1975-1976 WELLESLEY CATALOGUE ISSUE BULLETIN OF COLLEGE MAY 1975

1975-1976 BULLETIN OF WELLESLEY COLLEGE

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Volume 65, Numberl Catalogue Issue

The College reserves the right In its discretion to make from time to time changes affecting policies, fees, curricula, or other matters announced In this Bulletin.

Bulletin published eight times a year by Wellesley College, Green Hall, Wellesley,

Massachusetts 02181 . September, one; October, one; November, two; January, one; March, one; April, one; May, one. 2 CONTENTS

Contents ACADEMIC CALENDAR

Academic Calendar

First Semester 4 CORRESPONDENCE/VISITORS

Correspondence Vice President for Business Affairs Visitors Business matters President Wellesley welcomes visitors to the College. General interests of the College The administrative offices in Green Hall are Vice President for College Relations open Monday through Friday, 8:30 a.m. to Internal and external publics Dean of tlie College 4:30 p.m., and by appointment on Saturday Academic policies and programs mornings during term time. Special arrange- Vice President for Resources ments for greeting prospective students can Gifts and bequests Class Deans also be made during vacation periods. Rooms Individual students for alumnae and for parents of students or Executive Director, Alumnae Association Study abroad; students from abroad prospective students are available on the Alumnae interests campus in the Wellesley College Club and Director of Admission may be reserved by v\/riting to the club Admission of students manager.

A prospective student who wishes to arrange Financial Aid Officer an interview with a member of the profession- Financial aid al staff of the Board of Admission should Address make an appointment well in advance. Student Services Wellesley College Residence; healtfi services; counseling Wellesley, Massachusetts 02181 Student guides provide tours for visitors with- (617)235-0320 out previous appointment. Visitors to the Bursar College may call the Board of Admission prior College fees to their visit to arrange a mutually convenient time tor the tour. Recorder Transcripts of records

Director of Continuing Education Continuing education

Dean of Academic Programs MIT cross-registration Exchange programs

Director of Career Services Employment of students and alumnae BOARD OF TRUSTEES

.•^ fifci-je"**' 6 BOARD OF TRUSTEES

Nelson J. Darling, Jr., LL.B. Anne Cohen Heller, M.D. Rose Clymer Rumford, B.A. Chairman of the Board New York, New York Baltimore, Maryland Swampscott, Massachusetts James T. Hill, Jr., LL B. Mary Ann Dilley Staub, B.A. Betty Freyhof Johnson, M.A. New York, New York Winnetka, Illinois Vice Chairman Cincinnati, Ohio Walter Hunnewell, M.B.A. Nancy Angell Streeter, B.A. Wellesley, Massachusetts New York, New York John Kenneth Spring, M.B.A. Treasurer David O. Ives, M.B.A. Kathie Ann Whipple, B.A. Concord, Massachusetts Lincoln, Massachusetts Brooklyn, New York

Betsy Ancker-Johnson, Ph.D. Barbara Loomis Jackson. Ed.D. Barbara W. Newell, Ph.D., ex officio Washington, D.C. Cambridge, Massachusetts President of Wellesley College Wellesley, Massachusetts Florence Van Dyke Anderson, B.A. Carol G. Johnson Johns, M.D. Golden, Colorado Baltimore, Maryland Dorothy Dann Collins, B.A., ex officio President of the Wellesley College

William M. Boyd II, Ph.D. Howard Wesley Johnson, M.A. Alumnae Association Concord, Massachusetts Cambridge, Massachusetts Dallas, Texas

Erwin Dain Canham, M.A. (Oxon.) Mary Gardiner Jones, LL.B. Boston, Massachusetts Washington, D.C. Clerk of the Board of Trustees

Doris E. Drescher, B.S. Harriet Kahne, Ph.D. Segal Cohn, B.A. Hilda Rosenbaum Needham, Massachusetts Brookline, Massachusetts Lexington, Massachusetts

Ann Rockefeller Coste, B.A. Mildred Lane Kemper, B.A. New York, New York Kansas City, Missouri

Camilla Chandler Frost, B.A. George Howell Kidder, LL.B. Pasadena, California Concord, Massachusetts

Barbara Buckstein Green, Ph.D. Robert Lawrence, B.A. Shaker Heights, Ohio Westwood, Massachusetts

Harvey H. Guthrie, Jr., Th.D. Suzanne Carreau Mueller, B.A. Cambridge, Massachusetts New York, New York

William E. Hartmann, B.Arch. Samuel H. Proger, M.D. Chicago, Illinois Brookline, Massachusetts

Barbara Barnes Hauptfuhrer, B.A. George Putnam, M.B.A. Huntingdon Valley, Pennsylvania Manchester, Massachusetts BOARD OF TRUSTEES 7

Trustees Emeriti Eleanor Wallace Allen '25 John R. Queries Boston, Massachusetts Wellesley, Massachusetts

O. Kelley Anderson Robert Gregg Stone Boston, Massachusetts Dedham, Massachusetts

Edward Livingston Bigelow Edward A. Weeks, Jr. Manchester, Massachusetts Boston, Massachusetts

Charles C. Cabot Mary Sime West '26 Dover, Massachusetts Katonah, New York

Sirarpie Der Nersessian Henry Austin Wood Paris, France Newport, Rhode Island

Byron Kauffman Elliott Katharine Timberman Wright '18 Boston, Massachusetts Columbus, Ohio

Alexander Cochrane Forbes South Dartmouth, Massachusetts

Mary Cooper Gaiser '23 Spokane, Washington

Elisabeth Luce Moore '24 New York, New York

Elizabeth King Morey '19 Tucson, Arizona

The Rev. Palfrey Perkins Boston, Massachusetts Henry Fowie Durant, a shrewd, mercurial Boston trial lawyer whose "questions cut like knives," was born Henry Welles Smith. To avoid confusion with other Smiths, he had his name changed, adopting two family names. Later he married a cousin, Pauline FowIe, and bought a summer home in Wellesley (now known as "Homestead" across from the College golf course). Soon he purchased the surrounding 300 acres as a future estate for their son, Harry. But tragedy struck, first with the death of a baby daughter, Pauline, and later with the death of the little boy, from diphtheria, at the age of eight. So inconsol- able was the grief of the parents, Mr. Durant gave up his lucrative law practice, turned to religion, and after much soul-searching decided to establish the Wellesley Female Seminary on little Harry's acreage. The name was changed in 1873 to Wellesley College. In an era when the idea of educating women was considered radical, Mr. Durant pro- claimed, "Women can do the work. I give them the chance." Mrs. Durant, who had been bitterly disappointed because she was not allowed to attend college, also found fulfill- ment in Wellesley. She laid the cornerstone of

College Hall on September 4, 1871 , served on the first Board of Trustees and was an impor- tant force in the management of the College all through its early years. THE COLLEGE

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^-J 10 PRESIDENTS

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Ada Howard 1875-1881

Alice Freeman Palmer

1 881 -1 887

Helen Shafer 1887-1894

Julia Irvine 1894-1899

Caroline Hazard 1899-1910

Ellen Fitz Pendleton 1911-1936

Mildred McAfee Horton 1936-1949

Margaret Clapp 1949-1966

Ruth M. Adams 1966-1972

Barbara W. Newell 1972- The College THE COLLEGE 11

A student's years at Wellesley College are the A primary concern in the Wellesley classroom Students in the arts find excellent facilities in beginning — not ttie end — of an education. It is the development of analytical skills and the Jewett Arts Center which has a teaching is an education characterized by sensitivity clarity of expression; to this end, most in- museum, libraries, practice rooms, studios, and knowledge, and by the mastery of intel- structors emphasize writing papers and re- and an auditorium. Each year the Museum lectual skills and the growth of a discerning ports. Classes are small, with the average size has several exhibitions of students' work, and mind. Above all, its aim is the wisdom to use ranging from 22 to 25 students. Popular intro- Jewett is also used for students' concerts and knowledge to enhance one's own life and to ductory courses which enroll more than 100 recitals. participate more effectively in the larger students include small discussion or confer- The Wellesley curriculum is extended through community. ence sections. Upper level classes and semi- opportunities for cross-registration with the nars bring together 12 to 15 students and an Wellesley offers this education in an environ- Massachusetts Institute of Technology, ex- instructor to pursue a common problem. The ment which takes women seriously as indi- change programs, and study abroad. student-faculty ratio of 11 to 1 offers an excel- viduals, as scholars, and as leaders. lent opportunity for students to undertake MIT men and women come to Wellesley for Although education at Wellesley was 100 individual work with faculty on honors proj- such courses as psychology, economics, and years old in 1975, it continues to reflect the ects and research. art history. Wellesley women travel to MIT for goals of its founder, Henry Fowie Durant. He such classes as urban planning, political sci- Wellesley's faculty— of whom 58 percent are was an impassioned believer in equality for ence, and photography. Buses stiuttle hourly women — bring to the College diverse aca- women, who saw education as the way wom- along the 1 2 mile route between the two demic and professional interests. They are en could prepare themselves for "great con- campuses. scholars as well as poets, novelists, artists, flicts" and "vast reforms in social life." musicians, scientists, political and economic The Twelve College Exchange Program each Wellesley College reaffirmed these early vi- analysts. A number live on or near the cam- year brings men and women from other New sions in 1 971 when, after seriously consider- pus, and they take part in many aspects of England colleges to Wellesley for a semester ing coeducation, it elected to remain a college College life. or a year, and enables Wellesley students to for women only. live and study on another campus. An experi- Throughout the years, Wellesley has encour- Intellectual development at Wellesley is but- mental exchange between Wellesley and aged women to make unconventional tressed by outstanding resources and facili- Spelman College, historically the only Black choices, and it continues to encourage ties. The Margaret Clapp Library has an exten- liberal arts college for women, was inaugu- students to seek for themselves a range of sive general collection containing original rated in 1974-75. options. As a result, many Wellesley women source material from special collections. In Wellesley also offers opportunities for study choose to major in such areas as economics, addition to the facilities of the main library, abroad through the Slater, Waddell, and mathematics, and the sciences and many departments have their own libraries. In Stecher scholarship programs. The Slater subsequently enter careers in business, law, the sciences, facilities include laboratories, program underwrites the cost of attending and medicine— all fields which have been greenhouses, an observatory, and special European institutions for a summer or aca- long dominated by men. equipment such as controlled environment demic year, and it brings Slater Fellows from chambers, an electron microscope, and a This conscious effort to provide women with a abroad to the Wellesley campus. The Waddell laser beam spectrophotometer. Wellesley's full range of career and life choices is an inte- program provides funds for study in Carib- physics laboratory was the second such lab- gral part of Wellesley's rigorous and demand- bean countries or in Africa. The Stecher pro- oratory in the country (the first was at the ing academic experience. gram enables students to study art in Europe t^assachusetts Institute of Technology). A either during the academic year or in the sum- High academic standards at Wellesley are new Science Center, which will be completed mer. Wellesley does not have its own junior combined with considerable flexibility of in 1976, will bring together all of the science year abroad program, but it does help stu- choice for the individual student. There are departments, including mathematics and dents make arrangements for such study by opportunities for independent study, indi- computer science, in a contemporary setting direct enrollment in foreign universities or vidually designed majors, and research. where interdisciplinary studies can be through application to such programs admin- fostered. istered by other colleges. 12 THE COLLEGE

One advantage of women's colleges is the Each week brings lectures, poetry readings, As an individual learns and grows, so, too,

opportunity for women to assume leadership films, exhibitions, and performances in does a community. It explores and seeks al- in college organizations and activities. These dance, theatre, and music. Visiting artists ternatives, makes mistakes and begins anew. options frequently are closed to women in and lecturers frequently offer master classes The past five years at Wellesley have wit- coeducational institutions where extracurric- for interested students; receptions and infor- nessed marked changes in the curriculum and ular activities are dominated by male students. mal dinners provide further occasions for academic policies as well as in policies gov- students to talk with distinguished men and erning students' lives on campus. This Wellesley students serve, often as voting women. change— and it is a continuing process- members, on almost all major committees of comes about through the efforts of individ- the Board of Trustees, including the Invest- While Wellesley encourages the participation uals who influence and shape the College ment Committee; of the Academic Council, of its students in events and activities de- environment. The College, in turn, influences including the Board of Admission and the signed to heighten their awareness of the the lives of each member of its community. Committee on Curriculum and Instruction; world around them, a student's inner develop- and of ad hoc committees, including the ment and her search for personal and spiritual In its desire to create the best possible edu- Commission on Community Life. In academic values is also an important process. Over the cation for women, Wellesley continues to departments, they are voting members of past few years, there has been an increasing seek solutions to problems faced by both

curriculum and faculty search committees, interest in ethical and religious issues and men and women in a changing society. It is and they also serve on committees which set activities. The Office of the Chaplain spon- looking, too, at its own community, and is

policy for residential life and which govern sors special seminars and programs in which trying to make it a better place in which to Schneider College Center, the focus for much students can explore these issues as well as work and to study and to grow. It is exploring student and community activity on campus. share with one another the celebration of reli- new patterns of work, new ways for campus gious holidays. The chaplaincy provides a groups to communicate more effectively with In 1918 students and faculty concluded an religious program embracing many faiths, but one another, and new styles of residential historic Agreement creating the College Gov- also offers denominational programs for life. ernment which allows for student control over those who wish to participate. most nonacademic aspects of their lives and Each student who comes to Wellesley College for faculty supervision of academic matters. The development of social responsibility and joins a continuing community, for the support College Government officers are elected each social responsiveness is an integral part of and involvement of the alumnae add an impor- spring by the students, and the president of Wellesley's heritage that continues to this tant dimension to the College's life. College Government heads the student Sen- day. Students are encouraged to participate in One reason for Wellesley's leadership among ate which consists of students, faculty, and the communities of Boston as well as in the colleges and universities in this country is the administrators but in which only student Wellesley College community. Their activities success of its many alumnae who have pio- members have voting privileges. range from tutoring with the MIT-Wellesley neered in all areas of life. Some have been Upward Bound Program to internships in Students are members of the Commission on outstanding scholars and researchers; others urban legal studies. Community Life, which has representatives have been leaders in science, politics and from all College groups and reports to the women's rights; still others have made impor- president. The commission is concerned with tant contributions to their communities relations and communications among the through volunteer work. many segments of the campus community, Whatever one's life choice and goal, a and has also developed an affirmative action Wellesley education provides women with program which will insure diversity among intellectual and personal growth which con- employees. tinues long after the college years. Students also have numerous outlets for self- expression through involvement in such activ- ities as theatre and musical groups, student publications, and sports. ADMISSION 14 ADMISSION Criteria for Admission

The Board of Admission at Wellesley is com- General Requirements for Freshman posed of representatives of tfie faculty, tfie Applicants administration, and ttie students. In selecting Wellesley College does not require a fixed the candidates who will comprise the student plan of secondary school courses as prepara- body, the Board of Admission considers a tion for its program of studies. Entering stu- number of factors: high school records, rank dents normally have completed four years of in class, scholastic aptitude and achievement college preparatory studies in secondary test scores, letters of recommendation from school. Adequate preparation includes train- teachers and principals, the student's own ing in clear and coherent writing and in inter- statements about herself and her activities, preting literature, training in the principles of and the interview reports of the staff or alum- mathematics (usually a minimum of three nae. The Board of Admission also considers years), competence in at least one foreign special interests and talents, as well as social language, ancient or modern (usually and political concerns. achieved through three or four years of All aspects of the application are evaluated study), and experience in at least one labora- with care and sensitivity, and no one factor tory science and in history. alone takes precedence over other factors. Students planning to concentrate in mathe- For example. College Board scores may be matics, in premedical studies, or in the natur- influenced by the student's previous experi- al sciences are urged to elect additional ence with timed examinations, and these courses in mathematics in secondary school. tests, of course, do not necessarily measure Students planning to concentrate in language academic potential, and certainly not motiva- or literature are urged to study a modern for- tion or creativity. eign language and Latin or Greek before they The Board of Admission chooses students enter college. who will be able to perform academic work at There are always exceptions to the prepara- the level required at Wellesley, and who have tion suggested here, and the Board will the potential to benefit from and contribute to consider an applicant whose educational the type of education offered at Wellesley. background varies from this general descrip- The Board of Admission uses criteria which tion. will assure that admitted students will be able to meet the standards for graduation. These The Application criteria also are sufficiently flexible to make certain that creativity, strong potential, and Application forms may be obtained from the high motivation are given appropriate consid- Board of Admission. A fee of $15 must ac- eration. company the formal application. This fee is

not refunded if a candidate withdraws her The Board of Admission considers each appli- application or is not admitted. If the applica- cation on its merits and does not discriminate tion fee imposes a burden on the family's on the basis of race, religion, color, creed, or finances, a letter from the applicant's guid- national origin. In accordance with its desire ance counselor requesting a fee waiver should to maintain diversity in its student body, be sent to the College with the application for Wellesley College encourages applications admission. from qualified students who come from a wide variety of cultural, economic, and ethnic backgrounds. . . .

ADMISSION 15

The Interview obtain it by writing directly to CEEB, Box 592, Admission Plans Princeton, New Jersey 08540; or in western A personal interview is required of each appli- 1 United States, western Canada, Australia, cant. If it is not possible for a candidate to April Decision Mexico, or the Pacific Islands, to CEEB, Box come to the College for an interview, she A candidate who uses the regular plan of ad- 1025, Berkeley, California 94701 should write to the Board of Admission for mission must file an application by January the name of a local alumna interviewer. The It is necessary to register with CEEB approxi- 15 of the year for which she is applying. Ap- Board of Admission is closed for interviews mately six weeks before the test dates. plicants will be notified of the Board of Ad- from February 1 5 to March 1 5. However, tours mission's decisions in April. Applicants for The CEEB Code Number for Wellesley will still be given by student guides at this regular admission may take Scholastic Apti- College is 3957. time. tude Tests and Achievement Tests any time through January of the senior year. Results of Dates of CEEB Tests Campus Visit tests taken after January arrive too late for February 1975 Students who are seriously considering 1, consideration by the Board of Admission. SAT only Wellesley will have a fuller understanding of Early Evaluation student life at Wellesley if they can arrange to April 5, 1975 Candidates whose credentials are complete spend a day on campus. Candidates are wel- SAT only by January 1 will receive an Early Evaluation come to attend classes, eat in the residence May 10, 1975 of their chances of halls, and talk informally with Wellesley stu- admission. These evalua- Achievement Tests only tions will be sent the end of February. dents. Prospective students who plan to by Can- (Last date to take Achievement Tests to qual- will receive spend some time exploring the College are didates the final decision from the ify for consideration under the Early Decision Board of Admission in April. urged to notify the Board of Admission in Plan) advance so that tours, interviews, meals, and attendance at classes can be arranged before June 28, 1975 arrival on campus. SAT only Early Decision This plan is intended for (Last date to take SAT to qualify for consider- students who decide College Entrance Examination Board Tests ation under the Early Decision Plan) early that Wellesley is the college they wish to attend and who agree to f ile'no other college The Scholastic Aptitude Test and three October 11, 1975 application until after receiving a decision Achievement Tests of the College Entrance SAT only from the Wellesley Board of Admission. The Examination Board (CEEB) are required of all (California and Texas only) appropriate CEEB tests should be taken by applicants for admission. One Achievement the end of the junior year and candidates November 1 , 1975 Test must be the English Composition Test. SAT and Achievement Tests must apply and complete the Request for Each applicant is responsible for arranging Early Decision form by October 15 of the se- to Decembers, 1975 take the tests and for requesting CEEB to nior year. All supporting credentials and an SAT and Achievement Tests send to Wellesley College the results of all interview must be completed by November 1 tests taken. CEEB sends its publications and January 24, 1976 Candidates will receive a decision from the the registration forms necessary to apply for SAT and Achievement Tests Board of Admission by December 1 the tests to all American secondary schools Aprils, 1976 and centers many abroad. The applicant may SAT and Achievement Tests obtain the registration form at school, or may June5, 1976 SAT and Achievement Tests 16 ADMISSION

eign students must apply by January 1 5 of the waiver request authorized by an official advi- Early Admission year in which the student plans to enter the sor; the rest of the application forms will be The College considers applications trom can- College. Admission is for September entrance sent upon receipt of these two items. didates who plan to complete only three years only. There is no application fee for foreign The College will evaluate the transcripts of of high school and who have demonstrated students. Specific instructions for foreign transfer applicants who have been offered academic strength and personal and social students wishing to apply to Wellesley are admission, and will accept for credit only maturity. These candidates are considered for contained in the brochure, Information for those courses which are comparable to the admission along with other applicants for the Students from Abroad, which may be ob- liberal arts curriculum at Wellesley. Transfer April Decision Plan. They are requested to tained by writing to the Board of Admission. credit for studies completed in foreign coun- identify themselves as Early Admission appli- Letters of inquiry should include the student's tries will be granted only when the College cants in their correspondence with the Board age, country of citizenship, present school, recorder has given specific approval of the of Admission. It is preferable that these can- and academic level. courses elected and the institutions granting didates have their interviews at the College if The Slater One-Year Fellowship Program is the credit. To receive a Wellesley degree, a distance permits. In all other respects they open to qualified foreign students currently transfer student must complete a minimum of follow the regular procedures for the April enrolled in foreign universities who wish to 16 units of work (64 semester hours) at the Decision Plan. expand their knowledge of American studies College. A Wellesley unit is equivalent to four while preparing for a degree in their home semester hours and some transfer students Deferred Entrance universities. Preference is given to students may need to carry more than the usual four An admitted applicant who has notified the from western Europe. Slater Fellows receive courses per semester in order to complete Board of Admission by May 1 of her intention the full cost of tuition, room and board from their degree requirements within four years. to attend Wellesley may defer entrance to the the College. Application forms may be ob- Wellesley College has no summer school and freshman class for one year if she mal

mmm 18 FEES Fees and Expenses FEES 19

At Wellesley the fee represents approximately one-half of the educational cost to the Col- lege for each student. In past years the differ- ence has been made up from gifts and income earned on endowment funds.

Annual Fee

The fee for the academic year 1975-76 is $5100. In addition, there is a student activity fee of $50. The breakdown is as follows: 20 PLANS OF PAYMENT

Early April Returning Resident Nonresident Decision Decision Students

Standard Plan Amount Amount Due Due Due

Reservation fee

Second semester fee 2575 1675 Jan. 15 Jan. 15

The College will accept payments made ttirough any bank or trust company or recognized financing agency whicfi will forward payments in accordance witti tfie Standard Plan. PLANS OF PAYMENT 21

Early April Returning Resident Nonresident Decision Decision Students

Eight-Payment Plan* Amount Amount Due Due Due

Reservation fee

Eight equal payments on the first day Julyl Julyl of each nnonth through through for entering students 4970 3170 Feb. 1 Feb. 1 3

22 FEES

Refund Schedule Continuing Education Fees

Prior to the first day of class, tuition, room The basic fee for a continuing education stu- and board fees are 100 percent refundable. dent is $41 3 per semester course, payable by

Not refundable are the reservation fee and the September 1 for the fall semester and by Jan- room retainer fee. uary 15 for the spring semester. Continuing education applicants pay the same $15 fee as After classes begin, tuition is refunded at the all other students. There is also a registration rate of 75 percent from the first through the fee of $25, payable when the student is ac- 14th calendar day and 50 percent from the cepted. 15th through the 35th calendar day. There is

no tuition refund after the 35th calendar day. A continuing education student who finds it necessary to withdraw from a course is enti- After classes begin, there is no refund for the tled tuition refunds as follows: tuition will room charge. to be refunded completely through the 21 st cal- Board rebate is computed at the rate of $1 endar day of the semester. One-half of the

per week for each remaining full academic tuition will be refunded if withdrawal is be- week of the semester, calculated from the tween the 22nd and 35th calendar day of the week after the withdrawal or exclusion date. semester. There will be no refund after the 35th calendar day of the semester. General Expenses

It is estimated that $600 for the year will cover a student's general expenses including books and supplies, incidental fees, clothing, recre- ation and entertainment, laundry and dry cleaning, and local transportation, excluding trips to and from home for the year. For the foreign student coming from abroad this fig- ure is estimated at $800. Financial Aid FINANCIAL AID 23

The Wellesley College program of financial Wellesley College offers ten Town Scholar- Application aid for students is intended to open educa- ships to residents of the Town of Wellesley The Wellesley College Application for Finan- tional opportunity to able students of diverse who qualify for admission and whose parents cial Aid will be sent to candidates who indi- backgrounds regardless of their financial cir- or guardian live in Wellesley. If these students cated that they would like to apply for finan- cumstances. No student should be discour- live at home the scholarship is in the form of a cial aid on the application for admission. It aged from applying to Wellesley because of full tuition grant. If these students choose to should be returned to the financial aid officer, the need for financial aid. At Wellesley, ad- live on campus the amount of financial aid is Wellesley College, by October 15 from Early mission decisions are made without regard based on financial need and is determined by Decision applicants and by February 1 from for financial need, and only after a student is the same need criteria which apply to all other all other applicants. admitted does the Committee on Financial financial aid applicants. Aid consider applications for aid. 37 percent Parents' Confidential Statement The College expects students to contribute as of Wellesley students receive some financial This form is available in the secondary much as possible to their own expenses aid from Wellesley funds. schools, or may be obtained by writing to the through summer and term-time earnings. College Scholarship Service, Box 176, Prince- The Wellesley College Students' Aid Society, Academic-year campus jobs ordinarily involve

ton, New Jersey 08540; Box 881 , Evanston, which sponsors loans, also offers personal five hours of work per week and enable stu- Illinois 60204; or Box 1025, Berkeley, Califor- assistance through loans of books and other dents to earn approximately $330 a year. In

nia 94701 . A copy can also be provided by the items, gifts of clothing, and loans of small addition, the Career Services Office is often financial aid officer if specifically requested amounts of money for incidental expenses able to arrange for additional paid work during by an applicant. The Parents' Confidential and special emergencies. the academic year and summer. Statement should be filed with the College Financial aid is given only to students who Further information on financial aid at Scholarship Service which will then forward a require assistance in order to attend. Awards Wellesley is contained in the brochure Oppor- copy for confidential use to the college or vary in size according to individual need and tunities tor Financial Aid which may be ob- colleges indicated on the form. may equal or exceed the comprehensive Col- tained by writing to the Financial Aid Officer, The statement must be filed with the lege fee. Although awards are generally grant- Wellesley College, Wellesley, Massachusetts Wellesley College financial aid officer by ed for one year at a time, the College expects 02181. 1 5 from Early Decision applicants; to continue aid as needed throughout the four October February 1 from April Decision applicants; years for all financial aid students who con- Application for Financial Aid February 15 from fall semester transfer appli- tinue to have need. Most awards consist of a Each registered applicant for admission cants; 30 from spring package of work, loan, and grant. who and November semester is applying for financial aid must file three transfer applicants. In addition to College funds, federal monies forms: the Wellesley College Application for also have been available in the past for grants, Financial Aid, the Parents' Confidential State- Federal Income Tax Return loans, and work-study programs. ment of the College Scholarship Service, and If a student is admitted and enrolls at The need for financial help sometimes ex- a certified copy of the latest federal income Wellesley College, parents are expected to ceeds the amount of resources Wellesley has tax return. submit a certified copy of their latest federal available in any given year. Therefore, stu- income tax return by July 1 . The certified copy dents should, whenever possible, seek grants is forwarded directly to the College by the and/or loans through local, state, or federal District IRS Office at the request of the par- programs, from educational foundations, and ent. Financial aid awards are not final until other private sources. the IRS form is submitted. .

24 FELLOWSHIPS Graduate Fellowships

A number of fellowships for graduate study For Graduates and Undergraduates of are open to graduating seniors, and alumnae Wellesley College of Wellesley College, while others adminis- Fellowships open to Wellesley College alum- tered by Wellesley are open to women gradu- nae, graduating seniors, and undergraduates ates of any American institution. Awards are are listed below. Each is awarded annually usually made to applicants who plan full-time unless specified otherwise. graduate study for the coming year. Anne Louise Barrett Fellowship, preferably in Information and application forms may be music and primarily for study or research in obtained from the Secretary to the Committee musical theory, composition, or in the history on Graduate Fellowships, Office of Financial of music; abroad or in the United States. Aid, Wellesley College, Wellesley, Massa- Stipend: $3000 chusetts 02181 Professor Elizabeth F. Fisher Fellowship for Applications and supporting credentials for research or further study in geology or geog- fellowships are due by January 15, except raphy, including urban, environmental or eco- where noted. logical studies. Stipend; $1000

Horton-Hallowell Fellowship for graduate study in any field, preferably in the last two years of candidacy for the Ph.D. degree, or its equivalent, or for private research of equiva- lent standard. Stipend; $4000

Edna V. Molfett Fellowship for a young alum- na, preferably for a first year of graduate study in history. Stipend: $2500 Vide Dutton Scudder Fellowship for graduate study in the field of social science, political science, or literature. Stipend; $3000 FELLOWSHIPS 25

Sarah Perry Wood Medical Fellowship for the For Graduates of Other Institutions and study of medicine. Wellesley College Stipend: $4000 Some graduate fellowships for study at the Trustee Scholarships are awarded on a com- institution of the candidate's choice are ad- petitive basis to four seniors who intend to ministered by Wellesley College and are open pursue graduate studies. These scholarships to alumnae of any American institution, in- are unrestricted as to field of study. The title cluding Wellesley. Trustee Scholar is honorary and in cases of Alice Freeman Palmer Fellowship for study or financial need stipends may be awarded to research abroad or in the United States. The the scholars or, if not required by them, to holder must be no more than 26 years of age alternates who need financial assistance. All at the time of her appointment, and unmarried applications and credentials are due by Janu- throughout the whole of hertenure. ary 15. Recipients share the total annual Stipend: $4000 stipend. Stipend: $6000 M. A. Carttand Shackford Medical Scholar- ship for the study of medicine with a view to Fanny Bullock Scholarship for Workman general practice, not psychiatry. graduate study in any field. Stipend: $3500 Stipend: $3000

Harriet A . Shaw Scholarship for study or re- Mary Elvira Stevens Traveling Fellowship for search in music and allied arts, abroad or in travel or study outside the United States. Any the United States. The candidate must be no scholarly, artistic, or cultural purpose may be more than 26 years of age at the time of her considered. Candidates must be at least 25 appointment. Preference given to music can- years of age on September 1 of the year in didates; undergraduate work in history of art which the fellowship is first held. Applica- required of other candidates. tions must be filed with the Secretary to the Stipend: $3000 Stevens Fellowship Committee, Office of Financial Aid, before December 15. Stipend: $8000

Peggy Howard Grants in Economics for study by women who intend to become professional economists. Available to both especially qualified Wellesley College undergraduates or alumnae for post-graduate study or for spe- cial projects in economics. Funds vary in amount; applications and awards are made through the Department of Economics. Wellesley women march in a parade in Phila- delphia in 1915 proclaiming their belief in the right of women to political equality. STUDENT LIFE 28 CAMPUS MAP

Lake Waban Student Life STUDENT LIFE 29

Intellectual growth is only part of the journey The arts have always been a highly visible part On weekends, many students move back and toward the full realization of one's talents and of the Wellesley experience, and many musi- forth between the campus and activities in abilities. Wellesley College offers many op- cal and theatrical groups have been formed. Cambridge and Boston. The student Senate portunities for a student to develop self-confi- The College Choir, The Madrigals, the Tupe- provides buses on weekends to and from Har- dence, sensitivity, and leadership abilities los, the Collegium Musicum, the Chamber vard Square, opening up many opportunities through participation in student organizations Music Society, the Chapel Choir, the Ethos for exploring urban life. and college governance. Choir, the Carillonneurs Guild, and the MIT Orchestra all offer experiences for students Residence Halls Many student groups reflect ethnic as well as with interests in music. Those inclined to- social, political, and religious interests. Although some students live off campus, ward the theatre can choose among the Some of these organizations are Mezcia, an most live in one of Wellesley's 13 residence Wellesley College Theatre, the Experimental association of Chicana, American Indian, and halls which are the focus of much campus Theatre, the Shakespeare Society, and the Spanish students; Ethos, an organization of life. Each is a community within a larger Wellesley College Black Repertory Total The- Black students; the Wellesley Women's Com- Wellesley community, and each has a charac- atrical Experience. In addition to the produc- mittee, a group of students, faculty, and staff ter of its own. Much of the informal learning tions of these groups, the Departments of interested in feminist issues: the Married Stu- at Wellesley takes place in spontaneous dis- Greek and Latin offer plays in the original dents Union, a new group which is seeking cussions and debates at meals and in stu- text. programs serving their special needs. A num- dents' rooms. The diversity of Wellesley's ber of religious groups such as the Newman Life at Wellesley also includes a number of students, who bring to the College differing Club, the Wellesley Christian Fellowship, and traditional social events. Winter Weekend, lifestyles and cultural backgrounds, con- the Wellesley Jewish Students offer many Sophomore Parents Weekend, and Spring tributes much to this process. programs throughout the year. Other groups Weekend are supplemented by frequent infor- The residence experience is also likely to such as Archaeologists Anonymous and Club mal parties. A weekly celebration, TSIF include lectures, guest artists-in-residence, Frangais plan activities around academic (Thank Schneider It's Friday), has a growing group discussions, dinners with faculty mem- interests. number of enthusiasts among faculty mem- bers, and parties. One tradition, initiated in bers and employees as well as students who Students are also responsible for a number of the early years of the College, is Wednesday come to Schneider College Center late Friday publications, among them Wellesley News, afternoon tea— an informal occasion which afternoons for beer, wine, and ragtime piano. the weekly student newspaper; Legenda, the continues to attract many students. College yearbook; We, a literary publication; Schneider Center, which also has a coffee Members of all four classes live in each hall. and Muse, a newsletter of the Wellesley house and conference rooms, is the location Each residence hall also has a professional Women's Committee. WBS, the College radio for much community activity. Supplementing head of house, with the exception of Stone- station, is operated by an all-student staff. the facilities and resources of Schneider are Davis, which will have an all-student staff on Slater International Center, which is the fre- Sports are a significant part of life at an experimental basis for 1975-76. The head quent setting for international events and Wellesley. Some students compete on crew of house serves as an advisor and counselor celebrations, and Harambee House, the so- and tennis teams as well as in field hockey, to individuals and groups in the residence cial and cultural center of the Black communi- basketball, squash, sailing, swimming, and halls and as a liaison to the College com- ty at Wellesley. Throughout the year, Haram- water polo. Other students pursue physical munity. bee sponsors such events as lectures and education just for fun, or to stay in shape. dance performances, many in conjunction Interests range from yoga and fencing to with the Black studies department. dance and scuba diving. The recreation build- ing, which has a heated swimming pool, also has facilities for badminton, volleyball, squash, gymnastics, exercise, and dance. Lake Waban, on the campus, is used for water sports and ice skating. 30 STUDENT LIFE

Students in each residence hall elect a House Counseling Resources The College chaplain and other advisors rep- Council which administers the day-to-day resenting several religious traditions are avail- The College has a number of professionally details of living. The programming commit- abletoall students for religious guidance. The trained staff members who are available for tee in each hall plans parties and other events chaplain also officiates at regular consultation on academic or personal mat- Sunday throughout the year. Each residence also morning worship, an ecumenically oriented ters. The class deans, who generally follow a elects a representative to the Senate, and it is Protestant service in Houghton Memorial class throughout the four years, have major this person's job to consult with members of Chapel, at which many distinguished men responsibility for advising students on aca- her residence hall on campus-wide issues and and are invited to speak during the demic matters. Questions about choosing a women to convey the feelings of fier hall to the stu- year. The activities of various religious groups major, or difficulties in adjusting to a pro- dent government. on as well as by gram, are discussed with the class deans. campus programs sponsored the chaplaincy are open to all. A residential policy committee has been re- Special tutoring and programs in study skills viewing many aspects of residential life and is are arranged through the academic depart- Temples, churches, and other religious orga- developing ways to involve students in all ments and the dean of academic programs. nizations representing a great variety of ways areas of residential policy making. The Resi- of worship are available locally and in the It is most unusual for a student not to feel the dence Office has been working to expand the greater Boston area. need, some time during her college years, to guest-in-residence program, and to increase talk over personal concerns with people other the number of academic, cultural, and social College Health Services than friends and roommates. A counseling events in the residence halls. center is staffed by a consulting psychologist The services of the College physicians, psy- Each of the residence halls contains single and a human relations consultant. Although chiatrists, and nurses are available at Simp- rooms, double rooms, and some suites. The the atmosphere is open and informal, com- son Infirmary which includes a 29-bed hospi- cost of all rooms is the same, regardless of plete confidentiality is maintained by the tal and an outpatient clinic. Regular full-time whether they are shared, and students are office at all times. students and part-time continuing education required to sign a residence contract upon students who carry three or more courses are The staff of the College Health Services in- assignment of a room. Each hall has spacious eligible for care. There is no health fee. Ap- cludes psychiatrists and other specialists living rooms and smaller common rooms. All propriate charges are made for inpatient care; available for crisis counseling and special but two have dining facilities, and in the re- medical, psychiatric, and surgical services help. Long-term psychotherapy is not pro- maining halls, facilities are open on a five-day which are usually covered by insurance, lab- vided at the College, but the resources for or seven-day basis. There are limited kitchen- oratory studies, elective examinations or pro- such treatment are available in the surround- ette facilities in the halls for preparing snacks cedures, immunizations, and treatment for ing area. or for use when entertaining. Each building is pre-existing or ongoing conditions. A College equipped with coin-operated washers and Other resources include the professional staff sponsored Blue Cross-Blue Shield group dryers. in the residence halls, the chaplain and his insurance plan is available. Boston has long assistants, and faculty members. The College supplies a bed, desk, chair, been one of the major medical centers in the lamp, bookcase, and bureau for each resident country, and consultation with specialists in student. Students may rent linen or supply Religious Resources all medical fields is easily available. their own. Students supply blankets, quilts, Wellesley seeks to respond sensitively to a Besides the usual care given by College and their own curtains, pictures, rugs, and variety of religious traditions. The College Health Services, members of the Wellesley posters. They clean their own rooms and con- encourages independent religious involve- medical staff serve on a student-staff health tribute two or three hours a week answering ment on the part of its students. Wellesley committee. This committee works on ways to the telephones and doing other miscellane- students may also major in religion and bibli- expand the use of the health services and ous jobs which are scheduled by the student cal studies, or take elective courses in these arranges special programs of information and heads of work. fields. Attendance at all worship services is discussion on subjects such as drugs, sex, voluntary. and marriage. STUDENT LIFE 31

The confidentiality of the doctor-patient rela- Students are assisted in making plans for the tionship is the foundation upon which the future, either for employment or further success of the health services is based. Col- study. Students may consult with the career lege medical personnel will not share any services counselors about their interests and medical information concerning a student plans. Assistance is provided in many ways. with any College authorities, or with the par- The office maintains a library of vocational ents of students, without the consent of the literature on current positions and future ca- student. Parents are requested to sign a state- reer possibilities; holds lectures and discus- ment authorizing the College to proceed with sions for students on various occupations; appropriate treatment in the case of serious supplies information about graduate courses, illness or emergency in the event they cannot apprenticeships, graduate scholarships and be reached by telephone. assistantships, as well as job opportunities; and schedules interviews for seniors with There are charges for inpatient care and for employer and graduate school representatives certain outpatient services which are usually who recruit at the College. covered by health insurance. It may be neces- sary to disclose minimal information to insur- All alumnae may continue to use the services ance companies for verification of medical of this office for information and help to find claims. Students are required to enroll in the employment or in planning further study. College Health Insurance plan unless they have equivalent coverage. Summers The long summer vacation gives students EUUiniilil Jobs on and off Campus ample time for work, travel, or study. A student interested in employment may reg- The Career Services Office has information on ister at the Career Services Office. This office summer opportunities. Counseling and ad- assists students in obtaining summer em- vice are offered to students on the various ployment as well as part-time work during the possibilities available to match their interests academic year. There are many opportunities and abilities. for students to find part-time employment at the College and in the Town of Wellesley. The Summer internships and other opportunities Career Services Office is the clearinghouse sponsored by the College are described on for employment of students. Opportunities on pp. 45-46. campus include office work in academic and administrative departments where financial Nondiscriminatory Policy aid students receive priority through the Fi- Wellesley College admits the students of any nancial Aid Office, in Schneider College Cen- race to all the rights, privileges, programs, ter, and work in small businesses run by stu- and activities generally accorded or made dents. Off campus, students have worked in available to students at the school and that offices, stores, and restaurants. A large num- the school does not discriminate on the basis ber of local families employ students for child of race in administration of its educational care and for other varieties of household policies, admissions policies, scholarship work. and loan programs, and athletic and other school-administered programs. 32 STUDENT LIFE Academic Summary

Non- Class Resident resident Totals Totals

Candidates for

Nondegree Candidates 38

Total Registration Septennber1974 Geographic Distribution of STUDENT LIFE 33 Students in 1974-75

Students from the United States Alabama Alaska Arizona Arkansas California Colorado Connecticut

Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon College Hall, destroyed by fire in March 1914, housed the entire college operation which included living space for 216 students. THE CAMPUS 36 THE CAMPUS The Campus Academic Facilities THE CAMPUS 37

Wellesley College has a campus of more than Classrooms Observatory 500 acres bordering on Lake Waban. There are The two primary classroom buildings. Found- The Whitin Observatory contains laboratories, woodlands, hills and meadows, an arbore- ers Hall and Pendleton Hall, are located in the classrooms, darkrooms, and the library of the tum, ponds, and miles of footpaths. In this academic quadrangle. The humanities, social astronomy department. Its research equip- setting are 64 buildings, with architectural sciences, and mathematics are taught in ment includes a 6-inch, a 12-inch, and a 24- styles ranging from Gothic to contemporary. Founders. Pendleton contains the laborator- inch telescope. The observatory was a gift of The focal point of the campus is the Galen ies, lecture rooms, libraries, and offices of Mrs. John C. Whitin, a former trustee of the

Stone Tower, named for its donor. The tower the departments of chemistry, physics, and College. It was built in 1900, enlarged in 1962 rises 182 feet from Green Hall, the adminis- psychology. Extensive equipment and facili- and 1 966, and is considered to be an unusual- tration building, and contains a 30-bell caril- ties provide opportunities for advanced work ly fine facility for undergraduate training in lon. It is an excellent vantage point from in these areas. astronomy. which to view Wellesley's campus and be- yond. Sage Hall Science Center

Located on the northeast side of the campus The construction of a new building is under is Sage Hall, which houses the biological way which, together with Sage Hall, will form sciences and geology departments. The the new Wellesley College Science Center. building has laboratories, lecture rooms, a This complex will house the departments of library, and an extensive map collection for astronomy, biological sciences, chemistry, geography. Special equipment includes an computer science, geology, mathematics, electron microscope, a radioisotope labora- physics, psychology, and the laboratories of tory, ultra centrifuge, a liquid scintillation electron microscopy and human performance counter, and a gas chromatograph. and will be completed in 1976.

Greenhouses Arts Center

Classrooms in the biological sciences depart- The Jewett Arts Center, completed in 1958, ment open directly into the Margaret C. Fer- consists of the Mary Cooper Jewett art wing guson Greenhouses, named after a former and the Margaret Weyerhauser Jewett music Wellesley professor of botany. The climate in and drama wing. Linking the two buildings is the greenhouses ranges from temperate to the Wellesley College Museum. tropic with many excellent examples of trees The teaching collection of the museum in- and flowers which flourish in the respective cludes choice examples of classical and me- temperatures. There is considerable space for dieval sculpture, prints and drawings by old experiments by faculty and students. The masters, and contemporary art. Although greenhouses are open to the public through- used primarily for teaching and museum out the year. training, it is also open to the public, and during the academic year many exhibitions are offered. 38 THE CAMPUS

The art wing contains studios, classrooms, Residence Halls an extensive library, and offices of the art Each residence, its student capacity and department and museum. The music and location, is listed below: drama wing contains the music library, listen- ing rooms, practice studios, and classrooms Munger and offices of the music department. A col- lection of musical instruments of various periods is available to students. The Jewett Auditorium, a theatre seating 320 persons, was designed for chamber music performances, and is also used for special events. In addition, there are rehearsal rooms and other theatre facilities.

Margaret Clapp Library

The third enlargement and complete remodel- ing of the Margaret Clapp Library was finished in 1975. At the center of the modern and func- tional building is the reference room which distinguished the original building erected in 1910.

The library's holdings exceed 500,000 vol- umes and contain in addition an important collection of public documents. Subscrip- tions to periodicals number over 2,000. The Special Collections include letters, manu- scripts, and rare books of distinction. The language laboratory and a new listening room for the collection of spoken and dramat- ic recordings are part of the library. A lecture room is available for meetings.

Child Study Center Wellesley College opened the Child Study Center in the fall of 1969 under the direction

of the psychology department. It is located in the Anne L. Page Memorial Building, used for many years to house the College nursery school. The Center serves as a laboratory in which Wellesley undergraduates can study the development of children ages two through five. Students also have the opportunity to work as assistant teachers in the classroom. Extracurricular Facilities THE CAMPUS 39

Alumnae Hall Slater International Center Slater International Center is an informal The largest auditorium on the campus, seat- meeting place for foreign and United States ing 1500 people, is in Alumnae Hall. It also students and faculty. It serves as the center has a large ballroom and houses the for campus organizations which have an inter- Wellesley College Theatre and the College est in international affairs, and for seminars radio station, WBS. Visiting lecturers, con- and speakers on international topics. It has cert artists, and professional theatre groups rooms for large and small gatherings, a li- often appear there. The building was erected brary, and facilities for cooking and enter- in 1923 and is the gift of Wellesley alumnae. taining. Chapel Society Houses The Houghton Memorial Chapel was present- There are three society houses for special ed to Wellesley in 1 897 by the son and daugh- interest groups. Each house has kitchen and ter of William S. Houghton, a former trustee dining facilities, a living room, and other of the College. The chapel's stained glass gathering rooms. Members are drawn from all windows commemorate the founders and four classes, beginning with second semester others, while a tablet by Daniel Chester freshmen. Shakespeare House is a center for French honors Alice Freeman Palmer, students interested in Shakespearean drama; Wellesley's second president. The chapel, Tau Zeta Epsilon House is oriented around art which seats 1 200 people, is a setting for and music; and Zeta Alpha House provides a lectures and community meetings as well as setting for students with an interest in religious services. mod- ern drama. Schneider College Center

The center for extracurricular life at the Col- lege is Schneider College Center. Its newly remodeled facilities provide lounge areas, a snack bar, meeting rooms, offices for student organizations, and a coffee house. It also contains the offices of the coordinator of student services, the director of residence, and the chaplain.

Harambee House and Slater International Center are complementary adjuncts to Schneider.

Harambee House Harambee House is the cultural and social center for the Black community at Wellesley.

It contains rooms for seminars, meetings, and social gatherings as well as facilities for cooking and entertaining. .

40 THE CAMPUS Other Campus Facilities

Green Hall Center for Research on Women in Higtier Education and the Professions The offices of tfie president, tlie Board of Admission, the deans, and all administrative The Center for Research on Women in Higher offices directly affecting the academic and Education and the Professions, funded by a business management of the College are lo- grant from the Carnegie Corporation, was cated in Green Hall. The building has large established in the summer of 1974 and is rooms for Academic Council and trustee sponsored jointly by Wellesley College and meetings, class and seminar rooms, and tfie Federation of Organizations for Profes- some faculty offices. Named for Hetty R. sional Women. The Center conducts policy- Green, the building was erected in 1931 oriented studies of women's educational needs and examines paid and unpaid work in Infirmary the context of increasing life choices for both men and women. Simpson Infirmary is a 29-bed licensed hospi- tal, approved by the American Hospital Asso- ciation, w/ith an outpatient clinic built in 1942.

It is connected to the original infirmary which was built in 1881 and is now used for psychi- atric services and staff housing.

President's House

"""hs President's House, formerly the country estate of Wellesley's founders, the Durants, is located on a hill just south of the main cam- pus. The spacious lawns border Lake Waban.

Remodeled and renovated in 1968, it is fre- quently the scene of alumnae and trustee gatherings as well as receptions for distin- guished visitors, for entering students, and for graduating seniors and their parents.

