5 20 5666 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/838981b93d490a49a47e3d3c880324d8.pdf a0b36f42255e9d0736cbf8ba4c75588c PDF Text Text IriluGS TO DO WHEN YOU’RE BORED IN SE24WAR5 Maks a list of nicknames for every­ one around the table. Try to guess what will ba served .at the post-seminar gathering. Count the number of forms of you. know. Issue -^6, 10 -Jul./ '80 Editor; U'ark ?.ldulebrooK Assoc, Sd,; Davis Walker Assoc. Sd. (.•’usic): Lenny Silbei’steic Roving Reporter: Lisa Farrington Printer: Jonati.cn Gold Calligraphy; Tire Costello From the Editojr: i’sa happy to report tpat the re­ sponse to last, wssk's "from the edit­ or" Vi'as overwhelEiing; and all good! Yes, it seems I know what ths public wants to hear. Kot this week, though. alphebetize the Great Books. Too much, of a good thing.,. This week marks the coming-out of Cotunt the number of people with our “Astro-staff”, which will hope­ round glasses* fully be bringing you more "creative astronomy’'. j-q along with the Write a don-rag for each of the star chart, we've man..aged to hire one tutors* of Annapolis’ leading astrologists to Try to draw a dodacahedj'on (or alt­ bring you the most complete ana accu-’ ernately, Inscribe al3. five reg- rata ho.ro3cope available. Chaok fu­ ture issues for valuable info such as ulax', solids in one sphere). navigation and uaathor .fo:^asting by the stars. Using ths tip of you^ongue, see ^Also, I’ve written an article how long it takas to make your gums of the "What I Md for My Summer Vaca­ bleed* tion” variety, but sadly (as you will Get th® prospsetive’s attention, and discover) my writing style has not improved signifisantly since I last then, south ths words, ’’Lies, Hags, wrote one of these (in 5th grade). it's all lies!'' By chance I found out today that Translate Heraclitus (for use.in ez- Mr, Conroy is the tut@r»in.“G.harge of the MountaineeriJBg GJ.ub (1 know you’re trema cases only) going to fell me that there are no mountains in Annapolis, but it just !5ak® a list of things to do when ao happens that I know where on© can you.*re bored in seminar. climb not too fai’ from here). ' V/e will be 'mking a tripCs) to Carder©ck TSa TABL^ CHATTER: by DoW»> 5 Cc.ns .hour from here,, ©n the Potomac River) sometime this auKaar, so get "•••the rustle of silk and taffsta, ,in touch with me or Mr. Conr^jy if the glint ©f eandlalight on medals and you'd like to coa5,(e along. Ko exper­ monaoles**.” touch of Old Wien came ience necessary® to the Ivory Tower last Simday in the Why are reading this when you form of the First St. John's Sumaier should be working on your essay?'?' ^alts Party. TJjis elegant affair Twnrasue37npSg«'^^ s Mark. to think of all ths starving children in IndlaTgood for getting out mother-aggrevatlons)» �(contlaued from page 1) took place Ixi the boathouse and was sponsored by Kathy Abrans and genial Joe Bcaeha She setting sun found thia reporter on the porch, listening to Mozart and watching the eels writhe in College Creek* Soon strains of Strauss came dancing on the breeze and The Waltz bagaiiJ Despite a meagre turnout (due to the holiday, we assume), couples wei’e quickly whirling about the floor lad by Daddy Whalen and lashing Jody Sxlnnera of the Savannah, Georgia Skinners• We at The Calyp.san were pleased to gee a few”of the G.Io's put in an apcsarunce* It didn’t hurt at all, did it,, folks? We also wish to compiiment <he powers that be on the unusually fine refreshments at the recent postseminar gatherings* Carry on®.. K WSHEWSMBj SN EWSN EWSNEWSKEWSN EWSN SW3 ’‘Dejaplte ths Southwest’s searing heat of the past several daysj 60,000 country music (cowboy musicdamaitl “Sd®) fans ware expected for ths Willie Kelson Pourth of July Bisaio at the singer's country club 27 miles from Austin, Texas, Secur­ ity for the usual frenzy that attends thas picnic began two weeks ago. Stat© troopers set up a command post and radios were equipped with snake bite kits, disposable scalpels and oxygen” -friiisa The Svealng Capitol, July 4th T>Y, ^PDATEj &, Baltlaiora news statioa To©F”?.V. cameras down to Wil­ lie’s place on Friday to show everyone drinking beer end fainting in the 105 degree heat. They filmed several people being caiTied off on stretchers to the first aid tent, where they vors administered to by medics in cutoffs, t-ahirts, sunglasses, and cowboy hats* The could not be reached for comment* The Calypsan, page 2 The Editor's Party Perspective: As promised, her© are the detail:for the SQ.iar© dance we’ll try at this Friday’s party (assuming enougi Interested individuals)* It will u-held la the basement of Chase Stone after lecture* We'd love to see more tutors attend, and any G.I.’s who ai*e arcund* Ths caller’s words are In CAPI­ TOLS, the directions in small letter. COUPLES #1 ;.KD #3 GO FORWARD TO THE KIDDLE AND lACK WITH YOU; Head coup­ les walk into the middle and back to place. FORWARD AGAIN, PASS THROUGH. DIVIDE THE RING, WALK OOUKD JUST TWO; Head couples pass through the opposite side of the set and then walk away from their partners, aro... ths side bouples, and stop standing next to their corner to moke a line of four with the side couples, Coup­ les #1 and ^3 should ba .facing their partners across the set and near their home position. IT’S FORiURD AND BACK, EIGHT TO THE MIDDLE OD BACK WITH YOU, FORWARD AGAIN, PASS THROUGH, RACE YOUR PARTNER, SAY HI, DO-SI-DO YOUR PARTNERS ALL, SWIi^G YOUR CORNER LADY: Corner lady now becoiqea your new partner* PROKSNALi YOUR CORNER GIRL: Promanad© the per­ son you have Just swung* (Figure re­ peats for couples and j^3» Remambar that there are new partners each time through the figure* Al­ ter a break, the figure repeats for couples #2 and » Easy, huh? If we get this one dcijn, then we'll have a bettor re­ cord that’s not quite so achmaltsy for next week* See y’all there**. P.S.- W© may b® able to locate a real live square (Sanoe callex” who not on3.y ,caXi.gs, but also teaches the dan­ ces (Excluding th© Yirsinia Reel, a true classic). If any on;, is inter­ ested Sji an entire avenlag of sqaa: . danoing, let me know. �I AIKOST HEiVB’ by M.M. It all began when I 4iecoversd that Mark Jaetolg is frosa WaBhlngtoa Sinee my only trip "oat West” wea to WashingtonJ I ®xoit®dly told him of my advantoree on Mt* Rainier, south of Seattle (a fine story in it­ self, but another time). Itoi'k had lone a good deal of h3js;ing» too, so we began to toy with the idea of a backpacking trip between semesters. This being Mark’s first hike "out East", X wanted to .mke a fe'vorable impression, so I chose the Dolly . Sods V/D-deraess Area, a place I’d been to once before; with a 65 year □id man who also took me up Kt. Washington in the winter (another story for another tiuis).- Dolly Sods is located tn northeastern West Virgin­ ia, in a huge collection of forests called Monongahela National Fox'est. "Dolly" is a corruption of^ame of the family who once lived there- the Dahles, and "Sod" is a Scottish word for pastureland, but the name simply oaniist cox\V’ey the beauty of the area. Strj«ig@ weather as.d geographic con­ figurations have shaped it into sn almost ©ub-tuadra olimate. At high­ er elevations one finds large, open fields covered with moss, lichens, and low shrubs. It’s lik© going to Canada, only cheaperI Xho six of us (four Johnnies and two of my friends) left Washington at 5150 Pridisy mornir^g, and hours lat©r we were staring up at Seneca Rocks, a huge (by Eastern standards) knife-edge ridge that is one of the lar/xaat rock-olimbi-^g areas In th® Seat. (Trivia points a ridge of this •ort is oolled on Arste. It has not­ hing to do with Meno, though. This artte lo of l^ranch-latln origin, wianlixg either "awn of wheat” or "fishbone". Taka your pick). Seneca Hock;} has always been a traditional atop on any of my W.V&. trips; It is a beautifully braathtaklng sight toat- was dofinitely wo^h the extra 5C miles wo had to travel (If you over go by there, stop in the visi­ tor’s center and see the 30-mlnute film "Solo"). Wa parked next to the ranger sta­ tion and under a cool, mostly siBcny. sky shouldered our packs and headed up t-aa trail towards Red Greek. Tcoatinufjd, I ne Cglypaaa, 3 MUSIC REVIEW: Just Plain Good-TimeMusic by L.S. There are albums that shock and awe you with the performer’s skill, there are albums that do the same with the lack thereof. This album is neither; it is one by a group of clean musicians attempting to be Boruffy and having a hell of a good time In the process. Early Jug band music la not the easiest listening in the world, As it was recorded on the old "78" lac­ quer or acetate disks the sound re­ production is poor, and the music is often filled with obscure refer­ ences (who out there knows what a thirty-two-twenty on a forty-five frame is, and why is it so special?). The album I have in mind, however, overcomes most of these difficult­ ies i It is a "modern" recording (in stereo, yet) that Just sparkles with clsan~production work so that each instumental. break shines through. I believe there is no "new" material on the disc; it is a very well cho­ sen "gx’eateat hits" modal. The name is "Jug Band Music" by Jim Kweskln and the Jiig Band, and it is fxin. They pick, they sing, they shout, bellow and stomp, and all of this to the lowlng-ox oountorpolnt of a wall-blown Jug. The songs PCSSS33 a gi’sat chronological range, reaching from th® 1927 WellsDunn "Sadie Green, the Vamp of New Orleans" to Chu Berry’s immortal and enigmatio "Memphis". Ono of the band's raembara, Maria D'Amato, sings a catchy littXa tune colled "I'm a Wosaan", which was picked up by the Women'3 Movement as & sort of an­ them,, Another band member was Geoffry Muldaufo Sound famiXiar? What mors can I say? It is bouncy, light, cleanly played music that's Just Plain fun. Through lx one might gain a touch of curiosity about the original perfo;raers of tulc ausiOp the poor, ho&ryj unlntelligable street musicians of ths Twentle' and Thirties, thereby being oossess', to dig up scurvier and aox'e "authenxic" versions of these classics. If so, good luck. As far as J am coaoernined, she Just moke-a m^' smile. Kweskln & i&d, Vangu&xd V3D=*79W3 �(goQXinuad from page J) TMit day's was a leisurely 7 alls bike with frequent stops to soak oux feat In the iee-oold vater (later at oaap Oeorgs and 1 vent svlnaing and^ found out how cold It really was I}»i We found a nice camping spot 20 yards from the oreek and cooked our pseudo*" oriental dinner (noodles ramen and fresh vegetablest a fins suggestion on Mark's part), after vblon we started a fire (It's oold In them thar klllsl). dad of oourse it wasn't long before I had the whole crowd ahoopln' an' aohollerln*; slnglhg olasSles that have been passed down from Sooutmaster to Tenderfoot for years: **Mr. Dunderbaoh" • "Zxilu Warrior”« and yes* "Xuabaya'** We even managed to slip In a few Oalypeo tunes* Includ­ ing "The Banana Boat Song”. Aftex" spending a while looking at all tlte stars (you won't believe how many stars you can see out there 1)* we bedded down and were lulled' to . sin ep by the gurgling of Bed Creek. Our seoond day was intermittartly rainy and much cooler* but the hiking was Just as enjoyable. We bushwacked along another creek for a mile o.* so and saw lots of animal tracks* ai well as several beaver dams* La:er, when we had hiked up onto the rlxge, we saw the afoementioned sub-tunrira fields* and also some small eveigreen. forests. Ve decided to camp in one of. these forests, s'nlelded from the dj^zle and padded from the grourd by ths pine needles. Our campsite also xumed out to be right next to £ deer run, so we spent much of the evuxing watching white-tails wander by. The weather was gorgeous for our last day. Ve spent close to tw( hours sitting on the rooks In Bed Onek, procrastinating the painful re-nitry Into civilization. The thought of •forking for two weeks didn’t he^p any. I would've been quite con^enl to spend the rest of my life so/klng ay feet In the creek and looklxg up at the mountains..“Yes, this ir llvLUj;’’, I thought. The Qalypgan. page 4 MBS. MABOBS 2}ear Mrs. Maaersi I spent this last fourth of July holiday in New T ork City and the whole time I was there, I was pest­ ered by crazy people. I'd be mind­ ing my own business, waiting for a bus or something, when a bag woman or a drunk would stagger up, mut­ tering and drooling, and start shou , ing at me about how the U.K. was poisoning Amerioan water with flourlde<"(8ounds like Dr. Broxmer. -Ed.) Ths problem is that in New York* just about everybody acta this way. So how can I tell the crazies from the non-orazlQs2 Nervous Dear Nervous: The nutty, their minds chookablock with conclusions* can be rec­ ognised by the immediate Interest they are willing to take in you. Otherwise their dishevelment can sometimes be ths key note* but be­ ware there are some exceptions, and some dress to kill. With spats adorning gentlemen especially, Chapo In abbreviated trousers declaring that they have recent naval infor­ mation should be immediately suspect ed. Although one is cautioned always to be careful, most nuts are benigi. and usually only given to strong racial prejudices. The major thlxig in confronting insanity is don't be afraid. Star® directly into their eyes and intimidate them by a suprec. demonstration of confidence. In fa cing a weapon, pretend to be mad yourself, as the lunatic Is usually aftervthe sane. Talk rapidly. Do not give the crazy person the time to fit bullets in between your wore.. Say you hope they are able tQ take advantage of a weekend you were pl^... ning with Dad since he Invited you both over, But do not stake your life on this latter Inducement whlcn, if you yet have a chance after It doesn't work, the mention of Hom acx Ing you over may have a more calmin effect. Puge i �The Calypsan, page 5 (continued from page 4) (Ed. note: I have found one tarase particularly effective with p.whandlers in Washington; ’’What i;. I look like, a’(expletive deleted, hank???) Peoling bootless and unhorsed? yc^ir etiquette problems to xMre ors, box 112. sand !4aE- SKAINAR SCRIBBLES: Another bunch df Aristotle: Kaopy *th.l empty fifth I Bacchae: I'm sorry folks, but I was tou busy participating in the seminar to e<rlbhl<5. However, now that I have yo .r attention I’ll climb upon my Ivory soapbox and decry the monstrous inJustice of the post-seminar shebani-. rnere I was, after two hours of s?iatUAating mental exercise... hot, tireu, and smelly and In dire need nf the rejuvlnating effect o' the grap^* I crot down as fast as my scrawny shanks can carry rae. What do I fine? Apple Juice! Cranberry Ju:lcei And 2, coun"^ them, two bottles of Chateau de Urine. Now I've got nothing agalnst fruit Juice, I mean, like, aosae of my best friends drink it. But to supply such a slight quantity of the evar-popular Plor de Napa Val­ ley f’‘tastes good, fine insecticide, too S’’) for close to one hundred people la Just plane bad form. As far as I ioiow wo ore not alcoholics, nor do we tandency theretowards, either; why, then, must we be limited to (ave­ raged out) an eyecup's worth of wine? Is not our goal here the Search for 1‘ruth? Who among us does not know that In vino Veritas!?S I hope travesties of this sort will be avoided in the future. I may • not know what Justice is... but X know Injustice when I see it. Talented guitarist does Elvis im­ personation for Bar Mitzvahs, Wee­ dings. Will travel. Writ© box 4tP«j?&£4U3, Nov Jersey. �The Calypsan, page 6 CitEATI¥E ASTRONOMY by It seems like only yesterday that we wei’e dlsousslng “that which has no part", and other similarly absurd notions, and yet here we are with all of The Elements under our belts (not to be confused with having all the’^elements below one’s belt), and mov­ ing onward and upward to Ptolemy. Now doubt you will now wish to spend countless hours gazing into the heavens, and one of the first things you will run up against are the constellations- you remember- those configurations of stars which bear absolutely no reseablancs co that after which they were named. Therefore, as a public service. The Qalypsan*s Astro-staff has prepared thia star chart showing some more faalistic ccnstellations. Simply take the chart out with you on a clear evening (preferably hun­ dreds of miles from polluted, over-lit cities such as Nap-town, but anywhere will do) au^d hold It over your head with the arrow pointing North, and soon you will see the constellations take shape before your very eyes.(a bottle cf J.D. helps speed the pro­ cess). Ak The sky as seen at about 10:00 p.m., this time of year �Astrology *oy ^8»Fiori Stan Mariani Tarots the Chiromancer» Soul-Healer, and Desp-Dowri Diviner of Fates and Furies Oanglion "The Ganglia"-March 8-^arch 27, Birthstone-soapstons,Lucky numbers-ils2 You are a person having many ideas thoughts and designs. You are active and determined,not to mention proficient in your pro­ fession.This Week's forecast~This week will be filled with delays, discord, stagnation,and doEiestic quarrels. Beware af jealosy. Prester Gravida"Th6 Pregnant Snake"-March 28-April 26,Birthstone­ granite .Lucky nuinbers-8,10 You are a crafty person without virtue. You are shifty in dealings and the cause of many a scandal.This week’s forecast-* You will enjoy newly aquired prosperity .Romance will blossom while you are appreciating the fruits of your labor. Fulgor I,Mx"Ti?.e Flashlight"-ApriI2?-May-27,Birthstone-Marble .Lucky numbers-5»? a person of great ingenuity .You are sucessful in business dealings which have brought you wealth.This Week’s foreaastYou will have trouble launching new projects. Your work will be riddled with mediocrity and embarrassment. Appclonius"The Appol©niy.s“-May 28-Jun© 2?.Sirthstom-sand,Lucky numbersi-9.3 You are a vex'satil® and adept person, capable of adjusting to fthaiiging conditions .This Week's forecast- You will be revealed as an imposter. Illness is also possible.Lack of preparation will be your downfall. Steill@*Th® Trowel"-June28-July29.Birthstons-shale.Lucky numbers-X7,1 You ar® a' precautioiin and circumspect person with somewhat excessive and exaggerated ideas. This Week’s forecast-You will be inattentive to important details and careless in your promisses. New opportunities beckon« frenxy, levity,passion,delirium,extravagas’ie®,exhibitionism. S"Th« S"-J«ly 30">August29,Birthstone“pum.ioeLucky numbsr3»23f^{-2You ar® & warm-hearted and fair person, possesing loving intelligence. You are practical,honest,, and a good friend.This Week’s forecastYeu will enter into asi insincere relationship with unknown enssmies. Your failure to face facts will result dishonesty.disgrace, and error. CrotftXl Oeuii”Th® Snake Eyes"-Aug.30-Sept.29,Birthstone-coai,Lucky nwsifeers-0,37 Ycu are a capable person who is knowledgeable and eoiepetant.Your intelligence and z*eaa©n are dominated by j'our emotion vW.d passion.This Week’s forecast- Your failure to control petty emotions will result in indecision and feebleness. Your acceptance of ^superficial knowledge will delay your progress .Unexpected event® ?aay occur. �As'irology continusd Vespertilion”The Bat'’*-S€pteniber30-0cl;ober29jBirthstone-limestone , lucky nurebers-19You. are a sly and cunning person skilled in flattery and artifice.This Week's forecast. Continue your efforts until sucess Is attained. An old friend will return and will inspire ® new approach to an old problem. Beware of offers of advancement. Erro*’The Hitch-Hiker ”“0ctober30-Noveinber28. Births tone-chalk, Lucky numbers-l6sl3 You are a studious and intent person willing to offer services and efforts towards a specific goal.This Week’s forecast- Ridiculous expenditures will result in new opportunitfees. Beware of hesitating instaed of diligently proceeding ahead. Don't listen to advice, especially concerning relatives. Lacerna Pergionis'Ths 8oat Hang©r"“November29-December26,Birthstone­ concrete , Lucky numbers 87,52 You are a loner and incapable of par­ ticipating with another person. Your tendency to withhold emotion often results in the appearance of being insincere.This Week’s forecast- Your expedient, manner will result in a voyage. Slanderous gossip will put you in temporary favor .Adversaries may arise, arid the violent strife will cause infinite delay. Bulbue Lucie ‘’Th® Lightbulb“-Decesnber29-January26 .Birthstone-flint, Lucky tiUBibers-Ui ,63 You are a daydreamer given ever to f oolish ahimo. Your unrealistic attitudes often only bring partial fulfil­ ment .This week’s forecast- You are entering a stationary period and will experience troubled relationships with friends and relatives. Don’t give up hope,though, there are opportunities ahead.You will ftake an intelligent decision and your strong willpower will see it to’ its ultimately satisfactory end. Barbetus"Ths Poodle’’-January 27-March 7»Birthstcne“Slate .Lucky mmbers-12,3 You are a person who responds favorably to the good nature of others. You take pleasure in the daily existance.Your practical knowledge gives you courage in undertakings.This Week’s forecast- Hidden enimle.g result in loss of full trarejullity. An unfulfilled romance will give you prosperity without happiness, Unwise investments are the source of new troubles arising. limeFloi'lstan Marian.! Tarot will answer your questions and counsel your personal problems. All correspondence is confidential?and she will send personal replies to ail inquiries.Write-Mme.Tarot c/o The Calypsan box 474 St.John's College,Annapolis. Please allow at least two days for reply. � 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 Calypsan</em> 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 Calypsan 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 <em>The Calypsan</em> was a satirical student newspaper that began publication on St. John's College's Annapolis campus in 1980. Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In copyright.</a> 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. 8 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 Calypsan issue #6 (July 10, 1980) Description An account of the resource The Calypsan issue #6. Published July 10, 1980. Creator An entity primarily responsible for making the resource Middlebrook, Mark (Editor) Publisher An entity responsible for making the resource available St. John's College (Annapolis, Md.) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, Md. Date A point or period of time associated with an event in the lifecycle of the resource 1980-07-10 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 text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource College students St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Calypsan_issue6_1980_07-10 Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/96a3c30b8c57a98cde8f2a30ba0fa1da.pdf 622a1a1457c77c74a9b007d8a75879f4 PDF Text Text Issue^'7, 24 J AiiOOKCiL'iEflTS; Mark Jadtualg has onno inced a "name the canoe" center.t. '.’’ires canoes ■ vzlll be painted, and /ou could have the aatiefactlon of reeliig a name of your Invention eoiMazoned upon ' the Cow of one of thfse teauties. j Send suggestions to ?he Calypsan, ‘ box 474, ano I will Torwara "t'Hem to the boathcuse. i A. pa.ir of black lace panties was found hanging upon ny doorknob Mon­ day moroing. If you lost them, or would like to try trem on, ttnjy may be found-pinned to i.he 2nci floor ! Campbell cork board.. I appreciate ■ gifts, but really.., (Ed.) ! Food Thcught i "Antnropelogy has taught us that th© world is diffarsntly defined Jn different places. It is not only that people nave di.fferent custonis; it Is not only that people believe in different gods and expect differ­ ent post-mortem fates. It is« rather, that the worlds of dif f-erent * peo* pies have different shapes. The very metapuysioal presuppositions differ; space :ces not conferoi tc kucliiean geometry, tic-e dees not form a contiiuous unidirectional flow, ‘ causaiion docs not confoz'm fo Arist— j oteliajti logic, man is not aiffer­ ent lat ad from non-man or life from deothj^As in cur world, l/e Icnow something of the shape .^f these oti hex' worlds from the logic of native j languages and from mythe and carep monies, as recorded 't,y a.ntarcpolDon J nst-c. r.a.s shown us glimpses vf the world cf a i'aqui sorcerex, and because we see it un(continued^ page 5) • go Editor: Mark Middlebrook Assoc Ed.i Davis Walker ASSOC Ed. (Music); Lenny Silberstel-; iitovlng Reporter; Lisa Porrington Printer: Jonathon Gold Calligraphy: Tira Costello Prom the jadltcr*,. Well here we are again after a week of •^vacation”. But nov that we re over tno hurap, let's start having some f^i with the plethora of parties planned for the remain­ lag two and a half weeks. It shouldn t be difficult. Let mo know of any 'special events" being plan­ ned, and I’ll print them next week. Speaking of which, next week will bo our last issue. Yes, folke, that’s rT^t, the last one. It. Ik with tears In our eyes that we see the approaching end ot the summer of 80 (truly, a ve^ good yea.rl). If you have anythl^/to ba publishyedxiesTtils week features four, yss four, Aristotle Seminar Scr.*.t>.’G5 ta cloth bound, gilt-edged u-nt of all the Seminar Scribbles eaxi’^'^^ be purchase.- *-rotn The Oalypsan Prch^i 1'-'5sopher-king shouid 30 Kith out OUc. . I 1 C f great come-back:: for your don-rag. Also jaakes a great gift for the kid,: 5 and lots and lots of As'&ncmy and Astrology- In an effort to air cppcsing viewpoints, we've published an alternative* horoscope this week, though I wlou to cake it pfcrfoctly clear th£i.t Km;. Floristan Mariani" *?arot It, axic. will reoaln;, our ofi.:oial stefl uttro^-oicci’, 3jfe foj- MOW,, . >iark �The Gul.ypsay.« ? This Week’s Horoscope By Krae.Floristan (V;ftri an.i Tarct, the Chiromancer, Soul-Healer, and Deep-Down Diviner of Faxes and Furjes Ganglion "The Ganglia'’--'<arch 8-March 27, Beware of false prosperity. Do not neglect responsitllities since ej vicious person may apper. Prester Gravida’’?he Fregnant Sjnake" ,March28-Anri 126, You will have difficulty in launching nev/ projects this *«’ek due to hastily made decieions. Fulgor Lux"?hG Flashlight’’, Aprii2?-May27, You will experience a loss of full tranquility involving unsatisfied desires, a/vd hasitancy causing losses. Anpolonius’’The Appolonius" ,May28-June27, There is no immediate solution to your present difficulties. Trulla‘’the Trowel" ,June28-July29»Do tiot give in to the temptation to ■become involved in a separation despite frustration in love and marriage. S*'The S’*, July30-AugU8t.29, f<ifc^fortune may befall a friend. Your violent temper will result in great emtannssment and an uncertain out look. Crotali ucoii , "The Snake Eyes’7iUguat30-Septeabex'29. You will fool­ ishly exercise generosity and untrustworthy a^uaintancea will take advantage of you. Vc3pertiIlPn’’The Sat" ,Scptember30-0c iobtr29, Be cautious, you will be invoived in an insincere relationahip based on false pretenses. Lacerna Pergionis"The Coat Hanger" ,Noveiaber29~Deceiaber28, Your headstrong attempt to overcome difficulties will be uneuc^j^ssful. Bulb IS Luc?,u’"T'he Light 3ulb‘‘December29“January26, h joiu’ney will bring you desolation and iissapoinxment . Barbe tvs "The f oedie ".Ian2'’-Marcb6 , Anticipate hidden enemies J.n your search to recover losses.Goncluuion of an unsatisfactory business experience or social friendship. General Tendtgncies-Tliis week will 'ee filled v;.th nrozniting cppcnrT cxpccr satisfaction ano ''cnicPtmc-nt as the result of difficulties surmounted. �The Or. 12. paan, page 3 In noiior of regi£i|i+ion; a po&iii ■Pulog Lecoruia (author lu^known) doiihle .like old beggars under sacks, coughing like hags, we cu-x’sed throu^ the sludge, xliJ on the hauntinr flares we turned our backs, And toward.s ox;.r distant rest began to trudge. Hen la^^ched asleep. Mary had xust their boots, But lioiped on, talood-shod, All went xeiue, all blind; I>runk with fatigue; deaf even to hoots of gas-aholls di’opiting suftl./ be’alnd. Gasl Gas] Quick, boyo? - An acs’casy of fxuabllng, Pitting the clumsy oelmetc just in time, But someone still was yelling out and stumbling. And floundering like a san In fire or lime, Dim through misty panes and thick green light, As uni61 a green sea, I saw him drowning. In till ay dreams before my helpless algrit He plunges at ;ae, guttering, choking, drowning. If 3_c setae smothering ire ate-a, you tco could pace Behind the wagon that we flxuig him in, And watch the white eyes writhing in his face, Kls hanging face, like a devil’s f^iok of him; If you could hear, at every jolt, the blood Come gargling f on th© froth-corrupted lungs. Bitter as the cud Of, Incurable sores on Innocent tongues, My friend, you would not tell with suoh high zest To children ardent for some despexJato glory. The old Lie: JXilce et decorum ast Pro patrie moriv ’ {continued frox tap/-? 11 der the influence of hallucinogenic substanoea, we apprehend it with a reality that is utterly different from these eth^’r sources, fhla is the special virtue cf this work. •’C^staiieda rightlj’- asserts that tnla wo.rld, for all its differenoes cf perception, has its own inner logic. He has tried to explain it from in­ side, as it weze- from within his own rich arid Intensely personal exper­ iences under den Juan’s tutelage- rather than to examine it in terms of ouj' logic. That ho cannot entirely succeed in this is a limitation that o'ur culture and our own language place on perception, rather than his personal limitation; yet in his efforts he bridges for ue the world of a Yaqui sor­ cerer with our own, the world of non-o.rdlnary reality with the world of ordinary reality, (l.e., '’ordinary reality” as we define it. -Ed.) ”The central importance ot entering Into worlds othex- thaj. our own- and nence of anthropoigy itself- lies in the fact that the experience leads us to uaderstajid that oui' own world is also a cultural construct.” by Walter Goldschmidt in his introduction to Carle:. Castaneda's Ihc Teaching# of ;k)n Juafi* it Yaqul of Knowledge �<■ wH I. fi.£L£G ■ /ristc tic 1 it sjtu-i"b.‘n. the reading clearly t.tai.er (l.e*, it vai, writt-n the author) ”A+B=C’\ Thu iiea'inar question, tuei'efore, rmB_t he ’’In 'A’hat liay lues the autuor "suggest that A*-2^C?” Thci“e'9 only one tiny problem with teaching a child to swljr. by the tra­ ditional ’’Duffip ’la iju;'‘ met no de some­ times th«u kid drowns. Would you want a computer to raake defItsitions for you? Something that io anything htuneai? Or would you rather another human do it*,, urfortunately, t'.t necessarily, all tujo huxsan? ’*If you do it often enough you’ll get it right,” Pools! You’ve never tested my cooking. Some folks count to ten before they actively express anger. Some folks go to threft, some to twenty. I count to the highest number 1 can... and add one... and add one... etc., ad nauseum. This keeps me terribly busy for about twenty-five minutes, I get;; lc3t aMout... two hundred t.s<enty three, I think. It’s been so fiard to remember things ever since tho universe went, into^tflux. you from ever becoming St c^CiitUi'0 yuurseif! PTla a fre■^ent •^•bsrense) .• ^ead se. good life so you’ll come to k good jnd.” Ch really. There are jarder^ that paas on quietly in their sleep, and kindly old ladies that ar© struck by busses, and paralyzed. hC tAristotlohlo t Ar.i^to 12 eSo t|j^r-oto tla ’’ifhat'o noble is nohle, and tnere's no two ways about itl” Congratula­ tion! You've just compared the word with itself and told us nothing; compare ’’a watch is a watch.. J’ fccntlr'Uedj next column) A l-'lESa If one IS av.-nsn in a noa of Ax’i-; stoteltan I'-rltied concepts ' tihelpful to find a Wi^tgonutuinlar life-raft. What is; one t.) make of barrages of good, virtue, temperate, gr>^at-'*souied" ,.. quaclcuack iuaCiC. Clve a man wtiat ne 'deserves" and call it ’’justice”. Kot bad, but/vto decides? VIhy? Along these linss: wickedness for the sake of wicked­ ness is ’’ovil”. i»ho asiong us nus r.j been spiteful just for spite's sake and walked away thinking ”Boy, that; (Don Hickles and Normah^’ Laar comedies are vicariciuo exam­ ples') . Anyone who talks after lOtp.m, (ex­ cept posaibly monosyllabic gr-nts) should be shot, ilowever, who an ong u is hot guilty? fe bunch 0 ’ Aristotle,.. .»—.» .Wl It..— Alright, I’ve resigned myself to Lhu fact that I can never attain True Goodness, Prudence, Moral Virtue, Greafc-Soulodnsss, or what have you. Does that mean X 'nave to jieave the school? The french word for*‘exDerlef;ce“and "scientific experiment” saay be the same, but what of it? The same may be said of the German word for "can­ dle" and "spark plug"; orx© would not go looking for Profound Truths in example, however. If the proper end of the life* is to learn about people’s rsspenaes in order ta better or h«lp tnea then the*.;iost proper and beat aun" might be the psychiatrist or cocial worker. These professions (and re­ flated ones), However, can also^-ermed the ultimate reinforcers of the stat­ us quo", 'where do we go from there-1 (all you see around you are sympat­ het io eyes,..) Interesting question: when does a ch lie become a hunsux being?. Dx-rt Lnont point: com­ plexity increases, the perloc cf clcier^ceneg Irareases. (Compare a >57 continue {17 PaKe~’57 / �(contInueA froia page -4} year-old Masai lad who >ias killed nis first lion and io nav; an aduat with an upper-midaie-class '52-yoarvld "profesaiona i. atudent.” going fc-r his doctorate, Thio Is nls second Masters ana on. b‘.s parent’s ' fonde, of course,) Ah, to bask in wox'ia-hood! { Thanks, Id. I) The ory of the Humanist: ''Avery lif(lias at least value x*’. The aealist’s fepiay i ^’iZbat if X is equal^or less nhan sex-o?” "A society which values poor phil­ osophers over good plumbers will have neither philcaophy noi’ plum­ bing that holds we ter -Unknown (quoted from TSgt. X-eCaro} ’Objection, non-soqultur, cheerful distrust, joyous r:OGkery— the'Sa are the signs of a wealthy aertaXIty. Everything absolute belongs in the realm of Pathology.' P.N,?B.G.E.) four Prlend ly Nsiyhborhood. Ari*VZ' ^ -t o tx 6 **'^***"****^*< —■dMOa'—M,- H«1 Iiiirimi I T—Ml MH W Mt 'A friend la one In front of nhom you can think aloud,'' -Unknow (quoted from th- Evil Liaard) ' do you like him so much?" "1 loaraeld to see throixgh him,,, aud enjoy ths view.” if moro people tea true low-life.9 as close friends they would expect ess flna the world in general. <ien EvsiQcre says ue "I like you or '^0^9 faul.ts and leTect...!'. I i-e■•'•-y that's your criterion taere must be vex’y little llkoble B«x>ut me." irtiat does erotic love have to do with frlandshlp? I've sJ.ept with people whom I nevsr want to see agatn (alei;, tha reverse is auoa more coament', and therv are people* with Whom I haven't slept for whom I. would .kill OX' dlo, Where ioo.7 th.is ieavo ue? (Obviously,sleeping alone aond dying for people) The Calypsan, page 5 j i^AVlGAlIM 31 laE 3TAhS: I Now that you've bad nome tin-.e to .la.!liiai’izo yourself with the star chart (issue g you can learn all so rts vf clfty tricks uaUig the Stary and cou.stcllatioiie, { t I I i First, let'h say you've gotten turned around, but you aomshow kcaw that your destination lies due eaut, 'dimply draw an Imaginary line from the "man kicking a dog’::" right .foot to the jcihdlc of "tyic S" f erd fol­ low .it unxil 'jQ\) Tea.cii your desti­ nation or you end up speaking Chi­ nese (In the .latttu' case /'/v' ve ^orc toe far, and you should.., Go West!: 15ven easier. "The rut’s" tall pointe directly west., (there is only one difficulty with these oast and west direction flad­ ing methods? they only work at 10:00 p.m. July ,0th, or cne equivalent, But what's your hurry, anyway? riYiding North (works all the timet); Just fellow th© hump on the "Sea­ horse 's'* biick. "Go baok to start' nethod; If you nave absolutely no idea where you are or which direction to go, there is a simple way of re-orientlug yourself: Poilow the aforementlonod Sorth Star until it is direotl.v overhead (Thia may take roro than one night), at I which point you will know exactly iwhere you are. (Noca: If you happen I tc live tn Tierra dal ?uego or its surrounding suburbs, it might be best I to head directly away from the North J StSi'), *" Sonti folks. C3e. the aide that moss grows cu a|tree as an Indicator of li-ceotion, but I don’t, for two rea­ sons: I) 1 c£ui never remember v/nich side 3.c grows Oh, 2) I don’t trust □araoites. .anyway. �“ • . , • • • . H 0 K Q s r: 0 F F. i> Iy .»ii■. paste G ------ » l t ■ A2’d<kD.Ll-? GI-^R•- -Q-Z —Tslk-^Yoe have an inventlvo mind and arc inclined to be '.'o'j i.i.r:. a rrcat f^cal, Cr» L'n: brjin iiicliricc? ?;o be terclcs" and iirpr«ii;tic;i caesxn;; ■.'