CATALOGUE OF ST. JOHN'S COLLEGE

ANNAPOLIS, MARYLAND • SANTA FE, NEW MEXICO

1970-1972

OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM

Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools College Calendar lntroducl The Curr THE S THE F. 1970-71 THE 1 Th SANTA FE ANNAPOLIS Th September 16 Opening of College September 9 n THE L Introduction September 18 Freshman Registration September 12 THE F1 September 19 Senior Registration September 12 September 20 Convocation September 13 The Libe7 education should seek to develop free and rational men and women September 21 Sophomore and Junior Registration September 14 The Acacitted to the pursuit of knowledge in its fundamental unity, intelligently i'lovember 26-29 Thanksgiving Recess November 26-29 THE T;iative of their common cultural heritage, and conscious of their social December 17-January 6 Winter Vacation December 17-January 6 ~~E 'era! obligations. Such men and women are best equipped to master the January 31 End of First Semester January 31 SC~EL[c skills of any calling and to become mature, competent, and responsi­ February 1 Beginning of Second Semester February 1 ACADizens of a free societyo Spring Vacation March 20-April 4 March 18-31 THE S:. John's College believes that the way to liberal education lies through End of Second Semester June 5 June 12 Goks in which the greatest minds of our civilization - the great teachers - Commencement June 6 June 13 ;~~ 2xpressed themselves. These books are both timeless and timely; they o" ily illuminate the persisting questions of human existence, but also have I ns t runic . . THE 5relevance to the contemporary problems with which we have to deaL 8\:an therefore enter directly into our everyday lives. Their authors can 1971-72 PRECE 1 to us almost as freshly as when they spoke for the first time, for what ANNAPOLIS SANTA FE FORM1ave to tell us is not something of merely academic concern, remote Extracurr)ur real interests. They change our minds, move our hearts, and touch September 15 Opening of College September 8 September 17 Freshman Registration September 11 Residencmts. September 18 Senior Registration September 11 Site Planhe books speak to us in more than one wayo in raising the persisting September 19 Convocation September 12 Admissicl questions, they lend themselves to different interpretations that reveal September 20 Sophomore and Junior Registration September 13 Fees anJty of independent and yet complementary meanings" And, while seek­ September 21 First Seminars September 13 A Brief 1-e truth, they please us as works of art with a clarity and a beauty that November 25-28 Thanksgiving Recess November 25-28 Biblio ri their intrinsic. intelligibility. T.h.ey are therefore properly called great, December 16-January 5 Winter Vacation December 16-January 5 d g ler they are epic poems or pol1t1cal treatises, and whether their subject January 30 End of First Semester January 30 Boar 0 r is scientific, historical, or philosophical. They are also linked together, January 31 Beginning of Second Semester January 31 Officers ch of them is introduced, supported, or criticized by the otherso In a real March 16-30 Spring Vacation March 18-April 2 Tutors·· they converse with each other, and they draw each reader to take June 10 End of Second Semester June 3 Registerwithin the limits of his ability, in their large and unending conversation. June 11 Commencement June 4 Alumni· ?fl Hall, Annapolis, 1744 College Cal

1970-71

ANNAPOLIS September 16 Opening of College Introduction September 18 Freshman Registration September 19 Senior Registration September 20 Convocation Liberal education should seek to develop free and rational men and women September 21 Sophomore and Junior Registration committed to the pursuit of knowledge in its fundamental unity, intelligently November 26-29 Thanksgiving Recess appreciative of their common cultural heritage, and conscious of their social December 17-January 6 Winter Vacation and moral obligations. Such men and women are best equipped to master the January 31 End of First Semester specific skills of any calling and to become mature, competent, and responsi­ February 1 Beginning of Second Semester ble citizens of a free society. March 18-31 Spring Vacation St. John's College believes that the way to liberal education lies through June 12 End of Second Semester the books in which the greatest minds of our civilization - the great teachers - June 13 Commencement have expressed themselves. These books are both timeless and timely; they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary problems with which we have to deal. They can therefore enter directly into our everyday lives. Their authors can 1971-72 speak to us almost as freshly as when they spoke for the first time, for what ANNAPOLIS they have to tell us is not something of merely academic concern, remote from our real interests. They change our minds, move our hearts, and touch Opening of College September 15 our spirits. September 17 Freshman Registration September 18 Senior Registration The books speak to us in more than one way. In raising the persisting September 19 Convocation human questions, they lend themselves to different interpretations that reveal September 20 Sophomore and Junior Registration a variety of independent and yet complementary meanings. And, while seek­ September 21 First Seminars ing the truth, they please us as works of art with a clarity and a beauty that November 25-28 Thanksgiving Recess reflect their intrinsic intelligibility. They are therefore properly called great, December 16-January 5 Winter Vacation whether they are epic poems or political treatises, and whether their subject January 30 End of First Semester matter is scientific, historical, or philosophical. They are also linked together, January 31 Beginning of Second Semester for each of them is introduced, supported, or criticized by the others. In a real March 16-30 Spring Vacation sense they converse with each other, and they draw each reader to take June 10 End of Second Semester part, within the limits of his ability, in their large and unending conversation. June 11 Commencement McDowell Hall, Annapolis, 1744 In. short, St John's seeks to restore the true meaning of a liberal arts This conversation, however, is unavoidably one-sided. The great books education. The primary function of the liberal arts has always been to mediate can only repeat what they have to say, without furnishing the clarifications men'.s understanding, to give conscious form to knowledge through systems that we sometimes desire. To remedy this defect is the goal of the St. John's of s1.gm accommodated to men's intellects - that is, words and numbers. seminar. Here, a number of students of varied backgrounds, faced with a Trad1t1.onally, the liberal arts were seven in number: grammar, rhetoric, logic_ text that may present unfamiliar ideas, attempt to discuss it reasonably. It is the arcs of language; and arithmetic, geometry, music, and astronomy - the presupposed that each student is willing to submit his opinions to the critical arts of mathematics. In contemporary terms, man practices such liberal arts scrutiny of his fellow students. The demands of the individual and those of as analyzing, thinking, writing, speaking, and deciding as he uses verbal the group are in continuous interplay, setting limits within which the discus­ symbols; man practices such liberal arts as counting, measuring, deducing, sion moves with the utmost possible freedom. The discussion may concern and demonstrating as he uses nuthematical symbols. itself primarily with trying to establish the meaning of a poem or the validity There are many ways to develop these arts. The curriculum emphasizes of an argument On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The stu­ ~our of them: d1scuss1on, translation, demonstration, and experimentation. •hey are followed 111 all the branches or the program. But whatever the dents bring to the seminar the assumptions - probably unexamined - that for have derived from their experience in the contemporary world. Through methods used, they all serve the same end· to make the student think himself, to enable him to practice the arts of freedom. Free minds must be discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical ~.ble to view concrete situations, to deliberate by formulating clear alterna­ nves, and to arrive at a deciding choice. The acquisition of these intellectual manifestations. skills. indic.ates that the discipline of the liberal arts has taken hold ~f the In the main, however, the aim is to ascertain not how things were, but learn111g mind. how things are - to help the student make rational decisions as he lives his life. And it is the ultimate aim of the program that the habits of thought and _ l~_nowledge. advances and the fundamental outlook of man may change discussion thus begun by the student should continue with him throughout over Lhe centuries, but these arts of understanding remain in one form or another indispensable. They enable men to win knowledge of the world his life. around them and knowledge of themselves in this world and to use that Most of-the teaching at St John's takes the form of a discussion. The knowledge with wisdom .. Under their guidance men can free themselves from conversational methods of the seminar are carried over into the tutorials. As the wa.ntonness of prejudice and the narrowness of beaten paths. Under their much as possible, the actual instruction in all classes and laboratories is made d1sc1pl111e men can acquire the habit of listening to reason. A genuinely to depend on the activity and initiative of the students. The Tutor functions as conceived liberal arts curriculum cannot avoid aiming at these most far- a guide, more inten\ to listen to the students and to work with them than to reaching of all human goals. . impose upon them his own train of thought. THE CURRICULUM I 9

gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study: poetry is not philosophy and requires a different approach. Such progress in method may be crowned by sudden insights on the part of individuals, or by occasions when the seminar as a The Curriculum whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined THE SEMINAR rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be The heart of the curriculum is the seminar- a discussion of assigned reading pursued. The argument does not necessarily lead to the solution of a problem. from the books of the program. In each seminar there are from fifteen to More often than not the problem remains unsettled, with certain alternatives twenty students with two members of the faculty as leaders. The group mee.ts clearly outlined. The progress of the seminar is not particularly smooth; the twice a week, on Monday and Thursday evenings, from eight to ten - or till discussion sometimes tends to branch off and to entangle itself in irrelevant well beyond if the topic under discussion has aroused a sustained and lively difficulties. Only gradually can the logical rigor of an argument emerge within argument. The assignment for each seminar amounts, on the average, to the sequence of analogies and other imaginative devices by which the discus­ around a hundred pages of reading, but may be much shorter if the text sion is kept alive. A seminar may also degenerate into rather empty talk or happens to be particularly difficult. into dull and shallow meandering, without being able for a long time to extri­ cate itself from such a course. Or it may climb to heights accessible to only The seminar begins with a question asked by one of the leaders, and a few of its members. thereafter it consists almost entirely of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for per­ Under these circumstances the role of the leaders is not to give informa­ mission to be heard, but enter the discussion or withdraw from it at will. The tion, nor is it to produce the "right" opinion or interpretation. It is to guide the resulting informality is tempered by the use of formal modes of address - discussion, to keep it moving, to raise objections, to help the student in every "/\/\r.," "Mrs.," or "Miss." way possible to understand the author, the issues, and himself. The most useful instrument for this purpose is the question; perhaps the most useful device of Once under way, the seminar may take many forms. It may range from all is the question "Why?" But a leader may also take a definite and positive the most particular to the most general. The reading of Thucydides, for exam­ stand and enter directly into the argument. If he does so, however, he can ple, is almost certain to provoke a discussion of war and aggression and to expect no special considerationo Reason is the only recognized authority; bring to the surface the students' opinions and fears about the w1sdo.m or all opinions must be rationally defended and any single opinion can prevail error of national policies. Homer and Dante prompt reflections on the virtues only by general consent. The aim is always to develop the student's powers and vices of men on man's ultimate fate. Sometimes a seminar will devote all of reason and understanding and to help him arrive at intelligent opinions of its time to an int~rpretation of the assigned reading, staying close to the text; his own. at other times the talk may range widely - and even wildly - over topics suggested by the reading but having independent relevance in the minds of the participants. The same assignments may be handled in different ways by different groups; in the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, every opinion must be heard and explored, however sharp the clash of opinions may be; second, every opinion must be supported by argu­ ment- an unsupported opinion does not count In a freshman seminar the students may tend to express their opinions with little regard for their rele­ vance or their relation to the opinions of others. Gradually, under pressure of the group, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. The students learn, THE CURRICULUM I 11 10 / CATALOGUE OF ST JOHN'S COLLEGE

THE TUTORIALS

The seminar cannot suffice as the only means to the end of liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study. Other instructional devices must therefore support it; these are the tutorials in language, mathe­ matics, and music. For four years a student attends one language tutorial and one mathematics tutorial, usually four mornings a week. Three times a week sophomores also attend a music tutorial. In tutorials, around a table, eight to fifteen students study and learn together under the direct guidance and instruction of a TutoL Each tutorial session lasts an hour. The tutorial provides conditions for collaborative study and for the manifold teaching and learning relations that hold in a company of good friends. As in the seminar, students talk freely with one another and the Tutor, but the discussion focuses sharply on assigned tasks. There is opportunity for each student to contribute his measure of instruction to his fellows. Other tutors often attend, seeking to learn about a particular subject, which they may later teach.

THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect of language skills. As country is separated from country by the barrier of Ian­ gauge, so profession is separated from profession by technical jargon. The language tutorial attempts to remedy this condition by a training in the means of precise communication and persuasion. In a broad sense, it may be con­ THE PRECEPTORIAL ceived of as a present-clay restoration of the age-old studies of grammar, rhetoric, and logic. The tutorials seek to understand the relation between For about nine weeks in the middle of the year the seminars of the junior and language and thought. To do this they must study the fundamental ways senior classes are replaced by preceptorials. These are small groups of students words can be put together, the modes of signifying things, the varied conno­ engaged in intensive study of one book, or exploration of one subject in tations and ambiguities of terms, the role of metaphors and analogies, and the several books. Students choose their preceptorials from a variety of topics logical relations between propositions. offered by the Tutors. There are usually from sixteen to twenty such topics The primary purpose of the language tutorial is thus not the mastery of proposed by the Tutors according to their own interest in a topic and the any foreign languages. By studying these, however, and by translating them apparent interest of the students. Students may indeed suggest a topic and into English, by comparing them with each other and with English, the student invite a Tutor to study it with them. learns something of the nature of languages in general and of his own in Although many preceptorials study one of the books of the seminar list, particular. During the four years, then, he is studying language as the discourse or a theme suggested by the seminar reading, there are usually some precep­ of reason and, through the medium of foreign tongues, his native English. torials that deal with books and themes the students would not otherwise He is discovering the resources of articulate speech and learning the rules that encounter in the program. There are generally seven or eight students in a pre­ must govern it if it is to be clear, consistent, and effective; if it is to be ade­ ceptorial. Guided by a Tutor, they proceed at a pace more leisurely than that quate and persuasive. The medium for accomplishing this is Greek in the permitted by the seminar. Usually the student's work is completed by the first and second years and French in the third and fourth years. writing of a paper. This often is read in draft to the preceptorial and criticized In the beginning the emphasis is on the grammatical forms and construe- by the other members. 12 I CATALOGUE OF ST. JOHN'S COLLEGE THE CURRICULUM I 13 tions and the vocabulary of the language being studied. Brief passages of The choice of the foreign languages is in part dictated by the seminar prose and poetry are committed to memory. But after a short time the reading schedule and is in part arbitrary. Different languages might be used tutorial shifts to something more concrete: the slow and careful reading and without changing the pattern and aims of the tutorial. The first year of Greek, discussion of works of poetic imagination or philosophical thought. Thus the however, goes well with the freshman seminar and mathematics tutorial, rapid reading for the seminar, with its attention to the large outlines, the and the continuance of Greek into the second year advances the work of the general trend, the development of the central idea, is supplemented and first year. corrected by a more precise and analytical study, concerned with every detail The French of the third year begins with a brief, intensive study of and particular shade of meaning, and also with the abstract logical structure French grammar followed by the reading of a French text The aim here is and rhetorical pattern of a given work. Those are matters that do not often economical progress toward facility in the reading and writing of simple come directly into seminar discussions. The student's concern with them in French. Students already fluent in French may be exempted from these early the language tutorial improves all his reading, for whatever immediate end, stages. Then follows examination of the form and content of French prose deepens and enriches his understanding, and increases his ability to think selections. Discussions of both form and content are related to appropriate clearly, and to talk welL writing assignments, including exercises in translation in which the student The second purpose of the language tutorial is support of the seminar. attempts to match in his own tongue the excellence of his models. In the The further the student advances, the more the language tutorial tends to second semester a complete play in verse is read. influence the seminar discussion. It brings issues to the fore which might In the fourth year passages from English writers are translated into otherwise have been neglected and introduces more precision into the terms French; discussion of students' versions is helped by comparison with expert in which a problem is being discussed. translations of each text chosen. The principal activity of this year, however, A third aim of the language tutorial is the learning of the two foreign is the reading of French poems. Its immediate object is the understanding languages themselves. In the time allotted to the study of each language, and enjoyment of each poem in its parts and as a whole. It also provides a mastery of either of them is, of course, impossible. Ability to speak the lan­ substantial basis for discussion of the art of poetry and clarifies the relation guage is not an aim of the tutorial. That ability may best be acquired by of that art to the traditional liberal arts of language. Writing assignments in­ living abroad, or by an intensive course. What the student can reasonably clude exercises in translation more ambitious than those attempted in the expect to attain is a knowledge of the grammatical forms and a feeling for third year the peculiarities of the language, within limitations. To experience the indi­ THE MATHEMATICS TUTORIAL viduality of another language is to extend the limits of one's sensibility. ['\Jext to their mother tongue the language of number and figure is the most important symbolic possession of men. In view of the scientific and industrial conditions of modern life, the elimination of mathematics as a requirement in education is most disturbing. This default has become so common now that many persons believe that they natively lack mathematical ability. But the language of number and figure is not a matter of special aptitude, though obviously the high aptitude of a great mathematician is rare Even before reaching its explicit scientific formulation, mathematics is an integral part of our understanding of the world that surrounds us. St. John's tries to overcome this alleged mathematical disability and, through improved teaching techniques, to effect an understanding of the fundamental nature and intention of mathematics. The student begins with the Elements of Euclid. Using Euclid's organiza­ tion of the mathematical discoveries of his predecessors, he gains a notion of deductive science and of a mathematical system in general; he becomes acquainted with one view of mathematical objects - its central expression found in the theory of ratios - which is buried under the foundations of 14 CATALOGUE Of ST. JOHN'S COLLEGE I THE CURRICULUM I 15 modern mathematics. After Euclid he begins the study of Ptolemy's Almagest, his treatise on astronomy, centering attention on the problem of 11 hypotheses11 constructed to "save the appearances." That the tutorial reads Ptolemy indi­ cates the difference between the mathematics tutorial at St John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an ex­ ample of mathematics applied to phenomena and a companion to the philo­ sophical, poetic, and religious readings that are taken up in the first and second year. In the second year the student continues the study of Ptolemy, which gives him a background for the reading of Dante and emphasizes those diffi­ culties and discrepancies of the geocentric system which point straight toward the Copernican revolution. He studies Copernicus's revision of Ptolemy in heliocentric form. He next takes up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this he studies analytic geometry, which presents the conic sections in algebraic form .. He thus gains an understanding of algebra as the 11 analytic art11 in general. In the mathematics tutorial the student engages actively in demonstration In the third year, after a preparatory introduction to the calculus (or a of propositions; the blackboard becomes the arena of intense logical review of it, as the case may be), the student discovers the roots of physics struggles. The student is made to see how the discovery of logical inconsisten­ in Galileo's attempt to present mathematically a descriptive science of motion. cies leads to a revision of the assumptions upon which mathematics builds. This attempt and Kepler's theory of the elliptical orbits of the planets the But it is not only logical rigor that is expected of the student; his imagination student sees combined in Newton's achievement. Newton brings heavenly is constantly brought into play. Any devices that might help imaginative effort and earthly motions under one law and supersedes a purely geometric as­ - geometrical models, mechanical linkages, astrolabes, etc. - are used, and 11 11 tronomy with a dynamic theory in which the orbits are governed by laws of often the student himself is asked to construct them. Whenever the occasion force. Here again the mathematics tutorial is more than a mathematics course. requires it, the student has to exercise his skill in the solution of problems. It is both an introduction to physics and a foundation for the study in seminar All this detailed preoccupation with mathematical objects and methods, how­ of the philosophical outlook of the modern world. ever, is subservient to the more general consideration of the relation that In the fourth year the reading of Lobachevski's approach to non-Euclidean mathematics has to problems raised in the seminar. On the other hand, the geometry invites reflection on the postulates of geometry, as well as on the mathematics tutorials also refer directly to the work done in the laboratory. nature of the geometric art as a whole. The latter half of the year is given The chief aim of the mathematics tutorial is to give the student insight to either of two studies. In projective geometry the enterprise which began into the nature and practices of thinking, of reasoning that proceeds syste~ with Euclid returns in a remarkable way, now generalized, to its starting matically from definitions and principles to necessary conclusions. He sees point, and the student sees it as a daring and inclusive logical deduction; and becomes familiar with the power of a method or methods that can gather or the student may undertake a study of the non-Euclidean geometrization into a single formula or law the most diverse phenomena and can thereby of physics found in Einstein's theory of relativity. predict and even control their occurrence. His intellectual imagination is Thus throughout the four years the students are in continuous contact freed and developed to the point where he can investigate the structure of not only with the pure science of mathematics but also with the foundations worlds that are possible - that is, consistent - beyond the powers of sense. of mathematical physics and astronomy. All along, the mathematics tutmial It is in the various mathematical sciences that imagination and reason are supports the seminar discussions as they bear on the relation of man to nature, seen at their most impressive and effective. Here all is distinct, orderly, and the criteria of intelligibility, the nature of knowledge, and the all-powerful necessary. To see reason thus at work- building its structures as in pure role of in imagination and thought mathematics, or making the world intelligible as in the mathematical sciences 16 / CATALOGUE OF ST. JOHN'S COLLEGE THE CURRICULUM I 17 of nature- is perhaps the most exciting and absorbing of all intellectual activities. THE LABORATORY

Insofar as the modern world is the creation of the age of reason, the The seal of the College, on the front cover of the catalogue, shows seven St. John's handling of mathematics and science is an excellent and almost books surrounding a pair of scales. The balance, no less than the books, indispensable experience for anyone who wishes to know what modernity symbolizes the tradition of the liberal arts. It stands for the instruments of the means. An education based on the popular view of the liberal arts and the scientific laboratory, which may well be the most characteristic institution humanities as meaning only literature, art, philosophy, and history does not of the modern world. prepare one to live in today's world. On the other hand, the teaching of Three hundred years ago algebra and the arts of analytic geometry were sciences divorced from the humanities is equally destructive of a capacity to introduced into European thought, mainly by Rene Descartes. This was one understand the modern world. of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions, in industry, politics, morals, and THE MUSIC TUTORIAL religion. It has redefined and transformed our whole natural and cultural One of the aims of the St. John's program has been to restore music as a world. It is a focal point of the St. John's program and one which the College liberal art to the curriculum. The study of music at St. John's is not directed takes special care to emphasize. There is scarcely an item in the curriculum towards technical skill but towards an understanding of the phenomena of that does not bear upon it The last two years of the program exhibit the far­ music. The ancients accorded music a place among the liberal arts because reaching changes that flow from it, and these could not be appreciated with­ they understood it as one of the essential functions of the mind, associated out the first two years, which cover the period from Homer to Descartes. with the mind's power to grasp number and measure. The liberal art of music was based for them on the existence of ratios among numbers. The study Modern mathematics has made possible the exploration of natural of music is valuable in training the mind to a sense of ratio and proportion. phenomena on an immense scale .. and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are In particular, the music program at St. John's aims at the understanding the consequence of the vast project of study conceived by the great thinkers of music through close study of musical theory and analysis of works of of the seventeenth century. They are based on a mathematical interpretation musical literature. In the freshman year, by way of introduction, all students of the universe, which transforms the universe into a great book written in sing in a chorus. In the sophomore year a tutorial meets three times a mathematical characters. week. The music tutorial reflects two different but complementary aspects Liberal learning is concerned with the artifices of the human mind and of music. On the one hand music is intimately related to language, rhetoric, the human hand that help us to transcend the factual by confronting it with and poetry. On the other it is a unique and self-sufficient art, which has its universal principles. For this purpose St John's has set up a four-year labora­ roots deep in nature. tory in the natural sciences, wherein characteristic and related topics of The work of the tutorial includes an investigation of rhythm in words as physics, biology, and chemistry are pursued. There is the art of measurement, well as in notes, a thorough investigation of the diatonic system, a study of the which involves the analytical study of the instruments of observation and ratios of musical intervals, and a consideration of melody, counterpoint, and measurement; crucial experiments that mark the history of science have to harmony. None of these 1s done apart from the sounding reality of good be reproduced; the interplay of hypothesis, theory, and fact has to be care­ music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, fully scrutinized. All of this is supported by the mathematics tutorials, which the operas of Mozart, the instrumental works of Beethoven, and, from this provide a clear understanding of mathematical techniques. century, a major work of Stravinsky and one of Schoenberg, are the real text­ The task, however, is not to cover exhaustively the various scientific books. In the second semester at least one major work is analyzed closely. disciplines, to bring the student up to date in them, or to engage in specialized Seminars on great works of music are included as part of the regular research. It is rather to make the student experience and understand the seminar schedule. Instead of reading a text, students listen to recordings of a significance of science as a human enterprise involving fundamental assump­ composition and familiarize themselves with its score before the seminar tions and a variety of skills derived from the practice of the liberal arts. The meets. Group discussion of a work of music, as of a book, facilitates and College does not subscribe to the sharp separation of scientific studies from enriches the understanding of it the humanities, as if they were distinct and autonomous domains of learning. 18 I CATALOGUE OF ST, JOHN'S COLLEGE THE CURRICULUM I 19