Wellesley College Club

The Wellesley College Club is a center for faculty, staff, and alumnae. Its reception and dining rooms are open to members, their guests, and parents of students for lunch and dinner and are also used for many special occasions. Overnight accommodations are also available for alumnae and for parents of students and prospective students. ACADEMIC PROGRAM 42 THE CURRICULUM

The curriculum provides a framework within Courses are classified in Grades I, 11, and III. Group B Introductory courses are numbered 100-199 which students are invited to explore various Social Science, Religion and Biblical Studies, 200-299 fields in the arts and sciences. In developing (Grade I); intermediate courses, and Philosophy the the faculty presents diverse (Grade II); advanced courses, 300-380 (Grade curriculum, One or two units chosen from courses in the gradual- III). Each student must include at least four offerings among which students will Departments of History, Philosophy, Religion Through study units of Grade III work, at least two of which ly perceive interrelationships. and Biblical Studies, and courses offered by of different disciplines and bodies of knowl- shall be in the major. The program in the se- the Department of Black Studies in these coherent unity nior year may not include more units of Grade edge, students perceive the fields

I of III work, and at least two must among diversity which is traditionally termed than Grade and liberal arts education. When students be Grade III. a One or two units chosen from courses in the they then decide on an area of concentration Departments of Economics, Political Science, Distribution Requirements elect courses in other fields to provide com- Psychology, Sociology and Anthropology, or contrasting experiences. plementary In order to provide students with as much and courses offered by the Department of together with the major, enable stu- These, flexibility as possible, Wellesley requires no Black Studies in these fields. dents to achieve a broad liberal arts educa- specific courses. To insure, however, that tion. students gain insight and awareness in areas Group C outside their own major fields, the College By the time the Bachelor of Arts degree is Science and Mathematics should acquainted does require that they choose three semester earned, the student be Three units, at least one of which shall be a courses in each of three general areas during with the main fields of human interest, capa- course with laboratory, chosen from offerings ble of integrating knowledge from various the four year period. (Courses numbered 350 in the Departments of Astronomy, Biological — Research or Individual Study— do not satis- fields, and prepared for continuous scholarly Sciences, Chemistry, Geology, f^athematics. participation in soci- fy this requirement.) growth and responsible Physics, or one of the extradepartmental In the major field, the student is expected ety. The three groups of academic disciplines are: courses in history of science. to demonstrate maturity of thought, acquain- tance with recognized authorities in the field, Group A Foreign Language Requirements and general competence in dealing with Art, Music sources of research or analysis. Literature, Foreign Languages, and Before the beginning of the senior year stu- Three units chosen from courses in the De- dents must exhibit a degree of proficiency in French, Requirements for Degree of Bachelor of Arts partments of Art, Chinese, English, the use of one foreign language, either an- German, Greek and Latin, Italian, Music, Rus- cient or modern. Many students fulfill the degree of Bachelor of Each candidate for the sian, Spanish; or from those courses offered requirement by passing one of the language units of aca- Arts is required to complete 32 by the Department of Black Studies and from tests offered by the College Entrance Exami- better. Each demic work at a C average or those extradepartmental literature courses nation Board (CEEB). Wellesley requires a is one unit of cred- semester course assigned which are designated as fulfilling the require- score of 61 or better on the CEEB Achieve- it. The normal period of time in which to earn ment in Group A. ment Test, or a score of at least 3 on the Ad- the degree is four years and a normal program vanced Placement Examination (AP). This of study includes from three to five courses a requirement can also be met by the comple- carry semester. Freshmen are encouraged to tion of 2 units of language study at the sec- a maximum of four courses each semester, ond year college level or 1 unit of language but upperclass students may take five. study above the second year college level.

Students may take introductory courses in only two modern foreign languages. THE CURRICULUM 43

Fulfillment of the foreign language require- In the second semester of the sophomore year Grading System ment through! work done at another institution each student elects a major field and prepares Students have the option of electing courses must be approved by the appropriate depart- for the registrar a statement of the courses to on a letter or nonletter grading system. At the ment. A student whose native language is not be included in the major. Later revisions may beginning of the eighth week of a semester, English will be exempted from this require- be made with the approval of the chairman of students notify the registrar and their instruc- ment, subject to approval of the class dean the major department, or in the case of the tor whether they plan to take a course for a and the Academic Review Board. individual major, with the student's advisors, letter grade or on the credit /noncred it basis. and be presented to the registrar not later Credit is given to students who have attained Other Requirements than the second semester of the junior year. a satisfactory familiarity with the content of a Students are expected to use acceptable stan- course and have demonstrated ability Academic Standards to use dards of spoken and written English in their this knowledge in a competent manner. If college work. Special assistance in English, Academic standards at Wellesley are high, credit is not earned the course does not ap- mathematics, and other basic and special and students take full responsibility for at- pear on the student's permanent record. skills is offered at the College. tending classes, submitting required work on

time, and appearing for examinations. If stu- Examinations In addition, all students must complete the dents have difficulties with course work, be- physical education requirement described on An examination period occurs at the end of come ill, or have other problems which inter- p. 146 for which no academic credit is given. each semester. Within this period students fere with their academic work, they should may devise their own examination schedules consult with their class dean for assistance in The Major for the majority of courses. Examinations are making special arrangements for their scheduled for some art, music, and foreign Students may choose majors offered by 24 studies. language courses which require departments, five interdepartmental majors audiovisual Students are expected to maintain at least a equipment. Special examinations — classical civilization, classical and Near are offered C average throughout the college career. At in Eastern archaeology. East Asian studies, September to qualified students to earn the end of each semester each student's rec- medieval /renaissance studies, and molecular credit for work done independently, for ad- ord is reviewed, and appointments with the biology— or they may design an individual mission to advanced courses without the class dean are arranged if needed. The Col- stated prerequisites, major. Of the 32 units required for graduation, and for exemption from lege tries to provide the appropriate support required studies. at least eight are to be elected in the major, services to students in difficulty. Students and no more than 1 4 in any one department. Students who wish credit towards the degree who show consistent effort are rarely exclud- for work done independently in the summer Students who are interested in an individual ed from the College. should consult the appropriate department major submit a plan of study to two faculty and the class dean, apply members from different departments. This and should to the registrar at least a month in advance for a plan should include four units in one depart- special examination to be given at the begin- ment above the introductory level. The pro- ning of the college year. gram for the individual major is subject to the approval of the Committee on Curriculum and Examinations may be taken for credit, for Instruction. Some students wish to center admission to a more advanced course, or for their study upon an area, a period, or a sub- exemption from the required studies in ject which crosses conventional departmental Groups A, B, and C. Examinations for credit lines. Examples of possible area studies are passed at a satisfactory level also count for American studies, Latin American studies, advanced placement and/or exemption; Russian studies: of periods, the Middle Ages, examinations for advanced placement also the Renaissance; of subjects, comparative count for exemption. Examinations passed at literature, international relations, theatre a satisfactory level for exemption do not studies, urban studies. count for credit. 44 THE CURRICULUM

Credit for Advanced Placement Examinations Exemption from Required Studies Normally, a plan to accelerate must include eight units at Wellesley in two consecutive Students entering under the Advanced Place- Students may be exempted from any of the semesters during the junior and senior years. ment Program of the College Entrance Exami- studies required for the degree, provided they In accumulating units in addition to courses nation Board, and who make the scores speci- can demonstrate to the department concerned taken at Wellesley, an accelerating student fied by Wellesley College, will receive credit a reasonable competence in the elements of may count: toward the B.A. degree, provided they do not the course. Exemption from any of the stud- 1 register in college for courses which cover ies required does not affect the general re- Advanced Placement credit; substantially the same material as those for quirement for completion of 32 units for grad- 2 which they have received Advanced Place- uation. It does, however, make it possible for A maximum of two units earned in summer ment credit. Two units of credit will be given some students to select more advanced school; for each AP examination in which a student courses earlier in their college careers. 3 received a grade of 4 or 5 with the following Such exemption may be achieved in one of A maximum of two units earned through inde- exceptions: one unit of credit will be given for two ways: a score of 4 (Honors) or 5 (High pendent study during the summer and validat- the Latin 4 examination; one unit of credit will Honors) on the CEEB AP tests, or passing a ed at Wellesley; and be given in the Mathematics AS examination; special exemption examination. Permission 4 one unit of credit for a score of 3 in the Mathe- for the exemption examination must be ob- A maximum of two units of college or univer- matics BC examination. Not more than two tained from the class dean and the chairman sity credit earned prior to graduation from units are credited in any one department. of the department concerned. (See Examina- secondary school, which is not included in tions.) In addition to the evidence offered by the units of secondary school work required Credit for Other Academic Work the examination, some departments may re- for admission. Of the 32 units required for the degree of quire the student to present a paper or an An accelerating student must maintain a C Bachelor of Arts, a student may earn a maxi- acceptable laboratory notebook. average at all times. mum of 16 units through a combination of the following; AP examinations; courses taken at Acceleration Research or Individual Study another institution during the summer or the A few students complete all the requirements academic year; or study independent of Each academic department provides the op- for the degree in less than the usual eight Wellesley courses which is tfien evaluated by portunity for qualified students to undertake a semesters. After two semesters at Wellesley, examination by a Wellesley department. (See program of individual study directed by a students who wish to accelerate should con- Examinations.) Two units may be earned in member of the faculty. Under this program an sult their deans and then write a letter to the summer school and two units for summer eligible student may undertake a research Academic Review Board, petitioning to fulfill independent work. Eight units, in addition to project or a program of reading in a particular the requirements earlier. summer school, may be earned through field. The results of this work normally are courses taken at another institution. Stu- The petition should include the month and presented in a final report or in a series of dents, including transfer students, must com- year in which the degree requirements will be short essays. The conditions for such work plete 16 units at Wellesley. Candidates for the fulfilled, and all units that will be counted are described under the course numbered 350 B.A. degree in the program for Continuing toward the degree. in each department. Wellesley offers further Education must complete a minimum of 8 opportunities for research and individual units of work at the College. study. (See Honors in the Major Field.) THE CURRICULUM 45

Freshman-Sophomore Colloquia The Twelve College Exchange Program The Spelman-Wellesley Experimental Exchange Program These colloquia give students the chance to Wellesley belongs to a consortium which work closely in small groups with individual includes Amherst, Bowdoin, Connecticut The academic year 1974-75 marked the first faculty members. They are designed to pro- College, Dartmouth, Mount Holyoke, Smith, year of an experimental student exchange vide the sort of educational experience which Trinity, Vassar, Wesleyan, Wheaton, and between Wellesley and Spelman College in previously was enjoyed only by advanced Williams. Students in good standing may Atlanta, Georgia, historically the only Black students. They are similar to the seminars in apply through the exchange coordinator for a liberal arts college for women. The experi- that they stress independent work, discus- limited number of places for a semester or full mental exchange is expected to continue in sion, and oral and written presentations. academic year in residence at any of the 1975-76, with a maximum of two full year member institutions. The number of places is students from each institution participating. Cross-Registration Program with the limited and admission is competitive. Prefer- The program is open only to students in their Massachusetts Institute of Technology ence is given to students planning to partici- junior year. pate in their junior year. A program of cross-registration of students at Wellesley and the Massachusetts Institute of The Junior Year Abroad Summer Internships Technology was officially inaugurated in The College sponsors a Washington 1968-69. The program allows students to elect Qualified students may apply for admission Summer Internship Program which provides a unique courses at the other institution, and extends to various groups spending the junior year in opportunity for students to learn about the the diversity of educational experiences avail- Europe and in other foreign countries. The national government through direct participa- able in the curricula and in the environments Wellesley Slater Junior Year Abroad scholar- tion in political activity. Interested juniors of both. The two schools combine their aca- ships are available to juniors who have been may apply for 15 available intern- demic, extracurricular, and operational re- accepted for programs approved by the For- summer ships, in governmental sources while maintaining the separate eign Study Committee. The Stecher scholar- and nongovernmental offices. Interns hold full-time jobs for ten strengths, independence, and integrity of ship fund for the study of art abroad is award- weeks and also participate in evening semi- each institution. ed to qualified students who are eligible for nars with guest speakers on governmental or financial aid. Candidates are selected by the A Wellesley student interested in exploring political problems. assignments Art Department Stecher Scholarship Commit- Job are the possibilities of electing a specific course made according to the interest of the student tee and the Foreign Study Committee. Limit- at MIT should consult the exchange coordi- and the potential for learning. Recent assign- ed financial support for nator, the students wishing to department advisor, or the appro- ments have included positions in congres- spend the junior year in Africa or the priate Carib- exchange program faculty advisor. sional offices, in the Department of Justice, Since bean is provided by the Waddell Fund. The the number of participants in the ex- in the Department of Health, Education and selection of recipients for awards from the change is limited, upperclass students are Welfare, with the Federal Trade Commission, three funds is given preference. made early in the second se- in the Office of the President, and with a ma- mester of the sophomore year on the basis of jor broadcasting system. Salaries are offered academic qualifications and faculty recom- in of positions; the pro- mendations. The amount of each individual some these College vides stipends for students who hold non- award is determined according to need. Infor- mation about these awards may be obtained salaried positions. from the Office of Foreign Study. The Office of Foreign Study helps students with individual plans for study abroad, for example, applications for direct enrollment as visiting students in British universities. 46 THE CURRICULUM

In addition, tlie Wellesley Urban Politics Sum- Credit for Summer School and Summer Academic Distinctions mer Internship Program offers juniors tfie Independent Study Honors in the Major Field opportunity to focus on some of tfie dilem- Some students undertake planned programs Students who have shown marked excellence mas of contemporary urban life. Students of summer independent study which they and an unusual degree of independence in participating in thiis program spend ten weeks have designed with members of the faculty their work may be invited to participate in the working for government agencies or private and their class dean. A student may earn up Honors Program, based on their record in the organizations in Boston or Los Angeles. In- to two units of credit in this way. Other stu- major field. Under this program an eligible terns attend seminars and otfier meetings dents attend summer school. The amount of student may be invited to undertake indepen- designed to stimulate analytical tfiinking summer school credit allowed toward the dent research or special study which will be about politics, government institutions, and degree is limited to two units, and is not auto- supervised by a member of the faculty. In public policy-making. Interns receive a sti- matic. Students should consult their class several departments, options for general pend from the College. deans and appropriate departments before examinations, special honors seminars, and The Internship Program in Economics, found- enrolling in summer school courses for which opportunities to assist faculty in teaching ed at Wellesley by the National Association of they expect credit toward the Wellesley introductory and intermediate level courses Business Economists, places qualified eco- degree. are available to honors candidates. The suc- nomics majors in salaried positions in private cessful completion of the work and of an oral or public agencies in all parts of the country Summer Study Abroad honors examination leads to the award of during the summer following the junior year. Honors in the Major Field. Students planning summer study in foreign Students in this program carry out applied countries should consult the Office of For- economic research direction of Other Academic Distinctions under the eign Study. Wellesley awards Slater and senior economists. The College names to Freshman Honors Stecher Summer Scholarships to students those students who maintain high academic who need to have access to materials avail- Community Involvement standing during the freshman year. Wellesley able only in foreign countries. First consider- College Scholars and Durant Scholars are Wellesley students can become involved in ation is given to applicants whose summer named at Commencement, based on academ- the greater Boston community in a variety of studies are related to honors projects ap- ic records after the freshman year. Wellesley ways. Some of Wellesley's students choose proved for the senior year. Waddell Summer College Scholars have achieved high academ- to work in Roxbury or other communities Scholarships provide opportunities for stu- ic standing and Durant Scholars highest aca- where they can participate in legal aid, tutor- dents wishing to study in Africa or the Carib- demic standing. ing, and health services, or church work. A bean. An application for a Slater, Stecher, or number of Wellesley students work with the a Waddell Scholarship requires the support of Juniors and seniors are elected to member- City of Boston or the Town of Wellesley in the student's major department and a state- ship in the Eta of Massachusetts chapter of various departments. ment from the financial aid officer showing Phi Beta Kappa on the basis of their total aca- what funds are needed to supplement the demic achievement in college. Seniors who Credit may be given for supervised field work student's financial resources. are majoring in the sciences may be elected to as a research component of some courses or associate membership in the Wellesley chap- independent study; in other instances, experi- ter of Sigma Xi. ence in the community forms part of the re- quired work of courses dealing with social, On recommendation of the faculty, the trus- political, or economic issues. Generally, stu- tees award the title of Trustee Scholar to four dents become involved in community work for seniors who intend to pursue graduate stud- many reasons besides the possibility of earn- ies. The awards are made on a competitive ing academic credit. basis; the title is honorary. In cases of finan- cial need stipends are awarded to the Schol-

ars or, if not required by them, to alternates who need financial assistance. Applications THE CURRICULUM 47

and supporting credentials should be sent to Withdrawal Career Preparation the Secretary to the Committee on Graduate Students who plan to withdraw must inform A liberal arts education does not prepare a Fellowships by January 15. the class dean. A withdrawal form will then be student for a specific career. It is intended to Certain prizes have been established at the sent to the parents or guardian for their signa- provide that broad background upon which a College for the recognition of excellence in a ture. The official date of the withdrawal is student depends in innumerable ways particular field. Each carries a small stipend considered to be the date upon which the throughout a lifetime. The Wellesley curricu- or gift and usually bears the name of the do- student and the class dean agree and on lum provides a student with the opportunity nor or the person honored, and is awarded by which the withdrawal card is signed by the to explore various fields of knowledge and to the departments. class dean. The withdrawal date is important secure in-depth preparation in a specific ma- in order to compute costs and possible re- jor field. The student then can eitfier begin a Leave of Absence funds. For regulations concerning refunds, career or pursue further study in graduate see p. 22. Students who have officially with- school for more specialized professional Recognizing that many students benefit edu- drawn from the College or have taken an offi- work. cationally if they interrupt the normal se- cial leave of absence for the current semester quence of four continuous years at Wellesley, During the undergraduate years a student may cannot remain in residence on campus. the College has established a policy for tem- meet the requirements for the degree of Bach- porary leaves of absence. Leaves may be tak- The College reserves the right to require the elor of Arts and at the same time prepare to en for as short a period as one semester or as withdrawal of any student whose academic enter professional schools, for example, ar- long as two years, and for a variety of reasons work falls below its standards, or for whom chitecture, law, medicine, public health, so- which may include study at another institu- Wellesley may not have been the best choice. cial service, education. A sound education in tion, work, travel, or other activities which In such cases of involuntary withdrawal, the liberal arts is considered the best prepara- meet personal needs. Application for leave of which are rare, the official date of withdrawal tion for admission to most professional absence may be made to the class dean at any is determined by the College. schools, but a student who is interested in time after a student has completed at least any one of the professions should consult the one year at Wellesley. Readmission class dean to plan a particular emphasis in the undergraduate program. To obtain permission to spend the year at A student who has withdrawn from the Col- another institution as nonmatriculated stu- lege and wishes to return should apply to the Information about many professions is main- dents or guests, students submit a detailed Office of the Dean of Academic Programs for tained in the resources center in the Career plan to the class dean or advisor and, if a ma- the appropriate forms. Readmission will be Services Office. Students will find informa- jor has been chosen, to that department. The considered in the light of the reasons for with- tion about qualifying examinations, and cata- plan should list the course of study for the drawal and reapplication, and in the case of logues containing the prerequisites for year and justify its relationship to the four resident students, available residence hall admission to a great number of professional year program. Students must also submit a space. A nonrefundable fee of $15 must schools. statement signed the dean or registrar of the application form for readmis- by accompany For those students considering employment the other institution recognizing their status sion. after graduation, the Career Services Office as nonmatriculated students who will return maintains files on the job opportunities in to Wellesley to complete their work for the various business, health, educational, and degree. social organizations. In addition, a recruiter schedule, job referral notices, and individual counseling sessions aid students in their job search. 48 THE CURRICULUM

Teaching in Secondary School Civil Service Material, prepared for students interested in Some teaching positions in public as well as A student wishing to qualify for examinations the health sciences, is available from the Ca- in private schools are open to college gradu- offered by the United States Civil Service reer Services Office upon request and should ates without further study. Students who Commission or various state and local civil be helpful to those seeking more specific complete the course in supervised teaching service agencies should consult the Career advice. In addition, the chairman and mem- and three other units of study in education Services Office about current requirements. bers of the Premedical Advisory Committee and two in psychology are able to fulfill the will be glad to discuss curricular problems minimum requirements for a teaching license The Health Professions with the students who are considering one of in many states. In general, the minimum requirements for the health professions. Premedical and pre- admission to recognized medical schools, dental students should contact the premedi- Students who wish to elect supervised teach- dental schools, and other graduate schools in cal advisor early in their college years. ing must have completed all requirements for the health professions can be met by 4 units distribution and the major (with the possible in chemistry, 2 units in physics, 2 units in Continuing Education exception of one unit of independent study) biology, and 2 units in English. Some medical by the end of the first semester of the senior The Continuing Education Program is normal- schools require 2 units in mathematics, and year. With or without credit for Advanced ly for women 25 years of age or older or whose some also advise study in the behavioral sci- Placement, this result can be achieved with education has been interrupted for five or ences. Because there is some variation in careful planning. more years prior to the date of application. minimum requirements, students should A student who intends to teach should con- consult the most recent editions of Medical This nonresidential program enables students sult the chairman of the department of educa- School Admissions Requirements and to enroll either part-time or full-time. They tion about requirements for certification and Admission Requirements of American Dental attend classes with Wellesley undergraduates ways of preparing to meet them as soon as Schools which are available in the Career and take the same courses. possible. Services Office. The majority of Continuing Education stu- Most students planning to study medicine or dents resume study toward the Bachelor of College Teaching and Research dentistry elect premedical sciences in the Arts degree; others who have undergraduate A student who wishes to enter college teach- freshman year, and many then choose to degrees may need further training or reeduca- ing and research will find that the undergrad- major in one of these sciences. However, tion in preparation for a career or graduate uate work of the College provides preparation premedical and predental students are free to study; others may simply wish to explore a for graduate study leading to advanced de- major in any field, provided they fulfill the new field. Continuing Education students grees in the arts and sciences. The student minimum requirements for admission. All who are candidates for the B.A. degree must should consult the chairman of the major medical and dental schools recognize the complete a minimum of 8 units of work at the department or of the department in which a importance of a liberal arts education as prep- College. student wishes to pursue graduate study as aration for a medical career and accept qual- early as possible for advice on which courses ified applicants regardless of their under- in the field and which foreign languages graduate major. For other areas in the health should be included in the undergraduate pro- professions, a major in one of the sciences or gram. It should be noted that for graduate social sciences may be advisable. study in many fields a reading knowledge of two specified foreign languages is required. The student will find the class dean, the fac- ulty advisor, the chairmen of departments, and the staff of the Career Services Office helpful in locating information about graduate schools. COURSES OF INSTRUCTION 50 COURSES OF INSTRUCTION Freshman-Sophomore Colloquia Legend Directions for Election

A semester course which carries one unit of The colloquia (150 courses) are designed for Courses numbered: credit requires approximately eleven hours of freshmen and sophomores who are interested work each week spent partly in class and part- in concentrated study of a significant well- 100-199 ly in preparation. The amount of time sched- defined topic. They offer students the oppor- Grade I courses uled for classes varies with the subject from tunity to work in small groups in close associ- two periods each week in many courses in the ation with faculty members. Most are open 200-299 humanities and social sciences to three, four, without prerequisite although a few presup- Grade II courses or five scheduled periods in certain courses in pose some earlier study of the field either in foreign languages, in art and music, and in secondary school or in a college course. They 300-380 the sciences. Classes are scheduled from are similar to seminars in method and ap- Grade III courses Monday morning through late Friday after- proach in that they stress independent work, noon; examinations may be scheduled from discussion, and student reports. (1-2) fvlonday morning through late Saturday after- (1) Each colloquium counts as one unit. Each noon. Offered in first Continued may be elected to satisfy in part one of the semester throughout the Prerequisites are given in terms of Wellesley distribution requirements. Since enrollments academic year. scores, are limited, students ordinarily may not enroll courses, exemption examinations, AP (2) Unless specifically and "admission units." Admission units refer in more than one colloquium. They may, how- Offered in second stated, no credit for their to the secondary school credits acquired in ever, apply more than one, indicating semester is awarded unless various precollege courses. preference. both semesters are Incoming freshmen may obtain application (1)(2) completed forms from the class dean, sophomores from Offered in both satisfactorily.

the department chairman. If a colloquium is semesters oversubscribed the chairman or instructor, in 1 or 2 consultation with the class dean, will decide Units of credit which applicants will be accepted.

In 1975-76 colloquia are offered by the follow- ing departments; Black Studies, English, Absent on leave Part-time instructor History, Philosophy, and Religion and Bibli- cal Studies. .1 [ ] Absent on leave Numbers in during the first brackets designate semester courses listed only in earlier .2 catalogues. Absent on leave during the second semester

Offered in alternate years. Note: Unless specifically stated such courses will be offered in 1975-76. ART 52 ART History of Art

Professor: 100(1-2) Introductory Course 202 (2) Medieval Sculpture and Painting O'Gorman lor 2 1 A foundation for further study in the history of A survey of the major monuments of sculp- Associate Professor: art. The major styles in western architecture, ture, manuscript and fresco painting in Moffett*, Wallace, Anderson, Rayen, sculpture, and painting from ancient Greece France and England during the Romanesque Fergusson (Chiairman), Yarde through the 19th century are presented in and Gothic periods with particular emphasis lectures and in conference sections. Simple on the context of use, the formation of work- Assistant Professor: laboratory work requiring no previous training shops, and the development of programs. Janis, Clapp, Marvin*, Lyndon, MacNei|3, or artistic skill planned to give the student a Open to freshmen and sophomores who have

Larrabee, Sokoloff, Friedman3 greater understanding of artistic problems. taken 100 (1 ), and to juniors and seniors with- One unit of credit may be given for the first out prerequisite. Instructor: semester. Mr. Fergusson Solomon3, Carroll, Yegul Open only to freshmen and sophomores.

The Staff Lecturer: Gabhart 203(1) Medieval Architecture 200(1) Classical Art 1 1 The Departnnent of Art offers courses in tfie The architecture of western Europe from the Topic for 1 975-76: Art in the cities of the Ro- riistory of art and in studio art. Some of tfie Fall of Rome to the beginning of the Renais- man Empire. The design of Roman cities and courses in art tiistory include laboratory work sance with particular concentration on the the buildings in them as well as the public in one or more media witti wtiicfi ttie course is great Romanesque and Gothic monuments. and private monuments which illustrate the concerned. One of ttie studio courses, 204, is Occasional conferences. character of Roman taste. a survey of the techniques of painting from Open to sophomores who have taken 100 Open to sophomores, juniors, and seniors (1 ), the Middle Ages to the present, and is re- and to juniors and seniors without prerequi- who have taken 100 (1) or 215, or by permis- quired of all art majors. The department be- site. sion of the instructor. lieves that laboratory training has great value Mr. Fergusson in developing observation and understanding Mr. Yegul of artistic problems. For students majoring in 215 (1) European Art to ttie Renaissance history of art, however, no particularly artistic 201 (2)* Near Eastern and Bronze Age Art 1 aptitude is required, and the laboratory work 1 The major movements in architecture, sculp- is adjusted to the student's ability. The art and archaeology of the eastern Medi- ture, and painting from classical antiquity to terranean from 3000 B.C. to 1200 B.C. The An art major may either concentrate in history c. 1 400. Students attend course 1 00 lectures interrelations of the cultures of Egypt, Meso- of art or in studio art. have the option of attending course 100 potamia, Minoan Crete, Mycenaean Greece, and conferences. Reading and paper assignments and their neighbors will be studied. differ from those of 100. Students will be Open to sophomores, juniors, and seniors assigned staff advisors. without prerequisite and to freshmen by per- Open only to juniors and seniors who have mission of the instructor. not taken 100. Not offered in 1975-76. The Staff Miss Marvin )

ART 53

216 (2) European Art from the Renaissance 221(2) Painting and Sculpture of the 231 (1) American Art from Colonial Times to tlirough the Nineteenth Century Seventeenth and Eighteenth Centuries in the Civil War

1 Northern Europe 1 Western art from the Renaissance through the 1 A survey of American painting, sculpture, and 19th century with emphasis on painting, Flemish, Dutch, French, and German paint- architecture from the colonial period to the sculpture, and architecture. Students attend ing and sculpture of the 17th century with Civil War. Attention given to the relationship course 1 00 lectures and have the option of emphasis on Rembrandt and Rubens. French between art and the social history and litera- attending course 1 00 conferences. Reading and English painting and sculpture of the 1 8th ture of the time. Not open to students who and paper assignments differ from those of century. have taken [225]. 100. Prerequisite; same as for 220. Prerequisite; same as for 220. Prerequisite; same as for 215. Mr. Wallace The Staff 224(1) IVIodernArt 232 (2) American Art from the Civil War to 219(1) Painting and Sculpture of the 1 the Foundation of the New York School Nineteenth Century The major developments in painting and 1 1 sculpture from the beginning of the century to American painting, sculpture, and architec- A study of the painting and sculpture of the the present in Europe and the United States. ture from the Civil War to the foundation of 19th century in Europe with an emphasis on Prerequisite; 100 (1) and (2), or 216, or 219, or the New York School. Attention given to the France. Special emphasis on the relationship permission of the instructor. relation between art and the social history and of academic ideals to emerging individualism literature of the time. Not open to Mrs. Solomon students and to the social context of style. Topic for who have taken (225). 1975-76; Painting and sculpture from 1750 to Prerequisite; same as for 220. 1860. Topic for1976-77; Painting and sculp- ture from 1860 to 1906. 226 (1) History of Afro-American Art

Open to sophomores who have taken 1 00 (1 1 248(1) Chinese Art and (2), by permission of the instructor to A survey of Afro-American art from colonial 1 freshmen who are talking 1 00, and to juniors times to the present. Special attention will be Survey of the major artistic traditions of China and seniors without prerequisite. given to the relationship between Afro-Ameri- through monuments of the Bronze Age, Bud- can art and social and cultural conditions in Ms. Janis dhist sculpture and painting from the Han America. to the Ch'ing Dynasty. Open to all students. 220 (1) Painting and Sculpture of the Later Open to sophomores, juniors, and seniors Sixteenth and Seventeenth Centuries in who have taken one unit in the history of art; Southern Europe or H istory 271 or 275 or 276 or 338 or 339 or 1 228 (2) Nineteenth and Twentieth Century 346; or Religion 253; or by permission of the A study of Italian and Spanish painting and Architecture instructor. sculpture from early Mannerism through the 1 Mrs. Clapp late Baroque. Among the principal artists A survey of the major movements in architec- studied are Michelangelo, II Rosso Fiorentino, ture in Europe and the United States from Pontormo, Parmigianino, Tintoretto, El Greco, Neo-Classicism to the present. the Carracci, Caravaggio, Bernini, Pietro da Prerequisite; same as for 220. Cortona, Ribera, Velasquez, Tiepolo. Open to sophomores who have taken 100 (1) and (2), and to juniors and seniors without prerequisite. Mr. Wallace 54 ART

249 (2) Far Eastern Art 302 (1)* Italian Painting: The Fourteenth 306 (2) History of Photography

1 and Fifteenth Centuries 1

Topic for 1 975-76: Japanese art. An introduc- 1 A survey of photography in France, England, tion to the sculpture and pictorial arts of Ja- A study of selected artists whose work sig- and the United States in the 19th and 20th pan from tfie early Buddhist period through nificantly illustrates the character of the late centuries. Topics will include styles of indi- the 18th century woodblock print. Topic for medieval and the early Renaissance styles. vidual photographers and movements, the re- 1976-77: Indian art. A survey of the architec- Open to sophomores who have taken 251 , to problem of style in photography, and the ture and sculpture of Buddhism and the Hin- juniors and seniors who have taken or are ciprocal relationship between photography du dynasties in India, Southeast Asia, Tibet, taking one Grade II unit in the department, or and the graphic arts. and Nepal. by permission of the instructor. Open only to juniors and seniors who have Prerequisite: same as for 248. taken 219or 305 or [306(1)]. Mrs. Anderson IVIrs. Clapp Ms. Janis 304 (1)* Late Medieval and Renaissance 251 (2) Italian Renaissance Art Sculpture 308(2) Renaissance and Baroque

1 1 Architecture Painting and sculpture in Italy in the 15th and A study of major sculptors from the 14th cen- 1 16th centuries. Special attention given to tury to the end of the 16th century with em- The Early and High Renaissance, Mannerist, major masters and monuments, vi/ith empha- phasis on Italy and the work of Giovanni and Baroque styles of the 1 5th through the sis on the general artistic principles of Early Pisano, Donatello, Ghiberti, and Michelan- 18th centuries, with particular emphasis on and High Renaissance in Florence, Rome, gelo. Italy. and northern Italy. Analysis of patronage and Prerequisite: same as for 302. Prerequisite: same as for 302. changing cultural and aesthetic ideals in the Not offered in 1975-76. Mrs. Friedman Renaissance period. Prerequisite: same as for 220. Mrs. Anderson 311 (2)* Painting of Northern Europe Mrs. Anderson 1 305 (1) The Graphic Arts Painting in the period from the late 1 4th cen- 1 254 (2)* Art of the City: Medieval, tury through the early 16th century in France, The graphic arts from the Renaissance to the Renaissance, and Baroque Germany, and the Low Countries. Emphasis present. Emphasis on the styles of DiJrer, 1 on aspects of International Gothic style paint- Rembrandt, and Goya. Special attention given Aspects of the history of urban form, and of ing and miniatures; on the Flemish painters to the influence of technique upon style. art in public areas of the city in the medieval. Campin, van Eyck, van derWeyden, and van Laboratory instruction in the processes of Renaissance, and Baroque periods. Analysis der Goes; and on DiJrer. woodcut, engraving, etching, lithography. of various urban types such as medieval mar- Open to sophomores who have taken 202 or Visits collections. to have taken or ket tow/ns, ideal city plans in the Renais- 251 ; to juniors and seniors who Open only to seniors. sance, and innovations in city planning in the are taking one Grade II unit in the department, 17th century. Attention w/ill be given to sculp- Mrs. Carroll, Mrs. Lyndon or by permission of the instructor. tural programs designed to enhance public Mrs, Carroll spaces and buildings. Open to sophomores who have taken 202, or

203, or 220, or 251 , and to juniors and seniors without prerequisite.

Not offered in 1975-76. Mrs. Anderson .

ART 55

312 (2) Problems in Nineteenth and Early 330 (2) Seminar. Italian Art 334 (2) Seminar. Baths and Bathing In Twentieth Century Art 1 Antiquity 1 Topic for 1975-76: Art and culture at a Renais- 1

A study of special problems of interpretation sance court. The seminar will concentrate on Topic for 1 975-76: A study of the forms and In 19th and early 20thi century art. Romantic the court of Ferrara and the patronage of the architecture of baths with particular emphasis imagery, interpretations of l^anet, ptiotog- Este family in the 15th and early 16th centur- on Roman Imperial thermae as a reflection of raptiy and painting, tiistoricism, origins of ies. Consideration of historical, literary, and the changing traditions and cultural signifi- abstraction. Emptiasis on extensive reading musical topics is planned in addition to the cance of bathing in Antiquity. and class discussion. major emphasis on the visual arts. Commis- Prerequisite: at least one Grade II unit of Prerequisite: 219 or permission of ttie sions to artists such as Alberti, Pisanello, ancient art, ancient history, or archaeology. instructor. Tura, and Titian will be studied, and there will Mr. Yegul be some attention to the poetry of Ariosto Ms. Janis and to humanist writings of the period. 335 (2) Seminar. Selected Problems in the Open to juniors and seniors by permission of 320 (1) American Painting History of Art the instructor. 1 1 Intensive study of a specific topic in American Mrs. Anderson, Mr. Edwards Intensive study of either one problem ora 19tti century painting, sucti as American land- series of related problems in 20th century scape painting. 331 (2)* Seminar painting. Prerequisite: 100 (1) and (2), or 216, and 231 1 Open by permission of the instructor. and 232, or permission of the instructor. Normally a different topic each year. Prerequisite: same as for 330. Mr. O'Gorman Not offered in 1975-76. 336 (2) Seminar. Museum Problems 325 (1) British Art of the Late Eighteenth 1 and Early Nineteenth Centuries An investigation of the history and structure 1 of the museum, the philosophy of exhibitions 332 (2)* Seminar. Medieval Art A study of the relationship of art and aesthet- and acquisitions, and the role of the museum 1 ic theory, contemporary developments on the in modern society, combining the theory and Intensive study of either one problem ora Continent, and the genesis of Romanticism practice of all aspects of museum work. Prob- series of related problems in medieval paint- and Neo-Classicism. lems of conservation, exhibition, acquisition, ing or sculpture. Prerequisite: same as for 220. publication, and education will be discussed. Open by permission of the instructor to jun- If the museum schedule permits, students Mrs. Friedman iors and seniors who have taken 202 or 203. will be involved in the planning and mounting Not offered in 1975-76. of an exhibition. Visits to museums and pri- Mr. Fergusson vate collections in the area will be arranged. Open by permission of the instructor to ju- niors 333 (1) Seminar. Baroque Art and seniors. 1 Ms. Gabhart Problems of style, connoisseurship, and iconology in 1 7th century art concentrating on 337(2)* Seminar. Chinese Art

major Italian or northern Baroque masters. 1 Open by permission to juniors and seniors Topic for 1975-76: Painting of the Ming who have taken 220 or 221 Literati. Open by permission of the instructor to ju- Mr. Wallace niors and seniors who have taken 248. Mrs. Clapp 56 ART Directions for Election

340 (2) Seminar. American Art History of Art Students interested in graduate study in the 1 An art major concentrating in history of art field of conservation of works of art should

Topic for 1 975-76: American Architecture must elect both semesters of 100 (unless an consult with the chairman of the department from tfie Civil War to World War I. exemption examination is passed), 204, and regarding chemistry requirements for en- Open only to juniors and seniors who have at least five further units in history of art. For trance into conservation programs. Ordinarily taken 231 or 232 or 320. distribution, students must elect at least one at least two semesters of chemistry at the unit each in three of the following six areas of college level should be elected. Mr. O'Gorman specialization: ancient, medieval. Renais- The attention of students is called to the sance, Baroque and 18th century, 19th and 345 (1) (2) Seminar. Historical Approaches interdepartmental major in classical and Near 20th centuries, nonwestern art. Art 345 and to Art for the Major Eastern archaeology, and in medieval /renais- 305 may not be used to meet this distribution 1 sance studies. requirement. If approved by the chairman, Comparative study of the major art historical courses elected at other institutions may be approaches and their philosophical bases: used to meet the distribution requirement. connoisseurship, iconography, theories of Although the department does not encourage the evolution of art, theories of style, psycho- overspecialization in any one area, by careful analysis and art, psychology of perception, choice of related courses a student may plan and theories of art criticism. Strongly recom- a field of concentration emphasizing one mended to all art majors. period or area, for example, medieval art or Open to juniors and seniors who have taken or oriental art. Students interested in such a are taking one Grade II unit in the department. plan should consult the chairman of the de- Ms. Janis, Mrs. Carroll partment as early in the freshman or sopho- more year as possible. 350 (1) (2) Research or Individual Study Students planning to major in history of art 1 or 2 should plan to take 204 in the second semes- Open to qualified students by permission of ter of the sophomore year or in the first se- the instructor and the chairman of the depart- mester of the junior year. ment. Art 345 is strongly recommended for all ma- 370 (1-2) Honors Program jors, especially those who are considering 2 to 4 graduate study in history of art. Required of all honors candidates in the A reading knowledge of German and French, department. or Italian, is strongly recommended for majors. 380 (2) Mini Courses A limited number of qualified students may Intensive six-week study of a specialized elect for credit seminars offered by the cura- topic in medieval or classical art. One unit tors of the Boston Museum of Fine Arts. of credit will be given for two mini courses; These are held in the museum and use objects no credit will be given for one mini course. from the collection for study. Details of the program and of the seminars to be offered Not offered in 1975-76. this academic year are available from the chairmari. Studio Courses ART 57

In order to receive credit for studio courses, 205 (1) (2) Introductory Painting 209 (2) Design I except 108 and 208. at least two units in the 1 1 history of art nnust also be elected. The de- A study of basic forms in plastic relationships Basic problems in two and three dimensions partment recommends that the units in the in a variety of media. Four periods of class stressing texture and composition. Four history of art precede or be elected concur- instruction. periods of class instruction. rently with the studio courses. Prerequisite: same as for 105. Prerequisite: 105 or 205 or permission of the instructor. Mr. Rayen, Mr. Larrabee 105 (1) (2) Introductory Drawing Mr. Yarde 1 207(1) Introductory Sculpture Introductory drawing with emphasis on basic 1 210(1) Design II: Color forms in spatial relationships. Stress on the Analysis of forms using clay and direct plas- 1 essential control of line in a variety of media. ter to study closely the distribution of weight Basic problems in the interaction of color. Four periods of class instructton and four of and volume in space and light. Additional Four periods of class instruction. studio practice. weekly assignments involving three-dimen- Prerequisite; same as for 209. Open to sophomores, juniors, and seniors, sional analyses and constructions in paper. and by permission to freshmen who have Mr. Rayen Four periods of class instruction. Studio fee studied art before entering college. for materials: $20. 212 (2) Printmaking Mr. Rayen. Mr. Larrabee. Mr. Sokoloff, Prerequisite: same as for 105. 1 Mrs. Lyndon Mrs. Lyndon A study of raised image and intaglio print- making including woodcut, etching, aquatint, 108 (1) (2) Introductory Photograptiy 208 (2) Advanced Photography and engraving. Four periods of class instruc- 1 1 tion. Studio fee for materials: $20. Photography as a means of visual communi- The development of one's personal photo- Prerequisite: 105. cation. Problems dealing with light, tonal graphic vision through intensive technical and values, two- and three-dimensional space, Mrs. Lyndon aesthetic studies in photography. Indepen- documentary and aesthetic approaches to the dent projects in which students are encour- medium. Emphasis on printing and critical 214 (2) Calligraphy aged to combine studies in photography with analysis of photographs. Four periods of 1 work in related disciplines such as history, class instruction. Limited enrollment. For description and prerequisite see philosophy, creative writing, psychology. Open by permission of the instructor. Experimental 214. Study of the work of master photographers, Mrs. MacNeil writings on photography, and discussions 307 (2) Advanced Sculpture with lecturers from various disciplines. Four 1 204 (1) (2) General Techniques Course periods of class instruction. Limited enroll- Problems in sculptural composition, both 1 ment. representational and abstract. Exploration of A survey of significant technical material Prerequisite: 108 or permission of the various media including plaster, wood, and related to the history of western painting from instructor. metals. Technical considerations include the Middle Ages to the modern period. Includ- Mrs. MacNeil basic shop procedures and use of power ed are laboratory problems of purely technical tools. Four periods of class instruction. nature requiring no artistic skill. Limited enrollment. Studio fee for materials: Open to other students who are taking Grade $20. II or Grade III art history courses. Required of Prerequisite: 207 or permission of the all art majors. instructor. Mr. Rayen, Mr. Larrabee, Mr. Sokoloff, Mrs. Lyndon Mr. Yarde 58 ART Directions for Election

314 (1) Advanced Drawing 317 (2) Seminar. Problems in the Visual Arts Studio Art 1 1 An art major concentrating in studio art must

Problems dealing with the realization through A concentrated study of individual problems elect 1 00, 1 05, 204, and at least four addition- graphic media of form, light, and volume. in the visual arts in a variety of media. Stu- al Grade II or Grade III units in studio art. Students will be required to establish and dents will be required to formulate a specific work out an individual project during the sec- project to pursue throughout the semester. ond part of the course. Four periods of class Emphasis is given to class discussions and instruction. criticisms on a regular weekly basis. Prerequisite: 105. Prerequisite: 314 or 315. Mr. Sokoloff Mr. Sokoloff

315(1) Advanced Painting 350 (1) (2) Research or Individual Study 1 1 or 2 Continuing problems in the formal elements Open to qualified students by permission of of pictorial space, including both representa- the instructor and the chairman of the depart- tional and abstract considerations in a variety ment. of media. Four periods of class instruction. Prerequisite: 105 and 205. 370 (1-2) Honors Program 2 to 4 Mr. Yards Required of all honors candidates in the department. 316(2) Life Drawing

1 Intensive analysis of anatomy, perspective, composition, chiaroscuro, with direct visual observation of the model. Four periods of class instruction. Prerequisite: 105.

Mr. Yarde ASTRONOMY .

60 ASTRONOMY

Professor: 103 (1) (2) Introduction to Astronomy 204 (1) Stellar and Galactic Astronomy Birney* 1 1 Relationships of eartfi and sky; tfie solar sys- Selected topics of fundamental importance in Associate Professor: tem, stars, and galaxies. Two periods of lec- astronomy will be discussed in depth. Not Adier ture and discussion weekly witfi a tfiird period open to students who have taken [104]. every ottier week; laboratory in alternate Open to students who have taken 1 03 and are Assistant Professor: weeks, and unscfieduled evening work at the familiar with trigonometric functions. Dinger, Little Observatory for observation and use of the Miss Dinger telescopes. Open to all students. 206 (1) Basic Astronomical Techniques I The Staff 1 Visual and photographic use of the tele- 112 (2) Evolution: Change through Time scopes. Optics applied to astronomical in- 1 struments. Astronomical coordinate systems. For description and prerequisite see Spherical trigonometry. Conversion of time Experimental 112. and use of Ephemeris. Star catalogs. Quanti- tative classification of stellar spectra. 200 (2)* Modern Physics Prerequisite: same as for 204. 1 Mr. AdIer For description and prerequisite see Physics 200. 207 (2) Basic Astronomical Techniques II

1 201 (1) Techniques of Intermediate Calculus Measurement of stellar radial velocities. 1 Photoelectric and photographic photometry. For description and prerequisite see Mathe- Applications of the Method of Least Squares 201 matics and statistical methods. The semester's work includes an independent project at the tele- 202 (1) Optical Physics scope. 1 Prerequisite: 206 and Mathematics 111. Pre- prerequisite For description and see Physics requisite or corequisite: [104] or 204. 202. Mr. AdIer

203 (2) Recent Developments in Astronomy Applications of Mathematics to the 1 216 (2) Contemporary problems in optical, radio, and Physical Sciences I space astronomy. Astronomical observations 1 from outside the earth's atmosphere. Radio For description and prerequisite see Extra- galaxies and quasars. departmental 216. Prerequisite: 103.

217 (1 ) Applications of Mathematics to the Mr. AdIer Physical Sciences II

1 For description and prerequisite see Extra- departmental 217. Directions for Election ASTRONOMY 61

302 (2) Galactic Structure The following courses form the minimum

1 major: [104] or 204. 207. 216, 302; Physics Distribution and kinematics of trie stellar and 200, 202; and two additional Grade III units in nonstellar components of the galaxy. Galactic astronomy or physics. Extradepartmental 110 rotation, problems of spiral structure, the is strongly recommended. In planning a major galactic nucleus, the halo. program students should note that some of Prerequisite: [104] or 204, and 201 or 216 (2) these courses have prerequisites in mathe- or Mathematics 208. matics and/or physics. Additional courses for the major may be elected in the departments of physics, mathematics, and astronomy.

304 (1)* Introduction to Astrophysics A substantial background in physics is re-

1 quired for graduate study in astronomy. The physical nature of the sun and stars de- A student planning to enter graduate school rived from analysis of their spectra. in astronomy should supplement the mini- Prerequisite; same as for 302. mum major with courses in physics, includ-

ing Physics 306 and. if possible, other Grade

III work. The student is also urged to acquire a 349(2)' Selected Topics reading knowledge of French, Russian, or

1 German. Intensive study of a specific field. See p. 37 for a description of Whitin Obser- Prerequisite: same as for 302. vatory and its equipment. Miss Dinger

350 (1)(2) Research or Individual Study 1 or 2 Open to juniors and seniors by permission.