- ruikcj the sa;na mista’Ces over and o'.^cr a^'ale, ?i.t..:'ii,: . think you Cio. rtuplad . *»*••• *■ . *” have a vivid inaslvistion and often think you f'.rc bcin.f. foitowcH by the CIA or FBI,, You have minor influence over your a,:.tociat- and people resent you for yer f Jaurujs of your power. You lack confidence and ar* ' generally a coward. FXsces people do terrible things to smali cnicvils, —?.i-i.'.../.^P.^—121 ““ i<’’J^ro.the picaeer type -avd hold ji;ost people in contempt. \O':i arc quick rcrapered, iivpatient and scornful of advice. Yo;i arc not a very nice pex'son. , ■ j "“ '^ou are piccCijal .nd persistent. You have , dcucrciination and work like hell. Fest paopie think you are stubborn and burl headed. Taurus peepie havo B.O. an J fart, a 'otJune ” You are a tuick and icelHgent thinker. People like •-you because you are bisexual, ilovzc/cr. you ..rc inclined to expect Loo much for too little. T'ois tneiins are ch. ap- Gea.hu'VI arc kr-awn ior conaiCting incest. CAhCKR fjunc 21 ■* July S.l"; ••• You are syti-tpathetre and understotnding to ocher people s probiesis. They thtt k yov are a sucker. Your are alv;ay.s putting rhings off, Thue's Whv >oj'll neve; make anjc»v '.ng oi yourrelf. .Most v’e’-.^ern rcci.p?.f;,i5cs are Cancer people. XSgLljlliy- ?b - Aur. 22} -- Yo- consider yo srsftlf a. born leader. Othare think you are pushy, .'•'c-st peopla axe bullies. You are vain and dislike honest o..itici.sa. Ycor arrogance is disgustit?^,, ,teo people arc !.hievfe.s. 23 - 3gPi--. 22^) -*• You .-ire thIt logical type and hate disorder. This nitpickin?, r.s sickaning to your friends. You are cold and uneroocional and sonetinie^ fall asleep whil-; Tcakinp Ic've^ Vix■go’s uike y.ood bur; drivers. Ocu._^ » You are the artistic type and have a difficult tine 7‘ Ix you are a man you are .^orc likely queer. Chances for ec^plo>nent and t:u>aciLs.ty gains arc excellent. Most Libra women arc gtXJd prostitutes. All Libra s iuive '•. cnoral d.isec.'-c. gCORPTO Get. 'dov. 21) -•• You aic You T.’ill fsch:. eve Che pinnacle of succes shrc.zd on business and cannot be Crusted t’.'.;ausc fM. ys?!,.!v c-ctal l.’Scx. ot cthlcr*. .Sb Scoi pV.t> pcop'lc arc {.“'crdere-’ <^ov. 22--- JcY£i_2ji You arc optimistic and enthusiastic. Ycu have OH xucK since, y u lack talent., Tha taajority of iopc fier;*c. ?3op>e iaugh at yon a g.xf'at dos a i’ccklcss t endenc^' to~ Saggitnriani cre drunk;; 2c You arc conservative tai^icc ’* You d^-.n'r do~r^<! 'ci JtuyYur^ and ^re ‘nzy. -ybe.c t.-. .ever been a Capricor any k..;>ov;Z;;Ct, should avoid j^taeding long as a doe thli.k you me a tree uiervcorns -ind pros on you. , ' :i V � 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 Calypsan</em> 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 Calypsan 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 <em>The Calypsan</em> was a satirical student newspaper that began publication on St. John's College's Annapolis campus in 1980. Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In copyright.</a> 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. 6 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 Calypsan issue #7 (July 24, 1980) Description An account of the resource The Calypsan issue #7. Published July 24, 1980. Creator An entity primarily responsible for making the resource Middlebrook, Mark (Editor) Publisher An entity responsible for making the resource available St. John's College (Annapolis, Md.) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, Md. Date A point or period of time associated with an event in the lifecycle of the resource 1980-07-24 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 text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource College students St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Calypsan_issue7_1980-07-24 Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/b9bedcf1ea640206fa0e86752334c896.pdf f919198958ace51fb9102ea6515dbec2 PDF Text Text Is sue iy3, 31 July '80 Saturday films SMILES 0? A SUIQSi? NIGHT 5X Stinimer Night is a cojb’Ly Ingmar LergmanTT'c Is one of the most delightful films ever madSt, That’s why I got It. Watching this film has been known to .increase a person’s sexual prow­ ess. 3 out of A people who have not tak­ en the opportuxiity to see Smiles of a Summer light -..jmIbmmmwi. lead miserable lives® Some women who refused to watch this film last time it appeared on this campus ended up marrying middies. Likewise, many of the men who re­ fused tought life-sise dolls through ’’Hustler” magaslae. Lon’t let your smamer end xn tragedy! Sea this filmi Sorrentino ■..1 mnr^wurW.MMiwwrjM* «niu (If Jia hasn’t convinced you, let a® add that this is not a .French fllal It^3 Swedish. OulTTa lai -Ed.) Ckice estu*u ke tJb’S H'*’’ _______ Editor: Mark Middlebrook Asst, Ed,: Davis Walker Asst. Ed. (Music): Lenny Silbersteln Roving Reporteri Trisa Perrington Print ex’: Jonathon Gold Calligraphy: Tla Costello Spelling Adviser; Steve Reynolds Prom the Editor; ’’Drink it up, this one’s for you It’s been a lovely cruise. I’m' sorry it’s ending, yeah it’s sad but it * 3 tx'ue It’s been a lovely crulF©, There * s wind in our hair ax.d there’s wter in ay shoes ajt it’s been a lovely cruise.” -fro® a- song by Joa&thon Bairxam' The usual quack-^uack about bow grateful 1 am to all who belpsd with the paper, particularly my f&itkfui ass. eds. (Lenny and. Lavish , and how surprised 1 am that anyone read fchls drivel (spelled it right this time, perhaps there’-s hope) for W weeks. La view of the overwhelming sup­ port for The Calypsan by some of you, and in'^view of our dven<relmlng audacity, ks have decided to attempt to put out a few Issues during the sophomore year, four feedback cn this is welcomeds but please confine it to hate-mail and other harmless fo.rms of self expression® Another fire right above my room might look just a bit suspicious. It’s been & pleasure... Mark. �To the Editor; Congrats on your audacity. I re*« fer to the clip from Castaneda’s first hookp a strange and disturbJjig volume, to say the least, here at St. John’s I find the incredible hypocrisy of "Question all you wajat, but only along our (party?) line rearing its ugly head at the worst of times. God bless one’s soul if one wishes to question the validity of dialectical logic or even (hor­ rors!) Euclid, there is a purlie egocentrism that is attached to the Western philosophic view that we stuuy; it shrugs off the rest of the worlds’ philosophies with a simple "Oh. They’re wrong". I hope that you’ve provided a swift kick tn the gluteals to the smug pontifioators of their own correctness, and maybe opened their eyes a bit to the wide and varied interpretations of that which is/may be around us. Keep up the good work! -Leonard J. Sllberstein The Editor’s Party gerspectlve ThTF^Is Tt folks, the last par­ ty for the febbies of *80. It is being hosted by Miss Alice Wells on Saturday, august 2nd bsgiiuiing at 10:50 p.m. (after the movie). Tentatively, it will be held in Great Hall, but we should be sure of the location by Prlday. We are ask­ ing tnat all students contribute two dollars to the caj^e (please give to I<iss Wells or myself), in order tnat we may purchase large quantities of liquid refreshments (alcohol, beer, juices). We are also asking that everyone come in some manner of costume; whatever you have aroun4 or can scrounge up, but be Imagitiatlve I In order to keep the costs as low as possible, the entsrtainment will be up to you. Besides the usual complement of bizarre and not-aobizarre music, wt? hope to have some live entertainment from sone of you ToikB. (Don't worry about lack of talent; no one will remember by morning, anyway). If you have an “^continued, next coiusffl) The Calyp^a;., page 2 The following is a uong submitted anonymously (a:.d with good reason, I might add!). It is entitled Dia­ lectic in 02, and it goes to the iLSXe King of the rarest from "The Wizard of Oz DIALECTIC IK OZ HI ■■ ri^. Oh Ptilosophei-, if you were king, you wouldn’t be afraid of anything? NOT UOSODY, NOT iiOiiOWl I Not even a rhlnocercw?? IMPOSSIROSI What about a hippopotanjus^ WHY I'D THRASH HIM FROM TOP TO BCTT0:iU;5M. Supposing you met an elephant? I’D WRAP HI.4 JF III GELLEPHANTll What if it were an ogress? I'D SHOW HER WHO WAS KING OF THE POLI. How?^, ARETE H WHAT HAKES A KLXG OUT OP A SLAVE? ARET^H WHAT MAKES TEE FLAG ON THE MAST TO WAVE? ARETE!! WHAT MAKES THE SLSPHAKT CHARGE HIS TUSK? IH THE MISTY MIST OR THE DUSKY DUSK? WHAT I-UKES T1;E MUSKRAT GUARD HIS MUSK? ARETE!! WHAT MAKES THE SPHINX THS SEVENTH WONDER? ARETEl! 'tfHAT 1-^>KE3 THE DAWN COME UP LIKE THUNDER?! ARETEH WHAT i-IAKSS THE HOTTENTOT SO HOT? WHAT PUTS THE APE IN APRICOT? ’,«AT HAVE THEY GOT THAT I AIN'T GOT? I Aret^? YOU CAN SAY THAT AGAIN... (continued from laat colunux) idea for a short skit, play, musi­ cal perfoivaanoe, or whatever, pleasu contact Mias Wells A.S.A.Pi With any luck, we will also be treated to a few waltzes at the aclfingers of Mr^ Zuckerman, so bring your dancin’ shoes. All students (incl., non-fsbbies). tutors, G.I.'s , and friends are ir.-vlted, but if you do plan to bring a guest, please ship in eztx*a go's that there’ll be enough for every­ one, We’d love to see all the tut­ ors - this one’s a freebie for you. �to you that I have atr.ick l-'.ar; I have the very mai'KC “'o^’the tlowa upon ay person I The recent luote from Walter bj£an; It Isn't possible. •-ro i 'jscLn.-idt ’ s introduction to CastanC'Cia's The Teachint^.s Eon Juan It seems to me that Goldschmidt is broUiZht to mind a scene from .Zolmaintaining the old doctrine of sceptitei'e’s comedy "Le Mariage Force'*. oisffi os^slativism- that our world is An elderly gentleman who contem­ Just a ''cultural construct", that there plates marriage with an inconsis­ is no reality, there are no absolutes« tent young thing and who suspects The trouble with this philosophy is that that he is in for trouble consults no one can applv it consistently, yy a philosopher of th© skeptical quote from’ loliere illustrates the ulti­ school on the matter® The dialogue mate results of this doctrine. The in­ runs as follows (I have taken the ability of the skeptical philosopher, .iberty of abbreviating the scene Marphurius, to speak to the issue at somewhat): hand , and the reduction of the ’whole business to personal preference (a thoritarianism) finally and inevitably booc'Sganarelle: Professor, I need your erangs; skeptical incapacity to rec­ aj'vioe in a matter ap.d I have come ognize the objectivity of other people ner.' for that reason. situations prevents yo’u from defending yarphurlus ? iiy dear sir, I beg you. co change your mannei’ of speaking, yourself against identical treatments Our philosophy prohibits entirely Selective skepticism proves impossible, the enunciation of unqualified pro­ and total skepticisia cannot be carried positions; one must speak of every«- out in. practice. Even the most relativ­ thlng with uncertainty; Judgement is istic person objects when you mistreat always to be suspended. Therefore, him and claim he can’t prove it; and the you must not say, "l have come", solipsist, Just like anyone else, looks but "It seems to me that I have both ways before crossing the street. ooms." As, a Christian enrolled at St, John's, 3gan; It seems to me. I am constantly running into this doc­ Exactly. trine of "Better Risk Loss of Truth Tha:. Great scottt It ought, very Chance of Error." Many tell me that well to seem that way, since it is skepticism is a duty until "sufficient the case. evidence" for religion is found. This Ta^; That does not follow. One mus’C is tantamount to saying, when in present doubt everything. of the religious hypothesis, that to Sg^: I*m here to tell you that I yield to our fear of its being in error wish to be married, and that the is wiser and better than to yield to girl is very young and very beaut­ our hope that it may be true. The replyiful. "Eanmant quod non intelllgunt. Magna est It isn't possible. vex*itas st prasvaleblt^They cendemr. Will I be making a wise or xm what they do not understand. Truth is wise decision to marry her? mighty and will prevail." Marj Either the one or the other. -Davis W. Walker l^aJi; Well, what do you think? What would you do in my place? "Thus the skeptic still continues to I have no idea. Do what you reason and believe, though he aaaerts pTeaaa. that he nannot defend hisreacen by ^an: I a» losing my patieac®. (To rsass’n, th® rule, hm' awist KlffiSfilf): 2'11 make hJ.m change hl> aasent to the priaelpX® coneeralng th© tune, th® philosophical oafI (Ha 'ezistenc© of the body, though ha can­ trouncea Xarphurius with his oeae.) not pretend by any argument of phllosoph; ^r; What insolence! To have the to mlntain its veracity." -D. Hume auH^acity to beat a philosopher of (submitted fey D.¥.) my atationt 70"fc® ohaage your !!»»“• ner of speaking. One must doubt ev­ erything, 30 you should not say that I have struck you, but that it se©His Bdltor; �Calypsan, page 4 TEi TABLE CHATTER: by D.H. IN DEFENSE ... Because my printing of GoldWell, boys and girls, all good slsaidt ’s introduction to Castaneda’s things muex come to an end» The 8Uia’«book last week caused a slight stir, mc.r i'j almost over and naught reI feel obliged to coamcat on it. malna but fond meaicrlesJ croquet First, for those of you who haven’t or. the ieim, foll<3wed by tea and read it. The Teachings of.Don Juan, scones - Liz’s gold earring - those A faqui wiy of " iS~an aT^ strange, furry bugs in the Chase, le^dl'y Tantual “ ^ook~w^tt©n by Car­ Stone '^hovers The flaae of the Mis­ los Castaneda about.his tutelage un­ sing Icon and Th© Night They Raided der don Juan, i, laqui Indian (Jorthf'ra$e *•© - trekking down tc Chick­ erh ‘Mexico) .S4^rce.Tar who uses, aaree c for a bagel - Peter’s dis­ moag other things, fealluGlK.ogenic gusting snuff - the clash of foils drugs (Peyote, Psllocybic mushrooms, . during fencing practice on Sndand JiBson weed) to ’’produce stages "^loor'Carapbell - Creative Graar«i@.r in of peculiar perception”. But it is Greek - Ihlp’s slot machine » star not merely a back abeut drugs; what easing on the back campus - stx^ang® is most remarkable, for me, is that epna rltlons on 3rd floox- Chaseit is tha only book exsuaining nonStor'e - trekking down to Chicka£*9os Westem thought I Saave encountered for & - Jody, The Muzak Klagp that .has been widely raad in the U.S. cingLng Barbara 3trQlsan.d songs in (There must b® othssrs, but I haven’t the shower - existential french mov­ bean exposed to them yetj. I printed ies with stupid whlte-on-whit« subths introduction because I hoped it titles - Friday night revelry (P@ar ' ^ght, as Jir. Silbersteln says, and Loathing in C«S. Basemsnt) ’ ’ open (our) eyes a bit to the wide Mr. Smith’s snappy torquoisa ouffand varied interpretations of that iink® - Mom and Dad '■ the lectur® which Is/may be around us”. at which three out of the four tu» I realise that at St. John's we tors fell asleep (the fourth was dal study only Western philbsopto'. fet llvering the lecture) - trekking that need not close our eyel^vn^’’ down to Chickaroos for cheesecake • there are other, .rsidlcallj” different the G.I»’s dO“Sl'-doing in the'bo^t* ■©ays of viewing bur world. I fear tha. bouse - Jim's now-you’-see-lt-nowat St. John ’ s we run the risk of not you-don‘t beard (How come he didn’t only not considering ’’non-Arlstoteliar. dij^jappser this semester?) - the' noa-Sucliaa^ ’’ thought, but not even "fosor loquendi" in seminar (dlosed acknowledging its existeac®. Yes, one •Ind.a and open mouths )«»lsniiy’s Gryp“ view the world from the stand ­ tJf.j; oae-liner newscasts (”Sti John's’ point of Aristotelian logic, but one Mletrite’*-L,S.) - trekJf;ing down to , can also view the world from entire­ nlGkaroos t(tT :^'^mi sandwhlch ly different logical bases. The gen­ ••k»drobe Bupplementatlon at Goodwill eral maxim I apply here is ’’simply •nd Clothea liox « The Great Fire of because we see something a certain *8C (^llko rats from a striking ship”) way doea not mean that it must be » •’Spselals” in the coffee shop that way ” . (I mean "see” in the sense this rag and being pestered by ths of understand") Editor about deadlines - Annapolis Whan I bring up th® poselbility la E^oadsnt and Depraved - Der of an "alternative logic", I am us­ Valts - trekking down, to Chlokaroos ually told that it Just doesn’t make toT & doughnut - The Saint John‘3 any sens®. Of course not; how can Reality Marching Calypso Orchestra on® expect to see another logic on odd smells in the hall, and so on..® the basis of one's ovm logic? We *Ttl next aeaester, ave atqao valel would certainly laugh at a person from a radically different oulture Ooodiiight, Billy C&r.ro»ll, wherever you are. (oontiaued, page 5) �The Calypser.. page 5 cS’-maa scribbles Aristotle» .A^xolotl,, Bat’s why dey*8 so Mean! general Seminar Etiquettes never, reneyey Plonk yourself Into a seat, turn to the one next to you and delicately bellow ’’So. did ’ Ja do the Reading this tine?” '.•naat ’ B all this brou-ha~ha about the oontempl^ative life? I quote Zorba; '‘It’s eai^y to say 'now, now, you musn’t bite' when you're a tooth» less old grandfather, but when you’re young and have a full set--— you. bitel" There is a joy to working Kith o.ne's hands or body, and a vis­ ion of dry old geezers preaching their ineffectuality as the ultitiate "pleasure'' scares me. .Boesn't “jaoaeratlon in everything” apply to co.nteaiplatton? What makes humans uniquely nunan? If I've said it once, I've aald it a hundred times: Chromosome count 1 Kot contemplations, but karyotyping* Row often must this be repeated be« for® it is accepted as Truth? Sorry, Prudence is not presesit. She*a gone out to play* But isn't the perfect example of the contemplative man something "alien and repugnant" (M. Adler) to ths St« John's Ideology? I refer, of course, to a Tibetan monk (with or without a eave) (Bho-di-sat-tua here I ooms, right baok where I started ^roia»<®.)« Aristotle Pollticotl "But this type of stats would exist • only as lo^g as the conditions it needed existed." So what? This is true for everything; the conditions for the exlsteaceof a vase include tho one of a sledgehammer not at­ tempting to occupy the same space at the same time. If this conditio® is violated, the vase no longer ®»» lets. Ccontinued, next oolusm) (continued from page 4 ) who dismissed our logic because It did not fit the logical pattern of his culture. After all, is not part of the goal at St. John's to "free (our)selves from the wantonnesss of prejudice and the narrowness of beaten paths" (St* John's College catalog)? -- - ----- ■ (continued from last colunm) All politicians should be allowed to serve one term, ar.d one term only. After that they should be publicly executed---along with their campaig-managers. This would cut down on de­ bauched political conventions (every­ one .would be too busy thinking 'Bea: Lord, don't let them pick mel" to chant the praise of Idaho or l.ew Tcrk), and offensive advertising dur­ ing election years. (Perhaps pro­ spective office-holders would spend millions of dollars trying to mke the other candidate look good.) The curious end of genetic engineer­ ing might result in the transaction started by "I'd like a Mark IV type 15 genetic defective..* good for washing dishes. Maybe floors,too. I'm having a party Wednesday,' Tes, we must educate everyone to show them how miserable they really, ar®* (Can edueatisn ever show any­ thing*’ real*’?) . . "Of course I should honor sty par­ ents I They made me, didn't they? Oh*,, and what's co special about The Greeks were notoriously mtiPrlmitive; th© arrogance of 'bar­ barian" a^es me bristle. Kether Poem To hell with Capital Letters, to hell with periods to hell with spaces between the sentencestohellwithspaoec bi^t>w««athawardfftofeai3 wit tohnyaanae rof eeait«ntwh£t®o«v®r w© mu<t have Meding here: �LOOKING kt SEMIN/A ThROUUH MET2SCHEAK EYES Babble,babble, biathery drivel Chase the discourse 'round the siiddle Of the four adjacent tables Such a glory for Greek fables! Here I sit awongst castrati Squeaky » voiced literati Soll^slstls- verbal vlxerds Who shew marks of Nature's scissors'* And »«» they cry "Achilles* noble! To hla the'.erown end puryle rob8»lel" . His bones^ long since, though, turned to dust 1» ■masfwiaiiae this ■the Kan vhena vo showld tru:^t7 No« c<me the query, eh most queer*^ JLLLlgeek be our Hero? . ; Whsrein's this Virtue that he's got? Perhaps In his gold » perhaps 'r.ls snot. . * Then apeaks a cl«ar<>eorapl9Ct«d girl: "Th»sc things do cause ny head to whirl! The. classh of nen, the falle of cities. All I can say: I's glad. X'a pretty!" A Wrltone: "£ think 'tl$ ..a" Mie words t» bard shillelaghs grow *ro«nd •««*• e«r« thay start to laying ^15.e he's forgotten what he'e saying. * There la the window site a bustg Uell«*kapt, with net a trace of dust About the eyabre^, nose or ear. Bow blessed btU e^usnot hear. They term this volusae "Ho^r'e €i£t". 1 think the etudenj^s get sbort**«hrl^t temeg are finer species; Why, then, oust we read this feces? This session ncaf draws to It's clos«!, I'll open ayes, uoatop ay noso And. tees off Hoaerl Time Is now @lne.«e X think I'll go read Wittgenstein. Gerhard Flooetarhaay /a' �on the sidcw/Aik., -ear2?:-^ ‘ aTieaHs, blue jeansj and a white —' acp x-aairt wjtla ny black Icathin plain, view; £ bail, like a cross letv'cc ?: Charles treason and. Clint Eastii.ood as 1 stepped off the curb towards the lo.np line of c.ars stopped at the light. Only the nidule-aged lady in ths green Chev:/ Impala, with her nine-year-old son, had spotted me as a thjrs&t, 4jook .710 IS my 5, that .nan has a gun# .ii.,co they making a movie?” T.hs lady watched with uncertainty as I took out my black beauty and held it in my hand, pointing it up, as I contemplated the cosmos i.n all its splendor; Icnovzing that X was doing the people of this world a justice. Their lives were held by mere threads, and I was rosposible for reminding them of that fact. Who would fate snuff out today? I was not prejudiced. My victims were anybody, anybody whose number was called by fate. It was ji-xst my job to be an Impartial imp.lenient of fate., Chan.ee would deliver those peitsons whom I would eliminate.^ Sure I liked the feeling of power, .fear., and awe that want with the job. It made me feel i.lke God, krowing that I could spare some people just as easily as point the most poweftj. handgun in the world at them aiid pull the trigger. Ths lady’s face changed from that o.f 'uncertainty to shear terror an I colajiy leveled the huge black cannon at her. I had a sparkle in my eye-’ and a smile on my lips as I pull.ed ths trigger and that first >^5; hwak (continued, page 2) I’d like to dedicate this story t'the late, great Edgar Allen Pcs, A,s I'i.'i.!k iWaxn and J »?..R, . cl.^vicii have said, so will J; ’’bcc't lool; for any hidden u.cdcrlying moral statement, just enjoy It.” Gera far. The author wishes uo remain anenymous in order to escape reprisals. x^3Ad M'B LCATuIKG IN NAPTOifJ 15 * «i i'.assacrc on Main Street It was a hot, humid-, busy, bus­ sling Sunday, around noontime. Tour­ ists all. over the T>lace. I was at Chui-ch Circle looking down Main Street towards the water. Six, sleek, smooth, cold, trass, and lead hollow-point magnoaium cartridges sliding into the deep, dark, e.mpty chambers of my haixtrigger, black .^4 magnum. Click. The spindle back into place. The gun felt s.-nooth in my hand. It was a fantastic, overwhelm­ ing feeling that now overtook my whole body, A cal.m, cool feeling; knowing that I could play God again. Yes again. On an identical Sunday, two weeks ago, I snuffed out the lives of 19 tourists and three coppers, I then walked off into the maos panic; no­ body could identify me, cause I wasted anyone who got a good look a-t me. The cops questioned me: “No, officer I did not get a. good look, ttt him, X saw his figure sil­ houetted against the church, and “chat was all- Then he started, --hoot­ ing, and I ran. - Oh my God, 'where's ray daughter? Where is she, daaniit? I then .'£'an off. �PAROT fi cPLIJiS t-t-ar ?lUiO, Tarots 1 have two questIonst 1) Wh7 is your name so long? How do you fit it on governnent forms and the like? What does it mean? Aside from being an obscure liter­ ary reference J, the length of my name suits me, I don*t use government forms. What does saything mean? 2) What ever happened to the ’’Age of Aquarius”? Back in the sixties I heard ell this hub-bub about the dawning of the age of Aquarius”, but I don’t see any signs an3rwhere. Am I not looking hard enough? Is it over yet, or is there more? Where do I have to go to find it? Tour problem lies in believing those astrologers who tell the pub« lie that they were bom imder such signs as Leo, Pisces, Virgo, Gemini, etc. These astrologers are members of a world-wide communist community '.’hose goal is to ultimately gain, con­ trol o£ the United States, The muors of the idyllic Ags«rf Aquarius were designed to lull the public in­ to complacency while the astrologers finished preparing nationwide re­ cession, oil embargoG, heat waves, unemployment, and the hostage situ­ ation. However, follovzcrs of The Culypsan*s guide to.astrology were .rot deceived, I am afraid that a :’eaceru.l paradise such as the Age of Aquarius will remain undiscovered for many years. For the present, pre­ pare yourself for hard times, ^***'‘**—***Bg*^*A*eMomww" ir Mark (cont * d) of lead, flew out of the barrel of my minl-monsteri. There was a sudden void of time and space as the gun barked, spitting its load at that ignorant, middle-aged lady di'ivlng the green Impala, with her nine-year-old son, and that shear look of terror on her face. It seemed that everything had paused for the Koment as the bullet shattered the windshield and struck her in the right breast tearing off'her ana; in­ stantly snuffing out her life, as . darkness shrouded her eyes. Time seemed to rush out, all at once, to make up for its pause at that fateful moment, Sexeams were heard, people looked in my direction with panic and disbeliex’ on their faces. They Just stood there, frozen, watch­ ing as 1 quickly pumped another roxmd into the screaming little boy. It passed through his Jaw, wrenching the entii'e head from his body, and tos- . sing it into the dashboard. The thunder rollicks in the heady air And rain begins to saturate your hair; You run for cover underneath a tree And wipe your sweating face - When suddenly, A streak of light, a corruscatlng .flash You smell a body burning into ash You lookj and see your cinders blow away Like chaffy refuse, wcrthlees dross of hay. Then you remember, feeling like an ass. The 'rules and lessons taught in safe­ ty-class Concerning rain and lightning, where to go And what you mustn’t touch when such things show. But now you*re dead, so what is there to do? You linger round until the sky turns blue. Peter Gilbert �1 /orr..cd Inta a ’’divine madness” (j peach What Ic the Blgnlfico Ci this transtoriCa.tion? I sec It 3. tc justify our foclln;;s c;' tp**5 • If our is iaefely an ’’irrational desire”, then according to uoc-rates it is a personal short­ coming which draws us a^-zay fro;n the [ :vi.tiorial) contemplative life, on the oth.er^hand, if wo coxivenieutly speak of Cf«s* as "divine madness", then the problem disappears. But why must we devise a divine explanation for something vzhlch is a natural part of us? ether animals ere pro­ vided with the biological instinct to mate - survival of the species is totally dependent on it^ I7hy then must we try to convince ourselves that we are so different? He, too have Instincts. Granting that man is the reasoning animal, then love can be viewed as another instinct pro­ vided by nature to ensure that we will ’’couple” (In both senses of the word), since we seem Intent upon scorning physical functions as "be­ neath" us. Maks it part of the soul, and everythixxg is fine. This Infin­ itely simpler explanation byjsasses the troublesome notions of > seeing "the beautiful itself", and the horses with alt^ately growing and shrinking wings; which all seem ’-0 me, at best, strained, I’m not so sure that love can. only live in books, but I certainly couldn’t see Socrates* Love outside Plato’s book. Postscript: Pex’haps it is Napoleon SonapartP who best hedges his state­ ment on Love: "I have never loved anyone for love’s sake, except, perhaps, Jose­ phine - a little!’ It was late; I couldn’t help It! There I was, sitting on my bei real^haedrus after having diocucced with Jody Skir'.ncr the subject of Love for at least two hours. At 4:Cv a,m» I was struck, by a sudden urge to write (perhap^lt was divine mad­ ness, I knovr not/, so I wrote. The following are notes about a differ­ ent interpretation of Love that oc­ curred to me while talking and read­ ing, Though I enjoy reading So crater, account of Love, and partlcula’^ly his use of metaphor, his interpre­ tation does not seem plausible to me. Thus I offer: I'AN AND BEAST: What do they got that we ain’t got? -Mark Middlebrook Perhaps they were right in putting love into books,..Perhaps it could not live anyv/here else," -William Faulkner,* ■!Light i ti^ I i in awAugu —Ist !»!■ nw w —— I’ve been puzzling over this statement for a number of hours now, and it seems particularly timely since, if it is true, it leaves both Lysias and Socrates with feet planted firmly in mid-air. I have, at times, felt something which I call "love",' but how can I correlate: vzhat I’ve felt with what someone else has felt; or how can I even correlate my in­ dividual "love experiences”? On the other hand, could Ztove be another of those nasty "cultural constructs” which, if accepted as such, threatens to tear apart the very fabric of scclety, not to mention our seciriars? How can one speak of something If it varies from person to person? Easily, as long as one defines ths term at the cutset (even Socrates, despite his gUh. , defines love at the be­ ginning of his first speech, and then gradually alters It in his second). To coin an all too familiar phrase, "The meaning of a word is in lt.s use" (Sorry, Mort). As I understand him, Socrates de­ fines Love as an "irrational desire” (speech ) which somehow is trans- �Snuggled softly between Baltimore and Washington You can find the child Of Gamelot and Brigadeon. An ancient village Filled with gabled domes Stained glass And cobblestone.s. City of presidents and peasants* Refuge for sailors and sinners, Home of St. John's and Anne’s, Stately houses and pleasant people* Where pairks are dedicated to Wiaeaan. tj. i PAST ifESMS CREEK i'roa Rowe boulvard to The Harbor House, Annapolis is a Cazihbah by the Severn Where eves? the clocks refuse the time. SLOG/JSS If life was a slogan, We wuld take stock in ca , Put youET Boney where it counts, And bay a car you can believe in, One that is ovan-teapered for flexible strength, Aad is sligiitly ahead of cur time. But not too far fxoa innocence, Cne that says with floweas? You’ve coBse a long baby, Now your la good handSs Your raoving bat . Syeing for a change, Nothing is better for ■’:he€ than m &i.ya Ifocl© Saa, who wants j’on to out and touch someone Who has a better idea, It’s can dog food without the can. Slogans, Slogans, 5diy is it everytiilng I buy le broken? Oh well, when it rains it pours. Richard 0. Kills Greduate Institute Suamex I98O ; �Dow RftGtbJer/K . bJW £«£?, � 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 Calypsan</em> 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 Calypsan 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 <em>The Calypsan</em> was a satirical student newspaper that began publication on St. John's College's Annapolis campus in 1980. Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In copyright.</a> 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. 11 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 Calypsan issue #8 (July 31, 1980) Description An account of the resource The Calypsan issue #8. Published July 31, 1980. Creator An entity primarily responsible for making the resource Middlebrook, Mark (Editor) Publisher An entity responsible for making the resource available St. John's College (Annapolis, Md.) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, Md. Date A point or period of time associated with an event in the lifecycle of the resource 1980-07-31 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 text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource College students St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Calypsan_issue8_1980-07-31 Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/03c98bc76583e288de03b56c17e7a2b5.mp3 ae452dbc1f2deba29fe8dd8a0ce97e2f 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.) 00:56:41 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 Parody in Paradise: Dante Takes on Thomas Aquinas Description An account of the resource Audio recording of a lecture given by Tutor Emeritus John Cornell on September 12, 2025 as part of the Dean’s Lecture & Concert Series. The Dean’s Office has provided this description of the event: "Dante’s Comedy is widely assumed to champion the teachings of Thomas Aquinas. Surely the test case for this conventional view is the episode in Paradiso where Dante imagines meeting up with the great defender of the faith. There, to our surprise, Thomas offers an extravagant tribute to the wisdom of Solomon, wisdom that he says has never been surpassed. Really? Not even by Christ? Thomas had better explain his accidental heresy. Does his apologetic performance succeed? Or is it part of the comedy of the Comedy?" Creator An entity primarily responsible for making the resource Cornell, John F. 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 2025-09-12 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Dante Alighieri, 1265-1321. Divina commedia. Dante Alighieri, 1265-1321. Divine comedy. Thomas, Aquinas, Saint, 1225?-1274. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_CornellJ_Parody_in_Paradise_2025-09-12 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/311ec97bbe5977b7868d8948411e59a3.mp3 ed4835d55d92ad575364369443bab42f 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.) 00:52:42 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Arrays and Faces Description An account of the resource Audio recording of a lecture given by Tutor Emeritus Phil LeCuyer on September 5, 2025 as part of the Dean’s Lecture & Concert Series. The Dean’s Office has provided this description of the event: "In this lecture arrays are contrasted to sequences as paradigms of thought. Sequences are based on causation. What are arrays based on? Several examples of arrays will be considered, including the human face. When viewed and understood as an array, what can a face tell us about being human?" Creator An entity primarily responsible for making the resource LeCuyer, Phillip Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2025-09-05 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 Thought and thinking. Arrays. Genesis. Talmud. Maimonides, Moses, 1135-1204. Guide of the perplexed. Cezanne, Paul, 1839-1906. The card players. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_LeCuyerP_Arrays_and_Faces_2025-09-05 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f888e3cb8fcb5e627bed5957315b8c64.pdf b74d2ea5474da24582bd6dcaa3ed753a PDF Text Text 'I —.................