Berkeley Hume Rousseau Adam Smith Kant Mozart Jane Austen Don Quixote Two New Sciences* Leviathan* Discourse on Method, Meditations, Rules for the Direction of Mind*, The World* Paradise Lost Maximes* Fables* Penses* Treatise on Light*, On the Movement of Bodies by Impact Theologico-Political Treatise Second Treatise of Government Phedre Principia Mathematica* Epitome IV Monadology, Discourse on Metaphysics, What is Nature? Essay on Dynamics Gulliver's Travels Principles of Human Knowledge Treatise of Human Nature* Social Contract, The Origin of Inequality Wealth of Nations* Critique of Pure Reason*, Fundamental Principles of Metaphysics of Morals, Critique of Judgement Don Giovanni Pride and Prejudice, Emma Hamilton, Jay and Madison The Federalist* Melville Billy Budd, Benito Cereno Dedekind Essay on the Theory of Numbers Fielding Tom Jones Tocqueville Democracy in America* Young, Maxwell, Essays by: S. Carnot, L. Carnot, Mayer, Kelvin, Taylor, Euler, D. Bernoulli Articles of Confederation "Declaration of Independence" Constitution of the United States of America, Supreme Court Opinions* The Misanthrope, Moliere Tartuffe Faust* Goethe Experiments in Plant Mendel Hybridization Origin of Species Darwin Phenomenology*, Hegel Logic (from the Encyclopedia), Lobachevsky Philosophy of History Tocqueville Theory of Parallels* Democracy in Lincoln America* Kierkegaard Selected speeches Philosophical Fragments, Fear Wagner and Trembling Marx Tristan and Isolde Communist Manifesto, Capital*, Political and Economic Manuscripts of 1844* Dostoevski Brothers Karamazov Tolstoy War and Peace Mark Twain The Adventures of Huckleberry Finn William James Psychology: Briefer Course Nietzsche Birth of Tragedy, Thus Spake Zarathustra *, Beyond Good and Evil* Freud General Intro duction to Psychoanalysis Valery Selected poems Kafka The Metamorphosis, The Penal Colony Einstein Selected papers Millikan The Electron * Conrad Heart of Darkness Joyce The Dead Poems by: Yeats, T.S. Eliot, Wallace Stevens, Baudelaire, Rimbaud, and others Essays by: Faraday, Lorenz, J.J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger, Maxwell, Bernard, Weismann, Millikan, de Broglie, Heisenberg, John Maynard Smith, Dreisch, Boveri, Mendel, Teilhard de Chardin �CLASSIFICATION OF AUTHORS Literature Philosophy and Theology History and Social Science Mathematics and Natural Science First Year Homer Aeschylus Sophocles Euripedes Aristophanes Plato Aristotle Lucretius Herodotus Thucydides Plutarch Euclid Nichomachus Ptolemy Lavoisier Dalton Archimedes Torricelli Pascal Fahrenheit Avogadro Black Wollaston Gay-Lussac Proust Cannizzaro Berthollet T . Richter Thomson Berzelius Dulong Harvey Galen Breisch Boveri Second Year Virgil Dante Chaucer Rabelais Shakespeare Donne Marvell Aristotle Epicetus Plotinus Marcus Aurelius The Bible Augustine Anselm Thomas Aquinas Luther Montaigne Bacon Plutarch Tacitus Machiavelli Ptolemy Apollonius Copernicus Descartes Pascal Viete Third Year Cervantes Milton Swift Racine Fielding Melville Lafontaine Jane Austen La Rochefoucauld Descartes Pascal Hobbes Spinoza Locke Berkeley Leibniz Hume Kant Locke Rousseau Adam Smith U .S. Constitution Hamilton, Madison, Jay Tocqueville Galileo Kepler Young Euler Mayer S. Carnot L. Carnot Kelvin Taylor Fourth Year Moliere Goethe Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka Wallace Stevens T .S. Eliot Mark Twain James Joyce Joseph Conrad Hegel Kierkegaard Nietzsche William James Hegel Marx Documents from American Political History Tocqueville Lincoln Supreme Court Opinions Faraday Lobachevski Lorenz Rutherford Minkowski Bernard Davisson de Broglie Mendel J.J. Thomson Bohr Millikan Schrodinger Darwin Freud Einstein Heisenberg Whitehead Maxwell Music Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez Webern Bernoulli Newton Leibniz Huygens Dedekind Maxwell Mozart Wagner � 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 Annual Reports Description An account of the resource Annual reports for St. John's College.  The collection includes Reports of the President.   <br /><br />Reports for the years 1933-1968 were published in <a href="https://digitalarchives.sjc.edu/collections/show/37"><em>The Bulletin of St. John's College</em></a>.  Reports for the years 1969-1979/80 were published in <a href="https://digitalarchives.sjc.edu/collections/show/12"><em>The College</em></a>. <br /><br />Click on <a href="https://digitalarchives.sjc.edu/items/browse?collection=61" title="Items in the Annual Reports Collection">Items in the Annual Reports Collection</a> to view and sort all items in the collection. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data pdf Page numeration Number of pages in the original item. 50 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Annual Report, 1990-1991 Description An account of the resource Annual report for St. John's College, 1990-1991. Creator An entity primarily responsible for making the resource St. John's College (Annapolis, Md.) St. John's College (Santa Fe, N.M.) Publisher An entity responsible for making the resource available St. John's College (Annapolis, Md.) St. John's College (Santa Fe, N.M.) 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 1990-1991 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 Universities and colleges--United States--Administration St. John's College (Santa Fe, N.M.) St. John's College (Annapolis, Md.) Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SJC_AnnualReport_1990-1991 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/859566e8b9ec222b5149e6512433fbad.pdf cc46597d16b53eff4cff8d565148e75c PDF Text Text TURNING P INT 2021 Report for Alumni & Friends St. JoHn’S coLLeGe A �E QUINDI USCIMMO A RIVEDER LE STELLE “AnD tHen We emeRGeD to See tHe StARS AGAIn.” DAnte (INFERNO, XXXIV, 139) B �We HAVe ReAcHeD A tuRnInG PoInt. It is stunning to refect on how far we have come. The long, hard road we have traveled as a college community has taken us from precarious to secure, from declining enrollment to record applications, and from issues left unaddressed to challenges met with spirit, resolve, and newly committed resources. Five years ago, St. John’s College was in a very different place. Our structural defcit had risen along with our tuition, pricing too many students out of St. John’s and limiting the variety of voices in our classrooms. Alumni shared their thoughts on how the college could do better, and then gave us the means to achieve the goals we set together. As a result of these collective efforts and the tremendous generosity of alumni and friends, St. John’s College has emerged from years of fscal austerity to stand on higher, frmer ground … and to see the stars again. 1 �tuRnInG PoInt St. JoHn’S IS StRonGeR tHAn eVeR. HeRe IS tHe eVIDence. 2 We achieved our goal of ending FY21 with a balanced budget. Enrollment reached a 10-year high. Applications reached historic highs. The St. John’s Endowment hit a record high. Tuition remained at a 10-year low. “Alumni and friends met the $50 million Winiarski Family Foundation Challenge. �FRom tHe PReSIDent DeAR ALumnI & FRIenDS, We could write a great deal in this Annual Report about the impact of the pandemic. You should know that, so far, thanks to the commitment of faculty, staff, and students, we have gotten through it with little damage. But unlike most colleges, it is not our most signifcant story. To appreciate what has transpired at St. John’s, the ground we have covered and the progress we have made, we need to look further back—to at least 2017. That was the year we issued our first Annual Report after a long period in which very little information was shared about the state of the college. In that report, we were forthright about the very signifcant fnancial and enrollment challenges that threatened the future of St. John’s—issues that began well before 2017. We told you the truth about our challenges; then one year later we launched the Freeing Minds campaign and asked for your trust and your help so we could address these challenges. You responded with both. At every critical step, you have rallied around the college, the Program, and our students, offering advice and gifts that have, over the course of fve years, enabled us to balance our budget, lower our tuition, increase our enrollment, and expand our student support systems. We are now within a few percentage points of a campaign goal that will protect and perpetuate the important work we have accomplished together. These accomplishments, however, are not fnish lines. They are turning points. They show us where we are—and the direction we must go in order to arrive where we next want to be. The issues we have begun to address are not ones which we can check off as accomplished. For example, we must be constantly alert to the needs of a student population that faces different challenges than the students of generations past. It is therefore critically important that we provide a safe, supportive, and comfortable environment in which to experience our transformational Program. That includes addressing the needs of the physical plants of both our beautiful campuses. Happily, in this report, we are announcing the new Pritzker Challenge, which will give us the opportunity to do just that. We must now meet that challenge as we have met all the others over the last few years. I know we will. As you read through St. John’s 2021 Annual Report, I hope you will look back on the past few years with satisfaction and well-earned optimism—and look ahead to the next ten with confdence and excitement. Gratefully, Mark Roosevelt President, Santa Fe 3 �Announcement An eXtRAoRDInARY neW GIFt AnD An eXcItInG neW cHALLenGe ARe PoISeD to FuRtHeR tRAnSFoRm tHe FutuRe oF tHe coLLeGe, ouR tWo cAmPuSeS, AnD tHe FREEING MINDS cAmPAIGn. The Jay Pritzker Foundation will commit $25 million toward our campus improvement needs if the St. John’s community can raise $2 for every $1 pledged by the Foundation. Meeting this challenge will secure $75 million for critical campus improvements that greatly enhance the student experience. 4 �DeAR St. JoHn’S communItY, Our son, Jon, entered St. John’s College in 2016, with the intention of staying for only one year; instead, he graduated four years later, having fallen in love with Euclid and mathematics the St. John’s way. The college then helped Jon turn that love into meaningful work. Santa Fe’s Offce of Personal and Professional Development provided career leads, and everywhere Jon interviewed, he was offered a position. He found it elating to be sought-after, to be competent—and today he loves and marvels at fnding himself back in the classroom as a high school math teacher, instilling in his students the same passion that St. John’s nurtured in him. Jon’s experience showed us the power that St. John’s has to transform lives. Because of that, we are committed to the Freeing Minds campaign and the power it has to transform the college. We are impressed with the energy college leaders have shown in examining where the college could do better and then designing and implementing aggressive plans to address these needs. We were pleased to fund a summer bridge program for new students who may need help adjusting to the demands of the college’s unique academic Program. That bridge program is now entering its third year, and we have been impressed with the results—and deeply moved by the feedback we have received from students. At the November meeting of the Board of Visitors and Governors, there was much celebration of the great progress that has been made. St. John’s budget is now balanced, its tuition is lower than it has been in a decade, enrollment is at a ten-year high, and we are at a place where we can begin to restore salaries for tutors and staff, who sacrifced a great deal during these years of austerity. But the celebration was tempered by the realization that a diffcult choice lay ahead. Could we continue to grow the endowment so that we can keep tuition low and raise salaries, while also expending the monies necessary to address our signifcant physical infrastructure needs? At the meeting, Mark Roosevelt said that the college should spend roughly $75 million over the next ten years to bring campus buildings up to a decent standard. I am pleased to say that Dan and I are committing $25 million in a $1 to $2 match so the college will have $75 million committed to campus improvement projects over the next decade. We are thrilled that the board has committed to raising the frst $25 million to match our pledge, and we are confdent that the larger St. John’s community will contribute the remaining $25 million. Together we can once again expand our expectations about what the Freeing Minds campaign can achieve. We can ensure that while not fancy, the college’s two beautiful campuses are clean, well-maintained, comfortable, and entirely respectful of the seekers and strivers who come to engage with St. John’s transformational academic Program. Karen Pritzker Member, St. John’s Board of Visitors and Governors 5 �Announcement BIoGRAPHY Nora Demleitner came to the United States from Germany in search of the small college experience, fnding it at Bates College in Lewiston, Maine. After graduating from Bates with a degree in American studies, Nora earned her Juris Doctor degree from Yale University and her Master of Laws degree in international and comparative law from Georgetown University. She has published extensively in the Stanford Law Review and the National Law Journal, among other publications, and is widely considered an expert on criminal justice issues. Following law school, she clerked for Supreme Court Justice Samuel A. Alito Jr. when he was a member of the Third Circuit Court of Appeals. Nora brings to St. John’s nearly thirty years of experience in higher education, including distinguished positions at St. Mary’s University School of Law in San Antonio and the Maurice A. Deane School of Law at Hofstra University. She was most recently the Roy L. Steinheimer Jr. Professor of Law at Washington and Lee University, where she also served for two years as dean. Nora is joined at St. John’s by her husband, Michael, and their two children, Cordell and Venetia. 