3 20 5666 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e8c29e112f8c44903fbd4e653a29d8e6.pdf 0c5bafc00236043c786481b54884d7fe 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 lec Petrich 2018-11-03.pdf 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. 24 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "The Student," by Anton Chekhov: A Story Told and Glanced At Description An account of the resource Typescript of a lecture delivered on November 3, 2017, by Louis Petrich as part of the Formal Lecture Series. Creator An entity primarily responsible for making the resource Petrich, Louis Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 2017-11-03 Rights Information about rights held in and over the resource A signed permission form has been received stating, "I hereby grant St. John's College permission make an audio recording of my lecture, and retain copies for circulation and archival preservation at the St. John's College Greenfield Library. Make an audio recording of my lecture available online. Make typescript copies of my lecture available for circulation and archival preservation at the St. John's College Greenfield Library. Make typescript copies of my lecture available online." 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 Reprinted from the St. John's Review, 59.1-2 (2017-2018). Language A language of the resource English Identifier An unambiguous reference to the resource within a given context lec Petrich 2018-11-03 Friday night lecture Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/c841210c754da165fe6e7ce8bf12babd.mp3 6aa50ee9faf6ed3ade29f20fccef7edf 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 mp3 Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:40:33 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 tutor and the feeder of my riots" : the problem of friendship in Shakespeare's treatment of Falstaff and Prince Hal Creator An entity primarily responsible for making the resource Sterling, J. Walter 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 2017-07-19 Description An account of the resource Audio recording of a lecture given on July 19, 2017 by J. Walter Sterling as part of the Graduate Institute Summer Lecture Series. 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 Shakespeare, William, 1564-1616--Criticism and interpretation Shakespeare, William, 1564-1616--Characters Friendship in literature Language A language of the resource English Graduate Institute Summer lecture series Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/740efaa87390d4830adf0e6692cbafb3.pdf 87a02904e8564cb678aa9c4ffa23c7c8 PDF Text Text ��������������������� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hector Humphreys Papers Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource The Hector Humphreys papers include letters, sermons, a commencement speech, and a manual for farmers. <br /><br />Series I contains letters written to Humphreys between 1821-1856. Correspondents include students and colleagues from Yale and Washington College, religious colleagues, and a letter from his niece, Adeline C. Griswold. Humphreys also corresponded with Denison Olmsted, a professor at Yale, about a scientific apparatus, demonstrating Humphreys's interest in science and his search for materials to improve St. John's science program. <br /><br />Series II contains Humphreys's sermons, an 1852 St. John's College commencement speech, and a manual for farmers on the chemistry of soil and manure. All items are hand-written and bound, and illustrations of soldiers or other men are pasted on the front cover of the sermons and commencement speech. The sermons were given in churches around Annapolis and Eastport such as St. Anne's Episcopal Church, All Hallows Church, St. Margaret's Church, and the Naval Academy. <br /><br />For more information about this collection, see the <a href="https://sjc.libraryhost.com/repositories/2/resources/16">finding aid</a>. Identifier An unambiguous reference to the resource within a given context HUM 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. 21 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "The Wonders of the Deep" Description An account of the resource "The Wonders of the Deep." Circa 11 March 1849-16 March 1851. A sermon written by Hector Humphreys given at St. Anne's Episcopal Church and at the Naval Academy. Creator An entity primarily responsible for making the resource Humphreys, Hector, 1797-1857 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 1849-03-11 1851-03-16 Rights Information about rights held in and over the resource No copyright - United States http://rightsstatements.org/vocab/NoC-US/1.0/ 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 Christianity Language A language of the resource English Identifier An unambiguous reference to the resource within a given context HUM_001_018 Christianity Hector Humphreys https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/177e7d835e68529d0827071656dd1221.pdf db06218ee0a36e8e148194fffd1fce19 PDF Text Text “We Shall Be Monsters”: Frankenstein and the Ugliness of Enlightenment [F]or a person who is altogether ugly in appearance, or of poor birth, or solitary and childless cannot really be characterized as happy. Aristotle, Nicomachean Ethics, 1099b1-5. I hate books. Rousseau, Emile, CW 13:331. �Two hundred years ago, in January 1818, the first edition of Mary Shelley’s Frankenstein was published anonymously in London [F 311, 334].1 Over the next two centuries Shelley’s “hideous progeny” [F 173] grew to mythic size, siring offspring in film and print, birthing the science fiction genre, and updating the story of Prometheus, which cautions us about the dangers of science and technology, of ambitious philanthropy, and of ‘playing god.’ Here is a sketch of Shelley’s story. A young chemistry student named Victor Frankenstein makes and animates a monster.2 Horrified by his work, he abandons it, and the monster flees. A few months later, Frankenstein is called home by the murder of his youngest brother. He returns to see a household servant accused, tried, condemned, and executed for the crime; but he suspects that the monster is the real murderer. During a hike in the Alps, his suspicion is confirmed: the monster confronts him, tells his story, and demands that Frankenstein build him a companion. To Frankenstein the monster’s demand at first seems just, despite his crime. Frankenstein travels to England to do research and gather his materials. After several months, he nearly completes an artificial woman; but at the last moment he tears his work to pieces, fearing she will birth a species of monsters to war on humanity. Seeing this betrayal, the monster vows revenge and departs, leaving Frankenstein to return home. During his return he discovers that his friend Henry Clerval has also been murdered; he is accused of the crime and tried, but acquitted. Home at last, Frankenstein prepares to marry his childhood companion Elizabeth Lavenza, promising to share with her his dreadful secret once they are wed. The night of his wedding, he sends Elizabeth away in order to confront and fight the monster. But he has misunderstood the monster’s vow: he hears two terrible screams, and Elizabeth is dead. Frankenstein vows revenge, and pursues the monster north. 1 �Victor Frankenstein tells this story to an explorer named Robert Walton, whom he meets on the ice of the Arctic Ocean. Walton records the details, reporting some of them in letters to his sister in London. Though Frankenstein is close to catching the monster when Walton finds him, he is also near death. He is too weak to continue his pursuit, and once he has told his story he dies on Walton’s ship. Soon afterward, Walton finds the monster crouching over Frankenstein’s corpse. They speak briefly, then the monster exits the ship and disappears. Walton sails for London, bringing the story of Frankenstein and his monster back to society. Many monsters have been assembled from the materials Frankenstein furnishes. Mine is animated by what strikes me as Mary Shelley’s chief question in the novel: is enlightenment good? This monster’s homogeneous parts are ugliness, solitude, reading, science, ambition, philanthropy, beauty, family, and nature. To learn how to mix these materials, I will trace the four enlightenments depicted in Shelley’s novel: those of the monster, of Frankenstein, of Walton, and of Shelley herself. These enlightenments make up the four proper parts of this lecture, parts neither proportionate in size, nor ordered as in the novel. I mean to build this monster from the inside out. Part One: The Enlightenment of the Monster Enlightenment makes the monster a monster. So he tells Frankenstein on the alpine sea of ice. Abandoned by his maker, lacking other guidance, he is at first shaped only by his confused sensations. When he sees light, he closes his eyes; when he sees darkness, he feels pain, and opens his eyes again. When he wakes in Frankenstein’s apartment, he feels cold, and grabs some clothes to cover himself. When he feels hot, he hides in a forest. Then there is hunger, which leads to berries, thirst, which leads to a stream, and fatigue, which leads to sleep. 2 �At night, the dark and cold return, and he weeps in pain. But then he sees moonlight, feels pleasure, and wonders. All this happens mechanically in response to sensations. The monster’s mind is empty of distinct ideas [F 68]. But soon, distinct ideas follow his distinct sensations. The monster finds a fire that some travelers have abandoned. Its warmth is pleasant, but it burns when he touches it [compare CW 2: 12 note *]. He learns to feed the fire, to fan it to life, and to cook nuts and roots over it [F 69]. But food is scarce, so he must abandon his fire to forage. This brings him to a shepherd’s hut. The shepherd, seeing the monster, shrieks and flees, leaving behind his breakfast and another fire. The monster remembers this hut as a kind of paradise;3 but hunger forces him to leave it too. He comes to a village, where signs of food draw him into a cottage. The terrified villagers assemble to repel him with a hail of missiles [F 70]. Now the monster suffers the first of three accidents. He hides in a hovel, improving it so that it shelters and conceals him, like the shepherd’s hut. But this hovel happens to adjoin an inhabited cottage. This guarantees the monster a source of food and water; but it also allows him to observe the cottagers unseen [F 71-72]: a blind old man, a young man, and a young girl. They seem kind, sad, and poor, and their relations give him “sensations of a peculiar and overpowering nature… a mixture of pain and pleasure, such as I had never before experienced, either from hunger or cold, warmth or food” [F 72]. This experience of beauty stops the monster from stealing their food; instead, he gathers wood for them while they sleep. He becomes an invisible family member. Noticing his benefactions, they call him “wonderful,” and “a good spirit” [F 77; compare 65]. The monster also listens to his cottagers, and learns that they can communicate pleasure and pain through speech. Observing with care, he begins to acquire this “godlike science”: the 3 �old man is “father,” the young girl “Agatha” or “sister,” and the young man “son,” “brother,” or “Felix” [F 75]. But he also contrasts “the perfect forms” of his cottagers, “their grace, beauty, and delicate complexions,” with his own ugliness, which he first sees in a pool of water. Terrified by his own looks, the monster begins to call himself ‘monster’ [F 76].4 This, the monster tells Frankenstein, is the less moving part of his story, explaining how he became what he once was [F 77] – namely, good. His survival and flourishing do not require him to harm others: he is a vegetarian who will not steal food from those worse off [F 99].5 He admires beauty and benevolence, wants to imitate them, and wants to be admired in return. The more moving part of his story, which tells how he became what he now is [F 77], begins when he learns how to read. One day, a beautiful woman comes to the cottage. The monster hears that her name is Safie, a form of Sophie. At the very middle of the novel, then, Sophie comes to the abode of Felix and Agatha, that is, wisdom comes to the happy and the good. This moment is the peak of the monster’s life. Since Safie can neither speak nor write the cottagers’ language, Felix teaches her, and the monster listens in. He boasts to Frankenstein that he improved more rapidly than she did: he is a quicker study than wisdom herself [F 79]. Felix’s lessons are readings from a book of history, Volney’s Ruins of Empires,6 followed by explanations. The monster wonders at the many stories of murder, and at humankind’s need for laws and governments. Vice and bloodshed disgust him, and when he hears of the fate of the native Americans, he feels sorrow [F 80]. He learns about “the strange system of human society” [F 80], based on property, social standing, and inequality. He learns about male and female, about the birth and growth of children, and about family. Since Felix and Agatha are brother and sister, and the old man is their father, it takes Safie’s arrival to teach the monster about sex.7 4 �These lessons make the monster reflect. He lacks both social rank and riches, the only possessions human beings esteem. He admires beauty, but he is “hideously deformed and loathsome” [F 80]. He may not even be human; he has yet to see anyone like him. He has no family, and remembers nothing of his previous life. “I can not describe to you the agony that these reflections inflicted on me,” he says. “I tried to dispel them, but sorrow only increased with knowledge,” and knowledge “clings to the mind… like lichen on a rock” [F 81]. He wishes he could shake off thought and feeling, and return to his life of sensations in the woods. But he knows only death can release him from his sorrow: a fate he fears and does not understand. Now a second accident befalls the monster.8 While seeking food and wood in the forest, he finds copies of Milton’s Paradise Lost, the first volume of Plutarch’s Lives, and Goethe’s Sorrows of Werther, all in the language he can read. He studies these books, taking each for a “true history” [F 87]. Reading Goethe, he judges Werther a divine being with a deep and honest character, wonders at his suicide for love, weeps at his death, and shares his opinions without understanding his fate.9 This book throws the monster into “despondency and gloom” [F 86], and renews his sorrowful reflections.10 Reading Plutarch, he finds “the histories of the first founders of the ancient republics,” and learns “high thoughts,” and “to admire and love the heroes of past ages” [F 86]. He prefers the peaceful lawgivers Numa, Solon, and Lycurgus to the violent founders Romulus and Theseus, but only by accident. Had he first observed humanity in the form of a young soldier, rather than of his cottagers, the monster tells Frankenstein, “I should have been imbued with different sensations” [F 87].11 But reading Paradise Lost moves the monster most strongly, because it depicts situations similar to his own. Like Adam, the monster sees himself “apparently united by no link to any other being in existence” [F 87]; though unlike Adam, “no Eve soothed my sorrows, or shared my thoughts” [F 88]. Like Satan, he envies the 5 �happiness of his cottagers [F 87]. About Eve’s fall, the situation that most resembles his own, the monster is silent. The monster also deciphers the journal pages he finds in a pocket of the clothes he grabbed from Frankenstein’s apartment [F 87; compare 68]. They detail his “accursed origin,” the “disgusting circumstances” that made his “odious and loathsome person” [F 88]. Frankenstein’s notes also make the monster think of Adam and Satan. “God in pity made man beautiful and alluring, after his own image,” he tells his maker, “but my form is a filthy type of your’s, more horrid from its very resemblance. Satan had his companions, fellow-devils, to admire and encourage him; but I am solitary and detested” [F 88]. Having tasted, through his reading, from the tree of knowledge, the monster quickly falls. He wants to become a visible member of his cottagers’ family, so he decides to reveal himself to them [F 85]. Since his “unnatural hideousness” causes the horror he inspires, while his voice, “although harsh, [has] nothing terrible in it” [F 89; compare 69],12 he plans to address himself first to the blind old man. He hopes the old man will defend him to the other cottagers, convey his admiration for them, and provoke their compassion, despite his looks [F 88]. When the old man is alone, the monster knocks, enters, and speaks with him. He argues sincerely that he is a victim of injustice, and throws himself on the old man’s mercy, just as the cottagers come home. Seeing the monster, Agatha faints, Safie flees, Felix attacks, and the monster retreats to his hovel [F 91]. This reception makes the monster rage and despair. He declares “everlasting war against the human species, and, more than all, against him who had formed me, and sent me forth to this insupportable misery” [F 92]. To open hostilities he burns the cottagers’ home, and sets off to find Frankenstein, to demand pity and justice [F 94].13 6 �Now the monster suffers a third accident. Arriving in Frankenstein’s home town, and pondering how to address his creator, he meets a small child. He thinks, “this little creature [is] unprejudiced, and [has] lived too short a time to have imbibed a horror of deformity” [F 96]. If he can educate the child to be his friend, he will not be alone. He seizes the child, who screams, calls him “monster,” and threatens punishment from his father, “Monsieur Frankenstein” [F 9697]. Hearing the name of his maker, the monster makes the child his first victim. He grasps his throat, and William Frankenstein is dead. When the monster finds a locket on William’s body, he slips it unseen into the pocket of a nearby girl [F 97]. Soon enough this girl, Justine Moritz, is executed for the murder of Frankenstein’s brother [F 44-58].14 This concludes the more moving part of the monster’s story. Here he first refers to his own “malignity” [F 97]. These murders, he thinks, have completed his fall from goodness to wickedness. But while the hated name ‘Frankenstein’ provokes him to murder, he continues to hope for his maker’s pity and justice. The monster’s mere thought of Frankenstein is not enough to explain William’s murder. A contributing cause must be William’s revulsion at the monster’s ugliness, which shows the monster that the horror he inspires is not learned, but natural.15 And while the monster claims that “the lessons of Felix, and the sanguinary laws of man” [F 97] taught him how to frame Justine Moritz, the portrait of Frankenstein’s beautiful mother inside the locket teaches us why he frames her. He is ugly; the smiles of beautiful women are not for him. He is by nature cut off from human society. Concluding his story, the monster thus demands of Frankenstein, “create a female for me” [F 98]. He insists it is Frankenstein’s duty to comply, since a creator has a duty to make his creation happy; if Frankenstein does not comply, he will slaughter the rest of his family, as well as “thousands of others” [F 66].16 Frankenstein’s choice, he says, will determine whether he 7 �remains wicked, or returns to his original goodness [F 66]. He sees these possibilities in terms of Paradise Lost: “I ought to be thy Adam, but I am rather the fallen angel, whom thou drivest from joy for no misdeed” [F 66]. Despite his fall, he is silent again about the resemblance of his story to Eve’s. He can be Adam or Satan; he sees no third possibility.17 Frankenstein agrees with the monster about his duty [F 67].18 But if he makes a female monster, he worries, “their joint wickedness might desolate the world” [F 98]. To reassure him, the monster promises he and his mate will quit human society. “It is true, we shall be monsters, cut off from all the world,” he says, “but on that account we shall be more attached to one another” [F 99].19 His words move Frankenstein to compassion, and he consents to make the monster a companion. He believes the monster’s claim that his wickedness is due only to his solitude [F 100].20 For his part, the monster does not touch Frankenstein’s family again until Frankenstein changes his mind, and destroys his second creation [F 115-116].21 Then the monster vows revenge, resumes killing, and drags Frankenstein to his death [F 152-154]. He kills because he is wicked, the monster claims; he is wicked because he is alone;22 and he is alone because Frankenstein did not make him a companion. But he is also alone because he is ugly. Can a companion be made for him? Human beings naturally find him ugly [F 98], he thinks; he even finds himself ugly [F 76]. As Frankenstein realizes later, even a companion created for the monster will likely find him ugly [F 114];23 and worse, soon we will see that such a companion will likely also be ugly.24 The monster’s hope for a companion is due to seeing himself as Adam in Paradise Lost, just as his later pursuit of revenge is due to seeing himself as Satan.25 His reading has hidden other possibilities, and this will ruin his life. The monster is alone, and must be alone, not by Frankenstein’s choice, but simply because he is ugly.26 But why is he ugly? 8 �Part Two: The Enlightenment of Victor Frankenstein Enlightenment also makes Frankenstein a monster. So he tells Walton aboard ship on the sea of ice. “No youth could have passed more happily than mine” [F 20], he says. His parents are tender, his father as indulgent and as little dictatorial as possible [F 19, 105]. Yet his family is strangely constituted. Victor’s mother Caroline is the daughter of a friend of his father Alphonse [F 19]. Caroline marries him after her father’s early death, so she is much younger than her husband. Victor is the eldest of his brothers: he is an only child until age six [F 19], when his brother Ernest is born. When Victor turns seventeen, his youngest brother William is still an infant [F 24]. Elizabeth Lavenza, Victor’s cousin, is the only child close to his age. She joined the family when Victor was four, because her mother – Alphonse’s sister – had died, and her father had remarried. Victor and Elizabeth grow up together, first as playmates, then as friends. His mother Caroline intends them to marry [F 19]. Victor’s practice of calling his family his ‘friends’ perhaps results from the differences in age this accidental family embraces [F 147].27 Alphonse Frankenstein is old, and has put politics before family [F 18]. But now that his family is started, he has retired, to direct his children’s education [F 19, 24]. He is thus the cause of the first accident to befall Victor. One rainy day, the thirteen year-old Victor finds a volume of Cornelius Agrippa, a sixteenth-century writer on alchemy and other subjects.28 The theory of chemistry and the other “wonderful facts” he finds in its pages dazzle him. But when tells his father, Alphonse replies, “Ah! Cornelius Agrippa! My dear Victor, do not waste your time upon this; it is sad trash” [F 21]. Had his father instead explained patiently how Agrippa’s system had been refuted and replaced by a more rational and powerful modern chemistry, Victor thinks, he 9 �would have thrown the book aside. Finding his father’s judgment to be ignorant, he instead acquires and reads Agrippa’s complete works, followed by those of Paracelsus and Albertus Magnus [F 22].29 As Victor tells it, his father’s carelessness gave his ideas “the fatal impulse that led to my ruin” and made natural philosophy “the genius that has regulated my fate” [F 21]. The projects of these authors – raising ghosts and devils, and finding the elixir of life [F 22] – become his projects, and emulation combines with “bright visions of extensive usefulness” [F 21] to power his studies. Books like Agrippa’s appeal to him not only because they teach that materials have occult properties, but also because their teachings are esoteric, “treasures known to few besides myself” [F 22]. Their projects are private, but Victor’s successes will be public: “what glory would attend the discovery,” he fantasizes, “if I could banish disease from the human frame, and render man invulnerable to any but a violent death!” [F 22]. Later events loosen Victor’s attachment to his alchemical writers. He studies distillation, steam, the air-pump, and electricity, and his alchemical writers lose credit with him for their ignorance of these phenomena [F 22-23]. His father sends him to lectures on natural philosophy at the local school, but a second accident keeps Victor from all but the last few, and from understanding even these [F 23]. Victor’s home schooling ends with him disgusted with natural philosophy, and occupied instead with mathematics, German, and Greek [F 23].30 He does not learn a modern chemical system to replace that of his alchemical writers. Then, when he is about to leave for university at age seventeen, Victor’s mother Caroline dies from a scarlet fever contracted from Elizabeth [F 24-25].31 Losing his mother to death, “that most irreparable evil” [F 25], likely returned his thoughts to the alchemical pursuit of immortality. 10 �A final accident befalls Victor when he arrives at the University of Ingolstadt.32 Away from his family, alone in a “solitary apartment,” unable to make new friends, he pursues his ardent desire for knowledge [F 26]. He makes only two new acquaintances outside his childhood circle: Professors Krempe and Waldman.33 When Victor meets Krempe, and confesses his interest in alchemy, Krempe calls his reading “nonsense,” and says he must begin his studies anew, since “these fancies… are a thousand years old” [F 26].34 He fails to interest Victor in modern natural philosophy, however, because he says it means to annihilate the alchemists’ visions of immortality and power – the very visions that interest Victor [F 27]. But when Victor meets Waldman, he shows no contempt for Agrippa, and defends the alchemists as the founders of modern philosophy. Charmed, Victor heeds Waldman’s argument that modern science has traded the miraculous visions of alchemy for the “new and almost unlimited powers” promised by scientists like Harvey and Boyle [F 27-28]. Waldman defeats Victor’s prejudice against modern chemistry, and Victor decides to study under Waldman and Krempe [F 28], The day he met these professors, Victor tells Walton, “decided my future destiny,” since “natural philosophy, and particularly chemistry… became nearly my sole occupation” [F 29]. It did not hurt, Victor adds, that Waldman had a benevolent aspect and sweet voice, since it was also Krempe’s “repulsive countenance” that deterred Victor from taking his advice [F 29 and 27]. Victor’s sensitivity to beauty has terrible consequences when, at age nineteen [F 19] – nearly Mary Shelley’s age when she begins to write Frankenstein35 – he begins to build his monster. The desire to end disease interests Victor in the principle of life, and in physiology, anatomy, and the causes of decay. An “almost supernatural enthusiasm” [F 30] drives his solitary studies, which require dissections and vivisections [F 32]. His enthusiasm is almost supernatural because his father was careful to keep supernatural horrors from entering the young 11 �Victor’s mind [F 30]. He is not averse to his work because he fears divine punishment. Instead, his aversion is natural: he finds his continual occupation with dead things to be ugly. But at last, after “examining and analyzing all the minutiæ of causation” involved in death and birth, he is suddenly enlightened [F 30].36 He finds a secret reserved for him alone: “the cause of generation and life,” which gives him the power of “bestowing animation upon lifeless matter” [F 30 and 32].37 Since his newfound power is general – he could animate a worm or a human being – Victor must decide how to use it. He resolves to animate a being like himself. Even if the result of his first try is not perfect, he reasons, like any other invention it could be the basis for future improvements [F 31]. The only constraint on his choice is practical: since working on minute parts will slow him down, he further resolves “to make the being of a gigantic stature; that is to say, about eight feet in height, and proportionably large” [F 31 and 32; see also 13 and 65]. The reasons for his haste are not clear. Perhaps he fears that another will animate a lifeless being before he does – though the novel gives us no evidence that others are pursuing his project. To gather materials, Victor frequents “charnel houses,” the “dissecting room,” and the “slaughterhouse” [F 32]. If he succeeds in animating his lifeless construct, he hopes that he might learn how to reanimate the dead – something as yet he cannot do [F 32]. Despite later depictions, this construct cannot be an assembly of corpse parts animated by electricity.38 No human corpse could furnish proper parts – hands, feet, heart – proportionate to an eight-foot humanoid. If Victor cannot reanimate a dead human being, furthermore, he likely also cannot reanimate their proper parts. It is more likely that the monster is built out of homogeneous parts – bone, muscle, skin – harvested from human and animal corpses – hence the need to visit the slaughter-house – and shaped into proper parts proportionate to the whole. The 12 �monster later tells Victor, “thou hast made me more powerful than thyself; my height is superior to thine; my joints more supple” [F 66]. When he compares himself to humans, the monster judges, “I was more agile than they, and could subsist on coarser diet; I bore the extremes of heat and cold with less injury to my frame; my stature far exceeded their’s” [F 80; see also 89]. So Victor fails to make a being like himself; instead, he makes a being in many ways better than himself. He also intends this being to reproduce. Anticipating the completion of his project, he exults: “[a] new species would bless me as its creator and source; many happy and excellent natures would owe their being to me. No father could claim the gratitude of his child so completely as I should deserve their’s” [F 32].39 Either Victor already plans to make his being a female companion, or he intends it to reproduce with human females. This mention of the gratitude he expects from his creations is the only thought he reports about their mental lives.40 Victor’s concern with beauty extends to his creation. “His limbs were in proportion,” he tells Walton, “and I had selected his features as beautiful” [F 34]. But as soon as he animates his being, his enthusiasm for his project dissipates, and he sees the monster as horribly ugly. Victor catalogs his “dull yellow eye,” “watery [and] clouded,” “his shriveled complexion, and straight black lips,” and his “yellow skin [that] scarcely covered the work of muscles and arteries beneath” [F 34; see also 126].41 The problem is not just that Victor failed to harvest enough skin. The monster is ugly especially because of the contrast his ugly parts make with others that on their own are beautiful: his “hair… of a lustrous black, and flowing; his teeth of a pearly whiteness” [F 34]. He is so ugly that, “unable to endure [his] aspect” [F 34], Victor abandons him almost at first sight. “I had gazed upon him while unfinished,” Victor tells Walton; “he was ugly then; but when those muscles and joints were rendered capable of motion, it became a thing such as even Dante could not have conceived” [F 35; see also 48]. Perhaps Victor hoped that 13 �motion would beautify his monster’s matter, making a ‘he’ out of an ‘it,’ rather than the reverse. Only after seeing him move does Victor first call his work ‘monster’ [F 35]. The monster’s unintended ugliness is an image of Victor’s enlightenment. His combination of marvelous alchemical projects and powerful modern techniques is stitched together with the hope that form and matter can be separated from one another, and so too beauty and life, and ugliness and death. He hopes to shape the ugly leavings of charnel houses, dissecting rooms, and slaughter-houses into a beautiful living being. But this hope is suggested by a truth of metabolism: by eating we make ourselves out of dead materials. Frankenstein’s accidental reading makes for an accidental enlightenment, which makes an ugly monster, which will ruin Frankenstein’s life. Once the monster begins to move, Frankenstein begins to fall. He soon flees his laboratory. When he collects himself enough to return, the monster is gone [F 35 and 37].42 He does not see the monster again until he returns home after his brother William’s murder [F 48]; he does not speak with the monster until they are alone together later on the Alpine sea of ice [F 65]. Then, Frankenstein tries to kill his monster, presuming him guilty of William’s murder [F 65-66 and 60].43 But the monster persuades Frankenstein to hear his story, and to make him a female companion. This new project does not rekindle Frankenstein’s “almost supernatural enthusiasm” [F 30]. Instead, he is possessed by “a kind of insanity” that shows him “continually about me a multitude of filthy animals inflicting on me incessant torture” [F 101], as if he were undergoing, rather than conducting, his vivisections.44 Collecting his materials, he tells Walton, “was to me like the torture of single drops of water continually falling on the head” [F 109]. Constructing the female monster is a “horrible and irksome task,” a “filthy process.” “During my first 14 �experiment, a kind of enthusiastic frenzy had blinded me to the horror of my employment,” he reports; “my mind was intently fixed on the sequel of my labour, and my eyes were shut to the horror of my proceedings. But now I went to it in cold blood, and my heart often sickened at the work of my hands” [F 113].45 Qualms about his promise accompany Frankenstein’s disgust. It is “probable,” he thinks, that a female monster will think and reason; but what will be her character? If the male monster became wicked, a female one “might become ten thousand times more malignant than her mate, and delight, for its own sake, in murder and wretchedness” [F 114] – something, he implies, the male monster does not do. While the male monster swore to quit human society, a female one might not keep a promise made before her creation [F 114].46 Even if she is good, a female monster might not provide the male the companionship he seeks. Frankenstein assumes she will turn out ugly; so the male monster might find his own ugliness more abhorrent in female form, while the female might turn from him in disgust to the superior beauty of man.47 This fresh insult to the male monster might return him to human society [F 114]. But if the monsters can stand one another, their intercourse will quickly produce children; thus “a race of devils would be propagated upon the earth, who might make the very existence of the species of man a condition precarious and full of terror” [F 114]. Without knowing exactly how his monsters reproduce,48 we cannot know whether Frankenstein imagines a species terrifying for its ugliness, or its superiority, or both. This last reflection shows Frankenstein the wickedness of his promise. Earlier he had dreamed of the blessings of mankind and of a new species [F 32]; now, he tells Walton, “I shuddered to think that future ages might curse me as their pest, whose selfishness had not hesitated to buy its own peace at the price perhaps of the existence of the whole human race” [F 15 �114-115 and 118]. Overcome by disgust and doubt, Frankenstein looks up from his gore-strewn workbench to see the monster watching him. The monster grins. Frankenstein sees in this only “malice and treachery,” and tears the female monster to pieces [F 115; compare 35]. Once his Eve is destroyed, for the monster only the path of Satan remains. “I shall be with you on your wedding-night,” he swears [F 116], and departs. Hearing this, Frankenstein also thinks of Adam and Eve: “the apple was already eaten, and the angel’s arm bared to drive me from all hope” [F 131]. He expects to be banished from the paradise of marriage and family on the eve of his wedding to Elizabeth Lavenza; he expects to die then by the monster’s hand. Instead, the monster first kills his friend Henry Clerval, then, on the wedding-night in question, Elizabeth herself. Soon after, Alphonse Frankenstein dies from sorrow [F 137]. Now Frankenstein too compares himself to Satan, “the archangel who aspired to omnipotence” [F 147]. The monster’s reading has possessed Frankenstein as well. Revenge, he tells Walton, became “the devouring and only passion of my soul” [F 139]. Urged on by the monster, Frankenstein pursues him across Europe and north to the arctic sea of ice,49 where Robert Walton first meets the monster and his shadow. Part Three: The Enlightenment of Robert Walton Enlightenment nearly makes Robert Walton a monster. After an accident kills his father while Walton is still a child, his uncle raises him. By neglecting his education, this uncle leaves Walton free for solitary readings of tales of discovery, the only books in his uncle’s library. Young Walton loves above all tales of voyages to the Pacific over the North Pole. He reads them day and night. Poetry distracts him briefly from his youthful dreams of discovery, but then a second accident – inheriting a cousin’s fortune – returns him to his projects of exploration, and 16 �equips him to pursue them [F 8]. Walton does not say whether this second accident was his cousin’s death. But death shapes his family and his education, as it did Frankenstein’s. Walton writes all this in letters to his sister, where he calls his self-education an evil. “Now I am twenty-eight, and in reality more illiterate than many schoolboys of fifteen,” he laments. “It is true that I have thought more, and that my day dreams are more extended and magnificent; but they want (as the painters call it) keeping,” or proportion [F 10]. Walton’s circumstances, like Frankenstein’s, have made him an imaginative and extravagant projector. But while Frankenstein had Clerval to regulate his mind, failed to confide in him, and lost him to his monster, Walton lacks such a friend, and feels this lack acutely [F 10 and 16].50 To Walton, the North Pole is “the region of beauty and delight” where “the sun is forever visible” [F 7] – a land of both literal and figurative enlightenment. “What may not be expected in a country of eternal light?” [F 7], he wonders: certainly new discoveries in geography and physics. “[Y]ou cannot contest the inestimable benefit which I shall confer on all mankind to the last generation,” he writes his sister, “by discovering a passage near the pole to those countries, to reach which at present so many months are requisite; or by ascertaining the secret of the magnet, which, if at all possible, can only be effected by an undertaking such as mine” [F 8]. To these philanthropic ambitions Walton adds a personal one: to be the first human to reach the pole. “I shall satiate my ardent curiosity with the sight of a part of the world never before visited, and may tread a land never before imprinted by the foot of man” [F 7]. Walton’s public and private motives recall the combination that moved Frankenstein to pursue the principle of life.51 To pursue his project, Walton learns seamanship by day; by night, he studies mathematics, medicine, and the physical sciences of naval use. He inures his body to hardship.52 17 �Then he travels to northern Russia, to a city named Archangel – he too is living in Paradise Lost – where he hires a ship, assembles a crew, and sails north into the sea of ice [F 8]. He reassures his sister by letter: “you know me sufficiently to confide in my prudence and considerateness wherever the safety of others is committed to my care” [F 11]. “I will not rashly encounter danger,” Walton promises; “I will be cool, persevering, and prudent” [F 12]. Despite his promise, many of his men will die [F 149]. Walton is also ready to risk his own life. His sister will be happy, even if he dies in the north, because she has a husband and “lovely children” [F 148]. Walton himself does not want a family, but a friend. With no one to share his joy at success, to temper his dejection at failure, to amend his faults, to supply proportion to his projects, when a third accident crosses his path with the monster’s and Frankenstein’s, and he takes the latter aboard, he is eager to regard Frankenstein as a friend. As Walton tells his sister, “I have found a man who, before his spirit had been broken by misery, I should have been happy to have possessed as the brother of my heart” [F 15]. Though Frankenstein approves of Walton’s desire, he declines to reciprocate, explaining, “I have lost every thing, and cannot begin life anew” [F 16; see also 147]. Yet Frankenstein does call Walton “my friend” [F 17], he helps him by suggesting useful improvements to his plan, and he rallies his sailors when their fear of death makes them demand that Walton sail for home [F 149].53 But the chief help he gives Walton is to tell his story. “You seek for knowledge and wisdom, as I once did,” he says, “and I ardently hope that the gratification of your wishes may not be a serpent to sting you, as mine has been” [F 17]. His story will provide Walton “a view of nature, which may enlarge your faculties and understanding,” concerning “powers and occurrences, such as you have been accustomed to believe impossible” [F 17].54 When Walton 18 �presses Frankenstein to share the secret of the monster’s animation, Frankenstein rebuffs Walton for his “senseless curiosity.”55 “[L]earn my miseries,” Frankenstein tells him, “and do not seek to increase your own” [F 146]. His tale completed, Frankenstein corrects and augments Walton’s notes, especially of his conversations with the monster, and shows him Felix and Safie’s letters, received from the hand of the monster himself [F 146; see also 83].56 Perhaps Frankenstein’s final hope is to win glory and benefit mankind by making his story public. But the meaning of his story is ambiguous. Walton, for example, does not learn from him to give up on enlightenment, perhaps because of Frankenstein’s conclusion. “During these last days,” he says, “I have been occupied in examining my past conduct; nor do I find it blameable” [F 151]. He does implore Walton to “[s]eek happiness in tranquility, and avoid ambition, even… the apparently innocent one of distinguishing yourself in science and discoveries” [F 152]. But then he recants: “[y]et why do I say this? I have myself been blasted in these hopes, yet another may succeed” [F 151]. ‘Succeed’ is Victor’s last word, one worthy of his name. His last request is that Walton catch and kill the monster, though he does not insist that Walton do so at the cost of his ship and crew. But Walton turns home. So did Victor succeed or fail? Even after hearing Frankenstein’s story, Walton tells his sister, “I had rather die, than return shamefully, – my purpose unfulfilled” [F 150]. Frankenstein’s last words do not change his mind. Instead, his crew compels Walton to return.57 Nor does he fulfill Frankenstein’s last request, though he has his chance when the monster boards his ship to see Frankenstein’s corpse. “Never did I behold a vision so horrible as his face, of such loathsome, yet appalling hideousness” [F 152], Walton writes his sister; but despite the monster’s ugliness Walton listens to him, and seems persuaded by his promise: “I shall… seek the most northern extremity of the globe; I shall collect my funeral pile, and 19 �consume to ashes this miserable frame, that its remains may afford no light to any curious and unhallowed wretch, who would create such another as I have been” [F 155]. The monster means to extinguish his light at the pole, by becoming a light at the pole. Not the monster’s ugliness but Frankenstein’s corpse angers Walton [F 154]. He lets the monster escape without trying to kill him [F 156]. Walton does not kill the monster, nor does he kill himself and his crew in his quest for the pole. But only the rebellion of his crew spares him the latter.58 Maybe the monster finds the pole in his place. Part Four: The Enlightenment of Mary Shelley Did enlightenment make Mary Shelley a monster? She pursued it with a vengeance. As the daughter of two famous writers, Mary Wollstonecraft and William Godwin, and the lover and later wife of a third, Percy Shelley, she set herself an intense program of reading and writing, beginning at age seventeen, if not earlier. Starting with biographies, novels, and her parents’ books, later adding history and philosophy, she recorded each book she and Percy read, day by day and year by year, in her journal. Thirty-six books in the latter half of 1814, seventy-four in 1815, sixty-five in 1816, seventy-one in 1817 – all told she read well more than two hundred books in her late teens and early twenties, in the four years preceding the publication of Frankenstein.59 She read the Iliad, the Bible, the Aeneid, Plutarch’s Lives, Tacitus’ Annals, the Canterbury Tales, Shakespeare’s plays, Don Quixote, Paradise Lost – twice – and Gulliver’s Travels [J 48-49, 73, and 89-90]. Here is a typical journal entry, from Saturday, November 17, 1816: “Draw, write; read Locke and Curtius. [Percy] Shelley reads Plutarch and Locke; he reads “Paradise Lost” aloud in the evening. I work” [J 68]. At this point Mary’s second child is eleven months old [F 333]. 20 �Shelley herself tells us that Frankenstein is a warning about the dangers posed by science and technology, ambitious philanthropy, and especially ‘playing god.’ In her preface to the third, 1831 edition of the novel, she writes of Frankenstein’s success in animating his monster, “supremely frightful would be the effect of any human endeavor to mock the stupendous mechanism of the Creator of the world” [F 172]. But in the first, 1818 edition, the supremely frightful thing is the monster’s ugliness. Perhaps marking this shift in emphasis, the frontispiece of the 1831 edition depicts a monster who, though goggling at his reflection in a mirror, looks positively beautiful. No character in the novel means to ‘play god,’ nor displays a lasting concern with doing so. Frankenstein and his monster mostly see themselves as Adam or as Satan. Theological claims that god’s providence is better than man’s, or that imitating his providence is hubris or sin, are notably absent. Instead, Frankenstein is more secular, personal, even autobiographical than Shelley’s 1831 preface suggests. Its foreground concerns are with the monster’s ugliness, the perils of solitary reading, the mundane risks of philanthropic ambition, the loss of the family, and the meaning of nature. The novel is a Paradise Lost without God, a Prometheus Bound without Zeus. The monster, Frankenstein, and Walton are all shadows of Shelley herself,60 and they repeat the novel’s fundamental question: is enlightenment good, or does it make us ugly monsters, cut off from family and nature? We have plenty of evidence that Shelley finds enlightenment to be costly. Take the monster: he is attracted to family life and sensitive to the beauties of nature, but his extreme ugliness cuts him off from both [F 77]. Were it not for his enlightenment, especially by Paradise Lost, he might have seen a possibility for his life other than retirement with a mate, or war with his maker. Solitary contemplation, masked social activity in person or in writing,61 and 21 �scientific inquiry do not occur to him. He does not consider a life of exploration, though his build would suit him, more than any other reasoning being, to such a life. Though he may be smarter than his maker, he does not build a wife or a child for himself. Take Frankenstein: he is also attracted to and suited to family and nature. But his enlightenment, at the hands of the alchemists and the modern chemists, makes him an ugly monster, and cuts him off from family and nature [F 43-44], before dragging him to death across the sea of ice. And take Walton: he longs for and is suited to friendship, if not to family, but his enlightenment through books about voyages of discovery has sent him and his crew to risk their lives at the edge of the world. These three neglect the rule Frankenstein proposes to Walton: if your study “has the tendency to weaken your affections, and to destroy your taste for those simple pleasures in which no alloy can possibly mix, then that study is certainly unlawful, that is to say, not befitting the human mind” [F 33].62 Percy Shelley, writing as the anonymous author, endorses this rule in his preface, claiming that the chief concern of the novel is “limited to the avoiding [sic] the enervating effects of the novels of the present day,63 and to the exhibition of the amiableness of domestic affection, and the excellence of universal virtue” [F 5-6]. At the book’s center is a family of the good, the happy, and the wise – but the monster scares them away and burns down their home. Still, we have Frankenstein’s first name, Victor, and his last words, “another may succeed” [F 152]; we have Walton, the audience of the story we are reading, who is deflected from the pole not by Frankenstein’s tale, nor by Frankenstein’s death, nor by his own interview with the monster, but by the near-mutiny of his sailors. Perhaps had he and his sailors all been monsters, he would have succeeded. Perhaps these details indicate that Shelley herself doubted “the amiableness of domestic affection, and the excellence of universal virtue.” Perhaps 22 �enlightenment shows us the truth about the family and nature, by showing us the extent to which death and chance, not life and providence, makes our families, nature, and us. Perhaps enlightenment reveals our world not as an amiable home, but as monstrous.64 When Frankenstein, hiking alone in the Alps, considers the “awful majesty” of the mountains, the “wonderful and stupendous scene” of the “sea, or rather the vast river of ice,” he calls out to the “[w]andering spirits” of the place. The spirit that answers his call is the monster [F 65 and 77]. Another lie Percy Shelly tells in his preface is, “[t]he opinions which naturally spring from the character and situation of the hero are by no means to be conceived as existing always in my own conviction; nor is any inference to be drawn from the following pages as prejudicing any philosophical doctrine of whatever kind” [F 6]. He, and perhaps Shelley herself, could fear a reader’s inference of prejudice against the theological doctrine of Milton, given the damage Paradise Lost does to Frankenstein, and above all to his monster. But a philosophical doctrine is also being judged throughout the novel, even though its author’s name is not mentioned. Consider: Victor Frankenstein is a Genevan who makes a “man born big and strong” [CW 13: 162, see also 189-190], but fails to educate him adequately. This being is born into a state of nature, and perfected by circumstances; he claims that he was naturally good, but society has made him wicked; he begins life as a savage, is mistaken for a savage [F 13], and wishes to end his life living as a savage with his mate in South America [F 99]. Consider further: in Shelley’s time, the park outside Geneva where the monster murders William and frames Justine featured an obelisk dedicated to Jean-Jacques Rousseau, before which the Genevans murdered their magistrates during the Revolution.65 Rousseau depicts himself as a modern Prometheus in the Discourse on the Sciences and the Arts, the first public writing of his philosophic career [CW 2: 2 and 179]. In Emile, his best and most important work [CW 5: 480], he mentions “another 23 �Prometheus” who had made a tiny man “by the science of alchemy” [CW 13: 436 note *].66 Rousseau claims in his Confessions to have abandoned five children to a foundling hospital [CW 5: 289, 299-301, 551-552], where they likely died. Later in life, when Shelley writes an encyclopedia article on Rousseau, she returns repeatedly to the subject of these children [F 545].67 But the monster claims five victims before Frankenstein himself: William, Justine Moritz, Henry Clerval, Elizabeth Lavenza, and Alphonse Frankenstein. The amiableness of domestic affection, the excellence of universal virtue, and the beauty of nature are themes of Rousseau’s novel Julie, or the New Héloïse. Lastly, among the more than two hundred books that Mary Shelley read in the four years before Frankenstein was published are Rousseau’s Confessions, Emile, Julie, and The Reveries of the Solitary Walker – and she read all but the last of these twice [J 47-49, 55, 64, 72-73, 85-86, 89-90].68 Frankenstein is thus a meditation on the doctrine of the modern philosopher who launched his career by questioning the goodness of enlightenment. Rousseau defended the amiableness of domestic affection, but abandoned his children. He lauded the excellence of universal virtue, but sparked the Revolution. “I have seen these contradictions,” Rousseau writes about his claims in the Discourse on the Sciences and the Arts, “and they have not rebuffed me” [CW 2: 4]. Nor is Mary Shelley rebuffed. The ambiguities of her “hideous progeny” suggest she is willing to pay the price of enlightenment. She pronounces her judgment in the voice of Frankenstein’s creation: “[w]e shall be monsters.” Jeff J.S. Black Annapolis, Maryland February 23, 2018 24 �Leftover Materials This lecture is dedicated to my father, Paul David Black. It was delivered on his birthday, March 2, 2018, at St. John’s College in Santa Fe, New Mexico. Thanks to Michael W. Grenke for the invitation to give this lecture. Thanks to the members of the 2016-2017 Mellon Study Group on Digital Technology for a galvanizing first discussion of the themes of Frankenstein. Thanks to Lise van Boxel and Brian Wilson, founding members of the Combat & Classics podcast team, for an animating discussion of the ideas in the lecture. Thanks to my sister, Katherine Melissa Watson, for her helpful comments on an earlier draft. The engraving on the lecture’s cover page is Theodore von Holst’s, and was the frontispiece to the 1831 edition of Frankenstein. See https://commons.wikimedia.org/wiki/File:Frontispiece_to_Frankenstein_1831.jpg. Retrieved on February 15, 2018. 1 Citations in the text of this lecture follow these conventions: CW refers to volume and page numbers in JeanJacques Rousseau, The Collected Writings of Rousseau. Edited by Christopher Kelly and Roger D. Masters. Thirteen Volumes. (Hanover, NH: University Press of New England, 1990-2010). F refers to page numbers in Mary Shelley, Frankenstein. Edited by J. Paul Hunter. (New York: W.W. Norton & Company, 1996), which contains the 1818 text. FN refers to part and page numbers in Mary Wollstonecraft Shelley, The Frankenstein Notebooks. Volume IX of Shelley’s Manuscripts, Two Parts. Edited by Charles E. Robinson. (New York: Garland Publishing, Inc., 1996). J refers to page numbers in Mary Shelley, Mary Shelley’s Journal. Edited by Frederick L. Jones. (Norman, OK: University of Oklahoma Press, 1947). L refers to volume and page numbers in Mary Shelley, The Letters of Mary Wollstonecraft Shelley. Edited by Betty T. Bennett. Three Volumes. (Baltimore, MD: The Johns Hopkins University Press, 1980). PL refers to book and line numbers of Paradise Lost, in the edition John Milton, Paradise Lost. Second Edition. Edited by Scott Elledge. (New York: W.W. Norton & Company, 1993). 2 In calling Frankenstein’s product a ‘monster,’ I am following both Frankenstein’s practice and the monster’s own. They each give reasons for using this term. They mean by it something so unprecedented in its deformity as to serve as a warning. 3 He says, “it presented to me then as exquisite and divine a retreat as Pandæmonium appeared to the dæmons of hell after their sufferings in the lake of fire” [F 70; see PL 1:710-730]. 4 “At first I started back, unable to believe that it was indeed I who was reflected in the mirror; and when I became fully convinced that I was in reality the monster that I am, I was filled with the bitterest sensations of despondence and mortification” [F 76]. 5 The monster does taste the offal left behind by the travelers who abandoned their fire, finding it “much more savoury than the berries I gathered from the trees” [F 69]. But he apparently does not begin eating meat because of this experience. In the only case where he kills for food, he does so to feed Frankenstein [F 142]. See also Marilyn Butler, “Frankenstein and Radical Science” [F 311]. Since the monster was not born and did not grow, it is not entirely clear why he needs to eat. But Rousseau would endorse his vegetarianism [CW 13: 184-186 and 297-299], which might be obscurely connected with his construction: since he is made out of dead flesh, perhaps he does not want to add to his substance by consuming dead flesh. 6 Constantin François Chasseboeuf, Comte de Volney, Les Ruines, ou Meditations sur les Revolutions des Empires, 1791. Published in English as Constantin-François Chasseboeuf, Marquis de Volney, The Ruins: or a Survey of the Revolutions of Empires. Third Edition. London: J. Johnson, 1796. It is available in the Liberty Fund’s Online Library of Liberty at http://oll.libertyfund.org/title/1706. Retrieved on February 2, 2018. There is no record in her journal of Mary Shelley having read this work. 7 The connection between sex and a woman named Sophie is a theme of Book Five of Rousseau’s Emile. 25 �8 Prior to relating this accident, the monster tells Frankenstein the history of his cottagers, which “could not fail to impress itself deeply” on his mind [F 81]. This is so much that case that the monster makes copies of letters Safie exchanged with Felix, letters which testify to the truth of their story, in order to offer them to Frankenstein to “prove the truth of my tale” [F 83]. Yet it is not clear what the monster learns from the history of the cottagers that is different from what he learns from Safie and Felix’s readings and discussion of Volney. Perhaps the former history teaches the same lessons as the latter, but is more striking because the monster can see the participants in the flesh. 9 When suicide later occurs to the monster as an alternative to demanding a mate from Frankenstein or taking revenge on him, he rules it out, claiming that life is dear to him, despite his misery [F 66]. Yet once it is clear he will not have a companion, and once Frankenstein is dead, the monster claims that he will commit suicide [F 155]. 10 One new element appears in these reflections after reading Werther: the monster tries to infer his origin and purpose from his physical constitution. “My person was hideous,” he reflects, “and my stature gigantic: what did this mean? Who was I? What was I? Whence did I come? What was my destination? These questions continually recurred, but I was unable to solve them” [F 86]. So far as I can tell, the monster makes no progress in this new line of inquiry. It seems that his other readings closed off this line of thinking for him. 11 Here we see the damage done by Frankenstein’s abandonment of the monster. Had he overcome his disgust and stayed to educate his product, Frankenstein might have imbued the monster with scientific and philanthropic ambitions. 12 This contrast is the basis of the only joke I have found in Frankenstein. When the monster confronts Victor Frankenstein to tell his story, he repeatedly demands that Frankenstein listen to him [F 66-67], likely because he knows that his speech is more attractive than his looks. Frankenstein responds, “relieve me from the sight of your detested form” [F 67]. “Thus I relieve thee, my creator,” the monster intones, while placing his massive hands in front of Frankenstein’s eyes. Enraged, Frankenstein flings them away. This was not the time for a joke. 13 The monster’s halfheartedness in seeking revenge is suggested by several details. He tells Frankenstein he could have torn Felix “limb from limb, as the lion rends the antelope” [F 91], or destroyed the cottage and the cottagers, glutting himself “with their shrieks and misery” [F 92] – but he does neither of these things, though he could have. In addition, consider this episode that occurs on the road to Geneva. On an especially fine spring day, he sees a young girl fall in a river, and leaps in to save her from drowning. He is trying to revive her when one of the locals approaches him and snatches the child away. When the monster tries to follow, the man shoots him with his gun [F 95]. This bald ingratitude makes the monster renew his vow of “eternal hatred and vengeance to all mankind” [F 96], but even this renewed vow does not prevent the monster from imagining that he might befriend William Frankenstein when he first encounters him in Geneva. 14 The story of Justine Moritz’s fate includes an anticipation of the question the monster means his story to answer. Ernest Frankenstein, the elder of Victor’s two younger brothers, asks “who would credit that Justine Moritz, who was so amiable, and fond of all the family, could all at once become so extremely wicked?” [F 50; see also 54-55]. No one should credit such a miraculous change, though, since Justine is not guilty of the murder for which she is accused. But Justine is beautiful [F 52]. The monster, who is ugly, is guilty of the murder; the question becomes how he, being benevolent and fond of all his cottagers, could become so extremely wicked. Reflecting on Justine Moritz’s execution, Elizabeth Lavenza says, “men appear to me as monsters thirsting for each other’s blood” [F 61]. 15 In the immediate sequel the monster asserts to Frankenstein that “the human senses are insurmountable barriers” to any sort of union between the monster and a human being [F 98]. 16 In the end Frankenstein does not comply, and the monster only kills members of his family. So it seems that his threat to kill “thousands of others” was a bluff or an exaggeration. 17 “I was benevolent and good; misery made me a fiend. Make me happy, and I shall again be virtuous” [F 66]. 