370(1-2) Honors Program 2 to 4 Required of all honors candidates in the department. An early chemistry laboratory. BIOLOGICAL SCIENCES

»'«"^"\ -<^ 64 BIOLOGICAL SCIENCES

Professor: 100 (1) Multicellular Plants and Animals 109 (1) Human Biology Fiske, Widmayer 1 1 Major biological concepts emphasizing rela- Study of anatomy and physiology of man. Associate Professor: tionships between structure and function Some work on human genetics, population Coyne (Cfiairman), Allen* through examination of selected plant and control, nutrition, and immunology. Two lec- animal systems. tures weekly with a double period every other Assistant Professor: Open to all students except those who have week for demonstration-discussions. Does Dobbins, van der Laan, Machtiger, Sanford, taken [103] or [105]. not meet the laboratory science distribution Busch, Banerjee, Webb, Weathers^ requirement. Will not count toward the mini- The Staff mum major in biological sciences. Laboratory Instructor: Open to all students except those who have 101 (2) Cell Biology and Microbial Life Muise, Dermody taken 100 or [105]. 1 Plant, animal and microbial cell structure, Mrs. Coyne of Electron Microscopy Laboratory chemistry and function. Growth and repro- Professor: duction of cells, energy relationships and 112(2) Evolution: Change through Time Padykula, Gauttiier genetics. Activities of microorganisms in 1 their natural habitats. For description and prerequisite see Unless otherwise noted all courses meet for Open to all students except those who have Experimental 112. five periods of lecture, discussion, and lab- taken [104] or [106] or [107]. oratory weekly, except for seminars tfiat meet for two periods. The Staff

108(2) Horticultural Science 1 Fundamentals of cultivation and propagation of plants, the effects of chemical and environ- mental factors on their growth, and methods of control of pests and diseases. Laboratory includes work in the field and in the green- houses. Not to be counted toward the mini- mum major in biological sciences. Open to all students except those who have taken [208]. Mr. Dobbins, Mr. Sanford BIOLOGICAL SCIENCES 65

200(2) Cellular Physiology 205 (1) Genetics 209 (1) Microbiology

1 1 1 Intensive study of cell function, phiysical Principles of inheritance, structure and func- Introduction to bacteriology, virology, and characteristics of cells, energy metabolism tion of hereditary informational molecules, immunology. A detailed consideration of and metabolic pathways, irritability of cells, application of genetic principles to biological biological principles which characterize the membranes and membrane transport, evolu- problems. Laboratory and lecture material microbial world. The microbiology of infec- tion of enzyme systems, control mechan- selected from plant, animal, microbial, and tious disease and unique features of micro- isms. Students intending to major should human studies. Students intending to major organisms will also be considered. elect this course as soon as possible. should elect this course before entering Prerequisite: 200 or 205. Chemistry 211 is Prerequisite: 100 and 101 and one unit of Grade III work. strongly recommended. taken 1 01 or by college chemistry. Open to students who have Mr. Machtiger permission of the instructor.

Mr. fvlachtiger, Mrs. Banerjee . Miss Widmayer, Mrs. Dermody 210(2) Invertebrate Zoology 201(1) Introductory Ecology 1

1 206 (1) Histology-Cytology I: Cell and Comparative study of the major invertebrate An introduction to ecosystem structure and Tissue Structure groups emphasizing evolutionary trends and development, including population and com- 1 adaptations to the environment. munity ecology, intraspecific and interspe- The microscopic organization of animal cells Prerequisite: 100 or [105]. and cytochemical cific relationships among organisms, and and tissues. Ultrastructural Mr. van der Laan biogeography. Emphasis on evolutionary features considered, especially in relation to functional activity. Laboratory study includes aspects of ecology. Laboratory emphasis on 211 (1)* Developmental Plant Anatomy field vifork and reduction and presentation of direct experience with selected histological 1 histochemical techniques. quantitative data. and Structure and function of cells, tissues, and Prerequisite: 100 or permission of the Prerequisite: 101 or Biological Sciences [106] organs comprising the plant body. Develop- instructor. or [107]. mental aspects are utilized to enhance the Mr. van der Laan, Mr. Sanford Ms. Padykula, Ms. Gauthier understanding of plant structure and its varia- bility. Investigations of plants in the labora- greenhouses, and growth chambers. 202(1) Comparative Anatomy 207(1) Nonvascular Plants tory, Laboratory includes basic microtechnique, 1 1 photomicrography. Not Comparative anatomy of the chordates vj\\h Morphology, taxonomy, and evolutionary light microscopy, and students who have taken [203]. emphasis on evolutionary trends within the relationships of representative fungi, algae, open to Prerequisite: for 207. vertebrate group. Dissection of representative lichens, liverworts, and mosses. A field col- same as forms including the dogfish and the cat. lection with concomitant identifications re- Mr. Dobbins Open to students who have taken 1 00 or [1 05] quired. Laboratory includes microscopic and to juniors and seniors without prerequi- observations of a diversity of genera and site. culturing of selected specimens. Prerequisite: 100 or the equivalent or [103] or permission of the instructor. Mr. Sanford .

66 BIOLOGICAL SCIENCES

212(1)* Vascular Plants 303 (1) Plant Physiology 307 (1)* Advanced Ecology 1 1 1 Basic morphological and phylogenetic rela- Physiology of plant growth considering hor- In-depth study of population dynamics, spe- tionships including aspects of reproduction, mones, reproduction, mineral nutrition, water ciation, competition, and pollution. Extensive embryology, and modification of vegetative relations, photosynthesis, and other selected readings in primary source material. Labora- parts between psilopsids, lycopsids, ferns, topics. Experimentation in the laboratory, tory and field studies. and seed plants. Laboratory includes obser- greenhouses, and controlled environment Prerequisite; 201 or permission of the vation of living and prepared plant specimens chambers. instructor. in the field and in the greenhouses. Not open Prerequisite: same as for 302. Mr. van der Laan to students who have taken [203]. Mrs. Banerjee Prerequisite: same as for 207. 308 (2) Plant Morphogenesis Not offered in 1975-76. 304 (2) Histology-Cytology II: Structure of 1 Organ Systems Experimental study of internal and external Mr. Dobbins 1 factors affecting the development of form. Analysis of the microscopic organization of Emphasis is placed on cellular differentiation 213 (2) Neurobiology. The Biological Bases organ systems, particularly those of the mam- and organogenesis. Tissue culture and prepa- of Behavior mal. Detailed examination of selected spe- ration of tissues for cytochemical and micro- 1 cialized cells; the relationship of ultrastruc- scopic study. An approach to the study of animal behavior tural and cytochemical features to character- Prerequisite; 200, and either [203] or 207 or emphasizing functions of the vertebrate brain. istic physiological processes. 211 or 212. Topics will include functional and correlative Prerequisite; 206. neuroanatomy, behavioral observation tech- Mr. Dobbins niques, and experimental procedures for the Ms. Padykula, Ms. Gauttiier study of brain function and behavior. 309(1)* Plant Ecology Prerequisite: 100 or 109. 305 (2) Seminar. Genetics 1

1 Investigation of individual plant species and Mr. Busch Cytological and biochemical aspects of gene vegetation in relation to environmental fac- structure and function, mutational and re- tors. Principles of vegetational structure, 221 (1)(2) Biochemistry I combinalional processes, problems of cellu- composition, and classification, utilizing the 1 lar differentiation. local flora, and vegetation types. Laboratories For description and prerequisite see Chem- Prerequisite; 205, and either 200 or Chemistry include field work, plant collections, and istry 221 physiological ecology. [201 ] or 21 1 , or permission of the instructor. aspects of Prerequisite: 201 or permission of the Miss Widmayer 302 (2) Animal Physiology instructor. 1 Not offered in 1975-76. Study of function of organ systems in ani- 306 (2) Embryology mals. Emphasis on the vertebrates. 1 Mr. Sanford Prerequisite: 200 and two units of college Ontogenetic development in chordates and chemistry, or permission of the instructor. related forms: fertilization, cleavage, differ- entiation, organogenesis, metamorphosis, Mrs. Coyne, Mr. Busch and growth phenomena. Maintenance of preg- nancy in mammals. Laboratory emphasis on topographic anatomy and experimental pro- cedure. Prerequisite: 205 and permission of the in- structor. 202 is strongly recommended. 3

BIOLOGICAL SCIENCES 67

312 (2) Seminar. Endocrinology 319 (1) Advanced Cytology: Biological

1 Ultrastructure Selected topics on the regulation and action 1 of hormones, neurohormones, and phero- Introduction to the principles and major pro- mones in vertebrates. Emphasis on the study cedures of electron microscopy. Emphasis on of current literature. interpretation of ultrastructural and cyto- Prerequisite: same as for 305. 302 is strongly chemical features of cellular components, recommended. particularly as related to functional activity. A knowledge of the basic principles of Mrs. Fiske biochemistry strongly recommended.

Prerequisite: 304 and either Chemistry [201 ] 31 (1 ) Microbial Physiology and Cytology or 211 , and permission of the instructor. 1 Microorganisms used as model systems for Ms. Padykula, Ms, Gauthier the study of cellular growth and its physio-

logical basis, metabolic patterns, biochem- 326 (2) Biochemistry II

ical genetics, and relation of structure to 1 function. For description and prerequisite see Prerequisite: same as for 305. 209 Is strongly Chemistry 326. recommended. 330 (2) Seminar Not offered in 1975-76. 1 Mrs. Allen Topic for 1975-76: Marine biology. Emphasis on ecological and zoological aspects. 314 (1) Seminar. Topics In Microbiology Open to juniors and seniors by permission of 1 the instructor, and to others who have taken Topic for 1975-76: Pathogenic microbiology two units of biology by permission of the and immunology. The biology of microbial instructor. pathogens and the diseases which they Mr. van der cause. Nature and function of the immune Laan system. Interactions between pathogen and 331 host defenses leading to development of (1) Seminar infection and recovery from disease. Topic for 1 1975-76: Microtubles. 1976-77: Virology. Nature of viruses, the biol- Topic for and 205. ogy of their replication and the interactions Prerequisite: 200 between virus and host cell. Mrs. Banerjee Prerequisite: 200, 205, 209 and Chemistry

21 1 . It is strongly recommended that Chemis- 350 (1) (2) Research or Individual Study try 221 be taken as a prerequisite or corequi- 1 or 2 site. Open to juniors and seniors by permission. Mr. Machtiger 370 (1-2) Honors Program 2 to 4 Required of all honors candidates in the department. 68 BIOLOGICAL SCIENCES Directions for Election

A major in biological sciences must include

two Grade I units or their equivalent, 200 and 205, which should be taken before declaring

the major or before electing Grade III work,

and at least two Grade III units in biology taken at Wellesley College. For members of

the Class of 1 976 and thereafter, one of these

Grade III units, exclusive of 350 or 370 work, must require laboratory experience. Two units of chemistry are also required. Additional chemistry is strongly recommended or re-

quired for certain Grade III courses. Courses 108 and 109 do not ordinarily count toward the minimum major in biological sci- ences, but they do fulfill the College distribu- tion requirements for the degree; 1 08 as a laboratory science; 109 as a nonlaboratory science course. Independent summer study and courses in biochemistry will not count toward the minimum major. Within the major, students may design a pro- gram in general biology or one which empha- sizes subjects dealing with animals, plants, or microorganisms. A broad training in the various aspects of biology is recommended.

Students interested in an interdepartmental major in molecular biology are referred to the section of the Catalogue where the program is described. They should consult with the director of the molecular biology program. Students planning graduate work are advised to take calculus and statistics, the recom- mended chemistry and two units of physics, and to acquire a reading knowledge of one or more of the following languages: French, German, Russian. They should consult the catalogues of the schools of their choice for specific requirements.

Premedical students are referred to the re- quirements given on p. 48. BLACK STUDIES 70 BLACK STUDIES

Associate Professor: 105(1)*" Introduction to the Black 150(1) (2)*** Colloquia Martin, Scott (Cliairman) Experience 1

1 For directions for applying see p. 50. Open by Assistant Professor: The course serves as the introductory offering permission to a limited number of freshman Spillers in Blaci< studies and explores in an interdis- and sophomore applicants. ciplinary fashion salient aspects of Black (1) Lecturer: history, culture, and life in Africa, the Carib- a. The Internationalization of Black Power Scarborough, Stewart3 bean, and the Americas. Its aim is to provide students with a fundamental intellectual The Black Power movement of the 1960's and understanding of the world Black experience 1970's represents one of the most militant

as it is reflected in history, the humanities, periods in Afro-American history, similar in and social sciences. Not open to students many respects to the "New Negro" period who have taken Black Studies [106] or [205]. after World War I. As was the case with the Course may be elected to fulfill in part the Open to freshmen and sophomores without New Negro movement, the Black Power idea distribution requirement in Group A prerequisite, and to juniors and seniors by quickly spread to black populations in many permission of the instructor. countries. This colloquium will discuss some of the highlights of the Black Power era in the Mr. Scott Course may be elected to fulfill in part the United States, Canada, Britain, and the West Indies. distribution requirement in Group B 107(1-2)** Afro-American Music

1 or 2 Mr. Martin The following courses form the core of offer- A survey of Black music in the United States ings in Black studies. and in the Caribbean from its origin in Africa (2) to the present. The course will examine basic a. The Internationalization of Black Power theoretical principles as they apply to Black musical culture, the development of styles, 202(2)* *** Introduction to African and the relationship between musical innova- Philosophy tion and sociopolitical events. In the second 1 semester, emphasis will be placed on impro- Initiation into basic African philosophical techniques of two visational concepts and concepts and principles. The first part of the jazz eras: the "Be Bop" revolution in the course deals with a systematic interpretation 1940's and the subsequent "Free Jazz" move- of such questions as the Bantu African philo- ment. One unit of credit may be given for the sophical concept of Muntu and related be- first the semester. Not to be counted toward liefs, as well as Bantu ontology, metaphysics, major in music. and ethics. The second part centers on the Open to all students except those who have relationship between philosophy and ideol- taken Music [106]. ogies and its implications in Black African Mr. Windham social, political, religious, and economic in- stitutions. The approach will be comparative. Open to all students.

Not offered in 1975-76. Mr. Menkiti BLACK STUDIES 71

206(1-2)*** Afro-American History 211(1)* ** Introduction to African 220(1)* *** The Black Religious 1 or 2 Literature Experience in America First semester; Afro-American history to 1 1 1865. Study of thie political, economic, and The development of African literature in Eng- An historical and theological analysis of the social development of American Blacks from lish and in translation. Although special at- religious experience in Afro-American com- their African origins to the end of the Civil tention will be paid to the novels of Chinua munities, with emphasis on the origins, var- War. Second semester: Afro-American history Achebe, writers such as James Ngugi, Cam- ied nature, and function of Black religion. since 1865. An analysis of the social, eco- ara Laye, Wole Soyinka, Ezekiel Mphahlele, Special attention is given to the works and nomic, and political developments vi^ithin the and Christopher Okigbo will also be consid- thinking of major Black clergy and theolo-

Black community from the Reconstruction era ered. The influence of oral tradition on these gians as an aid to: 1 ) a systematic approach to the emergence of Black Power. One unit of writers' styles as well as the thematic links to the study of religion; and 2) an informed credit may be given for either semester. between them and writers of the Black awak- understanding of the limits and possibilities Open to all students except those vi/ho have ening in America and the West Indies will be for religious involvement in a racially oppres- taken [204]. discussed as time allows. sive society. Open to all students. Open to all students. tVlr. Scott

Ivlr. Menkiti Not offered in 1975-76. 210 (1-2)** Black Drama in the Twentieth Century 215 (1)*** Nationalism and Political 226(1)** History of Afro-American Art

1 or 2 Integration in Tropical Africa 1

Basic concepts, subtleties, and complexities 1 A survey of Afro-American art from colonial of the Black playwright and his interpretation An examination of concepts and patterns of times to the present. Special attention will be of the various Black experiences that are an African nationalism, the independence move- given to the relationship between Afro- integral part of the Black man's existence in a ment, nation building, and political systems American art and social and cultural condi-

racist society. Lonne Elder III. Ron IVIilner, development. Special attention will focus on tions in America. Adrienne Kennedy. Alice Childress, Joseph the role of political parties in the functioning Open to all students. Walker, James Baldwin, Imamu Baraka, Lor- and development of modern African societies.

raine Hansberry, Ted Shine, William Branch, Prerequisite: Political Science 1 00 or per- and Douglas Turner Ward are among the play- mission of the instructor. 228 (2)** Black Literature in America wrights to be considered. Special emphasis Not offered in 1975-76. 1 on the aesthetics of Black drama and theatre Poetry and prose from slave narratives to the in general. Students will also be given the 217(2)*** Africa in World Politics present day with emphasis upon modern opportunity to explore how Black drama has 1 major figures. helped to save Broadway from its own artistic A study of concepts of supranationalism, Open to all students. and economic decadence. One unit of credit examination of emergent patterns of regional- may be given for either semester. tvls. Spillers ism, Pan-Africanism and continental unity, Open to all students. Africa and the major powers, and African rela- Mr. Scarborough tions with the Third World. Prerequisite: same as for 215.

Not offered in 1975-76. 72 BLACK STUDIES

230 (1-2)*** The Black Woman In American 312 (2)*** Seminar. Black Sociology 319 (2)*** Pan-Africanism Society 1 1 1 or 2 Topic for 1 975-76: Race and sex— the making The historical efforts of Black people all over First semester: An analysis of the economic, and breaking of the marginal person. An in- the world to unite for their mutual advance- social and political role of Black women in vestigation of race and sex as the most impor- ment will be examined. Such topics as 19th American society from an fiistorical perspec- tant and rigid determinants of status and ac- century emigrationist movements, the role of tive, beginning with the African background cess to power for individuals in American Afro-American churches in African national- and continuing through the era of slavery. society. Special attention will be given to race ism, the Pan-African congresses of W. E. B. Reconstruction, urban migration, two world and sex as categories clarifying the concept DuBois, the Garvey movement, the Pan-Afri- wars, to the present. Special emphasis is of marginality— the contradiction involved in can ideas of Malcolm X, the Pan-African as- placed upon the Black woman within the con- being categorized as both dominant and sub- pects of Southern African liberation move- text of major Black social institutions such as ordinate at the same time as in the cases of ments and others will be discussed. The the family and church. the Black male and white female. Readings emphasis will be on the 20th century. Second semester: An examination of the and student research will focus both on the Prerequisite: 105 or Black Studies [106] or problems of the contemporary Black woman theory and its application, using literature, [205] or one unit in Black history or permis- in the United States. Topics include: the rela- personal experience, and hypothetical situa- sion of the instructor. tionships between Black men and women; tions. Mr. Martin Black women and white men; Black women Open to juniors and seniors by permission of and white women; Black Sisterhood; the the instructor. 321 (1) Seminar Black woman as wife and mother; the Black Ms. Stewart 1 professional woman; and the role of Black Topic for 1 975-76: The period of the 1 920's as women in both the struggle for Black and 316(1)*** History of the West Indies seen in the "Harlem Renaissance" and "The women's liberation. One unit of credit will be 1 Lost Generation." The Imagists: Jean given for either semester. Survey of political, economic, and sociologi- Toomer, Langston Hughes, Carl Van Vechten, Open to sophomores, juniors, and seniors cal factors shaping West Indian society from CounteeCullen, Eugene O'Neill. without prerequisite, and to freshmen by Columbus to the present. Open to juniors and seniors who have taken or permission of the instructor. Open to sophomores by permission of the are taking two Grade II English literature Ms. Stewart instructor and to juniors and seniors without courses, and by permission of the instructor prerequisite. to other qualified students. 310 (1-2)** Seminar. Black Literature Mr. Martin Ms. Spillers 1 or 2 Topic for 1975-76: Langston Hughes. De- scribed widely as "the poet of his people," Langston Hughes was a leading novelist, playwright, poet, and translator of Black liter- ature. Given his genius and productivity, this seminar is being devoted to a study of his life and works. First semester: A selective and representative sample of his works from 1920- 1946. Second semester: Writings from 1947- 1967. One unit of credit may be given for either semester.

Prerequisite: one Grade II unit in literature or permission of the instructor. Mr. Scarborough BLACK STUDIES 73

340 (2)*** Seminar. Afro-American History The following courses are offered as related 1 work by other departments where they are Topic for 1 975-76: Blacks and communists. described and may be counted toward the Many of the most important Black leaders in major in Black studies. the 20th century have belonged at one time or another to a communist organization or have 210 (2) Racial and Ethnic Minorities at least flirted ambiguously with communism. See Sociology and Anthropology 21 0. The list includes W. E. B. DuBois, George Padmore, Langston Hughes, Richard Wright, 212(1) Urban Politics Paul Robeson, Marcus Garvey, Kw/ame Nkru- See Political Science 212. mah, Angela Davis, Malcolm X, and others. This seminar VKill attempt to discover why 244 (1) Societies and Cultures of Africa communism has exerted this fascination See Sociology and Anthropology 244. upon persons struggling for Black liberation and why the association has sometimes end- 254 (1) United States Urban History ed in disillusionment. Most of the seminar See History 254. will deal with the situation in the United States. Material will also be drawn from Eu- 267 (1) History of Africa. West Africa rope, Africa, and the West Indies. See History 267. Open to qualified juniors and seniors by permission of the instructor. 268 (1) History of Africa. East, Central, and Southern Africa Mr. Martin See History 268.

350 (1 (2) Research or Individual Study ) 318 (1) Race and Conflict in Southern Africa 1 or 2 See History 318. Open by permission to juniors and seniors.

17.29 (1) Ideology and Participation in Black 370(1-2) Honors Program American Politics 2 to 4 See Political Science 17.29. Required of all honors candidates in the department. 74 BLACK STUDIES Directions for Election

The requirements for the major are consistent with the concept of Black studies as a multi- disciplinary field of study. The requirements are designed to provide a wide range of knowledge and analytical ability as well as a firm foundation in an area of specialization, such as history, economics, or political science.

It is recommended that two units be elected in each of the three general areas of Black his- tory, humanities, and the social sciences as multi-disciplinary training. As the basic intro- duction to the discipline of Black studies, 105 Is required for the major. At least four units must be taken in a single discipline as a field of specialization.

In addition to formal course work, the pro- gram offered in Black studies is comprised of special events— lectures, concerts, confer- ences, festivals— and of a field studies pro- gram that provides students with work experi- ence in neighboring Black communities. CHEMISTRY 76 CHEMISTRY

Professor: 100(1) Fundamentals of Chemistry 103 (1) (2) Introductory Chemistry I Crawford, Webster, Rock 1 1 The periodic table, atomic structure, chemical States of matter, properties of solutions, Associate Professor: formulas and equations; states of matter, equilibria in solution, electrochemistry; intro- Loehlin, Hicks (Chairman) properties of solutions, equilibria in solution, duction to chemical energetics and kinetics. electrochemistry; introduction to chemical Recommended for students who have taken Assistant Professor: energetics and kinetics. Three periods of lec- [106] and wish to elect advanced work in Kolodny, Colb, Dey, Levy, Kahl, Lieberman ture and one three-and-one-half hour labora- chemistry. tory appointment weekly. Not open to stu- Open to all students who present chemistry Laboratory Instructor: dents who have taken 103 or [106] or [107]. for admission except those who have taken Darlington, Mann, Smith3, Lyons3 Open to students who offer little or no chem- 100or[107]. istry for admission (see Directions for Elec- The Staff Unless otherwise noted, ail courses meet for tion). two periods of lecture and one three-and- Ms. Kolodny 104 (1) (2) Introductory Chemistry II one-half hour laboratory appointment weekly. 1 The Selected Topics courses will generally be 101(1) Contemporary Problems in Quantum theory of atomic and molecular taught without laboratory, but may include Chemistry I structure, chemical bonding, chemistry of laboratory for some topics. 1 elements. Not open to students who have Consideration of selected aspects of chem- taken [106]. istry and related chemical concepts. Topic for Prerequisite: 100or103. 1975-76: Symmetry and dissymmetry— view- The Staff ing the world in three dimensions. Not to be counted toward the minimum major. Students 112 (2) Evolution: Change through Time wishing credit for more than one unit of 101- 102 should consult the department. 1 For description and prerequisite see Open to all students. Experimental 112. Mr. Colb

211(1) (2) Organic Chemistry I 102 (2) Contemporary Problems in 1 Chemistry II A study of the synthesis and reactions of typ- 1 ical organic compounds. There may be an Consideration of selected aspects of chem- additional meeting each week for students istry and related chemical concepts. Topic for who exempted 103 or 104. Not open to stu- 1975-76: Chemistry in the service of art. Not dents who have taken (201 ]. to be counted toward the minimum major. Prerequisite: 104 or [107]. Students wishing credit for more than one Ms. unit of 101-102 should consult the depart- Ms. Crawford, Dey ment. Open to all students. Ms. Rock . , .

CHEMISTRY 77

Biochemistry II 221 (1)(2) Biochemistry I 306 (1) Seminar 326 (2)

1 1 1 A study of the chemistry of proteins and nu- Each year an important topic will be studied A study of biochemical energetics, intermedi- cleic acids, stressing structure-function rela- from a variety of chemical perspectives. Topic ary metabolism, with emphasis on the mech- tionships. Particular emphasis on the mech- for 1 975-76: Chemistry and the Nobel prizes. anism of individual enzymatic reactions, anism of enzyme action. Not open to students One two-period meeting per week. No functions of coenzymes, problems of physio- who have taken [324]. laboratory. logical regulation. Not open to students who have taken Prerequisite: [201 ] or 21 1 . Biology 205 is rec- Prerequisite: two units of chemistry beyond [325]. 221 or and or 231 ommended. the Grade I level and permission of the in- Prerequisite: [324], [203] structor. Chemistry 31 3 and Biology 200 are recom- Ms. Levy mended. Ms. Webster Ms. Hicks 231 (1)(2) Physical Chemistry I 1 309 (1) Foundations of Chemical Research Properties of gases, chemical thermodynam- 1 329 (1)* Selected Topics in Biochemistry ics, properties of solutions and chemical kin- Introduction to research methods through the 1 etics. Not open to students //ho have taken literature and the laboratory. One lecture and Normally a different topic each year. [203]. two laboratory meetings each week. Prerequisite: 221 or [324], and permission of Prerequisite; 104 or [107], f\/lathematics 111 Prerequisite: 261 and either 313 or 333, or the department. or or 104 or 105 or permission of the instructor. and Physics [100] [103] Not offered in 1975-76. 106or110. Mr. Lieberman Ms. Rock 333 (2) Physical Chemistry II 313 (1) (2) Organic Chemistry II 1 241(1) Inorganic Chemistry 1 The structure of solids and liquids, introduc-

1 A continuation of 21 1 , stressing the structure tion to quantum chemistry, bonding and Chemical periodicity, structure and reactivi- and reactions in organic systems. Not open to spectroscopy. Not open to students who have ties in inorganic systems. Not open to stu- students who have taken [210] or [303]. taken [305]. dents who have taken [304]. Prerequisite: [201] or 211. Prerequisite: [203] or 231, Physics 106 or 110 and Mathematics 201 or 207. Prerequisite: [201] or 211. Mr. Colb, Ms. Dey Mr. Kahl Mr. Loehlin 319 (1)* Selected Topics in Organic 261 (2) Analytical Research Methods Chemistry 339 (2)* Selected Topics in Physical 1 1 Chemistry Techniques in separation and analysis, struc- Topic for 1975-76: Medicinal chemistry. 1 ture determination, quantitative manipula- Prerequisite: [210] or [303] or 313, and Normally a different topic each year.

tions, statistical treatment of data. One lec- permission of the department. Prerequisite: [203] or 231 , and permission of meetings each week. the department. ture and two laboratory Ms. Dey students who have taken [300]. Not open to Not offered in 1975-76.

Prerequisite: [201 ] or [203] or 21 1 or 231 Mr. Lieberman 78 CHEMISTRY Directions for Election Placement and Exemption Examinations

349 (2)* Selected Topics in Inorganic Students who present little or no chemistry Students who have had Advanced Placement Chemistry for admission should elect Chemistry 100. All courses, or two years of secondary school 1 students electing Chemistry 100 or 103 chemistry, or other unusually good prepara-

Topic for 1 975-76: Physical methods in ad- should complete the placement questionnaire tion should considerthe possibility of ex- vanced inorganic chemistry. available from the department. empting [106] 104 and/or [107] 103 by exam- Prerequisite: 241 or [304], and permission of ination. For exemption with credit students A major in chemistry must include 100 or 103 the department. will be expected to submit laboratory note- or [107] and 104 or [106] or their equivalent, books or reports. or 21 or 31 or 231 , Mr. Kahl [201 ] 1 , [303] 3, [203] and [305] or 333, plus two additional units exclu- 350 (1) (2) Research or Individual Study sive of 350 and 370. In addition. Mathematics

1 or 2 201 or 207 and a Grade II unit of physics are Open by permission to students who have required. tal

the Grade I level. or closely allied fields should plan to elect 241

and 261 , and should also strongly consider 370 (1-2) Honors Program additional mathematics and physics courses. 2 to 4 A reading i

Students planning to elect Organic Chemistry

I and II and/or Physical Chemistry I and II are

urged to elect both units I and II in the same academic year whenever possible.

Premedical students are referred to the re- quirements given on p. 48. Note that either [203] 231 or [210] 313 is acceptable to most medical schools as the fourth chemistry unit. The American Chemical Society has estab-

lished a set of requirements which it consid- ers essential for the training of chemists. Students wishing to meet the standard of an accredited chemist as defined by this society should consult the chairman of the Depart- ment of Chemistry. CHINESE

R i*

y^. . . .

80 CHINESE

Associate Professor: 101(1-2) Elementary Spoken Chinese 202 (1-2) Intermediate Conversational Lin* 2 Chinese Introduction to vernacular Mandarin Chinese. 1 Instructor: Pronunciation, sentence structure, conver- Discussion of current events and cultural LagerweyS, Yao sation and reading. Three periods. 101 and topics. One period with an additional hour for 102 combined form the first-year Chinese smaller group discussions or individual as- Lecturer: course. signment. 201 and 202 combined form the Yu (Acting Chairman) Open to all students except those who have second-year Chinese course. Not open to tal

102 (1-2) Basic Chinese Reading and Mr. Tai Attention is called to ttie opportunity for resi- Writing dence in the Chinese Corridor, Stone Hall. 1 241 (1)* Chinese Literature in Translation I

Development of reading si

Mr. Tai .

CHINESE 81

242 (2)* Chinese Literature in Translation II 301 (2) Readings in Expository Writings of

1 Revolutionary China, before and after 1949 A survey of Chinese vernacular literature. The 1 course begins \N\ih Yuan drama and Its prede- Readings and discussions in Chinese of se- cessor, the medley. The achievements of lections from revolutionary China pre- and traditional storytellers are then studied in the post-1949, including the works of Mao Tse- short stories from the 1 7th century collection Tung and important issues of various revolu- of Feng Meng-lung and the novels of the Ming tionary cultural movements in China, with and Ch'ing. The course concludes vi^ith the strong focus on political and social aspects. reading of major modern writers such as Lu Three periods. Hsun, Pa Chin, and Lao She. Conducted in Prerequisite: same as for 300. English. Mrs. Yu Prerequisite: same as for 241

Not offered in 1975-76. 310 (1) Introduction to Literary Chinese

1 Wen-yen grammar, reading, and discussion in Chinese of selections of simple texts in clas- 252 (1)' Readings in Modern Style Writings sical Chinese. Two periods. 1 Prerequisite: 300 or 301 or permission of the Reading and discussion in Chinese of selec- instructor. tions from contemporary writings, including essays on various topics such as art, econom- Mrs. Yu ics, history, philosophy, political theory, and sociology. Three periods. 311 (2) Readings in Elementary Classical Prerequisite: [200] or 201 or permission of the Chinese instructor. 1 Mrs. Yu Reading and discussion in Chinese of selec- tions of poetry, prose, traditional short stor- ies, novels. 300 (2) Readings in Contemporary Chinese and Two periods. Literature Prerequisite: 310 or permission of the

1 instructor. Reading and discussion in Chinese of selec- Mrs. Yu tions from plays, poetry, short stories, nov- els, and essays. Three periods. 350 (1) (2) Research or Individual Study Prerequisite: same as for 253. 1 or 2 Mrs. Yu Open by permission to qualified students. 82 CHINESE Directions for Election

Although the College does not offer a major In Chinese language and literature, students who major in East Asian studies or Chinese studies that relate to China should consult the chairman of the department and the ad- visor early in the college career.

For students majoring in East Asian studies who do not intend to do graduate work, at least one year of Chinese is encouraged, but not required. Students who wish to do gradu- ate work in East Asian studies are advised to complete at least two years of Chinese lan- guage training.

For students majoring in East Asian studies, with a concentration of Chinese studies, the minimum requirement is three years of Chi- nese language and literature in the original Chinese. History 275, 276, 345, 346; Political Science 300; Art 248, 337; and Religion 253 and 254 are strongly recommended as related courses. Students who wish to take Chinese 252 or other courses in Chinese literature are advised to have a knowledge of Chinese cul- ture or history. For this. History 275 and 276 are recommended.

Course 350 is an opportunity for properly qualified students to work independently in fields not covered in other courses in the de-

partment. It can also provide continuing study in classical Chinese literature. For the non-Mandarin speaking students who can read and write Chinese and wish to con- tinue Chinese studies, arrangements can be made for tutorial classes or special help. Students should contact the department chairman. ECONOMICS . .

84 ECONOMICS

Professor: 100(1) (2) Survey of Modern 202(1) (2) Macro-Economic Analysis Clemence, Bell, Goldman (Chairman), Macro-Economics 1 Newell, llchman 1 Macro-economic theory; analysis of aggre- How economists analyze current problems gate income, output, and employment. Associate Professor: and policies of national income and GNP; Prerequisite: same as for 201. Morrison supply and demand; labor and management; Mr. Flynn, Mrs. Cammarata some accounting and stock market analysis; Assistant Professor: the role of government; money and banking; 203 (2)* Economic History Painter, Ladd inflation and employment; prosperity and 1 depression. Weekly tutorials in each semester An economic analysis of European develop- Instructor: for freshmen who elect Economics 100 in the ment in the 18th and 19th centuries. A selec- Flynn, Cammarata first semester. The tutorial is continued into tive application of classical and neoclassical the second semester for freshmen who elect growth models. The development of the mar- Visiting Professor: 101 (see Economics 355). ket system and modern economic society. Calderwood3 to all students. Open Prerequisite or corequisite: 100 and 101 The Staff Visiting Associate Professor: Not offered in 1975-76. SeidmanS 101(1) (2) Survey of Modern Micro-Economics 1 204 (2)* American Economic History The distribution of scarce resources. How 1 firms and consumers determine their eco- The "new" economic history. A sectoral and nomic behavior: supply and demand, cost of factoral analysis of the development of the production, consumer choice. Structure of American economy from colonial times to the the American economy: competition, monop- 20th century. The economics of slavery and oly, antitrust, distribution of income, inter- the Civil War. The emergence of an industrial national trade; the balance of payments. At- state. tention will also be focused on current issues, Prerequisite: same as for 203. such as poverty, pollution, and alternatives to Mr. Morrison capitalism. Open to all students. 205(1) The Corporation The Staff 1 The development of the modern corporation 201(1) (2) Micro-Economic Analysis and its place in the economy. Corporation 1 organization and financial management. Fi- Micro-economic theory; analysis of the indi- nancial markets; the technical and fundamen- vidual household, firm, and industry. tal aspects of the stock market. Government Prerequisite: 100 and 101 regulation of corporations and markets. Prerequisite; same as for 203. Mrs. Ladd, Mrs. Painter Mr. Calderwood ......

ECONOMICS 85

210(1) Money and Banking 249 (2) Seminar. The Economics of 307 (1) Consumption and Marketing

1 Environmental Disruption 1 The structure and operation of the monetary 1 Analysis of the theory of consumer choice system. Commercial banking and other finan- Is economic growth without environmental and of market models applied to patterns of cial institutions. The Federal Reserve System. deterioration possible? The economic forces income, spending, and saving.

1 . Monetary theory and policy. (externalities) which cause pollution; the Prerequisite: 201 , 202, and 21 costs and bears the costs; the energy Prerequisite: same as for 203. who Mrs. Bell crisis; the implications of zero economic Mr. Flynn of the problem and possi- growth; the extent 310(1) Public Finance ble solutions both here and abroad. 211(1) (2) Elementary Statistics 1 Prerequisite: same as for 201 1 Principles, practices, and economic effects of Descriptive statistics and an introduction to Mr. Goldman the public sector. The goals of public finance. statistical inference. Expected values, proba- A seminar treatment of current issues of fis- bility distributions, and tests of significance. 301 (1) Comparative Economic Systems cal policy. Classical models of bivariate and multiple 1 Prerequisite: 201 regression. Problem solving by means of the The economics of capitalism, socialism, Mrs. Ladd time-sharing computer. fascism, and communism. Prerequisite: same as for 201 Prerequisite: 201 or 202. 312(2) Economics of Accounting Mr. Morrison, Mrs. Ladd Mr. Goldman 1 How economists use accounting data in fi- in deter- 225 (1) Urban Economics 302 (1)* Economic Development nancial analysis and cost accounting

1 1 mining price policy and capital spending. Analyses of the urban and suburban econo- The problems and possibilities of the less Social accounting and the economy: aggre- mies with particular reference to urban renew/- developed countries. gate data and their analysis. al, income distribution, transportation, hous- Prerequisite: same as for 301 Prerequisite: 201 ing markets, employment, and the economic Mrs. Painter Mrs. Bell development of the inner city. Prerequisite: as for 201 same 305(1)* Industrial Organization 314(2) International Economics Mrs. Painter 1 1 Analysis of the structure, conduct, and per- Theory of international trade. Methods of 230(2)* Labor Economics formance of particular industries in the adjustment to disequilibrium in balance of of international move- 1 economy. payments. The impact Activities and policies relating to American Prerequisite: 201 ments of commodities and capital on eco- Labor. Growth and composition of a labor nomic activity in the past and since World offered in 1975-76. Not liquid- force. Labor unions and collective bargaining. War II. Current problems: international Public policy; social legislation. ity, economic integration, the United States Prerequisite: same as for 201 balance of payments. Prerequisite: 201 and 202. Not offered in 1975-76. Mrs. Cammarata Mrs. Painter .

86 ECONOMICS Directions for Election

315 (2) History of Economic Thougfit 335 (2) The Economics of Higher Education The complete survey course consists of both

1 1 1 00 and 1 01 . Neither 1 00 nor 1 01 is a prereq- The development of economic thought from The financing of public and private higher uisite tor the other and either may be elected ancient to modern times. A brief survey of education; rising costs and increased produc- separately for one unit of credit. tivity in a service industry, equity of access early economic ideas follov(/ed by a more de- A student who plans to take any course after tailed examination of the history of econom- and redistributional effects of educational 1 00 and 1 01 should consult either the instruc- spending. The economic implications of the ics since 1 776. The systems of the leading tor or the department chairman. economists in the light of theirovi/n times and Carnegie Commission Report; Wellesley

, for the of the present day. College used as one case study. Courses 201 202, and 21 1 are required Prerequisite: 201 Prerequisite: same as for 31 4. major and should be taken at Wellesley. If a student proposes to take these courses at Mrs. Ilchman Mr. Clemence another institution, these plans must be ap- proved in advance by the department chair- (2)* History 350 (2) Researcii or Individual Study 316 Recent Economic (1) man. Either Economics 203 or 204 is recom- 1 or 2 1 mended for the major. At least half of the Economic history from the depression to the Open by permission to juniors and seniors Grade III units in the major should be taken at grovi/th, have taken 201 and 202. "new" economics. Stagnation, and who Wellesley. Plans to elect more than half of the of major inflation: an analysis the economic advanced level work at another institution 1 Tutorial and Seminar events of the 1 950's and the 960's. 355 (1-2) must receive prior approval from the chair- Prerequisite: 202. 2 man. A survey of economic theory and policy. Sem- Mr. Morrison inar reports on research and independent Students planning careers in business or law study; tutorials forlOO (1) and 101 (2) con- should also give special consideration to 205, 317 (2) Seminar. Mattiematical Economics ducted by each student. 210, 305, 307, 310, 312, and 314. Those who 1 Open upon department recommendation to plan to study economics in graduate school Applications of elementary calculus to select- senior majors. should take 317. ed topics in economic theory. Use of basic econometric techniques to estimate con- Mr. Clemence All students are strongly urged to take mathe- sumption, investment, and price relation- matics as a related subject. For those going ships. Problems and use of computation 370 (1-2) Honors Program into graduate work in economics, calculus facilities. 2 to 4 and linear algebra have proven to be particu- Prerequisite: same as for 307. Required of all honors candidates in the larly helpful. department. Mr. Flynn

330 (1 )* Seminar. The Distribution of Income 1 A theoretical and empirical study of the distri- bution of income. Who gets what in the Amer- ican economy? Problems of equity and effi- ciency. Social policy, including measures to equalize income, to redistribute income, or to influence its receipt and expenditure. Prerequisite: 201 and 202, one of which may be taken concurrently. Mrs. Seidman :

EDUCATION

Vij . .

88 EDUCATION

Professor: 101 (1) Education In Historical Perspective 212 (2) Critical Periods In American llchman 1 Education Origins of compulsory mass education. Influ- 1 Associate Professor: ence of Plato, Comenius, Ficfite, Kant, Jeffer- Studies of patterns of educational experi- Bradley* son, Franklin, Mann, Barnard, and others ences in American culture. Educational pro- upon the structure of education. Contribu- cesses related to major themes in American Assistant Professor: tions of mass education to cultural develop- social, intellectual, and political history. Sleeper»3 (Cfiairman), Foster, Bane3 ment. Examination of American education in terms Open to all students. of the consequences on the lives of individ- Instructor: uals. Mr. Sleeper, Ms. Foster BolkerS Prerequisite: 101 Ms. Foster 200 (2) Modern Philosophies of Education Associate in Education: Goodman, Rokicki 1 Impact of such philosophies as idealism, real- 216 (2) Education and Social Policy ism, experimentalism, reconstructionism, 1 and existentialism on education and its gen- Investigation of the role of education in creat- eration of socio-ethical values and responsi- ing and maintaining social structures; the bilities. limits of education as an instrument of social Prerequisite; 101 policy; and the constraints which the social structure places on changes in education. The first few sessions will examine general con- cepts such as equality of opportunity and 208 (2) Growing Up Female: Varieties of socialization, and some basic research find- Educative Experience in America ings. The remainder of the course will exam- 1 ine four specific cases of the interrelationship Examination of the role of education in shap- of education and society: the extension of ing the lives of vi/omen in American history in compulsory schooling in late 19th century such social institutions as the family, church, America; the desegregation and busing

and the school. Exploration in autobiography controversy from the 1 950's to the present; of women's efforts to educate themselves and the swings between progressive and tradi- of their individual or group selfconsciousness tional education from the 1920's to the open in the progress of education. classroom movement of the 1970's; recent Open to students who have taken one unit in court decisions on the rights of students in Group B. educational institutions. Ms. Foster Prerequisite: Sociology 102. Ms. Bane . .

EDUCATION 89

228 (2) Population and Society 302 (2) Methods and Materials of Teaching 306 (1) Research Seminar. Women, 1 1 Education and Work An introduction to population studies. Topics Study and observation of teaching objectives 1 will include: the dynamics of population and classroom procedures in secondary Each student will define a research project in growth and change; the demographic transi- schools. Review of learning theories. Exam- the area of women, education and work. The tion; fertility control and the status of ination of curriculum materials in major first half of the course will be spent exploring women; effects of population change on teaching fields and of curriculum planning in appropriate methods and data sources and households and social institutions; popula- general. Open only to seniors doing student reading some examples of research in the tion and natural resources. The first part of teaching. Students electing 302 and 303 may area. The second half of the course will in- the course will introduce students to popula- include in addition one unit of independent volve the presentation and discussion of tion concepts and elementary mathematical study in the same semester. student papers. demography. The second part will examine Prerequisite: 300 or permission of the Prerequisite: Sociology 202 or permission of cases of population change in both developed instructor. Corequisite: 303. the instructor. and less developed countries, followed by a Mr. Sleeper Ms. Bane survey of current population problems and possible solutions. 303 (2) Curriculum and Supervised Teaching 350 (1) (2) Research or Individual Study Prerequisite: same as for 216. 1 lor 2 Not offered in 1975-76. Observation, supervised teaching, and curric- Open to juniors and seniors by permission. ulum development in student's teaching

300 (1 ) The Secondary School fields throughout the semester. Attendance at 1 secondary school placement required five Aims, organization and administration of days a week. Students electing 302 and 303 United States secondary schools, including may include in addition one unit of indepen- "free" schools. Topics include history of the dent study in the same semester. secondary school, secondary school educa- Corequisite: 302. tion in relation to adolescent development Mr. Sleeper and the role of the secondary school in the community. 305 (1) Seminar. Developmental Theory and Prerequisite: 101 Curriculum

Mr. Sleeper, IVIs. Foster 1 Examination of the philosophical and psycho- 301 (2) Comparative Studies of Educational logical components of developmental theory Systems as an ideology of education. Emphasis on the 1 application of the theory to the design of cur- Study of the impact of old and new education- riculum. Analysis of ways in which academic al policies, plans, and ideals as seen in vari- subjects may be defined for pedagogic pur- ous sections of the United States and in se- poses within a developmental framework. lected foreign countries. Prerequisite: 101 or Psychology 101 Open by permission of the instructor. Not offered in 1975-76. Not offered in 1975-76. Mr. Sleeper 69

90 EDUCATION Directions for Election

The department offerings are intended to A summer program, preferably preceding the acquaint students systematically with the senior year, at another accredited institution history of compulsory free education as de- should include Methods and Supervised veloped in the United States and now prac- Teaching for the Elementary School. With ticed in many countries under different forms, careful planning the same courses can be the philosophies which underlie these efforts, taken under the Twelve College Exchange the problems to be solved, and, as an adjunct, Program. to aid students who wish to enter teaching immediately after graduation.

Students who intend to teach should (in their

freshman year if possible) consult the depart- ment concerning the various city and state requirements for the certificate to teach and the appropriate undergraduate preparation for fifth year and paid intern programs which combine professional study with further study In teaching fields and lead to advanced (M.A.T., Ed.D., Ph.D.) degrees.

For those interested in secondary school teaching upon graduation, the following pro- gram is recommended:

Freshman year; Education 101 and Psychology 101

Sophomore and/or Education 200, and Junior year: 21 2 or 21 Psychology 212 or 21 7 or 21

Senior year: Education 300 (may also betaken junior year) Education 302 and 303

Preparation to teach in elementary schools should include:

Freshman year: Education 101 and Psychology 101

Sophomore and/or Education 200, and Junior year: 21 2 or 21 6, and Psychology 207 ENGLISH 92 ENGLISH

Professor; 100 (2) Tutorial in Expository Writing b. Women in literature Corsa, Lever*, Quinn, Layman (Chairman) 1 Ferry, Garis, Spacks, Craig For description and prerequisite see Experi- Writing by and about women, with special mental 100. attention to female identity and feminine Associate Professor: roles as they are presented and perpetuated. Gold, Pinsi

Studies of the adolescent hero or heroine in Lecturer: 109(1) (2) Expository Writing I autobiography and fiction, concentrating on Bidart^ Eyges, Stubbs, Moss3, 1 distinctions of genre and characterization Instruction in the fundamentals of writing with attention to the psychological and his- expository essays. torical issues involved. Open to all students. Mrs. Spacks The Staff

b. The democratic myth 110 (2) Expository Writing II 1 The national myth of democratic equality in Weel

Colloquia 150(1) (2) 200(1) (2) Short Narrative 1 1 For directions for applying see p. 50. The writing of sketches and the short story. of Open by permission to a limited number For interested students, experience in the freshman and sophomore applicants. writing of one-act plays. Open to all students by permission of the (1) instructor. a. Faull

223 (1) American Literature I 201 (1) (2) The Critical Essay 215(1) (2) Shakespeare

1 1 1 Puri- The writing and revising of critical essays in The study of a number of representative plays A survey of American literature from its conjunction witti readings in important con- with emphasis on their dramatic and poetic tan beginnings to Moby-Dick. Emphasis upon temporary criticism. Usually organized aspects. major figures. around the work of a single author. Open to all students. Open to all students. Open to all students. Mr. Ferry, Miss Craig, Mrs. Sabin, Mr. Beaton Mr. Quinn, Ms. Saunders Miss Craig, Mrs. Sabin, Ms. Killoh 217 (2) (Wlilton 224 (2) American Literature II 202(1) (2) Poetry 1 1 to World 1 A study of Milton's lyric, epic, and dramatic American writers from Whitman The writing of short lyrics and the study of the poetry and some prose. War I. Emphasis upon major figures. art and craft of poetry. Open to all students. Open to all students. Prerequisite: as for 200. same Mrs. Cole Mr. Gold, Ms. Spillers Mr. Pinsky, Mr. Bidart III 218 (1) The History of the English Novel I 225 (1) (2) American Literature 209 (1) (2) Critical Interpretation 1 1 1 The beginnings of the English novel in the American writers from World War I to the

A course designed to increase power and skill 1 8th century: Defoe through Jane Austen. present: prose and poetry. in the critical interpretation of literature, by Open to all students. Open to all students. reading of poems, mostly short, the detailed Miss Corsa, Mrs. Spacks, Mr. Faville Mr. Quinn, Mrs. Cole, Ms. Spillers, as individual works of art and in historical Ms. Saunders context. A sequence of poems drawn from the 219 (2) The History of the English Novel II Renaissance to the Modernist period. Sec- 1 226(1) (2) Studies in Fiction tions of the course to meet twice a week, with The 19th century English novel from the 1 scheduled lectures about once every two Brontes to Joyce. Studies of the nature of prose fiction. Read- weeks, historical in perspective. Open to all students. ings drawn principally from British, Ameri- to all students. Open can, and European writers of the 1 9th and Miss Corsa, Mr. Quinn, Mr. Faville, Mr. Ferry, Mr. Gold, Mr. Pinsky, Mrs. Sabin, 20th centuries. Usually organized around a Mr. Beaton Mrs. Cole, Mr. Faville, Mr. Beaton central topic or theme. Open to all students. 220 (1) Chaucer 210(1) (2) Modern Poetry 1 Mr. Pinsky, Ms. Killoh, Mrs. Moss, 1 A study of Chaucer's poetry tracing the devel- Mr. Beaton British and American poetry and poets, recent opment of his art, with some attention to the and contemporary. relation of his work to the social and literary 228 (2) Black Literature in America Open to all students. background of his time. 1 Miss Craig, Ms. Saunders Open to all students. Poetry and prose from slave narratives to the present day with emphasis upon modern Miss Corsa 212 (1)(2) Modern Drama major figures. 1 Open to all students. of British, American, and European The study Ms. Spillers drama from Ibsen to the present. Open to all students.

