« Les oeuvres de CHRISTOPHLE, parisien, très exsellant philosophe, corrigées de toute superfluité, traduite[s] d'italien en françoys, au mois de janvier 1584, par EA. D. M. ».

Contient : « Medul[l]a artis » ; « La Pierre végétable de Christophle, parisien, comme elle se contient dans son Alphabet » ; « Icy commence la Sommette du très excellant Christophle, parisien, de la composition de la grande pierre des philosophes », traité divisé en deux parties principales, dont la première comprend 17 chapitres, cotés de 7 à 23, et suivi (fol. 67 v°) de l' « Alphabet de la présente Sommette » ; Traité intitulé « Violete », en deux parties, suivi (fol. 99 v°) de l'« Alphabet de nostre susdite Violete » ; « Lucidaire, ou Somme majeur de l'art transmutatoire des corps des métaulx », en deux parties principales, suivi (fol. 216) de l'« Alp[h]abet dudict Lucidaire » ; Traité intitulé « La Pratique de nostre oeuvre », traité à la suite duquel se lisent les dates 1466 et 1476 ; « L'extraction et exubération de la très excellente quinte essence de l'estoille de la mer antienne » ; On a ajouté, d'une autre main, un « Abbrégé des euvres practicales [de] Christofle, parisien » ; Notes diverses d'un des possesseurs du volume, parmi lesquelles on remarque : « Monsieur Bongard [Jacques Bongars ?] est honest home et de mes bons amys ; Dieu le vueille conserver et tous les ciens par sa grâce et miséricorde infinie »

John Kaethler

International Student Advisor John Kaethler at his desk.

Dr. John Lye

Professor of English, John Lye, walking through Mackenzie Chown A Block.

Dr. John Jackson

Professor of Geography.

John Marchese

John Marchese was an arts student and was the first Manager of the Brock Student Pub operated out of Alfie's Trough which was our first student center paid for by the students and built in 1969. It had its grand opening in 1970.

Home schooling in view of John Calvin : a study in education and communion of saints /

This study explores the tension that has emerged around the rise of home schooling in a faith-community strongly committed to establishing and maintaining day schools in the tradition of John Calvin. It aims to identify and understand factors that contributed to this tension and to find ways to bridge, diffuse, reduce, or eliminate it. In line with Calvin, personal convictions, and the nature of the community, the study takes a Christian epistemological and axiological stance. Its premise is that the integrity of the commvmity is more important than the manner in which its children are taught. The study reviews relevant literature and several interviews. It considers both secular and Christian literature to understand communities, community breakdown, and community restoration. It also examines literature about the significance of home, school, and community relationships; the attraction of Reformed day schools; and the appeal of home schooling. Interviews were conducted with 4 home schooling couples and 2 focus groups. One focus group included local school representatives, and the other home schoolers and school representatives from an area with reputedly less tension on the issue. Interviews were designed for participants to give their perspectives on reasons for home schooling, the existing tension, and ways to resolve the issues. The study identifies the rise of home schooling in this particular context as the initial issue and the community's deficiency to properly deal with it as the chief cause for the rising tensions. However, I argue that, within the norms the community firmly believes in, home schooling need not jeopardize its integrity. I call for personal, social, and spiritual renewal to restore the covenant community in gratitude to God.