6 �Announcement St. JoHn’S coLLeGe WeLcomeS tHe LeADeRSHIP oF noRA DemLeItneR. From Nora: “Tocqueville’s Democracy in “The Board of Visitors and Governors is proud to appoint a great legal mind, America is on my mind as I look at how far prolifc writer, strategic leader, and dedicated teacher as the frst woman St. John’s has come and where the college is to be president of the third oldest college in America.” headed. The text invites us to examine more Ron FIeLDInG (A70), deeply our structure as a society and to cHAIR oF tHe BoARD uncover, in a very logical way, how we got to our current point. We are asked to look at ourselves with an outside observer’s eye and with a loving eye—to see the challenges but also to see the hope. Over the past few years, the college has been on a very audacious and successful path. Cutting tuition was a calculated risk, a noble risk, and one that some colleges are now replicating. What St. John’s has done differently is to challenge alumni to build a college that can thrive on their support rather than on tuition. Alumni have embraced that challenge and that hope. It is inspiring to see how people have stepped up to support the college on behalf of students who are, and will likely continue to be, in a very different climate than they were.” 7 �enRoLLment ouR DIStInctIVe AnD DemAnDInG PRoGRAm IS AttRActInG A RISInG numBeR oF SeeKeRS. Interest in the college has accelerated as more students discover that our rigorous Program is both transformative and attainable. As a result, the Class of 2025 is the largest in more than a decade, with applications surging to the highest level in St. John’s history. This impressive upward trend in our freshman enrollment is the result of our lower tuition price, our commitment to scholarship support, and our shift toward targeted recruitment strategies that reach students who have a genuine interest in the college. 153 135 Fall freshmen in Annapolis (13-year high) Fall freshmen* in Santa Fe (18-year high) *Plus an additional 21 January Freshmen. 8 �enRoLLment 9 �enRoLLment neW VoIceS ARe JoInInG tHe conVeRSAtIon. The Class of 2025 Summer Academy remains one of our most dependable pipelines. 20% from least wealthy households in America Summer Academy gives high school students an opportunity to engage with the Program. Many of these students later enroll at the college with an understanding of what it offers and what it demands. Among the Class of 2025, one in six students participated in a St. John’s summer experience during high school. The Graduate Institute continues to attract lifelong learners. more than 25% identify as students of color The Graduate Institute entered the frst full year of a pilot program that lets students choose between a fully in-person or low-residency format. Interest in both options has been strong. Almost twice as many new GI students enrolled in Fall 2021 than in Fall 2019, when only the residential experience was available. Students are returning post-pandemic. In 2020, a signifcant number of students opted to take a leave of absence for COVID-related reasons. As a result of organized efforts to keep these students engaged with the Program, the vast majority have now resumed their studies at the college. Maintaining a diverse student body is a priority for St. John’s. To that end, the college has developed a variety of recruitment tools, including the new position of assistant director of admissions for diversity recruitment. 10 �School partnerships are a source of Johnnies from around the world. Our targeted approach to recruitment includes two partnership initiatives: the Southwest Scholars and Partners Program, which promotes the college across six southwestern states, and our relationship with the high schools that make up the United World Colleges. One in 11 fall freshmen chose the college as a direct result of these partnerships. “Thanks to my school’s involvement with the Southwest Scholars program and the fnancial support I received through it, I found myself realizing that St. John’s was not just another small liberal arts college. It was not just a better place—it was the only place for me.” AVeRY LIn (SF25) This fall, St. John’s welcomed the largest cohort of freshmen from the global network of United World Colleges in a decade. We have now reached our target of enrolling a minimum of 40 students from the UWC schools, which prepare them well for St. John’s distinctive mode of learning. Crossing this threshold means the Davis Foundation will increase their annual support from $10,000 to $25,000 per UWC student. “When I frst heard about St. John’s while studying at UWC Robert Bosch in Germany, I was intrigued by the concept but also skeptical. I applied for the online summer seminars, which turned out to be so engaging and eye-opening that I was convinced of the application and usefulness of the Program. So far, the reality has not disappointed me.” HeLen FeLBeK (A25) Looking towards the future Even as we celebrate our full campuses and the growing diversity of our community, it is important that we look ahead to the demographic cliff that awaits. In just a few years, the national population of college-age students will shrink by an estimated 15 percent, a result of the fnancial crisis of 2008, which accelerated the trend toward smaller families. To ensure that future students not only hear about St. John’s but can also afford to come here, we must strive to keep tuition increases below the rate of inflation, increase the amount of scholarship support we offer, and invest in our most reliable pipelines. 11 �StuDent SuPPoRt ouR StuDent SuPPoRt SYStemS ARe GRoWInG StRonGeR. The supportive infrastructure we began building before the pandemic has played a crucial role in this year of return. Coming home from the digital ether to the seminar table has restored energy and intimacy to our classrooms, but it has also generated new challenges for students. Of our 857 undergraduate students, only our seniors carry with them the memory of a full year on campus. Others are rediscovering a world they had only begun to explore before the pandemic disrupted their experience. Some are enjoying it for the frst time, after being forced to fnalize their college decisions from afar. In what is still a diffcult environment, we are listening carefully to what our students are feeling—and we are doing more than ever before to ensure that support is readily available. 12 �StuDent SuPPoRt “Being a Johnnie is hard work. As a resident advisor, I see it as my job to accompany students and provide hope, often through events but more often through active listening. This type of care is intentionally fostered through the training we are given by the college.” SImRAn tHAPA (SF22) 13 �StuDent SuPPoRt “During my freshman year at St. John’s, I initially felt very lost and overwhelmed. That is why I was so grateful to have a peer mentor. That is also why, as a sophomore, I chose to become a mentor myself. I want new students to have that same experience of feeling welcome and supported.” “When I was a freshman, my class was mostly left to our own devices to fgure things out. I think it’s been really benefcial to get the upperclassmen more involved with welcoming the freshmen and really show them what St. John’s is all about.” ZoHAR nAAmAn (SF24) ALeX noRD (A22) “Ms. Villa and I immediately bonded because of her Italian and my German accent. I am always happy to hear a cheerful ‘Ciao Antonia come stai?’ when we meet. It is easy to get caught up in work, so it helped to step back, look at the year’s goals, and receive links to the best Italian rock music from a tutor who is trying to fgure out the same things I am.” AntonIA BonnAIRe (SF24) 14 “Deciding to participate in the Pritzker Promise Summer Bridge Program was one of the best decisions I have made. I was quite nervous and afraid because English is not my mother language. I was worried about whether I could make friends and go through my academic program successfully. But thanks to the Pritzker Promise, I am more confdent. Attending the bridge program was a great choice to start a journey to a completely new world.” 14 YeJIn KIm (A25) �StuDent SuPPoRt St. John’s has taken important steps to enhance the student experience, with a focus on helping new students fnd their footing. Pritzker Promise Summer Bridge Program The Pritzker Promise Summer Bridge Program offered an in-person pre-orientation experience to incoming freshmen who can beneft from additional help as they transition into college. The schedule of events included writing and math workshops; panel discussions with staff, tutors, and alumni; teambuilding activities; and quality time with peer mentors. At the outset of the program, only 35 percent of participants felt prepared for the St. John’s classroom; at the end of the week, that fgure surged to 96 percent. The Pritzker Promise also includes a peer mentorship component, which pairs new students with upper classmates, who serve as sources of guidance, support, advocacy, and friendship. This year, 22 Pritzker Promise peer mentors are helping nearly 100 members of the Class of 2025 navigate their freshman year. Percentage of students who felt prepared for St. John’s Before program 35% After program 96% Freshman Advising Peer-to-Peer Support This fall we implemented a freshman advising program aimed at fostering mutually supportive connections between students and tutors, in and out of the classroom. All frst-year students now have a faculty mentor. Peer-to-peer support is also flourishing outside of the Pritzker Promise, and the college has responded with extensive training that empowers students to care for one another. Our resident advisors, for example, learned how to identify and compassionately intervene in situations ranging from mental health crises to instances of bias. Freshman Orientation We also expanded our freshman orientation program, giving new students a more thorough—and welcoming—introduction to Johnnie life. Throughout the week, students engaged in practice seminars, learned about helpful resources on campus, and received advice from upper classmates on adapting to college. 15 �StuDent SuPPoRt “Before this internship, I saw my academic work as just an end in itself, but now I see how it could directly link to my future career path. As a result, I am seriously considering graduate school, which I was not interested in pursuing prior to fnding this specialist area of interest in space policy. This is a turning point in my thinking.” Joe cunnInGHAm (A23) InteRnSHIP, AnALYtIc SeRVIceS, Inc. 16 �StuDent SuPPoRt The college continues to expand the breadth and scope of our career services programming, bringing more Johnnies closer to their postgraduate goals. Collegewide Collaboration In addition to providing individual career counseling to students as well as alumni, the Annapolis Career Services Offce and the Santa Fe Offce of Personal and Professional Development partnered to produce workshops on writing resumes, applying for internships and fellowships, and researching graduate schools. Both campuses also collaborated with alumni to co-host career panels in felds such as healthcare, education, government contracting, and technology. Jobs 4 Johnnies Now in its third year, Jobs 4 Johnnies continues to bring seniors together with alumni and board volunteers, who help them identify felds of career interest, compile a job search toolkit, and prepare for interviews. As a result of solid interest from students and volunteers, both campuses have taken steps to evolve Jobs 4 Johnnies into a year-long journey that begins in the fall rather than the spring. A New Liaison The college also created and flled the new position of assistant director of employer and alumni relations, providing students with an additional resource for building connections. Internships and Fellowships Summer internship and fellowship opportunities remain central to our career services programming. The former help students learn valuable job skills while the latter let them dive deep into areas of postgraduate study. Both opportunities prompt students to think seriously about life after St. John’s and how to prepare. As a result of funding provided by alumni and friends, students spent the past summer working and studying at institutions as diverse and influential as the University of Chicago, the London School of Economics, the Smithsonian Institution, and NASA. “This internship defnitely broadened my horizons. I experienced a different work environment, learned a lot about methane emissions in marshes, used a new programming language, and have a better understanding of what I want to do in the future. I thought I wanted to pursue data analysis, but now I fnd myself more heavily focused on the active aspects of environmental science.” GeneVIeVe DemAJIStRe (A22) InteRnSHIP, SmItHSonIAn enVIRonmentAL ReSeARcH centeR “At the summer program in Rome, everything comes together at once: food, friends, culture, books. The city is hot, noisy, dirty—and everything beautiful and magical you dreamed it would be. This singular experience has awakened in me a desire to study art seriously.” noAH WALDRon (SF20) FeLLoWSHIP, Rome InStItute oF LIBeRAL ARtS “This summer I had the opportunity to work as a litigation assistant alongside attorneys who are skilled leaders in their areas of practice. It has been an essential part of my professional growth and future career in law—and I even had the privilege to draft a statement of facts that will be read by the New Mexico Supreme Court.” ZHAnSAYA KuAtZHAn (SF22) InteRnSHIP, HInKLe SHAnoR LLP “Taking classes on East Asian philosophy, as well as Race and Law, granted me valuable perspectives on a legal career. I read texts from Taoist, Confucian, and Buddhist schools of philosophy and sifted through influential U.S. Supreme Court cases concerning racial minorities. I now think that serving as an immigration lawyer could be a valuable goal to pursue.” WooSeoK Seo (A23) FeLLoWSHIP, YonSeI unIVeRSItY 17 �cAmPAIGn RePoRt ALumnI AnD FRIenDS HAVe LeD tHe coLLeGe Into tHe FInAL StRetcH oF tHe FREEING MINDS cAmPAIGn. This groundswell of generosity has already moved St. John’s to a position of strength and is laying the foundation for an even stronger future. ﹩280M RAISeD toWARD A * ﹩300M GoAL *Figures as of December 31, 2021. 