Mr. Ferry, Mr. Garis. Mr. Faville, Ms. Killoh .

94 ENGLISH

230 (1) Romantic Poets I 302 (2) Fiction 308 (2)* The Middle Ages and Renaissance 1 1 in England Poems and critical writings of Wordswortti Intensive practice in the writing of prose fic- 1 and Coleridge. tion, the short story, or novella, according to Permanence and change in some major liter- Open to all students. the interest of the individual student. ary forms from 1350 to 1600. Special attention Prerequisite; same as for 301 given the religious and intellectual ferment of Mr. Gold the 16th century. Reading, both intensive and Mr. Bidart extensive, to include (partly in modern ver- 231 (2) Romantic Poets 11 sions) Gawain and the Green Knight, Piers 1 305 (1) Advanced Studies in Shakespeare I Plowman, More, Sidney, Marlowe, and Poenns and critical writings of Byron, Sfielley, 1 Spenser. and Keats. Plays written between 1 591 and 1 606, such as Prerequisite; same as for 305. Open to all students. Richard II, Henry IV. Much Ado about Noth- ing, Troilus and Cressida, Hamlet, Measure Not offered in 1975-76. Mr. Faville, Mr. Bidart for Measure, Othello. Miss Lever Open to juniors and seniors who have taken or 232 (2)* English Comedy in Various Genres are taking two Grade II literature courses in 1 310(1) The Age of Satire the department, and by permission of the The development, variety, and continuity of 1 instructor to other qualified students. English comic writing. A study of satire as social response and as Open to all students. Mr. Layman, Mrs. Sabin literary phenomenon, exemplified in the work of such writers as Dryden, Congreve, Gay, Miss Corsa 306(1) (2) Advanced Studies in Swift, and Pope.

Shakespeare II Prerequisite; same as for 305. 233 (2)* English Tragic and Heroic Drama 1 1 Mrs. Spacks

Plays written between 1606 and 1611 , such as Continuity and change in English drama be- King Lear, Macbeth, Antony and Cleopatra, fore the modern period, with emphasis on the 311(2) From Neoclassic to Romantic Coriolanus, Cymbeline, The Winter's Tale, 16th and 17th centuries. 1 The Tempest. Open to all students. The shift of sensibility from the 18th to the Prerequisite: same as for 305. 19th century studied with emphasis on such Not offered in 1975-76. Mr. Layman, Mr. Garis, Miss Craig authors as Johnson, Burke, and Blake. Mr. Gold Prerequisite; same as for 305. 307 (2)* Criticism Mrs. Spacks 301 (1) The Short Story 1 1 Problems and principles of critical theory, Techniques of short story writing together with emphasis upon modern critical trends. with practice in critical evaluation of student Prerequisite; same as for 305. work. Mr. Gold Open by permission of the instructor to stu-

dents who have taken one Grade II writing course. Mrs. Moss ENGLISH 95

312(1) The English Language 315 (2) Victorian Poetry 319 (2) Advanced Studies in Modern Poetry

1 1 1 The history of the English language beginning Study of some characteristic poetic themes Study of recent poems and poets in historical with Indo-European roots, including an intro- and procedures of the period between Landor perspective. Topic for 1975-76: Poetry and duction to Anglo-Saxon and Middle English and Yeats, including such poets as Tennyson, philosophy — Yeats and Frost. dialects, and ending with English as a world Arnold, Hopkins, and Hardy, with some em- Prerequisite: same as for 305. language. Special ennphasis on the ways phasis on the roots and emergence of mod- Miss Craig words change meaning and on the shift from ernism. as for 305. a synthetic to an analytic grammatical sys- Prerequisite: same 320 (1) (2) Literary Crosscurrents tem. Individual research into the behavior of Mr. Pinsky lor 2 the English language in literary, social, polit- First semester: Romanticism in England and ical, or scientific contexts. America. study of the poetry and poetics of 316 (2) Seventeenth Century Poetry A Prerequisite: same as for 305. Coleridge, Emerson, and Whit- 1 Wordsworth, Not offered in 1975-76. Close study of themes and techniques as they man. as for 305. develop in major poems of the period between Prerequisite: same Miss Lever Sidney and Rochester, concentrating on Mrs. Cole Greville, Jonson, Donne, and Herbert. Partic- 313(1)* The Poet-Critic ular attention to devotional and love poetry. semester: 1 91 4. The study of a mo- 1 Second Some brief readings of selected passages consider- Such authors as Sidney, Dryden, Johnson, ment in literary history, through the from the prose of Burton and Bacon. year. by James, Yeats, Coleridge, Arnold, and Eliot, studied as ation of a given Works Prerequisite: same as for 305. Shaw, Lawrence, and makers of English criticism and as examples Hardy, Frost, Joyce, during the year. of interaction between the practice and theory Mr. Pinsky others published for 305. of poetry. Prerequisite: same as Prerequisite: same as for 305. 317 (1) American Literature IV Mr. Ferry 1 Not offered in 1975-76. Topic for 1 975-76: Thoreau and Hawthorne- 321 (1) Seminar two voices in 19th century dialogue. Special 1 the attention will be given to such topics as Topic for 1 975-76: The period of the 1 920's as 314(1) The Victorian Crisis relationships between man and nature, the seen in the "Harlem Renaissance" and "The 1 individual and society; possibilities for social Lost Generation." The Imagists; Jean Contributions by major poets and essayists to reform, individual rebellion; moral obsessive- Toomer, Langston Hughes, Carl Van Vechten, an ongoing discussion of social issues: the ness and symbolic action. Countee Cullen, Eugene O'Neill. role of science and religion; the value of Prerequisite: same as for 305. Prerequisite: same as for 305. work; the idea of culture. Ms. Saunders Prerequisite: same as for 305. Ms. Spillers

Mr. Beaton 318 (1) (2) Advanced Studies in the Modern Novel

1 or 2 First semester: Joyce. Second semester: Selected critical problems in the work of major English and American 20th century novelists. Prerequisite: same as for 305.

Mr. Garis, Mrs. Sabin ,

96 ENGLISH Directions for Election

322 (2) Seminar Grade II literature courses are open to all didate who elects Program III presents a dos- 1 students. Special attention is called to 209, sier of essays written for several courses, with Topic for 1975-76; Symbolism in American which offers fundamental and rigorous prac- a statement of connections between them and literature. A study in some major 19th and tice in methods of interpretation of a literary critical questions raised by them. An oral ex- 20th century texts in the American symbolist text. Beginning with the Class of 1979, stu- amination is required in all Honors Programs. tradition. dents planning to major in English must take Courses 109, 200, 201 , and 202 are planned as Prerequisite: same as for 305. 209, ordinarily in the freshman or sophomore workshops in writing with informal group year. Other courses isolate certain major fig- Mr. Quinn meetings and frequent individual confer- ures or periods for concentrated study, or ences. While the emphasis is on constant address themselves to continuing themes and 350 (1) (2) Research or Individual Study practice in writing, each course requires a issues. In choosing their courses students are 1or2 critical reading of pertinent examples of the encouraged to consult with their instructors Open by permission to juniors and seniors. type of writing being studied. Courses 301 and with other members of the department and 302 continue the same plan at an ad- generally. More complete descriptions of 370 (1-2) Honors Program vanced level. every course, composed by their instructors, 2 to 4 are posted every fall and spring on bulletin Students interested in writing fiction and Required of all honors candidates who boards in Founders Hall, and are available poetry can apply for one or two units of 350 in choose to do honors research or an honors from the department secretary. writing, in addition to taking the other writing project in creative writing. For alternate hon-

courses listed, 200, 202, 301 , 302. It is strong- ors programs see Directions for Election. English majors must take at least one unit in ly recommended that majors electing several Shakespeare, ordinarily 305 and/or 306. In writing courses should also elect a strong addition, majors should work closely with program in literature courses in consultation their advisors in arranging a program of study with their advisors. In general, enrollment in with these objectives: (a) ability to interpret a writing courses is limited to 1 5. text (b) an understanding of some of the ma- jor works, authors, and periods that comprise Knowledge of English and American history, the history of English and American literature of the course of European thought, of theatre (c) a developing interest in some special field studies, and of at least one foreign literature of study, such as the English Renaissance, at an advanced level is of great value to the drama, criticism, modernism. student of English. See, for example. History

233, 235, 238, 239, 242, 301 ; Philosophy 203, Students of at least B standing in the work of 204; Grade II and Grade III courses in foreign the department will have first consideration literatures; Extradepartmental 104, 108, 201 when applying for admission to seminars and 202, 228, 229, 231 , 330, 331 ; and courses in for independent work (350). theatre studies. The department offers a choice of three pro- A reading knowledge of at least one ancient or grams for Honors. Under Program I (English modern foreign language is desirable for all 370, carrying two to four units of credit) the majors. Students expecting to do graduate honors candidate does independent research work in English should ordinarily plan to ac- or a project in creative writing. Programs II quire a reading knowledge of two foreign and III offer an opportunity to receive Honors languages. on the basis of work done for regular courses; these programs carry no additional course For students interested in American litera-

credit. The candidate who elects Program II ture, in American studies, in modern drama, takes a written examination in a field defined and in modern poetry, attention is drawn to by several related courses she has taken (e.g., relevant courses in the Department of Black the Renaissance, drama, criticism). The can- Studies, especially 106, 206, 210, and 310. FRENCH . .

98 FRENCH

Professor: 100 (1-2) Beginning French 201 (1-2) French Literature through the Galand, Francois*, 2 Centuries McCulloch Intensive oral training and practice in reading 1 or 2 and writing, supplemented by regular use of First semester: Middle Ages through the 17th Associate Professor: the language laboratory, and in the second century. Second semester: The 18th century Stambolian (Chairman) semester, by selected literary texts; explora- to the present. Class discussion of selected tion of fundamental relationships of the lan- masterpieces, short papers, outside reading. Assistant Professor: guage to French culture. Three periods. One unit of credit may be given for the first

Coquillat, Mistacco*, Gill, de Gourtivron, Open only to students who do not present semester: students having taken a Grade II Lydgate, Robbins French for admission. course first semester may enter the second semester. The Staff Instructor: Prerequisite: 104 or four admission units in Hules3 French; by permission of the instructor, 102. Gaquin, Simon, 102(1-2) Intermediate French 2 The Staff Visiting Professor: Short stories, novels, plays, and films illus- Hampsfiire3 trating aspects of French culture. Stress on 203 (1-2) Introduction to Literary Analysis grammar, vocabulary, and pronunciation. by Genres All courses are conducted in French. Oral Oral and written work. Three periods. 1 or 2 expression, composition, and, in certain Prerequisite: 100 or two admission units in First semester: Short story and novel. Second courses, creative writing are stressed. French. semester: Theatre and poetry. Class discus- reserves the right place sion, oral reports, short papers. One unit of The department to The Staff new students in the courses for which they credit may be given for the first semester; seem best prepared regardless of the number students having taken a Grade II course first 104 (1-2) The Literature and Language of semester may enter the second semester. of units they have offered for admission. Modern France Prerequisite: same as for 201 Attention is called to the opportunity for resi- 2 dence in the French Center, Tower Court. Analysis of selected modern texts: fiction, The Staff drama, poetry. Grammar review. Study of Qualified students are encouraged to spend vocabulary and pronunciation. Frequent writ- 205(1) (2) French Society Today the junior year in France. See p. 45. ten work and oral practice. Three periods. 1 The department offers to students who do not Prerequisite: 102 or three admission units in Contemporary problems and attitudes. Class have a knowledge of French the following French. discussion of representative texts, periodi- courses in French literature in translation: cals, and newspapers. Oral reports, short The Staff Extradepartmental 220, 331 papers, outside reading.

Prerequisite: same as for 201 .

fVls. de Courtivron, Miss Simon

212 (1) Medieval French Literature I

1 French literature from the Chanson de Roland through Villon. Medieval texts read in modern French. Prerequisite: 201 or 203 or 205. Open to fresh- men with four or more admission units. Miss McCulloch FRENCH 99

213 (1) (2) French Drama in the Twentieth 220(1) The Modern French Novel in Second semester: The French and their con- Century Translation cepts. A study in depth of the various myths

1 1 inherent in French civilization with a strong Trends in contemporary drama: symbolism, For description and prerequisite see Extra- political and sociological emphasis: from the the use of myths, the influence of existential- departmental 220. Cartesian myth to the structuralism of Levi- ism, the theatre of the absurd. Strauss. Prerequisite: for 212. Prerequisite: same as for 21 2. 222(1) (2) Studies in Language I same as Mr. Stambolian, Ms. de Courtivron, Miss 1 Miss Coquillat Simon A review of selected problems in French grammar, enrichment of vocabulary, and an 300 (2) Sixteenth Century Literature introduction to specifically French tech- 214(1) (2) The French Novel in the 1 niques of composition and the organization of Nineteenth Century Studies in the Renaissance. Authors include ideas, especially the dissertation and the 1 Rabelais, Ronsard, and Montaigne. explication de texte. Not open to freshmen in Intensive study of narrative techniques and Prerequisite: two Grade II units of French the first semester. literature. the representation of reality in major works by Prerequisite: 104, or102 by permission of the Balzac, Stendhal, Flaubert, Zola. instructor. Miss McCulloch Prerequisite: same as for 21 2. Mrs. Gill, Mr. Lydgate Mrs. Gill. Ms. de Courtivron 301 (1) Seventeenth Century Literature I 1 224 (1) (2) French Phonetics 215 <2) Baudelaire and Symbolist Poets Baroque and Precieux poets. L'Astree. The 1 1 birth of the classical theatre: Corneille. Des- Comparative study of the articulation, rhythm The nature of the poetic experience studied in cartes, Pascal. and intonation of spoken French and English, for 300. the vi^orks of Baudelaire, Verlaine, Rimbaud, Prerequisite: same as combining theory and practical applications. and Mallarme. Regular use of the language laboratory. Not Mr. Hampshire Prerequisite: same as for 21 2. open to freshmen in the first semester. Rec- Literature II Mr. Galand ommended to students majoring in French. 302 (2) Seventeenth Century Prerequisite: same as for 222. 1 classical theatre: Moliere, Racine. Lafay- 216 (2) The French "New Novel" The Not offered in 1975-76. 1 ette, La Fontaine, La Bruyere. Recent experiments in fiction, with discus- Prerequisite: same as for 300. 249 (1) (2) Selected Topics sion of drama and film. Emphasis on the Not offered in 1975-76. 1 or2 works and theoretical writings of Robbe- First semester: Spoken French— advanced Mr. Francois Grillet. Sarraute. Butor, and Beckett. Both level. Practice in conversation using a variety traditional and creative criticism. of materials including films, video tapes and 304 ) The Novel of the Eighteenth Century Prerequisite: same as for 21 2. (1 periodicals. Students will take an active part 1 Mr. Stambolian in planning and running classes. Weekly use The affirmation of self in 18th century fiction. of the language laboratory. Enrollment limit- Among authors studied: Rousseau, Diderot, 218 (2) Black Literature in French ed to 15. Not open to freshmen. Laclos, Sade. 1 Prerequisite: one Grade II unit. Prerequisite: same as for 300. Its origin and development in Africa, France, Mrs. Robbins Miss Simon and the Caribbean. Analysis of representative poetry, fiction, drama, and essays. Prerequisite; same as for 21 2.

Not offered in 1975-76. 100 FRENCH Directions for Election

305 (2) Studies in Romanticism 312 (1) Medieval French Literature II Course 1 00 is counted toward the degree but 1 1 not toward the major. Students who begin The Romantic Spirit; the visionary side of See 21 2. Joint class meetings for 21 2 and 312. with 100 in college and who plan to major in Romanticism in the works of Nodier, Balzac, Supplementary assignments and readings in French should consult the chairman of the

Merimee, Hugo, Nerval, Lautreamont. Old French for students at Grade III level. department during the second semester of Prerequisite: same as for 300. Open by permission of the instructor. their freshman year. A student may not count

toward the major both 1 02 and 1 04. Course Miss Coquillat Miss McCulloch 104 may not be elected by students who have taken both 100 and 102. 306 (1) French Literature in the Twentieth 319 (1) Women and Literary Expression

Century I 1 Upperclassmen majoring in French (with the

1 Topic for 1975-76: Contemporary French exception of those who carried two Grade II From Symbolism to Surrealism: the literary women poets. units in the freshman year) should not elect experience in works of Valdry, Proust, Gide, Prerequisite: one Grade III unit of French more than three Grade II units without per- Apollinaire, Saint-John Perse, Breton. literature. mission of the department. Majors are re- Prerequisite: same as for 300. quired to take two of the following courses: Miss Coquillat 222, 308, 309. In some cases 224 may also be Mr. Galand required. 321 (2) Seminar 307 (2) French Literature in the Twentieth 1 Courses in other foreign language and liter-

Century II Normally a different topic each year. ature departments, in art, history (especially 1 Prerequisite: same as for 31 9. 242 and 243), philosophy, English, Extra- liter- Existentialism and after: the function of departmental 330 and 331 , and Religion and Not offered in 1975-76. ature in works of Malraux, Sartre, Camus, Biblical Studies 104 and 105 are recommend- Char, Ponge, Robbe-Grillet. ed for majors. 350 (2) Research or Individual Study Prerequisite: same as for 300. (1) 1 or 2 Students who plan to do graduate work in Mr. Galand Prerequisite: same as for 31 9. French are advised to begin or to pursue the study of a second modern language and the 308(1) Studies in Language lla 370(1-2) Honors Program study of Latin; those who plan to do graduate 1 2 to 4 work in comparative literature are advised to Comparative stylistics: a normative approach Required of all honors candidates in the continue the study of one or more other mod- to the problems of translation. department. ern literatures and to acquire proficiency in at Prerequisite: oneGrade III unit of French liter- least one classical language. ature and 222, or permission of the instructor. Mr. Galand

309 (2) Studies in Language Mb 1 Translation into French from novels, essays, and poetry. Study of French style through analysis of selected texts. Prerequisite: same as for 308. Mrs. Robbins GEOLOGY 102 GEOLOGY

Assistant Professor; 102 (1) (2) Introduction to Geology 205 (1)* Invertebrate Paleontology Andrews (Chairman) 1 1 Fundamental facts and principles of earth The morphology and evolution of the major Instructor: behavior and history with special reference to fossil invertebrate phyla with discussion of Nedland, Besancon Massachusetts and New England. Current such general topics as functional morphol- problems in oceanography, continental drift, ogy, origin of species and higher taxa, ontog- and lunar geology. Field trips and laboratory eny and phylogeny, animal size and shape include study of minerals, rocks, fossils, relationships, and the theory of evolution. topographic and geologic maps. Laboratory and field trips. Open to all students. Prerequisite: 102 or 200 or one unit in biology or permission of the instructor. Mr. Andrews, Mr. Nedland, Mr. Besancon Not offered in 1975-76. 112(2) Evolution: Change through Time Mr. Andrews 1 For description and precequisite see 206 (2)* Structural Geology Experimental 112. 1 The recognition, description, and causes of 200 (2) Historical Geology deformation of the earth's crust. Topics in- 1 clude the tectonic history of mountain The geologic history of North America and the ranges, scale models of geologic structures, evolution of life as revealed in the fossil rec- mechanics of folding and faulting, compari- ord. Paleogeography and ancient sedimentary son of the structure of the Alps and the Appa- and tectonic environments. Field trips will lachians, plate tectonics, and sea floor develop the geologic history of the region. spreading. Laboratory, field work, and field Laboratory. trips. Prerequisite: 102 or permission of the Prerequisite: 102 and 200, or permission of instructor. the instructor. Mr. Andrews Not offered in 1975-76.

202 (1) Mineralogy Mr. Andrews 1 Introduction to crystallography; systematic study of the rock-forming minerals. Emphasis on geochemical relationships including bond- ing, solid solution series, and phase dia- grams. Laboratory. Prerequisite: 102 and another unit of physical science, preferably chemistry, or permission of the instructor. Mr. Besancon GEOLOGY 103

208(1)* Marine Geology 309 (2) Petrology 310(1)* Research Methods in Geology 1 1 1 Geology of the ocean floor witfi emphasis on Study of the origin and occurrence of igneous Problems in geologic data analysis using shoreline and submarine processes, ocean and metamorphic rocks vi/ith particular refer- statistical and computer methods, macro-, currents and sediments, origin and develop- ence to modern geochemical investigations. micro-, and x-ray photography, field map- ment of the continental shelves. Other sub- Examination and description of hand speci- ping, mineral separation, and x-ray diffraction jects Vifill include study of submarine can- mens and thin sections under the petrograph- techniques. Other topics vj\\\ be chosen ac- yons, coral reefs, ocean basin tectonics, the ic microscope. Laboratory. cording to students' interests. Laboratory. deep sea floor, and ocean life. Field trips to Prerequisite: 202 or permission of the Field vi/ork. Woods Hole and Cape Cod. No laboratory. instructor. Prerequisite: 1 02 and one Grade II unit, or Prerequisite: same as for 200. permission of the instructor. Mr. Besancon Mr. Nedland Not offered in 1975-76. Mr. Andrews 304 (2)' Stratigraphy and Sedimentation 1 349 (2) Seminar The formation, composition, and correlation 1 of stratified rocks. Emphasis on sedimentary Topics in geology to be selected w/ith con- environments and paleoecology, correlation sideration for students' interests. by fossils and radiogenic techniques, trans- Prerequisite: Grade II course in geology and portation, deposition and consolidation of permission of the instructor. sedimentary particles. Laboratory. Field trips to both modern sedimentary environments Mr. Andrews and their ancient rock analogues. Prerequisite: 102 and 200. or permission of 350 (1) (2) Research or Individual Study the instructor. 1 or 2 Open by permission to juniors and seniors. Mr. Nedland

370 (1-2) Honors Program (1)* Optical 307 Mineralogy 2 1 Required of all honors candidates in the Basics of optical crystallography. Application department. of modern methods to the identification of silicates in grains and thin section. Labora- tory. Prerequisite: 202 or Physics 202. Mr. Besancon

x«r. 104 GEOLOGY Directions for Election

In addition to eight units in geology, normally to include 205, 206, 304, and 309, the mini- mum major requires four units from other laboratory sciences, mathematics, or compu- ter science. All four units may not be taken in the same department. Advanced courses in mathematics, chemistry, or physics will be suggested according to the student's needs, interests, and ability. A student planning graduate work should note that most graduate geology departments require two units each of chemistry, physics, and mathematics. Biology often may be sub-

stituted if the student is interested in paleon- tology. In addition, graduate study usually requires a reading knowledge of French and/or German or Russian. The department strongly recommends that students majoring in geology attend one of the Rocky Mountain geology field courses given by other colleges. Credit may be given for such courses provided the student's plans are approved in advance by the department. GERMAN .

106 GERMAN

Professor; 100(1-2) Elementary German 202 (1-2) Patterns in Literary Thought Goth (Chairman) 2 1 or2 Study of grammar and vocabulary; frequent Modern drama, poetry, and prose and their Assistant Professor: written exercises; reading of short stories; historical, formal, and philosophical relations Ward special emphasis on oral expression. Three to works of earlier periods. Three periods. periods. One unit of credit may be given for the first Instructor: Open to students who do not present German semester. 202 (2) may be taken independently Prather for admission. after 201 (1). Prerequisite: same as for 201 The Staff Lecturer: Ms. Goth, Mrs. Deutsch Deutsch, Ingersoll 102(1-2) Intermediate German

2 204(1) Goethe I The language of the classroom in all courses Intensive language study: emphasis on idio- 1 is almost exclusively German. The student matic usage and on syntax. Introduction to Lyric, prose, and drama before Goethe's thus has constant practice in hearing, speak- the critical study of literary texts, mainly 19th return from Italy. ing, and writing German. and 20th centuries. Three periods. Prerequisite: 202 (1 ) and (2), or 201 and The department reserves the right to place a Prerequisite: 100 or two admission units in 202 (2). new student in the course for vi/hich the stu- German. Ms. Goth dent seems best prepared regardless of the The Staff number of units the student has offered for 205 (1) Studies in Romanticism admission. 104 (1-2) Studies in Language and Literature 1 By doing special reading during the summer 2 Romantic thought, discovery of the uncon- and upon approval of the chairman, capable Training in analysis of fiction and drama. scious: Friedrich Schlegel, Brentano, No- students in 100 have the opportunity to omit Grammar review. Vocabulary building. Writ- valis, E. T. A. Hoffmann, Eichendorff, and 1 02 and proceed with 201 or 202. ten and oral practice. Three periods. others. Prerequisite: two admission units in German Prerequisite: for 204. Qualified students may be recommended to same as and placement test, or 102, or, by permission spend the junior year in Germany. See p. 45. Not offered in 1975-76. of the department, 100. Permission will be based on a high grade in 100. Ms. Ward Ms. Goth, Ms. Ward 206 (2)* Nineteenth Century Literature

1 201 Language in Thought and Action (1) Late Romanticism and Realism with special 1 emphasis on the development of the Novelle Intensive review of advanced grammar and as a genre. Morike, Stifter, Keller, C. F. syntax with emphasis on strengthening vo- Meyer, Droste-Hulshoff, Storm, and Fontane. cabulary and idioms. Designed to promote Prerequisite: same as for 204. functional grasp of stylists and semantics in conversation, exercises in expository writing, Not offered in 1975-76. and translation. Three periods. Ms. Ward Prerequisite: 104; or three or more admission units in German; or a high grade In 102; or, by permission of the department, 100. Permis- sion will be based on a high grade in 100 and summer work. Ms. Ward .

GERMAN 107

210(1)* German Drama 308 (1)* Literature of the Late Nineteenth 349 (2) Seminar. The Writer and IHis Age 1 and Early Twentieth Centuries 1 Theory and practice between the age of 1 Intensive study of the works of one or two Gottsched and Brecht. The theories of Intellectual and aesthetic trends of the period. writers in relation to philosophical, historical, Gottsched, Lessing, Schiller, Hebbel, and Varied texts: drama, poetry, and prose of rep- and literary trends of their periods. Topic for Brecht will be included as well as the drama resentative authors such as Nietzsche, Hof- 1975-76: Franz Kafka. of Schiller, BiJchner, Kaiser, and others. mannsthal, Rilke, Thomas Mann, Hesse, and Prerequisite: one Grade III unit. Prerequisite; one Grade II unit. others. Ms. Goth Prerequisite: two Grade II units. IVIs. Ward Ms. Goth 350 (1) (2) Research or Individual Study 220 (2) Contemporary Literary Trends in the 1 or 2 Two Germanys 310(1)* Studies in Poetry Open by permission to juniors and seniors.

1 1 Discussion of literature in the Federal Repub- Study of techniques and historical back- 370 (1-2) Honors Program lic of Germany and the Democratic Republic ground. The development of German poetry 2 to 4 of Germany. An analysis of contrasts, taking from the Baroque to the modern times. With Required of all honors candidates in the works from each genre by representative writ- emphasis on poets such as Gryphius, department. ers (Grass, Boll, Christa Wolf, Biermann, and Goethe, the Romantics, Rilke, Hofmannsthal, others), and considering them within a politi- Benn, and some contemporaries. cal/historical context. Attention will also be Prerequisite: two Grade II units. given to recent trends in literary criticism. Not offered in 1975-76. Prerequisite: one Grade II unit. Ms. Goth Ms. Ward

312 (2) Literature of the Twentieth Century 221 (2) Politics and Literature in Post-War Germany 1 Aspects and tendencies of 20th century litera- 1 ture from the First World War to the present For description and prerequisite see Extra- time. departmental 221 Prerequisite: three Grade II units or permis- Not offered in 1975-76. sion of the instructor.

Not offered in 1975-76. 304 (2) Goethe II 1 Ms. Goth Goethe, the poet and the thinker, with em- phasis on Faust, and his writings after 1788. Prerequisite: 204. Ms. Goth . ,

108 GERMAN Directions for Election

Course 100 is counted toward the degree but not toward the major.

Students who begin with 100 and who wish to major in German should consult the depart- ment in order to obtain permission to omit 102 and take 202 or 201

Students intending to major in the depart- ment are requested to take 202, or 201 and 202 (2), 204, 304, and at least two further

Grade III units. Courses 205, 210, 312, and one seminar are strongly recommended for the major.

Courses in art, history, philosophy, English, literature courses in other foreign language departments, and Extradepartmental 221 330, and 331 are recommended. GREEK AND LATIN 110 GREEK Greek

Professor: 102(1) (2) Beginning Greek 203 (2)* Greek Drama in Translation Lefkowitz, Getfcken (Chairman) 1 1 Fundamentals of tfie Greek language. Read- Intensive study of tragedies of Aeschylus, Assistant Professor: ing from classical autfiors and from tfie New Sophocles, and Euripides, with emphasis on Frame, Dickison, Brown*, tvlarvin* Testament. Four periods. their use of myth. Detailed analysis of form Open to students wfio do not present Greek and imagery as they relate to the total mean- Instructor: for admission. ing of the play. Individual research into the Fant dramatization of Greek myths by Seneca and t\/lrs. Lefkowitz, Miss Dickison later playwrights. Open to all students. 103 (1) (2) Introduction to Greek Literature 1 Not offered in 1975-76. Reading from classical authors and from the Mrs. Lefkowitz New Testament. Intensive review of grammar and syntax. 205 (2) Homer's Iliad Prerequisite: (100 (1)] or 102. 1 Mr. Fant, Mrs. Lefkowitz Study of selected books in Greek with empha- sis on the oral style of early epic; reading of 104 (1) Classical Mythology the rest of the poem in translation; the ar- 1 chaeological background of the period. Three The more important classical myths read in periods. English translations of Greek and Latin Prerequisite: 103 or 201. authors; their religious origins; their expres- Mr. Frame sion in ancient literature and art; their later influence. 207(2) Testament Greek Open to all students. New 1 Mrs. Lefkowitz For description and prerequisite see Religion 207. 150(2) Colloquium 1 230(1)* History of Greece For title and description see History 150 (2)b. 1 For description and prerequisite see History 201 (1) Plato 230. 1 Apology, Crito, and selections from the Phae- do. The character of Socrates and his position in development of Greek thought. Three periods. Prerequisite: [100] or102and 103, or two ad- mission units in Greek or exemption examina- tion.

Mr. Frame GREEK 111

249 (2) Selected Topics 304 (2)* Euripides 349(1) (2) Seminar

1 1 1 or 2 Myth and the development of epic. Intensive Euripides' exposition of current problems in First semester; The Greek language. Study of study of the Iliad and Odyssey in translation. traditional narrative framework; his develop- the origins and development of the Greek Special emphasis on mythic themes which ment of dramatic form; his exploration of language, with particular emphasis on Homer Homer inherited from Indo-European poetry. human and political motivation. Reading of and the archaic period. The course will com- Topics will include the role of the warrior, the two or three plays in Greek, others in English. bine the reading of Greek texts with an intro- relationship between "intelligence" and Prerequisite: 205. duction to the methods and possibilities of "strength," and the mytho-poetic tradition historical linguistics. Second semester; Mrs. Lefkowitz behind major female figures in the two Greek lyric poetry. The development of poetic forms and vocabulary to express individual poems. 305(1)* Thucydldes Prerequisite: 104. emotion or communal response. The reevalu- 1 ation of epic tradition in terms of contempo- Mr. Frame Contemporary impressions of the political rary experience. Reading from Sappho, Si- conflicts confronting the state in the late 5th monides, Pindar, and Bacchylides, and of century B.C. Imperialism and the causes of 302(1)* Aeschylus and Sophocles choral odes from Aeschylus. the Peloponnesian War; the flaws in Athenian 1 Prerequisite: 205. Drama as expression of man's conflict with democracy and the influence of Sophistic forces beyond his control; the use of mythol- argumentation. The attempt to formulate a Mr. Frame, Mrs. Lefkowitz ogy to describe the conflict between human scientific approach to history and the rejec- institutions and the natural world; innova- tion of earlier models; the creation of a new 350 (1)(2) Research or Individual Study 1 or 2 tions in language, metaphor, and metre. prose style. Reading in Greek of selections Reading of one drama by each author in from Thucydides. Open to seniors by permission. Greel<, others in English. Prerequisite: 205. 370(1-2) Honors Program Prerequisite: 205. Mr. Fant 2 to 4 offered in 1975-76. Not Required of all honors candidates who 328 (2)* Problems In Greek History and Lefkowitz choose to do honors research. For alternate Mrs. Historiography honors program see Directions for Election. 1 303 (2)* Myth and History In the Archaic Age Topic for 1975-76: Alexanderthe Great. The 1 ancient evidence about his life; the propagan- Investigation of the narrative methods of re- distic use of Alexander in later times; the cording significant past experience; the eval- development of Alexander romances as exam- uation of the relationship of the past to events ples of myth-making. Special consideration of the first half of the 5th century; the restric- of specific problems; did Alexander in fact tions on perception imposed by style and believe in his own divinity? was belief in the structure in both prose and poetry. Reading in brotherhood of man one of his guiding prin- Greek from Herodotus and the lyric poets. ciples? what were his imperial intentions? Prerequisite; 205. Open to sophomores, juniors, and seniors

Not offered in 1975-76. who have taken Art 200 or two Grade II units of Greek or Latin or history, or by permission Ms. Brown of the instructor.

Mr. Fant 112 LATIN Latin

100 (1) Beginning Latin 202(1) Catullus and Cicero 1 1 Fundamentals of the Latin language. Read- Love, politics, morality, and humor in the last ings from classical and medieval texts. Three years of the Republic. Study of the evolution periods. of Latin poetic style and of the technique of Open to students who do not present Latin for destructive oratory. admission, or by permission of the instructor. Prerequisite: four admission units in Latin or three including Vergil or 103. Miss Dickison, Miss Geffcken Mr. Fant 101 (2) Introduction to Latin Literature 1 203 (2) Horace Reading from classical Latin authors, inten- 1 sive review of grammar and syntax. Three The development of Horace's poetic style and periods. social commentary. Reading from Satires and Prerequisite; two admission units in Latin or Odes. 100 or permission of the instructor. Prerequisite; same as for 202. Miss Dickison, Mr. Frame Miss Geffcken

103 (1) Introduction to Vergil's Aeneid 206(2)* Latin Prose Style

1 1 Study of the poem with selections from A study of the development of Latin style with Books l-VI in Latin. Three periods. reading and analysis of selected texts; prac- Prerequisite; 101 or three admission units in tice in writing Latin prose. Latin not including Vergil, or exemption Prerequisite; 202 or 203. examination. Not offered in 1975-76. Mr. Frame 231 (2)* History of Rome 104 (1) Classical Mytliology 1

1 For description and prerequisite see History For description and prerequisite see Greek 231. 104. Not offered in 1975-76.

150(2) Colloquium 1 For title and description see History 150 (2)b. LATIN 113

249(1) (2) Selected Topics 302 (2) Vergil's Aeneid 317 (2) Imperial Rome: The Novel 1 or2 1 1 First semester: Latin comedy. Study of se- The artistic achievement of Vergil in the light The development of the ancient novel with lected plays by Plautus and Terence in the of earlier literature, especially Homer and emphasis on satirical techniques in Petronius light of ancient and modern theories of the Ennius; Vergil's view of man and the destiny and on religious and mythological themes in Comic. of Rome. Apuleius. Prerequisite; 202 or 203 or an AP Latin score Prerequisite: same as for 300. Prerequisite: same as for 300. of 5. Miss Geffcken Not offered in 1975-76. Miss Geffcken Miss Geffcken 308 (1)* The Struggle for Power In the Late Latin. inter- Republic Second semester: Medieval The 328 (2)* Problems In Greek History and action of Christian values and classical 1 Historiography in literature from 374 to The events, life, and thought of the late Re- modes of thought 1 letters of Cicero and in the his- 1374 A.D. Selected readings from prose and public in the For description and prerequisite see Greek torical Caesar Sallust. poetry. writings of and 328. Prerequisite: 103 or the equivalent or permis- Prerequisite: same as tor 300. sion of the instructor. Miss Dickison 350 (1) (2) Research or Individual Study Miss Dickison 1 or 2 309 (2)* Historical Tradition, Morality, and Open to seniors by permission. 300 (1)* The Decline of the Heroic and the Immorality Epicurean Response 1 370 (1-2) Honors Program

1 Livy's portrayal of early Roman heroes as 2 to 4 Anti-heroic treatment of myth in Catullus 64; models of behavior and Ovid's and Propertius' Required of all honors candidates who Lucretius' re-creation in poetic form of the rejection of this moral point of view. choose to do honors research. For alternate Epicurean view of the human experience. Prerequisite: same as for 300. honors program see Directions for Election. Prerequisite: 249. Mr. Fant Not offered in 1975-76. 316 )* The Effects of Power and Authority Miss Geffcken (1 in the Empire

1 301 (1)* Vergil's Eclogues and Georgics and The literature of disillusion both historical Ovid's Ars Amatoria and satirical with emphasis on Tacitus and 1 Juvenal. Vergil's re-creation of the Greek pastoral and Prerequisite: same as for 300. his use of didactic and descriptive poetry as a means of examining man's relationship to Not offered in 1975-76. nature and as political and social commen- Mr. Fant tary. Ovid's parody of Vergilian didactic. Prerequisite: same as for 300. Miss Geffcken 114 GREEK AND LATIN Directions for Election

To fulfill the distribution requirement in The departments offer a choice of two plans Group A, students may elect any courses in for the Honors Program. Plan A (Honors Re-

Greek or Latin except 1 50, 230, 231 , and 328. search, see 370 above, carrying two to four The following may not be counted toward the units of credit) provides the candidate with major in Greek or Latin: Greek [101], 203, opportunity for research on a special topic [204], 230; Greek/Latin 104, [105], 150, [208], and the writing of a long paper or several Greek 249, 328; Latin 231. shorter papers. Plan B provides an opportu- nity for the candidate to show through exam- All students majoring in Greek must complete inations at the end of her senior year that she four units of Grade III work. has acquired a superior grasp, not only of a All students majoring in Latin are required to basic core of texts, but also of additional

complete 300 or 301 , 302, and at least two reading beyond course requirements. Plan B units of the following: 308, 309, 316, 317. carries no course credit, but where appropri- Students planning to teach are advised to ate, students may elect a unit of 350 to pre- elect 206. pare a special author or project which would included in the Honors examinations. Hon- Latin students who offer an AP Latin score of be ors candidates who are classical civilization 5 should elect 249; an AP score of 4 normally majors should elect Plan B. leads to 202, but under special circumstances permission may be given to elect 249.

Students majoring in Greek or Latin are ad- vised to elect some work in the other lan-

guage. It should be noted that work in both Greek and Latin is essential for graduate studies in the classics.

Courses in ancient history, ancient art, an- cient philosophy, and classical mythology are recommended as valuable related work. Stu- dents interested in a major in classical and Near Eastern archaeology are referred to p. 201 where the program is described.

Students who wish to focus a classical major on ancient civilization can plan with the de- partment an appropriate sequence of courses, which should include work in art, history, philosophy, and literature. Such a program should always contain at least four units of work in the original language. Basic knowl- edge of French or German is recommended. HISTORY 116 HISTORY

Professor: 100(1) (2) Medieval and Early Modern 103(1) The World and the West Gulick, Robinson*, Preyer, European History 1 Cohen, Cox (Chairman) 1 An introduction to comparative history, fo- A study of the major ideas and institutions cusing on the changing relations between Associate Professor: that have shaped western civilizations from western Europe and other civilizations over Auerbach, Martin the "grandeur that was Rome" to the Age of the past five centuries. Discussion of techno- the Renaissance and Reformation. Emphasis logical change and the balance of power; the Assistant Professor: upon the different "lifestyles" of successive missionary impulse; trading-post empires; Bertooci, Hay*, Chaplin, Conzen* western societies and upon the processes of the challenge of modernization, with specific

R. Berger3, I, BergerS, Edwards, social change in the history of Western examples from Southeast Asia, Latin Ameri- Tumarkin-Fosburg, Dublin3 Europe. Introduction to the techniques of ca, Africa, India, and the Middle East. historical analysis and to problems in the Open to all students. Visiting Professor: interpretation of historical evidence through Not offered in 1975-76. Boulding3, Seal3, Von Laue^ extensive use of original sources. Open to all students. Ms. Hay Mr. Cox, Mr. Edwards 104(2) Imperialism and Colonial Nationalism 101 (1) (2) Modern European History 1 1 After a rapid survey of the early history of the An introduction to European history from expansion of Europe, this course will study 1600 to the present, designed to aid the stu- the imperialisms of the main European dent in formulating historical judgments powers in Asia, Africa, and South America about the significance of representative insti- during the 19th and 20th centuries, and the tutions, the scientific revolution, the Enlight- colonial nationalist movements which have enment, the French Revolution, industrializa- challenged these imperialisms in modern tion, imperialism, world wars, totalitarianism. times. Open to all students. Open to all students except those who have Mr. Gulick, Mr. Bertocci, Mr. Berger taken 280. Mr. Seal 102 (2)* Approaches to the History of American Society

1 Not offered in 1975-76. Mrs. Conzen HISTORY 117

230(1)* History of Greece 150(1) (2) Colloquia (2) of Black Power 1 1 a. The internationalization failure of democracy in Greece; a study of Fordirections for applying see p. 50. The evidence for the development of Open by permission to a limited number of Same as 150 (1) a. the historical freshman and sophomore applicants. democracy in Athens; the effects of the acqui- b. Romulus the Founder and Attila the Hun: sition of an empire and the results of the con- fiction in the accounts of Rome's rise frontation with Sparta. (1) fact and to all students. a. The internationalization of Black Power and fall Open Miss Dickison The Black Power movement of the 1960's and Rome in the time of the Kings: the reliability of the historical sources, the interplay of 1970's represents one of the most militant 231 (2)* History of Rome in myth and fact, and the ambiguous contribu- periods in Afro-American history, similar 1 tion of archaeological evidence. The "Fall" of many respects to the "New Negro" period Rome of the Caesars; political, economic, Rome; a fact or a matter of definition? The after World War I. As was the case with the social life of the empire; attitudes toward of theories which assign responsibil- New Negro movement, the Black Power idea testing autocratic government. Particular attention ity to the barbarians, internal corruption, lead quickly spread to black populations in many will be given to the period 27 B.C.-138 A.D. poisoning, racial suicide, or organic decay. countries. This colloquium will discuss some Open to all students. of the highlights of the Black Power era in the Mr. Fant Not offered in 1975-76. United States, Canada, Britain, and the West Indies. 206 (1-2) Afro-American History Mr. Fant Mr. Martin 1 or 2 1000 to 1300 For description and prerequisite see Black 232 (2) fVledieval Civilization Studies 206. 1 1776 and all that b. European society during the High Middle Ages. Kingship and a comparison of medieval An analysis of the group of American revolu- 225(1) History and Futurology states, warfare and the birth of chivalry, peas- tionaries who rose to power and led the move- 1 ants and townsmen in an era of economic and from Great Britain. A study of images of the future and their im- ment for independence church- reference to the United technological change, students and Materials will be drawn from primary sources pact on society, with of intellectual ferment. An in 19th men in a period of the period: letters, documents, pamphlets, States and the world community the of political and social ideas as and 20th centuries. A critical assessment of exploration and newspapers. sources, includ- current images of our future, of projections expressed in contemporary ing art literature. Mrs. Preyer and goals relating to that future. Limited to 20 and have students. Open to freshmen and sophomores who had a course in medieval history, art, or liter- Open to sophomores by permission of the juniors and seniors without pre- instructor, and to juniors and seniors without ature, and to prerequisite. requisite. Mr. Mr. Boulding, Mr. Von Laue Cox 118 HISTORY

233 (1-2) The Renaissance and Reformation 236 (2) Modern European Intellectual 240 (2) Modern England 1 or 2 History 1

First semester: The Renaissance in Europe, 1 English history from the late 18th century to 1300-1550. A survey of the Renaissance move- A consideration of the history of western the mid-20th century. The transformation of a ment as it originated in Italy and then spread thought from Descartes to such contempo- basically agrarian, hierarchical, traditional to northern Europe. Topics will include the raries as Merleau-Ponty, with particular society into an industrial, democratic welfare rise of the city-state and bourgeois society; emphasis on man's changing notions of the state. the achievements of Renaissance Florence; relationship of self to society. Open to qualified freshmen and sophomores the Renaissance papacy and Rome; and the Prerequisite: same as for 235. (see Directions for Election), to students who contributions of such figures as Dante, the have taken 1 01 or 239, to sophomores concen- Mr. Bertocci Medici, Leonardo da Vinci, Machiavelli, More, trating in English literature, and to juniors Rabelais, and Erasmus. and seniors without prerequisite. 238(1) History of England to 1500 1 Mr. Berger Second semester: The reformations of the A survey of English history from the coming 16th century, including the major Protestant of the Anglo-Saxons through the Wars of the 242(1) The Age of Louis XIV in France movements, the radicals, the Catholic Refor- Roses. Some attention will be given to prob- 1 mation, and the relationships between reli- lems of historical interpretation. Society and government in 17th century gious developments and the broader histor- Open to qualified freshmen and sophomores France. The political and cultural background ical context. One unit of credit may be given (see Directions for Election), to sophomores under Richelieu and Mazarin; social, political, for either semester. who have taken 100 or are concentrating in and intellectual life during the Golden Age of Open to freshmen and sophomores who have English literature, and to juniors and seniors Absolutism under Louis XIV. tal

246 (1-2) History of Russia and the Soviet 251 (2) The Making of a Nation, 1763 to 1850 255 (1 ) Women and Work in the United Union 1 States

1 or 2 The American Revolution, the formation of 1 First semester: Medieval Russia; the devel- the Union, the development of the United This course will examine the changing nature opment of Muscovite absolutism; ttie growth States as a new nation. of women's work in this country from the of serfdom; westernization. Second semes- Prerequisite: same as for 250. colonial period to the present. It will be ter: revolutions; the Soviet chronological and topical, focusing on the Industrialization; Mrs. Preyer state under Lenin; Stalin's Russia and its role of women in the pre-industrial economy, legacy. One unit of credit may be given for the growth of female factory and white collar 252 (1) The United States, 1850 to 1917 either semester. work, and current trends In women's employ- 1 Open to qualified freshmen and sophomores ment. Emphasis will also be placed on the The impact of the Civil War and Reconstruc- (see Directions for Election), to sophomores changing attitudes of and toward women in tion, the emergence of an urban industrial who have taken a course in history or Russian relation to their evolving role in American society, and the responses of reformers to literature, and to juniors and seniors without society. that society. prerequisite. Prerequisite: same as for 250. Prerequisite: same as for 250. Mrs. Tumarkin-Fosburg Mr. Dublin Mr. Auerbach

248 (1 (2) Europe in the Twentieth Century 260 (1 )* The Hispanic World ) 253(2) The United States, 1917 to the 1 Present 1 An interpretative study of modern Europe, The political, social, economic, and cultural 1 emphasizing social change and the develop- evolution of the Latin American world from Selected 20th century issues and problems, ment of new modes of thought and expres- colonial days to the present. Emphasis on with emphasis on the perceptions of Ameri- sion. Topics include: communism, fascism, colonial institutions and their relations to cans attempting to cope with social change. nationalism; Freud; changing artistic and historical developments in the Iberian penin- Prerequisite: same as for 250. intellectual perceptions; popular culture. sula, and on the fundamental problems, espe- Open to qualified freshmen and sophomores Mr. Auerbach cially in certain key countries, of modern and (see Directions for Election), to freshmen and contemporary Latin America. sophomores who have taken a European his- 254(1) United States Urban History Open to qualified freshmen and sophomores tory course, and to juniors and seniors with- 1 (see Directions for Election), to sophomores out prerequisite. Origins and development of the American who have had a course in history or art his- urban system from the colonial period to the tory, and to juniors and seniors without pre- Mrs. Tumarkin-Fosburg present, with emphasis upon changing city requisite. functions, urban physical and spatial struc- Not offered in 1975-76. 250(1) The First Frontier ture and growth, group accommodation to 1 city living, historical trends in urban politics, Mr. Lovett The adaptation of the English, Europeans, and problem solving. alien environment of and Africans to the Open to sophomores by permission of the 261 (1)* History of Spain North America in the 17th century. Analysis instructor, and to juniors and seniors without 1 of the formation of colonial settlements, prerequisite. The period of Spain's hegemony and modern of survival leadership, relations problems and developments culminating In the Civil War of Not offered in 1975-76. with Indian cultures, the creation of new soci- 1936-39. eties in the New World. Mrs. Conzen Prerequisite: same as for 260. Open to sophomores, juniors, and seniors without prerequisite. Not offered in 1975-76. Mrs. Preyer Mr. Lovett 120 HISTORY

265(2) History of the Middle East 271(1) Japanese History 279 (2) India and the West 1 1 1 The social and cultural institutions of the Japanese history from earliest times to pres- This course will consider the impact of the Islamic world before 1800; the impact of the ent, focusing on modern period (since 1600). West upon India, concerning itself primarily

given cross-cultural interaction of Britain India. It will West ; the rise and development of nationalist Special consideration to with the and movements in the 19th and 20th centuries. comparison (Japanese and European feudal- attempt to assess the nature and purposes of Some attention will be given to Islamic influ- ism, Japanese and Chinese responses to British rule in India, and will study the devel- ence in India, Africa, and Southeast Asia. encounters with the modern West), factors opment of nationalist politics in the subcon- Open to all students. contributing to Japan's astonishingly rapid tinent. Besides providing an analytic and modernization in the 19th and 20th centuries, narrative account from the beginning of the Not offered in 1975-76. and problems faced by Japan in the future. 18th century until 1947, it will attempt to Ms. Hay Open to all students. investigate the political economy of India in town and country during the 19th and 20th Mr. Cohen 267(1) Historyof Africa. West Africa centuries. 1 Open to all students. 275(1) Premodern Chinese History An introduction to the history of West Africa 1 Mr. Seal from the ancient kingdom of Ghana to present Chinese civilization from earliest times to the times. The major topics will include the pre- period of the modern western intrusion. Em- 280 Imperialism, Nationalism, and colonial l

patterns ; the evolution of Confucianism, Tao- change during the colonial period, and na- 1

ism, and Chinese Buddhism ; and the develop- Varieties of European imperialism in the 19th tionalistic movements. ment of major political institutions (emperor, and 20th centuries, particularly colonial rule Open to all students. bureaucracy, examination system, and and informal empire, and the different ways in Not offered in 1975-76. others). Extensive readings in Chinese litera- which people of other world civilizations Ms. Hay ture. responded to the threat of industrial Europe. Open to all students. The colonial experience, the growth of nation- alist movements, and forms of modernization 268 (1) History of Africa. East, Central, and Mr. Cohen Southern Africa will be compared on the basis of examples drawn from Africa, the Middle East, Japan, 1 276 (2) Modern Chinese History and Southeast Asia. An introduction to the history of East, Cen- 1 Prerequisite: same as for 200. tral, and southern Africa from ancient times The history of China from the Opium Warto to the present. Topics of major interest will the present. Analysis of political, economic, Not offered in 1975-76. include migration and state formation in early social, and intellectual changes stimulated by Ms. Hay times. Swahili civilization, the slave trade, the intrusion of the modern West. Special colonialism and nationalism, and the con- attention paid to ways in which Chma's quest tinuing conflicts in southern Africa. for modernity has been shaped by the Chi- Open to all students. nese past. Ms. Berger Open to all students. Mr. Cohen .