There need not be "two cultures," Different fields of exploration require A laboratory section consists of fifteen to twenty students working under different methods and techniques, but the integrity of scientific pursuits stems the guidance of a Tutor, with the help of more advanced students serving as from sources common to all intellectual life, assistants, Sections meet twice a week, A laboratory session may be used for exposition and discussion of theory, for experimentation, or for both, as THE ORGANIZATION OF THE LABORATORY WORK the progress of the work requires, Occasionally a laboratory meeting is re­ The laboratory program is largely determined by three considerations served for the discussion of a classic paper or other text directly related to relevant to the liberalization of the study of science: (1) The formally sched­ the topic at hand; writings of Aristotle, Galen, Harvey, Lavoisier, Huygens, uled experimental work must be combined with a tull and free discussion of Newton, Fresnel, Darwin, Faraday, Maxwell, Thomson, Rutherford, and Bohr the instruments and principles involved in it (2) The content of the work are among those regularly used in this way. In all the work of the laboratory, should be so chosen as to enable the student to trace a scientific discipline to and in the laboratory manuals written at the College, the purpose is to achieve its roots in principle, assumption, and observation, Thus certain integrated an intimate mixture of critical discussion and empirical inquiry, wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study, ITS CONTENT (3) The schedule of laboratory work should give opportunity for leisurely but The general topics of study have been chosen from elementary physkai intensive experimentation, The student must have time to satisfy himself as to and biological science, In terms of traditional names for various branches of the degree of accuracy his instruments permit, to analyze procedures for scientific endeavor, the work schedule may be outlined as follows: sources of error, to consider alternative methods, and on occasion to repeat an entire experiment Only thus can he come to a mature understanding of First Semester Second Semester the sciences called "exact." 1st Year Theory of measurement Chemical atomism 2nd Year Biology 3rd Year Mechanics, optics, and force-fields 4th Year Electromagnetism Atomic structure

PHYSICAL SCIENCE In the first semester freshmen study the problem of measurement. The student learns the elementary processes of measuring length, area, volume, density, musical pitch, pressure, temperature, and heat, and becomes aware of the theoretical assumptions underlying these measurements. He also considers the problems of summarizing the data of measurement and of estimating the accuracy of the results. In the second semester the student confronts the phenomena and argu­ ments, largely chemical, which lead to the development of a theory of matter in terms of discrete particles, The emphasis thus shifts from individual meas­ urements of continuous magnitudes to the construction of a coherent physical theory that will embrace diverse phenomena, The exercises follow an order which is both historical and logical, beginning with the distinction between pure substance and mixture, element and compound, and continuing with the laws of weight-combining proportions of gases. The principle of Avogadro is then introduced as the key to the problem of determining a consistent set of atomic weights. Finally, the periodic chart of the elements is presented as the culmination of this process. 20 / CATALOGUE OF ST. JOHN'S COLLEGE THE CURRICULUM I 21

In the third year the laboratory deals with topics common to a number ation. Theories of growth and formal differentiation are elicited from the of the traditional divisions of physics, such as mechanics, optics, and electro­ observations. magnetism. The mathematical tools of physics are put to work in the lab­ The fourth unit 1s concerned with genetics and the genetic study of oratory at the same time that their rigorous development is pursued in the populations. Mendel's theory of heredity, the molecular theory of the gene, mathematics tutorial. As the tools of the calculus become available, the and the results of laboratory studies of small fruit-fly populations are con­ emphasis shifts from a direct, qualitative description of force, acceleration, sidered from the viewpoint of their evolutionary significance. work, energy, and potential fields, to their reformulation in more appropriate In general, the laboratory consists of close observation, through micro­ terms; at the same time the physical concepts serve to illustrate the mathe­ scopes or with the naked eye, together with constant theoretical interpretation matical ideas. The concepts of mechanics are then used to formulate alterna­ of the observations, in class discussion and through reports and papers. tive theories of light- corpuscular and wave - and the appropriateness of Important works by biological scientists are read in conjunction with the either is considered. experiments and discussions. They include the seminal work of Harvey, In the senior year electromagnetic theory is approached initially in Darwin, and Mendel and the modern extensions and criticisms of the work terms of classical physics, and then developed beyond those terms to the of the early masters. The purpose of the biology laboratory is thus to acquire general characterization of the electromagnetic field by Maxwell's equa­ an understanding of self-moving matter. tions. Finally, the principles of optics are reviewed as possible consequences of Maxwell's equations, and the appropriateness of a mechanical model for THE FORMAL LECTURE light is examined. In many ways the work of the senior year is a return to questions which The curriculum as described so far has been shown to use the medium of the student first raised as a freshman. The senior laboratory takes up anew discussion, of recitation, of student participation at every stage of the work. the theory of atomism - but now the atom itself has become the object of On Friday evenings, however, a different pattern of instruction prevails. The study. Prepared by his work with electrical phenomena, the student can formal lecture is the occasion when the student has an opportunity to listen focus on the questions of atomic stability that lead to the revolutionary steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the student's quantum hypothesis of Bohr and the wave mechanics of de Broglie and readiness to absorb new information and to follow arguments in unfamiliar Schrodinger. Through a sequence of historic scientific papers and related fields: in anthropology or space science, painting or architecture. The lecturers experiments, the concepts of particle and wave, of discreteness and con­ are often visiting scholars, but not infrequently members of the St. tinuity, gain new meaning. Ultimately the student must reconsider another faculty. The visitor may be from the academic world or from the arena of "freshman" problem-that of measurement-in the light of the "new physics." public affairs; he may be a poet or an artist Sometimes a concert replaces BIOLOGICAL SCIENCE a lecture. In the second year the laboratory takes up the study of living matter. The lecture is followed by a discussion. Here the lecturer submits himself Using the theory of evolution as a unifying idea, the laboratory studies animal to prolonged questioning by the students, with the faculty participating. Often life in four aspects or units of work. First the lower animals or invertebrates the discussion turns into a seminar. Thus the formal lecture serves two are considered. The student observes and dissects representatives of the major purposes: it inculcates in the student the habit of listening and following the groupings of invertebrates. General topics such as the origin of life, the rela­ exposition of a subject he may not be familiar with, and it also provides him tion of part to whole and of form to function are discussed as the observations an opportunity, in the discussion period, to exercise his dialectical skill in a and dissections bring them to the fore. setting very different from the classroom. It 1s here that he can himself test From invertebrates the student moves to gross anatomy, with special the degree of his understanding and the applicability of what he has learned. emphasis on the circulatory system and the structure of a complex organ like The lectures range through a variety of subjects. Sometimes the student is the eye. Further light is thrown on the questions first raised by the study of confronted with opposing views on a given subject. Some of the lectures invertebrates. The interaction of organ systems is explored. have immediate repercussion in the seminars and tutorials. Others may have After the study of animal forms the laboratory proceeds to the topics of a lasting effect on the direction that a student's work takes within the embryology, development, regeneration, cell migration, and cell differenti- framework of the program. The Liberal Arts The Academic Order

That young men and women are in need of education is a generally accepted proposition. But people do not always agree about what education means, THE TUTORS what its goals are, and what its methods should be. It can be said, however, that two ideas of education prevail universally. Children and adolescents have learning is a cooperative enterprise, and it is best carried out when per­ to learn, and do learn, the habits and customs of the society to which they sons at different stages of comprehension work together. The typical learning belong and into which they grow; they have to assimilate, and do assimilate, situation at St. John's involves a small group of learners. First in line come the the religious, moral, and political traditions of their elders. On the other hand, great teachers, the writers of the great books, who are talking in most cases at young men and women have to prepare themselves for their later lives and the high point of their learning. Next come the reading and talking teachers, the specific tasks they will shoulder by choice or necessity; they. have W the Tutors, who are members of the faculty; in their stage of learning they are acquire, in addition to literacy, expertness in certain fields - mechanical skill, somewhere between the authors and the best students. There then follow for example, or trade experience, or some specialized knowledge. the other students at distances proportional to the degree of their understand­ ing. The old-fashioned ranking of classes in the little red schoolhouse is the Yet these two ideas of education do not define the goal sufficiently well. relevant image here. At the head of the class is the author-teacher, at the For all depends on the spirit in which those traditions are kept and on the understanding that underlies those various skills, experiences, and kno"."1- foot of the class the poorest student in relation to the subject matter. All the edges. All customs, all arts and sciences, however particular, embody prin­ others are both teachers and pupils, each learning from those above and teaching those below. The aim in all the classes is to exploit the differences ciples of a general nature. To be aware of these principles means to be a?l_e to look beyond the immediate, the accepted, and the necessary. The acqu1s1- in knowledge, character, and skill as they are distributed among students and Tutors. tion of such ability is the goal of a liberal education. In a free society that goal can never be dispensed with. For in deliberating The kind of teaching and learning that goes on at St John's presupposes, about a course of action, in deciding what the welfare of the individual and then, a faculty differing in many ways from the faculties of more conventional the common good require, one has to distinguish between the expedient and colleges" Each Tutor normally has a specialized competence in at least one the just, the apparent and the true, the contingent and the essential; one has field of knowledge. Beyond that he must be willing to acquire a certain to have acquired, in other words, the rudiments of a critical intell1gen_ce and expertness in other fields of knowledge and a competence in the liberal arts. an awareness of principles that govern our behavior and our understanding. This may mean that he has to re-educate himselt He is expected to teach some classes in subjects other than his own. Ideally, the Tutor will eventually The St John's attempt, begun in 19371 to recover the true meaning of the have taught classes in every part of the program. He thus will, for the first liberal arts involved a return to the long tradition of Western thought. But at years of his teaching at least, attend classes in the same way as a student: his the same time it amounted to a new approach to this tradition, for. the many own learning goes along with his teaching; just as the student does, he pro­ and varied additions to the fund of knowledge that overwhelmed the aca­ gresses from year to year in the curriculum; and that continuous learning and demic world in the nineteenth century had brought the danger that the tradi­ teaching bring him, in ever-increasing measure, into close familiarity with tion would be broken. St. John's realized that the revived tradition would the entire program. have to assimilate the new knowledge, not reject it. It was a test of the liberal arts that they should be expected to accomplish this assimilation. Thus a member of the St. John's faculty is never confined in his scholastic activities to a single division of the program. He is, and has to be, a teaching In a way this tradition is not in the books of the Western world; it is member of a seminar and of either two tutorials or of one tutorial and a lab­ rather the heritage by which we live, the spirit which permeates our thinking oratory section. Each Tutor is constantly passing on the special skills he and speaking, our attitude and concerns. The heritage, however, can wither possesses to his colleagues who might require them in their classes. away. To prevent that, we must be ready to go back to the sources_ and to reflect on what they have to say. That is the way in which education can Since it is necessary, on the other hand, that Tutors probe more deeply become a deliberate and planned undertaking. into the foundations and wider contexts of the subject matters that are the teaching materials at St. John's, to avoid staleness and the ever-present 24 / CATALOGUE OF ST. JOHN'S COLLEGE THE ACADEMIC ORDER I 25

THE INSTRUCTION COMMITTEE

The Instruction Committee is a committee of Tutors responsible for advising the Deans on all matters of instruction -whether concerning curricular plan­ ning or the academic standing of students. It also advises the President on appointments to the faculty. The Committee consists of the Deans and twelve Tutors, six elected by the Tutors on each campus of the College; the President and the Provost sit with the Instruction Committee ex officio. Each Dean is the Chairman of the Instruction Committee on the campus where he serves; the members of the Committee on each campus constitute the Instruction Committee for that campus and meet at frequent intervals throughout the year. The full Committee meets annually, alternating between the two campuses, and the Deans alternate as Chairman of the Instruction Committee.

THE LIBRARY

The books chosen for study at St. John's are collected in the library in the best editions and translations that can be obtained. These books and carefully selected modern texts for the laboratory are the core of the library, essential danger of succumbing to routine performance, faculty study groups are set to the teaching of the program. A good general collection is a necessary up whenever possible. Members of such a group are relieved partially of supplement; a specialized, highly technical one would have little use. Each their ordinary teaching duties. They engage in a thorough study and ex­ year books in mathematics, science, philosophy, religion, fine arts, music, ploration of a subject chosen by the Instruction Committee of the faculty. poetry, literature, and history are purchased. Representative periodicals and Scholars from other institutions may join the group for certain periods. newspapers are subscribed to. A committee of the faculty assists the Librarian Although the subject under study may not be directly related to the St. in selecting books and periodicals. The library in Annapolis maintains a col­ John's curriculum, the work of the study group opens new perspectives for lection of about 60,000 volumes, supplemented by microfilmed books and teaching and learning at St. John's. periodicals. In Santa Fe the collection has been growing at the rate of 3,000 volumes each year and now numbers over 20,000 volumes. Another endeavor, fulfilling a special need of the program, has been the translation into English of books useful to the College either as texts for seminar or tutorial or as important background material. Among the books SCHEDULES AND EXAMINATIONS translated for the first time into English by members of the faculty are these: Perhaps the most distinctive mark of St John's College is the fact that all the Apollonius, Conics, Books 1-111; Ptolemy, /VJathematical Comrosition !Alma­ students of the same year are reading the same books at the same time with gest), Galen, Introduction to Logic; Copernicus, On the Revolution of the the same immediate preparation. This may be the week when all freshmen Spheres; Kepler, Epitome of Copernican Astronomy, Books IV, V; Franr;ois are learning the Greek alphabet; or the weeks when they are meeting the Viete, Introduction to the Analytical Art. highest type of Greek mathematics in the fifth book of Euclid's Elements; Books that have been retranslated by members of the faculty are these: or the time of the first assignment in Thucydides, when the seminar leaders Plato, Meno; Plotinus, Fifth Ennead; Aristotle, Physics, Books I-IV; Aristotle, are wondering if the students will see the implications for liberty in Pericles's Politics, Books 1-11; Bonaventura, On the Reduction of the Arts to Theology; funeral oration. These are the educational realities that a common schedule Cantor, Transfinite Numbers; Einstein, Geometry and Experience. marks and emphasizes. 26 f CATALOGUE OF ST. JOHN'S COLLEGE THE ACADEMIC ORDER I 27

A SAMPLE CLASS SCHEDULE FOR ONE WEEK freshmen the first oral examination of the year is given ~efore t~e Winter Vacation; and for juniors and seniors, just before preceptonals begin. Hour Monday Tuesday Wednesday Thursday Friday 8:30 Mathematics Mathematics Mathematics Mathematics THE DON RAG Tutorial Tutorial Tutorial Tutorial At the end of each semester the student meets all his Tutors in the "don 9:30 Music Music Music rag." The don rag is a consultation of student and Tutors for the purpose of Tutorial* Tutorial* Tutorial* diagnosis and prescription rather than for reporting of marks. The Tutors report 10:30 Language Language Language Language to one of the seminar leaders on the student's work during the semester; ~he Tutorial Tutorial Tutorial Tutorial student is then invited to report on himself and to judge his own work; advice 11 :30 Chorus may be requested and given; difficulties may be aired; but no grades. are 1:00 reported. The first freshman don rags are held the week before the Winter to Laboratory Laboratory Vacation rather than at the end of the semester. 4:00 8:00 ANNUAL ESSAYS to Seminar Seminar Formal Lecture Before the end of the second semester, every freshman, sopho.more, ~nd 10:00 junior submits an annual essay on some theme suggested by h~s s~mmar • In the second year only. reading. The essay becomes the center of his final oral examination m the spring. Except for the preceptorials in the junior and senior years and certain periods of laboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students. Each morning for either three or four days a week they spend one hour in a language tutorial and one hour in a mathematics tutorial; sophomores also spend three hours a week in a music tutorial. Twice a week they spend up to three hours in the lab­ oratory. Two evenings from eight to ten they attend a seminar. A formal lec­ ture or concert is given once a week. Nineteen to twenty-one hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each, separated by a week during which the seminars meet as usual but tutorial and labora­ tory meetings are suspended. Special events are scheduled in this period, and don rags for upperclassmen are held. Since this week is not considered a holiday, but a welcome change in the instructional routine, students are required to remain in residence.

ORAL EXAMINATIONS At the end of each semester, oral rather than written examinations are held. These are conducted by the seminar leaders, with the voluntary partici­ pation of other Tutors. The student is questioned freely and informally on the texts he has read and on his critical and interpretative opinions. It is not the aim of the examiners to find out how much the student remembers. He is encouraged to consider different parts of his study in relation to each other and to problems that may not have been treated in any of his classes. For THE ACADEMIC ORDER I 29 28 / CATALOGUE OF ST, JOHN'S COLLEGE

at the end of the semester in the don rag, are based therefore not alone on SOPHOMORE ENABLll'IG quizzes and tests, which are rare, but on the student's total performance as The annual essay of sophomores holds a position of special importance, a member of the learning community. It becomes a major part of the process called "enabling," This is a review The Tutor's comprehensive judgment of a student is reported to the Dean by the Instruction Committee, with the advice of all the sophomore Tutors, of the student's learning during the two years he has spent in the College, periodically as a conventional letter grade, but not to the student. The d.on rag takes the place of a report card. Students will be told their grades 1f they As an indication of his proficiency in the liberal arts, the annual essay carries insist. They are encouraged, however, not to work for grades, b.ut rather to great weight A student is enabled, or allowed to enter the junior class, only try to develop their powers of understanding. If it becomes evident that a if he has submitted a satisfactory essay and only if, in the judgment of the student is not progressing at all, or that the learning process has stopped and Instruction Committee, he is sufficiently prepared for the work of the last two years, In particular, the enabling judgment looks to the possibility of cannot be revived, the student is asked to leave the College. the student's writing an acceptable senior essay, Ideally there is no reason for dropping any normal student from .t~is course of study. It is assumed that each student has the required capac1~1es THE ENABLING ORAL EXAMINATION until there is clear evidence to the contrary. The curriculum is vaned and nch The enabling oral examination is given to the student in the fall at the enough for great diversity of interest, performance, and achiever:ien.t,. and beginning of his fourth year, It is focused on a number of books restudied there is ample room within it for a wide range of ability and for 111d1v1dual during the preceding summer, They correspond in quantity to about twelve choice and guidance. Moreover, St John's is free from the pressures of con­ seminar readings and are chosen by the Instruction Committee from the ventional examinations and competition for grades. seminar lists, with a view to covering key themes of the four years, The passing Attendance at all regularly scheduled College exercises is required. A of this examination confirms a student's status as a candidate for the degree record of absences is kept This record is taken into consideration whenever of Bachelor of Arts. there is occasion to determine academic standing.

THE FINAL ESSAY AND ORAL EXAMINATION In his senior year the student is required to present to the faculty a final essay related to some aspect of his four years' work. It 1s not a piece of THE ST. JOHN'S DEGREE OF BACHELOR OF ARTS specialized research, but a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; du r­ The student who completes the four-year curriculum satisfactorily is awarded ing this period the seniors attend no classes. If the final essay is approved by the degree of Bachelor of Arts. For transcript purposes, St John's, seminars, the faculty committee to which it has been assigned for reading, the student tutorials and laboratories can be translated into terms of conventional sub­ is permitted to defend it before the committee in an hour-long public oral jects. The curriculum is the equivalent of approximately one hundred twenty- examination. t'1o degree is awarded until a satisfactory final essay has been eight semester hours. submitted and successfully defended, The senior essay is regarded as the GRADUATE STUDIES AFTER ST. JOHN'S fruition of the student's learning, Each year many St. John's seniors elect to do advanced work in a wide

THE READING KNOWLEDGE EXAMINATION range of graduate and professional schools. Experience shows that leadin1g Before being granted the degree each student must pass an examination universities admit St John's graduates with creditable records. Since St Johns to show a reading knowledge of French. offers no majors in specific subjects, however, they may find it necessary to take some undergraduate courses during their first year of graduate study. Certain of the best medical schools admit St. John's graduates without ACADEMIC STANDING further pre-medical study. Most, however, insist upon definite prerequisites, one to three additional undergraduate science courses. They may be taken Because St John's classes are small and intimate and consist largely of the elsewhere in summer school. Increasingly, medical schools, like the larger active participation of the students, every Tutor is aware of his students' technological institutes, expect their students to be able to build on a broad progress from day to day. The Tutors' appraisals of a student, which are pooled THE ACADEMIC ORDER I 31 30 I CATALOGUE OF ST. JOHN'S COLLEGE

Theology, and Mathematics and Natural Science. Each summer session foundation of humane knowledge, Schools of law and theology require no lasts eight weeks and consists of seminars, tutorials, and preceptorials. The additional work of St John's graduates. seminars are modeled on those of the undergraduate college; they are limited The following table shows the professions or fields of advanced study to about twenty students, The tutorials are smaller classes devoted to the close entered by one or more St John's graduates; education, mathematics, law, reading of texts. In the preceptorial the student chooses a topic pertaining to medicine, philosophy, and theology have attracted the greatest numbers. one of the books studied and, under faculty guidance, writes a long essay. For Archeology History Meteorology each section of the program nine credits are granted. All four sections 2re Architecture History of art Music required for the degree, though students who have previous graduate credit Art History of science Nursing Biology International relations Oceanography may be eligible for the degree after three summers. The sections may be taken Bio-physics Journalism Philosophy in any order. For more detailed information and a separate catalogue, write Business administration Languages Physics City planning Law Political science to the Grad1:1ate Institute in liberal Education, St. John's College, Santa FF', Dentistry Library science Psychology New Mexico 87501, Drama & playwriting Literature [,writing Public administration Economics Logistics management Social anthropology Education Mathematics Social work Engineering Medicine Sociology Geology Theology Whatever the attitude of the graduate schools, St John's refuses to accept the imposition of preprofessional specialized requirements on its liberal curriculum, The College knows well enough that to educate a man requires less, and yet far more, than is required to satisfy the shifting standards of specialized ski Ils.