18 �cAmPAIGn RePoRt The St. John’s community has a history of meeting bold challenges, highlighted in 2021 by the completion of the Winiarski Family Foundation Challenge. ﹩50M RAISeD BY ALumnI & FRIenDS neARLY ﹩50 M 5,000 ALumnI AnD FRIenDS ReSPonDeD mAtcHeD BY tHe WInIARSKI FAmILY FounDAtIon moRe tHAn 17,000 InDIVIDuAL GIFtS oFFeReD St. John’s Endowment By providing an annual stream of investment income that has historically risen over time, the St. John’s Endowment protects our ability to keep tuition reasonable and provides enduring support for the college, the Program, and the student experience. In FY21, the annual endowment distribution for operations contributed nearly $10 million, an amount equivalent to tuition from more than 275 students. This income currently covers nearly 20 percent of the annual operating budget. At our peer colleges, only 13 percent of needs are met through the endowment. The national average is even lower at 12 percent. As the value of our endowment grows, through new gifts and responsible investment, so will the annual distributions that are made available for the college to use. FY21 Annual Fund Gifts to the Annual Fund address urgent priorities, including the scholarships that help students afford a St. John’s education and the support systems that help them succeed. FY 16 17 18 19 20 (in millions) $152 169 173 180 188 21 ﹩240M ﹩2.9M RAISeD to SuPPoRt tHe ImmeDIAte neeDS oF StuDentS AnD tutoRS 19 �FInAncIALS DeSPIte A GLoBAL cRISIS, St. JoHn’S AcHIeVeD A BALAnceD BuDGet In 2021— tHe YeAR We commItteD to DoInG So. In 2017, when we began communicating with you about the state of the college, we acknowledged that St. John’s faced a serious threat: a structural defcit that had reached $12 million, equivalent to approximately 20 percent of St. John’s annual operating budget. We also assured you that the board and college leadership were committed to an aggressive plan of action that would eliminate the defcit and balance St. John’s budget by 2021. From then on, we met or exceeded our defcit reduction goals in every fscal year; and now, as a result of hard work, strict cost controls, and considerable sacrifces on the part of many, we can say that St. John’s has a balanced budget. Reaching this milestone puts St. John’s in a position to begin addressing staff and faculty compensation. We have already taken steps to restore the salary cuts that were made during our years of fnancial austerity; and, for the frst time in well over a decade, we are able to consider cost-of-living increases. Our ability to do so is a testament to just how far the college has come. We must now maintain our balanced budget, keep tuition as low as possible, and still meet our critical needs. For this the college will depend on new gifts to the Freeing Minds campaign and on continued, generous support for the Annual Fund, including the Fund for St. John’s. 20 Our defcit reduction from 2016 peak FY (in millions) 16 $12.0 17 7.5 18 4.5 19 2.8 20 1.9 21 0 �FInAncIALS REVENU E Student-Derived Revenue $43.5 (in millions) 15.1 $43.5 16.3 Includes tuition, room and board, and student fees. Net of student fnancial aid Income from the St. John’s Endowment Instruction & Instructional Support Includes tutor salaries and benefts as well as support for our laboratories, lectures, community programs, and libraries. 9.8 11.5 7.3 Includes targeted restricted gifts, smaller realized bequests, and gifts to the Fund for St. John’s or other components of the Annual Fund. 8.4 Federal Relief Funds* 4.8 U.S. Naval Academy Rental Income* 2.6 Federal and State Grants 2.5 Other Income 1.4 Institutional Support Meets the needs of our collegewide administrative offces, including Human Resources, Information Technology, Development, Communications, Public Safety, the Alumni Offce, and the Treasurer’s Offce. Impact of Philanthropy Approximately 5 percent of the net asset value of the endowment, which consists of invested gifts from alumni and friends, is made available for the college to use every year. Gifts of Support EXPE N S E S Student Services Meets the needs of offces that support the student experience, including the Assistant Deans, Health Services, Career Services, Counseling, Student Activities, Athletics, Admissions, and Registrar. 5.2 Auxiliary Includes food service in our two dining halls. 2.1 Includes registration fees from Summer Academy and Summer Classics. * These nonrecurring sources of revenue helped to offset our COVID-related expenses and revenue losses. All fgures are rounded and have not been audited. Audited fnancial statements are available upon request. Other Expenses Includes debt service and retiree health benefts. �FRom tHe BoARD oF VISItoRS AnD GoVeRnoRS 22 �FRom tHe BoARD oF VISItoRS AnD GoVeRnoRS DeAR ALumnI & FRIenDS, And then we emerged to see the stars again. And indeed we have. Most arduous journeys, such as the one we have been on, look a lot different in the rear-view mirror. We should not forget this one was rugged, requiring commitment and sacrifce from virtually everyone involved. Although we are not done with our labors, we have accomplished an enormous amount, and it is time to take stock of where we are and where we need to go. Over the past fve years, our college community, working together, has climbed our way out of a staggering structural defcit, reversed course on troubling enrollment trends, greatly enhanced the support services that are available to our students, and positioned the college to make additional progress in the years ahead. Our task now is to keep the lessons of the past fve years in mind as we look ahead to the years, even decades, to come. Access and affordability must remain priorities, and for that the college will need your ongoing support. Enhancing the student experience is another area of focus, one highlighted by the Pritzker Challenge, a once-ina-generation opportunity to signifcantly improve the physical environment in which our Program is experienced and enjoyed. This is another area where your support will make a critical difference. The voyage ahead will almost certainly take us in unexpected directions. This is both the joy and the challenge of any journey, whether it occurs around a seminar table or among a global community of alumni and friends. Rest assured, however, that the many arcs on which we travel are still frmly fxed upon our center— a life-changing academic Program that is now in its 85th year. Together we will position it well for its 100th year— and well beyond. Gratefully, Ron Fielding (A70) Chair Leslie Jump (A84) Vice Chair 23 �FRom tHe BoARD oF VISItoRS AnD GoVeRnoRS 60 College Avenue Annapolis, Maryland 21401 410–263–2371 24 SJc.eDu/GIVInG 1160 Camino de Cruz Blanca Santa Fe, New Mexico 87505 505–984– 6000 �c �D � 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 Annual Reports Description An account of the resource Annual reports for St. John's College.  The collection includes Reports of the President.   <br /><br />Reports for the years 1933-1968 were published in <a href="https://digitalarchives.sjc.edu/collections/show/37"><em>The Bulletin of St. John's College</em></a>.  Reports for the years 1969-1979/80 were published in <a href="https://digitalarchives.sjc.edu/collections/show/12"><em>The College</em></a>. <br /><br />Click on <a href="https://digitalarchives.sjc.edu/items/browse?collection=61" title="Items in the Annual Reports Collection">Items in the Annual Reports Collection</a> to view and sort all items in the collection. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data pdf Page numeration Number of pages in the original item. 28 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Turning Point: 2021 Report for Alumni & Friends Description An account of the resource Annual report for St. John's College, 2021. Creator An entity primarily responsible for making the resource St. John's College (Annapolis, Md.) St. John's College (Santa Fe, N.M.) Publisher An entity responsible for making the resource available St. John's College (Annapolis, Md.) St. John's College (Santa Fe, N.M.) 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 Universities and colleges--United States--Administration St. John's College (Santa Fe, N.M.) St. John's College (Annapolis, Md.) Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SJC_AnnualReport_2021 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d73c4fc46fb737ec4584cf4934c0d799.pdf 0157eeab60db191db88e29d89e6e804d PDF Text Text SUSTAINING STRENGTH 2022 Report for Alumni & Friends ST. JOHN’S COLLEGE �“ ...IN EVERYTHING IMPOSINGLY BEAUTIFUL, STRENGTH HAS MUCH  TO DO WITH THE  MAGIC. ” —Herman Melville, Moby Dick 1 ST. J O HN ’S CO LL EGE — 2022 REPORT �2 ST. J O HN ’S CO LL EGE — 2022 REPORT �LETTER FROM THE PRESIDENTS DEAR ALUMNI & FRIENDS, Last year we told you that St. John’s College was stronger than ever. The evidence to support that claim was, and still is, abundant—and yet it was a risky claim because it inevitably raises the following questions: Where are we now? How strong is St. John’s today, and can the college sustain its strength for the future? The simple answer is that the college is doing very well. After a two-decade period in which St. John’s experienced signifcant fscal and enrollment troubles, followed by a seven-year period of rigorous cost-cutting and operational improvement, the college has reached a point where we can confdently say we are healthy. Our budget is balanced, enrollment remains at a long-time high, and the campuses are full of energy and excitement. The unprecedented success of the Freeing Minds campaign has allowed for a new fnancial model and a revival. Of course, it is also the case that our work is never done. Resting on success is not a realistic option for any college other than the very rich, even in the best of times—and times are very tough for small colleges like St. John’s. With the population of college-age students shrinking and the needs of those students increasing, the years ahead are going to test us. We know that without constant attention and creative thinking, strength can diminish quickly. What we are doing now is taking steps to ensure that the many strengths we possess—strengths we have worked diligently to accrue and are fortunate to have—will continue to serve the college well. 1. Our Program. Everything we do at St. John’s is done in the interest of preserving the Program’s unique place in American higher education and enhancing its impact. 2. A successful campaign. Freeing Minds enabled the college to shift to a fnancial model that depends less on tuition and more on the continued support of alumni and friends. 3 ST. J O HN ’S CO LL EGE — 2022 REPORT 3. Stable enrollment. To maintain our positive enrollment trends, it is vitally important that we continue to invest in initiatives that attract students with an affnity for the Program regardless of their family fnances or personal background. 4. A transformational student experience. We want it to be transformational for all, not some. We also want the experience to contribute to a fulflling life, including a life of meaningful work. 5. Two historic campuses. They are exceptionally beautiful places in which to live and learn. They also need signifcant investment to bring them back up to a respectable standard. 6. A balanced budget. Many people worked hard and gave generously to help us reach it. Now it is imperative that we maintain it. These six strengths sustain us as a college, a global community of lifelong learners, and participants in an enduring conversation. We must attend to these strengths so they continue to sustain us. That is the challenge we face—and it is because of your generosity and love for the college that we will meet it. Gratefully, Mark Roosevelt President, Santa Fe Nora Demleitner President, Annapolis �PROGRAM OUR DISTINCTIVE PROGRAM IS OUR GREATEST STRENGTH AND A CONTINUING CONVERSATION. The pages of this annual report draw some comparisons between St. John’s and other institutions. When assessing our enrollment or the changing demographics of college-age students, this is instructive. When it comes to the St. John’s classroom, however, we cannot compare ourselves to even our most similar peers. The way in which our students and tutors put their preconceived notions to the test by reading and discussing seminal texts in small-group seminars where every voice is given equal weight—and no textbooks are to be found—is unique in higher education. 4 ST. J O HN ’S CO LL EGE — 2022 REPORT But without a basis of comparison, how do we know what, if any, improvement is needed? We begin by recognizing that the St. John’s Program of Instruction is not, and was never meant to be, a barometer of public opinion. We do not read a given text because it is fashionable or because the topics it addresses are politically expedient. We explore the words and ideas that, in the eyes, hearts, and minds of our faculty can best achieve our mission to “make free adults from children by means of books and a balance.” The college continues to hold fast to the core of what we do and to the strengths that distinguish a St. John’s education, including our Great Books curriculum, low student-to-faculty ratio, and discussion-based mode of learning. Yet the Program is not static. It is a continuing conversation, and maintaining its health and vitality is a priority for the college. This work is led on each campus by the Instruction Committee, who guides the St. John’s community through an ongoing process of curricular review and faculty development. �HOW DOES ST. JOHN’S EVALUATE THE ACADEMIC STATE OF THE COLLEGE? The responsibility for safeguarding and, when necessary, reinvigorating the Program rests with the Instruction Committee on each campus. In accordance with the Polity, each committee consists of the dean and six faculty members, who are elected to the position by their peers. The committee meets regularly throughout the year, and the two committees meet jointly once a year. Areas that fall within the scope of the committees’ work include the planning of preceptorials and study groups; recommendations for faculty appointments, reappointments, and tenure; and an annual review of the list of books that constitute the core of the St. John’s Program. Instructional proposals for more substantive changes, whether collegewide or campus-specifc, are put forth by the dean to be considered and voted upon by the faculty. An important example of this process took place in 2020, when the faculty approved an instructional proposal to offer graduate education in a low-residency format as part of a three-year pilot program. By making the Program more accessible to a global community, this collective effort on the part of St. John’s faculty has led to a resurgence of interest in the Graduate Institute. sjc.edu/statement-of-the-program sjc.edu/charter-polity 5 ST. J O HN ’S CO LL EGE — 2022 REPORT New tutors enrich our growing community. Over the past three years, St. John’s welcomed 24 new tenure-track tutors, whose varied interests include modern apocalyptic fction, computer-generated art, the music of North Africa and the Middle East, the literature of colonial Latin America, and the phenomenology of Simone de Beauvoir. By comparison, only four tutors joined St. John’s in the previous three-year period, when fscal austerity prevented the college from hiring enough new tutors to replace our retiring faculty. As a result of our improving fnancial health, St. John’s was able to not only