18 Frankenstein asks, “did I not, as his maker, owe him all the portion of happiness that it was in my power to bestow?” [F 99]. We might wonder, since some of us are makers of children, to what extent this rhetorical question should be answered in the affirmative. 26 �19 “Our lives will not be happy,” the monster continues, “but they will be harmless, and free from the misery I now feel” [F 99]. If the monster is not content with harmlessness, and seeks happiness as well, then he will be drawn back to human society. 20 Shelley would have been familiar with the argument that links solitude with wickedness through the dispute between Rousseau and Diderot communicated by a footnote in Emile. Against this link, Rousseau writes, The precept of never hurting another carries with it that of being attached to human society as little as possible, for in the social state the good of one necessarily constitutes the harm of another. This relation is in the essence of the thing, and nothing can change it. On the basis of this principle, let one investigate who is the better: the social man or the solitary man. An illustrious author [Diderot] says it is only the wicked man who is alone. I say that it is only the good man who is alone. If this proposition is less sententious, it is truer and better reasoned than the former one. If the wicked man were alone, what harm would he do? It is in society that he sets up his devices for hurting others [CW 13:240 note *]. 21 Seeing Frankenstein destroy the inanimate body of his companion, the monster says, “You can blast my other passions; but revenge remains – revenge, henceforth dearer than light or food!” [F 116]. 22 “My vices are the children of a forced solitude that I abhor; and my virtues will necessarily arise when I live in communion with an equal. I shall feel the affections of a sensitive being, and become linked to the chain of existence and events, from which I am now excluded” [F 100]. 23 The two monsters “might even hate each other,” Frankenstein muses; “the creature who already lived loathed his own deformity, and might he not conceive a greater abhorrence for it when it came before his eyes in the female form? She also might turn with disgust from him to the superior beauty of man; she might quit him, and he be again alone, exasperated by the fresh provocation of being deserted by one of his own species” [F 114]. 24 Indeed, the monster demands that his mate be “as hideous as myself” because “once as deformed and horrible as myself would not deny herself to me. My companion must be of the same species, and have the same defects” [F 99, 97]. He gives no other indication of why he thinks the effects of his own ugliness can be overcome. His thought seems to be either that two solitary and isolated members of the same species will feel compelled to unite [F see 99], despite their ugliness, or that because his mate will have been created particularly for him, they will be connected in a way that overcomes the effects of their ugliness. The former thought seems naïve, while the latter thought depends on the monster’s identification with Adam. 25 After the monster recounts his failed attempt to reveal himself to his cottagers, he says, “I, like the arch fiend, bore a hell within me” [F 92]. See PL 4:73-75. 26 To be ugly is to have bad looks, to be dis-specied, without species. See Plato, Sophist, 228a. 27 One wonders whether it is the difference in age between Alphonse and Caroline Frankenstein, and the youthful acquaintance of Victor Frankenstein and Elizabeth Lavenza, that explains how unerotic these relationships are – or whether this simply should be attributed to authorial discretion. The lack of eros between these partners might also contribute to Victor Frankenstein’s easy elision between his family and his friends. The reason for this elision is that friends who are not family cannot be true friends. “Even where the affections are not moved by any superior excellence, the companions of our childhood always possess a certain power over our minds, which hardly any later friend can obtain,” Victor explains. “They know our infantine dispositions, which, however they may be afterwards modified, are never eradicated; and they can judge of our actions with more certain conclusions as to the integrity of our motives. A sister or a brother can never, unless indeed such symptoms have been shown early, suspect the other of fraud or false dealing, when another friend, however strongly he may be attached, may, in spite of himselF be invaded with suspicion” [F 147]. Alphonse Frankenstein delicately mentions his romantic coolness to Victor when the latter postpones his marriage to Elizabeth Lavenza: “You, perhaps, regard her as your sister, without any wish that she might become your wife” [F 104]. Elizabeth sees no difficulty in this arrangement: “our union has been the favorite plan of your parents ever since our infancy. We were told this while young, and taught to look forward to it as an event that would certainly take place” [F 130]. The coolness of the connection between Victor and Elizabeth might explain why Victor does not realize that the monster’s threat, “I shall be with you on your wedding-night,” is 27 �directed against Elizabeth, rather than against himself – as his reply, “before you sign my death-warrant, be sure you are yourself safe” [F 116] indicates. Victor seems to lack self-knowledge when he later says, “if for one instant I had thought what might be the hellish intention of my fiendish adversary, I would rather have banished myself for ever from my native country, and wandered a friendless outcast over the earth, than have consented to this miserable marriage. But, as if possessed of magic powers, the monster had blinded me to his real intentions” [F 133]. 28 The editors of the Norton Critical Edition of Frankenstein supply here “Heinrich Cornelius Agrippa (1486-1535), German physician, author of De Occulta Philosophia (1531), and reputed magician” [F 21 note 6]. The Stanford Encyclopedia of Philosophy adds that Three Books on Occult Philosophy (1510 and, reworked and enlarged, 1533) is “a comprehensive treatise on magic and occult arts,” and that Agrippa was also known for On the Uncertainty and Vanity of the Arts and Sciences: An Invective Declamation, “a rigorous refutation of all products of human reason.” See https://plato.stanford.edu/entries/agrippa-nettesheim. Retrieved on February 2, 2018. Is it a coincidence that Agrippa’s other major work resembles, in its title at least, the Discourse on the Sciences and the Arts? Is Agrippa a stand-in for Rousseau? 29 Paracelsus (1493-1541) was, according to the Encyclopedia Britannica, a German-Swiss physician and alchemist who established the role of chemistry in medicine. See https://www.britannica.com/biography/Paracelsus. Retrieved on February 4, 2018. Consider also CW 13: 436-437. According to the same source, Albertus Magnus was a teacher of Thomas Aquinas and a proponent of Aristotle who established the legitimacy of the study of nature for Christians. See https://www.britannica.com/biography/Saint-Albertus-Magnus. Retrieved on February 4, 2018. 30 Though his disgust is not so great as to prevent him from studying Pliny and Buffon at this point [F 23]. Victor also learned Latin and English when he was much younger [F 20]. 31 Louis Pasteur did not succeed in spreading the germ theory of disease until the 1870’s. Frankenstein is set sometime in the eighteenth century. See https://www.britannica.com/biography/Louis-Pasteur/Vaccinedevelopment. Retrieved on February 16, 2018. 32 Shelley may have chosen Ingolstadt for Victor Frankenstein’s education because the secret society of the Illuminati was founded at this university in 1776 [F 24 n 1]. 33 This childhood circle includes Victor’s friend, Henry Clerval [F 21], who later studies with him at Ingolstadt [F 36], and ends by being murdered by the monster [F 122]. There is not enough time in this lecture to treat Clerval in detail, let alone Elizabeth Lavenza, Victor’s other companion from childhood [F 26]. But it is worth nothing that, even though Shelley presents Clerval’s favored subjects as a kind of antithesis and antidote to Victor’s reading [F 44] – Clerval recalls Victor to his friends, his family, and his love of nature [F 43-44] – Victor is quite familiar with the kind of works Clerval reads [F 15-16, 31, 35-36, 101, 107-108, 143, 146-147], and this familiarity on its own is not enough to deflect him from his path. 34 Krempe seems to be tracing the projects of the alchemists back to the eighth century, whereas the writings he is criticizing date from the thirteenth and sixteenth centuries. It’s not clear to me why he does this. 35 Mary Shelley was born on 30 August 1797, and began writing Frankenstein sometime in June 1816 [FN lxxvi and lxxviii]. 36 Compare Rousseau’s account of his sudden illumination on the road to Vincennes in the second of his Letters to Malesherbes [CW 5: 575-576]. 37 Almost immediately, Frankenstein tells Walton, he forgot the steps that showed him the cause, but retained the power [F 31]. It is puzzling that Frankenstein does not use this detail as an excuse when Walton asks him later for the secret of the monster’s animation [F 146]. 38 Shelley’s claim that Frankenstein uses his “instruments of life” to “infuse a spark of being” into the monster [F 34] may be metaphorical, since there is no other reference to electricity in the account of the monster’s animation. 39 The mention of the gratitude due to a father in this passage could give the impression that Victor intends to supplant the role of the mother in generation, and to claim the gratitude that is her due. While there is something to 28 �this reading, I am more struck by the contrast between the mention of the father in this sentence and the mention of the creator in the previous sentence. To say nothing about the pagan gods, the Hebrew one has already twice supplanted the role of the mother in generation. Most striking, however, are the reflections Victor’s exultation encourages about gratitude. Compare Rousseau’s reflections on gratitude in Book IV of Emile [CW 13: 387-388]. 40 Victor later admits to himself that he “thoughtlessly” bestowed life on the monster [F 60]. 41 The lack of skin also argues for the theory that the monster is not an assemblage of proper parts, taken from corpses. Each of these parts would have had skin of its own, and more than enough, had they been harvested as wholes. 42 As he sleeps after animating the monster, but before his flight, Victor has a horrible dream: I thought I saw Elizabeth, in the bloom of health, walking in the streets of Ingolstadt. Delighted and surprised, I embraced her; but as I imprinted the first kiss on her lips, they became livid with the hue of death; her features appeared to change, and I thought that I held the corpse of my dead mother in my arms; a shroud enveloped her form, and I saw the grave-worms crawling in the folds of the flannel [F 34]. Not only does this dream depict the thought that we are all made of dead materials, and so in a sense dead things, but it connects this interpretation of metabolism and growth with sex and generation. 43 Frankenstein infers the monster’s guilt directly from his ugliness. Seeing a figure in the trees, he says, “its gigantic stature, and the deformity of its aspect, more hideous than belongs to humanity, instantly informed me that it was the wretch, the filthy dæmon to whom I had given life. Could he be,” Frankenstein asks, “the murderer of my brother? No sooner did that idea cross my imagination, than I became convinced of its truth… […] Nothing in human shape could have destroyed that fair child. […] The mere presence of the idea,” he concludes, “was an irresistible proof of the fact” [F 48]. 44 Frankenstein realizes that he cannot create a female monster without “again devoting several months to profound study and laborious disquisition” [F 103]. In particular, “I had heard of some discoveries having been made by an English philosopher, the knowledge of which was material to my success” [F 103]. Since it is hard to imagine that Frankenstein needs additional anatomical information, which he acquires in any case through direct experimentation, this comment might indicate that he has, reasonably, started to think about the moral formation of a female monster. Perhaps the English philosopher Frankenstein has in mind is Mary Wollstonecraft, author of Thoughts on the Education of Daughters and A Vindication of the Rights of Woman, and Mary Shelley’s mother. This would also explain why he puts such weight on the uncertain character of a female monster in his ultimate decision to destroy his second creation. However this may be, Frankenstein’s need for additional study is another indication that he might not have planned from the beginning to make a female monster, perhaps because he intended his monster to interbreed with human women. 45 Even cleaning up the aftermath of his interrupted work is sickening to Frankenstein. “The remains of the halffinished creature, whom I had destroyed, lay scattered on the floor, and I almost felt as if I had mangled the living flesh of a human being” [F 118]. 46 Frankenstein thus anticipates a problem that arises in Paradise Lost: Adam is prohibited from eating from the tree of knowledge before Eve is created. She does not hear the prohibition directly, but from Adam; this inclines her less to obey it. See PL 8:323-333 and 9:758-760. We will soon see that Frankenstein too seems to have read Milton’s epic poem [F 131 and 147]. He does not voice, but presumably could have anticipated, a similar but greater problem regarding the monsters’ offspring, whom the monster has said nothing to bind. 47 Perhaps this also indicates that, if Frankenstein makes his monsters capable of reproduction with one another, he also makes them capable of reproduction with human beings. 48 Frankenstein’s fears are another indication that he does not manufacture his monsters from the proper parts of corpses. If they were assemblages of corpse parts, would not their offspring be human? 29 �49 The monster encourages Frankenstein to pursue him in order to draw out his revenge. As Frankenstein tells it, “sometimes he himselF who feared that if I lost all trace I should despair and die, often left some mark to guide me” [F 141]. Oddly, Victor adds, “yet still a spirit of good followed and directed my steps, and, when I most murmured, would suddenly extricate me from seemingly insurmountable difficulties. Sometimes, when nature overcome by hunger, sunk under exhaustion, a repast was prepared for me in the desert, that restored and inspirited me… I may not doubt that it was set there by the spirits that I had invoked to aid me” [F 141]. Since the monster occasionally leaves food for Frankenstein [F 142], it seems likely that he is also responsible for the activities of Frankenstein’s ‘spirits of good.’ Frankenstein’s meeting with the monster on the alpine glacier is preceded by his invocation of “Wandering spirits” [F 65]. 50 As Walton tells his sister, “I greatly need a friend who would have sense enough not to despise me as romantic, and affection enough for me to endeavor to regulate my mind” [F 10]. Later, he adds that his desire for friendship is “one want I have never yet been able to satisfy, and the absence of the object of which I now feel as a most severe evil” [F 10; see also 16], 51 Walton asks his sister: “do I not deserve to accomplish some great purpose. My life might have been passed in ease and luxury; but I preferred glory to every enticement that wealth placed in my path” [F 9]. 52 Frankenstein also claims to have superior physical endurance: “I had ever inured myself to rain, moisture, and cold” [F 63]. But there is some reason to doubt this: he is forever swooning, for example, or struggling with madness [F 37 and 122]. In his superior endurance Walton more resembles the monster; the same resemblance can be found in their respective longings for a companion. Walton may be a chimera of Frankenstein and his monster. 53 “Are you then so easily turned from your design? Did you not call this a glorious expedition?” Frankenstein asks them. “You were hereafter to be hailed as the benefactors of your species; your name adored, as belonging to brave men who encountered death for honour and the benefit of mankind. […] Oh, be men, or be more than men” [F 149]. Frankenstein himself has encountered death for glory and the benefit of mankind; he has been a man and made more than a man; and he has suffered greatly for it. It is striking that he is willing to repeat an appeal that has cost him so much to heed. 54 If the monster is the gratification of Frankenstein’s wishes, then by calling him a “serpent” here Frankenstein anticipates the later moment when, certain he will not receive a mate from Frankenstein, the monster compares himself to a “snake” [F 116]. The image is Biblical, if it is not once again from Paradise Lost. 55 This is odd, since in his story Frankenstein claims to forget “all the steps” that “progressively led” to his discovery, and to be left with “only the result” [F 31]. He clearly thinks he can continue to animate dead matter, since otherwise he would have begged his incapacity in reply to the monster’s demand for a mate. But can he teach this power to others? 56 Walton says, “the letters of Felix and Safie, which he shewed me, and the apparition of the monster, seen from our ship, brought to me a greater conviction of the truth of his narrative than his asseverations, however earnest and connected” [F 146]. 57 Nor can we say he is secretly relieved by their compulsion. He writes to his sister, “The die is cast; I have consented to return, if we are not destroyed. Thus are my hopes blasted by cowardice and indecision; I come back ignorant and disappointed. It requires more philosophy than I possess, to bear this injustice with patience” [F 150]. 58 In an early letter to his sister Walton considers the possibility that he might find a friend among his crew. “My lieutenant,” he writes, “is a man of wonderful courage and enterprise; he is madly desirous of glory. He is an Englishman, and in the midst of national and professional prejudices, unsoftened by cultivation, retains some of the noblest endowments of humanity” [F 10]. Walton also tells his sister a lengthy story about the heroic generosity of his master, but adds, “he has passed all his life on board a vessel, and has scarcely an idea beyond the rope and the shroud” [F 11]. Walton concludes, “I shall certainly find no friend on the wide ocean, nor even here in Archangel, among merchants and seamen” [F 10]. His crew is thus composed not of family nor of friends, but of associates made necessary by Walton’s inability to reach the pole alone. 30 �59 Since Shelley read a few of these books twice during this period, and since she sometimes gives several works a single entry in her journal – for example, “Shakespeare’s Plays” – this is only a rough count [J 32-33, 47-49, 71-73, 88-90]. 60 The defect mentioned by at least one modern critic, that the novel’s three major characters all sound the same, is thus not a bug but a feature, an indication that they are repetitions of the same person. See Germaine Greer, “Yes, Frankenstein really was written by Mary Shelley. It’s obvious – because the book is so bad,” The Guardian. April 9, 2007. See https://www.theguardian.com/world/2007/apr/09/gender.books. Retrieved on February 4, 2018. Greer complains, “There are three narrators: Thomas Walton, Victor Frankenstein and the monster himself. The three of them, including the inarticulate monster, speak in paragraphs, with the same tendency to proliferating parallel clauses and phrases and the occasional theatrical ejaculation.” It’s not clear why Greer thinks that the monster is, or should be, inarticulate. 61 “It seems that all great things,” Nietzsche tells us in Beyond Good and Evil, “in order to inscribe themselves with eternal demands upon the heart of humanity, must first stalk the earth as colossal and fear-inducing masks” [Preface, see also Sections 25 and 40]. See Friedrich Nietzsche, Beyond Good and Evil / On The Genealogy of Morality. Translated, with an Afterword, by Adrian Del Caro. (Stanford, CA: Stanford University Press, 2014). Even if the fear and disgust the monster inspires are natural rather than learned, it does not follow that his ugliness expresses the truth about his interior, nor that his ugliness is a disability. Since the monster’s vengeful path is ultimately due to his accidental reading, since he was born good but was made wicked by society, Shelley can refer to Frankenstein in one of her letters as “a book in favor defence of Polypheme” [L I: 91]. 62 “If this rule were always observed,” Frankenstein continues, “if no man allowed any pursuit whatsoever to interfere with the tranquility of his domestic affections, Greece had not been enslaved; Caesar would have spared his country; America would have been discovered more gradually; and the empires of Mexico and Peru had not been destroyed” [F, 33]. 63 Rousseau discusses the arguments for and against novels in the dialogue that serves as the Second Preface of Julie [CW 6: 7-22]. 64 In the Critique of Judgment, Kant asks us to consider bold, overhanging and, as it were, threatening rocks, thunderclouds piling high up in the sky and moving about accompanied by lightning and thunderclaps, volcanoes with all their destructive power, hurricanes with all the devastation they leave behind, the boundless ocean heaved up, the high waterfall of a mighty river, and so on. Compared to the might of any of these, our ability to resist becomes an insignificant trifle. Yet the sight of them becomes all the more attractive the more fearful it is, provided we are in a safe place. And we like to call these objects sublime because they raise the soul’s fortitude above its usual middle range and allow us to discover in ourselves an ability to resist which is of a quite different kind, and which gives us the courage [to believe] that we could be a match for nature’s seeming omnipotence [Ak. 261]. Note that the ability and the courage Kant mentions in this passage are not dependent on our safety from nature. Immanuel Kant, Critique of Judgment. Translated, with an Introduction, by Werner S. Pluhar. (Indianapolis, IN: Hackett Publishing Company, 1987), 120. 65 In a letter to Fanny Imlay, Mary Shelley describes the promenade of Plainpalais, outside of Geneva: Here a small obelisk is erected to the glory of Rousseau, and here (such is the mutability of human life) the magistrates, the successors of those who exiled him from his native country, were shot by the populace during that revolution, which his writings mainly contributed to mature, and which, notwithstanding the temporary bloodshed and injustice with which it was polluted, has produced enduring benefits to mankind, which all the chicanery of statesmen, nor even the great conspiracy of kings, can entirely render vain [F 174 or L I: 20]. 66 “Would anyone believe, if he did not have the proof,” Rousseau writes in the Profession of Faith of the Savoyard Vicar, 31 �that human foolishness could have been brought to this point? Amatus Lusitanus affirmed that he had seen a little man an inch long, closed up in a bottle, whom Julius Camillus, like another Prometheus, had made by the science of alchemy. Paracelsus, De natura rerum, teaches the way to produce these little men and maintains that the pygmies, the fauns, the satyrs, and the nymphs were engendered by chemistry, Indeed, I do not see anything that further remains to be done to establish the possibility of these facts, other than to advance that organic matter resists the heat of fire and that its molecules can be preserved alive in a reverberatory furnace “ [CW 13:436-437 note *]. What would Rousseau have his Vicar say if the alleged generation did not require the use of fire? 67 For more on Shelley’s concern with this matter, see James O’Rourke, “‘Nothing More Unnatural’: Mary Shelley’s Revision of Rousseau,” in ELH. Volume 56, Number 3. (Autumn, 1989), reprinted in in F, 543-569. O’Rourke quotes from Shelley’s 1838 encyclopedia essay on Rousseau: Our first duty is to render those to whom we give birth, wise, virtuous, and happy, as far as in us lies. Rousseau failed in this, – can we wonder that his after course was replete with sorrow? The distortion of intellect that blinded him to the first duties of life, we are inclined to believe to be allied to that vein of insanity, that made him an example among men for self-inflicted sufferings [F, 547]. 68 It is difficult to be sure exactly what Shelley read of Rousseau in the years before the publication of Frankenstein, mostly because she does not name Rousseau’s works consistently in her journal. In 1815 she records reading Rousseau’s Confessions, Emile, and Nouvelle Heloise [J, 47-49]. In 1816 she adds Rousseau’s Reveries, over four days in late July and early August [J, 55]. She was writing Frankenstein at this point, having begun in June [F, 333]. She also reads something she calls the “Letters of Emile” over two days in September 1816 [J, 64]: could this refer to Emile and Sophie? In the summary of her reading for that year, she repeats these titles, listing the Reveries and the “Letters of Emile” [J, 72-73]. Shelley turned to correcting and transcribing Frankenstein in April, May, and October 1817 [J, 78-79, 85]. Over six days in late June and early July 1817, she records re-reading Rousseau’s Julie, having completed Frankenstein in May that year [F, 334]. She re-reads the Confessions over three days in October 1817, followed by three days on something she calls “Rousseau’s Letters” – perhaps those referred to in the Confessions, which would have included the April 20, 1751 letter to Mme. de Francueil where Rousseau discusses his treatment of his children [CW 5: 551-552; J, 85-86]. She lists the Nouvelle Heloise and “Confessions et Lettres de Rousseau” in her reading for 1817 [J, 89-90]. 32 � 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 Transcripts—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 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 at the Santa Fe, NM campus. 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. 33 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 "We shall be monsters" : Frankenstein and the ugliness of enlightenment Description An account of the resource Transcript of a lecture given on March 2, 2018 by Jeff J.S. Black as part of the Dean's Lecture and Concert Series. Creator An entity primarily responsible for making the resource Black, Jeff J. S., 1970- 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 2018-03-02 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 24004715 Relation A related resource <a href="http://digitalarchives.sjc.edu/items/show/3733">Sound recording</a> Subject The topic of the resource Shelley, Mary Wollstonecraft, 1797-1851. 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Original Format The type of object, such as painting, sculpture, paper, photo, and additional data mp3 Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:00:12 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 "We shall be monsters" : Frankenstein and the ugliness of enlightenment Description An account of the resource Audio recording of a lecture given on March 2, 2018 by Jeff Black as part of the Dean's Lecture and Concert Series. Creator An entity primarily responsible for making the resource Black, Jeff J. S., 1970- 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 2018-03-02 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 Shelley, Mary Wollstonecraft, 1797-1851. Frankenstein Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 20014431 Relation A related resource <a href="http://digitalarchives.sjc.edu/items/show/3693">Transcript</a> Deans Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/ff57fa84fe678410fe660cc19fa0bedd.mp4 259b96598b6c421095a234b581a26987 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts.<br /><br />For more information, and a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>.  <br /><br />Click on <strong><a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data mp4 Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:50:36 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "We the Heroes" or "We the People?" Leadership in the Homeric Epic Description An account of the resource Video recording of a lecture delivered on September 24, 2021, by Johannes Haubold as part of the Formal Lecture Series. Dr. Haubold is a Professor of Classics at Princeton University. Dr. Haubold describes his lecture: "This lecture investigates some fundamental problems of leadership as they emerge from the Homeric epics. It asks what happens when heroic leaders (Achilles, Agamemnon, Hector, Odysseus) ignore the needs of their people and end up failing them, despite their duty of care (a scenario expressed by recurring formulas in which leaders, as ‘shepherds of the people’, repeatedly and catastrophically ‘destroy the people’). The paper moreover asks whether ancient audiences in specific settings, most importantly the ancient Athenian festival of the Panathenaea, identified with epic leaders or their people.” Creator An entity primarily responsible for making the resource Haubold, Johannes Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 2021-09-24 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 an audiovisual recording of my lecture, and retain copies for circulation and archival preservation in the St. John's College Greenfield Library. Make an audiovisual recording of my lecture available online. Make a typescript copy of my lecture available for circulation and archival preservation in the St. John's College Greenfield Library. Make a typescript of my lecture available online." Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource mp4 Subject The topic of the resource Leadership in literature Homer--Characters--Odysseus. Epic poetry, Greek -- History and criticism. Panathenaia Homer--Characters--Achilles Homer--Characters--Agamemnon Homer--Characters--Hector Homer--Iliad Homer--Odyssey Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Haubold_Johannes_2021-09-24acccess Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/7931c9c5141033176fe8775f15a46560.mp3 5cf889bbc93a83231d54d2e2e4e5aca6 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 wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:01:53 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 "Weak" thought and its philosophical implications : an introduction to Gianni Vattimo Description An account of the resource Audio recording of a lecture given on April 19, 2019 by Jay Smith as part of the Dean's Lecture and Concert Series. Creator An entity primarily responsible for making the resource Smith, Jay 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 2019-04-19 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 Vattimo, Gianni, 1936- Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Smith, 04-19 Friday night lecture 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/1d45c90cbf6f4e6a54daba5a212d8124.mp4 7932f5c4f2094eb667ece8eb76da8fdd Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts.<br /><br />For more information, and a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>.  <br /><br />Click on <strong><a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data mp4 Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:02:16 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 “<em>The Concept of Irony, with Continual Reference to Socrates:"</em> Kierkegaard on the Infinity of Socratic Irony Description An account of the resource Video recording of a lecture delivered on September 23, 2022, by Mary Townsend as part of the Formal Lecture Series.<br /><br /><span>Ms. </span><span class="marksasqb3usa">Townsend</span><span> is an assistant professor of philosophy at St. John’s University in New York. She is the author of </span><i>The Woman Question in Plato’s Republic</i><span> (2017) and a graduate of Tulane University (PhD, 2015) and St. John’s College (BA, 2004).</span> Creator An entity primarily responsible for making the resource Townsend, Mary 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 2022-09-23 Rights Information about rights held in and over the resource A signed permission form has been received stating: "I hereby grant St. John's College permission to: make a recording of my lecture, and retain copies for circulation and archival preservation at the St. John’s College Greenfield Library; make a recording of my lecture available online; make typescript copies of my lecture available for circulation and archival preservation at the St. John’s College Greenfield Library; make a copy of my typescript available online." Type The nature or genre of the resource moving image Format The file format, physical medium, or dimensions of the resource mp4 Subject The topic of the resource Kierkegaard, Søren, 1813-1855 Socrates Irony Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Townsend_Mary_2022-09-23_ac Alumni Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/9b093a7583136bdd76319d18a073d91e.mp3 61b1de35add0f4a809aa04152c184c62 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:49:52 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 “Freedom of the Intellect is a Sacred Thing”: A Brief Exploration of Freedom, Liberal Education, and the St. John’s Program. Description An account of the resource Audio recording of a lecture given by Dean J. Walter Sterling on August 26, 2022 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "Mr. Sterling will explore the contested idea of freedom that underlies any authentic liberal education, including the St. John’s Program of Instruction. He will argue that the difficulty of specifying the end of such an education reinforces, rather than undermines, the necessity of undertaking with courage the attempt to free one’s mind. He will briefly discuss the role of books in such an attempt." Creator An entity primarily responsible for making the resource Sterling, J. Walter 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 2022-08-26 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 Freedom Liberal Arts Education St. John's Program Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_SterlingW_Freedom_of_the_Intellect_is_a_Sacred_Thing_2022-08-26 Deans Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/2c6fa3e8b2031cd1e238705530e5de6e.jpg 39c752b61f941ce25b37220603cf7bed Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 13 x 9 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-1815 Title A name given to the resource [Board of Visitors and Governors] Meeting in the King William Room, Annapolis, Maryland Description An account of the resource 1 photographic print : color Creator An entity primarily responsible for making the resource Unknown Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/6f968c01363bbc45dc59904b5a3508ba.jpg 0c1efe956591babeaa609f8ec7d7fd7f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 13 x 9 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-1816 Title A name given to the resource [Board of Visitors and Governors] Meeting in the King William Room, Annapolis, Maryland Description An account of the resource 1 photographic print : color Creator An entity primarily responsible for making the resource Unknown Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/79da14194d97d15b1fb43c7265f18795.jpg b86e2666d140623b72a84101d4f56ef0 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 13 x 9 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-1817 Title A name given to the resource [Board of Visitors and Governors] Meeting in the King William Room, Annapolis, Maryland Description An account of the resource 1 photographic print : color Creator An entity primarily responsible for making the resource Unknown Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f8e6759794eca33612b42a8358cc12b0.pdf 8fbed90a334e3d2d23fe37fd24643c43 PDF Text Text G A T A L 0 8- U E —OF— GOLLEQE,'-^' ANNAPOLIS, MARYLAND. — Foil THE— yE£H 1290—-1 s91. —AND— ^roB^jcctus for 1891-^92. ANNAPOLIS : MAKYLAND KEPUBLICAN STEAM PRESS. ��BOARD OF VISITORS AND GOVERNORS Fresiclent. {Kx-Offieio.) His Excel lenc y E. E. JACKSON, The Governor of Maryland. Annapolis, Md. {Under the Charter elected annually,)} FRANK H. STOCKETT, 1891. Wedn esda y, Sept . 16, We d n e s d a y , De o . 23, Annapolis, Md. ■> I Opening of Session and Examination j of Candidates fdr Adinission. Commencement of Christmas Vacation. Secretary. 1892. Tu e s d a y , Ja n . 5, Fr id a y ', Apr il Mo n d a y , Apr il 16, 18, Su n d a y , Ju n e , 26, Mo n d a y , Ju n e 27, Tu e s d a y , Ju n e 28, AVe d n e s d a y , Ju n e 29, Th u r sd a y, Ju n e 30, Resumption of College Exercises. Good Fridaj'. . , . . Easter Monda)’. Baccalaureate Sermon. Anniversary of the Philokalian Society.. Anniversary of the Philomathean Society. • . Address before the Alumni. Commencement Pay. RICHARD H. GREEN, M. D., Annapolis, Md. (Ex-Officio.) ROBERT F. BRATTAN, President of the Senate, Hon . Somerset, Md. Hon . JOHNHUBNER, Speaker of the House of Delegates, Baltimore Co., Md. Hon . RICHARD H. ALVEY, Chief Judge Court of Appeals, Hagrorstown, Md. J. M. ROBINSON, Judge Court of Appeals, Hon . Oon'reville, Md. 11 ON. DAVID FOWLER, Judge Court of Appeals, Towsor, Md. {Ex-Officio.) JAMES McSHERRY,. Judge Court of Appeals,. Hon . Frederick, Md JOHN P. BRISCOE.. Judge Court of Appeals,, Hon . i’rinee Frederick, Md. OLIVER MILLER', Judge Court of Appeals, Hon . Annapolis, Md. L. T. H. IRVING, Judge Court of Appeals, Hon . Princess Anne, Md. W. SHEPARD BRYAN, Judge Court of Appeals, ItoN. Bal'iniure, M I. �p.,e,_CULTY BOARD OF VISITORS AND GOVERNORS l Jli~ott City, Md. HoN. NICHOLAS BREWER, Annapolis, M<l. DANIEL M. HENRY, • ambridge, Md. DA~IJ<~L M. THOMAS, RaltirnorP, Md. SPRIGG HARWOOD, Annapolis. )'Jd. <JD~~OHN'S COLLEGE.~~ .T. SHAAFF STOCKETT, THOMAS FELL, A. M., PH. D., LL. D., WILLIAM G. RIDOUT, M. D,. Annapolis, Md. J. W. CAIN, A. B., LGraduate of Yale College.] Professor of English and English Literature. GEORGE WELLS, M. D., Annapolis, Md. [Graduate of Michigan University.] 'Professor of Natural Philosophy, Astronomy, Chemistry, Zoology and Botany and Lecturer on Mineralogy and Geology. Baltimore, M'i. RICHARD l\L VENABLE, WILLIAM HARWOOD, REV. JULIUS M. DASHIELL, D. D., Professor of the Greek and Latin Languages. Annapolis, Md. HoN. HENR.Y J. R. p. HARLAN, l"altimore, Md. D. IL\RLAN, M. D., U. 8. N., RICHARD M. CHASE, PHILEMON H. TUCK. WILLIAM R. HAYWARD, M. D., Churchville, Md. ··.1: C. O. TOWNSEND, B. S .. T. BARTON BRUNE, M. D. Annapolis, Md. BaltimorP, Md. PRESIDENT. Lecturer on Metaphysics, Moral Philosophy ana Evidences of Christianity. Annapolis, Md. Elkton, Md. Princess Anne, Md. / "7' A:mapolis, Mil. HoN. JOHN S. WIRT, HENRY PAGE, qc,'°' HoN. J. WIRT RANDALL, .r .urns MUNROE, Baltimore, Md, __ -OF- [Col\TINt:ED.) JA:IIES MACKCBIN, ,,,,, u. s. N., WILMER, ASSISTANT ENGINEER Professor of Mechal)Jcal Engineering. JOHN L. CHEW, A. B., Professor of Higher Mathematics. Annapolis, Md. ROBERT B. NOBLE, U.S. A., Professor of Military Science and Tactics, e.nd Lecturer on International and Constitutional Law. · Cambridge, Md. HENRl Treasurer for the Board.. Profess~-r .JAMES W. CAIN, MARfO~, of Modern Languages . THOS. H. HICKS, A. B., .. Annapoli~. Md. As;istant Professor in Latin, Mathematics and English. J. W. 9AIN, A. B., Superintendent of the Preparatory Department. EDWIN D. PUSK1, A. B., Instructor in the Preparatory Department. M. TILGHMAN JOHNSTON, A. B., Instructor in the Preparat~ry Depa.rlment. CHAS. T. WHITTIER, A. B., [Graduate of Williams Coilege.] Special Instructor in the Prep ·ratory Department for Naval Cadets . •(:1 ·~· i ~ I .I I 'I' I �6 Circular of St. John's College. Ofrcnlar n+' r.oh"•'s n ll e.qe. ~ St. J< '" vO, SOPH,OMORE CLASS '.'il"A~!ES. 11 RESIDENCES . 7 ./ .J.urns P. BIAYS .......... Mech. Engineering Course .. Annapolis, Md. v·J. LAWRE':<!CE CHRISTIAN ... Classical Course ............ Annapolir1, Md. /CHARLES E. DRYDEN ...... Classical Course ............ Snow Hill, Md. v' J. .. How AHD Hrss .......... Latin Scientific Course ...... Baltimore, Md . ./ J. H. R. .TAMAR .......... Latin Scientific Course ......... Elkton, Md. v R. DuxJ3AR LnEs .... ., .... Select Course ............... Obligation, Md . ./PETER H. 1\f.\GRUDER ...... Mechanical Engineering .... Annapolis, Md. During tb.c '\·ear x890-9I. SENIOR CLA~S. NAMES. ,/ , RESIDENCES. FRANCIS E. DANIELS · · · · · ·Cl ass1ca ' . l course' ............. Annapolis, Md. ./ DOUGLAS F. DUVAL .. · ..... scien . t'fi 1 c course ............. Annapolis Md. ..;v'W. OsCAR HURST .......... Classical Course · · · · · · · ··· · · · · ··v·1enna 'Md , WILLIAM H. PHILLIPS .... Latin Sc_ientific Course ..... Crownsville,,Md. o/ GEORGE M R ., . • EGIKTER ..... Classical Course · · ···· .... · · ·· · · ·L ew.,s, - , D e. l. / J. SEELEY SMITH .......... Scientific Course ...... ···· ... B a lt'1more M d v 0 SBORNE ,I · YELLO"'T . 'fi c Cou,.se . , . · · · · · · ·L a t'1n scienh ·'T'owson, Md . - ' ..... • ...• SENIORs~-7. • JUNIOR CLA.SS. NAMES. ./ R~:SIDE1'CES. Lou Is T. CLARK .......... Class:cal Course C l b. Md ,/A. LACEY E . , · · · · · · · · · · · · · 0 um ia, . ,/ wnw. · ·······.ClassicalCourse ........... New York, N. Y. Md v' J. G BASIL Grnso!'il' · · · ·······LatinScientific C01u~se · • · · · · · · · . . oa 1-l ~ ey • . EORGE R. A. Hrss ........ Cla8sieal Course B lt' , l\ . ./ c EDGAR K ., ' · · · · · · · · · · · · a 1more, fd. · Course 'ALLAN S M ELLER.· · · · · · · ·Clar;sical ' . . . . . . . . . . . . c un• b er1an d , l\1d. ./ NoAB E.· 0 AR • TIN· · .· · · · · · ·Classical . . . Course . ' . . . . . . . . . . . . . . E as t on, l\""d 'J. • FFUTT ......... Latin ~.c1entdic Course .. ·...... Granite, Md . ./ MAR~BALL F · OLIVER · · · · · L a t'111 ..:c1cnt1 R. 'fi c C.oursc ...... Annapolis Md v G. B. PEARSON · · · · · · · · · · · ·Me ch . E,ngmecrrng . . Course. Greensboro' Md · v HARor·D ('"· RrnG ELY······ , R · · ..:c1ent1fic Course · A . -' M · JGoirn T. , . · · · · · · · · · · · nnapo1is, , l1. ON 1 LL· · · • · . - .•...• Classical Couroa M anon, · / '"" .............. ·· l\fcl. C\_Eo. J. "'\V_\TKixs ········.ClassicalCourse A . M 1 .I M CLYDE \Y , , . · · · · · · · · · · · · nnapo is, l cl. · rn1. · · · · · · .... Classical CourRe · ·. / • · · · · · · · · · · · ·Obl'1gat10n l\Id J OIIN I. y ELLCTT, JR ...... Classical Course · · · ·· · ........ 'T owson,' Md.. ,1. Jnxr1ons-H. ,/W. SPE~C'ER MURRAY ...... Latin Scientific Course ...... Annapolis,'.Md. v.J. J. l\kRPllY ......_...... Latin Scientific Course ...... Hudson, N. Y. /H. C. NonmR ............. Latin Scientific Course ....... Ingleside, Md. ./(l-oRDON P. PMN'l' . . . . . • • . Scientific Course ............ Baltimore, Md. '/ RonERT PENIXGTO:"' ....... Mech. Engineering Course .... Seaford, Del. .,,. B~;;o;-.r. Hoo1mousE ......... Latin Scientific Course ... Washington, D. C . v'H UGH R Rr.LEY ........... Classical Course ............ Annapolis, Md . • /w. F. Honcrnm; ........... Mech. EngineeringCourse .. Annapolis, Md . v W-:'ScoTT Scm.EY ......... Classical Course ............... NorfoJ,k, Ya. GEO. T. SouTHGATE ....... Mech. E~.gineermg Course .. Annapolis, Md. ./VICTOR M. ToRDEUT ...... Classical Course ............... Elkton, l\Id, / GEo. P. WAGER .......... Mech. ELgineering Course. Millersville, Md. .,,·s. 1\1. \\' AGA~JAN. _........ Classical Course ......... Beaver Creek, Md. .i.JNo. H. "'\VALL1m .......... Classical Course.: ........... Salisbury, Md. v EDWARD 1\1. ·waARTON .... Latin Scientific Course ........ Stockton, ~Id . ,; EoG.\P. UoTT "V llITE ....... Classical Course ............ Poolesville, Md. ;·wr:LrLur H. WILHEL~r .... Classical Course .......... Beckleyville, Md. SoPHO>IOREs-24. •1 FRESHIVlAN CLASS., 't I I 1 RESIDENCES. v Eo1o~n Bowrn .......... Classical Course ... Annapolis Junction, Md. / Emrn8T R. CnAPSTER ...... Classical Course ........ ·...... Florence, Md. ./ HAnVEY J_,, Coo PER ........ Classical Course.: .. : .... : ..... Denton, l\'[d: ..-·HARVEY DERN ............ Classical Course ......... Union Bridge, Md. /GEOIWE D. DESHIELDS ..... Mech.Engineering Course. Cumberland, Md. ./RICHARD H. HAI.LEY ..... ,Scientific Course ..... : ..... Pomonkey, M<l. ·vRonER'l' B. HAYS .......... Latm Scientific Course ....... Goshen, N. J. ./ RAL;H W. H UGIIES ....... Classical Course ............... Elkton, 'If cl. .,·· EcGE~i~ 'V. lGLER'!\RT ..... L~ltin Scientific CoursP. ...... Annapolis, Md. V E. B1m1rn1,EY IGLEHART ... Classical Course ............ Annapolis, Md. :1,, I'': ! ~ . ·.j I~ .. I.! I 1 1' \'I I 1· �• (A ( 8 Circular ofvkt. John' 8 College. (' TH0.3. E. LATHIER'· · · · · · · · Cl ass1ca . 1 cnurse . H ER~IAN Owfr ' : : . . . . . . . . . . . . B a It·im ore, Md. '..( NGs .......... Mech. Engmeermg Course .. "\Vest River Md . E. "WALTER PARLETT · · · · · · M ech · E ng111eer111g . . ' ,/ B Course ... Annapolis Md / URTON PROCTOR ........... Classical Course B 1 . ' • ,.,.. NAPOLEON B . .. .. · · .... · .. ·.. e air, Md. · · REGISTER· · · ·Classical CourR ,, L tiARTHl"R M R . ~· · · · · · · · · · ... · · · ewes, Del.. V'-c;. . uss ......... Mech. Engineering Course. Annapolis, Md. EO. R. STEPHENS·······.Classical Course L , ti H · · · · · · · · · · · · · · · · · aure1 Md OitACE L TILGHMAN L t' s . .. . ,;• · ...... am cientificUourse ........ Norfolk ' -V . .T. THmrrso)[ Cl . ' a. ./ C · · .. · .. ·.... ass1cal Conrse .............. Vienna Md I.AilEN('E R. IV11" S')N Cl ass1ca . 1 course ............... ' 1 • • • • • • Dover ' Del . _,/ARTHUR D. ·wn.LATID...... Classiclh Course · .... · · .. .. B roa d R un,' Mr.I.. Circular of Et. John's Col"ege I/ DEGREES CON;1 E~atD UD CERT!F!CATES or DISTINCTION AWAaDED. Oo:rn:rne:nce:rne:nt :Day, :rune ::26, 1890. ,V.. FRESHUEN-21. GRADlT .\'rE OEGKEES. / I BAC~ELDR EUGENE l\I. HAYS, OF ARTS. v"CHAS. C. MARBURY, Croom, Md. Goshen, "N. J. v'\v ...\. VJOHN T. TRUIT'C. HITCHCOCK, Pittsville, Md. llnlt1more, Md. BACHELOR CF SCIENCE. lf"JOHN S. NEW1\1AN. /A. K. :.'\IcGRA W, Sliarpsburg, Md. Woodsboro, Md. BACHELOR OF LETTrns. ./ J. A. NYDEGGER, -' .T. FRED. ADAMS, Ki•11,.to~. Mrl. 1 Oakland, Md. B. VEHNON CISSEL, /T. ROSS PAYNE, Black Horse, Mu. /JESSE H. RAMSBURG Hi:;-hlan•J, Md. /EUGE~E W. HEYDE, Raltimor~. Fr~deriC', Md. Md. /M. T. JOHNSTON. /1\1. B. FREEMAN, Easton. MrJ. llr.1 anrown, Md. DOC TOR OF DIVINITY· REL THEODORE C. GAMBRALL, REv. R.H. WILLIAMS, Mary)and. Annapolis, Md. DDllTDff a; LAW) HoN. JAMES WILTON BHOOKS, New Yor!<. MAHiR OF ART$. ____,..,, ,,,,_____ LEIGHTON PARKS, l1ostou, Ma's. EDWARD J. CLARKE, Washington Col'ege, Md. CERTIF/C4TE OF PROFICIENCY IN ADVANCO:I> CHEMISTRY. JAMES A. NYDEGGER, <..:HA.R;,ES C. MARBURY, JOHNS. NEWMAN, JAMES F. ADA.MS. - IN Ll\TI/~, G~~~K, ENGl..!SH, FRENCH, GERMA'll. WALTERS. PHILLIPS. 11 I I HONORA.RY DEGREES ·REY. ''I 1: 11 �Circular of St. John's Ool'e,qe. 9ERTIFIOATES OF DIST/NOTION IN Ill l TU!J/ES. FJR:·T GRADE. SENlOR CJ.MS. I A. K. McGRAW, (1st honor,) JAMES A. NYDEGGER, .J. T. TRUITT, (2nd honor,) M. T. JOHNSTON, T. ROSS PAYNE. Ji:NIOR CLASS. GEORGE M. REGISTER. .JOH.N I. YELLOTT, SOPHOMORE C'LASS. LOUIS T. CLARK, M. F. OLIVER. FnEsHMAN CLASR. C E. DRYDEN. STAR-SECOND GRADE. JUXlOR CLARS. E. F. DANIELS .. .J. ,BASIL GIBSON, Sol'HOMORE CLAss. C HARRISON. FRESHJIIAN C'LASS. J.P. BIAYS. SEKIOR CLASS. JUNIOR CLASS. OSBORNE I. YELLOTT. SOPHOMORE CLASS. WM. BOWIE. FRESHMAN C'LASS. .J. LAWRENCE CHRISTIAN, YICTOR 1\1. TORBERT. E. M. HAYS .............. French, Military Science r.md Tact:cs. • W. A. HITCHCOCK ...... Law. E. w. HEYDE ............ German, Military Science and Tactics. l\1 T JOHNSTON ........ Latin, Psycholoiry,. German, Law, Military · · Science and Tactics. K :!\kGRAW ... : ..... PRychology, GPrman, F.r~nch, M,a.thematics. A. · Chemistry, Law, M1htary 8c1ence and Tactics. '>Tfi NTEV'MAN ...... Al1Yaneec1 MiliI J OI c' ~· ~ ,., ., .Chemistry, 1 T G~rman,Law, t tary 8c1ence anc ac 1cs . JAMES A. ~YDEGGER. Latin, P~J'.cholo~)'., AdvancPcl C)Jemistry, Law, M1 litary 8cienee and Tactics. T ROSS PAYNE .... : .... Latin, Psychology, ~?tany, qhemistry, · Astronomy, Law, l\'bhtary Science and T~i.ct.ics. JESSE H. RAMSBURG ... Psycholoµy, Botany and Law. JOHN T 'rRUITT ........ Latin, Psychology, G~mnan, .Bot an Y · Astronomy, Law, Military Science and Tactics.W. S. PHILLIPS ........... German, Astronomy,°L~w. JUNJOR CLASS. JOHN" S. NEWMAN, EUGENE W. HEYDE, CHARLES C. MARBURY, JESSE H. RAMSBURG B. V. CISSEL, E. M. HAYS, J. F. ADAMS. E. M. P lRROTT, 11 G M REGISTER ......... Latin, Greek, Gerff.an, F.rench, ~ogic · · .· · and Political Economy.Phys1cs,Chemistry. !'>ECOND GRADE, W. 0. HURST, Circu,lar of St. blin' s College H. C. NORRIS, EDW'D M. WHARTON. HONORABLE MFNT/ON. F'01· all Students who hnve 1·ecei~ed not le.,s them, 4.5 in any one st·udy fo1· the yecw irnd have not failed in cmy one. 8Exion Cr.Ass . .J. FRED. ADAMS ....... Psychology, Military Sc:ence and Tactics. J3. VEHNON CfoSEL ..... German, Botan~', Astronomy, Law, Mil:- . tary Science and Tactics. M. B. FREEMAN ........ Frenci,. W. O. HURST ............ Latin, French. F: E. DANIELS ........... Greek, German, French, Chemistry, Astronomy. o. I. YELLOTT ......... Geometrv, German, Political J<:conomy. SOPHOMORE CLAS~. 11 'i I: Ii JOHN I. YELLOTT ...... Latin, Gree!~, Ge;man, French, English, Mathematics, History. LOUIS T. CLARKE ....... Lati~1. Greek, French, Germ.an, English, History. W::\1. BOWIE ............. Mathematics, Drawing, Physics, German . .J. BASIL GIBSC'~- ....... Latin, German, French,Mathematicb. c. HARRISON ............ FrC'nch, German, Physics, Chemistr'" 1VI. F. OLI\'ER ............ Latin, French, German, English, Physics. .E. i\'l. PARROTT .......... Chemistry. FllE~HMAN" CLASS. J.P. Bl A YS .............. Frrnch,. English, Botany, Sl;opwork and . Drawrng. J. L. CHRISTIAN ......... Latin, French. c E DR.YDEN ........... Latin, Greek, French, English, l\fothema. · tics, History. H. C NOR HIS ............ Freneh, English, 1\latl•\ mnt'C's. Ii I'\ ,1, �--1 II' :I III ' I Circular of St. John's College. 12 Circ'Ular of Et. John's College. 13 11 PROSPECTUS VICTuR TORBERT ..•... French, English. E. l\:I. WHARTON ......... French, Latin. Nwnes of Students wlio 1·eceivecl no clemei·its clu1·ing the enti-re year. JOHNS. NEvVMAN, F. E. DANIELS, SENIOR CLASS. JOHN T. 'l'RUITT. JUNIOR CLASS. GEO; M. FRESHMAN CLASS. C. E. DRYDEN. REGISTER~ Students who !incl no clenie1·its at the close of Session 1is follows: J. F. ADAlVIS, E. \\'. HEYDE, J. A. NYDEGGER. Wi\I. BOWIE N OFFUTT , , G. TULL. ,T. l. YELLOTT, .T. P. BIA YS, J.B. JOYCE, I Ii I OF THE SENIOR CLASS. M. B. FREEMAN, A. K. McGRAW, J. H. RAMSBURG. SOPHOMORE CLASS. L. T. CLARK, W. F. ROG.ERS. G. J. WATKINS, C. E. KELLER P. H. MAGRUDEH. FRESHMAN CLASS. .T. L. CHRISTIAN IL C. NORRIS. ---------- f!istol"y, Location and Recess: The charter of St. John's College was granted in 1184, and the institution opened in 1789. But und.er anotb-er form and name it had been doing its work during nearly a hundred previous years, and is, therefore, one of the oldest Colleges in the country. At the City of St. Mary's, then the capital of Maryland, as early as 1071, the Upper House of the General Assembly passed an Act "for founding and erecting ·a school or college for the education of youth in learning and virtue." This was followed by the Act of 1696, establishing K1NG W1LLIAM's ScHOOL, which was opened in 1701. Here were educated some of the most distinguished sons of Maryland-physicians, lawyers, statesmen, clergymen-and pre-eminent among the brilliant number was Willliam Pinkney, whose learning and eloquence have a national fame. KING W1Lr,1AM's SCHOOL was, in 1784, merged into St. John's College, which has thus been connected with the State of Maryland from the early times of colonial history. Francis Scott Key, author of our favorite national ode, and Reverdy Johnson, distinguished as a lawyer and a statesman, are an'ong its ~lumni, and many others, scarcely less eminent, could 1Je mentioned. The college is pleasantly situat.en at Annapolis, on the banks of the Severn River, a few miles from the Chesapeake bay. Nothing in the country surpasses the picturesque beauty of its situation. The college green is spacious, amply shaded, and most attractive to the eye, while the campus, in the re<tr, is adITTirably adapted for sports. Bordering the grounds, "College Creek," a branch of the Se\ ern, affords every facility for sw:mming and boating. Indeed, the situation combines every advantage. desirable for a college. The buildings are large, commodious, and well adapted for purposes of both classical and technical education, and could accommodate two hundred students. Annapolis has Railroad communication with Baltimore and ·washington Sl·veral times a day, daily steamboat connection with the former <'ity, and telegraphic c.onnection with eyery part of the country. CCU.RSES OF f.'IUDY. Th;i Preparatory Department of th,e: College hafr tlirC'e classl's, 1entitled first,· se.cond and third, acconlii1g,_to ·grallc of studies. :'Stn1.le11ts '' 1.,! �14 Circular of St. John's College. Circular o/ St. Jolzn' s College of the F~rst Preparatory .Class, who pass a satisfactory examination are qu'Lhfied for a~mission into the Freshman Class of the college. For scheme for studies see page 20. The Collegiate Department embraces f?ur groups of studies for undergraduates each occupyins four years, viz: 1. The Classical and the Latin-Scientific, which both lead to the degree of Bachelor of Arts; 2. The Scientific and 1\fechanical'EnEngineering course, which lead to the degree of Bachelor of Science. The scheme of study in the different groups, arran""ed, for the sake of' comparison, in. parallel columns, will be found 0 on pages 20 and 21. In orde7 to obtain one of the aboYe-mentioned d.egrees, a student must have completed satisfactorily the course as herein laid d~wn , but for such as may not b!=l studying for a degree, select courses. will be arranged acccrding to the option of the parents or guardians subje~t to t~e approvtll of ~he Faculty. On the suecessful completio~ of suc.1 special courses certificates will be given. Post-graduate courses are arrnnged for those graduates who wish to become candidates for the Master's Degree. ,. TIM~ A~D TEt.MS OF ADMISSION. 'Ille regular examrnat10ns for admission into the College or the Preparatory Department are held on the third "\Vednesllay and followinO' Thursday of September nf each year, and candidates for admissioi~ are requested to be present, if possible, on those days. Testimonials of good moral chara~ter must be furnished by each applicant, those of fonner teachers bemg preferred, and, if from another college, he must present a certificate of honorable discharge. Callllidates for the degree of Bachelor of Arts, to obtain admission to the Freshm_an Class, muqt, unless they have passed through the ~egular cou:"Se 111 the Preparatory Department, sustain an examination 111 the following studies : JT~t~lish /~alm~r aGnd Composition, (:ncluding PunctuiitionJ: U. s Hishry. ry o n.r a " ; eo!!'raphy; .Physical neography; PhvsiolO!lV; A~ithmeti: f-11\"ebrJ' thJol!-"P Quadratic Eqnations. e•pecia\lv Factorlnl!" and Fraction• · HaJ' ey s,. oo wm s, or. Kuhner'• ,Greek Grammar: Xenophon's Anabasi 8' (o, · book\ Ha"kness, q1ldersleeve s, Ol" Allen and Greenough's Latin Gra~mare ~~S:sr~[~~em~ennet1.adr)!eLs.,t(fourdbt;iriksl; .9vid, (1:\[.teen hundred lines); Virgil, (two· , a man Ureek uomp >Sit10n. Can_did~tes for the degree of Bachelor of Science must pass the same exanunat10n, except in Greek, for which they may substitute elements of Physical Science. Candidates for admis ..;ion to any higher class must be examined in all the previous studies of the class they enter. · The course of study in the Classics and Mathematics in the Prepara:.. tory and _lower Collegiate classes has been arranged in accordance with the reqmrements of the examination for matriculation in the Johns Hopkins Universitv. ~student who rn:1y have arlvance1l through the Sophomore Class is. en.t1tleJ to mitricu.late at Joltns Hopkins University witl10ut undergomg any e 'Camination. He is also pennitte1l to enter the second year's course at the Univ~rsity if he can pass satiefaetorily a test examination . • 15 DEGREES. The following academic de11:rees are conferred by the College : 1. The· degree of Bachel01· of .Arts, conferred after the satisfactory completion of the Classical course. 2. The degree of Bachelo1· of .Arts, conferred in like manner upon graduates in the Latin Scientific course. 3. The degree of Bachelor of Science, upon graduates in the Scientifie course a111l upon graduates in the course of Mechanical Engineerin~., 4. The M.1.ste1" s degree (whether of Arts, Letters or Science), conferred after the completion of a Post-Grad.uate course, and upon the recom-· mendation of the Faculty. Candidates for this.degree are required to select at least two of the departments of study specified in this catalogue, and under the direction of the professors of these departments to pursue their studies for the two years of the Post-Graduate course, submitting to them such essays, o:· undergoing such oral or written examinations, as may be required to test their qualifications for this degree. Any graduate of the College who shall have been admitted a member of one of the learned professions, or who shall have obtained a diploma from any Law, Medical, The()logical, or Scientific School, shall he entitled to the Master's degree three years after his graduation. The de"ree of Master is not conferred in cou1·se, but only on evidence of profi~iency ih advanced studies, as above indicated. ' REGULll.TIONS FOR ACADEMICAL COSTUM2S. All candidates for degrees are required to wear, on Commencement Day, a b!tick silk or stuff gown of the shape and pattern adopted by the BoarJ of Visitrirs, also an academical cap of the u<;ual pattern. Graduates are also entitled to wear hooJs of the following de scription: B. A.-A hood of black stuff, linecl with black silk, edged on the insitle with a narrow border of orange silk. B. Sc.-A hood, as above, edged on the inside with cardinal silk. B. L.-A hood, as above, ecl.ged on the inside with pale yellow silk. M. A.-.\. ho3:l of black silk with a full lining of orange silk. PH. D.-A hood of scarlet cloth with a full lining of pale yellow silk. LL. D.-A hond of scarlet cloth with a full lining of cardinal silk. D. D.-A hoocl of scarlet cloth with a full lining of white silk. 1·· Ii,, ! �(ircu.Zar of 16 ~'t. John's Oollege. Circitlar of St. Jvl1n's College. Course of Instruction ·'Ol:'HOMORE -4 4 FRES HilI.-lN t'LASS, FIRST TERM. 5 5 ·5 GREEK.-Anabasis, one book. LATIN.-Virgil's .1.Eneid, continued; Cicero's Select Orations: Roman Antiquities and Mythology, Allen's Latin Prose Composition. 1\L\THEMA'rrcs,-ALGEBRA.-Quadratic E q u at i o n s, 1'heory of Exponents, Radical Expressions , Theor.v and practice of Logarithms ; Ratio, Variation, 8eries, Binomial Theorem, Exponential Theorem, Problems. H1sTORY.-Grecian History, [Smith's Smaller History of Greece. J , EsGL1sn.-Elements of English Composition, Original Essays and Declamation. :".crnNrn.-Zooloiry. FRENcu:-Bocher'sFrench Grammar, Oral and Wr'tten Exercises. rSHOP 'VoRK. General care of boilers and engines ; Bench work for filing and chipping; .Black1· smith's shop for welding, boiler making, and ~ general work ; Lathe work and drilling for both iron and wood work. MECHANICAL DRAWING. Including· Architectural and l Machine. I SECOND TERM. 4 5 5 2 3 5 ::I GREEK.-Anabasis, [3 books]; Greek Gramma1 and Composition. LA'l'IN.-Livy, Odes of Horace, Latin Composition. MATHEMATlCs.-Plane Geometry, Wentworth, Chauvenet. HisTOR1.- Roman History, [Smith's Smaller History of Rome.l . ENGLISH.-Lounsbury's History of the English Language ; Original Essays. ScrnNCE.-Botany, [C:::ray's new Lr~ssons and Manual.] F.RENCH GRA:l-IMAR.-KeetPl's French Reader; Exercises in Accidence, Y erbs and 8yntax. Sm;r 'V ORK.-General care of boilerR and Engi111•s ; Bench "·ork for filing an1l chipping; Blad;,smith shop for wt'lding, hoilt>r making, and general work ; Lathe \York and 1lrilling for both iron and wood work. ::\Ir:cHASICAr, DnA1nsG.-Including ..\rchitectural and. r I ~ I I, . ~fachine. CL.~S.S. FIRST T.!:RM, FOR 4 17 .,, •) -ii -3 5 GnEEK.-Homer, Reading at sight. L l.TIN.-Hora~e's Epodes and Satires, Cicero (De Senectute,) Latin Prose Composition. MATHElL\TIC3.-'3olid an·l Spherical Geometry, Wentworth and Chauvenet. HrsTORY.-:!\fyers' Ancient History. ENGLISH.-Study of Rhetoric, St11dy of Shakespeare; Original Essays. ScrnNCE.-Ganot's Physics, (Atkinson's Edition); Mechanics, Hydrostatics, Hydrodynamics, Pneumatics and Sound. FRENCH GRAi.IHIAR AND ExERCISEs.-Keetel's French Reader, Conversational Exercises. GERMAN.-Grimm'.s Hausmrerchen, 'Vhitney's Grammar. rsHoP WoRK.-General care of boilers and en1dnes; Bench work for filing and chipping; Blacksmith shop for welding, boiler making and -{ general work. Lathe work and drilling for both iron and wood work. MECHANICAL DRAIVING.-Including Architectural and l Machine. I I ~tSECOND -4 -4 4 3 2 5 2 3 -5 TERM, GREEK.-Homer, Herodotus; Reading at sight. LATIN.-Horace's Epistles, Terence (Andria), Cicero De Officiis; Latin Composition. MATHE:l-!ATIC.>.-Wantworth's Plane and Spherical Trigonometry, with Practical Examples in Surveying and Navigation. HrsTORY.-Myers' Medireval and Modern History. ENGLISH.-Trench on w·ords; Specimens of early English Authors, Original Essays. ScrnNCE.-Ganot's 'Physics, (Atkinson's ·Edition); Heat and Light. FRENCH.-Grammar ; French Plays,, (D. C. Heath & Co.); Original Compositi'ons. GERMAN.-Grimm's Hausmoorchen, Whitney's Grammar. rSHOP 'VORK.-General care of boilers and engines ; Bench work for filing and chipping; Blacksmith shop for welding, boiler making and -{ general work; Lathe work and drilling for both iron and wood work. MECHANICAL DRAWING.