St Johns College - Yearbook (Annapolis, MD)

Page 100 text:

LJ .., cs I L V 'TI . E. .e 1 3 R g 3 I E 3 Q Q T R iixm V ' 0 f. Q 5 E T30 S-n1'e1's 6 Raves 05-f. 0.1-Sm, L ff Ez V U M 41n,,f.lP4 I N U Q 1 L . .. f all -3,26 r 1: T I ms: G5 Al Q l as M -1- ' . 4-7 1. -1

Page 99 text:

St. Iohn's Preparatory School J. C. Acton. R. W. Bailey. R. C. Brady. G. Bonney. H. H. Carter. C. E. Chance. E. T. Clark. I. K. Coffroth. H. T. Collingwood. E. B. Coolohan. E. Combs. Wm. DeVries. B. L. Filkins. S. R. Abbott. G. H. Boyden. H. Coulburn. C. Cook. M. de Ferrer. R. de Ferrer. .25 First Class Second Class Partial' Course Cristobal Desquiron C. I. Harrison. A. de Moya. H. Reitz. A. Rodriguez. 39 W. E. Feldmeyer. H C. Gearing. Samuel Hohberger A. B. Joyce. Paul Marion. F. W. Markell. P. L. Matthews. A. H. Ruhl. V R. A. Rouse. W. Smith. A. L. Seeligmann. A. D. T. Valk. W D. Wrightson. G. Kerngood. E. W. Magruder. L. Mogart. W. A. Rullnian. I. G. Shearer. ' I. C. Suit.

Page 101 text:

L TP' r p A- fin- ddress V55 BY NINTAN PINKNEY X .24 N the evening of july 29th, 1873, the Hon. Ninian Pinkney, a near relative V of Williain Pinkney, delivered, before a joint celebration of the Philo- kalian and Philomathean Literary. Societies, an address which is so highly expressive of the feeling which all good St. Johnis men have, and which is so strangely appropriate at this particular time that we feel we could do the students, the alumni, and the people of Maryland no better service than to publish it in our Rat Tat. YOUNG GENTLEMEN: Societies like those you have formed in the heart of a great Col- lege, which you ought to make immortal in the ages ahead, are very closely allied to that love of harmony which constitutes the charms of the names you bear. It is no exaggera- tion to say that too high an estimate cannot be formed of the value of such literary associa- tions when they occupy their proper orbit, and are properly worked in that orbit. They stimulate inquiry, arouse the faculties, call forth an energy of effort that would otherwise never be put in action, and awaken an intense anxiety to extend the area of knowledge and secure exactitude in the investigations made. , , There is stimulus in the classroom. ' In it there is a natural and irrepressible desire to excel. Every true young man who is lit to walk in academic groves and inhale the per- fume which for centuries has lingered around those quiet retreats, feels his pulses quicken as he looks out on the goal where the first honor of his Alma Mater awaits the successful competitor, and he labors to secure it. Not to share the stimulus of the classroom, to be unmoved by the thrilling associations that cluster around it, and pass through the curriculum of study without the kindlings of enthusiasm, is to demonstrate the fact that privileges are often wasted on the worthless which others less fortunate would most gladly enjoy and zeal- ously improve. But another sort of stimulus is needed- It is 'outside of the curriculum of study. It is voluntary, and on that account it is the more forceful. Literary societies sup- ply this stimulus. Books of instruction are needful. Live teachers, who are thoroughly imbued with the subject matter that is to pass under their review, are not less needful- The aptness to receive the instruction imparted, the docility of mind and the attentive ear are not less vitally important. But beyond this CI will not say above itl, there is the neces- sity for self-culture, which is not a provision. of the schools, but a voluntary organization which has its origin in the will of the students, and is dependent for its efficient outworkng on the unprompted energy they bring to the enterprise. Two such organizations you have. There is wisdom in the two-fold embodiment of the idea, for they act upon and are reacted on by each other. They stimulate effort, they exert a happy and healthful spirit of emulation, they exert a mutual restraint, and exercise a most wholesome discipline. An .9 I