COLLEGE CALENDAR

1957-1958

COLLEGE OPENS. ... September 16 FRESHMAN REGISTRATION . September 20 UPPERCLASS REGISTRATION .. September 21 CONVOCATION ...... September 22 FIRST SEMESTER BEGINS 9 A. M ...... September 23 THANKSGIVING RECESS . . Nov. 28-Dec. l CHRISTMAS v ACATION BEGINS 5 P. M. . .. December 20 CHRISTMAS v ACATION ENDS 9 A. M .. .January 6 FIRST SEMESTER ENDS .. . February 2 SECOND SEMESTER BEGINS 9 A. M ... .February 3 SPRING v ACATION BEGINS 5 P. M. . .. March 21 SPRING VACATION ENDS 9 A. M .. . .. April 7 SECOND SEMESTER ENDS .. . .June 6 BACCALAUREATE SUNDAY June 8 COMMENCEMENT . June 9

1958-1959 COLLEGE OPENS ... September 15 FRESHMAN REGISTRATION . September 19 UPPERCLASS REGISTRATION ...... September 20 CONVOCATION ... September 21 FIRST SEMESTER BEGINS 9 A. M .. . September 22 THANKSGIVING RECESS ... November 27-30 CHRISTMAS v ACATION BEGINS 5 P. M...... December 19 CHRISTMAS VACATION ENDS 9 A. l\IL . .January 5 FIRST SEMESTER ENDS .. . .. February l SECOND SEMESTER BEGINS 9 A. l\IL .. . February 2 SPRING v ACATION BEGINS 5 P. M ... March 20 SPRING v ACATION ENDS 9 A. M. 6 SECOND SEMESTER ENDS .. .. June 5 BACCALAUREATE SUNDAY ..... June 7 COMMENCEMENT . June 8

Volume IX 1957 Number l Published Quarterly Entered as Second-class matter, February 18, 1949, at the Post at 1912. VOLUME IX No. 1

BULLETIN OF ST. JOHN,S COLLEGE IN ANNAPOLIS

OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM

CATALOGUE

1957-1959

ANNAPOLIS, MARYLAND JANUARY, 1957

Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education and by the Middle States Association of Colleges and Secondary Schools. TABLE OF CONTENTS PAGE THE ST. JOHN'S PROGRAM The Goal of Liberal Education 4 Liberal Education and Scholarship 4 The Liberal Arts 5 The Great Books 7 The Role of Science 7

THE CURRICULUM 9 The Seminar 11 The Tutorials 13 The Language Tutorial 13 The Mathematics Tutorial 16 Through direct contact with the great The Music Tutorial 18 minds of Western civilization and through The Laboratory . 19 The Formal Lecture 24 rigorous exercise in language, mathe­ The Instruction Committee 24

matics and the sciences, St. I ohn' s C allege THE ACADEMIC ORDER seeks to develop free and rational men The Faculty . 27 The Library . 29 with an understanding of the basic unity Schedule and Examinations 30 Academic Standing . I of knowledge, an appreciation of oitr 32 The St. John's Degree of Bachelor of Arts 33 common ciiltural heritage, and a con­ The St. John's Degree of Master of Arts 35 Co-Education 35 sciousness of social and moral obligations. INSTRUCTION CHARTS St. John's considers that such men are The St. John's List of Great Books 36 best equipped to master the specific skills By Years and Subject Matter 38 Language Tutorial 39 of any caning and to become mature, com­ Mathematics Tutorial 40 petent and responsible citizens of a free Laboratory 40 Music Program 43 state. EXTRACURRICULAR ACTIVITIES 44 RESIDENCE 48 ADMISSIONS 50 FEES 52 FINANCIAL Arn 54

A BRIEF HISTORY OF THE COLLEGE 59 BIBLIOGRAPHY OF ARTICLES ON THE ST. JOHN'S PROGRAM 63

BOARD OF VISITORS AND GOVERNORS 66 OFFICERS OF ADMINISTRATION 68 FACULTY 69 REGISTER OF STUDENTS 1955-57 74 BACHELOR OF ARTS DEGREES 1956 78 HONORS AND PRIZES 1956 78 INDEX , 79 ALUMNI REPRESENTATIVES • Inside Back Cover CATALOGUE OF ST. JOHN'S COLLEGE 5

scholarship requires attention to all the ramifications of a given sub­ THE ST. JOHN'S PROGRAM ject Though guided by a view of the whole, scholarship depends completely on a detailed understanding of all the particulars. Thus, scholarly attention cannot avoid being confined to a special subject The Goal of Liberal Education matterc Scholars must specialize, Applied to the enterprise of liberal education, to the process of learning, scholarship, on the other hand, That young people are in need of education is a general~y accepted seems to entail a fractioning of the students' attention, a multiplica­ proposition, But there is no agreement as to what educat10n meai:is, tion of special disciplines, This means that either the education of what its aoals are and what its methods should be, It can be said, the students or their scholarship or both are in danger of suffering however, :,,that two ideas of education prevail universally, Children injury, and adolescents have to learn and do learn, the habits and customs of This danger became real and acute with the triumphant rise, in the society to which they bel~ng and into ':l'~ich they grow; they ?~ve the 19th century, of the natural sciences and the concomitant, though to assimilate, and do assimilate, the rehg10us, moral and political quite separate, development of various historical disciplines under traditions of their elders. On the other hand, young men and won~en have to prepare themselves f?r their lives and the spec,1fic the general heading of the "humanities." The elective system was lat~r invented to cope with this situation. It led to a further multiplication tasks they will shoulder by choice or necess~ty; ther have to acqmr~, of subject matters, the effect of which was hardly alleviated by the in addition to a minimal literacy, expertness m certam fields, r:iech~m­ cal skills for example, trade experience, knowledge of a defirnte kmd, device of majors. The liberal arts college lost sight of its goal; the ideal of scholarship degenerated into an empty form ; curricula were Do these two ideas of education define the goal of education suffi­ conceived with reference to the requirements of the graduate pro­ ciently well? They do not. For all depends on t~e spirit in whi,ch fessional and vocational schools or to the conditions of employment those traditions are kept and on the understandmg that underlies in the contemporary world, Colleges became timidly and fanatically those various skills, experiences and knowledg~s. ,All customs, all preparatory, A revaluation of the content of liberal studies and their arts and sciences, however particular, embody prmc1ples of a general relation to education and to scholarship became imperative. nature. To be aware of these principles means to be able to lo?~ be­ yond the immediate, the accepted and the necessary. The acq_ms1t10,n The Liberal Arts of such ability is the goal of a liberal education, In a free society this In 1937, St, John's College, under the leadership of Stringfellow goal can never be dispensed with, For in deli?er~t!ng about a course Barr and Scott Buchanan, undertook this task It set up a course of of action, in deciding what the welfare, of a_n md1v1dual and what, the studies designed to rehabilitate the name and the meaning of a liberal common good require, one has to distmgmsh b~tween the expedient arts curriculum, and the just, the apparent and the true, the contmg~n~ and the e~s.en­ tial; one has to have acquired, in other words, a mimmum of cntl~al For more than two thousand years, up to the beginning of the 19th intelligence and an awareness of principles that govern our behav10r century, the liberal arts were the backbone of all formal education, and our understanding, They were originally conceived as the seven liberal arts-the triviUJn of grammar, rhetoric, logic and the quadrivium of arithmetic, music, Libernl Education and Scholarship geometry, astronomy. The interpretation and the content of these arts, their number and mutual relationship, changed with the ages, All institutions of higher learning derive .their original impul~e But whatever the guises they assumed, they were always meant, and from this goal of liberal education, They ~.~e 11:ide~d meant to ~e, m are still meant, to have one primary function : with them and through the words of the College Charter of 1784, mstitut10ns for the liberal them men can learn how to go about the business of understanding. education of youth in the principles of virtue, knowledge and useful The liberal arts enable men to win knowledge of the world around literature." Learning is the way in which this ~oal has. to be ap­ them and knowledge of themselves in this world. Under their guid­ proached. It is difficult, therefore, ~o separate the 1~ea of .liberal edu­ ance men can free themselves from the wantonness of prejudice and cation from the ideal of scholarship. Yet all the difficulties that the the narrowness of beaten paths. Under their discipline men can ac­ practice of education encounters are rooted in its relation to scholarly quire the habit of listening to reason. A genuinely conceived liberal pursuits, arts curriculum cannot avoid aiming at this most far-reaching of all 1 nere are bodies 01 Know1edge established by the cumulative ef­ human goals, forts of many generations of scholars, These are the subjects taught But the attempt to recover the true meaning of the liberal arts and learned, on different levels, in all our schools. By its very nature also involved a new approach to the vast tradition of Western thought 4 6 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 7 as embodied in the great documents, the great books, of that tradition. Scholarly responsibility toward the content of learnina is necessary F?r this tradition is built on the practice of the liberal arts. To scruti­ in liberal education; scholarly specialization is not. "' mze the sources of this tradition means to revitalize the liberal arts themselves. The Great Books In a way this tradition of ours is not in the books, it is rather the heritage by which we live, the spirit which permeates our thinking The bo~ks that serve as the core of the curriculum were chosen and speaking, our attitudes and concerns. This heritage, however, ove! a ~enod of !!early forty )'.ears, first at Columbia University, the can wither away. It is necessary, then, and on more than one occa­ Umvers1~y of Chicago, th~ Umversity of Virginia and, since 1937, at sion, to go back to its sources and to reflect on what they have to say. ?t. John s College. The hst of these books was criticized and tested This is the way in which education can become a deliberate and m. actual .teaching and lear!1~ng during that period, and this process planned undertaking. And it is at this point that specialized scholarly s~1ll contm~1es under conditions set by the single all-required cur­ pursuits might well interfere with the overall educational goal. riculum which all ~tudents at St. John's take. Every year some books are taken off the hst and some are added to it. On the whole how­ The St. John's Program tries to avoid this pitfall. It has selected a ever, the list is now a fairly stable one. Most of the books in' it are number of books, the signposts on the various roads of our tradition, universally ac.c~pted as being among the original sources of our in­ as it were, and has organized a comprehensive curriculum around tellectual trad1t10n, Many of them have been best sellers for centuries · them. It considers the authors of these great books the real teachers and .textbook writers find it difficult not to pay them the tribute of in the curriculum. For in these books they present to the student the passmg reference or footnote. substance of human experience, the elements out of which it is built, . The~e books are often called the Classics, a name that carries with the whole range of questions that have to be raised and of answers 1t a wide range of. connotations, from "venerable" to "out of date." that can be given. It is one thing, however, to approach these books It su.ggests somethmg remote. and ~ven precious. At St. John's, the with the concern and armature of a scholar, and another to experi­ classics are not treated as obJects m an art gallery collection or as ence their impact directly, within the frame of our natural interests !he ornament~! back~round of our more weighty and seemingly more and unexamined opinions. This latter is the frame of mind that the important daily routme. The books are taken directly into our con­ curriculum presupposes in the beginning. The process of learnina temp~rary life. They. are read in English, In the process a new under­ consists in the gradual transformation of this frame, through th~ sta~dmg of the classics and of classical education emerges, The books acquisition of intellectual skills that enable the student to examine begm to speak, and what they have to say is not an academic lesson his own assumptions and free his mind for a better understanding to be learned ; it is of immediate concern to the students and can and real insight. The great themes of the tradition become alive and therefore, touch and move their minds. ' meaningful in this process. And the acquisition of those intellectual skills indicates that the discipline of the liberal arts has taken hold This is so because these books raise the persistent and humanly of the learning mind. unanswera~le ques~ions of hu~an existence; because they lend them­ selves to different mterpretatlons and bring to light a variety of in­ There are many ways to foster this discipline. The curriculum em­ dependent and yet c~mplementary meanings; because they are works phasizes four of them: discussion, translation, demonstration and ?£ fir;ie. ~r~, the clarity and beauty of which reflect their intrinsic experimentation. They are followed in all the branches of the Pro­ mtelhg1b1~1ty; and fi~ally because they are masterpieces in the liberal gram which will be described in the following pages. But whatever arts, seekmg truth with adequate means. All this justifies their beina the methods used, they all serve the same end: to make the student call.ed gr~at,, be they b~oks. on ma!hematics or books of poetry, b~ think for himself, to enable him to practice the arts of freedom. Free their sub3ecL matter sc1e~hfic, ethical, metaphysical or theological. minds must be able to view concrete situations, to deliberate by for­ All the great books are lmked together : each one of them is intro­ mulating clear alternatives, and to arrive at a deciding choice. This duced, supported and criticized by all the others. They converse with ability presupposes the habit of careful scrutiny and of dispassionate e.ac? other, ~nd t'.1~ st~dent~ find themselves taking part, within the judgment. Inasmuch as this habit characterizes scholarly pursuits, 111mts of their ab1hty, m this great and never ending conversation. the course of study at St. John's is an exercise in scholarship. Inas­ much as sc~olarship has to pay attention to all the details and particu­ lars of. a given subject matter and thus tends toward expertness in The Role of Science a special field, the course of study at St. John's can be said both to The Great ~ooks, however, are not the only manifestation of the fall short of meeting scholarly demands and to go far beyond them. power of the liberal arts. One of the official seals of the College shows 8 CATALOGUE OF ST. JOHN'S COLLEGE seven books surrounding a pair of scales. The balance symbolizes, no less than the books, the tradition of the liberal arts. It stands for the THE CURRICULUM instruments of the scientific laboratory, where the liberal arts are be­ ing practiced at their best and fullest in the modern world. The four-year course of study that every St. John's student has to follow seeks to attain its educational goal by a variety of instructional Three hundred years ago algebra and the arts of analytic mathe­ devices engaging the interest of the student and appealing to his mind matics were introduced into European thought mainly by Rene in different ways. There are six divisions of the program called sever­ Descartes. This is one of the great intellectual revolutions in re­ ally the Seminar, the Language Tutorial, the Mathematics Tutorial, corded history, paralleling and, in part, detern_iir_iing the other great the 111usic Tutorial, the Laboratory and the Formal Lecture, The revolutions in industry, politics, morals and rehg10n. It has redefi.n~d correlation between some of them is a very close one, and all of them and transformed our whole natural and cultural world. Although 1t 1s are subordinated to the main goal of the curriculum, which is to not the only focal point around which the St. John's curriculum may develop the intellectual and imaginative powers of the students to be organized, it is one which the College takes special care to em­ their fullest. The following paragraphs will describe their organiza­ phasize. There is scarcely an item in the course which does not bear tion and their special aims. upon it. The last two years of the course exhibit the far-reaching changes that flow from it, and these could not be appreciated without It is necessary to preface this description with a general remark the first two years, which cover the historical period from the Greeks about the sequence of books, the teaching function of which largely to Descartes. determines the structure of the curriculum. On pages 36 to 38 the reader will find two listings of the books. The first lists them in Modern mathematics, by using and re-interpreting the knowledge more or less chronological order, beginning with Horner and ending of the Greeks, has made possible the mathematical exploration of with authors of the twentieth century. This represents the required natural phenomena on a scale undreamed-of by the Greeks, and has readings for the four years in the various divisions of the program. provided the basis for what is known to us as the laboratory. Fol­ The second list shows how these books distribute themselves over lowing the classical thread into the modern world one must, there­ the four years and also over the conventional array of subject mat­ fore, find one's classical loci not only in the great books but also in ters as they are studied in the contemporary colleges which follow the instruments and practices of the laboratory, however difficult that the elective system. This second list is presented for those who wish may be. to compare and contrast the St. John's program with the program of study of other colleges: they are advised, however, to assure them­ For this purpose St. John's has set up a four-year laboratory in selves of a real comparison by considering the selection which a stu­ the natural sciences with the main themes of physics, biology and dent would make in an elective system. chemistry woven together to catch the understandings and insights that are needed. There is the art of measurement, which involves the It should also be noted that many books are studied in several analytical study of the instruments of observation and measurement; divisions according to subject matter, as on the other hand many crucial experiments that mark the history of science have to be re­ books in an elective system are read in almost complete isolation, produced; the interplay of hypothesis, theory, and fact has to be without background and aid from other books. One should not forget, carefully scrutinized. All this must be supported by solid training moreover, that these lists do not show the length of time spent on in mathematical techniques as far as differential equations. St. John's the discussion of certain books and the emphasis laid on them ; nor has, therefore, more required mathematics and laboratory work than do they show the weight that individual students are encouraged to any other liberal arts college in the country. Here again, the task is put on some of the books for their individual benefit. 'With these not to cover exhaustively the various scientific disciplines, to bring qualifications the lists give a fairly accurate general impression of the students up to date in them or to engage in specialized research. the curriculum. It is rather to make the students experience and understand the sig­ The division into four years has an interesting significance. Some­ nificance of science as a human enterprise involving basic assump­ thing over two thousand years of intellectual history forms the back­ tions and a variety of skills derived from the practice of the liberal ground of the books of the first two years; about three hundred years arts. The College does not subscribe to the sharp separation of sci­ of history is studied in almost twice as many authors in the last two entific studies from the humanities, as if they were distinct and years. The first year is devoted mostly to the Greeks and their special autonomous domains of learning. Different fields of exploration understanding of the liberal arts; the second year contains books -most require different methods and techniques, but the integrity of scien­ of which were originally written in Latin and belong to the Roman and tific pursuits stems from sources common to all intellectual life. medieval periods; the third year has books of the seventeenth and 9 10 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 11

eighteenth centuries, most of which were originally written in modern THE SEMINAR languages; the fourth year concentrates on the nineteenth and the twentieth centuries; in this last year the students have to go back to A seminar consists of from fifteen to twenty-five students, some of the books of the previous years, the repetition having the with two or three faculty members as leaders, all sitting around effect of completing a cycle and confronting the students with their a large table. It meets twice a week, on Monday and Thurs­ starting point. day evenings, from eight to ten. The session can continue well beyond ten if the topic under discussion has aroused a sustained and lively The chronological order in which the books are read has very little argument. The preparation for each seminar meeting amounts, on to do with the so-called historical approach. The decline of liberal the average, to one hundred pages of reading. The reading assign­ education manifests itself most dearly in the "historization" of all ment may be very short if the text is a difficult one. It may be studies bearing on non-scientific subject matters. The underlying as­ lengthy if the text lends itself to an easy understanding. sumption in the actual teaching practice and research work at our universities is this : all serious scholarship-beyond the domain of pure logic, mathematics, and the natural sciences-is essentially his­ How It The functioning of the seminar differs essentially from torical. The reduction to history of all liberal arts characterizes, to Functions either polite conversation or the method of formal lec- an appalling degree, our contemporary thinking. The St. John's cur­ ture or recitation. A number of persons, for the most riculum is seeking to convey to the students an understanding of part young, of varied backgrounds and faced with a text which may basic problems that man has to face at all times. In doing that it may present ideas largely foreign to their experience, attempt to talk ra­ help the students to discover a new kind of historical perspective and tionally with one another. Such communication presupposes a certain let them perceive through all the historical shifts and changes the community of feeling despite differences in vocabulary ; more im­ permanence and ever-present gravity of human issues. mediately, the seminar presupposes the willingness on the part of its members to submit their opinions to a critical scrutiny. The demands The reading list contains books that ordinarily fall under the label of the individual and those of the group are in continued interplay; of social science. They are read and discussed in their proper context. and, within the limits thus set, the discussion moves with the utmost But no special emphasis is given to social studies as such. The econ­ possible freedom. The only rules are ( 1) politeness toward each om~st and political scientist, the sociologist and psychologist borrow other so that everybody's opinion can be heard and explored, how­ their methods, to a large extent, from the natural sciences. Reflecting ever sharp the clash of opinions may be; (2) the supporting of every on their basic assumptions, they find themselves sharing certain opinion by argument-an unsupported opinion does not count. philosophical opinions stated explicitly elsewhere. Thus, social studies, as practiced today, do not provide a set of intelligible principles of The discussion begins with a question asked by one of the leaders. Once under way, it may take any one of many forms. It may concern their own. The curriculum seeks to win the proper perspective from itself primarily with what the author says, with trying to establish which the claim of the social sciences to independence could be bet­ the course or structure of his argument; or it may concern itself with ter understood and justified. One must not forget that, whatever the the interpretation of a difficult passage in the text, the definition of a direction of inquiry, the proper study Df mankind is man. term; or with prior or more general questions that insist on being It is finally necessary to note that, while St. John's has included considered first ; or with a comparison with similar or opposed views music in the curriculum, it leaves the fine arts to extracurricular discussed in earlier sessions of the seminar. It may range from the activity. The relation of the fine arts to the liberal arts is not suffi­ most particular to the most general. It may stay entirely with the ciently clarified by the current interpretation of the fine arts as an book or leave it altogether. integral part of the humanities or as a conspicuous manifestation of In a freshman seminar the students tend to express their opinions culture. This interpretation permits them, at best, to become the sub­ with little regard for their relevance or relation to the opinion of ject matter of certain historical, psychological and philosophical disci­ others. Only gradually, under pressure of the group, does the student pli.nes, but does not contribute to the development of genuine artistic learn to proceed analytically, sticking to the topic and trying to un­ skills. On the other hand, the unscheduled extracurricular exercise cover the meanings of the terms which he uses. Such progress in Qf such skills on the part of individual students might well gain method may be crowned by sudden, if rare, insights and illuminations momentum and substance from the common intellectual effort on the part of individuals, or-an even rarer occurrence-by team­ demanded and fostered by the curriculum. work in which the seminar as a whole explores the inter-connection of ideas. 12 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 13