reverse this trend, which will help keep our class sizes small, but also raise the base salary for our faculty in FY22. ♦ Faculty summer study groups nourish our tutors. By providing tutors with the time and space to collaboratively explore a text or theme, faculty summer study groups build community, inform further study, and generate new perspectives and questions that ultimately beneft students as well as tutors. Last summer, nine summer study groups gave tutors the opportunity to delve into a wide array of subjects, from the strange beauty of wave motion to the powerful rhetoric of Frederick Douglass and the intense prose of Brazilian novelist Clarice Lispector. ♦ �ENROLLMENT ENROLLMENT IS STABLE BUT VULNERABLE. St. John’s met enrollment goals for the second year in a row, with Annapolis welcoming 141 new undergraduates and Santa Fe welcoming 104 Fall freshmen and 17 January Freshmen. This is a particular success for Santa Fe; apart from last year, we would have to reach back more than a decade to fnd a freshman class of similar size. Applications also rose to a new high, eclipsing the record we celebrated in 2021. Results like these are not the norm for small colleges. For all but the most selective institutions, application and enrollment numbers are, on average, trending down. Enrollment at St. John’s, however, is more than a numbers game. As the Statement of the Program reminds us, we have a higher obligation: “Because it offers an education for all, St. John’s College has sought and continues to seek to make its program of study known and available to people of diverse backgrounds.” Since the founding of the New Program in 1937, when St. John’s adopted an egalitarian model that was rare in higher education, the range of backgrounds represented in a St. John’s classroom has steadily expanded. Compared to our peers, St. John’s has a very high percentage of 6 ST. J O HN ’S CO LL EGE — 2022 REPORT freshmen who receive need-based fnancial aid and a high percentage who qualify for a federal Pell Grant. Almost 30 percent of new students identify as Black, Indigenous, and people of color. The St. John’s community can be confdent that the college remains committed to “an education for all.” What we cannot do is grow complacent about the threats we face. The population of college-age students is declining (a phenomenon known as “the demographic cliff”), and competition will intensify. St. John’s will face many of the same enrollment challenges as our peers, and we must also contend with issues specifc to the college, including our relatively small applicant pool and the challenge of keeping a balanced budget despite the extraordinary fnancial need of our students. To remain competitive, St. John’s must bring the college to the attention of more students, help them understand what the Program has to offer, and ensure that cost is not a barrier. HOW DOES ST. JOHN’S FALL FRESHMAN CLASS COMPARE TO OTHER TOP LIBERAL ARTS COLLEGES? 81% STU DENTS RECEIVI NG N EED - BASED FI NANCIAL AI D Higher than average 23% PELL G R ANT RECI PI ENTS Higher than average 1,470 APPLICATION S Highest fgure in St. John’s history— but much lower than our peers �OUR PROVEN PIPELINES, NEW  PARTNERSHIPS, AND FAIR PRICE ARE KEY STRENGTHS IN A COMPETITIVE  ENVIRONMENT. One in six Fall freshmen attended Summer Academy before enrolling at St. John’s. This annual summer program gives high school students an opportunity to enjoy great conversations in a Socratic format alongside St. John’s tutors. It also allows the college to reach high-performing students, including prospective Johnnies, who are interested in the liberal arts and intrigued by the Program. To help grow Summer Academy and keep it accessible, the college works with partner schools and community-based organizations to identify students who could beneft from Summer Academy and provide them with scholarships. ♦ 7 Alumni are among the college’s most important partners. When alumni share their passion for the Program, they inspire future students to seek out the college. Among Fall 2022 freshmen, one in four learned about the college from an alum, and almost 10 percent are the children or grandchildren of Johnnies. ♦ Flexible options help the Graduate Institute grow. With 63 new students pursuing a Master of Arts degree, fall enrollment in the Graduate Institute continues to exceed pre-pandemic levels. Of note is the Master of Arts in Liberal Arts program in Annapolis, where total enrollment is now at the highest level since 2007. This growth suggests that the low-residency model, which gives students the option to take classes online, is raising the profle of the Graduate Institute and making it more attractive to students who cannot relocate. ♦ ST. J O HN ’S CO LL EGE — 2022 REPORT The Southwest Scholars Partners Program expands St. John’s reach. This partnership initiative helps promote the college to students in the American Southwest, an area with rapid population growth. Approximately half of our 23 partner high schools are in lower-income communities and serve students who are often the frst in their families to seek a college education. Students enrolled in partner schools are eligible for scholarships to attend Santa Fe, and if they want a preview of the college, they are also eligible for scholarships to Summer Academy. This year the number of students participating in Summer Academy from Southwest Scholars partner schools doubled. ♦ Tuition remains near a 15-year low. When the Freeing Minds campaign launched in 2018, alumni and friends enabled the college to lower tuition by one-third. In the years since this historic reset, St. John’s has raised tuition by a modest three percent, well below the rate of inflation over that period. Even with a fve percent increase planned for the next academic year, St. John’s tuition price will be lower in Fall 2023 than it was in Fall 2008. In addition, Pell students, who represent the nation’s least wealthy households, qualify to have their federal Pell Grants matched 100 percent through the Pritzker Promise. ♦ �STUDENT EXPERIENCE ST. JOHN’S OFFERS A RADICALLY DIFFERENT COLLEGE EXPERIENCE. WE ARE MAKING   IT EVEN   BETTER. Within our peer group, St. John’s yield rate is reassuringly high. This fgure refers not to the percentage of students the college accepts but to the percentage of admitted students who choose to attend the college. One-third will do so, affrming what alumni and friends already know: that what we do at St. John’s has enduring relevance and appeal. In some ways the St. John’s classroom has changed very little since the founding of the New Program eight decades ago. Tutors and students—no more than 20—still sit around a seminar table and wrestle with the fundamental questions of human 8 ST. J O HN ’S CO LL EGE — 2022 REPORT existence and meaning. The texts we read and the ideas we ponder are treasures we share with seekers and searchers of decades, centuries, and millennia past. What has changed at St. John’s, and dramatically so, are the needs and expectations of students. Compared to previous generations, today’s students are less wealthy, represent more diverse backgrounds, and possess fewer resources. They also have different expectations about the kinds of opportunities that will be available and the amount of support they will receive. This is an area where alumni have been frank, saying that St. John’s did not provide the resources that would have helped them gain more from their time at the college. The full St. John’s experience—as it is lived in seminars and labs, but also in student clubs and residence halls, on the athletic felds and in preparing for future careers—must be a priority. The college has listened and agreed. The St. John’s experience is uniquely transformational. It can also be better. We have taken some important steps in that direction. �IMPROVED HEALTH AND   WELLNESS RESOURCES CONTRIBUTE TO A MORE SATISFYING STUDENT EXPERIENCE. The Annapolis campus now serves as a model for integrated health and wellness care. The newly renovated Student Health and Wellness Center has adopted a more effective and holistic approach to student wellbeing, with primary care, mental health care, and health education all conveniently housed together in Randall Hall. Students can get a flu shot, receive basic medical care, and talk with a counselor—without having to leave the campus or worry about cost. Staff also conduct outreach programs that address some of students’ most common health concerns, such as how to manage stress, maintain a healthy sleep schedule, and select a balanced diet. ♦ 9 Help is available around the clock. Demand for mental health services has increased signifcantly, with nearly one in four St. John’s students requesting help for anxiety, depression, and other issues— all of which can affect academic performance. In response to this rising need, both campuses have partnered with Academic Live Care, a telehealth platform that offers unlimited counseling sessions at no cost to students. The new service supplements the college’s on-campus care and gives students more options for scheduling appointments: they can even select their providers based on gender, ethnic background, language, and other preferences. If students need to speak to someone immediately, a 24-hour crisis hotline is available and staffed by counselors who are aware the call is from a St. John’s student. ♦ ST. J O HN ’S CO LL EGE — 2022 REPORT Students are empowered to offer peer-to-peer care. Both campuses have expanded the training provided to resident advisors, enabling them to engage more meaningfully with fellow students who come to them for support. Through a specialized mental health training program, which is required of all resident advisors, these student leaders learn how to recognize signs of distress in a classmate, start a conversation around sensitive matters, and take the appropriate next steps. New Student Orientation also provides incoming freshmen with basic information on mental health care, including tips on how to help peers who are struggling. ♦ New initiatives encourage healthy lifestyles and safer choices. For Santa Fe students who are concerned about their drug and alcohol use, the Recovery Support Group offers a safe space to ask questions and share advice. The program is supervised by a Santa Fe staff member and alum who is familiar with the rigors of a St. John’s education and knows how tempting it can be to self-medicate. The campus also launched “Spiritual Journeys,” an exploration of spiritual practices and how they contribute to health and well-being. In Annapolis, students who feel overwhelmed can visit the Student Health and Wellness Center and schedule time in the Serenity Space, a dedicated room designed to provide an immersive sensory experience that helps relieve stress and anxiety. ♦ �STUDENT EXPERIENCE “ “ I really benefted from being mentored by students who offered a candid view of St. John’s and the difference between what is claimed on paper and what actually plays out in the classroom. It is one thing to hear from a member of administration; it’s another to hear from a student. Getting that no holds barred perspective defnitely helped me adjust to college life.” St. John’s is a very special place—but how to step into this kind of environment? It is a hard task for any freshman but especially for an international student. The Bridge Program gave me the chance to ask questions, ‘How do I survive a seminar?’ ‘Which book of Plato do you love the most?’ It also had something to tell me in return: ‘We are so happy to see you here.’ I can confdently say I am happy to be here as well.” —LUKE WIDENHOUSE (A25) —YUCEN HAN (A25) “ Last year, I was welcomed onto campus early through the Pritzker Promise Bridge Program. This year, after an incredibly rich, beautiful, and challenging summer researching and traveling abroad, I have returned early to train as a resident advisor—to move into a new role where I can support the next generation of students with the same care I received.” —AMINA FEDERSPIEL-OTELEA (SF25) 10 ST. J O HN ’S CO LL EGE — 2022 REPORT “ When I began at St. John’s, I had but a blur of what it entailed. I just knew I wanted to read great books. I thought I would be prepared to start the Program; yet the Program was more than I thought, demanding me to wrestle with myself and nature at every turn. Luckily the Pritzker Promise provided amazing mentors, who not only helped me understand the Program but also introduced me to the person I aim to be: thoughtful, careful, and with a sense of civic duty.” —NÉSTOR ARANIBAR CAMPERO (SF24) �ST. JOHN’S IS DOING MORE TO ENSURE  THAT EVERY  STUDENT FEELS  WELCOME. The Pritzker Promise breaks down the barriers to frst-year success. The college launched a week-long summer bridge program in 2020 for qualifed freshmen who want additional preparation for the form of study we do at St. John’s. Now in its third year, the Pritzker Promise Summer Bridge Program continues to evolve and add new content tailored to the specifc needs of eligible students, whose backgrounds and circumstances can be obstacles to success at St. John’s. Fitting in and feeling heard are among those concerns, and Bridge Scholars beneft from forging connections with a small cohort of classmates and peer mentors before meeting the larger freshman body. Social growth is consistently ranked as one of the most benefcial outcomes of the Bridge Program, with nine out of ten participants saying the experience helped them make friends, establish a support system, and feel 11 more comfortable expressing themselves. Initial results indicate the program is having a particularly positive impact on students from lower-income families. On both campuses, 88 percent of Pell students who attended the 2021 Summer Bridge Program returned as sophomores in Fall 2022, which is 14 percentage points higher than Santa Fe freshmen in general and eight percentage points higher than Annapolis freshmen. ♦ ST. J O HN ’S CO LL EGE — 2022 REPORT New students enjoy a more thorough introduction to college. New Student Orientation is the frst real opportunity for the larger freshman class to learn about life at St. John’s and for the college to learn about new students. The experience can set the tone for a student’s academic career, and yet many alumni say their own orientation did not lay a proper foundation for the journey ahead. The college has responded by greatly expanding and improving the programming offered during New Student Orientation. In Santa Fe, for example, the schedule grew from 20 events in 2017 to 50 events in 2022. Incoming Johnnies will hear about the resources available at