THE ST. DEGREE OF MASTER OF ARTS

St John's College awards the degree of Master of Arts. The requirements for this degree are determined the general task the College has set for itselL A Master's degree may be awarded to a Tutor who has completed two years of teaching at St He must petition the Instruction Committee for permission to present himself as a candidate for the degree, He must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon it The topic must have some bearing on the under­ standing and practice of the liberal arts.

THE GRADUATE INSTITUTE IN LIBERAL EDUCATION

A new graduate program, leading to the MA degree in the liberal arts, is conducted during the summer on the Santa Fe campus, It is designed for graduates of other colleges and is we:I suited to the needs of high-school teachers, The program, which is based on the St list of readings, is divided into four subject areas: Politics and Society, literature, Philosophy and INSTRUCTION CHARTS f 33

THE ST. JOHN'S COLLEGE LIST OF GREAT BOOKS

This list is subject to constant revision. Books read only in part are indicated by an asterisk. Homer: l/iad, Odyssey Herodotus: History* Aeschylus: Agamemnon, Choephoroe, Eumenides, Prometheus Bound Sophocles: Oedipus Rex, Oedipus at Co/onus, Antigone Euripides: Hippolytus, Medea Aristophanes: Clouds, Birds Plato: Ion, Gorgias, Meno, Republic, Apology, Crito, Phaedo, Symposium, Parmenides,* Theaetetus, Sophist, Timaeus, Phaedrus Thucydides: The Peloponnesian War Aristotle: On the Soul,* Physics,* Metaphysics,* Nicomachean Ethics! Politics,* Organon,* Poetics Instruction Charts Euclid: Elements* Epictetus: Discourses/ Manual Apollonius: Conics, I-Ill The books that serve as the core of the curriculum were chosen over a period Lucretius: On the Nature of Things of nearly forty years, first at Columbia College, at The University of Chicago, '/irgil: Aeneid The Bible at The University of Virginia, and, since 1937, at St John's College. The distri­ Tacitus: Annals'' bution of the books over the four years is significant Something over two Plutarch: Lives* thousand years of intellectual history forms the background of the first two i'licomachus: Arithmetic* years; about three hundred years of history forms the background for almost Ptolemy: Almagesr' twice as many authors in the last two years. Galen: On the Natural Faculties Plotinus: Fifth Ennead The first year is devoted to Greek authors and their pioneering under­ Augustine: Confessions standing of the liberal arts; the second year contains books from the Roman Song of Roland and medieval periods; the third year has books of the seventeenth and eight­ Anselm: Proslogium Thomas Aquinas: Summa Theologica,* Summa Contra Gentiles* eenth centuries, most of which were written originally in modern languages; Dante: The Divine Comedy the fourth year brings the reading into the nineteenth and twentieth centuries. Chaucer: The Canterbury Tales• The chronological order in which the books are read is primarily a matter Rabelais: Gargantua and Pantagruel'' Machiavelli: The Prince, Discourses'' of convenience and intelligibility; it does not imply an historical approach to Luther: A Treatise on Christian Liberty, Secular Authority the subject matter. The St. John's curriculum seeks to convey to the student an Calvin: Institutes* understanding of fundamental problems that man has to face today and at Copernicus: On the Revolution of the Spheres* all times. In doing that it may help the student to discover a new kind of Montaigne: Essays* Bacon: Novum Organum historical perspective and perceive through all the historical shifts and Kepler: Epitome of Copernican Astronomy, IV, V changes the permanence and ever-present gravity of human issues. Donne: Poems* St. John's builds its curriculum on the expressions of the great minds of Shakespeare: Richard II, Henry IV- Part 1 and Part 2, As You Like It, Twelfth Night, Othello, Hamlet, Macbeth, King Lear, The Tempest, Coriolanus Western civilization because liberal education at the college level is an assimi­ Cervantes: Don Quixote lation of the student to his native culture, and of the culture to the student. Harvey: On the Motion of the Heart and Blood The College believes that Eastern books can best be encountered when one Galileo: Two New Sciences* has acquired the iiberal arts in their familiar Western form, and can read with· Descartes: Rules for the Direction of the Mind,* Discourse on Method, some critical acumen and sophisticated sympathy the works of other cultures. Geometry,* Meditations Hobbes: Leviathan• Otherwise, there is the danger that they might become disrupting elements Spinoza: Theologico-Political Treatise in the student's intellectual journey. Milton: Paradise Lost,* Samson Agonistes 34 I CATALOGUE OF ST. JOHN'S COLLEGE INSTRUCTION CHARTS I 35

THE ST. JOHN'S COLLEGE LIST OF GREAT BOOKS - Continued

Pascal: Pensees* Racine: Phedre La Fontaine: Fables* Newton: Principia,* Optics* Huygens: Treatise on Light* Locke: Essay Concerning Human Understanding," Second Treatise of Government Berkeley: Principles of Human Knowledge Leibniz: Discourse on Metaphysics, Monadology Swift: Gulliver's Travels Fielding: Tom Jones Hume: Enquiry Concerning Human Understanding, Dialogues Concerning Natural Religion Gibbon: The Decline and Fall of the Roman Empire Rousseau: The Social Contract Adam Smith: The Wealth of Nations* Kant: Critique of Pure Reason,* Critique of Practical Reason,* Fundamental Principle of the Metaphysics of Morals Lavoisier: Elements of Chemistry* Declaration of Independence, Articles of Confederation, United States Constitution Hamilton, Madison, Jay: The Federalist" Goethe: Faust* Hegel: Philosophy of History,* Preface to the Phenomenology of Spirit, Logic,* Philosophy of Right* Tocqueville: Democracy in America* Kierkegaard: Fear and Trembling Lobachevski: Theory of Parallels* Darwin: Origin of Species* Melville: Billy Budd, Benito Cereno Marx: Capital,* Communist Manifesto, Preface to Critique of Political Economy," Economic and Philosophic Manuscripts*

Tolstoi: War and Peace w.. Nietzsche: Birth of Tragedy, Beyond Good and Evil 0 Austen: Emma z Thoreau 0 Walden i= Dostoevski: The Possessed, Crime and Punishment, The Brothers Karamazov, <( u ~ The Idiot u:: 0 Baudelaire: Poems* VJ Vl William James: Psychology, Briefer Course* <(_, Twain: Huckleberry Finn u Freud: A General Introduction to Psychoanalysis <:J ~ c ~ ~ ..c ::;; Peirce: Philosophical Papers* <:J '"()) 0 - '" Thomas Mann: Death in Venice >- - g >- w: Vl r- w.. Valery: Poems* Einstein: On the Electrodynamics of Moving Bodies Documents from American Political History 36 / CATALOGUE OF ST. JOHN'S COLLEGE INSTRUCTION CHARTS I 37

PRECEPTORIAlS 1969-1970 SANTA FE "Telling It like It's Really Like" "On Probability and Statistics" ANNAPOLIS Freud on "Mental Structure" R. Thomas Harris William A. Darkey Plato: The Statesman and The Sophist Wittgenstein: Tractatus Plato: Symposium Confucius: Analects Concert "Love and Number" The Bartok Quartet Thucydides: The Peloponnesian War Lady Murasaki: The Tale of Genji Charles G. Bell Aristotle: Nicomachean Ethics "The Wife of Bath and the White Goddess" Shakespeare: Measure for Measure and SANTA FE "What Is It To Ask What Is It?" Rafael Alan Pollock Othello On the Matter of Mind Samuel S. Kutler Concert Galileo's Two Great Systems of the World Perpetual Peace "The Humanity of History" The Prokofiev Quartet Descartes: Discourse on Method Chaucer: Canterbury Tales W. Warren Wagar Moliere The Poetry oi Catullus "Two Notions of Comedy" Kant: Critique of Pure Reason Number and Arithmetic "The New left in Europe and in the United Brother S. Robert, F.S.C Kant: Metaphysics of Morals The Classic French Theatre: Corneille, States" Seraphin Trio of the University of New Beethoven's Symphonies Moliere, Racine Lucian C Marquis Mexico Tocqueville: The Old Regime and the Technics and Civilization French Revolution The Psychology of C G. Jung Concert "Love of Form" Marx's Political and Philosophical The Deller Consort Robert Neidorf Writings Western Mysticism "Christianity, Catholic and Protestant: A Douglas A. Fox Part of a Dialogue" J. Winfree Smith FORMAL LECTURES 1969-1970 "The Man Made of Words" N, Scott Momaday "Control" ANNAPOLIS Concert Stuart Boyd Concert The Beaux Arts String Quartet "St John's College Asks John Locke Natasha Gutman "How Aristotle Taught Alexander To Cut Some Questions" "Two Conceptions of Comedy" the Gordian Knot" Robert A. Goldwin Brother S, Robert, F.S.C "Popularization in American Art Forms: Robert Sacks 1950-1970" "The Program of the Parthenon" "The Natural History of the Experiment" The Art of the Mime Harold Haydon Peter H. von Blanckenhagen Thomas Settle Jan Kessler "What Is Obscenity and What's Wrong "Selfhood and Reason" "Rhetoric" The Fantasticks with It?" David Lachterman Charles Van Doren Student Production Harry M. Clor "The Basic Structure of Modern Philoso- Concert phy" Jacob Lateiner Dieter Henrich "Rhetoric and Dialectic in the Phaedrus" "The Marathon Painting" Malcolm Brown Evelyn Harrison "Groups - Galois' Great Gift" "On Descartes' Discourse on Method" VV. T. Fishback Joseph Cropsey "The Unheavenly City" "The Problem of Socrates" Edward Banfield Leo Strauss "The Relationship Between Ethics and Poli- Concert tics in the Philosophy of Hegel" Bernard Kruysen Victor Gourevitch "Aristotle in Hawaii" "The Common-Sense of Politics" Robert Horwitz Mortimer Adler "New Testament Paradigms of a Politics of 1 8. Confrontation" The Modern Theatre Group Paul Lehman "Kandinsky and the Concept of Abstract "Rational Animal - Political Animal" Art" Laurence Berns Jonathan Fineberg "The v;etnam and Cambodian Conflict" "Logics and Logos" Robert E. Osgood and Morton Halperin Deborah Traynor "On a Measure in Mozart" "The Play in the Chains: The Dramatic Elliott Zuckerman Structure of Prometheus Bound" Alfred R. Sugg, Jr. Extracurricular Activities

It is the policy of the College to encourage any spontaneous group activity that shows promise of becoming a constructive contribution to the life of the community. Generally, such activities in Annapolis are under the sponsorship of the Student Polity. In Santa Fe, for the most part, they are sponsored in­ formally by the students themselves. The College cooperates in the financing of those activities that require expenditures, and gives advice when it can be helpful. It is no paradox, in view of the above, to say that the main purpose of extracurricular activities is relaxation and recreation. Students can work in order to or they can regard play as a natural component of a graceful, reasonable, and well-rounded human life. Since the things a person enjoys are accurately correlated with that person's character and stage of development, the recreational activities that students enjoy are the spontaneous fruit oi their increasing knowledge and Work and are not set over against each other so that the work of the curriculum is looked upon as drudgery to be endured until it is possible to get away to the movies" If this should be the case, life would indeed become meaningless and dull, and the hard work of the curriculum would be wasted" Rather, the discovery and choice of cer­ tain activities as enjoyable, and the rejection of other forms of recreation as silly or dull, follow as free and natural consequences of the student's expand­ ing abilities, and must be proportionate to them. Recreational activities have to derive their vitality from these newly developed powers which support them, or else they cease to be enjoyable. Thus recreation and play become an integral part of the student's life.

STUDENT ORGANIZATIONS

ANl'IAPOLIS Some student activities are really an extension of the curriculum, for example, the Bible classes, the Astronomy Club, and classes in European and Asiatic languages. Others are carried on organizations chartered by the Student Polity. Among these are the following: The King William Players serve as a center for a variety of dramatic activi­ ties such as play readings, classical drama, and original works. The Modem EXTRACURRICULAR ACTIVITIES f 41

Theatre Group concentrates on full-length plays of the twentieth century. The Playwright-Producer in Residence assists and provides guidance in the pres­ entation of dramatic performances. The Film Club presents a weekly series of foreign and domestic films - the "classics" of cinematic art. The Artist in Residence conducts classes in the art studio in drawing, painting, and modeling, and arranges art exhibits. The Cotillion Board arranges College dances. The Boat Club engages principally in Tempest class sailing. In addition to operating and maintaining its facilities, the Boat Club provides for regular periods of instruction in sailing. The Small Chorus, composed of faculty and students, meets weekly under the direction of a Tutor and gives public concerts. Other organizations include the Forum, which brings public figures from Washington and elsewhere for discussion of current events; the Photography Club, which uses a specially constructed darkroom; and The Collegian, a student newspaper.

SANTA FE When students want them, there are classes for the study of Russian, Spanish, German, conversational French, Italian, Hebrew, and Chinese. Informal seminars of students and faculty meet regularly to discuss contemporary literature and theology. 42 / CATALOGUE OF ST. JOHN'S COLLEGE EXTRACURRICULAR ACTIVITIES / 43

The Film Society presents films, foreign and domestic, for students and estant Episcopal Church. Except for the annual baccalaureate service, the townspeople. The film showing is occasionally followed by an informal dis­ College participates in no formal religious services. Instead, students are en­ cussion. Requests for films for the following year are taken from the College couraged to attend the churches of their choice in town. It is customary, community during the spring. · however, for extracurricular Bible classes to be conducted by Tutors of the The Fine Arts Group meets in the art studio under the direction of a College. Santa Fe artist. Besides instruction in drawing and painting, there are classes in pottery-making, and potter's wheels and a kiln are available. There are workshops for carpentry, electricity, and jewelry-making. ATHLETICS

The monthly Seven, with a student editorial staff, publishes original con­ ANNAPOLIS tributions relevant to the life of the community and the country. Since 1939 athletics at St. John's have been organized on an intramural basis, Madrigal singers, both students and faculty, meet under the direction with active participation by more than two-thirds of the student body. With of a Tutor. the aid of student athletic assistants, the Director of Athletics conducts a program of individual and team sports throughout the entire year. The athletic An orchestra formed of students and faculty plays .chamber music. Blue­ facilities, which are open equally to men and women, include a well-equipped grass and jug bands come and go. gymnasium, large playing fields, tennis courts, and a boathouse with a number A darkroom is open to student photographers and instruction is pro­ of sailboats. Excellence of performance in a wide variety of sports, including vided for all beginners. sailing, tennis, handball, squash, badminton, touch football, soccer, volleyball, The Student Activities Office has organized other activities such as softball, basketball, fencing, archery, field hockey, and track, is the instruc­ drama, poetry reading, theatrical and musical performances, modern dance tional ideal and is recognized through· a number of individual and team and folk dancing, waltz and social dance parties, and voluntary service work awards. with some of the social and educational institutions in the vicinity. The Col­ The College recognizes that there may be certain values to be gained lege arranges field trips to local archeological sites, Indian pueblos, museums, from intercollegiate contact, whether on the athletic field or in other activities. the Los Alamos Scientific Laboratory, and other places of interest. No participation in major sports is envisioned. Future intercollegiate activity in such fields as tennis, soccer, and lacrosse will depend upon the interest of the student body and the decision of the faculty as to the compatibility of FACILITIES FOR STUDENTS the proposed activity with the scholastic requirements of the College's The College Bookstore on each campus has all the books and supplies the student needs for his classes. It also maintains a stock of books related to all phases of the program, and books of more general interest. It is operated without profit. As supports for an active social life, the College provides on each campus a coffee shop and a junior common room for the use of all students. In addition, there are smaller social rooms, comfortably furnished. In the woodwork shop in Annapolis a student wishing to work on some project of his own, small or large, finds all necessary equipment.

RELIGIOUS ACTIVITIES

The Charter of 1784 established St. John's College as a nondenominational institution. In its early years, however, there were some ties with the Prot- 44 / CATALOGUE OF ST. JOHN'S COLLEGE

SANTA FE The Student Activities Program coordinates the athletics program and other extracurricular activities. Students participate voluntarily in many sports. Residence Until the College athletic center is built, rooms have been set aside for ANNAPOLIS fencing, judo, karate, yoga, weight-lifting, and gymnastics. Intramural pro­ Since its founding as King William's School in 1696, St. John's College has grams in tennis, soccer, volleyball, badminton, and softball are conducted on been situated in the colonial seaport town of Annapolis, capital of the State the College's tennis courts and playing fields, and track and field activities are of Maryland. Its population of 25,000 people are occupied principally with the available. Riding horses for the use of the College community are kept in a training of midshipmen at the United States Naval Academy, with the govern­ corral built by students. One evening a week Santa Fe's municipal swimming ment of the State and of Anne Arundel County, with the fishing industry and pool is reserved for St. John's students. Track and field activities are available recreational activities of Chesapeake Bay, and with the liberal education of on the lower playing fields where a 440-yard track has been built. Outdoor young men and women at St. John's College. courts for basketball and volley ball are available. The campus of thirty-six acres lies one block from the State House and The Santa Fe Ski Basin, a thirty-minute drive from the College, is in across the street from the Naval Academy yard. Seventeen buildings provide operation from November to April; students are transported to the Basin two the physical plant of the College, including four historic eighteenth-century afternoons a week and ski at special rates. structures and four completely modern buildings erected within the last In April and May there are organized excursions down the Rio Grande by decade. There are seven student dormitories, five for men and two for women. kayak, canoe, and raft. Throughout the year students hike and camp in the beautiful country surrounding Santa Fe. SANTA FE In the early 1960's the College decided to expand Without sacrificing the virtues of smallness. Since the fall of 1964, St. John's College has had a second campus in the seventeenth-century Spanish colonial city of Santa Fe, capital COMMUNITY GOVERNMENT of the State of New Mexico. Its population of 40,000 people is occupied

ANNAPOLIS - THE STUDENT POLITY principally with the government of the State and of Santa Fe County, with cultural pursuits in museums, the fine arts, and the opera, with catering to The Student Polity, originally formed in 1945, is the organ of student govern­ tourists, and with education of Indians and other young people. ment. Its purposes are as follows: (1) to promote a consciousness in the student body of political and The campus of 270 acres lies in the southeast corner of the city, two communal responsibilities to both the College and the civic communities; miles from the historic Plaza and Governor's Palace. At an elevation of 7,300 feet, it commands views of three mountain ranges. Twelve initial buildings (2) to discover and express student opinion on all problems common to have been constructed: a classroom building, a laboratory, the student center both the students and the faculty; and dining hall, an infirmary, and dormitories. Subsequent construction will (3) to review annually the activities of all student organizations and to include an administration building, an auditorium, a library, a gymnasium grant charters and allocate funds to those organizations whose activities are and swimming pool. judged to be consistent with the aims of the College community; (4) to determine further, jointly with the faculty, the proper delimita­ tion of jurisdiction in the community. DORMITORIES

The dormitories form small communities within the larger college communi­ ties, helping the incoming student to accept and enforce restraints upon him­ self and also to make proper use of the help and support that other students can give him in his college life. All unmarried students not living at home are required to live in the College dormitories and to take their meals in the College Dining Hall. 8 tr) ~ ,...... ,.-. l:"' ro ':.:! c "' )::,.. :::i~ :::i :::i 0 !lJ - -g tr) ,...... ,. -~-. ' '-- ~ o !lJ :::r- ~ :::i -!lJ Vi.... Qn:::i 0 :::::: ro OQ }{\H~~~G~~~~~~-" ro

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_Logond 1, ro ~=g RESIDENCE / 49

Room assignment is the responsibility of the Assistant Deans. Returning students have the privilege of drawing for rooms before they leave for the Summer Vacation. Students are not permitted to remain in residence during Winter Vaca­ tion on either campus. In Annapolis, students may be granted permission to reside on campus for academic or financial reasons during Spring Vacation.

RULES OF RESIDENCE

Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the Dean in consultation with students and the faculty and approved by the Board of Visitors and Governo1s. Every entering student is informed of them (in Annapolis by means of the Student Manual) the summer before he enters, and returning upperclassmen are reminded of them each fall. Com­ mon rooms are provided in which students of both sexes may gather. The rules differ in certain details on the two campuses, though in general follow­ ing the same pattern. The academic and intellectual life of the community is inseparable from the communal life. The building of a good community requires the faculty and College officers to show respect for the individuality of each student. There is a limit, however, to toleration. The education of students stands to benefit from the proper blending of tolerance for youthful experiment with a clear announcement and enforcement of rules that articulate social standards. St John's College assumes that the students will respect not only the enacted rules but the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the College may require the withdrawal of the offending student.

PROPERTY DAMAGE

The College provides a housekeeping staff to care for the dormitories. The College reserves the right to inspect the rooms periodically and to repair, at the expense of the occupant or occupants, any dormitory room and furniture which have been damaged beyond normal wear and tear. Any damage to

Men's Dormitories, Santa Fe, 1964 50 / CATALOGUE OF ST. JOHN'S COLLEGE

college property is charged to the caution fee of the student or students I responsible for the damage. The College is not responsible for the loss or t damage to any student property resulting from fire, theft, or any other cause. f 1

DINING HALL Admissions

The dining hall on each campus is operated by a catering service. Resident The College is co-educational. It does not discriminate on the basis of race, students are required to eat in the dining hall unless excused by one of the religion, or color. Assistant Deans. Exemptions for medical reasons are granted only upon exami­ The College admits freshmen in September and (in Annapolis only) in nation and recommendation by the College Physician. t February; those entering in February complete the second freshman semester the following summer. The College accepts new students only as freshmen, and every freshman class includes a large number of persons who have had INFIRMARY SERVICE one or more years of study at other colleges. The purpose of the admissions procedure is to determine whether an Well-equipped infirmaries are maintained at both campuses, each under the applicant has the necessary preparation and ability to do satisfactorily all supervision of a College Physician and a College Nurse. Medical reports are I parts of the College program. Academic achievement and promise are of made daily to the Assistant Deans. first importance, but the Admissions Committee also takes into account all available evidence of maturity, stability, self-discipline, the desire to do intellectual work, and the initiative and diligence to do it. Every applicant will be interviewed, if possible, by the Director of Admissions, or by another member of the Admissions Committee, or by an alumni representative (see page 99), or by a member of the Board of Visitors and Governors. Office hours of the Director of Admissions are 9 a.m. to 5 p.m. Monday through Friday. Interviews are by appointment.