----------- ---- Issue ^12, 18 November 1980 Editor: Mark MiddlebiM»ok Assoo. ed: Lenny Silberstein MovieMan: Jim Sorrentino 1 Astrologer: Mme. Tarot' "Lies, lies, it’s all LIES!" Owner: Lisa Eerrington Calligrapher: Tim Costello Contributing: P.R. Sackc James Pe4*:artinl "What if Truth _is a woman? What then? Why, then all the”philosophers would have to change their systems, wouldn't they?" -Arthur Kungle ^7- f;- Q ' ■> ig li 1..1 -■*. ’ Sack. In the Bsg,iim,lng there was the Oellege. And. it was military and La­ crosse. And Stringfellow Barr said, ’’let there be the Great Books List, And Lo, there was the Great Books List, And Stringfellow Barr created Seminar and Tutorials and saw that it was good. And there was Convoca­ tion, one class. And the Board of Visitor^ and Governors said, ’’Let us provide a com­ prehensive Liberal Arts Program based upon the principals of the most influential books of The Western Tradition.” And it was S3. And there was Convocation and Graduation, Two Slasses, And the Board said, ’’Let there be students to populate-the College .and attend classes, and have Reality celebrations, and let there be Tutors to watch over and protect them.” And it was so. And the Board looked over all that was there and .^.pd_t__an^ the College will not default on any of its loans." And there was Convocation and Graduation. Three Classes. And in the Garden of the College there were two trees. The first was the Tree of liestern Philosophy, and was known as the Liberty Tree. The second was the Tree of Eastern Philosophy, And the Board said, Of all my campus you may partake, but of the Tree of Eastern Philosphy you may not partake, for I the Lord am a jealous and ./estern God, One day, a Student was cramming for Seminar when a Creature who was studying to be from the seas, and lived in the garden over the wall on the other side of King George Street, came and asked. What are the laws of this place?" And the Student replied, ’’That no ionee.?iay. partake •of the fruit of the Tree of Eastern Philosophy,” And the Creature who would be from the seas said. "Will'you teach'me of the fruit of the^ Tree of Eastern Philosophy? ’ And the Student said to the Creature, I cannot, for the Lord my God is a jealous and a Western God. And the Creature said, "Aw com ’on. You Johnnies are all alike. I bet you don t . ;now anything about Western or Eastern Philosophy, And the Student said, "Let us go and study the fruit of the Tree of Eastern Philosophy, And together the Student’and the Creature who would be from the, seas ate of the Tree of Eastern Philosophy. And the Lord saw this and was vexed heavily. And a letter came down from the Office of the Lord thy Pean and struck the Student, And the Letter said, "Thou hast eaten of the fruit of the Tree of Eastern Philosophy, and have vexed me heavily. Could you see me at your earliest possible convenience.” And the Student went up to the Office of the Pean. And there were many Pons who flew around the head of the Pean. And the Pean semd, "I and this Special Rag of Dons do not approve of your eating of the fruit the Tree of Eastern Phil­ osophy. Therefore go out from the Campus of the Lord and dwell in the Land nf the Real World, and you shall never eat of the Tree again. And the Pean spoke,.and said, ”We must remove the Temptation of the Tree of Eastern Philosophy from the Campus. And he did so. And he left only the Treeof Western Philosophy, also^known as the Lioerty Tree. And the Pean looked down from his seat in the Bell Tower and said, "Now it might be good," And it was so. And there were many con­ vocations' and Graduations. And the Board vzas happy. End Book I Catalogue of St, John’s College �-*■***4^ *'*'' ■* ' '*'^ '* Mother's Da^, Ihe Exploitation Elick of the .ieek ’'Feminist Ideology Teat, question 14; In a feminist exploitation film, women5a)ram car antennae through rap'istS! throats b) ax rapists’ geni-. tals c)choke rapists to death with feminine napkins d)pour Dranc>^ in rapists’ mouths e)all of the above," -Mother's is the latest piece of trash-horror to hit the exploita11 o'n''o”ircuit", and it's dismal, even on its own terms! The plot is that tired old cliche, "crazy backwoods family brutalizes small gfoup of co­ eds on camping trip; co-eds take bloody revenge." Mother' '_s lay has noth­ ing new to offer. It's all been done, and done better ht that 5 The act­ ing, editing, photography, script, and special effects are lousy, even for exploitation, No cult appeal, either. Oh well, I’m still waiting for Night of the Livin_g Dead to become a T.V. sitcom,' (Picture it: ' This week Archie must flee 'next d'oor to black neighbor after Mike and Gloria become zombies and eat Edith,") By the way, my own litmus-test for a good horror-exploitation film is this: on opening day, see the last show. As the credits are rolling, lo­ cate a spot where you can get behind an usher without being noticed. As the lights come up, make an appropriate noise,* See .how high, he jumps, 2 feet is excellent, is good* 1 is O.K. Anything under a foot belongs there, ** In Humanoids from the Deep, I made a loud slurping n»ise. The poor kid wet his pants.-, .. . • Lest Ne Forget ... (Or, Bonzo Goes to Iran) So now wai have a president who believes that_ the 'Vietnam itfar was "an honorable cause." why not g§t away from it all and take in a movie? The War At Home is the shov; to, see. It is a well-made, thoughtful documentary on tho war-resistance efforts of the dO's. Unlike other at­ tempts to tell this Stary, _Th_e Wav At Hojre does not take a sweeping view of what was happening across "thT U.S.A., nor does it bother with the socalled leaders .of the left and right. The 'War At Hoihe stays in Madison, !i<lsconsin, once referred -to as "a hotbed of lethargy,' The people on film are the ones who did the dirty work, from the student who later was elected mayor of Madison, to the oheif of security of the U. of W. cam•pus. * It is an Interes.tiig film to watch, mostly because it is nnt a stri­ dent, sloganeerlng).^iri''nemagoguery, While it is clear that the film mak­ ers’ sympathies are with the anti-war students, this feeling comes out most strongly.and effectively not (as you might expect) when you see kids getting bludgeoned, but in scenes like the one where Nixon promises a questioner at a rally that he would "never invade any of the countries surrounding South Vietnam" if elected president. ; I found The War At Home a gratifying experience, for it is a film that reminded me that there will always be a spix'i't of resistance in this country, Reagan, watch out.i These people didn t just fade away, and the lessons they learned cannot be, erased. Sorrentino Late Film Flash:- Fantasia is now playing at the Uptown ,, ■ theatre in D.O. There are tvjo" reasons you should see it : 1) it is thji greatest animation film ever" (-Sorrentino), and 2) the Uptown ’■ - has a brand new print of the film- with a re-recorded sound track- in La_^, Late Film Flash: Ka^emusha: The Shadow Warrior, Akira Kurosawa’s new film, opens Ftidayj". .November 25 at the Avalon Theatre in Washington, . -Sorrentino .. — ■..! 1. .... ........... ....M -.M* *—* ~ .MIW. .... ,1' . .w'rt. ... W - ....... .■ MESSAGES: A Challenge to all Serious Drinkers (and every other kind): See if. you can finish yo*ir drink befo-re dutifully depositing the can or bottle in the recycling box, to all males desiring that female legs be shaved: please shave your forearms, , - -w a female whose MLegs are hairy by nature Dear freshman maXe: Why don't you shave your legs? . Sophomore «oman (This is getting, silly; why doesn't GXery,ojie shave, everything," then we'd really be "hairless apes", would’n’'t’we? -ed.)” �|\ J', . i ;) CONCERT REVIE'J : Ttie Pol&er Consort .. . .................... ’ •■’ page 3 ’ by James OeHartini Plnsic lovers who filed into PSK on Friday evening, November l4th, were treated to a most unusual and interesting experience, when the Folger Consor’t gave a recital of music from-the l4th, 15th, and 16th" centurlt The first thing to strike •ne as well-planned was the program itself, which provided an excellent sampling of the various Mediaeval and Rennaissanee national styles, drawing upon composers both important and little known. Major figures like Borlet, Dunstable, Caron, Obrecht, des Prez, Senfl, and Weelkes were well-represented, but then so were Frye, Hothby, Queldryck, and a number of other fascinating minor talents, all of whom were heard to good advantage in the concert, A further indication of the uncommon care taken in the Consort’s presentation lay in the truly ex­ cellent, lucid sleeve notes, a real rarity at any time, and the perfect complement to a program designed both to instruct and entertain. The performance itself, generally speaking, confirmed our"first im­ pressions, The Washington-based Consort consists of Robert Eisenstein,' ChrlstopherKendall, ans Scott Reiss, all of whom are proficient on a var­ iety of instruments, ’For Friday's concert, three other musicians, David Carp, Dennis Godburn, and David Hart, and a tenor, David Gordon, augmentec the group. Together these talented men managed a beautifully balanced and distinc­ tive performance character. They cultivated a ".pure” and yet unaffectea playing style and were well able to invest each piece withits own dis­ tinct personality, performing -by turns with tenderness,.humor, solemness, and verve. What impressed the reviewer throughout was the very sound of the instruments; the timbres were unusual but not at all distracting. Furthermore, Intonation was excellent and one had no troublehee,ring at any time. "Authenticity" for these performers means acquiring a feel for the true style of the period; style,as opposed to the mannerisms, so often encountered,‘which encourage a dead textbook sterility, \A11 the instrumentalists were of the first variety, but-special praises were due to the harpist, Christopher Kendall (Dunstable, ^uam pulehra es), and Scott Reiss, whose brilliant recorder playing illuminated the concluding work, the S^aite’by Jlnthony Holborne. Th-er« w^re only a few re-servations-,-T-he-^teno-r,—David Gordorr, .had an. excellent voice,to be sure, but did experience some problems with muddy diction' in works like Ma tredol rossignol (Borlet) and L_3^e X^e lute (Daniel), On the whole, ’however,’ this did not manifest itself to the ex­ tent of lessening the total effect, eitaer of the music or of the Consort. Also, the musicians, talented as they are, did net always play togethei This was most noticeable’towards the end of the first half and the start of the second; it was almost as if the right hand did not know what the left was doing. The reason,’in all fairness, was that the Folger Consort is a new group: it requires some time for any ensemble players to become used to each other. And, too, a number of musicians who do not normally play With the group were added for the’ concert. Under these circumstances they managed extremely well, we think, , » To conclude. The evening was a marvelous experience, yzell-planned in all Important respects. Music and program notes were both carefully pre­ pared to complement each’ other*, and the pure, straightforv/ard instrument­ al technique gave life to the pieces heard. The reservations we had at times were, slight ones, for both the muddy si..xglng and the occasionally. disjointed playing can be corrected with time. For the Folger Consort to have attained such proficiency in such a short span is really very impressive,'and' it should only be a few years before they emerge into worldwide notice, ’' I The 23rd Dialogue Flato is my shepherd; I shall not understand. He maketh me to totally misunderstand the world about me; ' ' . He leadeth to the wells of the Dialectic method. He confuseth my soul. z a.'. He guldeth me in circles for his name’s sake.’ " Yea, though I may become aware of other methods of discussion, I shall fear no seminar, For thou art with me. ■ Thy word and Flato's Dialogues, they comfort me-. Thou preparest a Republic for me in the presence of the outside world. Thou hast annointsd me in the sacred rites of ..seminar, My lab experiment runneth over. Surely logic and discussion shall follow me all the days of my collegiate life. And I shall dwell in the house of Socrates forever. Simon Jester ’85 �pags 4 (brought to you by Pun Pax- Cereal... "the _box is more nutritious I" ) Lid’ja ever stop to think: • .•• *•. ■ li one Rolald wieghs live grams AND each Rolaid;j.’’consumes ^7 times its vzleght in exeess stomach acid" AND the average man wieghs 150 lbs, (68.lS kg.) THEN if a man eats 290,15 Rolaids^he’11 turn into one, (This is, of course, assuming that said man is 100^ bile,,, and we all know someone, somewhere that is,) . OOLLSGITJM KUSIOUH: ‘ , by L.3. Hi, gang. This event was difficult to review, not duo to the quality of the music and performers, but to the fact that I realized a poorly chosen word or phrase could precipitate a bucket of gasoline being dumped under my door. However, I also believe that one has not taken a definite stand until one has offended someone,, so here goes. The review consists of more-or-less stream of consciousness comments, generated by the performance. No names will be used (to protect the■ guilty); acts are listed, in chronological order by instrument and/or most outstanding feature, impression. HORN & TR0L30NE: Lovely Lasso "Heatus", a hypnotic, meditative overture for the evening. Bach inventions were -■ outrageous and inventive trans­ criptions; a few klunkers but they got away with it. RECORDERS & VOCAL: Somehow Elizabethan music goes well with a chill au­ tumn eve, b’ell presented, voice was a bit thin in upper "reachings", PIANO: Jarring contrast. An expressively played, fascinating-piece; I’m not familiar with it, so I cannot comment on the interpretation-, but it sounded interesting enough to spark further research. SPIRITUAL & ENCHANTMENT: The arrangement had nice melody-harmony changeoffs between voices. Impersonally don't like tenors, though, and my en­ chantment with "Enchanted" has been ended by Muzak, GUITARIST: I've always had a soft spot for Pignose amps. The performer was no Joe but will easily Pass; the Dobro piece (entitled 'Available Space" and so’unding like a combination of "Pishing" and "Police Dog Blues") had a damned genuine style to it,., not ".^o clean', but dirty enough to make ya' itch," PIANO-VOCAL; Reminds me of .Public Radio programs that I enjoy very much,., when I don't give in to the primary impulse to turn them off. BREAK (couldn't.even finish my smokei) PIANO IMPROV: Fluid playing with obvious medieval/Church influence. Nice bass line, chords and "fugual" interchanges, "Lord Gregory' : a sweet, but interminable, English 3/4 ballad, TUBA-PIANO: Mozart never intended it to be this way; whether,or not he would have objected is a.purely conjectural point. I'dldn't, but,,. I ain't no Mozart, (All those lovely horn fifths kinda get lost in all that tubing, though.) GILBERT, SULLIVAN & ROSSINI (sounds like a law firm): G&S survived quite well; pronunciation in Rossini was a tou»h off. Too cute for words. /ioTPOLOGV Tarct GANGLION (Mar 3-Mar 2?): Plan how to acquire a greater income in the near future. Take no chances with your health. PRESTER GRAVIDA (Mar 28-Apr 26): Be more understanding of a loved one. Be calm. PULGOR LUX (Apr 27-May 27): Take time for•meditation. Be clever with others. , ,, APPOLONIUS. (May 28-Jun6 27)*J Take no risks with your reputation; be TRULLA (June 28-July 29)' Do whatever will add prestige to your present standing in the community, -u j • 4.u "S" (July ,30-Aug 29): During ths next few weeks you will be imbued with all sorts of unusual charm. CROTALI OCULI (Aug 30-Sept 29):Plan to make your surroundings more pleasant and attractive. ' a-u VESPERTILION (Sept-30-0ct 29): Know what your true aims are, anq tnen go for them in a positive manner. , ERRO (Oct 30-Nov 28); Don't retire too late in the evenings, . LACERNA PERGIONIS (Nov 29-Dec 28) : You .xiust be more practical now to gain your most cherished aims. , f . (continued 1:^=*-^) �page 5 (ASTROLOGY, continued from 4) BULBUS LUOIS (Dec 29-Jan 26): Be -more sociable BAR3ETUS (Jan 27-Mar 7)! Take time to better understand friends. Strive for happiness. MivIE. TAROT RESPONDS; Q: I was born on 27 August 1957 at 1:15 p.m. in Hartford, Connecticut and I semm to be attractive only to cross-eyed, flat-chested girls. How can I be attractive to a straight-toothed, big-bosomed brune, redhead, or blond (no greyj)? signed, Desolate. Dear Desolate: A quick glance at your chart reveals how dismal your situation really is. Miserable past events piling on one anotlier have-created a vicious cycle of dlssappointcent, The future doesn't look much better, A sol­ ution is evidenced through closer examination and consultation of the cards. You must make radical changes in your lifestyle to break out of this cycle. An untidy, unkempt, Informal appearance is out. Invest in a solid wardrobe of worsteds, broadcloths and silks: all rich and under-', played like a viola ensemble. Yet clothes Indeed do not make the man. Be more discreet. Develop an air of mystery. Don't talk so much. Become an enigma and let the women secretly fall in love with you before making your move. Create reverse chase situations. Retreat from women slowly and coyly. When you do make your move, carry it off with grace and ease. Wear a tie and carry a bouquet of flowers, forget trying to imitate Brando, James Dean, and Rock Hudson; Cary Grant is the image you want to progsot. Romance and gentility will win over thee,women you want. As for the women you don't want, Ignore them, Mme, Tarot will answer your personal questions and assist with problems. Write to her c/o The Calypsan, box 330. For a complete star-chart, personal life-analysis, and long-range con­ sultation send your name, date, time and place of birth, and $1.00 (a tax-dedui table Calypsan donation) to Mme. Tarot, . . . . . - - . News from Santa Pe-Town - - -- ■ ■ . -I - . I 11. - ■■ t- -• - ■ '• • ywan . I —III .... J "i ! Imagine reading Nietzsche in the mountains, Plato in a cave, or Don Quljote in a bllingugl town, . The tutors are just as good. The students are not over-ripe space cadets; And the Program is the PrOt^ram is the Program, Can you stand to be 2000 miles away from D.C., New York, your lamily, your lover? Do you see any dfjferenoe between Brithish Colonial Kitsch ani Spanish Colonial Kitsch? Would you rather look at jackrabbits and ravens than squirrels and midshipmen? -Bo you hate humidity and love sunsets? .Would you prefer a hike in the mountains to a Stroll on the-dock? , Don't your eyes deserve a sky full of stars and 60-100 miles of uninterrupted vision? Aren't you at least curious enough to visit? -Sorrentino "Reports of my demise were premature, I am alive and well, living under the guise of an honestly employed citizen. Truly this is the land where the Calypso spirit lives, where tequila flows, everything is put off un­ til manana, and truth is sought for its own sake. All Annapaloids (so they call us - or you, I should say now) with any sense should transfer. Hl & Best wishes to all surviving febbles." -J. Philip Cass, reporting, "Name, Please" by Robert Benchley, Harvard class of 1912 In reading books about Russians or the Aneient Romans, there is an extra hazard which makes the going very difficult for us old plodders. The names of the characters don't mean a thing. For example, a Roman Emperor's name may have been Tiberius Claudius Drusus Nero Germanicus (it was, as a matter of fact), which gave quite a lot of leeway for anyone who wanted to call him quickly. The only trouble was that his uncle's name was Germani«us, and his successor's name was Nero, all probably ending in the other four names. A Russian character's name could very well be Stepan Nlkolaeviteh (continued) �page 6 (continued from 5) " Gubaryov, and be be called Grisba, which is the nickname lor Gregory. Or sometimes be is called Stepan, sometimes Kikolaovitcb, sometimes Gubar­ yov, or sometimes just Pisbtcbalkin, meaning "Boy with the Long^ Ear Lobes. * # X 'K' 'Ji­ ir lt would be only poetic justice il a bunob of Russians should find themselves in a novel about ancient Rome. Confusion wouL-i be, for the mo­ ment, rife. Vasily Ivanovitch Popof Tchitcborna Grushenkov comes to see Calus Gallus Drusus Rostumus Galba on business, "Hay I speak to Gallus?" be asks the secretary, "Wbat name shall I say?" asks the secretary , .. ."Popof," he replies* In a few minutes the secretary announces: "Drusus will see you-nowi" • "l said I wanted to see Gallus." "That’s Drusus." "Gallus is Drusus, eh. That’s fine J Oh, and by the way, if a call comes for Grushenkov, please tell them that I am here and will bw leav­ ing in about half an hour." "I beg your pardon, but I thought you said your name was Popof?' "l did. .Popof is Grushenkov—same thing." "l see, And, if I might suggest,- it-would be better if you left word that you would be through in fifteen minutes. Iknow that Postumus has an appointment in that time." • , "l am .caring wbat Postumus has? I’m calling on Gallus.' "Sorry sir, but Postumus is Gallus, you know." "O.K.i Gallus, Drusus—so long as I get in." •ii' Ji . jf He enters the inner sanctum and the following greeting takes place: . "Hi, Galba!" ’ > "Well I’ll be darned— Vasily!" The natural outcome would be that the Russian’s daughter marries the Roman's son, and they have a little boy named Vasily Gaius Ivanovitch Gallus, Popof Drusus Tchitcborna Postumus Grushenkov, Galba, or tTimmy for short. The Pleas of a Desperate ILan-.,. . Ky self -appointed duties as editor are simple- whenever I get the urge I go'.through my file shelves, seperate what I think is the wheat from the.chaff (then throw away the wheat and print the chaff, obviously), scribble-down a few of my own' blurbs, and somehow put together a news­ paper". ’ There is one prQble,m. Unfortunately things cost money,, and being a poor college kid doesn''t pay very well. Each issue only costs about ^15, but you can see the cumulative problem after 6 cr 7 issues. Thus far i ,w«’ve subsisted on a champagne sale held at the beginning of tne semester, but that money is used up now, i/e hope to throw together some sort of "fundraiser" for the second semester, but until th«n , here s anotner idea: If you like what we do, and you have a spare dollar or two laying around, why not stuff it in an envelope and mail ii to The Calypsan, box 330. And if you don't like what we do, then send more, so we can ,i print lots of issues and get it all out of our systems more quickly. ■ This may seem a rather strange way to raise 'money for a paper, but think about it: most folks will drop a buck in the hat for a partywhy not do the same for a paper that will last longer than any keg ever did at St* John’si Thanks, Hark the Staff � 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 Calypsan</em> 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 Calypsan 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 <em>The Calypsan</em> was a satirical student newspaper that began publication on St. John's College's Annapolis campus in 1980. Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In copyright.</a> 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. 6 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 Calypsan issue #12 (November 18, 1980) Description An account of the resource The Calypsan issue #12. Published November 18, 1980. Creator An entity primarily responsible for making the resource Middlebrook, Mark (Editor) Publisher An entity responsible for making the resource available St. John's College (Annapolis, Md.) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, Md. Date A point or period of time associated with an event in the lifecycle of the resource 1980-11-18 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 text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource College students St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Calypsan_issue12_1980-11-18 Student publication 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/FHc2L4K6T2Q?si=C9r6EVi-VOppNFlQ">https://youtu.be/FHc2L4K6T2Q?si=C9r6EVi-VOppNFlQ</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/FHc2L4K6T2Q?si=C9r6EVi-VOppNFlQ" target="_blank" title="Deception and Self-Deception in Adam Smith’s Theory of Moral Sentiments" rel="noreferrer noopener">Deception and Self-Deception in Adam Smith’s Theory of Moral Sentiments</a> Description An account of the resource Video recording of a lecture delivered on September 5, 2025, by Professor Thomas Merrill as part of the Formal Lecture Series. Thomas Merrill is an associate professor for American University’s School of Public Affairs, and the associate director for the university’s Political Theory Institute, with research interests in political science and governance. He previously served on the President’s Council on Bioethics, and his most recent book, Hume and the Politics of Enlightenment, was the winner of the Delba Winthrop Award for Best Recent Work in Political Philosophy. <br /><br />Professor Merrill offers the following introduction to his lecture: Smith’s <em>Theory of Moral Sentiments</em> seems to offer a morality perfectly suited for bourgeois modernity: secular, sympathetic, and based on our transparency to each other. Yet upon examination, Smith’s moral world is shot through with deception and self-deception on several levels. This lecture uses Smith’s treatment of deception and self-deception to uncover the narrative structure of the <em>Theory of Moral Sentiments</em> and highlights the idea of generative errors—mistakes and deceptions that have unintended but positive consequences—as a key theme of Smith’s thought. Creator An entity primarily responsible for making the resource Merrill, Thomas W. Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 2025-09-05 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 Smith, Adam, 1723-1790. Theory of moral sentiments. Self-deception Deception Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Merrill_Thomas_2025-09-05 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/9b7781e2e38cb2334c286c6840c208ce.pdf ab6a6b78797aa356f98e0daabb49b6a8 PDF Text Text Governing Documents ANNAPOLIS, MARYLAND ~ SANTA FE, NEW MEXICO Founded as King William’s School, 1696 Chartered as St. John’s College, 1784 �Contents POLITY OF ST. JOHN’S COLLEGE ................................................................................................................. 1 Preamble........................................................................................................................................................... 1 The College...................................................................................................................................................... 1 Board of Visitors and Governors..................................................................................................................... 2 The Faculty: College and Campus Presidents ................................................................................................. 5 The Faculty: Instruction Committee, Deans, and Tutors................................................................................. 7 The Faculty: College and Campus Officers and the Associates.................................................................... 11 The Staff ........................................................................................................................................................ 11 The Students .................................................................................................................................................. 11 The Alumni.................................................................................................................................................... 12 Amendments and Review .............................................................................................................................. 12 Compliance with Law.................................................................................................................................... 13 BOARD BYLAWS............................................................................................................................................ 14 FACULTY CONSTITUTION ........................................................................................................................... 21 CHARTER OF ST. JOHN'S COLLEGE............................................................................................................ 33 HISTORY OF THE CHARTER AND POLITY................................................................................................ 37 �POLITY OF ST. JOHN’S COLLEGE Amended and Restated: 6/14/25 Preamble Education is the making of adults out of children by bringing them into the world of inherited customs, intellectual traditions, and spiritual ties. Institutions of learning are set up for this purpose. Beyond this they should also seek to develop the moral and intellectual powers of their students to enable them to fulfill best their freely chosen tasks and thus to take their own responsible part in shaping the future. St. John’s College is a community of learning committed to holding these ends constantly in sight and to seeking the best means of attaining them. St. John’s College strives to illuminate the common heritage of humanity in a persisting study of the great documents in which that heritage can be found. It is concerned with the unity of knowledge, an understanding of the great issues, and the moral foundations on which adults may conduct their lives. To provide proper conditions for the pursuit of these ends and to carry the legal significance of governing bylaws, we, the Board of Visitors and Governors, after consultation with the Faculty, do ordain and establish this Polity for St. John’s College. Article I The College (1) St. John’s College is by its Charter a legal entity, carrying on its functions from its campuses in Annapolis, Maryland, and in Santa Fe, New Mexico. Under the Charter of the College, all power, authority, and responsibility pertaining to the College are vested in the Visitors and Governors, herein referred to as the “Board.” (2) The College consists of the following: The Board, the Faculty, the Staff, the Graduate and Undergraduate Students, the Alumni, and other members who may be named from time to time by the Board. (3) St. John’s College is one college with two campuses. The Faculty of the College shall collectively be known and distinguished forever as one learned body or Faculty and shall provide an education consistent with the Program of Instruction, herein referred to as the “Program,” the Program’s collegial order and governing, and the character of the individual campuses. (4) Definition of Terms used herein, the Board Bylaws, and the Faculty Constitution, in alphabetical order: (a) “Alumni” shall refer to (i) those who have been awarded a degree by the College, (ii) those who withdrew or separated in good standing after completing at least two semesters of undergraduate study or at least one segment of Graduate Institute study provided that a) in the case of Undergraduate Students, the class with which they matriculated has graduated, or b) in the case of Graduate Students, at the end of three full sessions of the Graduate Institute after the one in which they last enrolled, and (iii) those who have been designated as honorary members of the Alumni Association of St. John’s College. All who have ever been Alumni shall continue to be. 1 | POLITY OF ST. JOHN’S COLLEGE �(b) “Associates” shall refer to non-teaching Faculty, such as the registrars, who lead offices that give particular support for the Program of Instruction and work directly with the Tutors and the Students, and as provided in the Faculty Constitution. (c) “Campus President” shall refer to the President of the Annapolis campus and the President of the Santa Fe campus, as the context may require and “Presidents” shall refer to both Campus Presidents, one of whom is also the College President as herein provided. (d) “College President” shall refer to the President of St. John’s College, appointed by the Board from one of the Campus Presidents as herein provided. (e) “Dean” shall refer to the Dean of the Annapolis campus and the Dean of the Santa Fe campus, as the context may require. (f) “Faculty” shall refer to the Presidents, the Deans, the Associate Deans, the other Officers specified herein, the other Tutors, the Tutors Emeriti, and the Associates. The Associate Deans and the Tutors of the Graduate Institute shall be called the Faculty of the Graduate Institute. Tutors who have completed their tenure appointments by retiring in good standing shall be Tutors Emeriti. (g) “Governing Documents” comprise the Polity, the Board Bylaws and the Faculty Constitution, the Charter of St. John’s College, and the History of the Charter and Polity, as may be amended from time to time and made available to the public. (h) “Officers” shall refer to those who hold the title President, Dean, Chief Financial Officer (or other similar executive position), or Vice President and shall serve as a Campus Officer when duties are specified to the Annapolis or Santa Fe campus, or a College Officer when appointed by the College President to serve both campuses. (i) “Staff” shall refer to all persons ultimately accountable to a Campus President who are not members of the Faculty. (j) “Students” shall refer to all who have formally matriculated, are at the present enrolled, and are in good standing. (5) There shall be no discrimination at St. John’s College in appointments, conditions of employment, admissions, educational policy, financial aid programs, athletics, or other activities, as outlined in the College’s notice of non-discrimination as it may be amended from time to time, or protected by applicable federal, state, or local law. Article II Board of Visitors and Governors (1) The Board is the ultimate fiduciary of the College, and as such has the authority and duty of oversight. Nothing in the Governing Documents shall contravene or be construed to contravene that authority and duty. Any delegation by the Board is subject to the Board’s duty of oversight. 