St. John’s and receive a warm, helpful welcome from their deans, student assistants, and resident advisors. They can also expect to have candid conversations with upperclassmen who remember what it was like to enter a very different world. ♦ Paracurricular activities nurture a flourishing student community. Vibrancy and creative energy are returning to campus life after years of pandemic-related disruption. Santa Fe has seen the emergence of many new clubs and activities, including the tutor-led weekly flm series and informal study group “Cinema as a Liberal Art;” the parkour club, in which the entire campus serves as a gym; and Kunai, an intramural team for female and non-cis-gendered students. Fencing has also returned to Santa Fe and is growing in popularity. In Annapolis, the art program and intramural athletics are back at full strength, with art classes frequently reaching capacity and more than half the student body regularly taking part in intramural sports. ♦ �STUDENT EXPERIENCE “ “ I have always wanted to work with children, and I have taught as a volunteer, but I was not sure if teaching was something I wanted to pursue full-time. I put that passion to the test with an internship at the Mother Child Rehabilitation Center, which provides education for disadvantaged children in my hometown of Addis Ababa, Ethiopia. In a few short months, I saw my passion turn into a potential career. This internship solidifed my plans and confrmed my desire to be a teacher.” Off the coast of Maine lies the tiny island of Appledore, where a fellowship from St. John’s gave me the opportunity to further my interest in marine biology at the Shoals Marine Laboratory. The work was hard, it was specialized, and it was not for the faint of heart. It also taught me something about my love for the sciences—and the many career pathways I can take.” —BENJAMIN BRUNT (SF25) —GELILA KEBEDE (A25) “ This summer I completed an important step toward my career. I have wanted to work as a museum curator since I was 16, but the job openings all require some degree of formal training. Last spring I took my frst course toward a museum studies certifcate; a fellowship from St. John’s enabled me to complete the remaining two—and gave me the confdence to apply for, and get, my frst museum job this summer.” —ISABELLA KIEDROWSKI (A23) 12 ST. J O HN ’S CO LL EGE — 2022 REPORT “ When I applied for a summer fellowship, I was feeling the ‘what’s next’ dread that comes with graduating college. I just knew for certain that I wanted to point my compass toward a career in art. An intensive course in the south of France was the perfect opportunity to step away from that dread and discover what it means to live for my craft. I learned how to silence my inner critic so I could push forward, and I now have enough pieces for a portfolio. I still have a lot of planning to do, but I know ‘what’s next’—and I know that my education is not going to end.” —MADELEINE WEAVER (A22) �STRONGER SUPPORT SYSTEMS HELP STUDENTS MAKE PROGRESS TOWARD POSTGRADUATE GOALS. CAREER CONSULTATIONS 1082 +32% 818 FY21 FY22 Students are taking advantage of career guidance. To raise student awareness around the need for postgraduate planning, St. John’s career services staff moved to locations that are more visible and accessible to students. The Santa Fe Offce of Personal and Professional Development now shares an entire building, Chamisa, with members of the Alumni Relations team. The Annapolis Career Development Offce moved to a well-traveled corridor in Mellon Hall, 13 the main academic building. Both campuses saw an increase in student visits, with the number of consultations rising more than 30 percent. ♦ Competitive awards are an area of focus. Both campuses are collaborating to assist students and alumni who are interested in nationally competitive fellowships, including the prestigious Gaither, Truman, and Fulbright awards. In 2022, St. John’s advised six applicants: one received a Fulbright award for public health research in India and one received a Projects for Peace award. The college is currently working with a group of students as they prepare their applications for the 2023 award cycle. ♦ Alumni help students launch careers. The Odyssey Program (formerly Jobs4Johnnies) paired 48 members of the Class of 2022 with alumni and other volunteer mentors who conducted mock interviews and offered career ST. J O HN ’S CO LL EGE — 2022 REPORT guidance. The number of participating students more than doubled in 2022, with one-quarter of all graduating seniors taking part in the initiative. ♦ ODYSSEY PROGRAM PARTICIPATION 48 +140% 20 FY21 FY22 More students are seeking summer opportunities. Summer internships give students hands-on work experience, often with prominent employers, while fellowships augment their St. John’s education with specialized coursework. These experiences are funded entirely through philanthropy, making them more accessible to students who might otherwise pursue seasonal employment that does not address their long-term goals. As pandemic restrictions eased and word spread about the support St. John’s provides, demand for internships and fellowships, including study abroad, increased. Applications rose 60 percent collegewide, with three-quarters of applications resulting in an award. In Santa Fe, applications doubled, reaching the highest level since these programs began. ♦ APPLICATIONS FOR INTERNSHIPS & FELLOWSHIPS 172 108 FY21 FY22 +60% �CAMPUS LIFE OUR TWO BEAUTIFUL CAMPUSES ARE  INCREDIBLE STRENGTHS, BUT THEY NEED WORK. YOUR PHILANTHROPY IS MAKING THAT  HAPPEN. Having postponed a long list of repairs and regular maintenance due to fnancial constraints, St. John’s faced an impending infrastructure crisis— until the Jay Pritzker Foundation stepped forward with an extraordinary gift. Facilitated by St. John’s board member and parent Karen Pritzker and inspired by her son’s time at the college, the $25 million Pritzker Challenge will contribute $1 for every $2 gift made in support of campus improvements, setting the stage for a $75 million investment over a ten-year period. The gift is a game-changer for the college and will allow St. John’s to undertake projects that will greatly enhance community life and provide students and tutors with more 14 ST. J O HN ’S CO LL EGE — 2022 REPORT comfortable places to gather, read, relax, think, and discuss. None of these improvements will be fashy, which would not be in keeping with St. John’s commitment to offering a rigorous education rather than lavish amenities. They will, however, meet modern standards of comfort and safety and make the college a more attractive option to prospective students. FOLLOW OUR PLANS AND GET INVOLVED The Pritzker Challenge calls upon alumni and friends to contribute $5 million each year, over a ten-year period, to receive the Jay Pritzker Foundation’s annual $2.5 million match. We met our FY22 goal, and alumni and friends have already pledged $4 million toward FY23. The college has now received a total commitment of $18 million, with $32 million remaining to meet the Pritzker Challenge. sjc.edu/pritzker-challenge �WHAT IS ST. JOHN’S DOING TO ENHANCE CAMPUS LIFE? Creating interactive spaces. The wait is almost over as Mellon Hall completes its multi-year transformation into a social hub for the Annapolis community. Key elements of architect Richard Neutra’s original design remain intact, but the lobby has now become a spacious gathering area, a new studio theatre awaits student performers, and the muchloved Fishbowl offers a more comfortable setting for deep discussion. Some exterior work will continue, but doors to the newly remodeled social spaces open this spring. ♦ Improving our student residence halls. With ages ranging from 18 to 185 years, our Annapolis residence halls are cherished, and often historically signifcant, spaces—but time has taken its toll. Some of these buildings are now in poor condition and need to be repaired and updated. We took an important step in FY22 with upgrades to Randall Hall. Through the generosity of the Jay Pritzker Foundation, Campbell Hall is the next residence hall to be revitalized as part of a broader effort to improve residential life and attract new students. Work on Campbell Hall will begin in 2023. ♦ 15 Moving toward a carbon neutral future. Thanks to a gift from an anonymous alumni couple and an energy audit supported by the Class of 2019, the Santa Fe campus will run entirely on solar power by the end of 2023. The gift also funded a campuswide conversion to energy-effcient LED lighting, a project that is now complete. Future initiatives include electric vehicle charging stations and solar-powered benches where students can charge their phones and laptops. ♦ Drawing students into community. The Pritzker Student Center (formerly known as the Peterson Student Center) will undergo a full-scale renovation to create student lounges, preserve signature pieces by designer Alexander Girard, and breathe new life into the student-run performance venue, the Cave. The project will also expand the coffee shop into a more inviting space—complete with a freplace and a connection to the campus bookstore. Construction is expected to begin in 2023. ♦ ST. J O HN ’S CO LL EGE — 2022 REPORT �FINANCIALS WE HAVE A BALANCED BUDGET, BUT WE NEED TO STAY VIGILANT. Over the past seven years, the fnancial health of St. John’s College has improved considerably. The college is not fush with cash, but we are secure. Our structural defcit, which peaked at $12 million, reached zero in FY21; and the college has now completed a second consecutive fscal year with a structurally balanced budget. Balanced—but vulnerable. Some elements of our FY22 budget that seem highly positive are the result of unusual circumstances. We have a modest operating surplus of $1.5 million, but this is due entirely to nonrecurring federal relief funds, and our substantial year-over-year increase in student-derived revenue can largely be attributed to the reopening of our campuses and the return of students who took time off during the pandemic. We do have cause to be confdent, however. The success of the Freeing Minds campaign has made it possible for St. John’s to switch to a 16 ST. J O HN ’S CO LL EGE — 2022 REPORT philanthropy-centered fnancial model in which gifts to the college play a greater role than tuition. It is important to note that St. John’s will beneft from an estimated $90 million in deferred gifts that will reach the endowment in the near future. Because these gifts will be invested for long-term growth, they will infuse $4.5 million into our budget each year—and this amount will steadily increase over time. Until then, the college must be prepared to face many of the same fnancial pressures as our more tuition-dependent peers. Protecting our budget will take the work of everyone who has a stake in the college, from alumni and friends who make the Annual Fund a priority to the staff and faculty who make the college a place where students want to be. WHY PHILANTHROPY MATTERED IN FY22 For the third consecutive year, cash gifts and endowment income played a greater role in funding the work of the college than tuition. As a result of philanthropic support, students paid $15.1 million in tuition but received $18.5 million in fnancial aid. Credit rating agency S&P Global raised their outlook for St. John’s from stable to positive, citing our fnancial stability and successful campaign as important factors. All fgures are rounded and have not been audited. Audited fnancial statements are available upon request. �$49.2 (in millions) FY22 REVENUE ﹩47.7 (in millions) FY22 EXPENSES NET TUITION INSTRUCTION & INSTRUCTIONAL SUPPORT Includes tutor salaries and benefts as well as support for our laboratories, lectures, community programs, and libraries. 15.1 17.7 ROOM & BOARD 9.6 INSTITUTIONAL SUPPORT IMPACT OF PHILANTHROPY INCOME FROM THE ST. JOHN’S ENDOWMENT 10.7 2.7 2.6 1.5 17 Approximately fve percent of the net asset value of the endowment, which consists of invested gifts from alumni and friends, is made available for the college to use every year. GIFTS OF SUPPORT 7.0 11.3 Includes targeted restricted gifts, some bequests, and gifts to the Fund for St. John’s or other components of the Annual Fund. FEDERAL AND STATE GRANTS Covers the day-to-day operation of the college and includes Public Safety, Human Resources, Information Technology, Advancement, Communications, Alumni Offce, and Finance Offces. STUDENT SERVICES 9.2 Meets the needs of offces that support the student experience, including the Assistant Deans, Health and Wellness Services, Career Services, Student Activities, Athletics, Admissions, and Registrar. AUXILIARY 7.8 Includes bookstore operations and food service in our dining halls and coffee shops. OTHER INCOME Includes income from our bookstores as well as fees from Summer Academy and other community programs. COVID RELIEF FUNDS ST. J O HN ’S CO LL EGE — 2022 REPORT 1.7 DEBT SERVICE �CAMPAIGN REPORT FREEING MINDS SURPASSES $300M GOAL. 320M $ RAISED Freeing Minds will continue through the offcial closing date of June 30, 2023. There is still time to participate and further strengthen the college. 18 ST. J O HN ’S CO LL EGE — 2022 REPORT �FOLIO OUR SMALL COLLEGE HAS DONE THE REMARKABLE. The Freeing Minds campaign was launched in 2018 with the goal of raising $300 million to strengthen the college’s fnancial health and help more students afford a St. John’s education. These gifts would serve as the foundation of a new fnancial model in which gifts play a greater role and tuition a lesser one. THE RESULTS ARE ALREADY BEING FELT. Of the $320 million raised to date, $173 million has been received and put to work. Nearly half the funds were invested through the St. John’s Endowment, which generates a growing stream of annual income for the college to use. The other half enabled the college to increase fnancial aid, introduce more student support services, expand internship and fellowship opportunities, and cover an operating defcit from FY16–FY20. Campaign fgures as of December 31, 2022. 