-Including Architectural. and I Machine. · I I 2 �iI II 18 Ci1 cular ·of St. Jolui's College. Circular of St. John's Collf;ge. JUNlOR CL..tl.SS. SENIOR FIRS·I' TERM, 4 GREE.re-Apology, Crito; Medea; Reading at siglit ; Lectures in Greek Literature. LATIN.-Tacitus (Germania and Agricola); Catullus; Latin Com position. 3 4 MATHEMATICs.-Todhunter's Analytical Geometry. ENGLISH.-Study of Political Economy ; Study of Shak ... speare, Spenser and Bacon ; Elocution. ScrnNCE.--Ganot's Physics (Atkinson's Edition); Electricity. 6 4 2 FRENCH.-Standard Authors, Classic Poets, Original Composition. 3 GEmrAN.--vVilliam Tell; Lectures on German Literature and History. (SHOP ·woRK.--,.General care of boilers and engines~ Bench work for filing and chipping ; Blacksmith shop for welding, boiler making and -~ general work. Lathe work and drillin" foF both iron and wood work. "' D.RAWIKG.-Mechanical; Linear Perspective; Isometri1 cal and Free Hand. I 5 I SECOND TERM, 4 GREEK.-Medea; Philippfrs of Demosthenes ; Reading at i;ight; Lectures on Greek Literature anti Greek Art. ,-," LATI1'.-Plautus (Captivi); Tacitus (Histories); Composition. 6 EKGLISH.-Logic; History of Eng. Literature, Elocutio~. l\L~THEMATH"s.-Rice and Johns(n's Differential Calculus ; Curve Tracing. Scrnl'CE.-Chemistry. 4 2 I FRENCH.-Racine's Athalie ; Moliere's Le Bourgeois Gentilhomme; Original Compositions and Conversational Exercises ; Lectures. GERMflN.-Herrman and Dorothea; Lectures on German Literature. 3 5 (SHOP IVoRK.-General care of boilers and engines · Be~1ch work for tiling and chipping; Black~ .II smith shop for welding, hoiler makin" and 1 general work. Lathe work and drilli;g for both iron and wood work. DuA\YING.-iHechanical, Linear Perspective, Isometril cal and Free Hanel. I 19 CLA.~S. FIRST TERM, 3 LATIN.-Tacitus (Annals), Juvenal, Composition. 3 MATJIEMATrcs.-Rice and Johnson's Integral Calculus. ENGLISH.-International Law ; Original Essays. EVIDENCES OF CHRlSTIANITY.-Lectures on Evidences of Christia'nity ; Fisher's Grounds of Theistic Belief. ScIENCE.-Chemistry ; (Prescott's Qualitative Analysis) ;. Reactions and Analysis of known material. AsTR:>NOMY.-Young's General Astronomy. GERMAN.-Maid of Orleans; Lectures on German Literature ; History. SHOP WORK.-Lectures from "Rankine's Steam Engine" "Wilson on Boilers." Strength of materials. and Mechanical Instruction of Goodeve. DRAWING.-Lectures; Designing Machinery. MILITARY SCIENCE AND TACTICS.-Lectnres. ELOCUT:ON AND DECLAMATION. z 3 10 1 3 3 z z 1 SECOND TERM, 3 3 3 3 10 1 3 3 2 z 1 LATIN.-Persius; Quintilian; Lucretius; Latin: Composition. MATHElfATrcs.-Goodeve's Mechanics. ENGLISH.-Constitutional Law; Original.Essays. CHRISTIAN ETmcs.-Psychology ; Lectures. ScrnNcE.-Chemistry ; (Prescott's Qualitative Analysis); Analysis of unknown material ; Metals ; Lecturei:i on Organic Chemistry. AsTRONOMY.-Young's General Astronomy. GERMAN.-Faust, 1st Part; Lectures on German Litera-ture ; History. SHOP WoRK.-General care of boilers and engines ; Bench work for filing and chipping ; Blacksmith shop for welding, boiler making and general work. Lathe work and drilling fo:i:both iron and wood work. DRAWING.-Lectures; Designing Machinery. MILITARY SCIENCE AND TACTICS.-LectureS-. ELOCUTIO.N' AND DECLAMATION. �~ COLLEGIATE COURSES--Arranged by Years and Terms. ·- ~~1 ... ., ""'' LEADING 'l'lJ DEGl:tElil OF BACHELOR OF ARTS: CLASSICAL COURSE. .ci -~ ~ ~~ 0 ... ... ~ ,~ English. Latin. Mathematics. History. French. .4 5 5 3 3 ~ E Greek. Latin. "'"' ... Mathematics. 5 English. ll • I;.. Latm. ~ ~ Mathematics. ~ ~ History. I><~ French, ~ German, ~ English. 4 4 4 3 English. Latin. 5 Mathematics. 3 History. 3 I French. 4 ~ History. p: '<:!- p.IJI!" i;:: ~'rench. I Gre~k. ~~ Greek. c ..t Latin. ~ "" Mathematics. c ~ History. r.. c French, ~ German. English. LATIN-SCIENTIFIC COURSE. p::-.,_ Greek. Latin. Mathematics. History. French. 0: I>< I'.!) 0 _ _ _ _._ _ _ ..:,:_ _ _ _ _ ..o._..__-- - g<; ::c: - 2 English. , Science. Mathemati<-s. History. French. 5 ;, 3 a 5 4 4 lCNGTNEErtlSG COUHS!l. MECHA_NICAT~ 2 5 ;, 2 3 2 3 -- 2 Science. English.Mathematics. French. German. 5 4 4 3 2 3 2 5 Q 4 2 3 ~ ""l ~ '""' "' i;:::i ""' ""l Shop Work and Drawing. f'cience. E11glish. Mathematics. History. French . a 3 c~"' P:: ~cience. 3 5 5 5 3 4 3 ",_ " English. Mathematics. History. French. -- Eng-lish. Mathematics. History. French. German. ~ ~~ Shop Work and Drawing. 3 3 i Science. a Science. Latin. Mathematics. History. French. German. English. 2 3 En!l"lish. Scidnce. Mathematics. History. l<'1·ench. --~I ----- "'"' ~-.., o,.. ~-" 3 3 3 Science. Latin. Mathematics. History. l<'renoh. German. 1'nglish. 4 4 4 3 SCIENTIFIC COURSE. 5 5 . 2 3 2 LE.\ DING TO DEGRE:<: OF BAC.lH;T,Olt OF SCIENCE* Science. English. Mathematics. Shop-work and Drawing. French. German. ~ ~ - 3 3 g. ~ ~ 5 r,,," 3 4. Q c .,!)w ""' ""' 3 Science. English. Mathematics. Frnnch. German. 5 2 4 Cl> ~ Cl> 2 3 *B. S. hlective Studies-Sophomore Year-one required-Histrir.r 3; Chemistry 5; Shopwcrk and Drawing 5. . I• i II COLLEGIATE COURSES-Co=tir-ued.. LEADING TO DEGREE OF BACHELOR OF ARr'a. ... REQUIRED STUDIES. al "r:>.,>i "'" ::Sk '"'°' EL~C'UVE STUDIES.* 0 ... p:: :;! Latin. \; English. Political Economy. German. :xll~ .~ Jj1locution. ~I~ -------- z1\; p"" s1:;: Latin. F.nglish. Political Economy. ..,,'<:I Germau. Eloc·ition. Ii I 31 2 B a 1 I>< :xl 0 ..... z~ rn Astronomy. Law. Ethic"s. Military Science. El3cuLion . REQUIRED STUDIES. '3-reel<. Physics Chemistry ilfa them..tics. French. 4 4 1 8..>i "'" '"" 5~ Flectrici ty. ~1 a thematics. 5 4 4 1 F.locutioo. 4 German. 2 31 2 3 a 1 12 3 1 I I Greek. Physic•. Uhemistry. Mathematics. French. Greek. J,af.in. Gorman. ~'reneh. Chemistry. Advanced Chemistry. " Political Economv " History. * 3 ~~ .,.,, Q) ~~ 0 itI: ""· ""l <:':> - English. Political Economy. General Chemistry. ·French. Shop-work and Drawing. (') 2 3 5 2 5 '~ "" ...,i;::, ~ ~F) ~ 4 41 5 4 2 r11emist.n·. Mathemaiics. P.Jocu•ion. German. I I 31 Chemistry. 3 Astronomy. 3 2 5 5 2 1 ELECTIVE STl"T:'IES ti: 1-1 -- Pl < ~ P..t( .,., "" g~ ti: 1-1 1-1 • &. LE \.DING TO DEGB.EE OF BACHELOR OF scrn:r:rnm. r____ _ 1. I 51 4 I 3 5 1 2 1 3 1 Law. Military Science. Ethics. Elocution. E;nglish. Logic. General Chemistry. French. Shop-work and Drawing. Mathematics. German. Advaneed Chemistry. 8hop-work and nrawing. AdvRnced l'oiiticai Economy. '• History. 2 3 ii 2 5 4 2 5 5 2 1 ~ ;;::,. .... .,.., ""'~ r· c· ""' Cl> ""' ~ 1 ~B. 4. Elective Studies-Junior Year-8 to llhours required per week.J-l*B.s-:-mectiTl);<\tudies·-~Tunior--ve"1·=-fstTirm-8 hours reqllired; 6eI1ior Year-12to15 " " •· '' 2nd Term-7 hours, SeI1ior Year-12 to 15 hours required • ... Nl �Oircitlar of St. Jolin' s College. REMARKS O.N CO!JKSES. . It is to be seen that in the classical course, the study of Mathematics is discontinued after the :first term of the J"unior year, at which point the study of the sciences begins. The classical student will thus devote some time to scientific study, the particular branches being elective. Also, the student of the Latin Scientific Course, taking no Greek at all, and discontinuing Mathematics at the end of the Junior year, enjoys a fuller course of English, and begins the study of science -earlier than the classical student. In the Scientific and Mechanical Engineering course, in which neither Latin nor Greek is requtred, {except the Latin required for admission,) four y<>ars are given to .Zoology, Botany, Physics, Chemistry, and to Mathematic3. Also, in the Scientific course, four years are given to the study of English. A full course in both French and German is required for every degree. No student will be permitted to discontinue any study, except at the dose of the term, and then only at the wi·itten request of his parent or guardian. . Students pursuing a select course may enter any class for which they are fitted, the number of their studies being subject to the direc tion of the Faculty. -~· Bepa11tmen ts.-~- The course of instruction embraces the following departments : I. Mental, Monil and Social Science.-Includin!? Metaphysics, Logic, Ethics, Natural and Revealed Religion and the Evidences of Christianity and Political Economy. ' II. Ancient Lringuages.-Including the Latin and Greek Languages, Antiquities and Mythology, and the History of Greek and Roman Literature. III. J.lfodei·n £,Mgiiages.-Including the French and German Lan;guages and Literature. IV. 11fcithematics.-Including pure Mathematics and Mechanics. V. Nat1.iml Science.-Including Zoology, Botany, Physics, Chemistry :and Astronomy. YI. History, Engli~l! and Lciio.-Including Ancient, Medireval and Modern History. English Composition·, Rhetoric and Elocution, History of t.he English Language and Literature, and International and Constitutional Law. VIL Mechaniwl }!Jiigineei·ing, and P.ield Siwveying. VIII. J.YI~litary Science cmcl Tactics. !DEPAR'filIE V'i' OF 111.EN'l'.l L, ltIORA.L AND SOCIAL SCIEXCE. Gh1·isticm Evidences.-A course of study on theism, Christian Evidences, and the religions of the world extends through the entire Senior year. Circitlar qf St. John's College. 23 Ethics.-The study of ethics, which extends through the second term embraces the study of psychology, also the consideration of pure 'morality and positive authority, th~ l.atter including civil .gove~n­ ment with the doctrine of the State, d1v111e government, ano family government. Logic.-J evon's-Hill's text book is used. Special care is taken to -enforce a practical application of logical formulas in the resoluti_?n of :arguments, and the det<>ction of sophistries. To this end illustrative examples are drawn from different authors and much oral instruction is giYen. Political Economy.-Instruction is given in Political Economy by means of text books, lectures and conversational discussions. The student is required to he familiar with the leading principles of this subject as presented by the author whnse work is used as a text book, and is then encouraged to study e<'onomical problems of the present time from the historical, and, so far as may be, absolutely impartial standpoint. DEPARTlllEN'l' OF ANCIE~T , i ,I I.A~GU.-\GES. Lnt·in.-The study of Latin extends throughout the classical and Latin Scientific courses. In the work of the Freshman year special attention is given to the structure of the Latin sentence, as illustrated in SPlect portions of the writings of Cicero, Livy, and Horace, and a<t unfolded through fre_ quent written and oral exercises in Latin prose composition. But the ·chief object of the course is the study of Latin literature, through a critical reading of selectioni from the most important authors in historical succession, viz., in the Sophomore year, Cicero, and the Ciceronian and Augustan poets; and iri the Junior anrl Senior years, Plautus, Quintilian, Tacitus, Persius and .Juvenal. This reading is accompanied in the Junior year by a study of topics relating to the history ·of Latin literature. _ Gi·eek.-There will be four recitations a week rn the GrPek course which will extend over three years. During Freshman year the stu<lent will complete the first four books of the Ana basis and will have daily exercises, both orally and at the blackboard, in translating into Greek. Such a drill will be given upon every point of Grammar, that this subject will be thoroughly mastered, before he finislF•s the Anabasis. During the Sr>phomore year, six books of Homer will be read and selections from Herodotus and Thucydides. The Junior class will read the Apology, Crito, Medea, and three Philippics of Demosthenes, all of which will be completed. Lectures will be given in the Freshman and Sophomore classes upon Greek :M:yti1ology, l\1am1ers and Customs. and History of Greek Literature and Greek Art. During the Sophomore and Junior years· d.ily practice will be had in reading at Sight. . I ,I :1 "',! 1.11i �24 Circular of' St. John's College. DEP.-lRT.IIENI' OF MODER~ LANGUAGES. li'1'ench.-During the first year, attention is given to conversation· the study of forms, the construction of sentences, writing French from dictation, acquiring a vocabulary, and reading familiar dialogues. During the second year, special attPntion is given to etymology, thehistory of the language, trans~atio11s from English into French, and reading the classic poets. During the other terms the time is devoterl: to the history of literature, the stu<ly of synonyms, and to extended ·and nl.pid reading of the standarJ authors, and to composition in French. Italian crnd Spnnish.-Tbe study of these languages is entirely elec-tive. Gernian.-There will be three recitations peT week in the German course, extending thf'ough the Sophomore, Junior and Senior years. The class will commence atthe beginning of the term to read Grimm's. Hausmaerchen, Otis' Enitiori, and, in co1;nection "·ith it, will .stuC:y as they need it, Whitney's German Grnmmar. The student will be required daily, both orally and at the blackboard, to translate from English into German. The first year will be given to the Grammmand the J.VIaerchen of which one hundred pages will be read. ,, ,,~ I' Ii I! Ii 11, During the second year William Tell, and Herrman and Dorothea will be completed. 'fhe third year will be given to Maid of Orleans. and first part of Faust, both of which will be completed and to selections from Goethe's Presa. Special attention will be given to speak. ing and writing German correctly. The recitation will be conducted in the second year, as far as possible, and in the third year entirely,. in the German languages. Twelve lectures will be givei;i, during the· course, on the History of German literatnre. 1f ,f i II ! DEPA.R'l'MENT OF ltIA.THEltlATICS. The required studies in Mathematics include Geometry, with problems and exercises in Geom('trical invention ; .Algebra, Plane and Spherical Trigonometry, with their application to problems in Surveying and Navigation, and .A.11alytic Geometry, In the Junior year the Rtmly of the Calculus, and in the Senior yea1· of Applied Mechanic8, is pursued in the Scientific and Mechanical En-. gineering courses. Elementary and Practical .Astronomy is taught in the Senior year. DEPARTltlEN'I' OF NATURAL SCIENCE. The studies of the several classes have been so arranged as to makeinstruction in Physics and Chemistry a prominent part of the Col- • Circular of Et. John's College. legiate course. .Additions are from time to time made to the philosophical apparatus and every effmt used to make the laboratories and cabinet as complete as possible. Contributions for illus+ration of any of the branches of this department will be thankfuily received. Some important changes having recently been made in this depart-ment, an account of the work as now organized is here given. 1. Zoology.-The atudy of Zoology will be pursued during the first term of the Freshman year. The course consists of daily recitations from text-books, upon classification and descriptions of Animal Kingdom. With this is combined practical work by the student in examining and dissecting a large number of typical species. The proximity of the College to the water affords special advantagPs for the study of marine forms of animal life. 2. Botcmy.-In this branch special attention will be given to systematic Botany, the work consisting of daily recitations from text books, and the class making frequent excursions to the woods so as to study 'bie habitb of the various plants. Students will be required to analyze from 1(:0 to 1:!5 specimPns and are expected to become so familiar· with the charactel'istics of h·enty or more families, that they can recognize at sight plants belonging thereto. In addition, the course ·will include elementary studies in Structural anrl Physiological Botany, the· instruction in which will be largely by lectures. 3. I'hysics.--·This subject is pursued for a year imd a-half. The firstterm of the Sophomore is employed in the study of Mechanics, Dynamics, Hydrostatics, Pneumatics, etc., also of the subject of Sound. The second te1 m of that year is given to Heat and Light, and the first term of the Junior year to Electricity. The_ work consists of almost dailv recitation from Ganot's Physics, accompanied by more difficult Pxp~riments performed by the Professor. The class will be required, in the solution of a large number of practical problems, to make frequent. application of the principles learned. . . 4. Chemist?'y.-In this branch the second term of the Jumor year is devoted to general Chemistry, particularly of the non-metals, that the stunent may become familfar with the elementary gases and the methods of manufacturing the acids and many other common reagents. The >\'hole of the Senior year is deyoted to Analytical Chemistry .. During the first term the student learns the action of each reagent on the "basis and acids. The work is continued until foe student becomes so familiar with their reactions that he himself can devise methods of separating them from each other. The remainder of the first teTm is then spent in the analysis of known material according to well arranged and easy methods. The course consists of daily work in the laboratory, together with daily recitations on the work of the day previous. The student is early taught to become familiar with the writing of reactions, and an important part of the recitations co1 sists in the expressing, in chemical equations, of the relations previously described. . 1: I, I' I ·111 I �Circular of St. John's College. Circu,lar of St. Joltn's Colle,qe. During the second term, the student is given unknown material con·taining from two to five bases with acids, and he is expected to have become so familiar with the methods of separation, that he can follow the table without text books, and usually, upon the first report name the elements contained in the substance analyzed, and by' solubilities decide approximately what baRes and acids are combinad. During this term also special attention is paid to the writing of oxidation and reduction equations by a new method, whereby the pupil cannot fail to express any reaction however difficult, when he knows the most important substances formed. Lectures in Organic Cl1emistry will also be given, so that the student may learn the simplest facts relating to this subject. The text book is Prescott's smaller or larger Qualitative Analysis. The student is recommended to purchase the latter, because of its being better adapted to the first part of the work here described. A course in Quantitative Anaylsis can be given to any student who may wish to pursue the study further. Each student is provi<led with a table, together with all the common reagents and necesary apparatus. An account is kept of the reagents and apparatus thus provided, as well as of all returned by the student at the end of the year, the charga being made as small as will suffice to cover expenses. The cost of these, mclnding gas, has averaged from $5 to $G per year to each student. Special attention is called to this fact, as it is believed that no college in the land affords its students equal opportunities to become thoroughly acquainted with qualitative analysis at so small a cost. ·currence, which afford an ·illustration of the principles of International Law, will be discussed. The subjeGt is bken up i.n tbe fii:st term of the Senior year. Oon8titutional Lctw.'-Text book, Cooley's Constitutional Law. For J:eference, Kent's Commentaries is used. Reference will be made to important decisions as rendered when they may afford additional illustritions of the principles of Constitutional Law. The subject will be taken up in the second term of the Senior year. Elocution.-The Senior and Junfor classes will be given instruction in Elocution for one hour every week. :26 DEPART.lIENT OF HIS'rORY, THE ENGLISH LA~GUAGE, LIT· .l'lKATLTl.lJ<.: AND LA,V. In this department instruction will be givenIn History.-A thorough knowledge of Greek and Roman History is believed to be the basis of all historical study, and these will first be carefully learned. This will be followed with a general outline ·of history as contained in Myers' Manual of Medireval and Modern History. In the English and .Anglo-Sci.von Languages and thefr Literature:. Und<>r this head the art of Composition and Rhetoric will first be studied, with frequent exercises in written composition and declamation; this will be followed lJy a study of the historical grammar of the the language. The history of English li:erature will then be taken up, and the lives of the authors studied in connection with specimens of their writings which will be criticised in class. After this, the English of Shakespeare will be made a special subject of the study, and the most marked points of difference between ElizabP.than and modern English noted and commented on, which will be included in the ·critical :>tudy of some one of the IJlays of Shakespeare. Internatia1wl Lctw.-Text book, Davis's International Law. For ref:rence, \Yoolsey's International Law is used. Events of recent oc- 27 /'DEPARTllENT OF MECH \.NICAL ENGINEERING. The course in this Department will cover four years and consist of both th3oretical and practical instruction. A work-shop has been -0pened, in which each engineering student is required to spend sev.eral hours per week. This shop will be enlarged as circumstances demand. Each student also has several hours' practice per week in the Drawing-room, receiving instruction in mechanical, linear-perspective, isometrical and free-hand drawing. In connection with this branch, during the Sophomore and Junior years, each Student has one problem per week in Descriptive Geometry. These problems are made as practical as possible. The Junior and Senior students have practice in designing, and each one is required to make complete working drawings of at least one machine of his own desig1;. The lectures in Design ancl Fabrication of Machinery, and in Con,tracts and Estimates, cover the Junior and Senior years, and are con.sidered a very important part of the course. For outline of the course, arranged by ye&rs and terms, see pages 20 and 21. ::, '' ! i <flOURSE IN SHOPS, Al'COJUPANYING THE COURSE IN ltIECHAN. IC lL EYGINl'.OERING Wood-Room.-Bench-Work ; \Vood-Turning. Iron-Room.--Beneh-Work; Lathe-'iVork; Drilling; Screw-Cutting; Tool-Making ; Management of Steam Machinery. Boiler-Shop.--Riveting ; Patching ; Bending ; manufacturing Boilers. Blcttkmiith-Sh?p.-Bending; Welding; Tempering; Forging. of 11 I 11~ ',i i The de6ree of B.1Chelor of Science, together with a diploma certifying to this effect, will be conferrei at the Annual Commencement upon all gradu:ites of this D~partment. i ! I I :i 11 I �28 Oircitlar of' St. John's Colle,qe FIELD SURVEYING Instruction in this Departnient is both practical and theoretical. The ~tudent is required in the recitation room to solve problems relating to the location of simple and compound railroad curves, and is taught the application of the primoidal formula to the calculation of earthworks. He is also taught the practical use of the transit and level in the field, and studies land surveying, the laying off and dividing up of land and calculating the contents. 'l'he text book used is. Davis' surveying (Van Amrige). EXAMI'\ATION, REPORT, COSDU<T. ·written examinations on the studies of the entire term are held at the close of each term. The marks of these examinations are combined with the marks for daily recitations, to make up the student's slanding for the term. Any student, whose examinations at the close· of a year shall evince an incapacity on his part to pursue with advantage the studies of the class to which he belongs, will have offered to him on the first day of the ne11:t year, an opportunity to retrieve his lost position, and in default of doing so, will be reduced to a lowe1· class. A student deficient in knowlege, or pPrsistently'' neglectful of any study, is at any tir. .1e liable to be reducer1 to a lower class in that study. A merit roll is kept, and each recitation noted on the grade of from U to 5. In order to pass from a lower to a hig'rnr class in any study, each student must obtain an average of 8.0 on the recitations and on the examinations of the whole session. This average is arrived at by taking twice the recitation mark, adLling thereto the examination mark and divic1ing the same by 3. LFormula 2 R-;~] [ . ' 3 -average work. ] provided also, that the examinat'on mark in that study be not less· than 2.75. '' '·' First and second honors on Gra<luation Day are given to those stn-dents respectively, who shall have obtained the highest and next highest average mark in all studies from the beginning of the Sophomore year. Demerits will be given for all absences not excused, and for· violations of college regulations. Reports respecting conduct ancl scholarship will be sent every month to the parents or guardians of students. Whenever any student of the Collegiate Department has 100 demerits for any term, or 150 for the year, or any student of the Preparatory Department has 125 demerits for any one term, or 200 forthe year, he must leave the institution. Each student is required to obey all the laws of the College so long as he shall remain a member of it, and whenever any student can no. longer cheerfully comply with the College rules he will be required to. leave the institution. ii' ,, . Circitlar of H. John's College. 29 All students are req_uired to be present. promptly on the-openinz day of the session, and no student will be· permitted to leave the Co1lege while the College exerciRes are progressing, except in cases of urgent n<>cessity, and at the written request of his parent or guardian. Each student of the College Department may absent himself with-out penalty from recitations during the term, such .,absence to be designated "a cut," but not more than three cuts can be taken in any one branch of learning. Excepting these cuts the student will be marked zero for each and every absence whatsoever from recitations, and shall also receive 10 demerits if the excuse for the absence is not satisfactory. All absences owing to prolonged illness may be considered by the Faculty, upon the recommendation of the Principal, or upon the certificate of a recognized physician. Certificates of Distinction of the J!'ii;st and Second Grade are presented those students in any class who shall have obtain'3d an average of 4.5 and of 4, respectively, in all their studies, and shall have been satisfactory in conduct for the academic year. Students who have obtained an average of 4.5 in any one branch of study are honorably mentioned ; but no student is honorably mentioned, nor is any certificate or degree conferred upon any student who bas failed to receive tbe p'assing mark (3) iii any study fo:r the ac:cdemic year. INSPEC'l'ION OF DORMITORIES. An inspection of every room is made daily in the morning before breakfast by the Superintendent of the halls, at which time the rooms must be openPd and students dressed. The rooms of students are also inspected by the Superintendent at the commencement of study hours, and are liable to official visitation by any member of the Faculty, or the Offi.cers of the Day at any hour. A final inspection is taken at 10.30 p. m., when students art' required to retire and to be in their rooms for that purpo3e two minutes after "taps," (10.25). All lights in the Dormitories must be extinguished at 10.30. L1BKARY AND READING ROOJI. Through the liberality of the Legislatur'e of 1872, and donations from the classes of '71, '·72 and '73, extensive additions have been made to the library, and by means of the regular library fund, subscriptions have been made to a number of American and Foreign periodicals. A complete library being an indispensably auxiliary to the intellectual advancement of professors !md students, its claims are commended. to the alumni and to the friends of education in the State. Any co.ntributions of books or funds will be gratefully acknowledged, There are now on the shelves about 6,000 volumes, which are carefully classified and catalogued, thus formin~ an admirable working library for the student. Among these ,,works are 480 bound volumes I I I' I f: i I1:1:'' ii I I I"[ l''I'i ,11 I·' 1i I �30 Circular of St. John's College. of American and English periodicals. Easy access to the contents of these works is furnished by Poole's Index of all subjects treated of in home and foreign magazines. ThP. College library and reading room is open every day from 2.30 to 3.30 p. m., f?r reading and taking out of 'books and periodicals The following magazines and reviews, furnishing all a student can rea~ sonab~y need, are on file for 1890. Atlantic Monthly, Century, Popu-· lar Science Monthly, Harper's Monthly, Nation, North American Review, Literary ·world, Forum, New Princeton Review, The Academy. Harper's Young People, Saint Nicholas, Amei:ican Journal of Philology, Lippincott's, Overland Monthly, Scribner, Education, Scientific American, American Agriculturist, Andover Review, and the following British Reviews; Blackwood, Edinburgh, 'Vestminister, QuarterlyContemporarv, Fortnightly, Ma~millan, Nineteenth Century, and the Fliegcnde Blatter. LI'l'ER "RY SOCIETIES. , There are two Literary Societies (the Philokalian and the Philomathean) among the students, which afford opportunities for the cultiviition of composition and debate. An oration. is usually delivered before the societies, upon the Monday and Tuesclay preceding CommencPment Day, by some gentleman selected by them. SOCJIETY OF A.LUMNJ T~e Society of Alumni hold~ its annual meetings on the day pre- cedmg Commencement Day, on which occasion an oration is delivered by .one of .its membe:s. All former students who have completed theu collegiate educat10n (whether graduates or not) at St. John's College, and left in .good standing, are considered members of this society, It. numbers on its roll many names prominent in the history of the State. . PUBl,I{.l l\OR~HIP AND RELIGIOU<i IN'S'I'RUCJTION ' ,'I The exercises o~ each day are opened with the reading of th~ Scriptures and prayer m the College Hall. It mn~t.not J_ie assun;ied,. b~cause St.John's is a non-sectarian college, that rehg10us rnstruct10n is ignored in its work and government. On the contrary, every opportunity will be offered for the fullest development of the Christian character. The study of Christian Evidences is assigned an ·important part in the College curriculum. All students are required to attend public worship on Sundays, and at other times> at such church as their parents may direct. Arrangements have bePn made by the College authorities wiJ;h the clergy of the several denorn· inat~on~ of Ann.apo~is, by which students may ~njoy the advantages of special rnstruct10n m the tenets of their respective churches. The Principal holds a Bible-Class every Sunday morning in the Col lege Chapel from 9.45 to 10.30, A. M., to which all students of whatever denomination are invited. TERMS A.ND 'VACATIONS. The Ann 11al Commencement of the Colle1re takes place on the last Thursday in June. ---------------------1 Circular of st. John's College. The collegiate year begins on the third Wednesday in September· and ends on the last Thursday in June. The yen is divided into two equal termH. The regular vacations extend from the last Thursday in June to the third Wednesday in September, and from the 23rd of December to the fir;;t Monday in January, both inclusive. The 22nd of February, Good Friday and Easter Monday are holidays, as is also the day of Public Thanksgiving, appointed by the Governor of Maryland, or bythe President of the United States. EXPENSES. The annual college session consists of two terms, the first ending on the 14th of February and the second on the last Thursd.ay of June in each year. All the college charges ai·e reqiti1·ed to be pctid in adi•ance, at the beginning of each term ; and no dediwtio1' will be mctde e.1,cept for the p1·otm.cted ctbsence of a student crtused by his sicknesB. No student will be matriculated, nor will his name be entered upon the rolls of any term, unless he shall have presented to the Principal a receipt from the Treasurer of the COilege for all dues and arrearages, including '.'t feP. of $5.00 for matriculation ; and no diploma will be awarded unless the candidate shall have -presented to the Principal a like receipt including a fee of ten dollars for a diploma. For the expenses of Senatorial Scholars see page 33. Every boarding student is required to deposit with the 'freasurer a fee of $1.50 per term, to be paid by him to such church as the student may attend. An additional charge of $2.50 per term will also be made upon ctll students for use of the gymnasium and instruction in gymnastic exercises. Students lodging in the College buildings and boarding elsewhere are charged from $10 to $15 per annum room rent. vVillfu:l damage, or damage resulting from carelessness, will be made the ground of additional charge, to be defrayed by the perpetrator. Students holding Senatorial 13cholarships are required to lodge in the College Halls, and are provided with room furniture, for the care of which they are held strictly acountahle. Students not holding Senatorial Scholarships are required to provide themselves with furniture. Furniture may, however, be hired from the College authorities at from $3.00 to $5.00 per term, according to its character and cost, and the hirer will be held responsible for all damage thereto, beyond the reasonable wear and tear of the same. Disbursements will be made for personal expenses of students, if funds are deposited by parents or guardians for this purpose, but no 1tdwnce will be rnctde by the College. Books will also be furnished to students, provided a deposit of ten dollars be made for tha~ purJtOSe at the beginning o.f each term. At a final settlement, at the close of the year, the unexpended balance, if any, will be refunded. TUITION. The charge per term, for the tuition of students lodging and boarding in the College Halls, is as follows : �32 In the Colleg-iate ]) .. partment .......................... , ..... $ 37 50 In the First Preparatory U1ass . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 00 In 1he 8econd Preparatory Ulass ............................. ·. 25 00 ' In the Th ii d Preparatory·Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 00 The-tuition charges for day seholars, including residents of Annap-olis and students from other parts of Maryland and from other States, not lodging aiid boarding in the College Halls are the same as above, except that in the Collegiate Department, the charge for such scholars per term is $45.00. BOA.RDJSG. The two College <lormitories, Pinkney and Humphreys Halls, as well ai the recitation Luihling l'lfoDowell Hall, have been provided each w:th a separate steam heating apparatus of the most approved sort. T.tese have befn thoroughly testetl <luring the severe weather of past winters all'l found entirely satisfactory. The lodging rooms have also besn recently renovated, papered ant! painted, and other improvements made conducing to the health and comfort of students. Students may boartl in the College boarding house known as the College Commons, in private families or in clubs, but are not allowed to Board at, or frequent Hotels or other public houses where intoxicating liquors are sold. The Boarding Department of the College in all its branches is under the supervision of the Principal. The boarding houses will be closed during the Christmas and Summer vacations. 'l'HE COLI.EGE (JO:tlllO!'llS, •IJli I Gircv.lar of St. Jolzn' s College. Circitlar of St. John's College. This Dep:i.rtment is mana~ed by an Alumnus of the College of experience m i:mch matters, under the supervision of the Principal and is conducted on a most liberal sc:ile. The board provided is of superior quality, proper Yariety and liberal in quantity. · The regular charge in the C:ollege Commons including room-rent, table-boanl, attendance of seryants, heating, lighting and washing, is $200 per annum. Students boarding in the Commons therefore pay in full for the items above mentioned. with tuition charge added, per annum, as follows : In the Collegiate Department ............................... $ 275 00 In the First Preparatory Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 260 00 In the Second Preparatory Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250 00 In the Third Preparatory Class. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240 00 By authority of the Boa:r:d of Visitors and Governors, the Principal • .f the College and the Steward of the Corn.mans may in their discretion grant to the sons of Clergymen and other deserving pupils, of limited means,· special annual Schola1·ships, revocable, for cause, by which the entire annual charges, as above, may be reduced to range from $200 to $150 according to circumstances. Students obtaining such scholarships pay for board, heating, lights, &c.. including wa,shing. from $2.75 to $3.64 per week· CO·OPEKATIVE BOARDING. A co-operative boarding club was 0rganized at the beginning of Session '87-'88, also for the purpose of placing the advantages of the College 33 within the reach of sturlents of limited mer.ns. It has been carried -on sucessfully during the year under the supervision of the Prindpal of the College. It now numbers twenty-five members. The club is managed by a commissary, -.Yho collects from its members their shares of its monthly expenses, pays the bills and receives for his services a small payment from each member of the club. The commissary is always in such cases a student, and students work their way through colleges as commissaries. U nd(;lr this system at the close of each month, an inventory is taken all accounts are settled and the expenses are divided among the members of the club. An auditing committee is then appointed each 1uonth by the club, to examim.1 the books of the commissary, and to report to the club. Each member must advance $10.00 at the commencement of each month, and at the close must pay the balance due, as no deficit is allowed to run into the following month. The cost of beating by steam must also· be paid in advance to the Treasurer of the College according to assessment. at the beginning of each term. Durina the session 1889-'90 the total expenses of the members of the dub for"'board, heat, light, compensation of commissary and care of rooms have varied from $3.89 in March, to $2.85 per week in May. -Owing to higher prices during the past year for _most articles of food, the average cost has been $3.38 per week. Wash mg has been $1.5.0 per month. The total expense!< of a student in the College Department for the past year, boarding in the club, have been as follows: 38 weeks board at $3.38 per we.ek, including steam heat $16.10. $128 44 !J months washinll at $1.50................................ .. . . 13 50 Rent of Furniture............................................ 6 00 Tuition .................................. ·................... 75 00 <Jhurch Fee.................................................. 3 l~J Room for rent to be charge next session about........ . . . . . . . 15 00 .1 i1,I Total expenses .............................................. $240 94 ---- Cullege Department, (tuition $75.00) (as aboye) ................ $240 \l4 1st Prep. Class ( " ti0.00) . . . . . . . . . . . . . . . . . . . • . . . . . . 22•) 94 2nd " " ( " 50.00) . . . . . . . . . . . . . . . . . . . . . . . . . . 215 94 '3rd " ( " 40.00) . . . . . . . . . . .. . . . . . . . . . . . . . . 205 94 The exact cost of board for next year cannot be known as market prices vary, and as rates will decrease as the number of student in the club increases ; but it is certain that it will cost but a few conts above or below $3.25 per week. N. B.-Each student desiring to join the club will be obliged to furnish himself with a pillow and the required bed clothin..: for a single bed. S'l'ATE SCHOLARSHIP FOR BOABD Al\'D TUITIOY. The General Assembly of the State (Act of 1872, chapter 303, and 1878, chapter 315,) has provided for furnishing board, fuel, lights and washing to the incumbent of one State Scholarship from each Senatorial District in the State to be appointed by the Board of School Com- 3 i i :1 I/ I 11 �1 I 34 ],: II i I~ (Jircula1· of St. Joltn's College. missioners, by and with the advice and consent of the Senators in their respective districts, after competitive examination. The law requires that the candidates shall produce before the Board of School Commissioners satisfactory evidence of their moral character, and of their inability or the inability of their parents or guardians, to pay the regular College charges. A blank form of certificate, drawn in conformity to the above law, will be forwarded to the Secretaries of the . several School Boards for the use of the appointees to the said scholarships. These scholarships are tenable for four years, and the incmnbents are required by law to pledge themsel V!:'S that they will continue students of the College for the full term of four years, unless prevented by unavoidable ne~essity,. and that they will teach school within the State for not less than tw(}years·after leaving College. To obta,in a .full collegiate education, the object contemplated by the Act, candidates should be prepared to enter at least the Freshman Class of the College. The Boards of School Commissioners are earnestly requested to exercise great care in the selection of these students, and especially to appoint none defir.ient in preparation. The Faculty is empowered to extend the term of these scholarships one year in ci:ise of worthy students. The incumbents of these scholarships will hereafter be required to provide their own text-books. There are known to be at this date (June 10, 1891J, four vacancies in these scholarships, viz : one each from the counties of Dorchester, Garrett, CeciI and Baltimore city. In filling these vacancies the Boards of School Commissioners are requested (other things bPing equal) to ,appoint those candidates who are not less than sixteen -years of age, and are most advanced in their studies. It is desired that all applicants hereafter should be prepared in at least Mathematics and English studies, to enter the Freshman Class of the College. ~ The Secretaries of the several School Boards are requested to communicate to the President of the College the names of those former incumbents of these scholarships who are now, or may hereafter be, employed in teaching in their respective counties or in the City of Baltimore. Circular of St. Jolin' s Colle,qe. . --- fJHGJ4l9!li2ZA'HliQN QP ~~E: (J'OlJJ,J!'~ fJP <J'ADWINJ - _,,,._____ Commandant of Cadets. FIRST LIEUT. ROBERT H. NOBLE, u. S. ARMY. Staff and Non.Commissioned. Staff. CADET CAPTAIN, 0. I. YELLOTT, CADET LIEUT. G. R. A. HISS, ( ADET SERG'T, GORDON TULL, CADET SERG'T, G. P. WAGER, Co111pany "A." CADET OFFICERS. CAPTAIN, w. 0. HURST. LIEUTENANTS. D. F. DUVAL, L. T. CLARK, SERGEANTS .. FmsT SERG'T, A. L. Ewnw, 'A. Ross, COLLEGIATE SCHOLARSHIP. The following regulations have been made by the Board of Visitors and Governors for the establishment of scholarships in connection with the College. For a permanent scholarship for tuition, $1,200. For a pnmanent scholarship for board and tuition, $4,000. For a scholarship for the tuition of a student through all the College dasses, $300. For a scholarship for the board and tuition of a student through all the College classes, $1,000. For any other scholarships the sum reduced shall be in the same proportion, the money in each case to be paid in advance into the treasury of the College. The establishment of these scholarships is commended to the attention of the alumni and friends of the College. 35 CORPORALS. V. M. ToRBEltT, H. R1LEY, MUSICIAN, N. J. SHELTON. Adjutant. ·Quarter-Master. Sergeant-Maj or. Color-Sergeant. M. CLYDE WIER. SiRG'T, J. P. BrAYs. ! G. P. p AINE.) Company "B'.'' W. H. PHILLIPS. CADET OFFICERS. CAPTAIN, G. M. REGISTER. LIEUTENANTS. SERGEANTS. FIRST SERG'T, M. F. OLIVER,. c. 'E. DRY~EN, i ; I H. c. RIDGELY. SERG'T, A. s. MARTIN .. CORPORALS. J. L. CHRlSTIAN, R. PENNJNG1'0N, E.rB. IGLEHART .. MUSICIAN, vV. A. SHERWOOD. �Circular of St. John's College. Circular of St. John's College. "36 II. CADET OFFICERS. E. DANIELS. LIEUTENAXT:;. CAPTAlN, F. c. E. P.H. KELLER, MAGRUDER. SERGEANTS. FIRST SERG'T, G. T. J. I. SOUTHGATE, YELLOTT. SERG'T, CORPORALS. \V. s. SCHLEY, MUSICIAN, w. s. ML'RRAY. J. J. B. GIBSON. H. R. JAMAR. The Instructor in charge of the Military Department is an officer of the Regular Army and. a graduate of tbe U. S. Military Academy, ·west Point, N. Y. '.rhe military exercises therein conducted are confidently recommended to parents and guardians as a means of giving to .the student I .:an erect carriage and soldierly bearing, of teaching him hahits of J>rompt and ready obedience, and of affording a systematic and healthy ·exercise each day. The drill takes place at such an hour in the morning as to constitute a recess in study and recitation. All students, ·-excevt those physically disqualified, are required to attend the drills, .and for those who apply to be excused because of physical disability a physician's certificate will be required. The nam<>s of three of the students most distinguished for their pr<•·ficiency in thiH departmen~ ate reported each year to the Adjutant ·General of the State, and to the ·war Department, at Washington. It is probable that, in future appointments to the Army from civil life, applications from students reported, in each State, as above, will be given the preference. I. ORGANIZcl.TJON. For purposes of tactical instruction, the students will be organized rinto a batta~ion of two or more companies, designated <.:ompanies "A," "'B," "C," &c., Corps of Cadets of St. John's College. The Staff will consist of an Adjutant, a Quarter-Master, a Ser!teant~Major,· and a Quartermaster Sergeant. Each Company will have the following Officers and Non-Comnnissioned Officers : One Captain, two Lieutenants, one First Ser:geant, four Duty Sergeants, four Corporals. There will also be one Musician with each Company. The Officers 'and Non-Commissioned Officers will be selected by the Commandant ·of Cadets, with the approval of the Principal, for their soldierly bearing and attention to and knowledge of military duty. As a rule, these .11,p,pointments· will be made according to classes. 37 P'KACTH1AL I'.\'STR,'C'CTION. The practical instruction in this school will consist of drills of not more than one hour's duration, on four days of each week. TheCadets will be exercised and instructed during the year in the Infantry Tactics of the U.S. Army, comprising the School of the Soldier,. the School of the Company, and the School of the Battalion. Instruction in Artillery Tactics will be given in the School of the Soldier Dismounted, comprising Manual of the Piece, Mechanical Maneuvres, and School of the Battery Dismounted. Breech-loading rifles with accoutrements, and three inch field guns. with necessary ammunition are supplied by the Ordnance Department, U.S. Army. III. THEORE1.'JCAL J!.YST 1UCl'ION. This will comprise recitations in Infantry and Artillery Tactics, portions of U. S. Army Regulations and Military Law, to which will be "added a course of Lectures on Military Subjects, including: 1st. Strategy, under which is considered Organizations of Armies, Preparations for War and Operations of War. 2nd. Grand Tactics, treating of the Tactics of Marches, ManeuvreMarches, Combats, Battles, Pursuits and Retreats . 3rd. Minor Tactics. CONCERNING UNIFORU AND REGULATIONS. The uniform is required to be worn on all drills, parades, and other· military duties, and all C0llege students are required to provide themselves with it. To insure uniformity in material and pattern, it is advisable that all uniforms 'ue made under a contract which the College authorities have entered into with Messrs. Oehm & Co., Baltimore, Md., for furnishing the same. 1 The uniform of the Corps of Cadets, which is a modification of that worn at the U. S. Military Academy, West Point, N. Y., will be as. follows: Dress coat and trouser11 of grey, the prices of the suit· range from $18 to $20, according to size of cadet. Fatigue blouse (which can be worn with trousers, as above) cost. $10.25. Forage cap of dark blue cloth, with ornaments, consisting of gold' embroidered wreath on dark blue ground encircling the letters "S. J .. c,," in old English characters. Price.$2.00. The purchase of the fatigue blouse is optional, but it is suggested to. parents that by providing their sons with both dress and fatigue suits. the necessity of providing every day or school suits is obviated. The· uniform is very substantial and wears satisfactorily. The dress uniform may also be worn, on occasions, as an evening dress suit. No uniform will be accepted until after having been inspected by· the Principal or Instructor . "'""" �38 Circular of St. John's College. Chevrons for Officers and Non-Commissioned Officers will be 01' gold lace on dark blue ground. All Cadets who have served one year in the Corps are permitted to wear upon their sleeves below the elbow, a diagonal half chevron of gold lace, and an additional half chevron above and parallel to the first, for each subsequent year of service. Competitive drills and target practice are· held at the close of the session. The best drilled Company is distinguished as the "Color" Company, and the colors are borne by that Company in Battalion formations. Badges of honor are awarded to the best drilled cadets and prizes are offered for the best score at rifle practice. The honors of the Battalion were carried off by Company "0,'' to which the custody of the Colors was assigned. · Circular of St. Joltn' s College. 39 I'· I. I ST. JOHN'S COLLEGE ANNA.POLIS, --~,,.,., F .A. 0 "t.:r L MD. T Y . ,.,.,_ THOMAS FELL, Pn. D., LL. D., President, Ex-Officio • .JAMES w. CAIN, A. B., PEINCIPAL, Latin and English. THOS. H. HICKS, A. B., Mathematics, l.atin and History. EDWIN D. PUSEY, A. B., Physiologv, Science and English, ;I,. • M. TILGHMAN JOHNSTON, A. B., Latin, Geography, Ar'.ithmetic. '·' CHAS. T. WHITTIER, A. B., ~peclat Instructor in charge of Candidates for tte Naval Academy. �40 Circular of St. John's Colle,qe Circular of St. John's College. 41 /SAVAGE BATEH ......................................... Annapolis, Md. /G Roi.AND CHILDS .................................... Annapolis, Md. ~atalo~ue WILLIAM A. CLASON .................................. Annapolis, Md. of F'upils. ,/CHARLES J. DEXTER ................................... Annapolis, lY!d. \/]HARLES AsHBY DUVALL .................................. Parol.e, Md. CHARLES \V. DuvALL ................................. Annapolis, Md. <'l~<i-------"~ NAMES. i/GARLAND FAY ....................•................... Annapolis, Md ./JosEPH 0. FowLER............... .. . . . . . RESIDENCES. 'H. M. BI<lLOW ......... :.... . ....................... Augusta, Maine. T. S. HoDsoN ........................................... Crisfield, ' NATHAN J. SHELTON ...............................1••• Annapolis, Md. _.,MASON TERRY ....................................... Annapolis, Md. vA. L. TOWNSEND .................................. New Brighton: Pa. FIR<:;T PREPARATORY CLASS. '- v"RIC-HARD HUGIJES ..................................... Annapolio, Md . Mu. ':R. L. SCHENCK ....................................... Naval Acatlemy. ./l\IALCOLllI HUNTER ................................... Annapolis, Md. vCHARLES H. KEEFER ................................. Baltimore, Md. --;EDWARD Moss ................ ; ....................... Annapolis, Md. v' vFRANK R. RrnouT ............................•.... St. Margaret's, Md. v' CLIFTON "'°'C. N. JoYCE .. · · · ...................................... Gambrills, Md: / ::. I .!'1 q• v Ir How ARD HIPKINS ...................................... Oakland, Md .. ~ v FERDINAND SEEBOHM ................................. Annapolis, Md. L ' J • REGINALD H. RIDGELY ................................ Annapolis, Md. V ALBERT D. Tmns ........................................ Norfolk, Va. 1-B. DuvAL V LESLIE V CHA~IBERS. . . . . . . . ..................... Point of Rocks, Md. OLIVER ....................................... Annapolis, Md .. SECOND PREPARATORY CLASS NAMES. RESIDENCES. ROBERT F. BoNSAL .................................... Baltimore, Md. , ( • 'l'HOllIAs Bo:-m ........................................ Baltimore, Md. l ·1. ·v WALTER BRADY ...........................•........... Annapolis, Md .. / RoY V. TYDINGS ....................................... Annapolis Md. VJ. LAWRENCE \VALTON ................................ Annapolis, Md . ELLICOTT H. WORTHINGTON ............................ Annapolis, Md. JosEPH B. WILL .................................... Washington, D. C. ··RICHARD E. YELLOTT .................................... Towrnn, Md. THIRD PREPARATORY CLASS. RoY H. SNYDER .................................... Port Deposit, Md .. v'JoHN SwALLENBURG ................................... Annapolis Md J. W. BELLAH ........................................ Annapolis, Md. . ......• , . . . . . . . . .......... Baltimore. Md. V ROBT. W. TATE ....................................... Annapolis, Md. HARRY PETTIBONE ................................. St. l\Targaret's Md .. ,,, EDw ARD B. SMITH .................................... Annapolis, Md. RoEH~E.. . .......................... Annapolis, Md. J EREM!AH SMITH ................................•..... Annapolis, Md. .I WALTER C. SHAEFER .................................. Annapolis, Md. v·\VILLIAM A. SHERWOOD ............................... AnnapoliE<, Md. c. ·CHARLES W. SllIITH...... ,/GEORGE BREWER ...................................... Annapolis, Md. JW. Z. CHILDS ......................................... Annapolis, Md .. Lours PAGET .......................................... Annapolis, Md. ' CLINTON R1cH ........................................ Orbisoma, Pa. NAMES. RESIDENCES. MAURICE BENDANN .................................... Baltimore, Md. 1 . .......... Annapolis, Md. V HARRY HooPER ............. ·.......................... Baltimore, Md. SPECIAL PREPARATORY CLASS P.. f RESIDENCES. NAMES. THORNTON DASHIELL .............................. Annapolis, Md ,/JoHN HAY .......................................... \YestRiver, Md {), 't~DGAR ERNEST HOPKINS ................................ Fairfie~d, Md. f . CLIFTON OwrNGs ........ ·............................. Annapolis; Md. JAMES F. PATTISON ................................... Annapolis, Md. ,; JAMES SANDS REVELL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Annapolis, lVICl. ' R. WORTHY SMITH ....................................... Norfolk, Va- I " .I I �' 42 Oirmtlar nf· St. John's Oolle,qe. Oircular:of St. Jolm's College. Course of Instruction_ Friizes s.nd CelltiHcs. tes of 'Distinction f.rws.I1ded, JUl"l"E 30, 43 I890. --IN-- CERTIF/011TiS OF DISTINCT/ON. FIRST GRADE, FIRST PREPARATORY CLASS. W. SCHAEFER. t.:>ECOND GRADE, .FIRST PREPARATORY CLASS. EDWARD H. BOWIE. SECOi\:D PREPARATORY CLASS. P. THORNTON DASHIELL, RICHARD HUGHES. S'IAR--SECON D GRADE. SECOND PREPARATORY CLASS. W. ZACHARY CHILDS. THIRD l:'REP.-1.RA.TORY OL.lSS. 5 1st. term, 5 :2d. term. 1st. term. .5 :2d. term. 5 5 PRIZES WERE AWARl>ED TO WALTER SCHAEFER ..... Highest average in 1st Preparatory Class. vV. Z. CHILDS.............. " 2nd " " GEO. D. DESHIELDS .... I " Book K ·· W. SCHAEFER .......... f - eepmg W. A. SHERWOOD ........ Best Essay and Composition. F. R. RIDOUT ............ ;. Greatest Improvement in all Studies. MASON TERRY . . . . . . . . ... " Spelling, Writing and ·composition. HONORABLE MENTION I ;:1' '.I., :'I" ',,~ Foi· all Stitdents who liave i·eceived iiot less than 4.50 in any one study Joi· the yeai· and h1xve not failed in any oi.e. :t'IRsT PREP ARATO RY C:LASS. W. SCHAEFER .......... Latin, English, Physiology. SECOND PREPARATORY CLASS. W. Z. CHILDS ........... Latin, Spelling, Physiology. THIRD PREPARATORY CLASS. P. T. DASHIELL .......... Spelling. RICHARD HUGHES .... Arithmetic. NO DEMERITS. Names of Students who received no demei·its during tlie entfre yeai·. SECOND PREPARATORY CLASS. W. Z. CHILDS, P. T. DASHIELL, W. SCHAEFER, F. R. RIDOUT. Names of Students against whom no demei·its .wei·e standing at end of .Academic yeai-. FIRST PREPARATORY CLASS. SECOND PREPARATORY CLASS. WALTER BRADY. GARLAND FAY. READlNG{ SPELLlNG-Creery's Grammar School Speller. PENMANSHIP AND DlCTATlON . ) GEOGRAPHY-Appleton's High School Geography. ( H1sTORY-Eggleston's History of the United St.ates. J-ARITITMETIC-Begin with Vulgar Fractions. ( do. Complete the study of Denommate Numbers. ENGLISH GRAMMAR-Elementary Grammar. LATIN-Leighton's First steps in Latin. SEOU:ND P.REPA.RJ.l!URY CLASS. 5 5 ·1st. term. 5 ·2d. term. 5 ENGLISH 8Tt'DIESENGLISH GRAMMAR-Ha1vey's Revised English Gram{ mar. SPELLING-Dictation Exercises. ARITHMETic.-Begin with the study of Interest and Per· centage and acquire a thorough knowledge of Arithmetic by the end of second term. White's complete Arithmetic. \ENGLISH HISTORY.-Thalheimer's History of England. ( PHYSlOLOGY.-Dulany's advanced Physiology. LATIN.-Allen and Greenough's Grammar, revised edi· tion, Jones' Latin Reader, Coosar. FIBS1' PREPABA.1'0RY CLASS. ENGLISH STt'DIES..ast. term 2. j PuNCTUATION.-Hart's Punctuation. " 3. (PHYSICAL GEOGRAPHY.-Maury's. :~d. term 2. j MYTHOLOGY AND ANCIENT GEOGRArHY.-Eeren'e. "' 3. (ADVANCED ENGLISH. 5 MATHEMATICs.-Wentworth's Complete Algebra. 5 LATIN.-Coosar, Ovid, Yirgil, Latin frose Composition. 5 ) GREEK.-White's Reader, Easy Se~ections from Xen! ophon Goo::lwin's Greek Grammar, or, for thorn wl:o do not wish to study Greek, -1st. term. \ELEMENTARY SCIENCE.· 5 :2d. term. { BooK-KEEPING.-~ryant and Stratton'P. : ' .1 I �. 44 Circular of St. John's Colle,qe RElLl.Rli:S. This School is es:abished primarily as a means of preparin"' boys t0> matriculate at- St. John's College. It is not an organic part of theCollege, but is under the supervision of the President of the College. The number of boys in the School has much increased during lateyears, and the outlook for the future is very promising. ACCOMMOD 1.TION. The boys, who come from a distance, may board in Humphreys' Hall.' which is reserved exclusively for their use, or, if preferred, may obtam board with private families in town, approved bv the authorities of the College, or in clubs, managed by the studen.ts of the Col-lege, whereby the cost of boarding is materially decreased. The rooms in1Humphreys' Hall are large and commoJious, and are lighted by electricity and heated by steam. As a rule, one- room is. occupied by two students, but a room can be secured for a single occu-pant by an extra payment for room rent. ADllISSION TO THE l'ilCHOOL. No boy will be received into the Preparatory School under twelveyears of age, and candidates for admission into the lowest class must be well grounded in the elements of a ririmary English education, viz :English Grammar, Arithmetic, Spelling, Reading and Geography. A boy, upon entering the Preparatory School, must take all the studies of t~rn _class to which he is assigned, the only exception being that of Latm m the lowest class ; and any boy who shall fail to obtain a general av~rage of 3.0 in all studies pursued by him during the year, will be reqmred to pursue the same course of study again durin"' the fol0 lowing year. . · SUPERVISION. The boys, who board in the College Hall, are under the direct super-vion of three Instructors, whose rooms are in th_e same bu1lding. A matron, whfl also ha!' apartments in the Hall, looks after and attends to their personal wants. They study their lessons under the supervision of an Instructor in one of the Col1ege class-rooms from 7.30 until 9.30 p. m., every evening, and are required to retire for the night at. 10 p. m , at which hour all lights in their rooms must be· extinguished. No boy is allowed to leave the College grounds at any time, unless he shall have obtained special permission from the Principal to do so. The use of tobacco in any shape or form is strictly forbidden and_ violation of this rule will render a boy liable to auspension. , ; . ' _ MILITARY DRILL. The boys, who are old enough, are' permitted to drill with the College Battalion and are required to wear the prescribed uniform. 'fheyounger boys are drilled in a squad by themselves. They are not required to wear the uniform until they are sufficiently advanced and old enough to dri-1 with the Battalion. Circ11lar of St. John's College. 45 GYMNASIUM. An excellent gyw.1asium furnishes all the requisites for physical training. The boys are instructed three times a week in dumb-bell -exercises ·and club swinging by a competent director, who is always -present, and is careful to see that no hazardous gymnastic exercises me attempted by them. I' ,I I LIT ERA.RY SOCIETY. By permission of the Faculty a room has been assigned for the use -0f the Preparatory School, in which the boys meet once a·-week and J>Ursue a series of readings, recitations and debates, after the model of ·the older literary societies, conducted by the students of the College. ·The Principal and Instructors of the School afford such help as may be derived from their suggestions and criticisms, but the society is managed by an executive committee, elected by the boys themselves from among their own number. EXPE~NES. The charge for tuition of boys is as follows : . First Preparatory Class ........................ $60 per whole session. :Second " " . . . . . . . . . . . . . . . . . . . . . . . . 50 " " " Third " " . . . . . . . . . . . . . . . . . . . . . . 