HISTORY 121

300 (1) Historical Thinking and Its Problems 305 (1) Europe's Traditional System of 310 (1-2) Social History of the United States

1 International Relations, 1780 to 1914 1 or 2 A study of the variety of approaches to history 1 The evolution of American society viewed as used by historians in the past and present. The nature of Europe's classical balance of the response of basic social units such as The relationship between the historical disci- power system and its subsequent modifica- families, classes, communities, occupational pline and disciplines such as the social sci- tion through the French and industrial revolu- and ethnic groups, educational and religious ences and literature. Problems confronting tions; the diplomacy of national unification institutions to the changing conditions of the historian today : evidence, causation, and of imperialist expansion. Attention to initial settlement, expansion, and industrial- generalization, value judgment, objectivity. Ottoman, Chinese, and African relations with ization, as conditioned by changing social Open to sophomores, juniors, and seniors Europe. ideals. First semester: Colonial period to

II who have tal

122 HISTORY

Seminar. European History 335(1) Seminar. American Studies 31 (1 ) Race and Conflict in Southern Africa 331(1) 1 1 1 Topic for 1975-76: America as the promised An exploration of the historical relationships Topic for 1975-76: Modern French history, examination of selected texts drawn between the European, African, and the Asian 1789-1945. Modern France is traditionally land. An against itself, from various disciplines and historical eras communities in South Africa, Angola, and described as a society divided free-think- which attempts to define the promise of the IVIozambique, in an attempt to understand the republicans against monarchists, the American experience and analyze the fulfill- current situation in these countries. ers against Catholics, workers against select- ment or failure of that promise. Prerequisite: one unit in African studies or bourgeoisie. The seminar will consider social permission of the instructor to Amer- permission of the instructor. ed topics in intellectual, political, and Open by history with the aim of subjecting this view to ican studies majors, and to other qualified Not offered in 1975-76. critical analysis. students if space permits. 330. Ms. Hay Prerequisite: same as for Mr. Auerbach Mr. Bertocci I 319 (2) Pan-Africanism 336 (2) Seminar. American Urban History 1 332 (1) Seminar. English History 1 For description and prerequisite see Black 1975-76: growth and decline of 1 Topic for The Studies 319. Topic for 1975-76: Witchcraft and premodern a New England mill town: Lowell, Massachu- single community systems of belief from 1 500 to 1 700. Focusing setts. The case study of a 328(2)* Problems in Greek History and on England, but with comparisons from in the 19th and early 20th centuries will enable Historiography Africa, western Europe, and North America, the course to examine in depth the inter- 1 the seminar will analyze the social and cultur- related processes of industrialization, urban- For description and prerequisite see Greek limited con- al setting of witchcraft from both an anthro- ization, and immigration within a 328. pological and an historical perspective. text. Students will make use of primary Prerequisite: same as for 330. sources, such as business, census, and town 330 (2) Seminar. Medieval /Early Modern records, as well as contemporary literary Ms. Berger, Mr. Berger Europe sources, to trace the impact of industrial 1 capitalism on women and the family. European Intellectual Topic for 1975-76: A study of Renaissance 333 (1) Seminar. Prerequisite: same as for 330. society and politics and the philosophies it History Mr. Dublin engendered. This seminar will combine a 1 study of social, economic, and political his- Normally a different topic each year. Seminar. American History I tory with an examination of such thinkers as Prerequisite : same as for 330. 337 (1) Italian civic humanists, N/lachiavelli, l^ore, 1 the Not offered in 1975-76. problems in Erasmus, and the Calvinist resistance Topic for 1975-76: Selected history. The transmission of theorists. Mr. Bertocci American legal American colonies and the Open to qualified juniors and seniors by per- English law to the law in the federal mission of the instructor (see Directions for development of American Election). system. Prerequisite: same as for 330. Mr. Edwards Mrs. Preyer HISTORY 123

338 (2) Seminar. American {History II 346 (2) Seminar. Chinese History II 1 1 Topic for 1975-76: The silent generation. The Topic for 1975-76: Mao Tse-tung. Mao's life impact of the Cold War and McCarthyism on and thought will be explored from a number of the values and lifestyles of young (and not so vantage points; an effort will be made to de- young) Americans. fine his dual role as a generator and leglti- Prerequisite: same as for 330. mlzer of change in modern China. Prerequisite: same as for 330. Mr. Auerbach Mr. Cohen 340 (2) Seminar. Afro-American History 1 347 (2) Seminar. Comparative History For description and prerequisite see Black 1 Studies 340. Topic for 1975-76: A revolutionary era, 1776- 1848. Similarities and differences of revolu- 342 (2) Seminar. African l-listory tion, reform, and reaction in Europe and 1 America. The ideology of change, the evolu- Topic for 1975-76: African revolutionary tion of democratically oriented political movements. A comparative examination of movements, the role of social class and class armed struggles against European rule focus- consciousness, and the emergence of new ing on such questions as their Ideology, social and economic realities. organization, tactics, social setting, and con- Prerequisite; same as for 330. tinuing impact on the post-colonial situation. Mrs. Preyer Prerequisite: same as for 330.

Ms. Berger 350 (1) (2) Research or Individual Study 1 or 2 345(1) Seminar. Chinese History I Open by permission to juniors and seniors. 1 Topic for 1975-76: Rethinking 19th century 370(1-2) Honors Program Chinese history. The seminar will begin with a 2 to 4 brief review of standard Marxist and non- Required of all honors candidates In the Marxist interpretations of 19th century China department. and will then move on to more Intensive ex- ploration of revisionist and counter-revision- ist approaches advanced in the last few years.

Central problem : to define and evaluate the role of the West in 19th century Chinese history. Prerequisite: same as for 330. Mr. Cohen 124 HISTORY Directions for Election

A wide variety of programs may provide in- The general survey courses (100, 101 , 102,

sight into the nature and scope of history as a 103) and Grade II survey courses in classical discipline. Accordingly, the student majoring (230, 231), Asian (271, 275, 276), African (267, in history is given great latitude in designing a 268), and Middle Eastern (265) history are program of study. The student may elect open to all students without prerequisite. In courses freely, but should focus eventually addition, freshmen and sophomores with a

upon a special field of interest, such as: (1 ) a strong secondary school background in Euro- particular geographic area, nation, or culture pean history (modern, and ancient, or medi- (2) a limited time period (3) a special aspect of eval) may elect as a beginning course 232, history, e.g., social, diplomatic, intellectual 233, 235, 236, 238, 239, 240, 242, 243, 246,

(4) a significant historical problem or theme, 248. Courses at the Grade I level, however, are e.g., revolution, urbanization, racism. In de- strongly recommended for students planning signing a program students are encouraged to to major in history. consider courses given at MIT and in other departments at Wellesley. The concept of the major should be discussed with the major advisor, and students should consult with their advisors about changes they may wish to make in the course of the junior and senior years.

The colloquia are available to freshmen and sophomores without prerequisite. Since col- loquia enrollments are limited, special appli- cation must be made. Incoming freshmen may obtain application forms from the class dean, sophomores from the Registrar's Of- fice, Green Hall. If a colloquium is oversub- scribed the instructor will decide which appli- cants are to be accepted. Students are ad- vised to apply for more than one, indicating

first, second, and third choices if they wish. Seminars, unless otherwise indicated, are open by permission of the instructorto quali- fied juniors and seniors. Since enrollments are limited, a student wishing to apply for admission to one or more seminars must fill out an application blank, available in the de- partment office. Founders Hall 120. Notifica- tion of which applicants are to be accepted will be made no later than the announced date for course changes without fee in each semester. ITALIAN 126 ITALIAN

Professor: 100(1-2) Elementary Italian 245 (2) Films and the Novel in Italy Avitabile (Chairman) 2 1 Development of basic language skills for the For description and prerequisite see Extra- Assistant Professor: purpose of acquiring contemporary spoken departmental 245. Ellerman Italian and a reading knowledge useful in the study of other disciplines. A general view of 301 (1-2) Dante Instructor: Italian civilization. Three periods. 2 Mattii3 A study of Dante's Divina Commedia and The Staff minor works.

All courses are conducted in Italian. In all Prerequisite : same as for 208. 202(1) Intermediate Italian courses except seminars some work will be 1 Ms. Avitabile required in tfie laboratory. Readings from newspapers and periodicals Qualified students may be recommended to on topics of contemporary interest such as 302(1)* The Theatre in Italy spend thie junior year in Italy. See p. 45. the changing status of the Italian woman. 1 Study of a contemporary novel in its historical The development of the theatre from its ori- context. Three periods. gins to the present time. An introduction to Prerequisite; 100 or the equivalent. the classical theatre, the Commedia dell'Arte, the Pastoral drama; special emphasis on the The Staff modern theatre. Study of plays by authors such as Poliziano, Machiavelli, Tasso, Goldo- 207 (2) Significant Moments of the Italian ni, and Pirandello. Literature of the Middle Ages and the

Prerequisite : same as for 208. Renaissance 1 Not offered in 1975-76. An introduction to the Golden Age of Italian literature. Study and analysis of selected 303 (1)* The Short Story in Italy through the texts by authors such as Saint Francis of Ages Assisi, Dante, Petrarch, Boccaccio, Machia- 1 velli, Castiglione and Guicciardini. A study of short stories by authors such as Prerequisite: 202. Boccaccio, Sacchetti, Bandello, Gozzi, Verga, Calvino, Ginzburg. Mrs. Mattii Prerequisite: same as for 208.

208(1) Italian Romanticism Mrs. Ellerman 1 An introductory study of the poetry and prose 308 (2) The Contemporary Novel of Foscolo, Leopardi, and Manzoni. 1 Prerequisite: 207 or permission of the The study of Italian fiction since 1930 as seen instructor. in the works by authors such as Moravia, Vit- torini, Pavese, Calvino, and Pirro. Special Ms. Avitabile emphasis on themes related to the literary, social, and cultural problems of the postwar era. Prerequisite: same as for 208. Mrs. Ellerman ITALIAN 127

349 (2) Seminar. Literature and Society 1 The works of one or two writers studied in relation to their historical context. The au- thor(s) will be chosen according to the inte ests of the participants in the course. Open by permission of the chairman.

The Staff

350 (1 ) (2) Research or Individual Study 1 or2 Open by permission to students who have completed two units in literature in the de- partment.

370 (1-2) Honors Program 2 to 4 Required of all honors candidates in the department. 128 ITALIAN Directions for Election

Course 100 is counted toward the degree but not toward the major. Course 245 may count toward the major as specified in the course description.

Students majoring in Italian are advised to take 301 and 308. Courses in one or more other languages, ancient or modern, art, his- tory, and philosophy, are recommended as valuable related work.

Majors planning to do graduate work in Italian are advised to take at least one unit in French or Spanish literature and to have a reading knowledge of Latin or of a third Romance language. MATHEMATICS 130 MATHEMATICS

Professor: 100 (1) (2) Introduction to Mathematical 108(1) (2) Techniques of Calculus Schafer*, Norvig (Chairman) Thought 1

1 This course is devoted almost exclusively to Associate Professor: Study of form in mathematical thought with techniques and applications. It is primarily Wilcox emphasis on interrelationships of structural intended for students requiring calculus for patterns. Material selected from areas such as applications. Topics include differentiation, Assistant Professor: number theory, algebraic and geometric integration, partial derivatives, with applica- Myers, Stefiney, Shiultz*, Wason, structures, and theory of infinite sets. tions to extrema, velocities, related rates, Shucfiat, Roitman, Sontag, Wang Courses 100 and 102 are intended primarily as areas, and volumes. The course introduces terminal courses; both may be elected. most of the techniques developed in llOand Instructor: Open to all students except those who have 111. Bridger3 taken or are taking 110 or 111 or the equiv- Open to all students except those who have All courses meet for two periods weekly witii alent. taken or are taking 110 or 111 or the equiv- a third period every other weel<. alent. The Staff The Staff 102(1) (2) Introduction to Finite

Mathematics 110(1) (2) Calculus I 1 1 Topics selected from areas such as logic, Study of functions of one variable. Limits and sets, partitions, probability, vectors and ma- continuity. Differential calculus of algebraic in functions with applica- trices ; applications the biological and so- and trigonometric cial sciences. Courses 100 and 102 are intend- tions. Introduction to the integral. ed primarily as terminal courses; both may be Open to all students except those who have elected. taken or are taking 108 or the equivalent. Open to all students. The Staff The Staff

111 (1)(2) Calculus II 103(1) Techniques of Mathematics: 1 Precalculus The logarithmic and exponential functions.

1 Techniques and applications of integration. For description and prerequisite see Experi- Limits, derivatives, and integrals in greater mental103. depth than in 110. Prerequisite: 110 or a substantial introduction to the calculus, or 108 by permission of the department.

The Staff MATHEMATICS 131

201 (1) Techniques of Intermediate Calculus 207(1) (2) Calculus III 302(1-2) Elements of Analysis

1 1 1 or2 A nontheoretical development of topics of Indeterminate forms, improper integrals and Point set theory; study of convergence, con- particular importance to students interested infinite series. Differentiation and integration tinuity, differentiation and integration in finite in applications of mathematics. Topics in- of power series. Introduction to differential dimensional Cartesian spaces. Topics chosen clude: functions of several variables, partial equations. from Lebesque integration, Fourier series. differentiation and multiple integration. Lin- Prerequisite: same as for 203. One unit of credit may be given for the first ear algebra, matrices, linear equations, deter- semester. The Staff minants. Ordinary differential equations, Prerequisite: 206 and 208. homogeneous and simple nonhomogenous 208(1) (2) Calculus IV Ms. Stehney equations, numerical and power series solu- 1 tions. Vectorvalued functions. Not to be Functions of several real variables. Partial 305(1-2) Modern Algebraic Theory counted toward the major in mathematics. differentiation. Multiple and iterated integra- 1 or 2 Extradepartmental 216 is recommended as a tion. Line integration and Green's theorem. Introduction to algebraic systems including sequel, particularly for majors in the physical Prerequisite: 207 or permission of the groups, rings, integral domains, fields, ab- sciences. instructor. stract vector spaces. One unit of credit may to students who have taken 111 or by Open be given for the first semester. permission of the instructor. Mr. Norvig, Ms. Wason Prerequisite: same as for 302. Mr. Myers, Ms. Stehney 210(2) Differential Equations Mr. Wilcox, Mr. Myers 1 203 (1 ) Probability and Elementary Statistics An introductory course in ordinary differential 307 (2)* Topology 1 equations. 1 Topics selected from the theory of sets, dis- Prerequisite: 207. An introduction to abstract point-set and both single multi- crete probability for and algebraic topology. Topological spaces, com- density Ms. Stehney variate random variables, probability pactness, connectedness, continuity. Topics for a single continuous random variable, ex- taken from metric spaces, product spaces, deviation, and 249(1) Selected Topics pectations, mean, standard separation axioms, convergence, homotopy sampling normal population. 1 from a theory, manifolds, and simplicial homology. equivalent. Normally a different topic each year. Prerequisite: 111 or the Prerequisite:302(1). Prerequisite: 111 or permission of the Mr. Shuchat instructor. Not offered in 1975-76.

206(1) (2) Linear Algebra Not offered in 1975-76. Mr. Wilcox 1 Systems of linear equations, vector spaces 309 (1)* Foundations of Mathematics over the real and complex fields, linear trans- 1 formations, matrices, determinants. The set-theoretic foundations of modern Prerequisite: same as for 203. mathematics. Cardinal and ordinal arithmetic. The axiom of choice and the continuum hy- Mr. Mr. Shuchat, Ms. Roitman, Wilcox pothesis. Prerequisite: 302(1) or 305(1) or permission of the instructor. Ms. Roitman 1

132 MATHEMATICS Directions for Election Placement in Courses and Exemption Examination

310 (2) Functions of a Complex Variable A major in mathematics must include the first Students entering with AP scores of 4 or 5 on 1 semester of 302 and of 305, and either the the AB Examination, or 3 on the BC Examina- Elementary functions and their mapping prop- second semester of 302 or 310. Units of AP tion of the CEEB are eligible for 206 and 207; erties; integration theory; series expansions credits will not be counted toward the mini- those entering with AP scores of 4 or 5 on the of analytic functions. mum of eight units required of majors. Stu- BC Examination of the CEEB are eligible for Prerequisite: 302(1). dents planning to elect both units of either 206 and 208. 302 or 305 should take both units in the same Ms. Wason Examinations for exemption from one or two year. courses in mathematics to satisfy partially

349 (2) Selected Topics Courses 1 00 and 1 02 may not be counted to- the college requirement in science and mathe- 1 ward the major. The department also offers matics will be offered to students who have Topic for 1975-76: Applications of linearalge- Techniques of Mathematics, Experimental been well prepared in the subject matter of bra. Spectral theory and a variety of its appli- 103, which is described on p. 194. 110 and 111 . If students pass both 110 and cations, both within and outside mathe- 1 1 examinations, they will receive exemption Students expecting to do graduate work in matics. In the last half of the semester the from two units in mathematics; if they should mathematics should elect the second semes- students will give a series of seminar presen- pass the 110 examination only, they will re- ter of 302 and of 305, 310, and 349. They are tations, examining applications of their ceive exemption from one unit in mathemat- also advised to acquire a reading knowledge choice. ics. Exemption examinations are not offered of one or more of the following languages: Prerequisite: 302 ) or 305 ). for 100 and 102. (1 (1 French, German, or Russian. Mr. Shuchat Students who expect to teach at the secon- dary school level are advised to elect the sec- 350 (1 (2) Research or Individual Study ) ond semester of 302 or a course in geometry, 1 or 2 and 310. Open to juniors and seniors by permission. Majors who may be practice teaching in their 370 (1-2) Honors Program senior year should elect 302 (1-2) or 302(1) 2 and 310(2) not later than their junior year. Required of honors candidates who choose to Students are encouraged to elect MIT courses do honors research. which are not offered by the Wellesley Col- lege mathematics department. MUSIC .

134 MUSIC

Professor: 101(1-2) Introductory Course 107 (1-2) Afro-American Music Herrmann (Chairman), Jander 1 or2 1 or2 The fundamentals of musicianship. Develop- A survey of Black music in the United States Associate Professor: ment of reading and listening skills. Introduc- and in the Caribbean from its origin in Africa Barry tion to traditional harmony. One unit of credit to the present. The course will examine basic may be given for the first semester. Three theoretical principles as they apply to Black Assistant Professor: periods: one lecture and two section meet- musical culture, the development of styles, Kelly, Shapiro3 ings. and the relationship between musical innova- Open to all oiudents. tion and socio-political events. In the second Lecturer: semester, emphasis will be placed on impro- Miss Barry, Mrs. Shapiro Windham3, Cooke3, Fisk3, IsaacsonS visational concepts and techniques of two

jazz eras : the "Be-Bop" revolution in the 1 03 (1 -2) Introduction to the Literature of and the subsequent "Free Jazz" move- Instructor in Performing Music: Music 1940's Zigfiera (cello), Goetze (piano), Taylor (or- ment. One unit of credit may be given for the 1 or 2 gan), Pappoutsakis (harp), Preble (flute), first semester. Not to be counted toward the A survey course designed to develop musical O'Donnell (voice), (harpsichord). major in music. Odiaga understanding, insight, and povt/ers of obser- Plaster (bassoon and Assistant in Chamber Open to all students except those who have vation through the study of music of various Music), Hartzell (viola gambaand Assis- taken [106]. da styles and periods. A previous knowledge of tant in the Collegium Musicum), Stuart (clari- music is not required. One unit of credit may Mr. Windham net), Linfield (recorder, krummhorn, and be given for the first semester. Not to be Assistant in the Collegium Musicum), counted toward the major in music. Two 151 (1) Freshman Seminar. Music in R. (trumpet cornetto), K. Roth Cook and periods of lecture and one section meeting. Performance (oboe and baroque oboe), Cirillo (violin and Open to sophomores, juniors, and seniors 1 Director of Chamber Music), Smith* (guitar who have taken not more than one unit in mu- A course for freshmen with a strong back- and lute), Arnold (guitar), Fisk (piano), sic, and to freshmen with the permission of ground in theory and performance, designed Lipson (viola), N. Roth (baroque flute), the chairman of the department. to increase their awareness of interpretive and Zaretsky (viola) stylistic problems through a study of selected Mr. Kelly, Mr. Herrmann, Mr. Jander, works observed in live performance. Works Mr. Windham studied will be chosen to take advantage of the rich cultural offerings of the Boston- Cambridge area. Open only to freshmen who have exempted

the first semester of 1 01

Mr. Jander

200 (1-2) Design in Music 2 A survey beginning with Gregorian chant and concluding with electronic music, with em- phasis on live performance and on the incisive analysis of scores. Three periods. Prerequisite: 101.

Mr. Kelly .

MUSIC 135

203 (1-2) Counterpoint 303 (2) The Middle Ages and the 319 (1)* Seminar. The Nineteenth Century 2 Renaissance 1 Two- and three-part writing. Analysis. 1 Normally a different topic each year. Prerequisite; 101 Topic for 1 975-76: The Renaissance style in Open to students who have taken 200 and who bloom and transition. A study of the forces have taken or are taking 31 2. Mr. Fisk (political, cultural, artistic) that evoked the Not offered in 1975-76. transition to Baroque style in Italy and Eng- 208(1)* The Baroque Era land (1550-1625). Comparisons of music by Miss Barry 1 Palestrina, Marenzio, Gesualdo, and Monte- Studies in the music of the 17th and early 18th verdi; and Byrd, Weelkes, Gibbons, and 320 (1) Seminar. The Twentieth Century centuries with emphasis on the works of Bach Tomkins. 1 and Handel. Not to be counted toward the Prerequisite: 200. Topic for 1975-76: Studies in forms and tech- major in music. niques of composition in music during the Prerequisite: 101 or103. Mr. Jander early part of the century, with emphasis on Miss Barry works of Stravinsky and of the Second Vien- 307 The Opera (2) nese School. 1 209(1)* The Classical Era Prerequisite: same as for 303. A study of operatic forms, styles, and tradi- 1 tions from the time of Mozart to the present. Mr. Cooke Studies in the music of Haydn, N/lozart, and Prerequisite: two Grade II units in the liter- Beethoven. Not to be counted toward the ature of music. 321 (1) Seminar. The Age of Bach and major in music. Handel Prerequisite: 101 or 103. Mr. Herrmann 1

Not offered in 1975-76. Topic for 1 975-76: Representative works of 312 (1-2) Harmony J. S. Bach, with emptiasis on The Goldberg 2 210(2)* The Romantic Era Variations and The Saint Matthew Passion. The figured bass. Harmonization of melodies. 1 Prerequisite: same as for 319. Analysis. Three periods. Analysis of representative compositions of Prerequisite: 203. Mr. Jander the 19th century. Not to be counted toward the major in music. Mr. Cooke 322(2) Seminar. The Classical Era Prerequisite: 103 or 200 or 209. 1 316 (1-2) Introduction to Composition Not offered in 1975-76. Topic for 1 975-76: Mozart's chamber music 2 with piano. 214(2)* The Twentieth Century Advanced studies in theory. The principles of Prerequisite: same as for 319. 1 instrumentation. Composition for small en- Miss Barry An introduction to contemporary music. Not sembles. to be counted toward the major in music. Prerequisite: 31 2 and 320. 344(1) (2) Performing Music Prerequisite: 1 03 or 200 or 208 or 209. Not offered in 1975-76. 1 or 2 Mr. Windham Intensive study of interpretation and of ad- vanced technical performance problems in the literature. One hour lesson per week. Open to qualified juniors and seniors who have taken 200 and who meet the qualifica- tions described in the Directions for Election.

The Staff 136 MUSIC Directions for Election Performing Music

350 (1 ) (2) Research or Individual Study A major in music includes 101 , 200, 203, and Private Instruction 1 or 2 312. At least two units of additional study at The music department makes arrangements Directed study in theory, orchestration, com- the Grade III level are strongly recommended. for private instruction in voice, piano, organ, position, or the history of music. Students who plan to undertake graduate harpsichord, harp, violin (baroque and mod- Open to qualified juniors and seniors by study in music should be aware that a knowl- ern), viola, cello, viola da gamba, flute (ba- permission. edge of both German and French is essential roque and modern), oboe (baroque and mod- for work at that level, and a proficiency in Ital- ern), clarinet, bassoon, trumpet, French horn, 370 (1-2) Honors Program ian is highly desirable. Also of value are stud- recorder, cornetto, lute, and guitar (classical 2 to 4 ies in European history, literature, and art. and modern). Required of all honors candidates in the department. Music majors are especially urged to develop Students who contract for performing music their musicianship through the acquisition of instruction are charged at the rate of $224 for basic keyboard skills, through private instruc- a half-hour private lesson per week through- tion in practical music, and through involve- out the year. An additional fee of $25 per year ment in the music department's various per- is charged to all performing music students forming organizations. for the use of a practice studio for one period daily. The fee for the use of a practice studio Training in sight reading, keyboard harmony, for harpsichord and organ is $35. Performing and score reduction is provided without music fees are payable in advance and can be charge to all students enrolled in Music 203 returned or reduced only under limited con- and 312. ditions and upon the approval of the chairman of the Department of Music.

All students at Wellesley who take lessons in performing music are required to take the first semester of Music 101 (basic theory) or gain exemption.

Arrangements for lessons in performing mu- sic are made at the department office during the first week of the semester. :

MUSIC 137

Academic Credit The Chamber Music Society The Chamber Music Society, supervised by a One to four units of 344 may be counted to- faculty member and assistants, presents ward the degree provided at least two units of three concerts each year, plus a number of Grade III work in tfie literature of music are diverse, informal programs. completed. Music 344 sfiould ordinarily fol- low or be concurrent witfi such courses in the The Collegium Musicum literature of music; not more than one unit The Collegium Musicum, directed by a faculty may be elected in advance of election of member and several assistants, specializes in Grade III work in the literature. Only one unit the performance of early music. Members of of 344 may be elected per term. the Collegium enjoy the use of an unusually Permission to elect the first unit of 344 is fine collection of historical instruments: harp- granted only after the student has success- sichords, recorders, krummhorns, violas da fully auditioned for the department faculty gamba, baroque violins, baroque and renais- upon the written recommendation of the in- sance flutes, baroque oboe, cornetto, sack- structor in performing music. This audition but, and lute. ordinarily takes place early in the second Separate consort instruction is available in semester of the sophomore or junior year. viola da gamba and recorder for both begin- Permission to elect subsequent units is ning and advanced players. Members of such granted only to a student whose progress in groups are encouraged to take private instruc- 344 is judged excellent. tions as well.

Performing Organizations The MIT Orchestra Through the The following five organizations are a vital Wellesley-MIT cross-registration extension of the academic program of the program students on the Wellesley campus Wellesley music department are eligible to audition for membership in the MIT Symphony Orchestra. Wellesley mem- The Wellesley College Choir bers of the orchestra have often held solo The Wellesley College Choir, with approxi- positions. mately 80 members, gives concerts on and off campus during the academic year, many of them with men's choirs. Endowed funds pro- vide for at least one joint concert each year accompanied by a professional orchestra.

The Wellesley Madrigal Singers The Madrigal Singers are a chamber chorus of about twenty-five mixed voices. The organiza- tion elects its own student director. Dorm room at the turn of the century. PHILOSOPHY 140 PHILOSOPHY

Professor: 1 01 (1 ) (2) Plato's Dialogues as an 150 (1) Colloquium Stadler (Chairman) Introduction to Philosophy 1 1 For directions for applying see p. 50. Associate Professor: An introduction to philosophy through a Open by permission to a limited number of Putnam*, Congleton study of Plato's views of the nature of man freshman and sophomore applicants. and society, and of the nature of philosophical Assistant Professor: inquiry as found in the early and middle dia- (1) Menkiti, Janik logues taking Socrates as their central con- Capital punishment and relativity of cultures cern. The first half of the course centers on an ex- Visiting Professor: Open to all students. ploration of various philosophical approaches Stavrides Mrs. Stavrides, Ms. Congleton to the justification of capital punishment. We examine the twin issues of social protection

1 06 (1 ) (2) Introduction to Moral Philosophy and ethical revulsion : does society's protec- 1 tion demand, and adequately justify, the im- An examination of the methods by which position of the death sentence on capital

intelligent moral decisions are made through offenders, or is it the case that there are an examination of the views of several major certain ethical and constitutional constraints figures in the history of moral philosophy. An which render justification impossible? In the attempt to develop the capacity to recognize second half of the course the problem of rela- and critically analyze philosophical argu- tivity of cultures and of the values which ments pertinent to the resolution of concrete these cultures bear is studied. Are there moral contemporary issues. assumptions that hold true for all cultures, or Open to all students. is value essentially culturally relative? Read- ings primarily, but not exclusively, from con- Mrs. Stavrides temporary sources.

Mr. Menkiti

200(1) (2) Modern Sources of Contemporary Philosophy

1 A study of the work of Descartes, Hume, and Kant intended as an Introduction to contem- porary concerns in philosophy through a con- sideration of their formation in the work of the post-Renaissance philosophers most cited in current discussion. Some attention will also be given to Rousseau and Vico. The course is intended as preparation for more advanced work both in contemporary philosophy and in the history of modern philosophy. Open to all students except freshmen in the first semester and students who have taken [207] or [208]. Ms. Congleton PHILOSOPHY 141

201 (2) Aristotle 206 (2) Selected Problems in Moral 216(1) Logic 1 Philosophy 1 A study of selected Aristotelian treatises. 1 An introduction to the methods of symbolic Open by permission of the instructor. Focus on a clarification of the nature of jus- logic and their application to arguments in tice and of moral responsibility as discussed ordinary English. Discussion of validity, im- f^rs. Janik by major modern and contemporary philoso- plication, consistency, proof, and of such phers. Application to current problems. topics as the thesis of extensionality and the 202 (2)* Introduction to African Philosophy Prerequisite: same as for 203. nature of mathematical truth. 1 Open to sophomores, juniors, and seniors, For description and prerequisite see Blacl< Mr. Menkiti and to freshmen by permission of the in- Studies 202. structor. 211(2) Philosophy of Religion Not offered in 1975-76. 1 Mrs. Janik An examination of basic problems regarding 203(1) (2) Philosophy of Art the nature of religion, the grounds of religious 217 Philosophy of 1 (2) Science belief, and the character of ritual, with atten- 1 An examination of some major theories of art tion to both traditional and contemporary course for and art criticism. Emphasis on the clarifica- A both science and nonscience positions. majors to tion of such key concepts as style, meaning, increase understanding and appre- Prerequisite : same as for 203. ciation of scientific and truth, and on the nature of judgments and knowledge and the meth- ods of scientists. An examination of concepts arguments about artistic beauty and excel- Not offered in 1975-76. lence. which philosophers of science have found to Mr. Menkiti be particularly interesting, e.g., explanation, Open to freshmen who have taken one unit in law, theory philosophy, and to sophomores, juniors, and construction, experiment and 215 (2) Consciousness, Ideology and seniors without prerequisite. observation, truth. Examples from the history Knowledge of science and contemporary science, drawn Mrs. Stadler 1 from both the "hard" and the "soft" sciences. What factors influence the formation of an Prerequisite: same as for 203. 204(1) (2) Philosophy of Language individual's beliefs? Theses in the sociology Mrs. Janik 1 of knowledge. Readings In Marx, Weber, An investigation of man as the unique user of Mannheim, and others. 218 History of Science I language. The relationship of language ca- Prerequisite: same as for 203. (1) pacity to rationality and morality will also be 1 Not offered in 1975-76. For description and prerequisite see Extra- considered. Readings for the first half of the departmental 218. course will include Whorf, Skinner, Chomsky, Mrs. Putnam

Piaget, and Vygotsky ; for the second half, Wittgenstein. 219(2) History of Science II Prerequisite: same as for 203. 1 For description and prerequisite see Extra- departmental 219. 142 PHILOSOPHY

220 (1) History of Modern Philosophy from 249(1) Medical Ethics 327 (1) Seminar. Ideas of Progress the Renaissance to Kant 1 1

1 A philosophical examination of some central The aim is to discover what exactly is at issue A study of the development of modern philo- problems at the interface between medicine in discussions of the debts which the arts, sopfiical approacfies to knowledge, man, and ethics. Exploration of the social and ethi- sciences, and philosophies of the 20th cen- nature, and society. The course will begin cal implications of current advances in bio- tury owe to their respective historical ante- with a brief consideration of Thomas Aquinas medical research and technology. Topics cedents. The seminar will examine texts in as representative of the approach to which the discussed will include psycho-surgery, gen- the history of art, science, and philosophy

moderns contrasted themselves, and it will der-surgery, genetic screening, amniocen- with a view to clarifying the measure of agree- assume previous study of Descartes, Hume, tesis, euthanasia. ment between different answers to the ques- and Kant. This background will then be used Prerequisite: same as for 203. tions of what progress is and how it is to be in studying the development of modern think- assessed. Readings will include Gombrich, Mr. Menkiti ing through Machiavelli, Galileo, Bacon, Lakatos, and Collingwood. Hobbes, Spinoza, Leibniz, Locke, Berkeley, Open to juniors and seniors by permission of 311 (2) Kant and Rousseau. Emphasis will be on close the instructor. 1 reading and discussion of selected major Intensive study in the philosophy of Kant with Mrs. Stadler, Mr. Kibel (MIT) texts, but attention will also be given to the some consideration of his position in the his- cultural and political context of the philoso- tory of philosophy. 328 (2) Problems in Twentieth Century phers studied. Not open to students who have Open to juniors and seniors who have taken Philosophy and Architecture taken [207] or [208]. 200, or by permission of the instructor. 1 Prerequisite: 200 or other previous study of An investigation of selected major figures in Descartes, and Kant accepted by the Mrs. Stadler Hume, early 20th century European architecture and instructor as equivalent. philosophy such as Wittgenstein and LeCor- 326 (2) Philosophy of Law ft/Irs. Janik busier. Consideration will be given both to 1 certain important individuals and to relation- A systematic consideration of fundamental 221 (2) History of Modern Philosophy from ships between the two disciplines through an issues in the conception and practice of law. Kant to the Early Twentieth Century examination of the cultural milieu of Vienna Such recurrent themes in legal theory as the 1 and other historical phenomena up to World nature and function of law, the relation of law A continuation of Philosophy 220 through the War II. Offered at MIT jointly with MIT 4.660. to morality, the function of rules in legal rea- study of Hegel, Schopenhauer, Kierkegaard, Open by permission of the instructors. soning, and the connection between law and Bentham, Mill, Marx, Nietzsche, and Russell. social policy. Clarification of such notions as Ms. Congleton, Mr. Anderson (MIT) Prerequisite: 220. obligation, power, contract, liability, and Mrs. Janik sovereignty. Readings will cover the natural law tradition and the tradition of legal posi- tivism, as well as such contemporary writers as Hart and Fuller. Open to qualified juniors and seniors, or by permission of the instructor. Mr. Menkiti )

Directions for Election PHILOSOPHY 143

333 (1) Phenomenology and Existentialism Philosophy majors are expected to elect 1 courses in at least two of the following fields:

Central themes in contemporary European (1 logic or the philosophy of science (2) his- ptiilosophy with special emphasis on the con- tory of philosophy, ancient or modern (3) val- tributions of Martin Heidegger. ue theory, i.e., moral or political philosophy, Prerequisite: 200. or the philosophy of art. Students planning graduate work in philosophy are strongly ad- Mrs. Stavrides vised to elect courses in all three fields, and, in particular, in logic. 350 (1) (2) Research or Individual Study 1 or 2 In addition, students majoring in philosophy Open to juniors and seniors by permission. should develop a special competence either in the work of one major philosopher or in one 370 (1-2) Honors Program problem of contemporary concern. Such com- 2 to 4 petence may be demonstrated by passing a

Required of all honors candidates in the course on the Grade III level with an honors department. grade, by 350 work, or by submitting a sub- stantial paper. Special arrangements can be made for students with strong interdepart- mental interests.

A knowledge of Greek, French, or German is desirable. Students planning graduate work in philosophy should acquire a reading knowl- edge of two of these languages.

The department offers the following options

for earning honors in the major field: (1 ) writ- ing a thesis or a set of related essays (2) a two-semester project which replaces the the- sis with some of the activities of a teaching assistant (3) a program designed particularly for students who have a general competence and who wish to improve their grasp of their major field by independent study in various sectors of the field. A student electing option (2) will decide, in consultation with the de- partment, in which course she will eventually assist and, in the term preceding her teach- ing, will meet with the instructor to discuss materials pertinent to the course. Option (3) involves selecting at least two related areas and one special topic for independent study. When the student is ready, she will take writ- ten examinations in her two areas and, at the end of the second term, an oral examination focusing on her special topic. 1885 Wellesley College Crew. PHYSICAL EDUCATION 146 PHYSICAL EDUCATION

Associate Professor; 121 (1-2) Physical Education Activities (1) educa- Scheduled throughout the first semester Vaughan (Chairman) The instructional program in physical tion is divided into four seasons, two each Credit Assistant Professor; semester. To complete the College work in earn 8 points Cochran, Trexler, Burling*, Batchelder, physical education a student must Advanced Wiencke credit points before the end of the junior year. These credit points do not count as academic first aid Instructor; units toward the degree, but are required for Elementary Brown, Tendy, Earle, Allen3, LaPeer3 graduation. Most activities give 1 credit point dance each season, but certain activities give 2 or Elementary more credit points as noted below. Each ac- swimming tivity is divided into classes to provide in- struction in homogeneous groups. Complete Intermediate descriptions of courses are sent to entering gymnastics students. Special fees are charged for a few Life saving and courses and are listed in the course descrip- aquatic safety tions. The total program of activities offered in 1975-76 follows. Self-defense Water safety 235 Contemporary Approaches to Dance (2) instructor and Composition: Practice and Theory aquatic leadership 1 For description and prerequisite see Extra- departmental 235.

-^ - — i=-:. •-••VuL-;S2;-^-*iKS5?5»««a8*S55^^ PHYSICAL EDUCATION 147

Season 1 . Scheduled in first half of first (2) Season 3. Scheduled in first half of second semester Scheduled throughout the second semester semester

Canoeing, crew. Each activity 1 Afro-American dance. Each activity 1 experienced dance, Advanced first aid 4 badminton, ballet I, golf, hiking and back- dance conditioning, Elementary packing, horseback elementary gymnas- dance 2 riding, independent tics, experienced programs, individual Elementary dance, fencing, gym- exercise activities, swimming 2 nastics, independent intermediate dance, Human performance programs, individual svi/imming, tennis, exercise activities, (psychological per- volleyball intermediate dance, spective) 4 intermediate volley- Mask-fin-snorkel, Each activity 2 Intermediate ball, skiing, squash, sailing gymnastics 2 swimming, trampoline

Season 2. Scheduled In second half of first Intermediate yoga 2 MasK-fin-snorkel, Each activity 2 semester Life saving and ski instructor Badminton, diving, Each activity 1 aquatic safety 3 elementary gymnas- Season 4. Scheduled in second half of tics, elementary swim Self-defense 2 second semester and watermanship, Water safety Archery, canoeing, Each activity 1 elementary volleyball, instructor and crew, elementary experienced dance, aquatic leadership 4 experi- fencing, gymnastics, volleyball, enced dance, golf, horseback riding, gymnastics, hiking independent pro- grams, individual and backpacking, horse- back riding, independent exercise activities, intermediate dance, programs, individual squash, swimming, exercise activities, trampoline, yoga intermediate dance, jazz dance, swim- Human performance ming, tennis (physiological per- spective) Human performance Each activity 2 (physiological per- Scuba spective), sailing,

Seminar. Sport in scuba, standard first society (Not offered in 1975-76. aid

Standard first aid Seminar. Sport in society (Not offered in 1975-76.)

Reading period. Open water diving 148 PHYSICAL EDUCATION Directions for Election

Each student is expected to complete a mini- mum of two seasons a year until Physical Education 121 is completed. A student may elect a course which is scheduled throughout a semester, two courses concurrently, or may choose not to elect a course during some seasons.

Students should select courses which meet their present and projected interests in physi-

cal activities. It is hoped that students will gain knowledge of the relation of physical activity to the maintenance of general well- being; that they will achieve a level of ability, understanding, and participation in sports, dance, and /or exercise so that they may ex- perience satisfaction and enjoyment; and that they will be able to swim with sufficient skill to participate safely in recreational swimming and boating.

A student's choice of activity is subject to the approval of the department and the College Health Services. Upon recommendation of a College physician and permission of the de- partment a student may enroll in a modified program.

Students may continue to enroll in physical

education after Physical Education 1 21 is completed. Members of the faculty may elect activities with the permission of the depart- ment. PHYSICS 150 PHYSICS

Professor: 101 (2) Physics in Perspective 105 (1) General Physics I Guernsey (Chairman), Fleming 1 1 Qualitative discussion of the evolution of Elementary mechanics; introduction to wave Associate Professor: physics from classical to modern concepts phenomena. Not open to students who have Brown with emphasis on 20th century physics. Each taken [103]. student will write a final paper. Laboratory in Open to students who offer physics for ad- Assistant Professor: alternate weeks. Not to be counted toward the mission and who are not eligible for 110. minimum major. von Foerster, Mitchell3 Mr. von Foerster Open to all students. Laboratory Instructor: Miss Fleming 106(1) (2) General Physics II Benson 1 102 (2)* Physics of Perception and Electricity and magnetism: wave phenomena Unless otherwise noted all courses meet for Aesthetics and optics. Biological examples. Two periods two periods of lecture and discussion weekly 1 weekly with a third period every other week. and all Grade I and Grade II courses have one Qualitative discussion of some of the physi- Prerequisite: [100] or [103] or 104 or 105 and three-hour laboratory appointment weekly. cal problems arising in psychology, art, and Mathematics 108 or 110, or open by permis- music. Each student will write a final paper sion to juniors and seniors who offer physics applying physical principles to a particular for admission. field of interest. Laboratory in alternate Mr. Mitchell, Ms. Brown weeks. Not to be counted toward the mini- mum major. 107 (2)* Energy Open to all students. 1 Not offered in 1975-76. Qualitative and, at times, quantitative discus- sion of the role of energy in physical systems: IVIr. von Foerster discussion of the various forms of energy, of their relationships, and of the transformation 104 (1) Basic Concepts In Physics of one form into another; general physical 1 principles and applications to technology, as Forces, fields, conservation laws, waves, well as to other sciences. Each student will duality of nature. Two periods weekly with a write a final paper applying the physical prin- third period every other week. Three and one- ciples to a particular field of interest. Labora- half hour laboratory appointments in alternate tory in alternate weeks. Not to be counted weeks. Not open to students who have taken toward the minimum major. [100]. Open to all students except those who have Open to all students who do not offer physics taken Chemistry 102, spring 1975. A knowl- for admission and by permission of the in- edge of high school algebra and trigonometry structor to juniors and seniors who offer is assumed. physics for admission. Miss Fleming Mr. von Foerster . . .

PHYSICS 151

110 (1) Advanced General Physics 206 (2)* Electronics 306 (1) Mechanics 1 1 1 Mechanics, wave motion, optics. Two periods Fundamental principles of electron tubes and A vector analytical presentation of Newtonian weekly witti a third period every other weel<. transistors; application to power supplies, mechanics. Two periods weekly with a third Open to students who offer physics for ad- amplifiers, oscillators, modulators. Intro- period every other week. mission and are taking tvlat hematics 108 or duction to integrated circuits. Prerequisite: 201 or 202 or permission of the

111 , and by permission of the instructor to Prerequisite: 201 instructor. students have completed Mathematics who Mrs. Guernsey, Ms. Brown Miss Fleming 111. tvlrs. Guernsey 216 (2) Applications of Mathematics to the 314(2) Electromagnetic Theory

Physical Sciences I 1

112 (2) Evolution: Change through Time 1 Maxwell's equations; electromagnetic waves 1 For description and prerequisite see Extra- and radiation; physical optics. For description and prerequisite see departmental 216. Prerequisite: 201 and 306, and 217 or Mathe- Experimental 112. matics 208. 217 Applications of Mathematics to the (1) Ms. Brown 200 (2)* Modern Physics Physical Sciences II

1 1 321 (1) Quantum Mechanics Basic principles of relativity and quantum For description and prerequisite see Extra- 1 theory, and of atomic and nuclear structure. departmental 217. Interpretative postulates of quantum mechan- Prerequisite: 106 or 110. Prerequisite or co- ics; solutions to the Schroedinger equation; 249 (1)* Selected Topics requisite: Mathematics 111 operator theory; perturbation theory; scatter- 1 Mr. Mitchell ing; matrices. Seminar on the foundations of Quantum Prerequisite: 21 7 or Mathematics 21 0. Theory: historical development, mathematical In addition, one unit of Grade II physics, or 201 (2) Electricity foundations, and philosophical problems. permission of the instructor. 306 is recom- 1 Students will present papers on topics of Fundamental laws of electric and magnetic mended. interest to them. fields; electric circuits; electric and magnetic Prerequisite: 200 or Mathematics 206 or the Ms. Brown properties of matter. Laboratory includes equivalent, or permission of the instructor. practice in the use of the oscilloscope and 349 (2) Selected Topics other measuring instruments. Mr. von Foerster 1 Prerequisite: 106 or 110, and Mathematics Normally a different topic each year. 305 (2)* Thermodynamics 111. Prerequisite: 321 or permission of the 1 Miss Fleming instructor. The laws of thermodynamics; kinetic theory of gases; statistical mechanics. Not offered in 1975-76. Optical Physics 202(1) Prerequisite: 106 or 110, and 217 or Mathe- 1 matics 208. 350 (1) (2) Research or Individual Study Wave theory as applied to optical phenomena. 1 or 2 Not offered in 1975-76. Interference, diffraction, birefringence, polar- Open by permission to juniors and seniors. ization, dispersion. Introduction to modern Ms. Brown optics including lasers and holography. 370 (1-2) Honors Program Prerequisite: same as for 201 2 to 4 Ms. Brown Required of all honors candidates in the department. 152 PHYSICS Directions for Election Exemption Examination

Credit will be given for only one of the follow- An examination for exemption from Physics ing courses: (100). [103], 104, 105, 110. 110 is offered to students who present one admission unit in physics. Students who pass A major in pfiysics should ordinarily include this examination will be eligible for Grade II 201 , 202, 306, 31 4, and 321 . Extradepartmen- work in physics. No unit of credit will be given tal 216 or Mathematics 208 is an additional for passing this examination. requirement. One unit of another laboratory science is recommended.