19 ST. J O HN ’S CO LL EGE — 2022 REPORT It was an ambitious goal that was not without skeptics, including those who worried that St. John’s was simply too small to raise such a lofty fgure. Alumni and friends rallied around the effort, raising $320 million to date and leading our small college beyond our goal—months ahead of schedule. THE IMPACT IS FAR-REACHING. The St. John’s Endowment consists of permanently invested gifts that provide lasting support for the college. In addition to the $80 million that has already been placed in the endowment, $90 million in deferred gifts will be added in the coming years. Once these gifts are received, annual income from the St. John’s Endowment will, under most market conditions, cover more than a third of the cost to educate our students. WE HAVE A MEANS TO SUSTAIN OUR STRENGTH. Freeing Minds has heightened awareness of the St. John’s Annual Fund as a way for alumni and friends to regularly support everything they love about the college. More than 90 percent of the 5,500 gifts made to Freeing Minds in FY22 were given through the Annual Fund, and these gifts had an immediate impact on life at St. John’s. Once the campaign concludes, Annual Fund gifts will remain a crucial resource for meeting the needs of students while maintaining a balanced budget and keeping tuition as low as possible. �LETTER FROM THE BOARD DEAR ALUMNI & FRIENDS, It is immensely gratifying to conclude this annual report on such a celebratory note. Surpassing our Freeing Minds campaign goal is a monumental achievement that will help ensure the continued strength of St. John’s College for generations to come. This is also an occasion for refection because it marks yet another pivotal moment for the college—one of many we have witnessed in the past few years. Lowering our tuition in 2019 and reaching a balanced budget in 2021 are two other important examples. The launch of the Pritzker Challenge, which will provide the resources to make much-needed improvements to our beautiful and historic campuses, is another. How is it that our small college can stand so tall? How have we been able, in less than a decade, to accomplish so much? The answer rests with the passion that alumni and friends have for St. John’s—for the kind of education we provide and the ideals we value: Open, frank conversations. A willingness to entertain a different perspective and challenge assumptions. A frm conviction that the restless, exhilarating, profoundly rewarding search for truth and understanding should be a journey accessible to anyone who seeks it, regardless of personal background. And a strong belief that this journey should last a lifetime. These ideals fourish in few places but they fourish at St. John’s College—and gifts to the Freeing Minds campaign serve as a collective statement that this education will endure because of its eternal value. Our campaign success also points to a strength that cannot be overstated: the St. John’s community. They are alumni, staff, faculty, friends, and students. They are the parents who see frsthand the impact of a St. John’s education in their children’s lives and in their own. 20 ST. J O HN ’S CO LL EGE — 2022 REPORT They are our neighbors in Annapolis and Santa Fe who speak of us with pride. Thank you for leading the college forward. St. John’s is indeed a college distinguished by its many strengths, and our community is the strength that sustains them all. Gratefully, Ron Fielding (A70) Chair Leslie Jump (A84) Vice Chair �60 College Avenue Annapolis, Maryland 21401 410–263–2371 SJC.ED U/G I V I NG 1160 Camino de Cruz Blanca Santa Fe, New Mexico 87505 505–984– 6000 � 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 Annual Reports Description An account of the resource Annual reports for St. John's College.  The collection includes Reports of the President.   <br /><br />Reports for the years 1933-1968 were published in <a href="https://digitalarchives.sjc.edu/collections/show/37"><em>The Bulletin of St. John's College</em></a>.  Reports for the years 1969-1979/80 were published in <a href="https://digitalarchives.sjc.edu/collections/show/12"><em>The College</em></a>. <br /><br />Click on <a href="https://digitalarchives.sjc.edu/items/browse?collection=61" title="Items in the Annual Reports Collection">Items in the Annual Reports Collection</a> to view and sort all items in the collection. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data pdf Page numeration Number of pages in the original item. 22 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 Sustaining Strength: 2022 Report for Alumni & Friends Description An account of the resource Annual report for St. John's College, 2022. Creator An entity primarily responsible for making the resource St. John's College (Annapolis, Md.) St. John's College (Santa Fe, N.M.) Publisher An entity responsible for making the resource available St. John's College (Annapolis, Md.) St. John's College (Santa Fe, N.M.) 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 2022 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 Universities and colleges--United States--Administration St. John's College (Santa Fe, N.M.) St. John's College (Annapolis, Md.) Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SJC_AnnualReport_2022 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/b4ccaa67447dd146eaa040a8b1ada172.pdf a7defdefa7114cd33acc482cfc216759 PDF Text Text Friday Night Lecture St. John's College, Annapolis September4, 1998 What, then, is Time? Eva Brann When our dean asked me to lecture this September it was because he had heard that I'd just completed a book on time, and he thought I might like to talk about it. He was right, and here are three possible kinds of profit that, on thinking it over, I figured might come to you and to me if I gave what I guess one might call a book report. First, even if the writing of books is a few decades off for most of you here tonight, it turns out that writing papers and annual essays is not so different from writing books, and I thought I might be able to tell you something useful. In fact I'll do it right now. \Vhen the time comes to write, whether it's a small paper or a long annual essay, never think: "I've got to write this thing! Help! I need a paper!" Instead search your soul for a question you have nursed for quite a while, whether articulately or inarticulately, somethingj:hat bothered and puzzled you, something that might be very intimate but is capable of public expression. Then flip mentally through the books you've studied, or the music you've sung, or the theorems you've proved, or the experiments you've re-enacted, and ask yourself which have a bearing, taken in the largest sense, on your issue. What will happen next is the result of a mixture of concentration and luck: some paradox or analogy or some other significant array will jump out at you. Seize that and slowly pummel, stroke, and shape it into an articulate order. Of course, none of that can happen at 1 �the last minute. For looking into yourself, for calling on your studies, for finding a crystallizing moment, for working all of it into a well-shaped' whole, time is of the essence. My second thought was that time is one subject concerning which it does not matter whether one is a freshman finishing the second week at the college or a senior beginning the fourth year, or even a tutor who has taught most of the program. Stormy love is not a pressing issue to all ages, nor is looming death, but there is, I think, no one, at any time of life, for whom time does not become a problem in some way or other. I know this from experience. Of the things that have urgently interested me from time to time, the mention of Being and Non-being, for example, provokes mostly stupefied non-interest, the mention of the Imagination elicits an account of people's favorite fantasy series, but the mention of Time gives rise to intelligently companionable puzzlement. People have a different relation to the question concerning time than to other deep matters, which they are either willing to bypass as too obscure for their taste or to treat with the most unreflective but familiar particularity. The title of this lecture -- and of my book -- is "What, then, is Time?" It is a quotation from the most famous sentence ever written on time by the man who was most deeply immersed in its elusive familiarity, Augustine. It comes from the eleventh book of his Confessions, which we read in the sophomore year. Here is the \vhole sentence: What, then, is time? If no one asks me, I know; if I want to explain it to the questioner, I do not know. My own concern with time started from two ends at once, intellectual puzzlement and deepfelt irritation, and it developed, as really good questions do, from annoyed fascination to serious interest. The intellectual puzzlement was just that expressed by Augustine: What sort of a being, if it was a being, could be so handily familiar in daily usage and so fugitive to the grasp of thought? Here I did as all my fellow humans do: I make time, kill time, manage my time, waste time. To be sure, I've never "done" time, though but for the grace of God I might have. I know that time heals all wounds and ravages all the beauties of the world. 2 But if I ask myself what it is that does this, I �see and touch nothing and think of less. That is at first just a puzzling and then an engaging state of affairs. The irritation I experienced had a superficially different source. In all the departments of life people talk of time as a force or a power, not just in the sort of dead metaphor that makes up the unconscious poetry of popular usage, as in all the phrases cited above. No, they mean it literally, especially when they are talking of the so-called "phases" of time. "Phase" will be the most important word in this lecture. It is my word -- different authors use different words -- for the three parts of time, past, present, future. Perhaps I should have said the three parts of human time, for I will argue that only human, or human-like, beings have pasts and presents and futures. It is the future with which these people mostly play infuriating havoc. They say and they inean that there is a future coming and our business is to form a reception committee for it. Some see this Future with a capital Fas a doom, as in Yeats's great poem, "The Second Coming": And what rough beast, its hour come round at last, Slouches towards Bethlehem to be born? Far more of our contemporaries see it cheerfully as a benefactor, though a totally manipulative one: It is the Information Age or the Global Age or the Age of Megacorporations, you name it, and our duty is to be ready or to be run over by time. They engage in what I call to myself proactive passivity. This time-mode -- the adjective, incidentally, is "temporal," so I will say, this temporal mode -- strikes me as paralyzing the human will, and that is one form of immorality. So besides the intellectual desire to understand the nature of time and whether it is a being or a nothing, I also began to think about time in its human effects. Almost everyone who has lived for some time has neat observations about these effects. For example, I have been at this college forty-one years or almost fifteen thousand days. Sometimes it seems like forever and sometimes it seems like a day. What accounts for this mad elasticity of time? But besides these timernminations there is also that sense I have of the important moral consequences of not thinking about the nature of time, about accepting what seem to be abuses of our phase-nature. In fact, a new hero of mine, Octavio Paz (whom I did not in fact discover for myself but through one of our 3 �Mexican alumni, Juan Villasenor) put my thought much more expansively than I would have had the courage to do. He says in his book on India: I believe that the reformation of our civilization must begin with a reflection on time. Recall that I am still laying out the possible profit of telling you about my book, and here is the last one, chiefly to myself. Imagine what a pleasure it will be to come on campus and to be able to fall easily into a conversation about this magical subject with some proportion of the people that live and learn here -- with the more virtuous part, I might add, those who come to Friday night lectures. Now let me tell you of two discoveries or devices -- it's always hard to tell whether it's one or the other -- about which the book crystallized. One was the discovery -- and I became persuaded that it was a discovery, was really there to be found-- that writers on time who lived millennia apart in time and who were worlds apart in thought were at crucial moments driven into the same understanding, or at least the same problem. Once I had discovered one such pair of time-twins I came on three others. And finally I came to believe that amongst them they pretty well established the perennial possibilities and the pertinent problems concerning time. In a moment I will tell who these writers are and what deep notion each pair shares. But let me say here that it ' was a blessing to find such a principle of selection. For it is hard for most of us to think about these enigmas without help. The trouble is, there is too much help on offer. I own a bibliography of time which tells of nearly two hundred thousand books and articles written between 1900 and now. Of course, much of it is piffling, but much of it is, I am sure, though!1'ul. I chose four great writers, and they paired quite naturally with four more, and by good luck these are the eight among the ancient and modern writers generally agreed to have the deepest theories. The pairs, then, are Plato and Einstein, Aristotle and Kant, Plotinus and Heidegger, Augustine and Husserl. Since many of you will not have read them, though all but Husserl are on the Program (and he ought to be), I'll present their time-theories as simply and as unencumbered by terminology as possible. But I'll omit completely telling you about one pair, Plotinus and Heidegger, because it is too tricky 4 �to do, although their similarity on the point of time is most spectacular in view of their diametric opposition on everything else that matters. The other discovery was that a human effect which never ceases to enchant me, namely the images that arise before the mind's eye in our imagination, had a certain remarkable similarity with our sense of time, a formal sort of similarity. Images are absent presences or present absences; they are not what they are, they are made of Being and Non-being. What I mean is that any image, but particularly a mental image, presents someone or something not actually present. To imagine an absent friend is to have him there, but not really. Time as well, it turns out, has this curious character of being and not-being, of being there but not really, of being present only in its absence. My all-time favorite time-saying is by the priceless Yogi Berra. When someone asked him: "What time is it?" he replied: "You mean now?" It is the wisest of answers, because you can't tell time, and yet we do. It is always and never Now. So the book began to have two parts. One part was a study of these eight philosophers for the purpose of seeing what kinds of answers could be given to