2 | POLITY OF ST. JOHN’S COLLEGE �(2) The Board shall consist of not more than forty members, comprising the Presidents, the Deans, the Governors of Maryland and New Mexico (or appointed representatives), and a sitting president of the St. John’s College Alumni Association, all ex officio, thirty-three members, of whom not more than thirty-one shall be elected by the entire Board, and of whom not more than two shall be elected by the Alumni of the College. In addition, and in recognition of meritorious service to the College, Emeriti and Honorary members may be elected to the Board. (3) At each annual meeting, the Board shall elect a class of members for a term of three years to succeed those members whose terms expire at the conclusion of the fiscal year. (a) If there should be fewer than ten members in any class prior to the end of the term for such class, any vacancy may be filled pursuant to the Board Bylaws for regular elections, except that the election may take place at any meeting or by electronic vote. A member elected to fill any such vacancy shall hold office for the remainder of the term of the class in which such vacancy occurred. (b) The two Board members elected by the Alumni as provided in (2) above shall be elected to the Board in accordance with the processes of the By-laws of the Alumni Association of St. John’s College, provided that the Alumni Association shall consult with the Board concerning its nominees prior to such election. (4) At each annual meeting the Board shall elect a Chair, Vice-Chair, and Secretary, to hold office until the next annual meeting or until their successors are elected. Vacancies in any such offices may be filled at any regular meeting, or any special meeting called for that purpose. (5) A Board member, including Emeriti, Honorary, and Alumni elected by the Alumni Association of St. John’s College, may be removed for the failure or inability to perform fiduciary duties or for acts of moral turpitude by a vote of two-thirds of the entire Board eligible to vote. A Board member may be removed by the Chair in consultation with the College President for a material violation of College policy, including but not limited to the institutional policies governing sexual misconduct or protected class discrimination. (6) Representatives to Board meetings shall be elected to attend all regular sessions of the Board on the campus to which they belong, with voice in deliberation, but without vote. Three members of the Faculty shall be elected by the Faculty and three members of the Staff by the Staff on each campus. Two Undergraduate Students shall be elected by the Undergraduate Students on each campus and a Graduate Student shall be elected by the Students of the Graduate Institute on each campus. Students nominated for election shall be subject to the approval of the Dean. (7) Officers and each Associate Dean for the Graduate Institute may attend all regular sessions of the Board, with a voice in deliberation, but without vote. (8) The Board shall hold at least two regular meetings annually, at least one of which shall be held on each campus. The last meeting of the fiscal year shall be called the annual meeting. Special meetings may be called and held in-person or by virtual remote communication, but no business shall be conducted at any special meeting unless at least seven days’ notice of such business has been given, or as otherwise provided in the Board Bylaws. One third of 3 | POLITY OF ST. JOHN’S COLLEGE �the voting members of the Board shall constitute a quorum for the transaction of business. (a) The Chair of the Board, in consultation with the Presidents, shall determine whether any meeting or portion of a meeting shall be in regular, executive, or public session, except that meetings of the Presidential Search and Executive Committee shall be held in executive session. Attendance at executive sessions shall be limited to voting members of the Board and those the Chair deems relevant to the session. A committee chair may enter into executive session during a committee meeting if the need arises. Attendance at committee meetings in executive session shall be limited to voting members of that committee and any other person invited by the chair of such committee or authorized by the Chair of the Board in consultation with the chair of such committee. (b) Any member of the Board may, without invitation, attend any Board committee meeting in regular session with a voice but without vote. The Board in regular session is open to elected and ex officio members, to Emeriti members, to Honorary members as guests, to Officers, to Associate Deans, and to elected representatives of the Faculty, Staff, Students, and Graduate Institute, and others invited by the Presidents. (c) Meetings in public session shall be open without restriction. (9) A vote of the full Board may be requested and conducted electronically without specific notice except that which is required by law or as provided herein as to elections and amendments. A quorum of the Board must respond to such vote for the action to be valid. Any action approved by voting outside a meeting of the Board must be reported during the next Plenary Session at a subsequent meeting of the Board. (10) The Chair may appoint standing or special committees of the Board as needed to address issues of the College. The Chair of the Board shall appoint one of the members to be chair of the committee. The following committees shall be appointed: (a) An Executive Committee consisting of the Chair, Vice-Chair, Secretary, Presidents, Deans, chair of Finance, and no more than two chairs of any other committee or task force of the Board or College at the discretion of the Chair of the Board (such discretion to be exercised annually). In intervals between meetings of the Board, the Executive Committee may act for the Board, except in those matters expressly delegated to the Presidential Search Committee. Seven members of the Executive Committee voting shall constitute a quorum for the transaction of business. The Executive Committee shall recommend to the Board the identity and tenure of the College President. (b) A Finance Committee appointed annually for recommending to the Board the annual budgets and policies for the expenditures and investment of College assets; for the oversight of the College’s financial matters, physical plant, and compensation policies; and such other responsibilities as the Chair of the Board shall charge. The Presidents and Chair of the Board shall sit on the committee, ex officio. The Chief Financial Officer shall serve as nonvoting staff to the committee. (c) A Polity Review Committee appointed every fifth year to steward review of and amendments to this document. The Committee shall receive from the Faculty Polity Review Committee an account of the Faculty’s vote on proposed amendments. The respective chairs of the Board and Faculty Polity Review Committees shall make such arrangements as they 4 | POLITY OF ST. JOHN’S COLLEGE �deem appropriate for joint consultation prior to and after the adoption of the report by the Faculty. (d) A Presidential Search Committee as needed to recommend to the Board the appointment of a President, composed of five members of the Board appointed by the Chair of the Board, at least one of whom is an alumnus, the Deans, and one Tutor having tenure from each campus elected by the Faculty on that campus. It shall consult with the continuing President in a regular and timely fashion. Prior to making its final recommendation, it shall, on both campuses, consult with all other appropriate persons and shall arrange for the final candidates to meet with the Faculty, the Instruction Committee, and, to the extent they have been formed, the Associates Councils and the Staff Councils of each campus. (e) A Visiting Committee appointed annually, which shall meet as necessary or appropriate with the Instruction Committee on one of the campuses and discuss the Statement of Educational Policy and Program of the chair of the Instruction Committee. The Visiting Committee shall become acquainted with the aims of the College and how they are being realized, consider student wellbeing, and meet with Officers assigned to related responsibilities. The Deans shall be members of the Committee, ex officio. (11) The College shall indemnify, to the full extent permitted by law, any current or former member of the Board or Officer of the College against any judgments, penalties, fines, settlements and reasonable expenses (including attorneys’ fees), and may advance such expenses, actually and necessarily incurred by them in connection with the defense of any action, suit or proceeding to which they are made a party by reason of being or having been such member of the Board or Officer of the College. Further terms, limitations, and grounds for cessation to indemnification shall be set forth in the Board Bylaws. (12) Additional provisions and procedures for Board governance are set forth in the Board Bylaws, which may be amended as needed by a majority vote of the members of the Board. Nothing in the Board Bylaws shall conflict with or contravene the Polity, College policy, or federal, state, or local law. Article III The Faculty The Board delegates to the Faculty the powers and authorities for the instruction and discipline of the Students and governing of the two campuses. Article IV The Faculty: College and Campus Presidents (1) There shall be a President for the Annapolis campus and a President for the Santa Fe campus, each appointed by the Board, to whom are delegated by the Board executive responsibility and authority for the instruction, discipline, and governing of their respective campuses, and the Campus President, in turn, may delegate such authority as necessary or appropriate. 5 | POLITY OF ST. JOHN’S COLLEGE �(a) Each Campus President shall concurrently be a Tutor, but the provisions of Article V need not apply. (b) Each Campus President and persons to whom the Campus President delegates authority shall consult with the Deans, other appropriate persons, and appropriate Faculty committees in matters of policy, initiation of programs, and setting of priorities affecting the general welfare of the College. The College President shall consult with the Tutors’ Compensation Committee and the Campus President shall consult with the Campus Planning Committee on matters concerning the respective responsibilities of those committees as set forth in the Faculty Constitution. (c) Each Campus President may appoint Scholars-in-Residence and Artists-in-Residence after consultation with the Dean and the Instruction Committee on the campus where the Scholars and Artists shall reside. (d) In the interest of the orderly conduct of business and of maintaining and promoting the unity of the College, the Campus Presidents shall regularly consult and communicate with each other and, as appropriate, with other members of the College, on matters of common concern. (2) The Board shall appoint one of the Campus Presidents as the College President, with the title “President, St. John’s College.” The other Campus President shall have the title “President, St. John’s College, Annapolis” or “President, St. John’s College, Santa Fe” as appropriate. In selecting the College President, the Board shall give appropriate consideration to a variety of factors, including varying the campus on which the College President shall reside. The Campus President shall assist the College President in their formulation and execution of College policies, and report to the Board concerning matters specific to their campus. (a) The term of the College President shall be up to four years. (b) All College Officers shall report to the College President, and the College President shall have the authority to determine policies and supervise the execution of policies in those College matters supervised by the College Officers. (c) The College President shall chair a cabinet consisting of the Campus President, the two Deans, the Chief Financial Officer, and other members whom the College President may appoint. (d) The College President shall not have executive authority over instructional matters assigned to the Instruction Committee and its chair. (3) In the event of death or incapacitation of a Campus President, or other circumstance that renders the Campus President unable to perform the required duties, the Dean on that campus in consultation with the College President shall exercise the Campus President's executive authority until a successor is appointed. In the event of death or incapacitation of the College President, or other circumstance that renders the College President unable to perform the required duties, the other Campus President shall act as interim College President until the Board determines otherwise. 6 | POLITY OF ST. JOHN’S COLLEGE �(4) If in the judgment of the Board, the College is facing a financial exigency at either or both of its campuses which could call for a reduction in the number of Faculty positions, the College President in consultation with the Campus President shall immediately advise the Faculty of the nature and extent of the financial difficulty and consult with them concerning the best way to address the situation. The Faculty may then make a formal recommendation to the Presidents on ways to meet the problem, or, if the Faculty fails so to act, the Deans and the Instruction Committee may propose a plan to the Presidents. The College President, in consultation with the Campus President, shall then determine a plan which specifies a preferred course of action to be taken. All necessary steps must be taken in timely fashion as prescribed by the Board. Nothing herein provided shall limit the power of the Board to act otherwise in the event of need to reduce or eliminate Faculty positions. Article V The Faculty: Deans, Instruction Committee, and Tutors (1) The Deans. (a) The Deans on their respective campuses shall have the responsibility and authority for the supervision of the Program and for the general welfare of the Students, and for whatever government of the Students is necessary for the greatest possible attainment of the aims of the Program. The Deans shall be consulted concerning admissions policy and are the final authority on individual admissions decisions. In carrying out the Dean’s duties, each Dean shall consult regularly with the Campus President and with the Campus Instruction Committee and the other appropriate Faculty committees on that campus. (b) The Deans shall be appointed for terms of five years from among the Tutors by the Board on the recommendation of the Campus President after consultation with a special committee of seven, four from the campus for which the Dean is being chosen and three from the other campus, selected from among themselves by the Tutors having tenure. (c) A Dean shall be appointed from among the tutors who have themselves been appointed in accordance with Article V. If non-tenured, the appointee shall acquire tenure upon becoming Dean. (d) To assist them in carrying out their duties, the Deans shall recommend one or more Tutors to be appointed by the corresponding Campus President with the title of Assistant Dean. (e) In the event of death or incapacitation of the Dean, the Associate Dean shall act for the Dean until a successor is appointed. (2) The Campus and College Instruction Committees. (a) The responsibility and authority for the organization of the Program that is followed by the Tutors and the Students is delegated by the Board to the Campus Instruction Committees, chaired by the Dean of each campus. (b) The Campus Instruction Committee shall comprise the Dean and six tutors elected from among themselves by the tutors on that campus. Provisions for the election of members of the Campus Instruction Committee are set forth in the Faculty Constitution. 7 | POLITY OF ST. JOHN’S COLLEGE �(c) The College Instruction Committee, consisting of the two deans, one of whom is chair, and the twelve members of the two Campus Instruction Committees, are primarily responsible for overseeing and maintaining the integrity of the Program on the two campuses. The chair of the College Instruction Committee shall be the Dean of one of the two campuses, each serving in alternate years. (d) Each year the chair of the College Instruction Committee shall, after consultation with the Instruction Committee on the chair’s campus, and after discussion with the College Instruction Committee, submit a Statement of Educational Policy and Program to the Faculty as a whole for discussion. The author shall present the Statement, together with an account of the Faculty discussion of it, and their responses to it, as a report to the Board for its consideration. (e) Should the chair of the Instruction Committee or the Chair of the Board deem it appropriate, the chair of the Instruction Committee shall report to the Board on instructional matters. (3) The Associate Deans for Graduate Programs. (a) There shall be an Associate Dean for Graduate Programs on each campus who shall have responsibility and authority for the organization and supervision on the Associate Dean’s campus of the Graduate Program in the liberal arts and for matters concerning the general welfare of the Graduate Students. Concerning matters that affect the Graduate Institute as a whole the Associate Dean shall, in consultation with the other Associate Dean, be responsible to the chair of the College Instruction Committee. Concerning matters limited to one campus, the Associate Dean on that campus shall be responsible to the Dean on that campus. (b) The Associate Deans shall be appointed for terms of four years from among the Tutors by the Board on the recommendation of the Campus President, after consultation with the Deans and a special committee consisting of five members, three from the campuses on which the new Associate Dean will serve, and two from the other campus, selected from among themselves by the Tutors having tenure. (c) On each campus the Committee for the Graduate Institute shares with the Associate Dean on the same campus responsibility for carrying out the Graduate Program and for the general welfare of the students. Members of each Committee shall be appointed by the Associate Dean with the concurrence of the Dean on the same campus. Each Committee shall consist of three Tutors who have experience in the Institute, in addition to the Associate Dean, who shall serve as chair. (4) Procedure for Instructional Proposals. (a) Any proposal concerning matters of instruction that may affect the College shall originate with the Campus Instruction Committee. The procedure for Instructional Proposals shall be set forth in the Faculty Constitution. (b) Proposals concerning matters of instruction or policy for the Graduate Institute shall originate with one of the Associate Deans, after consultation with the other Associate Dean 8 | POLITY OF ST. JOHN’S COLLEGE �and with the Committee for the Graduate Institute and shall be submitted to the Dean on the originating campus. (5) Tutors. (a) The primary responsibilities of the Tutors are to teach and to make themselves as competent as possible in all parts of the Program. (b) The Tutors shall recommend to the Board candidates for degrees of their respective campuses. (c) Tutors shall be appointed, reappointed, and granted tenure by the Board upon recommendation of the Campus President in accordance with the recommendation of the Dean and the Instruction Committee on that campus where the Tutors so appointed shall teach. Appointment procedures shall be set forth in the Faculty Constitution. Associates may be appointed Tutors. (6) Termination of Tutors and Temporary Relief of Duties. (a) A Tutor’s appointment or Emeritus status may be terminated by the Board for one of the following reasons only: (i) failure or inability to perform teaching duties in a satisfactory manner, (ii) an act of moral turpitude, or (iii) violation of the College’s institutional policies governing sexual misconduct or protected class discrimination, where a violation has been found and invocation of Article V(6)(a) of the Polity is determined pursuant to the relevant policy to be an appropriate sanction, after all provided appeals under the relevant policy have either been exhausted or not taken. (b) With respect to termination recommendations made pursuant to 6(a)(i) above, the Campus President shall make such a recommendation to the Board only with the concurrence of the Dean and the Instruction Committee of the campus concerned. Before making such a recommendation, the Campus President shall advise the Tutor affected, and the Tutor shall have the right to be heard by the Instruction Committee of the campus concerned or, at the Tutor’s option, by another committee to be designated by the Campus President for this purpose. (c) With respect to termination recommendations made pursuant to 6(a)(ii) above, the Campus President shall make such a recommendation to the Board after consultation with the Dean and the Instruction Committee of the campus concerned. When making such recommendation, the Campus President shall note whether the Dean and the Instruction Committee of the campus concerned concur in the recommendation. (d) With respect to termination recommendations made pursuant to 6(a)(iii) above, the Campus President shall make such a recommendation to the Board after all provided appeals under the relevant policy have either been exhausted or not taken. 9 | POLITY OF ST. JOHN’S COLLEGE �(e) The College may temporarily relieve a Tutor of duties during a grievance process pursuant to 6(a)(iii) above, in accord with the removal and administrative leave procedures of the applicable policy, or during proceedings under this section. When such action is taken, the Tutor’s salary shall be continued until the applicable process is concluded. Nothing in this section shall limit the ability of the Title IX Coordinator/Policy Coordinator to implement supportive measures. (f) Either Dean, with the approval of the Instruction Committee on the campus concerned, may recommend to the Campus President that in the interest of instruction a Tutor be temporarily relieved of duties in whole or in part at any time. When such action is taken, the Tutor’s salary shall be continued for the remainder of the current academic year. (7) The sabbatical leave program is designed to provide Tutors with an opportunity for study, rest, and renewal of spirit, in anticipation of future teaching. It is the objective of the program to grant all applications for sabbatical leave meeting the conditions for eligibility. Tutors on such leave are expected to not undertake full-time remunerative employment elsewhere and to return to the College. (a) Eligibility and priority for sabbatical leave shall be set forth in the Faculty Constitution. (b) If, in the judgment of the College President, after consultation with the Campus President and the two Deans, financial or academic needs of the College should require that fewer sabbatical leaves be granted on either or both campuses in a given year than there are qualified applicants, the College President may, with the approval of the Chair of the Board, set a maximum number of sabbatical leaves for one or both campuses for that year. If the maximum number of sabbatical leaves on a campus is to be set based on the academic needs of the College, the approval of the Dean of that campus is also required. (8) The Campus President, with the concurrence of the Dean after consultation with the Instruction Committee on the campus concerned, may grant leaves of absence to Tutors for a period of one year or less and shall concurrently determine whether the leave shall be counted as service to the College with respect to eligibility for sabbatical leave. The decision with respect to a request for leave of absence shall be made in the light of the requirements both of the applicant Tutor and of the College. Leaves of absence will be granted in accordance with all applicable leave laws, including laws related to medical, family/parent, and military leave. (9) Additional provisions and procedures for Faculty governance are set forth in the Faculty Constitution which may be amended as needed by two-thirds of a quorum of the Faculty in residence, including at least a simple majority vote of the Faculty in residence on each of the campuses, after consultation with the Presidents and the Deans, and provided that any amendment with material financial implications for the College shall require the approval of the College President. Nothing in the Faculty Constitution shall conflict with or contravene the Polity, federal, state, or local law, or College policy promulgated in accordance with Article IV(1)(b) and IV(2)(b) of the Polity. 10 | POLITY OF ST. JOHN’S COLLEGE �Article VI The Faculty: College and Campus Officers and the Associates (1) The Officers of the College shall manage its resources in such a way as to strengthen the College, and thereby improve each campus, in a collegial manner and with appropriate allowance for campus-specific needs and practices. (a) The College President may appoint a College Officer after consultation with the Campus President, the two Deans, and the Chair of the Board. College Officers may be removed by the College President, in consultation with the other President. A Campus President may appoint a Campus Officer in consultation with the Dean and the College President. A Campus President may remove Campus Officers appointed by that Campus President. (b) The College President may create a new College Officer position after consultation with the Deans, the Campus President, and the Chair of the Board. A Campus President may create a new Officer position after consultation with the Dean of that campus. The creation of a new Officer position shall be subject to Board approval. (c) College and Campus Officers may be appointed Tutors under the provisions of Article V. (2) Each Campus President may appoint Associate members of the Faculty to support the Program on their campus, as deemed necessary by that President, after consultation with the Dean of that campus. The Campus President shall have executive authority over the Associates, who may establish for themselves an Associates Council for the purpose of considering College matters of concern to them and communicating with other members of the College. Article VII The Staff (1) Members of the Staff assist with the administration and maintenance of the College, performing duties necessary to its well-being. (2) Staff on either campus may establish for themselves a Staff Council for the purpose of better communication and understanding of College policies as a benefit to the College. (3) Additional provisions and procedures for Staff governance may be set forth in the Staff Council Bylaws which shall be amended as needed by the procedures therein by the Staff on the Annapolis and Santa Fe campus. Nothing in the Staff Council Bylaws shall conflict with or contravene the Polity, College policy, or federal, state, or local law. Article VIII The Students (1) The primary responsibilities of the Students are to study and to make themselves as competent as possible in all parts of the Program. Their advice and service shall be sought by 11 | POLITY OF ST. JOHN’S COLLEGE �the Faculty in such matters and in such ways as may best serve the general welfare of the College. (2) The Students of the College shall constitute the Student Polity of St. John’s College in Annapolis and in Santa Fe. (3) The Student Polity in Annapolis or Santa Fe may establish for itself a government which is representative of all polity members. The Dean on each campus may delegate to the Student government a share of the responsibility for the general welfare of the Students and whatever government of the Students may be necessary for the greatest possible attainment of the aims of the Program. The duties of the Student Government may include: the management of funds available to the Student Polity; the sanctioning of all student clubs, organizations, and activities, and their regulation, if necessary; the representation of the Students of the College to the community outside the College; the establishment and maintenance of formal channels of communication between the Students and the Faculty; and any other duties agreed upon by the Students and the Dean. Article IX The Alumni (1) Alumni shall be life-long members of the College, since St. John’s College is a community not limited by geographical location or fixed periods of time. This life-long connection is one of mutual support between the College and its Alumni. (2) The Alumni Association is a means by which Alumni participate in the life of the College. Through the election of Alumni members of the Board, Alumni share in the direction of that life. In these and other ways, Alumni shall be given the opportunity to serve the College. The College shall cooperate with the Alumni Association to enable Alumni to assist and may provide seminars and other appropriate educational activities in Annapolis, in Santa Fe, and in other places. (3) Requirements, and procedures for Association governance shall be maintained in Bylaws of the Alumni Association of St. John’s College. Nothing in the Bylaws shall conflict with or contravene the Polity, College policy, or federal, state law, or local law. Article X Amendments and Review (1) Amendments to this Polity may be proposed by a majority of the Board Polity Review Committee, or by a petition submitted by not fewer than ten percent of the members of the Board, or by the Faculty as provided for in sections (2) and (3) below. Written notice of a proposed amendment must be provided to the Board and to the Faculty not less than thirty days prior to the date of the Board meeting at which the amendment is to be considered. The Faculty shall have the right to inform the Board in writing of its recommendation with respect to the proposed amendment by the time of that meeting. This Polity may be amended by a two-thirds vote of those members voting at any regular or special meeting of the Board, 12 | POLITY OF ST. JOHN’S COLLEGE �provided that the votes of no fewer than one-third of the members of the entire Board eligible to vote are in favor of such amendment. (2) Amendments may be proposed at any regular meeting of either the Faculty in Annapolis or the Faculty in Santa Fe upon petition of not less than ten percent of the members on either campus. No such proposal shall be acted upon earlier than the next regular meeting of the Faculty, whether in Annapolis or in Santa Fe. A two-thirds vote of the entire Faculty in residence, including at least a simple majority vote of the Faculty in residence on each of the campuses, shall be required for approval and the amendment shall not become effective unless approved by the Board in the manner set forth in section (1) above. (3) Every five years after the prior review process concludes, this Polity shall be reviewed by a committee of six, three to be elected by the Faculty on each campus. That committee shall notify, to the extent they have been formed, the Associates Councils and the Staff Councils of each campus and consider any views expressed by those Councils. The report of the Committee shall be submitted to one regular Faculty meeting and voted upon at the next regular Faculty meeting. A majority vote of the entire Faculty in residence (as shall be defined in the Faculty Constitution), including at least a simple majority vote of the Faculty in residence on each of the campuses, shall be required for approval of any proposed amendments. Whatever action is thus recommended by the Faculty shall be submitted to the Board for final decision in the manner set forth in section (1) above. Article XI Compliance with Law No provision of this Polity shall be construed to contravene any applicable federal, state, or local law. If any provision is determined to contravene any such law, that provision shall be deemed not a part of this Polity, and this Polity’s remaining provisions shall remain in full force and effect. 13 | POLITY OF ST. JOHN’S COLLEGE �BOARD BYLAWS Amended and Restated: 6/14/25 Preamble As mandated by the Polity, these Bylaws supplement and particularize certain provisions of the Polity and further provide for the governance of the Board and the proper execution of its duties. No provision of these Bylaws shall contravene or be construed to contravene the Polity or any of its provisions, and if any provision of the Bylaws is determined to contravene the Polity, such provision shall be deemed to be not part of this document, and its remaining provisions shall remain in full force and effect. (1) Board membership. (a) Persons shall be eligible for membership on the Board who are concerned for the maintenance, progress, and vitality of St. John’s College’s educational program and who are willing and able to discharge the responsibilities of Board membership with devotion and energy. (b) Honorary members of the Board are those elected by the Board in recognition of their meritorious service or contribution to the college. Honorary members may attend all regular meetings of the Board and have a voice in deliberation, but without a vote. (c) Retired members of the Board who have served five terms on the Board as members in good standing may be elected to the Board as Emeriti members. Emeriti members may attend all regular meetings of the Board and have a voice in deliberation, but without a vote. (d) Ex officio members are those members of the Board who serve by virtue of their office or position with or in support of the College. They have a voice in deliberation, may vote, and are vested with the same rights and privileges as other members of the Board. (e) The Governors of the States of Maryland and New Mexico are Ex officio Honorary members of the Board. They may attend all regular meetings of the Board and have a voice in deliberation, but without a vote. (2) Nomination and election of Board members. (a) The Trustee and Governance Committee shall nominate, by providing a written recommendation to each member of the Board not later than thirty days prior to the annual meeting at which the election is to be held, at least one candidate for each position for officer of the Board to be filled by that election, and for each Board position it proposes to be filled by that election (i) The Committee may propose a class of members in number less than the number of open Board positions. (ii) Without extraordinary circumstances, the class of new appointments in any year shall not exceed six in number. (b) Emeriti and Honorary members shall be nominated in the same manner as regular members, provided that the Trustee and Governance Committee shall prepare and provide to each 14 | BOARD BYLAWS �member of the Board a written description of service regarding Emeriti nominees and a written statement of merit regarding Honorary nominees. (c) Additional nominations may be made at least thirty days prior to the date above provided for the report of the Trustee and Governance Committee, in writing, addressed to the Chair and the chair of the Trustee and Governance Committee, and signed by at least five members of the Board. Any such additional nominations shall be reported to the Board by the committee at the time of its report. (d) Voting on nominations at the annual meeting may be by voice vote or written ballot, as determined by the Chair, provided that the Board by majority vote may require a written ballot, and further provided that in the event there are more nominees than open Board positions allowed as provided in subsection (a)(ii) above, the vote shall be by a written ballot with each voting member entitled to cast a vote for the number of nominees not to exceed the number of open Board positions proposed to be filled at such meeting. (i) In case the balloting results in a tie for one or more positions, the Board shall determine the procedure to resolve the tie. (ii) If after the first ballot the number of nominees receiving a majority affirmative vote is less than the number of positions proposed to be filled at such meeting, the Chair may direct subsequent rounds of balloting, removing from consideration the nominee receiving the fewest number of votes in the preceding round, until the proposed number of Board positions has been filled. (e) The president of the Alumni Association Board serving as a member of the Board shall consult with the chair of the Trustee and Governance Committee concerning the Association’s Board member nominations and shall advise such committee of its nominations in advance of the Board’s second meeting of the fiscal year so that the organizations’ respective nominations can reasonably be coordinated. The vacancy of an Alumni-elected member may only be filled by the Alumni Association. Newly elected Alumni-elected members shall begin their terms immediately upon replacing their successor. (3) Voting Procedures (a) Unless otherwise specified in the Polity or herein, any vote of the Board shall carry if there is an affirmative vote of a majority of the eligible voting members present, in person or joining virtually, and who cast a vote. This procedure shall apply to votes requiring a supermajority of two-thirds, or otherwise. This same voting requirements shall apply to votes of committees, subcommittees, and task forces. (b) In the event of a vote of the Board by ballot, a member recognized by the Chair as present and who has joined the meeting virtually may vote by email, text, or otherwise as directed by the Chair. (c) Each vote of the Board shall be reported at the following plenary session of the Board. 