Following The course of the discussion cannot be fixed in ad- taining the position which t~e stude~t might decide to t~ke on ~ational the Argument vance; it is determined rather by the necessity of grounds in the conduct of his own hfe. That does entail, occasionally, "following the argument," of facing the crucial is­ a complete disregard of historically pertinent facts. sues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the solution The Aims The free discussion which we have outlined, continuing of a problem. More often than not, the problem remains unsettled over a period of four years and dealing with persistently with certain alternatives clearly outlined. The progress of the semi­ recurring questions, problems, and ideas, in the varied and changing nar is not particularly smooth; the discussion sometimes tends to context of the Great Books, is the core of the St. John's program. branch off and to entangle itself with irrelevant difficulties. Only The members of the seminar learn to examine their opinions ration­ gradually can the logical rigor of an argument emerge within the ally, to put them t<;> the. test of ~rgument~ ~n~ to ~efend them in free sequence of analogies and other imaginative devices by which the discussion. They likewise acquire a famihanty with the great prob­ discussion is kept alive. A seminar may also degenerate into rather lems and ideas of Western thought. They gain a better understanding empty talk or into dull and shallow meandering, without being able of the terms in which these problems and ideas are expressed, of for a long time to extricate itself from such a course. Or it may climb their ambiguity, and of their deeper meaning. And this in itself is to heights accessible to only a few of its members. one of the aims of a liberal education. Under these circumstances the role of the leaders is not to give In the senior year the seminar work is intensified by special tutor­ information, nor is it to produce the right opinion or interpretation. ials which help to throw more light on some of the books of this year. It is to guide the discussion, to keep it moving, to raise objections, to help the students in every way possible to understand the author, It is the ultimate aim of the seminar that the process of thought the issues, and themselves. The most useful instrument for this pur­ and discussion thus commenced by the student at St. John's should pose is the asking of questions; perhaps the most useful device of all continue with him throughout life. is the one question : "Why?" But a leader may also take a definite and positive stand and enter directly into an argument. If he does so, THE TUTORIALS however, he can expect no special consideration. Reason is the only The seminar, although the heart of the St. John's program, cannot recognized authority; all opinions must be rationally defended and alone suffice as a means to the end of liberal education unless aided any single opinion can prevail only by general consent. The aim is by more specialize~ and stricter disciplines. By i~s very nel:ture the always to develop the student's powers of reason and understanding seminar does not give to the students an opportumty to cultivate the and to help him to arrive at intelligent opinions of his own. habits of methodical and rigorous study. It has to be supported, there­ fore, by other instructional devices, principally the language and Background: It is apparent that a free discussion of this mathematics tutorials. Throughout the four years of a student's The Contemporary Scene kind cannot be carried on in a so-called aca- course at St. John's two tutorials or classes are scheduled each morn­ demic or scholarly vein. The students ap­ ing, one in language and one in mathematics. Here around a ~able proach the problems raised by the books with assumptions taken eight to fifteen students study and learn together under the direct from their own experience and determined by the contemporary scene guidance and instru.ction of one of t~e tutors. Other tutors .often familiar to them. Wars, national politics, movie stars, and big-league attend, but in the guise of students seekmg to learn about a particular baseball may all crop up in a seminar. In continuing the discussion subject. A tutorial class is mean~ to provi~e the conditi.ons for .col­ of a particular problem through the four years, the students gradually laborative study and for the mamfold teachmg and learnmg relations acquire a new perspective which allows them to recognize both the that hold in a company of good friends. There is opportunity for each sameness of a problem and the historical variety of its aspects. The student to contribute his measure of instruction to his fellows. A so-called historical background of a book-the knowledge of which tutorial is one hour in length and meets five days a week, except is, at least partly, founded on the reading and interpretation of the that one hour of each fortnight is relinquished to choral exercises, testimony contained in the Great Books themselves--is never given as will be seen later. In the senior year tutorials meet four days a to the student as a basis for the discussion. It is, of course, inevitable week. that some information on difficult points related to some specific his­ torical situation is obtained by the students through collateral read­ THE LANGUAGE The advent of specialization in higher education ing or from the seminar leaders who might have some special knowl­ TUTORIAL has led to a profound neglect of language skills. edge of the subject. In the main, the problems are not discussed with As country is separated from country by the bar­ a view to ascertaining how things were, but how things are ; of ascer- rier of language, so profession is separated from profession by the use CATALOGUE OF ST. JOHN'S COLLEGE 15 14 CATALOGUE OF ST. JOHN'S COLLEGE the language tutorial tends to influence the seminar discussion by of technical jargon. The language tutorial attempts to remedy this bringing issues to the fore which otherwise might have been neglected condition by a training in the means of precise communication and and by introducing more precision into the terms in which a problem persuasion. In a broad sense, it may be conceived as a resurrection is being discussed. of the age-old liberal arts of grammar, rhetoric, and logic. The tu­ torials concern themselves with seeking to understand the relation The choice of the foreign languages is in part dictated by the between language and thought. To do this they must study the basic exigencies of the seminar reading schedule and is in part arbitrary. articulations of speech, the modes of signifying things, the varied A different set of languages might well be used without changing connotations and ambiguities of terms, the role of metaphors and the basic patterns and aims of the language tutorial. At one time analogies, and the logical relation between propositions. Latin was included in addition to the three languages now studied. This resulted in a scattering of energies with no real and lasting profit to the student. Greek was retained in the curriculum in Primary Aims The primary purpose of the language tutorials is thus not the mastery of any foreign languages. By preference to Latin because its flexibility and expressiveness seem studying them, however, and by translating from them into English, to make it the best instrument for inculcating in the student a better by comparing them with each other and with English, the student understanding of the nature of language in general. Moreover, the learns something of the nature of language in general and of his own amazing deterioration in our linguistic habits and the almost total in particular. During the four years, then, he is studying language lack of grammatical training shown by many secondary school as such, the discourse of reason, and through the medium of foreign graduates made it imperative that the student learn the structure tongues, his own native English. He is discovering the resources of of English. This is why great emphasis is put on the study of English articulate speech and learning the rules that govern it if it is to be grammar in the first year and on careful reading of English texts clear, consistent, and effective; if it is to be adequate and persuasive. in the second year. One of the devices used is the comparison of The media for accomplishing this are Greek in the first and second different translations of the same Greek text. The student has to years, German in the third year and French in the fourth year. There write a great deal. And the dose reading of great poets such as is a special stress on English in the first two years. Shakespeare and Donne helps him to develop fullness of under­ standing and expression. During the early sessions of each year's language tutorial, the emphasis is of necessity on the primary grammatical forms and The German tutorial in the third year repeats the pattern of the constructions and the basic vocabulary of the language in question. Greek tutorials. Grammar is studied intensively. Poetry and prose Passages of good prose and poetry from the books are committed to alternate in the reading schedule. Here again, the dose reading of memory by rote. But after a relatively short period of time, which Kant provides an indispensable aid to the seminar discussions. is longer in the first year, the tutorial has shifted to something more concrete : the slow and careful reading and discussion of great works The French tutorial in the fourth year, although reproducing of poetic imagination or philosophical thought. Thus, the rapid in general the pattern of the preceding tutorials, is also devoted reading for the seminar with its attention focused on the large out­ to the studying of great works of French literature. The fourth­ lines, the general trend, the development of the central ideas, is year seminar is strongly supported by the continuous analysis of the supplemented and corrected by a more precise and refined study, nature of the novel in the language tutorial. It is also supported concerned with every detail and particular shade of meaning, and by the study of language from the point of view of symbolic logic, also with the abstract logical structure and rhetorical pattern of a which is taken up by the tutorial for a certain period of time. At given work. These are matters that do not often come directly into this point the language tutorial and the mathematics tutorial converge. seminar discussion. The student's concern with them in the language tutorials improves all his reading, for whatever immediate end, The close reading in the language tutorials of the third and deepens and enriches his understanding, and increases his ability fourth years is done partly in German or French and partly in to think dearly and to talk well. English. The original version is brought into play as often as possible whenever a work is read in English translation. The The second purpose of the language tutorial is support of the problem of translating, that is, the problem of articulating the seminar discussion. The student reads and carefully analyzes a few same thoughts and delineating the same images in the various great examples and models of prose and poetry in Greek, English, language media, never leaves the language tutorials throughout the German, and French. Some of these relevant texts are not parts of four years. the seminar readings. The further the student advances, the more :_;__ _

16 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 17

Secondary Aim The two main purposes of the language tutorial !ts Content The students begin with plane and solid geometry, the are to make the student understand the nature of Elements of Euclid : they apprehend the idea of a langu.age as. the human way to articulate and convey thoughts, deductive science and acquaint themselves with the intricacies of espec1aHy vv1th respect to their own mother tongue ; and to support mathematical development. In the last term of their Freshman the seminar by a much closer scrntiny of texts. A third aim-and vear they embark upon the study of Ptolemy, which also introduces , f . one of mi1~or hnportance-is the learning of the three foreign them to the elements o tngonometry. languages themselves. In the time allotted to the study of each language, mastery of any one of them is, of course, impossible. In the second year they continue the study of Ptolemy and pass What the ~tudent can reasonably be expected to attain is a knowledge immediately to Copernicus : they face two conspicuous examples of of the basic grammatical forms and a feeling for the peculiarities a mathematical description of the universe; they learn the role and ?f the language. To experience the individuality of another language power of a scientific hypothesis and the meaning of applied mathe­ is to extend the limits of one's sensibility. matics. They also study the conic sections in Apollonius' Conics as well as algebra. Not only do the students learn how to manipulate Reading I'u:iowle:dge To implement this latter aim, the reading algebraic expressions, perform. all the necessary operations, solve equa­ Examinations and tions and correlate these analytical methods with the exploration of Essays knowledge examinations were instituted. The St. John's requirements for the final degree geometrical patterns, but also come to grasp the very idea of a of Bachelor of Arts include the oassina of Universal Mathematics as conceived by the great thinkers of the seven­ reading knowledge examinations in two of the three foreign '1angu~ges. teenth century. These examinations are given several times during a year. In each In the beginning of the third year the students study analytic casoe the student can use his dictionary freely during the examination. geometry with due regard to the original Cartesian foundations. They Failure the first time in any of these examinations does not preclude also tackle the elements of mechanics as laid down by Galileo. Concur­ later attempts. rently, the students acquaint themselves with the principles of Kepler­ In each of the four years the students test their linguistic skills ian astronomy. Most of the third year, however, is devoted to New­ essays on themes emerging from the discussion in the tonian physics: large parts of Newton's Principia are studied and dis­ tutorials-or in seminars-and approved by their language tutorso cussed very carefully. The first elements of calculus are approached. These essays are subject to a thorough criticism on the part of tutors ~vh?, . if occasion requires it, arrange special meetings with the In the fourth year, differential and integral calculus (including md1v1dual students for the diagnosis of particular difficulties. St. elementary differential equations) is studied in its rigorous modern John's is concerned that each student acquire ability to express his form. The students are finally introduced into non-Euclidean geom­ etry (Lobachevski), the theory of numbers (Dedekind), and the thoughts dearly an~ sl<;illfully, no less in writing than in speaking. The language tutonal 1s one of the means that contribute to this theory of transfinite numbers (Cantor). end. Throughout the four years the students are in continuous contact not only with the pure science of mathematics but also with the THE MATHEMATICS Next to the mother tongue the language of TUTORIAL very foundations of mathematical physics. The mathematics tutorial number.s and fig11res is the most important thus supports the seminar discussions bearing on the relation of symbolic possession of men. In view of the man to nature, the criteria of intelligibility, the nature of knowledge, .scie!1tific and industrial conditions of our life, the decay and elim­ and the all-powerful role of symbols. mabon of mathematics in education is most disturbing. This default has. become so commoi;i now. ~hat ma?y pe~sons believe that they ~abvely lack .mathemati.c~l ab~hty. It 1s obv1ou.s. that high aptitude Logical Rigor The work done in the mathematics tutorials imposes ior mathematics, as exh1b1ted m great mathematicians, is rather rare. and Imagination upon the students the duty of rigorous demon- Bu~ the language ~f number~ an? figure.s . is n?t ~ matter of special stration; the blackboard becomes the arena of ?-Ptltu~e. Even be:core reaching its exphc1t scientific formulation it intensive logical struggles. The students are made to see how the 1s an integral part of our understanding of the world that surrounds discovery of logical inconsistencies leads to a :revision of the assump­ us., 1:he appar.en_t .di~ability se~~s !ob; due to a ?ecay in the teaching tions upon which mathematics builds. But it is not only logical tecnmques ana this m turn m1g~t oe tpe effect ot a misunderstanding rigor that is expected from the students; their imagination is con­ of the fundamental nature and mtent10n of mathematics. St. John's stantly brought into play. Any device that might help their imagina­ is trying to change this state of affairs. tive effort-geometrical models, mechanical linkages, astrolabes, etc. 18 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 19 -are used, and often the students themselves are asked to construct them.. Whe:iever the occasion requires it, the students have to emotions is not, however, the concern of higher education. The exercise t~eir s~ills in the solution of problems. All this detailed balance which the study of music should be charged to maintain preoccupat10n with mathematical objects and methods, however, is in a liberal arts curriculum is not that between the intellectual and subserv1e~t to the more general consideration of the relation that the emotional life, but that within the intellectual life itself. Music mathematics has to problems raised in the seminar. On the other brings the mind up against problems of a type different from that hand, the mathematics tutorials often refer directly to the work done in encountered in mathematics, languages and the sciences. In the the laboratory. preoccupation with only one type of problem there is a danger of the intellect's becoming unfit to deal with problems of another type, The Chief Aim The chief aim of the mathematics tutorial is to or of even denying that such problems are its proper concern. The . ~ive the studei;ts insight into the nature and practice mechanistic misunderstanding of the human mind as a calculating of a~s~ract thmkmg, of reasomng that proceeds systematically from machine and the romantic misconceptions about music as essentially defimt10ns and principles to necessary conclusions. They see and an outpouring of emotions are symptoms of an unbalanced intellectual become familiar with the power of a method or methods that can development which the study of music as a liberal art might help to gather into a single formula or law the most diverse phenomena remedy. ~nd can thereby predict and even control their occurrence. Their Music tutorials meet twice a week in the Freshman year and in the mtellectu3:1 ima~ination is freed and developed to the point where first half of the Sophomore year. Topics of study are, in the first year, ~hey ca~ mveshgate the structure of worlds that are possible-that fundamentals of melody, form, meter and rhythm, and polyphony; 1s, consistent-beyond the power of sense. It is in the various in the second year, fundamentals of harmony, analysis of major mathematical sciences that abstract imagination and reason are seen compositions. at their most impressive and effective work. Here all is distinct Materials used include the following: Old Hymn tunes; Bach­ orderly, and i:iecessary. To se~ reason thus at work-building it~ Preludes and Fugues from The Well-Tempered Clavichord; Two str';lctures as m p~re m

That is not to say that we are in sight of the solution of this most opportunity for a leisurely but in~ensive study ~of particula,r exred­ ?ifficult problem. The understanding of scientific laboratory methods ments, The student must have time to repeal the expenmem, w is not helped by connecting them loosely with the classical tradition analyze the entire procedure for sources ?f er~o~, to satisfy hims~lf as explored in our seminars and language tutorials. These methods as to the type and degree of accuracy which his mstrurnents permit, are the ~onsequence of the vast project of study conceived by the i:o collect enough data to apply statistics in. a rneaningfu~ way, Oi}-ly great thmkers of the seventeenth century. They are based on a thus can he come to a mature understandmg of the sciences which mathematical interpretation of the universe, which transforms the are called "exact." universe into a great book written in mathematical characters. In In ca,se the material to be studied is regarded as basic for all the laboratory the inquiring mind must discover the fundamental students, the laboratory section meets regularly twice a week, in assumptions made in the actual experimentation, must follow care­ the afternoon. Each session lasts three hours for the upperclassmen, ~ully the transposition of those assumptions as well as of the findings ,~hile the freshmen have weekly one one-hom meeting of preliminary mto smtable mathematical symbols, and must finally transcribe natural discussion and one three-hour session of observation and experiment. phenomena into a symbolic network of equations. Not to be carried For the upperclassmen, however: the regular schedule ~£ three-~our away by this procedure, not to take it as a matter of course. is the sessions frequently alternates with more loosely orgamzed peno~s prerequisite for a liberal understanding of scientific methods. i:

Physical Science The first-year physics course deals with the problem The fourth-year physics course deals with electromagnetism, with of measurement. Students learn the elementary the theory of relativity, and to a certain extent with the phenomena P.rocesses of measuring length, area, volume, weight, density, musical and concepts connected with the quantum theory. During the first pitch, pressure, temperature, and heat, and become aware of the third of the year, the students study the phenomena of magnetostatics, theoretical assumptions underlying these measurements. Statistical electrostatics, direct current, electromagnetic induction, and alter­ natino- current. The laws of these phenomena are translated into dif­ methods are introduced as a means of summarizing the data of measurement. ferential equations; the simultaneous solution of these equations cul­ minates in Maxwell's prediction of electromagnetic waves. During In the first half of the sophomore year the students are confronted January and February.t~e cl~ss turns. to a study and discuss!on of t~e with the phenomena and arguments which lead to the development special theory ?f relativity, its exper.1mental and mathematical basis. of an atomic theory of matter. The emphasis thus shifts from During the sprmg the s.tudents work m teams of two to f?u~ members, individual measurements to the construction of a coherent physical attacking problems which lead to some of the characteristic formula­ theory which will embrace diverse phenomena. The exercises follow tions of twentieth-century physics ; for example, the measurement of a.n order that is both historical and logical, beginning with the distinc­ the charge and mass of the electron, the photoelectric effect, the spec­ tion between pure substance and mixture, element and compound, troscopic measurements which are basic to the Bohr theory of the and continuing with the laws of weight-combining proportions, the atom, etc. The results of the projects are presented in written form, gas laws, and Gay-Lussac's law of the volume-combining proportions and are analyzed and criticized in class discussion. of gases. The principle of Avogadro is then introduced as the key to. the problem. of. determining a consistent set of atomic weights. Biological Science The exercises for the freshman year may be Fmally, the periodic chart of the elements is presented as the culmi­ regarded primarily as an inquiry into the nature nation of the process of atomic weight determination. Periodic of the vertebrate organism. The students are confronted with general reappearance of properties in the series of elements arranged accord­ problems such as the relat.ion of the:; part.s and the whole, the ing to increasing atomic weight suggests the presence of an underly­ relation of form and function, the drntmct10n between homology ing order and unity. and analogy, the link between the external and internal environment. The second half of the sophomore year is again concerned with Specifically, they study the anatomy of the cat and the frog. A the construction of physical theories, but the phenomena to be dealt variety of animal types is presented to them for observation. The with are optic~l rather than chemical. Mechanical models of light students have the opportunity to compare their external and internal are of two kinds, wave and corpuscular. Confronted with the structures. Special emphasis is given to the technique of dissection. ~henomena of rectilinear propagation, reflection, refraction, polariza­ The students also reproduce the experiments described in Harvey's tion, a.nd color, the students attempt to assess the relative advantages Disquisition on the Motion of the Heart and Blood in Animals. a~d disadvantages of the two types of theory. Special attention is The third-year exercises attack problems of histology, embryology, given t~ Huygens' account of double refraction in Iceland spar on phylogeny and genetics. The first unit of these exercises acquaints the basis of the wave theory, and to Newton's criticism of this the student with the cell as a level of biological organization and account. Finally, interference and the photoelectric effect are pre­ confronts him with the cell theory and the theory of the unity of the sented as phenomena which appear to require, respectively, a wave organism as a whole. The second unit of the exercises combines and a corpuscular theory. Faced with this apparent contradiction embryology and invertebrate zoology. The students investigate the the students become aware of the inadequacy of mechanical models' phenomena and weigh the inferences on which the Theory of Recapit­ and at .the sam.e time ?f their . utility in the invention and discover; ulation is founded. Modern concepts, such as the "Organizer of precise relations which are mdependent of any specific mechanical Theory," as well as the perennial antithesis of preformation and theory. epigenesis are also reviewed and evaluated. The third unit is devoted to genetics. Mendel's laws of heredity are demonstrated The third-year physics exercises deal with the Newtonian mechanics by experimental breeding with the fruit fly. The discussion begins of tran~latio~al rn~tion, and with .the construction of an analogous with a thorough consideration of Mendel's experiments in plant mechanics 01 rot3;t10n. The exer~1ses are. closely tied up with the hybridization, followed by the application of the principles discov­ ~?ncu~~ent st1:1dy m" the mathematics tutorial of Newton's Principia. ered by Mendel to plants and animals in general. The development 1.-.1..:;re ~ne students hrst become aware of the power of mathematical of the modern theory of the gene is traced and its possible role in analysis (algebra and the calculus) as a tool in the physical sciences. evolution explored in terms of Darwin's theory of natural selection. CATALOGUE OF ST. JOHN'S COLLEGE 25 24 CATALOGUE OF ST. JOHN'S COLLEGE

THE FORlv.IAL LECTURE FORMAL LECTURES Most of the teaching going on at St. John's takes the form of a 1954. 1955 discussion : the dialectical methods of the seminar are carried over The Liberal Arts and the Muses...... Jacob Klein into the tutorials, although the tutorial work itself consists basically of exercises in recitation of paradigms, translation and interpretation Achilles and the Wall ...... Frederick William Locke of texts, demonstration of theorems, and solution of problems. As M oby Dick: Hand book for Heretics . . . Lawrance Thompson much as possible, the actual instruction in all classes and laboratories is made dependent on the activity and initiative of the students. The The Origin of Life ...... George Wald tutor functions, except for occasional lectures required in a given Leonardo da Vinci's Notebooks ...... Raymond S. Stites situation, as a guide, more intent to listen to the students than to The Transformation of American Politics . . . August Heckscher impose upon them his own train of thought. Augustine and Plotinus ...... John J. O'Meara On Friday nights, however, the pattern of instruction is a different one. The Formal Lecture is the occasion upon which the students On Mimesis ...... Victor Zuckerkandl are required to listen steadily and attentively. These lectures are Concert ...... The J uilliard String Quartet given either by a member of the faculty or by a guest speaker; the Play: Christopher Fry, Venus Observed . .... King William Players latter might be a scholar or a poet or a man of public affairs whose work, although not directly connected with the activities at St. The World and the Cave ...... Jacob Klein John's, ties in with them. The Formal Lecture may last an hour A Psychiatrist's Approach to the Problem of Guilt and a half. It is followed by an extensive discussion period that Dr. Thomas M. French very often takes the form of a seminar. Here the content of the A Jurist's Approach to the Problem of Guilt ...... Stuart S. Ball lecture is subjected to a prolonged and intensive scrutiny on the part of the students. The faculty has a share in the discussion. A Christian's Approach to the Problem of Guilt The Rev. Albert T. Mollegen Thus, the Formal Lecture serves two purposes: it inculcates in the .. Mark Van Doren students the habit of listening and following the condensed exposition Lincoln .. . ' ...... of a subject they might not be familiar with, and it also provides Ralph Kirkpatrick Recital .. .. ' ...... them an opportunity, in the discussion period, to exercise their The Relatfonship between .IV[ orality and Religion dialectical skills in a setting very different from that of their class William F. Quillian, Jr. work It is here that they can themselves test the degree of their understanding and the applicability of what they have learned. Good, Bad, and Anthropology ...... Robert Redfield The lectures, given over a period of four years, range through a Concert. . Roman Totenberg: Instrumental Ensemble large variety of subjects. A list of these lectures follows. Some of The Theater Today and Its Background ...... Eldon ~Winkler the lectures have immediate repercussions in the seminars and tu­ torials. Others may have a lasting effect on the direction that a stu­ Pallas Athene...... Peter H. von Blankenhagen dent's work takes within the frame of the program The student is The Chinese Mind . . Clayton Lane often confronted with opposing views on a given subject, since many .. Kenneth Burke lectures, of necessity, bear on the same theme. Action in Language...... L Harvey Poe, J L Sometimes concerts take the place of these Friday night lectures. The Sects and the State . . These concerts are an integral part of the St. John's music program. Concert. .. The Chamber Chorus of Washington Puritanism. . .. Chard Powers Smith THE INSTRUCTION COMMITTEE Play: Moliere, The Miser. . . Colonial Players, Annapolis The program and the actual instrw:tion are under the supervision of the Instruction Committee, whose chairman is the Dean of the Eros and Agape...... Father Martin d' Arey College. The Meaning of History ...... Erich Kahler 26 CATALOGUE OF ST. JOHN'S COLLEGE

FORMAL LECTURES THE ACADEMIC ORDER 1955 -1956 The Liberal Arts and the Problem of Learning ...... Jacob Klein THE FACULTY A "Trivial" Reading of Hamlet ...... Sister Miriam Joseph Part of the intention of the elective system since the time of its introduction has been to encourage the combination of teaching The Domestication of Rats and Man ...... _..... Curt P. Richter and research in each member of the faculty. The principle is that the teaching mind must be a learning mind, and therefore good Mortimer J. Adler The Existence of God_ .. _. _. _.. _...... _... teaching demands continued learning. This has come to mean in Recital ---- · · · · · · · · -- .. - .... ---- ...... Ralph Kirkpatrick academic practice that the good teacher must be making original contributions to knowledge and that he must publish if he wishes The Iliad and the Odyssey ... _...... _._ ...... Seth Bernardete to be promoted. Arnold Toynbee's Possible Worlds ...... _... Scott Buchanan The faculty at St. John's is again going back to first principles and making another application of them. Learning is a cooperative The Idea of Progress Reconsidered...... · ...... J aco b Taubes enterprise and it is best carried out when persons at different stages The Eighteenth Century in the Twentieth. ___ ... _. _. Clarence Faust of comprehension work together. The typical learning situation at St. John's involves a small group of learners. First in the learning Play: Shakespeare, The Tempest ...... ___ .. King William Players line come the author-teachers, the writers of the great books, who India's Thought and Action ...... Richard D. Weigle are talking in most cases at the high point of their own learning. Next comes the reading and talking teacher who is a member of The Myth and Logic of Democracy . .. __ ..... _. _... John S. Kieffer the faculty: his stage of learning is somewhere between the author and the best student. There then follow the other students at Woodrow Wilson Centennial Address ... _. _...... Milton Katz distances proportional to their degree of understanding. The old­ Measuring the Mind_ ... _..... _..... __ ..... _.. _. William C. Fels fashioned ranking of classes in the little red schoolhouse is the image that we have in mind. At the head of the class is the author­ Concert · - · · · ...... - .... - .... - . The J uilliard String Quartet teacher, at the foot of the class the worst student in relation to the Christianity and Ethics ...... Paul Lehmann subject matter. All the others are both teachers and pupils, each learning from those above and teaching those below. The Portrait of Man as an Athlete . .. __ Peter H. von Blanckenhagen The aim in all the classes is to exploit the differences in knowl­ Dante and Humanism. . __ . __ ...... _. _____ Charles S. Singleton edge, character, and skill as they are distributed among the students and the tutors. Since it is not the policy of the College to select Greece: 1955. - ... - .. - . - ..... - ..... - ... - ...... Mark Van Doren only the best students for admission, but rather to aim at the normal distribution of ability that is found in the average American com­ The M onient, the Man, the Speech. . __ ..... Houston Peterson munity, it counts heavily on the normal social process of mutual Plato's Phaedrus ...... _..... _. _...... _... Jacob Klein understanding to catch and amplify the teaching. The classes exem­ plify in their various styles all the types of collaborative study, Tolstoi and the Will ...... _...... ___ .. _...... Frank O'Connor allowing even the dull or slow student on occasion to hold the class Concert_ . · . - · · · · · · · - · · · · · · · · · · · · - ...... Leon Fleis · h er, p·iamst · to the main learning purpose. The kind of teaching and learning that goes on at St. John's Psychotherapy ... -- ...... -- ... - ..... Dr. Lewis Hill presupposes, then, a faculty differing in many ways from the faculties The Security-Loyalty Program. __ ...... Eugene v. Rostow of more conventional colleges. Each of the faculty members has to be expertly competent in at least one field of knowledge. Beyond Some Reflections on the Separation of Powers . .. Otto Kahn-Freund that he must be willing to acquire a certain expertness in other On the Logic of Science ...... __ .. Allen Clark fields of knowledge, hitherto neglected by him, and a certain compe­ tence in the liberal arts. That means that he has to re-educate Freud's Demonology . . __ .. _...... _. Dr. Erwin Straus himself. He has the opportunity to do so by the very nature of the 27 28 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 29

~t. John's pro~ram. He attends. clas~es in th~ sam.e way as a student ; The work of the Study Group, t~e tra~1slation of text~, and .the ms own learnmg goes along w1th his teachmg; 3ust as the students constant reinterpretation of the book_hst which

30 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 31

!he King :-Villia~ Room on. the secon? floor of the library is used The year is divided ii:ito twc:i semesters of sixteen weeks each, ~01 the quest10n penods followmg the Fnday night lectures, and also separated by a week durmg which the seminars meet as usual, but l:or special college meetings. during which tutorials and laboratory sessions are suspended. Special events may be scheduled for this period which is not considered a SCHEDULE AND EXAMINATIONS vacation but a welcome change in the instructional routine: all stu­ dents are required to remain in residence. . Perhaps the most obvious distinctive mark of St John's College There are oral examinations at the end of each semester. These is the fact that all th~ stud~nts of the same year are reading the same are conducted by seminar leaders with the help of other tutors. The books at the same time with the same immediate preparation. This students are questioned freely and informally on the texts they have ma;; be the week when all freshmen are learning the Greek alphabet; read, on their critical or interpretative opinions, and encouraged to or 1t may be th~ Vl'.eeks that they are meeting the highest type of consider parts of their study in relation to each other and in relation Greek ~athematics m the ~fth booH: of Euclid's Elements; or it may to fresh problems that may not have been treated in their classes. be the time of the first assignment m Thucydides when the seminar Each student sits with the examiners for a half-hour. l~aders. are "".ondering if the .students will get the implications of liberty m Pericles' funeral orat10n. These are the educational realities that a common schedule marks and emphasizes. The Don Rag A few days after the examination at the end of a semester the students meet their instructor again, in ~xcept for special arrangements in the senior year and certain the so-called "don rags." The don rags are brief and recurrent per~ods of laboratory work for which the upperclassmen may choose consultations between teachers and student for the purpose of diag­ ~heir own time, the schedule is the same for all students. Each morn­ nosis and prescription rather than for report of marks. They usually mg f?r five days of t~e week they ~pend one hour in a language last fifteen minutes for each student, but may be extended well be­ tutonal an~ one. hou_r m a mathematics tutorial, of which one hour yond that. In them the tutors report to the seminar leader on the alternately 1s relmqmshed to the weekly choral exercises. Two after­ students' work during the semester; the students are invited to report noons a w.eek they sp~nd from one to three hours in the laboratory. on themselves and to judge their own work; advice may be requested Two eve~mgs fro~ eigh! to ten they ~ttend a seminar in organized and given; difficulties may be aired; but grades are not reported nor conversat10n an~ di?cuss10n of the assigned readings. A formal lec­ are they the center of interest. ' ture or concert 1s given once--or occasionally twice-a week. Nine­ teen to ~wen!y hours per week are spent in regular classes. The rest Annual Essays At some time during the year each student writes of the time 1~ ?l?ent m studying, eating, sleeping, talking, athletics, an annual essay on some theme suggested by the and other activities such as music and dramatics. books. He has to have the seminar leaders' approval of his choice and he has to stand an oral examination on the essay. A SAMPLE CLASS SCHEDULE FOR ONE WEEK Preliminary Enabling At the end of the second year the sophomores How Mon. Tues. Wed. Thurs. Fri. Sat. -- Examinations stand a set of comprehensive examinations, 9 Mathematics Mathematics Mathematics Mathematics the so-called Preliminary Enabling Exam­ Tutorial Tutorial Tutorial Tutorial -- inations, which determine whether and under what circumstances a 10 student continues as a candidate for the degree of Bachelor of Arts. -- They consist of a half-hour oral examination on the annual essay, a 11 Language Language Language Language Language Tutorial Tutorial Tutorial Tutorial Tutorial three-hour written examination in language, a three-hour written -- examination in mathematics, a three-hour written examination on the 12 Chorus -- theoretical part of the laboratory work, and a three-hour operational 2 Music Tut.* Music Tut.* la~oratory examination. The results of these examinations, together to Laboratory Laboratory with the students' records, are surveyed by the Instruction Commit­ 5 -- tee. According to its decision a student might be permitted to continue 8 as a ~andidate fo~ the d~gree ~f Bachelor of Arts; or he might not be to scmi::ia.:r 0en-11narr . Formal permitted to contmue his studies at St. John's ; or he might be asked 10 1 Lecture J I to repeat his sophomore year ; or he might continue his studies at the College without being a candidate for the degree of Bachelor of Arts. * In the Freshman year 2nd the first semester of the Sophomore year. CATALOGUE OF ST. JOHN'S COLLEGE 33 32 CATALOGUE OF ST. JOHN'S COLLEGE

Ideally there is no r~ason .for dropping any normal stud~nt f~~m The Enabling The Enabling Oral Examination is given to the this course of study. It 1s vaned and nch enough for great diversities Oral Examination students in the fall before the fourth year begins. It of interest, perfor!llance, and achi.e:vement, and. th~r~ is ampl~ room is focused (a) on a number of books corresponding within it for a wide ran~e of ability <:md for md1v1du.al ch?1ce. and to about twelve seminar reading assignments and chosen by the In­ 17uidance. This fact permits and demands a longer per~od 01 ad3ust­ struction Committee each year, and (b) on some additional books ~ent and tentative judgment than in the r.egular ele~t.1ve sys.tern. It which each student chooses in consideration of the final thesis that is assumed that each student has the r.eq1;ur.ed capac~t1es. until there he plans to write in his senior year. The passing of this examination is clear evidence to the contrary. All d1sc1pl111ary action 1s governed confirms a student's status as a candidate for the degree of Bachelor the assumption that bad habits can be changed. of Arts. Attendance on all regularly scheduled Colleg:e exercise~ is requi~ed. The Final Thesis During the first semester of the senior year a candi­ A record of absences is kept and posted. This record 1s taken mto and Oral consideration whenever there is occasion to determine academic Examination date for the degree of Bachelor of Arts makes his final decision as to the thesis he will write. He standing. submits this thesis for the approval of the faculty, The following persons can excuse a student from class attendance ; and has to defend it satisfactorily in a public oral examination given 1) Parent, guardian, or other responsible person outside the toward the end of the second semester. The last three weeks before the spring vacation are reserved for the writing of the thesis; during College; that period the student attends no classes except seminars. 2) Tutor in charge of class in which absence occurs; 3) The College physician; The student will choose, and the faculty will accept, a thesis relative to some aspect of the four years' work. The thesis is not to be a 4) Another physician consulted by the student. piece of specialized research. The student may request more time to prepare and submit his THE ST. JOHI"i'S DEGREE OF BACHELOR OF ARTS thesis for the approval of the faculty. The St. John's degree of Bache~or of Arts ?igni~es the successful The Reading Before being granted the degree each student must completion of four years of stud1es as described m the precedmg Knowledge pages. The content ~f these four yea1~s of studies can be dis,tributed Examinations have passed an examination 011 two of the three lan­ guages he studied during his four years at St John's. among standard subjects. The fol~owmg table 1s an at.temp1 to .ap­ iJroximate the St. John's program m terms of a conventional curncu­ h1J.1'l, it is rather diffic~lt tc measure the 1,vork done through­ ACADEMIC STANDING out the four years in semester-hours. The system of instruction allows for a close and varied acquaint­ Languages (Greek, English, German, French). 28 ance of tutors and students; therefore the student's academic stand­ Literature 11 Theology 6 ing is known in detail from day to day. This knowledge is pooled Political Science 5 at the end of each semester 011 the occasion of the don rag, and the com­ His.fory 5 bined judgments of the tutors are based on more than recorded Philosophy 14 Economics 4 grades. Logic .... 4. Psychology 3 A single grade does not necessarily indicate the degree of mastery Mathematics ...... 22 of a given subject, The grades do represent periodic and compre­ Sciences (Physics, Astronomy, Chemistry, Biology) 3g hensive judgments of the student's work by members of the faculty Music ..... 6 who are in direct contact with it. Students are advised not to work Total 147 for grades, but to try to develop their own understanding and to let grades take care of themselves. If, on the other hand, it becomes It should be noted that instruction in English is not confined to evident that a student is not progressing at all, or that the learning the freshman and sophomore language tutorial. The writing of an­ process ha.s stopped and cannot be revived, the student is asked to nual essays, the recurrent exercises in the tutorials, and above all the leave. A decision of this kind is usually reached in common agree­ continuous reading and discussing of the books in the seminar pro­ ment with the student. vide the means by which the study of English is carried on through the entire program. 34 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 35