the question "What is time?" and what problems were inherent in the answers. But studying, while a help to thinking, and for most of us an indispensable help, is not thinking, since to understand what others think is simply a different activity from the thinking that goes directly, without intermediary, to the question. So in a second part I tried to go directly to the question, having absorbed all the help I could. Therefore in this lecture, too, after telling what some of the best writers I could find have thought about time, I will try to tell what I think. I should say right now, lest you be disappointed, that what I conclude first and last is that it is a true mystery. I mean a potent effect whose characteristics are poignantly clear but whose nature is finally unfathomable. You can specify a mystery but you can't resolve it. If you have a huge field of apparently possible answers to a question, it clears the decks somewhat to begin by removing the answers that are simply unacceptable. In thinking about the ways time is spoken of, it seemed to me that whatever else is said, time is spoken of either as 5 �occurring in nature or as being within the human being. Time is either external or internal, or perhaps both. External time has attracted by far the greater interest. Time is written of in religion, where it is a great question how an eternal God acts in created time. Time is treated in history, where it is a great question whether the times make history or people do. But above all time is a great subject in physics, where the best-grounded and most remarkable theories of time are developed. Without question, the physicist who has done most to make other physicists and people in general think about time is Einstein. The work I chose to examine is his 1905 paper on what came to be known as the Special Theory of Relativity. \Vhat struck me first was that every mention of time was in quotation marks. This habit conveyed to me that I was dealing with the most careful and thoughtful of writers, one who knew that time in physics is a most problematic notion. Einstein says right away: It might appear possible to overcome all the difficulties attending the definition of "time" by substituting "the position of the small hand of my watch" for "time." And in fact such a definition is satisfactory .... At least it is satisfactory when we are talking only of time here and now. Before Einstein, physicists had believed what everyone believes: that it is the same time throughout the world, that every other Here simply has the same Now as my Here. This situation was called simultaneity and was regarded as a chief feature of external, I mean natural, time. Einstein goes on to show that for any stationary Here far away from my own, it takes some calculating to synchronize our watches. And when we are moving relative to each other one of our most entrenched senses about time is overthrown, namely that what time it is is independent of our state of rest or motion. Einstein's theory turns out to have to do entirely with the measurement of time -- what my local clock and your local clock tell under different physical conditions. That is why Einstein puts "time" in quotations: He is warning us that not the nature of time but its measurement is at issue. Now I'll jump back two and a half millennia and quote to you what is the most famous, . most often cited definition of time. It comes from Plato's dialogue called Timaeus. Timaeus is a 6 �made-up character, a visiting physicist. He and some of Socrates' friends have planned an amusement for him. On the day before Socrates had produced for them a picture in words of the ideal political community -- some people think it is the one set out in the dialogue called The Republic. Now Timaeus will reciprocate by painting for Socrates' entertainment the cosmos, the ordered world within which such an ideal city might fit. In the course of giving a mathematical account of such a cosmos, Timaeus says this about the way the maker of the world introduced time into it: He planned to make a movable image of eternity, and as he ordered heaven into a cosmos, he made an image of that eternity which stays one and the same, an eternal image moving according to number. And that is what we call time. What Timaeus is saying is that the heavens move like a great cosmic dial and that this motion allows us to tell time. So the mythical early physicist and the greatest of modem physicists are saying the same thing: Time is what the clock tells, in one case the cosmic clock, in the other a local watch. And so say all working physicists in between. It is a working, a so-called operational definition of time, and it works just fine -- until you begin to think about it. That time is what the clock tells is what one might call a dispositive definition. It disposes of time as an issue. But if you turn it around and try to say that the clock tells time you're in trouble. Time never appears on the face of a clock. Nor does it appear anywhere else in nature, ever. All other natural phenomena appear somehow to sight or hearing or touch. Of time not a trace. What does appear is motion. An analog clock is a standard cyclical motion. A digital clock " is a standard progressive motion. Clocks are calibrated motions. There is no time actually used in physics and none that actually appears in nature. There is much more to be said about this shocking claim, and I'm sure you'll want to argue it out in the question period. Among other points then to be made, the seniors, who have read Newton, might want to point out that Newton, at least, does stipulate true natural time, an equable flux that comes before motion. And I would answer that it is not only as physicist but also as theologian that Newton 7 �puts time into nature. For this so-called absolute time, which has no <:>bservable features, is probably not so much in nature as in God's mind, in that part of God's mind, called his "sensorium," with which he is receptive to all of nature, its infinite spaces, its primary forces, its ultimate bodies. My point at the moment is, however, only to reinforce a conclusion I came to: Wherever time is seriously considered, mind, soul, consciousness and sensibility come on the scene. Time can only be internal, meaning within a mind, possibly God's mind. So I disposed to my own satisfaction of the vast majority of theories of time. Intricate and interesting as they are, they are really theories of motion, not of time, and they don't tell what time is. But time is the sort of subject for which every settling of the mind in one respect is punished by a complementary problem popping up in another. You can, and I think you have to, take time out of nature, b·ut I am not so perverse as to claim that the outside world isn't full of variations: locomotions, processes, alterations. The mystery that has now popped up is that we have no idea what is really going on in this time-deprived world. Let me show you what I mean. Human time, internal time, will be distinguished by its phases, past, present, future. But nothing in nature, except perhaps the near-human mammals, apes and dolphins, has a past or a present or a future. Edwin Muir says in a poem called "The Animals": But these have never trod Twice the familiar track, Never turned back Into the memoried day. All is new and near In the unchanging Here .... Animals and sticks and stones do not have a past, though they might be scµd to be their past. But I, for one, just cannot imagine what it is like to live in the unchanging Here and not the have memory, how such a being gets itself into and out of existence, in short how anything can change without having phases of time. But then again the effort is love's labor lost: Hmv could I have empathy with, feel my way into, that which has no inside? So the outer world becomes in this 'fespect opaque, and this is the price to be paid for making a philosophical choice. In corning to conclusions in philosophical inquiries, I want to say as an aside, it is always a matter of what we 8 �can best live with for the time being -- which is why all philosophy as carried on by human beings is ultimately moral philosophy. There is perhaps a solution to the timelessness of nature. It is a commonplace for writers o.n time that there are two kinds of time. They might be called succession-time and phase-time. Phase-time is dynamic in the sense that the human present, about which time breaks into past and . future, continually shifts -- as Yogi Berra's counter-question, "You mean now?" makes clear in its unavoidable absurdity. Succession-time, on the other hand, is static. It is merely the endless chain of before-and-after, established once and for all. It' is time all by itself, no one's time, the time of all events taken only with relation to their succession and to nothing and nobody else. Perhaps nature does have its time, succession-time. But even the successions of nature tum out to be more intelligible as causal than as temporal sequences. This is the moment to introduce Aristotle, who produced the first extensive treatment of time ever, in Book Four of his Physics. Here is what he says time is: Time, then, is not motion but that by which motion has number. Aristotle seems to be making spectacularly short shrift of that mysterious power, time. It is nothing but an attribute of motion . Then he says what sort of attribute: Time ... is the number of motion with resnect to before and after. L 'What th~ deep meaning of all this is can't come out unless we follow up what Aristotle means by motion, number, before-and-after. But we might guess at two problematic elements of this understanding of time. . The first, which is by far the less deep of the two but is endlessly dis~ussed, is this. If time is the number of motion as a progression in which the parts come before and after, if it is in fact the succession-time I just introduced, it must somehow share in a chief feature of motion, namely continuity. Physical motion borrows this feature from the fact that it takes place over distance. Distances are representable as mathematical lines, and these lines, as the freshmen have just begun to see, must be continuous -- no elements can be missing. So time, as Aristotle himself 9 �emphasizes, is continuous, like a line. Wherever you cut the line you get a point that belongs to both parts of the cut. This point is the Now. Time is in every way like a line of geometry: It lies upon its points, each of which is a Now. The only difference is that the geometric points are static, whereas the Now moves forward, ever the same in its features, ever different in temporal location. But as you know by now, a point is that which has no parts, so the Now has no parts . .Therefore it has no extent, no bulk, no force, no presence. Therefore the point-Now of the mathematical model of time is as far removed as anything can be from the humanly experienced present, which is vivid, full, and altogether the most impressive phase of time. Insofar as time is continuous it is not very human. But then Aristotle has also said that which will make time totally discontinuous. For time is a number by which motion is counted, and a number is a collection of completely discontinuous units -- there is no way one unit can be tangent to another. Motion, locomotion at least, is bound to distance and borrows from that fact its continuity. But number is bound to something else which reinforces its discontinuity. Many things in the world are collections of items. Aristotle mentions herds of horses and flocks of sheep. Other things, such as distances of all sorts, can be marked off into artificial units. All these things have a number that belongs to them. But nothing in nature gets its number unless someone is counting. Aristotle says that it is the soul that counts. So time, in order to be the number of motion, requires a wide-awake counting soul. Now I shall say a sentence, or rather a question, which is underlined in my typescript: When the soul is countin2. does it take time to do it? Does it get its numbering from some motion? What distance does that psychic motion cover? Aristotle is in big - and I must say unacknowledged - trouble. Time in nature is only the number of motion, but what is the counting that announces that number? I don't think he knew, but perhaps in the question period someone will make his case. Now let me leap two thousand plus years ahead. For Aristotle time originates with the counting soul. To my mind, Aristotle's true modem successor, the one who takes Aristotle's 10 �thought and turns it thoroughly and precisely upside down, is Kant. Here is an aside: This kind of inversion of thought, so that it is the same in name but utterly different in significance, is the chief moving force of the philosophical tradition we study at this college. By "force" I don't mean some magical attribute of the passage of time, but the way of proceeding that is congenial to those immersed in this tradition. At any rate, whatever time is, if it has power it has it only as an aspect of human consciousness. Back to Kant. You will be relieved to hear that I do not plan to tell you what is in the Critique of Pure Reason, Kant's founding book, although everything in there. is sooner or later related to time. In any case, the Juniors will be studying it in spring, and it is that which makes February a month of delights. Instead I will focus on a few sentences which show what it is that brings Kant so very close to Aristotle in the letter, though he is worlds apart in meaning. Kant regards time as a constitutional part of our receptive capacity, our ability to take in what is given to us. Such a capacity is called "sensibility," and we are so made that whatever comes to us, the world of nature especially, comes in the form of temporal sensibility. The Critique is a great work of philosophical art, and I omit the many factors that feed beautifully into rounding this notion out, in order to concentrate on just one thing: When we ask what it means that nature comes to us in the form of time, the answer is that whenever we think about nature we begin by noticing quantities, and we do that first of all by numbering-- not top-of-the-head counting, but a deeply interior kind of beating out of units that add up into a number. Here is Kant's word on what is happening in this counting: "I generate time itself .... " So Aristotle and Kant agree that time is a kind of psychic beating or counting. It does not save Kant from the question I asked of Aristotle that he calls time a form of the sensibility. Is this form, I now ask, itself static or is it fluid? If it is static, how does it produce the psychic flow of pulses? If it is fluid, is there yet another time behind Kant's deep constitutional time? Let me say right now that all the authors who put time within the soul run into this trouble. And those who put the origin or ground of time outside of the soul run into other and worse troubles. 