REQUIREMENTS FOR ADMISSION

With the exception mentioned in the next paragraph, an applicant must be a graduate of an accredited secondary school to be eligible for admission. Specific academic requirements comprise two years of algebra, one year of geometry, and two years of a foreign language; additional work in mathe­ matics and language study is advised, as well as two or three years of natural sciences. An applicant must present SAT scores (optional in Santa Fe) and letters of reference, including at least one from a teacher at the school last attended. In exceptional cases certain of these requirements may be waived. Occasionally St. John's accepts an applicant who is not a secondary school graduate. He must be eminently well qualified to profit from the College program, and, in addition to meeting the above requirements, must be specifically recommended for early entrance by his school. The interview is especially important for such an applicant. 52 / CATALOGUE OF ST. JOHN'S COLLEGE ADMISSIONS / 53

one another but are considered on their own merits as students and as per­ sons. Applications may be submitted and acted on as early as the second semester of the eleventh grade. An accepted applicant is required to submit a nonrefundable deposit of $100, which is credited to his first year's fees. St. John's observes the Colle.ge Board Candidate's Reply Date - about May 1 - and thus does not require submission of the deposit before that date. An applicant unable to pay the full College fees should submit a Parents' Confidential Statement to the College Scholarship Service (though a Santa Fe applicant may send it directly to the College); this form may be obtained from guidance counselors or other authorities at secondary schools (see page 54). This statement constitutes an application for financial aid, no other form being required. It should reach the Director of Admissions at about the time of the application for admission. An application for aid can be acted on by the College as soon as admission has been approved. A physical examination is required of each student before re~istration; a form for reporting the examination is sent to the student on receipt of the The Admissions Committee is much interested in the student's written application, a lengthy piece of work. In his application the student answers $100 deposit questions about such things as his family situation, experience with books, reasons for choosing St John's, previous education, extracurricular activities CAMPUS VISITS special interests, summer experiences, jobs, religious experience, and post~ college plans. The application form is designed to enable a student to give a A student considering enrolling at St John's should make every effort to full account of himself. H can tell the Committee more about many appli­ visit the College for an extended period. He may have a room in a dormitory cants than the other documents tell. and take his meals in the College dining hall, without charge. He may attend St John's attaches less importance to objective test scores than many tutorials, a seminar, laboratories, and all other activities of the College, cur­ colleges seem to. No applicant is accepted or rejected exclusively or mainly ricular and extracurricular. During the visit he is interviewed by a member because of such scores. Far more important is the scholastic record, especi­ of the Admissions Committee. Since the seminar, the most important part of ally in conjunction with the written application and the school's report on the program, meets on Monday and Thursday evenings, student visitors are the applicant's personal qualities. Such evidence may make test scores irrele­ normally on campus from Sunday to Tuesday and from Thursday to Saturday, vant.

INQUIRIES PROCEDURE should be addressed to the Director of Admissions, St. John's Col­ lege, Annapolis, Maryland 21404 (Tel. 301-263-2371), ~r- Santa ~e; New On request a student receives a catalogue, an application form, and forms Mexico 87501 (Tel. 505-982-3691). Inquiries about the .:iA f should oe ad­ to be used by his school and his references. Application is made to one dressed to the College Entrance Examination Board, P.O. Box 592, Princeton, campus or the other, not to both. As soon as possible after the application New Jersey 08540, except that for persons in Montana, Utah, New Mexico, and the supporting documents are assembled, the application is reviewed by and areas to the west the address of the Board is P.O. Box 1025, Berkeley, the Admissions Committee, and the applicant is notified at once of the Califom ia 947010 lnq1ui ries about the American College Testing Program Committee's decision, There are no deadlines, but the freshman class is should be addressed to P.O. Box 168, Iowa City, Iowa 52240 (Tel. 319-351- usually expected to be filled in May. Candidates are not measured against 4470). FEES AND FINANCIAL AID / 55

account the financial support which may be expected from income, assets, and other resources of the parents and the student. The College reviews its aid awards annually and may adjust them in type Fees and Financial id and amount to reflect changes in need. A student receiving aid who with­ draws from the College is liable for that portion of his aid applied to the fees for the semester in which he withdraws, unless he is drafted for military Serious and qualified students should be able to attend St. John's even if service or is forced to withdraw for medical reasons. unable to pay the full fees. The College tries to meet the demonstrated finan­ Since determinations affecting students, faculty, and physical facilities cial need of such students, with a program of jobs, grants, and loans. must be made well in advance of the beginning of each academic year, the Actually no student pays the full cost of a St. John's education: the College must know in IY\ay which students will register in September, A College relies on endowment income and gifts from individuals and founda­ deposit of $100 on the fees for the following year is therefore due on or tions to close the gap between the income from fees and the full cost. The before the first Monday in IY\ay for prospective sophomores and seniors, and annual fees total $3,600: $2,450 for t~ition, $500 for room, and $650 for on or before the fourth Monday in May for prospective juniors. The deposit board. These fees are subject to change. The total may be paid at registra­ is refundable only in case of 'Nithd;awal due to ill health, military service, or tion in September, or in equal parts at registration in September and in academic dismissal. February, or in monthly installments that may be spread over as much as At registration in September each student is required to make a deposit seven years. Those who wish to use the monthly installment plan should of $50, called the caution fee, which is subject to charges for laboratory break­ inquire of the Treasurer about commercial tuition loan plans available. age, damage to or loss of College property, and other minor mishaps, This Students who need help from the College to pay these fees should ask fee must be at the full amount at registration each semester, If unused it is for it. St John's is a member of the College Scholarship Service, an organiza­ refunded on request at the end of the academic year or when a student tion with more than eight hundred member colleges and universities, which leaves the College. seeks to rationalize and standardize programs of financial aid. The Service Current installments of fees for tuition, room, and board are not refund­ issues a form called the Parents' Confidential Statement, with which parents able unless a student is drafted for military service or must withdraw for can present a detailed account of the family's financial position" The filing of medical reasons. If a student marries during a semester, room and board this form constitutes the student's application for aid from the College. The fees for the remainder of that semester will not be refunded. If a student form may be obtained from secondary schools or The College Scholarship has paid his fees in advance for either semester and withdraws from the Service, P.O. Box 176, Princeton, New Jersey 08540; or P.O. Box 1025, College before the semester begins, the advance payment is refunded, less Berkeley, California 94701; or P.O. Box 881, Evanston, Illinois 60204. This the $100 deposit, regardless of the cause of withdrawal. statement helps insure that the amount of each award will be based on Unless otherwise requested, the College presents its bills directly to need, which is the only criterion at St. John's. the student, with a copy to the parents. There is a fee of $5 for late registration Every student who qualifies for financial aid is first given a part-time for each semester. job. Remuneration is at the rate of $1.55 per hour and is paid every two The cost of books is about a year. weeks. When additional aid is indicated, the College makes a grant. If the $100 job and grant are not enough, the student may be asked to borrow funds, Veterans quallfied to receive educational benefits through the Veterans with College recommendation, from his bank through the student guaranteed Administration may arrange with the Treasurer's Office a schedule for the loan program conducted by his state, or under the loan program of the Na­ payment of fees. These arrangements must be made prior to the beginning tional Defense Education Act. A limited amount of federal Educational Oppor­ of the academic year and after the veteran has received proper certification tunity Grant money is available. from the Veterans Administration. Aid may therefore consist of a job only, a job and a grant, or a job, a grant and a loan. Only when a student's family is prepared to make a maximum effort to assist the student will the College consider offering such aid. In determining the extent of a student's need, the College takes into 56 I CATALOGUE OF ST. JOHN'S COLLEGE HES AND FINANCIAL AID / 57

SCHOLARSHIPS HARRISON SCHOLARSHIP AID Grants in the amount of from $100 to $500, to be awarded annually to Annapolis one or more "promising students who find themselves in need of partial ANNAPOLIS SELF-HELP SCHOLARSHIPS financial assistance in order to obtain their education." This Scholarship Aid To be awarded annually to deserving students whose residence is in fund was established by the late John T. Harrison, Class of 1907, and his wife, or near Annapolis, Maryland. Varying in amount from $200 to $1,000, depend­ Gertrude L Harrison, of Greens Farms, Connecticut. ing upon individual financial need, the scholarships may be supplemented by part-time work at the College. These scholarships were established in 1953 THE HILLHOUSE CLASS OF 1927 SCHOLARSHIP FUND by the Trustees of the Willicim H. Labrot Fund of the Endowment Guild of The income from this endowed fund will be awarded each year to St Anne's Parish in Anne Arundel County, Maryland. a deserving student. Preference will be given to the son or daughter, grandson or granddaughter of any member of the Hillhouse High School Class of 1927. THE GEORGE M. AUSTIN MEMORIAL SCHOLARSHIPS Second priority will go to applications from the greater New Haven area. To be awarded annually, to one or more students, memorial scholar­ ships in the amount of from $500 to $1,500, depending upon individual HODGSON SCHOLARSHIPS need. These scholarships are offered through the gift of Mrs. George M. To be awarded annually to one or more students, scholarships in the Austin and Dr. George M. Austin, in memory of George M. Austin, Jr., amount of from $500 to $2,500, depending upon individual need. Selection Class of 1908. They are awarded on the basis of character, scholarship, and is also based upon character, academic achievement, and promise. Preference financial need, with preference being given to applicants from the State is given first to applicants from Wicomico County, Maryland, secondly to of Pennsylvania. applicants from the Eastern Shore counties of Maryland, and thirdly to other THE RALPH E. AND HELEN E. CAMPBELL SCHOLARSHIPS Maryland applicants. These scholarships were established by Richard H. Hodgson, Class of 1906, and his wife, Catherine A Hodgson, of Salisbury, To be awarded annually to one or more deserving women students who Maryland. need financial assistance. Grants range in amount from $250 to $1,000 de­ pending upon the need of the applicant THE RUTH AND ALFRED HOUSTON STUDENT AID FUND To be awarded annually to a deserving student or students, the income THE CLASS OF 1897 SCHOLARSHIP from a fund established by the late Alfred Houston, Class of 1906, and his To be awarded annually to a deserving student in the junior class to wife, Ruth Houston, of St Augustine, Florida. help defray expenses during the senior year. This scholarship was established by bequest of Sprignel P. Wiley, of Berkeley, California, in memory of his THE JESSE H. JONES AND MARY GIBBS JONES SCHOLARSHIPS fellow members of the graduating class of 1897. To be awarded annually to young men and women of outstanding ability who need financial aid. Between five and ten scholarships are awarded, THE CLASS OF 1898 SCHOLARSHIPS ranging in amount from $250 to $500 each, depending upon the need of the To be awarded annually to deserving students who need financial applicant. Awards are on a yearly basis, with special consideration given to assistance. Stipends range in amount from $250 to $1,000 each, depending previous holders. There are no geographical restrictions. upon the need of the applicant Awards are on a yearly basis, with special consideration given to previous holders. Priority is given to students from THE ROBERT EDWARD JONES AND MARGARET LARSH JONES SCHOLARSHIPS Harford County, Maryland. The Class of 1898 Scholarship Fund was estab­ To be awarded annually to one or more students, scholarships in the lished by bequest of Charles H. MacNabb, Class of 1898, and his wife, amount of from $200 to $1,000 depending upon the individual need, Prefer­ V. Catherine MacNabb, of Cardiff, Maryland. ence is given first to properly qualified relatives or descendants of the donors, ll}econdly to applicants from Kent County, Maryland, thirdly to other THE FACULTY SCHOLARSHIP residents of Maryland, preferably of its Eastern Shore. These scholarships To be awarded annually to one or more seniors, the income from a were established by Colonel Robert E. Jones, Class of 1909, and by his wife, fund established by the St. John's Faculty. Margaret Larsh Jones, of Palo Alto, California. FEES AND FINANCIAL AID / 59 58 I CATALOGUE OF ST. JOHN'S COLLEGE

THE READER'S DIGEST FOUNDATION SCHOLARSHIP FUND MARYLAND STATE SCHOLARSHIPS To be awarded annually to deserving students who need financial Each Maryland state senator may award annually 145 scholarship units assistance, the income from a fund established by the Reader's Digest of $100 each to qualified residents of his district attending Maryland institu­ Foundation. tions of higher education. No more than 15 of these units may be awarded to one student. The award is for four years, provided the recipient maintains THE CLIFTON C. ROEHLE SCHOLARSHIP a satisfactory level of performance. To be awarded in tuition the income from $610001 the bequest of Mrs. A limited number of General State Scholarships, also in units of $100 Anna M. D. Roehle, in memory of her son, Clifton C. Roehle. up to a maximum of 15, are awarded by the State Scholarship Board, THE FRIEDRICH JONATHAN VON SCHWERDTNER SCHOLARSHIP 2100 Guilford Avenue, Baltimore, Maryland 21218. To be eligible for either scholarship, a student must file a special application form and· a Parents' To be awarded in tuition, to some deserving student, the income from Confidential Statement with the Educational Testing Service by December the bequest offered annually under the will of the late Friedrich Jonathan von Schwerdtner, in memory of his son, Friedrich. 1, and take the Scholastic Aptitude Test in November or December. Further information and application forms may be obtained from guidance counse­ THE CLARENCE STRYKER MEMORIAL SCHOLARSHIP lors in the secondary schools. To be awarded annually the income from $61775 1 a memorial fund established by former students and friends of Clarence Stryker, a member of MASSACHUSETTS REGIONAL SCHOLARSHIP the Faculty from 1902 to 1955. The scholarship is awarded each year to a To be awarded annually a scholarship in the amount of $525. This scholar­ student who could not continue his education without financial help. ship is awarded on the basis of character, scholarship, and financial need, with preference being given to applicants from the State of Massachusetts.

THE PHILIP A. MYERS II SCHOLARSHIP Santa Fe

To be awarded annually the income from $28,000, the gift of Philip A. THE FACULTY SCHOLARSHIP Myers 11, Class of 1938, and the bequest of his mother, Mrs. Kate Moore Myers, To be awarded annually to one or more upperclassmen, the income from of Ashland, Ohio. a fund established by the St. John's Faculty. OKLAHOMA REGIONAL SCHOLARSHIPS To be awarded annually, to one or more students, scholarships in the NATIONAL MERIT SCHOLARSHIPS amount of from $500 to $1,500, depending upon individual need. These St. John's College in Santa Fe sponsors four National Merit Scholarships scholarships are offered through the gift of Eugene B. Adkins, Class of 1953. each year. These are awarded to students who are National Merit Finalists and Should there be no qualified applicants from Oklahoma, the scholarships may who have listed St. John's as their first-choice college. The amount of the be awarded to students from elsewhere in the Southwest. award ranges from $250 to $1 15001 depending on individual financial need. Students must have been accepted prior to March 1 to be considered. THE DUANE l. PETERSON SCHOLARSHIP To a member of the Junior Class, for high academic achievement, con­ THE DUANE l. PETERSON SCHOLARSHIP structive membership in the college community, and commitment to later To a member of the Junior Class, for high academic achievement, con­ postgraduate work, an award of $1,000 (to be applied to senior-year fees), structive membership in the College community, and commitment to later in memory of Duane L. Peterson, given by his widow. postgraduate work, an award of $1,000 (to be applied to senior-year fees), in memory of Duane L. Peterson, given by his widow. THE PRESSER FOUNDATION SCHOLARSHIPS To be awarded each year to a student or students interested in music,· THE SOUTHWEST SCHOLARS PROGRAM preferably in teaching music, the sum of $400. Only students of good charac­ Fifteen scholarships are offered to residents of Arizona, Colorado, New ter and satisfactory standing who could not carry on their studies without this Mexico, Oklahoma, and Texas. They are a recognition of merit and intellectual financial assistance may be recipients of these scholarships. ability. All students who have been accepted prior to March 1, and who live 60 / CATALOGUE OF ST. JOHN'S COLLEGE or go to sc~ool in one of the five states, are automatically considered. The amount of a scholarship is $500. A Brief History of St. John's College

STUDENT LOANS 1696 UNITED STUDENT AID FUNDS King William's School, one of the first public schools on the American Conti­ U.S.A. Funds is a nationwide, private, nonprofit service corporation nent, founded in accordance with the following Petitionary Act of the General that endorses loans to needy students. It serves as an interme.diary between Assembly of colonial Maryland: the student's bank and St. John's College, which has underwritten the loans Dread Sovereign ... by depositing funds in the U.S.A. Funds reserve. After a student cor:npletes Being excited by his present Excellency, Francis Nicholson, Esq.; your Majesty's Governor of this your Province, his Zeal for your Majesty's Service, pious Endeavors and his freshman year satisfactorily, he is eligible to borrow up t~ $1,000 in each generous Offers for the Propagation of Christianity and good Learning, herein we become succeeding academic year from his hometown bank to a ~ax1.mum of $3,000. humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us The student repays the loan in 36 monthly installments four. months your Majesty's Subjects of this Province, represented in this your Majesty's General Assem­ beginnin~ bly thereof, THAT IT MAY BE ENACTED .... after he leaves college. No note may bear more than 7 per cent simple interest. II. AND MAY IT BE ENACTED, by the King's most excellent majesty, by and with the In the event of death, U.S.A. Funds will repay the outstanding amount of the advice, prayer and consent of this present General Assembly, and the authority of the same, That fqr the propagation of the gospel, and the education of the youth of this pro­ loan to the bank. vince in good letters and manners, that a certain place or places, for a free-school, or place The College reviews and approves the loan applicati~n. Uppercl.assm~n of study of Latin, Greek, writing, and the like, consisting of one master, one usher, and one writing-master, or scribe, to a school, and one hundred scholars, more or less, accord­ may obtain information and loan applications from the Director of Financial ing to the ability of the said free-school, may be made, erected, founded, propagated and Aid. 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, nomi­ FEDERAL FUNDS nated, and appointed by your sacred majesty. EDUCATIONAL OPPORTUNITY GRANTS laws of Maryland, Session of July 1-10, 1696. The College has a limited allotment of funds for Educational Oppor~unity 1776 Grants to students from low-income families. These grants, up to a maximum of $1,000 per year, are awarded in addition to any aid the student may re- According to tradition King William's School was used as a gunshop during the Revolutionary War. ceive from the College. FEDERAL-STATE GUARANTEED LOAN PROGRAM 1784 Most states participate in the federal-state guaranteed loan p_rogram. St. John's College chartered by the General Assembly of the State of Maryland: Under this program college freshmen may borrow up to $750 a year (in some WHEREAS, Institutions for the liberal education of youth in the principles of virtue, states $1000), upperclassmen more. Information a_b~ut these loan: may b~ knowledge and useful literature are of the highest benefit to society, in order to train up obtained. from local banks, savings and_ loan assoc1at1ons, and cred~t unions, and perpetuate a succession of able and honest men for discharging the various offices and 1 duties of life, both civil and religious, with usefulness and reputation, and such institutions when these local institutions are not informed, the St. Johns Director_ of of learning have accordingly been promoted and encouraged by the wisest and best Admissions or Financial Aid Officer can supply the addresses of state agencies. regulated States: Be it enacted, by the General Assembly of Maryland, That a college or general seminary NATIONAL DEFENSE EDUCATION ACT LOANS of learning, by the name of Saint John's, be established on the said Western Shore, upon the following fundamental and inviolable principles, namely; first, said College shall be A limited sum is allotted to the College annually by the federal _govern­ founded and maintained forever, upon a most liberal plan, for the benefit of youth of every ment for loans under the provisions of the National Defense Education Act. reli8iil!J\Js denomination, who shall be freely admitted to equal privileges and advantages Upperclassmen have priority, and students who plan to become. teachers of el!ucation, and to all the literary honors of the college, according to their merit, without requiring or enforcing any religious or civil test, or without their attendance upon any have first priority. The maximum amount available !n one year is $1000. particular religious worship or service, other than what they have been educated in, or These loans have generous provisions for payment of interest and repayment have the consent and approbation of their parents or guardians to attend; nor shall pre­ ference be given in the choice of a principal, vice-principal, or other professor, master, or of principal. 62 / CATALOGUE OF ST. JOHN'S. COLLEGE BRIEF HISTORY / 63 tutor, in the said college, on account of his particular religious profession, having regard 1835 solely to his moral character and literary abilities, and other necessary qualifications to fill the place for which he shall be chosen .... Curriculum during the Principalship of the Reverend Hector Humphreys. The petition for this Charter was signed by William Paca* and others. First Year Second Year Third Year Fourth Year The original Board of Visitors and Governors was as follows: GREEK GREEK GREEK LATIN Xenophon Homer William West, D.D. John Thomas Clement Hill Minor Poets Horace Herodotus Hesiod Thomas J. Claggett, D.D. Thomas Stone* Richard Sprigg LATIN NATURAL Thucydides Tragedies Nicholas Carroll Alexander Hanson Charles Carroll Tacitus PHILOSOPHY Lysias LATIN John H. Stone Thomas Jennings of Charrollton* MATHEMATICS LOGIC Demosthenes Juvenal William Beanes James Brice Jeremiah T. Chase Applications of ASTRONOMY lsocrates Cicero Richard Ridgely John Allen Thomas Charles Wallace Trigonometry GEOLOGY Plato MATHEMATICS Samuel Chase* Gustavus R. Brown Conic Sections CIVIL John Carroll, D.D. LATIN Edward Gantt Plane Geometry CHEMISTRY ENGINEERING Livy Solid Geometry NATURAL AMER.I CAN First Principal of St. John's College was Dr. John McDowell. Horace Logarithms PHILOSOPHY HISTORY *Signers of the Declaration of Independence. Virgil Trigonometry ELEMENTS OF POLITICAL MATHEMATICS CRITICISM ECONOMY Algebra 1786 NATURAL THEOLOGY The property, funds, masters, and students of King William's School conveyed English Composition and Declamation in all four years. Modern languages by special arrangement in addition. by an Act of the General Assembly to St. John's College. Reverend Ralph Higginbotham, Master of King William's School, became Vice Principal of St. John's College. 1868 Two members of the Board of Visitors and Governors of King William's Curriculum during the Principalship of James C. Welling. School became Visitors and Governors of St. John's College. First Year Second Year Third Year Fourth Year GREEK GREEK GREEK GREEK 1791 Homer Xenophon Plato Plato Herodotus Plato Aeschylus Aristotle George Washington visits St. John's College. LATIN Euripides Thucydides Aristophanes To the Faculty of St. John's College: Virgil Lucian Sophocles Demosthenes Gentlemen: Cicero LATIN LATIN LATIN The satisfaction which I have derived from my visit to your infant seminary is expressed Livy Horace Cicero Tacitus with much pleasure, and my wishes for its progress to perfection are proffered with sincere Horace Cicero Juvenal Lucretius MATHEMATICS rep~. . . . Terence Plautus Persius The very promising appearance of its infancy must flatter all its friends (with whom Algebra MATHEMATICS ENGLISH Quintilian I entreat you to class me), with the hope of an early and at the same time matur~ m~nhood. Geometry Logarithms Shakespeare ENGLISH You will do justice to the sentiments which your kind regard toward me inspires, by ENGLISH Trigonometry Spenser Authors of 13th, believing that I reciprocate the good wishes contained in your address, and I sincerely 19th Century Solid Geometry Taylor 14th and 15th hope the excellence of your seminary will be manifested in the morals and science of the Literature ENGLISH Hooker Centuries youths who are favored with your care. Shakespeare Milton MATHEMATICS Annapolis, April 17, 1791. George Washington. 18th Century MATHEMATICS Analytic literature Theory of Equations Geometry Analytic Geometry Calculus 1796 Descriptive Geometry Mechanics Graduation of Francis Scott Key, District Attorney of the United States; author Use of Instruments NATURAL NATURAL PHILOSOPHY of The Star-Spangled Banner. PHILOSOPHY ASTRONOMY CHEMISTRY LOGIC HISTORICAL EVIDENCE OF 1798 METHODS CHRISTIANITY Matriculation of George Washington Parke Custis, step-grandson of George Also in the fourth year, lectures in Philosophy and Social Science on: Plato, Aristotle, Washington. (Fairfax and Lawrence Washington, nephews of George Wash­ Augustine, Thomas Aquinas, Vico, Descartes, Bacon, Bossuet, Pascal, Paley, Locke, Spinoza, Montesquieu, Kant, De Tocqueville, Adam Smith, Fichte, Hegel, Buckle, Lecky, Malthus, ington, were also students at the College.) Mill, Butler. 64 f CATALOGUE Of ST. JOHN'S COLLEGE