The four years at St. John's do not purport to prepare a student Finally, special advice must be given to students entering St. John's for any particular future career. Nor do they prepare for any voca­ who plan to study medicine. The medical schools maintain a policy tional school or any special kind of graduate work. They do, however, of high selectivity and insist upon definite prerequisites. Most of give to a student planning to embark upon graduate work a back­ them require of St. John's graduates only one to three additional ground sufficiently broad to help him substantially in his specialized undergraduate courses. In view of this, students who come to St. studies, whatever they might be. John's with the intention of going on into medicine are advised to make special arrangements for fulfilling these requirements, They The question is sometimes asked whether the graduate schools may take pre-11:edical c?urses at. summer schools, or they may plan acknowledge the St. John's degree of Bachelor of Arts, in view of a year of work m the sciences pnor to formal entrance into a medical the highly unconventional program under which St. John's operates. school. That this can be accomplished successfully is shown by the It must be noted first of all that St. John's College is certified by comparatively high number of St. John's graduates who have studied the Maryland Board of Education and the Middle States Association or are studying medicine. It is not unimportant to mention that many of Colleges and Secondary Schools. The experience that the College medical schools themselves, like the larger technological institutes, has had with its graduates so far shows, moreover, that a St. John's expect their students to be able to build on a broad foundation of graduate experiences no difficulties inherent in his degree if he humane knowledge. chooses to continue his studies on the graduate level. Of the 322 students who have graduated from St. John's since 1941, when the Whatever the attitude of the graduate schools, St. John's refuses first class completed the New Program, 173, or about 52%, entered to accept the imposition of heavy pre-professional, specialized re­ graduate schools. The following table shows the distribution of these quirements on its liberal curriculum. The College knows well enough 173 students to date, among the various fields of study: that to educate a man requires less, and yet far more, than to satisfy the shifting standards of specialized skills. Architecture .. 2 Mathematics 11 Biology ...... 4 Medicine 11 Business Administration 5 Meteorology 1 Economics ...... ' 3 Music l THE ST. JOHN'S DEGREE OF MASTER OF ARTS Education ...... 14 Philosophy 16 Engineering ...... 7 Physics . .. 12 St. John's College awards the degree of Master of Arts. The re­ Geology ...... 2 Political Science 10 quirements for this degree are determined by the general task the 2 History ...... 6 Psychology College has set for itself. They are directly related to the teaching Journalism ..... ' ... ' ...... 1 Public Administration l Languages . ' ... ' ...... 13 Social Work 2 of the liberal arts. They comprise (a) teaching experience at SL Law ...... ' ...... 22 Theology 11 John's; (b) the submission of a thesis. Library Science ...... 4 Literature and Writing ... 12 Total .173 Any one who has completed two years of teaching at St. John's College may petition the Instruction Committee of the College to In most cases, admission to graduate schools presents no difficulties present himself as a candidate for the St. John's degree of Master for the St. John's graduate, especially if his academic record is a of Arts. good one. Graduate schools tend increasingly to admit candidates on the basis of individual record and merit, and to ignore the bare mini­ If permission is granted, the candidate shall submit a thesis to the mum certification of the ordinary degree. They also tend to recognize faculty and stand an oral examination on it. more and more the necessity for a general education on the under­ Before submitting his thesis, the candidate must have the thesis graduate level. They have begun to see the ravages that premature topic approved by the Instruction Committee. The topic must have specialization leaves on the minds of our scientists and engineers, our some bearing on the understanding and practice of the liberal arts. doctors and lawyers. A St. John's graduate planning graduate work in physics or biology usually needs additional courses before embarking upon advanced CO-EDUCATION work. This generally means that in his first year of graduate study he has to work harder than students from other institutions who Believing that the education being offered at St. John's could and have undergone special training; after that, however, he advances at should be equally available to women and that their participation in least as well as the others, and begins to reap the benefits of his broad the program would make it even more effective, the Board of Visitors intellectual experience at St. John's. In the case of chemistry and of and Governors v0ted to admit women to the College commencing in engineering, advanced work presupposes the taking of additional the fall of 19SL courses on the undergraduate level. CATALOGUE OF STO JOHN'S COLLEGE 37

INSTRUCTION CHARTS lvlilton: Paradise Lost,* Samson Agonistes Bunyan: The filprim's Progress THE ST. JOHN'S UST OF GREAT BOOKS Pascal: Pense es·" Racine: Phed1re This list is subject to constant revision. Books read only in part are indicated La Fontaine: Fables* by an asterisk. Newton: Principia,* Optics* Huygens: Treatise on Light* Homer: Iliad, Odyssey Locke: Essay Concerning Human Understanding* Second Essay Herodotus: History* on Civil Government ' Aeschylus: Agamemnon, Choephoroe, Eumenides, Prometheus Bound Berkeley: Principles of Human Knowledge Sophocles: Oedipus Re:c, Oedipus at Colonus, Antigone Leibniz: Essay on Dynamics, Discourse on Meta physics JJ!f onad- Euripides: Hippalytus, Medea ology, Correspondence with Arnauld ' Aristophanes : Clouds, Birds Swift: Gulliver's Travels, The Battle of the Books Hippocrates: Airs, ¥Vaters, and Places, Ancient "Medicine, Oath, Sacred Vico: The New Science* Disease Fielding: Tom Jones Plato. Ion, Gorgias, Meno, Republic, Apology, Crito, Phaedo, Montesquieu: The Spirit of the Laws* Symposium, Parmenides,* Theaetetus, Sophist, Timaeus, Hurne: Enquiry Concerning Human Understanding, Dialogues Phaedrus C oncecrning Natural Religion Thucydides : History of the Peloponnesian T-Var Voltaire: Candide, Micro·megas .Aristotle : Generation of Animals,* On the Soul,* Physics II, III, Gibbon: Decline and Fall of the Roman Empire* IV, VIII, Metaphysics I,* V,* VI, VII/ XII, Nico­ Rousseau: Essay on the Origin of lnequaUty, Social Contract machean Ethics,* Politics,* Poetics, Organon* Lessing: Education of Mankind Euclid: Elements Schiller: Poems* Archimedes : Selected vVorks* Adam Smith: Wealth of Nations* Apollonius: Conics I-III Kant: Critique of Pure Reason,* Critique of Practical Reason/' Lucretius: On the Nature of Things Critique of !itdgment, * Virgil: Aeneid Lavoisier: Treatise on Chemistry* The Bible* Epictetus: Disc,ourses,* JJ!fanual United States Const-itution Tacitus: Annals Federalist Papers* Plutarch: Lives* Goethe: Faust,* Sorrows of Young Werther Nicomachus : Arithmetic* Poems* Ptolemy: Almagest* Hoelderlin : Poems* Galen: On the Natural Faculties Hegel: Philosophy of History Plotinus: Fifth Ennead de Tocqueville: Democracy in America (abridged) Augustine: Confessions, The City of God* Kierkegaard: Philosophical Fragments, Fear and Trembling Thomas Aquinas : Summa Theologica* Faraday; E:i:penmental Researches in Electricity* Dante: The Divine Comedy Lobachevski : Theory of Parallels Chaucer: Canterbury Tales'', Troilus and Cressido Balzac: Father Goriot Pico della Mirandola : On the Dignity of Man Stendhal: Red and Black Rabelais: Gargantua and Pant,agruel* Flaubert: Jll[ adame Bovary Machiave!H: The Prince, Discourses* Boole: Laws of Thought* Luther: Commentary on the Epistle to the Galatians* Darwin Origin of Species,* Descent of Man* Calvin: Institutes* Marx: Capital,* Communist Manifesto, Preface to Critique of Copernicus : On the Revolution of the Spheres* Political Economy* Montaigne: Essays* 1V!endeI: Experiments in Plant Hybridization* Bacon: N ovum Organum Tolstoi: T!f/ ar and Peace Gilbert: On the Magnet* Nietzsche: Birth ,of Tragedy, Beyond Good and Evil Kepler. Epitome of Copernican Astronomy IV, V Dostoevski: Crime and Punishment, The Possessed Donne. Poems* George Cantor: Transfinite Numbers* Shakespeare: Richard II, Henry IV, Parts 1 and 2, As You Like It, Dedekind: Essays on Numbers~' Twelfth Night, Othello, Hamlet, Macbeth, King Lear, Baudelaire: Pa ems* Tempest William Jam es: Psychology-Briefer Course* Cervantes : Don Quixote Poincare: Science and Hypothesis Harv.~y: Motion of the Hearl and B load Freud: A General Introduction to Psychoanalysis Galileo: The Two New Sciences* Thomas Mann: Death in Venice Descartes~ Rulu for the Direction of the Mind,* Discourse on Valery: Poems* Met hod, Geometry,* Meditations Einstein and Infeld The Evolution of Physics Hobbes: Leviathan* Documents from American History Spinoza: Theological-Political Treatise Charter of the United Nations 36 CtASSIFICATION, BY YEARS, ACCORDING TO ELECTIVE SUBJECT MATTER w Literature Philosophy History and Natural Science 00 and Theology Social Science Mathematics First Homer Plato Herodotus Euclid Hippocrates Year Aeschylus Aristotle Thucydides Nicomachus Archimedes Sophocles Lucretius Plutarch Ptolemy Euripides Epictetus Aristophanes Ptolemy Ptolemy Second Virgil Pio tin us Tacitus n Year The Bible Augustine Dante Apollonius Galen > Copernicus ,..., Dante Thomas Aquinas Machiavelli > Chaucer Pico della Mirandola Gilbert t-< Donne Luther Kepler 0 Shakespeare Calvin c:Cl Bacon l:rj 0 Third Rabelais Montaigne Vi co Kepler Kepler 'rj Year Cervantes Descartes Montesquieu Descartes Harvey Cf) Milton Pascal Gibbon Newton Galileo ;> Bunyan Hobbes Locke Newton '-' 0 Swift Spinoza Rousseau Leibniz ::i:: Fielding Locke Adam Smith Huygens z Voltaire Berkeley U. S. Constitution Lavoisier oo" Schiller Leibniz Federalist Papers Mendel n Goethe Hume De Tocqueville 0 t-< Hoelderlin Kant Charter of the United Nations !:"' l:rj Lessing Cl M Fourth Racine Hegel Hegel Lobachevski Faraday Year La Fontaine Kierkegaard Marx Boole Darwin Goethe Nietzsche Documents from Cantor Poincare Balzac James American History Dedekind Freud Stendhal Poincare Einstein and Flaubert Infeld Tolstoi Dostoevski Baudelaire Valery Thomas Mann

>-3 '1j t"" >-3 l:ll::t.. .., "' ;;. 0 ., .., ts:: "' ::i 8 ~ ~ @...... t:l "' "'"" ,,, "" t: ~· Cb g1 ~"' 3 "<<:;:,~ -· ~ a e.&. .- o..~ "' .... 0 -· - ::r' " ~~::L 0 "' ... 3~~ !)l >ii> -·-·N ~·~ .? g ~~ g. ~ .... g- "::J (")-· -· 0""t:l 8 -·t:l n ~ Ci' """' t:l q::i {J/l y.icrq .,"'- 0.., ....0 "' '< "'f;;' .., ...... "'(!) -· 0,., 00 t-' ... ""' N t"1"".tl o· 1-h ~ 0- '1j °'0 " :;: c;J-. "" "ll>C·'i'~g' Cl::r- 'Cl ~ ~ ? £.. ni ;s->tOO"'C t;,.- V:i::;­ ... 0 (") 5 ~e; c;J~ o ~.~-"' "":i ~-· Cllt:l "';:l ::t"' (/]"1 "'i:: - n o -· c 3 "1 ;;_,,..~ ~ ~ ~ ;;; "'0:;s "'"';) c "'"'c..., 0 0.... ::;- ~·g_s..~ ~ c (I)~~(/) 3"' °'- "' n ~ "' _... '" ;:! llJ ~ -· }--! c; t:" .., ~ 8 I""'" Q.. ttll"' (iino -· -.,· 0 ' t:l ~ I 'd Ul -· Cl 0 ~ 8 s g w '-T N < c -· ~ w +>­ '" - ::i 23- +. 0 Vl +>­ 5 ..,;_i a ;::i.. ... 0 (/) tJ ::;" tTl ::;" >rj ::;" (j ::r' ~~* "'1 "'d Z::r­ c;J <:i " <"> 0 ... O'" ::r' ::;" ::r'oo ..., 0 0 c: ::;. (\) ('j) "'::i c (l)QS»::i.2r-3~ g -"' c ...... (/] g 'd>-h::J::r-'40"1..., ,....,.. ('!) <; ..., "'3 c ~ t:l "1 (I) ~~~ .., ...... C")~ "< (/) oq ;::J 8"" '4 n ;l ('J) " "' a;; .,qa ;:;·~ '-<:'4 "'pr "' -:..- ~ ~ g ~ "' 3"'"' O'J c;- aq "' (I) [ '-' "" El"' "~c;;·3 "' 3 "';;l,_, .... "'IOI ~ .... p.. c: 0 "1 ..., III "' () "'g ~· "' > Ill .... "" "' -· " 0 t""' ()"' ::r' "' "' CJ'.) ::r' Ill z ,_. s· ~a oo' +. 0 0 ~ ""-l s IY< ~ c ..+ .... 8., 0 &; ... "' ~P:1r~s·;;; 8"' "'~ Y' ""(j) Ill.., -"' " "' ~ft .,o-q °'-"';:! "' ~ I-' c;'l Ill..., ... \0 ~· ... a M ::i ::i-· Vl ::i "'C:: :;::.llJ -...j n " ~.(I>'7 "' 'O N +>- N 5· ~ ~ 00 0 - 0 00 '""'ti"ric Q., M'- ;::;.. ::r' <;tti'T!Ull:;!.i::;- l:;!.i::: ~'"dt""i:tl::r- Cl~ ;:;·Fl" ;::;· PJ Pl _,...... Pl 0 ... - 0 VJ 0 '-1t'--<> £.c ~ ~ TJCL~ c "> ;,;- 1-j ?.:., ..,'Jl -- I.Cl 40 CATALOGUE OF ST, JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 41

Exercises-1956-195 7

MATHEMATICS TUTORIALS-1956-1957 FRESHMAN

Clock-hours of Classroom Work Biology Theory of Measurement The Dissection of the Frog (The Construction of Plane, Straight Edge, Right Angle, and Ruler First Second Third Fourth Organism as a Whole) Area and Volume; Fineness of Meas­ Year Year Year Year The Dio-estive System of the Cat (The Facuity of Digestion) urement (Vernier Calipers, Microm­ Plane Geometlfy 50 The Lungs and Air Passages of the eter, Spherometer) Solid Geometry ...... 24 Cat (The Faculty of Breathing) Weight General Theory of Ratio and Proportion 18 The Excretory System of the Cat Density and Derived Measurement Introduction to Number Theory .. 3 (The Faculty of Excretion) Errors and Significant Figures Conic Sections .. 50 The Arteries and Veins of the Cat Trigonometry 5 Spirals and Calculating Machines Algebra ...... 40 The Heart and Lungs of the Sheep Musical Intervals Astronomy and Celestial Mechanics 44 45 50 The Motion of the Heart and Blood Chromatic and Diatonic Scales Analytic Geometry 34 (The Faculty of Transportation) The Law of the Lever (Archimedes) Dynamics 50 The Skeleton and Muscles of the Frog Hydrostatics (Archimedes) Calculus with Introduction to Differen- (The Faculty of Locomotion) The Barometer (Torricelli) tial Equations 6 72 The Sense Organs (The Faculty of Non-Euclidean Geometry 14 Sensation) The Thermometer (Fahrenheit) Transfinite Numbers ... 6 The Calorimeter CJ oseph Black) Readings from Dedekind. 6 The Nervous System of the Frog Totals 140 140 140 98 The Physiology of the Nervous System (The Faculty of Coordination) Classification LABOilATORY-1956-1957 SOPHOMORE Clock-Hours of Laboratory Work Chemistry Optics First Second Third Fourth The Beginnings of Chemistry The Velocity and Rectilinear Propa- Specific Properties Solubility gation of Light Year Year Year Jl ear Change of State and the Caloric and Reflection from Plane Mirrors BIOLOGY Kinetic Theories of Heat Curved Mirrors Anatomy and Physiology 56 Specific Properties: Boiling Point Refraction Specific Properties: Melting Point (Vertebrate) Lenses and Lens Systems Classification 8 A Classification of Compounds Invertebrate Zoology 21 Oxygen Ordinary Refraction in Iceland Spar Histology 9 Acids, Bases, and Salts Extraordinary Refraction in Iceland Embryology 42 The Three Laws of Chemical Combi­ Spar Genetics 60 nation and the Atomic Hypothesis Polarization The Law of Definite Proportions Color CHEMISTRY 114 The Law of Reciprocal Proportions Interference The Law of Multiple Proportions The Photoelectric Effect PHYSICS The Kinetic-Molecular Theory and Measurement 28 Molecular Structure Heat 8 .3 Boyle's Law Sound 8 Charles' Law Mechanics 20 57 Volume Combining Ratios Light ...... - . 78 Molecular Weight by Vapor Density Electricity and Magnetism 118 The Molecular Properties of Solutions Introduction 'w Contemporary Physics 50 The Molecular Weight of a Solute NOTE: About one-fourth of the laboratory time is spent in lectures and discus­ The Periodic Chart of the Elements sions on assigned reading. The Theory of Ionization 42 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 43

JUNIOR SENIOR Histology Genetics Electromagnetism . Laboratory Projects The Microscope and Its Use Two-thirds of the laboratory time is Magnetostatics : the magnetic field, Verification of Einstein's photoelec­ The Cell allowed. for breeding experiments with Coulomb's Law, the intensity of tric equation Cell Division the fruit fly. The other third is de­ the earth's field Determination of the charge and voted to an investigation of the Gene Electrostatics : the notion of charge, mass of the electron, and of the Theory of Inheritance in which the Coulomb's law, electric potential relativistic change in mass at high Invertebrate Zoology following topics are considered : Electric Current: the absolute cali­ velocities bration of the ammeter and volt­ Investigation of the spectrum of Phylum Protozoa: Amoeba and Mendelian Inheritance : The Mono­ hydrogen in relation to the Bohr Euglena hybrid Cross meter Ohm's and Kirchhoff's !aws model of the atom - Phylum Protozoa: Paramoecium Mendelian Inheritance: The Dihy- Alpha particle scattering and the brid and Trihybrid Crosses Capacitance and the ratio of the esu Phylum Protozoa: Volvox Series to the emu of charge nuclear atom Meiosis and Fertilization Determination of the speed of light Phylum Coelenterata: Hydra and The Law of Probability Electromagnetic Induction: Fara­ Obelia day's law of indu~tion; the gen­ by Roemer's and Michelson's Sex-related Inheritance methods Phylum Platyhelminthes: Planaria Linkage and Crossing Over eration of alternatmg current Chromosome Mapping Alternating Currents : circuits with Determination of the mass of the Phylum Annelida: Earthworm and resistance, capacitance, and induct­ earth Clam worm Genes and Mutation Study of the precession of a pendu­ Polypoidy and Related Phenomena ance Phylum Arthropoda: Crayfish Electromagnetic Waves lum Chromosomal Aberrations Study of mutations in Drosophila Genetics and Development induced by X-radiation, etc. Embryology Genetics and Darwin's Theory of The Special Theory of Relativity (reading and discussion) The Germ Cells Natural Selection Cleavage and Blastula MUSIC PROGRAM-1955-1956 Gastrula Mechanics Neurula Falling Bodies and Uniformly Acceler­ Tutorial Materials Chorus The Development of the Chick : ated Motion Old Hymn tunes Bach, Chorales ; Canons from the 16th Primitive Streak Embryo Newton's Second Law of Motion J. S. Bach, Prelude and Fugues from and 17th centuries; Byrd, Mass for Twenty-four-hour Embryo Rigid Body Equilibrium for Co-Planar The Well-Tempered Clavichord; two three voices Thirty-six-hour Embryo Forces and three part Inventions; B Minor Concerts Forty-eight-hour Embryo The Conservation of Momentum and Mass Seventy-two-hour Embryo Energy Chopin, Mazurkas and Polonaises String Quartets by Haydn, Beethoven, Bartok (The Juilliard String Quar­ Ninety-six-hour Embryo Hooke's Law Beethoven, Piano Sonatas; Bagatelles; The Circulatory System of the Dogfish 8th Symphony tet) Shark Centripetal Force Schubert, Piano Compositions ; Songs Harpsichord music by Bach and Scar­ Rotation: Haydn, String Quartets latti (Ralph Kirkpatrick) The Circular Motion Analogy Schuetz, St. Matthew Passion Piano compositions by Schubert (Leon The Simple Pendulum Palestrina, Missa Papae Marcelli Fleisher) Handel, The Messiah Simple Harmonic Motion and the Gluck, Orpheus Spring Pendulum Stravinsky, Symphonie des Psaumes The Compound Pendulum The Torsion Pendulum The Mechanical Equivalent of Heat Music Seminars Sophomores: The Motion of a Rolling Body Gregorian Chant; Bach, St. Matthew Passion; Verdi, Otello Juniors: Mozart, Don Giovanni ; Beethoven, Fifth Symphony; Ninth Symphony Seniors: Wagner, Tristan and Isolda; Stra­ vinsky, Rites of Spring; Oedipus Rex; Mozart, Cosi fan tutte CATALOGUE OF ST. JOHN'S COLLEGE 45