15 | BOARD BYLAWS �(4) Membership Terms (a) An elected member of the Board may be reelected before the expiration of the member’s first term but may not serve more than two consecutive terms without extraordinary circumstances allowing the reelection by the Board of that member for two extended terms of up to three years. (b) Interim appointments to the Board, those less than a three-year term, may be made at any time to fill vacancies. Interim appointments shall follow, to the extent applicable, the procedures established in (2)(a) above. In exigent circumstances, the Chair may call for a special election of an interim appointment. Such a special election shall follow the requirements for a full vote of the Board as established in the Polity. (c) Leaves of absence for elected Board members for up to one year may be permitted by the Chair and interim appointments may be made to fill the vacancies. Terms of the leave shall be determined on a case-by-case basis by the Chair in consultation with the chair of the Trustee and Governance Committee. (5) Meetings of the Board. (a) The Chair, in consultation with the Presidents, shall schedule regular meetings of the Board at least one year in advance. Notice of schedule changes to regular meetings shall be given as soon as practicable but not less than fifteen days prior to such meetings. (b) Special meetings of the Board may be called by the Chair, the Executive Committee, the College President, or any nine members of the Board after notice of the time, location (if the meeting is not exclusively virtual), virtual access information, and the purposes of the meeting. (c) Any business may be conducted at a regular meeting without specific notice of such business (except that which is required by law or as provided in the Polity or herein as to elections and Polity amendments), but no business shall be conducted at any special meeting unless seven days’ notice of such business has been provided or has been waived in writing by two-thirds of voting members of the Board either before or after the meeting. (d) If, upon receipt of the request for an electronically administered vote, at least nine members of the Board respond that a special meeting of the Board is needed for discussion, the vote will be suspended and procedures for a special meeting will be implemented. (6) Board Officers shall perform the customary duties of such offices, and such other duties as the Board may from time to time direct. (7) Committees of the Board. (a) Unless the Chair in the exercise of discretion determines otherwise, there shall be the following committees and subcommittee, in addition to those specifically established in the Polity: (i) A Trustee and Governance Committee, responsible for the nomination, orientation, assessment, and development of members of the Board. The Committee shall develop and 16 | BOARD BYLAWS �maintain Board composition guidelines and procedures for the selection of new and returning Board members to ensure Board effectiveness, expertise, diversity, and philanthropy. The Committee shall further be responsible for maintenance of the Board Bylaws and such other responsibilities as the Chair shall determine. The Chair and the Presidents shall sit with the committee, ex officio, when nominations to Board membership are being considered. (ii) An Audit and Compliance Committee, responsible for the review in detail of the annual report of the independent auditors and the discussion of audit findings with the auditors, including an executive session unattended by employees of the College. The Committee shall recommend to the Board the appointment or reappointment of independent auditors to conduct the audit for the next fiscal year. In addition, it is responsible for the annual review of Governing Documents for conformity with the Polity and for alerting the appropriate body to address any omissions or misalignments. The Committee shall further be responsible for the regular review of compliance by the College with all applicable local, state and federal laws, rules and regulations. The Committee shall report to the Board no less than annually on its review of the audit and compliance matters, shall bring to the attention of the Board any matters related thereto requiring Board action, and shall have such other responsibilities as the Chair shall determine. The Chief Financial Officer and Officers responsible for Title IX oversight shall serve as non-voting members of the committee. (iii) An Advancement Committee, responsible for the oversight of the College’s fundraising, communications, and alumni relations functions, and shall have such other responsibilities as the Chair shall determine. The Officers with responsibility in the areas of development and alumni relations shall serve as non-voting members of the Committee. (iv) A Presidential Review Subcommittee of the Executive Committee, responsible for the performance management and development of the Presidents. (b) Chairs of committees other than the Executive Committee shall have term limits of two consecutive years, unless the Chair of the Board determines otherwise due to extraordinary circumstances. (c) The Chair may appoint a subcommittee within any committee as needed. The chair of the subcommittee shall convene meetings regularly and report as needed at regular meetings of its parent committee. (d) The chair of any committee or subcommittee may appoint ad hoc working groups to complete specific tasks in furtherance of the committee’s responsibilities. The committee chair may invite Board members not appointed to the committee to participate in a working group. (e) The Chair in consultation with the College President may appoint a temporary task force to study or address a matter of importance to the College. The Chair in consultation with the College President shall establish specific outcomes and goals for the task force, which will inform its duration and composition. The Chair may appoint to the task force members of the college community or other persons with expertise to achieve its objectives. The task force will report to the Chair and will be accountable to the Board. 17 | BOARD BYLAWS �(g) Former members of the Board, Emeriti members, Honorary members, and Ex Officio Honorary members may be appointed by and at the discretion of the Chair to serve on committees, subcommittees, and task forces. (h) Except for the Presidential Search Committee and the Polity Review Committee, committee appointments shall be made annually. Members of the Committees serve until their successors have been appointed. (i) When a Capital Campaign is in progress, its chair shall be an ex-officio voting member of the Finance and Executive Committees. (j) All Board committees, subcommittees, and task forces, except for the Executive Committee, shall create and maintain an annual operating calendar. This calendar shall be shared with the Executive Committee before the first Board meeting of the fiscal year. (8) Execution of financial and legal contracts (a) All contracts of $500,000 or more, notes, deeds, leases, mortgages, releases, bonds for security or indemnity, negotiable instruments, and like papers and documents on behalf of the College or the Endowment Funds shall receive written approval by two persons, of whom one shall be a President, the Chair, or Vice-Chair of the Board, and of whom the other shall be the Secretary of the Board or the Chief Financial Officer. Upon such written approval, any of the persons described in this sub-section may execute the document on behalf of the College. (b) All stock transfers, certificates, powers, capital calls, and like documents and checks, drafts, acceptances, and similar orders for the payment of money on behalf of the College or the Endowment Funds may be signed or approved by the same persons authorized to execute documents as provided in (a) above, but may also be signed or approved by such persons, and in such manner, as the Board may from time to time authorize and approve. (9) Indemnification (a) The indemnification obligation shall extend to any person who, while a member of the Board or a College or Campus Officer, may have served at the College’s request as a director, officer, partner or trustee of another entity, provided that this obligation shall be non-primary and secondary to the indemnity and insurance offered by such entity and not available for contribution except to the extent that the indemnity and insurance offered by such other entity is insufficient to cover the person’s personal liability. (b) The College shall secure appropriate liability insurance policies for the benefit of the College, members of the Board, and College and Campus Officers providing coverage for any alleged or actual liability in connection with their service as a member of the Board or College and Campus Officer. Such policy shall name each individual member of the Board and College and Campus Officer as an additional insured under the policy and shall provide for the advancement of attorneys’ fees and litigation costs in the event of pending or actual litigation against Board members or College or Campus Officers in connection with such service past or present. 18 | BOARD BYLAWS �(d) Indemnification shall not be permitted or shall cease if it is established the act or omission of the current or former member of the Board or College or Campus Officer was material to the matter giving rise to the claim for indemnity and such act or omission was committed in bad faith or with deliberate dishonesty, involved receipt of an improper personal benefit, or, in the case of any criminal proceeding, the member of the Board or College or Campus Officer had reasonable cause to believe the conduct was unlawful. (e) The indemnification provided in (9) shall not be deemed exclusive and shall not limit any other rights to which such member of the Board or College or Campus Officer may be entitled under any other insurance policy agreement, vote of the Board, or otherwise. (10) Appointment and compensation of Campus and College Officers (a) A College Chief Financial Officer shall be appointed by the College President, in consultation with the other President and the two Deans. The Chief Financial Officer, under the supervision of the College President, shall be responsible for all funds and property, and shall have authority to carry out fiscal and property transactions, and to receive and disburse funds, subject to the provisions of the Polity and other directions and arrangements pursuant thereto. The Chief Financial Officer shall review Staff employment regulations with the Staff Council and discuss with them any proposed changes. (b) The College President, after consultation with the other President and the Deans, may appoint a College Vice President with responsibility in the areas of development and alumni relations and a College Vice President responsible for the supervision of the Admissions and Financial Aid departments. (c) Upon the recommendation of the College President and approval of the Chair, the College may engage a campaign director. (d) A Campus President, after consultation with the Dean, may appoint a Campus Vice President with responsibility in the areas of student affairs and engagement and who shall also be responsible to the President on matters relating to the physical and mental health and well-being of the Students. (e) There may be such other persons appointed with the title of Vice President as deemed appropriate by the Campus President made after consultation with the other President and the two Deans, subject to Board approval as may be required by the Polity. (f) The Campus President may appoint, or delegate the power to appoint, campus committees as may be necessary for the carrying out of the President’s duties for which no provision is made in the Polity. (g) The compensation of the Campus and College Presidents shall be determined by the Chair in consultation with the Vice-Chair of the Board and the chair of the Finance Committee. (h) The compensation of the College Officers shall be determined by the College President, in consultation with the Chair. 19 | BOARD BYLAWS �(11) General Provisions (a) Written notice or writing includes a writing delivered by United States Postal Service or a generally recognized delivery service such as Federal Express or United Postal Service, email, or text. Notice shall be deemed delivered when it is properly addressed and deposited with the United States Postal Service or such other generally recognized delivery service, or if by email or text, when properly addressed and sent. (b) If the Chair in the exercise of discretion shall eliminate a committee or subcommittee or reassign duties assigned herein, these Bylaws shall be deemed conformed accordingly. (c) The fiscal year of the College is July1 to June 30. (d) No provision of the Board Bylaws shall be construed to contravene any applicable federal, state, or local law. If any provision is determined to contravene such law, such provision shall be deemed to be not part of this document, and its remaining provisions shall remain in full force and effect. 20 | BOARD BYLAWS �FACULTY CONSTITUTION Amended and Restated: FINAL DRAFT 2/12/25 PREAMBLE: The Program of Instruction (“the Program”) defines and unites the College. The Program forms the Faculty, and the Faculty develops the Program. All members of the Faculty have as their primary duty the support and implementation of the Program and the promotion of the conditions of its flourishing. The primary responsibilities of the Tutors are to teach and to make themselves competent in all parts of the Program and to preserve the Program for the generations. The Faculty Constitution serves these ends by instituting collegial governance, and collegial governance, wherever possible, relies upon and fosters consensus. Consensus requires the free exchange of opinion and civil conduct. In accord with these standards of governance, the Faculty sets forth its Polity. Article I, THE FACULTY AND FACULTY MEETINGS (1) DEFINITION OF THE FACULTY: The Faculty comprises the Tutors, Officers, Associates and Tutors Emeriti. The term “Tutor” refers herein to the Presidents, the Deans, the Tutors with tenure and progressing toward tenure, visiting Tutors, and Tutors Emeriti currently teaching. In general, all Faculty may vote in the elections and on the resolutions occurring in the Faculty meeting. In those instances when the eligible voters are restricted, the restrictions are specifically indicated below. (2) Faculty Meetings. (a) Regular monthly meetings of the Faculty shall be called upon due notice by the Campus President; except that in the period comprising the months of December and January only one regular meeting need be called. The President or, in the absence of the President, the Dean, shall preside. In the absence of the President and the Dean, the Faculty shall elect one of its members to preside. (b) Special meetings of the Faculty may be called upon due notice by the Campus President alone or at the request of five Faculty members. (c) Due notice shall be construed to mean no less than three days’ notice, except in cases of emergency. (d) A quorum shall consist of a majority of the Faculty in residence except as otherwise provided. Faculty in residence shall include all Faculty as defined in I(1), excluding Tutors Emeriti not currently teaching, Tutors on sabbatical, and Tutors on full leave of absence. (e) Only Tutors may vote on instructional matters. (f) The Secretary of the Faculty. At the last regular meeting of an academic year, the Faculty on each campus shall elect one of its members, then in at least the member’s third year at the College, as Secretary. The Secretary shall assist in the preparation and circulation of the agenda for Faculty meetings, shall keep the minutes of such meetings, and shall collect and circulate reports of Faculty committees. 21 | FACULTY CONSTITUTION �Article II: THE DEANS (1) The Deans. (a) As stated in the Polity of the College (V(1)(a)), the Deans on their respective campuses shall have the responsibility and authority for the supervision of the Program and for the general welfare of the Students and for whatever government of the Students is necessary for the greatest possible attainment of aims of the Program. In carrying out the Dean’s duties, each Dean shall consult regularly with the Campus President and with the Campus Instruction Committee and the other appropriate Faculty committees on that campus. (b) The process for appointing a Dean and the term of office are determined by the Polity of the College (V(1)(b)). (c) To assist them in carrying out their duties, the Deans may recommend one or more Tutors to be appointed by the corresponding Campus President with the title of Assistant Dean. (d) As stated in the Polity of the College, VIII.3, the Student Polity on either campus may “establish for itself a government which is representative of all polity members. The Dean on each campus may delegate to the Student government a share of the responsibility for the general welfare of the Students and whatever government of the Students may be necessary for the greatest possible attainment of the aims of the Program.” (e) Absence or Incapacity of the Dean (i) Temporary Absence or Incapacity. If the Dean anticipates being temporarily absent or otherwise incapable of performing the duties of the office, the Dean, after consultation with the President, shall appoint a Tutor with tenure to act as Dean during this period, or if no such appointment has been made, the Associate Dean shall act as Dean during this period. (ii) Permanent Absence or Incapacity. If the Dean becomes permanently absent or otherwise incapable of performing the duties of the office, the Associate Dean shall act as Dean until a successor is chosen by the means prescribed in the Polity, which shall be done as promptly as possible. (2) The Associate Deans for Graduate Programs. (a) There shall be an Associate Dean for Graduate Programs on each campus who shall have responsibility and authority for the organization and supervision on the Associate Dean’s campus of Graduate Programs and for matters concerning the general welfare of the Graduate Students. Concerning matters that affect the Graduate Institute as a whole, the Associate Dean shall, in consultation with the other Associate Dean, be responsible to the Chair of the College Instruction Committee. Concerning matters limited to one campus, the Associate Dean on that campus shall be responsible to the Dean on that campus. (b) The process for appointing an Associate Dean and the term of office are determined by the Polity of the College (V(3)(b)). 22 | FACULTY CONSTITUTION �Article III, THE FACULTY: THE TUTORS (1) As stated in V(5)(a) of the Polity, the primary responsibilities of the Tutors are to teach and to become as competent as possible in all parts of the St. John's Program. (2) As stated in V(5)(c) of the Polity, Tutors shall be appointed, reappointed, and granted tenure by the Board upon recommendation of the Campus President in accordance with the recommendation of the Dean and the Instruction Committee on that campus where the Tutors so appointed shall teach. Associates may be appointed Tutors. (a) The schedule of regular appointment of Tutors on each campus shall be either (i)(A) or (i)(B) below, to be decided by the Campus President in accordance with the recommendation of the Dean and the Instruction Committee on that campus where the Tutors so appointed shall teach: (i) (A) New Tutors shall be appointed for one year unless they are appointed at mid-year, in which case the initial appointment shall be for a year and a half. First reappointments shall be for one year. Second and third reappointments shall be for two and three years respectively. (i) (B) New Tutors shall be appointed for two years unless they are appointed at mid-year, in which case the initial appointment shall be for a year and a half. First and second reappointments shall be for two and three years respectively. (ii) A Tutor who has completed a three-year appointment must either be given a tenure appointment or not be reappointed as Tutor. A Tutor may, however, be given a tenure appointment as early as the conclusion of the first year of a three-year appointment. Procedures leading to a recommendation for an early tenure appointment shall be initiated by the Dean and Instruction Committee, but not without the consent of the appointee, and shall not prejudice subsequent consideration for a tenure appointment. Tenure appointments shall not continue beyond retirement. Tutors Emeriti shall retain their privileges and responsibilities in voting at Faculty meetings. (iii) Before making recommendations to the President on tenure appointments the Dean on each campus shall consult with the Instruction Committee on that campus, after seeking the advice of the Tutors on that campus. (iv) A Tutor, to be recommended for a tenure appointment, must have served full-time at the campus where the recommendation is to be made for the two years immediately preceding the year in which that recommendation is made, the provisions of (ii) above notwithstanding. In ordinary cases, these two years of service will be the second year of a two-year appointment and the first year of a three-year appointment. These requirements may be waived by the President on the recommendation of the Dean and Instruction Committee on that campus. (b) A non-tenure appointment as Tutor establishes the possibility, but not the presumption, of its renewal and the granting of a tenure appointment. Procedures for considering non-tenure appointments differ from those for considering tenure appointments. Satisfaction of appointment criteria admits of degree. With each successive reappointment, the criteria are applied more rigorously. For a tenure appointment the application is especially strict. 23 | FACULTY CONSTITUTION �(c) For the purpose of temporary transfer between campuses, special appointments of one or two years may be granted to a Tutor in addition to the Tutor’s regular appointments. The Tutor may ask that such an appointment be counted as a regular appointment for the purpose of (a) above. In the case of a permanent transfer a Tutor may ask that years of service at the other campus be counted toward tenure according to the provisions of (a) above. Nevertheless, the provisions of (2)(a)(iv) prevail. (d) Special one-year appointments and reappointments may be given to Tutors who intend to teach on a part-time basis only. Such a Tutor may subsequently apply for and receive a regular appointment. Special part-time appointments may then be counted on a fractional basis toward eligibility for tenure, subject to the provisions of (2)(a)(iv). In establishing eligibility for sabbatical leave, special part-time appointments shall be computed proportionately. (e) Visiting Tutors may be appointed for a term or a year. (3) Notification. (a) A Tutor under consideration for a non-tenure appointment to begin in a certain calendar year shall be notified by the Campus President no later than December 15th of the preceding calendar year whether reappointment will be recommended to the Board of Visitors and Governors. A Tutor who is reappointed shall be notified by the President by March 1st of the calendar year in which the new appointment is to begin. (b) A Tutor under consideration for a tenure appointment to begin in a certain calendar year shall be notified by the President no later than May 31st of the preceding calendar year whether the appointment will be recommended to the Board of Visitors and Governors. A Tutor who is appointed shall be notified by the President by July 31st of that same preceding year. (4) The procedures for appointing and reappointing Tutors, including tenure appointments, may be found in the Tutor Handbook or Tutor Book of Customs and Policies. The Dean of each campus, in consultation with the Instruction Committee of that campus, may amend its procedures for appointment and tenure decision. (5) The Faculty Teaching in the Graduate Institute. (a) Each Associate Dean, after consultation with the Committee for the Graduate Institute on that campus, and in accordance with the recommendation of the Instruction Committee on the same campus, shall recommend to the Dean and President Tutors for appointment in the summer session of the Graduate Institute. (b) During the summer term the Tutors teaching in the Graduate Institute on each campus shall have the authority to recommend to the Board of Visitors and Governors candidates for degrees. 24 | FACULTY CONSTITUTION �(6) Transfer between campuses: (a) A Tutor may apply to the Instruction Committee of the College not later than January 15th for a transfer of campus for the next academic year. Transfers shall require approval of both Deans after consultation with their Instruction Committees and both Presidents, with regard to financial implications. (b) Tutors having transferred from one campus to the other generally spend no more than three years at the other campus. The Tutor in question may request that a transfer be made permanent. Permanent transfer requires the approval of both Deans, after consultation with their Instruction Committees. The Dean of the campus to which transfer is requested will, in consultation with the Instruction Committee, determine the procedure for making the decision. (7) Leaves of absence and sabbatical leave. (a) Eligibility for sabbatical leave shall be upon the following conditions: (i) A Tutor who has received a tenure appointment may apply for a full year of sabbatical leave at full salary, to be taken upon completion of the equivalent of seven full years of service to the College since the original appointment, or the equivalent of seven full years of service since any previous sabbatical leave. (ii) Such a Tutor may apply for an earlier sabbatical leave of a full year at partial salary, or a partial year at full salary. The fractional salary or fractional year shall be determined by the number of years of teaching completed in relation to the prescribed total for either an initial or a subsequent sabbatical leave, as the case may be. In no case shall a Tutor be paid more than the Tutor’s regular salary. (iii) Upon completion of sabbatical leave, a Tutor is expected to return to the College for at least two more years. (b) If in a year there are more qualified applicants for sabbatical leave at any one campus than there are leaves to be granted at that campus, then those members shall have precedence who meet the following conditions in the order set forth: (i) Those who have served for the greater number of years since their first appointment as Tutor or since their last sabbatical leave, whichever is more recent; (ii) Those whose service has been continuous throughout those years; (iii) Those whose last sabbatical leave was postponed pursuant to 7(b); (iv) Those who have seniority of appointment. When there is a conflict of precedence, the Dean and the Instruction Committee on the campus concerned shall be consulted. 25 | FACULTY CONSTITUTION �(c) A Tutor eligible for sabbatical leave shall make application to the President before November 1st for leave to begin the following July 1st and shall be informed of the action upon the application not later than January 1st. (8) The President, with the concurrence of the Dean after consultation with the Instruction Committee on the campus concerned, may grant leaves of absence to Tutors for a period of one year or less. At that time, it shall be determined whether the leave shall be counted as service to the College with respect to eligibility for sabbatical leave and, if so, how. The decision with respect to a request for leave of absence shall be made in the light of the requirements both of the applicant Tutor and of the whole College. (a) Leave of absence may be renewed upon request but not more than twice in succession except in extraordinary circumstances. (b) A request for a leave of absence shall be submitted to the President as early as possible in the academic year before the year in which the leave is to be taken, but not later than January 15th of that year. Requests for leaves of absence may be withdrawn at any time prior to April 1st of the year in which the request is submitted. Requests for leaves of absence for the second semester must be submitted no later than October 15th. (c) Tutors on sabbatical leave or leave of absence remain members of the Faculty with the right of full participation in Faculty meetings and all other College exercises. (9) Termination of appointment and temporary relief from teaching duties. (a) In accord with Article V(6)(a) of the Polity of the College, a Tutor’s appointment or Emeritus status may be terminated by the Board for one of the following reasons only: (i) failure or inability to perform teaching duties in a satisfactory manner, (ii) an act of moral turpitude, (iii) or violation of the College’s institutional policies governing sexual misconduct or protected class discrimination, where a violation has been found and invocation of Article V(6)(a) of the Polity is determined pursuant to the relevant Policy to be an appropriate sanction, after all provided appeals under the relevant Policy have either been exhausted or not taken. Further information regarding the process for a termination of appointment may be found in the relevant article of the Polity of the College. (b) In accord with Article V(6)(f) of the Polity of the College, either Dean, with the approval of the Instruction Committee on the campus concerned, may recommend to the Campus President that in the interest of instruction a Tutor be temporarily relieved of duties in whole or in part at any time. When such action is taken, the Tutor’s salary shall be continued for the remainder of the current academic year. 26 | FACULTY CONSTITUTION �Article IV, THE FACULTY: THE ASSOCIATES (1) Associate members of the Faculty on each campus shall be appointed by the President in consultation with the Dean of that campus. On each campus, the President shall have ultimate executive authority over the Associates. (2) Associates may be appointed Tutors under the provisions of Article III(2) of this document. (3) The Associates on either campus may establish for themselves an Associates Council for the purpose of considering College matters of concern to them and communicating with other members of the College. (4) The Associates Councils may establish such committees as they deem appropriate. (5) There shall be the following Associates, as deemed necessary by the President on each campus, with the powers and responsibilities provided. (a) The Registrars. The Registrars shall be responsible to the Deans on their respective campuses. They shall prepare and supervise the registration of students and shall be responsible for the academic records and schedules of students. (b) The Librarians. The Librarians shall be responsible to the Deans on their respective campuses for the operation of the library. Appointments of professional members of the Library Staff shall be made upon the recommendation of the Librarian to the Dean on each campus. (c) The Director of Athletics, Annapolis. The Director of Athletics shall be responsible to the Dean for devising and directing programs of recreational activities. (d) The Director of Student Activities, Santa Fe. The Director of Student Activities shall be responsible to the Vice President for Student Engagement for devising and directing programs recreational activities. (e) The Director of Admissions (or comparable position). The Director of Admissions shall be responsible to the Vice President of Enrollment and shall assist that Vice President in admissions policies decided in consultation with the Deans and shall support the Deans in their final authority over individual admissions decisions. (f) The Director of Alumni Relations. The Director of Alumni Relations shall be responsible to the Vice President of Advancement and Alumni Engagement. The primary duty is to enable the College and the Alumni Association to be of service to alumni. (g) The Directors of Financial Aid. The Directors of Financial Aid shall be responsible to the Vice President of Enrollment for the administration of financial aid programs. Since it belongs to the Deans to supervise the composition of the student body with a view to the conduct of the Program of Instruction, financial aid policies will be decided in concert with the Deans. (h) The Director of Career Development and of Personal and Professional Development. The said Directors shall be responsible to the Deans on their respective campuses for helping 27 | FACULTY CONSTITUTION �and counseling students with respect to graduate and professional schools and careers. (i) The Directors of Laboratories. The Directors of Laboratories shall be responsible to the Dean, in consultation with the Laboratory archons, for training and directing the student laboratory assistants, designing experiments for the laboratory program, and purchasing and maintaining laboratory equipment. Article V, FACULTY COMMITTEES (1) College Committees (a) The Instruction Committee (i) In accord with Article V(2) of the Polity of the College, there shall be a Campus Instruction Committee on each campus and the Instruction Committee of the College, the latter comprising the two Deans and the members of the Campus Instruction Committees. (ii) Each of the members of a Campus Instruction Committee shall serve for a term of three years, and the terms shall be arranged in such a way that each year the terms of two members at each campus shall expire. Terms begin and end the day following commencement exercises. Annually, and separately at each campus, the President with the Dean on his campus, after consulting with the Instruction Committee and seeking the advice of the other Tutors on that campus, shall at the last regular Faculty meeting on that campus nominate four Tutors of whom two shall be elected by the Tutors to membership on the Instruction Committee. The Faculty shall be informed of the names of the nominees prior to the meeting at which the election occurs. At the expiration of the three-year term a member of the Instruction Committee shall for one year be ineligible for reelection. (iii) If for any reason a member of the Instruction Committee is unable to serve for a part of his or her term, another Tutor shall be chosen to serve for that part of the term. For this purpose, the President and the Dean, in consultation with the Instruction Committee on the campus where the vacancy occurs, shall nominate two Tutors of whom the Tutors shall elect one in a regular Faculty meeting. (iv) If the Instruction Committee resigns with the Dean on a matter of confidence and the resignations are accepted, the President, in consultation with the new Dean and after seeking the advice of the other Tutors, shall nominate nine Tutors for the six vacancies on each campus in such a manner that two out of each three nominees shall be elected by the Tutors for each of the three classes to fill the unexpired terms. (b) The Tutors’ Compensation Committee (i) There shall be a Tutors’ Compensation Committee of six Tutors, three to be elected by the Tutors on each campus, and the chair shall annually alternate between campuses. The Committee shall advise the Presidents concerning Tutors’ compensation and related matters; it shall make annual reviews of the College’s statement of Tutors’ salaries and other compensation of Tutors and report to the Tutors and the Presidents recommendations consequent upon the review. (ii) Members of the Committee shall be elected