1886-1923 Presidency of Thomas Fell. A curriculum of Block Electives and Military Training: The Classical Course (B.A Degree); The Latin Scientific Course Bibliography (B.l. Degree); The Scientific Course (B.S. Degree); and The Mechanical Engineering Course (M.E. Degree). ARTICLES ON THE ST. JOHN'S PROGRAM 1923-1937 ADLER, MORTIMER J.: "The Crisis in Contemporary Education," The Social Frontier, Conventional Liberal Arts program, with free electives and majors. February, 1939. ANONYMOUS: "St. John's College, Annapolis; liberal Studies Redefined," The Times 1937 (London), Educational Supplement, July 28, 1950. Restoration of the traditional program of Liberal Arts under President String­ BARR, STRINGFELLOW: "Back to Fundamentals in Education," Talks, October, 1937. Re- fellow Barr and Dean Scott Buchanan. ported from an address given over the Columbia Broadcasting System. "A College Rebels," The Key Reporter, Autumii, 1938. "The St. John's Program," The Virginia Spectator, December, 1938. 1951 "John Doe Goes to St. John's,'' Progressive Education, January, 1939. "The Art of Liberation," Free America, September and October, 1939. Introduction of co-education. "Towards a Disciplined Mind," Address, Proceedings of the Headmistresses Association of the East, November 10-11, 1939. "The War and the Colleges,'' Two Radio Addresses, May, 1942. 1964 "The Education of freemen," The New Republic, August 31, 1942. "Suspending Education," Address, Columbia Broadcasting System, February 4, 1943. Opening of St. John's College in Santa Fe, New Mexico. "The College of the Future," New York Times, May 9, 1943; Magazine Digest, November, 1943, 1968 "The Future of the American College," London Economist, July 3, 1943; American Survey, July 3, 1944" Graduation of first class in Santa Fe, New Mexico. "The St John's Program,'' Encyclopedia of Modem Education, The Philosophical library, Inc, 1943. BINDER, GERHART: "Ein amerikanisches College sucht lebendige Tradition, Die Schul­ warte, Stuttgart, November, 1952. BOROff, DAVID: John's College: four Years with the Great Books," Saturday Review, March 23, 1%3. BREADY, H.: "St John's Academic Revolution," The Baltimore Sun, April 11, 12, 13, '1949. BUCHANAN, SCOTT: "A Crisis in liberal Education,'' The Amherst Graduates' Quarterly, February, 1938. "Back to first :'rinciples," Survey Graphic, October, 1939; How We Can Be Taught to Think, Farrar & Rinehart, 1940. BULL, GEORGE, S J.: "St. John's Experiment to Reclaim a lost Heritage,'' America, April 23, 1938. ChMP, LEO LEONARD: "St. John's, Annapolis-After Five Years ol Operation," The Com· monweal, October 22, 1943. "liberal Arts for Catholics," The Commonweal, April 14, 1944. "Education for Freedom, lnc," The Commonweal, May 25, 1945. CLEVELAND, RICHARD F.: "The St. John's College Program," The Daily Record, Baltimor

66 / CATALOGUE OF ST. JOHN'S COLLEGE BIBLIOGRAPHY I 67

FISCHL, HANS: "Ein kuhner Weg zu humanistischer Bildung," Erziehung und Unterricht, VAN DOREN, MARK: "Education by Books," The Nation, December 6, 1933. Vienna, September, 1951. WARREN, CONSTANCE: "Liberal Education in the Post-War World," Journal of the Ameri­ HOOK, SIDNEY: "Ballyhoo at St. John's": Part I, "Education in Retreat," and Part II, "The can Association of University Women, Spring, 1944. 'Great Books' and Progressive Teaching," The New leader, May 27 and June 3, 1944. WEIGLE, RICHARD D.: "Record of St. John's Graduates, 1937-1952/' School and Society, KIEFFER, JOHN S.: "The Classical Revival at St. John's," The Classical Journal, December, July, 1952. 1939. "St. John's College, Annapolis, Pilot College in Liberal Arts Education/' Newcomen "The Humanities in the St. John's Program/' The Humanities in General Education. Edited Address, 1953. by E. J. McGrath. W. C. Brown, Dubuque, Iowa, 1960. "Practical Education," Association of American Colleges Bulletin, XL, 5, December, 1954. ''The Classics, the Liberal Arts and the Market Place," Association of American Colleges LIFE MAGAZINE: "The Classics -At St. John's They Come into Their Own Once More," Bulletin, XLI, 4, December, 1955. February 5, 1940. LIPPMANN, WALTER: "The St. John's Program," The New York Herald Tribune, December 27, 1938. "Crisis and Reform in Education," The New York Herald Tribune, February 13, 1943. ST. JOHN'S COLLEGE PUBLICATIONS LOWE, ROBERT W.: "La crise de l'enseignement aux Etats-Unis et ses remedes," Revue de /a France-Ancienne, Decembre, 1957. Charter of the College, December, 1951. Polity of the College, September, 1950; May, 1955; July, 1960. LYND, HELEN MERRELL: "Conflict in Education," New Republic, May 22, 1944. Charter and Polity of the College, December, 1963; June, 1965. Reports of the President, 1939, 1940, 1942, 1950, 1951, 1952, 1953, 1954, 1955, 1956, 1957, MARTIN, W. A. P.: "The Revival of Learning," The Commonweal, December 31, 1937. 1958, 1959, 1960, 1961, 1962, 1963, 1964, 1965, 1966, 1967, 1968, 1969, 1970. Statements of Educational Policy and Program, 1950-52, 1958, 1963, 1965, 1968. MAYER, MILTON S.: "Socrates Crosses the Delaware -St. John's College and the Great The College, a quarterly publication. Books," Harpers Magazine, June, 1939. The St. John's Program-A Self-study Report, 1955. MEIKLEJOHN, ALEXANDER: "A Reply to Mr. Dewey," Fortune Magazine, January, 1945. Inaugural Proceedings, December, 1950. Commencement Address by the President, June, 1949. MYERS, ALONZO, ed.: "St. John's College: A Critical Appraisal," The Journal of Educational Commencement Address by the Rev. J. Winfree Smith, Tutor, Jum;, 1951. Sociology, November, 1944. Portrait of a Faculty, 1958. Portrait of Graduates, 1962. NELSON, CHARLES A.: "The Liberal Arts in Management/' Harvard Business Review, May­ Self-Evaluation Report, March, 1964. June issue, 1958. POPE, LOREN B.: "St. John's Great Books Plan Holds Firm Despite an Era of Specialization/' The New York Times, May 17, 1959. BOOKS ABOUT LIBERAL AND ILLIBERAL EDUCATION PRICE, JAMES HARRY: "Click and Pick vs. the Atlantic," The Churchman, Christmas, 1942. PRINGLE, HENRY F.: "College With an Idea," The Saturday Evening Post, October 14, 1944. ADLER, MORTIMER, J.: How to Read a Book-or the Art of Getting a liberal Education, Simon & Schuster, 1940. A book expounding the techniques by which adult groups or ROSS, RALPH GILBERT: "Gleat Books and the Art of Reading/' American Association of individuals can come to terms with the great books. University Professors Bulletin, Winter, 1948. ADLER, MORTIMER J., and MILTON MAYER: The Revolution in Education, The University of RUDY S. WILLIS: "The 'Revolution' in American Higher Education-1865-1900," The Harvard Chicago Press, 1958. Educational Review, XXI, 3, Summer, 1951. AMERICAN LIBRARY ASSOCIATION: Classics of the Western World, with forewords by SCHMIDT, ADOLPH W.: "Medicine and the Liberal Arts/' Journal of Medical Education, John Erskine and Everett Dean Martin. One of the book lists out of which the St. John's April, 1957. program grew, this pamphlet contains valuable secondary bibliographical material. It was first published in 1927 by the American Library Association for the use of adult SCOFIELD, RICHARD: "The Habit of Reading Good Books," Association of American classes. 1944. Colleges Bulletin, XLll, 3, October, 1956. BARZUN, JACQUES: Teacher in America, Little, Brown and Co., Boston, 1945. SLOANE, EUGENE H.: "The St. John's Program/' Teacher Education Quarterly, Spring, 1950. BESTOR, E. ARTHUR: Educational Wastelands, The University of Illinois Press, Urbana, 1953. SMITH, J. WINFREE: "The Teaching of Religion at St. John's," Religious Education, Nov.­ Dec., 1958. BUCHANAN, SCOTT: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. A book of conversa­ TALIAFERRO, R. CATES8Y: "Concerning the New Program at St. John's," The Maryland tions with Scott Buchanan, shortly before his death, about philosophy and education Club Woman, February, 1938. and the beginnings of the St. John's program. THEODORE, BROTHER: "Mr. Camp on St. John's/' The Commonweal, October 5, 1945. ERSKINE, JOHN: My life as a Teacher, J.B. Lippincott Co., 1948. 68 / CATALOGUE OF ST. JOHN'S COllEGE

FITZPATRICK, EDWARD A.: Great Books-Panacea or What?, Bruce Publishing Co., Mil­ waukee, 1952.

HUTCHINS, ROBERT M.: Education for Freedom, Louisiana State University Press, 1943. The Conflict in Education in a Democratic Society, Harper & Brothers, 1953. Board of Visitors and Governors MARITAIN, JACQUES: Education lor freedom, lo1.11s1ana State Umversity Press, 1943. MEIKlEJOHN, ALEXANDER: Education Between Two Worlds, Harper & Brothers, 1942. OFFICERS Martin H. Dubilier MERCIER, lOUiS J. A.: American Humanism and the New Age, Bruce Publishing Co., 1948. President Chairman Kearny National, Inc. NEATBY, HILDA: So 1.i!!le tor the Mind, Clarke. Irwin & Co., ltd. Toronto, 1953. New York, New York A Temperate Dispute, Clarke, Irwin & Co., Ltd., Toronto, 1954 Mrs. Walter B. Driscoll Walter F. Evers RICHARDS, LA.: How To Read a Page, W. W. Norton, 1942. Still more detailed techniques Vice Chairman 01 readmg. Management Consultant Frank Appleton Walter Evers and Co. VAN DOREN, MARK: Liberal Education, Henry Holt & Co., 1943. Cleveland, Ohio Vice Chairman louis T. Rader Reuben A. Holden Secretary Secretary Yale University W. Bernard Fleischmann New Haven, Connecticut John D. Oosterhout Assistant Branch Chief TERM EXPIRING 1970 Tracking Division NASA Goddard Space flight Center Philip L Bowman Greenbelt, Maryland Bio-Marine Research, Inc. Marathon, Florida Tom L Popejoy President Emeritus W. Bernard Fleischmann University of New Mexico Dean Albuquerque, New Mexico Montclair State College Montclair, New Jersey Dr. Thomas B. Turner Dean Emeritus, Medical Faculty The Johns Hopkins University Baltimore, Maryland TERM EXPIRING 1971 Frank Appleton Rancher TERM EXPIRiNG 1972 The Research Ranch Elgin, Arizona Jack M. Campbell Attorney Samuel H. Desch Santa Fe, New Mexico Consultant Greenwich, Connecticut Edward j. Dwyer President R. Dodds ESB Incorporated G. P. Putnam's Sons Philadelphia, Pennsylvania New York, New York David Ginsburg John C. Donohue Attorney Penn Mutual life Insurance Company Washington, DOC. Baltimore, Maryland Donald R. Kirby Mrs, Walter B, Driscoll Investments Santa Fe, New Mexico Albuquerque, New Mexico 70 / CATALOGUE OF ST. JOHN'S COLLEGE

John A Matthews LeRoy E. Hoffberger Rancher Attorney Abilene, Texas Garrett Building Baltimore, Maryland Officers J. S. Baker Middelton Director, Industrial Relations John Gaw Meem Keufel & Esser Co. Architect Morristown, New Jersey Santa Fe, New Mexico ANNAPOLIS Mrs. George S. Roudebush Mrs. Carleton Mitchell President St. Charles, Missouri Annapolis, Maryland Richard Daniel Weigle, B.A., M.A., Ph.D., ll.D., LH.D. 12 McDowell Hall Emmanuel Schifani (lt. Gen., Ret.) Louis T. Rader Dean President Chairman, Department of Engineering Robert A. Goldwin, B.A., M.A., Ph.D. 13 McDowell Hall Springer Corporation University of Virginia Albuquerque, New Mexico Charlottesvi I le, Virginia Treasurer Charles T. Elzey, B.S., M.S. West Pinkney Hall Mrs. Howard Sirak Mrs. l. Corrin Strong Columbus, Ohio Annapolis, Maryland Assistant Deans Barbara H. Leonard,* B.A., Ph.D. 14 McDowell Hall John J. Slocum John l. Williams Robert L Spaeth, B.A. 14 McDowell Hall Special Assist~nt for Bicentennial Planning Realtor Geoffrey Comber,t M.A. 14 McDowell Hall The Sm1thson1an Institution Williams-Bowker Company Washington, D.C. Sacramento, California Director of Development Julius Rosenberg, B.A. Charles Carroll Barrister House Karl R. Van Tassel Vice Chairman MEMBERS EX OFFICIO Registrar A. B. Dick Co. Miriam Strange, BA, M.A. 1'1 McDowell Hall Chicago, Illinois The President of the College The Dean in Annapolis Director of Admissions Charles Carroll Barrister House Myron L Wolbarsht The Dean in Santa Fe James M. Tolbert, B.A., M.A., Ph.D. Professor and Director of Research Duke University The Governor of Maryland Librarian Durham, North Carolina The Governor of New Mexico Charlotte Fletcher, B.A., B.S., M.A. Woodward Hall Director of Athletics Bryce DuVal Jacobsen, B.A. Iglehart Hall TERM EXPIRING 1973 HONORARY MEMBERS Director of Financial Aid and Placement Mrs. Margaret Bowdle Bromwell Ault Charles T. Finch, B.S., B.D., M.A., Ph.D. 14 McDowell Hall Wichita falls, Texas Richard F. Cleveland Douglas H. Gordon Director of Alumni Relations Mrs. Lowell R. Ditzen Richard H. Hodgson Thomas Parran, Jr., B.A. Charles Carroll Barrister Hall Washington, D.C. Mrs. Harry R. Slack, Jr. College Physicians Robert C Biern, B.A., M.D. 121 Cathedral Street Charles Kinzer, B.S., M.D. 16 Murray Avenue Sigmund A. B.S., M.D. 11 East Read Street, Baltimore College Nurse Juliana Rugg, R.N. Infirmary Business Manager James E. Grant West Hall

* On sabbatical leave, 1970-71. t Acting Assistant Dean, 1970-71. 72 / CATALOGUE OF ST. JOHN'S COLLEGE Tutors Student Counselor Charlotte King, BA, MA President Superintendent of Buildings and G d Campbell Hall David w. Tucker roun s Richard Daniel Weigle, 212 Norwood Road, Wardour, 1040 Camino San Acacia BA, 1931, M.A., 1937, Ph.D., 1939, Yale University; LL.D., 1957, Washington College, 1958, Heating Plant LaSalle College, 1960, Wabash College, 1965, College of Notre Dame in Maryland, 1969, The Colorado College; l.H.D., 1970, Bard College; Instructor, Yali Union Middle School, SANTA FE Changsha, China, 1931-33; Executive Secretary, Yale-in-China Association, 1934-1938; In­ structor in History, International Relations, and Economics, Carleton College, 1939-42; President Active duty with the Army Air Force, 1942-45; Documents Officer, Far Eastern Commission, Richard Daniel Weigle BA MA Ph D and Executive Officer, Office of Far Eastern Affairs, Department of State, 1945-49; President, I • 'I ' ., ' 'I ll.D., LH.D. St. John's College, 1949-; Vice-Chairman, Maryland Hall of Records Commission, 1952-; Dean 209 Evans Science laboratory Chairman, Commission on liberal Education, Association of American Colleges, 1955-57, Treasurer of the Association, 1963-66, Vice-Chairman, 1966-67, Chairman, 1967-68; Board of "'.illiam A Darkey, BA, MA Education of Anne Arundel County, Member, 1951-63, President, 1958-62; President, Mary­ Vice President 107 Evans Science laboratory land Association of Boards of Education, 1961-62; Vice-Chairman, Independent College J. Burchenal Ault, BA Funds of America, 1967-68; Chairman, Maryland Commission on the Capital City. 1967-. Treasurer 210 Evans Science laboratory Dean of the College in Annapolis Kirk Tuttle Robert A. Goldwin, 243 King George Street Assistant Dean and Acting Registrar 110 Evans Science laboratory B.A., St. John's College, 1950; M.A., 1956, Ph.D. 1963, The University of Chicago; University John S. Steadman, B.S. Fellow, The University of Chicago, 1951, Edward Hilman Fellow, 1953; Fellow, Foundation for Adult Education, 1959; Fellow, Guggenheim Foundation, 1966-67; Active duty, U.S. Director of Admissions 105 Evans Science laboratory Cavalry, 1942-46; Director of Research, American Foundation for Continuing Education, Gerald F. Zollars, BA, M.A. 1951-59; lecturer in Political Science and Director, Public Affairs Conference Center, The Librarian 101 Evans Science Laboratop1 University of Chicago, 1960-66; Associate Professor of Political Science, Kenyon College, ) '1966-69; Director, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, Alice H. Whelan 1967; Tutor, St John's College, 1969-, Dean, 1969-70, Dean, Annapolis, 1969-. Director of the fnsti"utn Dean of the College in Santa Fe Robert A Neidorf, B.A., B.D. t "' Director of Adult 201 Evans Science laboratory William A. Darkey, Old Santa Fe Trail 13.A., St. John's College, 1942; M.A., Columbia University, 1949; Tutor, St. John's College, William A. Darkey, MA 1949-, Santa Fe, 1964-, Associate Dean, 1968-70, Dean, Santa Fe, 1968-. Dirr=,ctor of Student Activities 107 Evans Science laboratory Istvan Fehervary College Physician 10 Evans Science laboratory ANNAPOLIS Robert IVL Scott, M.D. Tutors College Nurse Infirmary Spangler Kieffer, 2 Cumberland Court Peggy Elrington, RN, CN./Vt B.A., Harvard College, 1927; MA, Harvard University, 1929; Ph.D., The Johns Hopkins Uni­ Business Manager versity, 1962; Master in French and English, Litchfield (Connecticut) School, 1927-28; James D, Carr, BS Instructor in Classical langu