40. " " The regular charge for boarding in the College Commons, including -table board, attendanco of servants, heating, lighting and washing, is $200 per annum. By boarding i11 the College Club, (see page 32), the above charge may be reduced to about $140 per annu·m. ~~ Candidates fop .A:dmission to the J"!a1al RcadeIItY· Classes are formed solely for Candidates for admission to the Naval Academy. An instructor has been specially engaged to take charge of . -this work, and he is rendered such assistance as may be necessary. The comse of instruction is not limited to the requirements for admission, but students are advanced a~ far as µossible in the mathematics of the first term in the Naval Academy. Candidates are received at any time of the year, and the instruction is very largely individual, ~pecial attention being given to the wants of every pupil. This school has always had distinguished success in preparing young men for entrance to the Naval Academy, an_d has the highest endorsement from the Naval officers stationed at Annapolis. Candidates may b:iard in the College or in the town. Those who live in the College are subject to the regulations and restrictions which :govern the regular College students. The regular classes of the School are in session from the first of -October to the fifteenth of May, when the spring examinations commence, and from the first of July to the first of September, when the regular Fall examinations take place. 11.1 1 �46 Oircitlar of St. John's College. Circular of St. Joltn' s College. All the entrance examination papers used at the Naval Academy from 1879 to 1889 have been published by the College. This volume· is used as a text book in the school. Copies may be obtained from the bookstores in town, or will be mailed from the College upon receipt of $1.25. Among ·other advantages may be mentioned that the Candidates who enter during the long term from October to June, have the privilege of being instructed in military drill and tactics ; also, if desired, in French and Geometry, a knowledge of which will be found very useful, aft~r the Cadet has entered the Academy. EXPE::WSE'I. Tuition for the long term, from October to May examination,. .$125 For less than the full term, per month, .................. ,..... 20 For two months, or less, per month, ... ._ ........ : ..... ._....... 25 Board can be obtained at the College or m town, mcludmg fuel and lights, per month, ........................... $15 00 to $30 00 00 00 00 47 'l'HE GY!llNASilJ!ll AND BOAT HOUSE. A new gymnasium has been thoroughly e::iui,;rped with apparatus for a complete physical training. In orcler to prum Jte the physic<tl culture of the students, classes will be formed for instruction in the use of Indian Clubs and in other mnastic exercises. These classes will be adapted to all grades of ::rength and conducted under the direction of a competent instructor with due regard to physical development and tl~e la:-vs of h~alth. During the first term exercise in the ~ymnasmm is reqmred of all students three times a week; the remamder of the year attendance is optional. In the Spring term and during commencemP.nt week there will be an outdoor athletic meeting for prizes. Further donations toward8 the gymnasium and re-buildi~g of the boat-house, recently destroyed by fire, will be gladly received from Alumni and other friends of the College. ~-·:::··· :·:-.:·.~--- ~~'.'.~~~ ---~:o: ~=--- 'I' '"I :11 'I I :• '·11 11 ;: An Athletic .Association is formed in which membership may be obtained by any student or alumnus of the College upon paying the annual fee of $2.00. This subscription entitles the member to participate in the games played on the grounds assigned to the Association and to make use of their bats, balls and other appliances. The following are the officers for the year 1890-91. P1·esident: Vice-P1·esident : GEO. M. REGISTER. H. R. J. JAMAR. Reco1·ding, Secretary : T1·easm·m· : ' vv. H. W1LHELM. w. OSCAR HURST. U01'1'esponding Secreta1 y : c. E. DRYDEN. -:o:·raase raan a:q d Foot raan Teams. BASE BALL TEAM. GEORGE FORBES, 1st base. JOHN L. CHEW, 2nd base. G. SouTHGA'l'E 3rd base. CAPT. J. I. YELLOTT, p. E. B. IGLEHART, s. s. H. R. JAMAR, 1. f. N. E. OFFUTT, c. f. R. RIDGELY, r f. c. E. DRYDEN, c. FOOT BALL TEAM. H. C. RIDGELY, left end. W. H. WILHELM, center rush. M. T. JOHNSTON, rusher. C. E. KELLER, rusher. GORDON TULL, rusher. C. E. DRYDEN, rusher. J. P. BrAYs, ri!!'ht end. B. PROCTOR, full back. H. R. JAMAR ,half back. E. B. lGLEHAR'!',_half back. CAPT. J. L. CHEW, quarter back. Games_ ha:.ve beep. played dtirin:g the session 1890:91, with Jc11J:ms Hopkins University, Cofombia Athletic Club, Georgetown College, Naval Cadets, and Wa3hington College. 1793. *Alexander Hammett, B. A. *William Potts, B. A. •.Tohn Hanson Thomas, B. A. 1794. *Thos. Beale Dorsey, B. A., M. D· *Walter Farnandis, B. A., M. A. ' *Thomas Rodgers, B. A., M.A. ¥--.Tames S. Grant, R A., M. A. *Robert C. Stone, B .. .A ., M. A. 1796. *James Boyle, B. A., M. A. *RiPhard Brown, B. A., M. D. *Charles Alexander, B. A. ,+John Addison Carr, B. A. •William Loni!', B. A. '· *Thomas Chase, B. A. *John Bowie Duckett, B. A. *Richard Harwood, B. A. *John Carlisle Herbert, B. A. *John Jacob Tschudy, B. A. * 1Villiam Cooke, B. A. . •Robt. H. Goldsborough, B. A. "Francis Scott Key, B. A. "Daniel Murray, B. A. *John Shaw, B. A., M. D. ~carlysle F. Whiting, B. A. 1797. "John Leeds Kerr, B. A. •John Tayloe Lomax, B. A. LL. D. ·•James Lowry Donaldson, B. A. <-John Rumsey, B. A. 1798. Campbell, B. A. *John Claude, B. A. '' ' *William Donaldson, B. A. M. D. ~William 1799. 1800. 1802. *Richard Loockerman, B. A. *James Murray, B. A. *Jesse.Ray, B. A., ;:-u pton Scott Reed, B. A. 1~04. *Nicholas Carroll, B. A. 180,;. ·*Thomas J. Brice, B. A. *Johii Guyer, B. A. "James Harwood. B. A. *George Mackubin, B. A. *John Mercer, B. A. *Henry Maynadier Murray, B. A. �48 .•· i•; :If ,,, !;I' I . Uircular ol St. Joltn's Colle,qe. LIST OF G7lA:IJ l7.:4 :I'.ES-Conlinued. .1830. *Lewis Neth, B. A. *WilliamE. Pinkney, B. A.,M. D. *John 'f. Archer B. A. *Hyde Ray Bowie B. A. 1810. *James Boyle B. A. *Thomas Randall, B. A. *Daniel Clarke B. A. *John Ridout, B. A., M. D. *Robert Emmet Culbreth B. A. 1811. *J. Hardcastle Culbreth B. A. *John Gwinn, B. A., M. D. *Thomas John Franklin B. A., r· *John Marbury, B. A. M.A.,M.D. E_ *Addison Ridout, B. A. *JohnRandallHagnerB.A.M. A. *Ellis Hughes B. A. M. D. The following is a list of the *Thomas Karney B. A. M.A. ALUMNI who were at the Edward Pannel B. A. College between the. *Ninian Pinkney B. A. M.A. years 1811and1822. M. D. LL. D. *Thomas S. Alexander, LL. D. *Nicholas John Watkins B. A. it-George G: Brewer it-John Dennv, M. D. 1832. *Frederick L: Grammar, M. D. *Jas. Sands Holland B. A. M. A. *John Johnson. *Jas. WestThon:ipson B. A. M.A. *John M. S. Maccubbin, M. D. 1834. *Frederick Macknbin, M. D. Rev. Orlando Hutton B. A., *Richard Marriott, M. D. M.A.,D.D. *Landon Mercer. *John Greene Proud,B. A.,M. A. *Waldon Middleton. *Rev. Lucien Bonaparte Wright, *Somerville Pinkney. B.A. *Richard Randall M. D. 1835. * ~'rancis 'l'homas Edwin Boyle B. A. "*Ramsay 'Vaters. Abram Claude B. A. M.A. M. D. *John B: Wells M. D. *Richard Culbreth B. A. *George Wells. *Thomas Holme Hagner B. A., *William Williams M. D. M.A. *Nicholas Brewer. *Richard C. Mackubin B. A. *John Carroll. M.A.,M.D. *Thomas H. Carroll. 1836. *William Caton M. D. *William Dennv M. D. *George Grundy B. A . *Reverdy .Johnson LL. D. Thomas Granger B. A. M . A. *Henry Randall. William R. Hayward B. A. M. D. *David Ridgely. George Johnson B. A. *William Greenbury Ridgely. *Joshua Dorsey Johnson B. A. *John Ridout. · *G€orge Edward Muse B. A. *John Nelson Watkins. John H. Reeder B. A. *Isaac Williams. *William Henry Thomas B. A. *Franklin Weems B. A. 1_822. *Nicholas Brice. 'Vorthingt.on, *John Carville Howard B. A. B.A.,M.A. M.A. 1837, *Alexander Randall B. A. M. A. *John M. Broome B. A. M. D. 1827. S. Brown, B. A. *John Henry Alexander B. A. *Frederick John W. Martin B_. A .. M.A.LL.D. *Rev..Tos. Trapnell B. A. M. A *Thomas Archer B. A. M.A. D. D. William Harwood, B. A. M. A. *Trueman Tyler, B. A. *Ezekiel Hughes, B. A. M.A. 1838. *Right Rev. William Pinkney, B. A. M. A. D. D. LL. D. *William Tell Claude B. A. M A. *William H. Tuck B. A. M.A. Rev. Savingt.on W.Crampton.B.A. .. Circular of st. John's Oollege. I' 49 LIS :l' OF G2i:Jl.:.D l7.7!1. TES-Continued. Thomas F. Owens, M. D. H. Howes Goldsboroµgh B. A. *Chas. Nicholas Mackubin, B. A. Wm. Theodore Revell, M. D. William Henry 'fhompson B. A., *W. H. Young, English Diplourn. :M:. A:. Rev. William Henry.Trapnell, B.A. Edward Worthington B. A. 1846. Nicholas Brewer, B. A., M. A. Marbury Brewer, B. A., M. A., M.D. 1839. *Richard H. Cowman, B. A., Samuel Chamberlaine B. A. M.A.,M.D. 'If Philip Culbreth B. A. *John Decker, Jr., B. A., :\I[. A .. 'If William Henry Goodwin Dorsey Daniel Murray Thomas, B. A., B. A. M.A. *Worthington Ross B. A. 1847. Frederick 8tone B. A. Robt. Chandler, B . .A., M.A. *Brice T. B. Worthington, B. A. *Elizur Lancel Foote,B. A.,l\II. A. Brice John Worthington, B. A. *John R. P. Forbes, B. A., M. A. 1840. *Jas. Shaw Franklin,B. A.,M. A., William HenryMcParlin, B. A. *John Michael Brewer B. A. M.A. Benjamin F. Bohrer B. A. M.A. M.D. John Mullan, B. A., M. A. *Jeremiah L. Hughes B. A. *Rev. Thomas W. Winchester *Charles S. Parran, B. A.M.A. *Charles S. Winder. 1841. 1849. Thomas B. Chase, B. A., M. A. *Luther Gitldings, B. A., M. A. M.D. William Giddings, B. A., M. A. Daniel Maynadier Henry, B. A., William Q. Claytor, B. A., M. A. M.D. M.A. Harwood Iglehart, B. A., M. A. *George Stephen Humphreys, James Mackubin, B. A., M.A. B.A.,M.A. Francis Henry Stockett, B. A., James Revell, B. A., M.A. *John Ridout, B. A., M.A., M. D. M.A. 1842. *Thomas Jones Wilson, B. A., M.A. *John Basil, B. A., M. A. George Betton, B. A. *Rev. Jonathan Pinkney Ham- Charles F. Goldsborough, H. Roland Walton, M. D, mond, B. A., M. A. D. D. *811-muel Ridout,B. A.,M. A., M.D. 18{>0, Dennis Ulaude, of D., B. A., M.A. 1844, *John McMahoµ Jlolland, B. A., *LlewiiHyn Boyle, B. A., M.A. M.A. A.lexaiJ.der Hamilton Gambrill, Thomas Richi:trd Stockett, B. A,, J3 . A,, M.A. M.A. ~.John Thomas Hall,B. A.,M. A., 1{J5!t. M.D. Chas. Brewiir, .J3, A, j.\f. A., M. D. James Kemp Harwood, B. A., *Williaµi. S1:1underfi Green, B . .A., M.A. M.A, ·Thomas Andrew McParlin, B. A. *Williaw Sprigg Hall,.!3. A,,M, A. M.A.,M.D. ·*Basil Shepherd Murdoch, B. A., *James Igliihart, Jr,, .J3. A., M. A. '*Henry ManadierMurray, B. A., *Jonathan finkney Sparks, B . .A .• M.A. . M.A. .John Shaaff Stockett, B. A., ¥.-_,A. William W. Childs, M. D. 1853. Charles M. Baer, M. D. *Richard Henry Brewer, B. A., Richard H. Hagner. M.A. William Skinner Hall. -ltJohn GraJit Cliapman, B. A.,M.A. *Matthias Lintl,J.~cu.:in, ;!.\;I;. :O_. 4 . I ··-I· 1 ll1 111 ,': :_'I �.. 50 Circular of St. John's College. .LIS :l' 0 F G~.J!l. 'IJ l7.ll T .ES-Continued. John Riggs Brown, B. A., M.A. Richard Rawlings Goodwin, B.A. William Hersey Hopkins, B. A., M.A., Ph.D. Rev. Adolphus T. Pindell, B. A. Thomas St. George Pratt, B. A. *Jas. E. Richardson, B. A., M.A. English Diplomas: *Dennis Clude Handy, M. D. Jefferson D. Loker. "William Hendry Gassaway, B.A., M.A. Richard Harwood Green, B. A., M.A.,M.D. *John Grant Harris, B. A., M.A. Charles Edward Hutton, B. A., M.A. *William Thomas Iglehart, B. A., M.A. *George Palmer Keating, B. A., M.A. Daniel Randall Magruder, B. A., M.A. *Rev. John Miller Schwrar,B. A., M.A. ·washington Green Tuck, B. A., M.A.,M.D. Lemuel Flannigan, English Diploma. 1860. Roger Bellis, B. A. John P. Cockey, B. A. Henry Clay England, B. A. Robert L. Lusby, B . .A., M. D. Samuel Thomas McCullough, B.A.,M.A. · Dorsey Thompson, B. A. 1855. Henry Clay Tinges, B. A. *Isaac Williams Brewer, B. A., Engli:;ih Diploma. M.A. Edward McCeney, B. A., M. A., Thomas Allen t>ucket. The exereises of the College wera Osbon Sprigg Iglehart, B. A., M.A.,M.D. suspended in consequence of Philip Randall Voorhees, B. A., the War fl-om 1861to1866. M.A. GRADUATES since the re-organizaEdward Augustus Welch, Engtion of the College in 1867. glish Diploma. 1871. . . 1856. Marshall Chapman, B. A. Hammond Claude, B. A. Philip G. Clayton, B. A. John A. Conner, B. A. *Louis G. Gassaway, B. A. Thomas B. Kent, B. A. William G. Ridout; B. A., M. A., M. D., LL. B. · Alvin C. Wilson, B. A. 1857. R. Riddell Brown, B. A., l\I. A., LL., B. University of Maryland. Calderon Carlisle, B. A. Samuel Garner, Jr., B. A., Ph.D. Johns Hopkins University. Z. Taylor Pindell, B. A. Henry H. Quynn. B. A. L. Allison Wilmer,,B. A. LL.B. University of Maryland. 1872. William H .. Harlan, B._ A. Robert H. Hooper, B. A. · James D. Iglehart, B. A., M. A. Iredell Johnston, B. A. George W. Munroe, B. A. C. Kinlock Nelson, B. A. 1858, Andrew G. Chapman, B. A., M.A. Philemon H. Tuck, B. A., M. A. John S. Wirt, B. A., M. A. John W. Dorsey, B. A., M.A. 1878 Charles A. Johnson, B. A., M.A. *James W. Wilson, B: A., M . .A. Samuel T. Ashe, B. A. English Diplomas : Samuel Ridout, B. A. W. Octavius Eversfield, William Ritchie, B. A. Jonathan Maiben, Sidney Waller, B. A. Seaton Munroe, *Henry B. Wirt, B: A. 1859. James P. Dawson, B. A. *John W, ~r\lw~r, B. A., M. A:1 Heningham Gordon, B. 1\., l\'j:.D, . Walter :R,, Crabbe, B. 1\, *Louis W. Bryan, B. A., John P. Hyde, B. A., Joseph N. Pindell, B. A., *Joseph K. Roberts, B. A., John H. Sellman, B. A., Oirc'ltlar of St. Jolirn's College. 51 .LIST OP 6n.ll.FOl7.7:1.T..E8-Contmued. 1874. Proficients : George A. Frick. Orlando B. Batten, B. A. James W. Greer. Fred. W. Brune, Jr,, B. A ... *Geo. Williams Greenway, B. A. 1880. William J. Griffin. B. A. Manly H. Barnes, B. A. Albon D. Johnston, B. A. Edward A. Scott, B. A., M.A. James M. Munroe, B. A. F. E. Wathen, B. A. Keating S. Nelson, Jr., B. A George A. Frick, B. A. Blanchard Randall, B. A. Joseph F. Valiant, B. A. *J6hn K. Randall, B. A. J. D. Williams, B. A. Joseph R. Wilmer, B. A. Proficients: W. Sidney Wilson, B. A. A. R. Hagner. 1875. W. J. Dawkins, M. A. Thos. Barton Brune, B. A., M.A. James Bartol Greene. M.D .• 1881. Louis W. Fritch, B. A. William W. Davis, B. A., M. A. *James M. Carlisle, Jr. B. A. William C. De Vecmon, B. A. Hugh Nelson, B. A., M, A. Benj., F. De Vries, B. A., M. A. Frederick Sasscer, B. A., M.A. Frederick J. Keech, B. A., M.A. Proficient. John B. 'League, B. A. E. M. Wyatt Johnson, Edwin R. Leavitt, B. A. J. Clarke McGuire, Jr., M. A. L. Dorsey Gassaway, M. A. 1876. Proficients, George T. Bratten, J., B. A. Edward J. Clarke, Orloff Lake, B.. A. *George B. Dorsey, Robert F. Maddux, B. A. A. R. Hagner. John S. Fulton, B. A. M. D. 1882. Edward T. Lawrence, B. A. Elon StClair Hobbs, B. A., M. A. Edward D. Martin, B. A. Grafton J. Munroe, B. A., M. A. Charles F. Norris, B. A. Richard T. Watkins, B. A., M.A. Alvin G. Willey, B. A,, M. A. Proficient. Proficient. Alldin M. Sprigg, B. A. Nicholas Brewer, Jr., i877, · 1888. N. Walter Dixon, B. A. Munroe Mitchell, B. A. Norman Vo'n S. Farquhar, B. A. Herbert Harlan, B. A., M.A., M.D. James D. Murray, B. A. Burton A. Randall, B. A., M. A.., Beale E. Padgett, B. A. M.D. Daniel R. Randall, B. A., Ph.D., 1878 Johns Hopkins University. J. Shiles Crockett, B. A. Proficient, John F. Gontrum, B. A. Edward H. Sincell. Henry D. Harlan, B. A. M. A. 1884 George A. Harter. B. A., M. A. Wm. N. Burgess, B. A., M. A. J. Harry Krebs, B. A. Bruner R. Anderson, B. A. *George T. Martin, B. A. Fred. H. Clash, B. A., M. A. Sydney E. Mudd, B. A. Joseph T. Coulbourn, B. A. .John G. Ray, B. A. Emerson C. Harrington, B. A., H. Arthur Stump, B. A., M.A. M.A. Proficients, Wm. F. Joh11son, B. A. James P. Gorter, M. A. Wyatt W. Randall, B. A., Ph. D. *Abram W. Wright, M. A. Johns Hopkins University. 1879; Edward J. W. Revell', B. A. M,A .. H. Worthhington Berry, B. A. Henry Clay Schooley, B. A. M. A. E. Pliny Grif+i.n, B. A. George A. Steele, B. A., M. A. Roger S. Powell, B. .A Richard B. Tippett, B. A., M.A. . Cadwallader E. ,Linthicum, B. A. Henry B. Wilson, B. A. . · 11 �52 Circular of St. John's Colle,qe. LIST O.F G'B"1.7Jl7"1.T.E8-Contimee<l. 1885, 1889. Henry Bower Gorgas, B. A. Benj. Parker Truitt, B. A., M.A. Proficients : Charles Brewer,M. D., M. A. .John.L. Chew. B. A. -I. H. Iglehart, LL. B., University of Maryland. Will. Bush Shober. Charles A. Jacobi. Lemuel S. Blades, B. S. T. Leverett Brewer, B. S. Chas. Edwardws, B. S. Chas. H. Grace, B. A. Nicholii~ H. Green, B. A . Albert H. Hopkins, B. A. l\'I. T. G. Neale, B. L. Herbert Noble, B. A. Edwin D. Pusey, B. A. 1886, Charles H. Schoff, B. L. Ed. M. Hardcastle, B. A., M. D. John G. Tilton B. S., B. L. Clinton T. Wyatt, B. A., M.A. \IV. E. Trenchard, B. A. J. H. Baker, M. E. Jacob Grape, Jr., B. A., M. A. Will. Bush Shober, B. S., M.A. 1890. Proficients, T. Kent Green. Eugene M. Hays. B. A. George C. Schoff. W. A. Hitchcock, B. A. Chas. C. Marbury, B. A. 188'1. .John T. Truitt, B. A. Thos. H. Hicks, B. A. A. K. McGraw,"B. S. Wm. L. Purdum, B. A. .John S. Newman, B. S. John L. Chew, B. A. J. Fred. Adams, B. L. .John Ridout, B. A. B. Vernon Cissel, B. L. Charles E. Carl, B. L. Eugene W. Heyde, B. L. 1888. M. B. Freeman, B. L. Wm. W. Blunt, B. A. J. A. Nydegger, B. L. .T. F. ·Fenwick, B. A. T. Reiss Payne, B. L. Bernard Murphy, B. A·, B. L. Jesse H. Ramsburg, B. L. Frank P. Willes, B. A. M. T. Johnston, B. L. J. Frank Jacobi, B. S. Those marked with an(*) are dead. ~~uo:ra:r11 I880, *Charles Cummin~s, D. D. ~Theodorick Bland, LL. D. *Sylvanus Thayer, U. S. Army, LL. D. ~,eg:r.r-e.s. 1841. *Right kev. George ·washingtnn Doane, LL. D. 1844. 1886. *Rev. Gordon Winslow, D. D. Rev.Edward .T.Stearns,M.A.D.D,. 1889, *Dr. William Sands, M. A. Dr. William W.· Duvall, M. A. Dr. Marius Duvall, M. A. *Rev. Joseph Wolf, D. D. 1840. *Rev. Geo. F. Worthington, M.A.· *Edward Hazen, M. A. 1850, 1852. 1855. *Right Rev. William Pinkney, D.D. 53 :D.EG'Lt.E.B8-Continued. 1856. Rev. Peter Van Pelt, D. D. Rev. Edwin l\!I. Van Deusen, D.D. *Rev. James A. McKenny, D. D. 1859. *Hon. Roger Brooke Taney, LL.D. *Right Rev. William Rollinson Whittirigham, LL. D. 1860. 18'16. Daniel C. Gilman, LL. D. *Rev. J. Pinkney Hammond, D.D. · 18'1'1. Prof. Hiram Corson, LL. D. 18'18, S. Teackle Wallis, LL. D. Rev. S. V. Leech, :O. D. *Rev. Samuel H. Gordon, D. D. 18'19. .tWilliam Chauvenet, LL. D. Hon. A. B. Hagner, LL. D. *Hon. Reverdy Johnson, LL. D. Rev. 'l'homas S. Bacon, D. D. *Thomas S. Alexander, LL. D. *John V. L. McMahon, LL. D. Rev. Samuel F. Shute, D. D. Hon. T. Welles Bartley, LL. D. 1868. 1869. 18'11. *Hon. Richard J. Bowie, LL. D . *Hon. James L. Bartol, LL. D. N. H. Morison, LL. D. Rev. Benjamin B. Griswold, D.D. *.T. Grattan Hagner, M. A. 'Villiam E. Thompson, M. A. Dr. Thomas Welsh, M.A. 18'12. *Isaac Nevett Steele, LL. D. Dennis W. Mullan, U. S. Navy, M.A. 1880. 1884. 1886. .Tay M. Whitham, M. A. Rev. Alex. C. McCabe, M. A. 188'1. Rev. Alex. C. McCabe, Ph.D. 1888, *Frederick A. P. Barnard, Ph.D. Richard White, M. A. Wm. B. Harlan, M. A. Somerville P. Tuck, M. k W. J .. Dawkins, M.A. 1889. 18'14. Rev. John McDowell Leavitt, LL. D. Thomas Fell, Ph. D. Robert Brooke Dashiell, M. A. Rev. W. Scott Southgate, D. D. Rev. Randolph Lowrie, D. D. Rev. William C. Winslow, D. Fl. 18'15, Rev. Leighton Parks, M. A. Edward J. Clarke, M. A. Rev. TheodoreC. Gambrall. D. D. Rev. R. H. Williams, D. D. Hon. Jas. Wilton Brooks, LL. D. 18'18. *.John Tayloe Lomax, LL. D. *Rev. Henry Elwell, M. A. '"Rev. David F. Shaeffer. D. D. H0.1V0~"1.'Lt Y *Dr. Ninian Pinkney, u. S. N., LL. D. Rev. Julius i\f. Dashiell, D. D. 1884. Nathan C. Brooks, M. A. Circular ·of St. Joltn's College. Prof. W. LeRoy Broun, LL. D. *Hon. David Davis, LL. D. James M. Garnett, LL. D. Rt. Rev. T. U. Dudley, D. D. *Rev. J. Trapnell, D. D. *Hon. Geo. William Brown, LL. D. Rev. Theodore P. Barber, LL. D. J.890 �PAGE. Absence from College ............................................. 31 Admission, Terms of ..... , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Alumni Association ............................................... ;JO ~~~;~t~~ .... :'...... ::::::::::::::::::::::::::::::::::::::::::.::::: ~~ PROGRAMME. FRIDAY, JUNE 20th, 8 SATUR P. 11r.-Farewell Hop to Class of 'UO. McDowell Hall. Di\Y, JUNE 21st, 10 A •. M.-Exhibition of Field Hportfl. SUNDAY, 22nd, 11 A. M.-Baccalaureate Sermon, By Rev. S. Owen, D, D., Hagerstown, Md. MONDAY, 23rd, 10 A. M.-Military and Parade Drill. " " 8 P. M.-Philokalian Society Celebration. · Address by J. Harwood Iglehart, Esq. TUESDAY, 24th, 11 A. M.-Senior Class Day Exercises. " " 8 P. M.-Philomathean Society Celebration. Adaress by·Rev. Ulinton T. Wyatt'. WEDNESDAY, 25th, 10 " " " " M.-Alumni Day. Address before the Alumni, by Hon. John S. Wirt, Elkton, Md. 4 P. 11r.-Business Meeting of Alumni Association .. 8.30 P. M.-ALUMNI BANQUET. A. THURSDAY, 26th, 10 A. M.-Commence...,_ent .Exer,.l'!es. l!mldmgs, frontispiece ............................................ . Calendar for 1891-92...... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chemical Laboratory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cfndidates for Naval Academy ......................... ::::.":::::: C asses ......................·...................................... Clubs for Boardin~ ................ .-................................ Costume, Academical. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Co~rses of Study-Freshmen ...................................... ,'. '.'. '.'. Sophomore ................................... 2 26 45 6 32 15 20 20 Preparatory. . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . . Degrees ........................................................... ~lectiye Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Examination ..................................................... Expenses ................................................... 33 and 43 15 21 28 45 :: :: ;'.· ~:~li:·:::.·:::::::::::·::::::::::::::::::::::::: ~~ ~~~~l%~~::: :::::::::::::::::::::::: :: ::::.: :::::::::::::::::::~:: ~ Government and Discipline ................................. 29 and 44 &;:~:~?~~- ::::::::::::::::::::.::::::.:::::::::::::::::::::::::: ~~ HeB:ting of Buildings .............................................. Jnniors ......................................... _................. L!Lboratory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . · t~brary ........................................................... 1ter11ry Society .................................................. ~~c!LtlOn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . N ihtary Department ............................................... .c aval.Ac~demy, Candidates for ................................... Organ1zat10n .......................................... : . . . . . . . . . . . ~reparato;y School . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . ,_chol,arships, State ................................................ ,; . Collegiate ............................................ 32 6 25 29 30 13 35 45 13 39 33 34 ~~~to;!~;~~ :~~~~~~l·.·:·:·:-__·:·:·:··.·:·:·:·:·:·:·:·:·:·:·:·:·:·:·:·:·:·:·:·:·:·:·:·:·:·:·:·:·:·::::::::: 3~ Students, List of ............................................. 6 and 40 9ourse of.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Supervis10n. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Terms and Vacation ............................................. 30 Trustees, Board of. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Uniform .................. !,, •...•...•••. , , , , .. ,, •. , . . . . • , . , , , . , , , 37 ~tudies.• � 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 College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs 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. 53 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/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource [Catalogue of St. John's College for the Academic Year 1890-91] Date A point or period of time associated with an event in the lifecycle of the resource 1890-1891 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. 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 Description An account of the resource College catalog for the years 1890-1891 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/66738322bf0b631b2e7f1429ee476bde.jpg dfa8ea6bb71b197e2cd58a33213bf3c8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 25.5 x 20.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-2460 Title A name given to the resource [Governor] and an Eldery Woman Breaking Ground at the Ground Breaking Ceremony for the Francis Scott Key Auditorium and Mellon Hall, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1956 Creator An entity primarily responsible for making the resource DiGennaro, Francis Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/38359d7aaf8689df0bb49909c27660eb.pdf dec79a3d02e0c34714166ca2dabd17aa PDF Text Text College ANNAPOLIS, MARYLAND 21404 (301) 263-2371 SANTA FE, NEW MEXICO 87501 (505) 982-3691 Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, color, sex, national or ethnic origin, nor against the handicapped. �COLLEGE ANN APO US 8-10. . .... Senior Oral Enabling Examinations September 10 .. Freshman and Senior Registration September 11 . . . . . . . . Convocation September 11 .. Sophomore and Junior Registration September 11 ............ Classes Begin with Seminars October 16-19. . Long Weekend November 26-29 ......... Thanksgiving Recess December 11-January 3 . . V\linter Vacation January 24 .............. End of First Semester 25 . Second Semester Registration January 27 . January Freshman Registration February 12-15 ........ Long Weekend March 11-22 Vacation 30-May 1. Weekend 20 . Last Day of Classes 21 ........ End of Second Semester 23 . Commencement Freshman . Graduate Institute Freshman . Graduate Institute 7 20 August 13 14 Second Semester Begins Begins Second Serr1ester EnCls Ends August 26 ....... Dormitories Open 27 .. Senior Oral Enabling Examinations Begin 27-28 for All Classes . Convocation 28 28 ...... Classes Begin with Seminars October 9-12 ......... Vveekend November 26-29 December16 Decen1ber 10. Winter Vacation 11 for all Classes 11. Classes Begin With Seminars March 6-21 . Spring Vacation 14 Freshman Semester Ends 14 S·21nester 16 .. Cornmencement 0 0 0 0 31 June 21 6. 13 Freshrnan . Graduate Institute Freshman . .. Graduate Institute Second Classes Second Classes Semester Begin Semesl:er Ends End �TABLE CONTENTS PAGE Introduction . The Curriculum Seminar Preceptonal Tutorial ......... . Laboratory . Formal Lecture .. St. John's List of Books .. The Ac11demic Order Tutors. Instruction Committee Library Schedules Essays and Exa1ninations Academic Standing .............. . Degree of Bachelor of Arts . Degree of Master of Arts ........ . Graduate Institute in Liberal Education Directory Information and Right to Privacy Residence al!t:d Stud~?lt LHe Annapolis ... Santa Fe .. Both Campuses Site Plans of the Campuses . Admfasiom Requirements and Procedure . Campus Visit . 6 8 .10 . ......... 11 . ... 16 .20 . .... . 22 28 .......... 29 .30 .......... 31 ......... . .32 . . .34 . .. . 35 37 37 .......... 37 .33 .43 .47 62-63 ..so . .53 Fee~ and Financial Aid Procedures and Deadlines Grants and Loans Sample Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress Bib!iogrnphy 55 .... . 57 59 59 60 61 ............ 64 65 ................. 66 .79 Profile: 1980-81 Freshman Class .. . 80 �6 I ST JOHN'S COLLEGE I Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their commor~ cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any •' 0 •·Alh·i•:"•'""'"" calling and to become mature, competent and responsible citizens of a free society. -~~~iiill St. John's College believes that the way to liberal education lies through the books in which the greatest minds of our civilization-the gr.;;at teachers-have expressed themselves. These books are both timeless and they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary with which vve have to deaL They can therefore enter directly into our everyday lives. Their authors can speak to us almost as freshly as when spoke for the first time, for what they have to tell us is not something of academic concern, remote from our real interests. They change our move our hearts and touch our The books speak to us in more than one way. In raising the persisting human lend themselves to different that reveal a and yet complementary meanings. while please us as works of art with a clarity and a that their intrinsic intelligibility. They are, therefore, properly great, whether are poems or political treatises, and w·hether their subject matter is scientific, historical or philosophicaL They are also linked for each of thern is introduced, or criticized by the others. In a real sense they converse with each and they draw each reader to take part, ·within the limits of his ability, in their large and unending conversation. This conversation, ho·Never, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we sometimes desire. To remedy this defect is the goal of the St seminar. Here, a number of students of varied backgrounds, faced a text that may present unfamiliar ideas, attempt to discuss it reasonlt is presupposed that the students are willing to submit their to one another's critical scrutiny. The demands of the individual those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern its-::lf with trying to establish the meaning of a poem or the an argument. On the other hand, it may concern itself with more or with very questions that thrust themselves forward. The students bring to seminar the assumptions they have deri~ed from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the same- THE INTRODUCTION I 7 ness of .a recurre~t problem. and ~he. variety of i~s historical manifestations. Prmc1pally, nowever, the aun is to ascertam not how things were, but !'.ow thml?s.are-to help the student make rational decisions as he his h~e. Ai:d it 11s the ultimate aim of the program that the habits of and d1scuss10n tnus begun by the student should continue with him throughout life. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is r~ade to depend on the activity and initiative of the students. The tutor functions as a guide, more intent to listen to the students and to work with them than to impose upon them his own train of thought. St. John's seeks to restore the true meaning of a liberal arts education The primary function of the liberal arts has always been to bring about a 1~ awareness of the forms that are embodied in combinations of words and in numbers so they become means of understanding. the hberal arts were seven in number: grammar, rhetoric, logic- the arts guage; and arithmetic, geometry, music and astronomy-the arts of mathe'.natics. In more contemporary terms, the arts bring to light what is mvolved ~n the use of words and .numbers in all of discursive thought, m analysm?, speaking and wntmg, and also in measuring, deducing and demonstrating. There are many ways to develop these arts. The curriculum emphasizes five of them: discussion, translation, writing, experiment and mathematical demonstration. They are followed in all branches of the program But whatever the methods used, they all serve the same end: to invite the student to think for himself, to enable him to practice the arts of freedom. Free minds must be able to envisage concrete situations, to deliberate by la ting clear alternatives, and to arrive at a deciding choice. The acquisition of these mtellectual skills indicates that the discipline of the liberal arts has taken hold of the learning mind. Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one forrn or another They enable men to win knowledge of the vvorlcl around them and knowledge of themselves in this world and to use that with wisdom. Under their guidance men can free themselves frorn the wantonness of prejudice and the narrowness of beaten Under their men can acquire the habit of A genuinely conceived liberal arts curriculum cannot avoid most far reaching of all human goals. Evans Laboratory Building with Sangre de Cristo Mountains in background, Santa Fe �THE CURRICULUM I 9 8 I ST. JOHN'S COLLEGE THE CURRICUWM THE SEMINAR The heart of the curriculum is the seminar-a discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two memb~rs of the faculty as leaders. The group meets t~ice a week, on Monday and Thursday_ evemng~, from eight until ten-or well beyond if _the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around a hundred pages of reading, but may be much shorter if the text happens to be particularly difficult. f th l d Th re The seminar begins with a question asked by one o. e e_a ers. e after the seminar consists almost entirely of student discus~10nh ~tuhdenJs talk with one another, not just to the leaders. Th~y do no_t raise t eir ~ s for permission to be heard, but enter the discussion or witfhdral fror;I it a~ will. The resulting informality is tempered by the use of orma mo es 0 address. f I f om Once under way the seminar may take many orms · t may ra~ge r the most particular to the most general. The reading of Thucy~ides, for example is almost certain to elicit a discussion of war and agg~essH;mdand to bring to' the surface the students' opinions and fears about _t e wis horn or error of national policies. Homer and Dante prompt reflect10ns on uman virtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument-an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their inte{play with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy and requires a different approach. Such progress in learning together may be crowned by sudden insights on the part of individuals, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. Or it may climb to heights accessible to only a few of its members. Under these circumstances the role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections, to help the student in every way possible to understand the author, the issues and himself. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But a leader may also take a definite and positive stand and enter directly into the argument. If he does so, however, he can expect no special consideration. Reason is the only recognized authority; all opinions must be rationally defended and any single opinion can prevail only by general consent. The aim is always to develop the student's powers of reason and understanding and to help him arrive at intelligent opinions of his own. Every freshman, sophomore and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the student to set out in writing, as clearly as he can, his own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of his final oral examination. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling. (See page 34). �THE CURRICULUM / 11 10 I ST. JOHN'S COLLEGE THE TU'"fORlALS THE PRECEPTORIAL For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small "roups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty pn:ceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptonals may deal with books and themes the students would not otherwise encounter. There are generally seven or eight students in a preceptorial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the sernmar Usually the student's work is completed by the wntmg of a which may be read in draft to the preceptorial and criticized by the members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. 0 Tolstoy: Anna Karenina Adams: The Education of Henry Adams Common Law Adjudication and Philosophical Justice Freud: Selected Papers on Neurosis and Related Topics Kierkegaard: Fear and Trembling Aristophanes: The Birds (in Greek) Burke, Paine and Toqueville: Selected Works Force and Energy in Descartes, Newton and Leibniz Goethe's Novels Plato: Phaedrus Whitehead Selected Works WaJlace Stevens Arendt: The human Condiiwn Joyce: Early Works Aristotle's Theory of lvl.otion Astronomia Nova Sartre: Being and Nothingness Plotinus: Thircl Ennead Ibsen and Chekov Design and Expression in the Visual Arts William Blake: Selected Works The seminar cannot suffice as the only setting for liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persisteni:ly precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music.. For each of four years, a student attends one language and one mathematics tutorial three or four times a week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to fifteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for collaborative study and for the manifold teaching and learning relations that hold in a company of people learning togetheL As in the seminar, sludents talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for each student to contribute his measure of instruction and insight to his fellows" Other tutors often attend, seeking to learn about a particular subject which they may later teach. \IVrihng assignments are normally made in all classes: mathematics, music and laboratory sections as well as in language tutorials. The student is thus called upon continually to articulate and organize his in both the written and spoken forms. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. Primarily, the language tutorial attempts to remedy this condition by a training in the means of precise corn.munication and effective persuasion. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other To do this it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; the varied connotations and ambiguities of terms; the role of metaphors, analogies and images; and the logical relations between proposi hons. The study of foreign languages (Greek in th€ first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the student learns something of the nature of languages in general and of his own in particular. During the four years, then, he studies language as the discourse of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, he studies his own language. He discovers the resources of articulate speech and learns the rules that must govern it if it is to be dear, consistent and effective-if it is to be adequate and persuasive. �12 I ST. JOHN'S COLLEGE THE CURRICULUM/ 13 In the beginning the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one which is concerned 'with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work Those are matters that do not often come directly into seminar discussions. The student's concern with them in the language tutorial improves all his reading, for whatever immediate end, deepens and enriches his understanding, and increases his ability to think dearly and to speak well. A secondary purpose of the language tutorial is support of the seminar, Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore which might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits, This habit of precision, in its turn, becomes more common in the seminar Though the language tutorial cannot and should not aim at a mastery of the foreign languages, the student can reasonably expect to attain a knowledge of their grammatical forms and a grasp of their peculiar qualities, To experience the of another language is to extend the boundaries of one's sensibility The choice of languages is in part dictated the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the and aims of the tutorial. The first year of Greek, however, goes with th.;: freshman seminar and rnath::matics and the continuance of Greek into the second year advances the work of the first. The second yea.rends with and discussion of works Shakespeare, Donne and other The French of the year begins with a brief, intensive of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading and writing of simple French. Students already fluent in French 111ay be exempted from these early stages, Then follows examination of the form and content of French prose selections, Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the student attempts to match in his own tongue the excellence of his mod':'k In the second senlester a is read-Racifie's Phedre. The principal of the fourth ynr is the reading of French poems, including a considerable number from Baudelaire's Fleurs du 11/Ial. Its irnmediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the rdation of that art to the traditional liberal arts of language. V\friting assignments include exercises in translation more ambitious than these attempted in the third yeaL One of Molien:'s.comedies is read-either Tartuffe or Le Misanthrope. The year ends with analysis and discussion of modem British and American poets, such as T.So Eliot, Dylan Thomas, VV"B Yeats and Wallace Stevens. THE MA THEIVIA TICS TUTOPJAl Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word meanin" "to learn." It is regrettable, then, that students should come to dislike math:matics or to think of themselves as unmathematicaL It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based. Mathematics at St John's is studied as a liberal art, not artificially separated from what have come to be called the humanities. VVhen mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at St. John's, mathematics becomes not only the most readily learnable liberal art but also one which provides ready access to others and significant analogies with them. 0 0 There are' two main reasons for studying mathematics it pervades our modern world, perhaps even defines iL Therefore anyone who means to criticize or reform, to resist or cooperate 1Nith this world not only must have some familiarity with the mathematical methods by which it is m.anaged, but also must have thought about the assumptions that underlie their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count a.nd measure the things in the universe. The second rnain reason for studying mathema.tics concerns the mathematics tutorial more specifically Since mathematics has, as its name implies, a particularly close connection with the human capacity for learning, its study is especially useful in helping students to think about what it means to come to know something. To prepare themselves for such reflection students study artfully composed mathematical treatises, demonstrate propositions at the blackboard and solve problems doing this over four years they learn a good deal of mathematics, and they gain noticeably in rigor of thought, nimbleness of imagin3tion and elegance of expression. But while are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are exam- �14 I ST. JOHN'S COLLEGE ples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? iNhat is the relation of logic to mathematics? Are there "better" and "worse," "ugly" and "beautiful" in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. The student begins with the Elements of Euclid. Using Euclid's zation of the mathematical discoveries of his predecessors, the student gains a notion of deductive science and of a mathernatical system in general; he becomes acquainted with one view of mathematical objects-its central expression found in the theory of ratios-which is buried under the foundations of modem mathematics. After Euclid he begins the study of Ptolemy's Almagest, his attention on the problem of "hypotheses" constructed to "save appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at SL John's and the ordinary course in mathematics. Ptolemy presents a mathematical of the heavenly but he gives more than that his work is both an example of mathematics applied to phenomena and a comto the philosophical, poetic and religious readings that are taken up in the first and second years. In the second year the student continues the of Ptolemy, vvith emphasis those difficulties and complexities of the geocentric system which are resolved by the revolution. He studies into heliocentric form. Copernicus's transformation of the Ptolemaic He next takes up the Conics of Apollonius to learn a synthetic of the very objects whose analytical treatment Descartes marks the of modern mathematics. After this he analytic geometry, presents the conic sections in algebraic form. He thus gains an understanding of algebra as the "analytic art" in generaL In the third year calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's of real numbers, the endeavor to provide a ngorous arithmetical foundation for the calculus. The student then returns to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" in which orbits are determined laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year the reading of Lobachevski's approach to nonEuclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the goemetric art as a whole This is followed by the study of Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. On the Annapolis campus, there is an alternate program for the latter half of the year: some of the students projective geometry, in which the enterprise which began with Euclid returns in a remarkable way, n01N generalized, to its starting THE CURRICULUM/ 15 THE MUSK TUTORIAL One of the aims of St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed towards performance but towards an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year students meet once a week to study the fundamentals of melody and its notation. Demonstration takes place the second semester the students perform some primarily by singing, and the great choral works. the sophomore year a tutorial meets three times a week. The music tutorial reflects two different but complementary aspects of music. On the one hand music is intimately related to language, rhetoric and poetry. On the other it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial mcludes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint and None of these is done apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the rnasses of Palestrina, the operas of Mozart and the instrumental works of Beethoven are the real textbooks. In the second semester at least one major work is analyzed Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text students listen to recordings of a composition and fami!arize themselves vvith its score before the seminar meet3. Group discussion of a work of music, as of a facilitates and enriches the understanding of it. of �16 I ST. JOHN'S COLLEGE THE CURRICULUM / 17 THE LABORATORY The emblem of the SL John's program on the back cover shows seven books surrounding a pair of scales. The balance, no less than the books, symbolizes the tradition of the liberal arts. It stands for the instruments of the scientific laboratory, which may well be the most characteristic institution of the modern world. Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great re'1olutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal of the St. John's program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last t1rvo years of the program exhibit the far-reaching changes that flow from and these could not be appreciated without the first two years, which cover the period frorn Homer to Descartes. Modem mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the conseconceived by the great thinkers of the quence of the vast project of sevenl:eenth century. They are based on a mathematical interpretation of the which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hanrl that us to relate our exoeriences to our understanding. For this ~ur~-ose St. has set up a thre~-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology and chermstry are pursued. There is the art of measuremen.t, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be carefully scrutinized. All of this is supported the mathematics tutorials, which provide a dear understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a of skills derived from the practice of the liberal arts. The College does not subscribe to the sharp separation of scientific studies from the hurnanities, as if they were distinct and autonomous domains of learning. There need not be "tiNO cultures." Different fo~lds of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION THE LABORATORY The laboratory program is largely determined three considerations releThe formally scheduled vant to the liberalization of the study of science: experimental work must be combined with a and free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the student to trace a scientific to its roots in principle, assumption and observation. Thus certain integrated wholes of subject matters aI"e to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The student must have time to satisfy himself as to the degree of accuracy his instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire experiment. Only thus can he come to a mature understanding of the snences called "exact." A laboratory section consists of seventeen to twenty-one students under the guidance of a tutor, with the help of more advanced students serving as assistants. Sections meet two or three times a week" A laboratory session may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires. Occasionally a laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the College the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. �THE CURRICULUM / 19 18 I ST. JOHN'S COLLEGE LABORATORY TOPICS The general topics of study have been chosen from elementary physical and biological science. The sequence of study may be outlmed as follows: 1st Year 12 weeks: 20 weeks: 3rd Year 4th Year 10 weeks: 18 weeks: Observational biology Studies of matter and measurement, leading to the atomic theory of chemistry , , Topics in physics: mechanics, optics, heat, electnc1ty, magnetism Quantum physics Genetics, evolution, moleculary biology THE FIRST YEAR The laboratory begins with twelve weeks devoted to topics in , _ biology: classfication of types, anatomical st~ucture, cells and their aggregation and differentiation, embryological development. Close1 observat101~by naked eye or with microscopes is accompanied by constant tneoret;icL:l 1~-w::r~ pretation, based on reading important works of b1ol,~g1cal sc1enhs~~· _He~c the student confronts organisms as self-movmg ent!LJes with propd ties vf wholeness, intimately dependent on, yet distinct from, the world. h c The freshman laboratory next turns to the in a searc ,or some of its fundamental laws_ Archimedes on the lever on hydrostatics is studied, then the laws of equilibrium of gases, temperature and calonmetry are taken up, experimentally and in discussion of the relevant theor- ieso These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles, The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theoryo Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination_ THE THIRD YEAR The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, thermodynamics and electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot and Maxwell, The mathematical tools of physics are to be put to work in the at the same time that their rigorous development is pursued in the mathematics tutorials, As the tools of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy and potential fields, to their reformulation in terms of derivative and integral; at the same time the physical concepts serve to illustrate the mathematical ideas_ The concepts of mechanics are to be used to formulate alternative theories of light-corpuscular and wave-and the success of either theory in accounting for optical is examined_ The phenomena and processes of thought leading to the first and second laws o(thermodynamics are given careful consideration_ The fundamental phenomena of electricity and magnetism are studied and experimentally, and formulated in mathematical terms. The and culminating topic of the year is Maxwell's derivation of an electromagnetic of light. THE YEAR In many ways the vvork of the senior year is a return to questions the students first confronted as freshrnen. During the first ten weeks, the senior takes up anew the theory of atomism -but the atom itself has become object study, Prepared his work with electrical phenomena, th.;: student can focus on the questions of atomic stability that lead to the revolutionary quantum hypothesis of Bohr and the vvave mechanics of de Broglie and Schrodinger Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning_ the course of thought in Schrodinger's What is Life?, the senior laboratory then turns or returns to biological topics, and first to genetics, to Mendel's theory of heredity and its development through the experimentation and interpretation by TH. Morgan and his associates_ The results studies of bacteria populations are considered from the standof their evolutionary significance, in the papers of Hardt and of Luria and Delbruck. Next, fundamental papers leading to present-day molecular biology-for instance by Beadle and Tatum, Watson and Crick, Jacob and !Vlonod-are studied. of 0 �THE CURRICULUM/ 21 20 I ST JOHN'S COLLEGE LECTURE The curriculum as described so far calls for student participation at every active stage of the work On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the student has an opportunity to listen and attentively The subject may be closely connected with seminar readngs or it rnay open up a new field of interest and test the student's readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the SL John's faculty. Visitors may be from the academic world or frorn the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturer submits himself to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the student the habit of listening and following the exposition of a he may not be farniliar and it also provides him an opportunity, in the discussion period, to exercise his dialectical skill in a setting very different from the classroom. It is here that he can himself test the degree of his understanding and the applicability of what he has learned. The lectures range through a variety of subjects. Sometimes the student is confronted with views on a given Some of the lectures have immediate in the seminars tutorials, Others may have a lasting effect on the direction that a student's work takes within the framework of the program, LECTURES AND CONCERTS The list below provides some examples of lectures and concerts given on one or the other campus in recent years: "The Growth of Presidential Power" William Goldsmith "Genesis" Robert D. Sacks Aeolian Quintet "Why Should Gloucester Attempt Suicide and Why Must Cordelia Die" John Steadman "Changing Trends in 20th Century Pairttings and Sculpture" Adelyn Breeskin "The 18th Century Background to Gibbon" Arnaldo Momigliano Sequoia String Quartet "Languages,Philosophy and Science" Stillman Drake "The CoHapse of Democracy at Athens and the Trial of Socrates" Leo Rad1tsa "On the Translation of Rimbaud's Poetry" Jonathan Griffin 'The Vapheio Cups" Ellen Davis "John Milton: The Solitary Louis L IV!artz to Paradise" "The Geometrical Vision" Howard Fisher "Angels in Paradise Each with His Hand in a Jar of Spermacetti" Galway Kinnell ~ "The Brothers Karamazov" Michael Ossorgin 'The Question of Beauty: The Early Christian Arts" Charles Bell "Rousseau and Democracy: The Design of the Social Contract" Hilail Gilden "Watching Television" Roger Rosenblatt �22 I ST. JOHN'S COLLEGE ST. JOHN'S LIST OF GREAT BOOKS The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at the University of Chicago, at the University of Virginia and, since 1937, at St. John's College. The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter. The St. John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all times. In doing that it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and ever present gravity of human issues. The list of books which constitute the core of the St. John's program is subject to review and revision by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read only in part are indicated by an asterisk. THE CURRICULUM I 23 FRESHMAN YEAR Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Nicomachus: Lavoisier: Essays by: Harvey: Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Medea, Bacchae Histories* Clouds, Birds Ion, Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus Poetics, Physics*, Metaphysics*, Nicomachean Ethics*, On Generation and Corruption*, The Politics*, Parts of Animals*, Generation of Animals* Elements On the Nature of Things "Pericles," "Alcibiades" Arithmetic* Elements of Chemistry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood SOPHOMORE YEAR The Bible* De Anima, On Interpretation*, Posterior Analytics*, Categories* Apollonius: Conics* Marcus Aurelius: Meditations* Virgil: Aeneid Plutarch: Lives* Epictetus: Discourses, Manual Tacitus: Annals Ptolemy: Almagest* Plotinus: The Enneads • Augustine: Confessions, On the Teacher* Anselm: Proslogium Aquinas: Summa Theologica*, Summa Contra Gentiles* Dante: Divine Comedy Chaucer: Canterbury Tales* Des Prez: Mass Machiavelli: The Prince, Discourses* Copernicus: On the Revolutions of the Spheres* Luther: The Freedom of a Christian, Secular Authority Rabelais: Gargantua* Palestrina: Missa Papae Marcelli Montaigne: Essays* Viete: "Introduction to the Analytical Art" Bacon: Novum Organum* Shakespeare: Richard II, Henry IV, Henry V, The Tempest, As You Like It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets* Poems by: Marvell, Donne, and other 16th and 17th century poets Descartes: Rules for the Direction of the Mind, Geometry* Pascal: Generation of Conic Sections Bach: St. Matthew Passion, Inventions Haydn: Selected Wo_;-ks Mozart: Selected Operas Beethoven: Selected Sonatas Schubert: Selected Songs Aristotle: I I I �THE CURRICULUM/ 25 24 I ST JOHN'S COLLEGE Stravinsky: Webern: Symphony of Psalms Selected Works JUNIOR YEAR Don Quixote Two New Sciences* Leviathan* Discourse on Method, Meditations, Rules for th2 Direction of the Mind*, The World* Paradise Lost*, Samson Agonistes Milton: La Rochefoucauld Maximes* Fables'' La Fontaine: Pensees* Pascal: Treatise on Light*, On the Movement of Bodies by Impact Huygens: Theologico-Political Treatise Spinoza: Second Treatise of Government, Essay Concerning Human Locke: Understanding* Phedre Racine: Principia Mathematica* Newton: Epitome IV Kepler: Monadology, Discourse on Metaphysics, What is Nature?, Leibniz: Essay on Dynamics Gulliver's Travels Swift: Principles of Human Knowledge Berkeley: Treatise of Human Nature'', Dialogues Concerning Natural Hume: Religion, Enquiry Concerning Human Understandmg Social Contract, The Origin of Inequality Rousseau: Wealth of Nations* Adam Smith. Critique of Pure Reason*, Fundamental Principli:._s of " Kant: lv1etaphysics of Morals, Critique of Prachcal l<eason .. Don Giovanni Mozart: Pride and Prejudice, Emma Jane Austen: "Ode on Intirnations of Immortality" \!Vordsworth: Hamilton, Jay and 1vfadison: The Federalist Billy Budd, Benito Cereno Melville: Essay on the Theory of Numbers Dedekind: Democracy in America* Tocqueville: Young, Maxwell, S. Carnot, L Carnot, Mayer, Kelvin, Essays by: Taylor, Euler, D. Bernoulli Cervantes: Galileo: Hobbes: Descartes: SENIOR Moliere: Geothe: Mendel: Darwin: Hegel: Lobachevsky: Tocqueville: Lincoln: Kierkegaard: WavnPr· Ma~x:-. Articles of Confederation "Declaration of Independence" Constitution of the United States of America Supreme Court Opinions* The Misanthrope, Tartuffe Faust* Experiments in Plant Hybridization Origin of Species, Descent of Man "Introduction" to the History of Philosophy, "Preface" to the Phenomenology, Logic (from the Encyclopedia), Philosophy of History*, Philosophy of Right* Theory of Parellels* Democracy in America* Selected Speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Communist Manifesto, Capital*, Political and Economic Manuscripts of 1844* Dostoevski: Tolstoy: Mark Twain: William James: Nietzsche: Freud: Valery: Kafka: Heisenberg: Millikan: Wittgenstein: Keynes: Joyce: Poems by: Essays by: Brothers Karamazov, The Possessed War and Peace The Adventures of Huckleberry Finn Psychology, Briefer Course Birth of Tragedy, Thus Spake Zarathustra*, Beyond Good and Evil* General Introduction to Psychoanalysis, Civilization and Its Discontents, Beyond the Pleasure Principle Selected Poems The Trial The Physical Principles of the Quantum Theory* The Electron* Philosophical Investigations* General Theory The Dead Yeats, T.S. Elliot, Wallace Stevens, Baudelaire, Rimbaud, and others Faraday, Lorenz, J.J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schri::idinger, Maxwell, Bernard, Weismann, Millikan, de Broglie, Hiesenberg, John Maynard Smith, Dreisch, Boveri, Mendel, Teilhard de Chardin �THE CURRICULUM/ 27 CILASSIFICATION Of AUTHORS ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FOUR YEARS Philosophy and Theology History and Sodai.l Science Mathematics and Natural Science Homer Aeschylus Sophocles Euripides Aristophanes Plato Aristotle Lucretius Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Lavoisier Dalton Lamarck Archimedes Torricelli Pascal Fahrenheit Avogadro Black Virgil Dante Chaucer Rabelais Shakespeare Donne Marvell Aristotle Epictetus Plotinus Marcus Aurelius The Bible Augustine Anselm Thomas Aquinas Luther Montaigne Bacon Plutarch Tacitus Mochiavelli Ptolemy Appollonius Copernicus Descartes Darwin Mendel Pascal Viete Cervantes Milton Swift Racine Fielding Melville La Fontaine Wordsworth 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 D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell Mozart Moliere Goethe Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka Wallace Stevens T. S. Eliot Mark Twain James Joyce Hegel Kierkegaard Neitzsche William James Wittgenstein Hegel Marx Documents from American Political History Tocqueville Lincoln Supreme Court Opinions Keynes Faraday Lobachevski Lorenz Rutherford lVlinkowiski Bernard Davisson Dreisch Boveri \rVeismann John Maynard J. Smith de Broglie Mendel J.J. Thomson Bohr Millikan Schrodinger Darwin Freud Einstein Heisenberg Whitehead Maxwell Wagner Literature First Year Second Year Third Year Fourth Year Liberty Tree, Annapolis Music Wollaston Gay-Lussac Proust Cannizzaro Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez Webern �28 I ST. JOHN'S COLLEGE THE ACADEMIC ORDER THE TUTORS At St. John's the teaching members of the 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 field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying from the works of the principal teacher of the classit might be Plato or Newton-usually an author of one of the great books, who wrote from the high point of his learning. What then is the role of the reading and talking teachers, the tutors? THE ACADEMIC ORDER I 29 First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions. The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen, and to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at St. John's will not be limited to what fits neatly inside a single discipline, it is essential that St. John's tutors re-educate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training. For example, a tutor with advanced degrees in mathematics would prepare himself to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to become competent to teach the St. John's program. This is necessarily demanding because no full-time tutor is confined to a single part of the program. He is, and has to be, a teaching member of a seminar and of either two tutorials or of one tutorial and a laboratory section, and he is continually teaching his colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John's than the preparation for classes usually allows. In order to avoid staleness and the everpresent danger of succumbing to routine performance, they are granted sabbatical leaves to allow for leisure and serious study. Between sabbatical leaves, faculty study groups are set up. Leaders of such groups are relieved of part of their ordinary teaching duties. They engage in a thorough study and exploration of a subject chosen by the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John's curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John's. THE INSTRUCTION COMMIITEE The Instruction Committee is a committee of tutors responsible for advising the Deans on all matters of instruction. It also advises the President on appointments to the faculty. The Committee consists of the Deans and twelve tutors, six elected by the tutors on each campus of the College; the President and the Provost sit with the Instruction Committee ex officio. Each Dean is the chairman of the Instruction Committee on the campus where he serves; the members of the Committee on each campus constitute the Instruction Committee for that campus and meet at frequent intervals throughout the year. The full Committee meets annually, alternating between the two campuses, and the Deans alternate as chairman of the Instruction Committee. �30 I ST. JOHN'S COLLEGE THE ACADEMIC ORDER I 31 THE LIBRARY SCriEDULES The books chosen for study at SL John's are collected in the library in the best editions and translations that can be obtained. These books form the core of the library, essential to the teaching of the program. A good general collection is a necessary supplement; the college has little need for a specialized, highly technical collection. Each year books are purchased in mathematics, science, philosophy, religion, fine arts, music, poetry, literature and history and many other fields. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarians in selecting books and periodicals. The library maintains a collection of about 80,000 volumes. In Santa Fe, collection now numbers over 51,000. Perhaps the most distinctive mark of SL John's College is the fact that all the students of the same year are reading the same books at the same time wHh the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the fone of the first assignment in Thucydides, when students and serninar leaders are about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of have a common ground for conversation. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS HOUR MONDAY TUESDAY 9:15 Mathematics Tutorial 10:15 Language Tutorial Language Tutorial WEDNESDAY Mathematics Tutorial Language Tutorial THURSDAY FRIDAY !Vlathernatics Mathematics Tutorial Tutorial Language Tutorial Chorus 11:15 1:15 Laboratory Laboratory to 4:15 8:00 Formal Lectur2 Seminar Seminar A SAMPLE FRESHMAN SCHEDULE, SANTA FE HOUR 9:00 MONDAY Laboratory TUESDAY to J2:00 1:00 FRIDAY Language Tutorial Mathematics Tutorial Mathematics Tutorial Mathematics Tutorial 2:30 to 4:00 8:00 THURSDAY !V1usic Tutorial Language Tutorial Laboratory Language Tu tonal 10:30 Both libraries hold interesting special collections. Annapolis has the Collection dating from 1696, known as the "first public in Arnerica," and the Peter Jackson and the Bowen Collection of mythology, symbolism and architecture. The Bynner Collection and The Edgar Allen Poe Collection in Santa Fe contain first editions of each poet as well as other belles lettres. In addition, the Santa Fe contains several music collections, including the Amelia the Grumman, the and the Holzman collections Woodward Hall in Annapolis was renovated as a modem library facility in 1969. H has comfortable modern study carrels and stacks as well as traditional reading rooms. The Santa Fe is housed in the Peterson Student Center and the Weigle The music library is located in the Sternberger-Weis Music and Fine Arts WEDNESDAY Seminar Seminar Formal Lecture Except for the preceptorials in i:he and senior years and certain periods of laboratory work for which upperclassmen may choose their own time, the schedule is the same for all students. Each morning for either three or four days a week they spend one hour in a language tutorial and one hour in a mathematics tutorial; sophomores also spend four hours a week in a music tutorial. Twice a week freshmen, juniors and seniors spend up to three hours in the laboratory Two evenings from eight to ten they atte~d a seminar. A formal lecture or concert is given once a week. Sixteen to nineteen hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. �32 I ST. JOHN'S COLLEGE ESSAYS EXAMINATIONS Annually in and each semester in Santa Fe every freshman, sophomore and junior submits an essay to his seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program_ ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar The student is questioned freely and informally on the texts he has read or the paper he has written and on his critical and opinions. It is not the principal aim of the examiners to find out how much the student remembers. He is encouraged to consider the different parts of his study in relation to each other and to problems that may not have been treated in any of his classes. For freshmen the first oral examination of the year is given before the vvinter vacation, and for juniors and seniors just before preceptorials begin THE "-''-"""'''-"-"' EXA1\1INATION his sophomore year, each student must pass an examination in elealgebra and THE FRENCH READING year, each student must pass an exarnination to demonof the French language. The senior oral enabling examination is given to the student in the fo.ll at the beginning of the fourth year It is focused on a number of books from the seminar lists assigned for rereading and study during the preceding summer_ The passing of this examination confirms a student's status as a candidate for the degree of Bachelor of Arts. THE FINAt ESSAY AND ORAL EXAivHNATION In the senior year the student is required to present to the faculty a final essay related to some aspect of his four years' vvork. It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts_ Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes, If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined upon it by the committee in an hour-long public examination, No degree is avvarded unless both the essay and the oral examination are satisfactory, The senior essay is regarded as a culmination of the student's learning. �THE ACADEMIC ORDER I 35 34 I ST JOHN'S COLLEGE ACADEMIC STANDII'JG Because SL John's classes are small and intimate, and because students paractively, every tutor is aware of his students' progress f~om, to The tutors' appraisals of a student are based on the student s tocal performance as a member of his tutorials and seminar. . It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of and for individual choice and guidance. Moreover, SL John's is freefrom the pressures of conventional examinations and . for grades. - Because student participation is essential to the in which Slasses are conducted at St. John's, attendance at all regularly college exercises is required. A record of absences is kepL This record is taken mto consideration whenever there is occasion to determme academic THE DON RAG \!Vithin the College the most form of evaluation is the don r3tg. Once a semester, each freshman, sophomore and meets all his tut~rs in the don rag. The tutors report to one of the seminar leaders on tne student's work during the semester; the student is then invited to respond to his tutors' and comn1ent on his 01Nn work Advice may be and given; may be aired; but grades are not discussed. . , . If a studenfs work as a whole falls belovv a satisfactory ne may be placed on academic with the of conditions that must be r.net if he is to is one semester. LETTER '-' &>.L H-• ,,_,,,, The tutor's comprehensive judgment of a student is reported to the Dean each semester as-a conventional letter grade, A, B, C, Dor F, where C mdicates that the work is at a level. Such a system is necessary in the case of students inho or profeo;sional school or to transfer to Within the grading is not of Students will be told their work for grades, but rather to If it becomes evident that a process has the student is '"'~·~"•A,-A ... ~.a enabling is a revievv of all the tutors of the Instruction Comrniti:ee, vvith the of the student's two years he has spent in the College. As an indication_ of his . the liberal arts, the annual essay carries great A student is ~L'.~""~._.. or al1owed to enter the class, if he has essay and only if, in the of the ciently prepared for the judgmC::nt looks to the sen1or essay 0 Senior Oral, Annapolis THE ST. B1~CHEL()f{ The student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the session in three and one-half years, but they spend their first summer in completing their freshman year, so that too complete a fouryear curriculum. For transcript purposes, St. seminars, tutorials and laboratories on be translated into terms of conventional subjects. The curriculum is the of approximately one hundred sern€ster hours. Ai-ID CAREERS A.FTER ST. JOHN'S Each year many St seniors elect to do advanced ·work in a wide range of graduate and professional schools Experience shows that leading universities admit St. John's graduates with creditable records. Since St. offers no in specific subjects, however, some may find it necessary to take undergraduate courses during their first year of graduate or professional study in some, but not fields. other graduates choose to embark directly upon careers ma variety of Their undergraduate background-especially its scope and its emphasis on thoughtful inquil11 and subsequent application of principleshas been found lo be an excellent preparation for employment, St refuses to accept the imposition of preprofessional specialized requirements on its liberal curriculum. The College believes that to educate men and women requires less, and yet far more, than is required to satisfy the shifting standards of conventional specialized education. �36 I ST. JOHN'S COLLEGE THE ACADEMIC ORDER I 37 The following table shows the professions or fields of advanced study entered by one or more St. John's graduates; law, mathematics, philosophy, education, medicine and theology have attracted the greatest numbers. Acting Advertising Agriculture Ar$=haeology Architecture Art Biochemistry Biology Bio-physics Business Administration City Planning Computer Programming Dentistry Drama & Playwriting Economics Education Engineering Finance Geology Government Service History History of Art History of Science International Relations Journalism Languages Law Library Science Literature Logistics Management Mathematics Medicine Meteorology Music Nursing Oceanography Philosophy Physics Political Science Psychology Public Administration Scientific Research Social Anthropology Social Work Sociology Systems Analysis Theater Arts Theology Writing THE ST. JOHN'S DEGREE, MASTER OF ARTS A tutor who has completed two years of teaching at St. John's may receive a Master's degree in Liberal Arts. He must petition the Instruction Committee for permission to present himself as a candidate for the degree. He must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. THE GRADUATE INSTITUTE LIBERAL EDUCATION A graduate program, leading to the M.A. degree in the liberal arts, is conducted by the Graduate Institute year-round on the Santa Fe campus and during the summer in Annapolis. H is designed for graduates of colleges other than St. John's and is particularly well suited to the needs of highschool teachers. The program, which is based on the St. John's list of readings, is divided into four subject areas: Politics and Society, Literature, Philosophy and Theology, and Mathematics and Natural Science. Each summer session lasts eight weeks and consists of seminars, tutorials and preceptorials. The seminars are modeled on those of the undergraduate college; they are limited to about twenty students. The tutorials are smaller classes devoted to the close reading of texts. In the preceptorial the student chooses a topic pertaining to one of the books studied and, under faculty guidance, writes a long essay. For each section of the program nine credits are granted. All four sections are required for the degree, though students who have previous graduate credit may be eligible for the degree after three summers. The sections may be taken in any order. More detailed information and a separate bulletin may be obtained by writing to the Graduate Institute in Liberal Education, St. John's College, Santa Fe, New Mexico 87501 or Annapolis, Maryland 21404. DIRECTORY INFORMATION AND RIGHT TO PRIVACY Freshman Chorus, Santa Fe In compliance with the Family Education Rights and Privacy Act, the College retains the right to publish at its discretion the following information about each student presently or previously attending the College: the student's name, address, telephone listing, date and place of birth, field of study, participation in officially recognized activities and sports, dates of attendance, degrees and awards received, and the most previous educational agency or institution attended by the student. As required by the Act, the College will provide public notice annually of its intention to publish such directory information. Students have a right to inform the College within a reasonable period of time that any or all of this directory information should be withheld. The College will respect any such request for privacy. �38 I ST. JOHN'S COLLEGE SIDE E DE The College is well aware that physical activities, artistic expression and light-hearted recreation are necessary complements to an intellectual life and it is comrnitted to providing the facilities, funds and support needed to make them availableo Generally, such activities in Annapolis are under the sponsorship of the Student In Santa Fe they are organized the Student Activities Office (SAO), is responsible for providing instruction and equipment Since its founding as King William's School in 1696, St John's has been situated in the colonial seaport town of Annapolis, capital of the State of Marylando Its population of 50,000 persons is occupied principally with the government of the State and of Anne Arundel County; with the training of at the United States Naval Academy; with the fish, crab and oyster industry and the sailing and recn"ational activities of the Chesapeake Bay; and with the liberal education of students at SL John's College" The campus of acres lies in the Historic District, adjoining '· .L11.•~·,y Creek, one block the State House and across the street from Academy The fifoeen include 18th century histonc homes classrooms, offices and a dormitory), 19th century Victorian structures, and 20th century buildings designed to complement the older ones. There are six student dormitories, offering single and double rooms. The of students has governed itself since 1945 with elected officers and delegates representing each dormitory and the off-campus conThe Student Polity called the Delegate Council, meet once a week to requests from students for funds, to allocate time and use of facilities such as the student to remind students of their responsibilities to the College corn.nmnity, and co express student on cornrnon problerns The Delegate Council also meets once a week with members of the CoHege admmistration to discuss problems of mutual concern and maintains a Student Instruction Committee to discuss and recornmend curriculum changes" A Food Committee works with the dining hall manager to develop satisfactory dishes for the regular and vegetarian menus. Since 1968 The Collegian, a weekly student newspaper, has provided a second medium for expression of opinion to the community as a whole. Controversy ranges from petty to vital; creative writing and news take up the rest of the spaceo Students are also welcome to contribute vvork to The Reporter and The College, the two official publications of SL John's" Extracurricular organizations at SL John's are generally informaL Some continue year after year while others spring up and die out as the individual members of the community come and goo !'.1any extracurricular Dining Hall, Annapolis �40 I ST. JOHN'S COLLEGE activities grow directly out of the curriculum as students' interests overflow from the classroom. The past years have seen small classes-some led by students, others by tutors-in harmony, Latin, German, the New Testament, Leibnitz (his papers on calculus), and special aspects of chemistry and biology. Other activities stern from interests independent of the College curriculum. Most prominent among them have been those of the Garden Club and various classes in dance and martial arts. Theater life is active. Each of three drama groups offers a specialty: the King William Players stage one or two classical plays a year, the Modern Theater Guild performs one or two modern works, and the Dwarf Players produce several one-act plays. Recently these groups produced The Night of the Iguana, The Importance of Being Earnest, and Le Misanthrope. Every weekend the student film club presents foreign and domestic films-the classics of cinema art. Additional film series, including The Ascent of Man and Roots, have been shown during the week. There is also a special winter film series on Wednesday nights. Iv1usic is pursued in groups and individually. Voice and instrumental ensembles train new members and perform at College events. The College provides practice rooms and pianos and a music library of scores and recordings. Private study can be easily arranged on campus or in town. Individual artistic expression needs a time for training and a place to work. Pennanent facilities such as the art studio, ceramic studio, woodworking shop, photography darkroom and stage floor provide places to develop specific skills. The College also maintains a small art gallery staffed by students. Recent shows of works by Roualt, Daumier and Hart have been held there. An exhibit each spring displays work by members of the College community . An artist in residence teaches classes and coordinates exhibits. Classes in pottery, photography, sculpture and painting continue throughout the year. Parties, an important part of cornmunity life where students and tutors meet informally, come in several varieties. The Society of Bacchus arranges rock dances, waltz parties and community gatherings including the Halloween Masked Ball, Mid-Winter Ball, Christmas Party and the Spring Cotillion. Vigorous square dances and quiet jazz parties occur once or twice a year. A festival in the spring, Reality Weekend, begins with student skits and parodies and, after a parade up Main Street, provides a full day of picnicking and athletic competition. Cultural events on campus include Sunday concerts and informal lectures by guest speakers, Annapolis itself offers church groups of all denominations, synagogues (detailed information on Jevvish student life is available on request), concerts, plays, historic tours, seafood, sailing, the Naval Academy, hiking, cycling, State government, political work, community service groups, etc Washington, D. C. and Baltimore, Maryland, both within an hour's drive, offer activities, museums and stores too numerous to mention here. RESIDENCE & STUDENT LIFE I 41 ATHLETICS Since 1939, when intercollegiate athletics were abolished, the intramural sports program has flourished. About two-thirds of the students, both men and women, participate actively in individual and team sports. The Director of Athletics and two student assistants schedule events and coordinate use of the facilities, which include a well-equipped gymnasium, large playing fields, tennis courts and a boathouse with a number of sailboats and other small craft. Men's and women's teams compete in field hockey, touch football, soccer, basketball, volleyball, softball and track, each in its season. Doubles and single players compete in tennis, handball, squash, badminton, fencing, paddleball and table tennis. Sailing, canoeing and rowing are non-competitive activities offered purely for enjoyment. Excellence in sports is recognized and encouraged by individual and team awards; enjoyment of sports is the most important fruit of the athletic program and is its own reward. �RESIDENCE & STUDENT LIFE I 43 THE FE In the early 1960's the College decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West rather than sacrifice the virtues of a small campus. SL John's College in Santa Fe was opened in the fall of 1964 in New Mexico's capital city, founded in 1610 by Spanish colonists. Its population of 50,000 people is occupied principally with the government of the State and of Santa Fe County; with cultural pursuits in the fine arts, museums and opera; and with archaeological and historical research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of American Indian Arts, the College of Santa Fe and the University of New Mexico in Albuquerque. Sixty miles to the south, Albuquerque provides the attractions and co;weniences of a city of 400,000 people. The campus of 300 acres lies in the southeast comer of the City, two miles from the historic Santa Fe Plaza and the Palace of the Governors. The architedure of the Santa Fe campus reflects the territorial style introduced in the state during the last century. The campus, at an elevation of feet, overlooks the Santa Fe valley and off.:::rs superb views of the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain ranges. The Campus includes a classroom building, a laboratory, a student center, a music and fme arts building, an administration building and two dusters of d01rnitories. A library, dining hall and infirmary are also located in these buildings. Nina 5. Garson Reflecting Pool. Santo Fe View from Dining Hall, Santo Fe �44 I ST. JOHN'S COLLEGE Each of the sixteen dormitories on campus houses from twelve to eighteen students and serves as a smaller community of friends within the College. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and at the same time close companionship with a fellow student. The head resident helps students arrange to live in dormitories with others who share similar opinions about smoking, loud music and so on in a dormitory area. In addition to the two dormitory complexes on campus, students are also housed in a rambling twenty-room adobe house which was bequeathed to the College by the poet Witter Bynner. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with administration and faculty, rather than through the machinery of a formal student government, since both the size of the College and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee and the Board of Visitors and Governors. Students also belong to advisory committees which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities including the artistic, the academic and the athletic Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet and modern dance. The art studio in the Fine Arts Building, the darkroom and the pottery studio provide appropriate settings for these activities. The College's art gallery, which is open to the public, has a new show by professional artists each month" Student art work is at the end of the school year, and awards are given for RESIDENCE & STUDENT LIFE I 45 achievement in pottery, photography, drawing, painting and in making jewelry. Au Verso, the literary magazine of the College, is published twice a year. It contains essays, artworks, poetry, short stories and photography from students and faculty alike. Musical performances of many kinds are given by students through the Collegium Musicum. Formed in order to stimulate musical activity on campus, the association provides members of the College community with an opportunity to perform before a small, receptive audience. Through this organization students and faculty who play intruments or who sing can find teachers and fellow musicians with whom to study or perform. The St. John's Chorus and the Madrigal Singers also give recitals. The College provides numerous keyboard instruments including two grand pianos and a harpsichord for student practice and performance" Practice rooms are available in the Fine Arts Building. The Collegium Theatricum produces two or three plays each year. It also organizes evenings of soliloquies and one-act plays. Funds and equipment are provided by the Student Activities Office. The directing, acting, costumes and lighting are done by interested students and faculty. The SL John's Film Society is organized by students to provide a wide variety of classic and current films for the College community every Saturday night. Many students are attracted to the town of Santa Fe by its crafts, music, theater and visual arts. Others have participated in tutoring in elementary schools, counseling for the Santa Fe crisis center, working at the local health-food co-op or in other local activities, The St John's bus takes students into town twice a day. �46 I ST. JOHN'S COLLEGE RESIDENCE & STUDENT UFE I 47 Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extracurricular classes and discussion groups both on and off campus. Informal discussions of contemporary literature, forums on public concerns, and slide shows on art history are frequent on-campus acti~ities, as are study groups in such languages as Russian, German, Spanish, Italian and Hebrew. Students preparing for entrance into medical school have attended classes at the University of New Los Alamos branch, under the sponsorship of the College. Thorne Fellowships also give students financial support toward fulfilling medical prerequisites during i:he summer months. ATHLETICS The Student Activities Office coordinates a volunteer athletic program which offers opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. These last two are sports in which St. challenges other colleges and universities, and the College usually has one of the finest fencing teams in the Southwest. There are indoor facilities for judo, karate, tai chi chuan, weightlifting, gymnastics and fencing, but during much of the year these activities can be done outof-doors. Intramural programs in soccer, track, volleyball and badminton are conducted at the College's facilities. A men's soccer team and a women's soccer team both play with other teams in the area and are hosts to several tournaments in the fall and spring. The St. John's basketball team competes in a city league. Santa Fe's municipal swimming pool is reserved for St. John's one night each week. A horse corral on the campus is available for student and faculty use; horses may be hired at a nearby ranch. The adjoining Sangre de Cristo Mountains provide hundreds of square miles of forest and wilderness areas for hiking and camping. Here the St" John's Search and Rescue unit trains regularly in techniques of map reading, first aid, wilderness survival, rock climbing and cliff evacuation. The team is called out in emergencies several times a year; students have permission to be absent from camuus in the event of a search or rescue. The Santa Fe Ski Basin" (seventeen miles to the north) and the Taos Ski Ba.sin (tvvo hours away by car) offer fine slopes for both beginning and advanced and several cross country ski trails branch off from them. Students may borrow skis, boots and poles from the College, and the St John's bus provides \/\/hen the weather is warmer the Student Activities Office excursions down the Rio Grande kayak, canoe and rubber 1Nith overnight carnping along the way. BOTH College as;;, non-denominational institution. In its years there were some ties with the Protestant L,-'.'"'.. vpal Church, but these no longer exist. The College schedules no gious services except before commencement Attendance is vol.untary, in consonanc:o v:rith the Charter. tutors and students attend church or synagogue in ~ov·1n. It is customary extracurricular Bible classes to be conducted tutors of the '-''w""''=· FACILITIES FOR St. John s College Se(lrch and Rescue Team, Santn Fe 1 As in Annapolis, vvaltz parties, rock parties, and such regular events as the Fall Festival (in the mountains surrounding the College). the Halloween Costume Party, the Fasching Ball, the Graduation Ball and Reality Weekend occasions for informal gatherings of tutors and students. Reality vvee!Kena includes a talent a parade from the Plaza to the College, a picnic and athletic competition. The College Bookstore on each ca:rnpus has all the books and supplies the student needs for his classes. It also maintains a stock of books related to all phases of the program, and books of ITtOn: general interest. It is vvithout As supports for an active social the College on each campus a coffee and a junior common room for the use of all students. In "~>en"'' there are smaller soci2J rooms, furnished. �48 I ST. JOHN'S COLLEGE DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming student to make proper use of the support that other students can give him in his college life. Unmarried students not living at home are required to live in the college dormitories and to take their meals in the college dining hall, unless they obtain permission from the Assistant Deans to live off-campus. The College currently can offer no married student housing at Annapolis, but does, on a limited basis, at Santa Fe. Students who wish to have married student housing must find suitable housing off-campus and should allow time for this. Room assignment is the responsibility of the Assistant Deans in Annapolis and of the Head Resident in Santa Fe. Returning students have the privilege of drawing for rooms before they leave for the summer vacation. In Annapolis students are not permitted to remain in residence during winter or spring vacation. In Santa Fe students are not permitted to remain in residence during winter vacation. They may remain during spring vacation, alchough a small fee is charged. DINING HALL The dining hall on each campus is operated by a catering service. A vegetarian menu is available. Resident students are required to eat in the dining hall. Exemptions for medical reasons are granted only upon examination and recommendation by the College Physician. CAREER COUNSELING OFFICE The Career Counseling Office serves student needs in two especially important areas. First, it provides essential information for those students planning to continue their education in graduate programs and professional schools across the nation. The Director of Career Counseling also offers assistance and counseling to those students who wish to embark upon careers immediately after graduation. STUDENT Er11IPLOYMENT OFFICE An employment service, initiated and run by students, locates off-campus RESIDENCE & STUDENT LIFE I 49 jobs. Primarily, it seeks part-time employment for students during the academic year, but it can also aid students looking for full-time summer employment in the local community. INHRMARY SERVICE Well-equipped infirmaries are maintained at both campuses, each under the supervision of a College Physician and a College Nurse. A daily medical report is sent to the Assistant Deans. A psychiatrist or clinical psychologist is available for consultation. RULES Of RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the Dean in consultation with students and the faculty. Every entering student is informed of them, and returning upperclassmen are reminded of them each fall. The rules differ in certain details on the two campuses, though in general they follow the same pattern. The academic and intellectual life of the community is inseparable from the communal life. The building of a good community requires the faculty to show respect for the individuality of each student. All students agree to abide by the rules and regulations promulgated in the Student Manual published annually by the College. St. John's assumes that students will respect not only the enacted rules but also the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the College may require withdrawal of the offending student PROPERTY DAMAGE The College provides a housekeeping staff to care for the dormitories. The College inspects the rooms periodically and repairs at the expense of the occupant or occupants any dormitory room and furniture that have been damaged beyond normal wear and tear. Any damage to college property is charged to the caution fee of the student or students responsible for the damage. The College is not responsible for the loss of, or damage to, any student property resulting from fire, theft or any other cause. �50 I ST JOHN'S COLLEGE ADMISSIONS I 51 The standards by which applicants are selected for SL John's are special, and prospective students find it rewarding to write the essays that constitute an application to the College. People who apply 1Nant an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they vvill learn to s12e into others' ideas as well as their own; and pabon in their own education. Education at St is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most vvho consider St. John's examine themselves carefully before applying so that when they do they are saying to themselves and to the College that they •Nant to engage in the life of reason and believe can take pleasure in it. In writing their essays, many determine their own appropriateness as St. students; others eliminate therr;selves as deciding that their interests and those of the do not for the ~vr,ost they select themselves. Some are rejected, of course, but a wide students is each year, The the adrnission process is to determine whether an cant has and to complete the SL prograrn satisfactorily" Admissions Committee- t~n tutors and both Directors of Admissions-regards the application as from the "Do think I am ready to frorn In the essays, applicants are asked to discuss their with books, reasons for Si:, summer or postschool experiences, and some valuable experience they have had. /i.. number of is also T~he essays are designed to enable applicants to give a full account themselves, They can tell the Committee rnuch more than statistical records reveal. Next the Cornmil:tee considers the applicant's academic achievement Previous academic records - the secondary school and if there is one-show whether an applicant has at St John's Letters of read for indications that th€ and initiative to succeed the SL importance to "objective" test scores, and no is accepted or rejected because of such scores Committee's decisions are not influenced the race, age, color, physical handicaps or national or ethnic origin of an nor by any other factors unrelated to the work of the College. The application asks a minimum of personal data. Need for financial assistance does not affect the Committee's decisions on admission, SL has decided to remain a small college. The enrollment is ~bout 375 students in Annapolis and 320 in Santa Fe. The size of each class is lnn1ted on each campus, Most freshman classes are about equally divided between men and women, Classes enter in late August and Jar~uary in Santa Fe, m September and January in Annapolis. Nevv students are enrolled only as freshmen; a fourth or more of each entering class have done one, two, or even three years of college work elsewhere" These students, despite 900d records at other colleges, relinquish their advanced standing to take p;rt in the St. John's program. Freshman who enter in January stay on campus the following summer to complete the first year. They can thus graduate a year earlier than if they had ?ostp~ned their entrance until the following falL The January class is of partJCular mterest to students who come to St John's from other colleges, or w~w have traveled or,w.orked since graduation from high school, or who wJSh to enter St. Johns immediately after the first semester of their senior year of high school. �52 I ST. JOHN'S COLLEGE REQUIREMENTS Most applicants have a strong background in academic subjects. Specific academic requirements include tvvo years of algebra, one year of geometry, and two years of a foreign language; additional work in mathematics and foreign language is advised, as well as two or three years of natural science. In addition to the essays and academic transcripts, applicants must present two letters of reference, including one from a teacher. In exceptional cases certain of these requirements may be waived, or additional information may be requested. SAT or ACT test scores are noi: required, bui: may prove helpfuL Occasionally St. John's accepi:s an applicant who is not a secondary school graduate. Such a student must be well qualified to profit from the College program. A campus visit and interview are especially important for such candidates. These students usually wish to enter SL John's following their junior year of high school or in the January immediately after the first semester of their senior year. St. John's is authorized under federal law to enroll foreign students. PROCEDURE St. John's College is a single located on two campuses. PJthough applications must be initiated and completed at one campus or the other, admission to either campus constitutes admission to the College as a whole. On inquiry, prospective students receive a statement of the St. John's College program, an application for admission and recommendation forms to be completed by schools and references. Applications may be submitted as early as the second semester of the eleventh grade. Because the College welcomes all serious applicants, there is no application fee. A student should submit his application materials to the Admissions Office on the campus he prefers to attend. Students planning to apply for financial aid should refer to the section on Fees and Financial Aid and notify the appropriate Admissions Office of their intentions as soon as possible. ADMISSIONS I 53 St. John's has a policy of rolling admissions. There is no application deadline, but applications for both fall and January classes should be submitted as early in .the year as possible. Because there are occasional vacancies in classes due to last-minute withdrawals, students who wish to apply late in the year should contact the Admissions Office for particulars. As soon as the application essays and supporting documents are assembled, the application is reviewed by the Admissions Committee. The applicant is notified of the Committee's decision in about two weeks. Upon notification that his application has been accepted, an applicant has the option to enroll on either campus. In order to secure a place in the entering class, he must submit a non-refundable deposit of $150 to the Admissions Office on the campus at which his application was processed, together with a statement specifying the campus he wishes to attend. Deposits are accepted on a first-come, first served basis until the entering class is filled. If the applicant is also a candidate for financial aid, the deposit will be accepted with the understanding that it will be refunded if sufficient aid cannot be offered to make it possible for him to attend the College. If the entering class on the applicant's first-choice campus has already been filled, the deposit may be automatically transferred to the other campus, provided space remains in that entering class. It may also be used to secure a place on the waiting list or in a subsequent class on the student's first-choice campus. The deposit will be applied to the first year's fees. All financial aid awards will be made from the campus on which the student decides to enroll. A physical examination is required of each student before registration. A form for reporting the examination, along with other registration materials, will be sent to each student prior to the date of enrollment but after receipt of the $150 deposit. TRANSFER Once enrolled on either campus, a student may transfer to the other at the beginning of any academic year, provided his record is in good standing and he notifies the Dean's Office of his intentions by February 25. If the student wishes to apply for financial aid, he must also file his new financial aid fonns by February 1. All such transfers are subject to approval the Deans of both campuses. I UIRIES Inquiries should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (Tel. 301/263-2371) or Santa Fe, New Mexico 87501 (Tel. 505/982-3691). CAIV1PUS VISIT Anyone who is considering the possibility of entering St. John's should see the College for himself. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St John's because of its unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursday evening at 8:00 p.rn.; attend tutorials in mathematics, language l �54 I ST. JOHN'S COLLEGE and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the Admissions Committee, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Wednesday or from Thursday to Saturday on the Annapo~ lis campus, from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Persons planning to visit should telephone (301/263-2371 for Annapolis or 505/982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for the visitor will be transportation. He will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings can usually be located in inexpensive paperback editions in the College Bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens and soap are provided by the College. If a visitor arrives weekdays between 9:00 a.m. and 5:00 p.m., he should go the Admissions Office. Weekends and any day after 5:00 p.m., he should go to the College receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe. TRANSPORTATION The Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis and the driver will let one off at the campus if he asks. Buses from Washington are less frequent and arrive at the Annapolis Greyhound Bus Terminal (about six blocks from the College). By car one takes Route 50 from Washington or Route 2 from Baltimore. A limousine service from the Albuquerque airport to Santa Fe also is available. Called the "Shuttle-jack," it leaves the airport seven times a day and costs $13.00 one way. Greyhound and Continental bus lines pass through Santa Fe. Am track stops at Lamy, N .M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. FEES & FINANCIAL AID I 55 FEES & FINANCIAL AID The College believes that qualified applicants should not be denied the opportunity to attend St. John's College because of limited finances. St. John's therefore maintains a financial aid program to assist eligible students to the greatest extent possible within the limits of the College's resources. With very few exceptions, financial aid awards are made solely on the basis of need. A. The following principles underlie St. John's financial aid program: 1. The primary responsibility for financing a college education lies with the student and the student's parents. The College can offer aid only to supplement funds the family provides. 2. The ability of a family to meet college expenses is determined by assessing the family's financial strength in terms of income, assets, debts and additional children to be educated. 3. Financial aid may be in the form of a grant, loan or part-time employment and will be offered to all students as a package which combines one or more forms of aid. 4. In keeping with the philosophy that students should contribute to �FEES & FINANCIAL AID I 57 56 I ST. JOHN'S COLLEGE their educational expenses, self-help is the first component of a financial aid award" At SL John's, self-help consists of a part-time job and an educational loan" 5" The total amount of financial aid the College offers a student may not exceed the student's demonstrated financial need" 6" Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid" 7" Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (See page 61") 8" Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of 1964 and Title IX of the Higher Education Act of 1980 which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin" B" The procedure for applying for financial aid is as follows: 1" Applicants for admission who also plan to apply for financial aid should fill out the application for financial aid in the back of this catalogue and return it to the appropriate Admissions Office" 2" Applicants must also file the current Financial Aid Form with the College Scholarship Senrice in Princeton, New Jersey or Berkeley, California. This form permits applicants or their parents to present a detailed account of the faraily's financial position" It may be obtained from either secondary schools or the Financial Aid Office at St. John's" 3" Candidates for financial aid from the College must first establish their eligibility for the Basic Educational Opportunity (Pell) Grant, a Federal program described in Section D belmN" The College Scholarship Service's Financial Aid Fomz enables candidates lo indicate that they wish to apply for a Pell Grant" Students should so indicate" No financial aid award will be made by the College until the student submits his copy of the Pell Grant Student Eligibility Report to the Financial Aid Office" 4, As part of the application for financial aid, parents of dependent applicants and applicants who claim self-supporting status must provide an official copy of their most recent Federal Income Tax Return" 5. Self-supporting students are required to meet the Federal definition of independence and have an affidavit of non-support on file in the Financial Aid Office" This form will be mailed to parents or guardians upon receipt of the Financial Aid Form if the applicant is claiming selfsupporting status. 6. Residents of Connecticut, the District of Columbia, Maryland, Massachusetts, Pennsylvania, Rhode Island, and Vermont must apply for a State Scholarship" 7" An applicant who has previously attended an institution of higher education must provide a Financial Aid Transcript from that institution" Financial Aid Tr"anscripts can be obtained from the Financial Aid Office, 8" Students applying for and receiving financial aid from SL John's are required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, employment or other financial benefits for which they become eligible; any change in their or their family's financial situtation; and changes of name, marital status and address" C Following are the deadlines and notification dates for financial aid: FRESHMAN CANDIDATES Although the College has no deadline for receipt of financial aid applications, candidates for admission who are in need of financial assistance should indicate that need as soon as possible" The Financial Aid Form/ Pell Grant Application should be filed with the College Scholarship Service as soon as possible after January 2 in the year in which the candidate wishes to be admitted" Those who wish to enter in January should submit the FAF/Pell as early as possible in the preceeding yeac Likewise, the SL John's Financial Aid Application in this catalogue should be filed with the Admissions Office as soon as possible after its receipt by the candidate" Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met Candidates for admission applying after February 25 for financial aid have significantly lower chance of receiving all the funds for which they are eligible than those applying earlier" RETURNING STUDENTS Applications are due by February 25 from enrolled students who are returning to the College and reapplying for financial aid or are applying for financial aid for the first time" Beginning on December 1, the Financial Aid Office will provide the necessary Financial Aid Form, which should be completed and filed with the College Scholarship Service on January 2 or as soon thereafter as possible. Students whose financial aid credentials are received by the Financial Aid Office prior to the February 25 deadline will be notified of the decision on their application on April L Applications completed after February 25 will not be considered unbl awards have been made for applications completed before the deadline" Awards based on applications completed after the deadline will not be mailed until after April 15. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availability of funds for them cannot be guaranteed" D" Funds for financial aid awards from the College are available from the sources listed below" Except for the Federally Insured/Guaranteed Student Loan, applicants need not apply for funds from any of these specific sources" All these sources are automatically considered in making up the College's financial aid awards" STO JOHN'S GRANTS Funds for SL John's grants are provided by the College from its own resources, and all awards are made on the basis 0f financial need" STO JOHN'S SPONSORED NATIONAL MERIT SCHOLARSHIP (Santa Fe) The College sponsors National Merit Scholarships for finalists in the National Merit competition" Finalists who list St. John's College, Sant.a Fe, New Mexico, as their first choice and who have been admitted by February 25, are eligible for the College sponsored National Merit awards" Winners are chosen according to meriL Stipends in excess of �FEES & FINANCIAL AID/ 59 58 I ST. JOHN'S COLLEGE other borrowers is seven percent. A student may be allowed up to ten years to pay back the loan. $250 are determined by financial need. Awards are renewed annually and those recipients who wish to be considered for stipends in excess of $250 should apply for financial aid each year. 1981-82 STUDENT BUDGET* BASIC EDUCATIONAL OPPORTUNITY GRANT (Pell Grant) This Federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT (SEOG) The College awards SEOG's to incoming freshmen and enrolled students each year. These grants are made to students who have financial need and are unable to pursue a course of study without the grant. Eligibility for SEOG is limited to $2000 per year. FALL FRESHMEN Annapolis dependent/independent $6000 $6000 200 200 1100 1100 1300 1300 75 75 450 630 JANUARY FRESHMEN Annapolis dependent/independent $5500 $5500 200 200 1000 1000 COLLEGE WORK STUDY PROGRAMS (CWS) This Federal program permits the College to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session. Tuition Books Room Board Caution Fee 1 Personal Expenses Transportation 2 Santa Fe dependent/ independent $6000 $6000 200 200 1100 1100 1300 1300 75 75 450 630 75 360 75 500 Tuition Books Room Board Caution fee 1 Personal Expenses Transportation 2 Santa Fe dependent/independent $5500 $5500 200 200 1000 1000 75 360 75 500 *Fees are subject to change without notice. Covers breakage and is refundable. 2 Transportation allowances range from $50 to $200, depending on the geographic distance between the student's home and the College. 'Undetermined at time of publication. 1 NATIONAL DIRECT STUDENT LOAN (NDSL) These loans are made by the College directly to students using funds provided, for the most part, by the Federal Government. The maximum loan for four years of undergraduate study for the first baccalaureate degree is $6000. No interest accrues and no payment is required while the borrower is enrolled at the College. Repayment begins six months after the borrower terminates attendance at the College. There is provision for deferment if the borrower returns to at least half-time study at another institution. Depending on the total loan commitment, the repayment may extend from ten to twenty years. FEDERALLY INSURED/GUARANTEED STUDENT LOAN (FISL/GSL) These programs enable a student to borrow directly from a bank, credit. union, savings and loan association or other participating lender who is willing to make the educational loan. The loan is guaranteed by a state or private nonprofit agency or insured by the Federal Government. The maximum amount a student may borrow is $2,500 a year. No interest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. The interest rate is nine percent per annum for any student who obtains his first GSL after January 1, 1981. The interest rate for BILLING AND DEPOSITS Billing for tuitio~ and fees is done prior to each semester. The charges are due and payable m full on or before the registration dates for that semester. Those who may wish to pay in monthly installments should inquire of the Treasurer about the various commercial tuition payment or loan plans available to St. John's College students and parents. Since determinations affecting students, faculty and physical facilities must be made well in advance of the beginning of each academic year, the College must kn?w in April which returning students will register in September. A deposit of $150 on the fees for the following year is therefore due on or be_fore the first Monday in April for prospective sophomores, juniors and semors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, he may have to be placed on a waiting list; stu?ents to :whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, military service, aca- �FEES & FINANCIAL AID/ 61 60 I ST. JOHN'S COLLEGE demic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which he made the deposit, the deposit is forfeited, and he must make a new deposit to secure his place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the College Treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $75, called the Caution Fee, which is subject to charges for laboratory breakage, damage to or loss of college property and other minor mishaps. This fee is paid once at the beginning of the Freshman Year, but each student must bring the balance (after damages assessments, if any) up to the full $75 at registration each semester. If unused, it is refunded on request at the end of the academic year or when a student leaves the College. Each graduating senior must pay a Commencement Fee of $25 at the beginning of the second semester of the Senior Year. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $25 for late registration for each semester. The cost of books is about $200 a year. Class copies of many of the program books are available in the College library. Veterans and Social Security recipients qualified to receive educational benefits may arrange with the Treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they receive their benefit payments. These arrangements must be made prior to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Security Administration. Students with outstanding debts to the College may not register for classes at the beginning of the second and subsequent semesters unless they have made appropriate arrangements with the Treasurer. The College may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND POLICY If a student withdraws or is dismissed during any semester, a refund of fees for tuition will be made according to the following schedule: The first two weeks: 80% The third week: 60% The fourth week: 40% The fifth week: 20% The sixth week and thereafter: no refund The above schedule also applies to room and board in Annapolis. In Santa Fe, a refund on fees for board will be made on a pro rata basis; there will be no refund made for room fees. If applicable, refunds will be made to students only after refund payments are first made to such federal and state funds as the Basic Educational Opportunity Grant Program, the Supplemental Educational Opportunity Grant Program, the National Direct Student Loan Programs, the Federally Insured/Guaranteed Student Loan Programs, State Student Grant or Scholarship Programs, and to any institutional financial aid programs. Enrolled students due refunds because their financial aid exceeds monies due the College will receive those refunds in accordance with a schedule of payments determined by the Financial Aid Director on each campus. Refunds for substantiated medical reasons will be on a pro rata basis. CRITERIA FOR JUDGING SATISFACTORY PROGRESS REGULAR STUDENTS Provisions. of ~he. Higher Educ.ation _Act of 1976 require that each post~eco~dary 1.nshtut10n make available information concerning the criteria for Judging satisfacto~ progress. The criteria for St. John's College follow: Any student is deemed to be making satisfactory progress if at the end of the current ~emes~er he is permitted to enter the next semester, and if that next semester willdb include the repetition of any work · This perm1ss10n is nor· · · mall t not . y gran e ya committee composed of all the student's tutors th "D ~ag Committee_." The Don Rag Committee grants the permission' on!y af~; 1t has asse~sed his_ curre~t semester's work in all parts of the Program and has appro'.'ed its quality. This assessment is conducted in his presence by all of his t~to~s in common. At the end of his Sophomore Year, however, this permiss10n is granted by the Dean and the Instruction Committee in the light of h" s oSve~all wor~ d_uring his first two years. At the end of the first semester of h~s emor Year it .1s gra~ted almost automatically. . In except~onal c1r~umstances a student is permitted to begin a semester with the speoal reqmrement that he meet certain conditions during the course of the semester. In these cases the student is deemed to be making satisfactory progress unless the Dean determines that the conditions have not b~en met. When ~he conditi?ns have not been met, the Dean, in consultation with the Instruction Committee, decides what further determination is to be made of the case. If the student is permitted to remain in the College he · deemed to be making satisfactory progress. ' is VETERANS In compli~i:ice with ~e?eral and State regulations, St. John's has developed a set of pohc~es ~n minimum standards of progress for enrolled veterans. 1. ~t. _Johns will r~~ort to t~e Veterans Administration within 30 days all inc1d~nts of official termination or change of status that would affe t benefits. c 2. Minimurr:i acceptable grades of a C average are expected. If a student falls below this average and/ or his tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the Dean w~o may a~k the stu~ent to leave the College or may place him on aca~em1c prob.ahon. During that probation period, support and counseling ar~ available. Failure to meet standards through two semester~ of probation must be reported to the V.A. A third semester of certification ~ay not be granted for V.A. benefits without approval of a VA counseling psychologist. · · 3. V.A. requires t~at grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a VA enroll~d studen~ withdraw from any course at any point subsequent t~ the midterm point of any semester, a grade of F will be assigned. 4. St. John's will report to the V.A. when a student has not successfully completed 75% of the credits attempted. 5. St. John's will inform students on V.A. benefits of this policy on minimum standards of progress. �L DJ TENNIS COURTS N\_ \ ii �64 I ST JOHN'S COLLEGE BOARD/ 65 BIBLIOGRAPliY BOARD OF VISITORS AND GOVERNORS BOOKS ABOUT LIBERAL EDUCATION OfHCERS ADLER, MORTIMER J., and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER J., and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. AMERICAN LIBRARY ASSOCIATION: Classics of the Western World, with forewords by John Erskine and Everett Dean Martin, 1944. BARZUN, JACQUES: The American University, Harper and 1970. Teacher in America, Little, Brown and Co., Boston, 1945. BELL, DANIEL: The Reforming of Geneml Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BRANN, EVA: The Paradoxes of Education in a Republic, University of Chicago Press, 1979. BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. SCOTT: Embers of the World, edited by Harris Wofford, Jr., of Democratic Santa Barbara, 1970. WILLIAflll (Editor et al): Three Dialogues on Liberal Education, St. College Press, 1979. ERSKINE, JOHN: My Life as a Teacher, J B. Lippincott Co , 1948. GOLDWIN, ROBERT A (Editor): Higher Education and Modern Democracy, Rand McNally and 1967. GRANT, GERALD and DP.:t/ID RIESMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HAR\lARD COMMITTEE REPORT: General Education in a Free Society, The University, Massachusetts, 1945. HUTCHINS, ROBERT M .. The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953. LEWIS, C. S.: The Abolition of Man, Macmillan Publishing Co., Inc., 1947. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. rvIEIKLEJOHN, ALEXANDER: Education Between Two Worlds, and Brothers, 1942. NEWMAN, JOHN HENRY: The Idea of a University, Image Books, 1959. Mr. Alexander K. McLanahan Mr. Stephen L. Tucker Santa Fe, NM Houston, TX Chairman Mr. Charles A Nelson Mr. John E. Robson Chicago, IL Mr. Karl Van Tassel Lake Forest, IL Vice Chairmen Mr. Karl Van Tassel Miss Harriet C. Higgins Mrs. George S. Roudebush St. Louis, MO Dr. Dalton M. Welty Hagerstown, MD Mr. W.T. Terry, St. Louis, MO Secretary Mr. Jerome La Pides Jr. Term Expiring 19134 Dr. Mortimer Chicago, IL Mr. Eugene V. Thaw Scarborough, NY HONORARY MEMBERS Mr. Peter A Benoliel Philadelphia, PA Mr. Arnold Wells Millwood, NY Mrs. Lowell R. Ditzen Dr. Douglas H. Gordon !V:!r. John Gaw Meem Mrs. Duane L Peterson Hon. Adolph W. Schmidt J. Adler Mr. D. Robert Yarnall Philadelphia, PA Term Expiring 1983 MEMBERS EX OFFICIO Mrs. Rebecca BrinkleyConnelly Denver, CO Mr. Thomas M. Carnes San Francisco, CA Mr. David Ater Santa Fe, NM Mr. Ray C. Cave New York, NY Th e G ovemor o_ Maryland f The Governor of New Mexico The President of the College The Dean of Annapolis The Dean of Santa Fe The Provost of the College Dr. Robert A Goldwin Washington, DC Term Expiring 1982 Mr. John T. Harrison, Stanford, CT Miss Sharon Bishop Washington, DC Miss Harriet C. Higgins New York, NY Mr. Victor G. Bloede Long Island, NY Mr. Daniel T. Kelley, Jr. Santa Fe, NM Mr. Charles A Nelson New York, NY Mr. John L Ernst New York, NY Mr. Daniel R. Kenney Winchester, MA Mrs. James Ritchie Santa Fe, NM Mr. lNalter F. Evers Cleveland, OH Mrs. Carleton Mitchell Annapolis, MD Mr. Harrison Sheppard San Francisco, CA Mr. Allan P. Hoffman Lawrence, NY Mr. Maurice B. Mitchell Santa Barbara, CA Mr. JI Staley Wichita Falls, TX Mr. Jerome La Pides Annapolis, MD Mr. Theodore H. Smyth Santa Barbara, CA Mrs. Louis Talbot Trigg Santa Fe, N1v1 Mr. Sanford K McCormick Houston, TX Mr. Roger W. Straus, Jr. New York, NY Mr. Thomas B. Turner Baltimore, MD Mr. Stephen L. Feinberg El Paso, TX Jr. Mr. John H. Dendahl Santa Fe, NM Mr. James M. Donnelley Chicago, IL Dr. R. Philip Hammond Santa Monica, CA Dr. Irwin Hoffman New York, NY �66 I ST. JOHN'S COLLEGE FACULTY/ 67 FACULTY Barbara Hopkins Leonard B."