annually on each campus for terms of three 28 | FACULTY CONSTITUTION �years in such a manner that the term of one member on each campus terminates each year. The Tutors’ Compensation Committee on each campus shall provide the Tutors on that campus with two nominations for each vacancy on the Committee on that campus. Additional nominations may be made at the Faculty meeting when election shall be made. (2) Campus Committees (a) The Committee for the Graduate Institute. On each campus the Committee for the Graduate Institute shares with the Associate Dean on the same campus responsibility for carrying out the Graduate Program and for the general welfare of the students. Members of each Committee shall be appointed by the Associate Dean with the concurrence of the Dean on the same campus. Each Committee shall consist of three Tutors who have experience in the Institute, in addition to the Associate Dean, who shall serve as chair. (b) The Campus Planning Committees. The Faculty on each campus shall elect five of its members as a Campus Planning Committee. Two members shall be elected to the Committee annually except in every third year, when one member shall be chosen. The President, the Dean, one of the Assistant Deans, and the CFO (or representative) on each campus shall sit ex officio with the Committee on that campus. It shall be the duty of the respective committees to advise the President on the construction of new buildings, the renovation of old buildings, landscaping of grounds, and all matters relating to the maintenance and development of the campus. (c) The Library Committees. The President on each campus, in consultation with the Librarian and the Dean, shall appoint three Tutors on each campus to serve as a Library Committee. The President, the Dean, and the Librarian shall themselves be ex officio members of the Committee, and the Librarian shall serve as chair. It shall be the duty of the Library Committees to assist the Librarians in making the Libraries serve the ends of the College and its Program; it shall be their duty to advise the Librarians in regard to Library policy and acquisitions. (d) The Information Technology Committees. The Dean on each campus shall appoint three Tutors to serve as an Information Technology Committee, one of whom shall serve as chair. Each Tutor shall serve a three-year term. The Dean, the Director of College Information Technology Services, and the Librarian shall be ex officio members. It shall be the duty of the Information Technology Committees to advise the Director of College Information Technology Services in regard to the needs of the College and its Program. (e) The Prize Committees. The President on each campus shall appoint Tutors on each campus to supervise the awarding of prizes on the respective campuses. The Committees shall have full authority to decide what prizes shall be awarded and to name the recipients of the prizes. (f) The Fellowship Committees. On each campus there shall be a Fellowship Committee appointed by the President. It shall be the duty of this Committee to inform students of fellowships for which they may be eligible, to assist them in applying for fellowships, and to act on behalf of the College in any matter relating to application for fellowships. (g) The Dean on each campus may appoint committees for the carrying out of the Dean’s duties for which no other provision is made. 29 | FACULTY CONSTITUTION �Article VI, STATEMENT OF EDUCATIONAL POLICY AND INSTRUCTIONAL PROPOSALS (1) In accord with Article V(2)(d) of the Polity of the College, each year the Chair of the Instruction Committee of the College shall, after consultation with the Instruction Committee on the chair’s campus, and after discussion with the Instruction Committee of the College, submit a Statement of Educational Policy and Program to the Faculty as a whole for discussion. The author shall present the Statement, together with an account of the Faculty discussion of it, and the author’s response, as a report to the Board for its consideration. (2) Every three years, in alternation, one of the Associate Deans shall write a Statement of Educational Policy and Program for the Graduate Institute. The Associate Dean who writes the Statement, after consulting with the Committee for the Graduate Institute on his or her campus, and with the other Associate Dean, shall submit the Statement to the Instruction Committee for discussion at its joint meeting. Should an Associate Dean be asked to write a statement in the first year of his or her term, the Associate Dean may delay this statement for a year. In such a case, the other Associate Dean shall write his or her statement in the following year. (3) Procedure for Instructional Proposals. (a) (i) A decision as to whether a proposal is for the College or campus-specific shall be made by the Deans and Instruction Committee of the College. They shall make this decision after notifying the Faculty on both campuses and inviting their comment. Written statements of College instructional proposals shall be distributed to the Faculty at least two weeks before the Faculty meeting at which they are to be presented; the proposal shall be presented to the whole Faculty by the Chair of the Instruction Committee, either in person or through the other Dean. If, after full discussion of any proposal so presented, there be no objection on the part of any Tutor, the measure stands approved and becomes effective as of the date specified. If, after full discussion, a Tutor objects to the proposal and holds to the objection, the proposal shall be submitted to vote of the Tutors at special Faculty meetings called by the Presidents within a month. Any objections that have been made and held to and submitted in writing shall be transmitted immediately in writing to the whole Faculty. Any objections that have been made and held to but not submitted in writing shall be reported immediately in writing to the whole Faculty. If, after discussion, any objection has been made and held to, the Presidents, in calling special Faculty meetings, shall report the statement of the Chair of the Instruction and the Dean on the other campus as to whether it be a matter of confidence; and in submitting the proposal to vote, the Chair of the Instruction Committee and the Dean on the other campus shall, at the special Faculty meetings, repeat their statement as to whether it be a matter of confidence. The vote may then be taken and tallied by the Presidents in such a fashion that the Tutors shall have recorded their decision acting as a whole. If the proposal be one that the Chair of the Instruction Committee and the other Dean have declared a matter of confidence and if it be defeated by majority vote, the Deans and the Instruction Committee shall immediately resign. If it be passed by majority vote, it shall become effective as of 30 | FACULTY CONSTITUTION �the date specified therefore. For the confidence procedure a quorum shall consist of three-fourths of all resident Tutors on each campus. (ii) Any instructional proposal that has been deemed campus-specific shall be subject to the procedure set forth above, except that, if an objection is made and held to on either campus, voting shall proceed only on the campus were the proposal is intended to be put into effect. Any objections that have been made and held to and submitted in writing on the other campus shall be transmitted immediately to the voting Faculty. Any objections that have been made and held to but not submitted in writing shall be reported immediately in writing to the voting Faculty. If the confidence procedure is invoked, it shall be only by the Dean on the voting campus, and it shall affect the Dean and the Instruction Committee only on that campus. (iii) The President may refuse to accept the resignation of the Deans or the Instruction Committee, any or all of them, whenever in the judgment of the President such resignation would be detrimental to the proper functioning of the College; provided, however, that if any six or more Tutors shall petition the Board, the latter shall review the President’s decision within four weeks, during which time the Deans and the Instruction Committee shall continue in office. (iv) In the event that the proposal be defeated and the resignations be accepted, the President shall proceed to the choice of new Deans in accordance with the provisions of the Polity of the College, Article V(2)(b). (b) Upon either a petition of not less than one-tenth of the Tutors on either campus or a request from the President, the Dean and Instruction Committee on that campus shall consider any recommendation concerning instruction and shall report to the Faculty within one year concerning it. If the Dean and Instruction Committee make a proposal, the procedure of Article X(1) in the Polity of the College shall apply. Article VII, AMENDMENT AND REVIEW OF THE FACULTY CONSTITUTION (1) Every five years this document and the Polity of the College shall be reviewed by a committee of six faculty members, three to be elected by the Faculty on each campus. In reviewing this document, the committee will consult with the Deans and Presidents. In reviewing both documents, the committee shall notify, to the extent they have been formed, the Associates Councils and the Staff Councils of each campus and give consideration to any views expressed by those Councils. Any amendment with material financial implications for the College shall require the approval of the College President. The report of the Committee shall be submitted to one regular Faculty meeting and voted upon at the next regular Faculty meeting. A quorum for this vote shall consist of two-thirds of the Faculty in residence on each campus; a two-thirds majority of those voting, including at least a simple majority of those voting on each of the campuses, shall be required for approval of any proposed amendments. (2) Amendments to this document may be proposed at any regular meeting of either the Faculty in Annapolis or the Faculty in Santa Fe upon petition of not less than ten percent of the members on either campus. No such proposal shall be acted upon earlier than the next regular meeting of the Faculty, whether in Annapolis or in Santa Fe. For a vote on such a proposal, a quorum shall consist of two-thirds of the Faculty in residence on each campus; a two-thirds majority of those 31 | FACULTY CONSTITUTION �voting, including at least a simple majority of those voting on each of the campuses, shall be required for approval. (3) In accord with the Polity of the College (V)(9), no article of the Faculty Constitution shall conflict with or contravene the Polity, federal, state, or local law, or College policy promulgated in accordance with Article IV(1)(b) and IV(2)(b) of the Polity. (4) The Dean of each campus shall maintain and publish a Tutor Handbook or Book of Customs and Policies to provide further information to the Faculty about the duties, responsibilities, and prerogatives of the Tutors, to be amended by the Dean of the relevant campus, in consultation with the Instruction Committee. 32 | FACULTY CONSTITUTION �CHARTER OF ST. JOHN'S COLLEGE WHEREAS, institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States; And whereas, it appears to this General Assembly that many public spirited individuals, from an earnest desire to promote the founding a college or seminary of learning on the Western Shore of this State have subscribed and procured subscriptions to a considerable amount, and there is reason to believe that very large additions will be obtained to the same throughout the different counties of the said Shore, if they were made capable in law to receive and apply the same towards founding and carrying on a college or general seminary of learning with such salutary plan and with such legislative assistance and direction as the General Assembly might think fit, and this General Assembly, highly approving those generous exertions of individuals, are desirous to embrace the present favorable occasion of peace and prosperity for making lasting provision for the encouragement and advancement of all useful knowledge and literature through every part of this State; BE IT ENACTED: I. That a college or general seminary of learning by the name of "St. John's College" be established on the said Western Shore upon the following fundamental and inviolable principles; namely, first, the said college shall be founded and maintained forever upon a most liberal plan for the benefit of youth of every religious denomination, who shall be freely admitted to equal privileges and advantages of education and to all the literary honors of the college, according to their merit without requiring or enforcing any religious or civil test, or urging their attendance upon any particular religious worship or service other than what they have been educated in or have the consent and approbation of their parents or guardians to attend; nor shall any preference be given in the choice of a Principal, Vice-Principal or other Professor, Master or Tutor in said college on account of his particular religious profession, having regard solely to his moral character and literary abilities and other necessary qualifications to fill the place for which he shall be chosen. II. That the governing body or board of said College shall consist of not more than sixty nor less than thirteen Visitors and Governors, to be chosen and to hold office in such manner as the said Visitors and Governors may determine and prescribe by their fundamental ordinances; provided, however, that the Governors of the States of Maryland and New Mexico shall act ex officio as two of the total number of Visitors and Governors of said college during their respective terms in said offices; and that the said Visitors and Governors and their successors duly chosen shall be and are hereby declared to be one community, corporation and body politic to have continuance forever by the name of ST. JOHN'S COLLEGE and by the same name they shall have perpetual succession. 33 | CHARTER OF ST. JOHN'S COLLEGE �III. That if the City of Annapolis should be fixed upon as a proper place for establishing the said intended college, this General Assembly give and grant, and upon that condition do hereby give and grant to the Visitors and Governors of the said College by the name of "The Visitors and Governors of Saint John's College in the State of Maryland," and their successors all that four acres within the City of Annapolis purchased for the use by the public and conveyed on the 2nd day of October, 1744, by Stephen Bordley, Esq., to Thos. Bladen, Esq., then Governor, to have and to hold the said four acres of land with the appurtenances to the said Visitors and Governors and their successors for the only use, benefit and behoof of the said college and seminary of universal learning forever. IV. That the said Visitors and Governors and their successors by the same name shall be able and capable in law to purchase, have and enjoy to them and their successors in fee, or for any other less estate or estates, any lands, tenements, rents, annuities, pensions or other hereditaments by the gift, grant, bargain, sale, alienation, enfeoffment, release, confirmation, or devise of any person or persons, bodies politic or corporate capable to make the same, and such lands, tenements, rents, annuities, pensions or other hereditaments or any less estates, rights or interests of or in the same at their pleasure to grant, alien, sell and transfer in such manner and form as they shall think meet and convenient for the furtherance of the said college; And also that they may take and receive any sum or sums of money, and any kind, manner or portion of goods and chattels that shall be given, sold or bequeathed to them by any person or persons, bodies politic or corporate capable to make a gift, sale or bequest thereof and employ the same towards erecting, setting up and maintaining the said college in such manner as they shall judge most necessary and convenient for the instruction, improvement and education of youth in the vernacular and learned languages, and generally in any kind of literature, arts and sciences, which they shall think proper to be taught for training up good, useful and accomplished men for the service of their country, in church and state. V. That the said Visitors and Governors and their successors by the name aforesaid shall be able in law to sue and be sued, plead and be impleadable in any court or courts, before any judge, judges, or justices within this State and elsewhere in all and all manner of suits, complaints, pleas, causes, matters and demands of whatsoever kind, nature or form they be and all and every other matter and thing therein to do in as full and effectual a manner as any other person or persons, bodies politic or corporate within this State or any of the United States of America in like cases may or can do. VI. That the said Visitors and Governors and their successors shall have full power and authority to have, make and use one common and public seal and likewise one privy seal with such devices and inscriptions as they shall think proper, and to ascertain, fix and regulate the uses of both seals, by their own laws and the same seals or either of them to change, break, alter and renew at their pleasure. VII. That the said Visitors and Governors and their successors from time to time and at all times hereafter, forever, shall have full power and authority to constitute and appoint in such manner as they shall think best and most convenient, a principal, a vice-principal of the said college and professors with proper tutors and assistants for instructing the students and scholars of the said seminary in all the liberal arts and sciences, and in the ancient and modem tongues and 34 | CHARTER OF ST. JOHN'S COLLEGE �languages; and the said principal, vice-principal and professors so constituted and appointed from time to time shall be known and distinguished forever as one learned body or faculty by the name of "The Principal, Vice-Principal and Professors of St. John's College"; and by that name shall be capable of exercising such powers and authorities as the Visitors and Governors of the said college and their successors shall by their ordinances think necessary to delegate to them for the instruction, discipline and government of the said seminary and of all the students, scholars, ministers and servants belonging to the same. VIII. That a majority of the said Visitors and Governors for the time being and duly assembled at any meeting upon due notice given to the whole body of Visitors and Governors shall have full power and authority to make fundamental ordinances for the government of the said college and the instruction of youth as aforesaid, and by these ordinances to appoint such a number of their own body not less than seven, as they may think proper for transacting all general and necessary business of the said seminary and making temporary rules for the government of the same; and also by the said fundamental ordinances to delegate to the principal, vice-principal and professors such powers and authorities as they may think best for the standing government of the said seminary and of the execution of the ordinances and rules of the same; provided always that they be not repugnant to the form of government of any law of this State. IX. And for animating and encouraging the students of said college to a laudable diligence, industry and progress in useful literature and science, be it enacted that the said Visitors and Governors and their successors shall by a written mandate under their privy seal and the hand of someone of the Visitors and Governors to be chosen annually as their President, according to the ordinance to be made for that purpose, have full power and authority to direct the principal, viceprincipal and professors to hold public commencements either on stated annual days, or occasionally as the future ordinances of the said seminary may direct and at such commencements to admit any of the students in the said college or any other persons meriting the same (whose names shall be severally inserted in the same mandate) to any degree or degrees in any of the faculties, arts and sciences and liberal professions to which persons are usually admitted in other colleges or universities in America or Europe; And it is hereby enacted that the principal, or in the case of his death or absence, the vice-principal, and in case of the death or absence of both, the senior professor who may be present, shall make out and sign with his name diplomas or certificates of the admission to such degree or degrees, which shall be sealed with the public or greater seal of the said corporation or college and delivered to the graduates as honorable and perpetual testimonials of such admission; which diplomas, if thought necessary for doing greater honor to such graduates, shall also be signed with the names of the different professors or as many of them as can conveniently sign the same; provided always that no student or students within the said college shall ever be admitted to any such degree or degrees, or have their name inserted in any mandate for a degree, until such student or students have been first duly examined, and thought worthy of the same. X. That the ordinances which shall be from time to time made by the Visitors and Governors of the said college and their successors with an account of their other proceedings and of the management of the estate and moneys committed to their trust, shall when required be laid before the General Assembly for their inspection and examination, but in case at any time hereafter through oversight, or otherwise through misapprehension and mistaken constructions 35 | CHARTER OF ST. JOHN'S COLLEGE �of the powers, liberties and franchises in this Charter or Act of Incorporation granted, or intended to be granted, any ordinance should be made by the said corporation of Visitors and Governors or any matters done and transacted by the corporation contrary to the tenor hereof, it is enacted that although such ordinances, acts and doings shall in themselves be null and void, yet they shall not, however, in any courts of law, or by the General Assembly, be deemed, taken, interpreted or adjudged into an avoidance or forfeiture of this Charter and Act of Incorporation, but the same shall be and remain unhurt, inviolate and entire unto the said corporation of Visitors and Governors in perpetual succession; and all their acts conformable to the powers, true intent and meaning hereof shall be and remain in full force and validity, the nullity and avoidance of such illegal acts to the contrary in any wise notwithstanding. XI. That this Charter and Act of Incorporation and every part thereof shall be good and available in all things in the law according to the true intent and meaning thereof, and shall be construed, reputed and adjudged in all cases most favorably on the behalf and for the best benefit and behoof of the said Visitors and Governors and their successors, so as most effectually to answer the valuable end of this Act of Incorporation towards the general advancement and promotion of useful knowledge, science and virtue. XII. That the College may establish and operate one or more branches in one or more states of the United States. 36 | CHARTER OF ST. JOHN'S COLLEGE �HISTORY OF THE CHARTER AND POLITY St. John's College was founded in 1696 as King William's School in accordance with a Petitionary Act for free-schools of the General Assembly of the Colony of Maryland. Following the Revolutionary War, the General Assembly of the new State of Maryland granted a Charter to St. John's College pursuant to and as a part of Chapter 37 of the Laws of Maryland of 1784. This Charter was subsequently amended by the General Assembly through Resolution No. 41 of 1832. The Visitors and Governors of St. John's College in 1950 revised the Charter to eliminate extraneous and obsolete matter and to make certain other amendments consistent with present requirements and conditions. It was the opinion of the Attorney General of Maryland that the original Charter of the College was subject to the general Corporation Laws of Maryland and might accordingly be amended by the Visitors and Governors, pursuant to these laws, without legislative action by the General Assembly. Subsequent amendments were made in 1961, in 1963, in 1965, in 1970, and in 1975. When the decision was reached to establish a second St. John's College in Santa Fe, New Mexico, amendments were made to the Charter to authorize branches or extensions of the College. The Charter was then filed with the Corporations Commission of the State of New Mexico as a foreign corporation. The College was thus empowered to grant degrees in New Mexico under the provisions of its Maryland Charter. A Polity for the College was first suggested in 1940 by St. John’s College President and New Program founder Stringfellow Barr, who requested that the instruction committee, “investigate thoroughly the type of polity that might service the college community best and would be appropriately adapted to and coordinated with the aims of the program.” In November 1943, the faculty elected a committee to draft this Polity, which was completed on January 14, 1945, and ultimately instituted by President Barr on March 3, 1945. In 1949, during the first year of Richard Weigle’s presidency, the faculty elected a second committee to revise the existing Polity. Among the provisions was a mandate for future quinquennial Polity reviews by the faculty and the Board. This Polity revision was approved by the faculty on April 9, 1950, and adopted by the Board of Visitors and Governors on July 8, 1950. Since that time the Polity has remained the College’s principal governing document, overseen by the Board in consultation with the faculty. The Polity was thus amended at regular meetings of the Board held on May 14, 1955; May 21, 1960; May 15, 1965; June 6, 1970; April 19, 1975; January 16, 1982; April 19, 1986; and October 19, 1991. Other amendments were adopted by the Board at regular meetings on February 22 and December 9, 1961; February 23 and September 28, 1963; October 3, 1970; February 18, 1972; October 25, 1975; January 24, 1976; November 6, 1982; July 21, 1984; April 20, 1985; October 25, 1986; April 11, 1987; October 19, 1991; July 18, 1992; April 17, 1993; April 22, 1995; April 19, 1996; April 24 and November 6, 1999; January 27, 2001; April 26, 2003; April 24, 2004; January 27 and April 22, 2006; April 25, 2009; April 24, 2010; October 29, 2011; February 23, 2013; June 17, 2016; November 9, 2019; February 29, 2020; October, 21, 2023; and February 22 and June 14, 2025. 37 | HISTORY OF THE CHARTER AND POLITY � 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 Charter and Polity of the College Description An account of the resource Revised and amended editions of the St. John's College Charter and Polity.<br /><br />The College's first Charter and Polity was published as the <a href="https://digitalarchives.sjc.edu/items/show/3768">September 1950</a> issue of the <em><a href="https://digitalarchives.sjc.edu/collections/show/37">Bulletin of St. John's College in Annapolis</a></em>. Revised and amended versions were published as individual issues of the <em>Bulletin</em> in <a href="https://digitalarchives.sjc.edu/items/show/3746">1951</a>, <a href="https://digitalarchives.sjc.edu/items/show/7844">1960</a>, <a href="https://digitalarchives.sjc.edu/items/show/7845">1963</a>, and <a href="https://digitalarchives.sjc.edu/items/show/7846">1965</a>. <br /><br />The Charter and Polity was published as a separate document in <a href="https://digitalarchives.sjc.edu/items/show/7850">1955</a> and again from <a href="https://digitalarchives.sjc.edu/items/show/7851">1970</a> forward. The most recent version of the Charter and Polity is also available on the College's <a href="https://www.sjc.edu/about/leadership/board-visitors-governors/charter-polity">website</a>. <br /><br />Click on <strong><a title="Items in the Charter and Polity of the College Collection" href="https://digitalarchives.sjc.edu/items/browse?tags=Charter+and+Polity&amp;sort_field=Dublin+Core%2CDate">Items in the Charter and Polity of the College Collection</a></strong> to view and sort all items in the collection. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data PDF Page numeration Number of pages in the original item. 39 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 Governing Documents, 2025 Description An account of the resource Governing documents of St. John's College. Includes Polity of St. John's College, amended and restated June 14, 2025, Board bylaws, Faculty constitution, Charter of St. John's College, and History of the Charter and Polity. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2025-06-14 Rights Information about rights held in and over the resource In copyright. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource PDF Subject The topic of the resource St. John's College (Annapolis, Md.) Legal instruments St. John's College (Santa Fe, NM) Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Charter_and_Polity_2025-06-14 Bylaws Charter and Polity Faculty Constitution Governing Documents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/5fd5792a3cd54e994d90f730803c298e.pdf 8039c10578a06aff77e5633ad05bb28a PDF Text Text A Meditation on Multiplication It is my honor to give the Christopher B. Nelson Lecture tonight. Mr. Nelson is an alum of the college and was president of St. John’s College in Annapolis, beginning in 1991. His presidency was marked by consistent care for our community of learning and lasted for more than 25 years, a remarkably long tenure for a college president. I’d like to take this opportunity to invite you all to the question period after lecture, to be held in the Conversation Room. We call it the question period rather than the question-and-answer period for a reason, so adjust your expectations accordingly. By tradition, students are allowed to ask the first few questions. There have been two times in my life that I remember being genuinely confused about what multiplication is. The first time, I was probably about six years old, excited by the prospect of learning the thing called a “times table.” What is this mysterious thing that puts lists of numbers together with x’s in between, equaling bigger numbers? I remember asking my mother what multiplication was. She said something like, “It means to take something a certain number of times, so that “2x3=6” means taking two three times. Two, four, six!” Her clear response was very satisfying to me and paved the way for much success in my young career. As I went through my elementary and then junior high school days, various elaborations on the main idea of multiplication came up. I learned to multiply fractions and decimals, to find areas by multiplying lengths and widths, and take powers of numbers: first squares, such as three squared equals nine, then cubes, then higher powers. By the time I reached high school, the applications of the simple tool of multiplication had, well, multiplied! Without my noticing it, I had completely left the realm of taking something “a certain number of times.” Throughout my college and graduate career in the sciences, multiplying in one way or another was second nature. Then, I came to St. John’s… which brings me to the second time in my life that I remember being genuinely confused about multiplication. Our freshmen have already begun their study of Euclid, which will continue for most of the freshman year. Euclidean geometry suffuses the program, coming up in Plato, Kant, Apollonius, Descartes, Galileo, Newton, and Lobachevski, among others. My own time with Euclid began in my first year as a tutor, with a freshman math class. After wrestling with triangles, rectangles, circles, and ratios, 1 �we arrived at Book VII, the first book focusing on numbers. “Ah,” I thought, “What simplicity! What clarity, after the messiness of ‘same ratio’...” Part of the clarity came from Definition 15: “A number is said to multiply a number when that which is multiplied is added to itself as many times as there are units in the other, and thus some number is produced.” (Euclid, p. 157) This brilliance of clarity evoked memories of my six-year-old self, just beginning to encounter multiplication. My mom’s explanation to me was vindicated by Euclid himself. Alas, my simple pleasure in the clarity of this definition was short lived. I began to think over the previous books of Euclid. My class and I had been comparing the sizes of triangles, rectangles, and parallelograms for weeks. I suddenly realized that I didn’t really understand how we had been comparing these areas. In my own mind, with years of experience multiplying length by width to find the area of a shape, I had been tacitly assuming that something like this multiplication was at the root of all our comparisons of areas. I had noticed, of course, that Euclid was not using numerical comparisons, but rather was proving areas to be equal in principle. But the implications of how he was treating areas didn’t sink in until I saw Definition 15. Why did he only need to define multiplication when he wanted to think about numbers? Why hadn’t Euclid defined multiplication earlier? Wouldn’t it make sense that the way we calculate areas would be discussed at some point, while he is working so diligently with areas of various sorts? Filled with puzzlement about multiplication once again, I realized that Euclid had never calculated the area of anything, that my modern-educated mind had read into Euclid something he hadn’t done: namely, finding extent of an area by multiplying length by width. So I attempted to take that next step myself. How would I use Euclid’s Definition 15 of Book VII to calculate the area of a rectangle, for instance? Can I multiply length by width using definition 15? My lecture tonight will begin with this question. Once again, Euclid defines multiplication thus: “A number is said to multiply a number when that which is multiplied is added to itself as many times as 2 �there are units in the other, and thus some number is produced.” Can I treat length and width in the same way as I treat numbers? If I can, I would have to somehow add length to itself as many times as there are units in the width, to produce the measure of an area. Can I use this process to find an area? There are two problems that I can see with using the language of “adding to itself” when multiplying length and width. First, there is the problem of dimension. If I’m thinking about this process as adding the same length to itself a number of times, thus producing a longer length, why do I have any reason to think that I would somehow get a measure of area? In other words, how will I relate the measure of the longer length, one dimension, into the measure of an area, two dimensions? Second, there is the problem of finding a unit in a given length, which, unlike a number, doesn’t come with a given number of units. How do I know how many times to add length to itself if my width isn’t labelled with a unit measure? I’ll address these questions each in turn. The first problem we confront is the problem of dimension. Let’s start with a simple example. I have a rectangle with length that is three times longer and width two times longer than some length. I will take this third length, that is, half of the width, to be my unit. We’ll leave the problem of how I can find a unit for my length and width for now and just assume we can do it. Following Book VII, Definition 15, I multiply the length by the width. I take the length, which is three units, and add it twice, that is, the number of units that are in the width, ending with a new length that is six units long. On what basis do I think