~ugh P .. Mc.Grath, 28 Wilson Road .A., Un1vers1ty of Liverpool 1934 o· I . Laurence Berns, 85 Shipwright Street London County Council, and Lan u; e ~p oma in EducaUon, 1935; Language Instructor, B.A., 1950, Ph.D., 1957, The University of Chicago; lecturer in the liberal Arts, Basic Pro­ Dijon'. 1936-40; Armed Forces, 1910-4~· lat~d~es at Univers1t1es of Liverpool, London, Paris, gram of liberal Education for Adults, The University of Chicago, 1956-59; Tutor, St. John's 47; V1s1t1ng Professor, University of Puert~ ~ge Instructor, London County Council, 1946- College, 1960-; Associate Professor of Philosophy, Rosary College, 1966-67 (leave of Addison Mullikin Tutorship, 1968-. ico, 1960, Tutor, St John's College, 1948-, Absence). Barbara Hopkins Leonard Michael S. Littleton, 710 Tyler Avenue 8.A., Oberlin College 1937· MS 1941 Ph B.S., 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Foundation, 1960; in Zoology, Oberlin College -i9J6-38· 'ob·~:' 1~4~/ The University of Rochester; Assistant S.T.M., Union Theological Seminary, 1967; United States Navy, 1955-57; Tutor, St. john's tory, Woods Hole, Massachu~etts 193l· Hi~~ I~ . o lege Sc~olar, Marine Biological labora­ College, 1960-. Yale Medical School, 1938-39· G~aduate Sch~log1ca fochnic1an, Department of Pathology, 1940-41, Graduate Teaching Assistant in Bioloar in Biology, The. University of· Rochester, Alvin N. Main, Route 2, Box 124, Arnold Oberlin College 1944_45 . Inst . . z gy, 1941-44; V1s1t1ng lecturer in Zoology S h I M ' ' rucror m oo 1ogy Smith Coll 19·'5 51 ' !LA., University of California at Santa Barbara, 1954; United States Navy, 1940-52; Teaching c oar, arine Biological laborator W d ' ege, ~ - ; Smith College Assistant, University of California at Los Angeles, 1955-56; Instructor, University of Califor­ Dean, St John's College, 1951-, Art~ur ~~ ;a~olev~~ssachusetts, 1949; Tutor and Assistant nia at Santa Barbara, 1957-58, 1959-60; Tutor, St. John's College, 1960-. and Honorary Professor of Zoology Lad D ka C ~I Tutorship, 1968-; Fulbright Lecturer South India, 1962-63. ' Y oa 0 ege and American College, Madurai, Samuel S. Kutler B.A., St. John's College, 1954; Assistant Mathematician, The Johns Hopkins University Douglas Allanbrook, 99 Shipwright Applied Physics laboratory, 1955, Associate Mathematician, 1957, Mathematician, 1961; Boston University, 1938; Brown Universit . , , Harvard College, 1948; Active dut Uni Y,, 1939-41, University of Florence, 1946; ll.A., Graduate Study, American University, 1955-61; Instructor, American University, 1960; Visit­ University, 1948-50; Pupil of Nadi~ Bou\~~ Scates Army, 1942-45; Tra_veling Fellow, Harvard ing Tutor, St. john's College, "1960, Tutor, 1961-. Conservatorio San Pietro a Majell p .1 ~e~ Pans, 1948-50; Fulbright Fellow in Italy­ board Music, 1950-52· Teacher of~ upi .0 uggiero Gerlin in Harpsicord and Early Key­ Elliott Zuckerman, 65 Shipwright Street Tutor, St. John's Coll~ge, 1952_. omposJtion and Theory, Peabody Conservatory, 1955-57; B.A., 1952, MA, 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., 1959, Cambridge University; Kellett fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea James M. Tolbert, 792 Fairview Avenue fellow in Modern European History, Columbia University, 1954-55, lecturer in History, B.A., 1935, M.A., 1937, Emory University· Ph D U , . 1956-61; Lecturer in History and Music, The New School for Social Research, 1960-61; in English, Emory University 1935-36· 're . h:' n~v~lrs1ty .of Texas, 1950; Teaching Fellow Tutor, St John's College, 1961-, Director, The Graduate Institute in liberal Education, 1938-42; Instructor in English' Tulane u' . ac mg e ow in English, University of Texas Santa Fe, 1968, 1969; Associate of Clare Hall, Cambridge University, 1970-71 (Sabbatical · E 1· h ' nivers1ty 19Ll2· MTt · ' in ng 1s , University of Texas, 1946_50 . T h' ' ' ' 1 1 ary service, 1942-46; Instructor leave). and Director of Admissions, 1955_. ' eac ing Intern, St John's College, 1953-55, Tutor Joseph P. Cohen, 129 Monticello Avenue J~o~~sJK~n? Simpson, Pleasant Plains Road St. Margaret's B.A., St. John's College, 1956; Department of Philosophy, The University of Chicago, 1956- · ., · o n s College 1950· MA in T h. ' 57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Johns Hopkins University' 196i{. 1 ·• · t eAac ing, Wesleyan University, 1955 · Ph D The lecturer in the Liberal Arts, University College, The University of Chicago, 1960-62; Tutor, 53 T h. ' ' nscruc or merican Univer ·t ; eac ing Intern St John's College 19'55 56 T s1 y a 1 c a1ro,· Cairo,· ' Egypt· .,1950- St. John's College, 1962-. , · ' - , utor, 1956-. ' Eva T. H. Brann, 17 Wagner Street Thomas A. McDonald, 214 Prince George Street B.A., . Brooklyn College, 1950; M.A. 1951 ' . . St. John's College, 1944; Military Service, 1945-46; University of Virginia, The New School, Amen can Numismatic Society, Sumn.:er 19s/hr~i' 195f' ) ale Un.1vers1ty; Fellow of the New York, 1947-50; Graduate Study in Philosophy, Graduate Faculty, The New School, Studies at Athens, 1952-53; member ~f the' st:ff ow o the American School of Classical 1950-52, 1955-58, Teaching Fellow, 1956-58; lecturer, University College, The University of Athens as Sibley Fellow of Phi Beta Ka . of the American Agora Excavations at Chicago, 1958-62; Lecturer, Overseas-Extension, University of Maryland (Heidelberg, Ger­ 1956-57; Member, Institute for Advance~p;t ~nstr~ctor in Archeology, Stanford University, many), 1952-63; Tutor, St. John's College, 1963-. (On leave, 1970-.) lege, 1957-. u y, nnceton, 1958-59; Tutor, St. John's Col- ~dward Grant Sparrow, Jr., 53 College Avenue john Sarkissian, Severn Forest ts.A., Harvard College 1951 · ll 8 H d l University of Chicago, 1939-41; U.S. Army, 1942-46 (Princeton University, 1943, A.S.T.P.); Columbia University, l957< Tuto.r .,St ~r~~r' ~~I School, 1954; M.A., Teachers College B.S., M.S., University of Illinois, 1946-48; The University of Chicago, 1948-54; Instructor, 0 Biological and Physical Sciences, Pestalozzi-Froebel Teachers College, Chicago, 1948-53; liberal Arts Curriculum st' Mary'~ C · 11 n sC 1.f ege, 1957-; Acting Director Integrated ' · 0 ege, a 1 orn1a, 1964-66. ' Instructor, University of Indiana, 1948-50; Traveling Fellow and Research Associate, Insti­ Bryce DuVa! Jacobsen, 735 Glenwood tute of Human Heredity, University of Bologna, Italy, 1955-56; Instructor in Biological B.k, St. Johns College, 1942; farmer and Sciences, Chicago City College, 1956-58; Instructor, Biological Science, University of Illi­ tics, St, John's College, 1958-. carpenter, 1942-57; Tutor and Director of Athle- nois, 1958-63; Tutor, St John's College, 1963-. ~dward Malcolm Wyatt,_7 Franklin Street Robert Louis Spaeth, 23 Madison Place .A.'. 1953, M.A., 1956, University of Virginio· B.S., St. John's University, Minnesota, 1959; U.S. Army Signal Corps, 1954-56; Graduate Virginia 1955 58 T Instructor in Mathemat1'cs, Un1·versi·ty of ' - ; utor, st. John's College, 1958-.~, study, University of Illinois, 1959-60; Graduate study, University of Wisconsin, 1961-62; Teacher, Cathedral High School, St. Cloud, Minnesota, 1960-61; Mathematics writer, Educa-

1' f t TUTORS / 77 76 / CATALOGUE Of ST. JOHN'S COLLEGE

· B'bl' I History, literature, and lnterpreta- tional Research Council of Greater Cleveland, 1962-63; Tutor, St John's College, 1963-, . Rockefeller Fellow, 1959-60; Instructor in 1 ica h ' C liege 59 t p fessor 1963-65; Tutor, St. Jo n s o ' Assistant Dean, 1966-, Director of the Summer Program, Annapolis, 1969, 1970; Alderman ti~n, Wellesley College, 1959-62, Assistan ro ' of the City of Annapolis, 1969-. 1965-. David H. Stephenson, 199 Prince George Street William Bruce Pitt, 167 Duke of Glouc~:~!~-S~~:;logical Study, Colgate Rochester B.A., Columbia College, 1958; New York State Teaching Fellowship, 1958-60; M.A., Colum­ B.A., 1955, M.S., 1959, Un1vers1ty of RoJniversi't of Rochester, 1956-59; Graduate Study, bia University, 1960; Director of Men's Chorus, New York Association for the Blind, 1959- Divinity School, 1_955-56; Graduate Study, -64· Rese~rch Assistant in Sociology of Rel~g1on, 62; Music Instructor, Riverdale Country Day School, 1960-61; Chorus Director, Bellevue University of Cal1forn1a _at Berkeley, 1959 6· Student Assistant Minister, Phelps Presbycerian School of Nursing, 1961-63; Free lance writer and editor, Thomas Y. Crowell Company. Colgate Rochester D1v1n1_tv School.' 1955-5 M th atics University of Rochester, 1957-_59, 1961-63; Tutor, St. john's College, 1963-; Conductor, Annapolis Symphony Orchestra, 1970-. Church, 1955-56; Te_aching_ Ass1srnnt in a ra~er 'university of Rochester Computing Research, IBM Applied Science, 19.57, Jrt~~matics 'University of California. at Berkeley, Bert Thoms, 61 Southgate Avenue Center, 1958-59; Section Asrntant h1n , ~ (NSF) '1960-64, Research Assistant, ONR Self- B.A., M.A., George Washington University, 1947; Ph.D., The Johns Hopkins University, 1959-60,_ Research Assistant in Ma~ em~~s~~tant i~ the Summer Session, 1960, Associate, 1950; Associate in Philosophy, George Washington University, 1947-49; Tutor, St. John's Organizing Systems Pro1ect, 1961 62,. p f f Mathematics, Monmouth College, College, 1949-54, 1969-; Assistant Professor of Philosophy, Reed College, 1954-55; Chair­ 1964 Extension Division, 1962-64; Assistant ro essor o man, Department of Philosophy, Washington and Jefferson College, 1955-69. 1964 ~ 6 6; Tutor, St. John's College, 1966-.

Louis N. Kurs, 27 Thompson Street Gisela Berns, 85 Shipwright Street 1959· Classics and Philosophy, Universitie_s of Colorado School of Mines, 1942-43, '1946; Columbia University, 1943-45; M.S., The Univer­ Abitur, Hoelderlin Gymnasium, Sruttga~t~ 195cJ-63. Staatsexamen I, University of Heidel­ sity of Chicago, 1948; Teaching Assistant in the College and Department of Geology, The Heidelberg, Frankfurt, Munich, TuebinJ '. her A'ustauschdienst, University of Florence, University of Chicago, 1948-49; Instructor in Physical Science and Geology, Wright Junior berg, 1963; Fellow of _Deutscher Aka emisc Lt· nstructor in Classics and Philosophy, Bis- College, 1949-51; Supervisory Staff, Steel Production Division, South Works, United States 1963-64; Ph.D., University of Heidelberg,S;9~., ~men II University of Heidelberg, 1965; Steel Corporation, 1951-54; Instructor in Geology, University of Illinois (Chicago), '1954-64; marck Gymnasium, Karlsruh~, 1964-65, aa s~ lie e {966-67; Tutor, St. John's College, National Science Foundation Science Faculty Fellowship, The University of Chicago, 1961- Instructor in Classics and Philosophy, Rosary o g ' 62; Tutor, St. John's College, 1964-. 1967-. Deborah Mary Traynor, 58 Corn hill Street Nicholas Maistrellis, R.F.D. #1, Bo~ ~ 7 f Science University of Wisconsin, 1962- BA., Mount Holyoke College, 1956; M.A., The University of Chicago, 1958; Chicago tduca­ B.S., Bates College, 1962; Department o. ~s\~ry o 1966-67. Tutor St. John's College, 1967-. tional Television Association, 1959-63; College Humanities Staff, The University of Chicago, 67, Teaching Assistant, 1962-66, University e ow, , , 1963-64; Tutor, St. John's College, 1964-. Errol Pomerance, 59 Maryland Avenue. MA Harvard University, 1963; lnstructo~. in Geoffrey Comber, Route 3, Box 132, Annapolis Roads 196 B.S., Polytechnic Institute of Brooklyn, ti n · 1964_65 ; Teaching Fellow in Mathemaucs, Diploma in Education, University of londqn, 1953; A.R.C.M., Royal College of Music, 1954; Mathematics, Polytechnic Institute. of Broo y s' John's College 1967-68, Tutor, 1968-. M.A., Ohio State University, 1957; Fulbright Scholar, 1955; Instructor in Music and Graduate Harvard University, 1965-67; Teaching Intern, t. ' Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontario, 1964; Harvey Flaumenhaft, 88 Sta_te Circle . . Woodrow Wilson Fellow, Harvard Uni- Tutor, St. John's College, 1965-. B A 1960, M.A., 1962, The Un1vers1ty of Ch1cag_o, f Chica o 1963-65· lecturer in the v~r~ity, 1960-61; Graduate< study,hThe u~~~~~~~'. l~cturer i~ 'political Science, Rooseve!t George Doskow, 3 Thompson Street liberal Arts, The Un1vermy. of C icago, Wh' t College 1966-68; Tutor, St. johns B.A., Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut; Part­ University, 1965; Instructor m Government, ea on ' time Instructor in English, University of Connecticut, 1957-62; Instructor in English, Trinity College, 1968-" College, 1963-65; Tutor, St. John's College, 1965-. . 196 D ke of Gloucester Street . Harry L Go_Id mg, u' . Northwestern University, 1958; National Sci.ence Howard J. Fisher, 86 Conduit Street B.A., University of Omaha, 1954, M.S._, Ch istr DePauw University, 1958-63; National B.A., University of Rochester, 1965; Technician, Harvard University Cyclotron laboratory, Foundation Fellow, 1954-55; Instructor in e~ d Y~ University 1963-64; Member of the 1963, 1965; Tutor, St. John's College, 1965-. Science Foundation Science Faculty _FellowN tur Y Science Are~, 1967, Director of Shimer Faculty, Shimer College, 1964-68, ChairmJ ahn,' ~~f1:ge 1968-. Charles E. Finch, 105 Oak Drive College in Oxford, 1967-68; Tutor, St. o n s ' . B.S., in Education, Temple University, 1942; B.D., Princeton Theological Seminary, 1945; M.A., University of Pennyslvania, 1949; Th.D., Philadelphia Divinity School, 1953; Instructor . E Ho k'1ns 113112 Baltimore Avenue, S.W., Glen Bum1e EdwinU ." .tP f M' aryland 1963· Graduate study in Philosophy, Duke University, 1964- in New Testament, Bloomfield Seminary, 1945-47; Rector, Church of the Redeemer, Anda­ B.A., niversi y o ' ' lusia, Pennsylvania, 1949-52; Assistant Professor of Bible, Philadelphia Divinity School, 1951- 67 ; Tutor, St. John's College, 1968-. 55; Instructor, Valley Forge Military Academy, 1956-57; English Teacher, Conestoga Senior High School, Berwyn, Pennsylvania, 1957-65; Tutor, St. John's College, 1965-, Director of Robert J. Anderson, 906 Poplar Aven~e. s't 1965 . Teaching Assistant, Temple Uni­ Financial Aid and Placement, 1968-. B.A., Temple University, 1961; M.A., riale (~iver )1 YSumm~r '1964; Teaching Assistant, Yale versity, 1961-63; Teacher, B1sho~ Co ege 't e~as~mer High School 1966, 1967, 1968, Cur­ Benjamin Charles Milner, Jr., 129 Conduit Street University, 1966-67; Teacher, Ya e Uni~e~_i_ Y ~<>part~ent of Welf~re 1968-69; Tutor, St !I.A., Emory University, 1949; El.D., Columbia Theological Seminary, 1955; Ph"D.1 Harvard riculum Coordinator, 1968; New Yor icy - ' University, 1965; Military service, 1950-52; Teaching Fellow, Harvard Divinity School, 1957- john's College, 1969-. TUTORS I 79 78 / CATALOGUE OF ST. JOHN'S COLLEGE ·n Mathematics, 1967-68, Lecturer, 1968-70; Tutor, St. John's achusetts, 1966-67, lnstrllctor 1 Wye T. Jamison, 14 Melrob Court College, 1970-. B.A., Vassar College, 1964; M.A., Stanford University, 1965; Woodrow Wilson Fellowship 1964-65; Teaching Assistant in Music, Stanford University, 1967-69; Tutor, St. John's Col­ lege, 1969-.

Aaron Kirschbaum, 65 Southgate Avenue SCHOLAR IN RESIDENCE B.A., City College of New York, 1963; M.A., University of Wisconsin, 1969; Correspond­ ence Instructor in Mathematics, University of Wisconsin Extension, 1964-68; Teaching L 0 Strauss 786-A Fairview Avenue . h e . I . H bur 1921 · Research Assistant, Academy for Jewish Researc Assistant in History of Science and European History, University of Wisconsin, 1965-68; Ph.D:, Univers1t'. ~fll am f t~~ Rockefeller Foundation for the Social Sciences, 1932-34; University Fellow, University of Wisconsin, 1967, 1968, Ford Fellow, 1967, 1968, Research (Berlin), 1925-32, e ow 0 . . 1 S . e and of Philosophy the Graduate Faculty, Fellow in European History, 1968-69; Tutor, St. John's College, 1969-. Lecturer and later Profes_s~r of Polhtif~ c~~r~) 1938_49. Professor' of Political Philosophy Thde 1N ew ~c~oo~ ~~y~~~~a H~~~~~~~ Dist~~guished Service' Professor, University <;>f. ~hicapgo, Ray A. Williamson, 10 Murray Avenue an ater o er . Cl nt Men's College 1968-69; V1s1ting ro- B.A., The Johns Hopkins University, 1961; Ph.D., University of Maryland, 1968; Assistant 1949-68; Prof7s.sor of_ Politic~! _Sc1e~tce, f ~~~~irnia at Berkeley, 1953; Visiting Professor Astronomer, Institute for Astronomy, University of Hawaii, 1967-69; Tutor, St. john's lessor of Pol1t1cal Science, . niversi Y 0 b University ;n Jerusalem 1954-55; Visiting College, 1969-. of Political Sci~n.ce an? PhiloUsophy, .tyHe fe;alifornia at Davis, 1960; s~ott Buchanan Dis­ Professor of Political Science, nivers1 o Steven F. Crockett, 767-D Fairview Avenue tinguished Scholar in Residence, St. John's College, 1969-. A.B., Earlham College, 1965; A.M., The University of Chicago, 1967, Ph.D. Candidate, 1970; Woodrow Wilson Fellow, 1965-66; Ford Foundation Fellow, 1965-66; Instructor in the ARTIST IN RESIDENCE Humanities, Central YMCA Community College, Chicago, 1969-70; Advisor, Committee on General Studies in the Humanities, The University of Chicago, 1969-70; Tutor, St. John's R b t Al n Cole 3715 35th Street, Mt. Rainier e; 68 University of Maryland; Instructor, University of College, 1970-. 8 ~ 966 ~A 19 ~aryland; 196;9~~'. · .,_ . lnst;u~tor Basic Drawing and Design, Dartmuthe-Cape Co , Summer, , William D. DeHart, 234 Sumner Road ~~:~~~;,Annapolis' Junior High, 1968-70; Artist in Residence, St. John's College, 1970-. B.S., Allegheny College, 1955; Teacher Certification, Clarion State College, 1959; Ph.D., University of Rochester, 1965; Teaching Fellow, Department of Physiology, University of PLAYWRIGHT-PRODUCER IN RESIDENCE Michigan Medical School, 1960-61; Graduate Physiological Trainee, Department of Physiol­ ogy, University of Rochester Medical School, 1961-65; Senior Neurophysiologist, Smith, Alvin Ar,onson e 1948-50· Columbia University, ·1950-51; author of two off-Broadway Kline, & French, Philadelphia, 1965-66; Assistant Professor, Medical College of Virginia, St. Johns hCho lie: , d The Pocket Watch (725 performances); Assistant to Alan Jay Lerner 1966-1970; Tutor, St. John's College, 1970-. plays, N1g t aw As atn d Sound Technician Circle-in-the-Square, for three productions; for three years; c or an . , ' 970_ Robert Arthur Licht, 6 Thompson Street Playwright-Producer in Residence, St. Johns College, 1 · B.A., St. John's College, 1965; M.A., The Pennsylvania State University, 1967; doctoral candidate in philosophy, The Pennsylvania State University, 1967-; Graduate Assistant, The Pennsylvania State University, 1965-66, National Defense Education Act Fellow, 1966-69; Lecturer, Department of Philosophy, Bucknell University, 1969-70; Tutor, St. John's College, TUTORS EMERITI 1970-. Ford Keeler Brown, 235 King George Street . Brian Patrick McGuire B.A., University of Washington, 1920; D. Phil., Oxford University, 1926. B.A., University of California, 1968; D.Phil. Candidate, Oxford University, 1970; Fulbright Scholar, Balliol College, Oxford University, 1968-70; Tutor, St. John's College, 1970-. Jacob Klein, 101 Market Street Ph.D., University of Marburg-Lahn, 1922. Alfred Mollin, 710 Tyler Road B.A., Western Illinois University, 1965; M.A., The Pennsylvania State University, 1967; William Kyle Smith, 20 Murray Avenue . . graduate study in philosophy, The Pennsylvania State University, 1967-; National Defense 1:1.S., University of Virginia, 1921; Th.B., Princeton Theological Seminary, 1924. Education Act Fellow, The Pennsylvania State University, 1966-69, Richard M. Weaver Fellow, 1969-70; Tutor, St. John's College, 1970-. Simon Kak~~~s!~~oi~d~l~a~~reReu~sia, 1912; Institute of Technology,. Darmstadt, and William W. O'Grady, Jr. 3~~~~~sti~y of Heidelberg, 1912-14; University of Leningrad, 1921-23; Un1vers1ty of Jena, A.B., University of Notre Dame, 1966; M.A., 1968, Ph.D., 1970, The University of Chicago; 1924-27, Ph.D., 1927. Woodrow Wilson Fellow, The University of Chicago, 1966-67, Danforth Fellow, 1966-67, Humanities Fellow, 1967-70; Tutor, St. John's College, 1970-. Wiley W. Crawford, Route 5, Box 19 . . . B.A., 1925, M.A., 1928, University of Missouri; Ph.D., Un1vers1ty of Minnesota, 1934. Jonathan B. Skinner, 201 Dreams Landing B.A., Carleton College, 1963; M.A., University of Michigan, 1964; Ph.D. Candidate, Uni­ Iola R. Scofield, 252 King George ~treet versity of Massachusetts, 1970; Woodrow Wilson Fellow, University of Michigan, 1963-64; B.A., 1917, M.A., 1919, University of California. Instructor in Mathematics, Hope College, 1964-66; Teaching Assistant, University of Mass- TUTORS I 81 80 / CATALOGUE OF ST. JOHN'S COLLEGE

State University of New York at Binghamton, 1964-67; Director, Graduate Institute in Liberal SANTA FE Education, St. John's College, Santa Fe, 1970-. Clarence J. Kramer David Clifford Jones, 9 Camino Pequeno B.A., St. john's College, 1959; M.A., The University of Melbourne, 1962; University Fellow, 1954-,B.A., St.Associate John's DeanCollege of the1949· Colle·g~' MA a Mdar;oro I iollege, 1950; Tutor, St. John's College Ch I n ean, anta Fe, 1964-68. (On leave 1968-) ' The University of Melbourne, 1961-62; University Fellow and Bess Heflin Fellow, The Uni­ versity of Texas, 1962-64; Tutor, St. John's College, 1964-, Santa Fe, 1965-. ares. G. ~ell, 1260 Canyon Road ' . 1966,B.S., Un1vers1tyB. Litt., 1939; of lnstruct~rVirginia 1936·and 'A Rh .ot d es pchfolar,S Oxford University, B.A. 1938 MA Robert M. Bunker, 408 Hillside Avenue 45 Wart' A · ss1s ant ro essor of En I' h 1 ' ' · ., A.B., Harvard University, 1939; A.M., 1954, Ph.D., 1955, University of New Mexico; United ' ime ss.stant in Physics 1945· R h A . g is ' owa State Coilege 1940- Pueblos Agency, Bureau of Indian Affairs, 1940-51; United States Navy, 1942-46; Executive 194J; :"ssistant Professor of English Prine~::rc U s.s1stant in Physics, Princeton Uni~ersity Secretary, Bernalillo City-County Consolidation Committee, 1952-56; Instructor, University stu y in Europe, 1948; Assistant Professor on niv~~s1ty, 1945-49; Rockefeller Grant fo; of New Mexico, 1955-56; Professor of English and Philosophy, and Chairman of both De­ ~eg~), 1949-1956; Guest Professor Universit~~r~ma~t1es, The University of Chicago (Coi- partments, New Mexico Highlands University, 1956-65; Tutor, St. John's College, Santa Fe, ro essor and Director of the Honors Pro ra ran . urt,.1952; Ford Fellow, 1952-53; Guest ~~;~:;~'. ~uest Professor (Fulbright Progra~) mTe~~~~:~~1ty Hof ~uehrtol Rico <.at Mayaguez), 1965-. ' utor, St. John's College 1956 D" ' e QC SC u e, Munich Germany 11967-; Poet in Residence and of Adult Education, 1957-5S, Santa Fe' Don B. Cook, 123 Calle Golondrina eave, 1970-.) Gu~st Pr~fess~ectuor.r, n1vers1ty of Rochester, Spring, 1967. A.B., Occidental College, 1958; Ph.D., University of California at Davis, 1965; Woodrow (O~ Wilson Honorary Fellow, University of California at Davis, 1959; National Science Founda- tion Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-. Mi~hael Ossorgin, 855 El Caminito Lyc.ee R~sse, Paris, 1938; Conservatoi R , . Elliott T. Skinner, 1038 Camino Santander Theolog1e Orthodoxe, Paris, 1942· ln:~r usse. a Pans, 1932-35, 1942-44; L.Th., ln