."':., Oberlin College'.1937; M.S., 1941, Ph.D., 1948, University of Rochester; Assistam m Zoology, Oberlm College, 1936-38; Oberlin College Scholar, Marine Biological Laboratory, Woods Hole, Massachusetts, 1937; Histological Technician Department of Pathology, Yale Medical School, 1938~39; Grnduate Scholar in Biolo~y, University of Rochester, 1940-41, Graduate Teaching Assistant in Biology, 1941-44; Visiting Lecturer m Zoology, Oberlm College: 194~-45; !nstructor in Zoology, Smith College, _ 1945-51, Smith College Scholar, Manne Biological Laboratory Woods Hole M chusetts, 1949; Tutor and Assistant Dean, St. John's College, An~tapolis, 1951-'. A~h:r de Talma_ Valk Tutorship, 1968-; Fulbright Lecturer and Honorary Professor of Zoology, Lady Doak College and Amencan College, Madurai, South India, 1962-63. TUTORS President Edwin Jules Delattre B.A., University of Virginia, 1963; Ph.D. in Philosophy, 1970, University of Texas at Austin; Instructor of Philosophy, Texas Lutheran College, 1967; Instudor-Associate Professor of Philosophy, University of Toledo, 1968-76; Member, National Humanities Faculty, 1972-, Director, 1976-80; Matchette Foundation Advisory Board, 1977-; National Endowment for the Humanities Board of Consultants, 1978-; President, St. John's College, 1980-. ANN APO US Dean of the College in Annapolis Edward Grant Sparro1N B.A., Harvard College, 1951; LLB., Harvard Law School, 1954; M.A., Teachers College, Columbia University, 1957; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Acting Director, Integrated Liberal Arts Curriculum, SL Mary's College, California, 1964-66; Dean, 1977-. Joseph Winfree Smith, Jr B.A., 1934, lvLA., 1935, University of Virginia; M.Div., Virginia Theological Seminary, 1938; Ph.D., University of Virginia, 1948; Student at the Institute Catholique de Paris, 1951-52; Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia; Tutor, St John's College, 1941-, Assistant Dean, 1947, Addison E. Mullikin Tutorship, 1959-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1966-67. Hugh P McGrath B.A., 1934, Diploma in Education, 1935, University of Liverpool; Language Instructor, London County Council, and Language Studies at Universities of Liverpool, London, Paris, Dijon, 1936-40; Jumed forces, 1940-46; Language Instructor, London County Council, 1946-47; Visiting Professor, University of Puerto Rico, 1960; Tutor, St. John's College, Annapolis, 1948-, Addison E. Mullikin Tutorship, 1968-. Curtis A. Wilson B.A., University of California, Los A.ngeles, 1945; M.A., 1946, Ph.D., 1952, Columbia University; Tutor, St. John's College, Annapolis, 1948-64, 1973-, Santa Fe, 1964-66, Dean, Annapolis, 1958-62, 1973-77; Visiting Research Fellow, Birkbeck College, University of London, 1962-63; Visiting Associate Professor, 1966-68, Professor, 1968-73, University of California, San Diego; Corresponding Member, Academie Internationale d' Histoire des Sciences, 1971-; Andrew W. Mellon Tutorship, 1974-. Douglas Allanbrook Boston University, 1938; Brown University, 1939-41; University of Florence, 1946; B~A, Ha_rvard College, 1948; Active duty, United States Army, 1942-45; Traveling F~llow, Harvard Umversity, 1948-50; Pupil of Nadia Boulanger, Paris, 1948-50; Fulbright FeUow m Italy-Conservatorio San Pietro a Majella, Pupil of Ruggiero Gerli..1. m Harps1cord and Early Keyboard Music, 1950-52; Teacher of Composition and Theory, Peabody Consen:,atory, 1955-57; Tutor, St. John's College, Annapolis, 1952-; Member, Corporat10n of iaddo, Saratoga Springs, New York, 1971. Eva T.H. Brann .Brooklyn College, 1950; M.A., 1951, Ph.D., 1956, Yale University; Fellow of the Amencan Numismatic Society, Summer, 1952; Fellow of the American School of Cl~.ssical ,5t~_dies at At~ens, 1952-53~ Me_mber of the staff of the AmericanAgora Excavauons ac Achens as Sibley Fellow o_r Phi Beta Kappa; Instructor in Archeology, Stan!ord Urnvers1ty, 1956~57; rviember, lnstitute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, 1975-77; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-, Fellow, Woodrow \!\Tilson International Center for Scholars ' 1976-77; Arnold Visiting Professor, Whitman College, 1978-79. Bryce Du Val Jacobsen RA ',St.. John's Colleg~, ~,nnapolis, 1942; fanner and carpenter, 1942-57; Tutor and Direcror of Athletics, ::it John's College, Annapolis, 1958-. Edward Malcolm Wyatt B.A., 1953, .M.A., 1956, University of Virginia; Instructor in Mathematics, University of Virgima, 1955-58; Tutor, St. John's College, Annapolis, 1958-, Andrew \N Mellon Tutorship, 1972-. Thomas J. Slakey B.A, St. Mary's College, California, 1952; M . A., Universite Laval, Quebec 1953Cornell University, 1960; Tutor,. St. John's College, Annapolis, 1959-64, 197~-, Santa Fe, 1964-~1; Vice-President for Academic Alfairs, 1971-74, Associat~ Proressor, 1974-76, St. Mary's College. Beate Ruhm von Oppen RA. ., U. . 'R" . h v: mversity o, ~irmmg am, England, 1939; Art Librarian, Barber Institute of Fme Arts, ~mversity of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal In~titi:te Of Inte[nation~l Affairs, .195~-56; R.esearch Staff, Nuffield College, Oxford, 19,_,6-58, lVIicro11lmmg Proiect of rhe Lommittee for the Study of War Documents of che Amencan H1stoncal Association, 1959-60; Tutor, St. John's College, Puma.polis 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History Smith Col~ lege, 1963-64, University of Massachusetts, 1964-65; Member, Institutef~r Advanced Study, Princeton, 1968-69; Iv1ember, Center of International Studies, Princeto~ Umvers1ty, 1969-71; National Endowment for the Humanities Editing Grant 1978-79. . ' �68 I ST. JOHN'S COLLEGE Lawrence Berns B,A., 1950, Ph,D,, 1957, University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago: 1956-59; Tutor', S,L John's College, Annapolis, 1960-, Andrew W, Mellon Tutorship, 1972-; Assoc1ace Professor of Philosophy, Rosary College, (Leave of absence, 1966-67); Associate, Clare Hall, Cambridge University, 1971-72, Samuel S, Kutler B,A., St John's College, Annapolis, 1954; Graduate Study, American University, 1955-61; Assistant Mathematician, 1954, Associate Mathematician, 1957, Mathematician, 1961, The Johns Hopkins University Applied Physics Laboratory; Instructor, American University, 1960; Visiting Tutor, SL John's College, Annapolis, 1960, Tutor, 1961-, Andrew W, Mellon Tutorship, 1972-, Michael S, Littleton B,S,, 1954, RA., 1955, University of Maryland; B,D,, Hartford Seminary Foundation, 1960; S TIYL, Union Theological Seminary, 1967; United States Navy, 1955-57; Tutor, St John's College, Annapolis, 1960-, JIJ1drew W, Mellon Tutorship, 1972-, Robert B, Williamson B,A., 1955, 1957, Ph,D,, 1967, University of Virginia; Tutor, SL John's College, Annapolis, 1960-, Andrew W, 1V1ellon Tutorship, 1972-, Elliott Zuckerman B,A., 1952, M,A,, 1955, Ph, D,, 1962, Columbia University; B,A., 1954, M,A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Car:,1bndge, 1952-54; Duryea Fellow in ]\,1odern European History, 1954-55, Lecturer m Histo7, 1956-61, Columbia University; Lecturer in History and Music, The I'\]ew School wr Social Research, 1960-61; Tutor, SL John's College, Annapolis, 1961-, D!fector, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, April-June, 1973, Andrew W, Mellon Tutmship, 1974-; Associate of Clare Hall, Cambridge University, 1970-71, Joseph E Cohen B,A.-, SL John's College, Annapolis, 1956; J,D,, University of Maryland Law School, 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; Urnversity of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer m t~e Liberal Arts, University College, University of Chicago, 1960-62; Tutor, SL Johns College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72, Sarkissian University of Chicago, 1939-41; U,S, Army, 1942-46 (Princeton University, 19~3, A.STP,); B,S,, MS, University of Illinois, 1946-48; University of Chicago, 1948-54; Instructor, Biological and Physical Sciences, Pestalozzi-Froebel Teachers College, Chicago, 1948-53; Instructor, University of Indiana, 1948-50; Traveling Fellow and Research Associate, Institute of Human Heredity, University of Bologna, Italy, 1955-56; Instructor in Biological Sciences, Chicago City College, 1956-58; Instructor, Biological Science, University of Illinois, 1958-62; Tutor, SL John's College, Annapolis, 1963-, · David I-L Stephenson B ,A, Columbia College, 1958; Columbia University, 1960; New York s_;ate Teaching Fellowship, 1958-60; Director of Men's Chorus, New York Association ror the Blmd, 1959-62; Music Instructor, Riverdale Country Day School, 1960-61; Chorus DITector, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y, Crowell Company, 1961-63; Tutor, St, John's College, Annapolis, 1963-. FACULTY/ 69 Louis N, Kurs Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; MS, University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, University of Chicago, 1948-49; Instructor in Physical Science and Geology, Wnght Jumor College, 1949-51; Supervisory Staff, Steel Production Division, South Wor~s, United States Steel Corporation, 1951-54; Instructor in Geology, University of Illmo1s, Chicago, 1954-64; National Science Foundation Science Faculty Fellowship,, University of Chicago, 1961-62; Tutor, St, John's College, Annapolis, 1964-; V1s1tmg Lecturer, Department of Hydrology and Water Resources University of Arizona, 1973-74. ' Benjamin Charles Milner, B,A, Emory University, 1949; RD,, Columbia Theological Seminary, 1955; Ph,D, Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and Interpretation, 1959-62, Assistant Professor, 1963-65, Wellesley College; Tutor, St, John's College, Annapolis, 1965-, Assistant Dean, 1977-78, 1979-81, Director, The Graduate Institute in Liberal Education, Annapolis, 1980-, Geoffrey Comber ,Oiploma in Education, University of London, 1953; AR.CM,, Royal College of Music, 1954; M,A, Ohio State University, 1957; Fullbright Scholar, 1955; Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontario, 1964; Tutor, SL John's College, Annapolis, 1965-, Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Liberal Education, Santa Fe, 1970-74, Director of Adult Education, 1968-74, 1975-76, Director of Summer Program, 1974, 1976, Associate Director, The Graduate Institute in Liberal Education, Annapolis, 1977-80, Director of Continuing Education, 1978-, George Doskow B,A., Columbia College, 1957; !YLA, 1959, Ph,D,, 1965, University of Connecticut; Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St, John's College, Annapolis, 1965-, Howard J, Fisher B,A,, University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, 1964-65; Tutor, St, John's College, Annapolis, 1965-, Tutor, The Graduate Institute in Liberal Education, Santa Fe, 1971-72, Annapolis 1977-, Brother S, Robert, F.S.C RA., St Mary's College; Ph,L, Ph,D,, Universite Laval, Quebec; Visiting 1i.1tor, St John's College, Annapolis, 1966-67, Tutor, 1972-, Gisela Berns Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexa;Jien I, University of Heidelberg, 1963; Fellow Deutscher Akademischer Austauchdienst, University of Florence, 1963-64; Ph,D,, University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St, John's College, Annapolis, 1967-, Nicholas Maistrellis BS, Bates College, 1962; Department of History of Science, 1962-67, Teaching Assistant, 1962-66, University Fellow, 1966-67, University of Wisconsin; Tutor, SL John's College, Annapolis, 1967-, �FACULTY/ 71 70 I ST JOHN'S COLLEGE Harry L Golding B.A., University of Omaha, 1954; M.S., Northwestern University, 1958; ~atio.nal. Science Foundation Fellow, 1954-55; Instructor in Chemistry, DePauw Urnvers~ty, 1958-63· National Science Foundation Science Faculty Fellow, Purdue University, 1963-64: Member of the Faculty, 1964-68; Chairman, Natural Science Area, 196~, Director of Shimer College in Oxford, 1967-68, Shimer College; Tutor, St. Johns College, Annapolis, 1968-. Harvey Flaumenhaft _ B.A., 1960, M.A, 1962, University of Chicago; Woodrow Wilson Fellow, Harvard University, 1960-61; Graduate Study, University of Ch'.cago '. ~961-6~; Lecturer m th': Liberal Arts, University of Chicago, 1965-66; Lecturer m Political Science, Roose~eh University, 1965; Instructor in Government, Wheaton College, Massachuseds, 1966-68; Tutor, SL John's College, Annapolis, 1968-. Michael Comenetz B.A., The Johns Hopkins University, 1965; M.A., 1967, Ph.D., 1972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John's College, Annapolis, 1975-. Chaninah Maschler B.A., City College of New York, 1953; M.A. in Philosophy, Yale University, 1955; University Fellow, Yale University, 1953-55; Alice Freeman Palmer Fellow, work on Peirce, Yale University, 1956-58; Department of Philosophy, Pennsylvania State University, 1959-61; Department of Philosophy, CC.NY., 1961-62; Department of Philosophy, Barnard College, 1962-64; Reader and Translator for Harper Torchbooks, 1965-70; Queens College A.C.E. Program, 1970-72; Queens College Liberal Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976, Tutor, St. John's College, Annapolis, 1976-. Howard Zeiderman Jamison Allanbrook B.A., Vassar College, 1964; M.A, 1965, Ph.D., Stanford Ui:iversity,r 1974; Woodrow Wilson Fellowship, 1964-65; Teaching Assistant m lVIusJC, Stanwrd Umversity, 1967-69; Tutor, St. John's College, Annapolis, 1969-. William W. O'Grady, Jr. AB Univeroity of Notre Dame, 1966; M.A., 1968, Ph.D., 1970, University _of Chi~~go; Wo~drow Wilson Fellow, 1966-67, Da~forth ;ellow, 1966-70, Humamti~s Fellow, 1967-70, University of Chicago; Tutor, Sc Johns College, Annapolis, 1970 , Santa Fe, 1980-82. F. White RA, St. John's College, Annapolis, 19!'5; M..A., Th~ New, School for Sod~~ Dartmouth College, 1962-63; B.A., St. John's College, Annapolis, 1967; M.A., Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-77, Armapolis, 1978-. Robert P. Druecker B.S., Marquette University, 1966; Graduate Study, Philosophy, Yale University, 1966-68; M.A., Boston University, 1974; Woodrow Wilson Fellow, 1966-67; Teacher, Rye Country Day School, Rye, New York, 1968-69; Teacher, Friends Seminary School, New York, 1969-70; Teacher of English arid German, Institut€ France AudioVisuel, Paris, 1971; Univ1Crsity of Paris, 1970-71; University of Florence Summer School, 1971; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; Fulbright and American Scandinavian Foundation Fellow, Norway, 1976; Tutor, St. John's College, Annapolis, 1977-. Research, 1970; i\lvin Johnson Fellow, 1910-71; 11.i.tor, Sc. Johns College, Annap lis, 1971-. Peter Kalkavage Leo F. Raditsa B.A., 1973, M.A., Pennsylvania State University, 1976; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor, St. John's College, Annapolis, 1977-. B.A., Harvard College, 1956; University Sch~lar, _,1960-61, University Fellow, 1961-62, M.A., Columbia University, 1962; Pres1dem s Fellow, 19_62-63, F1'.-lbr:1!ht, University of Munich, 1964-65, Berlin, 1965; Instructor, New X'ork Umvei~ity, Washingon Square College, 1965-68; Assistan1 Professor, 19?8, Ph.D., Columbia University, 1969; Tutor, St. John's \oll~ge, Annapolis, 1973-; Nah~_nal_.~ndowme~t for the Humanities Fellow, National Fellows Program, Hoover Inst1tuc1on on Wa1, Revolution and Peace, Stanford, California, 1977-78. David Bolotin B.A., Cornell University, 1966; Grad~uate Student: Univ~rsity of Chic~go, 19~6~~8; Ph.D., Nii:w York University, 1974; Yale Ui:1vers1ty Lecwr.er m Cl~ss1cs, 1971 /3, 1Noodrow \Nilson Fellow, 1966-67; University of Chicago Humamt1es F~llowsh1p, l966-68; National Defense Education Act Fellow, 1968-71; Tutor, SL Johns College, Annapolis, 1974-. Schwartz Renaut B.A., St. John's College, Annapolis, 1968; !VLA, Jo,hns Hopkins University, ~971; M.S., Georgetown University, 1974; Tutor, St. Johns College, Annapolis, 197x-. Joe Sachs R ,;_ <::t John'o College Annapolis, 1968; Graduate Student, The New Sd1ool for S;ci~l 0R~search, New York, 1971-73; tv~.A:, Pennsylvania S~t; Uni~ers1ty,, 197~~ Teaching Assistant, Pennsylvania State Umvers1ty, 1973-74; lmor, Sc. Johns Co_ lege, Annapolis, 1975-. Donald Conroy B.Ao, St. Mary's College, California, 1970; !VLA., University of California, Santa Barbara, 1972; Ph.D., Princeton University, 1976; Teaching Assistant, University of California, Santa Barbara, 1970-72; Teaching Assistant, Princeton University, 1974-76; Assistant Professor, Integrated Liberal Arts Curriculum, St. Mary's College, 1976-77; Tutor, St. John's College, Annapolis, 1977-. Mera J. Flaumenhaft B.A, University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; Instructor, 1970-71, Assistant Professor, 1971-76, Anne Arundel Community College; National Endowment for the Humanities Grant, 1977; Tutor, St. John's College, A.nnapolis, 1977-. Thomas C. Mark AB., Columbia College, 1961; M.A, 1965, Ph.D., 1970, Columbia University; Henry A. Todd Scholar, 1964-65, Ansley Dissertation Award, 1970, Preceptor in Philosophy, 1967-70, Columbia University; Assistant Professor of Philosophy, Wheaton College, Massachusetts, 1970-71; Assistant Professor of Philosophy, University of California, San Di'i'go, 1971-78; Tutor, St. John's College, Annapolis, 1978-. �FACULTY/ 73 72 I ST. JOHN'S COLLEGE David Guaspari B.S., Rensselaer Polytechnic Institute, 1969; Ph.D., University of Cambridge, ~974; · U.S. Churchill Foundation Scholar, 1969-72; Lecturer in Mathematics, Cambridge, Michaelmas, 1973; Visiting Assistant Professor, State University of New York, Buffalo, 1974-75; Visiting Assistant Professor, University of California, Berkeley, summer, 1974; Visiting Lecturer, 1975-77, Visiting Assistant Professor, Texas Tech Urnversity, 1977-78; Tutor, SL John's College, Annapolis, 1978-. Kelton Ray McKinley B.A., Case Western Reserve University, 1970; M.S., 1972, Ph.D., 1975, Michigan State University; Research Assistant, Paleoecology, 1969, Case Western Re.serve University and Cleveland Museum of Natural History; Research Assistant, Limnology, 1972-75 Research Associate, Freshwater Ecology, 1975-76, Assistant Professor, 1976, Kellogg Biological Station, Michigan State University; Associate Research Scientist, Estuarine Phytoplankton Ecology, 1976-78, McCollum-Pratt Institute, Johns Hopkins University; Tutor, St. John's College, Annapolis, 1978-. W.K. Anthony James Carey St. John's College, Annapolis, 1963-65; B.A., University of North Carolina, 1967; MA The New School for Social Research, 1973; U.S. Marine Corps, 1967-69; G;ad~ate Study in Music, University of North Carolina, 1969; Part-time Instructor in Philosophy, East Carolina University, 1974-78; Part-time Ins,tructor in Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St Johns College, Annapolis, 1979-, William Jon Lenkowski B.A., Marquette University, 1965; M.A., Philosophy, The New School for Social Research, 1970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instruction in philosophy, Rutgers Umversity, 1968-76; VisitiI1g Lecturer, philosophy of science, New York Institute of Technology, 1976-77; Lecturer, ancient Greek philosophy, l\few School for SoC1al Research, 1977-79; Tutor, St. John's College, Annapolis, 1979-. Jonathan S. Tuck B.A., Columbia University, 1969; B.PhiL, Oxford University, 1971; M.A., University of California, Berkeley, 1972; Graduate Study in English, University of Calif~r­ nia, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fello•N m ,ne Humanities, Brasenose College, Oxford, 1969-71; Kent Fellow (Danforth Foundation), 1971-77; Teaching Assistant, Department of English, University of California, Berkeley, 1973-74; Associate, Residential Program in History and L~terature, Ur:;versity of California, Berkeley, 1975; Associate, Department of English, UrnversHy of California, Berkeley, 1976-78; Instructor of English, Pikes Peak Community College, 1979; Tutor, SL John's College, A_nnapolis, 1979-. Thomas May B.A., Loyola College, 1971; M.A., 1975, Ph.D. Cand., Ford~am University; Assistant Professor of Philsophy, Loyola College, 1974-79; Visiting Lecturer in Philosophy, Goucher College, 1976-78; Tutor, St. John's College, Annapolis, 1979-. Marilyn Douville B.S., University of Michigan, 1975; M.S., University of !Vlichigan, 1977; Associate lv1athematician, 1977-79, Johns Hopkins University Applied Physics Laboratory; Tutor, St. John's College, Annapolis, 1979-. Robert Barnett Raphael B.S., Rensselaer Polytechnic Institute, 1950; Ph.D., Harvard University, 1954; Tutor, St. John's College, Annapolis, 1979-. William Mullen B.A., Harvard College, 1968; Ph.D., University of Texas, Austin, 1972; Acting Assistant Professor of Classics and Comparative Literature, University of California, Berkeley, 1971-73; Hodder Fellow in the Humanities, Princeton University, 1973-74; Assistant Professor in Classics, Boston University, 1975-80; Junior Fellow, Center for Hellenic Studies, 1978-79; Tutor, St. John's College, Annapolis, 1980-. SANTA FE Dean of the College in Santa Fe Robert S. Bart B.A., Harvard College, 1940; M.A., St. John's College, 1957; Sheldon Traveling Fellow, Harvard University, 1940-41; Tutor, St. John's College, Annapolis, 1946-75, 1976-77, Santa Fe, 1975-76, 1977, Addison E. Mullikin Tutor, 1968-, Dean, 1977-. William A. Darkey B.A., St. John's College, Annapolis, 1942; M.A., Columbia University, 1949; Tutor, St. John's College, Annapolis, 1942-46, 1949-64, Santa Fe, 1964-, Associate Dean, 1968-70, Dean, 1968-73, Director, Task Force on the Liberal Arts, 1974-. Thomas King Simpson B.A., St. John's College, Annapolis, 1950; l'vLA. in Teaching, Wesleyan University, 1955; Ph.D., Johns Hopkins University, 1968; Instructor, American University at Cairo, Egypt, 1950-53; Teaching Intern, St. John's College, A·mapolis, 1955-56, Tutor, 1956-73, Santa Fe, 1973-; Curriculum counselor and member of the faculty, The Key School, 1970-73. Michael Ossorgin Lycee Russe, Paris, 1938; Conservatoire Russe a Paris, 1932-35, 1942-44; L. Th., Institut de Theologie Orthodoxe, Paris, 1942; Instructor in Music, Institut de Theologie Orthodoxe, Paris, 1944-46; Instructor in Theology, St. Tikhon's Seminary, Pennsylvania, 1947; Secretary of the Orthodox Diocese in Alaska, 1948-49; Teacher of Music, Bureau of Indian Affairs, Department of the Interior, 1950-56; Associate Professor, Consultant, St. John's Program, St. Mary's College, California, 1961-62; Tutor, St. John's College, Annapolis, 1956-66, Santa Fe, 1966-, Norma Fiske Day Tutorship, 1975-. Charles G. Bell B.S., University of Virginia, 1936; Rhodes Scholar, Oxford University, B.A., 1938, M.A., 1966, B, Litt., 1939; Instructor and Assistant Professor of English, Iowa State College, 1943-45; Wartime Assistant m Physics, 1945, Research Assistant in Physics, 1945, Assistant Professor of English, 1945-49, Princeton University; Guest Lecturer, Black Mountain College, Summer, 1947; Rockefeller Grant for study in Europe, 1948; Assistant Professor of Humanities, University College, University of Chicago, 1949-56; Guest Professor, Fulbright Program, Technische Hochschule, Munich, Germany, 1958-59 (Kulturgeschichte als die Geschiechte symbolischer Formen); Poet in Residence and Guest Professor, University of Rochester, Spring, 1967; Guest Professor, State University of New York at Old Westbury, Spring, 1970; Tutor, St. John's College, Annapolis, 1956-67, Director of Adult Education, 1957-58, Santa Fe, 1967-, Director, Graduate Preceptorial in Dimensions of History, 1972-73. Samuel Emmons Brown Harvard College, 1936-37; Diploma, Black Mountain College, 1945; M.A., 1956, Ph.D., 1962, Indiana University; Private tutoring, 1946-48; Director of Music, Windsor Mountain School, 1948-49; Director of Music, Verde Valley School, 1950-53; John H. Edwards Fellow, 1955-56; Part-time Teacher, Indiana University, 1956-57; Tutor, St. John's College, Annapolis, 1958-65, Santa Fe, 1965-. �74 I ST. JOHN'S COLLEGE Thomas A. McDonald St. John's College, Annapolis, 1944; Military Service, 1945-46; University of Virginia, The New School, New York, 1947-50; Graduate study in Philosophy, Graduate Faculty, 1950-52, 1955-58, Teaching Fellow, 1956-58, The New School; Lecturer, University College, University of Chicago, 1958-62; Lecturer, Overseas-Extension, University of Maryland, Heidelberg, Germany, 1952-63; Tutor, St. John's College, Annapolis, 1963-79, Santa Fe, 1979-. Dean K Haggard B.A., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-60; Fels Fund Fellow in Philosophy, Johns Hopkins University, 1960-61; Tutor, SL John's College, Annapolis, 1961-66, Santa Fe, 1966-, Assistant Dean, 1971-73. Robert D. Sacks B.A., St. John's College, Annapolis, 1954; J>h.D., Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Orientales Vivantes, 1956-57; University of Chicago, 1957-59; Tutor, St. John's College, Annapolis, 1961-69, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, California, 1968-69; Biblical Research, Jerusalem, 1971-72. Robert A. Neidorf B.A., 1951, M.A., 1955, University of Chicago; Ph.D., Yale University, 1959; Instructor and Assistant Professor of Philosophy, Bucknell University, 1959-62; Assistant and Associate Professor of Philosophy, State University of New York at Binghamton, 1964-67; Tutor, St. John's College, Annapolis, 1962-64, Santa Fe, 1967-, Director, Graduate Institute in Liberal Education, 1970-73, Dean, 1973-77. John S. Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, United States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching Fellow, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, 1962-67, Santa Fe, 1967-, Assistant Dean, 1970-72. David Clifford Jones B.A., St. John's College, Annapolis, 1959; M.A., University of Melbourne, 1962; Ph.D., University of Texas, 1974; University Fellow, University of Ivlelbourne; University Fellow and Bess Heflin Fellow, University of Texas, 1962-64; Tutor, St. John's College, Annapolis, 1964-56, Santa Fe, 1965-, Director, Graduate Institute in Liberal Education, 1973-75, 1978-80. Robert M. Bunker AR, Harvard University, 1939; AJ'v'L, 1954, Ph.D., 1955, University of New Mexico; United Pueblos Agency, Bureau of Indian AJfairs, 1940-51; United States Navy, 1942-46; Executive Secretary, Bernalillo City-County Consolidation Cornmittee, 1952-56; Instructor, University of New l\1exico, 1955-56; Professor of English and Philosophy, and Chairman of both Departments, New Mexico Highlands University, 1956-65; Tutor, St. John's College, Santa Fe, 1965-< Don B. Cook A.B., Occidental College, 1958; Ph.D., University of California at Davis, 1965; Woodrow Wilson Honorary Fellow, University of California at Davis, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-, Assistant Dean, 1981-; Teacher, Santa Fe Preparatory School, 1972-73. Elliot T. Skinner B.A., University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, VVoodrow Wil- FACULTY/ 75 son Fellowship, Princeton University, l964; Fellow of the Council for Philosophical Studies, Summer Institute in Greek Philosophy and Science, 1970; Tutor, St. John's College, Santa Fe, 1965-. Stuart Boyd M.A., Aberdeen University, Scotland, 1948; Ph.D., Aberdeen University Medical School, 1952; Military Service, 1940-45; Assistant Lecturer, Clinical Psychology, Department of Psychiatry, Aberdeen University, 1948-52; Instructor, Medical Psychology, University of Colorado Medical School, 1952-53; Director, Doctoral Training in Clinical Psychology, Denver University, 1954-57; Professor of Psychology and Chairman, Department of Behavioral Sciences, New Mexico Highlands University, 1957-64; Lecturer, Department of Psychiatry, Edinburgh University, Scotland, 1964-65; Professor of Psychiatry (Psychology), University of IV1issouri Medical School, Kansas City, 1965-66; Fellow, American Psychological Association; Tutor, St. John's College, Santa Fe, 1966-. Roger S. Peterson A.B,, Harvard College, 1953; A.M., 1957, Ph.D., Botany, 1959, University of Michigan; United States Navy, 1953-56; U.S. Forest Service Research, Colorado State University, 1959-62, Utah State Univetsity, 1962-66; Tutor, St. John's College, Santa Fe, 1966-. E. Ray Davis, Jr. University of Wisconsin, 1953-55; B.A., St. John's College, 1962; M.A., History and Philosophy of Science, University of Indiana, 1965; N. D. E .A. Fellowship, University of Indiana, 1962-65; Ph.D., University of California, Riverside, 1980; Tutor, St. John's College, Santa Fe, 1966-, Assistant Dean, 1977-81. Ralph Swentzel! B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New lVIexico Highlands University, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. Timothy P. Miller A.B., Harvard University, 1948; B.Mus., 1949, lVUvius., 1951, Yale University; D.Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music, Agnes Scoti: College, 1957-61; Director of Music, University of Richmond, 1961-66; Piano Chainnan and Member of Graduate Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St John's College, Santa Fe, 1967-. R. Thomas Harris, B.A., Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Illinois; University Fellow, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59, University of Illinois; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; Associate Professor, University of Maryland, 1965-68; National Science Foundation Consultant for India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, 1967-68, Visiting Professor, Summer, 1969, New York University; Corporate Consultant, Management Science, IBM, Armonk, New York, Summer, 1968; Tutor, SL John's College, Santa Fe, 1968-. Glenn A. Freitas B.A., Classical Languages, St. Mary's College, California, 1957; Th.L, Universite Laval, Quebec, 1964; Licentiate in Sacred Scnpture, Pontifical Biblical Commission, Rome, 1966; L'Ecole Biblique et Archeologique Francaise de Jerusalem, 1964-66; �76 I ST. JOHN'S COLLEGE Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-. David Edward Starr B.A., Gordon College, 1962; M.A., 1966, Ph.D., 1972, Boston University; Graduate Assistant in Philosophy, Boston University, 1963-64; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor in Philosophy, University of Rhode Island, 1966-71; Tutor, St. John's College, Annapolis, 1972-80, Director of The Graduate Institute in Liberal Education, Santa Fe, 1980-. Paul David Mannick B.A., California State College at Long Beach, 1970; M.A., St. John's College, Santa Fe, 1973; Ph.D. Candidate, University of St. .Andrew's, Scotland, 1975; University of St. Andrew's Scholarship, 1975-77; Tutor, St. John's College, Santa Fe, 1974-. Phillip LeCuyer B. A., Colorado College, 1966; B.A, Merton College, Oxford University, 1969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. Stephen R. Van Luchene B.A., Arizona State University, 1969; lvtA., 1971, Ph.D., 1973, University of Notre Dame; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-, Director of Admissions, 1979-81. Bruce E. Venable B.A., St. Mary's College, California, 1969; M.A., 1972, Ph.D., Classics, 1976, University of Washington; Ti1tor, St. John's College, Santa Fe, 1973-. Gerald Lee Myers B.A, University of Colorado, 1964; Ph.D., University of Colorado Medical Center, 1969; American Cancer Society Postdoctoral Fellow, 1969-71, Seessel Research Fellow, Yale University, 1971-72; Faculty, Shimer College, 1972-74; Tutor, St. John's College, Santa Fe, 1974-. Kent H. Taylor B.A, Yale University, 1963; M.A., University of Georgia, 1965; Ph.D., Universit-y of California at Santa Cruz, 1976; University of California at Santa Cruz, 1967-68; Defense Language Institute, Monterey, California, 1968-69; Heidelberg University, 1971-73; Instructor, University of Georgia, 1965-67; Teaching Assistant, University of California at Santa Cruz, 1967-71; Tutor, St. John's College, Santa Fe, 1974-. Georgia S. Knight B.S., Philosophy, 1970, M.A., English, 1972, Doctoral Candidate, 1974, U!)iversity of Utah; Teaching Fellow, University of Utah, 1970-74; Tutor, St. John's College, Santa Fe, 1974-. Elizabeth S. Engel B.A., Pomona College, 1967; M.Phil., 1971, Ph.D., Philosophy, 1973, Teaching Assistant, 1969, Yale University,; Teacher, Shimer College, 1971-73; Assistant Professor of Philosophy, California State University at Humboldt, 1973-75; Tutor, St. John's College, Santa Fe, 1975-. FACULTY 177 John Joseph Verdi B.S., Psychology, Fordham.University, 1972; M.':'1-., 1974, Ph.D., Philosophy, 1975, Um:rers1ty of Sou.them California; M.A., Expenmental Psychology, University of Cahforma, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-. Phillip Prescott Chandler, H B._A., St. John's. College, Santa Fe, 1968; Ph.D., University of California at San Diego, 1975; Junior Fellow, Center for the Study of Democratic Institutions, 1968-69· Graduate Study, Mathem_atics and Philosophy, Oklahoma State University, 1969-70; ND.KA. Fellow, 1970-76, D1ssertat10n Fellow, 1973-74, University of California at San Diego; Instructor, Mathematics, Oklahoma State University, Summer, 1973, ~ummer, 1975; Instructor, 1974-75, Assistant Professor, 1975-76, Assistant Director, c1prmg 1976, "Collegiate Semmar Program, University of Notre Dame; Tutor, Graduate Institute m Liberal Education, Santa Fe, 1976, Tutor, St. John's College, Santa Fe, 1976-. Lynda Jean Myers B.A., St. John's College, Santa Fe, 1971; M.A. University of North Carolina, 1975· Ph.D. Cmd1date, The Catholic University of America; Tutor, St. John's Colle<>e' 0 Santa Fe, 1977-. ' Grietje Sloan B.A., Radcliffe College, 1953; M.A., 1963, Ph.D., 1974, University of California at Berkeley; Instructor m French, University of Arizona, 1960-61; University Fellow, 1962.-63, Teachmg Assistant, 1963-65, Graduate Traveling Fellow, 1966-67, Instructor ~n ~i~tory, ~(68-_69,c:U~iversi~ California, Berkeley; Instructor, Chico State Uni~eLity, Lah1orma, ':'.pnng l9!::i; 1eachmg and Re~earch Fellow_, Stanford University, - all, 1975, Facul~y, Holy Names College, 1977; Lecturer, Urnvers1ty of California Berkeley, 1977; Instructor, University of New Mexico, 1977-78; N.E.H. Summe~ Semmar, 1978; Tutor, St. John's College, Santa Fe, 1978-" o! Sharon H. Garvey Universidad Anahuac, Mexico City, 1973-74; B.EA, University of Notre Dame 19~7; M.A., St. Joh~'s College, 1978; Instructor, University of Notre Dame, Fal( 1915; Tutor, St. Johns College, Santa Fe, 1978-. Scott R. Stripling B.A, University of Texas, 1969; Studies in Philosophy, University of Toledo, 1970; Ph.D., Philosophy, Pennsylvania State University, 1975; Instructor, University of Alaska~at jl.nc~orage, 1975-78; Instructor, Anchorage Community College, 1977; Tutor, ::it. Johns College, Santa Fe, 1979-. Nancy Dunning Buchenaur B.A., History, 1967'. M.A., Ancient History, Cornell University, 1969; Ph.D., Classics, Brown Umvers1ty, 1980; Ford Foundation Fellow, 1966-68; University Fellow in Classics, Brown University, 1969-70; Tutor, St. John's College, Santa Fe, 1980-. Michael G. Oink B.A., Harvard University, 1970-72; M.A. St. John's College, Annapolis, 1975; Philosophy, The Catholic University of America, 1978; Teaching Assistant and Doctoral Candidate, The Catholic University of America, 1978-80; Tutor, St. John's College, Santa Fe, 1980-. Charlotte H. Gray B.A., University of Colorado, 1972; Deutscher Akademischer Austauschdienst !?ankstipendium, University of Freiburg, 1972-73; Ph.D., Classics and Comparative :,tu dies, Boston University, 1979; Teaching Fellow, Boston University, 1975-78; Visit- �78 I ST. JOHN'S COLLEGE ing Lecturer, Colorado College, 1978-79; Assistant Professor, University of Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, 1980-. FACULTY 179 OFFICERS, ASSOCIATES AND STAFF Peter Dragan Pesic ANNAPOLIS SANTA FE AB., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, 1970-75; Lecturer, Stanford University, 1976-80; Tutor, St. John's College, Santa Fe, 1980-. President Edwin J. Delattre President Edwin J. Delattre Dean Edward G. Sparrow Dean Robert S. Bart Provost PRESIDENTS EMERITI Stringfellow Barr Douglas H. Gordon Richard D. Weigle TUTORS EMERITI William Kyle Smith Wiley W. Crawford M. Tolbert HONORARY FELLOWS J. Burchenal Ault Treasurer Charles T. Elzey Treasurer Emery C. Jennings Assistant Deans Barbara H. Leonard Curtis A. Wilson Director of Graduate Institute David Edward Starr Assistant Dean Don Cook Registrar Nancy R. Winter Director of Admissions John M. Christensen Libararian Kathryn Kinzer Paul Mellon Director of Athletics Bryce Du Val Jacobsen B.A, Yale University, 1929; B.A, 1931, MlL, 1938, Cambridge University; Litt.D., Oxford University, 1961; LL.D., Carnegie Institute of Technology, 1967; LH.D., Yale University, Director of Financial Aid Caroline 0. Taylor 1967. Provost J. Burchenal Ault John Gaw Meem Director of Continuing Education Benjamin Milner ScB., Virginia Military Institute, 1914; M.A., Colorado College, 1936; A.F.D., University of New Mexico. Director of Graduate Institute Benjamin Milner Director of Alumni Activities Thomas Parran, Jr. Registrar Ellen Gant Director of Admissions Stephen R. Van Luchene Acting Librarian James Benefiel Director of Student Activities Istvan Fehervary Director of Financial Aid Marsha Drennon Director of Aduli Education Gerald L. Myers Director of Career Counseling Janet Lange Business Manager Svend Schmidt Superintendent of Buildings and Grounds Carlos Vigil Director of Career Counseling Marianne Braun College Nurse Peggy H. Elrington Superintendent of Buildings and Grounds Charles L Wallace College Physicians Charles W. Kinzer Sigmund A Amitin Thomas M. Stubbs Musician in Residence Landon Young Director of Laboratories Hans von Briesen College Nurse Marilyn Mylander Artist in Residence Burton Blistein �80 I ST. JOHN'S COLLEGE <fl ().) 0 '-cl Profile: Freshman Classes: Entering Fall 1980 1981 Annapolis States Represented. Alaska. Arizona. California. Colorado Connecticut . Delaware District of Columbia . Florida Georgia. Hawaii Idaho .. Illinois. Indiana . Iowa Kansas Kentucky Louisiana . Maryland. Massachusetts . Michigan Minnesota Missouri .. New Hampshire ... New Jersey . New Mexico ... New York. North Carolina Ohio .. Oklahoma Oregon ... Pennsylvania . Rhode Island South Carolina South Dakota .. Tennessee . Texas .. Vermont. Virginia. Washington West Virginia . Wisconsin. Wyoming. Utah Austria .. Israel . Japan. Puerto Rico 29 32 2 5 3 22 5 1 2 2 4 3 1 1 2 2 1 2 1 3 3 5 1 2 2 1 1 2 19 6 5 7 3 1 2 2 3 9 2 15 11 8 2 8 1 1 9 3 2 5 1 1 2 2 1 7 11 2 4 3 1 1 1 1 1 1 1 1 Annapolis Santa Fe Santa Fe Number of Students Fall 1980 January 1981 ... Men ... Women. Early Entrance .... Previous! y At tended College .... Range of Ages Veterans .. Kind of School Attended Public .. Independent .. Parochial GED Receiving Financial Aid Rank in Class First Fifth First Tenth Second Tenth ... Second Fifth .. Third Fifth Fourth Fifth Last Fifth. Not Available National Merit Honors: Scholars Finalists .. Semi-finalists . Commended Scholars 130 106 24 69 61 115 98 17 67 48 4 2 48 16-33 42 16-34 6 1 84 27 19 76 29 5 3 :l 47% 64% i 65% 40% 25% 20% 9% 4% 2% 14% 40 43% 35% 11% 16% 4% 4% 1% 28% 26 I 2 9 5 4 3 4 26 13 i I i I ;I -i :1 I � College ANNAPOLIS, MARYLAND 21404 (301) 263-2371 SANTA FE, NEW MEXICO 87501 (505) 982-3691 Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, color, sex, national or ethnic origin, nor against the handicapped. �COLLEGE ANN APO US 8-10. . .... Senior Oral Enabling Examinations September 10 .. Freshman and Senior Registration September 11 . . . . . . . . Convocation September 11 .. Sophomore and Junior Registration September 11 ............ Classes Begin with Seminars October 16-19. . Long Weekend November 26-29 ......... Thanksgiving Recess December 11-January 3 . . V\linter Vacation January 24 .............. End of First Semester 25 . Second Semester Registration January 27 . January Freshman Registration February 12-15 ........ Long Weekend March 11-22 Vacation 30-May 1. Weekend 20 . Last Day of Classes 21 ........ End of Second Semester 23 . Commencement Freshman . Graduate Institute Freshman . Graduate Institute 7 20 August 13 14 Second Semester Begins Begins Second Serr1ester EnCls Ends August 26 ....... Dormitories Open 27 .. Senior Oral Enabling Examinations Begin 27-28 for All Classes . Convocation 28 28 ...... Classes Begin with Seminars October 9-12 ......... Vveekend November 26-29 December16 Decen1ber 10. Winter Vacation 11 for all Classes 11. Classes Begin With Seminars March 6-21 . Spring Vacation 14 Freshman Semester Ends 14 S·21nester 16 .. Cornmencement 0 0 0 0 31 June 21 6. 13 Freshrnan . Graduate Institute Freshman . .. Graduate Institute Second Classes Second Classes Semester Begin Semesl:er Ends End �TABLE CONTENTS PAGE Introduction . The Curriculum Seminar Preceptonal Tutorial ......... . Laboratory . Formal Lecture .. St. John's List of Books .. The Ac11demic Order Tutors. Instruction Committee Library Schedules Essays and Exa1ninations Academic Standing .............. . Degree of Bachelor of Arts . Degree of Master of Arts ........ . Graduate Institute in Liberal Education Directory Information and Right to Privacy Residence al!t:d Stud~?lt LHe Annapolis ... Santa Fe .. Both Campuses Site Plans of the Campuses . Admfasiom Requirements and Procedure . Campus Visit . 6 8 .10 . ......... 11 . ... 16 .20 . .... . 22 28 .......... 29 .30 .......... 31 ......... . .32 . . .34 . .. . 35 37 37 .......... 37 .33 .43 .47 62-63 ..so . .53 Fee~ and Financial Aid Procedures and Deadlines Grants and Loans Sample Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress Bib!iogrnphy 55 .... . 57 59 59 60 61 ............ 64 65 ................. 66 .79 Profile: 1980-81 Freshman Class .. . 80 �6 I ST JOHN'S COLLEGE I Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their commor~ cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any •' 0 •·Alh·i•:"•'""'"" calling and to become mature, competent and responsible citizens of a free society. -~~~iiill St. John's College believes that the way to liberal education lies through the books in which the greatest minds of our civilization-the gr.;;at teachers-have expressed themselves. These books are both timeless and they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary with which vve have to deaL They can therefore enter directly into our everyday lives. Their authors can speak to us almost as freshly as when spoke for the first time, for what they have to tell us is not something of academic concern, remote from our real interests. They change our move our hearts and touch our The books speak to us in more than one way. In raising the persisting human lend themselves to different that reveal a and yet complementary meanings. while please us as works of art with a clarity and a that their intrinsic intelligibility. They are, therefore, properly great, whether are poems or political treatises, and w·hether their subject matter is scientific, historical or philosophicaL They are also linked for each of thern is introduced, or criticized by the others. In a real sense they converse with each and they draw each reader to take part, ·within the limits of his ability, in their large and unending conversation. This conversation, ho·Never, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we sometimes desire. To remedy this defect is the goal of the St seminar. Here, a number of students of varied backgrounds, faced a text that may present unfamiliar ideas, attempt to discuss it reasonlt is presupposed that the students are willing to submit their to one another's critical scrutiny. The demands of the individual those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern its-::lf with trying to establish the meaning of a poem or the an argument. On the other hand, it may concern itself with more or with very questions that thrust themselves forward. The students bring to seminar the assumptions they have deri~ed from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the same- THE INTRODUCTION I 7 ness of .a recurre~t problem. and ~he. variety of i~s historical manifestations. Prmc1pally, nowever, the aun is to ascertam not how things were, but !'.ow thml?s.are-to help the student make rational decisions as he his h~e. Ai:d it 11s the ultimate aim of the program that the habits of and d1scuss10n tnus begun by the student should continue with him throughout life. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is r~ade to depend on the activity and initiative of the students. The tutor functions as a guide, more intent to listen to the students and to work with them than to impose upon them his own train of thought. St. John's seeks to restore the true meaning of a liberal arts education The primary function of the liberal arts has always been to bring about a 1~ awareness of the forms that are embodied in combinations of words and in numbers so they become means of understanding. the hberal arts were seven in number: grammar, rhetoric, logic- the arts guage; and arithmetic, geometry, music and astronomy-the arts of mathe'.natics. In more contemporary terms, the arts bring to light what is mvolved ~n the use of words and .numbers in all of discursive thought, m analysm?, speaking and wntmg, and also in measuring, deducing and demonstrating. There are many ways to develop these arts. The curriculum emphasizes five of them: discussion, translation, writing, experiment and mathematical demonstration. They are followed in all branches of the program But whatever the methods used, they all serve the same end: to invite the student to think for himself, to enable him to practice the arts of freedom. Free minds must be able to envisage concrete situations, to deliberate by la ting clear alternatives, and to arrive at a deciding choice. The acquisition of these mtellectual skills indicates that the discipline of the liberal arts has taken hold of the learning mind. Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one forrn or another They enable men to win knowledge of the vvorlcl around them and knowledge of themselves in this world and to use that with wisdom. Under their guidance men can free themselves frorn the wantonness of prejudice and the narrowness of beaten Under their men can acquire the habit of A genuinely conceived liberal arts curriculum cannot avoid most far reaching of all human goals. Evans Laboratory Building with Sangre de Cristo Mountains in background, Santa Fe �THE CURRICULUM I 9 8 I ST. JOHN'S COLLEGE THE CURRICUWM THE SEMINAR The heart of the curriculum is the seminar-a discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two memb~rs of the faculty as leaders. The group meets t~ice a week, on Monday and Thursday_ evemng~, from eight until ten-or well beyond if _the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around a hundred pages of reading, but may be much shorter if the text happens to be particularly difficult. f th l d Th re The seminar begins with a question asked by one o. e e_a ers. e after the seminar consists almost entirely of student discus~10nh ~tuhdenJs talk with one another, not just to the leaders. Th~y do no_t raise t eir ~ s for permission to be heard, but enter the discussion or witfhdral fror;I it a~ will. The resulting informality is tempered by the use of orma mo es 0 address. f I f om Once under way the seminar may take many orms · t may ra~ge r the most particular to the most general. The reading of Thucy~ides, for example is almost certain to elicit a discussion of war and agg~essH;mdand to bring to' the surface the students' opinions and fears about _t e wis horn or error of national policies. Homer and Dante prompt reflect10ns on uman virtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument-an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their inte{play with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy and requires a different approach. Such progress in learning together may be crowned by sudden insights on the part of individuals, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. Or it may climb to heights accessible to only a few of its members. Under these circumstances the role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections, to help the student in every way possible to understand the author, the issues and himself. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But a leader may also take a definite and positive stand and enter directly into the argument. If he does so, however, he can expect no special consideration. Reason is the only recognized authority; all opinions must be rationally defended and any single opinion can prevail only by general consent. The aim is always to develop the student's powers of reason and understanding and to help him arrive at intelligent opinions of his own. Every freshman, sophomore and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the student to set out in writing, as clearly as he can, his own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of his final oral examination. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling. (See page 34). �THE CURRICULUM / 11 10 I ST. JOHN'S COLLEGE THE TU'"fORlALS THE PRECEPTORIAL For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small "roups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty pn:ceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptonals may deal with books and themes the students would not otherwise encounter. There are generally seven or eight students in a preceptorial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the sernmar Usually the student's work is completed by the wntmg of a which may be read in draft to the preceptorial and criticized by the members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. 0 Tolstoy: Anna Karenina Adams: The Education of Henry Adams Common Law Adjudication and Philosophical Justice Freud: Selected Papers on Neurosis and Related Topics Kierkegaard: Fear and Trembling Aristophanes: The Birds (in Greek) Burke, Paine and Toqueville: Selected Works Force and Energy in Descartes, Newton and Leibniz Goethe's Novels Plato: Phaedrus Whitehead Selected Works WaJlace Stevens Arendt: The human Condiiwn Joyce: Early Works Aristotle's Theory of lvl.otion Astronomia Nova Sartre: Being and Nothingness Plotinus: Thircl Ennead Ibsen and Chekov Design and Expression in the Visual Arts William Blake: Selected Works The seminar cannot suffice as the only setting for liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persisteni:ly precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music.. For each of four years, a student attends one language and one mathematics tutorial three or four times a week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to fifteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for collaborative study and for the manifold teaching and learning relations that hold in a company of people learning togetheL As in the seminar, sludents talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for each student to contribute his measure of instruction and insight to his fellows" Other tutors often attend, seeking to learn about a particular subject which they may later teach. \IVrihng assignments are normally made in all classes: mathematics, music and laboratory sections as well as in language tutorials. The student is thus called upon continually to articulate and organize his in both the written and spoken forms. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. Primarily, the language tutorial attempts to remedy this condition by a training in the means of precise corn.munication and effective persuasion. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other To do this it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; the varied connotations and ambiguities of terms; the role of metaphors, analogies and images; and the logical relations between proposi hons. The study of foreign languages (Greek in th€ first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the student learns something of the nature of languages in general and of his own in particular. During the four years, then, he studies language as the discourse of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, he studies his own language. He discovers the resources of articulate speech and learns the rules that must govern it if it is to be dear, consistent and effective-if it is to be adequate and persuasive. �12 I ST. JOHN'S COLLEGE THE CURRICULUM/ 13 In the beginning the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one which is concerned 'with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work Those are matters that do not often come directly into seminar discussions. The student's concern with them in the language tutorial improves all his reading, for whatever immediate end, deepens and enriches his understanding, and increases his ability to think dearly and to speak well. A secondary purpose of the language tutorial is support of the seminar, Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore which might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits, This habit of precision, in its turn, becomes more common in the seminar Though the language tutorial cannot and should not aim at a mastery of the foreign languages, the student can reasonably expect to attain a knowledge of their grammatical forms and a grasp of their peculiar qualities, To experience the of another language is to extend the boundaries of one's sensibility The choice of languages is in part dictated the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the and aims of the tutorial. The first year of Greek, however, goes with th.;: freshman seminar and rnath::matics and the continuance of Greek into the second year advances the work of the first. The second yea.rends with and discussion of works Shakespeare, Donne and other The French of the year begins with a brief, intensive of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading and writing of simple French. Students already fluent in French 111ay be exempted from these early stages, Then follows examination of the form and content of French prose selections, Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the student attempts to match in his own tongue the excellence of his mod':'k In the second senlester a is read-Racifie's Phedre. The principal of the fourth ynr is the reading of French poems, including a considerable number from Baudelaire's Fleurs du 11/Ial. Its irnmediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the rdation of that art to the traditional liberal arts of language. V\friting assignments include exercises in translation more ambitious than these attempted in the third yeaL One of Molien:'s.comedies is read-either Tartuffe or Le Misanthrope. The year ends with analysis and discussion of modem British and American poets, such as T.So Eliot, Dylan Thomas, VV"B Yeats and Wallace Stevens. THE MA THEIVIA TICS TUTOPJAl Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word meanin" "to learn." It is regrettable, then, that students should come to dislike math:matics or to think of themselves as unmathematicaL It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based. Mathematics at St John's is studied as a liberal art, not artificially separated from what have come to be called the humanities. VVhen mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at St. John's, mathematics becomes not only the most readily learnable liberal art but also one which provides ready access to others and significant analogies with them. 0 0 There are' two main reasons for studying mathematics it pervades our modern world, perhaps even defines iL Therefore anyone who means to criticize or reform, to resist or cooperate 1Nith this world not only must have some familiarity with the mathematical methods by which it is m.anaged, but also must have thought about the assumptions that underlie their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count a.nd measure the things in the universe. The second rnain reason for studying mathema.tics concerns the mathematics tutorial more specifically Since mathematics has, as its name implies, a particularly close connection with the human capacity for learning, its study is especially useful in helping students to think about what it means to come to know something. To prepare themselves for such reflection students study artfully composed mathematical treatises, demonstrate propositions at the blackboard and solve problems doing this over four years they learn a good deal of mathematics, and they gain noticeably in rigor of thought, nimbleness of imagin3tion and elegance of expression. But while are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are exam- �14 I ST. JOHN'S COLLEGE ples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? iNhat is the relation of logic to mathematics? Are there "better" and "worse," "ugly" and "beautiful" in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. The student begins with the Elements of Euclid. Using Euclid's zation of the mathematical discoveries of his predecessors, the student gains a notion of deductive science and of a mathernatical system in general; he becomes acquainted with one view of mathematical objects-its central expression found in the theory of ratios-which is buried under the foundations of modem mathematics. After Euclid he begins the study of Ptolemy's Almagest, his attention on the problem of "hypotheses" constructed to "save appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at SL John's and the ordinary course in mathematics. Ptolemy presents a mathematical of the heavenly but he gives more than that his work is both an example of mathematics applied to phenomena and a comto the philosophical, poetic and religious readings that are taken up in the first and second years. In the second year the student continues the of Ptolemy, vvith emphasis those difficulties and complexities of the geocentric system which are resolved by the revolution. He studies into heliocentric form. Copernicus's transformation of the Ptolemaic He next takes up the Conics of Apollonius to learn a synthetic of the very objects whose analytical treatment Descartes marks the of modern mathematics. After this he analytic geometry, presents the conic sections in algebraic form. He thus gains an understanding of algebra as the "analytic art" in generaL In the third year calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's of real numbers, the endeavor to provide a ngorous arithmetical foundation for the calculus. The student then returns to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" in which orbits are determined laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year the reading of Lobachevski's approach to nonEuclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the goemetric art as a whole This is followed by the study of Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. On the Annapolis campus, there is an alternate program for the latter half of the year: some of the students projective geometry, in which the enterprise which began with Euclid returns in a remarkable way, n01N generalized, to its starting THE CURRICULUM/ 15 THE MUSK TUTORIAL One of the aims of St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed towards performance but towards an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year students meet once a week to study the fundamentals of melody and its notation. Demonstration takes place the second semester the students perform some primarily by singing, and the great choral works. the sophomore year a tutorial meets three times a week. The music tutorial reflects two different but complementary aspects of music. On the one hand music is intimately related to language, rhetoric and poetry. On the other it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial mcludes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint and None of these is done apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the rnasses of Palestrina, the operas of Mozart and the instrumental works of Beethoven are the real textbooks. In the second semester at least one major work is analyzed Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text students listen to recordings of a composition and fami!arize themselves vvith its score before the seminar meet3. Group discussion of a work of music, as of a facilitates and enriches the understanding of it. of �16 I ST. JOHN'S COLLEGE THE CURRICULUM / 17 THE LABORATORY The emblem of the SL John's program on the back cover shows seven books surrounding a pair of scales. The balance, no less than the books, symbolizes the tradition of the liberal arts. It stands for the instruments of the scientific laboratory, which may well be the most characteristic institution of the modern world. Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great re'1olutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal of the St. John's program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last t1rvo years of the program exhibit the far-reaching changes that flow from and these could not be appreciated without the first two years, which cover the period frorn Homer to Descartes. Modem mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the conseconceived by the great thinkers of the quence of the vast project of sevenl:eenth century. They are based on a mathematical interpretation of the which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hanrl that us to relate our exoeriences to our understanding. For this ~ur~-ose St. has set up a thre~-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology and chermstry are pursued. There is the art of measuremen.t, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be carefully scrutinized. All of this is supported the mathematics tutorials, which provide a dear understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a of skills derived from the practice of the liberal arts. The College does not subscribe to the sharp separation of scientific studies from the hurnanities, as if they were distinct and autonomous domains of learning. There need not be "tiNO cultures." Different fo~lds of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION THE LABORATORY The laboratory program is largely determined three considerations releThe formally scheduled vant to the liberalization of the study of science: experimental work must be combined with a and free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the student to trace a scientific to its roots in principle, assumption and observation. Thus certain integrated wholes of subject matters aI"e to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The student must have time to satisfy himself as to the degree of accuracy his instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire experiment. Only thus can he come to a mature understanding of the snences called "exact." A laboratory section consists of seventeen to twenty-one students under the guidance of a tutor, with the help of more advanced students serving as assistants. Sections meet two or three times a week" A laboratory session may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires. Occasionally a laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the College the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. �THE CURRICULUM / 19 18 I ST. JOHN'S COLLEGE LABORATORY TOPICS The general topics of study have been chosen from elementary physical and biological science. The sequence of study may be outlmed as follows: 1st Year 12 weeks: 20 weeks: 3rd Year 4th Year 10 weeks: 18 weeks: Observational biology Studies of matter and measurement, leading to the atomic theory of chemistry , , Topics in physics: mechanics, optics, heat, electnc1ty, magnetism Quantum physics Genetics, evolution, moleculary biology THE FIRST YEAR The laboratory begins with twelve weeks devoted to topics in , _ biology: classfication of types, anatomical st~ucture, cells and their aggregation and differentiation, embryological development. Close1 observat101~by naked eye or with microscopes is accompanied by constant tneoret;icL:l 1~-w::r~ pretation, based on reading important works of b1ol,~g1cal sc1enhs~~· _He~c the student confronts organisms as self-movmg ent!LJes with propd ties vf wholeness, intimately dependent on, yet distinct from, the world. h c The freshman laboratory next turns to the in a searc ,or some of its fundamental laws_ Archimedes on the lever on hydrostatics is studied, then the laws of equilibrium of gases, temperature and calonmetry are taken up, experimentally and in discussion of the relevant theor- ieso These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles, The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theoryo Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination_ THE THIRD YEAR The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, thermodynamics and electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot and Maxwell, The mathematical tools of physics are to be put to work in the at the same time that their rigorous development is pursued in the mathematics tutorials, As the tools of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy and potential fields, to their reformulation in terms of derivative and integral; at the same time the physical concepts serve to illustrate the mathematical ideas_ The concepts of mechanics are to be used to formulate alternative theories of light-corpuscular and wave-and the success of either theory in accounting for optical is examined_ The phenomena and processes of thought leading to the first and second laws o(thermodynamics are given careful consideration_ The fundamental phenomena of electricity and magnetism are studied and experimentally, and formulated in mathematical terms. The and culminating topic of the year is Maxwell's derivation of an electromagnetic of light. THE YEAR In many ways the vvork of the senior year is a return to questions the students first confronted as freshrnen. During the first ten weeks, the senior takes up anew the theory of atomism -but the atom itself has become object study, Prepared his work with electrical phenomena, th.;: student can focus on the questions of atomic stability that lead to the revolutionary quantum hypothesis of Bohr and the vvave mechanics of de Broglie and Schrodinger Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning_ the course of thought in Schrodinger's What is Life?, the senior laboratory then turns or returns to biological topics, and first to genetics, to Mendel's theory of heredity and its development through the experimentation and interpretation by TH. Morgan and his associates_ The results studies of bacteria populations are considered from the standof their evolutionary significance, in the papers of Hardt and of Luria and Delbruck. Next, fundamental papers leading to present-day molecular biology-for instance by Beadle and Tatum, Watson and Crick, Jacob and !Vlonod-are studied. of 0 �THE CURRICULUM/ 21 20 I ST JOHN'S COLLEGE LECTURE The curriculum as described so far calls for student participation at every active stage of the work On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the student has an opportunity to listen and attentively The subject may be closely connected with seminar readngs or it rnay open up a new field of interest and test the student's readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the SL John's faculty. Visitors may be from the academic world or frorn the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturer submits himself to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the student the habit of listening and following the exposition of a he may not be farniliar and it also provides him an opportunity, in the discussion period, to exercise his dialectical skill in a setting very different from the classroom. It is here that he can himself test the degree of his understanding and the applicability of what he has learned. The lectures range through a variety of subjects. Sometimes the student is confronted with views on a given Some of the lectures have immediate in the seminars tutorials, Others may have a lasting effect on the direction that a student's work takes within the framework of the program, LECTURES AND CONCERTS The list below provides some examples of lectures and concerts given on one or the other campus in recent years: "The Growth of Presidential Power" William Goldsmith "Genesis" Robert D. Sacks Aeolian Quintet "Why Should Gloucester Attempt Suicide and Why Must Cordelia Die" John Steadman "Changing Trends in 20th Century Pairttings and Sculpture" Adelyn Breeskin "The 18th Century Background to Gibbon" Arnaldo Momigliano Sequoia String Quartet "Languages,Philosophy and Science" Stillman Drake "The CoHapse of Democracy at Athens and the Trial of Socrates" Leo Rad1tsa "On the Translation of Rimbaud's Poetry" Jonathan Griffin 'The Vapheio Cups" Ellen Davis "John Milton: The Solitary Louis L IV!artz to Paradise" "The Geometrical Vision" Howard Fisher "Angels in Paradise Each with His Hand in a Jar of Spermacetti" Galway Kinnell ~ "The Brothers Karamazov" Michael Ossorgin 'The Question of Beauty: The Early Christian Arts" Charles Bell "Rousseau and Democracy: The Design of the Social Contract" Hilail Gilden "Watching Television" Roger Rosenblatt �22 I ST. JOHN'S COLLEGE ST. JOHN'S LIST OF GREAT BOOKS The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at the University of Chicago, at the University of Virginia and, since 1937, at St. John's College. The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter. The St. John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all times. In doing that it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and ever present gravity of human issues. The list of books which constitute the core of the St. John's program is subject to review and revision by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read only in part are indicated by an asterisk. THE CURRICULUM I 23 FRESHMAN YEAR Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Nicomachus: Lavoisier: Essays by: Harvey: Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Medea, Bacchae Histories* Clouds, Birds Ion, Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus Poetics, Physics*, Metaphysics*, Nicomachean Ethics*, On Generation and Corruption*, The Politics*, Parts of Animals*, Generation of Animals* Elements On the Nature of Things "Pericles," "Alcibiades" Arithmetic* Elements of Chemistry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood SOPHOMORE YEAR The Bible* De Anima, On Interpretation*, Posterior Analytics*, Categories* Apollonius: Conics* Marcus Aurelius: Meditations* Virgil: Aeneid Plutarch: Lives* Epictetus: Discourses, Manual Tacitus: Annals Ptolemy: Almagest* Plotinus: The Enneads • Augustine: Confessions, On the Teacher* Anselm: Proslogium Aquinas: Summa Theologica*, Summa Contra Gentiles* Dante: Divine Comedy Chaucer: Canterbury Tales* Des Prez: Mass Machiavelli: The Prince, Discourses* Copernicus: On the Revolutions of the Spheres* Luther: The Freedom of a Christian, Secular Authority Rabelais: Gargantua* Palestrina: Missa Papae Marcelli Montaigne: Essays* Viete: "Introduction to the Analytical Art" Bacon: Novum Organum* Shakespeare: Richard II, Henry IV, Henry V, The Tempest, As You Like It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets* Poems by: Marvell, Donne, and other 16th and 17th century poets Descartes: Rules for the Direction of the Mind, Geometry* Pascal: Generation of Conic Sections Bach: St. Matthew Passion, Inventions Haydn: Selected Wo_;-ks Mozart: Selected Operas Beethoven: Selected Sonatas Schubert: Selected Songs Aristotle: I I I �THE CURRICULUM/ 25 24 I ST JOHN'S COLLEGE Stravinsky: Webern: Symphony of Psalms Selected Works JUNIOR YEAR Don Quixote Two New Sciences* Leviathan* Discourse on Method, Meditations, Rules for th2 Direction of the Mind*, The World* Paradise Lost*, Samson Agonistes Milton: La Rochefoucauld Maximes* Fables'' La Fontaine: Pensees* Pascal: Treatise on Light*, On the Movement of Bodies by Impact Huygens: Theologico-Political Treatise Spinoza: Second Treatise of Government, Essay Concerning Human Locke: Understanding* Phedre Racine: Principia Mathematica* Newton: Epitome IV Kepler: Monadology, Discourse on Metaphysics, What is Nature?, Leibniz: Essay on Dynamics Gulliver's Travels Swift: Principles of Human Knowledge Berkeley: Treatise of Human Nature'', Dialogues Concerning Natural Hume: Religion, Enquiry Concerning Human Understandmg Social Contract, The Origin of Inequality Rousseau: Wealth of Nations* Adam Smith. Critique of Pure Reason*, Fundamental Principli:._s of " Kant: lv1etaphysics of Morals, Critique of Prachcal l<eason .. Don Giovanni Mozart: Pride and Prejudice, Emma Jane Austen: "Ode on Intirnations of Immortality" \!Vordsworth: Hamilton, Jay and 1vfadison: The Federalist Billy Budd, Benito Cereno Melville: Essay on the Theory of Numbers Dedekind: Democracy in America* Tocqueville: Young, Maxwell, S. Carnot, L Carnot, Mayer, Kelvin, Essays by: Taylor, Euler, D. Bernoulli Cervantes: Galileo: Hobbes: Descartes: SENIOR Moliere: Geothe: Mendel: Darwin: Hegel: Lobachevsky: Tocqueville: Lincoln: Kierkegaard: WavnPr· Ma~x:-. Articles of Confederation "Declaration of Independence" Constitution of the United States of America Supreme Court Opinions* The Misanthrope, Tartuffe Faust* Experiments in Plant Hybridization Origin of Species, Descent of Man "Introduction" to the History of Philosophy, "Preface" to the Phenomenology, Logic (from the Encyclopedia), Philosophy of History*, Philosophy of Right* Theory of Parellels* Democracy in America* Selected Speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Communist Manifesto, Capital*, Political and Economic Manuscripts of 1844* Dostoevski: Tolstoy: Mark Twain: William James: Nietzsche: Freud: Valery: Kafka: Heisenberg: Millikan: Wittgenstein: Keynes: Joyce: Poems by: Essays by: Brothers Karamazov, The Possessed War and Peace The Adventures of Huckleberry Finn Psychology, Briefer Course Birth of Tragedy, Thus Spake Zarathustra*, Beyond Good and Evil* General Introduction to Psychoanalysis, Civilization and Its Discontents, Beyond the Pleasure Principle Selected Poems The Trial The Physical Principles of the Quantum Theory* The Electron* Philosophical Investigations* General Theory The Dead Yeats, T.S. Elliot, Wallace Stevens, Baudelaire, Rimbaud, and others Faraday, Lorenz, J.J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schri::idinger, Maxwell, Bernard, Weismann, Millikan, de Broglie, Hiesenberg, John Maynard Smith, Dreisch, Boveri, Mendel, Teilhard de Chardin �THE CURRICULUM/ 27 CILASSIFICATION Of AUTHORS ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FOUR YEARS Philosophy and Theology History and Sodai.l Science Mathematics and Natural Science Homer Aeschylus Sophocles Euripides Aristophanes Plato Aristotle Lucretius Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Lavoisier Dalton Lamarck Archimedes Torricelli Pascal Fahrenheit Avogadro Black Virgil Dante Chaucer Rabelais Shakespeare Donne Marvell Aristotle Epictetus Plotinus Marcus Aurelius The Bible Augustine Anselm Thomas Aquinas Luther Montaigne Bacon Plutarch Tacitus Mochiavelli Ptolemy Appollonius Copernicus Descartes Darwin Mendel Pascal Viete Cervantes Milton Swift Racine Fielding Melville La Fontaine Wordsworth 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 D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell Mozart Moliere Goethe Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka Wallace Stevens T. S. Eliot Mark Twain James Joyce Hegel Kierkegaard Neitzsche William James Wittgenstein Hegel Marx Documents from American Political History Tocqueville Lincoln Supreme Court Opinions Keynes Faraday Lobachevski Lorenz Rutherford lVlinkowiski Bernard Davisson Dreisch Boveri \rVeismann John Maynard J. Smith de Broglie Mendel J.J. Thomson Bohr Millikan Schrodinger Darwin Freud Einstein Heisenberg Whitehead Maxwell Wagner Literature First Year Second Year Third Year Fourth Year Liberty Tree, Annapolis Music Wollaston Gay-Lussac Proust Cannizzaro Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez Webern �28 I ST. JOHN'S COLLEGE THE ACADEMIC ORDER THE TUTORS At St. John's the teaching members of the 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 field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying from the works of the principal teacher of the classit might be Plato or Newton-usually an author of one of the great books, who wrote from the high point of his learning. What then is the role of the reading and talking teachers, the tutors? THE ACADEMIC ORDER I 29 First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions. The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen, and to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at St. John's will not be limited to what fits neatly inside a single discipline, it is essential that St. John's tutors re-educate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training. For example, a tutor with advanced degrees in mathematics would prepare himself to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to become competent to teach the St. John's program. This is necessarily demanding because no full-time tutor is confined to a single part of the program. He is, and has to be, a teaching member of a seminar and of either two tutorials or of one tutorial and a laboratory section, and he is continually teaching his colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John's than the preparation for classes usually allows. In order to avoid staleness and the everpresent danger of succumbing to routine performance, they are granted sabbatical leaves to allow for leisure and serious study. Between sabbatical leaves, faculty study groups are set up. Leaders of such groups are relieved of part of their ordinary teaching duties. They engage in a thorough study and exploration of a subject chosen by the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John's curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John's. THE INSTRUCTION COMMIITEE The Instruction Committee is a committee of tutors responsible for advising the Deans on all matters of instruction. It also advises the President on appointments to the faculty. The Committee consists of the Deans and twelve tutors, six elected by the tutors on each campus of the College; the President and the Provost sit with the Instruction Committee ex officio. Each Dean is the chairman of the Instruction Committee on the campus where he serves; the members of the Committee on each campus constitute the Instruction Committee for that campus and meet at frequent intervals throughout the year. The full Committee meets annually, alternating between the two campuses, and the Deans alternate as chairman of the Instruction Committee. �30 I ST. JOHN'S COLLEGE THE ACADEMIC ORDER I 31 THE LIBRARY SCriEDULES The books chosen for study at SL John's are collected in the library in the best editions and translations that can be obtained. These books form the core of the library, essential to the teaching of the program. A good general collection is a necessary supplement; the college has little need for a specialized, highly technical collection. Each year books are purchased in mathematics, science, philosophy, religion, fine arts, music, poetry, literature and history and many other fields. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarians in selecting books and periodicals. The library maintains a collection of about 80,000 volumes. In Santa Fe, collection now numbers over 51,000. Perhaps the most distinctive mark of SL John's College is the fact that all the students of the same year are reading the same books at the same time wHh the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the fone of the first assignment in Thucydides, when students and serninar leaders are about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of have a common ground for conversation. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS HOUR MONDAY TUESDAY 9:15 Mathematics Tutorial 10:15 Language Tutorial Language Tutorial WEDNESDAY Mathematics Tutorial Language Tutorial THURSDAY FRIDAY !Vlathernatics Mathematics Tutorial Tutorial Language Tutorial Chorus 11:15 1:15 Laboratory Laboratory to 4:15 8:00 Formal Lectur2 Seminar Seminar A SAMPLE FRESHMAN SCHEDULE, SANTA FE HOUR 9:00 MONDAY Laboratory TUESDAY to J2:00 1:00 FRIDAY Language Tutorial Mathematics Tutorial Mathematics Tutorial Mathematics Tutorial 2:30 to 4:00 8:00 THURSDAY !V1usic Tutorial Language Tutorial Laboratory Language Tu tonal 10:30 Both libraries hold interesting special collections. Annapolis has the Collection dating from 1696, known as the "first public in Arnerica," and the Peter Jackson and the Bowen Collection of mythology, symbolism and architecture. The Bynner Collection and The Edgar Allen Poe Collection in Santa Fe contain first editions of each poet as well as other belles lettres. In addition, the Santa Fe contains several music collections, including the Amelia the Grumman, the and the Holzman collections Woodward Hall in Annapolis was renovated as a modem library facility in 1969. H has comfortable modern study carrels and stacks as well as traditional reading rooms. The Santa Fe is housed in the Peterson Student Center and the Weigle The music library is located in the Sternberger-Weis Music and Fine Arts WEDNESDAY Seminar Seminar Formal Lecture Except for the preceptorials in i:he and senior years and certain periods of laboratory work for which upperclassmen may choose their own time, the schedule is the same for all students. Each morning for either three or four days a week they spend one hour in a language tutorial and one hour in a mathematics tutorial; sophomores also spend four hours a week in a music tutorial. Twice a week freshmen, juniors and seniors spend up to three hours in the laboratory Two evenings from eight to ten they atte~d a seminar. A formal lecture or concert is given once a week. Sixteen to nineteen hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. �32 I ST. JOHN'S COLLEGE ESSAYS EXAMINATIONS Annually in and each semester in Santa Fe every freshman, sophomore and junior submits an essay to his seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program_ ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar The student is questioned freely and informally on the texts he has read or the paper he has written and on his critical and opinions. It is not the principal aim of the examiners to find out how much the student remembers. He is encouraged to consider the different parts of his study in relation to each other and to problems that may not have been treated in any of his classes. For freshmen the first oral examination of the year is given before the vvinter vacation, and for juniors and seniors just before preceptorials begin THE "-''-"""'''-"-"' EXA1\1INATION his sophomore year, each student must pass an examination in elealgebra and THE FRENCH READING year, each student must pass an exarnination to demonof the French language. The senior oral enabling examination is given to the student in the fo.ll at the beginning of the fourth year It is focused on a number of books from the seminar lists assigned for rereading and study during the preceding summer_ The passing of this examination confirms a student's status as a candidate for the degree of Bachelor of Arts. THE FINAt ESSAY AND ORAL EXAivHNATION In the senior year the student is required to present to the faculty a final essay related to some aspect of his four years' vvork. It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts_ Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes, If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined upon it by the committee in an hour-long public examination, No degree is avvarded unless both the essay and the oral examination are satisfactory, The senior essay is regarded as a culmination of the student's learning. �THE ACADEMIC ORDER I 35 34 I ST JOHN'S COLLEGE ACADEMIC STANDII'JG Because SL John's classes are small and intimate, and because students paractively, every tutor is aware of his students' progress f~om, to The tutors' appraisals of a student are based on the student s tocal performance as a member of his tutorials and seminar. . It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of and for individual choice and guidance. Moreover, SL John's is freefrom the pressures of conventional examinations and . for grades. - Because student participation is essential to the in which Slasses are conducted at St. John's, attendance at all regularly college exercises is required. A record of absences is kepL This record is taken mto consideration whenever there is occasion to determme academic THE DON RAG \!Vithin the College the most form of evaluation is the don r3tg. Once a semester, each freshman, sophomore and meets all his tut~rs in the don rag. The tutors report to one of the seminar leaders on tne student's work during the semester; the student is then invited to respond to his tutors' and comn1ent on his 01Nn work Advice may be and given; may be aired; but grades are not discussed. . , . If a studenfs work as a whole falls belovv a satisfactory ne may be placed on academic with the of conditions that must be r.net if he is to is one semester. LETTER '-' &>.L H-• ,,_,,,, The tutor's comprehensive judgment of a student is reported to the Dean each semester as-a conventional letter grade, A, B, C, Dor F, where C mdicates that the work is at a level. Such a system is necessary in the case of students inho or profeo;sional school or to transfer to Within the grading is not of Students will be told their work for grades, but rather to If it becomes evident that a process has the student is '"'~·~"•A,-A ... ~.a enabling is a revievv of all the tutors of the Instruction Comrniti:ee, vvith the of the student's two years he has spent in the College. As an indication_ of his . the liberal arts, the annual essay carries great A student is ~L'.~""~._.. or al1owed to enter the class, if he has essay and only if, in the of the ciently prepared for the judgmC::nt looks to the sen1or essay 0 Senior Oral, Annapolis THE ST. B1~CHEL()f{ The student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the session in three and one-half years, but they spend their first summer in completing their freshman year, so that too complete a fouryear curriculum. For transcript purposes, St. seminars, tutorials and laboratories on be translated into terms of conventional subjects. The curriculum is the of approximately one hundred sern€ster hours. Ai-ID CAREERS A.FTER ST. JOHN'S Each year many St seniors elect to do advanced ·work in a wide range of graduate and professional schools Experience shows that leading universities admit St. John's graduates with creditable records. Since St. offers no in specific subjects, however, some may find it necessary to take undergraduate courses during their first year of graduate or professional study in some, but not fields. other graduates choose to embark directly upon careers ma variety of Their undergraduate background-especially its scope and its emphasis on thoughtful inquil11 and subsequent application of principleshas been found lo be an excellent preparation for employment, St refuses to accept the imposition of preprofessional specialized requirements on its liberal curriculum. The College believes that to educate men and women requires less, and yet far more, than is required to satisfy the shifting standards of conventional specialized education. �36 I ST. JOHN'S COLLEGE THE ACADEMIC ORDER I 37 The following table shows the professions or fields of advanced study entered by one or more St. John's graduates; law, mathematics, philosophy, education, medicine and theology have attracted the greatest numbers. Acting Advertising Agriculture Ar$=haeology Architecture Art Biochemistry Biology Bio-physics Business Administration City Planning Computer Programming Dentistry Drama & Playwriting Economics Education Engineering Finance Geology Government Service History History of Art History of Science International Relations Journalism Languages Law Library Science Literature Logistics Management Mathematics Medicine Meteorology Music Nursing Oceanography Philosophy Physics Political Science Psychology Public Administration Scientific Research Social Anthropology Social Work Sociology Systems Analysis Theater Arts Theology Writing THE ST. JOHN'S DEGREE, MASTER OF ARTS A tutor who has completed two years of teaching at St. John's may receive a Master's degree in Liberal Arts. He must petition the Instruction Committee for permission to present himself as a candidate for the degree. He must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. THE GRADUATE INSTITUTE LIBERAL EDUCATION A graduate program, leading to the M.A. degree in the liberal arts, is conducted by the Graduate Institute year-round on the Santa Fe campus and during the summer in Annapolis. H is designed for graduates of colleges other than St. John's and is particularly well suited to the needs of highschool teachers. The program, which is based on the St. John's list of readings, is divided into four subject areas: Politics and Society, Literature, Philosophy and Theology, and Mathematics and Natural Science. Each summer session lasts eight weeks and consists of seminars, tutorials and preceptorials. The seminars are modeled on those of the undergraduate college; they are limited to about twenty students. The tutorials are smaller classes devoted to the close reading of texts. In the preceptorial the student chooses a topic pertaining to one of the books studied and, under faculty guidance, writes a long essay. For each section of the program nine credits are granted. All four sections are required for the degree, though students who have previous graduate credit may be eligible for the degree after three summers. The sections may be taken in any order. More detailed information and a separate bulletin may be obtained by writing to the Graduate Institute in Liberal Education, St. John's College, Santa Fe, New Mexico 87501 or Annapolis, Maryland 21404. DIRECTORY INFORMATION AND RIGHT TO PRIVACY Freshman Chorus, Santa Fe In compliance with the Family Education Rights and Privacy Act, the College retains the right to publish at its discretion the following information about each student presently or previously attending the College: the student's name, address, telephone listing, date and place of birth, field of study, participation in officially recognized activities and sports, dates of attendance, degrees and awards received, and the most previous educational agency or institution attended by the student. As required by the Act, the College will provide public notice annually of its intention to publish such directory information. Students have a right to inform the College within a reasonable period of time that any or all of this directory information should be withheld. The College will respect any such request for privacy. �38 I ST. JOHN'S COLLEGE SIDE E DE The College is well aware that physical activities, artistic expression and light-hearted recreation are necessary complements to an intellectual life and it is comrnitted to providing the facilities, funds and support needed to make them availableo Generally, such activities in Annapolis are under the sponsorship of the Student In Santa Fe they are organized the Student Activities Office (SAO), is responsible for providing instruction and equipment Since its founding as King William's School in 1696, St John's has been situated in the colonial seaport town of Annapolis, capital of the State of Marylando Its population of 50,000 persons is occupied principally with the government of the State and of Anne Arundel County; with the training of at the United States Naval Academy; with the fish, crab and oyster industry and the sailing and recn"ational activities of the Chesapeake Bay; and with the liberal education of students at SL John's College" The campus of acres lies in the Historic District, adjoining '· .L11.•~·,y Creek, one block the State House and across the street from Academy The fifoeen include 18th century histonc homes classrooms, offices and a dormitory), 19th century Victorian structures, and 20th century buildings designed to complement the older ones. There are six student dormitories, offering single and double rooms. The of students has governed itself since 1945 with elected officers and delegates representing each dormitory and the off-campus conThe Student Polity called the Delegate Council, meet once a week to requests from students for funds, to allocate time and use of facilities such as the student to remind students of their responsibilities to the College corn.nmnity, and co express student on cornrnon problerns The Delegate Council also meets once a week with members of the CoHege admmistration to discuss problems of mutual concern and maintains a Student Instruction Committee to discuss and recornmend curriculum changes" A Food Committee works with the dining hall manager to develop satisfactory dishes for the regular and vegetarian menus. Since 1968 The Collegian, a weekly student newspaper, has provided a second medium for expression of opinion to the community as a whole. Controversy ranges from petty to vital; creative writing and news take up the rest of the spaceo Students are also welcome to contribute vvork to The Reporter and The College, the two official publications of SL John's" Extracurricular organizations at SL John's are generally informaL Some continue year after year while others spring up and die out as the individual members of the community come and goo !'.1any extracurricular Dining Hall, Annapolis �40 I ST. JOHN'S COLLEGE activities grow directly out of the curriculum as students' interests overflow from the classroom. The past years have seen small classes-some led by students, others by tutors-in harmony, Latin, German, the New Testament, Leibnitz (his papers on calculus), and special aspects of chemistry and biology. Other activities stern from interests independent of the College curriculum. Most prominent among them have been those of the Garden Club and various classes in dance and martial arts. Theater life is active. Each of three drama groups offers a specialty: the King William Players stage one or two classical plays a year, the Modern Theater Guild performs one or two modern works, and the Dwarf Players produce several one-act plays. Recently these groups produced The Night of the Iguana, The Importance of Being Earnest, and Le Misanthrope. Every weekend the student film club presents foreign and domestic films-the classics of cinema art. Additional film series, including The Ascent of Man and Roots, have been shown during the week. There is also a special winter film series on Wednesday nights. Iv1usic is pursued in groups and individually. Voice and instrumental ensembles train new members and perform at College events. The College provides practice rooms and pianos and a music library of scores and recordings. Private study can be easily arranged on campus or in town. Individual artistic expression needs a time for training and a place to work. Pennanent facilities such as the art studio, ceramic studio, woodworking shop, photography darkroom and stage floor provide places to develop specific skills. The College also maintains a small art gallery staffed by students. Recent shows of works by Roualt, Daumier and Hart have been held there. An exhibit each spring displays work by members of the College community . An artist in residence teaches classes and coordinates exhibits. Classes in pottery, photography, sculpture and painting continue throughout the year. Parties, an important part of cornmunity life where students and tutors meet informally, come in several varieties. The Society of Bacchus arranges rock dances, waltz parties and community gatherings including the Halloween Masked Ball, Mid-Winter Ball, Christmas Party and the Spring Cotillion. Vigorous square dances and quiet jazz parties occur once or twice a year. A festival in the spring, Reality Weekend, begins with student skits and parodies and, after a parade up Main Street, provides a full day of picnicking and athletic competition. Cultural events on campus include Sunday concerts and informal lectures by guest speakers, Annapolis itself offers church groups of all denominations, synagogues (detailed information on Jevvish student life is available on request), concerts, plays, historic tours, seafood, sailing, the Naval Academy, hiking, cycling, State government, political work, community service groups, etc Washington, D. C. and Baltimore, Maryland, both within an hour's drive, offer activities, museums and stores too numerous to mention here. RESIDENCE & STUDENT LIFE I 41 ATHLETICS Since 1939, when intercollegiate athletics were abolished, the intramural sports program has flourished. About two-thirds of the students, both men and women, participate actively in individual and team sports. The Director of Athletics and two student assistants schedule events and coordinate use of the facilities, which include a well-equipped gymnasium, large playing fields, tennis courts and a boathouse with a number of sailboats and other small craft. Men's and women's teams compete in field hockey, touch football, soccer, basketball, volleyball, softball and track, each in its season. Doubles and single players compete in tennis, handball, squash, badminton, fencing, paddleball and table tennis. Sailing, canoeing and rowing are non-competitive activities offered purely for enjoyment. Excellence in sports is recognized and encouraged by individual and team awards; enjoyment of sports is the most important fruit of the athletic program and is its own reward. �RESIDENCE & STUDENT LIFE I 43 THE FE In the early 1960's the College decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West rather than sacrifice the virtues of a small campus. SL John's College in Santa Fe was opened in the fall of 1964 in New Mexico's capital city, founded in 1610 by Spanish colonists. Its population of 50,000 people is occupied principally with the government of the State and of Santa Fe County; with cultural pursuits in the fine arts, museums and opera; and with archaeological and historical research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of American Indian Arts, the College of Santa Fe and the University of New Mexico in Albuquerque. Sixty miles to the south, Albuquerque provides the attractions and co;weniences of a city of 400,000 people. The campus of 300 acres lies in the southeast comer of the City, two miles from the historic Santa Fe Plaza and the Palace of the Governors. The architedure of the Santa Fe campus reflects the territorial style introduced in the state during the last century. The campus, at an elevation of feet, overlooks the Santa Fe valley and off.:::rs superb views of the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain ranges. The Campus includes a classroom building, a laboratory, a student center, a music and fme arts building, an administration building and two dusters of d01rnitories. A library, dining hall and infirmary are also located in these buildings. Nina 5. Garson Reflecting Pool. Santo Fe View from Dining Hall, Santo Fe �44 I ST. JOHN'S COLLEGE Each of the sixteen dormitories on campus houses from twelve to eighteen students and serves as a smaller community of friends within the College. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and at the same time close companionship with a fellow student. The head resident helps students arrange to live in dormitories with others who share similar opinions about smoking, loud music and so on in a dormitory area. In addition to the two dormitory complexes on campus, students are also housed in a rambling twenty-room adobe house which was bequeathed to the College by the poet Witter Bynner. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with administration and faculty, rather than through the machinery of a formal student government, since both the size of the College and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee and the Board of Visitors and Governors. Students also belong to advisory committees which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities including the artistic, the academic and the athletic Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet and modern dance. The art studio in the Fine Arts Building, the darkroom and the pottery studio provide appropriate settings for these activities. The College's art gallery, which is open to the public, has a new show by professional artists each month" Student art work is at the end of the school year, and awards are given for RESIDENCE & STUDENT LIFE I 45 achievement in pottery, photography, drawing, painting and in making jewelry. Au Verso, the literary magazine of the College, is published twice a year. It contains essays, artworks, poetry, short stories and photography from students and faculty alike. Musical performances of many kinds are given by students through the Collegium Musicum. Formed in order to stimulate musical activity on campus, the association provides members of the College community with an opportunity to perform before a small, receptive audience. Through this organization students and faculty who play intruments or who sing can find teachers and fellow musicians with whom to study or perform. The St. John's Chorus and the Madrigal Singers also give recitals. The College provides numerous keyboard instruments including two grand pianos and a harpsichord for student practice and performance" Practice rooms are available in the Fine Arts Building. The Collegium Theatricum produces two or three plays each year. It also organizes evenings of soliloquies and one-act plays. Funds and equipment are provided by the Student Activities Office. The directing, acting, costumes and lighting are done by interested students and faculty. The SL John's Film Society is organized by students to provide a wide variety of classic and current films for the College community every Saturday night. Many students are attracted to the town of Santa Fe by its crafts, music, theater and visual arts. Others have participated in tutoring in elementary schools, counseling for the Santa Fe crisis center, working at the local health-food co-op or in other local activities, The St John's bus takes students into town twice a day. �46 I ST. JOHN'S COLLEGE RESIDENCE & STUDENT UFE I 47 Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extracurricular classes and discussion groups both on and off campus. Informal discussions of contemporary literature, forums on public concerns, and slide shows on art history are frequent on-campus acti~ities, as are study groups in such languages as Russian, German, Spanish, Italian and Hebrew. Students preparing for entrance into medical school have attended classes at the University of New Los Alamos branch, under the sponsorship of the College. Thorne Fellowships also give students financial support toward fulfilling medical prerequisites during i:he summer months. ATHLETICS The Student Activities Office coordinates a volunteer athletic program which offers opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. These last two are sports in which St. challenges other colleges and universities, and the College usually has one of the finest fencing teams in the Southwest. There are indoor facilities for judo, karate, tai chi chuan, weightlifting, gymnastics and fencing, but during much of the year these activities can be done outof-doors. Intramural programs in soccer, track, volleyball and badminton are conducted at the College's facilities. A men's soccer team and a women's soccer team both play with other teams in the area and are hosts to several tournaments in the fall and spring. The St. John's basketball team competes in a city league. Santa Fe's municipal swimming pool is reserved for St. John's one night each week. A horse corral on the campus is available for student and faculty use; horses may be hired at a nearby ranch. The adjoining Sangre de Cristo Mountains provide hundreds of square miles of forest and wilderness areas for hiking and camping. Here the St" John's Search and Rescue unit trains regularly in techniques of map reading, first aid, wilderness survival, rock climbing and cliff evacuation. The team is called out in emergencies several times a year; students have permission to be absent from camuus in the event of a search or rescue. The Santa Fe Ski Basin" (seventeen miles to the north) and the Taos Ski Ba.sin (tvvo hours away by car) offer fine slopes for both beginning and advanced and several cross country ski trails branch off from them. Students may borrow skis, boots and poles from the College, and the St John's bus provides \/\/hen the weather is warmer the Student Activities Office excursions down the Rio Grande kayak, canoe and rubber 1Nith overnight carnping along the way. BOTH College as;;, non-denominational institution. In its years there were some ties with the Protestant L,-'.'"'.. vpal Church, but these no longer exist. The College schedules no gious services except before commencement Attendance is vol.untary, in consonanc:o v:rith the Charter. tutors and students attend church or synagogue in ~ov·1n. It is customary extracurricular Bible classes to be conducted tutors of the '-''w""''=· FACILITIES FOR St. John s College Se(lrch and Rescue Team, Santn Fe 1 As in Annapolis, vvaltz parties, rock parties, and such regular events as the Fall Festival (in the mountains surrounding the College). the Halloween Costume Party, the Fasching Ball, the Graduation Ball and Reality Weekend occasions for informal gatherings of tutors and students. Reality vvee!Kena includes a talent a parade from the Plaza to the College, a picnic and athletic competition. The College Bookstore on each ca:rnpus has all the books and supplies the student needs for his classes. It also maintains a stock of books related to all phases of the program, and books of ITtOn: general interest. It is vvithout As supports for an active social the College on each campus a coffee and a junior common room for the use of all students. In "~>en"'' there are smaller soci2J rooms, furnished. �48 I ST. JOHN'S COLLEGE DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming student to make proper use of the support that other students can give him in his college life. Unmarried students not living at home are required to live in the college dormitories and to take their meals in the college dining hall, unless they obtain permission from the Assistant Deans to live off-campus. The College currently can offer no married student housing at Annapolis, but does, on a limited basis, at Santa Fe. Students who wish to have married student housing must find suitable housing off-campus and should allow time for this. Room assignment is the responsibility of the Assistant Deans in Annapolis and of the Head Resident in Santa Fe. Returning students have the privilege of drawing for rooms before they leave for the summer vacation. In Annapolis students are not permitted to remain in residence during winter or spring vacation. In Santa Fe students are not permitted to remain in residence during winter vacation. They may remain during spring vacation, alchough a small fee is charged. DINING HALL The dining hall on each campus is operated by a catering service. A vegetarian menu is available. Resident students are required to eat in the dining hall. Exemptions for medical reasons are granted only upon examination and recommendation by the College Physician. CAREER COUNSELING OFFICE The Career Counseling Office serves student needs in two especially important areas. First, it provides essential information for those students planning to continue their education in graduate programs and professional schools across the nation. The Director of Career Counseling also offers assistance and counseling to those students who wish to embark upon careers immediately after graduation. STUDENT Er11IPLOYMENT OFFICE An employment service, initiated and run by students, locates off-campus RESIDENCE & STUDENT LIFE I 49 jobs. Primarily, it seeks part-time employment for students during the academic year, but it can also aid students looking for full-time summer employment in the local community. INHRMARY SERVICE Well-equipped infirmaries are maintained at both campuses, each under the supervision of a College Physician and a College Nurse. A daily medical report is sent to the Assistant Deans. A psychiatrist or clinical psychologist is available for consultation. RULES Of RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the Dean in consultation with students and the faculty. Every entering student is informed of them, and returning upperclassmen are reminded of them each fall. The rules differ in certain details on the two campuses, though in general they follow the same pattern. The academic and intellectual life of the community is inseparable from the communal life. The building of a good community requires the faculty to show respect for the individuality of each student. All students agree to abide by the rules and regulations promulgated in the Student Manual published annually by the College. St. John's assumes that students will respect not only the enacted rules but also the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the College may require withdrawal of the offending student PROPERTY DAMAGE The College provides a housekeeping staff to care for the dormitories. The College inspects the rooms periodically and repairs at the expense of the occupant or occupants any dormitory room and furniture that have been damaged beyond normal wear and tear. Any damage to college property is charged to the caution fee of the student or students responsible for the damage. The College is not responsible for the loss of, or damage to, any student property resulting from fire, theft or any other cause. �50 I ST JOHN'S COLLEGE ADMISSIONS I 51 The standards by which applicants are selected for SL John's are special, and prospective students find it rewarding to write the essays that constitute an application to the College. People who apply 1Nant an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they vvill learn to s12e into others' ideas as well as their own; and pabon in their own education. Education at St is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most vvho consider St. John's examine themselves carefully before applying so that when they do they are saying to themselves and to the College that they •Nant to engage in the life of reason and believe can take pleasure in it. In writing their essays, many determine their own appropriateness as St. students; others eliminate therr;selves as deciding that their interests and those of the do not for the ~vr,ost they select themselves. Some are rejected, of course, but a wide students is each year, The the adrnission process is to determine whether an cant has and to complete the SL prograrn satisfactorily" Admissions Committee- t~n tutors and both Directors of Admissions-regards the application as from the "Do think I am ready to frorn In the essays, applicants are asked to discuss their with books, reasons for Si:, summer or postschool experiences, and some valuable experience they have had. /i.. number of is also T~he essays are designed to enable applicants to give a full account themselves, They can tell the Committee rnuch more than statistical records reveal. Next the Cornmil:tee considers the applicant's academic achievement Previous academic records - the secondary school and if there is one-show whether an applicant has at St John's Letters of read for indications that th€ and initiative to succeed the SL importance to "objective" test scores, and no is accepted or rejected because of such scores Committee's decisions are not influenced the race, age, color, physical handicaps or national or ethnic origin of an nor by any other factors unrelated to the work of the College. The application asks a minimum of personal data. Need for financial assistance does not affect the Committee's decisions on admission, SL has decided to remain a small college. The enrollment is ~bout 375 students in Annapolis and 320 in Santa Fe. The size of each class is lnn1ted on each campus, Most freshman classes are about equally divided between men and women, Classes enter in late August and Jar~uary in Santa Fe, m September and January in Annapolis. Nevv students are enrolled only as freshmen; a fourth or more of each entering class have done one, two, or even three years of college work elsewhere" These students, despite 900d records at other colleges, relinquish their advanced standing to take p;rt in the St. John's program. Freshman who enter in January stay on campus the following summer to complete the first year. They can thus graduate a year earlier than if they had ?ostp~ned their entrance until the following falL The January class is of partJCular mterest to students who come to St John's from other colleges, or w~w have traveled or,w.orked since graduation from high school, or who wJSh to enter St. Johns immediately after the first semester of their senior year of high school. �52 I ST. JOHN'S COLLEGE REQUIREMENTS Most applicants have a strong background in academic subjects. Specific academic requirements include tvvo years of algebra, one year of geometry, and two years of a foreign language; additional work in mathematics and foreign language is advised, as well as two or three years of natural science. In addition to the essays and academic transcripts, applicants must present two letters of reference, including one from a teacher. In exceptional cases certain of these requirements may be waived, or additional information may be requested. SAT or ACT test scores are noi: required, bui: may prove helpfuL Occasionally St. John's accepi:s an applicant who is not a secondary school graduate. Such a student must be well qualified to profit from the College program. A campus visit and interview are especially important for such candidates. These students usually wish to enter SL John's following their junior year of high school or in the January immediately after the first semester of their senior year. St. John's is authorized under federal law to enroll foreign students. PROCEDURE St. John's College is a single located on two campuses. PJthough applications must be initiated and completed at one campus or the other, admission to either campus constitutes admission to the College as a whole. On inquiry, prospective students receive a statement of the St. John's College program, an application for admission and recommendation forms to be completed by schools and references. Applications may be submitted as early as the second semester of the eleventh grade. Because the College welcomes all serious applicants, there is no application fee. A student should submit his application materials to the Admissions Office on the campus he prefers to attend. Students planning to apply for financial aid should refer to the section on Fees and Financial Aid and notify the appropriate Admissions Office of their intentions as soon as possible. ADMISSIONS I 53 St. John's has a policy of rolling admissions. There is no application deadline, but applications for both fall and January classes should be submitted as early in .the year as possible. Because there are occasional vacancies in classes due to last-minute withdrawals, students who wish to apply late in the year should contact the Admissions Office for particulars. As soon as the application essays and supporting documents are assembled, the application is reviewed by the Admissions Committee. The applicant is notified of the Committee's decision in about two weeks. Upon notification that his application has been accepted, an applicant has the option to enroll on either campus. In order to secure a place in the entering class, he must submit a non-refundable deposit of $150 to the Admissions Office on the campus at which his application was processed, together with a statement specifying the campus he wishes to attend. Deposits are accepted on a first-come, first served basis until the entering class is filled. If the applicant is also a candidate for financial aid, the deposit will be accepted with the understanding that it will be refunded if sufficient aid cannot be offered to make it possible for him to attend the College. If the entering class on the applicant's first-choice campus has already been filled, the deposit may be automatically transferred to the other campus, provided space remains in that entering class. It may also be used to secure a place on the waiting list or in a subsequent class on the student's first-choice campus. The deposit will be applied to the first year's fees. All financial aid awards will be made from the campus on which the student decides to enroll. A physical examination is required of each student before registration. A form for reporting the examination, along with other registration materials, will be sent to each student prior to the date of enrollment but after receipt of the $150 deposit. TRANSFER Once enrolled on either campus, a student may transfer to the other at the beginning of any academic year, provided his record is in good standing and he notifies the Dean's Office of his intentions by February 25. If the student wishes to apply for financial aid, he must also file his new financial aid fonns by February 1. All such transfers are subject to approval the Deans of both campuses. I UIRIES Inquiries should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (Tel. 301/263-2371) or Santa Fe, New Mexico 87501 (Tel. 505/982-3691). CAIV1PUS VISIT Anyone who is considering the possibility of entering St. John's should see the College for himself. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St John's because of its unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursday evening at 8:00 p.rn.; attend tutorials in mathematics, language l �54 I ST. JOHN'S COLLEGE and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the Admissions Committee, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Wednesday or from Thursday to Saturday on the Annapo~ lis campus, from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Persons planning to visit should telephone (301/263-2371 for Annapolis or 505/982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for the visitor will be transportation. He will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings can usually be located in inexpensive paperback editions in the College Bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens and soap are provided by the College. If a visitor arrives weekdays between 9:00 a.m. and 5:00 p.m., he should go the Admissions Office. Weekends and any day after 5:00 p.m., he should go to the College receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe. TRANSPORTATION The Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis and the driver will let one off at the campus if he asks. Buses from Washington are less frequent and arrive at the Annapolis Greyhound Bus Terminal (about six blocks from the College). By car one takes Route 50 from Washington or Route 2 from Baltimore. A limousine service from the Albuquerque airport to Santa Fe also is available. Called the "Shuttle-jack," it leaves the airport seven times a day and costs $13.00 one way. Greyhound and Continental bus lines pass through Santa Fe. Am track stops at Lamy, N .M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. FEES & FINANCIAL AID I 55 FEES & FINANCIAL AID The College believes that qualified applicants should not be denied the opportunity to attend St. John's College because of limited finances. St. John's therefore maintains a financial aid program to assist eligible students to the greatest extent possible within the limits of the College's resources. With very few exceptions, financial aid awards are made solely on the basis of need. A. The following principles underlie St. John's financial aid program: 1. The primary responsibility for financing a college education lies with the student and the student's parents. The College can offer aid only to supplement funds the family provides. 2. The ability of a family to meet college expenses is determined by assessing the family's financial strength in terms of income, assets, debts and additional children to be educated. 3. Financial aid may be in the form of a grant, loan or part-time employment and will be offered to all students as a package which combines one or more forms of aid. 4. In keeping with the philosophy that students should contribute to �FEES & FINANCIAL AID I 57 56 I ST. JOHN'S COLLEGE their educational expenses, self-help is the first component of a financial aid award" At SL John's, self-help consists of a part-time job and an educational loan" 5" The total amount of financial aid the College offers a student may not exceed the student's demonstrated financial need" 6" Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid" 7" Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (See page 61") 8" Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of 1964 and Title IX of the Higher Education Act of 1980 which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin" B" The procedure for applying for financial aid is as follows: 1" Applicants for admission who also plan to apply for financial aid should fill out the application for financial aid in the back of this catalogue and return it to the appropriate Admissions Office" 2" Applicants must also file the current Financial Aid Form with the College Scholarship Senrice in Princeton, New Jersey or Berkeley, California. This form permits applicants or their parents to present a detailed account of the faraily's financial position" It may be obtained from either secondary schools or the Financial Aid Office at St. John's" 3" Candidates for financial aid from the College must first establish their eligibility for the Basic Educational Opportunity (Pell) Grant, a Federal program described in Section D belmN" The College Scholarship Service's Financial Aid Fomz enables candidates lo indicate that they wish to apply for a Pell Grant" Students should so indicate" No financial aid award will be made by the College until the student submits his copy of the Pell Grant Student Eligibility Report to the Financial Aid Office" 4, As part of the application for financial aid, parents of dependent applicants and applicants who claim self-supporting status must provide an official copy of their most recent Federal Income Tax Return" 5. Self-supporting students are required to meet the Federal definition of independence and have an affidavit of non-support on file in the Financial Aid Office" This form will be mailed to parents or guardians upon receipt of the Financial Aid Form if the applicant is claiming selfsupporting status. 