The Cotillion Board is the student organization which arranges EXTRACURRICULAR ACTIVITIES all college dances. An artist-in-residence is in charge of a studio on the campus ~t _is the policy of the College to encourage any spontaneous group available for students interested in drawing, painting and sculpturing. activ_ity that shows promise of a contribution to the life of the com­ A Graphic Arts Committee arranges occasional art exhibits. munity. ~he College cooperates in the financing of those activities As a member of the Intercollegiate Yacht Racing Association, the that reqmre expenditures, and advice is given where it can be Boat Club engages principally in Tempest class sailing. In addition he~pful to the smooth functioning of the activity. The kind of to operating and maintaining its facilities the Boat Club provides laissez-faire attitude which generally characterizes the curricular instruction in sailing and boat building. aspect of American college life is in this College transferred to the field of extracurricular activities. In order to provide the students an opportunity to exercise their manual skills, the College has established workshops. Here every It is no paradox, in view of the above, to say that the main student wishing to work on some project of his own, small or large, purpose of extracurricular activities is amusement and relaxation. ranging from bookcases to boats, finds all necessary equipment. Students can work in order to play, or they can regard play as a A trained advisor with the help of student assistants gives him the natural component of a graceful, reasonable, and well-rounded human guidance that he might require. life. Since the things a person enjoys are accurately correlated ~ith that .P.e~son's character. and stage of development, the recrea­ As supports for an active social life, the College provides a Coffee t10nal activities students en3oy are the spontaneous fruit of their Shop, a Bookstore, and a Junior Common Room, for the use of increasin~ knowledge and maturity. Work and play are not set the whole college. In addition, there are smaller social rooms in over against each other, so that the work of the curriculum is each dormitory unit, equipped with comfortable furniture. looked upon as ~rudgery t_o be endured until it is possible to get away to the movies. If this should be the case life would indeed Religious The Charter of 1784 established St. John's College as a become meaningless and dull, and the hard work of the curriculum Activities non-denominational institution. In its early years, how- wo~l~. be wa~ted. Rather, the discovery and choice of certain ever, there were some ties with the Protestant Episcopal activ~ties as en3oyable, and the rejection of other forms of recreation Church. Except for the annual baccalaureate service, the College as sill~ or dull,. follo"":' . ~s free and natural consequences of the participates in no formal religious services. Instead, students are student ~ expanding abilities, and must be proportionate to them. encouraged to attend the churches of their choice in town. There Recreat10nal activities have to derive their vitality from these newly are, however, extracurricular Bible classes conducted weekly by de-yeloped powers whic~ support them, or else they cease to be tutors of the College, one in the Old Testament and one in the en3oyable. Thus recreat10n and play become an integral part of the New Testament. student's life in this community. Athletics Since 1939 athletics at St. John's have been organized on an intramural basis with active participation by more Organization Som~ student activities are really an extension of the of Activities than seventy-five percent of the student body. With the aid of curriculum, for example, the Bible classes, the student athletic assistants, the St. John's Director of Athletics con­ Astronomy Club, and the Play-Reading Group. .ducts a series of individual and team sports throughout the entire The St. John's Collegian is a student newspaper which reports year. The athletic facilities, which are open equally to men and women, include a well-equipped gymnasium, large playing fields, and on the eyents in the community. The St. John's comm~nts tennis courts, and a College boathouse with a number of sailboats. Y earb_ook is a st_udent-edited yearly _publicatio~ which in its present form is a magazine whose purpose is to recapitulate to summarize Excellence of performance in a wide variety of sports including and to criticize the academic year. ' ' sailing, tennis, handball, squash, badminton, boxing, swimming, baseball, basketball, fencing, archery, field hockey, lacrosse, and track The King William Players serve as a center for the activities of is the instructional ideal and is recognized through a number of play production. There is also a Variety Club. individual and team awards. The i<:ilm Clu~ presents annu::i-lly a series of about thirty of the The College recognizes that there may be certain values to be outstanding foreign and domestic film productions in cinema-the gaind from intercollegiate contact, whether on the athletic field or "classics" of cinematic art. in other activities. At the present time intercollegiate athletic compe- 44 46 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 47 tition extends only to the Boat Club, which is a member of the Intercollegiate Yacht Racing Association. No participation in major sports is envisioned. Future intercollegiate activity in such fields THE ST. JOHN'S CAMPUS as tennis, basketball, and lacrosse will depend upon the interest of the student body and the decision of the faculty as to the compatibility of the proposed activity with the scholastic requirements of the College's program.

The Student The Student Polity, organized in 1945, of which all Polity students are members, is instituted for the following purposes, as outlined in its constitution : ( 1) t.o promote a consciousness in the student body of political and communal responsibilities to both the College and the civic communities, (2) to discover and submit to the College administration student opinion on all problems common to both the students and the College administration, ( 3) to review annually the activities of all student organizations and to grant charters and allocate funds to those organizations whose activities are judged to be consistent with the aims of the College community, ( 4) to determine further, jointly with the College administration, the proper delegation of authority in the community. A Student Court functions to preserve good order.

Adult . The Adult Education Program is for persons who have 1. State Hall of Records 10. Randall Hall-Dining Hall & Education finished their formal education and are having the varied Men's Dormitory experience of living and working in society. In the 2. Woodward Hall-Library seminars they explore the Great Books of the St. John's Program on 3. Paca-Carroll House-Men's 11. Iglehart Hall-Gymnasium a more mature level. Usually adult seminars are held in Annapolis, Dormitory 12. Carroll-Davis House Baltimore, and ·vvashington, D. C. They are led by faculty members. 4. Humphrey's Hall-Laboratory 13. Parking Lots In addition to the Great Books seminars there are seminars related 5. McDowell Hall-Administration 14. Liberty Tree to special subjects, for example, languages, music, and scientific Offices, Classrooms, Bookstore, 15. [site of] Francis Scott Key thought. & Coffee Shop Memorial & Laboratory Bldg. 6. Pinkney Hall-Administration 16. Heating Plant In the summer the College offers a Seminar-in-Europe, open to Offices & Men's Dormitory 17. Infirmary any interested adults from all parts of the country. The European 7. Chase-Stone House-Men's seminar tour extends the exploration of the great books to this type Dormitory 18. Telescope of adult experience. The seminars, led by a St. John's faculty member, 8. Reverdy-Johnson House 19. French Monument are held in the places of origin of the books discussed. 9. Campbell Hall-Women's 20. Boat House Application for any of the St. John's adult education activities Dormitory 21. Fine Arts Studio may be made to Mr. John Spangler Kieffer, Director of Adult Education. CATALOGUE OF ST. JOHN'S COLLEGE 49 RESIDENCE responsibility for. this phase. o~ campus lik Agreement to abide by them is a cond1t10n of adm1ss1011 to the College. St John's College is situated in the seventeenth-century seaport The College provides a hous.ekeeping staff to. care for the do~~1~­ tovvn of Annapolis. Annapolis has a population of about thirty tories. There 2re. student. dor!111tory representatives whose duty IL is thousand people, who are occupied principally with fishing and eport complamts of v10lat10ns of good order to the student court, shipping in the harbor, with the training of midshipmen in the Naval following are the regulations concerning breakage and damage Academy, with governing the State of Maryland from the state gov­ ¥:11~ ernment offices, and with the liberal education of young men and to College property : 1.vomen at St. John's College. · Any damage to College property will b_e ch3:rged .to the occupant or occupants of the room or dormitory m which the The College has thirteen buildings on a tract of thirty-two acres. Five of these buildings are for student dormitory residence, one damage occurs. being reserved for women. Each student must make a deposit of ten dollars with the The dormitories form small integrated communities within the Treasurer of the College on . regist~ation. J?amage ~o College larger college community, helping the incoming student to accept property will be charged a~3:1i;ist ~h1s deposit accord1?g t.o the student's share of respons1b1Jity IOr the damage'. h Wlll be and enforce restraints upon himself and also to make proper use of the help and support that other students can give him in his college returned at the end of any session, or upon w:thdrawa~ ~r graduation of the student from the College. This deposit 1s life. All unmarried students not living at home are required to live in the College dormitories and to take their meals in the College called the caution fee. Dining Hall. The Colleae reserves the right to restore completely, at the expense of the occupant or oc~upants, any dormitory room and Dormitories Each dormitory room is provided with the necessary furniture which have been senously damaged. furniture, including one or two beds, each with mat­ The College will not be responsible for loss of or damage to tress, pillow, pillow cover and bedspread. The rooms usually also any student property resulting from fire, theft, or any other contain chests of drawers, book shelves, Venetian blinds or window cause. shades, study tables, chairs, and lamps. Towels, bed linen, and In the interest of safety, students may not keep firearms in blankets are to be supplied by the student, as are also such decorations their rooms. as window draperies, rugs, and runners for chests of drawers and In the interest of general health an;i the, well-being ?f t.he tables. (For a modest fee, a private company supplies fresh bed-linen community, animal pets are not permitted m the dorm1tones and towels each week to students who choose this service; full or on the campus. particulars will be sent to new students during the summer.) Stu­ dents should consult their prospective roommates, if any, and their Dining Hall The College Dining Hall is operated by contract with own good taste in planning room decoration. Any major change the Slater System, Inc,, of Philadelphia, Pennsylvania. requires special permission from the college administration. It opens for supper on the Thursday evening preceding the beginning Room assignment is the responsibility of the two Assistant Deans. of the first semester and on the Sunday evenmgs at the end of each New students have rooms assigned to them tentatively as soon as vacation period. The evening meal will not be served on the day on their applications for admission have been accepted. They will receive which a vacation period begins. (See the College Calendar,) the keys for their rooms when they arrive on the campus. Returning students should apply for rooms before they leave for the summer Infirmary Service A well-equipped Infirmary is maintained at the vacation. Students who wish to room together should file joint College, under the supervision of two. College applications. Physicians and one trained nurse. The Infirmary makes a da1ly report to the Dean. Rooms in dormitories may not be occupied during vacations exceDt by special permission " The College Physicians, alternately, ~old o~ce hours each day at the Infirmary. During these hours their serv1~es are ~ree to those who have paid their regular College fees. Medical services rendered Rules of Since a certain order is requisite to the proper function­ Residence by others than members of the College Infirmary staff, whether for ing of the College as a community of learning, the sickness or for injuries, are not paid for by the College. The cost of administration has established and administers minimal x-rays, prescriptions, and special treatments mus~ be borne by the rules governing dormitory residence, pending student acceptance of student. However, College fees include a blanket msurance pohcy to 48 aid in defraying expenses of accidental injury. CATALOGUE OF ST. JOHN'S COLLEGE 51

5. The applicant, when accepted, is required to make a non­ ADMISSIONS refundable deposit of $50. This sum will be credited in full to the first year's tuition fee ( ex.cept tor recipients of full scholarships, to The purpose of the admissio~s. procedure .is to assure the Col­ whom it is returned at registration) . lege and the student of his ab1hty and desire to pur~ue the St. 6. An applicant unable to pay the full College fees should request John's curriculum. This assu~ance ~an be ~trengthened 1f th~ pros­ of the Director of Admissions the forms used in applying for financial pective student gains some direct impress10n of the operations of aid. An application for aid can be acted on by the College at the same the College, and the College t~erefore expect~ applicants to arrange time as an application for admission. See the section entitled "Finan­ for an interview with the Director of Adm1ss10ns whenever they cial Aid" on page 54. can possibly do so. O~ce hou~s are from 9 a.m. until 5 p.m. Mo.nday through Friday. Special app~mtments ~an be made ~or other times. 7. A physical examination is required of each student before Interviews can also be had with Alumm Representatives throughout registration. A health certificate form will be sent to the applicant the country (see inside back cover). It should be noted that the upon receipt of the application for admission. College admits only one class each year : new students are enrolled in the fall. Campus A student considering enrolling at St. John's should make Visits every effort to visit the College. He may have a room Requirements ( 1) With the exception mentioned in the next para- in a dormitory and take his meals in the College dining graph, an applicant must be a graduate of an accred­ hall without charge. He may attend tutorials, seminars, laboratories, ited secondary school to be eligible for admission. Ordinarily it is and all other activities of the College, curricular and extracurricular. expected that the secondary school program will have included one Since the seminar, which is the core of the Program, meets on Monday and a half years of algebra, one year of geometry, and two years of and Thursday evenings, one of these evenings should be included in a foreign language. In addition, the applicant should present satisfac­ the visit. Inquiries should be addressed to the Director of Admissions. tory personal references, including a recommendation for work at St. John's College from the principal or headmaster or a teacher in the secondary school last attended. In exceptional cases, certain of Transfer Students who wish to transfer to the St. John's program these requirements may be waived. Students must register as freshmen for the four-year course; no (2) Occasionally St. John's accepts applicants who are not sec­ advanced standing in the program is granted for other ondary school graduates. They must present convincing evidence of college credits. their ability to profit from the College Program, including satisfactory personal references and an acceptable rating on the psychological Veterans' Educational St. John's College is approved and accredited examination published by the American Council on Education. Inter­ Benefits by the Maryland State Board of Education and views with members of the Admissions Committee are especially the Veterans Administration for the training of important in these cases. veterans who are eligible to receive educational benefits under Public Law 16 (as amended by Public Law 894), and Public Law 550 (the Veterans' Readjustment Assistance Act of 19 52) . Procedure 1. The applicant fills out the preliminary application attached on the last page of this catalogue. 2. He returns the application to the Director of Admissions. A Placeme1H St. John's College as an educational institution is in no non-refundable fee of $10 must accompany this application. Office way committed to finding or guaranteeing its students positions after they leave college. The function of the 3. The Director of Admissions will begin to collect the applicant's Placement Office is to act as a clearing house : on the one hand, scholastic records, and will send him a formal and detailed application informing students of opportunities that come to the attention of the form to be returned as soon as possible. College; and, on the other hand, helping particular students to find 4. The Director of Admissions will submit the applicant's papers the channels leading to those positions in which they are especially to the Admissions Committee and will notify him of its decision. interested, It is not inappropriate to note that an increasing number The process takes three to six weeks after the formal application of business and industrial organizations and government agencies are has been received, actively seeking the services of St. John's graduates. 50 CATALOGUE OF ST. JOHN'S COLLEGE 53 FEES Refunds On Fees Current tuition installments are not refundable, unless a College The actual cost to St. J?hn's College for the ed.ucation of student is drafted or called up in the reserves of the Armed Finance each student is approxnnately $2,900 pe.r year. I11ally, Forces. If a student has paid any installment on his tuition ~rha s a student's fees. should equal this figure. ?W- fees beyond the dates on which installments are due in September and P 'sp like most other mdependent colleges, recogmzes February, and withdraws from College for any cause whatever, such ever, St John,, ld r b nd the means of nearly all students. advance payment shall not be refunded, regardless of the cause of withdrawal. This also applies to the fees for board and room. If a ~~ f~~~;i~~~;~~\~o~~~~:~~~t ~~~~~ ~~~ ~~:n~~%~n~~:~d~~;J student withdraws within the first two weeks of the semester, fees the actual cost of education. for tuition, board and room are pro-rated to the date of withdrawal, The College is not in business and does not regard itself as selling Annual The annual fees are as follows : instruction or food or lodging to students. Its fees can best be Fees Tuition . · · · · $1,000 understood by the student if he regards them as membership dues. Room and Board 750 These dues help the College to provide, not only instruction, food, and lodging, but also proper medical supervision, athletic facilities, Total $1,750 and whatever other conditions it finds best adapted to forward the common learning enterprise. The College reserves the right to adjust thes~ fees upon at. least six 'hs' notice. The annual fees are payable m three ways. Paymem of Unless otherwise requested, the College presents its mom . . . S t b Bills bills directly to the student, who assumes responsibility 1. They may be paid in full at 111 ep r~g1s_trat10n :m e:·,.. . for their prompt payment 2 Of tl t tal $1 000 may be paid 111 September ac reg1s[1at10n, and. the r~~alnir{g $'750 at the beginning of the sec?nd sei;:ies~er, In figuring his budget for the academic year, each student Students who elect this method of payment must register wuh che should include additional amounts for books, clothes, Treasurer on the first day of the second semester. laundry, and so forth. The cost of books averages 3. The fees may be paid in monthly ii;istallments. ~tudents and p.ar: about a yeac ents or guardians who wish to use this method 01 payment sho11la Payment of Fees by Veteran Students For the veteran qualified to receive educa­ address inquiries to the Treasurer of the College. tional benefits under Public Law 16 (as Late A fee of $5 is charged students who register after the amended by Public Law 894), the Veterans Fee regular registration hours. Administration will pay to the College the tuition fee of the veteran student and charges for books and supplies. The veteran will be Application An application for. ad1:nission must be accompanied directly responsible for payment to the College of the fee for resi­ Fee by a fee of $10, which 1s not refundable. dence, which can also be paid in monthly installments timed to coin­ cide with his monthly subsistence checks, Examination A candidate for admission who has to take the psyc~10- Fee loaical examination as a requiremenJ for ad1mss10n Veterans qualified to receive educational benefits under Public L12.w is 0 expected to defray the expense 111c.urred b_y th~ will have to make suitable arrangements with the Treasurer's College if the examinat.ion is given off the campus. This fee will noi: : office for the payment of that part of their fees which is not covered exceed (See page 50.) their veterans' benefits. Under Public Law 550. the Veterans makes payments directly to the vete~an at the -rate Admission Vvhen accepted for admission, a freshman is r~quired ~o month, if the veteran has no dependents; or at the Deposit make a non-refundable deposit of $50. T?is sum 1s per month, if he has one dependent ; or at the rate of credited in full to the first year's fee .. It 1s refunded "160 per month, if he has more than one dependent. A veteran at registration to the recipient of a full state scholarship. contemplates registering at St. John's College under Public Law Caution At -eaistration in September, each student is required to should file his application with his local Veterans Adminis­ Fee make °'a deposit of $10, which is subject to charges for Hon Regional Office before coming to College, so that his program '!:'JiaY be approved and benefits begin as of the day he registers at thi: l2.bCJratory breakage, . d~mage to College proper:y, and other minor mishaps. If unused. 1t is refunded on request at Ehe end £o11ege, The Regional Office will issue to him a Certificate for Educa­ .il:<'m and Training which has to be presented to the College for the of an academic year or after withdrawal from the College. ·JS"suance of an Enrollment Certification. 52 CATALOGUE OF ST. JOHN'S COLLEGE 55 FINANCIAL AID Scholarships a:id grants are awarded on a yearly basis. Therefore, student? who withdraw from the College during the course of an acad.em1c year ~or reaso_ns other than health or military status will COLLEGE AID rec~1ve _no cre~1t on their accounts for either grants or scholarships. The College maintains a Student Aid Program . in. the co~vic~i?n This will require the stud_ent to make cash settlement of full fees that serious students should not be kept from adm1ss10n ~y 1~ab_1hty through the semester of withdrawal. Exceptions to this rule will be to pay the full costs of their education. Funds are necessanly l~m1ted, made where the_ student withdrawing has been awarded a Maryland but students who can demonstrate their need may be offered assistance State Scholarship. by the College. To receive assistance a student must be willing to accept employ- SCHOLARSHIPS ment by the College. Positions available include : The George M. Austin Memorial Scholarships Waiter in dining hall infi.rmar_Y Ass~stant ~n To be. aw_arded annually, to one or more students, memorial Assistant in library Ass~stant ~n gymnasmm Assistant in laboratory Assistant m bookstore scholarships m the amount of from $500 to $1 500 depending upon Assistant in woodwork shop Mimeograph operator individual need. Thes~ scholarships are offered th~ough the gift of Secretary or typist Swit~hboa~d ~pe~ator Mrs. George M. A~stm and Dr. George M. Austin, Jr., in memory Printer (offset press) Movie proJect10mst of George M. Austm, Class of 1908. They are awarded on the basis o~ character, . scholarship and financial need, with preference being No position requires more than 12. hours wo~k each vyeek. ~he given to applicants from the State of Pennsylvania. compensation which ~he stud~nt ~ece1ves for this work 1s credited to his or her fees. It 1s not paid directly to the student. Oklahoma Regional Scholarships The stipends for the jobs vary in amount,. with. the m:iximum To be awarded annually, to one or more. students, scholarships in being approximately $420 for the school yea~. Smc~, m certam cases, the amount of f~om $500 to $1,500, dependmg upon individual need. the need will be greater than the student s earnings, the College These s~holarsh1ps are offered through the generous gift of Eugene may make an outright grant in order to br~ng the total of. emplo:yment B. Adkms, Class of 1953. Should there be no qualified applicants plus grant to the necessary amount. This grant, too, 1s apphed to from Okla~oma, the scholarships may be awarded to students from the student's fees, not paid directly to the student. m the Southwest. To summarize, aid may be offered in one of two ways ( l) By employment "'-'-'"""''''-"~':u~ Regional Scholarship (2) By employment plus grant ·· ...···. To be ~w~rded annually a scholar~hip in the amount of $350. This schola:sh1p is aw:arded on the ba~1s of. character, scholarship, and It is hoped that in the years following their graduation stud~nts .financial need, with preference bemg given to applicants from the may be able to refund to the College the amounts that they received •. ··State of Massachusetts. as grants. It must be stressed that the College will reject all applications f?r '.fhe Jesse H. Jones and Mary Gibbs Jones Scholarships aid unless it is clearly demonstrated that other sources are not avail­ able. The College has the grave responsibility of administering_ justly ·····•· :r'.o be awarded annu~lly ~o young men and women of outstanding ab1hty who ne~d ~nancial aid. Between five and ten scholarships are a common financial resource of the community of scholars which the awarded, rangmg m _amount from $250 to $500 each, depending upon applicant seeks to join. It t~erefore subjects each case to a thoroug:h ~~e i;ieed ~f the. apphcant. Awards are on a yearly basis with special investigation. The College 1s a member of the College Scho~ars~1p fQns1.de;ation given to previous holders. There are no geographical Service which is an activity of the College Entrance Exammat10n te~tnctlons. Board,' and requires each applica~t for _ai~ to su~mit th~