~~o~as J. Sl~key, 213 Las Mafianitas Stuart Boyd, 408 Camino del Monte Sol .., t. Marys College, California 1952· MA . M.A., Aberdeen University, Scotland, 1948; Ph.D., Aberdeen University Medical School, Cornell University, 1960; United St t' A ' .., Un1versite Laval (Quebec) 1953. PhD 1952; Assistant Lecturer, Clinical Psychology, Department of Psychiatry, Aberdeen Univer­ vers1ty, 1955-58; Tutor, St. John's Assistant in Philosophy Corn'ell c~1f:g/~9y5'9195S3-55;' -, anta Fe, 1964- ' Uni~ sity, 1948-52; Instructor, Medical Psychology, University of Colorado Medical School, 1952- 53; Director, Doctoral Training in Clinical Psychology, Denver University, 1954-57; Professor Dean R. Haggard, St. John's Colle e . of Psychology and Chairman, Department of Behavioral Sciences, New Mexico Highlands 8.A.,Fellow Reed in PhilosophyCollege 1955· Th'e IJs~uctor .gin. Mathematics, Loyola College, 1957-60; Fels Fund University, 1957-64; Lecturer, Department of Psychiatry, Edinburgh University, Scotland, 1961-, Santa Fe, 1966-.' o ns Hopkins University, 1960-61; Tutor, St. John's College, 1964-65; Professor of Psychiatry (Psychology), University of Missouri Medical School, Kansas City, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. Robert D. Sacks, 115 Calle Pena Elton Ray Davis, 427 San Antonio BA., St. John's College 1954· Ph D T . B.A., St. John's College, 1962; M.A., University of Indiana, 1965; Tutor, St. John's College, ~~'Jerusalem, 1954-56; Ecol~ de~ Lan;~e!o~n.s Htolk1ns. University, 1963; Hebrew Univer- M ic~g~ ~1957-59; Tutor, St. John's College ~~~1 a e~ V1va~tes, 1956-57; The University of Santa Fe, 1966-. ary s o ege, 1968-69. ' -, anta e, 1969-; Visiting Lecturer, St. Harvey L. Mead 111, 211 Spruce Street B.A., St. Mary's College, 1961; Ph. L., Universite Laval (Quebec), 1963; The University of John S._ Steadman, 1520 Cerro Gordo Road Chicago, 1964-66; Lecturer, Saint Xavier College, 1964-66; Ph.D. Candidate, Universite inB.S., Philoso University h of c Wisconsin ' 1959. ' I ns t ructor .in Radio Repa· u s A Laval, 1970; Tutor, St. John's College, Santa Fe, 1966-. Tutor St oCrnlel 1I University, 1959-61; Teaching C . rim! y, 1.954-56; Assistant ' · Jo~''n s o ege, 1962-, Santa Fe As . t Felio~' D / orne University, 1961-62· ' 1967 -, sis ant ean 1970- ' Roger S. Peterson, 1750 Camino Corrales A.B., Harvard College, 1953; A.M., 1957, Ph.D. in Botany, 1959, University of Michigan; Robert A. Neidorf, 433 Calle la Paz ' . United States Navy, 1953-56; Forest Service research, Colorado State University, 1959-62; B.A., 1951, M.A., 1955, The University of Chi . Research Project Leader, Utah State University, 1962-66; Tutor, St. John's College, Santa Fe, fnd A~s1stant Professor of Philosophy Buckn~ft0 ~h.D:, Yale University, 1959; Instructor ege, nnapolis, 1962-64, Santa Fe 19G7-· A . nivers1ty, 19.59-62; Tutor, St. John's Col- , , ss1stant and Associate Professor of Philosophy, 1966-. l TUTORS / 83 82 / CATALOGUE OF ST, JOHN'S COLLEGE

B tt J Sokol 613 L Garcia C bia University; Teacher of Ralph Swentzel Route Box 1 I, 4, 91 B B MA, 1966, Columbia John's College, Santa Fe, B,S,, New Mexico Highlands University, 1963; Instructor, Computer Programming, New ~rn~963; Univers~ty;l ln;~~~=~~r, Tu~o~,mSL Ma{hematics and Science at the Dalton Sc oo s, , Mexico University, 1965-66; Tutor, St John's College, Santa Fe, 1966-, 1968-, Dennis V, Higgins, 902 Acequia Madre ,~eorge N, Stanciu, 907 Camino San Acaci~'chi aw Research Associate, University of BA, Le Moyne College, 1957; MA, Fordham University, 1959; Ph,D,, English and American ~A 1954 Ph,D, in Physics, 1964, University ~f A' crate' Los Alamos Scientific Laboratory, Literature, Claremont Graduate School, 1963; Intercollegiate Programs of Graduate Studies ',, ,, , h Netherlands, 1964-65; Researc sso , Fellow, Ford Foundation, 1959-62; Teaching Assistant, Pomona College, 1962; Instructor, St John's College, Santa Fe, 1968-, Northwestern University, 1963-64; post-doctoral study, British Museum Library, summer, ~~rs1-~~~~u;o~ 1963, and Henry L Huntington Library, summer, 1964; Assistant Professor, Tufts University, Genevieve Townsend, 244 Sena Street , of New Mexico, 1964; Tutor, SL John's 1964-67; Tutor, St John's College, Santa Fe, 1967-, B,A,, M,A,, Comparative Literature, Un1vers1ty Henry N, larom, 1145 Camino San Acacio College, Santa Fe, 1968-, B,A, University of Montana, 1961; M,A,, Idaho State University, 1967; U,S, Marine Corps, 1951-54; Teacher, Edgewater Elementary School, 1956-57; Teacher, Millersville Elementary ~e:.~<~tE,J~~~,~o~~f1~~;,41~:2~~~ ~~~~~~i~~6i~~i'.t~~to~~ ~,ef~~~~:I ~~~\~~e:; ia~rt~n~~', School, 1958-60; Teacher, M;nidoka County High School, Idaho, 1961-63; Columbia Univer­ Canada, 1966; Instructor, Emmanuel Co eg , sity Teaching Fellowship, Kenya, East Africa, 1963-65; Idaho State University, 1965-67; Tutor, St John's College, Santa Fe, 1967-; Education Director of Peace Corps, Somalia, Africa, 1968-, 1968-69; Elementary Language Arts Director, New Mexico State Department of Education, Glenn A Freitas 800 Abeyta Street . , , L I (Quebec) 1964' Licentiate in Sacred 1969-70, , ' Ph L Unrversrte ava ' ' h, I 'que BA St, Mary's College, 1957; , ,'', ) 1966 , L' Ecole Biblique et Arc eo ogi S~ri'p' tu re Pontifical Biblical Comm1ss1otn (Ro~~~sista~t Professor, St Mary's College, 1967- Timothy P, Miller, 542 Camino del Monte Sol , d , 1 1964 66' lnstruc or an AB,, Harvard University, 1948; B, Mus,, 1949, M, Mus,, 1951, Yale University; D, Mus,, Franc;aise e Jerusa em, - ' F 1969- 69; Tutor, St John's College, Santa e, , Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor Ralph]. Quintana, 1908 Conejo DrivePh D Candidate, University of Colorado, 196~; of Music, Agnes Scott College, 1957-61; Director of Music, University of Richmond, 1961- MA 1955 Williams College, , , C II e 1949-50' Teacher-coac , 65; Piano Chairman and Member of Graduate Faculty, College-Conservatory of Music, BA, 1947, Wi,lli,~ms C~llege, '1946-49; Instructor, Wagner A~adeegmy, 1959-61; Assistant Pro- University of Cincinnati, 1965-67; Tutor, St John's College, Santa Fe, 1967-, ~~s~~~~:~\alley School, 1953-58; Teacher1~o~~~S,HTe~~or~ St john's College, Santa Fe, 1969-, f New Mexico Highlands Un1vers1ty, ' Elizabeth F, Gilbert, 717 Camino del Monte Sol essor, B.A, Wellesley, 1951; MA, 1955, Ph,D,, 1959, University of M:chigan; Teacher in Biology, J h S Chamberlin 1970 University of Toronto; Woodrow The Northfield School, 1951-54; Assistant Professor of Biology, Oberlin College, 1959-65; 0 n H~verford College, 1964; MA, 1966, Ph,D~, Mar H, Beatty Fellowship, 1965-66'. Associate Professor of Biology, Haile Sellassie I University, and Director of the National ~\;on Fellowship, University of Tor~to,d 19!4 ~{Ison bissertation Fel\owshrp, 1967-68, Herbarium of Ethiopia, 1965-68; Tutor, St John's College, Santa Fe, 1968-, Province of Ontario Grant, 1966-67, T .oo ~~ john's College, Santa Fe, 1970-, Archive work and teaching, 1968-70, ULOr, , R, Thomas Harris, Jr., 905 Camino Ranchitos BA, Reed College, 1955; M,A,, 1956; Ph,D,, 1959, University of Illinois; University Fellow, Frank K, Flinn arvard Divinity School, 1966; MA University of P~n~i;: University of Illinois, 1955-58, Graduate Teaching Assistant and National Science Founda­ AB Quincy College, 1962; BD:, H , 1962-64' Inner City Fieldwork progra , 66' tion Contract Fellow, 1958-59; Research Instructor, Duke University, 1959-60, Assistant Pro­ , ','a 1969. St Joseph Theological Semrna~y, C~l\ege of the Sacred Heart, 1965- d fessor, 1960-65, with Leave of Absence as Assistant Professor, University of California at vanr , M ss' 1964-65' Part-time lecturer, ewton 1966-67' Part-time student, Harvar Berkeley, 1962-63; Associate Professor, University of Maryland, 1965-68; National Science ~u;G', h~ F~llow U~iversity of Heidelberg, Ge;many, 1966 a~d 1967-68, National Defense Foundation Consultant for India Project, Lucknow, India, Summer, 1967; Visiting Associate Uu , r~~sity 1967-68; Instructor, Boston Collelge,, u~;~'.(;9, Instructor, LaSalle College, 1969- Professor, New York University, 1967-68; Corporate Consultant, Management Science, IBM, E;~~ation, Act Fellow, University of Pennsy _vanra, , Armonk, New York, Summer, 1968; Tutor, St John's College, Santa Fe, 1968-; Vis;ting Pro­ 70; Tutor, St john's College, Santa Fe, 1970 , fessor, New York University, Summer, 1969, II D' 1967, Teaching Fdwar d H, P orce a U , " of California at San rego, , d Th I Michael K, Mechau, 706 Sosaya BA St Mary's College, 1964; MA, f ~'~~rsriya 1965-67' lecturer in literature an C l~o - BA, St John's College, 1959; M,A,, The University of Chicago, 1965; Universidad Nacional, A,ssi~ta~t in Humanities, University o· a' om1Philosoph~ University of San Diego o ege Bogota, Colombia, 1959-60; Teacher, Delta High School, 1960-61; Teacher and Counselor, , C II ge 1967-68' Instructor rn ' ogy, SL Marys o e , St J hn's College Santa Fe, 1970-, Colorado Rocky Mountain School, 1961-65 (summers); Teacher, Thomas More School, 1963- for Men, 1969-1970; Tutor, , 0 ' 64; Management Intern, Executive Office of the President, 1965-1967; Administrative Offi­ cer, Department of Health, Education and Welfare, 1967-1968; Tutor, St, John's College, Toni K, Drew S f 1970' Teaching Intern, St John's College, Santa Fe, 1970-. Santa Fe, 1968-, S,A,, SL John's College, anta e, , John C Rogers, Rt 3, Box 131, Old Santa Fe Trail Paul D, Mannick B h 1970' Teaching Intern, SL john's College, B,S,, Oregon State University, 1960; M,S,, Los Angeles State College, 1962; M,A,, Indiana College at long eac , ' University, 1965; Ph.D, Candidate, Washington University, 1968; Tutor, St John's College, B.A,, California State Santa Fe, 1968-, Santa Fe, 1970-, Register of Students 1969-70 REG1snR oF sTuDENTs / Bs

ANNAPOLIS John Randolph Campbell '72 Maya Narayan Contractor '71 Martha Hope Birnbaum '73 Colorado Springs, Colorado Bombay, India Rye, New York Jerrold Raymond Caplan '73 Eleanor Ruth Coombs '71 A Ellen Loehr Black '72 Baltimore, Maryland San Rafael, California Cumberland, Maryland Deborah Achtenberg '73 Francis Ligouri Carbaugh '73 Marvin Brent Cooper '70 Kansas City, Missouri Jennifer Bartlett Blaisdell '73 Annapolis, Maryland Baltimore, Maryland Bedford, Massachusetts Edward William Allen '73 David Harding Carey '72 Thomas Jefferson Crabtree '72 Shoreham, New York William Mackham Blount '72 Pittsburgh, Pennsylvania Towson, Maryland Atlanta, Georgia David Kite Allison '73 Patricia Ann Carey '70 Bryant George Cruse '73 Fernandina Beach, Florida Jean Lorain Bloss '73 LaVale, Maryland North East, Maryland Arnold, Maryland Helen Margaret Anastaplo '71 James Floyd Carlyle '73 Chicago, Illinois Jane Silberman Boedecker '72 Mineral Wells, Texas Annapolis, Maryland D Harold Atwood Anderson, Jr. '72 Jean Kirkland Carr '72 Cleveland Heights, Ohio Ray Frederick Boedecker '72 Ronald Jay Davidoff '73 Alexandria, Virginia Philadelphia, Pennsylvania Bradley Carl Arms '72 Annapolis, Maryland Charles Barrett Carroll, Jr. '72 Washington, D.C. Deborah Ruth Bowers '73 Peter Van Tuyl Davis '73 Annapolis, Maryland Mclean, Virginia Peter Jerome Aronson '73 Elkins Park, Pennsylvania Glencoe, Illinois Nancy Ruth Boyd '73 Holly Ann Carroll '71 Prudence Elizabeth Davis '72 Summit, New Jersey Indianapolis, Indiana Whiting, Indiana Thomas Richard Ascik '72 Chattanooga, Tennessee Perry Jack Braunstein '71 Thomas Gridley Casey II '71 Thomas Nelson Day '71 New York, New York Washington, D.C. Annapolis, Maryland Jennifer Foster-Pratt Atherton '72 Wellesley Farms, Massachusetts Faith Ann Bressler '73 Randall Blackburn Cash '72 Ronald James Deal '73 Highland, New York Barcelona, Venezuela Philip Joseph Avila '70 Fairmont, West Virginia Yeadon, Pennsylvania Daniel Borman Brock '72 Shire Joseph Chafkin '71 John Richard Dean '70 Buffalo, New York Bethesda, Maryland Boston, Massachusetts B Barbara Susan Brown '72 Robin Chalek '73 Stuart Roy Deaner '71 Overland Park, Kansas New Rochelle, New York Roslyn Heights, New York Barbara Elizabeth Banks '73 Moreland Hills, Ohio Duncan MacRae Brown '71 Thomas Anthony Chambliss '70 Rachel Deeter '72 Mclean, Virginia Chattanooga, Tennessee New York, New York Joseph William Barrett '73 Adrian, Michigan Michele Elen Budny '70 Gregory Michael Chilenski '73 Nancy Katherine Deshler '73 Washington, D.C. Annapolis, Maryland Hyattsville, Maryland Ileana Ch rysanthy Basi I '73 Athens, Greece William H. Buell '71 David Christopher Chute '72 Brian Walker Dineen '72 Orange, Connecticut Jennifer Eldred Bates '73 Annapolis, Maryland Severna Park, Maryland Edgartown, Massachusetts Thomasmore Dominic Bujak '72 David Domenic Cicia '70 Charles Donahue, Jr. '72 Palmyra, New Jersey Samuel Allerton Bell '71 Northampton, Massachusetts Washington, D.C. Andover, Massachusetts Samuel Stephen Burnett '70 North East, Maryland Marcia Ann Clemmitt '72 Dennis John Dort '71 Douglas Hathorn Bennett '71 Canton, Ohio Fort Huachuca, Arizona Naperville, Illinois James Martin Burress '72 Walterboro, South Carolina ~rthur Cockey '71 Thomas Leonard Dourmashkin '71 Dennis Dean Berg '71 ~s~own, Maryland Ardsley, New York Paul Futrall Bustion '71 Starkweather, North Dakota Newburgh, Indiana Diana Love Collins '71 Evan Matthew Dudik '72 Marcia Jones Berg '71 Annapolis, Maryland Silver Spring, Maryland Idaho Falls, Idaho c Jeremiah Andrew Collins '71 Robert Patrick Dunleavy '72 Benjamin Bergery '73 Annapolis, Maryland Annapolis, Maryland Paris, France Peter Phillip Cadorette '73 Warrensburg, Missouri Henry Clay Constantine 111 '70 Charles Everett Berliner '70 Baltimore, Maryland E Annapolis, Maryland Catherine Ann Caffrey '70 Grand Island, Nebraska Mary Lee Coughlin '73 Seth Joshua Edelman '73 Windsor, Vermont Manhasset, New York 86 I CATALOGUE OF ST. JOHN'S COLLEGE REGISTER OF STUDENTS I 87

Nancy M. Eder '72 Stephen Joel Forman '70 Riverside, Connecticut David Leopold Gleicher '71 Donald Fisher Harrison, Jr. '73 Houston, Texas Maplewood, New Jersey Alexandria, Virginia Theodore Haruo Ehara '73 Stephanie Ann Forrest '70 Evanston, Illinois Jay Alexander Gold '71 Jeanne Marie Harrison '73 Madison, New Jersey Jamaica, New York Lanham, Maryland George H. Elias '71 Denise Douglas Fort '72 Santa Ana, California Jane Sarah Goldwin '71 Sarah Catherine Harrison '71 l Chevy Chase, Maryland Annapolis, Maryland Washington, D.C. Lee Hand Elkins '73 ~ Dorothy Helen Fox '72 Dover, Delaware Gail Marie Gonda '73 Susan Faye Hartman '72 Spring Grove, Pennsylvania Chicago, Illinois Joseph Ronald Elliott '73 Annapolis, Maryland Matthew Albritton Frame '73 Titusville, Florida Elizabeth Ann Gottlieb '73 Steven Harvey '70 Chapel Hill, North Carolina Harrison, New York Peter Thorpe Ellison '73 Verona, New Jersey Laurie Ellen Franklin '73 El Paso, Texas James Robert Grady '73 Kimi Hasegawa '73 Arlington, Virginia Prairie Village, Kansas Richmond, Virginia Marie Kathryn Erickson '71 Craig Farrell Freedman '72 Baton Rouge, Louisiana Barbara Lee Grant '73 Maya Hasegawa '70 Philadelphia, Pennsylvania San Francisco, California Richmond, Virginia Annalisa Ewald '73 Jeffrey David Friedman '70 Chevy Chase, Maryland Michael Kevin Green '72 Marc Leland Haynes '72 Cleveland, Ohio Los Angeles, California Valdosta, Georgia Anne Louise Fringer '72 F Marcia Ellen Greenbaum '73 Anne Elizabeth Hawk '73 Westminster, Maryland Norristown, Pennsylvania Cleveland Heights, Ohio Peter Maynard Fairbanks '73 Roger David Greene '73 William Sears Hebb '72 Cambridge, Massachusetts G Bronx, New York Harwood, Maryland Dorothy Gail Farmer '73 Peter Saltonstall Gardiner '73 Joseph Isaiah Gresser '71 Robert Allen Heiniger '71 Birmingham, Alabama Hamilton, Massachusetts Hackensack, New Jersey Morton, Illinois Diana Hoyt Feldman '72 Andrew Alexander Garrison '71 Eva Marie Grunwald '72 Joan Ellen Heller '73 Annapolis, Maryland East Lansing, Michigan Chicago, Illinois Williamsville, New York Christine Anne Ferrarini '72 Robert Fenton Gary '71 James Kent Guida '71 Baltimore, Maryland ! Theodore William Hendricks Ill '73 New York, New York Silver Spring, Maryland Baltimore, Maryland Jon Todd Ferrier '73 David Steven Gasner '73 Roy Alan Hepner '70 Grand Rapids, Michigan l Edgewater Park, New Jersey H Huntington, West Virginia Richard Delahide Ferrier '71 Richard Duane Gasparotti '73 Brian Charles Hagenbuch '72 David Wisrnar Herman '72 Eugene, Oregon Baltimore, Maryland Annapolis, Maryland St. Louis, Missouri Susan Joan Ferwerda '73 Alice Dorothy Gawron '73 Congers, New York Francis Alexander Hamilton Ill '73 James Ross Hill '71 Woodbridge, Connecticut Scotia, New York York, Pennsylvania Ronald Herbert Fielding '70 Eric Geer '72 Robert Michael Hill '73 Cohasset, Massachusetts Marielle Mikah Hammett '70 New Castle, Pennsylvania Pottstown, Pennsylvania Baltimore, Maryland David Ross Finney '72 Martha Jean Geroch '72 Cynthia Cotton Hancoff '71 Maureen Linda Hollander '70 Accokeek, Maryland Akron, Ohio Annapolis, Maryland Harnden, Connecticut John Huntley Fitch '73 Anthony George Gerzina '72 Steve Alex Hancoff '70 David Harding Humphreys '70 Lakeville, Connecticut Flushing, New York Annapolis, Maryland New York, New York Joanna May Fitzick '71 Gregory Lee Gianas '73 Steven Hanft '72 Jan Lisa Huttner '73 Cape May Court House, New Jersey Phoenix, Arizona Great Neck, New York Livingston, New Jersey Jean Kathleen FitzSirnon '73 Debora Jeanne Gilliland '73 Brooke Sallee Harris '72 Highland Park, Illinois Corry, Pennsylvania Los Angeles, California Jeffrey Stephen Flemming '73 David Fraser Gilmore '72 Newburgh, New York Ezra Harris '70 Juan Blaise Ianni '70 Andover, Massachusetts Baltimore, Maryland Arcula, Virginia Janice Sharon Flynn '72 Glenn Callen Gladfelder '72 Walnut Creek, California Susan Small Harris '73 John Clyde Isaacs '72 Pasadena, California Pittsburgh, Pennsylvania Cheshire, Connecticut 88 / CATALOGUE OF ST. JOHN'S COLLEGE