that this long breadthless length would have anything to do with finding a measure of the area of a rectangle formed from my two starting lines? How can I turn one dimension (length) into two (area)? Let’s look at the problem more closely. I have a rectangle of length three and width two (Figure 1), and I’d like to find a measure of the area. I can draw vertical parallel lines at right angles upon the rectangle at each unit length as well as one horizontal line at the unit width, dividing up the width (Figure 2). I can say now, using Euclid Book II, Proposition 1, which states that the rectangle contained by two straight lines is equal to the rectangles that would be formed if one of the straight lines is divided, that the area of my original whole rectangle is equal to the areas of all of the smaller rectangles added together. (Euclid, p. 37) 3 �At this point, I can refer to the square area based on the unit length as “an area of one” (Figure 3). Since the lines encompassing my smaller areas are all equal, I know that these smaller areas are all equal to each other, that is, they are each an area of one (Figure 4). When I add up all the unit areas, I find that I have six unit-areas, or a final area of six (Figure 5). By restacking my boxes, I can go one step further and represent this area by a rectangle that has a width of our unit and a length of six units, thus bringing the comparison to the line that is six units long into focus (Figure 6). It doesn’t seem coincidental that the same answer, six, came up both when I multiplied length by width and got a longer line of six units, and when I added up the smaller unit areas in the rectangle. In both cases, I’m taking something of three units twice. In the first case, I’m taking a length of three twice, to get a length of six. In the second case, I’m taking a set of three unit-areas twice, to get an area of six. There is nothing in my procedure that relies on the particular numbers I choose. If my length had been 29 units and my width four units, the process would have been the same, just with more divisions. In other words, I seem to have found a procedure showing that the number I get when I multiply the number of units in my length by the number of units in my width will be the same as the measure I get for the area of my rectangle. I haven’t produced two dimensions out of one but I have found a reliable connection between the one-dimensional measure of multiplied length and the area that will come from those two lines, if they are set up geometrically as the length and width of a rectangle. The procedure depends only on finding a unit that measures both the length and the width. My assumption at the beginning was that the width and the length were both multiples of some other length, which I used as my unit. But what if my rectangle doesn’t have this feature? What if there are no built-in units for me to work with? Let’s turn now to the problem of finding a unit. First, we’ll spend some time with Euclid’s definition in the Greek, to be sure that we understand what he means by a unit (Figure 7). In Book VII, definition 1, we learn that, μονάς ἐστιν, καθ᾽ ἣν ἕκαστον τῶν ὄντων ἓν λέγεται. (Euclid, vol. 2, p. 279) (Figure 8) 4 �μονάς ἐστιν: a unit is... The Liddell and Scott lexicon entry for μονάς, as in unit, lists it as the feminine substantive of the adjective “μονος,” meaning solitary, alone. Implied in the word for unit is the idea that it is “one who stands alone.” (Figure 9) μονάς ἐστιν, καθ᾽ ἣν: a unit is that according to which... καθ' is a modification of κατά, because of the rough vowel which comes next. κατά is a preposition, and, as is true for most prepositions, can have many meanings depending on the context. In this case, it is followed by an accusative relative pronoun, ἣν, meaning "which” in English. A good translation of this could be "according to which” or “as to which”. (Figure 10) μονάς ἐστιν, καθ᾽ ἣν ἕκαστον τῶν ὄντων: a unit is that according to which each of the beings... ἕκαστον means “each” or “every”. τῶν ὄντων is a participle in the genetive case, so "τῶν ὄντων” is the object of "ἕκαστον.” The participial nature of it is usually rendered in English with the ‘ing’ suffix. The root “ὄντ-” in the Greek is the participial stem of the verb “to be.” It appears to be a substantified word, something like, “the beings” or “the things that exist”. What sort of beings does Euclid mean? Should I take "τῶν ὄντων” to refer to mathematical objects, to numbers, or to something more broadly interpreted? Taken on the surface, "τῶν ὄντων” seems to refer to anything that is, anything that could be called “one.” Jacob Klein, a former dean of St. John’s College and a philosopher of math, spent a good bit of time investigating the question of what sort of thing is addressed by "τῶν ὄντων”. His conclusion after much study was that Euclid really meant what he said: each of the beings, each of the things that are, anything that can be called “one,” is included in the definition of unit. The scope of our definition just became much broader than anticipated. While I might have been justified in thinking that my work involved only mathematical objects up to now, the introduction of number has brought in the wider world, including each of the things that exist. Each of them? Really? This seems to be at least one surprising result of our examination of this definition. I suppose it makes sense. If I can apply number to anything, that is, if I can count anything, then anything ought to be within the scope of the work. (Figure 11) μονάς ἐστιν, καθ᾽ ἣν ἕκαστον τῶν ὄντων ἓν λέγεται: a unit is that according to which each of the beings is called one. This is the natural translation of the straightforward ending, “ἓν λέγεται,” or “is called one”. 5 �If we have a unit, we must have a “being,” one of “τῶν ὄντων” which we are calling “one” according to the unit. If I consider a being in the world, the fact that I can refer to it as “a being,” or “one thing,” is not taken for granted in this definition. Rather, that fact of my ability to call it one is associated with the unit in question. If I have a triangle, the unit is a triangle, that according to which I call it one triangle. Likewise, if I have a sheep, a hamburger, or a sheet of paper. In those examples, the units are sheep, hamburger, and sheet of paper, respectively. (Figure 12 – blank) The fact that there is a unit for these things shows that each of them possesses integrity. Are there some things for which a unit is not available? Things which don’t have the integrity of unity, which cannot be called one? How about water, air, sand, gravel? A lake can be counted as one, but is there any such thing as “one water”? We can have one grain of sand, but can we have “one sand”? Substances that flow are very hard to count. We tend to make due with an invented unit: one cup of water, or a 40-pound bag of sand. In these cases, the beings in question just don’t fall into units easily. Therefore, I need to find another, often arbitrary, way according to which I can refer to them as one. In these cases, I’m using the integrity of the cup or the bag as my unit. In Definition VII.2, we find that, “A number is a multitude composed of units.” (Euclid, vol.2, p.277) I may have three sheep, twenty sheets of paper, or six cups of water. We count beings with numbers, which are made up of units. Each thing counted, then, must have some sort of integrity, something by virtue of which we can name it and count it, either natural or arbitrary. What would that unit be, in the case of a length or width? Does a length have a natural unit, like sheep, or would I need to find something arbitrary, like my measure of a cup of water? Recall that, if I’m going to multiply length by width in order to calculate an area, I need to add length to itself as many times as there are units in my width. Is there anything ready to hand by which to count it? It doesn’t seem so, since there are no natural divisions in breadthless length. Perhaps I can invent a unit, find something like my cup of water. I’ll just cut my width in half and call the half of my width my unit. Does the half of the width have integrity – is it a being that can be called one? Maybe, but it sounds doubtful. 6 �For one thing, what stops me from dividing the width into four, or seventeen, or one hundred? Even assuming I can invent a unit for my width, which one should I pick? Depending on what my unit is, whether a half or a hundredth of my width, that unit will yield the number of times I’ll be adding my length to itself to produce an area. Which unit I choose, then, is critical in determining what area I’ll find. It seems that I’ll need to do something more than just invent a unit. Perhaps I can discover a unit, find some natural division, some reason for calling this part one of the beings “τῶν ὄντων.” If I had a good rationale for picking a unit of length, I could find how many of these natural units are in the width and then take the length that many times to find my area. How will I discover a being lurking in breadthless length? If I can compare my two lengths, that could help. If my width can be divided into a certain number of units into which my length can also be divided, then I might have some confidence that I’ve found the correct unit. Let’s say that I divide my width into 100 parts and take one of those parts and see if I can divide my length into an even number of those parts. What if that piece doesn’t go into the length evenly? Maybe then I try reapportioning the width into 200 parts, or 1,000. Can I be confident that I will eventually find a part that will also divide my length into an even number of parts? The answer, as we find in Book X of Euclid, is no. Definition 1 of that book defines commensurable magnitudes, as those which are measured by the same measure, and incommensurable magnitudes as those which cannot have any common measure. By “magnitude” he just means something having size, so a magnitude could be a length or an area, or some other mathematical entity with a determinate size. Euclid proceeds, in that very long book, to find and categorize several different kinds of incommensurable magnitudes. It turns out that even if I could put my suspicion to rest, the suspicion that a section of a width will never have the integrity of a unit, I now must admit that I may never be able to find a common measure between my length and my width. Our search for a unit by which we could measure the length and width of some area has failed. The process we outlined before, which depended on the length and width having a unit in common, will not work for every case. One commonly invoked example of a failure to find a common measure for length is the side of a square and its diagonal. (Figure 13) In modern parlance: if 7 �the side of the square has a length of one, the diagonal is “irrational” with respect to the side, and has a length delineated as the square root of two (√2 ). There is no common measure between one and the square root of two, and no way to count out the square root of two. To visualize this, imagine I had a geometrically exact ruler of length two. (Figure 14) If I measure the side of my square with this ruler, it would come to exactly halfway along the ruler, for a length of one. If I measure the diagonal with this ruler, (Figure 15) it would be quite far past the length of one. To find out exactly how much past one it would go, (Figure 16) I could subdivide my ruler into tenths. I’d find that the diagonal would come to slightly over one and four tenths of the length of the ruler. To find out just how much over one and four tenths the diagonal is, I could make even smaller subdivisions of my ruler. I would find that the diagonal came to just over one and forty-one hundredths of the ruler. To find out just how much over one and forty-one hundredths the diagonal is, I could make even smaller subdivisions of my ruler. I would find that the diagonal came to just over one and four hundred fourteen thousandths of the ruler. This process would never end, if I’m trying for mathematical exactitude. If I’m not working with a mathematical object, but with a physical square and diagonal, this process would come to an end whenever I decided to end it, at whatever level of precision either my ruler or my patience would call for. (Figure 17 – blank) The point is, I didn’t have to go very far to find an example of two lengths which do not have a common measure. So, if I’m looking to find the area of a rectangle made by two given lengths, and I’d like to multiply the lengths, how will I know whether there is a common measure between them or not? How will I know whether I have something like my original example-- in which half of the width goes into the length evenly -- or something like the side and diagonal of a square? My hope of being able arbitrarily to make a unit that would be usable for both my length and my width has been dashed. Given these difficulties, one might be forgiven for wondering why anyone would believe that multiplication of length by width would even be possible. And yet, we do it all the time. How is it possible? One answer has to do with the realm in which we are working and the precision we require. As I mentioned in the example of the side and diagonal of a square, I may be working in the physical world, perhaps just trying to figure out how big my plot of land is, or my tablecloth. In these sorts of cases, it doesn’t 8 �matter so much whether I can find a unit or not. If I have a table that is three feet long and two feet wide, I can happily use my unit, the arbitrarily chosen “foot.” What if the length and width don’t come out to an exact foot measure? Then I come up, arbitrarily, with inches and smaller subdivisions of inches. If my concern is to figure out if my tablecloth will cover my table completely, I really don’t need to measure the length and width of my tablecloth with much precision. If the length is three feet five inches plus a little more than an inch, I can just include that slopover in my estimations. The key word here is “estimation.” In the physical world, every measurement is an estimation, by its nature. I hold a ruler or tape measure up against the table. Implicitly, I know that the edge of the table is not precisely given, nor is the position I place the ruler on going to be completely determined. Baked into my measurement is the sense that there is always some amount of sloppiness. The job is to minimize the sloppiness to the point where it doesn’t matter for the job at hand. With strictly practical problems, I can use my procedure without worrying about whether my unit is natural or whether it goes into my length and width an exact number of times. If I’m working with mathematical objects, though, the story is different. Mathematics promises to be absolutely precise: if I say the length is two feet in a math problem, it will be two feet, not two feet and a smidge. When I am committed to finding what can be proven to be true, not just what gets the job done in the world of tablecloths and land, I need to be sure that my units are real units and that there is no extra bit. What has happened in between Euclid and our own time that leads us to think we can multiply lengths? A full picture of the development of mathematical thought during those hundreds of years is too much to handle in one lecture. Mr. Lasell will be speaking in the spring on some aspects of it, so look out for that lecture. For my purposes here, I’ll jump to the 17th century and René Descartes. Our sophomores will read his Géometrie in the spring semester, in which he spells out a method that he says is “la même que la Multiplication,” (Descartes, p. 3) that is, “the same as multiplication”. Let’s take a look at what he does. He begins La Géometrie with the broad claim that “any problem in geometry can easily be reduced to such terms that a knowledge of the lengths of certain straight lines is sufficient for its construction.” (Descartes, p. 2) He goes on to say 9 �that solving arithmetic problems--that is, problems involving numbers--involves only a few operations, namely addition, subtraction, multiplication, and division, broadly understood. He then makes the analogy to geometrical entities, such as lines and shapes, which I’ll call, generically, magnitudes. The implication is that as solving numerical problems involves only these four operations, solving problems of magnitudes will also use some few analogous operations. Adding and subtracting geometrical magnitudes are done in a similar way to adding and subtracting numbers; those operations don’t present serious difficulties. Adding a line to a line makes a longer line in a similar way that adding a number to a number makes a bigger number. Descartes realized, as we have, that multiplication is different (and similarly for division, which I won’t be discussing). Rather than try to fit geometrical multiplication into something like numerical multiplication, taking one line the number of times as there are units in the other line, he goes a different way. For simplicity, I’ll call his procedure “geo-multiplication.” He presents this geo-multiplication in an offhand way, as if the connection to numerical multiplication is clear. Here is his description of what he says is “the same as multiplication”: “…taking one line which I shall call unity in order to relate it as closely as possible to numbers, and which can in general be chosen arbitrarily, and having given two other lines, to find a fourth line which shall be to one of the given lines as the other is to unity...” (Descartes, p. 2) He elaborates further with an example, which we’ll take step by step. In the example, he is proposing is to find the multiplication product of two lines, BC and DB. (Figure 18) In the spirit of this lecture, we can think of this operation as finding the area of a rectangle with the given length and width. The naming of these two lines by including the letter B in each one implies that the two lines are touching. Sure enough, in his drawing, Descartes puts the two lines together. (Figure 19) He begins by dividing off a portion of one of the lines to be multiplied (DB) with the point A, and calling the line BA “unity,” analogously to “one” (Figure 20). He gives no procedure for where to mark off our “A” here, and, in fact, declares that it can be taken arbitrarily, at any point on the line BD. We’ll get back to this point later, but for now, let’s just put our A here and keep going. 10 �He joins A and C, (Figure 21) and draws ED parallel to CA (Figure 22). Because E occurs past C in this diagram, we’ll just extend the line BC until it hits E (Figure 23). Now, we’ve done it, according to Descartes. We’ve geo-multiplied two lines, BC and BD. The product turns out to be the line BE. To understand this, we will need to do a little more work with Euclid. If you’ve studied Euclid already, you may remember that one of the properties of similar triangles is that their sides are proportional. In this diagram, the triangle BAC is inside the larger triangle BDE, with the bases being parallel. Because the angles of the triangles are equal, we know that those two triangles are similar to each other (Figure 24). Thus, we know that the sides are proportional, or DB is to BA as EB is to BC (Figure 25) That is, if DB is three times as long as BA, we know that EB will also be three times as long as BC. Once we have proportional sides, we know, by Euclid VI.16, that the rectangle formed by the lines at the outside of the proportion, DB and BC, is equal in area to the rectangle formed by the lines at the inside of the proportion, BA and EB (Figure 26). The rectangle on the left is formed from the two lines I had wanted to geomultiply: DB and BC. The rectangle across the top of the figure is formed from the lines EB and BA, or BE and the line which we previously defined as unity, or one (Figure 27). Descartes has found a way to build a rectangle with a width of one and the length of which gives me the area of the first rectangle. This is essentially what we did before, with our restacking of the rectangle that was six units in area. (Figure 28, then 29) In this way, using an arbitrary unit, the measure of the line BE can be thought of as a representation of the size of the area of the rectangle BD, BC. There is a further comparison between numbers and magnitudes that lies underneath the procedure he uses (Figure 30). In Book VII, Proposition 19, Euclid proves that for any four proportional numbers, the multiplication of the extremes produces a number which is equal to the multiplication of the means. (Euclid, vol.2, p. 318) This proposition is part of a series of propositions in which Euclid proves analogous things about numbers that he proved in Book VI for geometrical magnitudes including length. Book VII.19 is analogous to Book VI.16, in which he proves that the rectangles formed by the extremes are equal to the rectangles formed by the means. In using the rectangles formed by the means and extremes to come to a rectangle whose area can be represented by a length, he is using a process that can also be used with numbers and multiplication. 11 �Now back to our original question about finding the area of a rectangle. We had already solved the problem of dimension, of how to relate the repeated addition of a line to itself to the designation of an area. We were left with the problem of the unit. Descartes has found a way around the problem of not having a natural unit in lines. He’s developed a procedure for finding the area whether or not the two lines encompassing the shape are commensurable or not. His procedure involves making an arbitrary unit from one of the lines involved in the problem, connecting the two lines in the shape of a triangle, and using proportions to find the result. So far, so good. I’d be willing to bet, though, that almost no one in at least two hundred years has actually gone through this technique in order to multiply length by width. There is another step we need to get us to where we began, with the multiplicity of ways of multiplying that I learned in grade school and beyond. This further step is provided by the German mathematician Richard Dedekind, an author our juniors will be studying. I’m not going to go into the details here, because they are beyond the scope of this lecture. In short, Dedekind developed an idea of number that went beyond counting numbers to a filled-in number line, allowing any magnitude to be represented with digits of some sort, with numbers after a decimal point going on as long as necessary. The square root of two can be expressed as 1.4... pi can be expressed as 3.14... and so on. Once Dedekind’s work led to the number line, and a magnitude was refigured as digits, it was only a matter of time before what we used to call simply “numbers” would come to be referred to as “whole numbers” or “counting numbers,” to distinguish them from “irrational numbers,” “transcendental numbers,” “repeating decimals,” et cetera. When we represent magnitudes with digits, the process of getting to an area can be simplified from Descartes’ triangles, ratios, and equal rectangles, to a simple technique for decimal multiplication. For example, (Figure 31) I can multiply one hundred seventy-three by thirtysix and pi by the square root of two in a very similar way. I just change pi and the square root of two into an approximation from the number line, approximations that are developed through other processes that we won’t go into here. I ignore the decimals for the moment, multiply each digit together as a number being taken as many times as there are units in the other number, and add them all up. I can then replace the decimals according to rules developed in a sensible way and I have my result. Solving the two problems happens in ways that are nearly indistinguishable. 12 �We’ve come full circle: geo-multiplication can be performed using digits, with a similar process to numerical multiplication, with no awkward triangles needed. We just do the multiplication and move the decimal place around to where it belongs. The methodological distinction between geo-multiplication and numerical multiplication has vanished. Descartes’ claim that what I’ve been calling geo-multiplication is “the same as multiplication” seems to be vindicated. But what would I say if someone asked me what I was doing in each case, what I meant by “multiplication” for each problem? In the first case, I think I’d say that I’m taking the first number the number of times that there are units in the second number. Rather than doing thirty-five addition problems, I’m using the much quicker method shown on the slide, but the concept is the same. In the case of pi and the square root of two, the technique is the same, but what I’m doing is far more complicated and is really not the same thing at all. I’ve hidden the distinction and a significant amount of mathematical theory under the simple technique that looks so similar. Is the process Descartes outlines really “the same as multiplication” as he says? If what we mean by multiplication is finding the answer to a problem, using the technique that we call multiplication, then yes, I’m doing essentially the same thing when I multiply whole numbers as I am when I multiply magnitudes. If what we mean by multiplication, though, is taking the multiplicand the same number of times as there are units in the multiplier, the answer must be “no.” It is true that Descartes comes up with a representation of the area of a geometric figure that can be spoken of in terms of a length. He does this, though by declaring an arbitrary unit for each problem. That term, “arbitrary unit,” would be an oxymoron if we were following along with Euclid. Euclid’s unit, “that according to which each of the beings is called ‘one,’” seems not to be arbitrary at all, but to be closely tied to the integrity of the thing in question, as we’ve said. Descartes has avoided the use of units, and given us a tool that can find areas with geo-multiplication. This tool has been developed by later mathematicians to the point that literally a child can learn how to use it. As a society, we put a high store on learning “how to do math” by which we mean, in part, how to multiply decimals. The number line is introduced to five- and six-year-olds. It is truly marvelous that things that seemed insurmountably difficult a few hundred years ago are now routinely taught to kids. (Figure 32 – blank) 13 �At one level, I am all for simply appreciating the power of geomultiplication. I’m in awe, as much as anyone, of the beauty and simplicity of mathematics. I also love me a good problem-solving technique. On the other hand, I can’t shake this gnawing suspicion that we have hidden something important, namely, the importance of the distinction between a natural unit and Descartes’ arbitrary unity. The distinction between numbers and geometrical magnitudes has been obscured. What we think of that obscurity might relate heavily to what we think mathematics is. I don’t know if I had ever asked myself what mathematics is before I got stuck on the problem of multiplying magnitudes. Since I started asking the question, I’ve heard a lot of responses, which tend to fall into three broad categories: mathematics as a useful tool, as a body of non-contradictory knowledge, and as our access to the truth. I’ll take each of these in turn. Mathematics as a Useful Tool A tool is a device that achieves a particular goal. It is usually specific to the task at hand, such as a hammer, that is designed to beat a nail into a plank of wood. Viewing mathematics in this way highlights that aspect of tricks, techniques, and methods. Depending on the question I’m asking or the need I’m facing, I’ll use a different method. If I’m putting up a zip line in my back yard, I may need some trigonometry to make sure I’m getting the right angle of descent, so I’m neither zipping too fast nor too slow. Mathematics as a tool is a means to an end. It is subservient to whatever the problem is that I’m trying to solve. Taken more broadly, mathematics can be used not just to solve immediate problems, but to give an account of natural phenomena. Much of the math that we do on the program falls into this category, more or less, of finding the mathematical reasoning that will give an account of phenomena at hand. Galileo wants to understand motion, Euler wants to describe a vibrating string, Bohr wants to penetrate the atom, et cetera. In general, when mathematics is used as a tool for understanding phenomena, the goal is to have an account that can be verified, usually through predicting the phenomena. If I describe the motion of a vibration in the way Euler does and the plucked string follows that motion, I can be confident that my tool is working well. If not, I can go look for another technique. There’s an ad hoc character to this description of math, though, that seems to imply too much independence of the techniques from each other. There is no essential connection between tools designed for different purposes. A hammer and 14 �a screwdriver both fit my hand, but other than that, they aren’t really related to each other; they don’t depend on each other. Techniques of mathematics are not independent in the way a hammer and screwdriver are. Differential equations, calculus, algebra, and geometry all fit into each other. Euler's differential equations and Bohr’s atomic equations both rely on algebraic manipulation. In this way, different kinds of mathematics are like countries on a continent rather than tools in a toolbox. Each one is delimited by boundaries, but all go together in an underlying logic. There is another way in which the metaphor of mathematics as a tool breaks down. Consider the hammer and the nail. Independent from a hammer, a nail is a human artifact. It could be considered a tool itself, a device constructed to achieve a certain end. However, when we use mathematical techniques to build an account of nature, we are not working with one human invention to manipulate another human invention, like we are when we use a hammer to hit a nail. Nature is beyond us, not made by humans. When we examine individual parts of it, we are pulling out a piece of what we imagine to be a whole. It would be strange to approach pieces of a natural whole with mathematical techniques that have nothing at all in common with each other or, worse, were mathematically contradictory to each other. We see, then, that the relationship between the different branches of mathematics makes some sense if we are thinking of it as a way of understanding nature. We don’t want our understanding of nature to be disparate and particulate, so we likewise don’t want our mathematics to be thoroughly partitioned into incompatible realms. This leads us to our second way of thinking about mathematics. Mathematics as a Non-Contradictory System This account emphasizes the logical dependence of each branch and method of mathematics upon the other and upon some underlying way of thinking. As we noted, the mathematical methods used for each situation are not completely independent from each other, but form a larger body of study. Aristotle, in the Organon, maps out syllogistic reasoning in detail, the kind of reasoning used for geometrical proofs and, similarly, in algebraic manipulations. This is the kind of reasoning that deduces true statements from other statements. For example, if we say that all men are mortal and Socrates is a man, we can deduce that Socrates is 15 �mortal. Synthetic knowledge begins with statements from which other statements are derived in a logical system. If line AB is neither less than nor greater than line BC, then it must be equal to it. If force equals mass times acceleration, then half of force also equals half of mass times acceleration. It is critical that none of the deductions is in doubt. If I determine that AB is not less than BC, I cannot then say that it must be equal to it. There is another possibility to rule out: it might be greater than BC. Likewise, I cannot change the equation in such a way that the equality doesn’t hold in all cases. If I’m completely certain about all of my deductions, then I end up with an edifice of statements, each one leading to, stemming from, or interlaced with the others. I can begin with any statement of geometry or any version of my equation and derive many other things. The question is, where do those original statements come from? For a geometrical system, we want to know where the set of definitions, postulates, and common notions comes from. For an analytic or algebraic system, we want to know where the original equations and the rules of operations come from. For example, in geometry, how do I know that equals, when added to equals, produce equals? It seems like this must be true, but is it simply that I can’t imagine the exception? The original statements for any mathematical system may simply be human constructs or symptoms of human limitations of imagination or intellect. Or, they may be true simply, connected with physical or logical necessity. If we don’t know where the original statements come from, we come to think of our mathematical edifice as floating in mid-air, so to speak. It could be selfcontained and logically consistent but have no foundation outside of our imagination. Do we have any way of judging the truthfulness of the original statements? Is it possible that our edifice of mathematics is simply contained within my mind, based on foundations that may or may not be true? Euclidean geometry was the only game in town for centuries. The definitions, postulates, and common notions were toyed with and reworked, but were essentially accepted as true and foundational in themselves. In the nineteenth century, Lobachevsky famously rejected Euclid’s fifth postulate, which states that lines that are angled towards each other at less than two right angles will eventually meet. He subsequently showed that the geometry that followed from this rejection was self-consistent and robust. What are we to make of the fact that 16 �two systems of mathematics with different fundamental assumptions are both selfconsistent? Mathematics as Our Access to Truth In the first possibility I outlined, math as a tool, I was sketching a portrait of a very external process. The mathematician has some problem to solve or phenomenon to describe, and wants something to help with that specific matter. The result was an ad hoc and disparate view of mathematics, a toolbox with different and unconnected tools, each one useful for a specific task. In the second possibility, math as a self-consistent system, my sketch was very internally focused. The mathematician has a few foundational principles and makes deductions and connections to produce a large mathematical edifice. The result was an integrated whole that may or may not relate to anything outside itself. Neither possibility is completely satisfactory. The handy man or woman might be satisfied with using math as a tool, but at some point, someone will ask how the tools are connected. The student of mathematics might be fascinated by the beautiful connections between theorems and equations, but at some point, someone will ask what the equations are good for. To connect the external and the internal, the foundational principles of mathematics must be grounded in reality. Mathematics must be seen not as useful simply by chance, not just self-consistent in the mind, but approaching something true. As Pontius Pilate famously asks, “What is truth?” It’s unclear from the Gospel of John whether Pilate’s question is genuine or dismissive. The claim that there is a truth to things and that we can approach this truth is a very large and interesting claim, and underlies the further claim that mathematics is one of the primary ways we have to approach it. There are several authors in