The George Friedland Loan Fund .St. John's College is a sma!l .liberal arts ~ollege _lo_cated at Annap­ Through the generous gift of the George_ Friedland Foundation olis, Maryland. Founded ongmally as Kmg William's School in of Philadelphia, Pennsylvania, the George Friedland Loan Fund was 1696, it lays claim to being the third oldest college in the United established at St. John's College in 1?54. Students may arrange to States. It is non-denominational and maintains no graduate or borrow up to $250 in any one. academic year, ~s far as funds may be professional schools. Since 1951 it has been co-educational. available. Loans are without mterest, ~xcept m the case of default. They are repayable according to a d_e~mte s~hedule c;if ~a~·ments, co~­ 1696 mencing with the first salaried position which the md1v1~ual obtams after leaving St. John's College or a gr_aduate or prof~ss1_onal school. King William's School, one of the first public schools on the Ameri~ Preference is given to upper-classmen m order of semonty. can Continent, founded in accordance with the following Petitionary Act of the General Assembly of colonial Maryland : A Petitionary act for free-schools. Lib. LL. No. 2, fol. 115 SCHOLARSHIPS AT OTHER INSTITUTIONS Dread Sovereign . . . FOR ST. JOHN'S STUDENTS Being excited by his present Excellency, Francis Nicholson, Scholarships in Engineering Esq.; your Majesty's Governor of this your Province, his Zeal for your Majesty's Service, pious Endeavors and generous Three scholarships in engineering are off ere? at the Johns Hopkins Offers for the Propagation of Christianity and good Leaming, University to Maryland graduates of St. Johns College. herein we become humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us your Majesty's Subjects of this Province, represented in this your Majesty's General Assembly thereof, THAT IT MAY BE ENACTED. IL AND MAY IT BE ENACTED, by the King's niost excellent miajesty, by and with the advice, prayer and consent of this present General Assembly, and the authority of the same, That for the propagation of the gospel, and the education of the youth of this province in good letters and manners, that a certain place or places, for a free-school, o:r place of study of Latin, Greek, writing, and the like, consisting on one master, one usher, and one writing-master, or scribe, to a school, and one hundred scholars, more or less, according to the ability of the said free-school, may be made, erected, founded, propagated and established under your royal patronage. And that the most reverend father in God, Thomas, by Divine Providence lord­ archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the said school; and that, to perpetuate the memory of your majesty, it may be called King William's School, and managed by certain trustees, nominated, and appointed by your sacred majesty. Laws of Maryland, Session of July 1-9, 1696.

1776 According to tradition King William's School was used as a gunshop during the Revolutionary War. 59 60 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 61 1784 Reverei:d Ralph .Higginbotham, Master of King William' s h 1 St. John's College chartered by the General Assembly of the State became Vice Principal of St. John's College. s c 00 ' of Maryland : !~o ~embers of the Board of Visitors and Governors of Kin WHEREAS, Institutions for the liberal education of youth in Wilham s School became Visitors and Governors of St J hn'g the principles of virtue, knowledge and useful literature are of College. · o s the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various 1791 offices and duties of life, both civil and religious, with usefulness George Washington visits St. John's College. and reputation, and such institutions of learning have accord­ To the Faculty of St. John's College: ingly been promoted and encouraged by the wisest and best Gentlemen: regulated States : T?e sa~isfaction which I have derived from my visit to your · f t semmary !S expressed with much pleasure, and my wishes for it 111 an Be it enacted, by the General Assembly of Maryland, That a to perfection are proffered with sincere regard. s progress college or general seminary of learning, by the name of Saint ( ~ih vhry promising appearance of its infancy must flatter all its friends John's, be established on the said Western Shore, upon the w1 w ot1? entreat you to class me), with the hope of an early and at following fundamental and inviolable principles, namely : first, the same 1me mature manhood. said College shall be founded and maintained forever, upon a Y?u '.¥ill do jus~ice to the sentiments which your kind re ard t most liberal plan, for the benefit of youth of every religious me mspires, by behe".ing that I reciprocate the good wishes ~ontaii~~;_a1i~ denomination, who shall be freely admitted to equal privileges your/dddes.s, and I smcerely hope the excellence of your seminary will be mam este m the morals and science of the youths who are favored w·th and advantages of education, and to all the literary honors of your care. 1 the college, according to their merit, without requiring or Annapolis, April 17, 1791. enforcing any religious or civil test, or without their attendance George Washington. upon any particular religious worship or service, other than 1796 what they have been educated in, or have the consent and Graduation of Francis Scott Key, District Attorney of the United approbation of their parents or guardians to attend; nor shall States; author of The Star-Spangled Banner. preference be given in the choice of a principal, vice-principal, or other professor, master, or tutor, in the said college, on 1798 account of his particular religious profession, having regard solely to his moral character and literary abilities, and other f ~atriculation. of George :Washington Parke Custis, step-grandson necessary qualifications to fill the place for which he shall be o eorge Washi~gton. (Fairfax and Lawrence Washington, ne hews chosen .... of George Washington, were also students at the College.) p The petition for this Charter was signed by William Paca* and 1835 others. Curriculum during the Principalship of the R The original Board of Visitors and Governors was as follows : Humphreys. everend Hector William West, D. D. John Thomas Clement Hill First Year Second Year Thomas J. Claggett, D.D. Thomas Stone* Richard Sprigg Third Year Fourth Year Greek Greek Greek Nicholas Carroll Alexander Hanson Charles Carroll Xenophon Homer Latin John H. Stone Thomas Jennings of Carrollton* Herodotus Minor Poets Horace William Beanes James Brice Jeremiah T. Chase Hesiod Latin Natural Thucydides Tragedies Tacitus Richard Ridgely John Allen Thomas Charles Wallace Lysias Latin Philosophy Samuel Chase* Gustavus R. Brown John Carroll, D.D. Mathematics Logic Demosthenes Juvenal Applications of Edward Gantt Isocrates Cicero Astronomy First Principal of St. John's College, Dr. John McDowell. Plato Trigonometry Geology Mathematics Conic Sections Civil Latin Plane Geometry Chemistry * Signers of the Declaration of Independence. Livy Solid Geometry Engineering Horace Natural Philosophy American Logarithms Elements of History 1786 Virgil Trigonometry Mathematics Criticism Political The property, funds, masters, and students of King William's Algebra Economy Natural School conveyed by an Act of the General Assembly to St. John's Theology College. English Composition and Declamation in all four years Modern Languages by special arrangement in addition. · 62 CATALOGUE OF ST. JOHN'S COLLEGE 1868 BIBLIOGRAPHY OF ARTICLES ON THE Curriculum during Principalship of James C Welling. First Year Second Year Third Year Fourth Year ST" JOHN'S PROGRAM Greek Greek Greek Greek Homer Xenophon Plato Plato Herodotus Plato Aeschylus Aristotle ADLER, MORTIMER J.: "The Crisis in Contemporary Education," The Social Latin Euripides Thucydides Aristophanes Frontier, February, 1939. Virgil Lucian Sophocles Demosthenes Cicero Latin Latin Latin ANONYMOUS: "St. John's College, Annapolis; Liberal Studies Redefined," The Livy Horace Cicero Tacitus T1111es (London), Educational Supplement, July 28, 1950. Horace Cicero Juvenal Lucretius BARR, STRINGFELLOW: "Back to Fundan:ientals in Education," Talks, October, Mathematics Terence Plautus Persius 1937. Reported from an address given over the Columbia Broadcasting Algebra Mathematics English Quintilian System. Geometry Logarithms Shakespeare English English Trigonometry Spenser Authors of 13th, --: "A College Rebels," The Key Reporter, Autumn, 1938. 19th Century Solid Geometry Taylor 14th and 15th Literature English Hooker Centuries "The St. John's Program," The Virginia Spectator, December, 1938. Shakespeare Milton Mathematics "John Doe Goes to St. John's," Progressive Education, January, 1939. 18th Century Mathematics Analytic Literature Theory of Geometry "The Art of Liberation," Free America, September and October. 1939. Equations Calculus Analytic Mechanics --, : "Towards a . D_isciplined Mind," Address, Proceedings of the Head Geometry Natural M1stresses Association of the East, November 10-11, 1939. Descriptive Philosophy "The War and the Colleges," Two Radio Addresses, May, 1942. Geometry Astronomy Use of Logic "The Education of Freemen," The New Republic, August 31, 1942. Instruments Evidence of Natural Christianity --: "Suspending Education," Address, Columbia Broadcasting System, Philosophy February 4, 1943. Chemistry --.: "The College of the Future," }./ tw York Times, May 9, 1943; lVI agazine Historical Digest, November, 1943. Methods --: "The F?ture of the American College," London Economist, July 3 Also in the fourth year, lectures in Philosophy and Social Science on: Plato, 1943; American Survey, July 3, 1944. ' Aristotle, Augustine, Thomas Aquinas, Vico, Descartes, Bac<;in, Bossuet, Pas~al, Paley, Locke, Spinoza, Montesquieu, Kant, De Tocquev11le, Adam Smith, --: "The St. John's Program," Encyclopedia of ~Modern Education The Fichte, Hegel, Buckle, Lecky, Malthus, Mill, Butler. Philosophical Library, Inc., 1943. ' BrNDE~, GERHART: "Ein amerikanisches College sucht lebendige Tradition," 1886-1923 Die Schulwarte, Stuttgart, November, 1952. Presidency of Thomas Fell. A curriculum of Block Electives and BREADY,_ ]AMES H.: "St. John's Academic Revolution," The Baltimore Sun Military Training. Apnl 11, 12, 13, 1949. ' L Classical Course leading to the B.A. Degree. BucHANAN, ScoTT: "A Crisis in Liberal Education," The Amherst Graduates' Quarterly, February, 1938. 2. Latin Scientific Course leading to the B.L. Degree. --: "Back to First Pr~nciples," Survey Graphic, October, 1939; How TVe 3. Scientific Course leading to the B.S. Degree. Can Be Taught to Think, Farrar & Rinehart, 1940. 4. Mechanical Engineering Course leading to the M.E. Degree. BuLL, GEORGE, S. J.: "St. John's Experiment to Reclaim a Lost Heritage" America, April 23, 1938. ' 1923-1937 CAMP, LEo LEONARD: "St. John's, Annapolis-After Five Years of Operation" Period of Progressive Studies under the Open Elective System. The Commonweal, October 22, 1943. ' --: "Liberal Arts for Catholics," The Commonweal, April 14, 1944. 1937 Restoration of the traditional program of Liberal Arts. --: "Education for Freedom, Inc.," The Commonweal, May 25, 19J.5 CLEVELAND, RrcHARD F.: "The St. John's Col!eooe Program" The Daily Record, 1951 Baltimore, March 23, 1938. " ' Introduction of co-education. 63 64 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 65

DEWEY, }oHN: "Challenge to Liberal Thought," Fortune, August, 1944. ST. JOHN'S COLLEGE BULLETINS F1scHL, HANS: "Ein kiihner Weg zu humanistischer Bildung," Erziehung und Unterricht, Vienna, September, 1951. Report of the President, April, 1939. HooK, SIDNEY: "Ballyhoo at St. John's": Part I, "Education in Retreat," and Report of the President, April, 1940. Part II, "The 'Great Books' and Progressive Teaching," The New Leader, Report of the President, June, 1942. May 27 and June 3, 1944. Comm_encement Address by the President, June, 1949. KIEFFER, JORN S. : "The Classical Revival at St. John's," The Classical Journal, Bulletm of the Friends of St. John's College, A Quarterly Puhl" f December, 1939. Report of the President, June, 1950. tea !On. ---: "The Humanities in the St. John's Program," The Humanities in Polity of the College, September, 1950. General Education. Edited by E. J. McGrath. Inaugural Proceedings, December, 1950. Commencement Address by the Rev. J. Winfree Smi"th T t J LIFE MAGAZINE: "The Classics-At St. John's They Come into Their Own R t f th p "d ' u or, une 1951. Once More," February 5, 1940. epor o e rest ent, September, 1951. ' LIPPMANN, WALTER: "The St. John's Program," The New York Herald Trib­ Charter of the College, December, 1951. une, December 27, 1938. Report of the President, September, 1952. --: "Crisis and Reform in Education," The New York Herald Tribune, Statements of Educational Policy and Program 1950-1952. February 15, 1943. Report of the President, September, 1953. ' LYND, HELEN MERRELL: ''Conflict in Education," New Republic, May 22, 1944. Report of the President, October, 1954. MARTIN, W. A. P.: "The Revival of Learning," The Commonweal, December The St. John's Program-A Report 1955 31, 1937. Polity of the College, May, 1955. ' . MAYER, MILTON S.: "Socrates Crosses the Delaware-St. John's College and Report of the President, October, 1955. the Great Books," Harpers Magazine, June, 1939. Report of the President, October, 1956. MEIKLEJOHN, ALEXANDER: "A Reply to Mr. Dewey," Fortune Magazine, Jan­ uary, 1945. BOOKS ABOUT LIBERAL AND ILLIBERAL EDUCATION MYERS, ALONZO, ed.: "St. John's College: A Critical Appraisal," The Journal of Educational S1ocio.logy, November, 1944. ADLER, MORTIMER J.: How to Read a Book-or th A f G · · Education, Simon & Schuster 1940 A book e rdt. o hefting a. Liberal PRICE, }AMES HARRY: "Click and Pick vs. the Atlantic," The Churchman, wh' h d It · d" · ' · expoun mg t e techniques by Christmas, 1942. 1c a u groups or m !Vtduals can come to terms with the great books PRINGLE, HENRY F.: "College With an Idea," The Saturday Evening Post, AMERICAN LIBRARY Asspc1ATION: Classics of the West em world ·th f · ~o~hi~h {h~ J;rsJkihe ,and Everett Dean M~rtin. One of the b~okt lists o~~t October 14, 1944. d . · o n s program grew, this pamphlet contains I bl Ross, RALPH GILBERT: "Great Books and the Art of Reading," American As­ Aeon. ary b~bliographical. ~aterial. It was first published in 1927vb uath e sociation of University Professors Bulletin, Winter, 1948. mencan Library Assoc1atton for the use of adult classes. 1944. Y e RUDY, S. W1LLIS: "The 'Revolution' in American Higher Education-1865- BARZUN, JACQUES: Teacher in America, Little, Brown and Co. B t 1945 1900," The Harvard Educational Review, XXI, 3, Summer, 1951. BEsU~b!;/i95J~R: Educational Wastelands, The University ~f ~l~i~:;a Pr~ss, SCOFIELD, RICHARD: "The Habit of Reading Good Books," Association of American Colleges Bulietin, XLII, 3, October, 1956. ERSKINE, }ORN: My Life as a Teacher, J.B. Lippincott Co. 1948 SLOANE, EUGENE H.: "The St. John's Program," Teacher Education Quarterly, FITZPATRICK. , EDWARD A . . Grea t B oo k s-p anacea or Whatf ' B . p bl" 1 · Co., Milwaukee, 1952. · ' ruce u ts 1mg Spring, 1950. HuTPCHINS, ROBERT M.: Louisiana Stat U · · TALIAFERRO, R. CATESBY: "Concerning the New Program at St. John's," The ress, 1943. Education for Freedom ' e mvers1ty Maryland Club Woman, February, 1938. --i9s ~he Conflict in Education in a Democratic Society, Harper & Brothers, THEODORE, BROTHER: "Mr. Camp on St. John's," The Commonweal, October 5, 3 1945. MARITAIN, JACQUES: Education at the Crossroads, Yale University p 1943 VAN DoREN, MARK: "Education by Books," The Nation, December 6, 1933. lYfE1~~:,J~9Connecticut College, New London, Connecticut Honorary Members WHITELAW REID ...... Chairman of the Board MILTON CAMPBELL New York Herald-Tribune, New York City Easton, Maryland DR. THOMAS B. TURNER ...... Professor of Microbiology DR. WILLIAM J. FRENCH The Johns Hopkins University, Baltimore, Maryland Annapolis, Maryland DR. AMOS F. HUTCHINS Term Expiring 1958 Arnold, Maryland

BROMWELL AuLT ...... Vice President Members Ex Officio Interchemical Corporation, New York City RICHARD D. WEIGLE. WALTER S. BAIRD ...... Physicist . President of the College Baird Associates, Cambridge, Massachusetts JACOB KLEIN ...... Dean of the College M. STEPHEN BREMER ...... Real Estate Easton, Maryland THEODORE R. McKELDIN ...... Governor of Maryland RICHARD F. CLEVELAND ...... Lawyer Annapolis, Maryland 10 Light Street, Baltimore, Maryland LOUIS L. GOLDSTEIN ...... President of the Senate GEORGE FRIEDLAND ...... Vice Chairman of the Board Prince Frederick, Maryland Food Fair Stories, Inc., Philadelphia, Pennsylvania JOHN C. LUBER ...... Speaker of the House of Delegates 66 Baltimore, Maryland OFFICERS OF ADMINISTRATION FACULTY