REGISTER OF STUDENTS I 89

Robin Kowalchuk '72 Katherine Elisabeth Jackson '71 York, Pennsylvania Northampton, Pennsylvania Robert Irving Main '73 0 Joan Leslie Kramer '70 Milford, Connecticut Laura Marie Jenkins '73 Robert Mark O'Connor '72 South Orange, New Jersey Arlington Heights, Illinois Constantine Michael Mantis '73 Colorado Springs, Colorado Reading, Pennsylvania Peter Allan Kupersmith '73 David Nicholas Ofiesh '73 David Eugene Johnson '72 Houston, Texas New Carrollton, Maryland Matthew Thomas Mallory '72 Arlington, Virginia Cynthia Kurtz '71 la Jolla, California Brian O'Flynn '73 Edward Randolph Johnson '73 Clayton, Missouri Lincoln, Nebraska Jonathan Bruce Mark '73 Washington, D.C. Owego, New York Melvin Wright Johnson 11 '73 Donnell O'Flynn '73 Fairport, New York Clifford Alan Martin '71 Washington, D.C. Dawson, Pennsylvania Jesseca Lynne Jones '73 David Charles Lederer '73 Richard Jeffrey Ogust '73 New York, New York Pacific Palisades, California Melissa Jane Matthews '73 New York, New York Hamilton, Ohio Mark Durham Jordan '73 Alan Ming lee '71 Richard Alan O'Neill '73 Denton, Texas San Francisco, California Frederick Norman Mattis '73 Pittsburgh, Pennsylvania Chapel Hill, North Carolina Diane Palley Joseph '71 Chistopher Lee '71 New Britain, Connecticut Annapolis, Maryland Ronny Stephen Millen '71 p 1lene Pregler Lee '72 Bethesda, Maryland Kenneth DeSola Joseph '70 Deborah Ruth Papier '72 Annapolis, Maryland Annapolis, Maryland Jacqueline Louise Miller '72 . Si Iver Spring, Maryland McKee Greer lee '72 New Cumberland, Pennsylvania Mitchell Edward Parker '73 Annapolis, Maryland Melvin Everett Minter, Jr. '72 K Berlin, Maryland Baltimore, Maryland Rand Benjamin lee '73 Nicholas Angelo Patrone '73 Deborah Warren Kalmar '70 Roxbury, Connecticut Elizabeth C. Molnar '72 Annapolis, Maryland Fairfax, Virginia Melrose Park, Pennsylvania Peter Craig leveton '73 Melissa Dee Kaplan '72 Daniel Steven Pearl '73 Jolene Ann Montgomery '73 Mi Iford, Connecticut Teaneck, New Jersey Philadelphia, Pennsylvania Morehead, Kentucky Martha Jo Kaufman '71 Priscilla Lindsay '73 Charles Lee Pendleton, Jr. '72 Cleveland Heights, Ohio Briarcliff, New York Barbara Rosalie Mordes '71 West Hartford, Connecticut Baltimore, Maryland Patricia Diane Kaufman '73 Russell Lipton '73 Lee David Perlman '73 New York, New York Stamford, Connecticut Jocelyn Lloyd Moroney '71 Wyn cote, Pennsylvania Chevy Chase, Maryland H. Edwin Keeton '73 Victor Aubrey Lownes IV '72 Alexandra Perkins '72 Oak Park, Illinois London, England Vincent James Morrow '73 Marion, Massachusetts Washington, D.C. Judy Gail Kepner '71 Arthur Harold Luse Ill '70 M. Elizabeth Perry '70 Mill Valley, California Mahopac, New York John Harvey Morse '72 Glastonbury, Connecticut Sterling, Kansas J. William Keyser '73 Sarah Constance Lusk '73 Thomas Anthony Pink '70 Austin, Minnesota Alexandria, Virginia Madeline Grace Mosley '70 Annapolis, Maryland George lent Kiberd '72 Palo Alto, California Dwight Sage Platt '72 Annapolis, Maryland Providence, Rhode Island M Janice Munroe '73 Diana Christie Killorin '73 Lexington, Massachusetts Alan Roth Plutzik '7'1 Wilfred Mark McCJay '73 Savannah Beach, Georgia Pittsford, New York Severna Park, Maryland Joanne Linda Murray '70 Susan Kiralis '72 Arlington, Virginia Adrian Edward Pols '70 East Vassalboro, Maine John Stouffer McDuffie '72 Brunswick, Maine Hendersonville, North Carolina Lynn Smith Pomerance '71 Jeffrey Coleman Kitchen, Jr. '71 N Potomac, Maryland John Patrick MacDonald '70 Annapolis, Maryland Detroit, Michigan Dikran Kizilyan '70 Janet Anne Nelson '72 Patricia Anne Posey '71 Istanbul, Turkey Edward Michael Macierowski '70 White Plains, New York Harrisburg, Pennsylvania Springfield, Massachusetts Harold Otto Koenig '71 John Shipley Newlin, Jr. '71 Pamela Pratt '73 Oyster Bay, New York Susan Jailand Mackey '7'1 Paoli, Pennsylvania Glen Cove, New York Lafayette, California Robert William Noble '72 Catherine Rose Pruszynski '73 Homewood, Illinois St. Paul, Minnesota REGISTER OF STUDENTS I 91 90 I CATALOGUE OF ST. JOHN'S COLLEGE

Masha Zager Sinnreich '70 Daniel James Sullivan '71 R Deborah Esther Schifter '73 Annapolis, Maryland Norwalk, Ohio Bethesda, Maryland Anne Charlotte Phillips Ray '73 John David Smith '70 Rachel DuBose Sullivan '71 Montclair, New Jersey Anne Robin Schmidt '70 Humacao, Puerto Rico Hillsboro, Oregon Baltimore, Maryland Andrew Bartlett Reed '73 Theophus Harold Smith '72 New York, New York Robert Henry Schmidt Ill '72 Atlanta, Georgia Rock Island, Illinois T Everett Lee Reed '72 Ann Kinney Sohmer '72 Jeffrey Elvin Teague '73 Ellicott City, Maryland Mark Schneider '73 Annapolis, Maryland Buffalo, New York Rockport, Texas Elspeth Anne Revere '73 Richard Edward Sohmer '70 William Lewis Thorp IV '73 Wellsboro, Pennsylvania Michael Joseph Schneider '73 Annapolis, Maryland Alexandria, Virginia Rocky Mount, North Carolina John Mark Rhodes '73 Daniel Sohn '72 James Elliott Tourtelott, Jr. '73 District Heights, Maryland David Marc Schwarz '72 Washington, D.C. Tenafly, New Jersey Providence, Rhode Island Mary Ogle Ridout '73 Melanie Hannah Sollog '70 Roger Daniel Tracy '73 Annapolis, Maryland Kathy Joan Sciacchitano '72 Franklin Square, New York Evanston, Illinois Whitestone, New York Thomas Rie '70 Lee Hampson Solomon '73 Aaron Turetsky '73 Annapolis, Maryland Charles Brian Scott '73 Chambersburg, Pennsylvania Parker, South Dakota Flushing, New York Douglas Bruce Roberts '72 Jeffrey Sonheim '71 Santa Fe, New Mexico John Robert Scow '71 Skokie, Illinois Rockville, Maryland Venette Roberts '72 u Jane Elizabeth Spear '73 Carlisle Barracks, Pennsylvania Steven Paul Sedlis '73 Elizabeth Ellen Unger '73 New York, New York Canton, Ohio Thomas Manley Rodgers '72 Indianapolis, Indiana Asheville, North Carolina Randy Sue Selig '73 James Stewart Spirer '71 West Chicago, Illinois Lawrence, New York Paul Martin Rosenberg '73 v Levittown, Pennsylvania Polly Demuth Seward '72 Joshua Springer '73 Annapolis, Maryland New York, New York Vanessa Lynn Van Manen '73 Philip Stephen Rosenberg '73 Mclean, Virginia Silver Spring, Maryland Thomas Daniel Seward '71 Peter Walter Squitieri '73 Annapolis, Maryland New Canaan, Connecticut Eric Allen Vatikiotis '73 George Alan Rowbottom '71 Waimanalo, Hawaii Maple Shade, New Jersey Worku Sharew '70 Steven Alan Stanton '72 Victor Michael Victoroff '71 Lock Haven, Pennsylvania Penelope Richardson Rowe '71 Jericho, New York Cleveland, Ohio Cincinnati, Ohio Karen Lee Shavin '72 Leslie Elena Starr '72 James Francis Villere, Jr. '71 Patricia Marie Rumore '72 Chattanooga, Tennessee Annapolis, Maryland Annapolis, Maryland Brooklyn, New York Jane Lucinda Shaw '72 Pamela Gai I Starr '72 Anthony Vitto, Jr. '70 Susan Gail Rumore '70 Vandergrift, Pennsylvania Dumont, New Jersey Rockville, Maryland Glendale, New York Mary Jane Shenkin '72 Jean Lenore Stephens '70 Adriane Von Lichtenberg '73 Diana Browning Runyon '70 Washington, D.C. Chassell, Michigan Brookline, Massachusetts Annapolis, Maryland Dennis Robert Sheret '72 Peter Wright Stern '72 Erol Murat Vural '73 Lane Gregory Russell '73 Hartford, Vermont New York, New York Princeton, New Jersey Daly City, California Barbara Lynn Sherman '71 Orlando, Florida Christel Martha Stevens '72 Cara Gendel Ryan '70 University Park, Maryland Annapolis, Maryland David Harris Shipman '72 w Potomac, Maryland Harold Samuel Stone '71 Kathryn Bell Wadsworth '72 Scotia, New York Carol Diana Shuh '72 Washington, D.C. s Davenport, Iowa Cynthia Anne Stratton '72 Alexander Michael Ward '72 Jonathan David Sackson '70 Madelyn Jane Siegel '70 Baltimore, Maryland Reston, Virginia Demarest, New Jersey Baltimore, Maryland Lelia Adams Straw '71 Dana Kelly Warren '73 Elinor Elizabeth Sawits '73 Mark Leonard Silverman '70 Baltimore, Maryland Durham, North Carolina Cincinnati, Ohio South Dartmouth, Massachusetts Egils Strelis '73 Doris Elaine Warren '73 David Carl Scharf '73 Jeffrey Albert Sinks '73 Riverdale, New York Fayettevi lie, Arkansas Branford, Connecticut Dayton, Ohio 92 / CATALOGUE OF ST. JOHN'S COLLEGE REGISTER OF STUDENTS I 93

Barbara Ann Weaver '73 Charles Robert Williams '70 Karl Edward Bohlmann '73 Richard Lawrence Cohen '73 Burlingame, California Silver Spring, Maryland Arcata, California Phoenix, Arizona David Michael Weaver '73 Irving Hatton Lee Williams '72 Galen Nalley Breningstall '73 Douglas N. Cotler '72 Pontiac, Michigan Baltimore, Maryland Denver, Colorado Orinda, California Janet Ruth Weiner '73 Nancy Lillian Williams '70 Jonathan Lippitt Brewer '71 Margaret Scott Creighton '73 Wyncote, Pennsylvania South Windsor, Connecticut Pasadena, California Chesterton, Indiana Jessica Rose Weissman '73 Nancy Ida Willis '72 Robert Hale Briggs, Jr. '73 Ted Eugene Crook '70 Los Altos, California Winona, Minnesota Westport, Massachusetts Rifle, Colorado Bonnie Gage Welch '71 Jaquelynn C. Wilson '73 Rebecca Ann Brinkley '72 Seth Cropsey '72 Alexandria, Virginia Mountain View, California Lovington, New Mexico Chicago, Illinois Mordecai Gist Welling, Jr. '72 Marsha Grace Witten '73 John Patrick Brister '73 Donald John Cushing '73 Adelphi, Maryland Great Neck, New York Yazoo City, Mississippi San Jose, California Susan Pierce Wells '73 Shiu-Chun Wong '73 George Franklyn Brown, Jr. '71 Scarsdale, New York Kowloon, Hong Kong Colorado Springs, Colorado D Bruce Chadwick Wheeler '73 George Arthur Wright '72 Janet Eve Buchbinder '73 James Dale Danneskiold '70 Plattsburgh, New York Austin, Minnesota Castro Valley, California Whittier, California Patricia Jean White '70 William Barton Wright '72 Gerald William Buchen '72 Michael Neil Dayton '70 Seattle, Washington Albany, Georgia Los Alamos, New Mexico Santa Fe, New Mexico Michael Conrad Whitehill '71 y Elizabeth Nations Dean '73 Chestertown, Maryland c Bryan, Texas Stephen Morehouse Whitehill '71 Eleanor Adriane Young '73 Edith Kathleen Callender '73 Stephen Richard Deluca '72 Chestertown, Maryland Alexandria, Virginia Littleton, Colorado White Sands Missile Range, New Mexico Donald Hugh Whitfield '71 Mary Jane Young '73 John Stephen Denney '72 Jenny Frances Calm '71 Bensenvi I le, JI I inois Washington, D.C. Lawton, Oklahoma Hamden, Connecticut Grant Palmer Wiggins '72 David Dominic Devincenzi '73 Washington, D.C. z Kathleen Marie Campbell '73 San Francisco, California Santa Fe, New Mexico Susan Smith Wigutoff '70 Robin Elizabeth Zenger '73 Steven Sal DiGiacomo '72 Orlando, Florida Balboa, Canal Zone Terance Lee Cantrell '73 San Antonio, Texas Sunnyvale, California Michael Eugene Dineen '73 Henry Hunsden Carey '70 Cincinnati, Ohio SANTA FE New York, New York William Henry Doleman '70 Steven Palmer Carlyle '72 Honolulu, Hawaii A Michel Rene Barnes '73 Bronx, New York Anna Douglass '73 Decatur, Alabama Hampstead, London, England Michael Bruce Aaron '73 Catherine North Waters Carroll '71 Albuquerque, New Mexico Benjamin Barney '70 Portland, Oregon Toni l

Richard Adams Eldridge, Jr. '73 George Gilbert Graham '73 Samuel Merritt Hitt 111 '70 David Arthur Klein '72 Concord, Massachusetts Santa Fe, New Mexico Mountain lakes, New Jersey Malibu, California Ralph David Esdale '71 Dale Marie Graves '72 Jack Kerry Holman '73 Paul Dale Knudsen '73 Yarmouth, Massachusetts College Station, Texas Lemoore, California Albuquerque, New Mexico Charlotte Helen Gray '72 Susheila Louise Horwitz '70 Jonathan David Krane '72 Colorado Springs, Colorado Gambier, Ohio Los Angeles, California Gary DeWayne Green '73 Perry Gordon Fine '73 John Timothy Hyland '73 Steven Allen Kvaal '73 Tulsa, Oklahoma Berkeley, California Denver, Colorado St Paul, Minnesota Kathy LaVerne Greene '72 Alana Robin Fireshaker '71 John Louis Kvapil '72 Buffalo, New York Muskogee, Oklahoma Phoenix, Arizona Robert Joseph Grogan '73 Gregory James Ford '72 Maria Kwong '73 St Paul, Minnesota Catherine Tobin Ingraham '72 East Palo Alto, California Los Angeles, California Colorado Springs, Colorado John Douglas Ford '72 San Antonio, Texas H

Nell Jo Goldman Foreman '72 Eric Reed Hall '73 Michael Joseph Landry '70 Chicago, Illinois Evanston, Illinois Steven f\lan Jackson '70 Franklin, Louisiana Westfield, New Jersey Twyla Susan Fort '72 Hugo Bengt Donaldsson Hamilton '70 Susan Vincent Lawrence '71 Austin, Texas Santa Fe, New Mexico James Barnett Jacobs '72 Bethesda, Maryland Santa Monica, California Amanda Skou ras Fowler '71 Robert Morgan Hampton '73 Thomas Alex Lawson '73 Sharon, Connecticut Mineral Wells, Texas Margaret Edith Jacobs '71 Phoenix, Arizona Los Angeles, California Patrick Alan Hanson '72 Christine Lincoln '70 St. Paul, Minnesota Anthony Brian Jeffries '72 Cambridge, Massachusetts G Albuquerque, New Mexico Barbara Ann Harry '73 Alexander Sergei Garklavs '73 Derk Loeks '73 East Palo Alto, California Lewis Macleod Johnson '72 New Paltz, New York Summit, Illinois SL Joseph, Illinois Mary Rose Gauler '73 Gail Hartshorne '71 Jerry Steven Lopez '73 Sharon, Connecticut Lynda Jean Lamson Johnson '72 Santa Cruz, New Mexico Los Alamos, New Mexico Langley Air Force Base, Virginia Timothy John Gerberding '72 Deborah Lynn Hathaway '73 Encino, California Denver, Colorado M K James Randall Giles '73 Warren Curtis Havens '73 Jan Malcheski '73 Lubbock, Texas Berwyn, Pennsylvania Susan Jean Kahoun '73 las Vegas, New Mexico San Mateo, California Bruce Foster Glaspell '72 Ellen Claire Hearne '72 Vicky Manchester '71 Santa Fe, New Mexico Leicester, North Carolina Janning Dee Kastler '72 Westport, Connecticut Roswell, New Mexico Robert Hixon Glore, Jr. '73 Anne Hemmendinger '73 Della Marie Manning '73 Lake Forest, Illinois Santa Fe, 1'-lew Mexico Susan Deborah Kaufman '72 Colorado Springs, Colorado Santa Fe, New Mexico Steven Lawrence Goldman '73 John Justin Henderson '73 Deirdre Sylvia Marlowe '73 Los Angeles, California Pacific Palisades, California Kathleen Keenan '72 Caux-Montreux, Switzerland Albuquerque, New Mexico Elizabeth Lateiner Goldwin '73 Sarah Jane Curtis Henderson '70 laura Joyce Kelly '71 Claude Francis Martin 11 I '72 Annapolis, Maryland New York, New York San Francisco, California Annapo I is, Maryland Jan Goodman '72 John Barr Hepperle '73 Robert Beckwith Kelly '70 Rex Allen Martin '73 Los Angeles, California Kentfield, California Phoenix, Arizona Lafayette, Louisiana Dale Michael Gorczynski '73 James McClintock Hibbs '73 Kenneth Merrill Kennard '72 Joanne Patricia Martinson '72 Abilene, Texas Uniontown, Pennsylvania Normal, Illinois Princeton, New Jersey Leslie Harold Gould '73 Christopher Winslow Hill '72 Tracey Rae Kimball '72 Nancy Diane May '73 Reno, Nevada Tucson, Arizona Branford, Connecticut Jackson, Mississippi Bonnie Lou Graham '73 Candace Lee Hilyer '72 Ann Copeland Kimmell '73 t

Constance Dolores McClellan '73 Mark Alan Needleman 73 Travis Lee Price 71 Phyllis Marie Schoenberg '72 Alamogordo, New Mexico Los Angeles, California Atlanta, Georgia Denver, Colorado Gary Lynn McGinnis '73 Christopher Bruce Nelson '70 Alice Carol Prince 73 James Frederick Scott '70 Wichita Falls, Texas White Plains, New York Los Alamos, New Mexico Leadville, Colorado Cathleen Elizabeth Givan McGrath '73 James Martin Nelson '73 unda sue.Randie 73 Ann Muriel Seymour 73 Colorado Spring, Colorado Tucson, Arizona Placitas, New Mexico Waco, Texas Edward Gerald McGrath '72 Karen Anne Nelson '73 Elizabeth J. Randolph 73 Herley Dana Sharp 72 Colorado Springs, Colorado Dan vi I le, California Fairacres, New Mexico Placitas, New Mexico Norma Faye Mclemore '73 Toni l

Cleo Fowler Naumburg '72 Patrick Eliot Porter '72 Yehudith Nachama Schneider 70 laurel Elizabeth Susco '72 Santa Fe, New Mexico Santa Fe, New Mexico Mamaroneck, New York Los Alamos, New Mexico 98 / CATALOGUE OF ST. JOHN'S COLLEGE

Allan Lee Swartzberg '71 Nancy Emily Waight '72 Santa Fe, New Mexico Santa Fe, New Mexico James Russell Walker '70 T Fort Stockton, Texas Helen Ernestine Tapia '72 Peter Joseph Walsh '72 Santa Fe, New Mexico Silver City, New Mexico Mary Connell Tarail '73 Kari Bethany Ward '73 Berkeley, California Santa Fe, New Mexico Kathryn Joan Teipel '70 John Weber Warner '71 Tulsa, Oklahoma Phoenix, Arizona Sue Starling Terrell '73 Danny Lee Watson '73 Santa Fe, New Mexico Kirtland, New Mexico James Ross Thompson, Jr. '73 Lloyd Chockley Westbrook '71 Rocky Ford, Colorado Pasadena, California Elizabeth Brandes Trotman '73 Susann Whitesides '72 New Haven, Connecticut Denver, Colorado Rachel Lynn Trueblood '72 Edward Bradley Whitney '71 Blue Bell, Pennsylvania Colorado Springs, Colorado Jennifer Ann Wicke '73 Albuquerque, New Mexico u Robin Wiles '73 Margaret Ellen Usner '73 La Jolla, California Los Alamos, New Mexico India Williams '73 Belvedere, California v Leslie Kenneth Wilson '70 El Cajon, California Gretchen Vadnais '72 Portland, Oregon Cheryl Jane Wise '73 Albuquerque, New Mexico Peter Wilson Vanderlaan '72 La Jolla, California Michael Cheney Wood '73 Alfred, New York Barbara Jean Venable '73 Portland, Oregon Ann Wooten '73 Little Rock, Arkansas Peter Williams Volkmar '72 Joseph Michael Wren '72 Scottsdale, Arizona Chicago, Illinois w z A. Mackenzie Worthington Waggaman '73 Jonathan Zorn '72 Reno, Nevada Englewood, New Jersey If you are inking Applying for A 1ss1on to

St. John's 0

You are cordially invited to spend several days on either campuso It is probably wise to get first-hand advance knowledge of any college you may be thinking of, but it is P.Specially wise in the case of St. John's, because of its unique curriculum and methods and atmosphere.

You will be welcome at any time, but you should try to come when the College is in sessiono If you can come, you may - - room in a

- take your meals in the dining hall

- attend seminars, tutorials, laboratories, and all other activities of the College

- and talk with faculty members as well as students. All seminars meet on and Thursday evenings, and since the seminar is the core of the St. curriculum you should include a Monday or Thursday evening in your stayo A Sunday-to-Tuesday or Thursday-to­ Saturday visit is best, and these are the periods chosen by the hundreds of students who visit each year.

For further details, write to the Director of Admissions.

St John 1s College St. John's College Annapolis, Maryland 21404 Santa Fe, New Mexico 87501 Telephone: 301-263-2371 Telephone 505 - 932-3691