A reading knowledge of two of the following languages is desirable for students planning to attend graduate school: French, German, Russian.

Physics 101 , 102, and 107 do not fulfill the requirements for medical school. Premedical students are referred to the requirements given on p. 48. POLITICAL SCIENCE .

154 POLITICAL SCIENCE Comparative Politics

Professor: 100 (1) (2) Political Science and Modern 201(1) The Variety of Regimes Stratton, Evans, Miller Politics 1

1 A comparison of various types of regimes, Associate Professor: Introduction to the study of politics. Focus including both historical and contemporary Schechter (Chairman), Stettner will be on the role of values in political sys- examples. Discussion of the goals of each tems, the nature of political conflict, the or- regime, its theoretical basis or ideology, Assistant Professor: ganization and operation of executive, legis- method of leadership selection, and the for- Just, Baras*, Smookler lative, and judicial institutions. During the mal and informal machinery of government. first half of the semester there will be one Case studies will draw on the experience of Instructor: lecture each week by different members of Greek city-states, parliamentary democra- Sullivan the department, followed by small discussion cies, and selected communist and fascist sections which will explore the content of the states. The class will evaluate several at- lecture and questions raised by the lecturer. tempts, both ancient and modern, to con- In 1975-76 the introductory lectures will be struct a comprehensive theory of comparative integrated around the common theme of the politics. American political experience. The second Prerequisite: one unit in political science, or half of the course will be conducted in small two units in economics, history, psychology, seminars, each exploring a particular prob- or permission of the instructor. lem; students will choose the seminar they Not offered in 1975-76. wish to attend. In 1974-75 seminar topics were: The first president and the last; Thucyd- Mr. Baras ides' history of the Peloponnesian War; the

government and politics of colleges and uni- 204 (1 ) Comparative Politics of the versities; the federal government and the Developing Areas urban crisis; relations between political sci- 1 ence and the natural sciences; the contem- Study of selected aspects of African, Asian, porary American presidency; ethnic politics. and Latin American political systems, with Open to all students. emphasis upon use and evaluation of analyti- cal concepts in recent literature; political The Staff change, national integration, and legitimiza- tion among problems considered. Prerequisite: same as for 201 Mr. Sullivan . ..

POLITICAL SCIENCE 155

205 (1) Politics of Western Europe 300 (2) Politics of East Asia 305 (1) Seminar

1 1 1 A comparative study of democratic politics in National and international politics in Asia, Topic for 1975-76: To be announced. western Europe. The course will focus on with special reference to China. Japan, India, Open to juniors and seniors by permission of political development in Great Britain, and the Soviet Union will provide points of the instructor. and and will the and comparison. People's Re- France, Germany examine contrast The Mr. Sullivan role of political culture, parties, interest public of China will be considered as an ex- groups, and leaders in the political process. periment in the implementation of a radical Contemporary problems in civil rights, eco- political ideology as well as a response to the nomics, and European integration will be challenge of economic development. explored. Prerequisite: same as for 201

Prerequisite: same as for 201 . History 101 fyir. Sullivan and/or one unit in American or comparative politics are recommended. 301 (1) Politics of the Soviet Union and Mrs. Just Eastern Europe

1 207(1) Politics of Latin America Study of politics and government in the Soviet 1 Union and eastern Europe: the interrelation- Study of politics in selected Latin American ship of ideology and power, leadership, politi- states including Argentina, Brazil, Chile, and cal institutions, and policy formation. Mexico, treating dynamics of power develop- Prerequisite: same as for 201 ment, reform and revolution, foreign policy, and factors underlying policy formation.

Prerequisite: same as for 201 : by permission 304 (2) Studies in Political Leadership to qualified students who have taken Spanish. 1 Not offered in 1975-76. The interaction of psychology and politics will be emphasized in conceptual approaches 209 (2) Politics of Subsaharan Africa and case studies. Special attention will be 1 given to U.S. presidents as political leaders An examination of the problems of decoloni- and women as political leaders. Individual zation, national integration, and mobilization research and student reports.

In selected African states, including Ghana, Open to students who have taken one Grade II Nigeria, Ivory Coast, Tanzania, and ZaTre. unit in international relations, American or Prerequisite: same as for 201 comparative politics, or by permission of the instructor. Not offered in 1975-76. Miss Miller ... .

156 POLITICAL SCIENCE American Politics

210 (1) (2) Elections, Parties, and Interest 215 (2) Bureaucratic Behavior and Policy Groups in American Politics Analysis

1 1 Analysis of political behavior in America. The Introduction to the foundations and recurrent impact of issues and opinions on leadership themes in the study of modern bureaucracies. recruitment, political campaigns, and voting The course will focus on bureaucratic policy- behavior. The role of elections, political par- making in a technologically changing environ- ties, and interest groups in the policy pro- ment and will evaluate the role of the new cess, and the prospects for change. technological bureaucracies including the Prerequisite: same as for 201 FEA, EPA, and AEC. Issues to be examined include the controversy of politics versus Mrs. Just administration, modern bureaucracies and democratic theories, the effect of individual 211 (1)(2) Policy-Making in the Federal behavior Government and other social-psychological aspects of bureaucracies on policy and the 1 impact of values, expertise, and communica- Study of the behavior of the President and his tion in bureaucratic decision-making. immediate advisors, bureaucrats, the judi- Prerequisite: same as for 201 ciary, and members of Congress and their staffs as revealed in representative case stud- Ms. Smookler ies of domestic and foreign policy-making.

Among cases considered have been Truman's 310 (2) Political Decision-Making in the decision to resist the North Korean invasion United States

of South Korea, the Cuban missile crisis, the 1 steel seizure of 1952, authorization and opera- Analysis of the policy-making process based tion of the Council of Economic Advisors, and on simulation of decision-making in execu- the supersonic transport controversy. tive, legislative, and /or judicial units at differ- Prerequisite: same as for 201 ent levels of government in the United States.

ivlr. Stratton Four or five nationally important questions considered with all class members playing 212(1) Urban Politics roles as advocates, witnesses, decision-

1 makers, or analysts; evaluation of role-play- An introduction to contemporary urban politi- ing and extent to which relevant considera- cal problems. Analysis and evaluation of the tions are taken into account in reaching formation, implementation, and impact of decisions. selected urban policies such as housing, edu- Prerequisite: one Grade II unit in American cation, police and courts, welfare, and trans- politics or permission of the instructor. portation. Consideration of trends in national Mr. Schechter urban policy, intergovernmental relations, and patterns of political involvement and con- flict. Opportunities for group and individual field work in the metropolitan Boston area. Prerequisite: same as for 201 Ms. Smookler . .

International Relations POLITICAL SCIENCE 157

311 (1) Seminar 221 (1)(2) World Politics 323 (2) Seminar

1 1 1 Topic for 1975-76: Private interests and public An introduction to the international system Topic for 1975-76: Games nations play. The issues in American politics. A study of the with emphasis on contemporary theory and seminar will consider the importance of im- dynamics of group pressures in American practice. Analysis of the bases of power and ages and other psychological phenomena in politics. Discussion of interest group strate- influence, the policy perspectives of principal the conception and execution of foreign poli- gies, tactics, and relative access to the public states, and the modes of accommodation and cies and will compare traditional and modern agenda. Problems of pluralism, equality, and conflict resolution. uses of diplomatic, economic, and military democracy are examined in the contemporary Prerequisite; same as for 201 instruments, such as personal or summit setting. Wellesley-MIT Experimental diplomacy, embargoes on natural resources See Miss Miller Course Exchange on p. 161 like oil, and threats of force to signal ambigu- Open to juniors and seniors by permission of ous intentions. Case study of the 1973 Middle 222 (2) Comparative Foreign Policies the instructor. East War. Individual research and student 1 reports. tyirs. Just An examination of factors influencing the Open to juniors and seniors who have taken formulation and execution of national foreign 221 , or by permission of the instructor. 312 (1) Seminar policies in the contemporary international 1 system. Comparisons and contrasts between Miss Miller Topic for1975-76: Energy and politics. The "advanced" and "developing" countries will seminar w/ill explore political aspects of the be stressed, especially the varying signifi- development and utilization of oil, coal, gas, cance of domestic sources of foreign policy in hydroelectric powder, and nuclear energy, western and nonwestern settings. beginning with some basic reading and fol- Prerequisite: one unit in international rela- lowed by detailed reports based upon current tions or comparative politics. materials by members of the seminar. Prerequisite: same as for 305.

Mr. Stratton 321 (1) The United States in World Politics 1 An examination of American foreign policy since 1945. Readings will include general critiques and case studies designed to illumi- nate both the processes of policy formulation and the substance of policies pursued. Con- sideration of future prospects and current research strategies. Prerequisite: one unit in international rela- tions or permission of the instructor.

Miss Miller . .

158 POLITICAL SCIENCE Legal Studies

330 (1) (2) Law and the Administration of 332(1) The Supreme Court in American Justice Politics

1 1 Fundamentals of the American legal process, Analysis of major developments in constitu- Including development of common law, tional interpretation, the conflict over judicial courts and judges, civil and criminal proceed- activism, and current problems facing the ings, consumer rights and duties, criminal Supreme Court. Emphasis will be placed on liability, interaction of \a\N and politics, limits judicial review, the powers of the President of a legal system, some comparison with Civil and of Congress, federal-state relations, and Law System. Legal research and moot court individual rights and liberties. Each student practice. will take part in a moot court argument of a

Open to students who have taken one Grade II major constitutional issue. for 201 \ / unit in Group B, and by permission of the Prerequisite: same as instructor to sophomores. Recommended for Mr. Schechter students who are planning to take 331 or 332.

Miss Evans 333 (2) Seminar

1

331 (2) International Law Topic for 1 975-76: Law and social change- 1 emerging constitutional rights of women, The law applicable to the relations of States, racial minorities, and the poor. Analysis of ^ international organizations, and individuals in contemporary legal, political, and adminis- the international community, considering trative issues. Focus on the equal protection law-making processes, settlement of public clause of the Fourteenth Amendment, the and private disputes, national claims to ma- proposed Equal Rights Amendment, and rine areas, control of international terrorism, statutes such as Title VII of the 1964 Civil nationality and alienage, regulation and pro- Rights Act. The seminar will examine the role tection of foreign trade and investments, revi- of interest groups, political leaders, bureau- sion of laws of war. Legal research and moot crats, and judges in conflicts such as employ- court practice. ment discrimination, affirmative action pro- Open to students who have taken 330 or two grams, school segregation, housing for the units in international relations, or by permis- poor and racial minorities, welfare rights. See sion to other qualified students. Wellesley-MIT Experimental Course Ex- Miss Evans change on p. 161 Prerequisite: one unit of legal studies or permission of the instructor. Mr. Schechter Political Theory and Methods POLITICAL SCIENCE 159

334 (2) Seminar. The Criminal Justice 240 (1)* Classical and Medieval Political 249 (2) Political Science Laboratory System Ttieory 1 1 1 The role of empirical data and the use of the An examination of how the criminal justice Study of selected classical, medieval, and computer in the study of comparative politics, system worlds, considering the functions of early modern writers such as Plato, Aristotle, public opinion, and political behavior. Fre- police, prosecutor, defense counsel, and Cicero, St. Augustine, St. Thomas Aquinas, quent exercises introduce students to topics court in the processing of criminal cases; IVIachiavelli, Luther, Calvin, and Hooker. in descriptive statistics, probability and uses of discretionary power in regard to inter- Views on such questions as nature of political sampling, questionnaire design, cross tabula- national and national rendition of fugitive man; interpretations of such concepts as free- tion; tests of significance, regression, corre- offenders, arrest, bail, plea bargaining, and dom, justice, and equality; legitimate powers lation and modeling. Emphasis is on con- sentencing; scope and limits of the legal of government; best political institutions. cepts in data analysis. No previous knowl- rights of the offender. Each student will con- Some attention to historical context and to edge of mathematics, statistics, or comput- duct a seminar session on preUminary work importance for modern political analysis. ing is required. for the student's seminar paper. Prerequisite: one unit in political science or Prerequisite; one Grade II unit in political Prerequisite; 330 or permission of the two units in economics, history, philosophy, science or permission of the instructor. instructor. psychology, or sociology. IVIrs. Just Ivliss Evans IVlr. Stettner 340 (1)* American Political Thought 241 (2) Modern and Contemporary Political 1 Theory Examination of American political writing, 1 with emphasis given to the Constitutional Study of political theory from the 17th century period. Progressive Era, and to contemporary to the present. Among the theorists studied sources. Questions raised include: origins of are Hobbes, Locke, Hume, Rousseau, Burke, American institutions, including rationale for Ivlill, Hegel, IVIarx, and Nietzsche. Views on federalism and separation of powers, role of such questions as the nature of political man; president and congress, judicial review, etc.; interpretations of such concepts as freedom, American interpretations of democracy, justice, and equality; legitimate powers of equality, freedom and justice; legitimate government; best political institutions. Some powers of central and local governments. attention to historical context and to impor- Attention paid to historical context and to tance for modern political analysis. importance for modern political analysis.

Prerequisite' same as for 240. Prerequisite: one Grade II unit in political science, economics, history, philosophy, IVlr. Stettner psychology, or sociology, or permission of the instructor.

Not offered in 1975-76.

Mr. Stettner 160 POLITICAL SCIENCE

341 (2) Issues and Concepts in Political 370 (1-2) Honors Program Theory 2 to 4 1 Required of all honors candidates in the Study of such political concepts as freedom, department. justice, equality, democracy, power, revolu- tion, civil disobedience, and political obliga- 380 (1) Mini Courses tion. Discussion of related issues, including V2 implications for political systems of adopting Intensive six-week study of a specialized top- these concepts and problems which result ic. One unit of credit will be given for two mini when these values conflict with one another. courses: no credit will be given for one mini Emphasis on contemporary political prob- course. lems and sources. Study of two topics in the course of the se- Prerequisite: same as for 340. mester, six weeks devoted to each. In 1974-75 the topics were: Impeachment of the Presi- Ivlr. Stettner dent and Reform of Congress. Open to juniors and seniors by permission of 349 (2) Seminar the instructor. 1 Normally a different topic each year. Not offered in 1975-76. Prerequisite: same as for 305. Mr. Stratton Not offered in 1975-76. Mr. Stettner

350 (1) (2) Research or Individual Study 1 or 2 Individual or group research of an exploratory or specialized nature. Students interested in independent research should request the as- sistance of a faculty sponsor, and plan the project, readings, conferences, and method of examination with the faculty sponsor. Open by permission to juniors and seniors. . . .

Wellesley-MIT Experimental Course POLITICAL SCIENCE 161 Exchange

Two MIT courses and two Wellesley courses 333 (2) Seminar have been selected for the experiment, and 1 deliberate efforts will be made to enroll ap- Topic for 1975-76: Law and social change- proximately an equal number of MIT and emerging constitutional rights of women, Wellesley students in each course. The cours- racial minorities, and the poor. For descrip- es will meet once a week, on a rotating basis tion and prerequisite see Political Science between the two campuses. Students will 333. receive academic credit from the institution sponsoring the course. However, the MIT 17.50 (2) Political Crises in South Asia: courses will not count as exchange units for India, Pal

A major in political science nnay be broad in

scope, or it may tiave a special focus, e.g., metropolitan regional problems, environmen- tal politics, area studies, international poli- tics, legal problems of minorities, political ethics. Political SciencelOO, wtiich provides an introduction to the discipline of political science, is strongly recommended for stu- dents planning to major. The department of- fers courses, seminars, and research or inde- pendent study in five fields: American govern- ment, comparative government, international relations, legal studies, political theory and methods. Of the eight units comprising a minimum major, two units must be taken in each of three of these five fields. At least three of these six distribution units must be taken in the Department of Political Science at Wellesley. Units taken at another institu- tion in orderto fulfill the field requirement must be approved by the department.

Graduate work in political science leading to the Ph.D. usually requires a reading knowl- edge of two foreign languages and, tor many specialties, a knowledge of statistical tech- niques or an introduction to the calculus.

Students participating in the Wellesley Wash- ington Summer Internship Program or the Wellesley Urban Politics Summer Internship Program may arrange with the respective di- rectors to earn credit for independent study.

The experimental exchange of faculty and courses between the political science depart- ments of Wellesley and MIT is described on p. 161. PSYCHOLOGY . ..

164 PSYCHOLOGY

Professor: 101 (1)(2) Introduction to Psychology 207R (1) (2) Research Methods in Child Zimmerman 1 Development Study of selected research problems from 1 Associate Professor: areas such as personality development, learn- An introduction to research methods appro- J Dickstein*, Furumoto (Chairman) ing, and cognition to demonstrate ways in priate to the study of child psychology, indi- I which psychologists study behavior. vidual and group projects. Laboratory. Each ] ' Assistant Professor: Open to all students. section typically limited to ten students. Not Schiavo, Clinchy, Banik, Finison, Moore, open to students who have taken or are taking Miss Zimmerman, Mr. Moore IVIooreS, Rierdan, Koff, Weingarten, Mokros 210R, or212R. Prerequisite: 201 and 207. 201 (1)(2) Statistics Instructor: 1 Mr. Banik, Mrs. Clinchy Riederer The application of statistical techniques to the analysis of psychological data. Major 210 (1) (2) Social Psychology Lecturer: emphasis on the use of statistics as a tool for 1 Stivers the evaluation of published research and for The individual's behavior as it is influenced by use in the student's own research in more other people and the social situation. Study Researcfi Assistant: advanced courses. A considerable part of the of social influence, interpersonal perception, Eister course will be devoted to laboratory exercises social evaluation, and various forms of social in and out of class. Three periods of com- interaction. Three periods of lecture, discus- bined lecture-laboratory. sion, and demonstration. Prerequisite: 101 Prerequisite: 101

Mr. Finison, Mr. Riederer Mr. Finison, Mr. Schiavo

207 (1) (2) Child Development 210R (2) Research Methods in Social 1 Psychology A survey of child behavior and psychological 1 development from birth through adolescence, An introduction to research methods appro- with emphasis on infancy and early child- priate to the study of social psychology, indi- hood. Theory and research pertaining to per- vidual and group projects on selected topics. sonality, social and cognitive development Laboratory. Each section typically limited to are examined. Two periods of lecture and one ten students. Not open to students who have of discussion or observation of children. taken or are taking 207R, or212R. Prerequisite: 101 Prerequisite: 201 and 210. Mrs. Clinchy, Mr. Banik, Ms. Mokros Mr. Schiavo

212(1) (2) Personality

1 Selected theories of personality as applied to the normal individual. Some emphasis on relation of theories to selected topics and/or case studies. Prerequisite: 101 Ms. Rierdan, Ms. Moore, Ms. Weingarten . . . . .

PSYCHOLOGY 165

301 Seminar 219 (1) Learning (1) 212R (1) (2) Research Methods in 1 1 Personality each year. Basic problems and research findings at the Normally a different topic 1 instructor to jun- human and animal levels. Among topics stud- Open by permission of the An introduction to research methods appro- two and parameters of reinforce- iors and seniors who have taken 101 and priate to the study of personality. Individual ied; schedules generalization, con- Grade II units, including 207. and group projects. Laboratory. Each section ment, discrimination, reinforcement, and behavior corre- typically limited to ten students. Not open to ditioned Not offered in 1975-76. reinforcement. students who have taken or are taking 207R, lated with negative Prerequisite; 101 or210R. 303 (1) (2) The Psychological Implications Prerequisite: 201 and 21 2. Ms. Furumoto of Being Female Mr, Moore, Ms. Rierdan 1 changing pat- 220R (2) Research Methods in Experimental Consideration of some of the terns in the behavior of women, including 216(1) Psycholinguistics Psychology differences. Some 1 literature in the area of sex 1 research methods em- of the following topics will be examined; the- Consideration of psychological theories of An introduction to psychology including oretical formulations of the psychology of language, including such topics as an intro- ployed in experimental of learning, perception, and cogni- women, case studies; results of research on duction to linguistics, language acquisition, the fields projects. Oppor- sex differences in humans and animals; so- speech perception, meaning, and the relation tion. Group and individual appropriate determinants of sex-stereotyped be- between language and thought. tunity for student selection of an cial independent project. Laboratory. havior. Prerequisite; 101 have taken Prerequisite; 1 01 and 201 (201 may be taken Open to juniors and seniors who Mrs. Koff concurrently or waived by permission of the 101 and two Grade II units. or 21 or 21 9. instructors); and 21 6 or 21 7 8 Ms. Moore, Ms. Weingarten 217 (2) Cognitive Processes Furumoto, Mr. Riederer 1 Ms. 306(2) Behavior Change An examination of basic issues and empirical Seminar 1 research in human information processing. 300(1) (2) Examination of theories of psychotherapy and Topics will include pattern recognition, 1 of the Keller Plan behavior change. The course will be focused memory processes, concept learning, prob- Topic for 1 975-76; Study teaching, which per- on an analysis of the assumptions and prac- lem solving, judgment and reasoning. method of learning and through course ma- tice of psychodynamic, client-centered, Ges- Prerequisite; 101 mits a student to move terial at her own pace. Seminar members con- talt, behavioral, and encounter therapies. Mr. Riederer struct materials for the Keller Plan portion of Attention will also be given to "radical thera- advisors to 101 students for pies" and the work of R. D. Laing. Students 101 . act as Keller 218(2) Perception five weeks, and later evaluate the Keller Plan will participate in a self or other change 1 work. Advantages and disadvantages of Keller project. approaches to Experimental and theoretical Plan learning; some comparison of Keller Open to juniors and seniors who have taken in perception including visual 212 or selected topics Plan and other innovative teaching programs 101 and two Grade II units including form, and motion; speech perception; space, in colleges. 219. perceptual learning and development; and the permission of the instructor to stu- Open by Mr. Moore variables in perception. role of personality dents who have taken 1 01 Prerequisite; 101 Miss Zimmerman Mrs. Koff 166 PSYCHOLOGY

307 (2) Adolescence 311(1) Seminar. Social Psychology 313 (2) Seminar

1 1 1

Consideration of physicai, cognitive, social, Topic for 1 975-76: Psychological study of Topic for 1 975-76: Culture and development. and personality development during adoles- family interaction. Application of social psy- The investigation of the influence of culture cence. Emphasis will be on recent research. chological variables and small group theories and society on cognitive and personality de- Prerequisite: same as for 303. to the study of the internal processes of fam- velopment. Topics will include the effects of ily interaction. Topics will include mate selec- environmental deprivation on intellectual and Ms. Mokros tion, family structure, power, decision-mak- emotional development, experimental studies ing, coalition formation, and conflict resolu- attempting to validate Freudian and Piagetian 309 (1) (2) Abnormal Psychology tion. The approach will consider marital inter- theories in nonwestern cultures, and the spe- 1 action, parent-child interaction, and the fam- cial problems in the development of lower Consideration of major theories of neurosis ily as a unit. Some consideration given to the class. Black children in a white, middle class and psychosis. Illustrative case materials. research methods used to study family inter- society. Selected issues in prevention and treatment action. Open by permission of the instructor to ju- of emotional problems. Open by permission of the instructor to ju- niors and seniors who have taken 101 and two Open to juniors and seniors who have taken niors and seniors who have taken 101 and two Grade II units including 207. 101 and two Grade II units including 212. Grade II units, including 210. Mr. Banik Mrs. Stiver, Ms. Rierdan Mr. Schiavo 317 Seminar. Cognitive Development in 310(1) Group Dynamics (1) 312 (2) Seminar College 1 1 Topics to be considered include leadership, 1 Topic for 1 975-76; The acquisition of schizo- An examination of significant changes in influence, group norms, decision-making, phrenic behavior. A definition of "schizo- thinking during the college years. Major focus and intergroup relations. Focus on the inter- phrenia" will be attempted through considera- on the theories of Perry and Kohlberg and on action between individual behavior and group tion of theoretical models, case studies, and research based on these theories concerning phenomena. The course includes participa- autobiographical reports. Different approach- college students' changing views on issues tion in an unstructured group. es to explaining the acquisition of schizo- such as authority, truth, justice, and commit- Open by permission of the instructor to ju- phrenia, as well as strategies for the change ment. Consideration of ways in which col- niors and seniors who have taken 101 and two of schizophrenic behavior, will be considered. leges may facilitate or retard students' devel- Grade II units in psychology and/or sociology permission of and anthropology. Open by the instructor to ju- opment. niors and seniors who have taken 101 and two Prerequisite: 101 and two Grade II units in Not offered 1975-76. Grade II units including 212. including 207. Ms. Rierdan Mrs. Clinchy .

PSYCHOLOGY 167

340 (2) Social Psychology and Industrial 318 (1)(2) Seminar. The Psychology of 328 (2) Seminar Society Language 1 child, the family, and 1 1 Topic for 1975-76; The children in the Examination of the psychology of work and The study ot normal language acquisition, the family treatment. The study of Factors the psychological consequences of the biological substrate of language (cerebral context of their families and society. growth of industry. Investigation of the nature dominance and lateralization of speech and that contribute to optimal growth or serious will of work as it relates to such psychological language function), language pathology disturbance within the family be satisfaction and feelings of self- (developmental disorders, aphasia), and explored, and individual pathology will be variables as dysfunction. A variety of worth. Consideration of recent experiments in language learning in nonhuman primates. related to family attempt to promote industry as they relate to these concepts. Open to juniors and seniors who have taken treatment modalities that in families and their members will be Readings will include Herzberg, Adorno (The 101 and at least \v^o Grade II units, including change Authoritarian Personality), Fromm, and 216. studied. Open by permission of the instructor to Maslow. Koff Ivlrs. juniors and seniors who have taken 101 and Prerequisite; 101 and two Grade II units.

Grade II units including 207 and 212. two Mr. Finison 325 (2) History of Psychology Weingarten 1 Ms. issues, and The history of selected topics, 345(1) Neuropsychology in vi/ith an emphasis on 330(1) Seminar systems psychology 1 sources. The field of 1 the analysis of primary Study of the structure and function of the Normally a different topic each year. psychology will be analyzed as a developing system with particular emphasis on ju- nervous of ideas. The influ- Open by permission of the instructor to science and as systems the brain. Normal and pathological relation- sex differences niors and seniors who have taken 101 and two ence of ideologies of race and ships between brain processes and such examined. There will Grade II units, or 101 and Biology [105]. on psychologists will be aspects of human behavior as emotion, atten- current issues in the also be discussion of Not offered in 1975-76. tion, memory, learning, and language will be historiography of psychology. considered. Readings will include human taken Open to juniors and seniors who have experimental and clinical studies and relevant 101. animal studies. 335(1) Seminar permission of the instructor to ju- Not offered in 1975-76. Open by 1 niors and seniors who have taken 1 01 and two Mr. Finison and attention. Topic for1975-76; Memory Grade II units. Consideration of major empirical and theoreti- Development Mrs. Koff 327 (1) (2) Seminar. Child cal issues in contemporary research on hu- 1 man memory and attention. Emphasis will be of chil- Topic for 1 975-76; Behavior problems on conceptions of memory processes in dren. This seminar will deal with social and relation to mental operations. cognitive factors involved in the dynamics, Open by permission of the instructor to ju- of development, maintenance, and treatment niors and seniors who have taken 101 and two children's behavior problems. Grade II units, including 217. Prerequisite; same as for 301 Mr. Riederer Ms. Mokros 168 PSYCHOLOGY Directions for Election

349 (1) Theories of Child Development A major in psychology must include 101 and

1 201; one of the following; 207, 210, 212; and This course will examine and contrast the one of the following; 216, 217, 218, 219. nnajor theoretical currents in the study of The department offers four research courses; child development, their origins and implica- 207R, 210R, 212R, 220R. A major in psychol- tions. Piagetian theory, psychoanalytic the- ogy must include at least one of these. How- ory, and social-learning theory will be com- ever, no more than oneof 207R, 21 OR, 21 2R pared with respect to their empirical bases, may be elected. It is possible to elect 220R in internal validity, and their adequacy as ex- addition to one of the other R courses. It is planations of behavior. While the primary recommended that a research course be taken concern of the course will be the theories in by the end of the junior year. general, those phenomena addressed by all three theories (namely, moral development The department recommends that 201 be and the development of sex-identity) will also taken in the sophomore year after 101 and be discussed. after another Grade II unit or concurrently

Prerequisite: same as for 317. with another Grade II unit. Mr. Banik

350 (1)(2) Research or Individual Study 1or2 Open by permission to juniors and seniors.

370 (1-2) Honors Program 2 to 4 Required of all honors candidates in the department. RELIGION AND BIBLICAL STUDIES 170 RELIGION AND BIBLICAL STUDIES

Professor: 104 (1) (2) The Hebrew Scriptures 108(1) Asian Religions Denbeaux, Mowry, Johnson (Chairman) 1 1 A study of the historical, prophetic, wisdom, A study of selected religious classics of Asia, Assistant Professor: and apocalyptic literature of the Old Testa- such as the Vedas, Upanishads, Bhagavad- Levenson ment. An introduction of the methods of liter- Gita, Lotus Sutra, and Theravada Buddhist ary and historical criticism with a considera- Scriptures. Major attention will be given to Instructor: ton of the impact of the biblical tradition on Hinduism and Indian Buddhism, followed by Bass the individual and society. a brief examination of other Asian traditions. Open to all students. Open to all students. Lecturer: Mr. Denbeaux, Mr. Levenson Not offered in 1975-76. Santmire

105(1) (2) The Person and Message of 109 (1-2) Classical Hebrew Visiting Professor: Jesus 2 Welch* 1 The elements of biblical Hebrew grammar, The lite and message of Jesus of Nazareth, syntax, and vocabulary. Readings of selec- Visiting Associate Professor: based on recent historical critical research of tions from the Hebrew Scriptures. Rosemont3 the Gospel record. A consideration of the Open to all students except those who have relation between historical knowledge about taken [203). faith of the early church in him Jesus and the Mr. Levenson with particular attention to the synoptic Gospels. Open to all students. Miss Mowry

107(1) (2) Crises of Belief In Modern Religion

1 Religious and antireligious thinkers from the Enlightenment to the present. An examina- tion of the impact of the natural sciences, social theory, psychology, and historical method on traditional religion. Readings In Hume, Darwin, Teilhard de Chardin, Marx, Reinhold Niebuhr, Freud, Tillich, and others. Open to all students. Mr. Johnson, Mr. Santmire RELIGION AND BIBLICAL STUDIES 171

150(1) Colloquium 205 (2) The Prophetic Institution in Biblical 208 (2) Ethics

1 Israel 1 For directions for applying see page 50. 1 A study of historical and contemporary writ- Open by permission to a limited number of A study of the institution of prophecy in its ings of women influenced by and/or critical freshiman and sophomore applicants. literary, historical, sociological, and theo- of religious traditions. Focus on the varieties logical settings. A careful reading of the pro- of religious commitments which have in- (1) phetic anthologies in the Hebrew Scriptures formed their approaches to social issues, a. Religion and slavery in an effort to understand the forms of pro- with an emphasis on feminism. phetic speech, the emergence of classical Open to freshmen and sophomores who have Slave religion as a force for liberation and prophecy, and the transformation of prophecy taken one unit in the department, and to ju- consolation; slavehiolder religion as a justifi- into apocalyptic. niors and seniors without prerequisite. cation for oppression; abolitionist religion as Prerequisite: 104 or the permission of the a demand for public morality. Case studies in Ms. Bass instructor. ttie conflicting functions of religion in Ameri- can society. Ivlr. Levenson 209 (1-2) Advanced Hebrew 2 IVIs. Bass 206 (2) Israel's Literature and the Ancient A brief review of Hebrew grammar. Readings Near East in Hebrew literature, including biblical, rab- b. Tfie return to nature in American religion 1 binic, and modern texts. A study of representative religious attitudes The literature of biblical Israel viewed against Prerequisite: 109 or [203] or the equivalent. tow/ard nature in tfie 19tfi and 20th century the background of the cultures of Canaan, Mr. Levenson U.S. and their relation to the ecological crisis. Egypt, and Mesopotamia as illumined by Attention to Thoreau's thoughts and to "the modern archaeology. Ancient Near Eastern 210(1) (2) Psychology of Religion wilderness" as a religious motif. Examination mythological, cultic, and ritual texts to be 1 of contemporary approaches to nature in pop- read and compared with biblical texts. An examination of psychological theories of ular and counterculture religious movements. Prerequisite: 104 or permission of the religion from Freud to the present. A critical instructor. inquiry into the relationship of psychological Mr. Santmire Not offered in 1975-76. processes and religious symbols. Readings in Freud, Jung, Fromm, Erikson, Maslow, Wil- 204 (2)* Christian Beginnings in the [V!r. Levenson liam James, and others. Hellenistic World Prerequisite: one unit in the department and 1 207(2) New Testament Greek one unit in psychology, or two units in either A study of the emergence of the Christian 1 department. movement with special emphasis upon those Special features of Koine Greek. Readings experiences and convictions which deter- from New Testament authors. Mr. Johnson mined its distinctive character. Intensive anal- Prerequisite: Greek 102(1). ysis of Paul's thought and the significance of Miss Mowry his work in making the transition of Christian- ity from a Jewish to a Gentile environment. Offered in alternation with 307. Prerequisite: 105.

tvliss (Viowry 172 RELIGION AND BIBLICAL STUDIES

213 (2)* Classical Jewish Thought 216(1)* Classical Theology 220 (1)* The Black Religious Experience in 1 1 America A study in historical perspective of the devel- The interaction of the biblical world view with 1 opment of Judaism from the Hellenistic and classical culture and the consequent emer- For description and prerequisite see Black early Rabbinic period through the Middle gence of specifically Christian thought. The Studies 220. Ages. The methods, ideas and ideals of Tal- church fathers, the theology of the Creeds, mudic Judaism will be analyzed and dis- Augustine and medieval theology. Offered in 250(1) The Confucian Tradition cussed, followed by careful study of the alternation with 219. 1 philosophical works of major medieval Jewish Open to all students. An examination of the fundamental principles thinkers, including Saadya Gaon. Judah Ha- of Confucianism, from its beginning to the Not offered in 1975-76. Levi and Moses Maimonides. Offered in alter- present, with special attention to the rele- nation with 214, vance of Confucianism for the context of 218(1) Religion in America Open to all students. modern religious and philosophical thought. 1 Readings in early Confucian sources: the Not offered in 1975-76. A history of religious movements in America Classics, the Analects, Mencius, and Hsun- and an analysis of their implications for Mr. Levenson Tsu; Neo-Confucian responses to Buddhism; American cultural and social life from the and modern responses to the western impact colonial period to the present. Attention to 214(2)* Modern Jewish Thought on China: K'ang Yu-Wei, Sun Yat Sen and developments within and among the Protes- 1 Mao Tse Tung. Open to all students. tant, Catholic, and Jewish traditions in Amer- Post-enlightenment Judaism from Mendel- ica and to the religious aspects of various Mr. Rosemont sohn to Buber. Developments including the social movements, public values, and inter- Emancipation movements, Zionism, and pretations of the American enterprise. 251 (1) Indian Religions modern orthodoxy to be studied with a view to Prerequisite; one unit in the department or 1 their impact on contemporary Judaism. Of- one unit in American studies. An examination of Indian religions, especial- fered in alternation with 213. ly Hinduism and the origin and early develop- Open to all students. Ms. Bass ments of Buddhism in India. A study of two

Not offered in 1975-76. aspects of these religions; (1 ) the multiple 219 (1)* The Protestant Idea: Its Origin, suggestions (devotional, popular, legal, mys- Development, and Contemporaneity 215 (1) Pilgrimage. The Search for Meaning tical, and philosophical) offered to questions 1 about ultimate reality, the world, and man in 1 From Luther through Barth and Bonhoeffer. A study of various journeys, mostly autobio- their most influential periods; (2) their rela- The contribution of the Reformation as a per- graphical, as portrayed in Wiesel's Night, tion to other religious groups in India (Jaina, manent revolution (1) against national, class, Hesse's Siddhartha, Kosinski's The Painted Moslem, Zoroastrian or Parsi, Nestorian racial, and religious cultism: (2) which under- Bird, Castenada's Journey to Ixtlan, Bellow's Christian, Sikh, and Jewish) in a pluralistic girds atheism as much and as little as it finds Henderson the Rain King, The Autobiography religious society. an affinity with theism; (3) which insists that of Malcolm X, and Lagerkvist's Barabbas. Prerequisite: one Grade I unit in the any discussion of God and man must respect Open to all students. department. the mystery and subjectivity of each. The Mr. Denbeaux impact of that revolution on civil liberties Miss Mowry (Habeas Corpus), on public education and on the ballot. Some consideration of the decline of the revolution and the emergence of the Wasp mentality. Offered in alternation with 216. Open to all students. Mr. Denbeaux . 6

RELIGION AND BIBLICAL STUDIES 173

253(2) Buddhism In China and Japan 306 (2) The Prophet in Biblical Israel 314 (1)* Theology Seminar. Mortality, 1 1 Immortality, and Resurrection An historical survey of the development of the An investigation into the phenomenon of 1 Zen, T'ien-t'ai, Pure Land and Nichiren prophecy in Israel and the place of the proph- A critical study of three classical descriptions

Schools of Buddhism in the context of East et in Israelite society followed by an intensive of the end of man: (1 ) the case that views Asian society. The study of their major doc- study of the writings of a classical prophet. death as both absolute and natural; (2) the trines and scriptures will receive primary at- Prerequisite: 104 or 109 or 206 or permission case that views death as the enabling instru- tention, complemented by some attention to of the instructor. ment to free the soul from the body/ prison; their religious practices and contemporary and (3) the Christian view of a new heaven and Not offered in 1975-76. relevance. a new earth. Prerequisite: same as for 251 Prerequisite or corequisite: 204 or 21 5 or 21 307 (2)* Seminar. The New Testament or (21 7] or 21 8. Not offered in 1975-76. 1 A study of the Christian movement, its life Mr. Denbeaux 254 (2) Chinese Religions and problems, in the post-Pauline period with 1 special emphasis on the Gospel according to 316 (2)* Ethics The history of religion in China from archaic John and its interpretive insights for an un- 1 times to the Cultural Revolution including the derstanding of the person and work of Jesus An intensive study of an ethical issue or a set great traditions of Confucianism, Buddhism, and of the Christian tradition. of related issues with readings in relevant and Taoism as well as the various aspects of Prerequisite: 204. source materials. Normally offered in alterna- popular religion. tion with 317. Not offered in 1975-76. Open to all students. Prerequisite: 208.

Mr. Welch 311 (2) Theology and Its Expression in Not offered in 1975-76. Literature Mr. Johnson 256 (2) Primitive Religion 1 1 The relation of theology and imagination. A 317 (2)* Seminar. Psychology of Religion A study of religious myths and rituals within study of selected theological images and the 1 the context of the socioeconomic back- ways in which they have been reshaped by Topic for 1975-76: Narcissism and faith in grounds of selected North American Indian such interpreters as Dostoevsky, Faulkner, psychoanalytic ego psychology and selected tribes. Some consideration of the variety of Kafka, and Pasolini. theologians. Normally offered in alternation methods by which this material can be Open to students who have taken one unit in with 316. analyzed — examples from Shamanism. the department and a Grade II course in liter- Prerequisite: 210. Prerequisite: 1 08 or Anthropology 1 04 or ature. permission of the instructor. Mr. Johnson Mr. Denbeaux Not offered in 1975-76.

305 (2) Seminar. Chinese Religions 1 An intensive study of a selected group of texts within a Chinese religious tradition. Facility in Chinese language encouraged but not required. Prerequisite; 253 or 254. Mr. Welch 174 RELIGION AND BIBLICAL STUDIES Directions for Election

<*': RUSSIAN 176 RUSSIAN

Professor: 100 (1-2) Elementary Russian 249 (2)* Language Lynch (Chairman), Bones 2 1 Grammar, oral and written exercises, reading General laws of phonology, syntax, and gram- Instructor: of short stories. Three periods. matical categories. History, theory and logic Hoffman of language and their application to Russian The Staff and the problems of English-Russian trans- lation. 200(1-2) Intermediate Russian Prerequisite or corequisite: 200 or permission 2 of the instructor. Conversation, composition, reading, review of grammar. Three periods. Not offered in 1975-76. Prerequisite: 100 orthe equivalent. Mrs Lynch The Staff 250(2)* The Writer and His Age

201 (1) Russian Literature in Translation I 1 1 Intensive study of a 19th century Russian Russian literature from its beginnings to the writer in the social, literary, and philosophical middle of the 19th century. The focus of the framework of that century. Topic for 1975-76: course is on the major prose of the first half of The works of Nikolai Gogol'. I the 19th century. The authors to be consid- Prerequisite or corequisite: same as for 249. ered include Pushkin, Lermontov, Gogol', Mrs. Bones Goncharov, Turgenev, and Dostoevsky. Open to all students. 300 (1-2) Advanced Russian Mrs. Bones 2 The structure of modern Russian. Reading of

202 (2) Russian Literature in Translation II literary and historical works. Written and oral 1 reports on selected topics. Russian literature from the second part of the Prerequisite: 200. 19th century to the present with emphasis on The Staff the works of Tolstoy, Chekhov, Sologub, and such Soviet writers as Babel, Olesha, Paster- 311(1)* Russian Literature from Its nak, and Bulgakov. Beginnings to Pushkin Open to all students. 1 Mrs. Bones Byzantine, western, and folk influences in the chronicles and epics of the Kievan and Mos- covite periods. Reading of the Igor Tale, se- lections from Primary Chronicle, Zadonsh- china; and works of Ivan IV, Avvacum, Lomo- nosov, Derzhavin, Radishchev, and Pushkin. Prerequisite or corequisite: 300. Mrs. Lynch Directions for Election RUSSIAN 177

317 (1)* Russian Writers Today: Emigre and Course 100 is counted toward the degree but Soviet not toward the major. Courses 201 and 202 are requirements 1 counted toward the distribution Prose and poetry of Aldanov, Nabokov, in Group A but not toward the major. How- G. Ivanov, Morshen, and Bulgakov, Solzhenit- ever, 201 and 202 are strongly recommended syn, Voznesensky, Okudzhava. to students who major in Russian. corequisite: 300. Prerequisite or Students majoring in Russian should consult early in the Not offered in 1975-76. the chairman of the department college career, as should students interested Mrs. Lyncfi in an individual major which includes Rus- sian. 320 (2)* Seminar

1 History 246 and 309 and Extradepartmental Normally a different topic each year offered. 330 are recommended as related work. corequisite: 300. Prerequisite or The study of at least one other modern and/or Not offered in 1975-76. classical language is strongly recommended for those wishing to do graduate work in Slav- tvlrs. Bones ic languages and literatures.

349 (2)* The Writer in a Censored Society: His Literary and Nonliterary Roles

1 From Pushkin and Lermontov through Tol- stoy, Dostoevsky. Majakovsky, Esenin, Zam'atin. and to Evtushenko, Sin'avsky, Daniel. Prerequisite or corequisite; 300. Mrs. Lynch

350 (1)(2) Research or Individual Study 1 or2 Open by permission to qualified students.

370 (1-2) Honors Program 2 to 4 Required of honors candidates who choose to do honors research. Hoop rolling on May Day morning began with the Class of 1895 which not only rolled hoops around the circle of Norumbega Hill, but also to College Hall and to all lectures. According to tradition, the winner of hoop rolling is destined to be the first bride in her class. SOCIOLOGY AND ANTHROPOLOGY 180 SOCIOLOGY AND ANTHROPOLOGY

Professor: 102 (1) (2) Introduction to Sociology 106 (1) (2) Archaeology Eister, Shimony (Chairman) 1 1 Analysis of basic social structures and pro- A survey of the development of archaeology Assistant Professor: cesses. Relationship of social norms, values and an overview of its methods and themes. Mueller, Kohl and beliefs to stratification, power, bureauc- Introduction to Old World and New World racy and community. Influence of social archaeological sites and sequences. Instructor: movements and ecological adaptation on Open to all students. Dimieri, Norris, Merry social change. Brief introduction to quanti- Mr. Kohl tative analysis of data. Lecturer: Open to all students. 201 Social Research I Bane (1) The Staff 1 Nature of social research, problem specifica- 103(1) American Society tion, research design, techniques of data col- 1 lection including field work, survey research, Distinctive organizational and structural char- interviews and content analysis. Significance acteristics of society in the United States of values, ethics, and politics for research including representative local communities. enterprise. Normally followed by 202. Population change and institutional develop- Prerequisite: 102 or permission of the ments. Review; and critical assessment of the instructor. work of deTocqueville, T. Veblen, C. Mills, W. Mr. Dimieri D. Riesman, V. Packard, and others. Does not substitute for 102 as a prerequisite for ad- 202 (2) Social Research II vanced work in the department. 1 Open to all students. Techniques for the analysis of quantitative Mr. Eister data; creation and access of computer data files; descriptive and inductive statistics in- 104 (1) (2) Introduction to Anthropology cluding measures of distribution, tests for 1 significance, and measures for association. Consideration of man's place in nature, his Prerequisite: 201. physical history, and physical varieties. Brief Mr. Dimieri survey of archaeology and linguistics. The nature of culture with examples primarily 203 (1) Deviance from nonwestern societies. 1 Open to all students. The patterning of nonnormative behavior and Mrs. Shimony, Mrs. Merry its relation to social process. Focus on juve- nile delinquency and mental impairment in 105(1) Physical Anthropology the United States and in crosscultural per- 1 spective. Theories regarding the origin and evolution of Prerequisite: 102 or 104. man. Primate behavior and adaptation. Anal- ysis of human fossil evidence. Implications for the question of race. Prerequisite: 104.

Mr. Kohl SOCIOLOGY AND ANTHROPOLOGY 181

205(1) Social Anthropology 211(2) Family and Society 215(2) Sociology of Communication 1 1 1 Comparative study of social, political, and The structure and functions of the family. Sociological forms and consequences of economic organization of primitive societies. Analysis of the relationship of the family to communication with special attention to the Stability and cfiange of primitive groups in social class, society and community in com- press, motion pictures, television, and other contact witti western culture. Application of parative and historical terms. Emphasis on mass media. antfiropology to tfie problems of underdevel- sex roles, traditional and emergent, and on Prerequisite: same as for 203. oped countries. alternative family structures. Mr. Eister Prerequisite; same as for 203. Prerequisite; same as for 203.

Mrs. Merry Mr. Norris 216 (2) Sociology of Higher Education 1 207 (2) Comparative Analysis of Modern 212 (2) Religion and Society Contemporary functions and types of higher Complex Societies 1 educational institutions in the United States. 1 Sociological and anthropological views of Social organization of the campus as a local Organization, functions, and cfiaracteristic religion. Differences in organization and func- community. Professional and nonprofession- interrelationships among the major social tions of religion in primitive, traditional, and al role relationships and the coordination of institutions in total societies. Comparative advanced contemporary societies. Problems standards and of objectives. Field research study. Emphasis on problems of integration of organized religion in secular, pluralistic, required. and change. and urban-industrial society. Prerequisite: same as for 203. Prerequisite: same as for 203. Prerequisite: same as for 203. Not offered in 1975-76. Mr. Eister 219(2) Modern Organizations 209 (1) Social Stratification and Power 213 (1) Sociology of Law 1 1 1 Various perspectives and methodologies used Critical analysis of inequality, social stratifi- Analysis of sociological jurisprudence; exam- in the investigation of organizations. Empha- cation and social class in the U.S. and in ination of the empirical studies of various sis on size, complexity, and formalization of other societies. Relationship between stratifi- components of the justice system — legal structure and on power, communication, and cation and power. Attention to current issues profession, jury system, courts, police and decision-making processes. Roles and adap- of lifestyles, liberation movements and class prisons: special attention to topics of social tation of individuals in organizations; the as the basis of social change. change, social class, and the law. significance of social and cultural environ- Prerequisite; same as for 203. Prerequisite: same as for 203. ments. Prerequisite: same as for 203. Mr. Norris Mr. Dimieri Mr. Dimieri 210 (2) Racial and Etfinic Minorities 214(1) Medical Sociology

1 1 An analysis of the problems of racial and eth- Social factors associated with the incidence nic groups in American and other societies. and treatment of health disorders. Differential Systematic study of adjustment mechanisms availability of health care services. Social of selected racial, religious, and immigrant organization of hospitals; role behavior of minorities. patients, professional staff and others; atti- Prerequisite; same as for 203. tudes in hospital setting toward terminal pa- and death. Mrs. Merry tients Prerequisite; same as for 203. .