President . 12 McDowell Hall RICHARD DANIEL WEIGLE, RA., M.A., Ph.D .. President Dean RICHARD DANIEL WEIGLE . . 13 McDowell Hall . 212 Norwood Road, W ardour JACOB KLEIN, Ph.D .. B.A., 1931; M.A., 1937; Ph.D., 1939, Yale University; Instructor, Yali Union Middle School, Changsha, China, 1931-33; Executive Secretary, Treasurer and Assistant to the President Yale-in-China Association, 1934-38; Instructor in History, International ARLAND F. CHRIST-JANER, B.A., B ..D , J ...D . West Pinkney Hall Relations, and Economics, Carleton College 1939-42; Active duty with the Army Air Force, 1942-45; Documents Officer, Far Eastern Commission, Assistant to the President and Executive Officer, Office of Far Eastern Affairs, Department of State, .. East Pinkney Hall ALAN MARSHALL, B.S .. 1945-49; President, St. John's College, 1949-; Chairman, Commission on Liberal Education, Association of American Colleges, 1955-. Assistant Deans BARBARA H. LEONARD, B.A., M.S., Ph.D ...... 14 McDowell Hall V\[ILLIAM KYLE SMITH, B.S., Th.B. 14 McDowell Hall Dean Registrar JACOB KLEIN ...... 101 Market Street . 11 McDowell Hall MIRIAJ\I STRANGE, B.A .. Friedrichs Realgymnasium, Berlin, 1917; Ph.D., University of Marburg­ Lahn, 1922; Research Work, University of Berlin and University of Mar­ Director of Admissions and Placement burg, 1924-33; Visiting Lecturer, University of Prague, 1934-35; Fellow JAMES M. TOLBERT, BA., M.A., Ph.D.. . . vVest Pinkney Hall of the Mendelssohn Stiftung zur Foerderung der Geisteswissenschaften, 1935-37; Tutor, St. John's College, 1938-; Dean, St. John's College, 1949-. Librarian CHARLOTTE FLETCHER, A.B., B.S .. . Woodward Hall Director of Athletics Tutors DALE BROOKS CuMIVIINGS, B.A .. .. Iglehart Hall FORD KEELER BROWN...... Whitehall Road, St. Margan Artist-in-Residence A.B., University of Washington, 1920; D.Phil., Oxford Univers .Studio Assistant in English, 1919-20; Assistant Professor of English MARY LAROM ... University of Washington; Associate Professor of English, : College, 1925-29; Professor of English, St. John's College, 1929-~ Director of Adult Education duty with the United States Navy, 1942-45; Tutor, St. John's Coll~ ]oHN SPANGLER KIEFFER, A.B., A.M .. East Pinkney Hall College Physicians RICHARD SCOFIELD .. . .58 St ... Infirmary B.A., 1919; M.A., 1920, University of California; B.A., 1924; M FRANK M. SHIPLEY, A.B., M.D .. Oxford University; Assistant in English, University of California, JOHN L. HEDEMAN, B.A., M.D ...... Infirmary Commission for the Relief of Belgium Exchange Fellow, Univen de Bruxelles, 1920-21; Rhodes Scholar, Oxford University, College Nurse Instructor in English, New York University, 1925-27; Associate LYDIA S. AsToN, B.A., RN .. . Infirmary of Art and English, St. John's College, 1927-39; Visiting Assoc fessor of History and Humanities, College, University of Chicago, College Hostess Tutor, St. John's College, 1939-. NANCY ELSROAD CuRTLER .. .. Campbell Hall }OHN SPANGLER KIEFFER...... 2 Cumberla1 Superintendent of Buildings and Grounds .. Heating Plant A.B., Harvard College, 1927; A.M., Harvard University, 1929; Master rn ARCHIBALD McCouRT. French and English, Litchfield (Connecticut) School, 1927-28; Instructor C FREDERICK HousTON, Associate .. .. Heating Plant in Classical Languages, 1929-34, Assistant Professor of Classical Languages St. John's College, 1934-39; Board of Visitors and Governors, 1943-49; Alumni Secretary Acting President, 1947; President, 1947-49; Tutor, St. John's College, THOMAS w. LIGON, RA ... .. East Pinkney Hall 1939-; Director of Adult Education, 1951-. 68 69 70 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 71

RAYMOND NEIKIRK \IVILBURN...... 4 Oklahoma Terrace A. LEON ARD SLAFKOSKY .. _.... _...... _.10 Monticello Avenue B.S., 1935; M.A., 1938, University of Virginia; Lecturer in Philosophy, B.A., St. John's College, 19~3; Ph.L., .1948; Ph.D., 1954, Laval Universit Columbia University, 1937-38; Tutor and Assistant Dean, St. John's Quebec, P.Q., Canada; Active duty with the United States Marine C y, College, 1938-43; Active duty with the United States Navy, 1943-46; Dean, 1943-46; R~searcher and Coi:rse Specialist, U. S. Marine Corps Insth~~· St. John's College, 1947-49; Board of Visitors and Governors, 1947-49; On 1954~56; Director of Athletics, St. John's College, 1948-56 · Tuto st' Leave 1949-52; Principal of High School, American Community School, Johns College, 1948-. ' r, · Paris, 1950-52; Tutor, St. John's College, 1946- (Leave of Absence). CURTIS A. WILSON ... _..... _...... _... _... 858 Highland Avenue JosEPH \NINFREE SMITH, JR...... 259 Hanover Street B.A., Univer~ity of. Cal~fornia at ~os Angeles, 1945; M.A., 1947; PhD 1952, Columbia Umvers1ty; Fulbnght Fellow 1950-51 · Tutor St John;' B.A., 1934; M.A., 1935, University of Virginia; B.D., 1938, Virginia College, 1948-50, 1951-. ' ' ' · 5 Theological Seminary; Ph.D., 1948, University of Virginia; Student at the Institut Catholique de Paris, 1951-52; Deacon-in-charge, 1938-39, Rector, VICTOR ZucKERKANDL ...... 212B King George Street 1939-41, St. Paul's Church, Ivy Depot, Virginia; Tutor, St. John's College, 1941-; Assistant Dean, 1947. Conductor of ~pera. and Syn;iphony Concerts in Germany and Austria 1920- 27; Ph.D., Umvers.1ty of y1enna, 1927; Music Critic, Berlin and Vienna 1928-38; Lectur.er ~n Music,. Welles_ley College, 1940-42; defense worker' WILLIAM KYLE SMITH. . ... 20 Murray Avenue 1942-44; grant-m-a1d, American Ph1losophical Society 1945-46 · Lecturer' B.S., University of Virginia, 1921; Th.B., Princeton Theological Seminary, Ne"'. School for ~ocial Research, New York, 1946-49; Fello~ship Th~ 1924; Instructor in Spanish and Portuguese, University of Virginia, 1919- Bollmgen Foundat10n, 1946-48, 1952-53; Tutor, St. John's College, '1948-. 21 ; Instructor in Spanish, Princeton University, 1921-22; Pastor for Pres­ byterian Students, University of Virginia, 1924-30; Secretary, University WILEY W. CRAWFORD .... - . _...... Old Annapolis Road of Virginia Christian Association, 1930-42; Instructor in Bible Literature, B.!i-., 1925; M.A., 19?8, 1Jniversity _of M;issouri; Ph.D., University of University of Virginia, 1933-42; Tutor and Assistant Dean, St. John's Mmnesota, 1934; Umvers1ty of Missouri Scholar, Marine Bioloo-ical College, 1942-46; Tutor, St. John's College, 1946-51; Tutor and Assistant Laboratory, \!Voods Hole, Mass., 1925; Research Assistant in Zoology Dean, St. John's College, 1951-. W_oods .Hole, Mass., 192.6; Gregory. Fellow in Zoology, University of Missouri, 19~6-27; Teachmg Fellow m Zoology, University of Missouri SIMON KAPLAN ... 80 Conduit Street 1927-28; Assistant Profe~sor of Zoology, Wabash College, 1928-32; Chair~ man, Department. of B10lo&y, J?lackburn College, 1934-46; Chairman, Graduate, Real-School in Libau, Russia, 1912; Institute of Technology, D!'partment of !310logy, U111vers1ty of Dubuque, 1946-47; Professor of Darmstadt, and University of Heidelberg, 1912-14; University of Lenin­ B10logy, Evansville College, 1947-50; Tutor, St. John's College, 1950-. grad, 1921-23; University of Jena, 1924-27, Ph.D., 1927; Fellow of the Hermann Cohen Foundation, Berlin, 1928-31; Research Studies, University BARBARA HOPKINS LEONARD...... _...... Campbell Hall of Paris, 1934-36; Tutor, St. John's College, 1943-. B.A., Oberlin <;::olleg~, 1937; M.S., 1911; Ph.D., 1948, The University of Rochester; A~s1sta~t m f:oology, Oberlm Co!lege, 1936-38; Oberlin College LUKE HARVEY PoE, ]R.. . .139 Market Street S~ho~ar, ~anne. ;B10log1cal Laboratory, Woods Hole, Mass., 1937; His­ B.S. (Mathematics), 1938; LL.B., 1941, University of Virginia; Practice to1ogical iechmcian, Dep2:rtm~nt of Pathology, Yale Medical School, of law, Cravath, Swaine, & Moore, New York, N. Y., 1941-42; Active duty 1938.-39 ;. Graduate Scholar m B1?log~, 1940-41; Graduate Teaching Assist­ with the United States Navy, 1942-46; Tutor, St. John's College, 1946-; ant m Biology,_ 1941-44, The Umvers1ty of Rochester; Visiting Lecturer in Assistant Dean, 1947-49; Rhodes Scholar, Christ Church, Oxford, 1950-54. Zoology, Ob~rlm College, 1944-45; Instructor in Zoology Smith College 1945-51; Smith College Scholar, Marine Biological Laboratory Wood~ Hole, Mass., 1949; Tutor and Assistant Dean, St. John's College,' 1951-. RoBERT S. BART...... 42 State Circle B.A., Harvard College, 1940; Sheldon Travelling Fellow, Harvard Uni­ DOUGLAS ALLANBROOK...... 51 Franklin Street versity, 1940-41; Tutor, St. John's College, 1946-. (Sabbatical Leave, Boston University, _1938; Brown University, 1939-41 ; University of Flor­ 1957-58.) ence, 1946; B.A., Harvard College, 1948; Active duty with the United Stat~s Army,. 1942-45; Traveli~g Fellow, Harvard University, 1948-50; Pupil of N'.ldta Bou~anger, Par.is, 1948-50; Fulbright Fellow in Italy­ WILLIAM A. DARKEY, JR.. . . . 32 Murray Avenue Conservatono San Pietro a Maiella, Pupil of Rugiero Gerlin in Harpsi­ B.A., St. John's College, 1942 ; M.A., Columbia University, 1949 ; Tutor, chord and Early Keyboar.d. Music, 1950-52; Tutor, St. John's College, St. John's College, 1942-46; Active duty with the United States Army, 1952- Teacher of Compos1tion and Theory, Peabody Conservatory, 1955-. 1946-47; Tutor, St. John's College, 1949-. (Sabbatical Leave, 1956-57.) IoLA R. SCOFIELD...... 58 State Circle HuGH P. McGRAili .. .. Box 355, Route 4 B.A., 1917; ~.A.,_ 1919,. University of California; Instructor in English, 1917.-21; As.s1stant 111 Ph1losophy, 19?1-24, University of California; Instruc­ B.A., University of Liverpool, 1934; Diploma in Education, University of tor m English, New York Umvers1ty, 1925-27; Tutor, Liberal Arts Pro­ Liverpool, 1935; Language Instructor, London County Council and Lan­ gram for A<;!ults, Unive~sity Colleg~, U.niversity of Chicago, 1947-51; guage studies at Universities of Liverpool, London, Paris, Dijon, 1936-40; Adult Educat10n, St. Johns College, Washmoton Public Library Graduate Armed Forces, 1940-46; Language Instructor, London County Council, School, U. S. Department of Agriculture 0 1941-47 1951-54 · Tutor St 1946-47; Tutor, St. John's College, 1948-. John's College, 1954-, ' ' ' ' · 72 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 73 CLARENCE J. KRAMER. .. 146 Charles Street MrcHAEL OssoRGIN...... 10 Wainwright Avenue, Bay Ridge B.A., St. John's College, 1949; M.A., Marlboro College, 1950; Tutor, St. John's College, 1954-. Lycee Russe, Paris, 1938; Conservatoire Russe a Paris 1932-35 1942-44. B.D.. , Institut .de ~heologie Orthod~xe, Paris, 1942; I~structor 'in Music'. Instltut de Theolog1e Orthodoxe, Pans, 1944-46; Instructor in Theology St ARLAND E CHRIST-JANER. . .121 Archwood Avenue '.fikhon's Seminary, Pennsylvania, 19~7; Secretary of the Orthodox Dio'ces~ B.A .. Carleton College, 1943; B.D., Yale Divinity School, 1949; J.D., Uni­ 111 Alaska, 1948-49; Teacher of Music, Bureau of Indian Affairs Depart­ ment of the Interior, 1950-56; Tutor, St. John's College, 1956-. ' versity of Chicago Law School, 1952; U. S. Air Force, 19~3-46; Head Resident, University of Chicago Housing System, 1950-52; ~ss1stant to the President, Lake Erie College, 1952-53; Assistant to t~e President, St. J ohn:s College, 1953-54; Treasurer and Assistant to the President, Tutor, St. Johns Teaching Interns College, 1954-. (Under the Teach£ng Internship Program instititted by the Fimd for the Admncement of Education established by the Ford Foundation) JAMES M. TOLBERT...... 119 Lafayette Street B.A., 1935; M.A., 1937, Emory University; P.h.D." University of Te:x;as, SETH G. BENARDETE. 1950; Teaching Fellow in English, Emory Umvers1ty, 1935-36 ,; Teach.mg ..... Chase House Fellow in English, University of Tex3:s, 1938-42; Instructor ~n Engl;sh, B.A., 1949; M.A., 1953; Ph.D., 1955, University of Chicago; Teaching Tulane University, 1942; Military S.erv1ce, 1942-46; Instructor m English, Intern, St. John's College, 1955-57. University of Texas, 1946-50; Teachmg Intern, St. John's College, 1953-55; Tutor and Director of Admissions, St. John's College, 1955-. WILLIAM FRANCIS GLEASON...... 201 Hanover Street A.B., University of Chicago, 1947; B.A., Harvard College 1950 · LI B JoHN ALOYSIUS BREMER ...... 163 King George Street Harvard Law School, 1953; Sullivan & Cromwell New York, l953~S( B.A., 1950; M.A., 1951, Cambridge University, England; Dipl?ma in Educa­ Teaching Intern, St. John's College, 1956-57. ' tion, University College, Leicester, England, 1951 ; Ful~nght grant to Southern Illinois University, 1951; Assistant Regional D1r~ctor, 1952-.53, RICHARD ALLEN SEARS...... 258 Hanover Street Assistant Academic Director 1953-54, Great Books Foundat10n; Teachmg Intern, St. John's College, 19S4-56; Tutor, St. John's College, 1956-. A:B., Yale l!niversity, 1943; A.M., Harvard University, 1947; Active duty with the _Umt~d States Army, 1945-46 :. Teaching Fellow in English, Har­ vard Umvers1ty, _19~7-51; Instructor m E1!-glish, University of Illinois, THOMAS KING SIMPSON. . ... 3 Randall Court summer, 19~8; Vmtmg Professo~, N~gasak1 University, Japan, 1951-53; B.A., St. John's College, 1950; M.A. in Teaching, Wesleyan University, Instructor m English, Tufts Umvers1ty 1953-56 · Teaching Intern St 1955 · Instructor American University at Cairo, Cairo, Egypt, 1950-53; John's College, 1956-57. ' ' ' · Teacl1ing Intern: St. John's College, 1955-56; Tutor, St. John's College, 1956-. \VILLIAM F. WYNN...... 9 Constitution Avenue B.~., \~illiams College, 1951; Student, Graduate School of Music, Columbia CHARLES G. BELL. . .. 3 Shipwright Harbor Umversity,_ 1953-~5; A_ct!ve duty with the United States Navy, 1946-48; B.S., University of Virginia, 1936; Rhodes Schol'.lr, Oxford University, B:A Instructor m Music, Will!ams College, 1955-56; Teaching Intern, St. John's (M.A.), 1938,, B. Litt .. 1939 ;_ Instruc.tor and Assistant Professor of English, College, 1956-57. 1940-45 Wartime Assistant m Physics, 1945, Iowa State College; Research Assista~t in Physics, Princeton University, 1945; Assistant Professor ?f English, Princeton University, 1945-49; Rocl~e.feller c_;ran~ for stu~y 111 Europe, 1948; Assistant Professor of H_uma1!-1t1es, Umvers1ty of Chicago (College) 1949-56 · Guest Professor, Umvers1ty of Frankfurt, 1952; Ford Fellow, 1952-53; Guest Professor and Director of the Honors Program, University of Puerto Rico (at Mayaguez), 1955-56; Tutor, St. John's President Emeritus College, 1956-. ENOCH BARTON GAREY, B.A., LL.D ...... Los Angeles, California

HENRY VINCENT GRATTAN...... 60 Cornhill Street BA. 1932 · M.A. 1932 University of Wisconsin; Ph.D., Yale University, Professor Emeritus French 1939 '. J'vfaster St'. Geo;ge' s School, 1932-35 ; Instructor in History, New JACOB BERNARD SEGALL, B.L, B.Sc., Ph.D ...... Baltimore, Maryland Jers~y Colleg~ for Women1 Mt. Holyoke Coll~ge, Briarcl!ff Junior Colleg~, and Brooklyn College (Night), 1938-42; Active duty with the Army Air Force 1942-47; Studies at the Univecsities of Gre!loble and Oxford, 1945-46; Assistant Professor of English, Hobart College, 1947-51; Studies at the Tutor Emerittts University of Aix-Marseille, 1951-55; Lecturer in Western Civilization, GEORGE ALTHOFF BINGLEY, B.A., M.A .. . Annapolis, Maryland Hobart College, 1955-56; Tutor, St. John's College, 1956-. CATALOGUE OF ST. JOHN'S COLLEGE 75 REGISTER OF STUDENTS Joseph Wendell Fastner, Jr., '60 ...... Baltimore Steven Edward Frieder, '60., ...... New York, New York 1955~1957 Mary Jane Gallagher, '60...... Chicago, Illinois A Jerol Jackson Garber, '60...... Jackson Heights, New York Burton Norman Abalow, '59, , , , , , , , , , , , , , , , , , , , , , , , , , , , , , ..... , , . , , , Tucson, Arizona Patience Anne Garretson, '59...... Park Forest, Illinois Gerald Gediman, '57...... Boston, Massachusetts Ernie Adamson, '58,,,,, ..... ,,, ...... , ...... Barringt