6. Residents of Connecticut, the District of Columbia, Maryland, Massachusetts, Pennsylvania, Rhode Island, and Vermont must apply for a State Scholarship" 7" An applicant who has previously attended an institution of higher education must provide a Financial Aid Transcript from that institution" Financial Aid Tr"anscripts can be obtained from the Financial Aid Office, 8" Students applying for and receiving financial aid from SL John's are required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, employment or other financial benefits for which they become eligible; any change in their or their family's financial situtation; and changes of name, marital status and address" C Following are the deadlines and notification dates for financial aid: FRESHMAN CANDIDATES Although the College has no deadline for receipt of financial aid applications, candidates for admission who are in need of financial assistance should indicate that need as soon as possible" The Financial Aid Form/ Pell Grant Application should be filed with the College Scholarship Service as soon as possible after January 2 in the year in which the candidate wishes to be admitted" Those who wish to enter in January should submit the FAF/Pell as early as possible in the preceeding yeac Likewise, the SL John's Financial Aid Application in this catalogue should be filed with the Admissions Office as soon as possible after its receipt by the candidate" Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met Candidates for admission applying after February 25 for financial aid have significantly lower chance of receiving all the funds for which they are eligible than those applying earlier" RETURNING STUDENTS Applications are due by February 25 from enrolled students who are returning to the College and reapplying for financial aid or are applying for financial aid for the first time" Beginning on December 1, the Financial Aid Office will provide the necessary Financial Aid Form, which should be completed and filed with the College Scholarship Service on January 2 or as soon thereafter as possible. Students whose financial aid credentials are received by the Financial Aid Office prior to the February 25 deadline will be notified of the decision on their application on April L Applications completed after February 25 will not be considered unbl awards have been made for applications completed before the deadline" Awards based on applications completed after the deadline will not be mailed until after April 15. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availability of funds for them cannot be guaranteed" D" Funds for financial aid awards from the College are available from the sources listed below" Except for the Federally Insured/Guaranteed Student Loan, applicants need not apply for funds from any of these specific sources" All these sources are automatically considered in making up the College's financial aid awards" STO JOHN'S GRANTS Funds for SL John's grants are provided by the College from its own resources, and all awards are made on the basis 0f financial need" STO JOHN'S SPONSORED NATIONAL MERIT SCHOLARSHIP (Santa Fe) The College sponsors National Merit Scholarships for finalists in the National Merit competition" Finalists who list St. John's College, Sant.a Fe, New Mexico, as their first choice and who have been admitted by February 25, are eligible for the College sponsored National Merit awards" Winners are chosen according to meriL Stipends in excess of �FEES & FINANCIAL AID/ 59 58 I ST. JOHN'S COLLEGE other borrowers is seven percent. A student may be allowed up to ten years to pay back the loan. $250 are determined by financial need. Awards are renewed annually and those recipients who wish to be considered for stipends in excess of $250 should apply for financial aid each year. 1981-82 STUDENT BUDGET* BASIC EDUCATIONAL OPPORTUNITY GRANT (Pell Grant) This Federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT (SEOG) The College awards SEOG's to incoming freshmen and enrolled students each year. These grants are made to students who have financial need and are unable to pursue a course of study without the grant. Eligibility for SEOG is limited to $2000 per year. FALL FRESHMEN Annapolis dependent/independent $6000 $6000 200 200 1100 1100 1300 1300 75 75 450 630 JANUARY FRESHMEN Annapolis dependent/independent $5500 $5500 200 200 1000 1000 COLLEGE WORK STUDY PROGRAMS (CWS) This Federal program permits the College to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session. Tuition Books Room Board Caution Fee 1 Personal Expenses Transportation 2 Santa Fe dependent/ independent $6000 $6000 200 200 1100 1100 1300 1300 75 75 450 630 75 360 75 500 Tuition Books Room Board Caution fee 1 Personal Expenses Transportation 2 Santa Fe dependent/independent $5500 $5500 200 200 1000 1000 75 360 75 500 *Fees are subject to change without notice. Covers breakage and is refundable. 2 Transportation allowances range from $50 to $200, depending on the geographic distance between the student's home and the College. 'Undetermined at time of publication. 1 NATIONAL DIRECT STUDENT LOAN (NDSL) These loans are made by the College directly to students using funds provided, for the most part, by the Federal Government. The maximum loan for four years of undergraduate study for the first baccalaureate degree is $6000. No interest accrues and no payment is required while the borrower is enrolled at the College. Repayment begins six months after the borrower terminates attendance at the College. There is provision for deferment if the borrower returns to at least half-time study at another institution. Depending on the total loan commitment, the repayment may extend from ten to twenty years. FEDERALLY INSURED/GUARANTEED STUDENT LOAN (FISL/GSL) These programs enable a student to borrow directly from a bank, credit. union, savings and loan association or other participating lender who is willing to make the educational loan. The loan is guaranteed by a state or private nonprofit agency or insured by the Federal Government. The maximum amount a student may borrow is $2,500 a year. No interest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. The interest rate is nine percent per annum for any student who obtains his first GSL after January 1, 1981. The interest rate for BILLING AND DEPOSITS Billing for tuitio~ and fees is done prior to each semester. The charges are due and payable m full on or before the registration dates for that semester. Those who may wish to pay in monthly installments should inquire of the Treasurer about the various commercial tuition payment or loan plans available to St. John's College students and parents. Since determinations affecting students, faculty and physical facilities must be made well in advance of the beginning of each academic year, the College must kn?w in April which returning students will register in September. A deposit of $150 on the fees for the following year is therefore due on or be_fore the first Monday in April for prospective sophomores, juniors and semors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, he may have to be placed on a waiting list; stu?ents to :whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, military service, aca- �FEES & FINANCIAL AID/ 61 60 I ST. JOHN'S COLLEGE demic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which he made the deposit, the deposit is forfeited, and he must make a new deposit to secure his place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the College Treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $75, called the Caution Fee, which is subject to charges for laboratory breakage, damage to or loss of college property and other minor mishaps. This fee is paid once at the beginning of the Freshman Year, but each student must bring the balance (after damages assessments, if any) up to the full $75 at registration each semester. If unused, it is refunded on request at the end of the academic year or when a student leaves the College. Each graduating senior must pay a Commencement Fee of $25 at the beginning of the second semester of the Senior Year. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $25 for late registration for each semester. The cost of books is about $200 a year. Class copies of many of the program books are available in the College library. Veterans and Social Security recipients qualified to receive educational benefits may arrange with the Treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they receive their benefit payments. These arrangements must be made prior to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Security Administration. Students with outstanding debts to the College may not register for classes at the beginning of the second and subsequent semesters unless they have made appropriate arrangements with the Treasurer. The College may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND POLICY If a student withdraws or is dismissed during any semester, a refund of fees for tuition will be made according to the following schedule: The first two weeks: 80% The third week: 60% The fourth week: 40% The fifth week: 20% The sixth week and thereafter: no refund The above schedule also applies to room and board in Annapolis. In Santa Fe, a refund on fees for board will be made on a pro rata basis; there will be no refund made for room fees. If applicable, refunds will be made to students only after refund payments are first made to such federal and state funds as the Basic Educational Opportunity Grant Program, the Supplemental Educational Opportunity Grant Program, the National Direct Student Loan Programs, the Federally Insured/Guaranteed Student Loan Programs, State Student Grant or Scholarship Programs, and to any institutional financial aid programs. Enrolled students due refunds because their financial aid exceeds monies due the College will receive those refunds in accordance with a schedule of payments determined by the Financial Aid Director on each campus. Refunds for substantiated medical reasons will be on a pro rata basis. CRITERIA FOR JUDGING SATISFACTORY PROGRESS REGULAR STUDENTS Provisions. of ~he. Higher Educ.ation _Act of 1976 require that each post~eco~dary 1.nshtut10n make available information concerning the criteria for Judging satisfacto~ progress. The criteria for St. John's College follow: Any student is deemed to be making satisfactory progress if at the end of the current ~emes~er he is permitted to enter the next semester, and if that next semester willdb include the repetition of any work · This perm1ss10n is nor· · · mall t not . y gran e ya committee composed of all the student's tutors th "D ~ag Committee_." The Don Rag Committee grants the permission' on!y af~; 1t has asse~sed his_ curre~t semester's work in all parts of the Program and has appro'.'ed its quality. This assessment is conducted in his presence by all of his t~to~s in common. At the end of his Sophomore Year, however, this permiss10n is granted by the Dean and the Instruction Committee in the light of h" s oSve~all wor~ d_uring his first two years. At the end of the first semester of h~s emor Year it .1s gra~ted almost automatically. . In except~onal c1r~umstances a student is permitted to begin a semester with the speoal reqmrement that he meet certain conditions during the course of the semester. In these cases the student is deemed to be making satisfactory progress unless the Dean determines that the conditions have not b~en met. When ~he conditi?ns have not been met, the Dean, in consultation with the Instruction Committee, decides what further determination is to be made of the case. If the student is permitted to remain in the College he · deemed to be making satisfactory progress. ' is VETERANS In compli~i:ice with ~e?eral and State regulations, St. John's has developed a set of pohc~es ~n minimum standards of progress for enrolled veterans. 1. ~t. _Johns will r~~ort to t~e Veterans Administration within 30 days all inc1d~nts of official termination or change of status that would affe t benefits. c 2. Minimurr:i acceptable grades of a C average are expected. If a student falls below this average and/ or his tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the Dean w~o may a~k the stu~ent to leave the College or may place him on aca~em1c prob.ahon. During that probation period, support and counseling ar~ available. Failure to meet standards through two semester~ of probation must be reported to the V.A. A third semester of certification ~ay not be granted for V.A. benefits without approval of a VA counseling psychologist. · · 3. V.A. requires t~at grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a VA enroll~d studen~ withdraw from any course at any point subsequent t~ the midterm point of any semester, a grade of F will be assigned. 4. St. John's will report to the V.A. when a student has not successfully completed 75% of the credits attempted. 5. St. John's will inform students on V.A. benefits of this policy on minimum standards of progress. �L DJ TENNIS COURTS N\_ \ ii �64 I ST JOHN'S COLLEGE BOARD/ 65 BIBLIOGRAPliY BOARD OF VISITORS AND GOVERNORS BOOKS ABOUT LIBERAL EDUCATION OfHCERS ADLER, MORTIMER J., and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER J., and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. AMERICAN LIBRARY ASSOCIATION: Classics of the Western World, with forewords by John Erskine and Everett Dean Martin, 1944. BARZUN, JACQUES: The American University, Harper and 1970. Teacher in America, Little, Brown and Co., Boston, 1945. BELL, DANIEL: The Reforming of Geneml Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BRANN, EVA: The Paradoxes of Education in a Republic, University of Chicago Press, 1979. BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. SCOTT: Embers of the World, edited by Harris Wofford, Jr., of Democratic Santa Barbara, 1970. WILLIAflll (Editor et al): Three Dialogues on Liberal Education, St. College Press, 1979. ERSKINE, JOHN: My Life as a Teacher, J B. Lippincott Co , 1948. GOLDWIN, ROBERT A (Editor): Higher Education and Modern Democracy, Rand McNally and 1967. GRANT, GERALD and DP.:t/ID RIESMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HAR\lARD COMMITTEE REPORT: General Education in a Free Society, The University, Massachusetts, 1945. HUTCHINS, ROBERT M .. The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953. LEWIS, C. S.: The Abolition of Man, Macmillan Publishing Co., Inc., 1947. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. rvIEIKLEJOHN, ALEXANDER: Education Between Two Worlds, and Brothers, 1942. NEWMAN, JOHN HENRY: The Idea of a University, Image Books, 1959. Mr. Alexander K. McLanahan Mr. Stephen L. Tucker Santa Fe, NM Houston, TX Chairman Mr. Charles A Nelson Mr. John E. Robson Chicago, IL Mr. Karl Van Tassel Lake Forest, IL Vice Chairmen Mr. Karl Van Tassel Miss Harriet C. Higgins Mrs. George S. Roudebush St. Louis, MO Dr. Dalton M. Welty Hagerstown, MD Mr. W.T. Terry, St. Louis, MO Secretary Mr. Jerome La Pides Jr. Term Expiring 19134 Dr. Mortimer Chicago, IL Mr. Eugene V. Thaw Scarborough, NY HONORARY MEMBERS Mr. Peter A Benoliel Philadelphia, PA Mr. Arnold Wells Millwood, NY Mrs. Lowell R. Ditzen Dr. Douglas H. Gordon !V:!r. John Gaw Meem Mrs. Duane L Peterson Hon. Adolph W. Schmidt J. Adler Mr. D. Robert Yarnall Philadelphia, PA Term Expiring 1983 MEMBERS EX OFFICIO Mrs. Rebecca BrinkleyConnelly Denver, CO Mr. Thomas M. Carnes San Francisco, CA Mr. David Ater Santa Fe, NM Mr. Ray C. Cave New York, NY Th e G ovemor o_ Maryland f The Governor of New Mexico The President of the College The Dean of Annapolis The Dean of Santa Fe The Provost of the College Dr. Robert A Goldwin Washington, DC Term Expiring 1982 Mr. John T. Harrison, Stanford, CT Miss Sharon Bishop Washington, DC Miss Harriet C. Higgins New York, NY Mr. Victor G. Bloede Long Island, NY Mr. Daniel T. Kelley, Jr. Santa Fe, NM Mr. Charles A Nelson New York, NY Mr. John L Ernst New York, NY Mr. Daniel R. Kenney Winchester, MA Mrs. James Ritchie Santa Fe, NM Mr. lNalter F. Evers Cleveland, OH Mrs. Carleton Mitchell Annapolis, MD Mr. Harrison Sheppard San Francisco, CA Mr. Allan P. Hoffman Lawrence, NY Mr. Maurice B. Mitchell Santa Barbara, CA Mr. JI Staley Wichita Falls, TX Mr. Jerome La Pides Annapolis, MD Mr. Theodore H. Smyth Santa Barbara, CA Mrs. Louis Talbot Trigg Santa Fe, N1v1 Mr. Sanford K McCormick Houston, TX Mr. Roger W. Straus, Jr. New York, NY Mr. Thomas B. Turner Baltimore, MD Mr. Stephen L. Feinberg El Paso, TX Jr. Mr. John H. Dendahl Santa Fe, NM Mr. James M. Donnelley Chicago, IL Dr. R. Philip Hammond Santa Monica, CA Dr. Irwin Hoffman New York, NY �66 I ST. JOHN'S COLLEGE FACULTY/ 67 FACULTY Barbara Hopkins Leonard B."."':., Oberlin College'.1937; M.S., 1941, Ph.D., 1948, University of Rochester; Assistam m Zoology, Oberlm College, 1936-38; Oberlin College Scholar, Marine Biological Laboratory, Woods Hole, Massachusetts, 1937; Histological Technician Department of Pathology, Yale Medical School, 1938~39; Grnduate Scholar in Biolo~y, University of Rochester, 1940-41, Graduate Teaching Assistant in Biology, 1941-44; Visiting Lecturer m Zoology, Oberlm College: 194~-45; !nstructor in Zoology, Smith College, _ 1945-51, Smith College Scholar, Manne Biological Laboratory Woods Hole M chusetts, 1949; Tutor and Assistant Dean, St. John's College, An~tapolis, 1951-'. A~h:r de Talma_ Valk Tutorship, 1968-; Fulbright Lecturer and Honorary Professor of Zoology, Lady Doak College and Amencan College, Madurai, South India, 1962-63. TUTORS President Edwin Jules Delattre B.A., University of Virginia, 1963; Ph.D. in Philosophy, 1970, University of Texas at Austin; Instructor of Philosophy, Texas Lutheran College, 1967; Instudor-Associate Professor of Philosophy, University of Toledo, 1968-76; Member, National Humanities Faculty, 1972-, Director, 1976-80; Matchette Foundation Advisory Board, 1977-; National Endowment for the Humanities Board of Consultants, 1978-; President, St. John's College, 1980-. ANN APO US Dean of the College in Annapolis Edward Grant Sparro1N B.A., Harvard College, 1951; LLB., Harvard Law School, 1954; M.A., Teachers College, Columbia University, 1957; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Acting Director, Integrated Liberal Arts Curriculum, SL Mary's College, California, 1964-66; Dean, 1977-. Joseph Winfree Smith, Jr B.A., 1934, lvLA., 1935, University of Virginia; M.Div., Virginia Theological Seminary, 1938; Ph.D., University of Virginia, 1948; Student at the Institute Catholique de Paris, 1951-52; Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia; Tutor, St John's College, 1941-, Assistant Dean, 1947, Addison E. Mullikin Tutorship, 1959-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1966-67. Hugh P McGrath B.A., 1934, Diploma in Education, 1935, University of Liverpool; Language Instructor, London County Council, and Language Studies at Universities of Liverpool, London, Paris, Dijon, 1936-40; Jumed forces, 1940-46; Language Instructor, London County Council, 1946-47; Visiting Professor, University of Puerto Rico, 1960; Tutor, St. John's College, Annapolis, 1948-, Addison E. Mullikin Tutorship, 1968-. Curtis A. Wilson B.A., University of California, Los A.ngeles, 1945; M.A., 1946, Ph.D., 1952, Columbia University; Tutor, St. John's College, Annapolis, 1948-64, 1973-, Santa Fe, 1964-66, Dean, Annapolis, 1958-62, 1973-77; Visiting Research Fellow, Birkbeck College, University of London, 1962-63; Visiting Associate Professor, 1966-68, Professor, 1968-73, University of California, San Diego; Corresponding Member, Academie Internationale d' Histoire des Sciences, 1971-; Andrew W. Mellon Tutorship, 1974-. Douglas Allanbrook Boston University, 1938; Brown University, 1939-41; University of Florence, 1946; B~A, Ha_rvard College, 1948; Active duty, United States Army, 1942-45; Traveling F~llow, Harvard Umversity, 1948-50; Pupil of Nadia Boulanger, Paris, 1948-50; Fulbright FeUow m Italy-Conservatorio San Pietro a Majella, Pupil of Ruggiero Gerli..1. m Harps1cord and Early Keyboard Music, 1950-52; Teacher of Composition and Theory, Peabody Consen:,atory, 1955-57; Tutor, St. John's College, Annapolis, 1952-; Member, Corporat10n of iaddo, Saratoga Springs, New York, 1971. Eva T.H. Brann .Brooklyn College, 1950; M.A., 1951, Ph.D., 1956, Yale University; Fellow of the Amencan Numismatic Society, Summer, 1952; Fellow of the American School of Cl~.ssical ,5t~_dies at At~ens, 1952-53~ Me_mber of the staff of the AmericanAgora Excavauons ac Achens as Sibley Fellow o_r Phi Beta Kappa; Instructor in Archeology, Stan!ord Urnvers1ty, 1956~57; rviember, lnstitute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, 1975-77; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-, Fellow, Woodrow \!\Tilson International Center for Scholars ' 1976-77; Arnold Visiting Professor, Whitman College, 1978-79. Bryce Du Val Jacobsen RA ',St.. John's Colleg~, ~,nnapolis, 1942; fanner and carpenter, 1942-57; Tutor and Direcror of Athletics, ::it John's College, Annapolis, 1958-. Edward Malcolm Wyatt B.A., 1953, .M.A., 1956, University of Virginia; Instructor in Mathematics, University of Virgima, 1955-58; Tutor, St. John's College, Annapolis, 1958-, Andrew \N Mellon Tutorship, 1972-. Thomas J. Slakey B.A, St. Mary's College, California, 1952; M . A., Universite Laval, Quebec 1953Cornell University, 1960; Tutor,. St. John's College, Annapolis, 1959-64, 197~-, Santa Fe, 1964-~1; Vice-President for Academic Alfairs, 1971-74, Associat~ Proressor, 1974-76, St. Mary's College. Beate Ruhm von Oppen RA. ., U. . 'R" . h v: mversity o, ~irmmg am, England, 1939; Art Librarian, Barber Institute of Fme Arts, ~mversity of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal In~titi:te Of Inte[nation~l Affairs, .195~-56; R.esearch Staff, Nuffield College, Oxford, 19,_,6-58, lVIicro11lmmg Proiect of rhe Lommittee for the Study of War Documents of che Amencan H1stoncal Association, 1959-60; Tutor, St. John's College, Puma.polis 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History Smith Col~ lege, 1963-64, University of Massachusetts, 1964-65; Member, Institutef~r Advanced Study, Princeton, 1968-69; Iv1ember, Center of International Studies, Princeto~ Umvers1ty, 1969-71; National Endowment for the Humanities Editing Grant 1978-79. . ' �68 I ST. JOHN'S COLLEGE Lawrence Berns B,A., 1950, Ph,D,, 1957, University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago: 1956-59; Tutor', S,L John's College, Annapolis, 1960-, Andrew W, Mellon Tutorship, 1972-; Assoc1ace Professor of Philosophy, Rosary College, (Leave of absence, 1966-67); Associate, Clare Hall, Cambridge University, 1971-72, Samuel S, Kutler B,A., St John's College, Annapolis, 1954; Graduate Study, American University, 1955-61; Assistant Mathematician, 1954, Associate Mathematician, 1957, Mathematician, 1961, The Johns Hopkins University Applied Physics Laboratory; Instructor, American University, 1960; Visiting Tutor, SL John's College, Annapolis, 1960, Tutor, 1961-, Andrew W, Mellon Tutorship, 1972-, Michael S, Littleton B,S,, 1954, RA., 1955, University of Maryland; B,D,, Hartford Seminary Foundation, 1960; S TIYL, Union Theological Seminary, 1967; United States Navy, 1955-57; Tutor, St John's College, Annapolis, 1960-, JIJ1drew W, Mellon Tutorship, 1972-, Robert B, Williamson B,A., 1955, 1957, Ph,D,, 1967, University of Virginia; Tutor, SL John's College, Annapolis, 1960-, Andrew W, 1V1ellon Tutorship, 1972-, Elliott Zuckerman B,A., 1952, M,A,, 1955, Ph, D,, 1962, Columbia University; B,A., 1954, M,A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Car:,1bndge, 1952-54; Duryea Fellow in ]\,1odern European History, 1954-55, Lecturer m Histo7, 1956-61, Columbia University; Lecturer in History and Music, The I'\]ew School wr Social Research, 1960-61; Tutor, SL John's College, Annapolis, 1961-, D!fector, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, April-June, 1973, Andrew W, Mellon Tutmship, 1974-; Associate of Clare Hall, Cambridge University, 1970-71, Joseph E Cohen B,A.-, SL John's College, Annapolis, 1956; J,D,, University of Maryland Law School, 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; Urnversity of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer m t~e Liberal Arts, University College, University of Chicago, 1960-62; Tutor, SL Johns College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72, Sarkissian University of Chicago, 1939-41; U,S, Army, 1942-46 (Princeton University, 19~3, A.STP,); B,S,, MS, University of Illinois, 1946-48; University of Chicago, 1948-54; Instructor, Biological and Physical Sciences, Pestalozzi-Froebel Teachers College, Chicago, 1948-53; Instructor, University of Indiana, 1948-50; Traveling Fellow and Research Associate, Institute of Human Heredity, University of Bologna, Italy, 1955-56; Instructor in Biological Sciences, Chicago City College, 1956-58; Instructor, Biological Science, University of Illinois, 1958-62; Tutor, SL John's College, Annapolis, 1963-, · David I-L Stephenson B ,A, Columbia College, 1958; Columbia University, 1960; New York s_;ate Teaching Fellowship, 1958-60; Director of Men's Chorus, New York Association ror the Blmd, 1959-62; Music Instructor, Riverdale Country Day School, 1960-61; Chorus DITector, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y, Crowell Company, 1961-63; Tutor, St, John's College, Annapolis, 1963-. FACULTY/ 69 Louis N, Kurs Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; MS, University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, University of Chicago, 1948-49; Instructor in Physical Science and Geology, Wnght Jumor College, 1949-51; Supervisory Staff, Steel Production Division, South Wor~s, United States Steel Corporation, 1951-54; Instructor in Geology, University of Illmo1s, Chicago, 1954-64; National Science Foundation Science Faculty Fellowship,, University of Chicago, 1961-62; Tutor, St, John's College, Annapolis, 1964-; V1s1tmg Lecturer, Department of Hydrology and Water Resources University of Arizona, 1973-74. ' Benjamin Charles Milner, B,A, Emory University, 1949; RD,, Columbia Theological Seminary, 1955; Ph,D, Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and Interpretation, 1959-62, Assistant Professor, 1963-65, Wellesley College; Tutor, St, John's College, Annapolis, 1965-, Assistant Dean, 1977-78, 1979-81, Director, The Graduate Institute in Liberal Education, Annapolis, 1980-, Geoffrey Comber ,Oiploma in Education, University of London, 1953; AR.CM,, Royal College of Music, 1954; M,A, Ohio State University, 1957; Fullbright Scholar, 1955; Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontario, 1964; Tutor, SL John's College, Annapolis, 1965-, Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Liberal Education, Santa Fe, 1970-74, Director of Adult Education, 1968-74, 1975-76, Director of Summer Program, 1974, 1976, Associate Director, The Graduate Institute in Liberal Education, Annapolis, 1977-80, Director of Continuing Education, 1978-, George Doskow B,A., Columbia College, 1957; !YLA, 1959, Ph,D,, 1965, University of Connecticut; Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St, John's College, Annapolis, 1965-, Howard J, Fisher B,A,, University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, 1964-65; Tutor, St, John's College, Annapolis, 1965-, Tutor, The Graduate Institute in Liberal Education, Santa Fe, 1971-72, Annapolis 1977-, Brother S, Robert, F.S.C RA., St Mary's College; Ph,L, Ph,D,, Universite Laval, Quebec; Visiting 1i.1tor, St John's College, Annapolis, 1966-67, Tutor, 1972-, Gisela Berns Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexa;Jien I, University of Heidelberg, 1963; Fellow Deutscher Akademischer Austauchdienst, University of Florence, 1963-64; Ph,D,, University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St, John's College, Annapolis, 1967-, Nicholas Maistrellis BS, Bates College, 1962; Department of History of Science, 1962-67, Teaching Assistant, 1962-66, University Fellow, 1966-67, University of Wisconsin; Tutor, SL John's College, Annapolis, 1967-, �FACULTY/ 71 70 I ST JOHN'S COLLEGE Harry L Golding B.A., University of Omaha, 1954; M.S., Northwestern University, 1958; ~atio.nal. Science Foundation Fellow, 1954-55; Instructor in Chemistry, DePauw Urnvers~ty, 1958-63· National Science Foundation Science Faculty Fellow, Purdue University, 1963-64: Member of the Faculty, 1964-68; Chairman, Natural Science Area, 196~, Director of Shimer College in Oxford, 1967-68, Shimer College; Tutor, St. Johns College, Annapolis, 1968-. Harvey Flaumenhaft _ B.A., 1960, M.A, 1962, University of Chicago; Woodrow Wilson Fellow, Harvard University, 1960-61; Graduate Study, University of Ch'.cago '. ~961-6~; Lecturer m th': Liberal Arts, University of Chicago, 1965-66; Lecturer m Political Science, Roose~eh University, 1965; Instructor in Government, Wheaton College, Massachuseds, 1966-68; Tutor, SL John's College, Annapolis, 1968-. Michael Comenetz B.A., The Johns Hopkins University, 1965; M.A., 1967, Ph.D., 1972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John's College, Annapolis, 1975-. Chaninah Maschler B.A., City College of New York, 1953; M.A. in Philosophy, Yale University, 1955; University Fellow, Yale University, 1953-55; Alice Freeman Palmer Fellow, work on Peirce, Yale University, 1956-58; Department of Philosophy, Pennsylvania State University, 1959-61; Department of Philosophy, CC.NY., 1961-62; Department of Philosophy, Barnard College, 1962-64; Reader and Translator for Harper Torchbooks, 1965-70; Queens College A.C.E. Program, 1970-72; Queens College Liberal Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976, Tutor, St. John's College, Annapolis, 1976-. Howard Zeiderman Jamison Allanbrook B.A., Vassar College, 1964; M.A, 1965, Ph.D., Stanford Ui:iversity,r 1974; Woodrow Wilson Fellowship, 1964-65; Teaching Assistant m lVIusJC, Stanwrd Umversity, 1967-69; Tutor, St. John's College, Annapolis, 1969-. William W. O'Grady, Jr. AB Univeroity of Notre Dame, 1966; M.A., 1968, Ph.D., 1970, University _of Chi~~go; Wo~drow Wilson Fellow, 1966-67, Da~forth ;ellow, 1966-70, Humamti~s Fellow, 1967-70, University of Chicago; Tutor, Sc Johns College, Annapolis, 1970 , Santa Fe, 1980-82. F. White RA, St. John's College, Annapolis, 19!'5; M..A., Th~ New, School for Sod~~ Dartmouth College, 1962-63; B.A., St. John's College, Annapolis, 1967; M.A., Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-77, Armapolis, 1978-. Robert P. Druecker B.S., Marquette University, 1966; Graduate Study, Philosophy, Yale University, 1966-68; M.A., Boston University, 1974; Woodrow Wilson Fellow, 1966-67; Teacher, Rye Country Day School, Rye, New York, 1968-69; Teacher, Friends Seminary School, New York, 1969-70; Teacher of English arid German, Institut€ France AudioVisuel, Paris, 1971; Univ1Crsity of Paris, 1970-71; University of Florence Summer School, 1971; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; Fulbright and American Scandinavian Foundation Fellow, Norway, 1976; Tutor, St. John's College, Annapolis, 1977-. Research, 1970; i\lvin Johnson Fellow, 1910-71; 11.i.tor, Sc. Johns College, Annap lis, 1971-. Peter Kalkavage Leo F. Raditsa B.A., 1973, M.A., Pennsylvania State University, 1976; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor, St. John's College, Annapolis, 1977-. B.A., Harvard College, 1956; University Sch~lar, _,1960-61, University Fellow, 1961-62, M.A., Columbia University, 1962; Pres1dem s Fellow, 19_62-63, F1'.-lbr:1!ht, University of Munich, 1964-65, Berlin, 1965; Instructor, New X'ork Umvei~ity, Washingon Square College, 1965-68; Assistan1 Professor, 19?8, Ph.D., Columbia University, 1969; Tutor, St. John's \oll~ge, Annapolis, 1973-; Nah~_nal_.~ndowme~t for the Humanities Fellow, National Fellows Program, Hoover Inst1tuc1on on Wa1, Revolution and Peace, Stanford, California, 1977-78. David Bolotin B.A., Cornell University, 1966; Grad~uate Student: Univ~rsity of Chic~go, 19~6~~8; Ph.D., Nii:w York University, 1974; Yale Ui:1vers1ty Lecwr.er m Cl~ss1cs, 1971 /3, 1Noodrow \Nilson Fellow, 1966-67; University of Chicago Humamt1es F~llowsh1p, l966-68; National Defense Education Act Fellow, 1968-71; Tutor, SL Johns College, Annapolis, 1974-. Schwartz Renaut B.A., St. John's College, Annapolis, 1968; !VLA, Jo,hns Hopkins University, ~971; M.S., Georgetown University, 1974; Tutor, St. Johns College, Annapolis, 197x-. Joe Sachs R ,;_ <::t John'o College Annapolis, 1968; Graduate Student, The New Sd1ool for S;ci~l 0R~search, New York, 1971-73; tv~.A:, Pennsylvania S~t; Uni~ers1ty,, 197~~ Teaching Assistant, Pennsylvania State Umvers1ty, 1973-74; lmor, Sc. Johns Co_ lege, Annapolis, 1975-. Donald Conroy B.Ao, St. Mary's College, California, 1970; !VLA., University of California, Santa Barbara, 1972; Ph.D., Princeton University, 1976; Teaching Assistant, University of California, Santa Barbara, 1970-72; Teaching Assistant, Princeton University, 1974-76; Assistant Professor, Integrated Liberal Arts Curriculum, St. Mary's College, 1976-77; Tutor, St. John's College, Annapolis, 1977-. Mera J. Flaumenhaft B.A, University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; Instructor, 1970-71, Assistant Professor, 1971-76, Anne Arundel Community College; National Endowment for the Humanities Grant, 1977; Tutor, St. John's College, A.nnapolis, 1977-. Thomas C. Mark AB., Columbia College, 1961; M.A, 1965, Ph.D., 1970, Columbia University; Henry A. Todd Scholar, 1964-65, Ansley Dissertation Award, 1970, Preceptor in Philosophy, 1967-70, Columbia University; Assistant Professor of Philosophy, Wheaton College, Massachusetts, 1970-71; Assistant Professor of Philosophy, University of California, San Di'i'go, 1971-78; Tutor, St. John's College, Annapolis, 1978-. �FACULTY/ 73 72 I ST. JOHN'S COLLEGE David Guaspari B.S., Rensselaer Polytechnic Institute, 1969; Ph.D., University of Cambridge, ~974; · U.S. Churchill Foundation Scholar, 1969-72; Lecturer in Mathematics, Cambridge, Michaelmas, 1973; Visiting Assistant Professor, State University of New York, Buffalo, 1974-75; Visiting Assistant Professor, University of California, Berkeley, summer, 1974; Visiting Lecturer, 1975-77, Visiting Assistant Professor, Texas Tech Urnversity, 1977-78; Tutor, SL John's College, Annapolis, 1978-. Kelton Ray McKinley B.A., Case Western Reserve University, 1970; M.S., 1972, Ph.D., 1975, Michigan State University; Research Assistant, Paleoecology, 1969, Case Western Re.serve University and Cleveland Museum of Natural History; Research Assistant, Limnology, 1972-75 Research Associate, Freshwater Ecology, 1975-76, Assistant Professor, 1976, Kellogg Biological Station, Michigan State University; Associate Research Scientist, Estuarine Phytoplankton Ecology, 1976-78, McCollum-Pratt Institute, Johns Hopkins University; Tutor, St. John's College, Annapolis, 1978-. W.K. Anthony James Carey St. John's College, Annapolis, 1963-65; B.A., University of North Carolina, 1967; MA The New School for Social Research, 1973; U.S. Marine Corps, 1967-69; G;ad~ate Study in Music, University of North Carolina, 1969; Part-time Instructor in Philosophy, East Carolina University, 1974-78; Part-time Ins,tructor in Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St Johns College, Annapolis, 1979-, William Jon Lenkowski B.A., Marquette University, 1965; M.A., Philosophy, The New School for Social Research, 1970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instruction in philosophy, Rutgers Umversity, 1968-76; VisitiI1g Lecturer, philosophy of science, New York Institute of Technology, 1976-77; Lecturer, ancient Greek philosophy, l\few School for SoC1al Research, 1977-79; Tutor, St. John's College, Annapolis, 1979-. Jonathan S. Tuck B.A., Columbia University, 1969; B.PhiL, Oxford University, 1971; M.A., University of California, Berkeley, 1972; Graduate Study in English, University of Calif~r­ nia, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fello•N m ,ne Humanities, Brasenose College, Oxford, 1969-71; Kent Fellow (Danforth Foundation), 1971-77; Teaching Assistant, Department of English, University of California, Berkeley, 1973-74; Associate, Residential Program in History and L~terature, Ur:;versity of California, Berkeley, 1975; Associate, Department of English, UrnversHy of California, Berkeley, 1976-78; Instructor of English, Pikes Peak Community College, 1979; Tutor, SL John's College, A_nnapolis, 1979-. Thomas May B.A., Loyola College, 1971; M.A., 1975, Ph.D. Cand., Ford~am University; Assistant Professor of Philsophy, Loyola College, 1974-79; Visiting Lecturer in Philosophy, Goucher College, 1976-78; Tutor, St. John's College, Annapolis, 1979-. Marilyn Douville B.S., University of Michigan, 1975; M.S., University of !Vlichigan, 1977; Associate lv1athematician, 1977-79, Johns Hopkins University Applied Physics Laboratory; Tutor, St. John's College, Annapolis, 1979-. Robert Barnett Raphael B.S., Rensselaer Polytechnic Institute, 1950; Ph.D., Harvard University, 1954; Tutor, St. John's College, Annapolis, 1979-. William Mullen B.A., Harvard College, 1968; Ph.D., University of Texas, Austin, 1972; Acting Assistant Professor of Classics and Comparative Literature, University of California, Berkeley, 1971-73; Hodder Fellow in the Humanities, Princeton University, 1973-74; Assistant Professor in Classics, Boston University, 1975-80; Junior Fellow, Center for Hellenic Studies, 1978-79; Tutor, St. John's College, Annapolis, 1980-. SANTA FE Dean of the College in Santa Fe Robert S. Bart B.A., Harvard College, 1940; M.A., St. John's College, 1957; Sheldon Traveling Fellow, Harvard University, 1940-41; Tutor, St. John's College, Annapolis, 1946-75, 1976-77, Santa Fe, 1975-76, 1977, Addison E. Mullikin Tutor, 1968-, Dean, 1977-. William A. Darkey B.A., St. John's College, Annapolis, 1942; M.A., Columbia University, 1949; Tutor, St. John's College, Annapolis, 1942-46, 1949-64, Santa Fe, 1964-, Associate Dean, 1968-70, Dean, 1968-73, Director, Task Force on the Liberal Arts, 1974-. Thomas King Simpson B.A., St. John's College, Annapolis, 1950; l'vLA. in Teaching, Wesleyan University, 1955; Ph.D., Johns Hopkins University, 1968; Instructor, American University at Cairo, Egypt, 1950-53; Teaching Intern, St. John's College, A·mapolis, 1955-56, Tutor, 1956-73, Santa Fe, 1973-; Curriculum counselor and member of the faculty, The Key School, 1970-73. Michael Ossorgin Lycee Russe, Paris, 1938; Conservatoire Russe a Paris, 1932-35, 1942-44; L. Th., Institut de Theologie Orthodoxe, Paris, 1942; Instructor in Music, Institut de Theologie Orthodoxe, Paris, 1944-46; Instructor in Theology, St. Tikhon's Seminary, Pennsylvania, 1947; Secretary of the Orthodox Diocese in Alaska, 1948-49; Teacher of Music, Bureau of Indian Affairs, Department of the Interior, 1950-56; Associate Professor, Consultant, St. John's Program, St. Mary's College, California, 1961-62; Tutor, St. John's College, Annapolis, 1956-66, Santa Fe, 1966-, Norma Fiske Day Tutorship, 1975-. Charles G. Bell B.S., University of Virginia, 1936; Rhodes Scholar, Oxford University, B.A., 1938, M.A., 1966, B, Litt., 1939; Instructor and Assistant Professor of English, Iowa State College, 1943-45; Wartime Assistant m Physics, 1945, Research Assistant in Physics, 1945, Assistant Professor of English, 1945-49, Princeton University; Guest Lecturer, Black Mountain College, Summer, 1947; Rockefeller Grant for study in Europe, 1948; Assistant Professor of Humanities, University College, University of Chicago, 1949-56; Guest Professor, Fulbright Program, Technische Hochschule, Munich, Germany, 1958-59 (Kulturgeschichte als die Geschiechte symbolischer Formen); Poet in Residence and Guest Professor, University of Rochester, Spring, 1967; Guest Professor, State University of New York at Old Westbury, Spring, 1970; Tutor, St. John's College, Annapolis, 1956-67, Director of Adult Education, 1957-58, Santa Fe, 1967-, Director, Graduate Preceptorial in Dimensions of History, 1972-73. Samuel Emmons Brown Harvard College, 1936-37; Diploma, Black Mountain College, 1945; M.A., 1956, Ph.D., 1962, Indiana University; Private tutoring, 1946-48; Director of Music, Windsor Mountain School, 1948-49; Director of Music, Verde Valley School, 1950-53; John H. Edwards Fellow, 1955-56; Part-time Teacher, Indiana University, 1956-57; Tutor, St. John's College, Annapolis, 1958-65, Santa Fe, 1965-. �74 I ST. JOHN'S COLLEGE Thomas A. McDonald St. John's College, Annapolis, 1944; Military Service, 1945-46; University of Virginia, The New School, New York, 1947-50; Graduate study in Philosophy, Graduate Faculty, 1950-52, 1955-58, Teaching Fellow, 1956-58, The New School; Lecturer, University College, University of Chicago, 1958-62; Lecturer, Overseas-Extension, University of Maryland, Heidelberg, Germany, 1952-63; Tutor, St. John's College, Annapolis, 1963-79, Santa Fe, 1979-. Dean K Haggard B.A., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-60; Fels Fund Fellow in Philosophy, Johns Hopkins University, 1960-61; Tutor, SL John's College, Annapolis, 1961-66, Santa Fe, 1966-, Assistant Dean, 1971-73. Robert D. Sacks B.A., St. John's College, Annapolis, 1954; J>h.D., Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Orientales Vivantes, 1956-57; University of Chicago, 1957-59; Tutor, St. John's College, Annapolis, 1961-69, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, California, 1968-69; Biblical Research, Jerusalem, 1971-72. Robert A. Neidorf B.A., 1951, M.A., 1955, University of Chicago; Ph.D., Yale University, 1959; Instructor and Assistant Professor of Philosophy, Bucknell University, 1959-62; Assistant and Associate Professor of Philosophy, State University of New York at Binghamton, 1964-67; Tutor, St. John's College, Annapolis, 1962-64, Santa Fe, 1967-, Director, Graduate Institute in Liberal Education, 1970-73, Dean, 1973-77. John S. Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, United States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching Fellow, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, 1962-67, Santa Fe, 1967-, Assistant Dean, 1970-72. David Clifford Jones B.A., St. John's College, Annapolis, 1959; M.A., University of Melbourne, 1962; Ph.D., University of Texas, 1974; University Fellow, University of Ivlelbourne; University Fellow and Bess Heflin Fellow, University of Texas, 1962-64; Tutor, St. John's College, Annapolis, 1964-56, Santa Fe, 1965-, Director, Graduate Institute in Liberal Education, 1973-75, 1978-80. Robert M. Bunker AR, Harvard University, 1939; AJ'v'L, 1954, Ph.D., 1955, University of New Mexico; United Pueblos Agency, Bureau of Indian AJfairs, 1940-51; United States Navy, 1942-46; Executive Secretary, Bernalillo City-County Consolidation Cornmittee, 1952-56; Instructor, University of New l\1exico, 1955-56; Professor of English and Philosophy, and Chairman of both Departments, New Mexico Highlands University, 1956-65; Tutor, St. John's College, Santa Fe, 1965-< Don B. Cook A.B., Occidental College, 1958; Ph.D., University of California at Davis, 1965; Woodrow Wilson Honorary Fellow, University of California at Davis, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-, Assistant Dean, 1981-; Teacher, Santa Fe Preparatory School, 1972-73. Elliot T. Skinner B.A., University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, VVoodrow Wil- FACULTY/ 75 son Fellowship, Princeton University, l964; Fellow of the Council for Philosophical Studies, Summer Institute in Greek Philosophy and Science, 1970; Tutor, St. John's College, Santa Fe, 1965-. Stuart Boyd M.A., Aberdeen University, Scotland, 1948; Ph.D., Aberdeen University Medical School, 1952; Military Service, 1940-45; Assistant Lecturer, Clinical Psychology, Department of Psychiatry, Aberdeen University, 1948-52; Instructor, Medical Psychology, University of Colorado Medical School, 1952-53; Director, Doctoral Training in Clinical Psychology, Denver University, 1954-57; Professor of Psychology and Chairman, Department of Behavioral Sciences, New Mexico Highlands University, 1957-64; Lecturer, Department of Psychiatry, Edinburgh University, Scotland, 1964-65; Professor of Psychiatry (Psychology), University of IV1issouri Medical School, Kansas City, 1965-66; Fellow, American Psychological Association; Tutor, St. John's College, Santa Fe, 1966-. Roger S. Peterson A.B,, Harvard College, 1953; A.M., 1957, Ph.D., Botany, 1959, University of Michigan; United States Navy, 1953-56; U.S. Forest Service Research, Colorado State University, 1959-62, Utah State Univetsity, 1962-66; Tutor, St. John's College, Santa Fe, 1966-. E. Ray Davis, Jr. University of Wisconsin, 1953-55; B.A., St. John's College, 1962; M.A., History and Philosophy of Science, University of Indiana, 1965; N. D. E .A. Fellowship, University of Indiana, 1962-65; Ph.D., University of California, Riverside, 1980; Tutor, St. John's College, Santa Fe, 1966-, Assistant Dean, 1977-81. Ralph Swentzel! B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New lVIexico Highlands University, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. Timothy P. Miller A.B., Harvard University, 1948; B.Mus., 1949, lVUvius., 1951, Yale University; D.Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music, Agnes Scoti: College, 1957-61; Director of Music, University of Richmond, 1961-66; Piano Chainnan and Member of Graduate Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St John's College, Santa Fe, 1967-. R. Thomas Harris, B.A., Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Illinois; University Fellow, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59, University of Illinois; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; Associate Professor, University of Maryland, 1965-68; National Science Foundation Consultant for India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, 1967-68, Visiting Professor, Summer, 1969, New York University; Corporate Consultant, Management Science, IBM, Armonk, New York, Summer, 1968; Tutor, SL John's College, Santa Fe, 1968-. Glenn A. Freitas B.A., Classical Languages, St. Mary's College, California, 1957; Th.L, Universite Laval, Quebec, 1964; Licentiate in Sacred Scnpture, Pontifical Biblical Commission, Rome, 1966; L'Ecole Biblique et Archeologique Francaise de Jerusalem, 1964-66; �76 I ST. JOHN'S COLLEGE Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-. David Edward Starr B.A., Gordon College, 1962; M.A., 1966, Ph.D., 1972, Boston University; Graduate Assistant in Philosophy, Boston University, 1963-64; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor in Philosophy, University of Rhode Island, 1966-71; Tutor, St. John's College, Annapolis, 1972-80, Director of The Graduate Institute in Liberal Education, Santa Fe, 1980-. Paul David Mannick B.A., California State College at Long Beach, 1970; M.A., St. John's College, Santa Fe, 1973; Ph.D. Candidate, University of St. .Andrew's, Scotland, 1975; University of St. Andrew's Scholarship, 1975-77; Tutor, St. John's College, Santa Fe, 1974-. Phillip LeCuyer B. A., Colorado College, 1966; B.A, Merton College, Oxford University, 1969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. Stephen R. Van Luchene B.A., Arizona State University, 1969; lvtA., 1971, Ph.D., 1973, University of Notre Dame; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-, Director of Admissions, 1979-81. Bruce E. Venable B.A., St. Mary's College, California, 1969; M.A., 1972, Ph.D., Classics, 1976, University of Washington; Ti1tor, St. John's College, Santa Fe, 1973-. Gerald Lee Myers B.A, University of Colorado, 1964; Ph.D., University of Colorado Medical Center, 1969; American Cancer Society Postdoctoral Fellow, 1969-71, Seessel Research Fellow, Yale University, 1971-72; Faculty, Shimer College, 1972-74; Tutor, St. John's College, Santa Fe, 1974-. Kent H. Taylor B.A, Yale University, 1963; M.A., University of Georgia, 1965; Ph.D., Universit-y of California at Santa Cruz, 1976; University of California at Santa Cruz, 1967-68; Defense Language Institute, Monterey, California, 1968-69; Heidelberg University, 1971-73; Instructor, University of Georgia, 1965-67; Teaching Assistant, University of California at Santa Cruz, 1967-71; Tutor, St. John's College, Santa Fe, 1974-. Georgia S. Knight B.S., Philosophy, 1970, M.A., English, 1972, Doctoral Candidate, 1974, U!)iversity of Utah; Teaching Fellow, University of Utah, 1970-74; Tutor, St. John's College, Santa Fe, 1974-. Elizabeth S. Engel B.A., Pomona College, 1967; M.Phil., 1971, Ph.D., Philosophy, 1973, Teaching Assistant, 1969, Yale University,; Teacher, Shimer College, 1971-73; Assistant Professor of Philosophy, California State University at Humboldt, 1973-75; Tutor, St. John's College, Santa Fe, 1975-. FACULTY 177 John Joseph Verdi B.S., Psychology, Fordham.University, 1972; M.':'1-., 1974, Ph.D., Philosophy, 1975, Um:rers1ty of Sou.them California; M.A., Expenmental Psychology, University of Cahforma, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-. Phillip Prescott Chandler, H B._A., St. John's. College, Santa Fe, 1968; Ph.D., University of California at San Diego, 1975; Junior Fellow, Center for the Study of Democratic Institutions, 1968-69· Graduate Study, Mathem_atics and Philosophy, Oklahoma State University, 1969-70; ND.KA. Fellow, 1970-76, D1ssertat10n Fellow, 1973-74, University of California at San Diego; Instructor, Mathematics, Oklahoma State University, Summer, 1973, ~ummer, 1975; Instructor, 1974-75, Assistant Professor, 1975-76, Assistant Director, c1prmg 1976, "Collegiate Semmar Program, University of Notre Dame; Tutor, Graduate Institute m Liberal Education, Santa Fe, 1976, Tutor, St. John's College, Santa Fe, 1976-. Lynda Jean Myers B.A., St. John's College, Santa Fe, 1971; M.A. University of North Carolina, 1975· Ph.D. Cmd1date, The Catholic University of America; Tutor, St. John's Colle<>e' 0 Santa Fe, 1977-. ' Grietje Sloan B.A., Radcliffe College, 1953; M.A., 1963, Ph.D., 1974, University of California at Berkeley; Instructor m French, University of Arizona, 1960-61; University Fellow, 1962.-63, Teachmg Assistant, 1963-65, Graduate Traveling Fellow, 1966-67, Instructor ~n ~i~tory, ~(68-_69,c:U~iversi~ California, Berkeley; Instructor, Chico State Uni~eLity, Lah1orma, ':'.pnng l9!::i; 1eachmg and Re~earch Fellow_, Stanford University, - all, 1975, Facul~y, Holy Names College, 1977; Lecturer, Urnvers1ty of California Berkeley, 1977; Instructor, University of New Mexico, 1977-78; N.E.H. Summe~ Semmar, 1978; Tutor, St. John's College, Santa Fe, 1978-" o! Sharon H. Garvey Universidad Anahuac, Mexico City, 1973-74; B.EA, University of Notre Dame 19~7; M.A., St. Joh~'s College, 1978; Instructor, University of Notre Dame, Fal( 1915; Tutor, St. Johns College, Santa Fe, 1978-. Scott R. Stripling B.A, University of Texas, 1969; Studies in Philosophy, University of Toledo, 1970; Ph.D., Philosophy, Pennsylvania State University, 1975; Instructor, University of Alaska~at jl.nc~orage, 1975-78; Instructor, Anchorage Community College, 1977; Tutor, ::it. Johns College, Santa Fe, 1979-. Nancy Dunning Buchenaur B.A., History, 1967'. M.A., Ancient History, Cornell University, 1969; Ph.D., Classics, Brown Umvers1ty, 1980; Ford Foundation Fellow, 1966-68; University Fellow in Classics, Brown University, 1969-70; Tutor, St. John's College, Santa Fe, 1980-. Michael G. Oink B.A., Harvard University, 1970-72; M.A. St. John's College, Annapolis, 1975; Philosophy, The Catholic University of America, 1978; Teaching Assistant and Doctoral Candidate, The Catholic University of America, 1978-80; Tutor, St. John's College, Santa Fe, 1980-. Charlotte H. Gray B.A., University of Colorado, 1972; Deutscher Akademischer Austauschdienst !?ankstipendium, University of Freiburg, 1972-73; Ph.D., Classics and Comparative :,tu dies, Boston University, 1979; Teaching Fellow, Boston University, 1975-78; Visit- �78 I ST. JOHN'S COLLEGE ing Lecturer, Colorado College, 1978-79; Assistant Professor, University of Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, 1980-. FACULTY 179 OFFICERS, ASSOCIATES AND STAFF Peter Dragan Pesic ANNAPOLIS SANTA FE AB., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, 1970-75; Lecturer, Stanford University, 1976-80; Tutor, St. John's College, Santa Fe, 1980-. President Edwin J. Delattre President Edwin J. Delattre Dean Edward G. Sparrow Dean Robert S. Bart Provost PRESIDENTS EMERITI Stringfellow Barr Douglas H. Gordon Richard D. Weigle TUTORS EMERITI William Kyle Smith Wiley W. Crawford M. Tolbert HONORARY FELLOWS J. Burchenal Ault Treasurer Charles T. Elzey Treasurer Emery C. Jennings Assistant Deans Barbara H. Leonard Curtis A. Wilson Director of Graduate Institute David Edward Starr Assistant Dean Don Cook Registrar Nancy R. Winter Director of Admissions John M. Christensen Libararian Kathryn Kinzer Paul Mellon Director of Athletics Bryce Du Val Jacobsen B.A, Yale University, 1929; B.A, 1931, MlL, 1938, Cambridge University; Litt.D., Oxford University, 1961; LL.D., Carnegie Institute of Technology, 1967; LH.D., Yale University, Director of Financial Aid Caroline 0. Taylor 1967. Provost J. Burchenal Ault John Gaw Meem Director of Continuing Education Benjamin Milner ScB., Virginia Military Institute, 1914; M.A., Colorado College, 1936; A.F.D., University of New Mexico. Director of Graduate Institute Benjamin Milner Director of Alumni Activities Thomas Parran, Jr. Registrar Ellen Gant Director of Admissions Stephen R. Van Luchene Acting Librarian James Benefiel Director of Student Activities Istvan Fehervary Director of Financial Aid Marsha Drennon Director of Aduli Education Gerald L. Myers Director of Career Counseling Janet Lange Business Manager Svend Schmidt Superintendent of Buildings and Grounds Carlos Vigil Director of Career Counseling Marianne Braun College Nurse Peggy H. Elrington Superintendent of Buildings and Grounds Charles L Wallace College Physicians Charles W. Kinzer Sigmund A Amitin Thomas M. Stubbs Musician in Residence Landon Young Director of Laboratories Hans von Briesen College Nurse Marilyn Mylander Artist in Residence Burton Blistein �80 I ST. JOHN'S COLLEGE <fl ().) 0 '-cl Profile: Freshman Classes: Entering Fall 1980 1981 Annapolis States Represented. Alaska. Arizona. California. Colorado Connecticut . Delaware District of Columbia . Florida Georgia. Hawaii Idaho .. Illinois. Indiana . Iowa Kansas Kentucky Louisiana . Maryland. Massachusetts . Michigan Minnesota Missouri .. New Hampshire ... New Jersey . New Mexico ... New York. North Carolina Ohio .. Oklahoma Oregon ... Pennsylvania . Rhode Island South Carolina South Dakota .. Tennessee . Texas .. Vermont. Virginia. Washington West Virginia . Wisconsin. Wyoming. Utah Austria .. Israel . Japan. Puerto Rico 29 32 2 5 3 22 5 1 2 2 4 3 1 1 2 2 1 2 1 3 3 5 1 2 2 1 1 2 19 6 5 7 3 1 2 2 3 9 2 15 11 8 2 8 1 1 9 3 2 5 1 1 2 2 1 7 11 2 4 3 1 1 1 1 1 1 1 1 Annapolis Santa Fe Santa Fe Number of Students Fall 1980 January 1981 ... Men ... Women. Early Entrance .... Previous! y At tended College .... Range of Ages Veterans .. Kind of School Attended Public .. Independent .. Parochial GED Receiving Financial Aid Rank in Class First Fifth First Tenth Second Tenth ... Second Fifth .. Third Fifth Fourth Fifth Last Fifth. Not Available National Merit Honors: Scholars Finalists .. Semi-finalists . Commended Scholars 130 106 24 69 61 115 98 17 67 48 4 2 48 16-33 42 16-34 6 1 84 27 19 76 29 5 3 :l 47% 64% i 65% 40% 25% 20% 9% 4% 2% 14% 40 43% 35% 11% 16% 4% 4% 1% 28% 26 I 2 9 5 4 3 4 26 13 i I i I ;I -i :1 I � 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 [Statement of the St. John's Program 1981-82] 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 College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs 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. 80 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/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource [Statement of the St. John's Program 1981-82] Date A point or period of time associated with an event in the lifecycle of the resource 1981-1982 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. 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 Publisher An entity responsible for making the resource available St. John's College Description An account of the resource College catalog for the years 1981-1982 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/fe3c7c3f70dc65a49b37a6bca8fc6758.jpg c60b70bb78a119c62bdea83e83f5c7b3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 18 x 12.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0761 Title A name given to the resource [Students] Seated at Table Eating Lunch in the Private Dining Hall in Randall Hall, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1970-1980 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource St. John's College (Annapolis, Md.). -- Students. Luncheons Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni Dining Hall Randall Hall 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 Hyperlink A link, or reference, to another resource on the Internet. URL <a href="https://www.youtube.com/live/n6-lcj1zf9A?si=ZMSGFS3fJQ4jp0iM">https://www.youtube.com/live/n6-lcj1zf9A?si=ZMSGFS3fJQ4jp0iM</a> 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 <a href="https://www.youtube.com/live/n6-lcj1zf9A?si=ZMSGFS3fJQ4jp0iM" title="How to Win Wars">How to Win Wars</a> Description An account of the resource Video recording of a lecture delivered on April 8, 2026, by Edward Luttwak as part of the LCDR Erik S. Kristensen Lecture Series. <br /><br />The Kristensen special lecture series, jointly sponsored by St. John’s College and the United States Naval Academy, honors LCDR Erik S. Kristensen (AGI00)—an alumnus of the Academy and the St. John’s Graduate Institute. Kristensen, a Navy SEAL, was killed in the line of duty while leading a search and rescue mission in Afghanistan in 2005.<br /><br />The annual memorial lecture series to honor Kristensen was initiated by a 1992 St. John’s College graduate, Lt. Michael Zampella, along with friends and family, and is supported in large part by the Navy SEAL Foundation, Inc., Eye-Street Kristensen Klassic, and the Navy SEAL Family Foundation. Creator An entity primarily responsible for making the resource Luttwak, Edward 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 2026-04-08 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In copyright</a> Type The nature or genre of the resource moving image Format The file format, physical medium, or dimensions of the resource YouTube video Subject The topic of the resource Military art and science War Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Luttwak_Edward_2026-04-08 Kristensen lecture series 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 Hyperlink A link, or reference, to another resource on the Internet. URL <a href="https://youtu.be/_mCcruLVxCk?si=VQ3Yb9QwQodj_A3-">https://youtu.be/_mCcruLVxCk?si=VQ3Yb9QwQodj_A3-</a> 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 <a href="https://youtu.be/_mCcruLVxCk?si=Iso0N6mhZnRioH42">Between the Book of Nature and the Phenomena: Regarding the Origins of Galileo’s Natural Philosophy</a> Description An account of the resource Video recording of a lecture delivered on September 26, 2025, by Annapolis Dean Joseph Macfarland as part of the Formal Lecture Series.<br /><br />Mr. Macfarland offers the following description: "According to Galileo, the grand book of the universe standing before our eyes is written in the language of mathematics, in the characters of geometrical figures. On account of this conception of nature as fundamentally mathematical, he is taken to be a sort of founder of modern science and philosophy. By one account, the subsequent rapid progress of mathematical methods entails a forgetfulness of, or distrust of, mere appearances. The things known objectively, that is, mathematically, are not what they seem. This way of thinking seems fitting to the replacement of the Ptolemaic system by the Copernican one. The lecture will consider a few examples of how Galileo takes in what is before his eyes and thinks about it, and it will consider some limits to his efforts to account for phenomena mathematically. These characteristics of his natural philosophy will be viewed within the context of his attempt to secure a freedom to philosophize. The lecture will focus on his <em>Dialogue Concerning the Two Chief World Systems, Ptolemaic and Copernican</em>, with attention to his letter to Christina of Lorraine. No familiarity with either text will be presupposed." Creator An entity primarily responsible for making the resource Macfarland, Joseph C. 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 2025-09-26 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In copyright</a> Type The nature or genre of the resource moving image Format The file format, physical medium, or dimensions of the resource YouTube video Subject The topic of the resource Physics Galilei, Galileo, 1564-1642. Dialogo dei massimi sistemi Christine, of Lorraine, Grand Duchess, consort of Ferdinand I, Grand Duke of Tuscany, 1565-1636 Mathematics in nature Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Macfarland,_Joe_2025-09-26 Deans Friday night lecture Tutors 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 Hyperlink A link, or reference, to another resource on the Internet. URL <a href="https://youtu.be/0c_RLKHU7L8?si=UlpuI97hJ8ZN4G7N">https://youtu.be/0c_RLKHU7L8?si=UlpuI97hJ8ZN4G7N</a> 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 <a href="https://youtu.be/0c_RLKHU7L8?si=UlpuI97hJ8ZN4G7N">‘Foams Forth to Him His Infinity': The Puzzle of Phenomenology's Ending</a> Description An account of the resource Video recording of a lecture delivered on October 10, 2025, by Annapolis tutor Khafiz Kerimov, as part of the Formal Lecture Series.<br /><br />Mr. Kerimov offers the following description: The final lines of Hegel’s <em>Phenomenology of Spirit</em> are not his own. Hegel ends the book with a quotation from Friedrich Schiller’s poem "Friendship" ("Freundschaft")—and misquotes it in a number of ways. Hegel's closing gesture invites a range of questions: why conclude with a quotation at all? Why a poetic one, and why Schiller’s "Friendship" in particular? Why misquote Schiller's poem? While I will touch on all of these questions in my lecture, my chief goal is to examine how this misquotation operates as the culminating moment of the Phenomenology and how it fulfills the book’s overarching project. Creator An entity primarily responsible for making the resource Kerimov, Khafiz 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 2025-10-10 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In copyright</a> Type The nature or genre of the resource moving image Format The file format, physical medium, or dimensions of the resource YouTube video Subject The topic of the resource Schiller, Friedrich, 1759-1805. Poems. Hegel, Georg Wilhelm Friedrich, 1770-1831. Phänomenologie des Geistes Phenomenology Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Kerimov_Khafiz_2025-10-10 Friday night lecture Tutors