11 �Both Aristotle and Kant have been primarily interested in what I have called successiontime, the steady chain of before-and-afters found in nature, though apprehended by our counting. Now is the time to speak of human time, phase-time. To my mind, Augustine is the greatest writer on time -- and the most beautiful one. Here's another aside: Very broadly speaking, philosophers come in two kinds, those who inquire serenely and hopefully into a subject they long to know and believe they can approach and those who question severely and disenchantedly a matter they think is ultimately hopeless. Augustine certainly has travails of the soul, and I would not be unfair to call Husserl, who takes up two millennia later exactly where Augustine had left off, a fusspot. But both are not so much driven as led by faith in their subject, and I want to say that these are the philosophers I trust and prefer to be with. Augustine wants to know what time is because it is the human counterpart of God's eternity, the eternity of the God he has just found and acknowledged. But there is nothing exalted about his questioning -- it is very down-to-earth. He loves to sing hymns, and the question is: How do I measure times, the long and short syllables, the lengths of the stanzas? Distances are easy to measure. They stay put while you lay a measuring stick alongside them. But the moment slips away, the past is no longer, the future not yet, and there is no way to lay a time-stick along an elapsed time. Lengths measure lengths, motions measure motions -- what measures time? Here is his answer, as I said, to my mind the most illuminating thing ever uttered about time, a new discovery, as he himself says: Time is nothing else but a stretching out, though of what I do not know. Yet I marvel if it be not of the mind itself. Our mind or soul is distended and that makes it capable of holding time, so to speak. How distended, how stretched? Here is Augustine again: This then is clear and plain, that neither things to come nor things past are, nor should we properly say: "There are three times, past, present, and future." But probably we should say: "There are three times, a present of things past, a present of things present, and a present of things future" .... The present of things past is memory, 12 �the present of things present is sight [or perception], the present of things future is expectation. So we can measure times gone by and times to come because they are now present to us. But the solution of the measuring problem is the least of it. What Augustine has done is to tell what makes a human being temporal, how time is in us. To be human is to be present and to have things present before or within. Yet another aside: Certain so-called postmodern writers, ta19ng their departure from Heidegger, think that this is a very derivative way of approaching human Being and that to think of human beings as containing presences within and confronting things present without demeans the originality of existence. But Augustine does think that to exist is both to be in the present and to be in the presence of things. Augustine's book on time in the Confessions is preceded by a book on memory, and this book is the indispensable preparation for his understanding of time. For there he shows how we can also be in the presence of absent things: We have the whole spacious world, its fields and palaces, within us, not, however, the things themselves but their images. Here you can see how the imagination, as a power for making the absent present, is essential to our inner sense of time. For with it we can have memory of past times and also expectation of future things, since expectation is a forward-directed imagination. And since much of what has happened to us is now present to us or is now recoverable, we can not only measure time somewhat as we do space, which is all there simultaneously. We can also see how our mind is a temporal image of God's mind, who holds all creation toget~er there at once, in the eternal Now. a To be human, then, is to have mind so stretched that it encompasses in its present both memory and foresight. One way to depict that condition is in a diagram like a coordinate system. The horizontal axis is the time of the world, of Creation; it is succession-time. God knows how it works; we don't. Astride of this horizontal coordinate sits a vertical stretch of line, our mind. ·Where the two intersect is the moment of sight, of perception, our point of intake for the world. The segment below 'represents remembered events, dropped out of sight but not out of mind. The 13 �part above represents the dreams and plans we now have for the future -- and that is all the future that actually exists. As the world passes by, our memory line grows longer and our expectation line shortens. Then one day it ends. Husserl, who actually draws diagrams of this sort, in fact marks one of his lines as the "tug towards death." It is not, however, one of the axes he is marking in this way, but one of the oblique lines with which he connects the horizontal axis of succession-time and the vertical axis of phase-time. These oblique lines show how each perception offered by the horizontal successionline sinks away into vertical memory in an orderly and continuous manner, without any scrambling or dislocation. Husserl's time-diagrams are clever and complex, and I had a lot of fun -- fun bordering on agony, that is -- working them out. But I didn't give you any handouts, because then you'd be trying to figure them out now instead of listening; I should know. Many of you will not have heard of Husserl, and I'll say just enough for my purpose. He is the founder of a way of inquiry called Phenomenology. Its chief feature is that is excludes all questions of existence and reality, such as whether time is real. Instead a Phenomenologist pays attention to the appearances within consciousness, articulating and ordering them. Our sense of time is a perfect subject for Phenomenology and Husserl's lecture-series known as The Phenomenology of Internal Time-Consciousness is the great first-fruit of his method. Husserl makes hundreds of acute observations, but his main advance on Augustine is to puzzle seriously over the extent of the present. Recall that the point-Now of mathematics is too skimpy to live in, but consider also that an extended present is going to be part past, part future. Husser! finds a way, fairly technical, to show that there is a discernible immediate past and an immediate future that are so bound in with the present as to give room, so to speak, for perception, so that there is time for a time-sequence, say a melody, to be taken in. He shows how the present has time for the world to impress itself on us. One last word about Husserl. The horizontal axis, which represented the world's time for Augustine, represents an internal time-flux, a continuous sort of subjective succession-time, for 14 �Husserl. For he is withholding all claims about the reality of the world and its time, and attending only to our inner experience, to our internal time-consciousness. In trying to understand this internal flow Husserl is drawn into questions beyond Phenomenology. The question that finally preoccupies him is the familiar one: How can this flux, which is one aspect of our sense of time and for him the deepest, be spoken of? Are we fluid through and through, or is this flux grounded in a stable form? But how can a fixed form be the source of a flow? Husserl, a man who is willing to admit ultimate perplexity without losing faith in the worth of his problem, says: For these things we have no names. · Now is the time for me to say what I think time is -- maybe it would be more sensible to say "how time works." I thiiik that phase-time is the fountain and origin of all time. Every phenomenon of time is derivative from the fact that we have past, present and future. To me the most astounding circumstance of our temporal life, surpassingly strange but apparently unavoidable, is the crux and center of the three phases: the present. All that is ever real for us, all that is really there, really present; occurs in these point-by-point moments of presence. This is the instant of perception when we see and hear and touch the world. The rest, the long stretches behind and before, is absence -- what has gone by and what is yet to come. Human life would therefore be very pointillistic and poor if present existence were all we had. Happily there are ways of being that are even more potent than present reality and momentary existence. There is the actuality of imaginative memory and of imaginative expectation. The present of perception is the point of intake for the novelties that the world offers to our senses, but the past and the future are also present to us as images, as memories of things past and plans for things to come. These are the present actualities, the powerfully present absences that give coherence and resonance and significance to the moment They also make it possible for us to measure time directly, not by observing external motions as of the hands of the clock which never displays time at all, but by the thickness of the image-pictures we flip through or leap over to get to 15 �moment from which we want to estimate a stretch of time. Our memory is like a laminate of transparencies or a carousel of slides, and my claim is that this accumulation we call the past and this projection we call the future is what produces our inner sense of time. And this thickening of the present by past and future is what Augustine calls "the stretching of the mind." Now note that I have described the present as punctual, instantaneous, momentary. And this description seems to be supported by the observations of all kinds of people, perhaps poets above all. The Nows that matter are somewhat isolated - instants of recognition, moments of meaning. In his book The Labyrinth of Solitude Octavio Paz calls the Now "explosive and orgiastic" and wonders how it fits into ordinary historical passage. But much of the time of our lives passes in seeming continuity, and this sort of time, the time that seems like a continuous passage, usually called duration, has to be accounted for as well. I think it works as follows. Our present appears punctuated by the ever-varying world and our perception of it. Now . we see our friends, now they've disappeared around the. corner; now we hear one note, now another. But there is another time experience that we become conscious of when we are deprived of most external sensation or when our inner images are pushed out of sight by fear and anxiety. Or we can deliberately close off our senses and empty our minds to concentrate simply on our inner duration. What then comes to the fore is a sort of inner pulsing, the very beat of our mere consciousness, empty life itself. I am trying to describe the soul's aboriginal counting that both Aristotle and Kant discovered. This inner beat then is the origin of that succession-time that is mirrored in the before-and-after of physical motion and that plays so large a role in our practicaL life. Now most of the time we are not taking note of this pulse, or paying much attention to our inner life at all. The beats recede and merge as in a long perspective; time's passage appears continuous and acquires all the characteristics and problems of a line in space. Then, 16 �retrospedively, time is thought of -- not felt -- as a continuum that is continuously cut by a pointlike Now, the kind of Now in which nothing can happen. So my description of time, which leaves time as what I call "a well-specified mystery," ends with the point-Now. And that is where a review of the various pathologies people attach to the phases of time begins. I'll give the sketchiest summary of our time-troubles, partly because time is short, partly because every one of us has a lot of personal experience with this aspect of time, and it will make a good subject for the question period. One way, then, to think of the way people wreak havoc with the perceptual present is that they treat it as a mere, point-like Now, monotonously empty and featureless, while racing unrestrainably forward. To try to live in this Now is to long to fill it with strong stimulation and increasing novelty. Now-life is the pathological counterpart of present-life. Similarly some people deprive themselves of the image-filled memory that gives the present its anchor of significance by rushing to keep up with novelty and trashing not only their own past but that past which their communities have in common, their external memories. And finally, some people are so dominated by a future that is supposedly coming at them that they give up what they really care about to make themselves into ready servants of this oncoming power. But according to my understanding the future is nothing but the dreams and plans we currently have, and as far as the humanly-made world is concerned, nothing is coming but what we actively or passively agree to. It is that passivity which is, to my mind, the greatest time-pathology. Arid now time's up. 17 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts.<br /><br />For more information, and a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>.  <br /><br />Click on <strong><a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 17 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource What, Then, Is Time? Description An account of the resource Typescript of a lecture delivered on September 4, 1998, by Eva Brann as part of the Formal Lecture Series. <br /><br />Brann's lecture is based on her book <a href="https://rowman.com/ISBN/9780847692927/What-Then-Is-Time">What, Then, Is Time?</a>, published by Rowman and Littlefield in 1999. <br /><br />The typescript of the lecture was reprinted in <a href="https://digitalarchives.sjc.edu/items/show/553">The St. John's Review, volume XLV, number 3 (2000)</a>. Creator An entity primarily responsible for making the resource Brann, Eva T. H. 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 1998-09-04 Rights Information about rights held in and over the resource St. John's College has been given permission to make this item available online. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Time Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Brann_Eva_1998-09-04 Deans Friday night lecture Tutors