Blakely Cameron Littleton, '58 ...... Silver Spring s Charles Lockhart, III, '59 ...... Pittsburgh, Pennsylvania Christ Sag~s, '59. · ·: · · · ·,· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ...... Baltimore Valerie Genevieve Lockhart, '60 ...... New York, New York Roberto Miguel Salinas, f/O· ...... · · ...... · ...... Mexico D.F., Mexico Donald Carlos Loop, '60 ...... Blacksburg, Virginia Barbara Dvorak Saud~, 56...... Baltimore Dorothy Dick Luttrell, '60 ...... Rockville Centre, New York Sh.ella Lou!se Sanders, 60., ...... Baltimore Michael Dickson Sanfo~d, 58 ...... Poughkeepsie, New York George .Ed~rd Bauer, 5~ ...... Silver Spring M Katherine Linnea Sauer, 60 ...... Silver Spring John Edward McDevitt, '59 ...... Columbus, Ohio Peter Benjamin Schenck, ,'59...... Charlestown James Angus McDonald, '57 ...... Washington, D. C. William George Seboure, 60 ...... Westminster Robert William McEnroe, '59 ...... New York, New York Edward Charles Sha-yv, '6q ...... Providence, Rhode Island Edwin Byron McGee, '60 ...... Pocomoke City Robert Dale Shewbndge, 58...... Brunswick Ronald Charles McGuirk, '60 ...... Green Haven Hugh Deane McKay, Jr., '56 ...... Annapolis ~:1B~~~~iii'or:q5ii.' .' .· .' ." ." .· ." ." ." .' ." · ." ." ." .· ." .' .' .' ." .' ." .· ." ." .' ." .· .". · ." ." ." ." .' ." ." · .' .' ." -~~a~~'i: John Comes Maloney, '59 ...... Washington, D. C. Valerie Allee Shuart, '59 ...... Miami, Florida Roberta Anne Markley, '58 ...... Hutton Janice Sue Shuck, '57...... Cumberland Ja.mes Edward Martin, '59 ...... Champaign, Illinois James ~urt Siem6Il/', '57...... Sand Springs, Oklahoma Julia Margaret Matthews, '58 ...... Glen Burnie J.E. Siemens, Jr., 56...... Sand Springs Oklahoma Irene Hesser Maupin, '59 ...... New York, New York Thomas Leib.Sigma!', '58 ...... •...... Appleton: Wisconsin Dorik Vaughn Meehan, '56 ...... Carbondale, Colorado Leo LaRue SlillIDS, 56...... Annapolis Michael Kolya Meehan, '59 ...... Carbondale, Colorado Ezra Par Smith, '59...... Harrisburg, Pennsylvania Gerald Kaye Milhollau, '58 ...... San Diego, California Hilqreth Clayton ~mith, 'BO ...... Washin,,<>ton, p. C. 8~~~:J>!~ta~0:V. "58::::: :.·:: :. :: :: : : : : : : ::: ::: :: ::: ::: :.·::::::::: :~~~~~ f~i~iS~:ir: .... :.:.:.:.:.:.:._:.:.:.:._:.:_:__ :_:_: __:_:_:.:-:-:-:-:-:-:-:.:.: ... :.:.:.:.:.:_·_:_~~~~~:&~ Johanna Glanville Starkwea~her, '60 ...... Pines-on-Severn, Arnold Barbara Townshend Stowe, 59 ...... Baltimore Patricia Elizabeth Morrison, '60...... Washington, D. C. Kendon Lee Stubbs, '60...... Alexandria Virginia Frank Brush Murray, '60 ...... Glendale, New York Mary Frances Sullivan, '58 ...... Savannah, Georgia Maynard Dale Swayne, '58 ...... Lavala N Jonathan Copley Sweet, '59. .Mount Carmel, Connecticut Harvey Nadler, '59...... New York, New York Henry Nadler, '58 ...... New York, New York T Robert Gordon Neal, '60 ...... Washington, D. C. Sarah Marshall Tall, '59 ...... Round Bay, Severna Park Alice Werner Nelson, '59 ...... Edgewater Robert Carson Taylor, '59 ...... Berlin Carol Elizabeth Norman, '59 ...... Stockton, California Charles Augustine Norris, '57...... Hollywood r;J;~~a'i?Teg;~:~~O: ·. ·. ·. '. '. ·... ·. '. ·. '. ·. '. ·. ·. ·. ·. '. '. ·. '. '. '. ·. ·. ·... '. ·.· ...... '.'. .. · ccifuia~CS'ifil'o~ William Henry Johnson Thomas, '60...... Washington, D. C. Kenneth Herman Thompson, Jr., '60...... Berea, Kentucky 0 Joseph Wilbur Thrasher, '60...... Glen Burnie William Robert Tilles, '59...... Baltimore ft~~Ji.?i!ero~J~ri:V: "57: :: :: :: :: :: :-. :-.:: :-. ·.-. :: :: :: :: :: :: :: :: :: :: ::A!!r;~Tr:i Robley Marietta Timmins, '56...... Washington, D. C. Frank Marion Orr, III, '60 ...... : ...... Auburn, Alabama Jeremy Toothe, '59 ...... Nassau, Bahamas Patricia Ann Townsend, '60...... Brooklyn, New York p Seiber Emanuel Troutman, II, '60...... New Bloomfield, Pennsylvania Albert Pagano, '60 ...... Vineland, New Jersey Michael Vickers Trownsell, '60...... Elmwood Park, Illinois Belle Thompson Patterson, '60 ...... New Bloom.field, Pennsylvania Gay Isabelle Patterson, '59 ...... New Bloomfield, Pennsylvania v .John Heusted Pattie, '60 ...... Gates Mills, Ohio Thomas Augustus Vansant, III, '58 ...... Baltimore Fiona Margaret Paul, '60 ...... Baltimore John Vergine, Jr., '56 ...... Brooklyn, New York Abby Laura Perelman, '60 ...... New York, New York Sara Gifford Petty, '59 ...... East Greenwich, Rhode Island Michael ~elus Philipps, '60 ...... Lefcas, Greece w George Raymond Wallrodt, Jr., '58...... Washington, D. C. William Patrick Walters, '59...... Deal Island f~~*finkae.~·:38~ :· :·:: :: : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : :l:i!~E Joseph Jay Wase, '60...... Baltimore Cady Lawrence Poeton, '60 ...... Foxboro, Massachusetts Walter Douglas Weir, III, '58...... Silver Spring Paul Alton Wentworth, '60 ...... Garland, Pennsylvania ~=~~Lo~~~i~6a~··56:: :: :: :: :: :: :: :: :: :: :: :: :: :: :: :: :: :: :: :: :: :: :: ::~:~~~~ Martha St;a;Jford West, '58 ...... Rancho Santa Fe, California Thomas Henry Powell, Jr., '58 ...... Howard County Paul Alan Whittenburg, '56 ...... Parkland Grace Louise Prevost, '59 ...... Baltimore Barbara Louise Wilcox, '60 ...... Hyattsville Suzanna Willis, '60 ...... Portuguese Bend, California Everett Henry Wilson, '56 ...... Delmar Q Charles Leonard Wolberg, '60 ...... Chicago, Illinois Robert Joseph Quintana, '60 ...... New York, New York James Anthony Womack, '60 ...... Chapel Hill, North Carolina Raul Quintero, '59 ...... New York, New York Ann Brice Worthington, '60 ...... Annapolis George William Worthington, '59 ...... Troy, New York R John William Wray, '60 ...... Suifem, New York George LeRoy Raine, '60 ...... North East Harvey William Wynn, '57...... Cleveland, Ohio Peter Milton Rice, '59 ...... Chagrin Falls, Ohio Sarah Elizabeth Robinson, '60 ...... Bay Shore, New York y John James Rodowsky, '57 ...... Baltimore Thomas Sungwon Yoon, '58 ...... Seoul, Korea George Roetter, '60 ...... Brooklyn, New York Philip Ford Young, III, '58 ...... Hollywood, California John Quincy Ross, II, '60 ...... Muskegon, Michigan Denis Angelo Rossi, '60...... Hicksville, New York James Robert Rouse, '59 ...... Roseland, Virginia z Michael John Ruel, '60 ...... Wauwatosa, Wisconsin Herbert Zabara, '59 ...... Easton Patrick James Ruel, '60 ...... Wauwatosa, Wisconsin Charlese Charlton Zilar, '59 ...... Baltimore Peter Joseph Ruel, '60 ...... Wauwatosa, Wisconsin Valys Zilius, '58 ...... Worcester, Massachusetts BACHELOR OF ARTS DEGREES CONFERRED 1956 INDEX Absence, excuses for...... 33 Degrees conferred ...... 78 Rite Academic order...... 27 ff D~g.Hall ...... •...... 49 Academic standing...... 32 i?H!"WS::~,.,. 6, 33 William Herbert Barrett...... Washington, D. C. Accreditation ...... 34, 51 ...... Diana Frances Barry...... South Dennis, New Jersey Activities, extracurricular...... 44 Dormitories.·.·.·.·.·.·.·.'.'.'.·.'.'.·.'.'.'.:·.·.·.'.'.'..~~·~~ Astronomy Club ...... 44 Dramatics...... 44 Janet Bruce Beamer...... Westminster Athletics...... 45 Bible Classes...... 44, 45 Enabling Examinations...... 31 John Edward Chase ...... Norman, Oklahoma Dance ...... 45 Joseph Phillip Cohen ...... Baltimore Dramatics...... 44 ~~~~;,;.cy.:: :: : : : : : : : : : : : : : : : : : : : : : : g~ Film ...... 44 Engineering Scholarships...... 58 Dale Brooks Cummings...... Pasadena, California Fine Arts...... 45 English...... 13ff, 33 39 Thomas Jefferson Greenwell ...... Leonardtown Publications...... 44 Entrance Examinations ...... so: 52 Religious...... 45 ~~a~,;.~ti~m.:_:.: ...... 16, 31 James William Jobes, Jr...... Plum Point Sailing ...... 45f Workshop...... 45 Enabling Oral ...... 32 James Donald Libby...... Baltimore Administration ...... 68 Oral. . ; ...... 31, 32 Admission...... 50f Preliminary Enabling...... 31 Hugh Deane McKay, Jr...... Annapolis Advanced standing...... 51 Psychological .. ·...... 50, 52 Dorik Vaughn Mechau ...... Redstone, Colorado Application...... 50f Reading Knowledge...... 16, 32 Procedure...... 50f State Scholarship ...... 57 Pasquale Louis Polillo ...... Baltimore Requirements...... 50 Excuses, for absence...... 33 Adult Education...... 46 Expenses...... 53 Barbara Dvorak Sandek...... Baltimore Aid, student...... 54f Extracurricular activities...... 44ff George Edward Sauer ...... Silver Spring Alumni Representatives. . . Inside Back Cover Application for- Faculty ...... 27ff Priscilla Bender Shore ...... Annapolis Admission...... 50f Author-teachers...... 6f Grants ...... 54 List ...... 69ff J. E. Siemens, Jr ...... Tulsa, Oklahoma Rooms ...... 48 Research ...... 27ff Leo LaRue Simms ...... Annapolis Scholarships ...... 55ff Study Group ...... 28 Student Aid...... 54 Fees- Robley Marietta Timmins ...... Washington, D. C. Articles, magazine, on St. John's ...... 63f Admission...... 52 Arte- Annual ...... •...... 52 John Vergine, Jr ...... Brooklyn, New York Fine ...... 10, 45 Application ...... 50, 52 Everett Henry Wilson ...... Delmar Liberal...... 5ff Caution...... 49, 52 Astronomy...... 17, 33 Deferred payment of ...... 52 Athletics...... 45 Examination ...... 52 Attendance, class...... 33 Late registration...... 52 Payments of...... 53 HONORS AND PRIZES Bible Classes...... 44, 45 Refunds on...... 53 Bibliography...... 63f Residence...... 52 Biology ...... 21, 23, 40, 41f Tuition ...... 52 1956 Board of Visitors and Governors...... 66f Financial Aid...... 54ff Boat Club ...... 45 Fine Arts...... 10, 45 To the Senior who has the highest standing, Books, list of Great...... 36f Foreign language-- By subject matter...... 38 Admission requirements...... 50 a silver medal. Offered by the Board By years ...... 38 See Greek, French, German Books about liberal and illiberal education 65 French...... 15, 39 of Visitors and Governors ...... Diana Frances Barry Bulletins...... 65 To the member of the Junior or Senior Campus ...... 47 g~~d'!~:::::::::::::::::::::::::::: ~~: ~~ Class who has prepared the most Caution Fee...... 49, 52 Graduate Schools, preparation for, • . . . . . 34f Charter of the College...... 4, 60, 65 Great Books...... 7, 36ff elegant solution of a mathematical of King William School...... 59 Greek...... 14f, 39 Chemistry ...... 21, 22, 40, 41 problem, a prize of $25.00. Offered by Classics ...... 7 History- Brig. Gen. A. W. W. Woodcock, Co-education ...... 35, 59, 62 In the St. John's Program ...... 10, 12f Coffee Shop ...... 45 Of College...... 59ff A. U.S., Retired...... Harvey William Wynn College finance...... 52 Honors and Prizes, 1956 ...... 78 Collegian. . . • ...... 44 Housing ...... 48f To the member of the Freshman or Sopho­ Concerts...... 24, 25f, 43 Credits- Infirmary Service...... 49 more Class who has prepared the most For entrance to graduate schools...... 33ff Instruction Committee...... 24 elegant solution of a mathematical Semester hours...... 33 Instruction Methods ...... 9, 13, 20f, 24 Transfer of ...... 51 Interns, Teaching ...... 73 problem, a prize of $25.00 ...... Peter Milton Rice Curriculum ...... 9ff King William's School...... 59, 60f St. John's 1835...... 61 To the member of the Freshman, Sopho­ St. John's 1868 ...... 62 Laboratory...... 19ff St. John's 1886-1923 ...... 62 Clock-hours ...... 40 more or Junior Class who has written St. John's 1923-1937...... 62 Exercises...... 4lff the best annual essay, a prize of Languages- Degree-- Admission Requirements...... • . . . . 50 $25.00 ...... Jacques Fran<;ois Cartier Of Bachelor of Arts...... 33ff Clock-hours of classroom work in...... 39 Of Master of Arts ...... 35 Reasons for instruction in...... 13ff Honorable Mention ...... Josephine J. Jaster Requirement•...... 31, 32 Tutorials...... 13ff 78 79 80 CATALOGUE OF ST. JOHN'S COLLEGE PRELIMINARY APPLICATION ST. JOHN'S COLLEGE Lectures, formal ...... 24!! Languagesi for degree ...... 16, 32 Liberal Arts ...... 5ff Mathematica, for aclmiss10n...... 50 Liberal Education...... 4ff Residence...... 48f ANNAPOLIS, MARYLAND Library ...... , ..... , ...... 29f Residence...... 48f List of Great Books ...... 36f Rules of...... 48! List of Laboratory Exercises ...... 4111 Rooms- List of Lectures and Concerts...... 251 Caution fee ...... 49, 52 Loans, Student ...... 58 For new students...... 48 I hereby make preliminary application for admission to St. John's College as a student Location of the College...... 48 For old students ...... 48 Furnishing...... 48 for the academic year beginning September, Marks ...... 31, 32 Occupancy...... 4 8 (print) Mathematica ...... 16ff Admiooion requirenients...... 50 Schedules- Clock-hours of classroom work in ...... 40 Payment of fees ...... 52 Reasons for instruction in...... 16ff Weekly ...... 30 Name Age ______Tutorials...... 16ff Yearly...... 38, 39ff Medical Schools, preparation for ...... 35 Scholarship...... 4f, 61 Music ...... , ...... 18f, 43 Scholarships...... 55ff At other institutions...... 58 Natural Science ...... 7f, 171, 19ff, 40ff College...... 55!£ Stree Phon.~------State ...... 57 Occupancy of Dormitory Rooms ...... 48 Science- Officers of Administration...... 68 In the St. John's Program ...... 7f, 17! Laboratory ...... 19ff, 40ff City______Zone ___ State ______Physicians, College ...... 49, 68 Role of ...... 71 Physics ...... 71, 17f, 21, 221, 40ff Semester-Hour Credits Equivalent ...... 33 Placement Office ...... 51 Seminars ...... , . . . llfl Polity, Student...... 46 Staff, administration...... 68 Preparation- Faculty...... 69ff Name of parent or guardia"------~------For admission...... 48 Medical...... 49, 68 For graduate schools ...... 34f Standing, academic...... 32 Prizes ...... 78 Student Aid...... 54fl Procedure for Admission...... 50f Student Court...... 46 Occupation of parent or guardian______Student Loans. . 58 Reading Knowledge Examinations ..... 16, 32 Student Polity...... 46 Registration ...... 52 Regulations-- Thesis ...... 32 Business Academic Standing...... 32 Trailllfer of Credits...... 51 address'------~ Admission...... 50! Tuition fee...... 52 Attendance...... 33 Tutorials ...... 13ff Degree Requirements. . . . 31, 32, 33 Language...... 13ff Residence...... 48f Mathematics...... 16ff Religion...... 45 Mllilic ...... ••...... 18f Bible Classes...... 44, 45 Tutors ...... 69!1 Non-denominational. 45, 59, 60 School address, ______~ Req_uirementa- Veterans' Educational Benefits...... 51, 53 AdmiBSion...... 50 Attendance...... 33 Women ...... 35,48, 59,62 Degree ...... 31, 32, 33 Languages, for admission ...... , .. , . . . 50 Yearbook ...... , .... . ' .. 45 Name of Principal ______

Date of graduation from High School ______

Colleges or universities previously attended, if any______

______"Years. ______

______"Years ______

Signature______

Date'------~

Return this form with application fee of ten dollars ($10) to the Director of Admissions, St. John's College, Annapolis, Maryland, This fee is not refundable. A detailed form will then be sent to you in order to obtain more information for review by the Admissions Committee. This and other credentials, including the transcript of your record, will be used to determine your admission to St. John's College. ALUMNI REPRESENTATIVES

Dr. Erich Nussbaum ...... Talladega College, Talladega, Alll;bama Dr. David Dobreer ...... 1924 Westmont Dr., Alhambra, California John L. Williams ...... 1901 Twelfth Avenue, Sacramento, California T. Lansdale Hill ...... San Jose State College, San Jose, California Robert Nichols ...... 205 West Walnut St., San Diego, California Alan F. Pike ...... 1790 Fernside St., Redwood City, California Donald Kellogg-Smith ...... 28A Lower Crescent, Sausalito, California Eric A. Teel...... 4420 Greenleaf Ave., Whittier, California Edward J. Lush ...... 207 Orange St., New Haven 10, Connecticut James W. Sharp...... 106 Woodridge Road, Glastenbury, Connecticut Robert Taylor ...... Taylor & Taylor, 814 American Bldg., Cedar Rapids, Iowa David A. Ogden...... 114 Willean Drive, Louisville, Kentucky Chester A. Johnson .. .. R.F.D., Winthrop St., Medway, Massachusetts Robert L. Parslow ...... 5 Middlesex Rd., Watertown, Massachusetts Rowland A. Jones ...... 691 Merrick St., Detroit 2, Michigan Christian A. Hovde ...... Parkway, Harrington Park, New Jersey Robert A. Gold win ...... 150 Park Avenue, Harrison, New York Charles A. Nelson...... Cresap, McCormick & Paget, 342 Madison Ave., New York, New York Gene P. Thornton ...... 11 Waverly Place, New York 3, New York Stephen W. Bergen ...... 189-20 116th St., St. Albans 12, New York

Thomas J. Williams ..... 211 Main St., Nyack, New York John D. Mack ...... l Elmhurst Place, Cincinnati 8, Ohio Richard A. Novak ...... 131 Burns Ave., Cincinnati 15, Ohio Charles R. Zimmerman ...... 12 East 2nd St., Tulsa 3, Oklahoma J. Rodney Whetstone .. 1633 Parkline Drive, Apt. D, Pittsburgh 27, Pennsylvania Francis L. Key ...... P. 0. Box 321, Lebanon, Tennessee Howell Cobb ...... Orgain, Bell &. Tucker, First Federal Savings Bldg., Beaumont, Texas Walter C. Paine ...... Hopson Rd., Norwich, Vermont L. Wheaton Smith, Jr.. . .503 Winslow Ave., Richland, Washington