the program who seem to hold versions of this view. I’ll outline three approaches here, presented under the names of authors who seem emblematic of each approach, namely, Plato, Galileo, and Kant. Plato For the purposes of this lecture, I will treat Socrates as something of a mouthpiece for Plato, the author. Socrates’ project, as it plays out in the dialogues, is a search for wisdom. He looks for wisdom among men, through conversation. He questions people who are willing to discuss fundamental things until the interlocutors come 17 �to an agreement; about the meaning of some important term, such as virtue or justice. If the interlocutors can discard contradictory notions, they will be getting closer to an expression of what virtue or justice is, for example, even if they never get to a full definition. Language, then, reflects reality by giving us a way to the invisible forms which give solidity and integrity to the world. In the Republic, Book VI, Socrates uses the image of a divided line to help the interlocutors understand how to approach this invisible structure of reality. (Plato, p. 190) Part of the line is concerned with the physical world, and is divided into two parts, one corresponding to the natural things and the other to the images of natural things. The other part of the line is concerned with the invisible world, which is only approachable through the intellect. It is divided into two also, one part corresponding to the forms and the other to geometry and calculation. If the analogy holds between the two different regions of the line, mathematical objects would relate to the forms themselves similarly to how images and shadows relate to objects in the world. (Figure 33) In Socrates’ language, the geometers, in their use of drawings of geometrical shapes, are “…are really seeking to behold the things themselves, which can only be seen with the eye of the mind.” (Plato, p. 191) This exercise gives them a route into the invisible reality of things. The more one studies geometry and calculation, the closer one would be to understanding the forms. Perhaps we start to discern the kernels of excellence in human activity similarly to finding the form of a triangle in the slope of a zipline between two trees. Our minds become accustomed to sifting out contradictions, so that our gaze is sharp enough to see what justice is, with the right interlocutors. Galileo To set the stage for Galileo, we need to acknowledge a shift from the pagan philosophers and thinkers, such as Euclid, to those rooted in Judeo-Christianity. The Hebrew book of Genesis tells the story of creation, ending the sixth day with the creation of man and woman, made in God’s image and with his likeness. This account of the world as a created thing, coming from one mind, was central to Hebrew thought and was later spread widely through Christianity. Reality, in Judeo/Christian thought, does not consist in separate forms which give integrity to the world. Rather, the world has come to be through the power of one mind, 18 �through the God of the universe, who brought everything, including humanity, into being by speaking it into existence. Johannes Kepler, (Figure 34) who lived around the same time as Galileo, says in Chapter 7 of his Astronomia Nova, “It is true that a divine voice, which enjoins humans to study astronomy, is expressed in the world itself, not in words or syllables, but in things themselves and in the conformity of the human intellect and senses with the sequence of celestial bodies and of their dispositions.” (Kepler, p. 41) In other words, God’s voice is responsible for both humans and the planets. This voice expresses itself in the things themselves, both the astronomical objects and our human senses and minds. We are made to understand the universe. Galileo must have been heavily influenced by this mindset as he went about his study of motion. (Figure 35) In his essay The Assayer, which is quoted at the beginning of our junior laboratory manual, he says, “Philosophy is written in this grand book, the universe, which stands continually open to our gaze. But the book cannot be understood unless one first learns to comprehend the language and read the letters in which it is composed. It is written in the language of mathematics, and its characters are triangles, circles, and other geometric figures without which it is humanly impossible to understand a single word of it; without these, one wanders about in a dark labyrinth.” (Galileo, p.4) For Galileo, Kepler’s voice of God shows itself as a philosophical book, the book of the universe that surrounds us. We are part of that universe in a particular way, in that we can understand the language and read the book. The language is mathematics, the letters are the figures of geometry. We can interpret the physical world through math, learning more about reality and, perhaps, about God himself, by reading his book. Mathematics is essential to the whole project and gets us as close as we ever could be to understanding our world. Kant Kant came into the conversation after Hume had made a strong case for mathematics as an internal activity of humans, something that does not get us closer to the truth of things, but is that is purely self-contained. Kant takes this idea of internality quite seriously. He works hard to make the connection that Hume had rejected, the connection between the internal and external, between mathematics as a mental activity and mathematics as an approach to truth. He believes that he does bridge this gap, though how he does it is difficult to say, though our juniors will be 19 �taking a stab at it next winter. One thing Kant doesn’t do is claim that we can achieve knowledge of the thing in itself through our senses, reason, or mathematics. (Figure 36) In the Prolegomena, he says, “And we indeed, rightly considering objects of sense as mere appearances, confess thereby that they are based upon a thing in itself, though we know not this thing as it is in itself, but only know its appearances, viz., the way in which our senses are affected by this unknown something.” (Kant, paragraph 32) The “thing in itself”, in his language, is always out of reach for us. If by mathematics approaching truth you mean getting through all the layers to the essence of what something is, Kant would not agree with that. Still, he does claim to put math on a firm foundation, saying that we can approach the world and find objective truths in it. Mathematics, then, is both internally and externally facing for Kant. Our own internal mathematical apparatus, filled in and broadened out, is our way of working with things in space and time. We may not be able to get at the thing in itself--we cannot truly bring the external world inside of us or export the internal descriptions to the outside--yet we do truly interact with the external world in some way, which involves the use of mathematics. As we encounter the world, the unapproachable noumena in the world and the apparatus of mathematics in the mind come together as phenomena. Encountering elements of the world simply as phenomena, we can grasp things, visualize them in motions that follow certain laws, and describe those laws mathematically. The project of understanding the natural world that was so important to Galileo can continue, if, as Kant would have it, we understand that we are not really getting at the reality of things in themselves. (Figure 37 – blank) Conclusion What has happened to my original question about multiplication? Recall that we had gotten to the point of wondering what material difference eliminating a sense of a natural unit would make. Why not simply applaud Descartes and move on? If mathematics is only to be used as a tool and nothing else, I don’t think it matters much. We use mathematical operations such as multiplication as tools in the way we want to, not worrying about whether the tools connect with each other. If mathematics is an internally consistent system, it matters more whether our units 20 �are arbitrary or natural. The easiest way to reconcile the two is to say that units are arbitrary and numbers are best represented on the number line. It doesn’t really affect how I see the world around me, since this premise relies only on having an internally consistent mathematical system. Whether or not there is any connection to something real in the world is beside the point. What if I believe that mathematics is a, or perhaps the, way into learning the truth about things? This is the case where it matters most whether I call my units “that according to which the beings are called one” or not. If my way of understanding the world comes through mathematics, and if I’ve said in my mathematical system that units are simply arbitrary, then I might at least wonder if the beings, the things that are, have any kind of integrity to them. If I prefer the Kantian approach, I can always hold onto my belief that any such thing in itself has integrity, is a real thing, even if my mathematical work relies upon arbitrary units. For the Platonic and Galilean approaches, would I assume that because I have come to the point of using the number line as a reflection of what is real, what I call a thing is arbitrary? In other words, if I’ve left off using natural units, does that say that nature itself has no units? If I have other reasons for wanting to say that nature does have units, that there are beings with their own integrity in the world, what do I do with a mathematics that doesn’t recognize this anymore? I began this lecture with a naive curiosity about how multiplication came to be used with lengths rather than with numbers. My mother’s Euclidean explanation of multiplication morphed over the years of my education, under the layers of learning how to perform operations and when to use which mathematical tool. I, myself, am persuaded that math is not simply a tool, nor is it simply a selfconsistent system, unconnected with what is real. I’m left, then, with this final question: If mathematics really is a route into what is true, what is it telling us about our world? FINIS 21 �Bibliography Descartes, René, The Geometry of René Descartes, tr. David Eugene Smith and Marcia L. Latham, Dover Publications, Inc., New York, NY, 2016. Euclid, The Thirteen Books of Elements, tr. Thomas Heath, Dover Publications, Inc., New York, NY, 1956. Galileo The Assayer, Opere I, tr. Stillman Drake, web.stanford.edu. Kant, Immanuel, Prolegomena to Any Future Metaphysics, Tr. Paul Carus, The Open Court Publishing Company, Chicago, IL, 1912. Kepler, Johannes, Astronomia Nova, tr. William Donahue, Green Lion Press, Santa Fe, NM, 2008. Plato, Republic, Book VI, 510d, tr. Benjamin Jowett, Digireads.com, 2016. 22 � 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 pdf Page numeration Number of pages in the original item. 22 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A Meditation on Multiplication Description An account of the resource Typescript of a lecture delivered on August 22, 2025, by Annapolis President Suzy Paalman as part of the Formal Lecture Series. Ms. Paalman offers the following description: 'We learn as young children that multiplication is taking a number a certain number of times, to form the times tables. As we learn more, the meaning of multiplication subtly changes, even as the methods of doing actual problems don't really change much. For instance, we learn early on to multiply length by width to find the area of a rectangle. How is finding the area of a shape related to taking numbers a certain number of times? This naive question will lead us to ask about the relation between number and magnitude, using Euclid and Descartes for help. In the end, our inquiry will come to mathematics as a discipline. The question, "What is multiplication?" will lead us, in the end, to the question, "What is mathematics?"' Ms. Paalman's lecture is the first formal lecture of the academic year. Previously referred to as the Dean's Lecture, this lecture is now called the Christopher B. Nelson Lecture. Creator An entity primarily responsible for making the resource Paalman, Susan R. 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 2025-09-22 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 text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Multiplication Mathematics Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Paalman_Susan_2025-09-22 Christopher B. Nelson Lecture Deans Friday night lecture 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/C0yBZMyVfIU?si=9vGm6K0T9XrIeFqa">https://youtu.be/C0yBZMyVfIU?si=9vGm6K0T9XrIeFqa</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/C0yBZMyVfIU?si=9vGm6K0T9XrIeFqa" target="_blank" title="A Meditation on Multiplication" rel="noreferrer noopener"><span>A Meditation on Multiplication</span></a> Description An account of the resource Video recording of a lecture delivered on August 22, 2025, by Suzy Paalman as part of the Formal Lecture Series. Ms. Paalman offers the following description: 'We learn as young children that multiplication is taking a number a certain number of times, to form the times tables. As we learn more, the meaning of multiplication subtly changes, even as the methods of doing actual problems don't really change much. For instance, we learn early on to multiply length by width to find the area of a rectangle. How is finding the area of a shape related to taking numbers a certain number of times? This naive question will lead us to ask about the relation between number and magnitude, using Euclid and Descartes for help. In the end, our inquiry will come to mathematics as a discipline. The question, "What is multiplication?" will lead us, in the end, to the question, "What is mathematics?"' Ms. Paalman's lecture is the first formal lecture of the academic year. Previously referred to as the Dean's Lecture, this lecture is now called the Christopher B. Nelson Lecture. Creator An entity primarily responsible for making the resource Paalman, Susan R. 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 2025-09-22 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 Multiplication Mathematics Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Paalman_Susan_2025-09-22 Christopher B. Nelson Lecture Deans Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/64ec91fd0d5cae800bed368043ac00fb.mp3 40428f6ff4413238f268399d2544f96c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data M4A Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:54:22 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 Pulling Away from the Bank: Philosophy and Friendship in War and Peace Description An account of the resource Audio recording of a lecture given by Dean Sarah Davis on August 29, 2025 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "St. John’s students often have the experience of coming to beautiful realizations and insights that seem to push past the ordinary—to touch that which is most important about life, about being human, about the world. But so too do we know what it feels like to plummet back to the ground, to confusion and questioning. The lives of two principal and beloved characters in Tolstoy’s War and Peace, Pierre and Andrei, are marked by this kind of movement, being drawn in, or up, or beyond, only to find themselves seemingly back at the beginning, lost again. This lecture explores the pattern in these characters—a kind of blooming and wilting and re-blooming—and suggests that, rather than revealing an absurdity in the truth-seeking character of human beings, these rises and falls point to our most potent possibility." Creator An entity primarily responsible for making the resource Davis, Sarah 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 2025-08-29 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Tolstoy, Leo, graf, 1828-1910. War and peace Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_DavisS_Pulling_Away_from_the_Bank_2025-08-29 Deans Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/c1dd9dc27d89edcf00bb910706d2e8f8.mp4 592d22a220fc730420865d2d95e68dc3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts.<br /><br />For more information, and a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>.  <br /><br />Click on <strong><a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data mov Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:52:53 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 Madness/Enchantment: Don Quixote and the Contest of the Real Description An account of the resource Video recording of a lecture delivered on August 30, 2024, by Annapolis tutor Nicholas Bellinson as part of the Formal Lecture Series. Creator An entity primarily responsible for making the resource Bellinson, Nicholas Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 2024-08-30 Rights Information about rights held in and over the resource In copyright. <a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a> 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 Cervantes Saavedra, Miguel de, 1547-1616. Don Quixote Quixote, Don (Fictitious character) Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Bellinson_Nicholas_2024-08-30_ac Friday night lecture Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/6c2d15d5e0b17c58bc1ee854df23780a.pdf ebe6eebcf1354597b636fc2f6781c73c PDF Text Text COLLOQUY �Cover: Strife - Sylvie Bernhardt �Colloquy Issue 16 Spring 2025 On Becoming Editor-in-Chief: Kees Bucca Editorial Board: Lola Bondar Stephen Borsum Cynthia Crane Amelia Taylor Wolfe Gus Kraus Stafford Wood Associate Dean for Graduate Programs: Brendan Boyle Assistant Director for Graduate Student Services: Kashya Boretsky Colloquy The Graduate Institute at St. John’s College 60 College Avenue Annapolis, Maryland 21401 colloquy@sjc.edu �Letter from the Editor �Contents �Poetry Melted Candles I - Amelia Taylor Wolfe oil on canvas-paper 9”x12” 6 �Growing Pains Alexander Simmons Eli, Eli, lama sabachtani? – Matthew 27:46 Spring is a Passion: flowers fracture frost and new life breaks the black earth. Frantic, frenetic, a flinging-forth— boiling clouds out of a clear blue sky, winter’s tabernacle rent by the pouring-out of summer. Stones rolled aside teem with life. Seeds spring forth in their tender glory, shoots set upon gnarled churning roots below craving, searching, desperate for one lone sunbeam. But perhaps the Passion is only a mirage; a shimmering haze above a white-hot desert. A promised renewal scorched in the harsh bright of summer’s sun. And yet, for now, in the tenuous wavering of wild mustard in the breeze and the trickling stream of rainwater rolling down my scalp Hope abides. 7 �Game Theory Aaron Knight Even a minotaur couldn’t make heads or tails of this, Although making sense wouldn’t be too much fuss— It’s what you do with the sense you’ve made: Where it goes, who gets paid. This is the future after all, No one wants mazes—too foreign, too old— Icy alabaster or lacerating stone. The way out’s always through fear, Over cowardice and shame. I know at least that much for sure So why bother with the game? 8 �The Fern László Boesze Springtime. Barren ground. Tiny fern pokes through the soil. Unfurls. Meets the world. - Aaron Knight 9 �My Muse László Boesze I know she exists. When periodically she visits I feel her presence: The air is cleaner, The sky is bluer, The sunshine is more pleasant, The flowers are more fragrant, And I become more sensitive To nature’s many Sounds, Fragrances, The slightest puff of air. I revel in that! I become a different self! If only I could tell Which fragrance and movement of air Is hers… 10 �I thought I had, in thought, imagined love Paul Harland-White I thought I had, in thought, imagined love; There, born of booming thinking - a new couple. I had, hadn’t I? They were made, loving, Lovers summoned, cast in a reader’s whim. I read, guiding a heart’s tale through the dark; I set them t’ward their fated nuptials. I substantiated their dream, part by part; I had loved then, hadn’t I? In thought, they swim. Imprints, static, merely mirrors of mine. Gone in fogy thought, if past tense arrives If love it’s to be, it must survive time. Not loose, losing memory of gesture. Slept, held soft, crumpled in Love and borne in text. Pool-less reflections remembered as rhymes. 11 �The Owl George Kalandadze The hooting owl ne’er scared me, midst the blackness of sylvan night. But so more she had prepared me, veiled lore in sands of time foreseen. -- Eyes of amber immured in light. Wind -- her confidant, in hushed tone, my notice happened to ensnare. She resembled all, yet no one, branches bending, beneath her lun. Yet, misplaced, I wandered still, there. Her head, a cosmic carousel, an omnipotent balance wheel. Each hoot, an echoed hoary bell. Mistral’s replies through bluebells swell, Night hummed, a beehive, -- surreal. That instant, yonder on the limb, sat other owl, ready to speak. The wind, now sacred seraphim, my equal in ancestral dream. In silence, we beheld mystique. 12 �My War Aaron Knight I manage the peace for the Council of War. No, nothing shocks my conscience anymore: A million moldy stacks of hundred-dollar bills, High-minded standards tortured and killed, Daily injections with extracts of pain— I’ve seen it all but I’m not ashamed. All the explosions were just a puppet with a hat Learning to tap dance in the upstairs flat. Medics delivered a magic elixir (Everyone was dying at the time), Still peeking under the covers of fiction, They kept insisting everything was fine. (Neighbors asking questions About trash that festers While just down the road They’re burning the gold.) Maybe now I’m too weak to fight the system. So they’ll come to me; I won’t go to them. My counsel is always to bide your sweet time, Let God the be the one to hear all the crying. Our values are peaceful, our missions are just, We’re a people of love who enforce total trust. 13 �Theater - Aaron Knight 14 �What to Do if You Mixed Up the Clefs George Kalandadze I cried. My mother forced me to go. Music school final exam. I sat on the stairs, face wet, stomachache. The bus driver smoked cigarettes the whole way to the school. I was thinking about the blank canvas in my room, what will it come to be when the time comes? I pictured birds, and cattle, and a blue pond in the middle of a mountainous valley – What will it come to be when the time comes? I was performing three pieces: Chopin’s Mazurka in A minor, Op. 68 No. 2; Mendelssohn’s Song without Words, Op. 19 No. 1; Haydn’s Allegro moderato: 1st movement from Sonata in B minor, Hob. XVI:32. Everybody was there, I didn’t notice any grown-ups only that blonde girl two grades above me, who I never had enough courage to talk to – She was there, everybody was there. I sat down; my book turned to page 37, Mazurka. I begin. Apart from size, the tusks are the parts that give an elephant the look of prehistoric might and power. Yet when my fingers fell on them with a barrage of staccatos, I did not feel any power. I could only wish for an elephant to stampede into the room and take back what was taken from him. From me. Eyes wet. Again. As I was crawling through the final bars of Mazurka somebody in the audience coughed. I coughed up the final half rest. Page 12. Mendelssohn. I knew I had mixed up the clefs. Treble in my left, Bass in my right. I knew it halfway through Mazurka. Music made no sense. I kept going. Scratching my fingernails through the window of music. Hardly music. Noise. Mendelssohn sounded like an elephant when poachers cut its tusks. I did not stop. When I wrapped up, nobody clapped. What do you do if you mix up the clefs? I just kept going – My father died. 15 �The Constant State of Becoming László Boesze I am the result of two becoming one, Yet go back to the beginning of time When from nothing a universe sprang In which I have been at various stages Of “being” and of “becoming”. All that time I have faced the mystery Of life and death and being and becoming. I have been a part of this universe, Whose parts are constantly in motion And at various stages of becoming. Galaxies rotate toward their center Where their black-hole-maw sucks them to their death. They ingest themselves until their meal --They themselves chewed up, tightly compressed --Explodes And particles, dust and gases Fill the space of their former selves To then slowly form stars and solar systems anew That arrange themselves into new galaxies. Constant change, constant becoming, constant motion…. There is no graveyard of the stars, But there is “Birth”, “Life”, “Death”, and “Rebirth”. In this eternal cycle all parts are reassembled anew For nothing gets lost in the universe And nothing exists suspended idly in some corner. This “process of becoming” the ancient Greeks Summed up as --- the “Phoenix”. 16 �Being part of “ALL”, I fall under its law. Being a composite of body and soul, I accept the temporality of my physical self But agonize over the future of my incorporeal soul During my constant state of becoming. NOTE: The celebration of the Spring Equinox --- Easter --- is an excellent example of “becoming” and the concept of “rebirth”. Christianity superimposed its values on the earlier pagan, nature-based celebration of “rebirth”. Bogota Jardin - Aaron Knight 17 �How to Be a Dog George Kalandadze Wag your tail, so hard your body shakes. Chase the ball around until you ache. Let your tongue, flop, in the air. Don’t forget to drool, all over the armchair. Try to break a record, shedding fur. Roll in mud or puddles, whichever you prefer. Chase all the squirrels, until you are lost. Avoid the bathtub, at all costs. Bark loud, don’t hide your voice, at dusk or dawn, the choice is yours. Go through the laundry, make sure it’s clean, and steal a sock or two, unseen. Do tricks for treats and tasty eats. Mark all the tires in the streets. Jump into lakes and dive for rocks, from beaches, bridges, and old docks. But most importantly, be loyal, and treat your owner as the royal. And if you follow this “how to”, you might get lucky, on a barbecue. 18 �Dialogue & Translation Rotting Apples with Bottle and Candles - Amelia Taylor Wolfe oil on canvas-paper 12”x16” 19 �A Dialogue Concerning the Sun’s Nature Stephen Borsum 20 �21 �22 �De Rerum Natura Lucretius Artwork and Passage Selections by Sylvie Bernhardt translations by Anita Kent 1. Harmony - Venus’ Becoming Book 1, lines 21-23 Quae quoniam rerum naturam sola gubernas nec sine te quicquam dias in luminis oras exoritur neque fit laetum neque amabile quicquam… Since then you alone steer the nature of things, and since without you, nothing arises into the bright boundaries of light, nothing is made glad nor lovely… 2. Perspective Book 2, lines 331-332 et tamen est quidam locus altis montibus unde stare videntur et in campis consistere fulgor. And yet, there is a certain place in the high mountains from which they seem to stand still, and in the plains a brightness is at rest. 3. Strife - Plague of Athens Book 6, lines 1250-1251 nec poterat quisquam reperiri, quem neque morbus nec mors nec luctus temptaret tempore tali. Nor is anyone able to be found, whom neither disease nor death nor mourning has tested at such a time. 23 �Harmony - Venus’ Becoming Since then you alone steer the nature of things, and since without you, nothing arises into the bright boundaries of light, nothing is made glad nor lovely… 24 �Perspective And yet, there is a certain place in the high mountains from which they seem to stand still, and in the plains a brightness is at rest. 25 �Essays & Interviews Melted Candles II - Amelia Taylor Wolfe oil on canvas-paper 9”x12” 26 �Right in the Heart The Dialectic Motion of Mencius and Kao Tzu Charles Edward Chapin 27 �28 �29 �30 �31 �32 �33 �34 �35 �- Paul Harland-White 36 �The Story and the Slow Swoon of the Soul Genevieve Fowler 37 �38 �39 �40 �Rain in Washington D.C. - David Cherian 41 �The Dimensions of Knowing Why we act against our best interests Lola Bondar 42 �43 �44 �45 �46 �47 �Rotting Apples I - Amelia Taylor Wolfe oil on canvas-paper 9”x12” Rotting Apples II - Amelia Taylor Wolfe oil on canvas-paper 9”x12” 48 �Fear and Coercion in Leviathan Strangely enduring, strikingly true Lola Bondar 49 �50 �51 �52 �53 �Twist and Flame - Kees Bucca 54 �A Theological Reflection on Becoming Stephen Cunha 55 �56 �57 �58 �McDowell Hall - David Cherian 59 �Meet the Student: Mr Hassan Boulares Shirley Quo 60 �61 �Turtles - Kees Bucca �Thanks to Our Contributors Aaron Knight Santa Fe '27 Low-Res Amelia Taylor Wolfe Annapolis ‘26 In-Person George Kalandadze Annapolis '26 In-Person Charles Edward Chapin Santa Fe '26 Low-Res Shirley Quo Annapolis '25 In-Person Alex Simmons Annapolis '25 In-Person Genevieve Fowler Annapolis '25 Low-Res Lola Bondar Annapolis ‘25 Low-Res Stephen Cunha Annapolis '25 Low-Res Paul Harland-White Annapolis ‘24 In-Person Laszlo J. Boesze Annapolis In-Person Sylvie Berhardt Annapolis In-Person Anita Kent Annapolis ‘26 In-Person Stephen Borsum Annapolis ‘25 In-Person David Cherian Annapolis ‘26 In-Person Colloquy is an academic journal and biannual publication of the Graduate Student Council and St. John’s College in Annapolis, Maryland, featuring the works of students, tutors, and alumni of the St. John’s Graduate Institute. The journal is free of charge for members of the St. John's community. To contribute to Colloquy to ensure its availability into the future, please reach out to the Graduate Institute office at kashya.boretsky@sjc.edu, the Colloquy Editorial Board at colloquy@sjc.edu, or visit https://www.sjc.edu/giving/how-to-give. The views and opinions expressed in the journal do not necessarily reflect those of St. John’s College, the Graduate Student Council, or Colloquy. Printed with Cardo font �Colloquy Issue XVI SPRING 2025 Nec poterat quisquam reperiri, quem neque morbus nec mors nec luctus temptaret tempore tali. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Colloquy Description An account of the resource A student-run journal for the Graduate Institute community of St. John's College in Annapolis, Maryland. The issues feature essays, art, poetry, interviews, and more. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data pdf Page numeration Number of pages in the original item. 64 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Colloquy, Spring 2025 Description An account of the resource Volume 16 of Colloquy, published in Spring 2025. The theme of the issue is On Becoming. Creator An entity primarily responsible for making the resource Bucca, Kees (Editor-in-Chief) Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 2025 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived English Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Colloquy_Spring2025 Graduate Institute https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f68576416f58398baca5ae895fda7b8e.mp3 7995fb76510eb53c92c3299e714d82ee Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts.<br /><br />For more information, and a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>.  <br /><br />Click on <strong><a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data audiocassette Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:02:45 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 How Theory Informs Practice: Virtues and Rules in Aristotelian Practical Philosophy Description An account of the resource Audio recording of a lecture delivered on May 2, 1986, by Dr. Stephen Salkever as part of the Formal Lecture Series. Creator An entity primarily responsible for making the resource Salkever, Stephen G., 1943- 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 1986-05-02 Rights Information about rights held in and over the resource St. John's College has been given permission to make this item available online. Type The nature or genre of the resource sound recording Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Aristotle. Nicomachean ethics. Theory (Philosophy) Practice (Philosophy) Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Tape 854 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/56042018da0104b6611b0f88194e2f23.pdf 1751771a1f967586a0ec371966d358b5 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. 19 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 Baccalaureate sermon for St. John's College commencement of 1852 Description An account of the resource Baccalaureate sermon for commencement of 1852. 21 February 1852. Sermon written by Hector Humphreys based off of Ecclesiastes V. 10. 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 1852-02-21 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 Source A related resource from which the described resource is derived Hector Humphreys papers Subject The topic of the resource Christianity Commencement St. John's College (Annapolis, Md.) Language A language of the resource English Identifier An unambiguous reference to the resource within a given context HUM_001_020 Christianity Commencement Hector Humphreys https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/af3c8ef2aaa35620de108411e8c7f44e.pdf 1a095a93b2ded6b5c6898a93ee621192 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 "Sanctify the Lord God" Description An account of the resource "Sanctify the Lord God." Circa 15 September 1850-1854. A sermon written by Hector Humphreys and given at St. Anne's Episcopal Church. 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 1850-09-15 1854 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 Source A related resource from which the described resource is derived Hector Humphreys papers 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_019 Christianity Hector Humphreys 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/f5192d0375798ca539603e47f4356785.pdf 7f21ca06e2d9b32465fe3b2c52eb85a4 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. 14 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 Laws of Thy World" Description An account of the resource "The Laws of Thy World." 1844. A sermon written by Hector Humphreys based off of the book of Romans. 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 1844 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 Source A related resource from which the described resource is derived Hector Humphreys papers 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_017 Christianity Hector Humphreys https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d84ca11a60a19e2865f6fd6664837a3c.pdf 62621e517f0fc06870510977af358f90 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. 18 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "His Flesh Shall Be Fresher Than a Child" Description An account of the resource "His flesh shall be fresher than a child." circa 13 March 1842-26 February 1847. A sermon written by Hector Humphreys given at St. Anne's Episcopal Church, All Hallows Church, and St. Margaret's Episcopal Church. 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 1842-03-13 1847-02-26 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 Source A related resource from which the described resource is derived Hector Humphreys papers 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_016 Christianity Hector Humphreys https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/1f0c09dc8b3d4c83f482b4bfa32f1eb4.pdf 8de6ffa190c2406488fbbf749bc1e523 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 "How Shall A Man Be Just with God" Description An account of the resource "How shall a man be just with God." circa 1831-1857. A sermon written by Hector Humphreys based off of the book of Job. Creator An entity primarily responsible for making the resource Humphreys, Hector, 1797-1857 Date A point or period of time associated with an event in the lifecycle of the resource 1831-1857 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 Source A related resource from which the described resource is derived Hector Humphreys papers 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_015 Christianity Hector Humphreys