182 SOCIOLOGY AND ANTHROPOLOGY

220 (1) The Metropolitan Community 241 (2)* Development of Archaeological 301 (2) Anthropological Theory

1 Theory 1 Ecological basis of community development 1 History of ethnological theory. Examination from tfie village to thie megalopolis. Changes An evaluation of current trends in archaeo- of current evolutionary and functional the- in social control, deviance, conflict and inte- logical theory. Examines anthropological ories of culture. Discussion of the relation- gration of neighborhood and community in archaeology by surveying the origin and ship between personality and culture. Prob- relation to social class, ethnicity, and city grovi/th of the concept of prehistory and re- lems of method in anthropology. size. Types of political behavior emerging lating it to cultural, evolutionary theory. Prerequisite; same as for 300. from different community structure. Prerequisite; 104 and 106, or permission of Mrs. Shimony Prerequisite: same as for 203. the instructor.

Mrs. Ivlueller Not offered in 1975-76. 306(1) Research Seminar. Women, Education and V\lork 224 (1)* Social Movements and Collective 242 (2)* The Emergence of Complex 1 Behavior Societies For description and prerequisite see Educa-

1 1 tion 306. Theories of conflict and collective behavior Review of current research on the beginnings applied to emergent social processes such as of civilization in Southwest Asia, the Eastern 311(2) Seminar in Anthropology demonstrations, riots and rebellions; rela- Mediterranean, and Mesoamerica. The course 1 tionship to movements seeking alterations in will emphasize qualitative differences be- Topic for 1975-76; Economic anthropology. the social order. tween ranked and class stratified societies. Analysis of economic structures of nonwest- Prerequisite; same as for 203. Prerequisite; same as for 241 ern societies in relation to our industrial capi- talistic system. Concentration on substantive Mrs. Mueller Mr. Kohl issues in economic anthropology, such as the debate on the applicability of formal econom- 228(2) Population and Society 244 (1) Societies and Cultures of Africa ic theory to simpler societies, the nature and 1 1 importance of the economic surplus, and For description and prerequisite see Comparative study of distinctive kinship, problems of scarcity and development. Education 228. political, economic, and other social institu- Prerequisite; same as for 300. tions of several major cultures of Africa for Not offered in 1975-76. which there are anthropological reports. Con- Mr. Kohl sequences of culture contact among selected 231 (2) Society and Self tribes and between indigenous and Asian or 320 (2) Urban Poverty 1 European cultures. 1 Social structure and process with relation to Prerequisite; same as for 203. A comparative social systems analysis of the self. Social contributions and impedi- urban poverty in the U.S. and the Third World. Mrs. Merry ments to individual experience. Institutional- Focus on cultural and structural interpreta- ization of, in, goals, and group innovation tions of poverty, on the strategies of the poor attitudes, ideas. 300 (1) Classical Sociological Thought and Group formation as re- for coping with poverty, and on poverty poli- 1 lated to self-identity and social purpose. cies and their implementation. Development of major sociological themes Prerequisite; same as for 203. Prerequisite; same as for 300. and theoretical positions from Montesquieu to the present. Mr. Norris

Prerequisite; 102 or 104, and two Grade II units, or permission of the instructor.

Mr. Eister Directions for Election SOCIOLOGY AND ANTHROPOLOGY 183

323 (1)* Seminar. Deviance Majors in sociology are required to include in

1 their program 102, 201 , and 300. Students Normally a different topic eacfi year. planning graduate work in the field are ad- Prerequisite: same as for 300. vised to include 202.

Majors in anthropology are required to in-

clude in their program 104, 301 , and at least 329 (1) Seminar. Organization in (Health, two appropriate intermediate level anthropol- Housing, Correctional and Related ogy courses. Institutions in Contemporary Society Students wishing a combined sociology- 1 anthropology major or some other individual- Problems of funding, staffing, delivery of ly designed program of study should consult services, and functional effectiveness. Re- the chairman of the department. quired internship assignment. Prerequisite: same as for 300.

Not offered in 1975-76.

342 (1) Seminar. North American Indian Policy and Ethnography

1 Cultural background of selected Indian soci- eties. Social and political problems of Ameri- can Indians today. Prerequisite: same as for 300. Mrs. Sfiimony

349 (2) Seminar. Strategies of Social Change in Contemporary America

1 Examination of strategies of change available to "relatively powerless" groups. Relationship of protest strategies to electoral politics. .«!**•" Recent examples include strategies by stu- dents, women, and ethnic minorities. Prerequisite: same as for 300. Mrs. Mueller

350 (1 ) (2) Research or Individual Study 1 or2 Open by permission to juniors and seniors.

370 (1-2) Honors Program 2 to 4 Required of all honors candidates in the department. The Class of 1898. SPANISH ...

186 SPANISH

Professor: 100(1-2) Elementary Spanish 202 (2)* Hispano-American Literature I

Lovett* 2 1 Grammar, reading, composition, dictation, Critical and aesthetic problems in the field of Assistant Professor: practical conversation on everyday life: short fiction as seen through the works of Isaacs, Gostautas (Chairman) Gasco'n-Vera lectures in Spanish. Stress on the intensive Sarmiento, Quiroga, Guiraldes, Azuela, Gar- oral approach. Three periods. cia Marquez, et al. Instructor: Open to students who do not present Spanish Prerequisite; same as for 201 Lusky, Viilanueva^, Landerman for admission. Not offered in 1975-76. The Staff Courses of ttie department are normally Miss Gascdn-Vera conducted in Spanish; oral expression is 102(1-2) Intermediate Spanish stressed. 203 (1)* Modern Spanish Literature 2 1 The department reserves the right to place Review of grammar and related language From La Generacion del '98 to the Spanish new students in the courses for which they skills with intensive oral-aural practice, read- Civil War. Dominant themes and innovations seem best prepared regardless of the number ings from contemporary Hispano-American in such authors as Unamuno, A. Machado, of units they have offered for admission. authors with emphasis on vocabulary build- Garcia Lorca, Guillen and Salinas. ing, oral and written expression. Three Qualified students may be recommended to Prerequisite: same as for 201 periods. spend the junior year in a Spanish-speaking Prerequisite: two admission units in Spanish Not offered in 1975-76. country. See p. 45. or 100. Miss Gascon-Vera The Staff 204 (1)* Post-Civil War Spanish Literature 104 (1) Representative Modern Authors 1 1 From post-civil war literature to today. Auth- Analysis of selected prose works from La ors studied include Cela, Goytisolo, Sanchez Generacion del '98 on. Authors studied in- Ferlosio, Miguel Hernandez, and Bias de clude Unamuno, Valle-lnclan, Benavente, Otero. Baroja, and Ortega. Constant practice in writ- Prerequisite; same as for 201 ing and speaking. Three periods. Miss Gascon-Vera Prerequisite: three admission units or permission of the instructor. 205 (2)* Hispano-American Literature II Miss Lusky 1 A selection of such outstanding Latin Ameri- 201 (1)(2) Oral and Written Communication can essayists, poets, and playwrights as El 1 Inca Garcilaso, Sor Juana Ines de la Cruz, Practice in conversation and writing to in- Neruda, Lugones, Ruben Dario, Martinez Es- crease fluency and accuracy in the use of idio- trada, Usigli, et al. matic Spanish. Not open to students who Prerequisite; same as for 201 have taken 230. Mr. Gostautas Prerequisite: 102 or 104 or four admission units. Miss Landerman ......

SPANISH 187

206 (1) Landmarks of Spanish Literature I 230(1) Spanish for the Bilingual 306 (1)* Modern Hispano-American

1 1 Literature I

Intensive study of masterpieces and authors This course is comparable to freshman com- 1 chosen from the Middle Ages to the Baroque: position in English in that it provides a basis Study of the main literary currents in Mexico; Poema del Cid, La Celestina. Lazarillo de for oral and written competence for the bilin- analysis of present-day trends in prose and Tormer: Garcilaso. Fray Luis de Leon, Cer- gual American of Hispanic bacl^ground. Em- poetry: Rulfo, Fuentes, Reyes, Vasconcelos, vantes. Lope de Vega, Calderon. phasis on the behavior of parts of speech as Octavio Paz. Prerequisite: same as for 201 they relate to English. Conversational prac- Prerequisite: same as for 301 tice stressing the building of verbal si^ills for Mr. Gostautas Mr. Gostautas discussion of academic and intellectual top- ics. Readings from selected short stories, 207 (2) Landmarks of Spanish Literature II 307 (1)* Modern Hispano-American newspapers, and magazines for discussion 1 Literature II and imitation. Not open to students who have From the Enlightenment to 19th century Real- 1 fatten 201 ism. The evolution from neoclassicism to the Analysis of present-day trends in prose and Prerequisite: a bilingual background and realistic novel: Moratin, Larra, Espronceda, poetry: Borges, Mallea, Gabriela Mistral, Val- permission of the instructor. Becquerand Perez Galdos. iejo, Mariategui, Gallegos, Carpentier, Cor- Prerequisite: same as for 201 Mr. Villanueva ta'zar. Prerequisite: same as for 301 Miss Landerman 301 (2)* Drama of the Seventeenth Century Not offered in 1975-76. 1 228 (2)* Revolutionary Latin American The characteristics of the Spanish drama of Miss Lusky Literature in Translation the Golden Age. Analysis of ideals of this 1 period as revealed in the drama. Representa- 310 (1)* Seminar For description and prerequisite see Extra- tive masterpieces of Lope de Vega, Castro, 1 departmental 228. Alarcdn, Tirso de Molina, Calderon. Normally a different topic each year offered. Open to juniors and seniors who have taken Prerequisite: two Grade II units in literature or

two Grade II units including one unit in permission of the instructor. 229 (2)* Spanish Literature in Translation literature. Not offered in 1975-76. 1 Miss Gascon-Vera For description and prerequisite see Extra- Mr. Lovett departmental 229. 302 (2)* Cervantes

Not offered in 1975-76. 1 Study of Cervantes and his work, representing the culmination of the novel in Spain. Read- ing of Novelas Ejemplares; analysis and dis- cussion of Don Quijote. Prerequisite: same as for 301

Not offered in 1975-76. ,

188 SPANISH Directions for Election

311 (1)* Seminar Course 1 00 is counted toward the degree but

1 not toward the major.

Topic for 1 975-76: Quevedo— prose and poet- Students who begin with 100 in college and ry. Quevedo: a master of "ingenio" of the who wish to major should consult the chair- Spanish baroque. Satirist par excellence, man in the second semester of their freshman father of blaci^ humor, poet, polemicist, mor- year. alist, and a legend evoking wit and bawdy humor. Through the centuries he has been the Students may choose to major either in Pen- subject of critical acclaim and controversy, as insularor Latin American literature. The Pen- well as an ever-living presence in succeeding insular major should ordinarily include 201 generations of writers. The seminar projects 206, 207, 301 , 302, and two additional units of will consist of exploring the underlying unity Grade III literature in Spanish; the Latin Amer- between Quevedo's different facets and of ican major should include 201 , 202, 205, 306, comparative studies with other writers. 307, and two additional units of Grade III liter- Prerequisite; same as for 31 0. ature in Spanish. History 260 is recommended for the Latin American major; History 261 is Miss Landerman recommended for the Peninsular major. Extra- departmental 330 and 331 are recommended Research or Individual Study 350 (1) (2) for both majors. 1 or 2 Open by permission, or to seniors who have fallen two Grade III units in the department.

370 (1-2) Honors Program 2 to 4 Required of all honors candidates in the department. THEATRE STUDIES 190 THEATRE STUDIES

Lecturer: 203 (2) Plays, Production, and Performance 209 (1)* Seminar. Tfie Design of Ligfiting for Barstow (Chairman), Levenson3 1 Theatrical Production The produced play considered as originally 1 the creation of the dramatist but brought to Theory and technique of the lighting of per- completion in performance through the crea- formance as a major artistic component of tive collaboration of producers, directors, theatrical production. designers, and actors. Prerequisite: same as for 205. Open to all students. Mr. Levenson Mr. Barstow 210(1-2)* History of the Theatre 205(1)* Scene Study 1 or 2 1 Study of theatre structures, crafts, and prac- Study of the performed scene as the basic tices with emphasis on acting and production building-block of playwright, director, and styles as these relate to major developments actor. Scenes from significant plays and in dramatic literature. One unit of credit may scenes written for the course regularly re- be given for either semester by permission of hearsed and performed for class criticism. the instructor. Prerequisite: 203 or permission of the Prerequisite: same as for 207. instructor. Not offered in 1975-76. Mr. Barstow Mr. Barstow

206 (2)* Design for tfie Theatre 215(1)* Shakespeare In the Theatre 1 1 Study of changing concepts of theatrical en- Study of production of Shakespeare's plays in vironment; the designer's function in the pro- the theatre; particular attention to Elizabethan duction process, with emphasis on perfor- stagecraft and to contemporary production mance as a realization of the analytical inter- styles; emphasis on acting and directing. pretation of specific plays. Reports, and scenes performed for class Prerequisite: as for 205. same criticism. Not offered in 1975-76. Prerequisite: 203, and English 215 or 305 or 306, or permission of the instructor. IVlr. Levenson Not offered in 1975-76. Theatre 208(1)* Contemporary Mr. Barstow 1 Mid-20th century dramatists and production 350 (1) (2) Research or Individual Study styles; plays, producers, designers, and ac- 1 or 2 tors significant in the development of con- Open by permission to qualified students. temporary theatre. Prerequisite: 203 or permission of the instructor. Open to juniors and seniors without prerequisite.

Mr. Barstow Directions for Election THEATRE STUDIES 191

A student who wishes to pursue an interest in theatre should consult the chairman of thea- tre studies about course selection which will emphasize dramatic literature in English and foreign languages together with the history and philosophy of art and music.

A student who is interested in an individual major in theatre studies should see Interde- partmental Majors. Center view of former College Hall. EXTRADEPARTMENTAL 194 EXTRADEPARTMENTAL Experimental Courses

The following section includes several sepa- According to College legislation, the student- 102(2)*** Science and Reality rate courses of interest to students in various faculty Committee on Educational Research 1 disciplines. and Development has the authority to recom- A study leading to a better understanding of mend experimental courses and programs to science as a human institution. An historical the dean of the college. Faculty members and rather than philosophical approach, attempt- Course may be elected to fulfill in part the students are invited to submit their ideas to ing to show what science has consisted of in distribution requirement in Group A the Committee. There are three criteria for an different epochs, assumptions under which

experimental course or program : (a) it should scientists have operated, and the changes address a defined problem in education at they have wrought in our perception of reality. elected fulfill in part the Wellesley (b) it should test a set of con- Course may be to ; As an experiment in education, the course distribution requirement in Group B scious assumptions about learning (and the will try to find out if a study of epochs in the results of the test should be communicated history of science can actually affect one's openly); (c) it should not fit easily into con- attitude to science itself, and to the world that Course may be elected to fulfill in part the ventional departmental contexts. The follow- scientific work has disclosed. Especially rec- distribution requirement in Group C ing are the experimental courses which have ommended for freshmen and sophomores. been approved for 1975-76: Mrs. Chaplin I

100 (2) Tutorial in Expository Writing 103(1) Techniques of Mathematics: 1 Precalculus An individualized tutorial in writing, taught by juniors and seniors from a variety of academic 1 Methods of problem-solving; an emphasis on departments. Requirements for the course development of analytic and algebraic skills include; completion of weekly assignments necessary for success in studying calculus. in writing and revising and occasional reading The course is designed to maximize substan- assignments; weekly conferences with a stu- tive success in mathematics ; interaction and dent tutor; participation in a 6-hour course in close personal attention are the rule in class; reading and study skills; occasional confer- quizzes are given frequently with virtually ences with faculty advisor. Mandatory credit/ unlimited opportunities to retake them. Three noncredit. 50-minute class meetings, two optional Open by permission of the class dean. j tutorial sessions weekly. Does not count I Mrs. Stubbs toward the Group C distribution requirement ' ora major in mathematics. Mandatory credit/ noncredit. Open by permission of the Department of Mathematics.

Mr. Myers, Ms. Wason Extradepartmental Courses EXTRADEPARTMENTAL 195

112 (2)**** Evolution: Change through 104(1)** Classical Mythology 210(2) Contemporary Women: An Time 1 Interdisciplinary Perspective 1 For description and prerequisite see Greek 1 Study of the concepts of evolution in tine 104. The course will draw on several disciplines to pfiysical and biological world and tfieir impact aid students in orienting their thinking about on man's view of hiimself, tiis place in nature, 108 (2)** Interpretations of Man in Western the nature of women and their actual and pos- and tiis expectations for future ctiange. Literature sible positions in modern society. Lectures Evidence for origins and cfiange in thie 1 by Wellesley faculty members with special universe, ttie earth and life forms will come Representative views of the nature of man expertise in biology, economics, history, from the various scientific disciplines. reflected in a selection of major works of philosophy, political science, psychology, Consideration of the historical development European literature. The readings, chosen to and sociology will contribute insights toward of evolutionary concepts will provide the emphasize the classical heritage, will include a better understanding of contemporary opportunity to examine carefully the manner works of Vergil, Augustine, Dante, Machia- women. In addition to weekly lectures, the in which scientific concepts are formulated, velli, Montaigne, Milton, Goethe, and Eliot. course will include weekly discussion groups.

revised, and restated; what it means to be Open to all students. Open to all students with preference given to in and the degree to sophomores, juniors, and seniors. "objective" science; Mr. Layman which preconceived ideas affect what we observe, record, and accept in science. Two 110 (1) (2) Introduction to Automatic for lecture and a 3-hour demonstra- periods Computation 216 (2) Applications of Mathematics to the tion section weekly. Meets the Group C distri- 1 Physical Sciences I bution requirement as a nonlaboratory unit Modeling of computational processes as 1 not the but does count toward minimum sequential algorithms. Formal and informal Topics in linear algebra; matrices, vector major in any Group department. C techniques for the representation of these spaces, operators, eigenvalue problems; infi- to freshmen and sophomores. Open only algorithms and their implementation on digi- nite series. Introduction to probability and Miss Widmayer, Mr. Andrews tal computers. Experience in programming statistics. Two meetings weekly, with a third and running of elementary problems, numeric meeting every other week.

Prerequisite: Mathematics 201 . A prior course 214 (2) Calligraphy and nonnumeric, on a digital computer. Open to all students. in physical science is recommended. . 1 Understanding of lettering forms and their Mr. von Foerster usage through study of historical develop- ment, mastery of basic forms, and problems Applications of Mathematics to the 201 (1)** Russian Literature in Translation I 217 (1) in composition and design. Four periods of 1 Physical Sciences II class instruction. Limited enrollment. A stu- For description and prerequisite see Russian 1 dent-taught course for credit. 201. Topics in analysis: complex analysis; vector Prerequisite: Art 105. analysis. Ordinary differential equations aris- ing in physical sciences; introduction to Ms. Abbott 202 (2)" Russian Literature in Translation II the 1 partial differential equations. Two meetings For description and prerequisite see Russian weekly, with a third meeting every other week. 202. Prerequisite: Extradepartmental 216. Mr. von Foerster 203(2)* ** Greek Drama In Translation

1 For description and prerequisite see Greek 203.

Not offered in 1975-76. 196 EXTRADEPARTMENTAL

** 218 (1)**** History of Science I 221 (2)** Politics and Literature in Post-War 229(2)* Spanish Literature in Translation 1 Germany 1 A topical introduction to history of science 1 Through the writings of Cervantes, Tirso de through examination of changing patterns of Political and social influences on the litera- Molina, Calderon, and the author of the Laza- scientific explanation and scientific activity, ture of East and West Germany since 1945. rillo, four universal themes will be analyzed: with particular emphasis on the sources, sig- Studies of works by Biermann, Weiss, Hoch- idealism and reality in the figures of Don Qui- nificance and impact of the 17th century huth, Grass, and others. jote and Sancho; the myth of Don Juan in El scientific revolution. Two periods weekly with Open to sophomores, juniors, and seniors. burlador de Sevilla; the picaresque in El Laza- a double period every other week for labora- rillo de Tormes, and free will and predestina- Not offered in 1975-76. tory-discussion. tion in La vida es sueho- Additional readings Open only to juniors and seniors who have Miss Ward of Cervantes' Novelas. and modern authors completed the Group C requirements and such as P^rez Galdds and Unamuno will pro- have taken a unit of either history or philos- 225(1)*** History and Futurology vide further insight into these recurring , ophy. 1 themes. j Open to all students except those who have " Miss Webster For description and prerequisite see History 225. taken Spanish 206, 301 and 302.

219(2) History of Science II Not offered in 1975-76. ** Revolutionary Latin American 1 228(2)* Translation Miss Lusky An historical study of the nature, structure Literature in and organization of science and scientific 1 230 (2) Seminar. Introduction to Computer Aesthetic and sociopolitical problems in the thought with particular emphasis on episodes Science of Latin writers from physical and biological science in the works revolutionary American 1 19th and 20th centuries. Two periods weekly as seen through the fiction and poetry of J Selected topics: Logical design, construction with a double period every other week for Asturias, Cortazar, Garcia Marquez, Carpen- of an electromechanical automatic sequence " tierand Neruda. Special attention will be laboratory-discussion. computer and machine language program- Prerequisite; Extradepartmental 218. given to the noncommitted Borges. ming. Open to all students except those who have Extradepartmental llOand Miss Webster taken Spanish 306 and 307. Prerequisite: permission of the instructor. 220(1)** The Modern Frencfi Novel in Miss Lusky Translation

1 231 (2) Interpretation and Judgment of and aesthetics in Flau- Psychology works by Films bert, Gide, Camus, Beckett, and Robbe- 1 Grillet, with emphasis on Proust's Remem- Close analysis of masterpieces of film art, brance of Things Past. drawn from the work of such directors as students have fulfilled Open to who not the Eisenstein, Chaplin, Keaton, Dreyer, Renoir, language requirement in French (through Clair, Welles, Bergman, Fellini, Godard, and examinations or courses) or by permission of Antonioni. Many short written assignments. the instructor. Frequent screenings in the early part of the Mr. Stambolian week of the film under discussion; students are required to see each film at least twice. Discussion groups, limited to 20 students. Open to all students. Mr. Garis EXTRADEPARTMENTAL 197

235 (2) Contemporary Approaches to Dance 330 (1) Seminar. Comparative Literature 335(1) Seminar. American Studies

Composition: Practice and Theory 1 1

1 Topic for 1 975-76: Dictators and tyrants. Liter- Topic for 1 975-76: America as the promised Mid-20th century developments in dance. ary perceptions of the use and abuse of pow- land. An examination of selected texts drawn Practice in composition and experience in er. An investigation into the way in which from various disciplines and historical eras

critical evaluation of student work. Emphasis European writers since the 1 8fh century have which attempts to define the promise of the on aesthetic problems related to chance and explored the function of power in society, and American experience and analyze the fulfill- indeterminism in dance. represented the figure of the tyrant and dicta- ment or failure of that promise. Open to juniors and seniors beyond the ele- tor. Topics for discussion will range from the Open by permission of the instructor to Amer- mentary level in ballet or modern dance tech- literary response to the events of the French ican studies majors, and to other qualified

nique, or by permission of the instructor. Revolution and the First Empire to the theme students if space permits. of dictatorship in modern Latin American Ms. Trexler Mr. Auerbach fiction. The texts for reading and discussion will include, in addition to selected works of 241(1)* ** Chinese Literature in Schiller, Stendhal, Balzac, Tolstoy, works of Translation I novelists. Although primarily concerned with 1 literature, the course will examine, For description and prerequisite see Chinese where appropriate, 241. parallel themes in opera and cinema. Open to students who have taken or are taking 242(2)* ** Chinese Literature in at least one unit of foreign language beyond Translation II the college requirement and who have taken 1 at least two units of Grade III literature. For description and prerequisite see Chinese 242. Ms. Gascon-Vera

Not offered in 1975-76. 331 (2) Seminar. The Theatre Since 1945 1 245(2) Films and the Novel in Italy Comparative study of the major innovative 1 forms of contemporary drama from the An exploration of the close interrelationship works of Beckett, Brecht, and Artaud to the most between Italian cinema and fiction in the recent theatrical experiments in development of both social realism and ex- Europe and America. New critical approaches play- perimental modes of poetic expression. Spe- and writing encouraged. cial emphasis on novels by authors such as Open by permission of the instructor r^oravia, Pavese, Bassani, Pasolini, and to juniors and seniors. analysis of films directed by De Sica, Rossel- lini, Fellini, Visconti, Bertolucci, Pasolini, Mr. Stambolian and Cavani. Given in English. Students doing the reading and paper writing in Italian may count this course toward the major in Italian. Open to sophomores, juniors, and seniors.

IVIrs. Ellerman 198 EXTRADEPARTMENTAL Courses in Natural Philosophy

Throughout the past and into our own times Experimental 102(2) human curiosity and human imagination have Science and Reality been joined in a struggle to understand some- Experimental 112(2) thing of the structure of the universe, the Evolution; Change through Time structure of matter, and the nature of living systems. The beliefs vi/hich have emerged Extradepartmental 218 (1)

from the struggle express the themes of History of Science I Western civilization: its philosophy, its art. Extradepartmental 219 (2) its literature, its values. History of Science II Because this quest for knowledge and under- History 235(1) is the province of single dis- standing not any Classical and Medieval Intellectual History cipline, nor simply of science, the phrase Natural Philosophy is more truly descriptive History 236 (2) than History of Science. History of Science Modern European Intellectual History orientation for examining the provides an Philosophy 200(1) (2) specific activities of practitioners of science Modern Sources of Contemporary Philosophy and seeing the ways in which scientific ideas, Philosophy 217 methods, and theories both reflect and in- (2) Philosophy of Science fluence man's thought in other areas. The ac- tivities of scientists are imaginative and con- Philosophy 220(1) ceptual as well as observational and experi- History of Modern Philosophy from the mental, and a fuller understanding of these Renaissance to Kant activities and the scientific beliefs they Philosophy 221 (2) produce comes from examining them in the History of Modern Philosophy from Kant to context of the social, political, economic, and the Early Twentieth Century intellectual milieu of their times. Philosophy 327(1) Although Wellesley does not have a depart- Seminar. Ideas of Progress ment or major in History of Science, there are many courses in Wellesley's curriculum, de- Physics 101 (2) partmental and extradepartmental, which Physics in Perspective could be designated Natural Philosophy. Physics 102 (2)* Whether they plan majors in mathematics, the Physics of Perception and Aesthetics social sciences, laboratory sciences, or the humanities, many students will find in a Physics 107 (2)* selection from these courses a congenial and Energy satisfying framework for integrating many Physics 249(1)* facets of their undergraduate education. Selected Topics Psychology 325(2) Chemistry 101 (1) History of Psychology Contemporary Problems in Chemistry I Chemistry 306(1) Religion 107(1) (2) Seminar. Chemistry and the Nobel Prizes Crises of Belief in Modern Religion INTERDEPARTMENTAL MAJORS 200 INTERDEPARTMENTAL MAJORS Classical Civilization Director: Geffcken

The College offers five establisfied interde- Students who wish a classical civilization Philosophy 201 (2) partmental major programs: classical civiliza- major can plan with the Departments of Greek Aristotle tion, classical and Near Eastern arcfiaeology, and Latin an appropriate sequence of East Asian studies, medieval /renaissance courses, which should include work in art, Religion and Biblical Studies 104 (1) (2) studies, and molecular biology. In addition, a history, philosophy, and literature. Such a The Hebrew Scriptures student may design an Individual major. All program should always contain at least four Interdepartmental and Individual majors must units in the original language. Basic knowl- Religion and Biblical Studies 105 (1) (2) Include at least four units of work in one de- edge of French or German is recommended. The Person and Message of Jesus

partment above ttie Grade I level, and at least The selections listed below are available for two Grade III units. Some representative In- Religion and Biblical Studies 204 (2)* majors In classical civilization. dividual majors and courses available for Christian Beginnings In the Hellenistic World thiem are included in this section. Greek: All courses in the original. Latin: All courses in the original. Religion and Biblical Studies 207 (2) New Testament Greek Art 100 (1-2) Introductory Course Religion and Biblical Studies 307 (2)' Seminar. The New Testament Art 200 (1) Classical Art

Art 334 (2) Seminar. Baths and Bathing in Antiquity

Greek 104 (1) Classical Mythology

Greek 203 (2)* Greek Drama in Translation

Greek 249 (2) Selected Topics, tviyth and the Development of Epic

Greek 328 (2)* Problems In Greek History and Historiography

History 150 (2) b Romulus the Founder and Attila the Hun

History 230 (1)* History of Greece

Philosophy 101 (1)(2) Plato's Dialogues as an Introduction to Philosophy Classical and Near Eastern Archaeology East Asian Studies INTERDEPARTMENTAL MAJORS 201 Director: Kohl Directors: Cohen, Yu

The purpose of a major in classical and Near Students interested In graduate work and a Chinese 310 (1) Eastern archaeology is to acquaint the stu- career in Chinese studies should take exten- Introduction to Literary Chinese dent with the complex societies of the Old sive Chinese language work; students inter- World in antiquity. ested in a broader range of courses on Asia Chinese 311 (2) may take a minimum of Chinese language Readings In Elementary Classical Chinese Students who major in archaeology may work or none. choose Greece, Rome, or the ancient Near History 271 East as a principal area of interest. Students The following courses are available for majors (1) Japanese History who concentrate in classical archaeology in East Asian Studies: must normally have at least an elementary History 275 (1) knowledge of both Greek and Latin, and an Art 248 (1) Premodern Chinese History advanced knowledge of the literature of that Chinese Art country (Greece or Rome) which is their spe- History 276 (2) cial area of concern. Students who concen- Art 249 (2) Modern Chinese History trate on the ancient Near East must have Far Eastern Art knowledge of one ancient Near Eastern History 279 language and have taken Sociology 242 which Chinese 101 (1-2) (2) India and the West details the emergence of complex societies. Elementary Spoken Chinese

The program for each student will be planned Chinese 102 (1-2) History 345 (1) individually from courses in the departments Basic Chinese Reading and Writing Seminar. Chinese History I of art. Greek, history, Latin, philosophy, reli- gion and biblical studies, and sociology and Chinese 201 (1-2) History 346 (2) anthropology, as well as from the architecture Intermediate Chinese Reading Seminar. Chinese History II and anthropology programs at IVIIT. Certain courses in statistical methods and geology Chinese 202 (1-2) Political Science 300 (2) are also very useful. The introductory course Intermediate Conversational Chinese Politics of East Asia in archaeology (Sociology 106) or equivalent and the course on the development of archae- Chinese 241 (1)* Religion and Biblical Studies 108 (1) ological theory (Sociology 241 ) are required Asian Religions Chinese Literature in Translation I for all archaeology majors, regardless of area specialty. Chinese 242 (2)* Religion and Biblical Studies 253 (2) Buddhism in China and Japan Students should plan for at least one summer Chinese Literature in Translation II of excavation and travel, and are expected to complete units of independent study as well Chinese 252 (1)* as regular course offerings. Readings in Modern Style Writings

Because the requirements for this major are Chinese 300 (2) somewhat complex, students are urged to Readings in Contemporary Chinese Literature declare an interest early so that a comfortable program can be devised for each student. Chinese 301 (2) Majors in classical archaeology must obtain Readings in Expository Writings of Revolu- permission for their course of studies from tionary China, before and after 1949 Mr. Fant in the Greek and Latin department. 202 INTERDEPARTMENTAL MAJORS Medieval /Renaissance Studies Directors: Cox and Fergusson

The major in medieval /renaissance studies Art 304 (D* enables students to explore ttie infinite rich- Late Medieval and Renaissance Sculpture ness and variety of western civilization from later Greco-Roman times to the Age of the Art 308 (2) Renaissance and Reformation, as reflected in Renaissance and Baroque Architecture art, history, music, literature, and language. Numerous opportunities for study abroad Art 311 (2)* exist for those who wish to broaden their Painting of Northern Europe experience and supplement research skills through direct contact with European and Art 330 (2) Mediterranean culture. Majors who are con- Seminar. Italian Art templating postgraduate academic or pro- fessional careers should consult faculty advi- Art 332 (2)* sors, who will assist them in planning a se- Seminar. Medieval Art quence of courses that will provide them with a sound background in the linguistic and criti- English 215 (1)(2) cal techniques essential to further work in Shakespeare their chosen fields. Individual interests and needs can be accommodated through inde- English 220 (1) pendent study projects carried out under the Chaucer supervision of one or more faculty members and designed to supplement, or substitute English 305 (1)

for, advanced seminar-level work. Art 330 is Advanced Studies in Shakespeare I the seminar recommended for majors in medi- eval/renaissance studies in 1975-76. Among English 306 (1)(2)

the courses available for majors and prospec- Advanced Studies in Shakespeare II tive majors are: English 308 (2)* Art 202 (2) The Middle Ages and Renaissance in England Medieval Sculpture and Painting

English 312 (1) Art 203 (1) English Medieval Architecture The Language

Extradepartmental 108 (2) Art 215 (1) Interpretations of Man in Western Literature European Art to the Renaissance

French 212(1) Art 251 (2) Medieval French Literature I Italian Renaissance Art

French 300 Art 254 (2)* (2) Sixteenth Century Literature Art of the City: Medieval, Renaissance and Baroque French 312(1)

Medieval French Literature II Art 302 (1)* Italian Painting: The Fourteenth and Fifteenth Centuries INTERDEPARTMENTAL MAJORS 203

History 100 (1)(2) Political Science 240 (1)* Medieval and Early Modern European History Classical and Medieval Political Theory

History 150 (2) b Religion and Biblical Studies 216 (1)* Romulus the Founder and Attila the Hun Classical Theology

History 230 (1)* Spanish 206 (1)

History of Greece Landmarks of Spanish Literature I

History 231 (2)* Spanish 302 (2)* History of Rome Cervantes

History 232 (2) Medieval Civilization 1000 to 1300

History 233 (1-2) The Renaissance and Reformation

History 235 (1) Classical and Medieval Intellectual History

History 238 (1) History of England to 1500

History 330 (2) Seminar. Medieval/Early Modern Europe

Italian 207 (2) Significant Moments of the Italian Literature of the Middle Ages and the Renaissance

Italian 301 (1-2) Dante

Latin 249 (2) Medieval Latin

Music 303 (2) The Middle Ages and the Renaissance 204 INTERDEPARTMENTAL MAJORS Molecular Biology Director; Levy

Individual Majors

The departments of biological sciences and Students who are interested in interdisciplin- chennistry offer an interdepartmental major in ary work may design an individual major, in molecular biology which gives opportunity for consultation with two faculty advisors. The advanced study of the chemistry of biological program for the individual major is subject to systems. the approval of the Committee on Curriculum and Instruction. In setting up guidelines for In addition to two units of biochemistry (221 the individual major, the committee hopes to or [324] and 326 or [3251), the area of concen- extend the possibility for a major which tration consists of four units of chemistry crosses traditional departmental lines to (100or103or[107], 104 or[106], (201]or211, those students who could most benefit from and [203] or 231); five units of biology (100, such a major and to assure suitable guidance

, or III unit 101 200 206, 205, and one Grade to the student in selecting appropriate with a scheduled laboratory, excluding 350 or courses for the major. The program for the 370); Physics 104, 105, or 110; and Mathe- individual major should include four units in matics 111 or the equivalent. one department above the Grade I level, and

two Grade III units. The majors and suggested courses listed below are representative of the more estab- lished programs: 7

INTERDEPARTMENTAL MAJORS 205

American Studies Director: Auerbach

American studies (formerly United States Black Studies 150 (1)a and (2)a History 251 (2) studies) is a highly flexible, interdisciplinary The Internationalization of Black Power The Making of a Nation, 1763 to 1850 program designed to illuminate varieties of the American experience. A wide selection of Black Studies 206 (1-2) History 252 (1) courses in different departments within the Afro-American 1-listory The United States. 1 850 to 1 91 College may be taken for credit in the major. This flexibility enables students to develop Black Studies 220 (1)* History 253 (2) individual programs of study. Students are The Black Religious Experience in America The United States, 1917 to the Present encouraged to integrate diverse elements of American experience by working closely with Black Studies 230 (1-2) History 255 (1) their advisors and by taking courses which The Black Woman in American Society Women and Work in the United States focus on what is enduring and characteristic in American culture. Black Studies 312 (2) Political Science 210 (1)(2) Seminar. Elections. Parties, and Interest Groups in Two courses for 1975-76 which have been Black Sociology American Politics designed with this integrative aspect of Amer- ican studies in mind are: English 150 (2) b, Economics 305 (1)* Political Science 310 (2) The Democratic (Vlyth; and Religion 218, Reli- Industrial Organization Political Decision-Making in the United States gion in America. English 223 (1) The one required course in the major, Extra- Sociology 103 (1) American Literature I departmental 335, is designed to assist stu- American Society dents in developing their own points of view English 224 (2) toward characteristic themes in American Sociology 210 (2) American Literature II culture. Racial and Ethnic Minorities

The following is a partial list of other courses English 225 (1)(2) Sociology 349 (2) available that may be included in an American American Literature III Seminar. Strategies of Social Change in studies major: Contemporary America English 228 (2) Art 226 (1) Black Literature in America History of Afro-American Art English 317 (1) Art 231 (1) American Literature IV American Art from Colonial Times to the Civil War History 102 (2)* Approaches to the History of American Art 232 (2) Society American Art from the Civil War to the Foundation of the New York School History 250 (1) The First Frontier 206 INTERDEPARTMENTAL MAJORS

Theatre Studies Urban Studies

The individual major in theatre studies offers In addition to the offerings of the theatre An individual major in urban studies may be opportunity for study of the theatre through studies department, the following courses are designed by students in consultation with its history, literature, criticism, and related specifically relevant to the individual major in two faculty advisors, each representing differ- arts and through the disciplines of its practi- theatre studies: ent departments. These programs are subject tioners: playwrights, directors, designers, to the approval of the Committee on Curricu- actors, and producers. Black Studies 210 (1-2) lum and Instruction. Normally, a program Black Drama in the Twentieth Century should include four units in one department The student's program in the major may be above the Grade I level. Moreover, at least 2 adapted to individual interests. Focus may be English 212 (1)(2) units must be at the advanced (Grade III) on the theatre and a national dramatic litera- Modern Drama level. This concentration is to provide majors ture, on the theatre and related arts, or, within with a sound disciplinary background and to the general demands of the curriculum, a vari- English 215 (1)(2) equip them for further academic or profes- ety of emphases may be evolved, including Shakespeare sional work. Such concentration usually work in such areas as philosophy, history, occurs within the departments of art, black psychology, sociology, and religion. English 305 (1) studies, economics, history, political

At least four units above Grade I normally Advanced Studies in Shakespeare I science, psychology, or sociology. The inter- should be elected in a literature department disciplinary approach based on particular (English, French, German, Greek and Latin, English 306 (1)(2) student interests may emohasize urban

Italian, Russian, orSpanish), with emphasis Advanced Studies in Shakespeare II problem-solving and public administration, on dramatic literature. At least two units urban design, urban education, or the urban above Grade I normally should be elected in Extradepartmental 331 (2) environment. An understanding of the art or music. Two of the six units thus speci- Seminar. The Theatre Since 1945 processes which create and sustain urban fied (or their equivalents) must be Grade III. systems should be at the core of an urban French 213 (1)(2) studies major. Students electing to design a major in theatre French Drama in the Twentieth Century studies normally will take at least one resi- Students should note carefully the course dent semester of concentrated work in the prerequisites set by each department. It is Greek 302 (1)* discipline either with the National Theatre also strongly recommended that majors elect Aeschylus and Sophocles Institute at the Eugene O'Neill Theatre Center basic methodology courses in their field of

in Waterford, Connecticut, or at another insti- concentration (e.g.. Sociology 201 , 202 se- History 236 (2) tution in the Twelve College Exchange Pro- quence; Political Science 249, etc.). This Modern European Intellectual History gram, to supplement and enrich their work at focus will provide techniques and tools of Wellesley. analysis pertinent to a disciplined perspective (1)* Italian 302 on urban processes and/or policy. Students Since developments in the theatre arts are the The Theatre in Italy are also encouraged to apply for experientially results of stage experiments and because the based programs such as the Urban Politics theatre performance is an expression of thea- Music 200 (1-2) Summer Internship, the Sociology Internship tre scholarship, it is expected that theatre Design in Music Seminar on Organizations, or programs spon- studies majors will elect to complement for- sored by the Career Services Office and Office mal study of theatre history and theory with Music 307 (2) of the Dean of Academic Programs. Addi- practical experience in the extracurricular The Opera tional opportunities for courses and field production program of the Wellesley College work are available through MIT cross- Theatre. Philosophy 203 (1)(2) registration. Philosophy of Art These and other elements majors may draw upon and contribute to are described in great- er detail in the Urban Studies Handbook. 7

INTERDEPARTMENTAL MAJORS 207

Women's Studies

The following courses are available for majors Political Science 333 (2) The following courses are available in in urban studies: Seminar. Law and Social Change women's studies:

Art 254 (2)* Psychology 313 (2) Black Studies 230 (1-2) Art of the City: Medieval, Renaissance, and Seminar. Culture and Development The Black Woman in American Society Baroque Psychology 340 (2) Black Studies 312 (2) Biology 307 (1)* Social Psychology and Industrial Society Seminar. Black Sociology Advanced Ecology Sociology 209 (1) English 150(1) b Black Studies 105 (1) Social Stratification and Power Women in Literature Introduction to the Black Experience Sociology 210 (2) Extradepartmental 210 (2)

Black Studies 206 (2) Racial and Ethnic Ivlinorities Contemporary Women : An Interdisciplinary Afro-American History since 1865 Perspective Sociology 220 (1) Economics 225 (1) The Metropolitan Community French 319 (1) Urban Economics Women and Literary Expression Sociology 242 (2)' Economics 249 (2) The Emergence of Complex Societies History 255 (1) Seminar. The Economics of Environmental Women and Work in the United States Disruption Sociology 320 (2) Urban Poverty Psychology 303 (1)(2) Education 216 (2) The Psychological Implications of Being Education and Social Policy Sociology 329 (1) Female Seminar. Organization in Health, Housing, History 252 (1) Correctional and Related Institutions in Psychology 349 (1) The United States, 1 850 to 1 91 Contemporary Society Theories of Child Development

History 253 (2) Religion and Biblical Studies 208 (2)

The United States, 1 91 7 to the Present Ethics

History 254 (1) Russian 320 (2)* United States Urban History Seminar

History 336 (2) Sociology 211 (2) Seminar. American Urban History Family and Society

Political Science 212 (1) Urban Politics

Political Science 215 (2) Bureaucratic Behavior and Policy Analysis Professors Sherwood and Shackford taught English literature at Wellesley.

I OFFICERS OF INSTRUCTION 210 OFFICERS OF INSTRUCTION

Officers of Instruction Mary Jo Bane^ James F. Beaton B.S., Georgetown University; B.A., Boston College; As of June 1975 M.A.T., Ed.D., Harvard University M.A., Ph.D., Rutgers University Stephen M. Adier Assistant Professor of Education and Assistant Professor of English B.S., M.S., Ph.D., University of Michigan Lecturer in Sociology and Anthropology Associate Professor of Astronomy Associate Director, Center for Research on Carolyn Shaw Bell Women B.A., Mount Holyoke College; Barry AllenS Ph.D., London University B.A., Harvard University Sumana Banerjee Katharine Coman Professor of Economics B.Sc, M.Sc, Ph.D., University of Calcutta Instructor in Physical Education Assistant Professor of Biological Sciences Priscilla Benson Mary Mennes Allen* B.A., Smith College B.S., M.S., University of Wisconsin; Douglas Hell Banik Laboratory Instructor In Physics Ph.D., University of California (Berkeley) A.B., Harvard College; M.A., Ph.D., University of Pennsylvania Associate Professor of Biological Sciences Iris Berger^ Assistant Professor of Psychology B.A., University of Michigan; Lilian Armstrong Anderson M.A., Ph.D., University of Wisconsin B.A., Wellesley College; Victor Baras* Assistant Professor of History A.M., Radcliffe College; B.A., Ph.D., Cornell University Ph.D., Columbia University Assistant Professor of Political Science Ronald M. Berger^ Associate Professor of Art B.A., Miami University; Evelyn Claire Barry M.A., Ph.D., University of Wisconsin

Harold E. Andrews III A.B., A.M., Radcliffe College Assistant Professor of History B.A., College of Wooster; Associate Professor of Music M.S., University of Missouri; Philip A. Bertocci Ph.D., Harvard University Paul Rogers Barstow B.A., Wesleyan University; Assistant Professor of Geology B.A., Williams College; M.A., Ph.D., Yale University M.F.A., Yale University Assistant Professor of History Louis W. Arnold Lecturer in Theatre Studies Instructor in Guitar Director, Wellesley College Theatre James R. Besancon B.S., Yale University Jerold S. Auerbacfi Dorothy C. Bass Instructor in Geology B.A,, Oberlin College; B.A., Wellesley College; M.A., Ph.D., Columbia University M.A., Columbia University and Union Frank Bidart3 Associate Professor of History Theological Seminary B.A., University of California (Riverside); Instructor in Religion and Biblical Studies A.M., Harvard University Grazia Avitabile Lecturer in English B.A., M.A., Smith College; Ann Streeter Batchelder Ph.D., Bryn MawrCollege B.A., Wheaton College; D. Scott Birney* M.Ed., College Professor of Italian Framingham State B.S., Yale College; Assistant Professor of Physical Education M.A., Ph.D., Georgetown University Professor of Astronomy OFFICERS OF INSTRUCTION 211

BIythe McVlcker Cllnchy Joan L. Bolker3 Douglas E. Busch B.A., Smith College; A.B., A.M.. Radcliffe College; B.A., Franklin and Marshall College; M.A., New School for Social Research; M.A.T., Harvard University Ph.D., Rutgers University Ph.D., Harvard University Biological Sciences Instructor in Education Assistant Professor of Assistant Professor of Psychology Director, Child Study Center Ella P. Bones Stanford Calderwood^ B.A., Cornell University; B.A., University of Colorado Barbara J. Cochran A.M., Radcliffe College; Visiting Professor of Economics B.S., M.Ed., Pennsylvania State University; Ph.D., Harvard University D.Ed., Boston University Professor of Russian Helen J. Cammarata B.A., William and Mary College Assistant Professor of Physical Education

Mary E. Bradley* Instructor in Economics Paul A. Cohen B.A., M.A., Colby College; B.A., University of Chicago; Ed.D., Harvard University Deutsch Carroll Margaret A.M., Ph.D., Harvard University Associate Professor of Education B.A., Barnard College; M.A., Harvard University Edith Stix Wasserman Professor of Asian Studies Maxine Bridger^ Instructor in Art B.S., Queens College; Andrew L. Colb M.A., Brandeis University Maud H. Chaplin B.S., Union College; B.A., Wellesley College; Instructor in Mathiematics Ph.D., Northwestern University M.A., Ph.D., Brandeis University Assistant Professor of Chemistry Judith Claire Brown Assistant Professor of History B.A., Rice University; Associate Dean of the College Phyllis B.Cole Ph.D., University of California (Berkeley) B.A., Oberlin College; Associate Professor of Physics Nancy CIrlllo A.M., Ph.D., Harvard University Violin Instructor In Assistant Professor of English Sheila Brown Director of Chamber Music B.A., St. Olaf College; Ann Congleton M.S.. University of Colorado Coursey Clapp Anne de B.A., Wellesley College; B.A., Smith College; Instructor in Physical Education M,A., Ph.D., Yale University M.F.A., Yale University; University Associate Professor of Philosophy Sylvia G. Brown* A.M., Ph.D., Harvard Director of Educational Research B.A., Vassar College; Assistant Professor of Art M.A., Ph.D., University of Michigan Clemence Assistant Professor of Greek and Latin Richard Vernon Kathleen Neils Conzen* Ph.B., M.A., Brown University; B.A., Collegeof St. Catherine; Ph.D., Harvard University Judith W. Burling* A.M., M.A., University of Delaware; B.A., University of Iowa; A. Barton Hepburn Professor of Economics Ph.D., University of Wisconsin M.S., Smith College Assistant Professor of History Assistant Professor of Physical Education 212 OFFICERS OF INSTRUCTION

Richard M. Cook Jean A. Darlington Thomas J. Dimieri B.Mus., New England Conservatory of Music B.A., Knox College; A.B., Fordham University; M.A., Wellesley College M.A., Brown University Instructor in Trumpet and Cornetto Laboratory Instructor in Chemistry Instructor in Sociology and Anthropology Francis Judd Cooke3 B.A., Yale University; Isabelle de Courtivron Ann St. Clair Dinger Mus.B., University of Edinburgh! B.A., Colby College; B.A., Vassar College; M.A., Ph.D., Brovifn University M.S., Ph.D., Northwestern University Lecturer in Music Assistant Professor of French Assistant Professor of Astronomy Michelle Coquillat Agreg^e des Lettres modernes, University Fred Denbeaux David R. Dobbins of Paris B.A., Elmhurst College; A.B., Franklin College; B.D., S.T.M., Union Theological Seminary M.A., Ph.D., University of Massachusetts Assistant Professor of French (Amherst) Professor of Religion and Biblical Studies Helen Storm Corsa Assistant Professor of Biological Sciences B.A., Mount Holyoke College; Margaret A. Dermody M.A., Ph.D., Bryn Mawr College A.B., Emmanuel College; Thomas Dublin-^ M.A., Wellesley College Martha Hale Shackford Professor of English A.B., Harvard College; M.A., Ph.D., Columbia University Laboratory Instructor in Biological Sciences Eugene Lionel Cox Assistant Professor of History B.A., College of Wooster; Ruth Deutsch Ph.D., Johns Hopkins University A.M., Radcliffe College; Mayrene Earle M.A., Stanford University; Professor of History B.S., Boston-Bouve College M.A., Yale University Instructor in Physical Education Mary D. Coyne Lecturer in German A.B., Emmanuel College; Mark U. Edwards, Jr. M.A., Wellesley College; Adrienne S. Dey B.A., M.A., Ph.D., Stanford University Ph.D., University of Virginia B.A., Swarthmore College; Assistant Professor of History Ph.D., University of Pennsylvania Associate Professor of Biological Sciences Assistant Professor of Chemistry Allan Warden Eister Martha Alden Craig B.A., DePauw University; B.A., Oberlin College; Sheila Kathryn Dickison M.A., American University; M.A., Ph.D., Yale University B.A., University of Toronto; Ph.D., University of Wisconsin M.A., Ph.D., Bryn Mawr College Professor of English Professor of Sociology Assistant Professor of Greek and Latin Jean V. Crawford Dorothy Z. Eister B.A., Mount Holyoke College; Louis S. Dickstein* B.A., Hood College; M.A., Oberlin College; B.A., Brooklyn College; M.A., Mount Holyoke College Ph.D., University of Illinois M.S., Ph.D., Yale University Research Assistant in Psychology Charlotte Fitch Roberts Professor of Associate Professor of Psychology Chemistry OFFICERS OF INSTRUCTION 213

Laurel Furumoto Mei-Mei Akwai Ellerman Charles Fisk3 B.A., University of Illinois; Lie University of Geneva; A.B., Harvard College; M.A., Ohio State University; M.A.. Boston University; M.M.A., Yale School of Music Ph.D., Harvard University Ph.D., Harvard University Lecturer in Music Associate Professor of Psychology Assistant Professor of Italian Instructor in Piano Ann Gabhart Alona E. Evans Virginia IVI. Fiske College; B.A., Wellesley College; B.A., Pfi.D.. Duke University B. A., MA, Mount Holyoke Ph.D., Radcliffe College A.M., Harvard University Elizabeth Kimball Kendall Professor of of Biological Lecturer in Art Political Science Ellen A. Kendall Professor Sciences Director, Wellesley College Museum Doris Holmes Eyges Rene Galand B.A., University of Michigan; Phyllis J. Fleming Lic.-es-Lettres, University of Rennes; A.M., Radcliffe College B.A., Hanover College; M.S., Ph.D., University of Wisconsin Ph.D., Yale University Lecturer in English Physics Professor of French Class Dean Sarah Frances Whiting Professor of

Flynn Audrey Gaquin J. Clayton Fant Michael A. (Berkeley) A.B., Collegeof New Rochelle; B.A., Williams College A.B., University of California M.Phil., Yale University Instructor in Greek and Latin Instructor in Economics Instructor in French

John Nye Faville Claudia Foster Robert Garls B.A., M.A., Ph.D., University of California B.A., M.A., University of Denver; B.A., Muhlenberg College; (Berkeley) Ph.D., Columbia University A.M., Ph.D., Harvard University Assistant Professor of English Assistant Professor of Education Katharine Lee Bates Professor of English

Peter Fergusson Douglas Gordon Frame University Elena Gascon-Vera B.A.. Michigan State University; A.B., Ph.D., Harvard Lie, University of Madrid; A.M., Ph.D., Harvard University of Greek and Latin Assistant Professor M.Phil., Ph.D., Yale University Associate Professor of Art Carlo Roger Fran90is» Assistant Professor of Spanish Agrege, David Ferry Lie. en Philosophie et Lettres, Geraldine F. Gauthier B.A., Amherst College; University of Liege; B.S., M.S., Massachusetts Collegeof A.M., Ph.D., Harvard University A.M., Ph.D., Harvard University Pharmacy; of French Sophie Chantal Hart Professor of English Professor A.M., Ph.D., Radcliffe College

Friedman3 Professor in the Laboratory of Electron Lorenz J. Finison Winifred Herman Microscopy A.B.. Wesleyan University; B.A., Wellesley College; Ph.D., Columbia University Ph.D., Harvard University

Assistant Professor of Psychology Assistant Professor of Art 214 OFFICERS OF INSTRUCTION

Katherlne Allston Geffcken Edward Vose Gulick Alice Stone llchman B.A., Agnes Scott College; B.A., M.A., Ph.D., Yale University B.A., Mount Holyoke College; M.A., Ph.D., Bryn Mawr College M.P.A., Maxwell School of Citizenship and Elisabeth Hodder Professor of History Public Affairs; Ph.D., London School of Professor of Greek and Latin Economics Peter Hampshire3 Meg Gertmenian* B.A., M.A., Oxford University; Professor of Economics and of Education B.A., Wellesley College; D.Litt., University of Kent Dean of the College A.M., Pfi.D., Harvard University Visiting Professor of French Vivian Rippy Ingersoll Associate Professor of Englisti B.A., Ohio Wesleyan University; Adrienne Hartzell M.A., Johannes Gutenberg University G.C.Gill B.Mus., New England Conservatory of Music B.A., M.A., Phi.D., Cambridge University Lecturer in German Instructor in Viola da Gamba Class Dean Assistant Professor of French Assistant In The Collegium Musicum

Phyllis Isaacson^ Klaus Goetze Margaret Jean Hay* B.Mus., Boston University; B.A., Stanford University; Instructor in Piano M.M., New England Conservatory M.A., Ph.D., University of Wisconsin Lecturer in Music Arthur Ralph Gold Assistant Professor of History B.A., Princeton University; Owen Hughes Jander A.M., Ph.D., Harvard University William A. Herrmann B.A., University of Virginia; B.A., M.A., Ph.D., Columbia University Associate Professor of English A.M., Ph.D., Harvard University Professor of Music Professor of Music Marshall Irwin Goldman Director of the Choir B.S., Wharton School, University of Linda Gardiner Janik Pennsylvania; Sonja E. Hicks B.A., University of Sussex; A.M., Ph.D., Harvard University B.S., University of Maine; M.A., Ph.D., Brandeis University Ph.D., Indiana University Class of 1 91 9 Professor of Economics Assistant Professor of Philosophy Associate Professor of Chemistry Stasys Gostautas Eugenia Parry Janis B.A., Fordham University; Janet Hoffman B.A., University of Michigan; M.A., Ph.D., New York University B.A., Wellesley College; A.M., Ph.D., Harvard University M.A., York University Assistant Professor of Spanish New Assistant Professor of Art Instructor in Russian Maja J. Goth Roger A. Johnson Mittellehrerdipl., Oberlehrerdipl., Ph.D., Virginia Thorndike Hules^ B.A., Northwestern University; University of Basel B.A., Wellesley College; B.D., Yale University; M.A., Harvard University Professor of German Th.D., Harvard University Instructor in French Professor of Religion and Biblical Studies Janet Brown Guernsey B.A., Wellesley College; A.M., Radcliffe College; Ph.D., Massachusetts Institute of Technology

Louise S. McDowell Professor of Physics OFFICERS OF INSTRUCTION 215

Jon D. Levenson Helen F. Ladd Marion R. Just Harvard University Wellesley College; A.B., Ph.D., B.A.. Barnard College: B,A., School of Economics; and Biblical M.A., Johns Hopkins University; M.S., London Assistant Professor of Religion Harvard University Ph.D.. Columbia University A.M., Studies Professor of Economics Assistant Professor of Political Science Assistant Katherine Lever* John Lagerwey3 B.A., Swarthmore College; Stephen B. Kahl College University of Michigan M.A,, Ph,D., Bryn Mawr B.S.. Duke University; B.A., of English Ph.D., Indiana University Instructor in Chinese Professor Assistant Professor of Chemistry Helen Landerman Judith T. Levy College; B.A., University of California (San Diego); A.B., Goucher Thomas Forrest Kelly Hopkins University M.A., University of California (Santa Barbara) Ph.D., Johns A.B., University of North Carolina; Professor of Chemistry A.M., Ph.D., Harvard University Instructor in Spanish Assistant Assistant Professor of Music Jyoti LaPeer3 Peter Lleberman B.A., Oberlin College; Physical Education Ellen Peck Killoh Instructor in Ph,D., City University of New/ York B.A., Allegheny College; Assistant Professor of Chemistry M.A., Ph.D., Stanford University Nathaniel Larrabee II B.A., Trinity College; Assistant Professor of English B.F.A., M.F.A., Boston University Helen T. Lin* B,S., National Taiwan University Elissa Kofi Assistant Professor of Art Professor of Chinese on the B.S., Queens College, C.U.N.Y.; Associate Foundation M.S., Ph.D., Tufts University Beverly Joseph Layman Edith Stix Wasserman B.A., Roanoke College; Assistant Professor of Psychology M,A,, University of Virginia; Eva Linlield

A.M., Ph.D., Harvard University in Recorder and Krummhorn Philip L, Kohl Instructor Collegium Musicum B.A., Columbia University; Professor of English Assistant in The M,A.. Ph.D., Harvard University Mary Rosenthal Lefkowitz Jerome J. LIpson Assistant Professor of Sociology and Wellesley College; Anthropology B.A., Instructor in Viola A.M., Ph.D., Radcliffe College

Nancy Harrison Kolodny Professor of Greek and Latin Stephen J. Little University of Kansas (Lawrence); B.A., Wellesley College; B.A., M.A., University of California (Los Angeles) Ph.D., Massachusetts Institute of Technology Eric LevensonS Ph.D., A.B., Harvard College; Professor of Astronomy Assistant Professor of Chemistry Assistant M.F.A., Brandeis University Director of the Science Center Herbert Loehlln Lecturer in Theatre Studies James Wooster; Design Director, Wellesley College Theatre B.A., College of Ph,D., Massachusetts Institute of Technology Associate Professor of Chemistry 216 OFFICERS OF INSTRUCTION

Gabriel H. Lovett* Tony Martin Vicki E. Mistacco* B.A., M.A., Ph.D., New York University Barrister-at-Law, Gray's Inn; B.A., New York University; B.Sc, University of Hull; M.A., Middlebury College; Professor of Spanish M.A., Ph.D., Michigan State University M.Phil., Ph.D., Yale University

Mary H. Lusky Associate Professor of History and Assistant Professor of French B.A., Wellesley College; Black Studies tVl.A., Columbia University Ralph M. Mitchel|3 Miranda Constant Marvin* B.S., Stanford University; Instructor in Spanish B.A., Bryn Mawr College; A.M., Ph.D., Harvard University Ph.D., Harvard University Barry Lydgate Assistant Professor of Physics

B. A., 1^. Phi I., Ph.D., Yale University Assistant Professor of Art and of Laboratory Instructor in Physics Greek and Latin Assistant Professor of French Kenvtforth W. Moffett* Cecilia Mattii^ B.A., Columbia College; Irlna Borlsova-Morosova Lynch Dott. In Lett., University of Florence A.M., Ph.D., Harvard University A.M., Ph.D., Radcliffe College Instructor In Italian Associate Professor of Art Professor of Russian Florence McCulloch Janice Mokros Alice A. Lyndon B.A., Vassar College; B.A., Ph.D., University of Minnesota A.B., Indiana University; M.A., Ph.D., University of North Carolina M.A., University of California Assistant Professor of Psychology Professor of French Assistant Professor of Art Bert Moore Keanyi A. Menkiti B.A., Southern Methodist University; Arthur L. Lyons, Jr. 3 B.A., Pomona College; M.A., University of Illinois; B.S., Lowell Technological Institute; M.S., Columbia University; Ph.D., Stanford University M.Phil., Ph.D., Columbia University M.A., New York University; Assistant Professor of Psychology Laboratory Instructor in Chemistry Ph.D., Harvard University

Assistant Professor of Philosophy Joy Williams Moore^ Neal A. Machtiger B.A., Southern Methodist University; B.S., Ph.D., Cornell University Sally Engle Merry M.A., University of Illinois (Urbana); Assistant Professor of Biological Sciences B.A., Wellesley College; Ph.D., University of California (Berkeley) M.A., Yale University Assistant Professor of Psychology Wendy Snyder MacNeil^ Instructor In Sociology and Anthropology A.B., Smith College; Rodney Morrison M.A.T., Harvard University Linda B. Miller B.S., M.A., Boston College; Assistant Professor of Art A.B., Radcliffe College; M.S., Ph.D., University of Wisconsin M.A., Ph.D., Columbia University Associate Professor of Economics Helen C. Mann Professor of Political Science A.B., Fresno State College; Rose Moss3 M.A., Wellesley College B.A., English Honors Degree, University Laboratory Instructor in Chemistry of Natal

Lecturer in English OFFICERS OF INSTRUCTION 217

M. Lucetta Mowry William P. Norris Louise Came Pappoutsakis B.A., University of Arizona; B.A., Wilson College; Instructor in Harp M.A., Presbyterian College of Christian M.A., University of Florida Education; B.D., Pti.D., Yale University; Instructor in Sociology and Anthropology Robert Pinsky Honorary Degree: L.H.D., Wilson College B.A., Rutgers University; Andrew W. Mellon Professor in the Torsten Norvig M.A., Ph.D., Stanford University University of Copenhagen; Humanities B.S., Associate Professor of English M.Sc, Ph.D., Brown University Carol Mueller Professor of Mathematics IsabelleC. Plaster California (Berkeley); B.A., University of B.A., Wellesley College; M.A., Rutgers University; Lola Odiaga M.Mus., New England Conservatory of Music Ph.D., Cornell University Juilliard School of Music; B.S., M.S., Instructor in Bassoon of Sociology and of Assistant Professor M.Mus., Yale School Music Assistant in Chamber Music Anthropology Instructor in Harpsichord Charlotte Carroll Prather Barbara F. Muise Hazel F. O'Donnell B.A., Barnard College; A.B., Bates College; B.Mus., M.Mus., Boston University M.A., M.Phil., Yale University M.A., Smith College Instructor in Voice Instructor in German Laboratory Instructor in Biological Sciences

James F. O'Gorman Elinor Preble David L. Myers B.Arch., Washington University; B.Mus., New England Conservatory of Music B.A., Oberlin College; M.Arch. , University of Illinois (Urbana); Ph.D.. Massachusetts Institute of Technology Instructor in Flute A.M., Ph.D., Harvard University Assistant Professor of Mathematics Grace Slack McNeil Professor of American Art Kathryn Conway Preyer B.A., Goucher College; E. Nedland Daniel Helen Ann Padykula M.A., Ph.D., University of Wisconsin B.S., Wisconsin State University; B.S., University of Massachusetts; History of Wisconsin (Madison) Professor of M.S., University M.A., Mount Holyoke College; Instructor in Geology Ph.D., Radcliffe College Ruth Anna Putnam* Professor in the Laboratory of Electron B.S., Ph.D., University of California (Los Barbara W. Newell Microscopy Angeles) B.A., Vassar College; Professor of Philosophy University of Wisconsin; Associate M.A., Ph.D., Diann Painter Degrees: L.H.D., Trinity College; Honorary A.B., Antioch College; University, Williams Patrick F. Quinn LL.D., Central Michigan University A.M., Ph.D., Indiana B.A., M.A., University of Wisconsin; College; D.Lit., Northeastern University Assistant Professor of Economics Ph.D., Columbia University Professor of Economics Professor of English President of Wellesley College 218 OFFICERS OF INSTRUCTION

James Wilson Rayen Kenneth W. Roth Alice T. Schafer* B.A., B.F.A., M.F.A., Yale University B.Mus., New England Conservatory; B.A., University of Richmond; M.A., Stanford University S.M., Ph.D., University of Chicago; Associate Protessor of Art Honorary Degree: O.Sc, University of Instructor in Oboe and Baroque Oboe Richmond Stephen A. Riederer B.A., M.A., University of Missouri (Kansas Nancy Joyce Roth Helen Day Gould Professor of Mathematics City) B.Mus., M.Mus., New England Conservatory of Music Alan Henry Schechter Instructor in Psyctiology B.A., Amherst College: Instructor in Baroque Flute Ph.D., Columbia University Jill Rierdan B.A.,M.A.,Ph.D., Clark University Margery Sabin Associate Professor of Political Science A.B., Radcliffe College; Assistant Professor of Psycfiology A.M., Ph.D., Harvard University R. Steven Schiavo B.A., Lehigh University: Annie Robbins Assistant Professor of English Ph.D., Columbia University Lie, Sorbonne; M.A., Tufts University; Gary R. Sanford Assistant Professor of Psychology Pfi.D., Harvard University B.A., University of California (Berkeley); M.A., Chico State College; William R. Scott Assistant Professor of French Ph.D., University of California (Davis) B.A., Lincoln University; M.A., Howard University; Alice Birmingham Robinson* Assistant Professor of Biological Sciences M.A., Ph.D., Princeton University B.A., Wellesley College; A.M., Ph.D., Radcliffe College H. Paul Santmire Associate Professor of Black Studies A.B., Harvard College; Professor of History B.D., The Lutheran Theological Seminary; Anil Seal3 Th.D., Harvard University B.A., M.A., Ph.D., Trinity College, Elizabeth Jane Rock Cambridge B.S., College of Mount St. Vincent; Lecturer in Religion and Biblical Studies M.A., Smith College: Chaplain Barnette Miller Visiting Professor of History Ph.D., Pennsylvania State University Judith Saunders Ann Seidman3 Arthur J. and Nellie Z. Cohen Professor B.A., M.A., University of California B.S., Smith College; of Chemistry (Berkeley); C.Phil., Ph.D., University of M.S., Columbia University; Ph.D.. University of Wisconsin Judith Roitman California (San Diego) B.A., Sarah Lawrence College; Assistant Professor of English Visiting Associate Professor of Economics M.A., Ph.D., University of California Research Associate, Center for Research on (Berkeley) Danny L. Scarborough Women B.A., St. Augustine's College; Assistant Professor of Mathematics M.A., University of Massachusetts Anne Dhu Shapiro^ 3 B.A., University of Colorado; Henry Rosemont, Jr. Lecturer in Black Studies A.M., Harvard University A.B., University of Illinois; Ph.D., University of Washington Assistant Professor of Music

Visiting Associate Professor of Religion and Biblical Studies ; ;

OFFICERS OF INSTRUCTION 219

Annemarie A. Shimony S. L.Sokolotf Ann Kathryn Stehney B.A.. Northwestern University: B.F.A., M,F.A,, Boston University A.B., Bryn IVIawr College; Ph.D., Yale University M.A., Ph.D., State University of New York .Assistant Professor of Art (Stony Brook) Professor of Sociology and Anthropology iVIariot A. F. Solomon3 Assistant Professor of lyiathematics Alan Shuchat A.B., Radcliffe College B.S., Ivlassachusetts Institute of Technology; Edward A. Stettner Instructor in Art M.S., Ph.D., University of IVIichigan B.A., Brown University; M.A., Ph.D., Princeton University Assistant Professor of IVIathematics Alexia Henderson Sontag B.A., Pacific Lutheran University; Associate Professor of Political Science Frederic W. Shuitz* IVl.A., Ph.D., University of lyiinnesota Helen Stewart^ B.S, , California Institute of Technology; Assistant Professor of tvlathematics Ph.D., University of Wisconsin A.B., t^.A., Boston University

Assistant Professor of tvlathematics Patricia Meyer Spacks Lecturer in Black Studies B.A., Rollins College; Frangoise Simon IVI.A., Yale University; Irene Pierce Stiver^ Maitrise d'Anglais, University of Nantes; Ph.D., University of California (Berkeley) B.A., Brooklyn College; IVI.Phil.. Yale University IVI.A., Ph.D., Cornell University Professor of English Instructor in French Lecturer in Psychology Hortense J. Spillers Martin E. Sleeper»3 B.A., M.A., IVIemphis State University; Owen S. Stratton B.A., Williams College; Ph.D., Brandeis University B.A., Reed College; f^.A.T., University IVI.A., Ph.D., Stanford University Ed.D., Harvard Assistant Professor of English and Assistant Professor of Education Black Studies Ralph Emerson Professor of Political Science

Elaine L. Smith^ Ingrid Stadler Robert C, Stuart B.A., IVI.A., Wellesley College B.A., Vassar College; Diploma, New England Conservatory of Music A.IVI., Ph.D., Radcliffe College Laboratory Instructor In Chemistry Instructor in Clarinet Professor of Philosophy Hopkinson Smith* Marcia Stubbs L.T.C.L., Trinity College of tVlusic, London George Stambolian B.A., M.A., University of Michigan B.A., Dartmouth College; Instructor in Guitar and Lute Lecturer in English M.fK., Ph.D., University of Wisconsin Assistant to The Collegium l^usicum Associate Professor of French Lawrence Sullivan HeleneV. Smookler B.S., University of Missouri B.A., University of California (Berkeley) Ria Stavrides M.A., University of Michigan C.Phil., Ph.D., University of California Ph.D., Columbia University M.A., Instructor in Political Science (Los Angeles) Visiting Professor of Philosophy Assistant Professor of Political Science ;

220 OFFICERS OF INSTRUCTION

Yih-jianTai Thomas von Foerster Kathy Weingarten B.A., National Taiwan University; B.S., University of Illinois (Urbana) B.A., Smith College; M.S., Ph.D., Southern Illinois University A.M., Ph.D., Harvard University Ph.D., Harvard University

Visiting Associate Professor of Chinese Assistant Professor of Physics Assistant Professor of Psychology

Frank Cochran Taylor II Richard William Wallace Holmes H. Welch3 B.A., Yale University B.A., Williams College; A.B., M.A., Harvard University M.F.A., Ph.D., Princeton University Instructor in Organ Visiting Professor of Religion and Biblical Associate Professor of Art Studies Susan M. Tendy B.A., Adelphi University; Helen Wang Dorothea J. Wldmayer M.S., Pennsylvania State University B.A., University of Wisconsin B.A., M.A., Wellesley College; ; A.M., Ph.D., Harvard University Ph.D., Indiana University Instructor in Physical Education Assistant Professor of Mathematics William R. Kenan Professor of Biological Alice E. Trexler Sciences B.S., New York University; Margaret Ellen Ward M.A., Columbia University B.A., Wilson College; Bonnie E. Wiencke M.A., Ph.D., Indiana University B.S., Springfield College; Assistant Professor of Physical Education M.A., University of Wisconsin Assistant Professor of German Nina Tumarkin-Fosburg Assistant Professor of Physical Education B.A., University of Rochester; Judith Callaghan Wason M.A., Ph.D., Harvard University A.B., Goucher College; Howard J. Wilcox Ph.D., Columbia University B.A., Hamilton College; Assistant Professor of History Ph.D., University of Rochester Assistant Professor of Mathematics Kenneth L. van der Laan Associate Professor of Mathematics B.A., University of Denver; Pamela J. Weathers-^ Ph.D., University of California (Berkeley) B.S., Marquette University; Daniel J. Windham^ Ph.D., Michigan State University B.Mus., New England Conservatory of Music Assistant Professor of Biological Sciences Assistant Professor of Biological Sciences Lecturer in Music Linda Kent Vaughan B.S., M.A., Russell Sage College; Andrew C. Webb Theresa C-H Yao Ph.D., Ohio State University B.Sc, Ph.D., University of Southampton B.A., Taiwan Normal University

Associate Professor of Physical Education Assistant Professor of Biological Sciences Instructor in Chinese

Tino Villanueva-^ Eleanor Rudd Webster B.A., Southwest Texas State University; B.A., Wellesley College; M.A., State University of New York (Buffalo) M.A., Mount Holyoke College; A.M., Ph.D., Radcliffe College Instructor in Spanish Professor of Chemistry OFFICERS OF INSTRUCTION 221

Richard Yarde Professors Emeriti Jorge Guille'n. Catedratico de Universidad B.F.A., M.F.A., Boston University Professor of Spanish Kafy Boyd George. MA. Associate Professor of Art Associate Professor of Biblical History Waclaw Jedrzejewicz Associate Professor of Russian FikretK. Yegul Ola Elizabeth Winslow, Ph.D. B.Arcfi., Middle East Technical University; Professor of English Katharine Canby Balderston, Ph.D. B.Archi., Yale University Professor of English Ruth Elvira Clark, Litt.D. Instructor in Art Professor of French Marion Elizabeth Stark, Ph.D. Monica Yu Professor of Mathematics Thomas Hayes Procter, Ph.D. B.A., National Taiwan University; Professor of Philosophy M.A., Indiana University Helen Thayer Jones, Ph.D. Professor of Chemistry Lecturer in Chinese Mary Bosworth Treudley, Ph.D. Professor of Sociology Michael Zaretsky Harriet Culler Waterman, Ph.D. Professor of Zoology Elizabeth Ph.D. Instructor in Viola Grace Howard, Associate Professor of Botany Ella Keats Whiting, Ph.D. Alfred Zighera Professor of English and Dean Louise Pettibone Smith, Ph.D. Instructor in Cello Professor of Biblical History Mary Leilah Austin, Ph.D. Professor of Zoology Claire Zimmerman Marianne Thalmann, Ph.D. B.A., Wellesley College; Professor of German Ph.D.. Radcliffe College Grace Ethel Haw(k, B.Litt. (Oxon.) Professor of English Professor of Psychology Jeannette Barry Lane, Ph.B. Associate Professor of Speech Elizabeth Beall, Ph.D. Associate Professor of Physical Education Lucy Wilson, Ph.D. Professor of Physics and Dean of Students Lucy Winsor Killough, Ph.D. Professor of Economics Edna Heidbreder, Ph.D. Professor of Psychology Magdalene Schindelin, Ph.D. Associate Professor of German Ada May Coe, M.A. Professor of Spanish Howard Hinners, B.A. Professor of Music Evelyn Kendrick Wells, MA. Professor of English Gladys Kathryn McCosh, Ph.D. Professor of Zoology Leiand Hamilton Jenks, Ph.D. Professor of Sociology Dorothy Mae Robathan. Ph.D. Professor of Latin Louise Overacker, Ph.D. Professor of Political Science 222 OFFICERS OF INSTRUCTION

Agnes Anne Abbot Ernest Rene Lacheman, Ph.D. Professor of Art Professor of Religion and Biblical Studies

Eva Elizabeth Jones, Ph.D. Sylvia Leah Berkman, Ph.D. Professor of Zoology Professor of English

Edith Brandt Mailory, Ph.D. Herbert Morrison Gale, Ph.D. Professor of Psychology Professor of Religion and Biblical Studies

Evelyn Faye Wilson, Ph.D. Delaphine Grace Rosa Wyckoff, Ph.D. Professor of History Professor of Bacteriology

Teresa Grace Frisch, Ph.D. Hannah Dustin French, IVIS. Professor of Art and Dean of Students Research Librarian, Special Collections

Dorothy Heyworth, Ph.D. Virginia Onderdonk, B.A. Professor of Physics Professor of Philosophy

Margaret Elizabeth Taylor, Ph.D. Bartlett Hicks Stoodley, Ph.D. Professor of Latin Professor of Sociology

Concha Breton, Doctora en Letras Virginia Fleming Prettyman, Ph.D. Associate Professor of Spanish Professor of English

John McAndrew, M.Arch. Thelma Gorfinkle Alper, Ph.D. Professor of Art Professor of Psychology

Barbara Salditt, Ph.D. Hubert Weldon Lamb, A.B. Associate Professor of German Professor of IVIusic

Louise Wilson Roquemore, Ph.D. Harriet B. Creighton, Ph.D. Professor of Biology Professor of Botany

Eleanor Milton Tenney, B.A. Sarah J. Hill, Ph.D. Director of Residence Professor of Astronomy

Walter Edwards Houghton, Ph.D. Germaine Lafeuille, Ph.D. Professor of English Professor of French

Barbara Philippa McCarthy, Ph.D. Justina Ruiz-de-Conde, Ph.D. Professor of Greek Professor of Spanish

Mary Ruth Michael, Ph.D. Elizabeth Frisch Professor of English Associate Professor of Art ADMINISTRATION 224 ADMINISTRATION

Office of the President Phyllis Kelley M.S. Office of the Dean of the College Administrative Assistant Barbara W. Newell Ph.D. Alice Stone llchman Phi.D. President Carol Marsh Dean of tfie College Professor of Economics Administrative Assistant Professor of Economics and of Education

Doris E. Drescher B.S. Maud H. Chaplin Pfi.D. Executive Secretary to tlie President Office of Career Services Associate Dean of tfie College Clerk of tine Board of Trustees Assistant Professor of History Barbara Lazarus Wilson Ed.D. AnneS. Wood B.A. Director Diane Hallen Flasar B.A. Budget Officer Administrative Assistant Elfriede C. Maclaurin B.A. to tfie Dean of tfie College Student Employment Counselor Office of Admission Dorothy L. Connolly Sandra L. Crump B.A. Administrative Secretary to the Mary Ellen Ames B.A. Career Services Counselor Dean of the College Director of Admission Nancy 0. Pratt M.A. Norma B. Heyman Elizabeth M. Chandler B.A. Career Services Counselor Administrative Secretary Associate Director for Faculty Appointments Diane L. Redonnet B.A. Marilyn Kimball M.A. Career Services Counselor Florence Carlson Associate Director Audiovisual Coordinator Roni S. Noland B.A. Supervisor of the Language Laboratory Margaret O. Rose B.A. Resources Counselor Associate Director Office of the Dean of Academic Programs Elena M. McCall B.A. Office of College Relations Elizabeths. Blake Ph.D. Assistant Director Dean of Academic Programs Alia O'Brien B.A. Joan A. Sapir B.A. Vice President Doris Holmes Eyges M.A. Assistant Director Class Dean Rosemarie Matthees Cummings Lecturer in English Florence L. Washington Director of Publications Administrative Assistant to tfie Director Vivian R. Ingersoll M.A. Margaret Galloway Lafferty B.A. Class Dean Coordinator of Special Events Lecturer in German Office of Financial Aid Elaine Johnson Lampert B.A. EricW. Kurtz Ph.D. Amelia Botsaris Nychis M.A. Press Officer Class Dean Financial Aid Officer Director of Foreign Study Carolyn Harmon Scott Kathryn Osmond M.A. Administrator, Information Bureau Joan Barker Melvin Ph.D.* Assistant to tfie Financial Aid Officer Class Dean ADMINISTRATION 225

Shirley Quinn B.A. Office of the Science Center Claire Tucker Loranz B.A., M.S. Class Dean Documents Librarian Director of Academic Assistance Programs Nancy H. Kolodny Ph.D. Director of the Science Center Frances McNamara, B.A., M.S. Kathleen Brownback B.A. Assistant Professor of Chemistry Cataloger Administrative Assistant to the Dean of Academic Programs Rosamond White B.S. Eleanor Louise Nicholes B.A., M.S., Ph.D. Assistant to the Director Special Collections Librarian Faire L. Goldstein B.A. Office l\/lanager Wilma Ruth Slaight B.A., M.A., Ph.D. Margaret Clapp Library Archivist Moeller B.A. Dorothy B. Helen Margaret Brown B.A., B.S., M.S. Coordinator Joan Spillsburg Stockard B.A., M.S. Exchange Librarian Readers Services Librarian Ruth G. Rose MA. Edith Shapero Alpers B.A., M.S. Administrative Assistant for Senior Cataloger Foreign Study Office of Student Services

Jacqueline J. Bartelsman B.A., M.S. Susan R. Fedo Cataloger MA. Office of Continuing Education Coordinator, Student Services Director, Schneider College Center Betty Lou Nitchie Marple Ph.D. Tomira Witkowska Buxell B.A., LL.M., M.S. Senior Cataloger In Reclassification Director ArlineS. Tyler MA. Director, Harambee House Rosemary D. Hutcheson B.A. Lynn Christopher Carney B.A., M.S. Technical Services Librarian Assistant Director Joan Nathanson B.A. Director, Slater International Center Mary Ann Bukovich Elizabeth Simmons Cookson B.A., M.S. Acquisitions Librarian Administrative Assistant Stephen J. Nelson MAR. Assistant Director, Schneider College Center Mary Wallace Davidson B.A., M.S. Librarian Office of the Registrar Music Alice M. Roodkowsky Administrative Assistant, Student Services R. Eleanore Silverman M.Ed. Ann Davis Greene B.S. in Ed., M.S. Registrar Serials Librarian Office of Residence Eleanor Witten Eleanor Adams Gustafson B.S., M.S. Administrative Assistant to the Registrar Associate Librarian, Technical Services Joyce S. Wadlington Ed.M. Director Irene Shulman Laursen B.A., M.S. Office of Educational Research Science Librarian Dorothy Duquet Administrative Assistant Ann Congleton PhD Director of Educational Research Sally Blumberg Linden B A , M.S. Associate Professor of Philosophy Readers Services Librarian 226 ADMINISTRATION

College Health Services Office for Business Affairs Office for Resources

Thomas J. Keighley M.D. Joseph Kiebala, Jr. M.A. Albert E. Holland M.A., LL.D. (Hon.) Director of Health Services Vice President for Business Affairs Vice President for Resources

Elizabeth Veeder M.D. Lucille M. Knight Phyllis Shapiro Fanger M.Ed. Associate Physician Assistant to the Vice President Director for Annual Giving Programs

Gertrude E. Murray M.D. Harry Bertram Jones Joseph M. Hobbs B.S. Associate Physician Controller Associate Director Asha Wallace M.D. Annettes. Potenza David Maxson B.A. Associate Physician Assistant Controller Associate Director Ann Stewart-Burton M.D. Richard L. Lewis B.S./B.E. Faith Clough Degenhart M.R.E. Consulting Gynecologist Bursar Assistant Director Harold Dixon Stalvey M.D. Richard J. Seamans B.A. Ghislaine deGive B.A. Consulting Psychiatrist Director of Personnel Assistant Director Jeannette Hatfield Corwin M.D. Albert M. Coffey, Jr. B.S. Karen Whitmore B.A. Associate Consulting Psychiatrist Director of Physical Plant Assistant Director Lionel Abbott Schwartz M.D. Anthony R. Oteri Catharine B. Butchman B.A. Associate Consulting Psychiatrist Assistant Director of Physical Plant Coordinator of Research

John Louis Leiievre Sonia Turner Counseling Services Director of Purchasing Office Manager Carol F. Baird Ph.D. Consulting Psychologist Elizabeth Cornwall B.S. Director of Food Services Center for Research on Women Donald L. Polk M.S.W. in Higher Education and the Professions Human Relations Consultant Richard P. Companion M.S. A. Coordinator, Commission on Community Life Director of Systems and Data Processing Carolyn Elliott Ph.D. Director William L. Biggart, Jr. Office of the Chaplaincy Manager of the Duplicating Services Mary Jo Bane Ph.D. Associate Director The Rev. H. Paul Santmire Th.D. Carolyn A. Bruns Chaplain Manager of the Wellesley College Club Ann Seidman Ph.D. Lecturer in Religion and Biblical Studies Research Associate John C. McManus Manager of the College Post Office Bronwen Haddad A.B. Administrative Assistant and Conference Coordinator ALUMNAE ORGANIZATION

OLfi 228 ALUMNAE ORGANIZATION

Alumnae Office Alumnae Association Chairman, Class Fund Programs Board of Directors Mrs. Robert R. Luton Anne Mitchell Morgan B.A. 15 Duffy's Lane Executive Director President Darien, Connecticut 06820 fvlrs. James M. Collins Marion Saunders Chapman B.A. 10311 Gay wood Road Chairman, Clubs Assistant Director for Alumnae Council Dallas, Texas 75229 Financial Secretary Mrs. Stanley M. Goldberg 7019 Tupa Drive First Vice President Joan Gardner Minneapolis, Minnesota 55435 Administrative Assistant Mrs. Sam R. Watkins 80 Clapboard Ridge Road Chairman, Communications B.A. Connecticut Caroline Canterbury Match Greenwich, 06830 Mrs. Frederick Wechsler Assistant Director for Glasses and Reunions 1 01 5 Old Boston Post Road Second Vice President Mamaroneck, New York 10543 Elizabeth Darlington Havens B.A. Mrs. James A. Churchill Assistant Director for Clubs 461 Pine Street Chairman, Academic Programs New Orleans, Louisiana 70118 Mrs. William I. MacDonald Alumnae Magazine 64 Liberty Avenue Secretary Lexington, Massachusetts 02173 Mary C. Lyons B.A. Louise Osborne Knight Editor (Mrs. Daniel J. Clement) Ex Officiis R.D.#1 Box 192, Mrs. Vance N. Morgan Janet Chacran Jasperse B.A. Wending Way Executive Director Assistant Editor College Park Lewisburg, Pennsylvania 17837 Miss Mary C. Lyons Editor, Wellesley Alumnae Magazine Treasurer Mrs. Hiroshi Nishino Alumnae Trustees 281 Country Drive Mrs. Richard R. Green (1970-1976) Weston, Massachusetts 02193 Shaker Heights, Ohio

Chairman, Campus Betsy Ancker-Johnson (1971-1977) Mrs. Willard S. Levings (Mrs. Harold Hunt Johnson) 20 Nantucket Road Washington, D.C. Wellesley, Massachusetts 02181 Mrs. John D. Anderson (1972-1978) Chairman, Class Officers Golden, Colorado

Mrs. Frank P. Wilcox Mrs. F. Daniel Frost (1974-1980) 125 Winch Street Pasadena, California Framingham Centre, Massachusetts 01701 Miss Kathie Ann Whipple (1974-1977) Brooklyn, New York ALUMNAE ORGANIZATION 229

National Development Fund Committee Trustee Member Mrs. Morse Johnson Chairman 9 Far Hills Drive

Dr. Carol J. Johns Cincinnati, Ohio 45208 203 E. Hlghfield Road Baltimore, Maryland 21218 Trustee Member Mrs. James M. Kemper, Jr. Chairman, Corporate Gifts Program 1231 West 57th Street Mrs. Gordon S. Bodek Kansas City, Missouri 64113 148 South Bristol Avenue Los Angeles, California 90049 Chairman, tVlajor Gift Societies Mrs. Robert D. Kestnbaum Assistant to the Chairman for Key Gifts 442 West Wellington Avenue Mrs. John W. Braitmayer Chicago, Illinois 60657 37 Knollwood Lane Darien, Connecticut 06820 Chairman, Class Fund Programs Mrs. Robert R. Luton Chairman, Bequests and Deferred Gifts 15 Duffy's Lane Mrs. David W. Gaiser Darien, Connecticut 06820 West 612 Sumner Avenue Spokane, Washington 99204 Trustee Member Chairman, Key Gifts

Secretary Mrs. Carl M. Mueller Ms. Betsy Geist 435 East 52nd Street University of Pennsylvania New York, New York 10022 3451 Walnut Street Philadelphia, Pennsylvania 19174 Chairman, Foundations Miss Elizabeth Paschal Chairman, Clubs 569 Patricia Lane Mrs. Stanley M. Goldberg Palo Alto, California 94303 7019 Tupa Drive Minneapolis, Minnesota 55435 Trustee Member

Mrs. Lewis Rumford II Chairman, Geographic Representatives 4401 Greenway Mrs. E. Alfred Herberich Baltimore, Maryland 21218 834 Standish Avenue Westfield, New Jersey 07090 Assistant to the Chairman for Key Gifts Mrs. Raymond S. Troubh Vice Chairman, Bequests and Deferred Gifts 770 Park Avenue Mrs. Francis G. Jenkins New York, New York 10021 Blair Road Williamstown, Massachusetts 01267 230 GIFTS TO WELLESLEY Gifts to Wellesley

Wellesley has deep gratitude for the gifts of alumnae, friends, and parents without whose

support it could not maintain its standards of excellence. The College welcomes outright gifts of cash, gifts of securities, and gifts of other property. The College provides income for lite to donors who invest in either an Annuity or a Life Income Plan.

Forms of Bequests An unrestricted bequest to Wellesley may be worded:

"I give to Wellesley College, Wellesley, tvlassachusetts, the sum of dollars."

In the case of a bequest for a specific pur-

pose, it is wise to allow considerable latitude in the use of any fund, so that changing con- ditions will not impair the usefulness of the gift. Thus, such a bequest may be expressed:

"I give to Wellesley College, Wellesley, Massachusetts, the sum of dollars, the income only to be used for " (Here de- scribe the purpose in as broad and simple terms as possible, as for example, faculty salaries or scholarships.) The more limited

the use, the more important it is to add a pro- vision such as, "If, in the future, the Trustees of the College determine that the Bequest is no longer needed for the purpose for which it

was bequeathed, they may use it to meet other needs of the College, but the name of the Fund will always remain in Wellesley's records."

A residuary bequest to Wellesley may read as follows:

"All the rest, residue and remainder of my real

and personal estate, I give to Wellesley Col- lege, Wellesley, Massachusetts." INDEX

Academic Child Study Center, 38 Faculty, see Officers of Instruction calendar, 3 Chinese courses, 80-82 Federal Income Tax Return. 23 distinctions, 46 Civil Service, 48 Fees and expenses. 19-22 honors in the major field, 46 Classical civilization, interdepartmental major, 200 annual fee. 19 standards, 43 Classical and Near Eastern archaeology, inter- continuing education. 22 summary, 32 departmental major, 201 general deposit. 19 Acceleration, 44 College, history of, 11-12 plans of payment. 19, 20-21 Administration, 224-226 College Entrance Examination Board tests, 15 reservation fee, 19 Admission, 14-16 College Government, 12 room retainer fee, 19 application for, 14 Colloquia, freshman-sophomore, 45, 50 special fees and expenses, 19 campus visit, 15 Community involvement, 46 student activity fee, 19 College Entrance Examination Board tests. 15 Continuing education, 22, 48 Fellowships, see also Scholarships criteria for, 14 Correspondence, 4 undergraduate and graduate, 24-25 deferred entrance, 16 Counseling resources, 30 Financial aid, 23 early evaluation, 15 Courses of instruction, 50-207 application for, 23 foreign students, 16 Credit Federal Income Tax Return, 23 general requirements for freshman applicants, 14 for advanced placement examination, 44 Parents' Confidential Statement, 23 interview. 15 for community involvement, 46 payments. 19 plans, 15-16 for other academic work, 44 Foreign language requirements. 42 transfer students, 16 for summer school and independent study, 46 Foreign students U.S. citizens living abroad, 16 Cross-registration, Massachusetts Institute of admission of. 16 Advanced placement, credit for, 44 Technology, 45 countries. 33 Alumnae. 228-229 Curriculum, 42-48 French courses. 98-100 Association, board of directors. 228 Freshman National Development Fund Committee. 229 admission requirements, 14 trustees. 228 Degrees Freshman-sophomore colloquia, 45, 50 Alumnae Hall, 39 B.A., requirements for. 42 American studies, individual major, 205 Dental school, 48 Anthropology courses, 180-183 Development, national committee, 229 Geology courses, 102-104 Archaeology, classical and Near Eastern, inter- Dormitories, 29-30, 38 German courses, 106-108 departmental major, 201 Gifts and bequests, 230 Art courses, 52-58 Grading system, 43 Arts center, 37-38 Early evaluation, 15 Graduate fellowships, 24-25 Astronomy courses, 60-61 East Asian studies, interdepartmental major, 201 Greek and Latin courses, 110-114 Economic internship program, 46 Greek courses, 110-111 Economics courses, 84-86 Green Hall, 40 Bachelor of Arts degree, requirements for, 42 Education courses, 88-90 Greenhouses, 37 Biblical studies courses, 170-174 Emeriti professors, 221 Biological sciences courses, 64-68 Employment, student, 31 Blacl< studies courses. 70-74 English courses, 92-96 Harambee House, 39 Buildings, see Campus Enrollment, 32-33 Health professions, 48 Examinations, 43 Health services, 30-31 advanced placement, 44 infirmary, 40 Calendar, 3 exemption, 44 medical insurance, 19 Campus, description of. 37-40 Exchange Program, Twelve College, 45 History courses, 116-124 map of, 28 Expenses, general, 22 History of science courses, 196 Career, preparation for, 47 Experimental course exchange, Wellesley-MIT, 161 Honors in ttje major field, 46 Career Services Office. 31 Experimental courses, 194-195 Chapel. 39 Experimental exchange. Spelman-Wellesley, 45 Chemistry courses. 76-78 Extradepartmental courses. 194-198 232 INDEX

Individual majors, 204-207 Readmission, 47 Teaching, student preparation for, 48 Individual study, 44 Refunds, 19. 22 Theatre studies courses, 190-191 Infirmary, 40 Religion and biblical studies courses, 170-174 Theatre studies, individual major, 206 Insurance, medical, 19 Religious resources, 30 Transfer students Interdepartmental majors, 200-207 Required studies admission, 16 Internstiips, summer, 45-46 exemption from, 44 Trustees, board of, 6 Interview, 15 Requirements Tuition 20-21 Italian courses, 126-128 distribution, 42 payments, 19, foreign language, 42 Twelve College Exchange Program, 45 ottier, 43 Jewett Arts Center, 37-38 Research, student, 44 Jobs, 31 Residence fialls, 29-30, 38 Urban internship program, 46 Junior Year Abroad, 45 Russian courses, 176-177 Urban studies, individual major, 206

Latin courses, 112-114 Sage, 37 Visitors, 4 Leave of absence, 47 Schneider College Center, 39 Library, 38 Scholarships, see also Fellowships Loans, 23 trustee, 25, 46 Waddell scholarships, 45, 46 undergraduate, see Financial Aid Washington internship program, 45 Scholastic aptitude and achievement tests, 15 Wellesley College Club, 40 l^ajor, 43 Science Center. 37 Withdrawal, 47 Massachusetts Institute of Technology, Secondary school preparation, 48 Women's research center, 40 cross-registration, 45 SigmaXi, 46 Women's studies, individual major, 207 IVIathematics courses, 130-132 Slater International Center, 39 Medical insurance, 19 Slater scholarship, 45, 46 Medical school. 48 Society houses, 39 Medieval /Renaissance studies, interdepartmental Sociology and anthropology courses, 180-183 major, 202-203 Spanish courses, 186-188 Molecular biology, interdepartmental major, 204 Spelman-Wellesley Experimental Exchange Music courses, 134-137 Program, 45 Sports facilities, 29 Stecher scholarship, 45, 46 National Development Fund Committee, 229 Student life, 29 Nondiscriminatory policy, 31 Students Credits; academic summary, 32 Photos and captions dating back to Wellesley's from other countries, 16 past were first published in A Woman's Place, the Observatory, 37 geographic distribution, 33 centennial edition of the Alumnae Magazine. Officers of instruction, 206-222 Students' Aid Society, 23 Study abroad Photographs by: Bachrach, Paul Birnbaum, Fred junior year, 45 Brink. Molly Butler '77. Chalue. Earl Dinsmore. Parents' Confidential Statement, 23 summer, 46 Mark Feldberg. Foster-Bush Studio, Owen Phi Beta Kappa, 46 Summers, 31 Franken. Anita Henderson '75, Bradford Herzog, Philosophy courses, 140-143 internships, 45-46 Joan Jasionis, Legends. Eric Levenson, Molly Physical education courses, 146-148 Matthews, Richard Nugent, Julie O'Neil, Karin Physical education facilities, 38 Rosenthal, Nancy Scanlon, Chip Vincent, and the Physics courses, 150-152 Wellesley College Archives. Plans of payment, 20-21 Political science courses, 154-162 Printer; Rapid Service Press, Boston Presidents, 10 President's House, 40 Psychology courses, 164-168 September 1975 25M